Ask the Expert English Language Learners

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 5: Can you provide examples of how you allocate resources to students with the highest needs?

Responded by: Ana Díaz-Booz (Principal, School of International Business)

I have always felt that you can tell a great deal about a school and its administrative approach by looking at the ways in which resources are allocated. This is especially true in the case of those students who have the greatest needs and, consequently, the greatest achievement potential. I believe that, with the proper allocation of resources, the students with the greatest needs can post the highest gains on state assessments. At our site, this group is our ELL population. They range from newly arriving immigrant students who have no English language background to first generation learners ready for redesignation. They represent a wide range of cultures and language groups. However, their one singular need is increased instructional support which focuses on guided practice of written and spoken English. Our allocation strategy falls into two time frames: during the school day and outside the school day. During the day, we use available funding to lower the class size for ELL students and others who are performing far below grade level. We actively recruit and place our strongest teachers in these sections and ensure that they are provided with a larger allocation of instructional supply money. These resources include exclusive use of a laptop cart, priority access to our school’s computer lab, and support from our reading specialist in content area classes. Additionally, ELL students are assigned student peer assistants to serve as translators and English role models in the classroom. After school, these student partnerships continue in the form of ESL buddy groups which are supported by staff members and offer additional English modeling. This and other ideas for student support have emerged from collaborative meetings and paid planning opportunities which are allocated to teachers throughout the school year. Similarly, as new data and methods for improved instruction become available, our budget allocates funding for teacher attendance at conferences as well as professional development opportunities. As we move forward, it is my hope that we can continue to build on the gains that our ELL students have shown recently and keep avenues of funding open to support that success.