bilingual directors’ meeting june 11, 2015. we value your feedback! please complete top section...

Bilingual Directors’ Meeting

June 11, 2015

We value your feedback!Please complete top section before the meeting &

the bottom section at the end of the meeting.

Introduction:

At your table groups, share:Your plans for the summerYour districts plans for EL summer programsIf you do not have a program, if you could & money was not an

issue, what would you EL summer school program look like?

Whole Group: Introduce yourself. Name and district & must share out take-aways!

Bilingual Directors, EL Websites

Bilingual Directors, EL Websites… sdcoe.net/dl

Where is the list of bilingual directors?Where are the handouts from the past bilingual directors

meetings and the PLS?Where is the list of past Biliteracy Symposium honorees?Where are all the dual language resources

Bilingual Directors, EL Websites… sdcoe.net/dl

Take a moment to visit the EL websitesShare with your tables any discoveries you made others

might want to know aboutShare Out: Any questions, suggestions,…

AB 899

LCAP Update

BCN Update: Title III, CELDT, ELPAC

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Regulations for the English Language Proficiency

Assessments for California (ELPAC)

Bilingual Coordinators Network Meeting

May 29, 2015

English Language Proficiency Assessments Office

TOM TORLAKSONState Superintendent of Public Instruction

Overview• Regulations Process at the California

Department of Education (CDE)

• Example of ELPAC Initial Assessment and Appeal Period Timeline

• Focus Groups for the Regulations

• Topics of Key Responses from the Focus Groups

• Table Discussion Topics

• Table Discussion Instructions

• Whole-Group Sharing• Contact Information 2


Regulations Process at the CDE

General development process:

1. Program office develops proposed regulations based on input from multiple divisions and offices.

2. Program office also gathers external stakeholder input.

3. Internal CDE review and approval process completed.

4. SBE approves the commencement of the rulemaking process.

5. Regulations are posted for a 45-day public comment period.

3


Example of ELPAC Initial Assessment and Appeal Period Timeline

45-Calendar-Day Appeal Period

Pupil Receives EL Services

Sept 1

calendar daysSept

10

Oct 1

Nov 1

30 calendar days from receipt of

parent appeal request

15 calendar days

10calendar

days

Administer LanguageUse Survey

10

30 calendar days

Administer & Score the

Initial Assessment

Window to

Notify Parent

of Right to

Appeal

Date of First

Enrollment Window

for Parent to Request Appeal

Superintendent Grants/Denies

Appeal Based on Evidence &

Notifies Parent in Writing of Decision

Dec 1

4


- Marta Escobar (from Group 2)

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Focus Groups for the Regulations

• Focus Group 1, April 10- Elizabeth Fralicks, Fresno Unified School District (USD)- Keila Rodriguez, Imperial County Office of Education

(COE)- Lizette Diaz, Ontario-Montclair School District- Maria Diaz, Tehama COE- Stephanie Wayment, Lake COE• Focus Group 2, April 10- Debra Dougherty, San Diego USD- Magda Ruz Gonzalez, Los Angeles COE- Marta Escobar, Kern County Superintendent of Schools- Michelle Muncy-Silva, Monterey COE- Tony Mora, San Diego COE

• Focus Group 3, April 13- Martha Zaragoza-Diaz, Martha Zaragoza-Diaz and

Associates- Norm Gold, Norm Gold Associates- Shelly Spiegel-Coleman, Californians Together- Elizabeth Fralicks (from Group 1)- Magda Ruz Gonzalez (from Group 2)


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Contact Information

English Language Proficiency Assessments Office Phone: 916-319-0784

ELPAC e-mail: [email protected]

CELDT e-mail: [email protected]

CELDT and ELPAC Web page:

http://www.cde.ca.gov/ta/tg/el/

mailto:[email protected]

























2020

Title III LEP/Immigrant Technical Assistance: Required Annual Update of the

Local Educational Agency Plan and Budget

Veronica Aguila, Director English Learner Support Division

Lilia G. Sánchez Geoffrey Ndirangu Education Programs Consultants

Language Policy and Leadership OfficeCalifornia Department of Education



LEAP Goal 2 Annual Update Requirement

Per ESEA, Title III, Part A, section 3114: for a fiscal year, eligible LEAs must have a plan in accordance with ESEA, Title III, Part A, Section 3116 to receive Title III Funding (LEP & Immigrant)

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Annual LEAP Goal 2 Update

LEAs who participate in the Title III, LEP or Title III, Immigrant programs are required to update their LEAP Goal 2 annually (ESEA, Title III, Part A, Section 3114)

The annual LEAP Goal 2 update must include a projected budget for the entire entitlement for the subgrant year

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Annual LEAP Goal 2 Update(Cont.)

As part of the CARS “Certification of Assurances” Web page, the CDE requires LEAs to provide a direct link (URL) to their posted updated LEAP Goal 2 that includes the projected budget for the entire entitlement for the subgrant year

CDE staff will confirm that the updated plans including projected budgets are posted at the URL provided before releasing any funds to an LEA in 201516

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Certification of Assurances

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Year 3 or 4+ In CAIS

Step 1: Update LEAP Goal 2 with budget

Step 2: Post a PDF of both on local Web site Step 3: Provide the direct URL in CARS Certification of Assurances page

Note: Budget must account for all Title III supplementary activities expenditures

Year 0, 1 or 4+ Not in CAIS

Step 1: Update LEAP Goal 2 with budget

Step 2: Post a PDF of both on local Web site

Step 3: Provide the direct URL in CARS certification of assurances page


Year 2 or Year 4 In CAIS

Step 1: Use current “Accepted” Year 2 or Year 4 Improvement Plan plus updated LEAP Goal 2 with Budget

Step 2: Post a PDF of both on local Web site

Step 3: Provide the direct URL in CARS certification of assurances page


When applying for Title III Limited English Proficient/Immigrant funding for any fiscal year, eligible LEA must have an approved plan and budget under Title III Section 3116.Funds must be used to supplement other Federal, State and local public funds that would have been expended absent such funds.Provide in CARS Certification of Assurances page a direct URL to the updated LEA Plan Goal 2 and budget by June 30. Provide a separate budget if template does not have a budget column. In 2015-16 and thereafter, the LEAP Goal 2 and budget should be updated by June 30 in order to receive the first apportionment in August. Funds will be release to LEAs after confirming that the current plan and budget are posted at a designated Web address with a valid URL.LEAs may use the Year 2 or Year 4 current improvements plans or updated versions, for the required annual update. However , plan activities must be current and total LEAP Goal 2 updated budget for the entire entitlement for the subgrant year must be provided.

Title III Limited English Proficient/Title III ImmigrantAnnual Plan with Budget Update

Funding Process



LEAP Goal 2 Update

An LEA may use the LEAP Goal 2 template with budget columns for the required annual updates (See attached sample)

Please note, if an LEA uses the LEAP Goal 2 template without budget columns, the Title III projected budget for the entire entitlement for the subgrant year must be attached

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Sample - LEAP Goal 2 with budget columns



LEAP Goal 2 Update

The CDE has developed a “Budget Update Sample Template” to use as an addendum to the multi-year LEAP Goal 2

(see attached sample )

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LEAP Goal 2 Update This budget template is not designed to be

used in lieu of a full LEAP Goal 2 revision, but as an update to Goal 2 (Title III) of the LEAP Plan

It addresses only the proposed fiscal element; the expenditures for the activities of the applicable subgrant

It does not satisfy or replace the required Title III Year 2 or Year 4 Improvement Plan

Activities identified in the LEAP annually projected budget must demonstrate that the funding is used to supplement the level of other federal, state, and local public funds 30



LEAP Goal 2:Year 2 and Year 4

Improvement Plans

• If the entire projected budget for the subgrant year will be used to implement the improvement plan, the LEA may use the Year 2 or Year 4 Improvement Plan (LEAP Goal 2) to satisfy the annual update requirement

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LEAP Goal 2:Year 2 and Year 4

Improvement Plans

• If only a portion of the entitlement for the subgrant year will be used to implement the Year 2 or Year 4 Improvement Plan (LEAP Goal 2), the LEA may use this plan plus the Budget Update Template to completely allocate the entire entitlement and satisfy the annual LEAP Goal 2 update requirement

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LEAP Goal 2 Update

The LEA must

provide an update of the goals and activities where such have changed

must identify the required and allowable activities to be implemented with the proposed Title III funds

The LEAP Goal 2 must identify all items to be purchased in support of the activity in the projected budget for the entire entitlement of the subgrant year

This would include personnel, materials, programs and services consistent with the required and allowable activities of ESEA, Title III, Part A, Section 3115 and

are supplemental to other state, federal, and local funds33



LEAP Goal 2 Update

The LEAP Goal 2 must identify the projected budgeted amounts for each activity identified to sufficiently implement the action to meet the LEA goals

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LEAP Goal 2 UpdateDeveloping a Supplemental Title III Program

Do all of the items in the LEAP Goal 2 and projected budget narrative meet the following criteria?

Are the activities and expenditures allowable? Are the activities and expenditures allocable? Are the activities and expenditures

reasonable, sufficient, and necessary to carry out subgrant functions?

Should the activities and expenditures be included in the 2% limit because they are administrative costs?

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LEAP Goal 2 Update

Supplement, Not Supplant Requirement

Questions to Ask When Considering Whether Title III Funds Can be used Without Violating the Supplement, Not Supplant Requirement

Based on the answers to the previous questions, would the proposed funds be used to provide an instructional program/service that is in addition to or supplemental to an instructional program service that would otherwise be provided to EL students (or be required to be provided by other laws/regulations) in the absence of a Title III grant?

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Funding Eligibility

CDE staff will confirm that the updated LEAP Goal 2 including the proposed budgets for the entire entitlement for the subgrant year are posted at the URL provided before releasing any funds to LEA in 201516

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Funding Eligibility

CDE must verify that plans contain:

Required activities Allowable activities Reasonable and necessary activities

CDE will also verify that:

No additional administrative costs are interwoven into the activities

The entire entitlement for the subgrant year has been allocated

All subgrant activities are of supplemental nature

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Release of Funds

In 2015–16 and each year thereafter, in order to receive the first apportionment in August

the LEAP Goal 2 including the projected budget for the entire entitlement for the subgrant year should be updated with all necessary content by June 30

The CDE will release Title III funds for the subgrant year to LEAs after confirming that:

there is an updated LEAP Goal 2 including the projected budget for the entire entitlement for the subgrant year

the LEA has provided a valid and direct Web link on CARS 39



2015−16 Funding Eligibility

LEAs that do not have a LEAP Goal 2 including a projected budget for the entire entitlement for the subgrant year are not eligible to receive Title III funds

Funding may be delayed to LEAs who do not provide approvable plan updates and/or links on CARS by June 30, 2015

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414141

Supporting Documents

Supporting documents are posted at:

Title IIII Accountability Requirements 2014 http://www.cde.ca.gov/sp/el/t3/t3amaotargets14.asp

Title III http://www.cde.ca.gov/sp/el/t3/

CARS Web page http://www.cde.ca.gov/fg/aa/co/ca14rfa.asp

Office of Managements and Budget (OMB) Uniform Guidance at:http://www.ecfr.gov/cgibin/textidx?SID=ed90f54836feb6a994f657188eb05e33&node=2:1.1.2.2.1&rgn=div5#se2.1.200_134



424242

2014–15 Allocation Amounts

Funding amounts (Entitlements), including Maintenance Of Effort (MOE) reductions are posted at: LEP: The CDEs Funding Results Title III-LEP

Student Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r14/lep14result.asp

Immigrant: The CDEs Funding Results Title III Immigrant Education Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r14/imm14result.asp



434343

Title III Fiscal and Program Technical Assistance Contacts

LEP & Immigrant

Fiscal Questions: Patty Stevens, Associate Governmental Program Analyst, 916-323-5838 or [email protected]

Program Questions: Geoffrey Ndirangu, Education Programs Consultant, 916-323-5831 or [email protected]

Cash Management Allocations, Apportionments and Cash Management

Cash Management Data Collection System Questions: Karen Almquist, Educational Fiscal Services Consultant, 916-327-4406 or [email protected]



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Lilia G Sánchez Education Programs Consultant

Language Policy and Leadership [email protected]

916-319-0265

Title III Accountability Requirements and Technical

Assistance Contact

Collaboration & Dialogue

Student Shadowing:

“A veteran teacher turned coach shadows 2 students for 2 days” Grant Wiggins’ Blog Post

Over 3 million hits (Jan. 2015)Follow-up over ½ million hitsInspired many of you to shadow ELs

Listening to Students’ & Teachers’ Voices

Interviewing in ActionA Colleagues Shares her Research

Emily Toone

Research Questions

What are the support strategies and mechanisms that can increase the likelihood of students at a selected high school to successfully transition out of the EL program?

What, if any, are the discernible differences in achievement between a pure/homogeneous or inclusive/heterogeneous ELL classroom?

Student and Teacher SampleStudent

Total of 16 students were surveyed and interviewedThree students: a high level, medium level, and low level student were chosen from each teacher.Two students were absent or opted out

Teacher

•4 teachers with 10 years or more of experience

•2 first year teachers

•All teachers are ELD or High School Success teachers

•Six teachers surveyed and interviewed

Student and Teacher Survey Results

Student Sample of 16 Teacher Sample of 6 ELD or High School Success Teachers Attitudinal Measure: 5 = highest impact on student achievement 0 = lowest

impact on student achievement

Teacher Survey Results

Teacher Interview Results

Data from interviews was coded and then broken down into themes. The hierarchical tree diagram above indicates which themes were most prevalent.

Student Interview Results

Data from interviews was coded and then broken down into themes. The hierarchical tree diagram above indicates which themes were most prevalent.

Student Quotes

Interviewer: Why are English 9 and Earth Science your favorite classes?Student #1: Has to do with the teachers. They teach better. They help the students a lot more than the other teachers. They pay more attention to their students.Interviewer: What is the best way for you to learn in class?Student #2: Having a teacher who works to get you more involved and having more of a connection with the teacher to see how you are doing. Having a person who is always there and cares makes the biggest impact on my learning.

Teacher Quotes

Interviewer: What have you done as a teacher that you believe contributes most to encouraging and promoting success in LEP students.

Teacher #1: Having a relationship with students that is positive is most important. Many LTELs don’t take school seriously; acknowledge that and move on from there. I try very hard to hold my students accountable for the work they need to do to be competitive, and they appreciate that effort because they realize it means I care when I try to push them out of their comfort zone. I dislike the pure class because it is harder to hold them accountable when I am the only one setting the bar. Seeing other students achieving at high levels is an environmental reinforcement when I am holding students accountable. It is really hard to maintain rigor in a pure environment, when the teacher is the

only motivator.

Teacher Quotes

Interviewer: What have you done as a teacher that you believe contributes most to encouraging and promoting success in LEP students.

Teacher #2: I hold the students to a high level of expectations. Never once have I thought of an activity and thought “they can’t do this;” rather, my thought process is that they need to do this, so how can I get them to a point where they can do this. Hopefully if they go on to college they can use the skills I have

taught them when they do not have the additional support.

Classroom Observation

•Dependent Variable: class structure•Independent Variable: teacher• T-Test shows no significant difference in the two populations despite some slight variation.

Table Collaboration & Dialogue

Student ShadowingStudent InterviewsTeacher InterviewsTopics for Next Year’s PLS

Announcements &Meeting Impact/Feedback

Wrap Up:Please complete bottom section & turn in on

your way out! Thank you!

bilingual directors’ meeting june 11, 2015. we value your feedback! please complete top section...

Documents

websites bilingual directors

list of bilingual directors

program office

day public comment period

calendar dayssept

approval process

rulemaking process

regulationsfocus group