Transcript Small District Implements GLAD in a Big Way!

Small District Implements
GLAD in a Big Way!
Barbara Gilbert
Kirsten Lenz
Participant Outcomes
 Overview of Project GLAD model
 Awareness of varying levels of implementation
 all resulting in improved teaching strategies specific
to the ELL students
 Recognize that implementation is possible
 Ideas for creating sustainability of training and
support
 How to engage parents in their own learning so
they can support their own children
Overview
Introductions
10/2
 Introduce yourself to your neighbor on the
right and left
 Tell them where you are from
 What you do and
 Why you chose to come to the session
Highland School District
a little background information
District population
K-12: 1,154
4 buildings:
Marcus Whitman Cowiche
Pre-K-3
Tieton Intermediate
4-6
Highland Junior High
7-8
Highland High
9-12
Ethnicity:
Asian 0.7%, Black 0.8%,
Hispanic 62.9% and
White 34.3%
Other:
Free or reduced: 72.4%
Special Education: 12.4%
Bilingual: 19.2%
Migrant: 22%
Highland School District
2008 – 2009 WASL Scores
Grade
Level
Reading
Math
3rd
4th
5th
6th
7th
8th
10th
71.4%
73.6%
74.0%
72.0%
59.3%
67.5%
81.2%
66.3%
52.3%
61.9%
50..9%
51.8%
50.8%
45.4%
Writing
Science
60.4%
44.9%
69.8%
86.7%
51.1%
38.8%
What is Project G.L.A.D.?
Guided Language Acquisition Design
GLAD is a model of professional
development in the area of language
acquisition and literacy. The strategies
and model promote English language
acquisition, academic achievement, and
cross-cultural skills. Developed in
Fountain Valley S.D. by Marsha
Bretctell & Linea Hailey
What is Project G.L.A.D.?
- A unique blend of academic language
and literacy that marries the research
from many fields and organizes the
strategies and classroom implications
into a process.
- The model is firmly rooted in research
but has been field tested in and out of
district for the past 16 years.
What is Project G.L.A.D.?
Guided Language Acquisition Design
GLAD is an instructional model with clear,
practical strategies promoting positive, effective
interactions among students and between
teachers and students.
GLAD develops metacognitive use of high level,
academic language and literacy.
GLAD training results in teachers’ renewed
commitment to high expectations and high
standards for all students.
What is Project G.L.A.D.?
 Project GLAD was chosen as a national
dissemination model of effective training for
teachers in multilingual settings.
 GLAD - trained schools have won Title I
Achieving Schools Awards.
 Project GLAD has certified over 600
Trainers and Trainers in Training to build
capacity in their own district. This is a
rigorous process of certification.
What is Project G.L.A.D.?
- The training model is successful because it
values teacher’s time, viewpoints, and
expertise of the teachers, as well as
promoting collaboration and peer coaching.
- 5 areas: focus and motivation, input,
guided oral practice, reading and writing
and evaluation and closure.
10/2
Turn to a neighbor discuss your previous
experience/understanding of GLAD and 2
new things you have learned about Project
GLAD
Effectiveness of Training
Components
COMPONENTS
KNOWLEDGE
SKILL
TRANSFER
Study of Theory
10%
5%
0%
Demonstration
30%
20%
0%
Practice
60%
60%
5%
Peer Coaching
95%
95%
95%
Based upon the research by Joyce and Showers
History of Implementation
 Pull-outs for Title eliminated 2002-2003
 Pull-outs for ELL eliminated 2006-2007
 Need for strategies for ELL students in
general education classroom
 Had coach in place but needed a
consistent program to get her into
classrooms
From a small start to …
K & M certified .
in June / July
by conducting
3rd year
6 days of training
training M/S
2nd year
4th year
ESD 105 monthlyFor 17 district teachers
training
(practicing in
M/S
3 K teachers; 2 2nd grade teachers;
1st year classrooms)
GLAD key trainers
ESD 105
3 certified
3rd grade teachers;
training
Monthly
2 4th grade teachers;
M/S ESD
105 /
week
in summer
cadre meetings
3 5thmonthly
grade teachers;
monthly/
1 JH; 2 HS and
week in summer
1 counselor / co-teaching
modeling
K-coach
M -5th gr. Teacher
support to
17 trained employees
5th year
In June will train 19 employees
and Principal of each building &
Director of Student Services &
District superintendent
at the 2-day(Research and Theory)
Following in July with the 4 day demonstration portion
K= 1 new/3- second training
2nd= 2 new/2- second training
3rd= 3- second training
4th= 2 second training
5th= 1 second training
6th=1 new
HJH=1- second training
HHS=1 second training
Counselor= 1 second training
Century 21 director=1 new
PD in District/GLAD support
 2009-2010- trained 18 employees
 cadre 1x per mo. – review section of strategies,
homework
 planning with teachers
 Gather resources – i.e. pictures, books, etc.
 1 model lesson/1 coach
 Team teach strategy with classroom teacher
 Teacher teaches/coach watches and supportes
10/2
Turn to a neighbor, discuss how an
implementation model like this would
work in your district, …..
Effectiveness of GLAD implementation
At the beginning of the year…
 11 of my 11 ELL/ESL students – at the beginning level for Listening/Speaking.
 None of my 11 ELL/ESL students were even at the beginning level for Reading.
 None of my 11 ELL/ESL students were even at the beginning level for Writing.
As of the end of March…
 4 students that have completed the Intermediate level and 6 students that
have completed the Advanced level.
 2 of my ELL/ESL students have completed the Advanced Beginning level, 3
have completed the Intermediate level, and 6 have completed the Advanced
level.
 3 only need 1 component (comprehends highly contextualized vocabulary) to
complete the beginning level, 3 have completed the Advanced Beginning level,
and 4 have completed the Intermediate level.
Based on ELD Standards
Kindergarten data summary
After comparing this year’s Language
Proficiency Levels to previous year’s levels, I
see, on average, more growth in the students,
leading me to believe that GLAD has made a
positive impact. My goal is to set up a strong
foundation so that my students could
transition out of the ELL program before they
get into 3rd grade, to help assure more
success with the WASL. At the rate my
students are going this year; many will be
transitioned out in 1st grade.
Class Average
(6th grade)
410
405
400
395
390
385
380
375
2007
Non-GLAD #1
2008
Non-GLAD #2
2009
Mrs. Schultz (28)
ELL Average
(6th grade)
400
395
390
385
380
375
370
365
360
2007
Non-GLAD #1
2008
Non-GLAD #2
2009
Mrs. Schultz (28)
Hispanic Average
(6th grade)
410
405
400
395
390
385
380
375
370
2007
2008
Non-GLAD #1
Non-GLAD #2
2009
Mrs. Schultz (28)
Teacher comments:
“Having Kirsten demonstrate the GLAD
strategies in my classroom has been a
great experience. The use of chants and
charts is a fun and informative way to
teach my students. I’m looking forward
to learning more.”
Tammy King – 1st year Kindergarten teacher
Observations:
…Teachers use different strategies to
assist students academically in language
and literacy. Glad provides support for
teachers and students. The impact I
see is teachers having more tools and
strategies for the classroom…
Greg George, TIS Principal
Teacher comments:
After spending the last three years working on
my Professional Certification which dealt with
ways to improve learning for second language
learners, I found the GLAD strategies to be
very beneficial. Many of the classes I took
(whether through Central Washington
University, the ESD, or our own school
district) could be directly correlated to the
strategies used in GLAD.
Sandra Butler – K teacher
Student comments
Dear Mrs. Lenz,
I like the chants we make, I like the graph of the team
points, and I like science. I like the Picasso chart we did
with you, and I like when we did Six Kingdoms of living
things and I want Mrs. Lenz to come more often.
Emelin
Dear Mrs. Lenz,
We like the science protget that you do with us and we
wish that you could come to
4th grade with us.
Jessica
Student Comments
Dear Mrs. Lenz,
I like when we make a chart in class and when we get
points. I like that to. I like when we sing chants during
class. I do not have fun during science.
Noe
Dear Mrs. Lenz,
I like when we do the charts and chants. I also like it
when we do the games and things like that.
Claire
I learned about the 6 Kindoms and organisum and the
ubacktira and it lives in hot water.
Ismael
Funding
 Creative thinking
 Look for funding that supports PD





Transitional Bilingual
Title III
Title 1
LAP
Title II
Challenges







Administration
Staffing
Time
Trust
Focus
Organization & prep
Confidentiality
ah-ha’s
Cell phone
Flexible schedule
Flexible
Accepting teachers
where they’re at
 Individualize support &
monitoring
 Confidentiality
 Coach needs advocate
- visionary




Challenges
My name is Cec Harrison, and I teach 2nd
grade at Marcus Whitman Elementary School
in Cowiche, Washington. One of our district’s
certified GLAD Coach is Kirsten Lenz. Mrs.
Lenz had repeatedly approached me to try out
GLAD strategies in my English as a Second
Language (ESL) classroom. I was always very
opposed to learning GLAD strategies because I
thought they were dumb, time-consuming,
and didn’t want to change….
Successes
…Obviously,
I was not thinking of my students first!
Eventually Mrs. Lenz got me to a GLAD training, and what
can I say…GLAD strategies are absolutely producing
positive student achievement in my ESL classroom. I
have implemented several GLAD strategies.
Mrs. Lenz has come and modeled how to teach these
strategies, and how to engage my students for optimal
learning.
I can’t say enough about GLAD, and I am so thankful that
Mrs. Lenz never gave up on me!
10/2
What challenges and successes do you see in your
district in trying to implement a coaching model
and what successes do you foresee?
Participant Outcomes
 Overview of Project GLAD model
 Awareness of varying levels of implementation
 all resulting in improved teaching strategies specific
to the ELL students
 Recognize that implementation is possible
 Ideas for creating sustainability of training and
support
 How to engage parents in their own learning so
they can support their own children
In conclusion…
Professional development must be an
ongoing, continuous activity, and
not consist of ‘one-shot’ workshops
or lectures.”
Reading First,
U.S. Department of Education
April 2002
p. 26
Resources
 Bringing It All Together by Marcia
Brechtel, Dominie Press
 www.projectglad.com
 Barbara Gilbert (509) 678-4343
[email protected]
 Kirsten Lenz (509)
[email protected]
Adult ELL
 Need expressed repeatedly at PAC
meetings
 Had been done in past with mixed
results
 Same information presented
 Not individualized
 Child care provided but an issue in
building
10/2
What English needs do the
parents in your district have?
Adult ELL
(cont)
 Director explored options with
Rosetta Stone
 Web version allows for individualized
pace
 Used Bilingual and Title III funds to
purchase licenses and headsets
 Paid para-educator to run it
Adult ELL
(cont)
 Then needed to plan where, when, who to
supervise
 Ran a small group in the fall to get the
kinks out
 Then expanded in January
 Had overwhelming turn-out
 Needed additional licenses and sessions
 At one point running two 2 day/week sessions in
the evening and 1 during the day at the
Intermediate school.
 http://hsd.rosettastoneclassroom.com