Special Ed. Department, English Learner Department, and ... · ELPAC Summative TK-12 Feb. 1 - May 31, 2019. 9 KPC Parkway | Corona, CA 92879 P: (951) 509-5000 F: (951) 509-6070 STUDENTS

9 KPC Parkway | Corona, CA 92879P: (951) 509-5000F: (951) 509-6070www.alvordschools.org

STUDENTS | TEACHERS | INSTRUCTIONAL CONTENT

Alvord Unified School DistrictOur Promise: All students will realize their unlimited potential.

English Language Proficiency Assessment for California Refresher, Accessibility Supports, and Planning

Special Ed. Department, English Learner Department, and Assessment Department

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STUDENTS TEACHERS INSTRUCTIONAL CONTENT

THE ALVORD UNIFIED SCHOOL DISTRICT PROMISE: ALL STUDENTS WILL REALIZE THEIR UNLIMITED POTENTIAL.

Agenda

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● Overview

● ELPAC Domains and Test

● Score Information

● Coordinator Responsibilities

● Accessibility Supports

● Communication

● Resources for Accessibility Supports

● The Practice Test

● Planning for Success




Objective● Work collaboratively to ensure the successful implementation of the

English Language Proficiency Assessment of California (ELPAC).● Develop a process at your site that is used to identify accessibility

resources for all students for all assessments● Equal opportunity for all students to access instruction and demonstrate

learning

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...one of the many measures that indicates whether students are on track to be college and career ready at each tested grade level.

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Important AcronymsCAASPP: California Assessment of Student Performance and Progress

ELPAC: English Language Proficiency Assessments for California

SA: Summative Assessment TOMS: Test Operations Management System

CAA: California Alternate Assessment SC: Site Coordinator

CAST: California Science Test TE: Test Examiner

CSA: California Spanish Assessment UDAs: Universal Tools, Designated Supports, and Accommodations. Also referred to as Accessibility SupportsSASP: Student Accessibility Supports Profile




Overview of Assessment WindowsAll Students

English Language Learners (ELLs)Students with IEPs or Section 504 plans

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Test Grade Assessment Window

SA English Language Arts/Literacy 3-8, & 11 March 6 - June 6, 2019

SA Mathematics 3-8, & 11 March 6 - June 6, 2019

Science (CAST) 5, 8, & 11* March 6 - June 6, 2019

CAA ELA 3-8, & 11 March 6 - June 6, 2019

CAA Math 3-8, & 11 March 6 - June 6, 2019

CAA Science Field Test 5, 8, & 11* September 4, 2018 - June 6, 2019January 7, 2019 - June 6, 2019

ELPAC Summative TK-12 Feb. 1 - May 31, 2019




Testing Windows

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Grade Spans

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Initial:K, 1, 2, 3–5, 6–8, 9–12

Summative:K, 1, 2, 3–5, 6–8, 9–10,

11–12




Initial ELPACStudents who take the Initial ELPAC:

● are enrolled in a California School for the first time, ● whose primary language is not English as indicated

on the Home Language Survey,● who have not taken the CELDT or ELPAC before, and● who have not been classified as an English Learner.

Student must be assessed and determined to be EL or IFEP within 30 days of enrollment.

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Correction of Classification Errors

Per California Code of Regulations 11518.20 Correction of Classification Errors:

● A parent, guardian or teacher may request a Correction of Classification Errors after the administration of the Initial ELPAC, but before the administration of the Summative ELPAC at the EL Office.

● If you feel that your child’s initial language classification does not accurately reflect your child’s language proficiency, please request a Correction of Classification Errors Review at the EL Office.

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Students that take the Summative ELPAC

Students who take the Summative ELPAC:● are identified as an English Learner (EL),● are enrolled between February 1 and May 31, 2019, and● are included on site ELPAC Student Master List

If you (site ELPAC Coordinator) feel you have a student that meets the first two criteria above, but is not included on your ELPAC Student List please email/call Brandy Robb PRIOR to testing.




Summative ELPAC is Required for ALL EL Students

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▪The state law and regulations are can be found at the bottom of this web page:

https://www.cde.ca.gov/ta/tg/ep/

https://www.cde.ca.gov/ta/tg/ep/




ELPAC Domains

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Domain Information Sheets

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1. Identify one task type from a domain.

2. Write down 1-2 ways that these resources can support teaching and learning.

3. Share ideas with your elbow partner.




Connecting Domain Information Sheets to the Practice Test

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1. Match the chosen task type with the example provided in the Practice Test.

2. Write down 1-2 ways that these resources can support teaching and learning.

3. Share ideas with your elbow partner.




ELPAC Summative Score Reports

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ELPAC Summative Score Reporting




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Summative Student Score Report




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Making Connections

Proficiency Level Descriptorsfor English Language Development Standards

Performance Level for Overall, Oral, and Written Language

Performance Level on the ELPAC for Listening, Speaking, Reading, and Writing




ELPAC Test Site Coordinator Responsibilities

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Testing Coordinator Roles and Responsibilities● Highlights

○ Manage Site TOMS Accounts○ Maintain Security of all testing materials

before, during, and after○ Manage identified Accessibility Supports

for students○ Collect All Special Factors Pages, 504s,

and SASP forms by December 14, 2018○ Manage testing schedules for group

testing○ Prepare for 1:1 testing○ Monitor completion status of all testing

on the ELPAC Master List

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○ Train Staff○ Ensure all TEs follow the DFA/Monitor

testing ○ Pack and Return Scorable Documents




Security AffidavitsSite ELPAC Coordinator:

● 2018-19 Test Security Agreement: https://etsforms.formstack.com/forms/elpac_test_security_agreement_copy

● 2018-19 Security Affidavit: https://etsforms.formstack.com/forms/elpac_test_security_affadavit

Site ELPAC Coordinator and Test Examiners:

● ELPAC Test Security Affidavit: http://elpac.org/s/pdf/ELPAC-Coordinator-security-affidavit.pdf

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https://etsforms.formstack.com/forms/elpac_test_security_agreement_copy

https://etsforms.formstack.com/forms/elpac_test_security_affadavit

http://elpac.org/s/pdf/ELPAC-Coordinator-security-affidavit.pdf




TOMS Access

Who needs TOMS access?

● Site Coordinators● Any Test Examiners that will be

administering the Speaking and/or Listening Domain

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TOMS Log On: Two-Step Authentication for Users Logging On

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An email is generated and sent immediately to the user’s email address with a six-digit verification code that expires in 15 minutes.

Once the code is entered, the user will be directed to TOMS. If a user uses a different browser, private browser, or different device, or if cookies are cleared from a user’s device, the user will be asked to complete the two-step authentication once again.




TOMS Welcome Screen

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● The Welcome screen now allows users to toggle between CAASPP and ELPAC; otherwise, the user will see only one program option.

● Users are able to select the appropriate role if they have multiple roles.




TOMS Dashboard

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Effective Monitoring for Group and 1:1 Testing: Master List

● Currently refining the process for the Master List● Used to document completion status for each student● Used to monitor completion status for each student

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Scheduling: Group Testing

Things to keep in mind:

● Grades TK, K, and 1 are tested individually● Same grade spans can test together● Testing students with disabilities in small groups● Makeups for all ● Monitor ELPAC Master List ALL the time● Check Domain Information Sheet for Class Sizes

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Estimated Testing Times

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The Summative ELPAC is an untimed test. Actual testing times may be shorter if

stopping points are used, or longer if a student needs the time to finish entering

responses.

Grade 3–5, Form 1 MinutesListening (Group administration) 35Reading (Group administration) 40–50Writing (Group administration) 40–50Speaking (Individual administration) 20Total estimated test administration time 135–155

Grade TK, K and 1 Estimated Minutes

Transitional Kindergarten 30 - 60Kindergarten 30 - 60First Grade 40 - 75




Estimated Testing Times

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Speaking Domain: One on One Testing Scheduling

We will be working with your site to calendar days for testing. On these days:

● Make 1:1 testing days a priority.● Ensure these days are free from assemblies, field trips, or other

activities that will make it difficult to test students.● Have a process for getting students to the tester instead of the

tester getting students.● Ensure all materials are ready for 1:1 testing

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REMEMBER… These are your scheduled days for 1:1 testing!




Speaking Domain: Preparing for Testing Success

● Map of the school● School Schedule● Parent Volunteer/Staff to transition students● Test books and answer docs together.● Answer docs have:

○ Pre-Id attached ○ Student name and bubbled as defined

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Speaking Domain: District One on One Testers

● The district is developing a team of testers that will be responsible for 1:1 testing.

● An application process is being developed.

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Speaking Domain: Teacher One on One Testers

● Volunteer Teachers can test if they choose○ 1 per grade level at a site○ One day of required calibration in the Assessment Department for the

speaking portion.■ More time may be required to finish.

○ Approximately three days of 1:1 testing■ The days could be done once a week or when convenient. They don’t have to be

consecutive.

○ Must be voluntary

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Reporting Irregularities

Immediately Contact the Assessment Department

- phone call - email

Complete the Google Form with the detailed information

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Accessibility SupportsSetting Students Up for Success

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Accessibility Supports

during testing

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● Tools for the classroom and the testing environment




Matrix Four

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2018 - 2019 Version

Coming Soon




Remember….

Using accessibility supports WILL NOT affect test scores or invalidate test results in any way.

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Defining Accessibility

EquityAccess

Fairness

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Accessibility Supports for ELPAC

All StudentsEnglish Language Learners (ELLs)

Students with IEPs or Section 504 plans

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Accessibility Supports All StudentsEnglish

Learners (ELs)

Students with IEPs or

Section 504 Plans

Universal ToolsBased on student preference and selection

X X X

Designated SupportsNeed to be indicated by an educator or parent/guardian(example EL Facilitator, Teacher, and/or IEP team or 504 plan)

X X X

AccommodationsBased on IEP or Section 504 plan

X

Must be in IEP or 504

Must be in IEP or 504

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SASPSASP




Delivery of Accessibility Supports● The online assessments include embedded and non-embedded

Accessibility Supports: ○ Embedded: Supports that are a part of the computer system that

administers the assessment. (e.g., digital notepad, calculator)○ Non-Embedded: Supports that are NOT a part of the computer system

that administers the assessment. (e.g., scratch paper, noise buffers, breaks)

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Universal Tools Universal tools are supports that are available to ALL students based on student preference and selection.

Unless otherwise noted, the listed resources may be used in all domains (L, S, R, W).L = Listening S = Speaking R =Reading W = Writing

* New or updated support

Non-Embedded

● Breaks, including testing over more than one day, between the test contractor-identified test sections

● Oral clarification of test directions by the test examiner in English● Pupil use of highlighter(s) in the test book for grades two through twelve*● Pupil use of marking in the test book for grades three through twelve (non-highlighter)*● Scratch paper● Sufficient time to complete the test

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Designated SupportsDesignated Supports are available to ALL students as indicated by a parent/guardian or educator (e.g., EL Facilitator, Teacher, and/or IEP team or Section 504 plan).

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Non-Embedded

● Adjustments to setting, including○ audio amplification equipment○ most beneficial time of day○ special light or acoustics○ special or adaptive furniture○ testing the students in a separate room provided

that the students is directly supervised by an employee of the school who has signed the ELPAC Test Security Affidavit

● Audio or oral presentation of test directions in English, which may be repeated as requested by the student*

● Color overlay● Covered overlay, masks, or other means to maintain

visual attention to the test consistent with the test contractor’s test directions

● Magnification● Manually Coded English or American Sign Language

(ASL) to present test directions for administration (does not apply to test questions)

● Noise buffers






AccommodationsAccommodations are available only to students with a current IEP or Section 504 Plan.

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Non-Embedded

● Braille test materials provided by the test contractor● Dictation by the pupil responses, including all spelling and language conventions, to a scribe, audio recorder, or

speech-to-text converter (W)● Use of word processing software with the spell and grammar check tools turned off (W)● Large print versions reformatted from the regular print version● Pause or replay the audio during administration of test questions for the listening domain (L)*● Pause or replay the audio during the administration of test questions for the speaking domain - summarize an

academic conversation (S)*● Presentation of, and responses to, test questions using Manually Coded English or ASL - pupil responses must be

transcribed into the answer book by the ELPAC test examiner or scribe (L, S, W)*● Responses dictated to a scribe for the selected response items, including multiple choice items (L, R, W)






AccommodationsAccommodations are available only to students with a current IEP or Section 504 Plan.

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Non-Embedded

● Supervised breaks within a section of the test● Test questions enlarged through electronic means● Testing or home or in the hospital by a test examiner● Transfer of student responses marked in the test booklet to the answer document by a scribe who has

signed an ELPAC Test Security Affidavit (L, R, W)● Use of an assistive device that does not interfere with the independent work of the student - pupil responses

must be transcribed into the answer book by the ELPAC test examiner or scribe (L. S, W)*● Use of written scripts by the test examiner for pupils for whom streamed audio is not accessible*






Clarification of Breaks

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Universal Tool “Breaks, including testing over more than one day, between the test contractor - identified test sections”

These are breaks that naturally occur between domains and are available to all students taking the test.

Accomodation “Supervised breaks within a section of the test”

These are breaks that can be given to students during a domain as indicated on their IEP or 504.




Accessibility Resource Activity

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Resource Category Domain Which Students

Sufficient time to complete the test U L, S, R, W All

Pupil use of highlighter(s) in the test book for grades two through twelve

Pause or replay the audio during the administration of test questions for the speaking domain - summarize an academic presentation

Audio or oral presentation of test directions in English, which may be repeated as requested by the student

Supervised breaks within a section of the test

Pause or replay the audio during the administration of test questions for the listening domain




ELPAC Alternate Assessment

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CA ED Code

§ 11518.30.Local Alternate English Language Proficiency Assessments

A pupil with a disability who is unable to participate in the initial or

summative assessment, or a section of either test with resources, shall be

locally administered an alternate assessment(s) for English language

proficiency, as specified in the pupil’s IEP or Section 504 Plan.

NOTE: Authority cited: Section 33031, Education Code. Reference:

Sections 306, 313 and 60810, Education Code; and 20 U.S.C.

Sections 1412, 6311, 6821, 6823, 6825 and 6826.

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Alternate Assessment to ELPAC: SOLOM

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Alternate Assessment to ELPAC

❏ Alternate Assessment to CELDT

If yes, areas of alternate assessment:

❏ Listening ❏ Speaking ❏ Reading ❏ Writing

Name of alternate assessment(s)

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Lowest Obtainable Scale Score

Students who take an alternate assessment will receive the

Lowest Obtainable Scale Score (LOSS) for each domain marked as an alternate assessment

Students who takes an alternate assessment for all domains, the Overall Scale Score will also be the LOSS.

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For Students Who Take an Alternate Assessment

Make sure to return an:

● ELPAC scannable Answer Book for the student● Mark the Alternate Assessment circle (Field 11) for each appropriate

domain

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Communication

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Team Approach

Team of educators familiar

with:

● the student

● the supports

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Selection Process




Students with IEPs: Reading a Special Factors Page

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Students with a Section 504 Plan:Reading a 504

Section 504 Plans could vary from site to site

● Match the written Accomodation with the available Designated Supports and Accommodations

*The language could be different.

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Student Accessibility Supports Profile (SASP) for All Students Who Do Not Have an IEP or a 504 Plan

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The Student USED an Accomodation

● Must be marked on the demographics page of the Answer Book ● For each appropriate domain

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Developing a Process to Accurately Measure What Students Can Do

● How will the test examiners be trained on the available accessibility supports?

● How will the test examiners be notified of the identified supports for the students they will be testing?

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Planning

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Begin to Plan

● Where will group testing happen?● How will group testing occur?● What is the best time for group testing?● What rooms will be available for 1:1 testing?

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Resources for Accessibility Supports

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Matrix Four

● Graphics of embedded and non-embedded Accessibility Supports for students○ ELPAC

Available at: https://www.cde.ca.gov/ta/tg/ai/elpacmatrix4.asp

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https://www.cde.ca.gov/ta/tg/ai/elpacmatrix4.asp

https://www.cde.ca.gov/ta/tg/ai/elpacmatrix4.asp




California Student Assessment Accessibility Graphic● Graphic of embedded and

non-embedded Accessibility Supports for students○ ELPAC

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2018 - 2019 Version

Coming SoonAvailable at: https://www.cde.ca.gov/ta/tg/ep/documents/elpacaccessibility2017.pdf

https://www.cde.ca.gov/ta/tg/ep/documents/elpacaccessibility2017.pdf

https://www.cde.ca.gov/ta/tg/ep/documents/elpacaccessibility2017.pdf




The Practice Test

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The Practice Test

● The Practice Test is a chance to become familiar with the types of test questions.

● When students and teachers know more about what to expect on the test, they will be better prepared to show what they know and are able to do in English.

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Teachers can use the Practice Tests to:

● Understand the types of test questions that appear on the actual test

● Understand the alignment of the test questions with the 2012 California English Language Development Standards, Kindergarten Through Grade 12

● Create similar tasks for instructional purposes, with appropriate support, for their students

● Communicate with students, families, and teachers about the skills assessed on the test

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The Practice Test

● Listening Practice Audio Practice○ Practice using Grades 6 - 8○ Listen to a Classroom Conversation○ Listen to an Oral Presentation

● Reading○ Read a Short Informational Passage

● Writing○ Describe a Picture

● Speaking○ Support an Opinion

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https://drive.google.com/file/d/1VIMbNp1soKbgvy7faW4sDSDnXULIKa0Z/view?usp=sharing




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Special Education Department Contacts

Paulina NwubaDirector of Special Education

951-509-5167

Dr. Ruth Heger, Ph.DAssistant Director

951-509-5167

Angelina CastilloProgram Specialist

951-509-6023

Susan KimuraProgram Specialist

951-509-5172

Randi ChaplukProgram Specialist

951-509-5140

Diane TankersleyAssistant to the Director

951-509-5159

Maria Victoria TaylorInstructional Specialist

951-509-5169

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Assessment Department ContactsGina Simpson

Director, AssessmentLEA CAASPP Coordinator

Cell: 951-840-6947Joyce Stark

Assistant to the Director, AssessmentOffice: 951-509-5055

Brandy Robb Assists with Federal, State, and local assessment

administration (pre-id, materials, and logistics)Office: 951-509-6177

Mariela Aguilar Assists with State and local assessments (technical

support), reports, and NPS Office: 951-509-5178

Grace LedesmaAssists with user accounts, testing budgets, personnel authorizations (PAs), and reports

Office: 951-509-5004Mark Rasmussen

Instructional Specialist/AssessmentOffice: 951-509-5047

Elizabeth JugeInstructional Specialist/Assessment

Office: 951-509-5003

Group Email -

[email protected]

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English Learner Support Services ContactsMartha Martinez

Director of EL Support Services951-509-5094

Dr. Sarai PadillaInstructional Specialist, EL

951-509-5035

Dr. Catalina MarquezInstructional Specialist, EL

951-509-5154

Dr. Ofelia CerveraInstructional Specialist, EL

951-509-5075

Araceli SilgueroAssistant to the Director

951-509-5094

Norma VillalpandoSecretary

951-509-5087