Using ELL Accommodations and CAN DO Descriptors for Differentiate Instruction Foundational Knowledge I Transcript
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1 Instruction Foundational Knowledge I 1 "Using ELL Accommodations and CAN DO Descriptors to Differentiate Instruction" Hello everyone. On behalf of the Office of Differentiated Instruction, let me welcome you to this online foundational course. This foundational course is entitled Using (English Language Learner) ELL Accommodations and CAN DO Descriptors to Differentiate Instruction. My name is Regina Floyd and I will be walking you through this presentation. This session is designed for teachers, staff members, and administrators who wish to know more about supporting the achievement of ELLs through the use of WIDA Can Do Descriptors and ELL accommodations. This session will last approximately one hour with intermittent checks for understanding. 2 "Objective" During this session, participants will examine how ELL Accommodations and WIDA CAN DO Descriptors impact the instruction of ELLs. 3 "Introduction" People today are connecting across cultural, political, and economic borders via the Internet and other information pathways. Cross cultural communication is becoming increasingly important. To meet the challenges of an increasingly fast paced global society, ESOL students in Maryland must meet the dual demands of learning a new language and engaging in rigorous grade level content. In order to support the achievement of ELLs, ensure their access to meaningful grade level content, and acquisition of academic language, educators of ESOL students must apply effective strategies to support these goals. ELL Accommodations and WIDA CAN DO Descriptors are two tools that help meet the needs of ELLs. 4 "Pre-Test" Now, let s see how much you know already by beginning this session with a pre-assessment. Please note that the score from the pre-assessment will not count against your final score. Let s begin. How many levels of CAN DO Descriptors are there? 5 Pre-Test What is the MAM? 6 Pre-Test What are the two categories of support provided to ELLs, as outlined on the 5A Instructional Accommodation Form? 7 English Language Learner (ELL) Accommodations ELL Accommodations are a tool used to ensure mainstream content is differentiated for ELLs. 8 2 Types of ELL Accommodations There are two types of support that are provided on an accommodation form, Indirect Linguistic Support and Direct Linguistic Support. Verbatim Reading and Reader of Selected Sections are examples of Direct Linguistic Support. Respond on test booklet and Monitor Test Response are examples of Indirect Linguistic Support. 9 5A Accommodation Form
2 Instruction Foundational Knowledge I The 5A Accommodation Form is a part of the ELL Plan. Accommodations are selected for ESOL students by ESOL teachers in collaboration with school colleagues and administrators. Accommodations are selected based on ESOL student data that includes language proficiency levels and WIDA CAN DO Descriptors. 10 Modification vs. Accommodation Accommodations are distinct from modifications. Accommodations reduce the linguistic barriers that ELLs face in accessing mainstream content. However modifications can alter learning expectations for ESOL students. An example of a modification is providing a hint or a clue to students. An example of an accommodation is providing extended time for students. Accommodations do not change what students are expected to master. 11 ELL Accommodation Eligibility Who is eligible for ELL Accommodations? ELL students are eligible for accommodations. An ELL student is a student whose family listed a language other than English on the Home Language Survey. In addition, that student has been assessed and determined to require English language support. Waived ESOL students - students who have declined ESOL service are also eligible for ELL Accommodations. Although families of waived ESOL students may elect to not require their children to attend ESOL classes, students are still required to participate in state mandated assessments. Reclassified ELLs (RELLs) are students who have exited from the ESOL program through attaining English language fluency. Exit from the ESOL program in Maryland is attained through earning a proficiency level score of 5 overall and 4 in the literacy domain. In addition to accommodations, ESOL students who have been in U.S. schools for less than one year are eligible for exemption from selected assessments. 12 Accommodation Form Prior to your next Check for Understanding, please review the Accommodation form. 13 Accommodation Activity Cartoon image 14 Check for Understanding 1 Is the SCRIBE accommodation an example of direct or indirect linguistic support? 15 Check for Understanding 2 Can RELLs be exempted from assessments? 16 Check for Understanding 3 Can RELLs receive verbatim reading? 17 Selecting Accommodations In selecting accommodations, it is important to know your students, review student data, and collaborate with colleagues to discuss the needs and performance of students. 18 Know Your Students One component of knowing your students is having knowledge of their proficiency levels and the Tier level of their most recent English language assessment, where applicable. The annual state mandated ELL Assessment is the WIDA ACCESS for ELLs. The WIDA ACCESS for ELLs is comprised of 3 Tiers. Tier A, B, and C. Tier A is targeted toward students at the beginning stages of language
3 Instruction Foundational Knowledge I acquisition. Tier C is targeted toward students in the more advanced stages of language acquisition. The W-APT Assessment is distinct from the WIDA ACESS Assessment. The W-APT is the assessment used to determine initial ESOL program eligibility and is not tiered. 19 Check for Understanding 1 Who are ELL Students? 20 Check for Understanding 2 Do Waived or Refused ELL Students receive accommodations? 21 Check for Understanding 3 How do ESOL Students exit the ESOL program? 22 Check for Understanding 4 How do ESOL students qualify for exemptions from selected assessments? 23 Tiers for Fears: To Place or Not to Place Although guidelines are provided in selecting Tiers, there is some overlap, particularly within the intermediate levels of English language proficiency. 24 Take Note It is important to take note of what is possible to attain with each Tier of the WIDA ACCESS Assessment. 25 Tier Placement Case Study In this Check for Understanding, review the Case Study of Chue and answer the questions. 26 Tier Placement Case Study In this Check for Understanding, review the Case Study of Carmen and answer the questions. 27 What Students CAN DO WIDA CAN DO Descriptors provide snapshots of what students at each level of language proficiency can do within the four language domains of reading, writing, listening, and speaking. Students proficiency levels can vary within domains. 28 Review Student Data This snapshot is an example of the student data that is available through the lep database on eweb. If you don t have access to this data and would like to access your ESOL students data, please contact translation@bcps.k12.md.us. 29 Review Student Data Check for Understanding Based on the data on the previous slide, answer the following question: In what domain, did the student score the highest? 30 Review Student Data Check for Understanding Based on the data on the previous slide, answer the following question: In what domain, did the student score the lowest? 31 Review Student Data Check for Understanding Reflect on the following questions and answer them: Based on the student s ESOL entry date, would the student be eligible for an assessment exemption in October 2015? 32 Supporting ELLs
4 Instruction Foundational Knowledge I Instruction of ELLs does not occur in a vacuum. ESOL teachers and mainstream teachers both affect the learning outcomes of ESOL students through language and content objectives. A review of ELL student data, particularly language proficiencies in the domains of reading, writing, listening, and speaking, can help ESOL and mainstream teachers target specific areas and create differentiated content to meet the needs of their ESOL students. 33 Uses of CAN DO Descriptors As everyone who instructs ESOL students is a stakeholder in the achievement of ELLs, CAN Do Descriptors are a tool that can be used to promote collaboration and improve the instruction of ELLs. 34 Planning and Differentiating Lessons After determining your students proficiency levels for listening, speaking, reading and writing, CAN DO Descriptors are useful in helping to determine content and language objectives for your lessons. Keywords from the CAN DO descriptors can be used to differentiate lessons. The objectives are the same for everyone how they get there is differentiated. 35 School and Global Communities WIDA CAN DO Descriptors and the Maryland Accommodations Manual can be accessed online. 36 Lifelong Learning Language is an avenue to information and interpersonal relationships. In addition language provides access to academic knowledge. It is important for ESOL students to develop the skills needed to communicate and be understood. But, it is also important for ELLs to have the opportunity and support to develop the language skills needed to compete in a global society. Attaining, maintaining, and increasing language proficiency, as well as honoring diverse cultures, prepares learners to live and work in an increasingly multilingual global society. Accommodations and CAN DO Descriptors provide support in this process. 37 Final Assessment Share your thoughts in response to the following question. Which of the following is an example of Indirect Linguistic Support? 38 Final Assessment To be eligible for assessment exemptions, ELLs must meet which of the following requirements? 39 Final Assessment True or False: Students who take the Tier A WIDA Assessment cannot score higher than a 4.0 proficiency level in the domains or Reading and Listening. 40 Final Assessment Which of the following statements is most accurate? 41 Final Assessment True or False: Only ESOL teachers can have access to ELL language assessment data. 42 Conclusion Language acquisition is a process. This process requires the participation of all who care about the success of ESOL students and all students. All teachers of ESOL students are ESOL teachers because we all have an impact on the success of our students. Many resources are available on
5 Instruction Foundational Knowledge I the WIDA website and you are encouraged to take advantage of those resources. In addition, the Maryland Accommodations Manual is available online at the MSDE website.
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