201920 Federal Program Monitoring English Learner Instrument Training July 31 August 1 2019 Los Angeles August 78 2019 Sacramento Presentation Objectives Demystify the English Learner EL Instrument and the Federal Program Monitoring FPM process ID: 768850
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2019–20 Federal Program Monitoring English Learner Instrument Training July 31– August 1, 2019, Los AngelesAugust 7–8, 2019, Sacramento
Presentation Objectives Demystify the English Learner (EL) Instrument and the Federal Program Monitoring (FPM) processDiscuss answers to frequently asked questions and common pitfallsDemonstrate effective organization of files and evidence and FPM tips and tricks for a successful review2
Castañeda v. Pickard, 1981Castañeda v. Pickard established a three part test that can be used by local educational agencies (LEAs) to evaluate and determine whether their programs are appropriately addressing the needs of English learners. Programs for English learners must be:based on a sound educational theory, implemented effectively with sufficient resources and personnel, and evaluated to determine whether they are effective in having students overcome language barriers. 3
2019–20 English Learner Instrument 4The EL instrument (along with the other program instruments) can be found on the California Department of Education (CDE) website: https://www.cde.ca.gov/ta/cr/documents/el1920.docx
On-site Review Process Three Part Process Documentation On-site visit Resolution period, if there are findings 5
On-site Review Process (2) The LEA provides documentation for each item via the California Monitoring Tool (CMT)All documentation should be in CMT at least 30 days before the review starts 6
On-site Review Process (3) LEAs can start uploading documentation for a 2019–20 review anytime after August 1, 2019No later than 15 days before the review begins, the reviewer evaluates the documentation in CMT, providing ongoing feedback to the LEA 7
On-site Review Process (4) The review team is on site for three days to two weeksDuring a site visit the reviewer: Clarifies or obtains additional documentationObserves classroomsInterviews staff and parents 8
On-site Review Process (5) Daily summaries of potential findings are providedA preliminary notification of findings (NOF) is sent to the LEA the night before the exit meetingThe final review day is the exit meeting with the LEA and the CDE 9
On-site Review Process (6) As soon as the exit meeting is concluded, the final NOF is issued and the resolution process begins.If there are no findings the review is finished.If there are findings, the LEA has 45 days to resolve the findings. 10
Online Review Process The online process is the same as the on-site review processExcept:Everything is done through the CMTThere are no site or classroom visitsThere are no interviews with parents or staff 11
Tip #1 It is never too early to begin uploading documents into the CMTIt is never too soon to reach out to your reviewer if you have questionsAll phone calls or emails are documented in the CMT as the official record of the review 12
Dimensions There are seven dimensionsParent InvolvementGovernance and AdministrationFundingStandards, Assessment and AccountabilityStaffing and Professional DevelopmentOpportunity and Equal Educational AccessTeaching and Learning13
Items Each dimension has between two and six items.These items relate to the dimension and include the statutory requirements for each item listed.14
Evidence Requests Evidence requests follow each item.The description lists the suggested documents requested by the reviewer to meet minimum requirements for the item.These are suggestions.Other documents may be acceptable.15
Dimension I: Involvement EL 01: English Learner Advisory Committee (ELAC)EL 02: District English Learner Advisory Committee (DELAC) 16
EL 01: English Learner Advisory Committee Required for schools with 21 or more English learnersELAC may be combined with other advisory committeesEach ELAC elects at least one member to the DELACMembers receive training in carrying out their legal responsibilities 17
EL 01: English Learner Advisory Committee (2) Ensure your documentation reflects:The composition requirements noted in EL 1.0 a–b, andCompletion of the legally required tasks:Schoolwide needs assessmentImportance of regular school attendanceDevelopment of a site EL plan and inclusion in the School Plan for Student Achievement (SPSA) 18
EL 02: District English Learner Advisory CommitteeEach LEA with at least 51 English learners must have a functioning DELACMembers receive trainingThe LEA may designate DELAC to be the Local Control Accountability Plan (LCAP) parent advisory committee; this is required when an LEA has at least 50 English learners and a total enrollment that includes at least 15 percent English learnersIf designated or required as above, the DELAC provides input on the LCAP 19
EL 02: District English Learner Advisory Committee (2)Legally required tasks—provide input on:Policies, programs, services for English learnersDistrict-wide needs assessment by schoolGoals/objectives for EL programsCompliance with teacher/instructional aide requirementsThe LEA’s reclassification proceduresWritten notifications required to be sent to parents/guardiansThe consolidated application 20
Tip # 2 Provide readable agendas and minutes clearly showing the inclusion of the legal tasks.For sign-in sheets, parent names should be visible, but redact student information.Redact personal information such as home phone numbers and email addresses. 21
Dimension II: Governance and Administration EL 03: EL Identification and AssessmentEL 04: Implementation, Monitoring, & Revision of Title III PlanEL 05: EL Program Inclusion in Development of the SPSAEL 06: Title III Inventory 22
EL 03: EL Identification and Assessment Combined EL Assessment, Placement, and Enrollment DataThe first evidence request for EL 03 describes combined EL assessment, placement, and enrollment data. Note the “Related Items” under the item instructions.The Resources page in the CMT contains an Excel spreadsheet to collect data for EL 03, 13, and 1523
Combined EL Data Evidence Request 24
EL 03: EL Identification and Assessment (2) Required English language proficiency (ELP) AssessmentsProvide current English Language Proficiency Assessments for California (ELPAC) Initial Assessment (IA) or Summative Assessment (SA) scores for every EL student unless their Individual Education Program (IEP) requires an alternative ELP assessmentProvide scores for the alternative assessment if ELPAC is not administered, as recorded in the IEPAfter the IA, the ELPAC SA is given each year until a student is reclassified to fluent English proficient 25
EL 03: EL Identification and Assessment (3)EL IdentificationHome Language SurveysEL Identification Policies and ProceduresELPAC Designated Supports and AccommodationsIEPs need to contain ELPAC or alternate ELP scores, universal tools, designated supports and accommodations 26
Tip #3 Use the Excel spreadsheet template found in CMT Resources to provide information for:EL 03: ELPAC scoresEL 13: Academic information and long-term English learner (LTEL) informationEL 15: Program placement/services 27
EL 04: Implementation, Monitoring, and Revision of Title III Plan Immigrant Services and ProceduresProvide immigrant services and procedures used to provide enhanced opportunities to eligible immigrant studentsLEA Title III PlanProvide the LEA’s LCAP Federal AddendumThis reports the activities and services The budget information from the Consolidated Application Reporting System is matched to the activitiesTitle III Consortia Memorandum of Understanding (MOU)If your LEA is not part of a Title III Consortium, make a comment in the CMT and do not upload anything 28
Tip #4 The complete LCAP will not be requested as evidence.If referring to the LCAP for evidence, only upload the specific pages related to Title III services and activities. 29
EL 05: EL Program Inclusion in Development of the SPSA (Schoolwide) The ELAC provides input and approves the SPSA:A board-approved SPSA must contain:An analysis of EL data to determine student and program needsSchool goals to improve EL students’ academic and language proficiencyActivities to reach school goalsThe means to annually evaluating the progress of programs toward accomplishing these goalsA SPSA must be consistent with the district local plan 30
EL 06: Title III InventoryEach LEA must maintain a historical inventory record for each piece of equipmentcosting more than $500/unitpurchased with Title III funds If no inventory has been purchased with Title III funds, reviewers will look at how inventory is kept for other programs, such as Title I, as evidence that a system to track equipment is in place. 31
Tip #6 If there has been no equipment purchased with Title III funds in the last five years, provide policies, procedures and sample documents on how inventory is tracked for other federal funds, such as Title I. 32
Dimension III: Funding EL 07: Supplement, Not Supplant with Title III EL 08 : Time and Effort Requirements (Title I and Title III) 33
EL 07: Supplement Not Supplant Local Control Funding Formula (LCFF) resources must be used to provide base services and programs to all students, including English Language Development (ELD) and core curriculum. Funds become more restricted moving towards the top of the pyramid. 34
EL 07: Supplement Not Supplant (2) Instructional MaterialsProvide a list. Be sure to include the funding source for each.Title III Expenditure ReportGeneral ledgers are reviewed for expenditures of Title III funds using a two-step process.Upload the ledgers. Reviewer will then request back-up documentation on certain expenditures from the report.Provide invoices, approval letters, and an explanation of for whom, where and how the expenditure was used and appropriate under Title III. 35
EL 07: Supplement Not Supplant (3) Title III Funded Professional Development (PD)Provide a list of all professional development (PD) provided in the LEA. Be sure to include the funding source for each.Title III Job Descriptions and Duties StatementsWhat is the difference between a duty statement and a job description?Job DescriptionsAre more broad and cover all possible duties for all employees in the positionDuty statements:Are tailored to a single employee or positionInclude specific tasks tied to the funding source(s) 36
EL 07: Supplement Not Supplant (4) Payroll RecordsProvide a report of salaries and benefits paid to employees from Title III funds, resources 4201 and 4203.The report should include employee’s name, hours worked, gross pay, net pay, deductions, and payroll period.Additional documentation may be requested by the reviewer.37
EL 07: Supplement Not Supplant (5)New Non-Regulatory Guidance was released by the U.S. Department of Education in June 2019 Allocation Methodology for fundsNew methodology applies to Title I, Part AIt does not apply to Title I, Part C or Title IIIFull Guidance Document: https://www2.ed.gov/policy/elsec/leg/essa/snsfinalguidance06192019.pdf.38
Tip #7 Budget estimates alone, or other distribution percentages do not qualify as support for charges to federal awards. Source: California School Accounting Manual (CSAM), Procedure 90539
EL 08: Time and Effort Requirements Each LEA must properly assess charges for direct or indirect costs of Title III LEP and Immigrant funds for salaries and wages.For each employee paid only in part from Title III (multiple cost objectives), complete a Personnel Activity Report (PAR) or approved sampling method.If funded solely from Title III, complete a semiannual certification. 40
EL 08: Time and Effort Requirements (2) Evidence Requests:Time and Effort Reporting Policies and ProceduresTime and Effort Records*Title III Position Control ReportTitle III Job Descriptions and Duty Statements (linked to EL 07) * More details on the next slides 41
EL 08: Time and Effort Requirements (3) Time and Effort RecordsSingle-funded: Periodic (Semiannual) CertificationMust:Be prepared at least semiannuallyState that the employee worked only on that single federal programBe signed by the employee or supervisor with firsthand knowledge of the employee’s work Source: CSAM, Procedure 90542
EL 08: Semiannual Certification Source: CSAM, Procedure 90543
EL 08: Time and Effort Requirements (4) Time and Effort RecordsMulti-funded positions: Personnel Activity Report (PAR) or equivalentMust:Reflect after-the-fact, actual activitiesAccount for all activities for which employee is compensatedBe prepared at least monthlyBe signed by the employee Source: CSAM, Procedure 90544
EL 08: Personnel Activity Report (PAR) Source: CSAM, Procedure 905 45
Tip #8 When considering information to be included in time and effort documents, the safest approach is to provide more documentation rather than less. Source: CSAM, Procedure 90546
Dimension IV: Standards, Assessment, and Accountability EL 09: Evaluation of English Learner Program EffectivenessEL 10: Reclassification 47
EL 09: Evaluation of EL Program Effectiveness Each LEA must provide an English learner program evaluation to determine: Necessary improvements Effectiveness of programs and activities Whether to eliminate activitiesWithin a reasonable amount of time:Degree to which students are attaining English proficiencyDegree to which students academic results indicate achievement 48
EL 10: Reclassification Reclassification CriteriaNew Statewide Standardized ELP CriterionELPAC Overall Performance Level 4No domain level criteria may be added to this.Adopted by the State Board of Education in January 2019All other criteria remain locally determinedTeacher evaluation, including, but not limited to, a review of curriculum mastery; andParent opinion and consultation; andComparison of student’s performance in basic skills based on the performance of English proficient students of the same age. 49
EL 10: Reclassification (2) Reclassification ProcessProvide the locally adopted process or steps to be followed for reclassifying a student.Evidence may include:A flowchart or list of stepsEL Master PlanBoard policy and/or regulationsCharter petition 50
EL 10: Reclassification (3) Reclassification Records/FormsUpload three samples of reclassification forms For an on-site review, the reviewer will sample reclassified students’ permanent records for required documents: Original HLS, filled out on first enrollment in CA public schoolsLanguage and academic performance assessmentsReclassification documentationReclassified to Fluent English Proficient (RFEP) Progress MonitoringLEAs must monitor progress of reclassified students for a minimum of four years 51
Dimension V: Staffing and Professional Development EL 11: Teacher English Learner AuthorizationEL 12: Professional Development Specific to English Learners 52
53 A common pitfall for this evidence request is spreadsheets containing the name of the EL authorization, rather than the Commission on Teacher Credentialing (CTC) code for the authorization. Provide a spreadsheet with CTC EL authorization codes for every teacher of record in the LEA (not just sites under review)Use the list of CTC codes and spreadsheet template in the CMT ResourcesEL 11: Teacher EL Authorization
EL 11: Teacher EL Authorization (2) Correct Incorrect 54
EL: 12 Professional Development Specific to English Learners Important points for EL-specific PD:Provided to all types of staff—teachers, administrators, classified staffDesigned specifically for increasing EL students’ language proficiency and subject matter masteryIs of sufficient intensity and duration (not including one day or short-term workshops) to have a positive and lasting impact 55
EL 12: Professional Development Specific to English Learners (2) Two evidence requests:EL-Specific Professional DevelopmentProvide evidence of the PD itself, such as content, agendas, sign in sheetsTeacher Implementation Are teachers effectively implementing what they learned from the PD in their classrooms?Provide evidence such as observation notes, emails, protocols or non-teacher specific feedback to staff regarding use of strategies covered in the PD 56
Tip #9 Ensure comments are tied to the item or evidence request to which they referIn the “View Comments” tab, filter by item number to easily see all the comments related to one item57
Dimension VI: Opportunity and Equal Educational Access EL 13: Language Acquisition Program Options and Parent Choice 58
EL 13: Language Acquisition Program Options and Parent Choice LEAs must, at a minimum, provide English learners with a Structured English Immersion (SEI) programParents/guardians may choose a language acquisition program that best suits their child or request a language acquisition program not currently availableNote the distinction between a language program and a language acquisition program**Explained on the next slide 59
Language Acquisition Programs vs. Language ProgramsWhat is the difference?Language acquisition programsDesigned for English learnersEnsure English acquisition as rapidly as possibleInstruct the ELD standards through designated and integrated ELDLanguage programsPrograms for students to be instructed in languages other than English to a degree sufficient to produce proficiency in those languages 60
EL 13: Language Acquisition Program Options and Parent Choice (2) Three evidence requests:Combined EL Data See slides 23-24Parental NoticeProvide the notice sent to all parents regarding language acquisition, language programs, and placement procedures, including parent choice.Include evidence of how the notice is distributed.Program Request Process Provide evidence demonstrating the LEA’s process and procedure for documenting and responding to parent requests for language acquisition programs. 61
Dimension VII: Teaching and Learning EL 14: English Language DevelopmentEL 15: Access to the Standard Instructional Program 62
EL 14: English Language Development Part of the standard instructional program provided through general fundsTitle III funds can be used to supplementIntentional, ELD standards-based instruction for English learners to develop proficiency in English as rapidly and effectively as possibleIncludes integrated and designated ELDRequired for every EL student at every grade level, including LTELs 63
EL 14: English Language Development (2) Designated ELD Program DescriptionFor elementary grades, provide a daily time schedule of subjects taught as well as grouping/placement criteria.For secondary grades, provide a master schedule, course descriptions, as well as grouping/placement criteria.Provide exit criteria used to move students to the next ELD or ELP level, group, or class.Ensure the evidence provides a snapshot of where every EL student, regardless of grade level, ELP level, or disability, is receiving their core ELD. 64
EL 14: English Language Development (3) EL Instructional SchedulingMaster schedule for all reviewed sites Three redacted sample transcripts/student schedules ELD EvaluationHas ELD been implemented effectively?What adjustments are needed?Instructional MaterialsProvide a list – for all courses in which English learners are enrolled, denoting funding source65
EL 14: English Language Development (4) Integrated ELD Program DescriptionInclude a description of how and when EL students at all proficiency levels receive instruction where ELD standards are taught in tandem with core content standardsEvidence may include:Lesson plansInstructional schedulesEL Master Plan with direction to page numbers where the integrated ELD program is described 66
EL 15: Access to the Standard Instructional Program What is the standard instructional program?AB 2735 ( O’Donnell) added Section 60811.8 to California Education Code in September 2018.The standard instructional program consists of…Core curriculum courses (reading/language arts, mathematics, science, and history and social science)Courses required to meet state and local high school graduation requirementsCourses required for middle school grade promotionEnrollment in a full course load of courses that are part of the standard instructional programEnrollment in courses that meet subject matter requirements for college admissions, such as honors or advance placement courses. English learners cannot be denied access to the standard instructional program. 67
EL 15: Access to the Standard Instructional Program (2) Instruction must be designed for EL students to…Meet grade level content and performance standardsMeet same challenging state standards and achievement goals all students are expected to meetLEAs must…Monitor student academic progressProvide additional and appropriate educational services 68
EL 15: Access to the Standard Instructional Program (3) Combined EL DataCombined spreadsheet for EL 03, 13, and 15EL Access to the Standard Instructional ProgramFocus evidence on placement of EL students in classes, particularly at the secondary levelProvide evidence of monitoring EL students’ academic progress in all subjects and interventions when they need supportEL Instructional SchedulingProvide evidence of EL enrollment in the standard instructional programProvide a master schedule and three redacted sample transcripts or student schedules from all sites under review69
EL 15: Access to the Standard Instructional Program (4) EL Student Progress MonitoringFocus evidence on how the support services for EL students in the standard instructional program are being implemented.Language Instruction in the Standard Instructional ProgramFocus evidence on instructional strategies and materials that allow EL students to successfully access the standard instructional program at all grades and English proficiency levels.70
More Tips, Tricks, and Resources
Redaction Remember the Three Rs:ReviewRedactRecheck!Which documents typically need redaction?ELAC/DELAC sign in sheetsIEPsReclassification forms Home language surveysMonitoring formsLists of students72
Which information do I redact?REDACTStudent last namesParent/student phone numbersParent/student email addressesHome street addressesSocial security numbersDates of birth DO NOT REDACTStudent first namesParent last namesStaff work phone numbersStaff email addressesCity, state, zip codeGrade level73
Tip #10 Ball point ink often shows through a black marker once documents are scanned. Use sticky notes to cover information or digitally place a black, solid rectangle in the electronic version.74
Organizing Evidence There are 41 total evidence requests for 15 items.Item 03, 13, and 15 all have one common evidence request—the combined EL data. This is one spreadsheet, a sample of which can be found in the CMT Resource File.You may not need to upload anything for the Title III Consortia MOU—this request may remain empty. Disregard CMT auto-notifications about empty evidence requests on this item or any other combined items. 75
Organizing Evidence (2) Organize evidence by item, and then by evidence requestKeep electronic file names consistent, beginning with the item numberEL 07a CoreSupMat.docxEL 07b CoreSupPD.xlsxEL 07c T3LEPGenLedger.pdfEL 07c T3ImmGenLedger.pdf EL 10a ReclassCriteria.pdfEL 10b ReclassRegs.pdfEL 10c ReclassStudent1.docxEL 10c ReclassStudent2.docxEL 10c ReclassStudent3.docx76
CDE Resources Compliance Monitoring web pagehttps://www.cde.ca.gov/ta/cr/documents/el1920.docxEnglish Learners web pagehttps://www.cde.ca.gov/sp/el/rd/reclassguide1819.aspTitle III, LCAP Addendum Criteria and Guidance web pagehttps://www.cde.ca.gov/444686 77
CDE Resources (2) ELPAC web page https://www.cde.ca.gov/ta/tg/ep/CSAM Definitions, Instructions, and Procedureshttps://www.cde.ca.gov/466213Updated Reclassification Guidance for 2018–19https://www.cde.ca.gov/46315778
CDE Resources (3) Legal Obligations to English Learners Letterhttps://www.cde.ca.gov/457157 “…dual obligation to provide a program for English learners designed to overcome language barriers and provide access to the core curriculum.” – Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, 1010, 1012-1013.)2018–19 Title III Guidance DocumentGo to the URL below, click on the Plan Development Resources Tab, click on 2018–19 Title III Guidance Documenthttps://www.cde.ca.gov/sp/el/t3/t3leads.asp 79
Other ResourcesELPAC website https://www.elpac.org/ 80
Contact Information 81Technical Assistance and Monitoring Office916-319-0845Ron Addington, Reviewer raddington@cde.ca.gov916-319-0228 Elisa Ayala, Reviewer eayala@cde.ca.gov916-319-0320Geqigula “GQ” Dlamini, Reviewer gdlamini@cde.ca.gov916-319-0704Suzie Dollesin, Reviewer sdollesin@cde.ca.gov916-319-9620Unity Love, Reviewerulove@cde.ca.gov 916-322-3032 William Vang, Reviewer wvang@cde.ca.gov 916-323-4872 Stephanie Woo, Reviewer swoo@cde.ca.gov 916-323-1025 Theresa Hawk, Administrator thawk@cde.ca.gov 916-319-0950
Thank you for all you do in your LEA for the benefit of all English learners, and for your time and attention in this session. 82