Teachers have the support and resources to provide instruction to promote students’
acquisition of academic English.
Underlying assumptions: Depending on context and interest, states
could test the following underlying assumptions to evaluate this claim:
- Teachers who work with EL students have received the proper training to provide
effective instruction that supports EL students’ acquisition of academic English.
- Teachers who work with EL students believe it is important to provide effective
instruction that supports EL students’ acquisition of academic English.
- Teachers understand the ELD/P standards.
- All districts with EL students also have a curriculum and services for ELs.
- EL instruction is based on goals and benchmarks that move students toward proficiency
in the ELD/P standards.
- ELPA scores are reported within a timeframe that allows teachers, schools and districts
to interpret and apply them before the next assessment cycle begins.
- Teachers receive information about ELs who enroll in their classes (e.g., placement
test scores, and information about personal and academic background for new ELs;
previous year’s ELPA scores for returning ELs). [See EVEA instrument for testing
Claim 3 is a “precursor/context” claim, which means that it sets the foundation
for the system as a whole and is a necessary condition for the overall goal to be
met. Claim 3 is not directly related to other claims in the CIA, but this is a factor
that may influence whether or not the ELPA system meets its stated goals.