- MAS: Multilingual Academic Support

Report
Los Angeles County Bilingual/EL
Directors Meeting
CDE Update
October 5, 2012
Magdalena Ruz Gonzalez
Silvina Rubinstein
Common Core State Standards
Systems Implementation Plan
• In March 2012 the State Board of Education
voted to present, in partnership with the State
Superintendent of Public Instruction, the
Common Core State Standards Systems
Implementation Plan.
• The plan identifies major phases and activities
in the implementation of the Common Core
State Standards (CCSS).
See handout # 3
Common Core State Standards
Systems Implementation Plan, Cont.
The document includes:
• Several appendices
• A template that local educational agencies
may use as a starting point for developing
their own local plans.
• Information from various professional
organizations regarding how these
organizations can assist local educational
agencies in implementing the CCSS.
Common Core State Standards
Systems Implementation Plan, Cont.
• The CCSS Systems Implementation Plan for
California is available on the California
Department of Education Common Core State
Standards Web page at
http://www.cde.ca.gov/re/cc/. For additional
information, please contact Barbara
Murchison, Common Core Systems
Implementation Office, at 319-0490.
California
English Language Development (ELD)
Standards
AB 124 ELD Standards Revision
Bilingual Coordinators Network
September 20, 2012
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
California
English Language Development (ELD)
Standards
AB 124 ELD Standards Revision
Bilingual Coordinators Network
September 20, 2012
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Presentation Objectives
• Provide update on CA English Language
Development (ELD) standards revision process
• Describe key shifts in the CA ELD standards
made to ensure full alignment to Common Core
State Standards
• Illustrate how Proficiency Level Descriptors
(PLDs) and ELD standards were refined based
on public comment
• Highlight implementation plan next steps
7
ELD Standards Development Timeline
8
Summary of Public Comments
•Public invited to comment (140 comments received) on the
following documents:
– Introduction/Proficiency Level Descriptors (PLDs)
– CA ELD Standards Template
– CA ELD Standards (K-8, 9-10, 11-12)
•Comments categorized into following priorities:
1. Number of Proficiency
Levels and PLDs
2. Correspondence to the
Common Core
3. Horizontal and Vertical
Alignment
4. Reading Foundational Skills
Response to Comments
Positives, questions, and revisions:
1. Number of Proficiency Levels and PLDs:
+ Ample and clear descriptors
? From 5 to 3 proficiency levels
 Greater delineation (entry/progress through, exit)
2. Correspondence to the Common Core State
Standards (CCSS):
+ Clear link to CCSS
? Show correspondence, strengthen rigor
 Rigor added, correspondence shown
Response to Comments, cont’d.
Positives, questions, and revisions:
3. Horizontal and Vertical Alignment:
+ Clear, gradual, nonlinear
? Specificity, distinctions, Parts I and II
 Strengthened specificity/distinctions; prepared Appendix clarifying
how Parts I & 2 interrelate
4. Reading Foundational Skills:
+ Important to signal, place in appendix
? Ensure proper use, allow public review, note L1 as resource
 Prepared appendix clarifying use within ELD standards; shared
draft with public; clarified L1 as strategic resource
Response to Comments, cont’d.
Additional Resources Developed:
• Overviews of the CA ELD Standards and of
Proficiency Level Descriptors
• Three appendices:
– Theoretical Foundations and Research Base
– Part II: Learning About How English Works
– Literacy Foundational Skills
12
CA ELD Standards: Purpose
Align with California’s Common Core State Standards for
English Language Arts, Literacy in History/Social Studies,
Science, and Technical Subjects (Common Core State
Standards)
Highlight and amplify the key language knowledge, skills,
and abilities in the Common Core State Standards critical for
ELs to simultaneously be successful in school while they are
developing English
CA ELD Standards: Purpose
Provide opportunities for ELs to access, engage with, and
achieve in grade-level academic content while they are learning
English
Designed to be used in tandem with the Common Core State
Standards and not in isolation
Proficiency Level Descriptors
(PLDs) Overview
• Describe student knowledge, skills, and abilities
across a continuum, identifying what ELs know
and can do
• Provide three proficiency levels: Emerging,
Expanding, and Bridging – at early and exit stages
• Guide targeted instruction in ELD, as well as
differentiated instruction in academic content
areas
Proficiency Level Descriptors (PLDs)
Overview, cont’d.
Include:
•Overall Proficiency: A general descriptor of ELs’ abilities at
entry to/progress through, and exit from the level
•Extent of linguistic support needed per the linguistic and
cognitive demands of tasks, at early stages and as ELs
develop
Proficiency Level Descriptors (PLDs)
Overview, cont’d.
Include:
Descriptors for early stages of and exit from each proficiency
level, using ELD standard structure:
•Three Modes of Communication:
– Collaborative (engagement in dialogue with others)
– Interpretive (comprehension and analysis of written and spoken texts)
– Productive (creation of oral presentations and written texts)
•Two dimensions of Knowledge of Language:
– Metalinguistic Awareness (language awareness & self-monitoring)
– Accuracy of Production (acknowledging variation)
18
19
The 2012 ELD Standards’
Structure and Components
Include:
• 2-page “At a Glance”
• Part I: Interacting in
Meaningful Ways
• Part II: Learning about
How English Works
• Part III: Using
Foundational Literacy
Skills
20
Walk-Through of the 2012 ELD Standards’
Structure and Components: Grade 7
Example
21
“At a glance”
22
“At a glance”
23
“At a glance”
24
“At a glance”
25
“At a glance”
26
“At a glance”
27
Part I: Interacting in
Meaningful Ways
28
Part II: Learning about How
English Works
29
Part I: Interacting in
Meaningful Ways
30
Part II: Learning about How
English Works
31
Highlights of Draft Appendices
Additional Resources to Support
Understanding and Implementation:
– Theoretical Foundations and Research
Base
– Part II: Learning About How English Works
– Literacy Foundational Skills
32
Appendix: Theoretical Foundations and
Research Base for the ELD Standards
Theoretical Foundations
• Socio-cultural and socio-linguistic approaches
• Socio-cognitive and cognitive approaches
• Genre and meaning based approaches
• Substantial section on scaffolding for ELs
• Explanation of “substantial, moderate, light” descriptors
Research Base
• EL language and literacy development
• Effective instructional practices
Other Resources
• “Understanding Language”; “Framework for ELPD Standards”; state,
national, and international frameworks
33
Appendix: CA ELD Standards Part II:
Learning About How English Works
Perspective on how to support EL students using Parts I and II
in concert:
Language Demands of the Common Core
•Description of how language is integrated into the Common
Core
Moving From Everyday to Academic Registers
•Strategies to support transition to academic registers
Application of Part II strands
34
Appendix: Foundational Literacy Skills
Research on English Learners
• English learners benefit from reading foundational skills instruction
• Oral English proficiency is crucial for English literacy
• Native language literacy facilitates English literacy learning
Reading Foundational Skills Alignment Charts
• Student language and literacy characteristics
• Considerations for literacy foundational skills instruction
• CA Common Core Reading Standards: Foundational Skills
Alignment Charts
• K – 5, by grade
• 6 – 12, by grade span
35
Appendix: Foundational Literacy Skills
36
Next Steps for CA in Larger Context of CCSS
Implementation
•
•
•
•
ELD standards revised & approved (2012)
ELD implementation plan approved (2013)
ELD professional development materials produced (2013-14)
ELA/ELD Curriculum Framework developed by Instructional
Quality Commission (2014-15)
• SBAC assessment developed (2014-15)
• Next-generation ELD assessment developed (2015-16)
• ELA/ELD Adoption of K-8 Instructional Materials (2016)
37
ELD Standards Technical Aspect of
Standards
• Aligned with, and support, the California
Common Core Content Standards
• Three proficiency levels instead of five:
Emerging, Expanding, Bridging
• General description of ELs’ abilities at “early
stage of” and “exit from” each level
• Listening, Speaking, Reading, and Writing
domains are not explicit
ELD Standards Technical Aspect of
Standards
Impact on CELDT:
• Integrating the new standards into the assessment
• Review structure of current CELDT for necessary
changes to align to the new standards.
• Create new items as needed to assess new standards.
• Pilot items.
• Field-test items.
• Administer new operational kindergarten, grade one,
and grade two assessments in 2015–16.
CELDT Administration
•
•
•
•
Separation of K–1 Test
Educators’ meeting: October 11, 2012
Item writing activities: January–April 2013
Content and bias and sensitivity reviews:
May 2013
• Item pilots: May–June 2013
• Field test: 2014–15
• Projected separation: 2015–16
CELDT Reporting
• New report: CELDT Test Results by Prior
Overall Performance Level– Current CELDT
overall performance and most recent
previous CELDT overall performance– State,
county, district, and school levels
• DataQuestWebpage
http://dq.cde.ca.gov/dataquest/
CELDT Reporting (cont.)
CELDT Reporting (cont.)
New Resources
• 2012–13 CELDT Information Guide –General
program information and guidance on
reporting and using results–Guidance about
American Sign Language and reclassification
for English learners with severe cognitive
disabilities–Checklist of key actions for the
administration of the CELDT to students with
disabilities
New Resources (cont.)
• Released Test Questions –Updated to include
new sample student responses –Will include
the revisions to the scoring rubrics
• CELDT 101 – Updated Soon – Information
about the new ELD standards
• All these resources are available at:
http://www.cde.ca.gov/ta/tg/el/resources.a
sp
CELDT Administration (cont.)
• Transitional Kindergarten (TK)
• TK students whose primary language is other
than English must be administered the CELDT.
• 2012–13 Edition: – Mark the “K” bubble for
grade – Include date of birth
• 2013–14 Edition:– “TK” bubble for grade may
be added to the answer book.
What’s New for 2012–13
• Name and Tell
TOM TORLAKSON
State Superintendent
of Public Instruction
–New item type to be field tested
•Available now or soon on
www.celdt.org:
–CELDT Fundamentals
• Basic CELDT information
–CELDT Quarterly Webinars
• Thematic, based on quarterly CELDT tasks
–CELDT Tutorials
• Five short tutorials on how to use the CELDT Webbased applications
14
Key Dates
TOM TORLAKSON
State Superintendent
of Public Instruction
• May 2012 — Release of the 2011–12 CELDT AA
results
• July 2012 — Posting of the 2012 CELDT Information
Guide
• July 1, 2012 — 2012–13 CELDT AA and IA windows
open
• August 24, 2012 — STOT, Orange County Office of
Education
• August 28, 2012 — Final STOT, Sacramento County
Office of Education
• Fall, 2012 — K–1 Educators’ Meeting, Sacramento
• November 15, 2012 — ELD Standards SBE deadline
16
Title III Accountability
• Part I — 2011–12 Title III Accountability
• TitleIII Accountability Overview
• Release of AMAOs 1 and 2 Results– Analysis
of AMAO 1 Results– Analysis of AMAO 2
Results– Reasons for the improvement in
AMAOs Results
• Posting of Title III Information Guide•
Release of AMAO3 Results and Research File
Release of AMAOs 1 & 2 Results
• Percent of LEAs/Consortia meeting AMAOs
• AMAO 1 – 83%
• AMAO 2 – 59%– 75% met target of less than 5
years – 69% met target of 5 years or more LEAs
and consortia
N=706 Source: June 2012 update
Posting of Title III Accountability
Information Guide 2011-2012
• Title IIII Accountability Report Information
Guide posted in August 2012Available on the
CDE Title III Accountability Web page at
http://www.cde.ca.gov/ta/ac/t3/
Release of AMAO 3 Results and
Research File
Release in October 2012:
• 2011–12 Title III Accountability Reports of the
annual measurable achievement objectives
(AMAOs 1, 2, and 3)
• 2011–12 Title III Accountability Research file
Available on the CDE Title III Accountability
Web page at http://www.cde.ca.gov/ta/ac/t3/
Cash Management Data Collection
System
Most recent reporting period
– July 10–31, 2012
Next reporting period
– October 10–31, 2012
Cash Management Data Collection
System Resources and Contacts
• For more information on the data collection
system, including instructions, reporting dates,
and frequently asked questions, please visit the
California Department of Education (CDE) Federal
Cash Management Web page at
http://www.cde.ca.gov/fg/aa/cm/.
• For program questions, please contact
Karen Almquist, Education Fiscal Services
Assistant, by phone at 916-327-4406 or by email at [email protected]
2012–13 Applications
• Applications for 2012–13 Limited English
Proficient (LEP) and Immigrant Education
Student Subgrant Programs have been
submitted by local educational agencies
(LEAs). Any LEAs who missed the application
deadline will have to wait until 2013-14 to
determine their eligibility and apply.
2012–13 Private School Participation
• Applications for 2012–13 Limited English
Proficient (LEP) and Immigrant Education
Student Subgrant Programs have been
submitted by local educational agencies
(LEAs). Any LEAs who missed the application
deadline will have to wait until 2013-14 to
determine their eligibility and apply.
2012–13 Private School Participation
• Private school requests to participate
(Immigrant) and private school reports via the
Con App (LEP) have been completed.
• A memorandum of understanding should be
completed by October 31, 2012, for any
participating private schools.
2012-13 Awards
The 2011–12 Title III estimated per pupil
amounts are:
– LEP: $104.05
– Immigrant: $100.00
2012–13 Awards
• Title III sub-grantees no longer receive an
award letter from the Language Policy and
Leadership Office (LPLO).
• Funding information is available on the Title III
Immigrant and LEP Entitlement Listing page
at:
http://www.cde.ca.gov/sp/el/t3/tiiiapportnoti
fy11.asp.
End of Year Expenditure Reports
• End of Year (EOY) expenditure reports for
Direct Funded and Consortia LEAs are
projected to be available via CARS online
October 2012.
• Consortia leads will only report for the year(s)
they were the lead.
• The LPLO will not be sending the notificationLEAs will receive notice via CARS.
End of Year Expenditure Reports
• LEAs must report all obligations on the EOY
expenditure report.
– According to the California State Accounting Manual,
“Legal obligations are commitments made by an LEA to
purchase goods or services immediately or in a future
period.”
– To determine whether a financial commitment should be
reported as an obligation, please refer to Title 34, Part 76,
Section 707 from the Code of Federal Regulations (CFR):
Retrieve by CFR citation Web page at
http://www.gpoaccess.gov/cfr/retrieve.html.
End of Year Expenditure Reports
All obligations must be liquidated no later
than 90 days after the funding period ends.
FY 2010–11 subgrant obligations need to be
liquidated by December 30, 2012.
Federal Guidance: Supplement, not
Supplant
Webinar May 4, 2011
– Archived on the WestEd Title III Funds:
Supplement, Not Supplant in California Web page
at http://www.webdialogues.net/cs/TitleIIIcasupplement-home/view/di/248?x-t=home.view.
Federal Guidance: Private School
Participation
Equitable Services Requirements- Services to Limited
English Proficient Students in Private Schools Webinar
– July 20, 2011
– PowerPoint presentation available by request to
Jim Shields by phone at
916-319-0267 or by e-mail at
[email protected]
Federal Guidance: Funding for
Translation of Documents
• Annual letter will be mailed September 2012
• General translation of documents:
– May not use Title III for translation of general
handout documents
– May use Title I for translation of parental
notifications
Federal Guidance: Funding for
Translation of Documents
May use Title III for translation of specific documents:
– Reason for identification
– Method of assessment and level of English
proficiency
– Description of program settings
– Program placement and rationale
Federal Guidance: Funding for
Translation of Documents
– Exit requirements
– Coordination with objectives of Individualized
Education Program (if appropriate)
– Parental rights
– Failure to make progress on the Annual
Measurable Achievement Objectives (AMAOs) (if
appropriate)
Title III LEP Program and Fiscal Contacts
LEP Student Subgrant Fiscal Questions:
Patty Stevens, Associate Governmental Programs
Analyst, by phone at 916-323-5838 or by e-mail at
[email protected]
LEP Student Subgrant Program Questions:
Jim Shields, Education Programs Consultant
by phone at 916-319-0267 or by e-mail at
[email protected]
Title III Immigrant Program and Fiscal
Contacts
Immigrant Student Subgrant Fiscal Questions:
Patty Stevens, Associate Governmental Programs
Analyst, by phone at 916-323-5838 or by e-mail at
[email protected]
Immigrant Student Subgrant Program
Questions:
Jim Shields, Education Programs Consultant, by
phone at 916-319-0267 or by e-mail at
[email protected]
Parental Waivers for English
Learners
Handout #4
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Placement of English Learners
• Except by parental waiver, all children must be placed in
English language classrooms.
• English learners are to be educated through sheltered English
immersion during a temporary transition period, then
transferred to mainstream classrooms.
• Under approved parental waivers, children may be transferred
to classes where they are taught English and other subjects
through bilingual education techniques or other methods
permitted by law.
Parental Notification
• Parents* must be informed of the placement of their children
in a structured English immersion program.
• All such parents must be notified of an opportunity to apply
for a parental exception waiver.
• The notice shall include a description of locally-adopted
procedures for requesting a waiver and any locally-adopted
guidelines for evaluating a waiver request.
*
“Parent” means “parent or legal guardian” throughout.
When a Parental Waiver May Be
Granted
A waiver may be allowed based on
any of the following:
• The child already knows English
• The child is age 10 or older
• The child has special needs
Procedures for Granting
Waivers
• Parent must apply annually in person.
• Parent must be given a full description of all options
available.
• For a waiver based on special needs, pupil must be placed for
at least 30 calendar days in an English language classroom;
the district superintendent must approve the waiver
pursuant to local guidelines.
• Waivers must be granted unless school staff have
determined that it would not be best for the student.
• If 20 or more pupils of a given grade level are granted
waivers at a school, the school must offer such a class or
allow pupils to transfer to another public school.
Recommendation of Waivers
• School staff may recommend a waiver to the parent.
• Parent must be informed in writing with a full
description of the recommended alternative program
and all other available options.
• Parent has the right to refuse to agree to a waiver.
Denial of Waivers
• In case a waiver is denied, parents must
be informed of reasons in writing.
• Parents must be advised that they may
appeal to the local board or to the court.
Deadlines for Acting on Waiver
Requests
• All waivers must be acted upon by the school within 20
instructional days of submission to the school principal.
• However, waivers based on special needs shall not be acted
upon during the 30-day placement in an English language
classroom.
• These special needs waivers must be acted upon no later
than 10 calendar days after expiration of the 30-day
placement, or within 20 instructional days of submission to
the school principal, whichever is later.
Accountability Leadership Institute
2012 Theme
Moving Forward: English Language
Development Standards, Assessments, and
the Common Core
Accountability Leadership Institute for English
Learners and Immigrant Students
SAVE THE DATE
December 3-4, 2012
Santa Clara Marriott
Email: [email protected]
Keynote Speakers
Dr. Lily Wong Fillmore, Ph.D.
UC Berkeley School of Education
David Coleman
President, College Board
Xavier De La Torre
Superintendent of Santa Clara County Schools
Featured Speaker
Karen Cadiero-Kaplan, Ph.D.
CA Department of Education
Workshop Topics
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Common Core Standards
English Language Development Standards
Assessments
Legislative Updates
Understanding Language Initiative
Migrant Education Program
CELDT Update
Federal Program Monitoring
Long Term English Learners
State Seal of Biliteracy
ELD/SDAIE Teacher Credentialing Update
ELs in Juvenile Justice Schools
A Look at Learning A.L.L.
And more
Monday Evening Keynote
and Networking
Xavier De La Torre, Superintendent
of Santa Clara County Schools
High Achievement for
All English Learners
Registration & Hotel Information
Coming Soon
Registration
$300
Santa Clara Marriott
$140 conference rate
http://www.cde.ca.gov/sp/el/t3/
State Seal of Biliteracy
The First in the Nation
84
State Seal of Biliteracy
• Assembly Bill 815 (Brownley, Chapter 618,
Statues of 2011) took effect January 1, 2012
• Purpose:
To recognize high school graduates who have
attained a high level of proficiency in one or
more languages in addition to English
85
California State Seal of Biliteracy
Language of Proficiency
April 2 to August 6, 2012
French
1,059
10%
Mandarin
678
6%
Japanese
255
2%
Spanish
7,600
72%
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Total: 10,685
Cantonese
240
2%
German
188
2%
Other
301
3%
Vietnamese
108
1%
Korean
141
Latin
1%
115
1%
Other World Languages
American Sign
4
Lao
30
Arabic
8
Malay
1
Armenian
5
Mien
1
Chaozhou
1
Mixteco
1
Farsi
17
Pilipino
71
Finnish
1
Polish
1
Gujarti
2
Portuguese
8
Hebrew
4
Punjabi
38
Hindi
2
Romanian
1
Hmong
3
Russian
3
Hungarian
1
Serbo-Croatian
1
Ilocano
1
Taiwanese
2
Indian
1
Turkish
3
Indonesian
1
Urdu
37
Italian
10
Unknown
6
Khmer
36
Total
301
Type of LEA
School District
Number
Seals Issued
94
10,282
County Office of
Education
2
99
Charter School
17
304
TOTAL 10,685
California Department of Education
Web Information
• The CDE State Seal of Biliteracy Web page at
http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp
• Letter to the field and supporting documents
(downloadable)
• Frequently Asked Questions
• Language Resources
• Contact the CDE by e-mail at [email protected]
89

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