English Learner Program

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English Learner Program CO-OP Directors
Conference Spring 2006
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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

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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)

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Whats New?

• Title III
• EL 1 Outreach to Parents
• EL 5 Funding
• EL 9 Professional Development

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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

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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

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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

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EL 1c and CP 6

• 15 rule
• Translations required for notices, statements,
  records, reports sent to parent or guardian

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EL 5.1 and CP 10

• Title III and EIA/LEP funds
• Supplement, not supplant

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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

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CPM Preparation

• EL OPSET
• Cross Program OPSET
• EL and CP Instruments
• Organization of documents

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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.

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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

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ELA and ELD

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

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English Language Development






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


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

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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

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Master Plan for EL

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

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Evaluation and Accountability

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

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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.

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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
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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
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II. Determine Data CollectionInstruments and
Methods

• Develop a well-articulated, comprehensive data
  collection process
• Without data
• you are just another opinion

Basic Evaluation
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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
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III. Define Standards of Success

• Program implementation
• Acquisition of English
• Grade-level academic standards

Basic Evaluation
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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
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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
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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

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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
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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.
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Table 1 2005 CST-ELA Datafor 5th Grade English
Learners
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Table 2 2005 CST-ELA Data5th Grade ELs and
former ELs (R-FEPs)
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Table 3 2005 CST-ELA Data for 5th Grade ELs
R-FEPsContinuously Enrolled Since K/1st Grade
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Table 4 Retention Data 5th Grade ELs
R-FEPsContinuously Enrolled Since K/1st Grade
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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.

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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

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Guidance for School and District
LeadersLeadership Secrets of Attila the Hun-
By Wess Roberts
(Graphics by Power Point)
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Always remember that worthy causes meet with the
most resistance.
(Dont stay flattened for too long - Lauri )
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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.)
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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.
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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)
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Our vision of the future must build on the
strength of the past. Yet, we must anticipate
new challenges and opportunities.
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Anyone who doesnt make a mistake isnt trying
hard enough.
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Dreaming great dreams is more practical than
engaging in small, unproductive activities.
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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)
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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.
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Contact Information

• The California Department of Education
• Language Policy and Leadership Office
• [phone] Fax [phone]
• English Learner Accountability Unit
• [phone] Fax [phone]