Welcome

1. Welcome Curriculum & Instruction Assessment & Accountability Alternative Language Services Directors Meeting November 17, 2005 Networking 8:30 to 9:00 am Student Achievement and School Success

2. English Language Learners Judy W. Park Assessment & Accountability Director Brett Moulding Curriculum Director Utah State Office of Education November 17, 2005

3. Welcome Introductions and Meeting Expectations

4. Curriculum Issues & Items • Calendar of Meetings • January 18, 2006 • March 15, 2006 • Curriculum Subcommittee Meetings • December 14 - 10 am USOE ? • February 15 - 1 pm USOE ? • April 19 - 10 am USOE ? • May 17 - 1pm USOE ?

5. Assessment Issues & Items • Calendar of Meetings • December 7, 2005 • January 18, 2006 • February 15, 2006 • Assessment & Accountability Handouts • UBSCT Clarification of Practice • NAEP Information & Reports • DWA Achievement Standards • Testing Calendar 06/07 • Testing Ordering Window • IOWA Test Score Interpretation

6. Legislation • Secondary School Amendments (Acceptance of Credit) • Reading Requirement for Advancement • (Student Grade-level Retention) • Requires Multiple Measures of Reading on Grade-level • Appeal to Principal • UBSCT • Remediation (Stipend for not passing UBSCT) • Alternative • 4-6 Math Initiative

7. A few Curriculum Items See Handouts • Language on Diploma • Attorney General Office Advice • Federal Financial Assistance for Higher Education • Alternative Diploma Language will Require Additional Assessment for Aid • “Alternate Word” • Chinese Language Courses • Web Page Resources • R 277-705 Awarding of Credit Memo for Districts, Schools and SESs Policy Requirements

8. Basic Diploma & Diploma - 37 • Basic Diploma I and Basic Diploma II - 39

9. Title III Overview Brett Moulding, Curriculum Director Nancy Giraldo, Title III Specialist Utah State Office of Education November 17, 2005

10. Diploma Language • Basic Diploma and Regular Diploma • Basic Diploma I and Basic Diploma II (AG suggestion) • Basic Diploma and Diploma  • Basic Diploma and Standard diploma • Basic Diploma and Completion Diploma may be confusing w/Certificate of Completion • Basic Diploma and General Diploma (too similar to GED?) • Basic Diploma and Normal Diploma

11. English Language Learners • Importance of Coordinated Programs • District Plan • Instructional Models that Work • Compliance Requirements • Assessment Requirements • Title III • State • District

12. ALS & Title III Services • Ensure ELLs develop English proficiency to succeed in academic subjects. • Use of funds to develop, enhance and implement language instruction • State and districts are responsible for ensuring development of English proficiency and academic subjects.

13. ALS & Title III • Title III Accountability =Title III AMAOs+AYP

14. What are Title III AMAOs • % of ELLs making progress • % of ELLs reaching “Advanced” level (“D”) • AYP (LEP subgroup target)

15. District administers UALPA receives State Report: Title III AMAO Send parent notification State Calculates language proficiency results Prepare State Title III report Send Title III Report to districts Title III State & District

16. Professional Development, Technical Assistance, Monitoring Kathrine Whittekiend, Education Specialist – ELL USOE Kathrine.whittekiend@schools.utah.gov 801-538-7945 801-520-9728 Helping teachers to make content comprehensible for English Language Learners (ELL)

17. Utah’s Goals for Professional Development Title III;In the Beginning • Needs Assessment: • Create an awareness of issues in Utah surrounding ELL. • SDAIE (Specially Designed Academic Instruction in English) Sheltered Instruction Training. • ESL endorsement support.

18. The Objectives of Professional Development Activities for Teachers of ELLCurrent • Developed with extensive participation of teachers, principals, parents, and administrators of schools to be served. • Aligned with and directly related to state academic content standards, ELP standards, student academic achievement standards, and assessments. • Designed to give teachers of limited English proficient children, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services. • Are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement. • Provide follow up training to teachers to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.

19. Effective Pedagogy Based on Research The Basis for the Model CALLA CREDE CAL SIOP Three Principles Five Principles Increase Interaction Thinking/Study Skills Comprehension Framework for Sheltering Instruction Standards Teachers and Students working together Emphasizing Dialogue over Lectures Review/ Assessment Connecting Lessons to Students Lives Lesson Preparation Core Curriculum ELP Standards 8 Components Engaging Students with Challenging Lessons Building Background Strategies Developing language and literacy skills across all curriculum Lesson Delivery Social/Affective Comprehensible Input Practice/ Application Cognitive Metacognitive Strategies Interaction

20. Title III Goals, Part A - State Level Activities:A - D A. Professional Development: Evidence of professional development activities that assist personnel in meeting State and local certification and licensing requirements for teaching LEPs.

21. Opportunities Offered 2005-2006: I. On a State level we offer a nine day sheltering instruction class with certification as a trained Sheltered Instruction teacher/teacher trainer for the state of Utah. It also gives the participants 6 hours of relicensure/lane change credit on CACTUS. • SDAIE/SIOP® training: • Fall session: Sept. 22-23; Oct. 13-14; Nov. 10-11; Dec. 1-2; Jan 6th • Spring session: Jan. 19-20; Feb. 9-10; March 9-10; March 30-31; April 28th • 6 hours of cactus credit is available • Register through Wanda Gocha, 801-538-7797, wanda.gocha@schools.utah.gov

22. Rationale/Research for the next level of Training: “We can now design staff development programs around teaching approaches with known potential for increasing student learning. For teachers to master and practice new teaching strategies, combinations of four components seem to be necessary: Theory, demonstration, practice, and feedback.” To make lasting changes in the classroom coaching, peer collaboration, and follow up training must also be apparent. Joyce, B. & Showers, B. (1988, 2nd edition 1990). Student Achievement Through Staff Development. White Plains, NY: Longman.

23. II. SDAIE/SIOP® Trainers/coaches/mentors study group/learning community: Dates: Dec. 1, Feb. 9, March 10, March 30 Purpose is to bring together district coaches/trainers to discuss problems with local training, get new information and support from USOE, and learn new strategies for training.

24. III. SDAIE/SIOP® for administrators: Training will be offered on using the SIOP protocol to support teachers and classroom instructional decisions. Principals will receive tips on how to recognize the components of sheltered instruction in the classroom.

25. IV. Local training and technical support is available on request. Leadership Support: The ALS directors will meet to receive new materials, update lists, and receive training to help them facilitate professional development of teachers of English language learners. District Support: Local district training on sheltering instruction and ESL endorsement can also be requested as well as program development and interventions. Currently working with Sevier, So. Sanpete, Millard,

26. Professional DevelopmentPast but ongoing V. UALPA Training: District training on the assessment background and administration. Future training on scoring. District support.

27. VI. Conference: jointly sponsored by UPDC and USOE-ELL A yearly conference focusing on students with language needs is also sponsored by USOE and UPDC which is the professional development part of the Special Ed. Section of USOE. Sept. 22-23, 2005, Three strands: Teacher 1- first timers; Coaches/Mentors/Trainers; Administration. John Seidlitz, Texas SIOP® specialist, present 1 day with coaches, 1 day with administration. (Quote) 1 cactus credit available. Will be offered again next Sept. 2006.

28. B.Evidence of effectiveness: • evaluations; participant use of information: 1. We are currently collecting CRT data to create a database that will show growth in student achievement. 2. Participant evaluations, comments, pictures and classroom assessments and antidotal records have been collected to illustrate the effectiveness of the professional development. 3. Principals will be trained this year in understanding the classroom structures in sheltering instruction. This will help document the implementation of the training into the classroom.

29. Sample of Student Data DIBELS: Spring 04Spring O5 57 75 68 96 70 90 70 102 83 69 80 91 101 127 38 Jan. 05 72

30. CRT:Spring 04Spring 05 50% 59% 65% 77% 83% 93% 77% 89% 73% 90% 49% 97% 50% 70% 33% 71%Teacher statement: 85% of my students passed the final assessment last year with traditional teaching methods. This year after using the instructional strategies I learned, 90% passed. In reading comprehension last year, 50% were comprehending. This year the percent increased to 100%.

31. Goals of Utah’s Title III Professional Development:Current • NCLB Part B subpart 3 section 3231: • Professional development shall consist of activities that: • Provide follow up training to teachers to ensure that the knowledge and skills learned by the teachers are implemented in the classroom. Ongoing activities: • 1. Activity II. SDAIE/SIOP® Trainers/coaches/mentors study group/learning community: • 2. Leadership Support Activity IV. The ALS directors will meet to receive new materials, update lists, and receive training to help them facilitate professional development of teachers of English language learners. • 3. Principal Training Activity III. SDAIE/SIOP® for administrators. • Continue with the training of teachers/trainers/coaches in sheltering instruction/SIOP. • Support the Literacy Initiative.

32. TIERED INSTRUCTION AND INTERVENTION Increasing severity of need and level of required resources. Tier 3 Two to five percent require intensive interventions. Tier 2 Some students need additional practice and supplemental instruction based on diagnostic assessment and extensive progress monitoring Tier 1 All students receive high quality core curriculum instruction taught by highly qualified teachers using research-based materials and instructional practices including differentiation.

33. C. Evidence of planning, evaluation, administration, and interagency coordination: • The co-sponsorship of a yearly conference illustrates an effort in working with other departments in the agency. • USOE-ELL is working with Salt Lake School District to create a principals’ training. • There has been a partnership developed between Curriculum and Assessment in developing and training on the UALPA. • Districts are sending teachers in multiples to the State training and are sending evaluations of the professional development which illustrate it is filling a need for them.

34. D. Evidence of providing technical assistance to LEA/Subgrantees: • The ALS Directors have been exposed to and are implementing the instructional models which are research based and State approved. • Local training is being offered both on a State and District level. • Local ESL professional development trainers are supported by the State through training and study groups/learning communities. • Training for local assessment personnel is being given by the State on how to administer the Utah Academic Language Proficiency Assessment (UALPA), its function and purpose. • Follow up training and support is provided as needed.

35. Technical AssistanceMonitoring: • The SEA must hold LEAs accountable for meeting the AMAOs and AYP for ELL. • If LEAs have failed to meet AMAOs and AYP for 2 years, then the LEA is required to develop an improvement plan. • This plan must specifically address the factors that prevented the LEA from achieving the objectives. • SEA must provide technical assistance to: • Help schools meet annual objectives. • Help develop professional development strategies and activities based on research. • Help develop a plan for strategies and methodologies to improve specific programs or methods of instruction.

36. If the LEA has failed to meet AMAOs and AYP for 4 years, the SEA may require the LEA to revamp its approach to educating ELLs or the SEA may withhold funds or require replacement of personnel.

37. Monitoring for Title III • The SEA is responsible to show they have received from the LEA reports, corrective action plans, and results of technical assistance from the monitoring by SEA. • Title III biennial report (State responsibility) • LEA self assessment report (local responsibility) • Records are maintained and on file that demonstrate each program is administered according to all applicable statutes, regulations, program plans, and applications. • An approved budget detail and summary is on file. • Title III Part A – Language Acquisition/Language Enhancement

38. Other Evidence to be Provided • Samples of letters to schools, checklists, forms, etc. for monitoring activities/policies or technical assistance provided. • Evidence that the language instruction educational program used is scientifically research based and proven to be effective in the district. • Evidence that the professional development program(s) used is scientifically based and proved to be effective in the district. • Sample of professional development plan for the district that responds to the Title III requirements for professional development and how its progress is monitored. • Evidence that the district has ensured through monitoring that all LEP students have been identified as LEP through English language proficiency assessment and that all LEP students have been assessed for English language proficiency.

39. The SEA is responsible for program evaluation. • The state must approve evaluation measures. • State must report program activities, effectiveness of programs in improving education for ELLs. • The SEA also evaluates regularly the activities conducted on the state level.

40. Utah Academic Language Proficiency AssessmentUALPA Dottie Alo, Assessment Coordinator Rita Brock, Assessment Specialist Robert Kempe, Production Manager Utah State Office of Education November 17, 2005

41. UALPA Utah Academic Language Proficiency Assessment • New assessment of academic language for compliance under the federal NCLB Act • Statewide assessment • Given to all Utah English Language Learners (ELLs) A,B, and C

42. Goal • Measure students’ language proficiency and readiness to fully and successfully participate in English-only, academic content courses • Measure students’ ability to meaningfully participate in the learning process of the classroom. • Assess students’ language proficiency level for state, district, school, and student reporting and decision making.

43. The Need For Two Language Assessments:

44. BICS: (Basic Interpersonal Communication Skills – Social Language) • Everyday conversational language. • Use in familiar and shared context. • Visible aspects of language. • Playground language, relates to the here and now.

45. CALP:(Cognitive Academic Language Proficiency) • Specialized language of learning. • Unfamiliar concepts are encountered, concepts are not shared. • Less visible pragmatic and semantic meanings. • Content language, linguistic and cognitive challenges.

46. Time Required to Achieve Age-Appropriate Proficiency Level of proficiency Level of proficiency Native English Speakers: English Language Learners: 5-7 (up to 10) years 2 years Social Language Academic Language Cummins, J. (1991) Collier, V.P. (1995)

47. School Vocabulary Vocabulary, function words, surface features CALP BICS Content language, context, vocabulary Social language, greetings, communicating Literacy

48. English Language Proficiency Descriptors IPT Descriptor UALPA Descriptor B - Beginner A P - Pre-Emergent B E - Emergent C I - Intermediate D A - Advanced E F - Fluent

49. B - Beginner • Student is unable to respond in any of the four literacy modalities (listening, speaking, reading, and writing).

50. P - Pre-Emergent • Student have limited or no understanding or oral or written English but participate by listening. Student may demonstrate comprehension by using a few isolated words or expressions in speech. Student typically draws, copies, or responds verbally, or in their native language to simple commands, statements, and questions. Student may understand the relationship between oral and written language.