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 1. 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 Assessments 4. Transitional Years Identification of the English Language Learner Determine Need for Identification Recently enrolled student Observed difficulty in classroom with English Reading, Writing, Speaking, Listening – one or multiple Observation alone cannot identify the ELL ELL Identification Identify and Assess to determine ELL status Two-step process: 1) Home-Language Survey 2) Formal assessment Student has been identified as ELL Student takes appropriate assessment OTELA OAA in addition to OTELA OGT in addition to OTELA Assessment of the English Language Learner 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 Testing of English Language Learners (ELL) and Ohio Test of English Language Acquisition OTELA Testing of ELL OTELA Ohio Test of English Language Acquisition (OTELA): Required annual English Language proficiency assessment under Federal Title III and NCLB Required for all identified ELL students Is not to be used as an intake or “placement” assessment tool but OTELA scores may be used to allow additional accommodations Testing of ELL Students OTELA Ohio Test of English Language Acquisition (OTELA): Dates of Administration grade bands K–12 January 16–March 9, 2012 March 12, 2012 - deadline for materials pickup—no changes accepted—materials picked up after this date will not be scored No modified dates Four domains: Reading, Writing, Speaking, and Listening Testing of ELL OTELA Ordering OTELA materials Test material ordering process – TIDE TIDE closed Nov. 4 Districts that did not order during the fall window will NOT receive materials during the initial distribution Additional order window – Jan. 11 – March 5 One form – no field-test questions 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 Testing of ELL OTELA – Grade Bands Grade Bands 3-12 Reading, Writing, Listening may be group administered Speaking must be individually administered Test vendor scores and reports Results available online May 9; paper reports available May 17 Testing of ELL OTELA – Grade Bands Grade Bands 3-12 Listening and Speaking Tests: Timed presentation on CD Must not stop CD task once started If stop, will affect results Speaking Mark 0 if student does not give response OTELA 2011 DATA Tested n-count from 2010 to 2011 Grade band K 1-2 3-5 6-8 9-12 TOTAL 2010 n-count 4,414 8,687 10,456 7,601 7,105 38,263 2011 Difference n-count 4,761 9,195 10,943 6,679 6,332 37,910 347 508 487 -922 -773 Average performance across domains and grade clusters 1000 900 Mean Scaled Score 800 700 600 500 400 300 200 100 0 K 1–2 Listening 3–5 Speaking 6–8 Reading 9–12 Writing Intermediate or above across administrations – Comprehension 100 90 Percent of Students 80 70 60 50 40 30 20 10 0 K 1-2 2007 3-5 2008 2009 6-8 2010 9-12 2011 Intermediate or above across administrations – Production 100 90 Percent of Students 80 70 60 50 40 30 20 10 0 K 1-2 3-5 2008 2009 6-8 2010 2011 9-12 Intermediate or above across administrations – Composite 100 90 Percent of Students 80 70 60 50 40 30 20 10 0 K 1-2 2007 3-5 2008 2009 6-8 2010 2011 9-12 Testing of English Language Learners (ELL) Accommodations and Special Versions Testing of ELL Accommodations 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 Testing of English Language Learners (ELL) OTELA Accommodations and Special Versions Testing of ELL Accommodations and Special Versions OTELA Accommodations – ELL student with IEP/504 Plan Scribe – Reading, Writing, Listening Read Aloud – by Test Administrator for Reading and Writing – cannot read the reading passage aloud Special Versions Large Print Braille Testing of English Language Learners (ELL) OAA and OGT Accommodations and Special Versions Testing of ELL Accommodations – Basic OAA and OGT Basic accommodations for all identified ELL students Dictionary – 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 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 AND ELL student is at the “beginning” or “intermediate” level in Reading and Writing on an assessment of English language proficiency Testing of ELL Accommodations and Special Versions Additional OAA Spring 2012 administration – all test subjects Translated forms (CDs) available Spanish, Japanese Oral translators allowed – reimbursement provided English audio forms (CDs) available English read aloud (by person) – Read-Aloud Script is required and must be ordered – TA does not use the test booklet Spanish bilingual form available Form SV available sent automatically when special versions ordered Testing of ELL Accommodations and Special Versions Additional OGT Spring 2012 administration Translated forms (CD) available – Spanish, Arabic and Mandarin Chinese Oral translators allowed – reimbursement provided English audio forms (CD) available English read-aloud accommodation – by person – Form SV is required and must be ordered Form SV test booklet for all special versions 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 Ongoing Questions About Accommodations for ELL 1. 2. When should accommodations be used (and which ones)? Who makes the decision about accommodations? Identification of the English Language Learner: The Foreign-exchange Student and OGT ELL Identification Foreign-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 foreignexchange students as English language learners (ELL). Citation NCLB ELL Identification Foreign-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. ELL Identification Foreign-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 accommodations May have additional accommodations since foreign-exchange student in U.S. schools under three years ELL Identification Foreign-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. ELL Identification Foreign-exchange Student If a district chooses NOT to assess or serve foreignexchange 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). ELL Identification Foreign-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. New Generation of Assessments 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) 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 New Generation of Assessments: HB153 July 2011 Changes High School National Standardized Assessment Series of End of Course exams Senior Project No date given for implementation 43 New Generation Assessments More 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 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 Ohio’s New Assessments Consortium developed assessments English language arts grades 3 – 8 and high school Mathematics grades 3 – 8 and high school Assess the Common Core Standards Operational 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 standards Operational school year 2014-15 Assessment Consortia Race 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 million Partnership 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. SBAC Consortia of 29 States Components: Computer adaptive – optional interim and summative Components – 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 SBAC PARCC Consortia of 24 states + D.C. Components: Computer-Based Components – 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/ PARCC • • • Chart updated as of Oct. 4, 2011 Dark blue = governing state Light blue = participating state Assessment Consortia Both PARCC & SBAC consortia will have : English language arts and mathematics assessments On-line testing Interim and summative components Item Types Multiple choice Extended response Technology-enhanced Performance Task assessments High school tests: End-of-course vs. End-of-year Teachers involved in developing and scoring tests Ohio Assessment Projects Ohio Performance Assessment Pilot Program (OPAPP) Performance Task Assessment Learning Task Assessment Task Grades 11 and 12 – English language arts, mathematics and science Grades 3, 4, 5 – English language arts, mathematics, science and social studies Contact: [email protected] Ohio Assessment Projects Formative Assessment Middle School (FAMS) Formative instruction process/practice Community of Practice Grades 5, 6, 7 and 8 – English language arts, and mathematics Contact: [email protected] Ohio Assessment Timeline 1. State Board Adopted Common Core Standards June 2010 2. State Board Adopted Model Curriculum March 2011 3. Development Phase by Consortia: 2012 -2014 Test Development Field Test Standards Setting 4. Assessment Operational – First Administration 2014-2015 Existing State Assessments – Transitional Years Ohio 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 The Transitional Years OTELA Required for students identified as ELL Process started to realign to CCSS Facilitated by CCSSO-ELL SCASS States 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 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 assessment No longer the portfolio format – students will be given tasks, scores recorded by test administrator online Operational spring 2013 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 The Transitional Years Kindergarten Readiness Assessment – Literacy (KRA-L) Development started to expand content areas: Mathematics Physical well-being and motor development (including adaptive skills) Social and emotional development Race to the Top Early Learning Challenge grant – 35 states including Ohio Website Resources for ELL and Testing Issues education.ohio.gov search using keywords: • OTELA • Special formats • Testing rules book • OAA • OGT • Diagnostics • KRA-L ODE Contacts Questions on ELLs related to assessment and questions on all state assessments Paula Mahaley [email protected] Questions on ELLs related to program Dan Fleck [email protected] Abdi Mohamud [email protected] Questions?