English Language Development Day 1 Summer Institute 2012 Pass out laminates slides to participant volunteers to be shared out on later in the presentation.

Contacts ESL Website http://esl.ncwiseowl.org/ Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez nadja.trez@dpi.nc.gov Contacts Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant julian.wilson@dpi.nc.gov Introductions – 5 mins ESL Website http://esl.ncwiseowl.org/

Web Tool: Penzu Launch your Penzu account Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/ GETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works! Scrolling Power Point

Sign-in Parking Lot Breaks/Lunch Norms Housekeeping Sign-in – please sign in so that we will have a record that you attended; verify a central office coordinator Parking Lot – A “parking lot” or chart paper will be posted on the wall. Participants are asked to keep track of their questions and/or issues and post them throughout the session. Breaks – Breaks are scheduled throughout the session. Please take breaks as needed. No food allowed in the rooms. Norms – next slide

Appreciation for one another Exchange ideas freely Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

Pocket Guide 5 mins What is it? The Pocket Guide is a graphic organizer that we created for summer institute. Learning tools should be flexible to match the task. The pocket guide is an effort to personalize your learning. We know it is important to not limit ourselves to set of templates to organize student work. .Instead, our GO are tools to help us to collect and manage our learning

Web References NC DPI Title III/ESL Website http://esl.ncwiseowl.org/ ELD Summer Institute Resources http://eldnces.ncdpi.wikispaces.net/ELD+Home WIDA http://www.wida.us/ ESL LinguaFolio Training Modules http://www.learnnc.org/lp/editions/linguafolio

Problem Solving Meeting Foundations Icons Slide Included in Pocket Guide Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select TIPS Model Reference

Technology Disclaimer The digital tools used during the course of the NCDPI Summer Institute 2012 have been helpful to some educators across the state.  However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the Summer Institute.

Reflection We will reflect periodically throughout the sessions. If you have not done so already, set up your Penzu account now. Beth: Reflection provides a structured opportunity for individuals and groups to consider the ramifications of the service they provided and better understand their role in the larger community. Reflection makes a connection between the service you have provided and the broader social issues that are impacting your schools and districts, as well as provides a time for personal growth when individuals can look within, by processing the knowledge and skills one acquires through service. Adapted from http://nclti2012ci.ncdpi.wikispaces.net/Facilitated+Planning-+Before A key supporting element throughout the meeting process is Reflection. It is important that you reflect as facilitator of local professional development, for yourself as well as your participants. Important but very difficult due to time constrains and competing demands. Therefore we need to establish a way that is convenient for us and our colleagues. Penzu is an online private journal that is easy to use Penzu is an online diary and personal journal that focuses on privacy. With a unique and compelling user experience, it makes writing online as easy and intuitive as writing on a pad of paper. It looks like your typing on a ruled margined notepad. It is possible to insert images and captions. (I couldn’t make it work) and may be set up for private or public use (publishable URL and email sharing available.) Adapted from http://nclti2012ci.ncdpi.wikispaces.net/Reflection+with+Penzu

Goals of ELD Summer Institute Explore data literacy to inform practices for ELLs. Practice strategies that integrate a variety of curricular resources for lesson preparation. Consider formative assessment that engages all students, including ELLs. Make connections between instructional practices and the teacher evaluation. Expand understanding and use of cognitively demanding language functions for instruction.

How To Vote via Texting EXAMPLE This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere. Sample Oral Instructions: Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones to do some audience voting just like on American Idol. So please take out your cell phones, but remember to leave them on silent. You can participate by sending a text message. This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan. The service we are using is serious about privacy. I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation. There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it! Standard texting rates only (worst case US $0.20) We have no access to your phone number Capitalization doesn’t matter, but spaces and spelling do TIPS

How To Vote via PollEv.com EXAMPLE This slide is for display to the audience to show them how they will vote on your polls in your presentation. You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere. Sample Oral Instructions: Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know. Now I’m going to ask for your opinion. We’re going to use your phones or laptops to do some audience voting just like on American Idol. So please take out your mobilephones or laptops, but remember to leave them on silent. You can participate by submitting an answer at PollEv.com on your laptop or a mobile phone. The service we are using is serious about privacy. I cannot see who you are or who voted. TIP Capitalization doesn’t matter, but spaces and spelling do

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/LTEzNzI4MDA4MTE If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/MTgzNDUyNzc3 If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/LTEyNDEwMTEyODg If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/free_text_polls/LTMzMDY2NDQxNQ If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/MjA4ODU4NzcyMw If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. http://www.polleverywhere.com/multiple_choice_polls/LTEzOTg2NTE4MjI If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.

Addressing Student Needs in an Era Of New Content Standards Introductory information – Educating the Whole Child – IV will get the most updated one. Introductory information. (Overarching Philosophy for SI 2012): The theme for this Summer Institute is “Addressing Student Needs in an Era of New Content Standards.” Teaching the whole child allows us to address student needs in the context of new standards. By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.

How does this area connect to other content areas? (Pink) How does this content area prepare students to be future ready? (Green) How does this area connect to other content areas? (Pink) What are the implications for meeting the needs of all learners as related to this content area? (Yellow) Preparing for Facilitative Team Time – Create Lenoit link for each session. Lenoit to post responses – 3 different stickies As you participate in the workshop over these two days, please keep these questions in mind to help address the overall theme of the institute: “Addressing Student Needs in an Era of New Content Standards.”   Your answers to the questions will be shared with your team and used to complete a poster for Gallery Walk. Posters for Gallery Walk (Puzzle Pieces) We Accomplished Our Next Steps Are We Need Strengths Discuss with your colleagues how your LEA or Charter School is making sure that students receive all areas of the Standard Course of Study. Where are the gaps? How are teachers integrating instruction across the curriculum to help students learn content and make connections? What support is needed? How are we differentiating to meet the needs of all learners? What strategies and infrastructure is in place to support meeting students’ needs? http://bit.ly/ESLsummer2012

Universal Design Have you ever used a curb cut or a ramp to roll your heavy bag easily to your destination? If so, you have benefited from Universal Design (UD). UD is a way of building things to make them accessible to all. In the last decade, the Universal Design concepts have been applied to learning. Universal Design for Learning (UDL) has become an accepted practice in educational settings. Teachers who become skilled in UDL will design their units and lessons so that ever child can access the material. In other words, they build the curb cuts in ahead of time. For example if you know you have students with reading problems you will most likely integrate or build into the lesson the use of text readers and other literacy tools. Ask: Can you think of some ways UDL can be used for students?

Universal Design UDL can be as varied as the use of pencil grips, mind maps, or allowing students to use notes or a partner to complete an assignment. The important thing to remember is that the scaffolding of the lesson is built in ahead of time.

Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

Responsiveness to Instruction NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching. Responsiveness to Instruction (RtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction for all students. Instead of confronting deficiencies in students to be fixed, the purpose of RtI is to facilitate a process for ensuring that all students succeed.   Problem: Difference between expected/desired outcome and current outcome Problem identification: Finding a difference & determining if it is significant enough to require action now Problem solving: Figuring out how to eliminate or reduce difference (Newton et al, 2009)

Problem Solving Meeting Foundations 5/21/2018 Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions At each stage of the problem solving process, the team’s use of data is critical to inform decision-making. Have participants take Tips card out of packet and keep readily available on their tabe/desk each click will prompt a bubble with more explanation, beginning with the center (Collect and use Data) TIPS is a problem solving model that is similar to other iterative evaluative processes. It provides a structure for collaborative improvement so that individuals time is valued and focused. The TIPS process was designed to improve team decision-making about school-wide challenges, the steps of the process are just as effective when used informally by a teacher problem-solving in the classroom. OR by us as we attempt to guide the ELD summer institute. Decision making is aided by access to data, but still relies on experience and observation.  Data-based decision-making is integral to the TIPS process, and so is located in the center of the graphic. (Newton et al, 2009)

Problem Solving Meeting Foundations 5/21/2018 Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions The next step is to use this information about the problem to develop a hypothesis about why the team thinks it exists. (Newton et al, 2009)

Problem Solving Meeting Foundations 5/21/2018 Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions Teams should look for solutions that will reduce or eliminate the problem, while addressing the reason the problem exists. (Newton et al, 2009)

Problem Solving Meeting Foundations 5/21/2018 Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions Once the team has selected the solutions they believe will be most effective, the team will develop an action plan to put those solutions in place, including details for how the solutions will be implemented (Newton et al, 2009)

Problem Solving Meeting Foundations 5/21/2018 The team meets again to evaluate the action plan and revise as necessary, based on the data collected during the implementation of the plan. Team Initiated Problem Solving (TIPS) Model Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Discuss & Select Solutions (Newton et al, 2009)

Problem Solving Meeting Foundations Penzu Journal Entry Addressing Student Needs in an Era of New Content Standards What does this mean to you? Our mission in today’s classroom is to address a wide variety of needs through the content standards. The beginning of the process is to clarify the problem/challenge. We will follow the TIPS model throughout his presentation in order to do this. Take a few minutes to reflect and journal on the statement on the slide. There will be an opportunity to share. Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

Guiding Questions for PLCs What do they need to know? How do we know that they have learned it? What do you do if they have not learned it? What do we do when they already know it? Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Guiding Questions Up until this point we’ve been sharing an overview of the two days. The remainder of our work will be chunked into four sections based on these guiding questions, the same questions that anchor the work in Professional Learning Communities.. In order to make real changes. school improvement efforts must be woven into the fabric of the school culture. The focus of Summer Institute 2011 was the content standards. Content Standards are NOT a priority for this summer training. But we be addressing them for two reasons. 1- The 2012 Edition of the WIDA standards is now available. We shared the draft documents in the Feb March SI Follow Up trainings in regional locations and in a variety of other projects and webinars. 2- More importantly we hope to share some practical and usable ways to create learning experiences for ELLs in English Language Development class time AND in content or subject area learning. Point out color coding of each section as well as the TIPS model icon. Explain that there will be a dark circle around the aspect of TIPS we are focusing on as we go through the presentation. Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

What do they need to know?

What do they need to know? Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Tremendous learning required for ELLs The dynamic nature of teaching and learning for ELLs requires synthesis and use of wide range of pedagogy and curriculum resources Practice an ESL instructional strategy that benefits all students – Language Objectives Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Using the TIPS Model, we’ll begin this section thinking of a challenge that is central to our mission and important to address in preparation for collaborative work. 1- ELLs must learn more material in less time than any other group of students. Even with our best efforts it is extremely difficult to support English Language Development without creating academic gaps that may never be bridged. 2- This Hypothesis is the result of communications with other ELL educators. Many of you are working on curriculum resources for ELD AND collaborating with other subject areas to include the needs of ELLs in the local curriculum for other standards. It is a very complex undertaking that has no chance of meeting our incredibly high expectations for our children and families without seriously focused collaboration with the larger school environment. 3. – Possible Solution - We must be able to collaborate intelligently and purposefully about subject matter that we may or may not know We are RE-focusing our efforts on this issue at the same time that ALL new standards are being implemented – an unprecedented opportunity. Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

ELD Curriculum Resources ELD Standards Can Do Statements Model Performance Indicators Features of Academic Language Discourse Complexity Language Forms and Conventions Vocabulary Usage Fix hyperlinks – Beth will help IV Following graphics included in Pocket Guide Links to each document – Backspace to return to this slide after each one. Ask volunteers who accepted laminated slides to share these resources with the larger group Performance Definitions??? Point out where in TIPS model this falls Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

NC ELD SCS (WIDA ELD Standards) How do we distinguish between the language of the content and the content?

CAN DO Descriptors CAN DO Descriptors help teachers understand the Performance Definitions by highlighting examples of what students can do at each proficiency level. This is the K-12 chart, but there are also grade specific Can Do Descriptors. The descriptors use sensory, graphic or interactive support, through ELP level 4. This can be very helpful to content teachers as they plan for meaningful activities with ELLs in the regular class. The descriptors cllarify the Performance Definitions by outlining the quantity and quality of language expected at a particular level of language proficiency. For example, the CAN DO Descriptors show that students may be able to “identify” at various levels of language proficiency, but the language they use will vary tremendously. At one end of the spectrum, beginning English language learners may identify by pointing or using short words or phrases, whereas at the end of the language development continuum, students will begin to identify complex themes and ideas described in detailed technical language.

Organization of MPI’s in Standards STRAND MPI This is an example of how the MPIs are organized within the 2007 Edition of the standards. An MPI is a single cell within the matrices that describes a specific level of ELP for a language domain. A developmental horizontal row of MPIs, across the 5 levels of language proficiency, within the same domain, is called a Strand. A strand of MPIs consists of the 5 levels of ELP for a given topic and language domain. Strands of MPIs are thematically connected through common example topics, Scaffolded from one language proficiency to the next, based on the criteria of linguistic complexity, vocabulary usage, or language control developmentally appropriate 38

Model Performance Indicator Elements of a Model Performance Indicator Model Performance Indicator consists of three main elements: language function, topic, and type of support. The WIDA standards documents include multitudes of Model performance indicators written in this format. We will use this format to write language objectives. So the content teacher reviews the WIDA standards for examples of how ELLS can participate meaningfully in the lesson. A teacher uses the examples to write specific lesson objectives that include language function. At the “Reaching Level” a student should be able to discuss an academic topic without supports.

Defining Features of Academic Language The Features of Academic Language operate within sociocultural contexts for language use. Performance Criteria Features Discourse Level Linguistic Complexity (Quantity and variety of oral and written text) Amount of speech/written text Structure of speech/written text Organization and cohesion of ideas Variety of sentence types Sentence Level Language Forms and Conventions (Types, array, and use of language structures) Types and variety of grammatical structures Conventions, mechanics and fluency Match of language forms to purpose/ perspective Word/Phrase Level Vocabulary Usage (Specificity of word or phrase choice) General, specific and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations WIDA categorizes the performance criteria according to distinct linguistic levels. 1-The discourse level is associated with linguistic complexity. It emphasizes how oral and written language is organized 2-Sentence level is associated with language forms and conventions usage. [‘Language Forms and Conventions’ substitutes ‘Language Control’ from the 2007 edition in order to emphasize the positive aspects of acquiring additional languages. Language Control was focused on errors.] AND to recognize ‘Forms and Conventions’ correspondence to the ELA CCSS Language Standards.] 3-The word/phrase level is associated with Vocabulary Usage 4-WIDA pulls out the sociocultural context from language control to show how the context impacts all three criteria by defining the communicative act, genres, registers and other elements of the situations in which the communication occurs. Sociocultural contexts for language use involve the interaction between the student and the language environment, through register, genre/text type, topic, task/situation, identities and social roles.

Creating Language Objectives Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Language Function Topic Support Revise? Point out where this falls in TIPS Model Almost all of you have been involved in an effort to make the very complicated process of integrating materials into teaching practices manageable for ESL teachers as well as every other educator. Incredible work is occurring all over the state with regards to curriculum and assessment. Now we are going to focus on creating language objectives using the three components of MPIs discussed in the last slide. This will aid in establishing a process for connecting CC/ES for both ESL and content area teachers serving ELLs. Language objectives are tools that are necessary for both lesson planning AND development of local curriculum resources. Creating language objectives is a straightforward instructional strategy we can use immediately to grant greater access to content for ELLs. Remember, when ELLs don’t have access to the content, academic gaps may increase. Need: Grade level can do descriptors and WIDA resource guide on tables – pick topic from resource guide In groups of three, participants will use three WIDA curricular resources to write language objectives. For this activity, the context is an ESL classroom. Participants pick the grade span (K, 1-2, 3-5, 6-8, 9-12). The proficiency level will be determined by the sample performance criteria. Choose one item from each of the three cups. Use those to create a language objective. Write three on chart paper. Indicate, grade and ELP levels addressed. Cup 1 – Can Do Descriptors K-12 Cup 2 – ELD Standards Cup 3 – Examples of Performance Criteria (Linguistic complexity, language forms and conventions, vocabulary usage)

Creating Language Objectives Performance Criterion Language Forms and Conventions Types and variety of grammatical structures Simple (e.g., commands, Wh-questions) Compound constructions (e.g., noun, verb) Compound and some complex constructions (e.g., noun phrases, verb phrases, prepositional phrases Complex (e.g., multiple phrases and clauses) ELD Standard English language learners communication information, ideas and concepts necessary for academic success in the content area of Mathematics. First Click – Sample ELD Standard enters. This is one of the items used to create language objectives. Click again to exit. Next Click – Sample Can Do desciptor. These are ELP level specific, so will establish the ELP level for the language objective. Click again to exit. Next Click – Sample of ONE of the three performance Criteria Language Forms and Conventions includes types and variety of grammatical structures. Click again – Arrow enters. This is a range from simple to complex, from simple one word commands to complex constructions.   Choose one item from each of the three cups. Use those to create a language objective. Write three on chart paper. Indicate, grade and ELP levels addressed. Cup 1 – Can Do Descriptors K-12 Cup 2 – ELD Standards Cup 3 – Examples of Performance Criteria (Linguistic complexity, Language forms and conventions, Vocabulary usage) CAN DO Descriptor (K-12) Language Domain Reading Level 1 Entering Match icons & symbols to words phrased or environmental print Identify concepts about print & text features.

Creating Language Objectives Performance Criterion Language Forms and Conventions Types and variety of grammatical structures Simple (e.g., commands, Wh-questions) Compound constructions (e.g., noun, verb) Compound and some complex constructions (e.g., noun phrases, verb phrases, prepositional phrases Complex (e.g., multiple phrases and clauses) ELD Standard English language learners communication information, ideas and concepts necessary for academic success in the content area of Mathematics. First Click – Sample ELD Standard enters. This is one of the items used to create language objectives. Click again to exit. Next Click – Sample Can Do desciptor. These are ELP level specific, so will establish the ELP level for the language objective. Click again to exit. Next Click – Sample of ONE of the three performance Criteria Language Forms and Conventions includes types and variety of grammatical structures. Click again – Arrow enters. This is a range from simple to complex, from simple one word commands to complex constructions.   Choose one item from each of the three cups. Use those to create a language objective. Write three on chart paper. Indicate, grade and ELP levels addressed. Cup 1 – Can Do Descriptors K-12 Cup 2 – ELD Standards Cup 3 – Examples of Performance Criteria (Linguistic complexity, Language forms and conventions, Vocabulary usage) CAN DO Descriptor (K-12) Language Domain Reading Level 1 Entering Match icons & symbols to words phrased or environmental print Identify concepts about print & text features.

15 BREAK minutes Please Return in: http://animoto.com/play/Fe5zRl3t0K40QojMhWfbrA

Connecting to the NCEES Jan: After each section of the presentation, participants will be invited to take a highlighter (different color for each section of the presentation) to mark their copy of the NCEES standards to see connections between the content/concepts presented and their evaluation standards. We will give an example each time. For this section: Hand out the individual copies of the NCEES standards Hand out the highlighters Explain that we will connect each part of our work today and tomorrow to the NCEES standards More details on next slide

What do we need to know? Use the blue highlighter. Mark 3 or more best practices in content knowledge. Mark 3 or more best practices in pedagogy. Sample: Standard III, Element A “In order to enhance the NCSCOS, teachers investigate the content standards developed by professional organizations in their specialty area.”.” Jan: 10 mins Jan: Handouts: Standards with elements (highlighters) (How does this match with the three questions they are answering for Facilitative Team time?)   Walk participants through the directions on the screen. Assure them that there are many more than three examples in the standards, so they may wish to read and highlight the wording that most resonates with them, either because it is an area they would like to grown in or an area where they excel and can help others. They may highlight from the description of the element or from the rating itself. {Show them so that it is clear.} They will begin by working individually. Set the timer for five minutes. After time to highlight their standards, give participants six minutes to work with an elbow partner and share what they highlighted. {Approximately three minutes per person to share.}

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select What this means for me… Considering Possible Solutions

LUNCH Info on kiosks time place 12 -1

How do we know if they have learned it? Data informed decision making is common topic of instructional planning. With out knowledgeable interpretation it’s not useful. Let’s think about interpreting data for ELLs.

How do we know they have learned it? Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Feedback from stakeholders indicates challenges related to monitoring the development of English (ELD) as well as content mastery for ELLs. Measures of ELD specific to ELLs are limited and/or unfamiliar. Ensure interpretation of summative and formative measures of ELD are used to inform decision- making. Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select How do we know they’ve learned it (Need to look at data with ELD lens) Point out where we are in the TIOP Model Problem - Clarify the issue for the purpose of this discussion. Hypothesis - Measures of ELD are limited. We must take advantage of this refocus on data literacy to bring attention to ELD assessments. One Possible solution is to be the voice of ELD students in the SI Leadership Team Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

Types of Data Achievement Demographic Program Perception Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select   Achievement data is used to determine the level of student achievement in a particular content area (e.g., performance-based assessments, written exams, quizzes). Demographic Data are descriptive information about the school community such as enrollment, gender, ethnicity, economic status, student attendance, grade levels, school suspensions and behavioral problems. Program Data define the programs, instructional strategies and classroom practices of the teachers. Program data collected may be useful in making informed decisions about future program and curriculum choices. Perception Data tells us what students, parents, staff and others think about the learning environment. They include questionnaires, interviews, surveys and observations. Collecting and evaluating perception data allows educations to pay attention to the opinions and ideas of the community.

Bubble.Us Brainstorm Do Bubble together – graphic here How is data used in your schools to make decisions about instruction? – Introduce and describe categories and model with Bubble us for ELL specific data There are basically four types of data collected and used as indicators of school or district success and progress: achievement data, demographic data, program data and perception data. (Ask participants for the data sources).

EVAAS Data (2 schools in same district) School A: School B: Jan: (optional –depending on group)

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Perhaps the most important quality about how we represent data graphically is that stakeholders outside the school building understand it! Why is this important? Parents, students, town council, board members, real estate agents…   Do you understand it? If so, what makes it clear and meaningful? Will parents and students understand it? Individuals who may not understand our curious obsession with numbers, charts, rankings, and the purposes behind it? Ask individuals to explain a detail on the letter

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Develop (Use) Materials for Action Plan (from TIPS Model_) What percentage of educators in your building has seen these either recently or last year? To be used for school or district instructional decisions, evaluating the effectiveness of LIEP services What do all these numbers mean? Why is this just a “Part of the picture” for planning and decision making 8th Grade Proficiency scores and Confidence Bands What are scale scores? What can I use them for? What does the confidence band tell me? How do I use the proficiency level in my instruction?   . The scale for score is continuous (across the grade spans) to allow a measure of progress. Scales scores are calculated from raw scores. They take into consideration the difficulty of the items The confidence band shows the range in which a student may score given the same test 100 times. The shorter the band the more consistent that the responses were. The proficiency level is an interpretation of the scale score. It takes into account the grade level of the student. The decimal point is not really a decimal, but an interval- it does not have the same value for different levels. See next slide.

ACCESS for ELLs Teacher Report Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Hopefully most of you are using this information to evaluate your programs and to make adjustments. What are raw scores? What information can we glean from them? What assumptions should we NOT make about these scores?

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select

Formative Assessment “Formative assessment is a process used by teachers and students during instruction the provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” Council of Chief State School Officers’ (CCSSO) Beth:

Formative Assessment Model Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select One possible solution for dealing with dynamic nature of the Question, How do we know, is to focus on the use of Formative Assessment. If you have completed the NC DPI NC FALCON module, this graphic should be very familiar to you. The Formative Assessment model consists of three main components to help students answer three questions. Where am I going?- Learning goals and criteria for success should be clearly identified and communicated to students. Learning progressions should be clearly articulate the sub-goals of the ultimate learning goals. Collection of evidence can and should involve self and peer assessment. This allows the student to think meta-cognitvely about their learning. Where am I now?- Methods of collecting evidence of learning is ongoing and the analysis of this evidence should drive or inform the instructional sequence or strategies that are used to assist student learning.. Students should be aware of their level or the degree of concept or skill mastery. How do I close the gap? Students require descriptive feedback that is evidence based and linked to the intended instructional outcomes and criteria for success. This feedback will allow for instructional adjustments. Formative assessment encourages and helps to develops a classroom culture of collaboration- so that students and teachers are partners in the learning environment.

To Review Learning Progressions Learning Goals and Criteria for Success Descriptive Feedback Self-and Peer-Assessment Collaboration So, in review, the following five attributes, based on current literature, render effective formative assessment

Is It Formative Assessment? Read the vignette provided. Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson. ELLs? Discuss your thoughts with your neighbor. Share your thoughts with the group. 10 mins Read the vignette provided. Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson. Discuss your thoughts with your neighbor. Share your thoughts with the group.  

ESL LinguaFolio DPI ESL LinguaFolio Resources Training Module http://tinyurl.com/ESLLinguafolio Training Module http://www.learnnc.org/lp/editions/linguafolio/6449 Reflective Teaching http://www.learnnc.org/lp/editions/linguafolio/5570 Reflective Learning http://www.learnnc.org/lp/editions/linguafolio/5573 ESL LinguaFolio is a resource for formative assessment. (http://tinyurl.com/ESLLinguafolio links to DPI ESL Page listing the ESL LinguaFolio components.) Go to the website. There are different sections but we are going to focus on the Self Assessment checklists. (Click on one of the checklists.) Training Module http://www.learnnc.org/lp/editions/linguafolio/6449 (Link goes to discussion of developing Can Do statements.) Criteria for developing effective can-do statements: Language functions includes listening, reading, speaking, or writing. A can-do statement may focus on or more of these skills. A content function is a noun or noun phrase that describes the theme of the checklist. Measurable performance indicators are the action verbs contained in the can-do statements. Quantifiers consist of a number or phrase that defines how much information is needed to meet the stated goal.   Reflective Teaching http://www.learnnc.org/lp/editions/linguafolio/5570 Click on video link to hear how these teachers use the ESL LinguaFolio. Benefits of Reflective Learning Learners can be involved in evaluating their own work (self-assessment) or other learners’ work (peer assessment). The teacher can ask learners to make a list of activities they like and find helpful in learning. Students can design their own activities to be used as class activities or outside of class for language practice. After self-assessments or teacher-administered assessments and performance tasks, learners should write down areas for improvement, vocabulary they need, and other goals to advance their language skills. Small goals enable learners to achieve and feel good about their successes. Understanding that these small steps are necessary to learn a new language helps students plan more realistically for future learning. (Click on link to hear students talking about reflective learning.) http://www.learnnc.org/lp/editions/linguafolio/5573

ESL LinguaFolio Reading Excerpt from a Self-Assessment Checklist Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select Self-Assessment Checklist For: ___________________________________ Developing-Level 3 Reading EXCERPT I can do this easily and well This is one of my goals I can follow written instructions to complete assignments and tests. I can understand information from charts, tables and graphs. I can use context clues to understand the meaning of words. I can find information I need for assignments in simple nonfiction texts or reference materials. I can understand main ideas and some details in paragraphs, if there are pictures, illustrations, or familiar words to help me. I can put pictures and/or sentences in order to show the main idea of a story I can read and understand a book that I choose. Source: Reading Section from an ESL LinguaFolio Self-Assessment Checklist http://tinyurl.com/ESLLinguafolio TIPS Model – Materials for action plan Activity – Groups of 2 or 3 Topic 1 – How might this be used by ESL teachers? Topic 2 – How might this be used by content teachers?

How do we know they have learned it? Use the pink highlighter. Mark 3 or more best assessment practices. Mark 3 or more best practices in the use of data. Sample: Standard I, Element A “Teachers use various types of assessment data…to evaluate student progress and to make adjustments to the teaching and learning process.”

Problem Solving Meeting Foundations Collect & Use Data Hypothesis Develop (Define & Clarify) Problems Identify Evaluate & Action Plan Revise Implement Develop & Discuss & Solutions Select What this means for me…

Preparing for Facilitative Team Time How does this content area prepare students to be future ready? (green) How does this area connect to other content areas? (pink) What are the implications for meeting the needs of all learners as related to this content area? (yellow) Earlier today we considered these 3 questions. Go back to the Lenoit and review the posted responses. Make changes as needed. Reflect up on the content of today’s sessions and prepare to work with your team tomorrow. Your answers to the questions will be shared with your team and used to complete a poster for a Gallery Walk. Posters for Gallery Walk (Puzzle Pieces) We Accomplished Our Next Steps Are We Need Strengths http://bit.ly/ESLsummer2012

What could be done differently? Day 1 Process Check What worked well? What could be done differently? Participants provide feedback as a group – chart on paper – say out loud and/or write on stickies

Day 1 Process Check Explore data literacy to inform practices for ELLs. Practice strategies that integrate a variety of curricular resources for lesson preparation. Consider formative assessment that engages all students, including ELLs. Make connections between instructional practices and the teacher evaluation. Expand understanding and use of cognitively demanding language functions for instruction.

Contacts ESL Website http://esl.ncwiseowl.org/ Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez nadja.trez@dpi.nc.gov Contacts Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant julian.wilson@dpi.nc.gov ESL Website http://esl.ncwiseowl.org/