Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE...
37
Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE updates Capital Day 2014
-
Upload
tyrone-isles -
Category
Documents
-
view
213 -
download
0
Transcript of Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE...
Don’t let them “slip through your fingers”!
Strategies for Strugglers & ESL-Special Ed and ODE updates
Capital Day 2014
Classroom Teacher Responsibilities
• What and why?
• 3rd grade reading guarantee
• Retention
• Modifying /differentiating wording from ODE
Title III- Report from ODE
Title III $$
Differentiation meansstarting where the kids are!
- Carol Ann Tomlinson
When thinking differently about learners, consider …
• Readiness• Information, concepts, and skills students demonstrate at entry point of
learning experience
• Interests• Topics, problems, and processes of personal relevance to students (passion
learning)
• Learning Profile• Combination of students’ emotions, cultures, modality preferences, and
intelligences that affect learning
Indicators of Differentiation
• Consistent use of pretesting• Decrease in the frequency of large group activities• Increase in
• Small group teaching activities• Flexible small group learning activities
• Increase in individual alternatives:• Centers• Homework• Contracts
The National Research Center on the Gifted and Talented, 2002
Content Statement
5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).
Name______________________________Period_____ Date______
Directions: Circle the letter that identifies each picture, then write a sentence using the word.
A. An Ocean B. A Lake C. A Creek D. A Sea A. An Ocean B. A River C. A Stream D. A Sea
This is a photo of a creek. ____________________________________________
____________________________________________ ____________________________________________
A. An Ocean B. A River C. A Stream D. A Sea A. An Ocean B. A Lake C. A Stream D. A Pool____________________________________________ ________________________________________________________________________________________ ____________________________________________
Classroom SupportsPacing:
____ Extended Time
____ Longer “wait time” for answering questions
____ Other: ________________
Environment:
____ Assign peer buddy
____ Provide one on one support
____ Flexible seating
____ Work alone
____ Other: ________________
Reinforcement & Follow Through:
____ Student-teacher goal setting
____ Build confidence with positive comments
____ Have student restate directions
____ Check often for understanding/review
____ Re-teach / extend skills
____ Use games (for review and mastery)
____ Arrange for peer tutoring
____ Plan cooperative learning experiences
____ Make/use vocabulary files/ personal dictionaries
____ Teach organizational & study skills
____ Provide outline for content materials
____ Use study guides to organize materials
____ Other: ________________
Presentation of Subject Material:
____ Use individual/small group instruction
____ Simplify language
____ Tape lectures for playback
____ Show and discuss video clips
____ Demonstrate concepts
____ Provide explicit vocabulary instruction
____ Use manipulatives
____ Post graphics, charts & visual aids
____ Emphasize critical information
____ Use graphic organizers
____ Pre-teach vocabulary
____ Other: ________________
Materials:
____ Provide recorded texts / readings (check with Hudson)
____ Use supplementary materials
____ Highlighted textbooks / study guides
____ Use adapted textbooks / easier readings
____ Allow use of computer
____ Varied computer programs
____ Daily assignment student notebook
____Other: ________________
394 is the Score for 3rd grade Reading Guarantee
ESL/Sp Ed
• Updated Who’s Idea
• process for IAT
• scheduling priorities
• teaching school norms
• strategies for working with ESL/sp ed students
oror
Been in US schools for less than a year
Been in US schools for more than a year
STOPSTOP STOP
STOP
Refer
STOP
Steps for Referring LEP Students to IAT
Continue Intervention & Monitoring
or
2 or more readinglevels below grade level
At or just below grade level in reading
or
Progress slower than that of students with similar educational backgrounds
Progress comparable to that of students with similareducational backgrounds
or
"Limited" on OAA/OGT in 2 or more areas
"Limited" on OAA/OGT in less than 2 areas
or
Progress is not being made in small group intervention
Progress is being made in small group intervention
Hasn't moved up on the OTELA
Has moved up on the OTELA
STOP
In the IEP
1. Instruction needs to address both their linguistic and cultural
characteristics and their disabilities
a. May include
i. Sheltered academic instruction
ii. Mediating scaffolds – peer support iii. Task scaffolds – reduce the information students must generate independently
iv. Material scaffolds – learning prompts v. Comprehensible input – language appropriate to the student’s English language proficiency
ODE is looking to create an alternative ESL
assessment for Special Ed.
Ohio’s New State Tests
• Accessibility Features
• Accommodations
• Strategies to prepare
www.elpa.21.org
researchers focused on the role of language in content-area classrooms.
Accessibility FeaturesPARCC / New State Tests for ALL students
• Blank paper• Answer masking *• General masking *• Line reader tool• Highlight tool• Eliminate answer choices• Flag items for review• Audio amplification• Background/Font color• Writing Tools
• Headphones or noise buffers• Magnification/ enlargement• Pop-up glossary• Spell checker• Text-to-speech for Math test,
also Sci and SS *• General administration
directions read aloud
+ Features in red are the only ones that must be activated manually for select students.
The others are already available. * Recommended for all LEP
ELL Accommodations• *Prefunctional is considered Beginner on PARCC• Extended time (* ALL LEP)• Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP)• General administration directions read aloud in student’s native
language (possibly)• Scribe or Speech-to-text (in English only) responses dictated for Math,
Sci & SS• Not recommended by the ESL department
• First year ELA test does not count (like before)….district credit for participation???
Proficiency LevelProficiency
LevelCharacteristics Teacher
Prompts/Questioning
Very Low Pre-Functional
• Minimal comprehension• Does not verbalize• Nods “Yes” and “No”• Draws and points
• Show me…• Circle the…• Where is…?• Who has…?
HigherPre-Functional / Low Beginner
• Limited comprehension• Produces one- or two-word
responses• Participates using key words and
familiar phrases• Uses present-tense verbs
• Yes/no question• Either/or questions• One- or two-word answers• Lists• Labels
High Beginner/Low Intermediate
• Has good comprehension• Can produce simple sentences• Makes grammar and pronunciation
errors• Frequently misunderstands jokes
• Why…?• How…?• Explain…• Phrase or short-sentence
answers
High Intermediate/ Advanced
• Has excellent comprehension• Makes few grammatical errors• Advanced student has a near-native
level of speech
• Decide if…• Retell…
Tier 3: glossary word:Multisyllabic
Specific to a subject area Latin or Greek-based
topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer
Tier 2: Words of education, business, government, religion:
Components: Prefix, root, suffix Latin-basedelevation, formation, protrude, expansive, isolated, remote
Tier 1: Basic conversational words: Friends & family1 or 2 syllables
Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb,green, high…
Vocabulary Words
Word Definition Symbol Example
1. Right Angle
An angle of 90 degrees
The corners of a square are right angles.
2. Force
A push or pull on an object
The force from the punch knocked him out.
3. Imperialism
When one country dominates other countries
Europe took Africa’s natural resources by force.
4. personification
Giving human characteristics to objects
The flower was crying for rain.
Ohio’s Quality Review Rubrics
• Checklist to see if a lesson is “Common Core Ready”
• English, Math, Science & Social Studies K-12
• Diverse Learners: Special Ed, Gifted & Talented, and LEP
• On ODE’s website
• Use in a TBT/group to evaluate a lesson
Practice for PARCC (Ohio’s new state tests)• http://www.parcconline.org/practice-tests• http://education.ohio.gov/Topics/Special-Education/Diverse-Learners• http://ell.stanford.edu/
• www.naturalreaders.com (text to speech)• Microsoft Word (highlighting, strikethrough)
Support from The ESL Service Center (365-8802)
• Call Center
• Interpreter/Translator
• Professional Development
• Materials (adapted texts, dictionaries)
• Parent Literacy Program
• OGT, College & Career Readiness Program
• ESL Department Webpage
• LEP Data
Recognition for Information
• SIOP materials from Center for Applied Linguistics
• Destination: Differentiation (D2) PPT from Susan Wouters
• Language Acquisition Materials from Kate Kinsella
