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APPENDIX

A

Workshop Agenda and Participants

INCLUSION, ACCOMMODATION, AND REPORTING FOR ENGLISH-LANGUAGE LEARNERS IN STANDARDS-BASED REFORM

October 14-16, 1999

SRI International

Menlo Park, California

States and districts across the nation are pressing for rigorous standards of learning and for large-scale assessments that measure the progress of all students toward high levels. However, students for whom English is a second language often are excluded from standards-based assessment programs. Such exclusions can call into question the assessment results of schools and jurisdictions. Differential exclusion rates can also lead to invalid comparisons across states and among districts. Most importantly, exclusion removes English-language learning students from accountability systems and may threaten their access to the full benefits of educational reform.

This workshop is designed to review current research and practice on the inclusion and accommodation of English-language learning students in standards-based reform. Participants will discuss the social policy goals, legal protections, standard and assessment practices, and the outcomes of high-stakes tests for English-language learning students and for their schools.



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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary APPENDIX A Workshop Agenda and Participants INCLUSION, ACCOMMODATION, AND REPORTING FOR ENGLISH-LANGUAGE LEARNERS IN STANDARDS-BASED REFORM October 14-16, 1999 SRI International Menlo Park, California States and districts across the nation are pressing for rigorous standards of learning and for large-scale assessments that measure the progress of all students toward high levels. However, students for whom English is a second language often are excluded from standards-based assessment programs. Such exclusions can call into question the assessment results of schools and jurisdictions. Differential exclusion rates can also lead to invalid comparisons across states and among districts. Most importantly, exclusion removes English-language learning students from accountability systems and may threaten their access to the full benefits of educational reform. This workshop is designed to review current research and practice on the inclusion and accommodation of English-language learning students in standards-based reform. Participants will discuss the social policy goals, legal protections, standard and assessment practices, and the outcomes of high-stakes tests for English-language learning students and for their schools.

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary Thursday, October 14, 1999 8:30-8:45 Welcome and Introductions Ulric Neisser, Cornell University Forum Co-Chair William Trent, University of Illinois Forum Co-Chair Dennis Beatrice, SRI International 8:45-9:45 Population Characteristics, Social Goals, and Educational Treatments for English-Language Learning Students Moderator—James Kadamus, NY State Department of Education Kenji Hakuta Stanford University What terminology is used to designate students for whom English is a non-native language? What are the language backgrounds and family characteristics of these students? What social and educational goals have been articulated for English-language learning students in American schools? What are the educational backgrounds and what is the character and quality of the educational services provided to English-language learners? 9:45-10:15 Discussion 10:15-10:30 Break

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary   Current Policy and Practice on the Inclusion and Accommodation of English-Language Learning Students 10:30-11:30 Charlene Rivera GWU Center for Equity and Excellence in Education What criteria are used to determine whether English-language learners are included in state testing programs? How long are English-language learners exempted from state assessment programs? What accommodation strategies do states use (modifications of tests and testing procedures)? Do states prohibit provision of specific accommodations? What criteria are used to determine individual accommodations? Who makes decisions about individual accommodations? What domains are addressed (subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities)? What assessment purposes are being served (instructional planning, system-level monitoring and accountability, program placement or exit)? 11:30-12:00 Discussion 12:00-12:45 Lunch   Recent Research and Recommendations on the Inclusion and Accommodation of English-Language Learners Moderator—Jay Heubert, Columbia University

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary 12:45-2:15 Research on Inclusion, Accommodation, and Reporting for English-Language Learners Jamal Abedi University of California Los Angeles, CRESST Inclusion and Testing of Limited-English-Proficient Students in Large-Scale Assessment Richard Duran University of California, Santa Barbara Findings of the NRC Committee on Title I Testing Ursula Casanova Arizona State University What inclusion and accommodation practices for English-language learners are best supported by research? What domains are well addressed by current measures (assessment of subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities)? What assessment purposes are well served by current methods (instructional planning, system-level monitoring and accountability, program placement or exit)? What is known about the validity of score interpretations for English-language learning students in standards-based testing? What are the most pressing development and research questions? 2:15-2:45 Discussion 2:45-3:00 Break

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary 3:00-3:45 Inclusion and Accommodation for Students with Disabilities Martha Thurlow University of Minnesota What do we know about the inclusion and accommodation of students with disabilities in standards-based reform? Do these practices hold promise for the education and assessment of English-language learning students? 3:45-4:30 Federal Protections for English-Language Learning Students Moderator—Diana Pullin, Boston College William Taylor Board on Testing and Assessment Arthur Coleman U. S. Department of Education What federal protections are provided to English-language learning students under Titles I and VI? What other federal initiatives seek to ensure that the rights of these students are protected? 4:30-5:30 Reactors: Charles Glenn Boston University Rebecca Zwick University of California, Santa Barbara 5:30-6:00 Discussion 6:00 Adjourn

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary Friday, October 15, 1999 8:30-9:15 Federal Initiatives for English-Language Learning Students Moderator—Ulric Neisser, Cornell University Judith Johnson U. S. Department of Education Rebecca Kopriva U. S. Department of Education What federal initiatives seek to promote the educational opportunities of English-language learning students? 9:15-10:45 State and Local Assessment of English-Language Learning Students Moderator—Diana Lam, Providence School Department Roseanne DeFabio New York State Department of Education Sonia Hernandez California Department of Education Merv Brennen Illinois State Department of Education How are English-language learning students identified in the jurisdiction? To what content and performance standards are English-language learning students and their schools held accountable? What educational treatments are available to these students? For what purposes (instructional planning, system-level

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary monitoring and accountability, program placement or exit) and in what assessment domains (subject-matter knowledge, native language and literacy, English language and literacy, cognitive abilities) are English-language learning students tested in the jurisdiction? What are the policies and procedures for inclusion? What accommodations are offered? What happens to excluded students? How does the testing program report scores for individuals and groups? How do English-language learning students and their schools fare in standards-based testing in the jurisdiction? What is known about the validity of score data for English-language learning students? 10:45-11:00 Break 11:00-12:30 State and Local Assessment of English-Language Learning Students (Continued) Maria Seidner Texas Education Agency Mary Ramirez Philadelphia School District Adel Nadeau San Diego County Office of Education 12:30-1:15 Lunch 1:15-1:45 Discussion

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary 1:45-2:15 Commercial Testing Practices for English-Language Learning Students Moderator—Henry Levin, Columbia University Maureen Grazioli Riverside Publishing, ITBS Margaret Jorgensen Harcourt Educational Measurement, Stanford 9 Edward DeAvila CTB/McGraw-Hill, TerraNova 2:15-3:15 Reactors: Martin Carnoy Stanford University Marion Joseph California Board of Education 3:15-3:45 Discussion/ Adjourn

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary WORKSHOP PARTICIPANTS JAMAL ABEDI, University of California, Los Angeles, CRESST, presenter DENNIS BEATRICE, SRI International ALEXANDRA BEATTY, National Research Council MERV BRENNAN, Illinois State Department of Education, presenter MARTIN CARNOY, Stanford University, presenter URSULA CASANOVA, Arizona State University, presenter ARTHUR COLEMAN, Office for Civil Rights, U.S. Department of Education, presenter EDWARD DEAVILA, CTB/McGraw-Hill, presenter SHASHIKALA DEB, Cooley, Godward, LLP ROSEANNE DEFABIO, New York State Department of Education, presenter RICHARD DURAN, University of California, Santa Barbara, presenter MICHAEL FEUER, National Research Council CHARLES GLENN, Boston University, presenter NORMAN GOLD, California Department of Education MAUREEN GRAZIOLI, Riverside Publishing, presenter KENJI HAKUTA, Stanford University, presenter LARRY HEDGES, University of Chicago SONIA HERNANDEZ, California Department of Education, presenter JAY HEUBERT, Teachers College, Columbia University CAROLYN HOFSTETTER, Policy Analysis for California Education EUGENE JOHNSON, American Institutes for Research JUDITH JOHNSON, Office of Elementary and Secondary Education, U.S. Department of Education, presenter MARGARET JORGENSEN, Harcourt Educational Measurement, presenter MARION JOSEPH, California Board of Education, presenter JAMES KADAMUS, New York State Department of Education REBECCA KOPRIVA, U.S. Department of Education, presenter DIANA LAM, Providence School Department, Rhode Island HENRY LEVIN, Teachers College, Columbia University GOODWIN LIU, U.S. Department of Education BARBARA MEANS, SRI International KAREN MITCHELL, National Research Council ADEL NADEAU, San Diego County Office of Education, presenter ULRIC NEISSER, Cornell University

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Testing English-Language Learners in U.S. Schools: Report and Workshop Summary JAMES PELLEGRINO, Stanford University DIANA PULLIN, Boston College MARY RAMIREZ, Philadelphia School District, presenter CHARLENE RIVERA, GWU Center for Equity and Excellence in Education, presenter PETER SCHRAG, University of California, Berkeley MARIA SEIDNER, Texas Education Agency, presenter PATRICK SHIELDS, SRI International ED SLAWSKI, Harcourt Educational Measurement JIM STACK, San Francisco Unified School District GWEN STEPHENS, California Department of Education DAVID SWEET, U.S. Department of Education WILLIAM TAYLOR, Attorney at Law, Board on Testing and Assessment, presenter MARTHA THURLOW, University of Minnesota, presenter JOHN TOBIN, Siemens Corporation, New York WILLIAM TRENT, University of Illinois, Urbana-Champaign REBECCA ZWICK, University of California, Santa Barbara, presenter