Steps to English Proficiency
What is STEP and
How do I use it?
Minds On…
 STEP: Introduction
Action:
 CASE STUDY: Supporting ELLs through Ongoing
Assessment
Reflection and Consolidation:
 How can we (ESL teachers and classroom teachers)
use this resource to support ELLs through ongoing
assessment for and as learning?
 What is the potential of STEP to improve student
learning, collaboration among staff, and
communication with parents?
Parking Lot
Minds On
Think- Pair- Share
“What are the top 3 challenges
about the STAGES?
Take 3 sticky notes each;
 Individually write ONE challenge per paper;
 Share your ideas with a partner;
 Ask clarifying questions or comments as
you go along
What is the main challenge emerging for
your table group?
Steps to English Proficiency
2005
Auditor- General’s Report
2006
STEP (First Draft) Field Test
2007
ESL Policy
2007 - 2009
Two Year Pilot Project (Peel)
2009-2010
Revisions and Field Test
2010
Validation Study by OISE
2010-2012
Ministry Funded Projects
(Peel – Supporting Students in
Transition)
2012
STEP Posted on Edugains
OISE & STEP
The research behind the development
of Steps to English Proficiency
Dr. Jim Cummins
Dr. Eunice Jang
STEP is informed by research
Step descriptors recognize:
• the importance or building on the first language literacy skills
• the distinction between Basic Interpersonal Conversation skills
(BICS) and Cognitive-Academic Language Proficiency (CALPS)
• That ELLs typically require at least 5 years to attain grade
expectations in language and literacy skills so STEP can continue to
monitor students after they leave the ESL program ;
• In order to catch up to grade norms within 6 years, ELLs must make
15 months gain in every 10-month school year;
• Students progress at varying rates across all three continua.
Parts of STEP
• User Guide
• Initial assessment (WWTWC)
• Ongoing continua ESL
– Profiles
– Observable language behaviours
– Examples of evidence continua
• Ongoing continua ELD
– Profiles
– Examples of evidence continua
Winter 2011
Observable Language Behaviours
•
•
•
•
The ESL continua has six steps
Students move through each Step at varying rates
Three Continua: Oral, Reading, Writing
The element: names and describes language
concepts or skills that make a connection to the
Ontario Curriculum
• Descriptors identify what a student can do
(Capture distinct language behaviours that can be
observed across curriculum through daily
instructional activities).
Winter 2011
Triangulation of Evidence
Observations
•What is the
student able to do?
•What does the
student know?
Conversations
Products
Student Work at the Centre!
Oral Language
• Deepening our understanding of the oral language
continua
• First, listen for strengths in the student’s language
development
• Next, listen for possible areas of improvement
• Finally, Look at the OLBs ( Observable Language
Behaviours)
• What STEP might this student be working on?
• Use the organizer to plan next steps for instruction and
feedback.
Student Work at the Centre!
Reading/Writing
• Examine the student work in the folder at your
table ( reading, writing, math)
• Individually record the strengths, discuss
• Individually record areas for improvement,
discuss
• Become familiar with the reading and writing
continua as you look for descriptors which
match the student’s performance
Using STEP to inform ongoing
assessment...
Focus on the evidence of learning in the
student’s work samples:
1. What feedback could you give to this
student?
2. What other learning tasks would you design
for this student?
3. What are some co-teaching ideas to
implement in the regular classroom for this
student?
Reflection....
Review your post it notes from our Minds On
Activity.
As you have considered STEP briefly, what is
its potential in addressing some of the
challenges presented by the STAGES?
How else might we use STEP…
•
•
•
•
•
To support students in transition?
To communicate with parents?
To communicate with classroom teachers?
As a resource for self-assessments?
As a resource in TLCP (collaborative inquiry)?
As a table group, summarize your learning about
STEP today in a tweet…
Steps to English Proficiency
STEP is …….
A resource
Supports the ESL policy
Supports/aligns with the curriculum
Supports language acquisition and literacy
development
A program planning – instruction and
assessment resource
Steps to English Proficiency
STEP is NOT…...
Policy
Achievement chart
Rubric
Success criteria
Curriculum
STEP is a resource which
• Supports assessment for learning practices in
our classrooms
• Assists teachers to adapt programs and
scaffold instruction to meet the language
learning needs of ELLs
• Supports the reliable and valid collections of
observations, conversations and products.
A journey of a
thousand miles
must begin with
a single step.
Lao Tzu