May 6, 2013
ISBE DELL e-Broadcast: Special Edition Newsletter 2012.238
This special edition will focus on assessment and instruction.
2013 ACCESS for ELLs® Score Posting
The release of the 2013 ACCESS results is delayed due to the fact that some anomalous patterns have been discovered in the data:
- An inappropriate reference table was used for scoring the Kindergarten reading portion of the test, which may have led to inflated results, affecting all students at that grade level.
- Other unusual shifts in data patterns, from 2012 to 2013, have been observed in additional domains and grade levels, but there are no confirmed inaccurate results other than for the Kindergarten reading domain.
ISBE is working with the test developer, publisher, and scoring vendor to investigate more closely.
ISBE received a new data file with corrected 2013 ACCESS Kindergarten on Thursday, May 2nd. If, after careful examination, the results are accurate, we will release results the week of May 6, 2013.
Partnership for Assessment of Readiness for College and Careers (PARCC)
Local district administrators and bilingual program directors are encouraged to review the draft PARCC Accommodations Manual and complete the feedback survey. For more information, see http://www.parcconline.org/parcc-draft-accommodations-manual . The deadline to respond is May 13, 2013.
National Clearinghouse for English Language Acquisition Webinar
The National Clearinghouse for English Language Acquisition is hosting a webinar entitled, “Teaching and Learning for Students with Interrupted Formal Education & Refugee Backgrounds” on May 15, 2013 from 12:00-1:00 p.m. EST. Dr. Myrna Ann Adkins and Dr. Andrea DeCapua will be the presenters. To register, see: http://www.ncela.gwu.edu/webinars/preevent/39. A summary description has been provided as a preview along with important technical requirements.
As a follow up to the March 20 webinar Meeting the Needs of Students with Interrupted Formal Education & Refugee Backgrounds, our next webinar will focus on classroom practices and strategies which support refugee students and students with interrupted formal education (SIFE), aged 13-16. Dr. Myrna Ann Adkins, President and CEO of the Spring Institute for Intercultural Learning, will focus on background pedagogical knowledge that equips teachers to work effectively with this population of students, including ways to increase sensitivity to the specific backgrounds of diverse students, as well as looking at behavioral and other signs which might indicate a history of trauma survivorship. Dr. Andrea DeCapua, Educational Consultant and Adjunct Assistant Professor at New York University, will continue the discussion by examining different ways of learning and assumptions about teaching and learning. This will be followed by considering how to best transition students with limited or interrupted formal education to U.S. educational settings and by providing examples of successful strategies and classroom practices. Both presenters will provide resources for further learning and exploration.
Please check technical specifications prior to the event by clicking the following link and opening the downloaded software: https://sas.elluminate.com/site/external/jwsdetect/meeting.jnlp?sid=345&password=M.AD379BCB0A40D3D8C33C6B16A84C0B&username=Test
You may need to update your Java plug-ins.
For questions about this webinar contact firstname.lastname@example.org.
Ellevation Education Webinar
Ellevation Education is hosting a webinar entitled, “Crafting Language Objectives for ELLs: Actionable Tips and Best Practices” on May 7, 2013 from 4:00-5:00 p.m. (CST). ESL and bilingual teacher Allison Balter and Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language objectives. Discussion topics will include:
- the importance of language objectives.
- a step-by-step process for crafting powerful language objectives.
- how to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
- examples of language objectives and use in a classroom.
In Illinois, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language objectives for ELLs may require some support. ESL and bilingual educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use World-Class Instructional Design and Assessment (WIDA) to help craft language objectives?
- Who can I learn from and are there best practices?
To register click here.