ESU Title III Update Fall 2016

Topics to Discuss ELPA21 Standard Setting ELPA21 Score Reporting Reclassification ELPA21 Moving to UCLA-CRESST ELPA21 Screener ESSA Update

Standard Setting Completed with spring 2016 student data Held July 19-22 in St. Louis Nebraska teachers participated Book marking method used Contrasting Groups Study used as a validation measure

Panelists Study the Items in the OIB Using Item Maps 22 22 21 21 Panelists study each item in the OIB by discussing two questions: 20 20 19 19 18 18 17 17 1. What does this item or score point measure? That is, what do you know about a student who responds successfully to this item or score point? 16 16 15 15 14 14 13 13 12 12 11 11 10 10 2. Why is this item or score point more difficult than the items that precede it? 9 9 8 8 7 7 6 6 5 5 4 4 3 3 2 2 1 1 Ordered Item Book

Panelists Make Cut Score Recommendations Place your Level 4 bookmark in the OIB such that a student who has mastery of the skills reflected by the items prior to the bookmark should be able to autonomously engage with grade-level academic content instruction at a level comparable to non-ELs. 22 22 21 21 20 20 20 19 19 19 18 18 18 17 17 17 16 16 16 15 15 15 14 14 14 13 13 13 12 12 12 11 11 11 10 10 10 9 9 9 8 8 8 7 7 7 6 6 6 5 5 5 4 4 4 3 3 3 2 2 1 1 1 Ordered Item Book

In-person Standard Setting Design & Logistics The Bookmark Standard Setting Procedure (Lewis and Mitzel, 1996) Aligned with assessment design, measurement models, teacher-panelist expertise Well documented 6 grade bands: K, 1, 2-3, 4-5, 6-8, 9-12 Multiple rounds are considered best practice Round 1 Recommendations are made independently Round 2 Recommendations are reconsidered following • Discussion about range of panelists’ ratings • Estimated cut scores (bookmarks) from the CGS study Round 3 • Discussion about differences between Table 1 and 2 recommendations • Impact data from operational test

ELPA21 Score Reporting ELDA ELPA21 4 Domain Scores 1 Composite Score 1 Comprehension Score Domains of Reading and Writing Weighted more heavily than Speaking and Listening ELPA21 Domain Performance Levels 5 Advanced 4 Early Advanced 3 Intermediate 2 Early Intermediate 1 Beginning Overall Proficiency Rating Proficient Progressing Emerging

Proficiency Rating Proficiency Determinations are based on combinations of Domain Profiles To be rated Proficient, a student must have all 4’s (Early Advanced) and/or 5’s (Advanced) in all four domains A student with a Proficient determination is ready for Reclassification or Exit

Reclassification Decisions Students should not exit the ELL status until the decision is confirmed by the ELPA21 score and/or the NeSA-R as per Rule 15 Service level decisions may be made prior to receiving the testing scores, based on other criteria

UCLA-CRESST ELPA21 is moving from the grant-funded stage to a permanent home at UCLA Nebraska will be a member of the consortium UCLA-CRESST will manage the product and services for the summative assessment and screener Future sustainability activities

ELPA21 Screener Currently being developed Items have already been field tested Pilot scheduled for fall to determine accessibility/stopping points Available second semester (2017) for try- out Package deal with summative so will be an affordable option Fall 2017

ESSA Update No AMAO decisions for 2015-16 Testing requirements remain the same as NCLB Title III Program remains the same with exception of accountability moving to Title I English Language Proficiency will be included in states’ accountability systems Long term goals/interim measures of progress

Questions Terri Schuster Brooke David terri.schuster@nebraska.gov brooke.david@nebraska.gov