Transcript Don*t let them *slip through your fingers
Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE updates
Capital Day 2014
Classroom Teacher Responsibilities
• What and why?
• 3 rd grade reading guarantee • Retention • Modifying /differentiating wording from ODE
Title III- Report from ODE
Differentiation means
starting where the kids are!
- Carol Ann Tomlinson
When thinking differently about learners, consider … • Readiness • Information, concepts, and skills students demonstrate at entry point of learning experience • Interests • Topics, problems, and processes of personal relevance to students (passion learning) • Learning Profile • Combination of students’ emotions, cultures, modality preferences, and intelligences that affect learning
Indicators of Differentiation
• • • • Consistent use of pretesting Decrease in the frequency of large group activities Increase in • Small group teaching activities • Flexible small group learning activities Increase in individual alternatives: • Centers • Homework • Contracts The National Research Center on the Gifted and Talented, 2002
Content Statement
5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people).
Date______ Directions: Circle the letter that identifies each picture, then write a sentence using the word.
A. An Ocean B. A Lake C. A Creek D. A Sea This is a photo of a creek.
____________________________________________ A. An Ocean B. A River C. A Stream D. A Sea ____________________________________________ ____________________________________________ A. An Ocean B. A River C. A Stream D. A Sea ____________________________________________ ____________________________________________ A. An Ocean B. A Lake C. A Stream D. A Pool ____________________________________________ ____________________________________________
Pacing:
____ Extended Time ____ Longer “wait time” for answering questions ____ Other: ________________
Environment:
____ Assign peer buddy ____ Provide one on one support ____ Flexible seating ____ Work alone ____ Other: ________________
Reinforcement & Follow Through:
____ Student-teacher goal setting ____ Build confidence with positive comments ____ Have student restate directions ____ Check often for understanding/review ____ Re-teach / extend skills ____ Use games (for review and mastery) ____ Arrange for peer tutoring
Classroom Supports
Presentation of Subject Material:
____ Plan cooperative learning experiences ____ Use individual/small group instruction ____ Simplify language ____ Tape lectures for playback ____ Show and discuss video clips ____ Demonstrate concepts ____ Provide explicit vocabulary instruction ____ Use manipulatives ____ Post graphics, charts & visual aids ____ Emphasize critical information ____ Use graphic organizers ____ Pre-teach vocabulary ____ Other: ________________
Materials:
____ Provide recorded texts / readings (check with Hudson) ____ Use supplementary materials ____ Highlighted textbooks / study guides ____ Use adapted textbooks / easier readings ____ Allow use of computer ____ Varied computer programs ____ Daily assignment student notebook ____Other: ________________ ____ Make/use vocabulary files/ personal dictionaries ____ Teach organizational & study skills ____ Provide outline for content materials
394 is the Score for 3
rd
Reading Guarantee grade
ESL/Sp Ed
• Updated Who’s Idea • process for IAT • scheduling priorities • teaching school norms • strategies for working with ESL/sp ed students
Steps for Referring LEP Students to IAT
Been in US schools for less than a year
or
Been in US schools for more than a year Hasn't moved up on the OTELA
or
Has moved up on the OTELA
STOP STOP
2 or more reading levels below grade level
or
At or just below grade level in reading Progress slower than that of students with similar educational backgrounds
or
Progress comparable to that of students with similar educational backgrounds "Limited" on OAA/OGT in 2 or more areas
or
"Limited" on OAA/OGT in less than 2 areas
STOP STOP STOP
Progress is not being made in small group intervention
or
Progress is being made in small group intervention
STOP Refer
Continue Intervention & Monitoring
In the IEP
1. Instruction needs to address both their linguistic and cultural characteristics and their disabilities a. May include i. Sheltered academic instruction ii. Mediating scaffolds – peer support iii. Task scaffolds – reduce the information students must generate independently iv. Material scaffolds – learning prompts v. Comprehensible input – language appropriate to the student’s English language proficiency
ODE is looking to create an alternative ESL assessment for Special Ed.
Ohio’s New State Tests
• Accessibility Features • Accommodations • Strategies to prepare
www.elpa.21.org
researchers focused on the role of language in content-area classrooms.
Accessibility Features
PARCC / New State Tests for ALL students • • • • • • • • • • Blank paper Answer masking * General masking * Line reader tool Highlight tool Eliminate answer choices Flag items for review Audio amplification Background/Font color Writing Tools • • • • • • Headphones or noise buffers Magnification/ enlargement Pop-up glossary Spell checker Text-to-speech for Math test, also Sci and SS * General administration directions read aloud + Features in red are the only ones that must be activated manually for select students. The others are already available.
* Recommended for all LEP
ELL Accommodations
• *Prefunctional is considered Beginner on PARCC • • Extended time (* ALL LEP) Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP) • General administration directions read aloud in student’s native language (possibly) • Scribe or Speech-to-text (in English only) responses dictated for Math, Sci & SS •
Not recommended by the ESL department
• First year ELA test does not count (like before)….district credit for participation???
Proficiency Level
Proficiency Level Very Low Pre Functional Higher Pre Functional / Low Beginner High Beginner/ Low Intermediate High Intermediate/ Advanced Characteristics
• Minimal comprehension • Does not verbalize • Nods “Yes” and “No” • Draws and points • Limited comprehension • Produces one- or two-word responses • Participates using key words and familiar phrases • Uses present-tense verbs • Has good comprehension • Can produce simple sentences • Makes grammar and pronunciation errors • Frequently misunderstands jokes
Teacher Prompts/Questioning
• Show me… • Circle the… • Where is…?
• Who has…?
• Yes/no question • Either/or questions • One- or two-word answers • Lists • Labels • Why…?
• How…?
• Explain… • Phrase or short-sentence answers • Has excellent comprehension • Makes few grammatical errors • Advanced student has a near-native level of speech • Decide if… • Retell…
Tier 3:
glossary word: Multisyllabic
Specific to a subject area
Latin or Greek-based
topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer
Tier 2:
Words of
education, business, government, religion
: Components: Prefix, root, suffix Latin-based
elevation, formation, protrude, expansive, isolated, remote
Tier 1:
Basic conversational words:
Friends & family
1 or 2 syllables Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb, green, high…
Vocabulary Words
Word
1. Right Angle
Definition
An angle of 90 degrees 2. Force A push or pull on an object 3.
Imperialism When one country dominates other countries 4.
personification Giving human characteristics to objects
Symbol Example
The corners of a square are right angles.
The force from the punch knocked him out.
Europe took Africa’s natural resources by force.
The flower was crying for rain.
Ohio’s Quality Review Rubrics
• Checklist to see if a lesson is “Common Core Ready” • English, Math, Science & Social Studies K-12 • Diverse Learners: Special Ed, Gifted & Talented, and LEP • On ODE’s website • Use in a TBT/group to evaluate a lesson
Practice for PARCC (Ohio’s new state tests)
• http://www.parcconline.org/practice-tests • http://education.ohio.gov/Topics/Special-Education/Diverse-Learners • http://ell.stanford.edu/ • www.naturalreaders.com
(text to speech) • Microsoft Word (highlighting, strikethrough)
Support from The ESL Service Center (365-8802)
• Call Center • Parent Literacy Program • Interpreter/Translator • Professional Development • Materials (adapted texts, dictionaries) • OGT, College & Career Readiness Program • ESL Department Webpage • LEP Data
Mark Paskert Kerri Gonzalez
Contact Info
614-365-3108
Recognition for Information
• SIOP materials from Center for Applied Linguistics • Destination: Differentiation (D2) PPT from Susan Wouters • Language Acquisition Materials from Kate Kinsella