1. Secondary ALP Lead Meeting November 7, 2012 Educational Equity: Charlene Lui Paul Ross Cheryl Pietz Nathan Moore Sara Moore

2. Ice Breaker – Bucket List List 3 things you wish to do before retiring Music and Mingle When the music stops you will have 1 minute to share your list and 1 minute to listen to the list Find a new partner when the music starts Be prepared to share with whole group

3. Today’s Journey Information Update Report - Survey Differentiating Instruction using WIDA

4. Information Update UALPA turn in last day April 26 th Report due May 17 th Para meeting on April 12 th is canceled Save the date Monday, August 6 th in GEC room 102-106

5. Differentiating Instruction: Transforming WIDA Model Performance Indicators (MPIs)

6. Objectives Content: We will use WIDA standards to transform MPIs, helping to make content comprehensible for all learners. Language: We will write and share MPIs written for our content areas using Core Standards, Bloom’s Verbs, and various learning supports.

7. Model Performance Indicators More than 1000 MPIs—examples (models) of assessable language skills Reflect the second language acquisition process Describe how students can use the language Provide the anchors for curriculum, instruction, and assessment

8. Organization of MPIs Strand

9. MPI– Strands Represent a progression of increasing language complexity, vocabulary usage, and language control Are topically bound Illustrate language development that scaffolds within a language domain Contain visual/sensory, graphic, or interactive support through language proficiency level 4

10. Organization of MPIs within standards Strand Model Performance Indicator (MPI)

11. MPIs– Elements (3) The Model Performance Indicators consist of three elements: 1.The Language Function describes how students use language to demonstrate their proficiency 2.The Content Stem/Topic specifies the context for language instruction, derived from state content standards 3.The Support includes instructional strategies or tools used to assist students in accessing content necessary for communication; can be sensory, graphic, or interactive Adapted from © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium - www.wida.us RG-14

12. MPIs- Language Function Describes how language is used using verbs Guides the language features that students should recognize or be able to produce

13. Bloom’s Taxonomy Creating debate, speculate, rank, document Evaluating construct, synthesize, infer, invent Analyzing analyze, appraise, distinguish, predict Applying apply, solve, demonstrate, build Understanding categorize, expand, restate, outline Remembering choose, point, find, copy, list, recite Language Functions Cognitive Function {

14. MPIs-Content Stem Relates to state or local content standards or Common Core Is grade level appropriate

15. MPIs-Support or Strategy May be visual, graphic or interactive Are based on the concept of scaffolding new language and concepts May include use of languages other than English

16. Supports (pg. RG-21)

17. Learning Task - Indicators Using the example of Model performance indicators, read through each indicator and do the following language function Content Support We will do two examples together

18. List examples of renewable and nonrenewable materials from illustrated word/phrase banks using graphic organizers (e.g., T chart) in L1 or L2 Science Level 2 Writing

19. Science Level 3 Writing from pictures or real-life materials (e.g., using phrases or short sentences with opposites) in L1 or L2 Distinguish between renewable and nonrenewable resources

20. Learning Task - Indicators Using the example of Model performance indicators, read through each indicator and do the following language function Content Support Participants have three minutes to complete this task

21. Transforming MPIs WIDA MPIs are only examples illustrating language related to content area. They are meant to be created, transformed and customized to integrate content and meet the needs of all learners

22. MPI Transformations Discuss relationships between astronomical objects using diagrams or graphs In writing, describe the difference Differentiate with a partner between the Greek and Roman Empire using illustrated text between a haiku and diamante poem

23. Learning Task – Transform an MPI 1.Choose an MPI 2.Change one indicator Language Function Content Support Be prepared to share

24. Supports (pg. RG-21)

26. Unpacking MPIs WIDA Consortium

27. Learning Task - Progression Each group will need the following: MPI template Grade cluster envelope Participant Guide As a group, organize the MPIs by proficiency levels within one of the language domain strands

28. Unpacking MPIs Review your strand with the group 1.What did you notice? 2.How will this help when working with ELLs? 3.How will this drive your instruction?

30. Can Do

31. Learning Task – Creating MPIs 1.Select an objective from your Teacher’s Manuel or Curriculum Guide 2.Build a Strand Choose a Domain Create 5 MPI levels 1-5

34. Subject Area The basic thinking (blooms category) skill that should be found in each MPI. Background information about the unit, content, and purpose of the activities or assignments. State Standard, Essential Content Concepts Speaking, Listening, Reading, or Writing Key Vocabulary Language Function + Content Stem + Support or Strategy = MPI

35. How did we do? Content: We will use WIDA standards to transform MPIs, helping to make content comprehensible for all learners. Language: We will write and share MPIs written for our content areas using Core Standards, Bloom’s Verbs, and various learning supports.

36. Questions and Ticket Out On an index card: One new WIDA idea you can share with your school One way you will implement MPI transformations

37. Adjourn Save the date Monday, August 6 th UALPA - Deadline April 26 th For questions remember to call your Teacher Specialist 385-646-4205  Sara: Taylorsville, Hunter  Cheryl: Cottonwood, Kearns, Granger  Nathan: Cyprus, Olympus, Skyline