Equity and Excellence for English Language Learners

A Balancing Act for Administrators Day 3 Session CESA 4 – December 5 th , 2013

Equity and Excellence for English Language Learners (ELLs): A Balancing Act for Administrators

Session Three Objectives: • Participants will learn about the WIDA English Language Development (ELD) standards and the ACCESS for ELLs English Language Proficiency (ELP) assessment • Participants will examine teacher performance considerations for effectively educating ELLs • Participants will learn about ways to effectively build relationships and bridge communication with families from culturally and linguistically diverse backgrounds 2

• • • • • •

AGENDA

Welcome and Introductions WIDA English Language Proficiency Standards and ACCESS for ELLs Assessment Teacher Performance Considerations for Effectively Educating ELLs Developing Relationships and Bridging Communication with Families and the Community Question and Answer Session Feedback Form 3

Welcome and Check In

• Please share: Name and School/District Position • • And, What’s On Your Mind? I’m In!

Key Practice 9: Implementing English as a Second Language Instruction

• • • • Coordinate Academic Content & Language Instruction with Core Content & Language Standard Connect Receptive Language Skills & Oral Language of Beginning Level ELLs to Academic English Instruction Use a Content-Based ESL Approach for Intermediate & Advanced Level ELLs Implement Meaningful Language Learning Activities Using Sensory, Graphic, and Interactive Supports

Key Practice 11: Implementing Comprehensible Academic Content Instruction

• • • • • Align Instructional Activities with Curriculum Guides & Standards Include Language & Content Objectives in Lesson Planning Differentiate Instruction According to ELLs’ Language Proficiency Levels With Strategies for Using Textbooks Use Authentic Assessment Strategies to Evaulate ELLs’ Progress and Grading Use ELLs’ Primary Language to Support Academic Instruction in English

The Story of WIDA (World-Class Instructional Design and Assessment)

• http://wida.us/aboutus/mission.aspx

• http://wida.us/membership/states/

The WIDA ELD Standards

Standard 1 – Social & Instructional Language

• English language learners communicate for social and instructional purposes in the school setting.

Standard 2 – Language of Language Arts

• English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3 – Language of Mathematics

• English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Standard 4 – Language of Science

• English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5 – Language of Social Studies

• English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Five Grade-Level Clusters

The English Language Development Standards and aligned ACCESS for ELLs Assessment are organized by the following Grade-level clusters: • PreK−K • Grades 1−2 • Grades 3−5 • Grades 6−8 • Grades 9−12

Four Language Domains

Listening

─ 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

WIDA’s English Language Development Levels 1

ENTERING

2

BEGINNING

3

DEVELOPING

4

EXPANDING

5

BRIDGING

6

R E A C H I N G

Criteria for Performance Definitions

1

ENTERING

2

BEGINNING

3

DEVELOPING

4

EXPANDING

5

BRIDGING  Linguistic Complexity: The amount and quality of speech or writing for a given situation  Vocabulary Usage: The specificity of words or phrases for a given context  Language Control: The comprehensibility of the communication based on the amount and type of errors

6

R E A C H I N G

5 Bridging WIDA’s Proficiency Levels and Language Criteria Linguistic Complexity Vocabular y Usage Language Control 4 Expanding 3 Developing 2 Beginning 1 Entering PIs L 5 L4 L 3 L 2 L 1

WIDA Performance Definitions

–

Listening and Reading Grades K-12

WIDA Performance Definitions

–

Speaking and Writing Grades K-12

WIDA’s English Language Development Standards

• http://wida.us/standards/ELP_StandardLookup.asp

x

WIDA’s Can Do Descriptors

• http://wida.us/standards/CAN_DOs/

Uses of the Can Do Descriptors

How might teachers use the CAN DO Descriptors?

• • • • As an instructional assessment tool that supplements the English language proficiency standards, language teachers may use the Descriptors to: share with classroom teachers as a way to describe or explain the stages of English language development using concrete examples; work with content teachers to show language may be integrated within a given discipline or content area; use to plan with tutors or mentors who work with English language learners; develop or co-develop lessons with differentiated language objectives;

More Uses of the Can Do Descriptors

• • • • • • set language goals with their English language learners; explain students’ progress in listening, speaking, reading and writing to parents/ family members; suggest language goals to be incorporated into Individual Education Programs (IEPs) for English language learners with diagnosed disabilities; translate English language proficiency test scores (i.e., ACCESS for ELLs®, the W-APT™, WIDA MODEL™) into instructional practice; observe and note levels of student performance as a precursor to using WIDA Speaking and Writing rubrics for formative assessment;

advocate on behalf of English language learners to show what they CAN DO.

Time Out to Turn and Talk

• • Let’s Time to Process What You Have Learned Thus Far….

Turn to a Neighbor and Respond to the Following Question: What Key Ideas Did You Learn About WIDA’s English Language Development Standards?

http://www.rippleaffect.com.au/archives/tag/talking

ACCESS for ELLs Assessment

• • • ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) Secure large-scale English language proficiency assessment given to ELLs in grades K-12 annually Used to monitor students' progress in acquiring academic English

• • • • •

ACCESS for ELLs Grade Level Clusters & Tiers

Kindergarten

•

Tier A = Beginning 1-2

•

Tier B =

Intermediate

3-5

•

Tier C = Advanced 6-8

(based on results of last assessment)

9-12

Tier Structure of ACCESS for ELLs®

1

ENTERING

2

BEGINNING

3 4

DEVELOPING EXPANDING

5

BRIDGING

6 R E A C H I N G Tier A Tier B Tier C

Overall Composite Score

Speaking, 15% Listening, 15%

Test Weights

(Percent) Listening Reading Writing Speaking Writing, 35% Reading, 35%

WIDA’s Download Library

• Is FULL of RESOURCES!!! http://wida.us/downloadLibrary.aspx

• • • •

And Now… Let’s Review an English Language Learner’s Profile

Student: Mai Grade: 4 th Home Language: Hmong ACCESS for ELLs Scores: Listening 3.8

Speaking 2.2

Reading 3.5

Writing 4.6

Key Practice 3: Implementing a Balanced Student Assessment System

• • • • • Balanced Assessment System Consistent Entry and Exit Criteria Use of Authentic Assessments Compliment Standardized Assessments with Classroom Assessments Review Assessment Data

Key Practice 5: Using Big Ideas to Plan Instruction

• • • • Use Standards to Identify the Big Ideas and Key Concepts Structure Comprehensible Learning Activities that Lead to Understanding Use Materials that Explain and Exemplify the Big Ideas Develop Differentiated Assessment Strategies that Allow ELLs to Demonstrate Understanding

Key Practice 6: Implementing Meaningful Vocabulary-Building Instruction

• • • • Explicitly Teach New Vocabulary, Involving Students in Definition-Getting Build Students’ Oral Vocabulary as a Foundation for Expressive Language Structure Oral & Written Activities for Students to Use New Vocabulary Coordinate Vocabulary Instruction and Practices in All Classroom Settings

• • • •

Key Practice 7: Activating Students’ Prior Knowledge

Plan Prior Knowledge Activities that Connect & Build Upon Students’ Knowledge and Experiences Use Instructional Supports to Make Prior Knowledge Experiences Comprehensible Ask Open-Ended Questions So Students Can Share Prior Knowledge Structure Pre-Reading Activities to Build Vocabulary & Increase Comprehension

• • • •

Key Practice 8: Structuring Student Interaction

Organize Program Configurations & Classroom Schedules to Promote Meaningful Interactions Promote Learning-Centered Classroom Talk that Engages Students & Requires Sharing of Thinking and Problem Solving Implement Learning Tasks that Use Target Vocabulary to Share Newly Learned Information Structure Small Group Instructional Tasks So Students Can Work Interdependently

Post It Activity – Most Important Point!

• As you watch the video, write down a “Most Important Point” (MIP)on a sticky note • After viewing the video, turn to a neighbor and share out your MIP • Be prepared to share out your MIPs to the group http://wida.us/getInvolved/vid eo/summer2013.aspx

MIPs

Working with Families of English Language Learners to Foster Student Success

Overview

• • • • Partner Conversation Cultural Identities ~ Navigation Towards Cultural Competence Understanding Various Perspectives Around School Involvement Reaching Out ~ Building Collaborative Partnerships with Families

Opening Conversation

• • Stand up – and find a partner who you haven’t talked with yet What are some ways you are currently working with parents of ELLs?

What’s working well?

What’s challenging?

Culture is….

a shared, learned, symbolic system of values, beliefs and attitudes that shapes and influences perception and behavior.

Transparency of Culture

• • • Culture is TRANSPARENT to natives (K. Escamilla) Culture is one lens through which we see the world There are implications for our interactions with people from cultures different from our own

• • •

The Continuum ~ Cultural Awareness, Competence, & Responsiveness

Awareness ~ an important first step in gaining knowledge about differences Competence ~ implies the completion of a predetermined set of criteria Responsiveness ~ an on-going process of taking in new information and responding appropriately

The Goal ~ Cultural Responsiveness

• • • Occurs as a result of awareness of your own cultural beliefs, values, or biases Applying acquired knowledge to interactions with others Comes with practice and repeated engagement with others from different cultural backgrounds

• • •

Cultural Responsiveness in Action

Greater awareness of your own race and culture Awareness of the impact of your behaviors and attitudes on others Knowledge of your own biases and limitations • Remember the Cultural Identity Molecule Activity…

•

Cultural Identities

Our families come with their OWN “cultural identity molecule” as well : Country of origin Country of residence Linguistic Religious Socio-economic Ethnicity Family Structure

•

Cultural Diversity

Diversity is dynamic and relational Interactions and comparisons between others Cannot exist independently of its context Not the person but who surrounds the person • NEVER the “PROBLEM”

Issues of Power

• Holding one population as reference point • The term “minority” • Beliefs and behaviors are ALWAYS value laden

Culture Bumps

Culture Bumps

 “Culture bumps occur when an individual has expectations of one behavior and gets something completely different “  Expectations refer to the expectations of "normal" behavior as learned in one's own culture.

• Remember, culture is transparent to its natives!!!

 Culture bumps can be pleasant, neutral, or unpleasant experiences

Possible “Cultural Bumps”??

TURN TO A PARTNER & DISCUSS THE FOLLOWING:

What culture bumps might a child or their family from a different cultural background have within a U.S. school?

Various Perspectives ~ School Involvement

• Different understandings of school and parent participation exist due to: Prior knowledge & expectation of school Various levels of educational background Confusion about roles Lack of information about school programs, policies, etc.

What To Do …

• • • • Explore families’ assumptions about school Initiate contact with families/community members Clarify roles Generate ongoing partnerships

Reaching Out ~ Building Collaborative Partnerships with Families

• • • • Use the primary language of the family whenever possible Find out about students’ home environment Host meetings in locations that are convenient to families & ask them to help build agenda Educate parents on US school system

Examples of Ways to Collaborate with Families

• “¿Qué Pasa En Nuestras Escuelas?” monthly Spanish radio program – • https://mediaprodweb.madison.k12.wi.us/node/396 Classes for Parents – English in the Schools • http://www.litnetwork.org/learners/index.php?categ

ory_id=4480 WISACALD Resources http://www.wisacald.org/parents.php

http://wisacald.org/community.php

References

• • • • • •

Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Escamilla, K. (2003). Transparency of Culture Workshop, Madison, WI. Teaching Diverse Learners: Families & Communities ~ http://www.lab.brown.edu/tdl/ Colorin Colorado – American Federation of Teacher Toolkit for Teachers: Reaching out to Hispanic Parents of English Language Learners (2005) ~ http://www.colorincolorado.org/families/partnerships Wagner, Suzanne. Communicating with Language Minority Parents. Illinois Resource Center Mexican American Legal Education Defense Fund: Parent School Partnership Program ~ http://maldef.org/leadership/programs/psp/

Best Wishes…

on your journey to build collaborative partnerships with families to support English language learners’ success!

Time for Reflection

Affirmed?

Learned?

Questioned?

Question and Answer

• •

Share Out New Learning, Affirmations, and Questions!?

Thank You for Your Participation!

Amy Christianson OELA Grant Program Coordinator Edgewood College, Madison WI [email protected]