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Assessing and Evaluating ELL Performance in the Content Area

Assessing and Evaluating ELL Performance in the Content Area . Terry Hathaway ESOL Liaison, Secondary. Social and Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies. 4 Language Domains Reading Writing Listening

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Assessing and Evaluating ELL Performance in the Content Area

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  1. Assessing and Evaluating ELL Performance in the Content Area Terry Hathaway ESOL Liaison, Secondary

  2. Social and Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies 4 Language Domains Reading Writing Listening Speaking ELP Assessments: WAPT & ACCESS for ELLs®

  3. WIDA English Language Proficiency Levels • Level 1 Entering (15) • Level 2 Beginning (16) • Level 3 Developing (17) • Level 4 Expanding (18) • Level 5 Bridging (19) • Level 6 Reaching (20)

  4. Student Information • StarStudent (Auxiliary Screen) • Initial Screening Report • Chesterfield County Public Schools English as a Second Language Program Enrollment (ESL 3) Form • ACCESS for ELLs® Teacher Report

  5. ACCESS for ELLs Teacher Report

  6. ESOL Service Elementary School Levels 1 – 6 (Reaching) students are served in their home schools. • Support may include the content teacher, ESOL teacher, reading specialist/teacher, PALS tutor, etc.

  7. High School Levels 1 – 4 served in ESOL Centers James River HS Lloyd C. Bird HS Meadowbrook HS * Community HS Middle School Levels 1 & 2 served in ESOL Centers Falling Creek MS Manchester MS Providence MS Salem Church MS ESOL Service

  8. Level 1 ESOL English/Reading ESOL Language & Culture and Reading in the Content Level 2 ESOL English/Reading ESOL Language & Culture and Reading in the Content Middle School Program Model

  9. High School Program Model • Level 1 ESOL English ESOL Reading Language and Culture Reading in the Content • Level 3 ESOL English ESOL Reading • Level 2 ESOL English ESOL Reading Language and Culture Reading in the Content • Level 4 ESOL English

  10. Factors Influencing Assessment of ELLs • Language Factors • Educational Background Factors • Cultural Factors Guidelines for the Assessment of English Language Learners www.ets.org

  11. Evaluation Guidelines • Determine essential skills and/or concepts. • Assess knowledge and understanding of concepts, focusing on essential skills. • Ascertain the ELP level of the student. • Use multiple, adapted and/or alternative assessment instruments and rubrics. • Assign grades based on what the student candemonstrate given his/her ELP level. • Grade on improvement and progress as well as factors such as participation, effort, and cooperation.

  12. State Testing Accommodations Levels 1 – 5 (15 – 20) Accommodations • Plain English Math/Algebra (Levels 1-2, and eligible Level 3) • Bilingual dictionary • Simplifying directions • Breaks during testing • Small group • Study carrel • Magnification, visual aid • Read aloud (except Reading SOL) • Audio version of test items (except Reading SOL) • Scribe

  13. Adapted and/or Alternative Assessments • Range: Limit the number of items the ELL is to complete on any one assessment to the essential. • Time: Allow additional time for the ELL to complete a task. Consider dividing tasks into several segments.

  14. Adapted and/or Alternative Assessments • Level of support: Provide appropriate and sufficient scaffolding during assessments. Consider having an aide or another student read, explain and/or translate the assessment tasks. Incorporate cooperative group activities and assessments. • Difficulty: Adapt the task so that the ELL has easier access to it. Allow the use of a calculator, dictionary, or simplified instructions and/or questions.

  15. Adapted and/or Alternative Assessments • Product: Allow the ELL to respond in a manner consistent with his/her level of English language proficiency. • Accept non-verbal responses such as drawings or physical demonstrations. • Permit verbal and/or translated responses. • Include performance-based assessments such as interviews, oral reports and role plays as well as portfolios, journals, graphic organizers and projects as forms of assessments.

  16. Adapted and/or Alternative Assessments • Participation: Provide opportunities for self- and cooperative group assessment as well as creation of grading rubrics.

  17. Contact Information Terry Hathaway ESOL Liaison, Secondary (804) 279-7348 teresa_hathaway@ccpsnet.net

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