English Learner Master Plan

Transcripción

1 Chula Vista Elementary School District Department of Language Acquisition & Development English Learner Master Plan Board of Education Cheryl S. Cox, Ed.D. Larry Cunningham Patrick A. Judd Bertha J. López Pamela B. Smith Superintendent Lowell J. Billings, Ed.D. The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable State and Federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) , ext Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office

2 Chula Vista Elementary School District English Learner Master Plan Task Force Allan, Marissa Mora, Jorge Angeles, Griselda Morales, Frances Basden, Bette Nakamura, Emiko Billings, Lowell Navarro, Dawn Carranza, Veronica Nelson, John Clark, Aurora Peters, Margo Cruz, Tom Ponce, Rosalba De Jerez, Antonia Ramirez, Evette De la Cruz, Cristina Ramirez, Jorge Doyle, Dennis Robbins, Susan Fahle, Susan Rosenfeld, Luisa Ferguson, Bruce Ruvalcaba, Martha Fiszlewicz, Sara Sabala, Helena Flores-Speer, Cristina Sanchez, Brizeida Franco, Danielle Sanchez, Emma Glover, Tom Sapien, Charlene Gonzalez, Toni Saucedo, Mauricia Guasp, Maria Solorzano-Ybarra, Sheila Gugerty, John Stover, Ana Hernandez, Leonard Sykes, Dwight Howard, Willard Taylor, Margo Jimenez, Lucia Travers, Gerardo Lebron, Fran Vazquez, Gustavo Lopez, Andrew Velasco, Francisco J. Ludi, Patricia Villar, Antonio Malaga, Luz Villegas-Duvanich, Sandra Martinez, Rosi Waisman, Susana Matos, Ollie West, Olga McKearney, Gloria Winters, Dan Monsalve, Sandra Woldt, Lee Literacy First Children First - 2 -

3 Table of Contents Page Accountability Vision for English Learners 4 Initial Identification 6 Placement of Students 9 Program Options and Parental Exception Waivers 10 Instructional Program and Curriculum 21 Reclassification Staffing Authorization Professional Development 30 Accountability and Evaluation 31 Parent Advisory Committee 35 Funding

4 Chula Vista Elementary School District Department of Language Acquisition and Development Accountability Vision for English Learners The Chula Vista Elementary School District has established a Districtwide accountability system that holds all administrators, principals, and support staff accountable for making gains in student achievement every year. Under this model, each school and every department will be expected to develop annual goals that address performance in the areas of student achievement. Through this process, the Superintendent and Board of Education reinforce the commitment of the District to provide high quality services to English Learners. To ensure ongoing assessment of performance in the provision of services to English Learners, the English Learner Master Plan will include requirements specific to the implementation of a sound instructional program for English Learners. All administrators, teachers, and instructional support staff will receive training in the instruction, evaluation, and monitoring of the program for English Learners. This will ensure understanding of program requirements and effective implementation of services to English Learners. Program Effectiveness The assessment and accountability process for the District includes the collection and reporting of data using standards-based and multiple measure models. The system was developed to identify Districtwide trends and to identify individual student needs that occur within instructional programs. The effective use of English Learner achievement data is described in the assessment system. Data collection procedures and analysis to determine program effectiveness for English Learner support, Title III (No Child Left Behind) requirements, and federal case law. Federal case law (Castañeda vs. Pickard, 648F.2d 989, 1981) requires that the main goals of the English Learner Program are to develop the English language fluency of each English Learner as effectively and as efficiently as possible, and to develop mastery of the core curriculum comparable to native English speakers. The court set forth the following standards for effective programs for English Learners: 1. The program is based on educational theory that is research-based, has proven methodology, and is recognized by experts in the field. 2. The programs or practices used are calculated to effectively implement the adopted theory, and 3. The program successfully produces results that indicate that language barriers are being overcome

5 Goal Statement The EL Master Plan defines four goals for English Learners: 1. To develop English language proficiency in each English Learner (EL) as effectively and efficiently as possible. Students, on average, will be expected to gain one level of proficiency annually. The District s Catch-Up Plan lays out the annual expected gains in English proficiency. 2. To increase the number and percent of English Learners at the two highest levels of English proficiency at the target rates expected on an annual basis. The District s Catch-Up Plan establishes the annual expected benchmarks in gains in the two highest levels of English proficiency. 3. To close the achievement gap between English-only students and English Learners. English Learners will improve in achievement levels to meet annual expected benchmarks established by the District s Catch-Up Plan. 4. To increase the number of students who are becoming bilingual and biliterate. The District recognizes that these goals can only be accomplished through expanding programs that are standards-based, rigorous, and well designed so that students can access the entire curriculum while acquiring English and Spanish. In order to achieve these goals, the District will: Value biliteracy as a gift that will assist the student in life Provide all students with the opportunity to participate in high quality instruction that addresses academic standards Offer programs based on student need and sound educational pedagogy Provide for and honor parent options Provide high quality staff development for all administrators and staff Embrace parent involvement in the educational process Provide a process for monitoring the effectiveness of programs Increase the number of dual language programs The purpose of the District s Master Plan for English Learners is to provide schools with a standard for consistent program implementation and evaluation of services for English Learners. With a common staff understanding of goals and procedures, English Learners will receive consistently implemented programs of high quality that are designed to meet their academic needs. The District must also ensure that students recoup any academic deficits incurred in achieving grade level standards in those areas. The Chula Vista Elementary School District is committed to the development of the following for all English Learners: Academic proficiency in English Academic achievement at parity with native English speakers Reclassification to Fluent English Proficient, and Development of students who are multiliterate and appreciative of the cultural and linguistic diversity that is brought to us by our community of learners

6 7 INITIAL IDENTIFICATION

7 Initial Identification Home Language Survey During enrollment, all parents must complete a Home Language Survey (HLS) that is used to determine the primary language of the student. This will remain on file for each student in the cumulative folder and in the student s English Learner folder. The Home Language Survey is available in English and Spanish. All students, including English-only students, must have a completed HLS on file. Each completed HLS must include a parent s signature, birth country, date of first entry into a United States school, and enrollment date. If any of the first three responses on the HLS indicate a language other than English, the student is assessed with the CELDT within two weeks of initial enrollment. The CELDT assessment components include speaking, listening, reading, and writing. The results of these assessments enable site personnel to determine the English language proficiency level of the student. If the person administering the HLS believes that the form is completed incorrectly or that there may actually be a home language other than English present, the school principal may arrange for a conference with the parents to explain the impact of the HLS in relation to the educational services received by the child. For students who are transferring from another school district, the HLS shall be administered. However, the only HLS that is valid is the first one ever completed by the parent at the time of initial enrollment in a California public school. For placement purposes while cumulative student records are in transit, the student shall be assessed for English language proficiency with the CELDT as explained below. Upon the receipt of student transfer records, the student s language status from the originating district shall be honored. English Language Assessment The state-approved instrument used for language assessment is the California English Language Development Test (CELDT). Trained, District-certified assessors will administer the assessment. The test determines the student s overall English language proficiency level (1, 2, 3, 4 or 5), as well as proficiency levels in the areas of listening, speaking, reading, and writing. The CELDT test is given only once for initial identification, and each year thereafter for annual progress monitoring until the student is reclassified. The CELDT results are then used to determine the designation of the student as either an English Learner or Fluent English Proficient (FEP). The Department of Language Acquisition is responsible for the coordination of CELDT administration. The Information Services Department enters CELDT test results into the CVESD Student Management System (SMS). Using the SMS, schools access CELDT results by using the Student Language Profile Report (SLP). The SLP displays the following information by school, grade, and teacher: Home language and primary language assessment results Name, ethnicity, student ID number, and gender Language classification, e.g. EL, I-FEP, R-FEP - 6 -

8 Instructional program (Structured English Immersion, Mainstream/ELD, or Alternative Bilingual) Dates of all assessments and R-FEP date English Language Proficiency in Listening/Speaking, Reading, Writing, & Overall proficiency The expected levels of overall proficiency targets on an annual basis The annual California Standards Test results in Language Arts and Mathematics Primary Language Assessment State law requires that ELs be assessed for primary language proficiency within 90 calendar days of initial enrollment. The Chula Vista Elementary School District will assess the primary language proficiency of English Learners for initial identification purposes within 30 days of initial enrollment. Procedures for the evaluation of primary language differ depending on the primary language of the student. For students whose primary language is Spanish, the District-designated, state-recognized instrument used is the Language Assessment Scales-Spanish (LAS-S). For students whose primary language is other than Spanish, a modified version of the primary language assessment developed by Los Angeles Unified School District is used in lieu of a formal assessment. The student s parent or guardian completes the form. The purpose of the rating is to gain information that will help to identify the student's oral language level. In addition to this assessment, parents are surveyed regarding the student s reading and writing ability in the home language. Scores from the primary language assessment determine the identification of the student as "non", "limited", or "fluent" in the primary language. The results of these assessments assist in the determination of student placement. Parent Notification of Assessment Results Parents are notified in writing in a language they can understand (orally, if they are unable to understand written communication), of the results of the initial language assessment within 30 days of initial enrollment. The parent notification includes test results of English language proficiency and primary language proficiency as testing resources allow, the programs offered in the District, and the student's initial program placement. This notification will be provided in English and in Spanish. The law requires that when 15% or more of the student population at a given school site speaks a common language, all relevant parent notification is to be available in that language

9 The following are referenced in the previous section. Home Language Survey Assessment for Initial Identification and Program Placement FLOW CHART Superintendent parent letter referring to CELDT Test results interpretation guide Parent Notification of Initial Language Proficiency and Program Placement Annual Parent Notification - 8 -

10 CHULA VISTA ELEMENTARY SCHOOL DISTRICT HOME LANGUAGE SURVEY California Education Code (Ed. Code 62002) requires schools to determine the language(s) spoken at home by each student. A language proficiency assessment is required if student s home language is other than English. This information is essential in order for schools to provide meaningful instruction for all students. Your cooperation in helping us meet the requirement is requested. Please answer the following questions: Student s Name: ID#: Grade: School: Teacher: Your relationship to student: Mother Father Guardian Other (Specify) My child is from an English-only home: YES NO If yes, there is no need to complete this form; please sign and date this form. Directions: Please check a response for each of the following questions and indicate other languages if applicable. English Spanish Other Language(s) 1. What language did your child learn when he/she first began to talk? 2. What language does your child most frequently use at home? 3. What language do you use most frequently to speak to your child? 4. What language do the adults at home most often speak? Additional survey questions: 5. Can an adult family member or extended family member speak English? 6 Can an adult family member or extended family member read English? 7. Has your child been Reclassified Fully English Proficient (RFEP) in the past? 8 Has your child been assessed as English Proficient in the past? YES NO What is the preferred language for oral or written communications to be sent home from the school? English Spanish Parent / Guardian Signature Date

11 DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA ENCUESTA DEL IDIOMA DEL HOGAR El Código de Educación de California (Ed. Code 62002) exige que las escuelas determinen el o los idiomas que cada alumno habla en el hogar. Se necesita una evaluación del dominio del idioma si el idioma del hogar del alumno no es el inglés. Esta información es indispensable para que las escuelas proporcionen una buena educación para todos los alumnos. Solicitamos su ayuda para auxiliarnos a cumplir con este requisito. Favor de contestar las siguientes preguntas: Nombre del alumno: ID#: Grado: Escuela: Maestro: Su relación con el estudiante: Madre Padre Tutor legal Otro (anote) En el hogar de mi niño sólo se habla inglés: Sí NO Si contestó sí, no necesita llenar este formulario; favor de poner la fecha y su firma al pie de la hoja. Instrucciones: Favor de marcar su respuesta ( ) para cada una de las siguientes preguntas y de indicar cuáles son los otros idiomas si corresponde. Inglés Español Otro(s) idioma(s) 1. Qué idioma usó su niño cuando empezó a hablar? 2. Qué idioma habla su niño más frecuentemente en casa? 3. Qué idioma utiliza más frecuentemente para hablar con su niño? 4. Qué idioma utilizan más frecuentemente los adultos en casa? Preguntas adicionales de la encuesta: 5. Hay algún adulto en la familia inmediata o algún pariente que hable inglés? 6 Hay algún adulto en la familia inmediata o algún pariente que lea inglés? 7. Se reclasificó anteriormente a su hijo como competente en inglés (RFEP)? 8 Se determinó alguna vez al evaluar a su niño que domina el inglés? SÍ NO En qué idioma prefiere que se mande la información al hogar por parte de la escuela? Inglés Español Firma del padre o tutor legal Fecha

12 Assessment for Initial Identification and program Placement FLOW CHART HOME LANGUAGE SURVEY Home Language other than English English Only Assess English with CELDT GRADES K-1 Listening and Speaking GRADES 2-6 Listening, Speaking Place in Mainstream Program English Learner Assess Primary Language Place in Appropriate EL Program SEI Mainstream Initially Fluent English Proficient Place in Mainstream Program or Alternative Bilingual *Alternative Bilingual or Dual Language Program * Requires Parent Waiver

13 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST J STREET CHULA VISTA, CALIFORNIA (619) BOARD OF EDUCATION CHERYL S. COX, Ed.D. LARRY CUNNINGHAM PATRICK A. JUDD BERTHA J. LÓPEZ PAMELA B. SMITH SUPERINTENDENT LOWELL J. BILLINGS, Ed.D. March 2004 EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development Test (CELDT). The purpose is to determine how well each student tested can listen, speak, read, and write English. Your student has been given the CELDT, and the results have identified him/her as an English Language Learner. Enclosed you will find the Student Proficiency Level Report which indicates a proficiency level for each portion of the CELDT your child has taken, as well as an overall proficiency level. The CELDT helps us to: Identify new students who are English Language Learners. Monitor the progress of continuing students in developing English language skills. Determine which students are considered eligible for reclassification to Fluent English Proficient. Parents are encouraged to communicate with the school and the teachers concerning their child s growth in English language proficiency and educational progress. Your support and high expectations for your child s academic achievement will help ensure success for your child. Sincerely, Lowell J. Billings, Ed.D. Superintendent

14 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST J STREET CHULA VISTA, CALIFORNIA (619) BOARD OF EDUCATION CHERYL S. COX, Ed.D. LARRY CUNNINGHAM PATRICK A. JUDD BERTHA J. LÓPEZ PAMELA B. SMITH SUPERINTENDENT LOWELL J. BILLINGS, Ed.D. EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH Marzo de 2004 Estimados padres de familia: Las leyes federales y estatales requieren a todos los distritos escolares de California dar una prueba estatal a los alumnos en cuyo hogar se habla un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es determinar cómo se encuentra cada alumno examinado en hablar, escuchar, leer y escribir inglés. Su hijo tomó la prueba CELDT, y los resultados lo identifican como estudiante que está aprendiendo inglés (English Language Learner). Anexo se encuentra el reporte que indica su nivel de dominio de inglés en cada una de las partes del CELDT que tomó, lo mismo que un nivel general de aptitud. La prueba CELDT nos ayuda a: Identificar a los alumnos que son Estudiantes de Inglés. Vigilar el progreso de los alumnos en su habilidades en el idioma inglés. Determinar cuáles alumnos deben considerarse para reclasificarles como alumnos con dominio del inglés (Fluent English Proficient). Se invita a los padres de familia a comunicarse con la escuela y los maestros respecto al avance del niño en su desarrollo del inglés y su progreso académico. El apoyo y sus altas expectativas para el aprovechamiento académico de su hijo ayudarán a asegurar el éxito de su niño. Atentamente, Dr. Lowell J. Billings Superintendente

15 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST J STREET CHULA VISTA, CALIFORNIA (619) BOARD OF EDUCATION CHERYL S. COX, Ed.D. LARRY CUNNINGHAM PATRICK A. JUDD BERTHA J. LÓPEZ PAMELA B. SMITH EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH SUPERINTENDENT LOWELL J. BILLINGS, Ed.D. March 2004 Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development Test (CELDT). The purpose is to determine how well each student tested can listen, speak, read, and write English. Your student has been given the CELDT, and the results have identified him/her as Fluent-English Proficient. This means that your student will be assigned to a regular academic program and will not need special help to increase his/her English skills. Enclosed you will find the Student Proficiency Level Report which indicates a proficiency level for each portion of the CELDT your child has taken, as well as an overall proficiency level. Parents are encouraged to communicate with the school and the teachers concerning their child s educational progress. Your support and high expectations for your child s academic achievement will help ensure success for your child. Sincerely, Lowell J. Billings, Ed.D. Superintendent

16 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST J STREET CHULA VISTA, CALIFORNIA (619) BOARD OF EDUCATION CHERYL S. COX, Ed.D. LARRY CUNNINGHAM PATRICK A. JUDD BERTHA J. LÓPEZ PAMELA B. SMITH EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH SUPERINTENDENT LOWELL J. BILLINGS, Ed.D. Marzo de 2004 Estimados padres de familia: Las leyes federales y estatales requieren a todos los distritos escolares de California dar una prueba estatal a los alumnos en cuyo hogar se habla un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es determinar cómo se encuentra cada alumno examinado en hablar, escuchar, leer y escribir inglés. Su hijo tomó la prueba CELDT, y los resultados lo identifican como Alumno con Dominio del Inglés. Esto significa que su niño será asignado a un programa académico regular y no necesitará ayuda especial para aumentar sus aptitudes en inglés. Anexo se encuentra el reporte que indica su nivel de dominio de inglés en cada una de las partes del CELDT que tomó, lo mismo que un nivel general de aptitud. Se invita a los padres de familia a comunicarse con la escuela y los maestros respecto al avance académico del niño. El apoyo y altas expectativas de parte de usted para el aprovechamiento académico de su hijo ayudarán a asegurar el éxito de su niño. Atentamente, Dr. Lowell J. Billings Superintendente

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23 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 East J Street Chula Vista, CA PARENT NOTIFICATION OF LANGUAGE PROFICIENCY LEARNER Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child s English and primary language oral, reading and writing skills have been assessed. Your child ENGLISH CELDT Overall Level Listening/Speaking Level Reading Level Writing Level has demonstrated the following skills: PRIMARY LANGUAGE LAS Oral Level LAS Reading Level LAS Writing Level Based on CELDT language proficiency test results, your child has been designated as ENGLISH LEARNER. The overall English Language Proficiency Level of your child is: Beginning Level 1 Early Intermediate Level 2 Intermediate Level 3 Based on these assessment results, your child requires more assistance in English language development. Listed below are the instructional placement options available to you. Structured English Immersion Program This model provides instruction primarily in English. Students will be taught English language skills. Students will be taught subjects using special strategies in English with primary language instructional support, as needed. Mainstream Program with English Language Development Students receive all instruction in English with English Language Development. Alternative/Bilingual Program Instruction will be provided in English and Spanish with a focus on the development of English language proficiency. A parent Waiver is required. Parent Waiver: You have the right to request a Parent Waiver for participation in an Alternative/Bilingual Program. If your child is under age 10, he/she will be placed initially in a Structured English Immersion program for 30 calendar days after which the Alternative/Bilingual Program commences. Children age 10 or older are not subject to the 30-calendar day period and the Alternative/Bilingual Program placement will take effect immediately. You will receive information regarding Parent Waivers for children under age 10 from your child s school. If you wish to have more information regarding placement or programs, please contact your child s school or the Language Acquisition Department. Teacher s Signature Date Parent s/guardian s Signature SCHOOL Date GRADE WHITE: Cum Folder CANARY: Language Acquisition Dept. PINK: EL Folder GOLDENROD: Parent/Guardian

24 DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA 84 East J Street Chula Vista, CA NOTIFICACIÓN DE DOMINIO DEL IDIOMA ESTUDIANTE DE INGLÉS LEARNER Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT Nivel Oral en LAS Escuchar y hablar Nivel de Lectura en LAS Lectura Nivel de Escritura en LAS Escritura De acuerdo a los resultados en la prueba de dominio del idioma CELDT, se le ha designado como ENGLISH LEARNER (Estudiante de Inglés). El nivel general de dominio del idioma inglés de su hijo es: Principiante Intermedio Inicial Intermedio Nivel 1 Nivel 2 Nivel 3 Basado en los resultados de las pruebas, su hijo requiere más ayuda para desarrollar el idioma inglés. En seguida aparecen las opciones de programas educativos disponibles. Programa de Inmersión Estructurada al Inglés Este modelo proporciona enseñanza principalmente en inglés. Se enseña a los alumnos habilidades del idioma inglés. Se enseñarán las materias con métodos especiales en inglés y con ayuda educativa en el idioma nativo, según sea necesario. Programa de Educación Regular en Inglés con Enseñanza para el Desarrollo del Inglés Los alumnos reciben toda su instrucción en inglés junto con clases para desarrollar el idioma inglés Programa Opcional Bilingüe La enseñanza será en inglés y en español con énfasis en desarrollar el dominio del idioma inglés. Solicitud de Exención: Usted tiene el derecho de someter una Solicitud de Exención (Parent Waiver) para que se permita a su hijo participar en un Programa Opcional Bilingüe. Si su hijo es menor de diez años, se le colocará inicialmente en un programa de Inmersión Estructurada al Inglés por 30 días de calendario y después se le colocará en el Programa Opcional Bilingüe. Los niños de 10 años en adelante no tienen que someterse a los 30 días de espera y la colocación en un Programa Opcional Bilingüe se efectuará inmediatamente. Se le dará información respecto a las Solicitudes de Exención para niños menores de 10 años en la escuela de su hijo., Si usted desea obtener más información respecto a la colocación o a los programas, favor de llamar a la escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma. Firma del maestro Firma del Padre o Tutor ESCUELA Fecha Fecha GRADO WHITE: Cum Folder BLANCA: Expediente del estudiante CANARY: Language Acquisition and Development AMARILLA: Departamento de Adquisición y Desarrollo del Idioma PINK: ELL folder ROSA: Carpeta ELL GOLDENROD: Parents ORO: Padres (03/2005)

25 CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 East J Street Chula Vista, CA PROFICIENT PARENT NOTIFICATION OF LANGUAGE PROFICIENCY Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child s English and primary language oral, reading, and writing skills have been assessed. Your child ENGLISH CELDT Overall Level Listening/Speaking Level Reading Level Writing Level has demonstrated the following skills: PRIMARY LANGUAGE LAS Oral Level LAS Reading Level LAS Writing Level Based on CELDT language proficiency test results, your child has been designated as ENGLISH PROFICIENT. The overall English Language Proficiency Level of your child is: Early Advanced - Level 4 Advanced - Level 5 Based on these assessment results, your child is proficient in English and will be assigned to a Mainstream Program. Mainstream Program Students receive all instruction in English. You have the right to request student participation in an Alternative/Bilingual Program. Alternative/Bilingual Program Instruction will be provided in English and Spanish. If you wish to have more information regarding instructional placement or programs, please contact your child s school or the Language Acquisition Department. Teacher s Signature Date Parent s/guardian s Signature SCHOOL WHITE: Cum Folder CANARY: Language Acquisition Dept. PINK: EL Folder GOLDENROD: Parent/Guardian Date GRADE

26 DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA 84 East J Street Chula Vista, CA NOTIFICACIÓN DE DOMINIO DEL IDIOMA COMPETENTE PROFICIENT Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT Nivel Oral en LAS Escuchar y hablar Nivel de Lectura en LAS Lectura Nivel de Escritura en LAS Escritura De acuerdo a los resultados en la prueba de dominio del idioma CELDT, su hijo ha sido designado como ENGLISH PROFICIENT (competente). El nivel general de dominio del idioma inglés de su hijo es: Avanzado Inicial - Nivel 4 Avanzado - Nivel 5 De acuerdo a los resultados de estas pruebas, su hijo posee dominio del inglés y será asignado a un programa de educación regular. (Mainstream Program) Programa de educación regular Los alumnos reciben toda su instrucción en inglés. Usted tiene el derecho de pedir que el alumno participe en un Programa Opcional Bilingüe. Programa Opcional Bilingüe La enseñanza será en inglés y en español. Si usted desea obtener más información respecto a la colocación o a los programas, favor de llamar a la escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma. Firma del maestro Fecha Firma del Padre o Tutor ESCUEL A Fecha GRADO WHITE: Cum Folder BLANCA: Expediente del estudiante CANARY: Language Acquisition and Development AMARILLA: Departamento de Adquisición y Desarrollo del Idioma PINK: ELL folder ROSA: Carpeta ELL GOLDENROD: Parents ORO: Padres (03/2005)