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Next-Generation English Language Proficiency Assessments

Webinar:


Panelists
Timothy Boals, Executive Director, World-Class Instructional Design and Assessment Consortium
Gary Cook, Associate Research Scientist, Wisconsin Center for Education Research
Robert Linquanti, Project Director for English Learner Evaluation and Accountability Support, WestEd
Mariana Haynes, Senior Fellow, Alliance for Excellent Education
Kathleen Vanderwall, Manager, Test Design and Administration,
Office of Assessment and Information Services, Oregon Department of Education

The Alliance for Excellent Education held a webinar on the design of English language proficiency (ELP) assessment systems based on new ELP standards that correspond to a common set of college- and career-ready standards in English language arts and mathematics. To succeed in school, English learners must attain academic language competencies needed to demonstrate subject-area knowledge and skills. Through federal support, state consortia have the opportunity to design high-quality assessment systems that target and measure key receptive and productive language competencies that need to be fostered and acquired to ensure English learners can meaningfully engage with grade-level subject matter content and disciplinary practices.

Robert Linquanti and Gary Cook described the implications of the ELP assessments for strengthening English learner education policies and practices. Kathleen Vanderwall provided an overview of the English Language Proficiency Assessment for the 21st Century Consortium. Timothy Boals outlined major elements of the Assessment Services Supporting ELs through Technology Systems. Mariana Haynes moderated the discussion.

Supplemental Material

This webinar is made possible with support from

Please direct questions concerning the webinar to alliance@all4ed.org.

NOTE: If you are unable to view the webinar live, an archived version will be available
at https://all4ed.org/webinars within one business day after the event airs.

The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. For more information about the Alliance, visit www.all4ed.org.

Follow the Alliance on Twitter at www.twitter.com/all4ed; Facebook at www.facebook.com/all4ed; and the Alliance’s “High School Soup” blog at www.all4ed.org/blog.

>>> GOOD AFTERNOON, I’M MARIANA
HAYNES.
WE ARE DELIGHTED YOU HAVE JOINED
US FOR TODAY’S WEBINAR ON THE
DESIGN OF NEXT GENERATION
ENGLISH LANGUAGE PROFICIENCY
ASSESSMENT SYSTEMS.
I’M JOINED ON SET TODAY WITH OUR
PANEL OF DISTINGUISHED GUESTS.
WE WILL HEAR FROM THEM IN A
MOMENT.
FIRST, LET ME SET THE STAGE FOR
THE WEBINAR.
CURRENTLY, ALL STATES ASSESS
ENGLISH LANGUAGE LEARNERS IN
GRADE K THROUGH 12 EACH YEAR
UNTIL DETERMINED TO BE
PROFICIENT IN ENGLISH.
ENGLISH LANGUAGE LEARNERS MUST
ALSO PARTICIPATE IN THE STATE
ACADEMIC ASSESSMENTS IN ENGLISH
LANGUAGE ARTS AND MATHEMATICS.
WITH FEDERAL SUPPORT, STATE
CONSORTIUM HAVE THE OPPORTUNITY
TO HAVE HIGH-QUALITY ASSESSMENT
SYSTEMS BASED ON NEW STANDARDS
THAT CORRESPOND TO A SET OF
CAREER STANDARDS IN ENGLISH
LANGUAGE ARTS AND MATHEMATICS.
TWO STATE CONSORTIA RECEIVED A
GRANT AWARD.
THE FIRST WISCONSIN DEPARTMENT
OF PUBLIC INSTRUCTION IN
COLLABORATION WITH THE
WORLD-CLASS INSTRUCTIONAL DESIGN
AND ASSESSMENT, OR WIDA SYSTEM.
THE SYSTEM UNDER DEVELOPMENT IS
CALLED ASSETS AND THIS STANDS
FOR ASSESSMENT SERVICES
SUPPORTING ENGLISH LEARNERS
THROUGH TECHNOLOGY SYSTEMS.
THE SECOND STATE CONSORTIUM IS
ALPA 21 PARTNERSHIP AMONG 11
STATES, STAND FORD UNIVERSITY
AND COUNCIL OF STATE SCHOOL
OFFICER.
SO IT’S MY PLEASURE TO INTRODUCE
OUR PANEL OF EXPERTS.
FIRST, WE ARE JOINED BY DR. GARY
COOK, HE IS AN ASSOCIATE
RESEARCH SCIENTIST FOR THE
WISCONSIN CENTER FOR EDUCATION
RESEARCH.
HE DIRECTS RESEARCH FOR THE WIDA
CONSORTIUM FOCUSING ON THE
RELATIONSHIP BETWEEN ENGLISH
LANGUAGE PROFICIENCY.
AND NEXT, WE HAVE DR. KATHLEEN
VANDERWALL WHO MANAGES TEST
DESIGN AND ADMINISTRATION FOR
THE OREGON DEPARTMENT OF
EDUCATION, OREGON’S THE LEAD
STATE FOR THE ALPA 2 CONSORTIA
RESPONSIBLE FOR THE ONLINE
ADAPTIVE ASSESSMENTS IN ENGLISH
PROFICIENCY GRADES K THROUGH 12
AND ACCOUNTABILITY PURPOSES IN
CORE ACADEMIC AREAS, A MEMBER OF
SMARTER BALANCE ASSESSMENT
CONSORTIUMS WORK GROUP THAT
DEVELOPED 600 COMPUTER ENHANCED
ITEMS ALIGNED WITH THE COMMON
CORE STATE STANDARDS.
NEXT TO KATHLEEN IS TIMOTHY
BOALS, EXECUTIVE DIRECTOR OF THE
WIDA CONSORTIUM WHO SERVES ON
THE RESEARCH SUBCOMMITTEE.
THIS COMMITTEE FOCUSES ON
INTERPLAY BETWEEN CONTENT FOR
ENGLISH LANGUAGE LEARNERS AND
AFFECTS OF STANDARDS ON
CLASSROOM PRACTICE FOR LEARNERS.
JOINING US ON THE PHONE FROM
CALIFORNIA, ROBERT LINQUANTI.
PROJECT DIRECTOR AND SENIOR
RESEARCH AT WEST ED.
HE HELPS STATES AND SCHOOL
DISTRICTS STRENGTHEN ASSESSMENT
AND ACCOUNTABILITY POLICIES AND
PRACTICES FOR ENGLISH LANGUAGE
LEARNERS, SERVED ON THE SMARTER
BALANCE ASSESSMENT CONSORTIUM
AND NUMEROUS ASSESSMENT AND
POLICY GROUPS.
BEFORE WE BEGIN OUR DISCUSSION,
LET ME REMIND VIEWERS THAT THIS
INTERACTIVE, IF YOU WOULD LIKE
TO ASK QUESTIONS OF OUR WEBINAR
GUESTS DO SO USING THE FORM
BELOW THE VIDEO WINDOW.
WE’LL TURN TO YOUR QUESTIONS
FROM TIME TO TIME.
ALSO ON TWITTER, TWEET ABOUT THE
WEBINAR OR ASK A QUESTION, USING
THE HASHTAG AT THE BOTTOM OF THE
VIDEO WINDOW.
THANKS TO ALL OF YOU TODAY FOR
JOINING US.
THE ENGLISH LANGUAGE LEARNER
SUBGROUP IS THE FASTEST GROWING
SEGMENT OF THE U.S. STUDENT
POPULATION, 1 IN 5 U.S. PUN LICK
SCHOOL STUDENTS OR NEARLY 10
MILLION SPEAK A LANGUAGE OTHER
THAN ENGLISH AT HOME.
IT’S ESTIMATED BY 2030 HALF OF
PUBLIC SCHOOL STUDENTS WILL HAVE
AN NONENGLISH SPEAKING
BACKGROUND.
IN CALIFORNIA MINORITY
REPRESENTS 47% OF STATE’S PUBLIC
EDUCATION STUDENTS.
ALL STUDENTS IN THE UNITED
STATES NEED TO FUNCTION FULLY IN
ENGLISH LANGUAGE TO SUCCEED IN
SCHOOL AND BEYOND.
ENGLISH LEARNERS MUST ATTAIN TWO
KEY OBJECTIVES IN SCHOOL,
LANGUAGE PROFICIENCY IN ENGLISH
AND ACHIEVEMENT IN GRADE LEVEL
SUBJECT MATTER ACROSS THE
CURRICULUM.
THE TWO STATE CONSORTIA THAT
RECEIVED ASSESSMENT GRANTS ARE
DESIGNING ASSESSMENT SYSTEMS TO
TARGET AND MEASURE KEY LANGUAGE
COMPETENCIES THAT ENGLISH LEARNS
ARE NEED TO ENGAGE WITH GRADE
LEVEL SUBJECT MATTER CONTENT.
46 STATES AND THE DISTRICT OF
COLUMBIA IN THE PROCESS OF
IMPLEMENTING THE COMMON CORE
STATE STANDARDS IN ENGLISH
LANGUAGE ARTS AND MATHEMATICS.
THREE STATE ADOPTED THEIR
COLLEGE AND CAREER READY
STANDARDS.
STATES FACE COMPLEX CHALLENGES
TO DEVELOP ENGLISH LANGUAGE
PROFICIENCY STANDARDS AND
ASSESSMENTS THAT REFLECT THE
LANGUAGE DEMAND EMBEDDED IN THE
NEW COLLEGE AND CAREER READY
STANDARDS.
TO LEARN MORE ABOUT THE ROLE OF
LANGUAGE AND LITERACY IN COLLEGE
AND CAREER READY STANDARDS, YOU
CAN VIEW THE ARCHIVED FEBRUARY
26th ALLIANCE WEBINAR.
IT PROVIDES OVERVIEW OF THE
COUNCIL’S FRAMEWORK FOR ENGLISH
LANGUAGE PROFICIENCY STANDARDS
AND THE INITIATIVE LAUNCHED BY
STANFORD UNIVERSITY.
LINKS TO THESE AND TO THE
ALLEGIANCE ON THE ROLE OF
LANGUAGE IN COLLEGE AND CAREER
READY STANDARD INCLUDED IN THE
ARCHIVED MATERIAL FOR TODAY’S
WEBINAR.
TO PUT NEW STANDARDS IN PLACE,
ENGLISH LANGUAGE PROFICIENCY
STANDARDS MUST BRIDGE THE GAP
THAT HAS LONG EXISTED BETWEEN
LANGUAGE ACQUISITION AND CONTENT
PROFICIENCY FOR ENGLISH LANGUAGE
LEARNERS AND GREATER CHALLENGE
IS TO DESIGN THESE NEW MEASURES
OF LANGUAGE PROFICIENCY THAT CAN
STRENGTHEN THE WAY SYSTEMS AND
TEACHERS RESPOND TO NEEDS OF
ENGLISH LEARNERS.
LET’S BEGIN.
NOW I’M GOING TO TURN IT OVER TO
ROBERT.
ROBERT, YOU THERE?
THERE YES.
CAN YOU HEAR ME?
>> THANKS FOR JOINING US.
ROBERT AND GARY ARE GOING TO
WALK US THROUGH KEY POINTS TO
THINK ABOUT IN THE DESIGN OF
ENGLISH LANGUAGE PROFICIENCY
STANDARDS AND ASSESSMENTS.
WHY THIS IS IMPORTANT AND WHAT
IT MAY MEAN FOR ENGLISH LEARNER
ASSESSMENT POLICIES AND
INSTRUCTION.
SO, ROBERT.
>> THANKS.
GOOD AFTERNOON, EVERYONE.
GARY AND I ARE GOING TO TEE UP A
FEW KEY POINTS TO SET UP THE
STAGE FOR THE ENGLISH LANGUAGE
PROFICIENCY OR ELP ASSESSMENTS
THAT ARE COMING.
KEY POINTS WE’LL MAKE, WE’LL
STATE THEM RIGHT OUT, FIRST, WE
NEED TO MAKE SURE WE’RE
CLARIFYING CONSTRUCTS MEASURED.
CLEARLY LANGUAGE AND CONTENT AS
WE’LL SEE ACADEMIC CONTENT IS
INTERRELATED.
SO WE NEED TO THINK ABOUT WHAT
IS IT THAT WE’RE MEASURING IN
EACH OF THE ASSESSMENTS AND GET
CLEAR ON THAT.
SECONDLY, WE’RE GOING TO CLARIFY
HOW ENGLISH LANGUAGE PROFICIENCY
OR ENGLISH LANGUAGE DEVELOPMENT
STANDARDS ARE BEING
RECONCEPTUALIZED, IN MANY CASES
HAVE BEEN, TO REFLECT THE MORE
RIGOROUS ACADEMIC LANGUAGE USES
FOUND IN THE COMMON CORE STATE
STANDARDS AND THE NEXT
GENERATION SCIENCE STANDARDS.
FINALLY, WHAT WE’RE GOING TO DO
IS ANTICIPATE SOME OF THE
POLICIES ON THE HORIZON THAT
COME OUT OF NEW STANDARDS AND
ASSESSMENTS.
NEXT SLIDE, I’LL BEGIN BY
HIGHLIGHTING A BASIC REALITY,
THE RELATIONSHIP BETWEEN ENGLISH
LANGUAGE PROFICIENCY AND
ACADEMIC PERFORMANCE.
YOU’RE SEEING ANALYSIS THAT GARY
AND I AND OTHERS HAVE DONE WHICH
WE’VE REPEATED ON A NUMBER OF
STATE ASSESSMENTS OF ENGLISH
LANGUAGE PROFICIENCIES AND
ACADEMIC PERFORMANCE IN A NUMBER
OF DIFFERENT TESTS AND A NUMBER
OF DIFFERENT GRADE LEVELS.
AND WHAT YOU’RE SEEING HERE IS
THE RELATIONSHIP BETWEEN
STUDENTS ENGLISH LANGUAGE
PROFICIENCY LEVEL, NUMBERS ONE
THROUGH FIVE AND ON THE Y AXIS
THE LEVEL OF ACADEMIC
PERFORMANCE REGISTERED ON THE
ACHIEVEMENT TESTS.
ON THE LEFT, ENGLISH LANGUAGE
ARTS AND ON THE RIGHT, MATH FOR
A PARTICULAR STATE THAT WE DON’T
NEED TO NAME BECAUSE THE
PATTERN’S SO COMMON.
AND THIS HAPPENS TO BE FOR THE
THIRD GRADE.
WHAT WE’RE REALLY SEEING HERE IS
THE DIRECT RELATIONSHIP BETWEEN
THE STUDENTS’ LEVEL OF ENGLISH
LANGUAGE PROFICIENCY AS
INDICATED FROM 1 THROUGH 5 ON
THE X AXIS AND LEVEL OF ACADEMIC
PERFORMANCE.
ON THE LEFT WITH RESPECT TO
ENGLISH LANGUAGE ARTS AND THE
HORIZONTAL LINE IS THE
PERFORMANCE STANDARD FOR WHAT’S
CONSIDERED PROFICIENT.
FIRST THERE’S A DIRECT
RELATIONSHIP.
SECONDLY, THE RELATIONSHIP
VARIES BASED ON THE KIND OF
ACADEMIC ACHIEVEMENT TESTS OR
STANDARDS THAT WE’RE LOOKING AT,
THE SUBJECT AREA.
IN THIS CASE, ENGLISH LANGUAGE
ARTS, YOU SEE WHAT WE’RE LOOKING
AT IN THE BOX PLOTS IS WHAT THE
DISTRIBUTION OF PERFORMANCES OF
THE STUDENTS OF EACH OF THE
ENGLISH LANGUAGE PROFICIENCY
LEVEL.
WE SEE TWO THINGS.
ONE, THERE IS A RELATIONSHIP,
TWO THAT RELATIONSHIP VARIES BY
SUBJECT MATTER AND PROFICIENCY
LEVEL AND WHAT WE SEE THAT IS
HIGHER LEVEL OF ENGLISH LANGUAGE
PROFICIENCY IS NEEDED FOR UP TO
HALF OF THE STUDENTS TO PERFORM
AT GRADE LEVEL ON THIS
ASSESSMENT.
AND THAT OCCURS REALLY AT LEVEL
FIVE ON THE — FOR THE ENGLISH
LANGUAGE ARTS BUT FOR
MATHEMATICS IT OCCURS LEVEL
THREE ON THE TEST.
BASICALLY SIGNALING THE LANGUAGE
DEMANDS ARE DIFFERENT FOR EACH
OF THE TESTS OF ACADEMIC
ACHIEVEMENT.
BUT THERE CLEARLY IS A
RELATIONSHIP AND WE WANT TO
POINT ALSO THAT WE’VE SEEN THIS
PERFORMANCE DISTRIBUTION VARY
QUITE A BIT OF DIFFERENT SCHOOL
DISTRICTS WITHIN A STATE.
SO THIS IS JUST AN OVERALL LOOK.
BUT CLEARLY, THERE IS A
RELATIONSHIP.
IT DOESN’T EXPLAIN ALL OF IT
BECAUSE THERE IS SOME
OVERLAPPING AS YOU LOOK AT
DIFFERENT ENGLISH LANGUAGE
PROFICIENCY LEVELS, MEANING
STUDENTS CAN PERFORM LOWER EVEN
AT HIGHER LEVEL OF LANGUAGE
PROFICIENCY.
THE POINT IS, CLEARLY STUDENTS
NEED ENGLISH, IT’S NECESSARY,
NOT SUFFICIENT BUT NECESSARY TO
DEMONSTRATE WHAT THEY CAN DO IN
ACADEMIC ASSESSMENTS GIVEN IN
ENGLISH.
I’M GOING TO PASS TO GARY.
HE’S GOING TO DO A DEEP DIVE
INTO THE RELATIONSHIP OF ENGLISH
LANGUAGE PROFICIENCY AND CONTENT
PERFORMANCE.
>> THANKS, ROBERT.
THE FIRST IDEA THAT I THINK IS
CRITICAL IN THE SLIDE THE BOX
PLOT IS THAT LANGUAGE
PROFICIENCY MATTERS WHEN TALKING
ABOUT PERFORMANCE ON STATE
CONTENT ASSESSMENTS IN READING
AND MATHEMATICS.
WE’VE SEEN THIS RELATIONSHIP AS
ROBERT HAS SAID THROUGH MANY
STATES AND MANY ASSESSMENTS.
IT VARIES WHERE THE BOX GOES
ABOVE THE LINE OR BELOW THE LINE
BUT THIS CONSTANT RELATIONSHIP
IS WHAT WE SEE REPEATEDLY ACROSS
DIFFERENT LANGUAGE PROFICIENCY
TESTS AND ACROSS DIFFERENT
CONTENT ASSESSMENTS.
WHY MIGHT THAT BE?
SORT OF THE NEXT SLIDE OUTLINES
THIS RELATIONSHIP BETWEEN COMMON
ELEMENTS OF MATHEMATICS,
SCIENCE, LANGUAGE ARTS,
REGARDING WHAT KINDS OF THINGS
WE EXPECT STUDENTS TO BE ABLE TO
DO.
FOR EXAMPLE, BETWEEN MATH AND
SCIENCE, YOU’RE DEVELOPING
MODELS, ESTABLISHING
RELATIONSHIPS, LOOKING AT
CRITICAL THINKING WHEN YOU LOOK
AT RELATIONSHIP BETWEEN
MATHEMATICS AND LANGUAGE ARTS,
YOU’RE APPLYING TOOLS.
YOU’RE USING TECHNOLOGY WHEN
SCIENCE AND ENGLISH, YOU’RE
OBTAINING EVALUATING IDEAS,
YOU’RE BEING CRITICALLY
EVALUATING MODEL.
THESE ARE THE KIND OF THINGS
THAT OVERLAP EACH OF THE CONTENT
STANDARDS.
AND SO, THERE ARE COMMONALITIES
IN THE KINDS OF COGNITIVE TESTS
AND ACTIVITIES WE’RE ASKING
STUDENTS TO DO ACROSS ENGLISH
LANGUAGE ARTS, MATH, SCIENCE,
SOCIAL STUDIES AND OTHER THINGS
AS WELL.
THIS GRAPH ONLY LOOKS AT ENGLISH
LANGUAGE ARTS, MATH SCIENCE.
WELL, NOT ONLY ARE THE KINDS OF
TASKS AND COGNITIVE ACTIVITIES
WE’RE ASKING COMMON, THE KINDS
OF LANGUAGE WE’RE ASKING
STUDENTS TO ENGAGE IN NOW WITH
THE COMMON CORE IN THE NEXT
GENERATION SCIENCE STANDARDS ARE
BOTH UNIQUE AND COMMON.
AND SO THIS NEXT SLIDE SHOWS YOU
THE OVERLAP IN THE KIND OF
LANGUAGE ACTIVITIES THAT ARE
COMMON BETWEEN LANGUAGE ARTS,
MATH, AND SCIENCE.
AND THE BIG QUESTION THAT I
THINK WE WANT TO DIVE INTO IS SO
WHAT IS THIS?
WHAT IS THIS COMMON ELEMENT AND
COMMON PIECE OF INFORMATION
THAT’S OVERLAPPING?
SO THAT’S REALLY WHAT WE WANT —
YOU HAD A SESSION ON THE ENGLISH
LANGUAGE PROFICIENCY FRAMEWORK?
>> YES.
>> WE’RE MOVING TOWARDS WHAT IS
COMMON, WHAT DOES THIS MEAN?
WHAT WE’RE INTERESTED IN IS THE
NEXUS BETWEEN CONTENT STANDERS
AND THE CONTENT AND THE LANGUAGE
BEHIND THE CONTENT STANDARDS AND
THAT’S THE — THAT’S WHAT THIS
CRITICAL OVERLAP IS.
SO FOR ENGLISH LANGUAGE
PROFICIENCY OR DEVELOPMENT
STANDARD, THESE ARE DEVELOPED IN
SUCH A WAY TO REALLY OUTLINE
WHAT IS EXPECTED FOR STUDENTS TO
DO RELATIVE TO LANGUAGE AND WE
CREATE ASSESSMENTS THAT ARE
BASED ON THEM.
SO WE WANT OUR ENGLISH LANGUAGE
PROFICIENCY STANDARDS AND
ASSESSMENTS TO DO IS TO ASSESS
THE LANGUAGE THAT’S CRITICAL TO
THE CONTENT.
BUT WITH THE CONTENT STANDARDS,
SO THE NEXT GENERATION SCIENCE
STANDARDS ARE THE COMMON CORE,
WE HAVE THESE EXPECTATIONS OF
WHAT WE EXPECT STUDENTS TO KNOW
AND BE ABLE TO DO TO BE COLLEGE
READY AND WE CREATE ASSESSMENTS
IN THIS CASE TO EVALUATE THEM.
WE WANT TO ASSESS CONTENT WITH
CONSTRUCT RELEVANT LANGUAGE.
SO YOU CAN THINK OF AN EXAMPLE
WHERE YOU WOULD HAVE A MATH WORD
PROBLEM THAT WOULD BE SO COMPLEX
THAT YOU HAVE TO HAVE AN
ENORMOUS LEVEL OF LANGUAGE
PROFICIENCY TO BE ABLE TO FIGURE
OUT WHAT IS BEING ASKED.
WELL THE QUESTION YOU MIGHT WANT
TO ASK, IS THAT RELEVANT?
THAT IS LANGUAGE RELEVANT TO
UNDERSTANDING THE CONSTRUCT?
SO THAT’S WHAT THE ENGLISH
LANGUAGE ELPD FRAMEWORK, I’LL
USE AS SHORTHAND, IS DESIGNED TO
DO, IDENTIFY THE CONSTRUCT
RELEVANT LANGUAGE AND THEN HAVE
ENGLISH LANGUAGE PROFICIENCY
STANDARDS CONNECT TO THAT.
AND THE NEXT SLIDE JUST GIVES AN
EXAMPLE OF ONE AREA, IN THIS
CASE, MATHEMATICAL PRACTICE ONE
OF THE COMMON CORE STATE
STANDARDS AND OUTLINES ANALYTIC
TASK THINGS YOU HAVE TO DO TO IN
ORDER — TO ACCOMPLISH THIS
PRACTICE.
MAKE SENSE OF PROBLEMS AND
PERSEVERE SOLVING THEM,
EXPLAINING YOURSELF, ANALYZING,
MAKING CONJECTURES, CONSIDERING
PROBLEMS.
THESE ARE THE ACTIVITIES YOU’RE
ENGAGED IN WHEN YOU DO THIS
PRACTICE.
WHAT’S THE LANGUAGE BEHIND THAT?
AND SO THAT NEXT AREA, RECEPTIVE
AND PRODUCTIVE LANGUAGE
FUNCTIONS, OUTLINE THE KINDS OF
THINGS YOU NEED TO DO IN ORDER
TO DO THIS PARTICULAR KIND OF
PRACTICE.
IN THIS CASE, MAKE SENSE OF
PROBLEMS.
WHAT WE NEED TO DO, THE FIRST
STEP IS UNDERSTANDING WHAT’S THE
UNDERLINING LANGUAGE BEHIND THE
COMMON CORE.
THE NEXT STEP IS, HOW DOES
ENGLISH LANGUAGE PROFICIENCY
STANDARDS CONNECT TO UNDERLYING
EXPECTATIONS?
AND THE NEXT SLIDE OUTLINES SORT
OF THE OUTLINE OF THE FRAMEWORK
WHICH MANY FOLKS I GUESS HAVE
OUTLINED ALREADY.
IN THE FRAMEWORK ITSELF, AN
ALIGNMENT PROTOCOL.
MECHANISM FOR STATES TO USE FOR
CONSORTIA TO USE TO CONNECT TO
THE FRAMEWORK.
IT OUTLINES FOUR AREAS,
FOUNDATIONS, PROGRESSIONS, WHAT
YOU JUST SAW IN THE LAST SLIDE
WAS STANDARD OF EVERY PRACTICE
IN THE NEXT GENERATION SCIENCE
STANDARDS AND THE COMMON CORE
STATE STANDARD.
AND THEN ALSO, HOW DO THESE
STANDARDS HELP THE CLASSROOM
TEACHERS ARE HELP STUDENTS IN
ENGLISH LANGUAGE PROFICIENCY IN
THE CLASSROOM?
WHAT’S SORT OF THE COUNCIL
SCHOOL OFFICERS, CREATORS OF THE
COMMON CORE ACHIEVE AND THE NEXT
GENERATION SCIENCE CENTERS, WHAT
WE’VE ATTEMPTED TO DO OUTLINE
THE UNDERLYING LANGUAGE BEHIND
THE COMMON CORE AND NEXT
GENERATION SCIENCE STANDARD.
AND THAT’S SORT OF THE FIRST
STEP.
WHAT’S THE UNDERLYING LANGUAGE,
HOW DO STATE CONTENT STANDARDS
EVALUATE THAT.
ROBERT.
>> OKAY.
WELL, GARY’S DONE A GREAT JOB OF
LAYING OUT WHAT IS — WHAT ARE
THE DIMENSIONS OF THE NEW WAYS
TO LOOK AT LANGUAGE IN
RELATIONSHIP TO THE COMMON CORE
AND SOME WAYS CONCEPTUALIZE IT
SO WE CAN BUILD TESTS THAT
REFLECT THE KINDS OF LANGUAGE
USING ACADEMIC USES THAT ARE
CORE.
THE NEXT, WE’LL UP TO ON POLICY
IMPLICATIONS OF ALL OF CHANGE IN
TERMS OF NEW CONTEND AND
LANGUAGE STANDARDS AND NEW
CONTENT AND LANGUAGE
ASSESSMENTS.
AND YOU KNOW, THIS GOES TO THE
HEART OF THE PERENNIAL QUESTION
THAT FOLKS ASK WITH RESPECT TO
THE POPULATION WHICH IS HOW LONG
SHOULD IT TAKE?
HOW LONG SHOULD IT TAKE FOR
STUDENTS TO LEARN THE KIND OF
ENGLISH THEY NEED TO BE ABLE TO
BE SUCCESSFUL IN SCHOOLS AND
SUCCESSFUL ON ACADEMIC
ASSESSMENTS?
AND THE MOST PRECISE AND HONEST
ANSWER IS, PERHAPS THE MOST
FRUSTRATING ONE, IT DEPENDS.
THE KEY NOTION IS IT DOES TAKE
TIME FOR STUDENTS TO LEARN THE
KIND OF ENGLISH THAT WE’VE BEEN
TALKING ABOUT HERE, NOT THE
ENGLISH THAT OCCURS ON THE
PLAYGROUND INFORMALLY OR IN
COMMUNITIES BUT THE KIND OF
ENGLISH THEY NEED FOR SCHOOL AND
FOR THE WORKPLACE.
AND IT DEPENDS ON A COUPLE OF
THINGS HERE.
AS YOU INDICATE, WHAT WE’RE
LOOKING AT IS THE, AGAIN, BACK
ON A STUDY THAT GARY AND I AND
OTHER DID LAST YEAR, LOOKING FOR
STUDENTS WHO BEGIN AT THE LOWEST
LEVELS OF LANGUAGE PROFICIENCY,
HOW LONG DOES IT TAKE WHAT
PERCENTAGE OF THEM TO GET TO A
LEVEL OF ENGLISH LANGUAGE
PROFICIENCY CONSIDERED ENGLISH
PROFICIENT?
AND THIS IS AN ESTIMATE GIVEN
THE AVAILABLE DATA THAT WE HAD.
THERE’S TWO DIFFERENT LINES.
ONE THAT IS MORE CONSERVATIVE
THAT TAKES INTO ACCOUNT STUDENTS
THAT GO MISS, DISAPPEAR, SO WE
INCLUDE THEIR DATA, AND JUST
LOOK AT STUDENTS THAT WE HAVE
DATA ON WHEN THEY REACH THE
ENGLISH PROFICIENT LEVEL, AGAIN
STARTING AT THE LOWEST LEVEL.
TO GET AROUND 50% OR HIGHER, IT
TAKES FIVE YEARS.
NOW, WHAT’S IMPORTANT HERE IS
THAT IT DEPENDS WHERE YOU START.
AND WHEN YOU START.
SO WE’RE TALKING ABOUT STUDENTS
THAT ARE COMING IN AT THE LOWEST
LEVELS OF ENGLISH LANGUAGE
PROFICIENCY.
IF YOU COME IN HIGHER LEVELS OF
PROFICIENCY IT’S GOING TO TAKE
LESS TIME BECAUSE YOU’RE
STARTING THE A DIFFERENT SPOT,
FARTHER DOWN THE ROAD.
BUT THE POINT IS, THIS IS ALSO
BASED ON WHAT OUR CURRENT
PRACTICES HAVE BEEN AND BASED ON
THE LAST GENERATION OF ENGLISH
LANGUAGE PROFICIENCY STANDARDS
AND ASSESSMENTS.
SO WE NEED TO THINK ABOUT TWO
THINGS HERE.
ONE, WE DON’T BELIEVE, GIVEN THE
NEW MORE RIGOROUS EXPECTATIONS
FOR ACADEMIC USES OF LANGUAGE
INHERENT IN THE CONTENT
STANDARDS AND OUR NEW LP
STANDARDS WE DON’T THINK IT’S
GOING TO TAKE ANY LESS TIME,
QUITE FRANKLY.
BUT WHAT WE ALSO KNOW IS THAT
THE QUALITY OF INSTRUCTION IS
GOING TO NEED TO RISE UP BOTH IN
TERMS OF STUDENTS’ ENGLISH
LANGUAGE PROFICIENCY CLASSES,
ELD ENGLISH LANGUAGE DEVELOPMENT
CLASS BUT WAS IN ACADEMIC
CONTENT CLASSES, IN OTHER WORDS,
OPPORTUNITIES TO DEVELOP
ACADEMIC LANGUAGE USES WHILE
INSTRUCTING THEM IN ACADEMIC
CONTENT IF TEACHERS CREATE THE
OPPORTUNITIES.
SO, THE FIRST THING IS THAT WE
SHOULDN’T THINK THIS IS GOING TO
HAPPEN IN SIX MONTHS OR A YEAR.
IT CAN HAPPEN WITH STUDENTS IN
HIGHER LEVEL OF PROFICIENCY BUT
THIS IS GOING TO TAKE TIME NAP
HAS IMPLICATIONS FOR THE
ACCOUNTABILITY SYSTEMS THAT WE
SET UP.
IF WE LOOK AT THE NEXT SLIDE,
THINK IS JUST A SNAPSHOT OF A
PARTICULAR LARGE SCHOOL DISTRICT
IN CALIFORNIA AND IT ILLUSTRATES
A COUPLE OF POINTS HERE.
ONE, IT’S A SNAPSHOT IN TIME BUT
IT’S A CERTAIN KIND OF SNAPSHOT.
LOOKING AT STUDENTS K THROUGH 12
PERCENTAGES THAT EACH GRADE
LEVEL, OF — AND IT’S LOOKING AT
STUDENTS WHO ENTERED THE
DISTRICT AS ENGLISH LEARNERS.
IT STABILIZES THE COHORT,
LOOKING AT ALL STUDENTS THAT
ENTERED AS ENGLISH LEARNERS.
IN THIS SNAPSHOT WE’RE CALLING
OUT THREE DIFFERENT GROUPS.
ONE, THE KIDS THAT ARE IN THE
BLUE, REPRESENT CURRENT ENGLISH
LEARNERS IN THE DISTRICT FOR
LESS THAN SIX YEARS.
THE RED ARE THOSE WHO ARE STILL
CURRENT ENGLISH LEARNERS IN THE
DISTRICT FOR SIX YEARS OR MORE.
GREEN ARE STUDENTS THAT ENTERED
BUT HAVE MET ALL CRITERIA TO
EXIT THE ENGLISH LEARNER STATUS.
KEEP IN MIND IT’S MEANT TO BE A
TEMPORARY STATUS.
THESE ARE THE STUDENTS THAT MET
THE CRITERIA AND THERE’S A
MULTIPLE CRITERIA AND HAVE
EXITED FROM THE CATEGORY.
WE SEE A FEW THINGS.
ONE THAT YOU GO UP THE GRADE
LEVELS, OF COURSE STUDENTS WHO
MEET CRITERIA ARE MOVED INTO THE
FORMER ENGLISH LEARNER CATEGORY,
THAT IS, BECOME PART OF THE
GREEN BARS.
FOR THOSE STUDENTS WHO DON’T
MEET THE CRITERIA AND CONTINUE
TO BE ENGLISH LEARNER YEAR AFTER
YEAR THEY BECOME WHAT IS SORT OF
A CONVENIENT LABEL BUT WE HAVE
TO THINK HARD ABOUT IT A
LONG-TERM ENGLISH LEARNER
BECAUSE IT IMPLIES A CERTAIN
AMOUNT OF TIME.
WE’VE CHOSEN SIX YEARS AFTER
FIVE FULL YEARS, RATHER, WHICH
WAS WHAT WE WERE USING IN THE
PRIOR SLIDE TO GIVE US AN IDEA
OF WHICH KIDS ARE NOT MAKING
PROGRESS OR TAKING THEM A LOT
LONGER, LONGER TO PROGRESS.
AND WE’RE GOING TO NEED TO PAY
ATTENTION TO THESE STUDENTS.
THESE ARE THE STUDENTS THAT SHOW
UP UNDER THE EL CATEGORY IN
GRADES 8 AND 12 BECAUSE BETWEEN
TWO-THIRDS AND 3/4 OF THE
STUDENT AS HIGHER GRADE LEVELS
TYPICALLY ARE STUDENTS WHO HAVE
BEEN IN THE SYSTEM FOR MANY
YEARS.
THEY’RE NOT STUDENTS WHO HAVE
JUST ARRIVED.
THOSE WOULD BE REFLECTED IN THE
BLUE LINES IN HIGHER GRADE
LEVELS.
WE HAVE TO TEND TO THE ISSUES
THAT ARE MEETING THE CRITERIA TO
EXIT.
ANOTHER CONNECTION HERE, WHICH
IS THAT STATES, MOST STATES
TYPICALLY USE MORE THAN JUST
ENGLISH LANGUAGE PROFICIENCY
ASSESSMENTS TO DETERMINE WHEN A
STUDENT IS READY FOR EXIT.
THEY INCLUDE MULTIPLE CRITERIA
THAT INCLUDE ACADEMIC
ACHIEVEMENT PERFORMANCE ON
STATEWIDE ASSESSMENTS BUT BASED
ON LOCAL CRITERIA THAT COULD
INCLUDE GRADES, LOCAL DISTRICT,
WRITING PROBLEMS, THINGS LIKE
THAT.
WE NEED TO KEEP THAT IN MIND
BECAUSE WE CURRENTLY THEN HAVE A
LOT OF VARIATION EVEN WITHIN
STATES, LET ALONE ACROSS STATES
IN TERMS OF WHAT DEFINES ENGLISH
LEARNER FOR PURPOSES OF EXITING
FROM THE CATEGORY.
THAT CONTRIBUTES TO THE NOTION
OF WHO BECOMES LONG-TERM ENGLISH
LEARNER.
THIS SLIDE IS SHOWING YOU THOSE
WHO FORMER LEARNERS THEY MAY
REQUIRE ACADEMIC SUPPORT.
THEY DETERMINED TO HAVE
LINGUISTIC NEEDS REFLECTED AND
MET BUT DEPENDING ON THE
CRITERIA THAT A STATE USES,
STUDENTS CAN BE PERFORMING QUITE
DIFFERENTLY OVER TIME AND PART
OF MORE RIGOROUS ACCOUNTABILITY,
WE ARGUE, WE NEED TO LOOK AT
LONG-TERM OUTCOMES OF THE
STUDENTS BEYOND THE TWO-YEAR
MONITORING PERIOD THAT THE
FEDERAL GOVERNMENT SIGNALS SO WE
CAN GIVE CREDIT FOR SUCCESS THAT
EDUCATORS HAVE FOR THE STUDENTS
AND HOLD ACCOUNTABLE EDUCATORS
FOR LONG TERM OUTCOMES INCLUDING
HIGH SCHOOL GRADUATION, COLLEGE
ENTRY AND COLLEGE COMPLETION.
WHAT THIS IS REFLECTING IS THAT
YOU KNOW ALMOST 80% OF THE
STUDENTS IN CALIFORNIA IN 2011
OF THE ARE ALL OF THE FORMER
ENGLISH LEARNERS ARE TESTED IN
GRADES 6 THROUGH 11.
AT UPPER GRADES, MOST OF THE
SUCCESSFUL ENGLISH LEARNERS HAVE
EXITED AND THE ONES THAT ARE
REMAINING ARE THOSE THAT ARE
HAVING MORE DIFFICULTIES.
SO THAT’S WHY PERFORMANCE SEEMS
TO DROP AS YOU GO UP GRADE
LEVELS BECAUSE WE’RE SKIMMING
OFF THE HIGHEST PERFORMING KIDS.
SECOND THING, SOME OF THE KIDS
CONTINUE TO REQUIRE SUPPORT AND
WE SHOULD NEVER ASSUME THAT
THEIR JOURNEY IS OVER ONCE
EXITED.
WE NEED TO ADDRESS ACADEMIC
CHALLENGES AND THAT MAY INVOLVE
SOME ONGOING LANGUAGE SUPPORT AS
WELL.
SO, IN THE LAST COUPLE OF
SLIDES, JUST TO TEE UP A COUPLE
OF KEY ISSUES, THERE’S A FEDERAL
REQUIREMENT FOR CONSORTIA SO
THAT INCLUDES SMARTER BALANCED
IN PART 0 THE TWO ACADEMIC
ACHIEVEMENT CONSORTIA AND THEIR
MEMBER STATES COME UP WITH A
COMMON DEFINITION OF ENGLISH
LEARNER.
THIS IS AN INTERESTING CHALLENGE
BECAUSE MANY STATES DON’T HAVE A
COMMON DEFINITION OF ENGLISH
LEARNER WITHIN THE STATE BECAUSE
OF LOCAL CONTROL AND LOCAL
DECISIONS THAT EDUCATORS MAKE IN
TERMS OF WHAT CONSTITUTES WHO
BECOMES ENGLISH LEARNER AND WHO
IS READY TO EXIT THE CATEGORY.
GARY AND I ARE WORKING WITH A
CROSS CONSORTIUM ENGLISH LEARNER
ASSESSMENT ADVISORY COMMITTEE
THAT INCLUDES MEMBERS OF ALL
FOUR CONSORTIA AND OTHER
NATIONAL EXPERTS TO THINK
THROUGH WHAT ARE THE CRITERIA
THAT CAN HELP STATES IN THE
CONSORTIA MOVE TOWARDS A COMMON
ENGLISH LEARNER DEFINITION OVER
TIME.
SO THE LAST SLIDE THAT WE’LL
SHOW, WE’RE GOING TO HIGHLIGHT
BRIEFLY THAT WE’RE — WE
PUBLISHED A POLICY PREVIOUS AND
DEVELOPING FULL GUIDANCE, WHICH
SHOULD BE OUT IN JULY, ON A
FOUR-STAGE FRAMEWORK FOR GUIDING
POLICIES TOWARD COMMON ENGLISH
LEARNER DEFINITION.
INVOLVES IDENTIFYING POTENTIAL
LEARNERS THROUGH COMMON HOME
LANGUAGE SURVEY AND OF THE POOL
THAT’S IDENTIFIED AS POTENTIAL
ENGLISH LEARNER ASSESSING THEM
INITIALLY AND LOOKING AT INITIAL
ASSESSMENTS OR SCREENERS USED TO
DETERMINE WHETHER STUDENTS
REALLY REQUIRE THESE SPECIALIZED
LANGUAGE SERVICES TO GET THEM
CLASSIFIED AS ENGLISH LEARNERS.
WHAT ARE THE CRITERIA USING TO
DEFINE ENGLISH PROFICIENT ON OUR
COMMON ASSESSMENTS AND HOW DO
THEY COMPARE ACROSS THE
CONSORTIUM AND INCLUDING
STANDALONE STATES IN THE
ACADEMIC ACHIEVEMENT COME SORTA.
AS WELL AS THESE OTHER CRITERIA,
CAN WE MOVE TOWARDS DIFFERENT
TYPES OF TOOLS THAT CAN HELP
STATES DEFINE MORE COMMON TYPES
OF MEASURES THAT WOULD DETERMINE
WHEN STUDENTS CAN BE
RECLASSIFIED TO BECOME FORMER
ENGLISH LEARNERS?
THIS IS GOING TO BE A MULTI YEAR
COMPLEX CHOREOGRAPHED PROCESS
THAT WILL REQUIRE A LOT OF
FACILITATION.
BUT THIS IS WHERE THE CONSORTIA
ARE MOVING.
AS I SAID, THEY WILL BE
PUBLISHING THIS GUIDANCE SOON.
I’LL PASS IT BACK OVER TO OUR
FOLKS THAT ARE GOING TO TALK
ABOUT THE ELP ASSESSMENTS.
>> THANK YOU, ROBERT.
THAT WAS TREMENDOUS.
AND GARY, TOO, DESCRIPTION OF
LOTS OF MOVING PARTS AROUND THIS
WORK AND ADDRESS FULL COMPLEXITY
HOW IMPORTANT IT IS.
WE’LL BE LOOKING FOR THAT
GUIDANCE.
WE CAN POST THAT MATERIAL ON
SOME OF THE ARCHIVED WEBSITE FOR
THE MATERIAL THAT I REFERRED TO
EARLIER AND THIS ARCHIVED VIDEO.
SO WE COULD INCLUDE THAT LINK AS
WELL.
GARY?
>> ON THE SLIDE THAT ROBERT
SHOWED WITH TIME, HE SAID, I
WANT TO EMPHASIZE, TWO THINGS.
ONE IS THE ANALYSIS THAT HE
SHOWED WAS FOR THE LOWEST
ENGLISH PROFICIENT STUDENT AND
SO THE FIVE-YEAR TIME LINE
REFERS TO THOSE STUDENTS.
SO, IF A STUDENT CAME IN, REALLY
NOT REALLY HIGH LEVEL WE
WOULDN’T EXPECT THEM TO BE TAKE
FIVE YEARS.
WE WOULD EXPECT THEM A SHORTER
PERIOD OF TIME.
THAT’S AN — HE SAID IT I WANT
TO HIGHLIGHT IT.
THE SECOND THING —
>> IF I COULD —
>> GO AHEAD.
>> SORRY.
I DIDN’T REALIZE —
>> THE SECOND POINT, WHAT WE
OBSERVED IN ANALYSIS WE DID,
WHAT IS, NOT WHAT SHOULD BE.
>> UNDERSTOOD.
>> WITH THE COMMON CORE COMING
IN A MUCH MORE CHALLENGING
SERIES OF EXPECTATIONS BOTH OF
THE CONTENT BUT ALSO OF HOW ELs
AND ALL STUDENTS ENGAGE WITH
CONTENT IN LANGUAGE, REALLY IS
GOING TO HAVE TO RETHINK HOW
LONG IT TAKES BECAUSE THAT —
>> AND THE SUPPORTS THAT THEY
GET.
>> EXACTLY.
>> YES.
ONE OTHER THING I WOULD ADD TO
WHAT GARY’S MENTIONED IS THAT
FROM WHAT WE SAW IN THE
BEGINNING SLIDE, THE
RELATIONSHIP BETWEEN STUDENTS
ENGLISH LANGUAGE PROFICIENCY AND
THEIR ABILITY TO DEMONSTRATE
WHAT THEY KNOW ON ACADEMIC
CONTENT ASSESSMENTS IN ENGLISH,
FOR STUDENTS THAT ENTER WITH
LOWEST PROFICIENCY LEVELS IT’S
GOING TO HAVE AN AFFECT WHEN AND
HOW QUICKLY THEY CAN DEMONSTRATE
WHAT THEY KNOW ON THE NEW
CONTENT ASSESSMENTS.
WEAVE GOING TO NEED TO BE VERY
CLEAR WHAT ARE THE LANGUAGE
DEMANDS WITHIN THE GIVEN
ACADEMIC CONTENT ASSESSMENTS AND
THERE’S SOME WORK BEING DONE
THAT WE’RE ALL A PART OF TO TAG
THE LANGUAGE DEMANDS OR THE
LANGUAGE COMPLEXITY OF THE GIVEN
ASSESSMENT, ACADEMIC ASSESSMENT
ITEMS TO UNDERSTAND HOW STUDENTS
AT DIFFERENT LEVELS OF ENGLISH
LANGUAGE PROFICIENCY PERFORM ON
DIFFERENT ITEMS OR TASKS ON
DIFFERENT LANGUAGE DEMANDS.
>> TALKING ABOUT TAGGING THE
CONTENT ON THE COMPREHENSIVE
ACADEMIC CONTENT ASSESSMENTS?
>> CORRECT.
>> THANK YOU.
VERY HELPFUL.
WE’RE GOING TURN TO TALK ABOUT
THE SPECIFIC WORK UNDER WAY IN
THE CONSORTIUM DEVELOPED IN
ENGLISH LANGUAGE PROFICIENCY
ASSESSMENTS.
KATHLEEN, PROVIDE US WITH AN
OVER VIEW OF ALPA 21.
>> SURE.
I’M HONORED TO REPRESENT ALPA IT
1, ENHANCED ASSESSMENT GRAPH
FROM THE U.S. DEPARTMENT OF
EDUCATION CONSORTIUM OF 11
STATES.
TODAY, I’LL REFLECT ON THE
TRANSITION TO THE COMMON ELP
STANDARDS IN OREGON.
SHARE AN OVERVIEW OF THE FINAL
STAGES OF DEVELOPING ELP
STANDARDS THAT WILL BE USED.
BY THE ALPA 21 CONSORTIUM.
AND ALSO GIVE COMPREHENSIVE OVER
VIEW OF ALPA 21, THE BABY
CONSORTIUM.
WE WERE FUNDED EIGHT MONTHS AGO
BUT BEGINNING TO CRAWL, I THINK.
TRANSITIONING TO THE SHARED
STANDARDS, FROM THE POINT OF
VIEW OF A STATE LEVEL STEWARD OF
OREGON STANDARDS AND
ASSESSMENTS, AS WE MAKE THIS
TRANSITION FROM A SINGLE STATE
STANDARD TO A CONSORTIUM COMMON
STANDARD IS THAT IN THE PAST, WE
FOLLOWED PROFESSIONAL
ORGANIZATION STANDARDS AND WE
ARE BECOMING MORE STATE CENTRIC.
THE PROFESSIONAL PORTIONS ARE
INVOLVED.
WE HAVE MORE EXPERTS INVOLVED.
AND SO WE’RE REALLY EVEN WITHIN
A STATE, REALLY BENEFITING FROM
THE CONSORTIUM, THE POWER OF A
CONSORTIUM STATE.
WORK ON A SINGLE STATE STANDARD,
LESS DEVELOPMENTAL FUNDING, MORE
NOW WITH THE GROUP OF STATES.
THERE’S BEEN IN THE PAST LESS
IMPLEMENTATION ASSESS STANCE.
NOW THERE’S MORE IMPLEMENTATION
ASSISTANCE POURED IN A LARGE
PART ON THE COORDINATION OF THE
ENERGY AND EXPERTISE WITHIN THE
STATES, AS WELL AS THOSE FROM
OTHER INSTITUTIONS.
OREGON’S TRANSITION TO THE
COMMON CORE STATE STANDARDS, I
JUST DREW THIS GRAPH TO LOOK,
FIRST, AT THE IMPLEMENTATION OF
THE COMMON CORE STATE STANDARDS,
WHICH IS REPRESENTED BY THE
FIRST TWO ROWS.
AND OVER THE PAST THREE YEARS,
OREGON HAS BEEN AN EXTREMELY
ACTIVE, SMARTER BALANCED
GOVERNMENT EARNING STATE.
WE HAVE LEARNED A TREMENDOUS
AMOUNT ABOUT BEING IN A
WELL-FUNCTIONING CONSORTIUM.
HOWEVER, OUR TRANSITION TO THE
COMMON CORE, COMMON CONTENT AREA
ASSESSMENT WILL BE VERY ABRUPT,
BECAUSE WE’VE PUT SO MUCH ENERGY
IN THAT CONSORTIUM WE LEST OUR
ASSESSMENTS THE SAME, AND IT
WILL BE AN ABRUPT TRANSITION.
BUT HAVING LEARNED FROM THAT
EXPERIENCE, OREGON WILL
TRANSITION FROM ITS STATE
ENGLISH LANGUAGE PROFICIENCY
ASSESSMENT SO THE ALPA 21 IN A
MORE STAGED MANNER SO THAT WE
CAN SIGNAL TO OUR LOCAL
EDUCATION AGENCIES THAT THE NEW
ELP STANDARDS ARE VERY IMPORTANT
AND THAT WE MUST START PREPARING
OUR ENGLISH LANGUAGE LEARNERS
FOR THE MORE RIGOROUS CAREER AND
COLLEGE-READY STANDARDS.
IN TERMS OF THE ELP STANDARDS
CORRESPONDING WITH COMMON CORE
STATE STANDARD, FIRST, THIS IS
NOT PART OF ANY FUNDING FROM THE
U.S. DEPARTMENT OF EDUCATION TO
THE ALPA 21 CONSORTIUM.
IT’S WORK THAT’S UNDER
DEVELOPMENT BY WEST ED, STANFORD
UNIVERSITY’S UNDERSTANDING
LANGUAGES AND THE CHIEF COUNCIL
OF STATE SCHOOL OFFICERS.
AND CURRENTLY, DR. LYNN
SCHAFFER-WILLNER, WHO IS
AMAZINGLY ENERGETIC AND SMART,
COORDINATING THIS EFFORT AND
WE’RE HAPPY ABOUT THAT.
INITIAL DRAFTS HAVE BEEN
REVIEWED BY THE STATES ON SHORT
TIME LINES BUT WE’VE GATHERED UP
KEY STAKEHOLDERS TO PROVIDE
REVIEWS.
LAST NIGHT LYNN KEPT US UP UNTIL
11:15, KIND OF HAMMERING OUT 11
OR 12 STANDARDS THAT WILL THEN
BECOME KIND OF THE BACKBONE OF
THE PERFORMANCE LEVEL
DESCRIPTORS THAT WE’RE MOVING
TOWARD.
AND WE, IN THE DEVELOPMENT OF
THESE NEW STANDARDS, WE ARE
USING THE FRAMEWORK THAT GARY
AND YOU HAVE REFERRED TO THAT
WAS FOCUSED ON IN THE FEBRUARY
WEBCAST AS OUR, I GUESS I WOULD
CALL IT OUR BASE DOCUMENT.
THAT IS OUR KEY DOCUMENT FROM
WHICH WE’RE WORKING.
AND THE FINAL DRAFT WILL BE
COMPLETE IN ALL OF 2013 AND THE
ALPA 21 STATES HAVE EACH
COMMITTED TO FOLLOWING THEIR OWN
PROCESSES WITHIN THE INDIVIDUAL
STATES TO ADOPT THOSE STANDERS
BY THE END OF THE YEAR.
BY DECEMBER OF 2013.
I’M GOING BACK TO A SLIDE THAT
GARY ALSO SHARED WHICH SHOWS
CONVERGENCES AND RELATIONSHIPS
OF THE PRACTICES FROM THE COMMON
CORE STATE STANDARDS IN ENGLISH
LANGUAGE ARTS AND MATHEMATICS
AND ALSO THE HIGHER LEVEL
ORGANIZERS FROM THE NEXT
GENERATION SCIENCE STANDARDS.
THE PARTICULAR KIND OF BUILDING
FROM WHAT GARY HAS SAID, THE
WORK ON THE NEW ELP STANDARDS IS
REALLY FOCUSED ON THE CENTRAL
AREA.
AND ALSO WHAT THE CONSORTIUM OF
STATES AND THEIR EXPERTS FEEL
ARE THE MOST IMPORTANT
CONVERGENCES IN THE THREE AREAS
AROUND THAT WHITE AREA IN THE
GRAPH.
NOW, TURNING TO ALPA 21, WHICH
WAS FUNDED BY ENHANCED
ASSESSMENT GRANT, THE VISION IS
TO DESIGN AN ASSESSMENT SYSTEM
THAT ENSURES ENGLISH LANGUAGE
LEARNERS ARE RECEIVING THE
RIGOROUS AND EFFECTIVE
INSTRUCTION NECESSARY FOR
SUCCESS IN COLLEGE AND CAREER.
THAT’S OUR VISION.
OUR MISSION IS TO BUILD ON THE
ENGLISH LANGUAGE PROFICIENCY
ASSESSMENT SYSTEM BASED ON A
COMMON SET OF ENGLISH LANGUAGE
PROFICIENCY STANDARDS THAT
CORRESPOND TO THE COMMON CORE
STATE STANDARDS.
JUST A BRIEF OVERVIEW OF THE
ALPA 2 1, IT’S COMMITTED IN THE
CONSORTIUM MODEL.
THAT’S ALL WE’RE ABOUT, IS THE
CONSORTIUM, REALLY, WORKING
TOGETHER, THE GOVERNANCE AND THE
MANAGEMENT STRUCTURE RELIES
HEAVILY ON THE COLLECTIVE WISDOM
AND DECISIONS OF THE 11-MEMBER
STATES.
A PROJECT OVERVIEW.
$6.MILLION, FOUR-YEAR EAG.
WE’RE VERY HAPPY THAT THE
PROJECT MANAGEMENT PARTNER IS
COUNCIL OF CHIEF STATE SCHOOLS
OFFICERS SO WE CAN TAKE
ADVANTAGE OF SOME OVERLAPS WITH
OTHER GREAT PROJECTS THAT CCSFO
SUPPORTS.
NOW FOR MY FAVORITE SLIDE, I
LOVE THIS.
I’M GOING TO LEAVE THIS SNAP UP
FOR A MOMENT BECAUSE I LOVE
LOOKING AT THE DISTRIBUTION OF
THESE 11 STATES COMMITTED TO AN
ASSESSMENT THAT IS JUST ON THE
SPOT MATCHING THE DEPTH AND
BREADTH OF THE STANDARDS AS
ENVISIONED BY THE ELP FRAMEWORK
THAT WAS PUBLISHED JUST LAST
JUNE.
VERY RECENTLY.
NOW KIND OF IN A TABULAR FORM,
HERE ARE THE STATES AGAIN AND
PARTNERS, WE’VE MENTIONED CCSFO,
IN ADDITION NATIONAL CENTER FOR
RESEARCH AND EVALUATION, CREST
IS IN CHARGE OF OUR VALIDITY
ARGUMENTS AND ALSO RESPONSIBLE
FOR MANAGING THE TECHNICAL
ADVISORY COMMITTEE.
THIS GOVERNANCE IS VERY
IMPORTANT IN THESE LARGE
CONSORTIA, OF COURSE.
AND THE HEART OF THE ALPA 21
GOVERNANCE, IN A BURGUNDY COLOR
ON THIS SLIDE, IS THE CONSORTIUM
COUNCIL.
AND THE MEMBERSHIP WAS APPOINTED
BY THE CHIEF OF EACH OF THE
MEMBER STATES AND THERE’S ONE
REPRESENTATIVE FOR EACH STATE.
AND THE DUTIES ARE HUGE.
THEY ARE TO OVERSEE THE
DEVELOPMENT OF THE ASSESSMENT
SYSTEM, RESPOND TO MYRIAD
OPERATIONAL ISSUES.
AND RECOMMEND DECISIONS.
I’D SAY THE REAL POWER OF ALPA
21 IS FROM TASK MANAGEMENT
TEAMS.
THERE ARE EIGHT TEAMS RIGHT NOW
EVERYBODY THOSE MAY MERGE AND
MORPH IN THE FUTURE BUT STARTING
WITH EIGHT TEAMS EACH LED BY A
PAID ADVISER WITH GREAT
EXPERTISE IN THEIR RESPECTIVE
AREAS WITH TWO TO FOUR CONTENT
EXPERT STATE STAFF.
WHO WILL — SOME WILL BE
PRIMARILY ADVISERS, OTHERS WILL
PROBABLY PROVIDE MORE HANDS-ON
ASSISTANCE TO THE LEADS.
THE DUTIES OF THESE TMTs IS TO
GUIDE, DESIGN, APPROVE
FUNDAMENTAL PIECES OF THE
OVERALL ASSESSMENT STRUCTURE IN
ITS SUPPORT.
THEN THE EXECUTIVE BOARD HAS —
IS REQUIRED TO HAVE ONE
REPRESENTATIVE FROM OREGON, PLUS
FIVE AT-LARGE REPRESENTATIVES
FROM MEMBER STATES.
AND THERE WILL BE ELECTED A
CHAIR OF THE EXECUTIVE BOARD AND
THE EXECUTIVE BOARD IS IN KIND
OF DISCUSSIONS IN TERMS OF WHO
WOULD WANT TO DO THAT AND THEN
WE’LL HAVE A VOTE.
AND DUTIES OF THE EXECUTIVE
BOARD ARE TO MAKE THE OVER
ARCHING DECISIONS AND DETERMINE
THE BROAD STROKES OF THE
ASSESSMENT SYSTEM.
ALSO KEY IN TERMS OF THE
SUSTAINABILITY PLAN, BECAUSE
IT’S OF COURSE IMPORTANT TO THE
CONSORTIUM TO PLAN FOR THE
FUTURE.
AND WE’VE ALREADY STARTED IN
THOSE DISCUSSIONS.
IN TERMS OF THE ASSESSMENT
DESIGN PRINCIPLES, THE MAJOR
DELIVERABLES ARE TWO.
ONE IS A DIAGNOSTIC SCREENER.
AND THE SECOND IS THE SUMMATIVE
ASSESSMENT.
THE DELIVERY MODE WILL BE
COMPUTER ADMINISTERED.
THE REPORTING WILL INCLUDE
DOMAIN SCORES, COMPOSITE SCORE,
AND A CONTINUOUS K-12 VERTICAL
SCALE.
AND THERE WILL BE SIX GRADE
BANDS, KINDERGARTEN, FIRST
GRADE, GRADES TWO, THREE, GRADES
FOUR, SIX, MIDDLE SCHOOL, HIGH
SCHOOL.
THESE WILL BE TECHNOLOGY
ENHANCED ASSESSMENTS.
WE’VE LEARNED A TREMENDOUS
AMOUNT FROM OUR CONTENT AREA
CONSORTIUM OVER THE PAST FEW
YEARS AND THROUGH GREAT VENDORS
WHO SHARE THEIR INFORMATION.
AND WE’LL INCORPORATE TECHNOLOGY
ENHANCED ITEMS THAT ALLOW
STUDENTS TO INDICATE THEIR
RESPONSES IN NONTRADITIONAL WAYS
AND THESE ALLOW THE STUDENTS TO
REALLY ENGAGE WITH THE LANGUAGE
ITSELF WITHIN RIGOROUS CONTEXT.
AND THE TEST DIALS WILL BE MORE
INTERACTIVE, ESPECIALLY FOR THE
SPEAKING AND LISTENING TESTS.
FOR SPEAKING, OUR STARTING POINT
IS THAT THE STUDENTS SPEAKING
WOULD BE CAPTURED IN WAVE FILES
IN A FEW YEARS WHEN WE GO
OPERATIONAL.
THERE WILL PROBABLY BE BETTER
TECHNOLOGY FOR THAT.
BUT AT THIS POINT, ON A STATE
BASIS IN OREGON, WE CAPTURE ALL
OF OUR STUDENTS SPEAKING
RESPONSES THROUGH WAVE FILES.
AND WE’RE VERY SUCCESSFUL IN
KEEPING THOSE RECORDINGS AND
THEN HAVING CONSISTENT RATING
FROM STUDENT TO STUDENT.
ALSO, OF COURSE, IT CAN REDUCE
TURNAROUND TIME ON REPORTING THE
RESULTS AND INCREASE THE
SECURITY OF THE TEST CONTENT AND
STUDENT DATA.
THE CONSORTIUM, JUST LIKE
ABSOLUTELY EVERYONE, HERE IS ALL
ABOUT SUPPORTING STUDENT
LEARNING.
ALL OF THE ALPA 21 STATES WILL
USE ASSESSMENTS AND AGREED UPON
CRITERIA FOR ENTRY PLACEMENT AND
EXIT FROM ELL PROGRAMS.
THROUGH EXTENSIVE COLLABORATION,
ALPA 21 WILL DEVELOP SUPPORTING
PROFESSIONAL DEVELOPMENT
RESOURCES.
AND THE SYSTEM, AS A WHOLE, IS
INTENDED TO ESTABLISH A
CONTINUOUS FEEDBACK LOOP TO
TEACHERS, SCHOOLS AND DISTRICTS.
JUST A LITTLE BIT ON THE
PROFESSIONAL DEVELOPMENT SUPPORT
UP.
ONE OF OUR TASK MANAGEMENT TEAMS
IS THE FOR THE PROFESSIONAL
DEVELOPMENT.
AND DR. CHARLENE RIVERA IS THE
LEAD, FOR ONE.
ASSEMBLE BEST PRACTICES, PERFORM
GAP ANALYSES, PRODUCE SCORING
COURSE AND PROFESSIONAL
DEVELOPMENT MODULES AND DEVELOP
MATERIALS FOR FIELD TESTING,
CONDUCT TRAINING FOR FIELD
TESTING, ANALYZE FIELD TEST,
FEEDBACK, REFINE THE MATERIAL,
AND THEN PRODUCE PROFESSIONAL
DEVELOPMENT MATERIALS FOR THE
OPERATIONAL TESTS.
IN TERMS OF THE TIME LINE, WE
WERE FUNDED LAST SEPTEMBER.
THIS YEAR, THE GOVERNING
STRUCTURE HAS CONVENED.
BY DECEMBER, THE STATES WILL
ADOPT A COMMON SET OF ELP
STANDARDS, THOSE THAT
DR. SCHAFFER-WILLNER IS MOVING
FORWARD WITH WITH THE HELP OF
STANFORD CCSSO AND WEST ED.
NEXT YEAR IN THE — ACTUALLY
IT’S THIS YEAR, IN THE 2013-’14
SCHOOL YEAR, WE’LL BE WORKING
EXTENSIVELY ON TEST DEVELOPMENT
AND ITEM DEVELOPMENT TO THE
EXTENT THAT’S NECESSARY.
AND IN 2014, ’16, FIELD TESTING
AND ITEM CALIBRATION TO DEPLOY
OPERATIONAL ASSESSMENT IN
2016-’17.
OF COURSE MEMBER STATES IN THEIR
WORK ON MONDAY FELT THAT THEY
MAY BE ABLE TO GET A YEAR AHEAD.
WE’LL SEE HOW THAT WORKS OUT.
IN THE STATE OF OREGON, WE’RE
GENERALLY NOT A YEAR AHEAD WITH
OUR ASSESSMENTS BUT WE’LL SEE
AND GET SOME CONTACT
INFORMATION.
>> THANK YOU.
LOTS GOING ON IN OREGON AND IN
THESE 11 STATES FOR SURE.
AND IT SOUNDS LIKE A VERY
COMPREHENSIVE APPROACH BEING
TAKEN TO BE THOUGHTFUL TO
CONSIDER A LOT OF THINGS THAT
ROBERT BROUGHT UP AND HOW THAT
WILL WORK.
SO WE’RE GOING TO TURN TO TIM.
WILL YOU WALK US THROUGH WHAT’S
UNDER WAY WITH WIDA IN THE
DEVELOP ANT OF ASSETS?
SURE.
>> THE ASSETS PROJECT IS A
PROJECT OF THE WIDA CONSORTIUM
AND WE’RE BUILDING UPON THE
TEN-YEAR HISTORY OF THE WIDA.
WE STARTED OUT WITH THREE STATES
AND GROWN TO 32 NOW I BELIEVE WE
HAVE.
SOMETIMES YOU HAVE TO UPDATE THE
MAP DAILY, CHANGES WHICH IS OUR
SECOND SLIDE.
BUT THE PURPOSE OF THE PROJECT
IS TO BUILD THE NEXT GENERATION
OF ASSESSMENTS AND THESE ARE
TECHNOLOGY BASED ASSESSMENTS IN
OUR SYSTEM.
SO YOU SEE HERE THE MAP OF WIDA
STATES AND ASSET STATES, AND
MOST OF THEM ARE BOTH WIDA AND
ASSETS.
WE HAVE A FEW THAT HAVE JOINED
ASSETS THAT ARE NOT CURRENT
MEMBERS, BUT BY AND LARGE, WE
EXPECT THAT ALL OF THE STATES
HERE REPRESENTED WILL COME ALONG
WITH US ON THE PROJECT.
AND WE’RE VERY EXCITED TO BE
MOVING INTO THE NEXT PHASE OF
THE PROJECT.
BACK IN 2003, WHEN WE FIRST
BEGAN THE WIDA CONSORTIUM WE
STARTED OUT WITH A SET OF FIVE
STANDARDS AND THOSE FIVE
STANDARDS HAVE NOT CHANGE.
AND WE BELIEVE THEY DO REFLECT
THE CORE OF THE LANGUAGE OF
SCHOOL, WHICH OF COURSE IS TIED
TIGHTLY WITH THE COMMON CORE AND
THE NEXT GENERATION SCIENCE
STANDARDS.
IN OTHER STATES WE HAVE MEMBER
STATES THAT HAVE NOT YET ADOPTED
THE COMMON CORE.
SO WE MAKE SURE THAT OUR
STANDARDS ALSO REFLECT THOSE
CONTENT STANDARDS AS WELL.
YOU SEE HERE IN THE SLIDE,
STANDARD ONE, SOCIAL AND
INSTRUCTIONAL LANGUAGE, WHICH IS
SORT OF THE BEGINNING OF IT ALL
FOR STUDENTS WALKING IN THE
CLASSROOM WITH ENGLISH LANGUAGE
LEARNERS.
THE LANGUAGE OF THE LANGUAGE
ARTS CLASS, THE LANGUAGE OF THE
MATHEMATICS CLASS, LANGUAGE OF
THE SCIENCE CLASS, AND THE
LANGUAGE OF THE SOCIAL STUDIES
CLASS.
THAT’S WHERE WE BEGIN.
THINKING ABOUT HOW ACADEMIC
LANGUAGE UNFOLDS WITHIN VARIOUS
ACADEMIC LANGUAGE CLASSROOMS,
ACADEMIC CLASSROOMS AND THOSE
ARE OUR CORE CLASSROOMS.
IN OUR 2012 EDITION, WE
EXEMPLIFY LANGUAGE WITHIN MUSIC,
ART, AND SOME OF THE OTHER
CLASSES THAT ARE — THAT NEVER
GET TESTED ON THE STATE TESTS.
IN THE NEXT SLIDE YOU WILL SEE
THAT IN OUR 2012 STANDARD
AMPLIFICATION WHICH LIKE
KATHLEEN WAS SAYING, THIS NOT
PART OF THE GRANTS, GRANTS ARE
FOR ASSESSMENT ONLY.
BUT WIDA FORTUNATELY, BECAUSE WE
ARE ESTABLISHED, ABLE TO MOVE
TOWARDS MAKING THE — OUR
CONNECTIONS TO THE COMMON CORE
AND NOW THE NEXT GENERATION
SCIENCE STANDARDS MORE EXPLICIT
AND THAT’S ONE OF THE THINGS
WE’VE TRIED TO DO IN THE 2012
EDITION OF OUR STANDARDS.
THE STANDARDS HAVE NOT CHANGED
BUT CERTAINLY THE EDITIONS
CONTINUE TO GET UPDATED AND WE
ARE WORK HARD TO MAKE THEM MORE
USER FRIENDLY FOR EDUCATORS AND
SO THAT EDUCATORS CAN SEE HOW
THE LANGUAGE OF THE COMMON CORE
IS EXPRESSED WITHIN OUR
STANDARDS AND BASICALLY THE IDEA
IS TO DEMONSTRATE TO TEACHERS
THE PATHWAYS, LINGUISTIC
PATHWAYS STUDENTS TO NEED TO
TAKE WITHIN A SCIENCE CLASSROOM,
SOCIAL STUDIES CLASSROOM AND SO
ON.
THAT IS OUR GOAL, NOT ONLY THE
STANDARDS THEMSELVES, BUT IF YOU
GO TO THE WIDA WEBSITE YOU’LL
SEE A NUMBER OF TEACHER RESOURCE
MATERIALS THAT HELP TEACHERS
THINK ABOUT LANGUAGE USED WITHIN
THE VARIOUS DON’T CLASSROOMS.
WE THINK THAT THAT’S WHAT
TEACHERS NEED TO BE ABLE TO SEE
THIS MORE CLEARLY SO THAT THEY
CAN BEGIN TO PLAN LESSONS THAT
WEAVE LANGUAGE AND CONTENT
TOGETHER IN A WAY THAT WORKS FOR
STUDENTS THAT MEET STUDENTS
WHERE THEY ARE, LINGUISTICALLY,
BUT ALSO KEEPS CONTENT STANDARD
RIGOROUS LANGUAGE DIFFICULT
REPRESENTATION.
>> PARTIALLY AT RESULT OF
CORRESPONDENCE BETWEEN THE
STANDARDS AND THE COMMON CORE.
THERE WAS A CORRESPONDENCE STUDY
BETWEEN THE COMMON CORE STATE
STANDARDS.
>> OBVIOUSLY VERY IMPORTANT.
>> AND THE WIDA STANDARD.
>> WE DID FIND THERE WAS
CORRESPONDENCE BEFORE, A GREAT
DEAL OF CORRESPONDENCE AND
OVERLAP, BEFORE 2012 EDITION.
WHAT WE’VE DONE IN THE 2012
EDITION IS A BETTER JOB OF
EXEMPLIFYING THAT, MAKING IT
MORE EXPLICIT SO TEACHERS CAN
SEE IT THERE.
SO DEFINITELY GO TO OUR WEBSITE
AND TAKE A LOOK AT THOSE
ESPECIALLY IF YOU’RE IN A WIDA
STATE.
IF NOT, IT’S AVAILABLE FOR
EVERYONE TO LOOK AT.
THE NEXT SLIDE SHOWS YOU REALLY
THIS IS THE BLUEPRINT AND THE
HEART OF WHERE WE BEGIN ITEM
DEVELOPMENT ON OUR ASSESSMENT
WHICH IS RIGHT OFF OF THE
STANDARDS AND WHAT WE CALL THE
MODEL PERFORMANCE INDICATORS,
WHICH YOU SEE A RAID ON THIS
PAGE BEGINNING WITH LEVEL ONE
AND MOVING ACROSS THE PAGE TO
THE RIGHT TO LEVEL FIVE.
THESE ARE OUR LEVELS OF ENGLISH
PROFICIENCY.
AND I MENTIONED THE PATHWAYS.
THESE HELP TEACHERS ARE SEE THE
PATHWAYS WITHIN THIS ONE HERE IS
EXEMPLIFYING THE LANGUAGE OF
LANGUAGE ARTS.
AND THIS PARTICULAR ONE IS GRADE
FOUR.
THE CONNECT IS TO THE COMMON
CORE.
WE MIGHT HAVE ANOTHER EXAMPLE
THAT WOULD BE A CONNECTION
DIRECTLY TO THE NEXT GENERATION
SCIENCE STANDARDS OR ALASKA’S
STATE STANDARDS BECAUSE THEY
HAVEN’T JOINED COMMON CORE.
THE IDEA IS TO GIVE TEACHERS
MODELS TO HELP THEM SEE HOW
LANGUAGE FUNCTIONS WITHIN THE
CONTENT WORLDS THAT ARE
CONNECTED, OF COURSE, WITH THE
NATIONAL AND STATE STANDARDS.
SO THAT IS AN — AGAIN THAT’S
OUR BLUEPRINT FOR BEGINNING THE
PROCESS OF ITEM DEVELOPMENT.
WE GO RIGHT HERE TO THESE MODEL
PERFORMANCE INDICATORS AND BEGIN
TO LOOK AT THE TEST ITEM
SPECIFICATIONS, WHICH I WILL
SHOW YOU AS WE MOVE FORWARD.
SO, WIDA’S GOAL HAS BEEN TO
DEVELOP A COMPETITIVE SYSTEM.
WE THINK TEACHERS, EDUCATORS
AROUND THE COUNTRY NEED MORE
THAN JUST A TEST, MORE THAN AN
ASSESSMENT, WHICH IS NEEDED FOR
ACCOUNTABILITY PURPOSES.
WE’RE TRYING TO BILL A BALANCED
ASSESSMENT SYSTEM WHICH INCLUDES
INFORMATIVE AND IN TERM
ASSESSMENTS WHICH I’LL SHOW IN
ANOTHER SLIDE BUT A SYSTEM THAT
RELATES TO THE STANDARDS TO
CURRICULUM AND INSTRUCTION.
YOU SEE IN THE SLIDE THE
PARALLEL WORLDS BETWEEN LANGUAGE
EDUCATION AND CONTENT EDUCATION
AND HOW WIDA IS TRYING TO HELP
TEACHERS WITH CROSSWALKS BETWEEN
STANDERS, AMONG STANDARDS.
IT’S GETTING CONFUSE WITH ALL OF
THE DIFFERENT ASSESSMENTS.
>> JUST A TAD.
>> JUST A TAD.
>> A FEW QUESTIONS FROM FOLKS WE
WANT TO GET TO.
>> HOPEFULLY WE’LL GET TO THOSE
QUESTIONS.
BASICALLY, WE’RE TRYING TO BUILD
A SYSTEM THAT’S CLEAR AND MAKES
IT EASIER FOR TEACHERS TO SEE
HOW THESE THINGS FUNCTION
TOGETHER.
LET ME JUST ADD THAT THE SYSTEM
IS BUILT UPON THE PREMISE THAT
WE REALLY NEED TO BE WORKING
WITH ENGLISH LANGUAGE LEARNERS,
NOT JUST IN THE ELL SUPPORT
PROGRAM BUT ACROSS THE ENTIRE
SCHOOL.
SO OUR SYSTEM IS MEANT TO FOSTER
COLLABORATION BETWEEN AND AMONG
EDUCATORS, MAINSTREAM CLASSROOM
TEACHERS, ESL BILINGUAL
EDUCATORS.
WE ALL HAVE TO WORK TOGETHER
EVERY MINUTE OF THE SCHOOL DAY
HAS TO WORK FOR THE STUDENT.
WE HAVE TO BE SUPPORTING
LANGUAGE GROWTH FROM THE MOMENT
THEY WALK IN IN THE MORNING
UNTIL THE MOMENT THEY WALK OUT.
SO, AGAIN, QUICKLY, I’LL JUST
SHOW YOU ANOTHER SLIDE THAT
ILLUSTRATES THE COMPETITIVE
SYSTEM THAT WE’RE TRYING TO
BUILD HERE.
YOU SEE AT THE CENTER OF THE
SLIDE, WHAT I CALL WIDA TOOLS OR
THE FRAMEWORK THAT HELPS
TEACHERS SEE MORE CLEARLY WHAT
THEY NEED TO DO WITHIN THE
CLASSROOM.
ALSO NOTICE AT THE TOP OF THE
SLIDE, THE SOCIOCULTURAL
CONTEXT, WHICH WE DON’T HAVE
TIME TO TALK ABOUT TODAY, BUT
IT’S KEY THAT WE KEEP IN MIND
THAT LANGUAGE DOESN’T HAPPEN IN
A VACUUM, THESE ARE REAL KIDS
THAT BRING REAL LIFE EXPERIENCES
TO THE CLASSROOM AND THEY BRING
THEIR OWN LANGUAGES WITH THEM.
WE NEED TO BUILD UPON THE
LANGUAGES.
WE HAVE WHAT WE CALL CAN-DO
PHILOSOPHY.
THE OPPOSITE OF THE DEFICIT
MODEL.
WE WANT TO COME IN AND WE WANT
TO PROMOTE THE IDEA THAT KIDS
BRING RICH EXPERIENCES AND
OFTENTIMES LANGUAGES OF THEIR
OWN INTO THE CLASSROOM, AND WE
NEED TO HELP TEACHERS SEE HOW
THEY CAN HARNESS THAT ENERGY,
REALLY, MOVE THEM TOWARDS
ACADEMIC PROFICIENCY AND
LINGUISTIC PROFICIENCY WITHIN
THE WORLD OF OUR SCHOOL
CLASSROOMS.
THAT’S THE PURPOSE OF THIS
SLIDE.
AND I’LL MOVE ON TO TELL YOU
THAT I MENTIONED BEFORE THAT WE
USE THE STANDARDS THEMSELVES AND
THE STANDARDS FRAMEWORK TO HELP
US IN TEST ITEM WRITING AND TEST
SPECIFICATION.
THAT’S THE FOUNDATION HERE.
OUR STANDARDS AND MODEL
PERFORMANCE INDICATORS.
AND I’LL JUST MENTION, TOO, THAT
WE GET TEACHERS INVOLVED IN THE
WRITING OF OUR STANDARDS.
IN FACT, WIDA HAS HAD TEACHERS
INVOLVED ON EVERY STEP OF THE
WAY IN OUR NEW ASSETS PROJECT WE
HAVE LOTS OF TEACHER FEEDBACK ON
VARIOUS SUBCOMMITTEES AND ALSO
FROM OUR STATE PARTNERS THAT ARE
PART OF OUR BOARD.
SO THE WHOLE GOVERNANCE
STRUCTURE THAT KATHLEEN WENT
INTO IS SIMILAR WITH A WIDA
CONSORTIUM AND WE GET CONTINUAL
FEEDBACK FROM BOARD MEMBERS IN
OUR 32-MEMBER STATES AND FROM
OUR TEACHERS.
EACH YEAR THERE’S AN ITEM
WRITING COURSE THAT TEACHERS
SIGN UP FOR AND CREATE
FIRST-DRAFT ITEMS THAT GET
REFINED THROUGH THE PROCESS.
THOSE ARE ALL BASED ON ITEMS
SPECIFICATIONS THAT COME FROM
STANDARDS.
THE NEXT SLIDE GIVES YOU ONE
MORE LOOK AT THAT ABOUT HOW THE
PROCESS OF TEST DESIGN MOVES
FORWARD FROM THE STANDARDS TO
ITEM SPECS AND EVENTUALLY THE
ITEMS FOR THE ASSESSMENT
THEMSELVES, OKAY.
AND SO IT’S ALL CENTERED AROUND
ITEMS THAT WILL REFLECT THE
ACADEMIC DEMANDS OF THE SCHOOL
AND WE OPERATE AT THREE
DIFFERENT GRAIN SIZE OR LEVELS.
THE DISCOURSE LEVEL WHICH IS
OVERARCHING LINGUISTIC LEVEL,
SENTENCE LEVEL AND WORD LEVEL.
WE’RE TRYING TO HONE IN ON ALL
THREE OF THOSE LEVELS SO THAT
TEACHERS UNDERSTAND THAT
ACADEMIC LANGUAGE IS MORE THAN
VOCABULARY WORDS.
THAT’S A GOOD PLACE TO TART.
WE NEED TO THINK ABOUT HOW DO
PARAGRAPHS FUNCTION IN SCIENCE
AND MATH?
HOW ARE THEY DIFFERENT FROM THE
WAY TEXT HANGS TOGETHER IN
SOCIAL STUDIES, FOR EXAMPLE?
THERE ARE SIMILARITIES BUT ALSO
A LOT OF DIFFERENCES.
THE MORE THAT TEACHERS ARE
FAMILIAR WITH THIS LANGUAGE AND
THE LANGUAGE WITHIN THEIR OWN
CONTENT ENVIRONMENT, THE MORE
THEY’RE ABLE TO HELP STUDENTS
BUILD MENTAL AWARENESS OF
LANGUAGE WITHIN CLASSROOMS.
AND I’VE ALREADY MENTIONED HOW
ITEM DEVELOPMENT WORKS AT WIDA
UNDER THE NEW ASSETS PROJECT.
YOU SEE THAT ACROSS THE GRAPHIC
HERE AND IT’S ALL RELATES BACK
TO ITEM SPECIFICATIONS AND AS I
SAID WE GET THE TEACHERS
INVOLVED IN THE BEGINNING.
THERE’S A REVIEW PROCESS.
THERE ARE CONTENT AND BIAS
REVIEWS, OF COURSE, WHICH
HAPPENED WITH ALL MAJOR
ASSESSMENTS.
AND THAT IS — IT’S A LONG
PROCESS.
AND I THINK AS WE’RE GETTING
CLOSE TO OUR FINAL SLIDE, THIS
JUST SHOWS YOU THE ASSESSMENT
SYSTEM.
WE ARE BUILDING A SCREENER,
WHICH IS FOR AN INITIAL
PLACEMENT, AND AT THE OTHER END
THERE’S A SUMMATIVE ASSESSMENT
FOR ACCOUNTABILITY PURPOSES
WHICH IS IMPORTANT.
BUT WE’RE TRYING WITH THE ASSETS
PROJECT TO BUILD INTERIM
ASSESSMENTS, PERIODIC
ASSESSMENTS TEACHERS CAN USE TO
CHECK GROWTH AND PERFORMANCE
WITHIN THE CLASSROOM.
AND ALSO IF YOU SEE AT THE
BOTTOM OF THE PAGE THERE,
FORMATIVE ASSESSMENT TOOLS,
WHICH ARE WELL UNDER WAY UNDER I
SEPARATE GRANT THAT GARY
COORDINATED THROUGH THE CARNEGIE
FOUNDATION.
WE DID WHAT’S CALLED THE FLARE
PROJECT FOR FORMATIVE LANGUAGE
ASSESSMENT RECORDS AND CREATED
NUMEROUS TOOLS THERE.
WE’RE WORKING WITH UCLA ON A
PROJECT THAT WILL MOVE US
FORWARD IN LOOKING IN EVEN MORE
DETAIL HOW LANGUAGE GROWTH TAKES
PLACE, THE DEVELOPMENT OF
LANGUAGE LEARNING PROGRESSIONS.
JUST BRIEFLY, I’LL MENTION TWO
CROSS CONSORTIA COLLABORATIVES.
GARY AND ROBERT MENTIONED EL
DEFINITION PROJECT.
WIDA IS THRILLED TO BE A PART OF
THAT BECAUSE IT IS REALLY
IMPORTANT THAT WE UNDERSTAND
CLEARLY WHAT WE MEAN BY ENGLISH
LANGUAGE LEARNER AND WHERE ARE
THE ENTRY POINT, EXIT POINTS,
AND WHAT ARE WE DOING IN BETWEEN
THOSE TO MAKE SURE THE STUDENTS
ARE SUCCESSFUL.
SO WE’RE INVOLVED IN THAT.
WE’RE ALSO INVOLVED WITH SMARTER
BALANCE AND ALPA 21 IN ENSURING
THERE’S INTEROPERATIBILITY
BETWEEN ALL SYSTEMS AND
THEREFORE EDUCATORS WHEN THEY’RE
ROLLED OUT IN 2014, FOR SOME OF
THEM, FOR US 2015-’16, THAT THIS
IS A SEAMLESS PROCESS.
HOPEFULLY DOESN’T DRIVE
EDUCATORS CRAZY.
>> THANK YOU.
WHAT I’D LIKE TO DO, WE HAVE —
WE’RE KIND OF RUNNING UP AGAINST
TIME HERE.
ONE OF THE THINGS, THERE’S A
NUMBER OF QUESTIONS AND I’M
GOING TO SEE IF I CAN COLLAPSE
THEM AND ASK ROBERT TO WEIGH IN
AS WELL AND THE REST OF THE
PANEL.
A LOT THIS IS A HUGE SEA CHANGE.
SO PART OF IT IS THERE’S A
POLICY ASPECT, THERE’S STATE
GOVERNANCE, THIS A STATE
CONTEXT, AND THAT HAS LOTS OF
IMPLICATIONS WHAT STATES CAN DO
IN TERMS OF POLICY FOR ENGLISH
LANGUAGE LEARNERS, TEACHER
PREPARATION, THOSE SYSTEMS.
AS WELL AS THE FEDERAL
GOVERNMENT.
SO, ROBERT, YOU’VE BEEN
LISTENING TO ALL OF THIS, THIS
MASSIVE AMOUNT OF WORK THAT IS
UNFOLDING THAT HAS HUGE
IMPLICATIONS.
I’M GOING TO ASK YOU TO WEIGH IN
TO SORT OF COVER SORT OF THE
MACRO PICTURE ON MAJOR SYSTEMS
CHANGE AND SOME OF THE POLICIES
THAT NEED TO BE BROUGHT INTO
THIS IN ORDER FOR THE SYSTEMS
AND EDUCATORS TO BE ABLE TO
RESPOND TO THE NEEDS OF ENGLISH
LEARNERS.
>> BE GLAD TO.
WHAT YOU’VE HEARD FROM THE TWO
CONSORTIA DESCRIBING THEIR
EFFORTS REFLECTS WHAT NEEDS TO
HAPPEN, WHICH IS STATES COMING
TOGETHER AND REALLY THINKING
THROUGH I HAVE CHALLENGING
TECHNICAL ISSUES BUT ALSO POLICY
ISSUES.
AND SO I SEE THIS CONNECTING
DIRECTLY TO THE KINDS OF
PROFESSIONAL DEVELOPMENTS THAT
CURRENT TEACHERS WILL BE
RECEIVING TO REALLY BECOME AWARE
OF WHAT THE STANDARDS ARE
POINTING TO BECAUSE WE CAN
MEASURE KIDS’ PERFORMANCE UNTIL
THE COWS COME HOME.
IF WE DON’T USE THAT IN OUR
EFFORTS TO IMPROVE THE QUALITY
OF WHAT’S GO ON IN THE CLASSROOM
AND THE OPPORTUNITIES THAT WE
GIVE TO STUDENTS AND THERE IS
DEFINITELY AN OPPORTUNITY GAP,
THEN WE CAN JUST KEEP MEASURING
AND NOTHING WILL CHANGE.
WHAT THE TWO FOLKS WHO ARE
REPRESENTING THE CONSORTIA HAVE
REALLY EXPRESSED IS THIS VALUE
THAT COMES FROM CONSORTIA OF
STATES COMING TOGETHER AND
WORKING ON COMMON PROBLEMS, OF
POLICY AND PRACTICE, TO TRY TO
MOVE THE FIELD FORWARD.
SO THAT’S I THINK THE FIRST
THING THAT’S COMING OUT HERE.
I THINK YOU’RE RIGHT TO TOUCH ON
ISSUES OF ACCOUNTABILITY AND
ALSO TEACHER EVALUATION WHICH
ARE THORNY ISSUES AT THE COMMON
EL DEFINITION WE’VE TALKED ABOUT
WHICH IS AGAIN I THINK THE
REALISTIC WAY TO MOVE FORWARD
WITH THESE THINGS, JUST TO
RECOGNIZE THAT THEY ARE
MULTI-YEAR CHALLENGES THAT NEED
TO BE CAREFULLY COORDINATED AND
ALIGNED.
AND SO FAR, THE FOUR CONSORTIA
WE’VE BEEN TALKING ABOUT ARE
DEMONSTRATING GOODWILL AND GOOD
COORDINATING EFFORT TO COME
TOGETHER AND TRY TO TAKE ON SOME
OF THESE PROBLEMS.
SO I THINK THAT IT’S GOING TO
TAKE TIME AND, YOU KNOW,
PARTICULARLY WITH TEACHER
EVALUATION, YOU NEED TO BE
CAREFUL WHEN TRYING TO JUDGE
TEACHERS’ PERFORMANCE WITH
ENGLISH LEARNERS BECAUSE MANY
TEACHERS ARE TOUCH THESE
STUDENTS AND BECAUSE WHAT OUR
EXPECTATIONS ARE FOR GROWTH, IT
WILL HAVE A DIRECT AFFECT ON
PERFORMANCES WE CAN LOOK FOR AND
EXPECT IN TERMS OF ACADEMIC
ACHIEVEMENT AND THAT HAS TO BE
SENSITIVE TO TIME.
HOW LONG ARE THEY IN THE SYSTEM,
HOW WILL ARE THEY PROGRESSING.
WEEP WANT RIGOROUS EXPECTATIONS
BUT MAKE SURE THEY ARE GROUNDED
IN EMPIRICAL REALITY SO WE’RE
NOT HAVING WILDLY UNREALISTIC
EXPECTATIONS HERE.
>> THANK YOU, ROBERT.
ANY SUGGESTIONS FROM ANY OF THE
PANELISTS, FROM TIM, I KNOW
KATHLEEN YOU’VE WEIGHED ON THIS,
HOW TO COMMUNICATE TO STAFF, TO
THE PUBLIC, TO EDUCATORS ABOUT
WHAT THIS LOOKS LIKE, WHAT THESE
CHALLENGES ARE GOING TO MEAN FOR
THEIR PRACTICE AND HOW THEY WORK
TOGETHER, BREAKING OUT THE
ISOLATION IN WHICH TEACHERS
OFTEN GO AT THIS.
BUT ANYBODY WANT TO COMMENT ON
THE COMMUNICATION STRATEGY THAT
CAN BE BROUGHT TO BEAR TO START
TO SET PEOPLE ON A PATH SO THAT
THIS CAN — THIS IS DOABLE?
>> I WOULD.
FROM THE PERSPECTIVE OF OUR
STATE AND ALSO SHARING WITH THE
CONSORTIUM IT’S VITAL TO
COMMUNICATE EARLY AND OFTEN AND
AGAIN AND AGAIN AND AGAIN AND TO
FOCUS THOSE COMMUNICATIONS ON
THE VARIOUS GROUPS WITHIN THE
EDUCATIONAL ENTERPRISE,
ADMINISTRATORS IN OUR CASE, WITH
THE ELPs, TITLE III DIRECTORS,
BECAUSE WE’RE ALL TECHNOLOGY
BASED WITH THE INFORMATION
TECHNOLOGY MANAGERS WHO ARE, YOU
KNOW, A GROUP OF THEIR OWN, THE
DATA COLLECTION MANAGERS, AND
MANY OTHERS, THE TEACHERS,
PARENT ORGANIZATIONS, AND ON THE
TECHNOLOGY SIDE, CERTAINLY
WORKING WITH THE SMARTER, IN
PART, CONSORTIA WITH WONDERFUL
TECHNOLOGY READINESS TOOL AND
WITHIN OREGON BECAUSE ALL OF OUR
TESTS ARE ONLINE AND ADAPTIVE,
WE HAVE A SUPPORT PLAN THAT’S
EXPLICIT.
ALL OF OUR I.T. MANAGERS KNOW
THEY WILL HAVE THAT EARLY IN THE
YEAR.
THEY KNOW MANY YEARS OUT WHAT
COMPUTER PLATFORMS WILL WORK AND
IF ANY ARE ROLLED OFF, LIKE
WINDOWS 2000 OR SOMETHING, WE
CAREFULLY WORK WITH ALL OF THE
DISTRICTS TO MAKE SURE THEY’RE
READY TO ROLL THAT OFF.
AND UNTIL THEN, THE TESTS WORK
WITH ALL OF THOSE.
>> I WOULD ADD TO THAT,
PROFESSIONAL DEVELOPMENT REALLY
HAS TO BE A MULTI FACETED
PROJECT.
THINKING HOW DO ROLL IT OUT
BECAUSE IN THE PAST IN EDUCATION
WE RE LIED ON THE HALF DAY
WORKSHOP AND YOU — THE
DRIVE-BYS AND WE CAN’T DO IT
THAT WAY ANYMORE.
WE HAVE TO MAKE USE OF THE WEB
AND BLENDED LEARNING
OPPORTUNITIES AND RESOURCE-RICH
OPPORTUNITIES ON OUR WEBSITES
WHERE TEACHERS CAN GO AND IT’S
NOT GOING TO BE EASY BECAUSE IT
HAS TO BE SUSTAINED OVER TIME.
>> AS PART OF THE WIDA, SINCE
I’M RESEARCH DIRECTOR, WE’VE
BEEN EXAMINING THINGS LIKE AT
THE STATE LEVEL AND AT THE
DISTRICT LEVEL SHOULD WE START
THINKING NOT ABOUT THE
PROFESSIONAL DEVELOPMENT FLY-BY,
BUT MENTORING MODELS.
SO HOW DO WE ENGAGE IN THE
MENTORING MODEL TO ENHANCE THE
STATE’S CAPACITY?
HOW DOES THE STATE EMPLOY
MENTORING MODEL TO ENHANCE
PROFESSIONAL DEVELOPMENT?
WE HAVE BULLETINS TARGETED AT
THINGS LIKE FORMATIVE
ASSESSMENT, GROUP WORK, I THINK
YOU HAVE TO HAVE A VARIETY OF
RESOURCES AND A BLENDED LEARNING
MODEL TO EMPLOY THEM TO REALLY
GET THE MESSAGE OUT BECAUSE, AS
KATHLEEN SAID, YOU NEED TO SAY
IT OVER AND OVER AND OVER
BECAUSE IT JUST TAKES A WHILE TO
REALLY BEGIN GETTING WHAT THESE
NEW MODELS ARE REALLY INTENDING
FOR TEACHERS TO DO SO SUPPORT
KIDS.
>> THIS MAJOR TRANSITION FOR
INTEGRATING LANGUAGE DEVELOPMENT
WITHIN CONTENT AREA CLASSES IS
HUGE.
BUT YOU MENTIONED SOMETHING,
TIM, AS WELL WITH THE LARGE
NUMBERS THAT ARE COMING IN TO
SCHOOLS AND DISTRICTS, THAT A
CULTURE SHIFT IS NECESSARY TO
REALLY EMBRACE, AS YOU SAID, THE
ASSETS THAT THESE STUDENTS BRING
BY VIRTUE OF THEIR LANGUAGE, THE
LINGUISTIC DIVERSITY THAT IS
COMMON ACROSS THE WORLD AND
MULTIPLE LANGUAGES ARE EMBRACED
BY NATIONS AND WITHIN GIVEN OUR
GLOBAL ENVIRONMENT THAT WOULD BE
AN ASSET.
>> SURE.
>> THAT SOMEHOW IDEA OF
PROVIDING SUPPORT TO ENGLISH
LEARNERS TAKES ON A DIFFERENT
FEEL, SO TO SPEAK, SO YOU ARE EM
BRACING CULTURAL AND LINGUISTIC
DIVERSITY AS YOU SAID RATHER
THAN SEEN AS A DEFICIT.
ARE THERE THINGS THAT YOU ARE
SEEING OUT THERE WHERE THERE’S
SOME DIFFERENT AND UNIQUE
APPROACHES, AS YOU WORK ACROSS
STATES AROUND PERCEPTION ABOUT
THOSE THAT ARE DIVERSE, GIVEN
GROWING NUMBERS?
>> WELL, YES.
I THINK IN THERE ARE MORE, FOR
EXAMPLE, DUAL LANGUAGE IMMERSION
PROGRAMS IN THE U.S. THAN THERE
EVER HAVE BEEN.
IT’S BECAUSE THE MODEL AS PROVEN
SUCCESSFUL.
IT WORKS NOT ONLY FOR ENGLISH
LANGUAGE LEARNERS BUT IT WORKS
WELL WITH OTHER KIDS WHO COME TO
SCHOOL SPEAK ENGLISH AND WOULD
LIKE TO LEARN A SECOND LANGUAGE.
AND AS A COUNTRY WE NEED TO BE
DOING THAT WHEN WE CAN.
OF COURSE, OUR PRIMARY MISSION
AT WIDA HELP TEACHERS THE
LEARNERS ARE GETTING ENGLISH
THEY NEED.
AS A COUNTRY WE NEED TO BE
SUPPORTING DUAL LANGUAGE
PROGRAMS WHERE WE CAN AND YOU
KNOW, AT A MINIMUM, IF WE CAN’T
DO A FULL-BLOWN LANGUAGE SUPPORT
PROGRAM, SEND THE MESSAGE TO
FAMILIES LANGUAGES ARE VALUABLE
AND AMERICA IN THE 21st CENTURY
IS GOING TO NEED BILINGUAL AND
TRILINGUAL INDIVIDUALS AND NOT
JUST MONO LINGUAL INDIVIDUALS.
WE NEED TO GO THERE.
>> ROBERT WANTS TO MAKE A
COMMENT.
>> ONE POINT I’D LIKE TO ADD,
JUST TO UNDERSCORE IT, I THINK
ONE OF THE THINGS THAT EVERYONE
HAS BEEN TALKING ABOUT
IMPLICITLY THE NOTION OF
ASSESSMENT LITERACY, MAKING SURE
TEACHERS AND EDUCATORS
UNDERSTAND THE STRENGTH AND
LIMITATION OF ASSESSMENTS.
AND I THINK THAT THERE’S BEEN A
LOT OF CONFUSION OVER THE YEARS
IN THE FIELD IN TERMS OF TRYING
TO MAKE INSTRUCTIONAL DECISIONS
BASED ON SUMMATIVE ASSESSMENTS.
THAT’S NOT THEIR.
THEY ARE LARGE-SCALE BIG SYSTEM
LOOK TO LOOK AT OVERALL EFFECTS.
BUT BOTH CONSORTIA ARE REALLY
INVESTING IN PROFESSIONAL
DEVELOPMENT AROUND FORMATIVE
ASSESSMENT WHICH IS MORE
INTIMATELY CONNECTED TO
INSTRUCTIONAL PRACTICE IN THE
CLASSROOM.
I THINK THAT IS REALLY AN
EMERGING AREA OF PROMISE WHERE
TEACHERS CAN UNDERSTAND IN THE
MOMENT WHAT THEIR STUDENTS ARE
LEARNING AND WHAT THEY NEED AND
HOW TO MOVE THEM FORWARD.
SO I SEE A LOT OF HOPE IN TERMS
OF DEVELOPING ASSESSMENT
LITERACY.
IT IS CONNECTED TO TEACHER
EVALUATION.
IF ADMINISTRATORS CAN UNDERSTAND
DIFFERENT FORMS OF ASSESSMENT
THEY KNOW WHAT TO BETTER LOOK
FOR WHEN WATCHING INSTRUCTION
HAPPEN IN THE CLASSROOM AND
SUPPORT THAT IN APPROPRIATE
WAYS.
THAT’S ANOTHER EMERGING
DIMENSION TO THE NEW NEXT
GENERATION STANDARDS THAT WILL
REFLECT THE STANDARDS.
>> WE DID GET A NUMBER OF
QUESTIONS ASKING ABOUT FORMATIVE
ELEMENTS AND THE NEED TO MAKE
THIS VERY ACCESSIBLE TO TEACHERS
TO USE THIS INFORMATION FOR
CLASSROOM INSTRUCTION.
>> TAKE OFF ON WHAT ROBERT SAID,
IN THE DISCUSSION WE’VE BEEN
HAVING ABOUT CAPACITY BUILDING,
POTENTIALLY THAT’S THE
UNDERLYING THEME, DON’T FORGET
COMMUNITY CAPACITY BUILDING,
INSTITUTIONS OF HIGHER EDUCATION
CAPACITY BUILDING, AND
POLICYMAKER CAPACITY BUILDING
BECAUSE IN MANY CASES, THESE
COULD GET FORGOTTEN.
>> SAY MORE, BIG CHUNKS OF —
>> START WITH THE INSTITUTES OF
HIGHER EDUCATION OR COLLEGES AND
UNIVERSITIES.
PREPARING STUDENTS FOR THE
COMMON CORE STATE STANDARDS,
PREPARING STUDENTS TO RECOGNIZE
THAT THE EXPECTATIONS OF
COMMUNICATING THE CONTENT
SURPASS MANY STATES’ CURRENT
STANDARDS AND WHAT TEACHER
EDUCATION PROGRAMS HAVE BEEN
DOING IN PREPARING TEACHERS TO
TEACH IN STATES THAT THEY SERVE
IS CHANGING.
AND THEY NEED TO CHANGE THE WAY
THAT THEY APPROACH THAT AND
PREPARE TEACHERS.
HOW LANGUAGE IS INTEGRATED WITH
CONTENT.
NEEDS TO CHANGE.
I THINK THAT’S A BIG ISSUE.
I THINK HELPING PARENTS
UNDERSTAND AND THE COMMUNITY
UNDERSTAND THAT IN MANY CASES
WHEN YOU LOOK AT ENGLISH
LANGUAGE PROFICIENCY PROGRAMS
AND DO EVALUATIONS OF THE
STUDENTS WHO EXIT THOSE
PROGRAMS, YOU COMMONLY FIND THAT
THEY OUTPERFORM THE GENERAL
POPULATION.
SO MANY CASES, PARENTS ARE
THINKING THAT ENGLISH LANGUAGE
PROFICIENCY PROGRAMS ARE A
DETRIMENT IN MANY CASE THIS
ENHANCE STUDENTS’ PERFORMANCE.
THE FACT THAT THE COMMON CORE
STATE STANDARD ARE MORE
AGGRESSIVE EXPECTATIONS, SET OF
EXPECTATIONS AND THAT’S GOING TO
MEAN THINGS ARE GOING TO NOT BE
THE WAY THEY WERE BEFORE.
AND THIS TRANSITION IS GOING TO
BE BUMPY.
YOU NEED TO HELP COMMUNITY
MEMBERS AND POLICY MEMBERS
RECOGNIZE THE BUMPS.
>> AND WHAT CAN WE LEARN FROM
WHEN WE SEE THOSE CASES WHERE
THE FORMER ENGLISH LANGUAGE
LEARNERS ARE OUTPERFORMING THE
OTHER KIDS IN THE SCHOOL?
THAT’S A CHALLENGE TO WHAT CAN
WE LEARN ABOUT MAKING ALL
CLASSROOMS LANGUAGE-RICH AND
CULTURALLY SENSITIVE SO THAT WE
REALLY BRING UP ALL OF VOTES.
>> I WOULD LIKE TO ADD TO THAT
POINT, TIM, THAT BECAUSE
LOCAL — MANY STATES ALLOW LOCAL
EDUCATORS TO MAKE DECISIONS
ABOUT THE CRITERIA FOR EXITING
STUDENTS THIS CAN VARY WIDELY
EVEN WITHIN A STATE.
NOT ALL FORMER ENGLISH LEARNERS,
AS A TOTAL GROUP, YES, THEY
PERFORM AS BETTER OR IF NOT
BETTER THAN MONO-ENGLISH
SPEAKERS BUT PART OF THAT IS
THROUGH A DEFINITIONAL APPROACH
WHERE FOLKS HAVE DEFINED ON A
MINIMUM LEVEL OF ACADEMIC
PERFORMANCE STUDENTS NEED TO
HAVE IN ORDER TO EXIT AND THAT
CAN VARY FROM DISTRICT TO
DISTRICT.
THIS CONNECTS TO THAT COMMON EL
DEFINITION, WHAT WOULD BE
CRITERIA APPROPRIATE TO DEPLOY A
STUDENT EXIT?
WE NEED TO LOOK AT WHAT OF THE
CRITERIA MAY BE KEEPING KIDS,
ENGLISH LEARNER IN A LONG-TERM
RESPECT THAT MAY NOT BE AS
POSITIVE FOR THEM TOP.
IT’S A COMPLEX INTERACTION OF
CRITERIA WITH WHAT KIDS NEED.
>> THANK YOU SO MUCH.
THAT’S GOING TO HAVE TO BE OUR
FINAL COMMENT.
WE’RE RUNNING OUT OF TIME I’VE
BEEN TOLD.
THANKS TO ALL OF YOU.
THANKS FOR TAKING TIME TO BE
HERE TO TALK ABOUT THE VERY,
VERY IMPORTANT TOPIC THAT WILL
HAVE A HUGE IMPACT ON SO MANY
YOUNG PEOPLE OUT THERE.
THANK YOU VERY MUCH.
>> THANK YOU.
>> THANK YOU TO OUR GUESTS AND
OUR VIEWS ARE FOR JOINING US FOR
THE WEBINAR.
THE PRESENTATIONS AND BRIEF WILL
BE INCLUDED IN THE WEBINAR
ARCHIVES.
YOU CAN FIND THE ARCHIVE VIDEO
FOR THIS WEBINAR AT
OFFERSED.ORG/WEBINARS.
THANK YOU.
HAVE A GREAT DAY.

Categories: Uncategorized
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