Leading the Way: One Catalyst School’s Perspective on the New WLI EAL Pilot Program

Recently, ISS had an opportunity to hear more from ISD Director Michael Lees, and that school’s ESOL Teacher, Kim Ariail, who is a key participant in the EAL Pilot Program.

How is your work with the EAL catalyst sites different from schools and/ or EAL programs you have worked with in the past?

Mike: The work with the catalyst school site here at ISD has given me the distinct impression that we have the potential to be on the cutting edge of best practice and research applications for EAL. The double school teaming and collaboration and guidance with Barbara Parker and Dr. Gini Rojas also give an important accountability measure that ensures we are keeping ourselves on track. There seems to be less opportunity to let a particular initiative slide in favor of seemingly more pressing start-up issues. That is good.

Kim: One difference for me is working in a Pre-K to 10th grade school. In other settings, my focus was on only teaching language arts for three grades. Now my focus is on multiple subjects in grades 1-10. I work with all grade levels and in all subject areas, and my understanding of different subjects and different grade levels and the needs of EAL students in each of those settings is increasing. Another difference is having a 95% ELL population, and I am able to make a larger school-wide impact because I see all of the students and teachers whereas previously I only saw some of the students and teachers.

What are the greatest areas of EAL achievement/ growth you have seen since the schools opened in August 2012?

Mike: A Brazilian father recently spoke to me about his 3rd grade son. He was amazed at how much English his son had mastered since the first day of school. He was an absolute beginner when I first met the boy and now he is talking up a storm. While this is perhaps the most extreme example, I have seen numerous children grow dramatically in their confidence and use of English.

Kim: I think one of the largest growth areas I have observed is how Level 1 and 2 ELLs have gained more confidence and become more advanced in their linguistic ability. Students are speaking with increased volume, clearly, and participating voluntarily in classes. Additionally, my role within this EAL catalyst school becomes clearer to teachers they are increasingly requesting support and readily accept assistance. For example, teachers request vocabulary support, suggestions for writing strategies, and assessment support.

What are the EAL challenges in your setting?

Mike: Focusing merely on instructional practice is essential, of course, but I think we must view this challenge systemically because there are other limiting factors that can potentially slow our progress if they are not addressed. For example, collaborative planning time (scheduling) and ongoing professional development support targeting these areas is needed for this initiative to thrive. Further, given we are in start-up phase, there is a tendency to not consistently focus on certain intended goals given competing interests and shifting priorities.

Kim: Because I am the only ELL teacher in my setting, one of my biggest challenges is time and scheduling. I find it difficult to co-teach and confer in all of the grades, in all of the subjects, with all of the teachers.

What advice would you give to other school leaders who find themselves in schools with majority EAL students?

Kim: I would tell school leaders to stop any pull-out programs. Instead, increase the capacity of your entire faculty by providing training to all of your teachers in effective ELL instructional strategies. ELL instructional practices benefit all students, not just ELL students. In addition, all teachers need to realize that cooperative learning is one of the best strategies for increasing linguistic capacity in ELLs.

Mike: Ensure that a strong culture of support and even celebration for EAL students becomes embedded within the school. Take the opportunity to not only explore surface school cultural artifacts like curriculum and resources but to delve more deeply in exploring people's fundamental beliefs and values as well as their underlying assumptions about EAL students.