The Case Study for EDUC 508: We refer to this project as a case study AND as a Key Assessment . This is one project.

The 4 key original materials you will develop for your case study:

questionnaire and protocol to guide an interview with an emergent bilingual student;
a pre-assessment that can provide information for you as you plan a group lesson;
a lesson plan to guide the instruction (for a small group or a whole class of emergent bilingual students). The lesson can be conducted in the new language (English) or the home language.
post-assessment that follows the instruction (could be given day of lesson or following day/s)

The first steps in the case study are to:

Locate your fieldwork site and begin your observations;
Communicate your project to your cooperating teacher and begin to collect background information on a student for the project, including your observation notes;
Plan to interview the student following the culturally responsive guidelines presented in this course;
Plan a lesson that you can deliver that addresses your professional goals—following guidelines from this course. Plan a pre assessment and post-assessment to go together with the lesson.

Key Assessment #5: Effect On Student Learning Case Study

a. A Brief Description of Assessment # 5

This assignment is designed to help teaching candidates demonstrate an understanding of the concept of assessment using standards-based procedures with ELLs. The assignment is intended to highlight the importance of assessment and evaluation for early intervention and for the planning of instruction. Planning instruction refers to planning both content and language skills based and includes use of formative assessment information and tasks.

b. Alignment of Assessment # 5 with TESOL Standards

TESOL Standards 3 and 4 are addressed in this assessment as follows:

The assessment aligns with TESOL Standard 3 as candidates design multilevel activities based on assessment data providing for flexible grouping of ELLs to meet their instructional needs.
The assessment aligns with TESOL Standard 4 as candidates create a variety of assessment tools to measure ELLs language and academic performance.
The assessment aligns with TESOL Standard 4 as candidates administer a variety of assessments to plan for and evaluate student instruction.
The assessment aligns with TESOL Standard 4 as candidates use performance-based tools to assess ELLs during instructional activities.

Procedure for Completing the Student Case Study
Candidates will identify a school of their choice and select to work with an EB student attending that school.
Teacher candidates are to confer with the classroom teacher as it regards the ELL’s prior formal school experiences and ascertain the student’s grade level appropriate cognitive development and L1 proficiency.
As a way to obtain information about the student’s home language experience, the candidates will develop a questionnaire (approximately 10 items) to guide an interview with the student, or the student’s parents. This questionnaire should include information about the student’s educational, family background, home language, and use. This initial questionnaire will help the candidates determine the student’s English language proficiency level and connect that level to the mandated services, as per NYS Part 154 policy.
Based on the data obtained from the questionnaire, the teaching candidate will select a trade book that is age and grade level appropriate for the student in their case study. Using the content of the reading book, they will design a formative assessment pretest with answer key to assess the student’s English language skills. In order to ensure accountability and bias issues concerning a preassessment (can be a pre-test), candidates are encouraged to refer to standardized assessments such as NYSITELL and NYSESLAT while developing the test, consult with the professor regarding their test items, and analyze test results together with another teacher candidate. Candidates need to ensure that any mandated accommodations and modifications are met or provided.
Based on the interview and initial assessment/evaluation, the candidate will design a SIOP lesson plan reflective of a content area of choice (with measurable/observable instructional objectives) to be implemented with the child they have identified. The candidate will design an activity that will serve as a midpoint assessment to highlight the student’s academic and language ability on task performance. The candidate will record and evaluate (reflect) all artifacts (interview questionnaire, Pre-test results, informal observation of student’s academic and language ability and performance on the activities).
At the end of the lesson, the teaching candidate will administer a second assessment, a post-test activity to determine the student’s mastery of both content and language skills: be sure to create an answer key or rubric to be used in the evaluation process. The candidates are again encouraged to finalize the evaluation together with another colleague in order to prevent researcher bias.
The teacher candidates will record all procedures in the case study narrative and attach any/all artifacts. The narrative should at a minimum include the interview questionnaire, the pre-test results and their interpretation, anecdotal information on the academic and language ability and performance on the observed activities, and the three assessments used: pre, during and post.
The candidate will write a concluding reflection on this assessment experience and provide follow up/next step activities for enhancing the student’s bilingual and/or English language and academic content development. The conclusion should include the candidates’ assessment of the instruments they developed as part of this activity – Did they serve their intended purpose? How may they be improved? Candidates will also identify areas that require them to develop additional knowledge as it regards to school, the student, his/her family and effective instructional strategies used.
This self-assessment should include plans for future professional development addressing various assessment issues as they may affect ELLs – such as accountability, bias, special education testing, gifted and talented testing, and accommodations in all testing situations.

SUBMISSION OF FINAL CASE STUDY:

Once all stages of case study are completed, the teaching candidate will combine all relevant documents (questionnaire, pre-test with answer key, SIOP lesson plan with activities, and post-test with answer key, and all student work). The following items will be combined into one word document as a case study for final submission:

Introduction: Begin with candidates’ background knowledge of assessment of emergent bilingual students. Identify the purpose and circumstances of the case study activities.
Narrative that reports on the information collected through the case study, and the results of the assessments;
Case study reflection
All materials developed for the case study should be included as an attachment to this report including:
Student Questionnaire
Selection of reading book material based on grade, curriculum, and linguistically developmentally appropriate
Successful administration of pre-test assessment
Evaluated pre-test results
SIOP lesson plan that attempting to address any noted weakness or reinforce strong skills noted from the results of the pre-test
Sample of manipulative, activity or instructional material used
Teacher made informative assessment with scoring rubric or answer key
Evaluated post-assessment

Scoring Rubric for Assessment # 5: Student Case Study

Criteria & how it corresponds to TESOL Standards	Exceeds Standard	Meets Standard	Approaches Standard
Criteria & how it corresponds to TESOL Standards	3	2	1
1-Lesson planning in a content area 3.a. Planning for standard-based ESL and Content Instruction-	Candidates demonstrate exemplary planning of differentiated learning experiences for classrooms with learners from diverse backgrounds, based on assessment of students’ English and L1 proficiency, learning style, and prior knowledge, Candidates use a standards-based ESL and content curriculum integrating various ways of presenting subject matter.	Candidates design activities at the appropriate language levels, integrating students’ cultural backgrounds, prior knowledge, and learning styles. – Candidates plan with standard-based ESL and content objectives and include various presentation ways.	Candidates have awareness of students’ language proficiency, learning styles, and prior knowledge when planning ESL and content instruction. – Candidates are knowledgeable about planning with ESL and content area objectives.
2-Assessment for ELLs 4.a. Issues of Assessment for ELLs	Candidates demonstrate exemplary knowledge and experience about the purposes of assessment and communicate these with colleagues and parents.	Candidates teach their students appropriately for various assessment types being used, whether they are traditional or technology-based.	Candidates have awareness that there are various purposes of assessment. (e.g., diagnostic, achievement, first and second language proficiency).
3-Assessment for ELLs 4.a. Issues of Assessment for ELLs	Candidates demonstrate exemplary development of assessments for ELLs at multiple levels that are standard based, valid, and reliable	Candidates demonstrate ability to properly use several different types of assessments for ELL students at multiple levels of proficiency.	Candidates can explain several assessments for ELL students at multiple levels of proficiency.
4-Assessment for ELLs 4.a. Issues of Assessment for ELLs	Candidates demonstrate exemplary development of appropriate assessments in a standard based, valid, and a reliable way.	Candidates can explain validity and reliability of tests and make assessment related decisions.	Candidates are knowledgeable about technical aspects of assessment.
5-Knowledge of various assessment issues related to ELLs 4.a. Issues of Assessment for ELLs	Candidates appraise formal and informal assessments for psychological, cultural, and linguistic limitations and build methods to assist ELLs in need.	Candidates difficulties ELLs face frequently and develop strategies to help them overcome those.	Candidates have an awareness of the advantages and challenges regarding ELLs.’ assessment
6-Standards-based language proficiency instruments 4.b. Language Proficiency Assessment-	Candidates impart information and experience relating to identification, placement, categorization, and exiting of ELLs with colleagues.	Candidates are knowledgeable and make right decisions, including involving families, about placement and categorization of ELLs based on national and state requirements.	Candidates demonstrate understanding of national and state requirements for identifying, categorizing, and exiting ELLS from language development programs.
7-Performance-based assessment and Instruction for ELLs 4.c. Assessment for Instruction	Candidates demonstrate exemplary designing and evaluation of an array of assessments for ELLs’ learning.	Candidates employ authentic and traditional assessments to evaluate ELLs’ language and content-area learning.	Candidates have familiarity with assessments but have not properly implemented them to evaluate ELLs’ progress.
8-Evaluation of language proficiency of ELLs in content areas 4.c. Assessment for Instruction	Candidates design and adapt various appropriate tools and techniques to evaluate ELLs’ content area knowledge for all language proficiency levels and literacy skills	Candidates employ various assessment tools and techniques, both traditional and technology based, to evaluate ELLs’ content area knowledge for various language and literacy proficiency levels.	Candidates have an awareness of tools and techniques to evaluate ELLs’ content area knowledge for various language and literacy proficiency levels.
9-Clarity and Organization/ Mechanics/Format The writing must be presented in a formal, academic style; must flow logically and be organized with proper headings. Grammar/spelling; APA style (citations, page number, 1 inch margins, double spaced); References.	Thoroughly follows directions. Work is submitted on time. Paper is free of errors in spelling, grammar, and APA style.	Satisfactorily follows directions. Work is submitted on time. Paper has minor errors in spelling, grammar, and APA style that do not significantly detract from its content.	Partial completion of directions. Work is not submitted on time. Paper has errors in spelling, grammar, and APA style that detract from its content.