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EL Leadership MeetingDecember 13th, 2017
Access Google Slides: https://drive.google.com/open?id=1ZMeo9DL-
ALKLoaqEnREZRBhQaN2XGvui
IDOE Representatives
• Nathan Williamson, Director of Title Grants and Support
• Valerie Beard, Assistant Director of EL and Migrant Education Programs
• Olga Tuchman, Title III Specialist
• Nicole Leach, EL and Global Learning Specialist
• Adam Pitt, English Learner Specialist
• Karen Stein, Assessment Specialist for Accessibility
• Brenda Erbse, Assistant Director of Accountability
• Kristine David, Assistant Director of Assessment
Agenda
• PD Recap & Updates
• IDOE Office of Student Assessment: WIDA Cut Score Review
• IDOE Office of Accountability: English Language Proficiency Indicator
• WIDA Screener Reflection and Feedback
• 2017-2018 English Learner Guidebook Review
• Professional Development Planning
Collaboration & Co-teaching Recap
• Collaboration & Co-teaching Training of Trainers PD with Maria Dove and Andrea Honigsfeld
• ~80 participants
• Powerpoints and materials in shared GoogleDrive – reach out to Adam at [email protected] for access!
WIDA Facilitator’s Cohort
• Two Workshops: 1) Scaffolding 2) Facilitator’s Retreat
• A total of 39 educators will now be able to go into the field in order to give PD over topics such as academic language, WIDA Components, WIDA Can Do Philosophy, etc…
• There will be two follow-up webinars on February 15th and April 12th.
Upcoming: WIDA Collaboration Workshop
• This workshop provides an overview of collaborative methods and models for planning, instruction, and assessment of ELLs using the WIDA ELD Standards. It is designed for teams, teacher pairs, or instructional coaches. Teams will leave with a developing plan for collaboration at their site around the needs of their ELLs.
• 45 participant slots open
• March 20th- 21st
• Central Indiana
• To sign up, go to the following form: https://form.jotform.com/73444127815962
Dual Language Updates
• Visiting Teachers- If your school would like to receive a visiting teacher, applications will be due by February 16th. Information about the program is found under Global Learning and World Languages.
• Dual Language Immersion Pilot Program- If you are considering starting a DLI program, now would be the time to start researching, and planning. Grant applications are due in June.
• Spring DLI Networking Event- A survey will be coming soon in order to identify needs and topics for upcoming networking event in April.
Graduation Pathways
• State Board passed Graduation Pathways plan on 12/6, and can be reviewed here
• Next steps: Read the plan and consider the impact on your English Learners and their graduation plans. What are factors that need to be considered in its implementation? What questions do you have?
WIDA UpdatesOffice of Assessment
WIDA ACCESS for ELLsCAL Quality Control Meeting
• October 31- November 1, 2017
• Center for Applied Linguistics, Washington D.C.
• Evaluation of the WIDA Assessment• 4 evaluators (Indiana, Florida, Georgia, Pennsylvania)
• Artifact review
• Relationship between DRC-WIDA-CAL
WIDA Survey
• Purpose: The Department seeks confirmation of the cut-scores associated with the English Language Proficiency assessment, both in terms of values associated with the particular cuts and the provision of services to students. Please complete the following survey no later than November 30, 2017
• Survey open: November 10-30, 2017
• January 5, 2018: Final Survey Report
WIDA Survey• Questions:
• Based on your experience with the WIDA ACCESS, KAPT, and the WIDA screener, please select the degree to which you agree or disagree with the following statements.
• The placement recommendations for the WIDA Screener have been accurate in my experience
• Placement recommendations for the WIDA KAPT have been accurate in my experience
• The ACCESS level recommendations for “Listening” are accurate for my learners.
• The ACCESS level recommendations for “Speaking” are accurate for my learners.
• The ACCESS level recommendations for “Reading” are accurate for my learners.
• The ACCESS level recommendations for “Writing” are accurate for my learners.
• The average of scores from the 4 dimensions assessed with ACCESS has been a good way to determine a general rating of proficiency.
• The average score of 5.0 as the threshold for demonstrating proficiency is appropriate in my experience.
WIDA Survey• Questions:
• Do you believe that the threshold for determining proficiency (and the end of program service) is too high, too low, or “just right”? Please explain.
• Recent changes in standardization for the WIDA have resulted in average student performance rates going down compared to prior years. That is – a student’s average score on the test that was 5.1 (proficient) two years ago may be 4.2 this year (and remain in the program). In your estimation, are the students more appropriately placed now – or in prior years? Please explain.
• What suggestions do you have for improving the quality of language level estimations received for students completing WIDA?
Brenda ErbseAssistant Director of School Accountability
ESSA
• Every Student Succeeds Act
• Plan submitted September 2017• Plan Not Yet Approved
ESSA Changes for English Learners
• Reporting EL results
• Recently Arrived English Learners
• English Learner indicator
Reporting EL Results
• 4 years after attainment of Proficiency
Recently Arrived English Learners (RAEL)
• Recently Arrived English Learners• Initially enrolled in US Schools after March 1, 2017 or has been
enrolled in US schools for less than 12 cumulative months
• Demonstrated limited English Proficiency based on either the WIDA Screener or WIDA Access 2.0
• Reported on the LEP-ISTEP collection ~ May 2018
• No longer exempt from the administration of the English/language arts ISTEP assessment
RAEL Example (ISTEP)
Accountable Year English/Language Arts Mathematics
Year 1 (2017-2018) Participation Only Participation & Performance
Year 2 (2018-2019) Participation & Growth Participation, Performance, & Growth
Year 3 (2019-2020) Participation, Performance, & Growth Participation, Performance, & Growth
Accountability for 2017-2018
• 2 Accountability systems• State System (511IAC 6.2)
• Substantially the same as 2016-2017
• State Consequences
• State Takeover
• Choice Consequences
• Federal System (ESSA Plan)• New Indicators
• English Learner
• School Quality & Student Success
• Identification of Comprehensive & Targeted Support
English Learner Indicator (as described in ESSA plan draft)
• Federal Accountability Only
• N-Size: 20
• Weight: 10%
• Grades: 1-12
• WIDA
• Calculation:• Percentage of students who either met their growth target or attained
proficiency
• Goal is 70%
English Learner Indicator Example
• Number of English Learners: 25
• Number of English Learners attaining proficiency: 3
• Number of English Learners who did not attain proficiency but met their growth target: 14
• Number of English Learners who met the goal: 3 + 14 = 17
• Percentage of English Learners who met the goal : 17/25 = 68%
• Goal Factor = 100/70 = 1.43
• Points awarded: 68 * 1.43 = 97.24 points => A
Growth Targets for English Learners (EL)
• Based on the following:• Student’s proficiency level upon initial identification as an EL
• Student’s grade level
• Student’s age
• Student’s past growth
• Indiana’s long-term goal of attaining proficiency within 6 years
WIDA Screener Reflection and Feedback
• Fall 2017 marked the rollout of WIDA Screener, replacing the W-APT as the initial proficiency screener for grades 1-12.
• At your table, discuss your WIDA Screener experience and provide feedback for IDOE and WIDA.
Please…
Engage in discussion with other school/district representatives.
Appoint one person to take notes in the Google Doc.
Provide specific, solutions-focused feedback.
WIDA Screener Reflection and Feedback
Please…
Engage in discussion with other school/district representatives.
Appoint one person to take notes in the Google Doc.
Provide specific, solutions-focused feedback.
Access Google Doc: https://goo.gl/Yooqr6
IDOE English Learner Guidebook
• The IDOE released a new version of the IDOE EL Guidebook in August
2017. While much of the content remained the same, the guidebook was
restructured into topical chapters.
• With your groups, review your assigned chapter (s) and provide feedback
by inserting comments in the Google Doc: https://goo.gl/D6xKck
• If time allows, provide feedback on Appendix A and B, as well.
EL-Focused PD Input
Objective: To receive feedback and input on EL-focused PD to better streamline PD offerings across the state
Survey Link: https://form.jotform.com/73444791615967
EL-Focused PD: Current Happenings
• What does current EL-focused professional development look like in your district? What has been successful?
Locally created &
provided?
District-wide or at
school level?
Who is the
audience? What is the
format?
What are the
topics? How
are they
determined?
External PD?
(service centers,
conferences, etc.)
What PD
offerings have
been
attended?
Who attends?
How is it
decided who
attends?
EL-Focused PD: Audience
• What audiences are most in need of EL-focused professional development in your district? What successes or challenges have you had in getting the targeted audience PD?
Administrators Gen. Ed. Teachers EL Teachers
Paraprofessionals Parents/Families
EL-Focused PD: Topics
• What are the topics of the professional development your district has offered or attended? What are the biggest needs?
General EL instructional
best-practiceImplementing the ILP
EL Basics: compliance,
identification, WIDA
intro, etc.
Intensive WIDA
Specific Instructional
Strategies (i.e.,
Interaction, Language in
math instruction)
Parent & Family
Engagement
Newcomers, LTELs, or
Specific EL populationsOther
EL-Focused PD: Format
• Taking into consideration audience and topics, what PD formats have been most impactful? What would you like to see more of for your district?
Conferences Hands-on Workshops Webinars/Modules
School-based or more
focused groups (i.e.,
PLCs)
EL-Focused PD: What’s Next?
• Moving forward, what would you like to see more of in terms of PD offered by the state (IDOE created, external options, communication/website)?
EL Show and Tell
• The IDOE would like to facilitate networking and highlight best practices by
coordinating EL site visits throughout the school year.
• Participation is completely optional, and is dependent on schools and
districts opening their doors to other EL leaders from across the state!
• Interested in attending or willing to host a half-day or full-day visit?
http://tinyurl.com/ELShowandTell
• Details and signup information will be shared after visit dates and locations
are finalized.
High Ability & EL Input
Central IN EL & High Ability Group Meetings (2016-2017)
Research Deep-Dive (Fall ‘17)
Feedback on Findings at EL and Gifted Conferences (Fall-Winter ‘17)
State-wide Assessment Survey (Winter ‘17-’18)
Professional Development Framework & Offerings (2018)
Complete the survey here!
2017-2018 EL Leadership Dates
• February 14: EL Leadership Virtual Meeting
• March 21: EL Leadership Meeting at MSD Washington Township
• April 25: EL Leadership Virtual Meeting
Contact Information
Nathan Williamson
Director of Title Grants and
Support
317-232-6671
Adam Pitt
English Learner Specialist
317-234-7168
Valerie Beard
Assistant Director of EL and Migrant
Education Programs
317-232-0558
Olga Tuchman
Title III Specialist
317-232-0554
Nicole Leach
Global Learning, World Languages, &
English Learner Specialist
317-232-0572
