Providing Technical Assistance Designated state and regional staff will be responsible for providing technical assistance to Title I LEAs who have questions or need support to develop or implement plans to support successful student transitions and prevent dropouts. This technical assistance will be provided through timely and responsive phone or e-mail correspondence. Statewide Conferences and Local Institutes California will sponsor regular statewide conferences and regional and local institutes that will include presentations, workshops, and Q and A sessions by national, state, and local leaders to help disseminate and exchange best practices to and with Title I LEAs to improve or refine services and supports that help meet the diverse needs of students, ensure successful transitioning of students, and prevent dropouts. Online Collection of Resources and Strategies To ensure continuous access and consistent guidance to Title I LEAs, California will make available an online collection of resources and strategies that support successful student transitions and prevent dropouts. The Web page will include the Title I, Part A Guidance document, information pertaining to the strategies described below, frequently asked questions and answers regarding student transitions, and contact information for regional and statewide technical assistance. State Identified Strategies for Title I LEAs The table below lists the strategies California will provide to Title I LEAs, through the processes described above, to address diverse student needs, support successful student transitions, and prevent dropouts. These strategies are explained below the table. Table . California Strategies for Meeting Student Needs and Providing Effective Transitions
The State Board of Education (SBE) has adopted state academic standards, including the English Language Development Standards, and has defined the EL subgroup in each of the state accountability indicators required under ESSA Section 1111(c)(4)(A)(ii). State Standards The California English Language Development Standards (CA ELD Standards) are designed to guide instruction so that ELs develop sufficient language to gain access to and engage in academic subject learning, achieve in grade-level academic content, and meet state academic standards for college and career readiness. The CA ELD Standards were adopted in 2012 and have been validated to align to the state’s current English Language Arts (ELA) standards. California is the first state in the nation to produce an integrated ELA/ELD framework and all subsequently adopted frameworks now include the integration of ELD. In 2015, a correspondence study was conducted to ensure the CA ELD Standards are also aligned to both the Science and Mathematics standards. The study found a strong correspondence between the language demands of the content standards and the CA ELD Standards. California ensures every content area framework incorporates the CA ELD Standards and the SBE adopts materials that are aligned to the content standards and the CA ELD Standards. State Assessments ELs also participate in the California Assessment of Student Performance and Progress (CAASPP) system. ELs who have attended a school in the U.S. for less than 12 months are exempted from one administration of the state ELA assessment. Accountability System The state-designed long-term goals for ELs are based on meeting the statewide and local accountability measures. Three indicators will be used: the Academic Indicator (to measure EL academic progress in ELA and mathematics), the English Learner Progress Indicator (to measure English proficiency growth based on CELDT scores and reclassification rates), and the Graduation Rate Indicator (to measure graduation rate growth). The English Learner Progress Indicator (ELPI) measures the percent of EL students who are making progress toward English language proficiency from one year to the next on the CELDT and the number of ELs who were reclassified from EL to fluent English proficient in the prior year. The CELDT has five performance levels, and the interim goal for
Low -5.1 to -70 points Orange Orange Orange Yellow Yellow Very Low -70.1 points or lower Red Red Red Orange Orange Table 27. Math – Academic Indicator Change Levels Declined Significantly by more than 15 points Declined By 3 to 15 points Maintained Declined by less than 3 points or Increased by less than 3 points Increased by 3 to less than 15 points Increased Significantly By 15 points or more Very High 35 points or higher Green Green Blue Blue Blue High zero to 34.9 points Green Green Green Green Blue Medium -25 points to less than zero Yellow Yellow Yellow Green Green Low -25.1 to -95 points Orange Orange Orange Yellow Yellow Very Low -95.1 points or lower Red Red Red Orange Orange