Discerning and Fostering What English Learners Can Do With Language: Guidance on Gathering and Interpreting Complementary Evidence of Classroom Language Uses for Reclassification Decisions
The resource describes classroom-based evidence of English learners’ (ELs’) language use to complement standardized, large-scale, summative English Language Proficiency (ELP) assessments. The authors explore systems of collecting evidence about EL’s classroom-based language uses that can inform English learner reclassification decisions. In particular, the guidance:
Describes how states might develop standardized methods that local educators can use to gather and interpret evidence of English learner students’ classroom language uses;
Suggests how states might ensure this evidence targets more interactive, discipline-specific, and classroom-based language uses found in state ELP standards; is complementary to that of the state’s annual ELP assessment; and is appropriately used in decisions to reclassify English learners; and
Offers an illustrative prototype of tools states might develop in collaboration with local educators to collect and evaluate English learners’ classroom language uses, including a sample observation sheet and sample rubrics.
This resource supplements the Council of Chief State School Officers’ published framework and guidance documents designed to help individual states and multi-state assessment consortia move toward a more common definition of English learner.