LASAFAP Conference October 26, 2017 English Learners …€¦ · Presentation • Observe and...
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LASAFAP Conference October 26, 2017 English Learners Standards and Assessments
Transcript of LASAFAP Conference October 26, 2017 English Learners …€¦ · Presentation • Observe and...
LASAFAP ConferenceOctober 26, 2017English Learners
Standards and Assessments
Agenda
1. Louisiana Believes
2. English Learners- Past and Present
3. Louisiana Connectors for English Learners
4. Re-thinking Programs and services
3. Measuring Results- English Language Proficiency Test
Presenter
Presentation Notes
[Read first paragraph]
Louisiana Believes
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Louisiana Believes
The Louisiana Department of Education is excited to embark on another year with educators across the state as we collectively continue to raise expectations for students and schools.
Our students are just as capable as any in the country and deserve the opportunity to succeed at the highest level. Because of this belief, Louisiana educators have been working tirelessly over the past several years to raise expectations and educational outcomes for students in five major focus areas:
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As a result of this work, students across Louisiana are performing at levels never seen before.
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Louisiana’s Success
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Louisiana will continue to raise the bar for students so that by 2025, an A-rated school is one where the average student has:
Reaching this bar will require that school systems create and implement strong plans for improvement, including directing additional resources and support to those schools who struggle the most.
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Our Vision for Louisiana
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Does Our Vision Include English Learners?
In schools across the state, subgroups of students are being left behind. It is imperative that we identify where subgroups of students are falling behind and focus our efforts and resources on accelerating their growth.
ENGLISHLEARNERS
Presenter
Presentation Notes
These are the results of the No Child Left Behind era. In the last five years our EL population has pretty much remained stagnant. ESSA is shining the light on the under achievement of this population and challenging States to do something about it.
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21st Century, college and career ready standards ushered in an increase of language demands for all students.
How do we construct the bridge for English learners when we are expecting more from ALL students?
Increased Expectations for ALL Students
Presenter
Presentation Notes
Inadvertently as we increased the language demands of ALL students; we have increased the achievement gap of the El population because we have not changed practices or programs to meet the increased need. This population already needs extra supports in language, how are we ensuring that they receive the appropriate supports for academic success?
Relationships andConvergencesof Content-AreaPractices
MP1. Make sense of problems and persevere in solving them
MP2. Reason abstractly and quantitatively
MP7. Look for and make use of structure
MP6. Attend to precision
MP8. Look for and express regularity in repeated reasoning
SP2. Develop and use models
MP4. Model with mathematicsSP5. Use mathematics and computational thinking
SP1. Ask questions and define problems
SP3. Plan and carry out investigations
SP4. Analyze and interpret data
SP6. Construct explanations and design solutions
EP7*Use
technologyand digital media strategically and capably
MP5. Use appropriate tools strategically
EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text
EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively
EP6. Use English structures to communicate context specific messages
SP8.Obtain,evaluate and communicate information.
EP2. Produce clear andcoherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
EP1. Support analysis of a range of grade- level complex texts with evidence
MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others
SP7. Engage in argument from evidence
Cheuk,T. (2013). Relationships and convergences among the mathematics, science, and ELA practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Palo Alto, CA: Stanford University.
Presenter
Presentation Notes
By developing standards that leverage the academic language needed in content-area practices, we construct the bridge for ELs. Content practices are the actions students exhibit when engaged in learning and growing in content knowledge and skills. Connectors address the language necessary to engage in the overlapping practices; leveraging meaningful participation across content-areas
Past and Present Expectations: New Standards are Developed
Presenter
Presentation Notes
Our deficit definition of Els is reflected in the way we use to approach programming; low expectations.
Louisiana Connectors for English Learners
Intentionally rebranded Connectors to message the BRIDGE that needs to be constructed
NOT A SET OF STAND ALONE STANDARDS
The Connectors describe how language is used to meet the rigorous content demands in each grade and how students progress, by grade and grade band, toward English language proficiency.
FROM TOWhat is a
student able to do with language within content areas?
What language does a student have?
Presenter
Presentation Notes
The new set of standards address the high expectations and requires all teachers to support language learners
Louisiana Connectors for English Learners
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1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
2 participate in grade-appropriate oral and written exchanges of information, 2 ideas, and analyses, responding to peer, audience, or reader comments and questions
3 speak and write about grade-appropriate complex literary and informational texts and topics
4 construct grade-appropriate oral and written claims and support them with reasoning and evidence
5 Conduct research and evaluate and communicate findings to answer questions or solve problems
6 analyze and critique the arguments of others orally and in writing7 adapt language choices to purpose, task, and audience when
speaking and writing8 determine the meaning of words and phrases in oral
presentations and literary and informational text9 create clear and coherent grade-appropriate speech and text10 make accurate use of standard English to communicate in
grade- appropriate speech and writing
Connectors 1 through 7 involve the language necessary for ELs to engage in the central content-specific practices associated with ELA & Literacy, mathematics and science. They begin with a focus on extraction of meaning and then progress to engagement in these practices.
Connectors 8 through 10 hone in on some of the more micro-level linguistic features that are undoubtedly important to focus on, but only in the service of the other seven
Presenter
Presentation Notes
As you can see, these set of standards need context.
English Learners
What is your definition of an English learner?
Redefining English Learners
English Learners:• come from very diverse backgrounds, with rich perspectives both culturally and
linguistically;
• bring to their learning a vast set of experiences and knowledge-base from which to draw as they engage in the learning process in a new language.
• have the same potential as any student to engage in complex tasks and possess the ability to master content at the same high levels of expectation as any of their English speaking peers.
• Just like all other students, English learners can achieve academic success through a clear and concise alignment of standards, instructional resources, and quality assessments.
Presenter
Presentation Notes
How do we construct the bridge? We start by redefining our attitudes of English learners; from a deficit point of view to an additive point of view. They’ don’t arrive with blank slates; good or bad they have an experience base from which they can make connections to their learning. It’s incumbent on teachers as with all other students to know their students and work with them from their areas of strengths
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The Connectors are not a set of stand alone standards, and
are written for all teachers to use; not just ESL teachers.
• Content-area teachers have a greater role in ensuring academic success of ALLstudents, including English learners
• ESL teachers must teach English in context of content practices to support the engagement of students in content classes
• Ongoing professional development is a must to support the “shifts” necessary to ensure the academic success of English learners
Redefining Teachers’ RolesA “Mind Shift”
Supporting English Learners
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Re-Thinking EL ProgrammingEL Guidebook
STRATEGY LIKE ALL STUDENTS, ELS NEED ACCESS TO:
BUT, ELS NEED MORE:
1 high quality, rigorous and on-levelinstruction and curriculum
scaffolds for comprehensible input and output evidenced-based teaching and learning strategies that
support language learning
2 strategic interventions when they are struggling
evidenced-based strategies specific o language learning
specialized language programs 3 ongoing monitoring of
student progress accurate identification modifications and accommodations L1 assessments
4 a team approach towardsmeeting goals and ultimatesuccess
language supports across disciplines a specialized language program that accelerates
English proficiency and academic language programs carried out in home language or
interpretation provided translation of school documents and event
notifications responsive to the cultural experiences of the families
Presenter
Presentation Notes
EL students need access to the same things as ALL other students;but they do have unique needs and they need specific add-ons. In reality if we equip teachers to the knowledge of how to teach with Els’ needs in mind, they will not only reach the EL population, but reach all diverse learners.
Re-Thinking Support Services and Programming
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To make improvements and change the course of English learners we must rethink how we are providing services to this population.
Currently, we are in the development phase of an EL Guidebook to support LEAs through this process.
Programs suggested are all evidenced-based to meet ESSA requirements:
Content-based English Language DevelopmentTwo-way ImmersionEL Coaching ModelEnglish Language DevelopmentNewcomer Programs
Measuring ResultsEnglish Language Proficiency Test
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ELPT Test Design
ELPT measures and reports English language proficiency using these domains, the number of score points and items are relatively evenly distributed across domain and grade band
Items (task types) by Domains
Composed of a combination of automated and hand-scored task types. Some tasks are specific to individual grade levels or domains, while others apply to all grade bands and domains.
It provides scale scores on each of the four domains of listening, reading, speaking and writing, which are classified into five levels of performance.
Sample Task Types by DomainListening Reading Speaking Writing• Read-Aloud Story • Short Conversations • Student Discussion• Listen for Information• Academic Debate • Academic Lecture and Discussion
• Argument and Support Essay Set • Discrete Items • Informational Set • Extended Informational Set • Literary Set • Read for Details• Procedural Text
• Academic Debate • Analyze a Visual and a Claim • Classroom Tableau • Conversation • Language Arts Presentation • Observe and Report • Opinion • Picture Description/Compare
• Complete a Word • Construct a Claim • Opinion • Picture Caption • Respond to Peer Email • Storyboard
Performance Levels
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ELPT has five performance levels. These levels describe the stages of English language development through which ELs are expected to progress as they gain proficiency.
A Student at this level …Level 1Beginning
Displays few grade-level English language skills and will benefit from EL program support
Level 2Early Intermediate
Presents evidence of developing grade-level English language skills and will benefit from EL program support
Level 3Intermediate
Applies some grade-level English language skills and will benefit from EL program support
Level 4Early Advanced
Demonstrates English language skills required for engagement withgrade-level academic content instruction at a level comparable with non-Els
Level 5Advanced
Exhibits superior English language skills, as measured by ELPT
Proficiency: Profiles
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•Relying on student profiles instead of an overall composite score as is traditionally done benefits educators.•A profile provides more instructional information about students who may have the same overall score, but differ in skills and needs.
Overview of Test Administration: Spring 2018
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Administered on an online platform.
Requires the use of headphones for the speaking session.
Testing window from February 5 to March 16
Administration guidance and ELPT Assessment Guide have been published and can be found in assessment library
Next Steps
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The following opportunities for training and support are scheduled:Activity Dates Target AudienceCollaborative Meetings- 3 Sessions(Assessment Guides, EL Guidebook & Administration Platform)
11/9- Bossier11/13- Baton Rouge11/15- Lafayette11/16 Jefferson
EL Supervisors and Principals(open to anyone who wants to attend)
EL Programs December 7Claiborne Bldg.
District Supervisors
EL Coaching Model December 8 Claiborne Bldg
EL Coaches/ LeadTeachers/Master Teachers
Unpacking the Connectors/ ELA Guidebook Process
Exact dates TBD Week of January 8th
2 days
EL Coaches/Lead Teachers/Master Teachers
