PARCC Definition of EL: PARCC consortium states will adopt a common EL definition later this year that will include clarifying information on: 1.Entry and exit criteria for classifying students as ELs 2.Common methods for equating English proficiency performance levels (i.e., Beginning, Intermediate, Advanced) in order to provide educators with guidance on selecting appropriate EL accommodations **For now, PARCC uses the definition included in the Elementary and Secondary Education Act.
Accommodations for ELs offer: Reduction in linguistic load Increased supports Reduction of construct-irrelevant variance
Accommodating English Learners Making decisions Documenting accommodations
Accommodating English Learners opportunity to explore embedded supports and accessibility features
Accommodating English Learners PARCC will be providing two tools to track accommodation use for ELs in the near future: Teacher observation checklist Student perspective record
Accommodating English Learners When selecting accommodations for ELs, consider the students: 1. Level of English language proficiency (ELP) 2. Literacy development in the native language 3. Background factors that impact effective accommodations use
Accommodating English Learners The composite ELP score should not be the only data point in making accommodation decisions! Also consider: A students native language literacy Interrupted schooling/literacy background A students affective needs Time in U.S. schools Being singled out Accommodate to meet individual needs – too many can actually hinder performance
Accommodating English Learners Unique Accommodations: Just as for students with disabilities, on rare occasions an EL student may require a unique accommodation thats not listed Use of those accommodations will be decided by individual states on a case-by-case basis upon timely submission of requests prior to assessments.
Kenji Hakuta-Stanford University http://www.youtube.com/watch?v=PY2fhP8Q0OY
Prose Constructed Response: Research Simulation Task
Considerations for the Classroom You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: Biography of Amelia Earhart Earharts Final Resting Place Believed Found Amelias Earharts Life and Disappearance Consider the argument each author uses to demonstrate Earharts bravery. Write an essay that analyzes the strengths of the arguments about Earharts bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
Type III: Tasks assessing modeling/applications School Mural (grade 3), Part A There is a large mural made of colored tiles at the entrance of Renas school. The mural is made with 48 square tiles and is 12 tiles wide. Drag tiles into the boxes to show a number sentence that can be used to find how many tiles high the mural is. X= 4 6 8 101248
Considerations for the Classroom There is a large mural made of colored tiles at the entrance of Renas school. The mural is made with 48 square tiles and is 12 tiles wide. Drag tiles into the boxes to show a number sentence that can be used to find how many tiles high the mural is.
Type III: Tasks assessing modeling/applications
Considerations for the Clasroom There is a large mural made of colored tiles at the entrance of Renas schools. A part of the mural was damaged in a heavy storm as shown. The part of the mural that was NOT damaged is 5 tiles long and 4 tiles high. Rena wants to know how many tiles need to be replaced. First drag the tiles to label the model. Then fill in the blank with the number of tiles that need to be replaced in the mural.
Q&A SEI Classroom- What kind of instruction do you expect to see to meet the demands of Common Core? Mainstream Classroom- What difference, if any, would you see in a general education setting with an EL?