Untangling the Complex Work of Leading Change for

English Learners Susana Dutro���

Founder & CEO, E.L. Achieve

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Sonoma County Education Office • February 6, 2014 English Learner Leadership Conference

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!  Identifying the ChallengeKnowing our goals, our students, our staffs

!  Phases of Implementation "  Planning

Data, Vision, Communication "  Institutes (Training) "  Initial Implementation "  Expanding Implementation "  Full Implementation

Session Agenda

Effective English Learner Programs

!  express the sophistication of their thinking vis-à-vis the Common Core and state content standards.

!  fluently and flexibly communicate for a range of real-life purposes

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Require that we provide educators with the knowledge, skills, and tools to equip English Learners with language knowledge to:

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Strong L1 literacy

Often new to English

May be literate in L1

Strong English language & literacy, some gaps

Strong English language & literacy, some gaps

Limited L1 literacy

Often new to English

May have limited literacy in L1

Low literacy, seemingly strong oral English, many gaps

Low literacy, seemingly strong oral English, many gaps

Diversity among English Learners

Consider the student population you serve: ■ Which groups are

represented? ■ What does

achievement data suggest about instructional needs?

Language Knowledge and Academic Success

!  Students with well developed oral skills in English have greater success in reading – Genesee, et al, 2005

!  To meet the needs of English Learners, we must focus on explicitly teaching the vocabulary, text structures, and discourse features of various disciplines – Meltzer, 2006

!  Most instructional materials provide scant linguistic support

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The Challenge for English Learners

It’s a daunting task

While learning grade-level content, must gain a multi-faceted knowledge of English language

!  Native language = almost invisibly learned " Rules (syntax, discourse), vocabulary, and

nuances (idioms, cadence) " Academic language = requires instruction in

critical components !  New language + academic language = careful

instruction and a great deal of practice

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Common practices that fail���Why have we not been more successful?

!  Lowering expectations !  Teaching all students the same way !  Providing interventions that do not

include language instruction !  Providing language instruction that:

"  Is ad-hoc, rather than explicit and sequenced "  Is not backward mapped from the cognitive

task at hand "  Fails to provide sufficient oral and written

practice

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! Have any of these common practices been evident at our site/district? Where are we in addressing them?

! How are the language needs of English learners addressed in our system?

Table Talk���

What does this mean for us?

EL instruction in an era of new standards

!  Infuse language instruction throughout the school day: every class, every subject

!  Backwards design from a cognitive task to identify linguistic demands of the learning

!  Emphasize the role of oral language practice for complex thinking and writing

!  Use materials to support instruction, not drive it

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Our role in facilitating���A Successful Struggle

Learning new teaching practices to meet the academic and linguistic needs of English Learners entails struggle and the willingness to take risks. Many educators are not likely to accept that challenge unless they truly believe success is within reach.

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!  Teachers " Support to teach language needed to express

complex thinking " Equipped with knowledge, skills, tools

!  Site Administrators " Support to establish processes to ensure EL

receive appropriate instruction " Recognize key instructional elements

!  District Administrators " Tools to design and support implementation

of effective English Learner program

The Challenge for School Systems

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!  Identifying the ChallengeKnowing our goals, our students, our staffs

!  Phases of Implementation "  Planning

Data, Vision, Communication "  Institutes (Training) "  Initial Implementation "  Expanding Implementation "  Full Implementation

Session Agenda

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The Science of Implementation ���Phases for Building Effective Systems

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I. Planning

II. Launching Institutes

III. Initial Implementation

IV. Expanding Implementation

V. Full Implementation

Think Write Pair Share

! Think of a time when you learned something new and carried it through.

! Now jot it down.

! Meet with someone from a different table and share your experience.

! Pairs pair up to make groups of four.

Think Write Pair Share

!  Talking StickUse one of the following frames to debrief: "  It was pretty easy when my partner was

in the _________ phase because _______, but it became more difficult in the ________ phase because ______________.

" During the _________ phase, my partner experienced________ because _________. Later, in the ______________ phase, ______________________________________.

Planning to Plan

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The beginning is the most important part of the work.

– Plato

It’s not the plan that is important, it’s the planning.

– Dr. Graeme Edwards

Planning Phase

■  Use data to establish need ■  Articulate clear vision for district,

site, and classroom practice ■  Align existing resources to vision

District Plan ���District Readiness Survey

!  To ensure your system is ready: " Survey stakeholders (teachers, site

administrators, coaches/TOSA) " Review and aggregate survey results " Based on responses, create a more

comprehensive map:

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Where we are Where we want to be

Communication Plan

"  Who are my stakeholders?

"  What do they need to know?

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Communication Matrix

Launching & Initial Implementation

■  Train teachers and administrators ■  Provide support and expectation

for teachers to try it out – during and after the Institute

■  Schedule teacher collaboration and classroom visits

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The Art of Teaching Soundly Structured Lessons Mike Schmoker, Education Week online, June 4, 2013

What’s your vision of effective instruction?

! Think about two or three teacher behaviors you would expect to observe during an effective lesson? " Jot these ideas down

" Be prepared to share

Common Vision of Quality Instruction

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1. English Proficiency Levels Know specifics of each English proficiency level

2. Oral Language Production Ensure frequent, purposeful, and accountable student interactions

3. Language Objectives Identify vocabulary and language patterns for functional purposes

4. Build Language Competence Organize and teach lessons to move through proficiency level

5. Meta-Linguistic Awareness Teach students to make conscious decisions about how to express themselves

6. Ongoing Assessment Provide rigorous language instruction geared to students’ identified needs

Expanding and Full Implementation

■  Keep structures established during the initial implementation phase in the forefront

■  Refine and add to those structures as needed

■  Identify and cultivate leadership

■  Collect, analyze, and share data

Focus on Data

Student data !  district level? !  school level? !  classroom level?

Implementation data !  district level? !  school level? !  classroom level?

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Student Data

"   What data sources do you use to monitor student progress and program effectiveness?

"   How do you share success stories?

"   How do you apply lessons learned?

www.elachieve.org !Leadership Seminar: Administrator Strand!! !2013! !

Student Data 1. What sources are used to monitor student progress and program effectiveness?

At the district level

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At the site level

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At the classroom level

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2. How can the data above assist you in updating your Implementation Plan as you

move toward full implementation? Goal How Who When Cost

Evaluation: English Learner

Achievement Results

Use a range of assessment data (formative and summative) to evaluate effectiveness

! Formative and summative (unit) assessment

! State assessment data

! Track AMAOs

The above is from E.L. Achieve’s Implementation Plan, section V, Sustaining: Full Implementation.

Implementation Data

"   What data sources do you use to monitor program effectiveness, instructional practices, and impact on student progress?

www.elachieve.org !Leadership Seminar: Administrator Strand!! !2013! !

Implementation Data 1. What sources are used to monitor program effectiveness, instructional practices

and impact on student progress?

At the district level

•

•

•

•

•

At the site level

•

•

•

•

•

At the classroom level

•

•

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2. How can the data above assist you in updating your Implementation Plan as you

move toward full implementation?

Goal How Who When Cost

Evaluation: Level of

Implementation

Measure depth of implementation and set goals for continuous improvement

! Administer Implementation Survey annually

! Observation Tool data

Who will collect data on implementation (principals, coaches?)

Annual timetable

Continue relevant implementation

efforts

Fine-tune implementation efforts to maximize quality of implementation

! Use E.L. Achieve Tools

! Refine structures ! Train new staff ! Celebrate

successes

Booster/ Follow-up Sessions

Continue to deepen knowledge and deepen confidence

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The above is from E.L. Achieve’s Implementation Plan, section V, Sustaining: Full Implementation.

District Capacity Building Model !  Planning Phase

"  Leadership Overview & Implementation Planning !  Year One – Launching Phase

"  Institutes "  Administrator Orientation "  Implementation Support (On-site & distance)

!  Summer Leadership Seminars – Expanding Phase "  Teacher Leaders – 5 days "  Administrator Strand – 3 days

!  Year Two & Ongoing – Expanding to Full "  Additional Teacher Institutes " Ongoing Refinement and Support

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Whip Around – Snake !  Summarize your thinking using one of the frames: " Given the insights from today, our district

now needs to _____________________________. "  Knowing what we know now, we will _________

before ___________________________________. " When we get back to our district, we’d like to

_________________________________________. "  A next step for our district is ________________.

!  Have a couple of options in mind in case someone beats you to your response.