Comprehensive Assessment System

Developing Local Assessments

• Universal Design/Plain Language
• Cultural/socio-economic lens

WIDA Can-Do Descriptors

• http://www.wida.us/
• 4 domains:
• Reading
• Writing
• Speaking
• listening
• Organized by grade level and language proficiency level

Authentic Assessment

• Practical demonstration of knowledge and/or understanding
• Ex. Observations, performance tasks, etc.
• Perhaps writing an essay is not the best way to determine the student’s level of understanding of academic content

• Questions?

Resources for Consideration of Commercial Assessments

• Review technical manual
• http://rti4success.org/screeningTools
• www.cal.org

The WIDA standards and assessment framework

• ELPS

• Summative

• Research on second language development

• Formative

• Instruction

• ELP Assessments

• Assessment Data

• Performance Definitions

• CAN-DO Descriptors

• ELP Assessments

Interpreting Data

• Question your first assumptions
• Use multiple measures
• Use the knowledge you have about that student
• Consider linguistic demands (do you still have construct validity?)

Imagine if…

• What additional questions would you want to ask about these 2 students?

• Two 5th grade ELLs at a WIDA level 2.5 score in the most at risk range on a math screen.

• Student A
• Arrived to the US 3 months ago
• Demonstrates grade level literacy in L1
• Preliminary adaptation phase

• Student B
• Arrived to the US 3 years ago
• Some oral L1 proficiency but no L1 literacy
• Integrative adaptation phase – culture split

• Given the contextual ELL factors, how do you respond?
• What would you do next for each student in
• ESL/bilingual instruction
• the general education classroom
• additional intervention if any

Multiple Measures/Triangulation

• Compare L1 and L2 measures, when possible
• Use WIDA rubrics (in addition to content rubrics)
• Progress Monitoring data
• Considerations from structured language observations + performance tasks

Additional Screening Information Needed for ELLs

• When using traditional screening measures to determine the degree and type of intervention ELLs will need, also:
• Review language proficiency data
• Consider level of acculturation at the time of screening
• Check to see if the measure has been normed on ELLs

Questions?

Upcoming Webinars

• February 8th 9:30-10:30
• Interpreting NECAP Data

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