Transcript English Language Learners CCL March 13, 2015

Kelly Rizzi
Director of School and District Support
Shasta County Office of Education
 CALPADS (Jeanette Spencer, BCOE)
 Submissions
 Two types of data
 Services and settings
 ELA/ELD Framework Activity- Chapter Two
 Designated ELD- Is… Is Not…
 ELPAC update
(Holly Harding, BCOE)
 CALPADS is the primary student data source used for
STATE and FEDERAL reporting.
 ELs now generate $$ for Local Control Funding Formula
(LCFF)
 Title III LEP reporting to feds
 CAASPP (state assessments) for DataQuest
 Data reported in error can cost districts $$$
CALPADS Submissions
Fall
Data as of Census
Day
October 1
End of Year
Cumulative Data
July 1-June 30
Data submission occurs year-round but data are only
“harvested” during the data submission cycles (There is
no longer a spring submission.)
1. English Language Acquisition Status
(ELAS) Data
2. EL Services (and Settings) Data
 Student English Language Acquisition Status Effective
on Census Day
 EO
 EL
 RFEP
 IFEP
 or TBD
 Primary Language
 Language used to determine whether or not a student
should be given the CELDT
 Student enrollment information (Enrollment/Exit)
 English Language Acquisition Status Code
 English Language Acquisition Status Start Date
 Primary Language Code
 ELAS does not depend on where the
student is enrolled
 ELAS stays the same for the student
until a LOGICAL change is made (EL
to RFEP, TBD to EL, etc.)
 Who inputs this student data (ELAS) into your
district’s student information system (i.e. Aeries)?
 In your district, is there a system in place to ensure:
 Sufficient communication between the EL Program
director/teachers and the CALPADS data person?
 Data is monitored for accuracy?
 Data connected to course instructional strategy
(setting)
 Teacher assigned to the Course (and their credentials)
 Connected to District’s EL program (i.e. bilingual
program, sheltered English) what program or service is being provided in
the classroom by the teacher?
 Education Service – Connected to course/teacher
 Primary Language Instruction and ELD Instruction
and/or SDAIE Instruction
 ELD Instruction and SDAIE Instruction BUT not
Primary Language Instruction
 ELD Instruction Only
 SDAIE Instruction Only
 Other English Learner Service:
SDAIE
Any service that is not P1, ELD, or
 Instructional Strategy Code
 Structured English Immersion (SEI) and/or English
Learner Mainstreaming (ELM)
 English Learner Mainstreaming (ELM)
 Alternative EL Program – Two-Way Immersion
 Alternative EL Program – Bilingual
 Structured English Immersion (SEI): Students who score
at less than reasonable fluency are placed in an SEI
program and are taught overwhelmingly in English. Some
assistance may be provided in the primary language.
Students are taught ELD and other core subjects by
authorized teachers using district-adopted textbooks and
supplementary materials. Instruction is based on ELD and
grade-level content standards.
 English Language Mainstream (ELM): Students who score
at reasonable fluency in English are placed in an ELM
program. They are taught ELD and other core subjects by
authorized teachers using district-adopted textbooks and
supplementary materials. Instruction is based on ELD and
grade-level content standards. Students receive any
additional instruction needed for them to be reclassified as
fluent English proficient.
 Alternative Program (ALT): Students with an approved “Parental
Exception Waiver”**** are taught core subjects in their primary
language. They receive instruction in ELD in English. Teachers must
receive special training to work in such a program. They use districtadopted textbooks and supplementary instructional materials.
Instruction is based on ELD and grade-level content standards. Students
receive any additional instruction needed for them to be reclassified as
fluent English proficient.
 Adopted July 9, 2014
 Implementation 2014-2015
 Organization
 "Systems” chapters (1, 2, 8-12)
 Grade levels chapters (3-7)
 Chapter 3 TK-1
 Chapter 4 2-3
 Chapter 5 4-5
 Chapter 6 6-8
 Chapter 7 9-12 (9-10, 11-12)
• With a partner, decide who will find statements describing
what ELD is and who will find statements describing what
ELD is not in the excerpt from Chapter 2.
• Read the excerpt describing designated ELD, marking the
text according to your role.
• Transfer your notations to the T-chart and discuss your
findings with your partner.
Is…
Is not…
Pilot Items: 2015-2016
Field Test: 2016-2017
Operational: 2017-2018
Stakeholder involvement opportunities:
Vote on assessment window choices (December)
Item writing
Field test sites
Standards setting
Cut score validation
ELPAC Technical Advisory Group
If you’d like to get involved or ask questions: [email protected]
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