English Learning Meeting June 12th, 2008 2:00 – 2:15 pm CDE Evaluators Meeting Update Bill Conrad, Ed.D. – Assessment Coordinator 510-670-4250 (Office) 510-760-5570 (Cell) bconrad@acoe.org 1

24,000 more students tested this year with CELDT. An increase of 2% CELDT Update 24,000 more students tested this year with CELDT. An increase of 2% There was an increase in the % of students in Early Advanced and Advanced from 32% to 34% There was an increase of 4% of students in Intermediate, Early Advanced, and Advanced

Integration will occur in 2009-2010 CELDT Update K-1 Early Literacy component will be integrated into the CELDT Assessment Integration will occur in 2009-2010 CELDT Released Items are now available: http://www.cde.ca.gov/ta/tg/el/resources.asp CELDT 101 Web Ex August 4 at 10 am and 2 pm Register online at: http://www.cde.ca.gov/ta/tg/el/

The 8th Grade Math CST Test is out of Compliance with Federal Requirements The 8th grade general math test is aligned to 6th and 7th grade standards so using it to measure 8th grade proficiency in math is problematic. The CDE and the Department of Education reached an agreement in which the CDE would create a new 8th grade standards-based Math CST. The process reached an impasse when the State Board pulled the 8th grade Math Blueprint approval from its May agenda. This delay means that a standards-aligned 8th grade CST General Math Test will not be ready until the Spring of 2010

Possible Consequences for the Out of Compliance 8th Grade General Math Test US DOE may not allow the State to use the results of the 2008 8th grade general math CST as part of the federal accountability system. (Remote Possibility). US DOE may not allow the addition of 20% to proficiency percentages attained by students with disabilities subgroup category if this is the only area where a school district does not meet AYP.

Graduation Rate Proposed State Legislation would require that the state adopt a graduation rate target of 90% Schools would make AYP if they achieved the statewide target or every two years show a 10% reduction in the difference between the actual graduation rate and the statewide target Schools will be required to calculate 5 and 6 year graduation rates for which they would receive partial credit

Graduation Rate State legislation is proposing that schools use the National Governor’s Association (NGA) definition for calculating graduation rate: The number of students who graduate in 4 years with a high school diploma divided by the number of students who form the “Adjusted Cohort” for the graduation class Adjusted Cohort is: The number of students who enter 9th grade The number of students who transfer into that cohort in grades 9-12 Minus the number of students who are removed from the cohort.

Graduation Rate The regulations are proposing that states use a transitional graduation rate, the Average Freshmen Graduation Rate (AFGR), beginning in 2008-09 if a longitudinal student data system is not in place to calculate the NGA rate. The number of students who graduate in four years with a regular high school diploma divided by the number of students in the freshmen class. The freshmen class is estimated by averaging the enrollment for the grade 8 students from the prior year with the grade 9 students from the current year, and with the 10th grade students in the subsequent year. If the school district does not have a grade 8, the estimate would be calculated from averaging grade 9 and 10 enrollment.

English Learning Meeting June 12th, 2008 2:15 – 2:30 pm A Model for ELD Professional Learning Communities Bill Conrad, Ed.D. – Assessment Coordinator 510-670-4250 (Office) 510-760-5570 (Cell) bconrad@acoe.org 9

The Need Aligned standards, curriculum, instructional strategies, assessments, and professional development that support teachers in helping all English Learners acquire English and achieve academically at high performance levels

We have the ELD-ELA Standards

We have some CELDT Released Items

Use formative classroom assessments to monitor ongoing progress The Professional Learning Community Process Plan What is it we want ALL students to know? Select power standards Use curriculum maps Learn about research-based instructional strategies (such as Marzano) Teach Apply research-based instructional strategies to known needs and abilities of students Use strategies and approaches agreed upon with colleagues Collaborate in grade level/ department teams Share lesson plans and best practices across key participants Reflect How will we respond when students experience difficulty in learning? How will we respond when students already know it? Create intervention/ acceleration programs and monitor student progress Differentiate and personalize classroom instruction, using research-based instructional strategies Assess How will we know if students have learned it? Use formative classroom assessments to monitor ongoing progress Use district benchmark assessments to track progress toward standards Analyze data to hone in on student needs Read red text – pertinent to this presentation New Haven Unified School District April 2007

A PLC Model can help with Curriculum, Instruction, and Professional Development

Lesson/Assessment Design Template

Lesson/Assessment Design Example

Lesson Implementation Monitoring Tool

Lesson Assessment Tool

GOALS Develop 13 Grade Level ELD Lesson Design Templates for Grades K-12 (ACOE/District Team –End of June) Use the 13 ELD Grade Level Templates to produce 150 ELD Lesson Designs for Grades K-2 (District and ACOE Team End of August) Implement an ELD Summit in the Fall to share ELD Lesson Designs with District ELD Teams (District and ACOE Team – October)

District Commitments

Communication and Resources ELD Wiki http://assessmentcontinuum.wetpaint.com/

English Learning Meeting June 12th, 2008 2:15 am – 2:30am A Model for ELD Professional Learning Communities Bill Conrad, Ed.D. – Assessment Coordinator 510-670-4250 (Office) 510-760-5570 (Cell) bconrad@acoe.org 22