meeting the needs of english language learners: using assessment results and data to inform...
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Meeting the Needs of English Language Learners:
Using Assessment Results and Data to Inform Decisions
Michael Sabados, PhD, CSDE consultantBureau of Data, Research and Evaluation
Megan Alubicki, CSDE Consultant, ELL/BilingualBureau of Accountability and Improvement
Topics
• The CT Context
• LAS Links Considerations
• Implications for Schools
• Next Generation Assessment and ELLs
The CT Context
ELL STATUS OF STUDENTS WITH A ELL STATUS OF STUDENTS WITH A DOMINANT LANGUAGE DOMINANT LANGUAGE
OTHER THAN ENGLISH, 2011-12OTHER THAN ENGLISH, 2011-12
CT State Department of Education
TOP 10 DOMINANT LANGUAGES TOP 10 DOMINANT LANGUAGES FOR ELLS, 2011-12FOR ELLS, 2011-12
Language Students Change in Students, 2007-08 to 2011-12
Percent of all ELLs
Spanish 21,352 -0.4% 72.3%
Portuguese 851 -26.4% 2.9%
Creole-Haitian 685 77.8% 11.1%
Arabic 641 75.1% 2.2%
Mandarin 542 - 1.8%
Polish 486 -26.0% 1.6%
Albanian 453 -9.0% 1.5%
Urdu 348 3.9% 1.2%
Vietnamese 314 -16.7% 1.1%
French 237 -15.7% 0.8%
All Others 3,618 0.4% 12.3%
Totals 29,527 -1.6% 100.0%
CT State Department of Education
GRADE DISTRIBUTION GRADE DISTRIBUTION OF ELLS AND NON-ELLS, 2011-12OF ELLS AND NON-ELLS, 2011-12
CT State Department of Education
DISTRIBUTION OF LEAS DISTRIBUTION OF LEAS BY SIZE OF ELL ENROLLMENT, BY SIZE OF ELL ENROLLMENT,
2007-08 TO 2011-122007-08 TO 2011-12
CT State Department of Education
ELL ENROLLMEN
T
LAS Links Considerations
Using LAS Links subtest results to plan
• LAS Links results are reported for the Speaking, Listening, Reading and Writing subtests, Comprehension and Oral composites and Overall.
• Scores fall into five performance levels.
• The Overall score is used to determine whether a student has met exit criteria and for compliance purposes.
• However, the subtests provide valuable information for a range of purposes at the classroom and school levels.
LAS Links Score ReportGrade 6, Form B
Student Speaking Listening Reading Writing Overall Comprehension Oral
A 455*2*
3601
3801
4321
4061
4231
4562
B 5274
5203
5573
5604
5414
5323
5274
C 4983
4702
5433
3001
4521
5273
4903
D 5665
5814
5042
5814
5584
5323
5815
E 4923
4822
5242
4942
4983
5062
4883
F 6105
5554
5984
5704
5834
5745
5955
G 6455
6225
5894
6465
6255
5674
7005
*Top Number = Scale Score -Level range from 1 (Beginning)-5 (Above Proficient)
*Bottom Number = Score Level -Comprehension scores come from specific items on
Listening and Reading subtests; Oral scores reflect the Speaking and Listening subtests
AVERAGE YEARS OF ESL SERVICES BY PROFICIENCY ON THE LAS LINKS, 2011
CT State Department of Education
Percentage Proficient or Better Percentage Proficient or Better on CMT and CAPT, 2011on CMT and CAPT, 2011
CT State Department of Education
PERCENTAGE OF ELLS PERCENTAGE OF ELLS THAT WERE PROFICIENT ON CMT READING THAT WERE PROFICIENT ON CMT READING
BY THEIR INITIAL LAS LINKS LEVEL, 2011BY THEIR INITIAL LAS LINKS LEVEL, 2011
CT State Department of Education
Implications for Schools
• How to communicate scores– Who? – How? – When?
• How to plan instruction that meets each students’ needs– all content areas– context of district
Next Generation Assessment and ELLs
17
Language Supports: Questions and Considerations
• Are all students eligible for certain language supports or are they only eligible based on group membership? (ELL, students with disabilities)
• Should access to tools, accommodations, and/or supports be based only on an individual student’s needs, as defined in their individual needs profile? Continuum of support?
Population
Comparability
• How will our decisions as a consortium take into account federal and state policy? What implications might our decisions have on future state and federal policy?
• Awareness about what our messages “say;” intentionality is needed for decision-making
Policy Implications
• What is the rationale for full, paper-and-pencil translation in five languages? Could word-to-word and picture dictionary accommodations serve a similar purpose? Implications?
• What if there is not 100% buy in by SBAC states? Comparability issues?Translation
• Need for parameters, standardization, and professional development around selection of accommodations at the national, state, district and school level
• Guidance from SBAC for states and practitioners, cautious decision-making
Item and Task Review•Review of all English language arts and mathematics for content, bias/sensitivity and accessibility
oContent Review Role: Evaluate whether the items and performance tasks align with grade-level expectations, measure identified assessment targets, align with the specified levels of cognitive complexity, are clearly worded, have appropriate scoring information, and are of appropriate grade-level difficulty.
o Bias/Sensitivity Review Role: Examine items and performance tasks for potential sources of bias, sensitivity issues, and stereotypes.
o Accessibility Review Role: Examine items and performance tasks for potential access barriers for students with disabilities and English language learners.
Links• CSDE Bilingual/ESL Page: http://
www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848
• Assessment Requirements for ELLs: http://www.csde.state.ct.us/public/cedar/assessment/ell/index.htm
• Assessment Guidelines for ELLs Manual: http://www.csde.state.ct.us/public/cedar/assessment/agl/resources/CT_ELL_Assessment_Guidelines_2011-2012.pdf
• Smarter Balanced Assessment Consortium website: http://www.smarterbalanced.org/
• SBAC Overview and CT’s Role: http://www.csde.state.ct.us/public/cedar/assessment/SBAC/SBAC%20SMARTER_Summary%208-17-11.pdf
• SBAC Factsheet: http://www.csde.state.ct.us/public/cedar/assessment/SBAC/SBACSummary2010.pdf
Questions
• Please feel free to contact us if you have additional questions!
• Megan Alubicki, ELL Consultant• CT State Department of Education• Bureau of Accountability and Improvement• [email protected]• (860) 713-6786
• Michael Sabados, Consultant• CT State Department of Education • Bureau of Data Collection, Evaluation, and Research• [email protected]• (860) 713-6856