writing goals for english language learners
DESCRIPTION
Ellevation webinar focused on helping ESL / ELL educators author goals for English Language Learners. Key topics include crafting SMART goals aligned to language proficiency standards, supporting access to the content of the Common Core, and using technology to track student progress against key language objectives.TRANSCRIPT
Indispensable Tools for Today’s ELL Professionals
Welcome! We’ll begin in just a few
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We will be sharing the slides and
recordingafter the event.
Writing Goals for English Learners
Jordan Meranus: Ellevation CEOAllison Balter: EL Teacher, Lawrence MA
2
AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
ELLEVATION
Ellevation is a software company exclusively dedicated to serving English Language Learners and the educators that work with them.
THE ELLEVATION PLATFORM
• Individualized Learning Plans aligned to state, Common Core, and WIDA standards
• Student/school/district analysis of ELP assessments
Instruction
Collaboration• Collaborative goal setting and progress monitoring• Communication tools for ELL and classroom teachers
Productivity• ELL Data Collection and Demographics• Required letters to families in 25+ languages
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NATIONAL REACH
190 School Districts: 26 States
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TODAY’S OBJECTIVE
Help all participants gain practical tips for writing goals for individual English Language Learners or groups of ELs at a similar level, and ideas on how to monitor student goals.
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OPENING EXERCISE
1. Student will grow from a Level 1.9 in speaking to a Level 3.9 in
speaking by the end of the school year.
Of the three goals below, which would you rate as the highest quality and most applicable for use by a teacher?
3. Student will increase his/her reading fluency to a rate of 85
words per minute.
2. Student will write a well-organized paragraph with a clear main
idea and supporting details by the end of Unit 3.
8
AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
9
I. CONTEXT
Set and Track Goals
Student Learning
Objectives
RTI LIEP
Personalized Learning
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II. WHY ARE GOALS IMPORTANT
PlanningSetting goals helps teacher make
sure lessons are targeted and strategic.
Differentiation
Helps make sure teachers provide necessary scaffolds/supports based
on individual needs.
Student Motivation
Transparency with students, and enabling them to set and track
progress, is empowering!
11
AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
12
III. WHAT ARE GOALS
Definition: Statement of an Intended Outcome of Work
Specific Measurable Attainable Relevant Time-
bound
Criteria: We are going to use the SMART framework as criteria for
evaluating goals.
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III. SMART … FOR ENGLISH LANGUAGE LEARNERS
Criteria
Specific
Measurable
Attainable(Aligned)
Relevant
Time-bound
Description … for ELLs
target a specific area for improvement
focused on a single language domain, very concrete skill
quantify or at least suggest an indicator of progress
tools exist, such as a rubric, to measure student progress
realistic and aligned to appropriate standards
aligned with language development standards and proficiency levels
goals matter and are appropriate for this time and place
relevant to what students need to be successful in content classes and move to next level of proficiency
specify when the result(s) can be achieved
specific to individual or groups of students
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OPENING EXERCISE
1. Student will grow from a Level 1.9 in speaking to a Level 3.9 in
speaking by the end of the school year.
2. Student will write a well-organized paragraph with a clear main
idea and supporting details by the end of Unit 3.
3. Student will increase his/her reading fluency to a rate of 85
words per minute.
Of the three goals below, which would you rate as the highest quality and most applicable for use by a teacher?
15
AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
16
IV. CREATING GOALS: HOW DO I START?
Work AchievementWhat will
I observe? In the context of content.
2 TimeframeBy when?
3
Baseline & Target
At what level are
my students.
VerbWhat will
the student do.
1
IV. CREATING GOALS: HOW DO I START?
1. Use assessment data to determine where a student is currently performing across domains
2. For newcomer/beginner – 2 ELD levels in one year
3. For intermediate or higher – 1 ELD level in one year
4. Each student needs an annual goal for each domain.
5. From there we can chunk up goals into smaller sub goals.
Baseline and Target
IV. BASELINE AND TARGET
Academic Language Demands
L1
L2
L3
L4
L5
LinguisticComplexity
Vocabulary Usage
Language Forms
IV. CREATING GOALS: HOW DO I START?
1. Goals are action oriented.2. Focused on language skills and functions.3. Examples:
– Increase– Critique– Compare and contrast
4. Sources of verbs that are appropriate for goals
– Bloom’s Taxonomy– Can Do Descriptors
1 Verb
IV. HELPFUL TOOL: BLOOM’S TAXONOMY
IV. HELPFUL TOOL: WIDA CAN DO DESCRIPTORS
IV. CREATING GOALS: HOW DO I START?
1. Specific to language domains – Speaking; Listening; Reading; Writing
2. Related to what students must do in grade level content classes
3. Examples– Writing assignment– Oral classroom debate– Annotating in the margin of the text
2 Work Achievement
IV. CREATING GOALS: HOW DO I START?
1. Long-term goals– Year-long (2 level growth for beginners; 1 level
growth for intermediates and above)
2. Short-term goals– Unit-specific– Quarter or semester specific
3 Timeframe
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AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
25
V. CREATING GOALS: 3 CASE STUDIES
Case Study 3Individual Student
Case Study 1 ESL Class: 12 Students
Case Study 2 Content Class; Multiple Levels; 22 Students
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V. CASE STUDY 1: ESL CLASS
ESL Class: Beginners
12 Students • 7 are Level 1 • 5 are Level 2
Single Domain Focus: WritingGoal: 2 Levels of Growth• Level 1 – Level 3• Level 2 – Level 4
Baseline & Target
At what level are
my students.
Student Levels: Writing
1 2 3 4 5012345678
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V. CASE STUDY 1: CONSTRUCTING THE GOALS
For Current Level 1 Students
Work Achievement
Timeframe
2 3Verb1
Verb
Student will explain steps…Student will give opinions…
For arriving at a solution…through a letter on…
Work Achievement
Student will compare and contrast two characters from a story, in two well organized paragraphs that include at least three similarities and three differences, by the end of the unit in
December.
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V. CASE STUDY 1: CONSTRUCTING THE GOALS
For Current Level 2 Students
Work Achievement
Timeframe
2 3Verb
1
Student will compare and contrast two characters from a story, in two well organized paragraphs that include at least three similarities and three differences using transition words to connect ideas,by the end of the unit in
December.
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V. CASE STUDY 1: SMART CRITERIA
Criteria For ELLs
Specific Focused on a single language domain: Writing
Measurable
Criteria exists to evaluate well written paragraphs.
Attainable(Aligned)
Work product is realistic and aligned to appropriate standards.
Relevant Applicable to the work of the class.
Time-bound Teacher has specified “by the end of December”.
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V. CASE STUDY 2: CONTENT CLASS
Content Class: 22 Students
Single Domain Focus: Speaking
Goal: 1 or 2 Levels of Growth• Level 2 Level 4• Levels 3, 4, and 5: 1 level growth• Level 6: Maintain high expectations
Baseline & Target
At what level are
my students.
1 2 3 4 5 6012345678
Student Levels: Speaking
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V. CASE STUDY 2: CONSTRUCTING THE GOALS
Work Achievement
Timeframe
2 3Verb
1
Students will present and defend a point of view in a debate scenario, giving multiple reasons for their position, by the end of the unit in February.
Students will present and defend a point of view in a debate scenario, giving multiple reasons for their position and citing clear evidence from different sources by the end of the unit in
February.
For Current Level 2 Students
For Current Levels 3-6 Students
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V. CASE STUDY 1: SMART CRITERIA
Criteria For ELLs
Specific Focused on a single language domain: Speaking
Measurable
Teachers can track whether students articulate “multiple reasons”.
Attainable(Aligned)
Work product is realistic and aligned to appropriate standards.
Relevant Applicable to the work of the class.
Time-bound Teacher has specified “by the end of the unit in February”.
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V. CASE STUDY 3: INDIVIDUAL STUDENT
Focus on Reading and Writing as areas of growth
Baseline & Target
At what level are
my students.
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V. CASE STUDY 3: CONSTRUCTING THE GOALS
Student will use a variety of strategies to analyze and interpret text by the end of the 2013-14 school year, as evidenced by annotations in text, performance on classroom assessments, and standardized assessments.
Work Achievement
Timeframe
2 3Verb
1
Student will identify unknown words in a text and use context clues to infer their meaning.
Student will make predictions about a text based on text features, such as titles, pictures, captions, subheadings, and bold words.
Student will identify main ideas and label key supporting details.
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V. CASE STUDY 1: SMART CRITERIA
Criteria For ELLs
Specific Focused on a single language domain: Reading
Measurable
Using both assessments and observations, teacher can measure progress.
Attainable(Aligned)
Work product is realistic and aligned to appropriate standards.
Relevant Applicable to the work of the class.
Time-bound Teacher has specified “by the end of year” for the broader goal, and then has chunked up the goal and can set timeframes for each.
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AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description
VI. MEASURING PROGRESS
Evaluating progress is difficult; different tools and approaches are needed
– Speaking and writing are easier with rubricsa. Formative and summative assessments
b. Organic progress monitoring; note taking
c. WIDA Writing Rubric
d. WIDA Speaking Rubric
– Reading and listening are more difficult; no production
a. Formative and summative assessments
b. Organic progress monitoring; note taking
VI. MEASURING PROGRESS
Provide students constant and ongoing visibility into their own progress
VI. MEASURING PROGRESS
Provide students constant and ongoing visibility into their own progress
VI. MEASURING PROGRESS
VI. MEASURING PROGRESS
VI. MEASURING PROGRESS
43
AGENDA
I. Introduction
II. Context
III. Goals: Definition, Criteria
IV. Creating Goals: Where to Start
V. Creating Goals: 3 Case Studies
VI. Monitoring Goals
VII.Ellevation Platform Description