TOM TORLAKSON State Superintendent of Public Instruction 1 Long-term English Learners AB 2193 adds to Education Code 313 Defines long-term EL and at-risk of becoming a long-term EL CDE shall annually ascertain…and provide the information to school districts and schools

TOM TORLAKSON State Superintendent of Public Instruction Long-term EL Report 2

TOM TORLAKSON State Superintendent of Public Instruction At-risk of Becoming Long-term ELs 3

TOM TORLAKSON State Superintendent of Public Instruction 4 Common Core State Standards Professional Learning Modules September 26, 2013 Carrie Roberts Literacy, History, and Arts Leadership Office

TOM TORLAKSON State Superintendent of Public Instruction The professional learning modules were developed to deepen the understanding of the following : a)The common core academic state standards b)Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils c)Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas d)The integration of subject content knowledge e)Instructional leadership and coaching 5

TOM TORLAKSON State Superintendent of Public Instruction Brokers of Expertise upView?action=2&gid=2996

TOM TORLAKSON State Superintendent of Public Instruction 7

Modules to be available this Fall English Learners, ELD standards and Common Core (2) CCSS and Special Education Students MTSS: A Framework for Implementation of the CA CCSS 8

TOM TORLAKSON State Superintendent of Public Instruction Examples from New Modules English Language Arts: Writing to Inform, Argue and Analyze Content Literacy for Technical Subjects Assessment Literacy Content Literacy in History Social Studies, Kindergarten through Grade 5 Literacy in Science 9

TOM TORLAKSON State Superintendent of Public Instruction CDE: CA CCSS Resources For more information, visit the California Department of Education’s Common Core State Standards Web page at: The standards Frequently asked questions Informational flyers Additional resources 10

SB 201 – E NGLISH L ANGUAGE P ROFICIENCY A SSESSMENTS FOR C ALIFORNIA (ELPAC) Authorizes the development of two separate English language proficiency assessments - for initial identification and annual summative test. Identifies the annual assessment window to be administered as a four-month period after January 1 of each school year, as determined by the State Superintendent of Public Instruction. (SSPI) Requires the SSPI to report to the legislature when both new assessments are ready for their first administration.

AB 899 Requires the Superintendent, on or before January 1, 2015 to recommend modification to the ELD standards to link with the SBE- approved academic content standards for mathematics and science. Requires the SSPI to convene a group of experts and hold a minimum of two public meetings to gather input. Authorizes the SBE, on or before August 1, 2015, to adopt or reject the SSPI recommendations. ELPAD must be aligned to the approved ELD Standards.

CELDT I TEM A LIGNMENT Goal Primary alignment to the 2012 ELD Standards Over 700 Items reviewed Also reviewed: Secondary alignment Grade level appropriateness Language complexity level Alignment to foundational skills (Part II 2012 ELD Standards)

CELDT I TEM A LIGNMENT Preliminary findings of 1,842 active CELDT Items analyzed: Overall: Approximately 480 items (26 percent) were aligned to one of the 2012 ELD Standards. Listening: 24 percent with primary alignment Extended Listening Comprehension test Speaking: 30 percent with primary alignment Speech Functions and 4-Picture Narrative test (up to 5 th gr) Reading: 35 percent with primary alignment Reading Comprehension test Writing: 8 percent with primary alignment Short Composition test component

I MPORTANT CELDT performance should increase if begin new standards Blueprint guidelines will determine the test specifications Focus on arguing with evidence Could include math as a source Will continue with CELDT Fall administration 13/14, 14/15, 15/16 Will Field Test LPAC 15/16

Q UESTIONS / CONCERNS DISCUSSED : At what point is the LPAC an assessment of diagnostic for language vs. content knowledge? T1/T3 language requires alignment to content Not assessing content, but are assessing language linked to content. E.G., recognizing shapes; step by step (sequence) language to build a volcano