Jenn Guerrero
SCOE Multilingual Learner Specialist
Region 1 Title III EL Specialist
Lauren Ridgway
SCOE ELA/ELD Coordinator
Multilingual Learner Collaborative
May 18, 2023
bit.ly/ELC2223
What is energizing you these days?
What is challenging you these days?
Today
bit.ly/ELC2223
Break Time
Focus on Instruction
Designated ELD:
Putting it All Together
The CA EL Roadmap
Adopted in 2017, this policy sets a vision and mission for our schools and was developed as an aspirational statement for what should be in place for California’s
1.2 million English learners.
Principle #2
Delves into the heart of what is taught and how the teaching and learning of content and language are structured.
“More than pretty words on a page...”
EL Roadmap
Teacher Toolkits
EL Roadmap Admin Toolkits
Designed to support administrators as they take up the challenge of leading and supporting the implementation of the EL Roadmap policy.
The CA EL Roadmap Implementation Guide and Toolkit for Administrators
Volume 1
Leading Implementation
Volume 2
Creating Assets Oriented & Student Responsive Schools
Volume 3
Ensuring the Intellectual Quality of Instructional and Meaningful Access for ELs
Volume 4
System Conditions for Implementation
Volume 5
Aligning & Articulating Practices Across the Systems
September
September
Foundational Understandings:
Implications of Second Language Development for Classroom Practice
September
December
Powerful Learning Experiences:�The way humans deeply learn a language is by actively using it in multiple ways.
Sentence Expansion using Phrases
September
March
What to look for
in Designated ELD:
Observation Tool
Today
Putting It All Together
Diving deeper into dELD
Pick your focus (2 minutes)
bit.ly/ELC2223
Pick your focus (3 minutes)
Exploration time (30 minutes)
Synthesize your learning
Create something together to represent your new thinking, understanding, questions, next steps, etc.
Share out (10 minutes)
Improving Education for Multilingual and English Learner Students:
Research to Practice
Professional Learning Opportunities
The AIM Institute:
Affirming Instruction for Multilingual Learners
Designed to deepen participants’ understanding of
Participants will learn how to
September 28th and 29th at SCOE
The AIM Institute:
Affirming Instruction for Multilingual Learners
Educators from Sonoma County districts that receive Title III funds are eligible to attend this professional learning series at no cost, which includes registration fees and sub costs. To ensure that all districts have the opportunity to register at least two people, registration will be divided up into two windows:
Registration Round 1 (window open from May 10 - August 25)
Registration Round 2 (window open from August 26 - September 19)
Introduction to the Science of Reading Series
Every child has the right to read. How can we leverage years of scientific research to ensure that our instructional practices best meet the needs of the students in our classrooms?
Registration will be available on the SCOE website beginning on August 1st.
Grades TK-3
Grades 4-12
NEW!
Family and Community Liaison Collaborative
Sessions will include professional learning focused on topics relevant to their role, exploration of resources they can bring back to families, and time to learn from and connect with colleagues from across the county and beyond.
9:00am- 12:00pm
Registration will open in June
Keynote presenters, participate in Q&A sessions with the California Department of Education, and receive valuable updates on California's assessments.
Attendees will have the opportunity to customize their learning experience by selecting from over 80 sessions presented by educators from across California.
Miscellaneous Goodies
A sampling
Microsites
An online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners.
Break Time
Narrowing Down to Find Common Ground
Shared Agreements for Effective Literacy Instruction in California
Every child has the right to read.
Because reading is a civil right.
Educational leaders at all levels and in all settings have a responsibility to put aside personal philosophies and build bridges between the science of reading and the classroom.
Nancy Hennessy, The Reading Comprehension Blueprint
“The ultimate aim of this collective work is that each student has adequate and equitable opportunities for success in school and beyond.”
California has policies and resources that are:
AND…
Details and nuances are needed to promote clarity that can be felt at the ground level in schools, where it matters most.
Elsa Cárdenas-Hagan
University of Houston
Lori DePole
Decoding Dyslexia CA
Maya Goodall
Lexia English
Martha Hernandez
Californians Together
Young-Suk Kim
University of California, Irvine
Magaly Lavadenz
Center for Equity for English Learners (CEEL)
Martha I. Martinez
Sobrato Early Academic Language (SEAL)
Gisela O’Brien
Center for Equity for English Learners (CEEL)
Laurie Olsen
Sobrato Early Academic Language (SEAL)
Megan Potente
Decoding Dyslexia CA
Pamela Spycher
WestEd
Becky Sullivan
Sacramento County Office of Education
Kareem Weaver
Full and Complete Reading is a Universal Mandate (FULCRUM)
Maryanne Wolf
University of California, Los Angeles
Step 1: Interviews
Step 2: Focus Groups
Step 3: The Convening
Read the handout
Find Your People
“So, in working with English learners, it’s critical that we recognize that these children come to school with years of having built language in their home languages. The degree to which we leverage that linguistic resource and build upon it to engage them in literacy and learning a new language is a major factor in their educational success.”
Patricia Montes Pate, SEAL Early Learning Program Manager
Understand deeply.
Explain simply.
Federal Program Monitoring 2022-2023
Reflections from the Field
FPM Basics
EL Program Instrument for Federal Program Monitoring (FPM)
Used by CDE during an FPM to determine if the requirements of the program are being met.
English Learner Program Instrument
EL 01
English Learner Advisory Committee (ELAC)
EL 02
District English Learners Advisory Committee (DELAC)
EL 03
EL Identification and Assessment
EL 04
Implement, Monitor & Revise Title III Plan
EL 05
EL Program Inclusion in the SPSA
EL 06
Title III Inventory
EL 07
Supplement, Not Supplant with Title III
EL 08
Time and Effort Requirements (Title I & III)
EL 09
Evaluation of Title III- Funded Services and Programs
EL 10
Reclassification
EL 11
Teacher EL Authorization
EL 12
Professional Development Specific to ELs
EL 13
Language Acquisition Program Options and Parent Choice
EL 14
ELD
EL 15
Access to Standard Instructional Program
Sonoma County On-Site
FPM Reviews in 2022-2023
Share with us your reflections on the process
Moving Forward
Updates...
ML Collaborative
New Resource
Resources for Parents
of Multilingual Students
Resources include
Long Term English Learners
Long Term English Learner
Community of Practice
Observation Protocol for
Teachers of English Learners (OPTEL)
1. Overall Performance Level of 4 on the
Summative ELPAC
2. Teacher evaluation
3. Parent opinion and consultation
4. Comparison of student performance in basic skills against basic skills of English proficient students of the same age (SBAC, etc.)
CA Reclassification Criteria
Observation Protocol for Teachers of English Learners (OPTEL)
The OPTEL Timeline
March 31, 2023
Field testing concluded
May 30, 2023
Convening of the OPTEL Advisory Committee
September 2023
Validation report submitted to the CDE
November 2023
Presentation to the State Board of Education for approval
December 2023
OPTEL guidance, parent information tools, and resources completed
Summative ELPAC
Student Score Reports (SSR)
2022–23 ELPAC Student Score Reports (SSR)
2022–23 ELPAC Student Score Reports (SSR)
The timeline to provide the required SSRs to parents is as follows:
Questions?
Thoughts?
Reclassification
What does it mean to be reclassified?
1. Overall Performance Level of 4 on the Summative ELPAC
2. Teacher evaluation
3. Parent opinion and consultation
4. Comparison of student performance in basic skills against basic skills of English proficient students of the same age (SBAC, etc.)
CA Reclassification Criteria
Reclassification can take place at any time during the academic year, immediately upon the student meeting all the criteria.
Reclassification Using
Prior Year's ELPAC Results
Questions?
Thoughts?
Reclassification of Dually Identified English Learners
“An IEP team may recommend a dually identified student for reclassification if they determine that it is the student’s disability and not English language proficiency that is preventing them from achieving an ELPAC level 4 or Alt ELPAC level 3. The IEP team must be able to support their decision and demonstrate that all language development services have been provided.
This guidance is documented in the Practitioner Guide on page 396 of the PDF (376 of the print) and the ELPAC Information Guide on pages 52 and 55.”
Questions?
Thoughts?
ELPAC Participation Rates
“To ensure districts and schools are testing all of their current EL students, the CDE requires that they meet or exceed a participation rate of 95%* on the Summative ELPAC.”
*LEAs have a responsibility to administer the Summative ELPAC to 100% of their English Learners.
Districts and schools that do not meet the 95% participation rate on the Summative ELPAC will have an automatic “Low” Status applied to the English Learner Progress Indicator (ELPI) on the California School Dashboard.
English Learner
Progress Indicator (ELPI)
Shows the percentage of current EL students making progress at a school or district towards English language proficiency or maintaining the highest performance level on the Summative ELPAC
Less than 35%
35% to less than 45%
45% to less than 55%
55% to less than 65%
65% or greater
ELPI Status Levels
Which students are included in the participation rate calculation?
Prior school year
2021- 2022
This school year 2022-2023
Next school year
2023- 2024
Using 2021–22 ELPAC Results for Reclassification
If a student is reclassified July 1, 2022 through May 31, 2023 using 2021-22 results, the student will count towards the 2022-23 reclassification rates in CALPADS and they will not be included in the 2022-23 ELPI (EL Progress Indicator) participation rate on the Dashboard because they disappear from the eligibility list for 2022-23.
Using 2022–23 ELPAC Results for Reclassification
If LEAs are using the 2022-23 Summative ELPAC results, LEAs can reclassify students upon release of the SSRs beginning in early May 2023 through June 30, 2023, which will count towards the 2022-23 reclassification rates in Data Quest and students will be counted in the 2022-23 ELPI (EL Progress Indicator) participation rate.
Questions?
Thoughts?
and….
Multilingual Learner Collaborative 2023-2024
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Important Information
The ML Collaborative
Stay updated.
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of multilingual learners.
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