TOM TORLAKSONState Superintendent of Public Instruction

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Long-term English Learners

• AB 2193 adds to Education Code 313

• Defines long-term EL and at-risk of becoming a long-term EL

• CDE shall annually ascertain…and provide the information to school districts and schools

TOM TORLAKSONState Superintendent of Public Instruction

Long-term EL Report

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TOM TORLAKSONState Superintendent of Public Instruction

At-risk of Becoming Long-term ELs

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TOM TORLAKSONState Superintendent of Public Instruction

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Common Core State Standards

Professional Learning ModulesSeptember 26, 2013

Carrie RobertsLiteracy, History, and Arts Leadership Office

TOM TORLAKSONState Superintendent of Public Instruction

The professional learning modules were developed to deepen the understanding

of the following:

a) The common core academic state standards

b) Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils

c) Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas

d) The integration of subject content knowledgee) Instructional leadership and coaching

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TOM TORLAKSONState Superintendent of Public Instruction

Brokers of Expertise http://www.myboe.org/

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http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996

TOM TORLAKSONState Superintendent of Public Instruction

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TOM TORLAKSONState Superintendent of Public Instruction

Modules to be available this Fall

• English Learners, ELD standards and Common Core (2)

• CCSS and Special Education Students

• MTSS: A Framework for Implementation of the CA CCSS

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TOM TORLAKSONState Superintendent of Public Instruction

Examples from New Modules• English Language Arts: Writing to Inform,

Argue and Analyzehttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=504695

• Content Literacy for Technical Subjectshttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505198

• Assessment Literacyhttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=507082

• Content Literacy in History Social Studies, Kindergarten through Grade 5

http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706

• Literacy in Science

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TOM TORLAKSONState Superintendent of Public Instruction

CDE: CA CCSS Resources

For more information, visit the California Department of Education’s Common Core State Standards Web page at: http://www.cde.ca.gov/ci/cc/

• The standards• Frequently asked questions• Informational flyers• Additional resources

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SB 201 – ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS FOR CALIFORNIA (ELPAC) Authorizes the development of two separate

English language proficiency assessments - for initial identification and annual summative test.

Identifies the annual assessment window to be administered as a four-month period after January 1 of each school year, as determined by the State Superintendent of Public Instruction. (SSPI)

Requires the SSPI to report to the legislature when both new assessments are ready for their first administration.

AB 899 Requires the Superintendent, on or before

January 1, 2015 to recommend modification to the ELD standards to link with the SBE-approved academic content standards for mathematics and science.

Requires the SSPI to convene a group of experts and hold a minimum of two public meetings to gather input.

Authorizes the SBE, on or before August 1, 2015, to adopt or reject the SSPI recommendations.

ELPAD must be aligned to the approved ELD Standards.

CELDT ITEM ALIGNMENT Goal

Primary alignment to the 2012 ELD Standards Over 700 Items reviewed

Also reviewed: Secondary alignment Grade level appropriateness Language complexity level Alignment to foundational skills

(Part II 2012 ELD Standards)

CELDT ITEM ALIGNMENT Preliminary findings of 1,842 active CELDT

Items analyzed: Overall: Approximately 480 items (26 percent)

were aligned to one of the 2012 ELD Standards. Listening: 24 percent with primary alignment

Extended Listening Comprehension test Speaking: 30 percent with primary alignment

Speech Functions and 4-Picture Narrative test (up to 5th gr)

Reading: 35 percent with primary alignment Reading Comprehension test

Writing: 8 percent with primary alignment Short Composition test component

IMPORTANT CELDT performance should increase if begin

new standards Blueprint guidelines will determine the test

specifications Focus on arguing with evidence

Could include math as a source Will continue with CELDT

Fall administration 13/14, 14/15, 15/16

Will Field Test LPAC 15/16

QUESTIONS / CONCERNS DISCUSSED: At what point is the LPAC an assessment of

diagnostic for language vs. content knowledge? T1/T3 language requires alignment to content Not assessing content, but are assessing

language linked to content. E.G., recognizing shapes; step by step (sequence)

language to build a volcano