Long-term English Learners
TOM TORLAKSON
State Superintendent
of Public Instruction
• AB 2193 adds to Education Code 313
• Defines long-term EL and at-risk of
becoming a long-term EL
• CDE shall annually ascertain…and
provide the information to school
districts and schools
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Long-term EL Report
TOM TORLAKSON
State Superintendent
of Public Instruction
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At-risk of Becoming
Long-term ELs
TOM TORLAKSON
State Superintendent
of Public Instruction
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Common Core
State Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
Professional Learning Modules
September 26, 2013
Carrie Roberts
Literacy, History, and Arts Leadership Office
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The professional learning modules were
developed to deepen the understanding
of the following:
TOM TORLAKSON
State Superintendent
of Public Instruction
a) The common core academic state standards
b) Instructional strategies to support the learning
of all pupils, including English learners,
pupils with disabilities, and underperforming
pupils
c) Instructional strategies that promote
creativity, innovation, critical thinking, problem
solving, collaboration, and communication
skills in all academic content areas
d) The integration of subject content knowledge
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e) Instructional leadership and coaching
Brokers of Expertise
http://www.myboe.org/
TOM TORLAKSON
State Superintendent
of Public Instruction
http://myboe.org/portal/default/Group/Viewer/Gro
upView?action=2&gid=2996
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TOM TORLAKSON
State Superintendent
of Public Instruction
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Modules to be available
this Fall
TOM TORLAKSON
State Superintendent
of Public Instruction
• English Learners, ELD standards
and Common Core (2)
• CCSS and Special Education
Students
• MTSS: A Framework for
Implementation of the CA CCSS
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Examples from New Modules
TOM TORLAKSON
State Superintendent
of Public Instruction
• English Language Arts: Writing to Inform,
Argue and Analyze
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=504695
• Content Literacy for Technical Subjects
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505198
• Assessment Literacy
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=507082
• Content Literacy in History Social Studies,
Kindergarten through Grade 5
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706
• Literacy in Science
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CDE: CA CCSS Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
For more information, visit the California
Department of Education’s Common Core State
Standards Web page at:
http://www.cde.ca.gov/ci/cc/
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•
•
•
The standards
Frequently asked questions
Informational flyers
Additional resources
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SB 201 – ENGLISH LANGUAGE PROFICIENCY
ASSESSMENTS FOR CALIFORNIA (ELPAC)
Authorizes the development of two separate
English language proficiency assessments - for
initial identification and annual summative test.
 Identifies the annual assessment window to be
administered as a four-month period after
January 1 of each school year, as determined by
the State Superintendent of Public Instruction.
(SSPI)
 Requires the SSPI to report to the legislature
when both new assessments are ready for their
first administration.

AB 899
Requires the Superintendent, on or before
January 1, 2015 to recommend modification to
the ELD standards to link with the SBEapproved academic content standards for
mathematics and science.
 Requires the SSPI to convene a group of experts
and hold a minimum of two public meetings to
gather input.
 Authorizes the SBE, on or before August 1, 2015,
to adopt or reject the SSPI recommendations.
 ELPAD must be aligned to the approved ELD
Standards.

CELDT ITEM ALIGNMENT

Goal
Primary alignment to the 2012 ELD Standards
 Over 700 Items reviewed


Also reviewed:
Secondary alignment
 Grade level appropriateness
 Language complexity level
 Alignment to foundational skills


(Part II 2012 ELD Standards)
CELDT ITEM ALIGNMENT

Preliminary findings of 1,842 active CELDT
Items analyzed:
Overall: Approximately 480 items (26 percent) were
aligned to one of the 2012 ELD Standards.
 Listening: 24 percent with primary alignment



Speaking: 30 percent with primary alignment


Speech Functions and 4-Picture Narrative test (up to 5th gr)
Reading: 35 percent with primary alignment


Extended Listening Comprehension test
Reading Comprehension test
Writing: 8 percent with primary alignment

Short Composition test component
IMPORTANT
CELDT performance should increase if begin new
standards
 Blueprint guidelines will determine the test
specifications
 Focus on arguing with evidence



Could include math as a source
Will continue with CELDT
Fall administration
 13/14, 14/15, 15/16


Will Field Test LPAC 15/16
QUESTIONS / CONCERNS DISCUSSED:

At what point is the LPAC an assessment of
diagnostic for language vs. content knowledge?
T1/T3 language requires alignment to content
 Not assessing content, but are assessing language
linked to content.


E.G., recognizing shapes; step by step (sequence) language
to build a volcano