f o r R e v i s e d J a n u a r y We are trees! SOMOS ARBOLES!

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1 N o v a t o U n i f i e d S c h o o l D i s t r i c t P r o g r a m f o r E n g l i s h L e a r n e r s Master Plan R e v i s e d J a n u a r y We are trees! SOMOS ARBOLES!

2 Novato Unified School District Program for English Learners MASTER PLAN Introduction and Board Policy SECTION I Student Identification, Monitoring, and Reclassification SECTION II Instructional Delivery SECTION III Staffing and Professional Growth SECTION IV Resources and Materials SECTION V Parent Involvement District English Language Committee Parent Manual SECTION VI Program Evaluation Criteria SECTION VII Glossary of Terms Appendix 2

3 Novato Unified School District Introduction The Novato Unified School District is committed to a culture of universal achievement and providing effective educational instruction for English Learners to meet district and state standards for English competence and academic achievement. Our goal is to design programs for students that will support a course of study and learning program that meets the language level and academic needs of our English Learner students. By utilizing this document, district teachers, support staff, administrators, parents and board members can contribute to bringing a new level of quality and commitment to educating all of our students for the 21st century. District Background Novato Unified School District s population of English learners has increased steadily during the past decade. The number of students who do not speak English as a first language rose from 359 in 1995 to 1,210 in the All of the district's 15 schools enroll English Learners. Currently, English is the language of instruction for all students. This Master Plan for English Learners seeks to guide instruction by describing the programs, processes and procedures to be utilized in the education of English Learners district-wide. Number of English Learners for Novato Unified School District 3 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

4 Philosophy It is the Novato Unified School District's responsibility to provide all English Learners with instruction to meet their individual needs. Equal access to the core curriculum is essential for all learners. We believe that learning takes place in an environment which allows personal growth and acquisition of skills to occur in a natural developmental order. Such an environment promotes trust, self-confidence and self-esteem while allowing for individual and cultural differences. The primary language of English Learners is respected throughout the school setting. A rich variety of multi-sensory experiences must be provided, together with a stress-free climate which encourages exploration and self-motivation. The program for English Learners is based on the development of social, oral language. It moves to the development of listening, speaking, reading, and writing skills which provide access to the core curriculum in the development of academic language. The goal of the program provides for the attainment of academic skills and knowledge as the student moves from natural acquisition of language to more complex learning experiences. Teaching and learning experiences allow students to move from the concrete to the abstract, encourage the transfer of knowledge and skills already attained in the primary language, and contribute to multi-cultural awareness and understanding. Goals English Learners will develop proficiency in understanding, listening, speaking, reading, and writing English at a level comparable to their native English-speaking peers. English Learners will become academically successful in the core curriculum as evidenced by classroom performance measures and standardized assessment. English Learners will adjust to the learning environment as evidenced by school attendance records, and participation in school activities. They will also demonstrate positive interpersonal skills and develop a sense of self-worth and pride in cultural heritage. 4 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

5 Instruction Division Accountability RECLASSIFICATION GUIDELINES Novato Unified School District Board Approved Criteria: 1. Performance on CELDT (California English Language Development Test): Student must have an overall performance level score of Early Advanced or Advanced and o Listening is Intermediate or higher o Speaking is Intermediate or higher o Reading is Intermediate or higher o Writing is Intermediate or higher 2. STAR Test Content Standards English Language Arts: Designation of Basic or above It is recommended that the student achieve a scale score of at least Teacher Evaluation: Meeting standards Anecdotal records of student performance 4. Parent Consultation Parent is invited to a reclassification meeting where the reclassification criteria is discussed Parent has the option to submit input in writing rather than attend the meeting If the parent does not attend the meeting and does not provide written input, the student may be reclassified by school staff members Grade Level Exceptions: Since STAR test results are not available for grades one and two, reclassification shall be based on: CELDT Teacher evaluation Parent consultation Local assessments Monitoring Following Reclassification: According to California regulations and NCLB, students who have been reclassified must be monitored for two years. This will be done by the site principal/designee. The district office will submit a list to school sites twice yearly in October and March. Sites are responsible for intervening if a student falls behind. K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

6 Initial Enrollment/Assessment (C.P.M. II-EL 4) All students are assessed for English and primary language proficiency according to statemandated timelines and parent notification is provided. Home Language Survey Parents or legal guardians of district students shall complete the Home Language Survey on the district Registration Form when they enroll their child at the school site. The Home Language Survey on the district registration form will be included in the registration packet. The school site Office Manager or Counseling Technician will ensure that the registration form is completed for all new students. If a student s Home Language Survey shows a response other than English to questions 1, 2, or 3, the student s English fluency will be assessed through the California English Language Development Test (CELDT). California English Language Development Test (CELDT) The Office Manager or Office Technician will provide a copy of the registration form to the Principal. The Principal or designee will ensure that the CELDT test is administered within 30 calendar days of initial student enrollment. The Principal will assign a certified CELDT tester to administer the test. If a student has transferred from another school in California, the Office Manager or Office Technician will fax the Request for CELDT Form to the previous school to get the most recent CELDT information. If there is no response prior to the end of the 30 day period, the CELDT tester will administer the CELDT as an initial assessment. A brochure explaining the CELDT test will be provided by the Office Manager or Counseling Technician to parents. An EL file will be created, starting with the copy of the Registration Form, and kept in a specified file within the student cum. The Principal will assign the EL Instructional Assistant or designee to maintain this file and all EL documents. 6

7 Primary Language Assessment (Idea Proficiency Test IPT) Novato Unified School District In addition to CELDT testing, each English Learner is assessed in the primary language within 90 calendar days of the date of the student s initial enrollment. Trained staff, who are proficient in English and Spanish, will administer the Idea Proficiency Test (IPT). The EL Instructional Assistant/Principal or designee will contact a district approved translator for other primary languages. Should there be no translator available for a specific primary language, the Office Manager/Counseling Technician or EL Instructional Assistant will provide the parents with a Primary Language Parent/Guardian Survey form to complete in order to determine the student s fluency in their primary language. If the results of the student primary language (P.L.) skills demonstrate the student has no proficiency in their primary language, further assessment and consultation with student, parent/guardian, teacher, or others who are familiar with student language ability will take place to determine student Primary Language skills. (i.e. Student Success Team) The results of the primary language assessment (including results of the Primary Language Parent/Guardian Survey) will be sent home to parents. The survey must be collected and filed in the student s specified file in the student s cum. (CPM II-EL 4.3) 7 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

8 Initial Identification Instruments Novato Unified School District English Proficiency Complete within 30 calendar days of initial enrollment. Grades Oral English English Reading English Writing K-12 California English Language Development Test (CELDT) California English Language Development Test (CELDT) California English Language Development Test (CELDT) Spanish Proficiency Complete within 90 calendar days of initial enrollment. Grades Oral Spanish Spanish Reading Spanish Writing K-1 Idea Proficiency Test* (IPT) N/A N/A 2-12 Idea Proficiency Test* (IPT) Idea Proficiency Test* (IPT) Idea Proficiency Test* (IPT) *The Primary Language Parent/Guardian Survey is used to determine the primary language proficiency of students whose primary language is other than Spanish Parent Notification of Testing Results and Program Placement (CPM II-EL 4.4) Parents are notified of all test results and program placement through the district letter found in the appendix (Parent Notification of Language Proficiency Testing Results and Program Placement). This letter is mailed to parents and a copy is kept in the student s EL folder. 8 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

9 Parent Notification of Placement (CPM II-EL 4.4, 4.7) Novato Unified School District Students will be assessed and parents will be informed in writing of the language proficiency assessment results of students. Parents/guardians of English learners and fluent English-proficient students will be notified of their child s English-language and primary-language proficiency assessment results and program placement. Parents/guardians of Initial students will be notified of program placement and assessment results within 30 calendar days of initial assessment. Parents/Guardians of Annual students must be notified each year of program placement. Parents/Guardians of Annual students must also be notified of assessment results within 30 calendar days of receipt from the test contractor. A letter, Initial and Annual Assessment Results, and Program Placement for English Learners, will be sent home to parents by site Principal/designee with the assistance of the EL Instructional Assistant and classroom teacher. Along with the parent letter, a copy of CELDT results indicating recommendations for placement (if the student has been identified as an English Learner) will be provided. Students may be recommended for a Newcomer Class (if applicable), an ELD Cluster Class (Sheltered English Immersion) program or an ELM (English Language Mainstream) program. This will also include a copy of the Alternative Program Option form (see parent Exception waiver). Parent Exception Waiver (Education Code 310, 311) Legal guidelines set forth several circumstances under which students may receive waivers from the district English Language Program and may be transferred to classes where they are taught English and other subjects through alternative bilingual education techniques or other generally recognized educational methodologies permitted by law. (CPM VI-EL 10)) At the beginning of each school year, parents/guardians shall be informed of the placement of their children in a structured English Language Program and shall be notified of an opportunity to apply for a parental exception waiver. (Education Code 310, CPM II-EL 4.4, VI-EL 10) Parents may request an alternative bilingual program (Waiver), however the District is not required to offer an alternative bilingual program if there are less than twenty students with the same non-english language at a site in the same grade level. The Principal will hold a meeting, at least annually, to provide parents with information regarding the assessment and placement options. K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM 9

10 Parental waivers may be granted under the following circumstances: 1. Children who already know English as measured by standardized tests 2. The child is at least ten years old and the school principal and teachers agree that learning in another language would be better for the child 3. The child has been in a class using English for at least 30 calendar days and the principal and educational staff and superintendent agree that the child has special needs such as physical, emotional, psychological or educational needs that require an alternate course of educational study (CPM VI-EL 10) Education Code 310 provides that when 20 or more students in a given grade level at the same school receive a waiver, the school is required to offer such a class; otherwise the school must allow the student to transfer to a public school in which such a class is offered. (CPM VI-EL 10.4) Parental waivers shall be granted unless the principal and educational staff have substantial evidence that the alternative program requested by the parent would not be better suited for the pupil. Waivers must be acted upon within twenty (20) instructional days of submission but not during the thirty (30) day placement in an English language classroom. Waivers must be acted upon either no later than ten (10) calendar days after the expiration of the thirty-day period or within twenty (20) instructional days of submission, whichever is later (CPM VI-EL 10.1) Parent Notification of Exemption Waiver If the Superintendent or designee denies the waiver request, s/he shall provide a written justification to the parent/guardian describing the reasons for the denials and advise the use of the district Uniform Complaint Procedure to appeal the decision to the local board of education. 10 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

11 Monitoring Progress of English Learners (CPM VII-EL 12.1) Novato Unified School District The progress toward English language fluency and mastery of content standards will be monitored by the classroom teacher and Principal/designee. The progress of English Learners will be measured utilizing a variety of assessments. The CELDT will be given annually to all English Learners until reclassification. The Academic Success Index will be used as a guide for measuring progress. The student will be recommended/assigned intervention assistance either for ELD and/or subject area if progress is not evident. The English Language Development Progress Profile is monitored, updated, and maintained by classroom teachers at the elementary level, and ELD/English teachers at the middle and high school levels. Areas not yet mastered by individual students will be the target areas for the student s English Language Development instruction. ELD instruction will be targeted to the student s English language proficiency level and based on the ELD/ELA standards until the student is reclassified (CPM). English Proficiency Levels Level 1 Beginning Level 2 Early Intermediate Level 3 Intermediate Level 4 Early Advanced Level 5 Advanced Formative and Benchmark Assessments/Progress Reports will monitor student mastery of content standards. Annual End-of-Year Assessments and Report Cards will be administered to all English Learners. If students are identified as requiring Special Education their progress will also be measured by their Individualized Education Plan (IEP) goals and objects. K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM 11

12 NOVATO UNIFIED SCHOOL DISTRICT Assessment of Students Who Indicate Second Language On The Registration Form If the student is transferring from a California school, contact previous school for CELDT results. If no previous results, then students English fluency must be tested in speaking, reading, & writing, within 30 days of enrollment. Grades 2 K Days 30 "TS" Test in Oral, Reading & Writing Within 30 days Do Not Enter Program 30 "LE" If Orally Limited English Enter Program 30 "IF" If Fluent *(Early Advanced or Advanced on CELDT) in all 3 areas Oral, Reading & Writing Do Not Enter Program 30 "LE" If not fluent in all 3 areas (Oral, Reading & Writing) Enter Program 30 Complete Testing In Primary Language Within 90 Days of Enrollment Complete Testing In Primary Language Within 90 Days of Enrollment "RF" Teacher & Parent Input, CELDT, CST (*Early Advanced or Advanced on CELDT) Remove from Program 30/Enter RF Proficiency Date To Be Entered On Main Screen, English Prf : Reclassification Criteria LE = Limited English Proficient CELDT - English Reading & Writing Fluent Measured Annually IF = Fluent English On Initial Assessment STAR - English/Language Arts Standards Test - Basic Performance Level RF = Reclassified Fluent English After Being TEACHER INPUT Identified Previously As Limited English PARENT INPUT TS = Testing In All 3 Areas Are Not Yet Completed * Must Be Intermediate in each area and Early Advanced or Advanced Overall Program 30 Is To Be Entered On The Enrollment Screen If The Student Is LE. Reclassified Dates Must Be Entered On The Main Screen in Dates Proficiency Achieved Field (1) And English Prf field should be changed from LE to RF. Reclassified Students to be Monitored 2 Years. Revised 12/16/09 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM 12

13 English Learner Master Plan % Spanish Speaking Population School Total EL (Spanish) Total FEP (Spanish) Total EL & FEP (Spanish) Total Enrollment % Spanish Speaking Lynwood % Loma Verde % Lu Sutton % Hamilton % Olive % San Ramon % Pleasant % Valley Rancho Novato Charter Sinaloa % Hill % San Jose % Novato High % San Marin % Marin Oaks % NOVA % Novato Unified % Federal Regulations require Districts to inform parents of school and parent activities in an accessible format, and to the extent practical, in a language the parent understands. In addition, if according to the latest language census, 15% or more of the student population speaks a primary language other than English, all information that is sent to the parents of such students must be written in both English and that primary language. The 15% is calculated by adding the number of students identified as EL and the number of students identified as Fluent English Proficient (FEP). This sum is then divided by the total enrollment of the school. Shaded schools are required to provide translated information in the primary language. 13

14 RECLASSIFICATION GUIDELINES Board Approved Criteria: 1. Performance on CELDT (California English Language Development Test): Student must have an overall performance level score of Early Advanced or Advanced and o Listening is Intermediate or higher o Speaking is Intermediate or higher o Reading is Intermediate or higher o Writing is Intermediate or higher 2. STAR Test Content Standards English Language Arts: Designation of Basic or above It is recommended that the student achieve a scale score of at least Teacher Evaluation: Meeting standards Anecdotal records of student performance 4. Parent Consultation Parent is invited to a reclassification meeting where the reclassification criteria is discussed Parent has the option to submit input in writing rather than attend the meeting If the parent does not attend the meeting and does not provide written input, the student may be reclassified by school staff members Grade Level Exceptions: Since STAR test results are not available for Kindergarten and grade one, reclassification shall be based on: CELDT Teacher evaluation Parent consultation Local assessments Monitoring Following Reclassification: According to federal and state regulations, students who have been reclassified must be monitored for two years. This will be done by the site principal/designee. The district office will submit a list to school sites twice yearly in October and March. Sites are responsible for intervening if a student falls behind. 14 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

15 TWO YEAR MONITORING GUIDELINES In accordance with Federal (20 USC 6841), and State (5 CCR 11304) guidelines, the progress of reclassified students must be monitored for a minimum of two years to ensure correct classification, placement, and additional academic support. In order to comply with this mandate, sites are responsible for documenting the progress of reclassified students twice yearly (October and March). To achieve academic success, students should be provided with additional support (as needed) throughout the year. To guide you in this process, the following steps have been outlined: Instructional Division will provide a spreadsheet for each school listing all reclassified students. The data from the District includes: School Grade Student Name NUSD original entry date Date student was reclassified fluent English proficient (RFEP) Date two-year monitoring concludes ELA CST scale scores for last two years School sites/teachers are responsible for completing the monitoring chart by indicating: Meeting ELA standards in Reading and Writing with a YES or NO ELA grade Recommendation for Intervention OR currently in Intervention (Answer YES if either applies or NO if this student is meeting grade level standards) If YES, attach an Intervention Plan indicating the Intervention the student is currently receiving OR will receive Teacher initials Dates in October and March form completed Copy: School Site District Office Attention: Julie Hermosillo 15 K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM

16 English Learner Programs Instructional Delivery State Mandates for Instructional Delivery Districts must ensure that all students meet grade-level core curriculum standards within a reasonable amount of time. If a district chooses to emphasize ELD before full access to the core curriculum or if the student does not comprehend enough English to allow full access to the core curriculum, the district must develop and successfully implement a plan for ELs to recoup any and all academic deficits before the deficits become irreparable (California Code of Regulation (CCR), Title 5, sections 11302[a] and [b]). School districts are required to continue to provide additional and appropriate educational services to English learners until they have demonstrated English-language skills comparable to that of the district s average native English-language speakers and have recouped any academic deficits which may have been incurred in other areas of the core curriculum (California Code of Regulation (CCR), Title 5, section 11302). Services must continue until ELs meet objective reclassification criteria (EC 313). This means that EL students must be provided with ELD and SDAIE, as needed, and/or primary language instruction until they are redesignated as fluent English proficient (FEP). K:\Staff\Curric_&_Instruc_Services\ AND BEYOND\EL (ENGLISH LEARNER)\ \EL Master Plan\Master Plan and Appendix \09-10 EL Master Plan.doc9/29/2010 2:35:01 PM 16

17 English Learner Programs Instructional Delivery All English Learners in the district are provided intensive instruction in English including English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE). Teachers of English Learners are authorized and trained in methods and strategies that promote rapid acquisition of English as well as academic knowledge in core subjects. Structured English Immersion Program (SEI) Structured English Immersion is designed to rapidly teach English to students with less than reasonable fluency. Less than reasonable fluency is defined as students scoring at the Beginning, Early Intermediate, and in some cases, Intermediate levels on the CELDT (Levels 1-3). Elementary level students with less than reasonable fluency are identified and often grouped together by proficiency levels to receive targeted, explicit English Language Development instruction, with the goal of meeting English proficiency. Secondary level students with less than reasonable fluency are enrolled in English Language Development (ELD) courses with the goal of meeting English proficiency. English Language Mainstream Program (ELM) Students with reasonable fluency are mainstreamed. Reasonable fluency is defined as students scoring at the Intermediate (in some cases), Early Advanced, and Advanced levels on the CELDT (Levels 3-5). Elementary level students with reasonable fluency are identified and placed in a self-contained classroom with reclassified and/or native English Language speakers with the goal of accessing the core curriculum while learning English. Secondary level students with reasonable fluency receive SDAIE strategies with the goal of accessing the core curriculum while learning English. Some students may also receive one section of English Language Development (ELD). CELDT Level Definition Level 1 Beginning Less than reasonable fluency Level 2 Early Intermediate Less than reasonable fluency Level 3 Intermediate Less than reasonable fluency Or Reasonable fluency (case by case) Level 4 Early Advanced Reasonable fluency Level 5 Advanced Reasonable fluency 17

18 Description Goals Students Served Program Duration Teacher Authorization Structured English Immersion (SEI) Levels 1 & 2 Students learn the English language with a modified core curriculum. 1. Rapid development of English. 2. Subject matter instruction at language ability level. English learners with less than reasonable English fluency. Up to one year only. CLAD, BCLAD, CTEL, SB 1969/SDAIE Instructional Program Intermediate Early Program Advanced/ Level 3 Advanced Program Levels 4 & 5 Students learn core curriculum and continue with English language development (ELD). 1. Continued English language development. 2. Grade appropriate subject matter learning. English learners with reasonable fluency. One or more years, depending on need. CLAD, BCLAD, CTEL, SB 1969/SDAIE Students learn core curriculum and continue with English language development (ELD). 1. Continued English language development (if necessary). 2. Grade appropriate subject matter learning. English learners with reasonable fluency. Two or more years, depending on need. CLAD, BCLAD, CTEL, SB 1969/SDAIE English Language Mainstream (ELM) Program Students learn core curriculum at grade level taught in English. 1. Grade appropriate subject matter learning. Students with full English proficiency. (OE, RF, IF) Ongoing CLAD, BCLAD, CTEL, SB 1969/SDAIE Reclassified Monitoring Program Students learn core curriculum at grade level taught in English. 1. Reach proficiency on Content Standards Test. Students who have been reclassified. (RF) 2 years CLAD, BCLAD, CTEL, SB 1969/SDAIE 18

19 English Language Development Academic Success Index Performance Expectancies for English Learners ELD Level (CELDT) Overall Proficiency Level Beginning Level 1 Early Intermediate Level 2 Intermediate Level 3 Early Advanced Level 4 Advanced Level 5 1 st Year After Reclassification 2nd Year After Reclassification Time until English Proficiency is achieved Maximum 4 years Maximum 3 years Maximum 2 years Considered For Reclassification Considered For Reclassification Monitored Monitored *Progress Profile Beginning Early Intermediate Intermediate Early Advanced Advanced English Language Arts Standards English Language Arts Standards English Language Arts California Standards Test Far Below Basic Below Basic Basic Basic Proficient * Proficiency Levels in each subgroup may vary within the Overall Proficiency Level! Program Evaluation and Goals It is expected that students will improve their English proficiency at least one level each year as measured by the CELDT (California English Language Development Test). The timeline demonstrates when EL students are expected to reach each level of English proficiency until Reclassified as Fluent English Proficient. 19

20 Elementary Goal: To provide English Language Development (ELD) instruction at each student s appropriate language level with strategies to provide all students with access to grade level content and core curriculum. Ultimately, English language proficiency is achieved within a reasonable period of time (see Academic Success Index). Components/Supplemental Materials EL Instructional Assistance ELD/ELA Standards Map ELD Progress Profile Open Court EL Support Guide Language! 4 th Edition Sopris West Into English Hampton Brown Longman Dictionary Step Up To Writing Sopris West Rosetta Stone Fairfield Language Technologies Daily Academic Language Warm-ups (website) Implementation/Assessment English Learners at Levels 1 and 2 and in some cases 3, receive intensive instruction in the core academic subjects, including English Language Development, from an appropriately authorized teacher (SDAIE/ CLAD/BCLAD/CTEL) with EL Instructional Assistance, if applicable. Depending on the number of English Learners per grade level, students may be placed in a separate self-contained classroom or may be placed in mainstream classes with teachers holding appropriate credentials. English Learners at Levels 3 (in some cases) and 4 and 5 are placed in mainstream classes with an appropriately authorized teacher (SDAIE/ CLAD/BCLAD/CTEL/SB1969) with EL Instructional Assistance, if applicable. English Language Development (ELD) instruction is the responsibility of the classroom teacher. Students receive English Language services in flexible and leveled skill groups during English Language Arts. EL Instructional Assistants support instruction by assisting all teachers with EL students. In addition to core instruction, EL students receive pull-out or push-in services to provide differentiated instruction supported by Instructional Assistants. The time and intensity of services varies depending on student proficiency levels. Teachers with EL students in their classrooms must possess the appropriate authorization to teach EL students (SDAIE/ CLAD/BCLAD/CTEL/SB1969). The CELDT test is administered annually to each EL student to determine growth until the student is reclassified to Fluent English Proficiency (FEP) or Reclassified 20

21 Fluent (RF). Annually, each school will review the progress of EL students to determine the effectiveness of the school program. Activities, resources, areas for improvement, and Catch Up Plans will be outlined in the Single Plan for Student Achievement. Using the EL Progress Profile and the Academic Success Index as a guide, school sites monitor and report the progress of EL students and evaluate if students are meeting annual ELD and grade level academic standards. Students, who have been identified as proficient in English through the CELDT testing, are subject to the same requirements as English only students. 21

22 Middle School Goal: To provide English Language Development at each student s appropriate language level using SDAIE strategies to provide students with access to grade level content. Ultimately, English language proficiency is achieved within a reasonable period of time (see Academic Success Index). Components/Supplemental Materials: The Language of Literature EL Support Guide ELD/ELA Standards Map EL Progress Profile EL Instructional Assistance Language! 4 th Edition Sopris West High Point Hampton Brown Longman Dictionary Rosetta Stone Fairfield Language Technologies Step Up To Writing Sopris West Daily Academic Language Warm-ups (website) Implementation/Assessment: English Learners at Levels 3, 4 and 5 will be placed in mainstream core classes and receive English Language Development (ELD) based on their proficiency levels. Teachers with EL students in their classrooms must possess the appropriate authorization to teach EL students (CLAD, BCLAD, CTEL, SB 1969/SDAIE training, or the equivalent). Each EL student receives daily ELD lessons based on each student s identified language level. Teachers use the EL Progress Profile as a classroom tool, which outlines state adopted English Language Development (ELD) standards as building blocks to mastering the English Language Arts (ELA) standards. The ELD program utilizes state adopted materials and assessment measures (CELDT, STAR) to ensure EL students are making significant progress. The CELDT test is administered annually to each EL student to determine growth until the student is reclassified to Fluent English Proficiency (FEP) or Reclassified Fluent (RF). Annually, each school will review the progress of EL students to determine the effectiveness of the school program and will describe activities, resources, areas for 22

23 improvement and Catch Up Plans in their Single Plan for Student Achievement. Using the EL Progress Profile and the Academic Success Index as a guide, school sites will monitor and report the progress of EL students and evaluate if students are meeting annual ELD and grade level academic standards. Students who have been identified as proficient in English through CELDT testing, and other criteria are subject to the same requirements as English only students. Once students are reclassified, per district and state criteria, students are monitored for two years. 23

24 English Learner Master Plan High School Goal: To provide English Language Development (ELD) instruction at each student s appropriate language level with strategies to provide all students with access to grade level content and core curriculum. Ultimately, English language proficiency is achieved within a reasonable period of time (see Academic Success Index). Components/Supplemental Materials ELD/ELA Standards Map EL Progress Profile EL Instructional Assistance High Point Hampton Brown Language! 3 rd Edition Sopris West Longman Dictionary Rosetta Stone Fairfield Language Technologies Implementation/Assessment: Student language levels are determined by the CELDT. English Learners shall be placed in a Comprehensive Literacy course (Language!), or sheltered classes as appropriate. Teachers with EL students in their classrooms must possess the appropriate authorization to teach EL students (CLAD, BCLAD, CTEL, SB 1969/SDAIE training, or the equivalent). Teachers use the EL Progress Profile as a classroom tool, which outlines state adopted English Language Development (ELD) standards as building blocks to mastering the English Language Arts (ELA) standards. The ELD program utilizes state adopted materials and assessment measures (CELDT, STAR) to ensure EL students are making significant progress. The CELDT test is administered annually to each EL student to determine growth until the student is reclassified to Fluent English Proficiency (FEP) or Reclassified Fluent (RF). Annually, each school will review the progress of EL students to determine the effectiveness of the school program and will describe activities, resources, areas for improvement and Catch Up Plans in their Single Plan for Student Achievement. Using the EL Progress Profile and the Academic Success Index as a guide, school sites will monitor and report the progress of EL students and evaluate if students are meeting annual ELD and grade level academic standards. Students who have been identified as proficient in English through CELDT testing, and other criteria are subject to the same requirements as English only students. Once students are reclassified, per district and state criteria, students are monitored for two years. 24

25 Certification of Teachers Novato Unified School District Current state requirements: All teachers of English Learners must possess appropriate certification validated by the State of California to teach English Learner students. Documents Issued By the Commission Authorizing Service to English Learners: The Commission has issued credentials and certificates authorizing service to English Learners for many years. Over the years the titles of these documents have changed but the authorization has remained relatively the same. The Language Development Specialist Certificate was replaced by the CLAD Certificate/Emphasis and the Bilingual Certificate of Competence was replaced by the BCLAD Certificate/Emphasis. The current authorization is the California Teacher of English Learners Certificate (CTEL). The chart below illustrates the credentials and certificates that authorize service to English Learners. English Language Development (ELD) 1 Specially Designed Academic Instruction in English (SDAIE) 1 Instruction in Primary Language (Bilingual) 1 Bilingual Specialist Credential Bilingual Specialist Credential Bilingual Specialist Bilingual Certificate of Competence (BCC) 2 BCLAD Certificate BCLAD Emphasis Language Development Specialist (LDS) Certificate 2 Certificate of Completion of Staff Development (SB 1969) 3,4 CLAD Certificate CLAD Emphasis Credential with AB 1059 English Learner Content SB 2042 Credential CTEL Certificate Bilingual Certificate of Competence (BCC) 2 BCLAD Certificate BCLAD Emphasis Language Development Specialist (LDS) Certificate 2 Certificate of Completion of Staff Development (SB 1969) 3,4 CLAD Certificate CLAD Emphasis Credential with AB 1059 English Learner Content SB 2042 Credential CTEL Certificate Credential Bilingual Certificate of Competence (BCC) 2 BCLAD Certificate BCLAD Emphasis 1 There may be restriction to the grade level and subject area(s) that may be taught in each of the settings check document for specific authorization. All documents except the last two in the chart require a prerequisite teaching credential. 2 These certificates are no longer initially issued but remain valid and appropriate to serve English Learners. 3 Some of the authorization have restrictions based on the methods used to qualify for the certificate. See the appropriate leaflet or call the Commission for complete information about the document authorization. 4 Never resulted in the issuance of a certificate. The Commission served as repository of program completion information only. 25

26 Screening/Procedures: For new job postings, the Human Resources Department only interviews candidates who possess a valid English Learner certification. This guarantees that all newly hired teachers are appropriately credentialed. Any teacher currently employed with our district, who does not currently possess an English Learner certification, must go through the process to be certified. The deadline for all non- English Learner certified teachers to obtain certification was December 31, The progress these teachers are making is reviewed monthly. Teachers receive regular written reminders about requirements. Teachers were also required to provide documentation as they complete the steps toward certification. 26

27 English Learner Master Plan ELA / ELD STANDARDS and EL PROGRESS PROFILE What: English Language Arts (ELA) Standards English Language Development (ELD) Standards English Learner Progress Profile (ELPP) Purpose: The state adopted ELD standards were developed to assist teachers in moving English Learners (EL) to fluency and proficiency in English. They help teachers clearly see the relationship between language acquisition and the ELA standards. The ELD standards integrate Listening, Speaking, Reading, and Writing. The ELD standards are benchmarks of progress that reflect developmental differences at various grade levels. In addition to the ELA and ELD standards, teachers use the ELPP as a classroom tool, which outlines state adopted ELD standards as building blocks to mastering the ELA standards. Analogy: We think of the ELA standards as the Language Arts freeway and the ELD standards as an onramp to get onto the freeway. The ELPP acts as a checkpoint along the way, assuring that the destination is reached. EL students get on the onramp at different stages of English language development. EL students get on the onramp at different ages: K-2, 3-5, 6-8, o Level 1: Beginning o Level 2: Early Intermediate o Level 3: Intermediate o Level 4: Early Advanced (Silent / some words) (Simple sentence speakers) (Simple narration / beginning Reading & Writing) (Language more complex / Reading & Writing below grade level) o Level 5: Advanced (Oral language more like native English speakers / Reading & Writing may be just below grade level) Benefits of using the ELD Standards: Criteria to document and monitor EL student s progress in English. Serves as informal rubrics for classroom assessment. Useful for teachers to plan integrated lessons targeting ELA and ELD standards within a single thematic unit. 27

28 KINDERGARTEN-12 th GRADE ADOPTED INSTRUCTIONAL MATERIALS Revised 2009 Please see the website for a full listing of the Adopted Instructional Materials. 27b

29 Parent Involvement The Novato Unified School District encourages parent participation to maximize learning opportunities for all students. The school s responsibility is to help parents clearly understand the educational process so that they are able to build positive relationships with the school and thus become advocates for the education of their children. The district and each school will make every effort to: Include participation of parents and the community in decision-making, planning, implementation, and evaluation of instructional programs for English learners. Emphasize open communication with parents and disseminate information concerning school activities, programs, reports, and policies in the primary language. District English Learner Advisory Committee (DELAC) A Local Educational Agency (LEA) with 51 or more English learners must have a functioning DELAC. DELAC has the responsibility to develop an EL District Master Plan, conduct needs assessment, review reclassification procedures, and establish district program goals for English learners. DELAC members will be trained annually and provided with materials to carry out these legal responsibilities. DELAC meetings are held monthly at the District Education Center from 6:00-8:00 p.m. Information for DELAC meetings is provided to all school sites. ELAC trainings are held annually at the beginning of the school year. Agendas and minutes are provided in both English and Spanish. All meetings are translated. English Learner Advisory Committee (ELAC) A school site with 21 or more English learners must have a functioning English Learner Advisory Committee (ELAC). Parent members are elected by parents or guardians of English learners. ELAC has the responsibility to advise the School Leadership Team on the development of the Single Plan for Student Achievement, the needs assessment, the R-30 Language Census, and school attendance. ELAC trainings are held annually at the beginning of the school year. An ELAC manual is distributed each year and serves as a guide for school site ELAC meetings. Community Liaison Assists with coordination and facilitation of the District English Language Advisory Committee (DELAC) and provides support to each ELAC group as needed. Assists with translations for parents Community outreach Coordination of parent events 28

30 Parent Education Each year parent education opportunities are provided to help parents become effective partners in their children s education. School sites make an effort to conduct parent education classes designed to assist parents helping their children with homework and other school-related tasks. Efforts are made to provide translated material corresponding to programs offered by the district. Parents are referred to available services within the community. Adult Education English as a Second Language (ESL) classes, and Community Based English Tutoring (CBET) programs are provided throughout the year at various school site locations. Classes are taught by certificated teachers. During the school-year, Hill Middle School and Lu Sutton Elementary will pilot an initiative to increase parent involvement and build parent leadership capacity. Each parent on the site ELAC will mentor 4-5 parents at the school. Mentors will encourage parents to become involved in school life and teach them how to become school leaders. District-level English Learner Advisory Committee Formation Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee. Composition Requirements Parents or guardians of English learners not employed by the district must constitute a majority membership (51 percent or more) of the committee. Elections Each school English learner advisory committee (ELAC) must have the opportunity to elect at least one member of the DELAC. If the district has 31 or more ELACs, it may use a system of proportional or regional representation. Major Function The purpose of a DELAC, or subcommittee on English learner education, is to advise the district's local governing board (e.g., in person, by letters/reports) on programs and services for English learners list below. Other Functions The committee advises the district's local governing board on the following: 1. Development or revision of a district master plan of education programs and services for English learners, taking into consideration the Single School Plan for Student Achievement. 2. Conducting a district-wide needs assessment on a school-by-school basis. 3. Establishment of district programs, goals, and objectives for programs and services for English learners (e.g., parental exception waivers and funding). 29

31 4. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements. 5. Administration of the annual language census (R-30 LC Reports) (e.g., procedures and forms) 6. Review and comment on the district's reclassification procedures. 7. Review and comment on the written notifications required to be sent to parents and guardians. Training The district shall provide to all DELAC members: 1. Appropriate training and materials to assist each member carry out his or her legally required advisory responsibilities. 2. Training planned in full consultation with DELAC members. (Economic Impact Aid- Limited English Proficient and/or district funds may be used to cover costs of training and attendance of DELAC members. This includes costs for child care, translation services, meals, and other reasonable expenses.). Legal References California Education Code, sections (c), (b) and (c), , and (a) California Code of Regulations, Title 5, sections (b) and (d). 20 United States Code Section 6312 (g)(4) California Department of Education Last Reviewed: Monday, March 16, 2009 School English Learner Advisory Committee Formation Each California public school, grades kindergarten through 12, with 21 or more English learners must form an English Learner Advisory Committee (ELAC). Composition Requirements The percentage of parents of English learners on the committee must be at least the same as that of English learners at the school. Elections Requirements for ELAC elections include: 1. Parent/guardian members of English learners elect parent members to serve on school committee or subcommittee. 2. The parents/guardians are provided the opportunity to vote for committee members. 3. Each school committee shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). Districts with 31 or more ELACs may use a system of proportional or regional representation. Major Function 30

32 The purpose of the ELAC is to advise the principal and school staff on programs and services for English learners and the School Site Council on the development of the Single School Plan for Student Achievement. The ELAC also assists the school on other tasks listed below. Other Functions The committee advises and assists the school as follows: The ELAC advises the school principal and staff on: The school's program for English learners. The ELAC advises the School Site Council on: The development of the Single School Plan for Student Achievement. The ELAC assists in the following: The school's needs assessment. The school's annual language census (R-30 LC Report). Efforts to make parents aware of the importance of regular school attendance. Training The school shall provide for all ELAC members: 1. Appropriate training and materials to assist each member carry out his or her legally required advisory responsibilities. 2. Training planned in full consultation with ELAC members. Economic Impact Aid- Limited English Proficient and/or district funds may be used to cover costs of training and attendance of ELAC members and costs associated with child care, translation services, meals, and other reasonable expenses.). Legal References California Education Code, sections 35147(c), 52176(b), , and 64001(a) California Code of Regulations, Title 5, Section (b) and (d) 20 United States Code Section 6312(g)(4) California Department of Education Last Reviewed: Monday, March 16,