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SAMUEL I

Interpreting ACCESS for ELLs Scores, Student Goal Setting & Creating Language Objectives. SAMUEL I. October 2011. We will: Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes.

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SAMUEL I

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  1. Interpreting ACCESS for ELLs Scores, Student Goal Setting & Creating Language Objectives SAMUEL I October 2011

  2. We will: • Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes. • Review the importance of student goal setting and learn how to write instructional goals for EL students. • Learn to write language objectives and find practical ways of incorporating language objectives into lesson plans.

  3. OBJECTIVE ONE • Provide a basic understanding of WIDA and ACCESS for ELLs • Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels.

  4. ACCESS for ELLs: JUST ANOTHER STANDARDIZED TEST?

  5. World-Class Instructional Design & Assessment (WIDA) Consortium

  6. Five WIDA ELP Standards Standard 1- English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. • Standard 2 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3–English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. • Standard 4–English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. • Standard 5 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. WIDA Consortium / CAL / MetriTech

  7. Four Language Domains Listening ─ 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 audiences Reading ─process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

  8. Five Grade-Level Clusters • PreK−K • Grades 1−2 • Grades 3−5 • Grades 6−8 • Grades 9−12 The WIDA ELP Standards are organized by the following Grade-Level clusters:

  9. Levels of English Language Proficiency 6 REACHING 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING WIDA Consortium / CAL / MetriTech

  10. ACCESS for ELLs REPORTS TO INTERPRET • School Frequency Report • Student Roster Report • Teacher Report

  11. PROFICIENCY LEVELS 65 40 75

  12. REPORTS TO INTERPRET • School Frequency Report (Grouped scores for grade level) • Student Roster Report • Teacher Report

  13. STUDENT ROSTER REPORTS

  14. REPORTS TO INTERPRET • School Frequency Report (Grouped scores for grade level) • Student Roster Report (Scores for grade level by individual students) • Teacher Report

  15. LANGUAGE DOMAINS

  16. REPORTS TO INTERPRET • School Frequency Report (Grouped scores for grade level) • Student Roster Report (Scores for grade level by individual students) • Teacher Report (Scores for individual students)

  17. OBJECTIVE ONE We will learn how to read the ACCESS for ELLs Report to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels for instructional purposes.

  18. OBJECTIVE TWO We will learn how to use Proficiency Level data to maximize strengths and challenge weak areas through collaborative student goal setting with other faculty members for instructional purposes.

  19. HOW IS THIS DIFFERENT FROM WHAT I ALREADY DO? A man walks into a doctor’s office. He has a cucumber up his nose, a carrot in his left ear, and a banana in his right. “What’s the matter with me?” he asks the doctor. The doctor replies, “You’re not eating properly.”

  20. STUDENT ROSTER REPORTS

  21. TRENDS TABLE Student Watch List AMAO-A (.5 Growth) Student “Watch” List Luis Gloria Jonathon

  22. Now It’s Your Turn ACTIVITY: Make a Student “Watch” List • Use Student Scores and Trend Table Sheets • Compare student scores for the past 3 yrs • Make a watch list of students to target • Discuss with your table which language domain(s) each student would require intervention in. • Share findings in whole group

  23. STUDENT GOAL SETTING FORM

  24. STUDENT GOAL SETTING FORM • (continued)

  25. TIER CHOICE

  26. USING STUDENT GOAL SETTING FORMS TO INFORM CLASSROOM INSTRUCTION

  27. QUESTIONS OR COMMENTS ABOUT STUDENT GOAL SETTING? ----- ABOUT ANYTHING?

  28. LUNCH

  29. Objective Three We will learn how to use our students’ Proficiency Levels to create meaningful Language Objectives that each include a Language Function, Content Skill, and Differentiated English Learner Support to improve instructional practice.

  30. The play was a great success, but the audience was a disaster. I KNOW EXACTLY WHAT MY STUDENTS NEED… OR DO I? I’VE LOOKED AT ALL THE NUMBERS… -Oscar Wilde

  31. Purposes for Creating Language Objectives • To increase student’s content learning, regardless of their English level, through purposeful and differentiated supports.

  32. (social) BICS CALP (academic)

  33. Cummins’ Iceberg Analogy BICS CALP

  34. Purposes for Creating Language Objectives • To increase students’ content learning, regardless of their English level, through varied and purposeful supports. • To provide a system for students to interact with content according to their academic languagelevel and to increase that level through exposure and application.

  35. Academic Vocabulary(language Objective)

  36. Purposes for Creating Language Objectives • To increase students’ content learning, regardless of their English level, through varied and purposeful supports. • To provide a system for students to interact with content according to their academic languagelevel and to increase that level through exposure and practice. • To plan explicitly students’ regular use and improvement in the domains of writing,speaking, listening and reading.

  37. 3 Parts of a Language Objective

  38. A language function describes what you expect the students to be able to do and how the students will communicate what they know. • Language Function

  39. Writing- 1.8 • Language Functions

  40. Now It’s Your Turn ACTIVITY: Language Function Consensus • Use Handout Part C • Follow the handout directions with your table to practice choosing appropriate Language Functions from the chart • Be prepared to share one conversation your group had about which function to choose and why.

  41. Content Stem The content stem is what is being covered in class based on the Alabama Course of Study

  42. Support Supports are the tools or strategies you will provide to assist students in ACCESS for ELLs in using the language and knowledge required for the content.

  43. Support WIDA Consortium (pg. RG 21)

  44. STAND. SIT. SHAKE HANDS. • Support

  45. 3 Parts of a Language Objective

  46. SAMUEL I: THE BIG PICTURE

  47. SAMUEL I: THE BIG PICTURE 1- Read the teacher report and highlight the weak areas 2-Fill in steps 4, 6 & 7 on the Student Goal Setting Form 3-Write any one language objective for this student.

  48. Resources: • WIDA Consortium, English Language Proficiency Standards And Resource Guide (2007 edition) • WIDA website: www.wida.us • Alabama Department of Education, Policies and • Procedures Manual for English Learners (2011 draft edition)

  49. Contact Information • Dely V. Roberts – Title III/EL Specialist • droberts@alsde.edu • Dr. Tammy Hallman Starnes– Title III/EL Coordinator tstarnes@alsde.edu 5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199

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