FLARE Professional Development Professional development is integral to FLARE's success. FLARE is building local capacity with its three partner school districts and annual professional development institutes. Formative Language Assessment Records 2009 FLARE Summer Institute for English Language This two-day institute examines middle and Learners high school literacy in the English as a Second Language and bilingual education contexts, assessment literacy, and using formative assessments in second language classrooms. 2010 FLARE Summer Institute The 2010 summer institute serves as a guide on how to use the FLARE language learning targets and assessments and investigates the signs of language literacy progress. 2011 FLARE Summer Institute The 2011 summer institute explores the use of the FLARE assessment tools and reporting forms to diagnose students’ strengths and needs on setting language learning goals. FLARE District Members Wisconsin Center For Education Research (WCER) • Charlotte-Mecklenburg, NC University of Wisconsin-Madison • Chicago, IL 1025 W. Johnson Street Madison, WI 53706 Tel: 608-263-1564 • Garden Grove, CA E-mail: firstname.lastname@example.org Website: www.flareassessment.org FLARE Mission FLARE Formative Assessment Model Formative Assessment Best Practices “Developing scaffolded language learning Based on the existing research, best practices in targets and connecting them to formative assessments is the hallmark of the FLARE the development and use of formative assess- assessment model.” ments should: 1. Be of sound technical quality; FLARE is funded by a 2. Be an ongoing, classroom-based process three year grant that is embedded in instruction; (2009-2011) by the 3. Focus students on learning goals; Carnegie Corpora- Assessment frameworks are at the center of this 4. Provide examples of good work; tion of New York. The FLARE project model. These frameworks are developed referencing 5. Identify students’ current skills and abilities; encompasses the following four key goals and nationally recognized standards which include: 6. Highlight gaps in student learning and objectives: • WIDA’s Consortium’s middle and high provide directions for addressing those • To pioneer a formative assessment model school academic language proficiency gaps; for English Language Learners (ELLs) in the standards 7. Seamlessly integrate with external middle and high school grades using best • ACT College Readiness Standards standards and summative assessments; practices. • NAEP’s Frameworks 8. Be dynamic enough to accommodate class- • To develop valid and reliable formative • Center for Educational Policy Research’s room realities, yet uniform in data collec- measures of students’ progress in academic Standards for Success tion, interpretation, and reporting; and English language proficiency and to support • Achieve’s American Diploma Program (ADP) 9. Incorporate a rigorous professional and expand English as a second language Benchmarks development program for teachers. and bilingual teachers’ capacity to evaluate The assessment frameworks are used to create their students. language learning targets and FLARE assessments. In • To improve the learning and achievement this model, teachers identify the language learning FLARE Development Team of ELL students and to provide teachers targets for each level of English language appropriate H. Gary Cook, Principal Investigator, WCER with practical tools for keeping ELLs on for students at specific levels of proficiency. Instruc- Paula White, FLARE Project Manager, WCER track for academic success and post tion occurs relative to those targets, and students are Tim Boals, WIDA Executive Director secondary opportunities. assessed on their progress toward meeting goals with Mariana Castro, WIDA Professional Development Manager three types of measures: (a) benchmark tests, (b) Elizabeth Cranley, WIDA Associate Director • To provide the necessary materials and Margo Gottlieb, WIDA Lead Developer training to support the effective classroom-based, teacher selected assessment Margaret Malone, Center for Applied Linguistics implementation of formative assessments templates called the assessment toolbox, and Lorraine Valdez Pierce, George Mason University in ELL classrooms. (c) student self-assessments.
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