slo considerations for our students: reflections and actions
TRANSCRIPT
Macro level
Sunday Afternoon on the Island of La Grande Jatte (Un dimanche après-midi à l’Ile de la Grande Jatte), Georges Seurat, 1884-1886.
Micro level
Sunday Afternoon on the Island of La Grande Jatte (Un dimanche après-midi à l’Ile de la Grande Jatte), Georges Seurat, 1884-1886.
Macro Level Considerations:
• Equal ACCESS for all learners• Preparing to support diverse learners• Reflective practice using evidence-based practices• Building a culture of collaboration and community • Opportunity to Learn (OTL)
Evaluating Teachers of all learners Diane Staehr Fenner, PeterKozik and Ayanna Cooper (Leadership Fall 2014); Blank R., Smithson, J. 2010. Improving Methods of Aligning Instruction to Standards and Assessments for English Language Learners and Analyzing the Relationship of Alignment to Student Achievement. Washington, DC: Council of Chief State School Officers.
One Question to Consider:
• How responsive is your Response to Intervention (RtI) system to ELL learners?
• Solari & Gerber (2008) found that interventions that incorporated instruction on at least two skills was more successful for ELLs than interventions that focused on one skill only.
Micro Level Considerations:
• Range of diversity: linguistic experiences, resources and needs
• Academic Content versus language proficiency• Growth verses attainment • Realistic goal setting• Assessment considerations
One Question to Consider:Are you aware of the lower-faster/higher-slower general trajectory?
Gary Cook’s study, WIDA, 2008
Another Question to Consider:
• Designing assessments: language versus content measures?
Language vscontent
Another Question to Consider:
Things a student can do without assistance
Zone of Proximal Development
Things a student cannot do even with
assistance
Are the goals attainable?
Part of the Mosaic:•Weighted domains 35% Writing, 35% Reading, 15% Listening and 15 Speaking. •Covers social instructional language, and language of Math, LA, SS and Science and not the content per se. •Growth is neither linear nor consistent (lower faster/higher slower.)
Bottom Line: Need it as a baseline tools to create & inform goals.
Formative Measurement tools:
Academic Content Assessments:•Representative of learning goals•Pertain to the language of instruction•Norm-referenced to ELLs•Amplify language learning (expansive vs. diminutive)
Bottom Line: These must be sensitive enough to allow students to show measurable gains.
Contact Information:Jacqueline A. Iribarren, Ph.D.
Title III, ESL & Bilingual Ed [email protected]
(608) 266-7292