examination of states’ english language proficiency standards

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?




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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

Language Domains: Example

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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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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


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)


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.


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

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


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).”

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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examination of states’ english language proficiency standards

Documents