Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 1

From One Proficiency Level to the Next: Assessing language growth over time

K – 2

English Learner Achievement: Our Collective Responsibility

2015 Symposium

Session Outcomes

■  Explore a process for analyzing assessments over time to document English learners’ language development.

■  Using data to understand how to develop synchronized proficiency in listening, speaking, and writing.

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Agenda

■  Refining Our Practice

■  Daily Monitoring

■  Weekly Assessment

■  Unit Assessment

■  Connections to Grade Level Work

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Refining Our Practice Refining our Practice

Implementing the Teaching Skills of Systematic ELD

www.elachieve.org REV MaV 201�

1. 'SRXMRYYQ�SJ Proficiency

Goa l: Know specifics of each English

prof iciency level 'SQTIXIRGMIW Articulate salient features of each

proficiency level Identify patterns in student talk and writing

that suggest a general proficiency level Use Express results, along with formal and

informal data, to group for instruction

Resources Matrix of Grammatical Forms Express & Gap Finder Assessments Overview of English Proficiency Levels Tabs 5, 6, 7: Language Function Tools

2. Oral Language PVEGXMGI

Goal: Ensure student interactions are

frequent, purposeful, and accountable

'SQTIXIRGMIW Incorporate teacher-whole class, small

group, and partner practice in every lesson Align interaction routine to purpose of task

(language objective) Model and practice each routine Build accountability into interaction

routines

Resources Tab 4: Green and Goldenrod dividers Systematic ELD Support Kit�ERH�9RMXW Ensuring Student Language 4VEGXMGI�WIWWMSR7]WXIQEXMG�)0(�-RWXVYGXMSREP�9RMXW

3. Language Objectives

Goal: Identify vocabulary and language patterns for functional purposes

'SQTIXIRGMIW Establish an authentic, grade- and

proficiency-level appropriate purpose Identify the brick and functional mortar

demanded by the oral or written task Craft flexible, natural-sounding frames that

structure accurate use of patterns (mortar) Communicate objective so students know

what they are learning and why it matters

Resources Tab 3: Planning Tab 5, 6, and 7: 0ERKYEKI�Function Tools Systematic ELD Instructional Units

4. Build Language Competence

Goal: Organize and teach lessons

to move through proficiency level

'SQTIXIRGMIW Teach high-leverage vocabulary and

patterns useful in a range of contexts 7IUYIRGI�PERKYEKI�MRWXVYGXMSR�MRXSPSKMGEP�XIEGLMRK�TSMRXW

Monitor practice and provide immediateand specific constructive feedback

Build coherently from what has been taughtto the next needed skill

Resources 8EF�������ERH����0ERKYEKI�*YRGXMSR�8SSPs Systematic ELD Instructional Units Sentence Response Frame session

5. Meta-Linguistic Awareness

Goal: Teach students to make conscious decisions about how to express themselves

'SQTIXIRGMIW Lead students in discussing their language

learning Show WXYHIRXW�how XLI]�GER�ETTP]PERKYEKI�XS�E�VERKI�SJ�XSTMGW

)\TPMGMX]�PMRO�SVEP�ERH�[VMXXIR�PERKYEKIMRWXVYGXMSR�F]�QSZMRK�JVSQ�SVEP�XS�TVMRX�

Teach the conventions of a variety ofWSGMEP�ERH�EGEHIQMG�registers

Resources Tab 4: Red & Tan Dividers Tab 4: Goldenrod Divider Systematic ELD Instructional Units

6. Ongoing Assessment

Goal: Provide rigorous language instruction geared to students’ identified needs

'SQTIXIRGMIW AHNYWX�PMRWXVYGXMSR�MR�VIWTSRWI�XSWXYHIRX�PIEVRMRK�RIIHW

Regularly collect and analyze a range ofongoing assessment information

Reteach or accelerate instruction basedSR�information about student progress

Resources Systematic ELD Handbook Systematic ELD Instructional Units

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Refining Our Practice Skill 6. Ongoing Assessment

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Cycles and Layers of Assessment

Built into the SysELD Units

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Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 2

Daily Monitoring of Language Practice

§  Adjust daily instruction by observing and listening in on student language practice. Note level of participation during whole group responses; monitor accuracy and fluency during interactive practice (I Do/We Do).

§  Collect brief written responses (e.g., Ticket Out the Door). Review language logs informally during lessons or collect them at regular intervals to monitor how well students are transferring oral language to written language (You Do on Your Own).

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Ongoing Assessment Log

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Code whether students are producing new language accurately, with or without support.

Unit Overview & Summary pages

n  Unit Overview provides an outline of what students will learn.

n  Summary pages provide an outline of the language students will learn each day and what it will sound like to use it.

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Weekly Assessment

Weekly Language Application Task §  Check how well students

have learned the language taught and practiced throughout the week.

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Scoring Weekly Written Performance Tasks

§  Please read Tab 4.65

1.  Know what you are assessing

2.  Take notes to record your thinking

3.  Calibrate

4.  Reflect and plan

5.  Provide feedback to students

How will you involve students?

Scoring Weekly Written Performance Tasks

Elementary Services Email: raquel@elachieve.org Website: www.elachieve.org aide@elachieve.org !

The Value of Assessment The purpose of conducting daily and weekly assessment is to gather the information needed to evaluate what students are learning and how to move forward with instruction. Assessment helps teachers address questions such as:

! Are students meeting the goals of the lesson/week of lessons? What are students applying (orally and in writing)? What are they not applying?

! Should I move on to the next lesson/week? Do I need to reteach? ! Who is struggling? Who needs a push? What additional teaching points have surfaced? ! How can I strengthen my support and activities to improve students’ outcome?

In the Systematic ELD Instructional Units, teachers are asked to score a performance task using a set rubric at the end of each week of lessons. Without support, this type of scoring can be challenging. Meet as a grade-level team to score 5-6 samples together, then use the experience and discussions to complete your grading.

Effective Scoring Practice for Writing Samples 1. Know what you’re assessing Discuss and reflect on what has been taught and to have a clear understanding of the language students should apply. Discuss the assessment task/prompt (Function). Review the Weekly Summary page. Relate the vocabulary and grammatical forms you taught to the rubric criteria (Use of patterns, Topic-specific vocabulary). Review the functional language patterns. What type of sentence variety should you see? Relate the language you taught to the criteria on the rubric (Flexibility of language use).

2. Take notes to record your thinking Write down or highlight and label the language that shows evidence of each criterion. This will help you clearly articulate what students did and didn’t do – this week and over time.

3. Calibrate Take turns sharing your notes as you discuss each sample. Refer to both the criteria and the Weekly Summary page to decide on a score. Be sure you have evidence that backs up why you chose your score. As you score multiple samples, check back over your notes to ensure that you are applying the criteria consistently. 4. Reflect and plan Summarize trends. What did students do? What did they not do? Are there gaps that surfaced? Review your Ongoing Assessment Log. How did students’ weekly performance match up to what they did each day?

Did you skip a teaching point because you thought students already knew the language, but now you see that they didn’t? Did you cut a critical activity? Did students get enough practice?

What does this mean for your instruction? Look at the Summary Pages for the remaining weeks of the unit. Should you include a reteach lesson before moving on to the next week of instruction? Or, do the upcoming lessons include opportunities to continue the work?

5. Provide feedback to students Share feedback that is specific and tangible. For example, “You didn’t elaborate your sentences with because like you did on Monday and Tuesday. What happened? Where might you add it?”

A next step for refining our practice… Involve students To build metalinguistic awareness, involve students in the process. Share the student version of the rubric to clearly communicate expectations. Show students how to use the rubric to self-assess and set goals.

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VPA K INT W1 Assessment Task

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Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 3

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VPA K INT W1 Assessment Task

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VPA K INT W1 Assessment Task

Function: Retell the main events in the story

Use of patterns (mortar): past tense verbs (positive and negative), verb phrases (verb + preposition), because and so (to create compound sentences)

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VPA K INT W1 Assessment Task

Topic-specific vocabulary (brick): nouns, ordinal numbers, adjectives (scared, not scared)

Automaticity: confidence and engagement

Table Talk

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Where are you in using the data?

Using the data to teach: §  Read vertically to find class trends to decide what to re-teach

§  Read horizontally for specific student needs

Using the data to lead: §  Assure consistency of implementation

§  During regular review cycles, pinpoint areas for re-teaching

§  Establish structures for teachers to review student data

Musical Shares

§  When you hear the music, get up and meander.

§  When music stops, find a partner from another table.

§  Share your successes, challenges, and next steps with Tracking progress across the week.

§  Make sure you each have a turn to share. §  When the music starts, please return to your

seat.

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SysELD Unit Assessment

Formal post-assessment is included to help monitor the language students' are applying

after several weeks of instruction and determine whether critical skills need to

retaught before moving on or strategically addressed in upcoming units.

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Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 4

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Prepare to Assess

§  Discuss and take notes on the rubric to make it as specific as needed. § Refer to the task and Summary

pages

§  How will you talk to students about the criteria and expectations?

§  Revisit Tab 4.65 for scoring written tasks.

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Unit Assessment Log

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Table Talk

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Where are you in using the data to teach?

Where are you in using the data to lead?

What are your next steps?

Musical Shares

§  When you hear the music, get up and meander.

§  When music stops, find a partner from another table.

§  Share your successes, challenges, and next steps in using Unit Assessment data.

§  Make sure you each have a turn to share. §  When the music starts, please return to your

seat.

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Progress Monitoring Overview

Tracking Progress Across Each Unit

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Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 5

Progress Monitoring Overview

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Tracking Progress Across the Year

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Table Talk §  How will you use the

Progress Monitoring tools?

§  How will you use the Unit Maps to enhance the process?

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Part I. Interacting in Meaningful Ways

Part II. Learning About How English Works

Part I. A.   Collaborative B.   Interpretive C.   Productive

Part II. A.  Structuring Cohesive Texts B.  Expanding and Enriching Ideas C.  Connecting and Condensing Ideas

Corresponding CCSS

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Elementary Systematic ELDFrom One Proficiency Level to the Next K-2

Symposia 2015

www.elachieve.org 6

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Ticket Out the Door

n Write your district on the ‘name’ line

n On the front, please complete the following:

§ I will use what I learned in this session to…

n On the back, please complete the following:

§ I would like additional support with…

©2014 E.L. Achieve – Elementary Systematic ELD