The English Language Proficiency (ELP) community of practice (CoP) will create a shared online space for state education agencies (SEAs) to learn from one another and from research and policy experts. As SEAs implement their consolidated state plans, they will benefit from specialized technical knowledge from peers and EL and accountability experts. SEAs that engage and collaborate in this CoP will work towards the following goals:
Participants will be able to create and execute a plan to adjust their ELP goals, MIPs, and the ELP indicator when new ELP assessment data becomes available.
Participants will be able to articulate a strategy for monitoring, reporting, and/or assisting LEAs in meeting ELP goal
Participants will learn how to apply best practice and research for incorporating EL subpopulations (e.g. recently-arrived ELs, ELs with disabilities, students with interrupted formal education, former ELs).
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149
English Language Proficiency
CoP Subject Matter Expert Resources
Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance
Growth Model Comparison Study: Practical Implications of Alternative Models for Evaluating School Performance: This report, published in 2012 by the Council of Chief State School Officers (CCSSO), compares several different growth models in the context of monitoring school performance and examines the empirical characteristics of each. The study is based on large-scale assessment results from four states (Delaware, Hawaii, North Carolina, and Wisconsin) across two cohorts of students, and explicitly considers model results with respect to elementary and middle schools. The broader focus of this study distinguishes it from previous research comparing various models for accountability purposes.
150
English Language Proficiency
CoP Subject Matter Expert Resources
Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress
Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress: This handbook offers guidance on how to meaningfully incorporate EL progress into school-level accountability, within the context of the Every Student Succeeds Act (ESSA) requirements that assessment and accountability of ELs, which were moved from Title III to Title I, must be included in the state’s overall accountability system. Specifically, this handbook focuses on the use of data to assist SEAs in making informed decisions, keeping in mind that such analyses should occur with attention to the values, intentions, and constraints of a state’s specific context. Citation: Goldschmidt, P. (2018). Handbook for Developing and Monitoring the English Language Proficiency Indicator and English Learner Progress. Washington DC: Council of Chief State School Officers.
151
English Language Proficiency
CoP Subject Matter Expert Resources
Considering English Language Proficiency within Systems of Accountability Under the Every Student Succeeds Act
Considering English Language Proficiency within Systems of Accountability Under the Every Student Succeeds Act: This brief, published in 2017 by the Latin Policy Forum and the Center for Assessment, provides an overview of the ESEA requirements around ELP within systems of accountability, and then offers guidance on the ways in which (a) progress in achieving ELP can be defined, (b) these various definitions can be incorporated into ESEA-compliant state accountability systems, and (c) a state can evaluate the validity of a state ESEA accountability system for meeting EL policy goals.
152
English Language Proficiency
CoP Subject Matter Expert Resources
Guide for Including Recently Arrived English Learners into State Accountability Systems
Guide for Including Recently Arrived English Learners into State Accountability Systems: This U.S. Department of Education guide provides suggested research- and evidence-based guidelines for states to consider for developing an accountability model for recently arrived ELs. The intent of the guide is to provide guidelines that allow states to develop an accountability model that is grounded in a state’s theory of action while also meeting ESEA requirements.
153
English Language Proficiency
CoP Subject Matter Expert Resources
Including Recently Arrived ELs in State Accountability Systems: An Empirical Illustrations of Models
Including Recently Arrived ELs in State Accountability Systems: An Empirical Illustrations of Models: This working paper from the Wisconsin Center for Education Research uses a guide published by the U.S. Department of Education on recently arrived ELs to illustrate procedures that can be used to compare and contrast school-level overall and EL subgroup accountability determinations for proficiency in reading/language arts under the different options allowed by provisions of ESSA. The model analyses provided in the paper are primarily meant to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for recently arrived EL assessment, not as a recommendation or critique of any of the options.
154
English Language Proficiency
CoP Subject Matter Expert Resources
guide
Including Recently Arrived ELs in State Accountability Systems: An Empirical Illustrations of Models: This working paper from the Wisconsin Center for Education Research uses a guide published by the U.S. Department of Education on recently arrived ELs to illustrate procedures that can be used to compare and contrast school-level overall and EL subgroup accountability determinations for proficiency in reading/language arts under the different options allowed by provisions of ESSA. The model analyses provided in the paper are primarily meant to illustrate how a state could undertake them as part of its efforts to develop and explore a theory of action for recently arrived EL assessment, not as a recommendation or critique of any of the options.
155
English Language Proficiency
CoP Subject Matter Expert Resources
Council of Chief State School Officers English Learners with Disabilities Guide
Council of Chief State School Officers English Learners with Disabilities Guide: This Guide offers recommendations to states developing policies and procedures on 1) the identification of ELs with disabilities, and 2) individualized education program (IEP) development for ELs with disabilities. This Guide focuses on ELs with disabilities whose language proficiency and disability may be related within an educational context. For some ELs with disabilities, ELP is unrelated to their disabilities (e.g., a student may be an English learner and have a physical disability for which they receive special education services). This Guide also identifies specific areas in need of additional research to inform state policies and procedures. This Guide was created in partnership with representatives from over 20 SEAs and LEAs, in consultation with national experts and federal representatives. It was also informed by a small-scale study of four states, which is described in the appendix of the Guide.
156
English Language Proficiency
CoP Subject Matter Expert Resources
White Paper on English Language Learners with Significant Cognitive Disabilities:
White Paper on English Language Learners with Significant Cognitive Disabilities:This paper was developed by the Administration, Accessibility, and Accommodations Task Management Team (AAA TMT) to provide the ELPA21 (English Language Proficiency for the 21st Century) states with recommendations for ways to include their ELs with the most significant cognitive disabilities in an assessment of ELP. It is important to note that this White Paper does not addressstudents whose disabilities are such that it is not possible to measure their English proficiency in a domain such as listening or speaking (e.g., students who are deaf or students with significant speech disabilities).
157
English Language Proficiency
CoP Subject Matter Expert Resources
Testing, Time Limits, and English Learners:
Testing, Time Limits, and English Learners: This paper, published in Social Science Research in 2008, examines how long it takes students to become minimally proficient in English and how the “time to proficiency” differs for students by their age of school entry. Specifically, the study follows four recent-entry cohorts of ELs ages 5–10 and uses discrete-time survival analysis to model the rate at which different age groups acquire proficiency. The findings are based on data on ELs enrolled in the New York City public school system.
158
English Language Proficiency
CoP Subject Matter Expert Resources
Patterns of English Learner Student Reclassification in New York City Public Schools
Patterns of English Learner Student Reclassification in New York City Public Schools: This Regional Educational Laboratory (REL) Northeast & Islands paper presents the findings from a study designed to better understand variation in English-language acquisition patterns among ELs. The study followed seven student cohorts for periods ranging from two to nine years, through the 2011-12 school year. The study drew on longitudinal administrative data to provide descriptive evidence on the time that ELs take to become reclassified. The paper sheds light on student characteristics that were associated with longer or shorter times to reclassification as former ELs.
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