Progress-Monitoring with WIDA

1. Progress-Monitoring with WIDA MDE Bilingual, Migrant & ESL Conference Breakout Session May 3, 2012 John Wolfe, MPS Multilingual Department john.wolfe@mpls.k12.mn.us Rita Platt, St. Croix Falls SD ritaplatt@hotmail.com http://www.mplsesl.wikispaces.com/

2. A quick pre-assessment, por favor.

3. About taking notes …

4. Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

5. Questions to be Answered • What is WIDA? How do all those parts work? • BONUS!!! Why“What Is WIDA?” • How can teachers use WIDA as a tool for monitoring ELD progress? (And why would you want to?) • How can studentsuse WIDA as a tool for monitoring their own ELD progress? (And why would you want themto?)

6. Why“What Is WIDA?” Clarify Still EARLY Different Levels Multiple Encounters Advocate for all teachers to use WIDA …

7. “Ante Up” • We earn the right to stand up here… • proving our basic understanding, • risking that you’ll disagree with our interpretation, & • giving you the basis to evaluate what comes next.

8. WIDA Philosophy in a Nutshell

9. WIDA: The Bigger Nutshell • Language is the toolfor learning! • LEP’s are in mainstream classrooms. (95% of the time in MPS.) • LEP’s use their Limited English to learn in 5 basic contexts (Language Arts, Science, Social Studies, Math, Social & Amplification.) • EL’s English -- no matter how limited– is an asset for learning. You work with what you’ve got! • WIDA is designed to help allteachersmodify the language demands of instruction to provide LEP students with meaningful access to content.

10. WIDA Proficiency Levels (Nutshell Perspective) WIDA Levels describe the difficulty of the language we can reasonably expect a student to be able to use for grade-level content learning.

12. Up the Triangle = A More Specific View (“Yeah, but what does that look like?”) But what might that look like in a particular lesson in a particular unit? Remember! language serves content learning But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) What students can do with language BROADLY

13. Good … but still too hard …

15. You try!Compare the two!

16. Up the Triangle = A More Specific View But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) Performance Defs informed by the CVC Criteria What students can do with language BROADLY

17. Can-Do Descriptors

18. Try it! • Mark evidence of the Linguistic Complexity in yellow. • Mark evidence of Vocabulary Usage in pink. • Mark evidence of Language Control in green. • Verify by looking up and down the strands. Can you see the differences?

20. What about BLUE? Language Control is clearer in the productive domains – speaking and writing – where it refers to the extent to which errors affect comprehension. In the receptive domains (Listening & Reading), think of “language control” as referring to how closely the speaker has to monitor his/her language to be sure not to lose the listeners.

22. Good … but can it be easier???

23. The Student-Friendly Can-Do’s

24. “Student-Friendly” Can-Do’s • Make Can Do’s into “I can…’s” • “The WIDA CAN DO Descriptors [can be]used by ESL teachers in coaching gen-ed teachers about differentiated instruction for ELs”(WIDA webpage).

25. Student-Friendly’s do NOTReplace Can Do’s Remember: These do NOT come from WIDA! They come from John & Rita

26. Look at the Can-Do Descriptors and the Child-Friendly Can-Do Descriptors side-by-side • What do you notice? • What difference do you notice?

27. The Interactive Spreadsheet

28. Up the Triangle = A More Specific View but …we now have enough to work with…. Student Friendly Can-Do’s But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) Performance Defs informed by the CVC Criteria What students can do with language BROADLY

31. Basically … • The WIDA Tools are designed to indicate what students should be able to do in the service of grade-level learning at their proficiency level • But we recommend alsousing them tool to bridge from one level to the next (as a tool for ELD) • Can-Do Descriptors (combined with the CVC Criteria)can be the heart of progress-monitoring.

32. Data-Based Decision Making • Assess • Analyze results • Set goals for student growth-plan interventions to meet goals • Teach for growth toward goals • Reassess • Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model

34. Whycan we use the Can-Do’s as a ELD Progress Monitoring Tool? • Because the Can-Do Descriptors are essentially a Developmental Learning progression • cf. Krashen & Terrell’s Natural Order Hypothesis

35. There are other Learning Progressions for English Language Development Susana Dutro’s ELD Matrix of Grammatical Forms

36. But … you may want to useWIDA as your main monitoring tool and Dutro’s Matrix as the supplement. Why? Talk amongst yourselves! Susana Dutro’s ELD Matrix of Grammatical Forms

38. One model …

39. The PM Tool In Action … sort of …. John & Rita discuss “Theme” and give examples … in Spanish

40. May 2; #4.3; “What is theme?”

41. May 2; #4.3; “What is theme?”

42. Plus … a Class ELD Progress Monitoring Form Question:How often would you do a focused speaking progress assessment like this? Especially considering that you might also be monitoring progress in the other three domains?

43. May 2 | #4.2 Theme … How can you use this in your teaching?

44. How can you use this in your teaching?

45. Data-Based Decision Making • Assess • Analyze results • Set goals for student growth-plan interventions to meet goals • Teach for growth toward goals • Reassess • Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model

46. Questions to be Answered • What is WIDA? How do all those parts work? • Why“What Is WIDA?” • How can teachers use WIDA as a tool for monitoring ELD progress? (And why would you want to?) • How can studentsuse WIDA as a tool for monitoring ELD progress? (And why would you want themto?)

47. Daniel Pink on Motivation

48. Involving Students in Learning Students must be INVOLVED to be motivated!

49. Leads to MOTIVATION Make Learning Visible Purpose Mastery Ownership (Autonomy) ACHIEVEMENT! Leads to…

50. Data-Based Decision Making • Assess • Analyze results • Set goals for student growth-plan interventions to meet goals • Teach for growth toward goals • Reassess • Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model