DIFFERENTIATION IN THE CLASSROOM FOR

ENGLISH LEARNERS AND SPECIAL

EDUCATION STUDENT STUDENTS

How to ensure that every student can be successful

Dr. Jayne KraemerESL Staff Developer

Julie DonlonECE Program Specialist

New Teacher InductionFriday, August 9, 2013

ACRONYM ALPHABET SOUP

Think/Pair/Share Take a minute to

look at each of the acronyms on the list and and think about what they stand for.

Turn to a partner and share your thinking. Try and identify and define each of these acronyms together.

LEP ARC

PSPIEP

ELELL

ESL

EBD

EXCEPTIONAL CHILD EDUCATION (ECE) Different categories of ECE students:

Mild Mental Disability (MMD) Functional Mental Disability (FMD) Autism (AUT) Developmental Delayed (DD) Speech or Language Impairment (SL) Specific Learning Disability (SLD)

Basic Reading Reading Comprehension Reading Fluency Math Computation Math Reasoning Written Expression Listening Comprehension

EXCEPTIONAL CHILD EDUCATION (ECE)CON’T

Emotional-Behavior Disordered (EBD)Other Health Impaired (OHI)Multiple Disabilities (MD)Hearing Impairment (HI)Visual Impaired (VI)Orthopedically Impaired or Physical

Disability (OI)Traumatic Brain Injury (TBI)Deaf-Blind

BEHAVIOR CHARACTERISTICS Has a low tolerance level and a high frustration level. Has a weak or poor self-esteem. Finds it difficult, if not impossible, to stay on task for extended periods of time. Is spontaneous in expression; often cannot control emotions. Is easily confused. Is verbally demanding. Has some difficulty in working with others in small or large group settings. Has difficulty in following complicated directions or remembering directions for

extended periods of time. Has inflexibility of thought; is difficult to persuade otherwise. Has poor handwriting skills. Has a poor concept of time. Has difficulty awaiting turns. Often shifts from one activity to another. Has good and bad days and struggles to sit still. Doesn't always consider consequences before acting - impulsive. Often has a short fuse or low frustration level Can be fidgety and often needs to tap fingers, feet, twiddle pencils etc. Mind wanders a lot and tends to have mood swings Can exhibit negative or oppositional behavior Doesn't follow rules and makes fun of others, exhibits mood swings Difficult time minding his/her own business Often is disorganized, loses things etc

ACADEMIC CHARACTERISTICS

Has poor auditory memory—both short term and long term.

Has difficulty processing information Has difficulty relating new information to old

information Difficulty decoding words Vocabulary words are difficult to retain Has difficulty comprehending text Has poor retention of math facts Has difficulty with problem solving Has difficulty producing written text Has difficulty producing paragraphs that stick to

the main idea

INFINITE CAMPUS STEPS1. Input the student’s name2. Click on the index tab3. Click on student information4. Click on the special education tab

This is what you will see:

IDENTIFY ECE STUDENT INFORMATION IN INFINITE CAMPUS

UNDERSTANDING YOUR ENGLISH LEARNERS

LEP ESL

Limited English Proficient

English as a Second Language

More often referred to as English Learners (ELs) or English Language Learners (ELLs)

ESL students are LEP students enrolled in an ESL program

JCPS LEP Students

JCPS ESL Students

J e f f e r s o n C o u n t y P u b l i c S c h o o l s

English as a Second Language 2013/2014

School Sites

Elementary Middle and High Auburndale Elementary Bowen Elementary Brandeis Elementary Byck Elementary Camp Taylor Elementary Coral Ridge Elementary (NEW) Engelhard Elementary Fairdale Elementary Farmer Elementary Frayser Elementary Goldsmith Elementary Hartstern Elementary Hawthorne Elementary Hazelwood Elementary Jeffersontown Elementary Kennedy Elementary Kenwood Elementary King Elementary Klondike Elementary Layne Elementary Lincoln Elementary Luhr Elementary Maupin Elementary McFerran Elementary Minors Lane Elementary Price Elementary Rangeland Elementary Roosevelt-Perry Elementary Rutherford Elementary Shacklette Elementary (NEW) Shelby Elementary Slaughter Elementary Stonestreet Elementary Trunnell Elementary Wheatley Elementary Wilkerson Elementary Wilt Elementary Young Elementary Zachary Taylor Elementary

Frederick Olmsted North Middle Frederick Olmsted South Middle Lassiter Middle (NEW) Myers Middle Noe Middle Thomas Jefferson Middle Western Middle Westport Middle ESL Newcomer Academy Middle School High School Atherton High Central High Doss High Fairdale High Fern Creek High Iroquois High Jeffersontown High Moore High (NEW) Pleasure Ridge Park Seneca High Southern High (NEW) Waggener High Western High

JCPS LEP ENROLLMENT

DIVERSITY OF JCPS ENGLISH LEARNERS

Over 100 languages spokenSpanish, 49%Arabic, 6.8%Mai Mai, 6.1%Somali, 5.5%

78 countries of origin (new enrollments 2012-13)Mexico, Cuba, Somalia, Iraq, Bhutan, Burma

Refugees, immigrants, and U.S. citizens

INFINITE CAMPUS STEPS1. Input the student’s name2. Click on the index tab3. Path student information program

participation LEP

This is what you will see:

IDENTIFYING YOUR ENGLISH LEARNERS

Accessing Infinite Campus

INFINITE CAMPUSMore information on LEP Service Types can be found on page 4 of the PSP

JCPS PROGRAM SERVICES PLAN (PSP)

Pages 4-6 are updated yearly within the first 30 days of the school year (10/1/13)

Pages 4-6 are completed by the school (counselor and ESL teacher if the student is enrolled in an

ESL program)

Initial PSP pages 1-3 are completed by the ESL Intake Center

Each newly enrolled JCPS LEP student has a PSP which is emailed and ponied to the receiving

school.

STAGES OF SECOND LANGUAGE ACQUISITIONStages of Second Language Acquisition

Approximate Time Frame

WIDA Levels of English Language Proficiency

Preproduction 0-6 months Level 1 – Entering

Early Production

6 months – 1 year

Level 1 – Entering Level 2 – Emerging

Speech Emergence

1-3 years Level 2 – Emerging Level 3 – Developing

Intermediate Fluency

3-5 years Level 3 – Developing Level 4 – Expanding

Advanced Fluency

5-7 years Level 5 – BridgingLevel 6 - Reaching

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DIFFERENTIATION VIDEO (PD360)

Three Levels of Text Protocol Step 1: Introducing the Text (5 minutes) Step 2: Sentences (10 minutes) Each member of the group selects a sentence that he or she finds significant from the

video. The other participants listen and take notes on what each person says, but there is no discussion. Each member should also let the other participants where their sentence can be heard (beginning, middle, end of video) before stating it to the group.

Step 3: Phrases (5 minutes) Each member of the group selects a phrase that he or she finds significant from the video.

The other participants listen and take notes on what each person says, but there is no discussion.

Step 4: Words (5 minutes) Each member of the group selects a word that he or she finds significant from the video.

The other participants listen and take notes on what each person says, but there is no discussion.

Step 5: Discussion (10 minutes) Participants discuss what they heard and what they've learned about the video being

studied. During this time, participants can make connections to what they have heard and how this impacts their teaching situation and their library.

Step 6: Debriefing (2 minutes) The group debriefs the process. Could this protocol be used back at their schools? Some

members of the group may want to reexamine the video following the protocol, as most likely they'll discover that their understanding of it has considerably improved after the group discussion.

WHY DO WE DIFFERENTIATE FOR OUR STUDENTS?

Academic ability: gifted learners to special need learners

Multiple Intelligences: Verbal/linguistic, logical/mathematical, bodily/kinesthetic, naturalist, interpersonal

Learning Styles: Tactile, Auditory, Visual, Kinesthetic Thinking Styles: concrete sequential, concrete

abstract, abstract sequential, abstract random Attitudes: influenced by family, peers, cultures Sex: boys (spatial); girls (verbal) Culture and Ethnicity: beliefs, customs, and

practices Socioeconomic Culture: different attitudes and

learning beliefs Language Differences: stage of language proficiency Developmental Readiness: learn different concepts

and skills at varying times

WAYS TO DIFFERENTIATE INSTRUCTION

Input Size Time

Difficulty Level ofSupport

Degree ofParticipatio

n

Organization&

Environment

Output Adapted Curriculum

ACTIVITY Use your instructional strategy cards to

determine where they can be place on the Nine categories of differentiated instruction grid.

Level of SupportThe amount of assistance given to the Learner

For example:Students work in cooperative groups, with peer buddies, mentors, cross-age tutors or Para educators.

Input

Instructional strategies used to facilitate student learning

For example:Use of videos, computer programs, field trips, and visual aids to support active learning

SizeThe length or portion of an assignment, demonstration or performance learners are expected to complete. For example:Reduce the length of report to be written or spoken, reduce the number of references needed, reduce the number of problems to be solved.

Time

The flexible time needed for student learning

For example:Allow more time for test taking, space short work periods with breaks.

Difficulty

The varied skill levels, conceptual levels and processes involved in learningFor example:Provide calculators, tier the assignment so the outcome is the same but with varying degrees of complexity.

Degree of ParticipationThe degree to which the learner is actively engaged in the task.For example:During group activity student participates for the most important portion depending on ability level. (participates for 5 min. of 15 min. discussion)

Organization/Environment

The amount of structure for completing tasks and adaptations in the physical setting.

For example:Provide a daily schedule on the board as well as individual schedule placed on student’s desk

Output

The ways learners can demonstrate understanding and knowledge.

For example:To demonstrate understanding, students write a song, tell a story, design a poster, or perform an experiment.

Additional Differentiation forAlternate AchievementAdapted CurriculumThe adapted outcome expectations within the context of a general education curriculum.

For example:Student uses text supported by symbols to indicate answers to questions.

Nine Categories to Differentiate Instruction

BEFORE YOU START YOU MUST… Know how your students learn Know how to move students to HOT

questions Pre-test your students

NOW you must…Always ask these three questions:o 1.     What is the big idea I’m trying to get

across?o 2.     What is the life-long benefit for students?o 3.     What is the real-life application?

WHEN YOU ARE FEELING OVERWHELMED…

Remember – Every lesson may not challenge or

interest every student All students will benefit from

differentiation Start small – change only one aspect of

the lesson Think divergent instead of convergent

when designing activities and asking questions (divergent means no correct answer)

Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as “given” or “known” and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.

Lorna M. Earl, Assessment as Learning: Using Classroom Assessment to Maximize Student Learning, 2003

SUPPORTING ENGLISH LEARNERS

English Learners who were attending school in

their home country

English Learners who have limited or

interrupted formal

schooling

Instruction needs to be designed to help

students grow in both academic content

knowledge and English language skills. If these are not

addressed together, in a way that matches individual student needs, then the

student is not served. (WIDA Consortium)

SUPPORT FOR ENGLISH LEARNERS  Classroom teachers of ELs should understand

English as a Second Language (ESL) teaching methods and the second language acquisition process.

Literacy instruction should not be delayed until after the student has reached oral language proficiency in English (Ortiz & Vaughn, 2007).

Literacy instruction and oral language instruction should occur concurrently. Teachers can scaffold language and provide opportunities for ELs to practice, use, and interact with language.

SUPPORT FOR SECONDARY ESL STUDENTS

ESL Students enrolled in an ESL middle schools and high schools receive English as a Second Language instruction from an ESL certified teacher who provides language instruction through content (English Language Arts) as a medium for building language skills. Instruction is focused on teaching language and content simultaneously. Students are in mainstream classes for all other content areas.

INSTRUCTIONAL CONSIDERATIONS FOR ENGLISH LEARNERS

Effective instruction for English learners provides access to the core curriculum and, at the same time, intentionally develops their English language proficiency.” (Echevarria &

Hasbrouch, 2009, p. 3))

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STRATEGIES FOR DIFFERENTIATING INSTRUCTION FOR ENGLISH LEARNERS

Focus on Building Academic

Vocabulary and Academic Interaction

Cooperative Learning

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TIERED VOCABULARY

Tier 3 Domain-specific

academic vocabulary

Tier 2 high-utility

academic vocabulary found in many

content texts, cross-curricular terms

Tier 1 every day words familiar to

most students primarily learned through conversation

Common Core State Standards

COOPERATIVE LEARNING STRATEGIES & ACADEMIC INTERACTION FOR ENGLISH LEARNERS

1. Read and reflect on your quote.2. Share your quote with a partner and discuss

what it means to you.3. Exchange quotes.4. Find a new partner.5. Repeat number 1, 2, and 3

EFFECTIVE PRACTICES FOR TEACHERS OF ENGLISH LEARNERS

Understand the second language acquisition process Use visuals Incorporate graphic organizers Teach academic vocabulary Differentiate instruction (materials and assessments) Provide abundant opportunities for academic

interaction Design instruction around cooperative learning

activities Modify the pace of instruction (teacher talk and wait

time) View students’ first language as a rich resource to

reinforce instruction

COOPERATIVE LEARNING VIDEO VIEWING GUIDE AND DEBRIEF

What did you notice? What do you wonder? What could you incorporate into your own repertoire?

ACADEMIC INTERACTION

Everyday Academic English

Huh? Will you please repeat that?

What? Will you please restate your idea?

What do you mean?

Can you explain what you mean by?

I don’t get it. I don’t quite understand your ____ response, example, reason, question, decision, perspective

©Kate Kineslla, Ed.D.

4 LS OF PRODUCTIVE PARTNERING ©KATE KINSELLA, ED.D.

1.L = Look at your partner’s eyes.

2.L = Lean toward your partner.

3.L = Lower your voice.

4.L = Listen attentively.

RESOURCEShttp://wg.serpmedia.org/

Focus on Tier 2 VocabularyFree – Open Source

Word Generation Materials

RESOURCESwww.livebinders.com

Search for Author: jkraeme1

RESOURCES www.livebinders.co

m Search for

author: mmorgan5

RESOURCES www.livebinders.co

m Search for

author: Irina McGrath