English Language Learners: Title III Transition for Success
Much can be learned from districts and states that intentionally provide a convergence of standards, assessments and professional development necessary for student success. Now with states’ adoption and implementation of college and career-ready content standards, the expectations for student performance are higher than ever before. This session highlights supports to educators to shape instruction for English Learners (ELs) to participate fully and achieve at high levels in content instruction. The ELPA21 Consortium has partnered with Stanford's Understanding Language Project to create professional development modules to assist educators to refine their instruction for ELs. Participants will use tools for observation of student performance and for teacher collaboration. They will gain an understanding of how new English Language Proficiency Standards designed to address key practices and performances in the CCSS and NGSS are used in districts and schools to support achievement.
In 2014-15, Veronica Gallardo organized and facilitated the successful completion of an online PD that incorporated the new ELP standards with the Stanford Massive Open Online Course (MOOC), Constructive Conversations. As of 2016 over 300 Seattle Public School teachers have completed the Pre-MOOC and Hybrid MOOC. Participants included ELP teachers, general education teachers, and instructional coaches working as professional learning communities. There was 90%+ completion rate, which is phenomenal for an online course. Participants used tools developed by Stanford’s Graduate School of Education to observe student performance, assess students’ language proficiency, and to collaborate to implement appropriate instruction. Veronica also brought the district perspective to a national effort to arrive at a Common EL Definition, work facilitated by CCSSO and funded by the Carnegie Corporation.
Jobi Lawrence currently serves as the Title III Director at Iowa Department of Education. During her tenure at the Department Dr. Lawrence has provided leadership at both the state and national level. She has served as a member of the Executive Board for ELPA21 and was recently appointed as Chair of the Board. She also serves as the Chair of the Secondary Education Special Interest Group for the National Association for Bilingual Education. She has served as the Project Lead for a number of key initiatives for the Chief Council for State School Officers (CCSSO) related to English Language Learners. Jobi is the current President of the National Council of State Title III Directors.
Dr. Rutherford-Quach is a Lecturer at the Stanford Graduate School of Education and the Director of Academic Programs & Research for Understanding Language-SCALE. A NAE/Spencer Dissertation Fellow and former bilingual elementary teacher, Sara has more than 15 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices and policies related to English learners. She currently leads the UL-SCALE team responsible for developing ELPA21's professional development modules.