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SANDI Assessment of English Language Learners
Kate Cahill, M.Ed. Rebecca Silva, Ph.D. May 2018
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SANDI Supports English Learners Agenda
ESSA English Language Learner (ELL) Indicators SANDI Supports Reclassification SANDI alignment to English Language SANDI Assessment Timeline Development Standards EL/ELL Reports and Analyzing Data Implications for Instruction © Riverside County Office of Education
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English Language Proficiency Accountability Indicators
ESSA Title I requires accountability systems to include at least four of the following indicators/measures: Academic Achievement; Other Academic Indicator (growth, Elem/MS); Graduation (HS) Progress in Achieving ELP ; and School Quality or Student Success. © Riverside County Office of Education
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ELPAC Policy Team Recommendation
From: ELPAC Sent: Thursday, June 28, :17 AM To: Chun-Wu Li Subject: RE: Reclassification for SWDs Dear Li, Thank you for contacting the English Language Proficiency and Spanish Assessments at the California Department of Education (CDE). The CDE is pursuing funding for an alternate ELPAC for students with the most significant cognitive disabilities, however, the approval of that funding is still pending. For now, our guidance to local educational agencies (LEAs) remains the same. First, the IEP team should review Matrix Four to determine if the student can participate in the ELPAC with accommodations: If the student cannot participate in the ELPAC with or without accommodations, the IEP will need to identify alternate assessment(s) for any and all affected domains. Our office does not recommend alternate assessments, nor do we keep a list of what is specifically being used by other districts. Our guidance is that the alternate (for any/all domains of the ELPAC) is what is appropriate for a student with an IEP, and that the alternate is stated in the student’s IEP. On pages 11–18 of the 2016–17 and 2017–18 CELDT Information Guide (attached), which is currently being updated for ELPAC, there are guidelines for IEP teams to assist in this process. If the student takes an alternate assessment for any/all domains, the LEA would still submit an ELPAC Answer Book to the testing contractor with “Alternate Assessment” bubbled in on the back cover of the student’s Answer Book for all affected domains. Thank you, Johanna Harder, Education Programs Consultant English Language Proficiency and Spanish Assessments Office (ELPSA), California Department of Education
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Matrix Four: Universal Tools, Designated Supports, and Accommodations for the EL Proficiency Assessments for California Part 3. Instructional Supports and Resources on Alternate Assessment(s) Most students taking the ELPAC will be able to access the assessment with the universal tools, designated supports, and accommodations listed in Part 2. If a student is unable to access the ELPAC with the supports listed in Part 2, an alternate assessment will be decided upon by the IEP team for the domain(s) for which an alternate assessment should be used.
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SANDI / FAST TIMELINE SANDI Spring SANDI Fall F S FAST Bench 1
State Testing F S IEP SANDI Fall FAST Bench 1 FAST Bench 2 SANDI Spring Focused Instruction EL / ELL Testing District Wide Expectations for General Education District Benchmarks / Grade Level Assessments End of Year Grades / Progress Reports Universal Screening for Placement in RtI State Testing
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SANDI Assessment for Determining English Language Proficiency
Guidelines for Reclassification: EL Assessment progress (SANDI) Reading Writing Speaking Listening Teacher recommendation based on progress on IEP goals and curriculum mastery Parent opinion and consultation Basic Skills Assessment (State Assessment) with comparative data of same age, non EL students CA Article 3.5 English Language Proficiency Assessment © Riverside County Office of Education
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SANDI is Aligned to ELD Standards Reading Domain Example
Part I. Interacting in Meaningful Ways Part II. Learning About How English Works Assessment Tasks Alignments for Writing, Speaking, and Listening also available A. Collaborative- Standards 1-4 Re: #6, 21, 23, 25 B. Interpretive- Standards 5-8 Re: #6, 17, 21, 23, 25, 37, 41, 43, 45, 58 C. Productive- Standards 9-12 Re: #6, 21, 23, 25, 37 A. Structuring Cohesive Texts- Standards 1-2 Re: #17 B. Expanding and Enriching Ideas- Standards 3-6 Re: #6, 21, 23, 25, 37 C. Connecting & Condensing Ideas- Standards 6-7 Read-Along Words, Stories w/Scaffolding; Information Re: #6, 8, 17, 23, 41 Read and Choose Words and Sentences Re: #21, 25, 37, 71, 78, 81 Read Informational Text and Literary Text Re: #43, 64, 78, 82, 84,
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Prepare SANDI System For ELL Students
SANDI Assessment Used Across U.S. to Determine English Language Proficiency Prepare SANDI System For ELL Students SANDI provides comparative data for Students with disabilities by Subgroup. District identifies English Learners Teachers (or District) indicate ELs in SANDI- check student data for accurate subgroup determination
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SANDI English Learner Assesses: Reading, Writing, Speaking, Listening
On the Homepage Menu: click on “SANDI Subtest” On the Class View Menu: click on a student, complete Reading, Writing, Communication © Riverside County Office of Education
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SANDI ELL Reading Subtest Assess student on Subtest.
EL Scores for the EL/ELL Report are based on a set of items that align with ELD essential skills called EL Standard Reports for Reading, Writing, Speaking & Listening. Examples- SANDI Site © Riverside County Office of Education
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SANDI English Learner Report Overview
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SANDI English Learner Report Case Study: Karina
CA EL Proficiency Levels: 80% -100% = Level 4: Well Developed 60% - 79% = Level 3: Moderately Developed 40% - 59% = Level 2: Somewhat Developed 0% % = Level 1: Minimally Developed Hector Enrique Kayla Green Shan Ming Moshe Stein Karina Silviano Washington Elementary School Mr. Jones © Riverside County Office of Education
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Analyzing SANDI Data English Language Proficiency
Guidelines for Reclassification: EL Assessment progress (SANDI) Reading 78% → 81% Writing % → 45% Speaking 89%. → 88% Listening 103% → 101% Teacher recommendation based on progress on IEP goals and curriculum mastery Parent opinion and consultation Basic Skills Assessment (State Assessment) with comparative data of same age, non EL students CA Karina’s Fall and Spring Scores © Riverside County Office of Education
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EL/ELL Standard Reports Menu Take a closer look at instructional skills that guide effective instruction 21
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SANDI EL/ELL Standard Report: Targets Need Areas and Shows Percent Proficient
Jones – 6th Grade Allen Brown Hector Enrique Kayla Green Darius King Shan Ming Moshe Stein Karina Silviano
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All Items in SANDI Aligned to CA State and ELD Standards
Writing Subtest All Items in SANDI Aligned to CA State and ELD Standards Select © Riverside County Office of Education
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The Roadmap: Analyze Standards Reports to Guide Instruction
RI.1 © Riverside County Office of Education
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Pilot this Year: SANDI Instructional Kits
How do we move to GREAT TEACHING? How do we use SANDI data to inform instruction? “No curriculum or materials will be a substitute for a good teacher. But helping to make sense of relevant student data and design user friendly lessons and engaging high-quality materials is a “big lift” for educators.” Keystone Science and STEAM The goal of the SANDI Instructional Kits is to align the assessment with Teacher Guides AND high quality materials that do the heavy lifting for us.
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ELA Kit Includes High Quality Instructional Materials and Teacher Guide for Reading, Writing, Speaking and Listening
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RCOE Districts Invited to Participate in Instructional Kits Pilot Instructional Materials Rich in Language Based Learning for EL students with Intellectual Disabilities
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RCOE Districts Invited to Participate in Instructional Kits Pilot
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Systematic/Direct Instruction Strategies
Embedded in the Instructional Kits Teacher Guide: Evidence Based Practices for EL Students with ID “My kids can’t do this! This is too hard for them. “ Systematic/Direct Instruction Strategies Read Aloud: Echo Read, Choral Read Cooperative Groups: Retell, Re-read Think Aloud: Whole group processing Highlight/Circle/Underline Think/Pair/Share Prompting Strategies Visual Representations Hands on realia and activities “ SANDI Kits have helped me to see how to use student data and high quality instructional materials to further open the world to my students.”
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SANDI Foundational Skills Supports Students with Learning Challenges
SANDI Foundational Tasks Developed in to meet the needs of students with the most significant challenges: Students are selected for SANDI FT based on progress on SANDI K-12 and/or their specific identified learning needs Provides assessment and instruction of foundational skills Preparation and access to SANDI K-12
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SANDI Foundational Tasks (FT) Assessment - 9 Subtests
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© Riverside County Office of Education
SANDI FT Math Subtest Foundational Skill Items Standard Alignment Consistent Rubric Select © Riverside County Office of Education
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SANDI FT Reading Subtest Supports IEP Process Write PLoP
Flag IEP Targets Comments Attach Evidence Select
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Some things to keep in mind:
Nothing exceptional happens without enthusiasm. And a commitment. Thanks for all you do for ALL students.
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