Download presentation
Presentation is loading. Please wait.
Published byAngela King Modified over 9 years ago
1
SLO Considerations for our Students: Reflections and Actions
2
Macro level Sunday Afternoon on the Island of La Grande Jatte (Un dimanche après-midi à l’Ile de la Grande Jatte), Georges Seurat, 1884-1886.
3
Micro level Sunday Afternoon on the Island of La Grande Jatte (Un dimanche après-midi à l’Ile de la Grande Jatte), Georges Seurat, 1884-1886.
4
Macro Level Considerations: Equal ACCESS for all learners Preparing to support diverse learners Reflective practice using evidence-based practices Building a culture of collaboration and community Opportunity to Learn (OTL) Evaluating Teachers of all learners Diane Staehr Fenner, PeterKozik and Ayanna Cooper (Leadership Fall 2014); Blank R., Smithson, J. 2010. Improving Methods of Aligning Instruction to Standards and Assessments for English Language Learners and Analyzing the Relationship of Alignment to Student Achievement. Washington, DC: Council of Chief State School Officers.
5
One Question to Consider: How responsive is your Response to Intervention (RtI) system to ELL learners? Solari & Gerber (2008) found that interventions that incorporated instruction on at least two skills was more successful for ELLs than interventions that focused on one skill only.
6
Micro Level Considerations: Range of diversity: linguistic experiences, resources and needs Academic Content versus language proficiency Growth verses attainment Realistic goal setting Assessment considerations
7
One Question to Consider: Are you aware of the lower-faster/higher-slower general trajectory? Gary Cook’s study, WIDA, 2008
8
Another Question to Consider: Designing assessments: language versus content measures? Language vscontent
9
Another Question to Consider: Things a student can do without assistance Zone of Proximal Development Things a student cannot do even with assistance Are the goals attainable?
10
How does ACCESS for ELLs ® Fit into the Picture?
11
Part of the Mosaic: Weighted domains 35% Writing, 35% Reading, 15% Listening and 15 Speaking. Covers social instructional language, and language of Math, LA, SS and Science and not the content per se. Growth is neither linear nor consistent (lower faster/higher slower.) Bottom Line: Need it as a baseline tools to create & inform goals.
12
Formative Measurement tools: Academic Content Assessments: Representative of learning goals Pertain to the language of instruction Norm-referenced to ELLs Amplify language learning (expansive vs. diminutive) Bottom Line: These must be sensitive enough to allow students to show measurable gains.
13
Contact Information: Jacqueline A. Iribarren, Ph.D. Title III, ESL & Bilingual Ed Consultant jacqueline.iribarren@dpi.wi.gov (608) 266-7292
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.