TOEFL iBT READING TEST TIP POWER POINT

https://docs.google.com/present/view?id=dccvpvzb_775hp28j9gk

Why is it important to understand the TOEFL iBT reading section's classification and organization patterns?

https://docs.google.com/fileview?id=0B6jyGBYPELFJYjE1ODU3ZGQtNDMzNC00MTJkLWFlN2MtMDM4ZWJiNTIzNWNi&hl=en

TOEFL iBT Reading Review

What NYS laws are supposed to govern and finance English language learner public education programs?

Foremost, the primary NYS legislation that funds and rules New York State ESL instructional progrmming is the New York State’s Commissioner’s Regulations Part 154. The purpose of Commissioner's Regulations Part 154 known as CR Part 154 is to establish standards for the education of limited English proficient students. In accordance with ESL standards, all districts must provide LEP/ELL students with equal access to all school programs and services offered by the district that commensurate with their ages and grade level, including access to programs required for graduation.
There are two key parts of the NYS Commissioner’s Regulations that govern ESL instructional programming. One is Part 117 and the other is Part 154. Both Parts 117 and 154 of the Regulations of the Commissioner of Education relate to the screening of new entrants and services for LEP students
The purpose of Commissioner's Regulation Part 117 is to establish standards for the screening of every new entrant to the schools to determine which pupils are possibly gifted, or have a possible handicapping condition and/or possibly are limited English proficient in accordance with subdivision 2-a of section 3204 of the Education Law.

The NYS screening assessment is the Language Assessment Battery-Revised test known as (LAB-R). Pursuant to Regulation Part 117, LAB-R is used for measuring the English language proficiency of a student who may possibly be LEP. The results of the LAB-R are used to determine the type of instructional program into which the student must be placed.

The purpose of Commissioner's Regulation Part 154 is to ensure that LEP and immigrant students attain English proficiency and meet the content area academic standards that all children are expected to meet. In addition, Part 154 is used to mandate LEP student annual assessments and this law is used to design mechanisms to determine pupils' continued eligibility
Pursuant to CR Part 154.2 (c), the test used for the NYS annual assessment of English language proficiency is The NYSESLAT (New York State English as a Second Language Achievement Test).

In New York State, The Commissioner’s Regulation (CR) Part 154 is aligned with the Federal requirements of Title III of the No Child Left Behind Act (NCLB ).
References:
NYS 2010 Part 154 Comprehensive Plan for the Education of Limited English Proficient (LEP) Students
emsc.nysed.gov/biling/docs/2010-2011Part154ApplicationFinal.pdf
and
emsc.nysed.gov/biling/bilinged/faq.html#state

PAGE 3, Parts 117 and 154 of the Regulations of the Commissioner of Education
http://www.emsc.nysed.gov/biling/docs/2010-2011Part154ApplicationFinal.pdf

NYS ESL Assessments:
New York State English as a Second Language Achievement Test http://schools.nyc.gov/Accountability/resources/testing/NYSESLAT.htm

Language Assessment Battery-Revised (LAB-R)

http://www.emsc.nysed.gov/osa/lab_r/2010/1346.pdf

References:

Equal Educational Opportunities:
http://esltoeflreview.blogspot.com/2010/08/equity-in-higher-education-dream-act.html
and
http://esltoeflreview.blogspot.com/2010/08/id-legal-right-to-esl-and-bilingual.html

The TOEFL iBT Step By Step Reading Made Easy Seminar

This is an old lesson but has some precious points that can help TOEFL students immensely. This is a lovely workshop prepared for students who need step by step help to understand the TOEFL iBT Reading test. We will study TOEFL iBT Reading questions, test tips, techniques, and scoring higher practices. Students will demonstrate understanding of TOEFL Reading Question Types. Join us!!!!!!

The TOEFL iBT Step By Step Reading Made Easy Seminar

Does your district integrate English language learners who are recent immigrants?

The below is a great article discussing some best practices for adolescent ELL’s. The focus is on challenges facing schools with recent immigrant student populations. The below is an EXCERPT from the article titled: Best Practices for Adolescent ELLs.
Best Practices for Adolescent ELLs
Judith Rance-Roney
http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/Best-Practices-for-Adolescent-ELLs.aspx
Recent immigrants may face even more challenges than other English language learners as they attempt to adjust to a new country and culture. One approach to easing that adjustment is the newcomer school, which may be a school within a school (Olsen, 1997) or, like New York City's award-winning International High School, a stand-alone school enrolling only recent immigrants. These schools provide immigrant students with intensive English-language instruction, content-area support in their native languages, and culturally responsive student and social services.
However, school districts may not have sufficient numbers of immigrants or enough community support to maintain this model. And some researchers express concern about extended linguistic segregation because of the lack of interaction with U.S.-born peers, potentially lower standards for academic achievement and opportunity, and lack of access to social networks that will serve these learners in the future (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003).

A promising classroom structure sometimes called the ELL cluster model has emerged in some schools to integrate some of the benefits of newcomer programs while avoiding linguistic segregation from native-English-speaking peers (Rance-Roney, 2008). A special cohort of content-area teachers is trained in methods for teaching the English language and in theories of second-language acquisition. Within these globally focused classrooms, one-quarter to one-third of the students are English language learners and the remaining students are native English speakers.

This classroom model uses elements of the sheltered instruction approach for ELLs, a class structure wherein content mastery and academic language skill are developed concurrently. Although the class is conducted in English, classroom aides who speak the ELLs' native languages may assist. The teacher creates an environment that legitimizes the students' appropriate use of the native language to support the learning of academic content. Native English speakers in cluster classrooms benefit from the diverse perspectives their multilingual students bring to class discussion.

Read the Full Article

Read Best Practices for Adolescent ELLs on ASCD.org.