Equity and Excellence for English Language Learners

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Equity and Excellence for English Language Learners. A Balancing Act for Administrators Day 3 Session CESA 4 December 5 th , 2013. Equity and Excellence for English Language Learners (ELLs): A Balancing Act for Administrators. Session Three Objectives : - PowerPoint PPT Presentation

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PowerPoint PresentationEquity and Excellence for English Language LearnersA Balancing Act for AdministratorsDay 3 SessionCESA 4 December 5th, 201312Equity and Excellence for English Language Learners (ELLs): A Balancing Act for AdministratorsSession Three Objectives: Participants will learn about the WIDA English Language Development (ELD) standards and the ACCESS for ELLs English Language Proficiency (ELP) assessment Participants will examine teacher performance considerations for effectively educating ELLs Participants will learn about ways to effectively build relationships and bridge communication with families from culturally and linguistically diverse backgroundsWelcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.23AGENDAWelcome and IntroductionsWIDA English Language Proficiency Standards and ACCESS for ELLs AssessmentTeacher Performance Considerations for Effectively Educating ELLsDeveloping Relationships and Bridging Communication with Families and the CommunityQuestion and Answer SessionFeedback FormWelcome participants and take them through the agenda for the day. Remember to connect with previous concepts taught in module one and two. Cultural and social capital come from the name of our series and human relations rules were emphasized in module one.3Welcome and Check InPlease share:Name and School/DistrictPositionAnd, Whats On Your Mind? Im In! Key Practice 9: Implementing English as a Second Language InstructionCoordinate Academic Content & Language Instruction with Core Content & Language StandardConnect Receptive Language Skills & Oral Language of Beginning Level ELLs to Academic English InstructionUse a Content-Based ESL Approach for Intermediate & Advanced Level ELLsImplement Meaningful Language Learning Activities Using Sensory, Graphic, and Interactive Supports5Key Practice 11: Implementing Comprehensible Academic Content InstructionAlign Instructional Activities with Curriculum Guides & StandardsInclude Language & Content Objectives in Lesson PlanningDifferentiate Instruction According to ELLs Language Proficiency Levels With Strategies for Using TextbooksUse Authentic Assessment Strategies to Evaulate ELLs Progress and GradingUse ELLs Primary Language to Support Academic Instruction in English6The Story of WIDA(World-Class Instructional Design and Assessment)http://wida.us/aboutus/mission.aspxhttp://wida.us/membership/states/7The WIDA ELD StandardsStandard 1 Social & Instructional Language English language learners communicate for social and instructional purposes in the school setting.Standard 2 Language of Language Arts English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard 3 Language of Mathematics English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.Standard 4 Language of Science English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.Standard 5 Language of Social Studies English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.8Within each standard, there are Model Performance Indicators (MPIs) for Listening, Speaking, Reading, and Writing for each grade-level cluster (PreK-K, 1-2, 3-5, 6-8, 9-12).Five Grade-Level Clusters The English Language Development Standards and aligned ACCESS for ELLs Assessment are organized by the following Grade-level clusters:PreKKGrades 12Grades 35Grades 68Grades 9129The clustering of grade levels reflects the fact that language proficiency increases over a time period that does not necessarily correspond with grade level. That is, a sixth grade ELL who has been in U.S. schools for three years will likely be at a higher level of English language proficiency than a ninth grader who has just recently arrived in the U.S.Four Language DomainsListening process, understand, interpret, and evaluate spoken language in a variety of situations Speaking engage in oral communication in a variety of situations for a variety of purposes and audiencesReading process, interpret, and evaluate written language, symbols, and text with understanding and fluencyWriting engage in written communication in a variety of forms for a variety of purposes and audiences10Listening/Speaking/Reading/Writing are the four main language skills. Listening and Reading are comprehension skills that involve receptive language; Speaking and Writing are communication skills that require productive or expressive language.In order to give educators a comprehensive picture of ELL students English language proficiency and to comply with federal law - all four domains are tested on the ACCESS for ELLs test and the W-APT screener. For more information on the specifics of how each domain is tested, please refer to the other presentations in the toolkit related to the ACCESS for ELLs test and the W-APT screener. WIDAs English Language Development Levels6ENTERINGBEGINNINGDEVELOPINGEXPANDING12345BRIDGINGREACHINGThe five development levels originally derived from Wisconsins scale and definitions. The labels used here were created by the WIDA development team. They describe proficiency levels of students, of performance indicators, and of test items.For the 2006 Edition of the WIDA ELP standards, a 6th level, Reaching, was defined to describe the English abilities of ELLs at the highest level of proficiency. At level 6, English language learners process, understand, produce or use: specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required at the specified grade level oral and written communication of English comparable to that of English proficient peersThere is more detail about each of the levels on the next 2 slides. Criteria for Performance DefinitionsLinguistic Complexity: The amount and quality of speech or writing for a given situationVocabulary Usage: The specificity of words or phrases for a given contextLanguage Control: The comprehensibility of the communication based on the amount and type of errorsENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING543216REACHINGThe criteria used to determine the performance definitions for each developmental level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extralinguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.It is upon these three criteria that the rubrics for Writing and Speaking are based.WIDAs Proficiency Levels and Language Criteria1 Entering2 Beginning3 Developing4 Expanding5 BridgingPIsL 1L 2L 3L4L 5Linguistic ComplexityVocabulary UsageLanguage Control13This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.14The Features of Academic Language in WIDA's Standards is a new resource available to educators in the 2012 standards publication. You may notice that the criteria we use to define the levels of language development have changed slightly. Originally, these criteria included linguistic complexity, language control and vocabulary usage. In order to clarify the criteria we did two things: First, we divided the performance criteria into three different levels. You can see in this chart that the discourse level is associated with linguistic complexity, the sentence level is associated with language forms and conventions and the word/phrase level is associated with vocabulary usage. - The second modification is the addition of the socio-cultural context, which impacts all three criteria by defining students' identities and social roles within a particular task or situation. Some important aspects of the sociocultural context related to language include register, genre, and text type. It is important for educators to intentionally engage students in both formal and informal communication and give them opportunities to interact with a wide range of instructional materials in the classroom. The sociocultural context emphasizes that building on the richness of students' background experiences motivates them and makes language learning more relevant.WIDA Performance Definitions Listening and Reading Grades K-12 One update to the Standards Framework for 2012 is that the three criteria used to define each level of language proficiency, Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage, are now displayed in two sets of Performance Definitions. One set of Performance Definitions is for receptive language and represents how ELLs process language to comprehend information, ideas or concepts in either oral or written communication. 15WIDA Performance Definitions Speaking and Writing Grades K-12 The other set of Performance Definitions is for productive language and shows how students at each level of language proficiency use language to express information, ideas or concepts in either oral or written communication. For the first time the Performance Definitions are organized within discourse, sentence, and word/phrase levels to correspond with the features of academic language.You may also notice that Language Control is now referred to as Language Forms and Conventions.16WIDAs English Language Development Standardshttp://wida.us/standards/ELP_StandardLookup.aspx17WIDAs Can Do Descriptorshttp://wida.us/standards/CAN_DOs/18Uses of the Can Do DescriptorsHow might teachers use the CAN DO Descriptors?As an instructional assessment tool that supplements the English language proficiency standards, language teachers may use the Descriptors to:share with classroom teachers as a way to describe or explain the stages of English language development using concrete examples;work with content teachers to show language may be integrated within a given discipline or content area;use to plan with tutors or mentors who work with English language learners;develop or co-develop lessons with differentiated language objectives;19More Uses of the Can Do Descriptorsset language goals with their English language learners;explain students progress in listening, speaking, reading and writing to parents/ family members;suggest language goals to be incorporated into Individual Education Programs (IEPs) for English language learners with diagnosed disabilities;translate English language proficiency test scores (i.e., ACCESS for ELLs, the W-APT, WIDA MODEL) into instructional practice;observe and note levels of student performance as a precursor to using WIDA Speaking and Writing rubrics for formative assessment;advocate on behalf of English language learners to show what they CAN DO.20Time Out to Turn and TalkLets Time to Process What You Have Learned Thus Far.Turn to a Neighbor and Respond to the Following Question:What Key Ideas Did You Learn About WIDAs English Language Development Standards?http://www.rippleaffect.com.au/archives/tag/talking21ACCESS for ELLs AssessmentACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) Secure large-scale English language proficiency assessment given to ELLs in grades K-12 annuallyUsed to monitor students' progress in acquiring academic English22ACCESS for ELLsGrade Level Clusters & TiersKindergarten1-23-56-89-12Tier A = BeginningTier B = IntermediateTier C = Advanced(based on results of last assessment)23Tier Structure of ACCESS for ELLsENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING12345Tier ATier BTier C6R EACHING24Overall Composite ScoreTest Weights(Percent)Listening, 15%Reading, 35%Writing, 35%Speaking, 15%ListeningReadingWritingSpeaking25Note that the administration times do not directly reflect the test component weights used to calculate the composite score. Reading and Writing are weighted more heavily than Listening and Speaking, because literacy skills are proven to be a better predictor of academic achievement than oral language skills.WIDAs Download Library Is FULL of RESOURCES!!! http://wida.us/downloadLibrary.aspx26And Now Lets Review an English Language Learners ProfileStudent: Mai Grade: 4th Home Language: HmongACCESS for ELLs Scores:Listening 3.8Speaking 2.2Reading 3.5Writing 4.627Key Practice 3: Implementing a Balanced Student Assessment SystemBalanced Assessment SystemConsistent Entry and Exit CriteriaUse of Authentic AssessmentsCompliment Standardized Assessments with Classroom AssessmentsReview Assessment Data28Key Practice 5: Using Big Ideas to Plan InstructionUse Standards to Identify the Big Ideas and Key ConceptsStructure Comprehensible Learning Activities that Lead to UnderstandingUse Materials that Explain and Exemplify the Big Ideas Develop Differentiated Assessment Strategies that Allow ELLs to Demonstrate Understanding29Key Practice 6: Implementing Meaningful Vocabulary-Building InstructionExplicitly Teach New Vocabulary, Involving Students in Definition-GettingBuild Students Oral Vocabulary as a Foundation for Expressive Language Structure Oral & Written Activities for Students to Use New VocabularyCoordinate Vocabulary Instruction and Practices in All Classroom Settings 30Key Practice 7: Activating Students Prior KnowledgePlan Prior Knowledge Activities that Connect & Build Upon Students Knowledge and ExperiencesUse Instructional Supports to Make Prior Knowledge Experiences ComprehensibleAsk Open-Ended Questions So Students Can Share Prior Knowledge Structure Pre-Reading Activities to Build Vocabulary & Increase Comprehension31Key Practice 8: Structuring Student InteractionOrganize Program Configurations & Classroom Schedules to Promote Meaningful InteractionsPromote Learning-Centered Classroom Talk that Engages Students & Requires Sharing of Thinking and Problem SolvingImplement Learning Tasks that Use Target Vocabulary to Share Newly Learned InformationStructure Small Group Instructional Tasks So Students Can Work Interdependently32Post It Activity Most Important Point!As you watch the video, write down a Most Important Point (MIP)on a sticky noteAfter viewing the video, turn to a neighbor and share out your MIPBe prepared to share out your MIPs to the grouphttp://wida.us/getInvolved/video/summer2013.aspx MIPs33Working with Families of English Language Learners to Foster Student Success34OverviewPartner ConversationCultural Identities ~ Navigation Towards Cultural CompetenceUnderstanding Various Perspectives Around School InvolvementReaching Out ~ Building Collaborative Partnerships with Families35Opening ConversationStand up and find a partner who you havent talked with yetWhat are some ways you are currently working with parents of ELLs?Whats working well?Whats challenging?36Culture is.a shared, learned, symbolic system of values, beliefs and attitudes that shapes and influences perception and behavior.37Transparency of CultureCulture is TRANSPARENT to natives (K. Escamilla)Culture is one lens through which we see the worldThere are implications for our interactions with people from cultures different from our own38The Continuum ~ Cultural Awareness, Competence, & ResponsivenessAwareness ~ an important first step in gaining knowledge about differencesCompetence ~ implies the completion of a predetermined set of criteria Responsiveness ~ an on-going process of taking in new information and responding appropriately 39The Goal ~ Cultural ResponsivenessOccurs as a result of awareness of your own cultural beliefs, values, or biasesApplying acquired knowledge to interactions with others Comes with practice and repeated engagement with others from different cultural backgrounds40Cultural Responsiveness in ActionGreater awareness of your own race and cultureAwareness of the impact of your behaviors and attitudes on othersKnowledge of your own biases and limitationsRemember the Cultural Identity Molecule Activity41Cultural IdentitiesOur families come with their OWN cultural identity molecule as well:Country of originCountry of residenceLinguisticReligiousSocio-economicEthnicityFamily Structure42Our families come with a multitude of cultural memberships!!42Cultural DiversityDiversity is dynamic and relationalInteractions and comparisons between othersCannot exist independently of its contextNot the person but who surrounds the person NEVER the PROBLEM43We often problematize childrens and families diversity when compared to our own or our respective agencys cultural norms. Example, the parents dont .43Issues of PowerHolding one population as reference pointThe term minorityBeliefs and behaviors are ALWAYS value laden44HOLDING ONE POPULATION AS REFERENCE POINT--we compare all behaviors, child-performance, parent-response based on the majority White middle class populationMinority---Give example of interpreting at a LILM breakout session where the majority of participants were the minority Spanish-speakers and yet we interpreted for them with simultaneous interpretation equipment. There were only 3-4 English speakers, yet I presented in English. 44Culture Bumps45So what do we do with all this awareness and this information??? Well, first of all we usually dont become aware of any problem until we bump up against someone who responds differently or doesnt respondEXAMPLE of Francisca and appearance of indifference to my coming to the house---barely responded, appeared indifferent, aloof until gave her articulation pictures to work on with her child at homeCleanliness of house when I came early one day without calling ahead (my assumptions)45Culture Bumps Culture bumps occur when an individual has expectations of one behavior and gets something completely different Expectations refer to the expectations of "normal" behavior as learned in one's own culture.Remember, culture is transparent to its natives!!! Culture bumps can be pleasant, neutral, or unpleasant experiences4646Possible Cultural Bumps??TURN TO A PARTNER & DISCUSS THE FOLLOWING: What culture bumps might a child or their family from a different cultural background have within a U.S. school?4747Various Perspectives ~ School InvolvementDifferent understandings of school and parent participation exist due to:Prior knowledge & expectation of schoolVarious levels of educational backgroundConfusion about rolesLack of information about school programs, policies, etc. 48What To Do Explore families assumptions about schoolInitiate contact with families/community members Clarify rolesGenerate ongoing partnerships49Reaching Out ~ Building Collaborative Partnerships with Families Use the primary language of the family whenever possibleFind out about students home environmentHost meetings in locations that are convenient to families & ask them to help build agendaEducate parents on US school system50Examples of Ways to Collaborate with FamiliesQu Pasa En Nuestras Escuelas? monthly Spanish radio program https://mediaprodweb.madison.k12.wi.us/node/396Classes for Parents English in the Schoolshttp://www.litnetwork.org/learners/index.php?category_id=4480WISACALD Resourceshttp://www.wisacald.org/parents.phphttp://wisacald.org/community.php51ReferencesBarrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. BrookesEscamilla, K. (2003). Transparency of Culture Workshop, Madison, WI. Teaching Diverse Learners: Families & Communities ~http://www.lab.brown.edu/tdl/Colorin Colorado American Federation of Teacher Toolkit for Teachers: Reaching out to Hispanic Parents of English Language Learners (2005) ~ http://www.colorincolorado.org/families/partnershipsWagner, Suzanne. Communicating with Language Minority Parents. Illinois Resource CenterMexican American Legal Education Defense Fund: Parent School Partnership Program ~ http://maldef.org/leadership/programs/psp/52Best Wisheson your journey to build collaborative partnerships with families to support English language learners success!53Learned?Affirmed?Time for ReflectionQuestioned?54 Question and Answer Share Out New Learning, Affirmations, and Questions!?Thank You for Your Participation!Amy ChristiansonOELA Grant Program CoordinatorEdgewood College, Madison WIAChristianson@edgewood.edu 55

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