Don’t let them “slip through your fingers”! Strategies for Strugglers & ESL-Special Ed and ODE updates Capital Day 2014 Classroom Teacher Responsibilities • What and why? • 3rd grade reading guarantee • Retention • Modifying /differentiating wording from ODE Title III- Report from ODE Differentiation means starting where the kids are! - Carol Ann Tomlinson When thinking differently about learners, consider … • Readiness • Information, concepts, and skills students demonstrate at entry point of learning experience • Interests • Topics, problems, and processes of personal relevance to students (passion learning) • Learning Profile • Combination of students’ emotions, cultures, modality preferences, and intelligences that affect learning Indicators of Differentiation • Consistent use of pretesting • Decrease in the frequency of large group activities • Increase in • Small group teaching activities • Flexible small group learning activities • Increase in individual alternatives: • Centers • Homework • Contracts The National Research Center on the Gifted and Talented, 2002 Content Statement 5. Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by people). Name______________________________ Period_____ Date______ Directions: Circle the letter that identifies each picture, then write a sentence using the word. A. An Ocean B. A Lake C. A Creek D. A Sea A. An Ocean B. A River C. A Stream D. A Sea This is a photo of a creek. ____________________________________________ ____________________________________________ ____________________________________________ A. An Ocean B. A River C. A Stream D. A Sea ____________________________________________ ____________________________________________ A. An Ocean B. A Lake C. A Stream D. A Pool ____________________________________________ ____________________________________________ Pacing: ____ Extended Time Classroom Supports ____ Longer “wait time” for answering questions ____ Other: ________________ Environment: Presentation of Subject Material: ____ Use individual/small group instruction ____ Simplify language ____ Tape lectures for playback ____ Show and discuss video clips ____ Assign peer buddy ____ Demonstrate concepts ____ Provide one on one support ____ Provide explicit vocabulary instruction ____ Flexible seating ____ Use manipulatives ____ Work alone ____ Other: ________________ ____ Post graphics, charts & visual aids ____ Emphasize critical information ____ Use graphic organizers Reinforcement & Follow Through: ____ Pre-teach vocabulary ____ Student-teacher goal setting ____ Other: ________________ ____ Build confidence with positive comments Materials: ____ Have student restate directions ____ Check often for understanding/review ____ Provide recorded texts / readings (check with Hudson) ____ Use supplementary materials ____ Highlighted textbooks / study guides ____ Re-teach / extend skills ____ Use adapted textbooks / easier readings ____ Use games (for review and mastery) ____ Allow use of computer ____ Arrange for peer tutoring ____ Varied computer programs ____ Plan cooperative learning experiences ____ Make/use vocabulary files/ personal dictionaries ____ Teach organizational & study skills ____ Provide outline for content materials ____ Daily assignment student notebook ____Other: ________________ rd 3 394 is the Score for grade Reading Guarantee ESL/Sp Ed • Updated Who’s Idea • process for IAT • scheduling priorities • teaching school norms • strategies for working with ESL/sp ed students Steps for Referring LEP Students to IAT Progress slower than that of students with similar educational backgrounds Been in US schools for less than a year or Been in US schools for more than a year Hasn't moved up on the OTELA 2 or more reading levels below grade level or or Has moved up on the OTELA At or just below grade level in reading or Progress comparable to that of students with similar educational backgrounds "Limited" on OAA/OGT in 2 or more areas or "Limited" on OAA/OGT in less than 2 areas STOP STOP STOP Continue Intervention & Monitoring or Progress is being made in small group intervention STOP STOP STOP Progress is not being made in small group intervention Refer In the IEP 1. Instruction needs to address both their linguistic and cultural characteristics and their disabilities a. May include i. Sheltered academic instruction ii. Mediating scaffolds – peer support iii. Task scaffolds – reduce the information students must generate independently iv. Material scaffolds – learning prompts v. Comprehensible input – language appropriate to the student’s English language proficiency ODE is looking to create an alternative ESL assessment for Special Ed. Ohio’s New State Tests • Accessibility Features • Accommodations • Strategies to prepare www.elpa.21.org researchers focused on the role of language in content-area classrooms. Accessibility Features for ALL students PARCC / New State Tests • • • • • • • • • • Blank paper Answer masking * General masking * Line reader tool Highlight tool Eliminate answer choices Flag items for review Audio amplification Background/Font color Writing Tools • • • • • Headphones or noise buffers Magnification/ enlargement Pop-up glossary Spell checker Text-to-speech for Math test, also Sci and SS * • General administration directions read aloud + Features in red are the only ones that must be activated manually for select students. The others are already available. * Recommended for all LEP ELL Accommodations • *Prefunctional is considered Beginner on PARCC • Extended time (* ALL LEP) • Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP) • General administration directions read aloud in student’s native language (possibly) • Scribe or Speech-to-text (in English only) responses dictated for Math, Sci & SS • Not recommended by the ESL department • First year ELA test does not count (like before)….district credit for participation??? Proficiency Level Proficiency Level Very Low PreFunctional Higher PreFunctional / Low Beginner High Beginner/ Low Intermediate Characteristics • • • • Minimal comprehension Does not verbalize Nods “Yes” and “No” Draws and points • • • • Show me… Circle the… Where is…? Who has…? • • Limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs • • • • • Yes/no question Either/or questions One- or two-word answers Lists Labels Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes • • • • Why…? How…? Explain… Phrase or short-sentence answers Has excellent comprehension Makes few grammatical errors Advanced student has a near-native level of speech • • Decide if… Retell… • • • • • • High Intermediate/ Advanced Teacher Prompts/Questioning • • • Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high… Vocabulary Words Word 1. Right Angle 2. Force 3. Imperialism 4. personification Definition Symbol Example An angle of 90 degrees The corners of a square are right angles. A push or pull on an object The force from the punch knocked him out. When one country dominates other countries Europe took Africa’s natural resources by force. Giving human characteristics to objects The flower was crying for rain. Ohio’s Quality Review Rubrics • Checklist to see if a lesson is “Common Core Ready” • English, Math, Science & Social Studies K-12 • Diverse Learners: Special Ed, Gifted & Talented, and LEP • On ODE’s website • Use in a TBT/group to evaluate a lesson Practice for PARCC (Ohio’s new state tests) • http://www.parcconline.org/practice-tests • http://education.ohio.gov/Topics/Special-Education/Diverse-Learners • http://ell.stanford.edu/ • www.naturalreaders.com (text to speech) • Microsoft Word (highlighting, strikethrough) Support from The ESL Service Center (365-8802) • Call Center • Parent Literacy Program • Interpreter/Translator • OGT, College & Career Readiness Program • Professional Development • Materials (adapted texts, dictionaries) • ESL Department Webpage • LEP Data Contact Info Mark Paskert Kerri Gonzalez mpaskert1209@columbus.k12.oh.us kgonzalez10196@columbus.k12.oh.us 614-365-3108 Recognition for Information • SIOP materials from Center for Applied Linguistics • Destination: Differentiation (D2) PPT from Susan Wouters • Language Acquisition Materials from Kate Kinsella