Curricular Investigation 4Group 4A - NYSESLATBy: Stephanie CastellanoAnna D’AgostinoCynthia LewMarion Ramsaroop

What is the NYSESLAT?NYSESLAT – New York State English as a

Second Language Achievement TestThe NYSESLAT is an annual assessment

for ELLs to assess their English proficiency in Grades K-12.

The results from the NYSESLAT are used to determine the services that need to be provided for the students.

The data from the NYSESLAT is also used to drive instruction within the classroom.

Classroom instruction is aligned to NYS Common Core Learning Standards, Blueprint for ELL Success, and the Bilingual Common Core Initiative.

This assessment indicates the students’ English proficiency level in regards to grade level content.

A student who scores at the highest level, Commanding which is formerly Proficient, has met the linguistic demands and will no longer be considered an ELL. They will be considered a former ELL and will continue to receive ELL services for two years.

NYSESLAT SHIFTSThe NYSESLAT changed as of

Spring 2015, in order to be aligned with the Common Core instruction being provided in the classroom to ELLs.

These changes are referred to as shifts.

Shift 1: Common Core Learning Standards and New Language Arts Progressions Shift 1 is basically what the

NYSESLAT is measuring. It is used to measure the

Linguistic Demands to meet the discipline-specific standards at the student’s grade band level.

The linguistic demands are based on the New Language Arts Progressions as well as the Bilingual Common Core Initiative.

TOMs = Targets of Measurement• Standards measured by the NYSESLAT• Every grade band level TOM has been

addressed on five levels, which are known as the Performance Level Descriptions (PLDs).• Each question targets: a specific modality

(Reading, Writing, Speaking, Listening), and grade band TOM at one of the five PLDs.

Shift 2: Performance LevelsAs of Spring 2015 the

performance levels of the NYSESLAT have changed too.

The performance levels used to be Beginning, Intermediate, Advanced, and Proficient.

There are now five levels of performance: Entering, Emerging, Transitioning, Expanding, and Commanding.

Entering (formerly Beginning)• Has great dependence on support and structures Has yet to meet the linguistic demand necessary

to demonstrate proficiency.Emerging (formerly Low Intermediate)

• Has some dependence on supports and structures• Has yet to meet linguistic demand necessary to

demonstrate proficiencyTransitioning (formerly Intermediate)

• Shows some independence• Has yet to meet linguistic demand necessary to

demonstrate proficiency

Expanding (formerly Advanced)• Shows great independence • Approaching the linguistic demand

necessary to demonstrate proficiencyCommanding (formerly Proficient)

• Now designated as a Former ELL• Entitled to receive two years of continued

ELL services• Has met the linguistic demand necessary

to demonstrate proficiency

Shift 3: Integrated Approach to Modalities/Global ThemesIntegrates language modalities within grade

level content.Modalities: Speaking, Listening, Reading and

WritingGlobal Themes guide the passages and

graphics to make the assessment cohesive and connected across all modalities.

Literary and Informational passagesExample: Global Theme: Fish• Listening based on an aquarium• Reading based on a passage about the life cycle

of a salmon

Shift 4: Complexity: Grade-Level Text for all levels, with Content Area FociThe NYSESLAT’s reading

passages are within the grade bands’ text complexity.

It focuses on specific topics and aspects of instruction that students will come across in their content-areas.

Shift 5: Instructionally Relevant Academic LanguageAcademic Language has shifted as well,

to reflect Common Core Learning Standards.

The questions that are addressing all four modalities address the academics learned in the classroom and are not experience or background based.

The questions focus on the language and language structures that support the content, they are not so focused on the content in itself.

Questions for Response1) Should a student be exempt from one component

(reading, writing, listening, speaking) of the NYSESLAT if they have a disability? Should the same apply for a student that is proficient in one component of the NYSESLAT?

2) Should a student be exempt from the NYSESLAT if they already passed the NYS ELA Exam?

3) Do you feel the NYSESLAT is an accurate measure of ELLs’ language skills? Explain your thinking.