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Purpose of this Session

Ohio TESOL Conference English Language Learners (ELL) in Ohio November 11, 2011 Presented by the Ohio Department of Education Paula Mahaley Office of Curriculum and Assessment. Purpose of this Session. Identification of English Language Learners (ELL)

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Purpose of this Session

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  1. Ohio TESOL ConferenceEnglish Language Learners (ELL) in OhioNovember 11, 2011Presented by the Ohio Department of EducationPaula MahaleyOffice of Curriculum and Assessment

  2. Purpose of this Session • Identification of English Language Learners (ELL) • Assessment of English Language Learners (ELL) • Ohio Test of English Language Acquisition (OTELA) • General test administration—Ohio Achievement Assessments (OAA) and Ohio Graduation Tests (OGT) • Explanation of Foreign-exchange Students and ELL • New Generation of Assessments • Transitional Years

  3. Identification ofthe English Language Learner

  4. Determine Need for Identification • Recently enrolled student • Observed difficulty in classroom with English • Reading, Writing, Speaking, Listening – one or multiple • Observation alone cannot identify the ELL

  5. ELL Identification Two-step process: 1) Home-Language Survey 2) Formal assessment

  6. Assessment ofthe English Language Learner

  7. Testing of English Language Learners (ELL) Two required areas of testing: • English Language Proficiency Assessment—Ohio Test of English Language Acquisition (OTELA) • Participation in State Assessments – OAA or OGT must be administered; OTELA does nottake the place of OAA or OGT

  8. Testing of English Language Learners (ELL)andOhio Test of English Language AcquisitionOTELA

  9. Testing of ELLOTELA • Ohio Test of English Language Acquisition (OTELA): • Required annual English Language proficiency assessment under Federal Title III and NCLB • Required for all identified ELL students • Is not to be used as an intake or “placement” assessment tool but OTELA scores may be used to allow additional accommodations

  10. Testing of ELL StudentsOTELA • Ohio Test of English Language Acquisition (OTELA): • Dates of Administration grade bands K–12 • January 16–March 9, 2012 • March 12, 2012 - deadline for materials pickup—no changes accepted—materials picked up after this date will not be scored • No modified dates • Four domains: Reading, Writing, Speaking, and Listening

  11. Testing of ELLOTELA Ordering OTELA materials • Test material ordering process – TIDE • TIDE closed Nov. 4 • Districts that did not order during the fall window will NOT receive materials during the initial distribution • Additional order window – Jan. 11 – March 5 • One form – no field-test questions

  12. Testing of ELL OTELA – Grade Bands K–2 Band • Teacher Inventory/Observational Scale for each domain • K–2 will be self-scored and recorded on scannable sheets sent to the test vendor

  13. Testing of ELLOTELA – Grade Bands Grade Bands 3-12 • Reading, Writing, Listening may be group administered • Speaking must be individually administered • Test vendor scores and reports • Results available online May 9; paper reports available May 17

  14. Testing of ELLOTELA – Grade Bands Grade Bands 3-12 • Listening and Speaking Tests: • Timed presentation on CD • Must not stop CD task once started • If stop, will affect results • Speaking • Mark 0 if student does not give response

  15. OTELA2011 DATA

  16. Tested n-count from 2010 to 2011

  17. Average performance across domains and grade clusters

  18. Intermediate or above across administrations – Comprehension

  19. Intermediate or above across administrations – Production

  20. Intermediate or above across administrations – Composite

  21. Testing of English Language Learners (ELL)Accommodations and Special Versions

  22. Testing of ELLAccommodations and Special Versions The Goal: • To include all students in standards-based instruction and assessments: • To provide accommodations and special versions during instruction and assessment to increase access

  23. Testing of English Language Learners (ELL)OTELAAccommodations and Special Versions

  24. Testing of ELL Accommodations and Special Versions OTELA • Accommodations – ELL student with IEP/504 Plan • Scribe – Reading, Writing, Listening • Read Aloud – by Test Administrator for Reading and Writing – cannot read the reading passage aloud • Special Versions • Large Print • Braille

  25. Testing of English Language Learners (ELL)OAA and OGTAccommodations and Special Versions

  26. Testing of ELL Accommodations – Basic OAA and OGT • Basic accommodations for all identified ELL students • Dictionary – intent is word for word, no definitions; however, choice is up to district • Paper copy – allowable • Hand-held electronic – allowable • No computer dictionary is allowed • Extended time to be completed in one school day

  27. Testing of ELL Accommodations – Additional OAA and OGT • Criteria for additional ELL accommodations: • ELL student has been enrolled in U.S. schools for less than three years AND • ELL student is at the “beginning” or “intermediate” level in Reading and Writing on an assessment of English language proficiency

  28. Testing of ELL Accommodations and Special Versions Additional OAA • Spring 2012 administration – all test subjects • Translated forms (CDs) available • Spanish, Japanese • Oral translators allowed – reimbursement provided • English audio forms (CDs) available • English read aloud (by person) – Read-Aloud Script is required and must be ordered – TA does not use the test booklet • Spanish bilingual form available • Form SV available sent automatically when special versions ordered

  29. Testing of ELL Accommodations and Special Versions Additional OGT • Spring 2012 administration • Translated forms (CD) available – Spanish, Arabic and Mandarin Chinese • Oral translators allowed – reimbursement provided • English audio forms (CD) available • English read-aloud accommodation – by person – Form SV is required and must be ordered • Form SV test booklet for all special versions

  30. Form SV • Who uses Form SV? • Students only • When is Form SV used? • Spring administration for OAA and OGT • Why is Form SV required? • To ensure student test booklets match the special version used, for example, the Braille or Large-Print test booklets

  31. Ongoing Questions About Accommodations for ELL • When should accommodations be used (and which ones)? • Who makes the decision about accommodations?

  32. Identification ofthe English Language Learner:The Foreign-exchange Studentand OGT

  33. ELL IdentificationForeign-exchange Student • Assumption: students selected to participate in foreign-exchange programs in U.S. schools have sufficient English skills to participate effectively in U.S. mainstream classes.  • Districts are not required to assess and serve foreign-exchange students as English language learners (ELL).  Citation NCLB

  34. ELL IdentificationForeign-exchange Student • However, a district maychoose to give an initial English language assessment to a foreign-exchange student, especially if the student is struggling in classes due to limited English proficiency. • If results indicatestudent does have limited English proficiency to the extent in which the student is not able to participate effectively in mainstream classes, then the district can identify the student as ELL and then provide appropriate English language support.

  35. ELL IdentificationForeign-exchange Student Foreign-exchange student identified as ELL: • Eligible for first year exemption in a U.S. school from the English Language Arts assessments (OAA – reading; OGT – reading and writing) • May have dictionary and extended time as basic accommodations • May have additional accommodations since foreign-exchange student in U.S. schools under three years

  36. ELL IdentificationForeign-exchange Student • Decision to assess and  identify foreign-exchange students as ELL should be made for the best interest of the student, and not  based merely on accountability consequences.  • Foreign-exchange students identified as ELL are required to take the OTELA test in addition to the OGT.

  37. ELL IdentificationForeign-exchange Student If a district chooses NOT to assess or serve foreign-exchange students as ELL, the foreign-exchange student is NOT allowed any accommodation (dictionary, extended time, use of a foreign-language CD or English audio CD, or a translator using a translation language script or a test administrator reading the test aloud). 

  38. ELL IdentificationForeign-exchange Student The foreign-exchange student who is not identified as an ELL is to be considered the same as a general education student. The foreign-exchange student is required to take the OGT no matter the length of stay in U. S. or whether the student is planning to receive an Ohio diploma.

  39. New Generation of Assessments

  40. New Generation of Assessments “The state board of education shall… develop achievement tests aligned with the academic standards and model curriculum for each of the subject areas and grade levels required by section 3301.0710 of the Revised Code.” OAC § 3301-13-01 (C)(1)

  41. New Generation of Assessments “The state board of education, the superintendent of public instruction, and the chancellor of the Ohio board of regents shall develop a system of college and work ready assessments… The system shall replace the Ohio graduation tests…” ORC § 3301.0712

  42. New Generation of Assessments:HB153 July 2011Changes High School • National Standardized Assessment • Series of End of Course exams • Senior Project • No date given for implementation

  43. New Generation Assessments • More rigorous tests measuring student progress toward “college and career readiness” • Have common, comparable scores across member states, and across consortia • Provide achievement and growth information to help make better educational decisions and professional development opportunities Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

  44. New Generation Assessments • Assess all students, except those with “significant cognitive disabilities” • Administer online, with timely results • Use multiplemeasures Source: Federal Register / Vol. 75, No. 68 / Friday, April 9, 2010 pp. 18171-85

  45. Ohio’s New Assessments Consortium developed assessments State developed assessments Science grades 5 and 8 and high school Social Studies grade 5 and 8 and high school Assess the revised Ohio standards Operational school year 2014-15 • English language arts • grades 3 – 8 and high school • Mathematics • grades 3 – 8 and high school • Assess the Common Core Standards • Operational school year 2014-15

  46. Assessment Consortia Race to the Top • Sept. 2010 grants awarded to develop common assessments to assess English language arts and mathematics grades 3 through high school • SMARTER Balanced Assessment Consortium (SBAC) $160 million • Partnership for Assessment of Readiness for College and Careers (PARCC) $170 million • Ohio is currently a participating /advisory state in both assessment consortia. At some point, we will conclude which assessment system best suits the needs of Ohio’s students.

  47. SBAC • Consortia of 29 States • Components: • Computer adaptive – optional interim and summative • Components – 1) Optional interim(suggested beginning and mid-year); 2) Summative Performance Tasks (required) and 3) Summative End-of-year(required – retake option); 4) Listening/Speaking (required) • Rapid reporting system to inform instruction and accountability http://www.k12.wa.us/SMARTER/default.aspx

  48. SBAC

  49. PARCC • Consortia of 24 states + D.C. • Components: • Computer-Based • Components – 1) Diagnostic and 2) Mid-year(optional); 3) Performance Based and 4) End-of-year (required – contributes to summative score); 5) Listening/Speaking (required) • Rapid reporting system to inform instruction and accountability http://www.parcconline.org/

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