Data Informed Action for ELLs: Practices, Perceptions and Shared Responsibility

Transcription

1 Data Infrmed Actin fr ELLs: Practices, Perceptins and Shared Respnsibility Participant Handuts MSAN Institute Madisn, WI April 28, 2015 Dr. Jessica Csta PD Outreach Specialist WIDA Cnsrtium at WCER University f Wiscnsin Madisn 2015 Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium

2 WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. SESSION DESCRIPTION Thrugh a fcus using a data analysis prcess t analyze schl and district practices and perceptins, this sessin seeks t reinfrce MSAN's missin t create inclusive and culturally respnsive schls in which ELLS are valued, supprted, and can be successful. SESSION OBJECTIVES Participants will be able t: Discuss hw the intersectins f language, race, culture, and identity impacts learning Discuss ptential rt causes and areas cntributing t inequity and deficit perspectives in schls and districts using WIDA Essential Actins and a Cultural Prficiency Cntinuum Discuss pssible slutins fr building a cllective cultural awareness, a Can D philsphy, and shared respnsibility fr the academic and scial success f linguistically, racially, and culturally diverse students (ELLs) The WIDA Can D Philsphy Everyne brings valuable resurces t the educatin cmmunity. Linguistically and culturally diverse learners, in particular, bring a unique set f assets that have the ptential t enrich the experiences f all learners and educatrs. As these yung children and students learn additinal languages, educatrs can draw n these assets fr the benefit f bth the learners themselves and fr everyne in the cmmunity. By fcusing n what language learners can d, we send a pwerful message that students frm diverse linguistic, cultural, and experiential backgrunds cntribute t the vibrancy f ur early childhd prgrams and K 12 schls Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 1

3 Data Analysis Prcess WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Establish a Purpse: Idenefy a purpse fr data analysis and gather the data yu need fr the task. Take AcOn: Idenefy addienal data needed, steps t imprve paferns and/r ways t build n psieve trends. Create a Visual: Summarize the data by rganizing it in ways that help yur analysis. Make Hyptheses: Suggest reasns r causes fr the paferns yu bserve in the data. Cnenue t recrd quesens. IdenOfy Trends: Dcument bservable paferns that emerge in the data and quesens that arise Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 2

4 Data Analysis Prcess Guiding Questins WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. General Step 1: Establish a Purpse - What is yur purpse fr analysis? Step 2: Create a Visual - Hw will the data be visualized? Step 3: Identify Trends - What d yu see? Step 4: Make a Hypthesis - What meaning des the data have? Step 5: Take Actin - What are yur next steps? Specific Step 1: Establish a Purpse Step 2: Create a Visual What questins will be addressed? What is the fcus f inquiry? What data d we have? What data d we need? Which graphic representatin f ur data best meets ur needs? Hw can we summarize ur data? Step 3: Identify Trends Step 4: Make a Hypthesis Step 5: Take Actin What patterns d we see in the data? Hw can be best dcument ur bservatins? What questins and assumptins are raised by ur data? Why are we seeing these data patterns? What might be cntributing t these patterns? What can we d t address ur hyptheses f practice What needs t change? Hw can we take actin? Imprtant Nte: During the wrkshp, yu will g thrugh Step 1 thrugh Step 3 with multiple data surces befre making hyptheses r a plan f actin Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 3

5 Data Surces WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Yu will take a fcused lk at specific data surces at this particular wrkshp (listed i n the circle). Other data surces shuld be cnsidered fr fllw- up and future analysis utside f the wrkshp cntext. Examples f ther data surces are belw (listed utside the circle). Other Prgramming & Demgraphics Data Surces: Gender, enrllment, attendance, prir schling Other Student Results Data Surces: Graduatin rates, differentiated classrm assessments, teacher bservatins, student wrk, standardized state r district cntent assessments disaggregated by ELP level r time in U.S. Other Practices Data Surces: Analysis f instructinal materials & assessments fr cultural and linguistic bias/relevance; bservatin f classrm practices, infrmatin n the success f family & cmmunity partnerships, evaluatin f prfessinal learning. Other Perceptin Data Surces: Fcus grups, interviews, surveys, hme & cmmunity visits fcused n perceptins f students, families, staff, cmmunity members 2015 Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 4

6 Scicultural Cntext Scicultural cntext refers t the idea that language, rather than existing in islatin, is a part f the culture and sciety in which it is used. This means when language is learned, the scicultural cntext in which it is used needs t be taken int cnsideratin as well (adapted frm database/sci- cultural- cntext) Frm their inceptin, ne purpse f American schls has been t scialize children s they will becme prductive citizens and cntributing members f sciety. Sme schls and teachers have used this scializatin purpse t justify an expectatin that children learn and assimilate the mainstream scial practices in rder t participate in classrm activities. Hwever, we knw frm studies cnducted ver the last thirty years that an assimilatinist stance can, at a minimum, create misunderstandings and, at its wrst, create a hstile cntext that may hinder the literacy attainment f English language learners. (Bertha Perez, Creating a Scicultural Cntext fr Schl Literacy, nd) Equity can t be achieved by students surrendering their cultural (and linguistic) heritages, but by building skills including English (Gil, Real Equality in Educatin Remains Elusive, 2014). Race, ethnicity, class, culture, gender, and ther differences amng peple cannt, and mre imprtant, shuld nt be avided when examining data and engaging in a cllabrative inquiry. Our respnses and reactins t these differences deeply affect hw we interpret data and have a prfund impact n student learning Diversity is a reality in all schls. It can be dealt with cnstructively in ways that reflect deep respect and understanding f students frm diverse backgrunds r destructively reinfrcing damaging racist and classist attitudes and ther steretypes and cntinuing a lng- standing pattern f ding harm t students wh d nt fit the mld f the dminant culture. (Lve, Stiles, Mundry, & DiRanna, 2008, The Data Cach s Guide t Imprving Learning fr All Students) 2015 Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 5

7 Identity Wheel WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Adapted frm Lden, Marilyn and Judy B. Rsener. Wrkfrce America: Managing Emplyee Diversity as a Vital Resurce. 1. G arund the Identity Wheel and identify yurself accrding t the categries. 2. Reflect n hw items in the inner circle influence items in the uter circle. 3. Select ne item in the inner circle t change fr example, if yu are white, change yur race. Hw d yu think that might influence sme f the items in yur uter circle? 4. Think f an ELL student and hw they wuld cmplete this Diversity Wheel. What types f instructinal strategies and supprts wuld enhance their learning? Discuss yur thughts with a partner r yur team Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 6

8 Practices & Perceptins Data Gathering Cultural Prficiency Cntinuum WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students DESCRIPTION EXPLANATION EXAMPLE MY EXAMPLES Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Precmpetence Cultural Cmpetence Cultural Prficiency See difference in culture and eliminate it See the difference as wrng, belief in the superirity f ne s wn culture and behavir in ways that devalue thers See the difference and act like yu dn t See the difference and respnd inadequately See the difference and understand hw that makes a difference See the difference and respnd psitively - Our scres wuld be better if we didn t have ELLs. - Please, yu cannt speak (language) here. - Lwered expectatins. - My way r the highway. - Over here are my ELLs. They aren t as talented as my native speakers, but they d the best they can. - Actins assume the wrld is fair and achievement is based n merit - I treat all kids the same. - Why shuld we disaggregate data? - Quick fixes, packaged shrt- term prgrams. - What shuld we d fr MLK day? - Supprt and mdeling - With the additin f ur new Muslim students t my classrm, the discussins amng the students is s much richer. - Our demgraphics are very different frm the students we teach. We have sme wrk t d t becme mre respnsive t their cultures. - Advcacy fr culturally prficient practices in all arenas. - Openness t increase self- awareness - Let s find a way t make them and their families feel mre welcme here. Adapted frm Lve, Stiles, Mundry, & DiRanna (2008). The Data Cach s Guide t Imprving Learning fr All Students. Original surce: Lindsey, Rbins, & Terrell (2003). Cultural Prficiency: A Manual Fr Schl Leaders Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 7

9 WIDA Perfrmance Definitins, Listening and Reading, Grades K Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 8

10 WIDA Perfrmance Definitins, Speaking and Writing, Grades K Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 9

11 The Defining Features f Academic Language in WIDA s Standards 2015 Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 10

12 Practices & Perceptins Data Gathering: WIDA Essential Actins WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Actin 1 Fill ut this table as a team. Capitalize n the resurces and experiences that English language learners bring t schl t build and enrich their academic language. 1. What d these actins lk like fr yu as a schl /district? 2. Check yur tp 3 pririties Actin 2 Analyze the academic language demands invlved in grade- level teaching and learning. Actin 3 Actin 4 Apply the backgrund knwledge f English language learners, including their language prficiency prfiles, in planning differentiated language teaching. Cnnect language and cntent t make learning relevant and meaningful fr English language learners. Actin 5 Fcus n the develpmental nature f language learning within grade- level curriculum. Actin 6 Reference cntent standards and language develpment standards in planning fr language learning. Actin 7 Design language teaching and learning with attentin t the sci- cultural cntext. Actin 8 Prvide pprtunities fr all English language learners t engage in higher- rder thinking Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 11

13 Practices & Perceptins Data Gathering: WIDA Essential Actins WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Fill ut this table as a team. 1. What d these actins lk like fr yu as a schl /district? 2.Check yur tp 3 pririties Actin 9 Create language- rich classrm envirnments with ample time fr language practice and use. Actin 10 Identify the language needed fr functinal use in teaching and learning. Actin 11 Plan fr language teaching and learning arund discipline- specific tpics. Actin 12 Use instructinal supprts t help scaffld language learning. Actin 13 Integrate language dmains t prvide rich, authentic instructin. Actin 14 Actin 15 Crdinate and cllabrate in planning fr language and cntent teaching and learning. Share respnsibility s that all teachers are language teachers and supprt ne anther within cmmunities f practice Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 12

14 Take Actin Step 5 - WIDA Resurces WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Use the Essential Actins Handbk t explre specific actins yu want t take. It is available at Other WIDA resurces available nline are described belw Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 13

15 Take Actin Step 5 - Scial Justice Ideas & Resurces WIDA values and believes in the assets, cntributins, and ptential f linguistically diverse students. Cnsider the fllwing actins fr supprting equity wrk fr ELLs: Fcus n diversity awareness f the diversity in cmmunities is critical t fstering scial justice Address real cnsequences f ppressin when discussing scial justice in lessns r staff meetings, it is imprtant t acknwledge the real scial and ecnmic disadvantages that ppressed peple face in sciety, nt simply the psychic harm f ppressin Understand the mechanisms that perpetuate ppressin i.e., thse attitudes and behavirs (e.g., racism, sexism, ageism, hetersexism) frm a psitin f privilege; challenge clrblind r deficit statements Resist hierarchies f ppressin frm strategies t fster justice with an inclusive mindset: wh is being left ut? Learn mre abut the scial cnstructin f race and racism in the United States, including hw race prvides systems f advantage and disadvantage; cnsider hw idelgies abut languages, language varieties, accents, and nativeness intersect with race and affect equity fr ELLs Analyze data (demgraphics, practices, perceptins, student learning) including whether instructinal materials, assessments, and teaching methds are culturally and linguitically relevant; access t classes; access t highly qualified teachers; perceptins f schl climate, family & cmmunity partnerships, etc. Reflect n yur wn racial identity and hw it has shaped yur life experiences persnal inquiry is a necessary prerequisite t facilitating inquiry amng thers Fster a sense f safety arund cnversatins n race by encuraging participants t take respnsibility fr their wn learning and interactins, t respect each ther, t avid blame and snap judgments, and t allw fr mistakes Create a meaningful blueprint that includes sustained inquiry, examinatin f challenges, and a plan t meet the needs f clleagues r students as they explre the emtinal territry f race. Seek t address scial justice n three levels persnal (self), institutinal (schl) and scietal (cmmunity). Adapted frm the Natinal Educatin Assciatin ( Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 14

16 Instructinal leadership practices t develp equity cnsciusness include: Use equity fcused prfessinal develpment materials such as Guided bk studies Films Interactive media Cmmercial curricula Equity audits Prmte reflectin f and learning abut race, language, and culture thrugh data gathering and analysis invlving a variety f stakehlders (students, teachers, parents, cmmunity members, staff) Fcus grups Jurnals Videtaped lessns Peer bservatins Critical friends grups Use scial persuasin including Cnstant repetitin f the equity message Guest speakers wh reinfrce the message Reframing deficit cmments int acknwledgements f assets Prescribe actins and behavirs t increase understanding f students cultures and hmes as well as authentic partnerships with families and cmmunities Psitive phne calls Hme visits Neighbrhd walks Directly address negative attitudes & lw expectatins including Deficit thinking/dialgue Incnsistent lgic abut students ptential based n faulty assumptins Steretypes Blaming the students, their families, r culture fr the students lack f success Mdel respectful and culturally respnsive interactins Caring principal- teacher relatinships Principal mdeling respect and cultural respnsiveness Skilled mentr- teacher mdeling respect and cultural respnsiveness Adapted frm Skrla, McKenzie, & Scheurich (2009). Using Equity Audits t Create Equitable and Excellent Schls, pp Bard f Regents f the University f Wiscnsin System, n behalf f the WIDA Cnsrtium 15