california english language development test and title iii ... · promoting academic achievement of...

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Updates and Implications for 2010–11

20th

Annual English Learner Conference: Promoting Academic Achievement of Long Term

English Learners Sonoma County Office of Education

February 24, 2011

California English Language Development Test and Title III Accountability:

TOM TORLAKSONState Superintendent of Public Instruction

22

Presenters•

Lily Roberts, Ph.D., Administrator–

CELDT and Title III Accountability Office, Assessment and Accountability Division

–

e-mail: [email protected]

•

Robert Linquanti, Project Director & Senior Research Associate–

California Comprehensive Center at WestEd

–

e-mail: [email protected]


33

Presentation Overview

•

CELDT and Title III accountability changes:–

Kindergarten and Grade One (K–1)

–

AMAO 2 cohort definition and targets

•

Title III Accountability results and trends

•

Implications for accountability and practice

•

Resources and Key Events


4

OVERVIEW OF CHANGES TO CELDT AND TITLE III ACCOUNTABILITY

2009–10 RESULTS

Part I:

4


55

Changes to CELDT for K–1

•

In July 2010, the State Board of Education approved modifications to the:1) Calculation of the overall score for K–1 2) Definition of the English proficient level on

the CELDT for K–1

•

Updated scale scores are posted on the California Department of Education (CDE) CELDT Initial/Annual Scale Score Ranges Web page at http://www.cde.ca.gov/ta/tg/el/cutpoints.asp


66

Changes to CELDT for K–1 (cont.)

•

The updated calculation of the overall score for K–1 applies weights to the domains: –

45 percent each for listening and speaking

–

5 percent each for reading and writing

•

The new definition of English proficiency on the CELDT for K–1 requires:–

Overall score of Early Advanced or above, and

–

Domain scores for listening and speaking at the Intermediate level or above


7

Title III Accountability•

AMAO 1 –

Annual Progress in Learning

English (measured by CELDT)

•

AMAO 2 –

Attain English Proficiency over time (measured by CELDT)

•

AMAO 3 –

Meeting Adequate Yearly Progress (AYP) for the EL Subgroup(measured by CST, CAPA, CAHSEE)


88

Year Student Score Files

Previous Scale

Scores(Entered during

PreID, demographics

pages, or during DRM.)

Overall Score Calculationand CELDT Criterion AMAO 1

Calculation(Percent of ELs

making progress)

AMAO 2Calculation(Percent attaining English proficient

level)Districts and

Reports AMAOs

2009– 10

For tests scored July 1, 2009, through June 9, 2010: Updated Student Score File posted at www.CELDT.org

.For tests scored after June 9, 2010: data posted to monthly files. Files have scale scores for Reading, Writing and Overall calculated as 50% Listening and 50% Speaking.

Uses 2008-09 previous scale scores for Listening, Speaking and Overall. Reading and Writing not operational in 2008-09.

Weights:Listening 50%Speaking 50%

CELDT Criterion:Overall at Early Advanced or above and Listening and Speaking at Intermediate or above

Weights:Listening 45%Speaking 45%Reading 5%Writing 5%


(Overall score includes Reading and Writing)

Data point 1: previous CELDT scores using “old”

Overall calculation and CELDT criterion as in box 5.

Data point 2: 2009-10 scores using “new”

Overall calculation and CELDT criterion as in box 7

Step 1: uses “old”

Overall calculation and CELDT criterion as in box 5 to identify “initial”

ELs

to match decisions made by districts in 2009-10Step 2: uses “new”

Overall calculation and CELDT criterion as in box 7 for all ELs

(including “initial”

ELs) to calculate AMAO 2.

Box 1 Box 3 Box 5 Box 7 Box 9 Box 11

CELDT K-1 AMAO Information (Handout -

top)

http://www.celdt.org/


99

2010– 11

All tests scored have data posted to monthly score files.

Uses 2009-10 previous scores from 2009-10 updated score files and June file (see box 1)







Data point 1: previous CELDT scores using “new”

Overall calculation and CELDT criterion as in box 7. (If 2009-10 scores are not available, use “old”

Overall calculation and CELDT criterion, as in box 5, and apply to 2006-

07, 2007-08 or 2008-09 scores.)

Data point 2: 2010-11 scores using “new”

Overall calculation and CELDT criterion as in box 8

Only one step: uses “new”

Overall calculation and CELDT criterion as in box 8 for all ELs

to calculate AMAO 2.

Box 2 Box 4 Box 6 Box 8 Box 10 Box 12

CELDT K-1 AMAO Information (Handout –

bottom)


1010

Title III Accountability: Changes to Calculations

•

AMAO 1–

No change to targets

–

Prior year CELDT score can be from a year other than the immediately preceding year (2006–07, 2007–08, or 2008–09)

–

Inclusion of K–1 reading and writing scores

•

AMAO 2–

Changes made to comply with the Notice of Final Interpretations released by the U.S. Department of Education

–

Inclusion of K–1 reading and writing scores


11

AMAO 1 Targets

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

Series1 51 51.5 52 48.7 50.1 51.6 53.1 54.6 56 57.5 59

0

10

20

30

40

50

60

70

Perc

ent o

f Stu

dent

s to

Mee

t Ann

ual

Grow

th Ta

rget

s


1212

Title III Accountability: Changes to Calculations (cont.)

AMAO 2 Changes •

Includes all English learners (ELs), including initial testers classified as ELs

•

Two cohorts established:–

ELs

who have been in language instruction educational programs for less than 5 years

–

ELs

who have been in language instruction educational programs for 5 years or more

–

New targets defined for each cohort•

Local educational agencies (LEAs)/consortia must meet targets for both cohorts to meet AMAO 2


13

AMAO 2 Targets


1414

Title III Accountability: Reports and Information Guide

•

Posted in September 2010–

2009–10 Title III Accountability Reports of AMAOs

1, 2, and 3

–

2009–10 Title III Accountability Report Information Guide

•

Available on the CDE Title III Accountability Web page at http://www.cde.ca.gov/ta/ac/t3/


1515

Title III Accountability Results 2009–10:Percent meeting AMAOs

•

AMAO 1 –

78% of LEAs/consortia•

AMAO 2 –

63% of LEAs/consortia

–

74% met target of less than 5 years–

75% met target of 5 years or more

•

AMAO 3 –

22% of LEAs/consortia•

Met all AMAOs

–

15% of LEAs/consortia

LEAs

and consortia N=649Source: February 4, 2011 update


16

Title III Accountability Results 2009–10: AMAO Year StatusYear 1 LEAs/Consortia –

164

Year 2 LEAs/Consortia –

81Year 3 LEAs/Consortia –

119

Year 4 LEAs/Consortia –

57Year 4+ LEAs

(continuing) –

133

Number meeting all AMAOs

–

95

LEAs

and consortia N=649Source: February 7, 2011 update


1717

AMAO 3: AYP Targets in ELA, Math (Unified School Districts)


18

TRENDS AND IMPLICATIONS

Part II:

18


191919

Annual CELDT Scores 2006–2009

AMAOs (2007–08)

AMAOs (2008–09)

AMAOs (2009–10)


20

Percent of Title III Subgrantees Meeting AMAOs

Source: CDE 2010

73 7469

8277

38

81

37

78

63

82

22

0102030405060708090

100

Met AMAO 1 Met AMAO 2 Met AMAO 3

Perc

ent o

f LEA

s

2006 2007 2008 2009

Cannot compare 2009–10 to prior years’ AMAO 2


21

68

54

74

31

77

32

59

15

0102030405060708090

100

Met AMAOs 1 & 2 Met All AMAOs (1, 2, 3)

Perc

ent o

f LEA

s

2006 2007 2008 2009

15

CELDT CELDT & academic testSource: CDE 2010

Title III LEAs

Meeting Two or More AMAOs: 2006–2009

Includes new AMAO 2 cohort definition & targets


22

22

Previous CELDT Overall Level

Annual Growth Target

Beginning Early Intermediate

Early Intermediate Intermediate

Intermediate Early AdvancedEarly Advanced or Advanced, and not English Proficient

English Proficient

English Proficient

Maintain English Proficient Level

AMAO 1 Criteria


23

AMAO 1 Cohort Composition

23


24

Percent ELs Making AMAO 1 Growth by Prior CELDT Level

Source: CDE, 2010% of AMAO 1 cohort (06/07 | 09/10)

(19% | 16%) (23% | 19%) (38% | 39%) (2% | 3%) (17% | 22%)


25

•

Review the graph showing AMAO 1 growth results on the previous slide.

•

What are your observations about the ELD growth of EL students over the past 4 years?

Point to Ponder


26

340,031 long-term ELs

(25% of total)

(Only 46% Eng. Prof. on CELDT)

Note: Does not include ELs that have been reclassified!

Number Proficient on 2008 CELDT by Time in Language Instruction

Educational Program


27

•

Review the 2008 CELDT results on the previous slide.

•

What are your observations about the results for English learners by time in program?

Point to Ponder


28

AMAO 2 Cohort

Before 2009-10:“Reasonable cohort”:

•

All intermediates•

All ELs

in US schools

more than 4 years•

Credit for Beg/EI ELs

≤

4 yrs. meeting CELDT criterion

•

Those English proficient on prior CELDT administration excluded

2009-10 forward:ALL ELs, including:

•

ELs

newly identified on initial CELDT

•

Those English proficient on prior CELDT administration

28


29

The English Learner Subgroup Self-Assessment (ELSSA): Tool for analyzing district-level EL performance patterns

29


3030

Which ELs are making progress annually?

Questions to consider:• At which CELDT level do most ELs

score?

• How well did ELs

progress from one level to next?• Which groups of ELs

merit further review?


31

Questions to consider:• How are ELs

in US schools for 4 or fewer years performing?• How are ELs

in US schools for 5 or more years performing?• Which groups of ELs

merit further review?

How well are English Learners progressing over time?


32

Sample Total EL Analysis


33

Sample Total EL Analysis (cont.)


34

Sample Total EL Analysis (cont.)

34


35

5-number summaries of CELDT scale score gains for ELs scoring Intermediate

in 2007–08 and 2008–09

70%*45%*

25%* 20%*

Linquanti, Crane, & Huang, 2010

*% of scale score range that grade-span median gain represents


36

Some Implications•

Monitoring EL progress (AMAO 1) more important than ever–

ELs

since Kindergarten

–

Progress harder in grades 6–12–

Target domains below intermediate

•

Long-term ELs

will be highlighted in AMAO 2 cohort ≥

5 years

–

Reclassification will affect results of this AMAO 2 cohort

36


37

Some Implications (cont.)

•

Must foster academic language development and academic literacy–

Increase oral academic language use with grade-level performance tasks

–

ELD and all sheltered content instruction should foster critical literacy skills

37


38

RESOURCES AND TOOLS

Part III:

38


3939

Title III Accountability Reports and Information Guide


40

ELSSA at http://www.cacompcenter.org/t3ta

40


41

Improving Education for English Learners: Research-Based Approaches

Purpose: Provide practical guidance on research-

supported best practices to ensure language,

academic, and socio- cultural proficiency for

ELs.

Audience: Administrators, teachers, resource

teachers, school boards, teacher educators, PD

providers, policy makersCDE, 2010


42

Technical Assistance Tool: Webinar Series by Authors at www.cacompcenter.org/t3ta


43

Regional Title III COE Leads: Network to Serve LEAs

•

Region 1 –

Sonoma COE (Patty Dineen, Stephanie Wayment)

•

Region 2 –

Butte COE (Holly Ahmadi)

•

Region 3 –

Sacto

COE (Jan Mayer)

•

Region 4 –

Contra Costa COE (Elvia

Teixeira)•

Region 5 –

Monterey COE (Yee Wan)

•

Region 6 –

San Joaquin COE (Olivia Sosa)

•

Region 7 –

Fresno COE (Guadalupe Solis, Carmen Friesen)

•

Region 8 –

Kern COE (Elva Hennessee)

•

Region 9 –

San Diego COE (Monica Nava, Antonio Mora, Karla Groth)

•

Region 10 –

Riverside COE (Maritza Rodriguez)

•

Region 11 –

LACOE (Magdalena Ruz-Gonzalez, Silvina

Rubinstein)


4444

Key Events•

January 2011 — Update 2009–10 AMAO 3

•

February 7–28, 2011 — Data Review Module for the CELDT 2010–11 Edition

•

April 2011 — Scoring Training of Trainers workshops begin for the CELDT 2011–12 Edition

•

May 2011 — Release of the 2010–11 CELDT annual assessment (AA) results

•

July 1, 2011 — 2011–12 AA and initial assessment windows open

•

July 2011 — Post the 2010–11 Title III Accountability Report Information Guide

•

August 2011 — Release of the 2010–11 Title III accountability results

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Questions?

45


4646

Contact InformationCELDT and Title III Accountability Office

Phone: 916–319–0784CELDT e-mail: [email protected] Web page:

http://www.cde.ca.gov/ta/tg/el/AMAO e-mail: [email protected] III Accountability Web page:

http://www.cde.ca.gov/ta/ac/t3/Title III Technical Assistance Web page:

http://www.cacompcenter.org/t3ta

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