ESL Provider Group Discussion Notes
December 12, 2014
Attended by:
Jerry Trevino and Julie Frost, Dist. 211; Michael Matos, Albany Park Community Center; Marcia
Luptak and Halina Kopec, Elgin Comm. College; Jeanne Williams, Ewa Crowe and Agnes
Gaszak, Dist. 214 Community Education; Mary Beth Selbo, and Anna Kan, College of Lake
County; Marie Day, McHenry County College; Dena Giacometti, Centro Romero; Kathryn
Powell and Paty Loyola, Harper College; Nelson Aguiar, ICCB; Sue Reynolds and Karen
Jealouse, World Relief; Rose Diaz, YWCA Elgin; Jennifer Anderson, Black Hawk College (via
conference call);
Facilitated by Laurie Martin, Adult Learning Resource Center
Member
Laurie –
ALRC
Several
Several
Jeanne –
Dist 214
Ewa – Dist.
214
Michael –
Albany Park
Several
people
Marie –
McHenry
Michael –
Albany Park
Comment
BEST Plus test score ranges for NRS will change as of July 1, 2015. The test is
being updated by the Center for Applied Linguistics. Information is at
http://www.cal.org/aea/bestplus/2.html.
CASAS has a relatively new chart for figuring out which test form to give. The
former chart had options based on Appraisal scores, but the new chart is
definitive.
Goodwill Industries has funding available to pay for GED tests. Contact local
Goodwill offices to apply.
Improving Level Gains: Teaching Test Preparation Strategies
Attended a webinar by Cambridge, “Teaching and Testing Life skills Reading” on
Oct 21, 2014 by K. Lynn Savage. It focused on five different reading task types
and strategies for teaching those skills that ESL students need in order to be
successful on tests that assess life skills reading, CASAS in particular. She
developed lessons to teach these skills to students.
http://www.cambridge.org/ventures/professionaldevelopment/teaching-andtesting-life-skills-reading/
Used the CASAS test manual and developed a list of topics that each level of
CASAS focuses on. Distributed list to ESL instructors.
Uses the topic list for the level she teaches and in every class or for homework
gives students practice with content and format. Had very good results.
ABE teachers always taught test prep strategies, but not the ESL teachers.
Started doing so in ESL. Teachers develop test strategy lessons and share them.
In 2 years, level gains rose from 37 to 46%.
Important to work on test strategies consistently through semester, not just
before test.
Tried adding test-taking strategies to curriculum but some teachers taught too
closely to the test. Questionable ethics. Teachers had access to CASAS test
booklets.
Teachers not allowed to use CASAS test booklets for developing lesson plans.
ESL Provider Group Meeting Notes, 10-3-14, Adult Learning Resource Center, www.thecenterweb.org/alrc
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Julie – Dist
211
Marcia –
Elgin
Ewa – Dist
214
Michael –
Albany Park
Paty –
Harper
Agnes –
Dist 214
Michael –
Albany Park
Paty –
Harper
Marie –
McHenry
Ewa – Dist
214
Dena –
Centro
Romero
Jennifer –
Black Hawk
Laurie –
ALRC
Paty –
Harper
Agnes –
Dist 214
Jennifer –
Black Hawk
Agnes –
Dist 214
Paty –
Harper
Kathryn –
Harper
Connected writing to reading in her ESL classes and taught the skills more
explicitly. Saw test score improvement.
STAR/EBRI training is helpful for ESL teachers. Learn how to teach more
explicitly. Vocabulary and other reading components apply to ESL.
Applied what she learned in STAR/EBRI training to teaching citizenship classes,
especially vocabulary.
Testing: When to Post-Test
Post-test at 40 hours, then 60. Try to get a level gain as soon as possible.
If students gain a level, don’t post-test often after that. If haven’t had a level gain,
post-test more often.
As many students as possible are post-tested together in a class. If there are
individuals who need post-testing at another time, they are pulled out and a
testing staff person does the testing.
Testing: Who does the testing
Michael and another staff do the testing.
Test staff do the pre-tests, teachers do post-tests
Teachers were doing post-testing in the classroom. Marie observed and saw
many procedural infractions (e.g., giving extra time). No longer using those
teachers to post-test.
Ideal is to have staff dedicated to doing pre- and post-tests.
Testers practiced scoring and found differences. Important to review test
protocols with test staff to ensure reliability.
All teachers trained on CASAS for post-testing. She does all BEST Literacy
scoring and makes all test level decisions for CASAS.
Many programs use a testing center with dedicated testing staff or limit the
number of staff who are making testing decisions (e.g., scoring BEST Literacy or
BEST Plus, deciding test levels for CASAS)
Testing: Conditions
Important to consider conditions for pre- and post-testing. Space is an issue at
some sites. No quiet place for testing. Students may be taking tests in a
classroom where other students are being taught a lesson. Distraction can be a
factor in test results.
Have a room where intake is done and all individual post-testing. Both are done
by a single staff person.
Have test room for intake and post-testing
Reviewing Test and Other Data
Prints test report every week from DAISI and gives to teachers to track.
Runs test report monthly to review.
Getting Student Investment in Testing
Goes into classrooms and shows a simple chart to illustrate what level gains are
and to share students’ level gain achievements. (see attached example).
Students understand better what level gains are and that they affect funding of
ESL Provider Group Meeting Notes, 10-3-14, Adult Learning Resource Center, www.thecenterweb.org/alrc
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Paty –
Harper
Jennifer –
Black Hawk
Marcia –
Elgin
Marie –
McHenry
Kathryn –
Harper
Paty –
Harper
Several
people
Marcia –
Elgin
Several
people
Note
Laurie –
ALRC
classes. Students are recognized when they get a level gain and feel proud.
Gives students a “report card” at orientation with their pre-test score. After posttest, students can contact her to find out score and have it written on their “report
card.” All students want this.
Teachers meet 1-1 with each student each semester to discuss progress in
class, on homework, and on tests. All are tied to student being able to move to
the next level.
Enrollment Structures
Have fixed entry but classes have different start dates (e.g., a 12 week course, a
15 week course). Students don’t wait long to enter.
Students enter class through the first 6 weeks of semester. Teachers complain.
Were open entry but changed to fixed. The change went smoothly and they
didn’t lose students.
During orientation they try to help students determine how full their out-of-class
schedule is and if they have room to attend school regularly. Also track student
attendance and talk to them when attendance is poor.
Programs have stricter attendance policies than the ICCB 5 consecutive day
policy.
Repeatability
ECC has a policy to limit repeatability. Track student progress and talk to
students who are getting close to not being able to repeat again. Try to
determine reason for repeating and find another option that matches student’s
needs (e.g., tutoring program, training program)
Split courses into two or more sub courses, so as to multiply the number of times
a student can repeat.
There continue to be questions on exact ICCB regulations around repeatability.
Nelson will try to get definitive information. General suggestion to contact ICCB
regional support staff (Suzanne Reese or Ben Greer) if repeatability is an issue
at your program.
ESL Content Standards
The ALRC will be submitting to the ICCB updates to the Illinois ESL Content
Standards that show the alignment between the ESL Content Standards and the
ABE/ASE Content Standards. The ABE/ASE Content Standards were developed
to be aligned with the Common Core Standards and the College and Career
Readiness Standards. There are no changes to the actual ESL Content
Standards at this time.
In addition, a new appendix to the ESL Content Standards will show an
alignment to the state’s Technology Standards. Nelson will have the Technology
Standards posted either on the ICCB website or the Excellence in Adult Ed
website. He will see if the ICCB can send out an announcement about these
standards as well. They were developed over a year ago but many people at the
meeting were not aware of them.
Transitioning ESL Students
Mary Beth – The exit criteria for Advanced ESL doesn’t mean students are ready to transition.
College of
Met with staff from College of DuPage. They did a pilot to see if exiting ESL
Lake County students could meet college requirements, and found that 50% could. Mary Beth
didn’t think that CLC’s students would be able to. She wonders what options
could be given to high-level ESL students to keep them in the program and move
ESL Provider Group Meeting Notes, 10-3-14, Adult Learning Resource Center, www.thecenterweb.org/alrc
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Several
people
Marie –
McHenry
Dena –
Centro
Romero
Michael –
Albany Park
them up.
Offer ABE classes for ELLs
When they reach 235 on CASAS, they give them a TABE. Created blended
Academic Reading and Writing ABE-ESL classes. There are ESL and ABE
students in the same class (the ESLs are tested with CASAS, and the ABE are
tested with TABE) taught by the same teacher. Good transition level between
straight ESL and straight ABE.
Have a new advising initiative. Teachers meet with students and advise them on
options to move up. Students at ESL levels 4 and 5 are given a TABE and move
in to ABE, then ASE, and then can go into the Gateway program at Truman
College which allows entry for documented and undocumented ELLs.
Have two beginning ABE classes. When ESL students have a 230 or higher on
CASAS, plus have achieved a level gain, plus have a good attendance record,
they give them a TABE and can get into an ABE class.
The first obstacle is training ESL students who lack formal education to be
“students.”
Instructors have backgrounds in both ABE and ESL so they know how to support
ELLs in ABE classes.
All students are required to use computer for instruction at least one hour per
week.
Teachers teach math to ESL students at all levels. Math is integrated into the
ESL curriculum. Should help with transition. Just began this fiscal year.
Nelson –
ICCB
Michael –
Albany Park
Teaching Technology Skills
The state has a Technology Checklist for teachers and students. Will see if it can
be posted to the Excellence in Adult Ed website or ICCB’s website.
Microsoft Unlimited Potential Technology Curriculum has good training in
different languages.
Microsoft Unlimited Potential now leads to Microsoft Digital Literacy
Quick signup on the second link below and you can use the curriculum for free.
http://www.sdcl.org/PDF/gateway_upcl-curriculum.pdf
https://www.juniorachievement.org/web/ja-usa/microsoft-curriculum-sign-up
http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/programs/
up/digitalliteracy/default.mspx
http://www.microsoft.com/about/corporatecitizenship/citizenship/giving/programs/
up/digitalliteracy/default.mspx
https://www.juniorachievement.org/web/ja-usa/microsoft-unlimited-potentialtechnology-curriculum
Albany Park Community Center has a course and the lessons can be found in
Google Docs at matosmichael2@gmail.com. Lumity is another organization that
offers courses on computer skills for instructors. They have used it.
All students are required to use computer for instruction at least one hour per
week.
ESL Provider Group Meeting Notes, 10-3-14, Adult Learning Resource Center, www.thecenterweb.org/alrc
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Rose –
Elgin YWCA
Got a grant for 22 iPads. Use them at main site in classroom.
Next meeting date will be Friday, February 20, 2015 from 10-12 at the ALRC. The final meeting
of the year will be held in late April or early May, date TBD.
Topics to discuss at February 2015 meeting:



WIOA’s focus on employment and how that affects adult education, Bridge courses
(CBOs versus community colleges)
Repeatability – options for programs
Fixed vs open enrollment, scheduling courses for the fiscal year, what works best.
Meeting attendees will bring handouts describing how their enrollment and course
schedule works.
Additional topics for future meetings:








Models of professional development
Training teachers to integrate test content and test practice into ESL instruction
Evaluation of teachers and instruction
Strategies for teachers to handle multilevel classes and open enrollment situations
Enrollment structures – open, fixed, managed, pros & cons, what works best
Support services for students
Materials, especially to teach computer skills to students so they can access education
and training online
Sample graphic used by Harper College to help students understand level gains and to
recognize student achievements. The six NRS levels are across the top. Harper’s “Non-Native
Literacy” ESL class levels cross some of the NRS levels and are shown labeled as NNL.
Students whose gain a level are shown by name so all can applaud.
NRS Level 1
NRS Level 2
NRS Level 3
NNL 2
NNL 1
Emilia
NRS Level 4
NRS Level 5
NRS Level 6
NNL 3
NNL 4
NNL 5
Juan
ESL Provider Group Meeting Notes, 10-3-14, Adult Learning Resource Center, www.thecenterweb.org/alrc
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