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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 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
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)
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