1. Early Assessment Program
Assessment and Accountability Information Meeting
Fall 2012
Nancy Brynelson, Co-Director, Center for the Advancement of Reading
Office of the Chancellor, The California State University

2. Outline of this Presentation:
Overview of EAP
Goals
Components
11th grade test
Community college participation
EAP continues with CCSS & SBAC
Test Administration
Essay
Security
Accommodations
Bubbling
Test Determinations
English
Mathematics
Exemptions
Ready - Conditional
Test Reporting
Individual results
CD Rom
Web site
Duplicate reports
Statewide results

3. Outline (continued) Supplemental High School Preparation
CSU Success Web sites
Expository Reading and Writing Course (ERWC)
Strengthening Mathematics Instruction (SMI)
Early Start Program
Additional Information on ERWC
Additional Information on SMI
Contacts for Questions

4. Overview of the Early Assessment Program (EAP)

5. Goals of the EAP Give students an early signal of college readiness
Identify students before their senior year who need to do additional work in English and/or mathematics before entering the CSU
Collaborate with the high school community
Inform students, families, and high schools of students’ readiness for college-level work and partner with high school teachers and administrators to develop solutions
Provide 12th grade interventions
Motivate students to take needed steps in 12th grade to ensure readiness

6. Components of the EAP
The components of the CSU Early Assessment Program provide a comprehensive solution for helping students become ready for college.
11th grade testing
Early assessment of college readiness
Communication of score reports to counselors, students, families, and parents
Supplemental high school preparation in 12th grade
Counsel students to enroll in appropriate English and mathematics classes and activities
Teacher professional development
11th grade testing
Supplemental high school preparation
Teacher/administrator professional development
Parent/family communication
Preservice teacher preparation

7. 11th Grade Test
To receive EAP results students must complete ALL sections of test:
CST in English and/or mathematics (Algebra II or Summative High School Mathematics as appropriate)
EAP 15 multiple-choice items in English and/or mathematics
Administered with the CST
Untimed
EAP essay in English
English
CSU questions on CST are from State Board Standards
Reading comprehension and literary response
Writing strategies
Written essay
Student explains author’s argument and extent to which student agrees with author’s analysis and conclusion
Math
Algebra I, Geometry, and Algebra II

8. 11th Grade Test
Determinations of readiness are based on the scoring of all sections
Portion of the CST (40-50 items)
EAP multiple-choice items (15 items)
EAP essay in English
English
CSU questions on CST are from State Board Standards
Reading comprehension and literary response
Writing strategies
Written essay
Student explains author’s argument and extent to which student agrees with author’s analysis and conclusion
Math
Algebra I, Geometry, and Algebra II

9. Community College Participation
SB 946 authorized participation of California Community Colleges (CCC) in EAP beginning in 2010
Participation by CCC campuses is voluntary
The CSU and the CCCs are collaborating on the implementation of the EAP at the CCCs to create a seamless path for students

10. Community College Participation
CCC Accepting EAP Results
Yes No
Under Review
English 65 6 7
English-Conditional
A mechanism for accepting this result is under development. Local campuses will make the determination.
Mathematics 58 12
Mathematics-Conditional 40 23
Current as of 8/7/2012

11. Community College Participation
Web sites
CCC Chancellor’s Office:
Joint CSU & CCC:

12. EAP Continues with CCSS & SBAC
Adoption of the Common Core State Standards (CCSS) and implementation in 2014 of a new system of student assessment designed by the Smarter Balanced consortium (SBAC) will require modification of the EAP basis for assessment.
The CSU plans to work closely with CDE and SBAC to ensure that the new assessment for 11th grade students is even more closely aligned with CSU placement standards. 
11th grade testing
Early assessment of college readiness
Communication of score reports to counselors, students, families, and parents
Supplemental high school preparation in 12th grade
Counsel students to enroll in appropriate English and mathematics classes and activities
Teacher professional development

13. EAP Continues with CCSS & SBAC
If tighter alignment is achieved, it is possible that students will no longer need to volunteer to complete supplemental items.  Instead, CSU will be able to determine the level of college readiness by consideration of scores on the SBAC assessment without augmented items.
The EAP will continue to provide an early signal of college readiness to rising high school seniors, allowing their better and more productive use of their senior year to gain proficiency if needed. 
11th grade testing
Early assessment of college readiness
Communication of score reports to counselors, students, families, and parents
Supplemental high school preparation in 12th grade
Counsel students to enroll in appropriate English and mathematics classes and activities
Teacher professional development

14. EAP Test Administration

15. Administering the EAP Essay
Testing window dates for essay TBD
Administer essay to all students at a school on the same day; however, multiple days are permissible, if necessary.
Discourage students from discussing the essay topics with other students.
Prohibit students from taking the essay topic or completed essay outside of the testing room.
Ensure that essay prompts and essays are not photocopied, photographed, or retained.

16. Test Security and Accommodations
Test security protocols apply equally to the Early Assessment Program and the California Standards Test.
Eligible students shall be permitted to take the EAP with accommodations if specified in the student’s IEP or Section 504 Plan consistent with guidance provided by CDE for the CST.

17. Bubbling
Test booklet provides options for students to bubble in their preference for sharing their data with CSU, CCC, or both.
Students should be encouraged to bubble in both selections to maintain the broadest possible options for their post-secondary careers.
Data will not be shared with CSU or CCC if the student does not bubble in one of the three options.

18. Bubbling
IMPORTANT: By answering the questions in this section, I acknowledge that I am voluntarily participating in the Early Assessment Program (EAP). I understand that I may request that my EAP and CST results be released to any post-secondary institution(s) in which I seek or intend to enroll. By marking only one of the following circles below, I affirm that I seek or intend to enroll in California State University (CSU) or California Community Colleges (CCC) or both, and understand that my mathematics [or English] EAP and CST results will be shared directly with CSU and/or CCC officials as indicated below.
Mark only one circle:  CSU  CCC  CSU and CCC

19. EAP Test Determinations

20. Test Determinations English
Ready for CSU or participating CCC college-level English courses
Ready for CSU or participating CCC college-level English courses – Conditional NEW in 2012
Not yet demonstrating readiness for CSU or participating CCC college-level English courses

21. Test Determinations Mathematics
Ready for CSU or participating CCC college-level mathematics courses
Ready for CSU or participating CCC college-level mathematics courses – Conditional
Not yet demonstrating readiness for CSU or participating CCC college-level mathematics courses

22. Exemptions
Students whose results indicate readiness are exempted from the following placement exams at the CSU
English Placement Test (EPT)
Entry Level Math Exam (ELM)
and are eligible to enter credit bearing courses.
At participating community colleges students are eligible to enter transfer-level courses.

23. Ready – Conditional: Mathematics
Students whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year course with a grade of C or better
Any mathematics course with a prerequisite of Algebra II
Supervised e-Learning Course (ALEKS)
Trigonometry and Math Analysis
Pre-Calculus
AP Calculus AB
AP Calculus BC
AP Statistics
AP Physics

24. Ready – Conditional: English (beginning 2012-2013)
Students whose results indicate that they are conditionally ready can clear their condition by enrolling in an approved senior year experience:
Enrollment in an approved senior English course with a grade of C or better
Expository Reading and Writing Course (high school would need to meet criteria for implementation)
Advanced Placement
International Baccalaureate
Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)

25. For ERWC to be considered an approved course for satisfying condition, the school must
Officially adopt and offer it as a year-long course
Teach the course as designed
Receive approval from the CSU for the adoption
Upload the course into the “a-g” course list on the UC Doorways Web site
Ensure that all teachers are certified by having attended the 20-hour ERWC Professional Learning Workshop

26. EAP Test Reporting

27. EAP Test Reporting Available on the STAR Grade 11 Student Report
The results are on the backside of the report in the lower left-hand corner.
EAP results are not included on the CDE label with the rest of the student STAR results.
Separate EAP reports are not sent.
EAP results are sent to districts on CD Rom with STAR results.
Students can access their EAP results online (if the student filled the bubble on the score sheet) at

28. EAP Test Reporting Codes for Results on STAR Data CD Rom
1 – Ready for CSU college-level course in English or mathematics
2 – Ready for CSU college-level course in English (beginning 2012) or mathematics courses - Conditional
3 – Not yet demonstrating readiness for college-level course in English or mathematics
4 – Incomplete

29. EAP STAR Report Website
Explanation of all EAP statuses
Student video explaining the importance of EAP
Links to advising tools and exam prep resources on the Math and English Success Websites

30. Duplicate Student Reports
Students may requests for paper copies of reports to
Requests must include the following information
Full name
Date of birth
High school
Year student attended 11th grade
Note: EAP results are only valid for the year following high school graduation.

31. EAP Statewide Test Results
EAP aggregate data by state, county, district, and school are available online:
etc.

32. EAP English Statewide Test Results
Year
Participation
College Ready
College Ready- Conditional
2006
312,167 (75%)
48,072 (15%)
2007
342,348 (78%)
55,206 (16%)
2008
352,943 (79%)
60,392 (17%)
2009
366,925 (82%)
59,367 (16%)
2010
378,870 (84%)
77,826 (21%)
2011
446,852 (86%)
85,506 (23%)
2012

33. EAP Mathematics Statewide Test Results
Year
Participation
College Ready
College Ready-Conditional
2006
137,067 (74%)
16,120 (12%)
58,822 (43%)
2007
141,648 (70%)
17,173 (12%)
60,697 (43%)
2008
147,885 (70%)
19,442 (13%)
62,660 (42%)
2009
169,473 (77%)
22,246 (13%)
74,464 (44%)
2010
178,667 (77%)
26,056 (15%)
75,502 (42%)
2011
239,911 (80%)
29,524 (15%)
81,849 (43%)
2012

34. Supplemental High School Preparation

35. Supplemental High School Preparation
The CSU offers a variety of programs of supplemental preparation
CSU Success Web sites, including advising, online test preparation, ALEKS (online math), Calibrated Peer Review (online writing), and more
Expository Reading and Writing Course (curriculum and professional learning for teachers)
Strengthening Mathematics Instruction (professional learning for teachers)

36. Supplemental High School Preparation
CSU Success Web Sites

37. Supplemental High School Preparation
Expository Reading and Writing Course (ERWC) for students in grade 12
Emphasizes in-depth study of expository, analytical, and argumentative reading and writing
Approved to fulfill the “b” English requirement of the UC and CSU “a-g” college entrance requirements
Intended for broad usage (not as an honors or remedial course and not necessarily tied to EAP results)
Aligned to the Common Core State Standards (CCSS)

38. Supplemental High School Preparation
Expository Reading and Writing Course (ERWC)
Emphasizes nonfiction texts (some literature included) and includes two full-length works
Second edition of the course will be published in spring 2013 (full alignment with CCSS)
Four modules per grade have been developed for grades 7-11 to support students prior to grade 12. Plans for offering professional learning for these modules are in development.

39. Supplemental High School Preparation
Strengthening Mathematics Instruction (SMI) provides professional learning for teachers to
Identify instructional strategies that will help students organize and solidify conceptual understanding
Identify characteristics of cognitively complex problems
Locate standards-based cognitively complex problems within participants’ classroom texts
Practice writing standards based cognitively complex problems
Aligned to the Common Core State Standards (CCSS)

40. Supplemental High School Preparation
12th Grade Course in Mathematics
The CSU is in the process of developing a 12th grade course for high school adoption.
The course will meet the C requirement from UCOP and will give high schools another option for helping students meet the condition.
Will be specifically designed for students who need to strengthen their Algebra II skills and will focus on SMI strategies.
Funding permitting, modules will be piloted in Spring 2013.

41. Supplemental High School Preparation
Professional Learning for Teachers
Teachers may register for ERWC workshops at
Teachers may register for SMI workshops at

42. Information on the Early Start Program

43. Early Start Early Start was mandated by the CSU Board of Trustees
Goals of Early Start are to:
Better prepare students in mathematics and English before the fall semester of the freshman year
Add an important and timely assessment tool in preparing students for college
Ultimately improve students’ chances of successful completion of a college degree

44. Early Start Program
Students who need remediation will be required to begin an Early Start Program during the summer prior to enrollment
Ultimately, if identified first-year students do not begin addressing remediation in a recognized CSU program before enrollment, they will not be permitted to enroll for the term for which they have been admitted

45. English Proficiency
The proficiency score on the English Placement Test (EPT) was reset from 151 to 147 (effective for fall 2011 entrants)
Corresponding proficiency scores on the SAT and ACT were reset
SAT (Critical Reading Section): 500
ACT (English Test): 22

46. Mathematics Proficiency
The proficiency score on the Entry Level Mathematics (ELM) remains at 50.
Corresponding proficiency scores on the SAT and ACT are
SAT (Mathematics Section of SAT Reasoning Test or Mathematics Subject Test Level 1 or 2): 550
ACT (Mathematics Test): 23

47. Early Start Participation and Offerings
By definition, students who are identified as proficient by means of the EAP, EPT/ELM, SAT, ACT, or AP exams do not participate in Early Start.
Students who are identified as Ready-Conditional on the EAP are exempt from Early Start.
Each CSU campus has developed its own course offerings for Early Start offerings which may include online courses, summer courses, etc.

48. Additional Information on the Expository Reading and Writing Course (ERWC)

49. Second Edition of ERWC due Spring 2013
12 modules fully aligned with CCSS
Two full-length works
Revised Assignment Template
Resources for English learners, formative assessment, transfer, engagement, and gradual release of responsibility
Revised course objectives and description
Renewed Program Status approval from UC

50. Key Principles of ERWC Relentless focus on the text
The integration of interactive reading and writing processes
A rhetorical approach to texts that fosters critical thinking
Materials and themes that engage student interest and provide a foundation for principled debate and argument
Classroom activities designed to model and foster successful practices of fluent readers and writers
Research-based methodologies with a consistent relationship between theory and practice
Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts
Alignment with standards (1997 ELA & 2010 CCCSS)

51. Elements of the ERWC Assignment Template – Revised 2012
Reading Rhetorically
Prereading
Getting Ready to Read
Exploring Key Concepts
Surveying the Text
Making Predictions and Asking Questions
Understanding Key Vocabulary
Reading
Reading for Understanding
Considering the Structure of the Text
Noticing Language
Annotating and Questioning the Text
Analyzing Stylistic Choices
Postreading
Summarizing and Responding
Thinking Critically
Reflecting on Your Reading Process

52. Elements of the ERWC Assignment Template – Revised 2012
Connecting Reading to Writing
Discovering What You Think
Considering the Writing Task
Taking a Stance
Gathering Evidence to Support Your Claims
Getting Ready to Write
Writing Rhetorically
Entering the Conversation
Composing a Draft
Considering Structure
Using the Words of Others (and Avoiding Plagiarism)
Negotiating Voices
Revising and Editing
Revising Rhetorically
Considering Stylistic Choices
Editing the Draft
Responding to Feedback
Reflecting on Your Writing Process

53. Current Statistics on ERWC Adoption
450 high schools in CA have formally adopted the ERWC
Most of these schools have adopted ERWC as a full-year course in 12th grade
Approximately 100 additional high schools in Los Angeles USD have adopted ERWC as the curriculum for their one- semester 12th grade Expository Composition course
Combining both groups, the total number is 550 representing roughly 43% of the 1,290 comprehensive high schools in CA (some alternative schools are part of the 550)
Many schools have uploaded the course to UC Doorways but have not applied for adoption through the CSU

54. Evaluation of ERWC
Annual evaluation studies of ERWC done from 2005 to 2010.
Studies included analysis of curriculum implementation, professional learning, student performance, and student, teacher, and administrator attitudes.

55. Summative findings provide encouraging results
Schools with large numbers of teachers participating in ERWC professional development significantly outperformed the statewide proficiency rate for incoming students from 2004 to 2008
7 point* gain vs. 4 point gain statewide
FIPSE schools implementing ERWC either as a full-year course or across grades 9-12 from 2006 to 2010 outperform statewide rates, but not at statistically significant levels
7.6% point gain on EAP vs. 6% point gain statewide
2.74% point gain on EPT vs. 4% point loss statewide
* percentage points

56. Need for further research
Large-scale experimental or quasi-experimental studies have not yet been conducted.
Recently-funded i3 grant (Fresno County Office of Education is the LEA) will conduct a study using regression-discontinuity analysis to determine efficacy of the ERWC for students in the 12th grade and into their 1st and 2nd years of college.
Recruitment of schools/districts for the study will occur this fall. Target areas are Fresno County/Central Valley, San Francisco Bay Area, Los Angeles County, and Inland Empire (possibly San Diego or Sacramento if needed).

57. Additional Information on Strengthening Mathematics Instruction (SMI)

58. To enhance student mathematics proficiency and understanding by
Purpose of SMI
To enhance student mathematics proficiency and understanding by
Highlighting and encouraging use of research-based best instructional strategies
Developing a common emphasis on infusing SMI strategies across same-level courses (horizontal) and among sequential courses (vertical)
Providing a forum to plan implementation of SMI strategies in order to achieve systemic growth in mathematics teaching and learning at the site and/or district level 58

59. SMI Workshop Outcomes SMI Workshop Outcomes
Identify instructional strategies that will help students organize and solidify conceptual understanding
Identify characteristics of cognitively complex problems
Locate standards-based cognitively complex problems within participants’ classroom texts
Modify standards-based textbook problems to increase the level of cognitive complexity
Practice writing standards-based cognitively complex problems
Experience the varying roles in the teacher/learner continuum
Model a variety of student engagement strategies 59

60. Cognitively Complex Problems require students to
Extend previously encountered tasks
Integrate several topics and/or concepts
Recognize and use underlying mathematical structures
Use multiple representations
Consider multiple approaches to the problem
Identify patterns
Be flexible and strategic in their mathematical thinking 60

61. Key Features of the Design of SMI Workshops
Bring together an entire mathematic department and/or a critical mass of teachers within a district to plan the systemic implementation of the instructional strategies contained within the SMI modules.
Provide time in between each module to enable teachers to work together to
implement SMI strategies into their classroom instruction
discuss and evaluate the efficacy of those efforts
Provide regular, on-site mini-workshops over an extended period to support on-going and sustainable changes in teacher behaviors and expectations. 61

62. Characteristics of SMI Workshops
18-24 hours of professional development; 8 modules to allow for flexibility in scheduling
The online tutorial must be completed prior to the first workshop meeting
Standards-based and tied to the CSTs and CSU placement standards
Includes content and activities for teachers of Algebra 1 Geometry, Algebra 2, Pre-Calculus 62

63. Characteristics of SMI Workshops (continued)
Draws on problems and lessons from the major textbooks
Designed for teacher practice and implementation between workshop sessions based on lesson study model
Reflective of the adopted Common Core State Standards 63

64. Characteristics of SMI Workshops
18-24 hours of professional development; 8 modules to allow for flexibility in scheduling
The online tutorial must be completed prior to the first workshop meeting
Standards based and tied to the CSTs and CSU placement standards
Includes content and activities for teachers of Algebra 1 Geometry, Algebra 2, Pre-Calculus
Draws on problems and lessons from the major textbooks
Designed for teacher practice and implementation between workshop sessions based on lesson study model
Reflective of the adopted Common Core State Standards 64

65. Questions?
Nancy Brynelson (EAP, English, ERWC)
Zulmara Cline (EAP, Math, SMI)
Carolina Cardenas (EAP, Early Start)

66. Any questions?