Examination of States’ English Language Proficiency Standards
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Examination of States’ English Language Proficiency Standards
National Conference on Student AssessmentDetroit, MI
June 21, 2010
Ellen ForteLaura Kuti
edCount, LLC
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BackgroundTitle III policy
New with NCLBSEA roleSystemic reform principlesAcademic English
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Title III Requirements
States are required to :implement ELP standards that link to the language
demands inherent to academic standardsImplement annual ELP assessments aligned to ELP
standards that yield reading, writing, listening, speaking, and comprehension scores
establish an accountability system for LEAs reflecting expectations for progress toward, and attainment of, ELP goals and achievement in the core academic content areas
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BackgroundTitle III policy
New with NCLBSEA roleSystemic reform principlesAcademic English
First national evaluation of Title III implementationAmerican Institutes for Research and edCount, LLCMixed-method approach
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National Evaluation of Title IIIInterviews with state Title III directors from all 50
states and the District of ColumbiaSurvey of 1,300 Title III districtsDistrict case studies in five states (NY, NC, MN, NM, CA)Analysis of longitudinal student achievement data
from six states and two large districtsReview of each state’s ELP standards
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ELP Standards Review: Guiding QuestionsHow are states’ ELP standards structured to address
expectations from Kindergarten through grade 12 in each of the reading, writing, speaking, and listening domains as required under ESEA?
How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
How do states’ ELP standards reflect the principles of academic English language acquisition?
How accessible are states’ ELP standards to educators for curriculum and assessment development?
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ELP Standards Review: MethodLiterature reviewConsultation with Technical Working Group members and
the U.S. Department of EducationProtocol developmentTrainingPilotProtocol refinementTraining2 independent reviewers and a third reviewer who
assisted in resolving discrepancies
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ELP Standards Review: Data CollectionStandards in effect for the 2008-09 school year
20 states used the Access for ELLs ELP assessment19 states used custom-made ELP assessments7 states used the ELDA (standards not common across
states)5 states used LAS Links
31 sets of standards and supplemental documents collected from states’ Department of Education websites30 states 1 set for the 20 2008-09 WIDA states
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ELP Standards Review: Guiding QuestionsHow are states’ ELP standards structured to address
expectations from Kindergarten through grade 12 in each of the reading, writing, speaking, and listening domains as required under ESEA?
How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
How do states’ ELP standards reflect the principles of academic English language acquisition?
How accessible are states’ ELP standards to educators for curriculum and assessment development?
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Organization across grade levels
Grade-range clustersInclusion of Pre-K
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How are states’ ELP standards structured to address expectations from Kindergarten through grade 12 in each of the reading, writing, speaking, and listening domains as required under ESEA?
Manifestation of reading, writing, speaking, and listening domains
Each domain separateTwo domains
combinedNo distinction
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Language Domains: Example
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How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
1. Basic philosophy of the domain
2. Degree to which ELP standards include specific connections to the language of the content areas
3. Reflection of specific components of academic English
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How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
1. Basic philosophy of the domain
A. Focus on social language of school and some aspects of academic language
B. Focus on social and academic language of school and based on English/Language Arts (ELA) Standards
C. Approach 2 with some additional focus on other academic content areas beyond ELA
D. Integrated Content Area Standards with Academic English Focus
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2. Degree to which ELP standards include specific connections to the language of the content areas
A. English language artsB. MathematicsC. ScienceD. Social Studies
How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
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Example of Linkages to Content Areas
“Connect events with people in
U.S. history using timelines,
graphics or illustrations”
“Select examples of rights or
responsibilities of people in U.S. or other
countries using illustrations and written
descriptions”
“Draw conclusions about resources or
agricultural products on maps or graphs
described orally from grade-level material”
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Example of Linkages to Content Areas
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3. Reflection of specific components of academic English(Scarcella, 2003)
A. Phonological Component (sounds, stress, intonation)B. Lexical Component (meaning of words)C. Grammatical Component (morphemes, syntax, rules of
punctuation)D. Functional Component (discourse features and
functions of language)
How are states’ ELP standards designed to support the achievement of academic achievement standards as required under ESEA?
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Language Skills and Functions: Phonological, Lexical, and Vocabulary Example
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Language Skills and Functions: Discourse Example
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TESOL Language Learning Principles:1. Language is functional.2. Language varies.3. Language learning is cultural learning.4. Language acquisition is a long-term process.5. Language acquisition occurs through meaningful use and
interaction.6. Language processes develop interdependently. 7. Native language proficiency contributes to second language
acquisition.8. Bilingualism is an individual and societal asset.
How do states’ ELP standards reflect the principles of academic English language acquisition?
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Language Development Principles: Example of Principle 3, Cultural Learning
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Language Development Principles: Example of Principle 5, Meaningful Use and Interaction
“3. Request and provide information
and assistance, orally or in writing, for
personal, social, and academic purposes. (L,
S, R, W)”
“6. Understand and use a variety of oral communication strategies in American English
for various social and academic purposes.
Such strategies include indicating lack of understanding,
clarifying or requesting clarification, restatement, and
checking listeners’ understanding.
(L, S, W)”22
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Language Development Principles: Example of Principle 7, Native Language Proficiency
“One of the most reliable indicators of success in acquiring English is the level of language development in the student’s first language. A student with a highly
developed first language may compress the above timeline.””
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1. Clear descriptions or examples of performance indicators
2. Specific curricular suggestions
How accessible are states’ ELP standards to educators for curriculum and assessment development?
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Support for Instruction: Performance Indicator Example
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“Write a detailed
summary of a story.”
“Write persuasive compositions that structure
ideas and arguments in a logical way with consistent
use of standard grammatical forms.”
“Write pieces related to career
development (e.g., business letter, job
application, letter of inquiry).”
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Support for Instruction: Curricular Suggestions Example
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Future ConsiderationsStates need guidance on how to structure standards
and should incorporate current research on which to base their standards’ structure and content
Clear understanding of the construct of ELP and of academic English language
Inclusion of Pre-Kindergarten and Kindergarten standards
Links between instruction, standards, and assessmentPeriodic reviews of the system
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Examination of States’ English Language Proficiency Standards
Ellen [email protected]
Laura [email protected]
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