This video is available as a NAESPA membership benefit or for a limited time as a conference attendee.
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Standardizing Teacher Input for Exiting from EL Status: Challenges & Opportunities
ESSA required states to set statewide standardized procedures for entry and exit from English learner (EL) status. For states that use teacher input as an exit criterion–such as California and Texas, the two states with the largest EL populations–this meant standardizing tools for such input. This session will engage participants in conversation with leaders from CA and TX who have overseen the development and implementation of the Texas Education Agency’s Emergent Bilingual/English Learner Reclassification Rubric Teacher Documentation form and the California Department of Education’s Observation Protocol for Teachers of English Learners (OPTEL). CA and TX SEA leaders will speak, as well as an LEA leader from CA who is overseeing local implementation of the OPTEL, and a federally funded partner supporting the CA SEA. Reflecting the conference theme, the session connects to a national conversation around policies for improving outcomes for historically marginalized students.
This talk was presented at:
2025 National ESEA Conference
February 2025
in
Austin, TX
For more information:
https://www.cde.ca.gov/sp/el/t3/optel.asp
Speakers
Lilia Tsui
Lilia Tsui is an experienced presenter who regularly designs and delivers technical assistance and professional learning sessions, both virtually and in person, to educators and leaders in California. Recent experiences that are pertinent to this session include presenting updates on the OPTEL at a regional network for LEA leaders who focus on multilingual learners (MLs); hosting an OPTEL presentation and Q&A session for regional LEA ML leaders; and developing and co-facilitating a regional OPTEL Implementation Community of Practice with and for LEA ML leaders driven by the needs of the group.
Rickey Santellana
Rickey Santellana currently serves as the State/Federal Engagement and Projects Manager in the Emergent Bilingual Support Division at Texas Education Agency (TEA). He has been at TEA for eight years supporting school systems with Title III federal guidance and helping schools maximize state and federal funds to increase direct supports to emergent bilingual students.
Haiwen Chu
Dr. Chu holds a PhD in urban education policy and is widely published in peer-reviewed journals about mathematics education.
Alesha Moreno-Ramirez
25 years as a CA educator has offered various vantage points through which I can examine and contribute to positive experiences and outcomes of MLLs. From overcoming English only initiatives to elevating multilingual programs/policies, I’ve contributed to the field as a practitioner, instructional coach, county PL lead, advocate, and SEA director
ESEA Network
The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
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admin@eseanetwork.org | 800-256-6452
532 North Franklin Street | Fort Bragg, CA 95437
About Us
The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
Connect with Us
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