Engaging All Students: Spotlight on English Language Learners

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Engaging All Students: Spotlight on English Language Learners. Leadership I January 12, 2010 The Ten Oaks Ballroom 8:30 AM- 12:00 PM. Linda Wise. Chief Academic Officer. We learn more through experience than by absorbing what we simply see or hear. -William Glasser, Psychologist. - PowerPoint PPT Presentation

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<ul><li><p>Engaging All Students: Spotlight on English Language LearnersLeadership IJanuary 12, 2010The Ten Oaks Ballroom8:30 AM- 12:00 PM</p></li><li><p>Linda WiseChief Academic Officer</p></li><li><p>We learn more through experience than by absorbing what we simply see or hear. </p><p>-William Glasser, Psychologist</p></li><li><p>Effective teaching may be the hardest job there is.-William Glasser, Psychologist</p></li><li><p>Systemic ExpectationsKnow our studentsEnsure our students receive exemplary instruction that prepares them for college and careersKnow what interventions and supports are in place to ensure their successHave a process for continuously monitoring their progressDevelop a relationship with students and their families</p></li><li><p>Todays OutcomesIncrease knowledge of the Superintendents proposed FY 2011 budget Gain a better understanding of LAS Links and the AMAOsIdentify characteristics that impact language acquisitionDescribe and apply instructional strategies to support ELLsEnhance relationships between and among DOI colleagues</p></li><li><p>Sydney CousinSuperintendent</p></li><li><p>Linda WiseChief Academic Officer</p></li><li><p>Leslie GrahnWorld LanguagesResource Teacher</p></li><li><p>Baggage ClaimWrite your name on your suitcase.Pack your bag by listing ways your school/office/program has created spending efficiencies on your suitcase cutout</p></li><li><p>Baggage ClaimThe first time a person shakes hands with you, introduce yourself and tell each other what is in your bag.Then, exchange bags and move on to greet another participant.</p></li><li><p>Baggage ClaimAs you greet other participants, shake hands and introduce yourself and explain that you have the wrong bag.Proceed to tell each other who the bag belongs to and whats in it.Then, trade bags.</p></li><li><p>Baggage ClaimWhen time is called, return the bag you have to its owner.</p></li><li><p>Leadership 1 &amp; 2 wiki</p></li><li><p>Linda WiseChief Academic Officer</p></li><li><p>ESOL and Instruction for ELLsOutcomes:Gain a better understanding of LAS Links and the AMAOs</p><p>Identify characteristics that impact language acquisition</p><p>Describe and apply instructional strategies to support ELLs</p></li><li><p>John ArnoldESOL Resource Teacher</p></li><li><p>PretestRead each question and the responses.</p><p>Work with your table group to determine the best answer.</p><p>Respond using the Personal Response System (PRS).</p><p>Pass the PRS to the next person at the table to take turns responding.</p></li><li><p>Personal Response SystemThe Document Repository link to the PRS Folder is on the wiki.</p></li><li><p>Laura HookESOL Coordinator</p></li><li><p>Parking Lot If you have a question, please write it on a Post-it note and place it on one of the Parking Lot charts.</p></li><li><p>AMAO IAMAO I: Progress towards proficiency</p><p>Progress is made if the students Overall test score on the English Language Proficiency (ELP) assessment is 15 scale score points higher than the Overall test score from the previous years test administration. </p></li><li><p>AMAO IIAMAO II: English Language Proficiency Attainment</p><p>ELP attainment is made when the student receives an Overall score of 5 on the ELP assessment with a minimum score of 4 on Listening, Speaking, Reading, and Writing.</p><p>These students are released (RELLs) from ESOL Services.</p></li><li><p>AMAO IIIAMAO III: AYP</p><p>AMAO III represents Adequate Yearly Progress of Local School Systems for the LEP students.</p><p>Consider data regarding confidence intervals.INROADS contains separate data for ELLs &amp; RELLs. Mdreportcard.org lists data for ELLs &amp; RELLs combined.</p></li><li><p>LAS LinksStands for Language Assessment Scale</p><p>Is administered to ALL students in the ESOL programDiagnostic Test - given at the International Student Registration Center (ISRC) or schoolSummative Test - given at the school</p><p>Assesses skills in listening, speaking, reading, and writing</p><p>Yields an English proficiency level (1-6)</p></li><li><p>Proficiency Levels of ELLsLevel 1 - Low Beginner</p><p>Level 2 - High Beginner</p><p>Level 3 - Low Intermediate</p><p>Level 4 - High Intermediate</p><p>Level 5 - Advanced</p><p>Level 6 - Independent</p></li><li><p>HCPSS 2009 LAS Results</p></li><li><p>ELL Profile: English Language Proficiency (ELP)based upon LAS Links </p></li><li><p>ELL Profile: English Language Proficiency (ELP)What is the ELLs Overall Proficiency Level? Answer using either a number or word(s)</p></li><li><p>ELL Profile: English Language Proficiency (ELP)What is the ELLs Overall Proficiency Level?Answers:#1: ELP level 5 or Advanced#2: ELP level 5 or Advanced#3: ELP level 5 or Advanced#4: ELP level 4 or High Intermediate#5: ELP level 2 or High Beginning</p></li><li><p>ELL Profile: English Language Proficiency (ELP)Did the ELLs Overall Proficiency Level Scale Score increase by 15 points? (AMAO I)</p></li><li><p>ELL Profile: English Language Proficiency (ELP)Did the ELLs Overall Proficiency Level Scale Score increase by 15 points? Overall Proficiency Level Scale Scores from 2008:#1: 551 #4: 534#2: 517 #5: 449#3: 570</p></li><li><p>ELL Profile: English Language Proficiency (ELP)Did the ELLs Overall Proficiency Level Scale Score increase by 15 points? </p><p>Answers:#1: 551 to 562 - NO#2: 517 to 550 - YES#3: 570 to 582 - NO#4: 534 to 550 - YES#5: 449 to 487 - YES</p></li><li><p>ELL Profile: English Language Proficiency (ELP)</p><p>Will the student be released from the ESOL Program? (AMAO II)ELL needs an Overall Proficiency Level of 5 with a minimum of 4 in Listening, Speaking, Reading, and Writing to be released.</p></li><li><p>ELL Profile: English Language Proficiency (ELP)Will the student be released from the ESOL Program? </p><p>Answers:#1: YES #4: NO#2: NO #5: NO#3: YES</p></li><li><p>ELL Profile: English Language Proficiency (ELP)What other kinds of support might the ELL need to be successful in school?</p></li><li><p>Access to LAS Links DataINROADS - Student Profile has individual students LAS scores</p><p>Sandbox has students English language proficiency data from LAS Links</p><p>School report for AMAO I, II, &amp; III</p><p>Cumulative folders contain reports</p></li><li><p>Vision of Exemplary Teaching for Student LearningAll Students Can LearnKnowingTheLearnerWHO?Knowingthe Curriculum &amp; ContentWHAT?Knowing the PedagogyHOW?KnowingMyself andMy Influenceon Learners</p></li><li><p>ELLs in Our Schools2007-08: approximately 1,600 ELLs2008-09: approximately 1,800 ELLs2009-10: approximately 2,100 ELLs</p><p>81 languages:Spanish, Korean, Urdu, Chinese, and Vietnamese</p><p>77 countries</p></li><li><p>The ESOL ProgramHelps develop proficiency in listening, speaking, reading, and writing using Standard American English.</p><p>Assists ELLs in a well-articulated, content-based program to support and supplement classroom instruction.</p></li><li><p>John ArnoldESOL Resource Teacher</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>AdjustmentMental IsolationHoneymoonInitial AdjustmentCulture ShockCultural Adjustment</p><p>About 2 years</p><p>Initial</p><p>Honeymoon</p><p> Adjustment</p><p> Adjustment</p><p> Culture Shock</p><p> Mental</p><p> Isolation</p></li><li><p>Maha AbdelkaderESOL Resource Teacher</p></li><li><p>What do you understand when you know a language?The musicThe soundsThe correct sequence of sounds in a wordHow to use and interpret intonationHow to change the time of a sentence The order of wordsFormal vs. informal languageIdiomatic expressionsA wealth of vocabularyThe variety in meaning of wordsLanguage nuancesThe gestures To ask for info. How to persuade</p><p> How to take turns in a conversation</p><p> How to enter a conversation</p><p> How to use language to build relationships</p><p> Connections between language and culture </p></li><li><p>Time for a game show break</p></li><li><p>Things said in the cafeteria</p></li><li><p>Things said when meeting with the guidance counselor</p></li><li><p>Things said in a science class</p></li><li><p>Things said during assessments</p></li><li><p>BICS and CALPBasic Interpersonal Communication Skills</p><p>BICS- Social Language:</p><p>Are necessary for everyday functioning.</p><p>Are very context sensitive and depend on nonverbal cues.</p><p>Can typically be achieved in the classroom with good contextual support.Cognitive Academic Language Proficiency</p><p>CALP- Academic Language:</p><p>Is the language used in textbooks and classes.</p><p>Depends on the relationship between the native language and new language since it is best if both are sufficiently developed.</p></li><li><p>ReflectionWhat have this mornings experiences made you think about?</p></li><li><p>Break</p></li><li><p>Laura HookESOL Coordinator</p></li><li><p>Welcome back from break.Focus before break:Being accountable for ELLs learningKnowing our ELLs in HCPSS</p><p>Focus after break:Supporting the learning of ELLs through the use of instructional strategies</p></li><li><p>KrinklejupRead the following text. Then, answer the questions.</p><p> A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped Minto to the krinklejup. The krinklejup zisked zoely.</p><p>1.What was the krinklejup doing?2.What stipped?3.What did the barjam grup?4.How did the krinklejup zisk?</p></li><li><p>KrinklejupRead the following text. Then, answer the questions in complete sentences.</p><p> A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped Minto to the krinklejup. The krinklejup zisked zoely.</p><p>Cite the text that expresses the authors point of view of barjams.</p><p>Compare the conflict in this selection to your own experience.</p><p>Evaluate the authors organization of text.</p></li><li><p>MD ELP State Curriculum</p></li><li><p>5 Key Principles for Working with ELLsIncrease Comprehensibility</p><p>Increase Interaction</p><p>Increase Thinking/Study Skills</p><p>Increase Academic Language and Fluency</p><p>Make Connections</p></li><li><p>Maha AbdelkaderESOL Resource Teacher</p></li><li><p>Five Key Principles Increase Comprehensibility: Help ELLs understand learning Build on prior knowledge</p><p> Use real objects, pictures, maps, or videos</p><p> Provide oral practice before using the text</p><p> Provide opportunities for role-plays and drama</p></li><li><p>Five Key PrinciplesUse group activities, games, and projects that require ELLs to take an active role</p><p>Include students in groups in content classes</p><p>Identify student strengths and have them share what they know with others and provide authentic speaking practice </p><p>Invite students to work with younger students Increase Interaction: Provide time for ELLs to talk about learning</p></li><li><p>Five Key PrinciplesProvide graphic support for learningVenn diagramsKWL chartsSequence mapsCause and effect chartsWebs and pictorial mind mapsHelp students categorize information and vocabulary</p><p>Increase Thinking/Study Skills:Help ELLs think about learning</p></li><li><p>John ArnoldESOL Resource Teacher</p></li><li><p>Five Key Principles</p><p>Offer explicit instruction on academic language</p><p>Connect words to visual</p><p>Use trigger words (directional words, signal words)</p><p>Provide oral and written models of language</p><p>Use word lists grouped by a topic</p><p>Increase Academic Language &amp; Fluency:Use language to understand &amp; explain</p></li><li><p>Five Key PrinciplesBuild on prior knowledge</p><p>Help students explain how information from one class supports learning in another content area</p><p>Involve students in goal setting. Students will feel more connected to what they are learning if they set some personal goals</p><p>Provide student choice when learningMake Connections: Link to prior knowledge &amp; cultural experiences</p></li><li><p>Our Journey TodayAMAOWho are our ELLs?Cultural Adjustment WBICS &amp; CALP5 Key Principles</p></li><li><p>Applying Your LearningChoice Board</p><p>Develop an outline for a PD experienceBrainstorm additional examples of best practices for each of the 5 Key PrinciplesDesign coaching questions for a post-observation conferenceDesign an informal walk through</p></li><li><p>Applying Your LearningChoose a task that you will use as a leader in HCPSS.</p><p>Select one task from the choice board.</p><p>Move to a table labeled with that task.</p><p>Work with a partner at the table to complete the task.</p></li><li><p>Laura HookESOL Coordinator</p></li><li><p>Idea Share</p></li><li><p>When I grow up</p></li><li><p>How can you help these students achieve their hopes and dreams?</p><p>Together we can make a difference!</p></li><li><p>Linda WiseChief Academic Officer</p></li><li><p>English Language Learner Resources on the L1L2 wiki</p></li><li><p>Wiki Discussions</p></li><li><p>Januarys Lead Design TeamLaura Hook, Central OfficeMaha Abdelkader, Central OfficeJohn Arnold, Central OfficeLeslie Grahn, Central OfficeGenee Varlack, GESAdam Eldridge, WLHSSharon Kramer, Central OfficeShiney Ann John, OMMSLisa Boarman, Central Office</p></li><li><p>Engaging All Students: Spotlight on English Language LearnersLeadership IJanuary 12, 2010The Ten Oaks Ballroom8:30 AM- 12:00 PM</p><p>Good morning. Its great to see all of you after a much needed break. I do hope your holiday season afforded you all the opportunity to rest, relax, and rejuvenate your spirits for the work that lies ahead. </p><p>As you know, I consider each and everyone of you as Division of Instruction leaders. Together we lead and learn. As a learning community, this year we have been using the PDSA model as a lens through which to focus and refine our efforts to engage all students. William Glasser reminds us that learning must be experienced. Our experience this year started with writing performance based objectivesdetermining what actions we would take to ensure student results.</p><p>Those actions led us to studying some hard information about our drop-out rate in the context of national trends. We then went deeper with student engagement, exploring strategies that ensure all students are active participants in their learning. </p><p>We followed that with hearing the story of one of our students, Nell, and then spent time together with her, learning about resources and specific strategies to hook students with quality instruction. William Glassier also said the following(let them read quote)and we know that he was right. We also know that the single most important factor in determining student success is teacher effectiveness. As instructional leaders, we are all responsible for ensuring our teachers have the skills, resources and environments to accelerate learning. And so we continue to focus on our systemic expectations to:Know our studentsEnsure our students receive exemplary instruction that prepares them for college and careersKnow what interventions and supports are in place to ensure their successHave a process for continuously monitoring their progressDevelop a relationship with students and their families</p><p>We obviously have a packed agenda, but I want to take a minute to share a few administrative items. In response to your feedback regarding the wiki, the design team has created a help desk. If you have any questions regarding the use of the wiki, the wiki help desk will be staffed before and after each meeting and during breaks. Additionally, we are going to be discussing confidential student data today. After our work this morning, we ask that you be sure and leave the data in the folder marked confidential on your table. Thank you!Before we get engaged in the content of our main meeting...</p></li></ul>