SANDI Assessment of English Language Learners Kate Cahill

SANDI Assessment of English Language Learners Kate Cahill, M. Ed. Rebecca Silva, Ph. D. May 2018

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

English Language Proficiency Accountability Indicators ESSA Title I requires accountability systems to include at least four of the following indicators/measures: 1. 2. 3. 4. 5. 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

ELPAC Policy Team Recommendation From: ELPAC <ELPAC@cde. ca. gov> Sent: Thursday, June 28, 2018 10: 17 AM To: Chun-Wu Li <CLI@rcoe. us> 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: https: //www. cde. ca. gov/ta/tg/ai/elpacmatrix 4. asp. 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

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.

SANDI / FAST TIMELINE State Testing F S SANDI Spring SANDI Fall FAST Bench 1 FAST Bench 2 Focused Instruction IEP EL / ELL Testing District Wide Expectations for General Education Universal Screening for Placement in Rt. I District Benchmarks / Grade Level Assessments State Testing End of Year Grades / Progress Reports

SANDI Assessment for Determining English Language Proficiency Guidelines for Reclassification: 1. EL Assessment progress (SANDI) – – Reading Writing Speaking Listening 2. Teacher recommendation based on progress on IEP goals and curriculum mastery 3. Parent opinion and consultation 4. 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

SANDI is Aligned to ELD Standards Reading Domain Example Part I. Interacting in Meaningful Ways 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 Part II. Learning About How English Works 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 Re: #6, 21, 23, 25, 37 Assessment Tasks 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, Alignments for Writing, Speaking, and Listening also available

SANDI Assessment Used Across U. S. to Determine English Language Proficiency LL Students E r o F m te s y S I D Prepare SAN ts with n e d tu S r o f ta a d mparative o c s e id v ro p I D N A • S group. b u S y b s ie it il b a is d Learners h s li g n E s e fi ti dent n tu e s id k c e h c ID N • District A S dicate ELs in n i t) ic tr is D r o ( rs • Teache rmination te e d p u ro g b u s te data for accura

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

SANDI ELL Reading Subtest © Riverside County Office of Education 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. Ø Examples- SANDI Site

SANDI English Learner Report Overview

SANDI English Learner Report Case Study: Karina CA EL Proficiency Levels: 80% -100% = 60% - 79% = 40% - 59% = 0% - 39% = Washington Elementary School Mr. Jones Hector Enrique Kayla Green Shan Ming Moshe Stein Karina Silviano © Riverside County Office of Education Level 4: Well Developed Level 3: Moderately Developed Level 2: Somewhat Developed Level 1: Minimally Developed

Analyzing SANDI Data English Language Proficiency Guidelines for Reclassification: CA 1. EL Assessment progress (SANDI) – – Reading 78% → Writing 38% → Speaking 89%. → Listening 103% → 81% 45% 88% 101% Karina’s Fall and Spring Scores 2. Teacher recommendation based on progress on IEP goals and curriculum mastery 3. Parent opinion and consultation 4. Basic Skills Assessment (State Assessment) with comparative data of same age, non EL students © Riverside County Office of Education

21 EL/ELL Standard Reports Menu Take a closer look at instructional skills that guide effective instruction

SANDI EL/ELL Standard Report: Targets Need Areas and Shows Percent Proficient Jones – 6 th Grade Allen Brown Hector Enrique Kayla Green Darius King Shan Ming Moshe Stein Karina Silviano

SANDI Writing Subtest All Items in SANDI Aligned to CA State and ELD Standards © Riverside County Office of Education

The Roadmap: Analyze Standards Reports to Guide Instruction RI. 1 © Riverside County Office of Education

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.

ELA Kit Includes High Quality Instructional Materials and Teacher Guide for Reading, Writing, Speaking and Listening

RCOE Districts Invited to Participate in Instructional Kits Pilot Instructional Materials Rich in Language Based Learning for EL students with Intellectual Disabilities

RCOE Districts Invited to Participate in Instructional Kits Pilot

Embedded in the Instructional Kits Teacher Guide: Evidence Based Practices for EL Students with ID ★Systematic/Direct Instruction Strategies “My kids can’t do this! ★Read Aloud: Echo Read, Choral Read This is too hard for them. “ ★Cooperative Groups: Retell, Re-read ★Think Aloud: Whole group processing ★Highlight/Circle/Underline “ SANDI Kits have ★Think/Pair/Share helped me to see how ★Prompting Strategies to use student data and high quality ★Visual Representations instructional materials ★Hands on realia and activities to further open the world to my students. ”

SANDI Foundational Skills Supports Students with Learning Challenges SANDI Foundational Tasks Developed in 2018 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

SANDI Foundational Tasks (FT) Assessment - 9 Subtests

SANDI FT Math Subtest • Foundational Skill Items • Standard Alignment • Consistent Rubric © Riverside County Office of Education

SANDI FT Reading Subtest Supports IEP Process • Write PLo. P • Flag IEP Targets • Comments • Attach Evidence

Some things to keep in mind: Nothing exceptional happens without enthusiasm. And a commitment. Thanks for all you do for ALL students.