The UALPAThe Utah Academic Language Proficiency Assessment Owned By The Utah State Office of Education Presented by: USOE Judy Park, Assessment & Accountability Director Deborah Swensen, Development Coordinator Rita Brock, ELL Specialist October 2006
Training Objectives Attendees will receive the following: • Purpose, need and federal requirements for an academic language proficiency assessment. • Coordinators Manual • Samples of all testing materials • Instruction and practice on administering all four modalities • Instruction and practice on scoring the speaking modality
Utah Academic Language Proficiency Assessment Purpose • To establish a new assessment of academic language proficiency for compliance under the federal NCLB Act - Title III • To provide a consistent statewide assessment • To be given to English Language Learners (ELLS) • A, B, C proficiency levels • To identify language proficiency
Utah Academic Language Proficiency Assessment Purpose • Address the Goals of NCLB • Learners achieve English proficiency • Provides a total proficiency score • Assesses Academic English acquisition • Vocabulary, syntax, discourse, and function to assess English language acquisition • Knowledge and skills of language through the modes of communication • Listening, Speaking, Reading & Writing • Comprehension (Listening & Reading) • Composite (Total Score)
Language Acquisition • Two aspects in language acquisition • BICS (takes 2 years to achieve) • CALP (takes 5-7 years to achieve)
BICS: (Basic Interpersonal Communication Skills – • Social Language (Everyday conversational language) • Playground language • Relates to the here and now.
CALP:(Cognitive Academic Language Proficiency) • Specialized language of learning • Unfamiliar concepts are encountered, concepts are not shared • Less visible pragmatic and semantic meanings • Content language, linguistic and cognitive challenges
Administration Timeline October 30 UALPA materials available October 30 – February 28 50% of students tested on UALPA and answer documents returned to USOE March – April 30 (complete testing) Remaining 50% of students tested on UALPA and answer documents returned to USOE
Administration Timeline April 30 IPT proficiency level and demographic data on new students reported to current contractor May – June Testing on UALPA for new students entering districts during May and June Scanning and scoring by current contractor on UALPA Answer documents submitted by April 30th. June – July Scanning and scoring on UALPA assessments by current contractor for students tested in May and June
New Students All new students will be assessed on both of the following instruments: • IPT (for placement) • UALPA
Who is tested? Students to be tested on the UALPA: • All ‘A’ students • All ‘B’ students • All ‘C’ students Students not to be tested on the UALPA: • No ‘ D’ students • No ‘E ‘ students • No Native Speakers tested
Proficiency Levels 2006 - 2007 school year: Students will continue to be identified using the A, B, C, D, and E proficiency levels. 2007 – 2008 school year: As students complete UALPA testing, the scores will identify them as proficiency level of P, E, I, A, or F.
UALPA Information • The UALPA is divided into five grade spans: • K Kindergarten • 1-2 Grade one through two • 3-6 Grade three through six • 7-8 Grade seven through eight • 9-12 Grade nine through twelve
Test Design FiveModalities • Reading • Writing • Listening • Speaking • Comprehension • Reading and Listening • Composite • Total Score
Testing Materials • Examiner’s Manual • Student Testing Booklet • Answer Document • The answer document may be in the form of a consumable booklet (1-2) • Answer documents may be referenced in TAMs as Answer sheets • All Answer documents/sheets are booklets • Flipchart for Speaking for all grades • Elementary 1-2; 3-6. Speaking only • Secondary 7-8; 9-12. Speaking only • Flipchart for Kindergarten for all modalities
UALPA Answer Documents • 2006-07 school year: A UALPA pre-print file is required from each LEA prior to UALPA testing. • Bar coded labels will be provided which must be applied to the UALPA multiple page answer booklet • Answer documents, for new students, must be hand-bubbled as they are not identified as LEP students in the LEA SIS • Students who are new to the state will need to be given an SSID number before the UALPA is administered to them • Back page of Answer document will still need to hand bubble as these students do not have LEP identifying code in system • SSID number will allow for identification of district submitted demographic data to scored answer document
Reporting New Students - IPT • Each District submits to Current Contractor demographic records and IPT scores for new students who are placed as LEP students in the ’06-’07 school year: • The information to be submitted must include: student SSID, LEA student ID, student last name, student first name, student middle name/middle initial, LEP code (A, B, C, D, E), grade, primary language, parents’ primary language, gender, ethnicity and instruction type. • Instructions on how to submit this information to Current Contractor will be provided in the completed Coordinator’s manual.
UALPA Answer Document • Certain unique codes will have to be completed when applicable • Special codes (non – participation) • Special codes (non – standard participation) • Frustration level/refused to test
UALPA Answer DocumentSpecial Codes Marking the Special Codes Box For not participating mark: • “Officially withdrawn from school” if the student is no longer enrolled in the school. • “Home school” if the student is educated in a home school setting. • “RT” if the student refused to take the test. • This should be marked in the "Office Use Only" section for each modality for which the student refused to respond. • “Unknown student” if the answer sheet was pre-printed for a student who cannot be identified as ever having been enrolled in the school.
UALPA Answer DocumentSpecial Codes Since All ELL students (A, B, C) must participate in the UALPA do not mark the following non-participation codes: “ELL – 1st year before 4/15” if the student is an ELL student and enrolled before April 15 of the current school year. • “ELL – 1st year on or after 4/15” if the student is an ELL student and enrolled on or after April 15 of the current school year.
UALPA Answer DocumentSpecial Codes Marking the Special Codes Box For non-standard participation mark: • Accommodated (ELL, IEP, 504 Plan) • Modified (IEP Team) • UAA, Utah Alternate Assessment (IEP Team) OTHER • ELL First Year in U.S. Before April 15 If Accommodated is marked – please identify ALL specific accommodations for that student in the new Accommodations box located on the back of the answer document in the upper right hand corner .
Accommodations • The 2006-2007 approved Accommodations manual can be found at the following url: • www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_Requirements.doc • If an ELL student is also identified under an IEP or 504 Plan, the designated school team must determine in advance what accommodations are appropriate. • For the UALPA (Utah Academic Language Proficiency Assessment) the following accommodations are not allowed: • Bilingual Word List • Translated formulas • Directions (oral translation) • Questions (oral translation) • The application of the above accommodations would invalidate test results.
FL RT UALPA Answer Document • Test administrator/proctor will mark the following circles for each modality where applicable if: student/parent refuse testing (mark RT) student reaches frustration level (mark FL
Testing Schedule • UALPA should be given over a minimum of two days to ensure best test conditions.
Pre - testing instructions • Notify students and parents about testing. • Become thoroughly familiar with this Test Administration Manual. • Organize materials including: • a supply of sharpened #2 pencils with erasers (students may not use pens, colored pencils, crayons, or markers). • some scratch paper for student use. • all necessary materials. Secure and place a “TESTING—DO NOT DISTURB” sign on the door.
Pre - testing instructions • Have an extra test booklet and answer document available for demonstration purposes. • Have a roster of the students who are taking the test under your supervision. The roster must include district student identification numbers. • Obtain the district/school code from the testing coordinator. • Make sure students have previously been instructed to bring a book or something quiet to do when they have completed the test. • Plan for sufficient time to administer each modality. Although each modality is designed to take approximately 30 minutes, students should be given enough time to attempt to answer each question in each modality.
Pre - testing instructions • Avoid interruptions during the test. Circumstances over which the test administrator/proctor has no control may occur (e.g., power failures, fire alarms) may interrupt testing. If such an interruption occurs, instruct students to insert their answer document in their test booklet and to close their booklets. When normal conditions are restored, resume testing. • Interruptions should not reduce the total amount of time students are given to complete a modality.
Testing Instructions • Prepare the room: • Put the "TESTING—DO NOT DISTURB” sign on the door to the room. • Arrange seating so that the students are encouraged to work independently. • Students may not use dictionaries or other standard reference materials or have them on their desks. Normal instructional materials such as word walls and posters displayed in a classroom are not considered standard reference materials and may remain in place.
Testing Instructions • Ensure that students receive the answer documents with their specific label on it when distributing answer documents. • Move around the room to be sure that all students are working on the test when the test session has begun. • Each student should work alone. There should be no group discussion. • Be certain that students understand how to fill in the appropriate spaces on their answer documents. Demonstrate the appropriate process before beginning the test
Testing Instructions • Supply the student with a new pencil if a student breaks his/her pencil. • Keep communication with the students to a minimum. • Create a positive, non-threatening environment in which students feel as comfortable as possible. Let students know that it is okay if they do not know a specific answer. • Maintain and oversee the security of all test materials.
Administering the UALPA • For modalities that may be administered in groups, students should be grouped according to their grade spans. • Groups should be small • Recommended 10 students • Recommended not to exceed 20 students • Students that may be a behavior concern can be tested individually.
Administering the UALPA • Some students may not know how to complete an answer document. To assist students in correctly filling in their answer documents, demonstrate the process on the board or on an overhead. • In some grade spans and modalities that are administered in a group, there are practice items. For the practice items, please circulate among students to make sure they have identified the correct answer. If not, then explain the correct answer to the group. • In the Reading and Writing modalities, students may be instructed to read a passage. It may be necessary to remind students to read these passages quietly to themselves, rather than out loud.
Administering the UALPA • Instructional cues: • Bolded words • are instructions for the administrator/proctor • Special instructions to assist the students through the test are identified by the word “Note:” or • If they are in an italicized statement they are to be emphasized when read • Italicized words should be read aloud to the student • Occasionally, these words will be instructions that notify the student they are now working on their own. So that students clearly understand, do not hurry through these instructions.
Individual administration of the UALPA • Kindergarten students • Speaking modality for all grade spans • Students who have reached frustration level • frustration level is defined as scoring a “0” on five consecutive questions.
Administering the UALPA Grade Span K • Materials: • Flip chart • Kindergarten Answer Document per student • Any student without a pre-printed Answer Document will need to have his/her information recorded on a blank Answer Document. (Refer to the section Instructions for Coding Blank Answer Sheets.) • Testing administrator/proctor will need to read the general instructions at the beginning of the flipchart before starting to test the student. These pages are not set up in flipchart format. • Test administrator/proctor will begin the flipchart format with the speaking modality and continue through all modalities.
Administering the UALPA Grade Span K • Testing should proceed unless students reach frustration level • Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”) • On the flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. • A writing checklist must be completed for each student.
Grade Span 1-2 • Materials Needed • Form 1-A Elementary Speaking Flipchart, Section: Grade span 1-2 • Grade Span 1-2 Student Consumable Booklet • Grade Span 1-2 Test Administration Manual • Any student without a pre-printed Student Consumable Booklet will need to have his/her information recorded on a blank Student Consumable Booklet. (Refer to the section Instructions for Coding Blank Answer Sheets.) • Testing should proceed unless students reach frustration level • Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)
Grade Span 1-2 • On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. • The administrator/proctor in the Test Administration Manual (TAMs) is directed to read some of the answer choices with an identifying A, B, or C. However, the students do not have the same identifying letters under their choices. If this is confusing, the administrator/proctor can just read the answer choices in a series.
Grade Span 3-6 • Materials Needed • Form 1-A Elementary Speaking Flipchart, Section: Grade span 3-6 • Student Booklet Grade Span 3-6 • Grade Span 3-6 Test Administration Manual • Student Answer Document • Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) • Testing should proceed unless students reach frustration level • Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)
Grade Span 3-6 • On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. • The speaking modality is administered individually using the flipchart, the examiner scores the student response. • The listening, reading, and writing tests can be given in a group setting. • 10 students per group is recommended.
Grade Span 7-8 or 9-12 • Materials Needed • Grade Span 7-8 or 9-12 Test Administration Manual • Form 1-B Secondary Speaking Flipchart, Section: Grade span 7-8 or 9-12 • Student Booklet Grade Span7-8 or 9-12 • Student Answer document Grade Span 7-8 or 9-12 • Any student without a pre-printed answer document will need to have his/her information recorded on a blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.) • Testing should proceed unless students reach frustration level • Frustration level is defined as the student making five consecutive scores of “0” (incorrect or “no response”)
Grade Span 7-8 or 9-12 • On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see which option they have chosen. • The speaking modality is administered individually using the flipchart, the examiner scores the student response. • The listening, reading, and writing tests can be given in a group setting. • 10 students per group is recommended.
After Testing Instructions • Arrange make-up sessions for students who miss part or all of the test. • Check to see that the student answer documents are complete and appropriately marked (e.g. pencil was used instead of pen) • Separate test materials as described below: • Test booklets (used and unused) • The Test Administration Manual • Student answer documents (used and unused) • A list of students who did not complete the test • Complete the special codes box on the answer document for students who meet the specified criteria. Refer to the section “Marking the Special Codes Box"for specific instructions. • Organize and return all used and unused secure test materials to your testing coordinator.
Walk Through Perusing Test Materials
UALPA Training Materials • Nondisclosure Agreement (One per person) • Power Point (One per person) • UALPA Training Materials Binders (One per district) • Coordinators Manual (Two per binder) • Flipcharts (K all modalities, 1-12 Speaking modality only) • TAM’s (inside binder Grade Spans 1-12) • Modality specific instructions (Listening, Reading, and Writing) • Answer Documents (All Grade Spans) • Scoring Guide Conversion Chart (2 per binder)