1. Centers of Excellence: SSOS EL Shadowing MN Assessment Conference 2016 Kelly Frankenfield and Sarah Sirna Regional Centers of Excellence

2. Centers of Excellence: SSOS “English learners, despite many years in our schools and despite being close to the age at which they should be able to graduate, are still not English proficient and have incurred major academic deficits” (Olsen, 2010).

3. Centers of Excellence: SSOS Second Language Acquisition BICS Basic Interpersonal Communication Skills CALP Cognitive Academic Language Proficiency 7/7/2016 3 Source: Cummins, 1984

4. Centers of Excellence: SSOS Language Proficiency and Performance Definitions Language Forms and Conventions Linguistic Complexity Vocabulary Usage Discourse Level Sentence Level Word/Phras e Level 5 Bridging 3 Developing 4 Expanding 2 Emerging 1 Entering L5 L4 L3 L2 L1

5. Centers of Excellence: SSOS Receptive Language Skills Expressive Language Skills

6. Centers of Excellence: SSOS

7. What percentage of the day is spent in productive use of academic language by the students in your school site? What does the research say?

8. Centers of Excellence: SSOS Only 4% of ELs’ school day is spent engaging in student talk. Only 2% of ELs’ day is spent discussing lesson content & academic vocabulary. Teachers perform 76% of classroom talk. Sources: Arreaga-Mayer & Perdomo-Rivera, 1996; Edwards & Mercer, 1987; Mancilla-Martinez & Lesaux, 2011 What does the research say? 7/7/2016 8888888

9. Centers of Excellence: SSOS Teacher Talk = 20-30% Student Talk = 70-80% Sources: Brown, 2001; Nunan, 1991 What should the teacher to student proportion be for academic speaking?

10. Centers of Excellence: SSOS Soto (2012) defines ESL Shadowing as a “technique for examining specific areas of an ELL’s school experience and gaining insight into the student’s perspective about school (p.12). ESL Shadowing

11. Centers of Excellence: SSOS “Gather information about the daily life of an English learner in order to participate in a larger conversation on improvising the educational experiences of this student group” (p.12). Purpose:

12. Centers of Excellence: SSOS The Process Day One (Preparing)Day Two (Shadowing and Debrief) Morning: Speaking and Listening PD Morning: EL shadowing at school Afternoon: How to use the protocol Afternoon: Debrief of experience and using data to develop next steps

13. Centers of Excellence: SSOS Student Selection-Why?

14. Centers of Excellence: SSOS Or use ACCESS Data

15. Centers of Excellence: SSOS Student Selection-Who

16. Centers of Excellence: SSOS Student Selection-What

17. Centers of Excellence: SSOS 1.ELs must be given ample opportunities to use extended stretches of language, in order to become proficient academically in reading and writing in English (Soto, 2012). 1.All ELs, regardless of language proficiency can be active contributors to the academic classroom. 1.For EL’s, quiet classrooms are not productive classrooms (Soto, 2012) Assumptions Underlying the Process

18. Centers of Excellence: SSOS Academic Speaking

19. Centers of Excellence: SSOS Academic Listening

20. Centers of Excellence: SSOS 2 Contexts for Listening 1-Way Listening We take in information without being able to clarify or ask questions, as in a lecture 2-Way Listening Dialogue of some sort Students are supported by being able to ask questions and clarify Source: Nunan, 1990

21. Centers of Excellence: SSOS Listening

22. Centers of Excellence: SSOS

23. Josue started his 5 minute interval by being on task with his quick write. He seemed to be really engaged and interested in the topic at first. Unfortunately, he quickly got off task and started talking to the person next to him. He seemed to struggle a bit with writing anything more than a couple of sentences. Example Comments Section

24. Centers of Excellence: SSOS Have enough copies of the ESL Shadowing protocol for two hours or google form if they have technology Data profile of student(s) to be shadowed (p. 53) Focus on student, not teacher or other students Do not sit too close to student so they are aware of what is happening Students and teachers should not be aware of the specific student being observed/shadowed so data collection is not impacted (p. 48) Teachers should instruct as on a normal day Observer is unobtrusive, does not interact with students/teacher Observing Protocol:

25. Centers of Excellence: SSOS Insert video Let’s try