WILL YOUR ELLS BE READY FOR PARCC? MAY 22, 2013. Overview of PARCC Design.

WILL YOUR ELLS BE READY FOR PARCC?MAY 22, 2013

Overview of PARCC Design

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 ELs2. 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.

Accommodating English Learners

Accommodating English Learners

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 student’s:

1. Level of English language proficiency (ELP)

2. Literacy development in the native language

3. Background factors that impact effective accommodations use

Table EL-1

Accommodating English Learners

The composite ELP score should not be the only data point in making accommodation decisions! Also consider:• A student’s native language literacy• Interrupted schooling/literacy background• A student’s 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 that’s 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.

Language for Achievement

Language for Achievement

Language for Achievement

Language for Achievement

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”• “Earhart’s Final Resting Place Believed Found”• “Amelia’s Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.

Write an essay that analyzes the strengths of the arguments about Earhart’s 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 AThere is a large mural made of colored tiles at the entrance of Rena’s 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 6 810

12

48

Considerations for the Classroom

There is a large mural made of colored tiles at the entrance of Rena’s 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 Rena’s 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.

Professional Development for Teachers

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?

Questions?