English Language Learning and Formative Assessment by rls17961


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									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: info@flareassessment.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
                                                        •    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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