Miami-Dade County Public SchoolsDepartment of Bilingual Education & World Languages
August 30, 2016
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Introduction of presenter
Agenda• Introductions and Ice Breaker• Pacing Guides• EL Framework
LUNCH
• Planning Tool for ELs• WIDA/ACCESS 2.0• Technology• Reflection
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Overview of what is to be covered
Dear Teacher,Watch the video.
Think about this school year.You will write a letter to yourself.
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Participants will now think about this school year as they watch the next video.
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Participants will watch the video and then, write a letter to themselves, seal it and read it later.
Intended Outcome
Participants will be familiar with effective
supports and strategies in the delivery of
effective instruction in all core subject areas for
English Learners (ELs).
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Reminder: we need to shift their thinking about not what they can’t do but what they can do. Nationally, we are now calling our ESOL students “ELs” (English Learners).
M-DCPS Students
GEN ED ESOL SPED
SPED10%
ESOL 20%
GEN ED70%
When you focus on the ELs, you focus on EVERY one!
All Students: 319, 455ESOL: 66, 964SPED: 31, 529
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ESOL students make up 20% of the schools’ population. SPED is another 10%. Some SPED students are also ESOL. GEN ED makes up 70% of the population but some of those students are “FORMER LEP”. ALL students need to focus on what they CAN DO in order to build a foundation for further learning and to make connections in a positive environment.
Newcomer’s Packet
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This NEWCOMER’S PACKET is to be used in lieu of START SMART. In addition, it can be done at any time during the school year when a new student arrives. It is NOT to be done in isolation or as an “extra” activity. It MUST be done with teacher instruction. This is for grades 2-5. It can be found in the Weeks 1-3 of the pacing guides.
Pacing Guides
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Explain to participants how they can find the word document that is embedded into the LA/Reading pacing guides. New emphasis on WRITING. Take participants live to the pacing guides. Suggest that participants save the documents onto their desktop in a folder by grade level and unit/week.
Science Math
Social Studies
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Participants will look at the core-subject area “Years-at-a-Glance” to make thematic connections to content. Collaborate and communicate.
• Take out your 3rd-grade Language Arts/Reading pacing guides.
• Look at the section(s) highlighted in green. These are non-negotiables.
• Highlight, in another color, what you think you is important to do with your ELs, based on their proficiency levels during the 2-week period.
• Look at the Elementary Resources and links for ELs in order to see how you would use them in order to teach to your standards (LAFS).
• Look at the Science, Social Studies and Math “Year-at-a-Glance” to find connections.
• Collaborate and communicate with the peers at your table in order to discuss student needs and effective planning.
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15 minutes. Participants will use HIGHLIGHTERS.
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10:30…15 minutes or so…
ELA Framework EL Framework
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ELA department provides a framework for two weeks in grades 3-5. There is an EL Framework as well. It needs to be shared at the school site. This is called empowering teachers of ELs.
Detective Carousel• Each group will be assigned to look at a specific section of the ELA and EL
Frameworks for instruction.
• Each group will have 3-5 minutes to discuss the similarities and differences and topics/concepts/questions. Groups will then write these observations on chart paper.
• After the allotted 3-5 minutes, each group will rotate to the next station where they will read what others have written about a particular section, discuss it with their group, and add new information. Participants can also write questions about things that other groups wrote (existing answers/notes about the topic/question).
• Continue this process until each group is back to their original station.
• Wrap up the brainstorming session by having a discussion about the topics on each piece of chart paper and reading/discussing what each group wrote, answering questions as you go.
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30 minutes (Chart paper and permanent markers)
Lunch
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One way to do explicit instruction for speaking and listening is by using the the check list that is available in the Teacher Resource Book (eg: 2nd grade: pp. 118-119) or online if you look in the search bar. SAVE it on your desktop.
• Look at your partner• Take out your Listening and Speaking Checklists
• Partner 1 discusses the instructional implications of the LISTENING Checklist while Partner 2 listens.
• Partner 2 discusses the instructional implications of the SPEAKING Checklist while Partner 1 listens.
• Whole-Group Discussion
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15 minutes
Quick Check
Imagine LearningFor ESOL Level 1 students
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Imagine Learning provides students with basic English Language skills. The program provides progress monitoring reports. Look for trainings coming soon!
i-ReadyESOL Levels 2-4
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iReady is used with ELs with one or more year in the ESOL program. It also provides growth progress monitoring reports.
World-Class Instructional Design and Assessmentwww.wida.us
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The State of Florida adopted the English Proficiency Standards from the WIDA consortium of states. The Division of Bilingual Education website is already updated with information on WIDA and there is a direct link to WIDA on the site. The Division of Bilingual Education started trainings for ESOL teachers on February 17, 2015. The department also conducted training during the summer for teachers of English Language Learners (ELL). The State will use a new test called ACCESS for ELLs (Accessing Comprehension and Communication in English State-to-State for English Language Learners) in the Spring of 2016. That test will replace the Spring CELLA. We will continue to use the Online CELLA for placement at the beginning of the 2015 school year.
• Speaking [Engage in oral communication in a variety of situations for a variety of purposes and audiences]
• Writing [Engage in written communication in a variety of situations for a variety of purposes and audiences]
• Reading [Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency]
Not Just Data Points
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3-5 minutes to explain
Identify the Goals
Activate Background Knowledge
Support and Strategies
1. Planning Tool for ELLs2. CAN DO Indicators3. Language Support
4. ESOL Strategies Matrix
Resources for Planning for ELLs
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Remember that now that you have seen scaffolded, explicit lessons, this is what you need to use to plan…
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Go over what each section means…this is in color to show you the connections
CAN DO Descriptors in Grades 3-5
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Available on wida.us website (k, 1-2, 3-5) by cluster
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Remember we use grade-level material with all students. We ALSO scaffold instruction and use DI on students’ instructional levels. We showed you the resources at the beginning of this session.
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This is the correlation of the FL ESOL levels and the WIDA levels.
ACCESS 2.0 report for a Kindergarten student
Domain
Composite
Overall Can Do Descriptors
Confidence band
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Sample report for K-(parent report goes home, individual report stays in LEP folder)
Sample ACCESS 2.0 Report for a student in grade 3.
ISRs explain student scores in four domains (weighted/un-weighted, proficiency levels and scale scores). Intended to guide instruction, correlated to WIDA ELDs & Can Do Descriptors for parents, teachers, administrators.
The ISRs should be available to all teachers of ELs to guide instruction
Domain
Composite
Domain Can Do Descriptors
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Report for grades 1-5 goes home…schools are not required to make a copy for the LEP folder but can if they would like. See Opening of Schools memo.