Federal Program Directors Meeting
Title III Program
December 11, 2013
Robert Crawford
Mami Itamochi
Overview
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Policy 2417
E-learns
ELPA 21
WESTELL
Test Accommodations
AMAO
Policy 2417
• Background information
– Current Policy 2417 – 2003
– Policy 2417 Change – 2 phases
• 1st phase – Standard adoption
• 2nd phase – definitions
• Current
–
–
–
–
9/27 Advisory Council’s Webinar
November Board Meeting
Public Comment by 12/16
Adoption
• Future planning
Current Policy 2417
• Current ELP Standards
– Proficiency Level (1-5)
– Standard 1-3
• Standard 1 – Oral (Listening & Speaking)
• Standard 2 – Reading
• Standard 3 – Writing
– Numbering of Standards and Objectives
• ELP.S.1.1
• Follow Content Standards
Current Policy 2417
• Progression (Oral – Standard 1)
– ELP1.1.1. Understand a few words and
phrases
– ELP2.1.1. Understand a few words phrases
and/or with basic English grammatical forms
– ELP3.1.1. Attempt to use standard English
and is understood when speaking
– ELP4.1.1. Ask and answer instructional
questions
– ELP5.1.1. Vary speech according to purpose,
audience, and subject matter
Current Policy 2417
Level
1
Understand
and use oral
language
2
Understand
and use oral
language
3
Understand
and use oral
language
4
Understand
and use oral
language
structure
5
Use
Effective
oral
communicat
ion skills in
variety of
setting
ELP Oral
Understand
a few words
and phrases
Understand
a few words
phrases
and/or with
basic English
grammatical
forms
Use
standard
English
inconsistentl
y, but is
understood
when
speaking.
Ask and
answer
instructional
questions
Vary speech
according to
purpose,
audience,
and subject
matter
Guiding Principles New Standards
1. Potential
2. Funds of Knowledge
3. Diversity in ELL Progress in Acquiring English
Language Proficiency
4. Scaffolding
5. Students with Limited or Interrupted Formal
Education
6. Special Needs
7. Access Supports and Accommodations
8. Multimedia, Technology, and New Literacies
Table 1. Organization of the ELP Standards in Relation
to Participation in Content-Area Practices
1
2
3
4
5
6
7
8
9
10
construct meaning from oral presentations and literary and informational text
through grade-appropriate listening, reading, and viewing
participate in grade-appropriate oral and written exchanges of information, ideas,
and analyses, responding to peer, audience, or reader comments and questions
speak and write about grade-appropriate complex literary and informational texts
and topics
construct grade-appropriate oral and written claims and support them with
reasoning and evidence
conduct research and evaluate and communicate findings to answer questions or
solve problems
analyze and critique the arguments of others orally and in writing
adapt language choices to purpose, task, and audience when speaking and writing
determine the meaning of words and phrases in oral presentations and literary
and informational text
create clear and coherent grade-appropriate speech and text
make accurate use of standard English to communicate in grade-appropriate
speech and writing
Alternate Organization of the ELP Standards
Receptive modalities*:
Ways in which students receive
communications from others (e.g.,
listening, reading, viewing). Instruction
and assessment of receptive modalities
focus on students’ communication of
their understanding of the meaning of
communications from others.
Interactive modalities:
Collaborative use of receptive
and productive modalities as
“students engage in
conversations, provide and
obtain information, express
feelings and emotions, and
exchange opinions” (Phillips,
2008, p. 3).
8
determine the meaning of words and phrases in oral
presentations and literary and informational text
Listening
and
reading
4
speak and write about grade-appropriate complex literary
and informational texts and topics
construct grade-appropriate oral and written claims and
support them with reasoning and evidence
7
adapt language choices to purpose, task, and audience
when speaking and writing
3
Productive modalities*:
Ways in which students
communicate to others (e.g.,
speaking, writing, drawing).
Instruction and assessment of
productive modalities focus on
students’ communication of their
own understanding or interpretation.
1
construct meaning from oral presentations and literary and
informational text through grade-appropriate listening,
reading, and viewing
Speaking
and
writing
Listening,
speaking,
reading,
and
writing
5
participate in grade-appropriate oral and written exchanges
of information, ideas, and analyses, responding to peer,
audience, or reader comments and questions
conduct research and evaluate and communicate findings
to answer questions or solve problems
6
analyze and critique the arguments of others orally and in
writing
2
ELP Standard Examples: Grades 4-5
The Descriptors Describe ELL Performance by the END
of each ELP Level
• The levels 1–5 descriptors for each of the 10 ELP
Standards describe targets for ELL performance by
the end of each ELP level at a particular point in time.
– Students may demonstrate a range of abilities
within each ELP level.
– The linear progressions described in the ELP
Standards are done for purposes of presentation
and understanding; actual second language
acquisition does not necessarily occur in a linear
fashion within or across proficiency levels.
Table Discussion 1
What opportunities and challenges do
the new standards provide?
Future Planning
• District Training in conjunction with
spring Federal Program
- Title III Directors
-Instructional Leads
• Electronic Resources
• E-Learns Course
E-Learns
• E-Learns
– WVDE e-Learning:7 weeks course
• Participants can earn collage credit if they choose
– WVDE e-Learning for West Virginia Educators Winter
2014 Course Schedule
• Class Dates: Jan 08, 2014 to Feb 25, 2014
• Registration Dates: Dec 01, 2014 to Jan 07, 2014
– New Courses for teachers/administrators
• ELLs and Common Core State Standards
• Sheltered Instruction Observational Protocol (SIOP)
And current course – Facilitating Instruction for English
Language Learners
ELPA 21 Assessment
• ELPA 21 Consortium Development
– Consortium Member States
Arkansas, Florida, Kansas, Iowa, Louisiana, Nebraska, Ohio,
Oregon, South Carolina, Washington and West Virginia
• Consortium diagnostic screener
• English language proficiency assessment in
grades K-12
• Employ technology when possible and account
for interoperability across user platforms
emerging from Smarter Balanced and PARCC.
ELPA 21 Assessment
• Timeline
– Consortium Governance Formation: Spring 2013
– Summative Assessment Field Test: Spring 2015
– Diagnostic Screener Field Test: Spring 2015
– Formative Assessment Operationalized: Spring
2016
– Diagnostic Screener Operationalized: Fall 2016
WESTELL 2014
All LEP students have to take WESTELL test annually!!!
Testing Accommodations
• WESTEST 2 online – 2014
• Smarter Balanced Test (RLA and Math) and WESTEST 2
online (Social Studies and Science) – 2015
– Available Languages
• New Testing Accommodations (2013-2014 WV
Guidelines for Participation in State Assessment)
– P01 – use text to speech
– P28 to P39
– P41 – Provide translations glossary – SB Math Items only
(Locally provided) – paper & pencil (Student has to have
IEP)
– T09 – Provide separate setting (smarter balanced)
*More detail information will be provided by Elluminate Session in Near Future!
Smarter Balanced Assessment
AMAO Report
• AMAOs
– AMAO 1: Annual increases in the number or percent of children making progress in
English as determined by WESTELL
– AMAO 2: Annual increases in the number or percent of children attaining English
language proficiency as determined by WESTELL
– AMAO 3: Met AMOs RLA and Math & Participation rate requirement & graduation rate
http://wvconnections.k12.wv.us/documents/RevisedAMAOCalculations2013includeAMAO3-website.docx
• AMAO Target (cell size 20)
– AMAO 1
2009-10
21%
2010-11
24.5%
2011-12
28%
2012-13
31.5%
2013-14
35%
2010-11
3.5%
2011-12
6%
2012-13
8.5%
2013-14
11%
– AMAO 2
2009-10
1%
– AMAO 3
• State Assessment Performance (75% by 2020)
• Graduation Rate (4 years 85% by 2020, 5 years 87.5% by 2020)
• State Assessment Participation Rate (95%)
Table Discussion 2
How can you use your current report
to positively impact services to English
language learners?
WVEIS
• WVEIS on WOW
– LEP 510 report
– Accommodation report
• Data Collection
– 2nd month data collection
*2014 Federal Title III County Allocation will be
determined 2013 2nd month data.
• Cautions
– Put new LEP students’ data after you
complete language screening test (if students
score fluent – level 5 – do not activate LEP
tab)
LEP Student’s Identification
• Home Language Survey
– Toward a Common Definition of English Language
Learners
http://www.ccsso.org/Documents/2013/Toward_
a_Common_Definition_2013.pdf
(page 6)
• Under Identification/Over Identification
Home Language Survey Questions
Table Discussion 3
What current practices do you use in
identifying English language learners?
What additional procedures/changes
could be implemented to improve the
accuracy of identification?
Resources
• Toward a Common Definition of English Language
Learners
http://www.ccsso.org/Documents/2013/Toward_a_
Common_Definition_2013.pdf
• RTI
http://www.rti4success.org/pdf/0728%20RTI%20ELL
%20Summary%20d4.pdf
• Reading Language Arts
http://ell.stanford.edu/teaching_resources/ela
• Math
http://ell.stanford.edu/teaching_resources/math
Next Steps
• WESTELL Trainings
• State Assessment Accommodation Training
• Onsite TA – as needed
Any Questions?
Robert Crawford rcrawford@access.k12.wv.us
Mami Itamochi mitamochi@access.k12.wv.us
Phone Number: 304-558-0200