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MASTER OF EDUCATION IN TESOL PROGRAM GOALS BY CLASS

Master of Education in TESOL Courses

Master of Education in TESOL Outcomes

EDUC 524

ELL/ESL Instruction

T-S1, T-S2, T-S3, LD-K1, T-K1, LD-S1, LD-S2, LD-S3, LR-K1, LR-D1, T-S4

EDUC 525

Curriculum and Assessment

T-S1, T-S2, T-S3, LD-K1, T-D1, LD-S1, LD-S2, LD-S3

ENG 623

Linguistics for Educators

T-K1,LR-S1,LR-D1, LD-D1, LR-K1

EDUC 526

Language and Cultures

T-K1, LR-S1, T-D1, LD-S2, LD-S3, LD-K1, LR-K1

EDUC 519

Word Study

T-K1, LD-K1, LR-K1, LR-D1, LR-S1, T-S1

EDUC 640

Second Language Acquisition

T-K1, T-2, T-S3, T-S4, LD-K1, LD-S2, LR-K1, LR-S1

EDUC 621

Teaching ESL Writing

LD-K1,LD-S2, LD-S3, T-S1, T-S3, LR-K1,T-S4, T-S2, T-S3

EDUC 527

Capstone

T-D1, T-K1, T-S1, T-S2, T-S3,T-S4, LR-K1, LR-D1, LR-S1, LD-S1, LD-S2, LD-S3, LD-K1

(Artifacts from each class)

Adapting Lesson Plans Using SIOP

Reading, Strategy, Objective, Assessment

Big Deal eBook Review

Linguistics-Based Intervention Plan

Cultural Case Study

Research Article Review

Research Based Curriculum Unit

ESL Writing Lesson Plan

Final Draft of ESL Writing Topic Research Paper

Philosophy of ESL Learning and Teaching

Content-Based SIOP Lesson Plan

ESL Grammar Lesson Plan

ELL Intervention Report and Plan

1. Demonstrate understanding of language as a system (including phonology, morphology, syntax, pragmatics and semantics),

Artifact:

and use that knowledge to support ELLs as they acquire English language and literacy in order to achieve in the content areas.

InTASC 4

1.a. Demonstrate understanding of language as a system (including phonology, morphology, syntax, pragmatics, and semantics)

InTASC 4

LD-K-1

EXPECTATIONS:

Spring 2016

1/1/16 -10/31/16)

(EDUC 623)

1a. Mean = 2.75

(EDUC 519)

1a. Mean = 2.5

Spring 2016:

Mean=2.36

Beginning 14%

Developing43%

Advancing 36%

Proficient 7%

Spring 2016:

Mean=1.7

Beginning 50%

Developing30%

Advancing 20%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 623)

Mean = 2.0

(EDUC 519)

Mean = 2.0

Spring 2017

Mean=2.29

Beginning 14%

Developing43%

Advancing43%

Proficient 0%

Spring 2017

Mean=1.0

Beginning100%

Developing 0%

Advancing 0%

Proficient 0%

Summer 2017

5/5/2018-8/25/18

(EDUC 623)

1a. Mean = 2.0

(EDUC 519)

1a. Mean = 2.0

Summer 2017

Mean 1.67

Beginning 50%

Developing33%

Advancing 17%

Proficient 0%

Summer 2017

Mean 1.6

Beginning 40%

Developing60%

Advancing 0%

Proficient 0%

Fall 2017

(EDUC 623)

1a. Mean = 2.0

(EDUC 519)

1a. Mean = 2.0

Fall 2017

Mean 2.8

Beginning 0%

Developing20%

Advancing 80%

Proficient 0%

Fall 2017

Mean 1.75

Beginning 75%

Developing25%

Advancing 0%

Proficient 0%

1.b. Demonstrate application of knowledge to support ELLs as they acquire English language and literacy in order to achieve in the content areas.

InTASC 4

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

(EDUC 623)

1b. Mean = 2.75

(EDUC 519)

1b. Mean = 2.5

Spring 2016:

Mean=2.29

Beginning 14%

Developing43%

Advancing 43%

Proficient 0%

Spring 2016:

Mean=2.4

Beginning 30%

Developing20%

Advancing 30%

Proficient 20%

Spring 2017 Spring 2017 Spring 2017

(EDUC 623)

Mean = 2.0

(EDUC 519)

Mean = 2.0

Mean=1.86

Beginning 43%

Developing29%

Advancing29%

Proficient 0%

Mean=1.0

Beginning100%

Developing 0%

Advancing 0%

Proficient 0%

Summer 2017

5/5/17 – 8/25/17

(EDUC 623)

1b. Mean = 2.0

(EDUC 519)

1b. Mean = 2.0

Summer 2017

Mean 1.67

Beginning 33%

Developing60%

Advancing 17%

Proficient 0%

Summer 2017

Mean 1.6

Beginning 40%

Developing60%

Advancing 0%

Proficient 0%

Fall 2017

(EDUC 623)

1b. Mean = 2.0

Fall 2017

Mean 2.2

Fall 2017

Mean 2.0

(EDUC 519)

1b. Mean = 2.0

Beginning 0%

Developing80%

Advancing 20%

Proficient 0%

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

2.UnderstandandapplytheoriesandresearchinfirstandsecondlanguageacquisitionanddevelopmentinordertosupportELLlanguageandliteracylearningandcontent‐areaachievement

InTASC4

LR‐K1

Artifact:

2.a.Demonstrateanunderstandingoftheoriesandresearchinfirstandsecondlanguageacquisitionand

developmentinordertosupportELLlanguageandliteracylearningandcontent‐areaachievement.

InTASC4

LR‐K1

EXPECTATIONS:

Spring20161/1/2016‐10/31/2016)

(EDUC623)

2a.Mean=2.5

(EDUC519)

2a.Mean=2.5

Spring 2016:

Mean=2.64

Beginning 0%

Developing36%

Advancing 64%

Proficient 0%

Spring 2016:

Mean=2.1

Beginning 30%

Developing30%

Advancing 40%

Proficient 0%

Spring2017

1/1/17–5/3/17

Spring 2017

(EDUC623)

Mean=2.5

(EDUC519)

Mean=2.5

(EDUC527)

Mean=3.0

Mean=2.29

Beginning 29%

Developing14%

Advancing 57%

Proficient 0%

Mean=1.0

Beginning100%

Developing 0%

Advancing 0%

Proficient 0%

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer2017

5/5/17–8/25/17

(EDUC623)

2a.Mean=2.5

(EDUC519)

2a.Mean=2.5

Summer 2017

Mean = 2.0

Beginning 17%

Developing67%

Advancing 17%

Proficient 0%

Summer 2017

Mean 2.6

Beginning 0%

Developing40%

Advancing 60%

Proficient 0%

Fall2017

(EDUC623)

2a.Mean=2.0

(EDUC519)

2a.Mean=2.5

Fall 2017

Mean = 2.0

Beginning 0%

Developing60%

Fall 2017

Mean = 2.25

Beginning 0%

Developing75%

Advancing 40%

Proficient 0%

Advancing 25%

Proficient 0%

2.b.DemonstrateabilitytoapplyanunderstandingoftheoriesandresearchinfirstandsecondlanguageacquisitionanddevelopmentinordertosupportELLlanguageandliteracylearningandcontent‐areaachievement.

InTASC4

LR‐K1

EXPECTATIONS:

Spring2016

1/1/16‐10/31/16)

(EDUC623)

2b.Mean=2.5

(EDUC519)

Spring 2016:

Mean=2.57

Beginning 0%

Developing43%

Advancing 57%

Proficient 0%

Spring 2016:

Mean=2.1

Beginning 30%

Developing30%

Advancing 40%

Proficient 0%

2b.Mean=2.5

Spring2017

(EDUC623)

2b.Mean=2.5

(EDUC519)

2b.Mean=2.5

(EDUC527)

2b.Mean=3.0

Spring 2017

Mean=2.0

Beginning 29%

Developing43%

Advancing 29%

Proficient 0%

Spring 2017

Mean=1.5

Beginning 50%

Developing50%

Advancing 0%

Proficient 0%

Spring 2017

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer2017

5/5/17–8/25/17

(EDUC623)

2b.Mean=2.5

(EDUC519)

2b.Mean=2.5

Summer 2017

Mean 1.83

Beginning 33%

Developing50%

Advancing 17%

Proficient 0%

Summer 2017

Mean 2.4

Beginning 0%

Developing60%

Advancing 40%

Proficient 0%

Fall2017

5/5/17–8/25/17

(EDUC623)

2b.Mean=2.5

(EDUC519)

2b.Mean=2.5

Fall 2017

Mean 2.0

Beginning 0%

Developing80%

Advancing 20%

Proficient 0%

Fall 2017

Mean 2.5

Beginning 0%

Developing50%

Advancing 50%

Proficient 0%

3. Know, understand, and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.

InTASC 2

Artifact:

Cultural Case Study

Artifact:

3.a. Demonstrate an understanding of major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.

InTASC 2

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

3a. Mean = 3.0

Spring 2016:

Mean=3.29

Beginning 0%

Developing 0%

Advancing 71%

Proficient 29%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

3a. Mean = 3.0

(EDUC 527)

3a. Mean = 3.5

Spring 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing100%

Proficient 0%

Spring 2017

Mean=3.5

Beginning 0%

Developing 0%

Advancing 50%

Proficient 50%

Summer 2017

5/5/17 – 8/25/17

(EDUC 526)

3a. Mean = 3.0

Summer 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing100%

Proficient 0%

Fall 2017

(EDUC 526)

Fall 2017

3a. Mean = 3.0 N=10

Mean=3.0

Beginning 0%

Developing 0%

Advancing100%

Proficient 0%

3.b. Demonstrate use of major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.

InTASC 2

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

3b. Mean = 2.75

Spring 2016:

Mean=3.14

Beginning 0%

Developing14%

Advancing 57%

Proficient 29%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

3b. Mean = 2.75

(EDUC 527)

3b. Mean = 3.0

Spring 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing100%

Proficient 0%

Spring 2017

Mean=3.5

Beginning 0%

Developing 0%

Advancing 50%

Proficient 50%

Summer 2017

5/5/17 – 8/25/17

3b. Mean = 2.75

Summer 2017

Mean=2.88

Beginning 0%

Developing 13%

Advancing 88%

Proficient 0%

Fall 2017

3b. Mean = 2.75

Fall 2017

Mean=2.8

Beginning 0%

Developing 20%

Advancing80%

Proficient 0%

4. Know, understand, and use evidence-based practices and strategies related to planning, implementation, and management of standards-based ESL and content instruction.

InTASC 7,8

T-S1, T-S2

Artifacts:

4.a. Demonstrate knowledge and understanding of evidence-based practices and strategies related to planning, implementation, and management of standards-based ESL and content instruction.

InTASC 7,8

T-S1, T-S2

EXPECTATIONS:

Spring 2016 1/1/16 - 10/31/16)

Spring 2016 1/1/2016 - 10/31/2016)

4a. N=11

Mean=2.27

Mean = 2.0

Beginning 9%

Developing 55%

Advancing 36%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 527)

[Intervention Plan]

Mean = 3.0

[SIOP Lesson]

Mean = 3.0

[Grammar Lesson]

Mean = 3.0

Spring 2017

[Intervention Plan]

Mean=3.4

Beginning 0%

Developing 20%

Advancing 20%

Proficient 60%

[SIOP Lesson]

Mean=3.0

Beginning 0%

Developing 25%

Advancing 50%

Proficient 25%

[Grammar Lesson]

Mean=3.2

Beginning 0%

Developing 20%

Advancing 40%

Proficient 40%

Summer 2017

5/5/17 – 8/25/17

(EDUC 524)

Mean = 2.0

Summer 2017

Mean=2.75

Beginning 0%

Summer 2017

Mean=3.0

Beginning 0%

(EDUC 527)

Mean = 3.0

Developing25%

Advancing 75%

Proficient 0%

Developing 0%

Advancing 100%

Proficient 0%

Fall 2017

(EDUC 524)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Fall 2017

Mean=2.25

Beginning 0%

Developing75%

Advancing 25%

Proficient 0%

Fall 2017

(SIOP Lesson)

Mean=3.17

Beginning 0%

Developing 17%

Advancing 50%

Proficient 33%

(Grammar Lesson)

Mean=3.17

Beginning 0%

Developing17%

Advancing 67%

Proficient 17%

(Intervention Plan)

Mean=2.83

Beginning 0%

Developing17%

Advancing 83%

Proficient 0%

4.b. Demonstrate use of evidence-based practices and strategies related to planning, implementation, and management of standards-based ESL and content instruction.

InTASC 7,8

T-S1, T-S2

EXPECTATIONS:

Spring 2016 1/1/2016 - 10/31/2016)

Spring 2016

1/1/16 - 10/31/16)

(EDUC 524)

Mean = 2.0

(EDUC 527)

Mean = 3.0

4b. N=11

Mean=1.91

Beginning 27%

Developing 55%

Advancing 18%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 527)

Spring 2017

[Intervention Plan]

Mean = 3.0

[SIOP Lesson]

Mean = 3.0

[Grammar Lesson]

Mean = 3.0

Mean=3.4

Beginning 0%

Developing 20%

Advancing 20%

Proficient 60%

[SIOP Lesson]

Mean=3.35

Beginning 0%

Developing 25%

Advancing 25%

Proficient 50%

[Grammar Lesson]

Mean=3.2

Beginning 0%

Developing 20%

Advancing 40%

Proficient 40%

Summer 2017

5/5/17 – 8/25/17

(EDUC 524)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Summer 2017

Mean=2.5

Beginning 0%

Developing50%

Advancing 50%

Proficient 0%

Summer 2017

Mean=2.0

Beginning 0%

Developing 100%

Advancing 0%

Proficient 0%

Fall 2017

Mean=1.75

Beginning 50%

Developing25%

Advancing 25%

Proficient 0%

Fall 2017

(SIOP Lesson)

Mean=3.33

Beginning 0%

Developing17%

Advancing 50%

Proficient 33%

(Grammar Lesson)

Mean=3.33

Beginning 0%

Developing17%

Advancing 67%

Proficient 17%

(Intervention Plan)

Mean=2.83

Beginning 0%

Developing17%

Advancing 83%

Proficient 0%

5. Demonstrate knowledge about program models and skill in using teaching strategies for developing and

Artifacts:

Artifact:

integrating language skills.

InTASC 7,8

T-S1, T-S2

Final Draft of ESL Writing Topic Research Paper

5.a. Demonstrate knowledge about program models for developing and integrating language skills.

InTASC 7,8

T-S1, T-S2

EXPECTATIONS:

Spring 2016

(1/1/16 - 10/31/16)

(EDUC 526)

Mean = 2.5

Spring 2016

Mean=2.57

Beginning 14%

Developing 14%

Advancing 71%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

Mean = 2.5

(EDUC 621)

[Writing Lesson]

Mean = 2.5

[Research Paper]

Mean = 3.0

(EDUC 527)

[Intervention Plan]

Mean = 3.5

[SIOP Lesson]

Mean = 3.0

[Grammar Lesson]

Mean = 3.5

Spring 2017

Mean=2.5

Beginning 0%

Developing 50%

Advancing 50%

Proficient 0%

Spring 2017

[Writing Lesson Plan]

Mean=2.0

Beginning 10%

Developing 80%

Advancing 10%

Proficient 0%

[Research Paper]

Mean=2.8

Beginning 0%

Developing 20%

Advancing 80%

Proficient 0%

Spring 2017

Mean=3.2

Beginning 0%

Developing 20%

Advancing 40%

Proficient 40%

[SIOP Lesson]

Mean=2.75

Beginning 0%

Developing 25%

Advancing 75%

Proficient 0%

[Grammar Lesson]

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Summer 2017

5/5/17 – 8/25/17

(EDUC 526)

Mean = 2.5

(EDUC 527)

Summer 2017

Mean – 3.5

Summer 2017

Mean=2.5

Beginning 13%

Developing 38%

Advancing 38%

Proficient 13%

Summer 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Fall 2017

Mean = 2.5

Fall 2017

Mean=2.7

Fall 2017

[Writing Lesson Plan]

Fall 2017

(EDUC 621)

[Writing Lesson]

Mean = 2.5

[Research Paper]

Mean = 3.0

(EDUC 527)

[Intervention Plan]

Mean = 3.5

[SIOP Lesson]

Mean = 3.0

[Grammar Lesson]

Mean = 3.5

Beginning 0%

Developing 30%

Advancing 70%

Proficient 0%

Mean=2.4

Beginning 0%

Developing 60%

Advancing 40%

Proficient 0%

[Research Paper]

Mean=2.4

Beginning 0%

Developing 60%

Advancing 40%

Proficient 0%

Mean=3.33

Beginning 0%

Developing 0%

Advancing 67%

Proficient 33%

5.b. Demonstrate skill in using teaching strategies for developing and integrating language skills.

InTASC 7,8

T-S1, T-S2

EXPECTATIONS:

Spring 2016 (1/1/16 - 10/31/16)

5b. Mean = 2.5

Spring 2016

Mean=2.57

Beginning 14%

Developing 14%

Advancing 71%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

Mean = 2.5

(EDUC 621)

[Writing Lesson]

Mean = 2.5

[Research Paper]

Mean = 3.0

Spring 2017

Mean=2.0

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

Spring 2017

[Writing Lesson]

Mean=2.2

Beginning 10%

Developing 60%

Advancing 30%

Proficient 0%

Spring 2017

Mean=3.2

Beginning 0%

Developing 20%

Advancing 40%

Proficient 40%

[SIOP Lesson]

(EDUC 527)

[Intervention Plan]

Mean = 3.5

[SIOP Lesson]

Mean = 3.0

[Grammar Lesson]

Mean = 3.0

Mean=3.0

Beginning 0%

Developing 25%

Advancing 50%

Proficient 25%

[Grammar Lesson]

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Summer 2017

5/5/17-8/25/17

(EDUC 526)

Mean = 2.5

Summer 2017

Mean=2.5

Beginning 13%

Developing 38%

Summer 2017.

Mean=3.0

Beginning 0%

Developing 0%

(EDUC 527)

Mean = 3.5

Advancing 38%

Proficient 13%

Advancing 100%

Proficient 0%

Fall 2017

(EDUC 526)

Mean = 2.5

(EDUC 527)

Mean = 3.5

Fall 2017

Mean=2.4

Beginning 0%

Developing 60%

Advancing 40%

Proficient 0%

Fall 2017

[Writing Lesson]

Mean=2.4

Beginning 0%

Developing 60%

Advancing 40%

Proficient 0%

Fall 2017.

[SIOP Lesson]

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

(Intervention Plan)

Mean=2.67

Beginning 0%

Developing50%

Advancing 33%

Proficient 17%

6. Know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating the English language skills of listening, speaking, reading, and writing.

InTASC 8

Artifact:

Artifacts:

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

Mean = 2.0

Spring 2016 1/1/2016 - 10/31/2016)

6. N=10

Mean=2.2

Beginning 20%

Developing 40%

Advancing 40%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 525)

Mean = 2.0

(EDUC 527)

[Intervention Plan]

Mean = 3.0

[SIOP Lesson]

Mean = 3.0

Spring 2017

Mean=2.0

Beginning 22%

Developing56%

Advancing 22%

Proficient 0%

Spring 2017

[Intervention Plan]

Mean=3.0

Beginning 0%

Developing20%

Advancing 60%

Proficient 20%

[SIOP Lesson]

[Grammar Lesson]

Mean = 3.0

Mean=3.25

Beginning 0%

Developing 0%

Advancing 75%

Proficient 25%

[Grammar Lesson]

Mean=3.2

Beginning 0%

Developing 0%

Advancing 80%

Proficient 20%

Summer 2017

5/5/17 – 8/25/17

(EDUC 525)

Mean = 2.0

Summer 2017

Mean=1.9

Beginning 20%

Developing70%

Summer 2017

Mean=3.0

Beginning 0%

Developing 0%

(EDUC 527)

Mean = 3.0

Advancing 10%

Proficient 0%

Advancing 100%

Proficient 0%

Fall 2017

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Summer 2017

Mean=2.0

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

Fall 2017

[Intervention Plan]

Mean=2.83

Beginning 0%

Developing17%

Advancing 83%

Proficient 0%

[SIOP Lesson]

Mean=3.0

Beginning 0%

Developing 17%

Advancing 83%

Proficient 0%

[Grammar Lesson]

Mean=3.5

Beginning 0%

Developing 0%

Advancing 50%

Proficient 50%

7. Support ELLs academic success by teaching language through academic content.

InTASC 4,

Artifact:

EXPECTATIONS:

Spring 2016

(1/1/16 - 10/31/16)

Spring 2016 1/1/2016 - 10/31/2016)

7. N=11

Mean = 2.5

Mean=2.27

Beginning 9%

Developing 55%

Advancing 36%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 527)

[SIOP Lesson]

Mean = 2.5

[Grammar Lesson]

Mean = 2.5

[SIOP Lesson]

Mean=3.5

Beginning 0%

Developing 25%

Advancing 0%

Proficient 75%

[Grammar Lesson]

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Summer 2017

5/5/17 – 8/25/17

Mean = 2.5

Summer 2017

Mean=2.5

Beginning 25%

Developing 0%

Advancing 75%

Proficient 0%

Fall 2017

Mean = 2.5

Fall 2017

Mean=1.75

Beginning 25%

Developing75%

Advancing 0%

Proficient 0%

8. Are familiar with a wide range of standards-based materials, classroom resources, and technologies, and are able to choose, adapt, and use them in effective ESL and content teaching.

InTASC 5,8,7,6

LD-S3,T-S1, T-S2, T-S3

Artifact:

Big Deal eBook Review

Artifacts:

EXPECTATIONS:

Spring 2016

Mean=2.27

Spring 2016 1/1/2016 - 10/31/2016)

Mean = 3.0

Beginning 0%

Developing 73%

Advancing 27%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 525)

Mean = 2.5

(EDUC 527)

[Intervention Plan]

Mean = 3.5

[SIOP Lesson]

Mean = 3.5

[Grammar Lesson]

Mean = 3.5

Spring 2017

Mean=1.89

Beginning 33%

Developing44%

Advancing 22%

Proficient 0%

Spring 2017

Mean=3.6

Beginning 0%

Developing 0%

Advancing 40%

Proficient 60%

[SIOP Lesson]

Mean=3.75

Beginning 0%

Developing 0%

Advancing 25%

Proficient 75%

[Grammar Lesson]

Mean=3.0

Beginning 0%

Developing 40%

Advancing 20%

Proficient 40%

Summer 2017

5/5/17 – 8/25/17

(EDUC 525)

Mean = 2.5

(EDUC 527)

Mean = 3.0

Summer 2017

Mean=3.0

Beginning 0%

Developing40%

Advancing 20%

Proficient 40%

Summer 2017

Mean=2.0

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

Fall 2017

Spring 2017

[Intervention Plan]

(EDUC 525)

Mean = 2.5

(EDUC 527)

Mean = 3.0

Mean=3.0

Beginning 0%

Developing4=0%

Advancing 100%

Proficient 0%

[Intervention

Mean=2.67

Beginning 0%

Developing 33%

Advancing 67%

Proficient 0%

[SIOP Lesson]

Mean=3.17

Beginning 0%

Developing 0%

Advancing 83%

Proficient 17%

[Grammar Lesson]

Mean=3.17

Beginning 0%

Developing 17%

Advancing 50%

Proficient 33%

9. Demonstrate understanding of various assessment issues as they affect ELLs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations.

InTASC 6

Artifact:

Reading Strategy, Objective, Assessment

Artifact:

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

Mean = 2.0

Spring 2016

9. N=10

Mean=1.9

Beginning 30%

Developing 50%

Advancing 20%

Proficient 0%

Spring 2017

1/1/17 - 5/3/17

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Spring 2017

Mean=1.78

Beginning 22%

Developing78%

Advancing 0%

Proficient 0%

Spring 2017

Mean=3.8

Beginning 0%

Developing 0%

Advancing 20%

Proficient 80%

Summer 2017 Summer 2017 Summer 2017

5/5/17 – 8/25/17

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Mean=1.8

Beginning 40%

Developing40%

Advancing 20%

Proficient 0%

Mean=2.0

Beginning 0%

Developing 100%

Advancing 0%

Proficient 0%

Fall 2017

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Fall 2017

Mean=2.33

Beginning 0%

Developing67%

Advancing 33%

Proficient 0%

Fall 2017

Mean=2.17

Beginning 0%

Developing83%

Advancing 17%

Proficient 0%

10. Know and can use a variety of standards-based and performance-based language proficiency instruments,

Artifact:

assessment tools, and assessment techniques to identify ELLs with limited English proficiency, place ELLs in appropriate levels of instruction, reclassify ELLs, show ELL language growth, and to inform ELL instruction.

InTASC 6

10.a. Demonstrate knowledge of a variety of standards-based and performance-based language proficiency instruments, assessment tools,

and assessment techniques to identify ELLs with limited English proficiency, place ELLs in appropriate levels of instruction, reclassify ELLs, show ELL language growth, and to inform ELL instruction.

InTASC 6

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16

Mean = 2.0

Spring 2016

10a. N=10

Mean=2.20

Beginning 20%

Developing 60%

Advancing 20%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Spring 2017

Mean=1.56

Beginning 67%

Developing11%

Advancing 22%

Proficient 0%

Spring 2017

Mean=3.8

Beginning 0%

Developing0%

Advancing 20%

Proficient 80%

Summer 2017

5/5/17 – 8/25/17

(EDUC 525)

Mean = 2.0

Summer 2017

Mean=2.1

Beginning 0%

Summer 2017

Mean=2.0

Beginning 0%

(EDUC 527)

Mean = 3.0

Developing90%

Advancing 10%

Proficient 0%

Developing100%

Advancing 0%

Proficient 0%

10.b. Demonstrate use of a variety of standards-based and performance-based language proficiency instruments, assessment tools, and assessment techniques to identify ELLs with limited English proficiency, place ELLs in appropriate levels of instruction, reclassify ELLs, show ELL language growth, and to inform ELL instruction.

InTASC 6

EXPECTATIONS:

Spring 2016

10b. N=10

Spring 2016

1/1/16 - 10/31/16

Mean = 2.0

Mean=1.8

Beginning 30%

Developing 60%

Advancing 10%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 525)

Mean = 2.0

(EDUC 527)

Mean = 3.0

Spring 2017

Mean=1.56

Beginning 67%

Developing11%

Advancing 22%

Proficient 0%

Spring 2017

Mean=3.8

Beginning 0%

Developing0%

Advancing 20%

Proficient 80%

Summer 2017

5/5/17 – 8/25/17

(EDUC 525)

Mean = 2.0

Summer 2017

Mean=1.8

Beginning 30%

Summer 2017

Mean=2.0

Beginning 0%

(EDUC 527)

Mean = 3.0

Developing60%

Advancing 10%

Proficient 0%

Developing 100%

Advancing 0%

Proficient 0%

11. Demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

InTASC 4,8

LD-K1, LR-K1, T-S1

Artifact:

Cultural Case Study

Artifacts:

Final Draft of ESL Writing Research Paper

Spring 2016:

data not available

Artifacts:

Professional Development Plan

Action Research Project Results and Recommendations

11.a. Demonstrate knowledge of history and research in the field of ESL teaching and apply this knowledge to inform teaching and learning.

InTASC 4,8

LD-K1, LR-K1, T-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16

11a. Mean = 2.5

Spring 2016

Mean=2.71

Beginning 0%

Developing 29%

Advancing 71%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

Spring 2017

(EDUC 526)

Mean = 2.5

(EDUC 621)

[Writing Lesson]

Mean = 2.0

[Research Paper]

Mean = 2.5

(EDUC 527)

[Philosophy of ELLs]

Mean = 3.0

[Professional Development Plan]

Mean = 3.0

Mean=2.0

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

[Writing Lesson]

Mean=1.5

Beginning 70%

Developing10%

Advancing 20%

Proficient 0%

[Research Paper]

Mean=2.6

Beginning 0%

Developing40%

Advancing 60%

Proficient 0%

[Philosophy of ESL]

Mean=3.0

Beginning 0%

Developing 50%

Advancing 0%

Proficient 50%

[Professional Dev’t Plan]

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer 2017

5/5/17 – 8/25/17

11a. Mean = 2.5

Summer 2017

Mean=2.5

Beginning 0%

Developing 50%

Advancing 50%

Proficient 0%

11.b. Demonstrate knowledge of educational public policy in the field of ESL teaching and apply this knowledge to inform teaching and learning.

InTASC 4,8

LD-K1, LR-K1, T-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

11b. Mean = 2.5

Spring 2016

Mean=2.57

Beginning 0%

Developing 43%

Advancing 57%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

Mean = 2.0

(EDUC 621)

[Writing Lesson]

Mean = 2.0

[Research Paper]

Mean = 2.5

(EDUC 527)

Mean = 2.0

Spring 2017

Mean=2.17

Beginning 0%

Developing83%

Advancing 17%

Proficient 0%

Spring 2017

[Writing Lesson]

Mean=1.0

Beginning100%

Developing 0%

Advancing 0%

Proficient 0%

[Research Paper]

Mean=2.0

Beginning 0%

Developing100%

Spring 2017

[Philosophy of ESL]

Mean=1.75

Beginning 25%

Developing 75%

Advancing 0%

Proficient 0%

Mean=2.0

Beginning 0%

Developing100%

Advancing 60%

Proficient 0%

Advancing 0%

Proficient 0%

Summer 2017

5/5/17 – 8/25/17

11b. Mean = 2.0

Summer 2017

Mean=2.38

Beginning 13%

Developing 38%

Advancing 50%

Proficient 0%

11.c. Demonstrate knowledge of current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

InTASC 4,8

LD-K1, LR-K1, T-S1

EXPECTATIONS: Spring 2016

Spring 2016

1/1/16 - 10/31/16)

11c. Mean = 2.5

Mean=2.86

Beginning 0%

Developing 14%

Advancing 86%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

Mean = 2.5

(EDUC 621)

[Writing Lesson]

Mean = 2.0

[Research Paper]

Mean = 2.5

(EDUC 527)

Spring 2017

Mean=2.0

Beginning 0%

Developing100%

Advancing 0%

Proficient 0%

Spring 2017

[Writing Lesson]

Mean=2.1

Beginning 0%

Developing90%

Advancing 10%

Proficient 0%

[Research Paper]

Spring 2017

[Philosophy of ESL]

Mean=3.5

Beginning 0%

Developing 25%

Advancing 0%

Proficient 75%

Mean = 3.0

Mean=2.7

Beginning 0%

Developing30%

Advancing 10%

Proficient 0%

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer 2017

5/5/17 – 8/25/17

11c. Mean = 2.5

Summer 2017

Mean=2.63

Beginning 0%

Developing 38%

Advancing 63%

Proficient 0%

Take advantage of professional growth opportunities and demonstrate the ability to build partnerships with colleagues and student’s families, serve as community

Artifact:

Cultural Case Study

Artifacts:

Action Research Project Results and recommendations

resources, and advocates for ELLs

InTASC 9,10

LR-S1, LR-D1, LD-S1

Spring 2016:

data not available

12.a. Demonstrate ability to build partnerships with colleagues.

InTASC 9,10

LR-S1, LR-D1, LD-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

Spring 2016

Mean=2.14

12a. Mean = 2.5

Beginning 14%

Developing 57%

Advancing 29%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

Mean = 2.5

(EDUC 527)

[Philosophy of ESL]

Mean = 3.0

Mean = 3.5

Spring 2017

Mean=1.0

Beginning 100%

Developing 0%

Advancing 0%

Proficient 0%

Spring 2017

[Philosophy of ESL]

Mean=2.75

Beginning 25%

Developing 0%

Advancing 50%

Proficient 0%

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer 2017

5/5/17 – 8/25/17

12a. Mean = 2.5

Summer 2017

Mean=1.63

Beginning 63%

Developing 13%

Advancing 25%

Proficient 0%

12.b. Demonstrate ability to participate in professional growth opportunities.

InTASC 9,10

LR-S1, LR-D1, LD-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

12b. Mean = 2.5

Mean=2.14

Beginning 14%

Developing 57%

Advancing 29%

Proficient 0%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

12b. Mean = 1.0

(EDUC 527)

[Philosophy of ESL]

Mean = 2.0

Spring 2017

Mean=1.0

Beginning 100%

Developing 0%

Advancing 0%

Proficient 0%

Spring 2017

[Philosophy of ESL]

Mean=3.0

Beginning 0%

Developing 25%

Advancing 50%

Proficient 25%

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Summer 2017

5/5/17 – 8/25/17

12b. Mean = 1.0

Summer 2017

Mean=1.0

Beginning 100%

Developing 0%

Advancing 0%

Proficient 0%

12.c. Demonstrate ability to build partnerships with students’ families

InTASC 9,10

LR-S1, LR-D1, LD-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

12c. Mean = 3.0

Mean=3.86

Beginning 0%

Developing 0%

Advancing 14%

Proficient 86%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

Mean = 2.5

(EDUC 527)

[Philosophy of ESL]

Mean = 3.0

Spring 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Spring 2017

[Philosophy of ESL]

Mean=3.25

Beginning 25%

Developing 0%

Advancing 0%

Proficient 75%

Mean=2.4

Beginning 20%

Developing 40%

Advancing 20%

Proficient 20%

Summer 2017

5/5/17 – 8/25/17

12c. Mean = 3.0

Summer 2017

Mean=2.88

Beginning 0%

Developing 13%

Advancing 88%

Proficient 0%

12.d. Demonstrate ability to serve as community resources and advocates for ELLs.

InTASC 9,10

LR-S1, LR-D1, LD-S1

EXPECTATIONS:

Spring 2016

1/1/16 - 10/31/16)

12d. Mean = 3.0

Spring 2016

Mean=4.0

Beginning 0%

Developing 0%

Advancing 0%

Proficient 100%

Spring 2017

1/1/17 – 5/3/17

(EDUC 526)

Mean = 2.5

(EDUC 527)

Spring 2017

Mean=3.0

Beginning 0%

Developing 0%

Advancing 100%

Proficient 0%

Spring 2017

[Philosophy of ESL]

Mean=3.75

Beginning 0%

Developing 0%

ELL/ESL Program Goals Mapped to Classes June 12, 2014 Revised: Fall, 2014, Jan. 2015; June 106; updated May 2018

[Philosophy of ESL]

Mean = 3.0

Advancing 25%

Proficient 75%

Mean=3.4

Beginning 0%

Developing 0%

Advancing 60%

Proficient 40%

Summer 2017

5/5/17 – 8/25/17

12d. Mean = 3.0

Summer 2017

Mean=2.75

Beginning 13%

Developing 0%

Advancing 88%

Proficient 0%

DataResults:

Spring2016toSummer2016(C&Wchartsbyoutcomes)SeeGoogleDrivefilesatthislink:

https://drive.google.com/drive/folders/0B4QDq6pdYw7WM2FLc0kwUXp4Znc

PlanofAction:

SincetheTESOLProgramonlyhasonedatasetatthetimeofthepreparationofthisreport,thereisnoopportunitytocomparestudentoutcomesacrosscohortsforthesameclass.Also,becausethereisnotafullsetofdatarepresentingallartifacts,itisnotreallypossibletodomuchcross‐comparisonacrosscoursesforstudentoutcomes.Nevertheless,alookatthisdatasetraisessomesignificantquestionsconnectedtoactionstepsthatneedtobeimplemented,includingthese:

IntheirkeyassessmentforEDUC623(LinguisticsforEducators),alinguistics‐based,targetedinterventionplanforaparticularELL,studentsareexceedingtheexpectedmeanforStandard2(studentdemonstrationofknowledgeofanduseofknowledgeoffirstandsecondlanguageacquisition),butareratherlowerthanthemeanforStandard1(studentdemonstrationofknowledgeofanduseofknowledgeoflinguistics).Isthisaresultofthedesignoftheassignment,ordoesitrevealthatstudentshaveamucheasiertimeincorporatingconceptsoflanguageacquisitionintotheirinterventionplandesignsthanincorporatingknowledgeofEnglishlinguisticsintothatsameinterventionplan?Theactionplanistocompareevidencefromtheseconddatasetanddetermineiftheassignmentneedstobealtered,orifthereneedstobemoreexplicitexamplesgiventostudentseachweekofinstructionaldesigndecisionsinformedbyaknowledgeoftheEnglishlinguisticsystem.

EDUC519(WordStudy)isacoursethatissharedbytheLiteracyProgramandtheTESOLProgram.TheoutcomesdatafortheEDUC519keyassessment(aresearcharticlereview)inthisfirstdatasetrevealthatstudentsaresignificantlybelowtheexpectedmeanforStandard1a(studentdemonstrationofknowledgeoflinguistics)andsomewhatlowforStandard1b(studentdemonstrationofuseofknowledgeoflinguistics)andStandard2(studentdemonstrationofknowledgeofanduseoftheknowledgeofprinciplesoffirstandsecondlanguageacquisition).Thismaybeduetothenatureoftheassignment,butitmayalsobethatthecoursedoesnotconnectvocabularyacquisitiontophasesoffirstorsecondlanguageacquisitioninameaningfullyexplicitwaythatstudentsreadilygrasp.TheactionplanistolookmorecarefullyattherequiredmaterialsinEDUC519whilealsoconsideringevidencefromtheseconddataset.Iftheseconddatashowsacontinuingtrendinthisregard,theassignmentand/orpartsofthecoursemayneedtobemodified,oramorein‐depthcourserevisionmayhavetobeimplementedinordertoofferamorelanguageacquisition‐focusedforTESOLstudentcohortswhotakethecourse.

ResultsforoutcomesforEDUC526(LanguageandCulture)’skeyassessment(CulturalCaseStudy)showthatstudentoutcomemeansdidnotquitemeetexpectationsforStandards12aandb(studentsdemonstrateabilitytobuildpartnershipswithcolleaguesandtoparticipateinprofessionaldevelopmentopportunities),butsurpassedexpectedmeanssignificantlyforStandards12candd(studentsdemonstrateabilitytobuildrelationshipswithELLfamiliesandtoadvocateandserveasacommunityresourceforELLs).Whythisisthecaseisabitperplexing,andmayhavetodowiththefactthattheassignmentisELLstudent‐focused(andsoishighinachievinghighresultsforStandards12candd),ratherthanteacher‐focused(theorientationimpliedinStandards12aandbwithcolleagueconnectionsandprofessionaldevelopment).Iftheseconddatasetshowsacontinuingtrend,itwouldseemthatthescoringrubricforthisassignmentshouldbemodifiedsothatitisnotusedtoassessStandards12aandb,andthatStandards12aandbshouldbeassessedinsomeotherplaceintheTESOLprogram.

BudgetImplications:Atthemoment,none.Inthefuture(dependingontheresultsintheseconddataset),theremayneedtobefundsbudgetedforcoursestoberefreshedorevenrevised.

(ReportDateSeptember6,2017)

SUMMER2017

(ReportDateApril30,2018)

CommentontheComparisonofDataSets:

Itisinevitablethattheresultsofassessmentofanygivenartifactisgoingtofluctuatebetweensemesters,butsomeofthefluctuationnotedwhilecomparingdatasetsgobeyondtheexpecteddegreeofdeviation.Onesuspectedreasonforthissimplyhastodowithcohortsize:WhilecohortsfromSpring2016tendedtohaveNvaluesofaround7,theNwasonlyequalto4or5(oreven1!)insomelatercohorts.ThetotaldifferenceinNmaynotbemuchbetweenthesedatasets,butitisenoughtomakescoresmoreEXTREME(eitherhigherorloweroveralltoanunexpecteddegree).

GeneralComments:

Workingthroughmoredatasetsfortheseartifactsmakesitespeciallyapparentthatnotalloftheartifactsaredesignedinsuchawayastobegoodindicatorsofsomeofthestatedoutcomes.Inotherwords,whileanartifactmayindicateastudent’sleveloffulfillmentofanoutcome,studentsoftenfailtoaddresscertainoutcomes,especiallythoseinOutcomes12a,c,andd,allofwhichseemtofocusoncandidatedispositionsoncetheyleaveourprogram;thewaythepromptsfortheartifactsareconstructedsimplydonotguaranteethatacandidatewillfeelitnecessarytospeaktoacertainoutcome.

Implications:

Artifactassignmentsandcorrespondingpromptsneedtobecarefullyexaminedinlightofthedatasetstodeterminewhichoutcomesdonotreallyhavestrongrepresentationincandidatework.

Thereneedstobesomeresearchonthetypesofassignmentsthatotherinstitutionsareusingtomeasurecandidatefulfillmentofoutcomesthatseemtorelatelesstothecourseathandandmoretotheschoolworkenvironmentingeneral.

Budgetaryimplications:Courserevisionsandrefreshesshouldbeplannedandscheduledinordertochangeassignmentpromptsinafittingmannertogivecandidatesabetterchanceofdirectlyfulfillingoutcomes.

Fall2017

(ReportDateAugust21,2018)

CommentontheComparisonofDataSets:

Whiletheoverallscoresseemtobeabithigherinmanyareasthanlastreportperiod,thetrendcontinuesfromthelastreportthatthesmallNforsomecohortscausestheretobewiderextremesthanincohortswithlargeNs.ThetotaldifferenceinNmaynotbemuchbetweenthesedatasets,butitisenoughtomakescoresmoreEXTREME(eitherhigherorloweroveralltoanunexpecteddegree).Ilookforwardtobeingabletohavecohortswithmorestablenumbers.

GeneralComments

Workingthroughmoredatasetsfortheseartifactsmakesitespeciallyapparentthatnotalloftheartifactsaredesignedinsuchawayastobegoodindicatorsofsomeofthestatedoutcomes.Inotherwords,whileanartifactmayindicateastudent’sleveloffulfillmentofanoutcome,studentsoftenfailtoaddresscertainoutcomes,especiallythoseinOutcomes12a,c,andd,allofwhichseemtofocusoncandidatedispositionsoncetheyleaveourprogram;thewaythepromptsfortheartifactsareconstructedsimplydonotguaranteethatacandidatewillfeelitnecessarytospeaktoacertainoutcome.(Yes,thisisarepeatfromlastreportperiod)

Doesitmakesensetobeassessingthesameoutcomessomanydifferenttimesinoneclass(thecapstoneclass)?Iknowitleadstoanoverallaverageforeachstudentthatmaybemoreindicativeoftheiractualability,butdoesitprovidemoreinformationthatisactuallyuseful,ornot?(Atthispointitfeelslikeoverkill,withnoclearbenefitforprogrammaticassessment.)

Implications:

Artifactassignmentsandcorrespondingpromptsneedtobecarefullyexaminedinlightofthedatasetstodeterminewhichoutcomesdonotreallyhavestrongrepresentationincandidatework.ThishasalreadybeenstartedwiththecourserefreshesforEDUC524and525.

Thereneedstobesomeresearchonthetypesofassignmentsthatotherinstitutionsareusingtomeasurecandidatefulfillmentofoutcomesthatseemtorelatelesstothecourseathandandmoretotheperformanceofthecandidateoncetheyhavelefttheprogram.(Unlessfieldworkexperiencescouldbeevaluated,astheyareattheundergraduatelevel….)

Budgetaryimplications:Courserevisionsandrefreshesshouldbeplannedandscheduledinordertochangeassignmentpromptsinafittingmannertogivecandidatesabetterchanceofdirectlyfulfillingoutcomes.

MASTER OF EDUCATION IN TESOL PROGRAM …wp.cune.edu/assessment/files/2018/09/TESOL-PROGRAM...MASTER...

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