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Fall ELL Assessment Update


Title: ELL-TETN#15580-2012Sept24 Author: Hsiao Amy Last modified by: Hsiao Amy Created Date: 8/7/2012 3:44:41 PM Document presentation format: On-screen Show (4:3) – PowerPoint PPT presentation

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Title: Fall ELL Assessment Update

Fall ELL Assessment Update
  • September 24, 2012
  • TETN Event 15580
  • Student Assessment Division
  • Texas Education Agency

  • These slides have been prepared by the Student
    Assessment Division of the Texas Education Agency
  • If any slide is changed for local use, please
    remove the TEA footer at the bottom of the slide

  • Whats New
  • TELPAS Updates
  • ELL Progress Measure and TELPASSTAAR Alignment
  • Review of ELL Assessment Policies
  • Key Steps to Take this Fall

Whats New?
STAAR L Online Tests
  • Beginning in spring 2013, STAAR L will be
    administered as an online testing program in
    grades 38 and EOC
  • Clarification in English and reading aloud will
    be provided in online interface
  • No test administrator-provided accommodations
  • Students will need headphones if testing in a
  • No change to mode of testing for STAAR and STAAR

December STAAR L EOC Administrations
  • December 2012 EOC last STAAR L test
    administration to use paper test booklets
  • Clarification in English and reading aloud will
    be provided by test administrator
  • English Clarification Guides (ECGs) will be
    available for test administrators providing
  • Use the Training on Linguistic Accommodations for
    the STAAR Program PowerPoint from the February
    2012 TETN to train test administrators.
    PowerPoint is available at http//www.tea.state.tx

STAAR L Transition From Paper to Online Mode

Clarification in English Provided by Test Administrator Provided in Online System
Reading Aloud of Text Provided by Test Administrator Provided in Online System
Bilingual Dictionary
Extra Time (Same Day)
STAAR L Online Student Tutorial
  • Available starting January 2013
  • Should be used to familiarize students with
    clarification and read aloud accommodations and
    standard TestNav tools
  • Test administration directions for spring 2013
    STAAR L assessments will assume some familiarity
    with online interface

STAAR L Paper Administrations for Spring 2013 and
  • Paper test booklets (and ECGs as applicable) will
    be approved by TEA in rare circumstances
  • Accommodations that are not available in TestNav
  • Unavoidable technological problems that make
    online testing impossible
  • Other special situations (e.g., homebound
    students, JJAEPs, etc.)
  • Similar to TELPAS paper request process
  • Detailed information about STAAR L paper request
    process will be posted on Coordinator Manual
    Resources page at http//www.tea.state.tx.us/stude

STAAR L EOC Eligibility
  • For EOC, eligibility for STAAR L can be carried
    over from spring to the July and December
  • Example A student was in his 3rd year in U.S.
    schools in the 20112012 school year. He took
    STAAR L in May, but did not pass. The LPAC may
    carry over eligibility to both the July 2012 and
    December 2012 STAAR L EOC administrations. In
    spring 2013, however, he would be in his 4th year
    in U.S. schools and no longer eligible for STAAR

ESC LPAC Training
  • LPAC assessment training-of-trainers TETN to be
    held earlier this year so that LPACs can meet and
    make decisions for December EOC administrations
  • ESCs will need to turn training around to
    districts earlier than in the past
  • Fall EOC administration December 314

SSI Policies
  • SSI policies related to recent immigrant ELLs and
    unschooled asylees/refugees undergoing agency
  • Policies will be finalized and disseminated in a
    letter to districts in time for implementation

Data Collection Changes
  • For this year, years in U.S. schools data
    collection will continue as it has in the past
  • Possible additional data collection that would
    help inform whether and how to differentiate for
    extenuating circumstances of ELLs in progress
  • Unschooled ELL asylees/refugees
  • Other immigrant ELLs who enter U.S. with little
    prior schooling
  • First-year immigrant ELLs who enter U.S. schools
    late in school year
  • ELLs who go back and forth between U.S. and
    another country (gaps in continuous schooling in
    U.S.) within and across school years
  • ELLs with a disability that significantly affects
    growth in second language acquisition
  • More information will be sent to districts once
    decisions are finalized

TELPAS Validity and Reliability Audit for Spring
  • TEA will evaluate the writing domain in grades
    212 by rescoring a statewide representative
    sample of student writing collections
  • Districts will be notified of the campuses
    selected for the audit in the spring
  • Information about rater adherence to the
    assessment protocol and district adherence to
    required training and testing procedures will be

Standard Setting Plans
  • February 2012 for EOC assessments
  • October 2012 for grades 38 assessments,
    including STAAR Spanish for grades 35
  • Student reports will be available for districts
    in January 2013

Writing Student Performance in 2012
  • Grade 4 Spanish writing
  • Narrative writing student performance on the
    2012 test was lower compared to 2011 field
  • Expository writing student performance on the
    2012 test was better compared to 2011 field test
  • English I EOC
  • Students performed lower than expected
  • Literary and expository scoring guides available
    on Student Assessment webpage

STAAR Spanish Summary Report Grade 4 Personal
STAAR Spanish Summary Report Grade 4
Expository Writing
In a Nutshell?Lower Score Range
  • Typical Problems
  • Wrong or weakly matched organizational
    structure/form for purpose
  • personal narrative instead of expository
  • fantasy instead of personal narrative
  • expository instead of personal narrative
  • Weak, evolving, or nonexistent central idea
  • negatively affects focus and coherence causes
    the writer to jump from idea to idea
  • Wasted space repetition, wordiness,
    looping/meandering, meaningless introductions and
    conclusions, development that does not contribute
    (e.g., the bed-to-bed approach)
  • Inclusion of too many ideas for one page (26
  • General/vague/imprecise use of language
  • Essay poorly crafted
  • Weak written language conventions (errors evident
    in spelling, capitalization, punctuation,
    grammar, and usage lack of sentence boundaries)

In a Nutshell?Higher Score Range
  • Typical Strengths
  • Strong match between structure/form and purpose
  • Explicit central (controlling) idea and sustained
  • Narrow and deep development with no wasted words
    or space Quality over Quantity
  • Introduction and conclusion short but effective
  • Specific use of language

TELPAS Updates
TELPAS Holistic Rating Training Spring 2012
TELPAS Holistic Rating Training for Spring 2013
  • Course and calibration requirements same as last

Holistic Rating Training Resources
  • 20122013 training resources
  • PowerPoint presentations (updated)
  • Making the ELPS-TELPAS Connection K12 Overview
  • Introductory Training on the PLDs (separate
    modules for K1 and 212)
  • Grades 212 Writing Collection Overview
  • Holistic Rating Training Requirements
  • Educator Guide to TELPAS
  • These resources are available on the TELPAS
    Resources webpage at www.tea.state.tx.us/student.a

TELPAS Administration
  • Assessment window for spring
  • March 18 April 10
  • Data verification window
  • April 11-12

TELPAS Spring Dates
TELPAS Online Reading Test
  • Minor changes to Texas Assessment Management
  • Updated tutorials to be available in January to
    include new tools
  • 2010 TELPAS reading released tests are currently
    being updated to browser-based version of TestNav
    and will be available at www.texasassessment.com/

ELL Progress Measure and TELPAS-STAAR Alignment
STAAR and TELPAS Relationship
  • TELPAS is aligned with the Texas English Language
    Proficiency Standards (ELPS), which target
    development of academic English language
  • By supporting development of academic English,
    ELPS support learning of content area TEKS
  • As part of transition to more rigorous STAAR
    program, TEA will examine relationship of TELPAS
    to STAAR and make adjustments as needed to ensure
    strong link between academic language proficiency
    assessed on TELPAS and academic language demands
    of STAAR
  • Implementation of STAAR-aligned TELPAS scheduled
    for spring 2014

What might an ELL progress measure look like in
  • Current plan Establish a state timeframe for
    becoming English proficient then establish
    academic performance (progress) expectations for
    ELLs that increase progressively based on
    relationship between states expectations for
    learning English (measured by TELPAS) and subject
    matter (measured by STAAR)
  • Progress expectations to be annually increasing
    STAAR scale score expectations that culminate in
    STAAR Level II Satisfactory standard at the
    timeframes finish line
  • STAAR progress expectations to align with
    challenging but reasonable expectations for
    learning academic English
  • Where the scale score expectations are set should
    support ability of ELLs to reach STAAR Level II
    standard within state-established timeframe

ELL Progress Measure Conceptual Model
Review of ELL Assessment Policies
Participation in General STAAR Assessment
  • Taken by ELLs and other students not administered
    STAAR Spanish, STAAR L, STAAR Modified, or STAAR
  • Remember
  • STAAR L is for mathematics, science, and social
    studies, not reading and writing
  • STAAR Spanish is for grades 35 only
  • Linguistic accommodations beyond testing in
    native language not permitted for STAAR Spanish
  • ELLs taking general STAAR assessments permitted
    some linguistic accommodations

Alignment of STAAR, STAAR Spanish, and STAAR L
  • Same
  • Assessed curriculum and item types
  • STAAR blueprints for building tests
  • Achievement standard alignment
  • Focus on readiness for next grade level or course
    with goal of postsecondary readiness
  • Differences have to do with language
  • STAAR Spanish uses native language to help
    students understand test
  • STAAR L provides English-language accommodations
    to help students understand test

Eligibility for STAAR Spanish and STAAR L
  • For STAAR L EOC tests, eligibility can be
    carried over from spring to the July and December

STAAR L is for
  • Students who require moderate to substantial
    linguistic accommodation to understand the
    English used on STAAR mathematics, science, and
    social studies assessments
  • Students for whom clarification of word meaning
    in English and/or reading words aloud (in
    addition to potentially using a bilingual
    dictionary and having extra time) is important to
    their ability to understand challenging material
    written in English
  • STAAR L is not for ELLs for whom a bilingual
    dictionary and/or extra time suffice. STAAR
    allows these linguistic accommodations.

ELL Participation in STAAR Modified and STAAR
  • ELLs receiving special education services who
    meet requirements for STAAR Modified or STAAR
    Alternate may take these assessments
  • Small number of ELLs
  • ELLs participate only on basis of disability, not
    second language acquisition

Differing Degrees of Linguistic Accommodation for
  • STAAR Spanish Assessment is provided in
    students native language other linguistic
    accommodations not applicable

TEA Fall ELL Assessment Update
Linguistic Accommodations Allowable on Regular
STAAR Reading and Writing Dictionary Policy Grade
6 and Up
  • For reading and writing only
  • For all Texas students in grade 6 and up,
    including ELLs (new immigrants too) and students
    with disabilities
  • Standard English dictionaries allowed, as well as
    bilingual and ESL dictionaries
  • Policy specifies minimums and recommended numbers
    of dictionaries per number of students

Special English I and II EOC Provisions TAC
  • For ELLs who ?
  • have been enrolled in U.S. schools 3 school years
    or less (5 or less if qualifying unschooled
    asylee/refugee) and
  • have not yet attained TELPAS advanced high
    reading rating
  • Why these provisions? In English I and II/ESOL I
  • and II courses, these students may require
  • substantial instructional scaffolding and
  • adaptation not feasible on standardized language
  • arts assessments

Three Special Provisions
  • When enrolled in English I or II/ESOL I or II
    course, eligible ELL shall not be required to
  • include assessment score in cumulative score for
  • retake assessment each time it is administered if
    student passes course but does not achieve
    minimum score or
  • have score count for 15 of students final grade
  • Note
  • Students are not exempt from test while in the
  • Provisions do not apply to English III

Decision-Making Body
  • LPAC is responsible for obtaining teacher input
    and making assessment and linguistic
    accommodation decisions for ELLs
  • For ELLs served by special education, the ARD
    committee and LPAC work in conjunction to make
    these decisions
  • More information about procedures for LPACs and
    ARD committees to follow in making and
    documenting ELL assessment and accommodation
    decisions will be available from TEA ELL
    Assessments webpage
  • Linguistic accommodation and assessment decisions
    are not automatic they are made on an
    individual student basis in accordance with TEA
    administrative procedures

ELLs with Parental Denials TAC 101.1005
  • Reminder These students are not eligible for
    special ELL assessment, accommodation, or
    accountability provisions
  • No testing in Spanish
  • No linguistic accommodations during testing
  • No English I/II EOC special provisions
  • No unschooled asylee/refugee provisions
  • ELLs with parental denials may, however, use
    bilingual, ESL, or other allowable dictionaries
    as part of dictionary policy for STAAR reading
    and writing tests in grade 6 and up under this
    policy, use of dictionaries not considered
    linguistic accommodation

Key Steps to Take This Fall
1. Conduct ELPS and TELPAS professional
development sessions
  • Teachers are required to implement the ELPS and
    content area TEKS in instruction
  • District and campus administrators need working
    knowledge of ELPS and TELPAS
  • TELPAS familiarization training is
  • good for future raters
  • good way to reinforce use of PLDs all year long

2. Help support teacher use of TELPAS results
and ELPS PLDs to monitor and maximize learning of
  • Beginning of year
  • Review ELLs past TELPAS results to see if making
    steady progress in learning English
  • TELPAS confidential campus student rosters
  • 2 years of test scores
  • how long student has been in U.S. schools

3. Help support LPAC use of TELPAS results and
ELPS PLDs to monitor and maximize learning of
  • LPAC meetings during school year
  • Use previous springs TELPAS results and current
    years teacher input to
  • gauge progress in English proficiency
  • review and adjust linguistic accommodations used
    in instruction
  • plan for instructional interventions, if
  • plan for linguistic accommodations during state

  • When implemented effectively in instruction,
    linguistic accommodations
  • accelerate learning of academic content and
  • reduce length of time and degree to which
    substantial linguistic accommodations needed
  • The ELPS, as measured by TELPAS, support better
    learning of the TEKS, as measured by TAKS and

TEA Fall ELL Assessment Update
TEA Fall ELL Assessment Update
  • STAAR linguistic accommodation policies should
    support but NOT narrow instructional linguistic
  • Not all accommodations appropriate for
    instruction are allowable on assessments.

Upcoming ELL Assessment Training and Presentations
  • Annual ESC LPAC Assessment Training TETN
  • September 25, 2012
  • 930 a.m. 1200 p.m.
  • Event 15581
  • Open to ESCs only
  • Texas Assessment Conference
  • November 2730, 2012
  • ELL Assessment Update
  • TELPAS for Spring 2013 Tips for Success

Recommendations for Educator Review Committees
  • As part of test development process for the state
    assessments, TEA convenes committees of educators
    each year to review field-test items for state
    assessment programs
  • Committees assembled from database of recommended
  • Need recommendations for educators who have
    experience working with ELLs
  • Recommendation forms available at
  • http//www.tea.state.tx.us/student.assessment/Reco

Contact Information
  • Go to www.tea.state.tx.us/student.assessment and
    click on ELL Assessments
  • Call the TEA Student Assessment Division at
  • (512) 463-9536
  • Email us at ELL.tests_at_tea.state.tx.us
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