Innovation Proposal: Project Based EL Teen Leadership

Introduction
It is no secret that performance measures for ELs are not optimal. When we look at assessments that
demonstrate content mastery and language acquisition, we see many students struggle to meet either.
When examining the instruction that is preparing these students for these measures, the focus is on
learning the test items and design rather than the content and skills that are actually being assessed. As
a result, our learners are attaining neither the knowledge the curriculum is meant to develop, nor the
desired results on content and language assessments. As such, they are left unable to meaningfully apply
the instruction they have received in the varying contexts that are required to become successful and
autonomous learners. Thus, this population is left with remediation and test prep as an attempt to bridge
the achievement gap, while native English-speaking peers often enjoy more meaningful and motivating
learning experiences.

We need a shift in our instruction that addresses:

• The linguistic needs of ELs

• The content demands of the language arts curriculum
• The development of learning skills that lead to student autonomy
• The need for equitable, asset-based instruction that motivates ELLs to want to learn, rather than
merely remediating perceived deficits

Solution
To begin the process of providing meaningful instruction that addresses the linguistic needs of ELs,
looking to our district’s existing EL Teen Leadership course is a logical first step. The structure of the
course already lends itself to authentic learning experiences as students are currently planning and
implementing service projects. However, the curriculum could be more intentional in developing linguistic
skills as students explore and create their plans for the community. The change in the curriculum would
be comprised of two components: Blended and project-based learning. These elements would
complement each other by providing the students with authentic opportunities for inquiry (blended
learning), and a creative and genuine means to publish their learning (PBL).

• Blended Learning: A significant portion of the EL Teen Leadership course is planning for
community service projects. With the change in curriculum, students would independently
research Dallas area needs, identify a community issue of interest, and develop a research plan
to identify the scope the need. This would address content skills of research and writing as student
independently pursue authentic topics that they have a legitimate interest in impacting. Students
would be responsible for locating their own resources, gathering information, and presenting
findings digitally and during face-to-face class time.

• Project Based Learning: As students develop their research, service plans, and project outlines,
their work would all be housed in a website/portfolio that they maintain throughout the year.
Students would apply speaking and writing skills through publishing digital media such as
podcasts, video documentaries, and blog posts.
Innovation Proposal: Project Based EL Teen Leadership
Resources
Much of what is needed for the success of this model is already available in our district. Students currently
have 1:1 access to either Chromebooks or iPads as well as the full Google Suite, allowing for collaborative
planning, documentation, and web creation through Google Sites. In cooperating with the Digital
Learning department, we also have been given license to utilize Anchor to host podcasts in addition to
the other productive media students have access to. Thus, the discussion is not a matter of what we have
access to, but how effectively we are utilizing it.

Outcomes
• Providing students with authenticity of purpose and audience would lead to an increase in
speaking and writing performance as students address legitimate issues directly impacting their
community.

• In addition to addressing the goals of the EL Teen Leadership course in fostering servant
leadership, students will develop their academic aptitude as thoughtful, autonomous learners that
can identify problems and seek viable solutions.

• As teachers are given guidance in implementing these innovations with EL Teen Leadership, it
will be easier to envision how this level of instruction would benefit all their leaners, not solely
those in ELL Teen Leadership.

• Students will be engaged in equitable, compelling learning experiences on par with what their
high-achieving, native English-speaking peers encounter

Implementation
This shift would require a significant adjustment in teacher belief and skillsets, one that would be best
addressed incrementally. As such, beginning the process of raising the level of instruction would be more
successful if begun in our EL Teen Leadership course. This is not a tested subject; however, it is taught by
teachers who also have EOC assessed English classes, with many of their students taking both. This would
allow teachers the room to explore these innovations without feeling as though they are sacrificing class
time for needed for test-prep. Furthermore, this course already exists with the needed 1:1 technology,
thus all that is left to pilot is the change in pedagogy. The goal of which would be to provide teachers
with exposure to more significant and meaningful learning experiences so they can better envision how
these can be applied to core curriculum.

By utilizing the constructivist models of blended and project-based learning, we have the opportunity to
provide our ELs with access to true equity in education. Meeting linguistic need and grade level rigor can
only come authentically if students are engaged in meaningful, relevant, and self-guided experiences. In
our district, we have the resources to accomplish this, and it is our obligation to ensure that we do not
miss the opportunity to effectively utilize them for our students.