Transcript 2015 Office of Education Policy Annual Conference English Language Learners in Arkansas and Assessment Dr.

2015 Office of Education Policy
Annual Conference
English Language Learners in Arkansas and
Assessment
Dr. Alan D. Lytle, ELL Assessment Specialist
Assessment Office
Arkansas Department of Education
June 10, 2015
Presented: 6/10/15
Who is an EL?
• Students who are unable to communicate fluently or
learn effectively in English, who often come from nonEnglish-speaking homes and backgrounds, and who
typically require specialized or modified instruction in
both the English language and in their academic courses.
• English Language Learners (ELLs), English learners (ELs),
limited English proficient (LEP) students, non-native
English speakers (NNES), language-minority students
(LMS), and either bilingual students or emerging bilingual
students
• http://edglossary.org/english-language-learner/
Presented 6/10/15
Federal Requirements
• Identifying and Assessing ALL Potential EL
Students
• Providing Language Assistance to EL Students
• Monitoring and Exiting EL Students from EL
Programs and Services
• There are other requirements
• http://www2.ed.gov/about/offices/list/ocr/do
cs/dcl-factsheet-el-students-201501.pdf
Presented 6/10/15
Identifying and Assessing ALL Potential EL Students
• Use of a Home Language Survey (HLS) to identify potential
EL students
• Use of a screener to assess listening, speaking, reading, and
writing
• Depending upon the screener results, a student is classified
as Limited English Proficient (LEP) or proficient to enter
classes without language assistance.
• LEP students receive ESL services from their schools to help
in their English language attainment.
• Parents/Guardians have the right to decline ESL services for
the LEP students.
Presented 6/10/15
Providing Language Assistance to EL Students
• EL students are entitled to appropriate language assistance services to
become proficient in English and to participate equally in the standard
instructional program.
• School districts can choose among program design for instructing EL
students provided the program is educationally sound in theory and
effective in practice.
• Types of ESL program design
–
–
–
–
Pull-Out - student are pulled out of the regular classroom for special instruction in ESL.
Class Period - Students receive ESL instruction during a regular class period.
Resource Center – Generally, this is an "enriched" version of the pull-out design.
Bi-Lingual - students receive instruction that develops their native language skills,
instruction in ESL, and content area instruction in varying degrees in English or the first
language.
– Structured Immersion - While students may address the teacher in either their first
language or English, teachers (who are bilingual) respond generally in English.
• http://www.ericdigests.org/pre-927/types.htm
Presented 6/10/15
Monitoring and Exiting EL Students from EL
Programs and Services
• School districts must monitor the progress of all EL students to ensure
they achieve English language proficiency and acquire content knowledge.
Districts must annually administer a valid and reliable English language
proficiency (ELP) assessment, in listening, speaking, reading, and writing,
that is aligned to State ELP standards.
• An EL student must not be exited from EL programs, services, or status
until he or she demonstrates English proficiency on an ELP assessment in
listening, speaking, reading, and writing.
• School districts must monitor the academic progress of former EL students
for at least two years to ensure that students have not been prematurely
exited; any academic deficits they incurred resulting from the EL program
have been remedied; and they are meaningfully participating in the
district’s educational programs comparable to their peers who were never
EL students (never-EL peers).
Presented 6/10/15
Other Requirements
• Staffing and Supporting an EL Program
– EL students are entitled to EL programs with sufficient resources to ensure the programs are
effectively implemented, including highly qualified teachers, support staff, and appropriate
instructional materials.
– School districts must have qualified EL teachers, staff, and administrators to effectively
implement their EL program, and must provide supplemental training when necessary.
• Providing Access to All Curricular and Extra-Curricular Programs
– EL students must have access to their grade-level curricula so that they can meet promotion
and graduation requirements.
– EL students are entitled to an equal opportunity to participate in all programs, including prekindergarten, magnet, gifted and talented, career and technical education, arts, and athletics
programs; Advanced Placement (AP) and International Baccalaureate (IB) courses; clubs; and
honor societies.
• Avoiding Unnecessary Segregation of EL Students
– School districts generally may not segregate students on the basis of national origin or EL
status. Although certain EL programs may be designed to require that EL students receive
separate instruction for a limited portion of the day or period of time, school districts and
states are expected to carry out their chosen program in the least segregative manner
consistent with achieving the program’s stated educational goals.
Presented 6/10/15
ELs in Arkansas
• As of the 2014-2015 Home Language Survey, the
following is representative of Arkansas:
–
–
–
–
50,029 Language Minority Students (LMS)
37,539 Limited English Proficient Students
94 LOTEs (Languages Other Than English) spoken in the home
Top 7 languages
•
•
•
•
•
•
•
Spanish
Marshallese
Vietnamese
Laotian
Hmong
Chinese
Arabic
41,907
2,505
857
636
460
444
388
32,293
2,344
499
378
291
205
259
Presented 6/10/15
Paradigm Shift
Content
Mostly
vocabulary,
grammar
Language
Content
Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Typical structure of text
Sentence structures
Vocabulary
practices
Language
Presented 6/10/15
Presented 6/10/15
The Current EL Assessment
• English Language Development Assessment (ELDA)
• Purpose - tests English Language Learners (ELL) or Limited
English Proficient (LEP) students to determine their level of
proficiency in the English Language.
• Domains – Listening, Speaking, Reading, Writing
• Paper-based assessment
• “Inventory-style, observational” at K-2
• Beginning SY 2015-2016, AR will move to the ELPA21
Assessment.
Presented 6/10/15
What is the ELPA21 Consortium?
• Mission: Acknowledging the diverse and rich language
experiences English language learners (ELLs) bring to school,
we recognize their English language proficiency is constantly
growing. ELPA21 measures that growth based on the new
English Language Proficiency Standards and provides valuable
information that informs instruction and facilitates academic
English proficiency so that all ELLs leave high school prepared
for college and career success.
• Vision: To provide assessments that best measure English
language learners’ mastery of the communication demands of
states’ rigorous academic standards.
Presented 6/10/15
Who are the ELPA21 states?
Presented 6/10/15
The ELPA21 Design
• The term UNIVERSAL DESIGN FOR LEARNING means
a scientifically valid framework for guiding
educational practice that:
– (A) provides flexibility in the ways information is presented, in the
ways students respond or demonstrate knowledge and skills, and in
the ways students are engaged; and
– (B) reduces barriers in instruction, provides appropriate
accommodations, supports, and challenges, and maintains high
achievement expectations for all students, including students with
disabilities and students who are limited English proficient.
from the Higher Education Opportunity Act of 2008 (http://www.udlcenter.org/aboutudl/udldefined)
Presented 6/10/15
English Language Proficiency for the 21st Century
(ELPA21) Assessment
• ELPA21 assessment system:
– Computer administered fixed form, today; adaptive, possible
for the future
– Technology-enhanced items – allows for responses other than
traditional item types (e.g., multiple choice).
– More interactive item types – specific to speaking and listening
– Multiple modes of presentation
– Includes teacher-developed items.
– Reduced scoring time – faster reporting of results
– Improved data collection and management
– Increased test security
– Reduced staff burdens
Presented 6/10/15
English Language Proficiency for the 21st Century
(ELPA21)
• Reports
– Screener & Summative
• Individual Student
• Parent/Guardian
• Aggregate (e.g., Classes, Schools, Districts, and States)
– Administrative and Technical (e.g., Registration, Q/A, Analyses)
• Potential Reporting Information
– Scores for Listening, Reading, Writing, and Speaking – and
Comprehension
– Student Proficiency Level
– Performance Level Descriptors
• Professional Development
Presented 6/10/15
Alignment to the ELP Standards
• The English Language Proficiency (ELP) Standards
were adopted by AR in 2014
(http://www.arkansased.gov/public/userfiles/Learning_Services/Curriculum%20and%20Instruction/Frame
works/Eng%20Lang%20Prof/eng_proficiency_2006_052908.pdf)
• The ELPA21 Assessment is aligned to the ELP
Standards by
– corresponding to the college and career readiness (CCR) standards for
English language arts, mathematics, and science.
– highlighting and amplifying the critical language, knowledge about
language, and skills using language in CCR standards necessary for ELLs
to be successful in school.
– being simple and clear and aiming high, so that teachers can focus on
what’s most important for college and career readiness.
• Assesses across 6 grade bands: K, 1, 2-3, 4-5, 6-8, & 9-12
Presented 6/10/15
Organization of the ELP Standards in Relation to
Participation in Content-Area Practices
Presented 6/10/15
Accessibilities & Accommodations
Universal Features (available to all students)
Embedded: amplification, answer choice
eliminator, audio support, digital notepad,
expandable passages, highlighter, flag for
review, text-to-speech (for writing), writing
tools, zoom (item-level)
Non-embedded: familiar examiner, read
aloud (for writing), scratch paper
Designated Features (identified in advance)
Embedded: answer masking, color
contrast, color overlay, general
masking, line reader, magnifying
glass, spellcheck, turn off universal
features, zoom (test-level)
Non-embedded: magnification
device, native language translation
of directions, noise buffer, print on
request, student reads test aloud
Accommodations (available with
an IEP or 504 plan)
Non-embedded: answer orally, assistive
technology, braille, large print test booklet,
scribe
This graphic along
with the Universal
Features,
Designated
Features, and
Accommodations
will be updated
during the summer
and fall of 2015
according to the
results of the Field
Test. This will
produce the final
version for the
Operational Test.
Presented 6/10/15
Item Examples
• K- listening
• 2-3 Reading
• 2-3 Speaking
• 4-5 Writing
• 9-12 Listening
Presented 6/10/15
Contact Information
• Alan D. Lytle, ELL Assessment Specialist
– [email protected]
• Hope Allen, Director of Assessment
– [email protected]
Presented 6/10/15