1. Using Data and Differentiated Instruction so ELs CAN DO ! Cathy Fox, M.Ed, NBCT Peg Schembre, CAGS, NBCT

2. Greetings from the Ocean State

3. Content Objectives Participants will develop an understanding of the strengths and limitations data sources have for ELs. Participants will develop strategies for making differentiation practice more effective for ELs.

4. Language Objectives: Participants will be able to summarize the necessary components needed for fully assessing the learning strengths and needs of “the total child.” Participants will be able to create a task analysis and describe how it forms the base for effective differentiation.

5. LADDER

7. LADDER data

8. Meet Aramis and Elisa Aramis, a 10 year old fourth grader from Puerto Rico Elisa, a 9 year old fourth grader, from Cape Verde and Portugal

10. Set an ELD Goal

11. RAW DATA Strengths Growth data is helpful in comparing the child’s growth with that of all ELs in WIDA states Gives us information in terms of program planning Over time, trends in individual children’s learning can be seen Weaknesses Any one piece of this raw data in isolation is very limited DRA, NECAP, and CBMs are not normed on ELs There is a level of subjectivity in these results; especially with Speaking on the ACCESS and retells on DRAs

12. Data is only one attribute that affects language and academic growth of “the total child.” Total Child Educational Background Behavior and Social Skills Family History and Acculturation Social & Medical History Raw Data

15. Using the “Total Child” data, we … Added a social skills group to help him develop his ability and comfort for speaking in class. Recommended participation in afternoon homework club. Added social skills group to focus on positive behavior Provided weekly check-ins with guidance counselor. Recommended participation in after-school program

16. Differentiation is Essential With ELs we have to differentiate for:  Language Proficiency Level  Learning Style  Academic Readiness for Content To best prepare a differentiated lesson, we must first analyze what the lesson entails. How? Use task analysis to guide your differentiation.

17. What is Task Analysis? It is lesson-planning process that… breaks skills down into smaller, more manageable steps. places those smaller steps into hierarchical order is focused on the instructional goal uses formative assessment to evaluate your learners through the smaller steps builds independent learners

18. Let’s try a task analysis

21. Our high stakes testing climate…

22. …with the right supports, our ELLs CAN DO!

23. Content Objectives Participants will develop an understanding of the strengths and limitations data sources have for ELs. Participants will develop strategies for making differentiation practice more effective for ELs.

24. Language Objectives: Participants will be able to summarize the necessary components needed for fully assessing the learning strengths and needs of “the total child.” Participants will be able to create a task analysis and describe how it forms the base for effective differentiation.

25. Feel free to contact us with any questions! cathyfox10@gmail.com pegschembre6@gmail.com