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Page 1: English Language Proficiency Indicator - isbe.net · progress in achieving English language proficiency, as defined by the State and measured by the [state’s ELP ... Michigan –

EnglishLanguageProficiencyIndicator

ILAccountabilityTAC,April2,2018

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ESSARequirements

Annuallymeasure….forallpublicschoolsintheState,progressinachievingEnglishlanguageproficiency,asdefinedbytheStateandmeasuredbythe[state’sELPassessment]withinaState-determinedtimelineforallEnglishlearners—•  ineachofthegrades3through8;and•  inthegradeforwhichsuchEnglishlearnersareotherwiseassessed…duringthegrade9throughgrade12period

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PrimaryConsiderations

•  UnderESSA,theELPindicatormaytakeindividualstudentcharacteristicsintoaccount.

•  Twoimportantcharacteristicsthatinfluencewhetherastudentisreclassified:–  Student’sinitiallevelofEnglishproficiency,–  TimeinthesystemasanEL

•  Growthconsiderations–  Growthtrajectoriesarerarelylinear

•  Fastergrowthearly;slowsdownovertime•  Growthisoftenconsistentacrossgradesamonginitiallevels•  StudentsenteringinthelatergradestendtoscoresimilarlyanddisplaysimilargrowthtrajectoriestostudentswiththesameELDlevelwhohavebeenintheschoolsystemlonger

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Goldschmidt,P.&Hakuta,K.(2017).IncorporatingEnglishLearnerProgressintoStateAccountabilitySystems.WashingtonDC:CouncilofChiefStateSchoolOfficers

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ILStatePlan

•  IllinoisproposesatargetedmaximumtimelineoffiveyearsforEnglishLearnerstoachieveELP

•  Proficiencyhasbeenestablishedasacompositeproficiencylevelscoreof4.8orabove

•  ELsmustmakeannualprogresstowardsthecompositescoreof4.8oraboveonACCESS2.0withinfiveyears.Studentsmeasuretowardproficiencyisindividuallybasedonentrylevelperformance.Astudentismakingprogressprovidedthattheyscoreatorabovetheircalculatedinterimtarget

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ILStatePlan

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•  Theinterimtargetiscalculatedbyinterpolatingbetweenthestudent’sentrylevelACCESS2.0scoreandtheminimumexitscoreof4.8.

•  Allstudentsareprovided5yearstoexitregardlessoftheircompositeproficiencylevelinyear1.

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ThoughtsfromtheDecembermeeting

•  Needadditionalinformationtohelpevaluatethereasonablenessofthismodelandproposeadditionaloptionsforconsideration:–  TechnicalcharacteristicsoftheACCESS2.0–  SummaryofwhatotherWIDAstatesaredoing/planning–  CharacteristicsofthepopulationofELLtesttakersinIL–  PotentialimpactofproposedELPindicatorfordifferenttypesofschoolsinIL

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WIDAStates

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Graphicfromwww.wida.us

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ACCESSforELLs2.0

•  Purpose:meetstateandfederalrequirementsfortheannualassessmentofEnglishlearnersto…–  Identifytheappropriatelanguageinstructioneducationalprogram(LIEP)placement

–  DetermineifstudentsaremakingacceptableprogressinEnglishlanguageproficiency

–  DetermineifstudentshaveattainedsufficientEnglishlanguageproficiencytobereclassified

–  SupporttheevaluationofLIEPprograms

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TakenfromWIDAInterpretiveGuide

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Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Language Domains

SlidedevelopedbyWIDAConsortium

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AssessedGrades

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Online-StagedAdaptiveDesign

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OnlinevsPaper

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FromWIDAInterpretiveGuide

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DomainScores

•  ScaleScores:Withineachdomainscoresarereportedonaverticalscalethatrangesfrom100-600.–  appropriateformakingcomparisonsacrossgradeswithinadomain–  confidenceintervalsbasedonCSEMs.

•  Proficiencylevelscores–gradespecificinterpretationsofstudentperformanceinacontentdomainbaseduponthePLsintheELDStandards.–  Proficiencylevelscoresarepresentedaswholenumbersfollowedbya

decimal.Thewholenumberindicatesthestudent’slanguageproficiencylevel(from1-6)basedontheWIDAELDStandards.Thedecimalindicatestheproportionwithintheproficiencylevelrangethatthestudent’sscalescorerepresents,roundedtothenearesttenth.(SeeAppendixDintheInterpretiveGuide)

–  Thesamescaledscoreisassociatedwithadifferentproficiencylevelacrossgrades.“AReadingscalescoreof355forafifthgradestudentisinterpretedasLevel4.0.ThesamescalescoreforafourthgraderresultsinLevel4.6,andforathirdgradestudentthatscalescoreresultsinLevel5.2.”

–  Appropriateforcomparisonsacrossdomainswithinagrade.ILTACApril2018ELP 12

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ProficiencyLevels

•  Level1:Entering•  Level2:Beginning•  Level3:Developing•  Level4:Expanding•  Level5:Bridging•  Level6:ReachingLevelDefinitionsestablishedinconsiderationof:

–  LinguisticComplexity:Extentoffunctionallanguage(textordiscourse)–  VocabularyUsage:Comprehensionanduseofthetechnicalvocabularyofthecontentareas

–  LanguageControl:Comprehensionanduseofphonological,syntactic,andsemanticstructure&rules

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FromWIDAInterpretiveGuide

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CompositeScoreCategories

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CompositeScores&ProficiencyLevels

•  CompositeScaleScores:Weightedsumacrossdomainscaledscores(compensatory)–  ConfidenceintervalsbasedonclassicaltesttheorySEMs

•  CompositeProficiencyLevelScores:derivedfromthedomainscaledscores,notthedomainproficiencylevels(i.e.,baseduponthecompositescaledscore).

•  CautionsfromWIDA:–  TheOverallScoreishelpfulasasummaryofotherscoresandbecause

sometimesyoumayneedasinglenumberforreference.However,it’simportanttoalwaysrememberthatitiscompensatory;aparticularlyhighscoreinonedomainmayeffectivelyraisealowscoreinanother.Similaroverallscorescanmaskverydifferentperformancesonthetest.

–  Nosinglescoreorlanguageproficiencylevel,includingtheOverallScore(Composite),shouldbeusedasthesoledeterminerformakingdecisionsregardingastudent’sEnglishlanguageproficiency.

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FactorstoConsiderinDefiningELPIndicator(Reviewed12approvedplansforWIDAstates)

•  HowisEnglishLanguageProficiencyDefinedontheACCESS2.0?–  5.0PL-9states;–  4.6-1state;4.5–1state;4.8–IL

•  Whatisthemaximumnumberofyearsastudenthastoachieveproficiency?

–  5year:4states–  6years:8states

•  Whatfactorsinfluencethenumberofyearsastudenthastoreachproficiency?

–  Baselineproficiencylevel(11states)–  Baselinegradelevel(3)

•  Howisannualprogressevaluated?–  ComparegaininPLscoretothatdeemednecessarytoachieveproficiencyina“fixed”

numberofyears:8states–  EvaluatewhetherobservedSGPisontrackwiththatneededtobeproficientinadefined

numberofyears(adequategrowthpercentile):3states–  ComparegaininPLscoreagainstacommonfixedcriterionforallstudents-1state(HI)

requires1.0PLgainperyear

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FactorstoConsiderinDefiningELIndicator

•  Aretargetsforperformancereseteachyear?–  Yes:redistributethegapnecessarytoachieveproficiencyinthedefinedamountof

timeeachyear(3states)–  Yes:throughannualrecalculationofAGPs(3states)–  No:mustachievetargetsestablishedinbaselineyear1tomakeadequateprogress

(6states)•  HowisschoolperformancequantifiedwithintheELPindicator?

–  Percentageofstudentsachieving/exceedingtheannualtargetstowardproficiencyintheschool(i.e.,scoreorAGP):8states

•  MAalsoconsidersthepercentageofstudentsthatachievedproficiencyontheACCESS2.0

–  Assignpointstoeachstudentbasedondegreetowhichprogresstargetismetusingavaluetableapproach:4states

•  Establishaweightedrateoftargetattainment:2states(DE,PA)•  Createanindexscorefortheschoolbasedonsumofpointsearnedbyeachstudent:1state(SD)

–  ConsideraggregateresidualdifferencebetweenobservedPLscoreandtargetPLscoreoverstudentsandassignagrade(A-F)tothisresidualforreporting:(NM)

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WYELPProgress

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Delaware/PennsylvaniaApproach•  GrowthisbasedontheverticalscaleofACCESS2.0•  Studentshavebetween3-6yearstoexit(composite5.0or

higher)dependingoninitialaccesslevel•  Thestateproducesanindexthatmeasures“percentof

annualtargetachieved”andallowsabonusofupto10%ifthetargetisexceeded–  E.g.ifthetargetgrowthis20pointsandthestudentearns15pointsthe

studentreceives.75

•  Studentswhodonotexitinthedesignatedattainmentyearareeligibleforpartialpointswhentheyexit–  .75,.5,or.25foreachof1,2,or3+yearsof“lateexit”

•  Totalschoolindexscoreistheaverageofeachstudent’sscore(essentiallyaweightedattainmentindex)

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Delaware

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DEGrowthIndex

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SDGrowthIndex

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Astudentisexpectedtomake20%progresstowardproficiencyeachyear.

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Michigan–AdequateGrowthPercentiles

•  Eachstudent’sattainmentgrowthtargetisthescalescore(SS)ataPL4.5atthegradelevelfortheyearthattheyareexpectedtoreachattainment

•  Eachstudent’sinterimgrowthtargetsarecalculatedannuallyusingtheadequategrowthpercentile(AGP)AnAGPisaquantitativedescriptionofthegrowthnecessarytobeconsistentlyachievedtoreachproficiencyinasetnumberofyears

•  Theannualresetallowsforavariablegrowthtrajectorydependingoneachstudent’sprogressovertimewhilestillrequiringthattheATbereachedwithintherequirednumberofyears.Thisyearlyresetrecognizesthenonlineargrowththatstudentsatvaryingproficiencylevelsmakewithinayear’stime.

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NewMexicoELPIndicator•  AllELstudent’sELPscoresare

comparedtotheirpersonalizedannualtargets.TheresidualsareaccumulatedforallELPstudentsintheschool.Apositivevalueindicatesthatstudentsare,onaverage,exceedingtargetsandanegativevalueindicatesthattheyarenotmeetingtargets.

•  Schoolsearnagradeontheindicatorbasedontheresidualscoreobtained.(Cut-scoreshavenotyetbeendetermined).

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DataAnalyses

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DescriptiveSummary

•  Approximately188KELstudentsinIL•  Overall,about80%ofexamineesarelevel3andbelow•  About22KELinHSgrades

–  11%Level1–  23%Level2–  47%Level3–  17%Level4–  About2%Level5+

•  About17KStudentsserved3+yearsinHS–  7%Level1–  23%Level2–  51%Level3–  17%Level4–  About1%Level5+

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GrowthSummary

•  Growthishighestforlowerperformingstudentsinearliergrades

•  Studentsingrades9-12demonstratethelowestgrowth(oftennegative)regardlessofstartinglevelandregardlessofwhethertheyhavebeenreceivingservicesforlessthan3yearor3+years

•  Forstudentsinthelowergradesbelowlevel5averagegrowthisoftensufficienttoreachlevel5in3orfeweryears;thisisnotthecaseforstudentsinmiddleandespeciallyhighschoolgrades

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Discussion

•  WhatguidancedoestheTAChavetoimplementafairandtechnicallydefensibleapproachformeasuringEnglishlanguageprogress?

•  Howcanweensurethemethodbalancestheimportanceofprogresstoexitinareasonabletimeframeandsettingexpectationsthatareobtainable?

•  Whatadditionalinformation/analysesarehighestprioritytoinformthesedecisions?

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