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Transformed Model Performance Indicators for ELL Educators
North Carolina Department of Public Instruction K-12 Programs, Title III/ESL Office
February 21, 2014
Charlotte “Nadja” Trez, NC DPI Revae Bostwick, Newton-Conover City Schools
Kelsie Berg, Buncombe County Schools
WIDA/CCSS ELA MPIs Task Force
• WIDA/CCSS ELA Task Force • Creating MPIs based on CCSS ELA Objectives • Grades Covered
– 1, 3, 5, 6, 7, 8, 9-10, 11-12
Timeline
October 12, 2012 Initial Meeting October – December, 2012 Pre-Work Webinars (Resources
Sharing) December 18 – 19, 2012 MPI Writing January 11, 2013 MPI Writing (ELA Partnership) February – March, 2013 (RESA) Vetting Process August 13-14, 2013 MPI Revisions January 16-17, 2014 MPI Editing February 20, 2014 Items Released
http://bit.ly/NCLEPHandbook Transformed MPIs/ELAs
Resources • WIDA 2012 Amplified Standards & Academic Language
Resources • Common Core ELA (Text Complexity) and WIDA Connections • Disciplinary Literacy Resources • Productive Talk about Complex Text (Scrolling PowerPoint
Slides) • Language for Achievement, Dr. Edynn Sato
http://eldnces.ncdpi.wikispaces.net/Spring+2013+RESA+Regional+Training
WIKI Resources compiled from
• Aspen Institute • Council of Great City Schools • WIDA • 2012 WIDA Debut Conference • DPI Disciplinary Literacy Online Module
Organization of MPIs within Standards
STRAND
MPI
Model Performance Indicators
Make lists of real-world examples of three-dimensional shapes from labeled models
The Content Stem/Topic
Language Function
Support
Standard 3: The language of Mathematics Grade Level Cluster: 3-5
Model Performance Indicators
• Provide examples (models) of assessable language skills.
• Reflect the second language acquisition process. • Describe how students can use the language
(purpose). • Relate to specific criteria and elements of academic
language. • Provide the anchors for curriculum, instruction, and
assessment.
WIDA Consortium
Language Function
• Describes how language is used; not the cognitive task
• Guides the language features that students should recognize or be able to produce
• May be used across several different levels, though the language features associated at specific levels may be different
WIDA Consortium
Content Stem
• Helps ground language instruction to the content that students are learning
• Relates to state or local content standards • Is grade level appropriate
WIDA Consortium
Support or Strategy
• May be visual, graphic or interactive • Are based on the concept of scaffolding new
language and concepts • May include use of languages other than English • Are appropriate for instruction or assessment
WIDA Consortium
WIDA Consortium / CAL / Metritech
Elements of MPI
Language Functions
Across Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Make statements about weather from pictures or photographs
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Ask questions about weather from pictures or photographs
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Forecast weather and provide reasons from pictures or photographs
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Evaluate and weigh options related to weather forecasting
Working Group Session 3
Create MPIs based on Common Core English Language
Arts Grade 4
Resources • WIDA 2012 Amplified Standards & Academic Language
Resources • Common Core ELA (Text Complexity) and WIDA Connections • Disciplinary Literacy Resources • Productive Talk about Complex Text (Scrolling PowerPoint
Slides) • Drs. Lily Wong Filmore and Charles Filmore • Language for Achievement, Dr. Edynn Sato
http://eldnces.ncdpi.wikispaces.net/Spring+2013+RESA+Regional+Training
Writer, Reviewer, & Editor
Revae Bostwick, Newton-Conover City Schools
Who will be using this document? How will they use it?
What should we include?
Image source: openclipart.org
Who will use these documents?
Image source: pixabay.com
How will it be used? & What do we include?
ELA RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Evolution
Image source: commons.wikimedia.org
Working together
Image source: commons.wikimedia.org
Grade 5 MPIs
http://bit.ly/NCLEPHandbook Transformed MPIs/ELAs
Editing….
For the most part, this was the easiest part of the job. The writers before me had done all of the hard work.
Editorial/Final Thoughts
Kelsie Berg, Buncombe County Schools
WIDA Checklist for Reviewing Strands of MPIs
WIDA
Task Force Checklist Checked Revision
1
MPIs are aligned to Common Core standards.
2
MPIs are clear and concise and user-friendly.
3
MPIs are performance standards and NOT classroom activities.
4
MPIs & document format is consistent across grade levels (vertical alignment).
5
MPIs demonstrate a progression in difficulty both developmentally and in terms of language progressions (vertical alignment through grade levels and language levels).
Task Force Checklist Checked Revision
6
MPIs follow Language Function + Content Stem + Support format.
7
MPIs are uniform in regard to their level of specificity.
8
MPIs contain sensory, graphic or interactive supports through English language proficiency level 4, Expanding. Supports are progressively diminished as language proficiency increases.
9
MPIs contain scaffold at equal intervals across the levels of English language proficiency.
10
MPIs meet the cognitive skill of the Reading for Literature & Reading for Informational Text standards.
Grade 7 MPIs
http://bit.ly/NCLEPHandbook Transformed MPIs/ELAs
A Closer Look Each Time
• What were we thinking? – Each time we looked at the document, we would
look at things and question what was meant. – Comprehensibility was a process. When we were
in the revising mode, ideas and improvements seemed to flow.
– At the editing stage, “the flow” wasn’t necessarily comprehensible.
Editing Process • As we were editing, we tried to make sure that:
– the structure of MPIs was parallel at each grade level – the documents were formatted similarly (in case
teachers worked across grade levels, it wouldn’t be a struggle)
– supports progressed smoothly among the levels with a gradual release of supports
– the MPIs were correlated with the CCSS for Reading for Literature or Information
Implementation and PD When presenting the document to ELA teachers, I feel the
following steps are crucial: 1. Ensuring teachers know it’s an example/ starting point
to alter with their own performance tasks and activities
2. That teachers working with the document have knowledge of: – Language proficiency of students and what it
means – The WIDA standards – The elements of an MPI
Implementation and PD
Once the previous slide’s background is established/ reviewed, the next step is showing teachers how the framework can be altered to meet the language needs of students, no matter where they may be with acquiring language- using specific examples from a standard across a strand.
Next Step
• In pairs, after sharing an example, I plan to ask teachers to work on coming up with an example to share with the others in the group.
Grade 7, Reading for Information, standard 9, Transformed MPIs Sample
• Determine from reading two versions of illustrated texts how authors writing about the same topic shape their presentations of key information by emphasizing different evidence or different interpretations of facts supported by a list of pre identified key information.
• Framework: Formative • Standard 4: The language of Language Arts, Social and
Instructional Language • CCSS, Reading for Information #9: Analyze how two or
more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
• Grade level cluster: 6-8 • Language domain: Reading • English language proficiency level: Level 2, Beginning • Example Topic: Fears and Phobias
Standards Reference:
MPI Adjusted Based on County Developed Curriculum, Unit: Fear:
What Do I Fear? • Determine from reading two articles on fears
and phobias how the authors shape their presentations of key information by emphasizing different information about fears and phobias using a list of pre identified key information, highlighted selections of the text, and a T-chart.
The Activity
Teens HealthArticle http://kidshealth.org/teen/your_mind/mental_health/phobias.html#
HelpGuide.org article http://www.helpguide.org/mental/phobia_symptoms_types_treatment.htm
Pre-Identified Information: Decide which author emphasized the following
and place the statement in the T-chart • Having a phobia is
normal and not a sign of weakness or immaturity.
• Phobias can be managed and cured.
• We can develop phobias of anything.
• When to seek treatment
• Best treatments • How fear works • Causes of phobias • Stresses the between
normal fear and phobias
• Common types of phobias
• Signs and symptoms
After Completing the T-Chart:
• In pairs, students will identify what each author emphasized about fears and phobias in a summary statement using a sentence frame.
• In the Teens Health article, the author mostly emphasized _________________________, whereas in the Help Guide article, the authors mostly emphasized ___________________.
What would the other proficiency levels do?
• A lower proficiency level may only work with one paragraph of each text.
• A higher proficiency level may use a Venn Diagram in order to also consider what the authors wrote that was similar and/ or add another article as a third perspective.
Extension of the Project
Disciplinary Literacy
MPI Transformation in Action
AP Engineering
created by a High School CTE teacher
Standards Reference: Framework: Summative Standard 4: The language of Science Science Standard: Grades (6-8): Intro to Engineering Design Standard: 2.4 Advanced Designs (9-12) Grade level cluster: 6-8 Language domain: Writing English language proficiency level: 1- Entering Example Topic: Scientific Inventions or discoveries
Explain and justify which scientific invention has been the most useful by writing a comic to support your ideas (i.e., next slide).
#4 (Writing)
Students will choose an invention from the following list, or one of their own they feel is the most important. The students will then create a comic to represent its importance. Students at level 1 may not have many words in their comic, but they will be able to express themselves through pictures. The teacher may also help this process by asking
1.Microscope 2. medicine 3. X-Ray machine 4. telescope 5. computers 6. the internet 7. plastic 8. airplanes 9. Cars 10.batteries 11. light bulb 12. electricity
questions like, “What does this invention do?” “Has this invention helped anything else?” The teacher may then go back and have them add words to their comics. Teachers may also include words that describe inventions for the students to use in their comics.
Comic Writing Activity
Higher Level Thinking Follow Up Activity
• The students will then have to research the invention they chose for their comic and create and present a power point presentation that defends why it is the most important scientific invention to their classmates.
• The students could create an invention that would help solve a typical teenager problem.
Trask Force Members
Grade 1, 3, 5, 6, 7, 8, 9-10, & 11-12 Writers
Reviewers Editors
Name LEA/Charter Position Writer Reviewer Editor
1 Marisa Thomas Asheville City ESL Teacher X
2 Kelsie Berg Buncombe SIOP Coach X X
3 Lannie Simpson Burke Coordinatior X
4 Sarah Collins Cabarrus ESL Teacher X
5 Marilyn Upright Cabarrus ESL Teacher X
6 Eun Dobs Cabarrus ESL Teacher X
7 Carey Haney Cabarrus/CMS Resource Teacher X
8 Lindsey Fults CMS/DPI LEP Comm. Coor. X
9 Kristen Baker CMS ESL Technology X
10 Amelia Heidi Campbell CMS ESL Specialist X
11 Debra Wilkes Durham Lead Teacher X
12 Sashi Rayasam Durham Director X
13 Ana Matthews Gaston Lead Teacher X
14 Linda Lippitt Henderson Director X
15 Maritza Rosado Johnston Lead Teacher X
16 Rachel Rovenstine Kannapolis City Lead Teacher X
17 Michelle Chrismon Kannapolis City ESL Teacher X
18 Revae Bostwick Newton-Conover Lead Teacher X X
19 Glenda Harrell Wake ESL Director X X
20 Sue Kummerer Wake SIOP Coach X
21 Amanda Miller Wake Lead Teacher X
22 Diane Daly Wake Lead Teacher X X
RttT Transformed MPIs Resources Webinar – Part 2
April 10, 2014 3:30-4:30
• This webinar focuses on possibilities for using this tool for lesson planning and formative assessment.
• Please register at https://www4.gotowebinar.com/register/296992575
• *The webinar space has been reserved from 3:00-5:00 for a set-up and Q&As.
Questions and Answers
NC DPI ESL Consultants
Regions 1, 2, 3, 4 Charlotte “Nadja” Trez ESL/Title III Consultant NC DPI 919-807-3866 [email protected]
Regions 5, 6, 7, 8 Ivanna (Mann Thrower) Anderson ESL/Title III Consultant NC DPI 919-807-3860 [email protected]
Lindsey Fults ESL/Title III Consultant NC DPI 919-807-3944 [email protected]
