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Dear Educator,
You have been identified as a key stakeholder in Twin Rivers USD, and are invited to participate in this survey. Your participation is extremely important to the district's efforts to build an educational system that supports student achievement.
The English Learner Subgroup Self Assessment (ELSSA) is a tool for local educational agencies (LEAs) to analyze outcomes and program services during preparation of LEA plans and addenda to meet the Elementary and Secondary Education Act (ESEA) Title I and Title III requirements, or may be used in local planning efforts.
The ELSSA helps LEAs to focus on the attainment of linguistic and academic standards for the EL subgroup as well as to identify potential issues regarding instructional programs for ELs by presenting assembled data for analysis and providing survey items for the LEA to rate itself on key dimensions. This information serves as another data source, along with the Academic Program Survey (APS), District Assistance Survey (DAS), and Integrated Services Survey (ISS) to discern the strengths and weaknesses of the current LEA plan's effectiveness with EL students.
The data presented in this survey was assembled by the Twin Rivers USD Director of Categorical/EL Programs.
If you have any questions regarding this survey, please call:
Leah Barta
Pivot Learning Partners
(818) 715-9865 |
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1. Annual Progress in Learning English (Title III, Annual Measurable Achievement Objective [AMAO] 1)
a. What percent of EL students in your LEA met AMAO 1? (Examine performance on AMAO 1 since 2006-07.)
AMAO 1: Percent of EL Students Making Annual Progress in Learning English
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| Briefly discuss the trends that you observe over time for your AMAO 1 results. | | | | Based on the data in this table, identify one or more questions that you want to investigate further. | | |
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2. Annual Progress in Attaining English-language Proficiency (Title III AMAO 2)
a. What percent of ELs in a language instruction educational program, based on the state’s former AMAO 2 cohort definition, met the English Proficient level on CELDT?
2. Annual Progress in Attaining English-language Proficiency (Title III AMAO 2)
b. What percent of ELs in a language instruction educational program for fewer than 5 years met the English Proficient level on CELDT?
2. Annual Progress in Attaining English-language Proficiency (Title III AMAO 2)
c. What percent of ELs in a language instruction educational program for 5 years or more met the English Proficient level on CELDT?
**Important! Make sure you look at both cohorts of students when you respond to the following questions. Target percentages and LEA results for 2006-07 through 2008-09 utilize former AMAO Cohort 2 definition. |
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| Briefly discuss the trends that you observe over time for your AMAO 2 results. | | | | Based on the data in these tables, identify one or more questions that you want to investigate further. | | |
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3. Progress in Achieving Academic Standards (Title III AMAO 3 and Title I Adequate Yearly Progress for EL subgroup)
a. Did the EL subgroup meet AMAO 3 targets for participation rate in English-language arts (ELA)? In mathematics?
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| If participation rate targets were not met, discuss the observations you have made about student participation. | | | | Based on the data in this table, identify one or more questions that you want to investigate further. | | |
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3. Progress in Achieving Academic Standards (Title III AMAO 3 and Title I Adequate Yearly Progress (AYP) for EL subgroup)
b. Did the EL subgroup meet the AMAO 3 targets for percent proficient in ELA? In mathematics?
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| Briefly discuss the trends that you observed over time for AMAO 3 for ELA and mathematics. | | | | Based on the data in this table, identify one or more questions that you want to investigate further. | | |
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PERFORMANCE ON THE CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
4. AMAO 1: How are EL students at each level of the CELDT meeting their growth target?
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| What summary statements can be made about your data? At which CELDT proficiency levels do students make the most/least progress? | | |
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4. Survey Items: AMAO 1 -- CELDT Growth Targets by Proficiency Level
Rationale: English learners develop English language through an SBE-adopted/approved core program in English language development (ELD) and English-Language Arts (ELA). LEAs must ensure that students are appropriately placed, instructed and monitored in both subject areas.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 4.1 The LEA ensures that teachers utilize SBE-adopted/approved materials for English-language development. (1.1, 1.2, 1.3) |
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| 4.2 The criteria for grouping ELs for ELD instruction in a self-contained classroom are clearly defined, implemented and monitored. (2.3) |
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| 4.3 In secondary departmentalized settings, criteria for placing ELs in separate ELD classes are clearly defined, implemented and monitored. (2.3) |
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| 4.4 The criteria for providing ELD in a mainstream English class are clearly defined, implemented and monitored. (2.3, 2.4) |
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| 4.5 Formative assessments are used on an ongoing basis to monitor the progress of ELs in ELD. (7.1) |
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Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis, and words in italics are defined in the tools glossary. |
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| 4.6 Summative assessments are used periodically to monitor the progress of ELs in ELD. (7.1) |
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| 4.7 All teachers providing instruction to ELs in ELD are appropriately authorized to deliver ELD instruction. (5.1, 6.1) |
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| 4.8 The LEA ensures that teachers utilize the SBE-adopted or approved basic core and Universal Access materials to support English learners in ELA. (1.1, 1.2, 1.3) |
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| 4.9 The LEA ensures that school schedules allocate the appropriate number of minutes for basic core/strategic intervention, ELD and intensive intervention as identified. (2.1, 2.2, 2.3, 2.4) |
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| 4.10 Formative assessments are used on an ongoing basis to monitor the progress of ELs in ELA. (7.1) |
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| 4.11 Summative assessments are used periodically to monitor the progress of ELs in ELA. (7.1) |
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5.a. AMAO 2: How are EL students performing on CELDT based on the length of time they have been in language instruction educational programs in U.S. schools?
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| Discuss the progress in English acquisition that your students are demonstrating based on the time in language instruction educational programs in U.S. schools. | | |
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5.a. Survey Items: AMAO 2 -- CELDT Growth Targets by Time in language instruction educational programs in U.S. Schools
Rationale: If students are making adequate progress learning English, they should reach English-language proficiency in a reasonable amount of time (per criteria in AMAO 1 and AMAO 2). The following survey items address the program needs of long-term ELs.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 5.a.1 The LEA develops, implements and monitors criteria for determining EL placement into and exit from intensive and strategic interventions in ELA. (2.1, 2.4, 7.1) |
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| 5.a.2 The LEA ensures that teachers employ research-based instructional strategies within the context of the SBE-adopted/approved materials in ELA and ELD to help ELs progress through proficiency levels on the CELDT. (2.3, 5.2, 6.1) |
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| 5.a.3 The LEA monitors staff use of the research-based instructional strategies in ELA and ELD designed to help ELs progress through proficiency levels on the CELDT. (4.1) |
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| 5.a.4 Collaboration among all relevant staff around multiple sources of student data informs targeted professional development to meet EL instructional needs in subject area content and ELD. (7.1, 8.1) |
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5.b. AMAO 2: How are EL students performing on CELDT based on the length of time they have been in language instruction educational programs in our district?
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| Discuss the progress in English acquisition that your students are demonstrating based on the time they have been in language instruction educational programs in your district. | | |
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| Based on the data in this table, identify one or more questions that you want to investigate further. | | |
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6. How are EL students at the Intermediate level on CELDT performing on the CST (ELA and Math) by grade level?
What percent of students are in each of the following performance levels: far below basic, below basic, basic, proficient and advanced?
a. ELA CST Performance of District EL Students at Intermediate level on CELDT (as percent of Intermediate level EL population tested at each grade level)
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| Where do the majority of your Intermediate ELs score on the CST/ELA? What else do you want to know about these students? How will you get that information? | | |
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6.a. Survey Items: AMAO 3 -- CST ELA Performance for ELs
Rationale: Many ELs in California score at the Intermediate level on the CELDT. These students still require differentiated instruction and interventions to reach both English language proficiency and grade level proficiency in ELA. It is important to consider the needs of newcomers as well as long-term ELs when determining their instructional services.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis.
Consider this: As you respond to these survey items, consider the practices for all English learners, not just those students at the intermediate level on CELDT. |
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| 6.a.1 Teachers implement Specially Designed Academic Instruction in English (SDAIE) strategies for ELs in R/LA to ensure that ELs have meaningful access to grade appropriate core curriculum. (5.1) |
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| 6.a.2 All teachers providing SDAIE to ELs are appropriately authorized to do so. (5.1) |
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| 6.a.3 The ELA and ELD instruction for ELs is aligned with the EPCs, the Reading/Language Arts Framework and the CA English-Language Arts Standards. (1.1, 1.2, 1.3) |
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| 6.a.4 The ELA and ELD program for English learners utilizes SBE-adopted materials at grades K-8 including all ancillary materials and SBE-approved, standards aligned materials at grades 9-12. (1.1, 1.2, 1.3) |
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| 6.a.5 The SBE-adopted instructional materials and other standards-aligned instructional materials (in English and/or L1) are fully implemented for ELs. (1.1, 1.2, 1.3, 2.1, 2.3) |
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| 6.a.6 English learners at the Intermediate level on CELDT are provided strategic and intensive interventions as needed in addition to ELD, utilizing SBE-adopted and approved materials. (1.2, 1.3) |
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6.b. Math CST Performance of District EL Students at Intermediate level on CELDT (as percent of Intermediate level EL population tested at each grade level)
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| Where do the majority of your Intermediate ELs score on the CST/Math? What else do you want to know about these students? How will you get that information? | | |
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6.b. Survey Items: AMAO 3 -- CST Math Performance for ELs.
Rationale: Many ELs in California score at the Intermediate level on the CELDT. These students still require differentiated instruction and interventions to reach proficiency in mathematics. It is important to consider both how long ELs have been in U.S. schools and their prior instruction and skills in mathematics when determining their instructional services.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis.
Consider this: As you respond to these survey items, consider the practices for all English learners, not just those students at the intermediate level on CELDT. |
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| 6.b.1 Criteria are clearly defined for placing ELs in appropriate mathematics classes including interventions if needed. (4.2) |
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| 6.b.2 English learners are placed in grade appropriate mathematics classes including algebra for eighth graders. (1.4) |
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| 6.b.3 English learners have access to advanced coursework in mathematics in departmentalized settings and extended learning opportunities in self-contained settings. (1.1) |
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| 6.b.4 The mathematics program for ELs utilizes SBE-adopted materials at grades K-8 and SBE-approved, standards-aligned materials at grades 9-12. (1.4) |
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| 6.b.5 The SBE-adopted instructional materials including ancillary materials and other SBE-approved, standards-aligned instructional materials (in English and/or L1) are fully implemented for ELs. (2.5) |
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| 6.b.6 Teachers of ELs utilize SDAIE strategies to ensure that ELs have meaningful access to grade-appropriate core curriculum in mathematics. For high school students this includes courses that meet graduation requirements and A-G coursework to enable ELs to meet UC/CSU admissions criteria. (1.4, 2.7, 4.2, 5.2) |
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| 6.b.7 Mathematics teachers at the secondary level who teach ELs are appropriately authorized to teach mathematics and English learners.(3.1) |
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7. How are EL students at the English Proficient level on the CELDT performing on the CST (ELA and Math) by grade level?
What percent of students are in each of the following performance levels: far below basic, below basic, basic, proficient and advanced?
a. ELA CST Performance of District EL Students at English Proficient level on CELDT (as percent of English proficient EL population tested at each grade level)
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| Reflect on your reclassification criteria and discuss the results you note on this table. | | |
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7.a. Survey Items: AMAO 3 -- CST ELA Performance for ELs
Rationale: Many ELs reach the English proficient level on CELDT without attaining grade level academic proficiency in ELA. These students may continue to need additional support, including interventions, to reach proficiency in ELA. Teachers and counselors need to have and utilize detailed information about ELs in order to determine the most effective instructional services.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis.
Consider this: As you respond to these survey items, consider the practices for all English learners, not just those students at the proficient level on CELDT. |
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| 7.a.1 The LEA provides teachers detailed information about their ELs including English proficiency, academic achievement data and time in U.S. schools. These data are provided in a timely fashion and inform instructional decisions. (7.1) |
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| 7.a.2 The LEA uses a variety of data including English proficiency, academic achievement and time in U.S. schools when placing students in core and intervention classes. (1.1, 1.2, 1.3, 7.1) |
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| 7.a.3 The LEA ensures that the teaching and counseling staff closely monitor and support the academic progress of long-term ELs who are achieving below grade level performance in R/LA. (3.1, 7.1, 8.1) |
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7.b. Math CST Performance of District EL Students at English Proficient Level on CELDT (as percent of English Proficient EL population tested at each grade level)
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| Discuss what these data indicate regarding the access of ELs to grade level appropriate mathematics curriculum. | | |
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7.b. Survey Items: AMAO 3 -- CST Math Performance for ELs at the English Proficient Level on CELDT
Rationale: Many ELs reach the English proficient level on CELDT without attaining grade level academic proficiency in mathematics. These students may continue to need additional support, including interventions, to reach grade level proficiency in mathematics. Teachers and counselors need to have and utilize detailed information about ELs in order to determine the most effective instructional services.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis.
Consider this: As you respond to these survey items, consider the practices for all English learners, not just those students at the proficient level on CELDT. |
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| 7.b.1 The LEA provides teachers detailed information about their ELs including English proficiency, academic achievement data, previous mathematics instruction and time in U.S. schools. These data are provided in a timely fashion and inform placement and instructional decisions. (7.2) |
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| 7.b.2 Mathematics intervention courses are available for ELs working below grade level per the recommendations of the CA Mathematics Framework and the Academic Program Survey (APS). (1.5, 1.6) |
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| 7.b.3 SBE-adopted/approved mathematics intervention materials are fully implemented for students who need intervention. (1.4, 2.5, 2.6, 2.7) |
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| 7.b.4. The LEA ensures that teaching and counseling staff carefully monitor and support the progress of ELs who are not yet scoring proficient in mathematics to ensure that they receive support classes and/or interventions as needed to reach proficiency. (1.5, 1.6, 7.2) |
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8. How are Reclassified-Fluent English Proficient (R-FEP) students performing on the CST (ELA and Math) by grade level?
a. ELA CST Performance of District RFEP Students (as percent of RFEP students tested at each grade level)
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| Consider your LEA's reclassification criteria and describe your observations about performance of R-FEP students in ELA. | | |
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8.b. Math CST Performance of District R-FEP Students (as percent of R-FEP students tested at each grade level)
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 8.a.1 R-FEPs are monitored for two years after reclassification for their progress in ELA. (20 USC 6841; 5 CCR 11304, Education Code 313 [d], Section 11510, Title 5 of the California Code of Regulations, Title III Section 3121 [a] 4) |
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| 8.a.2 Instructional support, including interventions, is provided as needed for R-FEPS who are not yet proficient in ELA. (1.2, 1.3) |
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8.b. Math CST Performance of District R-FEP Students (as percent of R-FEP students tested at each grade level)
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| Consider your LEA's reclassification criteria and describe your observations about performance of R-FEP students in mathematics. | | |
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8.b. Survey Items: AMAO 3 -- CST Math Performance for R-FEP Students
Rationale: Most ELs are reclassified as fluent English Proficient before they reach proficient on the CST in mathematics. Many former ELs drop in performance after reclassification. These students may require extra support, including interventions to help them reach grade level proficiency in mathematics.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 8.b.1 R-FEPs are monitored for two years after reclassification for their progress in mathematics. (20 USC 6841; 5 CCR 11304, Education Code 313 [d], Section 11510 and Title III Section 3121 [a] 4) |
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| 8.b.2 Instructional support, including interventions, is provided as needed for R-FEPs who are not yet proficient in mathematics. (1.5, 1.6) |
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| 8.b.3. R-FEPs are placed in Algebra or more advanced courses in eight grade. Those who require an algebra support class are placed in algebra and a support class. (1.5, 1.5, 7.2) |
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PERFORMANCE ON THE CALIFORNIA HIGH SCHOOL EXIT EXAM CAHSEE
9. How are EL Students performing on the CAHSEE according to the length of time they have been in the U.S. schools? (use total ELs tested on combined 10th grade census test)
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| Describe your observations about the performance of ELs on the CAHSEE overall and by years in U.S schools. | | |
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9. Survey Items: AMAO 3 -- CAHSEE Mathematics and ELA Performance for ELs
Rationale: ELs are required to pass the CAHSEE in order to be eligible to receive a high school diploma. Many ELs who have been in U.S. schools for more than 5 years do not pass the CAHSEE1. LEAs must ensure that all ELs requiring support receive it in order to pass the CAHSEE as well as to meet the AYP performance standard. 1. A passing score of 350 entitles students to be eligible to receive a diploma. A proficient score of 380 or higher is required to meet the AYP performance standard.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 9.1 ELs are provided appropriate interventions and support to pass the CAHSEE. (1.3, 1.5, 1.6) |
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| 9.2. ELs are provided appropriate interventions and support to reach proficiency on the CAHSEE. (1.3, 1.5, 1.6) |
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10. How are R-FEP students performing on the CAHSEE according to the length of time they have been in the U.S. schools? (use total R-FEPs tested on combined 10th grade census test)
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| Describe your observations about the performance of ELs on the CAHSEE overall and by years in U.S. schools. | | |
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10. Survey Items: AMAO 3 -- CAHSEE Mathematics and ELA Performance for R-FEPs
Rationale: Many ELs are reclassified R-FEP before reaching proficiency in English language arts and mathematics. Some of these students are unable to pass or reach proficiency on the CAHSEE. The LEA must ensure that RFEPs requiring support received in order to pass the CAHSEE as well as to meet the AYP performance standard. A passing score of 350 entitles students to be eligible to receive a diploma. A proficient score of 380 or higher is required to meet the AYP performance standard.
Please rate the items below on the following scale:
Rating Attributes = % of Implementation/Students/Time
1--Minimal/Few/Rarely = 25%
2--Partial/Some/Inconsistently = 50%
3--Substantial/Most/Consistently = 75%
4--Full/All/Uniformly = 100%
Note: APS citations in parenthesis following items, words underlined are for emphasis. |
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| 10.1 R-FEPs are provided appropriate interventions and support to pass the CAHSEE. (1.3, 1.5, 1.6) |
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| 10.2 R-FEPs are provided appropriate interventions and support to reach proficiency on the CAHSEE. (1.3, 1.5, 1.6) |
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