Overview of the Spring 2015
New York State English as Second
Language Achievement Test
(NYSESLAT)
NYSESLAT01_2015.04.02
What is the NYSESLAT?
• The NYSESLAT is designed to annually assess the
English language proficiency of all English
Language Learners (ELLs) enrolled in Grades K–12
• It is a component of the State’s compliance with
federal laws that mandate annually assessing and
monitoring the English Language proficiency
progress of all ELLs
• It provides information about ELL students’ English
language development, which drives instruction
aligned to the NYS Common Core Learning
Standards (CCLS), Blueprint for ELL Success
(BELLS), and Bilingual Common Core Initiative
(BCCI)
2
Uses of the NYSESLAT
• An ELL’s performance on the NYSESLAT indicates
his or her level of English language proficiency
relative to the linguistic demands of the grade-level
classroom.

Proficiency levels indicate the type of English language
support each ELL needs to participate productively in the
classroom.
• A student who scores at the highest proficiency level
(described momentarily) has met the linguistic
demands necessary to meet the discipline-specific
standards.

After exiting ELL status, a student is considered to be a
Former ELL and is entitled to services for two years.
3
NYSESLAT Goal and Grade Bands
Primary Goal of the NYSESLAT:
To measure student English language proficiency relative
to the linguistic demands of the grade-level classroom,
which then drives the provision of ELL services.
To be administered in six grade bands:
K
1-2
3-4
5-6
7-8
9-12
4
Test Lengths and Estimated Timing by Grade Band and Modality
Grade Band
Test Modality
(Subtest)
Number of Items
or Tasks
Total Items and Tasks
Estimated Testing
Time (Minutes)*
K
Listening
Reading
Writing
Speaking
19
18
10
13
L,R,W,S: 60
L, R, W: 30-35
S: 15
1-2
Listening
Reading
Writing
Speaking
24
27
3
13
L,R,W,S: 67
L, R, W: 35-55
S: 15
3-4
Listening
Reading
Writing
Speaking
24
27
3
13
L,R,W,S: 67
L, R, W: 35-55
S: 15
5-6
Listening
Reading
Writing
Speaking
24
27
3
13
L,R,W,S: 67
L, R, W: 35-55
S: 15
7-8
Listening
Reading
Writing
Speaking
24
27
3
13
L,R,W,S: 67
L, R, W: 35-55
S: 15
9-12
Listening
Reading
Writing
Speaking
24
27
3
13
L,R,W,S: 67
L, R, W: 35-55
S: 15
* Provided for planning purposes only; NYSESLAT will continue to not have required testing times.
5
SPEAKING BOOKLET
Structure of the Speaking Booklet
•
•
•
Speaking theme 1
Speaking theme 2
Speaking theme 3
• 4 prompts/tasks with
context and graphics
• Tasks increase in difficulty
within each theme
• 5 prompts/tasks with
context and graphics
• Tasks increase in difficulty
within each theme
• 4 prompts/tasks with
context and graphics
• Tasks increase in difficulty
within each theme
The speaking booklet includes 13 tasks

The first 4 tasks are related to the first theme, the next 5 tasks are
related to the second theme, and the final 4 tasks are related to the
third theme
A skipping rule is in place
The speaking booklet takes approximately 15 minutes to complete
6
BOOKLET 2
BOOKLET 1
Structure of the LRW Booklets 1&2
•
Listening
Listening
Reading
Reading
Writing
• 1st
prompt
• 3 MC tasks
• 2nd
prompt
• 5 MC tasks
• 1st
prompt
• 3 MC tasks
• 2nd
prompt
• 5 MC tasks
• Prompt
• SCR (1 paragraph)
Listening
Listening
Reading
Reading
Writing
• 1st
• 2nd
• 1st
• 2nd
• Prompt
• SCR (1 paragraph)
prompt
• 3 MC tasks
prompt
• 5 MC tasks
prompt
• 3 MC tasks
prompt
• 5 MC tasks
Booklets 1 and 2 for LRW have the same structure:

Each have two listening sections, two reading sections, and one writing section
with a short constructed response task

In the writing section, students are presented with a passage from the reading
section and a prompt to which they must respond with one written paragraph; a
single rubric is used for scoring

Both booklets have the same number of tasks
7
BOOKLET 3
Structure of the LRW Booklet 3
•
Listening
Listening
Reading
Reading
Writing
• 1st prompt
• 3 MC tasks
• 2nd prompt
• 5 MC tasks
• 1st prompt
• 5 MC tasks
• 2nd prompt
• 6 MC tasks
• Prompt
• ECR (at least
2
paragraphs)
Booklets 3 for LRW differs from booklets 1 and 2:

In the reading sections, students answer 5 and 6 multiple choice questions,
and the writing section includes an extended constructed response task

In the writing section, students are presented with a passage from the
reading section and a prompt to which they must respond with at least two
written paragraphs; either the informational or narrative rubrics may be
used for scoring
8
Administration Information
• The approach to administering the NYSESLAT has
not changed significantly


The Speaking section still has an expanded administration
window
Will take approximately the same amount of time
• However, current changes to the assessment
warrant a thorough review of Spring 2015 NYSESLAT
materials


There will be training sessions on how to score the Writing
and Speaking sections
Administrators should become familiar with the new
School Administration Manual (SAM) and Directions for
Administration (DFA)
9
How the NYSESLAT is Changing
• The NYSESLAT will be aligned to the linguistic demands of
grade-level Common Core instruction delivered to ELLs

Linguistic Demands: Identifies the words, phrases and forms of language
that students need to understand and use in order to meet the Common
Core standards across all content areas. Note: The linguistic demands
reflect the language required to access grade level content – not the
content itself.
• These changes are represented by 5 fundamental shifts:

Shift 1: CCLS via New Language Arts Progressions

Shift 2: Performance levels

Shift 3: Integrated approach to modalities/global themes

Shift 4: Complexity: grade-level text for all levels, with content
area foci

Shift 5: Instructionally relevant academic language
10
Shift 1: CCLS and New Language Arts
Progressions
• The NYSESLAT measures the Linguistic Demands
necessary to meet the discipline-specific standards
at the corresponding grade-band level

Linguistic Demands are derived from the New Language
Arts Progressions of the Bilingual Common Core initiative
• The Linguistic Demands are articulated for the
purposes of assessment development as Targets of
Measurement (ToMs)

The NYSESLAT test questions measure the ToMs.
• Every grade-band level ToM has been delineated
across five levels which are known as the
Performance Level Descriptions (see Shift 2)
11
Shift 1: CCLS and New Language Arts
Progressions (cont’d)
(4)
Targets of
Measurement (ToMs) /
Performance Level
Descriptions (PLDs)
(3) Synthesized
Linguistic
Demands
(SLDs)
(2) New Language Arts
Progressions (NLAP)
(1) ELA New York State P-12
Common Core Learning
Standards (CCLS)
12
Shift 2: Performance Levels
• English language proficiency has shifted from 4 to 5
performance levels* to allow for more differentiation
among students:
Beginning
Entering
Intermediate
Emerging
Transitioning
Advanced
Expanding
Proficient
Commanding
Performance Level Descriptions
* Please note that the relationship between the Spring 2014 NYSESLAT and the Spring
2015 NYSESLAT performance levels are for informational purposes only. The statistical
relationship between scores will be provided at a later date.
13
Shift 2: Performance Levels (Cont’d)
• Unlike the former NYSESLAT, each test question on the Spring
2015 NYSESLAT is intentionally written to a specific performance
level.
(1) Entering
(formerly
Beginning*)
A student at the
Entering level has
great dependence on
supports and
structures to advance
his or her academic
language skills. As
measured by the
NYSESLAT, a student
at this level has yet to
meet the linguistic
demands necessary to
demonstrate
proficiency in a variety
of academic contexts
within this grade level.
(2) Emerging
(formerly Low
Intermediate*)
A student at the
Emerging level has
some dependence on
supports and
structures to advance
his or her academic
language skills. As
measured by the
NYSESLAT, a student
at this level has yet to
meet the linguistic
demands necessary to
demonstrate
proficiency in a variety
of academic contexts
within this grade level.
(3) Transitioning
(formerly
Intermediate*)
A student at the
Transitioning level
shows some
independence in
advancing his or her
academic language
skills. As measured by
the NYSESLAT, a
student at this level
has yet to meet the
linguistic demands
necessary to
demonstrate
proficiency in a variety
of academic contexts
within this grade level.
(4) Expanding
(5) Commanding
(formerly Advanced*) (formerly Proficient*)
A student at the
Expanding level shows
great independence in
advancing his or her
academic language
skills. As measured by
the NYSESLAT, a
student at this level is
approaching the
linguistic demands
necessary to
demonstrate
proficiency in a variety
of academic contexts
within this grade level.
A student at the
Commanding level is
now designated as a
Former ELL, and
entitled to receive two
years of continued
ELL services. As
measured by the
NYSESLAT, a student
at this level has met
the linguistic demands
necessary to
demonstrate
proficiency in a variety
of academic contexts
within this grade level.
* Please note that the relationship between Spring 2014 NYSESLAT and the Spring 2015 NYSESLAT performance levels are for informational
purposes only. The statistical relationship between scores will be provided at a later date
14
Shift 3: Integrated Approach to
Modalities/Global Themes
• In the classroom, teachers recognize that a student’s
listening, reading, writing and speaking skills are
integrated

The NYSESLAT integrates these skills through designing
passages, graphics, and prompts of all modalities around
Global Themes
• The NYSESLAT is designed to measure the language
that is embedded in content, rather than the content
itself
• Similar to the instructional experience provided by a
well-developed unit of study, the Global Themes
provide students with an assessment experience
that is cohesive and interconnected across all
modalities.
15
Shift 4: Complexity: Grade-level Text
for all Levels, with Content Area Foci
• The CCLS for ELA/Literacy articulate a researchbased need for increased text complexity across
all grades in order to prepare students, including
ELLs, for success in college and careers
• NYSESLAT passages have approximate gradelevel text complexity
• See http://achievethecore.org/page/642/textcomplexity-collection for more information about
text complexity
Quantitative
Measures
Qualitative
Measures
Expert
Judgment
Final Text
Complexity
Level
16
Shift 5: Instructionally Relevant
Academic Language
• NYSESLAT questions measure the receptive
(Listening and Reading) and productive (Speaking and
Writing) modalities that reflect content-area classroom
activities


Questions are firmly based in academics to reflect
appropriate academic language as opposed to social
language, which tends to originate from to personal
experience.
Due to the integrated approach to content, the NYSESLAT
focuses on specific topics and/or aspects of instruction
that students encounter in their content-area classes—for
example, experiences with literary text in ELA, word
problems in Mathematics, informational text in Science,
and maps in Social Studies
• Due to the constructs being measured, and in
alignment with the purpose of the exam, the questions
focus on the language and language structures that
support the content as opposed to the content itself.
17
Thank you!
For more information and resources on the
Spring 2015 NYSESLAT, please visit
https://www.engageny.org/resource/spring2015-NYSESLAT-resources or email
EMSCASSESSINFO@nysed.gov
18
Glossary
•
•
•
•
•
Bilingual Common Core Initiative: Beginning in Spring 2012, NYSED launched the Bilingual
Common Core Initiative to develop new English as a Second Language and Native
Language Arts Standards aligned to the Common Core.
Blueprint for ELL Success: A plan meant to clarify expectations for administrators, policy
makers, and practitioners; provide a framework to prepare ELLs for success—beginning in
prekindergarten to lay the foundation for college and career readiness; provide guidance,
resources, and supports to districts, schools, and teachers; and promote a better
understanding and appreciation of bilingual education, English as a second language, and
world languages/foreign language studies.
Commissioner’s Regulations Part 154-2 and 154-3: Two sections (definitions and school
district responsibility, respectively) of New York State Commissioner’s Regulations that
describe services English Language Learners.
Common Core Learning Standards: P–12 standards in Mathematics and English Language
Arts that have been adopted and incorporated by New York State in order to help ensure
that all students are college and career ready no later than the end of high school.
Discipline-specific standards: In New York State, the discipline-specific standards include
the Common Core Learning Standards for ELA/Literacy, the Common Core Learning
Standards for Mathematics, the NYS Social Studies Learning Standards, and the NYS
Science Learning Standards.
19
Glossary
•
•
•
•
•
•
English Language Learners: Students who are learning English in addition to their home
language.
Global Themes: An aspect of the Spring 2015 NYSESLAT test design in which questions
representing each of the modalities are related to a common theme.
Linguistic Demands: Identifies the words, phrases and forms of language that students
need to understand and use in order to meet the Common Core standards across all
content areas.
New Language Arts Progressions (NLAP): Formerly the English as a Second Language
Learning Standards, are meant to guide the language development goals and literacy
levels for students of all language proficiencies to access grade level Language Arts
content as described by the New York State Common Core Learning Standards.
Performance Level Description: A description of the knowledge and skills students should
demonstrate at each performance level on the state test.
Targets of Measurement: A synthesis of the Progressions, based on the Common Core
Learning Standards, which are meant to be assessed by the questions of the Spring 2015
NYSESLAT. Note that the targets of measurement are for Spring 2015 NYSESLAT
summative assessment purposes only. Classroom-based curriculum instruction and
formative assessment should be based on the Progressions.
20