SEL PLC

1. SEL PLC October21, 2014 Orange County Department of Education Services for English Learners Team Members

2. Agenda • Welcome and Introductions • Grounding/Inclusion • SB 1174 • Long Term English Learners • Dual Identified Students (EL and SWD) • Title III Updates • Upcoming OCDE English Learner Services Events

3. SB 1174 • Signed by Governor Brown • Goes on ballot in 2016 • Addresses some components of 227 and highlights LEAs ability to determine best instructional services for ELs as well as language immersion programs

4. The Promise of Two-Way Immersion Programs CSBA Governance Brief: Triad 3-2-1 All read page 1 “A”s read Page 2 “B”s read page 3, plus first paragraph of page 4 “C”s read page 4 (starting with 2nd paragraph), plus left column of page 5 All read page 5, right hand column Take 3 minutes as a group to discuss the introduction Take 2 minutes each (A, B, C) to tell about your section Take 1 minute as a group to summarize how or why this brief is relevant Be ready to share 

5. Long Term English Learners • AB 2193 (2012) adds to Education Code (EC) 313 • EC 313.1 defines long term ELs (LTELS) and at risk of becoming a long term EL (AR-LTEL) (At-Risk Long Term English Learner) • EC 313.2 requires CDE to annually ascertain and provide this information to school districts and schools

6. LTEL Definition • EL in grades 6-12 inclusive • Enrolled in U.S. school for more than six years • Same proficiency level on CELDT for two or more consecutive years, or successor test (LPAC) • Scores “far below basic” or “below basic” on CST, or successor test

7. AR-LTEL Definition • EL in grades 5-11, inclusive • Enrolled in U.S. school for four years • Scores at the “intermediate” level or below on the CELDT, or successor test • Scores “far below basic” or “below basic” on CST, or successor test

8. LTEL Data Release Status • The CDE extracted CALPADS data (2013 Census Day) and matched against CELDT and CST data • Encrypted student-level file placed in a secure location • Notification letter sent to county and district superintendents and independently reporting charter (IRC) school administrators • Letter sent to CALPADS LEA administrators with decryption information • DataQuest Reports - TBD

9. LTEL File Layout • County District School (CDS) Code • District Name • School Name • Statewide Student Identifier (SSID) • Years EL • Grade • Status • Academic Year

10. What Should We Do? • Contact your district or COE CALPADS LEA Administrator • Filter data at your county, district, or school • Target students who need additional assistance to become reclassified • Build strong programs for LTELs

11. 2013 Statewide LTEL Data (DRAFT) —CA Department of Education

12. 2013 Statewide LTEL Data (DRAFT)5-11 AR-LTELS —CA Department of Education

13. LTELs, ARLTELs and LCAP Implications • Review the journey • Discuss current context, opportunities and urgencies

14. Access and Equity • Lau v. Nichols, Supreme Court • Dual responsibility • Legislation and LCFF/LCAP

15. LTEL Profiles • Academic struggles and gaps • Distinct language needs, English dominant but lack foundation for academic English • Behaviors and attitudes such as: • Non-engagement • Silence • Uncompleted homework • High hopes, but unsure how to get there • Think they are English fluent • Have unrecognized, unaddressed needs

16. With the CCSS focus…. • How are you specifically planning support for LTELs? Do you have courses? Whole programs? • Have your articulated these supports in your LCAP? • Do you have coherent, consistent plans for developing language to avoid ARs becoming LTEL?

17. Dual Identified Students • ELs should always have a language goal (based on the ELD standards) within their IEP • Instructionally who does what and when? ELD is required but often absent • In preparing for Verification Review, what are some of the EL requirements?

18. Test 1 • Are all students whose home language survey indicates a language other than English assessed using the CELDT? Or an alternate to determine English language proficiency?

19. Test 2 • In developing the IEP for identified ELs, does the IEP team consider the results of the CELDT or alternate assessment?

20. Test 3 • Does the IEP for ELs include a determination of whether the CELDT will be administered with or without modifications or accommodations?

21. Test 4 • Does the IEP for ELs include activities which are aimed at developing English language proficiency?

22. Test 5 • Does the IEP for ELs include instructional systems which meet the language development needs of students and ensure access to general education curriculum?

23. Test 6 • Do teachers who provide instruction to ELs with disabilities have appropriate special education credentials as well as supplementary authorization to provide English language development and primary language support (such as CLAD and BCLAD)?

24. Thoughts • ELs are diverse in their backgrounds, skills and needs • SWD are diverse in their background, skills and needs • Targeted instruction will be necessary… but: Does the IEP include descriptions of program modifications that will be provided to enable students to : • Advance toward attaining annual goals • Be involved and make progress in the general education curriculum and participate in extra-curricular activities? • Be educated and participate with others students with disabilities and nondisabled students?

25. Title III Program Funding Requirements • Per Title III, Section 3114: for a fiscal year, eligible LEAs must have a Title III Plan in accordance with Title III, Section 3116 to receive Title III Funding (Limited English Proficient [LEP] & Immigrant) • Describe programs, activities, and purchases proposed to be developed, implemented and administered under the subgrant for that year • Describe how the LEA will use subgrant funds to meet all annual measurable achievement objectives

26. Subgrantee Awards • The 2014-15 Title III, Part A per pupil amounts: • LEP: $93.68 • Immigrant: $93.68 • Per pupil amount ($93.68) will be revised in March 2015

27. Title III Accountability Reports Key Dates: • June 2014—Preliminary 2013-14 Title III Accountability Reports (AMAOs 1&2 results- see packet) • September 2014—The 2013-14 Title III Accountability Reports (AMAOs 1, 2, and 3 and Research File) • Late Fall 2014—Future Year AMAO targets established • September 30, 2015- For the 2012-13 grant funding, funds must be expended by September 30, 2015 or returned to CDE

28. Title III Plan Updates • 2013-2014: The California Department of Education (CDE) requires each Local Educational Agency (LEA) that participates in Title III to update their Goal 2 of the LEA Plan annually. CDE requires the LEA to post their updated Goal 2 LEA Plan on the district website(June 30, 2014 this should have been completed). • 2015-2016: LEAs applying of Title III funds will be required to provide LEA Plan Updates with a budget by June 30, 2015. • LEP, Use of funds, Con App, Immigrant, Private Schools: Refer to guidance provided in English Learner Program Update

29. Upcoming Events

30. EL Summit: Advancing the Language and Literacy of English Learners Through the ELD & Common Core State Standards October 23, 2014

31. Evaluations

32. Thank you! Next meeting: November 17, 2014