North-South EAP Update 2012 - Standardized Testing and Reporting by o9S16v4


									   Early Assessment Program

Assessment and Accountability Information Meeting

                              Fall 2012
   Nancy Brynelson, Co-Director, Center for the Advancement of Reading
          Office of the Chancellor, The California State University
 Outline of this Presentation:
 Overview of EAP                  Test Determinations
   – Goals                           – English
   – Components                      – Mathematics
   – 11th Grade Test                 – Exemptions
   – Community College Participation – Ready - Conditional
   – EAP Continues with CCSS &  Test Reporting
                                     – Individual Results
 Test Administration                – CD-ROM
   – Essay                           – Web Site
   – Security                        – Duplicate Reports
   – Accommodations                  – Statewide Results
   – Bubbling                                              2
Outline (cont.)
 Supplemental High             Additional Information
  School Preparation             on ERWC
   – CSU Success Web Sites      Additional Information
   – Expository Reading and      on SMI
     Writing Course (ERWC)
                                Contacts for Questions
   – Strengthening
     Mathematics Instruction
 Early Start Program

  Overview of the Early
Assessment Program (EAP)

Goals of the EAP
 Give students an early signal of college readiness.
  – Identify students before their senior year who need to do
    additional work in English and/or mathematics before
    entering the CSU.
 Collaborate with the high school community.
  – Inform students, families, and high schools of students’
    readiness for college-level work and partner with high
    school teachers and administrators to develop solutions.
 Provide grade 12 interventions.
  – Motivate students to take needed steps in grade 12 to
    ensure readiness.                                   5
Components of the EAP
The components of the CSU EAP provide a
comprehensive solution for helping students become
ready for college.
  Grade 11 testing
  Supplemental high school preparation
  Teacher/administrator professional development
  Parent/family communication
  Preservice teacher preparation

11th Grade Test
 To receive EAP results, students must complete
 ALL sections of test:
  – CST for English–Language Arts and/or Mathematics
    (Algebra II or Summative High School Mathematics
    as appropriate)
  – EAP 15 multiple-choice items in English and/or
     Administered with the CST
     Untimed
  – EAP essay in English
11th Grade Test (cont.)

   Determinations of readiness are based on
    the scoring of all sections.
    – Portion of the CST (40–50 items)
    – EAP multiple-choice items (15 items)
    – EAP essay in English

Community College Participation

 SB 946 authorized participation of California
  Community Colleges (CCC) in EAP beginning
  in 2010.
 Participation by CCC campuses is voluntary.
 The CSU and the CCCs are collaborating on
  the implementation of the EAP at the CCCs to
  create a seamless path for students.

Community College Participation (cont.)
    Accepting                Yes            No
    EAP Results

    English                  65              6               7

    English-           A mechanism for accepting this result is under
    Conditional        development. Local campuses will make the

    Mathematics              58              7              12

                             12             40              23

    Current as of 8/7/2012
Community College Participation (cont.)
Web Sites
 CCC Chancellor’s Office:
 Joint CSU & CCC:

EAP Continues with CCSS & SBAC
  Adoption of the Common Core State Standards
   (CCSS) and implementation in 2014 of a new
   system of student assessment designed by the
   Smarter Balanced consortium (SBAC) will require
   modification of the EAP basis for assessment.
  The CSU plans to work closely with the CDE and
   SBAC to ensure that the new assessment for
   grade 11 students is even more closely aligned
   with CSU placement standards.

EAP Continues with CCSS & SBAC (cont.)
  If tighter alignment is achieved, it is possible that
   students will no longer need to volunteer to complete
   supplemental items. Instead, the CSU will be able to
   determine the level of college readiness by
   consideration of scores on the SBAC assessment
   without augmented items.
  The EAP will continue to provide an early signal of
   college readiness to rising high school seniors,
   allowing them to better and more productively use
   their senior year to gain proficiency if needed.
EAP Test Administration

Administering the EAP Essay
 Testing window dates for essay are TBD.
 Administer essay to all students at a school on the
  same day; however, multiple days are permissible
  if necessary.
 Discourage students from discussing the essay
  topics with other students.
 Prohibit students from taking the essay topic or
  completed essay outside of the testing room.
 Ensure that essay prompts and essays are not
  photocopied, photographed, or retained.          15
Test Security and Accommodations
 Test security protocols apply equally to the
  EAP and the CSTs.
 Eligible students shall be permitted to take the
  EAP with accommodations if specified in the
  student’s IEP or Section 504 plan, consistent
  with guidance provided by CDE for the CSTs.

 Test booklet provides options for students to
  bubble in their preference for sharing their data
  with the CSU, CCC, or both.
 Students should be encouraged to bubble in both
  selections to maintain the broadest possible
  options for their postsecondary careers.
 Data will not be shared with the CSU or CCC if
  the student does not bubble in one of the three
Bubbling (cont.)
 IMPORTANT: By answering the questions in this section,
 I acknowledge that I am voluntarily participating in the
 Early Assessment Program (EAP). I understand that I may
 request that my EAP and CST results be released to any
 postsecondary institution(s) in which I seek or intend to
 enroll. By marking only one of the following circles below,
 I affirm that I seek or intend to enroll in California State
 University (CSU) or California Community Colleges (CCC)
 or both, and understand that my mathematics [or English]
 EAP and CST results will be shared directly with CSU
 and/or CCC officials as indicated below.
  – Mark only one circle:    CSU  CCC  CSU and CCC
EAP Test Determinations

Test Determinations
 Ready for CSU or participating CCC college-level
  English courses
 Ready for CSU or participating CCC college-level
  English courses – Conditional NEW in 2012
 Not yet demonstrating readiness for CSU or
  participating CCC college-level English courses

Test Determinations (cont.)
 Ready for CSU or participating CCC college-level
  mathematics courses
 Ready for CSU or participating CCC college-level
  mathematics courses – Conditional
 Not yet demonstrating readiness for CSU or
  participating CCC college-level mathematics

 Students whose results indicate readiness are
  exempted from the following placement
  exams at the CSU
  – English Placement Test (EPT)
  – Entry Level Math Exam (ELM)
 and are eligible to enter credit-bearing courses.

 At participating community colleges, students
  are eligible to enter transfer-level courses.
Ready – Conditional: Mathematics
Students whose results indicate that they are conditionally
ready can clear their condition by enrolling in and
completing an approved senior year course with a grade of
C or better:
 Any mathematics course with a prerequisite of Algebra II
 Supervised e-Learning Course (ALEKS)
 Trigonometry and Math Analysis
 Pre-Calculus
 AP Calculus AB
 AP Calculus BC
 AP Statistics
 AP Physics
Ready – Conditional: English (beginning 2012-13)
 Students whose results indicate that they are
 conditionally ready can clear their condition by enrolling
 in and completing an approved senior English course
 with a grade of C or better:
  Expository Reading and Writing Course (high school
   would need to meet criteria for implementation)
  Advanced Placement
  International Baccalaureate
  Honors English identified on the UC Doorways Web site
   as earning extra honors credit (gold star)
For ERWC to be considered an approved course
for satisfying condition, the school must:
   Officially adopt and offer it as a yearlong course.
   Teach the course as designed.
   Receive approval from the CSU for the adoption.
   Upload the course into the “a-g” course list on the
    UC Doorways Web site.
   Ensure that all teachers are certified by having
    attended the 20-hour ERWC Professional Learning
   Report the course enrollments in CALPADS during
    the October Census under code 2118.                 25
EAP Test Reporting

 EAP Test Reporting
Available on the STAR Grade 11 Student Report
 The results are on the back side of the report in the lower
  left-hand corner.
 EAP results are not included on the CDE label with the
  rest of the student STAR results.
 Separate EAP reports are not sent.
 EAP results are sent to districts on CD-ROM with STAR
 Students can access their EAP results online (if the
  student filled the bubble on the score sheet) at
EAP Test Reporting (cont.)
Codes for Results on STAR Data CD-ROM:
  1 – Ready for CSU college-level course in English or
  2 – Ready for CSU college-level course in English
      (beginning 2012) or mathematics courses -
  3 – Not yet demonstrating readiness for college-level
      course in English or mathematics
  4 – Incomplete

EAP STAR Report Website


                  Explanation of all EAP statuses
                  Student video explaining the
                   importance of EAP
                  Links to advising tools and exam
                   prep resources on the Math and
                   English Success Web sites

Duplicate Student Reports
 Students can e-mail requests for paper copies of
  reports to
 Requests must include the following information
   –   Full name
   –   Date of birth
   –   High school
   –   Year student attended grade 11

Note: EAP results are valid only for the year following high
school graduation.
EAP Statewide Test Results
EAP aggregate data by state, county, district, and
school are available online:
 And so forth, going back to 2006.
EAP English Statewide Test Results
                       College    College Ready-
Year   Participation
                        Ready       Conditional
2006 312,167 (75%) 48,072 (15%)
2007 342,348 (78%) 55,206 (16%)
2008 352,943 (79%) 60,392 (17%)
2009 366,949 (82%) 59,381 (16%)
2010 378,870 (84%) 77,826 (21%)
2011 383,060 (86%) 85,732 (23%)
2012 383,562 (87%) 86,939 (23%)   58,468 (15%)     32
EAP Mathematics Statewide Test Results
                                       College Ready-
  Year   Participation   College Ready
  2006 137,067 (74%) 16,120 (12%)       58,822 (43%)
  2007 141,648 (70%) 17,173 (12%)       60,697 (43%)
  2008 147,885 (70%) 19,442 (13%)       62,660 (42%)
  2009 169,478 (77%) 22,247 (13%)       74,467 (44%)
  2010 178,667 (77%) 26,056 (15%)       75,502 (42%)
  2011 190,946 (80%) 29,526 (15%)       81,856 (43%)
  2012 203,906 (83%) 30,426 (15%)       92,831 (46%)    33
Supplemental High School

Supplemental High School Preparation
The CSU offers a variety of programs of
supplemental preparation
 CSU Success Web sites, including advising, online
  test preparation, ALEKS (online math), Calibrated
  Peer Review (online writing), and more
 Expository Reading and Writing Course (curriculum
  and professional learning for teachers)
 Strengthening Mathematics Instruction (professional
  learning for teachers)

Supplemental High School Preparation (cont.)
   CSU Success Web Sites

Supplemental High School Preparation (cont.)
  Expository Reading and Writing Course (ERWC) for
   students in grade 12
     – Emphasizes in-depth study of expository, analytical,
       and argumentative reading and writing
     – Approved to fulfill the “b” English requirement of the
       UC and CSU “a–g” college entrance requirements
     – Intended for broad usage (not as an honors or
       remedial course and not necessarily tied to EAP
     – Aligned with the CCSS
Supplemental High School Preparation (cont.)
  Expository Reading and Writing Course (ERWC) for
   students in grade 12
     – Emphasizes nonfiction texts (some literature
       included) and includes two full-length works
     – Second edition of the course to be published in
       spring 2013 (full alignment with CCSS)
  For students in grades 7–11
   – Four modules per grade developed to support
     students prior to grade 12; plans for offering
     professional learning for these modules in
     development                                      38
Supplemental High School Preparation (cont.)
  Strengthening Mathematics Instruction (SMI)
   provides professional learning for teachers to:
    – Identify instructional strategies that will help students
      organize and solidify conceptual understanding.
    – Identify characteristics of cognitively complex problems.
    – Locate standards-based cognitively complex problems
      within participants’ classroom texts.
    – Practice writing standards-based cognitively complex
    – Align instruction with the CCSS.
Supplemental High School Preparation (cont.)
   Grade 12 Course in Mathematics
     –   The CSU is in the process of developing a grade
         12 course for high school adoption.
     –   The course will meet the “c” requirement from
         UCOP and will give high schools another option
         for helping students meet the condition.
     –   The course will be designed specifically for
         students who need to strengthen their Algebra II
         skills and will focus on SMI strategies.
     –   Funding permitting, modules will be piloted in
         spring 2013.
Supplemental High School Preparation (cont.)

   Professional Learning for Teachers
    – Teachers may register for ERWC workshops at
    – Teachers may register for SMI workshops at

Information on the
Early Start Program

Early Start Program
 Early Start Program was mandated by the CSU
  Board of Trustees.
 Goals of Early Start are to:
   – Better prepare students in mathematics and English
     before the fall semester of the freshman year.
   – Add an important and timely assessment tool in
     preparing students for college.
   – Ultimately improve students’ chances of successful
     completion of a college degree.
Early Start Program (cont.)
 Students who need remediation will be required to
  begin an Early Start Program during the summer prior
  to enrollment at the CSU.
   – For 2012 & 2013 only students scoring in the lowest
     quartile on the English Placement Test participate in
     Early Start. In 2014 all students identified as needing
     remediation will participate.
 Ultimately, if identified first-year students do not begin
  addressing remediation in a recognized CSU program
  before enrollment, they will not be permitted to enroll
  for the term for which they have been admitted.
English Proficiency
 The proficiency score on the English Placement
  Test (EPT) was reset from 151 to 147 (effective
  for fall 2011 entrants).
 Corresponding proficiency scores on the SAT and
  ACT were reset.
  – SAT (Critical Reading Section): 500
  – ACT (English Test): 22

Mathematics Proficiency
 The proficiency score on the Entry Level
  Mathematics (ELM) remains at 50.
 Corresponding proficiency scores on the SAT and
  ACT are:
  – SAT (Mathematics Section of SAT Reasoning Test
    or Mathematics Subject Test Level 1 or 2): 550
  – ACT (Mathematics Test): 23

Early Start Participation and Offerings
 By definition, students who are identified as
  proficient by means of the EAP, EPT/ELM, SAT,
  ACT, or AP exams do not participate in Early
 Students who are identified as Ready-Conditional
  on the EAP are exempt from Early Start.
 Each CSU campus has developed its own course
  offerings for Early Start offerings, which may
  include online courses, summer courses, etc.
Additional Information on the
  Expository Reading and
  Writing Course (ERWC)

Second Edition of ERWC due Spring 2013
 12 modules fully aligned with CCSS
 Two full-length works
 Revised Assignment Template
 Resources for English learners, formative
  assessment, transfer, engagement, and gradual
  release of responsibility
 Revised course objectives and description
 Renewed “Program Status” approval from UC

Key Principles of ERWC                  Relentless focus on the text
 1. The integration of interactive reading and writing processes
 2. A rhetorical approach to texts that fosters critical thinking
 3. Materials and themes that engage student interest and provide
    a foundation for principled debate and argument
 4. Classroom activities designed to model and foster successful
    practices of fluent readers and writers
 5. Research-based methodologies with a consistent relationship
    between theory and practice
 6. Built-in flexibility to allow teachers to respond to varied
    students' needs and instructional contexts
 7. Alignment with standards (1997 ELA & 2010 CA CCSS)
    Elements of the ERWC Assignment Template – Revised 2012
Reading        Prereading    Getting Ready to Read
Rhetorically                 Exploring Key Concepts
                             Surveying the Text
                             Making Predictions and Asking Questions
                             Understanding Key Vocabulary
               Reading       Reading for Understanding
                             Considering the Structure of the Text
                             Noticing Language
                             Annotating and Questioning the Text
                             Analyzing Stylistic Choices
               Postreading   Summarizing and Responding
                             Thinking Critically
                             Reflecting on Your Reading Process
  Elements of the ERWC Assignment Template – Revised 2012 (cont.)
Connecting     Discovering    Considering the Writing Task
Reading to     What You       Taking a Stance
Writing        Think
                              Gathering Evidence to Support Your Claims
                              Getting Ready to Write
Writing        Entering the   Composing a Draft
Rhetorically   Conversation   Considering Structure
                              Using the Words of Others (and Avoiding Plagiarism)
                              Negotiating Voices
               Revising and   Revising Rhetorically
               Editing        Considering Stylistic Choices
                              Editing the Draft
                              Responding to Feedback
                              Reflecting on Your Writing Process
Current Statistics on ERWC Adoption
 467 high schools in CA have formally adopted the ERWC.
   – Most of these schools have adopted ERWC as a full-year
     course in grade 12.
 Approximately 100 additional high schools in Los Angeles
  USD have adopted ERWC as the curriculum for their one-
  semester grade 12 Expository Composition course.
 Combining both groups, the total number is 567,
  representing roughly 44% of the 1,290 comprehensive
  high schools in CA (some alternative schools are part of the 567).
 Many schools have uploaded the course to UC Doorways
  but have not applied for adoption through the CSU. 53
Evaluation of ERWC
 Annual evaluation studies of ERWC were done from
  2005 to 2010.
 Studies included analysis of curriculum
  implementation; professional learning; student
  performance; and student, teacher, and administrator

Summative Findings Provide Encouraging Results
   Schools with large numbers of teachers participating in
    ERWC professional development significantly outperformed
    the statewide proficiency rate for incoming students from
    2004 to 2008.
     – 7 point* gain vs. 4 point gain statewide
   FIPSE schools implementing ERWC either as a full-year
    course or across grades 9–12 from 2006 to 2010
    outperform statewide rates, but not at statistically significant
     – 7.6% point gain on EAP vs. 6% point gain statewide
     – 2.74% point gain on EPT vs. 4% point loss statewide
  * percentage points                                         55
Need for Further Research
  Large-scale experimental or quasi-experimental studies
   have not yet been conducted.
  Recently funded i3 grant (Fresno County Office of
   Education is the LEA) will conduct a study using
   regression-discontinuity analysis to determine efficacy of
   the ERWC for students in the grade 12 grade and into their
   1st and 2nd years of college.
  Recruitment of schools/districts for the study will occur this
   fall. Target areas are Fresno County/Central Valley, San
   Francisco Bay Area, Los Angeles County, and Inland
   Empire (possibly San Diego or Sacramento if needed).
 Additional Information on
Strengthening Mathematics
     Instruction (SMI)

Purpose of SMI
To enhance student mathematics proficiency and
understanding by
 Highlighting and encouraging use of research-based
  best instructional strategies
 Developing a common emphasis on infusing SMI
  strategies across same-level courses (horizontal)
  and among sequential courses (vertical)
 Providing a forum to plan implementation of SMI
  strategies in order to achieve systemic growth in
  mathematics teaching and learning at the site and/or
  district level                                    58
                               SMI Workshop Outcomes

SMI Workshop Outcomes
 Identify instructional strategies that will help students
  organize and solidify conceptual understanding.
 Identify characteristics of cognitively complex problems.
 Locate standards-based, cognitively complex problems
  within participants’ classroom texts.
 Modify standards-based textbook problems to increase
  the level of cognitive complexity.
 Practice writing standards-based, cognitively complex
 Experience the varying roles in the teacher/learner
 Model a variety of student engagement strategies. 59
Cognitively Complex Problems require
students to:
   Extend previously encountered tasks.
   Integrate several topics and/or concepts.
   Recognize and use underlying mathematical structures.
   Use multiple representations.
   Consider multiple approaches to the problem.
   Identify patterns.
   Be flexible and strategic in their mathematical thinking.

Key Features of the Design of SMI Workshops
   Bring together an entire mathematics department and/or
    a critical mass of teachers within a district to plan the
    systemic implementation of the instructional strategies
    contained within the SMI modules.
   Provide time in between each module to enable
    teachers to work together to:
    – implement SMI strategies into their classroom instruction .
    – discuss and evaluate the efficacy of those efforts.
   Provide regular, on-site mini-workshops over an
    extended period to support ongoing and sustainable
    changes in teacher behaviors and expectations.
Characteristics of SMI Workshops
 18–24 hours of professional development; 8 modules to
  allow for flexibility in scheduling
 Online tutorial must be completed prior to first workshop
 Standards-based and tied to the CSTs and CSU
  placement standards
 Include content and activities for teachers of Algebra I,
  Geometry, Algebra II, Pre-Calculus

Characteristics of SMI Workshops (cont.)
 Draws on problems and lessons from the major
 Designed for teacher practice and implementation
  between workshop sessions based on lesson study
 Reflective of the adopted CCSS

 Nancy Brynelson (EAP, English, ERWC)
 Zulmara Cline (EAP, Math, SMI)
 Carolina Cardenas (EAP, Early Start)



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