elements of lead evaluator training

Students with Unique Learning Needs

Specific Considerations in Evaluating Teachers of

English Language Learners and Students with Disabilities

Broome-Tioga BOCESMarch 18th, 2013

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Elements of Lead Evaluator Training

1. New York State Teaching Standards and Leadership Standards2. Evidence-based observation3. Application and use of Student Growth Percentile and VA Growth

Model data4. Application and use of the State-approved teacher or principal rubrics5. Application and use of any assessment tools used to evaluate

teachers and principals6. Application and use of State-approved locally selected measures of

student achievement7. Use of the Statewide Instructional Reporting System8. Scoring methodology used to evaluate teachers and principals9. Specific considerations in evaluating teachers and principals of

ELLs and students with disabilities

New York June 2011 Graduation Rate

Graduation under Current Requirements Calculated College & Career Ready*

% Graduating % Graduating

All Students 74.0 All Students 34.7

American Indian 59.6 American Indian 16.8

Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9

Black 58.4 Black 11.5

Hispanic 58.0 Hispanic 14.5

White 85.1 White 48.1

English Language Learners 38.2 English Language Learners 6.5

Students with Disabilities 44.6 Students with Disabilities 4.4

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.Source: NYSED Office of Information and Reporting Services

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ESL & Special Ed: Similarities• Students with unique learning needs• Shared responsibility among teachers• Federal civil rights legislation• Common Core Standards & Assessments• Testing accommodations available• Service model options

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ESL & Special Ed: DifferencesESL Special Ed

No IEP Individualized Education PlanParents cannot opt out Parent must approve

participationSingle classification: LEP Multiple classificationsIdentification & exit based upon standardized test

Identification & exit based upon comprehensive evaluation

Developmental continuum leads to bilingualism

Developmental trajectories differ greatly

Specific Considerations in Evaluating Teachers of ELLs

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Adam BauchnerDirector

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Agenda for ELLs Section1. Context

a) Which teachers?b) NYS Regulationsc) Service Models

2. Evaluation of Best Practicea) Ask about studentsb) Ask about curriculumc) Ask about instruction

ObjectivesParticipants will be able to:• Understand NYS regulations regarding

English Language Learners. • Describe “language objectives” and

“sheltered instruction”. • Evaluate and develop best instructional

practice for ELLs.

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Pre-Assessment: Self-Evaluation

I wonder if this will help with state tests?Do I need to speak other languages?Is this all for those few students?

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Which teachers??“ESL Teachers”

• Linguistics & second language acquisition (SLA)

• Cultural components• ESL standards, curriculum

& assessment• Best instructional practice

for ELLsTraining or experience with content areas?

“Teachers of ELLs”• Any teacher with ELLs• Any subject• Any grade level• Generalists &

specialists

Training or experience with ELLs & SLA?

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Commissioner’s Regulations CR 154*

• ID Process (CR 117)• Services models• Services minutes• Testing accommodations

*Also the name of the annual report

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Commissioner’s Regulations CR 154*

*Also the name of the annual report• Even if there are no ELLs, your district submits a

“zero report”.• Every district has one “Program Coordinator”

responsible for this reporting. – Do you know who is your district’s ESL

program coordinator?

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• Check the FAQ

Use the

FAQ.

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Service Minutes“Language Allocation Policy”

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– 1 unit = 180 minutes per week– 2 units =360 minutes per week– 3 units= 540 minutes per week

• Minutes per week do not need to be exactly the same every day, keeping in mind the needs of the students.

Service Minutes

K-8 9-12Beginner & Intermediate: 2 units = 360 m/week = 72 m/dayAdvanced: 1 unit = 180 m/week = 36 m/day

Beginner: 3 units= 540 m/week = 3 periods/dayIntermediate: 2 units = 2 periods /dayAdvanced: 1 unit = 1 period /day

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Testing AccommodationsMandatory on state tests,

local decision on local tests

1. Extended Time2. Best location3. 3rd read on listening sections (ELA &

Regents)4. Bilingual dictionaries or glossaries5. Simultaneous dual language testing6. Translator or interpreter

Mathematics 2006-2012 Grades 3-8 Combined

Percentage of Students Scoring at Levels 3 and 465

.9%

72.7

% 80.7

%

86.4

%

61.0

%

63.3

%

64.8

%

Grades 3-8 Math

2006 2007 2008 2009 2010 2011 2012

2012: 64.8%

38.6

%

45.7

%

58.4

%

67.1

%

30.7

%

32.3

%

34.4

%

Grades 3-8

2006 2007 2008 2009 2010 2011 2012

2012: 34.4%

Mathematics 2006-2012 Grades 3-8 Combined

Percentage of ELLs Scoring at Levels 3 and 4

English Language Arts 2006 – 2012Grades 3-8 Combined

Percentage of Students Scoring at Levels 3 and 4

63.4% 68.5%77.4%

53.2% 55.1%52.8%

Grades 3-82006 2007 2008 2009 2010 2011 2012

2012: 55.1%

16.2% 18.0%25.1%

36.4%

14.3% 12.6% 11.7%

Grades 3-8

2006 2007 2008 2009 2010 2011 2012

2012: 11.7%

English Language Arts 2006 – 2012Grades 3-8 Combined

Percentage of ELLs Scoring at Levels 3 and 4

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Service ModelsEnglish as a Second

Language (ESL)1. Push-in2. Pull-out3. Combo4. Content area

support

• No opting out

Bilingual Education

1. Transitional2. Two-Way

• Rule of 20: One building, one grade level, one language

• Parents can opt-out

Please tell people at your table one new thing you learned

about ESL regs.

What questions

remain about the ESL regs?

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Agenda for ELLs Section1. Context

a) Which teachers?b) NYS Regulationsc) Service Models

2. Evaluation of Best Practicea) Ask about studentsb) Ask about curriculumc) Ask about instruction

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Ask about Students

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5 Stages of Second Language Acquisition

• Preproduction • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency

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• Preproduction: 0-6 months • Early Production: 6-12 months • Speech Emergence: 1-3 years• Intermediate Fluency: 3-5 years• Advanced Fluency: 5-7 years

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Affects:• Questioning strategies• Response expectations• Level of independence

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DifferentiationFor

English Language LearnersAmong

English Language Learners

• Long Term LEP/ELLs (LTL) • Students With Disabilities who are

LEP/ELLs (SWD)• Former LEP/ELLs• New Immigrants• Students with Interrupted Formal

Education (SIFE)

Sub-Groups Of LEP/ELLs

What other differences do you find among ELLs?

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So we need to ask:

“Who are your ELLs? What are their specific needs? How is this lesson tailored to help them?”

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Ask about CurriculumDual Objectives

Language Goals

Content Goals

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• Usually drawn from state standards for the content area

• Recognized by verbs related to knowledge of the content area:

identify, analyze, rank, construct, graph, divide, solve, visualize, design.

Content Goals

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• Address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives:

read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft

• Also key vocabulary, language functions, and language learning strategies.

Language Goals

Content Objectives: Students will be able to

• Explain the effects of smoking on health.

Language Objectives: Students will be able to

• Explain to a partner the effects of smoking.o One consequence of smoking is ___________.o Smoking leads to _____________.o Smoking causes _____________.o Smoking increases the risk of _____________.o Smokers are more likely to ___________ than

nonsmokers.• In the reading, highlight the effects of

smoking.

Content Objectives: Students will be able to• Explore three decisions about the atomic bomb that were faced by the

U.S. during WWII, take a position on each, and defend their position orallyDecision A: Whether to build an atomic bombDecision B: Whether to drop an atomic bombDecision C: Whether Truman made the right decision

Language Objectives: Students will be able to• Read information in a small group for each decision and reach

consensus on a position by listening and discussing• State their position and orally defend it in a class dialogue• Disagree with prior speakers in a respectful manner• In writing, defend a position on whether or not it was justifiable to use

the bomb on Japan

What does a teacher need to know in order to identify dual objectives?

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So we need to ask:“What are the lesson’s content objectives and language objectives? How did you determine these objectives?”

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Factors Affecting Language Learning

1. Motivation2. Reading & Writing Skills in 1st Language3. How different is 1st language from new

language.4. How much English is in the home?5. Age6. Personality & Learning Style7. Peers & Role Models8. Quality of Instruction9. Cultural Background

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Ask about Instruction

“Sheltered Instruction”

Definition: An approach to teaching content to English Language Learners in a strategic way so that they both access the subject matter and improve their English.

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Eight Components:

1.Lesson Preparation2.Building Background3.Comprehensible Input4.Strategies5.Interaction6.Practice/Application7.Lesson Delivery8.Review/Assessment

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Rubric on Handout:

• For use by trained teachers and administrators

• For self-evaluation • For peer observation

Not for summative evaluation.

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Best Instructional Practice for ELLs

• Start with what the kids bring:Culture

LanguagePersonal ExperiencesAcademic Experience

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• Provide lots of comprehensible input.Speak slowly & clearly

Controlled, simplified vocabulary.Minimize idiom

Use gestures & visuals• Check comprehension frequently

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• Teach strategies

• Check comprehension frequently

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• Provide lots of opportunity to use English.Students speaking a lotExtra processing time

Affirm communicative abilityCorrect with modeling

• Check comprehension frequently

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Best Instructional Practice for ELLs• Practice all four language modalities:

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• Keep anxiety low.

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So we need to ask:

“How are you sheltering instruction for your ELLs? How do you check comprehension and progress?”

Application Questions• Which aspects of this presentation tie in

directly with your teacher evaluation rubric?

• What can you do for a teacher who is developing or ineffective in teaching ELLs?

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Next Steps• Crosswalk these ideas with your districts

evaluation rubric.• Practice evaluation with videos, norming

levels of rigor.• Contact Network Team or RBERN for

further support.

RBERN Resources• Website • Resource Library• Contacts for Translators & Interpreters• Email List• Quarterly Administrators Meetings

http://rbern.ocmboces.org/



• LEP/ELL Program Evaluation Toolkit• Bilingual Glossaries• FAQ• “Art as a Tool for Teachers of ELLs” • “Guide for Parents of Limited English Proficient Students in

New York State” • “Promising Instructional Practices for Secondary English

Language Learners(7-12)” • “Response to Intervention (RtI)” • “Suggested Spanish Literature and Reading Books”• “Technology in the LEP/ELL Classroom”

Resources on OBE-FLS Webpage

http://www.p12.nysed.gov/biling/



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Post-Assessment: Self-Evaluation

I wonder if this will help with state tests?Do I need to speak other languages?Is this all for those few students?

[email protected]

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Please

complete the

evaluation.

10 Minute Break

elements of lead evaluator training

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