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This training session will cover updated requirements for 2019-20, monitoring, resources, budget narrative, legislative report, and more! There will also be opportunities for district/ODE staff meetings and Q&A sessions.
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Clock Buddies Before you get all settled • Stand up and find a • Clock buddy for • 3 o’clock • 6 o’clock • 9 o’clock • 12 o’clock • Have them write their name on your clock • Try to have another SD for each clock buddy
What are we doing today? This Afternoon . . . Opportunity for district/ODE staff one-on-one meeting District work-time with ODE staff on-site for questions This Morning . . . • Training on updated requirements for 19-20 • Discussion on monitoring • Resources to help • Discussion - On Track to English Proficiency • Budget Narrative • Legislative Report • And MORE!!!
Parking Lot for Questions/Comments/Concerns Please use this Google Form for Questions https://forms.gle/BG6PZq6PqNpr4BGw8
Housekeeping Updates Calendar of Events • Conferences • EL Coordinator Webinars • Data Collections EL Contact List • ODE EL Contact
Changes for 2019-20 • Language Use Survey • Transact updates (www.transact.com ) • ELPA Screener available • Training link • On Track to English Language Proficiency (OTELP) • Budget Narrative • Monitoring
Transact Reminder www.transact.com • Free for all public educators in Oregon • Included Language Use Survey • Reviewed and updated for ESSA
Time to Check in – Clock Buddy Find your 12 o’clock buddy – 5 minutes • Ask them: • How many ELs in your district • Biggest need with EL instructional needs • Biggest success with ELs • Jot down notes on the back of your clock
Purpose and Use • Measures proficiency in reading, writing, speaking,and listening English based on Oregon’s English Language Proficiency Standards. • Determines eligibility for English Language Development (ELD) services. • Administered mostly when Language Use Survey indicates a primary home language other than English (however, remember that American Indian/Alaska Native students can also be ELs). • State required identification assessment beginning August 15, 2019
Test Administrator (TA) Training • TA required training (listed on ODE website): • Read ELPA Screener Administration Manual* • ELPA Screener Administration Module* • ELPA Screener Speaking Scoring Document • “Base” TA training: modules 2-4, assurance of test security form, TAM and OAM readings • New TAs will complete Screener training before administering first Screener (and again at time of annual ODE-required training if district has such a designated time) • TA stands for Test Administrator in this context *Name change from 2018-19
Year-Round Testing • The ELPA screener is available year-round; save during scheduled downtime windows. • A student about to enter Kindergarten should take the “Future Kindergarten” screener until August 15 annually. • Open from March 1 to August 14, inclusive • Identical test form • Future K has a different scoring profile
Before Testing Students may test under a Temporary ID or SSID. • It is recommended that districts test under an SSID when possible. • Districts can attach a Temp ID test score to an SSID via merging. Districts are not required to perform this merge.
Considerations for Screening Should mimic summative testing environment: • Quiet, secure testing environment • Space for TA to work 1-to-1 with student • Enrichment materials nearby (for TA scoring step) • Headphones and microphone • Accommodation decisions already made • Recommend entering exemptions in TIDE 24h before testing • Necessary manuals on hand (Screener Manual, Oregon Accessibility Manual)
Accommodations for Students Without an IEP or 504 • Test Administrator may select accommodations for which there is “good evidence”, e.g.: • information from parents/caregivers • clearly observable evidence of a disability • medical documentation • District must store documentation of evidence supporting selected accommodations in student’s permanent file
Three Steps • Step 1 (“Practice Step”): unscored practice items • Step 2 (up to the early stop rule): scored items • Speaking first, scored by TA • Other three domains follow, machine-scored • Step 3 (full screener): more scored items • All domains, mixed machine-scored and constructed response items. • Current data indicate 7 calendar day maximum turnaround, less than 3 calendar days in high volume months, less than 2 calendar days in other months.
Test Administration • If the student is inactive more than 20 minutes, the test will be paused and the student logged out. • Any test paused for seven (7) full calendar days will be automatically submitted for scoring. • Need to reset or reopen due to accidental auto-submit or similar? Submit a test impropriety via the ODE website. • For the ELPA Speaking domain, students may receive a pop-up warning if the recorded response is too soft. Students can play back their responses to verify before moving on, and can re-record if necessary.
Important Items to Remember • ELP testing is a federal requirement. There are no provisions for four-domain exemptions or opt-out. • Oregon does not offer a paper/pencil version of the screener (except for Braille, ordered on the Test Administration page). • Full, step-by-step instructions for administering the ELPA Screener can be found in the Screener Administration Module (required for Test Coordinators and Test Administrators). • Please see Section 5 of the Test Administration Manual for participation requirements/options regarding ELP assessments.
Online Resources • ELPA21 Webpage (consortia web page) • Test Administration Page (TAM and OAM) • Promising Practices • Testing Portal and Sample Tests • Training Materials Page (training modules; ELPA Screener Administration Manual; practice Speaking scoring slides)
Turn and Talk • Have you administered the ELPA screener? • Any tips to share with each other? • Any questions needed to be shared with ODE assessment staff? • Share out
Who to Call for Help… • District Test Coordinator • Regional ESD Partner • Technical Question – OSAS Helpdesk • Ben Wolcott, Oregon English Language Proficiency Assessment Specialist
What is OTELP? • What is OTELP? • ESSA accountability indicator measuring an EL’s progress towards acquiring English language proficiency. • How could this impact my school/district? • ODE calculates OTELP for each school/district, and reports it on the accountability details report. • How does ODE use this calculation? • ODE uses OTELP and several other indicators (e.g., achievement, growth, regular attendance, 9th grade on-track, graduation) to identify (a) schools for comprehensive or targeted school improvement, and (b) districts for HB 3499. • How does my data impact this calculation or any accountability calculation? • If your data collection isn’t submitted accurately, the accountability calculation may be impacted.
OTELP uses trajectories to determine whether an EL is on track for each domain (given initial domain proficiency and years identified as an EL). OTELP Trajectories Domain Trajectory for ELs without Disabilities or an Interrupted Formal Education Domain Trajectory for ELs withDisabilities or/and an Interrupted Formal Education
How is OTELP Calculated? • For All ELs • ELs who are proficient via ELPA are OTELP. • ELs without domain exemptions are OTELP if they meet trajectory expectations on 3 of 4 domains. • For ELs with an IEP or 504 and a domain exemptions • ELs with domain exemptions are OTELP if they meet trajectory expectations on all nonexempt domains. • See Validation Manual for more information about the OTELP calculations.
Table Talk Do you know where to access to your school’s/district’s OTELP data? If yes, do you have access to your school’s/ district’s OTELP data? • If yes, • How do you use it? • Is it helpful? If yes/no, why? • If no, • Would you like to use it? • How would you use it and why? • How would it benefit you and your school/district?
Questions on OTELP • Josh Rew – Josh.Rew@ode.state.or.us
Requirementto Monitor Districts • Oregon Department of Education (ODE) is required to monitor districts as part of the State’s participation in Title III. • ODE verifies compliance of federal and state EL requirements. • The US Department of Education – Title III has set the requirement for monitoring every three (3) years.
Monitoring for 2019-20 Risk Assessment • Creation of Risk Assessment • Elements in the Risk Assessment • Four Categories • Logistics • Demographics • Outcomes • Civil Rights Concern • Numerical Rating System • 1-5 • 1 is lowest risk • 5 is highest risk
Monitoring Submission Changes Using the Risk Assessment to determine specific concerns, means different submission criteria for each district. • Examples • A district with significant EL outcome concerns – may provide information on access to core, graduation, multi-tiered systems of support, PD, etc. • A district with more demographic concerns – may provide information on specific EL populations and special programs supporting those students. • Having specific areas to review during monitoring, allows for deeper discussions and collaboration between ODE and district staff.
Now let’s look at the Risk Assessment created by ODE Take out risk assessment in folder
Look at the Risk Assessment • District names are hidden • Please note the 3* means this element is suppressed – due to small number of ELs. • Take a moment to reflect on trends you see 5 min. review • Now talk with your elbow partner or table group about your observations – BE Prepared to Share these out • Share out – observations (random selection)
Monitoring Resources • ODE is revising the EL monitoring documents for 2019-20. • They will be posted to the Monitoring web page • ODE will provide specific webinars to assist with monitoring submission. • Information on which districts will be monitored will be available soon.
Call on your ODE EL Contact • Don’t forget that ODE staff are here to assist • Emails would be best • See Contact List in folder • See Title III Contact List on web page
Its Time for a Break Take 7 minutes to get up and stretch . . . We will return in just a few moments to jump back in. . .
Updates for 2019-20 • ODE staff received on-site TA from the US Department of Education regarding federal program allocations. • During that support, it was determined that Oregon’s way of handling budget narratives needed to be improved. • There was a risk to the state on federal fund procedures: • Not having a required request for funds date (budget narrative). • Allowing sub-grantees the ability to “apply” for funds during the carryover timeline; even when the sub-grantee did not apply during the regular year timeline.
What’s Changing • Prerequisites to have access to 20% of the funds • Statement of Assurances (download) • School Prayer Statement (download) • Contacts (completed in the Budget Narrative Application) • Private Schools (completed in the Budget Narrative) • ALL districts must have these completed to have access to the 20% funds – this includes consortia member districts
How do I Get Access to the Remaining 80% • The Continuous Improvement Plan must be submitted. • ODE staff will review the “Big 10” questions and confirm that they are in alignment with the Budget Narrative • All four prerequisites are submitted • The Budget Narrative is approved
Sub-Grantee Risk Sub-Grantee Risk – • If a sub-grantee chooses to use the 20% funds prior to the approval of their budget narrative . . . . • Then the sub-grant assumes the risk of having to find other funding if the activity funded by the 20% of federal funds is deemed not allowable by ODE staff.
Timelines/Due Dates • Continuous Improvement Plan - • Executive Numbered Memo 001-2019-20 • Nov 1 – Soft Due Date • Dec 6 – CIP Hard Due Date • Budget Narratives • March 20 – Hard Due Date for Budget Narrative submission • If sub-grantee has not submitted their budget narrative – the funds will be frozen in EGMS • June 1st- Reallocation process will begin
Carryover Budgets • Carryover Budget Narrative will open mid-November. • An Explanation as to why funds were not expended is required. • Districts can carryover 100% of their Title III grantto use by the following dates: • Carryover grants from 2017-18 must be claimed by September 30, 2019. • Carryover grants from 2018-19 must be claimed by September 30, 2020.
Clock Buddies • Time for 12 o’clock buddy talk (5 minutes) • Ask how the change in prerequisites impacts your budget application? • How will you communicate with district staff regarding prerequisite changes? • Are there any concerns to share with ODE? • Come back together and Share out
