Dr. Annette Shideler
Director, TESOL program
Stony Brook University
February 5, 2015
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2/5/2015
1


To analyze assessment data in sufficient
detail so your ESL curriculum is precisely
aligned to the ELA exams
Find the sheet titled “Mining ELA Assessment
Data to Improve Instruction”
◦ Talk with your neighbor and together agree on your
answers for the first three bullets
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2
NEW YORK STATE DEMOGRAPHICS
ROS, 11%
Big 4, 6%
Long
Island,
13%
Utica (1543)
NYC, 70%
Syracuse
(2809)
Rochester
(3478)
Buffalo
(4103)
Top ELL
Districts
# of
ELLs
New York
City
151,55
8
Brentwood
5,139
Buffalo
4,103
Rochester
3,478
Yonkers
3,085
Syracuse
2,809
Spring Valley
2,125
Hempstead
1,853
Newburgh
1,555
Central Islip
1,790
Utica
1,543
Spring Valley
(East Ramapo)
(2125)
Newburgh
(1555)
Yonkers
(3085)
Hempstead
(1853)
New York City
(151,558)
Source: Public School ELL
Counts as of May 31, 2013
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Central Islip
(1790)
Brentwood (5139)
2/5/2015
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New York's 4-year high school graduation rate is 74% for All Students.
However, the percent graduating college and career ready is significantly lower.
June 2013 Four-Year Graduation Rate (2008 Cohort)
Graduation under Current Requirements
Calculated College and Career Ready*
% Graduating
% Graduating
All Students
74.0
All Students
35.3
American Indian
58.5
American Indian
18.8
Asian/Pacific Islander
81.6
Asian/Pacific Islander
56.5
Black
58.1
Black
12.5
Hispanic
57.8
Hispanic
15.7
White
85.7
White
48.5
English Language Learners
34.3
English Language Learners
7.3
Students with Disabilities
44.7
Students with Disabilities
4.9
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which
correlates with success in first-year college courses.
Source: NYSED Office of Information and Reporting Services
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4
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However, the graduation rate for students who exited
and no longer receive English Language Learner services
is comparable to the general population.
Results Through June 2014 After 4 Years
78%
75%
71%
Current ELL includes
students who were
identified as ELL during
the school year of their
last enrollment .
One-Time ELL includes
students identified as
ELL in any school year
preceding the school
year of their last
enrollment (excludes
students who are
Current ELLs).*
31%
Never ELL includes
students who were never
reported to receive ELL
services.*
2009 Graduation Rate
Current ELLs
One-Time ELL (Excluding Current ELLs)
Never ELL
All Students
* Data are available for the 2005-06 to 2012-13 school years only. Therefore, students who received ELL services
prior to grade 5 (prior to 2005-06 for students in grade 12 in the 2012-13 school year) will not be identified as
One-Time ELL.
8
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


The graduation rates for English Language
Learners have generally decreased.
The percentage of English Language
Learners earning the Regents Diploma after
four years has not increased sufficiently to
offset the decrease in those earning the
Local Diploma.
However, the graduation rate for students
who exited and no longer receive English
Language Learner services is comparable to
the general population.
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9


How – by ‘gaming’ the system…
Go back to your sheet titled “Mining ELA Data
for ELLs,” and lets look at the actual data
together…
Grade
Least
Tested
Most
Tested
Most
Difficult
3rd
4th
5th
6th
7th
8th
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Trend Map:
p-Value Analyis: ELL vs. Gen. Ed.
ELL
% of Questions on Test by Standard
% Mastery of Each Common Core
Gen.
0.90
0.80
22
0.60
12
7
3
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
0.00
RI. 8
RL. 8
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
0 0 0
RL. 1
RI. 9
RI. 8
0.40
0.10
0
RI. 7
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
L. 4
RI. 6
0
0
0.54
0.37
0.32
0.29
RI. 7
3
0.30
0.26
0.20
5
RI. 6
5
RI. 5
5
RI. 4
5
RI. 3
5
0.42
0.37
0.35
0.30
0.55
0.37
0.46
0.43
0.40
10
RI. 1
10
0.56
0.53
0.45
0.43
0.54
L. 4
10
10
5
p-Value
0.50
15
0.60
0.56
0.71
0.68
0.67
0.70
20
Ed.
0.85
0.84
RI. 2
25
Standard
CCSS
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Trend Map:
p-Value Analyis: ELL vs. Gen. Ed.
ELL
% of Questions on Test by Standard
% Mastery of Each Common Core
Gen.
0.90
0.50
0.40
0.30
0.20
0.10
RL. 7
RL. 6
RL. 5
RI. 2
0.00
RI. 1
RL. 8
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 9
0
RI. 8
RI. 7
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
L. 4
RI. 6
0 0
0
0.31
0.24
0.20
RL. 4
2
0.46
0.34
0.30
RL. 3
3 3 3
0.36
RL. 2
3
0.59
0.40
0.26
0.36
0.72
0.480.48
0.44
RI. 7
3
0.54
RI. 6
5
3
0.43
0.51
0.47
RI. 5
7
L. 4
4
0.60
7 7
6
0.60
RI. 4
8
0.62
RI. 3
10
10
p-Value
10
0.70
0.72
0.68
0.65
0.60
0.58
0.68
RL. 1
12 12 12
12
0.80
0.80
RI. 8
14
Ed.
Standard
CCSS
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Trend Map:
p-Value Analyis: ELL vs. Gen. Ed.
ELL
% of Questions on Test by Standard
% Mastery of Each Common Core
Gen.
1.00
14
8
8
0.70
8 8
6
0.75
4
2
2
2
0.49
0.43
0.41
0.35
0.20
2
0.600.60
0.50
0.470.46
0.46
0.41
0.30
0.67
0.63
0.50
0.48
0.40
4
0.34
0.320.32
0.29
0.25
0.10
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 8
RI. 7
RI. 6
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
0.00
L. 4
RL. 8
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 9
RI. 8
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
L. 4
0 0
RI. 7
0
0
RI. 6
2
0.68
0.64
0.61
0.50
6
0.76
0.75
0.60
p-Value
10
8
0.75
0.80
10 10
8
0.95
0.90
12 12
12
Ed.
Standard
CCSS
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Trend Map:
p-Value Analyis: ELL vs. Gen. Ed.
ELL
% of Questions on Test by Standard
% Mastery of Each Common Core
Gen.
0.90
17
0.80
16
6 6
4
0.20
2
0.350.34
0.30
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 8
RI. 7
RI. 6
0.00
RI. 5
RL. 8
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 9
RI. 8
RI. 7
RI. 6
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
L. 4
0.43
0.410.40
0.39
0.10
0 0
0
0.39
RI. 4
2 2 2
2
0.51
0.47
0.31
0.29
RI. 3
4
0.390.39
0.30
RI. 1
6
4
0.48
0.40
RL. 7
4
8
L. 4
8
8
0.59
0.50
10 10
p-Value
10
10
0.74
0.71
0.68
0.64
0.59
0.70
0.68
0.680.69
0.58
0.60
12
6
0.71
0.70
14
0.81
0.77
0.76
RI. 2
18
Ed.
Standard
CCSS
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p-Value Analyis: ELL vs. Gen. Ed.
Trend Map:
ELL
% Mastery of Each Common Core
% of Questions on Test by Standard
Gen.
Standard
Ed.
0.90
0.80
0.70
0.60
0.31
0.37
0.280.29
0.26
0.24
0.10
0.13
RL. 7
RL. 5
RL. 4
RL. 1
RI. 8
RI. 7
0.00
RI. 6
RL. 8
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
RI. 9
RI. 8
RI. 7
RI. 6
RI. 5
RI. 4
RI. 3
RI. 2
0
0 0
0.40
0.34
0.330.330.32
0.27
0.20
2
RI. 1
0.33
RI. 5
4
0
L. 4
0.31
0.30
RL. 7
2
4
0.55
RI. 4
4
0.50
0.40
6
0.58
0.50
RI. 3
6
4
2
8
RI. 2
6
8
RI. 1
8
8
0.67
0.54
0.48
0.50
p-Value
8
0.620.61
RL. 3
10
10
L. 4
12
0.620.62
0.57
RL. 2
12
6
0.76
0.70
14
14
0.78
RL. 6
16
CCSS
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ELL
p-Value Analyis: ELL vs. Gen. Ed.
% Mastery of Each Common Core
Trend Map:
Gen.
Standard
% of Questions on Test by Standard
Ed.
1.00
0.87
0.90
0.40
0.45
0.30
0.20
0.32
0.29
0.19
0.10
RL. 7
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
RL. 1
0.00
RI. 7
RL. 8
RL. 7
0 0
RL. 6
RL. 5
RL. 4
RL. 3
RL. 2
0
RL. 1
RI. 9
0
RI. 8
RI. 6
RI. 5
RI. 4
RI. 3
RI. 2
RI. 1
RI. 7
0
0
0.360.37
0.34
0.35
0.29
0.26
L. 4
2
0.37
0.43
0.42
RI. 6
6
4
L. 4
0.46
0.50
RI. 5
6
8
RI. 4
6
0.60
8
0.64
0.58
0.56
RI. 3
6
6
8
0.64
RI. 2
8
8
0.730.72
0.700.70
p-Value
10
4
0.70
10 10 10
0.74
0.67
RI. 1
12
0.76
0.80
12
RI. 8
14
CCSS
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16

Tally your table…
◦ By grade level, which were two most tested?
◦ By grade level, which were two least tested?
◦ By grade level, which two were most difficult
for ELLs?
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
Interpret words and phrases as they are used
in a text, including determining technical,
connotative and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
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Grade
3rd
Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from non-literal language.
4th
Determine the meaning of words and phrases as they are used in a text, including
those that allude to significant characters found in mythology (e.g. Herculean).
5th
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similies.
6th
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings, analyze the impact of a specific word choice
or meaning and tone.
7th
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings, analyze the impact of rhymes and other
repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
8th
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings, analyze the impact of specific word choices
on meaning and tone, including analogies or allusions to other texts.
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Grade
9-10th
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings, analyze the cumulative impact of specific word
choices on meaning and tone (e.g. how the language evokes
a sense of time and place; how it sets a formal or informal
tone)
11-12th
Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings, analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging or
beautiful….
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https://www.engageny.org/resource/newyork-state-common-core-sample-questions

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3rd
Grade
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
Grade 3 -- Determine the meaning of
words and phrases as they are used in
a text, distinguishing literal from nonliteral language.
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
Harry walks like a __________. He waddles
back and forth. Penguin
Duck
Goose
Why is this difficult?
Conduct a whole class talk-aloud strategy.
Word Detective Teams….
Dove & Honigsfeld – Common Core for Not So Common Learner
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http://www.readwritethink.org/classroomresources/student-interactives/flip-chip-30031.html
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Ms. Jones was angry. She said, "My students _____ me when
they are tardy. They _____ one excuse after another. I want
to ____ the number of tardies, so I'll ____ the privileges of
any student who is late.
pro
duce
re
voke
Component
Definition
Pro-
To be in favor of…, to push ahead
Re-
Again, or again and again, or back and
backward
-duce
Lead forward, to bring forth, to pull
-voke
A word, or one’s word
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
Grade 5 -- Determine the meaning of words
and phrases as they are used in a text,
including figurative language such as
metaphors and similes.
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A word you don't know in the sentence
becomes clearer by information that helps
define it
 Here, additional information helps to define
the word contentious.
◦ When you try to give Jamie advice, he tends to be
contentious, which means that he would rather
quarrel with you than listen to anything you have to
say.
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A word you don't know in the sentence becomes
clearer by information in the sentences around it
 Often the content of the surrounding text can
clarify the meaning of an unknown word. Look at
the first two sentences to see clues that help
define contentious.
◦ A crowd began to gather in the hallway when they saw
me stop to talk with Jamie. They knew he was hotheaded and the fireworks would soon begin. Sure
enough, during our brief conversation Jamie lived up to
his reputation as the most contentious guy in school.
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A word you don't know in the sentence
becomes clearer by a word you do know that
has a similar meaning
 Let's say that you're not familiar with the
word contentious. In this sentence, however,
you can probably guess its meaning because
the word is linked to a familiar word with a
similar meaning.
◦ I had to hang up on Jamie because, once again, he
was argumentative and contentious.
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A word you don't know in the sentence
becomes clearer by a word you do know that
means the opposite
 You can probably guess the meaning
of contentious in this sentence because of the
contrasting words.
◦ I had hoped that Jamie would be friendly and
cooperative this time, but he was more contentious
than ever.
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A word you don't know is made clearer by its
use in the sentence as another part of speech
 This sentence shows how the meaning of a
word can be clarified by its use as another
part of speech.
 Notice that the verb contend helps to clarify
the meaning of the adjective contentious.
◦ Jamie is always so contentious that I will no longer
offer him any advice he'll have to contend with his
problem on his own.
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A word you don't know in a sentence becomes clearer
by information about what caused it or what it causes
 In this sentence, the cause of
the contentious behavior clarifies its meaning.
◦ I was pretty aggressive in making my case to Jamie, but he
wouldn't back down and became even more contentious.

In this sentence, the effect, or result, of
the contentious behavior clarifies its meaning.
◦ During our phone conversation, Jamie became more and
more contentious, which led me to say to him that if he
didn't calm down and listen to reason, I would hang up.
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Prefix or
Suffix
Meaning
Science
Social Studies
Mathematics
Multi-
Many
Multimedia
Multitude,
multipartite,
multinational
multiplication
Equi-
Equal
Equilibrium,
equator
Equinox,
equitable
Equation,
equidistant
Non-
Not
Nonfat,
nonmetallic
Nonfiction,
nonviolence
Noncollinear,
nonessential
Pan-
All, whole
Pandemic,
panorama
pandemonium,
Pan-American
-able
Capable or
worthy of
Invisible,
predictable
Adaptable,
acceptable
divisible
http://www.readwritethink.org/classroom-resources/printouts/common-content-arearoots-30842.html#teaching
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
Grade 8 -- Determine the meaning of words
and phrases as they are used in a text,
including figurative and connotative
meanings, analyze the impact of specific
word choices on meaning and tone, including
analogies or allusions to other texts.
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Special Message to the Congress: The American Promise
March 15, 1965
by President Lyndon B. Johnson
All Americans must have the privileges of citizenship
regardless of race. And they are going to have those
privileges of citizenship regardless of race.
could
should
might
have to
would
How would changing the word “must” to any of others below affect
the meaning and tone of President Johnson’s message?
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Danny Glover
Nike
Langston
Hughes
Liked:
Disliked:
Danny Glover
Nike
Langston Hughes
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Grade
Least Tested
3rd
RI 6
4th
5th
Most Tested
Most Difficult
RL 6, 7, 8
RL1
RL 4, 5
RI 6, 7
RI1
RI 1, 8
RL 8
RL 1, 2, 3
RL 3, 8
RI 6
RI 2, 3
RI 4
RL 2, 3
RL 1
RI 1, 2, 4, 5
L4
6th
RL 7, 8
7th
RI 7, 9
RL 4, 5
RI 1, 3, 4, 5
RL 7, 8
8th
L4
RI 3, 4
RL 1
RI 7, 9
RI 2
RI 4, 5
RL 5, 7, 8
RL 2, 3, 4
RL 2, 3, 4
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