prek 12 newsletter issue 1, april 2016€¦ · shelby robertson. prek-12 learning and development...
TRANSCRIPT
PreK-12 Newsletter
Page 1
In This Issue
1 Introduction
2 Intensive Interventions for Literacy in Science
and Math
4 Research to Practice:
Teacher’s/Coach’s Corner
4 Academic Resources & Links
5 Early Warning Indicators for Students with
Disabilities
7 Suggested Readings
8 Administrator’s Corner (ELL)
11 Technology Connection
11 Standards Spotlight
12 References
13 Additional Resources
Introduction
By George Batsche, Project Director
Visit us at:
http://floridarti.usf.edu/
Dr. George Batsche
Project Director
Amber Brundage
PreK-12 Unit Coordinator
Jayna Jenkins
PreK-12 Learning and Development Facilitator,
MTSS
Pam Sudduth
PreK-12 Learning and Development Facilitator,
Literacy
Shelby Robertson
PreK-12 Learning and Development Facilitator,
Math & Science
Issue 1, April 2016
Intensive Interventions for Literacy in Science and Math
Academic Literacy for All Students
Trivia Question:
In what ways could a teacher expose students to authentic learning tasks that mirror STEM
professionals?
Research has shown that students learn and retain more when they are engaged in authentic activities that
prepare them to think like actual Science, Technology, Engineering, and Math (STEM) professionals (LD
Online, 2015). With the increased rigor in standards, students need to understand scientific inquiry,
conceptual understanding in math, how to evaluate information, and must be able to express themselves in
order to be academically literate. Academic vocabulary and journal writing are common challenges for
struggling students.
Students who struggle with academic vocabulary often require individualized supports to successfully
acquire grade-level knowledge and skills. All students benefit from an inquiry-driven classroom. Students
naturally engage in activities and are provided multiple exposures to academic vocabulary though
conversations, demonstrations, word games, use of graphic organizers and visual materials. Groups of
students that require additional supplemental support with vocabulary development of essential terms can
be pre-taught words or study word parts (i.e., prefixes, roots, suffixes) to prepare them for the work ahead
through small group instruction. Interventions provided to students needing intensive supports should focus
on the barriers that prevent them from acquiring vocabulary. All of the above supports for students who
struggle are most effective when the interventionist integrates with strong best practices in core instruction,
such as preview, review, and reteach to build knowledge throughout teaching and learning the standards.
Additionally, employing notebooks for journal writing mirrors STEM professionals’ way of work and provides
an opportunity for students to express their creative learning development. Students record their ideas,
observations, questions, thinking and illustrations, etc. Because journals are unique, offering a multi-sensory
approach to capture learning assists groups of students requiring support to build skills and concepts.
Conversely, providing templates, writing frames, diagrams, photos, computers or apps, etc. when working
with journals assists the needs of the most struggling learners.
Did You Know?
The National Center on Intensive Intervention has developed sample lesson's and activities which are
intended to assist special education teachers, Interventionists, and others working with students with
Intensive needs. The materials include considerations for instruction, sample activities, and companion
materials necessary to complete the activities. The materials are aligned with college- and career-ready
standards and cover a range of skill areas. This resource can be located at:
http://www.intensiveintervention.org/sample-lessons-activities
Continued on Page 3
Page 2
Issue 1, April 2016
Intensive Interventions for Literacy in Science and Math
(continued from Page 2)
Science and Math for All Students
Lee, Buxton, Lewis, & LeRoy (2006) identified the benefits of Inquiry-based science instruction for students
as the opportunity for students to participate in hands-on activities and collaborate with peers to construct
content knowledge and build academic vocabulary.
Trivia Question Answer: Students could be exposed to authentic learning tasks that mirror STEM
Professionals by employing notebooks for journal writing, hands-on learning, and inquiry-based learning.
A word is not in the learner’s vocabulary until it is
understood in communication (e.g., print, audio, etc.).
Assisting students with developing oral vocabulary is
essential when transitioning to print. Addressing both
receptive vocabulary (understanding words we hear or
read) and expressive vocabulary (use of words when
speaking or writing) assists to ensure students acquire
and convey meaning of words in text.
When students have the opportunity to interact with
academic vocabulary in various ways, they are able to
deepen their conceptual knowledge of the terms.
Graphic organizers, for example, are one tool that
provides a variety of contextual information.
In a tiered system of support providing effective
strategies (e.g., pre-teaching vocabulary terms,
teaching word parts and utilizing the preview, review,
reteach method) builds background knowledge and
targets success for specific outcomes.
For additional support regarding the identification of academic interventions, visit the following:
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
Evidence Encyclopedia: http://www.bestevidence.org/
Page 3
Issue 1, April 2016
Research to Practice:
Teacher’s/Coach’s Corner
Six Principles for Increasing the
Effectiveness of Core Instruction
Principle 1: Learning is enhanced when
teachers recognize and teach to diverse learners.
Example: Students can choose how to demonstrate their learning, such as writing an essay, taking a written test, doing a presentation,
etc.
Principle 2: Content learning is supported by
explicit instruction in skills and strategies.
Example: Students are provided with a graphic
organizer that is partially filled out and modeled .
Principle 3: Learning is facilitated when
instruction and assessment are clearly organized.
Example: The teacher provides a homework
template that is used for all assignments.
Principle 4: Learning is maximized when instruction and assessment are based on explicit
objectives.
Example: The teacher provides a scoring rubric that describes criteria and components of work
expected.
Principle 5: Learning is improved when teachers
provide consistent feedback.
Example: The teacher provides direct, consistent
feedback through individualized student reports.
Principle 6: Learning is sustained when students
develop self-knowledge.
Example: The teacher builds self-reflection into
assignments (e.g., journaling).
For more information regarding these six principles,
visit:
http://www.nsta.org/publications/news/story.aspx?
id=51706
Resources and Links:
Building Academic Vocabulary
Reading Rockets Website: Teaching Vocabulary
http://www.readingrockets.org/article/teaching-
vocabulary
Adolescent Literacy Website: Teaching Vocabulary
http://www.adlit.org/article/19691/
Teaching vocabulary across the curriculum:
https://education.illinoisstate.edu/downloads/casei/AV-4-2a%20%20article%20%20teaching%20vocabulary%20across%20the%20curric.pdf
Building Math Vocabulary
Mathwords
http://www.mathwords.com/
North Central ESD
http://www.ncesd.org/Page/983
Illustrated Mathematical Vocabulary Cards
https://www.asdk12.org/staff/hoppas_mary/pages/
Everyday_Math_Parent_Support/
Vocabulary_Cards.html
Building Science Vocabulary
Scholastic Website: Hands on Learning:
http://www.scholastic.com/browse/article.jsp?
id=3751901
Hand2Mind Website:
http://www.hand2mind.com/programs/hands-on-
learning
Dinah Zike’s Science Foldables:
http://www.pjteaches.com/Lessons/PDF/
FoldablesInstructions.pdf
Page 4
Issue 1, April 2016
Early Warning Indicators for Students with Disabilities
Trivia Question: Which two indicators have the largest impact on SWD graduation rates?
Context
According to the 2016 Building a Grad Nation data brief, national on-time (4-year) graduation rates are at
an all time high of 82.3%, however there are subgroups for which the data are not as promising. Across the
nation students with disabilities (SWD) have graduation rates that are approximately 20 percentage points
lower than their non-disabled peers (Civic Enterprises, 2016). In Florida, the gap in graduation rates for
students with disabilities versus non-disabled students in 2015 was slightly larger than the national average
at 23.8 percentage points. Florida students without disabilities had an on-time (4-year) graduation rate of
80.6%, while students’ with disabilities graduation rate was 56.8%.
Early warning systems (EWS) have been demonstrated across various settings and grade-levels to be an
effective tool for identifying students who may be at-risk for dropping-out and/or not graduating on-time early
enough to allow time for interventions matched to need that alter student trajectories (Allensworth, et.al.,
2005, 2007; Balfanz, et.al., 2007; Davis, et.al., 2013).
Early Warning Indicators and SWD Research
Questions have emerged about the validity of the typical indicators used in EWS to predict outcomes for
SWD. In 2009, the Consortium for Chicago Schools Research (CCSR) at the University of Chicago released
a research report (Gwynne, et.al., 2009 that looked at the predictive ability of: grades (GPA), number of
course failures, attendance, and on-track status among 9th grade students with disabilities. They investigated
outcomes for students in five disability categories: Speech and Language Impairment (SLI), Physical/Sensory
Impairments (P/S), Learning Disability (LD), Mild Intellectual Disability (MID), and Emotional and Behavioral
Disability (EBD). In addition they looked at outcomes for students designated as 2 or more years below
grade-level (based on 8th grade standardized assessment scores).
Findings. Overall, the same indicators typically used in EWS were valid predictors of dropout and
5-year graduation for 9th grade students with disabilities as well as students who were 2 or more years below
grade-level. Those who were on-track at the end of the year were 6 times more likely to graduate in 5 years
than those who were off-track. There were some observed differences in risk levels among students within
the disability categories and those 2 or more years behind (2+).
Table 1 Indicator Differences Across Disability Categories
(SLI) Speech and Language Impairment, (P/S) Physical/Sensory Impairments, (LD) Learning Disability, (MID) Mild
Intellectual Disability, (EBD) Emotional and Behavioral Disability, (2+) 2 or more years below grade-level
Continued on Page 6
Indicator SLI & P/S LD & MID EBD & 2+
Grades/GPA C Average (2.0 GPA)
D+ Average (1.6 GPA) D Average (1.1 GPA)
Semester Course Failures
2 Semester F’s 3 Semester F’s 4+ Semester F’s
Days Absent/Semester
8 Days/Semester 12-13 Days Absent 15-20 Days Absent
% On-track Status at End of Year
66% On-track 50% On-track 33% On-track
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Issue 1, April 2016
Early Warning Indicators for Students with Disabilities
(continued from Page 5)
The research findings the CCSR suggest that the focus for educators should be on helping SWD pass
classes and earn higher grades to improve graduation rates and student outcomes. Students with Learning
Disabilities and those who are 2 or more years behind who do not have any course failures graduate at rates
similar to non-disabled peers. Decreasing course failures appears to be particularly critical for students with
Emotional and Behavioral Disabilities as even one course failure decreased Chicago students graduation rate
to 33%.
Table 2 Impact of Course Failures on Graduation Rates Across Disability Categories
Problem-Solving Absences. In the CCSR findings, one of the strongest factors related to grades and
course failures among SWD was the number of absences per semester- more so than student background
factors and study habits. Increasing student attendance is a critical intervention point for improving grades
and decreasing course failure rates. The reasons for absences among students with disabilities are likely to
be varied from student to student (disciplinary reasons, health conditions, feelings of isolation,
disengagement, etc.) and therefore necessitates thorough investigation into the root causes. Student
surveys, focus groups and interviews along with parent surveys and interviews are efficient means of
gathering data to accurately analyze the problem which will allow for intervention planning better matched to
student need. For further information or support with this please contact Amber Brundage at:
Areas for Future Research. The CCSR findings provided valuable information on the utility of typical
EWS indicators for 9th grade SWD and can provide some confidence in the generalizability of the indicators
across student sub-groups. However, questions still remain about the predictive ability of indicators at other
grade-levels for on-time (4 year) graduation as well as any indicators that may uniquely predict SWD
outcomes. Studies examining these questions are currently underway and more information will be
forthcoming as findings are released.
Conclusion
Initial research supports the use of typical district/school EWS indicators in predicting outcomes for SWD as
well as those who are 2 or more years below grade-level. Levels of risk may differ among students with
varying exceptionalities, this appears particularly true for students with EBD. Course failures and absences
are critical points for intervention, but will require further data collection to adequately understand the
underlying root causes and plan interventions matched to need.
Trivia Question Answer: Course failures and attendance
Page 6
Categories Graduation Rates without Course Failures
Graduation Rate with Course Failures
Students without Disa-bilities
91%
2 F’s= Graduation Rates Drop 20 Percentage Points 2+ Years Behind 83%
LD 86%
EBD 57% 1-2 F’s= 33%
Issue 1, April 2016
Mathematical Mindsets provides practical strategies and activities to help teachers and parents
show all children, even those who are convinced that they are bad at math, that they can enjoy
and succeed in math.
Boaler, J. (2015). Mathematics mindsets. San Francisco, CA: Jossey-Bass.
On Teaching Science is a short, practical guide to key principles and strategies that will help
students learn in any subject at any level but with special focus on the STEM (science,
technology, engineering, and mathematics) subjects. The book describes how important it is to
instill the notion that learning requires study and effort; presents big picture ideas about
teaching; provides general suggestions for successful teaching; and includes pedagogical
strategies for success in science teaching.
Bennett, J. (2014). On teaching science: Principles and strategies that every educator should
know. Boulder, CO: Big Kid Science.
Tools for Teaching Academic Vocabulary provides strategies that will help students learn new
words, become more conscious of words, and increase competence in knowing when and
how to use words.
Allen, J. (2014). Tools for teaching academic vocabulary. Portland, ME: Stenhouse Publishers.
This toolkit is designed to help you plan your involvement and enlist stakeholders who can help
get the message out. You can start planning now for activities in September. It offers a variety
of options for promoting good attendance. No school, community or organization should feel
that they need to accomplish all of them. Instead, choose which options work best for you and
build the support you need to do more in the following year.
Attendance Works. 2015. Count us in! Retrieved from: http://awareness.attendanceworks.org/
wp-content/uploads/Count-Us-In-toolkit-2015_Final.pdf
Page 7
Making Content Comprehensible for English Learners: The SIOP ® Model is one of the most
influential books in the field and in this new fourth edition the authors present the most
comprehensive, coherent model of sheltered instruction yet by fully explaining the widely
popular SIOP® (Sheltered Instruction Observation Protocol) Model and providing lesson plans
and instructional activities to help teachers implement it effectively in K–12 classrooms.
Schevarria, J., Vogt, M., Short, D.J. (2012). Making content comprehensible for English
learners: The SIOP model. New York, New York: Pearson.
Fifty Strategies for Teaching English Language Learners includes a rich assortment of practical
strategies aligned to TESOL standards which have been field-tested in diverse classrooms.
Each strategy includes a brief explanation, step-by-step instructions on how to plan and use the
strategy, and two classroom scenarios demonstrating how the strategy can be adapted for
different grade levels and content areas.
Herrell, A., Jordan, M. (2011). Fifty strategies for teaching English language learners. New York,
New York: Pearson
Suggested Readings
Issue 1, April 2016
Administrator’s Corner
Ensuring Success for English Language Learners
Trivia Question: True or False?
What should teachers consider when thinking about the language demands of classroom discourse?
Key Question: How can administrators assist subject area teachers as they provide differentiated
supports for English language learners?
English Language Learners (ELLs) represent a diverse group of students with various backgrounds, levels of experience and knowledge, differing levels of proficiency in the English language, and are “capable of engaging in complex thinking, reading and comprehending complex texts, and writing about complex
material” (Council of the Great City Schools, 2014, p. 3).
Subject area teachers are the experts in your school regarding classroom discourse, language usage, ways of thinking, and expression of ideas within their respective content areas. When instructing ELLs, the goal is for subject area teachers to provide support in the instructional language, so ELLs can work toward success in
the grade-level standards.
English language learners need instruction that is differentiated for their level of language development - in addition to - differentiated instruction offered to all students acquiring mastery of the standards, routinely
accomplished by attending to differentiating content, process, product, and learning environment.
What can administrators do?
Defining and exploring “Language Differentiation” may be just what your subject-specific teachers need to better address ELLs in their classrooms. Language differentiation is an approach that teachers can use to make their subject area instruction and tasks comprehensible and challenging to all of the students in their classes, specifically attending to the diverse language and learning needs of their ELLs (see WIDA Standards
and Essentials Handbook at: https://www.wida.us/standards/eld.aspx).
1. Take advantage of collaborative teaming
Administrators can also build teacher capacity by ensuring that cross-disciplinary, school-wide teams
have frequent, common planning time to unpack and analyze subject area standards.
Consider instructional and language demands of the subject *
In the classroom (procedural, peer to peer, instructional)?
Demands of accessing content and text (viewing, reading, listening)?
Demands of engaging with the content?
Language demands of showing or demonstrating learning?
(* See Resources for identifying language demands at https://www.wida.us/standards/eld.aspx)
Example framework. O-Hara, Pritchard, and Zwiers (2012) outlined a framework to “build teachers’
understanding of academic language and their ability to identify academic language demands inherent in
content-specific instructional materials”. In addition to unpacking standards, they identified that a key step is
to analyze text, tasks, and tests (formative and summative) and identify language demands to be used during
a lesson.
See http://www.ascd.org/ascd-express/vol7/717-ohara.aspx for a full-size image of the framework to the right
and outline of the process.
Continued on Page 9
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Issue 1, April 2016
Framework from: O-Hara, Pritchard, and Zwiers (2012) at: http://www.ascd.org/ASCD/pdf/siteASCD/publications/ascdexpress/717_ohara_image.pdf
2. Provide Universal Supports
Subject area teachers can provide supports to bridge differences between the language demands of the
standards and the English proficiency levels of the ELLs by including:
sensory supports (real life objects, videos, models, manipulatives, physical activities, etc.)
graphic supports (charts, graphs, tables, timelines, etc.)
interactive supports (pairs or triads, cooperative learning structures, Internet or interactive software
programs, etc.) (see WIDA Essential Actions Handbook at https://www.wida.us/standards/eld.aspx).
Continued on Page 10
Page 9
Administrator’s Corner (Continued from page 8)
Issue 1, April 2016
Administrator’s Corner (continued from Page 9)
In fact, applying Universal Design for Learning principles (UDL) can help subject area teachers plan for
common, highly predictive barriers for ELLs – even before students show up in class!
For example, teachers can plan access to multiple representations of content such as field trips, virtual field
trips (ex: using Google Earth), drama, and graphic supports to provide access to content. Other examples to
support ELLs access to content include scaffolded notes, handouts, and access to multi-media resources.
See (http://www.tlc-mtss.com) for more ideas on UDL related to providing multiple means of engagement,
access to content, and expression. See UDL Resources for ideas and Q&A for ELLs.
3. Gather resources. Administrators can also build an effective system by uniting district and school
English language learner resources to help subject-area teachers understand the continuum of second
language development, as well as analyze, interpret, and use data to provide supports for ELLs in acquiring
the Florida Standards (See Access for ELLs 2.0).
District ELL staff and ESOL endorsed teachers are your local experts to help coach and facilitate teams to
plan supports for ELLs. For small districts, local consortiums (NEFEC, HEC, PAEC) offer courses related to
ESOL endorsement PD for teachers. (See resource section for Consortium website information).
4. Finally, administrators can ensure teams utilize and implement data-driven instructional planning
and monitoring of effective practices for supporting English Language learners, including:
paying attention to second language development
ascertaining ELL student background experiences; expanding on these
focusing on context to build understanding and mastery of standards
providing many opportunities to practice and apply skills and knowledge
repeating information, in multiple formats and multiple times
formatively assess, very frequently
pre-teaching, concurrent differentiated teaching, and re-teaching as needed
Answer to Trivia Question: Some language demands in the classroom are knowing and understanding the
classroom procedures, accessing content (print, viewing, listening), and showing and demonstrating
learning.
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Issue 1, April 2016
Technology Connection
Google’s Mission is to “organize the world’s information and make it universally accessible and useful.” One example of an exciting tool for science and math is Google Earth. Google Earth provides satellite imagery of the Earth and includes numerous layers of information. It allows touring of the planet, along with video, audio, and still-image content. Teachers can add relevance and make lit-erature come alive through student visualization of the settings of books that can be virtually visited through Google Earth.
Google Earth is free to download at: http://earth.google.com
Standards Spotlight
Math Science Partnership
The Bureau of Standards and Instructional Support (BSIS) is working to integrate literacy in all Math Science Partnership (MSP) grants, based on needs defined by the districts. The identified needs are being incorporated into summer professional development. Areas that have been identified for focus in math and science literacy include "following multistep procedures, determining the meaning of symbols and key terms and the conversion of information of visually expressed information (like graphs and figures) into words”.
For more information on the MSP summer professional development, stay tuned to:
http://www.fldoe.org/academics/standards/program-grants.stml
Technology Applications for the Classroom:
Teaching Kids Real Math with Computers-
http://www.ted.com/talks/
con-
rad_wolfram_teaching_kids_real_math_with_computers
Math Class Needs a Makeover-
http://www.ted.com/talks/
dan_meyer_math_curriculum_makeover
Algebra Skills: Support at Every Step
https://www.teachingchannel.org/videos/solving-
equations-algebra-lesson-nea
BSIS provides the following resources to support
increased student achievement in science:
Online student tutorials for standards support in
K-12 science, found at: http://
www.floridastudents.org/#
Teacher toolkits to support science instruction for
grades 5-8 and biology, found at: http://
www.fldoe.org/academics/standards/toolkits
Unit plans, suggested lab activities and other
Instructional support materials, found at: http://
www.fldoe.org/academics/standards/subject-areas/
math-science/science
Additional science resources, technology guidelines
and links to district-developed materials, found at:
http://www.fldoe.org/academics/standards/toolkits/
sci-resources.stml
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Issue 1, April 2016
References
ACCESS for ELLs 2.0. Information is available at: https://www.wida.us/assessment/ACCESS20.aspx
Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation.
Consortium on Chicago School Research, University of Chicago.
Retrieved from http://ccsr.uchicago.edu/publications/p78.pdf
Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on track and graduating in Chicago
public high schools. Consortium on Chicago School Research, University of Chicago.
Retrieved from http://ccsr.uchicago.edu/publications/07%20What%20Matters%20Final.pdf
Balfanz, R., Herzog, L., MacIver, D., (2007). Preventing student disengagement and keeping students on
the graduation path in urban middle-grades schools: Early identification and effective interventions.
Educational Psychologist, 42(4), 223-235.
Carrier, S.J. (2011). Effective Strategies for Teaching Science Vocabulary. Retrieved March 17, 2016
from: http://www.learnnc.org/lp/pages/7079
Civic Enterprises the Everyone Graduates Center at the School of Education at Johns Hopkins. (2016).
Building a Grad Nation data brief: Overview of the 2013-14 high school graduation rates.
Retrieved from http://www.gradnation.org/report/2016-building-grad-nation-data-brief
Council for Great City Schools (2014). A framework for raising expectations and instructional rigor for
English language learners. Available at: http://bit.ly/1RVOhyl
Cox, C. (ND). Science Notebooks. Retrieved March 17, 2016 from:
http://www.readingrockets.org/article/science-notebooks
Dalton, B., Morocco C. C, Tivnan T., Rawson Mead, P. L. (1997). Supported inquiry science: teaching for
conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30 (6),
670-684.
Davis, M., Herzog, L., Legters, N. (2013). Organizing schools to address early warning indicators (EWIs):
Common practices and challenges. Journal for Education of Students Placed at Risk, 18(1), 84-100.
doi:10.1080/10824669.2013.745210
Gwynne, J., Lesnick, J., Hart, H. M., & Allensworth, E. M. (2009). What matters for staying on track and
Graduating in Chicago public high schools A focus on students with disabilities. Consortium on
Chicago School Research, University of Chicago. Retrieved from https://ccsr.uchicago.edu/sites/default/
files/publicationsCCSRSpecialEdWMS-Final.pdf
Kozma, R, & Russell J. (2005). Multimedia learning of chemistry. In R. E. Mayer (Ed.), The Cambridge
handbook of multimedia learning , 409-428. New York: Cambridge University Press.
Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie, S. D. (2001). Constructing knowledge in the context
of BioWorld. Instructional Science, 29, 155-186.
LD Online. 2015. Using Technology to Support Struggling Students: Student Engagement and Identity
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Issue 1, April 2016
References (continued)
Lee, O., Buxton, C., Lewis, S., & LeRoy, K., "Science inquiry and student diversity: Enhanced abilities and
student difficulties after an instructional intervention," Journal of Research in Science Teaching 43, 7
(2006): 607-636
National Research Council. 1996. National Science Education Standards. National Academy Press.
Washington, D.C.
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what
Children learn in school with computer-based technologies. The Future of Children, 10( 2), 76-101.
WIDA Standards and Essentials Handbook can be retrieved at: https://www.wida.us/standards/eld.aspx
Additional Resources
Attendance: Attendance Works website: http://www.attendanceworks.org/tools/
Identifying Language Demands in Content Standards:
Center for Applied Linguistics: Sheltered Instruction Observation Protocol (SIOP). Website for research,
FAQs, Training, Services: http://www.cal.org/siop/
Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English learners: The SIOP
model. Boston: Allyn and Bacon.
Fisher, D., and Frey, N. (2010). Unpacking the language purpose: Vocabulary, structure, and function. TESOL Journal 1.3, September 2010. Retrieved from: http://onlinelibrary.wiley.com/doi/10.5054/
tj.2010.227607/epdf
O-Hara, S., Pritchard,R., and Zwiers, J. (2012). Identifying academic language demands in support of the
common core standards. ASCD Express, Vol. 7, No. 17. Retrieved from: http://www.ascd.org/ascd-
express/vol7/717-ohara.aspx
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research
review. Reading & Writing Quarterly, 23(2), 139–159.
Local Consortium Websites:
Heartland Educational Consortium (HEC) Website: http://www.heartlanded.org
North East Florida Educational Consortium (NEFEC) website: https://www.nefec.org
Panhandle Area Educational Consortium (PAEC) Website: http://www.paec.org
UDL Resources for ELLs:
UDL ideas for ELLs: http://www.udlcenter.org/advocacy/faq_guides/ell
UDL and ELL Q&A: http://www.udlcenter.org/sites/udlcenter.org/files/UDL_ELLfactsheets.pdf
CAST Professional Learning: http://www.cast.org
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