English Language Development: Progress Monitoring Assessment using LAS Links

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1 English Language Development: Progress Monitoring Assessment using CTB/McGraw-Hill has been the leader in the assessment market for more than 80 years. The suite of assessments represents the next generation of LAS, further expanding CTB/McGraw-Hill s continuing commitment to connect language to learning by linking assessment to reporting and instruction for all English language learners. reflects the most comprehensive professionallydeveloped English language learner assessment tool in the market. CTB/McGraw-Hill provides high quality assessments for Grades K 12, and has been involved in language proficiency for more than 30 years beginning with the development of the Language Assessment Scales (LAS ). is based on the tenet that second-language acquisition occurs when students have multiple opportunities to process meaning with their fellow students, teachers, and other adults in the school and elsewhere. Students process information best when that information is systematically introduced, when it is engaging, and when it is accompanied by opportunities to practice the knowledge and skills required to learn the English they will need for academic, social, and test situations. The tasks and item types in are engaging for students and take into account their different learning styles. In creating the family of assessments, CTB/McGraw-Hill has applied years of second language acquisition research. This research is reflected in the types of items, topics, language usage, linguistic expectations, and scoring that are utilized in these assessments. Careful consideration has been given to distinguishing the content of English language proficiency development from that included on English language arts achievement tests. Throughout the life cycle of a student s acquisition of English as a second language, from beginner to fluent, provides a measure of growth that reflects the different rates of growth evident in the ELL population. The assessments include a suite of programs designed to meet a variety of program needs. consists of short placement tests, two summative test forms, Forms A and B, for each grade span, one Spanish form, three parallel benchmark assessment forms, instructional binders for teacher use, and professional development/training. : A Model for Progress Monitoring can be used for English language development and progress monitoring by using a combination of the assessments. Depending on program need and intent, provides schools and districts with the option of measuring student progress up to five times per year. The criterion-referenced assessment measures speaking, listening, reading, and writing, and provides a measure of comprehension skills in academic and social English derived from the listening and reading domains. Each of these domains can be administered individually for monitoring specific areas, or can be administered as a whole to provide a complete picture of students language abilities. blends the assessment of English proficiency with content area knowledge, using vocabulary that is needed for success in school. A wide selection of item formats, including multiple-choice and constructed-response items, are provided, and the content is culturally relevant and motivating to students. The results link to teaching strategies and instructional guidance for teachers. The results can

2 ELD Progress Monitoring Page 2 also assist teachers in creating remedial instruction to ensure the successful academic achievement in all English academic settings. Form A & B: The assessment is divided into five grade level spans: Primary (K 1), Early Elementary (2 3), Elementary (4 5), Middle School (6 8), and High School (9 12). There are two parallel forms, A and B, available at each grade span. They measure a wide range of skills in each domain efficiently and quickly, ranging from minutes per subtest. With the exception of the speaking subtest, each section is group administered, making it easy for teachers to proctor. Forms A & B provide the following characteristics: 5 language proficiency levels (Beginning, Early Intermediate, Intermediate, Proficiency, Above Proficient) Scale Scores for each domain (listening, speaking, reading, writing) Item Analysis Form A & B: Estimated Testing Time Content Area Estimated Time Administration mode Speaking 10 minutes Individual Listening 15 minutes Group Reading minutes Group Writing minutes Group Scoring Options: Forms A & B includes the following scoring and reporting options: 1. Send to CTB/McGraw-Hill for scoring. A variety of reports are included with this option. Costs range from $12 per student to $25 per student. You can receive hard copy reports, as well as online reporting capabilities. 2. Local scoring using district scanners and software. TestMate Clarity is a Windows -based software database program that allows districts to scan and score. The software yields reports and has an easy export feature, allowing the data to be imported into other local data management systems. Approximate cost is a one-time fee of $12,000. Compatible scanners include NCS/Opscan and most Scantron series. 3. An online scoring tool is available to simplify the handscoring process. Simply enter the raw score results into an online interface to receive instant proficiency and scale score information. Per student cost is $ Hand scoring is available. Using student profile sheets and an interpretation guide, can be handscored in less than 10 minutes. Cost is $2.15 per student. Benchmark Assessments: The Benchmark Assessments are divided into five grade level spans: Primary (K 1), Early

3 ELD Progress Monitoring Page 3 Elementary (2 3), Elementary (4 5), Middle Grades (6 8) and High School (9-12). There are three parallel forms, book 1, 2, and 3, available at each grade span. Benchmark Assessments provide the following characteristics: Raw score converted to percent correct Item Analysis Benchmark Assessments: Estimated Testing Time Content Area Estimated Time Administration mode Speaking 5 minutes Individual Listening 10 minutes Group Reading 15 minutes Group Writing 10 minutes Group Scoring Options: Benchmark Assessments include the following scoring and reporting options: 1. Local scoring using district scanners and software. TestMate Clarity is a Windows-based software database program that allows districts to scan and score. The software yields reports and has an easy export feature, allowing the data to be imported into other local data management systems. Approximate cost is a one-time fee of $12,000. Compatible scanners include NCS/Opscan and most Scantron series. 2. Hand scoring is available. Using student profile sheets and an interpretation guide, can be handscored in less than 10 minutes. Cost is $2.15 per student. Professional Development/Training For initial preparation time, CTB/McGraw-Hill recommends a Train the Trainers Model. The district chooses who will be trained. Typically, an EL Specialist and an administrator from each site, as well as district office staff attend training. The training is approximately six hours. Training sessions prepare educators and test coordinators to use the test materials and provide a solid foundation for scoring each section of the assessment. Extensive review of the speaking and writing rubrics will be covered. CTB/McGraw-Hill also provides follow-up training as needed including: how to use test results, data analysis, and lesson planning. Cost per day for up to 25 educators is $3,000 and includes all travel costs, and a staff development DVD and CD which trainers can use to replicate training. custom training starts at $4,000 per day depending up the level of customization. The $4,000 per day also includes all travel costs. Pricing Pricing depends on: number of EL students; number of teachers; number of schools; number of assessments per year; scoring; number of staff training days; and assessment configuration. Note: some districts will have a different benchmark assessment configuration for secondary schools versus elementary schools. Costs for the first assessment are typically higher, as all new materials must be purchased. However, many assessment materials are reusable; therefore subsequent assessments are a lower cost. Call CTB/McGraw-Hill for a price quote.

4 ELD Progress Monitoring Page 4 Progress Monitoring Models: MODEL #1: 3x per year Form A (October) (February) Form A (June) MODEL #2: Pre/Post Test 2x per year Form A (December/January) (May/June) MODEL #3: Pre/Post Test 2x per year Form A (September) (June)

5 ELD Progress Monitoring Page 5 MODEL #4: * 2 teacher benchmarks * 1 test at end of year (November), (February) Form A (June) MODEL #5: * test used for MS/HS (placement decisions for next school year) (March) MODEL #6: * Benchmark for teachers * for placement and end of year instruction, (November) (March)

6 ELD Progress Monitoring Page 6 MODEL #7: ELD Report Card: 9/25 ELD Report Card: 12/18 ELD Report Card: 3/19 ELD Report Card: 6/8 * 3 benchmarks correspond with ELD Report card and parent / teacher conferences. Track growth across all three (November 30-December 11), (March 1-12), Benchmark #3 (May 17-28) MODEL #8: ELD Report Card: 9/24 ELD Report Card: 12/17 ELD Report Card: 4/8 * 3 benchmarks correspond with ELD Report card and parent / teacher conferences. Track growth across all three (September 1-15), (December 1-15), Benchmark #3 (May 14-25

7 ELD Progress Monitoring Page 7 MODEL #9: * Teacher benchmarks 3x per year * Pre/Post test using for scale scores and proficiency levels 2x per year,, Benchmark #3 Form A (October) (April) MODEL #10: * Teacher benchmarks 2x per year, (November), (March) For additional information, please contact CTB/McGraw-Hill at or visit www. CTB.com/LASLinks Copyright 2010 by CTB/McGraw-Hill LLC. All rights reserved. LAS,, and TestMate Clarity are registered trademarks of The McGraw-Hill Companies, Inc. All other brands and product names are property of their respective owners and are not associated with the publisher of this publication.