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

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).

Reasons Why ELLs Are Underrepresented Most standardized tests rely heavily on language Standardized Tests Incorrect notion that only English-proficient students can be high ability Demographics of educators Perspective on Ability/Potential Culture Cultural preferences and norms

Best Practices for Identifying Student Needs Gather evidence from multiple sources Use quantitative and qualitative evidence Use tools and methods that are responsive to pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities Consider linguistic and cultural diversity as strengths Use effective and inclusive practices

Quantitative and Qualitative Evidence Responsive Tools and Methods Use local norms Consider non-verbal measures (e.g., Cognitive Abilities Test or Naglieri Nonverbal Ability Test) Administer in L1? Standardized Evidence Use tools that provide diverse views of behaviors Checklists, Rating Scales, Etc. Provide challenging and enriching learning opportunities Collect evidence over time (dynamic assessment) Formative Evidence

Consider Linguistic and Cultural Diversity As Strengths School-Based Characteristics for ELLs* * From Project GOTCHA Are able to read in their native language two grade levels above their current grade Show high ability in mathematics Are advanced in creative domains (fluency, flexibility, originality, elaboration) Are leaders in multiple settings (playground, clubs, etc.)

Consider Linguistic and Cultural Diversity As Strengths Language-Based Characteristics for ELLs* * From Project GOTCHA Demonstrate language proficiency levels that are above other ELLsLearn English/multiple languages at an accelerated paceShow the ability to code switchWant to teach others words from L1Are willing to translate for others Have superior knowledge of phrases and L1 dialects and ability to translate meanings into English Have a grasp on jokes related to cultural differences

Consider Linguistic and Cultural Diversity As Strengths Culture-Based Characteristics for ELLs* * From Project GOTCHA Balance behaviors expected in both the heritage and new cultures Are willing to share their heritage culture Show pride in their culture and ethnic backgroundDemonstrate a global sense of community and respect for cultural differences

Use Effective and Inclusive Practices Collaborate among classroom teachers and ELL teachers Use culturally and linguistically responsive curricula and instructional practices Provide professional development to build cultural and linguistic competence and knowledge/skills in high ability/high potential learners Engage families and communities

Questions?

Chrys Mursky Consultant, Gifted and Talented, Advanced Placement, and International Baccalaureate Wisconsin Department of Public Instruction