September 2007 Agenda Item 40 - Meeting Agendas (CA State Board of Education)

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California Department of Education
SBE-003 (REV 4/17/07)
aab-sad-sep07item06 / ITEM #40
/ CALIFORNIA STATE BOARD OF EDUCATION
SEPTEMBER 2007 AGENDA

SUBJECT

Standardized Testing and Reporting (STAR) Program: Standards-based Tests in Spanish (STS) Blueprints for Grades Eight through Eleven / Action
Information
Public Hearing
RECOMMENDATION

The California Department of Education (CDE) recommends that the State Board of Education (SBE) approve the reading/language arts blueprints for the Standards-based Tests in Spanish (STS) for grades eight through eleven and the following mathematics blueprints: Algebra I and Geometry.

SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION

The testing contractor began the development of the STS in March of 2005 as authorized by Senate Bill (SB) 1448, Chapter 233, Statutes of 2004. SB 1448 requires that a test in Spanish that is aligned to the California content standards for reading/language arts and mathematics be developed to replace the designated primary language test. The designated primary language test is currently the Aprenda 3, a norm-referenced test which is available from Harcourt Assessment, Inc.

The purpose of the STS is to assess the level of students’ mastery of the California content standards in mathematics and reading/language arts in their primary language. Students required to take the STS are English learners (ELs), who are receiving instruction in Spanish, or ELs who have been enrolled in a U.S. school less than 12 months. At the option of the school district, other ELs may take the STS.

In July 2005, the SBE approved blueprints for grades two through four in reading/language arts and mathematics for the development of the STS. In July 2006, blueprints were approved for grades five through seven. The test contractor proceeded with the development of field test items for grades two through four and these grades were part of STAR testing in the spring of 2007. Grades five through seven will be field-tested in September 2007. As each grade level becomes operational, it will replace the norm-referenced designated primary language test, the Aprenda 3.

SUMMARY OF KEY ISSUES

The STS Assessment Review Panel (ARP) reviewed and approved proposed blueprints for grades eight through eleven in March. The proposed blueprints are included for the SBEs

SUMMARY OF KEY ISSUES (Cont.)

review and approval (Attachment 1 and 2). All of the content standards for both the reading/language arts and mathematics STS blueprints are the same standards that are assessed on the English-language arts and mathematics California Standards Tests (CSTs) blueprints.

The SBE has adopted CSTs in mathematics in grades eight through eleven. The CSTs are for algebra I, geometry, general mathematics (for students in grades eight or nine who are not taking algebra I or any other higher level mathematics course), algebra II, integrated mathematics 1, 2, and 3, and summative high school mathematics (for students in grades nine through eleven who have completed algebra II or integrated mathematics 3 and who either are taking higher level mathematics or no mathematics).

At this time, the CDE does not recommend STS assessments for general mathematics, algebra II, integrated mathematics 1, 2, or 3, or high school summative mathematics. The general mathematics CST is not currently linked to an end-of-course test.

Additionally, because of the small number of ELs who would be eligible to take algebra II, integrated mathematics 1, 2, and 3, and high school summative mathematics, it would be difficult to field test enough items for the STS to adequately develop a form in less than two years.Data from 2006 below shows both the number of ELswho either were receiving instruction in Spanish or were enrolled in a United States school less than 12 months who took the tests listed below, as well as the total number of students who took these tests:

California Standards Tests / Number of eligible EL students taking the test / Total Number of Students Taking the Test
algebra II / 786 / 213,087
integrated Math 1 / 56 / 6,630
integrated Math 2 / 20 / 4,219
integrated Math 3 / 3 / 2,209
high school summative mathematics / 79 / 99,098
FISCAL ANALYSIS (AS APPROPRIATE)

All costs associated with the activities in this update are included in the current contracts with ETS for the CSTs, STS, California Alternate Performance Assessment (CAPA), and California Modified Assessment (CMA).

ATTACHMENT(S)

Attachment 1: California Standards-Based Tests in Spanish (STS), Grades 8–11:Reading/Language Arts Proposed Blueprints (14 Pages)

Attachment 2: CaliforniaStandards-based Tests in Spanish (STS),Grades 8-11:Algebra 1and Geometry Proposed Blueprints (5Pages)

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Attachment 1

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California Standards-Based Tests in Spanish (STS), Grades 8–11: Reading/Language Arts Proposed Blueprints

STANDARDS-BASED TESTS IN SPANISH

GRADE 8

CALIFORNIA CONTENT STANDARDS: READING

/ # of items on CST / % / Recommended # of items on STS / %
1.0WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words. / 9 / 12% / 9 / 12%
1.1Vocabulary and Concept Development: analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases / 2 / 2
1.2Vocabulary and Concept Development: understand the most important points in the history of English language and use common word origins to determine the historical influences on English word meanings / 2 / 2
1.3Vocabulary and Concept Development: use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast / 5 / 5
2.0READING COMPREHENSION (FOCUSON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). / 18 / 24% / 18 / 24%
2.1Structural Features of Informational Materials: compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals) / 2 / 2
2.2Structural Features of Informational Materials: analyze text that uses proposition and support patterns / 3 / 3
2.3Comprehension and Analysis of Grade-Level-Appropriate Text: find similarities and differences between texts in the treatment, scope, or organization of ideas / 2 / 2
2.4Comprehension and Analysis of Grade-Level-Appropriate Text: compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning / 2 / 2
2.5Comprehension and Analysis of Grade-Level-Appropriate Text: understand and explain the use of a complex mechanical device by following technical directions / 3 / 3
2.6Comprehension and Analysis of Grade-Level-Appropriate Text: use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem / 3 / 3
2.7Expository Critique: evaluate the unity, coherence, logic, internal consistency, and structural patterns of text / 3 / 3

STANDARDS-BASED TESTS IN SPANISH

GRADE 8 (Con’t)

CALIFORNIA CONTENT STANDARDS: READING

STANDARDS-BASED TESTS IN SPANISH

GRADE 8 (Con’t)

CALIFORNIA CONTENT STANDARDS: WRITING

/ # of items on CST / % / Recommended # of items on STS / %
1.0WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level. / 16 / 21% / 16 / 21%
1.1Sentence Structure: use correct and varied sentence types and sentence openings to present a lively and effective personal style / 2 / 2
1.2Sentence Structure: identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis / 2 / 2
1.3Sentence Structure: use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas / 3 / 3
1.4Grammar: edit written manuscripts to ensure that correct grammar is used / 3 / 3
1.5Punctuation and Capitalization: use correct punctuation and capitalization / 3 / 3
1.6Spelling: use correct spelling conventions / 3 / 3
1.0WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. / 17 / 23% / 17 / 23%
1.1Organization and Focus: create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion / 4 / 4
1.2Organization and Focus: establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques / 4 / 4
1.3Organization and Focus: support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices / 3 / 3
1.4Research and Technology: plan and conduct multiple-step information searches by using computer networks and modems / NA* / NA*
1.5Research and Technology: achieve an effective balance between researched information and original ideas / NA* / NA*
1.6Evaluation and Revision: revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas / 6 / 6
TOTALS / 75 / 100% / 75 / 100 %

STANDARDS-BASED TESTS IN SPANISH

GRADE 9

CALIFORNIA CONTENT STANDARDS: READING

/ # of items on CST / % / Recommended # of items on STS / %
1.0WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. / 8 / 11% / 8 / 11%
1.1Vocabulary and Concept Development: identify and use the literal and figurative meanings of words and understand word derivations / 5 / 5
1.2Vocabulary and Concept Development: distinguish between the denotative and connotative meanings of words and interpret the connotative power of words / 2 / 2
1.3Vocabulary and Concept Development: identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of new words (e.g., the word “narcissistic” drawn from the myth of Narcissus and Echo) / 1 / 1
2.0READING COMPREHENSION (FOCUSON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, online information. In grades nine and ten, students make substantial progress toward this goal. / 18 / 24% / 18 / 24%
2.1Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes / 2 / 2
2.2Structural Features of Informational Materials: prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents / 2 / 2
2.3Comprehension and Analysis of Grade-Level-Appropriate Text: generate relevant questions about readings on issues that can be researched / 2 / 2
2.4Comprehension and Analysis of Grade-Level-Appropriate Text: synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension / 2 / 2
2.5Comprehension and Analysis of Grade-Level-Appropriate Text: extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration / NA* / NA*
2.6Comprehension and Analysis of Grade-Level-Appropriate Text: demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and access guides World Wide Web sites on the Internet) / 2 / 2
2.7Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings / 4 / 4
2.8Expository Critique: evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material) / 4 / 4

STANDARDS-BASED TESTS IN SPANISH

GRADE 9 (Con’t)

CALIFORNIA CONTENT STANDARDS: READING

/ # of items on CST / % / Recommended # of items on STS / %
3.0LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. / 16 / 21% / 16 / 21%
3.1Structural Features of Literature: articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue) / 1 / 1
3.2Structural Features of Literature: compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic / 2 / 2
3.3Narrative Analysis of Grade-Level-Appropriate Text: analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot / 2 / 2
3.4Narrative Analysis of Grade-Level-Appropriate Text: determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy / 1 / 1
3.5Narrative Analysis of Grade-Level-Appropriate Text: compare works that express a universal theme, and provide evidence to support the ideas expressed in each work / 2 / 2
3.6Narrative Analysis of Grade-Level-Appropriate Text: analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks) / 1 / 1
3.7Narrative Analysis of Grade-Level-Appropriate Text: recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal / 2 / 2
3.8Narrative Analysis of Grade-Level-Appropriate Text: interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text / 1 / 1
3.9Narrative Analysis of Grade-Level-Appropriate Text: explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text / 1 / 1
3.10Narrative Analysis of Grade-Level-Appropriate Text: identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature / 1 / 1
3.11Literary Criticism: evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic Approach) / 1 / 1
3.12 Literary Criticism: analyze the way in which a work of literature is related to the themesand issues of its historical period (Historical Approach) / 1 / 1

STANDARDS-BASED TESTS IN SPANISH

GRADE 9 (Con’t)

CALIFORNIA CONTENT STANDARDS: WRITING

/ # of items on CST / % / Recommended # of items on STS / %
1.0WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions. / 13 / 17% / 13 / 17%
1.1Grammar and Mechanics of Writing: identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semi-colons, colons, ellipses, hyphens) / 3 / 3
1.2Grammar and Mechanics of Writing: understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses) / 3 / 3
1.3Grammar and Mechanics of Writing: demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax / 3 / 3
1.4Manuscript Form: produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization / 3 / 3
1.5Manuscript Form: reflect appropriate manuscript requirements, including / 1 / 1
1)title page presentation / 1/3** / 1/3**
2)pagination / 1/3** / 1/3**
3)spacing and margins / 1/3** / 1/3**
4)integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations / NA* / NA*
1.0WRITING STRATEGIES: Students write coherent and focused essays that convey a well-defined perspective and tightly-reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed. / 20 / 27% / 20 / 27%
1.1Organization and Focus: establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing / 3 / 3
1.2Organization and Focus: use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice / 3 / 3
1.3Research and Technology: use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources / 2 / 2
1.4Research and Technology: develop the main ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions) / 2 / 2
1.5Research and Technology: synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents) / 2 / 2
1.6Research and Technology: integrate quotations and citations into written text while maintaining the flow of ideas / NA* / NA*
1.7Research and Technology: use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., the Modern Language Association Handbook, The Chicago Manual of Style) / 2 / 2
1.8Research and Technology: design and publish documents by using advanced publishing software and graphic programs / NA* / NA*
1.9Evaluation and Revision: revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context / 6 / 6
TOTALS / 75 / 100% / 75 / 100%

STANDARDS-BASED TESTS IN SPANISH