Only $2.99/month

Terms in this set (17)

Local emphasis on state test: changes across time; LPAC (language proficiency assessment committee; Members: parent, school administrator, teacher
National emphasis on assessment
Requirements of NCLB:
Title I: content funds available if requirements met (40% or more get free-reduced lunch
ELL take test in English after 3 years
Law changed concerning the 1 day= 1 year policy
- ELL may take test in native language during years 1-3 but it's often not possible so it has to be taken in English
Assessment challenges for ELLS
ELL face same content area standards as general ed students
Each group need to meet AYP or else the school's labeled as "needing improvement"
7-10 years for ELL reach 50th percentile with-all English schooling
4-7 years to reach it if in bilingual/ESL
Political context for assessment
Title III (language) applies to funding for ESL and bilingual programs
Funds are to help acquire language proficiency
Proponents say testing helps to keep from dropping out
Opponents say testing provides narrow view of student learning
Political Context for assessment
State Assessments for Texas: STAAR and TELPAS
States that refuse Title I funds (do not comply with STAAR): Connecticut, Minnesota, Nebraska, New Hampshire, New Jersey, Louisiana, Vermont, and others
MA parents ask students to boycott schools on test days
Texas Parents opt out of the state tests: led by Kyle and Jennifer Massey of Waco and Baylor
NCLB and Testing
Fails to show what we know about testing and how children learn
Punitive and arbitrary accountability standards: school gets punished
Assumes what students know is more important than how to use it
Limits the curriculum in other subjects to focus on what's tested
Views standardized testing as a panacea for closing achievement gap
Turns schools into test-prep programs
Mandates testing that's not affordable
Promotes divisiveness between educators and politicians
DIANE RAVITCH:
Assessments:
Needed? Yes but what we have isn't ideal not just for ESL but for all
What kinds? Achievement tests were better
Assessing ELL
Identify and place students in ESL, bilingual, special ed, regular ed
Determine students readiness to exit or leave a special program
Monitor students progress in special and regular classrooms
Accountability to meeting state and local standards
Evaluate programs to determine effectiveness
Guidelines for Classroom-based assessments of ELL
Based on what we know about how language learners learn, particularly acquisition of reading and writing
Integral to instruction, informs teaching, and improves learning
Use multiple sources of information regularly and systematically
Provides valid, reliable, and fair measures of learning
Newcomer parents stages of adjustment:
Arrival survival: limited school involvement, finding way around community
Culture shock: parents disillusioned about american ways of life so contact from school personnel is helpful
Coping: families gaining confidence and may help other newcomer parents; good time to encourage school involvement
Acculturation: parents are comfortable and ready to participate in school; they are ready for leadership opportunities
Funds of knowledge:
Everyone has something to contribute
Teachers can gather info through home visits and community participation
Use skills and talents of fam to integrate into class activities
Concept applicable to schools of all sizes and in all locations
Ex: food, if no phone get someone to go with you to their house or send letters, model for acceptance to others, get parents to come in even in story time
What are the TELPAS ( Texas English Language Proficiency Assessment Systems)?
A federally required assessment program designed to measure the annual progress that ELLS make in learning academic English.
What are TELPAS raters?
- Teachers trained to assess ELL for TELPAS
- What are the Elps?
- Federally requirement instructional standards designed to ensure that ELLS are taught the academic English they need for school purposes.
Nuts and Bolts:
The ELPS are used in foundation and enrichment instruction of K-12 ELLS.
- TELPAS assesses K-12 ELLs.
- The ELPS and TELPAS encompass
4 languages domains 4 proficiency levels
- Listening - Beginning
- Speaking - Intermediate
- Reading - Advanced
- Writing -Advanced High
- Who takes TELPAS?
- All ELLs in grades K-12, including those whose parents decline bilingual/ESL program services, are assessed annually.
- TELPAS provides proficiency level ratings for each language domain, plus an overall, composite rating.
- TELPAS Results: Results are used to:
Set learning goal for ELLs.
Keep parents and students aware of annual progress in learning English
Inform instructional planning and bilingual/ESL program exit decisions
Report Performance to the public
Evaluate programs, resources, and staffing patterns
Evaluated districts and campuses in federal and state accountability and monitoring indicators.
ELPS
Were approved by the state Board of Education in 2007-2008
Are part of TEKS
Include instruction school districts must provide to give ELLS full opportunity to learn English and succeed academically
Require content area teachers to teach content area TEKS and help ELLs English proficient
Are an integral part of instructional in each TEKS foundation and enrichment subject
Are found : http://www.tea.state.tx.us/rules/tac/chapter074/ch074a.html