purpose of this session
DESCRIPTION
Ohio TESOL Conference English Language Learners (ELL) in Ohio November 11, 2011 Presented by the Ohio Department of Education Paula Mahaley Office of Curriculum and Assessment. Purpose of this Session. Identification of English Language Learners (ELL) - PowerPoint PPT PresentationTRANSCRIPT
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Ohio TESOL Conference
English Language Learners (ELL) in Ohio
November 11, 2011
Presented by the Ohio Department of EducationPaula Mahaley
Office of Curriculum and Assessment
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Purpose of this Session1. Identification of English Language Learners (ELL)2. Assessment of English Language Learners (ELL)
Ohio Test of English Language Acquisition (OTELA)General test administration—Ohio Achievement Assessments (OAA) and Ohio Graduation Tests (OGT)Explanation of Foreign-exchange Students and ELL
3. New Generation of Assessments4. Transitional Years
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Identification ofthe English Language
Learner
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Determine Need for Identification
Recently enrolled studentObserved difficulty in classroom with English
Reading, Writing, Speaking, Listening – one or multiple
Observation alone cannot identify the ELL
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ELL IdentificationIdentify and Assessto determine ELL
status
Student has been identified as ELL
Student takes appropriate assessment
OTELAOAA in
addition to OTELA
OGT in addition to
OTELA
Two-step process:1) Home-Language Survey2) Formal assessment
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Assessment ofthe English Language
Learner
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Testing of English Language Learners (ELL)
Two required areas of testing:
• English Language Proficiency Assessment—Ohio Test of English Language Acquisition (OTELA)
• Participation in State Assessments – OAA or OGT must be administered; OTELA does not take the place of OAA or OGT
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Testing of English Language Learners (ELL)
and
Ohio Test of English Language Acquisition
OTELA
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Testing of ELLOTELA
Ohio Test of English Language Acquisition (OTELA):
Required annual English Language proficiency assessment under Federal Title III and NCLBRequired for all identified ELL studentsIs not to be used as an intake or “placement” assessment tool but OTELA scores may be used to allow additional accommodations
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Testing of ELL StudentsOTELA
Ohio Test of English Language Acquisition (OTELA):
Dates of Administration grade bands K–12
January 16–March 9, 2012March 12, 2012 - deadline for materials pickup—no changes accepted—materials picked up after this date will not be scoredNo modified dates
Four domains: Reading, Writing, Speaking, and Listening
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Testing of ELLOTELA
Ordering OTELA materialsTest material ordering process – TIDE TIDE closed Nov. 4Districts that did not order during the fall window will NOT receive materials during the initial distributionAdditional order window – Jan. 11 – March 5One form – no field-test questions
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Testing of ELL OTELA – Grade Bands
K–2 Band
Teacher Inventory/Observational Scale for each domain
K–2 will be self-scored and recorded on scannable sheets sent to the test vendor
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Testing of ELLOTELA – Grade Bands
Grade Bands 3-12Reading, Writing, Listening may be group administeredSpeaking must be individually administeredTest vendor scores and reportsResults available online May 9; paper reports available May 17
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Testing of ELLOTELA – Grade Bands
Grade Bands 3-12Listening and Speaking Tests:
Timed presentation on CDMust not stop CD task once startedIf stop, will affect results
SpeakingMark 0 if student does not give response
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OTELA2011 DATA
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Tested n-count from 2010 to 2011
Grade band
2010 n-count
2011 n-count
Difference
K 4,414 4,761 3471-2 8,687 9,195 5083-5 10,456 10,943 4876-8 7,601 6,679 -9229-12 7,105 6,332 -773TOTAL 38,263 37,910
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Average performance across domains and grade clusters
K 1–2 3–5 6–8 9–120
100200300400500600700800900
1000
Listening Speaking Reading Writing
Mea
n S
cale
d S
core
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Intermediate or above across administrations – Comprehension
K 1-2 3-5 6-8 9-120
102030405060708090
100
2007 2008 2009 2010 2011
Perc
ent o
f Stu
dent
s
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Intermediate or above across administrations – Production
K 1-2 3-5 6-8 9-120
102030405060708090
100
2008 2009 2010 2011
Perc
ent o
f Stu
dent
s
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Intermediate or above across administrations – Composite
K 1-2 3-5 6-8 9-120
102030405060708090
100
2007 2008 2009 2010 2011
Perc
ent o
f Stu
dent
s
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Testing of English Language Learners (ELL)
Accommodations and
Special Versions
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Testing of ELLAccommodations and Special Versions
The Goal:
To include all students in standards-based instruction and assessments:
To provide accommodations and special versions during instruction and assessment to increase access
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Testing of English Language Learners (ELL)
OTELAAccommodations
and Special Versions
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Testing of ELL Accommodations and Special Versions
OTELAAccommodations – ELL student with IEP/504 Plan
Scribe – Reading, Writing, ListeningRead Aloud – by Test Administrator for Reading and Writing – cannot read the reading passage aloud
Special VersionsLarge PrintBraille
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Testing of English Language Learners (ELL)
OAA and OGTAccommodations
and Special Versions
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Testing of ELL Accommodations – Basic
OAA and OGT
Basic accommodations for all identified ELL studentsDictionary – intent is word for word, no definitions; however, choice is up to district
Paper copy – allowable Hand-held electronic – allowable No computer dictionary is allowed
Extended time to be completed in one school day
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Testing of ELL Accommodations – Additional
OAA and OGT
Criteria for additional ELL accommodations:ELL student has been enrolled in U.S. schools for less than three years ANDELL student is at the “beginning” or “intermediate” level in Reading and Writing on an assessment of English language proficiency
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Testing of ELL Accommodations and Special Versions
Additional
OAASpring 2012 administration – all test subjects
Translated forms (CDs) availableSpanish, Japanese
Oral translators allowed – reimbursement providedEnglish audio forms (CDs) availableEnglish read aloud (by person) – Read-Aloud Script is required and must be ordered – TA does not use the test bookletSpanish bilingual form availableForm SV available sent automatically when special versions ordered
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Testing of ELL Accommodations and Special Versions
Additional
OGTSpring 2012 administration
Translated forms (CD) available – Spanish, Arabic and Mandarin ChineseOral translators allowed – reimbursement providedEnglish audio forms (CD) availableEnglish read-aloud accommodation – by person – Form SV is required and must be orderedForm SV test booklet for all special versions
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Form SV
Who uses Form SV?Students only
When is Form SV used? Spring administration for OAA and OGT
Why is Form SV required? To ensure student test booklets match the special version used, for example, the Braille or Large-Print test booklets
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Ongoing Questions About Accommodations for ELL
1. When should accommodations be used (and which ones)?
2. Who makes the decision about accommodations?
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Identification ofthe English Language
Learner:The Foreign-exchange
Studentand OGT
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ELL IdentificationForeign-exchange Student
Assumption: students selected to participate in foreign-exchange programs in U.S. schools have sufficient English skills to participate effectively in U.S. mainstream classes. Districts are not required to assess and serve foreign-exchange students as English language learners (ELL). Citation NCLB
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ELL IdentificationForeign-exchange Student
However, a district may choose to give an initial English language assessment to a foreign-exchange student, especially if the student is struggling in classes due to limited English proficiency. If results indicate student does have limited English proficiency to the extent in which the student is not able to participate effectively in mainstream classes, then the district can identify the student as ELL and then provide appropriate English language support.
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ELL IdentificationForeign-exchange Student
Foreign-exchange student identified as ELL:Eligible for first year exemption in a U.S. school from the English Language Arts assessments
(OAA – reading; OGT – reading and writing)May have dictionary and extended time as basic accommodationsMay have additional accommodations since foreign-exchange student in U.S. schools under three years
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ELL IdentificationForeign-exchange Student
Decision to assess and identify foreign-exchange students as ELL should be made for the best interest of the student, and not based merely on accountability consequences. Foreign-exchange students identified as ELL are required to take the OTELA test in addition to the OGT.
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ELL IdentificationForeign-exchange Student
If a district chooses NOT to assess or serve foreign-exchange students as ELL,
the foreign-exchange student is NOT allowed any accommodation (dictionary, extended time, use of a foreign-language CD or English audio CD, or a translator using a translation language script or a test administrator reading the test aloud).
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ELL IdentificationForeign-exchange Student
The foreign-exchange student who is not identified as an ELL is to be considered the same as a general education student. The foreign-exchange student is required to take the OGT no matter the length of stay in U. S. or whether the student is planning to receive an Ohio diploma.
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New Generation of Assessments
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New Generation of Assessments
“The state board of education shall… develop
achievement tests aligned with the academic
standards and model curriculum for each of
the subject areas and grade levels required by
section 3301.0710 of the Revised Code.”OAC § 3301-13-01 (C)(1)
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New Generation of Assessments
“The state board of education, the superintendent of public instruction, and the chancellor of the Ohio board of regents shall develop a system of college and work ready assessments… The system shall replace the Ohio graduation tests…”
ORC § 3301.0712
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New Generation of Assessments:HB153 July 2011
ChangesHigh School
National Standardized Assessment
Series of End of Course exams
Senior Project
No date given for implementation
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New Generation AssessmentsMore rigorous tests measuring student progress toward “college and career readiness” Have common, comparable scores across member states, and across consortia Provide achievement and growth information to help make better educational decisions and professional development opportunities
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
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New Generation Assessments
Assess all students, except those with “significant cognitive disabilities” Administer online, with timely results Use multiple measures
Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85
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Ohio’s New AssessmentsConsortium developed assessments
English language arts grades 3 – 8 and high school
Mathematics grades 3 – 8 and high school
Assess the Common Core StandardsOperational school year 2014-15
State developed assessments
Science grades 5 and 8 and high school
Social Studies grade 5 and 8 and high school
Assess the revised Ohio standardsOperational school year 2014-15
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Assessment ConsortiaRace to the Top
Sept. 2010 grants awarded to develop common assessments to assess English language arts and mathematics grades 3 through high school
SMARTER Balanced Assessment Consortium (SBAC) $160 millionPartnership for Assessment of Readiness for College and Careers (PARCC) $170 million
Ohio is currently a participating /advisory state in both assessment consortia. At some point, we will conclude which assessment system best suits the needs of Ohio’s students.
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SBACConsortia of 29 StatesComponents:
Computer adaptive – optional interim and summativeComponents – 1) Optional interim (suggested beginning and mid-year); 2) Summative Performance Tasks (required) and 3) Summative End-of-year (required – retake option); 4) Listening/Speaking (required)Rapid reporting system to inform instruction and accountability
http://www.k12.wa.us/SMARTER/default.aspx
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SBAC
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PARCCConsortia of 24 states + D.C. Components:
Computer-BasedComponents – 1) Diagnostic and 2) Mid-year (optional); 3) Performance Based and 4) End-of-year (required – contributes to summative score); 5) Listening/Speaking (required)Rapid reporting system to inform instruction and accountability
http://www.parcconline.org/
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PARCC
• Chart updated as of Oct. 4, 2011• Dark blue = governing state• Light blue = participating state
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Assessment ConsortiaBoth PARCC & SBAC consortia will have :
English language arts and mathematics assessmentsOn-line testingInterim and summative componentsItem Types
Multiple choiceExtended responseTechnology-enhanced
Performance Task assessmentsHigh school tests: End-of-course vs. End-of-yearTeachers involved in developing and scoring tests
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Ohio Assessment ProjectsOhio Performance Assessment Pilot Program (OPAPP)
Performance Task Assessment Learning TaskAssessment Task
Grades 11 and 12 – English language arts, mathematics and scienceGrades 3, 4, 5 – English language arts, mathematics, science and social studiesContact: [email protected]
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Ohio Assessment ProjectsFormative Assessment Middle School (FAMS)
Formative instruction process/practiceCommunity of PracticeGrades 5, 6, 7 and 8 – English language arts, and mathematicsContact: [email protected]
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Ohio Assessment Timeline1. State Board Adopted Common Core Standards June 20102. State Board Adopted Model Curriculum March 20113. Development Phase by Consortia: 2012 -2014
Test DevelopmentField TestStandards Setting
4. Assessment Operational – First Administration 2014-2015
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Where are we now?
Existing State Assessments – TransitionalYears
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The Transitional YearsOhio Achievement Assessments (OAA)*
– Continue to be administered until ORC is revised to address end date
Ohio Graduations Tests (OGT)*– Continue to be administered– ORC states OGT will be phased out and replaced
with new system (national standardized assessment and end-of-course exams) but no timeline given
*OAA and OGT assess the standards adopted in 2001 and 2002
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The Transitional Years
OTELARequired for students identified as ELLProcess started to realign to CCSS
Facilitated by CCSSO-ELL SCASSStates who joined the California led consortia Did not receive EAG to develop new standards and English language proficiency assessment
Decision needed on developing new ELP to assess realigned to CCSS
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The Transitional Years
Alternate Assessment for Students with Disabilities (AASWD) – alternate OAA and OGT for students with severe cognitive disabilities
Development has started for online assessmentNo longer the portfolio format – students will be given tasks, scores recorded by test administrator onlineOperational spring 2013
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The Transitional Years
K-3 Diagnostics– Process has started to realign to CCSS – Minor modifications to fill gaps– Ready for districts to use in school year 2012-13
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The Transitional Years
Kindergarten Readiness Assessment – Literacy (KRA-L)
Development started to expand content areas: MathematicsPhysical well-being and motor development (including adaptive skills)Social and emotional development
Race to the Top Early Learning Challenge grant – 35 states including Ohio
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Website Resources for ELL and Testing Issues
education.ohio.gov search using keywords:• OTELA• Special formats• Testing rules book• OAA• OGT• Diagnostics• KRA-L
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ODE ContactsQuestions on ELLs related to assessment and
questions on all state assessmentsPaula Mahaley
Questions on ELLs related to programDan Fleck
[email protected] Mohamud
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Questions?