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Group 1 - (put group member names in subject area)

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Group 1 - (put group member names in subject area)

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Write out the agreed upon action steps

Repeat for each station

Feel free to change the color of the post

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1. Consult writing continuums/rubrics such as TELPAS Proficiency Level Descriptors

2. Decide what your quantitative and your qualitative criteria are

3. Create an exemplar for each level of proficiency

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We reviewed Angel and Waldemar's writing samples. After looking carefully at each of the samples, we would score both students as "Advanced High". We agree that their writing is comparable to writing of native English-speakers. There is occasional difficulty in naturalness, particularly with inaccurate use of punctuation. Both students acquired the language required at grade level to address each of the writing tasks. To support these students, our action steps would be to use each students' strengths to target areas of improvement. For example, both students could use grammar instruction, particularly in punctuation and capitalization.

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According to the data, speaking is the largest deficit area. So, recommend emphasizing the development of speaking skills. Teachers accomplish by leveraging stronger areas such as writing. We recommend having students pick a familiar academic topic and write about it. Students would then be instructed to share their writing by speaking with a peer.

Another thought: teachers could utilize the Pecha Kucha to initiate student thought allowing them to speak freely of a topic of their choice. This would provide them time to practice oral fluency.

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1. Speaking-->In order to approach to the lack of academic and expanded vocabulary, we would use multi sensory activities to expand and explore new vocabulary terms for students. Example: using play dough or sand to trace out new words, word talks

2. Speaking-->In order to approach the lack of basic grammar features, we would use a word sort for past, present, and future tense of verbs. This is a basic grammatical feature that students must understand before advancing. After sorting, students can work with a partner to share a phrase/sentence with each verb tense.

Hopefully, by using these two actions, students will advance to the next category of speaking. We are focusing on using their strengths in order to advance their difficulties. We also want to increase student confidence while speaking by using these low risk tasks and activities.

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Differentiation for each student because every student has variable strengths, and conversely every student has different areas of growth. Therefore our goal is to attend to ascending students strengths to the next level of proficiency, and patching their unique areas of growth.

Creating exemplars WITH students in order to practice proficient components and craft.

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1. Factor in student data when developing rubrics. ex: strengths, weaknesses

2. Develop a continuum where supports start strong and are gradually reduced as the students' progress

3. Educator provides an individualized recommendation to help students advance to the next proficiency level

4. Metacognitive exit ticket. Ask questions like What did I do well? Where can I improve?

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1. Create rubrics for each level of students. Do NOT use a general rubric for all students.

2. Separate standard-based grading from behavioral expectations. Two separate sections.

3. Bold key action words for students and teachers to more easily grasp.

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So we identified two issues emergent from the data:

Students score lowest on the continuum specifically in speaking. So we believe that improving speaking will not only bring up their overall proficiency, but also enhance their abilities in the other three domains. For this issue, we would like to implement assignments that integrate writing and speaking. This may include creating written arguments versus spoken arguments, or using speech to text to capture their natural way of speaking as text that they can edit and inspect.

Second, we noticed that there is a severe drop in performance from EOC 1 to EOC 2 scores. As the coordinator, we want to know what is causing this to happen--even in cases where students score 4 across the board, there are students like this failing the test. We need to create plans that help our students retain their hard work and talents from school year to school year.

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After reviewing some of Mia's writing samples, we believe she is at level 2 (intermediate) due to improper use of tense, grammatical errors, and run-on sentences. After doing the same with Claudio, we scored him at level 2 due to simple sentence construction, run-on sentences, and the use of high-frequency words. These errors make his writing very hard to understand. Both students were able to express their ideas in a more sophisticated manner than just listing information.

Introduce a transition words graphic organizer to guide structure and introduce a wider variety of sentence structures. Additionally, implement a lesson on the past, present, and future tenses. Provide examples/exemplars of well-constructed sentences. Review different word types and their functions.