WIDA Virtual Institute: Takeaways and Questions by Jake Wines

jwines3 — 2023-11-10 00:37:22 UTC

jwines3 — 2023-11-10 00:37:28 UTC

jwines3 — 2023-11-10 01:05:06 UTC

Response mode
Particularly in the domain of writing, students may not respond to tasks in comparable ways when they handwrite or keyboard their responses. Research findings indicate that students typically produce more language, and may produce a broader range of vocabulary and language forms when they handwrite. These differences may be exaggerated at lower grade levels. Student responses to Speaking tasks may also differ if they interact with a human test administrator versus an interaction with a computer interface.

Scale scores show progress across grade levels

jwines3 — 2023-11-10 01:07:12 UTC

jwines3 — 2023-11-10 01:10:18 UTC

How should we be reporting on scale scores as we track student progress across grade levels? If proficiency needs to be compared within grade levels, we would technically need to assess twice per year to show growth in year

jwines3 — 2023-11-10 01:20:27 UTC

jwines3 — 2023-11-10 01:28:36 UTC

What mechanism can we use to keep kids on the register who may technically test out? What about removing students from our register if we feel it is an SST issue not a language issue?

jwines3 — 2023-11-10 01:29:49 UTC

Use WIDA paper test for students who don't need speaking/listening?

Kindergarten Screener?

jwines3 — 2023-11-10 02:29:05 UTC

Should we send these questions to Alicia Owens or Jon Nordemeyer?

jwines3 — 2023-11-10 02:30:08 UTC

Let's get more info on the KG Screener. Does it make sense for us to use it?

2023-11-10 02:35:29 UTC

jwines3 — 2023-11-10 02:39:30 UTC

jwines3 — 2023-11-10 02:42:25 UTC

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jwines3 — 2023-11-10 02:44:42 UTC

Can DO Name Charts

jwines3 — 2023-11-10 02:45:56 UTC

Student Portraits

jwines3 — 2023-12-11 00:11:24 UTC

Maybe have a broader conversation at a faculty meeting one day about how we can build these

jwines3 — 2023-12-11 00:24:37 UTC

jwines3 — 2023-12-11 00:25:18 UTC

jwines3 — 2023-12-11 00:36:42 UTC

jwines3 — 2023-12-11 00:42:52 UTC

jwines3 — 2023-12-11 00:48:17 UTC

Where is the space for a step by step discussion about language standards/objectives in PYP meetings after kick offs

jwines3 — 2023-12-11 00:55:09 UTC

Reach out and see if Gini can help introduce this in her workshop

jwines3 — 2023-12-11 01:00:56 UTC

Why might you use the Language Expectations as they are?

If you feel that they sufficiently prioritize the language you need to systematically teach and assess throughout the unit
If you have limited time to adapt and customize Language Expectations (especially if this is your first time using the WIDA ELD Standards Framework 2020 edition)

Why might you adapt the Language Expectations into more specific Language Goals?

Adapt them to an already existing system of creating language goals (i.e. merging them with existing language goals you have already set for the unit)
Customize them to include more unit-specific information

2023-12-11 01:08:15 UTC

jwines3 — 2023-12-11 01:15:04 UTC

Language Functions and Features work together to exemplify the functional nature of language and language development. They do not privilege language form over function. Rather, these resources offer a concrete way to shift from a focus on language forms in isolation (such as a list of grammatical rules) to a focus on language forms as part of the overall functional use of language in order to make meaning.

Language Objectives PPT

jwines3 — 2023-12-11 02:01:23 UTC

What does co-planning look like?

jwines3 — 2023-12-11 02:36:35 UTC

Do we have norms/agreements with our coteachers?

Do we engage in a planning cycle (preplanning, coplanning, postplanning)?

Co-teaching

jwines3 — 2023-12-11 02:37:51 UTC

How familiar are our teachers with co-teaching models?

How often do we intentionally choose models?