By: Rob Waldron

If it’s not already, adaptive technology is going to rock your world and will become an integral and essential part of teaching and learning for English learners (ELs). Now, take a look at your cell phone. You can’t live without it, right? In two years, not having adaptive assessment and instruction for ELs will be as crazy as not having a cell phone.

This doesn’t just mean “individualized learning” or “differentiated instruction”—topics that are constantly thrown around when talking about ELs. I am talking about the ability to constantly adjust the content students interact with in order to better suit the learner and support personalized learning. This can only be done with information and data collected during the course of learning.

Our ELs do double the work—they need to learn content AND language at the same time. Through the use of data from tools like adaptive online assessments, we can start to separate reading comprehension from vocabulary and vocabulary from phonics. In math, it means that we can distinguish an English learner’s conceptual understanding of the math from their ability to understand the language in a math word problem. And, we can personalize instruction to help them fill the gaps in content and language knowledge.

What does this all mean to teachers, administrators, superintendents, parents, and policy makers? It means you’ll be able to see how children progress every day, in every class, with every teacher. Gone will be the days where you wait for an April test, get results in September, and then try again the next year.

With the higher rigor demanded by the Common Core, adaptive technology is absolutely crucial. In New York, nearly two-thirds of students failed one of the first Common Core tests. That means two-thirds were below grade level. If we keep shoveling 5th grade content to a 5th grade English learner who reads at the 2nd grade level, we are only going to discourage them, not teach them.

Adaptive technologies can fix this by adjusting to the child’s level and building remediation from there, with support features afforded by technology that allow ELs to “listen” to a reading passage or math word problem multiple times or, build their academic vocabulary as they are accessing difficult texts with visual and audio supports. These technologies allow for the “extra” time ELs need to review the lessons and afford them multiple opportunities to practice, practice, practice the strategies they need to become successful learners.

The future of adaptive technology is bright. Teachers will have more tools that meet their ELs where they are and offer the same rigor of the Common Core—built to support the same college and career readiness standards all children need. If you remember one thing from this blog post, remember that “Adaptive is better.” Repeat after me: Adaptive is better.

Rob Waldron is the CEO of Curriculum Associates, an education company that provides research-based K-12 assessment and instruction programs in reading and math.

 

Curriculum Associates is a Getting Smart Advocacy Partner.

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