Assessing ELLs FInal

English Language Learner

ELL

Linguistically and culturally diverse learners

LCDL

Other names for ELLs

Emergent Bilinguals, Indigenous, Linguistically and culturally diverse learners

Heritage Language Learners

HLLs

Long term English Language Learner

LTELLs

Students with Limited or Interrupted Formal Education

SLIFE

Dual Language Learner

DLL

English as a Second Language (ESL)

ESL

Bilingual or Dual Language Teachers

Content-based instruction and classroom assessment in two languages. Oral language and literacy development in two languages

Content Teachers

Integration of academic language and conceptual development in English. Content-specific skills and knowledge in English with support in the home language to clarify and advance conceptual understanding

Language Specialists

Language development in English, introduction/ reinforcement of content-related concepts in English. Support in home language, as applicable. Collaboration with content and general education teachers

Gifted Education teachers

Language and literacy development in English, academic development in English along with assessment of content skills and knowledge. Collaboration with language specialists

Instructional Coaches

Model lessons with built-in instructional assessment, support for coordinated content and language teaching, display of language proficiency and achievement data for making decisions

Teachers of specialized subjects

Extension of language and skill development in English (with reinforcement in the home language, as applicable), development of cross-disciplinary literacy

Title I and other support teachers

Literacy reinforcement in the home language or in English, reinforcement of math skills and concepts, collaboration with content and language teachers

Title I

Federal funding program aimed at students who are behind academically or at risk of falling behind. Part A funding provides money to improve teaching and learning of children in areas of high poverty. It is based on the number of low-income children in a school: generally those eligible for free lunch. Improving the academic achievement of the disadvantaged

Content based ESl

English is taught in and through the content areas

Developmental Bilingual

Instruction in the native language for an extended duration. focus on fluency and literacy in both languages

Push-in

ESL and grade level teacher co-teach

Pull out

small group tutoring

Sheltered English Instruction

grade level academic content, can be utilized for multi-language group with various strategies

Transitional Bilingual

Mandated if there are more than 20 of the same language in the same attendance center. Instruction in the native language. Gradual transition to English only

Two Way Immersion (dual Language)

Two groups of the same language background to develop literacy and proficiency in both languages. Needs one bilingual teacher or two teachers, one of whom has bilingual endorsement

Home Language Survey

Districts shall conduct for to each new student in the district; shall be administered in English and Spanish and/or translated into home language whenever possible; includes questions
1. what language is spoken in your home most of the time
2. what language does your child speak most of the time?

2 cases where students do not need screening

1. Screened in another IL district or WIDA state and did not meet criteria for ELP2. Took ACCESS in another IL district or WIDA state and did not meet criteria for ELP

Pre-k 3-5

Pre IPT- Oral

1st Semester of kindergarten

WIDA MODEL (Listening and Speaking)

2nd Semester of K-1st semester of 1st grade

WIDA MODEL (all four domains)

2nd Semester of 1st grade- 12th grade

WIDA screener

4.8

What composite score must students recieve on the ACCESS test to test out of ESL program?

Transitional Bilingual Education

For 20+ students Provided in home language for all content areas English as a 2nd language

Transitional Program of Instruction

19- students instruction in home language Certification and ESL Endorsement required

Kindergarten

What grade level do students begin taking the ACCESS test?

Social Language

the language of everyday communication in oral and written forms.
develops more quickly and naturally

Academic Language

The language of a particular discipline; involves both terms and concepts important in that discipline.

Teachers of English to Speakers of Other Languages

TESOL

Standard 1

ELLs communicate for social, intercultural, and instructional purposes within the school setting

Standard 2

ELLs communicate information, ideas, and concepts necessary for academic success in the areas of language arts

Standard 3

ELLs communicate information, ideas, and concepts necessary for academic success in the areas of mathematics

Standard 4

ELLs communicate information, ideas, and concepts necessary for academic success in the areas of science

Standard 5

ELLs communicate information, ideas, and concepts necessary for academic success in the areas of social studies

English Language Proficiency and Academic Language Proficiency

ELLs' academic success depends on

Academic Performance

Accountability for the ELLs learning rests on \___

English Language Proficiency

\___ is the critical tool for academic performance

Grade Level Content

The highest level of ELP bridges into \___

K-12

Which students much participate in the annual ELP test?

3rd grade

Annual academic achievement tests start in what grade?

5 Components of WIDA Framework

1. Model performance indicator 2. English Language Proficiency Level 3. Language Domain 4. Grade Level cluster 5. ELP Standards

Grade-Level Clusters

PreK-K, 1-2, 3-5, 6-8, 9-12

Listening

Process, understand, interpret, evaluate spoken language in a variety if situations

Speaking

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading

Process, interpret evaluate written language, symbols, text with understanding, and fluency

Writing

Engage in written communication in a variety of forms for a variety of purposes and audiences

ELP Levels

1. Entering2. Emerging3. Developing4. Expanding5. Bridging6. Reaching

model performance indicators (MPIs)

Give expectations for what and how students can process and produce at a given proficiency level

History of WIDA

Created in response to NCLB requirements for ELLs pertaining to standards and assessments ́Funded originally through a USDE Enhanced Assessment Grant to the WI Department of Public Instruction in 2003

WIsconsin, Delaware, Arkansas

WIDA

World-Class Instructional Design and Assessment

WIDA (2005)

What is WIDA

Provides language development resources to those who support the academic success of multilingual learners. Designs language development standards for early childhood and K-12 multilingual learners. Made up of 40 U.S. states, territories and federal agencies dedicated to the research, design and implementation of a high-quality, culturally and linguistically appropriate system to support English language learners in K-12 contexts.

Assessing Comprehension & Communication in English State-to State

ACCESS

WIDA Model

Measure of Developing English Language

Annually

How often is the access test administered?

Raw Scores

The actual number of items or tasks to which the student responded correctly, shows in teacher report. Does not take item difficulty into account

Scale Scores

Ranges from 100-600. Can be used to monitor a student's growth over time within (not across) a language domain. To see differences in difficulty as students move across tiers within a grade level cluster

Proficiency Level Scores

Interpretive scores between 1-6, based on ELP/D Standards. Interval scored do not mean the same (2.2-3.2 does not equal 3.2-4.2). Scale to proficiency level score is grade specific

Confidence Band

Based on the Standard Error of Measurement, quantifies the variation of scores achieved if a student was able to take the same test over and over again without any change in their ability

grade-level content

The highest level of ELP bridges into \___

ELP Test

K-12 students must participate in the annual ELP Test

Academic Achievement

Skills and knowledge in content area academic standards

3rd grade

Annual academic achievement tests starts in\____

Academic Content Standards

Serve as the guidelines and targets for both ELP and academic achievement

State standards

ELP must be aligned with \____

Academic Assessment

Academic content standards are the exclusive source and anchor for measures of \_____

Academic language

\_____ Must align with learning concepts and skills of content areas

High-stake assessment

The foundation of statewide accountability system

Discourse

Linguistic complexity, register (formality), organization and cohesion of oral interaction, writing expressed in varied genres. Text types, genres, voice/perspective, cohesion across sentences, coherence of ideas, organization of text or speech, transitions of thoughts

Sentence Level

The grammatical structures (syntax) and the meaning of language (semantic). Types of sentences (simple, compound, complex, compound-complex), types of clauses (relative, coordinate, embedded, prepositional phrases), syntax (forms and grammatical structures

Word/Phrase level

Academic vocabulary, phrases and expressions that are associated with content-related topics) Vocabulary (general, specialized, technical academic words and expressions), multiple meanings of words, nominalizations, idiomatic expressions, double entendres

Steps for synchronizing content and language with curriculum, assessment, and instruction

1. Collect Student Info
2. Select CCSS/CCRS standards and Pair with ELD standards
3. Create learning targets
4. Analyze the use of academic language
5. Design unit outcomes that reflect the learning targets
6. Create differentiated content and language objectives
7. Embed differentiated content and language assessment

What steps are taken for students to be put in an ESL classroom?

1. Home language survey
2. Potential ELs must be screened
3. Placed in class if they qualify
4. All ELs must take annual ACCESS test
5. Annual placement decision made based on ACCESS score

Phonological Skills

An awareness of sounds, such as syllables and rhymes

Syntax

Understanding word order and grammar rules

Morphological skills

Understanding the meaning of word forms and parts

Pragmatics

Understanding the social rules of communication

Semantics or vocabulary

understanding the meaning of words and phrases

Factors contributing to ELL's oral language development

Exposure to L1, Exposure to L2, Teacher. Socioeconomic status. other (ex. personality- outgoing/shy)

factors influencing ELLs oral language performance

Acclimation to the linguistic system, sociocultural context of the message, background/ topical knowledge, unique expressions (pragmatics), home language

Listening and speaking

Oral language

reading and writing

literacy

Listening and Reading

receptive skills (decoding)

Speaking and Writing

productive skills (encoding)

Assessment or Literacy- reading

Describe illustrations, make predictions, asking questions

Digital Literacy

process of teaching and learning about technology and the use of technology

Multiliteracies

Different forms of literacy-print, video, symbols, audio, picture, advertisement

Supporting ELLs' writing genres for their elp

1. Developing knowledge of the content topic
2. Modeling the genre
3. Engaging in teacher-learner co-construction
4. Forging into independent writing

Testing

Students and family members

Primary stakeholders of assessment as learning

Setting educational goals, documenting and reflecting on personal growth

Purpose and use of results (Assessment as learning)

Minute by minute, day by day

Time frame (Assessment as learning)

Low

Stakes in state and district accountability (assessment as learning)