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Strengthening Policies and Practices for the Initial Classification of English Learners: Insights from a National Working Session

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Bibliographic Details
Title: Strengthening Policies and Practices for the Initial Classification of English Learners: Insights from a National Working Session
Language: English
Authors: Cook, H. Gary, Linquanti, Robert, Council of Chief State School Officers (CCSSO)
Source: Council of Chief State School Officers. 2015.
Availability: Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org
Peer Reviewed: N
Page Count: 25
Publication Date: 2015
Sponsoring Agency: Carnegie Corporation of New York
Document Type: Reports - Descriptive
Descriptors: Classification, English Language Learners, Educational Practices, Educational Policy, Definitions, Alignment (Education), Language Proficiency, Language Acquisition, Standard Setting, Evaluation Methods, Evaluation Criteria, Guidelines, Change Strategies, Disability Identification, State Standards
Abstract: This report summarizes and further develops ideas discussed at a national working session held on May 23, 2014, to examine issues and options associated with initially classifying English learners (ELs). It is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward a common definition of English learner as part of their assessment grant requirements. Linquanti & Cook (2013) provide a framework (p.6) for this undertaking, delineated in four stages: (1) identifying potential ELs; (2) establishing initial EL classification; (3) defining an "English proficient" performance standard; and (4) reclassifying ELs. This report focuses specifically on Stage 2, establishing initial English learner classification. Appended are (1) Working Session Participants/Observers and Organizations Represented and (2) State EL Classification Assessments and Locus of Authority (as of May 2014, includes DC).
Abstractor: ERIC
Number of References: 22
EIS Cited: ED564026
Entry Date: 2016
Accession Number: ED565758
Database: ERIC
Description
Abstract:This report summarizes and further develops ideas discussed at a national working session held on May 23, 2014, to examine issues and options associated with initially classifying English learners (ELs). It is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward a common definition of English learner as part of their assessment grant requirements. Linquanti & Cook (2013) provide a framework (p.6) for this undertaking, delineated in four stages: (1) identifying potential ELs; (2) establishing initial EL classification; (3) defining an "English proficient" performance standard; and (4) reclassifying ELs. This report focuses specifically on Stage 2, establishing initial English learner classification. Appended are (1) Working Session Participants/Observers and Organizations Represented and (2) State EL Classification Assessments and Locus of Authority (as of May 2014, includes DC).