LTEL

Task ForceSeptember 29, 2017

AGENDA

1:45 Welcome/Introductions

Pick a Penny

2:00 LTEL Task Force Survey Results

2:15 Best Practices Presentation: Alvord USD

3:15 English Learner Toolkit

4:00 Updates: ELPAC, Title III, EL Roadmap, Educator

Opportunities

4:30 Closing

PICK A PENNY

Select a penny.

Determine the year it was minted.

Think about where you were and what you were doing that

year.

Share with an elbow partner the year, where you were and

what you were doing that year.

SURVEY

RESULTS

Input Survey Results - What topics should we add to the LTEL Task Force meetings in 2017-18?

Input Survey Results - Are there any resources (articles, books, toolkits) that you would recommend as resources for LTELs?

Input Survey Results - Additional feedback to improve LTEL meetings.

BEST

PRACTICES

Best Practice Presentation

“Structures for Monitoring LTELs”Martha Martinez, Director, English Learner Programs

Alvord Unified School District

ENGLISH

LEARNER

TOOLKIT

Introduction to the English Learner

ToolkitIn response to the joint guidance from

the U.S. Department of Education’s

Office for Civil Rights (OCR) and the

U.S. Department of Justice (DOJ), the

Office of English Language Acquisition

(OELA) at the U.S. Department of

Education designed the toolkit to help

state and local educational agencies

(SEAs and LEAs) in meeting their legal

obligations to ELs.

English Learner Toolkit Jigsaw

Count off 1-10

1s read chapter 1

2s read chapter 2

3s read chapter 3

4s read chapter 4

5s read chapter 5

6s read chapter 6

7s read chapter 7

8s read chapter 8

9s read chapter 9

10s read chapter 10

After reading, note

the following on the

chart pertaining to

your chapter:

KEY LEARNING

DEEPER DIVE

TOOLS WE USE

TOOLS WE WANT

TO USE

ELPAC

ELPAC Regulations

Effective October 11

Regulations include:

Definitions

Requirements

Responsibilities

Guidelines for administration

Test security

Reporting of the ELPAC

Procedures for administration of IA and SA

SA testing window - February 1 - May 31

Use of universal tools, designated supports,

accommodations

Transition from CELDT to ELPACSpanish

ELPAC Domain Information

Sheets

Posted to CDE website on August 8, 2017

Listening

Speaking

Reading

Writing

Purpose:

Detail Administration settings

Include Task Types and Descriptions

Do We

Administer

the CELDT

or ELPAC

in 2017-18?

Flyer

ELPAC

Assessment

Fact Sheet

ELPAC Parent Information FlyerOther Languages

ELPAC Practice Tests

ELPAC practice tests are under development. When finalized,

they will be posted on the CDE ELPAC Web page and on the

ELPAC Web site.

More information coming in September!

Feedback on the ELPAC Student Score Report

CDE and ETS are in the process of developing the Student

Score Report that effectively communicates a student’s

progress toward English language proficiency.

Parents and educators will be invited to provide input on the

format and content of the score report.

More information coming soon!

ELPAC Academy

Highlights:

How the ELPAC task types connect to the California 2012

English language development standards and classroom

instruction

How educators play a critical role in advancing the English

proficiency of English learners (ELs)

How to develop formative and interim assessments based on the

ELPAC task type

ELPAC Academy

For educators, teachers, ELD specialists, personnel who support ELs

Registration is first come, first served

$80 per person registration fee

RCOE ELPAC Academy Training Dates

November 14, 2017 - RCOE Riverside Board

Room

January 9, 2018 - RCOE Conference Center

ELPAC Summative Assessment

Administration and Scoring Training

For district personnel responsible for administration and scoring of

ELPAC assessment

Registration is first come, first served

$80 registration fee

RCOE Regional Trainings

December 14, 2017 - RCOE Indio

December 19, 2017 - RCOE Riverside

January 23, 2018 - RCOE Riverside

OM links coming soon!

Assessment and Accountability

Naomi Purcell, Administrator - AACIAssessment, Accountability and Continuous Improvement Unit

npurcell@rcoe.us

District Training Support

Susie Smith, Administrator - ISInstructional Services Unit

sbsmith@rcoe.us

ELPAC Contacts

Title III

Updates

TIII Plan Development FAQs

(Updated 7/5/2017)

English Learner Roadmap

Press Release

Parent Notification Letters

CA EdGE Ed Code Changes

TIII English Learner Program Annual

Survey

2016-17 School Year

Submission window (8/14/17 -

9/15/17)

Additional EL Updates

2016-17 CELDT Results

Seeing Clearly: Five Lenses to Bring

English Learner Data into Focus

TIII Updates

Parent Notification Letters

AB2785 (EL/SWD Workgroup)

Purpose/Outcomes:

To consult with the CDE in the development of a manual to provide

guidance to local educational agencies (LEAs) on the identification,

assessment, support, and reclassification of English learners (ELs) who

may qualify for special education and related services and pupils with

disabilities who may be classified as ELs (Education Code [EC] 56305[a]).

To consult with the CDE in the development of a plan for dissemination of

the manual and the means of providing professional development on the

content of the manual (EC 56305[i][1][A]).

Meeting Dates: July 25, 2017

September 13, 2017

November 27, 2017

March 22, 2017

EL

ROADMAP

EL RoadmapAdoption of the California EL Roadmap, SBE Policy; Educational Programs for English Learners (July 13, 2017) (DOC)

New State EL Policy

Previous Policy (1998)

CA Ed.G.E. (Prop 57)

Frameworks

LCFF/LCAP

ESEA/ESSA

California English Learner Roadmap

Resource Guide for Policy

Mission/Vision/4 Principles

Asset Oriented/Needs Responsive

Schools

Quality/Access to Instruction EL

Roadmap Survey

System Conditions to Support Complete by

August 30, 2017

Effectiveness

Suggestions

for practices from the System Alignment and Articulation

Next EL Roadmap

Meeting

September 26, 2017

Next Meeting

September 29, 2017

LTEL Task Force meetings are

October 27, 2017 1:45-4:00.

January 26, 2018

*B.E.S.T. Committee meets after each

April 27, 2018 PELD. Meetings

are 12:30-1:30.

May 25, 2018

Thank you!

EL Toolkit: Chapter 1, Key Points

Determining Which Students are

English Learners

All potential ELs must be assessed with a

valid and reliable assessment to determine

if they are, in fact, ELs.

Parents and guardians must be informed

in a timely manner of their child’s ELP level

and EL program options.

LEAs are required to communicate

information regarding a child’s ELP level

and EL program options in a language the

parent understands.

EL Toolkit: Chapter 2, Key PointsTools and Resources for Providing English Learners with

a Language Assistance Program

EL services and programs must be educationally sound in theory

and effective in practice.

EL programs must be designed to enable ELs to attain both

English proficiency and parity of participation in the standard

instructional program within a reasonable length of time.

LEAs must offer EL services and programs,until ELs are proficient

in English and can participate meaningfully in educational

programs without EL support.

Additionally, LEAs must provide appropriate special education

services to ELs with disabilities who are found to be eligible for

special education and related services.

EL Toolkit: Chapter 1, Key Points

Tools and Resources for Identifying All English

Learners

LEAs must identify in a timely manner EL students in need

of language assistance services.

The home language survey (HLS) is the most common tool

used to identify potential ELs.

An HLS must be administered effectively to ensure accurate

results.

ESSA Update:

SEAs/LEAs must identify

students who may be ELs

within 30 days of

enrollment [ESEA section

3113(b)(2)]

EL Toolkit: Chapter 2, Key PointsTools and Resources for Providing English Learners

with a Language Assistance Program

LEAs must offer EL services and programs,until ELs are proficient

in English and can participate meaningfully in educational

programs without EL support.

Additionally, LEAs must provide appropriate special education

services to ELs with disabilities who are found to be eligible for

special education and related services.

ESSA Update: SEAs and LEAs must

report every two years the number

and percentage of “ELs who have not

yet attained English Language

proficiency within five years.” [ESEA

section 3121(a)(6)] SEAs/LEAs may

consider these students as LTELs

after this time.

EL Toolkit: Chapter 3, Key PointsTools and Resources for Staffing and Supporting and

English Learner Program

LEAs must provide the personnel necessary to effectively

implement EL programs.

Necessary personnel include teachers who are qualified to

provide EL services, core-content teachers who are highly

qualified in their field as well as trained to support ELs, and

trained administrators who can evaluate these teachers.

LEAs must provide adequate professional development and

follow-up training in order to prepare EL program teachers and

administrators to implement the EL program effectively.

EL Toolkit: Chapter 3, Key Points

Tools and Resources for Staffing and Supporting and

English Learner Program

LEAs must ensure that administrators who evaluate EL program

staff are adequately trained to meaningfully evaluate whether

EL teachers are appropriately employing their training in the

classroom in order for the EL program model to successfully

achieve its educational objectives.

SEAs must ensure that LEAs have qualified teachers and

administrators for their EL programs.

EL Toolkit: Chapter 3, Key Points

Tools and Resources for Staffing and Supporting

and English Learner Program

LEAs are obligated to provide the resources necessary to

effectively implement EL programs.

Necessary resources include adequate and appropriate

materials for the EL programs.

EL Toolkit: Chapter 4, Key PointsTools and Resources for Providing English Learners

Equal Access to Curricular and Extracurricular Programs

SEAs and LEAs must design and implement services and

programs that enable ELs to attain both English proficiency and

parity of participation in the standard instructional program within a

reasonable length of time.

SEAs and LEAs must provide equal opportunities for EL students

to meaningfully participate in extracurricular, co-curricular, and

extracurricular programs and activities.

SEAs must ensure that schools and LEAs use appropriate,

reliable, and valid evaluations and testing methods to measure

ELs’ acquisition of English and core-content knowledge.

EL Toolkit: Chapter 4, Key Points

Tools and Resources for Providing English Learners

Equal Access to Curricular and Extracurricular Programs

LEAs may not exclude ELs from GATE programs, or other

specialized programs such as AP, honors, and IB courses.

LEAs must ensure that evaluation and testing procedures for

GATE or other specialized programs do not screen out ELs

because of their ELP levels.

SEAS and LEAs should monitor the extent to which ELs and

former ELs are referred for and participate in GATE programs and

AP, honors, and IB courses, as compared to their never-EL peers.

EL Toolkit: Chapter 5, Key PointsTools and Resources for Creating and Inclusive

Environment for and AVoiding the Unnecessary

Segregation of English Learners

LEAs must limit the segregation of ELs to the extent necessary to

reach the stated goals of an educationally sound and effective

program.

LEAs should not keep ELs in segregated EL programs (or EL-only

classes) for periods longer or shorter than required by each student’s

level of English proficiency, time and progress in the EL program, and

the stated goals of the EL program.

While ELs may receive intensive English language instruction or

bilingual services in separate classes, it would rarely be justifiable to

segregate ELs from their non-EL peers in subjects like physical

education, art, music, or other activity periods outside of classroom

instruction.

EL Toolkit: Chapter 6, Key PointsTools and Resources for Addressing English Learners

with Disabilities

LEAs must identify, locate, and evaluate ELs with disabilities in

a timely manner.

LEAs must consider the English language proficiency of ELs

with disabilities in determining appropriate assessments and

other evaluation materials.

LEAs must provide and administer special education

evaluations in the child’s native language, unless it is clearly not

feasible to do so, to ensure that a student’s language needs

can be distinguished from a student’s disability-related needs.

EL Toolkit: Chapter 6, Key PointsTools and Resources for Addressing English Learners

with Disabilities

LEAs must not identify or determine that EL students are

students with disabilities because of their limited English

language proficiency.

LEAs must provide EL students with disabilities with both the

language assistance and disability-related services they are

entitled to under federal law.

ESSA Update: LEAs must

disaggregate EL data by the number

and percentage of ELs with disabilities

in reporting the number and

percentage of ELs making progress

towards ELP and of formers ELs

meeting state academic standards for

4 years after exit. [ESEA section 3121(a)