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ELL Professional Development Plan

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carita Hall

on 9 August 2016

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Transcript of ELL Professional Development Plan

Professional Development Mission Statement
Orland School District 135
The mission of professional development in Orland School District 135 is to promote a lifelong collaborative learning process that nourishes the growth of educators by improving their skills and abilities, both as individuals and as team members. We believe the ultimate goal of professional development is to improve learning for all students.

Data Based Decisions
Effective ELL Teaching Strategies
Scientifically Based Practices
Data Based Decision
LEP students continue to demonstrate a need for support in reading instruction

Teachers identify an interest in professional development opportunities that focus on strategies for ELL in language arts and reading in the content areas

Teachers prefer professional development opportunities that span multiple days

Administered informal survey of ELL teachers, classroom teachers, administrators, and support staff regarding professional development:
Survey revealed interest in PD opportunities
Identified preferred topics for training
ELL Professional Development Plan

Thank you!

Data Based Decisions
Effective Teaching Practices

Scientifically Based Practices

Mini Needs Assessment Survey & Student Data Suggests
A Need For ELL-Related
Professional Development Opportunities
Top 3 Areas Teachers Identify For
Professional Development Opportunities:
Strategies that foster literacy

across content areas

Strategies for teaching academic vocabulary

How to differentiate literacy instruction
PD Survey Results
5 year data trends of LEP students meeting or exceeding in reading indicates a need for professional development training in the area of reading

Other data sources to consider: MAP Reading Rit scores, Access scores
Mini Needs Assessment
Orland School District 135 LEP Reading Trends
Marzano's Classroom Instruction That Works
Identifies nine instructional strategies that research proves increase student achievement.

Differentiated instruction
Supports most effective context for ELL instruction: low anxiety environment, student-to-student interaction, positive expectations for students, strong student-to-student teacher connections

Best Practice Approaches
Data retrieved from School Report Cards 2009-2013
Student Needs Based on Data
Presented By: Carita Hall
Mini Needs Assessment Results
Teacher Preferred Schedule of
Professional Development
Recommended Professional Development Opportunity
Words Their Way
integrated word study program
Research Based:

Supports Marzano's research on direct vocabulary instruction which supports all learners

Data Based:

Mini needs assessment survey indicates an interest in PD opportunities that support integration and differentiation of literacy instruction

Effective Teaching Practices:
Words Their Way
is based on one of the most effective cognitive processes of identifying similarities and differences

Scientifically Based Practices:
Program is the result of three decades of research on developmental aspects of word knowledge
English language learners who participate in language support programs make higher academic gains in reading and math
(August & Shanahan, 2006; Genese, Lindholm-Leary, Sauderes & Christian, 2005, Slavin & Cheung, 2003)

Instruction produces higher achievement gains when aimed at instructional level and delivered in small group settings
(National Reading Panel, 2000; Sousa, 2001; Tomlinson 2000)

Students in differentiated classrooms achieve better outcomes than students in classrooms without differentiation
( Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, et al., 2003)
Qualitative research indicates:
Orland School District 135
School Report Card
Full transcript