Differentiation for Diverse Classrooms: ESOL TEAM FACILITATOR’S MEETING November 10, 2009 Hall County Schools

Training Objectives Review responsibilities and protocol for the ESOL Team. ELL Instructional Accommodations and how they work with GPS and RTI. Review resources available to support ESOL Team.

How the Team Works ESOL Facilitator’s Responsibility 1.ESOL Facilitator meets with school administration to form the ESOL team and plan tentative meeting dates based on progress report times. 2.Clarify team members’ responsibilities. 3.Obtain the following documentation: - Spring Exited ESOL Student- Monitoring Roster from ESOL teachers or Assistant Principals. - ELL Monitoring Form (Exited ESOL Students) –ESOL teacher will complete the top section of the form at the beginning of the year and homeroom teachers will maintain/update the form throughout the year. NOTE: Separate form is used for high school.

How the Team Works 4. Meet at least every 6/9 weeks to monitor ELL student progress. Exited Students - Grade level/content representative brings ELL Monitoring Form completed by mainstream teacher to the team meeting. After discussion and recommended accommodations, the grade level/content representative will return the ELL Monitoring Form to the classroom teacher. - If student is failing in any area, ELL Accommodation Checklist should be provided to appropriate teachers. ESOL team members will conference with mainstream teachers if necessary.

How the Team Works ESOL Teacher’s Responsibility 1.ESOL teachers are a member of the team 2. See Responsibilities of the ESOL Team 3.ESOL teacher completes: -Exited ESOL Students-Monitoring Roster each spring and provides a copy for AP and ESOL Team Facilitator. -The top section of the ELL Monitoring Form and forwards to ESOL Team Facilitator for distribution to mainstream teachers. Note: The attached form is a new version. If you have already completed the top of the old form, forward it to be used for this year.

How the Team Works 4. ESOL Teacher Role: - ESOL teachers are a part of the team to review exited student progress at the ESOL Team meetings every nine weeks. - ESOL teachers are a valuable resource for recommending accommodations that might help ELL’s be successful in the classroom. - Review progress/report cards of students. - Meet with mainstream teachers of students who are not being successful to suggest accommodations that might help ELL’s be successful in the classroom. 5. ESOL teacher must file monitoring forms in ESOL Students Portfolio at the end of the monitoring period. Make sure that permanent folders are marked for any student exiting the monitoring process.

Flowchart

Title III/State Requirements All educators working with ELLs must use WIDA Standards to differentiate instruction.

What is WIDA? WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. The acronym stands for “World Class Instructional Design and Assessment”. Georgia joined the consortium in November 2005.

Making Connections GPS RTI ACCESS/ WIDA Standards

Tier IV Student Achievement Pyramid of Interventions Tier III Tier I Tier II WIDA Standards – Differentiation Tool

RTI Tiers and ELL Intervention ESOL eligible students are at Tier 4 and Tier I simultaneously. With exception, students can also be at Tier II and III if additional intervention are needed. ELL Monitored Students are at Tier I unless additional intervention are needed.

ESOL Team & RTI Support with RTI for current ELL (including Parent Waivered Students) and ELL-M students. Include WIDA “CAN DO Descriptors” in ESOL Team Notebook.

ACCESS Proficiency Levels Annual ACCESS for ELLs ® W-APT™ ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING Tier A Tier B Tier C 6 REACHINGREACHING

Levels of English Language Proficiency Entering, Level 1 Limited or no understanding of English Responds non-verbally at first to simple words, phrases Begins to speak in simple words and short phrases Constructs meaning from text mostly through visual and graphic supports. Beginning, Level 2 Understands phrases and short sentences Communicates limited information (social and academic language) Reads simple words or phrases. Writes with errors that often hinder communication.

Levels of English Language Proficiency Developing, Level 3 Understands more complex speech, but needs repetition Speaks and writes sentences, with restricted vocabulary and structures. Constructs meaning from text, with background info. Expanding, Level 4 Has language skills adequate for school communication Reads and comprehend independently, but still has challenges with complex texts or structures. Has minimal errors in writing, but do not impede meaning

Levels of English Language Proficiency Bridging, Level 5 Speaks fluently and spontaneously on social and academic topics. Errors in speaking and writing are minimal Reads grade level materials, with some modification needed Works with native speaking peers with minimal language support. Not yet fully proficient Reaching, Level 6 Close to proficient as native speaking peers

CAN DO Descriptors for the Levels of English Language Proficiency For the given level of English language proficiency level, English language learners can: Language Domain Level 1- Entering Level 2- Beginning Level 3- Developing Level 4- Expanding Level 5- Bridging Level 6- Reaching Listening  Point to stated pictures, words, phrases  Follow one-step oral directions  Match oral statements to objects, figures, or illustrations  Sort pictures, objects according to oral instructions  Follow two-step oral directions  Match information from oral descriptions to objects, illustrations  Locate, select, order information from oral descriptions  Follow multi-step oral directions  Categorize or sequence oral information using pictures, objects  Compare and contrast functions, relationships from oral information  Analyze and apply oral information  Identify cause and effect from oral discourse  Draw conclusions from oral information  Construct models based on oral discourse  Make connections from oral discourse Speaking  Name objects, people, pictures  Answer wh- questions  Ask wh- questions  Describe pictures, events, objects, people  Restate facts  Formulate hypotheses, make predictions  Describe processes, procedures  Re/ tell stories or events  Discuss stories, issues, concepts  Give speeches, oral reports  Offer creative solutions to issues, problems  Engage in debates  Explain phenomena, give examples, and justify responses  Express and defend points of view Reading  Match icons and symbols to words, phrases, or environmental print  Identify concepts about print and text features  Locate and classify information  Identify facts and explicit messages  Select language patterns associated with facts  Sequence pictures, events, processes  Identify main ideas  Use context clues to determine meaning of words  Interpret information or data  Find details that support main ideas  Identify word families, figures of speech  Conduct research to glean information from multiple sources  Draw conclusions from explicit and implicit text Writing  Label objects, pictures, diagrams  Draw in response to oral directions  Produce icons, symbols, words, phrases to convey messages  Make lists  Produce drawings, phrases, short sentences, notes  Give information requested from oral or written directions  Produce bare-bones expository or narrative texts  Compare/ contrast information  Describe events, people, processes, procedures  Summarize information from graphics or notes  Edit and revise writing  Create original ideas or detailed responses  Apply information to new contexts  React to multiple genres and discourses  Author multiple forms of writing

What are the features of WIDA standards? Language Domains Grade Level Clusters Levels of Language Proficiency Standards Sample Performance Indicators

WIDA standards address the four language domains (L, S, R, W)

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

What are Sample Performance Indicators? Exemplars of what English language learners can do Measurable indicators of the four language domains (L,S,R,W). Presented in a developmental sequence across language proficiency level and grade clusters. Developmental and additive; they scaffold from lower to higher levels of language proficiency Exception: Teachers may adapt lower grade cluster for students with educational gaps.

Organization of ELP Standards’ Matrix

Support is Essential for English Language Learners Types of support for ELLs include: (Gottlieb, 2006) Sensory SupportGraphic SupportInteractive Support Real objects (i.e., maps, coins, rocks) Manipulatives (i.e. cubes, Cuisenaire rods) Photographs Pictures, illustrations Diagrams Models (i.e., displays) Magazines, newspapers Videos Multimedia, including Internet Charts (i.e., pie, T) Tables (i.e. histogram) Timelines, number lines Graphs Graphic organizers (i.e.,Venn diagrams, semantic webs) Use of native language Definition of key terms within sentences Modification of sentence patterns (i.e. avoiding passive voice) Use of redundancy or rephrasing Opportunities to interact with proficient English models

27 Demographic Information About the Student Description of the ELP Levels Student’s ELP Level by Domain Student’s Composite Scores Student’s Scale Score by Domain Student’s Scale Composite Scores Student’s Comprehension by Standard Student’s Speaking Performance by Standard Student’s Writing Performance by Standard

Lesson Plan: Content and language Objectives Content Standards/Objectives: I canLanguage Standards/Objectives: (L, S, R, W) Key Vocabulary:Visuals/Resources/Supplementary Materials: H.O.T.S./Essential Question (E.Q.): Connections to Prior Knowledge/Building Background: Preparation Scaffolding ___Adaptation of Content ___Modeling ___Links to Background ___Guided Practice ___Links to Past Learning ___Independent Practice ___Strategies Incorporated ___Comprehensible Input Grouping Options Integration of Processes ___Whole Class ___Reading ___Small Groups ___Writing ___Partners ___Speaking ___Independent ___Listening Application Assessment ___Hands-on ___Individual ___Meaningful ___Group ___Linked to Standards ___Written ___Promotes engagement ___Oral Meaningful Activities: *Review Lesson Standards: Key Vocabulary, Key Content Concepts *Assess Lesson Standards: Restate EQ, Content and Language Standards to check student understanding.

Content Standards/Objectives: I canLanguage Standards/Objectives: (L, S, R, W) Key Vocabulary:Visuals/Resources/Supplementary Materials: H.O.T.S./Essential Question (E.Q.): Connections to Prior Knowledge/Building Background: Lesson Plan: Content and language Objectives

Students’ Academic and Linguistic Success Depends on… Collaboration between all to ensure that language and GPS instruction is congruent throughout the entire school day.