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English Learner Program

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EL 2 English Learner Advisory Committee-ELAC. EL 3 District English Learner ... of Attila the Hun - By Wess Roberts (Graphics by Power Point) JACK O'CONNELL ... – PowerPoint PPT presentation

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Title: English Learner Program


1

English Learner Program CO-OP Directors
Conference Spring 2006
2
Agenda
  • Categorical Program Monitoring (CPM) Update
  • EL Instrument
  • EL NC Findings
  • EL in CP Instrument
  • Preparation for CPM
  • What Works?
  • Academic Content -focus on ELD
  • Master Plan for EL Program
  • Evaluation and Accountability
  • Leadership Secrets

3
CPM Instrument English Learner Program
  • EL 1 Outreach to Parents
  • EL 2 English Learner Advisory Committee-ELAC
  • EL 3 District English Learner Advisor-DELAC
  • EL 4 Identification and Parent Notification
  • EL 5 Funding
  • EL 6 Program Evaluation
  • EL 7 Reclassification
  • EL 8 Teacher Authorization
  • EL 9 Professional Development
  • EL 10 Placement Options
  • EL 11 Parental Exception Waivers
  • EL 12 English Language Development (ELD)
  • EL 13 Academic Instruction (other core)

4
Whats New?
  • Title III
  • EL 1 Outreach to Parents
  • EL 5 Funding
  • EL 9 Professional Development

5
Results from 2004-05 Reviews
Noncompliant Frequent Fliers
  • English Language Development and Academic
    Instruction for English learners
  • Program Evaluation
  • English Learner Advisory Committees
  • Parental Exception Waivers

6
Cross Program Instrument
  • Revised instrument cde.ca.gov/ta/cr/cc/cpmuinstru
    ments.asp
  • 14 of the 17 CP items apply to the English
    Learner program
  • CP 14, 15, and 17 do not apply
  • 3 EL Instrument items overlap with items in the
    CP Instrument
  • CP 6/EL 1c
  • CP 10/EL 5.1
  • CP 13/EL 6

7
Cross-Program Instrument
  • CP 1 Consultation with private schools, Title II
    funds
  • CP 2 LEA implements and monitors LEA plan
  • CP 3 SSC developed SPSA, includes EL
  • CP 4 SSC annually reviews and updates SPSA
  • CP 5 SSC composition
  • CP 6 15 rule, information to parents provided in
    a format and language parents understand
  • CP 7 Inventory for equipment that cost 500
  • CP 8 Board policy prohibits sexual harassment
  • CP 9 Categorical funds distributed match the Con
    App and 85 for direct services
  • CP 10 Title III and EIA/LEP funds supplement,
    not supplant
  • CP 11 Federal funds for salaries and wages
    properly charged
  • CP 12 SARC has required elements
  • CP 13 Evaluation
  • CP 16 Equitable access to educational
    opportunities

8
EL 1c and CP 6
  • 15 rule
  • Translations required for notices, statements,
    records, reports sent to parent or guardian

9
EL 5.1 and CP 10
  • Title III and EIA/LEP funds
  • Supplement, not supplant

10
EL 6 and CP 13
  • CP-Evaluate if needs of all children have been
    met
  • EL-Process and criteria to determine the
    effectiveness of programs
  • Way to demonstrate English proficiency comparable
    to average native speakers of English
  • Academic results EL are achieving and sustaining
    parity of academic achievements
  • EL-Ongoing mechanism using the procedures to
    improve program implementation and to modify the
    program

11
CPM Preparation
  • EL OPSET
  • Cross Program OPSET
  • EL and CP Instruments
  • Organization of documents

12
English Language Development (ELD)
  • ELD is designed to teach English learners to
    understand, speak, read, and write English by
    developing English language proficiency as
    rapidly and effectively as possible.

13
ELD Essentials
  • ELD instruction until reclassified
  • Qualified teachers
  • Targeted ELD instruction
  • Ongoing assessment in developing English
    proficiency (listening, speaking, reading, and
    writing)
  • English proficiency growth expectation
  • ELD materials

14
ELA and ELD
  • What is the relationship between English Language
    Arts and English Language Development?

15
English Language Development






Advanced
Possible Reclassification
Early Advanced
Intermediate
Early Intermediate
Beginning
16
English Language Arts
Advanced
Proficient
Basic
Below Basic
Far Below Basic
17
ELD Relative to ELA


Advanced
Proficient
Advanced
Possible Reclassification
Early Advanced
Basic
Intermediate
Below Basic
Early Intermediate
Far Below Basic
Beginning

18
ELD Red Flags
  • ELD not provided to students at advanced levels
    or those in mainstream classrooms
  • Undifferentiated ELD
  • Annual assessment only
  • ELD lessons not aligned to ELD standards
  • Core ELD not provided by general fund teachers

19
Master Plan for EL
  • Referenced in law but not specifically required
    by law
  • One-stop document
  • Expectations
  • Policies
  • Procedures
  • Demographic information
  • Forms
  • Flow charts

20
Evaluation and Accountability
  • Each district must establish a process and
    criteria to determine the effectiveness of the
    program provided to English learners.

21
Objectives of a Standards-Based Accountability
System
  • Collect and analyze data to
  • - determine the degree of program implementation
  • - determine academic standing of students
  • - determine program effectiveness
  • - meet evaluation and accountability requirements
  • improve program implementation and modify
    instructional practices when necessary
  • find and address areas that have indirect impact
    on student achievement.

22
Key Program Areas
  • Reclassification
  • Program Evaluation
  • Instructional Services
  • Identification Parent Notification
  • Placement in Instructional Programs
  • Teaching Personnel
  • Professional Development
  • Parental Exception Waivers
  • Advisory Committees
  • Funding

Putting the Pieces Together Building effective
programs for English learners
23

I. Determine Key Evaluation
Questions
  • Has the program been implemented as planned?
  • Are students receiving prescribed instruction?
  • To what extent are students acquiring English?
  • To what extent are students progressing in the
    core curriculum over time?
  • To what extent are English learners meeting
    standards within a reasonable amount of time?

Basic Evaluation
24
II. Determine Data CollectionInstruments and
Methods
  • Develop a well-articulated, comprehensive data
    collection process
  • Without data
  • you are just another opinion

Basic Evaluation
25

Suggested Cohorts
  • School and grade level
  • Language classification (EL, R-FEP,
  • I-FEP and English only)
  • Home language
  • Annual Cohort (year-in- school, time-in-program)
  • Program treatment (type and amount)

Basic Evaluation
26
III. Define Standards of Success
  • Program implementation
  • Acquisition of English
  • Grade-level academic standards

Basic Evaluation
27
IV. Analyze, Report, and UseEvaluation
Information
  • Determine and report patterns in student
    performance and program effectiveness through
    analyses and syntheses. Use information from the
    English learner evaluation to make program
    modifications when needed.

Basic Evaluation
28

Watch out for the Lamppost Syndrome! (Beyond AYP
API for English Learners)
  • Sometimes evaluation reports are like lampposts.
    You can see only what the light exposes even
    though the more important information may lie
    outside of the lights range. This often happens
    with reports on the achievement of English
    learners.

Basic Evaluation
29
In summary
  • Instruction, evaluation, and accountability of
    English learners will be most effective when
    instructional decisions are based on meaningful
    data related to student performance.
  • -The Report of the CDE Prop. 227 Task Force, 1999

30
A Tale of Four Schools
With all due respect to Charles Dickens
(Evaluating Programs for English Learners)
California Department of Education English
Learner Accountability Unit
31
It was the best of times, it was the worst of
times
  • Digging for data to cultivate effective programs
    for English learners

Data is plentiful understanding is rare.
32
Table 1 2005 CST-ELA Datafor 5th Grade English
Learners
33
Table 2 2005 CST-ELA Data5th Grade ELs and
former ELs (R-FEPs)
34
Table 3 2005 CST-ELA Data for 5th Grade ELs
R-FEPsContinuously Enrolled Since K/1st Grade
35
Table 4 Retention Data 5th Grade ELs
R-FEPsContinuously Enrolled Since K/1st Grade
36
Powerful Message
  • To draw meaningful conclusions about the
    effectiveness of programs for English learners,
    and to cultivate excellence, it is essential to
    conduct this kind of thoughtful analysis
    of student performance data.

37
Closing the Gap(from ASCD INFOBRIEF - January
2006 -by Anne Rogers Poliakoff)
  • Deconstructing the Achievement Gap
  • Beyond Demographics The Roots of the Achievement
    Gap
  • Inside the School Door
  • Beyond the School Doors
  • Schools Cant Do It Alone

38
Guidance for School and District
LeadersLeadership Secrets of Attila the Hun-
By Wess Roberts
(Graphics by Power Point)
39
Always remember that worthy causes meet with the
most resistance.
(Dont stay flattened for too long - Lauri )
40
Do not expect everyone to agree with you even
if you are the king. (A king with chieftains who
always agree with him / her reaps the counsel of
mediocrity.)
41
In the end, vision, drive, energy, singleness of
purpose, wise use of resources and a commitment
to a destiny worthy of his efforts become a
characteristic of a chieftain who excels.
42
Be bold in facing the inevitable. Acquiesce when
resistance would be pointless or when your
victory can be gained only at too high a cost.
Of this you may not approve, but it is your duty
to do so for the good of all Huns.
(And remember, Collapsing is not the same as
resting Cat)
43
Our vision of the future must build on the
strength of the past. Yet, we must anticipate
new challenges and opportunities.
44
Anyone who doesnt make a mistake isnt trying
hard enough.
45
Dreaming great dreams is more practical than
engaging in small, unproductive activities.
46
Chieftains who believe they cant influence
events have, in fact, surrendered before the
battle begins.
(Some things I cannot change, but til I try Ill
never know. Elphaba in Wicked)
47
The best way to accomplish an assignment is
efficiently and effectively. Unfortunately, the
efficacious path is rarely clear at the start of
difficult, complicated assignments.
48
Contact Information
  • The California Department of Education
  • Language Policy and Leadership Office
  • (916) 319-0845 Fax (916) 319-0138
  • English Learner Accountability Unit
  • (916) 319-0938 Fax (916) 319-0960
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