Transcript Kansas English Language Proficiency Assessment “KELPA”

Kansas English Language
Proficiency Assessment
(KELPA)
Fall Assessment Conference
Melanie Manares, Education Program Consultant
ESOL / Bilingual Education and Title III
Phyllis Farrar, Education Program Consultant
World Languages and ESOL
Who is an
English Language Learner (ELL) ???
• A student whose home language is other than
English and who is not fully proficient in the
English language.
• Because the student is not proficient in the four
language domains – s/he needs language
support services.
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Listening
Speaking
Reading
Writing
Who takes the KELPA?
• All students classified as ELLs based on one of the
following English Language Proficiency (ELP)
assessments:
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KELPA test in previous year
LAS/LAS LINKS
IPT
LPTS
KELPA-Placement
The student has not yet scored “fluent” (proficient) on
one of the above assessments in all of the four language
domains (L,S,R,W), and the composite score for two
consecutive years.
Who takes the KELPA?
OR:
A student who has scored “fluent” (proficient) in all
domains on an ELP assessment, yet the school
district determines that the student could still
benefit from ESOL services.
If this student scores below “fluent” upon taking the
KELPA, s/he can be reclassified as an ELL and
qualify for ESOL funding and services.
General Overview
- basic facts about language acquisition
• Social Proficiency
- Basic Interpersonal Communication Skills
(BICS)
- Averages 1-2 years
• Academic proficiency
- Cognitive Academic Language Proficiency
(CALP)
- Averages 5-7 years
General Overview
- basic facts about language acquisition
• The fact that the student speaks English
in your class, on the playground, in the
cafeteria or in the halls does NOT mean
the student is proficient.
• It is normal for some students who are
new to English to remain silent in their
new language for up to a year.
General Overview
No Child Left Behind (NCLB)
• Purpose is:
To ensure English proficiency for
students who are limited English
proficient
- To ensure English Language Learners
(ELLs) achieve high levels in core
academic areas
General Overview
NCLB Requirements
• All ELLs in public schools in grades K-12
assessed annually for English proficiency
in: listening, speaking, reading, and
writing
• State responsible for developing English
Language Proficiency (ELP) assessment
• ELP assessments must align to state
English to Speakers of Other Languages
(ESOL) Standards (2006)
General Overview
NCLB Requirements
• Annual Measurable Achievement
Objectives (AMAOs):
Based on data from KELPA
Used Spring 2006 as baseline, set in 2007
- Number and percentage of ELLs making
progress in English acquisition
- Number and percentage of ELLs attaining
English proficiency
- ELLs making AYP under Title I
General Overview
What is the KELPA?
• Used in Kansas for measuring annual
growth for NCLB purposes
• Assessment for English Language
Proficiency, grades K-12, in:
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Speaking
Listening
Reading
Writing
General Overview
What is the KELPA?
• Developed by the Center for Educational Testing
and Evaluation (CETE) at the University of KS
• Aligned to Kansas ESOL Standards
• Test items written and reviewed by Kansas
practitioners
• Field tested across the state
• Reviewed by council of adult non-native English
speakers from various cultural and linguistic
backgrounds for cultural/linguistic biases
General Overview
What is the KELPA?
• Grade cluster specific: K-1, 2-3, 4-5, 6-8,
9-12
• K-1: all components administered
individually
• Reading, & Writing: 2-12, group
administered
• Listening items: 2-12
– group administered
– standardized on audio CD,
• Speaking: K-12, individually administered
Overview of Domains
Listening
K-12
2-12
• Following directions
• Beginning, middle,
ending sounds
• Ability to discern correct
vs. incorrect sentence
• Listening comprehension
based on a story
• Following directions
• Beginning, middle,
ending sounds
• Ability to discern correct
vs. incorrect sentence
• Listening comprehension
based on an expository
passage
Overview of Domains
Speaking: K-12
• Prompts read by test examiner
• Two rubrics used to rate students speech
• Items include:
– answer short questions
– answer more detailed questions
– describe what’s happening in a single
picture
– and describe what’s happening in a picture
sequence
Overview of Domains
Reading:
K-1
2-12
• rhyming
• initial/ending sounds
• short story reading
comprehension (student
reads a story and selects
the picture that illustrates
what the story’s about)
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rhyming
cloze sentences
compound words
synonyms/antonyms
Definitions
fact/opinion
Analogies
reading comprehension
of passages
Overview of Domains
Writing:
K-1
2-12
• Write letters/numbers based
on oral prompt
• Complete the cloze sentence
• Rewrite sentence (corrects
syntax of incorrect sentence)
• Circle correctly spelled word
• Identify vocabulary (write a
word to label a picture)
• Grammar/vocabulary usage
(adjectives, prepositions, verbs
& verb tenses,
comparative/superlative,
adverbs, pronouns, plurals);
• Synonyms/antonyms
• Punctuation
• Syntax
• Essay (constructed response):
writes based on either picture
or written prompt (scored
locally)
How to interpret KELPA results
• See handout to review cut scores per
grade and domain + domain weightings
• See handout to review the perfomance
level descriptors (PLDs) for beginning,
intermediate, advanced, and fluent.
Testing 2008
• Materials shipped to schools February 1
• February 15 – May 2, testing window
• Score all constructed written responses
(essays) locally
• Return all materials to CETE by May 15,
2008
• Preliminary results available by June 15,
2008
FYI
• There will not be any revisions made to KELPA
until the ESOL Standards are revised.
• KELPA is only available in paper/pencil format.
• KELPA – P (placement) is now available from
CETE for use in determining the need for
services.
• Training for administering KELPA is available on
CD and online.
THANK YOU!
For questions about
materials
• CETE at KU
[email protected]
785-864-3537
For questions about
testing and ESL
program
requirements:
• Melanie Manares
[email protected]
785-296-7929
• Phyllis Farrar
[email protected]
785-296-1891