Embed Size (px)
Citation preview
1
“All students, including English language learners, are expected
to meet the rigorous challenges of the Ontario curriculum.
Effective language and literacy instruction begins with the
needs of the learner clearly in mind, and all teachers – across all
content areas – are teachers of both language and literacy. Their
success is a shared responsibility.”
REPORTING AND THE ELEMENTARY ENGLISH LANGUAGE LEARNER in the
TDSB: Q & A
Supporting English Language Learners: A Practical Guide for Ontario Educators, Grade 1 to 8, Ontario Ministry of Education, 2008,
Introduction, page 2.
1. WHO IS RESPONSIBLE FOR WRITING THE PROGRESS REPORT CARD AND
THE PROVINCIAL REPORT CARD FOR THE ENGLISH LANGUAGE LEARNER?
The ESL/ELD teacher and the grade/subject teacher(s) should collaborate on the writing of
the Progress Report card and the Provincial Report Card for the English language learner.
2. WHAT IS AN ADAPTED PROGRAM FOR ENGLISH LANGUAGE LEARNERS?
“Teachers must adapt the instructional program in order to facilitate the success of English
language learners in their classrooms.”
(Supporting English Language Learners, A practical guide for Ontario educators, Grades 1 to 8, Ministry of
Education, 2008, page 50)
Appropriate adaptations to the instructional program include modifications and accommodations.
Accommodations:
are strategies and provisions provided by the teacher to enable students to meet the
curriculum expectations. When a student’s program is accommodated, the provincial
curriculum expectations are not altered. (e.g., accommodations using key visuals, bilingual
dictionaries, tasks requiring completion of graphic organizers or cloze sentences instead
of essay questions)
2
Modifications:
are changes made to the curriculum expectations to support ELLs, especially in the early
steps of English language acquisition
are aligned to grade level curriculum expectations and the student’s current step of
English language proficiency
can include a reduction in the depth and/or breadth of grade level curriculum
expectations
Supporting English Language Learners, A practical guide for Ontario educators, Grades 1 to 8, Ministry of
Education, 2008, page 50-51); Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. First
Edition, Covering Grades 1 to 12. Ministry of Education, 2010, page 76-78
Accommodations related to instructional strategies include
extensive use of visual cues;
use of graphic organizers;
strategic use of students’ first languages;
allowance of extra time;
pre-teaching of key words;
simplification/repetition of instructions as needed;
simultaneous use of oral and written instructions.
Accommodations related to learning resources include
extensive use of visual materials;
use of adapted texts and bilingual dictionaries;
use of dual-language materials;
use of technology.
Accommodations related to assessment strategies include
allowance of extra time;
use of alternative assessment strategies (e.g. oral interviews, learning logs, or
portfolios);
use of simplified language and instructions (e.g. in the context of tasks that
require completion of graphic organizers and cloze sentences).
3
The following examples indicate the types of modifications that may be appropriate.
Grade 8 language expectation, Writing strand:
(Students will) write complex texts of a variety of lengths, using a wide range of forms.
Modified expectation:
(The student will) write patterned short texts using specified forms.
Grade 4 math expectation, Measurement strand:
(Students will) pose and solve meaningful problems that require the ability to
distinguish perimeter and area.
Modified expectation:
(The student will) demonstrate an understanding of the difference between perimeter
and area by showing when and how each should be used.
Grade 7 history expectation, Canada,1800-1850: Conflict and Challenges
(Students will) identify factors leading to some key events and/or trends that occurred
in and/or affected Canada between 1800 and 1850, and describe the historical
significance of some of these events/trends for different individuals, groups, and/or
communities.
Modified expectation:
(The student will) select and label a series of pictures depicting causes of the War of
1812, arrange them as a timeline, and identify the historical significance of this event
for one community.
Grade 4 science and technology expectation, Growth and Changes in Plants
strand:
(Students will) describe the changes that different plants undergo in their life cycles
Modified expectation:
(The student will) sequence pictures to demonstrate an understanding of the life of a
bean plant.
4
3. HOW IS THE ACADEMIC PROGRESS AND ACHIEVEMENT OF ELLs REPORTED IN
ALL SUBJECT AREAS, INCLUDING LANGUAGE, ON THE PROGRESS REPORT CARD
AND THE PROVINCIAL REPORT CARD?
a) THE PROGRESS REPORT:
Grades and marks are not used on the new Progress Report Card. Teachers will check one of
the following boxes to indicate a student’s progress:
Progressing Very Well
Progressing Well
Progressing With Difficulty
Teachers of English language learners who are working towards curriculum expectations
which have been modified to support English language learning needs should check the box
above that describes the student’s progress in the modified program. The ESL/ELD box
must be checked to indicate that the program has been modified.
If the program has not been modified, but accommodations are in place for the student,
teachers should check the appropriate box (Progressing Very Well, Progressing Well,
Progressing With Difficulty) that best describes the student’s progress in the program,
without checking the ESL/ELD box.
An English language learner who is “progressing with difficulty” in his/her program will
require the teacher to gather additional information to determine next steps.
Please see the ESL/ELD department’s document, “English Language Learners: School-Based
Considerations Prior to Referral for Psychological Assessment” for more information and
suggestions.
b) THE PROVINCIAL REPORT CARD:
For English language learners who require modified expectations, evaluation of achievement
with a grade or mark will be based on the modified expectations, rather than the regular
subject/grade curriculum expectations.
For English language learners who may require accommodations but who do not require
modified expectations, evaluation of achievement with a grade or mark will be based on the
appropriate subject/grade expectations. Teachers should focus report card comments on
5
what a student is able to demonstrate independently and on next steps for learning.
A further explanation of ACCOMMODATION and MODIFICATIONS is given on pages 77
and 78 of the Growing Success document.
4. WHEN SHOULD THE ESL/ELD BOX BE CHECKED?
For Grades 1 to 8, when a student’s achievement is based on expectations that have
been modified from the grade-level curriculum expectations to support English language
learning needs, please check the “ESL/ELD” boxes on the Provincial Report Card for
each of the subject(s)/strand(s) in which the modifications have been made to the
student’s program. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010, page 63.
When an ELL is working on modified expectations in Language, the ESL/ELD box must
be checked for each applicable strand.
The following are examples of modified Language expectations:
Oral Communication (Grade 6)
2.3 (Students will) communicate orally in a clear, coherent manner, using appropriate
organizing strategies and formats to link and sequence ideas and information
Modified expectation: (The student will) communicate orally using short, rehearsed words and phrases (e.g. make
a short presentation about a chosen topic)
Reading (Grade 8)
1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures,
including literary texts, graphic texts, and informational texts
Modified expectation: (The student will) read simple fiction and non-fiction texts that are visually
supported/have visual context clues
Writing (Grade 3)
2.1 write short texts using a variety of forms
Modified expectation: (The student will) write patterned short texts using specified forms and write short
texts by completing sentence patterns
6
Media Literacy (Grade 7)
3.4 produce a variety of media texts of some technical complexity for specific purposes
and audiences, using appropriate forms, conventions, and techniques
Modified expectation: (The student will) produce a simple media text of some technical complexity for specific
purposes, using appropriate forms, conventions, and techniques
If an ELL is working on modified expectations in Social Studies/History & Geography,
Science, Math, etc., the ESL/ELD box must be checked for each of those subjects
where curriculum modifications have been made. As the student becomes more
proficient in English, it is expected that fewer modifications will be required and thus
fewer ESL/ELD boxes would be checked.
5. WHEN SHOULD THE ESL/ELD BOX NOT BE CHECKED?
The ESL/ELD box should not be checked to indicate:
That the student is participating ESL or ELD programs…or
That accommodations have been provided to enable the student to demonstrate
his or her learning (e.g., extra time to complete assignments, access to a bilingual
dictionary, opportunities to work in the student’s first language). Growing Success, page
76
6. FOR THE ELEMENTARY REPORT CARDS, THE ESL/ELD BOXES ARE SHOWN AT
THE STRAND LEVEL RATHER THAN THE SUBJECT LEVEL. IS THIS THE
DIRECTION THAT THE MINISTRY IS TAKING?
Yes, the ESL/ELD boxes are now checked at the strand level on the provincial report
card. The intent is to tie the report card more closely with the students’ language
learning needs.
7. WHEN/HOW IS THE RIDER STATEMENT USED?
The rider statement no longer has to be inserted for ELLs participating in modified
programs. The following statement appears as part of the permanent text on both the
Progress (page 2) and the Provincial Report cards (page 4).
“ESL/ELD – Achievement is based on expectations modified from the curriculum
expectations for the grade to support English language learning needs.” Growing Success, page
99.
7
8. SHOULD THE STUDENT'S ESL OR ELD STEP OF PROFICIENCY BE MENTIONED
ON THE PROGRESS OR PROVINCIAL REPORT CARDS?
No, the student's ESL or ELD step of proficiency should not be stated on the report
card. The six steps of proficiency might be confused with the four levels of
achievement found in the elementary subject curriculum documents.
9. AS AN ESL/ELD TEACHER, WHAT ARE MY RESPONSIBILITIES REGARDING THE
TRACKING OF ENGLISH LANGUAGE LEARNERS’ PROGRESS IN ACQUIRING
ENGLISH LANGUAGE PROFICIENCY?
Using the TDSB’s online ESL/ELD tracking tool called TRELLIS (TRacking of English
Language Learners Information System), you are expected to create a tracking sheet
called the “ELL Progress Update” three times per year, in line with the three reporting
periods. It is strongly recommended that one copy of the ELL Progress Update be used
as an attachment to the Progress and Provincial Report Cards and that another copy be
placed in the OSR.
Use of the “ELL Progress Update” as an attachment to the provincial progress report
and the provincial report card is strongly recommended by the TDSB ESL/ELD
Department, but must be approved by your principal. Use of the “ELL Progress Update”
will support “ongoing assessment of the development of proficiency in English and the
academic progress of each English language learner.” ( English Language Learners, ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and
Secondary Schools, Kindergarten to Grade 12, Ministry of Education, 2007, page 27, 2.81)
A second responsibility you have is to conduct and record the results in TRELLIS, of
the initial assessments for English language learners who are newly-arrived in the
TDSB. A copy of the “Initial Assessment Summary” should be placed in the OSR.
In addition, each June (or prior to a student’s departure from your school), you are
expected to print off from TRELLIS, the most recent version of the “ESL/ELD Record
of Support” on purple cardstock or orchid copy paper, and place it in the OSR.
8
Use of the “ELL Progress Update” and its inclusion in the OSR will ensure compliance
with the following Ministry policy for English language learners:
“Information on each English language learner’s level of English language acquisition will be
summarized and included in the Ontario Student Record at least once in each school year.” ( English Language Learners, ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and
Secondary Schools, Kindergarten to Grade 12, Ministry of Education, 2007, page 28, 2.84)
PLEASE NOTE:
Observable Language Behaviours (OLBs) taken from the TDSB STEP Ongoing
Continua are NOT to be put in the Language section of the Provincial Report Card
as a replacement for modified Language curriculum expectations.
10. HOW DO I ACCESS TRELLIS?
TRELLIS can be accessed from the TDSB webpage by going to the TRELLIS tab in
the Teachers’ Toolbox. TRELLIS training is offered each year for teachers who
are new to the ESL/ELD role.
11. MUST A LETTER GRADE/PERCENTAGE MARK BE INCLUDED FOR ENGLISH
LANGUAGE LEARNERS ON THE PROVINCIAL REPORT CARD?
Yes. According to Growing Success, “For Grades 1 to 6, student achievement… will be
reported using letter grades. For Grades 7 to 12, a student’s achievement…will be
reported using percentage marks.” Growing Success, page 40.
12. WHEN WOULD IT BE APPROPRIATE TO CHECK THE “NA” BOX ON THE
PROVINCIAL REPORT CARD?
In the event that a student did not receive instruction in a subject/strand, the
teacher will check the “NA” box. Growing Success, page 56
9
13. WHEN WOULD IT BE APPROPRIATE TO USE “I” ON A STUDENT’S PROVINCIAL
REPORT CARD?
Completed Elementary Progress Report Cards (all pages) and Elementary Provincial
Report Cards (all pages) and/or exact copies of them, will be placed in each student’s
OSR folder following each reporting period. [This] applies to students who have left a
school for another school in TDSB or other systems, and have been enrolled in the
school for more than 6 weeks from the commencement of the reporting period. Growing Success—TDSB--Grades 1-12—Reporting Student Achievement for Elementary and Secondary Principals’ and Vice Principals’
Use, page 2
For students who have arrived within the TDSB’s reporting timeline, it is NOT
appropriate to use “I” as a replacement for marks.
“I” may be used in a mark book and/or on a student’s report card, including the final
report card, to indicate that insufficient evidence is available to determine a letter
grade or percentage mark. For the report card the teachers will use their professional
judgment to determine when the use of “I” is appropriate and in the best interests of
the student. For example, teachers may find it appropriate to use “I” when evidence of
a student’s achievement is insufficient because the student has enrolled in the school
very recently. Growing Success, page 42
14. IS IT POSSIBLE FOR AN ENGLISH LANGUAGE LEARNER TO ACHIEVE A LEVEL
4 IN A SUBJECT IN WHICH THE EXPECTATIONS HAVE BEEN MODIFIED TO MEET
THEIR NEEDS?
Yes, it is. It will be important to inform the student and parents that this mark is
based on the student's work on the modified subject/grade expectations.
15. WHAT APPROACH IS TO BE TAKEN WHEN AN ENGLISH LANGUAGE LEARNER
IS MISSING MATH OR FRENCH CONCEPTS THAT WERE TAUGHT IN EARLIER
GRADES? IS AN IEP APPROPRIATE?
No, an IEP is not appropriate. In this context, modifications to the English Language
Learner’s instructional program are being made because the student has not had
adequate previous opportunities to work with these concepts or has not had previous
exposure to the concepts.
10
16. WHEN IS AN ENGLISH LANGUAGE LEARNER PROMOTED or TRANSFERRED TO
THE NEXT GRADE?
Promoted
Grades 1 to 6:
An English Language Learner is promoted when he/she has successfully completed the
curriculum expectations for the grade, and has received a level 1 or better in English
and French, and at least two thirds of the remaining subjects, whether he/she requires
modifications to align grade-level expectations with his/her current level of English
Language Proficiency or not.
Grades 7 and 8:
An English Language Learner is promoted when he/she has successfully completed the
curriculum expectations in each of the following grade7/8 subjects, and has received a
level 1 or better, whether he/she requires modifications to align grade-level
expectations with his/her current level of English Language Proficiency or not:
Language/French (extension or immersion)
French ( core)/Native Language
Mathematics
Science and technology
Geography
History
Transferred
Grades 1 to 6
An English Language Learner is transferred when he/she has not achieved Level 1 in
Language/French and Math and at least two thirds of the remaining subjects, on the
modified grade level curriculum expectations aligned with his/her current level of
English Language proficiency, or those at grade level (not modified).
Grades 7 to 8
An English Language Learner is transferred when he/she has not successfully completed
the curriculum expectations in each of the following grade7/8 subjects, and has not
received a level 1 or better, whether he/she requires modifications to align grade-level
expectations with his/her current level of English Language Proficiency or not:
11
Language/French (extension or immersion)
French ( core)/Native Language
Mathematics
Science and technology
Geography
History
An English Language Learner with limited prior schooling who requires modifications to
the curriculum expectations drawn from varying grade levels is transferred.
17. HOW DO YOU REPORT ON AN ENGLISH LANGUAGE LEARNER WHO HAS AN
IEP?
For an ELL, when modifications to curriculum expectations have been made to address
both language learning needs and special education needs, check both the “ESL/ELD”
box and the “IEP” box.
The Ministry policy for English Language Learners states that students can be eligible
for both ESL/ELD and special education services. Growing Success, page 64
18. IN ADDITION TO THE MINISTRY REPORT CARD AND THE TDSB STEP
ONGOING CONTINUA, WHAT ARE SOME OTHER WAYS A TEACHER CAN REPORT
TO STUDENTS AND PARENTS ABOUT STUDENT PROGRESS?
An English language learner’s teacher can report on student progress via:
parent-student-teacher conferences
portfolio of student work
phone calls
informal, anecdotal reports
student planner/agenda.
12
19. HOW CAN WE HELP NEWCOMER PARENTS TO UNDERSTAND THE PROVINCIAL
REPORT CARD?
On the TDSB Teaching and Learning website, there is an Assessment and Evaluation
page containing translations of the progress report card and the provincial report card.
There are also Q and A sheets for parents/guardians which have been translated into a
number of languages. These translations can also be accessed through a link on the
ESL/ELD webpage under the tab entitled “Assessment”. The ESL/ELD webpage also has
a link to the Ministry document entitled “Supporting Your Child’s Learning Through
Assessment, Evaluation, and Reporting” which has been translated into 22 languages.
Check the “Multilingual Resources for Parents” section of the ESL/ELD webpage.
Revised May 2016
Reviewed September 2019
