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Assessments and Accountability: Supporting Our English Langauge Learners

Assessments and Accountability: Supporting Our English Langauge Learners. Kevin LaMastra Linden Public Schools April 2012. Assessments and Accountability. WIDA Standards The Access Test AMAO AHSA in native language Impact of NCLB Waivers Three Year Plans.

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Assessments and Accountability: Supporting Our English Langauge Learners

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  1. Assessments and Accountability: Supporting Our English Langauge Learners Kevin LaMastra Linden Public Schools April 2012

  2. Assessments and Accountability • WIDA Standards • The Access Test • AMAO • AHSA in native language • Impact of NCLB Waivers • Three Year Plans

  3. How long does it take to learn a second language? • Basic Interpersonal Communication Skills (BICS) Social Language 1-3 years to attain Example words/phrases: table, What’s up? • Cognitive Academic Language Proficiency (CALP) Academic Language 3-7 years to attain Example words: • New meanings: table • General academic words: act upon, attach, inquiry • Content words: atom, molecule

  4. The WIDA Standards English Language Proficiency Standard 1: • English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standards 2: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 3: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. English Language Proficiency Standard 4: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. English Language Proficiency Standard 5: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

  5. Levels of English Language Proficiency 6 R E A C H I N G 5- BRIDGING 4- EXPANDING 3- DEVELOPING 2- EMERGING 1- ENTERING

  6. What is the ACCESS Test? • The test is available in three forms: Tiers A, B, & C. The students take the test according to their language proficiency levels. EMERGING

  7. The Objective Find meaning in the data. • Identify success and challenges. • Respond to the data. • Identify at risk students and their priorities. • Use data to drive instruction.

  8. What We Should Know. . . • The 10 different areas on the ACCESS Teacher Report. • Definitions and key areas besides basic proficiency levels. • Why and how some of the other areas are important for ESL teachers and content area teachers. • How to compare scale scores. • How to make informed decisions when selecting ACCESS Tiers

  9. How do we use the teacher report? • To help determine trends. • As a starting point for differentiating instruction and assessment. • To provide important information for both ESL teachers and content teachers.

  10. TeacherReport Demographic Information About the Student Student’s Scale Score by Domain Student’s ELP Level by Domain Student’s Scale Composite Scores Student’s Composite Scores Student’s Comprehension by Standard Student’s Speaking Performance by Standard Student’s Writing Performance by Standard Description of the ELP Levels WIDA Consortium / CAL / MetriTech WIDA Consortium / CAL / MetriTech

  11. AMAO 1 • AMAO 1 requires that in 2010-2011, 77% of students will improve by 10 scale points or more on the ACCESS test.

  12. AMAO 2 • This progress indicator requires that 5% of students in language assistance programs for less than one year through four years will attain a 4.5 composite score on the ACCESS for ELLs test and exit a language assistance program.

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