Lilly Rosenberger, Coordinator Title III EL Network Meeting Lilly Rosenberger, Coordinator Title III November 30, 2017

Federal and State Legislative Updates AGENDA Federal and State Legislative Updates Proposition 58 California Spanish Assessment Language Development Standards in Spanish Accountability Updates CA New Accountability System ELI Model Title III Standardized Procedures Amendments Under ESSA

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

California Spanish Assessment Traci Albee, Administrator English Language Proficiency and Spanish Assessments for California

Primary Purposes of California Comprehensive Assessments TOM TORLAKSON State Superintendent of Public Instruction The primary purposes include: Assisting teachers, administrators, and pupils, and their parents Improving teaching and learning Promoting high-quality teaching and learning using a variety of assessment approaches and item types. California Department of Education

Development of the High-Level Test Design TOM TORLAKSON State Superintendent of Public Instruction Consulted with stakeholders, including assessment and English learner experts, to determine the content and purpose Developed the high-level test design Approved by the State Board of Education (SBE) on September 9, 2016 California Department of Education

California Spanish Assessment (CSA) Design Team TOM TORLAKSON State Superintendent of Public Instruction Nationally recognized experts in linguistics, Dr. Kenji Hakuta and Dr. Guadalupe Valdés Educational Testing Service, contractor, assessment development experts, psychometricians, and research scientists California Department of Education

Recommended CSA Test Purposes(s) Measure a student’s competency in Spanish language arts and provide student-level data in Spanish competency TOM TORLAKSON State Superintendent of Public Instruction Evaluate the implementation of Spanish language arts programs at the local level Provide a high school measure suitable to be used, in part, for the State Seal of Biliteracy California Department of Education

Benefits for Local Educational Agencies Recognize the value of bilingualism and biliteracy Develop literacy at a deeper level Inform instructional practices and, as a result, increase learning View CSA results in combination with English Language Arts (ELA) results May be added to Local Control and Accountability Plans TOM TORLAKSON State Superintendent of Public Instruction

State Superintendent of Public Instruction Target Population The target population will be: students receiving instruction in Spanish in California; and/or students seeking a measure that recognizes their Spanish-specific reading, writing, and listening skills. TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

Key Assumptions of the Proposed High-Level Test Design Aligned with the Common Core State Standards for ELA en Español TOM TORLAKSON State Superintendent of Public Instruction Computer-based assessment Assess reading, writing, and listening Administered in grades 3–8 and high school Accessible to students with disabilities California Department of Education

Key Assumptions of the Proposed High Level Test Design (cont.) TOM TORLAKSON State Superintendent of Public Instruction Optional Test blueprint will be aligned with general performance level descriptors Fair, valid, and reliable No human scoring California Department of Education

Educator Reflections on Test Development “I feel privileged to learn and understand how the assessment development process works and the amount of time, work, review, and effort that come with it.” “We feel a strong sense of purpose!” TOM TORLAKSON StTatehSueperinfteondcentus was of Public Instruction on all of our students who come from different populations with varying specific needs.” “Brainstorming and making well-informed decisions take time.” California Department of Education

Upcoming Educator Opportunities 2016 December 7 and 8, 2016: WebEx Meeting for CSA Blueprint Input Application Deadline: November 23 January 25–26, 2017 Item Writer Training in Orange County Application Deadline: January 13 TOM TORLAKSON State Superintendent of Public Instruction Submit an application at: http://caaspp.org/reviewers.html California Department of Education

High-Level Proposed Timeline September 2016 SBE Approved the Proposed High-Level Test Design for the CSA March 2017 SBE action on the Proposed Test Blueprints and General Performance Level Descriptors Fall 2017 Administration of the pilot test Fall 2018 Administration of the field test Spring 2019 Operational test TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

Language Development Standards in Spanish

Language Development Standards in Spanish

Language Development Standards in Spanish

Language Development Standards in Spanish

Sample Spanish Language Development Lesson

Kristen Brown, PhD California Department of Education English Learner Support and Special Education Divisions Collaboration Project Kristen Brown, PhD California Department of Education

Special Education Representation Local Control and Accountability Plan: Students with disabilities comprise 10.9 percent of the entire student population and comprise a significantly larger percentage of student in the LCFF targeted student subgroups. 15 percent of students eligible for free and reduced price meals 21 percent of English learners 25 percent of foster youth are students with disabilities 70 percent of all students with disabilities are in one or more of the three LCFF-targeted subgroups.

Special Education Task Force Report Students with disabilities remain among the lowest performing subgroup in California and implementation of Common Core State Standards (CCSS) could further exacerbate the differences that exist.

Special Education Task Force Report Recommendations Focus on Seven Areas: Early learning Evidence-based school and classroom practices Educator preparation and professional learning Assessment and accountability Family and student engagement Special education funding

English Learner Support and Special Education Division Collaboration Project (Assembly Bill 2785) Assembly Bill (AB) 2785 has set the stage for a manual to be developed at the state level accenting best practices on how to best identify and serve English learners with disabilities. The English Learner Support and Special Education Divisions are collaborating with West Ed to create the manual to be completed by July 2018.

Special Education English Learners: Manual Specifics The manual is to include the following elements: Guidance for accurately identifying English learners with disabilities, including guidance on avoiding the over identification and under-identification of these pupils. Information on second language acquisition and progress. Guidance on referral processes. Guidance on the use of assessments, including the use of multiple measure as well as assessment accommodations for both language and disability. Guidance on the development of individualized education program for English learners.

Special Education English Learners: Manual Specifics (cont’d) Guidance on how to support the language and content learning needs of English learners with disabilities, including how to do so in inclusive settings. Information on the role of culture and acculturation. Guidance for working families, including guidance on meeting the needs of nonnative English speakers in special education proceedings. A sample plan for continuous evaluation and systematic review, including guidance on tracking effectiveness and sharing information between special education and English learn programs within local educational agencies, to the extent permitted under state and federal law. Laws and regulations related to the rights of English learners and pupils with disabilities.

Special Education English Learners: Manual Specifics (cont’d) A stakeholder group will be convened to help develop a dissemination plan of the manual and the means of providing professional development. The plan shall be submitted to the state board, the Department of Finance, the Legislative Analysts Office, the California Collaborative for Educational Excellence, the Advisory Commission on Special Education, and the appropriate policy and fiscal committees of the Legislature on or before July 1, 2018.

Resources Supporting English Learners with Disabilities Symposium May 3, 2016 Link: http://cde.videossc.com/archives/050316/

Contact Information TOM TORLAKSON State Superintendent of Public Instruction English Language Proficiency and Spanish Assessments Office Phone: 916-319-0784 Web site: CAASPP.org CalTAC: 800-955-2954 California Department of Education

Analysis, Measurement, and Accountability Reporting Division

California’s New Accountability System The Every Student Succeeds Act (ESSA) requires states to develop a new accountability system by 2017-2018. The State Board of Education (SBE) adopted the following state indicators at the September 2016 SBE meeting, which will serve as the new local and state accountability system that also meets ESSA requirements.

California’s New Accountability System Cont. ESSA Requirement Indicator in the California Model Achievement on annual state assessments English language arts/literacy (ELA) and Mathematics CAASPP for Grades 3-8, and results on the Next Generation Science Standards Assessment when available Graduation Rates Cohort Graduation Rate Progress in English language proficiency for ELs An ELI based on a composite of the progress ELs are making toward language proficiency, the reclassification rate, and if feasible, LTEL School Quality or student success Suspension rates; Chronic Absenteeism; College/Career Indicator (Grade 11 CAASPP) Another academic indicator for elementary and middle schools Individual student growth model

Overview of the California Model The California Model uses percentiles to create a 5 by 5 grid (giving 25 results) that combine Status and Change to make an overall determination for each of the indicators. The model provides equal weight to both Status and Change.

Overview of the California Model The model will be applied to all LEAs, traditional schools, and student groups with 30 or more students. The SBE has directed the CDE to develop an alternate accountability system for alternative schools. Therefore, alternative schools will not be included in the California Model. LCFF applies to schools with student groups of 15 or more students; ESSA applies to groups with 30 or more

Overview of the California Model Status has five levels of performance based on the most current year’s data. Change has five levels of change in performance. It is the difference between performance from the prior year and current year, or between current year and a multi-year average-if available. Graduation rate is the only one w/ an average currently. Current compared to average of prior 3 years.

Overview of the California Model For each indicator, the combination of status and change results in performance category. Each performance category is represented by a color. Graduation rate is the only one w/ an average currently. Current compared to average of prior 3 years.

English Learner Indicator ELI

Who Will Receive and ELI? This indicator applies to LEAs and schools that have 30 or more students who took the annual CELDT. Note: Because 86.2 of schools have no significant, or only one significant race/ethnic student group within the EL group, student group data will not be reported for the ELI.

ELI Data Sources The ELI determines progress through the use of two data sources: Annual CELDT results, and EL reclassification data

CELDT Data The CELDT has five overall performance levels: -Beginning -Early Intermediate -Intermediate -Early Advanced -Advanced

CELDT Data Because the CELDT Intermediate performance level has a large range of scale scores, many students stay in the intermediate level for multiple years. As a result, stakeholders advised, and SBE approved, that this level be divided in two, for accountability purposes only, to recognized the substantial growth that can be made within this particular level.

CELDT Data Therefore, the ELI uses six overall CELDT performance levels: -Beginning -Early Intermediate -Low Intermediate -High Intermediate -Early Advanced -Advanced

ELI Model Annual CELDT takers must advance at least one CELDT performance level from prior year to current year to be included in the numerator of the ELI calculation. Examples: Credit is given for advancing one or more levels. No penalty for reverting back a level. Prior Overall CELDT Performance Current Overall CELDT Performance Does the LEA or School Receive Credit Early Intermediate Low Intermediate Yes High Intermediate Advanced Beginning No

ELI Model Students who scored Early Advanced or Advanced Proficient in the prior year and maintained that performance level for the current year will be included in the numerator for the ELI calculation. This is the only set of annual CELDT takers who are not required to advance one CELDT performance level. ELs who were reclassified in the prior year will also be included in the numerator and denominator for the ELI calculation. Credit is given for advancing one or more levels. No penalty for reverting back a level.

Students Reclassified in Prior Year ELI Model Students Reclassified in Prior Year

ELI Formula: Numerator Annual CELDT takers who: -Increased at least one CELDT level compared to the prior year -Maintained Early Advanced/Advanced English Proficient ELs who were reclassified in the prior year

ELI Formula: Denominator Total number of annual CELDT test takers ELs who were reclassified in the prior year

Status and Change Status The percent of ELs that moved up a performance level from the 2014 to 2015 CELDT plus Els who were reclassified between July 1, 2013 to June 30, 2014. Change Difference in Status from current year to prior year.

Assignment of Performance Category Schools that did not test at least 50 percent of their EL population in the CELDT are automatically assigned no higher than an Orange performance category. Determination of the 50 percent is based on the EL demographic data reported for mathematics in the Smarter Balanced Assessment file from the testing vendor.

Example 1 (Cont.) Change: Step 1: Calculate Prior Year Status: 83% Step 2: Calculate Change Calculate Change: Current Status minus Prior Status 85% minus 83%= +2%

Example 1 Gemstone High School Status Step 1: Percent of annual CELDT test takers who advanced at least one performance level (or maintained Early Advanced/Advanced English Proficiency) on the 2015 overall CELDT compared to the 2014 overall CELDT 210/250= 84% Step 2: Number of ELs who were reclassified in prior year (2013-2014) 20 students Step 3: Add reclassified students to the numerator and denominator of Step 1 and calculate the rate. 230/270= 85%

Determine Performance Category Use the specific 5x5 color grid for the ELI and determine the performance category (color) for the EL student group.

English Learner Change (Change in Percent Progressing and Reclassified)

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction Any school or district with 30+ ELs now accountable for EL progress. Outcomes of accountability will impact CCEE, TIII, TI Although Title III accountability has moved to Title I, program and funding requirements remain in Title III California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

State Superintendent of Public Instruction TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

Overview: Every Student Succeeds Act Section 3115 ESSA Section 3115: Subgrants -Program descriptions, authorized activities In what ways is ESSA different from current practice? What program implementation challenges might this present for your district?

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act, as amended by ESSA Handout

ELAC/DLAC Requirement TOM TORLAKSON State Superintendent of Public Instruction California Department of Education

Additional Meeting Date: February 28th District priorities ELD in content areas (Integrated ELD) Designated ELD

Professional Development Opportunities Introduction to CA ELD Standards- Dec.16 8:30-3:00 p.m. Upcoming: Integrated and Designated ELD (spring, 2017) Jan.26-27th PD cancelled