1. Research A Vital Goal: Blending Assessment with Instruction English Learners H Gary Cook, Ph.D. University of Wisconsin National Conference on Student Assessment June 2013

2. Research Overview What defines and English learner (EL)? What are EL demographics like? What do we need to think about when we assess them? What should we consider when evaluating systems that support them?

3. Research What defines and English learner (EL) NCLB 9101(25)? Age (3-21) Home language status Language proficiency status – ability to be proficient on state tests – ability to successfully achieve in EO class – opportunity to participate in society

4. Research What are EL demographics like? They are very diverse!! They not a monolithic group.

5. Research Distribution of ELs by State Approximately 10% of US Public School Population Figure & Statistic (2011): nces.ed.gov/programs/coe/pdf/coe_ell.pdf 57% of ELLs Born in US* * AIR (2010) www.air.org/files/ELL_Assumptions_and_Evidence.pdf 52% ages 5-9 24% ages 10-13 24% ages 14-17** ** nces.ed.gov/programs/coe/tables/table-lsm-2.asp

6. Research Top Languages Spoken by ELs 3.6 Million Spanish ELLs NCELA Fact Sheet: www.ncela.gwu.edu/files/uploads/NCELAFactsheets/EL_Languages_2011.pdf

7. Research ELs Heterogeneous Diverse language backgrounds, even in Spanish Diverse experiences with education Diverse levels of native language literacy Diverse cultural heritages and expectations for education

8. Research Distribution of ELs by District in WIDA Consortium

9. Research What do we need to think about when we assess them? … What ELs come with … Relationship between language and content proficiency … Construct relevant language

10. Research … What ELs come with Socio-cultural uniqueness Different experiences with and perceptions of education Different levels of native language literacy Different levels of English proficiency At least one other language They’re doing double the work

11. Research Language and Content Proficiency Cook, Boals Lundberg (Nov 2011) Kappan.

12. Research How long to English Proficiency? Cook, Boals Lundberg (Nov 2011) Kappan.

13. Research Construct Relevant Language Content Assessment Content Standards ELPD Assessment ELPD Standards Assessing language critical to the content Assessing content with construct relevant language

14. Research

15. What should we consider when evaluating systems that support them?

16. Research Some Key Points Language proficiency level matters It takes time to become English proficient in school settings Measures using construct relevant language better assess the construct

17. Research No services Content area tutoring Content base ESL Developmental bilingual Heritage language program Pull out ESL Sheltered instruction Structured immersion Transitional bilingual Dual language Self-contained Program Types (e.g., from WIDA)

18. Research EL Program types have different teacher makeups – Some ELs assigned to specific teachers, e.g., Pull out ESL, Developmental Bilingual – Some ELs have support teachers, supporting content teachers, e.g., Structured Immersion – Some ELs are supported by aides (non-certified teachers), e.g., Content Area Tutoring Who is the teacher of record? Who is the adult of record? Attribution

19. Research Many types of programs share instructional time with content teachers Support for EL students differs based on needs, some classes have support others do not. As ELs transition to proficiency, they no longer have support. How do you attribute part year growth to EL teachers? Attribution

20. Research We should have high standards for all students, especially ELs. ELs are not a single monolithic group. Language and content proficiency are related; this needs to be factored in when evaluating programs serving them. Where do we go from here?