Idaho English Learners and ESSA Alissa Metzler Idaho State Department of Education - Title III and EL
Idaho State Department of Education Goals The SDE is guided by the following : • All Idaho students persevere in life and are ready for college and careers. • All education stakeholders in Idaho are mutually responsible for accountability and student progress. • Idaho attracts and retains great teachers and leaders. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Setting the Stage Who are we building our State Plan for? We are building and writing our State Plan for us. It’s going to be written for what works best for our Idaho English Learners. We are not writing this Plan for the US Department of Education! SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Setting the Stage Why do we need statewide guidance? 1. Currently Idaho districts have a variety of ways to identify and exit students 2. Students’ EL status must follow them – one entry date, one exit date 3. Lessen the burden on districts and students 4. ESSA required it! SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Timeline & Where We Are At SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Where Are We At With ESSA? What We’ve Done What We Still Have to Do
Spring 2016 created two Working Groups - Accountability - Entrance/Exit/Reclassification Working Group Meetings • September 16 - Reclassification • October 5 - Accountability • Oct. 21 - Reclassification • Nov. 10 - Both • January 12-13 – Reclassification • Public Forums • Feedback (Menti-Meter) • Guidance from US ED – Title III (October) and Accountability (January)
SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
1. Re-Writing all guidance documents. 1. Manuals 2. Forms 2. Creating “roll-out” and implementation materials 3. Submitting Assurances to US ED (April 3)
English Learners in Idaho Mini-Manuals • Identification and Screening • Data Reporting Requirements • Language Instruction Educational Programs (LIEPs) and Staffing • State EL, Title III, and Consortium • Parents and Student Rights • Assessments • Exiting and Monitoring Mini-Manuals will contain: • Guidance on each topic • Appendixes of tools and forms • FAQs • “Smart” SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
1. Consolidated Plan Submitted to US ED September 18, 2017 2. Roll-out and training kick-off Spring 2017 3. Accountability for ELs Plan Writing – Summer 2017 4. Implementation SY 2017-2018
Regional Training Locations March 14: Boise Registration Open March 15: Payette https://www.eventbrit March 16: Middleton e.com/e/essa-updates- March 17: Meridian for-english-learners- March 28: Hailey spring-training-tickets- March 29: Minidoka 31609300268 March 30: Twin Falls April 3: Salmon April 10: McCall April 11: Moscow April 12: Coeur d'Alene April 13: Sandpoint April 18: Pocatello April 19: Preston April 20: Madison/Rexburg SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Standardized Identification & Entrance Procedures SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Statewide Procedures Requirement Section 3113(b)(2) of the ESEA, as amended by the ESSA, § 299.19(c)(3) requires • a State to set uniform procedures that include criteria for both entrance into and exit from the English learner subgroup that are applied statewide, and prohibits a ‘‘local option,’’ which cannot be standardized and under which LEAs could have widely varying criteria. • We consider this clarification essential so that each State will adopt uniform procedures that will increase transparency around how students are identified, ensure consistency within a State with respect to which students are identified as English learners, and promote better outcomes for English learners. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
[DISTRICT/SCHOOL LETTERHEAD] Our school district along with the Idaho State Department of Education and the Office for Civil Rights require that students’ language(s) are identified. This survey’s purpose is to determine whether they are potentially eligible for language services. Student Name Date: Birthdate Gender: M F School Grade: 1. What language(s) are spoken in the home? ___________________________________________________________________________________________________ 2. What language(s) did your student first learn? ____________________________________________________________________________________________________ 3. What language(s) does your student speak most often? ____________________________________________________________________________________________________ 4. Which language does your student speak with you? _________________________________________ 5. Which language do you use when speaking with your child? _______________________________ 6. Which language do you want phone calls and letters? _______________________________________ 7. What is your relationship to the child? ☐ Mother ☐ Father ☐ Guardian ☐ Other (specify) ___________________________________ 8. Is there any additional information you would like the school to know about your child? _____________________________________________________________________________________________ SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
2017-2018 Screen-Out Criteria Kinder-1 2 nd Semester 1 st Semester 1 st Semester Kindergarten Kindergarten First Grade • Listening/Speaking • Listening/Speaking • Listening/Speaking must = 29 or 30 must = 29 or 30 must = 29 or 30 “Exceptional” “Exceptional” “Exceptional” • Reading must be 6+ • Reading must be 11+ • Reading must be 14+ • Writing must be 5+ • Writing must be 14+ • Writing must be 17+ SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
2017-2018 Screen-Out Criteria Grades 1-12 At least 4.0 in EACH Composite Proficiency domain of Listening, Level of 5.0 Speaking, Reading, and (or higher) Writing. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Additional Statewide Procedures • Timely identification of English learners after the initial identification period for students who were enrolled at the time but were not previously identified. • The removal of the English learner designation from any student who was erroneously identified as an English learner, which must be consistent with Federal civil rights obligations. • Timeline that all students who may be English learners are assessed for such status using a valid and reliable instrument within 30 days after enrollment in a school in the State. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Screening for ELs with Disabilities • Same as all other EL students with accommodations • What if they are non-verbal? Deaf? • Participate in domains they are able to and apply 4.0+ domain criteria to determine screen-out • For students who would take Alt ACCESS – administer screener with appropriate accommodations for all domains the student is able to participate until an Alt screener is available in the future SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Standardized Exit Criteria & Procedures SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
What ESSA Says About Exit Criteria Describe the SEA’s standardized entrance and exit procedures for English learners consistent with section 3113(b)(2) of the ESEA. These procedures must include valid and reliable, objective criteria that are applied consistently across the State. At a minimum, the standardized exit criteria must: 1. Include a score of proficient on the State’s annual English language proficiency assessment; 2. Be the same criteria used for exiting students from the English learner subgroup for Title I reporting and accountability purposes; and 3. Not include performance on an academic content assessment. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
2017-2018 K-12 Exit Criteria Composite Proficiency At least 4.0 in EACH Level of 5.0 domain of Listening, (or higher) Speaking, Reading, and Writing. SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
Accountability for ELs SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION
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