1. Federal Program Directors Meeting Title III Program December 11, 2013 Robert Crawford Mami Itamochi

2. Overview Policy 2417 E-learns ELPA 21 WESTELL Test Accommodations AMAO

3. Policy 2417 Background information – Current Policy 2417 – 2003 – Policy 2417 Change – 2 phases 1 st phase – Standard adoption 2 nd phase – definitions Current – 9/27 Advisory Council’s Webinar – November Board Meeting – Public Comment by 12/16 – Adoption Future planning

4. Current Policy 2417 Current ELP Standards – Proficiency Level (1-5) – Standard 1-3 Standard 1 – Oral (Listening & Speaking) Standard 2 – Reading Standard 3 – Writing – Numbering of Standards and Objectives ELP.S.1.1 Follow Content Standards

5. Current Policy 2417 Progression (Oral – Standard 1) – ELP1.1.1. Understand a few words and phrases – ELP2.1.1. Understand a few words phrases and/or with basic English grammatical forms – ELP3.1.1. Attempt to use standard English and is understood when speaking – ELP4.1.1. Ask and answer instructional questions – ELP5.1.1. Vary speech according to purpose, audience, and subject matter

6. Current Policy 2417 Level1 Understand and use oral language 2 Understand and use oral language 3 Understand and use oral language 4 Understand and use oral language structure 5 Use Effective oral communicat ion skills in variety of setting ELP OralUnderstand a few words and phrases Understand a few words phrases and/or with basic English grammatical forms Use standard English inconsistentl y, but is understood when speaking. Ask and answer instructional questions Vary speech according to purpose, audience, and subject matter

7. Guiding Principles New Standards 1.Potential 2.Funds of Knowledge 3.Diversity in ELL Progress in Acquiring English Language Proficiency 4.Scaffolding 5.Students with Limited or Interrupted Formal Education 6.Special Needs 7.Access Supports and Accommodations 8.Multimedia, Technology, and New Literacies

8. Table 1. Organization of the ELP Standards in Relation to Participation in Content-Area Practices 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing

9. Alternate Organization of the ELP Standards Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others. Listening and reading 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation. Speaking and writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive modalities: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3). Listening, speaking, reading, and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing

10. ELP Standard Examples: Grades 4-5

11. The Descriptors Describe ELL Performance by the END of each ELP Level The levels 1–5 descriptors for each of the 10 ELP Standards describe targets for ELL performance by the end of each ELP level at a particular point in time. – Students may demonstrate a range of abilities within each ELP level. – The linear progressions described in the ELP Standards are done for purposes of presentation and understanding; actual second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels.

12. What opportunities and challenges do the new standards provide? Table Discussion 1

13. Future Planning District Training in conjunction with spring Federal Program - Title III Directors -Instructional Leads Electronic Resources E-Learns Course

14. E-Learns – WVDE e-Learning:7 weeks course Participants can earn collage credit if they choose – WVDE e-Learning for West Virginia Educators Winter 2014 Course Schedule Class Dates: Jan 08, 2014 to Feb 25, 2014 Registration Dates: Dec 01, 2014 to Jan 07, 2014 – New Courses for teachers/administrators ELLs and Common Core State Standards Sheltered Instruction Observational Protocol (SIOP) And current course – Facilitating Instruction for English Language Learners

15. ELPA 21 Assessment ELPA 21 Consortium Development – Consortium Member States Arkansas, Florida, Kansas, Iowa, Louisiana, Nebraska, Ohio, Oregon, South Carolina, Washington and West Virginia Consortium diagnostic screener English language proficiency assessment in grades K-12 Employ technology when possible and account for interoperability across user platforms emerging from Smarter Balanced and PARCC.

16. ELPA 21 Assessment Timeline – Consortium Governance Formation: Spring 2013 – Summative Assessment Field Test: Spring 2015 – Diagnostic Screener Field Test: Spring 2015 – Formative Assessment Operationalized: Spring 2016 – Diagnostic Screener Operationalized: Fall 2016

17. WESTELL 2014 All LEP students have to take WESTELL test annually!!!

18. Testing Accommodations WESTEST 2 online – 2014 Smarter Balanced Test (RLA and Math) and WESTEST 2 online (Social Studies and Science) – 2015 – Available Languages New Testing Accommodations (2013-2014 WV Guidelines for Participation in State Assessment) – P01 – use text to speech – P28 to P39 – P41 – Provide translations glossary – SB Math Items only (Locally provided) – paper & pencil (Student has to have IEP) – T09 – Provide separate setting (smarter balanced) *More detail information will be provided by Elluminate Session in Near Future!

19. Smarter Balanced Assessment

20. AMAO Report AMAOs – AMAO 1: Annual increases in the number or percent of children making progress in English as determined by WESTELL – AMAO 2: Annual increases in the number or percent of children attaining English language proficiency as determined by WESTELL – AMAO 3: Met AMOs RLA and Math & Participation rate requirement & graduation rate http://wvconnections.k12.wv.us/documents/RevisedAMAOCalculations2013- includeAMAO3-website.docx AMAO Target (cell size 20) – AMAO 1 – AMAO 2 – AMAO 3 State Assessment Performance (75% by 2020) Graduation Rate (4 years 85% by 2020, 5 years 87.5% by 2020) State Assessment Participation Rate (95%) 2009-102010-112011-122012-132013-14 21%24.5%28%31.5%35% 2009-102010-112011-122012-132013-14 1%3.5%6%8.5%11%

21. How can you use your current report to positively impact services to English language learners? Table Discussion 2

22. WVEIS WVEIS on WOW – LEP 510 report – Accommodation report Data Collection – 2 nd month data collection *2014 Federal Title III County Allocation will be determined 2013 2 nd month data. Cautions – Put new LEP students’ data after you complete language screening test (if students score fluent – level 5 – do not activate LEP tab)

23. LEP Student’s Identification Home Language Survey – Toward a Common Definition of English Language Learners http://www.ccsso.org/Documents/2013/Toward_ a_Common_Definition_2013.pdf http://www.ccsso.org/Documents/2013/Toward_ a_Common_Definition_2013.pdf (page 6) Under Identification/Over Identification

25. Home Language Survey Questions

26. What current practices do you use in identifying English language learners? What additional procedures/changes could be implemented to improve the accuracy of identification? Table Discussion 3

27. Resources Toward a Common Definition of English Language Learners http://www.ccsso.org/Documents/2013/Toward_a_ Common_Definition_2013.pdf RTI http://www.rti4success.org/pdf/0728%20RTI%20ELL %20Summary%20d4.pdf Reading Language Arts http://ell.stanford.edu/teaching_resources/ela Math http://ell.stanford.edu/teaching_resources/math

28. Next Steps WESTELL Trainings State Assessment Accommodation Training Onsite TA – as needed Any Questions? Robert Crawford rcrawford@access.k12.wv.usrcrawford@access.k12.wv.us Mami Itamochi mitamochi@access.k12.wv.usmitamochi@access.k12.wv.us Phone Number: 304-558-0200