Your SlideShare is downloading. ×
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Ellevation Education - Setting ELL Language Objectives (Webinar Slides)

766
views

Published on

In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and …

In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:

- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?

Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.

UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:

- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
766
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Indispensable Tools for Today’s ELL Professionals Setting Language Objectives: Tools and Tips Jordan Meranus: Ellevation CEOAllison Balter: UP Academy Lawrence ESL Teacher
  • 2. ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVES!Welcome to the Ellevation Webinar!While you wait, please mute your phone.And, please take a moment to jot down: 1.  3 questions that you have on language objectives2.  2 things you already know about language objectives3.  1 thing that you are excited about learning today  If  you  are  having  technical  difficul4es,  or  you  have  ques4ons,  please  use  the  chat  icon  at  the  top  of  your  screen  to  send  us  your  ques4on.
  • 3. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description But first, a bit of background…
  • 4. SUPPORTING EDUCATORS! There has been an explosion of TECHNOLOGY TOOLS in education, but none are focused on ESL educators. 200,000 ESL teachers 1,800,000 teachers have at least one English Language Learner in their classrooms
  • 5. FOCUS! Ellevation is a software company exclusively dedicated to serving English Language Learners and the educators that work with them.
  • 6. THE ELLEVATION PLATFORM! Instruction •  Individualized Learning Plans aligned to standards •  Early warning system for students needing attention •  Student/school/district analysis of ELP assessments Productivity •  ELL Data Collection and Demographics •  Required letters to families in 20+ languages •  Easily “Monitor” exited students •  Automatically bring in data when new ELs enter district Collaboration •  Collaborative goal setting and progress monitoring •  Communication tools to facilitate collaboration between ESL and classroom teachers
  • 7. NATIONAL REACH!16 states/120 Districts
  • 8. OUR HOME BASE!A Few of Ellevation’sMassachusetts Partner Lawrence Public SchoolsDistricts Cambridge Public Schools Hudson Public Schools Fitchburg Public Schools Southbridge Public Schools Mendon Upton Public Schools Martha’s Vineyard Public Schools Arlington Public Schools
  • 9. INTRODUCTION: ALLISON BALTER!
  • 10. TODAY’S OBJECTIVE!Help all participants gain practical tips on the development oflearning objectives and confidence in writing them forindividual English Language Learners or groups of ELLs at asimilar level.
  • 11. THE ELLEVATION WEBINAR SERIES! The first in a series of practical webinars 
 for ESL professionals March  2013   Summer  2013   Fall  2013   TBD based on Goal Setting participant feedback
  • 12. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description
  • 13. I. INSTRUCTION FOR ELL’S IS CHANGING IN MASSACHUSETTS! 1.  Increase  the  rigor  of   language  instruc3on   by  emphasizing   academic  language   across  content  areas       2.  Language  instruc3on   must  happen  through   high-­‐quality,  well-­‐ scaffolded  content   instruc3on  –  not  only   through  ESL  pull-­‐out   classes    
  • 14. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description
  • 15. II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!Before we start, what is a language objective?Language  objec4ves  specifically  iden4fy:      1)  The  way  students  will  use  language  to  engage  with  the  content  of  the  lesson  and  accomplish  the  content  objec4ve.      2)  The  specific  components  of  academic  language  (vocabulary,  language  structures,  etc.)  that  students  will  need  to  learn  to  accomplish  the  objec4ve.      
  • 16. II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!1.  Planning •  How is language instruction integrated with content •  What academic language must students learn 2.  Student Support •  What scaffolds must a teacher have ready.3.  Differentiation •  A “strand” of language objectives helps teachers set appropriate objectives at different levels and better differentiate instruction
  • 17. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description
  • 18. III. LEVERAGING WIDA RESOURCES! Performance Definitions CAN DO Descriptors ELP Standards Model Performance Indicators
  • 19. III. LEVERAGING WIDA RESOURCES!2 Powerful Tools: Ellevation and WIDA’s Website 1.  Elleva3on   •  Performance  Defini4ons   •  CAN  DO  Descriptors   •  ELP  Standards   •  Model  Performance  Indicators  2.  WIDA:  Search  Func4on  on  WIDA  Standards   •  hSp://www.wida.us/standards/ELP_StandardLookup.aspx  
  • 20. III. LEVERAGING WIDA RESOURCES! WIDA  does…   WIDA  does  not…  •  Provide tools that we can •  List a specific set of use to build language standards or objectives objectives for our we MUST teach classrooms •  Provide a bank of every•  Provide a bank of sample language objective we MPIs that we can transform would ever need to create language objectives that fit our contexts
  • 21. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description
  • 22. IV. CREATING LANGUAGE OBJECITVES!Let’s begin by addressing what may be some confusion•  Language Objectives are not identical to MPIs and should not be used interchangeably. •  A language objective is much like an MPI but is then transformed by including both supports and the levels it should be used for. •  Your may need to tweak what we are presenting to reflect processes in place in your district; we know districts have different ways of doing this.
  • 23. IV. CREATING LANGUAGE OBJECTIVES!Transforming an MPI into a Language Objective Start WIDA Customize Select Identify Add Content MPI Supports objective & Level Result Language Objective
  • 24. IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP ! 2.  CraJ  Language   1.  Set  the  Stage   Objec3ve   •  Know your students •  Language Function to and levels describe what students •  Identify content should do (CAN Do’s standard at unit level are a great source) •  Language Domain: •  What supports do students need Listening, Speaking, Reading Writing •  Content/topic linked to CCSS •  Identify applicable •  Customize to match MPI levels
  • 25. IV. KNOW YOUR STUDENTS AND LEVELS! Use the chart below to place students in each level. Content  Standard:  Language  Domain:   Level  1   Level  2   Level  3   Level  4   Level  5   Entering   Emerging   Developing   Expanding   Bridging   L R e e v a e c l   h i 6 n   g  
  • 26. IV. KNOW YOUR STUDENTS AND LEVELS! There are 3 parts to a language objective. Purpose  of  the  Language   Sensory,  Graphic,  Interac4ve   Language   1.  Language   Func4on   2.  Support   Link  to  content   Objec3ve   3.  Content/ Topic  
  • 27. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE! GRADE: K-2 LEVEL: 1 DOMAIN: SPEAKING 
 LANGUAGE OF SCIENCE Language  Func3on   Type  of  Support   Name  familiar  objects  in  photographs   or  illustra4ons  associated  with   weather  condi4ons  (e.g.  “cloud”).     Topic  or  Content  
  • 28. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE! We can transform sample MPIs by 
 changing components. LANGUAGE TYPE OF TOPIC or FUNCTION SUPPORT CONTENT Name familiar … in photographs and … with weather objects… illustrations conditions. Describe… … using a graphic … with the water cycle. organizer Compare… … with the scientific … in models and method. Explain… figures … with photosynthesis. … with a partner
  • 29. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE!WIDA provides some sample supports we can use:(from  “2012  Amplifica4on  of  English  Language  Development  Standards,  K-­‐12,”  WIDA)  
  • 30. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Students at different levels will require different supports.Let’s look at a 1st grade science standard:  MA Science Curriculum Frameworks•  K-2 ESS.3 Describe the weather changes from day to day and over the seasons. WIDA Standard 4: Language of ScienceContent Objective •  SWBAT track daily weather on a class weather chart, including temperature, wind direction, and precipitation.
  • 31. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Let’s differentiate language objectives for two groups of ELLs Domain:  SPEAKING   We can use a Level 1 MPI as a resource… Name familiar objects in photographs or illustrations associated with weather conditions (e.g. “cloud”). and transform it to fit our class: Levels 1-3 Levels 4-5 Describe daily weather Compare daily weather conditions from conditions across different photographs and class days using class charts (i.e. I charts (i.e. Today the know Thursday was hotter weather is rainy.) than Monday because_____ ).
  • 32. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Students at different levels will require different supports.Let’s look at a 6th grade math standard:  Common Core State Standard•  RP.3 Use  ra3o  and  rate  reasoning  to  solve  real-­‐world  and                    mathema3cal  problems.  WIDA Standard 3: Language of MathematicsContent Objective •  SWBAT  solve  word  problems  involving  unit  rates.  •  SWBAT  jus4fy  their  decisions  based  on  unit  rates  in  real-­‐life   scenarios  (e.g.  choosing  which  car  to  buy  based  on  gas  mileage  in   miles  /  gallon).  
  • 33. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Let’s differentiate language objectives for two groups of ELLs Domain:  WRITING   We can use a Level 1 MPI as a resource… List  choices  based  on  rate  calcula4ons  in  real-­‐life  situa4ons   using  templates  and  a  word  bank  with  a  partner.   and transform it to fit our class: Levels 1-3 Levels 4-5 Compare choices based on Critique choices based on real-life rate calculations others’ mathematical using a graphic organizer reasoning from sample and sentence frames (e.g. solutions to real-life rate _____ is greater than _____). problems.
  • 34. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Students at different levels will require different supports.Let’s look at a 6th ELA standard:  Common Core State Standard•  CCSS RL6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. WIDA Standard 2: The Language of ELAContent Objective •  SWBAT infer the author’s intended effect of figurative language in a poem.
  • 35. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!Let’s differentiate language objectives for two groups of ELLs Domain:  WRITING   We can use a Level 1 MPI as a resource…Iden4fy  words  or  phrases  represen4ng  figura4ve  language  in  visually  supported  related  sentences  (e.g.,  like  or  as)  (Grade  6-­‐8,  Reading  MPI)  .   and transform it to fit our class: Levels 1-3 Levels 4-5 Give opinions with reasons Create multiple paragraphs about the effect of figurative analyzing the effect of figurative language in a poem using language in a poem. sentence starters and a word bank (e.g. when the author says __ it makes the reader feel __ ).
  • 36. AGENDA!I.  Instruction for ELLs is ChangingII.  The Importance of Language ObjectivesIII.  Leveraging WIDA ResourcesIV.  Creating Language Objectives: Step-by-StepV.  Q and AVI.  Ellevation Platform Description
  • 37. SOLUTION! 2Current Analyze Information1 Gather 
 and Data and Share Information 3 Set Goals: CYCLE of CONTINUOUS Create 
 IMPROVEMENT Action Plans 5 Instruction Phase 2 4 Professional Development
  • 38. SOLUTION! 2Phase 1 Analyze Information1 Gather 
 and Data and Share Information 3 Set Goals: CYCLE of CONTINUOUS Create 
 IMPROVEMENT Action Plans 5 Instruction Phase 2 4 Professional Development
  • 39. SOLUTION! Date: Time: 3/13/2013 1:54 PM WIDA ELP Standards Report AA-Demo City Schools Report: WIDASTD01 Page: 1 Filter: All Standards (1-5), Both: Formative and Summative, Of the selected Students, those with any type of ELP scores are included. 2Phase 1 Analyze Student: Rafael C Abuassaf Student #: 1002002462 Information Date of Birth: 05/31/1998 Test Date: 3/17/2011 Grade Level: 8 ELP Test Type: ACCESS for ELLs1 School: Kennedy Junior High School (333) Cluster: Grades 6-8 Gather 
 and Data Test Results and Share Listening Speaking Reading Writing Information 3 6 Reaching 5 Bridging 4 Expanding Set Goals: CYCLE of CONTINUOUS 3 Developing Create 
 2 Beginning 1 Entering IMPROVEMENT 5.0 6.0 5.0 Action Plans 3.8 Note: Performance Definitions for the Levels of English Language Proficiency in Grades K-12 are available in the CAN DO Performance Definitions listing. 5 WIDA CAN DO Descriptors At this LEP students level of English proficiency, you can expect that they will be able to: Instruction 4 Listening Speaking Reading Writing Use oral information to Student has achieved English Differentiate and apply Produce short paragraphs accomplish grade-level tasks proficiency in this domain. multiple meanings of with main ideas and some Professional Evaluate intent of speech and words/phrases details (e.g., column notes) act accordingly Apply strategies to new Create compound sentences Make inferences from grade- situations (e.g., with conjunctions) Development level text read aloud Infer meaning from modified Explain steps in problem- Discriminate among multiple grade-level text solving Phase 2 genres read orally Critique material and support Compare/contrast argument information, events, Sort grade-level text by characters genre Give opinions, preferences, and reactions along with reasons WIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of the University of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us. The WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the increasing quality and quantity of students language processing and use across the levels of language proficiency.
  • 40. SOLUTION! Student: Rafael C Abuassaf Test: ACCESS for ELLs Test Date: 3/17/2011 Formative Framework 2Phase 1 The model performance indicators (MPIs) for the WIDA ELP Standards are exemplars of a students English language development. The MPIs are not the standards but are descriptive of language expectations at scaffolded levels of English language proficiency for a given topic/genre Analyze and language domain based on increasing linguistic complexity, vocabulary usage and language control through the use of supports. Educators should use transformations of the MPIs to meet their specific academic content area needs. For more information on MPI transformations, please consult the WIDA ELP Standards Resource Guide on the WIDA website at www.wida.us. Information Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve1 instructional methods and student feedback throughout the teaching and learning process. Gather 
 and Data Social and Instructional Language Standard and Share PL Example Topics MPIs for Current PL MPIs for Successive PL Listening: 5.0 Character Interpret oral scenarios or readings on Level 6 is reserved for students whose English for development character development through role play this language domain is comparable to that of their Information Speaking: 6.0 n/a All objectives achieved English-proficient peers. n/a 3 Reading: 5.0 Use of multiple Confirm or rearrange information after re- Level 6 is reserved for students whose English for Set Goals: resources reading of topics of choice gathered from this language domain is comparable to that of their multiple sources English-proficient peers. CYCLE of CONTINUOUS Writing: 3.8 Use of register Respond to and initiate suggestions, announcements, journal entries, complaints, apologies, or thank yous using semi-formal Respond to teachers (e.g., feedback from journals) Create 
 or complete assignments using formal register IMPROVEMENT register The Language of Language Arts Standard Action Plans PL Example Topics MPIs for Current PL MPIs for Successive PL 5 Listening: 5.0 Test-taking/ Apply learning strategies described orally to Level 6 is reserved for students whose English for Comprehension new situations this language domain is comparable to that of their strategies English-proficient peers. Speaking: 6.0 n/a All objectives achieved n/a Instruction Reading: 5.0 Genres Infer types of genres associated with written Level 6 is reserved for students whose English for 4 descriptions or summaries from grade level this language domain is comparable to that of their text English-proficient peers. Writing: 3.8 Editing Engage in peer editing (e.g., using checklists) Self-edit during process writing using multiple Professional during process writing and make notations to resources (e.g., thesauruses or dictionaries) and partner in L1 or L2 check with a partner The Language of Mathematics Standard Development Phase 2 PL Example Topics Listening: 5.0 Measures of central tendency (mean, median, mode & range) MPIs for Current PL Make inferences about uses of measures of central tendency from oral scenarios of grade level materials MPIs for Successive PL Level 6 is reserved for students whose English for this language domain is comparable to that of their English-proficient peers. Speaking: 6.0 n/a All objectives achieved n/a Reading: 5.0 Percent, Decimals Interpret various representations of numbers Level 6 is reserved for students whose English for in real-life problems involving percent or this language domain is comparable to that of their decimals from various texts English-proficient peers. Writing: 3.8 Probability Propose probability based on observed Detail possible combinations, based on probability outcomes and describe results in a series of and compare against observed outcomes in sentences paragraph form The Language of Science Standard PL Example Topics MPIs for Current PL MPIs for Successive PL
  • 41. SOLUTION!Phase 11 Gather 
 and Share Information 3 Set Goals: CYCLE of CONTINUOUS Create 
 IMPROVEMENT Action Plans 5 Instruction Phase 2 4Professional Development
  • 42. ‫!‪SOLUTION‬‬ ‫‪Daybreak School District‬‬ ‫2‬‫1 ‪Phase‬‬ ‫‪Analyze‬‬ ‫ﺇﺧﻄﺎﺭ ﺑﻨﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻭﺍﻟﺘﺄﻫﻞ ﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ )‪(ESL‬‬ ‫ﺍﻟﻄﺎﻟﺐ: ‪Rafael C Abuassaf‬‬ ‫‪Information‬‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﺪﺭﺟﺔ: 8‬ ‫ﺍﻟﻤﺪﺭﺳﺔ: ‪East Daybreak Middle School‬‬‫1‬ ‫
 ‪Gather‬‬ ‫‪and Data‬‬ ‫ﺗﺘﻄﻠﺐ ﺍﻟﺪﻭﻟﺔ ﺑﺄﻥ ﻳﺘﻢ ﺗﻘﺪﻳﻢ ﺃﻱ ﻃﺎﻟﺐ ﻳﺬﻛﺮ ﻟﻐﺔ ﺧﻼﻑ "ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ" ﻓﻲ ﺍﺳﺘﺒﻴﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻷﻡ )‪ (HLS‬ﻻﺧﺘﺒﺎﺭ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻹﻧﺠﻠﻴﺰﻳﺔ، ﻋﻠﻤًﺎ ﺑﺄﻥ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﻳُﺴﺘﺨﺪﻡ ﺣﺎﻟﻴًﺎ ﻓﻲ ‪ ،ACCESS for ELLs‬ﺣﻴﺚ ﻳﺴﺎﻋﺪ ﺍﺧﺘﺒﺎﺭ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ‬ ‫ﺍﻟﺘﻌﺮُّﻑ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺫﻭﻱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺤﺪﻭﺩﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﻴﻴﻢ ﺇﺟﺎﺩﺗﻬﻢ ﻟﻬﺎ ﻓﻲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﺘﺤﺪﺙ‬ ‫‪and Share‬‬ ‫ﻭﺍﻟﻜﺘﺎﺑﺔ. ﻭﺑﻌﺪ ﺍﻟﺘﻘﺪﻡ ﻻﺧﺘﺒﺎﺭ ﺇﺟﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ، ﻗﺪ ﻳﺘﺄﻫﻞ ﺍﻟﻄﻼﺏ ﺫﻭﻱ ﺍﻹﺟﺎﺩﺓ ﺍﻟﻤﺤﺪﻭﺩﺓ ﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ )‪ (LEP‬ﻟﺒﺮﻧﺎﻣﺞ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ )‪.(ESL‬‬ ‫‪Information‬‬ ‫ﻟﻘﺪ ﺃﺟﺮﻯ ﻃﻔﻠﻚ ‪ Rafael‬ﺍﺧﺘﺒﺎﺭ ‪ ACCESS for ELLs‬ﻓﻲ 3102/71/10 ﻭﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ.‬ ‫3‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﺘﺤﺪﺙ‬ ‫ﺍﻟﺘﺮﻛﻴﺐ‬ ‫1.5‬ ‫6.4‬ ‫8.4‬ ‫0.5‬ ‫9.4‬ ‫:‪Set Goals‬‬ ‫‪CYCLE of CONTINUOUS‬‬ ‫ﻳﺘﻢ ﺗﺮﺗﻴﺐ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ "ﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﻴﻌﺎﺏ ﻭﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻹﻧﺠﻠﻴﺰﻳﺔ ﻣﻦ ﺩﻭﻟﺔ ﻟﺪﻭﻟﺔ ﻟﻤﺘﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ" ﺇﻟﻰ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ:‬ ‫ﺍﻟﻮﺻﻒ‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﻣﻊ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺮﺋﻲ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻹﺟﺎﺩﺓ‬ ‫1= ﺍﻟﺪﺧﻮﻝ‬‫
 ‪Create‬‬ ‫‪IMPROVEMENT‬‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺑﻌﺾ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ ﻣﻊ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺮﺋﻲ‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺑﻌﺾ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﻤﺤﺪﺩﺓ ﻣﻊ ﺍﻟﺪﻋﻢ ﺍﻟﻤﺮﺋﻲ‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺑﻌﺾ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫3= ﺍﻟﺘﻄﻮﻳﺮ‬ ‫4= ﺍﻟﺘﻮﺳﻊ‬ ‫‪Action Plans‬‬ ‫2= ﺍﻟﺒﺪﺀ‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺑﺎﻟﻌﻤﻞ ﻣﻊ ﻣﺎﺩﺓ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺭﺟﺔ‬ ‫5= ﺍﻟﺮﺑﻂ‬ ‫5‬ ‫ﻳﻌﺮﻑ ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﺔ ﺑﺄﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻳﻘﻴﺴﻪ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ‬ ‫6= ﺍﻟﻮﺻﻮﻝ‬ ‫ﺍﻟﺘﺄﻫﻞ ﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ )‪(ESL‬‬ ‫ﻭﻓﻘًﺎ ﻟﺪﺭﺟﺎﺕ ‪ ،ACCESS for ELLs‬ﻓﺈﻥ ﻃﻔﻠﻚ ﻏﻴﺮ ﻣﺆﻫﻞ ﻟﻼﻟﺘﺤﺎﻕ ﺑﺒﺮﻧﺎﻣﺞ "ﺗﻌﻠﻴﻢ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ".‬ ‫‪Instruction‬‬ ‫4‬ ‫ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺨﺮﻭﺝ‬ ‫ﻫﺪﻓﻨﺎ ﻫﻮ ﺗﻐﻴﻴﺮ ﺗﻌﺮﻳﻒ ﻫﻮﻳﺔ ﺍﻟﻄﻼﺏ ﻣﻦ ﻣﻔﻬﻮﻡ ﺃﻧﻬﻢ ﻣﻠﺘﺤﻘﻮﻥ ﺑﺒﺮﻧﺎﻣﺞ "ﺗﻌﻠﻴﻢ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ" ﻓﻲ ﺃﺳﺮﻉ ﻭﻗﺖ ﻣﻤﻜﻦ،‬ ‫ﻋﻠﻤًﺎ ﺑﺄﻧﻪ ﻳﺘﻢ ﺇﺷﻌﺎﺭ ﺍﻷﺑﻮﻳﻦ ﻋﻨﺪ ﺇﻛﻤﺎﻝ ﺑﺮﻧﺎﻣﺞ "ﺗﻌﻠﻴﻢ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ"، ﺣﻴﺚ ﻳﺘﻢ ﺭﺻﺪ ﺩﺭﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﻟﻤﺘﺨﺮﺟﻴﻦ ﻣﻦ‬ ‫‪Professional‬‬ ‫ﺍﻟﺒﺮﻧﺎﻣﺞ ﻟﻤﺪﺓ ﺳﻨﺘﻴﻦ ﻋﻠﻰ ﺍﻷﻗﻞ ﻟﻀﻤﺎﻥ ﻧﺠﺎﺣﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ. ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ، ﻓﺈﻥ ﻫﺪﻓﻨﺎ ﺍﻟﻤﺘﻮﻗﻊ ﻓﻲ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺃﻥ ﻳﺘﺨﺮﺝ‬ ‫ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻱ ﺍﺟﺘﺎﺯﻭﺍ ﺑﺮﻧﺎﻣﺞ "ﺗﻌﻠﻴﻢ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ" ﺑﻨﺴﺒﺔ 001% ﻣﻦ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ.‬ ‫‪Development‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﻻﺗﺼﺎﻝ‬ ‫2 ‪Phase‬‬ ‫ﺗﻬﺎﻧﻴﻨﺎ ﻟﻄﻔﻠﻚ ﻋﻠﻰ ﻫﺬﺍ ﺍﻹﻧﺠﺎﺯ ﺍﻟﺮﺍﺋﻊ ﻭﺗﺤﻘﻴﻖ ﻣﺴﺘﻮﻯ ﺍﻹﺟﺎﺩﺓ ﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ. ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﺃﻳﺔ ﺃﺳﺌﻠﺔ ﺃﺧﺮﻯ ﻋﻦ ﺩﺭﺟﺎﺕ ﻃﻔﻠﻚ‬ ‫ﺃﻭ ﻋﻦ ﺑﺮﻧﺎﻣﺞ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ )‪ ،(ESL‬ﻳُﺮﺟﻰ ﺍﻻﺗﺼﺎﻝ ﺑـ‬ ‫‪________________________ Lilly Abels‬‬ ‫ﻋﻠﻰ‬ ‫32 .‪867-223-5000 ext‬‬
  • 43. SOLUTION! 2 AnalyzePhase 1 Information and Data1 Gather 
 Date: 1/30/2013 Time: 4:58:55 PM ACCESS for ELLs 1.0 - Download PDF and Share Oklahoma Demo Schools School: Wilma Mankiller Junior High School (333) Students: All active Score Improvement: Any increase Dates: Information 1/15/2011 - 6/15/2013 3 One Two Three Four Tested Grade Count Speaking Listening Reading Writing CPL Domain Domains Domains Domains Out 6 26 22 21 14 26 24 - 7 7 12 Set Goals: - CYCLE of CONTINUOUS 7 26 7 21 17 11 24 8 7 10 1 - Create 
 8 11 5 2 8 6 6 6 1 3 1 - Totals: 63 34 44 39 43 54 14 15 20 14 - Grade Speaking IMPROVEMENT Listening Reading Writing CPL Action Plans 6 85% 81% 54% 100% 92% 7 27% 81% 65% 42% 92% 5 8 45% 18% 73% 55% 55% Grade One Domain Two Domains Three Domains Four Domains Tested Out 6 Instruction 27% 27% 46% 4 7 31% 27% 38% 4% 8 55% 9% 27% 9% Analysis Disclaimer Professional Development This ACCESS for ELLs can be used to assist in the assessment of Students based on data stored in ESLReps. This analysis shown is based on your ESLReps Student records as of 4:58:56 PM on 1/30/2013 and is only as accurate as the Student records stored in Phase 2 ESLReps at that point in time. Only Active Students in 1st through 12th grades with at least 2 valid ACCESS for ELLs scores are included in this analysis. The two most recent ACCESS for ELLs scores for each Student are used to determine the score improvement. The Tested Out column shows Students that are Non ELL and have an Exit LEP Date. Data shown on Oklahoma Demo Schools reports may include confidential information which should not be disseminated without prior written approval. Secure any printed copies appropriately or destroy copies when no longer needed.
  • 44. SOLUTION! Date: 3/13/2013 ELL Student Plan Report: ESLPEP01 2 Time: 7:39 AM AA-Demo City Schools Page: 1Phase 1 Student: Abuassaf, Rafael Test ID #: 1002002462 Grade: 8 ELP Designation: EL-Y Analyze This is your LEP Student Plan. It gives detailed information about your student, their background, and their English language abilities. This information is helpful in order to better teach your LEP student. Information School: Kennedy Junior High School LEP Status: EL1 Native Language: Arabic Came to US: 9/1/2008 Yrs in US Schools: 3 Gather 
 and Data Birth Country: Angola Place of Birth: Calrinda Tier: C DOB: 05/31/1998 LEP Service #1: Tutoring Frequency: 2 times per Week Duration: 1:00 and Share Start Time: 03:00 PM Stop Time: 04:00 PM Day(s): M - W - - - Teacher: Teacher A Information English Proficiency Test Scores Each LEP student takes an English Proficiency test when they enroll and each spring. Each student receives a proficiency level in each 3 domain (listening, speaking, reading, and writing) based on his raw scores. Once the student receives specific levels in all four domains they will no longer be considered an LEP student and will not receive ESL services. Set Goals: CYCLE of CONTINUOUS Rafael took the ACCESS for ELLs on 3/17/2011 and his test results are listed below. Create 
 Listening Writing Reading Speaking Composite Proficiency Level (CPL) 5.0 - Bridging 3.8 - Developing 5.0 - Bridging 6.0 - Reaching 4.8 IMPROVEMENT The test results are ranked into one of six categories, as shown below: Action Plans Proficiency Level Description 5 1 - Entering Knows and uses minimal social language and minimal academic language with visual support 2 - Beginning Knows and uses some social English and general academic language with visual support 3 - Developing Knows and uses social English and some specific academic language with visual support 4 - Expanding Knows and uses social English and some technical academic language 5 - Bridging Knows and Instruction uses social and academic language working with grade level material 4 6 - Reaching Knows and uses social and academic language at the highest level measured by this test Professional WIDA CAN DO Descriptors At this LEP students level of English proficiency, you can expect that they will be able to: Listening Speaking Reading Writing Development Use oral information to Student has achieved English Differentiate and apply Produce short paragraphs accomplish grade-level tasks proficiency in this domain. multiple meanings of with main ideas and some Phase 2 Evaluate intent of speech and words/phrases details (e.g., column notes) act accordingly Apply strategies to new Create compound sentences Make inferences from grade- situations (e.g., with conjunctions) level text read aloud Infer meaning from modified Explain steps in problem- Discriminate among multiple grade-level text solving genres read orally Critique material and support Compare/contrast argument information, events, Sort grade-level text by characters genre Give opinions, preferences, and reactions along with reasons University of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us. The WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the increasing quality and quantity of students language processing and use across the levels of language proficiency. Classroom Modifications The following Classroom Modifications are to be used throughout the year in the regular classroom for Rafael. 1. Use graphic organizers 2. Teach specific note-taking skills 3. Highlight texts and study guides Goals
  • 45. SOLUTION! 2Phase 1 Analyze Information1 Gather 
 and Data and Share Information 3 Set Goals: CYCLE of CONTINUOUS Create 
 IMPROVEMENT Action Plans 5 Instruction Phase 2 4 Professional Development
  • 46. ADMINISTRATOR DASHBOARD! ELL Students School: All Grade: All Teacher: All Languages 89$ Birth Countries 467$ ELL$Current$ FELL$4$Monitored$ ELP Test Scores 503$ Fully$Exited$ ELP Progress Did$Not$Qualify$ Graduation/Dropout 322$ ELL Students School: All Grade: All Teacher: All Languages 67 Birth Countries 54 ELP Designation: ELL 42 ELP Test Scores ELP Tests: Most Recent Test 34 34 Domain: Composite ELP Progress 13 Bands: WIDA Prof. Levels Graduation/Dropout 1 2 3 4 5 6 ELL Students School: All Grade: All Teacher: All Languages 6.0 LEP Status: ELL Birth Countries 5.0 4.2 1st test 4.0 window: 1/1/12 to 1/31/12 ELP Test Scores 3.3 2nd test 3.0 1/1/13 1/31/13 ELP Progress window: to 2.0 Graduation/Dropout Domain: Composite 1.0 1st Test Avg 2nd Test Avg ELL Students School: All Grade: All Teacher: All Languages 46# Graduated Dropped Out Birth Countries 35# 37# School Year Start: 08/15 ELP Test Scores School Year End: 06/30 14# ELP Progress Graduation/
  • 47. STUDENTS NEEDING ATTENTION! Home Students Schools Teachers Reports Resources Admin Student Instruction Recommendations Use the tool below to find students who are struggling in certain content areas. You will be presented with a list of resources that may help improve instruction for these students. You can choose to send recommendations on these resources to the students ESL Teachers and Classroom Teachers. Welcome back! Sarah Masters Students with limited improvement Total Students: 423 Recent Students: School: Bethel Junior High Grade: 8 Teacher: All Domain: Writing Mahir Boulos Rafeel Abuassaf Megumi Nakamura Prior ACCESS Current ACCESS Name ESL Teacher Writing Score Writing Score Writing Growth Total Schools: 13 Alon Abraham Abigail McNulty 3.1 3.2 +0.1 Recent Schools: Rodrigo Cantore Ali Jaffari 2.3 2.5 +0.2 Bethel Junior… Alana Dominguez Ali Jaffari 2.0 2.0 0 Garner Element… Needham B. Bro… Fredrico Espinosa Ali Jaffari 4.0 3.9 -0.1 Denny Figueroa Ali Jaffari 1.9 2.4 +0.5 Liang Kuo Abigail McNulty 3.6 4.0 +0.4 Mayra Manu Ali Jaffari 4.1 3.9 -0.2 Juan Ortega Abigail McNulty 1.7 1.8 +0.1 Suggested Resources Media Type: All Audience: Students & Teachers Log Out Science Fluency, Word Spill - PBS LearningMedia Interactive Apply new vocabulary and develop fluency in speaking and writing by For Students creating sentences from word cards "spilled" during this game. Paraphrasing - BetterLesson Lesson Plan Apply new vocabulary and develop fluency in speaking and writing by For Teachers creating sentences from word cards "spilled" during this game.
  • 48. WELCOME PACKET! Welcome Maria Hernandez! Maria Hernandez is new to Needham Broughton High School. As an English Language Learner (ELL), Maria may be unfamiliar with her new school and learning environment. However you, her classroom teacher, can help make Marias transition easier. The ESL Department has prepared this Welcome Packet to help familiarize you with Maria, and to help you welcome Maria as she matriculates. Student Name: Maria Hernandez ESL Teacher: Abigail McNulty Homeroom Teacher: Lisa Ballentine Native Language: Spanish Birth Country: Costa Rica Date Enrolled: 3/11/2013 Initial Grade Level: 10 Parent/Guardian: Estrella Hernandez (Aunt) Phone: 876-555-1291 Occupation: Data Administrator Simple Welcome Phrases The following phrases may be helpful for introducing yourself to Maria, and helping her get started in school: Hello Maria, my name is Ms. McNulty. Hola Maria, mi nombre es Sra. Ballentine. This is your class schedule, it will help you find which room you should go to, and when. Esta es tu horario de clases, que le ayudará a encontrar que la habitación que debe ir, y cuándo. I hope you have a wonderful day in class. Espero que tengas un maravilloso día en la clase. Please speak with your ESL teacher about that. Por favor, hable con su maestra de inglés en eso. Marias Current Learning Abilities Maria took the W-APT 9-12 on 2/26/2013. Her scores and WIDA CAN DO Descriptors below will help you understand her current abilities as a student: Listening (5.0) Speaking (6.0) Reading (5.0) Writing (3.0) Use oral information Student has achieved Differentiate and apply Produce short paragraphs with to accomplish grade- English proficiency in multiple meanings of main ideas and some details (e.g., level tasks this domain words/phrases column notes) Evaluate intent of Apply strategies to new Create compound sentences (e.g., speech and act situations with conjunctions) accordingly Infer meaning from Explain steps in problem-solving Make inferences from modified grade-level Compare/contrast information, grade-level text read text events, characters aloud Critique material and Give opinions, preferences, and Discriminate among support argument reactions along with reasons multiple genres read Sort grade-level text by orally genre Discipline/Behavioral Information Maria has had 1 incident in the past 30 days: • 3/12/2012: Held after school due to missing homeroom. ESL Department Information If you need further information about Maria, please contact her ESL Teacher, Abigail McNulty, at 867-223-5000 ext. 23.
  • 49. DEMO! The Platform 1. Improve Instruction 2. Increase Productivity 3. Enhance Collaboration A Quick Demo