Assessment, Accountability, State & Federal Network, Lunch & Learn

Assessment, Accountability, State & Federal Network, Lunch & Learn
LCAP Advisory Services Department Chris Izor: Director Dawn River, Ed. D: Coordinator Dan Mason: Manager

SCCOE: Equity | Diversity | Inclusion | Partnership
Safety Announcement In the event of an emergency evacuation: Please notify me if you require assistance exiting Follow me as we vacate the room and building Proceed to the parking lot evacuation area for roll call Do not leave until attendance reporting is completed We greatly appreciate your cooperation in the event of an emergency SCCOE: Equity | Diversity | Inclusion | Partnership

Today’s Agenda Introduction and Department Overview
Assessment and Accountability Update Table Discussion New EL Legislation and State and Federal Updates Feedback

LCAP Advisory Services
Consistency, Quality, and Credibility California System of Support State and Federal Assessment and Accountability Accountability Services Team: Chris Izor: Director Dawn River Ed.D: Coordinator Dan Mason: Manager Additional Coordinators Coming on Board

CA Statewide System of Support
“Every system is perfectly designed to achieve the results that it gets.”- Paul Batalden, MD SCCOE: Equity | Diversity | Inclusion | Partnership

CA Statewide System of Support LEVEL 1 SUPPORT LCAP Technical Assistance and Advisory Services State and Federal Compliance CA Assessment System and Dashboard Support Continuous Improvement Network LEVEL 2 SUPPORT Differentiated Assistance Facilitation ESSA Comprehensive and Targeted Support Consultation SCCOE: Equity | Diversity | Inclusion | Partnership

LCAP Support and Services
Technical Assistance Trainings Writing Support Feedback Approval

LCAP 101: A Comprehensive Overview
This full day Training is intended for all new LCAP team members and those that want a comprehensive overview. Detailed explanation of each section Analysis of quality examples Overview of the approval process Dates: December 6, 2018: 9:00 AM- 3:00 PM December 14, 2018: 9:00 AM- 3:00 PM LCAP Professional Development and Trainings Level Up Your LCAP!: A Differentiated Approach This full day Institute is intended for new and veteran LCAP writers. There will be a short general session to start the day with updates around any template changes and then participants will select sessions to attend led by SCCOE staff focused around areas they would like to improve in their LCAP. Session Topics to include: MTSS and LCAP alignment / Stakeholder Engagement Toolkit Quality Metrics for Improvement / All about that Base Program Cycles for Continuous Improvement / The New CA Dashboard Best Budget Practices / School Climate and the LCAP How to Increase and Improve Services /DataZone to analyze progress And Much More Dates: January 18, 2019: 9:00 AM- 3:00 PM February 1, 2019: 9:00 AM- 3:00 PM LCAP Writing Workshops One day a month we will hold writing workshops where district teams can come and write together while receiving technical assistance. Each day will focus on a section of the LCAP. Dates: February 25: 9:00-12:00. Annual Update March 25: 9:00-12:00. Goal, Actions, and Services April 15: 12:00-3:00 PM. Increased or Improved Services May 6: 12:30-3:30 PM. Plan Summary. Pulling it all together SCCOE: Equity | Diversity | Inclusion | Partnership

CA Statewide System of Support
“Every system is perfectly designed to achieve the results that it gets.”- Paul Batalden, MD SCCOE: Equity | Diversity | Inclusion | Partnership

D.A. and Improvement Planning
Purpose: To work jointly with districts in affirming and/or supporting focus areas of work that: Build capacity through professional expertise and local decision-making Fosters systemic collaboration Builds a culture of co-learning and reflective inquiry Promotes a climate of candor, evidence and urgency to take action Results in improved student outcomes and leads to sustainable change

Dashboard Webinars The California Department of Education will host two webinars on Tuesday, November 27, 2018 and December 4, WebEx information and the topics that will be discussed during these webinars are as follows: November 27, 2018 at 2 p.m. o Comprehensive Support and Improvement o Local Control and Accountability Plan Summary Changes o Local Control Funding Formula Budget Overview for Parents Event number: Event password: Event registration/address for attendees: December 4, 2018 at 2 p.m. o School Plan for Student Achievement Template Event number: Event password: Event registration/address for attendees:

Networking Time When you think about the work of Accountability and Support what is of greatest need for you?

Topics New Look and Feel of the 2018 Dashboard
Changes to Indicators for the 2018 Dashboard Application of the 3X5 Colored Table Dashboard Alternative School Status (DASS) Changes to the State Indicators ESSA/SBE Update

New Look and Feel of the 2018 Dashboard http://v2dev.caschooldashboard.org (Dashboard Demo)

N-Size Requirements for State Indicators
Local educational agencies (LEAs), schools, and student groups receive performance levels (or colors) for each state indicator with at least 30 students in the current and prior year “30 or more” determination differs for each state indicator Exception: LEAs receive a color for homeless and foster youth if they have at least 15 students in the current and prior year.

Changes to the 2018 Dashboard

Application of Three-by-Five Colored Table

Three-by-Five (or Safety Net) Methodology
Approved by SBE in September 2017 for Graduation and Suspension Rate Indicators at the LEA and school level, and approved for application at the student group level at the September 2018 SBE meeting Approved for Chronic Absenteeism Indicator at November SBE meeting Limits extreme changes in small student populations Applied if a school, district, or student group contains an “N size” of less than 150 students

Defining the N Size N size based on the number of students at the indicator level Graduation Rate Indicator = Number of students in the cohort Suspension Indicator = Number of students cumulatively enrolled Chronic Absenteeism Indicator = Number of students who met eligibility enrollment requirements

Adjusted Grid for Safety Net Methodology
Reconfigures performance level tables from five-by-five grid to three-by-five grid Removes two Change levels Increased Significantly Declined Significantly Even with the removal of the two Change columns, there are still five possible performance levels (colors) that student groups can receive.

3-by-5 Table for Small Student Populations
N-Size <150 (Graduation, Suspension, Chronic Absenteeism) Performance Level Increased Significantly from Prior Year Increased Maintained Declined Declined Significantly from Prior Year greater) Very Low Current Year N/A Green Blue Low Current Year Orange Yellow Medium High in Current Year Red Very High in Current Year

Dashboard Alternative School Status (DASS)

Reporting of DASS Schools in 2018 Dashboard
All DASS schools and county offices of education (COEs) will receive a Dashboard report for the first time in 2018 Data from DASS schools will be included in their LEA Dashboard report. Exception: Because charter schools are treated as LEAs under local control funding formula (LCFF), DASS charter schools will not be included in their authorizers’ reports

Modified Methods for DASS Schools
DASS schools will be held accountable for all state indicators currently reported in the Dashboard. However, “modified methods” will be used for select state indicators. The Dashboard uses a four-year cohort graduation rate for the Graduation Rate Indicator for non-alternative schools. Not appropriate to evaluate DASS schools that serve highly mobile and credit deficient students. A DASS grade twelve graduation rate will be used for DASS schools. One-year CCI cohort for DASS schools

Changes to the State Indicators

State Indicators Reported in 2018 Dashboard
Suspension Rate: Apply 3 x 5 grid at student group level Chronic Absenteeism: Reported for first time English Learner Progress: Transition year, report assessment results only Graduation Rate: Four-year and DASS graduation rate College/Career Indicator: New measures and first time color Academic: English and Math: Grades 3 – 8 and adding Grade 11

Suspension Rate Changes for 2018 Dashboard
No changes to the Status and Change cut scores. 3x5 (Safety Net) Colored Table applied to student groups

Suspension Rate Indicator Grades K–12
LEAs, schools, and student groups with 30 or more students cumulatively enrolled in both the current and prior year will receive a performance level for this indicator on the Dashboard.

Cumulative Enrollment
Total number of students who, at any time during the school year, enrolled in a school. Example: A student who enrolls in a school on March 7 and transfers out on March 10 would be counted in the school’s cumulative enrollment.

Defining Suspension Multiple Suspensions for One Student: A student who is suspended multiple times is only counted as one suspended student. “In-School” Suspensions: Both “in-school” and “out- of-school” suspensions are counted in the numerator of the suspension rate calculation.

Calculation Formula for Status
Based on unduplicated number of students suspended in 2017–18 Number of Students Suspended in divided by Cumulative Enrollment

Calculation Formula for Change
Suspension Rate Minus Suspension Rate

Charter Schools and Single School Districts
Charter schools and single school districts will be held accountable for school-level cut scores for this indicator.

Automatic Assignment of Orange
Schools that do not certify (or submit) suspension data in CALPADS in either the current or prior year are automatically assigned an Orange performance level.

Chronic Absenteeism: NEW!!
Status: Reported for first time Change: Reported for first time Performance Level (Colors): Reported for first time Status and Change cut scores were approved at November 2018 SBE meeting LEAs, schools, and student groups in grades K–8

Chronic Absenteeism Indicator Rules
Students considered chronically absent if they miss 10 percent or more of instructional days they were enrolled to attend Includes only students who were enrolled for at least 31 instructional days and attended at least one day Assign same weight to all students who meet the chronically absent criteria

Calculation Formula for Status
# of students who were absent 10% or more of instructional days Divided by # of students who meet the eligible enrollment requirements

Calculation Formula for Change
Chronic Absenteeism Rate Minus Chronic Absenteeism Rate

Status Cut Scores The SBE approved Status Cut Scores for the Chronic Absenteeism Indicator at the November 2018 Meeting. Status Level Status Cut Scores Very Low Chronic absenteeism rate is 2.5% or less Low Chronic absenteeism rate is 2.6% to 5.0% Medium Chronic absenteeism rate is 5.1% to 10% High Chronic absenteeism rate is 10.1% to 20% Very High Chronic absenteeism rate is 20.1% or more As a result, the adjustments to status levels for the graduation rate are limited to the “Low” and “Medium” levels. No revisions are being proposed to the Change Cut Scores.

Change Cut Scores The SBE approved Change Cut Scores for the Chronic Absenteeism Indicator at the November 2018 Meeting. Change Level Change Cut Scores Declined Significantly Chronic absenteeism rate declined by 3% or more Declined Chronic absenteeism rate declined by 0.5% to 2.9% Maintained Chronic absenteeism rate declined/increased by 0.4% Increased Chronic absenteeism rate increased by 0.5% to 2.9% Increased Significantly Chronic absenteeism rate increased by 3% or more As a result, the adjustments to status levels for the graduation rate are limited to the “Low” and “Medium” levels. No revisions are being proposed to the Change Cut Scores.

Five-by-Five Colored Grid for the Chronic Absenteeism Rate Indicator
Performance Level Increased Significantly from Prior Year (by 3.0% or more) Increased from Prior Year (by 0.5% to less than 3.0%) Maintained from Prior Year (declined or increased by less than 0.5%) Declined Declined Significantly Very Low 2.5% or less in Current Year Yellow Green Blue Low More than 2.5% to 5.0% in Current Year Orange Medium More than 5.0% to 10.0% in Current Year High More than 10.0% to 20.0% in Current Year Red Very High More than 20.0% in Current Year

Automatic Assignment of Orange
Schools that do not certify (or submit) attendance data in CALPADS are automatically assigned an Orange performance level.

English Learner Progress Indicator (ELPI)
Due to the transition to the English Language Proficiency Assessments for California (ELPAC), the Dashboard will report the percentage of students in each performance level on the ELPAC. Status and Change or performance color will be reported in the 2020 Dashboard.

How ELPAC Data Will be Displayed on the 2018 Dashboard?

Graduation Rate Indicator
“Change” based on one year of prior data only (not 3-year average) 3x5 Colored Table applied at student group level DASS Graduation Rate reported for schools and incorporated in district’s Dashboard Five-year cohort rate reported for informational purposes only

Changes to the Graduation Rate Calculation
Based on the audit findings from the U.S. Department of Education Office of Inspector General: Students who earn adult education diploma or CHSPE no longer count as graduates; they will be included in the denominator but not the numerator. Students who transfer to an adult education program or community college without earning a regular high school diploma no longer removed from cohort denominator. They will now remain in the cohort and be counted as dropouts.

Four-Year Graduation Rate Criteria
Graduates: Earned traditional high school diploma Non Graduates (but in the cohort): Earned high school equivalency certificate (e.g., GED), California High School Proficiency Examination (CHSPE), Adult Education Diploma, or Certificate of Completion Cohort: All students who first enrolled in grade nine four years ago →Includes: Dropped out over four years Transferred in Lost transfers (exited out as a transfer but never enrolled in another school by Fall Census Day) →Minus: Transferred out, emigrated, or died during the four years →Keep: Early graduates

New Status Cut Scores The SBE approved new Status Cut Scores for the four-year cohort graduation rate at the November 2018 Meeting. Status Level Status Cut Scores Very Low Graduation rate is 66.9% or lower Low Graduation rate is 67.0% to 79.9% (previously 67% to 84.9%) Medium Graduation rate is 80.0% to 89.9% (previously 85% to 89.9%) High Graduation rate is 90.0% 94.9% Very High Graduation rate is 95.0% or higher As a result, the adjustments to status levels for the graduation rate are limited to the “Low” and “Medium” levels. No revisions are being proposed to the Change Cut Scores.

DASS Graduation Rate

Four-Year vs. DASS Graduation Rate
Students who are counted as graduates differ: 4-Year Cohort Graduation Rate (Used for Graduation Rate Indicator) DASS Grade 12 Graduation Rate (Modified Method) Standard diploma California High School Proficiency Exam (CHSPE) High School Equivalency certificate (e.g., GED*) Adult education diploma Early graduates (grade eleven students) Certificate of Completion plus eligible for the California Alternate Assessment (CAA) if under the age of 20 *GED: General Educational Development

Incorporation of DASS Graduation Rate in District Dashboard
The DASS graduation rate will be combined with the four-year graduation rate for districts: 4-Year Cohort Graduates + DASS Cohort Graduates divided by 4-Year Cohort + DASS Cohort

Five-by-Five Grid for DASS Graduation Rate
SBE adopted separate Status and Change Cut Scores from the Graduation Rate Indicator for the DASS Graduation Rate five-by-five colored table. Note about the US ED Waiver Letter being sent in early May asking for inclusion of prior year RFEPs and extra weight for LTELs. They have 120 days to review, so that would put us no later than early September.

Enrollment Days Requirement
To meet this requirement, a student must: Be in grade twelve and have a primary enrollment status in CALPADS. These students must: Be enrolled for at least 90 cumulative calendar days, with an enrollment gap ≤ 30 days OR Be a summer graduate in July, August or September: No minimum enrollment requirement Be an adult, ungraded secondary, Foster Youth, Homeless, grade 11 graduate, or receive specialized services. These students must: Be enrolled at least 30 cumulative calendar days

90 Cumulative Calendar Days – Example 1
Harold, a grade twelve student, was enrolled at a DASS school. He had the following number of enrollment and exit days at that DASS school. Enrolled for 30 days Exited for 5 days Re-enrolled for 20 days Exited for 2 days Re-enrolled for 40 days Because the total number of days enrolled was 90 days ( ), and no single break in enrollment was equal to or greater than 30 days, Harold meets the 90 cumulative calendar day requirement.

90 Cumulative Calendar Days - Example 2
Louise, a grade twelve student, was enrolled at a DASS school. She had the following number of enrollment and exit days at that DASS school. Enrolled for 30 days Exited for 31 days Re-enrolled for 20 days Exited for 3 days Re-enrolled for 40 days Begin counting again… Louise had an enrollment gap of 31 days. Because the gap was greater than 30 days, we must begin counting again after the gap: = 60. Because the total cumulative enrollment is only 60 days, the 90-day enrollment requirement is not met.

College/Career Indicator (CCI)
Based on the graduation cohort: Four-year cohort for non-alternative (or non-DASS schools) DASS Graduation Rate (includes Special Education schools) Includes all students, including those who take the California Alternate Assessments (CAAs)

CCI: Changes for 2018 – Kind of NEW!!
Status: Based on Class of 2018 Change: Reported for first time Difference between Class of 2018 and Class of 2017 Cut scores determined at November 2018 SBE meeting Performance Level (Colors): Reported for first time

CCI Measures Used on 2018 Dashboard
International Baccalaureate (IB) Exams Grade 11 Smarter Balanced Summative Assessments Advanced Placement (AP) Exams Career Technical Education (CTE) Pathway completion College Credit Course (Previously referenced as dual enrollment) a-g Completion NEW*: State Seal of Biliteracy NEW*: Leadership/Military Science * Measure approved at the September 2018 SBE meeting.

Dual Enrollment is Now College Credit Course
CALPADS collects both “dual” enrollment and “concurrent” enrollment, which are defined differently Therefore, the “dual enrollment” name has been changed to “College Credit Course” to specify that: Both dual enrollment and concurrent enrollment courses are included in the CCI as long as the student earns college credit upon completion of the course with a C- or better.

CCI Five-by-Five Colored Table

Career Measures Being Collected in 2018–19
Completion of Pre-Apprenticeship (both DASS and Non-DASS Schools) Completion of a State or Federal Job Program (limited to DASS Schools) Work Force Readiness Certificate (limited to DASS schools) Receive Services Through the DOR or Workability Program & Work-Based Learning (limited to students with IEP) IEP: Individualized Education Program DOR: Department of Rehabilitation

Career Measures Proposed for Collection in the 2019–20 School Year
Industry Certificates (both DASS and Non- DASS schools) Internships (both DASS and Non- DASS schools)

Academic Indicator: Grades 3–8 and Grade 11
Based on Smarter Balanced Summative Assessment results: English Language Arts Mathematics Beginning with 2018 Dashboard: Grade 11 results will be included in Academic Indicator Participation rate will be incorporated into Academic Indicator

Grade 11 Academic Indicator
Grade 11 results will be now be included as part of the Academic Indicator rather than in a separate report. High schools (grades 7–12) and high school districts will receive an Academic Indicator performance level (color) based on their grade 11 results. Grade 11 Status and Change cut score were adopted at the November 2018 meeting.

Reporting Academic Indicator for Unified School Districts and K–12 Schools
For unified school districts and K–12 schools, grade 11 results will be combined with grades 3–8 results to calculate the Academic Indicator. Note: Cut scores for grades 3–8 are applied to the combined results (grades 3 – 8 and grade 11) to determine the performance level (color) for the unified districts and K–12 schools.

Summary of Academic Cut Scores
Grades 3 – 8 Cut Scores (5 X 5) Will Be Applied to… Grade 11 Cut Scores (5 X 5) Will Be Applied to…. Elementary Schools Schools serving grades 7 – 12 Middle Schools K-12 Schools All districts serving grades K – 8 only All high school districts serving grades 7 – 12 only Unified School Districts County Offices of Education

Participation Rate: Federal Requirement
The U.S. Department of Education requires all schools and student groups to meet the 95 percent participate rate on the standardized assessments. Students are counted as participating if they log on to both the computer adaptive test (CAT) and performance task (PT) of the English Language Arts/Literacy or mathematics assessments.

Inclusion of Participation Rate into Academic Indicator
In accordance with California’s approved ESSA State Plan, participation rate will be factored into Academic Indicator Distance from Standard (or DFS – formerly known as Distance from Level 3) will be reduced for districts, schools, and student groups that did not meet the participation requirement of 95 percent. DFS reduction will vary at district, school, and student group levels.

Distance from Standard
Average distance between all student test scores and lowest possible scale score for the Standard Met Achievement Level (Level 3) for that grade level and content area Calculated for each LEA, school, and student group. Uses all available scale scores Each student’s DFS is calculated separately All distances are combined to determine an average.

Participation Rate Deduction
Calculate for each district, school, and student group, and for each subject area Based on participation in both the Smarter Balanced Summative Assessments and the CAAs Calculate percentage points that district, school, or student group is below the 95 percent participation rate target Multiply that number by ¼ (or 0.25) Subtract from DFS

Participation Rate Example
Solar Middle School has the following schoolwide data for math: DFS is points Participation rate of 79 percent (16 points short of 95 percent target) Multiple participation rate shortage by 1/4: 0.25 X 16 = 4 points Reduce schoolwide DFS by 4 points ( ) New DFS is +14.9

Rollout of 2018 Dashboard November 13–27: LEA Rolling Private Preview
Webinars on the State Indicators November 9: Graduation Rate and CCI November 16: Suspension and Chronic Absenteeism November 26: Academic and ELPAC Results Week of December 3, 2018: Public Release (not before 12/6)

Identification of LEAs for LCFF Support
On February 22, 2018, CDE and SBE staff met with U.S. Department of Education (ED) staff in Washington, DC to discuss ED interim feedback to the ESSA Plan. Based on ED guidance from this meeting, several changes to California’s Plan were proposed to the SBE at its March 2018 meeting.

LEAs Eligible for LCFF Support
All LEAs are eligible for LCFF support based on student group performance in each LCFF state priority area. Both the state and local indicator results reported in the Dashboard will be used to identify districts and COEs for technical assistance. Local indicator data used for first time COEs identified for first time Table 1 identifies the student group criteria for each LCFF

Table 1: LCCF Identification Criteria
LCFF State Priority Areas 1-5 LCFF State Priority Areas 6-10 Basics (Priority 1) Not Met for Two or More Years on Local Performance Indicator School Climate (Priority 6) Red on Suspension Rate Indicator, or Implementation of State Academic Standards (Priority 2) Access to a Broad Course of Study (Priority 7) Parent Engagement (Priority 3) Outcomes in a Broad Course of Study (Priority 8) Red on College/Career Indicator Pupil Achievement (Priority 4) Red on both English language arts and math tests, or Red on English language arts or math test and Orange on the other test, or Red on the English Learner Progress Indicator (EL student group only) Coordination of Services for Expelled Pupils – COEs Only (Priority 9) Pupil Engagement (Priority 5) Red on Graduation Rate Indicator, or Red on Chronic Absence Indicator Coordination of Services for Foster Youth – COEs Only (Priority 10)

How LEAs Can be Identified for Support
LEAs may be identified for support based on: Local indicators only: “Not Met for Two or More Years” in at least two priority areas (e.g., priority areas 1 and 2). State Indicators Only: One student group meets the criteria in at least two priority areas (e.g., Hispanic student group is Red for Chronic Absenteeism and Suspension—priority areas 5 and 6). A combination of local and state indicators: “Not Met for Two or More Years” in one priority area (e.g., 3) and one student group meets the criteria in another priority area (Red for the graduation rate—5) Make sure you submit your local indicators

Identification of Schools for Comprehensive and Targeted Support and Improvement
On February 22, 2018, CDE and SBE staff met with U.S. Department of Education (ED) staff in Washington, DC to discuss ED interim feedback to the ESSA Plan. Based on ED guidance from this meeting, several changes to California’s Plan were proposed to the SBE at its March 2018 meeting.

Comprehensive Support and Improvement (CSI)
Two groups of schools are eligible for CSI: Lowest performing five percent of Title I schools in the state High schools with graduation rates below 67 percent Identification process occurs once every three years The CDE will do the identification and provide a list.

Lowest Performing Five Percent of Title I Schools
Identified for CSI for first time in 2018, based on criteria (color combinations) approved by SBE in January 2018: Schools with all red indicators Schools with all red but one indicator of any other color Schools with all red and orange indicators; and Schools with five or more indicators where the majority are red. It will be higher than 5%.

Graduation Rates Below 67 Percent
Any school with a graduation rate less than 67 percent averaged over two years will be identified for CSI for the 2018 Dashboard Only. (The next identification will be based on the average graduation rate over three years) All schools and student groups with a graduation rate below 67 percent will be given the lowest performance level, Red, on the Dashboard.

Targeted Support and Improvement (TSI)
Schools will be identified for TSI if one or more student groups meet the same criteria used to identify Title I schools for CSI for two consecutive years. California will identify schools with one or more for TSI beginning in 2018–19 (based on data from the 2016–17 and 2017–18 school years). Note: Identification will occur in January or February 2019. Identified every year

Additional Targeted Support and Improvement
Schools will be identified for Additional Targeted Support and Improvement (ATSI) from among schools that are identified for TSI. Support Type Cycle 2018 Dashboard 2019 Dashboard 2020 Dashboard 2021 Dashboard TSI Annual TSI Cohort 2 TSI Cohort 3 ATSI Every Three Years TSI Becomes ATSI Cohort 1 Cohort 2 If you qualify for comprehensive and targeted, you stay with comprehensive. For the first cycle there will be no targeted assistance, but instead will be in additional targeted support. If they do not make progress in four years they will be pushed up to comprehensive. Even if it is the first year your are in TSI if it is in the target year, then you will go to additional targeted assisntaance.

Exit Criteria Schools may exit comprehensive, TSI, and ATSI annually if they no longer meet the criteria that they were identified under, AND the Status for the indicators have increased.

Networking Time How are you communicating the different aspects of our accountability system with your stakeholders?

Title I Comparability Report delayed for now as the process is being updated. Will now be incorporated in CARS. More info to come!

Reclassification Timeline

Current Reclassification Guidance
Existing Reclassification Criteria The reclassification criteria set forth in California Education Code Section 313, and further detailed in Title 5 California Code of Regulations (5 CCR) section 11303, remains unchanged. Therefore, LEAs should continue using the following four criteria to establish local reclassification policies and procedures: Assessment of ELP, using an objective assessment instrument, including, but not limited to, the state test of ELPAC; and Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; and Parent opinion and consultation; and Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age. Pursuant to California Code of Regulations, 5 CCR, (c)(6) (Advisory Committees), any local reclassification procedures must be reviewed by the school district advisory committee on programs and services for English learners (ELs). From CDE:

EL and Reclassification Timeline
Events that will lead to statewide changes to reclassification ELPAC Summative Threshold Scores to SBE ELPAC to move to ETS Alternative ELPAC 20/21 Field test 21/22 Operational Computer based 19/20 Summative 20/21 Initial November 2018 Development of the OPTEL Observation Protocol for Teachers of English Learners December 2018 Intro. Reclassification Legislation & Update ELPAC Info Guide w/ new ELP Reclassification Criteria (Feb) CDE Recommends approval of ELP Reclassification Criteria to SBE (Jan.) Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. January/February 2019 AB 2785 ELs w/Disabilities Manual (July) Gov. signs Reclass. legislation (Sept.) Develop Reclassification Guidelines for LEAs (Oct.) Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. July/Sept./Oct. 2019 OPTEL instrument, rubric, guidance and PD resources complete (June) CDE takes OPTEL to SBE (Sept.) Update to ELPAC info guide w/ OPTEL criteria (Oct.) Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. June/Sept./Oct. 2020 Reclassification Bill Effective Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor.

New Legislation for English Learners
AB 2735 New Legislation for English Learners

AB 2735 This bill, commencing with the 2019–20 school year, would prohibit a middle school or high school pupil, as defined, who is classified as an English learner, except as specified, from being denied participation in a school’s standard instructional program, as defined, by being denied enrollment in specified courses, including, among others, courses required for graduation and college admission. From:

Possible Implications--Discussion
EL Pathways Course A-G authorization Master Schedule Staffing Budget other???

Resources EL Thresholds SBE Item (November 2018) AB Authorization for A-G courses New State & Federal and Title III and Network Lunch Info folder WE2E3o606CP_n2SoGtiw?usp=sharing

https://tinyurl.com/SCCOEAAN18
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