MASTER PLAN for ENGLISH LEARNERS Revision date: June 2013 DELAC approval date: June 3, 2013 Board approval date: June 11, 2013

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1 MASTER PLAN for ENGLISH LEARNERS Revision date: June 2013 DELAC approval date: June 3, 2013 Board approval date: June 11, Burton Avenue Rohnert Park, CA Phone (707) Fax (707)

2 TABLE OF CONTENTS I. INVOLVEMENT... 1 II. GOVERNANCE & ADMINISTRATION... 3 Identification, Assessment and Notification... 4 Initial Identification & Placement Flowchart (English)... 5 Initial Identification & Placement Flowchart (Spanish)... 6 Home Language Survey & EL Student Data Entry Procedures... 7 Initial Parent Notification Letter (English)... 8 Initial Parent Notification Letter (Spanish) III. FUNDING IV. STANDARDS, ASSESSMENT & ACCOUNTABILITY English Learner Reclassification Data Form (English) English Learner Reclassification Data Form (Spanish) R-FEP Follow-Up Monitoring Form V. STAFFING & PROFESSIONAL GROWTH VI. OPPORTUNITY & EQUAL EDUCATION ACCESS: Placement Annual Parent Notification Letter (English) Annual Parent Notification Letter (Spanish) Waivers & Alternative Programs Parental Exception Waiver (English) Parental Exception Waiver (Spanish) VII. TEACHING & LEARNING English Learner Program Settings, Elementary (English) English Learner Program Settings, Elementary (Spanish) English Learner Program Settings, Secondary (English) English Learner Program Settings, Secondary (Spanish) Expected Rate of English Language Acquisition (English) Expected Rate of English Language Acquisition (Spanish) English Learner Support Plan, K APENDICES A. The English Learner & the SST B. Progress Report for EL or R-FEP C. EL Students at Risk of Failing D. EL Strategies, Modifications, Intervention Checklist E. ELAC Minutes Form F. ELAC Sign-In Sheet G. DELAC Minutes Form H. DELAC Sign-In Sheet... 46

3 I - INVOLVEMENT Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs. I-EL 1 Home-School Communication A. Regular meetings are held (and notices sent out) in order to formulate and respond to parent recommendations. B. Parents are informed about ways to be involved in the education of their children and how they can actively participate in assisting their children to attain English proficiency, achieve at high levels in core academic subjects, and meet state standards. C. When 15% or more of student population at a site speaks the same primary language, other than English, all written communication will be sent home in that primary language and English. D. Parent/guardians will be informed if progress of Annual Measurable Achievement Objectives (AMAO s) has not been made within 30 days of such failure. I-EL 2 English Learner Advisory Committees when required All District elementary schools have active ELAC committees. The parents on the committees have had leadership training that assists members in carrying out their responsibilities. ELAC members have been consulted in the planning of their training. School Site English Learner Advisory Committee (ELAC) has been established. At each elementary site there is a functioning English Learner advisory committee (ELAC) that has met all of the following requirements: A. Has advised the School Site Council on the development of the Single School Plan for Student Achievement B. Has advised the principal and staff on the school s program for English Learners C. Has assisted in the development of the school s: -needs assessment -language census -efforts to make parents aware of the importance of regular school attendance D. Has a membership of EL parents in at least the same percentage as there are EL students at the school E. Has had an election of members in which all parents of English Learners have had an opportunity to vote F. Has had the opportunity to elect at least one member of the District EL advisory committee G. Has received training materials and training appropriate to assist parent members in carrying out their responsibilities. 1_I-EL-1 Involvement(06/2013) 1

4 I-EL 3a, b District English Language Advisory committee (DELAC) has been established. There is a functioning District EL Advisory Committee (DELAC) that meets all of the following requirements: A. Has had the opportunity to advise the governing board regarding (EL 3a): 1. A timetable for the development of a master plan for English Learner education 2. A district-wide needs assessment on a school-by-school basis 3. District EL education goals and objectives for EL programs and services 4. Administration of the language census 5. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements 6. Review of and comments on the district s reclassification process 7. Review of and comment on the written notifications required to be sent to parents and guardians B. Has received training materials and training, developed in consultation with the committee, appropriate to assist parent members in carrying out their responsibilities (EL 3b). 1_I-EL-1 Involvement(06/2013) 2

5 II GOVERNANCE & ADMINISTRATION Policies, plans, and administration of categorical programs meet statutory requirements. II-EL 4 Initial Identification of English Learners The district has properly identified, assessed, and reported all students who have a primary language other than English. Please see the initial identification flow chart, following Section II. II-EL 4.1 Home Language Survey is on file for each student Upon school registration, a Home Language Survey (HLS) is used to determine the primary language and is on file for each student in the district, including migrant, special education, and continuation school enrollees. If the answer to any of the first three questions on the HLS is a language other than English, the student will be referred for English and primary language assessment. The use of the information from the fourth question on the HLS is optional. Annually, school site secretaries who are responsible for student registration are trained in the administration of the Home Language Survey. The training also covers the procedure for informing school personnel that new enrollees are English Learners and that appropriate assessments must be administered. II-EL 4.2, 4.4, 4.5, 4.6 English proficiency assessments are conducted within 30 days (all students with home languages other than English). A. Each student with a home language other than English on the first three lines of the HLS has been assessed within 30 days of initial enrollment in English comprehension, speaking, reading, and writing by use of the California English Language Development Test (CELDT), or the most recent CELDT score has been obtained from the previous school. For purposes of initial identification, students in kindergarten and first grade are assessed in the skill areas of listening and speaking only, as provided for in the CELDT. B. The District will use the CELDT to: 1. Conduct initial identification upon enrollment to identify students who are English Learners and to determine the level of English proficiency. These tests are hand scored at the site level to ensure appropriate and immediate placement of students. 2. Conduct annual assessment to measure the progress of English Learners in acquiring listening, speaking, reading and writing skills in English until they are reclassified to Fluent English Proficient. This will be done during the annual assessment window. (II EL 4.4, 4.5, 4.6) Annually, the person in charge of CELDT administration attends an inter-rater reliability training and update session. C. Based on test results, students receive a language designation that is considered for placement, instruction and further assessment. The five proficiency levels are Beginning, Early Intermediate, Intermediate, Early Advanced and Advanced. 1. Students will receive an overall score identifying their English proficiency level according to the State ELD standards. 2. Students will also receive scale scores listing the proficiency levels for each test component: listening, speaking, reading and writing. 2_II-EL-4 GovernanceAdministration (06/2013) 3

6 D. An EL folder is established as soon as initial testing is completed. The EL student folder shall be maintained for each EL as part of the student s cumulative record. EL student records may not be removed from the cumulative folder for any reason. Documents filed in the EL folder include: The Home Language Survey Results of the CELDT hand scored initial assessment and all subsequent annual CELDT results Copies of Parent Notification of English Proficiency Results (II-EL 4.4, 4.7) Copies of the annual placement recommendation sent to parents (VI-EL 10.1) The reclassification forms, initial and follow-up (pages 15-17) II-EL 4.3, 4.4, 4.5 Identification, Assessment and Notification A. Parents/guardians of English learners are notified of their child s initial English language proficiency assessment results. Parents/guardians of initial fluent Englishproficient students are notified of their child s English language proficiency assessment results. (II-EL 4.3) B. For school districts receiving Title III funds, within 30 days after the beginning of the school year (or during the school year, within two weeks of child being placed in program), parents/guardians of English learners are notified of: 1. Their child s initial English language proficiency level 2. How such level was assessed 3. Their child s language designation 4. Descriptions of program options, educational strategies, and educational materials to be used in different options 5. Program placement 6. Exit criteria 7. For English learners with a disability [with an Individualized Education Program (IEP)], how such program will meet the objectives of the IEP 8. The expected rate of graduation from secondary school if funds under this part are used for children in secondary school. (20 U.S.C. 6312, 7012.) (II-EL 4.4) C. For school districts receiving Title III funds, parents/guardians of English learners are informed annually, not later than 30 days after the beginning of the school year, of: 1. Their child s English proficiency level 2. How such level was assessed 3. The status of the child s academic achievement 4. Their child s language designation 5. Descriptions of program options and educational materials to be used in different options 6. Program placement 7. Exit criteria 8. English learners with a disability (on IEPs), how such program will meet the objectives of the IEP 9. The expected rate of graduation from secondary school if funds under this part are used for children in secondary school (20 U.S.C. 6312, 7012.) (II-EL 4.5) 2_II-EL-4 GovernanceAdministration (06/2013) 4

7 New Enrollees (with no records of primary and English INITIAL IDENTIFICATION AND PLACEMENT Parents complete Home Language Survey (HLS) HLS indicates English only Any appropriate program HLS indicated primary language other than English on at least 1 of Questions 1-3 If questions 1-3 show English only and only question 4 shows a language other than English, enter student as I/FEP. Testing is optional per teacher request. Assess: English* Comprehension, speaking, reading and writing in 30 days. (CELDT) FEP Fluent English Proficient if similar criteria for reclassification are met (standardized test scores or equivalent & grades). Any appropriate program English Learner less than reasonably fluent reasonably fluent EL Students must receive: English Language Development (ELD Instruction daily) Core curriculum instruction Additional and appropriate educational services SDAIE Instruction in core subjects from an appropriately credentialed teacher *K-1 students are not given standardized assessments in reading and writing at the present time. 3_II-EL-4 GovAdm-ID PlacementFlowchart (06/2013) Placement in appropriate district program a) 30-day Structured English Immersion b) Structured English Immersion c) English Mainstream OR d) Alternative Program (with waiver) 5

8 Alumnos Nuevos (sin expediente de estatus de idioma primario e inglés) Padres completan Encuesta de Idioma de Casa (HLS) IDENTIFICACIÓN INICIAL Y COLOCACIÓN HLS indica Inglés solamente Cualquier programa adecuado II-EL-4 GovAdm-ID PlacementFlowchart (06/2013) HLS indica idioma primario que no sea el inglés en al menos 1 de preguntas 1-3 Si preguntas 1-3 indican ingles solamente y solo pregunta 4 indica un idioma distinto al inglés, el estudiante se clasifica como I/FEP. El examen CELDT es optativo, según lo solicite el maestro. Evaluar: Inglés* Comprensión, habla, lectura y escritura, dentro de 30 días. (CELDT) FEP Competente en Inglés si se satisfacen criterios similares para la reclasificación (resultados de prueba normativa o equivalente y notas. Cualquier programa adecuado Aprendiz de Inglés (EL) menos de razonablemente competente *En este momento, no se hacen pruebas normativas de lectura y escritura a los estudiantes de K-1º Estudiantes EL deben recibir: Desarrollo de Idioma Inglés (ELD) (Instrucción diaria de ELD) Instrucción en materias básicas Servicios educativos adicionales y adecuados Instrucción SDAIE (de maestros adecuadamente titulados) en materias básicas Colocación en programa distrital adecuado a) 30-días de Inmersión en Inglés Estructurado b) Inmersión en Inglés Estructurado c) Inglés Programa Regular o d) Programa Alternativo (con exención) 6

9 Home Language Survey & EL Student Data Entry Procedures The parent of each student new to our district shall complete and sign a Home Language Survey (HLS) at the time of enrollment. If needed, HLS are available in languages other than English. Copies are available in the school office. Please contact the District EL Coordinator if additional copies are needed. A completed HLS is a required record in each student s cum. folder. 1. From the enrollment card, enter the following information on the Language screen: (HmLang), (Birth City), (State), (Country), (US Entry), (USSchool Entry) & answers to HLS under Languages section: (First), (Primary), (at Home), and (by Adults). 2. If the survey is completed with English as a response to all four questions, the school office will file the HLS in the student s cum file. The student s English fluency is classified as English Only. Select O for (LangFlu). 3. If the survey is completed with English as a response to the first three questions and a language other than English to the fourth question, the student s English fluency is classified Initially Fluent. Select I for (LangFlu) and enter same date as (DistrictEntry) for (IFEP Date). A copy of the HLS is given to the EL Assistant. The original survey is filed in the student s cum. 4. If the HLS is completed with a language other than English as a response to any of the first three questions, the student is referred for CELDT assessment by giving a copy of the HLS to the EL Assistant. Mark the student W under (LangFlu) pending the hand-scored results of the CELDT assessment. If results indicate student is an English Learner, change the language fluency to L for (LangFlu) AND complete the Program section fields: (Start Date), (Program), (Lng of Inst), and (Srvcs Rcvd). If an English Learner has been granted a parental exception waiver, they are still coded L under (LangFlu) and you must then complete the (Eng Class Elig) field under Program information. The number of L students should match the number of EL program participants at your school. [If the HLS is completed with English AND another language as a response to any of the first three questions, the student is referred for CELDT assessment by giving a copy of the HLS to the EL Assistant. The student s English fluency is entered as English Learner -- Select L for (LangFlu). If the student s CELDT scores indicate the student is in fact fluent, then change the classification to I. If not, then leave as L and complete the Program section fields: (Start Date), (Program), (Lng of Inst), and (Srvcs Rcvd).] 5. When a student attains sufficient English language skill, s/he will be reclassified. Change the language fluency (LangFlu) from L to R and enter the date of reclassification (Redes. Dt), the reclassification code of R (Redes. Code) AND the end date (End Date) of the Services Received. Also, enter N under (EngLangProf), unless student has attained CST score of proficient or above for 3 years following reclassification date, in which case enter Y for (EngLangProf). (EngLangProf) field should be blank for all students, except reclassified students.) 6. The cum file for each English Learner will indicate that s/he is an English Learner utilizing the Service Alert stickers. 7. It is essential that students be entered into the student management system utilizing the correct language code, the correct language fluency code and, for EL students, the correct program code, and services received code. 4_II-EL-4 GovAdm-HLS Procedure (06/2013) 7

10 COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements Page 1 of 2 Date: To the parent(s)/guardian(s) of: Grade: Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child s Home Language Survey. The law requires us to test your child s English and primary language proficiency. The results of this test are used to decide the best program placement for your child. We are required to inform you of the test results, our program recommendation, and all the placement options available for your child. We have also listed the information our district uses to decide when a student is ready to exit the English learner program. (20 United States Code, Section 7012; California Education Code sections [b]; and Title 5 of California Code of Regulation sections 11307[a] and ) Listening Speaking Reading Writing Overall Domain Language Assessment Results California English Language Development Test (CELDT)* Performance Level (Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced) Primary Language Proficiency Level** Test: Date Administered: *A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child s official results within 30 days after the district has received individual student reports from the contractor. ** Optional Based on results of the California English Language Development Test (CELDT), your child has been identified as an: English learner (EL) with less than reasonable fluency in English who will be placed in the Structured English Immersion Program. English learner (EL) with reasonable fluency in English who will be placed in the English Language Mainstream Program. Initial Fluent English proficient (I-FEP) student who will be placed in the district s general program. Check if applicable: Individualized Education Program (IEP) on file A description of how your child s recommended program placement will meet the objectives of the IEP is attached. 5_CRPUSD-EL ParentNotification-Initial-EN (06/2013) Program Placement Options for English Learners The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child s primary language, you must apply for a Parental Exception Waiver. English Language Proficiency Levels Program Placement Advanced Early Advanced Intermediate Early Intermediate Beginning Initial Fluent English Proficient (SBE approved criterion, May 2001) Reasonable fluency (typically level 3 on CELDT) Less than reasonable fluency (typically level 1 or 2 on CELDT) District s General Program English Language Mainstream or an Alternative Program with an approved Parental Exception Waiver Structured English Immersion or an Alternative Program with an approved Parental Exception Waiver Other Instructional Setting based on IEP 8

11 Page 2 of 2 INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements Description of Program Placement Options and Goals for English Learners All programs include English Language Development (ELD) and teaching strategies differentiated for each student s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. Alternative Program (ALT): Students with an approved Parental Exception Waiver **** are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. Parents may request a Parental Exception Waiver by going to the school office and meeting with the principal/designee. NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program. **** Parents/Guardians have the right to request a Parental Exception Waiver for an alternative program. California law gives parents the right to request that their child be placed in an Alternative Program. To do so, you must visit your child s school to apply for a Parental Exception Waiver each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs. Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district s reclassification criteria are listed below: Required Criteria (California Education Code Section 313[d]) English Language Proficiency Assessment (CELDT) Comparison of Performance in Basic Skills Parental Opinion and Consultation Teacher Evaluation LEA Criteria Overall score of 4 or 5 CST Basic level ELA (preference for mid-basic or higher scaled score) Written parent consent Written recommendation from teacher Optional: Other district multiple measures Graduation Rate Expected rate of graduation for students in this program: 67% District graduation rate displayed on the Adequate Yearly Progress report, available in Dataquest. ********************************************************************************************************************** Please call your school office if you would like to schedule a parent conference to discuss your child s options for program placement. 5_CRPUSD-EL ParentNotification-Initial-EN (06/2013) 9

12 COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT AVISO INICIAL PARA PADRES Requisitos estatales y del Título III federal Page 1 of 2 Fecha: A los padres/tutores de: Grado: Estimados padres o tutores: Según la encuesta sobre el idioma hablado en casa que completó cuando inscribió a su estudiante en nuestra escuela, en su hogar se habla otro idioma además del inglés. La ley nos exige que evaluemos el dominio de su estudiante del idioma inglés y de su lengua materna. Utilizamos los resultados de estas pruebas para decidir la mejor colocación de programa para el estudiante. Tenemos la obligación de informarle de los resultados de las pruebas, nuestra recomendación de programa y todas las opciones de colocación disponibles para el estudiante. Además, debemos informarle de los criterios de reclasificación que utiliza el distrito para determinar que un estudiante está listo para dejar el programa para estudiantes que están aprendiendo el inglés. ((20 United States Code secciones 7012 y 6312[g][1][A]; California Education Code, sección 48985; y Title 5 del California Code of Regulations, Sección 11309[a][b][1]) Resultados de la evaluación de la lengua Áreas Nivel de rendimiento en la Prueba para Medir el Desarrollo del Inglés en California (CELDT)* (Inicial, preintermedio, intermedio, preavanzado, avanzado) Prueba de Nivel de Dominio de la Lengua Materna**: Fecha de administración: Compresión auditiva Expresión oral Lectura Expresión escrita Total *Para determinar estos resultados se utilizó una guía desarrollada por el examinador contratado. Los padres recibirán los resultados oficiales de su estudiante en un plazo de 30 días después de que el examinador contratado haya enviado los informes individuales de los estudiantes al distrito. **Opcional En función de los resultados obtenidos en la Prueba para Medir el Desarrollo del Inglés en California (conocida en inglés como CELDT), su estudiante se ha identificado como: English Learner (EL) o aprendiz del inglés que domina menos de lo razonable el inglés, y se le ha asignado al Programa Estructurado de Inmersión al Inglés. English learner (EL) o aprendiz del inglés que demuestra un dominio razonable del inglés, y se le ha asignado a la Clase Convencional en Inglés. Initial Fluent English proficient (I FEP) o estudiante inicial con dominio del inglés fluido que será ubicado en el Programa General del Distrito. Marque si corresponde: Programa Educativo individualizado (IEP) en archivo Se adjunta una descripción de cómo la colocación en el programa recomendado cumplirá con los objetivos del IEP del estudiante. Opciones de programas para aprendices del inglés La siguiente tabla muestra todas las opciones de programas disponibles. (La descripción más detallada sigue más abajo.) Para solicitar que su estudiante se coloque en un Programa Alternativo en el cual la mayor parte de la instrucción se da en el idioma materno del estudiante, usted debe solicitar una exención (Parental Exception Waiver). Niveles de dominio del idioma inglés Programa de colocación Avanzado Pre avanzado Intermedio Pre intermedio Principiante Inicialmente competente en el inglés (Criterio SBE aprobado, mayo 2001) Fluidez razonable (Típicamente Nivel 3 en Prueba CELDT) Fluidez menos que razonable (Típicamente Nivel 1 o 2 en Prueba CELDT) Programa General Clase Convencional en Inglés o Programa Alternativo con una solicitud de exención presentada por los padres aprobada Programa Estructurado de Inmersión al Inglés o Programa Alternativo con una solicitud de exención presentada por los padres aprobada Otro entorno de enseñanza conforme con el IEP 5_CRPUSD-EL ParentNotification-Initial-SP (06/2013) 10

13 Page 2 of 2 CARTA DE NOTIFICACIÓN INICIAL PARA LOS PADRES Requisitos estatales y del Título III federal Descripción de los objetivos y de las opciones de colocación en el programa para los estudiantes de inglés como segunda lengua Todos los programas incluyen el Desarrollo del Inglés Como Segunda Lengua (English Language Development, ELD) y estrategias de enseñanza diferenciadas para el nivel de dominio del inglés de cada estudiante. Dichas estrategias se utilizan para ayudar a los estudiantes a dominar la expresión oral, lectura y expresión escrita en inglés así como también a conseguir el éxito académico en todas las materias requeridas. Programa Estructurado de Inmersión al Inglés (Structured English Immersion, SEI). Los estudiantes que obtienen como resultado una fluidez menos que la razonable son colocados en un programa de SEI y la mayor parte de la enseñanza se da en inglés. Se puede dar asistencia en la lengua materna. Maestros autorizados les enseñan ELD y otras materias requeridas mediante el uso de libros de texto y materiales suplementarios adoptados por el distrito. La enseñanza se basa en los criterios de contenido del grado escolar y del ELD. Clase Convencional en Inglés (English Language Mainstream, ELM). Los estudiantes que obtienen como resultado una fluidez razonable en inglés son colocados en el programa ELM. Maestros autorizados les enseñan ELD y otras materias requeridas mediante el uso de libros de texto y materiales suplementarios adoptados por el distrito. La enseñanza se basa en los criterios de contenido del grado escolar y del ELD. Los estudiantes reciben toda la instrucción adicional que sea necesaria para ser reclasificados como estudiantes con dominio fluido del inglés. Programa Alternativo (Alternative Program, ALT). Se les enseñan materias requeridas dictadas en su lengua materna a aquellos estudiantes que tengan una Solicitud de exención presentada por los padres aprobada.**** A la instrucción en ELD la reciben en inglés. Los maestros deben recibir una capacitación especial para trabajar en dicho programa. Utilizan los libros de texto y materiales didácticos suplementarios adoptados por el distrito. La enseñanza se basa en los criterios de contenido del grado escolar y del ELD. Los estudiantes reciben toda la instrucción adicional que sea necesaria para ser reclasificados como estudiantes con dominio fluido del inglés. Los padres pueden pedir una Solicitud de exención presentada por los padres yendo a la escuela y hablando con el/la directora/a o su designado. NOTA: En cualquier momento durante el año escolar, usted puede trasladar a su estudiante a la Clase Convencional en Inglés. Los padres/tutores tienen el derecho de presentar una Solicitud de exención presentada por los padres para que su estudiante participe en un programa alternativo. La legislación de California les otorga a los padres el derecho de solicitar que su estudiante sea colocado en un Programa Alternativo. Para tal fin, cada año debe visitar la escuela de su estudiante y presentar una Solicitud de exención presentada por los padres. Su estudiante debe cumplir uno de los siguientes requisitos: a) saber inglés y tener estudios académicos al menos hasta el 5º grado escolar; b) tener diez años de edad o más; o c) ser un estudiante menor de diez años de edad y haber estado en un salón de clases en inglés durante 30 días civiles y tener necesidades especiales. Criterios de reclasificación (salida) El objetivo del programa para aprendices del inglés es que los estudiantes dominen completamente el inglés y que dominen los criterios estatales para obtener el logro académico tan rápido como sea posible. A continuación se detallan los criterios de reclasificación del distrito: Criterios exigidos (California Education Code Section 313[d]) Prueba para Medir el Desarrollo del Inglés en California (conocida en inglés como CELDT) Comparación del desempeño en destrezas básicas Consulta y opinión de los padres Evaluación del maestro Criterios del Distrito Nivel general 4 o 5 Nivel Básico en Artes Lingüísticas en la prueba CST (preferencia es medio básico o mejor en base a una escala) Consentimiento de padres, por escrito Recomendación de maestro/a, por escrito Opcional: otras medidas múltiples distritales Tasa de graduación escolar La tasa de graduación anticipada de estudiantes en este programa es 67%. La tasa de graduación del distrito forma parte del informe de Progreso Anual Adecuado, disponible en Dataquest, ********************************************************************************************************** Si desea hablar de las opciones de colocación para su estudiante, llame a la oficina de su escuela para hacer cita para una reunión. 5_CRPUSD-EL ParentNotification-Initial-SP (06/2013) 11

14 III FUNDING Allocation and use of funds meet statutory requirements for allowable expenditures. III-EL 5, 5.1 Adequate base and supplemental resources for EL There are adequate basic resources to provide each English Learner with learning opportunities in an appropriate core curriculum program. The provision of such general fund resources is not contingent on the receipt of state or federal categorical funds. EIA-LEP and other categorical funds are used only to supplement, not supplant, the District s general funds. Please refer to copies of the school site plans in the District Office as well as job descriptions on file with personnel. III-EL 5 EL program adequately supported by general funds There are adequate basic general fund resources to provide each English Learner with learning opportunities in an appropriate program. The provision of such general fund resources is not contingent on the receipt of state or federal categorical funds. III-EL 5.1 EIA-LEP funds supplement, not supplant, the general program EIA-LEP funds are used to meet the academic needs of English Learners. These funds supplement but do not supplant existing resources at the school site. Please refer to copies of the school site plans in the District office as well as job descriptions on file with personnel. 6_III-EL-5-Funding (06/2013) 12

15 IV STANDARDS, ASSESSMENT AND ACCOUNTABILITY Categorical programs meet state standards are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program. IV-EL 6 English Learners (ELs) are reclassified according to policies and procedures that are consistent with current legal requirements. The district determines the effectiveness of its program for ELs and modifies the program as needed. A student may be reclassified from English Learner (EL) to Fluent English Proficient (RFEP) when it can be established that the student has the English language skills to comprehend, speak, read, and write English well enough to make academic progress in the regular program at a level substantially equivalent to that of native English-speaking peers. The following basic criteria are used in the reclassification process, but others may be considered as well: A. Assessment of English-language proficiency (CELDT) B. Assessment of performance in basic skills (CST-ELA) C. Teacher or other certificated staff evaluation of student s academic performance D. Parent opinion and consultation A. Assessment of English-Language Proficiency At the opening of the testing window each school year staff at each school administers the California English Language Development Test (CELDT) to all returning and newly enrolled English learners who have not been reclassified to Fully English Proficient (RFEP). Kindergarten and First Grade Listening/Speaking only Second through Twelfth Grade Listening, Speaking, Reading, Writing CELDT tests are hand-scored at each site before being sent for official scores. Utilizing these CELDT results as the first criterion, students whose overall proficiency is Early Advanced or higher and whose subtest scores are Intermediate or higher may be considered for reclassification. B. Assessment of Basic Skills The second criterion is the California Standards Test-English Language Arts score (CST-ELA). Students must score at the level of Basic or above to be considered for reclassification. English learners with scores in the low Basic range may be watched for stronger evidence of basic skills proficiency rather than reclassified. 1. For students in grades 2-11, performance on the CST-ELA 2. For students in grades 1 and 2, other locally available assessment results that demonstrate the student s basic English language arts skills are comparable to those of native English speakers of the same age and grade level 3. Kindergarten students, in most instances, should not be reclassified. 4. Other objective data on the student s academic performance in English language arts may be considered. These data should demonstrate that the student s skill in this area is comparable to those of native English-speaking peers. C. Parent Opinion Parents/guardians shall be consulted and their opinions solicited in the reclassification process. Procedure 1. The Reclassification review process begins when either (a) or (b) occurs: (a) During annual assessment using the CELDT a student scores at the early advanced level overall and at least at the Intermediate level in all four skill areas (listening, speaking, reading, and writing). 7_IV-EL-6-StandardsAssmtAcctbility (06/2013) 13

16 (b) Eligibility for Reclassification is recommended by the teacher, EL assistant, parent(s), administrator, and designated EL Coordinator/Teacher (and at the secondary level, the counselor). 2. Each site will designate a certificated staff member to review the reclassification data with appropriate staff and the parent to validate the reclassification determination. The designated staff member completes the reclassification form, including obtaining signatures. 3. The district EL Reclassification Data form is used to document the process (pages 15-16). Copies of the completed form are filed as follows: Original-CUM, Yellow-Counselor, Pink-Student Services, Gold-Parent. (IV-EL 6.2) 4. When the student is reclassified as RFEP, the site s designated staff makes appropriate changes to the English Language page in the AERIES system (including reclassification date and code, program/service changes and followup dates), the Yellow EL Folder and the CUM Service Tag. Follow-up for Reclassified Students (IV-EL 6.1) A. Individual Student Level: 1. To assure the student reclassified as RFEP is succeeding in an English-only instructional environment, a reclassified student will be monitored for a minimum of three (3) years. Monitoring will occur twice a year when relevant performance data are available and will be conducted by the site EL coordinator, EL assistant, or EL Records Clerk. Results will be documented in the student s English Learner file using the RFEP Follow-up Monitoring Form (page 17). 2. At any time after designation to RFEP, the student s RFEP status may be re-evaluated at the recommendation of teacher, parent, or administrator by calling for a Student Study Team (SST) meeting. Possible outcomes of the SST may include recommendations for academic, social, emotional, health or community support and/or referral to Alternative Programs. The effectiveness of the EL program is monitored by following the rates of reclassification and success of reclassified students during the follow-up period. See page 28 for discussion of program evaluation under Catch-Up Plan. B. School/District Level (IV-EL 6.1, 6.2): 1. Using the RFEP Monitoring Form, data will be collected and reviewed to ensure that the district and site have evidence that demonstrates that former EL students have not been left with any substantive academic deficits. This review will include monitoring of the annual STAR results, grades in core academic subjects, and passage of the California High School Exit Exam. 2. The pupil s permanent record contains documentation of the following: Language and academic performance assessments Participants in the reclassification process Decision regarding reclassification 7_IV-EL-6-StandardsAssmtAcctbility (06/2013) 14

17 COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT English Learner Reclassification Data Student Name Grade School Primary Language A student qualifies for designation from English Learner (EL) to Reclassified - Fully English Proficient (R-FEP) when the student meets all the criteria. 1. OBJECTIVE DATA OF STUDENT ACADEMIC PERFORMANCE: Student performance on the English- Language Arts section of the California Standards Test at the Basic level or above. English Language Arts CST Level For pupils in grades 1 and 2, other locally available assessment results that demonstrate that the student s basic English-Language Arts skills are comparable to those of native English speakers of the same age and grade level. 2. OBJECTIVE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY: The evaluation of the English ability of the student on the CELDT is at the level of a native English speaker. CELDT overall proficiency level is Early Advanced or higher and all skill areas are Intermediate or higher. CELDT Listening CELDT Reading CELDT Overall Proficiency CELDT Speaking CELDT Writing Test scores are due to a learning disability rather than language Other objective assessment 3. TEACHER EVALUATION: The classroom teacher evaluation shows that the student s skills in English are comparable to those of native English speakers of the same age and grade level. Teacher comments: 4. PARENT OPINION: 5. DETERMINATION: Reclassify Do NOT Reclassify Aeries Updated: Lang Fluency Redesig. Date Services End Date EL Yellow Folder CUM /Svcs Tag Classroom Teacher Signature Date Parent/Guardian Signature Date ELD Staff Signature Date Principal or Designee Signature Date 8_IV-EL-6-StandAsmtAcct-ReclassForm-EN (06/2013) Original-Office Manager/CUM cc:counselor & Parent 15

18 COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT Datos de Reclasificación Nombre del estudiante Grado Escuela Idioma materno Un estudiante es elegible para la reclasificación de aprendiz del inglés a fluente en inglés (R-FEP) cuando el estudiante reúne todos los criterios. 1. DATOS ACADÉMICOS OBJECTIVOS DEL ESTUDIANTE: Los resultados del estudiante en la sección de Inglés/Artes de lenguaje en la prueba estandarizada estatal (CST) caen dentro del nivel Básico o mejor. Nivel en Inglés/Artes de Lenguaje (CST) Para estudiantes de grados 1 y 2, los resultados de otras evaluaciones disponibles demuestran que las habilidades básicas del estudiante en Inglés/Artes Lenguaje son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado. 2. EVALUACIÓN OBJETIVA DEL DOMINIO DEL IDIOMA INGLÉS: Los resultados del estudiante en la prueba CELDT indican una habilidad al nivel de un hablante de inglés nativo. Los resultados de la prueba CELDT indican un promedio al nivel de Pre-avanzado o mejor y todas las áreas de conocimientos están a un nivel de Intermedio o mejor. Escucha (CELDT) Lectura (CELDT) Dominio Total (CELDT) Habla (CELDT) Escritura (CELDT) Resultados debido a discapacidad de aprendizaje, no a idioma Otras evaluaciones objetivas: 3. EVALUACIÓN DEL MAESTRO: La evaluación del maestro del aula muestra que las habilidades del estudiante en inglés son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado. Comentarios de maestro/a: 4. OPINIÓN DE PADRES: 5. DETERMINACIÓN: Reclasificar NO Reclasificar Firma del maestro de clase Fecha Firma de padre/madre/tutor Fecha Firma del personal de ELD Fecha Firma del Director de Escuela o designado Fecha 8_IV-EL-6-StandAsmtAcct-ReclassForm-SP (06/2013) 16

19 School Year Date Date R-FEP FOLLOW-UP MONITORING FORM Student School Last First Classroom Teacher (Gr 1-5) or English Teacher (Gr 6-12) Birth Date Grade Student s R-FEP Date Monitoring of Student Progress: Current CST data: Year ELA Basic or higher CELDT Overall Score (Year: ) Current performance in: English Language Arts Satisfactory Unsatisfactory Math Satisfactory Unsatisfactory History/Social Science Satisfactory Unsatisfactory Science Satisfactory Unsatisfactory Other measures of academic success (Gr 1-2): [do not include grades] Attendance: Number of days absent this school year Disciplinary Referrals: Number of referrals this school year Writing Samples (if available): Satisfactory Not Satisfactory Overall progress in grade-level coursework & achievement of grade-level standards: Satisfactory Not Satisfactory Comments regarding factors affecting student s achievement or non/achievement: (State name and position of person providing comment:) Analysis of the above data demonstrates that the student is: Highly proficient consider a referral to GATE or Advanced Placement classes Progressing satisfactorily Not progressing satisfactorily. Student will be referred for appropriate interventions and follow/up. Date EL Staff Signature 9_IV-EL-6-StandAsmtAcct-RFEPMonitForm (06/2013) 17

20 V - STAFFING AND PROFESSIONAL GROWTH Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program. V-EL 7 All teachers assigned to instruct English Learners in the core curriculum and ELD are authorized or in training to provide such instruction. The District s goal is to have all certificated personnel credentialed with a CLAD or the equivalent. All teachers assigned to implement the required English language development and core curriculum instruction for each English Learner are appropriately certified or are in training. When teacher recruitment is necessary, only candidates who hold a CLAD credential or the equivalent are considered. In the event of a local shortage of qualified teachers, the District will adopt and implement measures to remedy the shortage. (V-EL 7.1) V-EL 8 Training for staff who serve EL students Cotati-Rohnert Park Unified School District is committed to staff development that upgrades the skills of its staff. The District sees the need to have each teacher in the District have a CLAD or equivalent so that they are equipped with English language development and Specially Designed Academic Instruction in English (SDAIE) instructional techniques. To that end, the district notifies staff of opportunities for all teachers to obtain CTEL/CLAD/BCLAD or equivalent certification. Opportunities for professional development are aligned to the Local Educational Agency Plan and the Title III Local Education Agency Improvement Plan. 10_V-EL-7-StaffingPGrowth (06/2013) 18

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