Securing Accountability
School and system leaders promote collective responsibility and internal and external accountability for ELL achievement and well-being in a number of ways, including:
- working to regularly engage staff in the analysis of data on the learning progress of ELLs
- measuring and monitoring teacher and leader effectiveness using data about changes in student achievement
Key resources have been organized according to frequently asked questions.
How do ESL and classroom teachers monitor the progress of ELLs' language acquisition?
| STEP –The Observable Language Behaviours continua describe ELLs' English proficiency development in three broad strands-oral, reading, and writing. Each strand is guided by the Ontario language curriculum for the primary, junior, intermediate or senior grades. The Observable Language Behaviours continua have two main purposes: one is to inform programming and the other is to track the student's language proficiency. For further information on the OLBs refer to the STEP - A Guide for Users document. | Web Page |
How do we involve and support ELL in large scale assessments?
| ESL/ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools (2007) Policy 2.8 On-going Assessment, Evaluation and Reporting pp. 27-28 Policy 2.9 Identification and Involvement of ELL in Large Scale Assessments p. 29 |
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| EQAO - Guides for Accommodations, Special Provisions and Exemptions These guides provide information and directions to assist principals and teachers in making decisions about accommodations for students with special education needs, special provisions for English-language learners and exemptions for students writing the Assessments of Reading, Writing and Mathematics. |
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| Primary Division (Grades 1-3) and Junior Division (Grades 4-6) | ||
| Grade 9 Mathematics | ||
| Grade 10 OSSLT |
