english language development summer institute 2012

English Language

DevelopmentSummer Institute 2012

CONTACTS

Jan King

Region 8

Professional Development Lead

NC Department of Public Instruction

jan.king@dpi.nc.gov

Beth Edwards

Region 1

Professional Development Lead

NC Department of Public Instruction

elizabeth.edwards@dpi.nc.gov

Julian Wilson

Region 4

Instructional Technology Consultant

NC Department of Public Instruction

julian.nicholswilson@dpi.nc.gov

Glenda Harrell

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

glenda.harrell@dpi.nc.gov

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

ivanna.thrower@dpi.nc.gov

Charlotte “Nadja” Trez

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

nadja.trez@dpi.nc.gov ESL Websitehttp://esl.ncwiseowl.org/

Housekeeping

• Sign-in

• Parking Lot

• Breaks/Lunch

• Norms

Can We Agree?

Appreciation for one another

Exchange ideas freely

Influence what we can

Opportunity to reflect

Unite in purpose

Important Web Sites

• ESL WebSite

http://esl.ncwiseowl.org/

• ESL Summer Institute Wiki

http://eldnces.ncdpi.wikispaces.net/ELD+Home

• WIDA

http://www.wida.us/

• ESL LinguaFolio

http://esl.ncwiseowl.org/cms/One.aspx?portalId=4502459&pageId=4861957

Web Tools & Links

• Bubbl.us https://bubbl.us/

• Google Form http://www.google.com/google-d-s/forms/

• Linolt http://en.linoit.com/

• Penzu http://penzu.com/

• Ranking Toolhttps://educate.intel.com/workspace/student/loginpage.aspx?LID=en

• Voki http://www.voki.com/

Learning Strands

Data Literacy

How to find, evaluate, and use

data to inform instruction.

Knowledge to gather, analyze, and graphically convey

data to support decision-making.

Connecting to Serve All

Universal Design for Learning

English Language Learners

Academically and Intellectually Gifted

RTI Problem-Solving Model

Digital Literacy

Embedded tools and resources

Connections to Information and

Technology Standards

Did you attend the 2011 Summer Institute?

1 2

0%0%

1. Yes

2. No

Did you attend the ELD RESA sessions?

1 2

0%0%

1. Yes

2. No

What are your responsibilities as part of the implementation team for your LEA/Charter?

101 2 3

33% 33%33%1. I facilitate professional development for my LEA/Charter.

2. I advise on implementation of CC/ES for my LEA/Charter.

3. I really do not know my role

How do you define the primary role of ESL teachers at the school level?

11

1 2 3 4 5 6

17% 17% 17%17%17%17%1. Pull-out teacher

2. Coach

3. Co-teacher

4. Interpreter

5. PD facilitator

6. All of the above

How do you incorporate the principles of UDL?

121 2 3 4

25% 25%25%25%1. UDL is part of every lesson

2. UDL has not been discussed in my LEA

3. I have just started to use UDL

4. I am not familiar with UDL.

How are the needs of ELLs addressed within RtI?

131 2 3 4

25% 25%25%25%1. My district does not use RtI.

2. My school does not use RtI.

3. All ELLs have interventions.

4. I am not familiar with RtI

Outcomes

• Integrate a variety of curricular resources to write language objectives.

• Explore data analysis that informs practices for ELLs by using TIPS

• Consider formative assessment that engages all students

Outcomes

• Identify strategies and approaches that meet the needs of all students.

• Expand understanding of academic language functions.

• Make connections between instructional practice and teacher evaluation components.

Pocket Guide

Educating the Whole Child

1. How does this content area prepare students to be future ready? (Green)

2. How does this area connect to other content areas? (Pink)

3. What are the implications for meeting the needs of all learners as related to this content area? (Yellow)

http://linoit.com/users/myrose/canvases/All%20Areas%20of%20SSOC

Universal Design

Universal Design

for Learning (UDL) is

Universal Design for Learning (UDL)

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

RtI

NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Collect & UseData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems(Define & Clarify)

(Newton et al, 2009)

The Problem-Solving “Mantra”

• Do we have a problem?

• What is the precise nature of our problem?

• Why does the problem exist, & what can we do about it?

• What are the actual elements of our plan?

• Is our plan being implemented, and is it working?

• What is the goal?

(Newton et al, 2009)

Web Tool: Penzu

1. Launch your Penzu account

2. Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI

or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/GETTING+STARTED+WITH+PENZU.pdf

to learn about how your Penzu journal works!

Journal Activity

Addressing Student Needs in an Era of New Content Standards – What does that mean to you?

Ponderisms

• What do they need to know?

• How do we know that they have learned it?

• What do you do if they have not learned it?

• What do we do when they already know it?

What do they need to know?

Curriculum Resources

ELD Standards

Can Do Statements

Model Performance Indicators

Features of Academic Language

Discourse Complexity

Language Forms and Conventions

Vocabulary Usage

CAN DO Descriptors

NC ELD SCS (WIDA ELD Standards)

31

Organization of MPI’s within Standards

STRAND

MPI

Defining Features of Academic Language

Writing Language Objectives

Language Function Topic Support

Practice

• Write Language Objectives in MPI format using Features of Academic language, ELD Standards, and Can Do Statements. Choose one from each cup.

What do we need to know?

What do we need to know?

• Use the blue highlighter;• Mark 3 or more best practices in content knowledge • Mark 3 or more best practices in pedagogy

Sample:Standard III, Element A

“In order to enhance the NCSCOS, teachers investigate the content

standards developed by professional organizations in their specialty area.”

What this means for me…

40

BREAK

Please Return in:

15 minutes

Animoto Video

• http://animoto.com/play/Fe5zRl3t0K40QojMhWfbrA

How do we know that they have learned it?

Data analysis as a collaborative process of inquiry leads to consensus

about what is most effective in program effectiveness and curriculum and

instructional approaches.

How do we know that they have learned it?• Data Discussion – District/ESL Classroom

– What data does your LEA rely on to guide instruction?

• Achievement

• Demographic

• Program

• Perception

– How do interpret it for ELLs?

Collect & UseData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems(Define & Clarify)

(Newton et al, 2009)

Changing what we think of as “State Assessments”

This is what we’ve known

Summative

Interim Tools

Formative Processes

• Constructed Response• Performance Tasks• Computer Adaptive

Testing

Instructional Improvement System’s flexible tools to• Diagnose Needs• Check Progress• Use data

• NCFALCON • Online Writing Instruction • NC DIGINs • Professional Development

around Formative Strategies

+

“Formative assessment is a process used by teachers and students during instruction the provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”

• Council of Chief State School Officers’ (CCSSO)

Five attributes to Ensure Effective Formative Assessment

• Learning Progressions

• Learning Goals and Criteria for Success

• Descriptive Feedback

• Self-and Peer-Assessment

• Collaboration

Formative Assessment Model

Is It Formative Assessment?

• Read the vignette provided

• Determine if the teacher used formative assessment appropriate for ALL learners in his/her lesson

• Discuss your thoughts with your neighbor

• Share your thoughts with the group

Types of Formative Assessments

• Video Clip to establish context of a lesson

• Rank appropriateness of listed Formative Assessment activities

(Most to Least Appropriate for this Lesson; Explain)

Q & A During Class

Fist to Five

Thumbs Up/ Thumbs Down

One-Minute Essay

Inside-Outside Circle

Other_____

ESL LinguaFolio

• Place Holder

How do we know they have learned it?

How do we know they have learned it?

• Use the pink highlighter;• Mark 3 or more best assessment practices • Mark 3 or more best practices in the use of data

Sample:Standard I, Element A

“Teachers use various types of assessment data…to evaluate student progress and to make

adjustments to the teaching and learning process.”

What this means for me…

What do you do if they have not learned it?• Language Functions

– Cognitive Demand

• CCELA Language Standards

– Standard 5

Writing Language Objectives (Cups)

Language Function

ELA Language Standard 5

Support

What do you do if they have not learned it?• PD

– Book Studies

– WIDA Standards

• Coaching

– Peer Observations

– PLCs

– Common Assessments

Meeting the Needs of All Learners

What are the implications for meeting the needs of all learners as related to arts education?

RTI Problem-Solving Model

AIGELLUDL

More Universal Design

Universal Design

Individualized Instruction

Differentiated Instruction

Universal Design

Representation

EngagementActions and Expressions

UDL

UDL Principles

•

Principle I: Multiple Means of Representation:

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

UDL requires:Multiple Means of Representation

Examples:

Multiple Means of Representation for ELLs

Non-verbal• Modeling

Language Support• Word banks

Principle II: Multiple Means of Action and Expression:

UDL requires:Multiple Means of Action and Expression

Examples:

Multiple Means of Expressing for ELLs

Examples:

Principle III: Multiple Means of Engagement

UDL requires:Multiple Means of Engagement

Examples:

Multiple Means of Engagement for ELLs

• Student Interaction

What do we do if they have not learned it?

What do you we do if they have not learned it?

• Use the green highlighter;• Mark 3 or more places that address differentiation • Circle in pen an area where you excel• Put a square around one of your personal goals

Sample:Standard IV, Element B

“[Teachers] understand that instructional plans must be

consistently monitored and modified to enhance learning.”

What this means for me…

What do we do when they already know it?• AIG Connect All

• Scale up and Sustain (Act/Plan/Do/Study)(RtI)

Just as there are strategies for assisting the ELL student, there are strategies to move the AIG student even farther…

Gifted Education and new NCSCOS

• An opportunity for growth and collaboration with regular education and within the field of gifted.

• Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to more advanced education throughout the day.– A rising tide raises all ships.

• CC/ES standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, and inquiry-based options.

Who are the gifted learners?

What do they need in order to maximize their learning?

Gifted ELLs

• Identification

• Serving

Tools and Strategies for Challenging Gifted Learners

– Concept-Based Teaching– Tiered Assignments– Project-Based Learning– Curriculum Compacting– Independent Study with Rubrics– SeminarsOther:

All with appropriate challenge!

Non–Negotiables for Gifted Learners

• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and

strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed

AIG: ALL DAY, EVERY DAY

What do we do when they already know it?

What do we do when they already know it?

• Use the yellow highlighter;• Mark 3 or more places that the unique needs of gifted

learners• Put a square around an area where you wish to

improve in your services to gifted students

Sample:Standard IV, Element A

“[Teachers] adapt resources to address the strengths and

weaknesses of their students.”

What this means for me…

NCDPI Arts Education Literacy Institute 2004

86

Serving All is a Process

Celebrate Success!

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Do you feel prepared to train others in your LEA/Charter?

891 2 3

33% 33%33%1. Yes

2. No

3. Somewhat

Which do you feel most prepared to use to ensure a successful learning environment for all ELL students?

901 2 3

33% 33%33%1. Use of a variety of

resources to individualize instruction.

2. Use of Formative Assessment

3. Use of data to inform and adjust my instruction.

I feel most prepared to teach others about the following:

911

100%1. Academic Language

I have a better understanding about the connections between my teaching practice and the NC Educator Evaluator System.

921 2 3

33% 33%33%1. Yes

2. No

3. Somewhat

Outcomes

• Integrate a variety of curricular resources to write language objectives.

• Explore data analysis that informs practices for ELLs by using TIPS

• Consider formative assessment that engages all students

Outcomes

• Identify strategies and approaches that meet the needs of all students.

• Expand understanding of academic language functions.

• Make connections between instructional practice and teacher evaluation components.

Plus/Delta Feedback

Whatworked well? Suggestions

for improvement!

CONTACTS

Jan King

Region 8

Professional Development Lead

NC Department of Public Instruction

jan.king@dpi.nc.gov

Beth Edwards

Region 1

Professional Development Lead

NC Department of Public Instruction

elizabeth.edwards@dpi.nc.gov

Julian Wilson

Region 4

Instructional Technology Consultant

NC Department of Public Instruction

julian.wilson@dpi.nc.gov

Glenda Harrell

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

glenda.harrell@dpi.nc.gov

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

ivanna.thrower@dpi.nc.gov

Charlotte “Nadja” Trez

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

nadja.trez@dpi.nc.gov ESL Websitehttp://esl.ncwiseowl.org/