1. Assessing and Evaluating ELL Performance in the Content Area Terry Hathaway ESOL Liaison, Secondary

2. ELP Assessments: WAPT & ACCESS for ELLs ® Social and Instructional LanguageSocial and Instructional Language Language of Language ArtsLanguage of Language Arts Language of MathematicsLanguage of Mathematics Language of ScienceLanguage of Science Language of Social StudiesLanguage of Social Studies 4 Language Domains Reading Writing Listening Speaking

3. WIDA English Language Proficiency 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)

4. Student Information StarStudent (Auxiliary Screen)StarStudent (Auxiliary Screen) Initial Screening ReportInitial Screening Report Chesterfield County Public Schools English as a Second Language Program Enrollment (ESL 3) FormChesterfield County Public Schools English as a Second Language Program Enrollment (ESL 3) Form ACCESS for ELLs ® Teacher ReportACCESS for ELLs ® Teacher Report

5. ACCESS for ELLs Teacher Report

6. ESOL Service Elementary School Levels 1 – 6 (Reaching) students are served in their home schools. Support may include the content teacher, ESOL teacher, reading specialist/teacher, PALS tutor, etc.Support may include the content teacher, ESOL teacher, reading specialist/teacher, PALS tutor, etc.

7. ESOL Service High School Levels 1 – 4 served in ESOL Centers James River HS Lloyd C. Bird HS Meadowbrook HS * Community HS Middle School Levels 1 & 2 served in ESOL Centers Falling Creek MSFalling Creek MS Manchester MSManchester MS Providence MSProvidence MS Salem Church MSSalem Church MS

8. Middle School Program Model Level 1Level 1 ESOL English/Reading ESOL Language & Culture and Reading in the Content Level 2 ESOL English/Reading ESOL Language & Culture and Reading in the Content

9. High School Program Model Level 1Level 1 ESOL English ESOL Reading Language and Culture Reading in the Content Level 3Level 3 ESOL English ESOL Reading Level 2Level 2 ESOL English ESOL Reading Language and Culture Reading in the Content Level 4Level 4 ESOL English

10. Factors Influencing Assessment of ELLs Language FactorsLanguage Factors Educational Background FactorsEducational Background Factors Cultural FactorsCultural Factors Guidelines for the Assessment of English Language Learners www.ets.org

11. Evaluation Guidelines Determine essential skills and/or concepts.Determine essential skills and/or concepts. Assess knowledge and understanding of concepts, focusing on essential skills.Assess knowledge and understanding of concepts, focusing on essential skills. Ascertain the ELP level of the student.Ascertain the ELP level of the student. Use multiple, adapted and/or alternative assessment instruments and rubrics.Use multiple, adapted and/or alternative assessment instruments and rubrics. Assign grades based on what the student can demonstrate given his/her ELP level.Assign grades based on what the student can demonstrate given his/her ELP level. Grade on improvement and progress as well as factors such as participation, effort, and cooperation.Grade on improvement and progress as well as factors such as participation, effort, and cooperation.

12. State Testing Accommodations Levels 1 – 5 (15 – 20) Accommodations Plain English Math/Algebra (Levels 1-2, and eligible Level 3)Plain English Math/Algebra (Levels 1-2, and eligible Level 3) Bilingual dictionaryBilingual dictionary Simplifying directionsSimplifying directions Breaks during testingBreaks 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 SOL)Audio version of test items (except Reading SOL) ScribeScribe

13. Adapted and/or Alternative Assessments –Range: Limit the number of items the ELL is to complete on any one assessment to the essential. –Time: Allow additional time for the ELL to complete a task. Consider dividing tasks into several segments.

14. Adapted and/or Alternative Assessments –Level of support: Provide appropriate and sufficient scaffolding during assessments. Consider having an aide or another student read, explain and/or translate the assessment tasks. Incorporate cooperative group activities and assessments. –Difficulty: Adapt the task so that the ELL has easier access to it. Allow the use of a calculator, dictionary, or simplified instructions and/or questions.

15. Adapted and/or Alternative Assessments –Product: Allow the ELL to respond in a manner consistent with his/her level of English language proficiency. Accept non-verbal responses such as drawings or physical demonstrations.Accept non-verbal responses such as drawings or physical demonstrations. Permit verbal and/or translated responses.Permit verbal and/or translated responses. Include performance-based assessments such as interviews, oral reports and role plays as well as portfolios, journals, graphic organizers and projects as forms of assessments.Include performance-based assessments such as interviews, oral reports and role plays as well as portfolios, journals, graphic organizers and projects as forms of assessments.

16. Adapted and/or Alternative Assessments –Participation: Provide opportunities for self- and cooperative group assessment as well as creation of grading rubrics.

17. Contact Information Terry Hathaway ESOL Liaison, Secondary (804) 279-7348 teresa_hathaway@ccpsnet.net