PDE Program Updates Nov. 2013 File

Report
ESL Program Area Updates
Linda Long
Pennsylvania Department of Education
Division of Curriculum
November 2013
Mission for the Education of ELLs
 Provide for the maintenance and support of a thorough
and efficient system of education which includes the
provision of quality, culturally responsive, and
equitable educational programs for English language
learners and assurance of their appropriate participation
in all aspects of the educational system.
 Ensure that its programs will address the needs and
rights of English language learners in all its initiatives
throughout the entire process of planning and
implementation.
Vision for the Education of ELLs
 Promotes the recognition of English language learners
and their parents as cultural and linguistic assets to
the Commonwealth’s global initiatives.
 Is committed to using its Standards Aligned System to
ensure that English language learners receive core
curriculum instruction and achieve high levels of
academic success.
Contents
 ESL Program Requirements
 Instructional Delivery Models
 Program Evaluation
 LEP Data
 November Precode
 New for 2013-14
 ACCESS for ELLs Assessment
 Roles & Responsibilities
 Test Administrator Requirements for 2013-14
 New for 2013-14
 Title III & Accountability
 AMAO 3 Calculations for 2012-13 Data
 ESL Professional Development
 Technical Assistance
ESL Toolkit
 dynamic, user-friendly, readily available, centralized, online repository of information and
resources regarding mandated supports and programming for English language learners
 legal references
 model documents and forms
 recommended strategies and tools
 PDE guidance and communications
 timetables and contact information
 links to additional resources

Accessible on the ESL Portal at http://www.eslportalpa.info

August 2013: released

November 2013: Resources added to Assessment tab under Summative Assessments
ESL Program Requirements
Identification, Placement, & Exit
of ELLs
 Identified, placed, exited
 LEP status updated in SIS
 current ELL
 monitor 1
 monitor 2
 no longer monitored
 never an ELL
 Parent notifications sent
 LEP status reported to PIMS in October 1 District and School
Enrollment Collection.
 Students reported as current English language learners in the PIMS
October District and School Enrollment Collection cannot exit the
English language instructional program from October until June.
Planned Instruction
Language Instruction Educational
Program (LIEP)
 Every school district shall provide a program for each
student whose dominant language is not English for the
purpose of facilitating the student's achievement of
English proficiency and the academic standards under §
4.12 (relating to academic standards). Programs under
this section shall include appropriate bilingualbicultural or English as a second language (ESL )
instruction.
22 Pa. Code § 4.26
Basic Education Circular
 Each LEA must have a written program plan that includes:
 a detailed description of the instructional models
implemented by the LEA,
 the process for identification of ELLs,
 the criteria for program exit, and
 the monitoring process after exit from a language instructional
program.
 To access the BEC on the PDE website, click on the link:
http://www.portal.state.pa.us/portal/server.pt/community/pa
_codes/7501/educating_students_with_limited_english_profic
iency_(lep)_and_english_language_learners_(ell)/507356
Instructional Models
 The Program model(s) that the LEA adopts for ELLs must be:
1) based on an educational theory recognized as sound by some
experts in the field or considered by experts as a legitimate
experimental strategy;
2) reasonably calculated, including provisions for resources and
personnel, to implement the theory effectively; and
3) evaluated and adjusted where needed to ensure language barriers
are actually being overcome.
Castañeda v. Pickard, 648 F.2d 989 (1981)
 Program administrators planning the instructional models should
consider LEA demographics, and student characteristics.
 Options for English language instructional programs are
charted in the following:
Characteristics of Major Program Models for LEP Students (PDF)
NEW for 2013-14
 Bilingual/ESL Program models are reported in PIMS in
the programs fact template.
 Program codes are listed and described in PIMS Manual
volume 2 appendix F.
 Collaboration between ESL Program Coordinators and
PIMS Coordinators is essential.
LIEP Defined
 The term "program" refers to: (1) planned instruction by
a qualified ESL /Bilingual teacher, (2)
adaptations/modifications in the delivery of content
instruction by all teachers based on the student’s
language proficiency level and the Pennsylvania
Language Proficiency Standards (PA ELPS) for ELLs as
well as the Pennsylvania academic standards.
Educating Students With Limited English Proficiency (LEP)
and English Language Learners (ELL)
Program Evaluation
 Each LEA must periodically evaluate its language
instructional program to ensure all components are
aligned and working effectively to facilitate the
acquisition of the English language and academic
achievement defined by the PA academic standards.
22 Pa. Code § 4.52, Castañeda v. Pickard, 648 F.2d 989
(1981) and 20 U.S.C. § 6841
 Data reported to LEAs from state level assessments of
ELP and academic achievement (ACCESS for ELLs® and
PSSA) must be used in program review and
improvement.
Challenges for ELLs and their
Educators
 Improve the academic achievement of ELLs
 Promote high levels of content and language learning
 Hold all students to the same high standards
 Need to learn content while becoming proficient (double
the work)
 Meet the academic standards
 Graduate and be equipped for college and career
Opportunities for ELLs and their
Educators
 Re-envision the education of ELLs
 Re-define language acquisition and proficiency to include academic
literacy
 Re-examine your program
 Re-align curriculum, instruction, and assessments
Effective ESL Programs: Meeting the Challenges and Embracing the
Opportunities (August 21, 2013 webinar)
Recording and power point available on the ESL Portal at the link below:
http://www.eslportalpa.info/index.cfm?pageid=5255
Title III Monitoring
 USDOE will monitor PDE’s oversight of Title III Part A
 Scheduled for 4 days March-September 2014.
 2-3 subgrantees/consortia will be monitored by USDOE
as part of this process.
 For subgrantees/consortia it will involve:
 On site visit
 Submission of documentation 1 month prior to visit
 Selected LEAs will be notified and planning conference calls
will be scheduled
eMetric Data Interaction Tool
 November 15, 2013: eMetric has been updated
to include the 2012-13 ACCESS for ELLs data
 E-metric is a dynamic online data tool that houses
assessment results and LEA/student data for the
WIDA Consortium’s English language proficiency
assessment, ACCESS for ELLs.
 Please note: This tool is accessible only through a
secure website
(https://solutions.emetric.net/paaccess/) and users
are reminded of the confidentiality of the system.
 Permission to access this data tool comes through the
superintendent or program administrator.
Superintendents/program administrators may contact
[email protected] for user ID and password
information.
 LEAs, charter schools, and comprehensive CTCs can
perform queries to obtain both individual and group
summary assessment information. With e-Metric, users
can perform the following activities:
 Create reports, graphs, or data files
 Disaggregate data
 Drill down from summaries to individual students
 Print or export reports
 Track students' performance from year to year
 Analyze performance on ACCESS for ELLs
 Useful information for providing appropriate
instructional support and program evaluation!
 To access a recorded webinar and power point materials
addressing the eMetric Data Interaction Tool, click on
the following link:
http://www.eslportalpa.info/index.cfm?pageid=5255
ACCESS for ELLs Growth Charts
 Measuring growth helps you see how far students have
come compared to where they started.
 Planning opportunities for language learning and utilizing
strengths in one domain to support other domains.
 Helps look at trends or patterns to make improvements
 Resources:
 Focus on Growth (attached)
 WIDA Percentile Growth Charts (attached)
 http://wida.us/assessment/ACCESS/index.aspx?growthreport=1
#scores
 Annual subscription available for ACCESS for ELLs Growth
Reports to show district- and school-level growth trends.
 Your students’ English language proficiency (ELP) growth
over two years is compared to the growth of students
WIDA-wide.
 Contact Metritech at 800-747-4868 (WIDA Support)
LEP Data Collection
Data Related to LEP Students
 Accurate data is essential for federal reporting,
accountability and data analysis purposes
 LEAs are responsible to report accurate data to PIMS
and LEP System
 LEAs’ signature on Accuracy Certification Statement
(ACS) attests that the data contained in PIMS or LEP
System is true and accurate
2013-2014 Required LEP Data
Collections
Data Collected
Window
Templates Required
Purpose
Impact
Student Data
October













Collects data on LEP students in programs
designed for LEP students. This data is used for
federal reporting purposes.
Title III LEP & Immigrant Children & Youth funding
determined by this report
District Snapshot
School Enrollment
Programs Fact
Student
Student Snapshot
School Enrollment
Program Fact
Student
Student Snapshot
Student
Student Snapshot
Program Fact
District Fact
Detailed calendar can be accessed
on the PDE Website
in
Provides student precode labels for the ACCESS
Labels for WIDA ACCESS for ELLs and Alternate
November
for ELLs,
Alternate ACCESS
for ELLs, PSSA
ACCESS
for ELLs assessments are generated from this
Programs >> Programs O-R >>
PIMS
- Pennsylvania
Information
and Keystone test booklets.
collection.
Management System.
PreCode
ACCESS for ELLs
Reporting
Collection
at:
February
LEP System
March


NA
Application is online and
accessed through the
PDE Portal.
ELL End of Year
Count
June





Student Snapshot
School Enrollment
Program Fact
Student
District Fact
Collects data on LEP and Title III LEP students
who are administered the ACCESS for ELLs
English Language Proficiency Assessment during
the ACCESS for ELLs test window. This
snapshot is used for federal reporting purposes
and for accountability purposes.
Collects counts of Title III nonpublic students
served. This data is used to determine Title III
allocations.
Collects data on LEP students in programs
designed for LEP students. This data is used for
federal reporting purposes and program
compliance monitoring.
Collects data on LEP, ICY, and Title III students
who were enrolled in a school at any time during
the school year. This snapshot is used for federal
reporting purposes.
ACCESS Test Files are matched to reported LEP
students. Test booklets that do not match demographic
data in PIMS are invalidated for federal reporting and
accountability purposes. Data MUST be accurate.
Failure to report a count of nonpublic students served
may negatively impact Title III funding.
Based on compliance reviews, PDE provides technical
assistance to LEAs.
Reported to Congress. Impacts federal decisions
concerning policy and funding for LEP and Immigrant
students.
New for 2013-14
 PIMS October 1 Student Enrollment Snapshot
 Nonpublic student count in district fact template
 Title III Professional Development Survey
 12-13 Title III PD activities in district fact template
 Precode
 Instructional delivery codes for ESL/Bilingual Education Program
(Core) in programs fact template
 Instructional delivery codes for Title III Supplemental Program in
programs fact template in PIMS June End of Year Collection
 Code for daily English language development instruction
provided by the ESL teacher
 Program codes in PIMS Manual Vol. 2 appendix F
 ESL Coordinators and PIMS Coordinators must collaborate
ACCESS for ELLs Assessment
Communications to LEAs
 2014 Administration of ACCESS for ELLs and Alternate
ACCESS for ELLs
 2014 ACCESS for ELLs Test Ordering
 Pennsylvania Criteria to Determine Participation in the
Alternate ACCESS for ELLs
 Alternate ACCESS for ELLs Test Administrator Eligibility
Requirements
 Documents are posted in ESL Toolkit under the
Assessment tab, Summative Assessments:
http://toolkit.eslportalpa.info/index.cfm?pageid=5338
Professional Development
 The following professional development webinars were
delivered on November 5 and 7, 2013.
 Administering ACCESS for ELLs Kindergarten
 Administering ACCESS for ELLs Grades 1-12
 Administering Alternate ACCESS for ELLs
 Test Ordering, Administrative, and Security Procedures
 Archived recordings, power point materials, and
supporting documents are available on the ESL Portal
(www.eslportalpa.info) within the ESL Toolkit under the
Assessment tab, Summative Assessments.
2013-2014 Testing Schedule
Task
LEA Test Administrator Training Window
LEAs Order Test Materials
Start Date
End Date
-11/11/13
01/26/14
12/13/13
11/14/13
11/28/13
-01/27/14
--
01/13/14
03/07/14
02/21/14
PIMS ACCESS for ELLS Data Collection
Snapshot Date
--
03/07/14
PIMS ACCESS for ELLs Data Collection
Period
03/07/14
03/14/14
LEAs Ship Completed Materials to
MetriTech
--
03/14/14
PIMS Precode Data Collection period for
ACCESS for ELLs®
LEAs Receive Test Materials
Test Window
Order Additional Materials Deadline
MetriTech Data Validation website open
04/22/14
for corrections
PIMS ACCESS for ELLs Correction Window 04/22/14
PIMS ACCESS for ELLs data corrections
(only for LEAs notified by PDE)
05/12/14
04/25/14
04/25/14
05/15/14
Reports Shipped to District*
Week of 06/09/14*
*Subject to change depending on timeliness of materials returned to
Metritech and accuracy of demographic data in PIMS & Metritech.
NEW for 2014: Test Administrator
Certification Requirements
 All test administrators must certify or recertify on the
group module, which addresses the significant changes
to the administration and delivery of the listening
component.
 Training requirements for 2014 test administration must
be completed between October 7, 2013 and January 26,
2014.
NEW for 2014: Alternate ACCESS
for ELLs
 Alternate ACCESS for ELLs will be operational in PA for
administration during the 2014 ACCESS for ELLs Testing
Window (January 27—March 7, 2013)
 Alternate ACCESS is designed for ELL students who are
significantly cognitively impaired
 Professional development webinar took place November 7,
2013. Recording and materials posted in ESL Toolkit under the
Assessment tab, Summative Assessment:
http://toolkit.eslportalpa.info/index.cfm?pageid=5338
 Penn*Link is forthcoming
ACCESS 2.0
 2013-14 Field Test
 March 1-June 30, 2014
 Administer 1 domain (reading)
 2 hour administration per grade cluster
 Selected LEAs identified by CAL and WIDA to
participate have been contacted
 Additional LEAs may volunteer to participate
in the field test
 Training webinars: December 2013 -February
2014
 Contact Pakou Vang at [email protected]
 2015-16 Fully Operational
Title III & Accountability
2012-13 Accountability
ESEA Flexibility Waiver targets
In a State that received a waiver of the requirement to make AYP determinations, an
LEA is still held accountable for AMAO 3. However, that accountability is now based
on whether the subgroup of English Learners met its AMOs for reading/language arts
and mathematics, the 95% participation rate requirement, and, if the LEA includes
one or more high schools, the State’s graduation rate goal or annual target.
(ESEA Flexibility Frequently Asked Questions Addendum, March 5, 2013)
AMAO 1 and 2
N count is 11 (decreased from 40)
AMAO 3
Indicators:
Participation (95% for ELL subgroup)
4 year graduation rate cohort (85% or 10 % improvement)
Percentage advanced/proficient of aggregate reading/Keystone literature for ELL
subgroup (will include flep monitors 1 and 2, if their inclusion raises score)
Percentage advanced/proficient of aggregate math/Algebra 1 for ELL subgroup
(will include flep monitors 1 and 2, if their inclusion raises score)
Targets: pending
2012-13 AMAO Status Reports pending
2012-2013 AMAO
Improvement Planning
 Based on 10-11 AMAO Status Reports and 11-12 AMAO
Status Reports
 5 subgrantees in 2 year AMAO IP
 AMAO Improvement Plan Development:
 Notification of the Requirement to develop and implement
an AMAO Improvement Plan based on preliminary 11-12
AMAO Status Reports—January 2013
 Professional development—March 2013
 Submission of AMAO Improvement Plan—May 2013
 Submission of Assurance Statement--June 2013
 Release of 11-12 AMAO Status Reports—July 2013
 Implementation of plans & continued technical assistance
 Attend Data Retreat—April 2013 or January 2014
 Complete Progress Check—February 2014
 Ongoing implementation & evaluation—August 2014
2013-2014 Annual Measurable
Achievement Objectives (AMAOs)
AMAO 1
Annual Measurable
Achievement Objective
Target
Annual increases in the number or
percentage of children making progress
towards learning English.
61%
Definition: gain of > 0.6 ACCESS for
ELLS composite proficiency level score
AMAO 2
Annual increases in the number or
percentage of children attaining English
proficiency.
26%
Definition: ACCESS for ELLs composite
proficiency score of > 4.5 on a Tier B or
C assessment or Kindergarten
assessment
AMAO 3
Adequate yearly progress (AYP) for LEP
students.
OR PA ESEA Flexibility Waiver
indicators
AYP Targets
OR PA
ESEA
Flexibility
Waiver
targets
Professional Development
2013-2014 ESL Professional
Development Plan
 LEP Data—by PDE staff and WIDA PD Specialists
 Title III—by ESL TA Facilitators and PDE staff
 Improvement Planning—by ESL TA Facilitators, PDE staff, WIDA
PD Specialists
 Assessment—by PDE staff and WIDA PD Specialists
 Instructional Practice —by PDE staff, ESL TA Facilitators, and
WIDA PD Specialists
Event descriptions and registration are
available at www.eslportalpa.info
Data Collection Webinars
Target Audience: PIMS Administrators, PIMS
Coordinators, District Test Facilitators
Collection
Date
Topic
Enrollment
September 17, 18, PIMS Enrollment
24,
Snapshot Training
October 3
Precode
November 4, 5
PIMS
PSSA/ACCESS for
ELLs Precode
Training
ACCESS
February 19, 25
PIMS ACCESS for
ELLs Snapshot
Training
LEP
February 27
LEP System Data
Collection Training
End of Year
June 10, 18
ESL End of Year
Snapshot Training
Title III Webinar Series
 Target Audience: Title III subgrantees and consortia
Date
Time
Topic
May 8, 2014
10 am-12 pm
1:30-3:30 pm
Effective Instruction for
Students with Limited or
Interrupted Formal Education
September 25, 2013
10 am-12 pm
eMetric Data Interaction Tool for
ACCESS for ELLs
Basic User
September 24 January 21
3-4pm
TransACT: An overview of the
Online Tool for Compliance and
Parent Notification
http://www.pdewebinars.org/viewwe
binar.php?id=269
Advanced User
November 19 March 25
http://www.pdewebinars.org/view
webinar.php?id=268
 The following recorded webinars and powerpoints are available on the
ESL Portal at www.eslportalpa.info :
 Title III Application and Approved Activities
 Title III Requirements for Translation/Interpretation, Equitable
Services for Nonpublic Students, Supplement v. Supplant
 Title III Requirements for Effective Applications, Use of Immigrant
Children and Youth Funds, and Parental Engagement
 Title III Monitoring & Compliance Review
Assessment Webinars
• Target Audience: ACCESS Test Facilitators, ELL
Coordinators, ACCESS Test Administrators
Date
Time
Topic
August 21, 2013
1:30-3:30 pm
Use of the W-APT for
Identification and
Placement
November 5,
2013
1:30-3:30 pm
Administering
Kindergarten ACCESS
November 5,
2013
10 am-12 pm
Administering ACCESS
Grades 1-12
November 7,
2013
10 am-12 pm
Administering
Alternate ACCESS
November 7,
2013
1:30-3:30 pm
ACCESS Test Ordering
& Security
May 22, 2014
10 am-12 pm
ACCESS for ELLs
Score Interpretation
Instruction of ELLs: Webinars
 Target Audience: ELL Coordinators, IU ESL Contacts,
classroom, content, ESL, and special education teachers
Date
Time
Topic
August 21,
2013
10 am-12
pm
Effective ESL Programs:
Meeting the Challenges
and Embracing the
Opportunities
January 22,
2014
March 12,
2014
April 10, 2014
10-11:30
am
Implementing the PA
ELL Overlays Series
Instruction of ELLs: On site Trainings
 Target Audience: ELL Coordinators, IU ESL Contacts,
classroom, content, ESL, and special education teachers
Date & Site
Topic
September 4-5, 2013
(PaTTAN Pittsburgh)
September 9-10, 2013
(PaTTAN Harrisburg)
September 12-13, 2013
(PaTTAN King of Prussia)
ELD Standards in Action:
Collaboration
October 7, 2013
(videoconference)
(PaTTAN Pittsburgh)
(PaTTAN Harrisburg)
(PaTTAN King of Prussia)
ESL Program Development and
Compliance Training for Charter
Schools
October 25, 2013
(PaTTAN Pittsburgh)
October 23, 2013
(PaTTAN Harrisburg)
October 22, 2013
(PaTTAN King of Prussia)
Data Discovery
November 15, 2013
(videoconference)
(PaTTAN Pittsburgh)
(PaTTAN Harrisburg)
(PaTTAN King of Prussia)
PDE’s New ELL Overlays:
Supporting Rigor
Technical Assistance
ESL Technical Assistance Protocol
 Level #1: ESL Toolkit
 Level #2: IU ESL Contact
 Level #3: ESL Technical Assistance Coordinator
 Level #4: PDE
ESL Technical Assistance Coordinator
 After October 1, 2013
 the provision of technical assistance with primary focus on
priority schools and those Local Educational Agencies
(LEAs) in Title III AMAO Improvement
 working with PDE staff to develop and implement ESL
training opportunities and supportive resource materials
 support PDE staff by providing technical assistance,
conducting site visits, coordinating professional
development opportunities, gathering information and
producing ESL tools and resources to assist in the provision
of instruction to English Language Learners (ELLs).
PDE Staff
Division of Curriculum
 Linda Long | State Title III Director
ESL/Bilingual Education Advisor
[email protected]
 Tami Shaffer l Education Administration Associate
[email protected]
Division of Federal Programs
 Jesse Fry | Regional Coordinator
[email protected]

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