Californians Together brief overview of English Language Learners in California: ELLs & Common Core, Long Term English Learners, California Seal of Biliteracy, and Local Control Funding Forumula. Presented at Families in Schools' Alliance 2013, April 12, 2013 at the Sacramento Sheraton

1. Xilonin Cruz-Gonzalez
California Latino School Boards Association
presenting on behalf of
Californians Together

2.  Common Core
 Long Term English Learners
 State Seal of Biliteracy
 School Finance Proposal (if time)

4.  Language development across the curriculum
 Use of more informational, rigorous and complex
texts
 Increased focus on oral language and multiple
opportunities for developing speaking and
listening skills
 Emphasis on collaboration, inquiry and
teamwork

5. Weak or non-existent ELD programs
Lack of use of research-based and consistent
programs
Inadequate curriculum materials to scaffold
access to content
Many ELLs fail to reach CELDT proficiency, a
low-bar for academic access and participation

6.  Narrowed curriculum and years spent in English and
math interventions, support classes and instruction (little
or no science, social studies, arts) have resulted in gaps
in ELL students’essential academic background
knowledge.
 CCCS calls for ramped up rigor.
 ELLs will need background knowledge to comprehend
and critically engage with academic text and at the levels
of CCCS.
 CCCS implementation without attention to a basic
foundation of English Learner support will fail.

7.  Manyaspects of the CCSS align with research-
based best practices for English Learners
• Focus on oral language
• Active engagement
• Collaborative practices
• Academic language

8.  “Raise your Voices for
English Learners and
the Common Core”
Advocacy Toolkit
 Download online at
www.californianstogether.org

9.  Articles and all materials in the toolkit on the CD
 Palm Card for support speaking up for ELLs
 Advocacy talking points
 Power Point presentation for use at your school
or district
 Parent-focused translation forthcoming

10. Fulfilling the unkept promise of
educational opportunity for California’s
Long Term English Learners
Laurie Olsen, Ph.D.
Californians Together

11. “There is no equality of treatment merely
by providing students with the same
facilities, textbooks, teachers and
curriculum…for students who do not
understand English are effectively
foreclosed from any meaningful
education…”
Lau v. Nichols, Supreme Court

13. # of years since date of entry
 Secondary ELs who enrolled in K/1
 6+ by CELDT level
 6+ by academic failure (Ds, Fs)
 District Definition
 Placement

14. ELs < 6yrs
ELs 6+

15. •An English Learner in secondary schools who…..
•Has been enrolled in US schools for more than 6
years
•Is making inadequate progress in English language
development
•Is struggling academically
•AB 2193 – developed formal definitions for
LTELs and students at risk of becoming LTEL

16. A definition and system for monitoring
 Disaggregate data
 Designatedannual benchmark expectations by
number of years and English proficiency
 Researchbased programs –including specific
responses for LTELs (e.g. specific courses)
 Target professional development for teachers
 Student and parent information

17. A standard state definition
 State collection of data to identify, monitor and
plan
 Research-based, consistent messages as the
foundation for accountability
 Professional development priority
 Provide parents with information
 Invest in research and innovation
 Real ELD materials!
 Ensure full access

18.  Createsstatewide definition for LTELs and
students at risk of becoming LTELs.
 Required CDE to report the numbers for
each of the groups to each school site and
school district.

19.  *A Seal granted by the
State Department of
Education to a graduating
senior who has met the
criteria in English and
another world language
 *The Seal is placed upon
the diploma or student’s
transcript

20. State Seals of Biliteracy Issued –
 Total
10,062
 Former English Learners - 4,305
 93
School Districts, 2 County Offices, 16
Charter Schools
 29
Languages and American Sign
Language

24. Contact Information:
Xilonin Cruz-Gonzalez
California Latino School Boards Association
xilonin@gmail.com | 626-203-8731
clsba.org
Shelly Spiegel-Coleman
Californians Together
shelly@californianstogether.org

25.  Carry over of the “Weighted Student Formula”
 Based on the concept of “Subsidiarity”
 Replaces existing school finance system
 Theproposed 2013-14 state budget provides
$1.6 billion for the LCFF

26.  Removes most fund requirements and replaces
revenue limits and most categorical programs
with the LCFF
 Allcategorical program funding (with several
exceptions) are collapsed under the LCFF.
 Federally funded grants ARE NOT included in
the LCFF
 Tobe administered over a 7 years starting in
2013-14.

27.  Formula Components:
- Base Grant (per ADA) per grade spans
- K-3 ($6342), 4-6 ($6437), 7-8 ($6628), 9-12 ($7680)
- Supplemental funding for English Learners (ELs), Low
Income (LI) or Foster Youth (35% of base grant)
- Only 5 years of supplemental funding for ELs

28.  Formula Components (contd)
- Concentration Grant: Each EL/LI student above 50% of
enrollment generates an additional 35% of base grant
- Supplemental funding for K-3 and high school students (per
ADA):K-3-11.2% of base grant, High School: 2.8% of base grant
- Requires supplemental & concentration funds be spent “for a
purpose that BENEFITS ELs/LI pupils”
- Targeted Instructional Improvement Block Grant and Home-to-
School Transportation are maintained as permanent “Add Ons” to
Formula.

29.  Maximum 5 years funding for ELLs
 Supplemental funding not required to be spent
on Els
 No requirement that Supplemental funding
should not be supplanted for other purposes
 Little to no monitoring of this funding