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Change is Good

ESOL Revised Standards and Support Materials Ohio TESOL Conference Northeast ABLE Resource Center November 17, 2006. Change is Good. July 1, 2006 the NRS ESOL levels changed NEW: ESL Descriptors Ohio Standards and Benchmarks Snapshots 6 levels with lower exit levels OLD:

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Change is Good

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  1. ESOL Revised Standards and Support Materials Ohio TESOL ConferenceNortheast ABLE Resource CenterNovember 17, 2006

  2. Change is Good July 1, 2006 the NRS ESOL levels changed NEW: ESL Descriptors Ohio Standards and Benchmarks Snapshots 6 levels with lower exit levels OLD: Level 2 split in half to create level 2 and 3 Level 6 was eliminated

  3. And So… • Implications for standards • Implications for assessment • Implications for placement/instruction • Implications for program design/transitioning • Emphasis on Goal-Setting, Learning Plans • Emphasis on Assessment • Emphasis on Orientation/Intake

  4. Standards • ESOL standards are realigned and available. • Portfolio system does not require specific doc logs or reporting forms. • Reporting methods are program specific. • Students are tracked in their goal area. L/S (Listening/Speaking) or R/W (Reading/Writing)

  5. Assessment • Assessment instruments are varied. It is optimal to test in both L/S and R/W. • If not, choose an assessment instrument best suited for the student’s needs and abilities. • Listening and speaking should be the first skills taught. • L/S and R/W skills often vary widely. • Align the assessment with students’ goals.

  6. Ohio Completion Chart FY07

  7. Examples • New arrival-limited speaking (BEST Plus) • Speaks fairly well, appears to be of limited literacy. Needs writing for work. (CASAS Reading, BEST Literacy) • High-level student that wants to improve skills to go on to college (CASAS-as they can be classified as ESOL or ABE depending on scores)

  8. Placement • High-level students can be enrolled and tracked as ABE students, but still receive ESOL services as needed. CASAS reading is ideal for this situation as it transitions from ESOL to ABE. (TABE is not recommended for transitioning ESOL students)

  9. Instruction • Plan instruction to reflect student goals L/S vs. R/W • Align instruction with assessment and standards • Goal-Setting • Learning Plan • Snapshots

  10. Program Design • Consider your student population. • Consider a transitions class for high-level students • Transition students who require more reading and writing into ABE classes, possibly on a part-time basis. • Revamp recruiting efforts for lower level students. • Consider Pre-GED, Specialized classes: Culture, Pronunciation, Reading/Writing

  11. Support Materials • ODE website - www.ode.state.oh.us Standards Benchmarks Alignment Sheets Snapshots • OLRC – Eureka! http://literacy.kent.edu/eureka/ ESOL Lesson Plans

  12. Contact Us… • For ESOL questions contact: • info@neable.org • www.neable.org • 1 -800-361-7076

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