English Languag e Learners TESTING AND PROGRAM INFORMATION OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 1.

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

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English Language LearnersTESTING AND PROGRAM INFORMATION


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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 counseling plan.

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 who are ELL endorsed or receive ongoing PD in ELL strategies.

Seattle Public Schools


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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 ELLs’ grades and ages.

2. Ask your neighbor, “How do you support your ELLs?”

Each counselor, teacher, or administrator should write at least two ways that he/she supports ELLs.


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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


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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

2013-14 TBIP Annual Report to the Legislature


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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

ESEA Title III (A)(3102)(1)


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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

Funds for Federal Formula-Allocated and Selected Student Aid Programs, USDOE


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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)


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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. Title III – Allowable Expenditures


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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.


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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


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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.

USDOJ & USDOE, “January 7, 2015 Dear Colleague Letter” (12).


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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.


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Exited Students – Measuring Academic Progress Measurements can include: • State and district testing results. • Classroom assessments and grades. • Teacher recommendations.


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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.


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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.


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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.


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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.


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Discuss with a Partner How are your exited ELLs being served? Describe the: 1) Amount of service 2) Type of support


20I (Low) II III IV V (High)

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Association b/w INX and Student Sub-groups

FRPL ELL SPED

COLOR

% of INX

% o

f st

udent

subgro

ups

The Squawkers

State Equity Plan data


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The Squawkers

I (Low) II III IV V (High)14

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Association b/w NotHQT and Student Sub-groups

FRPL ELL SPED COLOR

% of NotHQT

% o

f st

udent

subgro

ups

State Equity Plan data


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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;

http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html


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NotHQT (Unit:%)RankNotHQT I (Low) II III IV V (High)AvgPctNotHQT 0.0 2.5 4.2 6.7 13.6Min 0.0 1.1 3.3 5.3 8.7Max 0.0 3.3 5.3 8.7 66.7Student 20 20 20 20 20FRPL 19.8 19 19.9 19.9 21.3ELL 17.2 18.7 21 22.5 20.6SPED 20.6 19.1 20.4 19.3 20.7COLOR 17.3 20.5 20.3 20.8 21.1White 22 19.6 19.8 19.4 19.2Hispanic 18 19.9 19.6 21.2 21.4Asian 14 22.9 20.7 23.2 19.1Black 13.6 20.4 23.2 19.8 23.1AmIn 26.9 15.8 15.4 15.7 26.2PcIs 16 23.7 24.4 16.7 19.3 2 or more races 19.2 20.7 20.5 19.4 20.2

Squawk!!!

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Ensure Your Students Get ELL Support!


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English Language Proficiency Assessment

There are two types of tests: the Placement and the Annual

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.

Transition Year: In 2015-16, the ELPA21 Annual will be used, and the WELPA Placement will be used.

http://www.k12.wa.us/assessment/EL/FAQ.aspx


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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?*

http://www.k12.wa.us/assessment/EL/PlacementFAQ.aspx

http://www.k12.wa.us/MigrantBilingual/HomeLanguage.aspx


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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.

http://www.k12.wa.us/assessment/EL/PlacementFAQ.aspx


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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.


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Testing Dates*

http://www.k12.wa.us/assessment/StateTesting/timelines-calendars.aspx

*ELPA21 will be offered in about the same time frame.


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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.

http://www.k12.wa.us/assessment/EL/FAQ.aspx


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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.


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Recap What have we discussed so far?


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Ensure Your ELL Students Get State Testing Support!


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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

Guidelines on Tools, Supports, and Accommodations


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Designated SupportsComputer: 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



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Scores Scores achieved by students using designated supports will be included for federal accountability purposes.



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ELLs with Special Needs Non-Standard Accommodation RequestIf 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. http://www.k12.wa.us/assessment/StateTesting/

http://www.k12.wa.us/assessment/StateTesting/pubdocs/Non-StandardAccommodationRequestForm.pdf



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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.



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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...


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Training Updates Bilingual UpdateRecording: 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 PresentationRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualWebinarDearColleagueLetterCivilRights6-12-15.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 UpdateRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/MigrantUpdate6-12-15.wmv

http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualUpdate6-12-15.wmv

http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualWebinarDearColleagueLetterCivilRights6-12-15.mp4

http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualWebinarDearColleagueLetterCivilRights6-12-15.mp4

http://www.k12.wa.us/MigrantBilingual/Webinar/MigrantUpdate6-12-15.wmv


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Training Content-Based and Sheltered Instruction: Components for SuccessPDF: http://www.k12.wa.us/MigrantBilingual/Webinar/CBIShelteredInstruction6-5-15.pdf Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/ContentBasedShelteredInstruction6-5-15.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

http://www.k12.wa.us/MigrantBilingual/Webinar/CBIShelteredInstruction6-5-15.pdf


http://www.k12.wa.us/MigrantBilingual/Webinar/ContentBasedShelteredInstruction6-5-15.wmv



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Training ELL Home VisitsPDF: http://www.k12.wa.us/MigrantBilingual/Webinar/CBIShelteredInstruction6-5-15.pdf Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/ContentBasedShelteredInstruction6-5-15.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 KnowledgePDF: 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




http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.pdf

http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.wmv


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Training Date LocationFunds 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


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Training Academic Language: Important for ALL, Essential for English Language Learners (ELLs)PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-10-15.pdf Recording: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-11-15.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

http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-10-15.pdf

http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-10-15.pdf

http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-11-15.wmv

http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-11-15.wmv


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Questions?

Thank you!


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Contact David Murphy

Program Supervisor

Bilingual Education

[email protected]

(360) 725-4980

Alyssa Westall

Program Supervisor

Bilingual Education

[email protected]

(360) 725-4476

mailto:[email protected]




English Languag e Learners TESTING AND PROGRAM INFORMATION OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 1.

Documents

public instruction

ells office of superintendent

support students

rural office of superintendent

instruction salaries

ells grades

usdoe slide

legislature slide