Running head: LEARNING DESIGN PROJECT ELs

Learning Design Project

Differentiating for ELs
Joaquin Matiz
Post University

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Differentiating for ELs

Analysis.

Introduction
The following training would be provided for new teachers and it would focus on how
to differentiate instruction for English Language Learners. This is an important topic because
many teachers are not prepared to work with students that do not understand most of what is
being said within the classroom. As a teacher for the Bilingual department in my school district,
teachers come to us with concerns about the level of language understanding of many students,
and most of them inquired about effective differentiation techniques for this target group. This
training was designed keeping in mind their questions and concerns, it would concentrate in
closing that gap by providing new educators with necessary tools, skills, and information about
state regulations for ELs. Common Core Standards indicate that one of the roles of teachers and
school staff is to plan and implement lessons for each content area according to each students
level of English proficiency; unfortunately this is not an easy task.
The training would be provided to a larger audience, and it would need to be presented
prior to the start of the school year. The idea is that every teacher would be capable of
conducting an initial evaluation in order to identify English Learners on day one of classes in
order to provide the student with appropriate placement and/or necessary modifications.
Instructors would be provided with basic interviewing skills, strategies for evaluation and
modification, and district regulations during the training session. Furthermore, continued follow
up meetings would be scheduled with those teachers for professional support.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Needs Analysis
Trainings that prepare new teachers to serve English learners within their classroom are
available, and the necessary information to create them is already published by different
institutions and organizations. However, is up to districts to provide instruction to their new
teachers, and that is not always an easy task. One would think that those districts that have higher
populations of ELs would have formal trainings for new hires in place, but that is not always the
case. Scheduling and funding are common limitations for many school districts, but the situation
gets even worse for those districts that produce low standardize testing scores, and those are the
districts with a higher presence of ELs. A clear example is the city of Waterbury which has
identified 2543 English learners within the public schools system for the current school year
(Waterbury.k12, 2016). New hires were invited to a three day orientation session during which a
ten minute power point presentation was presented, and a handout on EL strategies was given.
New teachers had ELs in their classrooms the following Monday and they did not know how to
help them.
Understanding districts limitations and other factors that affect new educators is a must
in order to provide them with the necessary tools to work with ELs. This is a complicated
subject and slide presentations are not enough. The propose training would have clear
instructions on how to identify English Learners, detailed distinctions between the five levels of
English proficiency, and a clear overview of the Connecticut English Language Proficiency
Standards (CELP). New teachers would be provided with effective strategies to work with
English learners, and scheduled follow up visits in order to protect both teachers and students.
The challenge is clear; provide effective instruction with limited resources.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Learner Analysis
The learners for this training would be new teachers prior to their classroom
experience. Many of the trainees would have some understanding of the topic, but for the most
part that understanding would not be sufficient because they would have to assume many other
responsibilities simultaneously. Going back to the previous example, during the same three day
orientation new hires were being presented with information about their employee benefits,
security around school buildings, progress book proficiency, and many other different topics that
would be nothing less than overwhelming. Been said, the ELs training needs to be short but
complete, active, and effective in order to help learners get an understanding of the topic in a
short session.
According to the Connecticut State Department of Education, student population is
somewhat diverse, with nonwhite students comprising 40.5 percent of the student body, and
nearly 92 percent of certified school staff are white (CSDE, 2013, p.33). Based on those facts,
most of the attendants to the training are going to be white professionals with a wide variety of
learning styles. The training would have to be appealing to such population, and it would need to
present the material in short doses that use multiple representations in order to entertain those
different learning styles. For example, the mock interview activity would serve well to
kinesthetic learners, the power point presentation would favor auditory and visual learners, and
the jigsaw activity would cater to verbal-linguistic learners. Furthermore, the linear organization
of the session would be favorable to sequential learners, and the condense format would be a
motivator to global learners. The training would include a introductory video followed by a
handout, a power point presentation followed by a quiz, and a jigsaw activity follow by a closure
presentation, and a raffle.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Environment Analysis
The training is being designed for school districts that are in need of teachers
preparation for ways to approach differentiation for English learners. Districts and Schools
administrators would be especially interested in the training because they are aware of the
importance of the topic; they need to do their best for their students, and is in their best interest to
protect their organizations against possible complaints or lawsuits about discrimination. Teachers
would also be important stake holders because they are the ones that have to work with ELs
within their classrooms; therefore they are responsible for providing the best possible instruction
to every student.
Task Analysis
-

Initial Interview: Students that are previously identified as ELs and new students
that display minimal indications of language limitation should be provided with a
home language survey. The teacher should ask each student what language he/she
speaks at home, what language their parents speak at home, and what language
he/she uses when communicating with his/her parents and report the results. During
the training session, participants would interview a partner following an actual
survey that would be provided in a language different than English.

The power point presentation would give training participants a dept analysis of the
stages of second language acquisition, the basics of language proficiency and the
implications of its results. After the session, teachers would be able to classify
students according to their language level based on the results of the initial
interview and provide necessary modifications or seek for their proper placement.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

- A jig saw activity would be implemented in order to help participants get an

overview of CELP standards raising awareness of the legal an ethical importance of
serving EL population appropriately. As a result of this training, educators would be
able to recognize the learners needs according to their English mastery levels and
the districts regulations.
Furthermore, strategies like the use of visual aids would be modeled during the training
session and handouts for others would be provided. The state standards and expectations for
career readiness would be presented and the roles and responsibilities for all active participants
would be clarified. New teachers would have direct lines of communication with representatives
of the ELs department in their schools and districts after the training, and would be provided
with further training and support on the individual basis.
Situational Analysis
The biggest problem for the effectiveness of this training would be the current stress
condition of the new employees during the training. One that is presented with tons of
information during three consecutive days may not be receptive to all that is been said, especially
when one is not aware of the importance of the topic. However, this training needs to be
presented within that three day window because otherwise it would represent a higher cost for
both districts and new employees. The proposed solution within this training is the production of
quality material and the way it is presented by using proven effective designing techniques, the
use of modern software applications for its development, and the opportunity of engagement of
different learning styles by the use of different information techniques like videos, presentations
and handouts.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Most importantly, this training would provide for follow up opportunities for both
teachers and administrators. There would be at least one person appointed for attending teachers
concerns during the first days of school. The ELs department would be responsible for verifying
that such students are receiving modified but quality instruction and providing teachers with
tools and continued support by conducting periodic interviews with both. The design of the
training wont have major constraints due to budget or time frame because a lot of the material is
already produced, and administrators are already aware of the upmost importance of the training.
Media Analysis
The technology required for putting together the training is already existing and easily
accessible by almost any p.c.. Video editor programs are available through both Microsoft and
Mac computers, power point or Google Docs could be used for the presentation. The
implementation of the training would require the collaboration of schools both for the
presentation of the session and during the first days of class. The challenge could be the
appointing of the person that would be attending to the teachers concerns during those first key
days of classes, and the necessary continued support that must be offered to those new teachers.
This last part could be more challenging especially for those districts that have large teacher
turnovers; it could be a challenge to have one person working on the topic throughout the school
year. The next two pages would have some of the material available on the classification of ELs,
and State standards.
Back up electronics would be available in case of technology failure; for example there
would be two computers available and hooked up inside the training room, one in which the
material would be shown and another one as backup; two projectors; and also two projector
screens. In case of major issues like a power failure, the training materials would be available in

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

the form of handouts. Several sets of the power point presentation would be printed and available
for group work. Participants would be provided with a web link that connects them to the
training materials online just in case there are any concerns or questions after the session.
Design.
Development Schedule
Even though one can find multiple handouts and many graphics that can illustrate the
topic, the complete design of this training would take a total of five weeks. At this point the
analysis phase of the training requires a comprehensive research for current material in order to
verify the validity of the one is on hand. State authorities through their websites and
representatives should be contacted in order to obtain official and yet again, current standards
and requirements that refer to the role of educators when working with English Learners.
Furthermore, a survey would be send to teachers and administrators across district schools in
order to obtain an actual grasp of their level of understanding on the topic as well as to receive
suggestions or recommendations for the training. Being said, the analysis phase would take at
least two weeks. The design phase of this project, which is being outlined in this document, has
already started but it would also require the validation of the materials that would be selected for
inclusion during the actual training session. Therefore, the design phase would take at least one
more week.
The development or actual building of the training would take one week. All the
necessary materials for the training sessions would be put together, evaluated, and modified as
needed. Furthermore, the copy rights of such materials would be verified in order to protect both
the intellectual rights of the authors and the organization that is actually sponsoring the project.
The software required would be evaluated and the actual presentations would be put together.
Hand outs would be created and presented to peers and collaborators in order to consider the

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

input of other professionals. Finally the implementation and evaluation phases would occur
during the last two weeks of the project. An actual trial run of the full training would be
presented to volunteers and or interested parties and their returned surveys, handouts, and exit
tickets would be evaluated. The collected handouts would be reviewed and evaluated in order to
include the participants feedback for possible final adjustments to the training materials and to
the actual training process. The goal of the final evaluation phase of the design is to assess if
trainees were able to achieve the training objectives after the session. Therefore, the data resulted
after the session would have to confirm that those objectives were met by showing clear
connections between trainees work and training goals.
Course Learning Objectives
-

New teachers would be able to identify English Learners after participating on the
mocked interview activity by classifying them appropriately into each category
(Bilingual, ESL, LEP in regular, and LTSS)

After the training session, educators would be able to determine the level of
accommodation each EL requires by following the ELs handout

Participants would be able to describe the five levels of English proficiency after
watching the power point presentation and reviewing the handouts with 100%
accuracy.

After participating in the training, new educators would choose appropriate

instruction strategies for ELs following the EL Strategies Desk Cards hand out
according to students score on the LAS Links test.

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

-

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Teachers would demonstrate appropriate strategies of support to English Learners

after participating in the CELP jigsaw activity by correctly identifying the 10 CELP
standards.
Lesson Structure

The lesson would present several topics in a sequential order in order to provide clear
and meaningful instruction to participants. Each subject would introduce the next one, and the
final result would illustrate the multiple paths English Learners could go through as they
incorporate into our school system. The topics would be presented as follows:
-

Classification of English Learners depending on their level of understanding.

Bilingual: students that need native language support in the content areas while
acquiring English skills (ESL, LTSS, LEP).

LAS Links testing, scoring and importance of their results.

Levels of English proficiency and their implications for career readiness.

Available strategies for ELs academic content modification. Student learning

characteristics according to their LAS Links score, and proven questioning
techniques.

CELP standards expected from students for participation in the practices called by
college-and-career ready.

The sequence of the content on this design is logic because the initiation activity would
engage participants but also providing with an important part of the ELs classification; the open
floor discussion would follow to make the best use of that engagement; and the CELP standards
that require heavier lecture would be broken down using the jigsaw towards the end of the
lesson, offering trainees the opportunity for some physical activity and group discussion.

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Activities
The first activity is design to cause both frustration and intrigue in the participants, and
it would put them into the actual position of an English Learner within an actual classroom.
When an interviewer is presenting material in a language that cannot be understood by the
interviewee, the second one would experience frustration among many other natural reactions.
This mocked interview would serve as initiation activity for the session because it would engage,
and intrigue participants. As the surveys are being collected participants would be provided with
a hand out that explains the different classifications that schools assign to ELs (Bilingual, ESL,
LEP in Regular, and LTSS). The handout will serve as a guide for new educators to seek proper
student placement from the first day of school.
The power point presentation together with the presenters notes and explanations will
follow. The discussion would have an open floor format, open for participants to ask questions or
raise concerns. A frequent Q and As handout would also be provided as complementary
information to participants. The presentation would include information about the five levels of
English proficiency determined by the state, as well as an overview to the LAS Links yearly
examination that every determined EL must present each year. The levels of English proficiency
are extremely important because they are accurate measurements of students capability to
become college ready; and the LAS scores are used by schools districts to move ELs between
levels of accommodations. A quick open book assessment would be conducted at this point in
order to confirm the level of engagement of participants and their achievement of the objectives.
Assessment
The initial survey would serve as a first form of formative assessment. Participants
would have the opportunity to determine a peer as a Language Learner, and would be presented

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with a classification handout as a guide for supporting such determination. The post-survey data
would demonstrate the participants ability to conduct an initial but accurate evaluation of the
level of support needed by each English Learner. The assessment that would be administered
after the power point presentation would have a set of questions which would provide new
teachers with the opportunity to demonstrate knowledge and understanding of current language
mastery evaluations, their scoring system, characteristics of each mastery level, and instruction
strategies for each level. The purpose of this second assessment is to diagnose the trainees
accuracy to classify ELs and it would serve for guidance as they start their careers. The data
collected after the session would be analyzed and use to make necessary adjustment to the actual
training and therefore it would also be a form of formative assessment (Larson, 2014).
Implementation
Pilot Testing
A pilot test should be set up for this project in order to troubleshoot possible issues that
could come up during a training session. The complete project would be presented to a handful
of teachers from the Bilingual department, a few experienced teachers from main stream class
rooms, talent developers, and those that could be designed as presenters in the future. Inviting
teachers from the bilingual department is of upmost importance for this project because they are
the ones serving English Learners on the daily basis and therefore they would have invaluable
input on the topic. Furthermore, classroom teachers have experience differentiating for ELs at
different levels and they could be able to make suggestions that would benefit new teachers to
serve said population. The participation of talent developers and possible training presenters on
this pilot presentation would be required.

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The pilot would be delivered in a classroom that could provide presenting equipment
similar to the one that would be used during training because that would also test for technology
issues that must be addressed prior to the actual session. The evaluation of this pilot should be
conducted by the designer, the administrators of the ESOL (English for Speakers of Other
Languages) department, and other stake holders as a team. An informative survey would be
given to pilot participants. The responses would be reviewed as a team in order to consider any
inclusions or modifications to the training, and in order to obtain a valid approval for the
program.
How
The actual intended location for the training is a school cafeteria that is also being used
as orientation room for new educators. The ninety minutes ELs session would be imbedded
within the orientation agenda and therefore would be conducted using the technology that is
already set up for other presenters during the week long program. The training would not require
major environment accommodations because the large room is set up to simulate a class room
environment with sitting arraignments for the large expected audience. The participation during
the last two yearly orientation sessions averaged seventy five assistants, therefore any future
training sessions should prepare for a similar audience.
Who
Any potential presenter should be prepared to answer questions from the audience, and
that requires a complete level of understanding of what is involved in differentiating for ELs.
Any member of the bilingual department or any teacher that has experience working with ELs
and participates during the pilot presentation would be qualified to be a presenter for the session.
The training was design providing specific instructions for presentation and therefore any

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professional in the education field could be an effective presenter. Those who were involved
during the actual implementation and presentation of the training should be proficient and
knowledgeable about the topic and that would qualify them as potential presenters.
Training for trainers
Any appointed trainer for this presentation should have completed the training; else
he/she must do so. Furthermore, this particular project requires actualization and verification for
currency of state standards and regulations for instructional differentiation when working with
ELs. Therefore, presenters must have access to training materials and guidelines for presentation
with sufficient preparation time. No formal training should be needed for this training but
presenters should be aware of and self conscious of their ability to provide quality instruction
and accurate responses to audience questions.
Requirements for the learning environment (What)
Learning supplies such as pencils, pens, and handouts should be acquired and prepared
prior to the actual training. Participants wont be requiring any access to technology during the
session; and presenters would be able to make their presentations using the equipment already
installed and available. It would be recommended that the presenter test the operation of the
equipment and the compatibility of the software of the training materials with sufficient time
prior to the presentation.
Evaluation
Training evaluation refers to collecting data that determine if objectives were met.
Learner reaction would be evaluated using smile sheet 1, see Appendix A. Completion of the
smile sheet would be required for participants to receive credit for participation. For the
evaluation of Kirkpatricks learning level, participants will be presented with a case study

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scenario that would require them to classify the EL and to identify appropriate differentiation
techniques. Trainees would be able to demonstrate their acquired knowledge and their ability to
apply it. The third level of evaluation for the Kirkpatrick model is training transfer would be
evaluated using a checklist that would verify the correct application of new knowledge trough
the training. The organizational impact of the training would be tracked using a yearly survey
given to educators within their first three years of classroom teaching, keeping track of parent
complaints, and standardized testing scores.
Summary
The main goal for this training is to provide adequate differentiated instruction for
ELs. New educators are being provided with guidelines to follow; research based proven
strategies for such complicated task during the training session, and would be informed about
additional resources available through the bilingual department. The ADDIE model was used for
the design in order to provide a thorough analysis of every aspect of the needed instruction; a
professional design that includes modern educational techniques; and a comprehensive process
for the development, implementation, and evaluation of the training. The power point
presentation and the workshop handouts were designed to measure objectives achievement and
to produce reliable evaluating data.
This training, together with its correct presentation would support both educators and
English learners during their daily classroom interaction. Teachers would be able to differentiate
appropriately for the EL population resulting in better classroom dynamics. Students would have
equal opportunity to a quality education by being presented with academic content through
differentiating techniques appropriate to their level of language mastery. As a direct result of this
training ELs would have better opportunities to achieve college and career readiness.

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Appendix A

Post Training Smile Sheet / Learning Experience

Value of Specific Information
Learning Concept

Circle ONE Number Below

Circle ONE Number Below

1. Concept was new to me.

Value of this Concept

A. English Learners are initially
classified base on the results of
a 3 simple questions survey.

2. Deepened earlier understanding.

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.
1. Concept was new to me.

B.

Students classified as Bilingual,

ESL, LEP, and LTSS receive
different accommodations
within the school system.

Value of this Concept

2. Deepened earlier understanding.

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.
1. Concept was new to me.

C.

The LAS Links language

examination is use to classify
ELs and to move them within
programs.

Value of this Concept

2. Deepened earlier understanding.

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.
1. Concept was new to me.

D. There are research base

strategies for appropriate
differentiation when working
with ELs

Value of this Concept

2. Deepened earlier understanding.

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.

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17

1. Concept was new to me.

E.

The 10 CELP Standards are the

State standards of English
proficiency that students
should strive for when
becoming college and career
ready.

2. Deepened earlier understanding.

Value of this Concept

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.

Add your own

Add your concept here

1. Concept was new to me.

2. Deepened earlier understanding.

Value of this Concept

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.

Add your concept here

1. Concept was new to me.

2. Deepened earlier understanding.

Value of this Concept

3. Provided nice reminder.

Low

1 2 3 4 5 6 High

4. I already use concept regularly.

5. Most people already know this.

Overall Ratings
Rate the overall value of the learning experience.
Circle ONE number (Please Dont Circle the Words).

Very Little

1 2 3 Average

4 5 6 Highest Value

Rate your physical comfort during the learning experience.

(consider breaks, food, temperature, furniture, lighting.).

Very Uncomfortable 1 2 3 Average 4 5 6 Very Comfortable

Circle ONE number.

Likelihood that you will utilize what you learned
in the next two weeks.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Circle ONE of the percentages.

Likelihood that you will share what youve learned with
a coworker or friend in the next two weeks.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Overall Comments

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LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Appendix B

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LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Appendix C

pull quote text box.]

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LEARNING DESIGN PROJECT DIFFERENTIATING FOR ELS

Appendix D

Link to EL Strategies Desk Cards:

File:///C:/Users/Owner/Pictures/RESC_Alliance_Desk_Cards.pdf

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References

Administrator. (2015) Waterbury Public Schools. North End Middle School. Retrieved from:
http://www.waterbury.k12.ct.us/
Connecticut State Department of Education (2013). The condition of Education in Connecticut
2012-2013. Retrieved from:
http://www.sde.ct.gov/sde/lib/sde/pdf/evalresearch/condition_of_education_2012-13.pdf
Larson, M. B. (2014). Streamlined ID : A Practical Guide to Instructional Design. New York:
Routledge.