Training on Linguistic Accommodations for the STAAR Program

1. Training on Linguistic Accommodations for the STAAR Program STAAR Coordinator’s Training February 13, 2012

2. 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. TEA Student Assessment Division

3. Topics • Overview • Linguistic accommodations for students taking STAAR and STAAR L • Answer document coding for ELLs • STAAR and STAAR L example test items to use in training • Linguistic accommodations for students taking STAAR Modified TEA Student Assessment Division

4. Please Note:This training does NOT take the place of reading the appropriate manuals.

5. Linguistic Accommodation Guide • Linguistic accommodation guide is principal source of linguistic accommodation information for testing personnel • Coordinators and test administrators should read and review the contents of this guide carefully • Full title of linguistic accommodation guide: Linguistic Accommodations for ELLs Participating in the STAAR Program http://www.tea.state.tx.us/student.assessment/accommodations/ TEA Student Assessment Division

6. Linguistic Accommodation Guide • Details about the decision-making and documentation process are found in the 2011–2012 STAAR Decision-Making Guide for LPACs http://www.tea.state.tx.us/student.assessment/ell/lpac/ TEA Student Assessment Division

7. Emphasize in Training Policies and procedures for grade 10 and exit level TAKS are not changing to mirror STAAR All ELLs participate in STAAR assessments; no exemptions from testing Linguistic accommodations not just for STAAR L Accommodation policies differ by program STAAR STAAR Spanish STAAR L STAAR Modified STAAR Alternate

8. Special English I and II EOC ProvisionsTAC §101.1007 For 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 Why these provisions? 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.

9. Three Special Provisions When enrolled in English I or II/ESOL I or II course, eligible ELL 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 have score count for 15% of student’s final grade Note: Students are not exempt from test while in course Provisions do not apply to English III New sample LPAC form for documentation

10. ELLs with Parental DenialsTAC §101.1005 (f) These students not eligible for special ELL assessment, accommodation, or accountability provisions • No testing in Spanish • No linguistic accommodations during testing • No English I/II EOC special provisions • No unschooled asylee/refugee provisions

11. Sample Forms for Documenting Participation & Accommodation Decisions Record of STAAR participation and linguistic accommodation decisions STAAR eligibility for special English I/II EOC provisions Student history worksheet Forms on LPAC assessment resources webpage at http://www.tea.state.tx.us/student.assessment/ell/lpac/

12. Coordination Between LPAC and Testing Coordinators Testing coordinators should coordinate with LPAC to obtain participation and accommodation decisions in time to make testing arrangements More ELLs likely to take STAAR L than occurred with LAT Plus, linguistic accommodations not just for STAAR L

13. STAAR L Planning for Test AdministratorsCoordinator Manual, Page 12 Individual or small group administrations necessary Test administrators respond to student requests for reading text aloud and clarifying word meaning Test administrators who provide clarification of word meaning should be ― familiar with the subject matter assessed and linguistic needs of the students, and work routinely with the students in assisting with or delivering instruction

14. Organizing Test SessionsCoordinator Manual, Page 23 Do not test STAAR L students with STAAR, STAAR Spanish, or STAAR Modified students Students taking STAAR and STAAR Spanish may be tested together if session conducted in way that keeps students from being confused or disturbed by differences in directions or linguistic accommodations provided

15. STAAR L Number of Test Questions No field-test items embedded in STAAR L One test form only Because same answer document used for STAAR and STAAR L, students will not use all answer bubbles Administration “SAY” directions include this information

16. Affective Needs of ELLs Recently Arrived ELLs Meeting affective needs of ELLs who are new to the U.S. is important in instruction and testing Sending encouraging, calm vibrations goes a long way Help new ELLs look at first year of test results as good information to use in setting and meeting goals for following year All ELLs Encourage practices that involve all ELLs in setting and reaching goals for English acquisition and academic achievement

17. STAAR L 3–8 and EOC Transition from Paper to Online Mode

18. Reminder: May STAAR L Online Study Selected districts notified August 2011 Purpose―To examine effectiveness of STAAR L online interface and make refinements in preparation for spring 2013 implementation Two subjects: geometry and world history; shorter than a test; no scores returned Students in grade 10 and above only (TAKS graduates) Campuses selected to include non-ELLs will test all students in assigned EOC course up to maximum of 300 Campuses selected to include ELLs will be provided names of students who meet study requirements List of ELLs and instructions to be sent before May EOC administration

19. Assessment and Accountability Per Chapter 101 TAC rules, policies for including academic performance of ELLs in accountability system will take into account second language acquisition developmental needs Decisions to be made during design of STAAR accountability system

20. Overview TEA Student Assessment Division

21. About Linguistic Accommodations • Linguistic accommodations are language supports that decrease the language barrier ELLs experience when learning and demonstrating knowledge and skills in English • Texas English Language Proficiency Standards (ELPS) require that all teachers linguistically accommodate the instruction of ELLs according to students’ English language proficiency levels • STAAR linguistic accommodation policies support these ELPS requirements TEA Student Assessment Division

22. Linguistic Accommodations in Instruction • Are required by ELPS • Support learning of both subject matter and English • Are to be made by all teachers of ELLs • Are expected to change and be needed less often as students learn more English • Are monitored and adjusted by teachers as students learn more English TEA Student Assessment Division

23. Linguistic Accommodations During State Assessment • Not all accommodations suitable for instruction are allowable during state assessments • Accommodations in instruction are designed to foster and support learning • STAAR measures degree to which students have met curriculum and performance standards • Accommodations during assessment must not alter what is fundamentally assessed • Issues of test standardization and test administration logistics must be considered during state assessments TEA Student Assessment Division

24. STAAR Linguistic Accommodation Eligibility Criteria • Made on individual student basis by LPAC • Decisions must be based on — • student’s particular needs for second language acquisition support • whether student is routinely provided the accommodation in instruction and testing • Providing unfamiliar accommodations may hinder rather than help student TEA Student Assessment Division

25. LPAC Role • LPACs are responsible for coordinating with subject area teachers to make linguistic accommodation decisions in accordance with the eligibility criteria; the LPAC’s role should not be simply to process paperwork • The LPAC process provides opportunities for guiding teachers, supporting ELPS and TEKS implementation, and determining needs for teachers’ professional development TEA Student Assessment Division

26. Coordination Between LPAC and Testing Coordinators • Testing coordinators and LPACs must coordinate so that participation and accommodation decisions are available in time to make testing arrangements • More ELLs likely to take STAAR L than occurred with LAT • Remember, linguistic accommodations not just for STAAR L

27. Differing Degrees ofLinguistic Accommodation for STAAR STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable TEA Student Assessment Division

28. Linguistic Accommodations for Students Taking STAAR and STAAR L TEA Student Assessment Division

29. Linguistic Accommodations STAAR *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy TEA Student Assessment Division

30. Linguistic Accommodations STAAR L TEA Student Assessment Division

31. STAAR and STAAR L Linguistic Accommodations― Dictionaries TEA Student Assessment Division

32. Dictionaries as a Linguistic Accommodation • Four categories: • Bilingual dictionary • English/ESL dictionary • Non-English monolingual dictionary • Picture dictionary TEA Student Assessment Division

33. Bilingual Dictionary • Allowable for STAAR (any subject) and STAAR L • Used to translate words (and sometimes common phrases) from one language to another • Bilingual dictionaries that includepictures are fine as long as they do not illustrate content terminology or concepts TEA Student Assessment Division

34. Bilingual Dictionary Examples of translated words — English to Spanish (useful when reading in English) evenly uniformemente; imparcialmente, equitativamente live broadcast emisión en directo photosynthesis fotosíntesis Examples of translated words — Spanish to English (useful when writing in English) cita appointment, meeting; date; quotation decepcionar disappoint débil weak TEA Student Assessment Division

35. Bilingual Dictionary Example entry — English to Spanish age [eIƷ] noun (general) edad; old age vejez; (period) época; (fam: long time) we waited for agesesperamosunaeternidad; verb envejecer The Spanish translation for the word “age,” which seems like a simple word in English, has multiple meanings and is a different word in each case. TEA Student Assessment Division

36. English/ESL Dictionary • Allowable for STAAR reading and writing only; not other STAAR subjects; not STAAR L • Unlike bilingual dictionaries, English dictionaries contain definitions of English words • ESL dictionaries define words using simpler English • Some dictionaries (e.g., children’s dictionaries, ESL dictionaries) include some pictures TEA Student Assessment Division

37. Other Allowable Dictionaries – STAAR Reading and Writing Only Non-English Monolingual Dictionary • Single-language standard (definition) dictionary in a language other than English (e.g., dictionary of Spanish language; dictionary of Vietnamese language) • Would likely need to be used in combination with other dictionaries; this requires skill and experience Picture Dictionary • Conveys word meaning through drawings or photos; includes only words that can be pictured • May be monolingual, bilingual, or multilingual (may show picture plus word in one language or more than one language) • Contains small body of words; has limited usefulness as stand-alone linguistic accommodation TEA Student Assessment Division

38. Allowable and Nonallowable Formats Within four categories of allowable dictionaries, keep in mind the following guidelines: • Paper and electronic dictionary formats (including hand-held electronic devices) are permitted • Electronic devices: • must not be Internet-based (it is not sufficient to disable Internet) • any features that allow entering and saving text or uploading files must be cleared before and after test administration • if device has additional capabilities (e.g. calculator) that cannot be disabled, the test administrator must actively monitor to ensure that these features are not accessed TEA Student Assessment Division

39. Allowable and Nonallowable Formats • Subject-specific/topic-specific dictionaries (e.g., science dictionaries, academic language dictionaries, etc.) are not permitted • Bilingual dictionaries must be word/phrase translation dictionaries only; must not define words or illustrate or explain content terminology or concepts • Bilingual, ESL, and standard monolingual dictionaries that contain occasional pictures are acceptable as long as the pictures do not illustrate content terminology or concepts TEA Student Assessment Division

40. Allowable and Nonallowable Formats • Electronic devices that translate beyond the level of words and set phrases are not considered bilingual dictionaries and are not permitted • Only dictionaries by reputable dictionary publishing companies should be used (no dictionaries produced by school districts, service centers, etc.) • A state list of approved dictionaries will not be issued TEA Student Assessment Division

41. STAAR Reading and Writing Dictionary Policy Grade 6 and Up • For reading and writing only • For all Texas students in grade 6 and up, including ELLs (new immigrants too) and students with disabilities • Standard English dictionaries allowed, as well as bilingual and ESL dictionaries • Policy specifies minimums and recommended numbers of dictionaries per number of students TEA Student Assessment Division

42. STAAR Reading and Writing Dictionary Policy Grades 6 and Up Policy document notes regarding ELLs: • Provide in accordance with ELL’s needs and how much used in instruction and classroom testing • For ELLs who depend heavily on them, recommendation is one dictionary per student • More than one type of allowable dictionary may be provided to an ELL (or to any student) • See dictionary policy under STAAR Specific Resources at http://www.tea.state.tx.us/student.assessment/staar/ TEA Student Assessment Division

43. STAAR and STAAR L – Other Linguistic Accommodations TEA Student Assessment Division

44. Extra Time (Same Day) as a Linguistic Accommodation • Allowable for STAAR (any subject or course) and STAAR L • Enables ELL to have extra time within regularly scheduled school day to complete assessment • Does not mean ELL must take all day; means student may have additional time if needed (15 min., 40 min., 1 hour, etc.) • Not automatically allowed for all ELLs • See eligibility criteria next slide TEA Student Assessment Division

45. Extra Time (Same Day) Specific Eligibility Criteria • Routine use in specified contexts: ELL must need and routinely be provided extra time when completing assignments and assessments that require substantial comprehension or use a substantial amount of English • Second language acquisition needs: Needs must relate to second language acquisition factors, that is, the time the ELL needs to read meaningfully in English (or write a response, as applicable to subject assessed) as a function of learning the English language • Nonfactors: Factors that are not ELL-specific must not be considered, such as test anxiety, use of test strategies, or other reasons not related to second language acquisition TEA Student Assessment Division

46. Clarification in English of Word Meaning – Math, Science, Social Studies • Allowable for STAAR L, not STAAR • Enables student to ask test administrator to clarify meaning of eligible words and phrases • Provided on per request basis only • Test administrator may use simpler English, pictures, and/or gestures • Test administrator is not permitted to define, explain, or illustrate content terminology or concepts assessed TEA Student Assessment Division

47. Clarification in English of Word Meaning – Math, Science, Social Studies • Secure English Clarification Guide (ECG) provided for test administrators to use with this accommodation • Contains instructions and secure list of words in each test item that are not eligible for clarification • Unlike LAT LSGs, does not contain suggested clarifications • For test administrator use only; not for students TEA Student Assessment Division

48. Clarification in English of Word Meaning – Writing Prompts • Allowable for STAAR writing: grade 4, 7, English I-III • On per student request basis only, test administrator may clarify meaning of words and phrases on writing prompt page (NOTE: For English III analytical writing prompt, only occasional single words may be clarified) • Before providing clarification, test administrator should ask whether student has looked up word in dictionary; clarification can be provided to students who still need assistance after using dictionary TEA Student Assessment Division

49. Clarification in English of Word Meaning – Writing Prompts • Test administrator may use simpler English, pictures, and/or gestures • Test administrator is not permitted to reinforce or emphasize any information on prompt page or assist with planning, organizing, or writing of composition TEA Student Assessment Division

50. Clarification in English of Word Meaning – Short-Answer Reading Questions • Allowable for STAAR English I-III reading • On per student request basis only, test administrator may clarify meaning of words/phrases in short-answer questions • Before providing clarification, test administrator should ask whether student has looked up word in dictionary; clarification can be provided to students who still need assistance after using dictionary • Clarification is not permitted for • language arts terms • words/phrases that are part of selection title • words/phrases that are quoted from selection TEA Student Assessment Division