Early Assessment Program Early Assessment Program

Assessment and Accountability Information MeetingAssessment and Accountability Information Meeting

Fall 2012Fall 2012Nancy Brynelson, Co-Director, Center for the Advancement of Reading

Office of the Chancellor, The California State University

Outline of this Presentation: Overview of EAP

– Goals– Components– 11th grade test– Community college participation– EAP continues with CCSS &

SBAC

Test Administration– Essay– Security– Accommodations– Bubbling

Test Determinations– English – Mathematics– Exemptions– Ready - Conditional

Test Reporting– Individual results– CD Rom– Web site– Duplicate reports– Statewide results

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Outline (continued)

Supplemental High School Preparation

– CSU Success Web sites

– Expository Reading and Writing Course (ERWC)

– Strengthening Mathematics Instruction (SMI)

Early Start Program

Additional Information on ERWC

Additional Information on SMI

Contacts for Questions

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Overview of the Early Assessment Program (EAP)

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Goals of the EAP Give students an early signal of college readiness

– Identify students before their senior year who need to do additional work in English and/or mathematics before entering the CSU

Collaborate with the high school community – Inform students, families, and high schools of students’

readiness for college-level work and partner with high school teachers and administrators to develop solutions

Provide 12th grade interventions– Motivate students to take needed steps in 12th grade to

ensure readiness 5

Components of the EAP

11th grade testing Supplemental high school preparation Teacher/administrator professional development Parent/family communication Preservice teacher preparation

The components of the CSU Early Assessment Program provide a comprehensive solution for helping students become ready for college.

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11th Grade TestTo receive EAP results students must complete ALL sections of test:

– CST in English and/or mathematics (Algebra II or Summative High School Mathematics as appropriate)

– EAP 15 multiple-choice items in English and/or mathematics Administered with the CST Untimed

– EAP essay in English7

11th Grade Test

Determinations of readiness are based on the scoring of all sections

– Portion of the CST (40-50 items)

– EAP multiple-choice items (15 items)

– EAP essay in English

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Community College Participation

SB 946 authorized participation of California Community Colleges (CCC) in EAP beginning in 2010

Participation by CCC campuses is voluntary The CSU and the CCCs are collaborating on

the implementation of the EAP at the CCCs to create a seamless path for students

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Community College Participation

Current as of 8/7/2012

CCC Accepting EAP Results

Yes NoUnder

Review

English 65 6 7

English-Conditional

A mechanism for accepting this result is under development. Local campuses will make the determination.

Mathematics 58 7 12

Mathematics-Conditional

12 40 23

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Community College ParticipationWeb sites

CCC Chancellor’s Office: http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx

Joint CSU & CCC: http://www.collegeeap.org/

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EAP Continues with CCSS & SBAC Adoption of the Common Core State Standards

(CCSS) and implementation in 2014 of a new system of student assessment designed by the Smarter Balanced consortium (SBAC) will require modification of the EAP basis for assessment.

The CSU plans to work closely with CDE and SBAC to ensure that the new assessment for 11th grade students is even more closely aligned with CSU placement standards. 

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EAP Continues with CCSS & SBAC If tighter alignment is achieved, it is possible that

students will no longer need to volunteer to complete supplemental items.  Instead, CSU will be able to determine the level of college readiness by consideration of scores on the SBAC assessment without augmented items.

The EAP will continue to provide an early signal of college readiness to rising high school seniors, allowing their better and more productive use of their senior year to gain proficiency if needed. 

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EAP Test Administration

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Administering the EAP Essay Testing window dates for essay TBD Administer essay to all students at a school on the

same day; however, multiple days are permissible, if necessary.

Discourage students from discussing the essay topics with other students.

Prohibit students from taking the essay topic or completed essay outside of the testing room.

Ensure that essay prompts and essays are not photocopied, photographed, or retained. 15

Test Security and Accommodations

Test security protocols apply equally to the Early Assessment Program and the California Standards Test.

Eligible students shall be permitted to take the EAP with accommodations if specified in the student’s IEP or Section 504 Plan consistent with guidance provided by CDE for the CST.

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Bubbling

Test booklet provides options for students to bubble in their preference for sharing their data with CSU, CCC, or both.

Students should be encouraged to bubble in both selections to maintain the broadest possible options for their post-secondary careers.

Data will not be shared with CSU or CCC if the student does not bubble in one of the three options.

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BubblingIMPORTANT: By answering the questions in this section, I acknowledge that I am voluntarily participating in the Early Assessment Program (EAP). I understand that I may request that my EAP and CST results be released to any post-secondary institution(s) in which I seek or intend to enroll. By marking only one of the following circles below, I affirm that I seek or intend to enroll in California State University (CSU) or California Community Colleges (CCC) or both, and understand that my mathematics [or English] EAP and CST results will be shared directly with CSU and/or CCC officials as indicated below.

– Mark only one circle: CSU CCC CSU and CCC18

EAP Test Determinations

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Test Determinations

English Ready for CSU or participating CCC college-level

English courses Ready for CSU or participating CCC college-level

English courses – Conditional NEW in 2012 Not yet demonstrating readiness for CSU or

participating CCC college-level English courses

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Test Determinations

Mathematics Ready for CSU or participating CCC college-level

mathematics courses Ready for CSU or participating CCC college-level

mathematics courses – Conditional Not yet demonstrating readiness for CSU or

participating CCC college-level mathematics courses

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Exemptions

Students whose results indicate readiness are exempted from the following placement exams at the CSU

– English Placement Test (EPT)– Entry Level Math Exam (ELM)and are eligible to enter credit bearing courses.

At participating community colleges students are eligible to enter transfer-level courses.

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Ready – Conditional: MathematicsStudents whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year course with a grade of C or better

– Any mathematics course with a prerequisite of Algebra II

– Supervised e-Learning Course (ALEKS)

– Trigonometry and Math Analysis

– Pre-Calculus

– AP Calculus AB

– AP Calculus BC

– AP Statistics

– AP Physics23

Ready – Conditional: English (beginning 2012-2013)

Students whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year experience:Enrollment in an approved senior English course with a grade of C or better

– Expository Reading and Writing Course (high school would need to meet criteria for implementation)

– Advanced Placement

– International Baccalaureate

– Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)

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For ERWC to be considered an approved course for satisfying condition, the school must

Officially adopt and offer it as a year-long course Teach the course as designed Receive approval from the CSU for the adoption Upload the course into the “a-g” course list on the

UC Doorways Web site Ensure that all teachers are certified by having

attended the 20-hour ERWC Professional Learning Workshop

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EAP Test Reporting

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EAP Test Reporting

Available on the STAR Grade 11 Student Report– The results are on the backside of the report in the

lower left-hand corner.– EAP results are not included on the CDE label with

the rest of the student STAR results.– Separate EAP reports are not sent.– EAP results are sent to districts on CD Rom with

STAR results.– Students can access their EAP results online (if the

student filled the bubble on the score sheet) at www.csusuccess.org.

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EAP Test Reporting

Codes for Results on STAR Data CD Rom

1 – Ready for CSU college-level course in English or mathematics

2 – Ready for CSU college-level course in English (beginning 2012) or mathematics courses - Conditional

3 – Not yet demonstrating readiness for college-level course in English or mathematics

4 – Incomplete

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– Explanation of all EAP statuses

– Student video explaining the importance of EAP

– Links to advising tools and exam prep resources on the Math and English Success Websites

EAP STAR Report Website

http://www.csusuccess.org/star

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Duplicate Student Reports

Students may email requests for paper copies of reports to EAPDups@ets.org

Requests must include the following information– Full name– Date of birth– High school– Year student attended 11th grade

Note: EAP results are only valid for the year following high school graduation.

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EAP Statewide Test Results

EAP aggregate data by state, county, district, and school are available online:

http://eap2012.ets.org/

http://eap2011.ets.org/

http://eap2010.ets.org/

http://eap2009.ets.org/

http://eap2008.ets.org/

etc. 31

EAP English Statewide Test Results

Year ParticipationCollege

ReadyCollege Ready-

Conditional

2006 312,167 (75%) 48,072 (15%)

2007 342,348 (78%) 55,206 (16%)

2008 352,943 (79%) 60,392 (17%)

2009 366,925 (82%) 59,367 (16%)

2010 378,870 (84%) 77,826 (21%)

2011 446,852 (86%) 85,506 (23%)

2012 32

EAP Mathematics Statewide Test Results

Year Participation College ReadyCollege Ready-

Conditional

2006 137,067 (74%) 16,120 (12%) 58,822 (43%)

2007 141,648 (70%) 17,173 (12%) 60,697 (43%)

2008 147,885 (70%) 19,442 (13%) 62,660 (42%)

2009 169,473 (77%) 22,246 (13%) 74,464 (44%)

2010 178,667 (77%) 26,056 (15%) 75,502 (42%)

2011 239,911 (80%) 29,524 (15%) 81,849 (43%)

2012 33

Supplemental High School Preparation

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Supplemental High School Preparation The CSU offers a variety of programs of

supplemental preparation– CSU Success Web sites, including advising,

online test preparation, ALEKS (online math), Calibrated Peer Review (online writing), and more

– Expository Reading and Writing Course (curriculum and professional learning for teachers)

– Strengthening Mathematics Instruction (professional learning for teachers)

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Supplemental High School Preparation

CSU Success Web Sites

http://www.csusuccess.org/shome

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Supplemental High School Preparation Expository Reading and Writing Course (ERWC) for

students in grade 12– Emphasizes in-depth study of expository, analytical,

and argumentative reading and writing – Approved to fulfill the “b” English requirement of the

UC and CSU “a-g” college entrance requirements– Intended for broad usage (not as an honors or

remedial course and not necessarily tied to EAP results)

– Aligned to the Common Core State Standards (CCSS) 37

Supplemental High School Preparation Expository Reading and Writing Course (ERWC)

– Emphasizes nonfiction texts (some literature included) and includes two full-length works

– Second edition of the course will be published in spring 2013 (full alignment with CCSS)

– Four modules per grade have been developed for grades 7-11 to support students prior to grade 12. Plans for offering professional learning for these modules are in development.

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Supplemental High School Preparation Strengthening Mathematics Instruction (SMI)

provides professional learning for teachers to

– Identify instructional strategies that will help students organize and solidify conceptual understanding

– Identify characteristics of cognitively complex problems

– Locate standards-based cognitively complex problems within participants’ classroom texts

– Practice writing standards based cognitively complex problems

– Aligned to the Common Core State Standards (CCSS)39

12th Grade Course in Mathematics– The CSU is in the process of developing a 12th

grade course for high school adoption.– The course will meet the C requirement from

UCOP and will give high schools another option for helping students meet the condition.

– Will be specifically designed for students who need to strengthen their Algebra II skills and will focus on SMI strategies.

– Funding permitting, modules will be piloted in Spring 2013.

Supplemental High School Preparation

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Supplemental High School Preparation

Professional Learning for Teachers

– Teachers may register for ERWC workshops at www.calstate.edu/eap/englishcourse

– Teachers may register for SMI workshops at http://pd.csusuccess.org/

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Information on the Early Start Program

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Early Start Early Start was mandated by the CSU Board of

Trustees

Goals of Early Start are to: – Better prepare students in mathematics and English

before the fall semester of the freshman year

– Add an important and timely assessment tool in preparing students for college

– Ultimately improve students’ chances of successful completion of a college degree

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Early Start Program

Students who need remediation will be required to begin an Early Start Program during the summer prior to enrollment

Ultimately, if identified first-year students do not begin addressing remediation in a recognized CSU program before enrollment, they will not be permitted to enroll for the term for which they have been admitted

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English Proficiency

The proficiency score on the English Placement Test (EPT) was reset from 151 to 147 (effective for fall 2011 entrants)

Corresponding proficiency scores on the SAT and ACT were reset

– SAT (Critical Reading Section): 500

– ACT (English Test): 22

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Mathematics Proficiency

The proficiency score on the Entry Level Mathematics (ELM) remains at 50.

Corresponding proficiency scores on the SAT and ACT are

– SAT (Mathematics Section of SAT Reasoning Test or Mathematics Subject Test Level 1 or 2): 550

– ACT (Mathematics Test): 23

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By definition, students who are identified as proficient by means of the EAP, EPT/ELM, SAT, ACT, or AP exams do not participate in Early Start.

Students who are identified as Ready-Conditional on the EAP are exempt from Early Start.

Each CSU campus has developed its own course offerings for Early Start offerings which may include online courses, summer courses, etc.

Early Start Participation and Offerings

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Additional Information on the Expository Reading and Writing Course (ERWC)

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Second Edition of ERWC due Spring 2013

12 modules fully aligned with CCSS Two full-length works Revised Assignment Template Resources for English learners, formative

assessment, transfer, engagement, and gradual release of responsibility

Revised course objectives and description Renewed Program Status approval from UC

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Key Principles of ERWC Relentless focus on the text

1. The integration of interactive reading and writing processes

2. A rhetorical approach to texts that fosters critical thinking

3. Materials and themes that engage student interest and provide a foundation for principled debate and argument

4. Classroom activities designed to model and foster successful practices of fluent readers and writers

5. Research-based methodologies with a consistent relationship between theory and practice

6. Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts

7. Alignment with standards (1997 ELA & 2010 CCCSS)50

Elements of the ERWC Assignment Template – Revised 2012

Reading Rhetorically

Prereading Getting Ready to Read

Exploring Key Concepts

Surveying the Text

Making Predictions and Asking Questions

Understanding Key Vocabulary

Reading Reading for Understanding

Considering the Structure of the Text

Noticing Language

Annotating and Questioning the Text

Analyzing Stylistic Choices

Postreading Summarizing and Responding

Thinking Critically

Reflecting on Your Reading Process51

Elements of the ERWC Assignment Template – Revised 2012

Connecting Reading to Writing

Discovering What You Think

Considering the Writing Task

Taking a Stance

Gathering Evidence to Support Your Claims

Getting Ready to Write

Writing Rhetorically

Entering the Conversation

Composing a Draft

Considering Structure

Using the Words of Others (and Avoiding Plagiarism)

Negotiating Voices

Revising and Editing

Revising Rhetorically

Considering Stylistic Choices

Editing the Draft

Responding to Feedback

Reflecting on Your Writing Process52

Current Statistics on ERWC Adoption 450 high schools in CA have formally adopted the ERWC

– Most of these schools have adopted ERWC as a full-year course in 12th grade

Approximately 100 additional high schools in Los Angeles USD have adopted ERWC as the curriculum for their one-semester 12th grade Expository Composition course

Combining both groups, the total number is 550 representing roughly 43% of the 1,290 comprehensive high schools in CA (some alternative schools are part of the 550)

Many schools have uploaded the course to UC Doorways but have not applied for adoption through the CSU 53

Evaluation of ERWC

Annual evaluation studies of ERWC done from 2005 to 2010.

Studies included analysis of curriculum implementation, professional learning, student performance, and student, teacher, and administrator attitudes.

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Summative findings provide encouraging results

Schools with large numbers of teachers participating in ERWC professional development significantly outperformed the statewide proficiency rate for incoming students from 2004 to 2008

– 7 point* gain vs. 4 point gain statewide

FIPSE schools implementing ERWC either as a full-year course or across grades 9-12 from 2006 to 2010 outperform statewide rates, but not at statistically significant levels

– 7.6% point gain on EAP vs. 6% point gain statewide

– 2.74% point gain on EPT vs. 4% point loss statewide

* percentage points 55

Need for further research Large-scale experimental or quasi-experimental studies

have not yet been conducted. Recently-funded i3 grant (Fresno County Office of

Education is the LEA) will conduct a study using regression-discontinuity analysis to determine efficacy of the ERWC for students in the 12th grade and into their 1st and 2nd years of college.

Recruitment of schools/districts for the study will occur this fall. Target areas are Fresno County/Central Valley, San Francisco Bay Area, Los Angeles County, and Inland Empire (possibly San Diego or Sacramento if needed).

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Additional Information on Strengthening Mathematics

Instruction (SMI)

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Purpose of SMI

To enhance student mathematics proficiency and understanding by

– Highlighting and encouraging use of research-based best instructional strategies

– Developing a common emphasis on infusing SMI strategies across same-level courses (horizontal) and among sequential courses (vertical)

– Providing a forum to plan implementation of SMI strategies in order to achieve systemic growth in mathematics teaching and learning at the site and/or district level

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SMI Workshop Outcomes Identify instructional strategies that will help students

organize and solidify conceptual understanding Identify characteristics of cognitively complex problems Locate standards-based cognitively complex problems

within participants’ classroom texts Modify standards-based textbook problems to increase

the level of cognitive complexity Practice writing standards-based cognitively complex

problems Experience the varying roles in the teacher/learner

continuum Model a variety of student engagement strategies

SMI Workshop Outcomes

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Cognitively Complex Problems require students to Extend previously encountered tasks

Integrate several topics and/or concepts

Recognize and use underlying mathematical structures

Use multiple representations

Consider multiple approaches to the problem

Identify patterns

Be flexible and strategic in their mathematical thinking

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Key Features of the Design of SMI Workshops

Bring together an entire mathematic department and/or a critical mass of teachers within a district to plan the systemic implementation of the instructional strategies contained within the SMI modules.

Provide time in between each module to enable teachers to work together to – implement SMI strategies into their classroom instruction

– discuss and evaluate the efficacy of those efforts Provide regular, on-site mini-workshops over an

extended period to support on-going and sustainable changes in teacher behaviors and expectations.

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Characteristics of SMI Workshops

18-24 hours of professional development; 8 modules to allow for flexibility in scheduling

The online tutorial must be completed prior to the first workshop meeting

Standards-based and tied to the CSTs and CSU placement standards

Includes content and activities for teachers of Algebra 1 Geometry, Algebra 2, Pre-Calculus

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Characteristics of SMI Workshops (continued)

Draws on problems and lessons from the major textbooks

Designed for teacher practice and implementation between workshop sessions based on lesson study model

Reflective of the adopted Common Core State Standards

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Characteristics of SMI Workshops

18-24 hours of professional development; 8 modules to allow for flexibility in scheduling

The online tutorial must be completed prior to the first workshop meeting

Standards based and tied to the CSTs and CSU placement standards

Includes content and activities for teachers of Algebra 1 Geometry, Algebra 2, Pre-Calculus

Draws on problems and lessons from the major textbooks

Designed for teacher practice and implementation between workshop sessions based on lesson study model

Reflective of the adopted Common Core State Standards

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Questions?

Nancy Brynelson (EAP, English, ERWC) nbrynelson@calstate.edu

Zulmara Cline (EAP, Math, SMI) zcline@calstate.edu

Carolina Cardenas (EAP, Early Start) ccardenas@calstate.edu

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www.calstate.edu

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