December 16, 2021

English Learner Network Newsletter

Important Updates

ELPAC

The templates for the Summative ELPAC Parent/Guardian Notification Letters are now available on the ELPAC webpage.

The letters can be customized and used as a printed document or provided to parents and guardians electronically. Translations will be available soon. Spring 2022 remote testing will continue to be an option, with the exception of the Alternate ELPAC, which can only be administered in person.

Reminders for Summative ELPAC Testing:

-Secure browsers should be used when testing in person and also when testing grades 3-12 students remotely.

-The web-based Student Testing Interface should be used when administering the Summative ELPAC to K-2 students and to all grade levels of the Speaking domain remotely. It allows test examiners to use video conferencing applications with screen-sharing software to administer a one-on-one assessment. However, this type of screen-sharing software can be used only with the web-based Student Testing Interface (not with the secure browser) and should be used only in one-on-one administration.

-The Test Administrator Interface is the application examiners will use to create test sessions for students to test. Select the “Remote or Hybrid” test administration option to access the web-based Student Testing Interface to test students remotely.

Interim ELPAC Assessments will be in development, likely ready for use in the 23-24 school year. These will be grade-span tests with threshold cuts for each grade. Also in development is the Speaking and full writes for the Writing portions of the CA Spanish Assessment.

OPTEL

The CDE and WestEd will reach out to the LEAs that expressed interest in field testing for the Observational Protocol for Teachers of English Learners (OPTEL). Many schools that are back to in-person sessions have expressed renewed interest in participating in the field test. This project is due for completion by June 30, 2021. For more information about the OPTEL, visit their webpage.

EL Data

LTEL & At-Risk of LTEL data are now available in Dataquest. This year, there will be some drastic differences in numbers compared to past years because 2 of the 4 criteria used to define LTELs are unable to be used. See the EL Students in CA Schools webpage for more information.

FPM

Hot off the press! The Regional EL Specialists have compiled a folder of FPM Examples and Non-examples to support LEAs in their FPM Review process. Access the folder of resources on this CDE Box webpage.

Some trends and observations that TAMO reviewers have seen during recent EL and Migrant Ed FPM reviews:

- Many reviews have relatively low amounts of evidence in CMT the week before the actual review begins. This almost always leads to several findings since everything cannot be addressed by the close of the review.

- Reclassification rates saw significant drops in 2020-21. The current year is showing some improvement. LEAs should be monitoring students who scored an Overall Level 4 on the ELPAC and reclassify them as soon as all four criteria are met.

- LEAs are advised to refer to the EL instrument as soon as it is published each year. This allows LEAs to address potential findings and meet the minimum requirements whether or not they are under review for the current year. For example:

- ELAC/DELAC: LEAs might be able to address it before the review starts.

- Policies: If an LEA’s policies are out of date, the LEA might have time to update them and

seek the necessary approvals. For example, do all documents match the policy and is

everything current (e.g. ELPAC not CELDT)?

- EL Authorizations: Depending on a teacher’s status, they may obtain a credential or temporary

county certificate. The LEA needs to send current teachers and their EL authorization code, not

“CLAD”, which is generic. Asking the HR department to help with authorization codes early on

can help avoid a finding.

- Remember there are resources and templates available in the CDE FPM Box folder: EL Resources and ME Resources.

- LEAs can use the “Bookmark” feature in Adobe Acrobat PDF software to bookmark and rename specific sections of the PDF that satisfy the FPM requirement. This can help the LEA keep track of the FPM requirements and stay organized while also assisting reviewers in navigating directly to the section that the LEA believes meets the FPM requirement.

- Please reach out to your county office if FPM support is needed .

Independent Study and English Learners

Regarding English Learners in Independent Study (IS):

- Credentialing for IS is the same--EL authorization is required.

- Designated and Integrated ELD are included in IS written agreements.

- Curriculum needs to be aligned with what has been approved by the school board and must be equivalent in quality and intellectual challenge as in-person instruction, including for Designated and Integrated ELD.

- Know your LEA’s digital ELD components and request full-access to digital components from publishers to support your IS program.

Educator Effectiveness Funds

Recipients of the Educator Effectiveness Funds (EEF) must develop a plan to be presented in a public meeting before its adoption in a subsequent public meeting before December 30, 2021. There is nothing in statute that prohibits LEAs from amending a plan at a later date; hence, it is encouraged that all receiving LEAs get an initial plan approved by 12/30/21. Visit the EEF webpage for FAQs.

Title III

New and Significant Expanding Charter Schools Applications for Title III EL Student and Immigrant Program Subgrants are now available. Eligible LEAs will be notified when the application is ready.

Additional Professional Learning Opportunities

MCAP Digital Academies: Building the Pathway to Multilingualism

along the EL Roadmap Policy

Digital Academies

EL RISE! Intro to English Learner Roadmap Canvas Micro-Course

Asynchronous 90-min. course

ESSER and GEER Strategy

and Q&A Session

(CDE/Brustein & Manasevit)

Jan. 4

LCAP Training series

with CDE

Jan. 11, 13

Improving Outcomes for English Learners with Disabilities: How the MTSS framework provides support to ELs prior to and after identification for special education services

Jan. 20

Dual Language Design

Thinking Network

Jan. 25, Mar. 24, May 24, Jun. 14

California Coalition for Inclusive Literacy: The Four Ways to Engage--learn independently or together with colleagues to develop professionally in a more accessible manner

Online Modules

Understanding & Addressing Dyslexia

On-Demand Webinar Series

Resources

• Region 4 English Learner Network folder with recordings and resources

• FPM Examples/Non-Examples Folders in CDE Box webpage

• REL West Guide: Assessing the Professional Learning Needs of Elementary School Teachers to Implement Research-Based Recommendations for the Instruction of ELs

• Supporting Young English Learners at Home

• CDSS Afghan Arrival Response & Refugee Impacted Counties webpage

• The Gift of Literacy: unlimited access to digital books and daily news articles for all pre-K to Gr. 12 students in California through 1/31/22

• Transformative SEL integrates an explicit equity and social justice lens into the conceptualization and implementation of SEL: T-SEL Suite of Tools, School-based themed resources, and much more

• Regional Educational Laboratory (REL) West webinar series for educators on storybook reading, culturally affirming instruction, and connecting with parents and families: Recordings and slides from the events & reading activity worksheets in English and Spanish available

• Center for Equity for English Learners (CEEL) at Loyola Marymount University Professional Learning Opportunities for educators & leaders

• California National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program: up to $25,000/teacher