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Role of the Research Partner in the EVEA Project: The State of Washington. Alison L. Bailey, UCLA CCSSO, NCSA, Detroit, June 22, 2010. Outline. Highlight the role of the research partnerships Chronology of activities as a Research Partner (RP) with the State of Washington
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Alison L. Bailey,
Detroit, June 22, 2010
Addressing the validity of English Language
Proficiency Assessments (ELPA), research
partners and states work together to:
- individual State Interpretive Arguments (SIA),
- a Common Interpretive Argument (CIA),
2. Design a set of studies and instruments to support and test these arguments (pilot level)
3. Make instruments publicly available
- Claims/assumptions in the ELPA
- Dimension of validity evidence
- Source of evidence
1. Collating Information on WA State ELD Tests and Standards (Assessment & Student Information Division; Migrant & Bilingual Education Program) Description of the WA State ELPA System
“Triggered” by affirmative response to Question#2: Is your child’s first language a language other than English?
2. Screening students with WLPT-II Placement Test
3. Requiring WLPT-II Annual Assessment of all Transitional Bilingual Instructional Program (TBIP)-eligible students (EL services)
2. Identify and Prioritize ELPA Validity Issues(OPSI Staff, Expert Panel, RP & EVEA team) WLPT-II Validity Plans and Creation of the WA SIA
The ELPA is used to calculate growth in English Language acquisition over the year to determine school/program effectiveness
»Language background/new immigrant groups – direct and mediated by HLS less “accurate” for some groups (over/ under-identified)
1. Liaising across OSPI Divisions and Programs:
2. Meeting with Expert Panel & 5 EVEA States (tailoring SIA surfaced additional issues):
3. RP Monthly Discussions:
4. Time(ing) & Attention:
Alison Bailey: firstname.lastname@example.org
Project Website: eveaproject.com
Students have been appropriately identified to participate in the ELPA
The ELD standards have been developed to support the acquisition of English language proficiency necessary to achieve academic content and performance expectations.
Programs successfully move more ELL students into the Proficient category and exit them out of the ELP programs
ELP assessment scores/ performance levels are used appropriately to inform decisions about progress in attaining English language proficiency
Teachers have the knowledge, skills, and orientation necessary to provide instruction in support of academic English language acquisition
The ELP assessment has been designed to yield scores that reflect students’ knowledge and skills in relation to academic English language expectations defined in the ELD standards.
ELL students become proficient in English, acquiring the academic language skills necessary to participate fully in instructional discourse conducted in English.
ELP assessment scores/ performance levels accurately reflect students’ English language proficiency
The ELP assessment is administered as intended