CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction...

CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction

English Learner Program2007-08

Jeanette GanahlBilingual Coordinators Network

San Diego

November 30, 2007

CPM

CPM

JACK O’CONNELLState Superintendent of Public Instruction

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Presentation Objectives

• Participants will gain knowledge and understanding of the legal requirements of the English Learner program monitored through the Categorical Program Monitoring (CPM) process.

• Dialogue and Clarification (Q & A)


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English Learner Program Outcomes/Evaluation

• English learners (EL) acquire full proficiency in English as rapidly and effectively as possible.

• ELs meet state standards for academic achievement.

Evaluation process to determine program effectiveness

Ongoing mechanism to improve and modify the program.


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Categorical Program Monitoring (CPM)

• State and federal laws require CDE to monitor the EL Programs in LEAs through the Categorical Program Monitoring (CPM) process.

• EL Program Instrument is used by reviewers.

• Ongoing Program Self-Evaluation Tool (OPSET) is used by LEAs to self-monitor for state and federal requirements.


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Frequent Non-Compliant EL Items for 2006-07

EL ITEMS # of NC Findings

EL 2 ELAC 58

EL 11 English Language Development 46

EL 3 DELAC 39

EL 4 Identification, Assessment & Reporting 33

EL 6 Reclassification 31

EL 12 Access to Core Curriculum 31

EL 10 Notification of Placement and Waivers 27

EL 7 Teacher Authorization 23

EL 8 Professional Development 22

EL 9 Pupil Placement 13

EL 1 Parent Outreach 8

EL 5 Funding 6

Total LEA EL Reviews: 109


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I - EL 2 English Learner Advisory Committee (ELAC)

• Required when 21 or more ELs at a school.• Parent members of ELAC are elected by parents/guardians of ELs.• The number of EL parents) constitutes at least the

same percentage of EL school population.• ELAC members must be trained.• ELAC elects a representative to DELAC.


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I - EL 2 ELAC (cont.)

• Provides advice to the principal and staff on the school’s program for EL.

• Assists in the development of:

1. Needs assessment

2. Language Census Report (R30-LC)

3. Importance of regular school attendance

• Provides advice to the school site council (SSC) on the development of the Single School Plan for Student Achievement.


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I - EL 2 ELAC (cont.)

If ELAC delegates its responsibilities to another committee:

• ELAC has duly elected members.• ELAC is trained as to legal responsibilities.• ELAC elects DELAC representative.• ELAC votes to delegate to another existing school

committee (e.g., School Site Council [SSC]).• Recipient committee accepts delegation.• Recipient site committee (e.g., SSC) trained as to

new legal responsibilities.


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VII - EL 11 English Language Development

Each English learner receives a program of instruction in ELD in order to develop proficiency in English as rapidly and effectively as possible.


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I - EL 3 District English Learner Advisory Committee (DELAC)

• 51 or more ELs in a Local Educational Agency (LEA).

• 51 percent of the members are parents of ELs who are not employed by the district.

• Members are trained to carry out their duties.• DELAC is to advise the LEA governing board on

all of the following: Development of a district master plan

for EL services. District-wide needs assessment


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I - EL 3 DELAC Required Tasks (cont.)

Establishment of district program, goals, and objectives for programs and services for ELs.

Teacher and instructional aide requirements Annual Language Census Report

(R-30 LC) Reclassification procedures Written notifications to parents.


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II - EL 4 Identification, Assessment, and Reporting (cont.)

• Within 30 calendar days of initial enrollment, each student whose home language is other than English, as determined by the HLS, has been assessed for English proficiency by means of California English Language Development Test (CELDT).

• Primary language proficiency assessment within 90 days of initial enrollment.

• Parents/guardians of ELs and fluent English-proficient students have been notified of their child’s initial English-language and primary-language proficiency assessment results.


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• (For school districts receiving Title III funds) Parents/guardians of ELs have been notified not later than 30 days after the beginning of the school year (or during the school year, within two weeks of child being placed in program) of their child’s initial English-language and primary-language proficiency assessment results, their child’s language designation, English proficiency level, program placement, program options, exit criteria, and for ELs on IEPs, how current program will meet objectives of IEP.


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• (For school districts receiving Title III funds) Parents/guardians of ELs have been informed

annually, not later than 30 days after the beginning of the school year, of their students’ language designation, English proficiency level, program placement, program options, exit criteria, and for ELs on IEPs, how current program will meet objectives of IEP.

• Each EL is annually assessed for English language development and academic progress.

• The English language proficiency of all currently enrolled ELs shall be assessed CELDT during the testing window July 1 – October 31.


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• Each EL with disabilities is assessed for English language development using accommodations, modifications, or alternate assessments for the CELDT if specified in the pupil’s individualized education program (IEP) or 504 Plan.

• Parents/guardians of ELs have been notified annually of their child’s English-language proficiency assessment results within 30 calendar days following receipt of testing results from test contractor.


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IV - EL 6 Reclassification • The LEA reclassifies pupils by using a process

and criteria that include, but are not limited to:

Assessment of English-language proficiency (CELDT)

Comparison of performance of basic skills

Teacher evaluation of academic performance

Parent opinion and consultation


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IV - EL 6 Reclassification (cont.)

• The LEA monitors for a minimum of two years the progress of reclassified pupils.

• The LEA maintains in the pupil’s permanent record documentation of the following:

Language and academic performance assessments.

Participants in the reclassification process.Decision regarding reclassification.


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VII - EL 12 Access to Core Curriculum

• ELs receive academic instruction that is designed and implemented to ensure that they meet the district’s content and performance standards for their respective grade levels in a reasonable amount of time.

• The LEA has developed and is implementing a plan for monitoring and overcoming any academic deficits ELs incur while acquiring English.


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VI - EL 10 Parental Exception Waiver

Parents/guardians of ELs are informed of the program placement of their children and notified of an opportunity to apply for a parental exception waiver for an alternative program

LEA procedures for granting parental exception waivers include the following components:• Parents/guardians are provided on enrollment and

annually, full written and, on request, spoken descriptions of program settings and the materials to be used in each of the program settings.

• Parents/guardians are informed that ELs under age ten must be placed in English-language classroom for not less than 30 calendar days the first year of enrollment in a California school.


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VI - EL 10 Parental Exception Waiver (cont.)

• Waivers are acted upon within 20 instructional days upon submission.

• Parents/guardians are notified of waiver request result and reason for denial, if applicable.

• Parental exception waivers are granted unless the school principal and educational staff determine that the alternative program would not be better suited for the overall educational development of the pupil.


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VI - EL 10 Parental Exception Waiver (cont.)

• If a waiver is denied, parents/guardians are

informed in writing the reason for denial and the appeal process.

• When 20 or more pupils of a given grade level have been granted a waiver, a class must be provided. If less than 20 waivers are granted, the school notifies the parent/ guardian where a class is offered and allowed to transfer to the school.


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V - EL 7 Staffing

• Teachers assigned to provide instruction to EL are appropriately authorized or are actively in training for an EL authorization.

• The LEA adopts a plan to remedy a shortage of teachers, when there is a local shortage of qualified teachers.


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V - EL 8 Professional Development

The LEA provides high-quality professional development to classroom teachers, principals, administrators, and other school or community-based personnel that will:

Increase the pupil’s English proficiency or the teacher’s subject matter knowledge,

teaching knowledge, and teaching skills.

Of sufficient intensity and duration to have a positive and lasting impact on the

teacher’s performance in the classroom.


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VI - EL 9 Pupil Placement

• ELs are placed in English language classrooms unless a parental exception waiver has been granted for an alternative program

• Based on LEA criteria of reasonable fluency, ELs are placed in structured English immersion (SEI) or in English-language mainstream (ELM) program settings. Parents/guardians may request for their pupil to be moved from SEI to ELM.

Note: The Individualized Education Program (IEP) team determines placement of each special education student, regardless of language proficiency.


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• Notices sent and regular meetings held to formulate and respond to parents recommendations.

• Parents are informed how they can be involved in the education of their children.

CP-If 15 percent of a student body speaks a primary language other than English, as determined by the previous year’s language census data (R-30 LC), all notices, reports, statements, records sent to parents must be written in English and the primary language. (Education Code, Section 48985)

I - EL 1 Parent Outreach


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III - EL 5 Funding

• Adequate general fund resources are used to provide each EL with learning opportunities in an appropriate program, including English-language development, and the rest of the core curriculum.

• Economic Impact Aid (EIA) and Title III for limited-English-proficient (LEP) funds are to be used to supplement services for ELs.

• Supplemental is anything over and beyond the core.


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Disbursement of EIA funds in Accordance with Consolidated

Application

• The LEA must distribute EIA funds to each site as indicated on the Consolidated Application.

• Each site allocation must be reflected in the Single Plan for Student Achievement as indicated on the Consolidated Application.


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EL Program Resources

Web addresses:

http://www.cde.ca.gov/ta/cr/el

http://www.cde.ca.gov/re/di/or/division.asp?id=llsd

CPM

CPM


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Contact Information

Jeanette Ganahl

Interim Administrator

English Learner Accountability UnitCalifornia Department of Education

1430 N Street, Suite 6208 Sacramento, CA 95814-5901Office: (916) 319-0324

Fax: (916) 319-0960E-mail: [email protected]


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Regional Assignments and Contact Information

Region 1 Lorena Carrillo [email protected] 2 Lorena Carrillo [email protected] 3 Lorena Carrillo [email protected] 4 Jeanette Ganahl [email protected] 5 Arturo Vasquez [email protected] 6 Martha Acevedo [email protected] 7 Therese Tiab [email protected] 8 Sonia Petrozello-

[email protected]

Region 9 Shireen Miles [email protected] 10 Melodie Rueckheim [email protected] 11 Ramiro Nava [email protected]

Celina Arias-Romero [email protected]

CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction...

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