ESOL ASSESSMENT

1. ESOL ASSESSMENT Susan Millington ESOL Adviser, School Support Services

2. Learning Intention We are learning to effectively assess English language learners achievement for MoE funding purposes Success Criteria • All eligible students are identified and funding is accessed for those students. • Teachers will be able to identify school and national cohort levels. • Teachers will choose appropriate assessment methods to assess students.

3. ELLs : English Language Learners • ESOL : English for Speakers of Other Languages

4. Who are English language learners? ? ? ESOL ? ?

5. Who are English language learners? Migrants Refugees ESOL International Students NZ born students

6. Enrolment procedures What information do you need to collect? • How can you ensure you have accurate information about home language? • Record date of entry to NZ at time of enrolment. New Zealand born students • At least one parent must be a migrant to New Zealand. How can this be confirmed?

7. Purpose of the ESOL funding assessment • To establish, on a broad continuum, the extent of the gap between the English language learner and his/her age level cohort. • If the gap is significant and the learner is below cohort, then the student will be funded. • To find out what the learner knows and guide teachers with next steps

8. ESOL funding levels Migrant students • Up to 5 years entitlement • $800 for first year (Years 0-6) then $600 per year • $1100 for first year (Years 7-8) then $800 per year

9. Refugee students • Up to five years entitlement • $1200 a year for first two years • $600 a year in 3rd, 4th and 5th years New Zealand born students • Eligible for up to three years funding after two terms at school • $600 per year (Years 1-4-of migrant/refugee parents) International students are not eligible for funding.

10. Who is responsible for ESOL assessments and why? Think, Pair, Share

11. Classroom teacher because… • Behavioural differences • Classroom teacher will be able to identify cohort students to use as benchmark • Assessment should be curriculum based • Knowledge of student Classroom teacher may consult with ESOL teacher and other teachers

12. When to assess • MoE ESOL funding applications are due in March and August. • Complete ESOL assessments in November/December and June or February if student is new to the school.

13. ESOL/AF form Purposes • Determines each student’s eligibility for ESOL funding • Show levels of achievement in comparison to national cohort • Record the progress of each student during the funding period • Consists of 4 sections • Individual profile, • Initial assessment, • Assessment of four modes in English • Cumulative record of student assessment

15. When status lists are returned to school, enter student MoE number on AF form. What happens to these forms at your school?

16. Minimal English Stage • Students at this stage are those who have the greatest need to develop English language skills. Criteria • Understands only isolated words or simple, repetitive slowly delivered messages • Responses are largely dependent on non-verbal cues • Produces little or no spoken text

17. Minimal English stage Remember.. • Settling in period is important before assessing students • Differences in students’ personalities and affective influences • Minimal or disrupted formal schooling

18. Assessment of Students beyond Minimal Stage

19. Cohort:What is it? • “Cohort” comprises students of the same age performing at the “normed national level” • Perspectives should include both school’s own cohort group and national cohort • Standardised and/or norm-referenced assessments provide teachers with a reference point • Exemplars/Literacy Learning Progressions/National Standards illustrate what can be expected of students at particular cohort levels

20. BICS AND CALP (Cummins, 1994) • BICS = basic interpersonal communication skills • CALP = cognitive academic language proficiency How long to acquire these? • BICS: 2-3 years • CALP: 5-7 years

21. Points for funding 1= Well below cohort attainment 2=Below cohort attainment 3=Well below cohort attainment

22. Points for Funding 0 Minimal English 45 Well below cohort attainment 90 Below cohort attainment 112 112 or below means student is eligible for funding 135 Close to cohort attainment 135+ Cohort attainment

23. Current practices How do we, as a school, currently assess English language learners?

24. ESOL/AF Criteria What methods or tasks could be used to assess each criteria? Listening p.14-15 Speaking p.28-29, Reading p.42-45 Writing p.58-59 Funding Assessment Guidelines (FAGs)

25. English Language Learning Progressions ELLP The progressions explain what teachers need to know about English language learners to maximise their learning and participation. They will enable teachers to choose content, vocabulary and tasks that are appropriate to each learner’s age, stage and language learning needs. The progressions are intended primarily for teachers of English language learners but are also useful for teachers of students who would benefit from additional language support.

26. Using the progressions for assessment • Use twice during the year • For ESOL funded learners these judgements could coincide with the ESOL funding assessment • Assessment for ESOL funding should use tasks and texts at cohort level whereas assessment using ELLP should involve tasks within the range of proficiency of the learner