Transcript el.fcoe.org

FCOE English Learner
Network
October 3, 2013
FCOE Building Room 101T
1
FCOE English Learner Network
•
•
•
•
•
•
•
•
•
•
•
•
•
Special Thanks to:
– National Geographic Learning
• Donna Sylvia, Representative
Agenda
LCFF Brief Discussion- Supplement Not Supplant
The CDE Professional Learning Modules (CCSS ELA, Math, and ELD)
Update- ELA/ELD Framework and Math Adoption
The Title III Accountability Institute / Seal of Bi-literacy Update
Federal Program Monitoring (FPM)
Title III Updates Regarding Plans and Funds
English Language Development Standards Implementation Plan
Long Term English Learner (LTEL) Data Report
Some professional development opportunities
– Inside Fresno County
– Outside Fresno County
ELPAC/CELDT Update
AB 484- Important News and Consequences
2
Local Control Funding
Formula:
Overview of Accountability
Christine Swenson, Director
Local Agency Systems Support
September 26, 2013
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
The Formula
• Includes supplemental funding for English
Learners and low-income (EL/LI) students
• Provides concentration funding for districts with
higher EL/LI populations
Spending Restrictions
• Long-Term Requirements
– Many existing categorical spending requirements
removed
• ¾ of the categorical programs eliminated
• 14 categorical programs remain
– Districts must ensure “proportionality” when
spending EL/LI funds
• SBE to promulgate regulations on or before January 31,
2014
Transparency and
Accountability
• Local Control and Accountability Plans
(LCAPs)
– Set annual goals in eight specified areas
(See next slide, excerpted from LAO
report, July 29, 2013.)
– Specify actions to be taken to achieve goals
– Use SBE-adopted template
• SBE required to adopt by March 31, 2014
Transparency and
Accountability
• State Priorities (EC 52060)
Transparency and
Accountability
• LCAPs
– Solicit input from various stakeholders in developing
the plan
– Adopted every three years and updated annually
– Must be adopted by July 1
– County Office of Education (COE) must review and
approve by October 8
Transparency and
Accountability
• LCAP process – Charter Schools
– Adoption process different
• Exempt from specific requirements to solicit public
comment and hold public hearings
• Assessment conducted by charter authorizer not COE
Support and Intervention
– COE to assess district’s performance
– SBE to adopt three new rubrics by October
1, 2015
• Self Assessment Rubric (District)
• Support Rubric (COE)
• Intervention Rubric (SPI)
Support and Intervention
• Support for struggling districts
– Required to receive additional support if:
• LCAP not approved by COE
• District requests assistance
• District not improving student outcomes
Support and Intervention
• Three forms of support
– COE review of strengths and weaknesses
– Academic Expert
– COE to request the SPI assign new agency,
California Collaborative for Educational Excellence
(CCEE)
• SPI can intervene in select cases
Support and Intervention
• Support – Charter Schools
– Not required to receive support
– Charter can be revoked, instead of SPI intervention
Major Milestones
• Regulations to be developed by SBE
– January 31, 2014 (Supplemental and Concentration
funds)
– March 31, 2014 (LCAP Templates)
– October 1, 2015 (Rubrics)
• Organization of CCEE still needs to be clarified
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/lcff072913.pdf
Common Core
State Standards
Professional Learning Modules
September 26, 2013
Carrie Roberts
Literacy, History, and Arts Leadership Office 16
The professional learning modules were
developed to deepen the understanding
of the following:
a) The common core academic state standards
b) Instructional strategies to support the learning
of all pupils, including English learners,
pupils with disabilities, and underperforming
pupils
c) Instructional strategies that promote
creativity, innovation, critical thinking, problem
solving, collaboration, and communication
skills in all academic content areas
d) The integration of subject content knowledge
17
e) Instructional leadership and coaching
Brokers of Expertise
http://www.myboe.org/
http://myboe.org/portal/default/Group/Viewer/Gro
upView?action=2&gid=2996
18
19
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
20
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
• Content Literacy in History Social Studies,
Kindergarten through Grade 5
http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706
• Literacy in Science
21
CDE: CA CCSS Resources
For more information, visit the California
Department of Education’s Common Core State
Standards Web page at:
http://www.cde.ca.gov/ci/cc/
•
•
•
•
The standards
Frequently asked questions
Informational flyers
Additional resources
22
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]
23
In Closing, I want to share a
part of this inspirational
presentation from a TED Talk
included in the ELD
Professional Learning Module
Rita Pierson: "Build
Relationships with your
Students."
http://www.pbs.org/wnet/ted-talkseducation/speaker/rita-pierson/
24
English Language Arts/
English Language Development
Framework Update
Bilingual Coordinators Network
September 26, 2013
Tom Adams, California Department of Education
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
General Purpose of
Frameworks
• Provide support for teachers and guidelines for
educational programs
• Guidance to school districts in the development
of local curriculum
• Direction to publishers for the development of
instructional materials
• Guidelines for local selection of instructional
resources (Grades 9–12)
• Reflect current and confirmed research
• Guidance for teacher professional development
programs, in-service, pre-service and teacher
licensing standards
CALIFORNIA DEPARTMENT OF EDUCATION
English Language Arts/English Language Development Framework
Development Process
This chart shows the major steps of the curriculum framework development process.
All meetings are open to the public.
1. Instructional Quality
Commission (IQC)
Appointed by State Board
of Education (SBE)
March 2012
2. Meetings of Four Focus
Groups (Educators
Appointed by SSPI) Held to
Solicit Input on New
Framework
May/June 2012
3. SBE Appoints
Curriculum Framework
and Evaluation Criteria
Committee (CFCC)
November 2012
5. Draft Framework
Presented to IQC
November 2013
6. IQC Conducts 60-Day
Field Review; Draft
Framework Posted on
Internet
December-January 2013
7. IQC's ELA/ELD Subject
Matter Committee Meets;
Suggests Edits to Draft
Framework
2013
9. Recommended
Framework Posted on
Internet for
60-Day Public Review
March-May 2014
10. SBE Meets; Acts on
IQC's Recommendation to
Adopt Framework
July 2014
11. Framework Posted on
Internet; Print Edition
Published
2015
4. CFCC Meets 6 Times to
Draft Framework
February–September
2013
8. IQC Meets;
Recommends Draft
Framework to SBE
February 2014
27
Guidelines for 2014 Revision
of the ELA/ELD Framework
• Based on input from the focus group
meetings, written comments received, and
statutory requirements
• Reviewed and recommended by the IQC
in September, and approved by the SBE
in November
• ELA/ELD CFCC members develop the
framework based on the CFCC Guidelines
http://www.cde.ca.gov/ci/rl/cf/elaeldfwguidelines.asp
28
Curriculum Framework and
Evaluation Criteria Committee
• Over 125 applications received between
June–August 2012
• 20 members appointed by SBE in
November 2012
• Teachers: 4 Elementary teachers, 4
middle school teachers; 5 high school
teachers
• Others: 5 county educators, 1 university
professor, 1 self-employed consultant
http://www.cde.ca.gov/ci/rl/cf/elaeladcfccapplicants.asp
29
Curriculum Framework and
Evaluation Criteria Committee
• Co-Chairs: Becky Sullivan and Martha
Hernandez
• Writers: Nancy Brynelson and Hallie Yopp
Slowick from the Center for the
Advancement of Reading
• Writers: Pam Spycher, Rachel Lagunoff,
Marcia Kosanovich, Sarah Feldman, Dona
Minders, and Sharen Bertra from WestEd
30
Curriculum Framework and
Evaluation Criteria Committee
Meeting Dates in 2013
February 28–March 1
March 27–28
May 30–31
June 27–28
July 25–26
September 26–27
All meetings held at the CDE Office in Sacramento
31
Organization and Content
ELA/ELD Framework
• Based on the guidelines and other
frameworks
• Dynamic document
• Focus on key considerations of CA CCSS for
ELA/Literacy standards in grade spans and
individual grade levels
• Integration of CA ELD Standards
• Chapters on professional learning and
support, 21st century learning and technology,
equity and access, assessment, and criteria
for evaluating instructional materials
32
New Features
• Use of snapshots and vignettes in all
chapters to demonstrate integration of
ELA and ELD, examples of
implementation of standards in the
classroom, and demonstration of different
types of assessment
• Links to resources and Web sites for
additional support
• Organizational design around key
considerations
33
Table of Contents - Chapters
Introduction
1: CCSS for ELA/Literacy & CA ELD
Standards Overview
2: Key Considerations for ELA/Literacy and
ELD Instruction
3-7: Content and Pedagogy for Grades K-1;
2-3;
4-5; 6-8; and 9-12
8: Assessment
34
Table of Contents – Chapters
(Cont.)
9: Access and Equity
10: Learning in the 21st Century
11: Implementing High-Quality ELA/Literacy
and ELD Programs: Professional
Learning and Distributed Leadership
12: Criteria for Evaluating Instructional
Materials
Glossary
Resources
35
Chapter 2
Key Considerations for
ELA/Literacy and ELD Curriculum,
Instruction, and Assessment
• Context Considerations
• Key Themes and Practices for
ELA/Literacy and ELD Instruction
(Meaning Making, Language Development,
Effective Expression, Content Knowledge,
Foundational Skills; Crosscutting Practices in
Instruction)
• Approaches to Teaching and Learning
• English Language Development
36
Grade-Span Chapters 3-7
At-A-Glance
Grade-Span Overview
• Integrated and Interdisciplinary
Approach
• Key Content and Instructional Practices
(Meaning Making, Language Development,
Effective Expression, Content Knowledge, and
Foundational Skills; Supporting All Learners;
ELD)
• Grade-Level Content and Practice
37
Grade-Span Chapters 3-7
(cont.)
Within each grade level section:
• Key Content and Instructional Practices
(Meaning Making; Language Development;
Effective Expression; Content Knowledge;
Foundational Skills)
• Integrated Curriculum
• ELD in the Grade Level
• ELA/Literacy and ELD in Action
38
Chapter Topics
Chapter 8: Equity and Access
• Addresses California’s student diversity
• Identifies planning and support for range of
leaners using Universal Design for Learning
and Multi-Tiered Systems of Supports
Chapter 9: Assessment
• Focus on the use of different types of
assessments, highlighting the use of
formative assessment to guide instruction
• Background on state assessments and
Smarter Balanced Assessment System
39
Chapter 12
Criteria for Evaluating
Instructional Materials
• Program 1: English Language Arts Basic
Program, K-8
• Program 2: English Language Arts/English
Language Development Basic Program, K-8
• Program 3: Biliteracy Language Arts/English
Language Development Basic Program, K-8
• Program 4: Intensive Program in English
Language Arts, 4-8
• Program 5: Specialized Designated English
Language Development Program, 4-8
40
Future Steps in the Framework
• All chapters will be revised based on
discussion and prepared for the IQC
• ELA/ELD SMC and IQC will meet on
November 21-22
• First 60 day review period December 2013 –
January 2014
• ELA/ELD SMC reviews suggested changes
February 7, 2014
• IQC reviews changes and approves revisions
for second 60-day review period March – May
• SBE-action on draft July 2014
• Preparing document for publication
41
ELA/ELD Framework
• More information available at
http://www.cde.ca.gov/ci/rl/cf/
42
CCSS ListServ
Join the ListServs to receive information
and updates regarding the implementation
of the Common Core State Standards and
the SBAC Assessment
To join the CCSS Resources Updates:
Send a "blank" message to:
[email protected]
To join the SBAC/Assessment Updates:
Send a "blank" message to:
[email protected]
43
Questions?
Tom Adams, Director
Curriculum Frameworks & Instructional Resources Division
California Department of Education
[email protected]
916-319-0663
44
Language Policy and
Leadership Office
Update to the
Bilingual Coordinators’
Network
September 26-27, 2013
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Accountability Leadership
Institute for English Learners
and Immigrant Students
Quantum Leaps In English Learner
Education:
Implications for Leadership, Instruction,
and Systems
46
Accountability Leadership
Institute for English Learners
and Immigrant Students
SAVE THE DATE
December 9-10
Monday, December 9th
8:00 AM – 5:00 PM
(followed by keynote & networking)
Tuesday, December 10th
8:00 AM to 1:00 PM
47
Institute Planning
Committee
Elena Fajardo, LPLO Administrator
Noelia Hernández, LPLO Consultant
Edgar Lampkin, Yolo COE
María Larios-Horton, Santa Barbara COE
Robert Linquanti, CCAC WestEd
Martín Macías, Stanislaus COE
Jan Mayer, Sacramento COE
Monica Nava, San Diego COE
Alice Petrossian, former ACSA President
Yee Wan, Santa Clara COE
Nancy Zarenda, Institute Chair
48
Important Strand
• New Title III Directors
– Technical Assistance focus
– Question and Answer
– Fiscal process
– Program Development
– Required and Allowable uses
– Data
– Private schools
– Charter schools
49
Hyatt Regency
San Francisco Airport,
Burlingame, CA
1333 Bayshore Highway,
Burlingame, CA 94010
50
Hotel Reservations
Available Now
$140 per night
Book by phone: 1-800-233-1234
(Group/Corporate Code “CDE Accountability Institute”)
Book online:
https://resweb.passkey.com/go/cde2013
REGISTRATION COMING - FEE $325
http://www.cde.ca.gov/sp/el/t3/
51
For more information
• Please contact:
Nancy Zarenda
Education Programs Consultant
[email protected]
(916) 319-319-0263
52
Seal of Biliteracy
The First in the Nation
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
2013 Data (2012 data)
Total Seals Issued
Former EL Students
19,586 (10,282)
7,438 (4,470)
(LEA self-reported on a voluntary basis)
School Districts
170 (94)
Charter Schools
19 (17)
County Offices of Education 6 (2)
54
Number of Seals by Language and LEA
Language
Arabic
Armenian
ASL
Assyrian
Bengali
Bosnian
Burmese
Cantonese
Chinese
Danish
Dutch
Farsi
French
German
Greek
Gurajati
Hebrew
Hindi
Hmong
Ilocano
Indonesian
Italian
Japanese
Number
of
Districts
Number
of COEs
Number
of
Charters
Number
of Seals
5
2
8
1
1
1
0
10
12
1
1
4
90
37
1
2
0
4
6
1
1
10
35
1
0
0
0
0
0
1
1
0
0
0
1
4
1
0
0
1
0
0
0
0
2
2
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
7
4
61
1
1
2
1
54
61
1
1
9
2,078
334
2
4
2
16
38
1
1
56
392
Language
Khmer
Korean
Latin
Mandarin
Mixteco
Nepali
Polish
Portuguese
Punjabi
Russian
Spanish
Somali
Tagalog/
Filipino
Thai
Ukrainian
Urdu
Vietnamese
Other
(LEA self-reported on a voluntary basis)
Number
of
Districts
Number
of COEs
Number
of
Charters
2
32
17
40
1
1
2
1
3
7
162
1
0
6
0
2
0
0
0
0
0
0
7
0
0
0
0
1
0
0
0
0
0
0
17
0
8
511
281
862
1
1
2
11
5
24
14,381
1
12
1
3
2
9
2
0
1
0
0
1
0
0
0
0
0
0
0
17
2
5
3
295
3
Number
of Seals
55
German
2%
Cantonese
0%
Japanese
2%
Mandarin
4%
French
11%
California State Seal of Biliteracy
Language of Proficiency
(07/17/13)
Vietnamese
Latin
1% Korean 2% Other
1%
3%
Spanish
French
Mandarin
Japanese
Cantonese
German
Korean
Latin
Spanish
74%
Vietnamese
Other
(LEA self-reported on a voluntary basis)
56
Coming Up in 2013-14….
• Guidance regarding alternatives to the 11th grade CST
• FAQs on languages, high school foreign language
courses and private school students
• Process for approving alternative exams
57
California Department of
Education Web Information
• The CDE State Seal of Biliteracy Web page at
http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp
• Letter to the field and supporting documents
(downloadable)
• Frequently Asked Questions
• Language Resources
• Contact the CDE by e-mail at [email protected]
58
For more information
• Please contact:
Debbie Busch
Education Programs Consultant
[email protected]
(916) 319-0320
59
ELD Standards Update
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Publishing and Printing
• Publishing and Printing of ELD Standards
– Table of Contents
• ELD Standards FAQs
– Draft
– Timeline
– Brokers of Expertise
61
Publishing and Printing
• CDE Press will publish and print the ELD Standards
• Printed copy targeted for release in December
• Printed copy will consist of seven chapters
• Formatting changes were made but no content was
changed
• Working with Brokers Of Expertise for posting
62
For more information
• Please contact:
Gustavo Gonzalez
Education Programs Consultant
[email protected]
(916) 319-0420
63
Federal Program
Monitoring
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
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 18 Waivers
EL 19 Private schools
65
English Learner Program
Federal Program Monitoring (FPM)
2013-14, continued
• Onsite FPMs will monitor all EL items as
previous year.
• EIA-LEP for 2012-13 and carryover will be
monitored
66
For more information
• Please contact:
Sonia Petrozello
Education Programs Consultant
[email protected]
(916) 319-0950
67
Title III Accountability
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
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
69
For more information
• Please contact:
Lilia Sanchez
Education Programs Consultant
[email protected]
(916) 319-0265
70
Title III Findings
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
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;
72
Title III
• Timeliness of allocations to sites
• Provide technical assistance
–
–
–
–
Funding
Private schools
Obligations
Immigrant ineligible students
73
Non-finding but important
• LEAs assessment results: “TBDs” need to be
identified as EL, IFEP, RFEP as is appropriate;
– (New Census Date this year)
74
Title III LEP and
Immigrant
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Program and Fiscal Cycles
• Please see the Newsletter for details on
– Fiscal obligations
– Release dates
– Reporting dates
– Private school cycle
76
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)
77
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
78
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
79
Immigrant
• CALPADS
– FATAL ERROR
• Puerto Rico
• See website for eligible countries at:
http://www.cde.ca.gov/sp/el/t3/snor12.asp
80
For more information
• Please contact:
Geoffrey Ndirangu - LEP
Education Programs Consultant
[email protected]
(916) 323-5831
Sandra Covarrubias - Immigrant
Education Programs Consultant
[email protected]
(916) 319-0267
81
Supplement, Not Supplant
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Supplement, not Supplant
(program design)
Federal
Supplemental
State Supplemental
General Fund
83
Funding
Federal
State
General
84
General Fund Use
• General funds for EL program
• English language acquisition is core
• EL program not contingent on
categorical funds
Federal
State
General
85
State Funding-Limited
English Proficient
Federal
State funds may be used for:
• Supplemental instructional materials
(not identified as LEA core)
• Supplemental instructional support
• Parent involvement support
State
General
86
Title III Funding
The LEA may use Title III funding for:
• Augmenting English proficiency and
academic achievement
• Professional Development – ongoing/longterm
• Development of new language instructional
programs (supplemental to the state
required programs)
Federal
(Please note that the uses identified above are from
the 98% of the Title III funding for supplemental
instructional services and activities.)
State
General
87
Supplement, Not Supplant
(Services to Student)
Title III
Title I
State Supplemental
General Fund
88
For more information
• Please contact:
Elena Fajardo
Administrator, LPLO
[email protected]
(916) 319-0247
89
Language Policy and
Leadership Office
• Main phone line: (916) 319-0845
– Barbara Garcia, Office Technician
– Juan Marmolejo, Office Assistant
• Associate Government Program
Analysts:
– Angela Rivers: CAIS support – Title III
Improvement,
– Jennifer Cordova: CAIS FPM support,
– Pamela Lucas: Title III Annual Survey
– Patty Stevens: Title III Fiscal
90
California
English Language Development
Standards Implementation Plan
Bilingual Coordinators Network
September 26, 2013
Sandra Covarrubias,
Education Programs Consultant
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Assembly Bill 124
The State Superintendent of Public Instruction
(SSPI) and the State Board of Education (SBE),
as stated in California Education Code
60811.3(e), “shall present to the Governor and the
appropriate policy and fiscal committees of the
Legislature a schedule and implementation plan
for integrating the English language development
standards . . . into the state public education
system.”
The California English Language
Development Standards
Implementation Plan
The California English Language Development
(CA ELD) Standards Implementation Plan is a
living document that will be updated as new
actions, resources, and information develop.
The CA ELD Standards Implementation Plan is
posted online at:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Purposes of the ELD Implementation
Plan
• Integrates the new California English Language
Development (CA ELD) Standards into the public school
system.
• Parallels the California Common Core State Standards
(CA CCSS) Implementation Plan in structure with
specificity for ELD.
• Details the English language development standards
implementation, ongoing and future, activities.
• Serves as a guidance tool for local educational
agencies (LEAs) by providing a structure to emulate
when developing their own implementation plans.
Phases of Implementation
The plan identifies three major implementation phases
that parallel the CA CCSS
• The Awareness Phase – is an introduction to and
builds familiarity with the shifts to 2012 English
Language Development standards
• The Transition Phase – presents the need for
professional development for all staff to learn about and
begin implementation of the standards; align curriculum
and assessments to the standards
• The Implementation Phase – presents the need to
identify and select materials, use standards to design
and implement lessons, assess students/assess
implementation
Guiding Strategies
The seven guiding strategies in the CA ELD Standards
implementation plan provide the structural framework for
activities and mirrors the CA CCSS Implementation Plan:
1. Facilitate high quality professional learning opportunities
for educators.
2. Provide CA ELD Standards-aligned instructional
resources.
3. Develop and transition to CA ELD Standards-aligned
assessment systems.
4. Collaborate with parents, guardians, and the early
childhood and extended learning communities.
5. Collaborate with the postsecondary and business
communities as well as additional stakeholders.
6. Seek, create, and disseminate resources.
7. Design and establish systems of effective communication
among stakeholders.
Guiding Strategy 1
Facilitate high quality professional learning opportunities
for educators
• Professional Learning Modules (PLMs) for CCSS are
developed and posted. These will be reviewed and
updated with ELD. They will include instructional guidance
on recognizing and taking advantage of opportunities to
support ELs in the all content areas.
• Two ELD PLMs are currently in development by WestEd
PLM-A: Provides an introduction to understanding and
using the CA ELD Standards to ensure English learner
(EL) students have access to the CCSS for ELA/Literacy.
PLM-B: Focuses on using the CA ELD Standards in
tandem with the CA CCSS for ELA/Literacy during
mainstream content instruction, and using the CA ELD
Standards as the focal standards for designated ELD
instruction.
Guiding Strategy 2
Provide CA ELD Standards-aligned instructional resources
• Develop a list of supplemental instructional materials for
kindergarten through grade eight (K-8) that provide a bridge
from the CA ELD Standards to the CA CCSS ELA/Literacy
for the SBE to approve by June 30, 2014. (AB 1719Fuentes).
• Develop the CA ELD /CA CCSS ELA/Literacy Curriculum
Framework which includes instructional guidance for
programs for English learners including ELD
–The ELA/ELD Framework will include criteria for
developing and evaluating instruction materials aligned to
both ELD and CCSS ELA/Literacy standards.
–Provide a timeline for ELD/ELA aligned instructional
materials adoption.
Guiding Strategy 3
Develop and transition to CA ELD Standards-aligned
assessment systems.
• The CELDT program will be analyzed and
recommendations made for the alignment of the ELD
standards with the assessment of the standards
• Local educational agencies (LEAs) must continue to
administer the CELDT as the state’s measure of English
Language Proficiency for federal accountability under Title
III of the Elementary and Secondary Education Act
(ESEA).
Guiding Strategy 4
Collaborate with parents, guardians, and the early childhood
and extended learning communities.
•
•
•
•
Develop and disseminate tools that provide families with
information about the new standards (CCSS and ELD).
California Infant/Toddler Learning and Development Foundations
and the California Preschool Learning Foundation are designed
to be aligned to the ELA/ELD curriculum framework (2014) and
include ELD foundations for preschool-aged children. The CDE
will continue to collaborate with the early childhood community to
promote the use of these documents.
Develop and provide technical assistance to inform parents and
guardians about how they can be involved in the education of
their children and be active participants in assisting their children
to meet the CA ELD Standards.
Support professional learning for parents, guardians, and early
childhood learning and integrate the CA ELD Standards into
programs and activities beyond the K–12 school setting.
Guiding Strategy 5
Collaborate with the postsecondary and business
communities as well as additional stakeholders.
• To ensure that every student has the skills needed to
succeed in career and college.
• To enable students to be prepared to transition from high
school to a successful postsecondary education and/or a
career.
• To provide resources for successful transition to college
and career.
Guiding Strategy 6
Seek, create, and disseminate resources.
• Identify state and federal funds currently available for use
for implementation of the CA ELD Standards
• Establish fiscal boundaries and timelines for the use of
specific programmatic resources
• Seek funding from the United States Department of
Education and private educational foundations to support
CA ELD Standards implementation efforts
• Seek funding from state government to support
implementation efforts
• Review current and proposed laws related to all programs
requiring CA ELD Standards implementation activities
• Collaborate and work with other state level directors
responsible for the development and dissemination of ELD
Standards.
Guiding Strategy 7
Design and establish systems of effective
communication among stakeholders.
•
•
•
•
Utilize existing communication networks to facilitate two-way
communications regarding CA ELD Standards implementation
(2013)
Utilize existing communication structures to apprise stakeholders
of California’s ELD Standards implementation activities
Conduct needs assessment to identify communication
preferences of stakeholders
Develop and use existing correspondence systems to
disseminate news releases, media advisories, speeches, and
events to apprise stakeholders of CA ELD Standards
implementation activities.
Appendices
The implementation plan also includes appendices that
provide resources to support LEAs through the phases of
the implementation process:
• Appendix A: Local CA ELD Standards Implementation
Plan Template
–Suggested activities for coming Fall include: needs assessment for
priorities at district and site level, support for working in grade level
teams and use of ELD Professional Learning Modules and other
tools.
• Appendix B: County Office of Education Service
Offerings
–Guidance includes working with Title III Regional Leads and EL and
Bilingual Coordinators to collaborate with peers in leading
professional learning.
• Appendix C: California Implementation Partners
–Organizations CDE is currently working with directly and those
identified for further outreach, this list is ongoing and can be
expanded based on input and practice.
Timeline
• September 2013: Public input on ELD
Implementation Plan to CDE and final ELD
Implementation Plan presented to SBE
• December 2013: Final ELD plan presented to the
California State Legislature
Questions????
For questions regarding the CA ELD
Implementation Plan please contact:
Sandra Covarrubias, LPLO Consultant
916-319-0267
[email protected]
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
107
Long-term EL Report
108
At-risk of Becoming
Long-term ELs
109
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]
110
FCOE EL Network
Time and Date
Location
Tues., Nov 27, 2012 FCOE Room 101T
8:30-11:30am
Thurs, April 4, 2013
8:30-11:30am
FCOE Building
Room 101T
Thurs, May 23, 2013 FCOE Building
8:30-11:30am
Room 101T
111
112