The ELD 2 and 3 team focused on an inquiry centered on the concept of increasing 'the miles on the tongue' of emergent multilingual speakers. The question was initially borne out of the goal of getting our students to demonstrate more engagement in speaking activities this year. This question has evolved now to considering our own working definition of 'fluency' and considering what situational knowledge and understandings must a speaker possess to become more 'fluent' in a variety of formal and casual contexts?

For the next year, this team is interested in continuing to explore this question through the creation of assessments that measure a speakers' entire linguistic repertoire as they engage in academic and civic contexts.

The Fundamentals and ELD 1 team collaborated together to address what they considered a missing component to the existing end of year assessment at this level: opportunities to engage students in metacognitive thinking. The team began by engaging in building a shared vision of the end of year portfolio project that resulted in a list of learning goals that students would demonstrate proficiency in related to reflection. We then used various artifacts to anchor conversations designed to refine our understanding of this inquiry: " How do we effectively design and structure learning experiences that teach the language of reflection at the emerging level?"

For the next year, this team is interested in...