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Assessment Participation

Limited English Proficient Students’ Participation in Statewide Assessments : An Overview for New Coordinators 2013 Coordinators Academy July 31, 2013. Assessment Participation. English Language Proficiency (ELP) Assessments Standards of Learning (SOL) Assessments

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Assessment Participation

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  1. Limited English Proficient Students’Participation in Statewide Assessments: An Overview for New Coordinators2013 Coordinators AcademyJuly 31, 2013

  2. Assessment Participation • English Language Proficiency (ELP) • Assessments • Standards of Learning (SOL) Assessments • Testing Accommodations for LEP Students on • SOL Assessments

  3. English Language Proficiency Assessments

  4. Assessment Participation As required in Section 1111 (b) (7) of the No Child Left Behind Act of 2001 (NCLB), school divisions must annually assess the English language proficiency of limited English proficient (LEP) students in kindergarten through grade 12.

  5. Partner Organizations • World-Class Instructional Assessment and Design (WIDA®) developed the English language development standards. • Center for Applied Linguistics develops the ACCESS for ELLs test items. • MetriTech, Inc., prints and scores ACCESS for ELLs tests as well as creates and delivers score reports.

  6. ELP Assessments • WIDA has posted information for the following ELP assessments on its Web site under the “Assessment” tab: • ACCESS for ELLs® • Alternate ACCESS for ELLs™ • W-APT ™ • WIDA MODEL™ • ASSETS Grant http://www.wida.us/assessment/

  7. ACCESS for ELLs Test ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) is a secure large-scale English language proficiency assessment given to students in kindergarten through grade 12 who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. http://www.wida.us/assessment/

  8. ACCESS for ELLs Tests • Only one ACCESS for ELLs test form is available • for kindergarten. • Three ACCESS for ELLs test forms (Tiers A, • B, and C) are available for each grade • cluster (grades1-2, 3-5, 6-8, and 9-12). • WIDA provides tier placement protocol on • its Web site at http://www.wida.us/assessment/ACCESS/. 8

  9. Alternate ACCESS for ELLs Test The Alternate ACCESS for ELLs test is an assessment of English language proficiency (ELP) for students in grades 1-12 who are classified as English language learners (ELLs) and have significant cognitive disabilities that prevent their meaningful participation in the ACCESS for ELLs test.  http://www.wida.us/assessment/

  10. Alternate ACCESS for ELLs Test (cont.) • Participation Criteria (student must meet all four): • The student is classified as an ELL. • The student has a significant cognitive disability • and receives special education services under • IDEA (2004). • The student's IEP team has determined the student • will not participate in the general education • curriculum. • The student is or will be participating in the state- • wide alternate assessments. • http://www.wida.us/assessment/alternateaccess.aspx

  11. W-APT The WIDA-ACCESS Placement Test (W-APT) is an English language proficiency "screener" test given to incoming students who may be designated as English language learners. http://www.wida.us/assessment/

  12. WIDA MODEL The WIDA MODEL (Measure of Developing English Language) is a series of English language proficiency assessments for LEP students in kindergarten through grade 12. MODEL can be used as a placement assessment or as an interim progress monitoring assessment. http://www.wida.us/assessment/

  13. VDOE Web Page for ACCESS for ELLs Information and Resources http://www.doe.virginia.gov/testing/access_ells/index.shtml

  14. WIDA Webinars for Virginia Educators • Webinars for ACCESS assessments and score reports are posted in the Videos/Webinars section of the Download Library for: • Kindergarten ACCESS for ELLs • ACCESS for ELLs, Grades 1-12 • Alternate ACCESS for ELLs, Grades 1-12 • http://www.wida.us/downloadLibrary.aspx

  15. ELP Assessments for LEP Students Who Cannot Meaningfully Participate in the ACCESS for ELLs Tests

  16. ELP Checklists The Virginia ELP Checklist for LEP Students in Kindergarten with Significant Cognitive Disabilities is to be used only to assess kindergarten students’ English proficiency since no Alternate ACCESS for ELLs test is available for these students. 16

  17. ELP Checklists (cont.) The Virginia ELP Checklist for LEP Students in Kindergarten through Grade 12 with Hearing and Visual Impairments is to be used only to assess the English proficiency of students who cannot participate in ACCESS for ELLs testing as a result of their sensory impairments. 17

  18. Spring 2014ACCESS for ELLs /Alternate ACCESS for ELLs Testing Schedule

  19. One Ten-Week Testing Schedule • Superintendent’s Memo #160-13, June 14, 2013 • http://www.doe.virginia.gov/administrators/superintendents_memos/2013/159-13.shtml • Testing Window: January 6 to March 14, 2014 • Online Data Validation: April 21 to May 2, 2014 • Score Report Delivery: May 30, 2014

  20. ACCESS /Alternate ACCESS Testing Schedule • Approximate Time Line

  21. The ASSETS Grant:ACCESS for ELLs 2.0

  22. The ASSETS Grant Assessment Services Supporting ELs through Technology Systems (ASSETS) The ASSETS project is a four year grant funded by a U.S. Department of Education Enhanced Assessment Grant to create a next generation, technology-based assessment system for English language learners. http://assets.wceruw.org/

  23. ASSETS Consortium The ASSETS Consortium is comprised of 30 states, together representing over 1 million of the nation’s English language learners.

  24. ASSETS Timeline

  25. Summative Assessment In 2015-2016, ACCESS for ELLs 2.0 will replace the paper-based version of ACCESS for ELLs with a computer-based, secure annual summative assessment of English Language Proficiency for LEP students in kindergarten through grade 12.

  26. New Grade Clusters ACCESS for ELLs 2.0 will include the test forms for the following grade clusters: Kindergarten, Grade 1, Grades 2-3, Grades 4-5, Grades 6-8, and Grades 9-12.

  27. Assessing Language Domains Online ACCESS for ELLs 2.0 takes advantage of features available with computer-based testing. Listening: Students will listen to pre-recorded passages and select a response or perform a task. Reading: Students will view passages and select a response or perform a task. Writing: Students will listen to and view audio-visual prompts and key in responses (handwritten for lower grades). Speaking: Students will listen to and view audio-visual prompts and record spoken responses.

  28. Scoring

  29. Scoring, (cont.)

  30. ASSETS Resources • FAQs • Glossary • News • Grant narrative • ASSETS Monthly Reports • Wisconsin Department of Public Instruction • Press Release • USED announcement • Education Week article • Wisconsin Public Radio story • Educational Testing Services Summary • http://assets.wceruw.org/

  31. Field Testing • Inviting division to participate, fall 2013 • March 1 through June 30, 2014, after • ACCESS testing is completed • Writing section • one longer or two shorter tasks • Grade clusters 3-5, 6-8, and 9-12 • Tiers A, B, and C • 1,041 Virginia students per grade cluster • 3,123 Virginia students total • 2 hours of testing per student • Online training tools for test administrators, • examiners, and students

  32. Standards of Learning (SOL) Assessments Participation

  33. ELP Assessment Participation As required in Section 1111 (b) (3) (C) (i) of the Elementary and Secondary Education Act of 1965 (ESEA), LEP students must be assessed with the same academic assessments used to measure the achievement of all children.

  34. “A school based committee shall convene and make determinations regarding the participation level of LEP students in the Virginia assessment program.”Regulations Establishing Standards for Accrediting Public Schools in Virginia, 8 VAC 20-131 G http://www.doe.virginia.gov/boe/accreditation/index.shtml LEP Committee

  35. In general, all LEP students are expected to participate in SOL assessments for the areas of: • Reading • Mathematics • Science • History & Social Science • Writing SOL Assessment Participation

  36. Grades 3 through 8 • End-of-Course • Virginia Grade Level Alternative (VGLA): • Grades 3-5: ACCESS for ELLs Overall Score (Composite) of 1.0 through 3.5 • Grades 6-8: ACCESS for ELLs Overall Score (Composite) of 1.0 through 3.3 • Participation is limited to three consecutive years as long as eligibility criteria are met Reading Assessment Participation

  37. Grades 3 through 8 • End-of-Course: • Algebra I • Algebra II • Geometry • Plain English Mathematics and Algebra I: • Grades 3-5: ACCESS for ELLs Overall Score (Composite) of 1.0 through 3.5 • Grades 6-8: ACCESS for ELLs Overall Score (Composite) of 1.0 through 3.3 • Grades 9-12: ACCESS for ELLs Overall Score (Composite) of 1.0 through 3.5 • Participation is limited to three consecutive years as long as eligibility criteria are met. Mathematics Assessment Participation

  38. Grades 3, 5, and 8 • End-of-Course: • Earth Science • Biology • Chemistry Science Assessment Participation

  39. Grade 3 • Content Specific History: • Virginia Studies • U.S. History I • U.S. History II • Civics & Economics • End-of-Course: • Virginia & U.S. History • World History I • World History II • World Geography History & Social Science Assessment Participation

  40. Grades 5 and 8 • End-of-Course Writing Assessment Participation

  41. Certain exemptions on SOL assessments are available to LEP students. Exemptions must be determined by the LEP committee, documented in the LEP Student Assessment Participation Plan, and conveyed to the parent(s) or guardian(s). The table on the next slide displays available exemptions on SOL assessments. Note: Available does not mean required. Exemptions

  42. Exemptions (cont.) Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program, page 3 Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program, page 3

  43. “The scores of LEP students who have been enrolled in Virginia public schools for fewer than 11 semesters will be included in school accreditation ratings only if they earn passing scores.” Regulations Establishing Standards for Accrediting Public Schools in Virginia, 8 VAC 20-131 D 1 http://www.doe.virginia.gov/boe/accreditation/index.shtml Standards of Accreditation (SOA) Adjustment

  44. Testing Accommodations for LEP Students on SOL Assessments

  45. Testing Accommodations LEP students may be provided accommodations on assessments to yield accurate data on what they know and can do in academic content areas until they have achieved English language proficiency. Section 1111(3)(C)(ix)(III) of the ESEA

  46. Testing Accommodations (cont.) Testing accommodations for LEP students on the SOL assessments should provide LEP students the opportunity to be assessed on content knowledge rather than English language proficiencyin speaking, listening, reading, and writing. LEP students should not be provided with unnecessary or inappropriate testing accommodations. Testing accommodations should not provide LEP students unfair advantages during testing.

  47. The LEP committee should select testing accommodations for the SOL assessments from the accommodations LEP students use routinely in classroom instruction and classroom assessment. Not all accommodations for instruction and classroom assessments are appropriate or available on SOL assessments. Testing Accommodations (cont.)

  48. Testing Accommodations(cont.) • Direct Linguistic Accommodations provide support by reducing linguistic demand so that content knowledge, rather than English language proficiency, is assessed and may include: • Read aloud test items* • Audio version of test* • Bilingual dictionary • *Not available for statewide Reading assessments (SOL test or • VGLA reading assessment) unless the LEP student is also a student • with an eligible disability and the read-aloud or audio • accommodation is specified in the student’s IEP or 504 • Management Plan.

  49. Testing Accommodations(cont.) • Direct Linguistic Accommodations provide support by reducing linguistic demand so that content knowledge, rather than English language proficiency, is assessed and may include: • Dictation in English to Scribe (Writing Short-Paper Component only) • English dictionary** • “Plain English” versions of Mathematics tests • **Beginning with the Spring 2013 Writing assessment, an English • dictionary may not provided on the multiple-choice component of • the SOL Writing test based on the 2010 SOL.

  50. Testing Accommodations(cont.) Read-Aloud or Audio Accommodation on the EOC Reading Test • An LEP student must meet all of the following criteria: • the student is retaking the EOC Reading test, having failed previous attempt(s) without using the read-aloud or audio accommodation; • the student’s LEP Student Assessment Participation Plan lists the read-aloud or audio accommodation for other tests; and • the student received the read-aloud or audio accommodation in the classroom.

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