Transcript English Language Learners TESTING AND PROGRAM INFORMATION OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION Counselor’s Role? Support students, staff, and families to meet the needs of.

English
Language
Learners
TESTING AND PROGRAM INFORMATION
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
1
Counselor’s Role?
Support students, staff, and families to meet the needs of students through the
development of academic, personal, social, and career awareness activities.
Collaborate with classroom and support staff to implement the elementary guidance and
Coordinate and/or facilitate group activities.
Counsel students individually.
Consult with teachers, staff, families regarding social/emotional needs of students.
Refer students with critical needs, in consultation with their families, to appropriate resources.
Collaborate with the district ELL administrator to place eligible students with classroom teachers
ongoing PD in ELL strategies.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Seattle Public Schools
2
How Do You Support English Language Learners?
1. Ask your neighbor, “Who are your ELLs?”
Learn the major languages, the building and district population size, and the
2. Ask your neighbor, “How do you support your ELLs?”
Each counselor, teacher, or administrator should write at least two ways that
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
3
Structure
Washington’s ELL population: Languages spoken, size of the population, distribution,
etc.
Services for ELLs
Equity Issues Surrounding English Language Learners (ELLs)
Testing for ELLs
Civil Rights Obligations to ELLs
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
4
Population
219 languages spoken
2/3rds Spanish speakers
Four next most common: Russian, Vietnamese, Somali, Chinese
Average of 3 years in program
About 110,000 ELLs
Located mostly in Yakima valley area and along I-5 corridor
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
2013-14 TBIP Annual Report to the Legislature
5
Obligation
To ensure that children who are limited English proficient, including
immigrant children and youth:
• Attain English proficiency
• Develop high levels of academic attainment in English,
• Meet the same challenging State academic content and student
academic achievement standards as all children are expected to
meet
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
6
ESEA Title III (A)(3102)(1)
Title III Capacity
Budget 2014 Fiscal Year (Actual): $16,665,751
Budget 2015 Fiscal Year (Estimate): $15,804,270
Amount per Student 2015 (Estimate): $145
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
7
Funds for Federal Formula-Allocated and Selected Student Aid Programs, USDOE
Funding Capacity – Per Pupil, 2013-14
Basic Education: $5,538
Transitional Bilingual Instructional Program: $913
Title III: $167
Migrant Education: between $676.36 and $422.73 (based on the level of need
of students, other federal funds received and whether the district is rural)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
8
ADMINISTRATION - Allowable, as part of the 2% indirect rate.
INSTRUCTION - Salaries for teachers and instructional support staff (for extended day and extended year only).
PD TRAINER - In-house professional development trainer (as specified in district’s Title III application).
COACH - In-house coach (as specified in district’s Title III application).
SUBSTITUTE COSTS - Substitute costs for teachers attending specific ELL professional development.
STIPENDS - Stipends for teacher time, outside of contractual hours, spent on ELL-specific professional development
activities.
TUITION - Tuition support for teachers or instructional support staff working towards ELL and/or Bilingual Ed. endorsements.
PROFESSIONAL DEVELOPMENT - Required Activity: Professional development specific to the needs of ELLs.
CURRICULUM DEVELOPMENT - Curriculum development specifically designed for English Language Learners.
PARENTS - Promote active ELL parent/community involvement to support parents to help their child to achieve academically.
TRANSLATION & INTERPRETERS - Allowable to supplement TBIP translation and interpreters services.
EVALUATION - Costs associated with Title III annual program evaluation.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III – Allowable Expenditures
9
TBIP – Allowable Expenditures
Funding for the Transitional Bilingual Instruction Program and Title III may pay for things like:
Salaries
Professional development and training for teachers
Materials to help students learn English
Parent involvement and literacy activities
Instruction outside of the typical school day, and
Translation and interpretation specific to the program.
—TBIP legislation specifically calls for professional development for counselors.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
10
RCW 28A.180.040
School board duties.
(f) Provide in-service training for teachers, counselors, and other staff, who are involved in the district's transitional
bilingual program. Such training shall include appropriate instructional strategies for children of culturally different
backgrounds, use of curriculum materials, and program models; and
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
11
Service
EL programs must be designed and reasonably calculated to enable
EL students to attain both English proficiency and parity of
participation in the standard instructional program within a
reasonable length of time.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
12
USDOJ & USDOE, “January 7, 2015 Dear Colleague Letter” (12).
Exited Students
Students who were previously enrolled in the TBIP, but who have exited based upon their WELPA
scores are exited students.
The academic progress of exited students must be monitored for two years after transition to ensure
the following:
1) the students have not been prematurely exited;
2) any academic deficits that the exited ELLs incurred as a result of participation in the ELL program
have been remedied; and
3)that the students are meaningfully participating in the standard instructional program comparable to
their never-EL peers.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
13
Exited Students – Measuring Academic Progress
Measurements can include:
• State and district testing results.
• Classroom assessments and grades.
• Teacher recommendations.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
14
Exited Students – Academic Support
Academic support may be provided by a member of the district’s
English Language Development staff or other district staff best able
to meet the specific individual academic needs of the exited students.
This support may be provided before, during, or after school.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
15
Exited Students – Academic Support
• Expanded access to homework
supports to increase academic achievement.
• In-class support to students who are not yet meeting grade-level standards.
• Extended day, extended year, Saturday support services.
• Other innovative district supports designed to assist recently exited TBIP students in
reaching grade-level performance in academic subjects.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
16
Exited Students – Academic Support
Services provided will depend on the individual academic needs of exited
students identified as needing support.
The idea is not to prepare a program that all recently exited students would
be required to participate in, but rather, to provide a means for districts to
fill that unmet need that may exist for specific students who are not yet at
grade-level in academic subjects.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
17
Exited Students – Student Re-Entry
When a school district’s monitoring of an exited EL student indicates that a persistent language
barrier may be the cause of academic difficulty because general education and remediation
services have proven inadequate, school districts should re-test the student with a valid
and reliable, grade-appropriate ELP test to determine if there is a persistent language barrier
and must offer additional language assistance services where needed to meet its civil
rights obligations.
In no case should re-testing of an exited student’s ELP be prohibited.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
18
Discuss with a Partner
How are your exited ELLs being served?
Describe the:
1) Amount of service
2) Type of support
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
19
The Squawkers
Association b/w INX and Student Sub-groups
% of student subgroups
36
34
FRPL
ELL
32
SPED
COLOR
30
28
26
24
22
20
18
16
14
12
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
10
I (Low)
II
State Equity Plan data
III
% of INX
IV
V (High)
20
The Squawkers
Association b/w NotHQT and Student Sub-groups
26
FRPL
ELL
SPED
COLOR
% of student subgroups
24
22
20
18
16
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
14
I (Low)
II
State Equity Plan data
III
% of NotHQT
IV
V (High)
21
Limited English Proficient – Partial Definition
(25) LIMITED ENGLISH PROFICIENT- The term limited English
proficient', when used with respect to an individual, means an individual
—
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or
secondary school;
(C)(i) who was not born in the United States or whose native language is
a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident
of the outlying areas;
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
22
http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html
State Equity Plan
data
NotHQT
RankNotHQT
AvgPctNotHQT
Min
Max
Student
FRPL
ELL
SPED
COLOR
White
Hispanic
Asian
Black
AmIn
PcIs
2 or more races
I (Low)
0.0
0.0
0.0
20
19.8
17.2
20.6
17.3
22
18
14
13.6
26.9
16
19.2
II
2.5
1.1
3.3
20
19
18.7
19.1
20.5
19.6
19.9
22.9
20.4
15.8
23.7
20.7
III
4.2
3.3
5.3
20
19.9
21
20.4
20.3
19.8
19.6
20.7
23.2
15.4
24.4
20.5
IV
6.7
5.3
8.7
20
19.9
22.5
19.3
20.8
19.4
21.2
23.2
19.8
15.7
16.7
19.4
(Unit:%)
V (High)
13.6
8.7
66.7
20
21.3
20.6
20.7
21.1
19.2
21.4
19.1
23.1
26.2
19.3
20.2
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Squawk!!!
23
Ensure Your Students Get ELL Support!
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
24
English Language Proficiency Assessment
There are two types of tests: the Placement and the
Annual
Transition Year: In 2015-16, the ELPA21
Annual will be used, and the WELPA
Placement will be used.
When are students given the Placement Test?
Students must be tested within ten days of attendance in a
Washington State school. Entering kindergartners may be tested as
early as May 1 preceding their attendance in the fall.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
25
http://www.k12.wa.us/assessment/EL/FAQ.aspx
English Language Proficiency Assessment
Which students take the WELPA Placement Test?
If students’ or their families’ response to either question #2 or
#3 on the state’s Home Language Survey is a language other
than English, the students are potential English language
learners.
The Home Language Survey is available in 37 languages.
2. What language did your child first learn to speak?*
3. What language does YOUR CHILD use the most at home?*
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
26
http://www.k12.wa.us/assessment/EL/PlacementFAQ.aspx
English Language Proficiency Assessment
Is the Placement Test to be used only for new students?
The Placement Test is to be given to establish a student’s initial
eligibility for English Language Development (ELD) services as
determined by the State Transitional Bilingual Instructional
Program (STBIP), and for identifying Native American students
for Title III services.
Placement tests can also be used to determine continued
eligibility for students who have not received an assessment
result for over 2 years.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
27
http://www.k12.wa.us/assessment/EL/PlacementFAQ.aspx
English Language Proficiency Assessment
Do we test students who transfer from other
states?
Yes. Who have been out of Washington for more than
12 months and who indicate on the Home Language
Survey that a language other than English is their
primary language must be tested with the WELPA
Placement Test, even if they were identified or exited
ELLs in the other states.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
28
Testing Dates*
*ELPA21 will be offered in about the same time frame.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
29
http://www.k12.wa.us/assessment/StateTesting/timelines-calendars.aspx
Parent Waivers
Are students whose parents have waived
program services required to take the WELPA?
Students whose parents have waived program
services are required to participate in the annual
administration of the WELPA.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
30
http://www.k12.wa.us/assessment/EL/FAQ.aspx
English Language Proficiency Assessment
The annual English Language Proficiency Assessment is used for two
main purposes:
1. To allow students to transition out of program (level 4 on the WELPA).
2. To allow students to move forward in the program (level 2 or 3 on the
WELPA).
3. To give teachers another way to gauge students’ strength and
weaknesses in their English language development.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
31
Recap
What have we discussed so far?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
32
Ensure Your ELL Students Get State Testing Support!
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
33
Designated Supports
“Designated Supports” are for ELLs
“Accommodations” are for Special Education students
and ELLs who are Special Ed
Designated Supports must be identified prior to testing.
Any informed educator may authorize the use of
Designated Supports.
Slides 23 – 28 apply to all statewide assessments
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
34
Guidelines on Tools, Supports, and
Designated Supports
Computer: Embedded
Computer: Non-Embedded
Computer: Non-Embdded
(Cont.)
Color contrast
Bilingual Dictionary
Separate Setting
Masking
Color Contrast
Translations – Test Directions
Text to Speech
Color Overlays
Translations – Glossaries
Translations – Test Directions
Magnification
Translations – Glossaries
Noise Buffers
Translations – Stacked (Math)
Read Aloud
Turn off any Universal Tools
Scribe
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
35
Guidelines on Tools, Supports, and
Accommodations
Scores
Scores achieved by students using designated
supports will be included for federal
accountability purposes.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
36
Guidelines on Tools, Supports, and Accommodations
ELLs with Special Needs
Non-Standard Accommodation Request
If a student's IEP documents the need for an
accommodation that is not addressed within the
state's assessment guidelines, the student's IEP
team may request district personnel submit a
Non-Standard Accommodation Request form to
request suitable access.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
37
http://www.k12.wa.us/assessment/StateTesting/
Non-Standard Accommodation Request
Subject to approval by OSPI
◦ Indicate student info: first name, last name, SSID, etc.
◦ Indicate the test: EOC or Smarter Balanced.
◦ Is the student on an IEP or 504 Plan?
◦ Describe the requested accommodation and why it is
necessary.
◦ Signature of SPED director and District Assessment
Coordinator.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
38
http://www.k12.wa.us/assessment/StateTesting/pubdocs/Non-StandardAccommodationRequestForm.p
Application
Ask your neighbor, “How can we better
help our ELL students grow?”
Write three ways you can better serve your
ELLs.
Parent engagement, testing information, home
visits, data tracking, tracking ELL graduation rates,
outreach to administrators or teachers...
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
39
Training Updates
Bilingual Update
Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualUpdate6-12-15.wmv
Participants receive program updates, including the preliminary results of the state
professional development models survey, changes to identification guidelines, the
Possible Eligible Not Reported list, and other available resources.
Equity and Civil Rights Presentation
Recording:
http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualWebinarDearColleagueLetterCiv
ilRights6-12-15.mp4
Participants receive an overview of guidance provided in the January 7, 2015, Dear
Colleague Letter: English Learner Students and Limited English Proficient Parents
issued by the U.S. Department of Justice and U.S. Department of Education.
Migrant Update
Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/MigrantUpdate6-12-15.wmv
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
40
Training
Content-Based and Sheltered Instruction: Components for Success
PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/CBIShelteredInstruction65-15.pdf
Recording:
http://www.k12.wa.us/MigrantBilingual/Webinar/ContentBasedShelteredInstructi
on6-5-15.wmv
This one-hour webinar highlights essential components for successful
implementation of a Content-Based or Sheltered Instructional program, including
role and benefits of CBI or SI Programs, staffing, instructional best practices,
funding, and advice from the field.
Presenter: Dr. Joan Nelson
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
41
Training
ELL Home Visits
PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/CBIShelteredInstruction6-5-15.pdf
Recording:
http://www.k12.wa.us/MigrantBilingual/Webinar/ContentBasedShelteredInstruction6-515.wmv
This webinar discusses building on families' strengths, parent engagement through home
visits, framework for conducting home visits, and applying funds of knowledge from home
visits into classroom practices.
Presenter: Dr. Eric Johnson
Funds of Knowledge
PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.pdf
Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.wmv
Topics covered include sociocultural perspectives of language and literacy, funds of
knowledge, and classroom applications of funds of knowledge.
Presenter: Dr. Eric Johnson
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
42
Training
Date
Location
Funds of Knowledge & Home Visits (Dr. Eric
Johnson)
August 6,
2015
Union Gap School District
Funds of Knowledge & Home Visits (Dr. Eric
Johnson)
August 11,
2015
Edmonds School District in
Lynwood, WA
Academic Language (Dr. Gisela Ernst-Slavit)
August 4,
2015
Sumner Middle School
Academic Language (Dr. Gisela Ernst-Slavit)
August 5,
2015
Toppenish Middle School
Academic Language (Dr. Gisela Ernst-Slavit)
August 20,
2015
Marysville School District
English Language Proficiency Standards (Dr.
Joan Nelson)
August 19,
2015
Walla Walla School District
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
43
Training
Academic Language: Important for ALL, Essential for English
Language Learners (ELLs)
PDF:
http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-1015.pdf
Recording:
http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-1115.wmv
Participants will gain a theoretical understanding of the dimensions of
academic language and instructional implications for ELLs, including the
role that language register plays in the classroom.
Presenter: Dr. Gisela Ernst-Slavit
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
44
Questions?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Thank you!
45
Contact
David Murphy
Alyssa Westall
Program Supervisor
Program Supervisor
Bilingual Education
Bilingual Education
[email protected]
s
[email protected]
(360) 725-4476
(360) 725-4980
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
46