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Writing Goals for English Language Learners
 

Writing Goals for English Language Learners

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Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting ...

Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.

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  • JordanWelcome. Excited. # of districts. Walk through agenda.
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  • JordanWe hope that by the time the hour is up, you have ideas, and guidance, on how you want to set goals for the Els you work with. We understand that all districts have their own approaches…
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  • JordanThere are many reasons why educators are increasingly focused on setting goals and why our partners and customers have pushed us to focus on this topic:SLOs – having student level goals that can roll up to the classroom and school level are helpful for informing and monitoring SLOsGoal setting and progress monitoring is a critical components of RTILIEPs, or Personalized learning
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  • JordanLet’s start with a definition. While there are certainly other viable definitions, we see a goal Next, we want to utlilize a framework for evaluating whether a goal is well written. WE really like the SMART framework.
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  • JordanLet’s now put this approach, the combination of SMART for ELLs, and the sequenced process of using a verb, work achievement, and timeframe.
  • JordanWe have prepared 3 case studies
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Writing Goals for English Language Learners Writing Goals for English Language Learners Presentation Transcript

  • Welcome! We’ll begin in just a few minutes. Everyone is muted upon arrival. If you have questions, use the chat box on the right. We will be sharing the slides and recording after the event. Indispensable Tools for Today’s ELL Professionals Writing Goals for English Learners Jordan Meranus: Ellevation CEO Allison Balter: EL Teacher, Lawrence MA
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 2
  • ELLEVATION Ellevation is a software company exclusively dedicated to serving English Language Learners and the educators that work with them.
  • THE ELLEVATION PLATFORM Instruction • Individualized Learning Plans aligned to state, Common Core, and WIDA standards • Student/school/district analysis of ELP assessments Productivity • ELL Data Collection and Demographics • Required letters to families in 25+ languages Collaboration • Collaborative goal setting and progress monitoring • Communication tools for ELL and classroom teachers
  • NATIONAL REACH 190 School Districts: 26 States 5
  • TODAY’S OBJECTIVE Help all participants gain practical tips for writing goals for individual English Language Learners or groups of ELs at a similar level, and ideas on how to monitor student goals. 6
  • OPENING EXERCISE Of the three goals below, which would you rate as the highest quality and most applicable for use by a teacher? 1. Student will grow from a Level 1.9 in speaking to a Level 3.9 in speaking by the end of the school year. 2. Student will write a well-organized paragraph with a clear main idea and supporting details by the end of Unit 3. 3. Student will increase his/her reading fluency to a rate of 85 words per minute. 7
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 8
  • I. CONTEXT RTI Student Learning Objectives LIEP Set and Track Goals Personalized Learning 9
  • II. WHY ARE GOALS IMPORTANT Planning Setting goals helps teacher make sure lessons are targeted and strategic. Differentiation Helps make sure teachers provide necessary scaffolds/supports based on individual needs. Student Motivation Transparency with students, and enabling them to set and track progress, is empowering! 10
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 11
  • III. WHAT ARE GOALS Definition: Statement of an Intended Outcome of Work Criteria: We are going to use the SMART framework as criteria for evaluating goals. Specific Measurable Attainable Relevant Time-bound 12
  • III. SMART … FOR ENGLISH LANGUAGE LEARNERS Criteria Description … for ELLs target a specific area for improvement focused on a single language domain, very concrete skill quantify or at least suggest an indicator of progress tools exist, such as a rubric, to measure student progress realistic and aligned to appropriate standards aligned with language development standards and proficiency levels Relevant goals matter and are appropriate for this time and place relevant to what students need to be successful in content classes and move to next level of proficiency Time-bound specify when the result(s) can be achieved specific to individual or groups of students Specific Measurable Attainable (Aligned) 13
  • OPENING EXERCISE Of the three goals below, which would you rate as the highest quality and most applicable for use by a teacher? 1. Student will grow from a Level 1.9 in speaking to a Level 3.9 in speaking by the end of the school year. 2. Student will write a well-organized paragraph with a clear main idea and supporting details by the end of Unit 3. 3. Student will increase his/her reading fluency to a rate of 85 words per minute. 14
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 15
  • IV. CREATING GOALS: HOW DO I START? Baseline & Target Verb At what level are my students. Work Achievement What will the student do. What will I observe? In the context of content. Timeframe By when? 16
  • IV. CREATING GOALS: HOW DO I START? Baseline and Target 1. Use assessment data to determine where a student is currently performing across domains 2. For newcomer/beginner – 2 ELD levels in one year 3. For intermediate or higher – 1 ELD level in one year 4. Each student needs an annual goal for each domain. 5. From there we can chunk up goals into smaller sub goals.
  • IV. BASELINE AND TARGET Academic Language Demands L5 L4 L3 L2 L1 Linguistic Complexity Vocabulary Usage Language Forms
  • IV. CREATING GOALS: HOW DO I START? Verb 1. Goals are action oriented. 2. Focused on language skills and functions. 3. Examples: – Increase – Critique – Compare and contrast 4. Sources of verbs that are appropriate for goals – Bloom’s Taxonomy – Can Do Descriptors
  • IV. HELPFUL TOOL: BLOOM’S TAXONOMY
  • IV. HELPFUL TOOL: WIDA CAN DO DESCRIPTORS
  • IV. CREATING GOALS: HOW DO I START? Work Achievement 1. Specific to language domains – Speaking; Listening; Reading; Writing 2. Related to what students must do in grade level content classes 3. Examples – – – Writing assignment Oral classroom debate Annotating in the margin of the text
  • IV. CREATING GOALS: HOW DO I START? Timeframe 1. Long-term goals – Year-long (2 level growth for beginners; 1 level growth for intermediates and above) 2. Short-term goals – Unit-specific – Quarter or semester specific
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 24
  • V. CREATING GOALS: 3 CASE STUDIES Case Study 1 ESL Class: 12 Students Case Study 2 Content Class; Multiple Levels; 22 Students Case Study 3 Individual Student 25
  • V. CASE STUDY 1: ESL CLASS Baseline & Target 8 7 6 5 4 3 2 1 0 At what level are my students. ESL Class: Beginners 12 Students • 7 are Level 1 • 5 are Level 2 Single Domain Focus: Writing 1 2 3 4 Student Levels: Writing 5 Goal: 2 Levels of Growth • Level 1 – Level 3 • Level 2 – Level 4 26
  • V. CASE STUDY 1: CONSTRUCTING THE GOALS Verb Work Achievement Timeframe For Current Level 1 Students Student will compare and contrast two characters from a story, in two well organized paragraphs that include at least three similarities and three differences, by the end of the unit in December. Verb Student will explain steps… Student will give opinions… Work Achievement For arriving at a solution… through a letter on… 27
  • V. CASE STUDY 1: CONSTRUCTING THE GOALS Verb Work Achievement Timeframe For Current Level 2 Students Student will compare and contrast two characters from a story, in two well organized paragraphs that include at least three similarities and three differences using transition words to connect ideas, by the end of the unit in December. 28
  • V. CASE STUDY 1: SMART CRITERIA Criteria Specific Measurable Attainable (Aligned) Relevant Time-bound For ELLs Focused on a single language domain: Writing Criteria exists to evaluate well written paragraphs. Work product is realistic and aligned to appropriate standards. Applicable to the work of the class. Teacher has specified “by the end of December”. 29
  • V. CASE STUDY 2: CONTENT CLASS Baseline & Target 8 7 6 5 4 3 2 1 0 At what level are my students. Content Class: 22 Students Single Domain Focus: Speaking 1 2 3 4 5 6 Student Levels: Speaking Goal: 1 or 2 Levels of Growth • Level 2 Level 4 • Levels 3, 4, and 5: 1 level growth • Level 6: Maintain high expectations 30
  • V. CASE STUDY 2: CONSTRUCTING THE GOALS Verb Work Achievement Timeframe For Current Level 2 Students Students will present and defend a point of view in a debate scenario, giving multiple reasons for their position, by the end of the unit in February. For Current Levels 3-6 Students Students will present and defend a point of view in a debate scenario, giving multiple reasons for their position and citing clear evidence from different sources by the end of the unit in February. 31
  • V. CASE STUDY 1: SMART CRITERIA Criteria Specific Measurable Attainable (Aligned) Relevant Time-bound For ELLs Focused on a single language domain: Speaking Teachers can track whether students articulate “multiple reasons”. Work product is realistic and aligned to appropriate standards. Applicable to the work of the class. Teacher has specified “by the end of the unit in February”. 32
  • V. CASE STUDY 3: INDIVIDUAL STUDENT Baseline & Target At what level are my students. Focus on Reading and Writing as areas of growth 33
  • V. CASE STUDY 3: CONSTRUCTING THE GOALS Ver Work Achievement Timeframe b Student will use a variety of strategies to analyze and interpret text by the end of the 2013-14 school year, as evidenced by annotations in text, performance on classroom assessments, and standardized assessments. Student will identify unknown words in a text and use context clues to infer their meaning. Student will make predictions about a text based on text features, such as titles, pictures, captio ns, subheadings, and bold words. Student will identify main ideas and label key supporting details. 34
  • V. CASE STUDY 1: SMART CRITERIA Criteria Specific Measurable Attainable (Aligned) Relevant Time-bound For ELLs Focused on a single language domain: Reading Using both assessments and observations, teacher can measure progress. Work product is realistic and aligned to appropriate standards. Applicable to the work of the class. Teacher has specified “by the end of year” for the broader goal, and then has chunked up the goal and can set timeframes for each. 35
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 36
  • VI. MEASURING PROGRESS Evaluating progress is difficult; different tools and approaches are needed – Speaking and writing are easier with rubrics a. b. c. d. – Formative and summative assessments Organic progress monitoring; note taking WIDA Writing Rubric WIDA Speaking Rubric Reading and listening are more difficult; no production a. b. Formative and summative assessments Organic progress monitoring; note taking
  • VI. MEASURING PROGRESS Provide students constant and ongoing visibility into their own progress
  • VI. MEASURING PROGRESS Provide students constant and ongoing visibility into their own progress
  • VI. MEASURING PROGRESS
  • VI. MEASURING PROGRESS
  • VI. MEASURING PROGRESS
  • AGENDA I. Introduction II. Context III. Goals: Definition, Criteria IV. Creating Goals: Where to Start V. Creating Goals: 3 Case Studies VI. Monitoring Goals VII. Ellevation Platform Description 43