In order to correlate our work with the district’s PLC vision using Data Teams, ELL teachers, coaches, and ESU Assessment Specialists collaborated monthly during the 2013-14 school year. We worked to identify target objectives, to define proficiency, and to develop common assessments for each ELL level in the areas of reading and language acquisition. We developed a table of specifications for three target objectives in reading that define the objectives we are measuring, how we will measure these, and benchmarks that will be used. Our plan is to continue working on the data teams process.
During our first PLC meeting in August, we presented the data teams process. We looked at what we would be doing and how we would be doing it. We looked at the alignment of our reading objectives with our state ELL guidelines, our ELDA assessment, the NeSA Reading assessment, and Common Core Anchor Standards. Our first target objective focused on fiction and the elements of a story. To see our presentation, click here.
During our September PLC meeting we discussed the process of identifying target objectives and how to determine proficiency at each language level. Teachers brought student work and began to write a description of what a Level “X” student who is proficient on this objective should be able to do (skills) and know (language concepts)? We also discussed how a student might be asked to demonstrate this. To see our presentation, click here.
In October, we reviewed the tenets of successful PLCs and we really focused on looking at the reading objectives through the language lens. We collected student artifacts for the target objective #1 reading fiction and identifying the elements of fiction. We began unwrapping our target objective #2 reading nonfiction and identifying the main idea and key supporting details. To see our presentation, click here.
At our November PLC, we shared the work that each group had done to define proficiency at that language level. Each group shared a statement of what students can do and how they will demonstrate their proficiency at the level. We also began looking at student work for our second target objective of identifying the main idea and supporting details in nonfiction. To see our presentation, click here.
During our December PLC, we reviewed the work we had done thus far. We reviewed target objective #1, we worked on target objective #2 and wrote the description of what a Level “X” student who is proficient on this objective should be able to do(skills) and know(language concepts)? We also began looking at our target objective #3 reading nonfiction and identifying text structures. To see our presentation, click here.
Our PLC work in January consisted of evaluating the proficiency definitions for each level, the graphic organizers and texts for both fiction and nonfiction for each level, and the writing language structures for each language level. Teachers worked together in their language level groups and reviewed all of the materials for target objectives #1 and #2 for all four language levels. To see our presentation, click here.
In February and March, we continued to define our target objective 3 and collect student work. We discussed the importance of identifying different text structures and also the importance of helping our students apply these structures to gain comprehension of the texts they are reading. We developed a table of specifications and created multiple choice assessments for levels 1-4. We also found texts at each language proficiency level representative of these various text structures. Students will read, identify the text structure, and write a short summary to demonstrate proficiency . To see our presentation for March, click here.
At our final PLC in April, we shared all of the work we completed this year. We reviewed all three target objectives, the table of specifications for each objective, and the assessments we created. We also shared the docushare folders for all of our work this year. We discussed our goals for next year and our curriculum plans. We plan to meet as a district group next year and use the 5 step data teams process. We will use the target objectives and pre-test students in each level, then group them as proficient, close to, far from, and needing intensive support. We will identify strategies, set goals, implement strategies, and use assessments to determine student progress. We will use our benchmark assessments for our summative assessments of language proficiency each quarter. To see our presentation, click here.
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