Bilingual EL Directors Meeting CDE Update October 4, 2013 Magdalena Ruz Gonzalez Silvina Rubinstein

Professional Learning Modules Carrie Roberts, Administrator Literacy/History & Arts Leadership Professional Learning Support Division Handout # 1.

a) The common core academic state standards b) Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils c) Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas d) The integration of subject content knowledge e) Instructional leadership and coaching 3

Brokers of Expertise pView?action=2&gid=2996

Modules to be available this Fall English Learners, ELD standards and Common Core (2) CCSS and Special Education Students MTSS: A Framework for Implementation of the CA CCSS 5

Examples from New Modules English Language Arts: Writing to Inform, Argue and Analyze t?action=2&scId= Content Literacy for Technical Subjects t?action=2&scId= Assessment Literacy t?action=2&scId=

Examples from New Modules Content Literacy in History Social Studies, Kindergarten through Grade 5 ontent?action=2&scId=505706

CCSS Resources ListServ Join the CCSS ListServ to receive information and updates regarding the implementation of the Common Core State Standards. To Subscribe Send a "blank" message to: 8

Professional Learning Modules Carrie Roberts, Administrator Literacy/History & Arts Leadership Professional Learning Support Division

Introduction to ELD Standards Implementation Plan Introduction to ELD Standards Implementation Plan Sandra Covarrubias, Consultant ELSD, CDE See Handout # 2

CDE Language Policy and Leadership Office Update Federal Program Monitoring

English Learner (EL) Program Federal Program Monitoring (FPM) Online FPM will include the following items on the instrument: EL 4 Parent Notifications EL 7 Translations EL 8 Inventory EL 11 CARS disbursement to schools EL 15 Teacher authorizations EL 18Waivers EL 19 Private schools 12

English Learner Program Federal Program Monitoring (FPM) Onsite FPMs will monitor all EL items as previous year. EIA-LEP for and carryover will be monitored 13

For more information Please contact: Sonia Petrozello Education Programs Consultant (916)

Title III Accountability

New Year 2 and Year 4 List is anticipated in October Title III Regional Leads See handout Revised ELSSA and updated documents LEA Improvement Plans count as the required annual update 16

Title III LEA plans must be updated annually. Review of revised plans; If in improvement – use CAIS; FPM instrument: distinct state vs federal review items; ELD standards in All Common Core State Standards; 17

Title III Timeliness of allocations to sites Provide technical assistance Funding Private schools Obligations Immigrant ineligible students 18

Non-finding but important LEAs assessment results: “TBDs” need to be identified as EL, IFEP, RFEP as is appropriate; (New Census Date this year) 19

Title III LEP and Immigrant

Program and Fiscal Cycles Please see the Newsletter for details on Fiscal obligations Release dates Reporting dates Private school cycle 21

NEW this year No allocations can be made without a local educational agency Plan Goal 2 – English learners Plan updates due June 30 with application Tell us where the updated plan is CAIS or website ( ) 22

Proposed Cycle April – eligibility posted April, May, June – LEA Plan is revised to include Proposed budget Actions or tasks July – August – LEA plans are documented August – Allocation released 23

New this year Title III allocations will be based on the eligibility Applications due June 30 Recalculation of entitlement in March Redistribution of unencumbered entitlements in March 24

Immigrant CALPADS FATAL ERROR Puerto Rico See website for eligible countries at: 25

For more information Geoffrey Ndirangu - LEP Education Programs Consultant (916) Sandra Covarrubias - Immigrant Education Programs Consultant (916)

Castañeda v Pickard

Two obligations: Program to overcome Language Barriers (as quickly as possible) Provide access to same core curriculum (and remedy any deficits incurred while learning English) 28

Three Prongs of Castañeda Are based on scientific research or theory Have adequate resources to fully implement the program research or theory Produce results that show the program is effective – an evaluation 29

Two ways to do this Simultaneously: Full access to core + learning English Sequentially: First learn English Then full access and catch-up How do you determine if a program is truly simultaneous or sequential? 30

Annual Program Evaluation Cycle Goals Implement Program Align Budgets MonitorAdjust Plan Provide Intervention Evaluate for Effect Analyze the Data 31

Catch-up Plan Whether a program is sequential by design or by default, students must be afforded the opportunity to meet the same expectation levels that all other students achieve. Before reclassification After reclassification Hence the catch-up plan 32

Resources on Castañeda SBE Policies policy98-04-oct1998.pdf policy98-04-oct1998.pdf Text: olicy/IA1bCastanedaFullText.htm 33

For more information Elena Fajardo Administrator, LPLO (916)

Supplement, not Supplant (program design) 35 General Fund State Supplemental Federal Supplemental

Funding Federal State General 36

37 General Fund Use General funds for EL program English language acquisition is core EL program not contingent on categorical funds Federal State General

38 State Funding- Limited English Proficient State funds may be used for: Supplemental instructional materials (not identified as LEA core) Supplemental instructional support Parent involvement support Federal State General

39 Title III Funding The LEA may use Title III funding for: Augmenting English proficiency and academic achievement Professional Development – ongoing/long-term Development of new language instructional programs (supplemental to the state required programs) (Please note that the uses identified above are from the 98% of the Title III funding for supplemental instructional services and activities.)

Supplement, Not Supplant (Services to Student) 40 General Fund State Supplemental Title I Title III

For more information Elena Fajardo Administrator, LPLO (916)

Local Control Funding Formula Christine Swenson, Director Improvement and Accountability Division, CDE See handout # 4

Local Control Funding Formula Christine Swenson, Director Improvement and Accountability Division, CDE

LCFF Resources LCFF Web page LCFF Channel LAO Report

Update on Mathematics Framework, ELA/ELD Framework, and Supplemental Instructional Materials Review Tom Adams, Director Curriculum, Frameworks, and Instructional Resources Division, CDE See handout # 6 & 5

ELPAC/CELDT Update ELPAC/CELDT Update Lily Roberts, Education Research and Evaluation Administrator I, Assessment Development and Administration Division (ADAD), CDE See Handout #7

Long-term English Learner Report (Response to AB 2193) Keric Ashley, Director Analysis, Measurement and Accountability Reporting Division (AMAR), CDE Randy Bonnell, Administrator AMAR, CDE

48 Long-term English Learners AB 2193 adds to Education Code 313 Defines long-term EL and at-risk of becoming a long-term EL CDE shall annually ascertain…and provide the information to school districts and schools

Long-term EL Report 49

At-risk of Becoming Long-term ELs 50

51 Contact Information Data Reporting Office, Randy Bonnell, Administrator Analysis, Measurement and Accountability Reporting Division, Keric Ashley, Director

Federal and State Legislative Update Alejandro Espinoza, Legislative Representative Government Affairs Division, CDE