[eal-bilingual] CVA and EAL pupils

Thanks, Catherine, for this information - seems like it'll be a nightmare to work out, but at least I have something to go on, now.  Oh happy days, .....

Helen
> Date: Thu, 27 Sep 2007 20:28:08 +0100> From: catharine.driver at btinternet.com> Subject: Re: [eal-bilingual] CVA and EAL pupils> To: eal-bilingual at lists.becta.org.uk> > This is a huge question and although I don't really have answers, here are some thoughts. I hope other people can add in their experiences trying to do this at school level and help us all! > > I think EAL is itself part of the context in the Dfes VA calculations and is actually a factor that improves the school context! I don't know of any formula for working out expected rates of progress or VA for EAL learners, essentially you can only do this if you have a valid base line assessment. I raised this issue with the Dfes a few years ago and never got an adequate answer. I think they said they'd 'look into it' [did they? ]> > If there is no previous KS data, you can allocate a notional points score for each core subject [e.g. at KS3 the magic number is 15 and I think it's the same for KS2] level 5 is 33 points which in turn predicts a grade C/D for GCSE. Once you have a base line you need to use what ever RAISE online now produce instead of the old PAT/PANDA [I haven't used this myself]> > In my own [secondary ] school I have used the QCA steps and NC sub levels to work out expected progress. [see a recent discussion thread ] This means that level 1 threshold and level 1 secure are equivalent to a sub level. This works out more or less OK for literate/educated EAL learners, but is not much use for those who have no previous education/mother tongue literacy whose progress is more variable.> > My school assumes that a pupil should be able to progress 6 sub levels over KS3. So a literate EAL learner who starts in year 7 on Level 1 threshold, should be expected to achieve 3b by the end of year 9. But [ and this is a big one!] a lot of EAL learners make more progress than their monolingual peers once fluency is established and any targets [ or evaluation of CVA] has to take this into account. Last year I had a boy with level 3 s in KS3 SATs who got 1 A, 3 Cs and 4 Ds at GCSE. No formula could have predicted this. Students frequently exceed their targets, particularly in non core subjects. > > I think the important thing is starting a dialogue with other teachers, or HODs about starting points and progress, and just have a few case studies where good value has been added.> > There is a really useful book published by Birmingham or maybe another Midlands authority that has graphs of expected rates of progress for EAL learners starting school at different stages, assuming the 5-7 years to achieve full academic fluency. I'll post the reference if I can find it at work tomorrow. > > I found this link from Google, could it be what you read? > http://www.emaonline.org.uk/ema/client_files/resources_uploaded/395_July2007EMAOnlineNewsletter.pdf> > Catharine > helen tucker <hart0999 at hotmail.com> wrote:> > Hi> > Can anyone help with calculations of CVA for EAL pupils? I saw something a few days ago on the web - didn't bookmark the page, and now can't find it again!> > Is there a formula that I can use. I'm confused!!> > Thanks in advance> > Helen> _________________________________________________________________> Feel like a local wherever you go.> http://www.backofmyhand.com
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