Teachers of English to Speakers of Other Languages (TESOL) Initial Standards (2009) Undergraduates enrolled
in BME 430 & BME 437 Fall 2011 – Spring 2016
(1) Alignment & Data Findings a. A description of the assessment/directions to candidates, and how the
assessment is aligned to standards BME 430, Methods and Materials in Second Language Teaching and
Structured English Immersion
Students design and produce an example of a second language learning material and an accompanying lesson
plan that can be used in the classroom with second language learners. The objective of this project is to
understand how to adapt existing materials, resources and technologies for second language learners. The
learning material must be original in some way (e.g., an extension or adaptation of a commercially produced
textbook or learning activity). For example, a section of a chapter is selected from a second language student’s
textbook and the learning material and lesson plan are built around the concepts that are to be mastered. The
learning material will be an integral part of a detailed lesson plan for English Language Learners. It will include
specific learning objectives, procedures, and an assessment.
The learning material will provide context support for a specific content learning objective: visual context
support or manipulative hands‐on materials. The learning material and lesson plan will also be appropriate for
teaching some aspect of the second language that students are learning. In addition to providing extra visual
support for a concept, for example, identify in the lesson a specific grammatical pattern that is important for
students to master. This will be the language learning objective. The lesson plan will include the description of
special modifications and adaptations that are required for second language learners. Overall, how can the
regular lesson and learning material be modified to maximize comprehension and participation by ELL
students?
The final report will outline in detail the lesson plan and will describe the second language learning material:
a) in which subject area can it be used, and in which grade level.
b) a clear description of the content learning objective: what concept(s) the second language student will
learn, what are some of the aspects of this objective that make it challenging, and how will the learning
outcome be evaluated? A content learning objective must be a concept or an important idea. The
objective must be specific enough so that you as a teacher can evaluate whether or not it has been met.
c) What aspect of the second language, the language learning (grammar) objective, it will help students
learn. Examples of learning activities that focus on the grammar pattern selected will be included. How
might this grammar pattern be used in reading, writing, listening, and speaking? The objective must be
specific enough so that you as a teacher can evaluate whether or not it has been met. If vocabulary
words relevant to the lesson are listed, these are part of the content learning objective, not the
language learning objective.
d) How will the content learning outcomes and the language learning outcome be evaluated? An actual
assessment will be designed.
BME 430, Structured English Immersion Methods
Second language learning material design: Each student will design and produce an example of a second
language learning material that he or she will use in the classroom. Materials will be presented to the class for
comment and critique during a materials demonstration session. These materials will also be used with the
teaching module/case study, so be sure to think about the connection between this assignment and the
previously listed one.
b. A brief analysis and interpretation of the data findings
Based on the data collected during the period indicated, 88% to 100% of candidates are meeting or exceeding
each of the standards (i.e., 3.a., 3.b., and 3.c.).
c. Data derived from assessment BME 430, Methods and Materials in Second Language Teaching and
Structured English Immersion
Fall 2011 – Summer 2012 (BME 430, Flagstaff and Extended Campus Sections)
Data collected for 255 candidates.
Fall 2012 – Summer 2013 (BME 430, Flagstaff and Extended Campus Sections)
Data collected for 178 candidates.
Fall 2013 – Summer 2014 (BME 430, Flagstaff and Extended Campus Sections)
Data collected for 167 candidates.
Fall 2014 – Summer 2015 (BME 430, Flagstaff and Extended Campus Sections)
Data collected for 285 candidates.
Fall 2015-Spring 2016 (BME 430, Flagstaff and Extended Campus Sections)
Data collected for 268 candidates.
Standard 3.a. Planning for Standards‐based ESL and Content Instruction: Candidates know, understand, and
apply concepts, research and best practices to plan classroom instruction in a supportive learning environment
for ESOL students. Candidates serve as effective English language models as they plan for multilevel classrooms
with learners form diverse backgrounds using standards‐based ESL and content curriculum.
Level
Scale
Count
%
Approaches
1
5
2%
Meets
2
44
17%
Exceeds
3
206
81%
Scale
Count
%
Approaches
1
0
0%
Meets
2
20
11%
Exceeds
3
158
89%
Scale
Count
%
1
9
5%
Level
Level
Approaches
Fall2011‐Summer2012
Fall2012‐Summer2013
Fall2013‐Summer 2014
Meets
2
43
26%
Exceeds
3
115
69%
Scale
Count
%
Approaches
1
9
3%
Meets
2
68
24%
Exceeds
3
208
73%
Scale
Count
%
Approaches
1
8
3%
Meets
2
76
28%
Exceeds
3
184
69%
Level
Fall 2014-Summer 2015
Level
Fall 2015-Spring 2016
Standard 3.b. Managing and implementing Standards‐based ESL and Content Instruction: Candidates know,
manage and implement a variety of standards‐based teaching strategies for developing and integrating English
listening, speaking, reading and writing and for accessing the core curriculum. Candidates support ESOL students
in accessing the core curriculum as they learn language and content together.
Level
Scale
Count
%
Approaches
1
3
1%
Meets
2
54
21%
Exceeds
3
198
78%
Scale
Count
%
Approaches
1
1
0.6%
Meets
2
21
12%
Exceeds
3
156
87%
Scale
Count
%
Approaches
1
20
12%
Meets
2
50
30%
Exceeds
3
97
58%
Scale
Count
%
Approaches
1
16
6%
Meets
2
89
31%
Exceeds
3
179
63%
Scale
Count
%
Approaches
1
17
6%
Meets
2
78
29%
Level
Level
Level
Level
Fall2011‐Summer2012
Fall2012‐Summer2013
Fall2013‐Summer 2014
Fall 2014-Summer 2015
Fall 2015-Spring 2016
Exceeds
3
173
65%
Standard 3.c. Using Resources Effectively in ESL and Content Instruction: Candidates are familiar with a wide
range of standards‐based materials, resources and technologies, and choose, adapt and use them in effective
ESL and content teaching.
Level
Scale
Count
%
Approaches
1
3
1%
Meets
2
74
29%
Exceeds
3
178
70%
Scale
Count
%
Approaches
1
5
2%
Meets
2
49
28%
Exceeds
3
124
70%
Scale
Count
%
Approaches
1
17
10%
Meets
2
38
23%
Exceeds
3
112
67%
Scale
Count
%
Approaches
1
7
2%
Meets
2
93
33%
Exceeds
3
185
65%
Scale
Count
%
Approaches
1
13
5%
Meets
2
52
19%
Exceeds
3
203
76%
Level
Level
Level
Level
Fall2011‐Summer2012
Fall2012‐Summer2013
Fall2013‐Summer 2014
Fall 2014-Summer 2015
Fall 2015-Spring 2016
BME 437, Structured English Immersion Methods For Secondary School
Fall 2011 – Summer 2012 (BME 437, Flagstaff and Extended Campus Sections)
Data collected for 46 candidates.
Fall 2012 – Summer 2013 (BME 437)
Data collected for 71 candidates.
Fall 2013 (BME 437, Flagstaff Sections)
No data was collected.
Spring 2014 ** – Fall 2014 (BME 437)
Data was collected for 49 candidates.
** Summer 2014 (BME 437)
BME 437 was not offered during Summer 2014.
Spring 2015 ** – Fall 2015 (BME 437)
Data was collected for 68 candidates.
** Summer 2015 (BME 437)
BME 437 was not offered during Summer 2015.
Spring 2016 (BME 437)
Data was not collected during Spring 2016.
Standard 3.a. Planning for Standards‐based ESL and Content Instruction: Candidates know, understand, and
apply concepts, research and best practices to plan classroom instruction in a supportive learning environment
for ESOL students. Candidates serve as effective English language models as they plan for multilevel classrooms
with learners form diverse backgrounds using standards‐based ESL and content curriculum.
Level
Scale
Count
%
Approaches
1
0
0%
Meets
2
4
9%
Exceeds
3
42
91%
Scale
Count
%
Approaches
1
0
0%
Meets
2
1
1%
Exceeds
3
70
99%
Scale
Count
%
Approaches
1
4
8%
Meets
2
12
24%
Exceeds
3
33
67%
Level
Level
Fall2011‐Summer2012
Fall2012‐Summer2013
Spring2014‐Fall2014
Level
Spring2015-Fall2015
Scale
Count
%
Approaches
1
3
4%
Meets
2
22
32%
Exceeds
3
43
63%
Standard 3.b. Managing and implementing Standards‐based ESL and Content Instruction: Candidates know,
manage and implement a variety of standards‐based teaching strategies for developing and integrating English
listening, speaking, reading and writing and for accessing the core curriculum. Candidates support ESOL students
in accessing the core curriculum as they learn language and content together.
Level
Scale
Count
%
Approaches
1
1
2%
Meets
2
5
11%
Exceeds
3
40
87%
Scale
Count
%
Approaches
1
0
0%
Meets
2
9
13%
Exceeds
3
62
87%
Scale
Count
%
Approaches
1
4
8%
Meets
2
18
37%
Exceeds
3
27
55%
Scale
Count
%
Approaches
1
1
1%
Meets
2
28
41%
Exceeds
3
39
57%
Level
Level
Level
Fall2011‐Summer2012
Fall2012‐Summer2013
Spring2014‐Fall2014
Spring2015-Fall2015
Standard 3.c. Using Resources Effectively in ESL and Content Instruction: Candidates are familiar with a wide
range of standards‐based materials, resources and technologies, and choose, adapt and use them in effective
ESL and content teaching.
Level
Scale
Count
%
Approaches
1
0
0%
Meets
2
14
30%
Exceeds
3
32
70%
Scale
Count
%
Approaches
1
0
0%
Meets
2
8
11%
Exceeds
3
63
89%
Scale
Count
%
Approaches
1
4
8%
Meets
2
13
27%
Exceeds
3
32
65%
Scale
Count
%
Approaches
1
7
10%
Meets
2
50
74%
Exceeds
3
11
16%
Level
Level
Level
Fall2011‐Summer2012
Fall2012‐Summer2013
Spring2014‐Fall2014
Spring2015-Fall2015
Teachers of English to Speakers of Other Languages (TESOL) Initial Standards (2009) Graduates enrolled in
BME 537 Fall 2011 ‐ Spring 2016
Alignment & Data Findings a. A description of the assessment/directions to candidates, and how the
assessment is aligned to standards BME 537, Structured English Immersion Methods For Secondary School
Second language learning material design: Each student will design and produce an example of a second
language learning material that he or she will use in the classroom. Materials will be presented to the class for
comment and critique during a materials demonstration session. These materials will also be used with the
teaching module/case study, so be sure to think about the connection between this assignment and the
previously listed one. This signature assignment is directly aligned to Domain 3, Planning, Implementing, and
Managing Instruction of the TESOL standards.
A brief analysis and interpretation of the data findings
Based on the data collected during the period indicated, 95% to 100% of candidates are meeting or exceeding
each of the standards (i.e., 3.a., 3.b., and 3.c.).
Data derived from BME 537, Structured English Immersion Methods For Secondary School
Fall 2011 – Summer 2012 (BME 537, Flagstaff and Extended Campus Sections)
Enrollment =30, During Fall 2011, 1 candidates withdrew. During Summer 2012, 1 candidate withdrew and 1
candidate received an Incomplete. Data was not collected from 4 candidates. N=23
Fall 2012 – Fall 2013 (BME 537)
This course was not offered.
Spring 2014 – Summer 2014 (BME 537)
No data was collected.
Fall 2014 (BME 537)
No candidates were enrolled in BME 537 this semester.
Spring 2015
No candidates were enrolled in BME 537 this semester.
Fall 2015 (BME 537)
Data was collected for 1 candidate in BME 537 (1 candidate was enrolled in BME 537 this semester).
Spring 2016 (BME 537)
No candidates were enrolled in BME 537 this semester.
Standard 3.a. Planning for Standards‐based ESL and Content Instruction: Candidates know, understand, and
apply concepts, research and best practices to plan classroom instruction in a supportive learning
environment for ESOL students. Candidates serve as effective English language models as they plan for
multilevel classrooms with learners form diverse backgrounds using standards‐based ESL and content
curriculum.
Level
Approaches
Fall2011‐Summer2012
Scale
Count
%
1
0
0%
Meets
2
2
9%
Exceeds
3
21
91%
Scale
Count
%
Approaches
1
0
0%
Meets
2
1
100%
Exceeds
3
0
0%
Level
Fall 2015
Standard 3.b. Managing and implementing Standards‐based ESL and Content Instruction: Candidates know,
manage and implement a variety of standards‐based teaching strategies for developing and integrating English
listening, speaking, reading and writing and for accessing the core curriculum. Candidates support ESOL
students in accessing the core curriculum as they learn language and content together.
Level
Scale
Count
%
Approaches
1
1
5%
Meets
2
4
17%
Exceeds
3
18
78%
Scale
Count
%
Approaches
1
0
0%
Meets
2
1
100%
Exceeds
3
0
0%
Level
Fall2011‐Summer2012
Fall 2015
Standard 3.c. Using Resources Effectively in ESL and Content Instruction: Candidates are familiar with a wide
range of standards‐based materials, resources and technologies, and choose, adapt and use them in effective
ESL and content teaching.
Level
Scale
Count
%
Approaches
1
0
0%
Meets
2
4
17%
Exceeds
3
19
83%
Scale
Count
%
Approaches
1
0
0%
Meets
2
1
100%
Exceeds
3
0
0%
Level
Fall2011‐Summer2012
Fall 2015
Assessment Documentation
The scoring guide for the assessment BME430/437/537 ‐ Learning Materials Design
Criteria
Standard 3a.
Planning for
Standards-based
ESL and Content
Instruction
Levels of Achievement
1. Approaches
The content learning objective is omitted. An
objective is labeled as a content language objective
that does not correspond to a academic content
area; or a grammar objective is misidentified as a
content objective. The objective is not grade-level
appropriate and is too general or broad, making
assessment very difficult or impossible.
Standard
3b.Managing and
implementing
Standards-based
ESL and Content
Instruction.
The language learning objective is omitted. An
objective is misidentified as a language learning
objective (e.g. a purely content learning objective
that involves no language learning). None of the four
language skills are explicitly included in the lesson
plan. No assessment of grammar knowledge or
language proficiency is possible. The language
learning material and/or assessment contain major
errors of grammar, indicating that the instructor
himself/herself does not have mastery of the
language learning objective.
Standard 3c.
Using Resources
Effectively in ESL
and Content
Instruction
A learning material is produced, but it is not
appropriate for the objective of the lesson.
Procedures are not given or are
confusing/misleading. The learning material does
not correspond to the grade level identified. The
activity that corresponds to the learning material is
not academic or academic at a level that is far too
low for the student.
2. Meets
A content learning objective is identified in
general terms and is grade level appropriate;
however, it mat not be stated clearly. The
content objective has some relation to a
concept, important theme or central idea. It
corresponds to an academic subject area, but
may not be specific enough. As a consequence,
the assessment tool used to measure the
learning outcome may not produce results that
are usable for the purpose of the assignment at
hand or easily interpretable.
A language learning (grammar) objective is
identified. It represents an aspect of English
that ELL students need to learn, but it does not
make a good match with the content learning
objective. Two out of the four language skills
are included. The language learning objective is
about grammar but may not be specific enough.
The lack of specificity makes it difficult to design
a clear and reliable assessment of a grammar
learning objective. Minor errors of grammar are
found in the learning material or in the
assessment.
The learning material is appropriate for the
lesson plan, and provides some measure of
context support for an ELL student. Procedures
are included but may not be clearly spelled out.
Difficulty level may be too high. The learning
material corresponds generally to grade level
and an academic school subject area.
3. Exceeds
A clearly stated content learning objective is
identified that is grade-level appropriate. The
content objective is a concept, important theme
or central idea. It corresponds to an academic
learning objective and is specific. Level of
specificity corresponds clearly to the assessment
tool that will measure the learning outcome - an
understanding of the concept or idea.
A clearly stated language learning (grammar)
objective is identified that makes a good match
with the content learning objective. The
language learning objective is an important
aspect of English language proficiency and
includes use of the four skills (listening, reading,
speaking, writing). It is specific and well
understood by the instructor. No errors of
grammar are in evidence. The level of specificity
of the grammatical pattern corresponds clearly
to the assessment tool that will measure the
level of mastery.
There is a good match between the lesson plan
objectives and the learning material. The
learning material provides optimal context
support for the Ell student, is well designed and
procedures are clearly spelled out. Subject area
and grade level are appropriately aligned with
the learning material in terms of difficulty level,
at the same time corresponding to a specific
academic learning objective.