English Directors’ Network Bilingual Coordinators’ Network Meeting Highlights

Lizette Diaz, Coordinator

Education Support Services

San Bernardino County Superintendent of Schools

CDE Publication: Improving Education for EL: Research-Based Approaches

Veronica Aguila, CDE Standards, Curriculum Frameworks, and Instructional Resources Division See PowerPoint Handout

• History: last CDE publication on EL “The Schooling of Language Minority Students” was done 30 years ago!

• California still has 25% of Els in US, continues to increase (S 7)• 1,591,525 86.1% are Spanish, 2.2 Vietnamese, etc (S 8)• This publication support Federal and State requirements (S 13)• All authors worked together on all chapters to peer review.• Book is on backorder, visit www.cde.ca.gov/re/pn/rc (S 23)

Upcoming Webinars Ca. Comp Center on Improving Education for ELs: Research-Based Approaches

• www.cacompcenter.org/t3ta• Public website for valuable information• All authors will present on their chapters and webinars

will be archived.• Scheduled West Ed Webinars: October 27, Effective

English Literacy Instruction for ELs/ November 2, Research to Guide ELD Instruction/ November 9, ELD: Kindergarten through Grade 5

• More information coming soon on how to register for these webinars.

Common Core Standards CCS

• Current framework development suspension since in July 2009 legislation froze this

• In order to create a framework this legislation needs to be lifted.

• Follow updates on: Achieve.org • PARCC Consortium was Awarded Race to the Top

Assessment Funds– CA is one of the states involved in this consortium

Common Core Standards ELD Update

• ELD standards and CORE Standards• Robert Linquanti update…a number of states

are actively looking at their state ELD standards, and looking at alignment studies so language assessments can ramp up to the language demands of the Common Core Standards.

• California will need to revisit ELD standards

LPLO UpdatePowerPoint

Carlos Rivera, CDE

Erin Koepke, CDE• Title III Oversight• Title III Reallocation of Funds• Title III Funding for Translation of Documents• Title III Supplement, no Supplant

Title III Funding UPDATE

• Feds are concerned about the field expending Title III dollars appropriately.

• Con-AP (last June), one page for LEP and anther for Migrant LEAs.

• Con-AP II (Spring): LEAs inform CDE on what is actually spent upon.

• Feds expectation of CASH Management: assurance of expenditure of Title III dollars allocated, expectation not to fund LEAs in excess of 80% carryover.

• See PowerPoint slides 3-8

Example of Allocation of 80% Rule to comply with NOFI

• First Allocation: Example: $100,000 Title III• Second Allocation: Allocation won’t be

released until $80,000 is spent. • Possible scenario: CDE will inform

Superintendent of LEA that LEA has not made the expenditure threshold.

• If they continue to not spend over two years…then not entitled to any current year allocation until that money is spent.

• Make sure you Report, Plan and Expend!

Title III Supplement, not Supplant

• Categorical decision matrix coming soon from CDE! So you can plug in facts and output a resolve.

• See PowerPoint slides: • CDE is willing to engage in helping districts with these

questions, however if LEAs will spend inappropriately, then CDE may have to forward that along…

• If it’s required, then you can’t use Title III• Title III students are entitled to everything other students

are entitled to. This would be in addition.

• Attorneys and Auditors not Program people, so they are viewing things black and white.

CAHSEE Update

• Diane Hernandez, CDE• See PowerPoint Handout• Findings of HumRRO (S 5) analysis of AB 2040• Reference Pathway (S 6) to receive a diploma, if they fail CAHSEE

twice, then eligible for Tier I Screen.• What would scale score of CST that is equivalent of CAHSEE,

discussion as to what CST would that be?• If doesn’t meet, then work under Tier II, student would work with

teacher and compile a portfolio to receive diploma, guidelines for rublic, collecting, grading, etc to determine how this would play out.

CAHSEE, continued

• SBE met in July (S 7)• SBE Website, see agenda item 21 from 9/14 meeting

for latest result on this issue• Results for 2009-10 (S 8-11) • For ELs (cumulative): Grade 10 29%, Grade 11

53.1%, Grade 12 81.2%• For RFEPS (cumulative) Grade 10 83.3%, Grade 11

94%, Grade 12 98.5%– See press release on CAHSEE on CDE website.

• According to Students, Reading and Math guides are most helpful. (S 12-13)

Standardized Testing and Reporting Program

• John Boivin, CDE• See PowerPoint• Test Results and Requirements (S 3)• STS test takers (S 4 & 7)

– Students in US less than 1 Yr, BILL to proposed to increase from 1 Yr to 3 Yr. Proposal to include that as long as student instructed in Spanish, then can take STS.

• New Updates (S 5) • CORRECTION: Grade 4 testing is back in 2011! Ignore (S

5)

• CMA (S 6)

CELDT and Title III Update

Lily Roberts, CDE

Tavi Popp, CDE

Stephanie Woo, CDE

PowerPoint Handout

K-1 Reading and Writing (S 3-15)

Definition of English Proficient has changed for K-1, so not to include R/W. Just overall score of EA or A in L/S.(S 6)

Updated 09-10 K-1 Student Score File (S 7)

Changes to 10-11 Edition (S 9-13)

Title III Accountability Overview

• See PowerPoint Handout • No change to AMAO 1 Target• Change to AMAO 2: EL who attain EL

proficiency on CELDT – two cohorts: (S 17-19)

• Results and new targets for AMAO 2 and results (S 20)

• Pending status: Met all requirements of Safe Harbor, 4th criteria is graduation rate that is missing.

Pending Status

• LEA or Consortia that received a Pending Status…08-09 Title III status, graduation rate upload in November, so 28 LEA or consortia may have their Title III status change.

09-10

• What scores are we using for AMAO2:• 08-09 K/1 and 09-10 K/1 only L/S to identify the

cohort IFEP not part, if EL in cohort. For Initial 50% of each L/S so comparison can be made.

• 10-11 45% of L and 45% of S and 5% of each R/W to determine to determine overall score so for AMAO 2 English Proficient is only considered as overall EA or A with nothing in S/L lower than intermediate (flow chart to clear up confusion coming soon).

• Next couple of years will be interesting and challenging. K too hard and 1 too easy, so really needs to have two tests.

Title III Program and Funding

• Michelle Anburg-Espinoza, CDE• See PowerPoint Handout• CDE received permission to send award letter for LEP

and Immigrant, though budget not approved yet.• Per pupil obligation approximately, LEP $102.60 and

Immigrant $100.60 (S 6)• Expenditure reports, LEAs will receive separate letters

but same PIN and Passwords. (S 7-10)

Title III Accountability Updatehttp://www.cde.ca.gov/sp/el/t3/t3amaot

argets.asp• Lilia Sanchez, CDE• AMAOs• Consequences for not meeting AMAOs• Title III, Year 1, 2, 3, 4

– Send letter to parents• However, in addition:

– Title III Year 2 must write an Improvement Plan Addendum: specifically addresses the AMAO(s) that they missed

– Title III Year 4 must write an Action Plan modify Curriculum, Program and method of Instruction (online Action Plan)

Title III Accountability

• Coordinated with Title I and Title II, by the end of the month LEAs will receive a letter indicating which

• This year, the consortias will also be notified at the same time as LEAs with a notification letter.

• Webcasts and narrated PowerPoints…coming soon

• Title I for LEAs in Year 1 or 3-September 29 Webinar• Title III Website, plan to post narrated PowerPoints

also for Y2 and Y4, October 20• West Ed will hosts three Webinars: • ELSSA: October 13 (10:30)• Title III Year 2, IPA October 13 (1-2:30)• Title III, Year 4, October 14 (1-2:30)

English Language Acquisition Program

• ELAP merging to EIA- This is a Major change and less restrictions on ELAP as a result.

• EIA can be used for EL in all grades, K-12 and allocated to districts to have discretion.

• Charter schools and County Schools excluded from applying for it, however county court schools will be able to apply as well.

• EIA with greater per pupil rate allocation, if you have carryover you can use it, but not clear if flexibility still applies to carryover…understanding that it will have same requirements.

• No time limit on EIA or ELAP. Allocation this September to release 20% of this funding as soon as budget is signed.

Accountability Conference

• See handout• Featured Speakers from CDE Publication

Update to Seal of Biliteracy

• Any LEA that is working on adopting a seal of biliteracy?

• See the handout for districts participating.• Shelly can come out to do training?

English Learner Considerations in the Special Education Process

• Margaret Benavides, CDE • Jane Canty, CDE• See PowerPoint handout• New language in ED code, (S 4)

– IEP team must consider additional factors beyond academic.

– To include “developmentally, functionally”• In developing IEPs, consider academic, developmental

and functional needs (S 5)• English Proficiency should be included in goals to

address level.

ELD and SWD

• ELD must be provided to target their EL language proficiency and ongoing monitoring (S 6)

• 227 does not apply to Special Ed students, language of instruction is a consideration of IEP. Consideration to language loss, and can occur more rapidly than second language acquisition. More support in primary language initially so the child can bridge GAP until second language proficiency increases.

• CELDT is only one measure, IEP team has considered and used other assessments to validate language proficiency in both languages.

Continued…

• Determine a goal that is academically, functionally and developmentally appropriate. ELD map John Carr has available.

• Focus on the goal, look at the most appropriate ELD standard.

• The document that CDE is releasing is collaboration between SWD and EL Departments.

• NOTE: SELPA document is circulating that may have erroneous info. Refer to CDE documents that have been reviewed by legal, otherwise other documents may be unreliable.

Continued…

• ACCESS to core through comprehensible input. • Receptive input of language occurs (L/R) and child

can then use Expressive output (S/W).• Never tell the parents they cannot use primary

language at home.

• Parents (S 8) CDE has a document on the use of interpreter.

• Translation should be done at LEA level with someone who is trained.

Web enablement of the LEP

• Sylvie Hale, CDE• CAIS California Accountability Information System• Same system to be used for LEA plan or SPSA• “Good Planning is a prerequisite to achieving desired

results”…underlying many of the conversations• Plans to align together, there are benefits and

challenges– Benefits: one plan developed to align expertise and resources.– Challenges: creating a bureaucracy and not making it too

general.

Well-designed technology can:

• Encourage common approach• Engage stakeholders and fosters collaboration• Reduce duplication and redundancy• Build capacity

– Professional development and resources accessibility.

• Improve communication and information management

• Provide consistent structure, processes and continuity

• Webinar Training is forthcoming on CAIS in November, more information to come!

CAISHighlights

• Progress notes and monitoring of implementation with status updates

• Email generated when communications are posted• Action steps connect people via announces and interactions

around a particular task• Filter option: By funding source, category, status, tags as

identified by CDE like EL or LEA like technology. So you can separate, but within the system it can be integrated together.

• New and in place by next week, LEA there are assurances, in online version it will become a form, download and complete and upload. Packaging as Compliance Pieces.

• 56 LEAs identified as Title III Year 4 will be piloting this process• Within context, links to webinars, documents will be embedded.

So that the plan become a guide to supporting student achievement.