Transforming EAL Inclusive Practices - nesacenter.org · · 2015-10-21Transforming EAL Inclusive Practices ... Self-Assessment - Collaboration Rubric ... 'inquiry-based, gradual

All Means All! Transforming EAL Inclusive Practices A Planning Guide

NESA Fall Leadership Conference Presented by: Kim Bane Karen Sumaryono Paula Peters-Frampton

AMERICAN INTERNATIONAL SCHOOL CHENNAI Copyright © 2015, Bane, Sumaryono and Peters-Frampton

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Transforming EAL Inclusive Practices


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Foreword

Four years ago, beginning and intermediate English Language Learners at the American International School Chennai were primarily taught in classrooms separate from students with proficient levels of English. Core teachers and English as an Additional Language teachers planned independently of each other and individually delivered instruction. Today, all AISC teachers work collaboratively to plan and deliver instruction that meets a wide-range of learner needs. AISC students work together, side-by-side, building content mastery, while expanding their social and academic language.

AISC Mission: Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.

Core Values:

Responsibility | Respect | Excellence | Integrity | Diversity

We believe that:

● Each person has equal intrinsic value, worthy of dignity and respect.

● We are responsible for our choices and their effect on ourselves, others and the environment.

● Being open to new ideas and challenging experiences enriches our lives.

● Mutual respect, trust and caring foster healthy interpersonal relationships.

● Embracing our diversity makes us a stronger community.

● In an interconnected world, our positive contributions to the community and the environment are essential.

● Individuals thrive in a nurturing environment that provides for their physical and emotional safety.

Inclusion

Inclusive education at AISC creates opportunities for full participation in the learning process through collaboration, responsive teaching and reflection that meets the needs of a wide range of learners.

In the above statement, the words inclusive education are used to narrow the scope of inclusion, so that it falls within the framework of the Learning Strategic Objective and the Inclusion End Results. Full participation articulates making learning accessible for all students. We do this through collaboration (co-teaching, among other strategies), responsive teaching (scaffolding to support a student’s need and growing independence) and reflection (an emphasis on a growth-mindset for students and teachers). All of this is provided for a wide range of learners (recognizing that there are defining factors in the current admission criteria).

This statement is a subset of the Mission and Core Values. It speaks specifically to articulate the definition of academic inclusion at AISC within the existing philosophical framework. The audience for the statement is prospective parents, prospective teachers plus current community members. It was written in broad terms allowing the AISC staff to broaden the scope based on the evolution of the school, the school community and the greater field of education.


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Managing Complex Change

NESA Continuum of Implementation


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PILLARS OF SUCCESS

Vision + Skills + Incentives + Resources + Action Plan = Success

Reflect on a large-scale change initiative that you have led or been closely involved in. What elements from the “Managing Complex Change” matrix were in place? Which were missing?

Reflect on the experience.


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Implementing Change Vision

AISC’s Vision for EAL Inclusive Education: What was the impetus for change?

What is your school’s vision for EAL Inclusion: What would be your impetus for change?


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What is the vision for your school as it relates to EAL Inclusion?

How does EAL Inclusion connect to your school’s mission, core values and/or current school initiatives?

What data supports the need for change?


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What research, models and experts did AISC consult in the field of EAL Inclusive Practices?

How can your school move into the “Deepening Understanding” section on the implementation continuum?

AISC Change Agents Who/What are your internal or external change agents?


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Lessons Learned

AISC Year 1

Initiating Implementation

(2012-2013 – 3rd, 5th, 8th)

AISC Year 2

Extending Implementation

(2013-2014 - All School)

AISC Years 3 & 4

Refining Practice

(2014- Current Year)

Your School

Year 1

Your School

Year 2

Your School

Year 3


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Skills and Resources

What are the skills you already have at your school?

What skills will you need to acquire, build and/or develop?

Are there resources that can be reassigned? List them.


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How does your current model of professional development support the skills that will need to be acquired?

What are some financial and/or contractual restraints that your school will need to consider?


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Incentives

How can teacher leadership be developed as an incentive?

What incentive structure already exists for staff?

What do other schools use as meaningful incentives?


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Action Plan

What is your timeline for change?

What are your top three priorities moving forward?

Who can serve as experts or resources during your planning phases?


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Looking at the Change Matrix:

How would you get your staff to take ownership of this change process?


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Additional Resources

Self-Assessment - Collaboration Rubric *Copied with permission from Dr. Gini Rojas

COLLABORATIVE PLANNING RUBRIC FOR EAL & CLASSROOM TEACHERS EAL and classroom/content teachers co-plan instruction to support English learners’ academic language acquisition and achievement.

EXEMPLARY PROFICIENT APPROACHING NOT YET Both teachers co-plan instruction as equal team members working together to design grade-level content and language learning targets from grade-level content and language standards and benchmarks. They plan aligned formative and summative assessment tasks as evidence of standards and benchmark attainment in order to plan scaffolding and differentiation strategies backwards for progressive English-language proficiency levels (i.e. what English learners can do now as per English-proficiency assessments and what they can do next with support).

Both teachers co-plan instruction as equal team members working together to design grade-level content and language learning targets from grade-level content and language standards and benchmarks. They plan aligned formative and summative assessment tasks in order to plan scaffolding and differentiation strategies backwards for data-based English learners’ current English-language proficiency levels (i.e. what English learners can do now as per the English-proficiency assessments).

Both teachers co-plan instruction as team members working together to design content and language learning targets from standards and benchmarks. They plan formative and summative assessment tasks in order to plan scaffolding and differentiation strategies backwards for English learners’ English-language proficiency levels.

Teachers either plan alone or on the fly to design content and language learning targets and student tasks. The EAL teacher is expected to plan modified tasks or accommodation strategies for English-language proficiency levels because English learners are behind grade-level expectations.

COLLABORATIVE INSTRUCTION RUBRIC FOR EAL & CLASSROOM TEACHERS EAL and content teachers co-deliver lessons to support

English Learners’ academic language acquisition and achievement. EXEMPLARY PROFICIENT APPROACHING NOT YET

Teachers collaboratively plan lessons using an 'inquiry-based, gradual release of responsibility instructional model’ to engage English learners in learning experiences to acquire knowledge and practice functional language simultaneously (e.g. argument, explanation,

Teachers collaboratively plan lessons using an 'inquiry-based, gradual release of responsibility instructional model’ to engage English learners in learning experiences. Teachers implement purposeful and research-based EAL strategies, (e.g. building background, visual clues,

Teachers plan lessons to meet English learners’ needs. Teachers implement well-known EAL strategies (i.e. building background, visual clues, graphic organizers) skill-building language strategies (i.e. vocabulary, reading, writing, oral skills), and modifications or

Both teachers over-rely on direct instruction and teaching from the book as the primary modality for instruction. English learners' responses to teachers' recall comprehension questions are short-answer words and phrases. Small-group work is used to complete worksheets or


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description). Teachers implement purposeful and research-based ELL strategies (e.g. building background, visual clues, graphic organizers, cooperative learning); ‘translanguaging’ tools, literacy strategies (i.e. vocabulary, reading, writing, oral language development through verbal interaction); and differentiation strategies (i.e. materials, tasks, strategies, groupings). Students generate and respond to their own and others’ questions using extended academic language discourse (i.e. the ‘right’ answer using the ‘right’ academic language) with scaffolding support (e. g. sentence starters, rehearsal opportunities, etc.) and are involved in their own self-assessment of their progress on classroom tasks and English-language usage. EAL and classroom teachers’ instructional roles are clearly defined through the use of pre-planned co-teaching models.

graphic organizers, cooperative learning); ‘translanguaging’ tools, academic language development and extension strategies (i.e. vocabulary, reading, writing, oral language development through verbal interaction); and differentiation strategies (i.e. materials, tasks, strategies, groupings). Students generate and respond to their own and others’ questions using academic language beyond ‘word’ or ‘phrase’ level discourse (i.e. the ‘right’ answer using the ‘right’ academic language) with scaffolding support (e. g. sentence starters, rehearsal opportunities, etc.). EAL and classroom teachers’ instructional roles are clearly defined through the use of pre-planned co-teaching models.

accommodations for English learners. Students respond to teachers’ questions using words or phrases (i.e. the ‘right’ answer). EAL teacher participation appears limited to attending class and helping a small number of students 'on the fly’ while the classroom teacher delivers instruction.

activities focused on vocabulary, grammar, reading, or writing practice. EAL teacher participation appears limited to attending class and helping a small number of students 'on the fly’ while the classroom teacher delivers instruction.

ASSESSMENT FOR LEARNING RUBRIC FOR EAL & CLASSROOM TEACHERS Teachers collaboratively collect data and monitor

English learners’ academic language acquisition and achievement EXEMPLARY PROFICIENT APPROACHING NOT YET

EAL and classroom teachers collaboratively collect and use standardized and classroom-based assessment data for monitoring English learners’ language proficiency and classroom achievement. Time is spent analyzing data for

EAL and classroom teachers collaboratively collect and use standardized and classroom-based assessment data for monitoring English learners’ language proficiency and classroom achievement. Time is spent analyzing

EAL and classroom teachers each collect data for monitoring English learners’ language proficiency and classroom achievement, respectively. Time is spent analyzing data for strengths and areas for growth. Data tends to be used ‘of and for learning.’

Both teachers collect their own data as a way to grade students (‘of learning’) rather than as a way to monitor progress or inform instruction for academic achievement or language acquisition.


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strengths and areas for growth in order to inform decisions regarding instruction ‘of and for learning.’ Students are involved in the assessment process.

data for strengths and areas for growth in order to inform decisions regarding instruction ‘of and for learning.’

COLLABORATIVE SUPPORT RUBRIC FOR LEADERS Vision for Linguistic and Cultural Diversity

EXEMPLARY PROFICIENT APPROACHING NOT YET Leaders explicitly and intentionally articulate shared responsibility that English learners are all teachers’ students and support these views with institutionalized and research-based policies and practices (i.e. a schoolwide ‘mindset and way of life’). Leaders explicitly and intentionally give consistent building-wide message that linguistic and cultural diversity are resources to be developed and embraced, and research-based policies and practices are used to build a multilingual and intercultural ecology as a ‘mindset and way of life.’

Leaders explicitly and intentionally articulate a sense of shared responsibility that English learners are all teachers’ students and support these views with research-based policies and practices (i.e. walk the walk). Leaders give consistent building-wide message that linguistic and cultural diversity are resources to be developed and embraced, and research-based policies and practices are used to build a multilingual and intercultural ecology (i.e. walk the walk).

Leaders articulate a sense of shared responsibility that English learners are all teachers’ students in order to dispel comments and behaviors indicative of ‘non-ownership’ (i.e. talk the talk). Leaders give consistent building-wide message that linguistic and cultural diversity are resources to be developed and embraced though they also present challenges to the harmony of a school (i.e. talk the talk).

Leaders lack a sense that English learners are all teachers’ students and permit comments and behaviors indicative of ‘non-ownership.’ Leaders give mixed-message that diversity should be embraced and that linguistic and cultural diversity is a deficit that needs intervention.

COLLABORATION SUPPORT RUBRIC FOR LEADERS Provision for Parental Involvement & Intercultural Ecology

EXEMPLARY PROFICIENT APPROACHING NOT YET Community reach-out activities and orientations are provided for parents throughout the year formally as well as informally. School messages and newsletters are translated into the multiple languages of the community, along with a

Community reach-out activities and orientations are provided for parents throughout the year to keep parents informed. School messages and newsletters are translated into the multiple languages of the community.

Community reach-out activities and orientations are provided once a year to inform parents. School messages and newsletters are translated for the parents of the largest English-language learning populations.

Parents of English learners are perceived as problematic and incapable of understanding students' English-language schooling.


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variety of additional initiatives to welcome the parents of English learners. Leaders initiate provision of English classes and host-country language and culture classes for interested parents, require new staff members to attend such classes, and engage in their own professional learning to develop linguistic and cultural competence.

Leaders initiate provision of English classes and host-country language and culture classes for interested parents and staff members and engage in their own professional learning to develop linguistic and cultural competence.

Leaders initiate provision of English classes and host-country language and culture classes for interested parents and staff members.

Leaders give a clear message that the school is a site for English-language and cultural activities.

COLLABORATION SUPPORT RUBRIC FOR LEADERS EAL and Classroom Teacher Collaboration Equity

EXEMPLARY PROFICIENT APPROACHING NOT YET Leaders value the expertise of all EAL teachers for their linguistics expertise and pedagogical capacities and classroom teachers for their subject-matter content knowledge and pedagogical capacities and articulate that each and both skill-sets have equal roles and responsibilities in the schooling of English learners. Professional development is provided to help teachers' acquire the skills and instructional capacities of each other.

Leaders value the expertise of all EAL teachers for their linguistics expertise and pedagogical capacities and classroom teachers for their subject-matter content knowledge and pedagogical capacities and articulate that each and both skill-sets have equal roles and responsibilities in the schooling of English learners.

Leaders value the expertise of all EAL teachers for their linguistics expertise and pedagogical capacities and classroom teachers for their subject-matter content knowledge and pedagogical capacities.

Leaders value the expertise of classroom teachers for their subject-matter content knowledge and pedagogical capacities.

COLLABORATION SUPPORT RUBRIC FOR LEADERS Provision for EAL and Classroom Teacher Collaboration

EXEMPLARY PROFICIENT APPROACHING NOT YET Leaders provide expectation, time, and structures for collaborative planning and instruction for an inclusive EAL program. Data on the impact of the collaborative model

Leaders provide expectation, time, and structures for collaborative planning and instruction for an inclusive EAL program to increase English learners’ academic

Leaders provide expectation, time, and structures for collaborative planning and instruction.

Leaders state that EAL and classroom teachers should collaborate.


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on English learners’ increased scores, academic achievement and language acquisition is collected from multiple measures (including standardized and classroom-based assessments).

achievement and language acquisition.


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Guidelines for Creating your Model

Vision

Skills

Incentives

Resources

Action Plan

What skills will teachers involved in the process need? (Content Teachers and EAL Teachers)

How will you create ownership in the process: � Administration � Teachers � Parents

What will you need to do in terms of: � Human Resources � Financial Resources � Time Resources

What will you do in: � Year 1 � Year 2 � Year 3

Describe your model for EAL Inclusive Services.


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POSSIBLE WAYS FORWARD

Co-Planning with “Push In” Support

Vision

Skills

Incentives

Resources

Action Plan

Content Teacher -Well versed in Sheltered Instruction EAL Teacher- Vast knowledge of language acquisition theory and best practices

Student success Support for differentiating classroom materials (Content teacher) Development of coaching skills (EAL teacher

Scheduling that allows for team planning

Well documented and shared units Share planning documents accessible to all team members Guidelines for roles and responsibilities of each member.

PD for all content teachers on Sheltering Instruction Intensive PD on effective collaboration Develop EAL teaching and coaching standards Develop roles and responsibility guidelines Develop walk through document Develop co-planning /collaboration check-in system Develop relationship / conflict support pathway.

ELLs are supported through Co-Planning and on demand “Push In” in all core content classes. EAL teachers helps differentiate for language proficiency levels but lesson are mainly delivered by content teacher. EAL teacher acts as a coach /mentor.


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Core Content Classes are Co-planned and Co-taught.

Vision

Skills

Incentives

Resources

Action Plan

All team members with working knowledge of S.I. and differentiation EAL teacher with expertise in making content accessible, differentiation and language development

Job embedded Professional Learning Student success Increased tool kit

Coaches to provide support for teams Schedules that allow ample time for co-planning Fixed co-teaching blocks/periods Template for co-planning, co-teaching and reflection Guidelines on roles and responsibilities PD on methods of co-teaching

PD for all content teachers on Sheltering Instruction Intensive PD on effective collaboration Intensive PD on co-teaching methods Development of co-teaching /co-planning template and shared documents PD on lesson design and delivery for Co-Teaching Develop EAL teachers’ standards Develop roles and responsibility guidelines Develop walk through document Develop co-teaching/collaboration check-in system Develop relationship/co-teaching/conflict support pathway

ELLs are supported in co-planned and co-taught classrooms. EAL teacher works with one or two content teachers per grade level or subject area. ELLs are distributed evenly throughout grade level classes.


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Strategically Stacked Co-Planned Co-Taught Classes

Vision

Skills

Incentives

Resources

Action Plan

All team members with working knowledge of S.I. and differentiation EAL teacher with expertise in making content accessible, differentiation and language development

Student success Support for differentiating classroom materials (Content teacher) Development of coaching skills (EAL teacher) Increased tool kit

Both teachers have same schedules Well-documented and shared units Co-Planning and Co-teaching template that emphasis lesson design and delivery Guidelines for roles and responsibilities of each co-teacher Co-planning/co-teaching agreements

Intensive PD on effective collaboration Intensive PD on co-teaching methods Shared planning documents and “Co-Teaching, Co-Planning Reflection” template Develop EAL teachers’ standards Develop roles and responsibility guidelines Develop walk through document Develop co-teaching/collaboration check-in system Develop relationship/co-teaching/conflict support pathway

ELLs are strategically placed in specific classrooms. Classes are co-planned and co-taught.


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Action Planning Template

Vision

Skills Incentives Resources


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Documents

Transforming EAL Inclusive Practices - nesacenter.org · · 2015-10-21Transforming EAL Inclusive Practices ... Self-Assessment - Collaboration Rubric ... 'inquiry-based, gradual