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WIDA/ACCESSProfessionalDevelopmentKathryn CobbTitle III Resource TeacherSummer Teacher Conference, June 2010

2June 2010, Summer Teacher Conference, KC

Language Objective: Participants will discuss how the WIDA standards can be used in designing their instruction using their WIDA Teacher Resource Guide.

Content Objective: Participants will also gain a general understanding of WIDA, Title III of NCLB, Annual Measurable Achievement Objectives, and the ACCESS Test as well as other issues surrounding ELL education.


Katie Cobb, ESL Teacher, Title III Resource Teacher Working with ELLs for about 6 years. Testing consultant for the Center for

Applied Linguistics/WIDA (Research Group for ELLs)

Item Writer for the ACCESS test for English Language Learners (1st-12th Grade)


Group Introductions- What’s your name?- What school do you teach at?- Grade Level/Content Area?- What’s your favorite thing about

teaching English Language Learners?


LEP- Limited English Proficiency. Students who have another language identified on their Home Language Survey and fall within the LEP criteria on the W-APT screener test.

ELL- English Language Learner. Students whose first language is not English and who are in the process of learning English.

ESL - English as a Second Language. Program of service for LEP students identified as needing direct English language instruction.


Observation DiscussionThink, Pair, ShareWhat was your “take away” from the

year? What strategies did you use in your

classroom this year to meet the needs of your LEP students?

How did you collaborate with your ESL teacher/classroom teacher to meet the needs of your students?

What do you feel like you still need to know more about in regards to LEP education?


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Before reading strategy1. Students fold sheet of yellow

paper (landscape) in half horizontally. Open paper and write:

Give one Get one

1. 1.2. 2.3. 3.4. 4.5. 5.

June 2010, Summer Teacher Conference, KC

3. Circulate the room and share your “give ones” and “get one.” If you find a lot of the same answers place a * (star) next to it.


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4. At the teacher’s signal, students sit down and review all the words and select 4 words and circle them. Words can be from either column.

Give one Get one

1. birds 1. sunny2. Flowers * 2. break!3. grass growing 3. fresh 4. March 21 4. love *5. blue sky 5. no snow!

Starred * words should be especially considered for their importance.


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5. Students fold down top left corner and write their 4 words or phrases.

Students fold up the bottom right corner and write your name.

Get one

1. sunny2. break

3. devastation 3. 4. March 215. blue sky


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6. Students then partner up with someone from the other side of the class to discuss their combined 8 words or phrases. Students put their “slant on the topic” by incorporating their combined words and ideas in summary (2-3 sentences) “buddy-writing”. Turn papers over to write.


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7. Partners can share their buddy writing “on the slant” with the whole class.

8. This same strategy can be used as an “after–reading strategy”. Students pick their words from the text and share in the same manner.


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Table talk:

How could you modify this activity for students at different proficiency levels? Think in terms of listening, speaking, reading, and writing.


What are the Myths, Realities and Best Practices of working with ELLs?


Everyone has a role… Administration:

Testing Coordinator:

School Support Staff:

Teachers:

Who else?:


World Class

Instructional

Design and

Assessment


WIDA is…

a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English Language Learners.

(www.wida.us)


North Carolina adopted the WIDA standards for ELLs in the 2008-2009 school year.

ESL teachers use these standards, alongside the content standards of North Carolina Standard Course of Study to meet the needs of students enrolled in a ESL program.

Classroom teachers use these standards to build and differentiate instruction and assessment for English Language Learners.


Title III Requirements of the “No Child Left Behind Act”

•Title III requires each state to adopt English Language Proficiency standards that are linked to the state academic content standards.

•Title III also mandates all K-12 English language learners to be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score).

•Each state must set ‘Annual Measurable Achievement Objectives’ based on results from English language proficiency assessment.

*Source: Title III Handbook


June 2010, Summer Teacher Conference, KC 25

Research based standards

“The development of academically focused English Language Proficiency (ELP) standards and an assessment to measure these expectations are first steps in improving English language learners’ acquisition of English and academic achievement”-WIDA

Annual Test

“Assess students in a method most likely to yield valid and reliable results”-NCLB


All LEP students in NC are given the ACCESS Test for English Language Learners annually from February to March.

The ACCESS is designed to monitor the progress of student’s English language development.

The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional Language.

The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language Proficiency.


Eligibility for accommodations on State Tests

A criteria for ESL Program enrollment

LEP Exiting Criteria

AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and outside of ESL classroom)


Students are graded on a rubric incorporating the following levels:

These levels inform teachers, in part, of what to expect from students in regards to the development of content area language.


What is the Reading score of the student?

In which of the 4 domains is the student struggling?

How is the Literacy Score calculated? Using caution, look at the raw scores of

the student, how did they do in regards to the Language of Science?

How is the overall score calculated?

Comparing two scores31June 2010, Summer Teacher Conference, KC

Case Study Maria Gonzales is a third grade LEP student at

Poplar Elementary School. She has been in US schools since Kindergarten and up until this point has been an all-A and B student. She received ESL in Kindergarten and 1st Grade, but was placed on Monitored and exited last year. This year, in third grade, she has struggled academically in all areas. Her teacher wants to refer her to Intervention Team because he feels that she may have a learning disorder. He notes, “she has problems with articulation and explanation of answers.” Her ACCESS test scores from last year place her at a (3.0-R), (2.0-W), (3.0-S), (5.0-L).

Turn and Talk What do you think about this situation? Why do you think Maria is struggling at this point in

her academic journey?32June 2010, Summer Teacher Conference, KC

Vanessa Sanchez is a 10th Grade LEP student, but has not been served by an ESL teacher in 3 years. She is currently enrolled in Algebra I. Her ACCESS scores are relatively high (R-5.0, W-3.9, L-4.0, S-6.0). Her math teacher has just received her EOC test results for math. She scored a 2 and her math teacher feels that the ESL teacher needs to be serving her, as she scores particularly low on her computation assessments. She scored 3’s and 4’s on all her other EOC’s.

Turn and Talk What do you think about this situation? Why do you think Maria is struggling at this point

in her academic journey? What do you think the next steps should be?



STRANDSTRAND

MPIMPI

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The WIDA English Language Proficiency Standards are differentiated for:

Five grade level clusters: K, 1-2, 3-5, 6-8 and 9-12.

Five language proficiency levels Level 1, Entering, to Level 5, Bridging.


Read assigned portion of “Learning English is Not Enough,” by Tim Boals.

As an individual, highlight: Something you already knew-underline Something new that you learned-circle Something that you’d like to know more

about-box

Share within your group. Write a few of your statements down on chart paper.


Class Share


So Where Can We Apply This In Classroom Instruction?


The Molecular Biology of Axon Guidance Marc Tessier-Lavigne and Corey S. Goodman Neuronal growth cones navigate over long distances along

specific pathways to find their correct targets. The mechanisms and molecules that direct this pathfinding are the topics of this

review. Growth cones appear to be guided by at least four different mechanisms: contact attraction, chemoattraction, contact repulsion, and chemorepulsion. Evidence is accumulating that these mechanisms act simultaneously and in a coordinated manner to direct pathfinding and that they are mediated by mechanistically and evolutionarily conserved ligand-receptor systems.

M. Tessier-Lavigne is in the Department of Anatomy, Howard Hughes Medical Institute, University of California, San Francisco, CA 94143, USA. C. S. Goodman is in the Department of Molecular and Cell Biology, Howard Hughes Medical Institute, University of California, Berkeley, CA 94720, USA.


Why would you have a problem with this passage?

How could I modify the passage to help you to access the information?

What kind of support could I provide to help you to access the information?


Unlocking the Standards


RG-14

Language Function-What do you want them to do?Example Topic – What do you want them to know about?Support-How can they access the informationExample (e.g.)-Example topic


GR1-LaS-PL1- Natural Resources:

Select labeled natural resources (e.g., sources of water) to make posters from magazine pictures with a partner.


NCSCOS- Grade 1-Math 3.03 Compare and contrast geometric

figures.

Language Objective: ?????Compare and contrast triangles and

hexagons (e.g., The triangle has only three sides) in writing using a graphic organizer.


Using the NCSCOS objective, write a language objective that demonstrates:

What you want the student to doWhat you want the student to learn

aboutHow you will support your studentNCSCOC, Grade 5, Science (MATH, SCIENCE,

LA)1.01 Describe and compare several common

ecosystems (communities of organisms and their interaction with the environment).


Attempt to find an MPI in your book that best aligns with the content standards. If you can not find one, create your own.

*Remember:

-What do you want the student to do?

-What do you want the student to learn about?

-What kind of support will you be providing?

-An example topic


WIDA Handbook

RG 11

RG 14

RG 15

RG 21-23

RG 26-30

RG 35-37

RG 40-41

RG 45

RG 58 Write a short summary of:

How the page(s) could be useful as an educator


What is your role now as classroom teachers/ELL teachers?

How can we apply this new knowledge in our classrooms?

How can we use the Model Performance Indicators to differentiate instruction?


On your timeline paper, make a timeline setting forth what your roles and goals will be with this new information.


Participants will gain a general understanding of WiDA

Title III of NCLB AMAOs WIDA Standards ACCESS Test Language Objectives


If you would like a copy of this PowerPoint, or any more information on WIDA or CAL, please feel free to contact me at:

Kathryn Cobb [email protected]


Have a great day!


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