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Note pages- make a copy to write your notes

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Note pages- make a copy to write your notes

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2022-23 FPM Training Notetaking Guide.docx

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Compliance Monitoring for General Information and Instruments for 2022-23 

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Compliance Monitoring for General Information and Instruments for 2022-23 

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Compliance Monitoring Home | General Information | Reviews | Training | Program Instruments | CMT
Correspondence | Contact Information | Additional Federal and State Monitoring

General Information

Federal and state laws require the California Department of Education (CDE) to monitor implementation of categorical programs operated by local educational agencies (LEAs). LEAs are responsible for creating and maintaining programs which meet minimum fiscal and programmatic requirements.

LEAs are assigned to one of four cohorts: A, B, C or D. Each school year, approximately 132 LEAs are selected for review-66 LEAs from one cohort for an onsite review, and 66 LEAs from a different cohort for an online review. The LEAs are selected using established selection criteria including program size, fiscal analysis, compliance history, and continuous improvement. The Cohort Rotation Schedule by School Year demonstrates the rotation of the cohorts over a four year cycle.

FPM Review Team Leaders coordinate teams of select CDE program monitors to conduct onsite or online monitoring of the LEA using the corresponding program instruments.

LEA Cohorts (XLSX; Updated 12-Feb-2020)
This document provides monitoring cohort information for all LEAs including direct funded charters.

Cohort Rotation Schedule by School Year
This page provides information about the schedule of cohort rotation for a four year period.

Monitoring Selection Criteria
A description of the risk factors that are evaluated annually for the selection of LEAs for FPM reviews.

FPM Frequently Asked Questions
This page provides answers to frequently asked questions regarding the FPM process.

Correspondence

2020-21 Notification of LEAs Selected for Cycle A Online Monitoring (Posted 08-May-2020)
March 6, 2020: Letter to Select County and District Superintendents regarding the Cycle A LEA selection for online review in 2020-21 school year of certain state and federal categorical programs operating within the LEA.

2020-21 Notification of LEAs Selected for Cycle C Onsite Monitoring (Posted 08-May-2020)
March 6, 2020: Letter to Select County and District Superintendents regarding the Cycle C LEA selection for onsite review in 2020-21 school year of certain state and federal categorical programs operating within the LEA.

2019-20 Notification of LEAs Selected for Cycle B Onsite Monitoring (Posted 02-May-2019)
April 18, 2019: Letter to Select County and District Superintendents regarding the Cycle B LEA selection for onsite review in 2019-20 school year of certain state and federal categorical programs operating within the LEA.

2019-20 Notification of LEAs Selected for Cycle D Online Monitoring (Posted 02-May-2019)
April 18, 2019: Letter to Select County and District Superintendents regarding the Cycle D LEA selection for online review in 2019-20 school year of certain state and federal categorical programs operating within the LEA.

Reviews

LEAs Selected for Reviews

This is the list of LEAs by county-district-school code selected for an onsite or online review.

2020-21 School Year

2020-21 LEAs Selected for Cycle C Onsite Reviews
2020-21 LEAs Selected for Cycle A Online Reviews

2019-20 School Year

2019-20 LEAs Selected for Cycle B Onsite Reviews
2019-20 LEAs Selected for Cycle D Online Reviews

Resolution of Findings

Within 45 calendar days after the date of the Notification of Findings (NOF), the LEA must resolve each finding by providing resolution documents in the CDE Monitoring Tool (CMT). The LEA may use the resolution process in CMT to request a Resolution Agreement to extend the resolution period beyond the due date on the NOF. CDE Program Reviewers approve or deny Resolution Agreement requests.

The Resolution Agreement period should allow for reasonable time to resolve findings but cannot exceed 225 calendar days from the last day of the review.

Unresolved FPM Findings

Unresolved FPM Findings (Updated 04-Dec-2020)
This document lists by region and local educational agency the unresolved, non-compliant program instrument items over 225 calendar days. The CMT will reflect the most current status of these non-compliant items.

For information related to the non-compliant items, please contact the assigned Review Team Leader or appropriate participating program.

Training

Information related to FPM training.

CDE Monitoring Tool (CMT)

CDE Monitoring Tool (CMT) Webinar Training for Agencies (Video; 45:48)
Recorded presentation of CDE Monitoring Tool (CMT) Agency Hands-On Webinar Training uploaded on December 30, 2019.

CDE Monitoring Tool (CMT) Agency User Manual (DOCX; Posted 10-Jan-2018)
A guide to provide agency CMT users with the knowledge needed to use the tool.

Local Educational Agency Training

The CDE offers training to assist LEAs in understanding the overall FPM process and the requirements of each program instrument on a semi-annual basis. In 2020-21, LEAs who were scheduled for a review during September 2020 through January 2021 were invited to a training in late July 2020, conducted remotely. LEAs scheduled for a review February through June 2021 will be invited to a similar training to take place in December 2020.

Please see below for additional links to program-specific FPM resources:

FPM Review Timeline Presentation for LEA Coordinators (Video; 22:21)
This session is for FPM Review Coordinators for School Districts. It has been designed specifically to address the needs of LEAs that will be undergoing a review in 2020-2021.

English Learner FPM Training Resources for 2020-21
Presentations and resources provided by the Technical Assistance and Monitoring Office (TAMO).

Evidence-Based Title I Funded Program Evaluation Presentation(PPTX)
This presentation highlights the requirements for the local educational agency (LEA) and schoolsite council (SSC) to evaluate Title I funded programs. (Slides only, no video)

Introduction to Compensatory Education (CE) Monitoring Presentation (Video; 1:38:03)
This session is intended for local educational agencies (LEAs) that have been identified for a Compensatory Education (CE) Federal Program Monitoring (FPM) review for the 2020-2021 school year.

Neglected, Delinquent, or At-Risk Youth (NorD) Presentation (Video; 51:28)
This session is intended for local educational agencies (LEAs) that have been identified for a Neglected or Delinquent (NorD) Federal Program Monitoring (FPM) review for the 2020-2021 school year.

School Support and Improvement (SSI) Instrument Presentation (Video; 13:37)
This recorded presentation is intended for local educational agencies (LEAs) that have schools identified for school support under the Every Student Succeeds Act (ESSA), namely Comprehensive Support and Improvement and Additional Targeted Support and Improvement.

Program Instruments

Each program's instrument contains federal and state legal requirements organized into statutory core items and supporting items arranged under seven general CDE dimensions. FPM team members use program instruments to determine whether an LEA is meeting the requirements of each item.

Program instruments are developed and reviewed by the CDE on an annual basis and may change from year to year to respond to changes in federal or state law, regulations, or controlling judicial decisions.

Prior year program instruments are available by request to the FPM Office at fpmoffice@cde.ca.gov.

Current Year Program Instruments

2020-21 Program Instruments
This page provides links to the 2020-21 Program Instruments for the programs participating in FPM reviews.

2019-20 Program Instruments
This page provides links to the 2019-20 Program Instruments for the programs participating in FPM reviews.

CDE Monitoring Tool (CMT)

The CMT is a web-based tool developed by the CDE to facilitate the monitoring of LEAs.

For additional information regarding the California Department of Education's use of CMT, please visit the CMT web page.

Additional Federal and State Monitoring

The Additional Federal and State Monitoring page provides information related to the monitoring of LEAs and non-LEAs for programs outside the scope of the FPM process.

Contact Information

Review Team Leader Assignments
Contact information for Review Team Leaders and regional assignments.

FPM Participating Programs
Contact information for CDE programs participating in monitoring reviews.

County Office of Education Monitoring Leads
Contact, meeting, and training information for County Office of Education Monitoring Leads (COE Leads).

Last Reviewed: Friday, December 11, 2020

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Compliance Monitoring Home | General Information | Reviews | Training | Program Instruments | CMT Correspondence | Contact Information | Additional Federal and State Monitoring Federal and state laws require the California Department of Education (CDE) to monitor implementation of categorical programs operated by local educational agencies (LEAs).

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Education Programs Consultant

Technical Assistance and Monitoring Office

Multilingual Support Division

Phone: 916-319-0704

GDlamini@cde.ca.gov

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"I want to be the best lemonade maker in the land."

Let's leave that there for a second. I promise we'll come back to it but there is an important question I want to answer first: Why focus on the positive? Before I tell you why I think we should all practice positivity, I'm going to let an expert, University of Michigan professor B.L. Fredrikson, tell you why:

People should cultivate positive emotions in their own lives and in the lives of those around them, not just because doing so makes them feel good in the moment, but also because doing so transforms people for the better and sets them on paths toward flourishing and healthy longevity.

Whoa! A lot to unpack there. But essentially positivity is good for you in more ways than one and good for those around you. Personally, I see positivity as a life hack... a real world cheat code... perhaps the most natural superpower. I started Focus on the Positive because I, too, see the helplessness felt by our society that Dr. Joy Johnson referred to. How many times have you heard a friend say, " It doesn't matter what I do!" or more commonly, " What's the point?" (Nails on a chalkboard moment!!)

As my good friend Jordan M. wrote, in those moments of hopelessness or adversity, we have a choice to Make:

It has been my experience that option A (positivity) leads to more personal and professional happiness and opportunity. I know what you're thinking: " Focus on the Positive... ha! Sounds greats in theory but..." In a more practical sense, I want you to consider what is in your control in the moment. First and mostly importantly, your attitude! YOU have the option to pick positivity. Secondly, YOU have to objectively step back and identify what action you can take ( or not take). BREAKING NEWS: YOU ALWAYS HAVE OPTIONS. They may not always be great but you have them. I implore you to look back in history. Let's take the civil rights movement as an example. Despite almost insurmountable odds, the great leaders of the movement championed on! I would never argue that our civil rights heroes were positive or optimistic all the time. However, I would argue that they were hopeful and optimistic when it was needed most.

In the first ever Focus on the Positive blog, Cindy Abbot spoke of the 10-feet-a-time approach - "Don't worry about that mountain so high in the sky, just focus on the 10 feet in front of you." IT WORKS. In my last semester, I had to come up with $10,000 in tuition fees to finish my bachelor's degree... for a moment, all I could see was the top of the mountain. But, I started with the feet in front of me, kept looking for a solution and an opportunity presented itself that allowed me finish on time. That would not have happened had I chosen option B. Several years ago I wanted to change careers and 30+ applications later, I hadn't heard from any of the places I had applied... ( Again) for a moment, all I could see was the growing folder of unanswered applications. But, I made the choice to keep trying and improving my application until eventually, I got an interview and got the job. (Funny story - that week I actually got two interviews several hours apart in the same building.)

So going back to the lemonade: I want to be the best lemonade maker in the land. My 30 years have taught me life will give you lemons. Of course, I want things to always go smoothly but I'm realistic and know they won't. But, I practice positivity for when they really don't go according to plan. I believe the faster and better I can make that 'lemonade,' the better my life and outcomes will be.

Here's some of the ways I focus on the positive everyday:

I start my day with a series of wins. Waking up for my alarm-win. Making it to the gym-win. Completing my workout-WIN. Then I go for another and another. These micro wins build up throughout the day. Part of overcoming adversity involves reminding yourself what you are capable of.

I practice positive anticipation. This means I expect that things will go right. I anticipate that a solution will present itself. Siah Gaye Jr. said it best: When things aren't going right, simply declare that it can only get better from here and then expect it.

I try to consume things that help me stay positive. Books, music, articles, art... really anything that has a positive, uplifting message. Reading the blogs posts from our contributors and watching the vlog inspires me. There's a lot of noise nowadays and half the challenge is tuning it out.

Lastly, I try my best to practice gratitude constantly. I truly think gratitude is another life hack. If you can find something to be thankful for even in the toughest situations, it will give you valuable perspective.

Thank you for reading and for checking FOTP!
~ Geqigula

PS: I'd love to hear how you stay focused on the positive. Feel free to leave a comment or subscribe if you would like to see more in the future.

"I want to be the best lemonade maker in the land."

Let's leave that there for a second. I promise we'll come back to it but there is an important question I want to answer first: Why focus on the positive? Before I tell you why I think we should all practice positivity, I'm going to let an expert, University of Michigan professor B.L. Fredrikson, tell you why:

People should cultivate positive emotions in their own lives and in the lives of those around them, not just because doing so makes them feel good in the moment, but also because doing so transforms people for the better and sets them on paths toward flourishing and healthy longevity.

Whoa! A lot to unpack there. But essentially positivity is good for you in more ways than one and good for those around you. Personally, I see positivity as a life hack... a real world cheat code... perhaps the most natural superpower. I started Focus on the Positive because I, too, see the helplessness felt by our society that Dr. Joy Johnson referred to. How many times have you heard a friend say, " It doesn't matter what I do!" or more commonly, " What's the point?" (Nails on a chalkboard moment!!)

As my good friend Jordan M. wrote, in those moments of hopelessness or adversity, we have a choice to Make:

It has been my experience that option A (positivity) leads to more personal and professional happiness and opportunity. I know what you're thinking: " Focus on the Positive... ha! Sounds greats in theory but..." In a more practical sense, I want you to consider what is in your control in the moment. First and mostly importantly, your attitude! YOU have the option to pick positivity. Secondly, YOU have to objectively step back and identify what action you can take ( or not take). BREAKING NEWS: YOU ALWAYS HAVE OPTIONS. They may not always be great but you have them. I implore you to look back in history. Let's take the civil rights movement as an example. Despite almost insurmountable odds, the great leaders of the movement championed on! I would never argue that our civil rights heroes were positive or optimistic all the time. However, I would argue that they were hopeful and optimistic when it was needed most.

In the first ever Focus on the Positive blog, Cindy Abbot spoke of the 10-feet-a-time approach - "Don't worry about that mountain so high in the sky, just focus on the 10 feet in front of you." IT WORKS. In my last semester, I had to come up with $10,000 in tuition fees to finish my bachelor's degree... for a moment, all I could see was the top of the mountain. But, I started with the feet in front of me, kept looking for a solution and an opportunity presented itself that allowed me finish on time. That would not have happened had I chosen option B. Several years ago I wanted to change careers and 30+ applications later, I hadn't heard from any of the places I had applied... ( Again) for a moment, all I could see was the growing folder of unanswered applications. But, I made the choice to keep trying and improving my application until eventually, I got an interview and got the job. (Funny story - that week I actually got two interviews several hours apart in the same building.)

So going back to the lemonade: I want to be the best lemonade maker in the land. My 30 years have taught me life will give you lemons. Of course, I want things to always go smoothly but I'm realistic and know they won't. But, I practice positivity for when they really don't go according to plan. I believe the faster and better I can make that 'lemonade,' the better my life and outcomes will be.

Here's some of the ways I focus on the positive everyday:

I start my day with a series of wins. Waking up for my alarm-win. Making it to the gym-win. Completing my workout-WIN. Then I go for another and another. These micro wins build up throughout the day. Part of overcoming adversity involves reminding yourself what you are capable of.

I practice positive anticipation. This means I expect that things will go right. I anticipate that a solution will present itself. Siah Gaye Jr. said it best: When things aren't going right, simply declare that it can only get better from here and then expect it.

I try to consume things that help me stay positive. Books, music, articles, art... really anything that has a positive, uplifting message. Reading the blogs posts from our contributors and watching the vlog inspires me. There's a lot of noise nowadays and half the challenge is tuning it out.

Lastly, I try my best to practice gratitude constantly. I truly think gratitude is another life hack. If you can find something to be thankful for even in the toughest situations, it will give you valuable perspective.

Thank you for reading and for checking FOTP!
~ Geqigula

PS: I'd love to hear how you stay focused on the positive. Feel free to leave a comment or subscribe if you would like to see more in the future.

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Focus On The Positive with Geqigula Dlamini - Focus On The Positive

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"I want to be the best lemonade maker in the land." Let's leave that there for a second. I promise we'll come back to it but there is an important question I want to answer first: Why focus on the positive?

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i.   Children who are economically disadvantaged, children with disabilities, migrant children, and English learners (ELs) are eligible for services under Title I, Part A on the same basis as other children selected to receive services. (20 U.S.C. Section 6315[c][2][A])

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Education Administrator
Office: (916) 319-0324

TIMSO main office: 916 319-0854

E-mail: mmoton@cde.ca.gov

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https://cde.app.box.com/v/fpmtraining2223/folder/166858697389

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Sample from Wasco Elementary: How to organize for the review

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Sample from Wasco Elementary: How to organize for the review

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How to organize for the review

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Technical Assistance & Monitoring Office (TAMO) English Learner Support Division (ELSD)

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Technical Assistance & Monitoring Office (TAMO) English Learner Support Division (ELSD)

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The Technical Assistance and Monitoring Office (TAMO) provides monitoring and technical assistance to local educational agencies (LEAs) to ensure that English learners, including immigrant and migrant students, acquire full proficiency in English as rapidly and effectively as possible, and that English learners meet state standards for academic achievement.

English Learner Data and Services in the California Pupil Achievement Data System Webinar (Video; 19:58)
English Learner Data and Services in the California Pupil Achievement Data System Presentation Slides (PDF; 2MB)
Webinar and presentation slides designed to improve data integrity with reporting services to English learners, including but not limited to, teacher EL authorization and course codes.

English Learner Federal Program Monitoring Instrument

The English Learner program instrument comprises federal and state requirements and requests for evidence that may be used to demonstrate compliance during the Federal Program Monitoring (FPM) process.
English Learner Program Instrument for 2020-21(DOCX)
English Learner Program Instrument for 2019-20(DOCX)

English Learner FPM Training

English Learner FPM Training Presentation for 2020-21

English Learner FPM Training for 2020-21 Presentation Slides (PPTX)
This presentation is intended to be a resource for LEAs with an FPM review and should be utilized in conjunction with the 2020-21 EL instrument.

California English Learners and Title III of the Every Student Succeeds Act (ESSA) Training (Video; 25:12)
California English Learners and Title III of the Every Student Succeeds Act Presentation Slides (PDF)
This presentation provides an overview of the Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act as amended by the ESSA released on September 23, 2016, from the U.S. Department of Education. The training webinar will also provide clarification on some issues, and policy or programmatic recommendations.

Migrant Education FPM Instrument

The Migrant Education program instrument comprises federal and state requirements and requests for evidence used to demonstrate compliance during the FPM process.
Migrant Education Program Instrument for 2020-21 (DOCX)
Migrant Education Program Instrument for 2019-20 (DOCX)

Migrant Education FPM Training

The Migrant Education FPM training will take place on July 30, 2020, via teleconference. Details will be sent out from the FPM Office.

Migrant Education FPM Training Presentation for 2020-21

Migrant Education FPM Training for 2020-21 Presentation Slides (PPTX)
This presentation is intended to be a resource for LEAs with an FPM review and should be utilized in conjunction with the 2020-21 Migrant Education Program instrument.

English Learner Parent Advisory Committees

School and district level committees comprised of parents, staff, and community members specifically designated to advise school officials on English Learner programs and services.

English Language Development

Designated and Integrated English Language Development
This letter reminds LEAs of the obligations to provide designated and integrated English language development (ELD) for English learners (ELs).

English Language Development Standards
Required by California Education Code (EC) Section 60811. The CA ELD Standards define the progression of language acquisition through three stages of proficiency and recognize that the student's native language plays an important role in learning English.

ELA/ELD Framework
The California State Board of Education adopted the English Language Arts/English Language Development Framework on July 19, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers to support implementing California's content standards.

Resources

Forms
Samples of commonly used English Learner program documents that may be used by an LEA.

Legal Resources
Collection of often cross-referenced legal documents, which have defined English learner access rights to educational services. It is supplemented with various federal Web sites related to civil rights and sources to find specific laws.

Parental Notification Translation Requirement

California Education Code Section 48985.5 requires the California Department of Education to notify county and district superintendents annually when 15 percent or more of students enrolled in a public school speak a single primary language other than English. These schools must provide all notices, reports, statements, or records sent to a parent of such students in English and the home language.

Technical Assistance and Monitoring Office Staff

Ron Addington, Education Programs Consultant

916-319-0228

Elisa Ayala, Education Programs Consultant

916-319-0320

Unity Love, Education Programs Consultant

916-322-3032

Stephanie Woo, Education Programs Consultant

916-323-1025

Questions: Technical Assistance and Monitoring Office | TAMO@cde.ca.gov | 916-319-0845

Last Reviewed: Wednesday, July 22, 2020

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The Technical Assistance and Monitoring Office (TAMO) provides monitoring and technical assistance to local educational agencies (LEAs) to ensure that English learners, including immigrant and migrant students, acquire full proficiency in English as rapidly and effectively as possible, and that English learners meet state standards for academic achievement.

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CE 07: Notices in Parents' Primary Languages

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CE 07: Notices in Parents' Primary Languages

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The CDE DataQuest web page provides a report of districts and schools that meet the 15 percent language group requirement for translation of parental notifications (Education Code Section 48985).

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DataQuest - Educational Demographic reports - select additional parameters

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Welcome to DataQuest - find facts about California's public schools fast!

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CE 08: Parental Notification of Teacher Qualifications

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CE 08: Parental Notification of Teacher Qualifications

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CE 09: Parental Notification of English Learner Status

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CE 09: Parental Notification of English Learner Status

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Information and resources from the California Department of Education about the Parent Notification forms.

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Title I, Part A Monitoring and Support Office (TIMSO)

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Title I, Part A Monitoring and Support Office (TIMSO)

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https://www.cde.ca.gov/sp/sw/t1/timso.asp

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Monitoring and Support Overview

The California Department of Education (CDE) is responsible for conducting compliance monitoring for local educational agencies (LEAs) and their school sites participating in the Title I, Part A program, also named as the Compensatory Education (CE) program, as well as for LEAs with schools identified for school improvement under the Every Student Succeeds Act (ESSA) under the School Support and Improvement (SSI) monitoring program. Additionally, the CDE provides focused compliance technical assistance and support for those LEAs selected to be reviewed for Federal Program Monitoring (FPM).

If you would like to receive updates regarding Title I Monitoring and Support via email notification, subscribe to the Title I Monitoring and Support Office (TIMSO) listserv by sending a "blank" message to join-TIMSO@mlist.cde.ca.gov. (To unsubscribe, send a "blank" message to unsubscribe-TIMSO@mlist.cde.ca.gov.)

Compliance Monitoring

Through the FPM process, the CDE annually monitors a select number of LEAs and associated school sites for compliance with federal statutes regarding the CE program. The FPM process also includes monitoring of a select number of LEAs with schools identified for school improvement under ESSA, including those identified for Comprehensive Support and Improvement (CSI), Targeted Support and Improvement (TSI), and Additional Targeted Support and Improvement (ATSI). The LEAs and associated school sites to be reviewed are determined annually and released in a listing published on CDE's Compliance Monitoring web page.

As explained in that web page, there are currently 11 FPM monitoring regions with Review Team Leaders (RTLs) and county office of education (COE) monitoring leads assigned to these regions. The RTLs oversee the FPM monitoring teams, and the COE monitoring leads provide compliance guidance to the LEAs over all federal program areas. The CDE also has several Title I program reviewers assigned to these regions that focus strictly on reviewing for compliance with the codes and regulations stipulated by Title I, Part A in addition to providing training and other compliance technical support to LEAs. To learn more about which counties are in each of these regions, please go to the CDE's web page Review Team Leader Assignments.

Training and Other Technical Support

The CDE provides compliance support through a variety of methods, including annual training workshops facilitated by the Federal Program Monitoring Office, localized training workshops and compliance technical assistance.

Training Workshops

The CDE provides annual training to assist LEAs in understanding the overall FPM process and the requirements of the CE and the SSI instruments. In support of these programs, the CDE has made available for online viewing the video presentations from the most recent trainings at Compliance Monitoring Training. These presentations and supporting documents have been produced to help LEA staff understand the CE and SSI monitoring instrument items and know how to prepare for their reviews.

Localized Training Workshops

In addition to the training described above, the CDE coordinates with LEAs as requested on a case-by-case basis to conduct more localized training sessions during the FPM year, where an emphasis can be applied to more localized compliance issues. For the purpose of facilitating these requests please contact the number at the bottom of this page.

Compliance Technical Assistance

If you have a question about an upcoming or ongoing FPM review pertaining to either the CE or SSI programs, please consult the contact information table shown below to find out which Title I program reviewer answers FPM compliance questions for your region. If your region is currently unassigned and shows as To Be Determined, please contact the office listed at the bottom of this web page.

Other Resources

The following list of CDE web pages provide additional resources on the federal Title I Part A and Part D education programs, regulations and guidance.

Title I, Part A
A CDE web page with information and links to topics and documents pertaining to the Title I program, such as Authorized Use of Funds, Carryover and Waivers, Comparability of Services, LEA Plan Provisions, School Allocations, Schoolwide Programs and Targeted Assistance Programs.

School Support
A CDE web page with information and links pertaining to schools identified for school improvement under ESSA, including those identified for CSI, TSI, and ATSI.

Title I, Part D
A CDE web page with information and links pertaining to the Title I, Part D program designed to serve the educational needs of children and youth residing in local correctional facilities, or attending community day programs for delinquent children and youth.

Every Student Succeeds Act
A CDE web page with information regarding California's plan to implement the federal ESSA, as well as links to other CDE and U.S. Department of Education sites and documents pertaining to ESSA.

Audits & Investigations Division
A CDE web page with links to the following: resources for external auditors and contracting agencies for completing annual audits of various education-related programs; guidance to LEA fiscal officials regarding federal administrative requirements on interest earned on advances of federal program funds; and information on the State Leadership Accountability Act.

Parent Notification
A CDE web page with information and resources about the annual Parent Notification forms and letter templates that LEAs may use for informing parents of their child's identification as an English learner. These letter templates provide all the required information to meet Federal Title I or Title III requirements.

Questions: Title I Monitoring and Support Office | TIMSO@cde.ca.gov | 916-319-0854

Last Reviewed: Tuesday, June 7, 2022

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The California Department of Education (CDE) is responsible for conducting compliance monitoring for local educational agencies (LEAs) and their school sites participating in the Title I, Part A program, also named as the Compensatory Education (CE) program, as well as for LEAs with schools identified for school improvement under the Every Student Succeeds Act (ESSA) under the School Support and Improvement (SSI) monitoring program.

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EL Data and Services &  CALPADS Reporting 

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EL Data and Services &  CALPADS Reporting 

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Submitting English Learner Instructional Services Data to California Longitudinal Pupil Achievement Data System (CALPADS)

LEAs are required to populate Field 9.20-Education Service Code on the CRSE for any course section in which an English Learner (EL) student is enrolled. LEAs that fail to populate this field for at least one course in which an EL student is enrolled will receive a fatal error for Certification Validation Rule (CVR) CERT063-EL Student Reported for Whom No Education Service Code is Indicated. LEAs will not be able to certify their Fall 2 submission until this error has been corrected.

LEAs must populate Field 9.20 with one of the following Education Service Codes:

Education Service English Learners

This course section provides primary language instruction and integrated and designated ELD. Primary language instruction is an approach used to teach academic courses in and through a language other than English. The curriculum must be equivalent to that provided to fluent English proficient and native speakers of English. Integrated ELD is instruction in which teachers of English learners use the state-adopted ELD standards in tandem with the state-adopted academic content standards to ensure that all English learners have meaningful access to grade level curricula in all content areas. Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. Instruction and services in this course section must be provided by a teacher with an appropriate EL authorization.

Education Service English Learners

Designated and Integrated ELD Instruction but not Primary Language Instruction

This course section provides integrated and designated ELD instruction but not Primary Language Instruction. Integrated ELD is instruction in which teachers with English learners in their classrooms use the state-adopted ELD standards in tandem with the state-adopted academic content standards to ensure that all English learners have meaningful access to grade level curricula in all content areas. Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. Instruction and services in this course section must be provided by a teacher with an appropriate EL authorization.

LEAs should review Certification Report 2.4- EL Education Services- Student Count Unduplicated. If this report displays that there are EL students that are missing the Education Service Code, the LEA will not be able to certify their Fall 2 submission. LEAs should use supporting report 2.7- EL Education Services- Student List to identify the students for whom no EL education services are reported. To correct the error, LEAs should:

Check that the student's English Language Acquisition Status (ELAS) is correct. If the student is not an English learner, correct the ELAS data for the student using the Student English Language Acquisition (SELA) file.

Check that the student is or is not receiving services. If the student is receiving services, either submit the student's Student Course Section record for the Course Section in which the student is receiving services, or correct the Course Section record by populating field 9.20 with the appropriate Education Service Code being provided in the course section. If the student is not receiving services, populate field 9.20 for the courses the student is enrolled in with Education Service Code "5"-No English Learner Services.

Report 2.4 and the EL Instructional Services codes will also be covered in training sessions provided by the Fiscal Crisis Management and Assistance Team/California School Information Services (FCMAT/CSIS) as part of Fall 2 training. LEAs will be notified when the Fall 2 training schedule and materials have been updated on the FCMAT/CSIS website.

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Wednesday, August 18, 2021

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English Learner Instructional Services Data

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LEAs are required to populate Field 9.20-Education Service Code on the CRSE for any course section in which an English Learner (EL) student is enrolled. LEAs that fail to populate this field for at least one course in which an EL student is enrolled will receive a fatal error for Certification Validation Rule (CVR) CERT063-EL Student Reported for Whom No Education Service Code is Indicated.

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SCOE Title I  III TA on 09132022-MM_FINAL

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California Title I Webinar Workshop Series - Registration is Now Open!

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FPM Title I and Title III 2022-23 Regional Training September 13, 2022 1 1

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Write your questions/comments.

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2022 FPM Title III and Title I Questions 

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Overview

The Multilingual Support Division publishes two newsletters: the Multilingual Updates Newsletter and the Multilingual Parent Newsletter.

The Multilingual Updates Newsletter provides local educational agencies with information and updates on resources and guidance for supporting the English learners and multilingual learners they serve.

The Multilingual Parent Newsletter provides parents, families, and caregivers with information and resources to support the children they care for, from early childhood through grade 12. This newsletter is available in English, Spanish, Arabic, Chinese (simplified and traditional), and Vietnamese.

These newsletters are normally published quarterly. During the beginning of the COVID-19 pandemic, these newsletters were published weekly, then monthly, and finally every-other-month to keep educators and families up to date with the latest information.

Listserv Subscription Information

To receive these newsletters and other information and updates from the Multilingual Support Division, subscribe to the listserv by sending a blank email to join-multilingual-support-division-updates@mlist.cde.ca.gov.

Newsletters

September 2023
Multilingual Updates Newsletter Issue 30: September 2023 (PDF)
June 2023
Multilingual Updates Newsletter Issue 29: June 2023 (PDF)
March 2023
Multilingual Updates Newsletter Issue 28: March 2023 (PDF)
Questions: Multilingual Support Division | MSD@cde.ca.gov | 916-319-0938

Last Reviewed: Thursday, September 14, 2023

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The Multilingual Updates and Multilingual Parent Newsletters contain the latest information and resources regarding English learner and multilingual education from the California Department of Education Multilingual Support Division.

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We are required to provide a Structured English Immersion (SEI) program option. If you choose this option your child will be placed in a classroom that uses mostly English for instruction. (Refer to the description of program options and goals below.)
[Note to District: Insert all language acquisition programs provided.]
[e.g. Our school(s) also offer a Developmental Bilingual program that you may choose for your child. If you choose this option your child will be placed in a classroom that uses English and another language for instruction. (Refer to the description of program options and goals below.).]

Requesting a Language Acquisition Program

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and provides instruction to English learners based on the state-adopted academic content standards, including English language development (ELD) standards. ( EC Section 306[c])

Description of Program Options and Goals for English Learners
[District modifies the language acquisition program description, according to the program options provided.]
A description of the language acquisition programs provided in the [insert district name] are listed below. Please select the program that best suits your child.

Structured English Immersion (SEI) Program: A language acquisition program for English learners in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. At minimum, students are offered ELD and access to grade level academic subject matter content.

Dual-Language Immersion (DLI) Program: Also referred to as Two-Way Immersion. A language acquisition program that provides language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. This program begins in Transitional Kindergarten/Kindergarten (TK/K) and continues to sixth grade.

Transitional Bilingual Program: A language acquisition program for English learners that provides instruction to pupils utilizing English and a pupil's native language for literacy and academic instruction, enabling an English learner to achieve English proficiency and meet state-adopted academic achievement goals. This program begins in TK/K and continues to third grade where students transition to instruction all in English.

Developmental Bilingual Program: Language acquisition program for English learners that provides instruction to pupils utilizing English and a pupil's native language for literacy and academic instruction, enabling an English learner to achieve language proficiency and meet state academic achievement goals. This program begins in TK/K and continues with the goal of biliteracy to sixth grade.

Heritage Language Program: Language acquisition program for English learners that provides instruction to pupils utilizing English and a pupil's native language for literacy and academic instruction, enabling non-English speakers or students who have weak literacy skills in their native language to achieve language proficiency and meet academic achievement goals. This program is designed for grades 6-8 and 9-12.

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. ( EC Section 310[a])

Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact [insert district contact name and information] to ask about the process.

Parents of English learners have a right to decline or opt their children out of the school district's language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6318[c][A][vii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time.

¹ Districts should edit (add, delete, etc.) to reflect programs offered

² SEI must be included as an option for English learner program placement

³ This language must be included in this letter or another parent resource (i.e. parent handbook)

4 This process must be articulated and documented per EC Section 52062(a)(2)

⁵ See Ch. 7 (p. 6) of the U.S. Department of Education Toolkit for the Sample Opt-Out letter

Questions: Language Policy & Leadership Office | 916-319-0845

Last Reviewed: Friday, May 17, 2019

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We are required to provide a Structured English Immersion (SEI) program option. If you choose this option your child will be placed in a classroom that uses mostly English for instruction. (Refer to the description of program options and goals below.) [Note to District: Insert all language acquisition programs provided.]

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Initial Parent Notification Letter- translated templates

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Initial Parent Notification Letter- translated templates

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Clearinghouse for Multilingual Documents (CMD)

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Home Language Survey

Pursuant to California Code of Regulations, Title 5, Section 11518.5 (a), a local educational agency (LEA) shall conduct a parent or guardian survey in writing to identify whether the primary or native language of their pupil is a language other than English. These sample forms are designed to assist with this process:

State Test of English Language Proficiency (ELP)

Information about the Initial English Language Proficiency Assessments for California (ELPAC), California's statewide test for English language proficiency administered by LEAs to eligible students in kindergarten through grade twelve, as required by Education Code ( EC) sections 313 and 60810 and Titles I and III of the Elementary and Secondary Education Act (ESEA).

Initial ELPAC
The Initial ELPAC is the required state test for ELP that is given to students whose primary language is a language other than English.

Summative ELPAC
The purpose of the Summative ELPAC is to measure progress toward English proficiency and to help determine if a student is ready to be reclassified. This is important to ensure that students continue to receive the support they need to do well in school.

Alternate ELPAC
The Alternate ELPAC will replace all locally determined alternate assessments and provide a consistent, standardized measurement of ELP across the state for students with the most unique needs.

Each LEA using funds under Titles I or III to provide a language instruction educational program as determined under Title III shall, not later than 30 days after the beginning of the school year, inform parents of an English learner identified for participation or participating in such a program (20 United States Code, Section 6312).

Sample Initial Parent Notification

This letter is a sample initial notification for the 2023-24 school years, to inform parents of their child's identification as an English learner or initially fluent-English proficient student, upon entering a California school for the first time, and provide all the required information to meet Federal Title I or Title III requirements.

Sample Initial Parent Notification(DOCX; Updated Jun-2023)
Available Translations of the Sample Initial Parent Notification

Sample Annual Parent Notification

This letter is a sample annual notification for the 2023-24 school years, to inform parents of their child's continued identification as an English learner in a California school, and provide all the required information to meet Federal Title I or Title III requirements.

Sample Annual Parent Notification(DOCX; Updated Jun-2023)
Available Translations of the Sample Annual Parent Notification

Sample Initial Alternate ELPAC Parent Notification

This letter is a sample initial Alternate ELPAC notification for the 2023-24 school year, to inform parents of their child's identification as an English learner or initially fluent-English proficient student, upon entering a California school for the first time, and provide all the required information to meet Federal Title I or Title III requirements.

Sample Initial Alternate ELPAC Parent Notification (DOCX; Updated Jun-2023)
Available Translations of the Sample Initial Alternate ELPAC Parent Notification

Sample Annual Alternate ELPAC Parent Notification

This letter is a sample annual Alternate ELPAC notification for the 2023-24 school year to inform parents of their child's continued identification as an English learner in a California school, and provide all the required information to meet Federal Title I or Title III requirements.

Sample Annual Alternate ELPAC Parent Notification (DOCX; Updated Jun-2023)
Available Translations of the Sample Annual Alternate ELPAC Parent Notification

DataQuest "15% or Above" Report
The California Department of Education DataQuest web page provides a report of districts and schools that meet the 15 percent language group requirement for translation of parental notifications ( EC Section 48985).

Questions: Language Policy and Leadership Office | 916-319-0845

Last Reviewed: Thursday, June 29, 2023

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Identification & Parent Notification Requirements - Title III (CA Dept of Education)

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Information, letter templates, & other resources to assist local educational agencies regarding identification & parent notification requirements once a student has been identified as an English learner or initially fluent-English proficient student.

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Annual Parent Notification Letter -translated templates

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Annual Parent Notification Letter -translated templates

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Clearinghouse for Multilingual Documents (CMD)

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United States Department Of Education: Dear Colleague Letter: Reminder of Legal Obligations to English Learners-includes guidance

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United States Department Of Education: Dear Colleague Letter: Reminder of Legal Obligations to English Learners-includes guidance

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Legal Obligations to English Learners and CALPADS

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Dear Select County and District Superintendents and Charter School Administrators: The California Department of Education (CDE) is committed to the goal that all English learner (EL) students receive appropriate instruction and services. As part of the settlement of a lawsuit involving ELs, D.J., et al. v.

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To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) -
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date: September 25, 2019

Subject: CALPADS Update FLASH #163

Reporting Multilingual and English Learner Programs

This FLASH summarizes how local educational agencies (LEAs) will report multilingual and English learner programs in 2019-20.This information was provided in the April 2019 CALPADS Information Meeting (CIM), in various training sessions, and in communications from the California Department of Education's (CDE's) Language Policy and Leadership program office.

In November 2016, California voters approved Proposition 58, also known as CA Ed.G.E. (California Education for a Global Economy, pronounced California "Edge"). The purpose of this initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and research-based language programs that prepare them to fully participate in a global economy.

More information on the CA Ed.G.E. Initiative, including links to the law and regulations, can be found on the CDE CA Education for a Global Economy Initiative web page at: https://www.cde.ca.gov/sp/el/er/caedge.asp. Further information is provided in the CA Ed.G.E. Initiative Handbook for School Districts and County Offices of Education, available on the CDE website here: https://www.cde.ca.gov/sp/el/er/documents/edgehandbook.pdf

New Language Instruction Program Codes for Native and Non-Native English Speakers

Reflecting the policy direction of CA Ed.G.E., the CDE has developed a comprehensive list of language instruction programs (LIPs) for English learners seeking English language acquisition, students seeking proficiency in one or more languages in addition to English, and students participating in programs designed to develop English language proficiency and meet the academic and transitional needs of newly arrived immigrants or "newcomers."

LEAs may now report student participation in LIPs for both native and non-native English speakers by submitting Education Program records on the Student Program (SPRG) file using the following codes:

New Education Program Code

Name of New Education Program Code

LEAs should refer to the CALPADS Code Sets for the definitions of these programs.

Reporting English Learner Participation in Language Acquisition Programs

Previously, LEAs reported English learner participation in English language acquisition programs by "course" and not by student. Specifically, LEAs reported in Field 9.22 - Instructional Strategy Code on the Course Section (CRSE) file, the English language acquisition instructional strategy being used to instruct English learner (EL) students enrolled in that course. LEAs will no longer report this data by course, and will instead report this data by student in the SPRG file. (Note: Field 9.22 still exists on the CRSE file, but the EL instructional strategy codes were retired as of June 30, 2019, and the codes for the instructional strategies of home and hospital, and special education remain active.)

LEAs must now submit Education Program codes in Field 3.13 - Education Program Code on the Student Program (SPRG) file. LEAs must also populate Field 3.15 - Education Program Membership Start Date when the student enters the program, and Field 3.16 - Education Program Membership End Date when the student exits the program. The LEA does not need to close out these program records at the end of each school year if students will continue in the programs the next year. The table below maps the new education program codes included in the Education Program code set to the retired instructional strategy codes.

New Education Program Code

Name of New Education Program Code

Retired Instructional Strategy Code

Name of Retired Instructional Strategy Code

LEAs should refer to the CALPADS Code Set for the definitions of each of these programs.

All English learners should be placed in a language acquisition program. A new Certification Validation Rule (CVR) will be implemented that triggers a warning if an EL student does not have a language acquisition program record.

Reporting English Learner Services

There has been no change as to how LEAs submit English Learner Services. LEAs will continue to report EL services through the course in which the service is being provided. LEAs are required to populate Field 9.20 - Education Service Code on the Course Section (CRSE) file with an EL Service from the Education Service English Learners code set when an EL student is enrolled in the course. It should be noted that the names of the codes in this code set have been updated to reflect current terminology. The codes in the Education Service English Learners code set are listed below.

It should be noted that while students may receive Designated English Language Development (ELD) instruction or Integrated ELD instruction within a single course, English learners must receive both Designated and Integrated English ELD instructional services as a part of a language acquisition program [California Code of Regulations sections 11300(d) and 11309(c)(1)].

Last Reviewed: Friday, February 18, 2022

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To: Local Educational Agency (LEA) Representatives From: California Department of Education (CDE) - California Longitudinal Pupil Achievement Data System (CALPADS) Team Date: September 25, 2019 Subject: CALPADS Update FLASH #163 This FLASH summarizes how local educational agencies (LEAs) will report multilingual and English learner programs in 2019-20.This information was provided in the April 2019 CALPADS Information Meeting (CIM), in various training sessions, and in communications from the California Department of Education's (CDE's) Language Policy and Leadership program office.

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CALPADS & Adult English Learner Reporting 

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CALPADS & Adult English Learner Reporting 

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To: Local Educational Agency (LEA) Representatives

From: California Department of Education (CDE) -
California Longitudinal Pupil Achievement Data System (CALPADS) Team

Date: September 23, 2020

Subject: CALPADS Update FLASH #191

February 2022 Update - NOTE: The information contained in this Flash regarding the use of the generic Statewide Educator Identifier (SEID) of 9999999999 has since become invalid. Updated guidance may be found in CALPADS Flash #218 here: https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash218.asp

This Flash summarizes the following:

Major changes included in the 2020-21 rollover release that impacts the general submission of CALPADS data, including changes to the Student Enrollment (SENR) and Student Information (SINF) files, new restrictions on the use of Student Exit Category Code E450, addition of a new English Language Acquisition Status Code of Adult English Learner (ADEL), and the new requirement that all charter school teachers have Statewide Educator Identifiers (SEIDs).

Major changes to the 2020-21 Fall 1 Submission, including modifications to Report 1.17 - FRPM/English Learner/Foster Youth - Count, and changes to the data certified as part of the Fall 1 submission.

A Fall 2 change related to the use of the generic SEID of 9999999999.

This Flash does not include changes that have been made or will be made to the Fall 1 special education submission, or other Fall 2 changes. These changes will be summarized in subsequent Flashes.

General Submission Changes

Changes to the SENR

As first announced in Flash 184, the work-based learning indicators (Fields 1.35 - 1.39) have been removed from the SENR and are now on the new Work-Based Learning File. LEAs should refer to Flash 184 for more details.

As announced in Flash 190, Field 1.34 on the SENR was renamed from "Postsecondary/Transition Status Indicator" to "Adult Age Students With Disabilities in Transition Status" in order to differentiate the field from a similarly named file. The definition and use of the field have not changed.

Changes to the SINF

As described in Flash 190, the SNIF now includes two new fields:

2.43 - Student Preferred First Name - The first name (i.e., given name) that may be chosen to be used instead of legal first name.

2.44 - Student Preferred Last Name - The last name (i.e., given name) that may be chosen to be used instead of the legal last name.

These are optional fields, however, if the preferred first name is populated then the preferred last name must be populated, and vice versa. The Student Preferred First Name, is being collected to enable a student's preferred first name to display in all assessment-related systems and on student score reports instead of the student's legal name, and is now visible in the Test Operations Management System (TOMS), the Test Administrator Interface, the Test Delivery System, and on student score reports.

New Restrictions on Use of Student Exit Category Code E450

To be consistent with compulsory attendance laws, Student Exit Category Code E450 has been changed from "PreK - 6Exit" to "PreKExit". Code E450 - PreKExit is defined as, "Infant or student in pre-kindergarten exited/withdrew from school; or the student exited school during a temporary break such as summer vacation or year-round intersession, but was expected to return to the same school after the break."

LEAs are now only able to exit students with Student Exit Category Code E450 if they are in grades IN - Infant, PS - Prekindergarten, or TD - Toddler. LEAs that previously exited students in grades K - 6 using this code, should exit these students with other appropriate exit or transfer codes, noting the following scenarios:

If a student in any grade 1 - 6, exits for an unknown reason, the student should be exited with Student Exit Category Code E140 - TruantNoKnownEnroll if the student is in grades 1 - 6 and the school conducted truancy intervention.

If a student is in Kindergarten, and exits before the end of the year, the student should be exited with Student Exit Category Code E400 - OtherOrUnknown. Since attending Kindergarten is not compulsory, schools are not required to conduct truancy intervention, and E140 would not be applicable. Kindergarten students who exit at the end of the year should be exited using the appropriate exit or transfer code used for students in other grades, such as E155, T160, etc.

NOTE: The CDE is considering modifying E450 to also include students in Kindergarten, to be used for students who exit prior to the end of the school year, since attending Kindergarten is not compulsory. In the meantime, the definition of Student Exit Category Code E400 has been amended to include kindergarten students. The definition has been modified to the following: "The student is less than 6 years old, or 18 years old or older and has been absent from school for reasons that cannot be determined or for reasons other than those described in the Student Exit Category codes. Do NOT use the Exit Code E400 for students who are ages 6 up until age 18."

New English Language Acquisition Status Code of Adult English Learner

Beginning July 1, 2020, a new English Language Acquisition Status (ELAS) code of ADEL - Adult English Learner became available in CALPADS. LEAs should use the ELAS of ADEL for students who are 22 years old or greater, and who are enrolled in K-12 charter schools that have federal partnerships with Workforce Innovation and Opportunities Act (WIOA), Job Corps, California Conservation Corps, or YouthBuild.

Although these charter schools can enroll students of any age, students 22 years old or greater, even if they have been determined to be English learners through a local assessment, are not eligible to take the Initial or Summative English Language Proficiency Assessments for California (ELPAC), do not qualify for Title III funding or services, and therefore are not included in the English Learner student group on the California School Dashboard.

These students, however, do count in the Unduplicated Pupil Count that generates supplemental and concentration grant funding under the Local Control Funding Formula (LCFF). Therefore, students with ELAS of ADEL are included in Report 1.17 - FRPM/English Learner, Foster Youth - Count, but are excluded from any CALPADS reports that display the EL student group. Students with an ELAS of ADEL do not show up in TOMS as requiring to take the Initial or Summative English Language Proficiency Assessments for California (ELPAC), however, they are required to take the Smarter Balanced assessments required for their assigned grade level.

Statewide Educator Identifier Now Required for Charter School Teachers

Assembly Bill (AB) 1505 (Chapter 486, Statutes of 2019) amends Education Code (EC) Section 47605(l)(2), to require all charter school teachers to obtain a certificate of clearance from the Commission on Teacher Credentialing by July 1, 2020. When applicants apply for a certificate of clearance online, their Statewide Educator Identifier (SEID) is generated; or when applicants submit applications via mail, their SEIDs are generated a few days after the application is received. For new hires in the 2020-21 academic year, teachers are required to hold the appropriate credential and authorization for their assignment, however, EC Section 47605.4 allows existing teachers who were employed by charter schools during the 2019-20 school year to obtain the certificate required for their certificated assignment by July 1, 2025.

Since charter school teachers are required to have SEIDS, LEAs must now submit staff demographic and staff assignment records for those teachers to CALPADS. Therefore, during Fall 2, Certification Validation Rule (CVR) CERT053 will trigger if there are no staff assignment records submitted for a school, and CERT054 will trigger if a course section includes a SEID for which there is no demographic information.

Major Fall 1 Changes

Changes to Fall 1 Report 1.17 - FRPM/English Learner/Foster Youth - Count

Certification Report 1.17 - FRPM/English Learner/Foster Youth - Count includes students who are enrolled on Census Day, October 7, 2020 and will be modified for 2020-21 to include students, who have any one of the following:

An education program record of 181 - Free Meal Program, or 182 - Reduced-Price Meal Program with an Education Program Membership Start Date any time between July 1, 2020 and December 31, 2020.

An English Language Acquisition Status (ELAS) of English Learner (EL) or Adult English Learner (ADEL) with an ELAS Start Date on or before November 13, 2020.

A 2020-21 CALPADS direct certification match in the July, August, September, October, November, December 2020, or January 2021 direct certification match.

Certification Report 1.17 is also permanently being modified to include students enrolled on Census Day who have any one of the following:

An Education program record of 193 - Tribal Foster Youth that is open on or before Census Day.

An ELAS of Adult English Learner (ADEL) that is open on or before Census Day (except in 2020-21 when records open on or before November 13, 2020 will be included).

Unfortunately, the recent fires have left many students homeless. Accordingly, LEAs are reminded to update student homeless statuses, as students enrolled on Census Day with an Education Program record of 191 - Homeless, are included in the Unduplicated Pupil Count (UPC) if the start date is on or before Census Day.

All of these students will automatically be included in Report 1.17 - FRPM/English Learner/Foster Youth - Count and used in the Unduplicated Pupil Count (UPC) to determine supplemental and concentration grant funding under the Local Control Funding Formula (LCFF). The CDE will use the Fall 1 data that LEAs approve by the December 18, 2020 Certification Deadline for the First Principal Apportionment (P-1) calculations. The CDE will then use the data LEAs certify or re-certify by the close of the Amendment Window, January 29, 2021, for Second Principal Apportionment (P-2) calculations.

National School Lunch Program Application Requirements During Coronavirus Pandemic

Due to the coronavirus pandemic (COVID-19), the United States Department of Agriculture (USDA) issued nationwide waivers to allow for the operation of the summer meal programs through December 31, 2020. Free and reduced-price meal (FRPM) applications or direct certification are not required for the summer meal program. However, LEAs can collect applications in anticipation of returning to the National School Lunch Program (NSLP) on January 1, 2021.

LEAs that choose to operate under NSLP rules this fall, and not under summer meal program rules, must still collect applications or conduct local direction certification to determine student eligibility for free, reduced-price, or full-price meals. In addition, schools operating under the Community Eligibility Provision (CEP) or Provision 2, must still follow any requirements to establish or re-establish a base year, which is required every four-years. CEP schools establishing/re-establishing a base year, must collect Alternative Household Income Forms, and schools operating under Provision 2 establishing/re-establishing a base-year must collect FRPM applications and conduct direct certification. CEP and provision 2 schools must also continue to collect alternative household income forms for newly enrolled students attending their schools.

LEAs that choose to operate this fall under the waiver are reminded that students who are not directly certified through CALPADS, or who are not homeless, migrant, or foster, will not be included in the Unduplicated Pupil Count (UPC), which generates supplemental and concentration grant funding, unless they have an education program record of 181 - Free Meal Program, or 182 - Reduced-Price Meal Program, with start dates between July 1, 2020 and December 31, 2020. Free or reduced-price meal eligibility may be based on a FRPM application, an alternative household income form, or local direct certification.

English Learner Start Date for Inclusion in UPC Extended to November 13, 2020

A student's English Language Acquisition Status (ELAS) of English Learner (EL) is based on completing the Initial English Language Proficiency Assessments for California (ELPAC), which produces and submits the student's EL status and EL Start Date to CALPADS nightly. As described in Flash 189, for 2020-21, Certification Report 1.17 - FRPM/English Learner/Foster Youth - Count will be adjusted to include students enrolled on Census Day and who are identified as EL (or ADEL) by November 13, 2020. This extension was made to provide LEAs adequate time to assess students during this time of COVID-19, and also accommodates Senate Bill 820 (Chapter 110, Statutes of 2020), just signed by Governor Newsom, which allows for a 45-day extension to the Initial ELPAC 30-calendar-day requirement, providing LEAs a total of 75 calendar days to administer the 2020-21 Initial ELPAC, officially score it, and provide the results to parents and guardians.

Certification Changes for Fall 1 and Fall 2

One-Year Graduates No Longer Certified in Fall 1

The CDE will use the data LEAs certified in the 2019-20 End-of-Year (EOY) 3 submission for the 2019-20 one-year graduate and completer counts required for federal reporting. These data will not be publicly posted on DataQuest, but will be made available in a downloadable file. Accordingly, the Fall 1 certification reports containing 2019-20 one-year graduate and completer counts will be disabled and LEAs will not certify this data. Since these reports also include one-year dropout counts, LEAs will also not certify one-year dropout data this fall. While the CDE will use the dropout data reported this fall to meet federal reporting requirements, these data will not be publicly posted on DataQuest. The Fall 1 supporting reports that display dropouts by student group will continue to be available and LEAs may use these reports to review prior year dropouts and make updates to Local Control and Accountability Plans.

The table below summarizes the Fall 1 snapshot reports that will be disabled/available this Fall 1:

*Corresponding Operational Data Store reports will also be disabled/available.

New One-Year Graduate, Completer, and Dropout Reports

The 2020-21 EOY 3 submission will include a new one-year graduate and completer count certification report. Additionally, the 2021-22 Fall 1 submission will include a new one-year dropout certification report. Certified data from these respective submissions will be used for federal reporting, and new DataQuest reports will be developed at that time to support the public reporting of these data.

Certification of Re-designated Fluent English Proficient In 2019-20 and 2020-21

As announced in Flash 189, the 2019-20 count of Re-designated Fluent English Proficient (RFEP) students will be based on students who were reported as RFEP with start dates between Census Day 2019 plus one day and Census Day 2020 (October 3, 2019 and October 7, 2020). LEAs will certify this count in their 2020-21 Fall 1 submission by certifying Report 2.12 - English Language Acquisition Status - ELs Reclassified RFEP. This count will be used to meet federal reporting requirements.

The 2020-21 RFEP count will transition from a count of students who were reclassified from Census Day plus one day to Census Day, to a count of students reclassified during the school year, from July 1 to June 30. This will align the RFEP count with the timeframe used for the English Learner Progress Indicator (ELPI) on the California School Dashboard.

In summary:

2019-20 RFEP Count: Students with RFEP start dates from October 3, 2019 through October 7, 2020, as certified on the 2020-21 Fall 1 Report 2.12 - English Language Acquisition Status - ELs Reclassified RFEP.

2020-21 RFEP Count: Students with RFEP start dates from July 1, 2020 through June 30, 2021, as certified on a new EOY report which will become available in the spring of 2021.

Refer to Flash 189 for more detail on the impact of RFEP start dates submitted to CALPADS on RFEP counts.

Certification of Language Instruction Programs Moved from Fall 2 to Fall 1

Since participation in Language Instruction Programs (LIPs) is submitted by student, and no longer by course, LEAs will certify student LIP participation in Certification Report 2.14 - Language Instruction Program - Count in Fall 1 and not in Fall 2.

Fall 2 Changes

Use of Generic SEID of 9999999999*

CALPADS has historically allowed LEAs to use a generic SEID of 9999999999 on the Course Section Enrollment (CRSE) and Course Section Completion (CRSC) files in any of the following scenarios:

Courses taught at charter schools by non-certificated teachers.

College courses taken by high school students that are taught by college professors who do not possess California K-12 credentials.

Courses taught by teachers who have SEIDs but who are not paid by the LEA reporting the CRSE or CRSC record, including Career Technical Education courses taken at a Regional Occupational Center or Program and courses taught by contracted teachers from another LEA or outside agency.

Since the data reported for Fall 2 in the CRSE records are now used for assignment monitoring through the new California State Assignment Accountability System (CalSAAS), and a valid SEID is required to link the Fall 2 data to teacher credentials and authorizations, it is necessary to tighten the restrictions on the use of the generic 9999999999 SEID. Therefore, beginning Fall 2 of 2020-21, a SEID of 9999999999 may only be used for:

Courses with Field 9.19 - Course Instructional Level Code populated with Code 23 - College Credit Only, or Code 24 - Dual Credit.

College Credit Course codes 9020, 9082, 9096, 9120, 9154, 9200, 9227, 9273, 9303, and 9358.

All other courses will be required to have a valid SEID. A new Input Validation Rule (IVR), CRSE/CRSC 0545 - Invalid SEID in Course Section Record is currently scheduled to be implemented in the September 29, 2020 release. Therefore, LEAs that were using 9999999999 because the teacher teaching the course was not paid by the LEA reporting the CRSE or CRSC record, must now obtain the SEID and the information needed to submit Staff Demographic (SDEM) and Staff Assignment (SASS) records for the teacher. The teacher's Full-Time Equivalent (FTE) percentage in the SASS should reflect the teacher's FTE at that specific school of assignment.

* NOTE: Since the publishing of this Flash, the information contained in this Flash regarding the use of the generic SEID of 9999999999 is invalid and has been updated. The updated, newer guidance should be heeded. Updated guidance may be found in CALPADS Flash #218 here: https://www.cde.ca.gov/ds/sp/cl/calpadsupdflash218.asp

Last Reviewed: Wednesday, February 23, 2022

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CALPADS Update Flash #191 - California Longitudinal Pupil Achievement Data System (CALPADS) (CA Dept of Education)

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Topics include: Major changes included in the 2020-21 rollover release; Major changes to the 2020-21 Fall 1 Submission; Fall 2 change related to the use of the generic Statewide Educator Identifier (SEID) of 9999999999.

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CMD Public Access Multilingual Documents Search- Clearinghouse for Multilingual Documents (CMD) (CA Dept of Education)

Legal language on translations: Law section (ca.gov)

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This list of web references provides information about translation guidelines, requirements for document translation, and other translation issues. This list was created by suggestions from local educational agency document translators. Additions or comments about these references can be sent to cmd@cde.ca.gov.

Translation Requirements

CDE Translation Glossary in Spanish

To ensure that key terms and titles are translated consistently, translators often refer to a translation glossary. The California Department of Education (CDE) makes available an English-Spanish glossary, which is hosted on the CDE website by the English Learner Support Division. Local educational agencies are free to refer to the glossary, as they wish:

Language Data for Districts and Schools

Prepared by the CDE's Data Reporting Office, these data are a calculation based on information provided by districts to the California Longitudinal Pupil Achievement Data System (CALPADS) during the Fall 1 data collection and reflecting the status of students on Information Day, the first Wednesday in October. The reports list by language group the number of students speaking a language other than English that constitute15 percent or more of a school's enrollment and for which translations of parental notifications are needed, pursuant to Education Code Section 48985.

Permission Forms

Translation of Foreign Transcripts

The California Department of Education neither translates nor evaluates transcripts. Persons interested in having a transcript translated may contact the Educational Records Evaluation Service (ERES) . The ERES website answers frequently asked questions about transcript evaluation and translation services.

Translation Resources and Guidelines

Translated California Content Standards

In 1997 and 1998 the California State Board of Education (SBE) adopted academic content standards for California public schools in the areas of English-Language Arts, Mathematics, Science, and History-Social Science. The 1998 standards for History-Social Science (PDF) remain current, as does the CMD's Spanish translation: California History-Social Science Content Standards (Spanish) (DOC) .

Beginning in 2010, the SBE replaced academic content standards for English-Language Arts, Mathematics, and Science with the California Common Core State Standards for English Language Arts and Literacy in History/Social Science, Science, and Technical Subjects (PDF) , the California Common Core State Standards for Mathematics (PDF) , and the Next Generation Science Standards for California Public Schools.

Questions: Clearinghouse for Multilingual Documents | cmd@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, June 15, 2022

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Resources, Standards, and Language Group Data

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This list of web references provides information about translation guidelines, requirements for document translation, and other translation issues. This list was created by suggestions from local educational agency document translators. Additions or comments about these references can be sent to cmd@cde.ca.gov.

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Title III COE Regional English Learner Specialists - Title III (CA Dept of Education)

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Title III County Office of Education (COE) Regional English Learner Specialists information including calendars, agendas, training presentations, and technical assistance resources.

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Enrollment by ELAS, LTEL, and At-Risk by Grade

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Enrollment by ELAS, LTEL, and At-Risk by Grade

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File Structure: ELAS, LTEL, and At-Risk by Grade - Accessing Educational Data (CA Dept of Education)

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This page contains downloadable files pertaining to the count of students enrolled by grade on Census Day (the first Wednesday in October) by English Language Acquisition Status (ELAS) from the California Longitudinal Pupil Achievement Data System (CALPADS) and Long-Term English Learner (LTEL) and At-Risk of becoming LTEL statuses, as determined pursuant to California Education Code (EC) Section 313.1. The possible ELAS categories are English Only (EO), English Learner (EL), Initial Fluent English Proficient (IFEP), Reclassified Fluent English Proficient (RFEP), and To Be Determined (TBD).

Instructions: Click on the file name you wish to download and save the file to your computer. To view the file, import and open the file in a database or spreadsheet program.

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Enrollment by ELAS, LTEL, and At-Risk by Grade

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This page contains downloadable files pertaining to the count of students enrolled by grade on Census Day (the first Wednesday in October) by English Language Acquisition Status (ELAS) from the California Longitudinal Pupil Achievement Data System (CALPADS) and Long-Term English Learner (LTEL) and At-Risk of becoming LTEL statuses, as determined pursuant to California Education Code (EC) Section 313.1.

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California has the largest English learner (EL) student population in the nation. In order to ensure EL students are receiving appropriate services and making progress towards English language proficiency, the California Department of Education (CDE) monitors and reports on the educational outcomes for EL students and is committed to closing achievement gaps. This web page provides information, resources, and educational outcomes for EL students. Select one of the tabs below to access specific information or resources for EL students.

The CDE provides many free and publicly available resources to help assist English learner (EL) students, parents, districts, and schools. To access these additional resources, please visit the English Learners web page.

English Learner Population in California

California has the largest English learner (EL) student population in the nation. This tab provides an overview of California's EL student population in 2022-23.

For definitions of terms used in these reports, please visit Glossary of Terms for English Learner (EL) Reports
2022-2023 Student Enrollment

5,852,544 total student enrollment for kindergarten through grade 12

1,112,535 are current English Learners (ELs), 19.0% of California's 5.9 million students are EL students

927,723 are Reclassified Fluent English Proficient (RFEP), 15.9% of California's 5.9 million students are RFEP students

2022-2023 Ever-ELs
As indicated in the flow chart below, there are 2,040,704 Ever-ELs. The number of Ever-ELs is a combination two boxes at the bottom: 1,112,535 EL students and the 927,723 RFEP students.

Enrollment by EL Status

As indicated in the pie chart below, there are 2,040,258 Ever-ELs in 2022-23.
Data Source : 2022-23 "At - Risk" and Long-Term English Learners (LTEL) by Grade.

Out of the 2,040,258 Ever-ELs in California, 927,723 (45.5%) are RFEPs, 505,487 497,471 (24.8%) have been ELs for less than three years, 144,190 (7.1%) are At-Risk of becoming LTEL, 226,535 (11.1%) are LTEL, and 236,323 (11.6%) have been ELs for more than four years but are not At-Risk or LTEL.

State Level Educational Outcomes of English Learner Students

The outcomes for English learners (EL) students are annually reported on DataQuest. DataQuest is the California Department of Education's online, public reporting system that provides reports about California's schools and school districts. To find out how to access reports specifically for EL on DataQuest, view these Instructions on Accessing Data (DOCX) .

Percent of Students Meeting or Exceeding Standards - 2021-2022 Smarter Balanced Summative Assessment in English Language Arts/Literacy

The graph below displays the 2021-2022 school year percent of EL, Reclassified Fluent English Proficient (RFEP), Ever EL, and English only students meeting or exceeding standards on the Smarter Balanced Summative Assessment in English language arts/literacy (ELA).

For definitions of the different EL student groups on the Smarter Balanced Summative Assessment, please visit English Language Arts/Literacy and Mathematics

The Smarter Balanced Summative Assessment in ELA is only offered in grades 3-8 and grade 11. The results of the Smarter Balanced Summative Assessment in ELA is as follows:

Out of 528,154 EL students with scores, 12.5% of EL students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 569,720 RFEP students with scores, 58.8% of RFEP students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 1,097,960 Ever ELs with scores, 36.5% of Ever ELs met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Out of 1,733,951 English only students with scores, 51.8% of English only students met or exceeded standards on the Smarter Balanced Summative Assessment ELA.

Percent of Students Meeting or Exceeding Standards - 2021-2022 Smarter Balanced Summative Assessment in Mathematics

The graph below displays the 2021-2022 school year percent of EL, RFEP, Ever EL, and English only students meeting or exceeding standards on the Smarter Balanced Assessment in mathematics.

For definitions of the different EL student groups on the Smarter Balanced Summative Assessment results, please visit English Language Arts/Literacy and Mathematics

The Smarter Balanced Summative Assessment in mathematics is only offered in grades 3-8 and grade 11. The results of the Smarter Balanced Summative Assessment in mathematics is as follows:

Out of 539,737 EL students with scores, 9.7% of EL students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 568,339 RFEP students with scores, 36.4% of RFEP students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 1,108,163Ever ELs with scores, 23.4% of Ever ELs met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

Out of 1,728,052 English only students with scores, 37.8% of English only students met or exceeded standards on the Smarter Balanced Summative Assessment mathematics.

2021-2022 Percent of Students Chronically Absent

The graph below displays the 2021-2022 school year chronic absenteeism rates for EL students and non-EL students. Chronic absence rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend. Statewide, EL students had a chronic absenteeism rate of 34.7%, compared to 28.8% for non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Suspension Rate

The 2021-2022 school year suspension rates for EL students and non-EL students. Suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. Statewide, EL students and non-EL students had a suspension rate of 3.2%.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Stability Rate

The graph below displays the 2021-2022 school year stability rates for EL students and non-EL students. Stability rate is calculated as the percent of students with a minimum of 245 consecutive calendar days at the same school without a disqualifying exit (e.g., truant, expelled). Statewide EL students had a stability rate of 87.7% compared non-EL students stability rate of 90.3%.

2021-2022 Four- Year Cohort Graduation Rate

The graph below displays the 2021-2022 school year four-year cohort graduation rates for EL students and non-EL students. The four-year cohort graduation rate is calculated as the percent of students who graduate high school with a traditional high school diploma within four years from the time they enter ninth grade. Statewide, 71.8% EL students graduated within 4 years compared to 89.5% of non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

2021-2022 Five- Year Cohort Graduation Rate

The graph below displays the 2021-2022 school year five-year cohort graduation rates for EL students and non-EL students. The five-year cohort graduation rate is calculated as the percent of students who graduate high school with a traditional high school diploma within five years from the time they enter ninth grade. Statewide, 73.0% EL students graduated within 5 years compared to 88.7% non-EL students.

For definitions on the different EL student groups on DataQuest reports, please visit Glossary of Terms for English Learner (EL) Reports.

State Level Accountability for English Learners

Accountability results for English learner (EL) students, outlined below, are published annually on the California School Dashboard (Dashboard). The Dashboard provides information about how local educational agencies (LEAs) and schools are meeting the needs of California's diverse student population. The results on this tab represent EL results statewide on the 2022 Dashboard. To find out how LEAs and schools are meeting the needs of their EL students, visit the California School Dashboard

Due to the COVID-19 pandemic, state law allows the 2022 Dashboard to only display the most current year of data (also known as Status). For this year only, performance levels will be reported using one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low) for state measures. Please note that the Status levels associated with the Chronic Absenteeism and Suspension Rate Indicators are reversed (ranging from Very Low, Low, Medium, High, and Very High). Information regarding this year's Dashboard data is available within the Dashboard Communications Toolkit.

Visit the California School Dashboard to view statewide indicators. To find out how to access statewide indicators specifically for EL students on the California School Dashboard, view these Instructions on Accessing Data (DOCX) .

For more information on how the EL student group is defined for each state indicator on the Dashboard, please visit English Learner Students on the California School Dashboard (PDF)

English Learner Progress - 2022

English Learner progress rate is calculated as the percent of EL students making progress towards English language proficiency. In 2022, 50.3% of EL students made towards English language proficiency. This percent is based on based on 785,734 EL students statewide.

English Language Arts/Literacy - 2022

The English Language arts/literacy (ELA) indicator shows how well students are at meeting grade-level standards on the Smarter Balanced Summative Assessment in ELA. The Smarter Balanced Summative Assessment in ELA is administered in grades 3-8 and grade 11. The ELA indicator combines current EL students and students who have been reclassified within the last four years. The 2022 ELA cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, current EL students and recently reclassified EL students scored an average of 61.2 points below standard. This is based on 807,968 current EL students and recently reclassified EL students statewide who took the Smarter Balanced Summative Assessment in ELA.

In 2022, current EL students scored an average of 98.5 points below standard. This is based on 512,600 current EL students statewide who took the Smarter Balanced Summative Assessment in ELA.

In 2022, reclassified EL students scored an average of 3.4 points above standard. This is based on 295,368 reclassified EL students who took the Smarter Balanced Summative Assessment in ELA.

In 2022, English only students scored an average of 1.1 points above standard. This is based on 1,755,866 English only students who took the Smarter Balanced Summative Assessment in ELA.

Mathematics - 2022

The mathematics indicator shows how well students are at meeting grade-level standards on the Smarter Balanced Summative Assessment in mathematics. The Smarter Balanced Summative Assessment in mathematics is administered in grades 3-8 and grade 11. The mathematics indicator combines current EL students and students who have been reclassified within the last four years. The 2022 Mathematics cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, current EL students and recently reclassified EL students scored an average of 92 points below standard. This is based on 806,350 current EL students and recently reclassified EL students statewide who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, current EL students scored an average of 122.3 points below standard. This is based on 511,578 current EL students statewide who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, reclassified EL students scored an average of 39.3 points below standard. This is based on 294,772 reclassified EL students who took the Smarter Balanced Summative Assessment in mathematics.

In 2022, English only students scored an average of 40.4 points below standard. This is based on 1,748,522 English only students who took the Smarter Balanced Summative Assessment in mathematics.

Chronic Absenteeism - 2022

The chronic absenteeism rate is calculated as the percent of students who miss ten percent or more of the days they are expected to attend. The 2022 Chronic Absenteeism cell phone bar has one bar in purple indicating a Status Level of Very High. In 2022, 33.6% of EL students were chronically absent. This percent is based on 947,569 EL students statewide.

Suspension Rate - 2022

The suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. The 2022 Suspension cell phone bar has three bars in purple indicating a Status Level of Medium. In 2022, 3.2 % of EL students were suspended at least once. This percent is based on 1,216,311 EL students statewide.

Graduation - 2022

The graduation rate for the California School Dashboard is the combined four-and five-year graduation rate. The 2022 Graduation cell phone bar has two bars in purple indicating a Status Level of Low. In 2022, 73.3% of EL students graduated high school. This percent is based on 74,304 English learner students. More information on this graduation rate calculation can be found in the 2022 Graduation Rate Mini Guide (DOCX).

College/Career - 2022

The College/Career Indicator was not reported on the 2022 Dashboard.

EL Roadmap

The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) was adopted by the State Board of Education (SBE) in July 2017. The CA EL Roadmap is a Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

The CA EL Roadmap policy outlines four main principles:

Principle One: Assets-Oriented and Needs Responsive Schools

Principle Two: Intellectual Quality of Instruction and Meaningful Access

Principle Three: System Conditions that Support Effectiveness

Principle Four: Alignment and Articulation Within and Across Systems

For more information and resources on the CA EL Roadmap, please visit English Learner Roadmap.

English Learners Monitoring

The California Department of Education is committed to moving all of California's English learner (EL) students to English language proficiency as rapidly and effectively as possible. In order to meet this goal, the CDE provides monitoring and technical assistance to local educational agencies on the EL program and services.

For more information, please visit the CDE's Technical Assistance and Monitoring web page at Technical Assistance and Monitoring.

Downloadable English Learner Data Files

The California Department of Education makes available several downloadable data files on English learners.

2019 English Learner Progress Indicator (ELPI) Status

ELPI Status measures progress toward English language proficiency.

EL Definitions

This tab provides information and resources on how English Learner (EL) students are defined across the various data reports provided by the California Department of Education (CDE). This tab also provides information on additional resources for EL students, parents, schools, and districts.

EL Definitions

General Definitions

This section provides general definitions of ELs, Reclassified Fluent English Proficient (RFEP) students, and those students who were ever English Learners (Ever-ELs).

English Learner - A student who enrolls in a California school beginning in any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtained a level of English proficiency that indicates programs and services are necessary. Students identified as English learners receive programs and services until they meet the reclassification criteria pursuant to Education Code (EC) Section 313.

Reclassified Fluent English Proficient Student - A former EL student who has met the four criteria specified in California EC Section 313(f). For more information on the four criteria for reclassification, please visit Reclassifications web page.

Ever-ELs - Current EL students and RFEP students.

Long-Term English Learners (LTELs) and At-Risk for LTEL

For definitions of Long-Term English Learners and students "At-Risk" of becoming Long-Term English Learners, please visit Glossary of Terms for English Learner (EL) Reports.

DataQuest Reports

For definitions on the different EL student groups on DataQuest reports, please visit the Glossary of Terms for English Learner (EL) Reports.

Smarter Balanced Summative Assessment in ELA and Mathematics

For definitions of EL students, Ever ELs, and English only students on the Smarter Balanced Summative Assessment, please visit English Language Arts/Literacy and Mathematics .

For additional information on the achievement of EL students, please visit Understanding English Learner Achievement in California (PDF) .

Initial and Summative English Language Proficiency Assessments for California (ELPAC)

For definitions of EL students on the Initial ELPAC, please visit Understanding Initial ELPAC Summary Reports .

For definitions of EL students on the Summative ELPAC, please visit Understanding Summative ELPAC Summary Reports .

California School Dashboard

The California School Dashboard (Dashboard) has six state indicators. These indicators are reported at the student group level (i.e., race/ethnicity, foster youth, EL, homeless). However, students included in the EL student group vary by state indicator. Please visit Who is Included in the English Learner Student Group? (PDF) for an explanation of how the English learner student group is included in each indicator.

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Information, resources, and educational outcomes for English Learner students.

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300. Findings and Declarations

The people of California find and declare as follows:

(a) Whereas, The English language is the national public language of the United States of America and of the State of California, is spoken by the vast majority of California residents, and is also the leading world language for science and technology, thereby being an important language of economic opportunity; and

(b) Whereas, All parents are eager to have their children master the English language and obtain a high-quality education, thereby preparing them to fully participate in the American Dream of economic and social advancement; and

(c) Whereas, California is home to thousands of multinational businesses that must communicate daily with associates around the world; and

(d) Whereas, California employers across all sectors, both public and private, are actively recruiting multilingual employees because of their ability to forge stronger bonds with customers, clients, and business partners; and

(e) Whereas, Multilingual skills are necessary for our country's national security and essential to conducting diplomacy and international programs; and

(f) Whereas, California has a natural reserve of the world's largest languages, including English, Mandarin, and Spanish, which are critical to the state's economic trade and diplomatic efforts; and

(g) Whereas, California has the unique opportunity to provide all parents with the choice to have their children educated to high standards in English and one or more additional languages, including Native American languages, thereby increasing pupils' access to higher education and careers of their choice; and

(h) Whereas, The government and the public schools of California have a moral obligation and a constitutional duty to provide all of California's children, regardless of their ethnicity or national origin, with the skills necessary to become productive members of our society, and of these skills, literacy in the English language is among the most important; and

(i) Whereas, The California Legislature approved, and the Governor signed, a historic school funding reform that restructured public education funding in a more equitable manner, directs increased resources to improve English language acquisition, and provides local control to school districts, county offices of education, and schools on how to spend funding through the local control funding formula and local control and accountability plans; and

(j) Whereas, Parents now have the opportunity to participate in building innovative new programs that will offer pupils greater opportunities to acquire 21st century skills, such as multilingualism; and

(k) Whereas, All parents will have a choice and voice to demand the best education for their children, including access to language programs that will improve their children's preparation for college and careers, and allow them to be more competitive in a global economy; and

(l) Whereas, Existing law places constraints on teachers and schools, which have deprived many pupils of opportunities to develop multilingual skills; and

(m) Whereas, A large body of research has demonstrated the cognitive, economic, and long-term academic benefits of multilingualism and multiliteracy.

(n) Therefore, It is resolved that: amendments to, and the repeal of, certain provisions of this chapter at the November 2016 statewide general election will advance the goal of voters to ensure that all children in California public schools shall receive the highest quality education, master the English language, and access high-quality, innovative, and research-based language programs that provide the California Ed.G.E. (California Education for a Global Economy).

305. Effective and appropriate instructional methods for pupils; establishment of language acquisition programs; structured English immersion program for English learners; opportunities to be instructed in another language
(a) (1) As part of the parent and community engagement process required for the development of a local control and accountability plan pursuant to Article 4.5 (commencing with Section 52060) of Chapter 6.1 of Part 28 of Division 4 of Title 2, school districts and county offices of education shall solicit input on, and shall provide to pupils, effective and appropriate instructional methods, including, but not limited to, establishing language acquisition programs, as defined in Section 306. This requirement is intended to ensure that all pupils, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English pursuant to the state priorities identified in paragraph (2) of subdivision (d) of Section 52060 and of Section 52066.
(2) School districts and county offices of education shall, at a minimum, provide English learners with a structured English immersion program, as specified in Section 306, for purposes of ensuring that English learners have access to the core academic content standards, including the English language development standards, and become proficient in English pursuant to the state priorities identified in paragraph (2) of subdivision (d) of Section 52060 and of Section 52066.

(b) When a school district or a county office of education establishes a language acquisition program pursuant to this section, the school district or county office of education shall consult with the proper school personnel, including, but not limited to, administrators and certificated teachers with the appropriate authorizations and experience.

(c) School districts and county offices of education are also encouraged to provide opportunities to pupils who are native speakers of English to be instructed in another language to a degree sufficient to produce proficiency in that language. The non-English language should be at the discretion of the parents, community, and school, depending upon the linguistic and financial resources of the school community and other local considerations.

(d) A language acquisition program established pursuant to this section shall comply with the requirements of Section 310.

306. Definitions

The definitions of the terms used in this article and in Article 1 (commencing with Section 300) are as follows:

(a) "English learner" means a pupil who is "limited English proficient" as that term is defined in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 7801(25)).

(b) "Native speaker of English" means a pupil who has learned and used English in his or her home from early childhood and English has been his or her primary means of concept formation and communication.

(c) "Language acquisition programs" refers to educational programs designed to ensure English acquisition as rapidly and as effectively as possible, and that provide instruction to pupils on the state-adopted academic content standards, including the English language development standards. The language acquisition programs provided to pupils shall be informed by research and shall lead to grade level proficiency and academic achievement in both English and another language. Language acquisition programs may include, but are not limited to, all of the following:

(1) Dual-language immersion programs that provide integrated language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding.

(2) Transitional or developmental programs for English learners that provide instruction to pupils that utilizes English and a pupil's native language for literacy and academic instruction and enables an English learner to achieve English proficiency and academic mastery of subject matter content and higher order skills, including critical thinking, in order to meet state-adopted academic content standards.

(3) Structured English immersion programs for English learners in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English.

310. Parents or guardians; choice of language acquisition program; implementation requirements

(a) Parents or legal guardians of pupils enrolled in the school may choose a language acquisition program that best suits their child pursuant to this section. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible, based upon the requirements of Section 305.

(b) If a school district implements a language acquisition program pursuant to this section, it shall do both of the following:

(1) Comply with the kindergarten and grades 1 to 3, inclusive, class size requirements specified in Section 42238.02.

(2) Provide, as part of the annual parent notice required pursuant to Section 48980 or upon enrollment, the parent or legal guardian of a minor pupil with information on the types of language programs available to pupils enrolled in the school district, including, but not limited to, a description of each program.

320. Right to be provided with free public education and English language public education

As detailed in Section 5 of Article 9 of the California Constitution, and Article 2 (commencing with Section 305) and Article 3 (commencing with Section 310), respectively, all California school children have the right to be provided with a free public education and an English language public education.

335. Amendment

The provisions of this act may be amended by a statute that becomes effective upon approval by the electorate or by a statute passed by a majority of each house of the Legislature and signed by the Governor.

Section 11300. Definitions

(a) " Designated English Language Development " means instruction provided during a time set aside in the regular school day for focused instruction on the state-adopted English language development (ELD) standards to assist English learners to develop critical English language skills necessary for academic content learning in English.

(b) "English learner parent advisory committee," means the committee established by a school district or county superintendent of schools pursuant to Education Code sections 52063 and 52069, and Title 5 California Code of Regulations section 15495(b).

(c) " Integrated English Language Development " means instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specially designed academic instruction in English.

(d) " Language acquisition programs " are educational programs designed for English learners to ensure English acquisition as rapidly and effectively as possible, that provide instruction to these pupils on the state-adopted academic content and ELD standards through Integrated and Designated ELD, and that meet the requirements described in section 11309 of this subchapter. Language acquisition programs may include, but are not limited to, dual language programs, transitional and developmental programs for English learners, and Structured English Immersion, as specified in Education Code section 306, subdivision (c).

(e) " Language programs " are programs that are designed to provide opportunities for pupils to be instructed in languages other than English to a degree sufficient to produce proficiency in those languages, consistent with the provisions of Education Code section 305, subdivision (c).

(f) " Local control and accountability plan (LCAP) " means the plan created by a local educational agency (LEA) pursuant to Education Code sections 52060 or 52066, as applicable to the LEA.

(g) " Local educational agency (LEA) " means a school district or county office of education.

(h) " Multilingua l" means proficiency in one or more languages, in addition to English.

(i) " Parent advisory committee " means a committee established by a school district or county superintendent of schools pursuant to Education Code sections 52063 or 52069.

(j) " Parents " means the natural or adoptive parents, legal guardians, or other persons holding the right to make educational decisions for a pupil pursuant to Welfare and Institutions Code section 361 or 727, or Education Code section 56028 or 56055, including foster parents who hold rights to make educational decisions.

(k) " Stakeholders " means parents, pupils, teachers, administrators, other school personnel, and interested members of the public.

(l) " State-adopted academic content standards " means standards adopted by the State Board of Education for the subject matter covered in Education Code sections 18100, 18101, 51210.2, 51222, 60605, 60605.1, 60605.2, 60605.3, 60605.4, 60605.5, 60605.8, 60605.11, and 60605.13.

(m) " State-adopted English language development standards " means standards adopted pursuant to Education Code section 60811.

NOTE: Authority cited: Section 33031, Education Code. Reference: Sections 305, 306, 310, 330, 18100, 18101, 51210.2, 51222, 52060, 52063, 52064, 52066, 52067, 52068, 52069, 56028, 56055, 60605, 60605.1, 60605.2, 60605.3, 60605.4, 60605.5, 60605.8, 60605.11, and 60605.13, Education Code; Sections 361 and 727, Welfare and Institutions Code.

Section 11301. Community Engagement.

(a) As part of the development of the LCAP and annual updates, an LEA shall inform and receive input from stakeholders, including the English learner parent advisory committee, if such a body is required by law, and the parent advisory committee, regarding the LEA's existing language acquisition programs and language programs and possibly establishing other such programs.

(b) An LEA process for informing stakeholders and receiving input may include procedures such as stakeholder surveys, forums, and meetings with school advisory committees or other groups representing stakeholders.

(c) Prior to adoption of an LEA's LCAP, the school district superintendent or the county superintendent of schools shall include a written response to input received from the LEA's English learner parent advisory committee, if such a body is required by law, and parent advisory committee relating to language acquisition programs and language programs with the superintendent's response as described in Education Code sections 52062 and 52068.
NOTE: Authority cited: Section 33031, Education Code. Reference: Sections 305, 306, 52060, 52062, 52063, 52066, 52067 and 52068, Education Code.
Section 11309. Language Acquisition Programs.

(a) LEAs shall provide language acquisition programs for English learners consistent with these regulations.

(b) Whenever an LEA establishes a language acquisition program, the LEA shall confer with school personnel, including teachers and administrators with authorizations required to provide or oversee programs and services for English learners, regarding the design and content of the language acquisition program.

(c) Any language acquisition program provided by an LEA shall:

(1) Be designed using evidence-based research and include both Designated and Integrated ELD;

(2) Be allocated sufficient resources by the LEA to be effectively implemented, including, but not limited to, certificated teachers with the appropriate authorizations, necessary instructional materials, pertinent professional development for the proposed program, and opportunities for parent and community engagement to support the proposed program goals; and

(3) Within a reasonable period of time, lead to:

(A) Grade-level proficiency in English, and, when the program model includes instruction in another language, proficiency in that other language; and

(B) Achievement of the state-adopted academic content standards in English, and, when the program model includes instruction in another language, achievement of the state-adopted academic content standards in that other language.

(d) At a minimum, an LEA shall provide a program of Structured English Immersion for English learners, which includes Designated and Integrated ELD.

(e) An LEA may provide language acquisition programs, including programs that integrate instruction for native speakers of English and native speakers of another language and meet the requirements of subdivision (c).

NOTE: Authority cited: Section 33031, Education Code. Reference: Sections 305, 306, 44253.3, and 44253.4, Education Code; 20 U.S.C. Sections 1703 and 6311.

Section 11310. Parental Notice.

(a) An LEA shall notify parents of the language acquisition programs and language programs available in the LEA at the time and in the manner specified in Education Code sections 48980 and 48981. The notice specified in this section shall include a description of the process for parents to request a language acquisition program or language program for their child.

(b) Regarding language acquisition programs, the notice shall include:

(1) A description of any such programs provided, including Structured English Immersion;

(2) Identification of any language to be taught in addition to English, when the program model includes instruction in another language;

(3) The information set forth in section 11309(c); and

(4) The process to request establishment of a language acquisition program not offered at the school.

(c) Regarding language programs, the notice shall specify the language(s) to be taught, and may include the program goals, methodology used, and evidence of the proposed program's effectiveness.

(d) Parents of pupils enrolling in an LEA after the beginning of the academic school year shall be provided the notice described above upon enrollment. An LEA may provide notice to parents at additional times throughout the year.

(e) The notice to parents pursuant to this section shall be provided as described above. Additionally, verbal notice shall be provided, upon request, as reasonably necessary to effectuate notice to the parents.

NOTE: Authority cited: Section 33031, Education Code. Reference: Sections 305, 306, 310, 48980, and 48981, Education Code; 20 U.S.C. sections 1703(f), 6311 and 6318.

Section 11311. Parent Requests to Establish a Language Acquisition Program.

(a) An LEA shall establish a process for schools of the LEA to receive and respond to requests from parents of pupils enrolled in the school to establish a language acquisition program other than, or in addition to, such programs available at the school. The LEA process shall require each school to make a written record of each request, including at least the following:

(1) The date of the request;

(2) The names of the parent and pupil;

(3) A general description of the request; and

(4) The pupil's grade level on the date of the request.

(b) Each school shall maintain a written record of verbal requests that includes the information set forth above.

(c) Each school shall assist parents in clarifying requests, as needed.

(d) Each school shall retain written records of parent requests for language acquisition programs for at least three years from the date of the request.

(e) A parent whose pupil is enrolled in a school for attendance in the next school year may submit a request for a language acquisition program.

(f) A school shall consider requests for a multilingual program model from parents of pupils enrolled in the school who are native speakers of English when determining whether a threshold specified in subdivision (h) is reached.

(g) Each school shall monitor the number of parent requests for language acquisition programs on a regular basis and notify the LEA immediately upon reaching a threshold specified in subdivision (h).

(h) When the parents of 30 pupils or more enrolled in a school, or when the parents of 20 pupils or more in the same grade level enrolled in a school, request the same or substantially similar type of a language acquisition program, the LEA shall respond by taking the following actions:

(1) Within 10 school days of reaching a threshold described in subdivision (h), notify the parents of pupils attending the school, the school's teachers, administrators, and the LEA's English learner parent advisory committee and parent advisory committee, in writing, of the parents' requests for a language acquisition program;

(2) Identify costs and resources necessary to implement any new language acquisition program, including but not limited to certificated teachers with the appropriate authorizations, necessary instructional materials, pertinent professional development for the proposed program, and opportunities for parent and community engagement to support the proposed program goals; and

(3) Determine, within 60 calendar days of reaching a threshold described in subdivision (h), whether it is possible to implement the requested language acquisition program; and provide notice, in writing, to parents of pupils attending the school, the school's teachers, and administrators, of its determination;

(A) In the case of an affirmative decision to implement a language acquisition program at the school, create and publish a reasonable timeline of actions necessary to implement the language acquisition program.

(B) In the case where the LEA determines it is not possible to implement a language acquisition program requested by parents, the LEA shall provide in written form an explanation of the reason(s) the program cannot be provided, and may offer an alternate option that can be implemented at the school.

(i) Each school shall follow the process set forth in subdivision (h), even when the LEA provides the requested language acquisition program at another school of the LEA at the time the threshold specified in subdivision (h) is met.

NOTE: Authority cited: Section 33031, Education Code. Reference: Sections 305 and 310, 44253.3, and 44253.4, Education Code; 20 U.S.C., Section 1703(f).

Section 11312. Language Programs

If an LEA provides a language program or proposes to offer a language program, the LEA shall establish a process for schools of the LEA to receive and respond to input from parents and stakeholders regarding the non-English language in which instruction is provided.

NOTE: Authority cited: Section 33031. Reference: Section 305(c), Education Code.

Section 11316. Language of Parental Notice

All notices and other communications to parents required or permitted by these regulations must be provided in English and in the parents' primary language to the extent required under Education Code section 48985.
NOTE: Authority cited: Section 33031, Education Code. Reference: Section 48985, Education Code; 20 U.S.C Section 1703(f) and 6318.

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Chart which shows the California Code of Regulations sections 11300, 11301, 11309, 11310, 11311, 11312, and 11316, and related Education Code language.

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This is SO helpful!! Thank you for hosting this! 

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This is SO helpful!! Thank you for hosting this! 

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| Angie Covil / Intervention / Federal Programs Coordinator
IEM Schools: South Sutter, Ocean Grove, Sky Mountain
Where PARENTS choose and STUDENTS succeed.
ieminc.org

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Martha Paso

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The Padlet you shared is fantastic! Thanks. 

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The Padlet you shared is fantastic! Thanks. 

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Timothy A. Ribota, Ed. S.

Director of Education Services

Pacific Charter Institute

Personalized Learning Public Charter Schools

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Thank you for your feedback: Report Summary

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Thank you for your feedback: Report Summary

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Feedback # 1 2022-23 FPM TA Session September 13 2022

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Copy of 2022-23 FPM TA Session Feedback September 13 2022(1-19)