1. English Language Development Summer Institute 2012

2. Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.nicholswilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/

3. Housekeeping Sign-in Parking Lot Breaks/Lunch Norms

4. Can We Agree? A ppreciation for one another E xchange ideas freely I nfluence what we can O pportunity to reflect U nite in purpose

5. Important Web Sites ESL WebSite http://esl.ncwiseowl.org/ ESL Summer Institute Wiki http://eldnces.ncdpi.wikispaces.net/ELD+Home WIDA http://www.wida.us/ ESL LinguaFolio http://esl.ncwiseowl.org/cms/One.aspx?portalId=4502459 &pageId=4861957

6. Web Tools & Links Bubbl.us https://bubbl.us/ https://bubbl.us/ Google Form http://www.google.com/google-d-s/forms/ http://www.google.com/google-d-s/forms/ Linolt http://en.linoit.com/ http://en.linoit.com/ Penzu http://penzu.com/ http://penzu.com/ Ranking Tool https://educate.intel.com/workspace/student/loginpage.aspx?LID=e n Voki http://www.voki.com/ http://www.voki.com/

7. Learning Strands Data Literacy How to find, evaluate, and use data to inform instruction. Knowledge to gather, analyze, and graphically convey data to support decision-making. Connecting to Serve All Universal Design for Learning English Language Learners Academically and Intellectually Gifted RTI Problem-Solving Model Digital Literacy Embedded tools and resources Connections to Information and Technology Standards

8. Did you attend the 2011 Summer Institute? 1.Yes 2.No

9. Did you attend the ELD RESA sessions? 1.Yes 2.No

10. What are your responsibilities as part of the implementation team for your LEA/Charter? 10 1.I facilitate professional development for my LEA/Charter. 2.I advise on implementation of CC/ES for my LEA/Charter. 3.I really do not know my role

11. How do you define the primary role of ESL teachers at the school level? 11 1.Pull-out teacher 2.Coach 3.Co-teacher 4.Interpreter 5.PD facilitator 6.All of the above

12. How do you incorporate the principles of UDL? 12 1.UDL is part of every lesson 2.UDL has not been discussed in my LEA 3.I have just started to use UDL 4.I am not familiar with UDL.

13. How are the needs of ELLs addressed within RtI? 13 1.My district does not use RtI. 2.My school does not use RtI. 3.All ELLs have interventions. 4.I am not familiar with RtI

14. Outcomes Integrate a variety of curricular resources to write language objectives. Explore data analysis that informs practices for ELLs by using TIPS Consider formative assessment that engages all students

15. Outcomes Identify strategies and approaches that meet the needs of all students. Expand understanding of academic language functions. Make connections between instructional practice and teacher evaluation components.

16. Pocket Guide

17. Educating the Whole Child

18. 1.How does this content area prepare students to be future ready? (Green) 2.How does this area connect to other content areas? (Pink) 3.What are the implications for meeting the needs of all learners as related to this content area? (Yellow) http://linoit.com/users/myrose/canvases/All %20Areas%20of%20SSOC

19. Universal Design

20. Universal Design for Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

21. RtI NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

22. Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) (Newton et al, 2009)

23. The Problem-Solving “Mantra” Do we have a problem? What is the precise nature of our problem? Why does the problem exist, & what can we do about it? What are the actual elements of our plan? Is our plan being implemented, and is it working? What is the goal? (Newton et al, 2009)

24. Web Tool: Penzu 1.Launch your Penzu account 2.Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/ GETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works! http://www.youtube.com/watch?v=xQxS79QinMI http://nclti2012ci.ncdpi.wikispaces.net/file/view/ GETTING+STARTED+WITH+PENZU.pdf

25. Journal Activity Addressing Student Needs in an Era of New Content Standards – What does that mean to you?

26. By the time many students hit middle school, disengagement has become a learned behavior Keely Potter, Reading Specialist

27. Ponderisms What do they need to know? How do we know that they have learned it? What do you do if they have not learned it? What do we do when they already know it?

28. What do they need to know?

29. Curriculum Resources ELD Standards Can Do Statements Model Performance Indicators Features of Academic Language Discourse Complexity Language Forms and Conventions Vocabulary Usage

30. CAN DO Descriptors

31. NC ELD SCS (WIDA ELD Standards) 31

32. Organization of MPI’s within Standards STRAND MPI

34. Defining Features of Academic Language

35. Writing Language Objectives Language Function Topic Support

36. Practice Write Language Objectives in MPI format using Features of Academic language, ELD Standards, and Can Do Statements. Choose one from each cup.

37. What do we need to know?

38. Use the blue highlighter; Mark 3 or more best practices in content knowledge Mark 3 or more best practices in pedagogy Sample: Standard III, Element A “In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area.” Sample: Standard III, Element A “In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area.”

39. What this means for me…

40. 40 BREAK Please Return in: 15 minutes Please Return in: 15 minutes

41. Animoto Video http://animoto.com/play/Fe5zRl3t0K40QojM hWfbrAhttp://animoto.com/play/Fe5zRl3t0K40QojM hWfbrA

42. How do we know that they have learned it? Data analysis as a collaborative process of inquiry leads to consensus about what is most effective in program effectiveness and curriculum and instructional approaches.

43. How do we know that they have learned it? Data Discussion – District/ESL Classroom –What data does your LEA rely on to guide instruction? Achievement Demographic Program Perception –How do interpret it for ELLs?

44. Collect & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action Plan Evaluate & Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) (Newton et al, 2009)

45. Changing what we think of as “State Assessments” This is what we’ve known Summative Interim Tools Formative Processes Constructed Response Performance Tasks Computer Adaptive Testing Instructional Improvement System’s flexible tools to Diagnose Needs Check Progress Use data NCFALCON Online Writing Instruction NC DIGINs Professional Development around Formative Strategies +

46. “Formative assessment is a process used by teachers and students during instruction the provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” Council of Chief State School Officers’ (CCSSO)

47. Five attributes to Ensure Effective Formative Assessment Learning Progressions Learning Goals and Criteria for Success Descriptive Feedback Self-and Peer-Assessment Collaboration

48. Formative Assessment Model

49. Is It Formative Assessment? Read the vignette provided Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson Discuss your thoughts with your neighbor Share your thoughts with the group

50. Types of Formative Assessments Video Clip to establish context of a lesson Rank appropriateness of listed Formative Assessment activities (Most to Least Appropriate for this Lesson; Explain) Q & A During Class Fist to Five Thumbs Up/ Thumbs Down One-Minute Essay Inside-Outside Circle Other_____

51. ESL LinguaFolio Place Holder

52. How do we know they have learned it?

53. Use the pink highlighter; Mark 3 or more best assessment practices Mark 3 or more best practices in the use of data Sample: Standard I, Element A “Teachers use various types of assessment data…to evaluate student progress and to make adjustments to the teaching and learning process.” Sample: Standard I, Element A “Teachers use various types of assessment data…to evaluate student progress and to make adjustments to the teaching and learning process.”

54. What this means for me…

55. What do you do if they have not learned it? Language Functions –Cognitive Demand CCELA Language Standards –Standard 5

56. Writing Language Objectives (Cups) Language Function ELA Language Standard 5 Support

57. What do you do if they have not learned it? PD –Book Studies –WIDA Standards Coaching –Peer Observations –PLCs –Common Assessments

58. Meeting the Needs of All Learners What are the implications for meeting the needs of all learners as related to arts education? RTI Problem- Solving Model AIGELLUDL

59. More Universal Design

60. Universal Design Individualized Instruction Differentiated Instruction Universal Design

61. UDL UDL Principles

63. Principle I: Multiple Means of Representation: The what of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities

64. UDL requires: Multiple Means of Representation Examples:

65. Multiple Means of Representation for ELLs Non-verbal Modeling Language Support Word banks

66. Principle II: Multiple Means of Action and Expression:

67. UDL requires: Multiple Means of Action and Expression Examples:

68. Multiple Means of Expressing for ELLs Examples:

69. Principle III: Multiple Means of Engagement

70. UDL requires: Multiple Means of Engagement Examples:

71. Multiple Means of Engagement for ELLs Student Interaction

72. Penzu Journal What are the implications of these 3 principles for the classroom?

73. What do we do if they have not learned it?

74. What do you we do if they have not learned it? Use the green highlighter; Mark 3 or more places that address differentiation Circle in pen an area where you excel Put a square around one of your personal goals Sample: Standard IV, Element B “[Teachers] understand that instructional plans must be consistently monitored and modified to enhance learning.”

75. What this means for me…

76. What do we do when they already know it? AIG Connect All Scale up and Sustain (Act/Plan/Do/Study)(RtI)

77. Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

78. Gifted Education and new NCSCOS An opportunity for growth and collaboration with regular education and within the field of gifted. Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day. –A rising tide raises all ships. CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

79. Who are the gifted learners? What do they need in order to maximize their learning?

80. Gifted ELLs Identification Serving

81. Tools and Strategies for Challenging Gifted Learners –Concept-Based Teaching –Tiered Assignments –Project-Based Learning –Curriculum Compacting –Independent Study with Rubrics –Seminars Other: All with appropriate challenge!

82. Non–Negotiables for Gifted Learners Gifted Children Vary in Needs and Strengths Mindset of Differentiation in Class, School, LEA Pre-assessment to understand needs and strengths; Flexible Grouping Social and Emotional Needs Addressed Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

83. What do we do when they already know it?

84. Use the yellow highlighter; Mark 3 or more places that the unique needs of gifted learners Put a square around an area where you wish to improve in your services to gifted students Sample: Standard IV, Element A “[Teachers] adapt resources to address the strengths and weaknesses of their students.”

85. What this means for me…

86. NCDPI Arts Education Literacy Institute 2004 86 Serving All is a Process

87. Celebrate Success!

88. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21 st century.

89. Do you feel prepared to train others in your LEA/Charter? 89 1.Yes 2.No 3.Somewhat

90. Which do you feel most prepared to use to ensure a successful learning environment for all ELL students? 90 1.Use of a variety of resources to individualize instruction. 2.Use of Formative Assessment 3.Use of data to inform and adjust my instruction.

91. I feel most prepared to teach others about the following: 91 1.Academic Language

92. I have a better understanding about the connections between my teaching practice and the NC Educator Evaluator System. 92 1.Yes 2.No 3.Somewhat

93. Outcomes Integrate a variety of curricular resources to write language objectives. Explore data analysis that informs practices for ELLs by using TIPS Consider formative assessment that engages all students

94. Outcomes Identify strategies and approaches that meet the needs of all students. Expand understanding of academic language functions. Make connections between instructional practice and teacher evaluation components.

95. Plus/Delta Feedback What worked well? Suggestions for improvement!

96. Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.wilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/