1. Foundation of Alignment – New Twists on an Old Theme Monday, June 22, 2015: 2:00 PM-3:30 PM Harbor F (Manchester Grand Hyatt San Diego)

2. Introductions & Agenda

3. Introductions Kenji Hakuta Professor, Stanford University; Principal Investigator, ELPA21; and Co-Director, Understanding Language Initiative, Stanford Graduate School of Education Margaret Ho Program Director, ELPA21, CCSSO Doug Kosty Assistant Superintendent, Office of Learning, Oregon Department of Education Emilie Pooler Assessment Designer, ETS Moderator Robert Linquanti Project Director, EL Evaluation & Accountability Support & Senior Researcher, WestEd

4. Agenda ELPA21 Overview The State of a State The ELP Standards The ELPA21 Assessment System Design Implementation Professional Development

5. ELPA21 Overview Alignment of standards, assessments, and professional development is necessary for student success

6. State Representation

7. Management Partner Standards Authors 3 Thought Partners Guidance and Feedback Lead State

8. Deliverables and Outcomes We are in the unique position of integrating new standards, assessments, technology, and teacher and administrator supports — all leading toward better systems of support and learning for ELLs. Summative Tests, K through 12 Screener, K through 12 Blind/Low Vision Forms, K through 12 Professional Development Modules

9. Operational Timeline – Year 1, SY2015-16 MonthOutcome September 2015To vendors: Final ELPA21 Item Specifications; operational Item Bank October 2015To vendors: Assessment Framework (metadata, form planners) October – December 2015Test administration platforms: Item reviews, UAT January – April 2016Operational test administration May 2016Data Review, Rangefinding June 2016Standard Setting

10. The State of a State Alignment of standards, assessments, and professional development is necessary for student success

11. The State of a State: Oregon Benefits of ELPA21 Assessment System Professional development & a new item bank Computer-based testing is a big shift for most states Screener Standardized screener is new for ODE Common definition of ELLs Identified, supplemental supports, process, exiting Longitudinal analysis How ELLs succeeded and what happens years after into college and careers (Ever-ELL category)

12. Oregon’s ELL Population

14. Former and Current ELs in Oregon About 20% of Oregon students are Ever ELLs, meaning they are current or former ELLs ~ 10% of students are current ELL ~ 10% of students former ELL These percentages mirror the national percentages of current and former ELLs in the U.S. About 75% of Oregon’s ELLs speak Spanish at home, similar to the national average

15. Outcomes for ELs in Oregon: Graduation In 2012-13, 49% of students classified as ELL graduated from high school within four years Clearly, in order for ELLs to be ready for college and careers, there is an urgent need for changes to business as usual At the same time, it is important to understand long-term outcomes for all students who enter schools as ELLs, including those who have attained English proficiency and exited ELL services. In 2012-13: 59% of Ever ELLs (both current and former ELLs) graduated within four years 72% of former ELLs graduated within four years 71% of students never classified as ELLs graduated within four years

16. Moving Toward Consistency In the past, Oregon districts have had a choice of four different assessments to use for initial identification of ELLs Moving to a common screener will increase consistency in identification across districts

17. The ELP Standards

18. The Cyclops Problem

21. 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

22. 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

23. ELPA21 Assessment System Design Implementation

24. ELPA21 Design

25. Assessment System Design We are in the unique position of integrating new standards, assessments, technology, and educator and administrator supports — all supporting a better system for ELLs. Comprehensive computer-based delivery Innovative technology-enhanced items Including teacher-developed items Accessibility and accommodations Communications and outreach within and across states Sustainability

26. ELPA21 Implementation

27. Implementation Evidence-centered design (ECD) approach to the design and development of task types Identified potential assessment claims based on Analysis of the ELPA21 standards Intended score reporting categories

28. Implementation Identified &/or invented assessment task types that would elicit evidence to support those assessment claims Analyzed coverage of standards (range, breadth, and depth) to determine potential test blueprint Finalized assessment task types Wrote item specifications and draft scoring rubrics to support item production effort

29. Task Design Example #1 Standard: 3 An ELL can speak and write about grade- appropriate complex literary and informational texts Speaking Claim: An ELL speaks about complex literary and informational texts and topics.

30. Proficiency Level Descriptors by Domain

31. Task Design Example #1

32. Speaking prompts Who is the author of the book, and where does the story take place? Describe the relationship between Ava Lang and Davie Wing. Would you enjoy reading this book? Explain why or why not. Give two reasons in your explanation.

33. Proficiency Level Descriptors by Domain

34. Task Design #1 Alignment to Standard 3 Alignment to Standard 4 Correspondence to ELA Practices

35. Task Design Example #2 Standard: 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. Speaking Claim: The English language learner adapts language choices to purpose, task, and audience when speaking.

36. Proficiency Level Descriptors by Domain

37. Task Design Example #2 Test takers watch an illustrated video of a science demonstration in a classroom. The video is accompanied by simple narration, and key materials are labeled. The prompt asks the test taker to summarize the key events of the presentation for the class. This task is intended to measure a test taker’s ability to deliver a short oral presentation using precise vocabulary and relevant descriptive details.

38. Observe and Report Watch the teacher. Then you will explain what happened.

39. Speaking Prompt Hi, I'm Maurice, I didn't completely follow the demonstration. Can you tell me what the teacher did?

40. Task Design Example #2 Alignment to standards 3 and 7 Correspondence to ELA, Math and Science Practices

41. Item Writing Once tasks were determined and item specifications written, large-scale item writing began Consortium educators were involved throughout: Reading passage rating and review Item writing including topic generation, word list creation, creation of listening, speaking and writing stimuli, and writing of reading comprehension items Content and Bias review panels

42. ELP Standards Professional Development

43. Professional Development ELPA21’s Professional Development (PD) Task Force Works with ELL experts and educators from ELPA21 states to develop materials and guidance to be used in group trainings and accessed by individual teachers. Six online training modules that focus on classroom implementation of the ELP Standards to be available Summer 2015 Will address topics for both ELL and content teachers, including ELP Standards implementation, English language application, and students’ understanding of language and content. Goal of supporting ELLs both inside and outside the EL context

44. Concluding Thoughts

45. Connections & Contingencies Prof. Learning/ Curriculum / Pedagogy

46. Q & A ?

47. Join Us & Learn More Visit www.ELPA21.orgwww.ELPA21.org Facebook: ELPA21 Facebook Twitter: ELPA21Assess Twitter Email: communications@elpa21.orgcommunications@elpa21.org