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

November 10 deadline• Site visit 12/10 - 12/13• Findings provided within 45 days• Site/District addresses findings• All sites responsible for responding to any

findings regardless of where they occurred.

Steps in the Process

English LearnerMigrant Education

Atwater On SiteCompliance Review

FPM On-site Visit

• Visitation December 10-13• English Learner Program - 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?

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

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!

#1 Who are my English Learners?

3 = LEP/EL

We have three English Learners!

Step #1…• On your current roster or seating chart,

highlight the students with 3s

#2 What are their proficiency levels?Take a closer look at each EL student profile.

Home Language is Hmong. Student is an English Learner.

Check test scores!

#2 What are their English proficiency levels ? (cont.)Learn their CELDT Scores. CELDT Levels are located under “Other”.

Sub Tests

Overall Score

Step #2…On your current roster or seating chart, record the highlighted students’ overall CELDT score*

*you may also want to note the student’s lowest subtest score

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.

#3 Where are they seated in my classroom?

Graciela#4 What 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

#4 What is my plan for them today? (cont.) Notes from DAIT

C3

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 Some considerations for our C3’s…

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