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Race to the Top Assessment Competition

Race to the Top Assessment Competition. Public & Expert Input Meetings Assessing English Language Learners Denver, CO December 2, 2009. Race to the Top Assessment Competition.

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Race to the Top Assessment Competition

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  1. Race to the TopAssessment Competition Public & Expert Input Meetings Assessing English Language Learners Denver, CO December 2, 2009

  2. Race to the Top Assessment Competition • Race to the Top State Competition: $4B competitive grant to encourage and reward States implementing comprehensive statewide reforms across four key areas • Race to the Top Assessment Competition: $350M to support consortia of States implement common standards by funding the development of a new generation of common assessments aligned to them • Applicants: Consortia of States; 50% of the funding must be passed through to participating LEAs • Timeline: • March 2010 Release notice inviting applications • June 2010 Applications due • September 2010 Grants awarded

  3. Goals of the Assessment Program • Support States in delivering a system of more effective and instructionally useful assessments: • More accurate information about what students know and can do: • Achievement of standards • Growth • On-track to college and career ready by the time of high school graduation • Reflects and supports good instructional practice • Includes all students, including English language learners and students with disabilities • Usable to inform: • Teaching, learning, and program improvement • Determinations of school effectiveness • Determinations of principal and teacher effectiveness for the purposes of evaluation and support • Determinations of individual student college and career readiness

  4. Other Requirements • Subjects and Grades – at a minimum: • Reading/language arts and mathematics • Grades 3-8 and high school • Summative assessments – at a minimum – but: • Not necessarily end-of-year • Not necessarily once during the year • Not necessarily one test • May replace rather than add to assessments currently in use • Be valid, reliable, and fair

  5. Goals for the Input Meetings • Paint a vision of the what the next generation of assessment systems could and should look like. • Provide concrete expert and public guidance to ED staff, in response to questions asked in the notice. • Help prepare States to develop the highest quality proposals with the greatest likelihood of impact.

  6. Agenda – English Language Learners 9:00-9:10 Welcome/Setting the Stage 9:10-10:25 Expert Presentations 10:25-10:30 Break 10:30-11:20 Round Table Discussion 11:20-11:30 Break (public speakers queue up) 11:30-12:30 Public Speakers

  7. Housekeeping • Submitting your questions • Time keeping • Cell phones on vibrate please • Today’s session will be transcribed and posted to www.ed.gov, together with the presentations • Additional written input may be submitted to racetothetop.assessmentinput@ed.gov

  8. States Attending Today • Arizona • Arkansas • Colorado • District of Columbia • Hawaii • Idaho • Illinois • Iowa • Kansas • Maine • Missouri • Minnesota • Montana • New Mexico • Ohio • Utah • Wyoming

  9. On the Panel Invited Experts • Jamal Abedi, Professor of Education, University of California Davis, School of Education • Robert Linquanti, Project Director and Senior Research Associate, English Learner Evaluation and Accountability Support (ELEAS), WestEd • Charlene Rivera, Research Professor & Executive Director, George Washington University Center for Equity and Excellence in Education • Eugene Garcia, Dean, Vice President for Education Partnerships, Arizona State University From the U.S. Department of Education • Thelma Melendez, Assistant Secretary for Elementary and Secondary Education • Marshall Smith, Senior Counselor to the Secretary • Joanne Weiss, Director of Race to the Top, Office of the Secretary • Ann Whalen, Special Assistant to the Secretary

  10. Key Questions • Provide recommendations for the development and administration of assessments for each content area that are valid and reliable for English language learners. • How would you recommend that the assessments take into account the variations in English language proficiency of students in a manner that enables them to demonstrate their knowledge and skills in core academic areas? • Innovative assessment designs and uses of technology have the potential to be inclusive of more students. How would you propose we take this into account? • In the context of reflecting student achievement, what are the relative merits of developing and administering content assessments in native languages? What are the technical, logistical, and financial requirements?

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