L.O.T.S.

Language Observation Task System

What is LOTS? LOTS (Language Observation Task System) is based on the California English Language Development Standards and is comprised of a series of tasks that can be applied to whatever curriculum is being used for ELD. It provides tasks in seven categories of language: listening/speaking word analysis systematic vocabulary reading comprehension literary response and analysis writing strategies writing conventions

Each category contains tasks which have corresponding rubrics that are spread across the five proficiency levels. The LOTS categories and tasks are aligned to the categories in the California ELD Standards. How do I score students using LOTS? Using this assessment tool, students are observed completing a specific task, under the categories above, and then evaluated using a rubric and placed at a level 1,2,3,4 or 5. These tasks are observed multiple times, and then the student is given an average score for a particular scoring period. Scores are given based on a teacher's subjective opinion as to where the student falls on any one task. The LOTS rubric is used to determine how much a student is growing overall in language. It is important that you, teachers, do not merely base scores on observation alone, but that the rubrics act as a guide for the score allotted to a student. The proficiency levels will be translated into the numbers 1-5 and averages can be taken to show growth. Using the LOTS assessment, you can also note any pertinent information for a particular task in the anecdotal notes portion of the scoring sheet. Why LOTS? In 2005, as a result of NCLB, Vaughn adopted LOTS because NCLB required that schools adopt one school-wide methodology for tracking EL student progress. LOTS was presented to our administrators by LACOE (Los Angeles County Office of Education) as one of many methods that was research-based and successfully used in other schools. Vaughn chose LOTS because of its alignment to ELD standards and because it is rubric based. This allows teachers to monitor a students current language proficiency while also understanding where they are supposed to take their students. Why are we modifying LOTS at Vaughn? In our action plan, standard B. 1.c. states that All English Learners have access to appropriate English Language Development Instruction. In addition to this objective, it states that our specific action to meet this objective is ELs will be placed for ELD instruction appropriate to their CELDT/LOTS levels. We are required to administer LOTS and document results for each EL student. Prior to this year, 2012, LOTS has not been as efficient and meaningful as it is intended to be. The modification of LOTS has occurred so that all stakeholders involved can refer to this invaluable data and use it to inform future practices and instruction for each EL student.

VISA LOTS 2012

What are LOTS intended purposes and outcomes? The purpose of LOTS, as an assessment tool, is to assist teachers in monitoring student growth. This type of data will help teachers better meet the needs of their students and identify critical areas for instruction. LOTS provides us with a systematic and documented way to show the growth of the students, which can be shared with the student, parents and other school personnel. Through the use of LOTS, we can actively participate in an evaluation process that will make a difference in our decisions, our instruction and in our EL students.

Why are we focusing on the Early Advanced ELD Standards? The ELD standards were developed by a committee of teachers and experts of English language development. These standards are used to develop the California English-Language Development Test that students, who are classified as English Language Learners, must take annually. These standards outline the proficiency levels required for an EL student to move through the levels of English language development. The goal of the standards is to move students to reclassification. The skills embedded at the early advanced ELD standards represent the academic proficiency students need across curriculum. The Early Advanced ELD standards target skills include: Speaking The use of the English language in more complex demanding situations The use English as a means for learning in other academic areas Listening The ability to comprehend detailed academic (content) information To interact and participate in social and academic conversations in all content areas Reading The ability to interact with complex written text The ability to obtain meaning from text Writing
To write in academic English To express opinions in written work

The Early Advanced Level from the English Language Development standards is the appropriate level to use as a measuring stick for LOTS tasks and language objectives at Vaughn International Studies Academy. A majority of the English Language Learners at V.I.S.A. are within the Intermediate to Early Advanced levels, and there are students who scored Advanced overall on the CELDT, but are still struggling with Intermediate level components. For example, a student might be overall classified in the Early Advanced level, but might have scored score 3 (intermediate) in one of the four components (listening, speaking, writing, and reading). Considering these situations, we have identified the need to focus on Early Advanced standards, so that the students who scored 3 (intermediate) in one or two components are making progress towards reclassification. These standards will prepare our EL students for the California English-Language Development Test components (listening, speaking, writing, and reading). Our ELs need practice in these areas, so that they achieve proficiency in English. Students will definitely demonstrate language development when they take the CELDT in October, since they will be practicing these tasks across content areas.

VISA LOTS 2012

How are we serving the needs of our RFEP students? The Early Advanced Level standards include tasks that apply to our reclassified students as well, which impacts a large number of the student population at V.I.S.A. If an ELL is reclassified without having the proper academic English skills, they might be receiving instruction that is not appropriate to their level. This will, in turn, cause problems in academic achievement and performance. The criteria for reclassification states that students can be reclassified even if they score a 3 (Intermediate) in one of the CELDT components. Essentially, RFEP students at some point were also stuck within the Intermediate and Early Advanced levels. Schools and teachers also need to continue monitoring students who have been reclassified within the past two years to ensure correct classification, placement, and additional support. By focusing on Early Advanced Level standards we are also ensuring that we are monitoring RFEP students.

VISA LOTS 2012