LOOKING FORWARD: NEXT GENERATION ELD STANDARDS & ELP ASSESSMENT FOR WASHINGTON STATE

1. LOOKING FORWARD: NEXT GENERATION ELD STANDARDS &ELP ASSESSMENT FOR WASHINGTON STATE WABE April 19, 2013 Margaret Ho, Ed. D. WELPA Coordinator, OSPI Helen Malagón Director, Migrant and Bilingual Education, OSPI

2. Transitioning to the CCSS - Next Generation ELD Standards Requirement for states to have ELD/P Standards in place that have • Correspondence to the CCSS and Next Generation Science Standards • Guided by the Framework for English Language Proficiency Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards (2012).

3. Transitioning to the CCSS - Next Generation ELD Standards • Development currently underway by WestEd • With management support from CCSSO, and • Funding support from Understanding Language (Stanford University), the Assessment and Accountability Comprehensive Center (WestEd and CRESST), and others

4. Next Generation ELD Standards: Design Goals • Correspond with and to be used in tandem with CCSS for ELA & Literacy in History/Social studies, Science and Technical Subjects as well as for Mathematics • Highlight and amplify the critical language, knowledge about language, and skills using language in the CCSS necessary for ELLs to be successful in school • Provide fewer, clearer, higher standards to teachers can focus on what’s most important

5. ELD Standards: Design Principles* • Principle 1: ELLs need opportunities to interact in meaningful ways • Principle 2: ELLs need opportunities to learn about how English works • Principle 3: ELLs need opportunities to learn foundational literacy skills (if not already learned) * The information on this slide and following slides about ELD standards and proficiency level descriptors comes from a Supporting Packet for Work on Next Generation ELD Standards Development, prepared for the Council of Chief State School Officers by Edynn Sato, Ph.D. & Lynne Shafer Willner, Ph.D., 2013, WestEd

6. ELD Standards: Principle 1ELLS need opportunities to interact in meaningful ways

7. Principle 1 • Take 3 minutes at your seats to identify key ideas

8. ELD Standards: Principle 2ELLS need opportunities to learn about how English works

9. Principle 2 • Take 3 minutes at your seats to identify key ideas

10. ELD Standards: Principle 3ELLS need opportunities to learn foundational literacy skills (if not already learned)

11. Principles 1, 2, and 3:1. ELLs need opportunities to interact in meaningful ways;2. ELLs need opportunities to learn about how English works;3. ELLs need opportunities to learn foundational literacy skills (if not already learned). • Take 3 minutes at your seats to reflect on the three design principles. To what extent do you agree with these principles?

12. CCSS Implications for ELLs and the Development of the Next Generation ELD Standards • Students will need to uncover and delineate language uses in CCSS: • Teachers will need to address social, general and discipline-specific academic language, including the abilities to • Demonstrate understanding, confirm being understood • Build on others’ ideas & articulate own ideas • Construct explanation, engage in arguments • Students will need to express increasingly more complex language as they advance in ELD • Teachers will need to appropriately scaffold & support language used for content knowledge and action • ELD assessment developers will need to design appropriate tasks to measure growth

13. Next Generation ELD Standards:Design Specifications • Based on theory, research, and best practice • Understandable, usable and easily transferrable to classroom curriculum and instruction for ELD • Meaningful and coherent • Include an appropriate level of specificity/granularity and examples • Rigorous • Concise and measurable • Reflect horizontal and vertical alignment

14. Proficiency Descriptors Proficiency Level Descriptors (PLDs) provide an overview of stages of English language development that English learners are expected to progress through as they gain increasing proficiency in English. The PLDs describe student knowledge, skills, and abilities across a continuum, identifying what ELLs know and can do at early stages and at exit from each of three proficiency levels: Emerging, Expanding, and Bridging. The descriptors are intended to be used as a guide for teachers and curriculum developers to provide ELLs with targeted instruction in English language development as well as differentiated instruction in academic content areas.

15. Proficiency Descriptors The organization of the PLDs represents a continuum of increasing proficiency in language learning and use, starting with native language competencies students possess when they enter school, and concluding (though not ending) with lifelong language learning in which all language users are engaged. Although the PLDs describe an aligned set of knowledge, skills, and abilities at each proficiency level that reflect a linear progression across the levels, this is done for purposes of presentation and understanding: Actual second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels.

16. Proficiency Level Descriptors • Emerging: Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. • Expanding: Students at this level are challenged to increase their English skills in core contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. • Bridging: Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The ‘bridge’ alluded to is the transition to full engagement in grade-level tasks and activities in a variety of content areas without the need for specialized ELD instruction. However, ELLs at all levels of English language proficiency fully participate in grade level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English.

17. PLDs • Describe student knowledge, skills, and abilities across a continuum, identifying what ELLs know and can do • Provide three proficiency levels: Emerging, Expanding, and Bridging – at early and exit stages • Guide targeted instruction in ELD, as well as differentiated instruction in academic content areas

18. I. Interacting in Meaningful WaysModes of Communication • Collaborative (engagement in dialogue with others) • Interpretative (comprehension and analysis of written and spoken texts) • Productive (creation of oral presentations and written texts)

19. Modalities: Collaborative • Exchanging information and ideas with others through oral dialogue on a range of social and academic topics • Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) • Offering and supporting opinions and negotiating with others in communicative exchanges • Adapting language choices to various contexts (based on purpose, interlocutors, and modality)

20. Modalities: Interpretive • Listening actively to spoken English in a range of social and academic contexts • Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language • Evaluating how well writers use language to support ideas & opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area • Analyzing how writers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic and content area

21. Modalities: Productive • Expressing information and ideas in formal oral presentations on academic topics • Composing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology • Supporting own opinions and evaluating others’ opinions in writing • Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

22. II. Language Processes: Learning About How English Works Structuring Cohesive Texts • Text structure • Cohesion Expanding & Enriching Ideas • Verbs and verb groups (phrases, tense, aspect, modals, etc.) • Nouns and noun groups • Modification (relative clauses, prepositional phrases, etc.) Connecting & Condensing Ideas • Connecting ideas • Condensing ideas

23. III. Using Foundational Literacy Skills Literacy in an Alphabetic Writing System • Print concepts • Phonological awareness • Phonics & word recognition • Fluency

24. PLDs Include Descriptors for early stages of and exit from each proficiency level, using ELD standard structure: • Three Modes of Communication: • Collaborative (engagement in dialogue with others) • Interpretative (comprehension and analysis of written and spoken texts) • Productive (creation of oral presentations and written texts) • Two dimensions of Knowledge of Language: • Metalinguistic Awareness (language awareness & self-monitoring) • Accuracy of Production (acknowledging variation)

34. Next Generation English Language Development Standards Review and Adoption Process

35. Washington State’s Process • Involve ELD practitioners from across the state to review and provide comments on the draft ELDs. Selection of two review teams: • One team with content expertise in English Language Arts (ELA) and ELD. • One team with content expertise in Mathematics and ELD. • Teams will include representatives from IHE and interested stakeholders/advocacy groups. • Identified reviewers will be brought on site to provide structured feedback to the ELDs. • Feedback to the ELDs will be posted with reviewers’ annotations for public review for 30 days.

36. Timeline for Standards Development

37. May 20, 2013 • Draft ELP Standards for ELA provided to ELPA21 states. • Convene a team with content expertise in English Language Arts (ELA) and ELD to review and provide structured feedback to the ELDs. • Feedback to the ELDs will be posted with reviewers’ annotations for public review for 30 days.

38. Summer 2013 Final ELP Standards for ELA available to states. • Adoption of the New Standards by the State. • Development of training of ELD standards if not provided by WestEd. • Develop a calendar of training for the New ELD Standards.

39. Summer 2013 Draft ELP Standards for Mathematics provided to ELPA21 states • Convene a team with content expertise in English Mathematics and ELD to review and provide structured feedback to the ESDs. • Feedback to the ELDs will be posted with reviewers’ annotations for public review for 30 days. • Challenge: Do not have the date for when comments are due.

40. Immediate Need • Identify practitioners with expertise in both ELAs and ELDs. • Identify practitioners with expertise in both math and ELDs. • Identify practitioners with expertise in both science and ELDs. • If you are interested in applying to participate in the review access:http://www.surveygizmo.com/s3/1128161/New-ELD-Standard-Reviewer-application Contact charisse.sonnier@k12.wa.us with questions or to request the link electronically. By applying, you are not committing to be available on the date of the review. You are only agreeing to be part of our talent pool.

41. ELPA21 Goal* slides adapted from Oregon DOE Build an English Language Proficiency Assessment • Based on a common set of English language proficiency/development (ELP/D) standards that • Corresponding to the Common Core State Standards in English Language Arts and Mathematics and the Next Generation Science Standards • And reflect The Framework for English Language Proficiency Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards

42. ELPA21 Design Principles • Electronically-delivered • Employ technology to optimize the testing experience for the student and response time on reporting results

43. ELPA21 Products • Diagnostic Screener • Available for districts to assess baseline English language proficiency of incoming ELL students • Inform placement and instructional decisions • Fixed-Form Summative Assessment

44. ELPA21 Governance Overview TMTs

45. ELPA21 Governance Cont’d.

46. ELPA21 Participating States

47. ELPA21 Timeline - Overview • September 2012: U.S. Department of Education awarded grant to ELPA21 • 2012-13: ELPA21 Governing Structure convened • December 2013: States adopt common set of ELP standards • 2013-14: Test development • 2014-16: Pilot test, field test, item calibration • 2016-17: Deploy operational assessment system

48. ELPA21 Timeline • SY 2012-2013 • Kickoff and convene teams • Approve ELPA21 scope, requirements, timeline and budget • Draft and execute RFPs and Item Sharing Agreements • Begin item collection and development • SY 2013-2014 • Develop assessment blueprints and field test forms • Identify field test sites and conduct technical pilot test • Create ELPA21 Scoring Course • Develop Professional Development modules and Accommodations guide

49. ELPA21 Timeline • SY 2014-2015 • Conduct year-long field test • Diagnostic and Screener test forms • ELPA21 Scoring Course • Administration Manual • Accommodations Guide • Professional Development • Reports and Data • Prepare for Rollout: • Create turnkey RFPs for assessment delivery vendors • Execute ELPA21 licensure agreements • Specify data management protocols

50. ELPA21 Timeline • SY 2015-2016 • Analyze field tests data • Refine test forms • Determine cut scores • Finalize ELPA21 Scoring course • Release technical reports • Finalize support materials • SY 2016-2017 • Deliver test forms and support materials • Publish project findings • Report to US DOE