New York State English as a Second Language Achievement Test

1

NYSESLAT

• New York StateEnglish as a Second Language
  Achievement Test

2
Overview of ESL Standards/Assessment for LEP
Students
3
HISTORICAL PERSPECTIVE

• 1996 - New York State Board of Regents approved
  "Strategies for Raising Standards"
• a. All students including LEP/ELLs must meet
  standards and pass Regents tests in seven core
  subjects, including English
• b. Intensive English requirement for LEP/ELLs

4
2. Twelve Action Steps to Assist LEP/ELL students
meet the English Language Arts Standards Action
Step 9 Improving Identification and
Assessment No statewide uniform English testing
program to identify LEP students and to assess
their achievement in acquiring English
proficiency.
a. Achievement Test Develop the New York State
English as a Second Language Achievement Test
(NYSESLAT) - New York State Education Department
b. Identification Test Upgrade the Language
Assessment Battery (LAB) and align it with ELA
standards - New York City Department of
Education
3. All LEP students in public and charter schools
in New York State must take the NYSESLAT.
5
LEGISLATIVE AND REGULATORY AUTHORITY
1. State Education Law 3204
Commissioner's Regulations Part 154
2. Federal ESEA Goal 2 - All limited English
proficient students will become proficient in
English and reach high academic standards, at a
minimum attain proficiency or better in reading
language arts and mathematics. NCLB Title I
and Title III
6
ACCOUNTABILITY
1. CR Part 154 Identify students who are
LEP Measure progress of LEP students in
acquiring English
2. NCLB Title I and Title III Annual
assessment of English proficiency that measure
listening, speaking, reading, writing skills
(NYSESLAT). Inclusion of LEP students in state
accountability system including ELA. Native
language arts tests and content tests in native
language area are permitted. NYSESLAT
approved by US Department of Education for ELA
testing. LEP students must be tested
in English for reading/language arts if they
have attended school in the U.S. for 3
consecutive years. Districts are
allowed a waiver for two additional years.
7
ACCOUNTABILITY
3. SED must develop annual measurable
achievement objectives for LEP students
that Reflect the amount of time LEP
students has been enrolled in a language
instruction program Use consistent
methods and measures Identify annual
increase in number of LEP students making
progress in English Use a valid and
reliable English proficiency assessment
8
ACCOUNTABILITY

• 4. Districts must submit to New York State
  Education Department an evaluation report at the
  end of every second year.
• Description of program and activities
• Description of LEP student progress in
  learning English and meeting State content
  standards
• The number and percentage of LEP students
  attaining English proficiency by the end of
  each school year
• Description of progress made by former LEP
  students in meeting State content standards for
  each of the two years after no longer receiving
  services

9
ACCOUNTABILITY

• 4. Districts must submit to New York State
  Education Department an evaluation report at the
  end of every second year.
• Description of program and activities
• Description of LEP student progress in
  learning English and meeting State content
  standards
• The number and percentage of LEP students
  attaining English proficiency by the end of
  each school year
• Description of progress made by former LEP
  students in meeting State content standards for
  each of the two years after no longer receiving
  services

10
DEVELOPMENT OF THE NYS ESL STANDARDS
ELA-TESOL Alignment SED, CAL, NYC BETAC, Field
input
11
New York State Strategies for Raising Standards

• ESL Standards
• Performance Indicators
• by Grade level
• v Early Childhood (Pre K-1)
• v Elementary (2-4)
• v Intermediate (5-8)
• v Commencement (9-12)
• Performance indicators
• address the knowledge, skills, abilities that
  students must develop in order to demonstrate
  achievement of the standard

• ESL Standards
• Standards-Based Performance Tasks
• by Proficiency level
• v Beginning ESL
• v Intermediate ESL
• v Advanced ESL
• Performance tasks
• are purposeful, meaningful, and intellectually
  challenging classroom practices that blend
  student work, assessment, teaching and learning
  and standards

12
New York State Strategies for Raising Standards

• NYS ELA Standards
• ELA Standard 1 Students will read, write,
  listen and speak for information and
  understanding.
• ELA Standard 2 Students will read, write,
  listen and speak for literary response and
  expression.
• ELA Standard 3 Students will read, write,
  listen and speak for critical analysis and
  evaluation.
• ELA Standard 4 Students will read, write,
  listen and speak for social interaction.

• NYS ESL Standards
• ESL Standard 1 Students will listen, speak,
  read, and write in English for information and
  understanding.
• ESL Standard 2 Students will listen, speak,
  read, and write in English for literary response,
  enjoyment and expression.
• ESL Standard 3 Students will listen, speak,
  read, and write in English for critical analysis
  and evaluation.
• ESL Standard 4 Students will listen, speak,
  read, and write for classroom and social
  interaction.
• ESL Standard 5 Students will demonstrate
  cross-cultural knowledge and understanding.

13
Development of NYSESLAT

• Teachers from New York State drafted the initial
  pools of questions for the assessments.
• Educational Testing Service (ETS) staff worked
  with teachers from New York to expand the pool.
• ETS staff completed the development work and
  assembled the NYSESLAT Tests.