English Learner
Coordinators' Network (ELCN)
Sacramento County Office of Education
April 7, 2016
Next Meeting 2015-16 ELCN Meeting:
 June 2, 2016
*Mark your calendar for the 2016-17 ELCN Meetings:
 Sept. 22
Dec. 8
March 23
May 25
*tentative
Retrieve Electronic
meeting handouts at:
http://www.scoe.net/elcn/
1
Agenda
1. Welcome and Introductions
Graciela García-Torres, SCOE
2. State and Federal Programs Update

Title III: Updates & Funding Application Process

Federal and State Legislative Update

Home Language Survey Update
3. State Assessments & Accountability

CELDT /ELPAC Update

CAASSP Functions Update
4. English Learner Resources and CDE Presentations
ELA/ELD Framework: A Guide to Resources with an English Learner Emphasis

Alejandro Hernández, CDE
CALPADS: English Learner Data

Brandi Jauregui, CDE
5. Networking: Resources, Calendar of Events, Announcements, Sharing…

Seal of Biliteracy
2
State and Federal Programs Update
Title III Accountability
Development of an
Aligned State and Federal
Accountability System
Federal Legislation: ESSA
Handout
pages 1-6
3
State and Federal Programs Update
Aligned Accountability System
• ESSA requires a new federal
accountability system to be developed.
• The State Board of Education (SBE) and the
State Superintendent of Public Instruction
(SSPI) have indicated their intent to have one
accountability system that meets both state
and federal requirements.
• Intent is that it contains multiple measures.
These will be driven by current LCFF
priorities aligned with ESSA requirements.
4
State and Federal Programs Update
Local Control Funding
Formula (LCFF)

LCFF established the
eight state priorities,
which requires local
educational agencies
(LEAs) to report
annually on 23
measures in their
Local Control and
Accountability Plans
(LCAPs).
•
Of these measures,
the following are
focused specifically
on ELs:
1. ELs that become
English proficient
2. EL reclassification
rate
5
State and Federal Programs Update
Current Title III Accountability
Every Student Succeeds Act
NCLB to be implemented until regulations are developed by ED
and states align to those regulations
All LEAs are frozen to the 2014-15 level (based on 2013-14 data)
• If previously identified for Title III Improvement- continue to
implement corrective actions
• Implement the plan you currently have
Plan for funding is to be submitted by June 30
No new accountability calculations for 2015 or 2016
Accountability for ELs did not go away – it moved to Title I
6
State and Federal Programs Update
Every Student Succeeds Act
(ESSA)
•
•
Accountability
systems by 2017–18.
The new system
must be based on
multiple measures
in the following five
areas:
1.
Achievement as measured by
proficiency based on annual state
assessments (3-8 & once in HS)
2.
Four-year cohort graduation rates for
high schools
3.
Another academic indicator for
elementary and middle schools (e.g.,
growth measure)
4.
Progress in English language
proficiency for ELs—formerly included
in Title III
5.
At least one other indicator of school
quality or student success that is valid,
reliable, comparable, and statewide
(e.g., postsecondary readiness, student
engagement, etc. )
7
State and Federal Programs Update
ESSA adds to the Title III Reporting
Requirements for ELs
•
•
Requirements for LEAs receiving Title III funds:
• Progress towards achieving English language proficiency (previously AMAO 1)
• Attaining English proficiency as measured by the English Language
Proficiency Assessments (previously AMAO 2)
• Students who have not attained proficiency within 5 years of initial EL
identification
• Meeting challenging state academic standards on the state assessments for
each of the 4 years after exiting
States are required to test ELs in all grades (K–12). However, Title I only requires
the EL accountability component to include the following grades:
– Grades 3–8
– The same high school grade tested on the statewide assessment (i.e., grade
11 for California)
8
State and Federal Programs Update
Key Dates
March & April 2016
June
March 21:
Embargoed Title III
Accountability prerelease closes
April 11: CALPADS
**ODS Data
Extraction
Fall 2016
Complete 2015-16
Release of 2015–16 Title III
Preliminary Title IIII accountability
Accountability
Reports (AMAOs 1, 2
(annual measurable & 3) and Research
achievement
Files
objectives [AMAOS}
2015-16 Title III
1 and 2)
Accountability
Report Information
Guide
**ODS-Operational Data Store
9
ESSA Resources

CDE Correspondence

http://www.aascalifornia.org/UserFiles/Servers/Server_768264/File/California%20Department%20of%20Ed/ESSA%2
0Second%20Letter%20to%20LEAs%20Feb%202.29.16.pdf
 Transitioning to the Every Student Succeeds Act (ESSA) Frequently
Asked Questions by the Department of Education

https://www.titlei.org/news-and-resources/blogs/policy/new-faqs-document-consolidatesguidance-on-transition-to-essa

Major Provisions of Every Student Succeeds Act (ESSA) Related to
the Education of English Learners

http://www.ccsso.org/Documents/2016/ESSA/CCSSOResourceonESSAELLs02.23.2016.pdf
10
State and Federal Programs Update
Contact Information
TOM TORLAKSON
State Superintendent
of Public Instruction
• Title III Accountability Reporting
Data Visualization and Reporting Office
Phone: 916-323-3071
E-mail: [email protected]
• CELDT Administrations
English Language Proficiency Assessment
Phone: 916-319-0784
E-mail: [email protected]
• CALPADS Demographic Data Corrections
CALPADS Service Desk
Phone: 916-325-9210
E-mail: [email protected]
11
State and Federal Programs Update
Title III Application for Funding
Handout
pages 7-12
12
State and Federal Programs Update
LEA Plan Goal 2 Update Requirement
for Funding 2015-2016 Application
Funds will be released to LEAs who have met all
Title III funding conditions as follows:
1. Applied for funding on CARS
2. Submitted a substantially approvable plan
3. Reported cash balances during the
reporting window and
4. Met the CMDC payment threshold

Federal Cash Management Data Collection (CMDC)
http://www.cde.ca.gov/fg/aa/cm/
13
State and Federal Programs Update
2016-2017 Application
2016–17 eligibility
lists and
preliminary
amounts will be
available in late
April 2016
2016–17 Title III
Application for
funding starts
on May 15,
2016, and ends
on June 30,
2016
For 2016–17, the Title III application window
for all eligible LEAs to apply is May 15, 2016
through June 30, 2016.
Consolidated
Application and
Reporting
System (CARS)
will open for all
LEAs to apply
Consortia
Online
Application
(COA) will
also be open
at the same
time
14
State and Federal Programs Update
Tentative Timeline of
Title III Requirements
April - June
ALL California
Local
Education
Agencies
(LEAs)
Update the LEA
Plan (Budget
annually, actions
and services as
needed)
Complete the
Title III LEA Plan
Performance
Goal 2 Template
(Required
content
sections)
Mid May-June
Apply for Title
III LEP and/or
IMM funds
through the
Consolidated
Application
(ConApp)
June 30
Upload
updated LEA
Plan, Title III
LEA Plan
Performance
Goal 2
Template with
CARS
submission to
CMT
(California
Monitoring
Tool)
15
15
State and Federal Programs Update
Tentative Timeline of
Title III Requirements
Year 2+ LEAs: in addition to the steps in the previous slide . . .
April-June:
• Complete optional Title III Needs Assessment (evaluating
student data & implementation data)
• Complete the required sections in the Title III LEA Plan
Performance Goal 2 Template
• Record responses on changes to LEAP Goal 2 as part of the
Improvement Plan Addendum
•Upload updated LEA Plan, Title III LEA Plan Performance
Goal 2 Template (including IPA) with CARS submission to
the California Monitoring Tool (CMT)
June 30:
16
16
State and Federal Programs Update
Title III Technical Assistance Sessions

May 10, 2016 ~ 1:00- 3:30 pm

May 11, 2016 ~ 9:00- 11:30 am
Register here: https://www.surveymonkey.com/r/TIIITA16_17
1717
State and Federal Programs Update
Title III Data and Data Collection

California Longitudinal Pupil Achievement Data System (CALPADS) and
Student National Origin Report (SNOR)

Consolidated Application (CARS)

Demographics: DataQuest
http://www.cde.ca.gov/sp/el/t3/data.asp
18
State and Federal Programs Update
California Department of Education –
Title III Key Links








CDE Title III
FAQs
Data
Accountability
Parent Notification
Immigrant Programs
LEP Programs
Title III Statute


Accountability
Reports
English Learner
Resources
19
Title III: Accountability, Funding and Plans
Title III Contacts
TOM TORLAKSON
State Superintendent
of Public Instruction
LEP and Immigrant Programs
• Program Questions: Geoffrey Ndirangu, Education
Programs Consultant, by phone at 916-323-5831 or by
e-mail at [email protected]
Title III Fiscal Contact
• Fiscal Questions: Patty Stevens, Associate Governmental
Program Analyst, by phone at 916-323-5838 or by e-mail at
[email protected]
Title III Cash Management and Allocations
• Contact: Karen Almquist, Education Fiscal Services
Consultant, by phone at 916-327-4406 or by e-mail at
[email protected]
20
State and Federal Programs Update
Federal and State Legislative
Update
Handout
pages 13- 16
21
2016 EL/Migrant Ed Notable Bills

SB 469 (Allen) Pupils Redesignated as Fluent English
Proficient: Local Control Funding Formula (LCFF)
LCAPs: RFEP students to count for unduplicated
students
22
State and Federal Programs Update
Home Language Survey
Update
Handout
pages 17-19
Revision the 4 HLS Qs
Purpose: Avoid misidentification
Reduce the false positives or false negatives
23
HLS: Exploratory Pilot Study
2 key Findings

Proposed HLS with more
questions, identified more
students (16% more)

Current HLS does not appear to be
broken
https://relwest.wested.org/resources/207
24
State and Federal Programs Update
SBE-Adopted ELA/ELD
Framework Chapters
Chapters at a glance
 Executive summary
 Full doc – digital chalkboard

http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrks
beadopted.asp
25
State and Federal Programs Update
26
26
State and Federal Programs Update
Discuss: 2015 ELA/ELD
Instructional Materials Adoption

What are some key factors for your district’s
considerations when selecting instructional
materials for designated ELD?

If adopting, when will your district be
implementing the newly adopted ELA/ELD
instructional materials?
27
27
State and Federal Programs Update
A Review of Year 2 LCAPs
Report published by:
Californians Together
The Center for Equity for English Learners
29 districts’ LCAPs were reviewed by a panel
of 32 reviewers representing a cross section
of the California educational community
28
28
State and Federal Programs Update
LCAP Study Key Findings
1.
2.
3.
The majority of the LCAPs
remain very weak in response
to ELs across all areas
LCAPs show vey minimal and
weak attention to
implementation of the new
ELD Standards and ELD
approach of the new ELA/ELD
Framework
Lack of specificity to
strengthening or providing
coherent programs, services,
supports and access to
program and curriculum for
ELs
4. Weak engagement of EL parents
5. Lack of EL data to inform LCAP
goals
6. Difficult to discern between
district-wide and school-wide
services with allocations of
supplemental and concentration
fund
7. Lack of coherence or
comprehensiveness in response to
the needs of ELs
29
29
State and Federal Programs Update
LCAP Resources for ELs
A Review of Year 2 LCAPs
Appendix A: Samples of
Good and Exemplary
Excerpts from Year 2 LCAPs
A Weak Response to English
Learners
https://www.californianstoge
ther.org/store/
Year 1
Report

http://www.ciclt.net/ul/calto/AR
eportonYearOneLCAPs_2015-0422.pdf
Does your LACP Plan Deliver
on The Promise of Increase
or Improved Services for ELs?

http://www.sccoe.org/depts/esb/LC
AP%20Docs%20201516/LCAP%20Rubri
cs%20for%20English%20Learners.pdf
3030
State Assessments and Accountability
Updates on the English Language
Proficiency Assessments for California
Handout
pages 20-24
31
State Assessments and Accountability
Every Student Succeeds Act
(ESSA) and the ELPAC
•
The English language proficiency (ELP) assessment of English
learners (ELs) is virtually unchanged by ESSA.
o
o
o
•
ELP assessment is to be aligned with the state English language
development (ELD) standards and address the proficiency
levels of ELs.
States are still required to identify ELs and report on ELs’
progress toward attaining English proficiency.
Districts still place ELs into instruction based on the ELP
assessment, and notify parents within 30 days of enrollment.
Standardized statewide entrance and exit procedures for English
language instruction services
o Is the ELPAC the standardized entrance procedure?
 Waiting for additional guidance from the U.S. Department of
Education
32
State Assessments and Accountability
ELPAC Pilot Test
Purpose: To ensure that new task types elicit useful
information about language proficiency, as described in
the ELD Standards
Pilot window
• November 30–December 8, 2015
• Four schools in the San Juan Unified School District
• Administered in grades K–12
• Included English learners in grades K–12 and Englishonly students in grades K–2
• Pilot Test results reviewed in December 2015
33
State Assessments and Accountability
Pilot Test: Listening Domain
Via Audio
As a result of the pilot test:
• Listening items in grades 3–12 are planned to be delivered
via audio recordings.
• Benefits include:
o Standardized delivery of listening stimuli
o Natural delivery by multiple speakers, and in pacing
and pauses
• Delivery by the examiner (no audio) in grades K–2
34
State Assessments and Accountability
Pilot Test: Unique Task Types
Following are a few piloted task types with unique
features:
• Listening
o Listen to a Speaker Support an Opinion: Grades 6–12 (Initial
and Summative); two classmates discuss opinions about an
academic topic and the test taker answers questions about
the exchange; to be delivered via audio
• Speaking
o Summarize an Academic Presentation: Grades 1–12 (Initial); K–
12 (Summative); integrated with listening; context images with
(possible) vocabulary labels as scaffolding; note-taking on
blank paper
35
State Assessments and Accountability
Pilot Test: Unique Task Types (cont.)
Reading
• Read a Short Informational Passage:
• Grades 2–12 (Initial); grades 1–12 (Summative);
• standardized format for glossing the vocabulary
Writing
• Describe a Picture:
• Grades 2–5 (Initial); grades 1–12 (Summative);
• integrated with reading; writing a brief description of
what is occurring in a picture;
• in grades 3–12 the student examines, revises, and adds to
a classmate’s paragraph about the picture
36
State Assessments and Accountability
ELPAC Field Tests
• Summative assessment field test: Spring 2017
• Initial assessment field test: Fall 2017
• English-only and reclassified fluent-Englishproficient students will be included.
• Sample field tests, not census
• Participation by invitation
• District representatives must attend a full day
of administration-and-speaking scoring
training.
37
State Assessments and Accountability
Educator Opportunities for
Participation in ELPAC Development
•
June 14 and 16, 2016—Development of domain- and grade-specific
performance level descriptors (application window is closed)
• August 1–5, 2016—Content Review Panel
• August 3–5, 2016—Bias and Sensitivity Review Panel
o The online application for the August panels can be
accessed at
https://www.surveymonkey.com/r/ELPACApp2015
• Fall 2016—Speaking Range Finding
• Spring 2017—Writing Range Finding
38
State Assessments and Accountability
2016 CELDT Scoring Training of
Trainers
Workshop registration will open on Wednesday, February 24, 2016.
Date
Day
Location
April 19
Tues.
San Jose
April 20
Wed.
Stockton
August 23
Tues.
Sacramento
https://www.celdt.org/training/stot/
39
State Assessments and Accountability
Contact Information
TOM TORLAKSON
State Superintendent of
Public Instruction
English Language Proficiency
Assessments Office
Phone: 916-319-0784
CELDT e-mail: [email protected]
ELPAC e-mail: [email protected]
CELDT Web page:
http://www.cde.ca.gov/ta/tg/el/
ELPAC Web page: http://www.cde.ca.gov/ta/tg/ep/
Join the CDE’s ELPAC e-mail list by sending a blank email to: [email protected].
40
State Assessments and Accountability
California Assessment of Student
Performance and Progress Update
CAASPP
Handout
pages 25-31
Accommodations
Designated Supports for ELs
41
State Assessments and Accountability
2014–15 Designated Supports and
Accommodations Data (cont.)
• For ELA, the most commonly assigned
designated supports among English
learners were:
–
–
–
–
–
Text-to-speech (79,000)
Non embedded translations (glossary) (73,000)
Non embedded Bilingual dictionary (27,000)
Non embedded read aloud (25,000)
Non embedded translated test directions
(16,000)
42
State Assessments and Accountability
2014–15 Designated Supports and
Accommodations Data (cont.)
• For mathematics, the most commonly assigned
designated supports among English learners were:
–
–
–
–
–
Translated glossary (111,000)
Translated stacked (87,000)
Non embedded translation (76,000)
Text to speech (73,000)
Bilingual dictionary (16,000)
43
State Assessments and Accountability
California Assessment of Student
Performance and Progress (CAASPP)
Update
Summative Assessments
• As of March 11, 2016, 96 local educational agencies (LEAs) have
begun testing Smarter Balanced Summative Assessments.
• About 46,000 tests have been completed to date.
Interim Assessments
• Over 3.4 million interim assessments have been started across
more than 1,200 LEAs and 90 percent of those have been
completed.
• Updated Interim Assessment User Guide coming soon
• Five-part video series of 10-25 minute modules – late March
Digital Library
• Digital Library (DL) Professional Learning Series launched
February 2016
• State Network of Educators (SNE) – DL SNE Web page and “Meet an
SNE Member” Web page
44
State Assessments and Accountability
CAASPP Update (cont.)
• California Alternate Assessments
– edCount/National Center and State
Collaborative (NCSC) items
– Testing window: April 11 – June 17
• California Next Generation Science
Standards Summative Assessments
– Grades administered
– Test Design plan
– Development of pilot to begin
45
State Assessments and Accountability
CAASPP Update (cont.)
System Improvements:
• NEW—Security and Test Administration Incident Reporting System
(STAIRS) online system to report testing incidents in Test Operations
Management System (TOMS).
– System will triage incident and send directions to local educational
agency (LEA) and site coordinators
• Unlisted resources (previously called “individualized aids”) must be
requested in TOMS student settings.
– The new online form provides a more streamlined process that
includes pre-population of student and school information.
46
State Assessments and Accountability
CAASPP Update (cont.)
System Improvements:
•
Enhancements to universal tools, designated supports and
accommodations include:
– Text-to-Speech settings: Additional voice pack option
– Translation glossaries: Audio component added
– Persistent highlighting: Re-applying a student’s highlighting after a test is
paused/resumed
– Read aloud for the stacked Spanish translation for mathematics is
available for students who may not be fluent readers of Spanish but can
benefit from the translation.
•
Test Administrator Interface has been updated and improved
– Color coding
– Popup messages
– Mobile compatible
47
State Assessments and Accountability
State Superintendent of Public
Instruction (SSPI) Recommendations
California Education Code 60640 (c)
• Requires the SSPI to submit recommendations for
expanding CAASPP to the California State Board of
Education, the appropriate policy and fiscal
committees of the Legislature and to the Director
of Finance.
48
State Assessments and Accountability
What is the State‘s
Role?
• State Administered Assessments
– Used for accountability
– Used for public reporting of data/Statewide “snapshot”
of performance
– Example: CAASPP Summative
• State Supported Assessments
–
–
–
–
Model high-quality assessments
Efficient approach
Means of professional development
Examples: Grade 2 diagnostic, Smarter Balanced
interims and digital library
49
State Assessments and Accountability
4 Recommendations
1.
Develop and administer three state computer- based summative
assessments in History/Social Science in elementary, middle and
high school.
2. The CDE shall provide state-supported formative assessment
resources that are aligned with California Next Generation
Science Standards (CA NGSS) in the Digital Library.
3. The CDE shall vet state-supported resources and tools that
support implementation of a comprehensive assessment system
and provide those resources for local use.
4. Provide regional assessment support to schools and districts on
the implementation of the comprehensive assessment tools and
resources.
50
State Assessments and Accountability
Successor to the Primary Language
Test
• Finalizing design team
• Develop draft test design
• State Board of Education this
summer
51
State Assessments and Accountability
Contact Information
Assessment Development and
Administration Division
Phone: 916-319-0803
Jessica Barr, Education Administrator
[email protected]
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
52
ELA/ELD Framework: A Guide to Resources
with an English Learner Emphasis
Alejandro Hernández
Education Programs Consultant
Instructional Resources Unit
California Department of Education
http://cde.ca.gov/ci/rl/cf/index.asp
53
CALPADS: English Learner Data
Brandi Jauregui
Education Programs Consultant
Instructional Resources Unit
California Department of Education
54
Networking, Calendar of Events,
Announcements, Sharing…
State Seal of Biliteracy Ceremony
55
Sacramento County
Recognition Ceremony
1267 Seal
recipients
The Sacramento County Office of Education
invites you to the
Seal of Biliteracy
515 took the
SCOE Seal test
349 passed
Recognition Ceremony
andReception
Monday,April18 , 2016
4:30 p.m. – 6:00 p.m.
Folsom High School Jill Solberg Theater
1655 Iron Point Road, Folsom, CA 95630
More
information:
Please R.S.V.P. to Sherry Arnold
[email protected]
https://www.scoe.net/service
s/id526/Pages/default.aspx
56
Networking, Calendar of Events, Announcements, Sharing…
English Language Arts/English Language Development
Framework Launch Event
April 25, 2016 San Jose In partnership with the Santa Clara County Office of
Education Santa Clara County Office of Education
http://www.cde.ca.gov/ci/rl/cf/elaeldfwlaunchevents.asp
2016 Accountability Leadership Institute for English Learners
and Immigrant Students
“Save the Date”: December 2-5, 2016 in San Francisco
Preventing the Creation of Long-Term English Learners in the
Common Core Era with Dr. Laurie Olsen: April 14, 2016 at SCOE
https://db.readinglions.net/register
LMU/LA Teacher Advancement and Training Programs
http://soe.lmu.edu/centers/ceel/journalismforenglishlearners/instituteregistration/
http://soe.lmu.edu/centers/ceel/opalinstitute/opalonlineregistration/
57
2015-2016 ECLN Meetings
Retrieve electronic meeting handouts at
http://www.scoe.net/elcn/
September 24, 2015
December 10, 2015
¡Mil gracias! 
April 7, 2016
June 2, 2016
58
2016-2017 ECLN Meetings
Mark your calendar!!!
September 22, 2016
December 8, 2016
March 23, 2017
May 22, 2017
59
Graciela García-Torres
English Learner Programs & Accountability,
Sacramento County Office of Education
(916) 228-2478
[email protected]
Supporting English
Learners
❝Learn everything you can, anytime you can, from
anyone you can; there will always come a time when
you will be grateful you did.❞
‒Sarah Caldwell
60