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2019–20 Federal Program Monitoring English Learner Instrument Training

2019–20 Federal Program Monitoring English Learner Instrument Training. July 31– August 1, 2019, Los Angeles August 7–8, 2019, Sacramento. Presentation Objectives. Demystify the English Learner (EL) Instrument and the Federal Program Monitoring (FPM) process

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2019–20 Federal Program Monitoring English Learner Instrument Training

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  1. 2019–20 Federal Program Monitoring English Learner Instrument Training July 31– August 1, 2019, Los Angeles August 7–8, 2019, Sacramento

  2. Presentation Objectives • Demystify the English Learner (EL) Instrument and the Federal Program Monitoring (FPM) process • Discuss answers to frequently asked questions and common pitfalls • Demonstrate effective organization of files and evidence and FPM tips and tricks for a successful review

  3. Castañeda v. Pickard, 1981 Castañeda v. Pickard established a three part test that can be used by local educational agencies (LEAs) to evaluate and determine whether their programs are appropriately addressing the needs of English learners. Programs for English learners must be: • based on a sound educational theory, • implemented effectively with sufficient resources and personnel, and • evaluated to determine whether they are effective in having students overcome language barriers.

  4. 2019–20 English Learner Instrument • The EL instrument (along with the other program instruments) can be found on the California Department of Education (CDE) website: https://www.cde.ca.gov/ta/cr/documents/el1920.docx

  5. On-site Review Process Three Part Process • Documentation • On-site visit • Resolution period, if there are findings

  6. On-site Review Process (2) • The LEA provides documentation for each item via the California Monitoring Tool (CMT) • All documentation should be in CMT at least 30 days before the review starts

  7. On-site Review Process (3) • LEAs can start uploading documentation for a 2019–20 review anytime after August 1, 2019 • No later than 15 days before the review begins, the reviewer evaluates the documentation in CMT, providing ongoing feedback to the LEA

  8. On-site Review Process (4) • The review team is on site for three days to two weeks • During a site visit the reviewer: • Clarifies or obtains additional documentation • Observes classrooms • Interviews staff and parents

  9. On-site Review Process (5) • Daily summaries of potential findings are provided • A preliminary notification of findings (NOF) is sent to the LEA the night before the exit meeting • The final review day is the exit meeting with the LEA and the CDE

  10. On-site Review Process (6) • As soon as the exit meeting is concluded, the final NOF is issued and the resolution process begins. • If there are no findings the review is finished. • If there are findings, the LEA has 45 days to resolve the findings.

  11. Online Review Process • The online process is the same as the on-site review process • Except: • Everything is done through the CMT • There are no site or classroom visits • There are no interviews with parents or staff

  12. Tip #1 • It is never too early to begin uploading documents into the CMT • It is never too soon to reach out to your reviewer if you have questions • All phone calls or emails are documented in the CMT as the official record of the review

  13. Dimensions There are seven dimensions • Parent Involvement • Governance and Administration • Funding • Standards, Assessment and Accountability • Staffing and Professional Development • Opportunity and Equal Educational Access • Teaching and Learning

  14. Items • Each dimension has between two and six items. • These items relate to the dimension and include the statutory requirements for each item listed.

  15. Evidence Requests • Evidence requests follow each item. • The description lists the suggested documents requested by the reviewer to meet minimum requirements for the item. • These are suggestions. • Other documents may be acceptable.

  16. Dimension I: Involvement • EL 01: English Learner Advisory Committee (ELAC) • EL 02: District English Learner Advisory Committee (DELAC)

  17. EL 01: English Learner Advisory Committee • Required for schools with 21 or more English learners • ELAC may be combined with other advisory committees • Each ELAC elects at least one member to the DELAC • Members receive training in carrying out their legal responsibilities

  18. EL 01: English Learner Advisory Committee (2) Ensure your documentation reflects: • The composition requirements noted in EL 1.0 a–b, and • Completion of the legally required tasks: • Schoolwide needs assessment • Importance of regular school attendance • Development of a site EL plan and inclusion in the School Plan for Student Achievement (SPSA)

  19. EL 02: District English Learner Advisory Committee • Each LEA with at least 51 English learners must have a functioning DELAC • Members receive training • The LEA may designate DELAC to be the Local Control Accountability Plan (LCAP) parent advisory committee; this is required when an LEA has at least 50 English learners and a total enrollment that includes at least 15 percent English learners • If designated or required as above, the DELAC provides input on the LCAP

  20. EL 02: District English Learner Advisory Committee (2) Legally required tasks—provide input on: • Policies, programs, services for English learners • District-wide needs assessment by school • Goals/objectives for EL programs • Compliance with teacher/instructional aide requirements • The LEA’s reclassification procedures • Written notifications required to be sent to parents/guardians • The consolidated application

  21. Tip # 2 • Provide readable agendas and minutes clearly showing the inclusion of the legal tasks. • For sign-in sheets, parent names should be visible, but redact student information. • Redact personal information such as home phone numbers and email addresses.

  22. Dimension II: Governance and Administration • EL 03: EL Identification and Assessment • EL 04: Implementation, Monitoring, & Revision of Title III Plan • EL 05: EL Program Inclusion in Development of the SPSA • EL 06: Title III Inventory

  23. EL 03: EL Identification and Assessment • Combined EL Assessment, Placement, and Enrollment Data • Thefirst evidence request for EL 03 describes combined EL assessment, placement, and enrollment data. Note the “Related Items” under the item instructions. • The Resources page in the CMT contains an Excel spreadsheet to collect data for EL 03, 13, and 15

  24. Combined EL Data Evidence Request

  25. EL 03: EL Identification and Assessment (2) Required English language proficiency (ELP) Assessments • Provide current English Language Proficiency Assessments for California (ELPAC) Initial Assessment (IA) or Summative Assessment (SA) scores for every EL student unless their Individual Education Program (IEP) requires an alternative ELP assessment • Provide scores for the alternative assessment if ELPAC is not administered, as recorded in the IEP • After the IA, the ELPAC SA is given each year until a student is reclassified to fluent English proficient

  26. EL 03: EL Identification and Assessment (3) • EL Identification • Home Language Surveys • EL Identification Policies and Procedures • ELPAC Designated Supports and Accommodations • IEPs need to contain ELPAC or alternate ELP scores, universal tools, designated supports and accommodations

  27. Tip #3 • Use the Excel spreadsheet template found in CMT Resources to provide information for: • EL 03: ELPAC scores • EL 13: Academic information and long-term English learner (LTEL) information • EL 15: Program placement/services

  28. EL 04: Implementation, Monitoring, and Revision of Title III Plan • Immigrant Services and Procedures • Provide immigrant services and procedures used to provide enhanced opportunities to eligible immigrant students • LEA Title III Plan • Provide the LEA’s LCAP Federal Addendum • This reports the activities and services • The budget information from the Consolidated Application Reporting System is matched to the activities • Title III Consortia Memorandum of Understanding (MOU) • If your LEA is not part of a Title III Consortium, make a comment in the CMT and do not upload anything

  29. Tip #4 • The complete LCAP will not be requested as evidence. • If referring to the LCAP for evidence, only upload the specific pages related to Title III services and activities.

  30. EL 05: EL Program Inclusion in Development of the SPSA (Schoolwide) • The ELAC provides input and approves the SPSA: • A board-approved SPSA must contain: • An analysis of EL data to determine student and program needs • School goals to improve EL students’ academic and language proficiency • Activities to reach school goals • The means to annually evaluating the progress of programs toward accomplishing these goals • A SPSA must be consistent with the district local plan

  31. EL 06:Title III Inventory • Each LEA must maintain a historical inventory record for each piece of equipment • costing more than $500/unit • purchased with Title III funds • If no inventory has been purchased with Title III funds, reviewers will look at how inventory is kept for other programs, such as Title I, as evidence that a system to track equipment is in place.

  32. Tip #6 • If there has been no equipment purchased with Title III funds in the last five years, provide policies, procedures and sample documents on how inventory is tracked for other federal funds, such as Title I.

  33. Dimension III: Funding • EL 07: Supplement, Not Supplant with Title III • EL 08 : Time and Effort Requirements (Title I and Title III)

  34. EL 07: Supplement Not Supplant • Local Control Funding Formula (LCFF) resources must be used to provide base services and programs to all students, including English Language Development (ELD) and core curriculum. • Funds become more restricted moving towards the top of the pyramid.

  35. EL 07: Supplement Not Supplant (2) Instructional Materials • Provide a list. Be sure to include the funding source for each. Title III Expenditure Report • General ledgers are reviewed for expenditures of Title III funds using a two-step process. • Upload the ledgers. Reviewer will then request back-up documentation on certain expenditures from the report. • Provide invoices, approval letters, and an explanation of for whom, where and how the expenditure was used and appropriate under Title III.

  36. EL 07: Supplement Not Supplant (3) Title III Funded Professional Development (PD) • Provide a list of all professional development (PD) provided in the LEA. Be sure to include the funding source for each. Title III Job Descriptions and Duties Statements • What is the difference between a duty statement and a job description? Job Descriptions • Are more broad and cover all possible duties for all employees in the position Duty statements: • Are tailored to a single employee or position • Include specific tasks tied to the funding source(s)

  37. EL 07: Supplement Not Supplant (4) Payroll Records • Provide a report of salaries and benefits paid to employees from Title III funds, resources 4201 and 4203. • The report should include employee’s name, hours worked, gross pay, net pay, deductions, and payroll period. • Additional documentation may be requested by the reviewer.

  38. EL 07: Supplement Not Supplant (5) • New Non-Regulatory Guidance was released by the U.S. Department of Education in June 2019 • Allocation Methodology for funds • New methodology applies to Title I, Part A • It does not apply to Title I, Part C or Title III • Full Guidance Document: https://www2.ed.gov/policy/elsec/leg/essa/snsfinalguidance06192019.pdf.

  39. Tip #7 • Budget estimates alone, or other distribution percentages do not qualify as support for charges to federal awards. Source: California School Accounting Manual (CSAM), Procedure 905

  40. EL 08: Time and Effort Requirements • Each LEA must properly assess charges for direct or indirect costs of Title III LEP and Immigrant funds for salaries and wages. • For each employee paid only in part from Title III (multiple cost objectives), complete a Personnel Activity Report (PAR) or approved sampling method. • If funded solely from Title III, complete a semiannual certification.

  41. EL 08: Time and Effort Requirements (2) Evidence Requests: • Time and Effort Reporting Policies and Procedures • Time and Effort Records* • Title III Position Control Report • Title III Job Descriptions and Duty Statements (linked to EL 07) * More details on the next slides

  42. EL 08: Time and Effort Requirements (3) Time and Effort Records • Single-funded: Periodic (Semiannual) Certification • Must: • Be prepared at least semiannually • State that the employee worked only on that single federal program • Be signed by the employee or supervisor with firsthand knowledge of the employee’s work Source: CSAM, Procedure 905

  43. EL 08: Semiannual Certification Source: CSAM,Procedure 905

  44. EL 08: Time and Effort Requirements (4) Time and Effort Records Multi-funded positions: Personnel Activity Report (PAR) or equivalent • Must: • Reflect after-the-fact, actual activities • Account for all activities for which employee is compensated • Be prepared at least monthly • Be signed by the employee Source: CSAM, Procedure 905

  45. EL 08: Personnel Activity Report (PAR) Source: CSAM, Procedure 905

  46. Tip #8 • When considering information to be included in time and effort documents, the safest approach is to provide more documentation rather than less. Source: CSAM, Procedure 905

  47. Dimension IV: Standards, Assessment, and Accountability • EL 09: Evaluation of English Learner Program Effectiveness • EL 10: Reclassification

  48. EL 09: Evaluation of EL Program Effectiveness Each LEA must provide an English learner program evaluation to determine: • Necessary improvements • Effectiveness of programs and activities • Whether to eliminate activities Within a reasonable amount of time: • Degree to which students are attaining English proficiency • Degree to which students academic results indicate achievement

  49. EL 10: Reclassification Reclassification Criteria New Statewide Standardized ELP Criterion • ELPAC Overall Performance Level 4 • No domain level criteria may be added to this. • Adopted by the State Board of Education in January 2019 • All other criteria remain locally determined • Teacher evaluation, including, but not limited to, a review of curriculum mastery; and • Parent opinion and consultation; and • Comparison of student’s performance in basic skills based on the performance of English proficient students of the same age.

  50. EL 10: Reclassification (2) Reclassification Process • Provide the locally adopted process or steps to be followed for reclassifying a student. • Evidence may include: • A flowchart or list of steps • EL Master Plan • Board policy and/or regulations • Charter petition

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