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English Learner Programs Update September 2011

2011 Accountability Leadership Institute for English Learner and Immigrant Students

The 12th Accountability Leadership Institute for English Learner and Immigrant Students will be held December 5–6, 2011 at the Sheraton San Diego. The institute focus is Collaboration and Partnerships for English Learner Success.

The 2011 institute is bringing together some of the nation’s most highly recognized researchers, education reform leaders, and administrative and instructional leaders. Federal and state policy makers, and field experts will also provide updates and important information on policies, programs, and legislation. Confirmed keynote speakers include” Rosalinda Barrera, Ph.D., U. S. Department of Education; Willard Daggett, Ph. D., of the International Center for Education; and, Russell Rumberger, Ph.D., of the University of California Office of the President. Workshop topics will include: Long-term English learners (ELs); Response to Intervention (RTI) and ELs; federal and state legislative updates; common core standards; assessments updates and issues; researched-based best practices; pre-school ELs; Title III Accountability; migrant education policy and programs, and, more. A special presentation by San Diego Unified School District highlighting successful EL and immigrant programs with local school multicultural musical talent will take place Monday evening. The registration process begins online and is completed when payment

is mailed in. A special hotel rate of $110 per night is being offered. Registration information is available on the California Department of Education (CDE) Title III Web page at http://www.cde.ca.gov/sp/el/t3/. This institute is part of the CDE’s effort to provide technical assistance to local educational agencies (LEAs) in implementing the Elementary and Secondary Education Act (ESEA), Title III. The information will assist LEAs in implementing effective programs and accountability systems to improve the achievement of EL and immigrant students. Participants will include superintendents, administrators, evaluators, program directors, and instructional leaders involved in the implementation of state and federal programs for EL and immigrant students. If you have questions please contact ALI@cde.ca.gov or Nancy Zarenda, Institute Chair, Language Policy and Leadership Office, by e-mail at nzarenda@cde.ca.gov

Inside This Update

2011 Accountability Leadership Institute for English Learner and Immigrant Students

1

Title III Program & Fiscal Update 2 Two-Way Bilingual Immersion Directory 4

Year 2 and Year 4 Accountability Requirements and Technical Assistance

5

English Learner/Title III Research Publication Abstracts 7

English Learner and Curriculum Support Division Contact Numbers

9

NEXT BCN: When: November 17–18, 2011 Where: Citizen Hotel

Sacramento, CA

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Title III Program and Fiscal Update Cash Management Data Collection System The last reporting period was July 10–31, 2011. The next reporting period is October 10–31, 2011. For more information on the data collection system, including instructions, reporting dates, and frequently asked questions, please visit the CDE Federal Cash Management Web page at http://www.cde.ca.gov/fg/aa/cm. For program questions, please contact Karen Almquist, Education Fiscal Services Assistant, School Fiscal Services Division, by phone at 916-327-4406 or by e-mail at FederalCashManagement@cde.ca.gov. Title III Apportionments The third payment for fiscal year (FY) 2010–11 was released in June 2011. Warrants were mailed and should have been received by county treasurers in July 2011. The fourth payment was scheduled for release earlier this month. The letter and apportionment information for FY 2010–11 can be found on the CDE’s No Child Left Behind (NCLB) Title III, Immigrant and Limited English Proficient (LEP) Programs Web page at http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp. 2011–12 Applications and Awards Applications for the 2011–12 LEP and Immigrant Education Student Sub-grant Programs have been completed. The estimated per pupil amount for the LEP Student Sub-grant Program is $108.61 and $100 per pupil for the Immigrant Education Student Sub-grant Program. Title III sub-grantees will no longer receive an award letter from the Language Policy and Leadership Office (LPLO). Funding information, including a directory of Title III direct funded (DF) and consortia LEAs and their respective private school information is available on the CDE Title III Notices of Apportionments Web page at http://www.cde.ca.gov/sp/el/t3/tiiiapportnotify.asp. Private schools have completed the online submission of their “Request to Participate.” LEAs will receive notification of participating private schools within their geographic jurisdiction that are to be served during 2011–12, and LEA sub-grantee award amounts will be augmented accordingly. LEP awards are augmented by the number of private school students served during 2010–11 as reported by LEAs on page four of the Consolidated Application, 2011–12, Part I. A memorandum of understanding should be completed by October 31, 2011, for any participating private schools.

End of Year Expenditure Reports Each LEA is required to submit End-of-Year (EOY) expenditure reports on all Title III obligations for LEP and Immigrant student subgrant programs. According to the California State Accounting Manual, “Legal obligations are commitments made by an LEA to purchase goods or services immediately or in a future period.” To determine whether a financial commitment should be reported as an obligation, please refer to Title 34, Part 76, Section 707 from the Code of Federal Regulations (CFR): Retrieve by CFR citation Web page at http://www.gpoaccess.gov/cfr/retrieve.html (Outside Source). All obligations must be liquidated no later than 90 days after the funding period ends. For the FY 2009–10 subgrants, all obligations need to be liquidated by December 30, 2011. The EOY Expenditure reports (for FYs 2009–10 and 2010–11) will be available online October 3, 2011, and are due on October 28, 2011. Only DF LEAs and consortia leads will report. If an LEA was funded directly or was a consortium lead either of the two years, they will receive a letter with a system password and

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personal identification number so that they can complete the EOY Expenditure report for the corresponding fiscal year(s). Please visit the following CDE Title III LEP and Immigrant Program Expenditure Reports Web pages for online access to the expenditure reports:

• LEP: http://www.cde.ca.gov/sp/el/t3/t3eoylep.asp • Immigrant: http://www.cde.ca.gov/sp/el/t3/t3eoyimm.asp

For fiscal questions regarding the LEP Student Sub-grant program, please contact Patty Stevens, Associate Governmental Program Analyst, LPLO, by phone at 916-323-5838 or by e-mail at pstevens@cde.ca.gov. For program questions, please contact Michele Anberg-Espinosa, Bilingual/Migrant Education Programs Consultant, LPLO, by phone at 916-323-4872 or by e-mail at manbergespinosa@cde.ca.gov. For fiscal questions regarding the Immigrant Student Sub-grant program, please contact Jim Shields, Associate Governmental Program Analyst, LPLO, by phone at 916-319-0267 or by e-mail at jshields@cde.ca.gov. For program questions, please contact Erin Koepke, Education Programs Consultant, LPLO, by phone at 916-323-5467 or by e-mail at ekoepke@cde.ca.gov. Federal Guidance: Supplement, not Supplant The U.S. Department of Education (ED), in conjunction with the CDE, held a Title III, Supplement, not Supplant, webinar on May 4, 2011. The PowerPoint for this event can be accessed by visiting WestEd’s Title III Funds: Supplement, Not Supplant in California Web page at http://www.webdialogues.net/cs/TitleIII-casupplement-home/view/di/248?x-t=home.view (Outside Source). Federal Guidance: Private School Participation The ED, in conjunction with the CDE, held a Title III, Equitable Services Requirements—Services to LEP Students in Private Schools webinar on July 20, 2011. The PowerPoint for this event can be requested via e-mail to Erin Koepke, Education Programs Consultant, LPLO, by phone at 916-323-5467 or by e-mail at ekoepke@cde.ca.gov. Federal Guidance: Funding for Translation of Documents In response to the ESEA, Title III, Part A, federal review that took place during the week of June 8–14, 2009, which issued a finding indicating that California has not ensured that LEAs comply with the supplement, not supplant, requirement pertaining to the cost of the translation of documents. The CDE disseminated its annual letter to the field dated July 12, 2011, which outlined the supplement, not supplant, requirement as it pertains to the cost of the translation of documents including important updates per recent guidance from the ED. Translations are required by both federal and state law, and therefore are subject to the federal supplement, not supplant, requirement found on the ED Web page titled Supplement Not Supplant Provision of Title III of the ESEA at http://www2.ed.gov/programs/sfgp/supplefinalattach1.doc (Outside Source). Title III funds may not be used for the general translation of documents. Please note, LEAs may use local general funds and, pursuant to the ESEA, Title I, sections 1111 (h)(6)(C), 1112 (g)(2), and 1118(e)(5), Title I funds for the purpose of translating parental notifications. Title III funds may be used to pay for the translation of specific documents, per the ESEA, Title III,

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Section 3302(c) for the purpose of informing parents of LEP children identified for participation in the Title III program of the following:

• Reason for identification • Method of assessment and level of English proficiency

• Description of program settings

• Program placement and rationale

• Exit requirements

• Coordination with objectives of Individualized Education Program (if appropriate)

• Parental rights

• Failure to make progress on the Annual Measurable Achievement Objectives (AMAOs) (if

appropriate) An online resource is available on the CDE Clearinghouse for Multilingual Documents (CMD) Web page at http://www.cde.ca.gov/ls/pf/cm/, which provides to districts numerous translations of parental notification templates that can be downloaded and modified for local use. The service is free of charge. For additional information, including a list of CMD translations currently available, please visit the CDE CMD Web page, at http://www.cde.ca.gov/ls/pf/cm/. Questions regarding the CMD and its translations may be directed to Rod Atkinson, Education Programs Consultant, Specialized Media and Translations Unit, by phone at 916-445-6109 or by e-mail at cmd@cde.ca.gov. Two-Way Bilingual Immersion: Directory The results of the Two-Way Bilingual Immersion (TWBI) Directory are still being tabulated. Only 150 out of an estimated 275 schools submitted their information. Approximately 130 schools appearing on the 2009 directory have not reported. Preliminary results show that there are many new and expanding programs with an increased diversity of languages. The results are anticipated to be posted in October via excel with information such as subject areas by language and grade level, composition of student body, free/reduced lunch, among others. For questions regarding TWBI, please contact Michele Anberg-Espinosa, Bilingual/Migrant Education Programs Consultant, LPLO, by phone at 916-323-4872 or by e-mail at manbergespinosa@cde.ca.gov.

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Year 2 and Year 4 Accountability Requirements and Technical Assistance The ESEA, Title III, requires states to hold LEAs and Consortia accountable for meeting AMAOs as a condition of funding. LEAs are accountable for meeting the following three AMAO targets:

• AMAO 1: Annual progress in learning English

• AMAO 2: Progress in attaining English-language proficiency

• AMAO 3: Meeting Adequate Yearly Progress (AYP) requirements for the EL subgroup at the LEA or Consortia level.

Consequences of Not Meeting Annual Measureable Achievement Objectives If a Title III LEA or consortia does not meet any one or more of the three AMAOs in any year, it must: inform the parents of all ELs in the LEA or the consortia as a whole, that the AMAOs have not been met. This notification should be provided within 30 days of the public release of the Title III Accountability reports. A sample parent notification letter is available in English, Spanish and other languages on the CDE Title III Accountability Requirements Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets11asp. Title III Year 2 Local Educational Agencies in Improvement Status Pursuant to requirements of ESEA, Section 3122(b)(2)(3), LEAs and consortia that fail to meet one or more AMAOs for two consecutive years (2009–10, and 2010–11) must develop an Improvement Plan Addendum (IPA). The CDE shall provide technical assistance during the development of the plan and through the implementation of the plan. The improvement plan shall specifically address the factors that prevented the LEA or consortia from achieving the AMAOs. Based upon data from the 2010 AYP Report and the 2009–10 Title III Accountability Report released September 2010, we are estimating that up to 164 LEAs will be identified as not having met one or more AMAOs for two consecutive years. Title III Year 4 Local Educational Agencies in Improvement Status Pursuant to requirements of ESEA, Section 3122 (b)(4), and approved by the State Board of Education (SBE) at the November 5, 2007, meeting, the CDE shall require the LEAs and Consortia failing to meet one or more AMAOs for four consecutive years (2007–08, 2008–09, 2009–10, and 2010–11) to modify its curriculum, program, and method of instruction. To fulfill this requirement, the LEA must develop an Action Plan (AP). Based upon data from the 2010 AYP Report and the 2009–10 Title III Accountability Report released in September 2010, we are estimating that up to 168 LEAs will be identified as not having met one or more AMAOs for four consecutive years. Title III Web page Accountability Requirements Information on Title III accountability requirements are posted on the CDE Title III Accountability Requirements Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets11.asp.

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Title I, II and III Coordinated Technical Assistance LEAs or consortia receiving funding under Title I, II and III must meet student achievement targets by 2013–14. In many cases, the underachievement of the same students leads the LEA to improvement status. For this reason, everyone in the system needs to work together to align improvement support for each of the ESEA Titles to help students meet the required linguistic and academic achievement targets. Consequently, the CDE has aligned a number of technical assistance activities. These include the following:

• Release of a common notice letter to all LEAs in September notifying them of their improvement status under ESEA, Title I, II and III

• Webcasts and technical assistance narrated power points urging LEAs to engage staff from across

ESEA programs on common, aligned work to support improved student achievement are archived for reference.

• Posting the revised school and district program self-assessment tools, including:

o Academic Program Survey (APS) o District Assistance Survey (DAS) o English Learner Subgroup Self-Assessment (ELSSA) and o Inventory of Services and Support (ISS) for Students with Disabilities

LEAs or consortia that are identified as not meeting any one or more of the three AMAOs will be notified by the CDE in a common letter of further action that needs to be taken. The CDE will be conducting a range of professional development activities to outline specific requirements under each accountability program and will identify resources available to LEAs subject to improvement requirements. The CDE has archived the technical assistance presentations conducted during 2009–10 and are available on the California Comprehensive Center (CA CC) at WestEd Web page at http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/esea-requirements.htm (Outside Source). Please view the appropriate presentation(s) to ensure that your LEA fully implements the requirements under its Title I, II, and/or III improvement status. Annual Measurable Achievement Objectives Computation Error Procedure If a Title III LEA or consortium believes that there has been a calculation error in the computation of AMAOs 1 and 2, they should contact the Academic Accountability Unit of the Assessment and Accountability Division regarding an appeal. Appeals of the AYP information used in AMAO 3 must be filed with the Assessment and Accountability Division at the CDE. More information on AYP appeals may be found on the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay. Title III Technical Assistance for Year 2 and Year 4 County Office of Education Leads The CDE and the County Office of Education (COE) Regional Leads, in partnership with the CA CC at WestEd, have co-planned and delivered in the last four years, technical assistance to LEAs failing to meet the AMAOs, per the agreement of services with the California County Superintendents Educational

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Services Association (CCSESA). During this time, CDE and CA CC personnel have convened and facilitated monthly meetings of the Regional Leads to coordinate technical assistance efforts, discuss and develop solutions to emerging technical assistance and policy implementation issues, and maintain consistent effort in assisting these LEAs. In FY 2011–12 the CDE will disburse $2 million in Title III funds to the eleven County Office of Education Leads to continue providing technical support to LEAs in the development, implementation, and monitoring of the Title III Year 2 IPA and the Year 4 Action Plan required of identified LEAs in need of improvement as per Title III sections 3122(b) (2), (3) and (4). The structures, protocols, and technical support for these LEAs require the assistance of the COE Regional Leads in the development and support of local capacity networks. They review the progress and ensure accountability for LEAs using the California Accountability Information System (CAIS), a web-based data collection tool as well as through on-site visits, phone conferences, and other activities. During the FY 2010–11, the COE Regional Leads assisted 80LEAs in Title III Year 2 and 56 LEAs in Title III Year 4. These LEAs were identified as in need of improvement based on the results of the 2009–10 Title III Accountability Reports. During the FY 2011–12, COE Regional Leads will be assisting up to 164 LEAs in Title III Year 2 and up to 168 LEAs in Title III Year 4 that will be identified as in need of improvement based on the results of the 2010-11 Title III Accountability Reports released in September 2011. Tentative Title III Year 2 and Year 4 Technical Assistance Forums The CDE, in collaboration with the CA CC at WestEd, will be providing technical assistance for drafting and implementing the Title III Year 2 IPA and the Title III Year 4 Action Plan. There will be two-one-day forums in Riverside, California on October 26–27 and two-one-day forums in Sacramento on November 2–3, 2011. The CDE expects that with this technical assistance and subsequent improved focus on ELs, LEAs will make progress towards meeting the AMAOs in the future. For questions regarding Title III Year 2 and Year 4 Accountability Requirements, contact Lilia G. Sánchez, Education Programs Consultant, LPLO, by phone at 916-319-0265 or by e-mail at lsanchez@cde.ca.gov. English Learner/Title III Research Publication Abstracts Title: Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress Authors: F.C. Hemphill and A. Vanneman Publishers: National Center for Education Statistics, Institute of Education Sciences, and the U.S. Department of Education Publication Date: 2011 Internet Link: http://nces.ed.gov/nationsreportcard/pubs/studies/2011459.asp Summary This report provides detailed information on the size of the achievement gaps between Hispanic/Latino and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990.

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Title: RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes Author: J. Esparza Brown and A. Sanford Publisher: National Center on Response to Intervention Publication Date: 2011 Internet Link: http://www.rti4success.org/resourcetype/rti-english-language-learners-appropriately-using-screening-and-progress-monitoring-too Summary This brief from the National Center on RTI provides a framework for using RTI with ELs from Hispanic/Latino backgrounds. It examines the characteristics of these students; defines the RTI process; and then models how students’ linguistic, cultural, and experiential backgrounds can guide appropriate screening, progress monitoring, and goal setting that will help promote English literacy. The brief concludes with a case study that provides specific recommendations for how to apply screening and progress monitoring with ELs. Title: A Blueprint for Great Schools Author: California Department of Education Publisher: California Department of Education Publication Date: 2011 Internet Link: http://www.cde.ca.gov/eo/in/bp/ Summary In January 2011, State Superintendent of Public Instruction Tom Torlakson convened a 59-member Transition Advisory Team, including parents, educators, superintendents, school board members, business and union leaders, higher education and nonprofit representatives. The team was co-chaired by Linda Darling-Hammond, Ducommun Professor of Education at the Stanford University School of Education and David Rattray, Senior Vice President of Education and Workforce Development, Los Angeles Chamber of Commerce. Superintendent Torlakson charged the team with providing him with advice on the development of a new mission and planning framework for the CDE. The recommendations of the Transition Advisory Team are summarized in this blueprint and focus on the following priority areas: educator quality; curriculum and assessment; higher education and secondary alignment; accountability and school improvement; early childhood education; education supports; health and fitness; school finance; facilities; and construction and reform.

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English Learner Contact Information OFFICE/TOPIC CONTACT PHONE FAX

English Learner and Curriculum Support Division (ELCSD)

916-323-6440 916-323-2807

Director: Phil Lafontaine

Language Policy and Leadership Office (LPLO): 916-319-0845 916-319-0138

Administrator: Carlos Rivera

EL and Immigrant Student Accountability Institute Nancy Zarenda 916-319-0263

R-30 Language Census–Program Issues Carlos Rivera 916-319-0247

Title III Year 2 Accountability Lilia Sánchez 916-319-0265

Title III Year 4 Accountability Lilia Sánchez 916-319-0265

Title III Limited English Proficient (LEP)

&

Immigrant

Michele Anberg-

Espinosa

Erin Koepke

916-323-4872

916-323-5467

Student National Origin Report (SNOR) Erin Koepke 916-323-5467

Private Schools with Title III Funding Nancy Zarenda 916-319-0263

Two-Way Immersion Programs Michele Anberg-

Espinosa 916-323-4872

Bilingual Coordinators Network (BCN) Dianna Gutiérrez 916-319-0410

English Learner Accountability Unit (ELAU): 916-319-0938 916-319-0960

916-319-0961

Administrator: Jeanette Ganahl

Categorical Program Monitoring English Learner Reviews and Requirements:

Regions 1 and 5 Amalia Chamorro 916-319-0192

Regions 2 and 3 Linda Rivera 916-445-1957

Region 4 Arturo Vasquez 916-319-0398

Region 6 Amy Park 916-319-0952

Region 7 Shobhana Rishi 916-319-0201

Region 8 Debbie Busch 916-319-0320

Region 9 Shireen Miles 916-319-0951

Region 10 Sonia Petrozello 916-319-0950

Region 11 Mark Klinesteker

Chimeng Yang

916-319-0420

916-319-0678

Migrant, Indian, and International Education Office (MIIEO)

916-319-0851

916-319-0139

Administrator: Brian Centeno

American Indian Education Judy Delgado 916-319-0506

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Migrant Identification and Recruitment Marcos Sánchez 916-319-0391

International Education Edda Caraballo 916-319-0396

Migrant State Parent Advisory Council (SPAC) Frank Uribe 916-327-4408

Migrant Education Even Start (MEES) Program Gloria Guzman-Walker 916-323-4711

Migrant Student Information Exchange Frank Uribe 916-327-4408

Mini-Corps Judy Delgado 916-319-0506

Portable Assisted Study Sequence (PASS) Marcos Sánchez 916-319-0391

Assessment and Accountability Division:

Director: Rachel Perry

CA English Language Development Test (CELDT) Lily Roberts 916-319-0569

Annual Measurable Achievement Objectives

(AMAOs) Calculation Stephanie Woo 916-323-3071

Standardized Testing and Reporting (STAR)

Program John Boivin 916-319-0575

California High School Exit Exam (CAHSEE) Diane Hernandez 916-319-0373

Economic Impact Aid (EIA) Ross Valentine 916-327-4405

Community-Based English Tutoring (CBET) Janice Huarte 916-322-9128

Bilingual Teacher Training Program (BTTP) Janice Huarte 916-322-9128

Educational Demographics Office Dorothy Aicega 916-327-0208

Uniform Complaint Procedures (UCP)

(Categorical Program Complaints Management Office) 916-319-0929

Special Education Division (EL Issues/Questions) Margaret Benavides 916-327-3700

Office for Civil Rights (OCR) – U.S. Department. of Education 415-486-5555 415-437-7783

Commission on Teacher Credentialing (CTC) 888-921-2682

916-445-0184

English Learner and Curriculum Support Division

California Department of Education

1430 N Street, Suite 4309, Sacramento, CA 95814-5901