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