CLOSING THE ACHIEVEMENT GAP: ENGLISH LANGUAGE LEARNERS IN THE SCHOOL LIBRARY by Megan Anderson A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, UT July 15, 2021 Approved ______________________________ Dee Dee Mower, Ph. D ______________________________ Caitlin Byrne, Ph. D. ______________________________ Shannon Dewsnup, M. Ed. Table of Contents NATURE OF THE PROBLEM...................................................................................................... 5 Literature Review...................................................................................................................... 7 English Language Learners................................................................................................. 7 A Diversifying Nation............................................................................................. 7 Achievement Gap.................................................................................................... 8 Equal Rights and Opportunities .............................................................................. 9 Social, Emotional, and Academic Consequences ............................................................. 10 Social and Emotional Consequences .................................................................... 10 Academic Consequences ...................................................................................... 11 Materials, Instruction, and Training as a Solution ............................................................ 14 Materials ............................................................................................................... 15 Instruction ............................................................................................................. 18 Training ................................................................................................................. 21 Summary ........................................................................................................................... 22 PURPOSE .................................................................................................................................... 24 METHOD .................................................................................................................................... 25 Context .............................................................................................................................. 25 Scope of Project ................................................................................................................ 26 Materials ............................................................................................................... 26 Instruction ............................................................................................................. 26 Training ................................................................................................................. 27 Procedures ......................................................................................................................... 28 RESULTS .................................................................................................................................... 29 Professional Development Training ....................................................................................... 29 The Role of the School Library ........................................................................................ 34 Bridge to University .............................................................................................. 35 The School Library and English Language Learners ....................................................... 36 Materials ............................................................................................................... 36 Instruction ............................................................................................................. 37 Training ................................................................................................................. 38 CLOSING THE ACHIEVEMENT GAP 1 Summary ........................................................................................................................... 39 REFERENCES ............................................................................................................................. 40 APPENDIX A ............................................................................................................................... 46 APPENDIX B ............................................................................................................................... 47 CLOSING THE ACHIEVEMENT GAP 2 List of Tables Table 1. Number of ELLs and ELL percentage in Utah school districts with more than 1,000 ELLs, School Year 2017-2018. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Table 2. ELL and all students scoring proficient or highly proficient in English Language Arts on SAGE testing, (%) by grade 2016-2017. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 CLOSING THE ACHIEVEMENT GAP 3 List of Figures Figure 1. Percentage of public school students who were English language learners, by state: 2016. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Figure 2. SAGE score proficiency rates for English language arts for school year 2017-2018. . 34 CLOSING THE ACHIEVEMENT GAP 4 Abstract Research shows that most English language learning (ELL) students score below their peers academically and more often struggle socially and emotionally. Education laws require that all students receive an equal and high-quality education, and yet data shows that outcomes are far from equal. The school library has a unique place within the school and can provide opportunities for ELL students in closing the achievement gap and social and emotional acceptance. The school library can impact ELLs in three specific areas: access to appropriate materials, research-based instruction, and highly qualified and trained educators. The result of this project is a professional development training that works to inform teachers of the resources and opportunities available for ELL students and their teachers from the school library. Understanding of the inequities faced by ELL students and how the school library can be a part of the solution can inspire teachers to use available resources. This dedication to student success can help to close the achievement gap. CLOSING THE ACHIEVEMENT GAP 5 NATURE OF THE PROBLEM Research shows an academic achievement gap between students who speak English as a second language and native English speakers (Goldenberg, 2006). This disparity calls for a committed and encompassing change to better serve English learning students. In order to plan and provide support for these students, English language learners’ backgrounds and subsequent language needs must be explicitly considered. Students come from many places and speak many languages. English language learners (ELLs) may be recent immigrants, refugees, come from families where English is not spoken at home, have disrupted education due to frequent moves, or have little or no formal schooling (Calderón, Slavin, & Sánchez, 2011). ELLs require specific accommodations, including instructional strategies, digital tools, differentiated materials, and teachers and staff who engage in continuous training and professional development (Goldenberg, 2006; Scanlan & Zisselsberger, 2015; Short & Echevarria, 2004; Valentine, 2008). Each student comes into school with different needs, and a failure to adequately provide for each student is a failure to all students (Boelens, Cherek, Tilke, & Bailey, 2015). English Language Learners see consequences in social, emotional, and academic areas when their diverse learning needs are not met. Loss of feelings of inclusion and value become magnified where diversity is lacking (Morin, 2014). English learners are disproportionately referred for special education due to low academic achievement (Sullivan, 2011). Students who struggle to read at grade level will be unlikely to read and understand content specific informational text (McPherson, 2007). Students who struggle to speak English fluently are less likely to ask for help from their teachers; they may struggle to communicate fluently with peers, make friendships, join clubs and sports teams; and can potentially feel outside of the cultural and social norm (Rawal & De Costa, 2019). Being from a different country, culture, and language CLOSING THE ACHIEVEMENT GAP 6 has potential to put English learning students apart socially, emotionally, and academically from other students at the school (Agosto, 2007). School library teachers, along with content area teachers, can support ELLs in achieving their academic goals and in feeling valued (Morin, 2014). All students, but especially ELLs, will see improvement in their content-specific understanding if a library teacher specifically instructs on language and knowledge structures (Conteh-Morgan, 2002; Echevarria & Vogt, 2010). Developing a diverse library collection that is of quality, accuracy, and purpose, and celebrating culture will allow students to feel accepted and valued (Agosto, 2007). Maintaining a variety of resources promotes cultural competency, inclusion, and respect (Morin, 2014). Developing a multicultural and multilingual school library not only benefits students from non-dominant cultures and languages, but every student at the school (Ortiz & Robertson, 2018). Library teachers can encourage a sense of belonging among ELLs by introducing them to student groups, like clubs and organizations, providing opportunities for positive interactions, and creating activities to promote acceptance and respect (Morin, 2014). The school library has a unique opportunity to reach students and assist in schoolwide emphasis on appropriate instruction, resources, and training to help shrink this achievement gap and foster cultural competency and self-esteem among students. Ample research exists concerning the academic achievement gap between ELLs and native English-speaking students. Research also exists detailing possible solutions to the problem of the achievement gap. However, limited research exists concerning the role of the school library and the school library teacher in reducing that gap. Existing research focuses on cultural responsiveness and digital tools. Building upon this important foundation of research and adding CLOSING THE ACHIEVEMENT GAP 7 instructional and training aspects could develop a more comprehensive plan for shrinking the achievement gap and in providing equity and inclusion. Literature Review This review will begin with discussion of the problem of the achievement gap seen between English language learners and their English-proficient peers and how the continuous diversifying of the nation calls for change in the approach schools use in regard to these students to facilitate equal opportunities to learn. Following that is a discussion on the consequences of that gap including social, emotional, and academic consequences due to lack of adequate resources. The review will conclude with a discussion of the proposed solution to the problem where the school library can invest in materials, instruction, and training to further support ELLs and shrink the achievement gap. English Language Learners English language learners fall behind their native English-speaking peers academically and require specific support and considerations (Morin, 2014). The nation becomes more diverse each year and our schools often lack resources and training for this specific group of students (NCES, 2020; Ortiz & Robertson, 2018). In addition to academic gaps, language barriers contribute to social and emotional consequences (Agosto, 2007). A Diversifying Nation According to the National Center for Educational Statistics, five million students in U.S. public schools were not English proficient as of the fall of 2017 (NCES, 2020). According to Goldenberg (2006), some estimates show that one in four K-12 public school students in the U.S. will speak a language other than English in the home by 2025. The children of immigrants are the fastest growing population in schools in the U.S. (Calderón, Slavin, & Sánchez, 2011). Many CLOSING THE ACHIEVEMENT GAP 8 of these students will have limited English proficiency for years. Hakuta (2011) concluded that it could take four to seven years for 80% of English learner students to attain proficiency in English. The timeline depends on what is being measured as proficient; oral proficiency or academic criteria. Because many ELLs never fully master the English language while in school, their academic achievement remains lower than their fluent peers (Goldenberg, 2006). As of 2019, there were 22.5 million refugees worldwide, over half of whom are children (Stewart, El Chaar, McCluskey, & Borgardt, 2019). Increase of refugee numbers often means schools are unprepared for the diversity of cultures and languages in this student population. Refugee students often come with additional mental health challenges from war, trauma, violence, stress, discrimination, uncertainty, and lack of resources (Stewart, El Chaar, McCluskey, & Borgardt, 2019). They continue to face stress from lack of economic opportunities, inadequate housing, and stigma once families arrive in their new country (Wille, Maher, Cornell, Kim, Reimers, & Hess, 2019). Academic challenges include disrupted education, where some children have no formal schooling, and some were working rather than going to school in their home countries. Many refugees speak languages less known in the United States and have less familiarity with the English language and even the Latin alphabet (Stewart, El Chaar, McCluskey, & Borgardt, 2019). Around 30% of school-age refugees entering the school system in the United States have limited English proficiency (Wille, Maher, Cornell, Kim, Reimers, & Hess, 2019). Achievement Gap Closing the achievement gap between ELLs and English language natives requires various measures, including closing gaps in teacher training (Calderón, Slavin, & Sánchez, 2011). Teachers of ELLs must consider specific language acquisition needs as these students CLOSING THE ACHIEVEMENT GAP 9 struggle to meet academic standards in addition to understanding and applying academic English used in instruction (Short & Echevarria, 2004). Most teacher education programs have not implemented curriculum to include instruction for ELL students. While 60% of educators indicated that they needed additional training for working with ELLs, only 30% participated in ELL specific trainings (Ortiz & Robertson, 2018). Closing the achievement gap can also involve parents, but that comes with various difficulties for both ELL parents and students. Research by Vasquez (2016) shows that language barriers cause stress in families where the home language and school language are different and content-specific language limits parental access to understanding. Equal Rights and Opportunities In 1964 Title VI of the Civil Rights Act was enacted, prohibiting programs receiving federal financial assistance, including educational entities, from discriminating based on race, color, or national origin (U.S. Department of Education, Office for Civil Rights, 2020). The Every Student Succeeds Act of 2015 expands upon previous acts to include that every student be taught to high academic standards and preparation for college and careers (U.S. Department of Education, Every Student Succeeds Act, 2015). This means ELLs, under the law, should receive equal opportunity to learn. Schools and school districts can provide training and materials to help improve learning opportunities (Hakuta, 2011). Short and Echavarria (2004) explain how the Sheltered Instruction Observation Protocol (SIOP) model of instruction was created to help ELLs by using a framework and organization. Additionally, teachers can assist in providing successful learning opportunities for ELLs by providing relevant and engaging lessons that encourage full participation (Echavarria & Vogt, 2010). Use of strategies and targeted lesson planning can ensure ELL students receive equal access to knowledge. Many educators assume that CLOSING THE ACHIEVEMENT GAP 10 inadequacies found in ELL’s academic performance stem from their own deficits, but that assumption implies they had the same opportunities to learn as their higher performing peers (Kanno, 2018). Expectations for ELL students tend toward English language acquisition and retention through high school graduation, but often do not include high academic courses, honors courses, or college or career readiness. Because ELL students struggle to fulfill all graduation requirements, they have limited or no time for CTE, elective, or career-path courses in addition to required core courses (Kanno, 2018). This continues their disadvantage even after high school. Social, Emotional, and Academic Consequences English language learners see many consequences when their needs are not met at school. Social and emotional consequences can include lack of feeling acceptance and belonging, and loss of identity and value. Academic consequences can include delay in content understanding, lack of appropriate testing, and disproportionate referral to special education. Social and Emotional Consequences Social and emotional consequences that affect ELLs include feelings of separation or differentness. This impacts sense of belonging, acceptance, and inclusion. Inadequate cultural and linguistic differentiation and lack of representation can impact student identity and value. Belonging, Acceptance, and Inclusion. ELLs are more likely to succeed socially and academically when they feel welcome and included in the school culture (Agosto, 2007). Schools without adequate multicultural resources limit feelings of belonging and inclusion for culturally and linguistically diverse students. Non-native English speakers may feel frustration and nervousness communicating with native English peers and teachers because of not being able to make themselves understood (Rawal & De Costa, 2019). This may lead to lack of confidence and fear of failure. Being part of English as a Second Language classes further sets CLOSING THE ACHIEVEMENT GAP 11 ELL students apart from their peers, which can lead to feelings of separateness and inferiority (Rawal & De Costa, 2019). ELL students often hesitate to participate in extracurricular activities because of shame felt in not being understood by peers and fear of not being liked (Rawal & De Costa, 2019). Increased inclusion leads to increased engagement, which leads to increased learning (Agosto, 2007). School administration, teachers, and students can help ELLs feel more belonging, acceptance, and inclusion if appropriate attention and consideration is brought into creating safe, equitable, and understanding schools. Identity and Value. Students entering a new culture, country, and language often struggle with their sense of identity. Adolescence is a formative time in identity development (Boelens, Cherek, Tilke, & Bailey, 2015). Identity development for ELLs is complicated by the change of culture and language and the difference between home, school, and social settings. School settings where English language is pushed to be learned as quickly as possible often sends students the message that their native language is undesirable, and therefore that their identity is undesirable (Boelens, Cherek, Tilke, & Bailey, 2015). Making materials available in non-English languages can help ELL students feel their native cultures and languages are valued and bilingualism is promoted (Morin, 2014). Additionally, it is important that teachers acknowledge and value ELL emotions in the classroom because students need to feel that they are heard, understood, and valued (Rawal & De Costa, 2019). Academic Consequences Academic consequences that affect ELLs include difficulty in accessing content due to lack of academic vocabulary understanding, testing inadequacies due to English-only assessment and lack of differentiation, and disproportionate special education recommendations due to inadequate testing. CLOSING THE ACHIEVEMENT GAP 12 Content Specific Understanding. English learners in high school have diverse levels of English proficiency and varying language needs, but are generally placed together with one content area teacher (Calderón, Slavin, & Sánchez, 2011). As mentioned earlier, it could take four to seven years for the majority of ELLs to become proficient in the English language, but McPherson (2007) includes that it requires five to six years for ELLs to begin feeling comfortable enough to begin independently accessing grade level content area texts. These long-term English learners need specific consideration because the attainment of fluent conversational English is not the same as content specific mastery (Hakuta, 2011). Teachers of ELL students need understanding of prior educational experiences in order to both promote language development and to deliver content in strategic ways that ELLs will grasp (Short & Echevarria, 2004). When ELLs struggle academically, the issue may relate more to content background knowledge than to intellectual skills (Short & Echevarria, 2004). Hakuta (2011) adds that achievement in content areas is strongly correlated to language proficiency. When testing is only given to ELL students in English, there is no separation of content understanding and language proficiency (Menken, 2010). Testing. Inadequate language tests can classify English language learners out of ELL-specific instruction and into general education while ELLs still lack vital listening, speaking, reading, and writing skills (Calderón, Slavin, & Sánchez, 2011). Additionally, ELLs experience significant achievement gaps in state and national level testing, and increased dropout rates in comparison to native English speakers (Short & Echevarria, 2004). Research shows that ELLs fail to achieve proficient scores on state assessments because on average they score 20-50 percentage points below native English speakers (Menken, 2010). Limitations in testing instruments and materials in many ELL native languages and in lack of teacher training CLOSING THE ACHIEVEMENT GAP 13 contribute to low assessment achievement (Sullivan, 2011). In addition to low graduation rates for ELL students, schools serving higher numbers of ELL students are more likely to be labeled failing due to low scores of ELL students. This disincentivizes schools from serving ELLs because their scores lower schoolwide standardized test scores (Menken, 2010). Menken (2010) adds that many schools would rather not admit ELL students than receive a low progress report grade as it is easier to achieve mandated progress goals without ELLs bringing down test scores and graduation rates. Special Education. Not only do ELLs experience disparities in opportunities and resources, but ethnically and linguistically diverse students are disproportionally and inappropriately recommended for special education. This extends to increased incidence of disciplinary actions and premature or prolonged exit from special education services (Sullivan, 2011). Research has found that significant association is found between disproportionate identification for special education and participation in ESL classes (Shifrer, Muller, & Callahan, 2016). Federal law requires racial disproportionality to be addressed; however, ELLs are not addressed (Sullivan, 2011). Those at highest risk of being misdiagnosed with a learning disability are those ELLs who have achieved social fluency but continue to struggle with academic fluency (Shifrer, Muller, & Callahan, 2016). Conversely, inadequate assessment tools that contribute to overlooking the ELL students who would benefit from special education resources further disadvantages struggling students (Sullivan, 2011). Studies done by Sullivan (2011) show that about half of ELL students in special education classes are less likely to remain in general education classes for the majority of the day. These studies have shown that ELL students are removed to a resource classroom with a special education teacher more often than their English fluent peers. The teacher may not be CLOSING THE ACHIEVEMENT GAP 14 trained appropriately for this student group. One possible reason ELL students are more frequently recommended for special education is the lack of language programs, support, and resources available to them (Sullivan, 2011). Effective teachers of ELLs use assessment data, performance, and comparison to students of similar background and language proficiency to better understand student needs before referring students to special education. Then, they evaluate and adapt their own teaching strategies to improve student outcomes (Ortiz & Robertson, 2018). Materials, Instruction, and Training as a Solution The school library can assist in shrinking the achievement gap for English language learners, and foster inclusion and self-esteem. The school library can provide resources for students and teachers, structure effective instruction, and facilitate training (Calderón, Slavin, & Sánchez, 2011). Additionally, it is understood that student identity development is a complex and dynamic process. Students can explore and develop their understanding of culture within the school library by accessing information, materials, and instruction where the opportunity for connection across cultures can foster healthy cultural identity (Boelens, Cherek, Tilke, & Bailey, 2015). The American Association of School Librarians (AASL) developed six common beliefs central to the school library profession. (1) The school library is a unique and essential part of the learning community. (2) Qualified school librarians lead effective school libraries. (3) Learners should be prepared for college, career, and life. (4) Reading is the core of personal and academic competency. (5) Intellectual freedom is every learner’s right. (6) Information technologies must be appropriately integrated and equitably available (AASL, 2020). In addition to the common beliefs, the AASL defines four domains: think, create, share, and grow. CLOSING THE ACHIEVEMENT GAP 15 The AASL defines six associated shared foundations as follows. Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Include: Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community. Collaborate: Work effectively with others to broaden perspectives and work toward common goals. Curate: Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance. Explore: Discover and innovate in a growth mindset developed through experience and reflection. Engage: Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world (AASL, 2020). These standards guide school library teachers in providing appropriate support for students. Materials Library teachers support students through effective materials acquisition and access. While teachers, staff, and administrators are considered during the library materials acquisition process, students are the primary priority. The diversity of the school should be reflected in the library collection (Boelens, Cherek, Tilke, & Bailey, 2015). Morin (2014) adds that these materials should include fiction, nonfiction, and reference materials in various formats and types, including bilingual, multicultural, Hi-Lo readers, eBooks, audio books, picture books, and graphic literature. Dual language picture books can introduce new ELLs to English with simple language, pictures, and translations. Graphic novels can allow moderate level ELLs to use picture assistance while reading. Audiobooks, when coupled with reading along with text, allow ELLs to hear the words while seeing the words. A diverse collection of library materials not only provides academically for ELLs, but also contributes to a sense of acceptance and belonging CLOSING THE ACHIEVEMENT GAP 16 (Morin, 2014). Students who see themselves in library materials feel more comfortable in the library; which increases student access, participation, learning, and inclusion (Agosto, 2007). Providing a selection of books in a language other than English not only provides materials for non-native English readers, but also doubles as materials for native English readers who are learning a non-English language (Boelens, Cherek, Tilke, & Bailey, 2015). A variety of levels of books in languages other than English can also help support students across grade and learning levels. ELLs can use multilingual materials to progress reading skills simultaneously in both their native language and in English. (Boelens, Cherek, Tilke, & Bailey, 2015). The Curate Foundation of the AASL standards states that a library teacher must collect, organize, and share resources (AASL, 2020). The library teacher has the responsibility to do the research and acquire the materials for the school library. Several qualities must be assessed during this research: accuracy, expertise, respect, purpose, and quality (Agosto, 2007). A thorough evaluation of resources will ensure the materials within the library accurately represent students. Morin (2014) describes that one pitfall library teachers find in seeking multicultural literature is in selecting only by positive review or popularity. Often popular literature does not pass the evaluation criteria, which could propagate stereotypes and misrepresentation. Another difficulty is in selecting materials from cultures other than that of the library teacher due to little understanding of the authenticity of the perspectives represented in the literature (Agosto, 2007). For example, a library teacher who has little understanding of Muslim culture would not know if a novel portrays the religion accurately. This too can lead to misrepresentation of culture and lead to students feeling devalued. Multilingual materials in the school library can, and should, go beyond a small section of books in languages other than English. Library teachers can better include multilingual students CLOSING THE ACHIEVEMENT GAP 17 by providing appropriate technology such as accurate and current links on websites, non-English computer keyboards, and reliable translation sites (Valentine, 2008). Schools that are one-to-one technology can give English learners the support of their own computer at home, which can help students learn English (Wille, 2019). Schools that do not employ a technology specialist often check out laptops from the library. One important caveat in this process is deciding which languages should be represented in the library. A thorough study of the student population gives necessary information as to which languages are represented in the school, and how large those populations are. This leads to a better understanding for materials acquisition (Agosto, 2007). The Common Core State Standards (CCSS) for College and Career Readiness in English Language Arts describes successful students as those who use technology and digital media strategically and capably, and come to understand other perspectives and cultures (CCSS, 2020). These are both important functions of the school library. In addition to library teachers, classroom teachers also struggle to include multicultural and multilingual materials in their content instruction. A well-informed and connected library teacher can encourage and assist classroom teachers in incorporating multicultural and multilingual materials (Agosto, 2007). The library teacher can become an asset in assisting content teachers in finding appropriate materials to include in their lessons that accurately include all student demographics. When ELL students feel represented in content area materials, they can better relate to the information and feel included in the learning process (Boelens, Cherek, Tilke, & Bailey, 2015). In addition to supporting students and teachers, library materials can be used to support schoolwide objectives and goals. The school administration has responsibility for funding and CLOSING THE ACHIEVEMENT GAP 18 the library teacher must carefully weigh the budget when considering any purchase. Careful research of materials becomes crucial to the process (Agosto, 2007). In addition to their own research, the library teacher can appeal to various school entities and the community for assistance in finding quality information and resources for multicultural and multilingual students (Boelens, Cherek, Tilke, & Bailey, 2015). Instruction Instruction in the school library is where ELLs can receive more structured accommodations and scaffolding. Instruction can be addressed from multiple perspectives, including students, the library teacher, classroom teachers, and the school as a whole. These diverse perspectives contribute valuable input and assistance in instruction for ELLs. When designing library instruction, there are several theories that can guide planning. For example, library teachers who understand Maslow’s Hierarchy of Needs can tune into the personal needs of students. Library teachers who understand Bloom’s Taxonomy can develop specific learning outcomes for ELL students (Rezabek & Cross, 1992). Innatist Theory poses that language development is innate and not driven by environment. Interactionist Theory emphasizes socialization in language development. Those combined with the factors of social context, learner characteristics, learning conditions, learning process, and learning outcomes, can be used to understand how students acquire a second language and as a guide to structure information literacy instruction (Conteh-Morgan, 2002). ELLs have diverse language needs and it is vital that every student experience success. It is important to provide ELL students with various instructional methods, such as peer tutoring, learning centers, activity packets, independent study, individual contracts, and use of familiar materials. These must be done without isolation from peers (Rezabek & Cross, 1992; CLOSING THE ACHIEVEMENT GAP 19 Goldenberg, 2006). Further accommodations that can benefit ELLs include providing additional knowledgeable people who can help students with projects, searching information, and vocabulary. They can provide additional background knowledge on the topic, give sufficient time to complete projects, and use exemplars for assignments (Kim, 2015). Research shows that effective scaffolding includes visual tools, like maps and graphs; study guides; lesson outlines; explicit instructions; and purposeful activities that encourage peer interaction (Usable Knowledge, 2018). Peer interactions can encourage social and academic inclusion. The library teacher can provide targeted instruction in the library by offering digital and physical materials for language learners and by developing multiple literacy strategies for lessons (Valentine, 2008). Morin (2014) indicates that some recommended strategies include small group reading, extensive vocabulary instruction, language rich instruction, hands-on experiences, recording in language logs, and use of frameworks. Strategies that promote literacy in all subject areas include identifying the language demands of the content course, planning language objectives for all lessons and making them explicit to students, activating and strengthening background knowledge, and promoting oral interaction and extending academic talk (Echevarria & Vogt, 2010; Short & Echevarria, 2004). Also important is developing understanding of common knowledge structures such as description, sequencing, evaluating, classification, cause and effect, and decision making (Ortiz & Robertson, 2018). Additional strategies include emphasizing academic vocabulary development, reviewing vocabulary and content concepts, and giving feedback on language (McPherson, 2007). Collaboration with content teachers is often the best way to instruct ELLs in the school library. If teachers use specific strategies or programs that are working for students, the same strategies can be implemented in the library (Morin, 2014). Instruction for ELLs is often difficult CLOSING THE ACHIEVEMENT GAP 20 for content area teachers to develop alone. Studies by Calderón, Slavin, and Sánchez (2011) show that teachers find professional development essential for adequate support and experience in building instruction techniques and strategies. This is even more essential for library teachers because they typically do not have professional learning communities within their own schools, but must collaborate with other library teachers throughout the district. One option for instruction for ELLs involves whole-school reform. This includes structured curriculum materials, direct instruction, frequent assessment, tutoring, family support programs, and a facilitator for whole school implementation. The library teacher can become a key member of this reform. Studies of this whole-school approach to instruction have shown measurable success (Calderón, Slavin, & Sánchez, 2011). Morin’s (2014) findings suggest the use of library media committees are helpful in bringing multiple stakeholders from the school on board together to make decisions about instruction in the school library, which can include materials, data, and benchmarks. Library programs, such as Battle of the Books, can encourage ELL students to read and can increase student participation in programs by creating teams of varying reading levels and English proficiency. Because they have the support of stronger readers or more confident speakers, ELL students are more likely to participate in team literacy challenges (Wardrip, 2015). Calderón, Slavin, and Sánchez (2011) include that the effectiveness of instruction for all teachers, including library teachers, can be measured by the following factors: frequent collection of formative data, emphasis on consistent professional development for teachers, classroom and schoolwide management, and school leadership focused on quality of instruction and progress for all students. CLOSING THE ACHIEVEMENT GAP 21 Training When library teachers develop multicultural and multilingual competency, they can better support students and create an inclusive atmosphere, and the library can become the hub of training about multicultural and multilingual issues. Boelens, Cherek, Tilke, and Bailey (2015) suggest that programs should be made available for students, teachers, school leaders, and parents to better understand multicultural and multilingual perspectives and topics. These trainings can include online courses and in-person events facilitated by the library teacher. Training can focus on recognizing ELLs’ backgrounds, abilities, and needs, analyzing the language needs by discipline, scaffolding instruction, and supporting students (Heineke, Papola-Ellis, Davin, Cohen, Roudebush, Wright-Costello, & Fendt, 2019). Teachers who are unprepared to serve the needs of ELL students can negatively affect student academic outcomes (Polat, Mahalingappa, Hughes, & Karayigit, 2019). Not only do library teachers need to become educated on the use of multilingual tools offered in the school library, they must also train classroom teachers on the availability and use of multilingual tools in the library (Valentine, 2008). One teacher alone cannot meet the needs of all multilingual students, but an informed faculty and staff could make a big difference in setting up students for successful navigation of technology (Valentine, 2008). An often-underrated resource is family of ELLs, which includes extended family, and is traditionally discounted by educators (Gonzales & Gabel, 2017). Often family members do not understand how to negotiate the school system and struggle to have their voices heard on behalf of their children, or differing cultural views on education create misunderstandings between teachers and parents (Rawal & De Costa, 2019; Vasquez, 2016). Home and school communication is vital in supporting students who must balance cultural, linguistic, and social CLOSING THE ACHIEVEMENT GAP 22 differences between their home life and school (Calderón, Slavin, & Sánchez, 2011). The school library can become the center for which this balance is achieved, by providing needed information, materials, instruction, and training for students and family members. Scanlan and Zisselsberger (2015), suggest positive outcomes for immersion teams built of teachers, administrators, and mentors. Some schools with higher populations of ELL students may include a school/parent liaison who communicates with families of ELL students (Wille, Maher, Cornell, Kim, Reimers, & Hess, 2019). Training on the whole school level can come in a variety of forms. One effective form is professional development focused specifically on the implementation of strategies and methods to instruct ELLs. The school library and library teacher can be facilitators and resources in this professional development (Boelens, Cherek, Tilke, & Bailey, 2015). This training includes the preparation of materials and instruction, training, coaching, constant assessment, observation, data collection, and collaboration (Calderón, Slavin, & Sánchez, 2011). Research has shown that teachers who have specific training and experience with ELL students feel more adequately prepared to teach, their attitudes are more positive toward ELL students, and ELL students receive better instruction (Polat, Mahalingappa, Hughes, & Karayigit, 2019.) The whole school approach to this professional development ensures full participation by teachers, students, and administration; thereby a better understanding of its effectiveness. Summary Students new to a country, culture, and language often feel unvalued and unconnected. The school library is meant to be a place where everyone feels included, valued, and accepted (Agosto, 2007). ELL students show success when they are seen and treated as individuals with differing levels of English language experience, when instruction is accessible and relevant to CLOSING THE ACHIEVEMENT GAP 23 them, and when resources mirror their lives (Boelens, Cherek, Tilke, & Bailey, 2015). The school library and library teacher can help shrink the academic achievement gap between native English speaking students and English language learners by understanding the needs of ELL students, acquiring multilingual and multicultural materials, use of technology, developing specific instructional methods and supports, and participating in training designed for helping ELL student achievement (Calderón, Slavin, & Sánchez, 2011; Morin, 2014). CLOSING THE ACHIEVEMENT GAP 24 PURPOSE English learning students tend to fall behind their English native peers academically and struggle more socially and emotionally. School library teachers can develop a library space where English language learning students feel safe, valued, and included. They can provide multilingual and multicultural materials to help ELL students see themselves, their language, and their culture in reading, and can provide these materials to content area teachers. Library teachers can collaborate with content teachers and develop instructional supports that give ELL students opportunities to access information and utilize digital tools. They can spearhead and participate in training that further assists them and other teachers in understanding ELL students and in developing specific actions for ELL support. Many classroom teachers underutilize the school library as a resource, both for themselves and for their students. Libraries and library teachers can make a valuable contribution to the success of students. The objective of this project was to create a professional development training for secondary teachers to garner interest in using library resources and instruction. While English teachers tend to have the most association with libraries, this professional development training is for all teachers from all content areas. Available resources and instruction can relate to any content area. This professional development training contains resources and tools available from the library and the library teacher that specifically relate to English language learners and how those resources and tools can benefit ELL students. This type of collaboration can open doors to forming more partnerships between library teachers and content teachers and taking next steps in closing the opportunity gap for ELL students. CLOSING THE ACHIEVEMENT GAP 25 METHOD The purpose of this project was to create professional development training for secondary teachers that accentuates what the school library can provide for English language learning students at various levels of English language proficiency. School library teachers can gather appropriate materials, provide targeted instruction, and drive training to better assist and engage ELL students and shrink the opportunity gap between ELLs and native English language students. The contributions from library teachers were developed from research based on various resources and perspectives; including national library standards, Common Core, library instruction, ELL instruction, and cultural and linguistic diversity. However, without the buy-in of content area teachers, none of these efforts are beneficial. The project was evaluated by three secondary library teachers from two different school districts, one at the junior high level and two at the high school level. Through email correspondence, each teacher read and evaluated the project and gave feedback about the project based on their education and experience in secondary school libraries. Context The professional development training was created for secondary teachers who engage with English language learners. This professional development is beneficial for all secondary teachers. Regardless of the number of ELL students in the school or the native languages of those students, the professional development training can begin to build relationships between teacher advocates for ELL students. That collaboration can inspire further strengthening of relationships between library teachers and content teachers. I propose to present the professional development training to secondary school teachers. CLOSING THE ACHIEVEMENT GAP 26 Scope of Project The scope of this project included creating a professional development training for secondary teachers. I advocate for teachers to bring students to the school library and collaborate with library teachers with the focus on three areas where the school library can benefit English language learners: materials, instruction, and training. The scope of these areas is outlined below. Materials In the context of this project the materials in the library include physical books, media, tools, supplies, and digital resources and technology used in the library or accessed through library resources. Digital resources include databases, online tools, and applications. The AASL Shared Foundation, Include, states that library teachers must: “Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community” (AASL, 2020). Materials acquisition also relate to the following AASL Common Belief: “Information technologies must be appropriately integrated and equitably available” (AASL, 2020). Guidelines for the acquisition of materials exists in various contexts, but little is formalized in regard to ELL students. Description of available materials can help teachers discover what their students have access to in the library, how that can benefit those students, can encourage teachers to bring their classes to the library, and can promote individual use of the library to students. Instruction Instruction delivered by library teachers may be different from that of content teachers, but it is no less important for library teachers to design curriculum and instruction to be differentiated and sculpted to the students receiving instruction. One of the College and Career Readiness Anchor Standards for Language under the Common Core State Standards is Knowledge of Language, which states that students must be able to: “Apply knowledge of CLOSING THE ACHIEVEMENT GAP 27 language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening” (CCSS, 2020). The school library provides tools, instruction, and resources for literacy. Without intentional instructional scaffolding, ELL students struggle to achieve both literacy and library standards. Not only are library standards a part of the Common Core Standards, but the library can assist classroom teachers in instruction for their specific content. Library instruction includes research, citation, digital literacy, digital citizenship, and reading engagement. It is important for students to learn how to find reliable and accurate information, gain mastery of digital resources, appropriately use content gathered online in our technology-driven society, and develop a desire to read. These skills are equally vital for ELL students to learn; however, they may need supports to gain an equitable proficiency. Creating instruction delivered in the school library that benefits library teachers, content teachers, and students, can incentivize teachers to bring students to the school library for instruction. This instruction focuses on library and content area curriculum, is based on standards, and includes specific resources and scaffolding for ELL students. Training Training may be the most daunting portion of any improvement process, as it includes coordination among people, time, and resources. However, training may be the most beneficial portion of this project. Providing materials and instruction should not be the end of the attempt to create equal opportunity to succeed for ELL students. Further training and outreach can be the next step in the effort. The first AASL Common Belief is as follows: “The school library is a unique and essential part of a learning community” (AASL, 2020). The library has a unique opportunity to reach across grade levels, subject areas, academic levels, and student groups. With appropriate training resources for teachers and staff, the school as a whole can work toward CLOSING THE ACHIEVEMENT GAP 28 closing the opportunity gap for ELL students. The library is a suitable catalyst and location for ELL student advocates to meet, and for these trainings to evolve. In this professional development training, I encourage teachers to include library teachers in PLCs, in student advocacy groups, and in other meetings and trainings. The training, education, and experience of library teachers is often overlooked and underutilized by content teachers and administration. We can develop guidelines for both teacher and staff training to implement more successful ELL supports, student training opportunities to promote social and emotional support, and parent and community involvement opportunities to further communication and understanding. The prospects for student improvement grow exponentially when collaboration and training are used appropriately and consistently with student needs directly addressed, considered, and supported. Procedures I have developed a professional development training for content teachers which provides reasoning for collaborating with the library teacher and includes the areas in which library teachers can most affect ELL students. Positive relationships with content teachers, reminder messages, flexibility, and consistent collaboration can encourage teachers to attend the training and increase the chances that they will follow-through and take advantage of library resources. The training runs approximately 20 minutes, but can be shortened according to time constraints of the meeting. Included in Appendix A is a handout featuring brief reminders about the ways the school library can impact ELL students. Appendix B contains presentation slides that can be used for the training. The training can be administered in person, by digital module, by Zoom, or another format. It can be presented by the library teacher during staff meeting for all faculty and staff, or before school, after school, or during lunches for interested teachers. Reaching all teachers will allow for the best potential outcomes in use of library resources. CLOSING THE ACHIEVEMENT GAP 29 RESULTS The following professional development training section was developed as information relevant to secondary educators. This training was developed using existing research on English language learners, raising academic achievement, and closing the opportunity gap. It pulls from library media processes and instruction, common core and library standards, personal library teaching experience, and feedback from cooperating library teachers. This information is presented by the school library teacher with intent that it will motivate and educate teachers on the role the school library can take in assisting English language learners. Professional Development Training English language learning (ELL) students fall behind their native English-speaking peers academically and often experience social and emotional setbacks. Academic gaps tend to follow students over time and affect college and career readiness and college entrance test scores. The school library is an exceptional resource available to teachers and students to aide in academic and nonacademic growth. As educators, we must do what we can to shrink the gap and provide an equal and appropriate education for all students. Section 3102 of the Every Student Succeeds Act (2015) states that educators shall “assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet.” As educators we can, and must, do better to achieve these expectations and support a growing demographic of students in U.S. public schools. There are an estimated 4.9 million ELL students in U.S. public schools. Nationwide, the number of English language learners increases each year; however, each state experiences disproportionate growth (Mitchell, 2020). Figure 1 shows the percentage of ELL students in each CLOSING THE ACHIEVEMENT GAP 30 state as of 2017. The national average is 10.1% of students are English language learners. Over time, this number will continue to increase. Utah was number 25 for states with the highest percentage of ELL students, in 2017, at 7.1%. Figure 1. Percentage of public school students who were English language learners, by state: Fall 2017 NOTE: Categorizations are based on unrounded percentages. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Local Education Agency Universe Survey,” 2017–18. See Digest of Education Statistics 2019, table 204.20. According to the Utah State Board of Education (2021b), between 2014 and 2020 the number of English language learners in Utah public schools increased by 18,840 students. Most of those students attend urban districts along the Wasatch front. As the ELL student population increases, it becomes progressively more important to develop strategies, materials, instruction, and training to support students both in academics and in social and emotional well-being. We need to find methods to give greater opportunities to ELL students and help close the CLOSING THE ACHIEVEMENT GAP 31 achievement gap. Additionally, we can find supports and resources for teachers of ELL students, other educators, and families of ELL students. Table 1 lists the Utah school districts with the greatest number of ELL students. Some districts have a smaller number of overall students, but a higher percentage of ELL students. This table shows that, in Utah, the four school districts with the highest percentage of ELLs are Salt Lake, Granite, Ogden, and Provo. According to the Office of Community Development at Weber State University (2021b), as of 2021 more than 20% of students in Ogden School District are English language learners. Districts with more ELLs often have resources and programs already in place, where districts with fewer ELLs may not and could benefit from additional resources. Table 1. Number of ELLs and ELL percentage in Utah school districts with more than 1,000 ELLs, School Year 2017-2018 Number of Students Number of ELLs ELL Percentage Granite School District 66,024 12,876 19.5 Salt Lake School District 22,845 4,516 19.8 Alpine School District 78,853 2,715 3.4 Davis School District 71,908 2,403 3.3 Jordan School District 53,519 2,272 4.2 Ogden School District 11,736 2,155 18.4 Canyons School District 33,907 2,081 6.1 Washington School District 30,015 1,897 6.3 Provo School District 15,991 1,593 10.0 Nebo School District 32,809 1,170 3.6 Source: Utah State Board of Education. Superintendent’s Annual Report. Fall enrollment by demographics and grade levels, October 1, 2019-2020. https://www.schools.utah.gov/superintendentannualreport?mid=1045&tid=1 Standardized testing shows that ELL students score significantly lower than student averages (Utah State Board of Education, 2021a). Part of the issue is that standardized testing does not adequately address the needs of ELL students because all testing must be administered exactly the same for all students. ELL students are more often behind grade level and are more likely to misunderstand instructions and directions written in a less familiar language. ELLs score, on average, 20-50 percent lower than native English-speaking peers on content area CLOSING THE ACHIEVEMENT GAP 32 standardized testing. When states require that students pass high stakes testing to graduate from high school, the number of ELL graduates decreases, and the number of ELL dropouts increases (Menken, 2010). Unwillingness to modify tests for ELL students widens the achievement gap and often becomes a barrier to graduating. Schools with higher percentages of ELLs may need to do more to improve ELL student test scores to see better overall school test results, and schools with lower percentage of ELL students may need to implement new ELL programs before ELL student numbers increase and schools are left unprepared. Table 2 indicates that as students’ progress through the education system, proficiency scores fall. This is likely due to students entering the school system at older ages, and therefore provided less time to acquire English language skills before standardized testing occurs. The drop in test scores between grade six and grade seven may indicate that transition from a single teacher, single classroom setting into a multi-teacher, multi-classroom setting may provide fewer resources and fewer specific ELL supports. As secondary teachers, the understanding of ELL test scores can provide necessary information in developing opportunities for ELL student success. Table 2. ELL and all students scoring proficient or highly proficient in English Language Arts on SAGE testing, (%) by grade 2016-2017 Grade 6 (%) Grade 7 (%) Grade 8 (%) Grade 9 (%) Grade 10 (%) Grade 11 (%) ELLs scoring proficient or highly proficient 9.9 6.3 5.6 4.0 3.3 2.0 All students scoring proficient or highly proficient 46.8 44.7 41.4 39.1 41.1 31.2 Source: Utah State Board of Education, Data and Statistics, “Student Assessment of Growth and Excellence (SAGE).” http://www.schools.utah.gov/data/reports CLOSING THE ACHIEVEMENT GAP 33 Examining test scores by district, rather than by state totals, can give better context to understanding the needs of ELL students in our area. Figure 2 shows proficiency rates in English language arts for eight Utah school districts compared to the state average. Davis, Provo, and Alpine School Districts show higher scores for all student averages, but a larger gap between all student averages and ELL student scores. Ogden, Weber, and Granite School Districts show lower proficiency rates in all student averages, but a smaller gap between all student averages and ELL student scores. Understanding this achievement gap for our districts will help put in perspective the goal we are trying to achieve as educators of ELL students. Figure 2. SAGE score proficiency rates for English language arts for school year 2017-2018 Source: Utah State Board of Education, Data and Statistics, “Student Assessment of Growth and Excellence (SAGE).” https://www.schools.utah.gov/data/reports Academic opportunity gaps are not the only obstacles English language learners face in school. Cultural and linguistic differences can lead to feelings of exclusion, separateness, and loss of identity. 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This can lead to a loss of identity. As educators, we cannot ignore social and emotional needs to focus solely on academics. Language barriers can also be social barriers and barriers to extracurricular activities. Studies show that students who are more engaged in extracurricular activities at the school do better academically, socially, and emotionally (Hughes, Cao, & Kwok, 2016). Students who are uncomfortable with the language used in school are less likely to join clubs, sports, or extracurricular activities. Students who speak a language different from peers may struggle to build friendships. When announcements, posters, and instructions are in an unfamiliar language students may not have the opportunity to join clubs, sports, and extracurricular activities, and families of ELL students may have less opportunity to engage with school. The Role of the School Library The school library strives to create a space where all students feel safe, included, and accepted. Students who feel safe and have a sense of belonging will see better success in academics. The national school library foundation standard, “Include,” asks that “learners demonstrate empathy and equity as they embrace diversity and make informed decisions” (AASL, 2021). The school library works to build community, social opportunities, academic support, and collaboration with content teachers. The President of the American Library Association (2019) said, “As the digital world continues to evolve, libraries help ensure that people can access the information they need – regardless of age, education, ethnicity, language, income, physical limitations or geographic barriers.” The library is meant for everyone. The school library can be a place where students gather with friends, complete schoolwork, study, read, play games, create in makerspaces, and CLOSING THE ACHIEVEMENT GAP 35 more. Often clubs and organizations meet in the library. When students have a comfortable space in the school, they are more likely to feel belonging within the school. Utah’s Common Core State Standards for secondary library media include reading engagement, information and research, and media engagement (Utah Education Network, 2021b). Education in each of these standards provides further opportunities for student growth and success. Collaboration between library teachers and content teachers can see greater success in achieving these standards. A major role of the school library is to collaborate with content area teachers. These partnerships allow students to acquire greater learning, greater focus, and greater library literacy. The national school library foundation standard, “Collaborate,” states that library teachers should “establish a public practice by sharing work with teachers and colleagues; and cultivate personal collegial relationships with faculty and staff” (AASL 2021). When a class comes into the library they can learn more than the lesson presented to them. They can learn about resources available to them, meet library staff, and become comfortable and familiar with the library system and space. This increases the likelihood that they will return to the library outside of class time to utilize resources. Bridge to University According to Kanno (2018), only 54% of ELLs go on to some form of postsecondary education. In addition to what the library teacher can provide in the library, the space can be used to assist in giving more ELL students the opportunity for postsecondary education. The space can be used for meetings and one-on-one advisement with university programs and presentations from postsecondary recruiters. Many universities provide programs for various student groups transitioning from high school into college. Weber State’s Upward Bound program is designed for secondary students who would benefit from individualized college preparation (WSU, CLOSING THE ACHIEVEMENT GAP 36 2021c). Weber and Davis County students that participate in GEAR UP receive college and career support, like advising, study skills, programs, and workshops (WSU, 2021a). Some universities have created programs like Utah Valley University’s Summer Bridge Program to offer free summer courses to give access and support to underrepresented students (UVU, 2021). Salt Lake Community College supports a concurrent enrollment ESL course for high school students. This allows students to be better prepared for college while earning credits and learning English (SLCC, 2020). Utah universities offer bridge programs for advanced language learning where ELL students can continue proficiency in their native language, take advanced placement tests for that language, and continue with college credits and degrees for the language (U of U, 2021). Creating a space where students can meet with advisors during the school day can increase the likelihood of students taking advantage of these college and career readiness programs, and therefore increasing the opportunity to attend college and be successful there. The School Library and English Language Learners The school library can specifically support English language learners in three ways, materials, instruction, and training. When content teachers collaborate with the library, these supports can help improve student academic success and close the achievement gap. Furthermore, the library can assist social and emotional well-being by providing a safe and inclusive space where students can meet and learn. Materials Materials can mean physical and digital books, computer programs, language translation devices and programs, and other supports. This can include books in various languages. Providing a selection of books in student native languages can help support reading skills at grade level. As it often takes multiple years for students to become proficient in English CLOSING THE ACHIEVEMENT GAP 37 language, texts in languages other than English can support academic progress (Hakuta, 2011). These books can serve the dual purpose of supporting native English speakers who are learning a second language in school, and for providing materials for dual immersion schools. During the materials acquisition process the library teacher must perform a study of the diversity of languages spoken at the school. The books available from the library should appropriately represent those populations. Books in multiple formats can support ELL students. Easy reading picture books or dual language picture books may be very appropriate for ELLs first entering the English language. Graphic novels provide pictorial cues to assist with written language. ELLs who are developing their English reading skills can use graphic novels to access higher level language. Hi-Lo books contain a high interest story for secondary age students but are written in simpler language and are often shorter in page length. These books help garner interest in reading but do not overly fatigue a struggling reader. Audio books can offer ELL students the opportunity to both hear the text and follow along with reading the text. This can support both reading and listening skills. Culturally diverse materials in the library are very important for ELL students. ELL students are often cultural and linguistic minorities. When students do not see themselves represented in their school, they are less likely to feel included and accepted. Selecting diverse books for the library that feature authors and characters from various cultures, ethnicities, religions, identities, and countries can give more opportunities for an ELL student to feel represented and accepted. This is also true of the whole student population of the school. Instruction The World-Class Instructional Design and Assessment (WIDA) “Can DO Descriptors” include, “differentiate curriculum, instruction, and assessments designed in English based on CLOSING THE ACHIEVEMENT GAP 38 language learners’ levels of English language proficiency; and collaborate and engage in instructional conversations about the academic success of language learners in English environments” (Utah Education Network). All educators should design instruction with English language learners in mind and communicate progress or setbacks. Instruction of ELL students within the school library uses many of the same research-based methods that show success in content classes. Independent study and individual contracts are easier to accomplish in the school library because much of the academic work done there is individualized. Activities that encourage peer interaction, such as group work, can improve ELL participation and confidence. Effective scaffolding can assist ELL students with access to instruction. Visual tools, like maps and graphs can be used to contextualize information and bridge gaps in language. Study guides and lesson outlines can give students the opportunity to prepare for learning and structure understanding. In the school library, students have access to their content teacher and the library teacher. Having multiple knowledgeable people who can assist students gives more opportunity for one-on-one interaction with ELL students. Additional support staff and peer tutors can increase individualized student attention. Studies show that when ELL students were asked what kind of assistance they wished for in their research process they wanted someone who knew about the topic, someone to teach them what information was important, and someone to show them what online resource would give the best information (Kim, 2015). Use of library resources and collaboration with the library teacher can provide that assistance. Training Training for teachers can come in various contexts. Valuable training can be developed by educators and presented to educators to better address needs of ELL students. When teachers CLOSING THE ACHIEVEMENT GAP 39 come together with a whole-school approach to ELL success, students will gain consistency and reliability in how they are taught. When the school develops policies and programs to further support ELL students, training can also include opportunities for outreach to community and the families of ELL students. Frequent professional development assures educators are knowledgeable, current, and in agreement on the current topics in education and with current situations specific to the school. Efficient and organized schools communicate often to remain unified about policy and practice. In addition to collaborations for teaching, the library teacher can be a valuable piece of professional learning communities, particularly within English language arts. The library teacher has unique understanding of available resources and instructional methods and tools that can benefit teachers in their lesson preparation and delivery. Consistent collaboration among administration, staff, content teachers, and the library teacher will bring better student success. Summary The number of English language learners in U.S. public schools is increasing each year. In Utah, the percentage of ELL students varies depending on district and school, with higher incidence in urban districts. ELL students experience an academic achievement gap as seen by college and career readiness and standardized testing scores. In addition to academic challenges, ELL students often face social and emotional setbacks. The school library has a unique place in the school where specific resources are available for ELL students, teachers, and ELL families. Collaboration between content teachers and library teachers can provide valuable resources and expertise. The use of materials, instruction, and training can increase opportunities for ELL student progress and success. CLOSING THE ACHIEVEMENT GAP 40 REFERENCES AASL. (2021). National school library standards. https://standards.aasl.org/ American Library Association. (2019). Access to library resources and services. http://www.ala.org/advocacy/intfreedom/access Agosto, D. E. (2007). Building a multicultural school library: Issues and challenges. Teacher Librarian, 34(3), 27–31. Boelens, H., Cherek Jr, J. M., Tilke, A., & Bailey, N. (2015). 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The Rural Educator, 40(2), 33–42. doi:10.35608/ruraled.v40i2.850 CLOSING THE ACHIEVEMENT GAP 46 APPENDIX A Infographic handout for teachers CLOSING THE ACHIEVEMENT GAP 47 APPENDIX B Presentation Slides CLOSING THE ACHIEVEMENT GAP 48 CLOSING THE ACHIEVEMENT GAP 49 CLOSING THE ACHIEVEMENT GAP 50 CLOSING THE ACHIEVEMENT GAP 51 CLOSING THE ACHIEVEMENT GAP 52 CLOSING THE ACHIEVEMENT GAP 53