DEPARTMENT OF TEACHER EDUCATION AND ADMINISTRATION
SYLLABUS (Subject to Modifications)
SPRING 2014
I. COURSE NUMBER/SECTION: EDBE 4470 Section 001
COURSE TITLE: Curriculum and Assessment of Content and Language for Bilingual & ESL Classrooms
II. INSTRUCTOR: Dr. Rossana Boyd
IV. TEXTS:
· Brantley, D.K. (2007). Instructional Assessment of English Language Learners in the K-8 Classroom. Boston: Allyn and Bacon.
· Herrera, S. G., Murry, K. G., & Cabral, R. M. (2007). Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students. Boston: Pearson Education.
· Resources: Texas Education Agency website (Texas Education Knowledge and Skills TEKS and English Language Proficiency Standards - ELPS), LPAC Manual, STAAR Test Samples, TELPAS, and List of Approved Tests in Texas.
· TK20: This course requires the Case Study key assignment to be uploaded the week before final exams and assessed by the instructor in the UNT TK20 Assessment System. This will require a one-time purchase of TK20. Student subscriptions will be effective for seven years from the date of purchase. Please go to the following web link for directions on how to purchase Tk20, http://www.coe.unt.edu/tk20.
V. CATALOG COURSE DESCRIPTION:
Examination of the organization of curriculum for second language learners with special focus on testing and evaluation procedures appropriate for bilingual and ESL classrooms; study of formal and informal assessment of language proficiency for instructional purposes and use of standardized achievement tests. Required for students seeking EC-6 or 4-8 generalist certification with specialization in bilingual or ESL education. Prerequisite(s): EDBE 3470, 3480 and admission to Teacher Education or consent of department. May be taken concurrently with EDBE 4490.
PURPOSE AND RATIONALE
This course is intended to prepare teacher candidates as effective professionals serving ELL students from early childhood to grade 8. The contents of this course will provide the methodology for assessing ELL students in today’s schools. The overall assessment techniques will help teacher candidates improve their understanding of how to measure academic and language progress. The overall instructional plan of the course is designed to help students develop knowledge, skills of critical thinking, reflection, and self-assessment.
VI. COURSE OBJECTIVES:
The beginning ESL or bilingual teacher will be able to:
1. Understand basic concepts, issues, and practices related to test design, development, and interpretation (ESL VI- 6.1k, TESOL 4.a, INTASC 8).
2. Understand types of assessment used in the ESL classroom (ESL VI – 6.2k, INTASC 8).
3. Understand standardized tests commonly used in ESL programs in Texas (ESL VI – 6.3k, TESOL 4),
4. Understand state-mandated LEP identification procedures and placement and exit criteria, including the role of LPAC (ESL VI – 6.4k)
5. Understand relationships among state-mandated standards, instruction, and assessment in the ESL classroom (ESL VI – 6.5k, TESOL 4, INTASC 8).
6. Understand state educator certification standards in reading/language arts appropriate for the teacher’s level of certification and distinctive elements in the application of the standards for English and the primary language (Bilingual IV- 4.1k).
7. Use a variety of literacy assessments to plan and implement literacy instruction in the primary language (Bilingual 4.3s).
8. Assess and monitor learners’ level of proficiency in oral and written language and reading in L1 and L2 to plan appropriate literacy instruction (Bilingual 5.3s).
9. Develop the ability to utilize alternative assessment measures, including portfolios and dialogue journals.
10. Assess an English Language learner to learn to make instructional decisions for placement.
VI. STANDARDS AND COMPETENCIES
NEW EDUCATOR STANDARDS: The content and objectives of this course are aligned with the INTASC Standards of the Department of Teacher Education, with the state of Texas ESL standards, and with the National Teachers of English for Speakers of Other Languages (TESOL) standards.
TESOL Standard 4 Assessment
Candidates understand issues of assessment and use of standards-based measures with ESOL students.
Domain 3: Planning, implementing and managing instruction: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESL students. Candidates serve as effective English language models, as they plan for multi-level classrooms with learners from diverse backgrounds using standards based ESL and content curriculum.
STATE ESL Standards
Domain I Language Concepts and Language Acquisition Standards Assessed:
· English as a Second Language Standard I: The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.
· English as a Second Language Standard III: The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English.
Competency 001
The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language.
Domain II ESL Instruction and Assessment
Standards Assessed:
• English as a Second Language Standard III: The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students’ language development in English.
• English as a Second Language Standard V: The ESL teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture.
• English as a Second Language Standard VI: The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs nd uses assessment results to plan and adapt instruction.
Competency 002
The ESL teacher understands the processes of first-language (L1) and second language (L2) acquisition and the interrelatedness of L1 and L2 development.
Competency 004
The ESL teacher understands how to promote students' communicative language development in English.
Competency 006
The ESL teacher understands how to promote students' content-area learning, academic-language development, and achievement across the curriculum.
Competency 007
The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.
State Bilingual Standards
DOMAIN I—BILINGUAL EDUCATION
Competency 002
The beginning bilingual education teacher understands processes of first- and second-language acquisition and development and applies this knowledge to promote students' language proficiency in their first language (L1) and second language (L2).
Competency 003
The beginning bilingual education teacher has comprehensive knowledge of the development and assessment of literacy in L1 and the development and assessment of biliteracy.
Competency 004
The beginning bilingual education teacher has comprehensive knowledge of content area instruction in L1 and L2 and uses this knowledge to promote bilingual students' academic achievement across the curriculum.
VII. Attendance and Participation
Attendance and participation in each class are expected. If you know in advance you will be absent, please send an e-mail to me explaining the reason why prior to class. In case of a death in the family, obituary evidence is required. In case of illness a doctor’s note will be required. Other extraneous circumstances such as accidents, inclement weather, emergencies, or epidemics will be dealt with on a case by case basis. The following calculations will be used to determine the attendance grade:
0-1 absence=10 points
2 absences=8 points
3 absences =6 points
4 absences= 4 points
5 absences= 2 points
6 absences= 0 points
7 absences must drop the class
TARDINESS
All students are expected to be in class at 11:00 AM. Students who come late to class will be monitored and the following will apply:
3 or more tardiness= - 5 additional points from the overall course grade.
USE OF LAPTOPS AND CELL PHONES
Set your cell phone to vibrate or turn it off. No texting in class. In case of an emergency that you have to use your cell phone step-out of the classroom. Use of lap tops in class will be strictly related to the course contents.
VIII. Assignments
All students are required to turn in assignments on the deadlines established in the syllabus. Assignments must be written using 12 point font as WORD files and will be due in BB by 11:30 PM on the second day of classes for the week. No paper submissions. Turn them in Blackboard via the assignment tab or TK2 for the Case Study only. For non-graded weeks, students are expected to read the assigned chapters of the texts ahead of time and bring the texts to each class.
Late Work
Late work will be reduced by one grade. For example, A work will be given a grade of B, etc. After one week past the due date, late work will not be accepted.
Applying for Placement at a School
If you believe that youmay not identifyan ELL student on your own you can apply for placement at a school. Here is the information:
1. Apply for placement through the COE Clinical Practice website, http://www.coe.unt.edu/clinical-practice-office/application-forms. Application for preclinical observation is NOT in Tk20. Applications for placement must be completed by the end of the second week of class, January 23. Students should complete only one application for all courses which require observation in a public school setting.
2. Students will be in informed by EagleConnect email of tentative district placement by Sunday, January 25. However, many districts do not provide placement information until the middle of February or later. The Clinical Practice Office will communicate placement data to students as it is received from each district.
3. Students will be provided information about how to complete the Criminal Background Check for each district in which they are placed. Criminal Background Checks will be due to the Clinical Practice Office by Friday, January 31. LATE APPLICATIONS OR LATE CRIMINAL BACKGROUND FORMS WILL NOT BE ACCEPTED.
IX. ASSESSMENT AND MEASUREMENT
This course is made up of 12 assignments and assessments (rubrics) that include criteria and performance expectations to assist you in achieving the course objectives. You will be able to view your grades in the My Grades icon of Blackboard. I will provide assignment feedback in rubrics which can be viewed by clicking on the grade. Grades will be entered, as much as possible, before the next assignment is due.
EVALUATION CRITERIA
This course will use the following grading scale:
90-100% A
80-89% B
70-79% C
60-69% D
Below 60% F
DEALING WITH CONCERNS
If you have a concern about the instructor or a student, meet with the instructor to resolve the concern(s).
X. REQUIRED ASSIGNMENTS
Due / Assignments / PercentWeeks1 to 15 / Attendance and Participation / 10%
Week 1
1/14
1/16 / Introductions, review course syllabus and student expectations
Discuss Webcast: Assessment of ELL Students: http://www.readingrockets.org/webcasts/1003/?trans=yes
Review the assessment related portions of the State Educator Certification Standards. / ----
Week 2
1/21
1/23 / Read and be ready to discuss the concepts in chapters 1, 2, 3 of the Brantley text.
Answer trigger questions in class
Deadline to apply for placement at a school / ----
Week 3
1/28
Due on 1/30 / Review the purpose of the Tejas Lee and the Texas English Language Proficiency Assessment System (TELPAS).
Develop and submit in Blackboard (BB) a synthesis about the administration and scoring of the Tejas Lee and TELPAS (In pairs assignment). / 5%
Week 4
2/4
2/6 / Read and discuss chapters 4, 5, 6 of the Brantley text
Answer trigger questions in class
Week 5
2/11
Due on 2/13 / Review the STAAR tests
Develop and submit in BB a summary about the purpose of the STAAR tests. (In pairs assignment) (The class will not meet on 2/13).
/ 5%
Week 6
2/18
2/20 / Read and discuss chapters 7, 8, 9 of the Brantley text
Answer trigger questions in class
Week 7
2/25
Due on 2/27 / Review and discuss LPAC and ARD Committee Responsibilities
Respond to the questions to demonstrate understanding of LPAC and ARD committees (In pairs assignment) / 10%
Week 8
3/4
3/6 / Review and discuss chapters 10 and 11 of the Brantley text
Answer trigger questions in class
Week 9
3/11
3/13 /
Spring Break - No class meetings
Week 10
3/18
Due on 3/20 / Review the screening tests Woodcock Munoz, LAS, and IPTP
Prepare and submit a 3 page written response to assigned questions (In Pairs Assignment) / 5%
Week 11
3/25
Due on 3/27 / Review and discuss chapters 2, 3, 5 of the Herrera text on your own
Answer trigger questions individually to submit in BB
Your ELL student must already be identified by this week
(The class will not meet this week) / 5%
Week 12
4/1
4/3 / Review and discuss chapters 6, 7, 8 of the Herrera text
Answer trigger questions in class
Week 13
4/15
Due on 4/17 / Creating, administering, and making instructional recommendations about informal assessments.
Individually develop and submit in BB 4 classroom informal assessments for administration to your ELL student. One for each of these: listening, speaking, reading, and writing. / 15%
Week 14
4/22
4/24 / Review and discuss the Learning Disabilities Checklist.
Individually administer the assessments to your ELL student this week. Be prepared to discuss in class what procedures you used and what were the results.
Week 15
Due on 4/29
5/5 / Develop and submit the Case Study in TK20, http://www.coe.unt.edu/tk20
The assignment description and the rubric are in TK20. It is based on 100 points but the score will be converted to a percentage up to 35%.
Develop study guide and review for final exam / 35%
Week 16
Due on 5/10 / Final Exam / 10%
Total / 100%
Extra Credit: Five extra credit points will be assigned to students’ overall grade for attending an in-state conference and 10 extra credit points for attending an out of state conference. The following conferences related to ESL or bilingual education qualify: Proof of attendance will be required.
ü Bilingual/ESL Association of the Metroplex (BEAM conference), March 1, Sheraton Hotel, Olive Street in Dallas, TX (Registration form is in the home page).
ü National Association for Bilingual Education (NABE) conference, February 13-15, San Diego Convention Center, San Diego, CA, www.nabe.org,
ü Teachers of English for Speakers of Other Languages (TESOL) March 26-29, Portland Convention Center, Portland, OR, www.tesol.org.
IX COURSE OUTLINE AND ASSIGNMENT DEADLINES
Week #1Tuesday 1/14 and Thurs.1/16
Objective: Understand types of assessment used in the classroom