federal program monitoring (fpm) career technical education child development on-site compensatory...

Federal Program Monitoring (FPM)

Career Technical Education Child Development On-site Compensatory Education Education Jobs Fund English Learner On-site

Fiscal Monitoring HIV/AIDS Prevention Homeless Education On-site Migrant Education On-site Uniform Complaint Procedures

District Programs Scheduled for Review

Sites Scheduled for Visitation

District Office Atwater Buhach ECEC Golden Valley Merced Adult

• Site gathers supporting evidence• Documents uploaded to state system by

November 10 deadline• Site visit 12/10 - 12/13• 45 days to resolve findings (1/27/13)• Site/District addresses findings• All sites responsible for responding to any

findings regardless of where they occurred.

Steps in the Process

Golden Valley On SiteCompliance Review

Career Technical EducationCompensatory Education (Title I/EIA)HIV/AIDS PreventionEnglish LearnerMigrant Education

FPM On-site Visit

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

2012-13 EL Program Instrument• Parent Outreach Involvement• ELAC• DELAC• Identification, Assessment, and Notification• Implementation and Monitoring of LEA Plan• School Site Council Develops and Approves

SPSA• Translation Notices, Reports, Statements,

Records• Inventory• Adequate General Funds; Supplement Not

Supplant

• Supplement Not Supplant With Title III• EIA Funds Disbursed to School Sites• Properly Assesses Costs for Salaries• EL Program Evaluation• Reclassification• Teacher EL Authorization• Professional Development• Appropriate Student Placement• Parental Exception Waiver• Equitable Services to Private Schools• ELD• Access to Core

What’s my role?

Guidance Team

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

Documentation

Teachers• Access to Core Academic instruction is designed and implemented to

ensure that English Learners meet district’s content and performance standards for their respective grade levels in a reasonable amount of time.

• ELD Each English Learner receives a program of instruction

in ELD to develop proficiency English as rapidly and effectively as possible.

Evidence

CELDT LevelsAdvanced Level 5

Early Advanced Level 4

Intermediate Level 3

Early Intermediate Level 2

Beginning Level 1

MUHSD Percentage Ranges

English Learners 11% - 17%LTEL’s – Long Term English Learners6 or more years of education in the US

71% - 82%

LTEL

6 or more yrs. of Education in USA

Adequate Basic Interpersonal Communicationskills

Weak academic language

“Stuck” in Intermediate levels of English proficiency

Deficits in reading and writing skills

Periods of time with no ELD support

Placement in weak models

Poorly implemented EL programs

Limited access to full curriculum

Placement in intervention designed for native speakers

Frequent moves

History of inconsistent placement

Focus on English Learners

1. Who are my English Learners?2. What are their English proficiency levels?3. Where are they seated in my classroom?4. What is my plan for them today?

Ask yourself these four questions.

Language Fluency Codes

LEP/EL = 3 Limited English Proficient/English Learner

Student has a home language other than English.Student is developing English language proficiency.

RFEP = 4 Reclassified Fluent English ProficientStudent was once classified EL and met Reclassification Criteria.

FEP = 2 (Initial) Fluent English ProficientStudent has a home language other than English.Student tested fluent on initial CELDT.

EO = 1 English Only

Language Fluency Codes are NOT CELDT/ELD levels!

Check yourRosters!

Who are my English Learners?

3 = LEP/EL

We have three English Learners!

Who are my English Learners? (Continued)Take a closer look at each EL student profile.

Home Language is Hmong. Student is an English Learner.

Check test scores!

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

California English Language Development Test - CELDT

Overall Listening Speaking Reading Writing

AdvancedLevel 5

Level 5 Level 5 Level 5 Level 5

Early AdvancedLevel 4

Level 4 Level 4 Level 4 Level 4

IntermediateLevel 3

Level 3 Level 3 Level 3 Level 3

Early IntermediateLevel 2

Level 2 Level 2 Level 2 Level 2

BeginningLevel 1

Level 1 Level 1 Level 1 Level 1

CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores.

This student is an Overall C4 with Reading as the lowest Subtest.

What are their English proficiency levels? Check CELDT Scores.

Edith Billy Dan

Bill Cindy Nicole Michael Tiffany Doug W.

Jenna Vue Abby Tyler Sammy Katy

Doug B. Marcia Marie

JalalC2 - R

Hossam Marc Rafael

Yer Natalie Debbie Alejandro Julie Ray

Johnny Oscar Jose Pablo Ken Gerardo

HarpreetC3 - S

Mandy MariaC4 - L

Mark HouaC3 - S

Sue

Use Your Seating Charts

Use a color to represent EL/LEP and/or label by Overall CELDT Level.You might use a letter to represent the lowest CELDT subtest level. (“S” for Speaking)You might consider pre-selecting this student to share out on a frequent basis.

Where are they seated in my classroom?

GracielaWhat is my plan for them today?

Good Teaching vs Essential Teaching

English LearnersResource StudentsStruggling Readers

Multiple Learning StylesLiteracy Goals

Instruction Model/T4S

Expect positive outcomesPlan the work and work the plan.

CELDT Levels

Teacher Behaviors Students Behaviors

C3Intermediate

• Lots of modeling• Lots of practice opportunities• Key vocabulary emphasized• Not independent learners• Treat/teach as if the students are C4’s• Provide guidance, assistance to ensure fossilized errors do not

occur• Explicit instruction for idiomatic expressions• Explicit instruction for academic vocabulary• Instruction in phonemic awareness, decoding, spelling and

grammar• Model, expand, restate and use standard English• Ask how and why open-ended questions, help students respond

by using sentence stems• Ask higher level thinking questions• “I Do,” “I Do,” “We Do,” “We Do,” “You Do”

• Speaks in sentences• Errors made that impede reading, writing

and verbal communication• Ownership of the language occurs at this

level• Describe people, places and events• Recall and state facts• Define and explain vocabulary• Read and retell from a variety of texts with

scaffolding when appropriate• Begin to identify main idea and details• Demonstrate strong verbal communication

skills, but these skills are not reliable indicators of their ability to comprehend academic material

Notes from DAIT – T4S PresentationC3

Teacher Behaviors

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

stems• Ask higher level thinking questions• “I Do,” “I Do,” “We Do,” “We Do,” “You Do”

C3

Students Behaviors

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

reliable indicators of their ability to comprehend academic material

C3