Assessment of English Language Learners

Assessment of English Language Learners TELPAS Assesses all ELL’s in grades K-12 in the following domains: Listening Speaking Reading Writing

Assessment of English Language Learners TELPAS & Years in U.S. Schools Data Collection (DCCM pg. T-30) Enrolled for 60 consecutive school days = 1yr in US. Count restarts if student WD’s prior to reaching 60 days and Does not enroll in another US school for 10+ consecutive school days If enrolled within the final 60 school days of a school year, then next year will still be 1st year in US.

Assessment of English Language Learners Important Reminders Assessment of English Language Learners Years in US Schools Data Collection Campuses cannot change the value for years in U.S. schools submitted in a previous school year. Campuses will use the data previously submitted to generate data that will be submitted this spring. The number of years in U.S. schools on record for a student cannot decrease. The value will either remain the same or increase by 1.

Assessment of English Language Learners TELPAS Reminders (DCCM pg. T-6) Individuals must complete state-required training and calibration activities to be raters. A teacher selected to rate an ELL must have the student in class at the time of the spring assessment window; be knowledgeable about the student’s ability to use English in instructional and informal settings; hold valid Texas education credentials; be appropriately trained in the holistic rating process; and rate the student in all eligible domains. Districts must implement validity and reliability checks during the testing window (2nd rater).

Assessment of English Language Learners TELPAS Reminders It is a violation of state assessment procedures and a serious testing irregularity to record, discuss, or share answers to the rating practice and calibration activities. NEW: After completion of calibration activities, raters must destroy all notes taken about specific student profiles. Returning raters who have not completed calibration activities within the last three school years are required to complete the online basic training course before calibrating.

Assessment of English Language Learners User Lookup Tool (Texas Training Center) Campus Testing Coordinators can modify the last name of a user send a user password reset email (in the same organization only) modify the email address of a user (in the same organization only) retrieve an email address associated with a user’s TrainingCenter account retrieve a username associated with a user’s TrainingCenter account see account status (active/deactivated) for all users

Assessment of English Language Learners TELPAS Student Tutorials As in the past, TELPAS tutorials are separate from tests. Tutorials are recommended for all students taking TELPAS Several different test item formats No sample items with test Tutorials available at http://www.TexasAssessment.com/TELPAS-tutorials

Assessment of English Language Learners ELL ‘s and STAAR Test Participation Decisions Assessment decisions for ELLs must be made on an individual student basis by the LPAC, and in the case of an ELL receiving special education services, by the ARD committee in conjunction with the LPAC. NOTE: Decisions for an entire grade or program are not authorized . EXAMPLE: All 4th grade students in a bilingual program take the Spanish-version reading assessment and English-version mathematics assessment.

Assessment of English Language Learners ELL’s and STAAR STAAR Spanish For any student for whom a Spanish version of STAAR is the most appropriate measure of academic achievement Available in grades 3–5 only STAAR L ELLs for whom all of these apply may take STAAR L: Student has not yet attained advanced high TELPAS reading in grades 2 and up. Student is within first 3 years in U.S. schools

Assessment of English Language Learners ELL Participation in STAAR A and STAAR Alternate 2 Assessment decisions for ELLs also served by Special Education are made by the ARD committee in conjunction with the LPAC. ELLs with disabilities who meet eligibility requirements for STAAR A may take this assessment. ELLs receiving special education services who meet requirements for STAAR Alternate 2 may take this assessment. ELLs participate only on the basis of disability, not second language acquisition.

Assessment of English Language Learners Differing Degrees of Linguistic Accommodation STAAR (English) Limited degree of linguistic accommodation STAAR L Moderate to substantial degree of linguistic accommodation STAAR A Degree varies in accordance with second language acquisition needs of ELLs who qualify for this test STAAR Alternate 2 No specified linguistic accommodations; assessment design allows other languages and communication methods to be used as appropriate STAAR Spanish: Assessment is provided in student’s native language; other linguistic accommodations not applicable.

Assessment of English Language Learners Dictionaries Two sources for dictionary policies for ELLs taking STAAR: STAAR dictionary policy Applies to reading and writing assessments in grade 6 and above Available at http://www.tea.state.tx.us/student.assessment/st aar/reading/ Linguistic Accommodations for ELLs Participating in the STAAR Program guide Outlines policies for the use of dictionaries on all other tests not covered under the STAAR dictionary policy Available at http://www.tea.state.tx.us/student.assessment/a ccommodations/

Assessment of English Language Learners STAAR L Online Student Tutorials Information about minor updates to grades 3–8 is available at http://www.tea.state.tx.us/student.assessment/ell/staarl/ Test administration directions for each tutorial are also posted! Why tutorials? To familiarize students TestNav tools! TA Directions for 2015 STAAR L tests assume familiarity with online interface!

Assessment of English Language Learners STAAR L Practice Sets Practice sets contain 20-25 items Available at http://www.tea.state.tx.us/student.assessment/ell/staarl/ Available in online format so that students may experience the items as they will be presented.

Assessment of English Language Learners STAAR L EOC Eligibility For EOC, eligibility for STAAR L can be carried over from spring to the July and December administrations.

Assessment of English Language Learners Special English I EOC Provision TAC §101.1007 When enrolled in an English I/ESOL I course, an eligible ELL shall not be required to retake the assessment each time it is administered if the student passes the course but does not pass the test. NOTE: Students are not exempt from testing while in the course. This provision does not apply to English II. This provision is not tied to any particular graduation plan.

Assessment of English Language Learners Special English I EOC Provision TAC §101.1007 For ELLs who ― have been enrolled in U.S. schools 3 school years or less and have not yet attained TELPAS advanced high reading rating in grades 2 and up.

Assessment of English Language Learners ELLs with Parental Denials TAC §101.1005 (f) These students are not eligible for special ELL assessment, accommodation, or accountability provisions ― No testing in Spanish No linguistic accommodations during testing No English I EOC special provision

Assessment of English Language Learners ELL Policy Resources Test participation www.tea.state.tx.us/student .assessment/ell/lpac/ STAAR TAKS TELPAS Accommodations www.tea.state.tx.us/student .assessment/accommodatio ns/ Linguistic accommodations Accommodations related to disabilities Assessment of English Language Learners

Planning for Test Administrations Assessment of English Language Learners Coordination Between LPAC and Testing Coordinators Campus Testing coordinators should collaborate with the LPAC to obtain participation and accommodation decisions in time to make testing arrangements. This applies to all linguistic accommodations, not just for STAAR L participation.

Assessment of English Language Learners Documenting Participation & Accommodation Decisions CTC’s must have a record of STAAR participation and linguistic accommodation decisions for ALL ELL’s including… STAAR eligibility for special English I EOC provision

Assessment of English Language Learners Organizing Test Administrations (DCCM, pg. S-29 & S-36) In some cases, students taking different assessments may be grouped across programs, grades, and subject areas/courses. Example: STAAR and STAAR L Organize test sessions in which students are given different tests in a way that keeps students from being confused or disturbed by differences in directions read aloud or accommodations provided.

Assessment of English Language Learners Extra Time (Same Day) as a Linguistic Accommodation Permitted for any ELL if student meets eligibility criteria as determined by LPAC Not “automatic” 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 (at least 6 hours).

Assessment of English Language Learners Linguistic Accommodations Provided by Test Administrator Examples Clarification in English of word meaning in writing prompts (STAAR) Clarification in English of word meaning in short answer reading questions (STAAR) Clarification in English of word meaning (STAAR A) Require additional training for test administrators Individual or small group administrations are necessary for some accommodations.

Assessment of English Language Learners STAAR L Online Test Administrations Ensure there is one pair of headphones per student. May also use a bilingual dictionary and/or receive extra time. Campuses have the option of logging in students in grades 3–5 or allowing them to do it themselves. All STAAR L tests contain 3 test administrator-guided sample questions. The best way to prepare students is to have them complete the online tutorials prior to the test administration.

Assessment of English Language Learners General Guideline for Recording Linguistic Accommodations Whether the student tested on paper or online, record linguistic accommodations if these were made available to the student during testing, even if the student did not use the accommodation.

Assessment of English Language Learners Assessing New Immigrants Who Know Little English In isolated situations, if completing an assessment is not in the best interest of a student (e.g., a newly arrived ELL who has extremely limited English skills), the campus may make the determination to submit the test for scoring without requiring the student to complete test. This decision should be documented and communicated to student’s parents after the test administration.

Assessment of English Language Learners Spring ELL Assessment Update TETN January 28, 2015 9 a.m. to 1 p.m. This TETN will provide ESCs and districts with further guidance on ELL assessment activities for the spring. Assessment Warehouse Assessment of English Language Learners