The Pre-Service Teacher Will Assess An English Langua 584643

The Pre Service Teacher Will Assess An English Language Learners Oral

The pre-service teacher will assess an English language learner's oral and written performance using The Language Assessment System (LAS) Placement Test (Access for ELLs) Assessing ELLs with LAS (Alternative) LAS Links® Accurately assesses preK3–12 English and Spanish language proficiency Measure and report on student progress toward English and Spanish proficiency standards Allow teachers to develop targeted strategies to accelerate progress toward language proficiency Determine when students are ready to exit ELL programs LAS Links® Comply with Federal Title III reporting requirements Assess academic language to measure and report a student’s language proficiency within and across content areas such as Math, Science, Technical Subjects, History, Social Studies, and Language Arts Access Lexile® measures to advance students’ reading comprehension LAS Links Success Story LAS Alignment to WIDA Description: The pre-service teacher will: Administer The LAS Placement Test (ACCESS for ELLs), Score the test, and Interpret the data. Remediation activities will be created for the assessed student. Directions (2022): Introduce your task by explaining the implications of the Florida Consent Decree on assessment of ELLs. Be sure to discuss the purpose of different types of assessment and assessment issues as they relate to ELLs, including reliability, validity, limitations, and accommodations for students. Introduce the LAS test and discuss its similarity to the WIDA Access test used in Florida. Select two (2) one (1)ELL in the class. The student should be in the early stages of learning English (Levels 1, 2, or low 3). Administer the LAS Placement Test to both the student. E. Score the results, analyze, and discuss the data. Describe the students’ strengths, weaknesses, and identified gaps in English listening, speaking, reading, and writing. F. Address implications for instruction. Use the data from your assessments to plan for instruction (language objectives) by English language skill – listening, speaking, reading, and writing for each student. Align each objective to the NGSSS and current Florida Standards. G. Propose other types of assessments that can be used subsequently to monitor student progress (formative), and to check for mastery (summative) including alternative, authentic assessments. Steps for the LAS Remember that you will assess one (1) ELL. Score and interpret scores in all four language areas (L,S,R,W). You should use: the LAS Links Technical Manual OR the ACCESS for ELLs Interpretative Guide *Scoring Steps Please follow the following steps to scoring assessment. You will need to use the Student Answer Book, the Student Profile (scoring) Sheet and the LAS Technical Manual to complete this. 1. Interpret and score each answer (back of answer book) 2. Insert Number correct/Raw score (RS) for each section (p.122) Ex. Speaking – Make conversation, Use academic word 3. Add up total each skill area (L,S,R,W) and add include scale score and proficiency level (p. 66) Student Profile Scoring Sheet Final Cut Score by Grade Level (p.66-67) Scoring Tables (pg. 122 – 134) RS – Raw score SS – Scale Score SEM – Standard Error of Measurement PL – Proficiency Level Proficiency Level Definitions (Pg. ) Proficiency Level Descriptors (Pg. 116 – 121) NEXT STEPS Write about your findings. Be sure to attach the LAS or ACCESS student rubric sheet. Then identify and describe activities to develop language skills. You will need three (2) activities for each area – listening, speaking, reading, and writing – for a total of 8 activities. Measurement Construct No evidence (0pt.) Emerging (1pt.) Developing (2pts.) Mastery (3pts.) Introduction of LAS and Assessment of ELLs Insufficient evidence to evaluate. Provides an incomplete introduction of the LAS test and discuss its similarity to the WIDA Access test Provides an introduction of the LAS test and discuss its similarity to the WIDA Access test Provides a comprehensive Introduction of the LAS test and discuss its similarity to the WIDA Access test Administration of LAS (ESOL.2.a,b,c;5.3.a,b,c,f) Insufficient evidence to evaluate. Conducts an incomplete administration of the LAS to two ELLs to determine level of English language skills – listening, speaking, reading, writing - missing two language sections. Conducts the administration of the LAS to two ELLs to determine level of English language skills – listening, speaking, reading, and writing - although missing one language section Conducts a complete administration of the LAS to two ELLs determine level of English language skills – listening, speaking, reading, and writing. Scoring LAS Insufficient evidence to evaluate. Calculates an accurate scoring of one or two sections – listening, speaking, reading, writing – of the LAS for each ELL. Calculates an accurate scoring of three sections – listening, speaking, reading, writing – of the LAS for each ELL. Calculates an accurate scoring of each section – listening, speaking, reading, writing – of the LAS for each ELL. Data analysis and discussion Insufficient evidence to evaluate. Provides an incomplete analysis of the data and discussion of the findings missing identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. Completes a general analysis of the data and discussion of the findings including identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. Completes a thorough, detailed analysis of the data and discussion of the findings including identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. Implications for instruction (ESOL.1.c,.d 5.1.a,b,c,d,e, 5.3.d,e Insufficient evidence to evaluate.

Provides an incomplete discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes only traditional assessments Provides a general discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes other assessments including authentic or traditional. Provides a thorough discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes appropriate assessments including authentic and alternative. Mechanics of Writing Insufficient evidence to evaluate. Writes an adequate paper with four or more errors in grammar, spelling, capitalization, and/or punctuation. Writes a generally well-written paper with a maximum of three errors in grammar, spelling, capitalization, and/or punctuation. Writes a comprehensive and cohesive paper with no major errors in grammar, spelling, capitalization, and/or punctuation. image1.png image2.png image3.png image4.png image5.png image6.png image7.png image8.png CS-465/565 Information Assurance Project Dr. Chuck Cartledge December 31, 2022 Contents List of Figures 1 1 Introduction 1 2 Background 2 3 Assignment 2 4 Deliverable 4 5 References 7 List of Figures 1 The process of risk management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 2 Never under estimate human errors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1 Introduction “Information assurance is ensuring that your information is where you want it, when you want it, in the condition that you need it and available to those that want to have access to it – but only them.†Blyth and Kovacich [3] You will be taking on the role of Chief Information Assurance Officer (CIAO) in a small manufacturing company ABC Inc.

Recently ABC’s internal network was compromised and administrative and financial operations were curtailed for a few weeks. You have been tasked with creating a set of information assurance (IA) policies and procedures to reduce the risk of company disruption and of internal proprietary information being compromised again. Your initial deliverable will be a report about what happened, some of the apparent consequences of the breach, and policies and procedures to be put in place to reduce the likelihood of future incidents. 2 Background ABC is a manufacturing company employing approximately 1,000 people. It has a logically segmented network with financial, and administrative on one segment, and engineering and manufacturing processes on another segment.

The administrative segment can be thought of as the information technology (IT) side, and the engineering and manufacturing segment can be thought of as operational technology (OT). Both share a common infrastructure, connected by a custom enterprise resource planning (ERP) system. The IT segment is responsible for the accounts receivable and accounts payable aspects of the company (essentially those functions that control the flow of money into and out of the company). Employees have personalized e-mail addresses to facilitate both internal and external communications. ABC was subject to a ransomware threat, and was unable to bill its customers, or pay its vendors for 3 weeks.

In house technical support staff was anxious to restore, or recreate a working infrastructure, but upper management decided it would be faster and more through to bring in experts. Outside cyber-security support was brought in to help resolve the situation. A post-mortem investigation revealed an administrative support employee received an e-mail from what appeared to be a valid source with an Excel spreadsheet attachment. Within 4 minutes of opening the spreadsheet a version of a Zloader[2] began harvesting logins and passwords. Three weeks passed between the time Zloader was installed, and the financial and administrative system was locked down with ransomware demands.

The presence of Ryuk[6] ransomware related files were found on more than 40 computers on the ABC IT network. The presence of Ryuk[6] ransomware related files were found on more than 40 computers on the ABC IT network. The engineering segment and the manufacturing programmable logic controllers (PLC) activities were not apparently impacted1. With the support of the cyber-security organization, all suspicious, or compromised files were removed from ABC’s network, computers, servers, and backups, and full company activities resumed. 3 Assignment As the incoming CIAO, you are tasked with writing a detailed report about the incident, its consequences, and detailed measures to prevent a recurrence. With that in mind: 1.

Assume that this report will be submitted to your new boss. Your continued employment depends on the objectivity, and thoroughness of your investigation. 2. With self preservation in mind; there should be: (a) A summary of what happened. (b) A background section outlining ABC’s commercial responsibilities, intellectual properties, strategic and corporate alliances, and a discussion of the strengths and weaknesses of the network infrastructure. (c) What were the consequences of what happened? (d) A vulnerability assessment of the company’s assets and ability to function (i.e., perform services, charge for services, receive payment for services, and pay for services). Label each as to whether they are critical, essential, or ancillary to the company’s operation. (e) A threat matrix risk based based on your vulnerability assessment (see Figure 1). (f) A recommended company communications plan (make sure to address both internal and external communications). (g) How will you ensure that it won’t happen again? 2 Figure 1: The process of risk management. Figure from [3]. 3 The report is for ABC internal use only, and deals strictly with IA issues. The content of internal and external data and communication, and how such things were used, is not part of the report. Because this is a fictionalized company based on real experiences, not all data will be available at the time of the report, you may use a certain amount of creative license when writing the report. Be sure to cite things that are available via a reference, this includes books, publications, blogs, etc. Keeping in mind that each type of reference is formatted differently. Where you believe there are blanks in the citable references, you may be creative about filling them in. Your creativity should be bounded by reasonableness, possibility, and state of the art practicality. The COVID-19 pandemic has made IA especially vexing[4]. Your recommendations need to address “working from home.†“Truth is stranger than fiction, but it is because Fiction is obliged to stick to possibilities; Truth isn’t.†M. Twain [7] Be sure to couch your recommendations using the risk management ideas from chapters 3 and 11 of the text, recognizing that human error (see Figure 2) is a real and always present danger. 4 Deliverable CS-465/565 is a senior/graduate student course. As such, the expectation is that you are capable of producing senior/graduate level work products. The course project is one of those work products. The current paper formatting instructions say the references (and by association the citations) should be in either American Psychological Association (APA), or Modern Language Association (MLA) style. The instructions do not explicitly talk about the rest of the paper. The rest of the paper should be in the same style (APA, or MLA) as the references and the citations. Either APA, or MLA is acceptable. Here are some general places to look for information about the different styles: • APA: • MLA: Here are some general words about different word and text processors relative to APA and MLA: • LATEX has APA and MLA packages See these sites for packages: – – • LibreOffice writer does not appear to have APA, or MLA templates installed by default. See these sites for templates: – – • Word has APA and MLA built-in styles for references and citations. See these sites for templates: – were the target of the Stuxnet worm. 4 – The report must be submitted as a PDF, and needs to meet the following physical and logical require- ments: 1. Between pages (not including front matter, back matter, or figures from other sources). Front matter includes things like title page, Table of Contents, List of Tables, List of Figures, etc. Back matter includes things like references or appendices. 2. Minimum page counts: • CS-465 students – 10 pages • CS-565 students – 15 pages 3. If you include tables or figures, then they must be referenced in the text. Remember that tables and figures need captions, and that the captions show up in the front matter. Captions can be as long or large as necessary, but long captions should not show up in the table of contents. (For those with a LATEX bend, you might want to check out the optional argument to the caption macro.) 4. Use your word, or text processor to create the front and back matter. It is easy to tell when someone has tried to do it by hand, so please don’t. 5. You can use whatever resources you feel appropriate, just be sure to cite them. 6. Spell out abbreviations before using them. 7. Be consistent when capitalizing acronyms (Arm 6= ARM). 8. Spell check, spell check, and then spell check again. 9. If your word or text processor does not save files natively as PDFs (meaning that you have to “exportâ€, or “print†them), be sure and look at the file in an external reader (Adobe Acrobat is probably the best). 10. Be sure to address each of the line items identified in the Assignment section, and make it easy for me to find them. A suggestion is to have each item be a section or chapter that stands out in the Table of Contents. 11. It is very easy to “jigger†the page count by “diddling†the font size, the font type, line spacing, and what not. Please don’t do any of those silly things, it won’t help. One of the first things that I will do with your PDF is run it through a command like this: echo ‘‘scale=2; pdftotext project.pdf - | wc -w’’ | bc which will extract the text from the PDF file, and then count the number of words in the file. Assuming there are approximately 1,000 characters per double spaced page, and that a word has on average 4 to 5 characters, then there should be about 200 and 250 words per page. Tossing out some of those words for the front and end matters, gives a range of words (and pages) in the PDF. Please ensure your document meets these requirements to avoid penalties.

Paper For Above instruction

The assessment of English Language Learners (ELLs) has become increasingly critical in educational systems that strive to provide equitable learning opportunities. This paper explores the implications of the Florida Consent Decree on the assessment process, emphasizes the purpose and types of assessments relevant to ELLs, and thoroughly discusses the use of the LAS (Language Assessment System) Placement Test, its administration, scoring, and interpretation. The goal is to generate a comprehensive understanding of how assessments can be effectively used to support ESL students, particularly in contexts that require compliance with federal mandates and standards such as WIDA and NGSSS.

Implications of the Florida Consent Decree on ELL Assessment

The Florida Consent Decree mandated strict standards to ensure that ELL assessments accurately measure language proficiency without unfairly penalizing students due to cultural or linguistic differences. It emphasizes the importance of providing appropriate accommodations to preserve the validity and reliability of assessments for ELLs. This decree underscores the necessity of valid and reliable measures to inform instruction and student exit decisions from ELL programs. It also highlights the importance of transparent reporting and compliance with federal Title III requirements, which aim to monitor progress and ensure accountability in language education programs.

Purpose and Types of Assessment for ELLs

Assessments serve multiple purposes—diagnostic, formative, and summative—each vital for supporting ELLs’ mastery of academic language. Diagnostic assessments identify initial language proficiency levels, guiding placement. Formative assessments monitor ongoing progress, providing feedback for instruction. Summative assessments evaluate overall achievement and readiness for reclassification or exit from language support programs.

Traditional assessments, such as standardized tests like LAS, are complemented by authentic and alternative assessments that incorporate real-world tasks, portfolios, and performance-based tasks. These ensure a comprehensive view of ELLs’ language abilities, capturing skills that may not be evident through traditional testing, especially under circumstances such as remote learning during the COVID-19 pandemic (Gallagher, 2020).

The LAS Placement Test and Its Similarity to WIDA ACCESS

The LAS Placement Test evaluates students’ proficiency in listening, speaking, reading, and writing in both English and Spanish. Like the WIDA ACCESS test used in Florida, LAS focuses on academic language performance aligned with state standards and proficiency benchmarks. Both tests aim to assess language proficiency comprehensively, inform instruction, and determine entry or exit from ESL programs. The LAS’s alignment with WIDA standards ensures validity and comparability across