Equity and Excellence for English
Language Learners
A Balancing Act for Administrators
Day 3 Session
CESA 4 – December 5th, 2013
Equity and Excellence for English Language Learners (ELLs):
A Balancing Act for Administrators
Session Three Objectives:
• Participants will learn about the WIDA English Language
Development (ELD) standards and the ACCESS for ELLs English
Language Proficiency (ELP) assessment
• Participants will examine teacher performance considerations
for effectively educating ELLs
• Participants will learn about ways to effectively build
relationships and bridge communication with families from
culturally and linguistically diverse backgrounds
2
AGENDA
• Welcome and Introductions
• WIDA English Language Proficiency Standards and
ACCESS for ELLs Assessment
• Teacher Performance Considerations for Effectively
Educating ELLs
• Developing Relationships and Bridging
Communication with Families and the Community
• Question and Answer Session
• Feedback Form
3
Welcome and Check In
• Please share:
- Name and School/District
- Position
• And, What’s On Your Mind?
• I’m In!
Key Practice 9: Implementing English as a Second
Language Instruction
• Coordinate Academic Content & Language
Instruction with Core Content & Language Standard
• Connect Receptive Language Skills & Oral Language
of Beginning Level ELLs to Academic English
Instruction
• Use a Content-Based ESL Approach for Intermediate
& Advanced Level ELLs
• Implement Meaningful Language Learning Activities
Using Sensory, Graphic, and Interactive Supports
Key Practice 11: Implementing Comprehensible
Academic Content Instruction
• Align Instructional Activities with Curriculum Guides &
Standards
• Include Language & Content Objectives in Lesson
Planning
• Differentiate Instruction According to ELLs’ Language
Proficiency Levels With Strategies for Using Textbooks
• Use Authentic Assessment Strategies to Evaulate ELLs’
Progress and Grading
• Use ELLs’ Primary Language to Support Academic
Instruction in English
The Story of WIDA
(World-Class Instructional Design and Assessment)
• http://wida.us/aboutus/mission.aspx
• http://wida.us/membership/states/
The WIDA ELD Standards
Standard 1 – Social & Instructional Language
• English language learners communicate for social and instructional purposes
in the school setting.
Standard 2 – Language of Language Arts
• English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Language Arts.
Standard 3 – Language of Mathematics
• English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Math.
Standard 4 – Language of Science
• English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Science.
Standard 5 – Language of Social Studies
• English language learners communicate information, ideas and concepts
necessary for academic success in the content area of Social Studies.
Five Grade-Level Clusters
The English Language Development Standards and
aligned ACCESS for ELLs Assessment are organized by
the following Grade-level clusters:
• PreK−K
• Grades 1−2
• Grades 3−5
• Grades 6−8
• Grades 9−12
Four Language Domains
Listening ─ process, understand, interpret, and
evaluate spoken language in a variety of situations
Speaking ─ engage in oral communication in a variety
of situations for a variety of purposes and audiences
Reading ─ process, interpret, and evaluate written
language, symbols, and text with understanding and
fluency
Writing ─ engage in written communication in a
variety of forms for a variety of purposes and
audiences
WIDA’s English Language Development Levels
5
4
3
2
1
ENTERING
BEGINNING
DEVELOPING
EXPANDING
BRIDGING
6
R
E
A
C
H
I
N
G
Criteria for Performance Definitions
1
2
ENTERING
BEGINNING
3
DEVELOPING
4
5
EXPANDING
BRIDGING
 Linguistic Complexity:
The amount and quality of speech or writing for a
given situation
 Vocabulary Usage:
The specificity of words or phrases for a given
context
 Language Control:
The comprehensibility of the communication based
on the amount and type of errors
6
R
E
A
C
H
I
N
G
WIDA’s Proficiency Levels
and Language Criteria
5 Bridging
Linguistic
Complexity
4
Expanding
Vocabular
y Usage
Language
Control
PIs
L5
L4
3 Developing
L3
2 Beginning
L2
1 Entering
L1
WIDA Performance Definitions – Listening and Reading Grades K-12
WIDA Performance Definitions – Speaking and Writing Grades K-12
WIDA’s English Language Development Standards
• http://wida.us/standards/ELP_StandardLookup.asp
x
WIDA’s Can Do Descriptors
• http://wida.us/standards/CAN_DOs/
Uses of the Can Do Descriptors
How might teachers use the CAN DO Descriptors?
As an instructional assessment tool that supplements the
English language proficiency standards, language teachers
may use the Descriptors to:
• share with classroom teachers as a way to describe or
explain the stages of English language development using
concrete examples;
• work with content teachers to show language may be
integrated within a given discipline or content area;
• use to plan with tutors or mentors who work with English
language learners;
• develop or co-develop lessons with differentiated
language objectives;
More Uses of the Can Do Descriptors
• set language goals with their English language learners;
• explain students’ progress in listening, speaking,
reading and writing to parents/ family members;
• suggest language goals to be incorporated into
Individual Education Programs (IEPs) for English
language learners with diagnosed disabilities;
• translate English language proficiency test scores (i.e.,
ACCESS for ELLs®, the W-APT™, WIDA MODEL™) into
instructional practice;
• observe and note levels of student performance as a
precursor to using WIDA Speaking and Writing rubrics
for formative assessment;
• advocate on behalf of English language learners to
show what they CAN DO.
Time Out to Turn and Talk
• Let’s Time to Process What You Have Learned Thus
Far….
• Turn to a Neighbor and Respond to the Following
Question:
- What Key Ideas Did You Learn About WIDA’s English
Language Development Standards?
http://www.rippleaffect.com.au/archives/tag/talking
ACCESS for ELLs Assessment
• ACCESS for ELLs (Assessing Comprehension and
Communication in English State-to-State for English
Language Learners)
• Secure large-scale English language proficiency
assessment given to ELLs in grades K-12 annually
• Used to monitor students' progress in acquiring
academic English
•
•
•
•
•
ACCESS for ELLs
Grade Level Clusters & Tiers
Kindergarten
1-2
3-5
6-8
9-12
• Tier A = Beginning
• Tier B = Intermediate
• Tier C = Advanced
(based on results of last
assessment)
Tier Structure of ACCESS for ELLs®
6
1
ENTERING
2
BEGINNING
3
4
5
DEVELOPING
EXPANDING
BRIDGING
Tier A
Tier B
Tier C
R
E
A
C
H
I
N
G
Overall Composite Score
Test Weights
Speaking,
15%
Listening,
15%
(Percent)
Listening
Reading
Writing
Speaking
Writing,
35%
Reading,
35%
WIDA’s Download Library
• Is FULL of RESOURCES!!!
http://wida.us/downloadLibrary.aspx
•
•
•
•
And Now… Let’s Review an
English Language Learner’s Profile
Student: Mai
Grade: 4th
Home Language: Hmong
ACCESS for ELLs Scores:
-
Listening 3.8
Speaking 2.2
Reading 3.5
Writing 4.6
Key Practice 3:
Implementing a Balanced Student Assessment
System
•
•
•
•
Balanced Assessment System
Consistent Entry and Exit Criteria
Use of Authentic Assessments
Compliment Standardized Assessments with
Classroom Assessments
• Review Assessment Data
Key Practice 5:
Using Big Ideas to Plan Instruction
• Use Standards to Identify the Big Ideas and Key
Concepts
• Structure Comprehensible Learning Activities that
Lead to Understanding
• Use Materials that Explain and Exemplify the Big
Ideas
• Develop Differentiated Assessment Strategies that
Allow ELLs to Demonstrate Understanding
Key Practice 6: Implementing Meaningful
Vocabulary-Building Instruction
• Explicitly Teach New Vocabulary, Involving Students
in Definition-Getting
• Build Students’ Oral Vocabulary as a Foundation for
Expressive Language
• Structure Oral & Written Activities for Students to
Use New Vocabulary
• Coordinate Vocabulary Instruction and Practices in
All Classroom Settings
•
•
•
•
Key Practice 7:
Activating Students’ Prior Knowledge
Plan Prior Knowledge Activities that Connect &
Build Upon Students’ Knowledge and Experiences
Use Instructional Supports to Make Prior
Knowledge Experiences Comprehensible
Ask Open-Ended Questions So Students Can Share
Prior Knowledge
Structure Pre-Reading Activities to Build Vocabulary
& Increase Comprehension
•
•
•
•
Key Practice 8:
Structuring Student Interaction
Organize Program Configurations & Classroom
Schedules to Promote Meaningful Interactions
Promote Learning-Centered Classroom Talk that
Engages Students & Requires Sharing of Thinking
and Problem Solving
Implement Learning Tasks that Use Target
Vocabulary to Share Newly Learned Information
Structure Small Group Instructional Tasks So
Students Can Work Interdependently
Post It Activity – Most Important Point!
• As you watch the video,
write down a “Most
Important Point” (MIP)on a
sticky note
• After viewing the video,
turn to a neighbor and
share out your MIP
• Be prepared to share out
your MIPs to the group
http://wida.us/getInvolved/vid
eo/summer2013.aspx
MIPs
Working with Families of English
Language Learners to Foster
Student Success
Overview
• Partner Conversation
• Cultural Identities ~ Navigation Towards Cultural
Competence
• Understanding Various Perspectives Around School
Involvement
• Reaching Out ~ Building Collaborative Partnerships
with Families
Opening Conversation
• Stand up – and find a partner who you haven’t
talked with yet
• What are some ways you are currently working
with parents of ELLs?
- What’s working well?
- What’s challenging?
Culture is….
a shared, learned,
symbolic system of
values, beliefs and
attitudes that
shapes and influences
perception and
behavior.
Transparency of Culture
• Culture is TRANSPARENT to natives (K. Escamilla)
• Culture is one lens through which we see the world
• There are implications for our interactions with
people from cultures different from our own
The Continuum ~ Cultural Awareness,
Competence, & Responsiveness
• Awareness ~ an important first step in gaining
knowledge about differences
• Competence ~ implies the completion of a
predetermined set of criteria
• Responsiveness ~ an on-going process of taking in
new information and responding appropriately
The Goal ~ Cultural Responsiveness
• Occurs as a result of awareness of your own
cultural beliefs, values, or biases
• Applying acquired knowledge to interactions with
others
• Comes with practice and repeated engagement
with others from different cultural backgrounds
Cultural Responsiveness
in Action
• Greater awareness of your own race and culture
• Awareness of the impact of your behaviors and
attitudes on others
• Knowledge of your own biases and limitations
• Remember the Cultural Identity Molecule Activity…
Cultural Identities
• Our families come with their
OWN “cultural identity molecule”
as well:
-
Country of origin
Country of residence
Linguistic
Religious
Socio-economic
Ethnicity
Family Structure
Cultural Diversity
• Diversity is dynamic and relational
- Interactions and comparisons between others
- Cannot exist independently of its context
- Not the person but who surrounds the person
• NEVER the “PROBLEM”
Issues of Power
• Holding one population as
reference point
• The term “minority”
• Beliefs and behaviors are
ALWAYS value laden
Culture Bumps
Culture Bumps
 “Culture bumps occur when an individual has
expectations of one behavior and gets something
completely different “
 Expectations refer to the expectations of "normal"
behavior as learned in one's own culture.
• Remember, culture is transparent to its natives!!!
 Culture bumps can be pleasant, neutral, or
unpleasant experiences
Possible “Cultural Bumps”??
TURN TO A PARTNER &
DISCUSS THE FOLLOWING:
What culture bumps might a child or their
family from a different cultural background
have within a U.S. school?
Various Perspectives ~ School Involvement
• Different understandings of school and parent
participation exist due to:
-
Prior knowledge & expectation of school
Various levels of educational background
Confusion about roles
Lack of information about school programs, policies, etc.
What To Do …
•
•
•
•
Explore families’ assumptions about school
Initiate contact with families/community members
Clarify roles
Generate ongoing partnerships
Reaching Out ~ Building Collaborative
Partnerships with Families
• Use the primary language of the family
whenever possible
• Find out about students’ home environment
• Host meetings in locations that are
convenient to families & ask them to help
build agenda
• Educate parents on US school system
Examples of Ways to Collaborate with Families
• “¿Qué Pasa En Nuestras Escuelas?” monthly
Spanish radio program –
https://mediaprodweb.madison.k12.wi.us/node/396
• Classes for Parents – English in the Schools
http://www.litnetwork.org/learners/index.php?categ
ory_id=4480
• WISACALD Resources
http://www.wisacald.org/parents.php
http://wisacald.org/community.php
References
• Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue:
Strategies for responding to cultural diversity in early childhood.
Baltimore, MD: Paul H. Brookes
• Escamilla, K. (2003). Transparency of Culture Workshop, Madison,
WI.
• Teaching Diverse Learners: Families & Communities ~
http://www.lab.brown.edu/tdl/
• Colorin Colorado – American Federation of Teacher Toolkit for
Teachers: Reaching out to Hispanic Parents of English Language
Learners (2005) ~
http://www.colorincolorado.org/families/partnerships
• Wagner, Suzanne. Communicating with Language Minority Parents.
Illinois Resource Center
• Mexican American Legal Education Defense Fund: Parent School
Partnership Program ~ http://maldef.org/leadership/programs/psp/
Best Wishes…
on your journey to build collaborative partnerships
with families to support English language learners’
success!
Time for Reflection
Affirmed?
Questioned?
Learned?
Question and Answer
• Share Out New Learning, Affirmations,
and Questions!?
• Thank You for Your Participation!
Amy Christianson
OELA Grant Program Coordinator
Edgewood College, Madison WI
AChristianson@edgewood.edu