San Luis Coastal Unified School District

Transcripción

1 APPENDIX H San Luis Coastal Unified School District Master Plan for the English Learners Program Revised: June

2 Table of Contents Part I: Background Information...Pages 1-3 Mission Statement; Historical View; English Learners (EL) Program; Purpose; District Goals for ELs; Belief Statement; EL Master Plan Team; District EL Program Organizational Support Part II: Initial Identification...Page 4 Legal Requirements; Home Language Survey; Welcome Center Referrals; English Assessment; Primary Language Assessment; Parent Notification Part III: Placement of Students...Pages 5-6 Legal Requirements; Program Placement; Fluency; Transfer/Returning ELs; Parental Exception Waivers; Special Education Services Part IV: Instructional Program...Pages 7-14 Legal Requirements: Instructional Level; Elementary and Secondary EL Program Options and Descriptions ELD and SDAIE Instructional Strategies; Scope of Instruction: Monitoring and Evaluating English Learners Progress; State, District, and Site Assessments English Learner Achievement; Grade-Level Academic Content; Intervention; Monitoring Mastery of Grade-Level Academic Content Part V: Staffing and Professional Growth...Pages Legal Requirements; Staffing Configurations; Recruitment; Training; Staffing Plan; Bilingual Instructional Aide Training; Placement of Bilingual Instructional Aides; Administrator Training; Additional Training Part VI: Reclassification...Pages Legal Requirements; Procedures; Reclassification Criteria; Reclassification and Student Monitoring Part VII: Parental Exception Waivers...Page 21 Legal Requirements; Procedures; Waiver Request Processing Part VIII: Parent Advisory Committees...Page 22 Legal Requirements; English Learners Advisory Committee (ELAC); District English Learners Advisory Committee (DELAC) Part IX: Funding...Page 23 Use of Funds Part X: Evaluation and Accountability...Pages Program Implementation - Roles and Responsibilities Program Effectiveness - Using Data to Track Student Progress, Student Improvement Data, Annual Program Review Attachments... Page a

3 Part I Background Information SLCUSD Mission Statement The mission of San Luis Coastal Unified School District is to educate students to become selfsufficient individuals who are capable of making significant contributions to society and managing change in the culturally diverse world community. The district guarantees to provide the highest quality educational programs and services giving all individuals the opportunity to realize their full intellectual, physical, creative, emotional, and social potential. Historical View As reflected in the demographic history of the State of California, the English Learner population in SLCUSD has been increasing over the years. Traditionally, the District's English Learner population has been unevenly distributed among ten elementary and five secondary schools. In creating programs to provide support for the District's English Learners, the District's strategy in the past has been to concentrate more comprehensive services at specific cluster schools. However, as the English Learner population has continued to grow over the years, the District has distributed support to students throughout the District. In addition, beginning in , the district made a concerted effort to ensure that all teachers were EL Authorized. Table A shows the growth of the District's English Learner population by site over the last ten years. Pacheco Elementary provides a program in Two-Way Foreign Language Immersion. This program began at the Kindergarten level in 1996, with the immersion program added at each succeeding grade level in subsequent years. The entire school has participated in the Two-Way Foreign Language Immersion since Beginning with the school year, the district adopted Strategic Plan Initiatives for Student Success. Initiative 1 We will achieve substantial academic gains with specific student populations. Initiative 2 Create an intentional culture of care. Initiative 3 Develop preschool and transitional kindergarten programs. Initiative 4 Strengthen district-wide English Language Arts (ELA) program. Initiative 5 Develop a world-class program for Science, Technology, Engineering & Mathematics (STEM). Initiative 6 Provide accelerated and specialized learning opportunities. Initiative 7 Establish a data rich culture. Initiative 8 Create the classroom of the future. 1

4 Initiative 9 Empower professional groups in SLCUSD. Initiative 10 Increase access to college and career pathways. The District continues to monitor our students' progress, as well as our methods and materials, which provide support to our increasing English Learners population. Table A Academic Year BA BSF BP DM HA LR MG PA SI SM TE LAMS LOMS MBHS PBHS SLOHS DeGroot 2 0 Totals: English Learners Program In accordance with Board Policy, the program for English Learners provides opportunities for students to develop English proficiency and to access the core curriculum through the use of effective research-based strategies. Purpose The purpose of the Master Plan is to provide clear direction to district staff regarding programs for English Learners. A common understanding of goals and procedures ensures that English Learners receive consistently implemented services designed to meet their linguistic and academic needs. The Master Plan informs all stakeholders of their roles and responsibilities in the education of students whose primary language is not English. 2

5 District Goals for English Learners To develop English language proficiency at a level equal to native speakers as rapidly and efficiently as possible. To prepare students so they may participate fully in appropriate and meaningful instruction. To develop literacy appropriate to grade level content and performance standards. To develop academic achievement in all content areas appropriate to grade level standards and to recoup any academic deficits. Belief Statement English Learners have the right to learn English in a stimulating, nurturing environment with instruction based on valid and reliable research. Specialized instruction promotes high academic success and enhances positive self-esteem. Specialized instruction includes: An instructional pace that accommodates the language development of each student The pre-teaching of vocabulary and academic language A low anxiety environment which encourages and supports risk-taking Teacher awareness of students levels of literacy in their primary languages and how the levels influence the pacing of language instruction A challenging language development curriculum which promotes higher-order thinking skills and provides links to the California Common Core State Standards Language experiences using multicultural literature A variety of assessments A classroom climate which validates students prior knowledge and primary language to promote an atmosphere of cultural pluralism Challenging, comprehensible input (instruction is at the appropriate level of difficulty) English Learners Master Plan Team Instructional Services staff updated the English Learners Master Plan based upon input from parents, staff, site English Learners Advisory Committees (ELACs), and the District English Learners Advisory Committee (DELAC). District English Learners Program Organizational Support Site staff with the support of District administration coordinate the English Learners Program (Attachment U). 3

6 Part II INITIAL IDENTIFICATION Legal Requirements SLCUSD properly identifies, assesses and reports all students who have a primary language other than English. A Home Language Survey (HLS) is used to determine primary language and is on file for each student in the district. All parents/guardians of EL and IFEP students are notified in writing of their child s English-language and primary-language proficiency assessment results through their initial assessment at the Welcome Center. Home Language Survey (HLS) The Home Language Survey is completed by the parent or legal guardian of all new students as part of the enrollment procedure. If any of the first three questions is answered other than English, the English language proficiency of the student is assessed using the California English Language Development Test (CELDT). The HLS is available in English and Spanish (Attachments A and B). Welcome Center Referrals School secretaries/registrars assist parents/guardians in making an appointment for the Welcome Center. (Attachment C-English/Attachment D-Spanish/Attachment E). At the Welcome Center, the student and the parent/guardian are given assistance in registering their student for school. They are provided an explanation about the various instructional programs in our school district. (Attachments F,G,H,I.) Students are initially assessed at the Welcome Center. If the CELDT indicates that the student is an English Learner, then the student s native language proficiency is assessed. English Assessment Student s English proficiency is assessed using the CELDT within thirty days of initial enrollment, and by an annual CELDT thereafter. The CELDT includes an assessment of listening, speaking, reading, and writing for students in grades TK-12. If the CELDT indicates that the student is an English Learner, then the student s native language proficiency is assessed. Primary Language Assessment The primary language proficiency level of Spanish-speaking ELs is diagnosed at the Welcome Center with the Spanish version of the Language Assessment Scales (LAS) within ninety days of enrollment. In the absence of a published native language assessment in other languages, the Educational Questionnaire to Determine Background and Primary Language Abilities is completed (Attachments J, K). Parent Notification The Welcome Center staff, ELD teacher, or designated personnel report assessment results to the principal, classroom teacher, and parents. Notification is mailed/given to each parent/guardian in English or Spanish, as appropriate (Attachments L, M, N, O). A copy of the written notification is kept in the English Learner s folder (pink) in the student s cum. 4

7 PART III PLACEMENT OF STUDENTS Legal Requirements All English Learners are placed in English-language classrooms unless a parental exception waiver has been granted for an alternative program. (Attachment P). Program Placement For initial placement, CELDT overall proficiency scores are used, as per the CELDT Interpretation Guide (Attachment Q) to determine the English Learner level of each student. The English Learner level is then used to place students in the appropriate program. Thereafter, the CELDT is administered annually to determine the English Learner level of each student. Parents are notified annually of their student s program placement (Attachments Z, AA). In addition, multiple measures are used, as accessed through our DataDirector student assessment database (Attachment R), for elementary and for secondary schools to monitor progress. DataDirector is updated daily for demographic data, and whenever assessment data becomes available. At any time during the school year, a parent/guardian may have his/her child moved from the Structured English Immersion Program into the English Mainstream Program (Attachments EE, FF). Less Than Reasonable Fluency SLCUSD defines less than reasonable fluency as English Learner levels Beginning (1) through Intermediate (3). Consequently, those students identified on the CELDT Interpretation Guide as Beginning (1), Early Intermediate (2), or Intermediate (3) are placed in a Structured English Immersion Program. Reasonable Fluency Reasonable fluency is defined as: Early Advanced (4) and Advanced (5) English Learner levels. As a result, those students identified by the CELDT Interpretation Guide as Early Advanced (4) or Advanced (5) are placed in an English Language Mainstream Program. Transfer and Returning English Learners For English Learners who transfer in from other California public schools, we obtain current CELDT and standardized test scores from their previous district. English Learners returning to California, who need a current assessment, are tested at their school site. English Learners new to our district who are in grades 7-12 will be temporarily placed in classes, until their official assessment and transcript information is received. Temporary placement for middle and high school students will be appropriate to ELD or ELA and grade 7 or 9 schedules, respectively. 5

8 Parental Exception Waivers SLCUSD provides written notification to each parent/guardian of their child s placement in a Structured English Immersion or English Language Mainstream Program (Attachments L, M, N, O). In addition, the parent/guardian is notified of the opportunity to apply for a parental exception waiver. A parental exception waiver is used by a parent to request primary language instruction for their English Learner. Parents/guardians who would like to apply for a parental exception waiver are instructed in writing to first go to the school site to receive information about the site English Learners Program and alternatives, and then complete a Parental Exception Waiver form that is subject to District review (Attachment P). The parents/guardians of special needs students are also advised that their children must be placed in an English language classroom for thirty days prior to initiating the waiver process. Students are placed in the Parental Choice Alternative Program when twenty or more students of a given grade at an individual school are granted a parental exception waiver. Otherwise, students are placed in or allowed to transfer to another school in which such a program is offered. Special Education Services For English Learners who are experiencing significant difficulties and for whom interventions have not been effective, the Student Success Team Referral Process for English Learners will be followed (Attachments S,T). For further information, please refer to the SLCUSD Student Success Team Handbook. 6

9 PART IV INSTRUCTIONAL PROGRAM Legal Requirements The SLCUSD provides services to English Learners to ensure that they are acquiring English language proficiency and recouping any academic deficits that may have been incurred in other areas of the core curriculum. The District provides additional and appropriate educational services to English Learners in kindergarten through grade twelve. These services are for the purpose of enabling English Learners to overcome language barriers until they have demonstrated English-language proficiency comparable to that of the district s average native English speakers. If the English Learner is identified as eligible for Special Education Services, then the student receives the services outlined in his/her Individual Educational Plan (IEP). Instructional Level Data is collected and analyzed to measure EL student progress. Multiple measures of student progress are monitored, using the District s database. The CELDT scores for each domain, English/Language Arts California Standards Test for students in grades 2 through 11, District Common Assessments, Benchmark Assessment System in grades K-6 and District Report Card Grades, are all measures available in DataDirector. The CELDT overall proficiency score is used as one of the multiple measures to determine the student s English proficiency level. Students who have less than reasonable fluency receive the Structured English Immersion Program. Students with reasonable fluency receive the English Language Mainstream instructional program. Each school site has a system in place for communicating to teachers, who their English Learners are, a list of characteristics for the different levels, and appropriate strategies to use in instruction. Elementary Delivery Options San Luis Coastal Unified School District provides English Learners Programs which include daily core curriculum instruction in English by specially-trained teachers, with the goal of promoting rapid acquisition of the English language. 1. Structured English Immersion This program includes the following instruction: English Language Development (ELD); content instruction in history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques in each area of instruction. This program may include instruction with a trained English Learner Specialist and/or may include primary language support. English Learners are assigned to appropriately authorized teachers. 2. English Language Mainstream This program is offered to English Learners who have reasonable fluency in English or whose parents/guardians have requested this program. All English Learners receive ELD (English Language Development) instruction and content instruction in history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques. Students are assigned to appropriately authorized teachers and are instructed within a setting that includes native English-speaking students. 3. Pacheco Elementary School Two-Way Foreign Language Immersion This program, offered to English Learners and native English speakers, includes instruction in both English and Spanish. The goals of this alternative program are to have bilingual/biliterate students in English and Spanish, as well as academic achievement in all content areas. Outcomes of this program include a positive self-image and a greater understanding of other cultures. English Learners within the program are assigned to appropriately authorized teachers. 7

10 4. Parental Choice Alternative This program is offered to English Learners, who have been granted a waiver into the Parental Choice Alternative Program. Waiver information is sent to parents/guardians within 30 days of the beginning of the school year. A more detailed explanation of this option is identified in Part VII under Parental Exception Waivers (Attachment P). The Parental Choice Alternative Program shall consist of instruction in English and the primary language of the child, and shall be directed toward the rapid acquisition of English language skills and academic achievement. The promotion of positive selfimage and cross-cultural understanding will also be a part of this program. This program offering is dependent on a minimum of 20 parental exception waiver requests at a grade level, at a school. Secondary Delivery Options San Luis Coastal Unified School District provides English Learners Programs that include daily core curriculum instruction in English by specially trained teachers, with the goal of promoting rapid acquisition of the English language. 1. Structured English Immersion This program is offered to English Learners with less than reasonable fluency in English. This program includes English Language Development (ELD) and content instruction in reading, history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques, and may include primary language support in Spanish and, where available, Illocano and Tagalog. Students are assigned to appropriately authorized teachers. 2. English Language Mainstream This program is offered to English Learners who have reasonable fluency in English and to English Learners whose parents/guardians have requested this program. This program includes ELD (English Language Development) instruction provided by the classroom teacher and content instruction in history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques. Students are assigned to appropriately authorized teachers and are instructed within a setting that includes native English-speaking students. 3. Parental Choice Alternative This program is offered to English Learners, who have been granted a waiver into the Parental Choice Alternative Program. A more detailed explanation of this option is identified in Part VII under Parental Exception Waivers. The Parental Choice Alternative Program shall consist of instruction in English and the primary language of the child, and shall be directed toward the rapid acquisition of English language skills and academic achievement. The promotion of positive self-image and crosscultural understanding will also be a part of this program. This program offering is dependent on a minimum of 20 parental exception waiver requests at a grade level, at a school. 8

11 ELD and SDAIE Instructional Strategies All ELs receive an English Language Development program based on their diagnosed needs. The following are examples of conditions, strategies, and methods utilized for ELD and/or SDAIE instruction: Determination of the students prior knowledge Meaningful teaching units relevant to the students background/experiences A low anxiety environment, including appropriate wait time for student response Comprehensible input/scaffolding Audio-visuals, technology, gestures, cognates, realia, visuals, graphic organizer and context clues Pre-teaching of vocabulary both academic and functional Amplification of the input (slower speech, clear enunciation, amplified vocabulary, controlled sentence length) Use of cooperative learning and other grouping techniques, cross-age tutoring, and peer tutoring Use of cognitive academic learning strategies as well as basic communication skills Use of a variety of questioning strategies to confirm, clarify, and expand the communicative interaction Opportunities for successful classroom experiences: activities directed at appropriate levels, realistic and challenging goals and expectations The Natural Approach, emphasizing everyday language in context and speech patterns Total Physical Response, which uses physical motion to promote retention of vocabulary Oral and written language practice in the forms and functions of language Teacher modeling of targeted skills Gradual release of responsibility for learning to students Scope of Instruction San Luis Coastal Unified School District uses the State English Language Development Standards as the teaching objectives for skills and concepts. Skills are instructed appropriately at each grade level, under the four domains of Reading, Writing, Listening, and Speaking. The District-adopted instructional materials used to support these objectives are listed in the Core Instructional Materials Attachment (Attachment V). Additionally, support materials along with scientifically-based English Language Development programs at the elementary and secondary levels supplement District-adopted instructional materials, and are available for use in ELD and SDAIE lesson design. (Attachment W). All elementary school teachers have been provided with a copy of the California Language Arts Content Standards: Side by Side, English/Language Arts-English Language Development (ELA-ELD) alignment document for their grade level. All secondary English teachers have been provided with a copy of the grades 6-12 Map of Standards for English Learners ELA-ELD alignment document. These documents provide the classroom teacher with the foundation to differentiate classroom instruction. Our district has adopted the California Common Core State Standards (CaCCSS), including the new California English Language Development Standards, and is planning to fully implement the CaCCSS by the school year. 9

12 Monitoring and Evaluating English Learners Progress English Learners progress in English Language Development is monitored and evaluated individually using DataDirector (Attachment R). English Learners are monitored for their own progress and their progress when compared to English-Only students. The State instruments include the California English Language Development Test (CELDT) for listening, speaking, reading, and writing, and the California Standards Test for English Language Arts (CST-E/LA). The District also monitors English Learner achievement with the Title III annual growth targets. These include the three Annual Measurable Achievement Objectives (AMAOs). DataDirector registers the following evaluations as well as student grades in Reading, Writing, and Math. Data from these assessments allows the District and classroom teachers to use the results to guide instruction and to make program modifications. Additionally, the report monitors student growth and is used to determine if the student is making adequate progress and if interventions are needed. State Assessments: California English Language Development Test (CELDT) The CELDT is the State test that school districts must give to all ELs, required by Education Code Sections 313, 60810, and The purpose of the test is to identify new students who are English Learners in grades K-12, to monitor their progress in learning English, and to determine when the students have achieved English proficiency in listening, speaking, reading, and writing. Standardized Testing and Reporting Program (STAR) for grades 2-11 California Standards Test (CST): English/Language Arts (E/LA) is a criterionreferenced test aligned to the California E/LA Standards. Standards-based Test in Spanish is required for Spanish-speaking ELs who have been in United States schools for 12 months or less. California High School Exit Exam (CAHSEE): Language Arts and Mathematics The CAHSEE is a state/district graduation requirement for the class of 2004 and beyond. District Assessments: Language Assessment Scales (LAS)- test of Spanish language proficiency Scholastic Reading Inventory ( 2-6) - reading assessment Fountas & Pinnell Benchmark Assessment System (BAS) (K-6) a one-on-one reading assessment English Language Arts Common Assessment Writing Performance Task (7-12) ELD Common Assessments (EL level 1-3) for Secondary test of ELD standards proficiency Site Assessments: Classroom-Embedded Exams from core adopted instructional materials Authentic Assessments are assessments generated from grade-level literature Student Portfolios (site option) is a collection of work that demonstrates student proficiency in Language Arts Running Records (site option) is an oral fluency assessment to test decoding ability 10

13 English Learner Achievement District and State Assessments will be used to evaluate each EL student's language arts and math academic ability. Data collected from the State and District assessments will be available through the District s database. Academic growth is reported to students and parents with the following assessments: the CELDT and the E/LA California Standards Test. These assessments will be used to monitor the academic gap and rate of academic growth of the EL groups as they compare to the English-Only population. Yearly academic scores reported in DataDirector provide principal and staff with student data to determine students achievement, as well as the opportunity to review and implement possible program modifications. Informal observations by the classroom teacher may also be utilized to gather data about the student's language level and needs. Any concerns or questionable results will be referred to the ELD teacher, principal, and if necessary, the student will be referred to the Student Success Team. Grade Level Academic Content English Learners are expected to meet the district's content and performance standards for their respective grade levels in the core curricular areas. The District supports each student s English language acquisition as well as mastery of grade level content through methodical comprehensible delivery. English Learners (ELs), over time in the program, will meet the district's content and performance standards for their respective grade levels in the core curricular areas. San Luis Coastal Unified School District has elected to provide a simultaneous (SDAIE) approach to teach EL students the academic core curriculum while they are acquiring English fluency. The academic instructional approach for EL students will be based on their ELD level and/or parent request. The ELD and core academic instruction will be implemented based on their language proficiency level. The San Luis Coastal Unified School District s content standards for mathematics, science, language arts, history/social science are the district s curriculum. The content standards challenge all students by including everyone in a deeper understanding of the most important and enduring knowledge and skills. English Learners are expected to achieve mathematics, science, and social science content standards while acquiring English. The main instructional delivery strategy for content is Specially Designed Academic Instruction in English (SDAIE). SDAIE is used to allow accessibility of grade level content, and is delivered by trained teachers or teachers-in-training. The materials used are the district-adopted core curricular materials in English. These are enhanced by the use of visuals, manipulatives, and other resources that increase students understanding. 11

14 The following are examples of approaches and strategies used: Collaborative and thematic learning Interactive strategies (i.e. students to students, student to teacher, students to text, students to self) Instruction is scaffolded (i.e. modeling, bridging, contextualizing, schema-building, metacognative development text representation) Teacher delivery is contextualized (i.e. comprehensible input, phrasing, and re-phrasing) Student progress is monitored and assessed continually Primary language support Peer tutoring Appropriate strategies and materials are utilized to integrate instruction in these areas throughout the curriculum. Students engage in activities that validate their own culture and provide opportunities to learn about other cultural groups. To the extent possible, lessons incorporate perspectives from different groups in order to give students a global perspective in curricular areas. Activities that focus on the celebrations, food, clothes, crafts, and performing arts of a culture are included for the purposes of motivation, active participation, and parent involvement. The program expands from these activities to include: the contributions of individuals to their culture and to society in general, literature about different cultures, literature authored by representatives from various backgrounds, historical perspectives, family structures, and monetary systems. Student-centered activities allow all students to share their personal experiences and cultural practices within the classroom and school settings. Parents and teachers are encouraged to share their language and culture in classroom and school projects. The school community creates an environment that promotes pluralism and maintains high expectations for students. Intervention District-wide San Luis Coastal Unified School District (SLCUSD) provides support for students whose academic skills have fallen behind growth expectations. Historically, elementary English Learners, of proficiency levels 1-3 and sometimes 4, receive additional English Language Development (ELD) instruction from an English Learners Specialist. A revised model for support in elementary is under way. English Learners receive intervention measures throughout the district that are developed by school sites according to the needs of their students. SLCUSD has drafted a Response to Instruction and Intervention Action Plan that addresses English Learner needs. English Language Development is a Tier 1 intervention, occurring at the classroom level. Tier 2 interventions include the various push-in, pull-out, before/after school program, and other programs offered at the site level. The district recognizes the need to identify the existence of Long-Term English Learners (LTELs), and to include them in the Response to Intervention and Instruction (RtI 2 ) system, which is used to identify groups of students for instructional and program placement. LTELs are identified by many of the following characteristics *: In U.S. schools 7+ years upon entering high school; in U.S. schools 5+ years upon entering high school and still at CELDT level 3 or below 12

15 In U.S. school 4+ years upon entering middle school, and at CELDT level 2 or below Orally fluent in English (Basic Interpersonal Communication Skills BICS) Reading/writing below level of native English peers Struggling in academic classes (D s, F s) Lack strong literacy in home language Discouraged learners Different needs from more newly arrived English Learners Reading comprehension is weak Background knowledge may have gaps Receptive language (listening/reading) is stronger than productive language (writing/speaking) Need to look at multiple measures to diagnose need *from Turning the Tides of Exclusion: A Guide for Educators and Advocates for Immigrant Students, Laurie Olsen Site-specific School site intervention measures may include grade-specific reading intervention programs, a change in a secondary student's class assignment, or tutorial support before/after school or Saturdays. Tutorial support is provided either by teachers or trained paraprofessionals who work with identified EL students by providing oral language development, written language arts development, and/or math tutoring as directed by the students' classroom teachers. Grades 6-12 The district has adopted the State recommended Reading Intervention/English Language Development program titled High Point, from Hampton Brown publishers, and it is in place district-wide for English Learners in grades This program assists students in recouping academic deficits in reading fluency and comprehension, and it supports the ELD standards. Students receive reading instruction at their appropriate level of difficulty using this Stateadopted program. Grades 2-5 The district has adopted the State recommended Reading Intervention/English Language Development program titled Avenues, from Hampton Brown publishers, and it is in place district-wide for English Learners in grades 2-5. This program assists students in recouping academic deficits in reading fluency and comprehension, and it supports the ELD standards. Students receive reading instruction at their appropriate level of difficulty using this Stateadopted program. Monitoring Mastery of Grade Level Academic Content At the site level, report card grades are used to monitor student academic progress. The EL Specialist, elementary classroom teacher, counselor, and/or site administrator reviews report cards at each grading period. An additional tool used to monitor individual English Learners for grade level academic achievement is DataDirector. Principals, EL Specialists, and/or classroom teachers use this to check student progress. 13

16 At the district level, both the individual and the group are monitored for progress using DataDirector. This instrument presents state, district, and classroom assessments, giving a more complete and accurate picture of each student s progress. Additionally, it provides comparative data to monitor the progress of English Learners throughout the district. 14

17 PART V STAFFING AND PROFESSIONAL GROWTH Legal Requirements Each English Learner is receiving instruction in ELD from a qualified teacher. Teachers who do not currently possess the appropriate EL authorization and are designated as provisionally assigned teachers are enrolled and are participating in the training component as specified in the district s EL staffing plan. Each teacher providing Specially Designed Academic Instruction in English (SDAIE) for English Learners meets one of the following specifications: The teacher holds a teaching authorization issued by the Commission on Teacher Credentialing (CTC) authorizing services for English Learners, The teacher holds an emergency EL Authorization and is required to clear that credential before the first day of school in Fall, 2012 by either passing the CTEL exam, or The teacher is enrolled in university coursework that will ultimately result in earning an EL authorization, completed before the first day of school in Fall, Each teacher providing primary language instruction must have a Bilingual, Cross-Cultural, Language, and Academic Development (BCLAD), or comparable authorization. Teachers providing Specially Designed Academic in English (SDAIE) or English Language Development (ELD) instruction must have Cross-Cultural, Language, and Academic Development credential (CLAD), or comparable authorization. Teachers who do not currently possess the BCLAD or CLAD authorization and are designated as provisionally assigned teachers are enrolled and participating in the training component as specified in the district s EL staffing plan. Staffing Configurations English Learner students are assigned to trained or in-training teachers for daily English Language Development instruction. At the Pacheco School Two Way Foreign Language Alternative School Program, teams of primary language (L1) and second language (L2) teachers work together to provide instruction. Recruitment The district participates in recruitment fairs sponsored by universities and professional organizations such as California Association of Bilingual Education (CABE). Every effort is made to hire and retain qualified CLAD and/or BCLAD teachers, and bilingual paraprofessionals. All paraprofessionals work under the direct supervision of certificated personnel. Training Throughout the year, paraprofessionals, teachers, counselors, and administrators are given opportunities to participate in staff development that focuses on strategies to deliver the ELD Standards aligned to the E/LA Standards and Content Area Standards to English Learners. Training covers assessment and monitoring of EL progress. Prior to CELDT administration, key site personnel are trained/retrained to give the annual assessment. District training is coordinated by the Instructional Services Department. 15

18 Staffing Plan On September 2, 2008, the Board of Education added the following Implementation Objective to the district s Strategic Plan: Every teacher in San Luis Coastal Unified School District will be certified to teach English Learners. In support of this objective, the district offered two sessions of California Teachers of English Learners (CTEL) preparation classes in the school year, and two more sessions in , as well as CTEL Refresher Sessions in By , all teachers are either EL Authorized, or in their final stages of clearing their EL Authorization for their credential. Bilingual Instructional Aide Training Professional development opportunities are provided for those paraprofessionals who work with ELs. Training may be offered on-site in conjunction with teacher training or as opportunities designed specifically for paraprofessionals focusing on strategies such as: SDAIE cooperative learning self-esteem cultural awareness working as a partner with the classroom teacher management of small groups Placement of Bilingual Instructional Aides SLCUSD places bilingual instructional aides in schools to support English Learners. The allocation is made based on principals recommendations and on EL enrollment. The role of the bilingual instructional aide is to assist the regular classroom teacher in providing ELs with access to the core curriculum. Administrator Training Training updates for administrators are held throughout the year. These trainings cover the EL Master Plan, including: program responsibilities, ELAC, CELDT Administration, reclassification, and monitoring both student progress and the instructional programs for ELs. Additional Training Additional training is focused on reading and language development and is provided for staff who work with English Learners through: Beginning Teacher Support and Assistance (BTSA) program assists beginning teachers with structured inservices using effective strategies and methodologies for teachers of English Learners Site-based grade-level meetings to review student work for the purpose of monitoring effectiveness of program and student academic achievement 16

19 PART VI RECLASSIFICATION Legal Requirements The district procedures for reclassification follow California Department of Education guidelines. The CELDT is used as a primary criterion when considering reclassification. In conjunction with a student s CELDT score, progress in basic skills and teacher evaluation is considered. The site EL team, which may include the principal, classroom teacher, EL Specialist, ELD Teacher, counselor, and bilingual instructional aide, may meet upon receipt of assessment results to determine whether the student is to be reclassified. Additionally, parents are consulted during the reclassification process. Procedures: The reclassification process can occur at any time during the year for students in grades The CELDT, the California Standards Test for English/Language Arts or the California Modified Assessment, district assessments, and student grades are all used to determine if the English Learner has met Fluent English Proficient criteria (see Reclassification Notification- Attachment X (English), Attachment Y (Spanish). ELD teacher or EL Specialist/principal reviews student assessment data to identify students for possible reclassification. Parents receive written notification if the student is being considered for reclassification. Parents may request a conference with the principal to review results. After reclassification, the students' EL status is changed from EL to RFEP. Reclassified (RFEP) students are monitored on the RFEP Monitoring Report (Attachment GG) for at least two years. Teachers are provided a list of in-class interventions for RFEP students, to support their continued progress (Attachment HH). 17

20 Reclassifying a Student from EL to RFEP Student Reclassification policy and procedures are based on the four criteria set forth in the State Board of Education's Reclassification Guidelines (Education Code Section 313d). The chart below illustrates how the four criteria are used when evaluating a student's readiness for reclassification. For more detailed explanations, refer to the following pages titled "Reclassification Criteria. Student remains an English Learner No 1 Assessment of English Proficiency Review CELDT results from annual assessment. Does student score at Early Advanced or Advanced overall and score at Intermediate or higher in listening, speaking, reading, and writing? Yes Student remains an English Learner Student remains an English Learner No No 2 Comparison of Performance in Basic Skills Review results of latest English-Language Arts California Standards Test or California Modified Assessment (CMA). Does student obtain a score of 326 (mid-basic) or higher? Yes 3 Evaluation of Student Academic Performance Review the student's academic performance. Does student meet academic performance indicators set by the district? Yes 4 Parent Notification and Consultation Provide notice to parents/guardians of their right to participate in the reclassification process and give input in a conference. Notify parents/guardians of reclassification. 5 Reclassification and Student Monitoring Reclassify the student as RFEP. Update school and district records. Monitor the student's progress for at least two years. 18

21 Reclassification Criteria 1. ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY The California English Language Development Test (CELDT) is the primary criterion of English proficiency in grades K-12. A student is classified as Fluent English Proficient when his/her overall proficiency level is Early Advanced or Advanced and; a) Listening is Intermediate or higher, b) Speaking is Intermediate or higher, c) Reading is Intermediate or higher, and d) Writing is Intermediate or higher. Reclassifying English Learner students in grades K-2 should be approached cautiously because reading and writing skills may not have developed sufficiently. 2. COMPARISON OF PERFORMANCE IN BASIC SKILLS Review results of latest English-Language Arts: California Standards Test (CST), or California Modified Assessment (CMA) for students in grades 2 through 12. A pupil s score in the Basic range or higher demonstrates that the pupil may be fluent in English. Benchmark Assessment System (BAS), Level D for Kindergarten, Level I for first grade, Level M for second grade 3. TEACHER EVALUATION OF STUDENT ACADEMIC PERFORMANCE Review district academic performance indicators: Common Assessment Writing Performance Task, grades 7-12, score 3 or higher on a scale of 1-4. Report Card Grades: a) 1st - 3rd grades - receive a check or plus in the subjects of reading, writing, and mathematics. b) 4th - 6th grade - receive a grade of C- or higher in the subjects of reading, writing, and mathematics. c) 7th -12th grade - receive a grade of C- or higher in the subjects of English and mathematics. Note that incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification. A student meeting all criteria for reclassification except grade minimums may be reclassified. 4. PARENT CONSULTATION Give parents the opportunity to participate and give input in a conference where they review their student's performance results as related to reclassification criteria. Parents/guardians will indicate, with their signature on the Reclassification Notice, if they agree that their student's designation should be changed to Reclassified Fluent English Proficient. A parent/guardian signature is required for a student to be designated as R-FEP. 19

22 5. RECLASSIFICATION AND STUDENT MONITORING Reclassify the student as R-FEP. Send copy of R-FEP for to IS:LA. They will update PowerSchool. Record R-FEP status on front of pink folder, and file original R-FEP form in pink folder. a) Monitor the student s progress for 2 years: Monitor an R-FEP student s progress for two years following reclassification by continuing to review the student's CST or CMA ELA/Math performance data and grades, and completing a Monitoring Form to be filed in the pink folder. b) Notify parents of their student s progress through report cards, teacher communication, and/or parent conferences. Intervention measures provided for R-FEP students include: a) Student Success Team meetings b) Additional intervention courses / groupings c) After-school tutoring/homework program. d) Summer school attendance. 20

23 PART VII PARENTAL EXCEPTION WAIVERS Legal Requirements A Parental Exception Waiver is used by a parent to request primary language instruction for their English Learner. Parents and guardians of all English Learners are notified of the opportunity to apply for parental exception waivers (Attachments P(a)(b)(c)). The three types of waivers are: 1. Children who already know English 2. Older children (10 years and older) 3. Children with Special Needs (physical, emotional, psychological, or educational) Procedures SLCUSD provides annual written notification to each parent/guardian of their child s placement in a Structured English Immersion or English Language Mainstream program (Attachments Z and AA). Parents are informed of all available educational opportunities and corresponding instructional materials. In addition, the parent/guardian is notified of the opportunity to apply for a Parental Exception Waiver. Parents/guardians who would like to apply for a Parental Exception Waiver are instructed in writing to: 1. Go to the school site to receive information about the site EL Program and alternatives. 2. Complete the Parental Exception Waiver that is subject to District review. The parent/guardian is also advised that special needs children must be placed in an English language program for thirty days prior to initiating the waiver process. Students are placed in the Parental Choice Alternative Program when twenty or more students of a given grade, at an individual school, are granted a Parental Exception Waiver. Otherwise, students are allowed to transfer to another school in which such a program is offered. Waiver Request Processing Waiver requests submitted to the Directors of Instructional Services: Learning and Achievement are reviewed within fifteen working days. Parents will be notified of the approval or denial of the waiver request within fifteen days. If more than twenty parents submit at a waiver at a specific grade level, and at a specific school, an alternative program will be designed and implemented at that school. 21

24 PART VIII PARENT ADVISORY COMMITTEES Legal \\Requirements Whenever 21 or more English Learners are enrolled at a school site, the site has a functioning English Learners Advisory Committee (ELAC) in accordance with State regulations.. Whenever 51 or more English Learners are enrolled in the district, the district has a functioning District English Learners Advisory Committee (DELAC) in accordance with the State regulations. These groups also follow the State regulations which outline the Guidelines for Advisory Committees (Attachment BB). The District values parent involvement as a crucial element in the success of the educational program. Parents and community members are welcomed to the school as partners. In order for parents of ELs to participate in their child's education, they must be well informed of school site and district activities, procedures, and policies which directly affect them. Parents are encouraged to participate in these committees as well as others to advise at the school and district levels. English Learners Advisory Committee (ELAC) Sites with 21 or more English Learners have an elected committee that meets at least four times a year. This committee is comprised of parents, English Learner staff, and the principal. The parents of ELs form the majority of the committee membership. During the first ELAC meeting of each school year, an election is held by the committee to select a DELAC representative. The elected DELAC representative, along with an administrator and/or EL teacher leader, conducts the ELAC meetings. Each school site has a set of bylaws to govern the functions and responsibilities of the school s ELAC (Sample bylaws in English and Spanish-Attachment CC). The ELAC advises the site principal and staff on the development of the school s Single Plan for Student Achievement (SPSA), the school s needs assessment, administration of the language census, efforts to make parents aware of the importance of participating in the educational program and the importance of regular school attendance. The school site principal, with support from the Instructional Services Department, is responsible for providing training to all ELAC members, enabling them to carry out their legal responsibilities. Meetings are held throughout the year and announced at least 72 hours in advance, with notices translated as required and to the extent possible. District English Learners Advisory Committee (DELAC) This District committee is comprised of the elected parent representatives from all sites with 21 or more English Learners. The elected President of the DELAC coordinates and conducts the DELAC meetings with the Director of Instructional Services and Special Projects. The Director of Instructional Services and Special Projects has the responsibility to provide training materials and training to all DELAC members, enabling them to carry out their legal responsibilities. The functioning District English Learner Advisory Committee advises the Board of Education on the following: the District Master Plan for English Learners, the district-wide needs assessment, the goals and objectives for EL programs, the plan to ensure compliance with teacher/aide requirements, administration of the language census, reclassification procedures, and written notifications sent to parents/guardians. The DELAC has a set of bylaws to govern its responsibilities and functions (Attachment DD). Meetings are announced at least 72 hours in advance and notices are translated into Spanish. 22