McNulty_Giving EL Teachers a Quantitative Voice: Creating Common Language Assessments
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Transcript of McNulty_Giving EL Teachers a Quantitative Voice: Creating Common Language Assessments
Giving EL Teachers a Quantitative Voice: Creating Common
Language Assessments
Kate McNultyEL Instructional Coach
Anoka Hennepin School [email protected]
Anoka-Hennepin ISD 11
2011-2012•MN adopts WiDA•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
MDE ReviewJanuary 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
Reading (Receptive) Language Growth
Anoka-Hennepin ISD 11
Listening (Receptive) Language Growth
Anoka-Hennepin ISD 11
Speaking (Productive) Language Growth
Anoka-Hennepin ISD 11
Writing (Productive) Language Growth
Anoka-Hennepin ISD 11
2014-2015 Shifts
EL PLCs
EL Coach
Writing Assessments
Anoka-Hennepin ISD 11
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
PLC/Assessment Partnership
1. Potent strategy for promoting school and district improvement
2. Teachers become decision makers/leaders and transform their roles within schools
Darling-Hammond, 1996
Anoka-Hennepin ISD 11
Common Language
Assessments
RationaleDefinition
FrameworkExamples and
Implementation
Anoka-Hennepin ISD 11
What is a common 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
Other Common Characteristics
✿ Mutually agreed-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, 2012Anoka-Hennepin ISD 11
Building Blocks of Common Assessment
(Gottlieb)Phase 1: Planning
Phase II: Design
Phase III: Refinement
Phase IV: Inspection
Phase V: Maintenance
Anoka-Hennepin ISD 11
• Create and Pilot 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
Measure Academic Language
Connected to Content
During EL Time
Mirror ACCESS
Dipstick
Design
Anoka-Hennepin ISD 11
Academic Language✿ Discourse Level: 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
Discourse LevelFeatures Definition ExamplesLanguage 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
Progression of Language Functions
Complex
Expressing Needs/LikesDescribingRetelling/RelatingMaking PredictionsComparingSequencingDefining
More Complex
Asking Clarifying QuestionsContrastingSummarizingCause & EffectExplainingInterpretingEvaluating
Most Complex
PersuadingGeneralizingDrawing ConclusionsHypothesizing/SpeculatingSynthesizing
Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax.Anoka-Hennepin ISD 11
Refinement14-15
Many Language functions in a grade
Content Dependent (Some)
Split between Language Level
Aligned with end of Trimester
15-16Same language function
per grade (Except K)
Language Dependent
One per grade
Assessments in beginning, middle and
end year
Anoka-Hennepin ISD 11
Writing Assessment Evaluation and 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
Ongoing: Inspection
1. Interpret students’ 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
How can this work for you?
* if it’s in place+ something that you would like to add
Anoka-Hennepin ISD 11
Questions?
Anoka-Hennepin ISD 11