Academic Vocabulary and Reading Online for ELLs

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Academic Vocabulary and Reading Online for ELLs

  1. 1. proudly presents… Online Academic Vocabulary and Reading for ELLs December 11, 2008 SBETAC / NYUSteinhardt
  2. 2. Thank You! <ul><li>Irene C. Pompetti-Szul, Ph.D., Resource & Training Specialist </li></ul><ul><li>NYS Spanish BETAC </li></ul><ul><li>New York University / Steinhardt School of Education </li></ul><ul><li>Santillana USA </li></ul><ul><li>SBETAC Members </li></ul>
  3. 3. Seminar Etiquette Please “silence” or put your cell phone on “vibrate”.
  4. 4. Today’s Agenda
  5. 5. Introductions Robin R. Baker , Executive Vice President / Co-Founder, Learning Today. Robin has worked with hundreds of Schools, CBOs and NPOs, Education and Technical Specialists, and Publishers in South Florida and across the country. Robin specializes in the alignment of the program to state and local standards, assessments, and needs as related to “Struggling Learners”. [email_address] 954-394-9995 Susan Joseph [email_address] cell 201-707-0541 Manhattan, Bronx, West Chester Co., Putnam Co.   Maria Olsen [email_address] cell 718-809-9326 Queens, Brooklyn, Staten Island, Long Island   Ada Ricardo [email_address] cell 732-613-7455 Upstate New York     Arturo Castillon Regional Sales Manager SANTILLANA USA Office: 610-6965626 Fax: 610-6965627 Cell: 484-9474914 Email: [email_address] Website: www.santillanausa.com
  6. 6. The Relationship Designer, Developer, and Customer Support Provider of Smart Tutor/Spotlight Online. Distributor of Spotlight on English, & Spotlight Online.
  7. 7. Today’s Agenda
  8. 8. ELLs are a homogenous group! Schools across the country offer a range of interventions! Agree!!! Bilingual classes, sheltered programs, ESL pullout instruction, RTI, etc.! Agree or Disagree Disagree!!! Most have Spanish as their first language, but the rest speak any of 40 other languages (NCELA 2007). 1 Disagree!!! Most ELL students were born in the United States, but close to half of ELLs in grades six through twelve are foreign born (Capps et al, 2005). 1 All ELLs are foreign born! Agree!!! By 2015, it is projected that 30% of the school-aged population in the U.S. will be ELLs. ELLs represent one of the fastest-growing groups among the school-aged population. Estimates place the ELL population at over 9.9 million students, with roughly 5.5 million students classified as LEP. In the last two decades, the population of ELLs has grown 169% while the general school population has grown only 12%. 2 ELL Populations are Growing
  9. 9. I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online <ul><li>Why is it important to do so? </li></ul><ul><li>Research has concluded that an </li></ul><ul><li>enriched vocabulary development </li></ul><ul><li>program can substantially close </li></ul><ul><li>the gap between native and non-native speakers in vocabulary knowledge and reading comprehension. 3 </li></ul><ul><li>Vocabulary is an essential tool for learning. It has long been recognized as a crucial factor in reading comprehension (Anderson & Freebody, 1981; Snow, Burns, & Griffin, 1998). More than that, the vocabulary of any domain is itself a crucial part of the content that is to be learned. 4 </li></ul><ul><li>The importance of academic vocabulary is growing in the wake of new research showing that the ability to use the particular language of any discipline is a strong predictor of how well students will learn in school. Students who have &quot;advantaged&quot; academic vocabulary generally do better in school. Students with &quot;disadvantaged&quot; academic vocabulary generally struggle. 5 </li></ul>
  10. 10. <ul><li>1. There is a need for direct instruction of vocabulary items required for a specific text. </li></ul><ul><li>2. Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts. </li></ul><ul><li>3. Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas. </li></ul><ul><li>4. Vocabulary tasks should be restructured as necessary . It is important to be certain that students fully understand what is asked of them in the context of reading, rather than focusing only on the words to be learned. Restructuring seems to be most effective for low-achieving or at-risk students </li></ul><ul><li>5. Vocabulary learning is effective when it entails active engagement in learning tasks. </li></ul><ul><li>6. Computer technology can be used effectively to help teach vocabulary. </li></ul><ul><li>7. Vocabulary can be acquired through incidental learning . Much of a student’s vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context, and motivation may also add to the efficacy of incidental learning of vocabulary. </li></ul><ul><li>8. Dependence on a single vocabulary instruction method will not result in optimal learning. A variety of methods was used effectively with emphasis on multimedia aspects of learning, richness of context in which words are to be learned, and the number of exposures to words that learners receive. </li></ul>What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction 6 Correlates directly to Spotlight on English!
  11. 11. <ul><li>A. Use Frequency Lists </li></ul><ul><li>(Nation, Waring) (Liu, Nation, 1985) </li></ul><ul><ul><li>High frequency words </li></ul></ul><ul><ul><li>General academic words </li></ul></ul><ul><ul><li>Technical or specialized words </li></ul></ul><ul><li>(Beck, 2002) Both usefulness and frequency </li></ul><ul><li>Three tiers of vocabulary: </li></ul><ul><ul><li>Tier 1 : basic, short-easy words (see, water, up, how) </li></ul></ul><ul><ul><li>Tier II : words that are critical to comprehension (every, while, although, never, reduce, expand, define, boldly, timidly ) </li></ul></ul><ul><ul><li>Tier III : subject-matter-specific words (environment, trait) </li></ul></ul>I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online How? Correlates directly to Spotlight on English!
  12. 12. <ul><li>B. Teach Vocabulary Explicitly </li></ul><ul><li>Kate Kinsella (2005) Vocabulary is the single, strongest predictor of academic success for second language students. </li></ul><ul><li>The core of the achievement gap is a profound verbal gap, and to narrow that gap we have to focus on teaching high-use academic words . </li></ul><ul><li>Recommends direct vocabulary instruction for all struggling readers, including ELL’s. </li></ul><ul><li>Explicit steps for instruction include: pronounce, explain, give examples, elaborate, review/assess student learning. </li></ul><ul><li>To engage learners, use activities with constant evidence-checks –i.e., written production (word charts, sentence starters), oral sharing, gestures, partnering. Academic English must be explicitly taught. </li></ul><ul><li>http:// www.calstat.org/learningCenter/pdfs/narrowing languageGap.pdf </li></ul>I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online How? Correlates directly to Spotlight on English! Tutorial Component Tutorial/Practice Component
  13. 13. <ul><li>C. Use Repetition and Multiple Exposures </li></ul><ul><li>Lively, August, Snow (2000) : Research Study </li></ul><ul><li>NIH /USDE vocabulary intervention research conducted with Spanish-speakers and native English speakers in fourth and fifth grades showed improved performance in three areas: </li></ul><ul><ul><li>Knowledge of words taught </li></ul></ul><ul><ul><li>Knowledge about word analysis, and </li></ul></ul><ul><ul><li>Comprehension of texts including challenging words </li></ul></ul><ul><ul><li>The program included 12 new words/week --- taken from short reading selections -- that students were likely to encounter across different domains (advice, solution, annoyed…) </li></ul></ul><ul><ul><li>Word activities were designed to help children make semantic links, infer meaning from context and use word analysis --roots, affixes, cognates and morphological relationships. </li></ul></ul>I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online How? Correlates directly to Spotlight on English! Practice Component Practice Component
  14. 14. <ul><li>D. Use Rich Oral Language and Extensive Reading for Incidental Learning </li></ul><ul><li>Weizman and Snow (2001) </li></ul><ul><li>Early oral language experience correlates directly with later reading success. </li></ul><ul><li> “ A Focus on Vocabulary” www.prel.org </li></ul><ul><li>August and Shanahan (2006) </li></ul><ul><li>The research suggests that the disparity between word-level skills (decoding, word recognition, spelling) and text level skills (reading comprehension and writing) among language minority students is oral English proficiency. </li></ul><ul><li>Developing Literacy in Second Language Learners; Report of the National Literacy Panel on Language Minority Children and Youth: 2006 </li></ul>I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online How? Correlates directly to Spotlight on English! Practice Component Tutorial Component
  15. 15. <ul><li>The New York State ESL learning standards are </li></ul><ul><li>arranged in five major goal areas: </li></ul><ul><li>English for information and understanding </li></ul><ul><li>English for literary response, enjoyment, and expression </li></ul><ul><li>3. English for critical analysis and evaluation </li></ul><ul><li>4. English for social and classroom interaction </li></ul><ul><li>5. English for cross-cultural knowledge and understanding </li></ul>II. Alignment with Key Accountability Requirements – NYS Learning Standards 1 2 3
  16. 16. II. Alignment with Key Accountability Requirements – NYS Learning Standards Rodriguez, Maria NYS ESL Learning Standards are tracked for every Lesson Completed in Spotlight Online. Spotlight on English also correlates directly to NYS ESL Learning Standards
  17. 17. II. Alignment with Key Accountability Requirements – NYSESLAT <ul><li>Reading & Listening </li></ul><ul><ul><li>Decoding </li></ul></ul><ul><ul><ul><li>Phonemic Awareness K-3; 36 Lessons </li></ul></ul></ul><ul><ul><ul><li>Phonics K-4; 49 Lessons </li></ul></ul></ul><ul><ul><li>Vocabulary K-5; 112 Lessons </li></ul></ul><ul><ul><li>High Frequency Words K-3; 46 Lessons </li></ul></ul><ul><ul><li>Reading Comprehension K-5; 106 Lessons </li></ul></ul><ul><ul><li>Grammar 1-5; 25 Lessons </li></ul></ul><ul><ul><li>K-5; 374 Lessons! </li></ul></ul>Which subtest scores can Spotlight Online help improve? The NYSESLAT is an annual assessment to measure the progress of students attaining English proficiency. The NYSESLAT can also be used as an indicator of program efficacy to determine whether LEP/ELL students are receiving the necessary instruction to meet challenging state standards. http://www.emsc.nysed.gov/osa/nyseslat/dfa06/2-12-lrw.pdf May 4 th – 15 th 2008 <ul><li>Which Grade </li></ul><ul><li>Bands can </li></ul><ul><li>Spotlight </li></ul><ul><li>Online help </li></ul><ul><li>Improve? </li></ul><ul><li>K-1 </li></ul><ul><li>2-4 </li></ul><ul><li>5-6 </li></ul>
  18. 18. II. Alignment with Key Accountability Requirements – RTI What is Response to Intervention (RtI)? 7 <ul><li>Response to intervention (RTI) is the degree to which a student who has been identified as at-risk for academic or behavior problems by screening measures has benefited from intervention designed to reduce risk. </li></ul><ul><li>Determining RTI requires: </li></ul><ul><ul><li>Assessing students to determine risk </li></ul></ul><ul><ul><li>Providing intervention </li></ul></ul><ul><ul><li>On-going progress monitoring to ascertain response </li></ul></ul>Where and when did RTI originate ? Visit: http://www.ncld.org/content/view/1249/389/ … for the history and overview! <ul><li>RtI is the practice of: 8 </li></ul><ul><li>Providing high-quality instruction/intervention matched to student needs, and </li></ul><ul><li>Using learning rate over time and level of performance to </li></ul><ul><li>Make important educational decisions </li></ul>
  19. 19. Santillana USA’s Spotlight Online II. Alignment with Key Accountability Requirements – RTI Scientifically-researched, Standards-based, Explicit/Direct Instruction, Formative/Prescriptive Learning Management System’s Reporting Program available 24/7 to determine changes needed in prescription; alerts teachers to intervene at any time. Intervention Report, Cumulative Performance Report, Progress Report, deliver important information for data-driven decision making.
  20. 20. II. Alignment with Key Accountability Requirements – RTI RTI – Response to Intervention Automated Prescriptive Instruction Teacher Assignment by Group or Student Level 2 3 1 Spotlight on English and Spotlight Online provide targeted and intensive intervention. TIER 3 : Intensive Level Interventions provided to students with intensive needs based on comprehensive evaluation. Represents systematic, intense instruction within or outside of the classroom. TIER 2 : Targeted Level Interventions provided to students identified as at-risk or who require specific supports to make adequate progress in general education. Represents classroom modifications and accommodations, usually presented by the classroom teacher. TIER 1 : Universal /General Level Provided to ALL students: research-based, high quality, general education incorporating on-going universal screening, progress monitoring, and prescriptive assessment to design instruction. Tiers of Instruction & Intervention
  21. 21. III. Spotlight Online Overview <ul><li>Web-based </li></ul><ul><li>K-5 </li></ul><ul><li>Reading & Math </li></ul><ul><li>Comprehensive Formative Assessment </li></ul><ul><ul><li>Automatically assesses students and aligns them to self-paced instruction at a sub-skill / sub-grade level </li></ul></ul><ul><li>Prescriptive / Explicit / Differentiated Instruction </li></ul><ul><li>Teacher & Administrator Friendly LMS ( reports !) </li></ul><ul><li>School and Home Access </li></ul><ul><li>For a thorough Demo, go to: </li></ul><ul><ul><li>http://www.santillanausa.com/spotlightonlinedemo/ </li></ul></ul>“ The program meets the student's individual needs because it works at each student's instructional level.” ELL Teacher, Miami-Dade “ It offers differentiated instruction and my students feel successful working with the program. It's like having an individual tutor!” ELL Teacher, Miami-Dade Individualized Reading & Math Program for Every Student!
  22. 22. <ul><li>Phonics </li></ul><ul><ul><li>Over 200 Activities </li></ul></ul><ul><li>Phonemic Awareness </li></ul><ul><ul><li>Over 180 Activities </li></ul></ul><ul><li>Sight Words </li></ul><ul><ul><li>Over 135 Activities </li></ul></ul><ul><li>Vocabulary </li></ul><ul><ul><li>Over 440 Activities </li></ul></ul><ul><li>Reading Comprehension </li></ul><ul><ul><li>Over 140 Activities </li></ul></ul>III. Spotlight Online Overview System Overview > Curriculum > Reading Reading Instruction
  23. 23. System Overview > Curriculum > Math III. Spotlight Online Overview Math Instruction Number sense, Operations, Computations, and Estimations Over 800 Activities Measurement – Customary & Metric Over 210 Activities Geometry Over 70 Activities Geometry
  24. 24. III. Spotlight Online Overview
  25. 25. III. Spotlight Online Overview <ul><li>Atlas – Computer Adaptive Placement Assessment </li></ul><ul><li>Determines Students’ Ability Levels in Reading & Math </li></ul><ul><li>Computer Adaptive; Item by Item Basis (much faster than a fixed-link test) </li></ul><ul><li>Automatically Positions Each Student into their Differentiated Instruction </li></ul><ul><li>Phonics </li></ul><ul><li>Phonemic Awareness </li></ul><ul><li>Sight Words / High Frequency Words </li></ul><ul><li>Vocabulary </li></ul><ul><li>Reading Comprehension </li></ul><ul><li>Number & Operations </li></ul><ul><li>Measurement </li></ul><ul><li>Geometry </li></ul>
  26. 26. Each student’s assessment results are used to automatically set up the differentiated instruction… III. Spotlight Online Overview Atlas – Computer Adaptive Placement Assessment Individualizes each student’s learning pace & path
  27. 27. <ul><li>Grade Level Ranges: </li></ul><ul><li>Just like NYSESLAT (pg 4) Atlas has Raw Scores and Scale Score Conversion Charts. </li></ul><ul><li>Based on thousands of students’ raw scores </li></ul><ul><li>Analyzed by Psychometrician and author, Rick Brown, P.H.D. (Quantitative Research Methodology, UCLA.) </li></ul>III. Spotlight Online Overview Atlas – Computer Adaptive Placement Assessment
  28. 28. III. Spotlight Online Overview Proven Results <ul><li>Proven to Raise Student Performance in just 60 minutes/Week </li></ul><ul><ul><li>Suggested Prescription : </li></ul></ul><ul><ul><li>Adequate Gains </li></ul></ul><ul><ul><li>(Up to 1 Grade Level) </li></ul></ul><ul><ul><li>– 30 minutes/2 times/Week </li></ul></ul><ul><ul><li>Excellent Gains </li></ul></ul><ul><ul><li>(1 or more Grade Levels) </li></ul></ul><ul><ul><li>– 30 minutes/3 times/week </li></ul></ul><ul><li>Results in Improved Academic Performance for All Students, Especially “At Risk” and Kids who are Struggling. </li></ul>“ Two of my ESOL level 2 students made it into the gifted program. They are hooked!” - ELL Specialist, South Florida
  29. 29. III. Spotlight Online Overview Proven Results & Research http://www.learningtoday.com/corporate/research.asp
  30. 30. <ul><li>Establishes differentiated instruction automatically </li></ul><ul><li>Enables students to perform better on high stakes tests </li></ul><ul><li>Improves the level of students performing below grade level </li></ul><ul><li>Meets required state/national standards in reading and math </li></ul><ul><li>Satisfies accountability requirements </li></ul><ul><li>Extends learning beyond school hours </li></ul><ul><li>Requires little to no extra work for teachers </li></ul>III. Spotlight Online Overview Program Benefits
  31. 31. III. Spotlight Online Overview <ul><li>Notable Accomplishments ! </li></ul><ul><li>Winner of the 2008 BESSIE (Best Educational Software) Award! </li></ul><ul><li>Contracted by NCTM to develop their newest Math Applets! </li></ul><ul><li>Reviewed by FCRR : </li></ul><ul><li>You can read the review at: </li></ul><ul><li>  http://www.fcrr.org/FCRRReports/PDF/SmartTutorReading.pdf </li></ul><ul><li>Here’s what SREB says: </li></ul>“ The majority of my students demonstrated significant increases in their reading skills.” ELL Teacher, Miami-Dade “ My students who use this program have improved the most. They love the program!” ELL Teacher (30 years)
  32. 32. 2:00 - 2:30: Break! Please be brief. Break Time!!!
  33. 33. Parent Application Hands-on!!! 4 Very User-Friendly Applications Student Application Classroom Management Application Administrator Application 1 2 3 4
  34. 34. Hands-on!!!
  35. 35. I. Student Logon READY Go www.SpotlightOnEnglish.com LOG ON Enter Log In Information CLICK Instruction ICON Easy as 1...2…3…for Students 1 2 3
  36. 36. Smart Tutor vs. Teacher Assignment <ul><li>The Smart Tutor ICON is automatically created once a student completes his/her Placement Assessment. </li></ul><ul><li>Students simply click on ICON to begin prescribed instruction. </li></ul><ul><li>The Teacher Assignment ICON is created ONLY if a teacher manually assigns work to her students. </li></ul><ul><li>Students simply click on ICON to begin lessons assigned by teacher. </li></ul>I. Student Logon
  37. 37. Tutorial / Instruction Practice Exercise Graded Activities Our Instructional Model I. Student Logon Differentiated /Explicit Instruction <ul><li>All Lessons Provide: </li></ul><ul><li>Explicit Instruction </li></ul><ul><li>Alignment with State Educational Standards </li></ul><ul><li>Engaging & Interactive Activities </li></ul><ul><li>Immediate Corrective Feedback – kids do not “fail” (visibly) </li></ul><ul><li>Randomized (fresh) Exercises </li></ul>
  38. 38. Seamless Student Interface Vocabulary Reading Comprehension Tutorial Practice Mastery Test Tutorial Mastery Test Students have a seamless interface between lesson components Lessons can have 2 – 6 lesson components depending on complexity of concept and state standard requirements I. Student Logon Our Instructional Model
  39. 39. Formative Assessment / Differentiated Instruction I. Student Logon Our Instructional Model Improves Academic Performance for All Students, especially “At Risk” Identifies Strengths and Weaknesses Provides Individualized Learning Program 1 2 3
  40. 40. Student Logon Codes WANTED: Team Leaders ….the first person in each group! Logon Codes: School Code: SUSA User Names, Passwords: 1,1 2,2 3,3 4,4 … 40,40 www.SpotlightonEnglish.com I. Student Logon
  41. 41. Logon Codes: School Code: SUSA User Names, Passwords: 1,1 2,2 3,3 4,4 … 40,40 Student Logon Codes I. Student Logon
  42. 42. Student Logon Codes Spend 5-10 Minutes Here! I. Student Logon Logon Codes: School Code: SUSA User Names, Passwords: 1,1 2,2 3,3 4,4 … 40,40
  43. 43. Keep your Class Roster up-to-date View and Print Reports Review (and Assign) Lessons for Students II. Teacher Logon Classroom Management Application 1 2 3
  44. 44. II. Teacher Logon Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40 READY Go www.SpotlightOnEnglish.com LOG ON Click on “ Educators ” Button “ It’s like having a paraprofessional in my classroom.” - Soraya B., Bilingual Teacher
  45. 45. II. Teacher Logon “ It's like another teacher in the classroom working with students one-on-one at their pace.” - Diane, Administrator Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40 Pass
  46. 46. II. Teacher Logon Your screen should look like this! Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  47. 47. II. Teacher Logon Lesson Library - Reading <ul><li>Steps to Preview </li></ul><ul><li>Lessons in the Library: </li></ul><ul><li>Click on “Instruction Tab or Icon” </li></ul><ul><li>Roll Over “Teacher Assignment” </li></ul><ul><li>Choose “Classroom” </li></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  48. 48. II. Teacher Logon Lesson Library - Reading <ul><li>Steps to Preview </li></ul><ul><li>Lessons in the Library: </li></ul><ul><li>Stay on the “Lesson Library” (center) tab </li></ul><ul><li>Select Grade Level “Third” </li></ul><ul><li>Select Subject “Language Arts” </li></ul><ul><li>Click “Find” </li></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  49. 49. II. Teacher Logon Lesson Library - Reading <ul><li>Steps to Preview </li></ul><ul><li>Lessons in the Library: </li></ul><ul><li>Scroll down the list of lessons </li></ul><ul><li>Click on “Reading Comprehension” / Sequencing </li></ul><ul><li>A Dialogue Box will appear / Click on “Reading Comprehension – Level 3 – Vol 1 - Sequencing” </li></ul><ul><li>A Dialogue Box will appear / Click on the small dark arrow on the 2 nd row down to preview the “Graded Activity” </li></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  50. 50. Lesson Library - Reading <ul><li>Steps to Preview </li></ul><ul><li>Lessons in the Library: </li></ul><ul><li>Watch/Interact with the “Graded Activity” </li></ul><ul><li>When finished…Click X to go back to view other components of this lesson </li></ul><ul><li>See if you can find these lessons! </li></ul><ul><ul><li>Grade 5 / Vocab / Synonyms & Antonyms </li></ul></ul><ul><ul><li>Grade K / Phonemic Awareness / Segmentation </li></ul></ul><ul><ul><li>Grade 2 / Phonics / Tricky Word Strategy </li></ul></ul>II. Teacher Logon Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  51. 51. Lesson Library - Math <ul><li>Steps to Preview </li></ul><ul><li>Lessons in the Library: </li></ul><ul><li>See if you can find these lessons! </li></ul><ul><ul><li>Grade 4 / Problem Solving </li></ul></ul><ul><ul><li>Grade K / Geometry / Spatial Relationships </li></ul></ul><ul><ul><li>Grade 2 / Multiplication </li></ul></ul>II. Teacher Logon We will preview Math lessons… if time allows! Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  52. 52. Reporting – Learning Management System (LMS) II. Teacher Logon <ul><li>Steps to Review the Assessment Reports: </li></ul><ul><li>Click on the “Home” button </li></ul><ul><li>Click on the “Reports” tab / Assessment Reports / Reading </li></ul><ul><li>Click on “Student Overview Report” to view an Individual Report </li></ul><ul><li>You can select any or “all” students and any date range / Click “OK” </li></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  53. 53. Reporting – Learning Management System (LMS) II. Teacher Logon <ul><li>Sample Assessment Reports: </li></ul><ul><li>We will review “Sample Assessment Reports” </li></ul><ul><li>Individual </li></ul><ul><li>Classroom </li></ul><ul><ul><li>Scores </li></ul></ul><ul><ul><li>Comparison </li></ul></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  54. 54. Reporting – Learning Management System (LMS) II. Teacher Logon <ul><li>Steps to Review the Instruction Reports: </li></ul><ul><li>Click on the “Reports” tab / Instruction Reports </li></ul><ul><li>You will see options for </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Period </li></ul></ul><ul><ul><li>Reports </li></ul></ul>Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  55. 55. <ul><li>Sample Instruction Reports: </li></ul><ul><li>We will review “Sample Instruction Reports” </li></ul><ul><li>Time on Task </li></ul><ul><li>Standards Mastered </li></ul><ul><li>Intervention </li></ul><ul><li>Cumulative Performance </li></ul><ul><li>Progress </li></ul>Reporting – Learning Management System (LMS) II. Teacher Logon Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  56. 56. <ul><li>Sample Instruction Reports: </li></ul><ul><li>We will review “Sample Instruction Reports” </li></ul><ul><li>Progress </li></ul>Reporting – Learning Management System (LMS) II. Teacher Logon Logon Codes: School Code: SUSA User Names. Passwords: T1, T1 T2, T2 T3, T3 T4, T4 … T40, T40
  57. 57. II. How to Order Spotlight Online <ul><li>2 ways to order: </li></ul><ul><li>“ P” Card (principal’s card) </li></ul><ul><li>SIFF – Use up to $2,499.00. </li></ul><ul><ul><li>No P.O. </li></ul></ul><ul><ul><li>SUSA will invoice the school. </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><li>$2,499.00 </li></ul></ul><ul><ul><li>150.00 (PD) </li></ul></ul><ul><ul><li>-------------------- </li></ul></ul><ul><ul><li>$2,349.99 </li></ul></ul><ul><ul><li>÷ 35.00 (Reading) </li></ul></ul><ul><ul><li>---------------------- </li></ul></ul><ul><ul><li>67 Licenses </li></ul></ul>No FAMIS Needed! Raffle Time!
  58. 58. 3:15 – 3:30: Questions / Contacts III. Q & A [email_address] 954-394-9995 <ul><li>www.LearningToday.com /SUSA </li></ul><ul><li>This Presentation </li></ul><ul><li>Contact Information </li></ul><ul><li>Other Information (research, pricing, etc.!) </li></ul>Susan Joseph [email_address] cell 201-707-0541 Manhattan, Bronx, West Chester Co., Putnam Co.   Maria Olsen [email_address] cell 718-809-9326 Queens, Brooklyn, Staten Island, Long Island   Ada Ricardo [email_address] cell 732-613-7455 Upstate New York     Arturo Castillon Regional Sales Manager SANTILLANA USA Office: 610-6965626 Fax: 610-6965627 Cell: 484-9474914 Email: [email_address] Website: www.santillanausa.com
  59. 59. <ul><li>Preparing English language learners for academic success, The Center for Public Education, http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.3531983/k.A79C/Preparing_English_language_learners_for_academic_success.htm </li></ul><ul><li>Practical Guidelines for the Education of English Language Learners, RESEARCH-BASED RECOMMENDATIONS FOR INSTRUCTION AND ACADEMIC INTERVENTIONS http://www.centeroninstruction.org/files/ELL1-Interventions.pdf </li></ul><ul><li>Vocabulary Improvement and Reading in English Language Learners: An Intervention Study </li></ul><ul><li>(McLaughlin, August, Snow, Carlo, Dressler, White, Lively, and Lippman, 2000) </li></ul><ul><li>Promoting Students’ Vocabulary Development: An Overview; Nagy 2005; http://myhome.spu.edu/wnagy/promoting_students.htm </li></ul><ul><li>Chicago Teachers Learn to Build Academic Vocabulary; ASCD, 2006; http://ascd.typepad.com/annualconference/2006/03/chicago_teacher.html </li></ul><ul><li>Reprinted from National Reading Panel, 2000, p. 4-4 </li></ul><ul><li>Best Practices in Assessment and Intervention for ELL; Vanderwood, University of CA-Riverside; http://www.slideshare.net/schoolpsychology/using-response-to-intervention-with-english-language-learners </li></ul><ul><li>Response to Intervention: Policy considerations and implementation (NASDE - National Association of State Directors of Special Education -2005). </li></ul>Bibliography

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