ELL Assessment UpdateAnnual Texas Assessment Conference

December 2011

Laura Ayala, ELL Assessment DirectorSilvia Alvarado-Bolek, STAAR Spanish Manager

Megan Galicia, STAAR L ManagerCristina Vázquez, TELPAS Manager

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Disclaimer

These slides have been prepared by the Student Assessment Division of the Texas Education Agency.

If any slide is changed for local use, please remove the TEA footer at the bottom of the slide.

Demographics andPerformance Trends

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ELLs in Texas As of 2010–2011 PEIMS

ELLs – 831,812 (up from about 570,000 in 2000) Well over 100 languages represented More than 90% Spanish speakers ELLs make up about 17% of total Texas students

(about 1 in 6)

Smattering of TAKS ELL Pass RatesSpring 2003 and 2011

Panel recommended standards used; primary administrations; LAT results not included

Grades 3-12 TELPAS % Students at Each Proficiency Level

B = Beginning I = Intermediate A = Advanced = Advanced High

Former Test (RPTE)

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Students assessed 2010-11: K-2 322,284 3-12 427,392

STAARTM

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From TAKS to STAAR

For grades 3–8, STAAR tests are in same grades and subjects as TAKS3–8 Mathematics3–8 Reading4 and 7 Writing5 and 8 Science8 Social Studies

Twelve STAAR end-of-course tests replace ten grades 9, 10, and exit level tests

T A K SS T A A R

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New Directions for STAAR How did we get here?

As you heard in the session that opened this year’s conference ― many choices had to be made numerous avenues to seek advice from the field were pursued hard decisions were made that honored the intent of the legislation

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Driving Forces Behind STAAR ELL Assessment Decisions

Postsecondary readiness goals

Second language learning considerations

National experts and Texas stakeholders

ELL assessment literature and research

Test administration considerations

Desire for increased standardization

STAAR ASSESSMENT PROGRAM General STAAR

STAAR Spanish STAAR L

STAAR Modified STAAR Alternate

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Time in U.S. Schools Criteria for ELLs Continued Policy Focus ― STAAR L

Takes time to learn English Not all ELLs enter U.S. schools with same amount of

English Steady progress from starting point is expected Need for linguistic support and accommodation

diminishes as progress made Even ELLs with high degrees of English proficiency

may be unfamiliar with some English commonly known by peers

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Degree of Linguistic Accommodation Varies By Subprogram

(Linguistic accommodations do not apply to STAAR Spanish, which is already in student’s primary language)

Linguistic Accommodations for ELLs (3–8 and EOC)

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*Use of a dictionary as a linguistic accommodation on reading and writing tests (English versions) applies to grades 3–5 only; in grade 6 and up access to a dictionary is part of standard testing procedures.

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STAAR L TransitionFrom Paper to Online Mode

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19 TAC Chapter 101, Subchapter AAELL Participation Rules for the Texas

Assessment Program Approved and filed by commissioner of education on

December 2, with December 22, 2011 effective date This subchapter —

is mainly for new STAAR program retains TAKS rules for grade 10 and exit level retains TELPAS rules

Approved rules not substantively different from proposed rules; minor technical clarifications only

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Administrative policies, procedures, and guidance based on the rules to be finalized in December

ESC personnel to be trained in early January

Upcoming Steps

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LPAC Guidance

Information on policies and procedures for LPACs and ARD committees to follow in making and documenting ELL assessment and linguistic accommodation decisions to be available from TEA ELL Assessments webpage

Accommodation policies and procedures – December

Participation policies and procedures – early January

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Policy Information We Can Share Now Good news ―

If you’ve been keeping up with the proposed rules and September 15 ELL assessment TETN slides, you’re in good shape

Bad news ― There are still some policies and procedures under development

Good news ― STAAR ELL policies and procedures will be less complex and easier to follow

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LPAC makes decision in accordance with state participation criteria For ELLs with a disability, LPAC collaborates with key members of

ARD or Section 504 committee

STAAR Spanish and L Participation Requirement Summary

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ARD committee makes decision in accordance with state participation requirements

For ELLs with a disability, decision is made in conjunction with key LPAC members

STAAR Modified and Alternate Participation Requirement Summary

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Special English I and II EOC ProvisionsTAC §101.1007

Apply to ELLs who ― have been enrolled in U.S. schools 3 school years or

less (5 or less if qualifying unschooled asylee/refugee) and

have not yet attained TELPAS advanced high reading rating

In English I and II/ESOL I and II courses, these students may require substantial instructional scaffolding and linguistic adaptation not feasible on standardized language arts assessments.

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The Special Provisions Are…

When enrolled in English I or II/ESOL I or II course, the eligible ELLs shall not be required to – include assessment score in cumulative score for

graduation; retake assessment each time it is administered if student

passes course but does not achieve minimum score; or have score count for 15% of student’s final grade

(These students are not exempt from taking the test while in the course. These provisions do not apply to English III.)

ELLs with Parental Denials TAC §101.1005 (f)

An ELL whose parent or guardian declines bilingual/ESL program services outlined in state law is not eligible for special ELL assessment, accommodation, or accountability provisions

No testing in Spanish No linguistic accommodations No English I/II EOC special provisions No unschooled asylee/refugee provisions

(Reminder: ELLs with parental denials are required to be assessed with TELPAS.)

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Other Key Policies to Remember All ELLs participate – no exemptions from testing STAAR L is just for mathematics, science, and social

studies, not reading or writing Linguistic accommodations are not just for STAAR L STAAR and STAAR L test administration dates are the same STAAR L eligibility criteria are the same across grades

No grade 3 caveats No high school caveats

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Assessment and Accountability

The newly approved Chapter 101 rules indicate that policies for including the academic performance of ELLs in accountability measures will — take into account the second language acquisition

developmental needs of this student population be delineated in TEA publications required by 19 TAC

Chapter 97 (Planning and Accountability)

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Assessment and Accountability Eliminating state exemption policies is a paradigm shift Decision came after much discussion with experts and

stakeholders Key points of discussion

Consequences of exclusion versus inclusion policies Challenges in accurately measuring skills of English learners Varying educational backgrounds of immigrant ELLs ELL-specific measures of progress Recommendations of national working group on ELL policy

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Assessment and Accountability Accountability decisions to be made during design of STAAR

accountability system TEA to continue to obtain advice from school districts Current discussions

• Relationship between second language acquisition and academic achievement trajectories of ELLs

• Desire for challenging but achievable timeframes for attaining full English proficiency and strong academic skills

• Desire for indicators that reinforce prompt attention to student needs

• Desire to motivate students with interim progress targets that maintain focus on ultimate goals of —

• full English proficiency • strong academic skills

TELPAS

TELPAS Policy UpdatesNewly Enrolled ELLs: “20-day rule” gone; not necessary with new shorter TELPAS

assessment window ELLs from another Texas school district, state, or country who

enroll on or after the first day of TELPAS assessment window (March 19) will not be assessed by receiving district in holistically rated domains. However, those in grades 2–12 are required to take the TELPAS reading test.

Second semester immigrant non-English readers: Unlike the past, ELLs in grades 2–12 who first enter U.S.

schools in the second semester are no longer permitted to not take the reading test and receive a score of beginning automatically. They are now required to take the reading test, and they will receive scores based on their test performance.

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ELL Assessment Q and A

QuestionWhat type of bilingual dictionary is acceptable to use on the test? Will the state provide a list of approved dictionaries? AnswerStandard bilingual dictionaries that are designed as word/phrase translation dictionaries are permitted. Dictionaries used must not be designed to define words or explain academic terms or concepts. A list of state-approved dictionaries will not be issued.

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QuestionCan former ELLs use a bilingual dictionary during reading and writing tests in grade 6 and up?

AnswerThe general STAAR dictionary policy requires all students to have dictionary access on these tests. Students may use any of the dictionaries listed in the policy. The decision to provide a former ELL access to a bilingual dictionary should be based on the student’s needs and use of this type of dictionary in instruction and classroom testing. More information about the general STAAR dictionary policy for these tests is available at http://www.tea.state.tx.us/student.assessment/staar/.

QuestionWhat are the eligibility criteria to receive linguistic accommodations?

AnswerThe eligibility criteria revolve around the student’s second language acquisition needs and whether the student routinely uses the accommodation in classroom instruction and testing. Only certain linguistic accommodations are allowable. The accommodations are not “automatic” for ELLs. The LPAC is responsible for determining and documenting them.

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QuestionCan LPAC decisions about which STAAR assessment to administer (STAAR Spanish, STAAR L, general STAAR, etc.) vary by subject area?

AnswerYes. Guidance about this will be shared during the LPAC training of trainers for ESC staff on January 6, and information will be available from the ELL Assessments page of the TEA website.

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QuestionHow many years can a student take STAAR Spanish?AnswerA student whose LPAC determines STAAR Spanish to be the most appropriate assessment to measure the student’s academic progress may take this assessment in grades 3, 4, and 5. The LPAC must make assessment decisions annually based on the individual student’s circumstances and needs.

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QuestionCan a student who is in a U.S. school all of 1st, 2nd, and 3rd grade take STAAR Spanish or STAAR L in grade 3?

AnswerYes, if the student meets the STAAR Spanish or STAAR L state-defined participation criteria as determined by the LPAC.

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QuestionIs STAAR L a 4-hour test?

AnswerYes, all tests in the STAAR program have a 4-hour time limit. However, ELLs may be given extra time within the regularly scheduled school day to take a STAAR test (STAAR L included) if they meet the eligibility criteria for extra time as a linguistic accommodation.

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QuestionDoes the 15% requirement apply the same way to STAAR L as to STAAR?AnswerYes. Exception: For ELLs eligible for the special English I/II EOC provisions in 19 TAC §101.1007, scores on the English I and II tests are not counted as 15% of the student’s final course grade.

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QuestionWhere does it say that students in ESOL I or II must take the English I or II EOC test?

AnswerInformation about this may be accessed from the Instructional Environment tab of the TEA ELL Portal at http://elltx.org/. Information is also found in the commissioner of education rules in Section §101.1007 of the Texas Administrative Code. The Texas Administrative Code can be accessed from the A–Z Index on the TEA website.

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QuestionHow are years in U.S. schools determined for TELPAS data collection?

AnswerAs in the past, this data collection captures the number of U.S. school years of enrollment for ELLs. Enrollment in or prior to kindergarten is not included. The count starts with first grade, or the first U.S. school year of enrollment for ELLs who first arrived in the U.S. after first grade.

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QuestionIs TELPAS required for high school ELLs who have met course requirements for graduation but need to pass TAKS if they attend school only for TAKS remediation?

AnswerELLs in grades K–12 are required to be assessed with TELPAS. However, as an exception, high school ELLs attending ONLY for TAKS remediation are not required to take TELPAS because they have met their high school course requirements.

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QuestionAre high school ELLs receiving special education services who have met graduation requirements but are still attending school for job training required to be assessed with TELPAS?

AnswerNo. Though ELLs in grades K–12 are required to take TELPAS, an exception is made for high school ELLs receiving special education services who have met graduation requirements.

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QuestionAre there paper versions of TELPAS release tests?

AnswerNo, TELPAS is an online testing program. Tests are only released in an online format.

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Keys to Success

Soaring with the STAARsTwinkling with TELPAS

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Make sure ELPS are being implemented Make sure teachers know and use ELP levels of their

ELLs to linguistically accommodate instruction, adjusting accommodations appropriately as more English is learned

Act promptly to identify subject matter and language needs of first-year immigrants

Make instructionally sound linguistic accommodations Teach ELLs to use dictionaries (bilingual, ESL, standard)

effectively as second language acquisition tools

ELPS and Content Area TEKS

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Affective Needs of Newly Arrived ELLs

Spread calm and encouraging vibrations to ELLs who are recent arrivals to this country

Help them look at their first year of test results as good information to use in setting and meeting goals for the following year

Engage all ELLs in setting and reaching goals for English acquisition and academic achievement

Resources for LPACs and Testing Personnel

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The STAAR IS

withinour

reach

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Go to www.tea.state.tx.us/student.assessment and click on English Language Learner Assessments

Call the TEA Student Assessment Division at (512) 463-9536

E-mail us at ELL.tests@tea.state.tx.us

Contact Information