ELL Program Advisory Group April 18th, 2016

New HB 3499 Implementation Specialists Taffy Carlisle- EL Program Specialist Office of Superintendent- Equity Unit Rudyane Rivera-Lindstrom- EL and Equity School District Improvement Specialist

Phase Two of WORK ELL Program Advisory Group PHASE TWO 1/1/2017-Present As Specified in HB 3499 1. Long-term ELL Definition 2. Best Practices 3. School Improvement 4. EL Strategic Plan Ongoing support for student no longer eligible Engaging parents Identifying students who are eligible, incl. pre-K Providing accommodations for assessments Assessing ELL students Acquiring student library books (non-English) Providing support to ELL students Identification of Transformation and Target Districts Update goals and implementation work

ESSA Reporting for ELs Specifically ESSA Sec.3121(a)(6) ''(6) the number and percentage of English learners who have not attained English language proficiency within 5 years of initial classification as an English learner and first enrollment in the local educational agency;”

The Oregon State Seal of Biliteracy

Honoring the Work Done Before 2014-2015 Pilot Year ODE staff and partnering districts came together to plan the Biliteracy Seal work: Corvallis SD Four Rivers Community School Medford SD North Clackamas SD Portland Public Schools Woodburn SD

Establishing Award Criteria Many questions needed to be answered: Who are the candidates for the Biliteracy Seal? What assessments will be used? Which domains will be assessed? How will the assessment be administered? What if an assessment doesn’t cover all 4 domains? What score would be accepted? How will the State Seal of Biliteracy be awarded?

Three (3) Biliteracy Seal Criteria: Meet all high school graduation requirements. Meet Essential Skills in English through any of the existing pathways. Receive the required score on a selection of partner language assessments.

Partner Language Assessments Receive the required score on a selection of the following partner language assessments: ACTFL (minimum of 3-7s & 1-6) CLEP OPI SAT SLP STAMP AP – 5 AP Literature – 3 IB – 5 Portfolio of Evidence in all 4 domains (ACTFL) Academic presentations

AP and IB Assessment Discussion & Decision The results from stakeholders over the pilot year was that a score of a 4 on the AP and IB assessment was to be moved forward as meeting criteria for the Biliteracy Seal, when these assessments were used. Current feeling is that these are not “advanced low” scores, but more in line with an “intermediate high” scoring. We need to come to a consensus to take this to the field for the state to use.

And the Awards Went To: Corvallis SD – 28 Four Rivers Community School – 15 Medford SD – 3 North Clackamas SD – 68 Portland Public Schools – 122 West Linn-Wilsonville SD – 7 Woodburn SD – 8 Salem-Keizer SD - 56

Grandfather Question ~ This Year ONLY Because: The scores on the AP = 4 and the IB = 4 were accepted as meeting the partner language criteria, during the pilot year, and Some students have already taken the partner language assessment, then Those scores will be Grandfathered in as meeting the criteria for the AP/IB assessment for the 2015-2016 year only. Students must score a 5 or above on the AP & IB partner language assessments starting 2016-2017.

Application Submission Process: Spreadsheet for information sent to districts Districts submit back to ODE via Secure File Transfer Reliability checks will ask for full documentation

Submission Timelines: If your high school graduation is: The weekend of June 3-5, submit data by: May 11 – For certificates & seals May 18 – For seals only Sent back to district by May 27 The weekend of June 10-12, submit data by: May 18 – For certificates & seals May 25 – For seals only Sent back to district by June 3

<<Student Name>> The Oregon Department of Education proudly confers the Oregon State Seal of Biliteracy to: <<Student Name>> The recipient of this award has demonstrated high levels of language proficiency in two or more languages. This document certifies that the recipient has successfully satisfied the criteria for the Oregon State Seal of Biliteracy approved by the State Board of Education, Spring of 2016. Salam Noor’s signature David Bautista’s signature Deputy Superintendent Assistant Superintendent Oregon Department of Education Oregon Department of Education

Next Steps - Workgroups will be engaged to: Study the correlation between assessment scores. Create and train on a rubric for Portfolio work as a demonstration of proficiency. Create a database of assessments: Languages offered Domains offered Provide support to other districts interested in offering the Biliteracy Seal to their students. Work with post-secondary institutions to coordinate dual credit efforts.

For more information, contact Taffy Carlisle 503-947-5688 or Taffy For more information, contact Taffy Carlisle 503-947-5688 or Taffy.Carlisle@state.or.us

School Selection, Support & Improvement HB 3499 School Selection, Support & Improvement

“Transformation” Districts School Improvement Framework for Applying Criteria Data Analysis Student progress indicators District needs District matrix Produces multiple lists ranking districts OBJECTIVE SUBJECTIVE DISTRICT CONSULTATION “Transformation” Districts Tech assist, $$ and Interventions “Target” Districts Tech assist Produces list of districts Determines category & schools for four-year involvement Professional Judgment Geography Special education Data Trends Programs Funding TODAY”S FOCUS – outstanding elements based on public testimony, Advisory Group input and SBE input

EL Strategic Plan Status and Update Taffy Carlisle – Education Specialist, Equity & English Learners Oregon Department of Education Office of the Deputy Superintendent

IN THE BEGINNING – Steering Committee Members David Bautista Yvonne Curtis Miriam Fox Karen Gray Sandy Husk Steve Larsen Doris McEwen Salam Noor Chuck Ransom Bill Rhoades Hilda Rosselli Jada Rupley Oregon English Learner Strategic Plan 2013-2016

Overview of the Strategic Planning Process Steering Committee Governor & Legislature State-wide Vision 40/40/20 & P-20System Vision, Mission, Values, and Goals OEIB Objectives & Initiatives Participation 465 Educators and 150 Superintendents ODE Goals, Objectives, Strategies Strategic Plan to OEIB April 9,2013 ELL Collaborative Blue Print and Policy Recommendations Strategic Plan to ODE April 10, 2013

CHARGE*MISSION Focus educators across the P-20 system using research informed practices and models to: Eliminate the achievement gap Increase English learner high school graduation rates Provide for English learners to complete college Prepare all English learner students to be ready with the language and academic skills necessary to access and achieve success in college and multiple career pathways by 2015.

Statewide Vision for English Learners English learners achieve their dreams and remain in Oregon to contribute to building our world-class public education system. The nation’s best educators flock to Oregon to serve students in a seamless public education system, from cradle to career. Businesses move to Oregon to hire multilingual English learners to fill top positions. Oregon contributes to world-wide efforts to improve.

Value Statements: It is important to demonstrate acceptance and appreciation for all cultures and languages. All English Learner students should have access to a rigorous curriculum and engaging learning opportunities. By providing exemplary educational programs for all of our ELs, they will exit our school systems as graduates sought after. A variety of effective, research information models can be sued to educate English learners. Training and professional development are essential to the implementation of effective instructional programs. Multilingualism will strengthen our educational programs, and prepare our students to compete in a 21st Century global school. Parent education and the partnerships are essential components of education.

A Picture of ELs in Oregon Category Description # Current English learner student counts Total number of English Learners 57,158 English learners receiving service 54,876 English learners waiving service 2,282 Elementary English learners (K-5) 43,710 Middle School English learners (6-8) 7,780 High School English learners (9-12) 5,668 2014-2015 LEP collection and Oregon State Report Card

Oregon English Learner Statistics Monitored English learner student counts Total number of Former ELs in Oregon Number of Monitor year 1 ELs (exited 14-15) 9,397 Number of Monitor year 2 ELs (exited 13-14) 7,868 English learners with IEP’s Number of ELs on an IEP (ELSWD) Number of Elementary School ELs on an IEP 6,376 Number of Middle School ELs on an IEP 2,680 Number of High School ELs on an IEP 1,553 Top five (5) languages spoken by English learners Number of ELs by language of origin Spanish speaking ELs 44,413 Russian speaking ELs 1,895 Vietnamese speaking ELs 1,453 Chinese speaking ELs 993 Arabic speaking ELs 967

Map of Oregon’s Districts with English Learners

Oregon English Learner Statistics (2014-2015) Top ten districts with largest English learner population by student count Salem-Keizer  8,297 Beaverton  5,684 Portland  4,176 Hillsboro  3,407 Reynolds  3,270 David Douglas  2,386 Woodburn  2,220 North Clackamas  1,796 Tigard-Tualatin  1,456 Gresham-Barlow  1,445   Top 10 districts with largest percentage of English learners to total district enrollment  38.56% Umatilla  34.15% Jefferson Co.  28.82% Nyssa 27.97% 27.87% Gervais  26.94% Milton-Freewater  23.42% Morrow 22.89% 21.61% 20.38%

Goal #1: Develop tools and resources in order to support implementation, benchmarking, and continuous improvement of instructional programs for English learners. Method Of Online Communication (MOOCs) through Stanford and OSU Biliteracy Pathways Grant Dual Language Community of Practice meetings HB 3499 EL Strategic Plan ODE/OSU Collaboration on Reclassification methods of EL students

Best practices from districts who met all three AMAO Goal #2: Systemic approaches to “capacity building” for all stakeholders will occur and will positively impact academic achievement for all English learners. COSA EL Alliance Conference – yearly format for ODE staff to present Best practices from districts who met all three AMAO Reclassification – using multiple measures (ODE/OSU) How, when, and why - parent communication Collaboration with Indian Ed on culturally appropriate communication between districts and communities/ families Biliteracy Seal opportunity for dual credit Monthly Title III new and general Director webinars

Goal #3: School districts engage and involve families and communities as equal partners in order to support and enhance programs designed for English learners. Migrant Education – Active district/statewide parent meetings EL Plans – Heightened engagement and accountability for parent involvement and communication Indian Ed discussions on culturally appropriate communication Dual Language Grant commitment to parent understanding and communication

Common program models and data collection requirements Goal #4: Develop a team of expert practitioners and researchers to guide the development, improvement, and accountability for English learner program models and practices. ODE/OSU collaboration – multiple measures for reclassification ODE staff part of workgroups A national discussion on a common definition for an EL and a long-term EL student Common program models and data collection requirements Benefit from national leaders and experts in the field HB 3499 workgroups on coding and outcomes

Exemplar programs meeting all 3 AMAO targets Districts piloting Goal #5: Develop a process for replicating exemplar programs across the state. COSA EL Alliance Annual Conference Exemplar programs meeting all 3 AMAO targets Districts piloting Common Home Language Use Survey Multiple Measures for Reclassification Biliteracy Seal districts sharing best practices SB 1564 best practices in reporting data Dual Language/K-12 Biliteracy Pathways grantees to share exemplar practices

Goal #6: Create and align assessment systems to support all English learner program models that include the performance of both current and former English learners. Oregon is lead state in: The multi-state ELPA21 consortium aligning the ELPA21 assessment to the new English Language Proficiency standards ODE/OSU partnership first to propose a flag to track former EL students in the state data collection system Oregon was the lead state to create training modules for the ELP standards and the ELPA21 assessment

Goal #7: Oregon provides support to provide all educators the knowledge and skills they need in their positions to better serve English learners. Title I-C and Title III technical assistance onsite and remotely Monthly Title III Directors’ webinars COSA EL Alliance Annual Conference open to all educators Dual Language and K-12 Biliteracy Pathway support ODE staff presentations at multiple forums

Collaboration with Early Learning Goal #8: The Universal Preschool Program will ensure that English learners receive a quality early learning experience that provides a powerful foundation for their education. Migrant Education Parent Meetings Activities for parents and children to do Pre-Kindergarten checklist Collaboration with Early Learning Preschool Incentive Grant Consortium Ten states looking at best practices and materials for migrant students

Next Steps… HB 3499 – task with the EL Strategic Plan OEIB stakeholder group has sunset Create a subgroup to analyze the plan to continue the work as outlined, for revisions, and for updates Create workgroups to develop each goal, training materials, and seek opportunities to disseminate information SB 1564 – work with districts to collect data ODE consolidates and reports back to districts Assists districts in communicating information

Thank you EL Strategic Plan & Biliteracy Seal Taffy Carlisle taffy.carlisle@state.or.us School Improvement Efforts Rudyane Rivera-Lindstrom rudyane.lindstrom@state.or.us