Race To The Top Assessment Program How will English 比赛的最高评估程序如何将英语.pptVIP

Race To The Top Assessment Program: How will English Language Learners Participate? Robert Linquanti Project Director Senior Research Associate RTTT AP Public Meeting Denver, CO December 1, 2009 Purposes of this session Touch on a few key aspects of English Learner status relevant to topic Indicate how RTTT assessment program offers major opportunity for improving assessment (and instruction) of ELLs Suggest what it will take to get there Which ELs are we talking about? Not a monolithic group: More variation within EL than to non-EL US-born vs. 1.5G/Recent Immigrant Time in US school/age-grade on entry L1 literate vs. not (Prior schooling) School attendance/consistency (SIFE) Beginner vs. Intermediate vs. Advanced ELP Overall composite vs. subskills Socio-cultural/dialectical differences How does one get into/out of EL category? Home language survey identifies language minority status, triggers initial ELP assessment ELP assessment identifies EL vs. initially fluent (true bilingual/English dominant) What gets you into EL status may be very different from what gets you out of it Multiple criteria: ELP, academics, non-cognitive Skimming Effect and the Redesignation Dilemma Successful ELs typically exit EL cohort, leaving lower-performing and newly arrived Those remaining not meeting criteria for exit: which criteria? Better performing by definition, exited ELs may have ongoing linguistic, academic needs Suggests continuum of progress, needs and supports (vs. binary categories, funding) Educators Have a Dual Obligation to English Learners Provide meaningful access to grade-level academic content via appropriate instruction Develop students’ academic English language proficiency (Lau v. Nichols; Casta?eda v. Pickard; NCLB) Simultaneous not sequential! Academic language proficiency ESL/ELD necessary but not sufficient for academic success Many academic tasks mediated by language Every teacher must model and teach using the language of their dis