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FCOE English Learner Network

FCOE English Learner Network. October 3, 2013 FCOE Building Room 101T. FCOE English Learner Network. Special Thanks to: National Geographic Learning Donna Sylvia, Representative Agenda LCFF Brief Discussion- Supplement Not Supplant

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FCOE English Learner Network

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  1. FCOE English Learner Network October 3, 2013 FCOE Building Room 101T

  2. 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

  3. Local Control Funding Formula: Overview of AccountabilityChristine Swenson, DirectorLocal Agency Systems SupportSeptember 26, 2013

  4. The Formula • Includes supplemental funding for English Learners and low-income (EL/LI) students • Provides concentration funding for districts with higher EL/LI populations

  5. 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

  6. 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

  7. Transparency and Accountability • State Priorities (EC 52060)

  8. 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

  9. 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

  10. 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)

  11. 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

  12. 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

  13. Support and Intervention • Support – Charter Schools • Not required to receive support • Charter can be revoked, instead of SPI intervention

  14. 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

  15. 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/lcff-072913.pdf

  16. Common Core State Standards Professional Learning Modules September 26, 2013 Carrie Roberts Literacy, History, and Arts Leadership Office

  17. The professional learning modules were developed to deepen the understanding of the following: • The common core academic state standards • Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils • Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas • The integration of subject content knowledge • Instructional leadership and coaching

  18. Brokers of Expertise http://www.myboe.org/ http://myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996

  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 ResourcesListServ 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: join-commoncore@mlist.cde.ca.gov

  23. In Closing, I want to share a part of this inspirational presentation from a TED Talk included in the ELD Professional Learning ModuleRita Pierson: "Build Relationships with your Students." http://www.pbs.org/wnet/ted-talks-education/speaker/rita-pierson/

  24. English Language Arts/English Language Development Framework Update Bilingual Coordinators Network September 26, 2013 Tom Adams, California Department of Education

  25. 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-serviceand teacher licensing standards

  26. 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.

  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 HallieYoppSlowick 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 ContentELA/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 12Criteria 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: BiliteracyLanguage 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: join-commoncore@mlist.cde.ca.gov To join the SBAC/Assessment Updates: Send a "blank" message to: subscribe-sbac@mlist.cde.ca.gov

  43. Questions? Tom Adams, Director Curriculum Frameworks & Instructional Resources Division California Department of Education tadams@cde.ca.gov 916-319-0663

  44. Language Policy and Leadership OfficeUpdate to theBilingual Coordinators’ NetworkSeptember 26-27, 2013

  45. 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 ConsultantEdgar Lampkin, Yolo COE María Larios-Horton, Santa Barbara COE Robert Linquanti, CCAC WestEd Martín Macías, Stanislaus COEJan 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

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