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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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Education Programs Consultant Phone: (916) 319-0228

E-mail: RAddington@cde.ca.gov

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Education Fiscal Services Assistant
Phone: 916.322.3207

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Education Programs Consultant    Phone:  916-322-3032                E-mail: ULove@cde.ca.gov

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Phone: 916-322-3053
E-mail:mbjorkman@cde.ca.gov

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Compensatory Education Instrument

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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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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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2020-21  School Support and Improvement (SSI) Instrument

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2020-21  School Support and Improvement (SSI) Instrument

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Student Achievement and Support Division (SASD)    Title I Monitoring and Support Office (TIMSO)

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Student Achievement and Support Division (SASD)    Title I Monitoring and Support Office (TIMSO)

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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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Fiscal Monitoring Unit Audits and Investigations Division 

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Fiscal Monitoring Unit Audits and Investigations Division 

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02   2020-21 FPM Instrument Training Presentation

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The U.S. Department of Education provided a factsheet to states titled, "Providing Services to English Learners during the COVID-19 Outbreak." The following FAQs provide answers from a California context.

Entrance Requirements

1. How may a local educational agency (LEA) determine a new student's English learner (EL) status remotely?

An LEA that is continuing to enroll new students during the COVID-19 national emergency should attempt to identify EL students remotely to the greatest extent possible.

An LEA must screen new students to determine EL status to the extent possible.

An LEA operating via remote learning may conduct an online registration process that includes a home language survey for parents, and the LEA may be able to conduct a version of its screening assessment online for temporary identification.

The LEA may also communicate with parents by phone, with interpreters as needed, to conduct the oral home language survey in the parent's native language to identify potential EL students and may explain to parents orally the required information.

When the school physically reopens, the LEA would complete the full identification procedures to promptly ensure proper identification and placement for new EL students.

2. How may registration and presumptive EL status issues be minimized during school closures?

Based on U.S. Department of Education guidance, during school closures, the following applies:

a) The LEA (including charter schools) should assist parents who might now have the electronic means, process language, or understanding of the process to register their child/children for school.

b) LEAs must conduct a Home Language Survey (HLS), over the phone with interpreters, if needed, for all students newly enrolled in their district for the first time in a California school. For students who have been previously enrolled in another school in California, please refer to California Longitudinal Pupil Achievement Data System (CALPADS) for their English language status.

c) As part of an LEA's enrollment process, if the HLS determines that the student's primary language is a language other than English, the LEA will need to advise the parent/guardian in writing within 30 days, and to the extent possible, in a language the parent understands that until the initial English Language Proficiency Assessments for California (ELPAC) is conducted to determine the student's official English proficiency, English language development services will be provided through distance learning instruction.

3. Who may administer the Summative ELPAC to English learners?

According to Title 5 of the California Code of Regulations Section 11518 (l) an "ELPAC test examiner" is an employee or contractor of an LEA or nonpublic school (NPS) who has electronically agreed to an ELPAC Test Security Affidavit, who is proficient in English and has complete command of pronunciation, intonation, and fluency, and who certifies completion of training in the administration of the ELPAC.

4. What if my district cannot complete all Initial English Language Proficiency Assessments for California (ELPAC) testing by the extended 2020-21 window?

For the 2020-21 school year, all new students to a California public school who report a language other than English on any of the first three questions of the Home Language Survey (HLS), who are awaiting assessment, and have an English language acquisition status (ELAS) of "To be determined" (TBD), are to receive ELD instruction until the Initial ELPAC can be administered. Parents must be notified of services. Once the Initial ELPAC has been administered to those who are designated as TBD, the ELAS will be updated. The U.S. Department of Education will allow states to report both EL and TBD students as English learners in the 2020-21 school year for federal reporting purposes only. The Initial ELPAC must be administered as soon as possible to comply with the requirement to identify students for services.

For questions regarding the reporting of TBD students in CALPADS, please send your questions to the CALPADS Office at CALPADS@cde.ca.gov.

For questions regarding the administration of the Initial ELPAC assessment, please send your questions to the ELPAC Office at ELPAC@cde.ca.gov.

For questions regarding the HLS, please contact the Technical Assistance and Monitoring Office at TAMO@cde.ca.gov.

Annual Summative ELPAC Assessment

How should an LEA make decisions regarding the instruction and program services of ELs without data from the ELPAC assessment?

LEAs typically use the annual ELPAC assessment to inform instruction and program services for English learners, in addition to decisions on exiting students from EL status. LEAs could schedule the ELPAC assessment early in the 2020-2021 school year, as the window has been extended to October 2020, using social distancing protocols at the school site where the schools are open. If that is not possible, LEAs may use formative assessments and/or EL specialists and teacher input to help inform instruction and program services decisions.

For those students for whom the LEA has ELPAC assessment data from the 2019-2020 school year, the LEA should use those results to inform instruction, program services, and reclassification of ELs.

Providing Services to English Learners

May an LEA and school make available small instructional hubs onsite for special learners (i.e. English learners and students with disabilities) when the county is on the Governor's watchlist?

Yes. Generally, schools may not be open in regions that have been on the watchlist in the preceding 14 days. But elementary schools may obtain a waiver, in which case, each LEA and school site must follow local health department guidelines and protocols to provide a safe environment for students, teachers, and others involved in everyday attendance onsite. Access to and use of personal protective equipment (PPE) is required. For more information on the waiver granted by the local health officer for elementary schools to open with in-person instruction, visit the Governor's COVID-19 web page to read COVID-19 and Reopening In-Person Learning Framework for K-12 Schools in California, 2020-2021 School Year (PDF) .

Use of Title III Funds

1. What other funding sources are available during school closures to support access to internet and devices?

State, local, and other federal funds should be used to provide the same access for English learners. For example, recipients of subgrants under the Coronavirus Aid, Relief, & Economic Security Act (CARES Act), Elementary and Secondary Emergency Relief Fund (ESSERF), and Governor's Emergency Education Relief Fund (GEERF) can generally use those grants for student internet access and devices to enable online learning as well as accessible technology for English learners with disabilities, among other uses of funds.

When using other potential sources, the LEA must be sure that the use of the funds is, under the specific circumstances of the expenditure and the program authority selected, reasonable and necessary for the purposes of that program, and does not violate other program-specific requirements:

Title IV, Part A, Student Support and Academic Enrichment Grants (SSAE);

Title V, Part B, Subpart 1, Small, Rural School Achievement Program (SRSA);

Title V, Part B, Subpart 2, Rural and Low-Income School Program (RLIS);

Sections 7002 and 7003(b), Impact Aid; and

Section 4624, Promise Neighborhoods.

2. May Title III funds be used to train teachers to use new online platforms and software designed for English learners? Does that training need to be limited to training EL teachers or may the LEA include all teachers who have English learners in their classes?

An LEA may use Title III funds for teacher training if it is specific to EL needs. The training could include all teachers if it is geared towards meeting the needs of English learners or if it relates to software or embedded supports for English learners.

However, if the training is for the same online platform that all teachers will use for all classes, and does not address EL needs, then the use of Title III funds for such training would be not be permitted, as it would be supplanting, rather than supplementing, other available funding sources.

Reclassification (Exit) Procedures

1. If an LEA was not able to complete the ELPAC assessment for all English learners in spring 2020, should all English learners be kept in EL status for the fall, even if some of them may be proficient in English according to their teachers? May an LEA exit such students without administering the ELPAC assessment?

Per California requirements for reclassifying students during school closures due to COVID-19:

LEAs should continue using the following four criteria to establish reclassification policies and procedures:

Assessment of English language proficiency, using an objective assessment instrument, including, but not limited to, the state test of ELPAC;

Teacher evaluation, including, but not limited to, a review of the student's curriculum mastery;

Parent opinion and consultation; and

Comparison of student performance in basic skills against an empirically established range of performance in basic skills of English proficient students of the same age.

ELPAC Overall Performance Level (PL) 4 has been established as the statewide standardized English language proficiency (ELP) criterion (1), and LEAs shall use Overall PL 4 to determine whether a student has met that criterion. All other reclassification criteria (2-4) remain locally determined.

The CDE is providing the following reclassification guidance for criteria 1 and 4:

Criterion 1: For those students who completed testing in 2019-2020, LEAs will use the results from the 2019-2020 Summative ELPAC to determine reclassification eligibility. For those students who did not complete testing in the spring of 2019-2020, an optional fall Summative ELPAC window will be open and available between August 20-October 30, 2020.

During this window, LEAs can administer the optional fall Summative ELPAC and use the results to meet criterion 1 eligibility for reclassification. The optional fall Summative ELPAC is highly recommended for all EL students who have already met all other criteria in 2019-2020 except for criterion 1, particularly in grades four to eleven. For students that met Criterion 1 in 2018-19 by obtaining an Overall PL 4 have until December 2020 to complete the process of reclassification as the timeline has been extended to allow for the other local criteria to be completed.

Criterion 4: For all grade levels, LEAs can use most recent local assessments or the Smarter Balanced Summative English language arts assessments.

2. Is there is an exception for an English learner with a disability whose disability makes it impossible for the student to be assessed in a particular domain?

Yes. When a student's IEP or Section 504 plan specifies that the student has a disability for which there are no appropriate accommodations for assessment in one or more of the Speaking, Listening, Reading, and Writing domains, the student shall be assessed in the remaining domains in which it is possible to assess the student, per 34 CFR Section 200.6. A student may be assigned an overall score only if assessed in both oral and written language. To be considered as having been assessed in oral language, the student must have been assessed in either Speaking or Listening. To be considered as having been assessed in written language, the student must have been assessed in either Reading or Writing. For more information, visit the 2020-21 ELPAC Information Guide on the CDE ELPAC web page.

Parent of English Learners

What funding sources are available to LEAs for use with parent communication efforts?

LEAs can generally use CARES Act funds under the ESSERF and GEERF for communication with parents, including translation and interpretation services.

Resources

U.S. Department of Education
U.S. Department of Education website on COVID-19 National Clearing House on English Language Acquisition (NCELA) Non-Regulatory Guidance (2016): English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) (PDF)
If you have questions for the U.S. Department of Education related to school closures and COVID-19, please send to COVID-19@ed.gov. If you have questions for the Office for Civil Rights (OCR), want additional information or technical assistance, or believe that a school is violating federal civil rights law, call your regional office or visit the website of the U.S. Department of Education's OCR . You may contact OCR at 800-421-3481 (TDD: 800-877-8339), at ocr@ed.gov, or contact OCR's Outreach, Prevention, Education and Non-discrimination (OPEN) Center at OPEN@ed.gov. You may also fill out a complaint form online .

California Department of Education (CDE)
CDE COVID-19 CDE Distance Learning CDE English Learners CDE COVID-19 Reclassification Letter CDE English Language Proficiency Assessments for California (ELPAC)
Questions: Multilingual Support Division | msd@cde.ca.gov | 916-319-0938

Last Reviewed: Wednesday, October 6, 2021

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English Learner Services During COVID-19 FAQs

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The U.S. Department of Education provided a factsheet to states titled, "Providing Services to English Learners during the COVID-19 Outbreak." The following FAQs provide answers from a California context. How may a local educational agency (LEA) determine a new student's English learner (EL) status remotely?

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1. Is designated English language development (ELD) required on a daily basis during distance learning?

English learners must continue to receive designated and integrated ELD as part of their educational curriculum. While daily live interaction with certificated employees and peers is a required element of distance learning, local educational agencies (LEAs) have flexibility to determine how services will be provided to students in order for the students to make progress toward English proficiency and meet grade level academic achievement. Each LEA should have a plan for providing instruction aligned with its language acquisition program.

2. Is designated ELD required as a part of the regular school day?

Yes. The California Code of Regulations section 11300(a) states that designated English language development is "instruction provided during a time set aside in the regular school day...". Designated ELD is part of the core curriculum, which is taught during an instructional day.

1. Is there a minimum number of minutes required for ELD instruction?

No. There is no set minimum for required minutes of ELD instruction. ELD is a required course of study for all English learners and instruction is provided to students based on their proficiency level. The needs of the student determine the number of minutes necessary for students to make progress toward English proficiency.

2. How can educators ensure equity of access for English learners to receive ELD instruction during distance learning?

Some strategies follow:

Provide a designated time for designated and integrated ELD instruction within distance learning schedule for English learners.

Emphasize the importance of building scaffolds to continue providing integrated ELD within core subjects.

Consider a hybrid model for at-home learning (virtual learning along with assignment packets).

Local educational agencies provide guidance on how and where to secure internet access.

Provide pencil and paper study packets, information regarding television resources, and other activities for rural areas with no internet access.

3. Is there a specific curriculum required for designated and integrated ELD instruction during distance learning?

No. LEAs have the flexibility to determine the curriculum used for ELD instruction. Recommendations for determining use of ELD curriculum follow:

Identify materials (sets of student text books, workbooks, etc.) to send home.

Determine if the current curriculum has a digital designated and integrated ELD component.

Keep in mind digital subscriptions the district may already have and make those available.

Contact publishers and vendors to request free full access to available components that support distance learning.

4. How can teachers prepare to provide designated and integrated ELD instruction?

Teachers can use the California English Language Development Standards (CA ELD Standards) to help guide the development of designated and integrated ELD instruction. Specifically, pages 18-24 (Proficiency Level Descriptors) in the CA ELD Standards may be helpful. The CA ELD Standards are available on the California Department of Education (CDE) ELD Standards web page. Also, see question 4, above.

Resources for providing English language development instruction via distance learning are available on the CDE Resources that Support Distance Learning web page. Additional distance learning resources can be found on the CDE Free Educational Resources for Distance Learning web page. These resources are not exhaustive. Distance learning resources may be available through your local county office of education, local educational agency, or community partners.

5. Is designated ELD required to be taught synchronously rather than only asynchronously?

California Education Code Section 43503 (b)(6) states that distance learning shall include "daily live interaction with certificated employees and peers for purposes of instruction, progress monitoring, and maintaining school connectedness. This interaction may take the form of internet or telephonic communication, or by other means permissible under public health orders. If daily live interaction is not feasible as part of regular instruction, the governing board or body of the local educational agency shall develop, with parent and stakeholder input, an alternative plan for frequent live interaction that provides a comparable level of service and school connectedness." Local educational agencies have the flexibility to design the services they provide to English learners within these parameters.

1. How can educators ensure equity of access for multilingual students during distance learning?

Bilingual, Dual Language, and other Language Acquisition programs can continue to be offered through distance learning. Distance learning provides an opportunity to deepen and capitalize on students' use of the home language. Be sure to design culturally responsive lessons. Students and families may need primary language literacy resources. Also, see question 5, above, for educational resources.

2. Who determines grading policies during distance learning?

Local districts will decide their grading policies during distance learning. Local educational agencies should weigh their policies with the lens of equity and with the primary goal of ensuring that grading policies do no harm to students.

Local grading policies should consider different student groups including English learners, homeless, foster youth, and those who do not have access to technology and materials. Any changes to learning strategies or grading policies for students with disabilities should be done within the Individualized Education Program (IEP).

3. What information has been provided regarding graduation requirements during distance learning?

For grading purposes, a class can be offered as credit/no credit, pass/fail, or a modified A-D. The university systems have agreed to accept credit/no credit grades in lieu of letter grades for all courses, including A-G courses, completed in winter/spring/summer 2020 for all students. Information on graduation requirements can be found on the California Department of Education (CDE) FAQs on Grading and Graduation Requirements web page. Additional information is available regarding college admissions on the CDE College Admissions, Grading, and Graduation Requirements web page.

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

Last Reviewed: Wednesday, June 28, 2023

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Responses to frequently asked questions (FAQs) regarding designated and integrated English language development (ELD) within distance learning instruction.

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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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Parent Notification of Interim EL Identification

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Parent Notification of Interim EL Identification

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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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How to organize for the review

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Title I Monitoring and Support Office (TIMSO) Resources

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Title I Monitoring and Support Office (TIMSO) Resources

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Write your questions/comments.

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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.]