Success Breeds Success ELD, Leveling Up & Going for an Easy Win John Wolfe Multilingual Department...
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Transcript of Success Breeds Success ELD, Leveling Up & Going for an Easy Win John Wolfe Multilingual Department...
“Success Breeds Success” ELD,
“Leveling Up” & Going for an Easy Win
John WolfeMultilingual Department Sept. 14, 2012
Winning isn’t everything; it’s the
only thing.~Vince Lombardi
The Two Challenges to ELs… and at the same time accomplish grade-level content learning through
their (Limited) English
They have to learn English …
Two Measures of Success
English Language Development
Academic Achievement
English Language Development
“Leveling Up on the WIDA ACCESS test.”
How much growth?
On average, alittle above
average …
A Cl
oser
Loo
k
About 60% of the way up …
or a 1.1 gain for level 1-2
… and 0.9 levels for Levels 2-3 and 0.8 for Levels 3-4
Maybe about 0.6 levels for Levels 4-5
Easy Win 1: Discrepant in One Area
• If they tanked one area, it’s probably an artifact of nerves or confusion/lack of familiarity with the demands of the test.
• You can probably pop that score up by just supporting the task a few times over the year.
Easy Win 2: Writing as a Lever
Since this is the only writing test they do …
(1) give them practice … and …We know what the
prompt looks like … a 15-20 one-page writing task on a bizarre academic
challenge.
How often do students have a
chance to practice this over the course
of the year?
Would it be useful to them to do
similar, content-related tasks?
Download all the W-APT stuff at the ELL2 Google Apps Site https://sites.google.com/a/mpls.k12.mn.us/ell2/w-apt
(2) Show them what they’re shooting for
If sample responses clarify expectations for
us, isn’t it reasonable to provide similar guidance to the
students?
Download all the W-APT stuff at the ELL2 Google Apps Site https://sites.google.com/a/mpls.k12.mn.us/ell2/w-apt
(3) Easy Win 3? Go WHOLE HOG for ELD Support …http://mplsesl.wikispaces.com/MDE-WIDA-ProgressMonitor
Feb-March:
The WIDA
ACCESS
Academic Achievement
Standards/ Learning
Targets-based
Academic standards as an intellectual James Bond (elegant and daring)
Language Intensive
4x (?) to get the strategy 4x (?) to get the Language 4x (?) to get the point
WIDA-Informed
WIDA core: Modify the language demands of instruction to meet the language abilities of the students.
HOW? Modify & support.Formatively
AssessedAvoid confounding learning & language
Collaborative Too much to do alone
Harder … but not ImpossibleSupporting ELs’ language-related learning needs….
• What you’re aiming for
• What language the students can handle
• How to use the right language
• How to know if the students are learning
• How to get all this done
• Standards-Based / Learning Target Focused
• WIDA-Informed
• Language Intensive
• Formative Assessment
• Collaborative
The PD Options(a) Saturday and after-school Learn-Work-and-Share sessions,
where teachers will develop supports for these five features related to the specific topics, units, learning targets, and state standards they're currently working with,
Everyone
(b) a Collaboration Institute targeted to ESL teachers and collaborating classroom teachers, to explore collaboration more in-depth
Some
(c) a NeXT teacher cohort to provide monthly and interim support to first-year ESL teachers and others (ESL teachers and collaborating partners) who have committed to the PD experience,
New teachers and some others
(d) a cohort of teachers pursuing National Board Certification, who will develop these five key features through carefully focused efforts to document best practices in their classrooms,
“Master Teachers” (cohort already formed)
(e) a "PD-in-a-box" presentation in which ESL teachers present the five key features to all other teachers in their buildings (twice -- once first quarter, once second quarter)
All Staff
(f) on-line Moodle Courses that support each of these five features at three varying levels of depth,
Open to all (online)
(g) an on-line, public sharing site of just-in-time resources, where teachers across the district will publish the strategies and supports they're developing (creating, locating) for curriculum-related student learning (and access and use materials developed by their peers)
More and more teachers use this …