Differentiation for Diverse Classrooms:

ESOL TEAM FACILITATOR’S MEETING

November 10, 2009

Hall County Schools

Training Objectives

Review responsibilities and protocol for the ESOL Team.

ELL Instructional Accommodations and how they work with GPS and RTI.

Review resources available to support ESOL Team.

How the Team WorksESOL Facilitator’s Responsibility

1. ESOL Facilitator meets with school administration to form the ESOL team and plan tentative meeting dates based on progress report times.

2. Clarify team members’ responsibilities.

3. Obtain the following documentation:

- Spring Exited ESOL Student- Monitoring Roster from ESOL teachers or Assistant Principals.

- ELL Monitoring Form (Exited ESOL Students) –ESOL teacher will complete the top section of the form at the beginning of the year and homeroom teachers will maintain/update the form throughout the year.

NOTE: Separate form is used for high school.

How the Team Works4. Meet at least every 6/9 weeks to monitor ELL

student progress.

Exited Students- Grade level/content representative brings ELL

Monitoring Form completed by mainstream teacher to the team meeting. After discussion and recommended accommodations, the grade level/content representative will return the ELL Monitoring Form to the classroom teacher.

- If student is failing in any area, ELL Accommodation Checklist should be provided to appropriate teachers. ESOL team members will conference with mainstream teachers if necessary.

How the Team WorksESOL Teacher’s Responsibility1. ESOL teachers are a member of the team

2. See Responsibilities of the ESOL Team

3. ESOL teacher completes:

-Exited ESOL Students-Monitoring Roster each spring and provides a copy for AP and ESOL Team Facilitator.

-The top section of the ELL Monitoring Form and forwards to ESOL Team Facilitator for distribution to mainstream teachers. Note: The attached form is a new version. If you have already completed the top of the old form, forward it to be used for this year.

How the Team Works4. ESOL Teacher Role:

- ESOL teachers are a part of the team to review exited student progress at the ESOL Team meetings every nine weeks.

- ESOL teachers are a valuable resource for recommending accommodations that might help ELL’s be successful in the classroom.

- Review progress/report cards of students.

- Meet with mainstream teachers of students who are not being successful to suggest accommodations that might help ELL’s be successful in the classroom.

5. ESOL teacher must file monitoring forms in ESOL Students Portfolio at the end of the monitoring period. Make sure that permanent folders are marked for any student exiting the monitoring process.

Flowchart

Flowchart

Title III/State Requirements

All educators working with ELLs must use WIDA Standards to differentiate instruction.

What is WIDA?

WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners.

The acronym stands for “World Class Instructional Design and Assessment”. Georgia joined the consortium in November 2005.

Making Connections

GPS

RTI

ACCESS/WIDA

Standards

Tier IV

Student Achievement Pyramid of Interventions

Tier III

Tier I

Tier II

WIDA Standards – Differentiation Tool

RTI Tiers and ELL Intervention

ESOL eligible students are at Tier 4 and Tier I simultaneously.

With exception, students can also be at Tier II and III if additional intervention are needed.

ELL Monitored Students are at Tier I unless additional intervention are needed.

ESOL Team & RTI

Support with RTI for current ELL (including Parent Waivered Students) and ELL-M students.

Include WIDA “CAN DO Descriptors” in ESOL Team Notebook.

ACCESS Proficiency LevelsACCESS Proficiency Levels

Annual ACCESS for ELLs®

W-APT™

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING

Levels of English Language Proficiency

Entering, Level 1Limited or no understanding of EnglishResponds non-verbally at first to simple words, phrasesBegins to speak in simple words and short phrasesConstructs meaning from text mostly through visual and graphic supports.

Beginning, Level 2Understands phrases and short sentences Communicates limited information (social and academic language)Reads simple words or phrases. Writes with errors that often hinder communication.

Levels of English Language Proficiency

Developing, Level 3Understands more complex speech, but needs repetitionSpeaks and writes sentences, with restricted vocabulary and structures.Constructs meaning from text, with background info.

Expanding, Level 4Has language skills adequate for school communicationReads and comprehend independently, but still has challenges with complex texts or structures. Has minimal errors in writing, but do not impede meaning

Levels of English Language Proficiency

Bridging, Level 5Speaks fluently and spontaneously on social and academic topics. Errors in speaking and writing are minimal Reads grade level materials, with some modification neededWorks with native speaking peers with minimal language support.Not yet fully proficient

Reaching, Level 6Close to proficient as native speaking peers

CAN DO Descriptors for the Levels of English Language Proficiency

For the given level of English language proficiency level, English language learners can:Language Domain

Level 1-Entering

Level 2-Beginning

Level 3- Developing

Level 4-Expanding

Level 5-Bridging

Level 6- R

eaching

Listening Point to stated pictures, words, phrasesFollow one-step oral directionsMatch oral statements to objects, figures, or illustrations

Sort pictures, objects according to oral instructionsFollow two-step oral directions Match information from oral descriptions to objects, illustrations

Locate, select, order information from oral descriptionsFollow multi-step oral directionsCategorize or sequence oral information using pictures, objects

Compare and contrast functions, relationships from oral informationAnalyze and apply oral information Identify cause and effect from oral discourse

Draw conclusions from oral informationConstruct models based on oral discourseMake connections from oral discourse

Speaking Name objects, people, picturesAnswer wh- questions

Ask wh- questionsDescribe pictures, events, objects, peopleRestate facts

Formulate hypotheses, make predictionsDescribe processes, proceduresRe/ tell stories or events

Discuss stories, issues, conceptsGive speeches, oral reportsOffer creative solutions to issues, problems

Engage in debatesExplain phenomena, give examples, and justify responsesExpress and defend points of view

Reading Match icons and symbols to words, phrases, or environmental print Identify concepts about print and text features

Locate and classify informationIdentify facts and explicit messagesSelect language patterns associated with facts

Sequence pictures, events, processesIdentify main ideasUse context clues to determine meaning of words

Interpret information or dataFind details that support main ideasIdentify word families, figures of speech

Conduct research to glean information from multiple sourcesDraw conclusions from explicit and implicit text

Writing Label objects, pictures, diagramsDraw in response to oral directionsProduce icons, symbols, words, phrases to convey messages

Make listsProduce drawings, phrases, short sentences, notes Give information requested from oral or written directions

Produce bare-bones expository or narrative texts Compare/ contrast informationDescribe events, people, processes, procedures

Summarize information from graphics or notesEdit and revise writingCreate original ideas or detailed responses

Apply information to new contextsReact to multiple genres and discoursesAuthor multiple forms of writing

What are the features of WIDA standards?

Language Domains

Grade Level Clusters

Levels of Language Proficiency Standards

Sample Performance Indicators

WIDA standards address the four language domains (L, S, R, W)

Language Domains

Listening – process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking – engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading – process, interpret, and evaluate written language, symbols, and text with understanding and fluency

Writing – engage in written communication in a variety of forms for a variety of purposes and audiences

What are Sample Performance Indicators?

Exemplars of what English language learners can do

Measurable indicators of the four language domains (L,S,R,W).

Presented in a developmental sequence across language proficiency level and grade clusters.

Developmental and additive; they scaffold from lower to higher levels of language proficiency

Exception: Teachers may adapt lower grade cluster for students with educational gaps.

Organization of ELP Standards’ MatrixOrganization of ELP Standards’ Matrix

Organization of ELP Standards’ MatrixOrganization of ELP Standards’ Matrix

Support is Essential for English Language Learners

Types of support for ELLs include: (Gottlieb, 2006)

Sensory Support Graphic Support Interactive Support

•Real objects (i.e., maps, coins, rocks)•Manipulatives (i.e. cubes, Cuisenaire rods)•Photographs•Pictures, illustrations•Diagrams•Models (i.e., displays)•Magazines, newspapers•Videos•Multimedia, including Internet

•Charts (i.e., pie, T)•Tables (i.e. histogram)•Timelines, number lines•Graphs•Graphic organizers (i.e.,Venn diagrams, semantic webs)

Use of native language

Definition of key terms within sentences

Modification of sentence patterns (i.e. avoiding passive voice)

Use of redundancy or rephrasing

Opportunities to interact with proficient English models

27

Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Student’s Composite Scores

Student’s Scale Score by Domain

Student’s Scale

Composite Scores

Student’s Comprehension

by Standard

Student’s Speaking Performance by

Standard

Student’s Writing Performance by

Standard

Lesson Plan: Content and language Objectives

Content Standards/Objectives: I can Language Standards/Objectives: (L, S, R, W)

Key Vocabulary: Visuals/Resources/Supplementary Materials:

H.O.T.S./Essential Question (E.Q.):

Connections to Prior Knowledge/Building Background:

Preparation Scaffolding ___Adaptation of Content ___Modeling___Links to Background ___Guided Practice___Links to Past Learning ___Independent Practice___Strategies Incorporated ___Comprehensible InputGrouping Options Integration of Processes___Whole Class ___Reading___Small Groups ___Writing___Partners ___Speaking___Independent ___ListeningApplication Assessment___Hands-on ___Individual___Meaningful ___Group___Linked to Standards ___Written___Promotes engagement ___Oral

Meaningful Activities:*Review Lesson Standards: Key Vocabulary, Key Content Concepts*Assess Lesson Standards: Restate EQ, Content and Language Standards to check student understanding.

Content Standards/Objectives: I can Language Standards/Objectives: (L, S, R, W)

Key Vocabulary: Visuals/Resources/Supplementary Materials:

H.O.T.S./Essential Question (E.Q.):

Connections to Prior Knowledge/Building Background:

Lesson Plan: Content and language Objectives

Students’ Academic and Linguistic Success Depends on…

Collaboration between all to ensure that language and GPS instruction is congruent throughout the

entire school day.