TALLADEGA COUNTY SCHOOLS

RESOURCE TEACHER MEETING

September 26, 2011

AMAO A TARGETS0.5 CPL (PROGRESS)

0.5 CPL GainAMAO A TargetsYear Targets2010 42%2011 44%2012 46%2013 48%2014 50%2015 53%2016 55%2017 57%2018 59%2019 61%

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Targets 0.42 0.441000000000001

0.462 0.483 0.504 0.525 0.546 0.567000000000001

0.588000000000001

0.609000000000001

33%

38%

43%

48%

53%

58%

63%

AL AMAO A Target at 0.5 CPL GainP

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AMAO B TARGETS 4.8” CPL (ATTAINING PROFICIENCY)

2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

Targets 0.11 0.126 0.142 0.158000000000001

0.174 0.19 0.206 0.222 0.238 0.254

11%

13%

15%

17%

19%

21%

23%

25%

27%

AL AMAO B Targets P

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AMAO-B Targets

Year Targets

2010 11%

2011 13%

2012 14%

2013 16%

2014 17%

2015 19%

2016 21%

2017 22%

2018 24%

2019 25%

WHAT IS SHELTERED INSTRUCTION? Sheltered instruction is

an English immersion approach to instruction and classroom management that teachers can use to help second language learners to simultaneously acquire English and content area knowledge and skills.

SHELTERED INSTRUCTION

Modify and mediate instruction Speak slowly Use repetition Utilize visual aids and hands-on activities Utilize thematic instruction

INSTRUCTIONAL STRATEGIES

ARI Strategies AMSTI Strategies Rosetta Stone Partner/Cooperative Groups Accelerated Reader

TEACHER GUIDELINES

EL students must receive accommodation of content work as needed

Grading is based on accommodated work ELs must not be failed on the basis of lack of

English language proficiency Grades placed in cumulative folder must

reflect academic achievement Grading based on IMPROVEMENT

The Resource Guide www.wida.us

WHAT ARE WIDA ELP STANDARDS?

The WIDA ELP standards facilitate the design of language development objectives that support, guide and develop content knowledge and skills at the appropriate level of English proficiency.

“English as a Second Language Curriculum and Instruction.”English Language Learners (ELL) Policy and Procedures Manual; Federal Programs Section Division of Instructional Services of AL Department of Education, 2008 ed, p.25

A CLOSER LOOK AT THE WIDA ELP STANDARDS

• 2 Frameworks: • Formative• Summative

•Elements in each framework: • ELP Standards (Content Areas)

• Language Domains• Grade level clusters• Language Proficiency Levels

12

LANGUAGE VS. CONTENT

Language proficiency revolves around the language associated with the content areas

Academic achievement reflects the knowledge and skills associated with the content.

WIDA ELP standards focus on academic language; Academic standards focus on academic content.

Each ELP standard addresses a specific context for language acquisition. The five standards are:

STANDARD 1: Social and Instructional

Language

STANDARD 2: Language Arts

STANDARD 3: Mathematics

STANDARD 4: Science

STANDARD 5: Social Studies

ELP STANDARDS (CONTENT AREAS)

FIVE WIDA ELP STANDARDS

WIDA Consortium / CAL / MetriTech

Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

• classroom language, routines, instructions, assignments, school behavior, recreational objectives & activities)

Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

• Speaking Task- Level 1/2 Orally paraphrase three key concepts after reading selected text with a partner.• Reading / Speaking task Level 1/2-Ask questions/draw idea and predict key concepts prior to reading. Use

language 1 if possible with bilingual partner.

Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

• Reading Task Level 2- Match words or phrases related to estimation. (about twenty cents)• Speaking Task Level 2- Restate or paraphrase basic operations from oral statements referring to pictures of

everyday objects. (Ten pencils and ten more are twenty)

FIVE WIDA ELP STANDARDS

WIDA Consortium / CAL / MetriTech

Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

• Level 3 Writing Task- Outline steps of scientific inquiry involving elements or compounds with a partner.• Level 3 Listening Task- Identify examples of scientific tools or instruments and their uses from pictures and oral

descriptions.• Level 4 Reading Domain- Analyze and identify reasons for genetic alterations based on visually supported text

with a partner. (Mutation)

Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

• Level 2 Reading Task- Find labeled illustrations or photographs modeled on word walls or displays of seasons.• Level 2 Writing Task- Draw a family portrait from a model or photographs and identify people in the photos.

Each of the ELP standards encompasses four language domains:

Listening

Speaking

Reading

Writing

LANGUAGE DOMAIN

FOUR LANGUAGE DOMAINSListening ─ process, understand, interpret, and

evaluate spoken language in a variety of situations Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

The ELP standards are divided into five grade level clusters:

PreK-K

1 – 2

3 – 5

6 – 8

9 -12

GRADE LEVEL CLUSTERS

THE WIDA ELP SCALE

WIDA Consortium

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

TEACHER-FRIENDLY TOOLS FROM WIDA

Performance Definitions - RG 44-45 General descriptions of how ELLs understand, process,

use and produce English. Aligned with ELP levels.

“CAN DO Descriptors” - RG 57 General descriptions of what student “can do” in a

specific language domain. Aligned with the specific ELP level for each language

domain.