1. ESL Data-Driven Instruction
Howell Township

2. Options for Discussion
Overview of ESL and District Data
ESL Assessments
Access 2.0 for ELLs
WIDA Model and Screener
District Resources
STAR Assessments in Early Literacy, Reading, and Math
Fountas and Pinnell
Multiple Measures
Classroom Data
ESL Program Usages of Data
Student Rosters
ESL District Goals
Student Growth Objectives (SGOs)
Intervention
Response to Intervention (RTI)
Student Improvement Plans (SIPs)
Options for Discussion

3. ACCESS for ELLs 2.0 Summative Assessment
Serves as one of multiple measures we use to determine whether students are prepared to exit the ESL Program.
Provides information that assists in determining if ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support.
Provides staff with information to enhance instruction and learning in programs for English language learners.
Generates feedback for the ESL Department's’ effectiveness and helps to determine future goals.
Helps teachers to identify students’ receptive and productive proficiency levels in the contexts of language arts, math, science, social studies, and Social and Instructional Language.

4. WIDA Model and Screener
As students arrive to our district whether from another country or another district, they are given an assessment to determine their level of English.
Kindergarten students are given the WIDA Kindergarten Model, and grades 1-8 are given the computer-based screener.
From these results, the general classroom placement is determined.
From these results, ESL teachers also use this data to form their ESL rosters.
WIDA Model and Screener

5. STAR Assessments in Early Literacy, Reading and Math
Electronic assessments used to track individual student progress towards learning goals.
The assessment adapts to the individual’s academic level during the course of the test.
STAR Assessments in Early Literacy, Reading and Math
This Photo by Unknown Author is licensed under CC BY-SA

6. Benchmark used to drive instruction and small group placement in our ESL classrooms
F&P levels also help determine if an ELL will benefit from remaining in the general classroom for Language Arts, and receive services during a different subject
F&P levels act as a multiple measure resource when exiting decisions are being made.
Fountas and Pinnell

7. Multiple Measures
When exiting decisions are being made, we rely on several sources of data
ACCESS scores are evaluated in all four domains
F&P levels are evaluated to determine how close to grade level an ELL has reached
STAR test results are considered
ESL and classroom teachers collaborate to discuss students’ performance overall in the general classroom setting.

8. Multiple Measures

9. Classroom Data
In ESL pull-out classrooms, we use our own fluency and academic vocabulary goal trackers to monitor student growth in relation to our ESL District Goal.
Students take ownership of their progress, and see the “big picture” tie-in with the school goal.
This Photo by Unknown Author is licensed under CC BY-NC-ND

10. Students attend the magnet ESL school for their designated grade level
Intensive ESL groupings: students with a WIDA model, Screener or ACCESS 2.0 receive two periods of ESL
Non-intensive ESL students receive either pull-out or push-in services: students receive scaffolded instruction with models
ESL paraprofessionals are also on staff to assist in the general classroom setting, as well as provide added support to the ESL classrooms
ESL Student Placement

11. ESL District Goals based on Access for ELLs 2.0
Speaking has been placed in the forefront as a result of statewide declining ACCESS speaking scores.
In the ESL classroom, speaking activities and turn-and- talk opportunities have been given priority in order to address this deficiency
Ardena Elementary has designated “Academic Language” as their ESL school-wide for for
The elementary schools have designated speaking as one of their SGOs in order raise our speaking scores during the Spring 2018 ACCESS testing.
PLCs based around speaking have been established between the ESL teachers and classroom teachers.
ESL coach is inservicing usage of scaffolds to promote speaking in the classroom.

12. RTI Framework for Intervention
Data-driven PLCs designed to meet and discuss individual students’ learning needs.
A tier of 1, 2, or 3 is determined for students based on data to place them within the framework for their individualized needs for instruction.
Students with a Tier 2 or Tier 3 placement are frequently monitored and reassessed based on their individualized Student Intervention Plans.
This Photo by Unknown Author is licensed under CC BY-SA

13. Student Intervention Plans
As students demonstrate struggles unrelated to language, RTI (response to intervention) is put into play.
A SIP (student intervention plan) is set up and personalized goals are drawn.
ESL and classroom teachers work collaboratively on these goals in order to help the student reach them.
Meetings with RTI team of specialists are set up to discuss student progress and to set new goals.
Student Intervention Plans

14. SIP Student Improvement Plan