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Ongoing assessment of student learning is an important factor in improving student achievement. The STEP ongoing assessment tool consists of continua to support ESL/ELD teachers, classroom teachers, and school leaders in meeting the needs of their English language learners. There are two sets of continua: one supports students in an ESL program and one supports students in an ELD program. Continua For students requiring an ESL program For students requiring an ELD program Observable Language Behaviours • assess a student’s English proficiency Observable Language and Literacy Behaviours • assess a student’s English proficiency and literacy development Strands • oral, reading and writing Strands • oral, reading, and writing Grade clusters • Grades 1-3, 4-6, 7-8 and 9-12 Grade cluster • Grades 3-12 only one cluster 6 Steps • reflect progress from a beginner level (Step 1) towards proficiency (Step 6) • Steps 5 and 6 are considered grade appropriate 4 Steps • reflect progress from a beginner level (Step 1) towards performance that indicates readiness for transfer to ESL support (Step 4) The school board will establish procedures for ensuring ongoing assessment of the development of proficiency in English and the academic progress of each English language learner. Progress will be reported to parents on a regular basis. English Language Learners, ESL and ELD Programs and Services, Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007. (2.8.1) STEP – A Guide for Users November 2015 13 STEP Assessment Process For students requiring an ESL program For students requiring an ELD program Elements • name and describe the language concepts or skills that make a connection to the Ontario Curriculum Elements • name and describe the 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 the curriculum through daily instructional tasks Descriptors • identify what a student can do • capture distinct language and literacy behaviours that can be observed across the curriculum through daily instructional tasks For students requiring an ELD program Orientation to School Life in Ontario continuum • assess a student’s attainment of specific learning skills that are required for success in Ontario schools Learning Skills • identified horizontally and are the same as those used on the Ontario Provincial Report Card • are skills that students in an ELD program may not have had the opportunity to develop at a younger age and may require explicit instruction to attain Measurement Scale • identified on the vertical axis of the continuum • four point scale using developing, building, consolidating and sustaining Descriptors • describe behaviour that can be observed in a variety of settings. • not all are stranded across all four levels

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BICS and CALP
Krashen's Hypotheses

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How are Students Assessed when they first arrive? (3rd Question)

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How are Students Assessed when they first arrive? (3rd Question)

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Initial Assessment Purpose of Initial Assessment The initial assessment is an important first step in determining an English language learner’s language proficiency and literacy development in English. It is an opportunity to develop a profile that includes the student’s educational, cultural, and personal background. The purpose of the initial assessment is to determine: • the student’s language proficiency (oral, reading, and writing) and literacy development; • the student’s mathematical skill level; • appropriate programming supports; • appropriate placement. Initial Assessment of English Language Learners Please consult the STEP Initial Assessment User Guide for more information about the initial assessment process. http://www.edugains. ca/resourcesELL/Ass essment/STEP/STEP_ InitialLanguageAsses sment/STEPUserGuid e_IntialAssessment_J une2012.pdf School boards will assign staff to assess the English language proficiency of all English language learners. The assessment will include: • a structured interview to assess oral communication skills (i.e., listening and speaking); • an assessment of reading comprehension; • an assessment of student writing; • an assessment of mathematical knowledge and skills.

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ESL/ELD Teachers can use the STEP resource to:

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ESL/ELD Teachers can use the STEP resource to:

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identify areas for accommodations and modifications; − select resources for English language learners; − monitor students’ language acquisition and literacy development; − identify, as early as possible, English language learners who may have special education needs; and − inform the discussion of language acquisition and literacy development with other professionals and parents.

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identify, as early as possible, English language learners who may have special education needs.

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School Leaders can use the STEP resource to: − support the implementation of board policies for programming/placement, monitoring, and tracking English language learners’ language acquisition and literacy development; − provide data to focus discussion among staff on student-specific needs; − make informed decisions when planning programs and resources to support English language learners; − establish the use of common language regarding English language acquisition; − support the English language learner’s successful transition between grades, divisions, panels, schools and post-secondary; − identify teacher learning needs to support English language learners in language acquisition and literacy development; − facilitate decision making and focussed support for at-risk English language learners; − facilitate accommodations on EQAO and other large-scale assessments; and − evaluate the effectiveness of ESL/ELD support and of the school as a language learning environment.

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Many countries around the world have identification and support protocols in place that closely parallel those of Ontario. Others do not. As a result, not all students who have special education needs will come with documents similar to psychological assessment reports and/or Individual Education Plans (IEPs), and, even if they do, families may not understand when or how to share these with the school. STEP can be used to gather evidence and support their English language acquisition when supporting English language learners who are experiencing difficulties in their learning.

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Thoughts for question 1:
English Language Learners with SpecialNeeds Some English language learners have special education needs. They are as likely as any other student to be intellectually gifted, to have a learning disability or a behavioural disorder, or even tohave multiple exceptionalities. The following policy statements provide direction on how to address the needs of English language learners with special education needs: Many countries around the world have identification and support protocols in place that closely parallel those of Ontario. Others do not. As a result, not all students who have special education needs will come with documents similar to psychological assessment reports and/or Individual Education Plans (IEPs), and, even if they do, families may not understand when or how to share these with the school. STEP can be used to gather evidence and support their English language acquisition when supporting English language learners who are experiencing difficulties in their learning. School boards will develop a protocol for identifying English language learners who may also have special education needs. (2.3.3) If information from the student’s home country, from initial assessment, or from early teacher observation indicates that the student may have special education needs, the student will be referred to the appropriate school team. (2.3.4) Where special education needs have been identified, either in the initial assessment or through later assessments, students are eligible for ESL or ELD services and special education services simultaneously. E

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If a student is ESD, what kind of extra supports are available? What should I expect to see?

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Question 1: If an ESL appears to be LD, what protocals are in place to support that student?