As you enter

1. As you enter • Please sign in. • Take a WIDA spiral bound Teacher Resource Guide and a colored folder • Fill out a nametag • Take a sharpie finepoint marker and place an “X” on the myth charts around the room stating where you fall on the spectrum. Do you always agree? Never agree? Etc?

2. WIDA/ACCESS Professional Development Kathryn Cobb Title III Resource Teacher Summer Teacher Conference, June 2010 June 2010, Summer Teacher Conference, KC

3. ObjectiveS • Language Objective: Participants will discuss how the WIDA standards can be used in designing their instruction using their WIDA Teacher Resource Guide. • Content Objective: Participants will also gain a general understanding of WIDA, Title III of NCLB, Annual Measurable Achievement Objectives, and the ACCESS Test as well as other issues surrounding ELL education. June 2010, Summer Teacher Conference, KC

4. Who Am I? • Katie Cobb, ESL Teacher, Title III Resource Teacher • Working with ELLs for about 6 years. • Testing consultant for the Center for Applied Linguistics/WIDA (Research Group for ELLs) • Item Writer for the ACCESS test for English Language Learners (1st-12th Grade) June 2010, Summer Teacher Conference, KC

5. Who Are you? • Group Introductions - What’s your name? • What school do you teach at? • Grade Level/Content Area? • What’s your favorite thing about teaching English Language Learners? June 2010, Summer Teacher Conference, KC

6. Important ABBREVIATIONs: • LEP- Limited English Proficiency. Students who have another language identified on their Home Language Survey and fall within the LEP criteria on the W-APT screener test. • ELL- English Language Learner. Students whose first language is not English and who are in the process of learning English. • ESL - English as a Second Language. Program of service for LEP students identified as needing direct English language instruction. June 2010, Summer Teacher Conference, KC

7. Observation DiscussionThink, Pair, Share What was your “take away” from the year? • What strategies did you use in your classroom this year to meet the needs of your LEP students? • How did you collaborate with your ESL teacher/classroom teacher to meet the needs of your students? • What do you feel like you still need to know more about in regards to LEP education? June 2010, Summer Teacher Conference, KC

8. “Give One-Get One: Put your slant on it”-Maura Sedgemen Before reading strategy 1. Students fold sheet of yellow paper (landscape) in half horizontally. Open paper and write: Give one Get one 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. June 2010, Summer Teacher Conference, KC

9. “Give One-Get One: Put your slant on it”-Maura Sedgemen 2. Teacher gives students the topic: Spring LEP (Limited English Proficiency) Education Each student individually writes 5 words or phrases that describe or relate to the topic on the “Give one” side of the paper. June 2010, Summer Teacher Conference, KC

10. SPRING June 2010, Summer Teacher Conference, KC

11. LEP Education June 2010, Summer Teacher Conference, KC

12. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen 3. Circulate the room and share your “give ones” and “get one.” If you find a lot of the same answers place a * (star) next to it. June 2010, Summer Teacher Conference, KC

13. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen 4. At the teacher’s signal, students sit down and review all the words and select 4 words and circle them. Words can be from either column. Starred * words should be especially considered for their importance. Give one Get one 1. birds 1. sunny 2. Flowers * 2. break! 3. grass growing 3. fresh 4. March 21 4. love * 5. blue sky 5. no snow! June 2010, Summer Teacher Conference, KC

14. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen 5. Students fold down top left corner and write their 4 words or phrases. Get one 1. sunny 2. break 3. devastation 3. 4. March 21 5. blue sky Students fold up the bottom right corner and write your name. June 2010, Summer Teacher Conference, KC

15. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen 6. Students then partner up with someonefrom the other side of the class to discuss their combined 8 words or phrases. Students put their “slant on the topic” by incorporating their combined words and ideas in summary (2-3 sentences)“buddy-writing”. Turn papers over to write. June 2010, Summer Teacher Conference, KC

16. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen 7. Partners can share their buddy writing “on the slant” with the whole class. 8. This same strategy can be used as an “after–reading strategy”. Students pick their words from the text and share in the same manner. June 2010, Summer Teacher Conference, KC

17. “Give One-Get One: Put Your Slant On It”- Maura Sedgemen Table talk: How could you modify this activity for students at different proficiency levels? Think in terms of listening, speaking, reading, and writing. June 2010, Summer Teacher Conference, KC

18. MYTHS ABOUT ELLS • What are the Myths, Realities and Best Practices of working with ELLs? June 2010, Summer Teacher Conference, KC

19. ROLES Everyone has a role… • Administration: • Testing Coordinator: • School Support Staff: • Teachers: • Who else?: June 2010, Summer Teacher Conference, KC

20. What in the world is WiDA? World Class Instructional Design and Assessment June 2010, Summer Teacher Conference, KC

21. WIDA • WIDA is… a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English Language Learners. (www.wida.us) June 2010, Summer Teacher Conference, KC

22. North Carolina adopted the WIDA standards for ELLs in the 2008-2009 school year. • ESL teachers use these standards, alongside the content standards of North Carolina Standard Course of Study to meet the needs of students enrolled in a ESL program. • Classroom teachers use these standards to build and differentiate instruction and assessment for English Language Learners. June 2010, Summer Teacher Conference, KC

23. Content Language: Page RG 10 June 2010, Summer Teacher Conference, KC

24. Why is Wida Necessary? Title III Requirements of the “No Child Left Behind Act” •Title III requires each state to adopt English Language Proficiency standards that are linked to the state academic content standards. •Title III also mandates all K-12 English language learners to be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). •Each state must set ‘Annual Measurable Achievement Objectives’ based on results from English language proficiency assessment. *Source: Title III Handbook June 2010, Summer Teacher Conference, KC

25. June 2010, Summer Teacher Conference, KC

26. WIDA Provides: • Research based standards “The development of academically focused English Language Proficiency (ELP) standards and an assessment to measure these expectations are first steps in improving English language learners’ acquisition of English and academic achievement”-WIDA • Annual Test “Assess students in a method most likely to yield valid and reliable results”-NCLB June 2010, Summer Teacher Conference, KC

27. HAVE YOU SEEN ME? June 2010, Summer Teacher Conference, KC

28. ACCESS Test • All LEP students in NC are given the ACCESS Test for English Language Learners annually from February to March. • The ACCESS is designed to monitor the progress of student’s English language development. • The test covers the Language of Math, Science, Social Studies, Language Arts, and Social and Instructional Language. • The test scores, though not the only piece of data, are a valuable indicator of the student’s English Language Proficiency. June 2010, Summer Teacher Conference, KC

29. IN WHAT WAYS DO WE USE ACCESS TEST DATA? • Eligibility for accommodations on State Tests • A criteria for ESL Program enrollment • LEP Exiting Criteria • AND MOST IMPORTANTLY… To build and design instruction and assessments (both inside and outside of ESL classroom) June 2010, Summer Teacher Conference, KC

30. Rubric Students are graded on a rubric incorporating the following levels: These levels inform teachers, in part, of what to expect from students in regards to the development of content area language. June 2010, Summer Teacher Conference, KC

31. Score Reports • What is the Reading score of the student? • In which of the 4 domains is the student struggling? • How is the Literacy Score calculated? • Using caution, look at the raw scores of the student, how did they do in regards to the Language of Science? • How is the overall score calculated? • Comparing two scores June 2010, Summer Teacher Conference, KC

32. Case Study • Maria Gonzales is a third grade LEP student at Poplar Elementary School. She has been in US schools since Kindergarten and up until this point has been an all-A and B student. She received ESL in Kindergarten and 1st Grade, but was placed on Monitored and exited last year. This year, in third grade, she has struggled academically in all areas. Her teacher wants to refer her to Intervention Team because he feels that she may have a learning disorder. He notes, “she has problems with articulation and explanation of answers.” Her ACCESS test scores from last year place her at a (3.0-R), (2.0-W), (3.0-S), (5.0-L). • Turn and Talk • What do you think about this situation? • Why do you think Maria is struggling at this point in her academic journey? June 2010, Summer Teacher Conference, KC

33. Case Study • Vanessa Sanchez is a 10th Grade LEP student, but has not been served by an ESL teacher in 3 years. She is currently enrolled in Algebra I. Her ACCESS scores are relatively high (R-5.0, W-3.9, L-4.0, S-6.0). Her math teacher has just received her EOC test results for math. She scored a 2 and her math teacher feels that the ESL teacher needs to be serving her, as she scores particularly low on her computation assessments. She scored 3’s and 4’s on all her other EOC’s. • Turn and Talk • What do you think about this situation? • Why do you think Vanessa is struggling at this point in her academic journey? • What do you think the next steps should be? June 2010, Summer Teacher Conference, KC

34. What can we Do with the Can-Do’S? June 2010, Summer Teacher Conference, KC

35. WIDA CAN-DO DESCRIPTORS June 2010, Summer Teacher Conference, KC

36. WIDA CAN-DO Descriptors June 2010, Summer Teacher Conference, KC

37. WIDA MODEL Performance Indicators- Page 37 June 2010, Summer Teacher Conference, KC

38. WIDA: MPI’s and STRANDS MPI STRAND June 2010, Summer Teacher Conference, KC

39. English Language Proficiency Standards • The WIDA English Language Proficiency Standards are differentiated for: Five grade level clusters: K, 1-2, 3-5, 6-8 and 9-12. • Five language proficiency levels Level 1,Entering, to Level 5, Bridging. June 2010, Summer Teacher Conference, KC

40. Read and share • Read assigned portion of “Learning English is Not Enough,” by Tim Boals. • As an individual, highlight: • Something you already knew-underline • Something new that you learned-circle • Something that you’d like to know more about-box Share within your group. Write a few of your statements down on chart paper. June 2010, Summer Teacher Conference, KC

41. Class Share June 2010, Summer Teacher Conference, KC

42. So Where Can We Apply This In Classroom Instruction? June 2010, Summer Teacher Conference, KC

43. Huh? • The Molecular Biology of Axon Guidance • Marc Tessier-Lavigne andCorey S. Goodman • Neuronal growth cones navigate over long distances along specific pathways to find their correct targets. The mechanisms andmolecules that direct this pathfinding are the topics of thisreview. Growth cones appear to be guided by at least four differentmechanisms: contact attraction, chemoattraction, contact repulsion,and chemorepulsion. Evidence is accumulating that these mechanismsact simultaneously and in a coordinated manner to direct pathfindingand that they are mediated by mechanistically and evolutionarilyconserved ligand-receptor systems. • M. Tessier-Lavigne is in the Department of Anatomy, Howard Hughes Medical Institute, University of California, San Francisco, CA 94143, USA. C. S. Goodman is in the Department of Molecular and Cell Biology, Howard Hughes Medical Institute, University of California, Berkeley, CA 94720, USA. June 2010, Summer Teacher Conference, KC

44. What Don’t you understand? • Why would you have a problem with this passage? • How could I modify the passage to help you to access the information? • What kind of support could I provide to help you to access the information? June 2010, Summer Teacher Conference, KC

45. Unlocking the Standards June 2010, Summer Teacher Conference, KC

46. RG-14 Language Function-What do you want them to do? Example Topic – What do you want them to know about? Support-How can they access the information Example (e.g.)-Example topic June 2010, Summer Teacher Conference, KC

47. Unlocking the STandards • GR1-LaS-PL1- Natural Resources: Selectlabeled natural resources (e.g., sources of water)to make posters from magazine pictures with a partner. June 2010, Summer Teacher Conference, KC

48. What do you want them to do?(LANGUAGE FUNCTION) June 2010, Summer Teacher Conference, KC

49. WHAt do you want them to Learn? (EXAMPLE TOPIC) June 2010, Summer Teacher Conference, KC

50. What Kind of Support will the student Receive? June 2010, Summer Teacher Conference, KC