Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

More documents

Recommendations

Info

$Framework for Math - Western Washington University$

should then modify the use of various assessment and interventions techniques to accommodatethe student’s language and cultural background.The educator should implement a series of interventions to facilitate the collection of informationand to try out possible resolutions to the student’s learning and behavior needs. Duringprereferral of an ELL, the educator should consider several relevant variables including: (a) timefor adjustment, (b) familiarity with the school system and language, and (c) cultural differences.After attempting various prereferral interventions and documenting their results, the TeacherAssistance Team may decide that a formal comprehensive evaluation is necessary. Once a formalreferral for assessment is made, the legal constraints of IDEA (1997) regarding staffing andformal assessment must be applied.Authentic AssessmentOver the past three decades two themes have emerged that highlight many issues in the area ofassessment for English Language Learners (ELL): 1) accountability; and, 2) underachievementin education (Cummins & Sayers, 1995). The problems associated with use of formal,standardized testing with ELLs are well documented (Baca & Cervantes, 1998; Cummins, 1995;Gonzalez, Brusca-Vega, & Yawkey, 1997). Four specific types of authentic assessment areappropriate for use with ELLs (O’Malley & Pierce, 1996):1. Curriculum-Based2. Performance-Based3. Portfolio4. Self-AssessmentWhen used in conjunction with prereferral interventions as well as selected standardizedassessment techniques, authentic assessment provides more relevant and meaningful informationconcerning the educational needs of ELLs.Assessment TechniquesA variety of assessment techniques exist and may effectively be used in the assessment of ELLs.HOW these techniques are applied and how results are interpreted will determine theireffectiveness with ELLs. When used in the overall assessment process, including prereferralinterventions, these alternative and authentic assessment techniques provide valuable andmeaningful information about the student. They include:1. Observations2. Interviews3. Rating Scales/Surveys4. Review of Records5. Work Sample Analysis6. Journaling7. Task Analysis8. Language Samples9. Rubrics10. Analytic TeachingEach of these assessment techniques should be considered in the comprehensive and effectiveassessment process for ELLs, with results being compared and corroborated through the varioustechniques.SummaryThe assessment of ELL students has been a subject of legislation for many years (IDEA, 1977;BEA, 1994; Dyrcia S. et al. V. Board of Education of the City of New York, 1979; Larry P. v© 2008 Dr. Catherine CollierAll Rights Reserved162
Riles, 1979; Jose P. v Ambac, 1983). This legislation has led to several legal guidelines that mustbe followed when assessing ELLs. If not completed appropriately, assessment, and its results,may be irrelevant to programming and may merely confirm the initial impressions of theclassroom teacher. Information about cultural, language, and cognitive factors and theircontributions to students’ learning and behavior needs must be obtained prior to referral forformal assessment. Appropriate placement and programming decisions should be made withknowledge of the extent to which cultural and language factors contribute to the learning andbehavior needs of an ELL.© 2008 Dr. Catherine CollierAll Rights Reserved163
Page 2 and 3:
"Those who arrive by age 12 or 13 m
Page 5:
Article I.2 Are Signed Languages "R
Page 8 and 9:
Biological analyses of the status o
Page 10 and 11:
and beyond, speaking and signing ch
Page 12 and 13:
Conclusion: Are Signed Languages Re
Page 14 and 15:
Article I.3 The Interpreter: Has a
Page 16 and 17:
A few weeks earlier, I had called F
Page 18 and 19:
“We struggled even getting to the
Page 20 and 21:
herself by strapping a cassette rec
Page 22 and 23:
In 1998, after nine years as the ch
Page 24 and 25:
momentary burst of excitement that
Page 26 and 27:
can shape core grammar. Because the
Page 28 and 29:
The authors compared animal and hum
Page 30 and 31:
monkey moved. He followed it with h
Page 32 and 33:
delight, fear, laughter, and surpri
Page 34 and 35:
Piipaío in a hut: Pirahã huts typ
Page 36 and 37:
LEP students, and equitable organiz
Page 38 and 39:
4. Second language development crea
Page 41 and 42:
curriculum or "teaching to the test
Page 43 and 44:
portfolio work was scanned and stor
Page 45 and 46:
experiences of many groups of stude
Page 47 and 48:
While not disagreeing that interpre
Page 49 and 50:
sound educational practice, however
Page 51 and 52:
arises from the efforts to abstract
Page 53 and 54:
Article II.2 Cross-Cultural Communi
Page 55 and 56:
males who can serve as positive rol
Page 57 and 58:
Understanding another culture is a
Page 59 and 60:
Pets and AnimalsWhich animals are v
Page 61 and 62:
to teach standard English is reflec
Page 63 and 64:
Asking personal questions of a pers
Page 65 and 66:
Using Cross Cultural Communication
Page 67 and 68:
Why Do Nonstandard English-Speaking
Page 69 and 70:
Before beginning to teach standard
Page 71 and 72:
• Negative attitudes toward low p
Page 73 and 74:
New standardized tests and assessme
Page 75 and 76:
Each of the behaviors listed above
Page 77 and 78:
Article II.3 Hard Work Hypothesis:
Page 79 and 80:
each point higher in SES, students
Page 81 and 82:
This case does not provide strong s
Page 83 and 84:
Article II.4 Language Acquisition a
Page 85 and 86:
1992, p. XI). These researchers, wh
Page 87 and 88:
comprehend a word within a specific
Page 89 and 90:
more to the truthfulness of the chi
Page 91 and 92:
This idea of “semilingualism” c
Page 93 and 94:
Article III.1 A Brief Description o
Page 95 and 96:
take different lengths of time to c
Page 97 and 98:
example, should involve the same co
Page 99 and 100:
As with all stages of BICS acquisit
Page 101 and 102:
Assessment techniques at stage 3 ca
Page 103 and 104:
different. Therefore, the social di
Page 105:
integrative motivation. Basically,
Page 109 and 110:
(Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
Page 131 and 132: We will now look at two examples of
Page 133 and 134: Speakers communicate fluently, main
Page 135 and 136: question the effects of such attitu
Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
Page 151 and 152: competent reader/writer. All versio
Page 153 and 154: Table 1Comparison of Recent Accultu
Page 155 and 156: unilinear model, which measures the
Page 157 and 158: an English-only instructional progr
Page 159 and 160: Article V.3 Assessment of English L
Page 161: 8. Change answers only for a very g
Page 165 and 166: proficiency is often underestimated
Page 167 and 168: Finally, when second language reade
Page 169 and 170: for their decisions, noting issues
Page 171 and 172: As mentioned above, when the transi
Page 173 and 174: ather than generic adjectives and t
Page 175 and 176: their imagined points of view. Ther
Page 177 and 178: English texts and demonstrate progr
Page 179: using inter-district teams). In the
show all

Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?