Idaho English Learners and ESSA Alissa Metzler Idaho State - - PowerPoint PPT Presentation

Alissa Metzler

Idaho State Department of Education - Title III and EL

Idaho English Learners and ESSA

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.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Idaho State Department of Education Goals

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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!

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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!

Timeline & Where We Are At

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

What We Still Have to Do What We’ve Done

Where Are We At With ESSA?

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)

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

• 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)

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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”

• 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

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

Regional Training Locations

March 14: Boise March 15: Payette March 16: Middleton March 17: Meridian March 28: Hailey March 29: Minidoka 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

Registration Open https://www.eventbrit e.com/e/essa-updates- for-english-learners- spring-training-tickets- 31609300268

Standardized Identification & Entrance Procedures

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

[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? _____________________________________________________________________________________________

2017-2018 Screen-Out Criteria Kinder-1

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

1st Semester First Grade

• Listening/Speaking

must = 29 or 30 “Exceptional”

• Reading must be 14+
• Writing must be 17+

1st Semester Kindergarten 2nd Semester Kindergarten

• Listening/Speaking

must = 29 or 30 “Exceptional”

• Reading must be 6+
• Writing must be 5+
• Listening/Speaking

must = 29 or 30 “Exceptional”

• Reading must be 11+
• Writing must be 14+

2017-2018 Screen-Out Criteria Grades 1-12

Composite Proficiency Level of 5.0 (or higher) At least 4.0 in EACH domain of Listening, Speaking, Reading, and Writing.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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

• bligations.
• 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.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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

Standardized Exit Criteria & Procedures

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

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.

Composite Proficiency Level of 5.0 (or higher) At least 4.0 in EACH domain of Listening, Speaking, Reading, and Writing.

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

2017-2018 K-12 Exit Criteria

Accountability for ELs

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

English Learner Accountability

Establish long-term goals and measurements of interim progress for, at a minimum, academic achievement, and English language proficiency.

• Must take into account the improvement necessary for each subgroup of students to make significant

progress in closing statewide gaps.

• Determine if we want to include Recently Arrived English Learners (RAELs) in accountability (3
• ptions)
• Determine if we want to including exited ELs in accountability for up to 4 years (EL status codes X3

and X4)

• Accountability for ELs moves to Title I.
• Accountability group will meet again in May/June

Questions

SHERRI YBARRA, SUPERINTENDENT OF PUBLIC INSTRUCTION

SUPPORTING SCHOOLS AND STUDENTS TO ACHIEVE

State EL and Title III Coordinator

ametzler@sde.idaho.gov 332-6905

Alissa Metzler