SLO Considerations for our Students:

Reflections and Actions

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.

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.

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.

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.

Micro Level Considerations:

• Range of diversity: linguistic experiences, resources and needs

• Academic Content versus language proficiency• Growth verses attainment • Realistic goal setting• Assessment considerations

One Question to Consider:Are you aware of the lower-faster/higher-slower general trajectory?

Gary Cook’s study, WIDA, 2008

Another Question to Consider:

• Designing assessments: language versus content measures?

Language vscontent

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?

How does ACCESS for ELLs®

Fit into the Picture?

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.

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.

Contact Information:Jacqueline A. Iribarren, Ph.D.

Title III, ESL & Bilingual Ed Consultantjacqueline.iribarren@dpi.wi.gov

(608) 266-7292