2. Agenda
Guiding questions:
– What was our starting point and what was the
change process?
– What did it take to place EL needs front and center?
– How has our principal prioritized ELs?
– What practices are happening now?
– What are the results?
– Next Steps
– Questions
4. Turning it around…
• Andersen Elementary and Andersen
Open Schools merged in 2009-10
• Restructuring of the Bilingual model to
meet with nation-wide standards
• Restructuring of the ESL model to
comply with MDE and OCR audit
5. Two Roads, One Destination
English Language Development Program
and
Developmental Dual Language Program
Our Vision:
To provide high quality
academic instruction and
academic language
development for every student.
6. How has Principal Wells
prioritized English learners?
• Sets professional development goals around ELs
• Participates in on-going national & local PD for ELs
• Established building-wide focus on interactive strategies
• Provides time and structure for ESL teachers to meet
every Friday for a PLC
• Elected to observe ESL teachers for the teacher
evaluation process
• Gradually built up ESL co-teaching model
through science and social studies
• Developed innovative
programming for dual eligible
students
7. What practices are ESL
teachers carrying out?
• WIDA: Making it kid-friendly – translating and
using for student goal-setting
8. What practices are ESL
teachers carrying out?
• Technology integration for language
development
9. What practices are ESL
teachers carrying out?
• Aligning formative assessment in k-8 –
articulation and alignment; using WIDA for
self-assessment
10. What practices are ESL
teachers carrying out?
• Creating and using interactive
structures to share building-wide
11. What practices are ESL
teachers carrying out?
• Attend grade level PLC & ESL PLC
12. What practices are ESL
teachers carrying out?
• Becoming content experts in
science and social
studies
13. What practices are ESL
teachers carrying out?
• Developing academic writing skills through content area
instruction
14. ESL Co-planning
•to develop learning and language
targets that are standards based
•to create and utilize formative
assessment to monitor student
progress and adjust instruction
•to plan activities that are
differentiated
15. Co-teaching
• to provide support to students
• to differentiate instruction in a classroom setting
• to ensure students are getting the core instruction
22. AMAO 3: AYP measurements
for the EL (LEP) subgroup
• AMAO 3 includes 6 measurements:
– MCA Math participation
– MCA Reading participation
– MCA Math proficiency
– MCA Reading proficiency
– Attendance
– Graduation
• District must meet all 6 of these AYP
measurements must meet their respective
targets to have met AMAO 3
• For 2012, MSP did not make AMAO.
23. A history of ESL at Andersen
2004-05 2005-06 2006-07 2007-08 2008-09
2009-10 2010-11 2011-12
2012-13
Andersen Elementary (PK-5) and
Andersen Open (PK-8)
(two schools in one building)
Transition
Year: Still
two
schools
Andersen United
Community School
(PK-8)
Number of ESL teachers at Andersen 5 ESL
teachers
8 ESL
teachers
11 ESL
teachers
14 ESL
teachers
16 ESL
teachers
WIDA at Andersen
Purchased
MODEL in
middle of the
year
Started the
year with
MODEL
1st
year if
ACCESS
2nd
year of
ACCESS
ESL teachers only attended PLCs with their grade level
teams.
Started
ESL
PLCs
mid
year
Weekly
ESL
PLC
Weekly
ESL
PLC
24. A history of ESL at Andersen
2004-05 2005-06 2006-07 2007-08 2008-09
2009-10 2010-11 2011-12
2012-13
K 1st
2nd
3rd
4th
5th
6th
7th
8th
8th
grader
in NLL
and
DDL
No ESL No ESL No ESL No ESL ESL
through
co-
taught
reader’s
writer’s
work-
shop
ESL co-
taught
through
reader’s
worksho
p
ESL co-
taught
through
Math
ESL co-
taught
through
ELA
ESL co-
taught
through
social
studies
K 1st
2nd
3rd
4th
5th
6th
7th
8th
8th
grader
in ELD
30
minutes
ESL
through
guided
reading
30
minutes
ESL
through
guided
reading
45
minutes
preview
LA and
Science
45
minutes
preview
LA and
Science
30
minutes
ESL
through
guided
reading
ESL co-
taught
through
reader/
writer
work-
shop
ESL co-
taught
through
Math
ESL co-
taught
through
ELA
ESL co-
taught
through
social
studies
25. A history of ESL at Andersen
2007-08 2008-09
2009-10 2010-11 2011-12
2012-13
K 1st
2nd
3rd
4th
5th
5th
grader
in
Bilingual
Program
No ESL No ESL ESL
through
corrective
reading
ESL co-
taught
through
Science
ESL co-
taught
through
science
ESL co-
taught
through
social
studies and
science
K 1st
2nd
3rd
4th
5th
5th
grader
in English
Language
Develop-
ment
Program
ESL
through
guided
reading
ESL
through
guided
reading
ESL
through
guided
reading
ESL
through
guided
reading
ESL co-
taught
through
social
studies and
writing
ESL co-
taught
through
social
studies and
science
26. A history of ESL at Andersen
2010-11 2011-12
2012-13
K 1st
2nd
2nd
grader in
Developmental
Dual Language
Program
ESL with a focus on
oral language
development
45 minutes ESL co-
taught through
science
+ support for level
ones and twos
ESL co-taught
through
science/social
studies
+ support for level
ones and twos
K 1st
2nd
2nd
grader in
English Language
Development
Program
ESL with a focus on
oral language
development
ESL co-taught
through science
+ support for level
ones and twos
ESL co-taught
through
science/social
studies
+ support for level
ones and twos
27. Continuation of what we’ve begun…
– Co-planning and co-teaching
– Interactive Structures
– Language Objectives
– WIDA
Looking to the future…
– Academic Language for Native English Speakers
– Contrastive Analysis and The Bridge
– WIDA SALSA
Patti Introductions of all Andersen teachers present. And finding out who is in the audience? Teachers? Admin? ESL? Classroom? K-5? MS? Etc.
Patti
Denise will do this slide: 68% Latino 8% natïve 21% african american A few somali, nepali, african Less than 1% white
Denise will do this slide With the launch of the new school in 2009, Denise redesigned the delivery model for EL instruction and bilingual programming. This decision was made to provide more stability for students, increase accountability for learning and finally to ensure that the Spanish instruction included a greater degree of content specific language. Led the restructuring and improvement of Andersen’s bilingual program to meet with nation-wide standards
Denise
Denise
Daria
Stephanie to share slide and others to share their use of technology
Denise
Daria and Patti
Denise KidBlog – Dan Flies Jill Bromenschenkel
Christina
Christina How it is different than elementary and Jeff can add about MS … (I haven’t asked him!)
Denise has made it a priority that all ELs have access to grade level content standards by the implementation of a content-based EL program using WIDA to meet the needs of all ELs through collaboration between the EL and the mainstream teacher. She has made co-teaching a priority by creating an instructional model that includes the following practices:
Stephanie (since it is your photo!) All others can add in…
Denise exceeding the average district growth in all categories (EL, ALL, MATH and READING)
Denise Annual Measurable Achievement Objectives Progress in English language acquisition which is measured by annual increases in the number or percentage of students making progress in learning English based on the ACCESS for ELLs. Composite Proficiency level gain score of .5 annually. For 2012, MPLS made AMAO 1.
Denise Annual Measurable Achievement Objectives ELs reaching English language proficiency based on annual increases in the number or percentage of students attaining English language proficiency Conjunctive mode for proficiency: Composite proficiency level of 5.0 with no domain scores less than 4.0 For 2012, MPLS made AMAO 2.
Denise I added this slide since the other slides were just K-5.
Denise Annual Measurable Achievement Objectives For progress, 5 th and 8 th graders at Andersen are outperforming their respective district counterparts. However, 4 th , 6 th , and 7 th graders at Andersen did not meet the state target. Progress in English language acquisition which is measured by annual increases in the number or percentage of students making progress in learning English based on the ACCESS for ELLs. Composite Proficiency level gain score of .5 annually. For 2012, MPLS made AMAO 1.
Denise For proficiency, 4 th , 5 th , 7 th , and 8 th graders outperformed their respective district counterparts. However, 6 th , 7 th , and 8 th graders did not meet the state target for proficiency. ELs reaching English language proficiency based on annual increases in the number or percentage of students attaining English language proficiency Conjunctive mode for proficiency: Composite proficiency level of 5.0 with no domain scores less than 4.0 For 2012, MPLS made AMAO 2.
Denise
Daria and Stephanie
Patti or Denise?
Daria and Stephanie
Christina
Stephanie can talk about academic language Christina can talk about the Bridge Christina, Since you’ll be a classroom DDL teacher, can talk about WIDA SALSA Spanish Academic Language standards and assessment (see hand out)
Presentation Summary (will be published in the Conference Program Book) * Andersen United is in the heart of the Minneapolis Latino community. Andersen faces the challenge of improving academic achievement for approximately 1200 students (750 ELs and 98.6% free/reduced lunch) What was the change process? What did it take? What practices are happening now? What are the results? Principal Denise Wells will describe the leadership it takes to put forward a vision, develop a sense of shared responsibility and carry out the day-to-day actions for a whole-school change. ESL teachers will share the classroom level practices they develop and implement building wide; including WIDA tools, interactive strategies, content collaboration and co-teaching.
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