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ELL Assessment Update. Title III ELL Symposium July 29 th & 30th, 2013 Justin Porter Director, Assessments for Special Populations Student Assessment Division Texas Education Agency. Disclaimer.

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ELL Assessment Update

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Ell assessment update

ELL Assessment Update

Title III ELL Symposium

July 29th & 30th, 2013

Justin Porter

Director, Assessments for Special Populations

Student Assessment Division

Texas Education Agency


Disclaimer

Disclaimer

  • These slides have been prepared by the Student Assessment Division of the Texas Education Agency

  • If any slide is changed for local use, please remove the TEA footer at the bottom of the slide


What s new at tea

What’s New at TEA?

  • New Director

  • Assessments for students served by special education and assessments for ELLs are now the responsibility of the Assessments for Special Populations Unit in the Student Assessment Division.

  • TETN dates have been set for the fall of 2013.

    • September 9 from 9:15 until12:15 – ELL Assessment Update

    • October 8 from 9:00 until12:00 – LPAC Assessment TOT

      for ESCs

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Topics

Topics

  • TELPAS

  • ELL Progress Measure to be implemented in 2014

  • STAAR L

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Telpas

TELPAS


Telpas standard setting

TELPAS Standard Setting

  • TELPAS standards were last reviewed in 2008.

  • Changes in the academic achievement test make it necessary to look at the language proficiency assessment.


What does advanced high mean

What does Advanced High mean?


Taks to staar differences in curriculum and rigor

TAKS to STAAR: Differences in Curriculum and Rigor

Compared to TAKS, STAAR

has a stronger emphasis on rigor

is a more comprehensive system with standards aligned from elementary to high school

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Staar a new assessment model

STAAR: A New Assessment Model

Assessments are vertically aligned within a content area from one grade/course to the next.

The focus is on the most essential curriculum.

Content and skills are addressed at a greater depth and cognitive complexity.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Transition from taks to staar

Transition from TAKS to STAAR

  • How does the transition from TAKS to STAAR impact the TELPAS reading standards?

  • Has the increase in rigor associated with STAAR changed the meaning of “grade-appropriate” in relation to state assessments?

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Staar reading to telpas reading text complexity analysis

STAAR reading to TELPAS reading: Text Complexity Analysis

  • Conducted as part of preparations for the standards review meeting

  • Compared the text complexity between selected STAAR passages and Advanced High TELPAS reading passages

  • Done for grades 3, 4, 6, 8, and 10/English II

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Staar reading to telpas reading text complexity analysis1

STAAR reading to TELPAS reading: Text Complexity Analysis

  • Together with Pearson, TEA created a rubric for raters to use when evaluating the complexity of a text.

  • The rubric had descriptors for four specific areas:

    • Purpose and Meaning

    • Organization and Structure

    • Language

    • Knowledge Demands

  • For each area, raters assigned one of four ratings to the text:

    • Not Complex

    • Slightly Complex

    • Moderately Complex

    • Very Complex


Staar reading to telpas reading text complexity analysis2

STAAR reading to TELPAS reading: Text Complexity Analysis

  • For the purposes of this analysis, differences between academic achievement and language proficiency were not the focus

  • The goal was to attempt to quantify the difference in complexity from TELPAS reading texts to STAAR reading texts

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Staar reading to telpas reading text complexity analysis3

STAAR reading to TELPAS reading: Text Complexity Analysis

  • TEA staff from the STAAR reading, and TELPAS teams, as well Pearson content staff worked together to form the ratings.

  • Differences in complexity were found to be much more dramatic at the upper grades and much less apparent at the lower grades.

  • Results were not surprising given the relationship between language proficiency and academic achievement across the grade levels.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Telpas reading standard setting

TELPAS Reading Standard Setting

  • TELPAS has four proficiency levels:

    • Advanced High

    • Advanced

    • Intermediate

    • Beginning

  • Reading test proficiency level is determined by scale score cuts.

  • Three proficiency level cut scores were determined in 2008 to define the four proficiency levels – TAKS assessment program.

  • The standards review committees will make recommendations about where the proficiency level cut scores should be – STAAR assessment program.


Global definition of advanced high

Global Definition of Advanced High

Advanced High students have attained the command of English that enables them, with minimal second language acquisition support, to engage in regular, all-English academic instruction at their grade level.

Key features – Ability to engage in grade-appropriate academic instruction with minimal second language acquisition support

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Global definition of advanced

Global Definition of Advanced

Advanced students are able to engage in grade-appropriate academic instruction in English, although ongoing second language acquisition support is needed to help them understand and use grade-appropriate language. These students function beyond the level of simple, routinely used English.

Key features – Ability to engage in grade-appropriate academic instruction with second language acquisition support

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Global definition of intermediate

Global Definition of Intermediate

Intermediate students do have some ability to understand and use English. They can function in social and academic settings as long as the tasks require them to understand and use simple language structures and high-frequency vocabulary in routine contexts.

Key features – Limited ability, simple language structures, high-frequency vocabulary, routine contexts

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Global definition of beginning

Global Definition of Beginning

Beginning students have little or no ability to understand and use English. They may know a little English but not enough to function meaningfully in social or academic settings.

Key features – Little or no English ability

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Ell assessment update

Neighborhood for Advanced cut

Neighborhood for Intermediate cut

Neighborhood for Advanced High cut

100% Meeting Standard

0% Meeting Standard

TELPAS Reading Standard Setting

Neighborhood for Scale Score Cuts

TELPAS reading

Neighborhoods for

Intermediate, Advanced and Advanced High

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Telpas reading standard setting1

TELPAS Reading Standard Setting

  • New standards will be applied to TELPAS reading beginning with the 2014 administration.

  • Due to the fact that the reading domain is weighted heavier in composite proficiency level calculations, districts may see slight shifts in composite scores for students.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Grades 3 12 telpas students at each proficiency level

Grades 3–12 TELPAS % Students at Each Proficiency Level

B = Beginning

I = Intermediate

A = Advanced

H = Advanced High

New Test

Former Test (RPTE)


Telpas composite ratings 2006 2013 percent reaching advanced high

TELPAS Composite Ratings2006—2013 Percent Reaching Advanced High

  • Composite weights have not changed

  • TELPAS reading tests changed in 2008 for grades 2—12

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


2013 audit of telpas writing

2013 Audit of TELPAS Writing

  • 2000 writing collections from across the state have been collected and are being reviewed right now.

  • Training histories of selected raters were reviewed as part of the audit process.

  • Audit results and technical documents will be posted to the TEA website in late 2013 or early 2014.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Telpas release

TELPAS Release

  • There will be a full release of TELPAS forms for all grade bands in 2014.

    • These are to be released in an online format to allow them to be seen in the TestNav environment, just as the students see the operational test.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Ell progress measure

ELL Progress Measure


Ell policies for staar texas administrative code

ELL Policies for STAARTexas Administrative Code

All ELLs required to participate in all STAAR grade 3–8 and EOC assessments

Exemptions from testing not permitted except for qualifying asylee refugees in grades 3 through 8

TAC §101.1005(h) requires policies for including academic performance of ELLs in accountability measures to take into account second language acquisition developmental needs of this student population.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Impetus for ell progress measures in texas

Impetus for ELL Progress Measures in Texas

1. Texas ELL Assessment Focus Group indicated:

  • Too often ELLs who qualified for linguistic accommodations or exemptions were not included in campus and district focused efforts to help struggling students because they were not counted in state reporting and accountability.

  • For STAAR program, it would be preferable to eliminate exemptions and find fair and appropriate ways to assess ELLs and be accountable for meeting their unique needs

    2. National ELL policy experts now officially recommend that states create ELL-specific measures of progress for use in federal accountability systems.

    3. Policymakers and stakeholders would like more similar state and federal policies in new accountability system

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Recommendations of national working group on ell policy

Recommendations of National Working Group on ELL Policy

Establish state-expected timeframe for second language acquisition

Make timeframe challenging but achievable

4 to 5 years is group’s recommendation for a defensible timeframe based on best currently available second language acquisition research

ELLs are diverse; time required for second language acquisition is affected by many factors and individual student characteristics.

This group recommends, however, that state’s timeline not exceed 5 years for an individual ELL.

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Recommendations of national working group on ell policy1

Recommendations of National Working Group on ELL Policy

For ELLs tested in English, incorporate English language proficiency (ELP) into accountability provisions for content area achievement using expected timeframe from Recommendation 1 to the extent possible.

Language plays significant role in knowledge acquisition and content mastery

Students should meet grade-level achievement standards no later than when they are expected to be proficient in English based on their initial ELP level and time in U.S. schools

Differentiate content-area performance expectations by expected ELP level for each grade

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium

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Recommendations of national working group on ell policy2

Recommendations of National Working Group on ELL Policy

Hold schools and districts accountable for meeting ELLs’ content-area performance expectations taking into account students’ level of ELP

Rationale for having different content-area performance expectations tied to different levels of ELP lowers standards for ELLs:

Standards do not differ in terms of ELLs’ schooling outcomes

All ELLs should achieve proficiency in English and meet grade-level performance standards in English within state’s timeframe for second language acquisition

A traditional one-size-fits-all performance standard does not take into account the developmental role that language proficiency plays in content learning

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What will the texas ell progress measure look like

What will the Texas ELL Progress Measure look like?

ELL Progress Measure will:

take into account the amount of time needed to acquire English language affects time needed to fully learn and demonstrate grade-level academic skills in English

be applied to all content areas

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Ell assessment update

DRAFT


How will the ell progress measure be used

How will the ELL Progress Measure be used?

ELL Progress Measure will be incorporated into the 2014 state accountability reports

Used to calculate accountability for both Index 1 & 2

For detailed information regarding the accountability system:

http://ritter.tea.state.tx.us/perfreport/account/2013/20130328coe/pi_technical_5-23-13.pdf

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Staar l

STAAR L


2013 staar l administrations

2013 STAAR L Administrations

  • Online interface provided certain linguistic accommodations for qualifying students:

    • Clarification in English at the word or phrase level for pre-determined words

    • Words read aloud at the word-by-word level

  • 35,000 students across the state were administered STAAR L across all administration in 2013

TEA – ELL Assessment Update for July 2013 Title III ELL Symposium


Staar l practice sets

STAAR L Practice Sets

  • The agency is currently working with the contractor to produce practice sets for STAAR L

  • Anticipated to be released in early 2014

  • They are anticipated to be in an online format similar to TELPAS so that students may experience the items as they will be presented in the operational administration.


Contact information

Contact Information

Justin Porter, Director of Assessments for Special Populations

[email protected]

(512) 463-9536


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