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Using Formative Evidence to Identify High Ability/High Potential ELLs

Using Formative Evidence to Identify High Ability/High Potential ELLs. Annual Meeting of Bilingual-Bicultural Program Administrators/Educators April 10, 2014. Topics. ELL Underrepresentation in G/T Programs Reasons Why ELLs are Underrepresented Best Practices for Identifying Student Needs.

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Using Formative Evidence to Identify High Ability/High Potential ELLs

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  1. Using Formative Evidence to Identify High Ability/High Potential ELLs Annual Meeting of Bilingual-Bicultural Program Administrators/Educators April 10, 2014

  2. Topics • ELL Underrepresentation in G/T Programs • Reasons Why ELLs are Underrepresented • Best Practices for Identifying Student Needs

  3. ELLs Are Underrepresented in Gifted/Talented Programs •  Plummer (1995) estimates that culturally and linguistically diverse students are “underrepresented by 30% to 70% in national gifted programs and over-represented by 40% to 50% in special education programs” (p. 289).

  4. Reasons WhyELLs Are Underrepresented • Cultural preferences and norms

  5. Best Practices for Identifying Student Needs • Gather evidence from multiple sources

  6. Quantitative and Qualitative EvidenceResponsive Tools and Methods

  7. Consider Linguistic and Cultural Diversity As Strengths School-Based Characteristics for ELLs* * From Project GOTCHA

  8. Consider Linguistic and Cultural Diversity As Strengths Language-Based Characteristics for ELLs* * From Project GOTCHA

  9. Consider Linguistic and Cultural Diversity As Strengths Culture-Based Characteristics for ELLs* * From Project GOTCHA

  10. Use Effective and Inclusive Practices

  11. Questions?

  12. Chrys Mursky Consultant, Gifted and Talented, Advanced Placement, and International Baccalaureate Wisconsin Department of Public Instruction 608-267-9273 chrystyna.mursky@dpi.wi.gov

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