CTEL 2 Flashcards
English Language Arts (ELA) Standards
the set of literacy skills in subjects such as history/social studies, science, and technical subjects.
By merging ELA standards with ELD standards, a state can ensure that ELL students are receiving both language and content instruction at the same time and have enough support in mainstream academic content classrooms.
English Language Development (ELD) Standards
the set of skills a student should have to express ideas efficiently and confidently in English (ability to read, write, speak)
Among other things, the ELD standards ensure that ELL students are assessed and provided with high-quality specialized instruction appropriate to their English proficiency level.
No Child Left Behind (NCLB)
a 2002 federal law that focused on holding schools accountable for student learning and achievement and was initially developed to assist disadvantaged student
Home Language Survey
a registration form on which parents enrolling their children in school indicate what language is primarily spoken at home
The HLS is used to decide whether a student should take an English proficiency assessment to determine their eligibility for English language services.
Quantitative Assessments
assessments that objectively measure a specific performance
Teacher-created tests, standardized tests, and rubrics
Qualitative Assessments
assessments that describe a person, object, or activity
Interviews, self-reflective surveys, and observational response questions
Project-Based Learning (PBL) Activity
Activity in which students create a solution or investigation in response to a problem
Adequate Yearly Progress (AYP)
measure of school’s performance based on established state-level standards for their students. Schools, districts, and states are accountable for their yearly performance based on this measurement. This is defined by the federal No Child Left Behind Act.
Student Support Team (SST)
group of school personnel dedicated to identifying and supporting students who exhibit academic or behavioral problems by providing early systematic assistance
A student reading below grade level and making minimal progress may be connected to appropriate interventions and supports through an SST.
Cultural Sensitivity
dealing with difficult topics carefully and considering how different cultures would interpret the information.
Ethnocentrism
The belief or view that your culture or society is better than any others.
Democracy is the very best way to run a government.
Accommodations
Assistance or changes to the learning process to allow the student to learn the same material as others (Changes HOW they learn)
Extended time on a test
Bias
Prejudiced feelings, outlook, or leanings for or against a particular person, race, ethnicity, age, or group, often without taking others’ opinions into consideration.
assuming all English language learners are less intelligent than native English speakers
Cultural Stereotypes
fixed impression which may have little basis in fact
all Asian students are above average intelligence
Cloze Procedure
Words are omitted from a reading passage and students determine the word that should be used there.
Prejudice
A preconceived feeling, often negative, about a person or group, and often prevents an objective opinion about the person or group. Sometimes considered an extreme form of bias.
Some individuals are prejudiced against people of any color other than their own.
Curriculum-Based Assessments
testing the curriculum being taught
Holistic Rubric
evaluates the quality of the assignment as a whole
Universal Screener
An assessment administered to all students to gather data and form groups, such as intervention groups
Exit Slips
A short formative assessment given by a teacher after completing a lesson to determine the degree to which students have learned the material taught in the lesson.
Portfolio
A collection of student’s work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time
Criterion-Referenced Tests
Tests in which a standard has been set for the test taker to achieve in order to pass the test.
A multiple choice or short answer test on the content of a unit of study in which a 70% is needed to pass.
Formative Assessments
Assessment for learning. Usually mid-instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.
graphic organizers, games
Validity
The ability of a test or question to measure what it purports to measure
Absence of Bias
Material based on common situations that all students will have encountered and that will not trigger an emotional response.
Summative Assessments
Assessment of learning. Given at specific points in time in order to determine what students know and don’t know. Summative assessments are generally formal.
State assessments, district benchmarks, semester or six weeks tests, and end of unit or chapter
Analytic Rubric
assesses each part of the assignment individually, with multiple categories that are graded
Congruent Assessment
an assessment that tests the learning outcomes described in the learning objectives
A congruent assessment should include questions that determine whether students have achieved the learning objectives set at the start of the unit.
Appropriate Level
leveled to where the content was taught when considering depth and difficulty
Progress Monitoring
periodic assessments to monitor student growth and evaluate the effectiveness of instruction
The teacher prepared a progress monitoring assessment to see how much each student had improved and learn if his new instructional approach was effective.
Clarity of Language
does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms
Reliability
Reliable exams produce the same scores when given in the same conditions (same individuals on different occasions or with different sets of equivalent items)
Performance-Based Assessment
A kind of assessment that requires students to show mastery of specific skills by demonstrating, producing, or performing something
designing and performing experiments, building models, writing poems or shorts stories, and developing portfolios
Informal Assessments
More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested
observations during a lesson
Diagnostic Assessment / Pre-Assessment
Assessment administered before instruction to determine students’ strengths and weaknesses
Formal Assessments
a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application. Often involve the use of a standardized rubric or scoring guide based on several criteria.
chapter tests, semester tests
Self-Assessment Rubric
students evaluate their own work according to set criteria
Norm-Referenced Tests
Tests that compare an individual’s performance/achievement to a group called the “norm group.”
An IQ test
Title I
ELL mandated subgroup whose test score determine if schools meet state level performance goals - result of NCLB and push for vail/fair assessment for ELL
Title III
ELL must also demonstrate progress in gaining Eng. proficiency - result of NCLB and push for vail/fair assessment for ELL
Title VI
prohibits discrimination based on race, color, religion, and national origins in programs that receive federal funding. Additionally, it requires programs receiving federal assistance to provide their services in a non-discriminatory manner.
The Equal Education Opportunities Act of 1974 (EEOA)
mandates state educational agencies (SEA) and school districts to take away barriers that prevent ELLs from participating in educational programs. It tests the effectiveness of the English education programs
California Proposition 227
1998 requires k-12 in English. Restricted primary language. States that English should be the primary medium of instruction for language-minority students..
Williams v. State of California
2000, case argued that the State failed to provide thousands of public school students, particularly those in low-income communities and communities of color, with the basic necessities required for an education.
California public schools are required to provide students with at least the basic necessities of educational opportunity: sufficient textbooks and instructional materials, clean and safe school facilities, and qualified teachers. This includes the requirement that classes comprised of 20% or more English learners have an ESL trained teacher.
Lau vs. Nichols
1973 - US had a sink or swin education and denied language development supports. Violated civil rights title VI but the lower courts did not find schools responsible. Supreme court ruled in favor of Lau and required districts with 5%+ national origin minority children to offer special language instruction. ELL could not be labeled handicap. Must communicate with parents in the language they understand
schools must scaffold and provide other strategies to make input comprehensible
Lau vs. Nichols took place in San Francisco where Chinese American children who did not speak any English were put in a mainstream English classroom with no support. This court case ruled that schools had to provide ESL strategies to provide equal educational opportunities for all students.
NCLB
Requires states to measure student progress via statewide achievement tests. Title III upgrades schooling for low achieving students in high poverty schools. HOwever “teaching to the test” leaves little room for teaching english and the model does not support effective second language learning
Bilingual Education
providing academic instruction in two languages, the native language and the secondary language
Students who are instructed in both their native language and secondary language are receiving a bilingual education.
