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English Language
DevelopmentSummer Institute 2012
CONTACTS
Jan King
Region 8
Professional Development Lead
NC Department of Public Instruction
Beth Edwards
Region 1
Professional Development Lead
NC Department of Public Instruction
Julian Wilson
Region 4
Instructional Technology Consultant
NC Department of Public Instruction
Glenda Harrell
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
Ivanna Mann Thrower
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3860
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
[email protected] ESL Websitehttp://esl.ncwiseowl.org/
Housekeeping
• Sign-in
• Parking Lot
• Breaks/Lunch
• Norms
Can We Agree?
Appreciation for one another
Exchange ideas freely
Influence what we can
Opportunity to reflect
Unite in purpose
Important Web Sites
• ESL WebSite
http://esl.ncwiseowl.org/
• ESL Summer Institute Wiki
http://eldnces.ncdpi.wikispaces.net/ELD+Home
• WIDA
http://www.wida.us/
• ESL LinguaFolio
http://esl.ncwiseowl.org/cms/One.aspx?portalId=4502459&pageId=4861957
Web Tools & Links
• Bubbl.us https://bubbl.us/
• Google Form http://www.google.com/google-d-s/forms/
• Linolt http://en.linoit.com/
• Penzu http://penzu.com/
• Ranking Toolhttps://educate.intel.com/workspace/student/loginpage.aspx?LID=en
• Voki http://www.voki.com/
Learning Strands
Data Literacy
How to find, evaluate, and use
data to inform instruction.
Knowledge to gather, analyze, and graphically convey
data to support decision-making.
Connecting to Serve All
Universal Design for Learning
English Language Learners
Academically and Intellectually Gifted
RTI Problem-Solving Model
Digital Literacy
Embedded tools and resources
Connections to Information and
Technology Standards
Did you attend the 2011 Summer Institute?
1 2
0%0%
1. Yes
2. No
Did you attend the ELD RESA sessions?
1 2
0%0%
1. Yes
2. No
What are your responsibilities as part of the implementation team for your LEA/Charter?
101 2 3
33% 33%33%1. I facilitate professional development for my LEA/Charter.
2. I advise on implementation of CC/ES for my LEA/Charter.
3. I really do not know my role
How do you define the primary role of ESL teachers at the school level?
11
1 2 3 4 5 6
17% 17% 17%17%17%17%1. Pull-out teacher
2. Coach
3. Co-teacher
4. Interpreter
5. PD facilitator
6. All of the above
How do you incorporate the principles of UDL?
121 2 3 4
25% 25%25%25%1. UDL is part of every lesson
2. UDL has not been discussed in my LEA
3. I have just started to use UDL
4. I am not familiar with UDL.
How are the needs of ELLs addressed within RtI?
131 2 3 4
25% 25%25%25%1. My district does not use RtI.
2. My school does not use RtI.
3. All ELLs have interventions.
4. I am not familiar with RtI
Outcomes
• Integrate a variety of curricular resources to write language objectives.
• Explore data analysis that informs practices for ELLs by using TIPS
• Consider formative assessment that engages all students
Outcomes
• Identify strategies and approaches that meet the needs of all students.
• Expand understanding of academic language functions.
• Make connections between instructional practice and teacher evaluation components.
Pocket Guide
Educating the Whole Child
1. How does this content area prepare students to be future ready? (Green)
2. How does this area connect to other content areas? (Pink)
3. What are the implications for meeting the needs of all learners as related to this content area? (Yellow)
http://linoit.com/users/myrose/canvases/All%20Areas%20of%20SSOC
Universal Design
Universal Design
for Learning (UDL) is
Universal Design for Learning (UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners.
RtI
NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.
Collect & UseData
Develop Hypothesis
Discuss & Select
Solutions
Develop &ImplementAction Plan
Evaluate &Revise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems(Define & Clarify)
(Newton et al, 2009)
The Problem-Solving “Mantra”
• Do we have a problem?
• What is the precise nature of our problem?
• Why does the problem exist, & what can we do about it?
• What are the actual elements of our plan?
• Is our plan being implemented, and is it working?
• What is the goal?
(Newton et al, 2009)
Web Tool: Penzu
1. Launch your Penzu account
2. Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI
or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/GETTING+STARTED+WITH+PENZU.pdf
to learn about how your Penzu journal works!
Journal Activity
Addressing Student Needs in an Era of New Content Standards – What does that mean to you?
Ponderisms
• What do they need to know?
• How do we know that they have learned it?
• What do you do if they have not learned it?
• What do we do when they already know it?
What do they need to know?
Curriculum Resources
ELD Standards
Can Do Statements
Model Performance Indicators
Features of Academic Language
Discourse Complexity
Language Forms and Conventions
Vocabulary Usage
CAN DO Descriptors
NC ELD SCS (WIDA ELD Standards)
31
Organization of MPI’s within Standards
STRAND
MPI
Defining Features of Academic Language
Writing Language Objectives
Language Function Topic Support
Practice
• Write Language Objectives in MPI format using Features of Academic language, ELD Standards, and Can Do Statements. Choose one from each cup.
What do we need to know?
What do we need to know?
• Use the blue highlighter;• Mark 3 or more best practices in content knowledge • Mark 3 or more best practices in pedagogy
Sample:Standard III, Element A
“In order to enhance the NCSCOS, teachers investigate the content
standards developed by professional organizations in their specialty area.”
What this means for me…
40
BREAK
Please Return in:
15 minutes
Animoto Video
• http://animoto.com/play/Fe5zRl3t0K40QojMhWfbrA
How do we know that they have learned it?
Data analysis as a collaborative process of inquiry leads to consensus
about what is most effective in program effectiveness and curriculum and
instructional approaches.
How do we know that they have learned it?• Data Discussion – District/ESL Classroom
– What data does your LEA rely on to guide instruction?
• Achievement
• Demographic
• Program
• Perception
– How do interpret it for ELLs?
Collect & UseData
Develop Hypothesis
Discuss & Select
Solutions
Develop &ImplementAction Plan
Evaluate &Revise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems(Define & Clarify)
(Newton et al, 2009)
Changing what we think of as “State Assessments”
This is what we’ve known
Summative
Interim Tools
Formative Processes
• Constructed Response• Performance Tasks• Computer Adaptive
Testing
Instructional Improvement System’s flexible tools to• Diagnose Needs• Check Progress• Use data
• NCFALCON • Online Writing Instruction • NC DIGINs • Professional Development
around Formative Strategies
+
“Formative assessment is a process used by teachers and students during instruction the provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”
• Council of Chief State School Officers’ (CCSSO)
Five attributes to Ensure Effective Formative Assessment
• Learning Progressions
• Learning Goals and Criteria for Success
• Descriptive Feedback
• Self-and Peer-Assessment
• Collaboration
Formative Assessment Model
Is It Formative Assessment?
• Read the vignette provided
• Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson
• Discuss your thoughts with your neighbor
• Share your thoughts with the group
Types of Formative Assessments
• Video Clip to establish context of a lesson
• Rank appropriateness of listed Formative Assessment activities
(Most to Least Appropriate for this Lesson; Explain)
Q & A During Class
Fist to Five
Thumbs Up/ Thumbs Down
One-Minute Essay
Inside-Outside Circle
Other_____
ESL LinguaFolio
• Place Holder
How do we know they have learned it?
How do we know they have learned it?
• Use the pink highlighter;• Mark 3 or more best assessment practices • Mark 3 or more best practices in the use of data
Sample:Standard I, Element A
“Teachers use various types of assessment data…to evaluate student progress and to make
adjustments to the teaching and learning process.”
What this means for me…
What do you do if they have not learned it?• Language Functions
– Cognitive Demand
• CCELA Language Standards
– Standard 5
Writing Language Objectives (Cups)
Language Function
ELA Language Standard 5
Support
What do you do if they have not learned it?• PD
– Book Studies
– WIDA Standards
• Coaching
– Peer Observations
– PLCs
– Common Assessments
Meeting the Needs of All Learners
What are the implications for meeting the needs of all learners as related to arts education?
RTI Problem-Solving Model
AIGELLUDL
More Universal Design
Universal Design
Individualized Instruction
Differentiated Instruction
Universal Design
Representation
EngagementActions and Expressions
UDL
UDL Principles
•
Principle I: Multiple Means of Representation:
The what of learning
• To give diverse learners options for acquiring information and knowledge
• Present content in a variety of formats and modalities
UDL requires:Multiple Means of Representation
Examples:
Multiple Means of Representation for ELLs
Non-verbal• Modeling
Language Support• Word banks
Principle II: Multiple Means of Action and Expression:
UDL requires:Multiple Means of Action and Expression
Examples:
Multiple Means of Expressing for ELLs
Examples:
Principle III: Multiple Means of Engagement
UDL requires:Multiple Means of Engagement
Examples:
Multiple Means of Engagement for ELLs
• Student Interaction
What do we do if they have not learned it?
What do you we do if they have not learned it?
• Use the green highlighter;• Mark 3 or more places that address differentiation • Circle in pen an area where you excel• Put a square around one of your personal goals
Sample:Standard IV, Element B
“[Teachers] understand that instructional plans must be
consistently monitored and modified to enhance learning.”
What this means for me…
What do we do when they already know it?• AIG Connect All
• Scale up and Sustain (Act/Plan/Do/Study)(RtI)
Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…
Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular education and within the field of gifted.
• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.
• CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.
Who are the gifted learners?
What do they need in order to maximize their learning?
Gifted ELLs
• Identification
• Serving
Tools and Strategies for Challenging Gifted Learners
– Concept-Based Teaching– Tiered Assignments– Project-Based Learning– Curriculum Compacting– Independent Study with Rubrics– SeminarsOther:
All with appropriate challenge!
Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and
strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY
What do we do when they already know it?
What do we do when they already know it?
• Use the yellow highlighter;• Mark 3 or more places that the unique needs of gifted
learners• Put a square around an area where you wish to
improve in your services to gifted students
Sample:Standard IV, Element A
“[Teachers] adapt resources to address the strengths and
weaknesses of their students.”
What this means for me…
NCDPI Arts Education Literacy Institute 2004
86
Serving All is a Process
Celebrate Success!
Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
Do you feel prepared to train others in your LEA/Charter?
891 2 3
33% 33%33%1. Yes
2. No
3. Somewhat
Which do you feel most prepared to use to ensure a successful learning environment for all ELL students?
901 2 3
33% 33%33%1. Use of a variety of
resources to individualize instruction.
2. Use of Formative Assessment
3. Use of data to inform and adjust my instruction.
I feel most prepared to teach others about the following:
911
100%1. Academic Language
I have a better understanding about the connections between my teaching practice and the NC Educator Evaluator System.
921 2 3
33% 33%33%1. Yes
2. No
3. Somewhat
Outcomes
• Integrate a variety of curricular resources to write language objectives.
• Explore data analysis that informs practices for ELLs by using TIPS
• Consider formative assessment that engages all students
Outcomes
• Identify strategies and approaches that meet the needs of all students.
• Expand understanding of academic language functions.
• Make connections between instructional practice and teacher evaluation components.
Plus/Delta Feedback
Whatworked well? Suggestions
for improvement!
CONTACTS
Jan King
Region 8
Professional Development Lead
NC Department of Public Instruction
Beth Edwards
Region 1
Professional Development Lead
NC Department of Public Instruction
Julian Wilson
Region 4
Instructional Technology Consultant
NC Department of Public Instruction
Glenda Harrell
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
Ivanna Mann Thrower
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3860
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
[email protected] ESL Websitehttp://esl.ncwiseowl.org/
