OPTEL Parent Consultation Script

Opening & Framing

Thank you for making time today to talk with me about your child’s English language development. I appreciate your partnership in helping your child grow and thrive at school.

I would like to talk to you specifically about your child’s progress towards developing proficiency in English. English language proficiency is the knowledge, skills, and abilities in reading, writing, speaking and listening in English, knowledge of the English language, and vocabulary in English that students need for success in school, and beyond.

Context / Background on English learner (EL) Status

Are you aware that your child is classified as an English learner?

• Yes: OK, great. Let’s talk about what this means for your child.
• No: OK, well let’s start there, then: Your child was identified as an English learner when they first enrolled in school in California based on an initial English language proficiency assessment, which we call the Initial English Language Proficiency Assessments for California, or ELPAC "if the child was identified with the California English Language Development Test (CELDT), refer to the CELDT here, if necessary". The assessment showed that your child would benefit from additional instruction and support to help them become proficient in English. 

Do you mind if we take a moment to review what it means to be an English learner? I think it will be helpful for our conversation.

In California we classify students as English learners based on information we collect about their home language, and their score on the initial English language proficiency assessments, such as the ELPAC, (or the initial Alternate ELPAC [if the student takes the alternate ELPAC]). Students usually are identified for English learner, or EL, status when they start school. We do this because EL students have a right to receive targeted instruction and support to help them learn English in school, and to make sure they can learn from their classroom instruction, homework, and tests, since those are typically delivered in English.

We want EL programs and services to be helpful for students. EL instruction and supports are meant to help students learn English, and make sure they don’t fall behind in their other classes while they are still learning English. The exact services that EL students receive may vary based on how old they are, or where they go to school. Your child’s EL instruction and supports have included the following: "describe integrated English language development (ELD), designated ELD, test accommodations, and any other supports to services provided to the particular student".

Dually Identified Students

I want to emphasize that developing English language proficiency is not a disability, and EL status is different from having a disability. EL status is specifically about developing listening, speaking, reading, and writing skills in English.

• If the child has a Section 504 Plan: A child’s Section 504 plan ensures that students who have a disability identified under the law receive accommodations to access their learning environment.
• If the child has an Individualized Education Program: An Individualized Education Program, or IEP, ensures that students who have a disability identified under the law receive individualized instruction, supports, and related services to access curriculum in the least restrictive environment. Students who are dually identified, like your child, must have linguistically appropriate goals that are written in a way that supports the linguistic ability of your child, objectives, and services included within their IEP to support the learning and English language development, or ELD, of your child. The student’s IEP will also point out whether any academic difficulties they are experiencing come from their language development or their disability.

As an English learner, your student is also entitled to services to support them in developing their English language skills. ELD supports should be provided throughout your child’s broader educational program. The development of the student’s IEP is a team effort between educators who have expertise in special education and English language proficiency. As a school, we want to support your child in both of these ways, toward both of these goals. Do you have any questions about EL status so far?

Context / Background on Reclassification

OK, I’m going to add in one more piece about being an EL student, and then I hope you can tell me your thoughts and goals around your child’s language development.

The other important thing about EL status is that it’s meant to be temporary. We don’t expect students to be English learners forever – we want them to become proficient in English! And once they are proficient, they no longer need EL services.

Every year we look at information about your child’s language development and proficiency to see if they are ready to exit from EL status. For your child to exit EL status, four things have to happen:

• They have to score an overall level four on the ELPAC, which measures students’ English language skills. 
• They have to earn a score of "score" on the "Criterion 4 assessment", which we use as a sign that they’re doing about as well, academically, as a typical student who is not an English learner.
• A teacher needs to evaluate your child’s use of English and give some input to say that they can use English successfully in the classroom while they are learning. And,
• We want to hear your thoughts, as the parent, about your child’s English language development, and whether you think your child is ready to exit from EL status.

So today I'd like to share some information with you about your child related to the first three things I mentioned above, and I’d like to hear your thoughts and reactions to these, so we can decide together what is best for your child.

Review of Student Progress & Proficiency

Before we start looking at scores, tell me a bit about your thoughts around your child’s language development. We’re talking specifically about English language proficiency today, and I welcome your thoughts about your child’s development in their home/family language as well. So, what do you think are your child’s strengths in their English language use and development? What are some areas where you think they may need some additional support or opportunities? What are your goals for them in terms of their language development? How do you hope or expect them to use English as they grow up?

What about in your home language? We know that when children have the opportunity to develop their home/family language, they have an easier time learning to listen, speak, write, and read English as well. What are your child’s strengths in your home/family language? Where might they benefit from supports or opportunities? What are your goals for them in developing your home language?

ELPAC

Note: Have a copy of the Student Score Report for the ELPAC ready.

First, let’s review your child’s most recent ELPAC scores. Are you familiar with this test? Have you seen your child’s ELPAC scores? Annual score reports are made available each year.

• If yes: Great. Let’s talk about what these scores mean.
• If no: Okay, let’s walk through these. Your child receives three scores on the ELPAC. "Explain scores using language from ELPAC parent reporting sources". Now that we’ve explained what the scores are, let’s look at how your child did.

What are your thoughts on how your child did? Do these scores match up with what you think of your child’s English language proficiency?

• If the student scored a 4: Let’s also highlight that your child scored an overall level of 4, which means they have passed one of the criteria for reclassification out of EL status.
• If the student scored below a 4: Your child has not yet reached the level of English proficiency they need to exit from EL status, so I think it would be helpful in our conversation today to think about particular goals we might want to set for your child for this next year to help them continue to progress in their language development. Based on their ELPAC scores, we may want to focus on opportunities for practice using "mention domains or composite with relatively lower ELPAC scores". Do you have any additional thoughts on how we might help your child continue to develop their skills?

Let’s also keep in mind that the ELPAC score only reflect your child’s progress and proficiency in English. Your child also has strengths and opportunities in their home/family language, and their skills and knowledge may be growing there as well. Although we don’t have test scores for your child’s home language, I’m curious how you think their strengths and opportunities in English are similar or different to their strengths and opportunities in their home language. How do you think the two languages support and reinforce each other and help your child learn and communicate?

Criterion 4

Next let’s take a look at your child’s performance on the "mention Criterion 4 assessment". Are you familiar with this test? Have you seen your child’s scores on this assessment?

• If yes: Great. Let’s talk about what these scores mean.
• If no: Okay, let’s walk through these. So your child receives scores on the "explain scores using language from assessment parent reporting sources". Now that we’ve explained what the scores are, let’s look at how your child did.

What are your thoughts on how your child did? Do these scores align with your sense of your child’s skills and knowledge in "mention construct or content area measured by the assessment"?

• If the student scored at the Criterion 4 threshold: Let’s also highlight that your child’s score met or exceeded our district’s (or charter school’s) threshold for reclassification, which means they have passed one [or, two] of the criteria needed to exit out of EL status.
• If the student scored below the Criterion 4 threshold: Your child has not yet reached the level of achievement on this test that they need to exit from EL status, so I think it would be helpful in our conversation today to think about particular goals we might want to set for your child for this next year to help them continue to progress in their academic learning. Based on these scores, we may want to focus on these particular opportunities to practice "mention skills or scores with relatively lower achievement". Do you have any additional thoughts on how we might help your child continue to develop their skills?

OPTEL

Next, let’s look at your child’s ratings on the OPTEL. This is a tool that teachers use to capture information about your child’s use of English during classroom instruction. This tool is new for our "district/charter school", so this may be the first time you’re seeing OPTEL ratings. Let me take a moment to tell you more about the OPTEL.

The OPTEL is a tool teachers can use to understand students’ strengths and opportunities in using language in the classroom while teaching and learning are taking place. Basically, while students are engaging in classroom activities like talking with classmates, sharing or presenting information in class, or writing essays or papers, teachers observe what the students are doing, or producing, and rate them with the OPTEL. It’s something teachers are encouraged to use throughout the year with their students, so that they have multiple opportunities to see what students can do in different settings and different kinds of activities. We also use the OPTEL for reclassification decisions. The state has recommended that students with a level 3 or higher in each section of the OPTEL be considered for reclassification.

Let’s now look at some OPTEL ratings provided by your child’s teachers this year.

• In the expressive section (writing and speaking), "teacher's name" observed your child during "class" and "interaction type". They gave your child a rating of "rating", which we can see in the tool means that "read Performance Level Descriptors , or PLD, from OPTEL". What are your thoughts on this rating? Does this align with your sense of how your child interacts and communicates in the classroom? How about in your home language?
• In the receptive section (reading and listening), "teacher's name" observed your child during "class" and "interaction type". They gave your child a rating of "rating", which we can see in the tool means that "read PLD from OPTEL". What are your thoughts on this rating? Does this align with your sense of how your child might process information in the classroom? How about in your home language?
• If the student scored at or above level 3 in both domains: Let’s also note that your child scored at Level 3 or higher in both domains, which means they have passed one of the criteria needed to exit out of EL status.
• If the student scored below level 3 in one or both domains: Your child’s teacher does not think your child has demonstrated the classroom communications skills needed to be ready for reclassification – yet. Based on these ratings, we may want to focus on these particular opportunities for practice: "mention domain scores with lower ratings". Do you have any additional thoughts on how we might help your child continue to develop their communication skills in the classroom?

All Criteria + Parent Consultation

So now that we’ve looked at your child’s performance on the ELPAC, the "Criterion 4 assessment", and the OPTEL, let’s bring it all together.

• If the student met all criteria: Your child has met all three of school-based criteria to exit from EL status, so we strongly recommend that they be reclassified so that they can transition out of EL status. This means they will no longer participate in language support services or programs, or receive linguistic accommodations on assessments in language arts, science, social science, or mathematics. This might sound like a negative action – like we’re taking something away – and I do want to reassure you that there’s a strong research base showing that it’s good for students not to spend too long in English learner status. As we discussed earlier, the EL status is meant to be temporary, and in California we generally want students to exit within 5-6 years – if they stay in for longer, it’s often a sign that something isn’t quite working right in terms of how we’re supporting your child. So, the fact that your child has reached this milestone is a great accomplishment! And the reason we have these multiple criteria is so we can be confident in our recommendation that your child is ready to exit EL status.
• If the student met some criteria: Your child is approaching the point where they may be ready to exit from EL status. Because they are meeting some exit criteria, and not meeting others, that suggests that they aren’t quite ready to stop receiving EL services and support. The reason we have these multiple criteria is so we can be confident in our recommendation that your child is ready to exit. When the criteria don’t agree, that’s a sign that we’re not quite ready to make that recommendation. Today we’ve identified some wonderful strengths your child has in language, learning, and content. We’ve also identified some areas where we can work together to help your child continue to grow and develop.
• If the student met none of the criteria: It looks like your child would benefit from continuing to receive EL services – and we’ll continue to provide these supports and services! Today we’ve identified some wonderful strengths your child has in language, learning, and content. We’ve also identified some areas where we can work together to help your child continue to grow and develop.

I’m going to stop talking now and ask for your feelings on this:

• What are your thoughts on where your child is, how they are progressing, and how we should think about their exit from EL status? Note: pause, record parent/guardian responses on page 3 of the OPTEL, as applicable.
• Do you have any concerns about the results I’ve shared today, or our recommendation for your child to "exit from / remain in" EL status? Note: pause, record parent/guardian responses on page 3 of the OPTEL, as applicable.
• What do you see as important goals and priorities for your child’s progress and learning in the next semester or school year? Is there anything you want to ask of me to support your child in progressing towards those goals? Note: pause, record parent/guardian responses on page 3 of the OPTEL, as applicable.
• What other questions do you have for me? Note: pause, record parent/guardian responses on page 3 of the OPTEL, as applicable, respond to questions and requests parent/guardian has.

Now, let’s review our plan for your child:

If the recommendation is that student be reclassified: Based on all of the information we reviewed together today, including your input, I am going to make the recommendation that your child be reclassified and exited from EL instruction and supports. That being said, the district/charter school will continue to monitor the academic progress of your child for four years to ensure they are succeeding in their classes without EL instruction and supports, and we will provide any support that they need to help them succeed during this time.

If the recommendation is that student not be reclassified, i.e., has not met all reclassification criteria: Based on all of the information we reviewed together today, including your input, I am going to make the recommendation that your child remain in the EL program and continue to receive EL instruction and supports. We talked about how we will target "list specific language goals" in EL instruction to move your child toward reclassification. 

Note: Ask the parent to sign the OPTEL form.