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Bilingual EL Directors Meeting CDE Update October 4, 2013 Magdalena Ruz Gonzalez Silvina Rubinstein. Professional Learning Modules. Carrie Roberts, Administrator Literacy/History & Arts Leadership Professional Learning Support Division Handout # 1.

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Bilingual el directors meeting cde update october 4 2013 magdalena ruz gonzalez

Bilingual EL Directors Meeting

CDE Update

October 4, 2013

Magdalena Ruz Gonzalez

Silvina Rubinstein


Professional learning modules

Professional Learning Modules

Carrie Roberts, Administrator Literacy/History & Arts Leadership Professional Learning Support Division

Handout # 1.


Bilingual el directors meeting cde update october 4 2013 magdalena ruz gonzalez

  • The common core academic state standards

  • Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils

  • Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas

  • The integration of subject content knowledge

  • Instructional leadership and coaching


Brokers of expertise http www myboe org

Brokers of Expertise http://www.myboe.org/

http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996


Modules to be available this fall

Modules to be available this Fall

  • English Learners, ELD standards and Common Core (2)

  • CCSS and Special Education Students

  • MTSS: A Framework for Implementation of the CA CCSS


Examples from new modules

Examples from New Modules

  • English Language Arts: Writing to Inform, Argue and Analyze

    http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=504695

  • Content Literacy for Technical Subjects

    http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505198

  • Assessment Literacy

    http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=507082


Examples from new modules1

Examples from New Modules

  • Content Literacy in History Social Studies, Kindergarten through Grade 5

    http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706


Ccss resources listserv

CCSS Resources ListServ

Join the CCSS ListServ to receive information and updates regarding the implementation of the Common Core State Standards.

To Subscribe

Send a "blank" message to:

[email protected]


Professional learning modules1

Professional Learning Modules

Carrie Roberts, Administrator Literacy/History & Arts Leadership Professional Learning Support Division

916 319-0587

[email protected]


Introduction to eld standards implementation plan

Introduction to ELDStandards Implementation Plan

Sandra Covarrubias, Consultant

ELSD, CDE

See Handout # 2


Cde language policy and leadership office update

CDE Language Policy and Leadership Office Update

Federal Program Monitoring


English learner el program federal program monitoring fpm 2013 14

English Learner (EL) Program Federal Program Monitoring (FPM)2013-14

  • Online FPM will include the following items on the instrument:

    EL 4 Parent Notifications

    EL 7 Translations

    EL 8 Inventory

    EL 11 CARS disbursement to schools

    EL 15 Teacher authorizations

    EL 18Waivers

    EL 19 Private schools


English learner program federal program monitoring fpm

English Learner Program Federal Program Monitoring (FPM)

  • Onsite FPMs will monitor all EL items as previous year.

  • EIA-LEP for 2012-13 and carryover will be monitored


For more information

For more information

  • Please contact:

    Sonia PetrozelloEducation Programs [email protected]

    (916) 319-0950


Title iii accountability

Title III Accountability


New year 2 and year 4

New Year 2 and Year 4

  • List is anticipated in October

  • Title III Regional Leads

    • See handout

  • Revised ELSSA and updated documents

  • LEA Improvement Plans count as the required annual update


Title iii

Title III

  • LEA plans must be updated annually.

    • Review of revised plans;

    • If in improvement – use CAIS;

  • FPM instrument: distinct state vs federal review items;

  • ELD standards in All Common Core State Standards;


Title iii1

Title III

  • Timeliness of allocations to sites

  • Provide technical assistance

    • Funding

    • Private schools

    • Obligations

    • Immigrant ineligible students


Non finding but important

Non-finding but important

  • LEAs assessment results: “TBDs” need to be identified as EL, IFEP, RFEP as is appropriate;

    • (New Census Date this year)


Title iii lep and immigrant

Title III LEP and Immigrant


Program and fiscal cycles

Program and Fiscal Cycles

  • Please see the Newsletter for details on

    • Fiscal obligations

    • Release dates

    • Reporting dates

    • Private school cycle


New this year

NEW this year

  • No allocations can be made without a local educational agency Plan Goal 2 – English learners

  • Plan updates due June 30 with application

  • Tell us where the updated plan is

    • CAIS or website (e-mail)


Proposed cycle

Proposed Cycle

  • April – eligibility posted

  • April, May, June – LEA Plan is revised to include

    • Proposed budget

    • Actions or tasks

  • July – August – LEA plans are documented

  • August – Allocation released


New this year1

New this year

  • Title III allocations will be based on the eligibility

  • Applications due June 30

  • Recalculation of entitlement in March

  • Redistribution of unencumbered entitlements in March


Immigrant

Immigrant

  • CALPADS

    • FATAL ERROR

      • Puerto Rico

  • See website for eligible countries at:

    http://www.cde.ca.gov/sp/el/t3/snor12.asp


For more information1

For more information

Geoffrey Ndirangu - LEPEducation Programs [email protected]

(916) 323-5831

Sandra Covarrubias - ImmigrantEducation Programs [email protected]

(916)319-0267


Bilingual el directors meeting cde update october 4 2013 magdalena ruz gonzalez

  • Castañeda v Pickard


Two obligations

Two obligations:

  • Program to overcome Language Barriers

    • (as quickly as possible)

  • Provide access to same core curriculum

    • (and remedy any deficits incurred while learning English)


Three prongs of casta eda

Three Prongs of Castañeda

  • Are based on scientific research or theory

  • Have adequate resources to fully implement the program research or theory

  • Produce results that show the program is effective – an evaluation


Two ways to do this

Two ways to do this

  • Simultaneously:

    • Full access to core + learning English

  • Sequentially:

    • First learn English

    • Then full access and catch-up

      How do you determine if a program is truly simultaneous or sequential?


Annual program evaluation cycle

Annual Program Evaluation Cycle


Catch up plan

Catch-up Plan

  • Whether a program is sequential by design or by default, students must be afforded the opportunity to meet the same expectation levels that all other students achieve.

    • Before reclassification

    • After reclassification

  • Hence the catch-up plan


Resources on casta eda

Resources on Castañeda

  • SBE Policies

    • http://www.cde.ca.gov/be/ms/po/documents/policy98-04-oct1998.pdf

  • Text:

    • http://faculty.ucmerced.edu/khakuta/LAU/IAPolicy/IA1bCastanedaFullText.htm


For more information2

For more information

Elena FajardoAdministrator, [email protected]

(916) 319-0247


Supplement not supplant program design

Supplement, not Supplant(program design)

Federal Supplemental

State Supplemental

General Fund


Funding

Funding


General fund use

General Fund Use

  • General funds for EL program

  • English language acquisition is core

  • EL program not contingent on categorical funds


State funding limited english proficient

State Funding-Limited English Proficient

State funds may be used for:

  • Supplemental instructional materials (not identified as LEA core)

  • Supplemental instructional support

  • Parent involvement support


Title iii funding

Title III Funding

The LEA may use Title III funding for:

  • Augmenting English proficiency and academic achievement

  • Professional Development – ongoing/long-term

  • Development of new language instructional programs (supplemental to the state required programs)

    (Please note that the uses identified above are from the 98% of the Title III funding for supplemental instructional services and activities.)


Supplement not supplant services to student

Supplement, Not Supplant(Services to Student)

Title III

Title I

State Supplemental

General Fund


For more information3

For more information

Elena FajardoAdministrator, [email protected]

(916) 319-0247


Local control funding formula

Local Control Funding Formula

Christine Swenson, Director

Improvement and Accountability Division, CDE

See handout # 4


Local control funding formula1

Local Control Funding Formula

Christine Swenson, Director

Improvement and Accountability Division, CDE


Lcff resources

LCFF Resources

LCFF Web page

http://www.cde.ca.gov/fg/aa/lc/

LCFF Channel

http://lcff.wested.org/lcff-channel/

LAO Report

http://www.lao.ca.gov/reports/2013/edu/lcff/lcff-072913.pdf


Update on mathematics framework ela eld framework and supplemental instructional materials review

Update on Mathematics Framework, ELA/ELD Framework, and Supplemental Instructional Materials Review

Tom Adams, Director

Curriculum, Frameworks, and Instructional Resources Division, CDE

See handout # 6 & 5


Elpac celdt update

ELPAC/CELDT Update

Lily Roberts, Education Research and Evaluation Administrator I, Assessment Development and Administration Division (ADAD), CDE

See Handout #7


Long term english learner report response to ab 2193

Long-term English Learner Report (Response to AB 2193)

KericAshley, Director

Analysis, Measurement and Accountability Reporting Division (AMAR), CDE

Randy Bonnell, Administrator

AMAR, CDE


Long term english learners

Long-term English Learners

  • AB 2193 adds to Education Code 313

  • Defines long-term EL and at-risk of becoming a long-term EL

  • CDE shall annually ascertain…and provide the information to school districts and schools


Long term el report

Long-term EL Report


At risk of becoming long term els

At-risk of Becoming Long-term ELs


Contact information

Contact Information

  • Data Reporting Office, Randy Bonnell, Administrator 916-319-0395 [email protected]

  • Analysis, Measurement and Accountability Reporting Division, Keric Ashley, Director 916-323-5007 [email protected]


Federal and state legislative update

Federal and State Legislative Update

Alejandro Espinoza, Legislative Representative

Government Affairs Division, CDE


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