Here are some research articles I found that address appropriate assessment of ELLs. The last two are link to the document through Google docs.
Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners
Nonbiased Assessment of ELL
https://docs.google.com/document/d/1RTqdWZ58kCOG38EvyiPCFaDy5mm86B9BrYM2u-xnW1E/edit#
Wednesday, April 6, 2011
Assessment Startegy Cards
| Quick Write Write down EVERYTHING you know about the question/topic/picture. Ex: What is Assessment? *What know/learned, informal, formal, test/quiz, project, portfolio, way for student to demonstrate what they have learned to teacher and themselves, or done as pre-lesson plan to learn what student already know or don’t know. | Slap Counting Cross Lateral: In partners. Each partner thinks of a word then clap out letters (alternating partners after each letter), until one of the partners figures out the others word. Then explain how the word is related to the topic. Ex: Names *C-O-D-Y and A-S-H-L-E-Y (people in class) Or Assessment *B-R-A-I-N (assessment uses your brain every 20 min to recall and show what you are learning) |
| | |
| Write a Song Pick content/subject, make up lyrics, put to easy to sing song. Ex: Assessment *Assess, Assess, Assess your kids. Assess them all day long. Every 20 minutes, so you know their brains are on. (Row, Row, Row your boat) | Word Splash Brain Based: Write down synonyms or other words that go with concept. Builds vocab and community Ex: Assessment *Brain based, understanding, comprehension, every 20min, non-threatening, records, informal, formal |
| Concert Connections Start with chat about last concert they went to or want to attend. Then, from perspective of Band, explain concept. (item from interest survey) Form groups based on pre-selected bands, student choose based on either they have attended that concert or would like to. Ex: ESL laws *Black Keys would write a blues/rock song about how some schools are not providing language assessments or home surveys in L1, not having regular on-going evals. of students, and there is no flexible, clear exit strategy. | Interest Survey Survey given to students to find out their Interests. Use their inerests to make connections to content. Ex: Movies, food, travel, actors/actress, music, etc *Teaching is like (place) because… *If (topic) was made into a movie who would be in it? *If (particular band/artist) were going to write a song about (topic) what would it be? |
| Love Sandwich Feed back to presenter Format: *Bread: Compliment about presenter/content *Meat: Constructive criticism *Bread: Compliment about Presenter/content | Mind Mapping Uses color, shape, visual imagery, and personal connections. Like a pre-write web. A visual way to take notes, since the brain works in color and pictures not linear notes. Keep braches as long as topic titles. Ex: Insert picture |
| Grab Bag Have each student bring an item from home to add to Grab bag. Bag of random stuff. Using item, relate to the content (direct connection). One item per group. Ex: ESL Ed *Nearly Naked Darth Vadar: Don’t leave kids’ education naked. Shed the dark side. Do the 4 Must Dos, which are… * Alien: Don’t Alienate ESL students, communicate to their parents in the L1 and structure lessons so everyone can succeed. | Jig Saw Break up reading, each member gets equal parts (chapter or set amount of pages), each student then becomes the “expert” for their section. They become the teacher. Small group setting, instead of teaching the whole class. Students make a 1-2 page handout and/or quick activity to go with their section. Ex: sign up sheet for certain chapters/sections, then form groups where there is one person from every section represented |
| Musical Chairs Musical Chairs in small groups. Those left standing become new group. Teacher poses question about the content to the “left-standing” group. Once answered play again. Those left standing become the new group to answer a question and the first group of “left standers” become the “question-askers”. Ex: Assessment *What is the purpose of having a handbook? *Why have immediate access to WIDA and ELD standards? | |
| Construction *Need “Construction” materials (Leggos, Connex, Playdough) Build answer to content question in group and share/explain to class. Ex: Why are tools useful to show student progress? *Made “body of evidence” with play dough: Each tool creates a different part of the “body”. Evidence shows student progress. | |
CELA
This is link fro the CDE that is the Colorado State requirements/policies for assessing English Language Learners.
CELA requirements
It doesn't go to a web page but a pop-up will ask if you want to download the Power Point...please do. :)
CELA requirements
It doesn't go to a web page but a pop-up will ask if you want to download the Power Point...please do. :)
Monday, March 28, 2011
Title III- No Child Left Behind PP
Title III of the No Child Left Behind Act
Presented by
Vicki Nilles
March, 2003
What is Title III of NCLB?
Title III is the English Language Acquisition, Language Enhancement and Academic Achievement Act.
This act was signed into law as part of the No Child Left Behind Act as of January of 2001.
What is the purpose of Title III?
To ensure that LEP students (including immigrant children & youth) develop English language proficiency
To ensure that LEP students meet the same academic content & academic achievement standards that other children are expected to meet
Purpose of Title III continued:
To ensure that schools use Title III funds to implement language instruction educational programs designed to help LEP students achieve these standards
To ensure that SEAs and LEAs are accountable for increasing the English proficiency and core academic content knowledge of LEP students.
Who has accountability?
State Educational Agencies
Local Educational Agencies
What are the responsibilities of State Educational Agencies under Title III?
To establish English language proficiency standards
To identify and/or develop, and implement English language proficiency assessments
To define annual achievement objectives for increasing and measuring the level of LEP student’s development and attainment of English proficiency
SEAs must:
Hold LEAs accountable for meeting annual measurable achievement objectives that relate to LEP student development of English language proficiency & academic achievement
Responsibilities of Local Educational Agencies under Title III
LEAs must implement quality instruction educational programming that is supported with scientifically based research in its effectiveness with LEP students in acquiring English language proficiency
LEAs are accountable for meeting annual measurable achievement objectives that relate to LEP student’s development & attainment of English proficiency & academic achievement
LEAs must:
LEAs must assess, annually, the progress of LEP children enrolled in Title III language instructional programs in the five domain areas of listening, speaking, reading, writing & comprehension
And even more of what LEAs must do:
Report on the progress made by LEP students in meeting state academic content & achievement standards for each of the two years after these children no longer receive services under Title III
Follow any requirements based on subgrantee guidelines if receiving Title III funding
How are Title III funds made available?
A state educational agency may make a subgrant to an eligible entity from funds received through a Title III federal grant, only if the entity agrees to expend the funds to improve the education of limited English proficient children, by assisting the students in learning English and meeting challenging academic content and student achievement standards.
Required Title III subgrantee activities/objectives:
To increase English proficiency of all LEP students by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the program in increasing:
English language proficiency
student academic achievement in core academic subjects
Required subgrantee activities/objectives:
To provide high quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs) principals, administrators, and other school & community based organizational personnel that is:
designed to improve the instruction & assessment of LEP students
designed to enhance the ability of such teachers to understand and use curricula, assessment measures, & instructional strategies for LEP students
supported by scientifically based research demonstrating the effectiveness of the professional development in increasing student’s English proficiency, subject matter knowledge, teaching knowledge, & teaching skills of such teachers
Of sufficient intensity and duration which shall not include activities such as one day or short-term workshops and conferences) to have a positive and lasting impact on the teacher’s performance in the classroom, except if the short-term activity is one component of a long-term comprehensive professional development plan established by a teacher and teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher
What does the educational instructional programming need to look like for LEP students?
High quality English language instruction educational programming can look many different ways. It must, however, be supported by scientifically based research that has been demonstrated to be effective with students who are limited English proficient.
What quality instructional programming does not look like is a pre-packaged program that can be bought and implemented tomorrow (there is no thing!)
An effective program is based on a sound theoretical foundation which is embedded in research surrounding second language acquisition…
Theory first…materials later!
What are the details regarding professional development opportunities for teachers?
Title III States:
Scientifically based, high quality professional development opportunities for teachers in all settings must be:
designed to improve the instruction & assessment of LEP children
designed to enhance the ability of such teachers to understand & use curricula, assessment measures, & instructional strategies for LEP children
Professional development continued:
supported by scientifically based research demonstrating the effectiveness of the professional development in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers
of sufficient intensity & duration (which shall not include activities such as one day or short-term workshops & conferences) to have a positive & lasting impact on the teacher’s performance in the classroom
When must States begin requiring LEAs to conduct an annual assessment of the English language proficiency of LEP students?
Both Title I & Title III require LEAs to conduct, beginning in school year 02-03, an annual assessment of the English language proficiency of all students with limited English proficiency in the schools of the State.
Does Title III permit waivers of the requirement to annually assess LEP students in English language & academic achievement?
No. All means all. Title III does not provide for waivers of the requirement to annually assess LEP students in English language proficiency & academic achievement. Each State must implement policies & procedures to ensure that all students enrolled in schools in the State who meet the definition of LEP participate in the annual State English language proficiency assessment(s) & the annual State academic assessments.
What are the evaluation requirements for LEAs that receive Title III subgrants?
LEAs that receive Title III subgrants must submit every second fiscal year and evaluation, in a manner determined by the State, that includes a description of the programs and activities conducted by the school district with Title III funds during the two immediately preceding fiscal years.
Evaluation components
The evaluation must:
1) Describe the progress children have made in attaining English language proficiency, including the percentage of children who have achieved that proficiency
2) Indicate the percentage of children who have transitioned into instructional settings that are not designed for LEP students, and have a sufficient level of English language proficiency to achieve in English & make that transition
3) Indicate the percentage of children who have made progress in meeting the same state academic content and student academic achievement standards that all children are expected to meet
Evaluation Measures
The measures in the local evaluation should assess:
The progress of children in attaining English proficiency, including the level of comprehension, speaking, listening, reading, and writing in English
Student attainment of challenging State student academic achievement standards as measured by performance on State content assessments
And:
Student progress in meeting the annual measurable achievement objectives for English language proficiency
Title III and Parent Notification
Parent’s Right to Know: Under the new opt-out provision, parents must be notified within 30 days after the start of the school year of the following;
The reasons for identifying their child as LEP and in need of placement in a language instruction educational program
The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement
Parental Rights Continued:
The methods of instruction used in the program in which their child is or will be participating, and the methods of instruction used in other programs available to the child, including how such programs differ in content, instructional goals, and the use of a native language in instruction.
How the program in which their child is or will be participating will meet the educational strengths and needs of their child
How the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation
The specific exit-criteria requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for LEP children, and (if the funded program extends into high school) the expected graduation rate for the children
In the case of a child with a disability, how the program will meet the objectives of the child’s individualized education program (as required under the Individuals with Disabilities Act)
Information pertaining to parental rights that includes written guidance:
A) On the parents’ right immediately to withdraw their child from a program (opt-out) and the options they have to choose another program, if available;
B) Assisting parents in choosing among various programs and methods
Separate Parental Notification Requirements
LEAs are required to provide notice to the parents of LEP children participating in a Title III language instruction educational program of any failure of the program to make progress on the annual measurable achievement objectives described in section 3122 of Title III. This is to be provided no later than 30 days after this failure occurs.
What are requirements on the format of language of notices to parents?
The required notices described must be provided in an understandable and uniform format and, to the extent practicable, in language that the parent can understand.
What Title III Does:
Focuses on what works:
Requires that teachers be certified as English language proficient. School districts are to certify that all teachers in a language instruction education program for limited English proficient students are fluent in English and any other language used by the program, including written and oral communication skills.
Requires that curricula be demonstrated to be effective. Language instruction curricula used to teach limited English proficient children are to be tied to scientifically based research and demonstrated to be effective.
Reduces Bureaucracy and Increases Flexibility:
Provides discretion over instruction methods. Local entities have the flexibility to choose the method of instruction to teach limited-English-proficient children.
Targets funds to the classroom. 95% of funds must be used for grants at the local level to teach LEP children.
Increases Accountability for Student Performance:
Establishes annual achievement objectives for LEP students. States must establish standards & benchmarks for raising the level of English proficiency & meeting the academic state standards for LEP students that are aligned with state standards.
Sets English language proficiency as the objective. Annual achievement objectives for LEP students must relate to gains in English proficiency & meet challenging state academic standards that are aligned with Title I achievement standards.
Increases Accountability cont.
Requires reading & language arts assessments of children in English. Title I requirements to annually assess children, including LEP students, in English for any student who has attended school in the U.S. for three or more consecutive years apply to grantees funded under Title III.
Enforces accountability requirements. States must hold subgrantees accountable for making adequate yearly progress as described in Title I for meeting all annual achievement objectives.
Empowers Parents.
Notifies parents about program placement. Parents must be notified by the local education agency concerning why their child needs a specialized language instruction program. Parents have the right to choose among instructional programs if more than one type of program is offered and have the right to remove their child from a program for limited English proficient children.
The major goals of Title III are to help ensure that Limited English proficient children attain English proficiency, develop high levels of academic competence in English, and meet the same challenging State academic content and student achievement standards that all children are expected to meet. Title III holds States, LEAs, and individual schools accountable for meeting these goals.
Presented by
Vicki Nilles
March, 2003
What is Title III of NCLB?
Title III is the English Language Acquisition, Language Enhancement and Academic Achievement Act.
This act was signed into law as part of the No Child Left Behind Act as of January of 2001.
What is the purpose of Title III?
To ensure that LEP students (including immigrant children & youth) develop English language proficiency
To ensure that LEP students meet the same academic content & academic achievement standards that other children are expected to meet
Purpose of Title III continued:
To ensure that schools use Title III funds to implement language instruction educational programs designed to help LEP students achieve these standards
To ensure that SEAs and LEAs are accountable for increasing the English proficiency and core academic content knowledge of LEP students.
Who has accountability?
State Educational Agencies
Local Educational Agencies
What are the responsibilities of State Educational Agencies under Title III?
To establish English language proficiency standards
To identify and/or develop, and implement English language proficiency assessments
To define annual achievement objectives for increasing and measuring the level of LEP student’s development and attainment of English proficiency
SEAs must:
Hold LEAs accountable for meeting annual measurable achievement objectives that relate to LEP student development of English language proficiency & academic achievement
Responsibilities of Local Educational Agencies under Title III
LEAs must implement quality instruction educational programming that is supported with scientifically based research in its effectiveness with LEP students in acquiring English language proficiency
LEAs are accountable for meeting annual measurable achievement objectives that relate to LEP student’s development & attainment of English proficiency & academic achievement
LEAs must:
LEAs must assess, annually, the progress of LEP children enrolled in Title III language instructional programs in the five domain areas of listening, speaking, reading, writing & comprehension
And even more of what LEAs must do:
Report on the progress made by LEP students in meeting state academic content & achievement standards for each of the two years after these children no longer receive services under Title III
Follow any requirements based on subgrantee guidelines if receiving Title III funding
How are Title III funds made available?
A state educational agency may make a subgrant to an eligible entity from funds received through a Title III federal grant, only if the entity agrees to expend the funds to improve the education of limited English proficient children, by assisting the students in learning English and meeting challenging academic content and student achievement standards.
Required Title III subgrantee activities/objectives:
To increase English proficiency of all LEP students by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the program in increasing:
English language proficiency
student academic achievement in core academic subjects
Required subgrantee activities/objectives:
To provide high quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs) principals, administrators, and other school & community based organizational personnel that is:
designed to improve the instruction & assessment of LEP students
designed to enhance the ability of such teachers to understand and use curricula, assessment measures, & instructional strategies for LEP students
supported by scientifically based research demonstrating the effectiveness of the professional development in increasing student’s English proficiency, subject matter knowledge, teaching knowledge, & teaching skills of such teachers
Of sufficient intensity and duration which shall not include activities such as one day or short-term workshops and conferences) to have a positive and lasting impact on the teacher’s performance in the classroom, except if the short-term activity is one component of a long-term comprehensive professional development plan established by a teacher and teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher
What does the educational instructional programming need to look like for LEP students?
High quality English language instruction educational programming can look many different ways. It must, however, be supported by scientifically based research that has been demonstrated to be effective with students who are limited English proficient.
What quality instructional programming does not look like is a pre-packaged program that can be bought and implemented tomorrow (there is no thing!)
An effective program is based on a sound theoretical foundation which is embedded in research surrounding second language acquisition…
Theory first…materials later!
What are the details regarding professional development opportunities for teachers?
Title III States:
Scientifically based, high quality professional development opportunities for teachers in all settings must be:
designed to improve the instruction & assessment of LEP children
designed to enhance the ability of such teachers to understand & use curricula, assessment measures, & instructional strategies for LEP children
Professional development continued:
supported by scientifically based research demonstrating the effectiveness of the professional development in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers
of sufficient intensity & duration (which shall not include activities such as one day or short-term workshops & conferences) to have a positive & lasting impact on the teacher’s performance in the classroom
When must States begin requiring LEAs to conduct an annual assessment of the English language proficiency of LEP students?
Both Title I & Title III require LEAs to conduct, beginning in school year 02-03, an annual assessment of the English language proficiency of all students with limited English proficiency in the schools of the State.
Does Title III permit waivers of the requirement to annually assess LEP students in English language & academic achievement?
No. All means all. Title III does not provide for waivers of the requirement to annually assess LEP students in English language proficiency & academic achievement. Each State must implement policies & procedures to ensure that all students enrolled in schools in the State who meet the definition of LEP participate in the annual State English language proficiency assessment(s) & the annual State academic assessments.
What are the evaluation requirements for LEAs that receive Title III subgrants?
LEAs that receive Title III subgrants must submit every second fiscal year and evaluation, in a manner determined by the State, that includes a description of the programs and activities conducted by the school district with Title III funds during the two immediately preceding fiscal years.
Evaluation components
The evaluation must:
1) Describe the progress children have made in attaining English language proficiency, including the percentage of children who have achieved that proficiency
2) Indicate the percentage of children who have transitioned into instructional settings that are not designed for LEP students, and have a sufficient level of English language proficiency to achieve in English & make that transition
3) Indicate the percentage of children who have made progress in meeting the same state academic content and student academic achievement standards that all children are expected to meet
Evaluation Measures
The measures in the local evaluation should assess:
The progress of children in attaining English proficiency, including the level of comprehension, speaking, listening, reading, and writing in English
Student attainment of challenging State student academic achievement standards as measured by performance on State content assessments
And:
Student progress in meeting the annual measurable achievement objectives for English language proficiency
Title III and Parent Notification
Parent’s Right to Know: Under the new opt-out provision, parents must be notified within 30 days after the start of the school year of the following;
The reasons for identifying their child as LEP and in need of placement in a language instruction educational program
The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement
Parental Rights Continued:
The methods of instruction used in the program in which their child is or will be participating, and the methods of instruction used in other programs available to the child, including how such programs differ in content, instructional goals, and the use of a native language in instruction.
How the program in which their child is or will be participating will meet the educational strengths and needs of their child
How the program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation
The specific exit-criteria requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for LEP children, and (if the funded program extends into high school) the expected graduation rate for the children
In the case of a child with a disability, how the program will meet the objectives of the child’s individualized education program (as required under the Individuals with Disabilities Act)
Information pertaining to parental rights that includes written guidance:
A) On the parents’ right immediately to withdraw their child from a program (opt-out) and the options they have to choose another program, if available;
B) Assisting parents in choosing among various programs and methods
Separate Parental Notification Requirements
LEAs are required to provide notice to the parents of LEP children participating in a Title III language instruction educational program of any failure of the program to make progress on the annual measurable achievement objectives described in section 3122 of Title III. This is to be provided no later than 30 days after this failure occurs.
What are requirements on the format of language of notices to parents?
The required notices described must be provided in an understandable and uniform format and, to the extent practicable, in language that the parent can understand.
What Title III Does:
Focuses on what works:
Requires that teachers be certified as English language proficient. School districts are to certify that all teachers in a language instruction education program for limited English proficient students are fluent in English and any other language used by the program, including written and oral communication skills.
Requires that curricula be demonstrated to be effective. Language instruction curricula used to teach limited English proficient children are to be tied to scientifically based research and demonstrated to be effective.
Reduces Bureaucracy and Increases Flexibility:
Provides discretion over instruction methods. Local entities have the flexibility to choose the method of instruction to teach limited-English-proficient children.
Targets funds to the classroom. 95% of funds must be used for grants at the local level to teach LEP children.
Increases Accountability for Student Performance:
Establishes annual achievement objectives for LEP students. States must establish standards & benchmarks for raising the level of English proficiency & meeting the academic state standards for LEP students that are aligned with state standards.
Sets English language proficiency as the objective. Annual achievement objectives for LEP students must relate to gains in English proficiency & meet challenging state academic standards that are aligned with Title I achievement standards.
Increases Accountability cont.
Requires reading & language arts assessments of children in English. Title I requirements to annually assess children, including LEP students, in English for any student who has attended school in the U.S. for three or more consecutive years apply to grantees funded under Title III.
Enforces accountability requirements. States must hold subgrantees accountable for making adequate yearly progress as described in Title I for meeting all annual achievement objectives.
Empowers Parents.
Notifies parents about program placement. Parents must be notified by the local education agency concerning why their child needs a specialized language instruction program. Parents have the right to choose among instructional programs if more than one type of program is offered and have the right to remove their child from a program for limited English proficient children.
The major goals of Title III are to help ensure that Limited English proficient children attain English proficiency, develop high levels of academic competence in English, and meet the same challenging State academic content and student achievement standards that all children are expected to meet. Title III holds States, LEAs, and individual schools accountable for meeting these goals.
Friday, March 18, 2011
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