1. Federal Program Monitoring (FPM) Career Technical Education Child Development On-site Compensatory Education Education Jobs Fund English Learner On-site Fiscal Monitoring HIV/AIDS Prevention Homeless Education On-site Migrant Education On-site Uniform Complaint Procedures District Programs Scheduled for Review

2. Sites Scheduled for Visitation  District Office  Atwater  Buhach  ECEC  Golden Valley  Merced Adult

3. Site gathers supporting evidence Documents uploaded to state system by November 10 deadline Site visit 12/10 - 12/13 45 days to resolve findings (1/27/13) Site/District addresses findings All sites responsible for responding to any findings regardless of where they occurred. Steps in the Process

4. Golden Valley On Site Compliance Review Career Technical Education Compensatory Education (Title I/EIA) HIV/AIDS Prevention English Learner Migrant Education

5. FPM On-site Visit Visitation December 10-13 Career Technical Education Compensatory Education (Title I/EIA) HIV/AIDS Prevention English Learner (21 Items) Migrant Education – 16 Items Review Documents Staff Interviews Classroom Observations Parent Interviews

6. 2012-13 EL Program Instrument Parent Outreach Involvement ELAC DELAC Identification, Assessment, and Notification Implementation and Monitoring of LEA Plan School Site Council Develops and Approves SPSA Translation Notices, Reports, Statements, Records Inventory Adequate General Funds; Supplement Not Supplant Supplement Not Supplant With Title III EIA Funds Disbursed to School Sites Properly Assesses Costs for Salaries EL Program Evaluation Reclassification Teacher EL Authorization Professional Development Appropriate Student Placement Parental Exception Waiver Equitable Services to Private Schools ELD Access to Core

7. Guidance Team Identification, Assessment, and Notification Appropriate Student Placement Reclassification – Teacher evaluation/grades Monitoring Academic Progress EL IEP’s – Case Managers

8. Teachers Access to Core  Academic instruction is designed and implemented to ensure that English Learners meet district’s content and performance standards for their respective grade levels in a reasonable amount of time. ELD  Each English Learner receives a program of instruction in ELD to develop proficiency English as rapidly and effectively as possible.

9. MUHSD Percentage Ranges English Learners 11% - 17% LTEL’s – Long Term English Learners 6 or more years of education in the US 71% - 82% LTEL 6 or more yrs. of Education in USA Adequate Basic Interpersonal Communication skills Weak academic language “Stuck” in Intermediate levels of English proficiency Deficits in reading and writing skills Periods of time with no ELD support Placement in weak models Poorly implemented EL programs Limited access to full curriculum Placement in intervention designed for native speakers Frequent moves History of inconsistent placement

10. Focus on English Learners 1.Who are my English Learners? 2.What are their English proficiency levels? 3.Where are they seated in my classroom? 4.What is my plan for them today? Ask yourself these four questions Ask yourself these four questions.

11. Language Fluency Codes LEP/EL = 3 Limited English Proficient/English Learner Student has a home language other than English. Student is developing English language proficiency. RFEP = 4 Reclassified Fluent English Proficient Student was once classified EL and met Reclassification Criteria. FEP = 2 (Initial) Fluent English Proficient Student has a home language other than English. Student tested fluent on initial CELDT. EO = 1 English Only Language Fluency Codes are NOT CELDT/ELD levels !

12. Check your Rosters! Who are my English Learners? 3 = LEP/EL We have three English Learners!

13. Who are my English Learners? (Continued) Take a closer look at each EL student profile. Home Language is Hmong. Student is an English Learner. Check test scores!

14. What are their English proficiency levels? Learn their CELDT Scores. CELDT Levels are located under “Other”.

15. CELDTCELDT California English Language Development Test - CELDT Overall ListeningSpeakingReadingWriting Advanced Level 5 EarlyAdvanced Level 4 Intermediate Level 3 Early Intermediate Level 2 Beginning Level 1 CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores. C4 This student is an Overall C4 with Reading as the lowest Subtest. What are their English proficiency levels? Check CELDT Scores.

16. EdithBillyDan BillCindyNicoleMichaelTiffanyDoug W. JennaVueAbbyTylerSammyKaty Doug B.Marcia Marie Jalal C2 - R HossamMarcRafael YerNatalieDebbieAlejandroJulieRay JohnnyOscarJosePabloKenGerardo Harpreet C3 - S MandyMaria C4 - L MarkHoua C3 - S Sue Use Your Seating Charts EL/LEP CELDT Use a color to represent EL/LEP and/or label by Overall CELDT Level. CELDT(“S” Speaking) You might use a letter to represent the lowest CELDT subtest level. (“S” for Speaking) You might consider pre-selecting this student to share out on a frequent basis. Where are they seated in my classroom?

17. Graciela What is my plan for them today?

18. Good Teaching vs Essential Teaching English Learners Resource Students Struggling Readers Multiple Learning Styles Literacy Goals Instruction Model/T4S Expect positive outcomes Plan the work and work the plan.

19. CELDT Levels Teacher BehaviorsStudents Behaviors C3 Intermediate Lots of modeling Lots of practice opportunities Key vocabulary emphasized Not independent learners Treat/teach as if the students are C4’s Provide guidance, assistance to ensure fossilized errors do not occur Explicit instruction for idiomatic expressions Explicit instruction for academic vocabulary Instruction in phonemic awareness, decoding, spelling and grammar Model, expand, restate and use standard English Ask how and why open-ended questions, help students respond by using sentence stems Ask higher level thinking questions “I Do,” “I Do,” “We Do,” “We Do,” “You Do” Speaks in sentences Errors made that impede reading, writing and verbal communication Ownership of the language occurs at this level Describe people, places and events Recall and state facts Define and explain vocabulary Read and retell from a variety of texts with scaffolding when appropriate Begin to identify main idea and details Demonstrate strong verbal communication skills, but these skills are not reliable indicators of their ability to comprehend academic material Notes from DAIT – T4S Presentation C3

20. Teacher Behaviors Lots of modeling Lots of practice opportunities Key vocabulary emphasized Not independent learners Treat/teach as if the students are C4’s Provide guidance, assistance to ensure fossilized errors do not occur Explicit instruction for idiomatic expressions Explicit instruction for academic vocabulary Instruction in phonemic awareness, decoding, spelling and grammar Model, expand, restate and use standard English Ask how and why open-ended questions, help students respond by using sentence stems Ask higher level thinking questions “I Do,” “I Do,” “We Do,” “We Do,” “You Do” C3

21. Students Behaviors Speaks in sentences Errors made that impede reading, writing and verbal communication Ownership of the language occurs at this level Describe people, places and events Recall and state facts Define and explain vocabulary Read and retell from a variety of texts with scaffolding when appropriate Begin to identify main idea and details Demonstrate strong verbal communication skills, but these skills are not reliable indicators of their ability to comprehend academic material C3