Federal Program Directors MeetingTitle III Program

December 11, 2013Robert CrawfordMami Itamochi

Overview

• Policy 2417• E-learns• ELPA 21• WESTELL• Test Accommodations• AMAO

Policy 2417

• Background information– Current Policy 2417 – 2003– Policy 2417 Change – 2 phases

• 1st phase – Standard adoption• 2nd phase – definitions

• Current– 9/27 Advisory Council’s Webinar– November Board Meeting– Public Comment by 12/16– Adoption

• Future planning

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

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

Current Policy 2417Level 1

Understand and use oral language

2Understand and use oral language

3Understand and use oral language

4Understand and use oral language structure

5Use Effective oral communication skills in variety of setting

ELP Oral Understand a few words and phrases

Understand a few words phrases and/or with basic English grammatical forms

Use standard English inconsistently, but is understood when speaking.

Ask and answer instructional questions

Vary speech according to purpose, audience, and subject matter

Guiding Principles New Standards

1. Potential2. Funds of Knowledge3. Diversity in ELL Progress in Acquiring English

Language Proficiency4. Scaffolding5. Students with Limited or Interrupted Formal

Education6. Special Needs7. Access Supports and Accommodations8. Multimedia, Technology, and New Literacies

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

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

1construct 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

2participate 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

ELP Standard Examples: Grades 4-5

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.

What opportunities and challenges do the new standards provide?

Table Discussion 1

Future Planning

• District Training in conjunction with spring Federal Program

- Title III Directors-Instructional Leads

• Electronic Resources• E-Learns Course

E-Learns

• 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

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.

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

WESTELL 2014

All LEP students have to take WESTELL test annually!!!

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!

Smarter Balanced Assessment

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 ratehttp://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%)

2009-10 2010-11 2011-12 2012-13 2013-1421% 24.5% 28% 31.5% 35%

2009-10 2010-11 2011-12 2012-13 2013-141% 3.5% 6% 8.5% 11%

How can you use your current report to positively impact services to English

language learners?

Table Discussion 2

WVEIS• WVEIS on WOW– LEP 510 report– Accommodation report

• Data Collection– 2nd month data collection*2014 Federal Title III County Allocation will be determined 2013 2nd 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)

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

(page 6) • Under Identification/Over Identification

Home Language Survey Questions

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

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 Artshttp://ell.stanford.edu/teaching_resources/ela • Mathhttp://ell.stanford.edu/teaching_resources/math

Next Steps

• WESTELL Trainings• State Assessment Accommodation Training• Onsite TA – as needed

Any Questions?Robert Crawford rcrawford@access.k12.wv.usMami Itamochi mitamochi@access.k12.wv.us

Phone Number: 304-558-0200