Alaska’s English Language Proficiency Standards 2005

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Alaskas English Language ProficiencyStandards
2005
Alaska Department of Education Early
Development February 8, 2006
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English Language Proficiency Standards

• Serve as guidepost for curriculum, instruction,
  and assessment of English language acquisition,
• Outline the developmental stages of English
  language acquisition, and
• Align with academic content standards to offer
  opportunities for continuity of learning.

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Alaskas ELP 2004 Standards

• Developed by committee in 2003 to meet NCLB
  requirement
• Based on former TESOL standards
• Four domains listening, speaking, reading
  writing
• Included social goals as well as academic goals

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ELP 2004 Standards

• Drafted by committee of educators and
  administrators with experience in ESL
• Draft reviewed by larger committee in November,
  2003
• State Board adopted in March, 2004

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AK ELP Assessment Selection

• Alaska joined the Mountain West Assessment
  Consortium (MWAC), (10 states) in spring of 2003
  to begin development of ELP Assessment
• The MWAC assessment delivered to EED in December
  2004
• No responsive proposals received to RFP to
  implement MWAC ELP assessment.
• EED issued an RFP July 29, 2005 for proposals to
  implement an existing NCLB compliant ELP
  assessment.

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State Approved Assessment

• State selected Pearson Educational Measurement
  (PEM) and Ballard Tighe to implement statewide
  the IDEA Proficiency Test (IPT) beginning March,
  2006.
• NCLB compliant
• consistency across the State
• useful data at all levels

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Review of ELP 2004 Standards Needed

• Newly adopted Alaska grade level expectations in
  content areas
• Extensive ELP standards development by other
  states and consortia
• TESOL standards under revision

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Research Other Standards

• Teachers of English to Speakers of Other
  Languages (TESOL), Inc.
• World-class Instructional Design and Assessment
  (WIDA) Consortium standards
• North Carolina, Indiana, Utah, Colorado, and
  Virginia state standards
• Academic English A Conceptual Framework, Robin
  Scarcella

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2005 ELP Standards Committee

• Recruitment of Committee
• 12 stakeholders around state
• 9 of the 12 took part in the creation or review
  of the 2004 ELP Standards
• Objective of Committee
• Review revise ELP Standards before alignment
  study with IPT assessment
• Level of appropriateness
• Assessable for large scale
• Coherence across grade spans and domains
• Demonstrate through the GLEs linked to science,
  math, language content standards.

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Highlights of ELP Standards 2005
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Four Guiding Standards

• One (Listening) The learner will comprehend
  spoken English in a variety of personal, social,
  and academic contexts within the school setting.
• Two (Speaking) The learner will communicate in
  appropriate spoken English in a variety of
  personal, social, and academic contexts within
  the school setting.
• Three (Reading) The learner will comprehend
  written English in personal, social and academic
  contexts within the school setting.
• Four (Writing) The learner will communicate in
  appropriate written English in a variety of
  personal, social, and academic contexts within
  the school setting.

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Grade Spans

• Kindergarten There is increasing accountability
  for learning at early school years. By describing
  the English language acquisition process for
  young students, Alaska provides an overall
  comprehensive program for assessment.
• Grades 1-2 English language learners in primary
  grades are becoming acclimated to the demands of
  school and are acquiring a foundation in
  literacy. TESOL suggests 1-3 grades.
• Grades 3-5 By middle elementary school years,
  students are focused on complexity and depth
  within the content areas through literacy.
• Grades 6-8 This grade span was not changed
  middle school brings on a unique set of
  challenges for English Language Learners.
• Grades 9-12 This grade span was not changed
  this span outlines the language of academic
  success necessary by the end of secondary
  schooling.

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Levels of Language Proficiency
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AMAO OptionAnnual Measurable Achievement
Objectives
Growth in proficient area for two consecutive
years.
5
3
4
2
1
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Level of Appropriateness
All levels maintain consistency throughout the
grade spans with some developmental growth.
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Assessable Indicators
Skill or knowledge oriented
ask, respond, express
Restate, summarize, describe
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Coherence (to be logically connected)
Depth and complexity increases
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Demonstrated through the Content
The use of e.g. makes the content link. GLEs can
be specified.
Science
Math
Language Arts
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Locally Assessed Standards

• Some standards are coded with (L) to indicate
  that teachers should assess those standards at
  the local classroom level
• RBH.1-2. 1 Demonstrate one-to-one correspondence
  of spoken and printed words with modeling and
  prompting (follow along when text is read aloud).
  (L)

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Relationship to 2004 Standards
Same indicator on both ELP Standards
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Connecting Standards Assessment to Instruction

• Student level reports will indicate proficiency
  level in each domain of speaking, listening,
  reading, and writing
• Class school reports will indicate of
  students at each proficiency level and in each
  domain
• Teachers use standards at each proficiency level
  to determine where to focus instruction to
  maximize learning for each student

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Sample Student Level Report
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Questions andDiscussion
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Stakeholder Feedback

• Public Comment
• Online access http//www.eed.state.ak.us/regs/comm
  ent.html
• Complete form fax or give to an EED
  representative
• Deadline February 10, 2006