Presentation on theme: "Students with Unique Learning Needs Specific Considerations in Evaluating Teachers of English Language Learners and Students with Disabilities Broome-Tioga."— Presentation transcript:
1Students with Unique Learning Needs Specific Considerations in Evaluating Teachers of English Language Learners and Students with Disabilities Broome-Tioga BOCES March 18th, 2013
2Elements of Lead Evaluator Training New York State Teaching Standards and Leadership StandardsEvidence-based observationApplication and use of Student Growth Percentile and VA Growth Model dataApplication and use of the State-approved teacher or principal rubricsApplication and use of any assessment tools used to evaluate teachers and principalsApplication and use of State-approved locally selected measures of student achievementUse of the Statewide Instructional Reporting SystemScoring methodology used to evaluate teachers and principalsSpecific considerations in evaluating teachers and principals of ELLs and students with disabilities
3New York June 2011 Graduation Rate Calculated College & Career Ready* Graduation under Current RequirementsCalculated College & Career Ready*% GraduatingAll Students74.034.7American Indian59.616.8Asian/Pacific Islander82.455.9Black58.411.5Hispanic58.014.5White85.148.1English Language Learners38.26.5Students with Disabilities44.64.4*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.Source: NYSED Office of Information and Reporting Services3
4ESL & Special Ed: Similarities Students with unique learning needsShared responsibility among teachersFederal civil rights legislationCommon Core Standards & AssessmentsTesting accommodations availableService model options
5ESL & Special Ed: Differences No IEPIndividualized Education PlanParents cannot opt outParent must approve participationSingle classification: LEPMultiple classificationsIdentification & exit based upon standardized testIdentification & exit based upon comprehensive evaluationDevelopmental continuum leads to bilingualismDevelopmental trajectories differ greatly
6Specific Considerations in Evaluating Teachers of ELLs Adam BauchnerDirectorHow many of you have ELLs in your building?How many of you supervise ESL teachers?How many of you supervise other teachers of ELLs?How many of you, when you were teachers, were ESL teachers?How many of you were teachers of English Language Learners?How many of you are served by an itinerant ESL teach?One ESL teachers for the building?Multiple ESL teachers in a building?Bilingual program? SIOP training?For those of you with English Language Learners, raise your hands if in your school they are performing & achieving as well as their Native English Speaking peers?
7Agenda for ELLs Section ContextWhich teachers?NYS RegulationsService ModelsEvaluation of Best PracticeAsk about studentsAsk about curriculumAsk about instruction
8Some things look the same, but are different Some things look the same, but are different. Some things look different, but are the same.
9My goal in this presentation is to provide you some basic tool to distinguish between them. I will describe a basic framework for understanding best practice with ELLs. This includes understanding the students, the curriculum, and the instructional practice that research shows is best suited for increasing outcomes fro ELLs. Recognizing that the total evaluation process is complex and to some extent contact-bound, I want to help you learn how to see, hear, and talk about teaching English Language Learners.
10Objectives Participants will be able to: Understand NYS regulations regarding English Language Learners. Describe “language objectives” and “sheltered instruction”. Evaluate and develop best instructional practice for ELLs.
11Pre-Assessment: Self-Evaluation Adam Bauchner, RBERN11/6/2012Pre-Assessment: Self-EvaluationI wonder if this will help with state tests?Do I need to speak other languages?Is this all for those few students?Indian River MS & HS
12Which teachers?? “ESL Teachers” “Teachers of ELLs” Linguistics & second language acquisition (SLA)Cultural componentsESL standards, curriculum & assessmentBest instructional practice for ELLsTraining or experience with content areas?Any teacher with ELLsAny subjectAny grade levelGeneralists & specialistsTraining or experience with ELLs & SLA?These teachers rely on each other. Neither group can succeed without support from the other. Collaboration time has always been vital- the new APPR system underscores this. Please consider, do I need to change systems and schedules within my building to increase this collaboration? Do I need to change the culture in my building?
13Commissioner’s Regulations CR 154* ID Process (CR 117)Services modelsServices minutesTesting accommodations*Also the name of the annual report
14Commissioner’s Regulations CR 154* *Also the name of the annual reportEven if there are no ELLs, your district submits a “zero report”.Every district has one “Program Coordinator” responsible for this reporting.Do you know who is your district’s ESL program coordinator?
17Service Minutes1 unit = 180 minutes per week2 units =360 minutes per week3 units= 540 minutes per weekMinutes per week do not need to be exactly the same every day, keeping in mind the needs of the students.K-89-12Beginner & Intermediate:2 units = 360 m/week = 72 m/dayAdvanced:1 unit = 180 m/week = 36 m/dayBeginner:3 units= 540 m/week = 3 periods/dayIntermediate:2 units = 2 periods /day1 unit = 1 period /day
18Testing Accommodations Mandatory on state tests, local decision on local tests Extended TimeBest location3rd read on listening sections (ELA & Regents)Bilingual dictionaries or glossariesSimultaneous dual language testingTranslator or interpreter
19Mathematics 2006-2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4 2012: 64.8%19
20Mathematics 2006-2012 Grades 3-8 Combined Percentage of ELLs Scoring at Levels 3 and 4 2012: 34.4%20
21English Language Arts 2006 – 2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 42012: 55.1%2121
22English Language Arts 2006 – 2012 Grades 3-8 Combined Percentage of ELLs Scoring at Levels 3 and 4 2012: 11.7%2222
23English as a Second Language (ESL) Service ModelsEnglish as a Second Language (ESL)Push-inPull-outComboContent area supportNo opting outBilingual EducationTransitionalTwo-WayRule of 20: One building, one grade level, one languageParents can opt-out
24Please tell people at your table one new thing you learned about ESL regs.
26Agenda for ELLs Section ContextWhich teachers?NYS RegulationsService ModelsEvaluation of Best PracticeAsk about studentsAsk about curriculumAsk about instruction
27Ask about StudentsEmergent Bilinguals: One thing we know: If we can successfully educate bilingual people, we are creating an amazing resource for our communities. Bilingualism pay off academically, cognitively, emotionally, socially, culturally, economically. The first step in succeeding with English Language Learners or Emergent Bilinguals is a deeply help conviction of the value of these students and all they bring and all their potential. Any teacher who sees them as deficient, as extra work, as a burden, cannot succeed.
285 Stages of Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Advanced Fluency Stage I: Pre-productionup to 500 words in their receptive vocabulary, will repeat, will listen attentively and copy words from the board. respond to pictures and other visuals. ExhaustingStage II: Early productionlast up to six months, receptive and active vocabulary of about 1000 words, one- or two-word phrases, short memorized language chunksStage III: Speech emergencevocabulary of about 3,000 words, simple phrases and sentences, ask simple questions, initiate short conversations with classmates.BICS: Basic Interpersonal Communication SkillsCALP: Cognitive Academic Language ProficiencyStage IV: Intermediate fluencyvocabulary of 6000 active words, more complex sentences when speaking and writing , will ask questions to clarify , able to work in grade level math and science classes with some teacher support, students will use strategies from their native language to learn content in English, writing at this stage will have many errors , time for teachers to focus on learning strategiesStage V: Advanced Fluency4-10 years, near-native, exited from ESL, need continued support
295 Stages of Second Language Acquisition Preproduction: 0-6 monthsEarly Production: 6-12 monthsSpeech Emergence: 1-3 yearsIntermediate Fluency: 3-5 yearsAdvanced Fluency: 5-7 yearsStage I: Pre-productionup to 500 words in their receptive vocabulary, will repeat, will listen attentively and copy words from the board. respond to pictures and other visuals. ExhaustingStage II: Early productionlast up to six months, receptive and active vocabulary of about 1000 words, one- or two-word phrases, short memorized language chunksStage III: Speech emergencevocabulary of about 3,000 words, simple phrases and sentences, ask simple questions, initiate short conversations with classmates.BICS: Basic Interpersonal Communication SkillsCALP: Cognitive Academic Language ProficiencyStage IV: Intermediate fluencyvocabulary of 6000 active words, more complex sentences when speaking and writing , will ask questions to clarify , able to work in grade level math and science classes with some teacher support, students will use strategies from their native language to learn content in English, writing at this stage will have many errors , time for teachers to focus on learning strategiesStage V: Advanced Fluency4-10 years, near-native, exited from ESL, need continued support
305 Stages of Second Language Acquisition Affects:Questioning strategiesResponse expectationsLevel of independence
31English Language Learners English Language Learners DifferentiationForEnglish Language LearnersAmongEnglish Language Learners
32Sub-Groups Of LEP/ELLs Long Term LEP/ELLs (LTL)Students With Disabilities who are LEP/ELLs (SWD)Former LEP/ELLsNew ImmigrantsStudents with Interrupted Formal Education (SIFE)
34So we need to ask: “Who are your ELLs? What are their specific needs? How is this lesson tailored to help them?”Teachers of ELLs probably won’t be able to answer these questions without some training in SLA and consulting with ESL teachers
35Ask about Curriculum Language Goals Content Goals Dual Objectives
36Content Goals Usually drawn from state standards for the content area Recognized by verbs related to knowledge of the content area:identify, analyze, rank, construct, graph, divide, solve, visualize, design.
37Language GoalsAddress the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives:read, write, listen, list, tell, discuss, journal, record, persuade, debate, draftAlso key vocabulary, language functions, and language learning strategies.
38Explain the effects of smoking on health. Language Objectives: Content Objectives:Students will be able toExplain the effects of smoking on health.Language Objectives:Explain to a partner the effects of smoking.One consequence of smoking is ___________.Smoking leads to _____________.Smoking causes _____________.Smoking increases the risk of _____________.Smokers are more likely to ___________ than nonsmokers.In the reading, highlight the effects of smoking.
39Content Objectives: Language Objectives: Students will be able to Explore three decisions about the atomic bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orallyDecision A: Whether to build an atomic bombDecision B: Whether to drop an atomic bombDecision C: Whether Truman made the right decisionLanguage Objectives:Read information in a small group for each decision and reach consensus on a position by listening and discussingState their position and orally defend it in a class dialogueDisagree with prior speakers in a respectful mannerIn writing, defend a position on whether or not it was justifiable to use the bomb on Japan
40What does a teacher need to know in order to identify dual objectives?
41So we need to ask:“What are the lesson’s content objectives and language objectives?How did you determine these objectives?”Interdependence of teachers of ELLs & ESL teachers.
42Factors Affecting Language Learning MotivationReading & WritingSkills in 1st LanguageHow different is 1st language from new language.How much English is in the home?AgePersonality & Learning StylePeers & Role ModelsQuality of InstructionCultural Background
43Ask about Instruction“Sheltered Instruction” Definition: An approach to teaching content to English Language Learners in a strategic way so that they both access the subject matter and improve their English.
45Not for summative evaluation. Rubric on Handout:For use by trained teachers and administratorsFor self-evaluationFor peer observationNot for summative evaluation.
46Best Instructional Practice for ELLs Start with what the kids bring:CultureLanguagePersonal ExperiencesAcademic ExperienceFunds of Knowledge
47Best Instructional Practice for ELLs Provide lots of comprehensible input.Speak slowly & clearlyControlled, simplified vocabulary.Minimize idiomUse gestures & visualsCheck comprehension frequentlyThis is when people start to be concerned about pace & rigor for native English Speakers.1. A lot of what is best practice for ELLs is best for any struggling student.2. Yes, teachers need to differentiate so kids who can move faster & deeper have opportunities to do so, whether or not there are ELLs in the room.3. Common Core: Pressure to slow down, build language & literacy, go deeper for higher order thinking skills. We can’t just race through any more.
48Best Instructional Practice for ELLs Teach strategiesCheck comprehension frequentlyThe person who is doing the most learning is doing the most talk. See: “ESL Shadowing”
49Best Instructional Practice for ELLs Provide lots of opportunity to use English.Students speaking a lotExtra processing timeAffirm communicative abilityCorrect with modelingCheck comprehension frequentlyThe person who is doing the most learning is doing the most talk. See: “ESL Shadowing”
50Best Instructional Practice for ELLs Practice all four language modalities:The person who is doing the most learning is doing the most talk. See: “ESL Shadowing”
51Best Instructional Practice for ELLs Keep anxiety low.All students benefit from this. Brain research tells us, we just don’t learn as well when we’re stressed out. For students learning both content & language, the likelihood of stress is higher, and the penalty doubled.Check comprehension frequently for corrective measures, to lower anxiety.
52So we need to ask: “How are you sheltering instruction for your ELLs? How do you check comprehension and progress?”
53Application Questions Which aspects of this presentation tie in directly with your teacher evaluation rubric?What can you do for a teacher who is developing or ineffective in teaching ELLs?
54Next StepsCrosswalk these ideas with your districts evaluation rubric.Practice evaluation with videos, norming levels of rigor.Contact Network Team or RBERN for further support.
56Resources on OBE-FLS Webpage LEP/ELL Program Evaluation ToolkitBilingual GlossariesFAQ“Art as a Tool for Teachers of ELLs”“Guide for Parents of Limited English Proficient Students in New York State”“Promising Instructional Practices for Secondary English Language Learners(7-12)”“Response to Intervention (RtI)”“Suggested Spanish Literature and Reading Books”“Technology in the LEP/ELL Classroom”
57Post-Assessment: Self-Evaluation Adam Bauchner, RBERN11/6/2012Post-Assessment: Self-EvaluationI wonder if this will help with state tests?Do I need to speak other languages?Is this all for those few students?Indian River MS & HS