MODULE F Four Levels of Assessment Four Levels

MODULE F Four Levels of Assessment

Four Levels of Assessment v. Screening v. Benchmark/Formative v. Diagnostic v. Summative/Annual 2

Screening for Language Needs v Assessment of Home Language v English Language Proficiency (K-12) § http: //www. state. nj. us/education/bilingual/resources/prof_tests. htm 3

SCREENING ASSESSMENT Assessment Level Screening: a brief procedure designed as a first step in identifying children who may be designated as needing English Language services. N. J. A. C. 6 A: 15 -1. 3(a)2 Develop a screening process, initiated by a homelanguage survey, to determine which students in kindergarten to 12 th grade, of those whose native language is other than English, must be tested to determine English language proficiency. The screening shall be conducted by a bilingual/ESL or other certified teacher, and shall be designed to distinguish students who are proficient English speakers and need no further testing. Tool Grade Levels(s) Administered What were the screening tools shared in Module A? What screening tool is your district using? W-APT WIDA-MODEL K-12 At any time when a student needs to be screened 4

Analyze & Reflect - Screening v v v What screening assessments are currently used in your district? Which stakeholders are informed by this type of assessment? (Consider not who should be informed by the assessment, but how it is being used in your district. ) How are the screening assessment results shared with general education teachers working with ELLs? 5

BENCHMARK/FORMATIVE ASSESSMENT Assessment Level Tool Benchmark/Formative: An assessment that evaluates children’s learning based on systematic observations by teachers of children performing academic tasks that are part of their daily classroom experience and is used to improve instruction. This assessment should be aligned to the curriculum (which is aligned to the ELD and/or the NJ State Standards). WIDA Rubrics N. J. A. C. 6 A: 15 -1. 13 (b)& (c) – (b) Each district board of education shall send progress reports to parent(s) of students enrolled in bilingual, ESL, or English language services programs in the same manner and frequency as progress reports are sent to parent(s) of other students enrolled in the school district. (c) Progress reports shall be written in English and in the native language of parent(s) of students enrolled in the bilingual and ESL program unless it can be demonstrated and documented in the three-year plan required in N. J. A. C. 6 A: 15 -1. 6 (a) that the requirement would place an unreasonable burden on the district board of education. Locally Devised Grade Level(s) Administered K-12 Local Decision MODEL 6

BENCHMARK/FORMATIVE ASSESSMENT v Progress monitoring v Benchmarks v Portfolios v Rubrics 7

Analyze & Reflect Benchmark/Formative v v v What benchmark/formative forms of assessment are currently being used in your district? Which stakeholders are informed by this type of assessment? (Consider not who should be informed by the assessment, but how it is being used in your district. ) How are the benchmark/formative assessment results shared with general education teachers working with ELLs? 8

DIAGNOSTIC ASSESSMENT Assessment Level Diagnostic: An assessment that is valid, reliable. Identifying a child’s specific areas of strengths and weaknesses. Administered As needed N. J. A. C. 6 A: 15 -1. 10(e) - Newly exited students who are not progressing in the mainstream English program may be considered for reentry to bilingual and ESL programs as follows: 1. After a minimum of one-half an academic year and within two years of exit, the mainstream English classroom teacher may recommend retesting with the approval of the principal. 2. A waiver of the minimum time limitation may be approved by the executive county superintendent upon request of the chief school administrator if the student is experiencing extreme difficulty in adjusting to the mainstream program. 3. The recommendation for retesting shall be based on the teacher’s judgment that the student is experiencing difficulties due to problems in using English as evidenced by the student’s inability to: communicate effectively with peers and adults; understand directions given by the teacher; and/or comprehend basic verbal and written materials. 4. The student shall be tested using a different form of the test or a different language proficiency test than the one used to exit the student. 5. If the student scores below the State-established standard on the language proficiency test, the student shall be reenrolled into the bilingual or ESL program. 9

Analyze & Reflect – Diagnostic v What diagnostic assessments are currently being used in your district? v Which stakeholders are informed by this type of assessment? (Consider not who should be informed by the assessment, but how it is being used in your district. ) v How are the diagnostic assessment results shared with general education teachers working with ELLs? 10

Summative Assessment Level Summative: An outcome assessment that is Stateapproved, normreferenced and/or criterionreferenced. Tool Grade Level(s) ACCESS FOR ELLs 2. 0 K-12 PARCC 3 -11 www. state. nj. us/education/ bilingual/resources/prof_te sts. htm Administered K-12 Terra Nova ed. /any normreferenced or criterion referenced standardized test (Also available in Spanish) ANY GRADES NAEP – National Assessment of Educational Progress Grades 4, 8 and 12 End of the Year 11

Why Summative Assessments? v v v Provides district level information Depending on the assessment, you may be able to compare students to peers statewide and/or nationwide Allows for school-district comparison Generates questions concerning programs and curriculum Identifies patterns of student performance within various subgroups 12

Analyze & Reflect - Summative v v v What summative assessments are currently being used in your district? Which stakeholders are informed by this type assessment? (Consider not who should be informed by the assessment, but how it is being used in your district. ) How are the summative assessment results shared with general education teachers working with ELLs? 13

Goal-Setting & Planning v v v Take a look at all of the highlighted areas of need on your completed worksheet. Identify the most significant areas of need for your particular district. Select three goals for the upcoming year based on your identified district needs. Strategize the steps to reaching those goals. Complete SMART Goal Worksheet indicating steps you will take this year to complete your goals. 14

Here ends Module F 15

Contact Information Ø Please email lep@doe. state. nj. us with any questions or comments you may have regarding this module. 16