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2015 Office of Education Policy Annual Conference

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2015 Office of Education Policy Annual Conference English Language Learners in Arkansas and Assessment Dr. Alan D. Lytle, ELL Assessment Specialist – PowerPoint PPT presentation

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Title: 2015 Office of Education Policy Annual Conference


1
2015 Office of Education Policy Annual Conference
English Language Learners in Arkansas and
Assessment Dr. Alan D. Lytle, ELL Assessment
Specialist Assessment Office Arkansas Department
of Education
June 10, 2015
Presented 6/10/15
2
Who is an EL?
  • Students who are unable to communicate fluently
    or learn effectively in English, who often come
    from non-English-speaking homes and backgrounds,
    and who typically require specialized or modified
    instruction in both the English language and in
    their academic courses.
  • English Language Learners (ELLs), English
    learners (ELs), limited English proficient (LEP)
    students, non-native English speakers (NNES),
    language-minority students (LMS), and either
    bilingual students or emerging bilingual students
  • http//edglossary.org/english-language-learner/

Presented 6/10/15
3
Federal Requirements
  • Identifying and Assessing ALL Potential EL
    Students
  • Providing Language Assistance to EL Students
  • Monitoring and Exiting EL Students from EL
    Programs and Services
  • There are other requirements
  • http//www2.ed.gov/about/offices/list/ocr/docs/dcl
    -factsheet-el-students-201501.pdf

Presented 6/10/15
4
Identifying and Assessing ALL Potential EL
Students
  • Use of a Home Language Survey (HLS) to identify
    potential EL students
  • Use of a screener to assess listening, speaking,
    reading, and writing
  • Depending upon the screener results, a student is
    classified as Limited English Proficient (LEP) or
    proficient to enter classes without language
    assistance.
  • LEP students receive ESL services from their
    schools to help in their English language
    attainment.
  • Parents/Guardians have the right to decline ESL
    services for the LEP students.

Presented 6/10/15
5
Providing Language Assistance to EL Students
  • EL students are entitled to appropriate language
    assistance services to become proficient in
    English and to participate equally in the
    standard instructional program.
  • School districts can choose among program design
    for instructing EL students provided the program
    is educationally sound in theory and effective in
    practice.
  • Types of ESL program design
  • Pull-Out - student are pulled out of the regular
    classroom for special instruction in ESL.
  • Class Period - Students receive ESL instruction
    during a regular class period.
  • Resource Center Generally, this is an
    "enriched" version of the pull-out design.
  • Bi-Lingual - students receive instruction that
    develops their native language skills,
    instruction in ESL, and content area instruction
    in varying degrees in English or the first
    language.
  • Structured Immersion - While students may address
    the teacher in either their first language or
    English, teachers (who are bilingual) respond
    generally in English.
  • http//www.ericdigests.org/pre-927/types.htm

Presented 6/10/15
6
Monitoring and Exiting EL Students from EL
Programs and Services
  • School districts must monitor the progress of all
    EL students to ensure they achieve English
    language proficiency and acquire content
    knowledge. Districts must annually administer a
    valid and reliable English language proficiency
    (ELP) assessment, in listening, speaking,
    reading, and writing, that is aligned to State
    ELP standards.
  • An EL student must not be exited from EL
    programs, services, or status until he or she
    demonstrates English proficiency on an ELP
    assessment in listening, speaking, reading, and
    writing.
  • School districts must monitor the academic
    progress of former EL students for at least two
    years to ensure that students have not been
    prematurely exited any academic deficits they
    incurred resulting from the EL program have been
    remedied and they are meaningfully participating
    in the districts educational programs comparable
    to their peers who were never EL students
    (never-EL peers).

Presented 6/10/15
7
Other Requirements
  • Staffing and Supporting an EL Program
  • EL students are entitled to EL programs with
    sufficient resources to ensure the programs are
    effectively implemented, including highly
    qualified teachers, support staff, and
    appropriate instructional materials.
  • School districts must have qualified EL teachers,
    staff, and administrators to effectively
    implement their EL program, and must provide
    supplemental training when necessary.
  • Providing Access to All Curricular and
    Extra-Curricular Programs
  • EL students must have access to their grade-level
    curricula so that they can meet promotion and
    graduation requirements.
  • EL students are entitled to an equal opportunity
    to participate in all programs, including
    pre-kindergarten, magnet, gifted and talented,
    career and technical education, arts, and
    athletics programs Advanced Placement (AP) and
    International Baccalaureate (IB) courses clubs
    and honor societies.
  • Avoiding Unnecessary Segregation of EL Students
  • School districts generally may not segregate
    students on the basis of national origin or EL
    status. Although certain EL programs may be
    designed to require that EL students receive
    separate instruction for a limited portion of the
    day or period of time, school districts and
    states are expected to carry out their chosen
    program in the least segregative manner
    consistent with achieving the programs stated
    educational goals.

Presented 6/10/15
8
ELs in Arkansas
  • As of the 2014-2015 Home Language Survey, the
    following is representative of Arkansas
  • 50,029 Language Minority Students (LMS)
  • 37,539 Limited English Proficient Students
  • 94 LOTEs (Languages Other Than English) spoken in
    the home
  • Top 7 languages
  • Spanish 41,907 32,293
  • Marshallese 2,505 2,344
  • Vietnamese 857 499
  • Laotian 636 378
  • Hmong 460 291
  • Chinese 444 205
  • Arabic 388 259

Presented 6/10/15
9
Paradigm Shift
Mostly vocabulary, grammar
Language
Content
Presented 6/10/15
10
Presented 6/10/15
11
The Current EL Assessment
  • English Language Development Assessment (ELDA)
  • Purpose - tests English Language Learners (ELL)
    or Limited English Proficient (LEP) students to
    determine their level of proficiency in the
    English Language.
  • Domains Listening, Speaking, Reading, Writing
  • Paper-based assessment
  • Inventory-style, observational at K-2
  • Beginning SY 2015-2016, AR will move to the
    ELPA21 Assessment.

Presented 6/10/15
12
What is the ELPA21 Consortium?
  • Mission Acknowledging the diverse and rich
    language experiences English language learners
    (ELLs) bring to school, we recognize their
    English language proficiency is constantly
    growing. ELPA21 measures that growth based on the
    new English Language Proficiency Standards and
    provides valuable information that informs
    instruction and facilitates academic English
    proficiency so that all ELLs leave high school
    prepared for college and career success.
  • Vision To provide assessments that best measure
    English language learners mastery of the
    communication demands of states rigorous
    academic standards.

Presented 6/10/15
13
Who are the ELPA21 states?
Presented 6/10/15
14
The ELPA21 Design
  • The term UNIVERSAL DESIGN FOR LEARNING means a
    scientifically valid framework for guiding
    educational practice that
  • (A) provides flexibility in the ways information
    is presented, in the ways students respond or
    demonstrate knowledge and skills, and in the ways
    students are engaged and
  • (B) reduces barriers in instruction, provides
    appropriate accommodations, supports, and 
    challenges, and maintains high achievement
    expectations for all students, including students
    with disabilities and students who are limited
    English proficient.
  • from the Higher Education Opportunity Act of 2008
    (http//www.udlcenter.org/aboutudl/udldefined)

Presented 6/10/15
15
English Language Proficiency for the 21st Century
(ELPA21) Assessment
  • ELPA21 assessment system
  • Computer administered fixed form, today
    adaptive, possible for the future
  • Technology-enhanced items allows for responses
    other than traditional item types (e.g., multiple
    choice).
  • More interactive item types specific to
    speaking and listening
  • Multiple modes of presentation
  • Includes teacher-developed items.
  • Reduced scoring time faster reporting of
    results
  • Improved data collection and management
  • Increased test security
  • Reduced staff burdens

Presented 6/10/15
16
English Language Proficiency for the 21st Century
(ELPA21)
  • Reports
  • Screener Summative
  • Individual Student
  • Parent/Guardian
  • Aggregate (e.g., Classes, Schools, Districts, and
    States)
  • Administrative and Technical (e.g., Registration,
    Q/A, Analyses)
  • Potential Reporting Information
  • Scores for Listening, Reading, Writing, and
    Speaking and Comprehension
  • Student Proficiency Level
  • Performance Level Descriptors
  • Professional Development

Presented 6/10/15
17
Alignment to the ELP Standards
  • The English Language Proficiency (ELP) Standards
    were adopted by AR in 2014 (http//www.arkansased.
    gov/public/userfiles/Learning_Services/Curriculum
    20and20Instruction/Frameworks/Eng20Lang20Prof/e
    ng_proficiency_2006_052908.pdf)
  • The ELPA21 Assessment is aligned to the ELP
    Standards by
  • corresponding to the college and career readiness
    (CCR) standards for English language arts,
    mathematics, and science.
  • highlighting and amplifying the critical
    language, knowledge about language, and skills
    using language in CCR standards necessary for
    ELLs to be successful in school.
  • being simple and clear and aiming high, so that
    teachers can focus on whats most important for
    college and career readiness.
  • Assesses across 6 grade bands K, 1, 2-3, 4-5,
    6-8, 9-12

Presented 6/10/15
18
Organization of the ELP Standards in Relation to
Participation in Content-Area Practices
Presented 6/10/15
19
Accessibilities Accommodations
This graphic along with the Universal Features,
Designated Features, and Accommodations will be
updated during the summer and fall of 2015
according to the results of the Field Test. This
will produce the final version for the
Operational Test.
Presented 6/10/15
20
Item Examples
  • K- listening
  • 2-3 Reading
  • 2-3 Speaking
  • 4-5 Writing
  • 9-12 Listening

Presented 6/10/15
21
Contact Information
  • Alan D. Lytle, ELL Assessment Specialist
  • Alan.Lytle_at_arkansas.gov
  • Hope Allen, Director of Assessment
  • Hope.Allen_at_arkansas.gov

Presented 6/10/15
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