Standards-based Assessment. ED.810.629/Supporting English Language Learners in Literacy and Content Knowledge Development (SELL ) Fall 2010. Outcomes:. By the end of the lesson, we will have: Gained an understanding of the rationale for standards-based curriculum design,
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ED.810.629/Supporting English Language Learners in
Literacy and Content Knowledge Development (SELL)
By the end of the lesson, we will have:
Gained an understanding of the rationale for standards-based curriculum design,
Considered best practices for standards-based assessments,
Made connections between SBD and ESOL instruction
Paraphrase the main idea of the article in les than 3 sentences on a piece of paper.
…a "form of curriculum planning that begins with a decision about what students need to learn as the end result. Then the teacher engages in backward design, choosing activities that will bring students to the preselected goal. Although the belief that classroom activities should be based on a set curriculum or on set learning goals is not new, this widely used program is attributed to Grant Wiggins and Jay McTighe" (p. 223).
Backward design begins with the end in mind: What enduring understandings do I want my students to develop? How will my students demonstrate their understanding when the unit is completed? How will I ensure that students have the skills and understand the concepts required on the summative assessment?
What do I want my students to know and be able to?
How will I know if they know it?
What will I do if they do?
What will I do if they can’t?
Traditional vs. Standards-based
Finding Clear and Visible Targets
The report explains the key purposes of the invention and points out less obvious ones as well.
The report explains all of the key purposes of the invention.
The report explains some of the purposes of the invention but misses key purposes.
The report does not refer to the purposes of the invention.
The report details both key and hidden features of the invention and explains how they serve several purposes.
The report details the key features of the invention and explains the purposes they serve.
The report neglects some features of the invention or the purposes they serve.
The report does not detail the features of the invention or the purposes they serve.
The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.
The report discusses the strengths and weaknesses of the invention.
The report discusses either the strengths or weaknesses of the invention but not both.
The report does not mention the strengths or the weaknesses of the invention.
The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.
The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.
The report makes unclear or inappropriate connections between the invention and other phenomena.
The report makes no connections between the invention and other things.
-- Herman, Aschbacher, and Winters (1992)
-- Herman, Aschbacher, and Winters (1992)
Take a piece of paper and do a 2-minute “Quick Write” of how Standards Based Curriculum, Design, and Assessment applied to the field of teaching ESOL.
What is required of the state and local school systems to measure the child’s development and attainment of English proficiency?
Under the federal NCLB regulations for Title III, Language Instruction for Limited English Proficient and Immigrant Students, states must conduct an annual statewide assessment of English Language Learners (ELL) and local school systems are required to meet Annual Measurable Achievement Objectives (AMAO) for ELLs from kindergarten through 12th grade. These AMAOs include:
1. increases in the number or percentage of children making progress in learning English (AMAO I);
2. increases in the number or percentage of children attaining English proficiency by the end of each school year (AMAO II); and
3. making adequate yearly progress
English Language Proficiency Assessment and AMAOsLAS Links has been used annually since school year 2005-2006 to measure Annual Measurable Achievement Objective 1(AMAO) and AMAO2
Maryland exempts “recently-arrived” English Language Learners (ELL) or Limited English Proficient (LEP) students from one administration of its reading assessment during the first year of enrollment in U.S. schools
Maryland excludes the scores of recently arrived ELL students on state mathematics and reading/language arts assessments from one cycle of adequate yearly progress (AYP) determinations
Maryland includes “former” ELL students within the LEP category when making AYP determinations in reading/language arts and mathematics for up to two years after the students no longer meet the state’s definition for Limited English Proficiency.