california department of education update english language learner acquisition and development pilot program ab 2117

1. California Department of Education Update

2. Grant award notifications have been sent to the LEAs with promising practices that were selected for participation in the evaluation study. The FY 2007-08 funding will be able to be carried over into FY 2008-09 so that those funds may be expended in support of the promising practices that have been selected for the evaluation study.Grant award notifications have been sent to the LEAs with promising practices that were selected for participation in the evaluation study. The FY 2007-08 funding will be able to be carried over into FY 2008-09 so that those funds may be expended in support of the promising practices that have been selected for the evaluation study.

3. The Project�s Goal The Goal is to Identify existing best practices regarding topics, including but not limited to, curriculum, Instruction and staff development for Teaching English language learners and to promote academic English acquisition and development. The goal of this project is to identify existing best practices that support EL students in learning academic English, and leading to their mastery of California�s K-12 learning standards and achievement in their public school careers.The goal of this project is to identify existing best practices that support EL students in learning academic English, and leading to their mastery of California�s K-12 learning standards and achievement in their public school careers.

4. The Project�s Intent The intent of the pilot project is not to compare the effectiveness of instructional methods for English language learners (EL), but rather to identify practices that demonstrate success for ELs in achieving English proficiency, regardless of instructional setting. The intent of this work is not to compare the effectiveness of the promising practices selected for participation in the evaluation study, but rather to identify the best practices that lead to success for EL students in their mastery of academic English, regardless of the instructional setting.The intent of this work is not to compare the effectiveness of the promising practices selected for participation in the evaluation study, but rather to identify the best practices that lead to success for EL students in their mastery of academic English, regardless of the instructional setting.

5. Project Funding Funding shall be used to Support or expand successful existing programs serving the academic needs of ELs to learn standards-aligned academic content Support ELs in acquiring proficiency in the English language. The funding for the evaluation study will support or expand the selected promising practices in serving the academic needs of EL students to learn standards-aligned academic content, and to support EL students in acquiring proficiency in the English language.The funding for the evaluation study will support or expand the selected promising practices in serving the academic needs of EL students to learn standards-aligned academic content, and to support EL students in acquiring proficiency in the English language.

6. Available funding Selected LEAs will receive a grant of $200 per EL pupil, per year beginning in 2007-08 and ending June 30, 2010. These LEAs will be required to match this grant with an additional $200 per EL pupil, per year for the same period. The LEAs with promising practices selected for participation in the evaluation study will receive $200 per EL student, per year beginning in FY 2007-08 and ending in FY 2009-10. The funding is based on the 2005-06 R-30 data submitted to the CDE for the schools that were considered eligible for participation. That funding amount is static for the life of the grant and will not fluctuate with increase or decrease in the number of EL students reported on future R-30�s. To view the eligibility requirements and a list of schools considered eligible for participation, please visit the CDE�s Professional Development Web site at www.cde.ca.gov/pd/ and selected �Current K-12 Teachers�.The LEAs with promising practices selected for participation in the evaluation study will receive $200 per EL student, per year beginning in FY 2007-08 and ending in FY 2009-10. The funding is based on the 2005-06 R-30 data submitted to the CDE for the schools that were considered eligible for participation. That funding amount is static for the life of the grant and will not fluctuate with increase or decrease in the number of EL students reported on future R-30�s. To view the eligibility requirements and a list of schools considered eligible for participation, please visit the CDE�s Professional Development Web site at www.cde.ca.gov/pd/ and selected �Current K-12 Teachers�.

7. Assurances Selected LEAs receiving a grant shall agree to: The evaluation process, Data collection, Reporting requirements, Maintain auditable fiscal records LEAs with selected promising practices will agree to a variety of assurances for participation in the project, including: The evaluation process, which has yet to be determined, Data collection, Reporting requirements, And maintaining auditable fiscal records The CDE�s Professional Development Unit is currently working on the process to secure an independent evaluator that will conduct the study of the selected promising practices. As information becomes available regarding the selection of the independent evaluator and the resulting design of the evaluation process, LEAs with participating promising practices will be kept apprised through e-mail notification.LEAs with selected promising practices will agree to a variety of assurances for participation in the project, including: The evaluation process, which has yet to be determined, Data collection, Reporting requirements, And maintaining auditable fiscal records The CDE�s Professional Development Unit is currently working on the process to secure an independent evaluator that will conduct the study of the selected promising practices. As information becomes available regarding the selection of the independent evaluator and the resulting design of the evaluation process, LEAs with participating promising practices will be kept apprised through e-mail notification.

8. Selected LEAs The CDE established criteria, with advice of an advisory committee and in consultation with the Office of the Secretary of Education, for evaluation of applicant LEAs to receive grants, including, but not limited to, all of the following: LEAs, with schools that were considered eligible for the grant, were selected based on criteria established by the CDE with the advice of an advisory committee and in consultation with the Secretary of Education as stipulated in ED Section 420 (g)(1).LEAs, with schools that were considered eligible for the grant, were selected based on criteria established by the CDE with the advice of an advisory committee and in consultation with the Secretary of Education as stipulated in ED Section 420 (g)(1).

9. Selected LEAs (continued) A diverse mix of schools, including those offering: Structured English immersion Bilingual instruction Dual language immersion Mainstream instruction Enrollment of pupils of low SES and of varying levels of academic proficiency and performance as measured by the API The LEAs with promising practices that were selected for participation in the evaluation study have: A diverse mix of schools, representing Northern, Central and Southern California Students enrolled in these schools include students of low socioeconomic status and have demonstrated varying levels of academic proficiency and performance as measured by the Academic Performance Index And these schools offer a variety of instructional programs, including Structured English Immersion, Bilingual Instruction, Dual Language Immersion and Mainstream InstructionThe LEAs with promising practices that were selected for participation in the evaluation study have: A diverse mix of schools, representing Northern, Central and Southern California Students enrolled in these schools include students of low socioeconomic status and have demonstrated varying levels of academic proficiency and performance as measured by the Academic Performance Index And these schools offer a variety of instructional programs, including Structured English Immersion, Bilingual Instruction, Dual Language Immersion and Mainstream Instruction

10. Replicable Results The Legislature�s intent is that the completed evaluation highlights successful programs of EL instruction that can be reasonably replicated and used as models for other schools. The intent of the Legislature is that the completed evaluation study should highlight successful promising practices statewide that support EL success and may be reasonably replicated and used as models for other schools throughout the state.The intent of the Legislature is that the completed evaluation study should highlight successful promising practices statewide that support EL success and may be reasonably replicated and used as models for other schools throughout the state.

11. Final LEA Grantees Additional information on the project and a list of final LEA grantees is posted on the CDE Web site at www.cde.ca.gov/pd/te/el/ellpp.asp A link is currently under construction from the Professional Development Web site that will list the final grantees of the project. A variety of information regarding the project is currently available on the web site and may be accessed at www.cde.ca.gov/pd/te/el/ellpp.asp.A link is currently under construction from the Professional Development Web site that will list the final grantees of the project. A variety of information regarding the project is currently available on the web site and may be accessed at www.cde.ca.gov/pd/te/el/ellpp.asp.

12. SB 472 English Learner Professional Development The SSPI shall provide funding to LEAs, with the approval of the SBE, to provide professional development to teachers of English learners. The SB 472 ELPD added a provision in its authorization to provide incentive reimbursement funding for teachers to attend specialized professional development in support of instructing English learners. The SB 472 ELPD added a provision in its authorization to provide incentive reimbursement funding for teachers to attend specialized professional development in support of instructing English learners.

13. SB 472 ELPD Content The PD must be: �Sufficient in scope, depth, and duration to fully equip teachers with comprehensive instructional strategies using state board adopted instructional materials, including the universal access components of the SBE adopted programs.� The law and regulations specify that specific content must be included in the 40 hours of professional development. This statement encompasses the goal of the ELPD. The purpose of the PD is to support teachers� instruction of English learners while using SBE adopted materials.The law and regulations specify that specific content must be included in the 40 hours of professional development. This statement encompasses the goal of the ELPD. The purpose of the PD is to support teachers� instruction of English learners while using SBE adopted materials.

14. SB 472 ELPD Content The PD must also include: �ELD components of the SBE adopted programs, provide strategies to differentiate instruction as needed in the basic programs, including English language proficiency levels as measured by the CELDT.� The ELPD must also include the ELD components of the SBE adopted programs. An important note is to state that there is no SBE materials specific ELPD. For example, there is not a Houghton Mifflin ELPD or an Open Court ELPD. The providers are using examples of lessons from most, if not all, of the instructional materials.The ELPD must also include the ELD components of the SBE adopted programs. An important note is to state that there is no SBE materials specific ELPD. For example, there is not a Houghton Mifflin ELPD or an Open Court ELPD. The providers are using examples of lessons from most, if not all, of the instructional materials.

15. SB 472 ELPD Content In addition, the PD must include: �Strategies to use supplementary materials with the SBE adopted programs to meet the needs of English learners.� Including instructional strategies is a large component of the PD. Most providers have included 8-10 strategies that teachers can take back to their classrooms and immediately use in their lessons.Including instructional strategies is a large component of the PD. Most providers have included 8-10 strategies that teachers can take back to their classrooms and immediately use in their lessons.

16. SB 472 ELPD Content In addition, the PD shall be capable of: �delivering a thorough knowledge of the core academic content standards using the ELD standards to deliver instruction.� The PD also includes ways that teachers can deliver the contend standards while using the ELD standards to deliver instruction.The PD also includes ways that teachers can deliver the contend standards while using the ELD standards to deliver instruction.

17. SB 472 ELPD Content The PD shall also include instruction on: Vocabulary development Writing development Core academic standards and ELD standards Analyzing achievement of ELs to improve pupil performance through the use of multiple ELD Early intervention techniques Instructional strategies to teach essential content As can be seen on the slide, the PD includes all areas of language arts including listening and speaking.As can be seen on the slide, the PD includes all areas of language arts including listening and speaking.

18. SB 472 ELPD Eligibility Teachers must have completed the initial training, either AB 466 or SB 472, prior to attending the ELPD. Even if a teacher has completed the full 160 hours of AB 466 or SB 472, they are still eligible to attend the ELPD. Teachers must have completed the initial 40 hours prior to attending the ELPD.Teachers must have completed the initial 40 hours prior to attending the ELPD.

19. SB 472 Funding This graphic shows funding that districts can claim reimbursement. There are two components of SB 472: initial training (40 hours) and practicum (80 hours). Example #2 is what most people will want to do because they can request reimbursement of $1250 for each completed 40 hour segment. This graphic shows funding that districts can claim reimbursement. There are two components of SB 472: initial training (40 hours) and practicum (80 hours). Example #2 is what most people will want to do because they can request reimbursement of $1250 for each completed 40 hour segment.

20. SB 472 ELPD Funding 2007-2008 FY = $18.75 m 2008-2009 FY = $25 m (as of May 14 revise) This year, funding was reduced to $18.75. The budget for next year remains at $25 m. This was one of the few programs that had a proposed 10% cut in the May revise.This year, funding was reduced to $18.75. The budget for next year remains at $25 m. This was one of the few programs that had a proposed 10% cut in the May revise.

21. SB 472 ELPD Timeline Oct 2006 - SB 472 became Education Code Jan 2007 � SBE approved emergency regs Feb-Mar 2007 � ELPD Advisory Committee met Feb-Nov 2007 � Regulatory process continued Nov 2007 � SBE approved regulations Nov 19, 2007 � Office of Administrative Law approved regs Dec 6-7, 2007 - ELPD provider informational meeting This slide focuses on the ELPD timeline and acknowledges the work of the Department and the reviewers as they completed their reviews. From November 2007 (completion of the regs) to today, has been an immense amount of work.This slide focuses on the ELPD timeline and acknowledges the work of the Department and the reviewers as they completed their reviews. From November 2007 (completion of the regs) to today, has been an immense amount of work.

22. SB 472 ELPD Timeline Jan 2008 - SBE appointed ELPD reviewers Feb 2008 - Training providers began submitting curriculum Feb 2008 - First ELPD reviews Feb 2008 - ELPD reviewers recommend 3 training curricula Mar 2008 - SBE approves 3 training providers This portion of the timeline focuses on the January appointment of ELPD reviewers and the beginning efforts of their reviews. This portion of the timeline focuses on the January appointment of ELPD reviewers and the beginning efforts of their reviews.

23. SB 472 ELPD Timeline Mar � Apr 2008 - Additional submissions, resubmissions, and reviews Apr 2008 - ELPD reviewers recommend 6 training curricula for May SBE mtg May 2008 - ELPD reviewers recommend 4 training curricula for special June SBE mtg Continuation of the timeline indicates that every month from February on, there have been reviews, resubmissions, and support from the reviewers to insure curriculum met the rigorous standards set forth in law.Continuation of the timeline indicates that every month from February on, there have been reviews, resubmissions, and support from the reviewers to insure curriculum met the rigorous standards set forth in law.

24. SB 472 ELPD Curricula and Providers As of June, 2008 there will be a total of: ELPD curricula = 13 ELPD providers = 28 This slide lets the participants know that the 13 ELPD curricula and 28 ELPD providers are throughout the state. Many are included at the county offices, and there are also private orgs that have done the work.This slide lets the participants know that the 13 ELPD curricula and 28 ELPD providers are throughout the state. Many are included at the county offices, and there are also private orgs that have done the work.

25. Contact Information Ellen Jensen, Administrator, Professional Development Unit (916) 323-4694 ejensen@cde.ca.gov Roxane Fidler, Consultant, Professional Development Unit (916) 323-4861 rfidler@cde.ca.gov Contact information.Contact information.