Los Angeles County Bilingual/EL Directors Meeting CDE Update

1. Los Angeles County Bilingual/EL Directors MeetingCDE Update October 5, 2012 Magdalena Ruz Gonzalez Silvina Rubinstein

2. Common Core State Standards Systems Implementation Plan • In March 2012 the State Board of Education voted to present, in partnership with the State Superintendent of Public Instruction, the Common Core State Standards Systems Implementation Plan. • The plan identifies major phases and activities in the implementation of the Common Core State Standards (CCSS). See handout # 3

3. Common Core State Standards Systems Implementation Plan, Cont. The document includes: • Several appendices • A template that local educational agencies may use as a starting point for developing their own local plans. • Information from various professional organizations regarding how these organizations can assist local educational agencies in implementing the CCSS.

4. Common Core State Standards Systems Implementation Plan, Cont. • The CCSS Systems Implementation Plan for California is available on the California Department of Education Common Core State Standards Web page at http://www.cde.ca.gov/re/cc/. For additional information, please contact Barbara Murchison, Common Core Systems Implementation Office, at 319-0490.

5. CaliforniaEnglish Language Development (ELD) Standards AB 124 ELD Standards RevisionBilingual Coordinators NetworkSeptember 20, 2012

6. CaliforniaEnglish Language Development (ELD) Standards AB 124 ELD Standards RevisionBilingual Coordinators NetworkSeptember 20, 2012

7. Presentation Objectives • Provide update on CA English Language Development (ELD) standards revision process • Describe key shifts in the CA ELD standards made to ensure full alignment to Common Core State Standards • Illustrate how Proficiency Level Descriptors (PLDs) and ELD standards were refined based on public comment • Highlight implementation plan next steps

8. ELD Standards Development Timeline

9. Summary of Public Comments • Public invited to comment (140 comments received) on the following documents: • Introduction/Proficiency Level Descriptors (PLDs) • CA ELD Standards Template • CA ELD Standards (K-8, 9-10, 11-12) • Comments categorized into following priorities: 9

10. Response to Comments Positives, questions, and revisions: 1. Number of Proficiency Levels and PLDs: + Ample and clear descriptors ? From 5 to 3 proficiency levels • Greater delineation (entry/progress through, exit) 2. Correspondence to the Common Core State Standards (CCSS): + Clear link to CCSS ? Show correspondence, strengthen rigor • Rigor added, correspondence shown 10

11. Response to Comments, cont’d. Positives, questions, and revisions: 3. Horizontal and Vertical Alignment: + Clear, gradual, nonlinear ? Specificity, distinctions, Parts I and II • Strengthened specificity/distinctions; prepared Appendix clarifying how Parts I & 2 interrelate 4. Reading Foundational Skills: + Important to signal, place in appendix ? Ensure proper use, allow public review, note L1 as resource • Prepared appendix clarifying use within ELD standards; shared draft with public; clarified L1 as strategic resource 11

12. Response to Comments, cont’d. Additional Resources Developed: • Overviews of the CA ELD Standards and of Proficiency Level Descriptors • Three appendices: • Theoretical Foundations and Research Base • Part II: Learning About How English Works • Literacy Foundational Skills

13. CA ELD Standards: Purpose • Align with California’s Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects (Common Core State Standards) • Highlight and amplify the key language knowledge, skills, and abilities in the Common Core State Standards critical for ELs to simultaneously be successful in school while they are developing English

14. CA ELD Standards: Purpose • Provide opportunities for ELs to access, engage with, and achieve in grade-level academic content while they are learning English • Designed to be used in tandem with the Common Core State Standards and not in isolation

15. Proficiency Level Descriptors (PLDs) Overview • Describe student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do • Provide three proficiency levels: Emerging, Expanding, and Bridging – at early and exit stages • Guide targeted instruction in ELD, as well as differentiated instruction in academic content areas

16. Proficiency Level Descriptors (PLDs) Overview, cont’d. Include: • Overall Proficiency: A general descriptor of ELs’ abilities at entry to/progress through, and exit from the level • Extent of linguistic support needed per the linguistic and cognitive demands of tasks, at early stages and as ELs develop

17. Proficiency Level Descriptors (PLDs) Overview, cont’d. Include: Descriptors for early stages of and exit from each proficiency level, using ELD standard structure: • Three Modes of Communication: • Collaborative (engagement in dialogue with others) • Interpretive (comprehension and analysis of written and spoken texts) • Productive (creation of oral presentations and written texts) • Two dimensions of Knowledge of Language: • Metalinguistic Awareness (language awareness & self-monitoring) • Accuracy of Production (acknowledging variation)

20. The 2012 ELD Standards’ Structure and Components Include: • 2-page “At a Glance” • Part I: Interacting in Meaningful Ways • Part II: Learning about How English Works • Part III: Using Foundational Literacy Skills

21. Walk-Through of the 2012 ELD Standards’ Structure and Components: Grade 7 Example

22. “At a glance”

23. “At a glance”

24. “At a glance”

25. “At a glance”

26. “At a glance”

27. “At a glance”

28. Part I: Interacting in Meaningful Ways

29. Part II: Learning about How English Works

30. Part I: Interacting in Meaningful Ways

31. Part II: Learning about How English Works

32. Highlights of Draft Appendices • Additional Resources to Support Understanding and Implementation: • Theoretical Foundations and Research Base • Part II: Learning About How English Works • Literacy Foundational Skills

33. Appendix: Theoretical Foundations and Research Base for the ELD Standards Theoretical Foundations • Socio-cultural and socio-linguistic approaches • Socio-cognitive and cognitive approaches • Genre and meaning based approaches • Substantial section on scaffolding for ELs • Explanation of “substantial, moderate, light” descriptors Research Base • EL language and literacy development • Effective instructional practices Other Resources • “Understanding Language”; “Framework for ELPD Standards”; state, national, and international frameworks 33

34. Appendix: CA ELD Standards Part II: Learning About How English Works Perspective on how to support EL students using Parts I and II in concert: Language Demands of the Common Core • Description of how language is integrated into the Common Core Moving From Everyday to Academic Registers • Strategies to support transition to academic registers Application of Part II strands 34

35. Appendix: Foundational Literacy Skills • Research on English Learners • English learners benefit from reading foundational skills instruction • Oral English proficiency is crucial for English literacy • Native language literacy facilitates English literacy learning • Reading Foundational Skills Alignment Charts • Student language and literacy characteristics • Considerations for literacy foundational skills instruction • CA Common Core Reading Standards: Foundational Skills • Alignment Charts • K – 5, by grade • 6 – 12, by grade span 35

36. Appendix: Foundational Literacy Skills 36

37. Next Steps for CA in Larger Context of CCSS Implementation • ELD standards revised & approved (2012) • ELD implementation plan approved (2013) • ELD professional development materials produced (2013-14) • ELA/ELD Curriculum Framework developed by Instructional Quality Commission (2014-15) • SBAC assessment developed (2014-15) • Next-generation ELD assessment developed (2015-16) • ELA/ELD Adoption of K-8 Instructional Materials (2016)

38. ELD Standards Technical Aspect of Standards • Aligned with, and support, the California Common Core Content Standards • Three proficiency levels instead of five: Emerging, Expanding, Bridging • General description of ELs’ abilities at “early stage of” and “exit from” each level • Listening, Speaking, Reading, and Writing domains are not explicit

39. ELD Standards Technical Aspect of Standards Impact on CELDT: • Integrating the new standards into the assessment • Review structure of current CELDT for necessary changes to align to the new standards. • Create new items as needed to assess new standards. • Pilot items. • Field-test items. • Administer new operational kindergarten, grade one, and grade two assessments in 2015–16.

40. CELDT Administration • Separation of K–1 Test • Educators’ meeting: October 11, 2012 • Item writing activities: January–April 2013 • Content and bias and sensitivity reviews: May 2013 • Item pilots: May–June 2013 • Field test: 2014–15 • Projected separation: 2015–16

41. CELDT Reporting • New report: CELDT Test Results by Prior Overall Performance Level– Current CELDT overall performance and most recent previous CELDT overall performance– State, county, district, and school levels • DataQuestWebpagehttp://dq.cde.ca.gov/dataquest/

42. CELDT Reporting (cont.)

43. CELDT Reporting (cont.)

44. New Resources • 2012–13 CELDT Information Guide –General program information and guidance on reporting and using results–Guidance about American Sign Language and reclassification for English learners with severe cognitive disabilities–Checklist of key actions for the administration of the CELDT to students with disabilities

45. New Resources (cont.) • Released Test Questions –Updated to include new sample student responses –Will include the revisions to the scoring rubrics • CELDT 101 – Updated Soon – Information about the new ELD standards • All these resources are available at: http://www.cde.ca.gov/ta/tg/el/resources.asp

46. CELDT Administration (cont.) • Transitional Kindergarten (TK) • TK students whose primary language is other than English must be administered the CELDT. • 2012–13 Edition: – Mark the “K” bubble for grade – Include date of birth • 2013–14 Edition:– “TK” bubble for grade may be added to the answer book.

47. What’s New for 2012–13 • Name and Tell • New item type to be field tested • Available now or soon on www.celdt.org: • CELDT Fundamentals • Basic CELDT information • CELDT Quarterly Webinars • Thematic, based on quarterly CELDT tasks • CELDT Tutorials • Five short tutorials on how to use the CELDT Web-based applications TOM TORLAKSON State Superintendent of Public Instruction 14

48. Key Dates • May 2012 — Release of the 2011–12 CELDT AA results • July 2012 — Posting of the 2012 CELDT Information Guide • July 1, 2012 — 2012–13 CELDT AA and IA windows open • August 24, 2012 — STOT, Orange County Office of Education • August 28, 2012 — Final STOT, Sacramento County Office of Education • Fall, 2012 — K–1 Educators’ Meeting, Sacramento • November 15, 2012 — ELD Standards SBE deadline TOM TORLAKSON State Superintendent of Public Instruction 16 16

49. Title III Accountability • Part I — 2011–12 Title III Accountability • TitleIII Accountability Overview • Release of AMAOs 1 and 2 Results– Analysis of AMAO 1 Results– Analysis of AMAO 2 Results– Reasons for the improvement in AMAOsResults • Posting of Title III Information Guide• Release of AMAO3 Results and Research File

50. Release of AMAOs 1 & 2 Results • Percent of LEAs/Consortia meeting AMAOs • AMAO 1 – 83% • AMAO 2 – 59%– 75% met target of less than 5 years – 69% met target of 5 years or more LEAsand consortia N=706 Source: June 2012 update