Challenges of Transitioning English Language Proficiency/Development Standards and the New On-Line Assessment System to Reflect the Language Behind the Common Core

Friday, June 21, 2013: 3:30 PM-5:00 PM
Chesapeake A-B (Gaylord National Resort and Convention Center)
Presentations
  • Cook-NCSA 2013 Transitioning ELPD stand&assmt.ppt (2.2 MB)
  • 2013-06_ELPA21 Overview - Kenji - NCSA.pdf (2.4 MB)
  • NCSA 2013 ASSETS ELP Assessment - Kenyon,Wilmes,Lesondak .pdf (5.1 MB)
  • NCSA 2013 Future of ELP- Roberts & Sato.pdf (1.9 MB)
  • NCSA 2013 Transitioning ELP - Boals & Gottlieb.pdf (2.2 MB)
  • Content Strands:
    1. Transitioning assessment systems
    2. Transitioning special populations
    ABSTRACT:
    CCSSO’s ELPD Framework states that “… the sophisticated use of language required by the [Common Core State] standards, … entail a reconceptualization of the way English language learners (ELLs) ‘apprentice’ into these demanding disciplinary practices by simultaneously acquiring and developing language as well as acquiring disciplinary knowledge and skills.” Accordingly, the Common Core State Standards (CCSS) require more rigorous use of language skills compared to other states’ standards. This session discusses how states and consortia charged with assessing ELLs are reacting to this increased academic language demand and presents the current progress of two ELL assessment consortia.

    The first presentation introduces the ELPD Framework and how it was conceptualized. It outlines the suggested use of the Framework and describes ancillary products resulting from its development. 

    The next presentation discusses California’s recent experience in developing new English Language Development Standards (ELD) standards that correspond to the CCSS in English Language Arts and the impact of this transition on the state’s English Language Development Test (CELDT). The distinctions between the old and new standards will be described in the context of the changing landscape of California’s overall assessment system.

    Based on surveys and focus group sessions conducted in 2012 from hundreds of educators across member states, WIDA published its amplified English language development standards. Maintaining the identical standards that address social and instructional language as well as the language of language arts, mathematics, science, and social studies, this resource explicitly integrates elements of language and content so that teachers can work together to make a seamless transition from language proficiency to academic achievement for their English language learners. This presentation centers on the features of WIDA’s expanded standards framework, including connections to the CCSS and the Next Generation Science Standards.

    The Assessment Services Supporting ELs through Technology Systems (ASSETS) is project funded by a federal Enhanced Assessment Grant. It is a consortium of over 30 state partners with the purpose of creating the next generation, web-accessible assessments for ELLs. This presentation highlights the status of the grant and discusses how the Consortium is responding to the increased academic language demand of the CCSS.

    The latest consortium of states funded by an Enhanced Assessment Grants is ELPA-21, a group of 12 states, with Oregon serving as the lead state.  This presentation will describe the process by which the states adopt a common set of ELP standards corresponding to CCSS, characterize the utility of the CCSSO ELPD Framework in the process, and provide an update on initial plans on the development of the new assessment aligned to the standards.

    Official: