ESL Program Implementation for Charter Schools in Multi-tiered Systems of Support

Speaking: Ana Sainz de la Pena, Paula Zucker, Francine Dutrisac

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-- to the ESL Program Implementation for Charter Schools in Multi-Tiered Systems of Support, Effective Educational Practices. Here with me are Ana Sainz de la Peña and Paula Zucker. My name is

Francine Dutrisac.

Today, we are providing webinar two of the webinar series. Webinar one, the legal framework, occurred on October 29th. In this webinar two, we are looking at effective educational practices for

charter schools in a Multi-Tiered System of Support. If you have questions concerning your Act 48 hours, or if you're participating as a group, please contact Wendy Weary at the email address on the

screen.

PaTTAN's mission is one where we support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special

education services. Recognizing that the placement decision is an individualized educational program team decision, our goal for each child is to ensure that IEP teams begin with a general education

setting, with the use of supplementary aids and services before considering a more restrictive environment.

Today's webinar outcomes are the following: Identify the characteristics of core ESL instruction within a Multi-Tiered Systems of Support, and identify research-based practices that continually inform

instruction and interventions for ELLs. To frame our webinar, we would like you to focus on this slide, where the slide really shows the difference between equality and equity. American culture

really focuses on equal rights, equality. But is it really in the best interest of children; that philosophy that equal is fair as [INAUDIBLE] education, until Brown v. Board of Education? What we

are seeing here is for ELLs, they need equity in practices in order for them to have a meaningful access to the content, and to the classroom instruction.

In the Multi-Tiered System of Support, such as RtII within a Multi-Tiered System of Support, the goal is to improve student outcomes. Those outcomes include academic achievement, social competence and

safety. We achieve those outcomes by implementing practices that are research-based, and the empirically validated. So the practices would include activities such as universal screenings, delivering

standard protocol interventions and progress monitoring. It is these practices that support student achievement and behavior. It is typical for us in schools to want to focus on the practices, and

often our implementation does not include other essential components of a successful implementation. RtII systems are the organizational decisions and structures that support effective staff

behavior. Schools need to have systems in place that will support effective practices; for example, teaming and facilitation, grade level meaning, scheduling, building level leadership and the

alignment of district and building leadership, as well as common collaboration time for content and ESL teachers. The use of data for decision making is the single most important system within RtII.

This element is used both to ensure the RtII practices are tailored to the local context culture, and to benefit the continuous regeneration needed for sustained implementation. Data collection and

analysis of data supports effective decision making. Schools may be implementing the very best instruction and intervention available, but if they're not collecting data and analyzing that data, then

there no accurate way of making decisions.

As we move from the national to the state level, we now see on the screen the Pennsylvania Multi-Tiered System of Support framework. The purpose of MTSS has always been a problem-solving model. After

identifying the model, defining the model, we analyze the data and implement interventions to solve the problem. We evaluate the intervention's effectiveness, and then determine the next steps. When

we look at this pyramid, we need to consider ESL as a tier one instruction, not an intervention, because in Pennsylvania, ESL is part of core instruction. So to repeat, in the Multi-Tiered Systems of

Support, ESL instruction is part of tier one.

As required by Chapter 4, LEAs must provide access and fully engage ELLs with more rigorous grade level core standards, scaffolds to instruction and assessments, as well as linguistic differentiation

must be included in the plan instruction for ELLs by all content teachers. So LEAs need to accomplish two important goals; provide access to core standards and provide English language development.

LEAs must also ensure that ELLs are developing English language proficiency, and closing the academic language gap. For ELLs, this means that both targeted services, instructional programs for ELLs

and general education must share the responsibility for developing discipline-specific content knowledge and academic language proficiency necessary for academic success. It's no longer the

responsibility of the ESL teacher to be the English language development teacher; it's everybody making a concerted effort and instruction in English language development.

Pennsylvania ESL programs calls for focused language instruction, or ESL instruction, focusing on an understanding of the basic structures of English, incorporating the four domains of listening,

speaking, of reading and writing, a study of registers, especially the academic register needed to engage in academic discourse across content or areas. The focused language study may be provided in

a variety of program configurations as specified by Pennsylvania policy regarding ESL and bilingual programs. Besides providing focused language study, the PA ESL programs must also provide the

discipline-specific and academic language expansion. As was mentioned in the first webinar, ESL program refers to both ESL instruction provided by an ESL teacher, and the discipline-specific academic

English development and expansion that occurs throughout the day by all content teachers [INAUDIBLE] in all subjects. Language learning is not limited to ESL, as I stated before, but occurs

throughout the student's daily experiences with the different content barriers.

PDE Basic Education Circular entitled "Educating Students with Limited English Proficiency and English Language Learners" provide legal guidance concerning English Language Learners. Standards-based

instruction for English Language Learners must be at the student's appropriate grade level, and differentiated and scaffolded according to the individual student's ELP levels. The incorporation of

the PA ELPS PreK-12 with the core's academic standards will serve as a powerful resource during planning and instruction. Both ESL and content teachers must be provided with structured common

planning time in an effort to develop meaningful instruction for our English Language Learners.

When we talk about developing an instructional plan, these bullets is what is involved. Each of these bullets must be evidenced in your program. In the following slides, we are going to be developing

each one of those. Daily ESL instruction must be of sufficient duration and intensity needed to make the necessary gains required by No Child Left Behind and Title III. English language need to have

intense, rigorous and connected instruction in order for them to be able to make the necessary gains, since they have to do double the work; not only learn the language, but learn the content. ELLs

at lower levels of proficiency will need more intense language instruction than students at higher levels of proficiency.

The basic education circular stipulates that an ESL teacher must have completed an ESL Program Specialist Certificate in order to develop planned instruction for English Language Learners.

Highly-qualified teachers in all schools is a requirement of No Child Left Behind. ESL teachers are language teachers; they teach the English language system by focusing on the following: Phonology,

Pragmatics, Orthography, Semantics, Syntax and Morphology. ESL teachers are also responsible for teaching ELLs the language forms and functions of English. ESL goes far beyond teaching vocabulary to

teaching of English at the sentence level and at the discourse level.

Within the Danielson Framework, teacher effectiveness is measured in four different domains. The next few slides, we will look at those four domains from the overarching understanding specific to ESL.

Domain one focuses on planning and preparation. ESL must be strategically planned. How is the ESL teacher showing in her or his plan the written ESL curriculum is aligned to PA English Language

Proficiency Standards, and to the PA Core Standards for English Language Arts that they're planning and preparation also includes a focus on cultural competency?

In domain two, the focus is on the classroom environment; how is the ESL teacher creating a classroom environment that is culturally-responsive, and provide a student-centered environment? How are

cultures respected and promoted? Is it evident in the classroom environment? How is the ESL teacher offering a bridge between the culture of the student and the American culture in supporting the

student's acculturation to American schools? How is the classroom environment providing students with both windows and mirrors in their education?

Domain three can be easily observed in an administrator walk-through of an ESL classroom. Questions to consider are the following; is the ESL teacher providing instructional supports, and will engage

all four domains in the multi-English language proficiency level in a multi-cultural environment, matching instructions and proficiency levels of the students in the classroom? Are practices more

student-centered than teacher-centered language development? We need to hear the students more than we hear the teachers. It is a very complex undertaking that needs to look more like a symphony than

a garage band.

And domain four focuses on professional responsibilities; interdisciplinary collaboration is essential to develop an effective ESL program. Scheduled co-planning time is ideal and recommended to

improve the program's outcomes. Advocacy is an important element of a defective program; how is the ESL teacher advocating for the ELL students in the face if the inequities? How are you as a school

leader supporting his or her advocacy efforts? How is the ESL teacher providing the most current information to his or her colleagues concerning the rights and educational needs of English Language

Learners?

After developing an instructional plan, we need to consider developing an assessment plan. In an MTSS framework, we previously mentioned the importance of data and decision making. The assessment plan

will allow us to determine how we will collect evidence of learning, considering progress monitoring not only for content learning, but also for language development. This plan should also keep track

of the scheduled PSSA and Keystone Exams calendar.

Part of the assessment plan should also include the implementation of the Can Do Descriptors, the WIDA Speaking and WIDA Writing Rubrics, the how will we employ formative assessments to collect

evidence, and the model performance indicators? Now that we have the end in mind with our assessment plan, in the following slides, Paula will address how we implement research-based practices in our

ESL program.

As required by Title III and directed by the Castañeda v. Pickard Supreme Court ruling, schools must offer ESL programs that differentiate and scaffold instruction for English Language Learners

based upon their individual English language proficiency levels, including standards-based instruction and assessment, culturally-responsive practices, cooperative learning, scaffolded instruction

that includes higher-order thinking skills, grade-appropriate literacy instruction, differentiated by English language proficiency levels, multiple assessment practices, direct English language

instruction, ongoing structured teacher collaboration and project-based learning. Additionally, these programs must be implemented with resources that are research-based and taught by

highly-qualified teachers who possess the Pennsylvania ESL Program Specialist Certificate. These programs must be evaluated periodically as stated in Castañeda v. Pickard, to ensure effectiveness in

overcoming language arts barriers. Program evaluations may be based upon careful examination of annual WIDA access for ELL scores, report card grades, high school graduation rates, PSSA and Keystone

scores, individual teachers, formative assessments, recommendations and evaluations. After such program evaluation, if necessary, the results may lead to the implementation of program revision.

ESL instruction -- what does research say about second language development? Research tells us that meaning making is key to second language development, accomplished in a social environment with

peers and multiple opportunities for practice. Research states that language is a tool for communication. We learn first and second languages because we want to do things with words; there is a

reason for what we are learning and what we are saying. The accomplishment of social acts is key in the development of ways of expressing ourselves. Learning, it must be remembered, must be

accomplished in a culturally-responsive environment in which communication is fluid and risk-free. And stated by Aida Walqui, "Emphasis needs to be placed on meaning making, on getting important

things done with English, alongside classmates, and having opportunities to practice and appropriate this system of communication."

Oral language and English Language Learners -- we must remember that oral language is the foundation upon which literacy skills develop. What happens when children do not have oral language

proficiency? Oral language development must be present in ESL and content classes. There must be ample opportunity to engage in tasks that promote oral academic discourse. English Language Learners

have a strong need to practice language orally. This can be accomplished daily, and should be accomplished daily, in pairs, in small groups, when students are given opportunities to discuss relevant

information that has been taught. For example, discussion of the results of a science experiment, or steps when following a recipe, or notes complied on a structured notetaking graphic organizer.

Remember that unlike students who may come to school already proficient in English, our English Language Learners depend greatly upon school for multiple interactions that support the development of

oral English language skills, which of course includes academic talks.

The development of academic language requires focusing on the natural discourse of the discipline, linguistic and conceptual amplifications, building increasingly complex connections, tolerance of

different levels of understanding and performance by students in the class, using conceptually challenging relevant materials, written in natural, clear, disciplinary discourse. We have been very

realistic about understanding that not everyone has the same background knowledge, so our outcomes will vary. It is important to build upon students' background knowledge. It is often necessary to

use visuals and graphic organizers, in an effort to build schema so that English Language Learners develop a connection to the topic of the grade level instruction. And we must remember that we are

offering grade level instruction, with supports, with scaffolds.

Sociocultural views of learning -- all that we've done has been based on research. Research is mentioned on this side that was done by WestEd, and this, of course, is from Aida Walqui. We firmly

believe that concept attainment can only happen when students are given multiple opportunities to construct and appropriate these concepts. We have seen firsthand that this development follows

learning, so as we've seen in this slide, we state that development follows learning, and therefore instruction precedes development. It is essential that participation and activity is central in the

development of knowledge and language. Participation in activity progresses from apprenticeship to appropriation; from the social to the individual plane. And learning, as stated earlier, can be

observed as changes in participation over time. And these observations, in their multiple forms and structures are a key part of formative evaluation. So the evaluation is connected, of course, to

the instruction.

Every ESL program must have an ESL curriculum at its foundation that clearly focuses on English language development. Language forms and functions must be addressed in this curriculum, as well as

differentiation in instruction based upon the student's English language proficiency levels. It is also important to address the individual needs of ELLs in the content classroom curriculum. Visiting

the ELL overlays, which can be found in www.pdesas.org, in curriculum framework will offer explicit information regarding differentiation of instruction and assessment for ELLs in literacy and

mathematics for grades PreK-12. So again, I stress scaffolding and differentiation of instruction for our English Language Learners.

On this slide, we can view the standards, the Pennsylvania English language proficiency standards, upon which our instruction is based. And we can see that there are five standards, and they all begin

with the same basic wording, which is, English Language Learners communicate in English. And then the first one addresses social and instructional purposes, regarding the school setting. The second

through the fifth standards reinforce the need for our English Language Learners to communicate information ideas and concepts necessary, and I stress for academic success within the content areas of

language arts, mathematics, science and social studies. And of course, I refer to differentiation of instruction. And you will also find within the proficiency standards to matrices; one for

formative classroom and the other focusing on some of those large-scale.

In the next slide, we're looking at the WIDA performance definitions. The WIDA performance definitions for grades kindergarten through 12 provide information for the domains of listening and reading,

as well as speaking and writing. When we want to know what English Language Learners of the various English language proficiency levels are expected to accomplish at each grade towards the end of

each level, and with instructional support in the areas of linguistic complexity, language forms and conventions and vocabulary usage. So this first slide refers to listening and reading, and the

second slide refers specifically to the domains of speaking and writing. So we can look here, as I've stated before, to see exactly where our students should be within those different areas of

linguistic complexity, language [INAUDIBLE] and conventions, and vocabulary usage. And this, of course, is within the sociocultural context for language use.

The identification of appropriate materials is very important regarding the instruction and assessment of our students. Depending upon the student's English language proficiency level, when and how to

utilize complex texts is decided, with texts that include a greater amount of visual support and instruction that offers multiple opportunities, for language use through purposeful and authentic

social interaction in pairs, small group and large group discussion. Again, scaffolding of instruction is keyed to individuals' success. We must realize that there are different entry points to

complex texts, more non-linguistically supported materials are necessary or our students, and needed for native speakers of English. And again, multiple opportunities to use language through

purposeful and authentic social interaction is necessary. We must remember that authentic situations are key to learning language. Also, promoting deep learning is accomplished with appropriate

scaffolds that are geared to the individual English language proficiency levels of our English Language Learners.

It is essential to provide students and their families with opportunities for academic and social language development through access to all programs offered at the school. Ensure that all information

is accessible to parents through the parents' preferred mode of communication using highly-qualified interpreters when necessary. Also ensure that English Language Learners are not isolated by

promoting integration with same-age peers; for example, membership in clubs, afterschool programs, weekend programs, athletic teams, etc. Be sure to communicate English language proficiency levels

and needs with a relevant staff. Share ecological and cultural information with all stakeholders. We must ensure that we describe access to all programs and services to our parents. That, again,

includes gifted programs, extracurricular, special education, vocational, tutoring and, as state before, afterschool programs.

Identify integration with same-age peers, so tell parents and students what the opportunities are so that these children can have the opportunity to understand how they can become involved with

same-aged peers. Tell them about the different clubs. Tell them about the different programs that are available to all students. It is extremely important to communicate English language proficiency

levels and needs to relevant staff. This staff includes all stakeholders, who would include counselors, psychologists, reading specialists. Make sure that these stakeholders understand the needs of

these students; the needs of these students based upon their cultural backgrounds, their educational backgrounds, their English language proficiency levels. Ensure that these stakeholders understand

the culture of the families so that we can provide our students with easy access to different programs, and can provide them with a culturally-responsive environment in which they can learn and

succeed. Make sure that we communicate the cultural norms and backgrounds to other students who may be from other cultural backgrounds, who may be English-only speakers. Make sure that the staff

understands possible or probable reasons, cultural reasons, why certain behaviors have shown themselves, why a student may be acting in a certain behavioral mode. Explain the reasons that may be

culturally-based. It is important that we establish that basis of understanding so that there won't be any miscommunication or misunderstanding, be it on the side of the school's stakeholders, as

well as communicating the new norms to the families, to the students, to the parents so that they understand what the new norms are, that their students must understand so that there is no

miscommunication, so that they may understand why a teacher is reacting in a certain way to certain behaviors. This all must be done very sensitively and also so that we understand each other and

each other's behaviors.

So this all goes along with training and support of the staff. It's part of the professional development plan, which is required by Title III. As required by Title III, all stakeholders must receive

professional development regarding the culturally-responsive educational program for ELLs. This explicit information must be included in your school's professional development plan. Annually include

ESL-specific professional development opportunities in this plan. It must be part of this structured and focused professional development plan for your school.

So, this slide shows us how ELLs succeed. When do they succeed? Do we perceive our ELLs as limited? Do we teach them as such? Do we have the same high expectations as we have for all of our students?

What does our instruction look like? So the students, our ELLs, must be perceived and treated as capable, legitimate participants in the educational process. Engage them in intellectually-demanding

interactions that have been deliberately crafted and scaffolded. So ensure that when we're teaching our students, they receive the same content as everyone else in the class. Make sure that they are

receiving grade level instruction that is specific to their grade level. Make sure that in order to accomplish this, that you are using scaffolding instruction. Refer to the ELL overlays and SAS in

the curriculum framework. Make sure that we are differentiating our instruction according to the individual English language proficiency levels of the individual students. Make sure that we are aware

of the English language proficiency levels by annually examining the access for ELLs' results. Make sure that we are collaborating with -- that there is ongoing collaboration and regular

collaboration between the ESL teachers and the general education teachers.

Make sure that we are doing everything that we have stated in this webinar to ensure that our students are receiving highly intellectually-demanding instruction, that again has been scaffolded. We

also know that our English Language Learners succeed when they engage in high-challenging, high-supported tests that provide them with multiple points of entry into the academic community, so they

must be given, as stated earlier, multiple opportunities for interaction in the classroom that is higher-order, and we also must make sure that the students realize that the goals for them are high,

and that they understand the goals and they accept the goals. And in that way, they will succeed.

Please remember that teachers can make a difference. We can make a difference. What do you see in your ESL's classrooms? Who does all the talking? The one who is doing the talking is the one that is

learning, so what may need to be changed? We look here, we see that based on multiple research studies, the following key conclusions were reached. The most important aspect of children's language

experience is quantity; multiple opportunities to learn. The most important aspect to evaluate in child care settings for very young children is the amount of talk that's actually happening in the

classroom, moment by moment between children and their caregivers. So we must make sure that we encourage a high degree of oral language development for our children, not only in the ESL classroom,

but also in the general education classroom, and at home.

So think about what is happening, please, in your classrooms, and see what you may decide needs to be changed, and how you may want to change those pieces. We know that parents are key to students'

success. We know that we must encourage parents to be empowered in an effort to take a key part in their children's academic future. Some children don't want to speak the language of their parents.

We need to understand why. We must explain to parents that we don't want to replace one language for another; we must explain that it is imperative that they continue to communicate with their

children in their first language. We must communicate to parents their important role in the education of their children. Our parents need to feel safe just as their children need to feel safe. As

long as the parent feels safe and welcome in the schools, their children will follow suit.

So we must empower our parents by explaining ways in which they can support their children, in which they can support the teachers and the education of their children, expressing the importance of

nurturing their first language at home. So again, these are some ways that this can occur. English Language Learners' parents can talk to their children in their native language; there is nothing

wrong with that. In fact, that is really an advantage. And storytelling is an interactive experience. It's an effective strategy to develop strong oral language skills. It also promotes

acculturation, which is what we want for our students and their families. The goal is to acculturate, not to lose any culture, any background. We don't want them to assimilate; acculturation is the

key. Phonological awareness with auditory and visual words can be accomplished at home using the native language as well, and parents again should be encouraged to nurture first language development

at home. All of this can be, and must be, communicated to parents, if necessary using qualified interpreters when we reach out to our families in the hopes and the goal of offering a successful

educational experience for our English Language Learners.

On the next page, on the next screen, you can see some of our resources that we drew upon for our webinar today, and we thank you very much for joining us. I would like to turn over this microphone to

Ana Sainz de la Peña. Thank you, everyone!

>> Thank you for participating in our webinar. As we have always done, we are trying to connect, really, what charter schools need to do in order to develop strong ESL programs. Today's webinar really

has focused on what do we need to know to have an instructional component of our program that is aligned to the needs of the student, and as well that is aligned to the requirements of Chapter 4. One

of the things that is important in this recap is to understand that the key component of your ESL program is really looking at the professional, that's the ESL teacher that needs to have that ESL

Program Specialist. From that component that is so important, then the other pieces will fall in place, because this is the person that is really going to be able to not only support the ELL, that

also supports what is happening with the ELL in the content areas.

So one of the things that we know about charter schools is that many times, they either have a few ELLs, or sometimes they have a large number of ELLs compared to their total amount of students, but

the important thing is that to not really look for a way to contract a person that is not going to be able to provide you with the supports that your charter school needs in order to meet the needs

of ELL. You have to go for that teacher that has the ESL Program Specialist. I think it's the best investment that you can have, and if you have teachers in your school already who could have that

ESL Program Specialist, you also can do that. You need to look for a teacher that wants to get that ESL Program Specialist, and go after it and get that certificate. So the key component of having a

strong program starts with that ESL teacher. The other key component that you need to have is really your plan instruction. You need to have a plan in which you address what are going to be the

objectives and what are going to be outcomes, as well as how you're going to evaluate whether these children are acquiring English, and how important it is to look at what Paula said, all of those

access for ELL results, in order to not only evaluate your program to be aligned with what the law requires, but also to be able to chart the progress of these children, in that language development

part as well as we look at the results of PSSA or Keystones, also look at their academic achievements.

We also have pointed out the importance of having a professional development plan, and we here at PaTTAN have multiple opportunities for your teachers to participate in different kinds of training.

What we would like to share with you right now is that we have good training coming our way. We have designed a whole-day training, face to face, for ESL teachers, and also teachers who teach ELLs

writing. The training is how to teach writing to English Language Learners. And the program will be presented in Pittsburgh, planned in Pittsburgh the 20th of this month, so the 20th of November in

Pittsburg. This is actually this Friday. So if you are in the area of Pittsburgh, please plan to attend. Then next month, December, we are going to have the same training here in Harrisburg December

11th, which is also a Friday, December 11th. So it is teaching writing to English Language Learners. And December the 15th, we're going to present the same workshop at King of Prussia, December the

15th.

Okay, so these opportunities are very good for charter schools, because I think we all need to create some sort of a network of professionals to support the teaching and learning of our English

Language Learners. During these workshops, teachers have the opportunity not only to learn new skills and to really also learn new ways of presenting their materials, but also the most important part

is, they are able to network. Many of the activities that we have during the workshop requires teachers to sit in small groups, talk about certain topics and work together. So what I have seen as a

result of these kinds of trainings is the creation of networks in which teachers really start to contact other ESL teachers; our charter schools start to contact other charter school teachers and

there is a conversation about how to implement their programs effectively. So plan to attend or contact your friends and other educators, and we are looking forward to present this workshop, as well

as to thank you for this webinar attendance.

And don't forget, our third webinar and last webinar of the series for charter schools will be November 30th, okay? And that webinar, we are going to focus on assessment; so we talked about

instruction, now we're going to talk about assessment, how to assess, how to chart growth with ELLs, and we are also going to talk about progress monitoring for ELLs. Thank you very much for your

attendance, and have a wonderful rest of the week. We also have resources for you, so please do not forget to visit some of these websites; they are very, very good. Thank you very much!