Florida has the 3rd largest number of English learners, yet legislators believe that there are not enough ELs to warrant native language assessments. Bottom line: NLAs level the playing field & give ELs the opportunity to show all of what they know & can do, not just what they know & can do in English.
On the July 30, 2012 conference call meeting of the ELL Subcommittee of the Taskforce, Miami-Dade Superintendent and Taskforce member Alberto Carvalho summarized the subcommittee’s priority recommendations for inclusion in FLDOE draft legislation. To listen to the recording of the meeting, click here.
Key recommendations included:
1. Hold schools accountable for growth in English language proficiency by adding English Language Proficiency results to performance calculations, as recommended in the USDOE review process.
2. Use multiple outcome measures to ensure a comprehensive picture of ELL progress, such as closing achievement gaps (achievement, promotion, graduation), improving levels, maintaining proficiency, cohort analysis, and permit home language content assessments as appropriate and feasible.
3. Develop ways to include and follow the achievement of migrant students in state-wide and district-based accountability plans.
4. The 71-page report of the Taskforce recommendations is available here (see Goal 4, Page 19.
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