Evaluation in ESL can deal with different aspects.

  • resources (text, software, etc.)

  • students (assigning marks, participation in extra-curricular activities, stages of acquisition, etc.)

  • teachers (critiquing effectiveness of addressing needs of ELLs in lessons, accommodations or modifications, etc.)

  • program (type, effectiveness in providing support to ELLs, etc.)


Below is an evaluation plan that I developed to determine how the ESL program at my school could be improved. Feel free to comment at: qofkn.tripod.com/education


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Evaluation Plan


I am currently an ESL/ISSP/PT teacher. There is one other full-time ESL teacher at my school. The grade levels are 1 – 5, and include all stages of ESL learners. The program includes in-class support and withdrawal opportunities. My school no longer handles reception as newly immigrated ESL students are identified and their stages determined at several centres that service my board. The report is entered into a system that I can access from school. I have selected a few aspects of the school's ESL program to evaluate as I feel that this evaluation plan would be more successful by focusing on a few items.


PURPOSES FOR EVALUATION:

  1. On-going review of the stage of proficiency and degree of assistance needed for each ESL student. - As students progress through the year, their needs change. The amount of assistance needed either through withdrawal (individual or group) or in-class support is adjusted accordingly.

  2. Determine how to address the needs of ESL students who may have other learning needs that differ from ESL considerations. - If a student is still experiencing difficulty with a modified ESL curriculum after sufficient time has been given for language considerations, goals are set for a 3 month timeline and data is collected. This is reviewed and program decisions are made (either to proceed with another set of goals if progress has occurred or to proceed with other educational assessments if not enough progress has occurred).

  3. On-going review of the effectiveness of the ESL program in addressing current student needs. - As student needs change, the amount of programming (in-class, withdrawal) change. The timetables of the ESL teachers are changed to reflect the needs.

  4. Teaching of the curriculum reflects the needs of ESL students and appropriate assessment strategies are used. - Accommodations or modifications may be required depending on each ESL student. Assessment of student work should also reflect each ESL student's needs.


DATA COLLECTION

Formative:

  1. Grade team meetings (1 per term) to discuss accommodations and curriculum modifications for ESL students.

  2. Individual teacher meetings (as needed) to discuss students of concern.

  3. Checklist sheet containing descriptions of skills at the four stages in Orientation, Listening, Speaking, Reading and Writing categories for each ESL student.

  4. Student portfolio of work samples (primarily writing, but can contain work from other subject areas).


Summative:

  1. AlphaKids and Reading A-Z levels for each ESL student at the end of each term.

  2. PAS and Timed Computation results for each ESL student at the end of each term.

  3. Confidential teacher survey at the end of each term about ESL program needs, questions, concerns, and ideas for lunch and learn workshops to help teachers address the needs of their ESL students.


ANALYZE AND INTERPRET DATA:

  1. Term and year comparison of each ESL student's present work with his/her own work from previous terms and years. - The progress made so far can help with determining stages and what areas need support. It can also help with identifying students who may have other learning needs and determining goals for such students.

  2. Comparison of reading levels and math diagnostic results between ESL students in the same stages and between ESL students and non-ESL peers. - From this analysis, needs can be determined. As well, if ESL students are in a particular stage for Reading, their reading level should reflect that stage.

  3. Student successes and difficulties are discussed either at grade team meetings or with individual teachers. - The other ESL teacher and myself work with different grade levels, but there are two grade levels that we share due to timetabling. Depending on the situation, the appropriate type of meeting is chosen for the discussion.

  4. Term review of resources. - As needs arise, new learning resources may need to be purchased.


MAKE DECISIONS:

  1. Adjust timetables of ESL teachers to provide more/less support to each class and more/less individual or small group withdrawal.

  2. With classroom teachers, make curriculum modifications to reflect student needs. Determine appropriate teaching and assessment strategies for those modifications.

  3. Research what new materials/resources may be appropriate and order them if budget permits it.

  4. Provide assessment data and ESL numbers according to stages to justify increasing the ESL budget to school administration.

  5. Bring students of concern to ISRC (In-School Review Committee) after completing review of goals.


POSSIBLE PROBLEMS:

As usual, time is always an issue. This evaluation plan focuses on a few items so that it could be feasible with the entire staff.


CONCLUSION:

This is the starting point for evaluating my school's ESL program. When each aspect currently mentioned in this evaluation plan has been adequately addressed, other aspects can be added.