1. Policy-Making and Implementation: English Language Proficiency Assessment for the 21 st Century National Conference on Student Assessment June 25, 2014

2. English Language Proficiency Reexamined -ELPA21 Overview -Evolution of Standards & Assessments for ELLs -State of the Lead State: Oregon -State and Federal Policy: Implications for Implementation

3. ELPA21 Overview Margaret Ho (WA), English Language Proficiency Assessment Coordinator and FormerELPA21 Chairperson

4. Project Overview  Awarded $6.3 million four-year Enhanced Assessment Grant, September 2012  11 participating states  Fiscal Agent: Oregon Department of Education  Project Management Partner: Council of Chief State School Officers (CCSSO)  Collaborative Partners: Understanding Language Initiative (Stanford University) National Center for Research on Evaluation, Standards, and Student Testing (CRESST) of the University of California, Los Angeles National Center on Educational Outcomes (NCEO) of the University of Minnesota

5. ELPA21 Consortium States

6. Assessment System Features Comprehensive online delivery Innovative Technology Enhanced Items (See our session on Innovative Items on Thursday 9-10 a.m.) Cohesive system to integrate with existing district policies and enhance the student’s experience through strong engagement, and minimal testing time High-quality communications for the states’ adaptation for constituents and high quality resources for professional development Sustainability to respond to states’ need for valid and reliable assessment, maximize information, and minimize cost

7. System Timeline Item bank development (ongoing) Contrasting Groups Study, Jan. 2015 User Acceptability Testing, Jan. 2015 Field Test, Feb./Mar. 2015 Operational Summative Test, SY 2015-2016 Screener, SY 2016-2017

8. Evolution of Standards & Assessments for ELLs Kenji Hakuta, Director of the Understanding Language Initiative at Stanford University & Principal Investigator for ELPA21

10. The Cyclops Problem

11. New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures Vocabulary practices LanguageContent

14. ELP Standards: When ELLs use language effectively as they progress toward independent participation in grade-appropriate activities to attain college and career readiness, they can…. 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing

15. Then and Now Qualities of Past Assessments Measure mastery of ELP standards, independent of content and subject-specific language Goal: English language proficiency Reading, writing, speaking, and listening are assessed independently of each other Measure vocabulary with mostly MC items: What language does the student know? Academic language or social language One-way communication Qualities of New Assessments Identify and measure mastery of the communication demands of rigorous content standards Goal: College and career readiness Reading, writing, speaking, and listening are assessed, as are interactions between them Measure with innovative technology-enhanced items, higher order thinking: How does the student use language? Academic and social language are both necessary for ELP, academic language varies by subject and is essential Two-way communication Purpose: Accountability Purposes: Accountability AND supporting teaching and language development

16. State of the Lead State: Oregon David Bautista, Assistant Superintendent Education Equity Unit

17. New ELP Standards & ELP Assessment States are benefiting from the research, expertise, and education theories of our partners while our partners are learning from practitioners and on-the-ground implementation ELPA21 Consortium Approach Leads to a Common ELP Assessment and ELP Standards as well as Shared Learning, Ownership, and Resources Professional development Online Curriculum Resources Including Massive Open Online Course(s) (MOOC) Item Development

18. But, How Will ODE Support? House Bill 3232 - Strategic Investment Funding ELP Standards Professional Learning Grant ELP Standards Work Group MOOC Karen Thompson (Oregon State University) & Kenji Hakuta (Stanford University, Understanding Language) Additional ODE Supports Technical assistance visits, web meetings Communicate WestEd/CCSSO web-based supports Connect to practice through E-Newsletter

19. ELP Standards Professional Learning Grant Grant Eligibility Non-Competitive grant awarded to districts that meet the following criteria based on 2012-2013 LEP Collection data: The ELL population of the district exceeds 500 total. The student population is comprised of 15% or more ELLs. 34 districts meet these criteria PD Grant funding distributes $8.50 p/ELL 48,000 total students

20. ELP Standards Professional Learning Grant Recipients by district

21. Project Timeline Pilot Plan Focus on shifts Deepen understanding of new ELP Standards PLT 1 – April, 2014 Planning for ’14-’15 district-specific professional learning PLT 2 – June, 2014 PLT School-based PLCs MOOC – October, 2014 Unit plan design Finalize professional learning plans PLT 3 – October, 2014 Finalize ELP-aligned Unit Pilot PLT 4 – February, 2015 Share for feedback Reflect and revise PLT 5 – April, 2015 Present & post Share achievements in professional learning PLT 6 – June, 2015 Design Pilot Reflect & Revise Plan Professional Learning

22. Massive Open Online Course (MOOC) ELP Standards Professional Learning Grant Professional Learning Team (PLT) Conference ELP Standards Work Group Massive Open Online Course (MOOC) Share Resources on Network Portal In addition to the PLT Conferences and the ELP Standards Work Group, ODE is working with Kenji Hakuta of Stanford’s Understanding Language and Karen Thompson from Oregon State University to design a MOOC to further our collective understanding and experience with the ELP Standards.

23. The View from Here (Oregon) - State and Federal Policy: Implications for Implementation Doug Kosty, Assistant Superintendent

24. Policy Implications for using new generation ELP assessments Increasing guidance, support, and resources for educators to teach to the new standards State policies differ in the criteria used to to screen and determine growth and proficiency Recognize the impact on current and former ELLs who have been instructed and demonstrated growth based on previous ELP standards The impact of college and career ready ELP standards on AMAOs Ongoing growth and sustainability of consortia

25. ELPA21 Governance Overview Consortium Council Membership: One representative from each member state appointed by the state’s education chief Duties: Determines the broad picture and general scope of the ELPA21 system, makes policy recommendations, initial contact for expenditure of funds. Executive Board Membership: One representative from Oregon, plus five at-large representatives from member states elected by the Consortium Council Duties: Final voice and decision-making entity on all issues and recommendations from the Consortium Council, coordinates policy formulation, and signs off on all major deliverables. Task Management Teams

26. ELPA21 Decision-Making

27. Communications with USED Monthly Meetings Includes subset of Executive Board and as necessary reps from CCSSO, CRESST, & Understanding Language Focus on Terms, Conditions, and Timeline

28. Questions? David Bautista, Assistant Superintendent Education Equity Unit Oregon Department of Education david.bautista@state.or.us Kenji Hakuta, Lee L. Jacks Professor of Education Stanford University Principal Investigator for ELPA21 hakuta@stanford.edu Margaret Ho, WELPA Coordinator Washington State Office of Superintendent of Public Instruction ELPA 21 Former Executive Board Chair margaret.ho@k12.wa.us Doug Kosty, Assistant Superintendent Instruction, Standards, Assessment and Accountability Unit Oregon Department of Education doug.kosty@state.or.us

29. Visit ELPA21.org for more information The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal government.