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Federal Program Monitoring (FPM)

Federal Program Monitoring (FPM). District Programs Scheduled for Review. Career Technical Education Child Development On-site Compensatory Education Education Jobs Fund English Learner On-site Fiscal Monitoring HIV/AIDS Prevention Homeless Education On-site

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Federal Program Monitoring (FPM)

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  1. Federal Program Monitoring (FPM) District ProgramsScheduled for Review Career Technical Education Child Development On-site Compensatory Education Education Jobs Fund English Learner On-site Fiscal Monitoring HIV/AIDS Prevention Homeless Education On-site Migrant Education On-site Uniform Complaint Procedures

  2. Sites Scheduled for Visitation District Office Atwater Buhach ECEC Golden Valley Merced Adult

  3. Steps in the Process • Site gathers supporting evidence • Documents uploaded to state system by November 10 deadline • Site visit 12/10 - 12/13 • 45 days to resolve findings (1/27/13) • Site/District addresses findings • All sites responsible for responding to any findings regardless of where they occurred.

  4. Golden Valley On Site Compliance Review • Career Technical Education • Compensatory Education (Title I/EIA) • HIV/AIDS Prevention • English Learner • Migrant Education

  5. FPM On-site Visit • Visitation December 10-13 • Career Technical Education • Compensatory Education (Title I/EIA) • HIV/AIDS Prevention • English Learner (21 Items) • Migrant Education – 16 Items • Review Documents • Staff Interviews • Classroom Observations • Parent Interviews

  6. 2012-13 EL Program Instrument • Parent Outreach Involvement • ELAC • DELAC • Identification, Assessment, and Notification • Implementation and Monitoring of LEA Plan • School Site Council Develops and Approves SPSA • Translation Notices, Reports, Statements, Records • Inventory • Adequate General Funds; Supplement Not Supplant • Supplement Not Supplant With Title III • EIA Funds Disbursed to School Sites • Properly Assesses Costs for Salaries • EL Program Evaluation • Reclassification • Teacher EL Authorization • Professional Development • Appropriate Student Placement • Parental Exception Waiver • Equitable Services to Private Schools • ELD • Access to Core What’s my role?

  7. Guidance Team • Identification, Assessment, and Notification • Appropriate Student Placement • Reclassification – Teacher evaluation/grades • Monitoring Academic Progress • EL IEP’s – Case Managers Documentation

  8. Teachers • Access to Core • Academic instruction is designed and implemented to ensure that English Learners meet district’s content and performance standards for their respective grade levels in a reasonable amount of time. • ELD • Each English Learner receives a program of instruction in ELD to develop proficiency English as rapidly and effectively as possible. Evidence

  9. Placement in weak models Periods of time with no ELD support Limited access to full curriculum 6 or more yrs. of Education in USA Frequent moves Deficits in reading and writing skills LTEL Adequate Basic Interpersonal Communication skills Weak academic language History of inconsistent placement “Stuck” in Intermediate levels of English proficiency Poorly implemented EL programs Placement in intervention designed for native speakers

  10. Focus on English Learners Ask yourself these four questions. • Who are my English Learners? • What are their English proficiency levels? • Where are they seated in my classroom? • What is my plan for them today?

  11. Language Fluency Codes are NOT CELDT/ELD levels!

  12. Who are my English Learners? Check yourRosters! 3 = LEP/EL We have three English Learners!

  13. Who are my English Learners? (Continued) Check test scores! Take a closer look at each EL student profile. Home Language is Hmong. Student is an English Learner.

  14. What are their English proficiency levels? Learn their CELDT Scores. CELDT Levels are located under “Other”.

  15. What are their English proficiency levels? Check CELDT Scores. CELDT results include 1 Overall Proficiency Level and 4 Subtests Scores. California English Language Development Test - CELDT This student is an Overall C4 with Reading as the lowest Subtest.

  16. Where are they seated in my classroom? Use Your Seating Charts Use a color to represent EL/LEP and/or label by Overall CELDTLevel. You might use a letter to represent the lowest CELDTsubtest level. (“S” for Speaking) You might consider pre-selecting this student to share out on a frequent basis.

  17. What is my plan for them today? Graciela

  18. Good Teaching vs Essential Teaching English Learners Resource Students Struggling Readers Multiple Learning Styles Literacy Goals Instruction Model/T4S Expect positive outcomes Plan the work and work the plan.

  19. C3 Notes from DAIT – T4S Presentation

  20. C3

  21. C3

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