English Learner Instrument Remote Training August 2021 Federal Program Monitoring and COVID19 As of July 1 2021 most of the COVID19 related regulations and exemptions have expired During the Federal Program Monitoring FPM review process documents from both the current year and previous ye ID: 1043996
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1. 2021–22 Federal Program Monitoring English Learner Instrument Remote TrainingAugust 2021
2. Federal Program Monitoring and COVID-19As of July 1, 2021, most of the COVID-19 related regulations and exemptions have expired. During the Federal Program Monitoring (FPM) review process, documents from both the current year and previous year are reviewed. We understand the challenges presented during COVID-19 and have included resources related to COVID-19 at the end of this presentation.2
3. Presentation ObjectivesDemystify the English Learner (EL) Instrument and the FPM processDiscuss answers to frequently asked questions and common pitfallsDemonstrate effective organization of files and evidence and FPM tips and tricks for a successful review3
4. FPM Review ProcessEvidence Review Period: Reviewer accesses and provides feedback on local educational agency (LEA) evidence via the California Department of Education Monitoring Tool (CMT). During Review: Reviewer continues to work with the LEA staff to determine whether the evidence uploaded demonstrates compliance. Interviews of employees funded in whole or in part with Title III funds may occur via teleconference.Resolution Period: Not applicable for no findings, or, reviewer works with the LEA to resolve each finding within the 45 calendar day resolution period.4
5. The 2021–22 English Learner Program InstrumentLet’s Dive In!5
6. 2021–22 English Learner InstrumentThe EL instrument (along with the other program instruments) can be found on the California Department of Education (CDE) Compliance Monitoring web page at https://www.cde.ca.gov/ta/cr/#Instruments6
7. DimensionsThere are seven dimensions:InvolvementGovernance and Administration FundingStandards, Assessment and AccountabilityStaffing and Professional DevelopmentOpportunity and Equal Educational AccessTeaching and Learning7
8. ItemsEach dimension has between one and four items.These items relate to the dimension and include the statutory requirements for each item listed.8
9. Evidence RequestsEvidence requests follow each itemThe description lists the suggested documents requested by the reviewer to meet minimum requirements for the itemThese are suggestionsOther documents may be acceptable9
10. Sampling MethodFPM reviews employ the sampling methodSuggestions for quantities of a particular evidence type can be found in the evidence request descriptions10
11. Tip #1It is never too early to begin uploading documents into the CMT or to reach out to your reviewer if you have questions.All phone calls or emails are documented in the CMT as the official record of the review.11
12. Dimension I: InvolvementEL 01: English Learner Advisory Committee (ELAC)EL 02: District English Learner Advisory Committee (DELAC)12
13. EL 01: English Learner Advisory Committee (1)Required for schools with 21 or more English learnersELAC may be combined with other advisory committees; composition requirements met, etc.Each ELAC elects at least one member to the DELACMembers receive training in carrying out their legal responsibilities13
14. EL 01: English Learner Advisory Committee (2)Ensure uploaded 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)14
15. EL 02: District English Learner Advisory Committee (1)Each LEA with at least 51 English learners must have a functioning DELAC.The majority of DELAC members must be parents or guardians of English learners not employed by the district.Members receive training.The LEA may designate DELAC to be the Local Control Accountability Plan (LCAP) parent advisory committee.If designated as above, the DELAC provides input on development of the LCAP (including language acquisition programs)15
16. 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 16
17. Tip # 2Provide 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 and personal information such as home phone numbers and email addresses.17
18. Dimension II: Governance and AdministrationEL 03: EL Identification and AssessmentEL 04: Implement, Monitor, and Revise Title III PlanEL 05: EL Program Inclusion in Development of the SPSA (Schoolwide)EL 06: Title III Inventory18
19. EL 03: EL Identification and Assessment (1)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 15.19
20. Combined EL Data Evidence Request (1)Name (EL 3, 13, 15)Grade Level (EL 3, 13, 15)Site (EL 3, 13, 15)Years in US Schools (EL 15)ELP Results (EL 3)Test Date (EL 3)EL Program Placement (EL 13)Tony4Madison523/23/2018SEINOTE:1. The district will have to create a key in which they identify the names of the ELA/Math assessments: District Benchmark, SBAC, Course Final, etc. They also need to identify what the performance levels mean. 2. Color Coding: White = EL 3, 13, 15; Blue = EL 3; Green = EL 13; Yellow = EL 15. *SIP stands for "Standard Instructional Program" which includes Advanced Placement, Honors or International Baccalaureate.20
21. Combined EL Data Evidence Request (2)ELA Assess-ment (EL 15)Math Assess-ment (EL 15)LTEL y/n (EL 15)At-Risk y/n (EL 15)SIP* Placement (Secondary: AP, IB, Honors, etc.) (EL 15)# of Courses Failed (D or F) (EL 15)Course (s) Failed (EL 15)Intervention Provided (EL 15)SBAC = NMSBAC = MetNNN/A 1English L-ArtsSmall Group with Para-professionalNOTE:1. The district will have to create a key in which they identify the names of the ELA/Math assessments: District Benchmark, SBAC, Course Final, etc. They also need to identify what the performance levels mean. 2. Color Coding: White = EL 3, 13, 15; Blue = EL 3; Green = EL 13; Yellow = EL 15. *SIP stands for "Standard Instructional Program" which includes Advanced Placement, Honors or International Baccalaureate.21
22. EL 03: EL Identification and Assessment (2)Required English language proficiency (ELP) AssessmentsProvide current English Language Proficiency Assessments for California (ELPAC) Initial or Summative Assessment scores for every EL student in the LEA unless their individualized education program (IEP) requires an alternative ELP assessmentProvide scores for the alternative assessment if ELPAC is not administered per the IEP22
23. EL 03: EL Identification and Assessment (3)EL IdentificationHome Language SurveyEL Identification Policies and ProceduresELPAC Designated Supports and AccommodationsIEPs need to contain ELPAC or alternate ELP scores, universal tools, designated supports and accommodations23
24. Tip #3Use the Excel spreadsheet template found on the CMT resources page to provide:EL 03: ELPAC scoresEL 13: Academic information and long-term English learner (LTEL) informationEL 15: Program placement/services24
25. EL 04: Implement, Monitor, and Revise 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 AddendumReports 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 anything25
26. Tip #4The 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.26
27. EL 05: EL Program Inclusion in Development of the SPSA (Schoolwide)The development of the SPSA shall include:A comprehensive needs assessmentAnnual evaluation and implementation monitoringAn approved SPSA must contain:Goals to improve EL student outcomesEvidence-based strategies, actions, or services to meet goalsThe process for annually evaluating the progress of programs toward accomplishing these goals27
28. 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 equipment meeting the criteria to report, indicate this in a comment in the CMT28
29. Tip #5If your evidence for the Title III Inventory item is a CMT comment, ensure it references the previous five-year period.29
30. Dimension III: FundingEL 07: Supplement, Not Supplant with Title III EL 08: Time and Effort Requirements (Title I and Title III)30
31. EL 07: Supplement Not Supplant with Title III (1)*Link to long description (Slide 82)Local Control Funding Formula (LCFF) resources must be used to provide base services and programs to English learners, including English language development (ELD) and access to the core curriculum.Funds become more restricted moving towards the top of the stairs.31
32. EL 07: Supplement Not Supplant with Title III (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.32
33. EL 07: Supplement Not Supplant with Title III (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 Duties StatementsWhat is the difference between a duty statement and a job description?Job DescriptionsAre broader 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)33
34. EL 07: Supplement Not Supplant with Title III (4)*Title III 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.34
35. Tip #6Budget estimates alone, or other distribution percentages do not qualify as support for charges to federal awards.Source: California School Accounting Manual (CSAM), Procedure 90535
36. EL 08: Time and Effort Requirements (1)*The LEA must properly charge and document allowable salaries and wages that are reasonable and necessary in accordance with applicable Title III program requirements and federal accounting requirements.Evidence Requests:Time and Effort Policies and ProceduresTime and Effort Records*Duty Statements (linked to EL 07)Title III Position Control Report36
37. EL 08: Time and Effort Requirements (2)*Time and Effort Policies and Procedures The LEA’s established written policies and procedures for documenting time and effort of employees that work on federal programs.Documentation should include the LEA’s specific policies and procedures for documenting actual hours worked, including related internal controls, employee training, reconciliation processes, deadlines, and authority.Source: CSAM, Procedure 90537
38. EL 08: Time and Effort Requirements (3)*Time and Effort RecordsSingle cost objective employees: periodic (semiannual) certificationsPrepared at least semiannuallyState the employee worked only on the single cost objectiveA sample semiannual certification can be found on page 905-19 of the CSAM: https://www.cde.ca.gov/fg/ac/sa/documents/csam2019complete.pdfSource: CSAM, Procedure 90538
39. EL 08: Time and Effort Requirements (4)*Time and Effort RecordsMultiple cost objective employee: Personnel Activity Report (PAR) or equivalentPARs or similar document must:Reflect after-the-fact, actual activitiesAccount for all activities for which employee is compensatedBe prepared at least monthlyBe signed by the employeeA sample PAR can be found on page 905-18 of the CSAM : https://www.cde.ca.gov/fg/ac/sa/documents/csam2019complete.pdfSource: CSAM, Procedure 90539
40. EL 08: Time and Effort Requirements (5)*Title III Position Control ReportBudget report of employees planned to be paid in whole, or in part, with federal funds by resource code in the previous and current fiscal year under review.This LEA-wide report should include the employees’ name, resource code(s), salary or hourly rate, and benefits for all funding sources.Source: CSAM, Procedure 90540
41. Tip #7When considering information to be included in time and effort documents, the safest approach is to provide more documentation rather than less.Source: CSAM, Procedure 90541
42. Dimension IV: Standards, Assessment, and AccountabilityEL 09: Evaluation of Title III-Funded Services and ProgramsEL 10: Reclassification42
43. EL 09: Evaluation of Title III-Funded Services and Programs*LEAs that receive Title III funds must:Evaluate all services and programs funded with Title III to determine program effectiveness.Provide relevant EL-related data and an analysis of findings that may result in recommended changes to improve the effectiveness of Title III-funded programs and services. 43
44. EL 10: Reclassification (1)Reclassification CriteriaELPAC Overall Performance Level 4No domain level criteria may be addedAdopted 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; the student’s academic performance, andParent opinion and consultation; andComparison of student’s performance in basic skills based on the performance of English proficient students of the same age.44
45. 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 petition45
46. EL 10: Reclassification (3)Reclassification Records/FormsUpload three completed reclassification records/forms with proof of parent/guardian consultationFor an on-site review, the reviewer will sample reclassified students’ permanent records for required documentsReclassified to Fluent English Proficient (RFEP) Progress MonitoringLEAs must monitor progress of reclassified students for a minimum of four yearsProvide a sortable spreadsheet of students reclassified during the last four yearsReview the item instructions for data to be included46
47. Tip #8For RFEP Progress Monitoring, include areas of academic concern for individual students and interventions provided as appropriate. Review the Monitoring Reclassified Students letter on the CDE Reclassification web page at https://www.cde.ca.gov/sp/el/rd/reclassified122019.asp.47
48. Dimension V: Staffing and Professional DevelopmentEL 11: Teacher English Learner AuthorizationEL 12: Professional Development Specific to English Learners48
49. EL 11: Teacher EL Authorization (1)All teachers assigned to provide instruction in subject matter courses for EL students must be appropriately authorized to provide ELD. Provide a spreadsheet with Commission on Teacher Credentialing (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 on the CMT Resources page.49
50. EL 11: Teacher EL Authorization (2)Incorrect FormExample of an incorrectly filled out the form. Pay special attention to the columns “Middle” and “CTC EL Auth Code” columns.#First MiddleLast Teaching CredentialCTC EL Auth CodeSchool Site1Jaime[left blank]EscalanteSingle Subj MathBCCGarfield HS2Daniel[left blank]InouyeMulti SubjBCLADHonolulu MS50
51. EL 11: Teacher EL Authorization (3)Correct FormExample of a correctly filled out the form. Pay special attention to the columns “Middle” and “CTC EL Auth Code” columns.#First MiddleLast Teaching CredentialCTC EL Auth CodeSchool Site1JaimeAlfonso EscalanteSingle Subj MathSA6Garfield HS2DanielKen InouyeMulti SubjR2BLHonolulu MS51
52. Tip #9 EL 11 can be time-consuming. Begin working with your human resources department or credential analyst on this item as soon as possible. 52
53. EL 12: Professional Development Specific to English Learners (1)Important points for EL-specific PD:Provided to all types of staff—teachers, administrators, classified staffDesigned specifically for increasing EL students’ English 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 impact53
54. 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 sheets.Implementation of EL-Specific PDAre teachers effectively implementing what they learned from the PD in their classrooms or other teaching environment?Provide evidence such as observation notes, emails, protocols or non-teacher specific feedback to staff regarding use of strategies covered in the PD.54
55. Tip #10Ensure comments are tied to the item or evidence request to which they refer.In the “View Comments” tab, filter by item number to easily see all the comments related to one item.55
56. Dimension VI: Opportunity and Equal Educational AccessEL 13: Language Acquisition Program Options and Parent Choice56
57. EL 13: Language Acquisition Program Options and Parent Choice (1)LEAs must, at a minimum, provide English learners with a Structured English Immersion (SEI) program.Parents/guardians may choose a language acquisition program that best suits their child or request a language acquisition program not currently available.Note the distinction between a language program and a language acquisition program.**Explained on the next slide57
58. 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 languages58
59. EL 13: Language Acquisition Program Options and Parent Choice (2)Three evidence requests:Combined EL Data See slide 19; include language acquisition program placement for each EL in the LEAParental NoticeProvide the notification letter sent to all parents regarding language acquisition, language programs, and placement procedures, including parent choiceInclude evidence of how the notice is distributed and whenProgram Request Process Provide evidence demonstrating the LEA’s processes and procedures for documenting and responding to parent requests for language acquisition programs59
60. Dimension VII: Teaching and LearningEL 14: English Language DevelopmentEL 15: Access to the Standard Instructional Program60
61. EL 14: English Language Development (1)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 LTELs61
62. 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 core ELD.62
63. EL 14: English Language Development (3)EL Instructional SchedulingFor elementary, provide the schedule for subject area instruction at each grade levelFor secondary, provide a master schedule and three redacted sample transcripts or student schedulesELD EvaluationProvide an evaluation that answers the following questions: Has ELD been implemented effectively? Type of measurement?What adjustments are needed?Instructional MaterialsProvide a list for all courses in which English learners are enrolled, denoting funding source for materials63
64. 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 described64
65. EL 15: Access to the Standard Instructional Program (1)The standard instructional program consists of:Core curriculum courses (language arts, math, science, social science, ELD)Courses required to meet state and local high school graduation requirementsCourses required for middle school 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 advanced placement courses65
66. EL 15: Access to the Standard Instructional Program (2)ELs and the Standard Instructional ProgramEL students cannot be denied access to the standard instructional programELD is part of the standard Instructional programInstruction 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 meet66
67. EL 15: Access to the Standard Instructional Program (3)Combined EL DataSee slide 19, include EL progress monitoring dataEL Access to the Standard Instructional ProgramProcedural guidelines for placing ELs in standard instructional program subjects and coursesCriteria for placing ELs in interventionsEL Instructional SchedulingSame evidence request as for EL 14, see slide 5967
68. EL 15: Access to the Standard Instructional Program (4)EL Student Progress MonitoringLEAs must monitor student academic progress and provide additional and appropriate educational services Provide samples of monitoring individual EL students’ academic progress and interventions implementationLanguage Instruction in the Standard Instructional ProgramA description of LEA-wide expectations of how instructional strategies and materials are differentiated allowing ELs at all grade and proficiency levels to access core content68
69. More Tips, Tricks, and Resources
70. RedactionRemember the Three Rs:ReviewRedactRecheck!Which documents typically need redaction?ELAC/DELAC sign in sheetsIEPsReclassification formsHome language surveysMonitoring formsLists of students70
71. Which information do I redact?REDACTStudent last namesParent/student phone numbersParent/student email addressesHome street addressesSocial security numbersDates of birthDO NOT REDACTStudent first names (unless parent names are also visible)Parent last namesStaff work phone numbersStaff email addressesCity, state, zip codeGrade level71
72. Tip #11Ball 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.72
73. Organizing Evidence (1)Make an electronic folder for each item, from EL 01 through EL 15.Organize evidence by item, and then save them to the respective folder.Link to long description (Slide 83)73
74. Organizing Evidence (2)Organize evidence by item, and then by evidence requestKeep file names consistent, beginning with the item numberLink to long description (Slide 84)74
75. CDE COVID-19 ResourcesCoronavirus Response and School Reopening Guidance web page:https://www.cde.ca.gov/ls/he/hn/coronavirus.asp COVID-19 English Learner Resources for Distance Learning web page:https://www.cde.ca.gov/sp/el/er/covidelresources.aspCOVID-19 Relief Funding Summary Sheet:https://www.cde.ca.gov/fg/cr/relieffunds.asp75
76. CDE Resources (1)Compliance Monitoring web page:https://www.cde.ca.gov/ta/cr/English Learners web page:https://www.cde.ca.gov/sp/elTitle III, LCAP Addendum Criteria and Guidance web page:https://www.cde.ca.gov/sp/el/t3/lcapreviewguidance.asp76
77. CDE Resources (2)ELPAC web page:https://www.cde.ca.gov/ta/tg/ep/Definitions, Instructions, & Procedures web page (guidance from the CSAM for accounting and financial reporting by LEAs): https://www.cde.ca.gov/46621377
78. CDE Resources (3)Contact information for the Regional County Office of Education English Learner Specialists:https://www.cde.ca.gov/sp/el/t3/coeleadscontactlist13.asp78
79. Questions?79
80. Technical Assistance andMonitoring Office Contact InformationName and TitleEmail AddressTheresa Hawk, Administratorthawk@cde.ca.govAustin McKeever, Revieweramckeever@cde.ca.govWilliam Vang, Reviewerwvang@cde.ca.govStephanie Woo, Reviewerswoo@cde.ca.govIvan Tiet, Analystitiet@cde.ca.gov80
81. Thank you for all you do on behalf of all English learners, and for your time and attention in this session.81
82. Long description for Slide 31Link to original slideGraphic explaining federal funding sources from least restrictive to most restrictive. Each source is represented by a step in a staircase going up from left to right with the highest step on the right being the most restrictive. In order of least restrictive to most restrictive, the sources in each step are: LCFF Funds--For all students; Title I Funds--For qualified students, including ELs; Title III EL 4203--For students identified as EL only; Title III Immigrant 4201--For students identified as immigrant only; Title I Part C Migrant--For students identified as migrant only.82
83. Long description for Slide 73Link to original slideScreenshot of electronic file folders in Windows Explorer, one file folder for each of the 15 EL Instrument Items. The file folders are titled EL 01 through EL 15. In this example, the Date Modified column for all 15 file folders is 7/15/2019 2:51 PM. The Type column describes what type of file it is. In this example, the Type is File folder. Both the Date Modified and Type columns are automatically generated by Windows Explorer and cannot be directly edited by the Windows user.83
84. Long description for Slide 74Link to original slideThe first part of the screenshot is an electronic file folder titled EL 07. The Date Modified is 7/15/2019 2:51 PM and the Type is File folder. Inside the file folder are the following file titles: EL 07a CoreSupMat.docx, EL 07b CoreSupPD.xlsx, EL07c T3ELGenLedger.pdf, and EL07cT3ImmGenLedger.pdf. The second part of the screenshot is an electronic file folder titled EL 10. The Date Modified is 7/15/2019 2:51 PM and the Type is File folder. Inside the file folder are the following file titles: EL10a ReclassCriteria.pdf, EL10b ReclassRegs.pdf, EL 10c ReclassStudent1.docx, EL 10c ReclassStudent2.docx, and EL10c ReclassStudent3.docx.84