Early Assessment Program Assessment and Accountability Information Meeting Fall 2012 Nancy Brynelson, Co-Director, Center for the Advancement of Reading Office of the Chancellor, The California State University
Outline of this Presentation: • Overview of EAP • Goals • Components • 11th grade test • Community college participation • EAP continues with CCSS & SBAC • Test Administration • Essay • Security • Accommodations • Bubbling • Test Determinations • English • Mathematics • Exemptions • Ready - Conditional • Test Reporting • Individual results • CD Rom • Web site • Duplicate reports • Statewide results
Outline (continued) • Supplemental High School Preparation • CSU Success Web sites • Expository Reading and Writing Course (ERWC) • Strengthening Mathematics Instruction (SMI) • Early Start Program • Additional Information on ERWC • Additional Information on SMI • Contacts for Questions
Goals of the EAP • Give students an early signal of college readiness • Identify students before their senior year who need to do additional work in English and/or mathematics before entering the CSU • Collaborate with the high school community • Inform students, families, and high schools of students’ readiness for college-level work and partner with high school teachers and administrators to develop solutions • Provide 12th grade interventions • Motivate students to take needed steps in 12th grade to ensure readiness
Components of the EAP The components of the CSU Early Assessment Program provide a comprehensive solution for helping students become ready for college. • 11th grade testing • Supplemental high school preparation • Teacher/administrator professional development • Parent/family communication • Preservice teacher preparation
11th Grade Test To receive EAP results students must complete ALL sections of test: • CST in English and/or mathematics (Algebra II or Summative High School Mathematics as appropriate) • EAP 15 multiple-choice items in English and/or mathematics • Administered with the CST • Untimed • EAP essay in English
11th Grade Test • Determinations of readiness are based on the scoring of all sections • Portion of the CST (40-50 items) • EAP multiple-choice items (15 items) • EAP essay in English
Community College Participation • SB 946 authorized participation of California Community Colleges (CCC) in EAP beginning in 2010 • Participation by CCC campuses is voluntary • The CSU and the CCCs are collaborating on the implementation of the EAP at the CCCs to create a seamless path for students
Community College Participation Current as of 8/7/2012
Community College Participation Web sites • CCC Chancellor’s Office: http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx • Joint CSU & CCC: http://www.collegeeap.org/
EAP Continues with CCSS & SBAC • Adoption of the Common Core State Standards (CCSS) and implementation in 2014 of a new system of student assessment designed by the Smarter Balanced consortium (SBAC) will require modification of the EAP basis for assessment. • The CSU plans to work closely with CDE and SBAC to ensure that the new assessment for 11th grade students is even more closely aligned with CSU placement standards.
EAP Continues with CCSS & SBAC • If tighter alignment is achieved, it is possible that students will no longer need to volunteer to complete supplemental items. Instead, CSU will be able to determine the level of college readiness by consideration of scores on the SBAC assessment without augmented items. • The EAP will continue to provide an early signal of college readiness to rising high school seniors, allowing their better and more productive use of their senior year to gain proficiency if needed.
Administering the EAP Essay • Testing window dates for essay TBD • Administer essay to all students at a school on the same day; however, multiple days are permissible, if necessary. • Discourage students from discussing the essay topics with other students. • Prohibit students from taking the essay topic or completed essay outside of the testing room. • Ensure that essay prompts and essays are not photocopied, photographed, or retained.
Test Security and Accommodations • Test security protocols apply equally to the Early Assessment Program and the California Standards Test. • Eligible students shall be permitted to take the EAP with accommodations if specified in the student’s IEP or Section 504 Plan consistent with guidance provided by CDE for the CST.
Bubbling • Test booklet provides options for students to bubble in their preference for sharing their data with CSU, CCC, or both. • Students should be encouraged to bubble in both selections to maintain the broadest possible options for their post-secondary careers. • Data will not be shared with CSU or CCC if the student does not bubble in one of the three options.
Bubbling IMPORTANT: By answering the questions in this section, I acknowledge that I am voluntarily participating in the Early Assessment Program (EAP). I understand that I may request that my EAP and CST results be released to any post-secondary institution(s) in which I seek or intend to enroll. By marking only one of the following circles below, I affirm that I seek or intend to enroll in California State University (CSU) or California Community Colleges (CCC) or both, and understand that my mathematics [or English] EAP and CST results will be shared directly with CSU and/or CCC officials as indicated below. • Mark only one circle: CSU CCC CSU and CCC
Test Determinations English • Ready for CSU or participating CCC college-level English courses • Ready for CSU or participating CCC college-level English courses – Conditional NEW in 2012 • Not yet demonstrating readiness for CSU or participating CCC college-level English courses
Test Determinations Mathematics • Ready for CSU or participating CCC college-level mathematics courses • Ready for CSU or participating CCC college-level mathematics courses – Conditional • Not yet demonstrating readiness for CSU or participating CCC college-level mathematics courses
Exemptions • Students whose results indicate readiness are exempted from the following placement exams at the CSU • English Placement Test (EPT) • Entry Level Math Exam (ELM) and are eligible to enter credit bearing courses. • At participating community colleges students are eligible to enter transfer-level courses.
Ready – Conditional: Mathematics Students whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year course with a grade of C or better • Any mathematics course with a prerequisite of Algebra II • Supervised e-Learning Course (ALEKS) • Trigonometry and Math Analysis • Pre-Calculus • AP Calculus AB • AP Calculus BC • AP Statistics • AP Physics
Ready – Conditional: English (beginning 2012-2013) Students whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year experience: • Enrollment in an approved senior English course with a grade of C or better • Expository Reading and Writing Course (high school would need to meet criteria for implementation) • Advanced Placement • International Baccalaureate • Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)
For ERWC to be considered an approved course for satisfying condition, the school must • Officially adopt and offer it as a year-long course • Teach the course as designed • Receive approval from the CSU for the adoption • Upload the course into the “a-g” course list on the UC Doorways Web site • Ensure that all teachers are certified by having attended the 20-hour ERWC Professional Learning Workshop
EAP Test Reporting Available on the STAR Grade 11 Student Report • The results are on the backside of the report in the lower left-hand corner. • EAP results are not included on the CDE label with the rest of the student STAR results. • Separate EAP reports are not sent. • EAP results are sent to districts on CD Rom with STAR results. • Students can access their EAP results online (if the student filled the bubble on the score sheet) at www.csusuccess.org.
EAP Test Reporting Codes for Results on STAR Data CD Rom 1 – Ready for CSU college-level course in English or mathematics 2 – Ready for CSU college-level course in English (beginning 2012) or mathematics courses - Conditional 3 – Not yet demonstrating readiness for college-level course in English or mathematics 4 – Incomplete
EAP STAR Report Website http://www.csusuccess.org/star • Explanation of all EAP statuses • Student video explaining the importance of EAP • Links to advising tools and exam prep resources on the Math and English Success Websites
Duplicate Student Reports • Students may email requests for paper copies of reports to EAPDups@ets.org • Requests must include the following information • Full name • Date of birth • High school • Year student attended 11th grade Note: EAP results are only valid for the year following high school graduation.
EAP Statewide Test Results EAP aggregate data by state, county, district, and school are available online: http://eap2012.ets.org/ http://eap2011.ets.org/ http://eap2010.ets.org/ http://eap2009.ets.org/ http://eap2008.ets.org/ etc.
Supplemental High School Preparation • The CSU offers a variety of programs of supplemental preparation • CSU Success Web sites, including advising, online test preparation, ALEKS (online math), Calibrated Peer Review (online writing), and more • Expository Reading and Writing Course (curriculum and professional learning for teachers) • Strengthening Mathematics Instruction (professional learning for teachers)
Supplemental High School Preparation CSU Success Web Sites http://www.csusuccess.org/shome
Supplemental High School Preparation • Expository Reading and Writing Course(ERWC) for students in grade 12 • Emphasizes in-depth study of expository, analytical, and argumentative reading and writing • Approved to fulfill the “b” English requirement of the UC and CSU “a-g” college entrance requirements • Intended for broad usage (not as an honors or remedial course and not necessarily tied to EAP results) • Aligned to the Common Core State Standards (CCSS)
Supplemental High School Preparation • Expository Reading and Writing Course(ERWC) • Emphasizes nonfiction texts (some literature included) and includes two full-length works • Second edition of the course will be published in spring 2013 (full alignment with CCSS) • Four modules per grade have been developed for grades 7-11 to support students prior to grade 12. Plans for offering professional learning for these modules are in development.
Supplemental High School Preparation • Strengthening Mathematics Instruction (SMI) provides professional learning for teachers to • Identify instructional strategies that will help students organize and solidify conceptual understanding • Identify characteristics of cognitively complex problems • Locate standards-based cognitively complex problems within participants’ classroom texts • Practice writing standards based cognitively complex problems • Aligned to the Common Core State Standards (CCSS)
Supplemental High School Preparation • 12th Grade Course in Mathematics • The CSU is in the process of developing a 12th grade course for high school adoption. • The course will meet the C requirement from UCOP and will give high schools another option for helping students meet the condition. • Will be specifically designed for students who need to strengthen their Algebra II skills and will focus on SMI strategies. • Funding permitting, modules will be piloted in Spring 2013.
Supplemental High School Preparation • Professional Learning for Teachers • Teachers may register for ERWC workshops at www.calstate.edu/eap/englishcourse • Teachers may register for SMI workshops at http://pd.csusuccess.org/
Early Start • Early Start was mandated by the CSU Board of Trustees • Goals of Early Start are to: • Better prepare students in mathematics and English before the fall semester of the freshman year • Add an important and timely assessment tool in preparing students for college • Ultimately improve students’ chances of successful completion of a college degree
Early Start Program • Students who need remediation will be required to begin an Early Start Program during the summer prior to enrollment • Ultimately, if identified first-year students do not begin addressing remediation in a recognized CSU program before enrollment, they will not be permitted to enroll for the term for which they have been admitted
English Proficiency • The proficiency score on the English Placement Test (EPT) was reset from 151 to 147 (effective for fall 2011 entrants) • Corresponding proficiency scores on the SAT and ACT were reset • SAT (Critical Reading Section): 500 • ACT (English Test): 22
Mathematics Proficiency • The proficiency score on the Entry Level Mathematics (ELM) remains at 50. • Corresponding proficiency scores on the SAT and ACT are • SAT (Mathematics Section of SAT Reasoning Test or Mathematics Subject Test Level 1 or 2): 550 • ACT (Mathematics Test): 23
Early Start Participation and Offerings • By definition, students who are identified as proficient by means of the EAP, EPT/ELM, SAT, ACT, or AP exams do not participate in Early Start. • Students who are identified as Ready-Conditional on the EAP are exempt from Early Start. • Each CSU campus has developed its own course offerings for Early Start offerings which may include online courses, summer courses, etc.
Second Edition of ERWC due Spring 2013 • 12 modules fully aligned with CCSS • Two full-length works • Revised Assignment Template • Resources for English learners, formative assessment, transfer, engagement, and gradual release of responsibility • Revised course objectives and description • Renewed Program Status approval from UC
Key Principles of ERWC Relentless focus on the text • The integration of interactive reading and writing processes • A rhetorical approach to texts that fosters critical thinking • Materials and themes that engage student interest and provide a foundation for principled debate and argument • Classroom activities designed to model and foster successful practices of fluent readers and writers • Research-based methodologies with a consistent relationship between theory and practice • Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts • Alignment with standards (1997 ELA & 2010 CCCSS)