Assessment of English Language Learners

1. Assessment of English Language Learners TELPASSTAAR Region 8 ESC: Karen Thompson karen.thompson@reg8.net 903-575-2616

2. Texas English Language Proficiency Assessment System K–12:ListeningSpeakingReadingWriting

3. Minor Changes Only Minor changes in ― testing policies testing window supplemental support provider training online administrative features

4. Policy ChangeSecond Semester Immigrant Non-English Readers ELLs in grades 2–12 who first enter U.S. schools in second semester are no longer permitted to receive automatic score of beginning without taking TELPAS reading test Now required to take test Will receive scores based on test performance DCCM T-4

5. Policy ChangeNewly Enrolled ELLs “20-day rule” gone Not necessary with new shorter testing window New policy:No holistically rating ELLs from other Texas districts, states, or countries who enroll on or after first day of testing window (March 19) Unchanged:2–12 reading test still required DCCM T-4

6. Guiding Principle Students who Move If new ELL enrolls before March 19 (start of testing window), receiving campus responsible for all assessments If new ELL enrolls on or afterMarch 19, receiving campus only responsible for grade 2–12 reading test (if not already administered) Applies whether new student is from another school district, state, or country

7. Key Dates for Holistically Rated Components DCCM T-8

8. Who Can Be a Supplemental Support Provider Supplemental support provider must— be a 2010–2011 fully trained and calibrated rater in applicable K–1 or 2–12 span complete recorded Web-based training calibrate on either set 1 or set 2 DCCM T-7, 17

9. Training ofSupplemental Support Providers No more registration with TEA New web-based training available starting January 30 Accessible from coordinator resources section of TrainingCenter Separate training for K–1, 2–5, and 6–12 Required for new and returning trainers DCCM T-17, 18

10. Always Important to Emphasize Holistic rating training is key Individuals must complete state-required training and calibration activities to be raters Those who complete all requirements but don’t successfully calibrate by end of set 3 may be raters if district chooses, but districts must provide rating support in manner that assures valid and reliable assessment Implement validity and reliability checks during testing window

11. Access to Holistic Rating Training Reports and Statewide Lookup New: ESC bilingual/ESL coordinators now given administrative access by Pearson New: Campus testing coordinators may now choose to give access to other campus level individuals as assistants DCCM T-22

12. Online Reading Test Updates Accommodation types (1–3) that are newfor STAAR will be recorded for TELPAS too New: Sample items no longer included with tests TELPAS reading tests willremainuntimed for spring 2012

13. Online Reading Test Updates Tests to be administered in new TestNav browser-based, easy-access format Process change for requesting paper version of reading test for accommodation reasons New: Use same process as for other paper requests Do notuse Accommodation Request Form any more

14. TELPAS Student Tutorials New: Browser-based to reflect TestNav changes No files to download, install As in past, tutorials separate from tests Recommended for students new to TELPAS Several different test item formats Since no sample items with test, practice with item formats and online interface is useful Updated tutorials available before February athttp://www.TexasAssessment.com/TELPAS-tutorials

15. New TELPAS Features of Assessment Management System TELPAS Holistic Ratingstab for easy access Improved process for registering students and assigning tests and holistically rated components via Student Data Upload file Students now allowed only one test assignment for reading and one for holistic ratings Move TELPAS Testbutton can move student’s reading test from one district/campus to another campus DCCM T-33

16. Removing and Adding Test Assignments of Students Who Move New: If student withdraws before testing window begins (before March 19), district should remove student’s test assignments (2–12 reading and K–12 holistic rating) Receiving campus will not be able to add test assignments or account for student in Assessment Management System if sending campus does not do this DCCM T-33, 34

17. Selecting “Do Not Score” Codes New: Applicable code now selected from dropdown on Mark Test Complete screen; no longer need to type in reason and also mark code DCCM T-42, 43

18. TELPAS Resources District and Campus Coordinator Manual Coordinator Manual Resources Webpage TELPAS Manual for Raters and Test Administrators TELPAS Resources Webpage PowerPoints Assembling and Verifying Grades 2–12 Writing Collections (Optional Online Course in Texas TrainingCenter) Coordinator’s and Rater’s User Guides for Online Holistic Rating Training Educator Guide to TELPAS User’s Guide for Texas Assessment Management System User Roles and Permissions for Texas Assessment Management System TestNav 7 Combined Technical Guide Unified Texas Minimum System Requirements

19. ELLs and STAAR

20. 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

21. Differing Degrees ofLinguistic Accommodation STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable

22. Linguistic AccommodationsSTAAR *Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy

23. Linguistic Accommodations STAAR L

24. Linguistic Accommodations STAAR Modified *Unique to STAAR Modified **Dictionary access to be provided for all students in grade 6 and up as part of STAAR dictionary policy

25. Linguistic Accommodation Resources Test administrator manuals no longer have detailed information about linguistic accommodations Guide called Linguistic Accommodations for ELLs Participating in the STAAR Program available on Accommodation Resources webpage is principal source of information

26. 19 TAC Chapter 101, Subchapter AARevised ELL Participation Rules New rules in effect for STAAR No rule changes for TAKS Same grade 10 exemption policies Same linguistic accommodation policies Same exit level LEP postponement policies

27. ELL Policy Resources for LPACs and ARD Committees LPAC assessment decision resources tea.state.tx.us/student.assessment/ell/lpac/ STAAR TAKS TELPAS Accommodation decision resourcestea.state.tx.us/student.assessment/accommodations/ Linguistic accommodations Accommodations related to disabilities

28. STAAR Spanish and STAAR L

29. Alignment of STAAR, STAAR Spanish, and STAAR L Same: Assessed curriculum and item types STAAR blueprints for building tests Achievement standard alignment Focus on readiness for next grade level or course with goal of postsecondary readiness Differences have to do with language accessibility: STAAR Spanish uses native language to help students understand test STAAR L provides English-language accommodations to help students understand test

30. ELL Participation in STAAR Modified and STAAR Alternate ELLs receiving special education services who meet requirements for STAAR Modified or STAAR Alternate may take these assessments Small number of ELLs ELLs participate only on basis of disability, not second language acquisition

31. 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.

32. 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

33. 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

34. Planning for Test Administrations

35. New ConsiderationSTAAR L vs. STAARMathematics, Science, and Social Studies STAAR L and STAAR both allow a bilingual dictionary and extra time Unless accommodations that are unique to STAAR L are provided, a student eligible for STAAR L should just take STAAR

36. Extra Time (Same Day) as a Linguistic Accommodation Permitted for any ELL on any test if ELL meets eligibility criteria as determined by LPAC Not “automatic” Eligibility criteria in linguistic accommodation section of Accommodation Resources page Extra time within regularly scheduled school day only Schools with both morning and afternoon 4-hour test sessions must include these students in morning session

37. 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/

38. 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

39. 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

40. 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

41. SecureEnglish Clarification Guides (ECGs) ECGs― contain instructions for providing clarification accommodation, and list content area terms in each test question that are not eligible for clarification For TAs, not students ECGs donot provide TAs with words to use in clarifying meaning STAAR L TAs need appropriate training One ECG per STAAR L test administrator

42. Answer Document Coding for ELLs Different from LAT STAAR L test to be coded in Test Taken Info field Linguistic accommodations to be marked along with other accommodations Score code will be “S”

43. Linguistic Accommodation Summary (3–8 and EOC) *Dictionaries are linguistic accommodations on reading and writing tests (English versions) in grades 3–5 only; in grade 6 and up, they are part of dictionary policy for all students

44. Linguistic Accommodations—LA ColumnSTAAR, STAAR Spanish, or STAAR L all use same answer document Know your policies: Writing/Reading: Ling. accommodations are for all eligible ELLs, not just students taking STAAR L in other subjects STAAR Spanish: No ling. accommodations everto be marked Math: If STAAR (not STAAR L), only BD and XT allowed March March Gr 4 Writing Gr 5 Math & Reading

45. EOC Examples Reminder: Caution: No “D” field because dictionary If STAAR, only BD access is for all students and XT allowed March May English I World Geography

46. Recording Asylee/Refugee Info Since no state accountability, no asylee/refugee answer document coding for TAKS or STAAR this year

47. 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

48. Preparing ELLs for Testing with Linguistic Accommodations In training test administrators with ELLs in their sessions, make sure to review this section of test administrator manuals Administration “SAY” directions assume ELLs have been told in advance how their sessions will be conducted what type of accommodations they may receive

49. Helping ELLs Understand Test Directions For all tests, ELLs may be helped to understand “SAY” directions and test booklet directions that introduce test sections or item formats. TA is allowed to: paraphrase translate repeat read directions aloud TA is notallowed to add directions that are substantively different (no pointers, no test-taking strategies, etc.) STAAR tests have no sample items; familiarize new ELLs with item formats ahead of time using released items on TEA website

50. Assessing New Immigrants Who Know Little English In isolated situations in which completing an assessment is not in best interest of student (e.g., newly arrived ELL who knows too little English), campus coordinator, with other appropriate personnel, may decide to submit test for scoring without requiring student to complete test Score code is “S” Circumstances should be documented and communicated to student’s parents after test administration