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![MDE Review
January 2013
Finding:
Observations, interviews, and a review of the
documentation indicate that [instruction] seems to be
overly focused on literacy and English language arts
rather than language development in all content areas
as prescribed in the English language development
standards. The focus on academic achievement
supersedes attention to English language development
with the role of the ESL teacher co-mingled with that of
content support, rather than having a clear emphasis
on language development.
Anoka-Hennepin ISD 11](https://image.slidesharecdn.com/x4x35qyq8wew9jxzb0ra-signature-05bada84002f72cb716ba527b2b4f939097a5452ede9d9daf5b10268f8a72b37-poli-151116234231-lva1-app6892/75/McNulty_Giving-EL-Teachers-a-Quantitative-Voice-Creating-Common-Language-Assessments-3-2048.jpg)
McNulty_Giving EL Teachers a Quantitative Voice: Creating Common Language Assessments
The document discusses the implementation of common language assessments within the Anoka-Hennepin School District to enhance English language development across all content areas. It outlines the process of developing these assessments, emphasizing collaboration among teachers and the establishment of clear guidelines for evaluating student progress. The goal is to ensure that English language learners receive consistent support in both language and content instruction, fostering their academic growth.
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McNulty_Giving EL Teachers a Quantitative Voice: Creating Common Language Assessments
- 1. Giving EL Teachersa Quantitative Voice: Creating Common Language Assessments Kate McNulty EL Instructional Coach Anoka Hennepin School District [email protected] Anoka-Hennepin ISD 11
- 2. 2011-2012 • MN adoptsWiDA • ACCESS test 2012-2013 • MDE Review • Shift in instruction • Lesson Plan Template 2013-now • Writing Assessments • Collaboration • PLCs • WiDA Growth Report Anoka-Hennepin ISD 11
- 3. MDE Review January 2013 Finding: Observations,interviews, and a review of the documentation indicate that [instruction] seems to be overly focused on literacy and English language arts rather than language development in all content areas as prescribed in the English language development standards. The focus on academic achievement supersedes attention to English language development with the role of the ESL teacher co-mingled with that of content support, rather than having a clear emphasis on language development. Anoka-Hennepin ISD 11
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- 8. 2014-2015 Shifts EL PLCs ELCoach Writing Assessments Anoka-Hennepin ISD 11
- 9. Attributes of Productive PLCs 1.Members who work interdependently toward unified goals 2. Collective creativity and inquiry 3. Shared values and vision 4. Supportive conditions that encourage interaction 5. Action orientation with documentation of results Gottlieb, p.10, 2012 Anoka-Hennepin ISD 11
- 10. PLC/Assessment Partnership 1. Potent strategyfor promoting school and district improvement 1. Teachers become decision makers/leaders and transform their roles within schools Darling-Hammond, 1996 Anoka-Hennepin ISD 11
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- 12. What is acommon language assessment? “Common language assessment is a set of mutually agreed-upon language measures or tasks, embedded in instruction, along with uniform procedures for collecting, analyzing, and interpreting data across multiple classrooms.” Gottlieb 2012 Anoka-Hennepin ISD 11
- 13. Other Common Characteristics ✿ Mutuallyagreed-upon timetable ✿ Creating and using same directions for language tasks ✿ Checking for reliability of scoring to ensure the same interpretation of student work ✿ Interpreting results the same way (rubric) ✿ Using the information to make the same kinds of decisions (determining growth, grouping, etc) Gottlieb, p. 7, 2012 Anoka-Hennepin ISD 11
- 14. Building Blocks ofCommon Assessment (Gottlieb) Phase 1: Planning Phase II: Design Phase III: Refinement Phase IV: Inspection Phase V: Maintenance Anoka-Hennepin ISD 11
- 15. • Create andPilot 1 Assessment/Grade13-14 • Write and implement 3 assessments for grades K-5 14-15 • Review and refine if necessary15-16 Planning Anoka-Hennepin ISD 11
- 16. Measure Academic Language Connected to Content DuringEL Time Mirror ACCESS Dipstick Design Anoka-Hennepin ISD 11
- 17. Academic Language ✿ DiscourseLevel: language beyond the sentence in both written and oral form ✿ Sentence Level: grammatical structures and syntax associated with sentence-level meaning ✿ Word Level: social & academic; general, content-specific, and multi-word expressions Anoka-Hennepin ISD 11
- 18. Discourse Level Features DefinitionExamples Language Functions “The purpose to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes” (Sauvignon, 1983, p. 13) Identify, classify, sequence, explain, distinguish Genres Abstract, socially recognized ways of using language (Hyland, 2007) Narratives, arguments, expository texts Speech Events “Activities, or aspects of activities, that are directly governed by rules or norms for the use of speech. An event may consist of a single speech act, but will often comprise several.” (Hymes, 1972, p.56) Oral reports, presentations, demonstrations Anoka-Hennepin ISD 11
- 19. Progression of LanguageFunctions Complex Expressing Needs/Likes Describing Retelling/Relating Making Predictions Comparing Sequencing Defining More Complex Asking Clarifying Questions Contrasting Summarizing Cause & Effect Explaining Interpreting Evaluating Most Complex Persuading Generalizing Drawing Conclusions Hypothesizing/Speculating Synthesizing Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax. Anoka-Hennepin ISD 11
- 20. Refinement 14-15 Many Language functionsin a grade Content Dependent (Some) Split between Language Level Aligned with end of Trimester 15-16 Same language function per grade (Except K) Language Dependent One per grade Assessments in beginning, middle and end year Anoka-Hennepin ISD 11
- 21. Writing Assessment Evaluationand Timeline ✿ Separate rubric for K ✿ 3 assessments per year (September, January, and June) ✿ Utilize WiDA Consortium rubric to get an “overall” score Anoka-Hennepin ISD 11
- 22. Ongoing: Inspection 1. Interpretstudents’ work samples using rubrics. 2. Create benchmarks as milestones for common language assessment 3. Communicate standards-referenced results to stakeholders 4. Follow the multi-step data analysis process Anoka-Hennepin ISD 11
- 23. How can thiswork for you? * if it’s in place + something that you would like to add Anoka-Hennepin ISD 11
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