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Incorporating the WIDA ELD Standards into Existing Instructional Frameworks

Incorporating the WIDA ELD Standards into Existing Instructional Frameworks. Megan Moore – Manassas City Schools Joe LeGault – Roanoke County Virginia Department of Education Coordinator’s Academy July 30 and 31, 2013 .

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Incorporating the WIDA ELD Standards into Existing Instructional Frameworks

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  1. Incorporating the WIDA ELD Standards into Existing Instructional Frameworks Megan Moore – Manassas City Schools Joe LeGault – Roanoke County Virginia Department of Education Coordinator’s Academy July 30 and 31, 2013

  2. How do you encourage “buy in” for the WIDA ELD Standards with the pressure of the SOL Assessments?

  3. Main Questions • What criteria do you use to ensure that your differentiated lessons, strategies, or approaches match the learner based on his or her ELP level, grade level, content area… • How do we help general education teachers with whom we share students to be able to scaffold content/ subject information in a way that is developmentally appropriate for a given ELD level in or across language domains? • How do we help ensure the ELL student is provided equal access to the same academically rich curriculum that is presented to native English speaking peers?

  4. MCPS Demographics • Schools • 5 elementary schools (grades k-4) • 1 intermediate school (grades 5-6) • 1 middle school (grades 7-8) • 1 high school (grades 9-12) • 1 alternative school • Small urban school division – 10 mile radius

  5. MCPS Demographics • 33% of our total population is identified as ESOL • Enrollment 2004-2005 • White – 51% • Hispanic – 27% • Black – 17% • Enrollment 2012-2013 • Hispanic – 53% • White – 24% • Black – 14%

  6. RCPS Demographics • Schools • 16 elementary schools (grades k-5) • 5 middle school (grades 6-8) • 5 high school (grades 9-12) • 1 Career and Tech Education center • Small to medium school division with 14000 students

  7. RCPS Demographics • 400 out of 14,000, or roughly 3% of students, are identified as ESOL • These students represent 42 different languages • They are spread over 26 schools • Eleven ESOL teachers service the entire county

  8. Legal stuff, or why we do what we do • Section 1701 of the Equal Educational Opportunities Act (1974) states that all children (who are) enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex or national origin. • Section 1703 (f) of EEOA requires SEAs and school divisions to take action to overcome language barriers that impede ELL students from participating equally in school divisions’ educational programs.

  9. Lau v. Nichols 1974 • Title VI of the Civil Rights Act of 1964 obligates schools to remedy language barriers which hinder LEP students from participating fully in their educational programs. • Equal educational opportunity is more than providing LEP students with “the same teachers, facilities, textbooks and curriculum” • Lau decision provides for “special help” or differentiation of instruction for LEP students so as to aid full/ equal participation so as to overcome the educational barriers associated with not being able to comprehend what is being taught to them.

  10. Step 1 – English Language Learner Individualized Instructional Plan (ELLIIP) • Purpose of the plan is to create individualized learning goals that correlate ELD level, language domain, and content specific language so as to facilitate equal access and participation in content area classes as well as to match learner needs with focused instruction. • Help students to participate as fully as possible in content classes and learn language at the same time.

  11. ELLIIP • The plan documents two or more learning goals for each ESOL student each semester levels 1-5 • The plan is completed by the student’s caseload manager and classroom/core content teacher. • The classroom/core content teacher and ESOL teacher collaborate on classroom accommodations and strategies appropriate for the student.

  12. ELLIIP • Learning goals are academic in nature and supported by assessment data. • Goals are based on the ACCESS spring scores, Can-Do descriptors for WIDA ELD level, MPIs, SOL content standards, etc. • How we choose supports and instructional goals?

  13. Choosing the supports and goals • What do we need? • ACCESS for ELLs Teacher Report • WIDA English Language Proficiency Standards and Resource Guide • VDOE Standards of Learning

  14. Determine the greatest language need • Using the ACCESS score report - • What kept this student from exiting? • Look at the 4 language domains • Which is the lowest? • Look under comprehension • With which language standard did the student struggle? • Look under writing • Where did the student struggle?

  15. Instructional focus • Goal – exiting the ESOL program • Reading • Math • Considerations – • In what content area does the student receive ESOL support? • What is happening when the ESOL teacher provides service? (if the student needs writing support, is there time to write, etc.)

  16. Strategies to address learning needs • What would be appropriate for this level 5 student?

  17. Next • Once the supports have been determined, the next step is to look at the WIDA MPIs and SOLs

  18. MPIs • If the student is low in writing, look at the grade level cluster 3-5, Language of Language Arts, writing MPIs. • What level should we focus on for fall semester? • Student is a solid 4, so look at the level 4 MPIs in reading, possibly stretch to a level 5

  19. Parts of the goal • Language function/depth of knowledge verb • Sequence, identify, clarify, compare/contrast, provide, describe, create, explain, narrate, evaluate, find • MPI/SOL topic • Large whole numbers, statistics, basic operations, fractions, mysteries, comprehension strategies, use context to clarify meaning, identify sensory words • Support/ Sensory, Graphic, & Interactive RG-21 • Real life objects, a partner, charts, graph, pictures and photographs, in a whole group

  20. Step 2 - ELD standards woven into teacher evaluations and coaching document

  21. Evaluation of ESOL teachers and sheltered classes Principal “look for” document based on teacher evaluation

  22. Collegial visit check list used by specialists

  23. Step 3 - Crosswalk document for the ELD and SOL

  24. Step 4 - Professional Development • Every school receives required ESOL training on ELP levels, ACCESS, ELD standards, co-teaching, etc. • Supporting English Language Learners (SELL) Handbook for all gen ed staff • Optional PD offered • Goal writing • Transforming the MPIs with SOLs • What’s Different about Teaching Reading to Students Learning English • Collaboration and Co-teaching for ELLs

  25. Contacts Megan Moore, Director of ESOL mmoore@manassas.k12.va.us www.manassas.k12.va.us Joe LeGault, Coordinator of ESL jlegault@rcs.k12.va.us

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