Interpreting the scores of English language learners (ELLs) is challenging because lack of full proficiency in English can hinder performance on the English-language AIMSweb measures, particularly in the reading and language arts domains. It can be difficult to know whether a low score reflects an ELL student’s limited English knowledge or a broader difficulty. Separate AIMSweb norms were developed for English-language learners and take English language proficiency (ELP) into account. These ELL norms are intended to supplement, rather than replace, the existing AIMSweb norms.
The ELL norms are based on scores from AIMSweb English-language measures and composite ELP levels from one of three standardized measures: Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs. or ACCESS), Language Assessment Scales Links K–2 (LAS Links™), or the English Language Development Assessment (ELDA). Using data compiled from a large sample of ELL students, five AIMSweb ELL profiles were defined. Each profile represents a level of English-language proficiency (i.e., ELP level). ELL norms were developed to transform AIMSweb scores for each profile into norm-referenced performance categories (below average, average, and above average) that indicate an ELL student’s scores relative to other ELL students in the same grade and at the same ELP level.
The ELL profiles were based on scores from the following:
Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs or ACCESS; Yanosky et al., 20)
Ohio Test of English Language Acquisition (OTELA; Ohio Department of Education, 202), which is based on the English Language Development Assessment (ELDA; American Institutes for Research, 2005)
Language Assessment Scales Links K–2 (LAS Links; CTB/McGraw-Hill, 2006)
AIMSweb ELL Report Profiles
ELL Report Profiles give educators more information about their ELL student's academic performance and growth of improvement. Benefits:
Identify ELL students whose academic issues are broader than English Language Proficiency (is it something else?)
Notifies teachers of the average rate of improvement to expect for an ELL student in reading
Shows student performance and growth relative to their ELL peers for better intervention and progress monitoring
More closely connect English Language Proficiency and academic outcomes
These report profiles offer information used to assist in the accurate evaluation of the academic performance and progress of students who are not proficient in English, taking into account their language proficiency level and grade level.
Pearson English Learning System
The report profiles are also part of a broader solution for English Language Learners. Offering a complete solution with assessment, instructional solutions and professional development, the Pearson English Learning System offers educators the ability to:
Assess language proficiency and content knowledge with the appropriate tools.
Use programs that develop all domains of language.
Prepare teachers to teach content and language
Monitor ELL content and language progress
“Pearson products explicitly lays out that they’re common core aligned at grade level so in a way when teachers are implementing it with fidelity and they are implementing the grade-level common core. We know when we’re providing supplemental or additional instruction, when they get back to the classroom, it’s going to be powerful for them…it’s validating for the ESL teacher. It’s really validating for the ESL student.” – Clint Richards, ELA Specialist
Response to Intervention (RTI)
There are typically three levels of intensity in a tiered assessment or Response to Intervention framework:
TIER 1: Universally screen all students for early identification, conduct general education progress monitoring
TIER 2: Monitor at-risk students more frequently to evaluate the effectiveness of instructional changes
TIER 3: Write individualized annual goals, conduct intensive progress monitoring, and document the effectiveness of interventions for those who need intensive instructional services.
The AIMSweb Tiered Assessment Framework provides web-based data management, charting, and reporting. With continuous student performance data, teachers and administrators can guide the teaching and learning process, and provide relevant reports to parents. AIMSweb manages, charts, and reports CBM assessment data to provide a pro-active and preventative solution to inform instruction, demonstrate improvement, and report success. This allows all students to be reached and succeed while using AIMSweb as a reading assessment.
TIER 1: Universal Screening: Establishes benchmarks three times a year with standard universal screening probes. Reports identify students at risk, help individualize instruction, evaluate student progress, and demonstrate Adequate Yearly Progress (AYP). They also serve as an accountability and communication tool for system improvement.
TIER 2: Progress Monitoring: Begin to progress monitor students at risk using monthly assessments to evaluate the effectiveness of instructional changes and short interventions.
TIER 3: Intensive Progress Monitoring: Use it for frequent assessment and monitoring of students at risk or with severe needs. Expected rates of progress are prescribed and compared to actual progress, based on an Individual Education Plan (IEP) or other goals. Reports evaluate student progress, prescribe program changes and revisions, monitor interventions, ensure IEP success and serve as an accountability and communication tool for program evaluation and reporting.