Implementation Of A Formative Assessment System For .

Implementation of a FormativeAssessment System for EnglishLanguage LearnersNational Conference on Student AssessmentDetroit, MIJune 20, 2010H. Gary Cook, Ph.D.Paula A. White, Ph.D.Wisconsin Center for Education ResearchFunded by a three year grant (2009 – 2011) from the Carnegie Corporation of New York

Presenters Dr. Margaret Heritage – CRESSTDr. Margo Gottlieb – IRCDr. Sarah McManus – NC DPINadja Trez - Charlotte-Mecklenburg, NC SDKarina Martir –Garden Grove, CA USDDr. Paula White – WCERDr. H Gary Cook – WCER2

Overview Academic English language proficiencystandards and ELL learning progressions The FLARE Project District Implementation of FLARE Formative Assessment at the State Level Comments and Insights Questions3

Academic English languageproficiency standards and ELLlearning progressionsDr. Margo Gottlieb, IRC4

Implementation of a FormativeAssessment System for English languageLearners: A Progress Report on FLARE40th Annual National Conference on StudentAssessmentDetroit, MIJune 20, 2010Margo GottliebLead DeveloperWorld-Class Instructional Design and Assessment Consortium5

The Role of Standards Within aBalanced Assessment System

The Centrality of WIDA’sEnglish Language ProficiencyStandards in Its AssessmentsFLAREAssessmentsWIDA’s PreK12 EnglishLanguageProficiencyStandardsACCESS forELLs MODEL 7

The Role of Standards in theDevelopment of FLARE eworksLanguageLearning TargetsFLARE Assessments8

Standards that Contribute toFLARE’s Language AssessmentFrameworksACT a ProgramBenchmarksWIDA’s EnglishLanguageProficiencyStandards, Gradelevel clusters 6-8 &9-12NAEPFrameworks,Grades 8 & 12LanguageAssessmentFrameworksCenter forEducational PolicyResearch’sStandards forSuccess9

Standards Designed forEnglish Language LearnersWIDA’s ELP Standard 3: The language of MathematicsGrade Level Cluster: 6-8Language Domain: WritingExample Topic: Algebraic equationsA Strand of Model Performance Indicators Across the 5 Levels of English Language ProficiencyLevel 1Level 2Level 3Level 4Level 5Show pictorialrepresentations or labelterms relatedto algebraicequations frommodels orvisualsGive examplesand expressmeaning ofterms relatedto algebraicequations frommodels orvisualsDescribe mathoperations,procedures,patterns, orfunctionsinvolvingalgebraicequations frommodels orvisualsProduceeveryday mathproblemsinvolvingalgebraicequations andgive steps inproblemsolving frommodels orvisualsSummarize orpredictinformationneeded tosolve problemsinvolvingalgebraicequations10

From Standards toLanguage Learning Targetsfor Language Learners Two grade level clusters Two language domains Three tiers Four content areas11

English Language ArtsLanguage Learning TargetsAreas of Study and Topics of Focus Literature and Understanding TextAmerican, British, and World Literature, Paraphrasing,Comparing texts, Interpreting figurative language, LiteraryForms, Literary texts in historical and cultural contexts Language and LinguisticsConventions and mechanics, Semantics, Tone, Jargonwords, Etymology, and Word formation Composition and RhetoricThe writing process, Gathering and documenting research,Audience, Text organization, Coherence, and Genres12

Language Learning Targets:Standards-based Learning ProgressionsFramed by Four Linguistic ComponentsLanguageFunctionsVocabularyLanguage LearningTargetsGrammarDiscourse13

Differentiated Language LearningTargets by Grade Level Cluster,Tier, and Content AreaLanguage LearningTargetsStudent LanguageLearning GoalsFLARE Formative Assessments14

A Balanced Assessment SystemACCESSforOccasional,District,ELLs mAssessmentPeriodic, School and/MODEL or District-based15

The FLARE ProjectDr. Paula White, WCER16

Participating Districts Chicago Public Schools Garden GroveUnified School District Charlotte-MecklenbergSchool District17

Formative Assessment CycleGoalsFeedbackInstructionMeasuring

The ProjectA grant project funded by the Carnegie Corporation of New York19

Learning TargetsWIDA LanguageProficiencyStandardsNational CollegeReadinessStandardsResearch onAdolescent SLAResearch onAdolescentLiteracy20

Assessment Tools21

Teacher Support22

Current Status23

Lessons learned so far The teachers want formative assessments, butunclear on what they really are FLARE materials seem helpful Need to create tools that cross ELL programtypes Professional development and support iscritically important!!! Large urban districts pose unique challenges Districts have different capacities & perspectiveson academic language24

Implementation of FLAREin Charlotte-MecklenburgSchool DistrictNadja Trez25

Implementation of a FormativeAssessment System for English languageLearners: A Progress Report on FLARE40th Annual National Conference on Student AssessmentDetroit, MIJune 20, 2010Charlotte “Nadja” TrezFLARE District CoordinatorCharlotte Mecklenburg Schools26

FLARE Implementation in CharlotteMecklenburg Schools (CMS), NC

FLARE Pilot SitesSelection Process Support from the district Chief Academic Officer (Ann Clark) andExecutive Director (Dr. Kathy Meads) from the ESL Program Five pilot sites pre-selected by the district ESL staff based on1. school demographic information (high ELL population)2. strong ESL program and/or strong SIOP implementation3. school administrative support Meeting with the individual school principal for theircommitment and FLARE teachers selection Sharing the scope of FLARE project and securing the commitmentform from each pilot school28

FLAREPilot SitesSelectionProcess29

FLAREPilot SitesSelectionProcess30

FLAREPilot SitesSelectionProcess

FLARE Year 1Summer Institute August 5th and August 6th, 2009 Thirty-two (32) FLARE teachers (SIOP and ESL teachers andtesting coordinator), administrators, and district administratorsparticipated in the Summer Institute Designating the FLARE leaders at each school32

CMS Year 1 Activities Monthly FLARE Leaders Meetings: Discuss the monthly reports and share ideas and strategies Providing feedback (e.g. IDEAL Rating Tool, Language LearningTargets, and FLARE Formative Assessment Pre-survey) Online CMS Wiki – book study on the formative assessment(Assessment Literacy) Online discussion through FLARE Discussion website: Weekly discussion on specific topics33

Book StudyCMS Wiki34

OnlineDiscussionsFLAREwebsite35

StateCollaboration NC FALCON (Formative Assessment LearningCommunity’s Online Network) Sharing the information with the FLARE teachersthrough online discussion forum FLARE team will be actively participating in the statewide formative assessment initiative36

What we have learned Budgets Contracts Clearer and better vision for the upcoming Year 2 and 3 Better communication tools with all FLARE teachers Continuous and more streamlined Assessment Literacy Active participation in the local and state formativeassessment37

Implementation of FLAREin Garden Grove UnifiedSchool DistrictKarina Martir38

Definition of EnglishLearners in GGUSDNewcomers:ELD students arethose who have been inthe U.S. for less thanfive years total andhave not been born inthe U.S.Long-Term:Students who havebeen in the U.S. morethan five years or wereborn in the U.S. andhave not beenreclassified as FluentEnglish Proficient.

Systematic ELD from E.L. Achieve Systematic ELD is a focused approach to ELDinstruction. This Focused Approach instructionprovides a framework for designing andimplementing an effective English LanguageDevelopment program and/or provides access tomainstream curriculum for all English Learners.Systematic ELD is part of a comprehensiveframework for English Learner instruction forhow to plan, teach and monitor ELD instructionat each level.

Constructing Meaning fromE.L. Achieve Constructing Meaning is a focused approachthat seeks to optimize language and contentlearning for long-term English learners.Recurring themes in Constructing Meaning areknowing students' needs, identifying disciplinespecific language, connecting listening,speaking, reading and writing, and buildingreceptive and expressive academic language.

A Focused ApproachAn Instructional Blueprint for English LearnersSystematic ELDInstructionGoalDevelop solid Englishlanguage foundation neededto fully engage in academicand real life situations.PurposeTeach students languagenecessary to move from oneassessed English-proficiencylevel to the next.Content Determined by studentsÕELD levels. Follows a scope/sequenceof language skills. Taught in functionalcontexts.Teachers Need Knowledge of L2 levels, L2learning, pedagogy Tools to assess and plan Collaboration time Scheduled time to teachlanguageEnglish Language Arts InstructionReading InterventionGoalIntensively teach literacyskills to accelerateachievement for studentsreading two years belowgrade levelTeachers Need Knowledge to diagnoseand teach PA, decoding,fluency, comp, spelling orallang. development, andwriting.Grade Level ELAGoalAchieve grade level contentstandardsTeachers Need Knowledge of contentbeing taught Effective instructionalpracticesContentMath, H/SS, Science, PE, ArtGoalAchieve grade level content standardsTeachers Need Knowledge of content beingtaught Effective instructionalpracticesConstructing Meaning:Language Instruction for Content LearningPurposeFocused language support to equip students to construct and express meaning.This is based on an analysis of cognitive and linguistic demands of upcomingcontent instruction.ContentDetermined by content objective and studentsÕEnglish language knowledge.Teachers Need Tools to identify language demands of lessonTools to plan language instruction for content learningSupport through collaborative planningComprehensible delivery of content instruction: Utilizes instructional strategies and techniques to make content comprehensible (e.g. SIOP, GLAD, SDAIE, etc.) Maximizes teachable moments throughout the entire instructional day for both content and languageE.L. Achieve

7-12 ELD Program ELD Basics: Students scoring Beginning onthe California English LanguageDevelopment Test (CELDT); offered 7-12 ELD A: Students scoring Early Intermediateon the CELDT; offered 7-12 ELD B: Students scoring Intermediate on theCELDT ; offered 7-12 ELD C: Students scoring high Intermediate toEarly Advanced on the CELDT; offered 9-12

Entrance Criteria for ELD

Exit Criteria for ELD

Overview of ELD Pacing Guides

Long-Term EL Support All 7th graders take the core ELA classAND a Companion Class (Advanced, E[for EL’s reading at grade level], ER [forEL’s reading two or more years belowgrade level) and R [for EO’s reading two ormore years below grade level) 8th graders take the core ELA class ANDhave the option to take a CompanionClass.

ELA Companion E and ER Description of E and ER– Both are ELD classes that use the Holt textbook– Both are based on students’ needs in regards toLanguage; NOT standards based– E focuses on the building of academic language withfluent accuracy– ER focuses on the building of academic languagewith fluent accuracy AND a focus on readingdevelopment through the use of language– Systematic ELD is used by the teacher to help guideinstruction for maximum student achievement

Overview of ELA CompanionE and ER Pacing Guide

Long-Term EL Support Across 7-12 Science and Social Science,Pacing Addendums have been created toallow teachers to incorporate ConstructingMeaning to the core curriculum. ELA will begin the creation of the PacingAddendums in 2010-11. The delay wasdue to the small number of teacherstrained in Constructing Meaning.

Physical Science (Earth): EnglishLearner Support Supplement to Pacing

8th grade US History: English LearnerSupport Supplement to Pacing

9th Grade ELA: English LearnerSupport Supplement to Pacing

FLARE Implementationin GGUSD With the Science and Social Science PacingAddendums the creation and incorporation offormative assessments for English Learnerswill be more effective and more easilyimplemented. Summer of 2010 will reunite previous membersof our FLARE team with new content teachersto create focused EL Formative Assessments. Fall of 2011 will add the Assessment Toolboxto the pacing addendums.54