1 minute Running time = 1 minute

Welcome to the English Language Proficiency Assessments for California ELPAC Academy
1 minute Running time = 1 minute Slide intent: To welcome everyone to the ELPAC Academy Presenter says: Good morning and welcome to the ELPAC Academy. My name is [insert name] and I represent the [insert organization or role in institute]. This academy is brought to you by the California Department of Education in close collaboration with the Sacramento County Office of Education and our amazing training team that I’ll introduce you to in a few minutes. Fall 2017

ELPAC Academy 2 minute Running time = 3 minute
Slide intent: To bring perspective about where we are going and to generate excitement in the participants Presenter says: We are very excited to be here with you today for the first of hopefully many ELPAC Academies. The ELPAC, which we all know stands for the English Language Proficiency Assessments for California, is replacing the CELDT, which as you also know stands for the California English Language Development Test. The ELPAC is very exciting for us for many reasons. As you will learn throughout the day it is aligned to, and reflects the increased rigor in the 2012 ELD standards. Students and teachers who participated in the ELPAC Summative Assessment field test had lots of great things to say about the ELPAC. Teachers were also given an opportunity to participate in feedback sessions and an online survey to give the California Department of Education, or CDE, their thoughts about the test. The CDE took this feedback and was able to make changes to the ELPAC before it goes operational in spring 2018. The team over at the CDE would like to say thank you to everyone who was involved in the feedback sessions and the survey. And on behalf of the field we would like to thank the CDE for listening and working so closely with educators throughout the state on the development of this test. In your folders you have a copy of this flyer so you can see all of the updates that came out of the educator feedback. We would also like to briefly highlight a few of our favorite updates. [presenters call out a few of the updates made to the ELPAC]

ELPAC Academy Overview
1 minute Running time = 4 minute Slide intent: To discuss the current state of the ELPAC and the ELPAC Academy Presenter says: This is the first year of the ELPAC Academy and our goal today is to give all participants a basic understanding of the ELPAC and how it works with the ELD standards as well as diving into the implications for classroom instruction and student learning. At the end of the day this is all about the students and how we can improve their educational experience. So we will be spending a good deal of time talking about the classroom and how we can use this test and its design to improve student learning. Let’s talk a little bit more about what you can expect from this year’s ELPAC Academy Implications to Classroom Instruction and Student Learning

ELPAC Academy Agenda Session 1: Overview of the ELPAC
Session 2: ELPAC Data Session 3: California 2012 English Language Development (ELD) Standards Activity: Deconstruct a Task Type Session 4: Review Existing Classroom Practices Session 5: Interim Assessments and Formative Tools 1 minute Running time = 5 minute Slide intent: To review the flow of the academy Presenter says: So what will we be covering today? We are going to spend some time on an overview of the ELPAC so we are all familiar with the test, when it is given, how it is given, and how it is different from the CELDT. Then we will take a brief look at the data we will be getting from the test, along with the ELPAC Performance Level Descriptors and ELD proficiency levels. We will look at the ELD standards. Then we will do an activity that will walk us through deconstructing a task type to familiarize ourselves with some of the tasks and their implications in the classroom. Lastly, we will talk about new ways to connect instructional strategies to the task types.

Icons Activity Learning Goal Met Printed Resource Discussion
1 minute Running time = 6 minutes Slide intent: To introduce the icons we will be using throughout Presenter says: As we go through the presentations you will see some recurring icons. This slide lists all of the icons we will be using and what they mean. Printed Resource Discussion

https://ord.scoe.net/ac
Questions 1 minute Running time = 7 minutes Slide intent: To introduce the “question cards” Presenter says: As we go through the presentations feel free to ask questions as they pop into your head. We are here to help answer your ELPAC questions. If we come to a part of the presentation where we get a lot of questions and have to move on, we will use the link for you to submit additional questions.

Your Training Team 1 minute Running time = 8 minutes
Slide intent: To introduce the ELPAC Academy training team. Presenter says: You will spend the rest of today with the excellent ELPAC Academy trainers who bring lots of collective knowledge from all different areas of education together for this academy. You will be spending the rest of the day with (name only trainers presenting at each location): Tony Mora, Kristen Blake, Terry Barrón, Norma Gómez-Michel, Jorge Cuevas-Antillón All of your trainers come from the San Diego County Office of Education and they all have a rich background in education including many years in the classroom supporting English Learners.

Certificate of Completion
1 minute Running time = 9 minutes Slide intent: To entice participants to stay for the duration of the training Presenter says: If you stay with us for the duration of the training, at the end of the day, on your way out you will get one of these lovely certificates of completion.

Let’s Begin! 1 minute Running time = 10 minutes
Slide intent: Transition to the First ELPAC Academy Session Presenter says: And with no further ado, we will jump right in to the ELPAC Academy so I will now pass the mic to [insert name] who will take us through an overview of the ELPAC.

Session 1: Overview of the ELPAC
1 minute Running time = 11 minute Slide intent: To introduce the next session Presenter says: Our first session of the day is an overview of the ELPAC.

Learning Goals Educators will understand
differences and similarities between the CELDT and the ELPAC; ELPAC tasks types and how they connect to classroom instruction; and some of the 2012 ELD standards assessed with the ELPAC. 2 minute Running time = 13 minutes Slide intent: To introduce the learning goals for the day Presenter says: We have set out the following learning goals for the day. As you can see from the screen, at the end of the day educators will understand: Similarities and differences between the CELDT and ELPAC; ELPAC Task Types and how they connect to classroom instruction; and How some of the 2012 CA ELD Standards align with the ELPAC.

Success Criteria Educators can
explain the differences and similarities between the CELDT and the ELPAC; deconstruct ELPAC tasks to reflect on current practice and implications in the classroom; and identify ELD standards within an ELPAC-like performance task. 2 minute Running time = 15 minutes Slide intent: To introduce the next session Presenter says: To know we have accomplished our learning goals we use success criteria. At the end of the day, we should be able to: Explain the differences and similarities between the CELDT and the ELPAC; Deconstruct ELPAC tasks to reflect on current practice and implications in the classroom; and Identify ELD standards within an ELPAC-like performance task.

Activity: What Are You Wondering?
Step 1: On a sticky note, please complete the following frame: I’m (name) and I’m wondering if the ELPAC ... Step 2: When the music plays, take your sticky note, introduce yourself to someone that you don’t know, and share your “Wondering”. Step 3: Continue to introduce yourself and share your “Wondering” with as many people as possible while the music plays. Step 4: When the music ends, place your sticky note on any “Wondering” chart and return to your seats. 8 minute Running time = 23 minute Slide intent: To engage participants in an activity Presenter says: We are going to start with an activity to get us up and moving around! [click] At your table you have a pad of post it notes. Please take one, and write the following: I’m [insert your name] and I’m wondering if the ELPAC [and then write what you are wondering] You will have about 1-2 minutes to complete this part of the activity [call the group back together after 2 minutes] Now I am going to explain the next part of the activity When the music starts you will get up, find a partner that you do not know and introduce yourself and share what you are wondering about the ELPAC. They will introduce themselves and what they are wondering about the ELPAC. You will then repeat this as many times as you can until the music stops. When the music stops, place you sticky note on the chart paper on the wall and return to your seat. Ready, set, go [call the group back together after 5 minutes] We heard a lot of great questions as we were walking around the room. Place your wonderings on one of the charts around the room. The training team will review these during breaks and lunch and will try to answer a lot of your questions throughout the training. [Mention that you heard people answer many of each others' questions and encourage them to connect/network with other educators who may have answers.]

EL Facts and Figures True or False?
Students are designated as an English Learner (EL) or Initial Fluent English Proficient (IFEP) from the responses in the Home Language Survey (HLS). 1 minute Running time = 24 minutes Slide intent: To engage participants in understanding facts about English Learners Presenter says: Next were going to play a little trivia game to help us understand our English learner students throughout the state. It is important to remember that at the end of the day accurate information will lead to better decision making when it comes to doing what is right for students. Here is the first question. [read question from screen] What do you think? On the count of three, give me your answer– 1, 2, 3 True or False? [Let audience say what they think] [click] [Read the answer]

Why? The answer on the HLS determines if there is a need to assess the student with the CELDT Initial Assessment Remember: Beginning July 1, 2018 students will be assessed with the ELPAC Initial Assessment. The results of the CELDT Initial Assessment determine if a student is classified as EL or IFEP. 1 minute Running time = 25 minutes Slide intent: Discuss the answer given in the previous slide. Presenter says: Understanding that the process includes the assessment of English language proficiency provides the why of language services to students. The home language survey (HLS) doesn’t give the student EL or IFEP status. It does flag the student as needing to take the initial assessment or not. Notice that the slide refers to CELDT, in 2018 the reference will be to the ELPAC Initial Assessment.

EL Facts and Figures (cont.)
True or False? All long-term English learners (LTELs) struggle academically and socially in both their home language and in English. 1 minute Running time = 26 minutes Slide intent: To engage participants in understanding facts about English Learners Presenter says: Next up is this question [read question from screen] Again on the count of three, 1, 2, 3, --True or False? [Let audience say what they think] [click] [Read the answer]

however, they tend to be high functioning in social situations.
Why? LTELs struggle academically, often they have gaps in reading, writing and/or language; however, they tend to be high functioning in social situations. 1 minute Running time = 27 minutes Slide intent: Discuss the answer given in the previous slide. Presenter says: Please note that the definition of LTEL for California is under Ed Code and it includes time in the U.S. schools system (6 years) and standard tests results such as such as SBAC which is part of CAASPP. Districts may have a variation of the definition. It is also important to note that some LTELs may struggle in social situations, but we find that most do not. The question referenced ALL LTELs, which is why it was false.

True or False? For ELs, instruction solely in English accelerates the language acquisition process. 1 minute Running time = 28 minutes Slide intent: To engage participants in understanding facts about English Learners Presenter says: [read question from screen] Again, on the count of three, 1, 2, 3 – True or False? [Let audience say what they think] [click] [Read the answer]

Why? Primary language is a valuable resource that adds to and enhances the learning of English. 1 minute Running time = 29 minutes Slide intent: Discuss the answer given in the previous slide. Presenter says: Research demonstrates that students transfer primary language skills into English.

True or False? English learners come to California schools from all over the world and from within California. 1 minute Running time = 30 minutes Slide intent: To engage participants in understanding facts about English Learners Presenter says: And lastly [read question from screen] 1, 2, 3, - True or False? [Let audience say what they think] [click] [Read the answer]

Why? English Learners come with a range of cultural and linguistic backgrounds, experiences with formal schooling, levels of native language and English literacy, immigrant experiences, and socioeconomic levels, as well as other experiences in the home, school, and community. 1 minute Running time = 31 minutes Slide intent: Discuss the answer given in the previous slide. Presenter says: California is the state with the most English learners in the nation. We have 1.4 million ELs in the K-12 system. California is a very diverse state and so are all of our students. As we jump into today’s training we want to remember why we are here, and that is for our students. It is all about our English Learners. We are here to better understand the ELPAC and its implications for English learners.

The ELPAC Development Process
Educators from throughout the state participated in: Item Writing Content Bias and Sensitivity Review Field Testing Range Finding Standard Setting 3 minute Running time = 34 minutes Slide intent: To explain to the participants that educators in the field participated in the ELPAC development process. Presenter says: We want to talk for a few minutes about the ELPAC development process. A lot of thought and effort went into the development of this test. Educators from throughout the state participated in all aspects of the test development. Remember many steps are involved in the development of the assessment, but these are all of the steps that included educators. California Educators were trained and then given the opportunity to write items for the ELPAC. These items went through a content Bias and Sensitivity review panel made up of teams of educators. Next these items were field tested. Educators from throughout the state who participated in the ELPAC Summative Assessment field test also participated in a feedback session or completed an online survey about their experience. Because of this feedback the CDE was able to make some updates to the ELPAC before it was operational. In your folders you have a copy of the post feedback flyer about those updates. After the field test, a Range finding meeting is held. At this meeting, participants review student responses to ELPAC task types/items (Speaking, Writing) and come to a consensus on assigned score points for each student response based on the scoring rubric and scoring guidelines. Participants at the range finding meeting also identified anchor and training responses to be used in the training of test examiners. Last but not least, standard setting occurs. During standard setting, educators will review the results of the ELPAC Summative Assessment Field Test for a particular grade or grade span to develop a set of recommended threshold scores for each proficiency level.

CELDT vs ELPAC CELDT ELPAC Aligned with 1999 ELD Standards
One test – two purposes; initial assessment annual assessment Two separate tests; initial assessment (IA) summative assessment (SA). 3 minute Running time = 37 minutes Slide intent: To walk the participants through some of the differences between the CELDT and ELPAC with a focus on improvements made by the ELPAC Presenter says: In the next three slides we are going to take a look at some of the similarities and differences between the CELDT and the ELPAC. On this slide, we can see the alignment of the tests to the corresponding standards. The ELPAC is aligned to the 2012 ELD Standards that were adopted by the State Board of Education. We can also see from this slide that the CELDT was one assessment that served two purposes, while the ELPAC consists of two separate assessments. That is why ELPAC stands for the English Language Proficiency ASSESSMENTS (plural) for California. We will walk you through the aspects of the summative and the initial in a later slide, but it is important to note that these are two different assessments. The Initial Assessment for the ELPAC is locally scored but the Summative Assessment will be scored by the testing vendor. The ELPAC Initial will be a screener assessment. Shorter than the Summative it is used for initial identification and will be locally scored. The Summative Assessment is not locally scored. For that reason there will not be any score sheets available for the Summative Assessment as you are used to for the CELDT.

CELDT vs ELPAC CELDT ELPAC Paper-pencil tests
July 1–Oct 31: Annual Assessment Window Feb 1–May 31: Summative Assessment Window Five grades/grade spans: K–1*, 2, 3–5, 6–8, 9–12 Seven grades/grade spans: K*, 1, 2, 3–5, 6–8, 9–10, and 11–12 4 minute Running time = 41 minutes Slide intent: To walk the participants through some of the differences between the CELDT and ELPAC with a focus on improvements made by the ELPAC Presenter says: Notice that the CELDT was paper-pencil and the ELPAC will be paper-pencil as well, but with the potential to transition to computer-based assessments. We can also see a big difference in the testing window. With the ELPAC, the testing window has been moved to the spring. We will take a closer look at this later in this session. Lastly, we see updates to the grade spans tested. The K-1 grade span for the ELPAC has been split into two separate tests, one for kindergarten and one for grade one. Also the 9-12 grade span has been split into 9-10 and to reinforce the ELD and ELA Standards. *TK is tested on K assessment

Listening, Speaking, Reading and Writing
CELDT vs ELPAC CELDT ELPAC Five performance levels Summative Assessment: four performance levels Initial Assessment: three performance levels Listening items were read to students by the Test Examiner Listening items for students in grades 3–12 are recorded and played through TOMS Domains assessed: Listening, Speaking, Reading and Writing 2 minute Running time = 43 minutes Slide intent: To walk the participants through some of the differences between the CELDT and ELPAC with a focus on improvements made by the ELPAC Presenter says: Here we take a look at the performance levels and domains. For the CELDT, students received scores in one of five performance levels. The ELPAC will have four performance levels. After the first operational assessment, a standard setting panel will make recommendations to the State Board of Education about the score points associated with each of the four performance levels. The next change is to the way the listening items are administered. For the ELPAC the listening items will be recorded and played through the Test Operations Management System, or TOMS. Also the academic presentation in the Summarize an Academic Presentation item type will be a TOMS recording for grades 3–12. No changes have been made to the domains tested. Both the CELDT and the ELPAC assess the domains of listening, speaking, reading, and writing.

Let’s Talk: Discuss Key Differences
Step 1: With an elbow partner, discuss your “Key Takeaways” from the comparison between the CELDT and the ELPAC. Step 2: Discuss what you think is the most exciting change taking place with the ELPAC. 6 minute Running time = 49 minutes Slide intent: To walk the participants through some of the differences between the CELDT and ELPAC with a focus on improvements made by the ELPAC Presenter says: Next we are going to engage in a quick discussion. With an elbow partner discuss you key takeaways from the CELDT and ELPAC comparison. Then discuss one thing that is changing with the new ELPAC that you are most excited about.

The ELPAC Structure Initial Assessment (IA) Summative Assessment (SA)
Field testing took place in fall, 2017 Will be operational in Shorter than the SA Administered within 30 days of student eligibility Locally scored Operational in the 2017–18 school year Administered in the spring of each year Administered to ELs only No local scoring 2 minutes Running time = 51 minutes Slide intent: To walk the participants through some of the differences between the CELDT and ELPAC with a focus on improvements made by the ELPAC Presenter says: Now lets shift our focus away from the old and onto the new for the rest of the day. The ELPAC consists of two separate assessments. First is the Initial Assessment. The initial assessment just finished field testing and will be operational in 2018‒19. It is shorter than the Summative assessment and will be locally scored. It will be administered to students who are eligible within 30 days of determining their eligibility. The Summative Assessment: Is fully operational and has a testing window of February through May This test is administered only to English Learners and there will be no local scoring (or rubrics etc.) available to educators.

ELPAC Updates Practice Tests Oct. 30th
Listening Will include scripts that can be read aloud. No audio recordings. Will be accompanied by an answer key Speaking Will be accompanied by rubrics which describe the criteria for performance at each score point. Will NOT be accompanied by scripts or recordings of sample responses. Reading Writing Items will be followed by write-on lines of the same length as the operational test for students to practice writing responses All Items Will represent the general style and alignment to standards found on the ELPAC Will provide information about the standard(s) the task type is designed to assess. 1 minute Running time = 52 minutes Slide intent: To walk the participants through some of the ELPAC Updates Presenter says: We want to take a moment to mention a resource that could potentially be used as an Interim Assessment, and that is the ELPAC Practice tests. They will provide examples of the Listening, Speaking, Reading, and Writing task types that are administered at each grade span. The practice tests will be readily available so that students, parents, teachers, or other educators can easily access them. You can see some features of the practice tests listed on the screen. Please take a few moments to read over these. Practice tests will be posted on October 30th. The items in the practice tests can be easily adapted into Interim Assessments and Formative tools for use in the classroom.

ELPAC Updates Parent Guide to Understanding the ELPAC
Matrix Four: Universal Tools, Designated Supports, and Accommodations for the ELPAC 1 minute Running time = 53 minutes Slide intent: To walk the participants through some of the ELPAC Updates Presenter says: We also want to take a moment to talk about two other resources that we find really valuable.

The ELPAC Time Line 2 minute Running time = 55 minutes
Slide intent: To walk the participants through the testing timeline Presenter says: In your folders you will have the three year assessment time line. This document shows all assessments over the next three years. It shows the assessment window as well as the stage of development for each assessment. This is important because with the ELPAC Summative having a spring window we have to pay close attention to what other assessments are being given at that time. We recommend that you check in with your site leadership as well as CAASPP Coordinator to coordinate testing on site. Because the ELPAC window overlaps with the English language arts/literacy (ELA), mathematics, and science windows, coordination is key. The ELPAC is also being used for accountability now as part of the CA School Dashboard. We will touch more on that later.

What Test Do We Give to Which Students?
2 minute Running time = 57 minutes Slide intent: To introduce participants to this deliverable Presenter says: In your folders you will also have the “CELDT or ELPAC in ?” flyer. This flyer has a flow chart that walks you through which test will be administered to students in the year. In when the ELPAC is operational and the CELDT is no longer being used, the answer to this question will always be the ELPAC. But for this year, it depends on the student. For example, let’s say we have a student who has never taken the CELDT or ELPAC before, and has never been classified as an English learner in California. Their home language survey indicates a primary language other than English. What test do they take? [Ask for volunteers to answer the question.] Correct, the CELDT. And let’s say the student is classified as an English Learner on the CELDT. What’s next for that student? Correct, the ELPAC – but only if they are classified as an EL before the ELPAC spring testing window closes. This means that some students may be assessed with the ELPAC twice in one school year – once with the ELPAC IA (if their LEA is participating in the field test), and once in the spring with the ELPAC SA.

Learning Goal Review What sits square
What is rolling around in your head 10 minute Running time = 67 minutes Slide intent: To give participants an opportunity to share their current understandings, questions, and thoughts. Presenter says: Before we move on to the next section we are going to take a few minutes to talk about our current understanding, thoughts, and questions about the ELPAC and the transition from the CELDT. When we sound the chime please stand up and find someone you haven’t met today. With your partner you will have about 5 minutest to discuss the following three things: [click] What sits square with you, meaning what did you learn that you understand completely? What is rolling around in your head. What is something you learned that you might still be processing or determining how you will use this information? And finally, what are three important pieces of information you want to stick? What are 3 points you want to remember

Session 2: Overview of ELPAC Data
1 minute Running Time = 68 Minute Slide intent: To introduce Session 2. Presenter says: In this next session, we will examine what we know about the ELPAC performance levels, their relationship to the proficiency level descriptors included in the ELD Standards, the data we will get from the ELPAC, and its inclusion in the California School Dashboard.

ELPAC General Performance Levels and ELD Proficiency Levels
1 minute Running Time = 69 Minutes Slide intent: To introduce the first topic in this session. Presenter says: The first thing we will look at in this session are the performance and proficiency levels.

Connecting the ELPAC Summative Assessment General Performance Levels to the 2012 ELD Standards
5 minutes Running Time = 74 Minutes Slide intent: To connect the four ELPAC performance levels with the three ELD proficiency levels. Presenter says: While there are three ELD proficiency levels, the ELPAC includes four performance levels. The graphic on the screen shows you how these levels align. For example, you see from the graphic that ELPAC level 3 touches both the expanding level and the bridging level.

Additional Key Points There will NOT be a comparison between the Initial Assessment and the Summative Assessment. They are two different assessments with two different purposes. Threshold scores will go before the State Board of Education for approval. The SA will go in November The IA will go in March 1 minute Running Time = 75 Minutes Slide intent: To connect the four ELPAC performance levels with the 3 ELD standard levels. Presenter says: It is also important to note that there will not be a comparison between the initial assessment and the summative assessment. Students only take the initial once in their school career. Also since the tests are so different, and the initial assessment is much shorter, it is not appropriate to compare the two assessments. As for the threshold scores, which are the scores that determine each ELPAC performance level, the CDE will take these before the State Board of Education for approval in November and March. Further guidance on reclassification from CDE will follow the approval of the threshold scores.

ELPAC General Performance Level Descriptors
English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards: Kindergarten Through Grade 12 (CA ELD Standards). Level 3 English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light to minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Expanding” proficiency level through the lower range of the “Bridging” proficiency level as described in the CA ELD Standards. Level 2 English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the low- to mid-range of the “Expanding” proficiency level as described in the CA ELD Standards. Level 1 English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the CA ELD Standards. 1 minute Running Time = 76 Minutes Slide intent: To show a visual of the ELPAC General Performance Level Descriptors that will be used in the partner activity. Presenter says: Please find the following documents in your folder: The ELPAC general performance level descriptors And the ELD proficiency level descriptors

Let’s Compare Step 1: Find a partner.
Step 2: Read the ELPAC General Performance Level Descriptors and the ELD Proficiency Level Descriptors. Step 3: Highlight and discuss connections between the two documents. 10 minutes Running Time = 86 Minutes Slide intent: To guide participants through the discussion comparing the ELPAC performance level descriptors and the ELD proficiency level descriptors. Presenter says: [click] When we say “go”, you will get up and find a partner that you don’t know. With your partner, read the ELPAC performance level descriptors for Levels 1, 2, 3, 4, and the ELD proficiency level descriptors for Emerging, Expanding, Bridging. Highlight and discuss the connections that you see between the two documents. Alright, “go”!. [Call the group back together after about seven minutes of discussion] [Take a few comments from participants.] Step 4: Group share out

ELPAC Scores and Accountability
1 minute Running Time = 87 Minutes Slide intent: To introduce the next topic in this session. Presenter says: Now we are going to shift our focus and take a look at the scores that the ELPAC will provide and how those scores will be included in the California School Dashboard.

ELPAC Score Information-Summative
Overall Score 4 Performance Levels Oral Language Scale Score 4 Performance Levels Listening 3 Performance Levels Speaking 3 Performance Levels Written Language Scale Score 4 Performance Levels Reading 3 Performance Levels Writing 3 Performance Levels 3 Minutes Running Time = 90 Minutes Slide intent: To discuss the scores that we will get from the first operational administration of the ELPAC. Presenter says: Next, I’d like to share with you the reporting hierarchies for the Summative Assessment. At the top level, the overall scale score is a weighted average of the oral and written language subscales, and will be mapped onto four performance levels aligned to the PLDs. The overall score is based on all test items across the four domains in the ELPAC. Next, the oral and written language subscales will be reported, and each will also be mapped onto four performance levels aligned to the PLDs. The last level are the domain scores in listening, speaking, reading, and writing. They will be mapped to the three performance levels still to be determined. Some of you may be wondering why we shifted away from receptive and productive and moved to oral and written. We found that the results for productive and receptive were inconclusive for grades three through five.

ELPAC Score Information-Initial
Overall Score 3 Performance Levels Oral Language 3 Performance Levels Listening Speaking Written Language 3 Performance Levels Reading Writing 2 Minutes Running Time = 92 Minutes Slide intent: To discuss the scores that we will get from the first operational administration of the ELPAC. Presenter says: Next, the reporting hierarchy for the initial assessment for kindergarten through grade twelve is shown here. When developing the ELPAC, stakeholder input guided the decision of the CDE to create two separate assessments. The summative assessment, which would measure students’ progress annually and be included for accountability. The initial assessment, which would be a much shorter test that would screen or identify students who were initially fluent English proficient or an English learner. As with the first hierarchy the overall score is a weighted average of the two measures below it. The overall score will produce a scale score and be mapped onto three performance levels. All test items in the initial assessment are included in the overall score. The overall score will NOT be on a continuous scale. It will be a common scale for each grade/grade span since there is no requirement to measure growth on this assessment, as it will only be administered one time to a student. At the second level, we are anticipating three oral language and written language performance levels. At the third level, the number of items in each measure is relatively small; therefore, there will be no scores produced at the domain level.

1 Minutes Running Time = 93 Minutes
Slide intent: To remind participants of California's new multiple measures accountability system. Presenter says: As you probably know, we have a new integrated accountability system that is being reported through the California School Dashboard - sometimes referred to as simply the "Dashboard“.

CA School Dashboard Indicators
Chronic Absenteeism Suspension Rate English Learner Progress Indicator (ELPI) Local Indicators Academic Performance Graduation Rate College / Career 7 Minutes Running Time = 100 Minutes Slide intent: To remind participants of the indicators that are included within the Dashboard, highlighting the English Learner Progress Indicator (ELPI). Presenter says: The Dashboard includes several indicators. Some are reported at the state level and some are local indicators. There are two important connections between our work today and the California School Dashboard. The first is that one of the state indicators – highlighted in blue on this slide – is all about the progress of English learner students. The second is that performance of the English learner student group is included in all indicators shown on this slide.

ELPI Definition Annual CELDT Test Takers Who Increased at least 1 CELDT Level + Annual CELDT Test Takers Who Maintained the Early Advanced/ Advanced CELDT Levels ELs Who Were Reclassified in the Prior Year LTEL CELDT Test Takers Who Increased at Least 1 CELDT Level Divided by Total Number of Annual CELDT Test Takers in the Current Year 2 Minutes Running Time = 102 Minutes Slide intent: To inform participants of the ELPI definition. Presenter says: Let's take a closer look at the definition of the ELPI. The English Learner Progress Indicator (ELPI) measures: The percent of EL students who are making progress toward language proficiency and the number of ELs who were reclassified from EL to fluent English proficient in the prior year. It also re-counts all the LTELs who made progress, so these students are counted once as annual CELDT test takers and then you get additional credit for them as LTEL CELDT test takers. In the CELDT will no longer be administered and the ELPAC will be fully operational. At that point the definition will replace CELDT with ELPAC. We know there will be changes to how this indicator is calculated when this change happens. The specifics haven’t been announced yet, but this is something to keep in mind for future years of accountability. The CDE will be releasing information about these changes as we get closer to replacing the CELDT completely.

What is rolling around in your head 4 minute Running time = 106 minutes Slide intent: To give participants an opportunity to share their current understandings, questions, and thoughts. Presenter says: Before we move on to the next section we are going to take a few minutes to talk about our current understanding, thoughts, and questions about the data we will get from the ELPAC. When we sound the chime please stand up and find someone you haven’t met today. With your partner you will have about 5 minutest to discuss the following three things: [click] What sits square with you, meaning what did you learn that you understand completely? What is rolling around in your head. What is something you learned that you might still be processing or determining how you will use this information? And finally, what are three important pieces of information you want to stick? What are 3 points you want to remember

Session 3: 2012 California English Language Development Standards
1 minute Running Time = 107 minute Slide Intent: To transition to Session 3 Presenter Says: Now let’s begin session three, where we will do a high level review of the standards before we begin our activity in the afternoon.

A Quick Quiz Em_______ Ex________ Br________
The three Proficiency Level Descriptors for the ELD Standards are: Em_______ Ex________ Br________ 2 minute Running Time = 109 minutes Slide Intent: To review the ELD Standards Proficiency Level Descriptors Presenter Says: We are going to start with a little quiz to review your knowledge of the standards. We are going to use all the brains in the room for some group think. The first statement has to do with the proficiency level descriptors for the ELD Standards. Who wants to name these off for us? Any volunteers? (call for volunteers) [click as they list each one]

A Quick Quiz A. Co__________ B. Inter________ C. Prod________
Part I: Interacting in ______________ Ways A. Co__________ B. Inter________ C. Prod________ 2 minute Running Time = 111 minutes Slide Intent: To review the components of ELD Standards Part I Presenter Says: Next we are going to take a look at Part I of the standards and we have some blanks for you to fill in here as well. Part I is Interacting in … [click] meaningful ways. Part I include the three modes of communication. The first mode of communication is... [click] collaborative The second mode is…. [click] interpretive The third one is…. [click] productive

A Quick Quiz Part II: Learning about how _________ Works
Structuring Co_________ Texts Expanding and En_________ Ideas Co_________ and Co__________ Ideas 2 minute Running Time = 113 minutes Slide Intent: To review the components of Part II Presenter Says: Moving on to Part II, let’s fill in these blanks together Part II: Learning about how… [click] English works. Part A is Structuring… [click] Cohesive Texts. Part B is Expanding and … [click] Enriching Ideas. And Part C is… [click] Connecting and [click] Condensing Ideas

A Quick Quiz Part III: Using Foundational Literacy S________
1 minute Running Time = 114 minutes Slide Intent: To review the ELD Standards Part III Presenter Says: Lastly, let’s look at Part III Everyone… Using Foundational Literacy... [click] Skills Thank you for taking part in our fun little refresher quiz. As I‘m sure you all know masking like this is a common ELD strategy that I’m sure you have all used before. It’s fun to engage in activities that we use with our students as well.

Fun Fact Cool Colors Warm Colors 2 minute Running Time = 116 minutes
Slide Intent: To point out the purposeful color scheme of the ELD Standards Presenter Says: As we all know, use of colors is a tried and true learning strategy - it helps our brains make distinctions and correlations Did you know that colors were used very purposefully in the ELD Standards book, and if you have a color copy of the standards, the colors can help you as well. When you are looking at the standards [click] any that are in part one, Interacting in Meaningful Way, use “cool” colors Part two, Learning About English Works, use “warm” colors So when looking at the standards, these color families will help us easily distinguish between the parts of the standards. Warm Colors

Fun Fact 2 minute Running Time = 118 minutes
Slide Intent: To point out the purposeful color scheme of the ELD Standards Presenter Says: In Section 2 of the California English Language Development Standards book, Emerging, Expanding, Bridging have color variations. This is to help distinguish between the different levels, however you can think about it this way: The intensity of the color indicates different degrees of linguistic support that would be provided to students at that proficiency level. The darker the color, the more support will be required. [click] Now, we also know that the level of linguistic support varies depending on the complexity and familiarity a student has with a task. Looking at the claim that we made above – the darker the color the more support will be required – it is important to remember there isn’t one claim like this that will fit for all students, but we do find it an interesting way to remember the levels and to realize why the California English Language Development Standards book was colored like it is.

Numbering of ELD Standards
ELD.PI.3.5.Ex Part Grade Standard Proficiency Level 3 minute Running Time = 121 minutes Slide Intent: To show how to cite and read the ELD Standards Presenter Says: Let’s take a quick look at how the standards are numbered. When reading or citing the ELD Standards we first write “ELD” followed by a period. These periods are what separate each section of the standard number, so every time you see a period, you are reading the next section of the standard number. The first period [click] is followed by the part number, written as roman numeral. In the example, the standard is from part one. This is followed by a period, and then comes the grade level or, in the case of high school, grade range. Again followed by a period. Next is the number of the standard, followed by a period Lastly is the abbreviation of the proficiency level. And you know what those are. We reviewed them a few minutes ago. We read this--ELD Standards, Part 1, Grade 3, Standard 5, Expanding

Identify These Standards
At your tables: Practice reading the standards below: Locate the standard in the standards book. Note the page number. ELD.PI.5.6.Em ELD.PII.9–10.6.Br 8 minute Running Time = 129 minutes Slide Intent: For participants to practice reading and locating standards in preparation for the task deconstruction activity Presenter Says: After lunch, in our task deconstruction activity, you will be citing ELD Standards so we will practice reading and finding these citations in preparation for that activity. At your tables, first practice reading these citations. [click] Then locate both of them in the standards book and make a note of the page number. We will make sure you have located them correctly in a minute. Let’s take about 5 minutes to complete numbers 1, 2, and 3. [call the group back together after five minutes] Ok, so let’s read these aloud together. The first one is... ELD, Part I, grade 5, standard 6, Emerging. What is the page number? [wait for group response] Yes, page 49 “Reading/viewing closely” Let’s read the second one: ELD, Part I, grade span 9 and 10, standard 6, Bridging. And on what page? (wait for group response) You’re right again, page the standard is “Reading/ viewing closely”

Integrated vs. Designated ELD
Integrated ELD is regular class time where teachers with ELs in their classrooms use the 2012 ELD Standards in tandem with the focal standards—Common Core State Standards for ELA/Literacy and mathematics, or CA Next Generation Science Standards for Science. Designated ELD is a protected time during the regular school day when teachers use the 2012 ELD Standards as the focal standards. This allows students to develop critical English language skills, knowledge, and abilities needed for content learning in English. 3 minute Running Time = 132 minutes Slide Intent: To distinguish between integrated and designated ELD Presenter Says: Let’s take a quick moment to distinguish between Designated ELD and Integrated ELD so we can understand the context of the previous slide. Designated ELD is protected time that uses the ELD standards as the focal standards. Integrated ELD is regular instruction where ELD standards are used in tandem with the focal standards. Take a minute to read the full definition of Integrated and Designated ELD.

Making Classroom Connections
We know that the 2012 ELD Standards are present in both integrated and designated ELD. In integrated ELD, the content is at the forefront and language is in the background. In designated ELD, the language is at the forefront and content is in the background. e.g., in science class, if you are comparing invertebrate vs. vertebrate animals, you need the compare/contrast language from 2012 ELD Standards 2 minute Running Time = 134 minutes Slide Intent: To make connections between CCSS, ELD Standards, ELA/ELD Framework and classroom instruction Presenter Says: This slide talks about how the 2012 ELD Standards call out the language demands placed on the student. We always say that the content and language flip flop between designated and integrated ELD In Designated ELD – the language is at the front of the lesson. In Integrated ELD, the content or subject matter is at the front, but the language development is still there. In your classroom instruction, what you are teaching, the purpose and the structure, determines what part of the ELD standards you are addressing. [click] Here is an example of connecting the ELD Standards to a science class task. If you are a science teacher comparing invertebrate and vertebrate animals, you will be using compare and contrast language.

Guidelines for what students should know and be able to do.
How They Are Related Common Core Standards 2012 ELD Standards ELA/ELD Framework + = The 2012 ELD Standards highlight and amplify the language demands in the CCSS ELA/Literacy that are necessary for the development of advanced English and academic success across all disciplines. Guidelines for what students should know and be able to do. 2 minute Running Time = 136 minutes Slide Intent: To indicate how the CCSS, ELD Standards, ELA/ELD Framework and ELPAC are related. Presenter Says: Now let’s take a look at how the Common Core Standards, the 2012 ELD Standards, and the ELA/ELD Framework are linked together. As you can see on the slide, the Common Core State Standards plus the ELD Standards come together to create the ELA/ELD Framework. Let’s break this down into its pieces. The common core is what students know and are able to do. This ELD standards amplify or call out the language demands that already exist in the common core. For example, the language students need in order to express their critical thinking. The ELA/ELD Framework is the “How to” teach these language demands in the classroom. [click] And as we all know, the ELPAC is aligned to the ELD Standards, and the ELPAC is the assessment that tests a students language proficiency. ELPAC

ELPAC and ELD Alignment
Standards Listening Task Types Speaking Task Types PI.A.1 LSE STS PI.A.2 PI.A.3 SFN LCC PI.A.4 PI.B.5 SRN LST PI.B.6 PI.B.7 SSO LPR PI.B.8 3 minute Running Time = 139 minutes Slide Intent: To introduce the crosswalk document Presenter Says: This slide takes just a small part of the information in the crosswalk and helps to visualize it. Please note that this shows just the listening and speaking items and just the standards in part one. Imagine what this would look like with all of the standards and all of the task types listed. We would like to you take the next five minutes and chat with an elbow partner about this many to many relationship between the standards and the items. Take this time to look at the crosswalk and talk about your takeaways, things you find interesting, or jot down any questions you may have. [call the group together after five minutes] PI.C.9 SAP PI.C.10 LSO PI.C.11 SPI PI.C.12

Who wants to share their key takeaways from Session 3?
5 minute Running Time = 144 minutes Slide Intent: To discuss key takeaways from the crosswalk document Presenter Says: As we have stressed throughout this presentation, you are already familiar with the standards and we didn’t want to re-hash existing knowledge. That being said, who wants to share some of their key takeaways from the discussion you just had [call on audience members to get feedback for the next 2 minutes] In closing: It is key to remember that the ELD standards reflect the expectations of what English learners should know and be able to do with the English language in various contexts and purposes. The ELD Standards also set clear benchmarks that reflect English language proficiency at the different levels.

Deconstruct an ELPAC Task Type
1 minute Running Time = 145 Minute Slide intent: To introduce the deconstruction task Presenter says: In this section you will deconstruct an ELPAC task for one of the four ELPAC domains: listening, speaking, reading, or writing, for a selected grade span This will help you better understand what our students will be asked to do and what implications the task has for instruction. I will model the task first and then you will select your grade span and domain. This is a great activity to take back to your LEA and engage in with your grade level teams, content area teams, or as part of your PD.

Resources 1 minute Running Time = 146 Minutes
Slide intent: To introduce the deconstruction task Presenter says: In this activity, we will use several resources. Locate the Task Type Definitions document, the ELPAC Domain Information Sheets, and the ELD standards. Also, find the blank Deconstructing the ELPAC Tasks tool template. This is based on a document created by CABE, but customized for this presentation. After we finish walking through the completed tool template, you will complete your own with a partner.

Sample Task Type 2 minutes Running Time = 148 Minutes
Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: Open the Task Type Definitions document to page 5. Find “Read Along Story with Scaffolding”. Take a minute to read the task. [Participants read for one minute] Notice that the document refers to the test examiner for the person giving the test and test taker for the student. Now, on the ELPAC Domain Information Sheet for Reading, find “Read-Along Story with Scaffolding.” You’ll notice a summary of the task Now let’s unpack this task together. You can watch and follow along on the screen. In the electronic materials that were provided we have a tool template that has been filled in so you can follow along. Do not use your tool template yet.

Domain and Task Title Reading Read-Along Story With scaffolding K
1 minute Running Time = 149 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: On my sample tool template, you can see that I’ve filled in the domain… “Reading”, the task title…“Read-Along Story with Scaffolding,” and the grade level…“kindergarten.”

Intended Alignment PI.B.6
Intended Alignment with ELD Standard PI.B.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 2 minutes Running Time = 151 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: Now let’s look at the next section, “Intended Alignment with ELD Standards.” We find this information in the second column of the Task Types Definitions document. This is where we will find the intended Alignment with ELD standards. This task is aligned to PI.B.6., which you can see that we noted in the tool template. And after consulting page 26 of the ELD Standards, we see the standard is “reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language” In this example we wrote out the standard for understanding of how the standard aligns to the task and how it informs designated and integrated ELD. When you complete the tool template, you can simply cite the standard number if you choose.

Test Examiner Role Sweep finger under text while reading
Read story aloud Mark oval that corresponds to response 1 minute Running Time = 152 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: Now for the “Test Examiner Role” box. We will fill in what the Test Examiner does during the task It’s not written word for word, but I bulleted some of the main actions. [Read these aloud.] You can do the same when you complete your tool template.

Student Role Read along with Test Examiner
Respond to three comprehension questions from written and spoken options 1 minute Running Time = 153 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: As you can see, I did the same thing with the “Student Role” box. [Read these aloud.]

Knowledge, Skills, Abilities
Knowledge, Skills, and Abilities Follow along as story is being read Know that letters have sounds, form words, and words carry meaning Know direction of print (left to right, top to bottom) Demonstrate comprehension 1 minute Running Time = 154 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: Now, knowing what the task is, I determined the student would need the following knowledge, skills, or abilities. [read bullet aloud]

Additional Standards Non-Highlighted ELD Standards PI.B.5 (p. 27) - Listening actively to spoken English in a range of social and academic contexts PII.A.1 (p. 27) - Understanding text structure PIII (p. 180) - Foundational Literacy Skills 1 minute Running Time = 155 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: Based on what I know, I can revisit the ELD standards and look for standards that are not listed as intended alignment, but I know would need to be taught. The first standard I found is PI.B.5 on page 26. Take a minute to locate and read that standard. [Provide participants 1 minute to locate and read standard.] You should have read...Listening actively to spoken English in a range of social and academic contexts The next standard I found is PII.A.1 on p. 27. When you look at p 27 PII.A.1, you will see, Understanding text structure. The last standards needed are Part III, Foundational Literacy Skills for Kindergarten which you can find in Chapter 6, p. 180.

Integrated and Designated ELD
What should happen during Integrated and Designated ELD? Read aloud to students everyday Teach foundational literacy skills Ask and answer comprehension questions Use oral and written sentence frames Engage in shared language activities 2 minutes Running Time = 157 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: After filling out all of the previous components, we can now determine what should happen during integrated and designated ELD. Take a minute to read the bullets to yourself. You can see from the slide that during integrated and designated ELD I will need to engage my students in these skills around reading, writing, listening, and speaking.

Enhancements to Current Practices
Enhancements to ELD Practices Additional oral language development Be more explicit with sweeping finger under text during guided reading 1 minute Running Time = 158 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: In the “Enhancements to Current Practices” portion of the graphic organizer, I thought about what already happens in my classroom and what I need to emphasize in relationship to this task. [read bullet aloud] So these are just a couple practices that I would need to enhance.

Implications for Different Proficiency Levels
Implications for Students who are: Emerging Expanding Bridging Provide substantial linguistic support for read-alouds, foundational literacy skills, shared reading/writing, and guided reading Provide moderate linguistic support for read-alouds, foundational literacy skills, shared reading/writing, and guided reading Provide light linguistic support for read-alouds, foundational literacy skills, shared reading/writing and guided reading 2 minutes Running Time = 160 Minutes Slide intent: To provide a visual clue of this component during the modeling of the task. Presenter says: When addressing the task that we are unpacking, we know that we need to engage students in read-alouds, foundational literacy skills, shared reading/writing, and guided reading. Let’s look at instructional implications for students at these proficiency levels. [click] Students at the emerging level might need substantial linguistic support with the listed activities. Students at the expanding level might need moderate linguistic support Students at the bridging level might need light linguistic support with the items listed here. Much of the linguistic support will depend on the student’s familiarity with the task and the complexity of the task.

Group Work A grade-span K–2 3–5 6–12 A domain Listening Speaking
At your table, split into groups of two or three. Each group will select: A grade-span K–2 3–5 6–12 A domain Listening Speaking Reading Writing 2 minutes Running Time = 162 Minutes Slide intent: To break the participants into small groups for the activity. Presenter says: Each table group will split into groups of two or three. You can work with others from your LEA, or if you want to split up and work on different grade spans, you can make a new friend and work with someone who wants the same grade span as you do. Let’s take a minute to do that right now. [Participants take a minute to do this.] Each group will select a grade span. For example, do you want K–2, 3–5, or 6–12? Now select a domain. Does your group want to work on listening, speaking, reading, or writing? If you have chosen the same grade span at your table, you will want to choose a different domain. Let’s take a look at the tasks you can select from.

Now It’s Your Turn Listen to an Oral Presentation (p. 2)
Grade K–2 Grade 3–5 Grade 6–12 Listening Listen to an Oral Presentation (p. 2) Listen to a Speaker Support an Opinion (p. 2) Speaking Talk About a Scene (p. 3) Summarize an Academic Presentation (p. 4) Reading Read and Choose a Sentence (p. 5) Read an Informational Passage (p. 6) Read a Student Essay (p. 6) Writing Write a Story Together with Scaffolding (p. 7) Write About an Experience (p. 8) Justify an Opinion (p. 8) 21 minute Running Time = 183 Minutes Slide intent: To get the groups started on the task Presenter says: This slide lists the three different grade spans, and the pre-selected task for each domain at each grade span. Some of the tasks are new to the ELPAC and some are similar to the CELDT. After you decide which domain task to deconstruct, consult the Task Types Definitions document, the ELPAC Domain Information sheets, and the ELD Standards as you work to complete the graphic organizer with your group. Groups will work together on one grade span and task type, but each person will complete their own organizer in order to walk away with a copy of a completed deconstructed task. We will take about 20 minutes to complete the task.

Create a Poster Using a piece of chart paper, create a poster of your deconstructed task type. 5 minutes Running Time = 187 minutes Slide Intent: To have participants share their findings from the activity Presenter Says: Lets take the last few minutes of this session to share out. As a table group take some time to discuss your key takeaways from this activity, focusing on the questions on the screen.

Gallery Walk 5 minutes

Crosswalk Look at Part 1B, Standard 5.
There are three task types with primary alignment and one with secondary alignment 2 minute Running Time = 190 minutes Slide Intent: To introduce the crosswalk document Presenter Says: In your folders you have a one page handout that looks like the one shown on the slide. This document is a crosswalk that lists the overview of the standards, and shows each ELPAC task type, and how they are primarily or secondarily aligned. For example, look at Part 1B, Standard five. [click] We can see that there are three task types with primary alignment and one with secondary alignment. Refer to the key on the bottom of page two. Notice the four language domains L-S-R-W and how each first letter refers to the domain. Primary alignment: LST, LPR, SRN (Listen to a story, Listen to an oral presentation, Retell a narrative) Secondary alignment: SAP (Summarize and Academic Presentation)

Session 4: Classroom Practices
1 minute Running Time = 191 minute Slide Intent: To transition to Session 4 Presenter Says: In the deconstruction activity we just engaged in, you thought about one task type. Now we want to take some time to expand that thinking around various task types, and what they mean for an LEA’s current practice and enhancements to that practice. We also want to reflect on how the deconstruction activity might be useful during professional learning.

Digging Deeper 2 minutes Running Time = 193 minutes
Slide Intent: To introduce the next activity. Presenter Says: Locate the following documents in your folder: Your completed Deconstruct a Task Type tool template. The ELPAC Domain Information Sheets. The document shown on the screen For the next 10 minutes you will be working together as a table group.

Digging Deeper What should happen during integrated and designated ELD? What enhancements should you make to existing ELD practices? 10 minutes Running Time = 203 minutes Slide Intent: To have participants extend their learning from the Deconstruct ELPAC Task Type Activity. Presenter Says: This activity will have two parts. For the first five minutes, use what you wrote in the Integrated and Designated ELD box of the tool template. Discuss with your table what current ELD practices, both integrated and designated, you can identify for all ELPAC task types. So instead of deconstructing every task, we will begin by looking at the tasks as a whole and identifying the ELD practices needed. Keep in mind the many-to-many relationship of the standards and the items. After five minutes you will hear a chime. For the following five minutes, using what you wrote in the enhancements box, discuss what additional enhancements to your current ELD practices you can identify for all ELPAC tasks. Make any notes for yourself on the blank document, this way you can keep your tool template nice and clean if you would like. (sound the chime after five minutes and have participants move onto the second box) (sound the chime after five minutes and move to the next slide)

Value of the Activity As a table group, discuss the following:
Why is the “Deconstruct a Task Type” activity valuable for staff? What might we need to do to overcome any challenges in using this activity with staff? What might be the impact on integrated and/or designated instruction after engaging in the activity? 12 minutes Running Time = 215 minute Slide Intent: To have participants extend their learning from the Deconstruct ELPAC Task Type Activity. Presenter Says: Now we have spent time deconstruction one ELPAC task and briefly reviewing ELD practices across all tasks. Next we are going to shift our focus and think about the deconstruction activity in professional learning. With your table group you will discuss how the “Deconstruct a Task Type” activity could be used for professional learning using the guiding questions you see on the slide. During the discussion, answer the questions through your particular lens wile remembering we have a diverse group of educators here today. Answers to the questions will differ depending on your role. We will sound the chime every 3 minutes to let you know to move on to the next question.

Whole Group Share Out Why is the “Deconstruct a Task Type” activity valuable for staff? What might be the impact on integrated and/or designated instruction after this activity? What might be some challenges in using this activity with staff? 5 minutes Running Time = 220 minutes Slide Intent: To have participants share their thinking in response to the questions on the slide. Presenter Says: Lets take the last few minutes of this session to share out. (click) Starting with the first question, the “Why”, who would like to share their group’s thinking? Let’s take a few comments. (click – when you are ready to move on to the next question) And for the next question, who would like to share out? And for last question, who would like to share? (call the group back together after 5 minutes)

Session 5: Classroom Practices Continued
1 minute Running Time = 221 minute Slide Intent: To transition to Session 5 Presenter Says: In this section you will make connections between ELPAC task types, ELD standards, and classroom tasks. We will examine how to incorporate ELPAC-like performance tasks into our ELD instruction. We all know the importance of Interim Assessments and Formative tools in the classroom. With some small adjustments, you can use the resources you currently have to create assessments to use formatively or as interim assessments. The intent is to plan our integrated and designated ELD instruction, using the ELD Standards, and the ELA/ELD Framework to ensure success for English learners on the ELPAC. Interim Assessments and Formative Tools in the Classroom

ELD and ELA Connections
Locate the Task Types Definitions document Read the task “Read a Short Informational Passage” (page 6) Locate ELPAC Domain Information Sheet for Reading Read the task “Read a Short Informational Passage” Highlight critical terms or terms that need clarification from the documents 5 minutes Running Time = 226 minutes Slide Intent: To introduce a document involved in this session and provide a moment to read it. Presenter Says: We are going to look at an ELPAC task and how we can plan a similar task to support classroom instruction. Please locate the Task Types Definitions document. Read page 10, the task titled, “Read a Short Informational Passage” Highlight any critical terms, especially those needing clarification. [For example, “informational passage,” “text structure” or “cohesion” might be highlighted.] [call the group back together after four minutes]

ELD and ELA Connections
Locate your ELD Standards book Open to page 69, Grade 4 Read PI.B.6, Reading/Viewing Closely Note any terms needing clarification 4 minutes Running Time = 230 minutes Slide Intent: To introduce a document involved in this session and provide a moment to read it. Presenter Says: Now please locate the ELD standards book at your table and open to page 69. On this page we are viewing the 4th grade standards. Locate and read standard 6, “Reading/Viewing closely” across all proficiency levels. Note any terms needing clarification. [Provide time for participants to read] What are some terms needing clarification? [Clarify, if warranted, or ask the group to do so.]

ELD and ELA Standards Correspondence
1 minute Running Time = 231 minutes Slide Intent: To highlight the ELA Standard connected to the ELD Standard in the ELPAC-like performance task Presenter Says: You will notice that on the left white column under “Texts and Discourse in Context” [click] that the connection between ELA and ELD can be discerned. ELD Standard 6 corresponds to many ELA Reading Literature, Reading Informational, Speaking and Listening, and Language standards. We see the connections between ELA, ELD, and the ELPAC.

ELPAC-like Task Example
1 minutes Running Time = 232 minutes Slide Intent: To introduce the next activity Presenter Says: We have reviewed the standard, we have reviewed the ELPAC task, now we will look at creating a similar task that can be used in the classroom for the purpose of an Interim Assessment.

ELPAC-like Task for Grades 3–5
Read a Short Informational Passage California Cities, 2017 California Missions, 1823 2 minutes Running Time = 234 minutes Slide Intent: To introduce the next activity Presenter Says: We know that in the Read Short Informational Passage task, students will answer multiple choice questions related to text. Please locate the document titled “ELPAC like Task for Grades 3–5” Imagine this is an activity for students during integrated ELD. Notice this is a reading task that also includes close viewing. There are two maps on the top of the page. [click] One refers to California Missions through 1823. The other refers to cities in California. Please take a moment to examine each map. [call the group back together after a minute]

From Missions to Towns to California Cities Some cities in California today were first established as Spanish missions. In 1769, the first mission in California, San Diego de Alcalá, was founded. The city of San Diego grew around it. By 1823, there were 21 missions across the California region in places where people could find food, farm, and trade with others. Later some of these became small towns as more people came to California. Over the next 150 years some of the towns around the old missions grew into cities. 2 minutes Running Time = 236 minutes Slide Intent: To introduce the next activity Presenter Says: Directly below the two maps is the short informational passage for you to read. Please take a moment to read the passage. Feel free to annotate on the sheet. [Provide participants time to read.]

Which of these is an example of a city that grew from a mission? Sacramento Fresno Santa Barbara This passage is an example of which text type? Informative/ Explanatory Opinion Narrative In the text the pronoun “these” refers to: Towns Missions Cities 1 minute Running Time = 237 minutes Slide Intent: To introduce the next activity Presenter Says: You also have these questions on your document. Please read the questions on your document and choose an answer for each. If I were using this as a formative assessment tool, or if I expanded the number of questions and used it as an Interim Assessment, I could use the student responses and the information I glean from them to guide my instruction. Some questions I might ask myself are: Did my students clearly understand what the maps show us? Have I been explicit about text types? Are there any issues with vocabulary? Do my students understand that pronouns refer the reader back to a noun in the text?

Table Discussion What do we need to do to overcome challenges for a student at the: Emerging level? Expanding level? Bridging level? 7 minutes Running Time = 244 minutes Slide Intent: To analyze the question through language proficiency levels. Presenter Says: After you’ve read and answered the questions, at your tables, have a discussion about these questions: What might be challenging for a student at the Emerging Level? What might be challenging for a student at the Expanding Level? What might be challenging for a student at the Bridging Level? As time allows, you can also start to think about how the challenges can be addressed. [call the group back together after five minutes] Let’s share some of our findings now. What comments do you have?

Fourth Grade 2012 ELD Standards
Bring it All Together Fourth Grade 2012 ELD Standards PI.B.6a (p. 69) PII.A.1 (p. 72) PII.A.2a (p. 72) Read across all levels of the standards and identify the components that are being assessed in this ELPAC-like task. Are there other standards that are potentially addressed in this task? 9 minutes Running Time = 253 minutes Slide Intent: To become familiar with the ELD Standards connected to the ELPAC-like task Presenter Says: Now let’s look at the additional 2012 ELD standards. With a partner, locate and read the following 4th grade ELD standards, Part I.B.6a, p.69 Part II.A.1, p.72 Part II.A.2a, p.72 Then, identify the components of these standards that are being assessed in the sample assessment we saw on the previous slide. Also, determine if there are other standards that could potentially be addressed in this task. After you finish with the task, we will debrief as a group. [call the group back together after 8 minutes] Let’s share some of our findings now. What comments do you have?

Create Your Own 1 minutes Running Time = 254 minutes
Slide Intent: To introduce the next activity Presenter Says: You’ve seen a classroom example of an ELPAC-like task teachers could use with students. Now we are going to create your own ELPAC-like tasks at different grade spans.

Create an ELPAC-like Task
Decide if you want to work on a K–2, 3–5, or 6–12 task. Find a partner who wants to work on the same grade-span. Locate the K–2, 3–5, 6–12 image and the ETS document. 1 minute Running Time = 255 minutes Slide Intent: To become familiar with the ELD Standards connected to the ELPAC-like task Presenter Says: Decide individually if you would like to work on a K–2, 3–5, or a 6–12 task. Now, find a partner who wants to work on the same grade span. Locate the document titled Create an ELPAC-like Task for whichever grade span you have selected as well as your Task Type Definitions document. The images look like this: [click] K-2 [click] 3-5 [click] 6-12

Create an ELPAC-like Task
K–2: Write an Informational Text Together (p.7) 3–5: Describe a Picture (p.8) 6–12: Read an Informational Passage (p.6) 1. Write a sentence that would be dictated to the student about the picture. 2. Provide sample student responses that complete the story at various proficiency levels. 1. Write the short paragraph required by the task type, paying special attention to what test takers are required to do with the paragraph in the four prompts. 2. Brainstorm possible student responses at various proficiency levels. 1. Write an informational passage for the pictures related to historical and projected temperature increases in California from 2. Write two questions that meet the criteria in the prompt. 3. Write possible students responses on at various proficiency levels. 15 minutes RT: 270 minutes Slide intent: To provide directions for activity Presenter says: If you chose K–2, you will read the task type: “Write an Informational Text Together” on page 7 of the Task Type Definitions document. If you chose 3–5, you will read the task type: “Describe a Picture” on page 8 of the Task Type Definitions document. If you chose 6–12, you will read the task type: “Read an Informational Passage” on page 6 of the Task Type Definitions document. Please read your task now. [call the group back together after 2 minutes] [click] Next read the prompt for the grade span you have selected. [allow participants time to read the prompt] With your partner, you will create a poster about your ELPAC-like task using flip chart paper. For example, if you selected the K–2 grade span, you might write a handful of sentences on your chart. One of the sentences you might write is “The mother is protecting her baby.” As you finish, place your poster near the wall signs for your grade span. [Presenter indicates where wall signs are located in the room.] We welcome you to take pictures of the flip charts after our session.

Practice Tests Listening Will include scripts that ca be read aloud. No audio recordings. Will be accompanied by an answer key Speaking Will be accompanied by rubrics which describe the criteria for performance at each score point. Will NOT be accompanied by scripts or recordings of sample responses. Reading Writing Items will be followed by write-on lines of the same length as the operational test for students to practice writing responses All Items Will represent the general style and alignment to standards found on the ELPAC Will provide information about the standard(s) the task type is designed to assess. 5 minutes RT: 275 minutes Slide intent: To introduce participants to ELPAC Practice Tests Presenter says: We have spent a lot of time in this session talking about possible Interim Assessments and Formative tools that we can use in the classroom. We want to take a moment to mention another resource that could potentially be used as an Interim Assessment, and that is the ELPAC Practice tests. They will provide examples of the Listening, Speaking, Reading, and Writing task types that are administered at each grade span. The practice tests will be readily available so that students, parents, teachers, or other educators can easily access them. You can see some features of the practice tests listed on the screen. Please take a few moments to read over these. Practice tests will be posted on October 30th. The items in the practice tests can be easily adapted into Interim Assessments and Formative tools for use in the classroom.

What is rolling around in your head 5 minutes Running time = 280 minutes Slide intent: To give participants an opportunity to share their current understandings, questions, and thoughts. Presenter says: Before we wrap up for the day we are going to take a few minutes, one last time, to talk about our current understanding, thoughts, and questions about the ELPAC and the transition from the CELDT. When we sound the chime please stand up and find someone you haven’t met yet today. With your partner you will have about 5 minutest to discuss the following three things: [click] What sits square with you, meaning what did you learn that you understand completely. What is rolling around in your head. What is something you learned that you might still be processing or determining how you will use this information. And finally, what are three important pieces of information you want to stick? What are three points you want to remember

Wrap Up 1 minute Running time = 281 minutes
Slide intent: To transition to the wrap up session Presenter says: Now that we have spent all day filling our brains with such great information, let’s review what we have learned, where we can get information, and then we will send you on your way.

A Day In Review Success Criteria Accomplished: Educators can
explain the differences and similarities between the English proficiency assessments; deconstruct ELPAC tasks to reflect on current practice and implications for the classroom; and identify 2012 ELD Standards within an ELPAC-like performance task. 1 minute Running time = 282 minutes Slide intent: To review completed success criteria Presenter says: We have had an amazing day today! Let’s take a look at all that we have accomplished: We can explain differences and similarities between the CELDT and the ELPAC. We can deconstruct ELPAC tasks and look at implications for the classroom. And finally we can identify the 2012 ELD standards with an ELPAC-like performance task. This has been quite the successful day!

Resources 1 minute Running time = 283 minutes
Slide intent: to review available resources Presenter says: Now we are going to take a look at the resources we used today, as well as some other great resources we would like to call your attention to.

Resources http://www.cde.ca.gov/ta/tg/ep/ www.elpac.org
CDE Web site; ELPAC updates; listserv sign-up ETS information Web site; portal for administration and training information; manuals, instructions, videos, announcements, event information Link to the 2012 ELD Standards 1 minute Running time = 284 minutes Slide intent: To welcome everyone to the ELPAC Academy Presenter says: Here are a couple of websites that are helpful if you want to receive updates or if you want to see the latest information regarding the ELPAC.

Resources (cont.) Parent Guide to Understanding the ELPAC
ELPAC Fact Sheet – English Domain Information Sheets CELDT or ELPAC in Matrix Four: Universal Tools, Designated Supports, and Accommodations for the ELPAC 1 minute Running time = 285 minutes Slide intent: To welcome everyone to the ELPAC Academy Presenter says: Here we have listed some resources that the CDE has created that we find very helpful in talking about the ELPAC to educators or parents.

ELPAC ListServ Registration
To receive updates on the latest information about the ELPAC, join the CDE’s ELPAC list by sending a blank to: 1 minute Running time = 286 minutes Slide intent: To welcome everyone to the ELPAC Academy Presenter says: This is the address to join CDE’s ELPAC listserv and receive monthly updates about the ELPAC. Please send a blank to if you want to register.

Bibliography Definitions of Proposed Task Types for the English Language Proficiency Assessments for California, Educational Testing Service, Retrieved on February 2, 2016 from Proposed Test Blueprints for the English Language Proficiency Assessments for California, Educational Testing Service, The California English Language Development Test (CELDT) vs. The English Language Proficiency Assessments for California (ELPAC), CDE Retrieved on July 25, 2016 1 minute Running time = 287 minutes Slide intent: To review additional resources. Presenter says: And on these websites you will find ELPAC blueprints from CDE as well as the comparison of CELDT vs. EPAC. (continued on the next slide)

Take Off, Touch Down You had a great first start to the school year.
You went on a trip out of state this year. You can explain at least one similarity and one difference between CELDT and ELPAC. You saw at least one superhero movie this year. You’ve memorized the ELPAC summative testing window. 6 minutes Running time = 293 minutes Slide intent: To close the learning session Presenter says: How many of you have engaged in the protocol "Take Off, Touch Down"? It gets it name because you "take off" --- stand up or you "touch down" sit down. We start off with everyone sitting down. Stand up if you had a great start to the year. [click] Stay standing or stand up if you went on a trip out of state this year. Stay standing or stand up if you can explain at least one similarity and one difference between CELDT and ELPAC. Stay standing or stand up if you saw at least one superhero movie this year. Remain standing or stand up if you know the ELPAC summative testing window. Stay standing if you’re planning modifications to integrated or designated ELD instruction. Stay standing or stand up if you learned something new today. You’re planning modifications to integrated or designated ELD instruction. You learned something new today.

Thank You! 1 minute Running time = 294 minute
Slide intent: To close the session Presenter says: As we finish our wrap up we just have a few last announcements and then you are free to go. First, we would like to thank you for your participation today. We were so excited to be able to bring this ELPAC Academy to you and hope that we get to continue this great training experience year after year. On behalf of the California Department of Education, the Sacramento and San Diego County Offices of Education, and the students you serve everyday through the work that you do, thank you for spending your day with us and… (continue to the next slide)

Remember to take your certificate!
1 minute Running time = 295 minutes Slide intent: To close the learning session Presenter says: Don’t forget to pick up your certificate of completion on your way out.

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