enhancing state assessment validity for english language learners with disabilities
DESCRIPTION
Enhancing State Assessment Validity for English Language Learners with Disabilities. Kristi Kline Liu, Linda Goldstone, Martha Thurlow, Laurene Christensen, and Jenna Ward National Center on Educational Outcomes – University of Minnesota. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/1.jpg)
1
Enhancing State Assessment Validity forEnglish Language Learners with Disabilities
Kristi Kline Liu, Linda Goldstone, Martha Thurlow, Laurene Christensen, and Jenna Ward
National Center on Educational Outcomes – University of Minnesota
![Page 2: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/2.jpg)
2
IVARED: Improving the Validity of Assessment Results for English Language Learners with Disabilities
• Who? When? Where?– 3 yr. Enhanced Assessment grant– MN Dept. of ED, AZ, ME, MI, WA– National Center on Educational Outcomes (NCEO)
• What? Why? How?– Growing student population– Test validity: test design, data reporting– Inclusion on state tests: challenging– NCEO’s Surveys of State Assessment Directors–www.ivared.info/reports
![Page 3: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/3.jpg)
3
Special Education Students Ages 6-21 Receiving ELL Services (Fall’09)
From IDEAdata.org
Maine Michigan Minnesota Washington Arizona0
20
40
60
80
100
2.8 3.98.3 9.1 10
Perc
enta
ge o
f stu
dent
s with
dis
abil-
ities
![Page 4: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/4.jpg)
4
Data Collection Activities
Delphi Expert Principles
• n = 11• multi-disciplines• anonymous• internet• geographically
dispersed
Online Focus Groups
• n = 232• 5-8 educators/group; • 5 states (MN, ME, MI,
AZ, WA)• multi-disciplines• anonymous• internet• geographically dispersed
![Page 5: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/5.jpg)
5
Principles Compared to Focus Group Themes
Content Standards
Alignment
Teaching practices
Test & item development
Student background
Language level
Access
Individual participation
decisions.
Inclusion
Constraints
Individual accommodations
decisions
Implem
entation
Policy needs
Reporting formats &
content
Data uses
Format
![Page 6: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/6.jpg)
6
Principle: Content standards are the same for all students
• Implementation• Alignment– team approach– specific intervention programs with regular
classroom assessment– frequent classroom assessments in small groups
• Misalignment– instruction below grade level standards
![Page 7: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/7.jpg)
7
• Teaching Practices– test preparation
• Professional development– General ed: differentiating instruction– Constraints: funding; specific to ELLs with
disabilities
Principle cont.
![Page 8: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/8.jpg)
8
Principle: Assessment participation decisions are made on an individual
student basis by an informed IEP team.
• IEP team inclusion– ESL/Bilingual– caregivers
• Training constraints– funding– time
![Page 9: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/9.jpg)
9
Principle: Accommodations for both English language proficiency and content assessments are assigned by an IEP team knowledgeable about the individual student’s needs.• Policy needs– clear– ELLs with disabilities
• Implementation difficulties– consistency– time constraints– collaboration
![Page 10: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/10.jpg)
10
Implications• School staff understanding– Team decision-making–Assessment accommodations
• Understanding needs– English learners with disabilities–Assessment policy– Federal assessment requirements
![Page 11: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/11.jpg)
11
cont. Implications
• Teachers’ support needs:–Alignment of instruction and grade-
level standards–Complexity of students’ needs–Students’ content needs
![Page 12: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/12.jpg)
12
cont. Implications
• IEP team decision-making challenges:– Inclusion of ESL/Bilingual teachers– Logistical constraints–Assessment knowledge–Knowledge of student needs– Separate decision processes ESL/Bilingual
vs. Special Education
![Page 13: Enhancing State Assessment Validity for English Language Learners with Disabilities](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816149550346895dd0c6d9/html5/thumbnails/13.jpg)
13
In conclusion
• Administrators could support good decision-making by looking at practical ways to increase involvement of all key staff and caregivers in the IEP team.