Issues Related To Assessing English Language Learners Education Essay

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National legislation is requiring that more focus be placed on assessment in schools in general. This course will focus on the issues related to assessing English Language Learners and Bilingual students.

Educators participating in this course will develop an understanding of current district, state and national policies regarding assessment. Using information gained through a variety of sources, educators will examine student, classroom and school characteristics necessary to prepare English Language Learners and Bilingual students to meet the challenges they will face and succeed.

Learning Outcomes:

The student will be able to:

Examine different models of instruction for English Language Learners

Describe the effect demographics and school setting have on choosing a model of instruction and meeting national education standards

Analyze school, classroom and student characteristics and the role they play for English Language Learners and Bilingual students during high stakes assessments

Examine current national legislation and its impact on English Language Learners and Bilingual students and schools

Design an effective program for English Language Learners and Bilingual students by identifying crucial components such as the roles and responsibilities of faculty and staff, budgetary concerns and the needs of the population to be served

Evaluate issues related to English Language Learners and Bilingual students who also present with special education needs

Online Learning with Full Instructor Facilitation

Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read about Instruction and Standards

http://bpayne.myweb.uga.edu/Shawn.htm Models of Instruction

Watch Video Clips

Clip 1: http://www.ustream.tv/recorded/5336917 - NPTA Legislative Conference Core Standards Panel Discussion

Assignment: Given the diversity in the classrooms both regarding the demographics and the organizational settings, can you blend the national standards with one instructional approach? Why or why not?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read about WIDA/ACCESS for ELLs

http://www.wida.us/ Understanding the WIDA English Language Proficiency Standards: A Resource Guide

http://www.state.nj.us/education/bilingual/ells/admin/pp/

ACCESS for ELLs® Test Facilitator Training Power Point Presentations

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=J9EkX_gX6R8&feature=related

Barack Obama on standardized tests

Clip 2: http://www.youtube.com/watch?v=nWm5262s7lw&feature=related

Hillary Clinton on standardized tests

Assignment: Given that various states have joined the WIDA consortium and teachers are required to administer the ACCESS for ELLs, what implication does that assessment have for curriculum, teachers and education policies and politics?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read about ELLs/Bilingual students and high stakes assessments: Participate, Waive, Accommodate?

http://www.cal.org/resources/digest/0207coltrane.html

English Language Learners and High-Stakes Tests: An Overview of the Issues

http://www2.scholastic.com/browse/article.jsp?id=1403

Parents and Standardized tests

- Video Clips

Clip 1: http://www.colorincolorado.org/webcasts/assessment

Colorin' Colorado, Assessment

Assignment: Locate the parent information letters and notices currently used in your school or district. Do those letters address the issues of high stakes tests in a parent friendly manner? If so, create a flyer you could share with parents explaining an upcoming high stakes test that the students have to take. If not, what revisions are necessary to make to the letters/notices and why? Craft a parent notification letter or webpage posting that you could circulate to parents of students in your class or school.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Dual Needs: The ELL/Bilingual Student with Special Needs

Focus on Section 3 - Findings Related to Special Education LEP students and Section 4.2 - "What are Key Findings and Implications Related to Special Education and LEP students?" http://onlineresources.wnylc.net/pb/orcdocs/LARC_Resources/LEPTopics/ED/DescriptiveStudyofServicestoLEPStudentsandLEPStudentswithDisabilities.pdf - A Descriptive Study of Services to LEP Students and LEP Students with Disabilities

http://www.colorincolorado.org/article/19960 How to address Special Education needs in an ESL Classroom

Watch Video Clips

Clip 1: Webcast: English Language Learners with Learning Disabilities

http://www.readingrockets.org/webcasts/2007

Assignment: Do you believe that a learning or cognitive disability can exist in a student who is also an English Language Learner? What behaviors might that student exhibit? How should those students be identified, assessed and instructed to meet their needs? Describe how your school district addresses the needs of English Language Learners or Bilingual Learners who have special needs. If you district does not address the dual needs (Language and Special Needs) why not and how can you advocate starting this process? Use the sources from this course to support your answers.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read with this topic as the focus:

How are we all second language learners?

http://www.esaudio.net/online-spanish-classes/

Read the home page of this website

http://en.wikipedia.org/wiki/English_as_a_foreign_or_second_language

English as a foreign or second language

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=Pcdg6l7FcqE

Poor Communication

http://www.wliaonline.com/juvenile/humor/amelia-bedelia-audio-collection.html

Listen to the segment from Amelia Bedelia. If possible have a copy of the book to follow along with the audio.

Assignment: Using the information from this week and the course, answer the question, Are we all second language learners at some point in our school careers or lives outside of school? Why or why not?

Create a webpage or one page advertisement for your students relative to providing them with English instruction.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: National Legislation Regarding ELLs and Bilingual Learners

A Review of 50 States' Online Large scale Assessment Policies: Are English Language Learners with Disabilities Considered?

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/da/16.pdf

ESEA Reauthorization: Standards and Assessment - Rivera Testimony The

http://help.senate.gov/imo/media/doc/Rivera.pdf

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=myYERciscK8

Sen. Murkowski Raises Questions on Assessing ELLs

Assignment: After reviewing the literature, investigate your state's legislation regarding English Language Learners and Bilingual Learners. Describe how your state addresses the needs of English Language Learners and Bilingual Learners. Choose a neighboring state with which you can compare and contrast legislation. What impact do you feel ESEA and Common Core Standards will have upon ELLs and Bilingual Learners and educators?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Final Project Due

Discussion Board:

Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction (weekly submissions) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A course administrator will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples and lesson plans.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, required activities, and field assignments.

Students who do not attend the first night of class AND do not notify the instructor in advance will be dropped from the course and maybe charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments, projects, and examinations:

Midterm Due Dates:

Final Due Dates:

Discussion Board Interaction: One unique comment and one response to a students comment by Sunday of each week.

Midterm Project

Due:

Using APA format, write a commentary and discuss at least three factors that are relative to the participation of ELLs and Bilingual students in high stakes assessments. Your paper should include information dealing with at least three of the following characteristics:

School Characteristics: Provide an overview of important school characteristics including the type of school and grade/subject configuration. Include the major characteristics of the local community in which the school is located.

Classroom Characteristics: Describe the classroom in which you are teaching. Describe the classroom rules and routines, physical arrangements, grouping patterns, and scheduling that may impact learning and teaching of ELLS/Bilingual students in this classroom.

Student Characteristics (general): Describe the students in the classroom including number of students and their ages and gender, cultural and socioeconomic backgrounds, levels of English proficiency, range of abilities and special needs. How is this the same or different than last year? If there has been a change, what has changed and why?

Specific Student Characteristics: Collect and report on data regarding the past five years of ELLs and Bilingual students as part of the district's population. What is the impact of this population upon staffing, upon programs and upon assessment data? Include charts or graphs if appropriate.

Your paper should be four to five pages excluding the title and reference pages.

Final Exam Project: Need statement

Due:

Identify a need for the ELLs, Bilingual students or the ESL/Bilingual staff in your school or district. Develop a budget and an implementation plan for establishing a program to address the need. Include the following:

List faculty/staff participants (You can use Mr. A, Principal B, etc.)

Determine targeted criteria for participants

Establish guidelines to provide expectations for staff or students

List the key program components and how those address the targeted need you identified

Identify possible impediments to actually implementing the plan

Develop a timeframe for implementation of key program components

Develop a rubric to assess the impact on improved student performance and/or positive changes in staff development

Use APA format

Length: 8-12 pages

References: Should be cited, use bibliography page

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