1. This Power Point can be accessed at
Welcome to EL Network!
This Power Point can be accessed at

2. Agenda ELPAC Update Interim Reclassification Guidance
Parent Notification Letters (to add LTEL)
CA Dashboards and English Learners
ELLevation

3. Think about all the things you are currently doing, thinking, and wishing for the last half of the school year.
Record some of these on the form provided.
You will select some to share with colleagues through a mingling activity (Tea Party).

4. English Learner Proficiency Assessments of California (ELPAC)

5. See handout titled “ELPAC Proficiency Level Descriptors vs
See handout titled “ELPAC Proficiency Level Descriptors vs. ELPAC Performance Levels”

7. The PLDs depict student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and upon exit from each of three proficiency levels:  Emerging, Expanding, and Bridging.
A proficiency level does not identify a student (e.g., “Emerging student”), but rather identifies what a student knows and can do at a particular stage of English language development.

8. Commonly Asked ELPAC Questions
When is a proctor needed?
Can other students be in the room while the listening or speaking is being given one-on-one?
What happens if there is a disruption while the audio is playing?
How does a district set up a Moodle Key and coordinate calibration sets by test examiners?

9. Commonly Asked ELPAC Questions

10. CA Student Accessibility for the ELPAC

11. Unlisted Resources
As LEAs conduct IEP meetings to determine the appropriate accommodations for students taking the Summative ELPAC, there may be an unlisted resource (e.g., pausing and/or repeating the audio) that IEP teams are considering.
Requests for unlisted resources must be made to the CDE English Language Proficiency and Spanish Assessments Office by phone at (916) or by  a minimum of ten business days before the student’s first day of testing. The CDE will reply to the request within four business days.
“If the CDE determines the unlisted resource changes the construct being measured, the unlisted resources will not be approved but may still be used by the pupil and the pupil will receive an individual score report. The pupil will not be counted as participating in statewide testing, which will impact the accountability participation rate indicator for the LEA”. (5 CCR Section 854.9)

12. Interim Reclassification Guidance
Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English language development.
ELPAC results: LEAs determine their own ELPAC threshold scores, in combination with the general performance level descriptors (until the SBE approves final threshold scores in fall 2018). SBE has approved preliminary overall threshold scores. Approved preliminary threshold scores
CELDT retest scores: These scores can be used for reclassification through May 31, If students did not meet the reclassification criteria, they must take the ELPAC. Jan. 31, 2018 is the last day that LEAs can administer the CELDT retest if it is being scored locally.

13. Interim Reclassification Guidance
2. Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery.
3. Parent opinion and consultation.
Remain unchanged

14. Interim Reclassification Guidance
4. Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.
Smarter Balanced Summative Assessment Scores OR
Local Assessments identified by LEAs
Senate Bill 463 Lara is currently under review and could impact reclassification criteria.

15. Legislative Update
Effective January 1, 2018

16. AB 81 (Gonzalez Fletcher): English Learners Identification: Notice
Current law requires a local educational agency (LEA) to provide each parent with notice of the assessment of his or her child’s English language proficiency.
AB 81 expands the requirements of the notice by adding the following information: whether the child is or at risk of becoming a long-term English learner (LTEL), the manner in which English language development (ELD) instruction will meet the educational strengths and needs of the pupil, and the manner in which ELD instruction will help the pupil who is or at-risk of becoming LTEL develop English proficiency and meet academic standards.
The bill authorizes LEAs to use local definitions for students who are or at risk of becoming LTELs so long as those definitions are broader than existing statutory definitions.
Education Code Section Long-Term English Learner: An English learner student to which all of the following apply: (1) is enrolled on Census Day (the first Wednesday in October) in grades 6 to 12, inclusive; and (2) has been enrolled in a U.S. school for six or more years; and (3) has remained at the same English language proficiency level for two or more consecutive prior years, or has regressed to a lower English language proficiency level, as determined by the CELDT; and (4) for students in grades 6 to 9, inclusive, has scored at the “Standard Not Met” level on the prior year administration of the CAASPP-ELA. In addition, please note the following: – (1) students for whom one or more of the required testing criteria are not available are categorically determined to be an LTEL; and – (2) the assessment component of LTEL determination for students in grades 10 – 12, inclusive, is based solely on the CELDT criteria outlined above.

17. Title I Parent Notification Letter

18. Sample letters in English and Spanish are now available on the Title III Parent Notification Web page at

19. Revise Parent Notification Letter
1. Access the Parent Notification Letter Sample
provided by CDE goo.gl/2Tz9Su.
2. Select a recorder who will make a copy for your table group to work on. Label your copy with a group number.
3. Discuss with your group possible ways to insert required LTEL information into the sample letter.
4. Recorder will insert and highlight this information into the sample template.
5. Choose a speaker who will share your ideas with the whole group.

20. ELLevation

21. ELLevation

22. CA Dashboard
Presented by the Analysis, Measurement, and Accountability Reporting Division
February 15, 2017

23. Overview of the California Model
The California Model uses percentiles to create a five-by-five grid (giving 25 results), which combines “Status” and “Change” to produce a “Performance Level” (represented by a color) for each state indicator.
Both Status and Change are equally weighted.

24. Overview of the Standard Setting
Example:
An LEA or school with a “High” Status and an “Increase” in Change will receive an overall performance of Green for most indicators.
Change
Level
Declined Significantly
Declined
Maintained
Increased
Increased Significantly
Very High
Yellow
Green
Blue
High
Orange
Medium
Low
Red
Very Low
Status

25. CA School Dashboard State Indicators
Chronic Absenteeism
Suspension Rate
English Learner Progress
Indicator
(ELPI)
Local Indicators
Academic Performance
Graduation Rate
College / Career
As we discuss integrated ELD, I’d like for you to focus on two of your Dashboard indicators: The ELPI and the Academic Performance Indicator. As you know, the ELPI measures students progress in attaining English proficiency while the Academic Performance indicator includes student subgroup performance on meeting the state’s academic content standards.

26. Definition of English Learners in the New Accountability System
State Indicator
EL Inclusion Criteria
English Learner Progress
Current EL annual CELDT* test takers (grades K–12) plus students reclassified in the prior year
Academic
ELs (grades 3–8) plus students who have been Reclassified fluent English proficient (RFEP) for four years or less
Graduation
Students with an EL status at any time in grades 9–12
College/Career
Suspension
Current EL students (grades K–12)
Chronic Absenteeism
Students who are English learners at any time during the academic year.
This shows the varying definitions of the EL student group in the various state indicators approved by the SBE.
Also, note that the EL student group is the only group with a dedicated indicator, the EL Progress Indicator.
*CELDT: California English Language Development Test
**This definition is based on what is permitted in the Every Student Succeeds Act

27. CA School Dashboard Local Indicators
Basic Conditions
Teacher qualifications
Safe and clean buildings
Textbooks for all students
Implementation of Academic Standards
Parent Involvement and Engagement
School Climate Surveys
As we discuss integrated ELD, I’d like for you to focus on two of your Dashboard indicators: The ELPI and the Academic Performance Indicator. As you know, the ELPI measures students progress in attaining English proficiency while the Academic Performance indicator includes student subgroup performance on meeting the state’s academic content standards.
Local Indicators are based on information collected by LEAs.
Districts receive one of three performance levels for each indicator: Met, Not met, Not Met for Two Years

28. English Learner Progress Indicator

29. Five by Five Colored Grid

30. Academic Indicator
Presented by the Analysis, Measurement, and Accountability Reporting Division
February 15, 2017

31. Who Receives an Academic Indicator?
The Academic Indicator applies to all LEAs and schools with grades three through eight assessment results.
Grade eleven results are not included in this Indicator. Rather, the grade eleven results are included in the College/Career Indicator.
Only LEAs, schools, and student groups with 30 or more valid assessment scores in both the Status and Change will receive a performance level. (Valid scores are determined using the inclusion/exclusion rules for the Academic Indicator.)
(Note: County offices and alternatives schools do not receive determinations on the Academic Indicator.)
California Department of Education

32. Formula for Academic Indicator
Status
The Distance from Level 3 (DF3) is used for Status
Change:
Change uses current and prior year DF3.
Change Formula:
2017 DF3 average minus 2016 DF3 average.
California Department of Education

33. CAASPP Assessment Results Versus DF3
CAASPP Results
The CAASPP assessment results show the percent of students in each Achievement Level (i.e., 12% in Standard Exceeded).
All students who tested are included in the assessment results.
All students scoring within the range of Standard Met are reported together
A student who scores the minimum for Standard Met contributes the same as the student who scores the maximum for Standard Met.
California Department of Education

34. CAASPP Assessment Results Versus DF3 (Cont.)
DF3 Results
DF3 shows the average distance from Level 3.
Only the results of students who meet accountability inclusion criteria are incorporated into the DF3 calculation.
A student who scores the minimum for Standard Met will contribute differently than the student who scores the maximum for Standard Met.
Minimum Score: Neutral contribution
Maximum Score: Positive contribution
California Department of Education

35. California Department of Education
Accountability Rules
Accountability uses a number of rules to either include or exclude student scores
This may result in a different number of students being used in the calculation for the Academic Indicator than what is reported on the CAASPP Web site.
The following slides review some of the major rules used for accountability in the Academic Indicator.
California Department of Education

36. Accountability Rules (Cont.)
A student must be continuously enrolled to be included in the calculations of the Academic Indicator. (Continuous enrollment is defined as enrollment from Fall Census Day [first Wednesday in October] to the testing date without a gap in enrollment of more than 30 consecutive calendar days.)
The first day of testing is the first day that any student starts an English language arts/literacy (ELA) or mathematics Smarter Balanced Summative test at the school.
California Department of Education

37. Accountability Rules (Cont.)
English Learners (ELs) who have been enrolled in a U.S. school for less than one year will not be included in the calculations for ELA or mathematics. (These students are exempt from taking ELA CAT and Performance Task, but must take the mathematics)
Students who do not take the assessment due to a parent waiver will not be included in the performance level calculation for this indicator (note: they will be included in calculation of the participation rate).
California Department of Education

38. Distance from Level 3
Presented by the Analysis, Measurement, and Accountability Reporting Division
February 15, 2017

39. Minimum Scale Score Required to Achieve Level 3
Grade 6 Example
Step 1:
Retrieve minimum scale score required to achieve Level 3, by grade.
Grade Level
- ELA -
Minimum Scale Score Required to Achieve Level 3
- MATH -
Grade 6
2531
2552
California Department of Education

40. Grade 6 Class Example (Cont.)
Student
Grade Level
- ELA - Student’s Earned Scale Score
- ELA - Minimum Level 3 Scale Score
Sally 6
2566
2531
Billy
2668
Jason
2415
Debbie
2669
Sandy
2499
Donna
2690
David
Jack
2601
Baljeet
2441
Dorothy 8
2739
Difference Between Earned Scale Score and Minimum Level 3 Scale Score
California Department of Education

41. Grade 6 Class Example = DF3 -30 Step 3:
Calculate the school-wide average.
Average =
Sum of all student distances from Level 3
Total number of valid test scores
For Grade 6 Class:
(35) + (137) + (-116) + (138) + (-32) + (-141) + (0) + (-230) + (-90) + (-1)
10 valid test scores
= DF3 -30
California Department of Education

42. Five-by-Five Colored Grid

43. ELA Status and Change for Ruby Middle School
2017 DF3 average is +33.8
Change:
Step 1: Obtain prior year (2016) DF3 average:+30.1
Step 2: Calculate Change
Current Average minus Prior Average
33.8 minus 30.1 = +3.7

44. Five-by-Five Colored Grid
Ruby Middle School
Status = and Change = +3.7
Performance Level = Green
Level
Declined Significantly
by more than 15 points
Declined
by 1 to 15 points
Maintained
Declined by less than 1 point or increased by less than 7 points
Increased
by 7 to less than 20 points
Increased Significantly
by 20 points or more
Very High
45 or more points above
Yellow
Green
Blue
High
10 points above to less than 45 points above
Orange
Medium
5 points below to less than 10 points above
Low
More than 5 points below to 70 points below
Red
Very Low
More than 70 points below
California Department of Education

45. Accessing the Dashboard
The Dashboard can be accessed on the CDE California Accountability Model & School Dashboard Web page at
The Dashboard contains four reports (see handout):
Equity Report
Status/Change Report
Detailed Reports
Student Group Reports

46. Additional Questions?

47. Please tell us how we did!
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