1. English Learning Meeting June 12th, 2008 2:00 – 2:15 pm
CDE Evaluators Meeting Update
Bill Conrad, Ed.D. – Assessment Coordinator
(Office)
(Cell) 1

2. 24,000 more students tested this year with CELDT. An increase of 2%
CELDT Update
24,000 more students tested this year with CELDT. An increase of 2%
There was an increase in the % of students in Early Advanced and Advanced from 32% to 34%
There was an increase of 4% of students in Intermediate, Early Advanced, and Advanced

3. Integration will occur in 2009-2010
CELDT Update
K-1 Early Literacy component will be integrated into the CELDT Assessment
Integration will occur in
CELDT Released Items are now available:
CELDT 101 Web Ex
August 4 at 10 am and 2 pm
Register online at:

4. The 8th Grade Math CST Test is out of Compliance with Federal Requirements
The 8th grade general math test is aligned to 6th and 7th grade standards so using it to measure 8th grade proficiency in math is problematic.
The CDE and the Department of Education reached an agreement in which the CDE would create a new 8th grade standards-based Math CST.
The process reached an impasse when the State Board pulled the 8th grade Math Blueprint approval from its May agenda.
This delay means that a standards-aligned 8th grade CST General Math Test will not be ready until the Spring of 2010

5. Possible Consequences for the Out of Compliance 8th Grade General Math Test
US DOE may not allow the State to use the results of the th grade general math CST as part of the federal accountability system. (Remote Possibility).
US DOE may not allow the addition of 20% to proficiency percentages attained by students with disabilities subgroup category if this is the only area where a school district does not meet AYP.

6. Graduation Rate
Proposed State Legislation would require that the state adopt a graduation rate target of 90%
Schools would make AYP if they achieved the statewide target or every two years show a 10% reduction in the difference between the actual graduation rate and the statewide target
Schools will be required to calculate 5 and 6 year graduation rates for which they would receive partial credit

7. Graduation Rate
State legislation is proposing that schools use the National Governor’s Association (NGA) definition for calculating graduation rate:
The number of students who graduate in 4 years with a high school diploma divided by the number of students who form the “Adjusted Cohort” for the graduation class
Adjusted Cohort is:
The number of students who enter 9th grade
The number of students who transfer into that cohort in grades 9-12
Minus the number of students who are removed from the cohort.

8. Graduation Rate
The regulations are proposing that states use a transitional graduation rate, the Average Freshmen Graduation Rate (AFGR), beginning in if a longitudinal student data system is not in place to calculate the NGA rate.
The number of students who graduate in four years with a regular high school diploma divided by the number of students in the freshmen class.
The freshmen class is estimated by averaging the enrollment for the grade 8 students from the prior year with the grade 9 students from the current year, and with the 10th grade students in the subsequent year. If the school district does not have a grade 8, the estimate would be calculated from averaging grade 9 and 10 enrollment.

9. English Learning Meeting June 12th, 2008 2:15 – 2:30 pm
A Model for
ELD Professional Learning Communities
Bill Conrad, Ed.D. – Assessment Coordinator
(Office)
(Cell) 9

10. The Need
Aligned standards, curriculum, instructional strategies, assessments, and professional development that support teachers in helping all English Learners acquire English and achieve academically at high performance levels

11. We have the ELD-ELA Standards

12. We have some CELDT Released Items

13. Use formative classroom assessments to monitor ongoing progress
The Professional Learning Community Process
Plan
What is it we want ALL students to know?
Select power standards
Use curriculum maps
Learn about research-based instructional strategies (such as Marzano)
Teach
Apply research-based instructional strategies to known needs and abilities of students
Use strategies and approaches agreed upon with colleagues
Collaborate in grade level/
department teams
Share lesson plans and best practices across key participants
Reflect
How will we respond when students experience difficulty in learning?
How will we respond when students already know it?
Create intervention/ acceleration programs and monitor student progress
Differentiate and personalize classroom instruction, using research-based instructional strategies
Assess
How will we know if students
have learned it?
Use formative classroom assessments to monitor ongoing progress
Use district benchmark assessments to track progress toward standards
Analyze data to hone in on student needs
Read red text – pertinent to this presentation
New Haven Unified School District
April 2007

14. A PLC Model can help with Curriculum, Instruction, and Professional Development

15. Lesson/Assessment Design Template

16. Lesson/Assessment Design Example

17. Lesson Implementation Monitoring Tool

18. Lesson Assessment Tool

19. GOALS
Develop 13 Grade Level ELD Lesson Design Templates for Grades K-12 (ACOE/District Team –End of June)
Use the 13 ELD Grade Level Templates to produce 150 ELD Lesson Designs for Grades K-2 (District and ACOE Team End of August)
Implement an ELD Summit in the Fall to share ELD Lesson Designs with District ELD Teams (District and ACOE Team – October)

20. District Commitments

21. Communication and Resources
ELD Wiki

22. English Learning Meeting June 12th, 2008 2:15 am – 2:30am
A Model for
ELD Professional Learning Communities
Bill Conrad, Ed.D. – Assessment Coordinator
(Office)
(Cell) 22