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