cbm3d progress-monitoring english language development (eld)
Post on 24-Feb-2016
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CBM3D Progress-Monitoring English Language Development (ELD)
Rita & John
• Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.
• John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.
•ritaplatt@hotmail.com• john.wolfe@mpls.k12.mn.us •http://www.weteachwelearn.org/tag/rita-platt/•http://mplsesl.wikispaces.com/Home+Page• @ritaplatt• @johnwolfe3rd
Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/
Questions to be Answered1. What is WIDA? How do all
those parts work?
2. How can teachers use CBM3D & WIDAas a tool for monitoring ELD progress?
(And why would you want to?)
3. How can students use CBM3D & WIDA as a tool for monitoring their own ELD progress?
(And why would you want them to?)
4. What resources are available to help us differentiate?
PD must be:Continuous, Collaborative,
Communicative
Two Key Roles of the ESL Teacher
English Language Development
Meaningful Access to Grade-Level Learning
Informed by Second Language Acquisition Theory • a communicative focus,
• commitment to Academic language
• intensified practice of academic speaking and listening
• opportunities to focus on FORM (i.e., grammar, correctness of language)
• systematic attention to developmentally appropriate vocabulary & grammatical structures
Informed by WIDA Standards & Tools differentiate instruction based on student
language proficiency,
match the language demands of content instruction to the student’s language abilities,
(and, ultimately) provide learners with supported opportunities to expand proficiency through challenging language tasks (speaking, listening, reading and writing) above their current levels (i+1 or ZPD)
In the service of both goals: Ongoing Progress monitoring of English Language Development
Basically …• The WIDA Tools are designed to indicate what students
should be able to do in the service of grade-level learning at their proficiency level
• But we recommend also using them tool to bridge from one level to the next (as a tool for ELD)
• Can-Do Descriptors (combined with the CVC Criteria)can be the heart of progress-monitoring.
Data-Based Decision Making1. Assess2. Analyze results3. Set goals for student growth-
plan interventions to meet goals4. Teach for growth toward goals5. Reassess6. Tweak plans
Repeat Repeat Repeat
Continuous Improvement Model
What is Reasonable to Expect?
Data-Based Decision Making1. Assess2. Analyze results3. Set goals for student growth-
plan interventions to meet goals4. Teach for growth toward goals5. Reassess6. Tweak plans
Repeat Repeat Repeat
Continuous Improvement Model
In ESL this Has Been Hard• Access is not frequent enough• There are few tools for PM with ELs• The tools are expensive and/or take a LONG
time to administer….
Until now! Introducing …….
CBM3D(made by practical teachers for practical teachers)
CBM3D(Curriculum-Based Measures, 3 Domains)
A CBM with WIDA prompts and rubrics!
What is a CBM?• Leveled timed-reading task• AIMS Web, Easy CBM, DIBELS
Why Use a CBM
• It is free• It is a “dipstick”• It is “down & dirty”--EASY to use• It focuses attention on growth• It can help us learn to look at
data productively• Similar to mini-IRI’s and/or
Running Records• It’s easy to document• It can be VERY motivating
How to Use CBM3D
• Choose a passage at the student’s actual reading level (NOT grade level)
• Follow the directions and administer the assessment
• Enjoy the chance to listen to your student!
•At actual reading level
•One minute oral reading
•Student finishes passage (silently or orally)
•Teacher scores oral reading fluency (ORF) w/ correct words per minute (WPM)
•Student orally retells the story
•Teacher scores comprehension rubric
•Teacher scores speaking level
•Student orally retells the story
•Teacher scores comprehension rubric
•ANY comprehension rubric is okay…as long as it is consistent
•Reading A-Z has a fiction & nonfiction rubric
•Student orally retells the story
•Teacher scores speaking level using the WIDA speaking rubric
•Can get 3 scores (CVC)
•Student does a written retell
•Student uses visual support
•Teacher scores WIDA writing level using the adapted rubric
•Can get 3 scores (CVC)
What About Kinder?
• Read the passage to the student and do a retell
• Count number of words in retell
• Phonemic Awareness Assessments
Involving Students in Learning
Students must be INVOLVED to be motivated!
Teaching Students to Analyze Data
• Where do I want/need to be?– Look at the Norms / Criteria
• Where am I now? – Look at Current Data
• How can I get there? – Students reflect on data
• What does the data tell me about my learning?• How can I improve?
– Students set goals for growth
•Student-centered goals
BIG thanks to the Sullivan Team:
Kaitlin Lindsey, Laura Byard, James Kindle, Dierde Quinn
Were the Questions Answered?1. What is WIDA? How do all
those parts work?
2. How can teachers use CBM3D & WIDA as a tool for monitoring ELD progress?
(And why would you want to?)
3. How can students use CBM3D & WIDAas a tool for monitoring their own ELD progress?
(And why would you want them to?)
Where from here?“What use is a newborn baby?“
(Benjamin Franklin)
1. Go to the WIKI, look around, and become a member.
2. Talk to colleagues about this session / share the Wiki site.
3. Enroll in the Formative Assessment Moodle Course
4. Implement a version of this system with your students next fall.
5.Watch for/SHARE Exemplars.
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