Assessing and Evaluating
ELL Performance in the
Content Area
Terry Hathaway
ESOL Liaison, Secondary
ELP Assessments:
WAPT & ACCESS for ELLs®
• Social and Instructional
Language
• Language of Language
Arts
• Language of
Mathematics
• Language of Science
• Language of Social
Studies
4 Language Domains
• Reading
• Writing
• Listening
• Speaking
WIDA English Language
Proficiency Levels
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Level 1 Entering (15)
Level 2 Beginning (16)
Level 3 Developing (17)
Level 4 Expanding (18)
Level 5 Bridging (19)
Level 6 Reaching (20)
Student Information
• StarStudent (Auxiliary Screen)
• Initial Screening Report
• Chesterfield County Public Schools English as a
Second Language Program Enrollment (ESL 3)
Form
• ACCESS for ELLs® Teacher Report
ACCESS for ELLs Teacher Report
ESOL Service
Elementary School
Levels 1 – 6 (Reaching) students are served in their
home schools.
• Support may include the content teacher, ESOL
teacher, reading specialist/teacher, PALS tutor,
etc.
ESOL Service
Middle School
High School
Levels 1 & 2 served in
ESOL Centers
• Falling Creek MS
• Manchester MS
• Providence MS
• Salem Church MS
Levels 1 – 4 served in
ESOL Centers
• James River HS
• Lloyd C. Bird HS
• Meadowbrook HS
* Community HS
Middle School Program Model
• Level 1
• Level 2
ESOL English/Reading
ESOL Language &
Culture and Reading in
the Content
ESOL English/Reading
ESOL Language &
Culture and Reading
in the Content
High School Program Model
• Level 1
• Level 3
ESOL English
ESOL Reading
Language and Culture
Reading in the Content
ESOL English
ESOL Reading
• Level 2
• Level 4
ESOL English
ESOL Reading
Language and Culture
Reading in the Content
ESOL English
Factors Influencing Assessment of ELLs
• Language Factors
• Educational Background Factors
• Cultural Factors
Guidelines for the Assessment of English Language Learners www.ets.org
Evaluation Guidelines
• Determine essential skills and/or concepts.
• Assess knowledge and understanding of concepts,
focusing on essential skills.
• Ascertain the ELP level of the student.
• Use multiple, adapted and/or alternative assessment
instruments and rubrics.
• Assign grades based on what the student can
demonstrate given his/her ELP level.
• Grade on improvement and progress as well as
factors such as participation, effort, and cooperation.
State Testing Accommodations
Levels 1 – 5 (15 – 20)
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Accommodations
Plain English Math/Algebra (Levels 1-2, and eligible Level 3)
Bilingual dictionary
Simplifying directions
Breaks during testing
Small group
Study carrel
Magnification, visual aid
Read aloud (except Reading SOL)
Audio version of test items (except Reading SOL)
Scribe
Adapted and/or Alternative Assessments
– Range: Limit the number of items the
ELL is to complete on any one assessment
to the essential.
– Time: Allow additional time for the ELL
to complete a task. Consider dividing tasks
into several segments.
Adapted and/or Alternative
Assessments
– Level of support: Provide appropriate and
sufficient scaffolding during assessments.
Consider having an aide or another student read,
explain and/or translate the assessment tasks.
Incorporate cooperative group activities and
assessments.
– Difficulty: Adapt the task so that the ELL has
easier access to it. Allow the use of a calculator,
dictionary, or simplified instructions and/or
questions.
Adapted and/or Alternative Assessments
– Product: Allow the ELL to respond in a
manner consistent with his/her level of English
language proficiency.
• Accept non-verbal responses such as
drawings or physical demonstrations.
• Permit verbal and/or translated responses.
• Include performance-based assessments such
as interviews, oral reports and role plays as
well as portfolios, journals, graphic organizers
and projects as forms of assessments.
Adapted and/or Alternative Assessments
– Participation: Provide opportunities for
self- and cooperative group assessment as
well as creation of grading rubrics.
Contact Information
Terry Hathaway
ESOL Liaison, Secondary
(804) 279-7348
teresa_hathaway@ccpsnet.net