April 27, 2011English 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?

A single source, especially a single assessment is merely a snapshot of one moment in time.

Examples:

Scores Speaking Listening Reading Writing Overall* Comprehension** Oral ***

Indexed Proficiency Level SS

Recommendations: Comments

ELA Teacher_____________ Date__________

ENGLISH LANGUAGE ACQUISITION - YEARLY ASSESSMENT COVER SHEET – FALL 2011

Service: Y / N (circle one)______________ (minutes daily)

Service Waived? Y / N (circle one)

ELA STATUS (See Body of Evidence Below to determine. Check one.): 1) Beginning 2) Early Intermediate 3) Intermediate 4) Proficient 5)Advanced *This is based on “body of evidence” not just CELA data results. *If student is eligible for FEP

status, follow redesignation protocol and send a copy of paperwork to ELA Office

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 FEPCELA (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: Absent2: Early intermediate NS: No Score1: Beginner__________________________________________________________________________________________________________________________________________________

Classroom Data Standard District Data State Testing Other:

Other body of evidence to be considered:

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 programsTeacher-made assessmentsFormal and Informal AssessmentsClassroom gradesOther

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?

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?

Inter-rater Reliability

Activity will be done in TriadsPerson 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.

Let’s Talk Data

Demographic Data

Take a few minutes to look at this dataMake 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

TOTAL 1-Beg 2-E Int 3-Int 4-Prof 5-Adv NO TESTK 61 17 35 3 3 0 31 49 4 7 22 15 1 02 47 0 9 19 18 0 13 58 3 13 12 26 3 14 47 1 8 14 20 4 05 34 3 0 10 12 9 06 19 1 1 10 7 0 07 15 0 1 4 8 2 08 18 1 3 8 5 0 19 15 0 1 8 4 2 0

10 6 0 1 2 3 0 011 8 1 2 1 2 0 212 8 1 1 3 3 0 0

DISTRICT 385 32 82 116 126 21 8

Students Taking CELApro 2011 13

Prediction

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

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…

Speaking Listening Reading Writing Overall Comp Oral

Mean- Kg 472.8 (Int) 431.2 (E Int) 363.2 (E Int) 315.4 (Beg) 395.4 (E Int) 404.3 (E Int)460.1 (Int)Range 461-474 430-443 347-380 200-327 382-425 389-412 453-462Mean-1st 499.4 (Prof) 472.8 (Prof) 420.3 (Int) 424.4 (E Int)453.8 (Int) 450.7 (Int) 487.9 (Prof)Range 487-550 460-520 392-444 405-434 435-468 421-452 474-535Mean-2nd 520.2 (Prof) 497.3 (Prof) 455.1 (Int) 467.8 (E Int)484.7 (Int) 478.5 (Int) 508.4 (Prof)Range 493-556 480-535 448-483 436-474 465-490 455-481 487-546Mean-3rd 542.2 (Prof) 496.3 (Int) 478.8 (Int) 502.7 (Int) 504.6 (Int) 488.1 (Int) 525.2 (Prof)Range 502-557 473-499 476-511 487-519 478-508 475-505 501-558Mean-4th 561.7 (Adv) 507.9 (Int) 508.7 (Int) 524.9 (Int) *526 (Prof) 506.3 (Int) 540.5 (Prof)Range 559-635 483-519 504-538 498-534 526-577 494-529 515-569Mean-5th 578.2 (Adv) 538.8 (Prof) 524.1 (Int) 526.7 (Int) 541.5 (Prof) 526.6 (Int) 570.3 (Prof)Range 559-635 527-594 513-545 498-546 533-583 500-536 519-576Mean-6th 552.5 (Prof) 531.8 (Int) 516.8 (E Int) 532.9 (Int) 533.1 (Int) 512.5 (Int) 543.1 (Prof)Range 510-559 489-534 491-520 498-557 496-538 505-544 523-583Mean-7th 555.7 (Prof) 551.6 (Prof) 558.3 (Int) 571.9 (Prof) 558.9 (Prof) 550.9 (Int) 550.3 (Prof)Range 510-559 542-621 530-560 570-591 546-595 511-551 526-590Mean-8th 544.7 (Prof) 513.8 (Int) 518.6 (E Int) 536.8 (Int) 528.1 (Int) 514.2 (E Int)527.6 (Prof)Range 510-559 498-543 511-536 499-571 503-548 489-517 527-591Mean-9th 559.2 (Prof) 543.8 (Int) 548.9 (Int) 542.9 (Int) 548.1 (Int) 551.2 (Int) 549.9 (Prof)Range 510-559 504-545 545-574 500-573 507-550 525-560 528-592Mean-10th566.7 (Adv) 522.2 (Int) 551.5 (E Int) 538.8 (Int) 544.3 (Int) 539 (Int) 540.2 (Prof)Range 560-650 510-546 532-551 500-574 510-552 531-563 528-593Mean-11th546.3 (Prof) 529 (Int) 530.1 (Beg) 521 (Int) 526.5 (Int) 525.3 (E Int)542 (Prof)Range 509-559 516-548 390-541 501-576 514-555 512-537 529-594Mean-12th518.9 (Prof) 540.4 (Int) 566 (Int) 533.6 (Int) 539.4 (Int) 559 (Int) 526.6 (Int)Range 509-559 522-550 566-594 502-578 518-558 544-572 501-529

Means, Proficiency Level, & Range 16

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