english learner coordinators’ network meeting december 8, 2016 · english learner support...

English Learner

Coordinators’ Network Meeting

December 8, 2016

CDE Information

TABLE OF CONTENTS

CDE CONTACT LIST ................................................................................................................. 1

ELSD Newsletter ................................................................................................................ 5

Title III: English Learner Support Division Updates ........................................................ 11

Every Student Succeeds Act (ESSA) and Title III ................................................ 17

Legislative Update ........................................................................................................... 29

CDE Correspondence: ELAC and DELAC ........................................................................ 43

California Spanish Assessment (CSA) ............................................................................ 47

CA ELD Standards-Spanish Translation ........................................................................... 53

ENGLISH LEARNER CONTACT INFORMATION

California Department of Education

English Learner Support Division 1430 N Street, Suite 2204

Sacramento, CA 95814-5901

English Learner Support Division Director: Veronica Aguila

916-319-0938 Fax: 916-319-0139

Language Policy and Leadership Office Administrator: Elena Fajardo

916-319-0845 Fax: 916-319-0138

TOPIC CONTACT PHONE

Accountability Leadership Institute [email protected]

Brian Shedd 916-323-5237

Bilingual Coordinators Network [email protected]

Lorrie Kelling 916-319-0386

Bilingual Programs Lorrie Kelling 916-319-0386

English Language Development (ELD) Standards and Implementation [email protected]

Gustavo Gonzalez 916-319-0420

Local Educational Agency (LEA) Plans and CDE Monitoring Tool (CMT) [email protected]

Sandra Covarrubias 916-319-0267

Student National Origin Report (SNOR) [email protected]

Geoffrey Ndirangu 916-323-5831

Private Schools Geoffrey Ndirangu 916-323-5831

State Seal of Biliteracy [email protected]

Deb Reeves-Gutierrez 916-319-0265

Title III Accountability and Regional Leads ESSA State Plan

Deb Reeves-Gutierrez 916-323-5808

Title III English Learner and Immigrant Programs Geoffrey Ndirangu 916-323-5831

Title III English Learner and Immigrant: Fiscal Patty Stevens 916-323-5838

English Learner Roadmap Maria Trejo 916-319-0678

English Learner Special Education Liaison Sandra Covarrubias 916-319-0267

English Learner Video Series Gustavo Gonzalez 916-319-0420

Title III Survey Pam Lucas 916-323-5739

ELCN Meeting December 8, 2016 1 of 61

mailto:[email protected]






Technical Assistance and Monitoring Office (TAMO) Administrator: Sonia Petrozell

916-319-0938 Fax: 916-319-0138

TOPIC CONTACT PHONE

Federal Program Monitoring (FPM) Debbie Busch 916-319-0320

FPM William Vang 916-323-4872

FPM Manuel Alfaro, Jr. 916-445-5707

FPM Ron Addington 916-319-0228

FPM Suzie Dollesin 916-319-9620

FPMs (TAMO and MEO) Sal Arriaga 916-323-5549

FPMs Stephanie Woo 916-323-1025

Migrant Education Office (MEO) Administrator: Celina Torres

916-319-0851 Fax: 916-319-0139

TOPIC CONTACT PHONE

Fiscal Reporting Flori Huitt 916-319-0704

Identification and Recruitment Jamie Contreras 916-319-0391

Parent Involvement Susie Marks Watt 916-323-2241

Early Learning/Family Biliteracy Noelia Hernandez 916-327-4408

High School/Out of School Youth Programs Elvia McGuire 916-319-0394

Data Reporting Chunxia Wang 916-319-0410

Migrant Education Program Director Meetings John Oses 916-319-0227

State Services Delivery Plan Melissa Mallory 916-319-0730


Assessment Development and Administration Division Director: Michelle Center

916-319-0803 Fax: 916-319-0967

English Language Proficiency and Alternate Assessments Office Traci Albee, Administrator

916-319-0569

CELDT (California English Language Development Test) Customer Support Center [email protected]

866-850-1039

Standards Test in Spanish (STS) Carla Najera-Kunsemiller, EPC

916-319-0340

Analysis, Measurement, and Accountability Reporting Division Director: Cindy Kazanis

916-323-0869 Fax: 916-319-0153

Data Visualization and Reporting Office Administrator: Jonathan Isler Annual Measureable Achievement Objectives (AMAOs)

916-319-0306

Data Reporting Office Administrator: Randy Bonnell

916-319-0395

CALPADS (California Longitudinal Pupil Achievement Data System) Support [email protected]

916-325-9210

Academic Accountability Unit Administrator: Jenny Singh 916-319-0437

Local Agency Systems Support Division Director: Jeff Breshears

916-319-0809 Fax: 916-323-6061

Local Agency Systems Support Office Administrator: Joshua Strong

916-323-6197

Special Education Division Director: Kristen Wright

916-445-4602 Fax: 916-327-3706

Quality Assurance Unit Administrator: Alison Greenwood

916-327-0878

Policy Program Services Administrator: Theresa Costa Johansen

916-323-2409

Assessment, Evaluation, and Support Administrator: Shiyloh Duncan-Becerril

916-445-4628




Educational Data Management Division Director: Jerry Winkler

916-324-1214Fax: 916-327-0195

Federal Program Monitoring Office Administrator: Clement Mok

916-319-0935

FPM Regional Team Lead Assignments 2016–17

Region Counties Served Consultant Phone/E-mail

1, 2

Siskiyou, Modoc, Trinity, Shasta, Lassen, Tehama, Plumas, Butte, Glenn,

Del Norte, Humboldt, Mendocino, Sonoma, Lake

Seyed Dibaji-Foroshani 916-319-0375

[email protected]

3, 5

Yolo, Sutter, Sacramento, Yuba, Sierra, Nevada, Placer, El Dorado, Alpine,

Santa Cruz, Santa Clara, San Benito, Monterey, Colusa

Jessica Gray 916-319-0585

[email protected]

4, 7

Marin, Napa, Solano, San Francisco, Contra Costa, Alameda, San Mateo, Merced, Mariposa, Madera, Fresno,

Kings, Tulare

Shireen Miles 916-319-0953

[email protected]

6, 9 San Joaquin, Amador, Calaveras,

Stanislaus, Tuolumne, Orange, San Diego, Imperial

Carmela Kelly [email protected]

8, 10 San Luis Obispo, Kern, Santa Barbara, Ventura, Mono, Inyo, San Bernardino,

Riverside Beth Anselmi 916-319-0321

[email protected]

11 Los Angeles Malik Abdul-Khaliq [email protected]

California Commission on Teacher Credentialing (CTC) 916-322-4974

CTC Web Site: www.ctc.ca.gov CTC Contacts: http://www.ctc.ca.gov/contact.html *Includes Dedicated Emails:

Credentialing: [email protected] Assignments: [email protected] Examinations: [email protected]

Teaching English Learners Web site: http://www.ctc.ca.gov/credentials/CREDS/english-learners.html *Incudes links to Frequently Asked Questions, leaflets, CTC Exams and Commission-approvedCalifornia Teacher of English Learners (CTEL) programs

U.S. Department of Education, Office for Civil Rights TDD: 800-877-8339 FAX: 415-486-5570 E-mail: [email protected]

Katie Riggs, Civil Rights Attorney 800-421-3481








http://www.ctc.ca.gov/

http://www.ctc.ca.gov/contact.html




http://www.ctc.ca.gov/credentials/CREDS/english-learners.html


English Learner Support Division Updates

November 2016

Language Policy and Leadership Office

The Language Policy and Leadership Office (LPLO) welcomes a new addition to the work place. Lorrie Kelling is the newest Education Programs Assistant (EPA). She will be working with the Bilingual Coordinators Network (BCN) and dual language and other bilingual program models. Please take time to meet Lorrie and hear about her most recent work at the local educational agency LEA level. Welcome Lorrie!

2016 Accountability Leadership Institute for English Learners and Immigrant Students

The 2016 Accountability Leadership Institute (ALI) will be held at The Westin St. Francis San Francisco on Union Square on December 5–6, 2016. This year’s theme is “New Beginning, New Opportunities: Create, Collaborate, and Innovate for English Learner Success.”

Keynote speakers for the Institute include Dr. Sonia Nieto, Dr. Francisco Escobedo, Dr. Feliza Ortiz-Licón, Dr. Aida Molina, and Dr. Jeff Zwiers. Please note that the event has reached maximum capacity, therefore, registration has closed.

Follow ALI on Facebook and Twitter for regular updates.

Like ALI on Facebook: http://www.facebook.com/accountabilityleadershipinstitute

Follow ALI on Twitter: (#2016ALI) http://www.twitter.com/@ali_cde

English Learner Roadmap

An expert workgroup will provide recommendations to the development of the English Learner (EL) Roadmap. Twelve workgroup members were selected through an application process. The window to submit an application closed September 22, 2016. The selected workgroup members include teachers, EL directors, superintendents, and researchers from representative regions of the state and LEAs. Other workgroup members include representatives from the California Department of Education (CDE), CDE Foundation, State Board of Education (SBE), California Collaborative for Educational Excellence, First Five, Commission on Teacher Credentialing and other entities.

Inside This Update

LPLO Staff Update(s)

2016 Accountability Leadership Institute

English Learner Roadmap

Ed for EL Listserv

Translated ELD Standards with Spanish Augmentations

Title III Program and Fiscal Updates

Local Educational Agency Plans

Title III Accountability

2016–17 BCN Meetings

p. 1

p. 1

pp. 1–2

p. 2

p. 2

pp. 2–4

pp. 4–5

pp. 5–6

p. 6

Next BCN Meeting: March 16–17, 2017

Location: Courtyard by Marriott Sacramento Cal Expo 1782 Tribute Road Sacramento, CA 95815


http://www.facebook.com/accountabilityleadershipinstitute

http://www.twitter.com/@ali_cde

The workgroup convened in Sacramento on November 10, 2016, for the first of four meetings. The workgroup will also convene on February 24; May 17; and September 26, 2017. Information is available on the CDE EL Roadmap Web page at http://www.cde.ca.gov/sp/el/rm/.

Education for English Learners Listserv

The LPLO has established a listserv for teachers as a way to communicate on topics related to EL issues. Through the listserv, CDE provides links to articles, resources and other information regarding the education of ELs. Currently, the listserv is supporting over 10,000 teachers. Anyone can join the

listserv by sending a blank e-mail to [email protected].

Translated English Language Development Standards

Author and poet, Isabel Campoy, provided recommendations to a draft of the Spanish translated English language development standards prepared by the San Diego County Office of Education (SDCOE).

The draft translation of the English language development standards include linguistic augmentations specific to the Spanish language. The translated standards are designed to be used for instruction in two-way bilingual immersion and dual language biliteracy programs.

The translated work is near completion and will be submitted to the CDE for review. With much gratitude, we acknowledge the work of Isabel Campoy and the contributions of Jorge Cuevas Antillón and Silvia Dorta-Duque de Reyes. In the near future, CDE will formally recognize these individuals for their contribution to the State’s children.

Title III Program and Fiscal Updates

Eligibility Title III eligibility determinations have been completed and preliminary eligibility lists have been established. The schedule of the 2016–17 preliminary entitlements is posted on the CDE Title III, EL and Immigrant Programs Web page at http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp. The New or Significantly Expanding Charter notification to apply was sent out in October 2016, and LEAs have until March 30, 2017, to apply and submit their approvable plan.

Application for Funding All LEAs apply for Title III, Part A, EL and Immigrant Student Program funds on the Consolidated Application and Reporting System (CARS) Application for Funding page regardless of the eligibility threshold. LEAs who are not eligible to receive EL direct funding because they do not meet the $10,000 threshold also form or join a consortium through a separate additional process.

LEAs applying for Title III funds in the 2016‒17 funding year were required to apply on CARS by June 30, 2016; and provide a substantially approvable updated LEA plan for Title III with a proposed budget describing how the funds would be used. Additionally, consortia eligible LEAs were required to apply on the Consortia Online Application (COA) by July 29, 2016. Detailed information about the Title III EL Student Program Consortium can be found on the CDE Title III EL Consortium Details Web page at http://www.cde.ca.gov/sp/el/t3/lepconsortia.asp. The CDE will continue considering late applications until the absolute deadline of March 30, 2017.


http://www.cde.ca.gov/sp/el/rm/


http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp

http://www.cde.ca.gov/sp/el/t3/lepconsortia.asp

After March 30, the CDE adjusts preliminary entitlements to redistribute all funds amongst those LEAs that completed the Title III application process. All available funds, including carryover, will be recalculated and redistributed to eligible LEAs that completed all the application requirements. Once that recalculation is made, the final funding entitlements are established and posted on the CDE Title III, EL and Immigrant Programs Web link provided above. The final funding list replaces the preliminary eligibility list. LEAs that did not complete the application requirements are removed from the funding list.

Funding Requirements (Release of Apportionments) For Title III funding to be released LEAs must meet the following:

1) Apply on CARS (the consortium lead also applies via the COA on behalf of all its members)

2) Submit a Title III LEA Plan that, upon review, is determined to be “Substantially Approvable”(See the Local Educational Agency Plans section.)

3) Report the cash balance in the Cash Management Data Collection (CMDC) system during themost recent reporting window

4) Report a cash balance that indicates funds have been spent down enough to obtain morefunds (The CDE recommends that LEAs also report their expenditures on CARS andcompare it with cash released on CMDC.)

Payment information is available on the CDE Title III, EL and Immigrant Programs Web page at http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp. Warrants are mailed to county treasurers.

Cash Management Data Collection System LEAs are required to report cash balances on the CMDC. The last reporting period was October 10–31, 2016. The next reporting period is January 10–31, 2017. For more information on the CMDC system, including instructions, reporting dates, and frequently asked questions, visit the CDE Federal Cash Management Web page at http://www.cde.ca.gov/fg/aa/cm.

For CMDC questions, contact Leslie Sharp, Education Fiscal Services Consultant, School Fiscal Services Division, by phone at 916-323-4977 or by e-mail at [email protected].

Data Reporting—CARS 2016 Winter Release The following Title III data collections will be included in the winter release:

2014–15 Title III, Part A Immigrant End of Year (EOY) Expenditure Report, 27 Months Title III, Part A EL EOY Expenditure Report, 27 Months Invoices for program funds not expended are mailed after the EOY reporting on Winter Release.

2015–16 Title III, Part A Immigrant Year To Date (YTD) Expenditure Report, 18 Months Title III, Part A EL YTD Expenditure Report, 18 Months


http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp

http://www.cde.ca.gov/fg/aa/cm


2016–17 2016-17 Title III, Part A Immigrant LEA Allocations 2016-17 Title III, Part A EL LEA Allocations 2016-17 Title III, Part A Immigrant YTD Expenditure Report, 6 months 2016-17 Title III, Part A EL YTD Expenditure Report, 6 months

Expenditure Reports LEAs report Title III, EL and Immigrant expenditures on CARS during the reporting window. September 30, 2016, marks the end of the federal grant period for the Fiscal Year 2014–15 subgrant (July 1, 2014, to September 30, 2016). The CDE will invoice any LEA reporting unspent funds received for this grant period. Funds not received, as reported on CMDC, will revert back to CDE. All expenditures must be liquidated by December 30, 2016.

Private School Participation—Title III EL and Immigrant LEAs are responsible for identifying eligible EL or immigrant students at private schools. The LEA is responsible for conducting timely and meaningful consultation with private school officials within the LEA’s geographic jurisdiction. Private schools wishing to participate are to develop (together with the LEA), a Memorandum of Understanding (MOU) that identifies the products, services, and programs the private school wishes to receive from the LEA with the amount of funds the private school generates. The MOU should also identify the estimated costs, and the dates services are to be provided. The LEA may not define the program for the private school. A sample MOU is available at the CDE Title III EL Private School Web page at http://www.cde.ca.gov/sp/el/t3/leppriv.asp.

Additional guidance regarding Title III services for ELs enrolled in private schools can be found on the U.S. Department of Education Web site at http://www2.ed.gov/programs/titleiparta/equitable/finalguidance.pdf.

Title III EL and Immigrant Education Student Subgrant Program Contacts For questions regarding Title III EL and Immigrant Student Education Subgrant programs, please contact Geoffrey Ndirangu, Education Programs Consultant, LPLO, by phone at 916-323-5831 or by e-mail at [email protected].

For fiscal questions regarding Title III EL and Immigrant Student Education Subgrant programs, please contact Patty Stevens, Associate Governmental Program Analyst (AGPA), LPLO, by phone at 916-323-5838 or by e-mail at [email protected].

For CMDC questions, please contact Leslie Sharp, Education Fiscal Services Consultant, School Fiscal Services Division, by phone at 916-323-4977 or by e-mail at [email protected].

Local Educational Agency Plans

2016–17 LEA Plan Submission The Every Student Succeeds Act (ESSA) regulations require the State to review Title III LEA plans to ensure there is no visible evidence of non-allowable expenditures or issues of non-compliance with the grant terms (34 CFR 76.770). Successful plans are determined to be substantially approvable and meet the requirements for the release of Title III funds.

An LEA seeking a Title III EL or Immigrant student subgrant is required to submit a Title III LEA Plan for the subgrant amount for the subgrant year (ESEA Title III Part A Section 3114). The plan indicates


http://www.cde.ca.gov/sp/el/t3/leppriv.asp

http://www2.ed.gov/programs/titleiparta/equitable/finalguidance.pdf



the program services to be provided and allocates the grant amounts within each program for which the LEA is applying (EL and/or Immigrant).

For LEAs that must apply for and participate in the Title III EL Student Subgrant Program as a member of a consortium, the consortium lead submits a single consortium-level LEA plan on behalf of all its consortium members.

Guidance documents, templates, and resources for completing and submitting the Title III LEA Plan template for 2016‒17 are available on the CDE Title III Web page at http://www.cde.ca.gov/sp/el/t3/ and the CDE Title III Accountability Requirements Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets15.asp.

LEA Plan Review on the CDE Monitoring Tool On July 25, 2016, the CDE reviewed Title III LEA Plans using the CDE Title III LEA Plan Performance Goal 2 Program Instrument on the CDE Monitoring Tool (CMT). The CDE provided training to reviewers on how to review plans using the instrument, and follow the CMT process for the 2016–17 plan read. To date, 512 LEAs submitted approvable plans and 324 LEA plans require edits or must be submitted.

For LEAs that have not yet submitted a plan, Title III Regional Leads and CDE consultants continue to communicate the urgency of plan submission. A reminder was sent out on November 10, 2016, to the Superintendents of the 324 LEAs that still have not submitted an approvable plan but who have applied for Title III funds. All LEA plans are due no later than March 30, 2017.

For questions regarding the Title III LEA Plan review process, the LEA Plan Review Instrument, or the status of an LEA plan, contact Sandra Covarrubias, Education Programs Consultant, LPLO, by phone at 916-319-0267 or by e-mail at [email protected].

Title III Accountability

2015–16 Title III Accountability Reports The 2015–16 Title III accountability reports and data files are available to LEAs for their local use. During this transition year, there will be no Annual Measurable Achievement Objective (AMAO) determinations for the 2015–16 or the 2016–17 school years. LEAs determined to be in improvement status in the 2014–15 school year will continue to implement corrective measures as written into their current plan.

Parent Notification of Improvement Status LEAs are not required to notify parents in the 2016–17 school year of the continued improvement status.

English Learner Accountability The CDE Analysis, Measurement and Accountability Reporting Division presented the proposed EL progress indicator of English proficiency to the SBE on July 13, 2016. The progress of ELs toward English proficiency is known as the English Language Indicator (ELI). The ELI is one of the SBE approved state indicators within California’s accountability and continuous improvement system. Information regarding the July 13, 2016, SBE agenda Item 02 and the ELI is available on the CDE SBE Web page at http://www.cde.ca.gov/be/ag/ag/yr16/documents/jul16item02.doc.

The SBE requested inclusion of Long-Term English Learner progress in the indicator. A workgroup was created to complete the task.


http://www.cde.ca.gov/sp/el/t3/

http://www.cde.ca.gov/sp/el/t3/t3amaotargets15.asp


http://www.cde.ca.gov/be/ag/ag/yr16/documents/jul16item02.doc

For questions regarding EL accountability, contact Jenny Singh, Administrator, Academic Accountability Unit, by phone at 916-319-0863 or by e-mail at [email protected].

Title III Accountability Resources

For questions regarding the No Child Left Behind or ESSA Title III accountability reports, contact Jonathan Isler, Administrator, Data Visualization and Reporting Office, by phone at 916-319-0868 or by e-mail at [email protected].

For questions regarding transition year Title III accountability and ESSA, contact Deb Reeves-Gutiérrez, EPC, LPLO, by phone at 916-319-0420 or by e-mail at [email protected].

2016–17 Bilingual Coordinators Network Meetings

As a reminder, the remaining meeting dates for 2016–17 are as follows:

March 16–17, 2017

May 4–5, 2017

All meetings are held at:

Courtyard by Marriott Sacramento Cal Expo 1782 Tribute Road

Sacramento, CA 95815

The meeting space will accommodate BCN members only. Others interested in attending must contact Jennifer Cordova, AGPA, Division Support Office, by phone at 916-319-0258 or by e-mail at [email protected] to inquire about space availability.

We are looking forward to another great year of BCN meetings.






November 17, 2016CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Bilingual Coordinators Network

English Learner SupportDivision

TOM TORLAKSONState Superintendentof Public Instruction

Director Updates

• English Learner Indicator (ELI)Accountability Workgroup

• EL Roadmap

• Proposition 58

• Every Student Succeeds (ESSA) Toolkit– Recordings are posted at the CDE ESSA

Web page at http://www.cde.ca.gov/re/es/

2

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Bilingual Coordinators Network

November 17, 2016

English Learner SupportDivision Updates



2016 Accountability Leadership Institute for English Learners

and Immigrant Students

4

December 5–6, 2016

The Westin St. Francis on Union Square

For details visit the California Department ofEducation (CDE) Accountability Leadership Institute (ALI) Web page at http://www.cde.ca.gov/sp/el/t3/ali.asp.


English Learner Roadmap• 12 selected workgroup members include

teachers, English Learner (EL) directors,superintendents, and researchers

• Workgroup convenes in Sacramento on thefollowing dates:

– November 10, 2016– February 24, 2017– May 17, 2017– September 26, 2017

• CDE EL Roadmap Web page athttp://www.cde.ca.gov/sp/el/rm/ 5


6

Translated English Language Development Standards

• Completion of draft translated EnglishLanguage Development (ELD) standards withSpanish augmentations

• To be used for instruction in two-way bilingualimmersion and dual language biliteracyprograms

• Contributors include Isabel Campoy,Silvia Dorta-Duque de Reyes, andJorge Cuevas Antillón



7

Title III Funding RequirementsPer Title III, Section 3114: . . . for a fiscal year, eligible local educational agencies (LEAs) must have a plan in accordance with Title III Section 3116 to receive Title III subgrant funding (EL andImmigrant).

• LEAs shall describe programs and activitiesproposed to be developed, implemented andadministered under the subgrant

• Plans shall describe how the LEA will usesubgrant funds to meet all accountabilitymeasures


8

2016–17 Funding Application

• Application due date for Title III EL andImmigrant student funding in 2016–17 wasJune 30, 2016

• Consortium applications due date wasJuly 29, 2016

• New and Expanding Charters applications arebeing accepted through March 30, 2017

CDE will continue considering late applications for Title III EL and Immigrant, Consortium, and Newand Expanding Charters, until March 30, 2017.


9

2016–17 Funding Application(cont.)

• 7 eligibility lists and preliminary fundingamounts are available at the CDE Title III Webpage athttp://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp

• 7 Title III, Part A, preliminary per pupilamounts:

English learner (EL) $93.37Immigrant: $80.77



10

2015–16 Funding Application

The 2015–16 funding application is now closed. Final per pupil amounts are as follows:

• Limited English Proficient (LEP): $96.58• Immigrant: $89.31

Directory for LEAs, both direct-funded andconsortia, who are receiving LEP and/or Immigrantfunding is available on the CDE Title III LEP andImmigrant Entitlement Listing Web page athttp://www.cde.ca.gov/sp/el/t3/tiiiapportnotify15.asp.


11

Subgrantee Awards

• 2014–15 Title III, Part A, LEP and Immigrantsubgrant period ended September 30, 2016

• LEAs have until December 30, 2016, to liquidateany encumbered funds

• End of Year Expenditure reports must be filed inthe Consolidated Application Reporting System(CARS) during the winter data collection period


12

ApportionmentsFor LEAs to receive apportionments:

• Apply in CARS

• Submit a substantially approvable LEA plan

• Report cash balances for all funding years; and

• Meet Cash Management Data Collection(CMDC) thresholds

The first 2016 17 apportionment payment wasreleased on September 2, 2016, to LEAs that met all of the above. Subsequent apportionments willbe released to LEAs in similar fashion.



13

The Consolidated Application Reporting System

• CARS Winter Release will open fromJanuary 15, 2017, to February 28, 2017

• LEAs to report End of Year expenditure reportsfor fiscal year (FY) 201 15

• LEAs to report 18 months expenditure reportsfor FY 2015

• LEAs to report 6 months expenditure reportsfor FY 2016 17


14

Cash Management Data Collection System

• Most recent reporting period: October 10–31,2016

• Next reporting period: January 10–31, 2017

• CDE Federal Cash Management Web page:http://www.cde.ca.gov/fg/aa/cm

• Contact: Leslie Sharp, Education Fiscal ServicesConsultant, by phone at 916-323-4977 or bye-mail at [email protected]


1515

Title III Contacts

Title III EL and Immigrant Student Program Questions Geoffrey Ndirangu, Education Programs Consultant Phone: 916-323-5831E-mail: [email protected]

Title III EL and Immigrant Student Fiscal QuestionsPatty Stevens, Associate Governmental Program Analyst Phone: 916-323-5838E-mail: [email protected]

Title III Cash Management and Allocations Questions Leslie Sharp, Education Fiscal Services Consultant Phone: 916-323-4977E-mail: [email protected]



• 567 LEAs submitted approvable plans

• 269 LEA plans require edits or must besubmitted

• Title III Regional Leads and CDE consultantscontinue to provide technical assistance andread the plans

16

2016–17 LEA Plans


Technical Assistance and Monitoring Office

Top non-compliant EL Items for 2015–16:

• EL 07: Parent/Guardian Notifications• EL 11: Supplement, Not Supplant• EL 13: Evaluation of EL Program Effectiveness• EL 15: Teacher ELAuthorization• EL 16: Professional Development Specific to ELs

17

Federal Program Monitoring: English Learner and Migrant

Education Programs


Update on the Update on the California’s ESSA State alifornia s ESSA Statlifornia s ESSA Sta

Plan and Title III


TOM TORLAKSONState Superintendent of Public Instruction

State Plan Requirements

• Part 299 Subpart G of the proposedregulations outlines State Plan requirements:• Long term goals and measurements of interim

progress• Consultation and coordination• Challenging academic standards and academic

assessments• Accountability, support, and improvement for

schools• Supporting excellent educators• Supporting all students

2


Plan Development Timeline*Time Period Plan Development ActivitiesApril–May 2016 Engage stakeholders in surfacing questions,

decisions, and opportunitiesJune–September 2016

• Develop plan outline and begin drafting based on proposed regulations from ED

• Continue stakeholder engagement activitiesNovember 2016 First draft of State Plan presented to SBEJanuary 2017 Second draft of State Plan presented to SBEMarch 2017 Third (complete) draft of State Plan presented to

SBEMarch–April 2017

30-day public comment period

May 2017 Final draft of State Plan approved by SBEJuly 2017 Plan submitted to ED

3

*Timeline is subject to change pending SBE feedback and regulations from ED



ESSA State Plan: Stakeholder SSA State Plan: StakeholdeEngagement Activities

• California stakeholders will be encouraged to review andprovide feedback on the draft sections of the State Plan.

• To support public engagement with the November and January drafts, the CDE will make the following tools available:

WebinarSurveyToolkit for local stakeholder engagement activities

• Stakeholder feedback will be shared with the SBE.

• The March (complete) draft will be made available for a 30-daypublic comment period which will include:

WebinarsSurveyToolkit for local stakeholder engagement activitiesStatewide ESSA Regional Meetings

4


Proposed Strategic Direction:posed Strategic Directi“Braiding” of Funds

• From the proposed regulations:We seek to improve teaching and learning by encouraging greatercross-program coordination, planning, and service delivery; provide greater flexibility to State and local authorities through consolidated plans and reporting; and enhance the integration of programs under the ESEA, as amended by the ESSA, with State and local programs.

• ESSA provides California with an opportunity to improve coherence by:

Leveraging funding across included programsRemoving “silos” between funding streamsSupporting collaboration and efficiency across multiple programs

• The March draft of the plan will reflect integration acrossprograms to the greatest extent possible.

5


Proposed Strategic Direction: Proposed Strategic DirectionImplementation of State ementation ofementation of

Standards• From October California Practitioners Advisory Group

memorandum (Item 1):Build the capacity of California educators to successfully implement state content standards; Emphasize meeting the specific, and often multiple, learning needs of diverse students, including, but not limited to, English learners, students with disabilities, foster youth, and low-income students;Focus on equity and cultural responsiveness; andPromote a professional learning culture, including effective professional learning community models.

• The March draft of the plan will include description ofstrategies, rationales, timelines, and funding sourcesaligned to support effective implementation of Californiastandards to the greatest extent possible.

6



First Draft Sections of ESSA raft Sections oState Plan

• Consultation and Coordination• Challenging State Academic Standards and Academic

Assessments • Program-specific requirements for:

Title IV, Part B: 21st Century Community Learning Centers Title I, Part A: Improving Basic Programs Operated by State andLocal Educational Agencies: Schoolwide Program Waivers Title I, Part C: Education of Migratory Children Title III, Part A: Language Instruction for English Learners and Immigrant Students: Entrance and Exit Procedures for English Learners Title V, Part B, Subpart 2: Rural and Low-Income School ProgramTitle IX, Part A (Title VII, Subpart B of the McKinney-Vento Homeless Assistance Act): Education for Homeless Children and Youth Program

7


First Draft Toolkit Now Available

• Toolkit includes:• Facilitator instructions• Background materials• State Plan development timeline• First draft sections• Overview videos• Link to public comment survey

• Toolkit available on the CDE ESSA StakeholderEngagement Toolkit Web page athttp://www.cde.ca.gov/re/es/toolkit.asp

8

Challenging Academic Challenging Academic Standards and Academic dards and Acadedards and Acade

AssessmentsAssessment Development and Administration Division

9CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction



Challenging State Academic Challenging State Academic Standards and Academic dards and Acadedards and Acade

Assessments

State Plan Prompt – Provide Evidence of• Challenging State academic standards

o Challenging academic content standards, ando Aligned academic achievement standards

• Alternate academic achievement standards• English language proficiency standards

10

3.1 – Student Academic Standards

California’s Response

California has already provided the required evidence as part of the assessment peer review process, and will provide further evidence as required by the Department.



Assessments

11

3.2.A.iv – English Language Proficiency


State Plan Prompt – Uniform statewide assessment of English language proficiency

• California is administering the California English Language Development Test (CELDT)

• Includes reading, writing, listening, and speaking to all English learners statewide in K—12

• CELDT is aligned to 1999 English Language Development Standards• New test, English Language Proficiency Assessment for California

(ELPAC) is currently in development• Operational in spring 2018



Assessments

12

3.2.E – Appropriate Accommodations


State Plan Prompt – Describe how the state will ensure that the use of appropriate accommodations, if applicable, do not deny an English learner the opportunity to participate in the assessment

• English learners are able to participate meaningfully in California’s ELA, math, and science assessments.

• For ELA, English learners are provided access to universal tools, and designated supports such as:• English glossaries• Text-to-speech• Bilingual dictionary• Spell check

• For math, English learners are provided with translation supports in 10 languages.




Assessments

13

3.2.F.i – Languages Other than English


State Plan Prompt – Provide the State’s definition for “languages other than English that are present to a significant extent in the participating student population

Pending final ESSA assessment regulations, California will define “languages other than English that are present to a significant extent in the participating student population.”

The definition will be determined by considering • which languages are the most populous, • which languages are spoken by distinct groups of English

learners, and• any other criteria that may be present in the final set of ESSA

regulations.



Assessments

14

3.2.F.ii – Existing Assessments in Languages Other Than English


State Plan Prompt – Identify any existing assessments in languages other than English by grade and content area

California provides Spanish translations and glossaries for CAASPP mathematics in grades three through eight and grade eleven.

For the California Alternate Assessment in mathematics, eligible students may have any instructional supports and/or accommodations.

The California Science Test will also provide Spanish translations and glossaries when operational.



Assessments

15

3.2.F.iii – Languages Other than English Present to a Significant Extent


State Plan Prompt – Identify languages other than English that are present to a significant extent in the participating student population for which yearly student academic assessments are not available and are needed

Pending the adoption of final ESSA assessment regulations, California will define “languages other than English that are present to a significant extent in the participating student population.

Once defined, the State will review its’ current student academic assessments to determine if additional assessments are needed.




Assessments

16

3.2.F.iv.a – State Plan and Timeline for Developing Assessments

California’s Response, continued

State Plan Prompt – Describe how the State will develop assessments in languages other than English that are present to a significant extent by providing the State’s plan and timeline for doing so

California has adopted the practice of providing language glossaries and Spanish stacked translations for newly developed assessments. The California Science Test, based on the California Next Generation Science Standards, and being piloted next year, will provide glossaries in ten languages as well as Spanish Stacked translations.

Strategy Timeline Funding SourcesDevelopment of the California Science Tests

Pilot test: 2016–17

Field test: 2017–18

Operational: 2018–19

State and Federal funds



Assessments

17

3.2.F.iv.b – Gathering Meaningful Input


State Plan Prompt – Describe the process the State used to gather meaningful input on assessments in languages other than English, collect and respond to public comment, and consult with educators, parents, and families of English learners

California has been meeting monthly with key educational associations since February 2015 to gather meaningful input on the development of CAASPP assessments.



Assessments

18

3.2.F.iv.c – Explanation of Reasons

California’s Response, continued

State Plan Prompt – Provide an explanation of the reasons the State has not been able to complete the development of such assessments

California has yet to identify languages other than English that are present to a significant extent in the participating student population.




Assessments

19

3.2.G – Grants for State Assessments


State Plan Prompt – Describe how the state will use formula grant funds

Funds awarded will be used by the CDE for the development, administration, and support of these assessments:

• ELA assessments• Math assessments• Science assessments• English Language Proficiency assessments


Title III Purpose

To help ensure that English learners, including immigrant children and youth, attain English language proficiency and meet the same standards that all children are expected to meet. (Section 3102)

20


Title III Standardized e III StandardizProcedures

ESSA Requirement:

• The State has standardized entrance and exit procedures

California – Current law• Entry – Language Proficiency Assessment• Exit – Education Code Section 313 establishes the

standardized reclassification procedures for Englishlearners

21



Title III Standardized Exit Title III StandardizeProcedures (EC

dizeC C §

d Exitedze§§ 313)

1) Assessment of English language proficiency• using the state test of English language development

2) Teacher evaluation• inclusive of a review of the student’s curriculum

mastery

3) Parent opinion and consultation

4) Comparison of student performance in basic skillsagainst an empirically established range of performancein basic skills based on the performance of Englishproficient students of the same age*

22

CURRENT


Title III Standardizeditle III StandardizedExit Procedures

• ESSA states that academic content assessments cannotbe used as a criterion for exiting students from the ELprogram.

• The California Department of Education is planning tosubmit to the legislature a proposal to remove Item 4*for the 2018–19 school year once ELPAC is fullyoperational.

• Stakeholder Engagement

23

NEW


Contact Us

Questions, comments, concerns:

Deb Reeves-GutierrezLanguage Policy and Leadership Office

[email protected]

24



Title III/English LearnerAccountability Updates

Bilingual Coordinators NetworkNovember 17, 2016

Jonathan IslerAdministrator

Data Visualization & Reporting Office


2

Today’s Agenda

• English Learner Indicator andAccountability Updates

• Other Accountability Updates

• Questions and Answers


English Learner Indicator (ELI) and

Accountability Updates

3



4

English Learners (EL) in the New Accountability and Continuous Improvement System for all Districts and Schools

State Indicator EL Inclusion CriteriaEnglish Learner Current EL annual CELDT* test takers (grades 1-12) plus

students reclassified in the prior year

Academic ELs (grades 3-8) plus students who have been RFEP for four years or less (this is the same criteria used in the prioraccountability system)

Graduation Students with an EL status at any time in grades 9-12(Same criteria since the initial release of the cohort graduation rate)

College/Career Students with an EL status at any time in grades 9-12

Suspension &ChronicAbsenteeism

Current EL students (grades K-12)

Growth Model ELs (grades 4-8) plus RFEP students (4 years or less)*California English Language Development Test


5

English Learner IndicatorCalculation

Formula: Current EL annual CELDT test takers (grades 1-12) + students reclassified in the prior year

Example:Step 1: Percent of annual CELDT test takers•who advanced at least one performance levelon the 2015 overall CELDT compared to the2014 overall CELDT

210/250 = 84%

Step 2: Number of ELs who were reclassifiedin prior year (2013–14) 20 students

Step 3: Add reclassified students to Step 1and calculate the rate.

230/270 = 85%

6

Graduation Rate Indicator Calculation

TOM TORLAKSON Formula: Students in the four-year graduation cohortState Superintendent

of Public Instruction with an EL status at any time in grades 9-12

Example:

Step 1: Denominator: Number of ELs who werepart of the graduation cohort

(Cohort = First time 9th grade students plus students who transfer in, minus those who transfer out, emigrate, or die during the four years of high school)

320 ELs

Step 2: Numerator: Number of ELs who earned a regular high school diploma by the end of grade 12

280 ELs

Step 3: Calculate the rate 280/320 = 87.5%



7

Long Term ELs (LTELs)• The State Board of Education (SBE)

requested that the ELI be a compositemeasure of EL language acquisition,reclassification rates, and LTEL rates.

• At the May meeting, the TDGrecommended that for accountability,LTEL data be included at the LEA-levelbut not at the school-level.


8

LTELs (Cont.)

• Since LCFF treats charters as LEAs, theTDG asked how many charters will beimpacted by using LTEL data.

• The legislative definition of LTEL waschanged significantly in 2015 by anamendment to Education Code (EC)Section 313.1. As a result, the LTELdata from the prior two years (2013-14and 2014-15) will not be comparable todata produced in future years.

LCFF=Local Control FundingFormula


English Learner Accountability Workgroup

• Invited members include:– Diverse group of LEA representatives,

non-profits, and EL researchers

• Discussion focuses on:– The development of a composite

measure of English learner proficiencyas described in an InformationMemorandum to the SBE in June, 2016

– Next meeting takes place inSacramento on December 14, 2016 9



English LanguageRoadmap Workgroup

In a letter dated 9/13 from Deputy Superintendent Tom Adams:

1) ID key needs & opportunities that strengtheneducational programs, policies, & practices

2) Inform SBE policy on educational programs &policies for ELs

3) Develop a Resource Guide to assist LEAs asthey implement & revise pathways/programsaligned with CA standards/frameworks

*The Group met last Thursday, November 10th10


Other AccountabilityUpdates

• The Technical Design Group (TDG)meets on December 16th

• AMARD is preparing State Board ofEducation memos and Januarymeeting items

• SARC template now available, moredata will be populated soon


Contact Information

Jonathan Isler AdministratorData Visualization & Reporting [email protected]

14


California Department of Education Government Affairs Division http://leginfo.legislature.ca.gov

State Legislative Update As of November 8, 2016

Sue Vang, Legislative Representative [email protected]; 916-445-4291

ENGLISH LEARNERS/MIGRANT EDUCATION

2015- 2016 Legislative Session Bill No./Topic Status

AB 491 (Gonzalez): English Learners (ELs): Identification: Notice

Current law requires a local educational agency (LEA) to provide each parent with notice of the assessment of his or her child’s English language proficiency. AB 491 would expand the requirements of the notice by adding the following information: whether the child is or at risk of becoming a long-term English learner (LTEL), the manner in which English language development (ELD) instruction will meet the educational strengths and needs of the pupil, and the manner in which ELD instruction will help the pupil who is or at-risk of becoming LTEL develop English proficiency and meet academic standards.

The bill would require the California Department of Education (CDE) to make available a sample notification letter that would be provided with the home language survey (HLS), as specified. School districts would be required to provide the notification letter to parents at the time the HLS is provided.

Governor’s veto message:

I am returning Assembly Bill 491 without my signature.

This bill would, among other things, require school districts to provide parents, at the time of enrolling their student, information explaining how their responses to a home language survey may lead to their student being designated as an English learner.

Given that English learners constitute approximately one-fourth of students enrolled in California public schools, I agree that we need to do a better job explaining to parents how their student may be designated as an English learner and what happens once they receive this designation. The specific statements included in this bill, however, are not clear and will cause more confusion for parents, not less.

This is an important matter that we have to get right.

Vetoed

AB 2248 (Holden): Teacher Credentialing: Out-of-state Trained Teachers.

This bill would authorize the Commission on Teaching Credential (CTC) to issue bilingual teaching authorizations to out-of-state teachers, if the teacher has met preliminary credential requirements and holds a valid out-of-state credential authorizing instruction in a student's primary language.

Chapter 103 Statutes of 2016




AB 2785 (O’Donnell): Special Education: ELs: Manual

This bill would require the CDE to develop a manual that provides guidance to LEAs on identifying, assessing, and supporting ELs who may qualify for special education services or special education students who may be classified as ELs by July 1, 2018. The manual would include guidance on evidence-based and promising practices for the identification, assessment, support and reclassification of ELs who may have disabilities and to promote a collaborative approach among general education teachers, special education teachers, school administrators, other personnel, and parents in determining the most appropriate academic placements and services for these pupils.

The bill would require the CDE to establish and consult with a stakeholder group in developing the manual. It also requires the CDE to develop a plan to disseminate the manual and provide professional development on the content of the manual. Implementation of the plan is subject to budget appropriation.


OTHER BILLS OF INTEREST

AB 2290 (Santiago): Pupil instruction: foreign language

This bill requires the State Superintendent of Public Instruction (SSPI) in consultation with the Instructional Quality Commission to recommend revisions to the World Language Content Standards by January 31, 2019. The bill requires the SSPI to select a group of experts in world language to assist in developing recommendations to the World Language Content Standards. The SBE would be required to adopt, reject, or modify the recommendations.


AB 1850 (Garcia): Educational services: permanent residents: foreign nationals

Legislation pending in Congress, titled the “Correcting Hurtful and Alienating Names in Government Expression (CHANGE) Act” (H.R.3785, Castro) proposes to prohibit an executive agency from using “alien” and “illegal alien” in any rule, regulation, publication, other document issued by the agency, and replace the term with “undocumented foreign national.” This bill would replace the word “alien” with the term “foreign national” in specified provisions of the Education Code only if the SSPI certifies to the Secretary of State that this terminology has been changed in federal law.


AB-2548 (Weber): School accountability: statewide accountability system.

This bill would require the SBE to adopt a statewide accountability system that is a single, integrated system aligned to state and federal accountability requirements. The accountability system must rely upon data from key indicators established pursuant to the evaluation rubrics adopted by the SBE. The bill requires that the reporting system for accountability is electronic, meaningful and accessible to parents and the public. The bill requires the California Collaborative for Educational Excellence and the county superintendents of schools to analyze data aligned with all the state priorities in order to align the level of support, collaboration, and intervention to the needs of the LEA or individual school or schools that are identified for assistance.

Vetoed



Governor’s veto message:

I am returning Assembly Bill 2548 without my signature.

This bill would impose new requirements for the public school accountability system that the State Board of Education has already developed.

The Board has spent more than two years listening to parents, students, teachers, school leaders and the public in order to create a thoughtful and integrated federal, state and local accountability system based on the Local Control Funding Formula.

On September 8, 2016, the Board adopted the Local Control Funding Formula indicators which serve as the foundation of the new accountability system. The Board is committed to continuously improving the system and has an annual review process in place for just that reason. It is unnecessary and premature to impose additional requirements at this time.


Aligning State Initiatives:Moving Together Towards

One System

Kristen Brown, PhD California Department of Education

Bilingual Coordinators Network MeetingNovember 17, 2016

Making it Real

What has been in the works:

Integration of Multiple Plans/Initiatives

Accountability and Continuous Improvement Task Force

State Systemic Improvement Plan

The Statewide Special Education Task Force Report

Moving Forward - Making it Real:

LCAP Eight Priorities

What is the LCAP Support Team?

What is the One System Action Team (OSAT)?

OSAT – LCAP Support Team Alignment

English Learner Support and Special Education DivisionsCollaboration Project 2

Integration of MultiplePlans/Initiatives

Blueprint 2.0Every Student Succeeds Act (ESSA)New Accountability and ContinuousImprovement SystemsLocal Control Accountability Plan (LCAP)Support TeamState Systemic Improvement Plan (SSIP)The Whole Child Community SchoolsStrategic (WCCS) Plan

3


Integration of Multiple Plans/Initiatives Cont’d

ELA/ELD and Mathematics Frameworks

Greatness by Design

The Statewide Special Education Task Force(SSETF) Report

CDE Internal Ad Hoc Work Group Report on theSSETF Recommendations

California Scale Up Multi-tiered System ofSupports (MTSS) Statewide (SUMS) Initiative

California Comprehensive Early Learning Plan(CCELP) 4

Aligning Resources to AddressState Priorities

• Creating One System, based onthe California Way, integratingstate and federal resources

5

• Task Force convened by the SPIincluded broad and diverserepresentation from throughout thestate

• Recommendations presented tothe State Board of Education onMay 11, 2016

• In order to realize the full potentialof the LCFF, the recommendationsemphasize equity, improvement,and performance

6

Accountability and Continuous ImprovementTask Force: Equity at the Center


Making Effective Use of CDE Resources for Continuous ImprovementAccountability Framework

7

Intensive

State Systemic ImprovementPlan (SSIP)

In 2014, the U.S. Secretary of Education announced that..

“Each State will be required to develop a SSIP. . . In developing the SSIP, States must

use data to identify gaps in student performance,

analyze State systems,

implement targeted, evidence-based reforms to address the gaps.

It is critical for a State to develop the SSIP in a manner that isaligned with the State’s existing improvement initiatives and

reform efforts.”

Year 1 - FFY 2013Delivered by Feb 2015

Year 2 - FFY 2014Delivered by Feb 2016

Years 3-6FFY 2015-18Feb 2017- Feb 2020

Phase IAnalysis of Data and Identification of Evidence-based Practices

Phase II ImplementationPlan

Phase IIIImplementation and Evaluation

• Data Analysis• Analysis of State

Infrastructure• State-identified

Measurable Results• Selection of Coherent

ImprovementStrategies

• Theory of Action

• InfrastructureDevelopment

• Support for LEAImplementation ofEvidence-BasedPractices

• Evaluation.

• Results ofOngoingEvaluation

• Extent ofProgress

• Revisions to theSPP

1 FFFY 13 Y 2 FFY 2014 Y 3 601Y 20

State Systemic Improvement PlanA 6-Year Plan, Activities by 3 Phases


9

Special Education Task Force Report

Recommendations Focus on Seven Areas:early learningevidence-based school and classroom

practiceseducator preparation and professional

learningassessmentaccountability;family and student engage

special education financing

Special Ed Task Force Recommendations Internal Ad Hoc

Work Group cont’d

On March 11, 2016, 16 division representatives met to:

• Build increased understanding of the one systemconcept

• Discuss the Task Force Report Recommendations• Generate a report to the State Board of

Education, the Task Force, and the CDE--Formore details on the Work Group report, visithttp://calstat.org/CDE-Internal-Ad-Hoc-Work-Group-Report-on-the-SETF-working-document.docx

10

• Recommend next steps

Themes that emerge

• Whole Child

• One system for all students

• Consolidated local plans

• Local control and accountability

• Continuous Improvement

12


13

The LCAP Support Team

The LCAP Support Team is a internal multi-disciplinary, multi-division CDE team that supports the success of LEAs by…

Supporting districts and LEAs in the development and implementation of their LCAPs.

Providing high-quality information and communications support around LCFF and LCAP issues and promising approaches directly and through the development and support of distributed and peer networks.

14

One System Action Team (OSAT)

Purpose:

• Support capacity of the CDE/LEAs to bettermeet the needs of the whole child (fromcradle to career)

• Continue building CDE-wide integration of the“one system” concept serving the whole child

• Prioritize supports for CDE-led aligned initiatives,and resources for the field

11


OSAT – LCAP Support TeamAlignment

The OSAT will support and feed into the LCAP Support Team by integrating and aligning key CDE and LEA-led initiatives with LCAP by….

Regular meetings/reports between theteamsCross-sharing of resources and supports,engaging in supporting CDE and LEAs in the multi-tiered system of support processCollaborate on potential additional activities including support for countyoffice and district planning andimplementation work 12

Aligned System of Supports:Aligned System of uppSu orts:One System Action Team

CDE LCAP Support Team

LCFF State Priorities

Cou

nty

Offi

ces

Cou

nty

Offi

ces

Local Control and Accountability Plan

17

16

Special Education RepresentationLocal Control Accountability Plan: Students with disabilities comprise 10.9 percent of the entire student population andcomprise a significantly larger percentage of students in theLCFF targeted student subgroups.

15 percent of students eligible for free and reducedprice meals,

21 percent of English Learners,25 percent of foster youth are students with disabilities,

70 percent of all students with disabilities are in one ormore of the three LCFF-targeted subgroups.


Data Analysis – Findings:Students with IEPs in LCAP Target Populations

Without IEPs, 79%

With IEPs, 21%

English Learners

Without IEPs, 85%

With IEPs, 15%

Free and Reduced Priced Meals

Without IEPs, 75%

With IEPs, 25%

Foster Children

Percentage of Students with IEPsfor all Populations: 10.9%

Special Education: EnglishLearners: Manual

Assembly Bill (AB) 2785

• Author: O'Donnell

• SummaryRequires the State Board of Education to developa manual providing guidance to localeducational agencies on identifying, assessing,supporting and reclassifying English learners whomay qualify for special education services andpupils with disabilities who may classify as Englishlearners with a goal of providing guidance, forvoluntary use, on certain evidence-basedpractices.

English Learner Support and Special Education Division Collaboration Project

(Assembly Bill 2785)

21

• Assembly Bill (AB) 2785 has set the stagefor a manual to be developed at thestate level accenting best practices onhow to best identify and serve Englishlearners with disabilities.

• The English Learner Support and SpecialEducation Divisions are collaboratingwith West Ed to create the manual tobe completed by July 2018.


Special Education: EnglishLearners: Manual Specifics

22

The Manual needs to include the following elements:

Guidance for accurately identifying English learners withdisabilities, including guidance on avoiding the over-identification and under-identification of these pupils.

Information on second language acquisition andprogress.

Guidance on referral processes.

Guidance on the use of assessments, including the useof multiple measures as well as assessmentaccommodations for both language and disability.

Guidance on the development of individualizededucation programs for English learners.

Special Education: English Learners:Manual Specifics (cont’d)

Guidance on how to support the language andcontent learning needs of English learners withdisabilities, including how to do so in inclusive settings.Information on the role of culture and acculturation.Guidance for working with families, includingguidance on meeting the needs of nonnative Englishspeakers in special education proceedings.A sample plan for continuous evaluation and systemicreview, including guidance on tracking effectivenessand sharing information between special educationand English learner programs within local educationalagencies, to the extent permitted under state andfederal law.Laws and regulations related to the rights of Englishlearners and pupils with disabilities.

Special Education: English Learners:Manual Specifics (cont’d)

24

A stakeholder group will be convened to help develop a dissemination plan of the manual and the means of providing professionaldevelopment;

The plan shall be submitted to the state board, the Department of Finance, the Legislative Analyst’s Office, the California Collaborative for Educational Excellence, the Advisory Commission on Special Education, and the appropriate policy and fiscal committees of the Legislature on orbefore July 1, 2018.


Resources

25

SUPPORTING ENGLISH LEARNERSWITH DISABILITIES SYMPOSIUM

May 3, 2016

Link: http://cde.videossc.com/archives/050316/




California Spanish AssessmentTraci Albee, Administrator

English Language Proficiency and Spanish Assessments for California

November 18, 2016

Bilingual Coordinators NetworkMeeting


California Department of Education 2

Primary Purposes of CaliforniaComprehensive Assessments

The primary purposes include:• Assisting teachers, administrators,

and pupils, and their parents

• Improving teaching and learning

• Promoting high-quality teaching andlearning using a variety ofassessment approaches and itemtypes.



Development of the High-LevelTest Design

• Consulted with stakeholders, includingassessment and English learnerexperts, to determine the content andpurpose

• Developed the high-level test design

• Approved by the State Board ofEducation (SBE) on September 9, 2016



California Spanish Assessment(CSA) Design Team

• Nationally recognized experts in linguistics,Dr. Kenji Hakuta and Dr. Guadalupe Valdés

• Educational Testing Service, contractor,assessment development experts,psychometricians, and research scientists




RecommendedCSA Test Purposes(s)

• Measure a student’s competency inSpanish language arts and providestudent-level data in Spanishcompetency

• Evaluate the implementation of Spanishlanguage arts programs at the local level

• Provide a high school measure suitableto be used, in part, for the State Seal ofBiliteracy


6

Benefits for LocalEducational Agencies

• Recognize the value of bilingualism andbiliteracy

• Develop literacy at a deeper level• Inform instructional practices and, as a

result, increase learning

• View CSA results in combination withEnglish Language Arts (ELA) results

• May be added to Local Control andAccountability Plans



Target PopulationThe target population will be:

– students receiving instruction inSpanish in California; and/or

– students seeking a measure thatrecognizes their Spanish-specificreading, writing, andlistening skills.




Key Assumptions of the Proposed High-Level Test Design

• Aligned with the Common Core StateStandards for ELA en Español

• Computer-based assessment

• Assess reading, writing, and listening

• Administered in grades 3–8 and highschool

• Accessible to students with disabilities


Key Assumptions of the Proposed HighLevel Test Design (cont.)

• Optional

• Test blueprint will be aligned withgeneral performance level descriptors

• Fair, valid, and reliable

• No human scoring



TOM TORLAKSONStTatehSueperinfteondcentus wasof Public Instruction

Educator Reflections on Test Development

on all of our students who

come from different

populations with varying

specific needs.”

“Brainstorming and making

well-informed decisions take

time.”

“I feel privileged to learn and understand how the assessment development process works and the amount of time, work, review, and effort that come with it.”

“We feel a strong sense of

purpose!”California Department of Education 10


Upcoming EducatorOpportunities 2016

• December 7 and 8, 2016: WebEx Meetingfor CSA Blueprint InputApplication Deadline: November 23

• January 25–26, 2017 Item Writer Trainingin Orange CountyApplication Deadline: January 13

Submit an application at:http://caaspp.org/reviewers.html




High-Level Proposed TimelineSeptember 2016 SBE Approved the Proposed

High-Level Test Designfor the CSA

March 2017 SBE action on the Proposed Test Blueprints and General

Performance Level Descriptors

Fall 2017 Administration of the pilot testFall 2018 Administration of the field test

Spring 2019 Operational test




Contact Information

English Language Proficiency andSpanishAssessments Office

Phone: 916-319-0784Web site: CAASPP.org CalTAC: 800-955-2954


58 | Capítulo 3 Tercer Grado

Sección 2: Descripción detallada de los principios fundamentales para el desarrollo del lenguaje y la cognición en contextos académicosParte I: Interactuar de manera significativa

Desarrollo del idioma español: Proceso continuo de los niveles de dominioEmergente Ampliación Transición

Textos y discursos en contexto

A.C

olab

orat

ivo

Parte I, agrupaciones 1-4 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:1. AE.3.1, 6; L.3.1, 3, 62. E.3.6; L.3.1, 3, 63. AE.3.1, 6; L.3.1, 3, 64. E.3.4-5; AE.3.1, 6; L.3.1, 3, 6

Los propósitos para el uso del lenguaje incluyen: Describir, divertir, informar, interpretar, analizar, recontar, explicar, persuadir, negociar, justificar, evaluar, etc.

Los tipos de texto incluyen:Los tipos de texto informativo incluyen:descripción (ej.: entrada en un registro de ciencias); procedimiento (ej.: cómo resolver un problema de matemáticas); recuento (ej., autobiografía, resultados de un experimento de ciencias); informe (ejemplo: informe de ciencias o historia); explicación (ejemplo: cómo o por qué sucedió algo); exposición (ejemplo: opinión); respuesta (ej.: análisis literario); etc.

Los tipos de texto literario incluyen: cuentos (ej., fantasía, leyendas, fábulas); teatro (ej.: teatro leído); poesía; recontar un cuento; etc.

La audiencia incluye:Compañeros de clase(dirigiéndose a una sola persona)Grupo pequeño(dirigiéndose a un grupo pequeño)Todo el grupo(dirigiéndose a muchas personas)

1. Intercambiar información e ideasContribuyen a conversaciones y expresan ideasformulando y respondiendo a preguntas con sío no y preguntas con palabras interrogativas(ej.: ¿quién?, ¿qué?, ¿dónde?, ¿cuándo?,¿cómo? y ¿por qué?)y respondiendo mediante el uso de frasesbreves.

2. Interactuar por medio del español escritoColaboran con compañeros de clase enproyectos escritos en conjunto para crearcomposiciones breves informativas y literarias, usando tecnología cuando sea apropiado parapublicar, gráficas, etc.

3. Ofrecer opinionesOfrecen opiniones y negocian con losdemás en conversaciones usando frasesbásicas aprendidas (ej.: Pienso...), así comorespuestas abiertas, para pedir y/o tener lapalabra.

4. Adaptar opciones lingüísticasReconocen que opciones del lenguaje(ej.: vocabulario) varían según el lugar deintercambio social (ej.: el patio en vez del salónde clase) con apoyo sustancial por parte decompañeros de clase o adultos.

1. Intercambiar información e ideasContribuyen a debates de la clase, de grupo yen parejas; incluyendo el uso de diálogocontínuo, siguiendo reglas para esperar suturno, formulando preguntas relevantes,confirmando lo que otros dicen y agregandoinformación relevante.

2. Interactuar por medio del español escritoColaboran con compañeros de clase enproyectos escritos en conjunto para crearcomposiciones informativas y literarias más extensas, usando tecnología cuando seaapropiado para publicar, gráficas, etc.

3. Ofrecer opinionesOfrecen opiniones y negocian con los demás enconversaciones usando un conjunto amplio defrases aprendidas (ej.: Estoy de acuerdo con X, y...), así como respuestas abiertas, para pedir y/o tener la palabra, proporcionar argumentosen contra, etc.

4. Adaptar opciones lingüísticasAjustan opciones lingüísticas (ej.: vocabulario,uso de diálogo, etc.) según el propósito (ej.:persuadir, divertir), el lugar de intercambio social y la audiencia (ej.: compañeros de claseen vez de adultos) con apoyo moderado decompañeros de clase o adultos.

1. Intercambiar información e ideasContribuyen a debates de la clase, de grupo yen parejas; incluyendo el uso diálogo contínuo,siguiendo reglas para esperar su turno,formulando preguntas relevantes, confirmandolo que otros dicen, agregando informaciónrelevante, elaborando las respuestas yofreciendo retroalimentación útil.

2. Interactuar por medio del español escritoColaboran con compañeros de clase en unavariedad para crear proyectos escritos enconjunto de composiciones informativas yliterarias más extensas, usando tecnologíacuando sea apropiado para publicar, gráficas,etc.

3. Ofrecer opinionesOfrecen opiniones y negocian con los demás enconversaciones usando una variedad de frasesaprendidas (ej.: Es una buena idea, pero X.), asícomo respuestas abiertas, para pedir y/o tenerla palabra, proporcionar argumentos en contra,elaborar sobre una idea, etc.

4. Adaptar opciones lingüísticasAjustan opciones lingüísticas según el propósito(ej.: persuadir, divertir), el trabajo asignado y laaudience (ej.: compañero de clase a compañeroen vez de compañero de clase a maestro) conapoyo moderado de compañeros de clase oadultos.






B.In

terp

reta

tivo

Parte I, agrupaciones 5-8 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:5. AE.3.1-3; L.3.36. LL.3.1-7, 9-10; LI.3.1-7, 9-10; AE.3.2-3; L.3.3, 4, 67. LL.3.3-4, 6; LI.3.2, 6, 8; AE.3.3;L.3.3-68. LL.3.4-5; LI.3.4-5; AE.3.3; L.3.3-6

Los propósitos para el uso del lenguaje incluyen:Describir, divertir, informar, interpretar, analizar, recontar, explicar, persuadir, negociar, justificar, evaluar, etc.

Los tipos de texto incluyen:Los tipos de texto informativo incluyen:descripciones o narraciones (ej., científicas, históricas, económicas, técnicas); recuentos (ej., biografías, memorias); reportes de información, explicaciones (ej. informales, factoriales); exposiciones (ej., discursos, artículos de opinión, argumentos, debates); respuestas (ej., análisis literarios); etc.


La audiencia incluye: Compañeros de clase(dirigiéndose a una sola persona)Grupo pequeño(dirigiéndose a un grupo pequeño)Todo el grupo(dirigiéndose a muchas personas).

5. Escuchar activamenteDemuestran que escuchan activamente a lecturas en voz alta y presentaciones orales al formular y responder a preguntas básicas, con sugerencias y apoyo sustancial.

6. Leer/analizar atentamenteDescriben ideas, fenómenos naturales (ej.: la metamorfosis de un insecto) y elementos del texto (ej.: idea principal, personajes, ambiente) basándose en la comprensión de un conjunto selecto de textos a nivel de grado escolar y al analizar los medios multimedia, con apoyo sustancial.

7. Evaluar opciones del lenguajeDescriben el lenguaje que usan los escritores y oradores para apoyar una opinión o presentar una idea (ej.: al identificar frases o palabras que usan en el texto para proveer evidencia) con sugerencias y apoyo sustancial.

8. Analizar opciones del lenguajeDistinguen cómo el uso de palabras distintas producen diferentes reacciones en la audiencia (ej.: describir a un personaje como feliz en vez de triste).

5. Escuchar activamenteDemuestran que escuchan activamente alecturas en voz alta y presentaciones orales alformular y responder a preguntas detalladas,con sugerencias y apoyo moderado.

6. Leer/analizar atentamenteDescriben ideas, fenómenos naturales(ej.: cómo las vacas digieren el alimento)y elementos del texto (ej.: idea principal,personajes, eventos) con mayor detalle,basándose en la comprensión de una variedadde textos a nivel de grado escolar y al analizarmultimedia, con apoyo moderado.

7. Evaluar opciones del lenguajeDescriben el lenguaje específico que usanescritores y oradore para presentar oapoyar una idea (ej.: el lenguaje específico ofraseo utilizado para proveer evidencia) consugerencias y apoyo moderado.

8. Analizar opciones del lenguajeDistinguen cómo el uso de palabras consignificado similar (ej.: describir a un personajecomo feliz en vez de eufórico) producen maticesde significado y diferentes reacciones en laaudiencia.

5. Escuchar activamenteDemuestran que escuchan activamente a lecturas en voz alta y presentaciones orales al formular y responder a preguntas detalladas, con sugerencias mínimas y apoyo ligero.

6. Leer/analizar atentamenteDescriben ideas, fenómenos naturales (ej.: erupciones volcánicas) y elementos del texto(ej.: mensaje principal, características de personajes, eventos importantes) usando detalles clave, basándose en la comprensión de una variedad de textos a nivel de grado escolar y al analizar multimedia, con apoyo ligero.

7. Evaluar opciones del lenguajeDescriben cuanto los escritores y oradores usan recursos específicos lingüísticos para apoyar una opinión o presentar una idea (ej.:si el vocabulario o fraseo usado para proveer evidencia es suficientemente convincente) con apoyo ligero.

8. Analizar opciones del lenguajeDistinguen cómo el uso de palabras variadas con significado similar (ej.: contento en vez de feliz en vez de eufórico, escuchó en vez de sabía en vez de creía) producen matices de significado y diferentes reacciones en la audiencia.






C.P

rodu

ctiv

o

Parte I, agrupaciones 9-12 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:9. AE.3.4-6; L.3.1, 3, 610. E.3.1-8; L.3.1-311. E.3.1, 4, 10; AE.3.4, 6; L.3.1-3,612. E.3.4-5; AE.3.4,6; L.3.1, 3, 5-6




La audiencia incluye: Compañeros de clase(dirigiéndose a una sola persona)Grupo pequeño(dirigiéndose a un grupo pequeño)Todo el grupo(dirigiéndose a muchas personas)

9. PresentarPlanifican y exponen presentaciones oralescortas (ej.: recontar un cuento, describir unanimal).

10. Escribira) Redactan breves textos literarios einformativos (ej.: descripción de una linterna) encolaboración o de manera independiente.

b) Parafrasean textos y relatan experiencias,utilizando palabras clave de apuntes uorganizadores gráficos.

11. Sustentar opinionesSustentan opiniones propocionando buenasrazones y alguna evidencia textual oconocimiento previo relevante (ej.: referirse ainformación textual o conocimiento del tema).

12. Seleccionar recursos del lenguajeUtilizan un número limitado de palabrasacadémicas generales y palabras específicas dela disciplina, para agregar detalles (ej.: agregarla palabra peligroso para describir un lugar, usarla palabra hábitat al describir los hábitos de losanimales) al hablar y escribir.

9. PresentarPlanifican y exponen breves presentacionesorales sobre una variedad de temas yasignaturas (ej.: contar un cuento, explicar unproceso científico, etc.).

10. Escribira) Redactan textos literarios e informativosmás extensos (ej.: texto explicativo sobre elfuncionamiento de linternas) en colaboracióno de mandera independiente, empleandoorganización del texto apropiada cada vezmayor.

b) Parafrasean textos y relatan experiencias,utilizando oraciones completas y palabrasclave de apuntes u organizadores gráficos.

11. Sustentar opinionesSustentan opiniones proporcionando buenas razones y evidencia textual cada vez más detallada (ej.: aportar datos del texto) o conocimiento previo relevante sobre el tema.

12. Seleccionar recursos del lenguajeUtilizan un número de palabras académicas generales y palabras específicas de la disciplina cada vez mayor, para agregar detalles, crear un efecto (ej.: usar las palabras de repente, para indicar un cambio) o crear matices de significado (ej.:apresurarse en vez de con correr) al hablar y escribir.

9. PresentarPlanifican y exponen presentaciones oralesmás extensas sobre una variedad de temas yasignaturas (ej.: contar un cuento, explicar unproceso científico o un evento histórico, etc.).

10. Escribira) Redactan textos literarios e informativosmás extensos y detallados (ej.: textoexplicativo sobre el funcionamiento delinternas) en colaboración y de maneraindependiente, empleando una organizacióndel texto apropiada y comprensión del registrocada vez más mayor.

b) Parafrasean textos y relatan experiencias,utilizando oraciones completas cada vez másdetalladas y palabras clave de apuntes uorganizadores gráficos.

11. Sustentar opinionesSustentan opiniones o persuaden a otrospropocionando buenas razones y evidenciatextual detallada (ej.: eventos específicos ográficas de un texto) o conocimiento previorelevante sobre el tema.

12. Seleccionar recursos del lenguajeUtilizan una amplia variedad de palabrasacadémicas generales y palabras específicasde la disciplina, sinónimos, antónimos ylenguaje no literal para crear un efecto,precisión y matices de significado al hablar yescribir.



Sección 2: Descripción detallada de los principios fundamentales para el desarrollo del lenguaje y la cognición en contextos académicosParte II: Aprender cómo funciona el español



A. En

tend

er t

exto

s co

hesi

vos

Parte II, agrupaciones 1-2 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:1. LL.3.5; LL.3.5; E.3.1-5; AE.3.42. LL.3.5; LL.3.5; E.3.1-4; AE.3.4; L.3.1, 3





1. Entender la estructura del textoAplican un entendimiento de cómo se organizan distintos tipos de textos para expresar ideas (ej.: cómo se organiza un cuento en secuencia) para comprender y redactar textos básicos.

2. Entender la cohesióna) Aplican un entendimiento básico de losrecursos lingüisticos que remiten al lector hacia atrás o adelante en el texto (ej.: cómo pronombres refieren a sustantivos ya mencionados) para comprender y redactar textos básicos.

b) Aplican un entendimiento básico de cómo serelacionan ideas, eventos o razones a lo largo de un texto, utilizando frases o palabras de enlace de uso diario (ej.: entonces, luego) para comprender y redactar textos básicos.

1. Entender la estructura del textoAplican un entendimiento de cómo se organizan distintos tipos de textos para expresar ideas (ej.: cómo se organiza un cuento en secuencia con etapas predecibles) para comprender y redactar textos con cohesión cada vez mayor.

2. Entender la cohesióna) Aplican un entendimiento creciente de losrecursos lingüisticos que remiten al lector hacia atrás o adelante en el texto (ej.: cómo los pronombres refieren a sustantivos ya mencionados) para comprender y redactar textos, con cohesión cada vez mayor.

b) Aplican un entendimiento creciente de cómose relacionan ideas, eventos o razones a lo largo de un texto, utilizando una variedad de frases o palabras de enlace (ej.: al comienzo/final, primero/después) para comprender y redactar textos, con cohesión cada vez mayor.

1. Entender la estructura del textoAplican un entendimiento de cómo se organizan distintos tipos de textos para expresar ideas (ej.: cómo se organiza un cuento en secuencia con etapas predecibles versus cómo se estructuran opiniones/ argumentos lógicamente, agrupando ideas relacionadas) para comprender y redactar textos cohesivos.

2. Entender la cohesióna) Aplican un entendimiento cada vez mayorde recursos lingüisticos que remiten al lector hacia atrás o adelante en el texto (ej.: cómo pronombres o sinónimos refieren a sustantivos ya mencionados) para comprender y redactar textos cohesivos.

b) Aplican un entendimiento cada vez mayor decómo se relacionan ideas, eventos o razones a lo largo de un texto, utilizando una variedad cada vez mayor de frases o palabras de enlace y transición (ej.: por ejemplo, más tarde, primero/después/por último) para comprender y redactar textos cohesivos.






B. A

mpl

iar

y en

riqu

ecer

las

idea

s

Parte II, agrupaciones 3-5 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:3. E.3.5; AE.3.6; L.3.1, 3, 64. E.3.5; AE.3.6; L.3.1, 3, 65. E.3.5; AE.3.4, 6; L.3.1, 3, 6





3. Utilizarverbos y frases verbalesUtilizan verbos de uso frecuente, distintos tipos de verbos (ej.: hacer, decir, ser/tener, pensar/sentir) y tiempos verbales apropiados para el tipo de texto y la disciplina para comunicar tiempo (ej.: pretérito simple para relatar una experiencia).

4. Usar sustantivos y frases sustantivasAmplían frases sustantivas de maneras sencillas (ej.: agregar un adjetivo a un sustantivo) para enriquecer el significado de oraciones y añadir detalles sobre ideas, personas, cosas, etc.

5. Modificar para agregar detallesAmplían oraciones con expresiones adverbiales (ej.: adverbios, frases adverbiales, frases preposicionales) para proveer detalles (ej.: tiempo, manera, lugar, causa, etc.) sobre una actividad o un proceso conocidos (ej.: Caminaron a la cancha de fútbol.).

3. Utilizar verbos y frases verbalesUtilizan un número creciente de tipos de verbos (ej.: hacer, decir, ser/tener, pensar/sentir) y tiempos verbales apropiados para el tipo de texto y la disciplina para comunicar tiempo (ej.: pretérito simple para relatar, presente para una descripción científica).

4. Usar sustantivos y frases sustantivasAmplían frases sustantivas de maneras crecientes (ej.: agregar adjetivos comparativos/superlativos a sustantivos) para enriquecer el significado de oraciones y añadir detalles sobre ideas, personas, cosas, etc.

5. Modificar para agregar detallesAmplían oraciones con expresiones adverbiales (ej.: adverbios, frases adverbiales, frases preposicionales) para proveer detalles (ej.: tiempo, manera, lugar, causa, etc.) sobre una actividad o un proceso conocido o nuevo (ej.: Trabajaron en silencio. Corrieron a través de la cancha de fútbol).

3. Utilizar verbos y frases verbalesUsan una variedad de tipos de verbos (ej.: hacer, decir, ser/tener, pensar/sentir) y tiempos verbales apropiados para el tipo de texto y la disciplina para comunicar tiempo (ej.: presente para una descripción científica, futuro para predecir).

4. Usar sustantivos y frases sustantivasAmplían frases sustantivas de maneras diversas (ej.: agregar adjetivos comparativos/superlativos a sustantivos, o integrar cláusulas sencillas) para enriquecer el significado de oraciones y añadir detalles sobre ideas, personas, cosas, etc.

5. Modificar para agregar detallesAmplían oraciones con expresiones adverbiales (ej.: adverbios, frases adverbiales, frases preposicionales) para proveer detalles (ej.: tiempo, manera, lugar, causa, etc.) sobre actividades variadas o procesos conocidos o nuevos (ej.: Trabajaron en silencio toda la noche en su cuarto).






C. C

onec

tar

y co

nden

sar

idea

s

Parte II, agrupaciones 6-7 correspondientes a los estándares comunes estatales para las artes del lenguaje en español:6. E.3.1-3, 5; AE.3.4, 6; L.3.1, 3, 67. E.3.1-3, 5; AE.3.4, 6; L.3.1, 3, 6





6. Conectar ideasCombinan cláusulas, de maneras básicas, para establecer relaciones entre ideas y unirlas (ej.: crear oraciones compuestas mediante el uso de pero, así que, e y).

7. Condensar ideasResumen cláusulas, de maneras básica (ej.: cambiando: Es verde. Es rojo. Es verde y rojo.) para crear oraciones detalladas y precisas.

6. Conectar ideasCombinan cláusulas, de maneras cada vez mayor (ej.: crear oraciones compuestas y complejas), para establecer relaciones entre ideas y unirlas, por ej., expresar causa/efecto (ej.: El ciervo corrió porque llegó el puma.) o hacer una concesión (ej.: Ella estudió toda la noche aunque no se sentía bien.).

7. Condensar ideasResumen cláusulas, de maneras cada vez mayor (ej.: mediante cláusulas integradas, como en: Es una planta. Se halla en la selva tropical.

4 Es una planta verde y roja que se halla en laselva tropical.) para crear oraciones detalladas y precisas.

6. Conectar ideasCombinan cláusulas de maneras variadadas (ej.: crear oraciones complejas usando una variedad de conjunciones subordinantes) para establecer enlaces entre ideas y unirlas, por ej., expresar causa/efecto (ej.: Como el león estaba en al abrevadero, el ciervo huyó.), hacer una concesión, relacionar dos ideas que suceden al mismo tiempo (ej.: Los cachorros jugaban mientras su madre cazaba.).

7. Condensar ideasResumen cláusulas, de maneras variadas (ej.: mediante cláusulas integradas y otras formas de resumir, como, por ej.: Es una planta. Es verde y roja. Se halla en la selva tropical.

4 Es una planta verde y roja que se halla en laselva tropical.) para crear oraciones detalladas y precisas.



Sección 2: Elaboración de los principios fundamentales para el desarrollo del lenguaje y la cognición en contextos académicosParte III:Usar habilidades fundamentales de alfabetización

Habilidades fundamentales de alfabetización:

La alfabetización en un sistema de escritura alfabética

•Conceptos de lo impreso

•Conciencia fonológica

•Reconocimiento de fonemas y palabras

•Fluidez

Véa capítulo 6 para obtener información sobre la enseñanza de las habilidades fundamentales de alfabetización a los estudiantes de español con varios perfiles de acuerdo a la edad, el idioma materno, el sistema de escritura del idioma materno, la experiencia escolar y el dominio y la experiencia de la alfabetización. Algunas consideraciones son:

•El lenguaje y la alfabetización del idioma materno (ejemplo: habilidades relacionadas con conciencia sobre los fonemas o conceptos de lo impreso enel idioma materno) deberían evaluarse para determinar la transferencia potencial al lenguaje y la alfabetización del español.

•Las similitudes entre el idioma materno y el español deberían resaltarse (ejemplo: fonemas o letras que son las mismas en ambos idiomas).

•Las diferencias entre el idioma materno y el español deberían resaltarse (ejemplo: algunos fonemas del español tal vez no existen en el idiomamaterno del estudiante; la sintaxis del idioma materno podría ser diferente a la sintaxis del idioma español).



Tercer Grado SAN DIEGO COUNTYOFFICE OF EDUCATION

Parte I: Interactuar de manera significativa

A. Colaborativo

1. Intercambiar información e ideas a través de conversaciones colaborativas sobre una gama de temas sociales y académicos

2. Interactuar en español por escrito usando varias formas de comunicación (impresa, tecnología comunicativa y multimedia)

3. Ofrecer y justificar opiniones, al negociar y persuadir por medio de intercambios comunicativos

4. Adaptar opciones lingüísticas según el contexto (en base al trabajo asignado, propósito, audiencia y tipo de texto)

Sección 1: Metas, principios fundamentales e información general

Metas: Los estudiantes de español leen, analizan, interpretan y crean una variedad de tipos de textos literarios e informativos. Desarrollan una comprensión de cómo el lenguaje es un recurso

complejo, dinámico y social para crear significado, y cómo el contenido se organiza en diferentes tipos de textos y en todas las materias usando la estructura del texto, las características del lenguaje

y el vocabulario según el propósito y la audiencia. Son conscientes de que existen diferentes idiomas y variaciones del español, y reconocen el idioma y la cultura del hogar como recursos que hay

que valorar por derecho propio y que pueden aprovecharse para aumentar el dominio del español. Los estudiantes de español contribuyen activamente a las conversaciones de la clase y de grupo,

hacen preguntas, responden apropiadamente y ofrecen retroalimentación útil. Demuestran conocimiento de las materias mediante presentaciones orales, la escritura y redacciones, conversaciones

colaborativas y los medios multimedia. Desarrollan dominio en el cambio de uso de lenguaje en base a la tarea, el propósito, la audiencia y el tipo de texto.

Principios fundamentales para el desarrollo del lenguaje y la cognición en contextos académicos: Al avanzar en el proceso continuo de los niveles del desarrollo de lenguaje en español, los

estudiantes del español en todos los niveles participan en tareas intelectualmente desafiantes de alfabetización, de las disciplinas y de alfabetización disciplinaria. Usan el lenguaje de modos

coherentes y pertinentes, apropiados al nivel de grado, la materia académica, el tema, el propósito, la audiencia y el tipo de texto en artes del lenguaje en español, matemáticas, ciencias, estudios

sociales y las artes. Específicamente, usan el lenguaje para obtener e intercambiar información e ideas en tres modos de comunicación (colaborativo, interpretativo y productivo), y aplican el

conocimiento de lenguaje a tareas académicas por medio de tres procesos multimodales de lenguaje (estructurar textos cohesivos, ampliar y enriquecer ideas, y conectar y condensar ideas) usando

diversos recursos lingüísticos.

l AE.3.1, 6; L.3.1, 3, 6

l E.3.6; L.3.1, 3, 6

l AE.3.1, 6; L.3.1, 3, 6

l E.3.4-5; AE.3.1, 6; L.3.1, 3, 6

Estándares estatales comunes correspondientes a las artes del lenguaje en español



Parte I: Interactuar de manera significativa

Parte II: Aprender cómo funciona el español

Parte III: Destrezas fundamentales de lectura [alfabetización]

B. Interpretativo

5. Escuchar activamente el español hablado en una gama de contextos sociales y académicos

6. Leer atentamente textos literarios e informativos, y analizar los medios multimedia para determinar cómo se transmite el significado explícita e implícitamente a través del lenguaje

7. Evaluar qué tan bien usan el lenguaje los escritores y oradores para apoyar ideas y argumentos con detalles o evidencia, dependiendo del modo de comunicación, tipo de texto, propósito, audiencia, tema y asignatura

8. Analizar cómo los escritores y oradores usan el vocabulario y otros recursos del lenguaje con propósitos específicos(para explicar, persuadir, divertir, etc.) dependiendo del modo de comunicación, tipo de texto, propósito, audiencia,tema y asignatura

C. Productivo

9. Expresar información e ideas oralmente en presentaciones formales sobre temas académicos

10. [K] Redactar/escribir textos literarios e informativos para presentar, describir y explicar ideas e información, usandotecnología adecuada[1o-12o] Escribir textos literarios e informativos para presentar, describir y explicar ideas e información, usando tecnologíaadecuada”

11. [K-5o] Sustentar opiniones propias y evaluar las opiniones de los demás por escrito y al hablar.[6o-12o] Justificar argumentos propios y evaluar los argumentos de los demás por escrito

12. Seleccionar y aplicar vocabulario variado y preciso, y estructuras del lenguaje para eficazmente transmitir ideas

A. Entender textos cohesivos

1. Entender la estructura y organización de un texto en base al propósito, tipo de texto y disciplina.

2. Entender la cohesión y como los recursos del lenguaje, a través de un texto, contribuyen a la forma en que el texto sedesarrolla y fluye.

l AE.3.1-3; L.3.3

l LL.3.1-7, 9-10; LI.3.1-7, 9-10; AE.3.2-3; L.3.3, 4, 6

l LL.3.3-4, 6; LI.3.2, 6, 8; AE.3.3; L.3.3-6

l LL.3.4-5; LI.3.4-5; AE.3.3; L.3.3-6

l AE.3.4-6; L.3.1, 3, 6

l E.3.1-8, 10; L.3.1-3, 6

l E.3.1, 4, 10; AE.3.4, 6; L.3.1-3, 6

l E.3.4-5; AE.3.4, 6; L.3.1, 3, 5-6

l LL.3.5; LI.3.5; E.3.1-5; AE.3.4

l LL.3.5; LI.3.5; E.3.1-4; AE.3.4; L.3.1, 3

l E.3.5; AE.3.6; L.3.1, 3, 6

l E.3.5; AE.3.6; L.3.1, 3, 6

l E.3.5; AE.3.4, 6; L.3.1, 3, 6

l E.3.1-3, 5; AE.3.4, 6; L.3.1, 3, 6

l E.3.1-3, 5; AE.3.4, 6; L.3.1, 3, 6

B. Ampliar y enriquecer las ideas

3. Utilizar verbos y frases verbales para crear precisión y claridad en los diferentes tipos de textos.

4. Utilizar sustantivos y frases sustantivas para ampliar ideas y proveer más detalles.

5. Modificar para agregar detalles, proveer más información y crear precisión.

C. Conectar y condensar ideas

6. Conectar las ideas entre oraciones por medio de la combinación de cláusulas

7. Condensar las ideas entre oraciones utilzando una variedad de recursos del lenguaje

l LF.K-3.1-4 (como sea apropiado)




english learner coordinators’ network meeting december 8, 2016 · english learner support...

Documents