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Elements of Lead Evaluator Training

Students with Unique Learning Needs Specific Considerations in Evaluating Teachers of English Language Learners and Students with D isabilities Broome-Tioga BOCES March 18 th , 2013. Elements of Lead Evaluator Training . New York State Teaching Standards and Leadership Standards

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Elements of Lead Evaluator Training

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  1. Students with Unique Learning NeedsSpecific Considerations in Evaluating Teachers of English Language Learners and Students with DisabilitiesBroome-Tioga BOCESMarch 18th, 2013

  2. Elements of Lead Evaluator Training • New York State Teaching Standards and Leadership Standards • Evidence-based observation • Application and use of Student Growth Percentile and VA Growth Model data • Application and use of the State-approved teacher or principal rubrics • Application and use of any assessment tools used to evaluate teachers and principals • Application and use of State-approved locally selected measures of student achievement • Use of the Statewide Instructional Reporting System • Scoring methodology used to evaluate teachers and principals • Specific considerations in evaluating teachers and principals of ELLs and students with disabilities

  3. New York June 2011 Graduation Rate Calculated College & Career Ready* Graduation under Current Requirements *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services

  4. ESL & Special Ed: Similarities • Students with unique learning needs • Shared responsibility among teachers • Federal civil rights legislation • Common Core Standards & Assessments • Testing accommodations available • Service model options

  5. ESL & Special Ed: Differences

  6. Specific Considerations in Evaluating Teachers of ELLs Adam Bauchner Director

  7. Agenda for ELLs Section • Context • Which teachers? • NYS Regulations • Service Models • Evaluation of Best Practice • Ask about students • Ask about curriculum • Ask about instruction

  8. Objectives Participants will be able to: • Understand NYS regulations regarding English Language Learners. • Describe “language objectives” and “sheltered instruction”.   • Evaluate and develop best instructional practice for ELLs.

  9. Pre-Assessment: Self-Evaluation I wonder if this will help with state tests? Do I need to speak other languages? Is this all for those few students?

  10. Which teachers?? “Teachers of ELLs” “ESL Teachers” Linguistics & second language acquisition (SLA) Cultural components ESL standards, curriculum & assessment Best instructional practice for ELLs Training or experience with content areas? • Any teacher with ELLs • Any subject • Any grade level • Generalists & specialists Training or experience with ELLs & SLA?

  11. Commissioner’s Regulations CR 154* • ID Process (CR 117) • Services models • Services minutes • Testing accommodations *Also the name of the annual report

  12. Commissioner’s Regulations CR 154* *Also the name of the annual report • Even if there are no ELLs, your district submits a “zero report”. • Every district has one “Program Coordinator” responsible for this reporting. • Do you know who is your district’s ESL program coordinator?

  13. Check the FAQ Use the FAQ.

  14. Service Minutes“Language Allocation Policy”

  15. Service Minutes • 1 unit = 180 minutes per week • 2 units =360 minutes per week • 3 units= 540 minutes per week • Minutes per week do not need to be exactly the same every day, keeping in mind the needs of the students.

  16. Testing AccommodationsMandatory on state tests, local decision on local tests • Extended Time • Best location • 3rd read on listening sections (ELA & Regents) • Bilingual dictionaries or glossaries • Simultaneous dual language testing • Translator or interpreter

  17. Mathematics 2006-2012 Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4 2012: 64.8%

  18. Mathematics 2006-2012 Grades 3-8 Combined Percentage of ELLsScoring at Levels 3 and 4 2012: 34.4%

  19. English Language Arts 2006 – 2012Grades 3-8 Combined Percentage of Students Scoring at Levels 3 and 4 2012: 55.1%

  20. English Language Arts 2006 – 2012Grades 3-8 Combined Percentage of ELLsScoring at Levels 3 and 4 2012: 11.7%

  21. Service Models English as a Second Language (ESL) • Push-in • Pull-out • Combo • Content area support • No opting out Bilingual Education • Transitional • Two-Way • Rule of 20: One building, one grade level, one language • Parents can opt-out

  22. Please tell people at your table one new thing you learned about ESL regs.

  23. What questions remain about the ESL regs?

  24. Agenda for ELLs Section • Context • Which teachers? • NYS Regulations • Service Models • Evaluation of Best Practice • Ask about students • Ask about curriculum • Ask about instruction

  25. Ask about Students

  26. 5 Stages of Second Language Acquisition • Preproduction • Early Production • Speech Emergence • Intermediate Fluency • Advanced Fluency

  27. 5 Stages of Second Language Acquisition • Preproduction: 0-6 months • Early Production: 6-12 months • Speech Emergence: 1-3 years • Intermediate Fluency: 3-5 years • Advanced Fluency: 5-7 years

  28. 5 Stages of Second Language Acquisition Affects: • Questioning strategies • Response expectations • Level of independence

  29. Differentiation For English Language Learners Among English Language Learners

  30. Sub-Groups Of LEP/ELLs • Long Term LEP/ELLs (LTL) • Students With Disabilities who are LEP/ELLs (SWD) • Former LEP/ELLs • New Immigrants • Students with Interrupted Formal Education (SIFE)

  31. What other differences do you find among ELLs?

  32. So we need to ask: “Who are your ELLs? What are their specific needs? How is this lesson tailored to help them?”

  33. Ask about Curriculum Dual Objectives Language Goals Content Goals

  34. Content Goals • Usually drawn from state standards for the content area • Recognized by verbs related to knowledge of the content area: identify, analyze, rank, construct, graph, divide, solve, visualize, design.

  35. Language Goals • Address the language needed to engage with the academic content, perform classroom tasks, and achieve the content objectives: read, write, listen, list, tell, discuss, journal, record, persuade, debate, draft • Also key vocabulary, language functions, and language learning strategies.

  36. Content Objectives: Students will be able to Explain the effects of smoking on health. Language Objectives: Students will be able to Explain to a partner the effects of smoking. One consequence of smoking is ___________. Smoking leads to _____________. Smoking causes _____________. Smoking increases the risk of _____________. Smokers are more likely to ___________ than nonsmokers. In the reading, highlight the effects of smoking.

  37. Content Objectives: Students will be able to Explorethreedecisions about the atomic bomb that were faced by the U.S. during WWII, take a position on each, and defend their position orally Decision A: Whether to build an atomic bomb Decision B: Whether to drop an atomic bomb Decision C: Whether Truman made the right decision Language Objectives: Students will be able to Readinformation in a small group for each decision and reach consensus on a position by listening and discussing State their position and orally defend it in a class dialogue Disagree with prior speakers in a respectful manner In writing, defend a position on whether or not it was justifiable to use the bomb on Japan

  38. What does a teacher need to know in order to identify dual objectives?

  39. So we need to ask: “What are the lesson’s content objectives and language objectives? How did you determine these objectives?”

  40. Factors Affecting Language Learning • Motivation • Reading & Writing Skills in 1st Language • How different is 1st language from new language. • How much English is in the home? • Age • Personality & Learning Style • Peers & Role Models • Quality of Instruction • Cultural Background

  41. Ask about Instruction “Sheltered Instruction” Definition: An approach to teaching content to English Language Learners in a strategic way so that they both access the subject matter and improve their English.

  42. Eight Components: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

  43. Rubric on Handout: • For use by trained teachers and administrators • For self-evaluation • For peer observation • Not for summative evaluation.

  44. Best Instructional Practice for ELLs • Start with what the kids bring: Culture Language Personal Experiences Academic Experience

  45. Best Instructional Practice for ELLs • Provide lots of comprehensible input. Speak slowly & clearly Controlled, simplified vocabulary. Minimize idiom Use gestures & visuals • Check comprehension frequently

  46. Best Instructional Practice for ELLs • Teach strategies • Check comprehension frequently

  47. Best Instructional Practice for ELLs • Provide lots of opportunity to use English. Students speaking a lot Extra processing time Affirm communicative ability Correct with modeling • Check comprehension frequently

  48. Best Instructional Practice for ELLs • Practice all four language modalities:

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