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Please access today’s materials:
https://go.ncdpi.gov/cemqx
ML/Title III Webinar Series
Academic Conversations with ACCESS Data Integration
April 9, 2024
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Ivanna Mann Thrower Anderson
ML/Title III Consultant - PQ West
ivanna.anderson@dpi.nc.gov
Marshall Foster
ML/Title III Consultant marshall.foster@dpi.nc.gov
Silvia McDonald
ML/Title III Consultant - PQ East
silvia.mcdonald@dpi.nc.gov
Susan Walz
ML/Title III Consultant
susan.walz@dpi.nc.gov
Stacy Daniel, Ed.D.
Section Chief for ELA & Languages
stacy.daniel@dpi.nc.gov
1.Introduction
2.Understanding Academic Conversations
Meeting Agenda
3.Integrating ACCESS Data for Speaking Domain
4.Strategies
5. Application and Resources
6.Reflection/
Questions
Introduction
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Expected
Outcomes
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Understanding Academic Conversations
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Language Dimensions
ORAL LANGUAGE
Interpretive
Expressive
Understanding and making meaning of what has been stated
Using words and phrases to convey a message
Defining Oral Language
BUILD KNOWLEDGE
Access new ideas
Make connections
COMMUNICATE IDEAS
Present information, findings, and supporting evidence
Enhance collaboration
ACCESS STANDARDS
Access breadth
Access depth
Importance of Oral Language
Integrating ACCESS Data for Speaking Domain
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What is WIDA ACCESS?
Suite of Summative English language proficiency assessments
More information is available on the WIDA website
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Overview of ACCESS - Speaking Domain
ACCESS Test Speaking Domain
Tasks assess oral language proficiency at beginner, intermediate, and advanced levels
Features of Academic Language, Performance Definitions, and Speaking rubric guide evaluation of student responses
ACCESS for ELLs Speaking test evaluates academic oral language outlined in the WIDA Performance Definitions
Tasks require students to engage with academic content across the NC ELD SCOS
Standards
Tools
Proficiency
Levels
Skills
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ACCESS Test: Speaking Domain
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Clarifying Scores for ACCESS Assessments
Proficiency level scores describe performance based on six levels
The whole number reflects the students proficiency level based on the WIDA ELD Standards and Performance Definitions
The number after the decimal reflects how far the student has progressed toward the next Proficiency Level
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Use the Speaking Rubric for Instructional Purposes
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Student Task: Tell me about some things Scott Joplin did as a young adult.
1 He started playing piano at a club and then began to write his own music.
2 When Scott was a young adult, he played the piano also along with his parents. He learned how to play piano by a famous piano player. And he taught Scott how to play.
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PL1-PL2
PL3
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3 When he was a young adult, Scott Joplin was a musician who liked playing the piano, and he wrote songs. Everyone in his family loved to play music. He played piano in churches and parties, so he could continue his music education. Then, he became…began to write his own songs.
P5
What do you see in this response to earn this rating?
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What can you do to encourage students to…
…use less general terminology and instead develop vocabulary that is specific and uniquely appropriate to academic contexts?
…use discipline-specific nouns and noun phrases rather than generic pronouns?
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Scales Scores for ACCESS Assessments
Scale Scores: Measurement to track student growth over time and across grades in a single domain
Reminder: The goal of ACCESS is to make growth each year toward Exiting.
Scale Scores for Instructional Purposes
Reflect Growth. A PL of 3.5 in Speaking
2nd grade : 298 3rd grade: 309
4th grade: 320
Excellent for goal setting in teacher/student plan - takes the focus off Exiting for students
not expected to Exit
Why Use Scale Scores?
Can Students Use Scale Scores?
Impact Asset-based thinking
Use scales scores to show growth - reframe thinking from “He’s so low,” to
“look at the growth”
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Using Scale Scores in Speaking to Find Opportunities for Growth
3.0 Sp.-PL
= 306 SS
3.5 Sp-PL = 326 SS
}
Opportunity for Growth in Speaking from a 2.0 to a 2.5
Look for Instructional pathways using:
Identify the scale score of the expected language use | Reflect on a student(s) learning and their language backgrounds | Identify what scaffolding can be put in place to support student growth | Give opportunities for students to engage in content and language in multimodal ways |
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Cut Scores: ACCESS SS to PLs Tables
Grade | 4.8 and above |
K | 319 |
1 | 339 |
2 | 353 |
3 | 365 |
4 | 376 |
5 | 384 |
6 | 393 |
7 | 400 |
8 | 406 |
9 | 412 |
10 | 418 |
11 | 423 |
12 | 428 |
ACCESS Scales Scores Correspond to 4.8 PL
Overall Composite Scale Scores at each grade level
Strategies
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Academic Conversations in Action
Talk Moves l Why Use Talk Moves?
Goal One: Help Individual Students Share, Expand, and Clarify Their Own Thinking |
Goal Two: Help Students Listen Carefully to One Another |
Goal Three: Help Students Deepen Their Reasoning |
Goal Four: Help Students Think With Others |
Talk Moves | Goals and Examples
Talk Moves l Gradual Release
You Do
Groups
Individually
Repeat attempts to allow students to demonstrate proficiency
I Do
Admit Confusion
Explain Why
Show Making Sense of Text
Provide multiple modelings
We Do
Avoid Doing All the Work
Allow Students to Respond to Guidance
Ask Students to Determine Steps or Add Explanations
Talk Moves | Benefits
Let’s discuss.
What are the benefits of having students use talk moves during class discussions?
Applications and Resources
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Integrating Academic Conversations into Lesson Plans
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(Answer in the chat box)
Integrating Academic Conversations into Math Lessons
Encourage questions from students. Develop a culture of student engagement through questioning.
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Maintain silence at strategic points. Allow a few seconds before moving to the next students.
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Invite elaboration (Could you say a bit more about that)
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Make declarative open-ended or provocative statements that invite students to agree or disagree.
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EdTech tools that Support Academic Conversations
Defining Oral Language
K-2
3-5
6-8
9-12
Anchored by the following components:
(SB387)
Create a Language Rich
Environment
Replace perfectionism!
Let mistakes be expected, inspected,
respected - Foster meaning over correctness!
Co-create agreements with students for how they support one another's learning
Build expectation
students help one another -
clarify ideas being expressed
Replace hand raising with
expectation that all will to respond at any time
Listen deeply and respect the integrity of students’ ideas - model exploring ideas and adding to them
Honor the home languages by drawing connections during
instruction
Cultivate diversity as a resource
Group with intent - different groupings for different
purposes
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Considerations
Reflection / Questions
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Let’s Reflect.
What do you want to keep doing?
Keep
What do you want to stop doing?
Stop
What do you want to start doing?
Start
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Help Us Help You
We value your feedback!
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Ivanna Mann Thrower Anderson
ML/Title III Consultant - PQ West
ivanna.anderson@dpi.nc.gov
Marshall Foster
ML/Title III Consultant marshall.foster@dpi.nc.gov
Silvia McDonald
ML/Title III Consultant - PQ East
silvia.mcdonald@dpi.nc.gov
Susan Walz
ML/Title III Consultant
susan.walz@dpi.nc.gov
Stacy Daniel, Ed.D.
Section Chief for ELA & Languages
stacy.daniel@dpi.nc.gov
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Source