ES 225 English Learner Instructional Practices Course Outline

COURSE PREFIX AND NO: ES 230  UNITS: 3 

COURSE SUMMARY:  

All English learners must have full access to high-quality English language arts, mathematics, science, and social studies content, as well as other academic subjects, while simultaneously gaining proficiency and access in the English language. During this class, participants will learn how to support English Learners using the California ELA/ELD framework as well as highly effective supports and strategies that will allow English Learners in their classrooms to develop English language proficiency and gain access to core content curriculum. 

RATIONALE: 

During this class, participants will show proficiency in implementing the California English Language Development Standards and using highly effective supports and strategies so that all students attain academic proficiency and advanced academic discourse.  

REQUIRED TEXTBOOK(S) and/or MATERIALS:

•  Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom 2nd Edition. Pauline Gibbons.

•  CA ELA/ELD Framework (provided digitally on instructor website)

•  California Practioner’s Guide to Educating English Learners with Disabilities     https://www.cde.ca.gov/sp/se/ac/documents/ab2785guide.pdf   

• English Learner Toolkit of Strategies (provided digitally on instructor website)

• California English Language Roadmap https://www.cde.ca.gov/sp/el/rm/

CORE LEARNING OUTCOMES (CLO):

1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

3. Graduates sustain a practice of innovation and reform.

4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.

5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.

STUDENT LEARNING OUTCOMES (SLO): 

Upon Completion of the course the participant will:

1. Learn how to instructionally support both English Learners and Long Term   English Learners (LTELs) in accelerated development in Academic Vocabulary and Discourse.

2. Learn the intent and structure of California’s ELA/ELD Framework (state and federal legal requirements for placement) and demonstrate competence in using the Framework for planning classroom instruction for academic language learning using flexible grouping individualized instruction, and whole-class instruction as needed. 

3. Understand how the standards work in tandem with CCSS and the difference between designated and integrated ELD.

4. Learn strategies to scaffold and support rigorous instruction for ELs and LTELs in reading, writing, speaking and listening through the sociocultural theory

5. Design and deliver an integrated ELD strategy that aligns to the framework and instructional goals of the class.

6. Understand linguistic development, first and second language acquisition and how first language connects to second language development.

7. Use initial, formative and summative assessment information to diagnose students’ language abilities.

8. Gain understanding and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English while delivering instruction for learning vocabulary,academic language, background knowledge in academic discourse. Implement instructional program that facilitates the two goals mandated by California to acquire listening, speaking, reading and writing skills in academic English. 

EXPECTATIONS AND STANDARDS:

Program Design Standards:

PS 1: Program Design, Rationale and Coordination

PS 2: Professional, Legal and Ethical Practices

PS 3: Education Diverse Learners

PS 4: Effective Communication and Collaborative Partnerships

PS 5: Assessment of Students

PS 6: Using Educational and Assistive Technology

PS 7: Transition and Transitional Planning

PS 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning

Preliminary Teaching Standards:

PS 9: Preparation to Teach Reading/Language Arts

PS10: Preparation to Teach English Language Learners

PS11: Typical and Atypical Development

PS12: Behavioral, Social, and Environmental Supports for Learning

PS13: Curriculum and Instruction of Students with Disabilities

PS14: Creating Healthy Learning Environments

PS15: Field Experience in a Broad Range of Service Delivery Options

PS16: Assessment of Candidate Performance

Specialty Standards – Mild/Moderate:

MM1: Characteristics of Students with Mild/Moderate Disabilities

MM2: Assessment and Evaluation of Students with Mild/Moderate Disabilities

MM3: Planning and Implementing Mild/Moderate Curriculum Instruction

MM4: Positive Behavior Support  

MM5: Specific Instructional Strategies for Students with Mild/Moderate Disabilities

MM6: Case Management

Specialty Standards – Moderate/Severe:

MS1: Learning Characteristics of Individuals with Moderate/Severe Disabilities

MS2: Communication Skills

MS3: Developing Social Interaction Skills and Facilitating Social Context

MS4: Assessment, Program Planning and Instruction

MS5: Movement, Mobility, Sensory and Specialized Health Care

MS6: Positive Behavioral Support

MS7: Transition and Transitional Planning

MS8: Augmentative and Alternative Communication

ISTE Standards for Educators

1. Learner

Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:

1. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

2. Pursue professional interests by creating and actively participating in local and global learning networks.

3. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2. Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:

1. Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

2. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

3. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

3. Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:

1. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

2. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

3. Mentor students in the safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

4. Model and promote management of personal data and digital identity and protect student data privacy.

4. Collaborator

Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:

1. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

2. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

3. Use collaborative tools to expand students’ authentic, real- world learning experiences by engaging virtually with experts, teams and students, locally and globally.

4. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

5. Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:

1. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

2. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

3. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6. Facilitator

Educators facilitate learning with technology to support student achievement of the 2016 ISTE Standards for Students. Educators:

1. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

2. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

3. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

4. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7. Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:

1. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

2. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

3. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.