Setting ELL Language Objectives (Webinar Slides from Ellevation Education)

Indispensable Tools for Today’s ELL Professionals

Setting Language Objectives: Tools and Tips

Jordan Meranus: Ellevation CEO Allison Balter: UP Academy Lawrence ESL Teacher

ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVES!

And, please take a moment to jot down: 1.  3 questions that you have on language objectives 2.  2 things you already know about language objectives 3.  1 thing that you are excited about learning today If you are having technical difficul4es, or you have ques4ons, please use the chat icon at the top of your screen to send us your ques4on.

Welcome to the Ellevation Webinar!

While you wait, please mute your phone.

AGENDA!

I.  Instruction for ELLs is Changing II.  The Importance of Language Objectives III.  Leveraging WIDA Resources IV.  Creating Language Objectives: Step-by-Step V.  Q and A VI.  Ellevation Platform Description

But first, a bit of background…

SUPPORTING EDUCATORS!

200,000 ESL teachers

1,800,000 teachers have at least one English Language Learner in

their classrooms

There has been an explosion of TECHNOLOGY TOOLS in education, but none are focused on ESL educators.

FOCUS!

Ellevation is a software company exclusively dedicated to serving English Language Learners and the educators that work with them.

THE ELLEVATION PLATFORM!

•  Individualized Learning Plans aligned to standards •  Early warning system for students needing attention •  Student/school/district analysis of ELP assessments

Instruction

Collaboration •  Collaborative goal setting and progress monitoring •  Communication tools to facilitate collaboration between ESL

and classroom teachers

Productivity •  ELL Data Collection and Demographics •  Required letters to families in 20+ languages •  Easily “Monitor” exited students •  Automatically bring in data when new ELs enter district

NATIONAL REACH!

16 states/120 Districts

OUR HOME BASE!

A Few of Ellevation’s Massachusetts Partner Districts Lawrence Public Schools

Cambridge Public Schools

Hudson Public Schools

Fitchburg Public Schools

Southbridge Public Schools

Mendon Upton Public Schools

Martha’s Vineyard Public Schools

Arlington Public Schools

INTRODUCTION: ALLISON BALTER!

TODAY’S OBJECTIVE!

Help all participants gain practical tips on the development of learning objectives and confidence in writing them for individual English Language Learners or groups of ELLs at a similar level.

THE ELLEVATION WEBINAR SERIES!

March 2013 Summer 2013

The first in a series of practical webinars for ESL professionals

Goal Setting

Fall 2013

TBD based on participant feedback

AGENDA!


I. INSTRUCTION FOR ELL’S IS CHANGING IN MASSACHUSETTS!

1.   Increase the rigor of language instruc3on by emphasizing academic language across content areas

2.   Language instruc3on

must happen through high-‐quality, well-‐scaffolded content instruc3on – not only through ESL pull-‐out classes

AGENDA!


II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!

Language objec4ves specifically iden4fy: 1) The way students will use language to engage with the content of the lesson and accomplish the content objec4ve. 2) The specific components of academic language (vocabulary, language structures, etc.) that students will need to learn to accomplish the objec4ve.

Before we start, what is a language objective?

II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!

1. Planning •  How is language instruction integrated with content •  What academic language must students learn

2. Student Support •  What scaffolds must a teacher have ready.

3. Differentiation •  A “strand” of language objectives helps teachers set

appropriate objectives at different levels and better differentiate instruction

AGENDA!


III. LEVERAGING WIDA RESOURCES!

Performance Definitions

CAN DO Descriptors

ELP Standards

Model Performance Indicators


1.   Elleva3on •  Performance Defini4ons •  CAN DO Descriptors •  ELP Standards •  Model Performance Indicators

2.   WIDA: Search Func4on on WIDA Standards •  hSp://www.wida.us/standards/ELP_StandardLookup.aspx

2 Powerful Tools: Ellevation and WIDA’s Website


WIDA does… WIDA does not… •  List a specific set of

standards or objectives we MUST teach

•  Provide a bank of every

language objective we would ever need

•  Provide tools that we can use to build language objectives for our classrooms

•  Provide a bank of sample

MPIs that we can transform to create language objectives that fit our contexts

AGENDA!


IV. CREATING LANGUAGE OBJECITVES!

•  Language Objectives are not identical to MPIs and should not be used interchangeably.

•  A language objective is much like an MPI but is then 'transformed' by including both supports and the levels it should be used for.

•  Your may need to tweak what we are presenting to reflect processes in place in your district; we know districts have different ways of doing this.

Let’s begin by addressing what may be some confusion

IV. CREATING LANGUAGE OBJECTIVES!

Transforming an MPI into a Language Objective

WIDA Customize

Result

Identify MPI

Add Supports

& Level

Language Objective

Start Select Content objective

IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP !

1. Set the Stage

•  Know your students and levels

•  Identify content standard at unit level

•  Language Domain: Listening, Speaking, Reading Writing

•  Identify applicable MPI

2. CraJ Language Objec3ve

•  Language Function to describe what students should do (CAN Do’s are a great source)

•  What supports do students need

•  Content/topic linked to CCSS

•  Customize to match levels

IV. KNOW YOUR STUDENTS AND LEVELS!

Content Standard:

Language Domain:

Level 6

Reaching

Level 1 Entering

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Use the chart below to place students in each level.

IV. KNOW YOUR STUDENTS AND LEVELS!

There are 3 parts to a language objective.

Purpose of the Language

1. Language Func4on

Sensory, Graphic, Interac4ve

2. Support Link to content

3. Content/Topic

Language Objec3ve

IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE!

Name familiar objects in photographs or illustra4ons associated with weather condi4ons (e.g. “cloud”).

Language Func3on Type of Support

Topic or Content

GRADE: K-2 LEVEL: 1 DOMAIN: SPEAKING LANGUAGE OF SCIENCE


Describe… Compare… Explain…

… using a graphic organizer … in models and figures … with a partner

… with the water cycle. … with the scientific method. … with photosynthesis.

TOPIC or CONTENT

Name familiar objects…

LANGUAGE FUNCTION

… in photographs and illustrations

TYPE OF SUPPORT

… with weather conditions.

We can transform sample MPIs by changing components.


WIDA provides some sample supports we can use:

(from “2012 Amplifica4on of English Language Development Standards, K-‐12,” WIDA)

IV. DIFFERENTIATING LANGUAGE OBJECTIVES!

Students at different levels will require different supports.

MA Science Curriculum Frameworks •  K-2 ESS.3 Describe the weather changes from day to day

and over the seasons.

WIDA Standard 4: Language of Science

Content Objective •  SWBAT track daily weather on a class weather chart,

including temperature, wind direction, and precipitation.

Let’s look at a 1st grade science standard:


Let’s differentiate language objectives for two groups of ELLs

Levels 1-3 Levels 4-5

Name familiar objects in photographs or illustrations associated with weather conditions (e.g. “cloud”).

We can use a Level 1 MPI as a resource…

Describe daily weather conditions from photographs and class charts (i.e. Today the weather is rainy.)

Compare daily weather conditions across different days using class charts (i.e. I know Thursday was hotter than Monday because_____ ).

Domain: SPEAKING

and transform it to fit our class:



Common Core State Standard •  RP.3 Use ra3o and rate reasoning to solve real-‐world and

mathema3cal problems.

WIDA Standard 3: Language of Mathematics

Content Objective •  SWBAT solve word problems involving unit rates. •  SWBAT jus4fy their decisions based on unit rates in real-‐life

scenarios (e.g. choosing which car to buy based on gas mileage in miles / gallon).

Let’s look at a 6th grade math standard:



Levels 1-3 Compare choices based on real-life rate calculations using a graphic organizer and sentence frames (e.g. _____ is greater than _____).

Levels 4-5 Critique choices based on others’ mathematical reasoning from sample solutions to real-life rate problems.

Domain: WRITING

List choices based on rate calcula4ons in real-‐life situa4ons using templates and a word bank with a partner.





Common Core State Standard •  CCSS RL6.4 Determine the meaning of words and phrases

as they are used in a text, including figurative, connotative, and technical meanings.

Content Objective •  SWBAT infer the author’s intended effect of figurative

language in a poem.

Let’s look at a 6th ELA standard:

WIDA Standard 2: The Language of ELA



Levels 1-3 Give opinions with reasons about the effect of figurative language in a poem using sentence starters and a word bank (e.g. when the author says __ it makes the reader feel __ ).

Levels 4-5

Create multiple paragraphs analyzing the effect of figurative language in a poem.

Domain: WRITING

Iden4fy words or phrases represen4ng figura4ve language in visually supported related sentences (e.g., like or as) (Grade 6-‐8, Reading MPI) .



AGENDA!


SOLUTION!

CYCLE of CONTINUOUS IMPROVEMENT

1 Gather and Share Information

2 Analyze Information and Data

3 Set Goals: Create Action Plans

4 Professional Development

5 Instruction

Current


2 Analyze Information and Data


Phase 2

SOLUTION!



5 Instruction

Phase 1 2 Analyze Information and Data


Phase 2


SOLUTION!



5 Instruction



Phase 2


Date: 3/13/2013Time: 1:54 PM

WIDA ELP Standards ReportAA-Demo City Schools

Report: WIDASTD01Page: 1

Filter: All Standards (1-5), Both: Formative and Summative, Of the selected Students, those with any type of ELP scores are included.

Student: Rafael C Abuassaf Test Date: 3/17/2011Student #: 1002002462 Grade Level: 8

Date of Birth: 05/31/1998 ELP Test Type: ACCESS for ELLsSchool: Kennedy Junior High School (333) Cluster: Grades 6-8

Test Results

Listening Speaking Reading Writing

6 Reaching5 Bridging4 Expanding3 Developing2 Beginning1 Entering

5.0 6.0 5.0 3.8

Note: Performance Definitions for the Levels of English Language Proficiency in Grades K-12 areavailable in the CAN DO Performance Definitions listing.

WIDA CAN DO DescriptorsAt this LEP student's level of English proficiency, you can expect that they will be able to:


Use oral information toaccomplish grade-level tasksEvaluate intent of speech andact accordinglyMake inferences from grade-level text read aloudDiscriminate among multiplegenres read orally

Student has achieved Englishproficiency in this domain.

Differentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning from modifiedgrade-level textCritique material and supportargumentSort grade-level text bygenre

Produce short paragraphswith main ideas and somedetails (e.g., column notes)Create compound sentences(e.g., with conjunctions)Explain steps in problem-solvingCompare/contrastinformation, events,charactersGive opinions, preferences,and reactions along withreasons

WIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of theUniversity of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us. TheWIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. ThePerformance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the increasingquality and quantity of students' language processing and use across the levels of language proficiency.

SOLUTION!



5 Instruction



Phase 2


Student: Rafael C Abuassaf Test: ACCESS for ELLs Test Date: 3/17/2011

Formative FrameworkThe model performance indicators (MPIs) for the WIDA ELP Standards are exemplars of a students' English language development. The MPIsare not the standards but are descriptive of language expectations at scaffolded levels of English language proficiency for a given topic/genreand language domain based on increasing linguistic complexity, vocabulary usage and language control through the use of supports. Educatorsshould use transformations of the MPIs to meet their specific academic content area needs. For more information on MPI transformations,please consult the WIDA ELP Standards Resource Guide on the WIDA website at www.wida.us. Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improveinstructional methods and student feedback throughout the teaching and learning process.

Social and Instructional Language Standard

PL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Character

developmentInterpret oral scenarios or readings oncharacter development through role play

Level 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.

Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Use of multiple

resourcesConfirm or rearrange information after re-reading of topics of choice gathered frommultiple sources


Writing: 3.8 Use of register Respond to and initiate suggestions,announcements, journal entries, complaints,apologies, or thank yous using semi-formalregister

Respond to teachers (e.g., feedback from journals)or complete assignments using formal register

The Language of Language Arts Standard

PL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Test-taking/

Comprehensionstrategies

Apply learning strategies described orally tonew situations


Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Genres Infer types of genres associated with written

descriptions or summaries from grade leveltext


Writing: 3.8 Editing Engage in peer editing (e.g., using checklists)during process writing and make notations topartner in L1 or L2

Self-edit during process writing using multipleresources (e.g., thesauruses or dictionaries) andcheck with a partner

The Language of Mathematics Standard

PL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Measures of central

tendency (mean,median, mode &range)

Make inferences about uses of measures ofcentral tendency from oral scenarios of gradelevel materials


Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Percent, Decimals Interpret various representations of numbers

in real-life problems involving percent ordecimals from various texts


Writing: 3.8 Probability Propose probability based on observedoutcomes and describe results in a series ofsentences

Detail possible combinations, based on probabilityand compare against observed outcomes inparagraph form

The Language of Science Standard

PL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Light, Sound Identify explanations of properties of light or

sound in oral scenariosLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.

Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Natural disasters Interpret impact of natural disasters on people

and places from grade level textLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.

Writing: 3.8 Elements andcompounds

Outline steps of scientific inquiry involvingelements or compounds with a partner

Describe procedures related to scientific inquiryinvolving elements or compounds with a partner (inlab reports)

SOLUTION!



5 Instruction

Phase 1


Phase 2


SOLUTION!



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Phase 2


District School Daybreak

)ESL( ثانية كلغة اإلنجليزية اللغة لبرنامج والتأهل اإلنجليزية اللغة إجادة اختبار بنتائج إخطار

Abuassaf C Rafael :الطالب8 :الدرجة مستوىSchool Middle Daybreak East :المدرسة

اللغة إجادة الختبار )HLS( األم اللغة استبيان في "اإلنجليزية اللغة" خالف لغة يذكر طالب أي تقديم يتم بأن الدولة تتطلب في اإلنجليزية اللغة إجادة اختبار يساعد حيث ،ELLs for ACCESS في حاليا يستخدم االختبار هذا بأن علما اإلنجليزية،

والتحدث والقراءة االستماع في لها إجادتهم تقييم طريق عن اإلنجليزية اللغة في المحدودة المهارات ذوي الطالب على التعرف لبرنامج )LEP( اإلنجليزية للغة المحدودة اإلجادة ذوي الطالب يتأهل قد اإلنجليزية، اللغة إجادة الختبار التقدم وبعد .والكتابة

).ESL( ثانية كلغة اإلنجليزية تعليم

.التالي النحو على االختبار نتائج وكانت 01/17/2013 في ELLs for ACCESS اختبار Rafael طفلك أجرى لقد

االستماع الكتابة القراءة التحدث التركيب5.1 4.6 4.8 5.0 4.9

:التالية الفئات إلى "اإلنجليزية اللغة لمتعلمي لدولة دولة من باإلنجليزية والتواصل االستيعاب تقييم" اختبار نتائج ترتيب يتم

الوصف اإلجادة مستوىالمرئي الدعم مع األكاديمية اللغة من األدنى والحد االجتماعية اللغة من األدنى الحد ويستخدم يعرف الدخول 1=المرئي الدعم مع عام بشكل األكاديمية واللغة االجتماعية اإلنجليزية اللغة من بعض ويستخدم يعرف البدء 2=المرئي الدعم مع المحددة األكاديمية اللغة من وبعض االجتماعية اإلنجليزية اللغة ويستخدم يعرف التطوير 3=

التوسع 4= التقنية األكاديمية اللغة من وبعض االجتماعية اإلنجليزية اللغة ويستخدم يعرف

الدرجة مستوى مادة مع بالعمل واألكاديمية االجتماعية اللغة ويستخدم يعرف الربط 5=

االختبار هذا يقيسه مستوى بأعلى واألكاديمية االجتماعية اللغة ويستخدم يعرف الوصول 6=

)ESL( ثانية كلغة اإلنجليزية اللغة لبرنامج التأهل".ثانية كلغة اإلنجليزية تعليم" ببرنامج لاللتحاق مؤهل غير طفلك فإن ،ELLs for ACCESS لدرجات وفقا

الخروج إجراءات ممكن، وقت أسرع في "ثانية كلغة اإلنجليزية تعليم" ببرنامج ملتحقون أنهم مفهوم من الطالب هوية تعريف تغيير هو هدفنا من المتخرجين الطالب درجات رصد يتم حيث ،"ثانية كلغة اإلنجليزية تعليم" برنامج إكمال عند األبوين إشعار يتم بأنه علما

يتخرج أن الثانوية المرحلة في المتوقع هدفنا فإن ذلك، إلى وباإلضافة .الدراسي نجاحهم لضمان األقل على سنتين لمدة البرنامج.الثانوية المدرسة من %100 بنسبة "ثانية كلغة اإلنجليزية تعليم" برنامج اجتازوا الذي الطالب جميع

االتصال معلومات طفلك درجات عن أخرى أسئلة أية لديك كان إذا .اإلنجليزية للغة اإلجادة مستوى وتحقيق الرائع اإلنجاز هذا على لطفلك تهانينا

بـ االتصال يرجى ،(ESL) ثانية كلغة اإلنجليزية اللغة برنامج عن أوAbels Lilly ________________________

على23 ext. 867-223-5000

SOLUTION!



5 Instruction

Phase 1


Phase 2


2 Analyze Information and Data 1.0 - Download PDF

Date: 1/30/2013Time: 4:58:55 PM

ACCESS for ELLsOklahoma Demo Schools

School: Wilma Mankiller Junior High School (333) Students: All active Score Improvement: Any increase Dates:1/15/2011 - 6/15/2013

Grade Count Speaking Listening Reading Writing CPL One

Domain Two

Domains Three

Domains Four

Domains TestedOut

6 26 22 21 14 26 24 - 7 7 12 - 7 26 7 21 17 11 24 8 7 10 1 - 8 11 5 2 8 6 6 6 1 3 1 -

Totals: 63 34 44 39 43 54 14 15 20 14 -

Grade Speaking Listening Reading Writing CPL 6 85% 81% 54% 100% 92% 7 27% 81% 65% 42% 92% 8 45% 18% 73% 55% 55%

Grade One Domain Two Domains Three Domains Four Domains Tested Out6 27% 27% 46% 7 31% 27% 38% 4% 8 55% 9% 27% 9%

Analysis DisclaimerThis ACCESS for ELLs can be used to assist in the assessment of Students based on data stored in ESLReps. This analysis shown isbased on your ESLReps Student records as of 4:58:56 PM on 1/30/2013 and is only as accurate as the Student records stored inESLReps at that point in time. Only Active Students in 1st through 12th grades with at least 2 valid ACCESS for ELLs scores areincluded in this analysis. The two most recent ACCESS for ELLs scores for each Student are used to determine the score improvement.The Tested Out column shows Students that are Non ELL and have an Exit LEP Date.

Data shown on Oklahoma Demo Schools reports may include confidential information which should not be disseminated without priorwritten approval. Secure any printed copies appropriately or destroy copies when no longer needed.

SOLUTION!



5 Instruction


Phase 2



Date: 3/13/2013Time: 7:39 AM

ELL Student PlanAA-Demo City Schools

Report: ESLPEP01Page: 1

This is your LEP Student Plan. It gives detailed information about your student, their background, and their English language abilities. Thisinformation is helpful in order to better teach your LEP student.

Student: Abuassaf, Rafael Grade: 8 School: Kennedy Junior High SchoolTest ID #: 1002002462 ELP Designation: EL-Y LEP Status: EL

Native Language: Arabic Came to US: 9/1/2008 Yrs in US Schools: 3Birth Country: Angola Place of Birth: Calrinda Tier: C

DOB: 05/31/1998

LEP Service #1: Tutoring Frequency: 2 times per Week Duration: 1:00 Start Time: 03:00 PM Stop Time: 04:00 PM Day(s): M - W - - -

Teacher: Teacher A

English Proficiency Test ScoresEach LEP student takes an English Proficiency test when they enroll and each spring. Each student receives a proficiency level in eachdomain (listening, speaking, reading, and writing) based on his raw scores. Once the student receives specific levels in all four domainsthey will no longer be considered an LEP student and will not receive ESL services.

Rafael took the ACCESS for ELLs on 3/17/2011 and his test results are listed below.

Listening Writing Reading Speaking Composite ProficiencyLevel (CPL)

5.0 - Bridging 3.8 - Developing 5.0 - Bridging 6.0 - Reaching 4.8

The test results are ranked into one of six categories, as shown below:

Proficiency Level Description

1 - Entering Knows and uses minimal social language and minimal academic language with visual support2 - Beginning Knows and uses some social English and general academic language with visual support3 - Developing Knows and uses social English and some specific academic language with visual support4 - Expanding Knows and uses social English and some technical academic language5 - Bridging Knows and uses social and academic language working with grade level material6 - Reaching Knows and uses social and academic language at the highest level measured by this test

WIDA CAN DO DescriptorsAt this LEP student's level of English proficiency, you can expect that they will be able to:


Use oral information toaccomplish grade-level tasksEvaluate intent of speech andact accordinglyMake inferences from grade-level text read aloudDiscriminate among multiplegenres read orally

Student has achieved Englishproficiency in this domain.

Differentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning from modifiedgrade-level textCritique material and supportargumentSort grade-level text bygenre

Produce short paragraphswith main ideas and somedetails (e.g., column notes)Create compound sentences(e.g., with conjunctions)Explain steps in problem-solvingCompare/contrastinformation, events,charactersGive opinions, preferences,and reactions along withreasons

:,'$�(/3�6WDQGDUGV��%RDUG�RI�5HJHQWV�RI�WKH�8QLYHUVLW\�RI�:LVFRQVLQ�6\VWHP��:,'$�LV�D�WUDGHPDUN�RI�WKH�%RDUG�RI�5HJHQWV�RI�WKHUniversity of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us.The WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. ThePerformance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe theincreasing quality and quantity of students' language processing and use across the levels of language proficiency.

Classroom ModificationsThe following Classroom Modifications are to be used throughout the year in the regular classroom for Rafael. 1. Use graphic organizers

2. Teach specific note-taking skills3. Highlight texts and study guides

GoalsThe ELL Goals listed below have been defined for Rafael.

By Spring 2013, student will increase proficiency by at least 1 level on the WIDA test

Speaking The student will use effective oral communication skills in a variety of settings with 85% accuracy overall. Retell stories,including character, setting, plot, summary, and analysis. (Use a graphic organizer to assist in retelling, also use picturecues student creates.) Summarize literary pieces, including character, setting, and plot. (Use a graphic organizer to assist

SOLUTION!



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Phase 2



ADMINISTRATOR DASHBOARD!

35#

46#

37#

14#

2009/2010 2010/2011 2011/2012 2012/2013

ELL Students

Languages

Birth Countries

ELP Test Scores

ELP Progress

Graduation/Dropout

ELL Students

Languages

Birth Countries

ELP Test Scores

ELP Progress

Graduation/Dropout

ELL Students

Languages

Birth Countries

ELP Test Scores

ELP Progress

Graduation/Dropout

School: All Grade: All Teacher: All

ELP Tests: Most Recent Test

ELP Designation: ELL54

34 42

67

34

13

1 2 3 4 5 6

Domain: Composite

Bands: WIDA Prof. Levels

ELL Students

Languages

Birth Countries

ELP Test Scores

ELP Progress

Graduation/Dropout



1st testwindow: 1/1/12 to 1/31/12

2nd testwindow: 1/1/13 to 1/31/13

LEP Status: ELL

Domain: Composite

3.3

4.2

1.0

2.0

3.0

4.0

5.0

6.0

1st Test Avg 2nd Test Avg

467$

322$

503$

89$

ELL$Current$

FELL$4$Monitored$

Fully$Exited$

Did$Not$Qualify$

Graduated Dropped Out


School Year Start: 08/15

School Year End: 06/30

STUDENTS NEEDING ATTENTION!

Home Students Schools Teachers Reports Resources Admin

Log Out

Welcome back! Sarah Masters

Total Students: 423Recent Students: Mahir Boulos Rafeel Abuassaf Megumi Nakamura

Total Schools: 13Recent Schools: Bethel Junior… Garner Element… Needham B. Bro…

Student Instruction Recommendations

Use the tool below to find students who are struggling in certain content areas. You will be presented with a list of resources that may help improve instruction for these students. You can choose to send recommendations on these resources to the students' ESL Teachers and Classroom Teachers.

Students with limited improvement

WritingDomain:Bethel Junior HighSchool: 8Grade:

Name ESL Teacher Writing Growth

Alon Abraham Abigail McNulty +0.1Rodrigo Cantore Ali Jaffari +0.2Alana Dominguez Ali Jaffari 0Fredrico Espinosa Ali Jaffari -0.1Denny Figueroa Ali Jaffari +0.5Liang Kuo Abigail McNulty +0.4Mayra Manu Ali Jaffari -0.2Juan Ortega Abigail McNulty +0.1

Prior ACCESSWriting Score

3.12.32.04.01.93.64.11.7

3.22.52.03.92.44.03.91.8

Current ACCESSWriting Score

Suggested Resources

AllMedia Type: Students & TeachersAudience:

Science Fluency, Word Spill - PBS LearningMediaApply new vocabulary and develop fluency in speaking and writing by creating sentences from word cards "spilled" during this game.

Paraphrasing - BetterLesson Apply new vocabulary and develop fluency in speaking and writing by creating sentences from word cards "spilled" during this game.

InteractiveFor Students

Lesson PlanFor Teachers

AllTeacher:

WELCOME PACKET!Welcome Maria Hernandez!

Maria Hernandez is new to Needham Broughton High School. As an English Language Learner (ELL), Maria may be unfamiliar with her new school and learning environment. However you, her classroom teacher, can help make Maria's transition easier. The ESL Department has prepared this Welcome Packet to help familiarize you with Maria, and to help you welcome Maria as she matriculates.

Homeroom Teacher: Lisa BallentineNative Language: Spanish

Birth Country: Costa RicaDate Enrolled: 3/11/2013

Initial Grade Level: 10

Student Name: Maria Hernandez

Simple Welcome PhrasesThe following phrases may be helpful for introducing yourself to Maria, and helping her get started in school:

Hello Maria, my name is Ms. McNulty.Hola Maria, mi nombre es Sra. Ballentine.

This is your class schedule, it will help you find which room you should go to, and when.Esta es tu horario de clases, que le ayudará a encontrar que la habitación que debe ir, y cuándo.

I hope you have a wonderful day in class.Espero que tengas un maravilloso día en la clase.

Please speak with your ESL teacher about that.Por favor, hable con su maestra de inglés en eso.

Maria's Current Learning AbilitiesMaria took the W-APT 9-12 on 2/26/2013. Her scores and WIDA CAN DO Descriptors below will help you understand her current abilities as a student:

Listening (5.0) Speaking (6.0) Reading (5.0) Writing (3.0)Use oral informationto accomplish grade-level tasksEvaluate intent ofspeech and actaccordinglyMake inferences fromgrade-level text readaloudDiscriminate amongmultiple genres readorally

Student has achievedEnglish proficiency inthis domain

Differentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning frommodified grade-leveltextCritique material andsupport argumentSort grade-level text bygenre

Produce short paragraphs withmain ideas and some details (e.g.,column notes)Create compound sentences (e.g.,with conjunctions)Explain steps in problem-solvingCompare/contrast information,events, charactersGive opinions, preferences, andreactions along with reasons

ESL Department Information

If you need further information about Maria, please contact her ESL Teacher, Abigail McNulty, at 867-223-5000 ext. 23.

ESL Teacher: Abigail McNulty

Parent/Guardian: Estrella Hernandez (Aunt) Phone: 876-555-1291Occupation: Data Administrator

Discipline/Behavioral InformationMaria has had 1 incident in the past 30 days: • 3/12/2012: Held after school due to missing homeroom.

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