Registration Alert:

This course should be complete LAST by those completing coursework toward an endorsement/add-on certificate.

This course builds on content and topics in all other courses related to teaching English Language Learners.

Registration Restriction: Open to any educator in ANY district/system who holds a minimum of a BA/BS degree.

Format: Online, asynchronous

Self-paced, instructor supported

Course Texts, Materials, Resources

• Select content from multiple texts used in previous courses.
  
  • Culturally Responsive Teaching for Multilingual Learners (p. 149). Snyder, Sydney Cail; Fenner, Diane Staehr.  SAGE Publications. (Chapter 5: Placing Students at the Center of the Learning)
  • Unlocking English Learners′ Potential (p. 229).  Fenner, Diane Staehr; Snyder, Sydney Cail.  SAGE Publications.  (Chapter 9: Formative Assessment for ELs)
  • EL Excellence Every Day (Field Guide) (p. 85). Singer, Tonya W..  SAGE Publications. (Chapter 4 Support ELs Strategically)
• Additional resources
  • TESOL Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs - free download PDF
  • Additional materials provided in the OnlineClassroom
  • ACCESS for ELLs Interpretive Guide for Score Reports Grades K–12 SPRING 2222
  • WIDA ACCESS Score Report webpage
  • WIDA Resources for communicating about WIDA with families
  • Teach FX (30 day free trial.  DO NOT SIGN UP UNTIL DIRECTED so you will have an active account when needed.)

Standards/Outcomes

Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

• TESOL4.1. Apply knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests
  • Explain fair, equitable, and comprehensive assessment for emerging bilinguals
  • Explain the assessment continuum for emerging bilinguals
  • Legal requirements related to identification, placement, and monitoring progress of emerging bilinguals
• TESOL 4.a.2. Make informed instructional decisions that support language learning
  • Interpret Individual Student Report results in ways that are comprehensible for colleagues and parents
  • Interpret the Student Roster Report to look for patterns in student performance to inform class placement, class work groups, and to identify students in need of additional supports
  • Interpret the Frequency Report to gain a sense of the school’s efforts in educating ELLs and make suggestions for planning, developing or restructuring language services for emerging bilinguals
  • Make instructional decisions about content and language learning needs of English Learners based on multiple data points including structured and unstructured classroom assessments, WIDA Individual Student Report results, and understanding of socio-cultural factors
    • Develop a language learning plan
• TESOL 4.b.1. Demonstrate understanding of classroom-based formative, summative, and diagnostic assessments scaffolded for both English language and content assessment
  • Determine strengths and limitations of structured and unstructured classroom assessments/strategies for assessing language development
  • Modify classroom assessments to assure access and accommodations for emerging bilinguals at early and intermediate levels of English development
  • Demonstrate ability to use the WIDA Speaking and Writing Rubrics to assess expressive language
  • Make instructional decisions about student language learning needs in the classroom based on results from the WIDA Speaking and Writing Rubrics
• TESOL 4.b.2. Determines language and content learning goals based on assessment data
  • Create language and content learning goals based on the Individual Student Report and the Student Roster report, and other factors such as academic, personal, familial, cultural, and sociopolitical factors of the group, and individual students within the group
  • Analyze and use classroom-level data collected through TeachFX
• TESOL 4.c. Demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate for administration of standardized assessments to emerging bilinguals
  • Explain the content and structure of WIDA Screener and ACCESS tests to those unfamiliar
  • Demonstrate ability to administer the WIDA Screener in all formats
  • Demonstrate ability to administer the WIDA ACCESS test in all formats
  • Explain and interpret all accessibility features available to ELs for all State level academic and language development tests
  • Explain and interpret all accommodations available to ELs for all State level academic and language development tests
• TESOL 5.c.1. Practice self-assessment and reflection, make adjustments for self-improvement and plan for continuous professional development in the field of English language learning and teaching
  
  • Maintain regular reflections about professional practices related to assessing English Learners through a journal, blog, vlog, or podcast
  • Utilize resources from national and local professional organizations, social media groups, local community organizations, and other sources available to support parents of English learners, students, administrators and teachers, and professional growth in practice for teachers of English Learners
• TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty
  • Conduct assessments of English Learners with guidance and support of a licensed colleague, supervisor, or coach