English Learner Collaborative

1. English LearnerCollaborative September 22, 2013

2. Agenda • Introductions • Supplemental Instructional Materials Review (SIMR) for English Language Development (ELD) • Smarter Balanced Assessment Consortium (SBAC) and ELs • Local Control Funding Formula (LCFF) and Local Control and Accountability Plan • Diane Conger, Director of Special Education at Healdsburg Unified School District • What’s Working? • Next Steps

3. Introductions • Your name, role, school/district • What do you hope to get out of these meetings?

4. SBAC Accommodation Guidelines The 25 Smarter Balanced states have agreed to a series of testing supportsfor English Learners and students with disabilities

5. 3 Types of Support • Universal Tools (all students) Available to all students based on student preference and selection • Designated Supports (ELs and Special Ed) Features that are available for use by any student for whom the need has been indicated by an educator(or team of educators with parent/guardian and student) • Accommodations (Special Ed) Students for whom there is documentation of the need for the accommodations on an IndividualizedEducation Program (IEP) or 504 accommodation plan

6. Supplemental Instructional Materials Review (SIMR) for ELD Assembly Bill 1719 requires the CDE to develop, and the State Board of Education to approve, a list of supplemental instructional materials, for K-8, that provide a bridge between the current English language development standards and the new California ELD standards. This is not a formal adoption, rather a recommendation

7. This final list of approved programs will be posted on the CDE website June 2014*

9. Local Control Funding Formula (LCFF) • Dramatically changes the way revenue to school districts is calculated and the degree of autonomy local school districts have over those funds. • Those districts serving students with the greatest needs (low-income students, English Learners, and foster youth) will benefit from the largest increasesin funds.

10. Local Control and Accountability Plan (LCAP) • Under the LCFF all LEAs are required to prepare an LCAP that demonstrates how the additional dollars would be used to improve the academic success of the targeted students • The governing board of each LEA needs to adopt an LCAP on or before July 1, 2014.

11. THE TIME IS NOW!!!YOU are theLOCALin the Local Control Funding Formula • EL Coordinators need to be at the table for all discussions regarding the LCAP

12. How will you get involved in the decision making process for the LCAP? • How will you approach your principal or superintendent about the need for you to be at the table for these discussions?

13. Important Pending Legislation Senate Bill 344 The Governor has until October 13th to sign into legislation

14. Senate Bill 344 • Provides that the English Learner parent advisory committee is required as a condition of receiving supplemental grant funds through the LCFF.

15. ELs and Special Education Diane Conger Director of Special Education Healdsburg Unified School District

16. Questions From the Group I have been directed by our new Director of Special Ed to "assist" the Special Education teachers in writing Language Acquisition goals for ELs with IEPs. How do I do this?

17. Questions From the Group • We have started a critical conversation in our district with regard to EL students and special education.  I would really like to know exactly what the law says we can and can't do with regard to reclassification. There have been some discussions about writing different things into IEP plans, but the I'm not sure exactly what is legal and what isn't. It would be great to have some clear, understandable guidelines on this topic.

18. Questions From the Group Can you please address the following? 1) Special Education Redesignations 2) Alternative Assessments for ELs

19. Questions From the Group I would like to know how Healdsburg goes about RFEPingstudents in special education. I have two students in particular who I believe are qualified to be RFEPed, but their test scores are very low. Their special edteachers and I, believe these low test scores are related to their disability, not their English language ability. In addition, in speaking to the parents, these two young men speak mostly English at home. How do I write this up and document my decision when I don't have test scores to back up my decision?

20. Is it possible to write into an IEP that an EL student will not take the CELDT?

21. I’m wondering….

22. Next Steps… • What topics would you like to be addressed by guest speakers? • EL Newspage • EL Leadership Conference – keynote speaker? • Upcoming Workshops

23. Meeting the Needs of ELs Within the CCSS (6-12) • October 28th English, History, Science and Technical Subjects • November 18th Math  • December 12th 21st Century Skills and Technology Resources

24. ELAC/DELAC Training • October 11th • Perfect for parents on the committee to learn about the purpose of ELAC/DELAC and what their roles and responsibilities are • The presentation and materials will be in English and Spanish

25. Dr. Kate KinsellaRaising the level of Your Students’Academic Vocabulary • November 13th • Grades 4-12 • South San Francisco • $229 Sponsored by Staff Development Resources

26. See You Next Time! Tuesday, November 19th 9:00-12:00