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1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009.

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Presentation on theme: "1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009."— Presentation transcript:

1 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

2 2  I. To provide a brief refresher on ACCESS/ELP Standards;  II. To examine immediate applications of ACCESS test data;  III. To know the general and specific implications for ESL programming and delivery of support services; and  IV. To become familiar with a framework for delivering instruction.

3 3 “Learning occurs when students are using language comprehensibly and with increasing cognitive demand to demonstrate knowledge and do a variety of things in new situations. “

4 4 I. ACCESS for ELLs & ELP Standards

5 5  Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.  Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.  Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.  Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.  Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

6 6 WIDA Consortium / CAL / Metritech English Language Proficiency Standards The language of… Social & Instructional (SI) Language Arts (LA) Math (MA) Science (SC) Social Studies (SS) Listening Speaking Reading Writing

7 7 WIDA Consortium / CAL / Metritech Test Alignment with Proficiency Levels Annual ACCESS for ELLs ® W-APT™ ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 12345 Tier A Tier B Tier C 6 REACHINGREACHING

8 8 WIDA Consortium / CAL / Metritech Structure of ACCESS for ELLs ® Grade Levels and Tiers K 1-2 3-5 6-8 9-12 Adaptive (no tiers) A B C 102 (roll-out Winter 2007) 103 (roll-out Winter 2008) 200 (roll-out Winter 2009) Listening — group administered, machine scored Reading — group administered, machine scored Speaking — individual administered, TA scored Writing — group administered, rater scored Domains Series

9 9 WIDA Consortium / CAL / Metritech Score Reports & Stakeholders Score ReportAudience or StakeholderTypes of Information 1. Parent/ Guardian  Students  Parents/ Guardians  Teachers  School Teams Proficiency levels for each language domain Overall Score Comprehension Available in multiple languages on the WIDA website 2. Teacher  Teachers  Administrators  School Teams Individual student’s scale scores and language proficiency levels for each language domain, and four composites Raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard 3. Student Roster  Teachers  Program Coordinators/ Directors  Administrators Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster 4. School Frequency  Program Coordinators/ Directors  Administrators Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school 5. District Frequency  Program Coordinators/ Directors  Administrators  Boards of Education Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district

10 10 Teacher Report Demographic Information About the Student Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Composite Scores Student’s Scale Score by Domain Student’s Speaking Performance by Standard Description of the ELP Levels Student’s Writing Performance by Standard Student’s Comprehensio n by Standard

11 11 Teacher Report Demographic Information About the Student Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Composite Scores Student’s Speaking Performance by Standard Description of the ELP Levels Student’s Writing Performance by Standard Student’s Comprehensio n by Standard

12 12 Knowing Your Students Obtain information on: -age upon entry to US -home language usage -cultural differences -trauma

13 13 -family background -conceptual formation -discontinued schooling -L1 literacy level -family/sibling responsibilities -differences between L1 & English

14 14 Academic Language Math Language Arts Science Social Studies Age, home language, cultural differences, trauma, family background, conceptual formation, discontinued schooling, L1 literacy, home responsibilities, L1/L2 diff. Social & Inst. Lang.

15 15 In order for students to achieve academically and exhibit that learning on large scale, summative assessments, they MUST master Academic Language.

16 16 -regarding the ELP standards? -regarding ACCESS for ELLs? -regarding student background information?

17 17

18 18 Academic Language Proficiency & Assessment

19 19 The continuum of second language acquisition in all aspects of language use (content as well as domain) is mapped through stages of English language development from: Concrete Abstract Explicit Implicit FamiliarUnfamiliar Informal Formal GeneralTechnical Single wordExtended discourse The process is time consuming, so it must be strategic.

20 20 Academic language development involves knowledge of discrete skills (e.g., phonological and phonemic awareness, text features) vocabulary knowledge and development (e.g., social and academic “tool kit” words), comprehension, and writing genres.

21  Academic Language proficiency involves the language associated with the content areas. ACCESS for ELLs provides this data as a summary assessment.  Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. The MEAs and other measurements provides this data as summary assessments.

22 22 General Characteristics of Academic Language (Schleppegrell, 2004) 1. Explicitness – Full and careful articulation of thought. 2. Complexity – Elaborate use of internal clause structure and linkages through subordination. 3. Cognitive Demand – Varied language to perform tasks and engage in higher order thinking.

23 23 Performance Criteria (WIDA, 2007) 1. Linguistic Complexity 2. Vocabulary usage 3. Language Control

24 24 Linguistic Complexity The amount and quality of language for writing. The grammar, organization, and cohesion of ideas and text structure (recount, procedure, description, report, explanation).

25 25 Level 1 – Entering Single words Level 2 – Beginning Phrases, short sentences Level 3 – Developing Series of related sentences Level 4 – Expanding Moderate discourse Level 5 – Bridging Complex discourse

26 26 Vocabulary Usage The specialized language of academic discourse, from high frequency words to technical vocabulary.

27 27 Level 1 – Entering Most common vocabulary Level 2 – Beginning High frequency vocabulary Level 3 – Developing General and some specific vocabulary Level 4 – Expanding Specialized and some technical vocabulary Level 5 – Bridging Specialized and technical vocabulary

28 28... involves accurate, content-specific vocabulary: The Rain Cycle Instead of... dries upgoes upmakes changes intofalls Using... evaporatesrisesforms condensesprecipitates

29 29 Science Starting from... guessthink believewonder Ending with... estimatepredict hypothesizesurmise

30 30 “Cell” Spread sheet Basic unit of life Prison/jail Confusion with ‘sell’

31 31... involves knowing multiple definitions of words: “Table” Table of contents Multiplication table Periodic Table Parliamentary procedure Mountain plateau

32 32 Consider these words... cellspringpointbank boardfigurespace chairbugringlog facilitypitcherwaveform

33 33 Language Control The “communicability” of writing, i.e., error free way in which the message is conveyed; the fluency (the way we say or write it in English); grammatical accuracy, aspects of phonology; and word choice.

34 34 Level 1 – Entering Memorized language Level 2 – Beginning Language w/errors inhibiting communication Level 3 – Developing Meaning overrides communication errors Level 4 – Expanding Language w/minimal errors Level 5 – Bridging Language comparable to English peers

35 35 WIDA Consortium / CAL / Metritech Performance Definitions (RG 45) At this level, English language learners process, understand, produce or use:

36 36 Assessment informs Curriculum informs Instruction etc. WIDA Consortium / CAL / Metritech

37 37 For ELLs, there are four forms of assessment.. 1. Intake Assessment 2. Formative Assessment 3. Interim Assessment 4. Summative Assessment WIDA Consortium / CAL / Metritech

38 38 *L1 history and usage at home and school *Educational history *Home literacy practices *L2 diagnostic assessments *Medical history, etc. WIDA Consortium / CAL / Metritech

39 39... are pivotal portfolios, tests and quizzes to monitor an ELL’s progress, in an independent manner, in aspects of content & language proficiency.

40 40...means teachers a) finding out what they are learning about the language they are using in studying content ; b) helping them learn content through appropriate, scaffolded uses of language in deepening their knowledge of the content. WIDA Consortium / CAL / Metritech

41 41... provides yearly data on Academic Language Proficiency in Social/instructional, Language Arts, Math, Science, Social Studies across Listening, Speaking, Reading, Writing WIDA Consortium / CAL / Metritech

42 42... recommending to teachers what ELLs can do generally based on their language proficiency for formative assessments.

43 43 WIDA Consortium / CAL / Metritech Can Do Descriptors - Listening Listening For the given level of English language proficiency level, English language learners can:

44 44 WIDA Consortium / CAL / Metritech Can Do Descriptors - Speaking Speaking For the given level of English language proficiency level, English language learners can:

45 45 WIDA Consortium / CAL / Metritech Can Do Descriptors - Reading Reading For the given level of English language proficiency level, English language learners can:

46 46 WIDA Consortium / CAL / Metritech Can Do Descriptors - Writing Writing For the given level of English language proficiency level, English language learners can:

47 47... examining individual ELL’s academic language progress through comparable data Such as a scatter plot analysis WIDA Consortium / CAL / Metritech

48 48... Enables you to takes two years of data in the separate language domains and graph them according to the ‘mean’, or average. Growth above the mean in a particular domain is good; at or below the ‘mean’ is not and needs problem solving.

49 49 MEAN Speaking 2 Listening 0 Reading 0 9 Writing 2008

50 50 Based on the individual language domain proficiency levels, instruction can be targeted to meet the needs of the ELL in a strategic manner.

51 51 -regarding performance criteria & definitions? -regarding academic language proficiency? -regarding assessments?

52 52 III. Implications General & Specific For Programming

53 53 WIDA Consortium / CAL / Metritech General Programmatic Implications: Composite High Scores  If it’s appropriate to exit the student from ELL services? Does this student have the language skills necessary to access the content in the mainstream classroom without additional language support services? What additional evidence is needed to make a determination?  If the student’s English proficiency is weak in a particular language domain (e.g., Writing)?  If the student’s English proficiency is weak in a particular standard area (e.g., the language of Social Studies)? ◦ If so, consider additional content language support. High scores (Levels 5-6) may indicate a need for Monitoring or Targeted Support. School teams should consider:

54 54 WIDA Consortium / CAL / Metritech Enhancement of both oral language and literacy development  A balanced, long-term approach that focuses on grade-level academic standards and English proficiency standards, and utilizes strategies that increase comprehension and communication in English (e.g., sheltered instruction)  Providing L1 instruction (bilingual education) and/or support where feasible General Programmatic Implications Composite Mid-Level Scores Mid-level scores (Levels 3-4) may indicate a need for 1-3 more years of ELL support services. School teams should consider:

55 55 WIDA Consortium / CAL / Metritech  Providing targeted communicative / social & instructional English briefly  Enrolling student in “newcomer” program if available and appropriate  Using content-based strategies (e.g., sheltered instruction) and L1 instruction, if possible  Scaffolding within programs and school ◦ Graphic support ◦ Peer support ◦ Supplemental and modified materials General Programmatic Implications: Composite Beginner Level Scores Beginner level scores (Levels 1-2) may need 5 or 6 more years of ELL support services. School teams should consider:

56 56 1. Newly arrived students with adequate formal schooling.  Perform at or near grade level in reading & writing  Strong L1 foundation  Demonstrated potential to catch up with native English-speaking peers. WIDA Consortium

57 57 -intensive, explicit English language instruction -academic content language -reading strategies -explicit writing instruction -orientation to school culture WIDA Consortium

58 58 No/low L1 Literacy or Schooling -intensive literacy/numeracy -K-2 concepts & content -oral language development -executive skills -orientation & socialization to schools WIDA Consortium

59 59 2. Newly arrived students with limited formal schooling ◦ Experienced interrupted schooling ◦ Limited native-language and literacy skills ◦ Could have difficulty learning academic English WIDA Consortium

60 60 -Planning & organization -Time management -Task initiation & follow through -Working memory -Sustained attention -Performance monitoring -Inhibition of impulses -Goal-directed persistence WIDA Consortium

61 61 3. Long-term English language users ◦ More than 5 years in an English speaking school ◦ Literacy skills below grade level ◦ Have had previous ELL support ◦ Require substantial and ongoing language and literacy support WIDA Consortium

62 62 -individualized plan to address specific needs -intensive reading & writing interventions -use of technology WIDA Consortium

63 63 Specific proficiency level scores lead to lesson planning and differentiation of instruction through developing strategic language demands and support around a topic for an ELL when delivering a lesson.

64 64 A performance indicator is a one-sentence descriptor of what an ELL will be expected to do in a content topic, in a language domain, and at a designated level of proficiency: Language function + Topic + Support Lang. Function Support Cognitive Demand Amount of support Topic

65 65 Language Function + Topic + Support Describe representations of basic operations from pictures of everyday objects and oral descriptions.

66 66 WIDA Consortium English Language Proficiency Standards and Resource Guide 2007 Edition PreKindergarten through Grade 12 Downloadable at www.wida.us

67 67 Example of a language function WIDA Consortium

68 68 - WIDA Consortium 3-5 make collectio ns, organize, and identify natural phenom ena (such as leaves, insects, or rocks) describe natural phenome na from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomen a (e.g., “First, I went to the park.”) compare features of natural phenom ena (e.g., “This leaf has five points while this one has two.”) report on the physical relations hips among natural phenom ena English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking

69 69 An academic language function is an action verb describing an ELL’s desired language performance in any given language domain for a given content area. WIDA Consortium

70 70 The Language of Language Functions... WIDA Consortium

71 71... is suggested by the MPIs found in the 1) WIDA Consortium English Language Proficiency Standards and Resource Guide or 2) TESOL PreK-12 English Language Proficiency Standards WIDA Consortium

72 72 Example of a content stem WIDA Consortium

73 73 - WIDA Consortium 3-5 make collectio ns, organize, and identify natural phenom ena (such as leaves, insects, or rocks) describe natural phenome na from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomen a (e.g., “First, I went to the park.”) compare features of natural phenom ena (e.g., “This leaf has five points while this one has two.”) report on the physical relations hips among natural phenom ena English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking

74 74 A content stem is a subject- specific topic (generally allied to a content standard) through which an ELL demonstrates language competence. WIDA Consortium

75 75 The language of content stems... WIDA Consortium

76 76... is taken directly from state standards and instructional units for mainstream learners WIDA Consortium

77 77 Example of a support or strategy WIDA Consortium

78 78 - WIDA Consortium 3-5 make collectio ns, organize, and identify natural phenom ena (such as leaves, insects, or rocks) describe natural phenome na from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomen a (e.g., “First, I went to the park.”) compare features of natural phenom ena (e.g., “This leaf has five points while this one has two.”) report on the physical relations hips among natural phenom ena English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking

79 79 A support or strategy is a particular level- specific scaffold to assist an ELL display language competence in a content area. WIDA Consortium

80 80 The support or strategy... WIDA Consortium

81 81... is suggested by the WIDA Model Performance Indicators (MPIs) and other resources. WIDA Consortium

82 82 Sensory/VisualGraphic Interactive (pictures, illus., (Charts, (dyads, photos, reprod.) tables, graphs, triads, etc.) diagrams, organizers tactile-kines.)

83 83 To add support for Limited English Proficient (LEP) ELLs to K-12 instructional units with PIs so that mainstream teachers will have built-in support for all areas of the curriculum. WIDA Consortium

84 84 To begin collaborative effort with ESOL teachers and selected mainstream teachers. To provide instruction at an ELL’s proficiency level in listening, speaking, reading, and writing in the content area based on the lesson being delivered, through transformations. WIDA Consortium

85 85 -regarding programmatic implications? -regarding types of English Language Learners? -regarding performance indicators?

86 86 IV. A procedure for targeting strategic instructional support.

87 87 ACCESS for ELLs Teacher Report (+ background information) LESSON PLANNING/DIFFERENTIATION

88 88 Content Standard Content Objective Language Objective Performance Indicator(s) [PIs]

89 89 The language objective can provide the basis for the Performance Indicator(s) (PIs) targeted to meet the appropriate language demands of the content requirements of the curriculum for an ELL.

90 90 A language objective describes the language intentionality for formative assessment

91 91 A language objective contains the following language -related elements: General Function Topic General Language Domain Language Outcome “SWBAT describe the stages of the water cycle orally using increasingly complex sentences.”

92 92 Aspects of linguistic complexity: -sentence types -transition signals -paragraph cohesion Aspects of vocabulary usage: -common, high frequency words -content specific words -technical words Aspects of linguistic control: -phonological components -semantic components -syntactic components

93 93 SWBAT + (orally or in print) +general language domain + topic + (using) general language outcome. “SWBAT...... CAN YOU CREATE ONE?

94 94 Content Standard Content Objective Language Objective Performance Indicator(s) [PIs]

95 95 PI = Language Function (Resource Guide has examples scattered throughout the MPI strands) + Topic (Topics are derived from the state content standards) + Support (See Resource Guide RG 21 for list of supports)

96 96 The Performance Indicator provides the context through which the language objective can be assessed.

97 97 I: Name the parts of the water cycle using a diagram. II: Describe the water cycle with pictures. III: Describe the changes of the water cycle using a diagram. IV. Explain the importance of the water cycle with a partner. V: Determine the impact on the water cycle with a partner. The resource for creating PIs are the exemplars, or MPIs, located in the WIDA Consortium English Language Proficiency Standards and Resource Guide, 2007 Edition.

98 98 -regarding the lesson planning process? -regarding the language objective?

99 99 All ELLs can participate in a content lesson. The key is to transform the language demands of the content to meet ELL’s English language proficiency level.

100 100 1. Provides valuable academic language proficiency data on how ELLs progress in: -four language domains (listening, speaking, reading, writing) and -five content areas: social/instructional language arts math science social studies;

101 101  2. Provides the means for monitoring the quality and quantity of progress through different data analyses tools;  3. Contributes, through observations and analyses, to general programmatic pathways and ‘best practice’ implementation; and  4. Informs curricular and instructional design through language objectives and PIs geared to the specific proficiency levels of ELLs.

102 102 “Equality is everyone getting what they need, not everyone getting the same.”

103 103...will provide a framework for differentiated delivery of and an examination of the strategies and activities for ELLs.

104 104 Thank you!Thank you!


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