EL TECHNICAL ASSISTANCE MEETING

2015-2016

Chart your data and state your findings.

Let’s Get Started!LEP1

NEWCOMERS

LEP2

FLEP1

FLEP2

NOMPHLOTE

Schools

Languages

LEP 1 LEP 2 (or more)

FLEP1 & FLEP2

(Monitored Status)

FLEP NOMPHLOTE

Elementary School(s)

SpanishChinese

15

1 Newcomer

20 7 9 5

Middle School

SpanishArabicMixtec

0 12 3 5 2

High School

SpanishOther

4

3 Newcomers

7 2 6 4

Schools Languages LEP 1 LEP 2 (or more) Monitored

FLEP 1 & 2 FLEP NOMPHLOTE

Elementary Schools 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________

K 1 2 3 4 5

K 1 2 3 4 5

K 1 2 3 4 5

K 1 2 3 4 5

K 1 2 3 4 5

Middle Schools

1. __________________ 2. __________________ 3. __________________ 4. __________________

6 7 8

6 7 8

6 7 8

6 7 8

6 7 8

High Schools

1. __________________ 2. __________________ 3. __________________

9 10 11 12

9 10 11 12

9 10 11 12

9 10 11 12

9 10 11 12

FINDINGS Languages Represented

Ex: Our top five languages are: Majority # Spanish,

# Arabic, # Korean, # Chinese. Others Include: Address needs of Newcomers

Ex: Train Teachers, Hire Paraprofessionals, Provide Technology and Materials, Time for Pull-Out and Intensive ELD Instruction Schools with Highest Population

Ex: Goal Setting for All Students or Targeted Students

PROVIDES CRITICAL BACKGROUND KNOWLEDGE ABOUT INDIVIDUAL STUDENTS

AS WELL AS SPECIFIC POPULATIONS

INDICATES TYPICAL ERRORS

INVESTIGATES LONGITUDINAL DATA

SHOWS STATE ASSESSMENT CORRELATIONS

Why Goal Setting?

2015-2016

AMAO Targets

Part A

55%

Part B

21%

Goal Setting for

all students or

targeted students?

WIDA Language Proficiency Levels

English Language Proficiency Standards

# of Item s

Correct

Total # of

Item s S oc ia l & Ins truc tiona l Lan guag e 3 6 Langu age o f Language A rts 5 12 Langu age o f M athem atics 5 12 Langu age o f S cience 7 9 Langu age o f S oc ia l S tud ies 3 9

English Language Proficiency Standards

Scores based on writing rubric

Linguistic Complexity

Vocabulary Usage

Language Control

Raw Score

Total Possible Points

Raw Score

Total Possible Points

Raw Score

Total Possible Points

S o c ia l & In s tru c tio na l 3 6 3 6 2 6 M athem atics 0 0 0 M athem atics & S cience 2 6 3 6 2 6 Langu age A rts & S oc ia l S tud ies 2 6 2 6 2 6

ACCESS for ELLs® English Language Profic iency Test Teacher Report – 2015

District: SA M PLE D ISTRICT Student: LAST N AM E, F IR ST N AM E

School: S AM PLE SCH O OL State ID: 111111111 District ID: 11111

G rade: 10 Tier: C G rade Level C luster: 9-12 Birth Date: 09/10/2000

Report Purpose: This repo rt p rov ides in fo rm ation reg ard in g th e levels o f soc ia l and ac ade m ic E ng lish language pro fic iency th e s tude nt has a tta ined. S ocial language is used to c om m unica te fo r every day purposes. A ca dem ic language is used to com m unicate the content o f language arts , m athem a tics , science, and soc ia l s tud ies . T h is report ca n be used to m onito r progress fro m yea r to ye ar and to help de te rm in e ins truc tiona l s tra teg ies by conten t a reas and s tan dards. P lease re fer to the A C C E S S fo r E LLs® Inte rpretive S um m ary fo r m o re inform ation o n the m eaning and use o f th ese sco res. Y o u m ay a lso re fe r to th e Q u ick S ta rt G u ide to th e S core R epo rts an d the com ple te In te rpre tive G u ide fo r S core R ep orts a w w w .w ida .us fo r m ore de ta iled in fo rm ation .

Student’s level of English proficiency by language dom ains

Language Dom ain

Scale Score

(P o ss ib le 1 00 - 6 00 )

Confidence Band See Interpretive Summary for definitions

Proficiency Level

(P o ss ib le 1 .0 - 6 .0 )

100 200 300 400 500 600 | | | | | |

Listen ing 356 320|--◆ ---|392 4.4 Speaking 379 335|---◆ ----|423 5.3 R eading 338 318|-◆ -|358 3.5 W riting 316 300|◆ -|332 2.9 Oral LanguageA 368 342|-◇ --|394 4.9 LiteracyB 327 309|-◇ -|345 3.1 C om prehension C 343 320|-◇ -|366 3.8 O vera ll Score D (C om posite) 339 324|◇ -|354 3.6

A - O ral Language = 50% Listening + 50% Speaking C - Comprehension = 70% Reading + 30% Listening

B - Literacy = 50% Reading + 50% W riting D - Overall Score = 35% Reading + 35% W riting + 15% Listening + 15% Speaking

NA - Not Attem pted =Student Booklet is m arked w ith a Non-Scoring Code of Absent, Invalidated, Declined or Special Education/504 Exemption

O verall Scores are com puted when all 4 dom ains have been com pleted

Student’s perform ance by W IDA English Language Proficiency Standards D ue to varying num bers o f item s and the ir levels o f d ifficu lty , raw scores should be used w ith cau tion. S ee th e In te rp re tive G uide fo r Score R eports fo r de tails.

COMPREHENSION (Listening and Reading) SPEAKING TASKS English Language

Proficiency Standards Score based on # of tasks student m et or exceeded

Raw Score

Total # of

Item s S o c ia l & In s tru c tio na l 3 3 Langu age A rts /S oc ia l S tud ies 4 5 M athem atics /S cien ce 5 5

N A - Not A ttem pted =Student B ook let is m arked w ith a N on-Scoring C ode of A bsent, Invalidated, Dec lined or S pecia l E ducation/504 Exem ption

W RITING TASKS Description of Proficiency Levels ● 1 Entering – K now s and uses m in im al social language and

m in im al academ ic language w ith v isual and graphic support ● 2 Em erging– K now s and uses som e soc ial English and

general academ ic language w ith v isual and graphic support ● 3 D eveloping – K now s and uses soc ia l English and som e

specific academ ic language w ith v isua l and graphic support ● 4 Expanding – K now s and uses soc ial English and som e

technical academ ic language ● 5 B ridging – K now s and uses soc ia l English and academ ic

language w ork ing w ith grade level m ateria l ● 6 Reaching – K now s and uses soc ia l and academ ic language

a t the h ighest level m easured by this test

July 7, 2014

EL Student Goal Setting Form 2015-2016 Name of Student _____________________________ Grade Level _________ Date of Initial Goal Setting:______________________

Student did NOT make 0.5 gain on Composite Score on ACCESS for ELLs. Student did not score proficient on other Standardized Assessment(s).

Step 1 ACCESS for ELLs Composite Score Target

Step 2

ACCESS for ELLs Composite Score - Longitudinal Data

ACCESS 2012-2013 ACCESS 2013-2014 ACCESS 2014-2015

ACCESS for ELLs Language Domain, Oral, & Literacy Scores Grade Level Listening Speaking Reading Writing Comp.

2014-2015 2013-2014 2012-2013 2011-2012

Step 3 ASPIRE/other Standardized Assessment(s) Non-proficient score

Obj. Obj. Obj. Obj. Obj. Obj. Obj.

/ / / / / / /

Step 4 Compare ASPIRE/other Standardized Assessment(s) to ACCESS for EL scores. Use these and any additional data in the yearly I-ELP documents to look for correlations. Is there a recurring weakness in Math, Reading, Writing, etc.?

Observations:

2014 Composite Score: 2015 Composite Score needed: (add 0.5 to 2013-14 composite score) ___

Tier: (circle one) A B C

TEACHER / FACULTY SIGNATURES :

Step 5 Enter anecdotal data from I-ELP about student’s educational and personal background that may significantly impact language acquisition and achievement. For example, does the student have limited to no formal education; were they tested on the correct tier; have they been in the country for more than 5 years; do they have any exposure to English outside of school?

Anecdotal Data:

STUDENT LEARNING AND INSTRUCTIONAL GOALS Step 6

Create student learning goals as measured by monthly formative assessments, like WIDA rubrics: Student will make progress in (Reading Writing Listening Speaking) …

Step 7 Assign instructional goals (of specific teaching practices/strategies) aimed at reinforcing progress of the learning goals: Teacher(s) will…

Set Monthly Dates for Goal Setting with Classroom Teachers

• Work Samples• Teacher Observations• Formative Assessments• Effective Strategies

SUPPORTING ELs IN CLASSROOM SETTINGSMaintain predictable and consistent classroom management

routines, aided by diagrams, lists and easy-to-read schedules displayed prominently in the learning space, to which the teacher refers frequently.

SUPPORTING ELs IN CLASSROOM SETTINGS

Utilize graphic organizers to make content and the relationships among concepts and different lesson elements visually explicit.

SUPPORTING ELs IN CLASSROOM SETTINGS

Provide additional time and opportunities for practice during the school day-remember there may be difficulties completing assignments outside of school.

SUPPORTING ELs IN CLASSROOM SETTINGS

Provide redundant key information-visual cues, pictures and physical gestures about lesson content and classroom procedures.storm

thunderlightning

SUPPORTING ELs IN CLASSROOM SETTINGS

Identify, highlight, and clarify difficult words and passages within texts to facilitate comprehension and emphasize vocabulary development.

SUPPORTING ELs IN CLASSROOM SETTINGS

Help students consolidate text knowledge by providing opportunities for teacher, student and ELs to summarize and paraphrase.

SUPPORTING ELs IN CLASSROOM SETTINGSGive students extra practice in reading words, sentences, and

stories to build linguistic fluency. Every content teacher is a reading teacher.

SUPPORTING ELs IN CLASSROOM SETTINGSAdjust instruction (teacher vocabulary, rate of speech, sentence

complexity, and expectations for student language production) according to the ELL students’ language proficiency level.

Target both CCRS and WIDA Language Development Standards in every lesson.

Accommodated AssessmentA short assessment that evaluates only the essential ideas and academic vocabulary that the EL was required to learn.• True/false or yes/no• Multiple choice with two answers• Word banks provided• Matching with a limited number of

choices• Use instructional materials for

assessment purposes

Grading and Retention Guidelines for EL Students-Please refer to your ALSDE State EL Policies and

Procedures ManualGradingGrading of ELs should be based on students’ level of English proficiency. The teacher ensures this through the continual use of accommodations and assessments according to the students’ I-ELP. This complies with the federal law (No Child Left Behind Act of 2001 (NCLB). Appropriate instruction and differentiation must be adjusted according to language proficiency level in order to appropriately accommodate the student. Documentation of these components (lesson plans, work samples, and ongoing assessments) should be maintained by the classroom teacher.

Grading and Retention Guidelines for EL Students-Please refer to your ALSDE State EL Policies and

Procedures ManualRetentionRetention of ELs shall not be based solely upon level of English language proficiency (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols). Prior to considering retention of an EL, the following points should be addressed by the EL Committee:• What is the student’s level of English language proficiency?• Has an Individual English Language Plan (I-ELP) been implemented to document

classroom modifications and student progress?• To ensure meaningful participation, are classroom accommodations being made in

the areas of: - Teacher lesson delivery at student’s level of English proficiency?- Activities and assignments?- Homework?- Formal and informal assessments (e.g., quizzes and tests)?

• How much individual English language development instruction is the student receiving during the school day?

• Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher observation, or rubric assessment on content and language objectives)?

• Has the student’s classroom teacher been adequately trained with EL instructional and assessment strategies specifically designed for students learning English?

• Do the reports cards indicate that students were graded according to their I-ELPs?

Expectations for Next Technical Assistance

Meeting

• Bring Goal Setting Forms for Discussion• Discuss Strategies• Reevaluate District Policies that Support Goal

Setting

Regional Contacts:

Debbie Baeder dbaeder@alsde.edu

Robin Stutts rstutts@alsde.edu

Michele Lee mlee@alsde.edu

Krista Whatley kwhatley@alsde.edu