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Testing Materials for Entering Students Past Testing Window

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Testing Materials for Entering Students Past Testing Window

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The guidance mentions that all "scoring sheets and requested documents" need to be returned to NACC by the end of testing window.  In a few steps down, we are told to "continue to screen students" who enter our schools past testing windows.

Are we able to keep ONE copy of each assessment for this purpose?  Or do you mean we only need to return student responses to NACC at the end of testing window? Please clarify.

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Will there be coverage/compensation to complete the 3hour WIDA self-paced training?

Do Pre-IPT testers have to take that training?

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Can Title I funds and ESSER funds be used to purchase the same items?

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with only 5 days to test K1 students, one should not be taken by the LATF meeting. Please reschedule it.

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I think it is really important that we consider the use of native language support in multilingual strands. We currently have 5 languages represented and an ESSER funded para (native Spanish speaker) assisting in the strand. This is an amazing asset for Spanish speakers but I am wondering the impact this has on non-Spanish speakers.

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Does approval need to go through SSC for Title I funds? Should the LATF/ESL teachers have input on how the money is spent?

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Do we have any updated information about how we are monitoring NEL students?

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Students in incorrect grade level for ACCESS in WIDA AMS

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Students in incorrect grade level for ACCESS in WIDA AMS

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I have a student who was retained in K2 (currently in their second year in K2) who is incorrectly listed as being in 1st grade in WIDA AMS. This student was correctly reported as being in K2 in the SIMS report. How can I ensure that we are not penalized for not testing them using the Grade 1 ACCESS?

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I have four students who reclassified to FEL in 2019, 2020, and 2022 who are still showing up on my list to be tested with ACCESS. I have flagged this multiple times for the district and state. They are not being reported as MLs on SIMS. How can I convey to the district and state that these students have reclassified? They are among our highest performing students in their grade level, so there is no possibility that this reflects a need to revert to EL status.

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Understanding that replacing the term EL with ML was done to be more inclusive and asset based, given the theme of this particular meeting, it is important to acknowledge this change actually alienates a group of students who are coded as English Language Learners but do not actually have any other language than English.  This is often true for students with moderate or severe disabilities, many have been in BPS for their entire education, but due to the limitations of coding and exit criteria - they cannot be reclassified as FEL or drop the L code.  To now continually refer to these students as MLs when they do not use or know any other language than English has created some tensions with families.  While all students are learning English, not all are multilingual.  

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Understanding that replacing the term EL with ML was done to be more inclusive and asset based, given the theme of this particular meeting, it is important to acknowledge this change actually alienates a group of students who are coded as English Language Learners but do not actually have any other language than English.  This is often true for students with moderate or severe disabilities, many have been in BPS for their entire education, but due to the limitations of coding and exit criteria - they cannot be reclassified as FEL or drop the L code.  To now continually refer to these students as MLs when they do not use or know any other language than English has created some tensions with families.  While all students are learning English, not all are multilingual.  

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Last year, a student was assed and paperwork was turned in to get an ELD level for a now 1st grader. We have never heard back. Is there someone I can reach out to about getting services for this student?

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Is the OMME office still sending out calendar invites or email reminders about the LAT-F meetings? or do we just sign up on the LAT-F central resource page under each meeting date?
Just trying to figure out if I'm missing email communications.

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When schools sent out translated ILP Parent/Guardian Letters home were schools supposed to include a printed copy of each student's ILP?

Do schools need to send Mid Year ILP progress updates (after teachers complete them in February) to parents? If so, how will these be translated?

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Has there been clarification if we need to go into the school building during LATF Meetings simply to join on zoom? I have a shared space so it's difficult to find anywhere to go that is not disruptive to students' learning.

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When is budgeting due for school leaders? The LA team needs to discuss/brainstorm ideas for what the Title 1 funds should be spent on.

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How will the information from the K1 session be shared with schools that offer K1 and have potential MLs in K1, but were not included in Group 1 during today's meeting?

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How will the information from the K1 session be shared with schools that offer K1 and have potential MLs in K1, but were not included in Group 1 during today's meeting?

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My school has grade K1, and has approximately 20 students identified as potential MLs who will need to be tested, but I was assigned to the group that did not attend the only K1 session of the day. How will I obtain the necessary information?

I didn't notice this until after the first session had already concluded, or I would have switched groups or raised the question previously.

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Clarifying question: are ESL grouping modifications allowed for MLWD?

Meaning, is it correct to think that in MH/LD classrooms, ESL-licensed HR teachers can service the ESL portion for most/all of their students without having to adhere strictly to the ESL grouping rules (granted that modifications have been recorded)?  That way, MLWD would not need to be pulled-out for ESL for extended amount of time each day.

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Will all links and supplementary materials for each meeting and presenter be added to the LATF Resource Central? It will be a useful hub to find things after meetings.

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Will all links and supplementary materials for each meeting and presenter be added to the LATF Resource Central? It will be a useful hub to find things after meetings.

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Recording Approved Modifications in Aspen

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Recording Approved Modifications in Aspen

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Currently, there isn't a way to record/note approved ESL modifications for MLWD on Aspen.  As such, minutes are likely to be over-reported, while grouping may not be accurately reflected. Students may also be flagged on Dashboard even after modifications have been approved.

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The decision to test the week of The week of Feb 13 only, is not reasonable to get all K1 students tested, especially in schools with hundreds of Els who are testing for ACCESS right up until that date. There is no time in January and early Feb. to get teachers trained, go pick up Materials and get this done in five days only, especially if one day is an LATF meeting day.  At the very least, please rethink this for next year, change the LATF meeting, and give an additional week of testing after vacation week.  Thank you for your consideration.

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The decision to test the week of The week of Feb 13 only, is not reasonable to get all K1 students tested, especially in schools with hundreds of Els who are testing for ACCESS right up until that date. There is no time in January and early Feb. to get teachers trained, go pick up Materials and get this done in five days only, especially if one day is an LATF meeting day.  At the very least, please rethink this for next year, change the LATF meeting, and give an additional week of testing after vacation week.  Thank you for your consideration.

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The W-APT administered during registration tests oral language skills and the K2 ACCESS assesses oral and literacy.  I commonly see an increase in oral language scores between the two tests, but see way too many students in the district ending up in SEI on account of their low literacy score once they take the ACCESS.  Students with scores in the mid to high 20s on the W-APT, end up in SEI for years due to underlying issues related to reading more so than their language development.  -Elsa Puglielli, Special Education Coordinator

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The W-APT administered during registration tests oral language skills and the K2 ACCESS assesses oral and literacy.  I commonly see an increase in oral language scores between the two tests, but see way too many students in the district ending up in SEI on account of their low literacy score once they take the ACCESS.  Students with scores in the mid to high 20s on the W-APT, end up in SEI for years due to underlying issues related to reading more so than their language development.  -Elsa Puglielli, Special Education Coordinator

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Testing period is open between Feb. 13-17.

That's 5 school days for an average of 16-20 kids in any K1 classroom.  How does BPS plan to carry this out? Would BPS provide subs in order to make this rushed testing schedule happen?

Meantime, what happens if we come across snow day and/or student absence that week?

Also: LAT-F meeting on Feb. 15.

WHY?

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It's important to clarify that we've been doing inclusion for almost 10 years informally and the guidance around it has not been clarified. Perhaps becoming a co-teaching district makes sense linguistically & academically.

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It's important to clarify that we've been doing inclusion for almost 10 years informally and the guidance around it has not been clarified. Perhaps becoming a co-teaching district makes sense linguistically & academically.

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The format the second resource was shared in does not allow us to open or click on any of the links.  Can it be reshared in a different way?

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The format the second resource was shared in does not allow us to open or click on any of the links.  Can it be reshared in a different way?

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I have been at IEP meetings recently, when the conversation was about bilingual services for a student. Specifically, bilingual resource room support. Is this something that happens in the district? How would a student qualify for something like that?

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If we have students' IEP meetings before winter break, can we propose accommodations for Access testing at that time, and will that be acceptable to utilize those accommodations during testing? 

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If we have students' IEP meetings before winter break, can we propose accommodations for Access testing at that time, and will that be acceptable to utilize those accommodations during testing? 

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Is it possible to see an example of what a Paragraph 69 document looks like for previous years or other schools? We're both new at EHS

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Is it possible to see an example of what a Paragraph 69 document looks like for previous years or other schools? We're both new at EHS

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Yes, your OMME E&A liaison can email you this.

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How do we complete Paragraph 69 if we don't have a COSE?

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How do we complete Paragraph 69 if we don't have a COSE?

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My school's COSE job is currently vacant and we are between compliance COSEs.

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Has DESE approved/updated ESL 3 minutes yet? 

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Has DESE approved/updated ESL 3 minutes yet? 

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Are there any updates on how we can direct SLIFE teams on completing ILP's?  They were provided with a file in google classroom, however we have not gotten guidance on expectations? Should these be happening every quarter? twice a year? only at the end of the year? This is helpful to provide planning time and support teams in completing them.
I've asked at each LAT-F meeting since the start of the school year and have not received any information other than we are working on it.
Is it possible to share any updates?
sbriceno@bostonpublicschools.org

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ML/ EL MCAS data can be compared with FLEP students so that the picture is further developed to show the impact of our work. Often, ML outperform NL speakers. 

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ML/ EL MCAS data can be compared with FLEP students so that the picture is further developed to show the impact of our work. Often, ML outperform NL speakers. 

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Can we get copies of parent notifications for ML folderss?

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Can we get copies of parent notifications for ML folderss?

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At least TWO licensed teachers in each inclusion classroom, but especially in Bi/Multi-lingual Inclusion classrooms

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At least TWO licensed teachers in each inclusion classroom, but especially in Bi/Multi-lingual Inclusion classrooms

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I still cannot fathom how BPS justifies putting one doubly or triply-licensed teacher (Gen.Ed, SpEd, ESL) in an inclusion classroom that serves several types of high-need learners, with little/no support.

For any inclusion program to work to meet your vision and to serve our students adequately, we need to start with putting AT LEAST TWO LICENSED TEACHERS in each inclusion classroom, not 1 teacher + X paras (BTU contract never requires paras to be professionally trained).

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When the school is Bi-lingual and all EL services are embedded into the school day do we continue to reflect any modifications of EL minutes or is the modification Dual Language program? 

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When the school is Bi-lingual and all EL services are embedded into the school day do we continue to reflect any modifications of EL minutes or is the modification Dual Language program? 

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Should we be adjusting the number of minutes of EL services and IEP services? There are only so many hours in the school day. We could end up with a student who is almost never in their classroom between IEP minutes and EL minutes

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There is zero Portuguese native language support in my buildings

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There is zero Portuguese native language support in my buildings

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Will the bilingual paras increase by 15% from present levels or will the total number of bilingual paras be 15% of the district total by the end of 2022-23?

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Will the bilingual paras increase by 15% from present levels or will the total number of bilingual paras be 15% of the district total by the end of 2022-23?

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If a student opts out of EL services this year, do they have to go through this process again next year?  In November, we got guidance that they still have to take ACCESS, but will parents need to resubmit opt-out forms?

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With the move to inclusion, will there be a discussion as to when substantially separate is appropriate (or is it appropriate at all)? AND what is the discussion about EL's in inclusion settings especially with the compliance about minutes and service delivery?

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With the move to inclusion, will there be a discussion as to when substantially separate is appropriate (or is it appropriate at all)? AND what is the discussion about EL's in inclusion settings especially with the compliance about minutes and service delivery?

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Can you share the link to the slides please?

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Can you share the link to the slides please?

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Can you share the plan to eliminate non compliance?

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Students need to better qualified at the time of enrollment in BPS to make sure the student is appropriately assigned to an Educational Program: SEI; SLIFE; R1; R2; L3; etc..... Wendy Foley, COSE @ Hennigan K-8 School.

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I notice the "comment" feature is not available on this Padlet (we could comment on each other's post in Meeting #2's Padlet).

If this is not by design, please look into it. Thanks.

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I'm a former COSE  and back in the classroom. I noticed this training via COSE communication but obviously can't attend. Will it roll out to teachers at some point? Very needed.

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Can we submit cases at our schools for the experts to help evaluate and determine a plan of service for a student.

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Why is lunch only 30 minutes? The BTU contract stipulates a 40 minute, duty free lunch

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Why is lunch only 30 minutes? The BTU contract stipulates a 40 minute, duty free lunch

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Follow-up on previous inquiry: It would be helpful if the ELL team and Special education team at each school selected a particular case that is representative of a consistent challenge and submitted it to the experts who could advise how to address the situation utilizing the available resources.

Perhaps the expert could meet with a few school teams to review in person how a situation would best be addressed.

I think this would be wonderful and a way also to identify particular challenges/obstacles that may complicate the proposal of the best services for a student.

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Can we please spell out acronyms. For example, what is OMME stand for?

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When will we get some guidance for creating the electronic ELD folders?