One of the trickiest aspects of figuring out a two-way immersion model is the assessment piece. Who will be assessed on what, when, and in which language? We've determined thus far that the schoolwide/districtwide benchmark literacy assessments (TPRI/Tejas Lee, Guided Reading level assessments, High Frequency Words) would be administered to children in their dominant language...at least during K - 2. Haven't yet figured out grades 3 - 5. (**Exciting note: the district found a way to add Dominant Language as a demographic category in PowerSchool, our main student information system. They were also able to sync this info with Data Director, our student achievement data management system, so that we can disaggregate data by language dominance and also keep a permanent "living" record on file of the LPAC committee's initial decision concerning language dominance. Previously we'd been working from our own excel spreadsheets but there was way too much room for error as we added new students, removed withdrawn students and sent out the lists to teachers). In-class formative and summative assessment is given to all students in the language of instruction. With our math assessments, we administer the assessment in the current language of instruction for math and provide retesting opportunities in the dominant language for any students that didn't reach the expected level of mastery.
Our English teachers use the Fountas and Pinnell Benchmark Assessment kit--a solid system for assessment students' reading levels using benchmark books, running records, and clear guidelines for considering accuracy, fluency, and comprehension to determine a child's instructional reading level. It does not exist in Spanish, however, so my assistant principal spent a great deal of time over the summer creating a similar kit in Spanish. She chose benchmark books from
www.readinga-z.com and created running record note pages for a fiction text and nonfiction text at each level. It was a tremendous task and she did a wonderful job! However it doesn't have the kinds of rubrics and tables and calculation charts for identifying accuracy, fluency, and comprehension scores that the F&P kits have so the Spanish teachers are having to put in a lot more work for the same assessment.
One of my kinder Spanish teachers sent me a link for the Spanish version of DRA:
Click here to go to the Pearson website.
It looks very promising, especially since there are established conversion charts that correlate the DRA numerical levels to F&P's letter levels (what we report to the district). Extra exciting is the fact that DRA is now available to administer via handheld devices. Tango software (the company we use for TPRI/Tejas Lee testing on Palms) has the software for DRA, making testing much faster and automatic. IDEA Quest uses DRA so I've emailed Sharon a few questions about it and a request to borrow any extra kits she might have. But what I've seen on the website looks very very exciting! I hope to purchase kits for our campus and be trained and ready to go before our EOY testing later in May 2010.
Added Aug 16, 2010:
Bilingual Means Two: Assessment Issues, Early Literacy & Spanish-Speaking Children, by Kathy Escamilla
