1. ESOL and CCGPS Title III

2. English Learner (EL) Designated second language on Home Language Survey Hispanic Non-EL Lacks WAPT qualification Qualifies for WAPT testing for ESOL Qualifies but does not accept services (still considered an EL) Qualifies and accepts services so is EL and ESOL

3. Can-Do Descriptors • What are Can-Do’s? • Can-Do’s are informative descriptors about a student’s academic abilities within the classroom. • Can-Do’s are produced through testing results and teacher evaluation. • The WIDA Can Do Descriptors are commonly used by ESL teachers in coaching general education teachers about differentiated instruction for English Learners (ELs). • The Can Do Descriptors allow a teacher to know what CCGPS outcomes they can expect from their EL students.

4. Can Do Descriptors for Grades K-12

5. Grades K – 12 Continued

6. CCGPS DEFINITION The Common Core Georgia Performance Standards (CCGPS) define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school fully prepared for college and careers. The standards are: Aligned with college and work expectations; Clear, understandable and consistent; Include rigorous content and application of knowledgethrough high-order skills; Built upon strengths and lessons of current state standards; Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; Evidence- and research-based.

7. Can Do Descriptors How might teachers use the CAN DO Descriptors? As an instructional assessment tool that supplements the English language proficiency standards, language teachers may use the Descriptors to: • share with classroom teachers as a way to describe or explain the stages of English language development using concrete examples; • work with content teachers to show how language may be integrated within a given discipline or content area; • use to plan with tutors, peers or mentors who work with English language learners; •

8. Can Do’s • develop or co-develop lessons with differentiated language objectives; • set language goals with their English Language Learners; • explain students’ progress in listening, speaking, reading and writing to parents/ family members; • suggest language goals to be incorporated into Individual Education Programs (IEPs) for English language learners with diagnosed disabilities; • translate English language proficiency test scores (i.e., ACCESS for ELLs®, the W-APT™, WIDA MODEL™) into instructional practice; • observe and note levels of student performance as a precursor to using WIDA Speaking and Writing rubrics for formative assessment; • advocate on behalf of English language learners to show what they CAN DO.

9. Can Do Level Descriptors

10. K-2 ExampleCan Do Descriptor : Expanding Level 3

11. Grades 3-5 ExampleCAN DO Descriptor: Expanding Level 4

12. High School Example

13. High School Example

14. Summary • EL’s are students who speak a foreign language OR who are raised in a home where a foreign language is spoken AND are identified using a formal language assessment: WAPT (Entry) and ACCESS (Yearly Language Progression). • WIDA’s Can Do descriptors (derived from ACCESS) should be used along with your CCGPS performance tasks to differentiate lessons for the EL’s in your class. • Depth of Knowledge (DOK) is also correlated with helping the EL’s to move from Level 1 in language acquisition to a level 6 where they are proficient.

15. Resources • DCBOE ESOL Team • Terri McNease- BHS- tmcnease@dcboe.com • Lindsey Jarrett – BMS/HMS – ljarrett@dcboe.com • Charlotte Bell – JJE – cbell@dcboe.com • Stephanie Daniels – EKE sdaniels@dcboe.com • Troy Thomas – WBE – tthomas@dcboe.com • Jeanette Grimsley – PSE – jgrimsley@dcboe.com • April Aldridge – Federal Programs Director- aaldridge@dcboe.com • www.boe.dcboe.com – PowerPoint will be available • www.wida.us • Standards and Instruction tab will give you a list of all the Can Do’s along with great research too tell you how they were created and how to effectively use them.