Ohio TESOL Conference English Language Learners (ELL) in Ohio

Report
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?

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