Benchmarks for English Language Learners.

1. Benchmarks for English Language Learners. Maria Montalvo-Balbed Director of ELL Programs Metro RESA maria.montalvo@mresa.org

2. Why do we assess? • Discuss your assessment principle (s) in your group. • Which principle affirms your beliefs about assessment best?

3. Herman, Baker, & Linn, 2004 A single test cannot address all that is important for students to know and be able to do. Multiple measures are needed to address the full depth and breadth of our expectations for student learning.

4. Why create ELL Benchmarks? • Links directly to instructional decision-making and planning • Creates a comprehensive picture of the student’s strengths and weaknesses • Provides the necessary data to implement differentiated instruction.

5. ELL Benchmarks assess • Reading • Writing • Listening • Speaking

6. Analyze the Benchmarks • How are the Benchmarks different from WIDA? (World-Class Instructional Design and Assessment) www.wida.us • What can you tell about Steve’s strength and weaknesses?

7. Teacher comments We have used the benchmarks as a way to discuss the effectiveness of what we’re doing in our classes and to address particular problems students may be having. Mostly I think they’ve served to inform instruction and as a checks and balance to asses our program.

8. Teacher Comments The benchmarks enabled me to prove my point that the student was learning just not at a pace commiserate with the instructional setting of the regular classroom…they also have served me when preparing for an SST that established the student was in peril because of the discrepancies of progress in the different modes.

9. ASCD’s position Using a single test as the determinant for student, individual school, and school district performance does not present an accurate assessment and will result in inappropriately labeled students, schools and school districts.

10. Ticket out the door One idea I will take back is…