smarter balance assessments and english learners february 2014 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Smarter Balance Assessments and English Learners February, 2014 PowerPoint Presentation
Download Presentation
Smarter Balance Assessments and English Learners February, 2014

Loading in 2 Seconds...

play fullscreen
1 / 22

Smarter Balance Assessments and English Learners February, 2014 - PowerPoint PPT Presentation


  • 62 Views
  • Uploaded on

Smarter Balance Assessments and English Learners February, 2014. Presented by Magdalena Ruz Gonzalez, Project Director III Division of Curriculum and Instructional Services . Outcomes.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Smarter Balance Assessments and English Learners February, 2014' - prue


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
smarter balance assessments and english learners february 2014

Smarter Balance Assessments and English LearnersFebruary, 2014

Presented by

Magdalena Ruz Gonzalez, Project Director III Division of Curriculum and Instructional Services

outcomes
Outcomes
  • To learn the Usability, Accessibility and Accommodations of the Smarter Balance Assessments especially for English Learners.
  • To explore instructional strategies that will develop the use of embedded and non-embedded supports in the classroom.
  • To reflect on next steps.
how will els access smarter balance assessments
How will ELs Access Smarter Balance Assessments?

Language Access needs are addresses through Universal Tools and Designated Supports.

ELs with special needs will use Accommodations.

two levels of access
Two Levels of Access
  • Embedded- Test administration accessibility
  • Non-embedded- Tools provided at the local level
universal tools
UNIVERSAL TOOLS
  • Available to all students

Especially important for ELs:

  • Glossary
  • English Dictionary (context-appropriate definitions via pop up)1
  • Thesaurus1- This contains synonyms of terms
  • 1. This use may result in needing additional time.
designated supports
DESIGNATED SUPPORTS
  • Available to any student. This includes ELs, students with disabilities and ELs with disabilities.

Especially important for ELs:

  • Text-to-Speech Technology (not for ELA reading passages); will need headphones
  • Translated Test Directions (for Math items)
  • Read Aloud (not for ELA reading passage)1
  • Translations (Glossary and full item-stacked for Math)1
  • Bilingual Dictionary (for ELA full write)1

1. This use may result in needing additional time.

accommodations
ACCOMMODATIONS
  • As per the IEP or 504….. (1-2%)

Especially critical for ELs with special needs:

  • Text-to-Speech for grades 6-8 & 11 in ELA; headphones will be needed
  • Read Aloud for grades 6-8 & 11 in ELA
languages available
Languages Available
  • Math: American Sign Language, stacked Spanish directly above English item, primary language pop-up glossaries in Spanish, Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian and Ukrainian.
  • ELA/Listening: American Sign Language
professional development
Professional Development

Review the “Supports” and determine which ones will need further professional development.

  • WHY?

Teachers should be using these supports in the classroom so that ELs will feel comfortable in their use at the time of testing.

  • WHAT?

Are supplementary materials needed in the classrooms such as bilingual dictionaries?

  • WHEN?
  • These activities should be happening all year long!
supports strategies
SUPPORTS & STRATEGIES
  • GLOSSARIES (Student Independently Using Them)

Personal Dictionaries: Word List of Homographs, Homophones & Synonyms

Vocabulary Topic FlipBooks

T-Chart Graphic Organizer to classify ideas

Question-Answer-Relationship (QAR) to answer On My Own

Daily Personal Journal

supports strategies2
SUPPORTS & STRATEGIES
  • GLOSSARIES (Teacher Using Them)

Math Charts for Definitions

Signal Word Charts

Sentence Frames with selected topic words

supports strategies3
SUPPORTS & STRATEGIES
  • TRANSLATE

Group Work, from English to L2, to be able to understand directions; use translation sites.

  • BILINGUAL DICTIONARY

Cognates List for Specific Domain words. Cognates chart for the unit (i.e. Liberty and Libertad) support ELs; use translation sites.

supports strategies4
SUPPORTS & STRATEGIES
  • READ ALOUD

A VARIATION: JUMP IN AND READ

LESSON OBJECTIVE: STUDENTS TAKE TURNS READING ALOUD AND LISTENING

  • https://www.teachingchannel.org/videos/new-read-aloud-strategy
supports strategies5
SUPPORTS & STRATEGIES
  • TEXT-TO-SPEECH

Copy and paste student created stories into the Avatar. Practice with volume control and speed which mimics the features of the embedded supports.

  • http://www.oddcast.com/home/demos/tts/tts_example.php

Google Translate only has the listening button. Volume would be controlled via the computer.

  • http://translate.google.com/
supports strategies6
SUPPORTS & STRATEGIES
  • THESAURUS

SDAIE Vocabulary Organizer

Root Word Expansion (i.e. decision, decide)

Morphemic Analysis (Marzano)(i.e. circumference = circum-(around)+fer(carry)+ -ence(thing)=carry around thing