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Libia S. Gil & Ana Díaz-Booz

Photograph of Libia S. Gil
Libia S. Gil
Senior Advisor, National High School Center

Libia S. Gil joined the American Institutes for Research to continue her work as the former Chief Academic Officer for New American Schools. In this capacity Dr. Gil provides senior counsel on leadership development initiatives and assists states and districts in developing strategies for improving student achievement by bridging research evidence with practice evidence. Dr. Gil is currently the lead consultant for the High School Renewal efforts on behalf of the Bill & Melinda Gates Foundation in the San Diego Unified School District. Dr. Gil was Superintendent of the Chula Vista Elementary School District for over nine years. In addition to multiple awards and honors, Dr. Gil received the 2002 Harold W. McGraw, Jr. Prize in Education for her outstanding leadership as Chula Vista Superintendent. The McGraw Prize is awarded annually to individuals who demonstrate exceptional contribution to the improvement of education systems. Additionally, Dr. Gil has received the Leadership Vision Award by the California Association of Bilingual Education in 2003. Dr. Gil has a Ph.D. in Curriculum and Instruction with emphasis on bilingual and multicultural education from the University of Washington.

Photograph of Ana Díaz-Booz
Ana Díaz-Booz
Principal, School of International Business (2008 California Distinguished High School )

Ana Díaz-Booz is the principal of the School of International Business (SIB) at the Kearny High Educational Complex in San Diego, California. Together with her instructional leadership team, teachers, and students, Ms. Díaz-Booz has helped SIB earn distinction in the areas of Title I achievement and "Fast-Track" junior college dual enrollment while posting a bronze medal in U.S. News and World Report's annual list of America's top high schools. In her school's short five-year history, SIB students have out-performed area high school students on statewide assessments in all English language learner (ELL) sub-groups and elevated the school's academic performance index each year.

As a first generation, bilingual student from a Spanish-speaking household, Ms. Díaz-Booz possesses a unique understanding of the struggles of ELL students in the nation's public schools and the importance of rigor and high expectations. She earned a BS in mathematics and a teaching credential from the University of California, San Diego. And after serving as a math teacher in the San Diego Unified School District, Ms. Díaz-Booz earned her master's degree and administrative services credential from the University of San Diego.

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English Language Learners

Question 3: How can a state and/or district provide high quality ELL instruction; do you have recommended resources for states and/or districts to better provide high quality instruction for ELL students?

Responded by: Libia S. Gil (Senior Advisor, National High School Center)

This is a good fundamental question to resolve if the goal is to achieve academic success for English Language Learners (ELLs).  Recognizing that there are multiple conditions and complex variables to address, this response will focus on identifying key practice areas for a state or district system to consider in their efforts to provide and improve high quality instruction for ELLs.

District Level Focus

  • Establish District policy and vision to guide and set high expectations for addressing the academic needs of ELLs.
  • Complete an ELL masterplan or a major component of a district-wide strategic plan to build instructional coherence with action steps for implementation.
  • Analyze teacher recruitment, selection and assignment patterns to determine that the “best qualified” teacher is appropriately matched with the needs of ELLs.
  • Conduct a comprehensive assessment or audit of ELL achievement status and include a review of Curriculum, Instruction, Assessment, Human Capacity Development, and Resource Allocation practices.
  • Provide targeted teacher support and skills development to include instructional topics such as:
  • Oral language development
  • Academic English development
  • Explicit English instructional approaches
  • Developing high expectations with critical thinking skills
  • Differentiated instruction including sheltered
  • Teaching English Language and Content
  • Analyzing student work in collaborative teacher teams
  •  Provide instructional leadership support and skills development on topics including:
  • Data analysis to monitor and modify instructional strategies
  • Classroom Observations and Feedback
  •  Organizing time for collaborative staff work and additional support for ELLs
  • Provide student support and development
  • Extended learning time with longer school day or longer school year
  • Social, emotional learning support with culturally relevant approaches
  • Differentiated and personalized learning environment
  • Parent and Community Engagement
  • Implement district wide staff performance reviews with appropriate metrics to determine impact on serving ELLs.

State Level Focus

  • Establish State policy and vision for meeting the needs of ELLs
  • Complete  a state masterplan for collaborative approaches and responsibilities to support high quality instructional practices
  • Adopt English Language Development Standards with research based knowledge
  • Provide  instructional framework guides and professional development opportunities
  • Develop valid and reliable ELL language assessments
  • Strengthen requirements for teacher preparation program and certification to address ELLs
  • Sponsor research studies and evaluations of ELL instructional programs and practices for dissemination.
  • Identify and recognize schools and/or districts with consistent achievement results for ELLs
  • Provide resources and support for increasing innovative practices for ELLs to include technology applications.

Selected Resources for Technical Assistance and Support: