Alaskas English Language Proficiency Standards 2005 Alaska Department of Education & Early...
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Transcript of Alaskas English Language Proficiency Standards 2005 Alaska Department of Education & Early...
Alaska’s English Language
ProficiencyStandards 2005
Alaska Department of Education & Early DevelopmentFebruary 8, 2006
English Language Proficiency Standards
Serve as guidepost for curriculum, instruction, and assessment of English language acquisition,
Outline the developmental stages of English language acquisition, and
Align with academic content standards to offer opportunities for continuity of learning.
Alaska’s ELP 2004 Standards
Developed by committee in 2003 to meet NCLB requirement
Based on former TESOL standards
Four domains – listening, speaking, reading & writing
Included social goals as well as academic goals
ELP 2004 Standards
Drafted by committee of educators and administrators with experience in ESL
Draft reviewed by larger committee in November, 2003
State Board adopted in March, 2004
AK ELP Assessment Selection
Alaska joined the Mountain West Assessment Consortium (MWAC), (10 states) in spring of 2003 to begin development of ELP Assessment
The MWAC assessment delivered to EED in December 2004
No responsive proposals received to RFP to implement MWAC ELP assessment.
EED issued an RFP July 29, 2005 for proposals to implement an existing NCLB compliant ELP assessment.
State Approved Assessment
State selected Pearson Educational Measurement (PEM) and Ballard & Tighe to implement statewide the IDEA Proficiency Test (IPT) beginning March, 2006.– NCLB compliant– consistency across the State– useful data at all levels
Review of ELP 2004 Standards Needed
Newly adopted Alaska grade level expectations in content areas
Extensive ELP standards development by other states and consortia
TESOL standards under revision
Research & Other Standards
Teachers of English to Speakers of Other Languages (TESOL), Inc.
World-class Instructional Design and Assessment (WIDA) Consortium standards
North Carolina, Indiana, Utah, Colorado, and Virginia state standards
Academic English: A Conceptual Framework, Robin Scarcella
2005 ELP Standards Committee
Recruitment of Committee– 12 stakeholders around state– 9 of the 12 took part in the creation or review of the
2004 ELP Standards
Objective of Committee– Review & revise ELP Standards before alignment
study with IPT assessment
• Level of appropriateness
• Assessable for large scale
• Coherence across grade spans and domains
• Demonstrate through the GLEs; linked to science, math, language content standards.
Highlights of ELP Standards 2005
Four Guiding Standards
One: (Listening) The learner will comprehend spoken English in a variety of personal, social, and academic contexts within the school setting.
Two: (Speaking) The learner will communicate in appropriate spoken English in a variety of personal, social, and academic contexts within the school setting.
Three: (Reading) The learner will comprehend written English in personal, social and academic contexts within the school setting.
Four: (Writing) The learner will communicate in appropriate written English in a variety of personal, social, and academic contexts within the school setting.
Grade Spans Kindergarten – There is increasing accountability for
learning at early school years. By describing the English language acquisition process for young students, Alaska provides an overall comprehensive program for assessment.
Grades 1-2 – English language learners in primary grades are becoming acclimated to the demands of school and are acquiring a foundation in literacy. TESOL suggests 1-3 grades.
Grades 3-5 – By middle elementary school years, students are focused on complexity and depth within the content areas through literacy.
Grades 6-8 – This grade span was not changed; middle school brings on a unique set of challenges for English Language Learners.
Grades 9-12 – This grade span was not changed; this span outlines the language of academic success necessary by the end of secondary schooling.
Levels of Language Proficiency
The comprehension and use of the technical language of the content areas
The linguistic complexity of oral interaction or writing
The development of phonological syntactic, and semantic understanding or usage
5 – Proficient High
5- Proficient Low
4- Intermediate High
3- Intermediate Low
2- Beginner High
1- Beginner Low
Profic
ient
Inter
med
iate
Begin
ner
AMAO OptionAnnual Measurable Achievement Objectives
1
23 4 5
Growth in proficient area for two consecutive years.
Level of Appropriateness
All levels maintain consistency throughout the grade spans with some developmental growth.
Assessable Indicators
Skill or knowledge oriented:
ask, respond, express
Restate, summarize, describe
Coherence (to be logically connected)
Depth and complexity increases
Demonstrated through the Content
The use of e.g. makes the content link. GLEs can be specified.
Math
Language Arts
Science
Locally Assessed Standards
Some standards are coded with (L) to indicate that teachers should assess those standards at the local classroom level
– RBH.1-2. 1 Demonstrate one-to-one correspondence of spoken and printed words with modeling and prompting (follow along when text is read aloud). (L)
Relationship to 2004 Standards
Same indicator on both ELP Standards
Connecting Standards & Assessment to Instruction
Student level reports will indicate proficiency level in each domain of speaking, listening, reading, and writing
Class & school reports will indicate # of students at each proficiency level and in each domain
Teachers use standards at each proficiency level to determine where to focus instruction to maximize learning for each student
Sample Student Level Report
Questions and
Discussion
Stakeholder Feedback
Public Comment– Online access
http://www.eed.state.ak.us/regs/comment.html
– Complete form; fax or give to an EED representative
Deadline February 10, 2006