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
SBAC
– Individual results
 Test Administration
– CD Rom
– Essay
– Web site
– Security
– Duplicate reports
– Accommodations
– Statewide results
– Bubbling
2
Outline (continued)
 Supplemental High
School Preparation
– CSU Success Web sites
– Expository Reading and
Writing Course (ERWC)
– Strengthening
Mathematics Instruction
(SMI)
 Additional Information
on ERWC
 Additional Information
on SMI
 Contacts for Questions
 Early Start Program
3
Overview of the Early
Assessment Program (EAP)
4
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 12th grade interventions
– Motivate students to take needed steps in 12th grade to
ensure readiness
5
Components of the EAP
The components of the CSU Early Assessment
Program provide a comprehensive solution for helping
students become ready for college.
 11th grade testing
 Supplemental high school preparation
 Teacher/administrator professional development
 Parent/family communication
 Preservice teacher preparation
6
11th Grade Test
To receive EAP results students must complete
ALL sections of test:
– CST in English and/or mathematics (Algebra II or
Summative High School Mathematics as
appropriate)
– EAP 15 multiple-choice items in English and/or
mathematics
 Administered with the CST
 Untimed
– EAP essay in English
7
11th Grade Test
 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
8
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
9
Community College Participation
CCC
Accepting
EAP Results
English
EnglishConditional
Yes
No
Under
Review
65
6
7
A mechanism for accepting this result is under
development. Local campuses will make the
determination.
Mathematics
58
7
12
MathematicsConditional
12
40
23
Current as of 8/7/2012
10
Community College Participation
Web sites
 CCC Chancellor’s Office:
http://extranet.cccco.edu/Divisions/StudentServices/EAP.aspx
 Joint CSU & CCC: http://www.collegeeap.org/
11
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 CDE and
SBAC to ensure that the new assessment for 11th
grade students is even more closely aligned with
CSU placement standards.
12
EAP Continues with CCSS & SBAC
 If tighter alignment is achieved, it is possible that
students will no longer need to volunteer to complete
supplemental items. Instead, 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 their better and more productive use of their
senior year to gain proficiency if needed.
13
EAP Test Administration
14
Administering the EAP Essay
 Testing window dates for essay 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
Early Assessment Program and the California
Standards Test.
 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 CST.
16
Bubbling
 Test booklet provides options for students to
bubble in their preference for sharing their data
with CSU, CCC, or both.
 Students should be encouraged to bubble in both
selections to maintain the broadest possible
options for their post-secondary careers.
 Data will not be shared with CSU or CCC if the
student does not bubble in one of the three
options.
17
Bubbling
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
post-secondary 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
18
EAP Test Determinations
19
Test Determinations
English
 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
20
Test Determinations
Mathematics
 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
courses
21
Exemptions
 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.
22
Ready – Conditional: Mathematics
Students whose results indicate that they are conditionally
ready can clear their condition by enrolling in 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
23
Ready – Conditional: English (beginning 2012-2013)
Students whose results indicate that they are
conditionally ready can clear their condition by enrolling
in an approved senior year experience:
 Enrollment in 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)
24
For ERWC to be considered an approved
course for satisfying condition, the school must
 Officially adopt and offer it as a year-long 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 Workshop
25
EAP Test Reporting
26
EAP Test Reporting
Available on the STAR Grade 11 Student Report
– The results are on the backside 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 results.
– Students can access their EAP results online (if the
student filled the bubble on the score sheet) at
www.csusuccess.org.
27
EAP Test Reporting
Codes for Results on STAR Data CD Rom
1 – Ready for CSU college-level course in English or
mathematics
2 – Ready for CSU college-level course in English
(beginning 2012) or mathematics courses Conditional
3 – Not yet demonstrating readiness for college-level
course in English or mathematics
4 – Incomplete
28
EAP STAR Report Website
http://www.csusuccess.org/star
– 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
Websites
29
Duplicate Student Reports
 Students may email requests for paper copies of
reports to EAPDups@ets.org
 Requests must include the following information
–
–
–
–
Full name
Date of birth
High school
Year student attended 11th grade
Note: EAP results are only valid for the year following high
school graduation.
30
EAP Statewide Test Results
EAP aggregate data by state, county, district, and
school are available online:
http://eap2012.ets.org/
http://eap2011.ets.org/
http://eap2010.ets.org/
http://eap2009.ets.org/
http://eap2008.ets.org/
etc.
31
EAP English Statewide Test Results
Year
Participation
College
Ready
College ReadyConditional
2006 312,167 (75%) 48,072 (15%)
2007 342,348 (78%) 55,206 (16%)
2008 352,943 (79%) 60,392 (17%)
2009 366,925 (82%) 59,367 (16%)
2010 378,870 (84%) 77,826 (21%)
2011 446,852 (86%) 85,506 (23%)
2012
32
EAP Mathematics Statewide Test Results
Year
Participation
College ReadyCollege Ready
Conditional
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 169,473 (77%) 22,246 (13%)
74,464 (44%)
2010 178,667 (77%) 26,056 (15%)
75,502 (42%)
2011
81,849 (43%)
2012
239,911 (80%)
29,524 (15%)
33
Supplemental High School
Preparation
34
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)
35
Supplemental High School Preparation
CSU Success Web Sites
http://www.csusuccess.org/shome
36
Supplemental High School Preparation
 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
results)
– Aligned to the Common Core State Standards
(CCSS)
37
Supplemental High School Preparation
 Expository Reading and Writing Course (ERWC)
– Emphasizes nonfiction texts (some literature
included) and includes two full-length works
– Second edition of the course will be published in
spring 2013 (full alignment with CCSS)
– Four modules per grade have been developed for
grades 7-11 to support students prior to grade 12.
Plans for offering professional learning for these
modules are in development.
38
Supplemental High School Preparation
 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
problems
– Aligned to the Common Core State Standards (CCSS)
39
Supplemental High School Preparation
 12th Grade Course in Mathematics
–
–
–
–
The CSU is in the process of developing a 12th
grade 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.
Will be specifically designed 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.
40
Supplemental High School Preparation
 Professional Learning for Teachers
– Teachers may register for ERWC workshops at
www.calstate.edu/eap/englishcourse
– Teachers may register for SMI workshops at
http://pd.csusuccess.org/
41
Information on the
Early Start Program
42
Early Start
 Early Start 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
43
Early Start Program
 Students who need remediation will be required to
begin an Early Start Program during the summer
prior to enrollment
 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
44
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
45
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
46
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
Start.
 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.
47
Additional Information on the
Expository Reading and
Writing Course (ERWC)
48
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
49
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 CCCSS)
50
Elements of the ERWC Assignment Template – Revised 2012
Reading
Rhetorically
Prereading
Getting Ready to Read
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
51
Elements of the ERWC Assignment Template – Revised 2012
Connecting
Reading to
Writing
Discovering
What You
Think
Considering the Writing Task
Taking a Stance
Gathering Evidence to Support Your Claims
Getting Ready to Write
Writing
Rhetorically
Entering the
Conversation
Composing a Draft
Considering Structure
Using the Words of Others (and Avoiding Plagiarism)
Negotiating Voices
Revising and
Editing
Revising Rhetorically
Considering Stylistic Choices
Editing the Draft
Responding to Feedback
Reflecting on Your Writing Process
52
Current Statistics on ERWC Adoption
 450 high schools in CA have formally adopted the ERWC
– Most of these schools have adopted ERWC as a full-year
course in 12th grade
 Approximately 100 additional high schools in Los Angeles
USD have adopted ERWC as the curriculum for their onesemester 12th grade Expository Composition course
 Combining both groups, the total number is 550
representing roughly 43% of the 1,290 comprehensive
high schools in CA (some alternative schools are part of the 550)
 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 done from 2005 to
2010.
 Studies included analysis of curriculum
implementation, professional learning, student
performance, and student, teacher, and administrator
attitudes.
54
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 levels
– 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 12th 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).
56
Additional Information on
Strengthening Mathematics
Instruction (SMI)
57
Purpose of SMI
 To enhance student mathematics proficiency and
understanding by
– Highlighting and encouraging use of researchbased 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
problems
 Experience the varying roles in the teacher/learner
continuum
59
 Model a variety of student engagement strategies
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
60
Key Features of the Design of SMI Workshops


Bring together an entire mathematic 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 on-going and sustainable
changes in teacher behaviors and expectations.
61
Characteristics of SMI Workshops
 18-24 hours of professional development; 8 modules to
allow for flexibility in scheduling
 The online tutorial must be completed prior to the first
workshop meeting
 Standards-based and tied to the CSTs and CSU
placement standards
 Includes content and activities for teachers of Algebra 1
Geometry, Algebra 2, Pre-Calculus
62
Characteristics of SMI Workshops (continued)
 Draws on problems and lessons from the major
textbooks
 Designed for teacher practice and implementation
between workshop sessions based on lesson study
model
 Reflective of the adopted Common Core State
Standards
63
Characteristics of SMI Workshops
 18-24 hours of professional development; 8 modules to allow for
flexibility in scheduling
 The online tutorial must be completed prior to the
first workshop meeting
 Standards based and tied to the CSTs and CSU placement
standards
 Includes content and activities for teachers of Algebra 1 Geometry,
Algebra 2, Pre-Calculus
 Draws on problems and lessons from the major textbooks
 Designed for teacher practice and implementation between
workshop sessions based on lesson study model
 Reflective of the adopted Common Core State Standards
64
Questions?
 Nancy Brynelson (EAP, English, ERWC)
nbrynelson@calstate.edu
 Zulmara Cline (EAP, Math, SMI)
zcline@calstate.edu
 Carolina Cardenas (EAP, Early Start)
ccardenas@calstate.edu
65
www.calstate.edu
66