SAMUEL IInterpreting ACCESS for ELLs Scores, Student Goal

Setting & Creating Language Objectives

October 2011

We will:

•Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes.

•Review the importance of student goal setting and learn how to write instructional goals for EL students.

•Learn to write language objectives and find practical ways of incorporating language objectives into lesson plans.

•Provide a basic understanding of WIDA and ACCESS for ELLs •Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels.

OBJECTIVE ONE

ACCESS for ELLs: JUST ANOTHER STANDARDIZED TEST?

World-Class Instructional Design & Assessment

(WIDA) Consortium

Five WIDA ELP Standards

WIDA Consortium / CAL / MetriTech

Standard 1- English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

Standard 2 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

Standard 3 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

Standard 4 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Standard 5 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Four Language DomainsListening ─ process, understand, interpret, and evaluate spoken language in a variety of situations Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

Five Grade-Level Clusters

•PreK−K•Grades 1−2•Grades 3−5•Grades 6−8•Grades 9−12

The WIDA ELP Standards are organized by the following Grade-Level clusters:

WIDA Consortium / CAL / MetriTech

Levels of English Language Proficiency

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

ACCESS for ELLsREPORTS TO INTERPRET

• School Frequency Report• Student Roster Report• Teacher Report

PROFICIENCY LEVELS

75

40

65

REPORTS TO INTERPRET

• School Frequency Report(Grouped scores for grade level)

• Student Roster Report• Teacher Report

STUDENT ROSTER REPORTS

REPORTS TO INTERPRET

• School Frequency Report(Grouped scores for grade level)

• Student Roster Report(Scores for grade level by individual students)

• Teacher Report

LANGUAGE DOMAINS

REPORTS TO INTERPRET

• School Frequency Report(Grouped scores for grade level)

• Student Roster Report(Scores for grade level by individual students)

• Teacher Report(Scores for individual students)

We will learn how to read the ACCESS for ELLs Report to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels for instructional purposes.

OBJECTIVE ONE

We will learn how to use Proficiency Level data to maximize strengths and challenge weak areas through collaborative student goal setting with other faculty members for instructional purposes.

OBJECTIVE TWO

HOW IS THIS DIFFERENT FROM WHAT I ALREADY DO?

The doctor replies, “You’re not eating properly.”

A man walks into a doctor’s office. He has a cucumber up his nose, a carrot in his left ear, and a banana in his right. “What’s the matter with me?” he asks the doctor.

STUDENT ROSTER REPORTS

TRENDS TABLE Student Watch List AMAO-A (.5 Growth)

Student Name

2009 2010 2011 Yes/No

Juan 2.3 2.4 3.0 Y

Luis 1.9 2.1 2.3 N

Karla 1.5 1.7 3.1 Y

Gloria 3.3 3.3 3.4 N

Danael 2.2 2.7 4.2 Y

Jonathon 2.0 3.9 4.2 N

Qi Ling Li 1.1 4.2 5.0 Y

Student “Watch” ListLuis

Gloria

Jonathon

Now It’s Your Turn

ACTIVITY: Make a Student “Watch” List• Use Student Scores and Trend Table

Sheets• Compare student scores for the past 3

yrs• Make a watch list of students to target• Discuss with your table which language

domain(s) each student would require intervention in.

• Share findings in whole group

STUDENT GOAL SETTING FORM

STUDENT GOAL SETTING FORM(continued)

TIER CHOICE

USING STUDENT GOAL SETTING FORMS TO INFORM CLASSROOM INSTRUCTION

QUESTIONS OR COMMENTSABOUT STUDENT GOAL SETTING?

-----ABOUT ANYTHING?

LUNCH

We will learn how to use our students’ Proficiency Levels to create meaningful Language Objectives that each include a Language Function, Content Skill, and Differentiated English Learner Support to improve instructional practice.

Objective Three

I KNOW EXACTLY WHAT MY STUDENTS NEED…

-Oscar Wilde

I’VE LOOKED AT ALL THE NUMBERS… OR DO I?

The play was a great success,

but the audience was a

disaster.

• To increase student’s content learning, regardless of their English level, through purposeful and differentiated supports.

Purposes for Creating Language Objectives

BICS

CALP

(social)

(academic)

BICS

CALP

Cummins’ Iceberg Analogy

• To increase students’ content learning, regardless of their English level, through varied and purposeful supports.

• To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and application.

Purposes for Creating Language Objectives

Academic Vocabulary(language Objective)

• To increase students’ content learning, regardless of their English level, through varied and purposeful supports.

• To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and practice.

• To plan explicitly students’ regular use and improvement in the domains of writing, speaking, listening and reading.

Purposes for Creating Language Objectives

Language Function

Content Stem Support

Language Objective

3 Parts of a Language Objective

A language function describes what you expect the students to be able to do and how the students will communicate what they know.

Language Function

Level 1 Level 2 Level 3 Level 4 Level 5

IdentifyFollowLocateNameListenPointSelectRespondCircleSortLabelDrawColorMatchRepeat

IdentifyFollowLocateDescribeRole playPredictCompare & ContrastRespondClassify

IdentifyDescribeRole playPredict Compare & ContrastInferSequenceIllustrateNarrateSummarizeRewriteInterpret

IdentifyDescribePredictAnalyzeApplyCompare & ContrastInferNarrateSummarizeRewriteDepictExplainCategorize

PredictSummarizeRewriteParaphraseAnalyzeApplyDefendPersuadeDebateEditReviseJustifyCreateGenerateInterpret

Language FunctionsWriting-

1.8

Now It’s Your TurnACTIVITY: Language Function Consensus

• Use Handout Part C• Follow the handout directions with your

table to practice choosing appropriate Language Functions from the chart

• Be prepared to share one conversation your group had about which function to choose and why.

The content stem is what is being covered in class based on the

Alabama Course of Study

Content Stem

Supports are the tools or strategies you will provide to assist students in ACCESS for ELLs in using the language and knowledge required for the content.

Support

Sensory Supports Graphic Supports Interactive supports

• Real-life objects• Manipulatives• Picture/photos• Illustrations• Diagrams• Drawings• Videos• Broadcasts• Models• Magazines• Newspapers

• Charts• Graphic

organizers• Tables• Graphs• Timelines• Number lines

• Pairs/Partners• Small groups• Whole group• Websites/software• Native language• Peers/mentors

Support

WIDA Consortium (pg. RG 21)

STAND. SIT. SHAKE HANDS.Language Arts Mathematics Science Social Studies• Illustrated

word/phrase wall• Felt or magnetic

figures of story elements

• Sequence blocks• Environmental

print• Posters, bulletin

boards or displays• Audio books• Songs/Chants

• Blocks/Cubes• Models of

geometric figures

• Calculators• Protractors,

compasses• Rulers,

yards/meter sticks

• Counters• Coins

• Scientific instruments

• Physical models, • Measurement

tools• Posters/ Illustrations of

process or cycles• Actual

substances, objects or organisms

• Natural materials

• Maps and Atlases• Globes• Compasses• Timelines• Multicultural

artifacts/photo• Arial & satellite

photographs• Video clips

Support

Language Function

Content Stem Support

Language Objective

3 Parts of a Language Objective

Interpreting ACCESS for ELLs

Student Goal Setting

Language Objectives

SAMUEL I: THE BIG PICTURE

SAMUEL I: THE BIG PICTURE

1- Read the teacher report and highlight the weak areas

2-Fill in steps 4, 6 & 7 on the Student Goal Setting Form

3-Write any one language objective for this student.

Resources:

• WIDA Consortium, English Language Proficiency Standards And Resource Guide (2007 edition)

• WIDA website: www.wida.us

• Alabama Department of Education, Policies and Procedures Manual for English Learners (2011 draft edition)

Contact Information

• Dely V. Roberts – Title III/EL Specialist • droberts@alsde.edu

• Dr. Tammy Hallman Starnes– Title III/EL Coordinator tstarnes@alsde.edu

5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199