Closing the Language Gap

I stumbled across an interesting article, entitled, “Can Roaring Fork Schools close the achievement gap?” that explains the steps taken at a Colorado School District to help merge the gap between their Anglo and Latino students. They had  recorded a significant gap; although never stated exactly what percentage. This reminded me of performance scores that could occur between my Native and ELL students as well as different raced ELL students.

The first step for Roaring Forks District was a $1 million dollar grant from the state to

“be able to lead the way for other districts struggling with achievement gaps between students of different races or incomes” (Redding).

Once the money was obtained the district leaped to action by hiring a team of outside “observers” to help find the holes their students were falling into. Superintendent, Judy Haptonstall said,

“It was like somebody holding up a mirror, It was pretty eye-opening”

After the team of observers wrote the district a 72 page evaluation of positive criticism the district called for a meeting to determine what changes needed to be made to help close the gap. The CADI (Comprehensive Assessment of District Improvement) noted the great techniques that some teachers were using as “islands of excellence”; however, it also pointed out that their biggest problem was that not all teachers were using these techniques. The district as a whole was not unified in their goals and were not sharing the effective ideas they did have with one another.

The answer set nearly all responsibility on the teachers’ laps. They needed to “increase teacher collaboration” and possibly “release students early one day a week” to ensure time to do so. Further, some teachers didn’t have enough training, support or simply weren’t willing to adapt to knew techniques when advised. Thus, even though the CADI advised for change, it would be entirely on the teachers shoulders to adapt to the new techniques asked of them. They needed to be “re-trained” in an effort to have

“a stronger focus on the best practices already being used by the distct’s teachers”

In addition to teachers putting in some extra time, the principals were advised to compose more walk-throughs in the classrooms on a regular basis to double check that teachers were using effective techniques and to share any new strategies he or she witnessed while sitting in on a classroom.

The plan seemed to show improvement, though not enough time has gone by to see the end results of the grant money and re-organization of the Colorado District. I thought that this was a great and simple plan. Basically, share your good ideas and communicate between administrators and teachers and teachers amongst one another to remain focused on the goals of the district as a whole. Not every district will get the luxury of $1 dollar grant from their state; however, they can take the time to talk to one another to better ensure their students are getting the best education they are capable of giving them.

I know that some teachers seem to hoard their successful lesson plans and students begin to make favorites accordingly. But, it’s not about we the teachers; it is about they the students. It’s all about the kids, especially in a newer program like ESL, it’s critical that we communicate what’s working and what is not…how else will we ensure our ELL’s that they are best prepared to walk into the real world? I think this really correlates with what Michelle Williams advised me to do: make meaningful links and “synthesize”.

“Can Roaring Fork Schools close the achievement gap?”

by: Katie Redding

The Aspen Times, Aspen, CO