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This program utilizes multiple measures, including ACCESS for ELLs 2.0 Summative Assessment, to determine student readiness to exit the ESL program, assess language proficiency, enhance instruction, and set future goals. Additionally, it incorporates the use of STAR Assessments and Fountas and Pinnell Multiple Measures to track progress and ensure effective intervention through personalized Student Improvement Plans.
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ESL Data-Driven Instruction Howell Township
ACCESS for ELLs 2.0 Summative Assessment • Serves as one of multiple measures we use to determine whether students are prepared to exit the ESL Program. • Provides information that assists in determining if ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support. • Provides staff with information to enhance instruction and learning in programs for English language learners. • Generates feedback for the ESL Department's’ effectiveness and helps to determine future goals. • Helps teachers to identify students’ receptive and productive proficiency levels in the contexts of language arts, math, science, social studies, and Social and Instructional Language.
STAR Assessments in Early Literacy, Reading and Math • Electronic assessments used to track individual student progress towards learning goals. • The assessment adapts to the individual’s academic level during the course of the test. This Photo by Unknown Author is licensed under CC BY-SA
Classroom Data • In ESL pull-out classrooms, we use our own fluency and academic vocabulary goal trackers to monitor student growth in relation to our ESL District Goal. • Students take ownership of their progress, and see the “big picture” tie-in with the school goal. This Photo by Unknown Author is licensed under CC BY-NC-ND
ESL District Goals based on Access for ELLs 2.0 • Speaking has been placed in the forefront as a result of statewide declining ACCESS speaking scores. • In the ESL classroom, speaking activities and turn-and-talk opportunities have been given priority in order to address this deficiency • Ardena Elementary has designated “Academic Language” as their ESL school-wide for for 2017-2018 • The elementary schools have designated speaking as one of their SGOs in order raise our speaking scores during the Spring 2018 ACCESS testing. • PLCs based around speaking have been established between the ESL teachers and classroom teachers. • ESL coach is inservicing usage of scaffolds to promote speaking in the classroom.
RTI Framework for Intervention • Data-driven PLCs designed to meet and discuss individual students’ learning needs. • A tier of 1, 2, or 3 is determined for students based on data to place them within the framework for their individualized needs for instruction. • Students with a Tier 2 or Tier 3 placement are frequently monitored and reassessed based on their individualized Student Intervention Plans. This Photo by Unknown Author is licensed under CC BY-SA
Student Intervention Plans • As students demonstrate struggles unrelated to language, RTI (response to intervention) is put into play. • A SIP (student intervention plan) is set up and personalized goals are drawn. • ESL and classroom teachers work collaboratively on these goals in order to help the student reach them. • Meetings with RTI team of specialists are set up to discuss student progress and to set new goals.
