Understanding the NYSESLAT to Promote Academic Progress

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Understanding the NYSESLAT to Promote Academic
Progress

• Jason Feliciano, ESL FA
• NYCTF
• July 10, 2008

• Do Now (5 min)
• On your handout, fill in your NYSESLAT KWL
  chart.
• On the posted chart paper, write in one thing
  you know and one thing you want to know about the
  NYSESLAT.

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Overview / Rationale

• The ability levels given for each ELL we teach is
  a direct result of NYSESLAT testing.
• In order to use these ability levels as a
  starting point to monitor student progress
  throughout the year, we first need to understand
  what the NYSESLAT is and what it tests for.
• That is why well be looking at the New York
  State English as a Second Language Achievement
  Test (NYSESLAT) as an assessment tool.

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NYSESLAT Overview (10 min)

• Who takes the test?
• Why is the test given?
• What is the test?
• How are the results reported?

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Who takes the test?

• English Language Learners (ELLs) in kindergarten
  through grade 12 who have been placed in ESL,
  Bilingual or Dual Language classes.
• They will continue to receive ESL and Bilingual
  services until their scores on the NYSESLAT
  indicate that they have gained sufficient
  proficiency in English to participate
  productively in an English-only program.

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Participation in 2007 NYSESLAT in NYS
Source NYS ALBETAC
Grades K-1 50,521
Grades 2-4 57,657
Grades 5-6 25,089
Grades 7-8 22,916
Grades 9-12 35,822
Total Students 192,005
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Why is the test given?

• New York States Education Law 3204 and the
  federal No Child Left Behind Act require that all
  ELLs from K-12 be assessed every year to measure
  their English language proficiency in listening,
  speaking, reading, and writing and track their
  annual progress toward proficiency.

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What is the test?

• The NYSESLAT is administered individually and in
  groups, depending on the subtest.
• The NYSESLAT has five levels
• K-1
• 2-4
• 5-6
• 7-8
• 9-12
• It contains Speaking, Listening, Reading, and
  Writing subtests derived from the NYS ESL
  learning standards.

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NYSESLAT Reading

• The Reading subtest is administered in a group
  and asks students to answer questions about
  stories printed in their test books.

Subtest Types of Questions Types of Questions Types of Questions Types of Questions
Multiple Choice Short Written Response Extended Written Response Oral Response
Reading yes no no no
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NYSESLAT Writing

• The Writing subtest is administered in a group
  and asks students to write and perform writing
  exercises in response to questions and stimuli in
  their test books.

Subtest Types of Questions Types of Questions Types of Questions Types of Questions
Multiple Choice Short Written Response Extended Written Response Oral Response
Writing yes yes yes no
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NYSESLAT Listening

• The Listening subtest is administered in a group
  and asks students to select the correct response
  to a picture and/or dictated word or statement.

Subtest Types of Questions Types of Questions Types of Questions Types of Questions
Multiple Choice Short Written Response Extended Written Response Oral Response
Listening yes no no no
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NYSESLAT Speaking

• The Speaking subtest is administered individually
  and asks students to respond to a dictated word
  or statement or to a picture.

Subtest Types of Questions Types of Questions Types of Questions Types of Questions
Multiple Choice Short Written Response Extended Written Response Oral Response
Speaking no no no yes
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How are the tests reported?

• The results are reported in raw scores, scale
  scores and performance levels.
• Raw score The number of correct answers.
• Scale score The number of correct answers is
  converted to scores on a common scale so that
  achievement can be compared across grade levels.
• Performance levels There are four performance
  levels that show how students have mastered the
  knowledge and skills that make up the learning
  standards. The four performance levels are

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Beginning

• Students functioning at this basic level are
  simply at the beginning level in the four skill
  areas. These students English skills are
  minimal.

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Intermediate

• Students functioning at the intermediate level
  have better English skills than students at the
  basic level however, their skills are often not
  well developed and they make significant errors
  in the four skill areas.

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Advanced

• Students at the advanced level are able to use
  skills at a higher level than intermediate
  students.
• Although their knowledge and use of English is at
  a more advanced level, mistakes are made, usually
  involving more subtle use of language and more
  difficult levels of vocabulary and grammar.

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Proficient

• Students who are proficient function fluently in
  listening, reading, writing and speaking
• Their skills are equal to those of native English
  speakers at their appropriate grade-level
• These students have attained the skills necessary
  to participate in an English-speaking classroom.

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NYSESLAT Jigsaw (20 min)

• You have been split up into four groups. As a
  group, review your (attached) subtest of the
  NYSESLAT Practice Exam, along with the more
  detailed shared copies for your group. After
  reviewing the subtest as a group, answer the
  following questions on easel paper
• If you had to describe this part of the test to a
  non-ESL teacher, how would you describe it?
• What aspect of the test do you think will be the
  hardest for ELLs? Why?
• What aspect of the test do you think will be the
  easiest for ELLs? Why?
• Name and describe one activity you could do with
  an ELL in your class that would help prepare
  him/her for this part of the test. It possible,
  apply a HITS to the activity.
• Choose one or several people from your group who
  will be sharing your findings to the class in a 5
  minute presentation.
• As groups are presenting, take notes on their
  findings using the attached notes sheet.

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QA

• Get a copy of this presentation on my website
• feliciano.pbwiki.com