CHAPTER 3: Program Monitoring

CHAPTER 3: Program Monitoring

Placentia Yorba Linda Unified School District (PYLUSD) strives to meet the needs of multilingual students and guides students to realize their full potential as well as become valued members of our society. Monitoring student learning and achievement, as well as using data-driven decisions to inform teaching, are all pivotal components of a strong academic program. The overarching English Learner Roadmap principles guiding this chapter are:

✔ Guiding Principle 1	Pre-schools and schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners.
Assets-Oriented and Needs-Responsive Schools

✔ Guiding Principle 2	English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency.
Intellectual Quality of Instruction and Meaningful Access

✔ Guiding Principle 3	Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems that inform instruction and continuous improvement.
Systems Conditions that Support Effectiveness

PYLUSD utilizes the terms “English learners” and “Multilingual learners” strategically: English Learner (EL) is used when referring to obligations of Title III federal funding, while Multilingual learner is used when referring to the asset-based approach the district takes for language learners. PYLUSD embraces the position that the Multilingual learner designation provides recognition of students’ home languages as assets to their education while acknowledging that learning English is one particular aspect of their education.

Multilingual Learner Program Monitoring and Interventions

Essential Questions

For the 2023-2024 school year, Six Essential Questions (adapted from Oakland Unified) will guide the district’s leadership team, principals, teachers, and support staff to gather relevant data to better understand and address the needs of ELs.

Essential Questions	Responsible Party	Metrics	Interventions When Needed
Are English learners receiving daily Designated English Language Development?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers	Summative ELPAC scores I-Ready Reading Smarter Balanced Assessments scores Performance/ Focused IABs WalkThrough - Classroom Observation Data Elementary Designated ELD Schedules Secondary Designated ELD Course Placement	Provide targeted daily language support Provide Small Group Support List School-site interventions (additional programs and supports) Provide After-School Intervention support Access to Online Resources
How well are English learners making language progress?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers	Summative ELPAC scores Reading Smarter Balanced Assessments scores Performance/ WalkThrough - Classroom Observation Data	Provide targeted daily language support Provide Small Group Support List School-site interventions (additional programs and supports) Provide After-School Intervention support Access to Online Resources
Essential Questions	Responsible Party	Metrics	Interventions When Needed
How well are English learners and Immigrant students demonstrating academic progress as compared to their English Only (EO) peers?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers	Summative ELPAC scores I-Ready Reading Smarter Balanced Assessments scores Performance/ Reports: Academic Grades WalkThrough - Classroom Observation Data	Provide targeted daily language support Provide Small Group Support List School-site interventions (additional programs and supports) Provide After-School Intervention support Access to Online Resources
Are English learners and Immigrant students attending school regularly?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers Student Services	Attendance Report Aeries Analytics Dashboard SART Attendance Letter Log	Discuss the importance of attendance during ELAC meetings to determine if distinct actions are needed Contact families Home visits Provide connectivity and devices Investigate transportation possibilities
How do suspension rates among various kinds of English learners compare with other non-English learner student groups?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers Student Services	Suspension Rates Report	Discuss importance of de-escalating techniques Contact families Home visits PBIS program Social and emotional counseling Restorative Justice Practice (RJP)
How do graduation rates of various English learners compare with non-English learner student groups?	Teacher Educational Service Instructional Coaches Principals Assistant Principals Counselors Case Managers Student Services	Graduation Rates Reports	School-site interventions (additional programs and supports) Socio-emotional support: peer groups Access to Online Resources

Proposed Steps for Planning and Delivering Interventions for ELs:

Step 1: Site Teams: Through data analysis, identify EL students in need of additional support using grade-level content and standards-based assessments.

Step 2: Site Teams: Select intervention(s) and determine intensity, frequency, and duration, as well as delivery model - small groups or one-on-one.

Implement interventions.

Step 3: Teachers: Provide students with guided and independent practice, so they demonstrate progress or mastery of new skills as evidenced through formative assessment.

Step 4: Site Teams: Re-examine data to decide on the next steps: continue, discontinue, or modify interventions.

All English learner interventions must be documented in Aeries.

Intervention Considerations & Supports for English Learners, Immigrant, and Reclassified Fluent English Proficient (RFEP) Students

Sites enrolling EL students have a dual obligation to provide a program for ELs designed to overcome language barriers and provide access to the core curriculum. (Castañeda v. Pickard 648 F.2d 989, [5th Cir. 1981]). CDE All students performing below grade level expectations should receive interventions. All interventions must be documented and include objectives for exiting the intervention. Interventions for RFEP students will be documented in Ellevation. This information is cited from the eighth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ and the U.S. Department of Justice’s Dear Colleague Letter on “English Learner Students and Limited English Proficient Parents,” published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELs under civil rights laws and other federal requirements. The Dear Colleague Letter can be found at http://www2.ed.gov/about/offices/list/ocr/ellresources.html.
Depending upon students’ responses to differentiated first instruction and to initial interventions and depending upon their particular needs, age, circumstances, and past experiences, the following practices may result in accelerating learning.
Identify students in need of additional support using grade-level content, standard-based assessment, and/or reading assessment Decide on intensity, frequency, and duration of intervention in small groups or one-on-one: Make instruction explicit, which includes explanations and teacher modeling Make instruction systematic, which includes breaking down complex skills into manageable chunks and sequencing tasks from easier to more difficult with the provision of scaffolding to control the level of difficulty Provide students with frequent opportunities to respond and practice with immediate and precise, task-specific teacher feedback Provide students with independent practice, appropriately developed so that students demonstrate mastery of new skills at a high level of success Assess and based on the data decide on the next steps: Frequency of intervention (e.g., from two days to four days a week) Length of instructional sessions (e.g., from 20 minutes to 30 minutes per session— age and engagement of the learner needs to be considered) Duration of intervention (that is, extend the period over which interventions are delivered (from 20 sessions, for example, to 40 sessions) The ratio of teachers to students by reducing group size For dually identified English learners, consult with the program specialist or counselor. For RFEP students, re-enrollment in ELD or ELD/ALD class is a possible intervention.
Additional Strategies/Interventions for All Content Areas Strategies, Accommodations, Interventions, and Modifications Resource / Proficiency Levels / Toolkit Scaffolding Academic Conversations Close Reading Collaborative Summarizing Collaborative Retell Frayer Model-Toolkit Repeated Interactive Read Aloud Sentence Deconstruction Sentence: Clause Level Strategies Text Reconstruction Write about something WIDA MODEL Speaking Rubric
Supports for All (Universal Support/Tier I)	Additional, amplified, or differentiated support for linguistically diverse learners may include . . . (Additional Supports/Tier II)	Additional, amplified, or differentiated support for students with learning disabilities or students experiencing difficulties with reading may include . . . (Intensified Supports/Tier III)
Background Knowledge: Leveraging students’ existing background knowledge	Drawing on primary language and home culture to make connections with existing background knowledge Developing students’ awareness that their background knowledge may “live” in another language or culture	Providing individual visual supports and think-aloud to aid in connecting new content to build background knowledge Engaging in activities to activate students’ relevant prior knowledge using repeated viewing of multimedia Previewing introductory materials
Comprehension Strategies: Teaching and modeling, through thinking aloud and explicit reference to strategies, how to make meaning from the text using specific reading comprehension strategies (e.g., questioning, visualizing) Providing multiple opportunities to employ earned comprehension strategies	Emphasizing a clear focus on the goal of reading as meaning-making (with fluent decoding an important skill) while ELs are still learning to communicate through English Focus on fluency and oracy Additional practice time in a small setting with Tier I strategies	Explicit modeling and discussion of strategies and opportunities for practice with guidance in meaningful contexts Ensuring ample opportunities for success
Vocabulary: Explicitly teaching vocabulary critical to understanding and development over time Explicitly teaching how to use morphology knowledge and context clues to derive the meaning of new words as they encounter them	Explicitly teaching particular cognates and developing cognate awareness Making morphological relationships between languages transparent (e. g., word endings for nouns in Spanish, –dad, -ión, -ía, -encia) that have the Eng l ish counterparts (–ty, -tion/-sion, -y, - ence/ - ency)	Integrating media to illustrate/define/explain domain-specific vocabulary ( e. g . erosion, tsunami) Planning for multiple opportunities to apply vocabulary knowledge Building from informal to formal understanding
Text Organizational and Grammatical Structures: Systematically sequencing texts and tasks so that they build upon one another Continuing to model close/analytical reading of complex texts during teacher read-alouds while also ensuring that students develop proficiency in reading complex texts themselves	Focusing on the language demands o f texts, particularly those that may be especially difficult for ELs Carefully sequencing tasks to build understanding and effective the use of the language in them	Offering texts at students’ readability levels that explain key ideas to build proficiency in reading in preparation for engaging students in more difficult text
Discussions: Engaging students in peer discussions— both brief and extended— to promote collaborative sensemaking of text and opportunities to use newly acquired vocabulary	Structuring discussions that promote equitable participation, academic discourse, and the strategic use of new grammatical structures and specific vocabulary	Strategically forming groups to best support students experiencing difficulty
Sequencing: Systematically sequencing texts and task so that they build upon one another Continuing to model close/analytical reading of complex texts during read alouds while also ensuring students develop proficiency in reading complex text themselves	Focusing on the language demands of texts Carefully sequencing tasks to build understanding and effective use of the language in them	Offering texts at students’ readability levels that explain key ideas to build proficiency in reading in preparation for engaging students in more difficult text
Rereading: Rereading the text or selected passages to look for answers to questions or to clarify points of confusion	Rereading the text to build understanding of ideas and language incrementally ( e. g ., beginning with literal comprehension questions on initial readings and moving to inferential and analytical comprehension questions on subsequent reads) Repeated exposure to rich language over time, focusing on particular language e (e. g. , different vocabulary) during each reading Additional focus on foundational skills for students who may have interrupted schooling	Strategically chunking and rereading text to maintain engagement, to construct and clarify ideas and organize them , and to provide many successful reading opportunities
Tools: Teaching students to develop outlines, charts, diagrams, graphic organizers or other tools to summarize and synthesize content Teaching students to annotate text (mark text and make notes) for specific elements (e.g., confusing vocabulary, main ideas, evidence)	Explicitly modeling how to use the outlines or graphic organizers to analyze/ discuss a model text and providing guided practice for students before they use the tools independently Using the tools as a scaffold for discussions or writing	Offering technology tools to develop outlines, charts, diagrams, graphic organizers to summarize and synthesize content Providing opportunities to collaborative (with the teacher and other peers) to develop and use tools
Writing: Teaching students to return to the text as they write a response to the text and providing them with models and feedback	Providing opportunities for students to talk about their ideas with a peer before (or after) writing Providing written language models (e. g., charts of important words or powerful sentences) Providing reference frames (e. g . , sentence and text organization frames), as appropriate	Using graphic organizers to help students organize their thoughts before writing Allowing students to express ideas with labeled drawings, diagrams, or graphic organizers

Adapted from 2014 ELA/ELD Framework, Chapter 9 - Curriculum Frameworks (CA Dept of Education)

U.S. Department of Education Guidance

CA EL Toolkit of Strategies

CA Practioners’ Guide for Educating English Learners with Disabilities

District Self-Reflection

Placentia Yorba Linda Unified School District’s leadership will complete the California English Learner Roadmap Self-Reflection Rubric Link to engage in dialogue, to assess the current status in enacting the English Learner (EL) Roadmap Principles, and to identify areas needing improvement.

PYUSD Monitoring Systems for Examining English Learner Status

Placentia Yorba Linda Unified School District uses the following digital systems to monitor student placement, as well as academic and language progress.

ELLevation is used to manage and analyze: EL course placement; and academic progress through grades; reclassification reports; and Progress Monitoring.
Aeries and Aeries Analytics assist PYLUSD staff with comparison reports using annual state assessment data and district common assessments.

Placenta Yorba Linda Unified Digital Monitoring Systems

Digital Tool	Role and Available Reports	Features for English Learners	Parent & Teacher Supports
Aeries	LEA and school-wide student management system: Tracks Enrollment Home Language Survey Creates Class Lists Special Program Rosters Creates Proficiency Reports Produces grade reports Produces ELPAC score reports Produces reclassification reports Produces reclassification monitoring reports Attendance Rate Suspension Rate	Has the capacity to track progress for individual EL students, groups of EL students, and former EL students	Live attendance Period grades Teacher contact information SBAC test scores ELPAC scores
Aeries	LEA and school-wide student management system: Produces SBA reports Produces ELPAC reports Produces grades reports Produces reports with triangulation data: Aeries Analytics Gives access to benchmark assessments data Gives access to interim assessment	Has the capacity to track progress for individual EL students, groups of EL students, and former EL students	Period grades Teacher contact information SBA test scores ELPAC
ELLevation

Adapted from English Learner Toolkit for State and Local Education Agencies

Monitoring Dually-Identified English Learners

PYLUSD identifies, monitors, and supports English Learners with disabilities. The California Practitioners’ Guide for Educating English Learners with Disabilities guides the district’s approach and reclassification procedures for English learners with disabilities, as required by Assembly Bill 278.

Dually Identified English Learners can be reclassified using the Alternative Individualized Education Program (IEP) IEP/504 Plan Reclassification Process for English Learners profile. Students who have been reclassified using the Alternative IEP/504 Reclassification Process for English Learners will be monitored for four years from the date of reclassification using the RFEP Follow-Up Monitoring Form.

PYLUSD disaggregates data from the Program Monitoring -Essential Questions previously mentioned reports to monitor and support dually identified English learners with disabilities.

Monitoring At Risk of Becoming Long-Term English Learners (AR-LTELs) and Long Term English Learners (LTELs)

English learners who have been enrolled in our district for over 4 years and have yet to reclassify as Fluent Reclassified English Proficient students (RFEPs) are placed in English Language Development (ELD)/Academic Language Development (ALD) classes in middle and high school for additional language support. The goal of these courses is to target the language needs of LTELS with the intent of Reclassification.

Monitoring English Learners' Documentation

Second language documents for students designated as English Learners--based on questions 1, 2, and/or 4 of the Home Language Survey and the results of the Initial ELPAC--should be placed in the student CUM Folder.

The following documents should be placed in the Second Language Document Folder :

Home Language Survey;
Copy of the Initial English Language Proficiency Assessments for California (ELPAC) Student Score Report;
Primary Language Assessment;
Parent Notification of Primary Language Assessment;
Parental Exception Waiver (If in place);
Reclassification Profile;
Copy of Parent Notification Letter;

8. Reclassification Follow-up Monitoring Review forms.