2. Kelsie Berg, SIOP Coach kelsie.berg@bcsemail.org Revae Bostwick, ESL Lead Teacher revae_bostwick@nccs.k12.nc.us Nadja Trez, DPI Consultant nadja.trez@dpi.nc.gov Introductions

3. Ice Breaker - 4 Corner Activity 1) Go to the corner marked with your ideal vacation spot 2) Discuss the following types of information: * names, current role(s) in district, * teaching experience * attendance at previous WIDA conferences * reason for attending this conference, etc. 3) Report out with a group identity statement once finished.

4. Today’s Objectives 1.Evaluate the elements of WIDA’s English Language Development Standards through interaction. 1.Interpret WIDA’s Guiding Principles of Language Development. 1.Understand how WIDA, CCRS (College and Career Ready Standards), & Academic Language fit together and develop MPIs specific to our instructional goals.

5. Logistics * restroom locations * break times * wifi passwords * group norms

6. Today’s Agenda 7:30 - 8:30Registration/Breakfast 8:30 - 10:00Opening Session 10:00 - 10:15Break 10:15 - 12:00Concurrent Sessions 12:00 - 1:00Lunch 1:00 - 2:30Concurrent Sessions 2:30 - 2:45Break 2:45 - 4:00Concurrent Sessions

7. Schedule Overview Day 1 Review of WIDA basics Develop MPIs based on students’ language performance Day 2 Create formative assessments utilizing the created MPIs Utilize data to make adjustments to district or school LIEP plan Day 3 Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers Sharing with colleagues in our districts

8. Rank your WIDA knowledge level Survey “Questions” PollEv.com/eslcc PollEv.com/eslcc 1. I can explain the 6 language proficiency levels. 2. This is what I know about the WIDA performance definitions... 3. I can explain the differences among vocabulary usage, language forms & conventions, and linguistic complexity. 4. I can utilize WIDA standards to develop lesson plans. 5. I am able to develop MPIs for content standards based on students’ language proficiency levels 6. I can recognize whether WIDA standards are being utilized within instruction.

9. What is WIDA? Each participant has a (blue) card or a (yellow) card containing a question or response pertaining to WIDA. Find your match and hold up your cards briefly to let us know you have been successful. ^_^

10. WIDA ELD Standards So many layers to consider!

11. WIDA’s Guiding Principles of Language Development Cards with one guiding principle each are on each table. Participant 1 reads the card. Participant 2 responds to the card. Participant 3 adds an additional response. Participant 4 summarizes what has been said. (Add additional responses before the summary as needed based on the number at your table.)

12. WIDA Components * Proficiency Levels * Performance Definitions (old & new) * Vocabulary Usage, Linguistic Complexity, Language Forms and Conventions * Can Do Descriptors * Components of new MPIs in the 2012 handbook

13. Proficiency Levels

14. Performance Definitions At a given proficiency level, what the ELL student will process, understand, produce, or use. (Page RG44 in the 2007 Edition)

15. New Performance Definitions Receptive Productive

16. p. 8 in 2012 version

17. p. 9 in 2012 version

18. Your Turn! Take the speaking and writing performance definition elements and arrange them appropriately according to proficiency level.

19. Speaking Rubric Found on p. RG-55 in the Resource Guide of the 2007 WIDA Standards handbook. This is the rubric that W- APT and ACCESS administrators should be utilizing to evaluate responses.

20. Writing Rubric Found on page RG-56 in the 2007 WIDA Handbook Resource Guide. ACCESS writing domain is evaluated via this rubric.

21. Upon Review of the Rubrics…. DISCUSS: 1. What is the purpose of the rubrics? 2. How are these useful and how do you use them in your districts? 3. What are the implications for ELLs? please discuss & then share out your table responses in a few minutes.

22. Vocabulary Usage (Specificity of word or phrase choice) General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations

23. Linguistic Complexity vs Language Forms & Conventions Linguistic Complexity * quality & variety of oral and written text ★ amount of speech/written text ★ structure of speech/written text ★ density of speech/written text ★ organization & cohesion of ideas ★ variety of sentence types Language Forms & Conventions * types, array, & use of language structures ★ types and variety of grammatical structures ★ conventions, mechanics, & fluency ★ match of language forms to purpose/perspective DISCOURSE LEVELSENTENCE LEVEL

24. Sociocultural Context The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the… Register Genre/Text type Topic Task/Situation Participants’ identities and social roles

25. Bringing together all the aspects of Academic Language Stepping up the language! Let’s practice!

26. What are the instructional implications of moving students up the scale? Share challenges and celebrations of how you increase the use of the upper level academic language features.

27. Can Do Descriptors More specific to grade level than language performance definitions Focus more on academic tasks Detailed by language domain What are the instructional implications of utilizing the Can Do Descriptors? How do you use them?

28. Inside-Outside Circle 1. Think about a skill you have and can do well. 2. Form an inside & outside circle following facilitators’ directions. 3. When the music stops, discuss your skill with the person standing opposite from you. 4. Identify reasons why the partner is able to do that skill & determine supports that might help you be able to do that skill right now.

29. A Reflective Moment What about WIDA has been an important reminder for you today? Click on this link: PADLET to share your thoughts. PADLET

30. 2012 WIDA MPI Format (Overview)

32. Our tool to optimize learning!

33. How do we create an MPI? 3 components of an MPI * additional components from 2012 WIDA handbook

34. Support Examples

35. What is transformation? (in relation to an MPI) As the name implies, transformation simply means to change or convert something. And in the case of MPIs, transformation occurs when we change one or more of its three elements: the language function, the content stem, or the instructional supports to make it specific to our own use within our own lessons.

36. Examples of transformed MPIs http://www.livebinders.com/play/play?id=1089921&backur l=/shelf/my Links to the Standards: MathScience ELASocial Studies

37. What guides MPI construction?

39. ALSO: Assessment & Feedback Process for Developing MPIs

40. Practice & Application At your table discuss possible MPIs that could be created based on the following information & select 1 person from your table to share with the whole group. ELD Standard: Language of Science Content Standard: Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun Cognitive Function: your choice Language Proficiency Level: Level 3

41. Work with a partner to develop a strand of MPIs. Links to NC Standards: Math Math ScienceScience ELA Social Studies

42. http://www.jeffzwiers.org/tools--resources.html

43. How do the pieces fit together? What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together? ** take some time to process this & then work with a group of 3 - 4 people to come up with an image that represents the way in which you see them all fitting/working together

44. Q & A; Wrap-up

45. Day 2 Day 1 Review of WIDA basics Develop MPIs based on students’ language performance Day 2 Create formative assessments utilizing the created MPIs Utilize data to make adjustments to district or school LIEP plan Day 3 Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers Sharing with colleagues in our districts

46. Today’s Agenda 8:00 - 10:15Concurrent Sessions 10:15 - 10:30Break 10:30 - 12:00Concurrent Sessions 12:00 - 1:00Lunch 1:00 - 2:30Concurrent Sessions 2:30 - 2:45Break 2:45 - 4:00Concurrent Sessions

47. Today’s Objectives 1.Develop formative assessments to authentically gauge academic language and content knowledge based on the MPIs that were created. 2.Analyze data and design actions based on data implications.

48. Bridging Yesterday’s Work with our NEW DAY! What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together? Time to share!

49. FORMATIVE ASSESSMENT Construct a circle map that gathers what you know about formative assessment as a table group. formative assessment monitors student learning

50. In your table groups, assign sections of the article, “Formative Assessment: What Do Teachers Need to Know and Do?” by Heritage, mark the text individually and share with your group after reading. Decide if this information should be added to your group’s circle map (in a different color). Share new/added info with the whole group.

51. www.flareassessment.org

52. Effective Use of Formative Assessment In order to use formative assessment effectively with ELLs, teachers must be cognizant of students’ needs in content area learning and language development. source: WestEd Laura Alvarez, Sri Ananda, Aida Walqui, Edynn Sato, Stanley Rabinowitz

53. Formative Assessment Examples http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Observations - keep a notebook of only observations 3 - 2 - 1 Exit Slips Reading Response Logs Questioning based on Bloom’s Taxonomy (Stick Pick App) Checklists based on Can Do Descriptors, Linguafolio, WIDA rubrics Self-evaluations Individual Whiteboards

58. Grades 1 - 3 Language Strand

59. Formative Assessment / Staff Communication

60. www.toondo.com

61. SIOP Walkthrough Google Form

62. Are your formative assessments IDEAL? I - Integrated D - Dynamic E - Enlightening A - Attainable L - Linked source: Wisconsin Center for Education Research (FLARE) www.flareassessment.org Take a moment to evaluate your formative assessments using the IDEAL Formative Assessments Rating Tool.

63. Now What? What realizations did you come to after evaluating your formative assessments? What resources do you need to help you incorporate IDEAL formative assessment?

64. Example of Using Formative Assessment in PLCs Analyzing student work for evidence of outcomes by standard.

65. Revisit Your MPIs Based on your reminders about formative assessment, brainstorm some authentic ways to assess your MPI strand.

66. Let’s examine the data

67. Data Analysis Sequence

68. Guidance for the Data Analysis Process Step 1: Pose Q(s) - What questions will be addressed? Step 2: Slice and visualize - How will the data be visualized? Step 3: Observe - What does the data reveal? Step 4: Hypothesize - What meaning does the data have? Step 5: Strategize - What actions will be taken? ** See, “Data Analysis Cycle Summary and Questions”**

69. What were the steps again? Step 1= Step 2= Step 3= Step 4= Step 5=

70. My Question (purpose): What areas should I target to better facilitate language development for my 4th grade students?

74. 1. What is the purpose of analysis? 2. What data do we have? 3. What patterns do we see in the data? 4. What questions and assumptions are raised by our data? 5. What might be contributing to these patterns? 6. What steps might we take to combat these potential contributing factors? Grade Soc & Inst Lang. ArtsMathScienceSoc. St. 4100%50%75%44%55% 4100%50%58%33%67% 4100%92%75%89% 450%25%33%55%44% 483% 67% 4100%58%83%44%78% 483%78%100% 83% 4 75%50%44%78% ACCESS LISTENING & READING RESULTS

75. What does the data tell me? What patterns do I observe? What may be some contributing factors? What additional information do I need? What steps should I take from here?

77. Hypothesis: Strategy: ●What is one hypothesis we could make based on this data? ● What is a strategy that could be incorporated based on your hypothesis?

78. ACCESS Writing Scores Grade Linguistic Complexity Vocabulary Usage Language Control Linguistic Complexity Vocabulary Usage Language Control MATH & SCIENCE LANGUAGE ARTS & SOCIAL STUDIES 4343433 4332343 4443433 4232323 4444433 4343332 4221322 4333322

79. A District Example ESL teachers charted and graphed the percentage of reading scores at 4+ by grade level for 2 consecutive years. Using the visual, they recorded observations and hypotheses. Afterwards, next steps were recorded. Finally, “Building Blocks” were considered and shared with building administrators and instructional coaches.

80. Next Steps- Tool for Implementing Strategies

81. How about your district? How has data been used to drive instruction?

82. It’s Data Time! Apply the same process to analyze data from YOUR district or school. Once completed, we will share our findings in a Padlet (link on next slide).

83. What were your findings? What were your strengths? Which content areas were weaker than others? Were your students better at academic vocabulary than language forms and conventions? What types of professional development should you provide your teachers or administrators this year? What strategies should you implement to improve any weak areas? Click on this link: PADLET to share your thoughtsPADLET

84. Review of data & its implications Information about student background, including linguistic and content abilities, is key to plan and deliver instruction to optimize opportunities for learning (Tomlinson, 2003; Fairbairn & Jones-Vo, 2010).

85. Reflection How will our data discoveries change our practice (district, clasroom, and/or school)? Please record thoughts on chart paper (2 per table). We will do a gallery walk after completion. : )

86. Let’s Revisit Our MPIs and Formative Assessment Now That We’ve Reflected on Data Do the MPIs correlate with what actions we need to take now that we are more informed of our district’s needs? Using Bloom’s, Edynn Sato, etc. documents, revise the constructed MPIs using the templates.

87. Stop and Jot How has the awareness reached through data analysis shifted your perspective when looking at MPIs and formative assessment? Has it? Why or why not?

88. Turn and Talk from Your Stop and Jot!

89. Teachers should help students ROAR by ROAR R - recognizing students as individuals O - providing different options (lesson delivery, output) A - adapting for students to access material R – providing resources Teaching Channel Link

90. Day 3 Day 1 Review of WIDA basics Develop MPIs based on students’ language performance Day 2 Create formative assessments utilizing the created MPIs Utilize data to make adjustments to district or school LIEP plan Day 3 Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers Sharing with colleagues in our districts

91. Today’s Agenda 8:00 - 10:15Concurrent Sessions 10:15 - 10:30Break 10:30 - 12:00Concurrent Sessions 12:00 - 1:00Lunch 1:00 - 2:30Concurrent Sessions 2:30 - 2:45Break 2:45 - 4:00Concurrent Sessions

92. GOTS/ WANTS During breaks or other down time during our day, please add your ideas to the different “Sharing Ideas” posters. See the web address posted and/or click this link to access WIDA lesson plan samples. (More resources on this later today.) http://wida.us/getInvolved/l essonPlan- shareSpace.aspx

93. Bringing It All Back Home

94. VISION: Build capacity Sustain statewide implementation Meet the needs of our English Language Learners

95. me

96. Activity - 15 Essential Actions

97. Individual Reflection Time with the Essential Actions * Each person chooses 2 - 3 actions and writes responses to the guiding questions for the essential actions. * Share out your responses at your table. ACTION 1 Guiding Questions Participant Response 1. How do the resources and experiences of students impact their engagement with the curriculum and their learning? 2. What might you do to learn more about students’ resources and experiences? 3. What are some examples of how you might incorporate students’ resources and experiences into the curriculum?

98. So... Guiding questions for discussion of responses - What stood out to you in your reflection? So what are the implications? Then what action is needed? As a table group, summarize your table’s responses.

99. A Huge Responsibility for ALL! Academic achievement—for all students—requires mastering academic language, and since students are primarily only exposed to the academic language of science, or social studies, or any other content area in those classes, this emphasizes the imperative that all teachers are responsible for helping students develop academic language in their own subjects. It’s not going to happen elsewhere.

100. Collaboration Is Key! How do you currently collaborate with your colleagues to meet the needs of your ELLs?

101. Schoolnet Resources https://buncombe.powerschool.com/ad min/home.html

102. WIDA Lesson Plan Share Space Other lesson plans?

103. “Can Do” Sharing http://widaatwcer.blogspot.com/2012/05/can-do-descriptors-in-grades-3-5.html

107. We are all language teachers! “Language and the Common Core State Standards” Leo van Lier, Monterey Institute of International Studies Aída Walqui, WestEd 1.Read your section (assigned by table) of the article. 2.Decide as a table group the 3 most important ideas from your section. 3.Share these ideas (referencing the paragraph/ page #) with the whole group. Justify why your table considers these the most important ideas.

108. What might you need to share or remind your district of from the article?

109. “it is the differences in the ways people use language to accomplish goals and conduct their relationships that may have the most powerful consequences for student interactions in the classroom” source: WestEd

110. Elements of WIDA WIDA ELEMENTS Academic Language Science Social & Instructional ELA Math Social Studies Health Arts

111. What comes to mind when you hear “Academic Language?” Write Around Activity 1. One person writes 1 word associated with “academic language.” 2. Pass the paper to the person on the right and he/she writes an additional word. 3. Continue passing the paper around your table until time has been called.

112. Academic Language and Literacy http://www.jeffzwiers.org/index.html

113. Teachers don’t need more strategies, they need to know more about language acquisition & development.

114. Why Do Teachers Need to Know More About Language? Teacher as …. 1) Communicator 2) Educator 3) Evaluator 4) Linguist 5) Socio-culturalization

115. What is the language of the content areas? (a.k.a. disciplinary literacy) * number off by 1- 4 * divide into designated content area groups & write on chart paper what the language of _____ means to you. * How do you incorporate it? How do you communicate it?

117. Reading Instruction Suggestions for ELLs

118. Structured Conversation Practice http://www.jeffzwiers.org/interaction.html

119. Additions to the Language of English Language Arts?

120. An Example of Prioritizing Vocabulary Take the EOG/ EOC question stems of released tests. http://www.ncpublicschools.org/accountability/testing/releasedforms?&print =true Copy and paste them into Wordsift or Wordle. http://wordsift.com/visualize Evaluate the bigger words for their “bang for the buck” value. Make these Tier 2 words a priority by grade level, school, content area, etc.

121. 5 Interdependent Strands of Math

122. Planning and Delivering Effective Math Instruction 1) Early, explicit, and intensive instruction and intervention in basic math concepts and skills 2) Purposeful academic language instruction polysemous words complex phrases language functions: explain, solve, discuss passive voice 3) Academic language support content of the question; elements of word problem; function of language

123. What would cause difficulties for ELLs?

124. Math Paired Conversation Protocol http://www.jeffzwiers.org/interaction.html

126. Add your thoughts to the Math chart

127. Science language functions

128. Teaching Students to “Speak” Science

129. Conversation Analysis Tool 1. Do conversation turns build on previous turns to build up an idea? 2. Do conversation turns focus on the knowledge or skills presented in the objectives? Rating Criteria: 4 - ½ or more turns do so clearly & concisely 3 - ½ or more turns do, but not clearly 2 - few turns do 1 - no turns do adapted from the work of Kenji Hakuta, Jeff Zwiers and Sara Rutherford-Quach, Stanford University

130. What from the “Constructive Conversation Skills Poster” could we incorporate for an academic conversation in science?

131. Add Your Thoughts to the Science Chart

132. The Language of Social Studies

133. Disciplinary Thinking Lens- History

134. How would vocabulary and expressions change when discussing this event from the British perspective?

135. Add Your Thoughts to the Social Studies Chart

136. What may be missing? * presentation orally & in writing * content context * frequent exposure and practice over a long period of time conversation practice with learners with higher language skills * scaffolding * rigorous academic language (“juicy text”) * constructive feedback on language development

138. Bringing It All Back Home

139. Our Past Three Days- What Now? WIDA MPIs Formative Assessment Data revelations Academic Language Who, what, when, where, and how will these things be addressed in your district for the 2014-2015 school year?

140. Ready, Set, Go! Time for ACTION! Let’s use- Action Plan: Creating a SMARTEST Plan to plan next steps.

141. Final Thoughts Kelsie Berg, Buncombe County SIOP Coach Revae Bostwick, Newton-Conover City Schools ESL Lead Teacher Nadja Trez, ESL DPI Consultant

142. References Developing Content Area Literacy, http://www.sagepub.com/upm-data/34121_Section1.pdfhttp://www.sagepub.com/upm-data/34121_Section1.pdf Fillmore, L. W., & Snow, C.E. (2002) What Teachers Need to Know about Language Francis, D.J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners. Lemke, J.L. (1990). Talking Science: Language, Learning, and Values. Scarcella, R. (2003). Academic English: A Conceptual Framework Sato, Edynn. Language for Achievement. http://www.cde.ca.gov/sp/el/er/documents/achievementlang.pdf http://www.cde.ca.gov/sp/el/er/documents/achievementlang.pdf Walqui, A. (2003). Conceptual Framework: Scaffolding for English Learners. Zwiers, Jeff. Academic Language and Literacy. http://www.jeffzwiers.org/index.html http://www.jeffzwiers.org/index.html Linguafolio self-assessment http://esllfpilot.pbworks.com/f/LFGridNCES.pdf http://esllfpilot.pbworks.com/f/LFGridNCES.pdf students talking about pros and cons of “Book It” program by Pizza Hut https://novoed.com/common-core/video_list_lecture_components/2998/lecture_videos/1425 link to teacher demonstrating how he goes from a persuasive essay to brochure: https://www.teachingchannel.org/blog/2014/05/23/support-structures-that-help-teachers/ link to teacher implementing sentence frames, textual evidence in ELA lesson: https://www.teachingchannel.org/videos/ap-english-lesson-plan

144. Our Vision As Dr. Robin McCoy stated in her welcome, our vision is to build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners. Thank you for being part of this journey and helping make the vision a reality!

145. On-Line Training Modules LinguaFolio training modules – Http://www.learnnc.org/lp/editions/linguafolio/ Http://www.learnnc.org/lp/editions/linguafolio/ The WIDA English Language Development Standards – http://www.rt3nc.org/ http://www.rt3nc.org/ – Available to NC Teachers through HomeBase. Accessed by logging in with your existing username and password.

146. Follow Up Coaching Opportunity for SIOP and ExC-ELL http://tiny.cc/CoachingApplication Follow Up ELL Training and Coaching via the ELL Support Team http://eldnces.ncdpi.wikispaces.net/EL+Support+T eam

148. Evaluation Please complete the evaluation form. Return the completed form to your trainers to receive your participant certificate.