1. LD SEL Data Coordinators Meeting October 20, 2016

2. Created by Dr. Jamila Gillenwaters, AEA CoordinatorP
Presented by:
Formative Linguistic Screening for SELs
Local District SEL Data Coordinators Meetings
October 20, 2016
Time: 1 minute
Purpose: To introduce the Electronic Linguistic Features Progress Monitoring tool that SEL Data Coordinators and SEL Language Instructional Coaches can use as a part of their school’s Two-Tier Data Analysis System for SELs.
Say / Do:
Created by Dr. Jamila Gillenwaters, AEA Coordinator

3. 1 2 3 4 Where are we in the SEL linguistic data collection process?
Linguistic Data Analysis Objective: 2
Create an electronic AEMP Linguistic Features Intervention Roster
It’s a tool that can be used to provide targeted language support for SELs
It can be used for Linguistic Progress Monitoring
Whole School
Whole Grade Level
Whole Class 3
Time: 2 minutes
Purpose: Provide an overview of this section of today’s PD.
The first picture is a survey the participants can take in order to provide data about their school’s SEL Linguistic data collection process.
A Google Form Survey can be created –
2) The second picture is of the Linguistics Features Intervention Monitoring Roster
3) The third picture is an example of the bar graph that will be created using this Job Aid
4) This tool can be used for Linguistic data analysis “Data Chats” to provide targeted Instruction for students
Say / Do: 4

4. Why do we analyze students’ linguistic data?
Time: 3 minutes
Purpose: To highlight that the reason for collecting the data is make informed decisions about: instruction , Grade Level and School PD topics
Say / Do: Possibly: You might ask participants , “Why do we analyze students’ linguistic data? “ Allow participants to speak to “Chicken Wing” Partner, use a Non-Volunteerism Protocol to share with whole group.
In addition to their great answers, share the following two to provide more rationale ….

5. AEMP’s Framework Time: 1 minute
Purpose: To remind stakeholders at AEMP Schools of AEMP’s Two-Tier Data Analysis System for SELs.
Participants will need their school’s Intervention Monitoring Rosters and a device to be active participants in this interactive PD.
Be equipped with a copy for those who will need them.
Say / Do:

6. Why do we analyze students’ linguistic data?
Time: 1 minute
Purpose: To make participants aware that, this year, teachers will be evaluated on their ability to design lessons that demonstrate their awareness of students’ language proficiencies.
Say / Do: In addition to the other great reasons stated to explain why we analyze students’ linguistic data, teachers will be evaluated on this , this year.

7. How do we gain knowledge about our students’ linguistic proficiencies?
Linguistic Data Collection
How do we gain knowledge about our students’ linguistic proficiencies?
Time: 30 seconds
Purpose: This is just a transition slide
Say / Do:

8. Data Wall at Lizarraga Elementary School LD Central’s SEL Language Instructional Coach: Morel Ramirez
Time:1 minute
Purpose: This is a picture of a Data Wall in one of the SEL Language Instructional Coach’s offices at our model school in LD Central.
Say: In our Two Tier Data Analysis System we analyze linguistic data to provide targeted language support as SELs add standard ad academic English to their linguistic toolkits.
This section of the PD is all about language, and linguistic data analysis for SELs which begins with data collection.
The Intervention Monitoring Roster allows teachers to gain both whole class and individual data about their students’ linguistic differences and needs to guide instruction.

9. Data Wall at Lizarraga Elementary School LD Central’s SEL Language Instructional Coach: Morel Ramirez
Time:1 minute
Purpose: This is a picture of a Data Wall in one of the SEL Language Instructional Coach’s offices at our model school in LD Central.
Say: When you know that language is a potential barrier to academic success , you do something about it.
Everything you do during MELLD should lead to improved outcomes on the screeners, DIBELS, SRI, IABs, LAS Links grades, etc….
MELD lesson are designed using Backwards planning to provide enrichment and support for SELs.

10. Data Wall at Lizarraga Elementary School LD Central’s SEL Language Instructional Coach: Morel Ramirez
Time:1 minute
Purpose: This is a picture of a Data Wall in one of the SEL Language Instructional Coach’s offices at our model school in LD Central.
Say: This is an example of the bar graphs Lizarraga’s staff creates using Excel.

11. Morel Used Excel ;-) Time:1 minute
Purpose: This is a picture of a Data Wall in one of the SEL Language Instructional Coach’s offices at our model school in LD Central.
Say: This shows the MxAL Linguistic Features present in all of the Kindergarten classes at Lizarraga.
You can ask what the linguistic data revealed in this tells us.
Lizarraga’s team is working on making their Key more transparent.

12. What does this data tell us?
Time:1 minute
Purpose: This is a picture of the type of electronic graphic organizer we will create today.
Say: This is an example, of a secondary teacher’s

13. Linguistic Features Data Analysis
Step 1: Administer SEL Linguistic Screener (Oral or Dictation)
Step 2: Complete Intervention Roster
(alone or with help)
Step 3: Create Intervention Roster
(Electronic Roster)
Step 4: Analyze Data to Impact Instruction
(Data Chats)

14. Collect SEL Linguistic Screeners (Oral and Written)
Step 1:
Collect SEL Linguistic Screeners (Oral and Written)
(1 minute)
Say: The AEMP program utilizes these linguistic screeners and rosters to identify the use of home language features that may be present in the students’ oral or written language. The roster is then used to proactively plan for opportunities to have students code-switch the features that they demonstrate.

15. Collect SEL Linguistic Screeners (Oral and Written)
Step 1:
Collect SEL Linguistic Screeners (Oral and Written)
Elementary Oral Retelling Samples
Secondary Dictation Samples
(1 minute)
Say: The AEMP program utilizes these linguistic screeners and rosters to identify the use of home language features that may be present in the students’ oral or written language. The roster is then used to proactively plan for opportunities to have students code-switch the features that they demonstrate.

16. Create Electronic Intervention Roster
Step 2:
Create Electronic Intervention Roster
“th”/ “f”
Sound
Past Tense Marker _ed
Reflexive Pronoun
(1 minute)
Say: The AEMP program utilizes these linguistic screeners and rosters to identify the use of home language features that may be present in the students’ oral or written language. The roster is then used to proactively plan for opportunities to have students code-switch the features that they demonstrate.

17. Transfer Linguistic Data onto Intervention Roster
Step 2:
Transfer Linguistic Data onto Intervention Roster
(5 minutes)
Say: The AEMP program utilizes these linguistic screeners and rosters to identify the use of home language features that may be present in the students’ oral or written language. The roster is then used to proactively plan for opportunities to have students code-switch the features that they demonstrate.
Activity : Provide participants time to
Numbering Helps!

18. We have to set it free from the file…....

20. Let’s Create an Electronic Roster!
1st Stop
bit.ly/BlankScreener
the screener to recipients as opposed to simply sharing the bit.ly
1st Stop
Access blank screener
2nd Stop
File
Make a Copy
2nd Stop
Make a copy of this chart before you insert your data
BOY AAL Linguistic Screener Teacher’s Name / School’s Name
3rd Stop
Rename the chart to make it your own
4th Stop
Insert the data from your Intervention Roster and the Bar Graph will appear at the bottom.

21. bit.ly/BlankScreener

22. bit.ly/BlankScreener