ESOL PROFESSIONAL LEARNING SESSION

AGENDA 0 Monitoring Visit 0 Declined Services 0 Assistance for Declined Students 0 Budget 0 ACCESS Recertifying 0 Other Details

Timeframes 0 1:00 – 2:00 = Dr. Reddekopp 0 2:00 – 2:45 = Content Specialists 0 2:45 – 3:00 = Dr. Reddekopp 0 3:00 – 4:00 = Dr. Guebert

COMMENDATIONS: 0 COMMENDATIONS are not usually listed in the

report that will be sent to Superintendent and me within 30 days, but these items were mentioned by the monitor for going above and beyond requirements.

COMMENDATIONS: 0 Professional Development Plan 0 Parent Involvement 0 Form for Monitored Students 0 Form for Initial ESOL Referral 0 Form for ESOL Skills Checklist

RECOMMENDATIONS: 0 RECOMMENDATIONS are suggestions from the

monitor based on interview feedback.

RECOMMENDATIONS: 0 Establish a consistent calendar of monitoring so that

everyone is monitoring at a minimum at the same time. (Put in ESOL Year at a Glance).

0 There was evidence that ESOL teachers attend IEP meetings for their students. Be sure to continue to follow this process.

AREAS OF CONCERN: 0 AREAS OF CONCERN are based on the monitor’s

knowledge of OCR compliant processes. While these are not a part of corrective action, the monitor strongly suggests that we take action with these.

AREAS OF CONCERN: 0 Registration information needs to be in multiple

languages. 0 Use a translated version of the Waiver (declined

services) form. There is one provided by DOE. 0 Information going to all students needs to be in

multiple languages as much as possible. 0 High Declined rate =17%.

FINDINGS: 0 FINDINGS are the only ones that need to be

addressed through the corrective action process.

FINDINGS: 0 Annual Notification of Services (eligibility) letter

should allow parent to check YES or NO for services. Also parent should not have to sign this form. (use DOE form)

0 Provide above form in multiple languages. (see DOE forms)

0 Failed to meet AMAO 13-14.

Declined… FROM AN OUTSIDER”S VIEWPOINT:

0 Parent having an option to “sign out” on the form (switch to DOE form).

0 Parent not wanting student to travel from home school to receive services.

0 Moving from Declined to Monitored 0 Distribute Declined Lists

Declined…In Other Words… 0 As Students are Registering 0 As Students move to Monitored 0 As Students Attend ESOL School

Cluster Schools SCHOOL ESOL TEACHER ALSO SERVES ESOL SUPPORT STAFF

Arbor Springs Elem. Teresa Feckoury Brooks Elementary Amy Harrison

Arnco Sargent Elem. Regina Lange Northside, Western T. Travis, S. McMichael

Moreland Elementary Janelle Garner Glanton Elementary Lisa Skinner

Newnan Crossing Elem. Karen Tabares

Ruth Hill Elementary Amber Rhodes Elm Street Elementary Nina Wimbley

Welch Elementary Lori B., D. Work (1/2)

White Oak Elementary Stephanie Fletcher Thomas Crossroads E. Jennifer Whetstone

Willis Road Elementary R Rainbolt/D Work (1/2) Poplar Road, Eastside B. Flournoy, J. Martin

Arnall Middle School Dana Dobbs E Coweta MS, Lee MS T. Busby, K. Poore

Evans Middle School Nancy Schwoebel Madras MS, SRMS K. Pelletier, K. McCall

CEC Amy Steward NHS, NGHS B. Rhodes, A. Bass

East Coweta HS Ruth Hallman

Budget 0 Budget was approved last week. 0 Distribute Budget Sheets 0 Prepare PO’s 0 PO’s due to me before Thanksgiving 0 Use the coding on this sheet 0 PO’s to match your earlier requests

Declined… 0 In Summary:

0 As they Register 0 New Forms - Distribute 0 As they move to Monitored 0 As they consider Cluster Schools

0 I will call on a few of you to assist me with the Cluster

Schools idea.

From Declined to Monitored… 0 Best Resources: ACCESS

0 Donald White 0 Lynn Skinner 0 Paula Baker

Reading

Speaking

Writing

Listening

Our vision is to ensure the success of each student.

We believe, as a learning community, we must continuously improve.

We believe we are responsible for the success of each student.

Building vocabulary 0 Teach vocabulary and language structures daily. 0 Teach strategies to learn and study new vocabulary.

0 Vocabulary section in interactive math notebooks 0 Class word wall 0 Student-made bilingual dictionaries 0 Flashcards

Definition Illustration

Examples Non-examples We believe, as leaders of learners, we must see students as volunteers in their

learning.

Building vocabulary 0 Post labels and vocabulary cards around the

classroom on completed word problems, number lines, rulers, fraction diagrams, and/or objects in the class.

0 Review mathematical vocabulary and concepts using games such as Tic-Tac-Toe, Bingo, Concentration, Taboo, I Have … Who Has, etc.

We believe the Coweta County School System, in partnership with the family

and the community, must focus on providing challenging, interesting and satisfying work for

students

Think-alouds 0 Model the process with a “think-aloud.” 0 Have student explain their thinking process aloud to a

classmate while solving a problem. 0 Have students paraphrase and write complex

concepts in their own words individually, in pairs, or as a whole class.


When one teaches, two learns.

The Coweta County School System will provide high-level, engaging work

for all learners and leaders to meet the needs of all stakeholders.

Reading and writing 0 Write a cloze exercise or sentence starters on the

board for students to copy and complete when they enter class.

0 Give students a computation problem to solve, and then have them write the steps to solve it in complete sentences.

0 Incorporate the use of math journals or interactive math notebooks.

Coweta Committed to Student Success

The Three Read protocol You are a medical assistant in a pediatrician’s office and one of your responsibilities is evaluating the growth of newborns and infants. Your first patient, a baby girl named Ivy Smith, was 21.5 inches long at 3 months old. At 8 months, you measure her at 24 inches long. For your medical records, all measurements must be given both in inches and in centimeters: 1 inch = 2.54 cm.


The Three Read protocol 1. Read the scenario silently. Be ready to describe the

situation. What is this about? 2. Read the scenario silently again. This time, list the

information you feel is important in this situation. 3. Let’s read the scenario aloud. Write ____ questions

that you feel the textbook, a test writer or your teacher might ask about this situation.

We believe, as a learning community, we

must continuously improve.

Instructional modes 0 Use visuals whenever possible to reinforce auditory

instruction. 0 Use graphic organizers to visually represent

mathematical concepts. 0 Include hands-on activities. 0 Vary grouping throughout the lesson (e.g.,

independent work, pair work, small groups, whole class).

0 Make interdisciplinary connections.

We believe, as leaders of learners, we must see students as volunteers in their

learning.

Prior knowledge 0 Connect prior knowledge to new learning.

0 Find out what students already know about a topic by making a semantic web on the board.

0 Write the topic in the center of a circle and record students’ knowledge around it.

0 Integrate students’ culture whenever possible. 0 Elicit students’ own questions about a topic.



students

Speaking and listening 0 Pause between sentences and thoughts. 0 Use gestures and visuals to clarify. 0 Avoid using idioms and slang. 0 Use vocabulary words frequently. 0 Repeat, rephrase, and paraphrase. 0 Simplify the language used rather than the

mathematical concepts taught by using simple sentence construction.


Speaking and listening 0 Focus on students’ message rather than their

grammatical skills and accuracy. Respond using proper grammatical form rather than overtly correcting their mistakes.

0 Design meaningful collaborative activities to increase verbal interaction between students.


Number Talks 0 Think of different ways to make

the number 170. 0 When you have one way, put your

thumb up under your chin. 0 When you think of another way,

put out a finger…


Number Talks routine 0 Present the problem. 0 Allow for quiet think time. 0 Students do a “thumbs up” when they have a strategy,

and they continue to show additional fingers as they think of other strategies.

0 Teacher records all possible solutions as dictated by students.

0 Students defend solutions.


Socio-mathematical norms 0 Errors are gifts; they promote discussion. 0 Share a second sentence to connect your thoughts. 0 The answer is important, but it is not the math. 0 Build on the thinking of others. 0 Ask questions until ideas make sense. 0 Think with language and use language to think.


learning.

Types of number talks 0 Number of the day 0 Visual patterns 0 Number lines 0 Mental math 0 What’s my rule? 0 Relational thinking

We believe the Coweta County School System, in partnership with the family and the community, must focus on providing challenging, interesting and satisfying work for students.

Number lines: Comparison Place the numbers on the line.

A. 25

B. 12

C. 23


Number lines: Estimation What is a reasonable value for the number for the arrow? Why?

The Coweta County School System will provide high-level, engaging work

for all learners and leaders to meet the needs of all stakeholders.

Mental math

116 + 29 39 + 127

114 + 118 46 + 118

Number string:

landmark or friendly numbers.

Parrish, S. (2010). Number talks: Helping children build mental math and computation

strategies. Sausalito, CA: Math Solutions.

6 x 8

60 x 8 60 x 80 0.6 x 8

0.6 x 0.8

Number string

Mathematical Routines – San Diego City Schools :

http://www.sandi.net/Page/33501





What’s my rule? INPUT OUTPUT

62 6.2 50 5

400 40 7 0.7

43 4.3

How can we write an open number sentence for this rule? Our vision is to ensure the success of each student.

Relational thinking Find a value for n that makes the number sentence true.

7 + 6 = n + 5 43 + 28 = n + 42 28 + 32 = 27 + n

7 x 6 = 5 x 6 + n x 6 12 + 9 = 10 + 8 + n


Relational thinking How is the blue rectangle related to the orange rectangle?


learning.

Suggestions for implementation

0 Start with smaller problems to elicit thinking from multiple perspectives.

0 Be prepared to offer a strategy from a previous student.

0 It is all right to put a student’s strategy on the back burner.

0 As a rule, limit your number talks to five to fifteen minutes.

0 Be patient with yourself and your students as you incorporate number talks into your regular math time.



students

Presenter

Presentation Notes

If the teachers are past this stage, then discuss what’s next: recording the strategies on anchor charts, when to move on to a new strand, how to handle wrong answers, etc…

Organizational skills 0 Demonstrate how to read a mathematics textbook. 0 Point out key sections and resources in the textbook. 0 Teach students how to organize notebooks/binders

and how to record homework assignments. 0 Teach note-taking skills. Copying notes is an effective

way for ELs to begin learning writing conventions.


The Coweta County School System will provide high-level, engaging work for all learners and leaders to meet the needs of all stakeholders.

Literacy Success for English Language Learners: ACCESS

and Beyond

October 28, 2014

Dr. Paula Baker ELA/Literacy & SS Content Specialist

Coweta County School System

Meaning is to be conveyed directly in the target language through the use of demonstration and

visuals.

0 Make your instructional talk more understandable by speaking clearly (slowly).

0 Repeat key points 0 Define essential vocabulary in context 0 Pair your talk with nonverbal communication

cues: objects, pictures, graphs, and gestures.

Strategies for Success 0 Foster an appreciation of cultural diversity

0 Find characters with different backgrounds for the ELA classroom 0 Allow different students to make connections between home and the lesson 0 Use activities to find connections between personal cultures/heritage

and the topic of study

0 Use music, art, physical education, math computation to push in grammar and writing activities

0 Have students create brochures for the topic of student, “How to Manuals” 0 Write diary entries of their favorite activities or songs 0 Create newspaper stories (locally & globally)

Teach key words • Along with the school based words (student, teacher, principal, bathroom, nurse,

math, reading, cafeteria, lunch, etc.) Add the basic grade level vocabulary [last year’s discussion]

• Students create Personal Pages (Word Wall in the notebook with important terms)

Strategies for Success

0 Fluency – the ease of speaking the language. 0 Use conversations to practice the language and provide background knowledge on

needed topics

0 Form – the structure of English grammar, sentence structure, and syntax

Vocabulary – the development of a vide and varied vocabulary is essential. • Use conversations to listen to and practice the use of new vocabulary while providing

background knowledge on needed topics • As the classroom facilitator talk aloud as you “think” though process to use Context

Clues to determine the meaning of words. • Explain why certain visuals and graphics and gestures seem related. • Include other students in these think-a-loud sessions.

Strategies for Success

0 Back to Vocabulary (4 Step Process) 0 Provide students with a description, explanation or example 0 Students provide their own descriptions, explanations, or examples 0 Students draw a picture to represent the term or phrase 0 Complete activities with the vocabulary term(s)

0 Use the vocabulary terms in oral sentences and tell a class story 0 Use words in student created stories / read stories with the vocabulary terms 0 Play vocabulary games (BINGO, Tic-Tac-Toe, Go Fish… Flash card draw)

0 Graphic Organizers 0 Helpful in all subject areas to teach vocabulary, reading, writing 0 Build, activate and connect background knowledge for topics

Comprehension Skills • Sequencing • Inferencing (So… what do you think?) • Drawing Conclusions (Hmm… what do you think happened? • Relating to background information • Self-questioning

Universal Strategies

0 Try to make the information relevant to their lives -

Learning occurs best when connections are made to existing knowledge.

0 Make the students a part of the situation. 0 Acknowledge their input – Positive feedback is a

powerful influence on the brain’s chemistry. It is essential for the development of a good self-concept (Sylwester 1997).

0 Classroom strategies for beginning readers:

0 Language-experience approach 0 Literacy Centers 0 Patterned books 0 Illustrating stories and poems 0 Shared reading with big books 0 Direct Listening-Thinking Activity (DL-TA) 0 Reader’s theater 0 Story map

Strategies to Promote Early Literacy

More Reading strategies

0 Classroom strategies for intermediate readers:

0 Cognitive mapping 0 Direct Reading-Thinking Activity (DR-TA) (Fluency) 0 Literature response journals 0 Developing scripts for reader’s theater. (Fluency) 0 Adapting Stories into plays and scripts for film and

videotape.) 0 Literacy Centers

Phonics Instruction for English Language Learners 0 The purpose of phonic instruction is to help students recognize words

independently, not to have them state rules.

0 Principles: -Provide ample time for students to read and write for meaningful

purposes, allowing students to develop their own understanding of sound/symbol correspondences

-Teach phonics within a meaningful context. Enjoy the story or poem for

meaning first, then teach the skill. -Remember that phonics and other word recognition strategies are a means

to an end: comprehension. (Peregoy and Boyle, 2000)

Recognizing Words Independently

0 Using big books to teach sight words and phonics 0 Poems and song lyrics written in large format on chart paper (to develop word recognition and phonics knowledge) 0 Predictable books with repetitive patterns and phrases to teach or

reinforce sound/symbol correspondences, including consonants, vowels, and letter sequences found in rhyming words.

0 Ask the students to write their own stories following the pattern in predictable books that they have heard several times. This will provide a chance for the students to put their phonics and sight word knowledge into meaningful practice.

0 Older students who are new to literacy – Same strategies. Short texts with age-appropriate content.

[Song lyrics and poems – Good sources of predictable texts.]

Strategies for writing

0 Beginning writers: 0 Oral discussion 0 Partner stories using pictures and wordless

books 0 Personal journals 0 Dialogue journals 0 Buddy journals 0 Free writing

Strategies for intermediate writers

0 Show and not tell - Provides descriptive details about what the writer wants to convey.

0 Sentence combining 0 Sentence shortening 0 Sentence models 0 Process Writing: -Prewriting -Drafting -Revising -Editing -Publishing

Initial Strategies to Teach English Comprehension to English language Learners

Pre-reading Strategies 0 Background Knowledge Necessary to construct meaning from text. 0 Development of key vocabulary

0 Background Knowledge – Teacher builds upon the language, culture and experiential background that students bring to the classroom and relate knowledge to new information provided in the text.

Guided Reading Strategies

0 Use questions before and during the reading to help

the students to get meaning from the reading. 0 Hypothesizing or predicting questions. What do you

think this story is about? What do you think will happen next?

0 Data acquisition questions 0 Summary questions 0 Reading aloud – Teacher model predicting, inferring,

and connecting mew text to prior knowledge.

Post-Reading Strategies

0 Retelling a story after reading - Offers a means for reinforcing and supporting comprehension. - Provides a means for integrating writing into the program. It can be done in cooperative learning groups, paired writing, or individually. 0 Building on the knowledge gained through the pre-reading

activities. 0 More reading

Post Reading Strategies: 0 Language Experience Approach

- discussion bases on the content of the text - review vocabulary found in the reading - students summarize the reading or story for the teacher (or a peer) , who acts as a

scribe and writes sentences on the board or chart paper.

References

0 Echevarria, J. and Graves, Anne. (1998). Sheltered Content Instruction Teaching English-Language Learners with Diverse Abilities. Boston: Allyn and Bacon.

0 Friedlander, M. (1991). The Newcomer Program: Helping Immigrant Students Succeed in U. S. Schools. http://www.ncela.gwu.edu/ncbepubs/pigs/pigs.htm

0 Coolier, V. (1995). Promoting academic success for ESL students. NJTESOL/NJBE 0 Peregoy, S. F. and Boyle, O. F. (2000). Reading, Writing, and Learning in ESL. New York: Longman. 0 Sternberg, R. J. (1994). Allowing for Thinking Styles. Educational Leadership 52, 3. 0 Tomlinson, C. A. The Differentiated Classroom: Responding to the Needs of All Learners. ASCD. 0 Willis, S. and Mann, L. (2000). Differentiating Instruction. In Curriculum by the Association for

Supervision and Curriculum Development. 0 Weinberger, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit

Publishing.

http://www.ncela.gwu.edu/ncbepubs/pigs/pigs.htm

Test Training 0 December 16: 9:00 – 11:00 0 Test Coordinators and ESOL Teachers this Year

0 November: 0 Get PO’s Submitted 0 Get used to New Forms 0 Some of you will be assisting me 0 We had two meetings in October

Cautions… 0 What we Say 0 What we Write 0 Confidentiality

SLO’s 0 Expected Growth: One Positive Performance Band 0 High Growth: More Than One Positive Performance

Band

0 4.4 or Higher = Expected

0 1 0 2 0 3

Thought…Leadership 0 “If your actions inspire others to dream more, learn

more, do more and become more, you are a leader.”

(John Quincy Adams)

From Dr. Guebert… 0 Educators take the online course, individually, at their

own pace. 0 The course could take as little as 2 hours or as long as

6 hours (for first-time test-takers) to complete.

From Dr. Guebert… 0 Educators in Georgia school districts must complete

the online course no later than January 20, 2015. 0 It should be noted that the course, and the required

“certification” quiz/quizzes, should not be completed as a group activity.

From Dr. Guebert… 0 Remember that educators must pass a/each quiz at

80% or higher for the domain(s) they are assigned to administer. (For example, an educator assigned to administer the Speaking Test need only pass the Speaking Test at 80% or higher to become WIDA certified for that domain.)

0 Most importantly, please note that all educators who administer ACCESS for ELLs and Alternate ACCESS for ELLs MUST recertify each year.

Studying and Recredentialing 0 Allow time for Studying and Recredentialing…

Documents

ESOL PROFESSIONAL LEARNING SESSION