1 / 17

April 27, 2011 English Language Acquisition Teachers

April 27, 2011 English Language Acquisition Teachers. I am __. I am a member of the __ team. Objective. Institutionalize the use of the Body of Evidence to make decisions about emerging bilingual students. Why is it inappropriate to use the results of a single source to make decisions?

jorn
Download Presentation

April 27, 2011 English Language Acquisition Teachers

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. April 27, 2011English Language Acquisition Teachers

  2. I am __. I am a member of the __ team.

  3. Objective • Institutionalize the use of the Body of Evidence to make decisions about emerging bilingual students. • Why is it inappropriate to use the results of a single source to make decisions? • A single source, especially a single assessment is merely a snapshot of one moment in time. • Examples:

  4. ENGLISH LANGUAGE ACQUISITION - YEARLY ASSESSMENT COVER SHEET – FALL 2011 Name: __________________________________________________ Primary Language: ______________________________________ Current School: ___________________________________________ School in Fall: __________________________________________ Current Grade: ____________________________________________ Grade in Fall:___________________________________________ CELA Tester: _____________________ Date of testing ________ CDE Designation for FALL 2011: NEP LEP FEP CELA (Colorado English Language Acquisition) Please use indexed scores and Scale Scores PL: Proficiency Level N/A: Not applicable * Overall Scale Score is an average of Speaking, Listening, Reading and Writing. 5: Above proficient INV: Test invalidation **Comprehension is based on designated items in Listening and Reading Skill areas. 4: Proficient EXM: Test exemption ***Oral is based on all items in Listening and Speaking skill areas. 3: Intermediate ABS: Absent 2: Early intermediate NS: No Score 1: Beginner__________________________________________________________________________________________________________________________________________________ Other body of evidence to be considered: Recommendations: Comments ELA Teacher_____________ Date__________

  5. Body of Evidence • Colorado Student Assessment Program (CSAP) • Developmental Reading Assessment 2 (DRA-2) • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Assessments from other programs • Teacher-made assessments • Formal and Informal Assessments • Classroom grades • Other

  6. Considerations for Body of Evidence • What is this assessment intended to measure and is it actually measuring that? (Construct validity) • When was this assessment administered? Are these “old” or “recent” results? • Do all of the measures that I am looking at agree with each other? (Concurrent validity) Are there outliers?

  7. Using the Body of Evidence • Use of descriptors on back of CELA report page to determine what best describes this student. • Is classroom data a reflection of that descriptor? • What evidence supports, or doesn’t support these descriptors? • What descriptors is the student demonstrating across a body of evidence?

  8. Inter-rater Reliability • Activity will be done in Triads • Person 1: Describe the data on one of your students briefly, and give your language status designation (1 minute) • Persons 2 & 3: Ask clarifying questions about the body of evidence (1 minute) • Persons 2 & 3: Do you agree or disagree with the designation and why? How would you designate this student and why? (2 minutes) • Repeat the process for the other two people in the triad.

  9. Let’s Talk Data

  10. Demographic Data • Take a few minutes to look at this data • Make 2 observations about the data. Simply describe what the data tells you. • Resist the urge to make decisions or judgments about the data. Simply describe it. • Turn to a partner and share your 3 observations. • Quick report out-Popcorn Share

  11. Students Taking CELApro 2011

  12. Prediction • What level do you think your students will be in, on average, in the Overall category? Share with an elbow partner.

  13. Jigsaw • Groups: Count off from 1-3. • Grades: K-1, 2-3, 4-5, 6-8, 9-12. • Jigsaw scale scores for your group and be prepared to report to the entire group what you talked about. • Be prepared to respond to 2 questions – brief answer, in 10 seconds. No need to share actual numbers. • (1.) What is one celebration you see in this? Our celebration is … • (2.) What is one question that this raises in your mind? Our question is…

  14. Means, Proficiency Level, & Range

  15. Closing Thoughts • Imagine Learning Pilot is underway. • Summer School will be more spread out but we will have a smaller centralized offering at Garfield. • Summer School Teacher posting is up so do it. • Continue your work on the Standards PLC. This is a great learning opportunity. • If you haven’t done so, sign up for the What’s Different about teaching Reading to English learners class. • Evaluations

More Related