Foundation of Alignment – New Twists on an Old ThemeMonday, June 22, 2015: 2:00 PM-3:30 PM

Harbor F (Manchester Grand Hyatt San Diego)

Introductions & Agenda

Introductions•Kenji HakutaProfessor, Stanford University; Principal Investigator, ELPA21; and Co-Director, Understanding Language Initiative, Stanford Graduate School of Education

•Margaret HoProgram Director, ELPA21, CCSSO

•Doug KostyAssistant Superintendent, Office of Learning, Oregon Department of Education

•Emilie PoolerAssessment Designer, ETS

Moderator•Robert LinquantiProject Director, EL Evaluation & Accountability Support & Senior Researcher, WestEd

Agenda

•ELPA21 Overview•The State of a State •The ELP Standards •The ELPA21 Assessment System•Design • Implementation

•Professional Development

ELPA21 Overview Alignment of standards, assessments, and professional development is necessary for student success

State Representation

Management Partner

Standards Authors

3 Thought Partners

Guidance and Feedback

Lead State

Deliverables and Outcomes

•We are in the unique position of integrating new standards, assessments, technology, and teacher and administrator supports — all leading toward better systems of support and learning for ELLs. • Summative Tests, K through 12• Screener, K through 12• Blind/Low Vision Forms, K through 12• Professional Development Modules

Operational Timeline – Year 1, SY2015-16

Month OutcomeSeptember 2015 To vendors: Final ELPA21 Item Specifications;

operational Item BankOctober 2015 To vendors: Assessment Framework (metadata,

form planners)October – December 2015 Test administration platforms: Item reviews, UAT

January – April 2016 Operational test administrationMay 2016 Data Review, RangefindingJune 2016 Standard Setting

The State of a StateAlignment of standards, assessments, and professional development is necessary for student success

The State of a State: Oregon

•Benefits of ELPA21 Assessment System •Professional development & a new item bank•Computer-based testing is a big shift for most states•Screener

• Standardized screener is new for ODE•Common definition of ELLs

• Identified, supplemental supports, process, exiting• Longitudinal analysis

• How ELLs succeeded and what happens years after into college and careers (Ever-ELL category)

Oregon’s ELL Population

2007 2008 2009 2010 2011 2012 20130

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

66,579 66,785 67,343 65,94362,594

58,732 56,954

Number of ELL Students Statewide by Academic Year

Academic Year

Num

ber

of S

tude

nts

Former and Current ELs in Oregon

•About 20% of Oregon students are Ever ELLs, meaning they are current or former ELLs

• ~ 10% of students are current ELL• ~ 10% of students former ELL

•These percentages mirror the national percentages of current and former ELLs in the U.S.

•About 75% of Oregon’s ELLs speak Spanish at home, similar to the national average

Outcomes for ELs in Oregon: Graduation

•In 2012-13, 49% of students classified as ELL graduated from high school within four years

•Clearly, in order for ELLs to be ready for college and careers, there is an urgent need for changes to business as usual

•At the same time, it is important to understand long-term outcomes for all students who enter schools as ELLs, including those who have attained English proficiency and exited ELL services.In 2012-13:• 59% of Ever ELLs (both current and former ELLs) graduated within four

years• 72% of former ELLs graduated within four years• 71% of students never classified as ELLs graduated within four years

Moving Toward Consistency

•In the past, Oregon districts have had a choice of four different assessments to use for initial identification of ELLs•Moving to a common screener will increase consistency in identification across districts

The ELP Standards

The Cyclops Problem

ELP Standards: When ELLs use language effectively as they progress toward independent participation in grade-appropriate activities to attain college and career readiness, they can….

1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3 speak and write about grade-appropriate complex literary and informational texts and topics

4 construct grade-appropriate oral and written claims and support them with reasoning and evidence

5 conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

8 determine the meaning of words and phrases in oral presentations and literary and informational text

9 create clear and coherent grade-appropriate speech and text

10 make accurate use of standard English to communicate in grade-appropriate speech and writing

Then and NowQualities of Past Assessments

Measure mastery of ELP standards, independent of content and subject-specific language

Goal: English language proficiency

Reading, writing, speaking, and listening are assessed independently of each other

Measure vocabulary with mostly MC items: What language does the student know?

Academic language or social language

One-way communication

Qualities of New Assessments

Identify and measure mastery of the communication demands of rigorous content standards

Goal: College and career readiness

Reading, writing, speaking, and listening are assessed, as are interactions between them

Measure with innovative technology-enhanced items, higher order thinking: How does the student use language?

Academic and social language are both necessary for ELP, academic language varies by subject and is essential

Two-way communication

Purpose: Accountability Purposes: Accountability AND supporting teaching and language development

ELPA21 Assessment SystemDesign

Implementation

ELPA21 Design

Assessment System Design

•We are in the unique position of integrating new standards, assessments, technology, and educator and administrator supports — all supporting a better system for ELLs. •Comprehensive computer-based delivery • Innovative technology-enhanced items

• Including teacher-developed items•Accessibility and accommodations•Communications and outreach within and across states•Sustainability

ELPA21 Implementation

Implementation

•Evidence-centered design (ECD) approach to the design and development of task types•Identified potential assessment claims based on•Analysis of the ELPA21 standards• Intended score reporting categories

Implementation

•Identified &/or invented assessment task types that would elicit evidence to support those assessment claims•Analyzed coverage of standards (range, breadth, and depth) to determine potential test blueprint•Finalized assessment task types •Wrote item specifications and draft scoring rubrics to support item production effort

Task Design Example #1

•Standard: 3 An ELL can speak and write about grade-appropriate complex literary and informational texts•Speaking Claim: An ELL speaks about complex literary and informational texts and topics.

Proficiency Level Descriptors by Domain

ELP Standard 3

Speaking Subclaim: 3S The English language learner speaks about complex literary and informational texts and topics. The learner can: Level 1 Level 2 Level 3 Level 4 Level 5

communicate simple information about familiar texts, topics, and experiences

deliver short oral presentations about familiar texts, topics, experiences, or events

deliver short oral presentations

include some details about familiar texts, topics, and experiences

deliver oral presentations

include some specific details about a variety of texts, topics, and experience

deliver oral presentations

include relevant details, ideas, or information about a variety of texts, topics, and experiences

Task Design Example #1

Speaking prompts

•Who is the author of the book, and where does the story take place?

•Describe the relationship between Ava Lang and Davie Wing.

•Would you enjoy reading this book? Explain why or why not. Give two reasons in your explanation.

Proficiency Level Descriptors by Domain

ELP Standard 4

Speaking Subclaim: 4S The English language learner constructs spoken claims and supports them with reasoning and evidence. The learner can:

Level 1 Level 2 Level 3 Level 4 Level 5

express an opinion about a familiar topic

construct a claim about a familiar topic give a reason to support the claim

construct a claim about a familiar topic

introduce the topic provide several supporting

reasons or facts in a logical order provide a concluding statement

construct a claim about a variety of topics

introduce the topic provide sufficient

reasons or facts to support the claim

provide a concluding statement

construct a claim about a variety of topics

introduce the topic provide compelling and

logically ordered reasons or facts that effectively support the claim

provide a concluding statement

Task Design #1

•Alignment to Standard 3 •Alignment to Standard 4•Correspondence to ELA Practices

Task Design Example #2

•Standard: 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing.•Speaking Claim: The English language learner adapts language choices to purpose, task, and audience when speaking.

Proficiency Level Descriptors by Domain

Task Design Example #2

•Test takers watch an illustrated video of a science demonstration in a classroom. •The video is accompanied by simple narration, and key materials are labeled. •The prompt asks the test taker to summarize the key events of the presentation for the class. •This task is intended to measure a test taker’s ability to deliver a short oral presentation using precise vocabulary and relevant descriptive details.

Observe and Report

Watch the teacher. Then you will explain what happened.

Speaking Prompt

•Hi, I'm Maurice, I didn't completely follow the demonstration. Can you tell me what the teacher did?

Task Design Example #2

•Alignment to standards 3 and 7•Correspondence to ELA, Math and Science Practices

Item Writing

•Once tasks were determined and item specifications written, large-scale item writing began•Consortium educators were involved throughout:•Reading passage rating and review• Item writing including topic generation, word list creation, creation of listening, speaking and writing stimuli, and writing of reading comprehension items

•Content and Bias review panels

ELP Standards Professional Development

Professional Development

•ELPA21’s Professional Development (PD) Task Force• Works with ELL experts and educators from ELPA21 states to develop materials and guidance to be used in group trainings and accessed by individual teachers. • Six online training modules that focus on classroom implementation of the ELP Standards to be available Summer 2015

• Will address topics for both ELL and content teachers, including ELP Standards implementation, English language application, and students’ understanding of language and content.

• Goal of supporting ELLs both inside and outside the EL context

Concluding Thoughts

Connections & Contingencies

21st C. Content Practices

21st C. ELP standards

+ Rigor ELP tasks/items

+ "English proficient" criterion

+++Opps to use language

Prof. Learning/ Curriculum /

Pedagogy

Q & A

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Join Us & Learn More

•Visit www.ELPA21.org•Facebook: ELPA21•Twitter: ELPA21Assess•Email: communications@elpa21.org