Updates for 2010 – 11 and 2011 – 12 Bilingual Coordinators Network Meeting September 16, 2011

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Updatesfor 2010–11 and 2011–12

Bilingual Coordinators Network Meeting

September 16, 2011

California English Language Development Test, Title III

Accountability, and English Language Acquisition Assessment System

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Presenters

CELDT-Title III Accountability-ELAAS Office

Lily Roberts, Administrator

Gaye Lauritzen, Consultant

Stephanie Woo, Consultant

Jessica Barr, Consultant

TOM TORLAKSONState Superintendent of Public Instruction

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Presentation Overview• California English Language

Development Test (CELDT)

• Title III Accountability

• English Only Study

• Legislative Update

• English Language Acquisition Assessment System (ELAAS)

• Key Dates for 2011–12


CELDT Updates• Initial assessment (IA) and combined (IA and

annual assessment) results for CELDT 2010–11 will be released in October at http://dq.cde.ca.gov/dataquest/

• CELDT Title 5 Regulations are in the process of being revised.

– In July, State Board of Education (SBE) approved

rulemaking process.

– Public hearing was held on September 13, 2011

– Go back to the SBE in November

• CELDT Request for Proposals (RFP)– Contract period January 1, 2012 – December 31, 2015

– Current contract ends December 31, 2012

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CELDT Updates

CELDT Information Guide– Replaces former assistance packets

Understanding and Using Individual Results and Explaining Summary Results

– Projected availability: September 2011 on the CDE CELDT Resources Web page at http://www.cde.ca.gov/ta/tg/el/resources.asp

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Title III Accountability• AMAO 1 – Annual Progress in Learning

English (measured by CELDT)

• AMAO 2 – Attain English Proficiency over time (measured by CELDT)

• AMAO 3 – Meeting Adequate Yearly Progress (AYP) for the EL Subgroup(measured by California Standards Test, California Modified Assessment, California Alternate Performance Assessment, California High School Exit Examination)


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AMAO 1 Targets

0

10

20

30

40

50

60

70

Pe

rce

nt

of

Stu

de

nts

to

Me

et

An

nu

al

Gro

wth

Ta

rge

ts

Series1 51 51.5 52 48.7 50.1 51.6 53.1 54.6 56 57.5 59

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

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8

AMAO 2 Targets

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99

AMAO 3: AYP Targets in ELA, Math (Unified School Districts)

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10

AMAO 1 Cohort Composition

10

2010-1116%

19%

40%

3%

23%

BeginningEarly IntermediateIntermediateEA/A not EPEnglish Proficient


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Title III Accountability Results: Percent of LEAs Meeting AMAOs

73 7469

8277

38

81

37

78

63

22

5145

0

82

0102030405060708090

100

Met AMAO 1 Met AMAO 2 Met AMAO 3

Perc

en

t o

f L

EA

s

2006 2007 2008 2009 2010

TBD


Title III Accountability Results:Percent of LEAs meeting AMAOs

(Cont.)

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68

54

74

31

77

32

59

39

0

15

0

10

20

30

40

50

60

70

80

90

100

Met AMAOs 1 & 2 Met All AMAOs (1, 2, 3)

Per

cent of LEA

s

2006 2007 2008 2009 2010

Includes new AMAO 2 cohort definition & targets

CELDT CELDT & academic tests

TBD


“English Only” (EO) Study

• A sample of 1,386 EO kindergarten and 495 grade one EO students from 100 schools were administered the 2010-11 Edition

• The EO and EL students tested were from the same schools and the examiners administering the test were the same for both groups of students

• EO group performance was compared to that of CELDT takers

• Report to SBE in November 2011

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Legislative Update• Assembly Bill (AB) 124 (Fuentes) requires the

Superintendent of Public Instruction, in consultation with the state board, to update, revise, and align the English language development (ELD) standards adopted for the CELDT

• Revisions would consider any national- or consortia-developed English Language Proficiency (ELP) standards

• SB 753

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English Language Acquisition Assessment System (ELAAS) Update

• September 2011 – Pending approval from the U.S. Department of Education, California is proposed to lead the development of an English language proficiency (ELP) assessment system

• Collaborative effort with ELAAS consortium member states and partner, the Council of Chief State School Officers (CCSSO)

• Build upon the national academic content assessments by aligning the ELP assessment to college- and career-ready standards.

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ELAAS Consortium

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Transition from CELDT to ELAAS

• ELAAS is the next generation ELP assessment and will replace the CELDT

• ELAAS Diagnostic – Administered upon determination of a home

language other than English– Can be re-administered during the academic year to

provide additional information to teachers

• ELAAS Summative – Administered only once, at the end of the academic

year to ELs

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ELAAS Requirements

• Common definition of an English learner (EL) student among member states

• Common assessment exit criteria• Common set of:

– ELD standards– Performance level descriptors and ELD

achievement standards– Policies and procedures for

accommodations, test security, and student participation.

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ELAAS Design

The ELAAS will:• Be research based• Be implemented in multiple states• Include a diagnostic and a summative assessment• Be aligned to a common set of ELD standards

agreed to by the member states• Correspond to college- and career-ready standards• Be computer based• Build professional capacity for all teachers of EL

students

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ELAAS Design (Cont.)

The ELAAS will:• Assess kindergarten through grade twelve students

to determine progress in learning English

• Include assessments that cover ELP standards across all four domains: listening, speaking, reading, and writing

• Provide data on achievement in the four domains along with comprehension and overall composite scores

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ELAAS: Accessibility

The ELAAS will:•Include all EL student subgroups in the field test sample, including EL students with a range of disabilities•Include accommodations for EL students with disabilities. Selection of accommodations will be based on current studies.•Collaborate with consortia that are developing alternate assessments based on alternate achievement standards to determine how best to assess EL students with significant cognitive disabilities

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ELAAS: Technology and Compatibility

• Computer based system that will allow the use of innovative technologies in test item presentation, accommodations, and scoring

• Variety of items with different item formats (i.e., multiple choice, constructed response, performance-based) at different levels of difficulty

• Accessible Portable Item Profile (APIP) Standards

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ELAAS: Professional Development

• Support the needs of teachers and administrators to administer the ELAAS with fidelity

• Develop and field test four web-based training modules– Modules 1 and 2: Focus on the administration of

ELAAS to assess four domains– Modules 3 and 4: Focus on use of data to make

decisions about EL students’ instructional needs related to four domains and instructional planning

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ELAAS: Research and Evaluation

George Washington University Center for Equity and Excellence in Education (GW-CEEE) and WestEd in coordination with the CDE and the ELAAS technical advisory committee will conduct the following research activities:

– Studies of innovative item types

– Comparability studies

– Validation studies

– Alignment of the assessments

– Technical adequacy

– Determination if the program theory of action has been met

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ELAAS High-Level Timeline

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ELAAS Member States’Experience

In August 2011, CCSSO hosted WebEx’s in which member states showcased their experience with:

– Alignment of ELD standards to Common Core State Standards

– Computer based testing • Exam is administered on the computer and exam

responses are electronically recorded

– Computer adaptive testing • Exam is administered on the computer and the exam

adapts to test takers by selecting the next item to be presented on the basis of performance of preceding items

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Key Dates

• September 30, 2011 — 2011–12 Pre-ID Regular label window closes

• October 21, 2011— 2011–12 Pre-ID Late label window closes

• October 2011— Release of the 2010–11 CELDT IA and combined (IA and AA) results

• October 31, 2011— End of the 2011–12 AA window

• November 15, 2011— Receipt deadline for 2011–12 AA window

• December 2011— 2010–11 AMAO 3 Update27


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Key Dates (cont.)

• January 2012 — New CELDT Contract Starts• February 2012 — 2011–12 CELDT Data Review

Module• April 2012 — 2012–13 CELDT Scoring Training

of Trainers workshops begin • May 2012 — Release of the 2011–12 CELDT AA

results• June 2012 — Post preliminary 2011–12 Title III

Accountability Reports and Information Guide• July 1, 2012 — 2012–13 CELDT AA and IA

windows open28


Contact Information

CDE CELDT-Title III Accountability-ELAAS Phone: 916–319–0784CELDT E-mail: [email protected] Web page: http://www.cde.ca.gov/ta/tg/el/

AMAO E-mail: [email protected] III Accountability Web page: http://www.cde.ca.gov/ta/ac/t3/

ELAAS Email: [email protected]

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Documents

Updates for 2010 – 11 and 2011 – 12 Bilingual Coordinators Network Meeting September 16, 2011