1. English Learners Multilingual and Multicultural Education Department LCAP- Program & Goal Update
DELAC March 9, 2017

2. Program Description The goals of MMED are to:
District Investment: 23 million dollars
MMED works closely with Title III Coaches and teachers in building their capacity to support English Learner students’ proficiency in English Language Development, Foundational Literacy Skills, and Integrated English Language Development.
The goals of MMED are to:
Develop Title III Coach capacity
Develop teacher capacity on how to work with English Learners
Develop teacher capacity for Dual/Bilingual Language Programs
Improve English Language Proficiency
Reduce the amount of Long Term English Learners
Increase number of Bilingual/Biliterate students

3. Focus Areas Title III Coaches Monitoring and Reclassification
Reducing LTELs
Expanding Dual Language/Bilingual Programs
Increasing Biliteracy Awards/Recognition
Implementing the CA Standards for English Learners

4. Instructional Programs

5. Elementary Instructional Programs

6. Secondary Instructional Program

7. Dual Language/Bilingual Programs
Dual Language Program (DLP)
Maintenance Bilingual Education (MBE)
Transitional Bilingual Education (TBE)
Foreign Language (One-Way) Immersion (FLI)
Program Goals
Bilingualism & Biliteracy
English
Grade –Level Span
K-12
K-5
K-3
Designed for
English Learners
English proficient students

8. Dual Language/Bilingual Programs for 2016-2017
LD Northeast (7 total)
6 Spanish
1 Armenian*
LD Northwest (4 total)
2 Spanish
2 Korean
LD Central (26 total)
21 Spanish
4 Korean
1 Mandarin
LD West (17 total)
9 Spanish
4 Korean
3 Mandarin
1 French
LD East (22 total)
19 Spanish
2 Mandarin
1 Arabic*
16,003 English Learners LDNW
15,758 English Learners LD WEST
20,057 English Learners LD NE
29,862 English Learners LD CENTRAL
23,111 English Learners LD EAST
21,037 English Learners LD SOUTH
LD South (11 total)
10 Spanish
1 Korean
*New Program Language for

9. District English Learners

10. English Learners by Local Districts
NORTHEAST
19,819
CENTRAL 29,455
EAST
22,777
SOUTH 20,679
WEST
15,633
NORTHWEST 15,761
All Districts
124,464 ETK-12
Data Collected on 3/3/2017

11. 100% Graduation

12. 100% Graduation - English Learners
Historical
Actual
Annual Targets
Four Year-Year Cohort graduation rate
47%
51%
50%
54%
56%
58%
Percentage of High School Students on-track for A-G with a “C” 9%
12%
14%
13%
20%
23%
26%
Percentage of students who exceeded college readiness standards in ELA as measured by the 11th Grade Early Assessment Program (EAP) 0%
0.5%
0.3% 3% 4% 5%
Percentage of students who exceeded college readiness standards in Math as measures by the 11th Grade Early Assessment Program (EAP) 2% 1%
0.2%
Percent of AP exam takers passing with a Qualifying Score “3” or higher
42%
(664)
57%
(403)
53%
(666)
61%
(597)
55%

13. Programs & Interventions
Target to the needs of all students and those students with specific needs such as special education, English Learner services, using a multi-tiered system of supports.
Academic Interventions
English Language Development, Dual Language/Bilingual Programs, Long Term English Learners (LTEL) courses, English Language Development and access to core interventions
A-G Immediate Intervention Plan
Summer school offerings, On-line Credit Recovery for A-G Courses, Mastery-Based-Online Learning-Year Long Intervention, After-school credit Coursework, Tiered interventions for A-G ELA/Math Coursework, A-G Training for all Teachers, Parent Engagement and Support

14. Proficiency for All

15. Proficiency for All-English Learners
Historical
Actual
Annual Targets
Percentage of English Learners Making Annual Progress on California English Language Development Test (CELDT)
55%
56%
54%
57%
Percentage of 2nd grade students meeting early literacy benchmarks
ELD 1-2 English Learners
ELD 3-5 English Learners
32%
33%
30%
37%
39%
41%
69%
71%
70%
73%
75%
77%
Percentage of English Learners who Reclassify as Fluent English Proficient (RFEP)
13%
14%
17%
11.6%
19%
20%
21%
Percentage of English Learners who have not reclassified in 5 years (LTEL)
27%
24%
23%
18%
16%
Percentage of students who met or exceeded standards in 3rd- 8th, and 11th grades in ELA 3% 4% 7% 9%
11%
Percentage of students who met or exceeded standards in 3rd- 8th, and 11th grade Math 5% 8%
10%
12%

16. English Learner Improvement in Foundational Literacy Skills
The percentage of English Learners who met the End of Year benchmark on DIBELS increased by 9% points as compared to non-EL students who decreased by 3% points

17. Reclassification by School Type

18. Reclassification by Local District

19. Preliminary Reclassification Rate Increased from 11.6% to 17.2%

20. Elementary Actions and Services
Title III Coaches
EL Dashboard
Foundational Literacy Skills
EL Support Guides
Dual Language/Bilingual Programs
Comprehensive ELD
Designated ELD
Start Smart Conversation Practices Units
Formative Assessments (Student Progress Forms)
Integrated ELD/Math
Integrated ELD Lesson Components
Model Lesson At-A-Glance
Three Phase Model Lessons, One Per Grade Level (K-6)
Five Online PD Modules
Protocol Posters & Companion Cards to Support ELs with Problem Solving and Mathematical Discourse
Three Reads
Math Interview
Math Summit

21. Secondary Actions and Services
Title III Coaches
EL Dashboard
Designated ELD
New curriculum adoption for ELD 1-4
Newly adopted curriculum
LTEL Courses
Constructive Conversation Start Smart Lessons
Formative assessment for language
Thematic Units on Resiliency
LTEL Novels
Integrated ELD
SDAIE Resources
Foundational Literacy Skills
Dual Language/Bilingual Programs

22. Attendance

23. Attendance-English Learners
Historical
Actual
Annual Targets
Percentage of students attending days each school year (96% or higher attendance rate)
68%
70%
71%
72%
Percentage of Students with chronic absence (missing 16 days or 91% or lower attendance rate)
13%
15%
12%
11%

24. Challenges and Next Steps

25. Challenges for ELs and LTELs
Reading Comprehension
Foundational Literacy Skills
English Language Development
Access to Core

26. Next Steps
Improve teachers capacity in reading instruction for English Learners:
Continue to simultaneously develop language and content knowledge
Continue to develop essential elements for Professional Development

27. Recommendations: Essential elements for professional development for Teachers of English Learners
Shared Vision for English Learner Education
Specialized Professional development to target linguistic and academic needs of English Learners
Central, Local and schools prepared to support teachers of English Learners
Collaborate and reflect on ELD instructional practice and assessments in order to inform instruction
These essential elements were derived from research-based practices in effective professional development for teachers of ELs
INCLUSIVITY AND COLLABORATION – School reform literature points to the importance of developing a shared vision for EL education. The collaboration of all stakeholders is essential in both processes and outcomes in order to increase district-wide knowledge
DEFINED DIFFERENTION – Teachers need specialized professional development to target and differentiate according
to the linguistic and academic needs of ELs
RECIPROCAL ACCOUNTABILITY – Central, Local and schools must be prepared to support teachers teachers in order to ensure EL success. This is accomplished through strong systems of classroom-based professional development for both teachers and leaders
Defined Professional Development Approach – Opportunities for grade-level professional learning communities to have time to collaborate and reflect on their ELD instructional practice and assessments in order to inform instruction

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Questions?