1. ESU Title III Update
Fall 2016

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

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

4. Panelists Study the Items in the OIB Using Item Maps22 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Questions Terri Schuster Brooke David terri.schuster@nebraska.gov