1. Lilly Rosenberger, Coordinator Title III
EL Network Meeting
Lilly Rosenberger, Coordinator Title III
November 30, 2017

2. Federal and State Legislative Updates
AGENDA
Federal and State Legislative Updates
Proposition 58
California Spanish Assessment
Language Development Standards in Spanish
Accountability Updates
CA New Accountability System
ELI Model
Title III
Standardized Procedures
Amendments Under ESSA

3. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

4. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

5. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

6. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

7. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

8. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

9. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

10. California Spanish Assessment
Traci Albee, Administrator
English Language Proficiency and Spanish Assessments for California

11. Primary Purposes of California Comprehensive Assessments
TOM TORLAKSON
State Superintendent of Public Instruction
The primary purposes include:
Assisting teachers, administrators, and pupils, and their parents
Improving teaching and learning
Promoting high-quality teaching and learning using a variety of assessment approaches and item types.
California Department of Education

12. Development of the High-Level Test Design
TOM TORLAKSON
State Superintendent of Public Instruction
Consulted with stakeholders, including assessment and English learner experts, to determine the content and purpose
Developed the high-level test design
Approved by the State Board of Education (SBE) on September 9, 2016
California Department of Education

13. California Spanish Assessment (CSA) Design Team
TOM TORLAKSON
State Superintendent of Public Instruction
Nationally recognized experts in linguistics, Dr. Kenji Hakuta and Dr. Guadalupe Valdés
Educational Testing Service, contractor, assessment development experts, psychometricians, and research scientists
California Department of Education

14. Recommended CSA Test Purposes(s)
Measure a student’s competency in Spanish language arts and provide student-level data in Spanish competency
TOM TORLAKSON
State Superintendent of Public Instruction
Evaluate the implementation of Spanish
language arts programs at the local level
Provide a high school measure suitable to be used, in part, for the State Seal of Biliteracy
California Department of Education

15. Benefits for Local Educational Agencies
Recognize the value of bilingualism and
biliteracy
Develop literacy at a deeper level
Inform instructional practices and, as a result, increase learning
View CSA results in combination with English Language Arts (ELA) results
May be added to Local Control and Accountability Plans
TOM TORLAKSON
State Superintendent of Public Instruction

16. State Superintendent of Public Instruction
Target Population
The target population will be:
students receiving instruction in Spanish in California; and/or
students seeking a measure that recognizes their Spanish-specific reading, writing, and
listening skills.
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

17. Key Assumptions of the Proposed High-Level Test Design
Aligned with the Common Core State Standards for ELA en Español
TOM TORLAKSON
State Superintendent of Public Instruction
Computer-based assessment
Assess reading, writing, and listening
Administered in grades 3–8 and high school
Accessible to students with disabilities
California Department of Education

18. Key Assumptions of the Proposed High Level Test Design (cont.)
TOM TORLAKSON
State Superintendent of Public Instruction
Optional
Test blueprint will be aligned with
general performance level descriptors
Fair, valid, and reliable
No human scoring
California Department of Education

19. Educator Reflections on Test Development
“I feel privileged to learn and understand how the assessment development process works and the amount of time, work, review, and effort that come with it.” “We feel a strong sense of purpose!”
TOM TORLAKSON
StTatehSueperinfteondcentus was
of Public Instruction
on all of our
students who come from different populations with varying specific needs.”
“Brainstorming and making well-informed decisions take time.”
California Department of Education

20. Upcoming Educator Opportunities 2016
December 7 and 8, 2016: WebEx Meeting for CSA Blueprint Input
Application Deadline: November 23
January 25–26, 2017 Item Writer Training in Orange County
Application Deadline: January 13
TOM TORLAKSON
State Superintendent of Public Instruction
Submit an application at:
California Department of Education

21. High-Level Proposed Timeline
September 2016
SBE Approved the Proposed High-Level Test Design
for the CSA
March 2017
SBE action on the Proposed Test Blueprints and General Performance Level Descriptors
Fall 2017
Administration of the pilot test
Fall 2018
Administration of the field test
Spring 2019
Operational test
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

22. Language Development Standards in Spanish

23. Language Development Standards in Spanish

24. Language Development Standards in Spanish

25. Language Development Standards in Spanish

28. Sample Spanish Language Development Lesson

29. Kristen Brown, PhD California Department of Education
English Learner Support and Special Education Divisions Collaboration Project
Kristen Brown, PhD
California Department of Education

30. Special Education Representation
Local Control and Accountability Plan: Students with disabilities comprise 10.9 percent of the entire student population and comprise a significantly larger percentage of student in the LCFF targeted student subgroups.
15 percent of students eligible for free and reduced price meals
21 percent of English learners
25 percent of foster youth are students with disabilities
70 percent of all students with disabilities are in one or more of the three LCFF-targeted subgroups.

31. Special Education Task Force Report
Students with disabilities remain among the lowest performing subgroup in California and implementation of Common Core State Standards (CCSS) could further exacerbate the differences that exist.

32. Special Education Task Force Report
Recommendations Focus on Seven Areas:
Early learning
Evidence-based school and classroom practices
Educator preparation and professional learning
Assessment and accountability
Family and student engagement
Special education funding

33. English Learner Support and Special Education Division Collaboration Project (Assembly Bill 2785)
Assembly Bill (AB) 2785 has set the stage for a manual to be developed at the state level accenting best practices on how to best identify and serve English learners with disabilities.
The English Learner Support and Special Education Divisions are collaborating with West Ed to create the manual to be completed by July 2018.

34. Special Education English Learners: Manual Specifics
The manual is to include the following elements:
Guidance for accurately identifying English learners with disabilities, including guidance on avoiding the over identification and under-identification of these pupils.
Information on second language acquisition and progress.
Guidance on referral processes.
Guidance on the use of assessments, including the use of multiple measure as well as assessment accommodations for both language and disability.
Guidance on the development of individualized education program for English learners.

35. Special Education English Learners: Manual Specifics (cont’d)
Guidance on how to support the language and content learning needs of English learners with disabilities, including how to do so in inclusive settings.
Information on the role of culture and acculturation.
Guidance for working families, including guidance on meeting the needs of nonnative English speakers in special education proceedings.
A sample plan for continuous evaluation and systematic review, including guidance on tracking effectiveness and sharing information between special education and English learn programs within local educational agencies, to the extent permitted under state and federal law.
Laws and regulations related to the rights of English learners and pupils with disabilities.

36. Special Education English Learners: Manual Specifics (cont’d)
A stakeholder group will be convened to help develop a dissemination plan of the manual and the means of providing professional development.
The plan shall be submitted to the state board, the Department of Finance, the Legislative Analysts Office, the California Collaborative for Educational Excellence, the Advisory Commission on Special Education, and the appropriate policy and fiscal committees of the Legislature on or before July 1, 2018.

37. Resources
Supporting English Learners with Disabilities Symposium May 3, 2016 Link:

38. Contact Information
TOM TORLAKSON
State Superintendent of Public Instruction
English Language Proficiency and
Spanish Assessments Office
Phone:
Web site: CAASPP.org CalTAC:
California Department of Education

39. Analysis, Measurement, and Accountability Reporting Division

40. California’s New Accountability System
The Every Student Succeeds Act (ESSA) requires states to develop a new accountability system by
The State Board of Education (SBE) adopted the following state indicators at the September 2016 SBE meeting, which will serve as the new local and state accountability system that also meets ESSA requirements.

41. California’s New Accountability System Cont.
ESSA Requirement
Indicator in the California Model
Achievement on annual state assessments
English language arts/literacy (ELA) and Mathematics CAASPP for Grades 3-8, and results on the Next Generation Science Standards Assessment when available
Graduation Rates
Cohort Graduation Rate
Progress in English language proficiency for ELs
An ELI based on a composite of the progress ELs are making toward language proficiency, the reclassification rate, and if feasible, LTEL
School Quality or student success
Suspension rates; Chronic Absenteeism; College/Career Indicator (Grade 11 CAASPP)
Another academic indicator for elementary and middle schools
Individual student growth model

42. Overview of the California Model
The California Model uses percentiles to create a 5 by 5 grid (giving 25 results) that combine Status and Change to make an overall determination for each of the indicators.
The model provides equal weight to both Status and Change.

43. Overview of the California Model
The model will be applied to all LEAs, traditional schools, and student groups with 30 or more students.
The SBE has directed the CDE to develop an alternate accountability system for alternative schools. Therefore, alternative schools will not be included in the California Model.
LCFF applies to schools with student groups of 15 or more students; ESSA applies to groups with 30 or more

44. Overview of the California Model
Status has five levels of performance based on the most current year’s data.
Change has five levels of change in performance. It is the difference between performance from the prior year and current year, or between current year and a multi-year average-if available.
Graduation rate is the only one w/ an average currently. Current compared to average of prior 3 years.

45. Overview of the California Model
For each indicator, the combination of status and change results in performance category.
Each performance category is represented by a color.
Graduation rate is the only one w/ an average currently. Current compared to average of prior 3 years.

46. English Learner Indicator ELI

47. Who Will Receive and ELI?
This indicator applies to LEAs and schools that have 30 or more students who took the annual CELDT.
Note: Because 86.2 of schools have no significant, or only one significant race/ethnic student group within the EL group, student group data will not be reported for the ELI.

48. ELI Data Sources
The ELI determines progress through the use of two data sources:
Annual CELDT results, and
EL reclassification data

49. CELDT Data The CELDT has five overall performance levels: -Beginning
-Early Intermediate
-Intermediate
-Early Advanced
-Advanced

50. CELDT Data
Because the CELDT Intermediate performance level has a large range of scale scores, many students stay in the intermediate level for multiple years.
As a result, stakeholders advised, and SBE approved, that this level be divided in two, for accountability purposes only, to recognized the substantial growth that can be made within this particular level.

51. CELDT Data
Therefore, the ELI uses six overall CELDT performance levels:
-Beginning
-Early Intermediate
-Low Intermediate
-High Intermediate
-Early Advanced
-Advanced

52. ELI Model
Annual CELDT takers must advance at least one CELDT performance level from prior year to current year to be included in the numerator of the ELI calculation.
Examples:
Credit is given for advancing one or more levels. No penalty for reverting back a level.
Prior Overall CELDT Performance
Current Overall CELDT Performance
Does the LEA or School Receive Credit
Early Intermediate
Low Intermediate
Yes
High Intermediate
Advanced
Beginning No

53. ELI Model
Students who scored Early Advanced or Advanced Proficient in the prior year and maintained that performance level for the current year will be included in the numerator for the ELI calculation. This is the only set of annual CELDT takers who are not required to advance one CELDT performance level.
ELs who were reclassified in the prior year will also be included in the numerator and denominator for the ELI calculation.
Credit is given for advancing one or more levels. No penalty for reverting back a level.

54. Students Reclassified in Prior Year
ELI Model
Students Reclassified in Prior Year

55. ELI Formula: Numerator
Annual CELDT takers who:
-Increased at least one CELDT level
compared to the prior year
-Maintained Early Advanced/Advanced
English Proficient
ELs who were reclassified in the prior year

56. ELI Formula: Denominator
Total number of annual CELDT test takers
ELs who were reclassified in the prior year

57. Status and Change Status
The percent of ELs that moved up a performance level from the 2014 to 2015 CELDT plus Els who were reclassified between July 1, 2013 to June 30, 2014.
Change
Difference in Status from current year to prior year.

58. Assignment of Performance Category
Schools that did not test at least 50 percent of their EL population in the CELDT are automatically assigned no higher than an Orange performance category.
Determination of the 50 percent is based on the EL demographic data reported for mathematics in the Smarter Balanced Assessment file from the testing vendor.

59. Example 1 (Cont.) Change: Step 1: Calculate Prior Year Status: 83%
Step 2: Calculate Change
Calculate Change:
Current Status minus Prior Status
85% minus 83%= +2%

60. Example 1 Gemstone High School
Status
Step 1: Percent of annual CELDT test takers who advanced at least one performance level (or maintained Early Advanced/Advanced English Proficiency) on the 2015 overall CELDT compared to the 2014 overall CELDT
210/250= 84%
Step 2: Number of ELs who were reclassified in prior year ( )
20 students
Step 3: Add reclassified students to the numerator and denominator of Step 1 and calculate the rate.
230/270= 85%

61. Determine Performance Category
Use the specific 5x5 color grid for the ELI and determine the performance category (color) for the EL student group.

62. English Learner Change (Change in Percent Progressing and Reclassified)

63. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
Any school or district with 30+ ELs now accountable for EL progress.
Outcomes of accountability will impact CCEE, TIII, TI
Although Title III accountability has moved to Title I, program and funding requirements remain in Title III
California Department of Education

64. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

65. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

66. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

67. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

68. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

69. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

70. State Superintendent of Public Instruction
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

71. Overview: Every Student Succeeds Act Section 3115
ESSA Section 3115: Subgrants
-Program descriptions, authorized activities
In what ways is ESSA different from current practice?
What program implementation challenges might this present for your district?

72. Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act, as amended by ESSA
Handout

73. ELAC/DLAC Requirement
TOM TORLAKSON
State Superintendent of Public Instruction
California Department of Education

74. Additional Meeting Date:
February 28th District priorities
ELD in content areas (Integrated ELD)
Designated ELD

75. Professional Development Opportunities
Introduction to CA ELD Standards- Dec.16 8:30-3:00 p.m.
Upcoming: Integrated and Designated ELD (spring, 2017)
Jan.26-27th PD cancelled