CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction English Learner Subgroup Self-Assessment Edition

JACK O’CONNELL State Superintendent of Public Instruction 2 Goals To review the English Learner Subgroup Self Assessment (ELSSA) Tool and highlight changes to the revision To review the ELSSA Toolkit

JACK O’CONNELL State Superintendent of Public Instruction 3 Poll: How familiar are you with the English Learner Self Assessment tool? a)I have completed it in the past. b)I have seen it, but have not completed it. c)I have never seen the ELSSA before today.

JACK O’CONNELL State Superintendent of Public Instruction 4 Poll: How familiar are you with Title III Annual Measurable Achievement Objectives? a)I understand what they measure and know the targets for this year. b)I know what they measure, but I’m not sure about this year’s targets. c)What are the Annual Measurable Achievement Objectives (AMAOS)?

JACK O’CONNELL State Superintendent of Public Instruction 5 Poll: How familiar are you with Microsoft Excel? a)I can create pivot tables and formulas. b)I use Microsoft (MS) Excel when others create the formulas. I know the components of a workbook. c)I do not use MS Excel at all.

JACK O’CONNELL State Superintendent of Public Instruction 6 Poll: How familiar are you with DataQuest? a)I use it regularly to access achievement and demographic data. b)I have seen DataQuest reports, but have not accessed them from the Web site myself. c)What is DataQuest?

JACK O’CONNELL State Superintendent of Public Instruction 7 Purpose of the English Learner Subgroup Self-Assessment The ELSSA is a highly recommended tool for local educational agencies (LEAs) that have not met AMAOs in Title III for two or four consecutive years. It is also required for LEAs in Title 1 Program Improvement due to their English learner (EL) subgroup.

JACK O’CONNELL State Superintendent of Public Instruction 8 Purpose of the English Learner Subgroup Self-Assessment It may be used by LEAs that wish to examine their programs and services for ELs. Helps identify key challenge areas, explore root causes for ELs not meeting the AMAOs.

JACK O’CONNELL State Superintendent of Public Instruction 9 9 Overview of Tools Revision Work January-September 2009 Organization of Work Tool Users Group (TUG) Identified Tool Subcommittees Identified Concept Paper Developed April-May = Subcommittee meetings to review concept paper, current tools, and district perception data gathered from CA CC and AIR Subcommittees review existing tools and recommend revisions AP S DAS LR E ELSSA Tools are revised to be more consistent and user friendly APS DAS ISS ELSSA August = Tool Users Group review and provide feedback on tools Cross-Tools Consistency Conference TUG Comments sent to Subcommittees September = Webcast and webinars on each of the 4 tools Agreement with the CA CC to review tool editions Release of tools for use in schools and LEAs for

JACK O’CONNELL State Superintendent of Public Instruction 10 The English Learner Subgroup Self Assessment tool helps local educational agencies formulate key questions… How well are ELs progressing on California English Language Development Test (CELDT)? How many reach English proficient in reasonable time? How do ELs meeting CELDT criterion (proficient) perform on the California Standard Tests (CST)?

JACK O’CONNELL State Superintendent of Public Instruction 11 More questions… How do Redesignated Fluent English Proficient (RFEP) perform on CST? How do ELs and RFEPs perform on California High School Exit Exam (CAHSEE)? How well are we implementing relevant program components?

JACK O’CONNELL State Superintendent of Public Instruction 12 What the English Learner Subgroup Self Assessment Tool Does Assembles data from the CST,CELDT, and CAHSEE) that relate to the AMAOs 1, 2, and 3. Disaggregates the data by years in United States schools and by language proficiency.

JACK O’CONNELL State Superintendent of Public Instruction 13 What the English Learner Subgroup Self Assessment Tool Does Helps identify areas of challenge that can be addressed to improve EL achievement. Provides guiding questions to facilitate conversations around what the data shows.

JACK O’CONNELL State Superintendent of Public Instruction 14 The English Learner Subgroup Self Assessment Tool Guides Plan Development Must be completed and uploaded/attached to: Title III Year 2 Improvement Plan Addendum. Title III Year 4 LEA Action Plan. Title I Program Improvement Plan related to the EL subgroup.

JACK O’CONNELL State Superintendent of Public Instruction 15 What the English Learner Subgroup Self Assessment Tool does NOT do: Give school level information Analyze data Address Highly Qualified Teachers or other aspects of Elementary and Secondary Education Act not directly related to ELs Evaluate the programs and services for ELs

JACK O’CONNELL State Superintendent of Public Instruction 16 What is new on the revised English Learner Subgroup Self Assessment Tool? The tool will have the same data tables as the original version, but in a different order based on feedback from the subcommittee members.

JACK O’CONNELL State Superintendent of Public Instruction 17 New Table Functionality The revised ELSSA has one worksheet for LEAs to input data and a separate worksheet for staff to view the data and respond to guiding questions and survey items related to EL programs and services.

JACK O’CONNELL State Superintendent of Public Instruction 18 Table Functionality Once the data is added, it cannot be accidentally altered by staff facilitating the data analysis and survey item administration.

JACK O’CONNELL State Superintendent of Public Instruction 19 Table Functionality Tables are color coded in yellow to indicate where LEA staff need to supply data or respond to questions and survey items. Notes to guide the preparer are clickable, italicized, and shaded green.

JACK O’CONNELL State Superintendent of Public Instruction 20 The Survey Items The Survey Items have been moved from a separate worksheet of the tool and placed directly below the data table that best relates to each respective item.

JACK O’CONNELL State Superintendent of Public Instruction 21 The Survey Items The Survey Items on the ELSSA are rated on a Likert-scale using the same ratings as are used in the Academic Program Survey (APS). All items must receive at least a rating of 3 for the school or LEA to be considered as performing that objective at an acceptable level.

JACK O’CONNELL State Superintendent of Public Instruction 22 The Survey Items The 3 rating indicates a substantial level of implementation. The chart on the next slide describes the criteria of each objective per rating level.

JACK O’CONNELL State Superintendent of Public Instruction 23 1 Minimal level of Implementation Few = Less than 50% of students Rarely = Less than 50% of the time 2 Partial level of Implementation Some = 50% of students Inconsistently = 50% of the time 3 Substantial level of Implementation Most = 75% of students Consistently = 75% of the time 4 Full level of Implementation All = 100% of students Uniformly = 100% of the time The English Learner Subgroup Self-Assessment and the Academic Performance Survey Rating Scale

JACK O’CONNELL State Superintendent of Public Instruction 24 The responses to the survey items will be tabulated by each table and will be aggregated into a table in a separate worksheet by EL program and service categories. The categories are: 1. English Language Development 2. Access/Opportunity to learn a) English Language Arts b) Mathematics c) Intervention d) Placement 3. Professional Development 4. Assessment 5. Accountability Live Tool Demo

JACK O’CONNELL State Superintendent of Public Instruction 25 What else is new? There is now a guidance document, the ELSSA Toolkit, that provides guidance in the administration of the survey questions and technical assistance for table completion.

JACK O’CONNELL State Superintendent of Public Instruction 26 Administration of the English Subgroup Self-Assessment The ELSSA Toolkit provides instructions for the administration of the survey items after the tables have been completed. Alternate options are also described for the administration of the tool and additional data an LEA might want to examine.

JACK O’CONNELL State Superintendent of Public Instruction 27 A Facilitated Group Administration is Recommended The benefits of a facilitated administration include: Understanding of the progress of ELs by many stakeholders through rich dialog around the data. The creation of a high quality, effective Improvement Plan Addendum (IPA) or LEA Plan Addendum. More thorough implementation of the plan due to increased understanding and staff buy in.

JACK O’CONNELL State Superintendent of Public Instruction 28 The English Subgroup Self- Assessment Toolkit The technical guidance for table completion is designed to support staff who have had very little experience with databases. It includes screen shots to assist in extracting the necessary data from the local Student Information System.

JACK O’CONNELL State Superintendent of Public Instruction 29 Mac View

JACK O’CONNELL State Superintendent of Public Instruction 30 PC View

JACK O’CONNELL State Superintendent of Public Instruction 31 Simple, clear instructions guide the use of pivot tables To count the test takers, drag and drop the field containing this data on the word Total to the left of your count. CELDT Overall Level

JACK O’CONNELL State Superintendent of Public Instruction 32 Technical Assistance Webinar For more information on Title III Accountability for LEAs in the 4 th year of not meeting AMAOs, there will be a Webinar on October 7, 2009 at 1 p.m. For LEAs in the 2 nd year of not meeting AMAOs, there will be a Webinar on October 13, 2009 at 10 a.m.

JACK O’CONNELL State Superintendent of Public Instruction 33 Title III Webinars will be archived for ongoing reference at: esea-requirements esea-requirements