LTEL Task Force September 29, 2017

AGENDA 1:45 Welcome/Introductions Pick a Penny 2:00 LTEL Task Force Survey Results 2:15 Best Practices Presentation: Alvord USD 3:15 English Learner Toolkit 4:00 Updates: ELPAC, Title III, EL Roadmap, Educator Opportunities 4:30 Closing

PICK A PENNY Determine the year it was minted. Select a penny. Determine the year it was minted. Think about where you were and what you were doing that year. Share with an elbow partner the year, where you were and what you were doing that year.

SURVEY RESULTS

Input Survey Results - What topics should we add to the LTEL Task Force meetings in 2017-18?

Input Survey Results - Are there any resources (articles, books, toolkits) that you would recommend as resources for LTELs?

Input Survey Results - Additional feedback to improve LTEL meetings.

BEST PRACTICES

Best Practice Presentation “Structures for Monitoring LTELs” Martha Martinez, Director, English Learner Programs Alvord Unified School District

ENGLISH LEARNER TOOLKIT

Introduction to the English Learner Toolkit In response to the joint guidance from the U.S. Department of Education’s Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ), the Office of English Language Acquisition (OELA) at the U.S. Department of Education designed the toolkit to help state and local educational agencies (SEAs and LEAs) in meeting their legal obligations to ELs.

English Learner Toolkit Jigsaw Count off 1-10 1s read chapter 1 2s read chapter 2 3s read chapter 3 4s read chapter 4 5s read chapter 5 6s read chapter 6 7s read chapter 7 8s read chapter 8 9s read chapter 9 10s read chapter 10 After reading, note the following on the chart pertaining to your chapter: KEY LEARNING DEEPER DIVE TOOLS WE USE TOOLS WE WANT TO USE

ELPAC

ELPAC Regulations Effective October 11 Regulations include: Definitions Requirements Responsibilities Guidelines for administration Test security Reporting of the ELPAC Procedures for administration of IA and SA SA testing window - February 1 - May 31 Use of universal tools, designated supports, accommodations

Transition from CELDT to ELPAC Spanish

ELPAC Domain Information Sheets Posted to CDE website on August 8, 2017 Listening Speaking Reading Writing Purpose: Detail Administration settings Include Task Types and Descriptions

Do We Administer the CELDT or ELPAC in 2017-18? Flyer

ELPAC Assessment Fact Sheet

ELPAC Parent Information Flyer Other Languages

More information coming in September! ELPAC Practice Tests ELPAC practice tests are under development. When finalized, they will be posted on the CDE ELPAC Web page and on the ELPAC Web site. More information coming in September!

More information coming soon! Feedback on the ELPAC Student Score Report CDE and ETS are in the process of developing the Student Score Report that effectively communicates a student’s progress toward English language proficiency. Parents and educators will be invited to provide input on the format and content of the score report. More information coming soon!

ELPAC Academy Highlights: How the ELPAC task types connect to the California 2012 English language development standards and classroom instruction How educators play a critical role in advancing the English proficiency of English learners (ELs) How to develop formative and interim assessments based on the ELPAC task type

ELPAC Academy Save the date! For educators, teachers, ELD specialists, personnel who support ELs Registration is first come, first served $80 per person registration fee RCOE ELPAC Academy Training Dates November 14, 2017 - RCOE Riverside Board Room January 9, 2018 - RCOE Conference Center Save the date!

ELPAC Summative Assessment Administration and Scoring Training For district personnel responsible for administration and scoring of ELPAC assessment Registration is first come, first served $80 registration fee RCOE Regional Trainings December 14, 2017 - RCOE Indio December 19, 2017 - RCOE Riverside January 23, 2018 - RCOE Riverside OM links coming soon!

Assessment and Accountability District Training Support ELPAC Contacts Assessment and Accountability Naomi Purcell, Administrator - AACI Assessment, Accountability and Continuous Improvement Unit npurcell@rcoe.us District Training Support Susie Smith, Administrator - IS Instructional Services Unit sbsmith@rcoe.us

Title III Updates

TIII Updates Additional EL Updates TIII Plan Development FAQs (Updated 7/5/2017) English Learner Roadmap Press Release Parent Notification Letters CA EdGE Ed Code Changes TIII English Learner Program Annual Survey 2016-17 School Year Submission window (8/14/17 - 9/15/17) Additional EL Updates 2016-17 CELDT Results Seeing Clearly: Five Lenses to Bring English Learner Data into Focus

Parent Notification Letters

AB2785 (EL/SWD Workgroup) Purpose/Outcomes: To consult with the CDE in the development of a manual to provide guidance to local educational agencies (LEAs) on the identification, assessment, support, and reclassification of English learners (ELs) who may qualify for special education and related services and pupils with disabilities who may be classified as ELs (Education Code [EC] 56305[a]). To consult with the CDE in the development of a plan for dissemination of the manual and the means of providing professional development on the content of the manual (EC 56305[i][1][A]). Meeting Dates: July 25, 2017 September 13, 2017 November 27, 2017 March 22, 2017

EL ROADMAP

Next EL Roadmap Meeting Adoption of the California EL Roadmap, SBE Policy; Educational Programs for English Learners (July 13, 2017) (DOC) New State EL Policy Previous Policy (1998) CA Ed.G.E. (Prop 57) Frameworks LCFF/LCAP ESEA/ESSA California English Learner Roadmap Resource Guide for Policy Mission/Vision/4 Principles Asset Oriented/Needs Responsive Schools Quality/Access to Instruction EL Roadmap Survey System Conditions to Support Complete by August 30, 2017 Effectiveness Suggestions for practices from the System Alignment and Articulation field Next EL Roadmap Meeting September 26, 2017 Coming soon!

Thank you! Next Meeting September 29, 2017 LTEL Task Force meetings are October 27, 2017 1:45-4:00. January 26, 2018 *B.E.S.T. Committee meets after each April 27, 2018 PELD. Meetings are 12:30-1:30. May 25, 2018 Thank you!

EL Toolkit: Chapter 1, Key Points Determining Which Students are English Learners All potential ELs must be assessed with a valid and reliable assessment to determine if they are, in fact, ELs. Parents and guardians must be informed in a timely manner of their child’s ELP level and EL program options. LEAs are required to communicate information regarding a child’s ELP level and EL program options in a language the parent understands.

EL Toolkit: Chapter 2, Key Points Tools and Resources for Providing English Learners with a Language Assistance Program EL services and programs must be educationally sound in theory and effective in practice. EL programs must be designed to enable ELs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time. LEAs must offer EL services and programs,until ELs are proficient in English and can participate meaningfully in educational programs without EL support. Additionally, LEAs must provide appropriate special education services to ELs with disabilities who are found to be eligible for special education and related services.

EL Toolkit: Chapter 1, Key Points Tools and Resources for Identifying All English Learners LEAs must identify in a timely manner EL students in need of language assistance services. The home language survey (HLS) is the most common tool used to identify potential ELs. An HLS must be administered effectively to ensure accurate results. ESSA Update: SEAs/LEAs must identify students who may be ELs within 30 days of enrollment [ESEA section 3113(b)(2)]

EL Toolkit: Chapter 2, Key Points Tools and Resources for Providing English Learners with a Language Assistance Program LEAs must offer EL services and programs,until ELs are proficient in English and can participate meaningfully in educational programs without EL support. Additionally, LEAs must provide appropriate special education services to ELs with disabilities who are found to be eligible for special education and related services. ESSA Update: SEAs and LEAs must report every two years the number and percentage of “ELs who have not yet attained English Language proficiency within five years.” [ESEA section 3121(a)(6)] SEAs/LEAs may consider these students as LTELs after this time.

EL Toolkit: Chapter 3, Key Points Tools and Resources for Staffing and Supporting and English Learner Program LEAs must provide the personnel necessary to effectively implement EL programs. Necessary personnel include teachers who are qualified to provide EL services, core-content teachers who are highly qualified in their field as well as trained to support ELs, and trained administrators who can evaluate these teachers. LEAs must provide adequate professional development and follow-up training in order to prepare EL program teachers and administrators to implement the EL program effectively.

EL Toolkit: Chapter 3, Key Points Tools and Resources for Staffing and Supporting and English Learner Program LEAs must ensure that administrators who evaluate EL program staff are adequately trained to meaningfully evaluate whether EL teachers are appropriately employing their training in the classroom in order for the EL program model to successfully achieve its educational objectives. SEAs must ensure that LEAs have qualified teachers and administrators for their EL programs.

EL Toolkit: Chapter 3, Key Points Tools and Resources for Staffing and Supporting and English Learner Program LEAs are obligated to provide the resources necessary to effectively implement EL programs. Necessary resources include adequate and appropriate materials for the EL programs.

EL Toolkit: Chapter 4, Key Points Tools and Resources for Providing English Learners Equal Access to Curricular and Extracurricular Programs SEAs and LEAs must design and implement services and programs that enable ELs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time. SEAs and LEAs must provide equal opportunities for EL students to meaningfully participate in extracurricular, co-curricular, and extracurricular programs and activities. SEAs must ensure that schools and LEAs use appropriate, reliable, and valid evaluations and testing methods to measure ELs’ acquisition of English and core-content knowledge.

EL Toolkit: Chapter 4, Key Points Tools and Resources for Providing English Learners Equal Access to Curricular and Extracurricular Programs LEAs may not exclude ELs from GATE programs, or other specialized programs such as AP, honors, and IB courses. LEAs must ensure that evaluation and testing procedures for GATE or other specialized programs do not screen out ELs because of their ELP levels. SEAS and LEAs should monitor the extent to which ELs and former ELs are referred for and participate in GATE programs and AP, honors, and IB courses, as compared to their never-EL peers.

EL Toolkit: Chapter 5, Key Points Tools and Resources for Creating and Inclusive Environment for and AVoiding the Unnecessary Segregation of English Learners LEAs must limit the segregation of ELs to the extent necessary to reach the stated goals of an educationally sound and effective program. LEAs should not keep ELs in segregated EL programs (or EL-only classes) for periods longer or shorter than required by each student’s level of English proficiency, time and progress in the EL program, and the stated goals of the EL program. While ELs may receive intensive English language instruction or bilingual services in separate classes, it would rarely be justifiable to segregate ELs from their non-EL peers in subjects like physical education, art, music, or other activity periods outside of classroom instruction.

EL Toolkit: Chapter 6, Key Points Tools and Resources for Addressing English Learners with Disabilities LEAs must identify, locate, and evaluate ELs with disabilities in a timely manner. LEAs must consider the English language proficiency of ELs with disabilities in determining appropriate assessments and other evaluation materials. LEAs must provide and administer special education evaluations in the child’s native language, unless it is clearly not feasible to do so, to ensure that a student’s language needs can be distinguished from a student’s disability-related needs.

EL Toolkit: Chapter 6, Key Points Tools and Resources for Addressing English Learners with Disabilities LEAs must not identify or determine that EL students are students with disabilities because of their limited English language proficiency. LEAs must provide EL students with disabilities with both the language assistance and disability-related services they are entitled to under federal law. ESSA Update: LEAs must disaggregate EL data by the number and percentage of ELs with disabilities in reporting the number and percentage of ELs making progress towards ELP and of formers ELs meeting state academic standards for 4 years after exit. [ESEA section 3121(a)