assessing and evaluating ell performance in the content area terry hathaway esol liaison, secondary

Assessing and Assessing and Evaluating ELL Evaluating ELL

Performance in the Performance in the Content Area Content Area

Terry HathawayTerry Hathaway

ESOL Liaison, ESOL Liaison, SecondarySecondary

ELP Assessments: ELP Assessments: WAPT & ACCESS for WAPT & ACCESS for

ELLsELLs®®

• Social and Social and Instructional Instructional LanguageLanguage

• Language of Language of Language ArtsLanguage Arts

• Language of Language of MathematicsMathematics

• Language of ScienceLanguage of Science• Language of Social Language of Social

StudiesStudies

4 Language 4 Language DomainsDomains

• Reading Reading • WritingWriting• ListeningListening• SpeakingSpeaking

WIDA English Language WIDA English Language Proficiency LevelsProficiency Levels

• Level 1 Entering (15)Level 1 Entering (15)• Level 2 Beginning (16)Level 2 Beginning (16)• Level 3 Developing (17)Level 3 Developing (17)• Level 4 Expanding (18)Level 4 Expanding (18)• Level 5 Bridging (19)Level 5 Bridging (19)• Level 6 Reaching (20)Level 6 Reaching (20)

Student InformationStudent Information

• StarStudent (Auxiliary Screen)StarStudent (Auxiliary Screen)• Initial Screening ReportInitial Screening Report• Chesterfield County Public Schools Chesterfield County Public Schools

English as a Second Language English as a Second Language Program Enrollment (ESL 3) FormProgram Enrollment (ESL 3) Form

• ACCESS for ELLsACCESS for ELLs®® Teacher Report Teacher Report

ACCESS for ELLs Teacher ACCESS for ELLs Teacher ReportReport

ESOL ServiceESOL Service

Elementary SchoolElementary School Levels 1 – 6 (Reaching) students are Levels 1 – 6 (Reaching) students are

served in their home schools.served in their home schools.• Support may include the content Support may include the content

teacher, ESOL teacher, reading teacher, ESOL teacher, reading specialist/teacher, PALS tutor, etc.specialist/teacher, PALS tutor, etc.

ESOL ServiceESOL Service

High SchoolHigh SchoolLevels 1 – 4 served Levels 1 – 4 served

in ESOL Centersin ESOL Centers• James River HSJames River HS• Lloyd C. Bird HSLloyd C. Bird HS• Meadowbrook HSMeadowbrook HS* Community HS* Community HS

Middle SchoolMiddle SchoolLevels 1 & 2 Levels 1 & 2

served in ESOL served in ESOL CentersCenters

• Falling Creek MSFalling Creek MS• Manchester MSManchester MS• Providence MSProvidence MS• Salem Church Salem Church

MSMS

Middle School Program Middle School Program ModelModel

• Level 1Level 1ESOL ESOL

English/ReadingEnglish/Reading

ESOL Language & ESOL Language & Culture and Culture and Reading in the Reading in the ContentContent

• Level 2Level 2ESOL ESOL

English/ReadingEnglish/Reading

ESOL Language & ESOL Language & Culture and Culture and Reading in the Reading in the ContentContent

High School Program High School Program ModelModel

• Level 1Level 1ESOL English ESOL English

ESOL ReadingESOL Reading

Language and CultureLanguage and Culture

Reading in the ContentReading in the Content





Language and CultureLanguage and Culture

Reading in the ContentReading in the Content

• Level 4Level 4ESOL EnglishESOL English

Factors Influencing Factors Influencing Assessment of ELLsAssessment of ELLs

• Language FactorsLanguage Factors• Educational Background FactorsEducational Background Factors• Cultural FactorsCultural Factors

Guidelines for the Assessment of English Language LearnersGuidelines for the Assessment of English Language Learners www.ets.org www.ets.org

Evaluation GuidelinesEvaluation Guidelines

• Determine Determine essential essential skills and/or concepts.skills and/or concepts.• Assess knowledge and understanding of Assess knowledge and understanding of

concepts, focusing on essential skills.concepts, focusing on essential skills.• Ascertain the ELP level of the student.Ascertain the ELP level of the student.• Use multiple, adapted and/or Use multiple, adapted and/or alternativealternative

assessment instruments and rubrics.assessment instruments and rubrics.• Assign grades based on what the student Assign grades based on what the student

cancan demonstratedemonstrate given his/her ELP level. given his/her ELP level.• Grade on Grade on improvement improvement and and progress progress as as

well as factors such as participation, effort, well as factors such as participation, effort, and cooperation.and cooperation.

State Testing Accommodations State Testing Accommodations Levels 1 – 5 (15 – 20)Levels 1 – 5 (15 – 20)

AccommodationsAccommodations• Plain English Math/Algebra (Levels 1-2, and Plain English Math/Algebra (Levels 1-2, and

eligible Level 3)eligible Level 3)• Bilingual dictionaryBilingual dictionary• Simplifying directionsSimplifying directions• Breaks during testing Breaks during testing • Small groupSmall group• Study carrelStudy carrel• Magnification, visual aidMagnification, visual aid• Read aloud (except Reading SOL)Read aloud (except Reading SOL)• Audio version of test items (except Reading Audio version of test items (except Reading

SOL) SOL) • ScribeScribe

Adapted and/or Alternative Adapted and/or Alternative AssessmentsAssessments

– Range:Range: Limit the number of items Limit the number of items the ELL is to complete on any one the ELL is to complete on any one assessment to the essential. assessment to the essential.

– Time:Time: Allow additional time for Allow additional time for the ELL to complete a task. the ELL to complete a task. Consider dividing tasks into Consider dividing tasks into several segments.several segments.


– Level of supportLevel of support: Provide appropriate : Provide appropriate and sufficient scaffolding during and sufficient scaffolding during assessments. Consider having an aide assessments. Consider having an aide or another student read, explain and/or or another student read, explain and/or translate the assessment tasks. translate the assessment tasks. Incorporate cooperative group activities Incorporate cooperative group activities and assessments. and assessments.

– Difficulty: Difficulty: Adapt the task so that the Adapt the task so that the ELL has easier access to it. Allow the ELL has easier access to it. Allow the use of a calculator, dictionary, or use of a calculator, dictionary, or simplified instructions and/or questions. simplified instructions and/or questions.


– Product: Product: Allow the ELL to respond in a Allow the ELL to respond in a manner consistent with his/her level of manner consistent with his/her level of English language proficiency. English language proficiency. •Accept non-verbal responses such as Accept non-verbal responses such as drawings or physical demonstrations. drawings or physical demonstrations.

•Permit verbal and/or translated Permit verbal and/or translated responses. responses.

•Include performance-based Include performance-based assessments such as interviews, oral assessments such as interviews, oral reports and role plays as well as reports and role plays as well as portfolios, journals, graphic portfolios, journals, graphic organizers and projects as forms of organizers and projects as forms of assessments.assessments.


– Participation: Participation: Provide Provide opportunities for self- and opportunities for self- and cooperative group assessment cooperative group assessment as well as creation of grading as well as creation of grading rubrics.rubrics.

Contact InformationContact Information

Terry HathawayTerry Hathaway

ESOL Liaison, SecondaryESOL Liaison, Secondary

(804) 279-7348(804) 279-7348

[email protected][email protected]

assessing and evaluating ell performance in the content area terry hathaway esol liaison, secondary

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