ELL Program Advisory Group January 20, 2016

TWO PHASES of WORK ELL Program Advisory Group PHASE ONE 1/1/2016As Specified in HB Criteria Determine school districts not meeting needs of ELL students. Take demographics and student learning challenges into account. 2. Annual report on student progress indicators Information to include in annual report on student progress indicators for ELL students. 3. Technical assistance Provided by ODE to districts. 4. Guidelines for applying funding Direct school district on how to expend monies received PHASE TWO 1/1/2017As Specified in HB Long-term ELL Definition 2. Best Practices Ongoing support for student no longer eligible Engaging parents Identifying students who are eligible, incl. pre-K Providing accommodations for assessments Assessing ELL students Acquiring student library books (non-English) Providing support to ELL students

CURRENT STATUS & UPCOMING STEPS ELL Program Advisory Group PHASE TWO 1/1/2017 STATUS / STEPS 1. Long Term ELL Definition 12/1 – Advisory Group input 12/10 – SB adopted rules relating to district selection but long term ELL Definition not included 2. Best PracticesNot started April or May – Advisory Group Input Progress on #1

CURRENT STATUS & UPCOMING STEPS ELL Program Advisory Group PHASE ONE 1/1/2016 STATUS / STEPS 1. Criteria 11/23 – Rule hearing 12/1 – Advisory Group input 12/10 – SB adopted Complete 2. Annual report on student progress indicators 12/1 – Advisory Group input Complete but pending legislation and work of other workgroup may impact 3. Technical assistance 11/23 – Advisory Group input 1/20 – Advisory Group will hear information about ODE technical assistance to school districts and schools 4. Guidelines for applying funding 12/1 – Advisory Group input April or May Advisory Group input Completed Criteria (#1) Progress on #2, #3, #4

Long Term ELL Definition Used for district reporting (HB 3499) Used for state reporting (New federal ESSA)

Long Term ELL Definition Rule currently defines “Long-Term ELL Student” as any ELL student in Grade 7 to 12 who has been enrolled in an ELL program for 7 or more years Suggested definition: Any ELL student in grades 6-12 who has been eligible for, and enrolled in English Language Development for six or more years, or, who has scored at the same level of English proficiency for three or more years.

INSERT Kim’s slides

Long Term ELLs January 20, 2016

Long Term ELLs January 20, 2016

ESSA Reporting for ELs Specifically ESSA Sec.3121(a)(6) ''(6) the number and percentage of English learners who have not attained English language proficiency within 5 years of initial classification as an English learner and first enrollment in the local educational agency;

ESSA – What do we know? The new reporting calls out ELs in a different manner than previously ESSA does not use term “Long term ELLs” The new reporting appears to be just for reporting but not necessarily linked to accountability Federal regs and guidance is being drafted Do not know whether other states with different long-term ELL definitions will change to federal definition

How are ELLs defined in the US p=ELL p=ELL1402 Provides a list by state on ELL definitions. New York is the only state that is included on this list with a definition of long-term ELL.

Harrisburg, VA  Long-Term English Language Learners (LTELL) – LTELLs are defined as those who have been mostly or fully educated in the United States, but who continue to be designated as LEP as they enter the upper grades. Many have been in and out of various ESL or bilingual programs. They may have strong social/conversational oral skills, but have limited literacy and academic skills in both their native language and English which may result in poor academic achievement.  media/images/Documents/Instruction/ESL/Resource_Gui de_June_2010.pdf media/images/Documents/Instruction/ESL/Resource_Gui de_June_2010.pdf

California  For purposes of this article, the following terms have the following meanings:  (a) “Long-term English learner” means an English learner who is enrolled in any of grades 6 to 12, inclusive, has been enrolled in schools in the United States for more than six years, has remained at the same English language proficiency level for two or more consecutive years as determined by the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores far below basic or below basic on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.  (b) “English learner at risk of becoming a long-term English learner” means an English learner who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the English language development test identified or developed pursuant to Section 60810, or any successor test, and scores in the fourth year at the below basic or far below basic level on the English language arts standards-based achievement test administered pursuant to Section 60640, or any successor test.  20AB AB2193

NY LTELs are emergent bilinguals who have attended U.S. schools for seven years or more but remain labeled “English language learners” (ELLs) by the state because they have not yet passed the English language proficiency test called the New York State English as a Second Language Achievement Test (NYSESLAT) NYSIEB-Framework-for-LTELs-Spring-2013-FINAL.pdf NYSIEB-Framework-for-LTELs-Spring-2013-FINAL.pdf

Other states ODE reached out to the states participating in the CCSSO - ELL SCASS (State Collaborative on Assessment and Student Standards). The states responded said they are looking into creating a definition given ESSA’s reporting requirements, however they do not have a current state definition.

NEA publication “Long Term English Language Learners” are students who have been enrolled in U.S. schools for six years or more, are stalled in progressing towards English proficiency without having yet reached a threshold of adequate English skills, and are struggling academically. gTermEngLangLearner_final_web_ pdf gTermEngLangLearner_final_web_ pdf

ASCD (Association for Supervision and Curriculum Development) From our own research (Menken, Kleyn, & Chae, 2007) as well as others' (Callahan, 2006; Freeman, Freeman, & Mercuri, 2002; Ruiz-de-Velasco & Fix, 2000), several common characteristics emerge that define this student population. Long- term English language learners Are typically found in grades 6–12. Speak different languages and come from all over the world. Are often orally bilingual and sound like native English speakers. However, they typically have limited literacy skills in their native language, and their academic literacy skills in English are not as well-developed as their oral skills are. Fall into two main groups: (1) transnational students who have moved back and forth between the United States and their family's country of origin and have attended school in both countries; and (2) students who have received inconsistent schooling in the United States, moving in and out of bilingual education, English as a second language, and mainstream programs in which they received no language support services. Have often not resided in the United States continuously, despite the fact that they may have been born in this country. So the U.S.-born label can be misleading. Experience inconsistent schooling because of frequent moves or incoherent language programming within and across the schools they have attended. Thus, many have significant gaps in their schooling. Perform below grade level in reading and writing and, as a result, struggle in all content areas that require literacy. The overall school performance of long-term English language learners is low, with poor grades and grade retention commonplace, making this population at high risk for dropping out. Have different needs from those of newly arrived English language learners, yet language programming at the secondary level is typically intended for new arrivals. In addition, most educators are unfamiliar with the specialized needs of this population, a problem compounded by poor data about these students in their school records. Term_English_Learners.aspx Term_English_Learners.aspx

Great Schools Partnership –  Long-term English learner (or LTEL) is a formal educational classification given to students who have been enrolled in American schools for more than six years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.  States, districts, and schools determine the criteria and student characteristics used to identify long-term English learners, but definitions and classification criteria may vary widely from place to place.  Given that these students are typically identified after six or more years of enrollment in formal education, long-term English learners are most commonly enrolled in middle schools and high schools.  While some long-term English learners come from immigrant families, the majority are American citizens who have lived most or all of their lives in the United States.

Long Term ELL Definition Rule currently defines “Long-Term ELL Student” as any ELL student in Grade 7 to 12 who has been enrolled in an ELL program for 7 or more years Suggested definition: Any ELL student in grades 6-12 who has been eligible for, and enrolled in English Language Development for six or more years, or, who has scored at the same level of English proficiency for three or more years.

Long Term ELL Definition Should Oregon have a different definition than the ESSA definition for Long Term ELLs? What stands out from definitions?