English Learners Master Plan

Transcripción

1 We educate and empower all students to become 21st century learners, workers and citizens. English Learners Master Plan Superintendent: V. Scott Scambray Board Approved: September 12, 2012 Revised: June 2012 Serving the following District High School Programs Atwater High School Merced High School Buhach Colony High School Independence High School Golden Valley High School Sequoia Community Day School Livingston High School Yosemite Continuation High School El Capitan High School (Opening Fall 2013)

2 TABLE OF CONTENTS Acknowledgements... 3 Introduction... 4 Initial Identification and Assessment... 7 Flowchart: Identification of English Learners... 8 Placement of Students Instructional Programs Diagram: English/Reading Language Arts Placement Sequence Parental Exception Waivers Reclassification Diagram: Reclassification Process Parent Advisory Committees Staffing and Professional Growth Funding Evaluation and Accountability APPENDIX Home Language Survey Primary Language Assessment English Mainstream Instruction Request Initial Parent Notification Letter Annual Parent Placement Notification Parental Exception Waiver English Learner Reclassification Data Review Special Education Reclassification Data Review Secondary Reclassification Criteria for Special Education Students IEP Team Checklist for ELLs CELDT Participation Criteria for Alternate Assessment Student Oral Language Observation Matrix (SOLOM) Process for Identifying LEP, FEP, IFEP Students EL Placement (Previously Identified California English Learner) EL Placement (English Learner New to California or USA) CELDT Results Parent Notification CELDT Scale Scores CELDT Score Request Form DELAC Survey EL Program Evaluation Sample Definitions CELDT Results Interpretation Guide ELAC Election Dialer Script (English, Hmong, Spanish) ELAC Ballot (English, Hmong, Spanish) ELAC Staff Nomination ELAC Roster Template MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 2

3 ACKNOWLEDGEMENTS June 2006 The Merced Union High School District Master Plan for English Learners was developed with the committed effort and collaboration of the following individuals: Lorraine Boothe Karen Creighton Jane Guerra Michael Hammar Christine Nakamura-Swenson Marilynne Pereira English Learner Advisor, Atwater High School English Learner Advisor, Livingston High School English Learner Advisor, Merced High School English Learner Advisor, Buhach Colony High School Director of Categorical Programs English Learner Advisor, Golden Valley High School In addition, we wish to thank the staff of the California Department of Education, in particular Mrs. Martha Acevedo, for their advice and support. Special thanks also go to the Fresno Unified School District, the Newport-Mesa Unified School District, the Orange County Office of Education, and the Winton School District for their generosity in sharing resources and insights in the development of this plan. The Master Plan is reviewed annually for comment by the English Learner Advisory Committee at each school site. June 2009 Update Virginia Aguilera Diane Alberta Maricela Alvear Lorraine Boothe Michael Hammar Jim Holland Christine Nakamura-Swenson English Learner Advisor, Golden Valley High School English Learner Advisor, Independence/Yosemite High Schools English Learner Advisor, Livingston High School English Learner Advisor, Atwater High School English Learner Advisor, Buhach Colony High School English Learner Advisor, Merced High School Director of Categorical Programs June 2012 Update Tammie Calzadillas Michael Hammar Anthony Johnson Ana Machado Jennifer Runner Scott Wiemer Educational Services Executive Director District EL Literacy Coach Principal, El Capitan High School Categorical Program Specialist EL Teacher, Golden Valley High School Associate Principal, Livingston High School MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 3

4 INTRODUCTION Purpose of the Plan The purpose of the Master Plan for English Learners is to outline specific procedures the Merced Union High School District uses to identify, serve, and monitor the progress of English Learners. These students face greater challenges than ever in the era of rigorous standards and accountability measures: they must master the demanding academic content and demonstrate their competency in a language that is not their primary language. In addition, they must also adapt to a classroom, school, and community culture that may be quite different from the one they have left behind. It is the goal of the Merced Union High School District to welcome these students, assess their learning needs, and move them as rapidly as possible from limited-english proficiency to fluent-english proficiency. This is consistent with Proposition 227 s mandate that schools develop English Learners proficiency in English and in the district s core curriculum as rapidly as possible in an established English-language classroom or in an alternative course of study (i.e. alternative program) with curriculum designed for such students. All MUHSD staff teachers, counselors, support personnel, and administrators, are expected to follow the procedures outlined in this Master Plan and to work collaboratively with other school and district personnel to improve the practices described here to the extent that such recommendations are in accordance with the law. Legal Authority The California Department of Education derives its authority to monitor and enforce the educational rights of language minority students from four sources: Federal Law The Equal Protection Clause The Education Code Title V of the California Code of Regulations Office of Civil Rights In 1970, Office of Civil Rights (OCR) issued a memorandum, Identification of Discrimination and Denial of Services on the Basis of National Origin, which outlined the following district obligations: Districts must provide an equal educational opportunity to language minority students. Districts must take affirmative steps so language minority students can participate meaningfully in the full range of educational programs. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 4

5 Lau v. Nichols In a subsequent Supreme Court case, Lau v. Nichols, 1974, OCR s interpretation of Title VI was upheld, as delineated in the 1970 memorandum. The court ruled that placing English Learners in a regular English program, when they were unable to participate meaningfully in that program because of their limited English proficiency was discriminatory on the basis of their national origin. The case involved 1,800 San Franciscans of Chinese ancestry. Equal Educational Opportunities Act: 20 U.S.C. & 1703(f) This statute recognized the state s role in assuring equal educational opportunity for national origin minority students: No State shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs. Castaneda v. Pickard Castaneda provided a three-pronged standard for assessing districts compliance with federal requirements. District programs for LEP students must: 1. Utilize sound educational theory. 2. Fully implement the chosen theory (and address all relevant program components: personnel, practices, procedures, resources). 3. Achieve educational results (demonstrate that the theory works) and after being employed for a period of time sufficient to give the plan a legitimate trial. If it fails then it is no longer constitutes an appropriate action and must be changed. California Proposition 227 The English Language Education for Immigrant Children Act (Proposition 227) required that: All children in California public schools shall be taught in English. All children shall be placed in English language classrooms. English Learners shall be educated through structured English immersion during a temporary transition period not normally exceeding one year. English Learners who have acquired a good working knowledge of English shall be transferred to English language mainstream classrooms. Current supplemental funding for English Learners shall be maintained. Because Proposition 227 did not abolish any existing state laws or regulations, only those aspects specifically mentioned in the proposition changed. Therefore, much of existing state law remains in effect. This includes requirements related to: Initial Identification/Assessment of Language Minority Students Districts must administer the Home Language Survey to students entering a California school for the first time. The CELDT is administered to determine the student s English language proficiency in listening, speaking, reading, and writing in order to determine which students are limited English proficient (English Learners), fluent English proficient (FEP), or native English speakers (English Only). MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 5

6 Reclassification Districts must develop and implement local board-approved criteria to determine on an annual basis which students have moved from limited to fluent English proficient status. Specialized Instruction Districts must provide both English Language Development (ELD) instruction and instruction designed to provide students with meaningful access to and participation in the core academic content. Staffing Districts must ensure that teachers and paraprofessionals working with English Learners have the appropriate (CCTC) authorizations and the necessary training to successfully apply their knowledge and skills in the classroom. Home Communications Parents must be notified of the identification and assessment results for their child. If 15% or more of the school population speaks a language other than English, ALL communications to the home must be provided in that language. Provision of Adequate Resources Through the use of both General Fund and Economic Impact Aid (EIA) dollars, districts must ensure that there are adequate resources to fully implement the chosen program. Collection of Individual and Group Achievement Data Districts must collect individual and group data in both ELD and core academic content to demonstrate that their program is producing results: students are learning English to full proficiency and meeting grade-level academic standards. This data is reported through CALPADS. CMIS and the Federal Program Monitoring (FPM) and Consolidated Application processes. Parent Advisory Committees Districts are required to establish and maintain school and district English Learner Advisory Committees when there are 21 or more English Learners enrolled in a school or 51 or more in a district. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 6

7 INITIAL IDENTIFICATION and ASSESSMENT Home Language Survey When a student enrolls for the first time, a Home Language Survey (HLS) is completed as required by California law and maintained as part of the student s record. Since virtually all students who enroll in the district have attended school elsewhere, every effort is made to avoid conducting a formal assessment of a student who has already been assessed in California. If records indicate a previous assessment, then the student is classified (English Only, Fluent English Proficient, or English Learner) according to the existing information and placed in classes as appropriate. Students whose HLS indicates a language other than English on questions 1, 2, or 3, and for whom no records of prior assessment exist, will be assessed within 30 days by specially trained personnel using the California English Language Development Test (CELDT). The results of the CELDT are used to place students in courses. Initial Primary Language Proficiency Assessment Identified English Learners are assessed for primary language proficiency in listening, speaking, reading, and writing within 90 calendar days of initial enrollment in a California school. Spanish-speaking students are assessed using the Spanish IPT, administered by a trained bilingual staff member. A student whose primary language is other than Spanish and for whom no primary language instruments exist is informally evaluated by a bilingual staff member (see Appendix, Primary Language Assessment). Notification of Results of Initial Placement Parents whose children speak a language other than English must be notified within 30 calendar days of the results of the student s initial assessment. The counselor sends a letter to the parents to explain the assessment results, program options, the recommended placement for the student, and the waiver process for an alternative program. Parents who wish to discuss their student s results and program placement further are encouraged to contact the counselor for more information. Transfers When a student transfers between schools within the district, all relevant information about the student, including assessment results, program placement, and academic progress and interventions, is forwarded to the receiving school. Guidance staff will ensure that the student is properly placed with as little disruption as possible. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 7

8 IDENTIFING ENGLISH LEARNERS Process should be completed with 30 calendar days of enrollment New Enrollees (No Records) Home Language Survey Primary Language other than English English Only Assess English Language Proficiency (CELDT)* Any Appropriate Program English Learner (EL) Fluent English Proficient (FEP) Assess Primary Language (Within 90 days)** Any Appropriate Program Program Appropriate to CELDT Level Alternative Dual Language Instruction*** MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 8

9 * The counselor may temporarily enroll previously untested students who are enrolling in a California school for the first time in an appropriate English Language Development program until the student has been assessed for English language proficiency (counselor notifies testing administrator that this student is to be tested). The testing administrator assesses the English language proficiency including listening comprehension, speaking, reading, and writing of students who have a primary language other than English. The CELDT is used for this assessment. ** Primary language proficiency of identified English Learners is assessed in listening comprehension, speaking, reading, and writing (to the extent assessment instruments are available; e.g., the Spanish form of the IPT is used to assess primary language proficiency of Spanish-speaking students). The student s relative proficiency in English and the primary language shall be the basis for establishing supplemental support needed to assist the student in learning the curriculum. Informal interviews, additional questions included in the initial assessment process, and a writing sample will assist in determining if English Learners are competent in primary languages other than Spanish. *** Requires parental exception waiver. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 9

10 PLACEMENT of STUDENTS Parental involvement in decisions regarding the education of their children is required and critical to the student s academic success. All descriptions of programs are available for review in a language comprehensible to the parent (written or oral translation) to ensure that parents can be active partners in placement decisions for their children. The Merced Union High School District places students in one of two English language program options unless a parental exception waiver has been granted. All programs for English Learners include the following: Standards-based English Language Development instruction, specially designed for English Learners Standards-based core content curriculum instruction designed to develop the academic language proficiency of English Learners Structured activities designed to develop multi-cultural competency and positive self-esteem Special Education Students Placement of each special education student is determined by the individualized education program (IEP) team regardless of language proficiency. No provision of an IEP requires a parental exception waiver. The IEP will state linguistically appropriate goals and objectives. Structured English Immersion (CELDT Levels 1 and 2) The Structured English Immersion (SEI) program is described in California Education Code Sections (Proposition 227, passed in June 1998). This model provides instruction in English in all subjects for students with less than reasonable fluency in English. The curriculum and presentation are specifically designed for students who are learning the language. Students will be taught subjects overwhelmingly, but not exclusively, in English. Teachers and bilingual support staff may use the student s primary language in content instruction to motivate, clarify, direct, support, and explain. The goal of the SEI program is for EL students to develop a reasonable level of proficiency in English. Academic delays can be remedied through a number of interventions. Access to core content is provided through specially designed academic instruction in English (SDAIE) techniques to enable English Learners to gain access to grade level subject matter in mathematics, social studies, science, and other required academic subjects. Students at this level may be grouped for instruction in order to facilitate primary language support. All SEI program teachers must possess an EL authorization as well as appropriate subject matter authorization. Teachers will make appropriate modifications to Board-adopted materials in order to ensure access to core content material. Supplemental resources and materials may be used in addition to Boardadopted materials. Parents may request placement in the Mainstream option described below (see Appendix), English Mainstream Instruction Request Mainstream English Language Development with Appropriate Support (CELDT Level 3 and Above) This model, designed for students with reasonable fluency in English, provides all instruction in English with additional and appropriate services as needed. The program is designed to continue the development of proficiency in English while providing content instruction in English. Specially designed academic instruction in English (SDAIE) is a major feature of this program. Training is provided by instructional coaches and through continued professional development. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 10

11 Mainstream English program teachers provide ELD instruction that continues the students English Language Development, prepares them for reclassification, and recoups any academic deficits that may have been incurred in the core curriculum as a result of language barriers. In addition, teachers will use SDAIE strategies to make content knowledge comprehensible to the student. Mainstreamed EL students receive careful monitoring and attention is paid to their academic progress until and after they are reclassified. English Learners at all levels require SDAIE from a properly authorized teacher until reclassified. All Mainstream English program teachers must possess an EL authorization as well as appropriate subject matter authorization. Teachers will make appropriate modifications to Board-adopted materials in order to ensure access to core content material. Supplemental resources and materials may be used in addition to Board-adopted materials. Required English Language Development Instruction 1. All students CELDT levels 1-5 are placed in a separate ELD course. 2. CELDT level 1-2 have core replacement SEI (3 periods). 3. CELDT levels 3-5 are placed in an ELD course in tandem with a core English class (2 periods). 4. Students should also receive sheltered English instruction (SDAIE) in core content courses until they have acquired proficiency in English. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 11

12 SEI and ELM Placement SEI Placement Setting Eligible Students Curriculum Components Staffing Requirements Structured English Immersion SEI English Learners CELDT Level I (Beginning) CELDT Level II (Early Intermediate) Explicit ELD: Three periods daily with ELD standards-based text and supplementary materials; progress through ELD Standards monitored by teacher. Access to core: differentiation in math, science, and/or social science with SDAIE strategies and materials: one period of each class daily: options depend on site demographics. BCLAD, CLAD, or equivalent (Primary language support provided by BCLAD or bilingual support staff.) Physical Education: mixed groups with ELs, R-FEPs, I-FEPs, EOs: one period each daily Primary Language Literacy: Spanish for Native Speakers, Punjabi for Native Speakers, and Hmong for Native Speakers: meets Foreign Language/Fine Arts graduation requirement and develops L1 literacy. Primary language support (if available) in core content areas to motivate, clarify, direct, support, explain Sample Schedules Per Course Period Course ELD 1 Reading ELD 1 Writing ELD 1 Conversation Algebra Readiness PE 9 Spanish for Speakers ELD 2 Reading ELD 2 Writing ELD 2 Conversation CAHSEE Math PE 10 Environmental Science ELM Placement Setting Eligible Students Curriculum Components Staffing MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 12

13 Requirements English Language Mainstream Setting ELM English Learners CELDT Level III (Intermediate) CELDT Level IV (Early Advanced) CELDT Level V (Advanced) Explicit ELD: One period daily with ELD standards-based text and supplementary materials; progress through ELD Standards monitored by teacher. ELA: One English Language Arts class daily using SDAIE strategies; progress through ELA Standards monitored by teacher. Access to core: differentiated instruction in math, social studies, science w/ SDAIE strategies/materials: 1 period each daily BCLAD, CLAD, or equivalent (Primary language support provided by BCLAD or bilingual support staff.) Physical Education and/or one elective: mixed groups with ELs, R- FEPs, I-FEPs, EOs: One period each daily Primary Language Support: minimal, as needed Sample Schedules Per Course Period Course ELD 3 Transitions English 1 Algebra Life Science PE 9 Geography ELD 4/5 English 2 Geometry Biology PE 10 World History Alternative Program California law requires that every district have a waiver procedure and an alternative program design for English Learners. The waiver requirement is not required for English Only or Fluent English Proficient students, nor is it required of an English Learner whose Individual Education Plan (IEP) calls for primary language instruction or primary language support. Waivers are not required in order for students to receive primary language support within sheltered English immersion or mainstream English programs as long as the programs are provided overwhelmingly in English. Parents must be provided with written notification of the student s placement, the educational opportunities available, and the opportunity to apply for a waiver. School English Learner Advisory and District English Learner Advisory Committees (ELAC/DELAC) receive training in the guidelines regarding Parental Exception Waivers and are given the opportunity to advise district staff concerning the program and the materials. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 13

14 The alternative program consists of a minimum of three bilingual core content courses initially, with instruction in English Language Development. Teachers in this program must be appropriately certified with a BCLAD or equivalent. Teachers will make appropriate modifications to Board-adopted materials in order to ensure access to core content material. Supplemental resources and materials may be used in addition to Board-adopted materials. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 14

15 INSTRUCTIONAL PROGRAMS The Merced Union High School District s program for English Learners contains seven components: Instructional Settings 1. Structured English Immersion 2. English Language Mainstream 3. Alternative Program Support Services 4. Implementation of ELD and SDAIE strategies by trained teachers to meet individual student needs (supplemented by other instructional staff) 5. High quality academic materials to teach English and sheltered subjects 6. Continuous monitoring of student progress 7. Evaluation of student progress Instructional Settings Program Design Elements Programs for English Learners are designed to incorporate the following elements: ELD instruction is explicit, well-articulated, standards-based, and differentiated according to the needs of the student, using district-adopted materials. Core content instruction is explicit, well-articulated, standards-based, and differentiated according to the needs of the student, using district-adopted materials. All instruction includes structured activities designed to develop multicultural competency and promote positive self-esteem. In English Language Development classrooms, the language of instruction is English. Students are encouraged to use English in their classroom tasks and interactions. Content classes (e.g., math, science, social studies) with an EL designation are taught in English with support from a bilingual teacher and/or instructional aide/paraprofessional as needed. Use of another language in the classroom is appropriate for the following activities: Emergency communications related to safety and welfare of students; Clarification for a student, or group of students, of a word, concept, or idea; Communications with a parent or legal guardian of a student; and/or Explanation of directions or instructions pertinent to a specific task. Programs are further defined according to research that demonstrates that language is comprehensible when: It is in context Has real-life purpose Prior background knowledge is developed The affective filter is low Risk-taking and approximations are encouraged Errors are accepted as a part of the acquisition process Input is comprehensible through contextualization (i.e., use of props, visuals, facial expressions, and/or gestures) Correction is accomplished by positive feedback and modeling Student Placement MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 15

16 Based on assessment results, each English Learner will take from one to five classes specially designed for English Learners. Students are enrolled in one or a combination of the following until they are reclassified as Fluent English Proficient (RFEP): English Language Development Sequence CELDT Level Course Title Program Description Curriculum Level 1 ELD Reading 1 ELD Writing 1 Core Replacement Three Period Block Reading, Writing, EDGE Foundations ELD Conversation 1 Level 2 ELD Reading 2 ELD Writing 2 EL Conversation 2 Conversations Core Replacement Three Period Block Reading, Writing, Conversations Level 3 ELD 3 Transition Core English plus one period of English Language Development Level 4/5 ELD 4/5 Core English plus one period of English Language Development Special Education Levels 1 and Functional Core Replacement 2 Communication EDGE Level A EDGE Level B EDGE Level C EDGE Foundations EDGE Level A Skills Level 3 Intensive English Core Replacement EDGE Level B English Learners have access to core content classes. Teachers in the MUHSD employ SDAIE strategies and differentiate instruction to facilitate the inclusion of every English Learner. Students in the SEI placement may be grouped together to facilitate bilingual support. Bilingual teachers and/or bilingual support staff provide assistance in the content classes based on student need. For example, an English Learner might be enrolled in ELD 2 to learn English and an English-only calculus class taught by an EL-authorized teacher (with language support from a bilingual support staff as needed). This flexibility assures that English Learners who have unique needs are not locked into a specific track of courses. The curriculum for the English Language Development program will reflect, to the highest extent possible, the curriculum for that respective grade level. However, it is recognized that the content in the first year Immersion Program is likely to reflect less depth and detail than in regular course programs. Also, it is important to understand that English language development is the priority; content is the medium for achieving that goal. Access to College Preparatory Courses District policy and actual practice allows a student to take any course offered at the student s school. English Learners are encouraged to take college preparatory courses (included on the UC a-g list). Support Services Professional Development Teachers in the English Language Development program who are in training or who possess an authorization to provide ELD and SDAIE instruction have the opportunity to participate yearly in a variety of professional development activities related to the education of English Learners. These activities include instruction in content standards (ELD, content area, and English Language Arts), effective instructional strategies for ELD and SDAIE, text-specific training, integration of technology into instruction, and analysis of student achievement results to improve instruction. Bilingual support staff participate in many of the MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 16

17 same trainings or in activities to improve their understanding of course content as well as activities that ensure that they can meet qualifications required by the Elementary and Secondary Education Act (ESEA ) Teachers who have not earned an EL authorization are reimbursed for the cost of college courses or other training options that lead to the certification, up to a pre-approved amount. All training leading to an authorization must be state-approved, and the teacher must submit documentation (grade report, transcript, copy of CTCC CLAD certification to the district categorical programs administrator after receiving CLAD certificate). Highly qualified teachers with CLAD/BCLAD certification receive a $ stipend per year for each ELD course taught to a maximum of $1000. Materials The materials to be used in the English Language Development program are specially selected to accomplish the rapid development of English language proficiency. In addition to adopted core texts, each school has a budget for supplemental materials. Teachers of English Learners at each MUHSD school use high quality materials and regularly review new materials to ensure that the curriculum is updated and that materials reflect both local and state curricular developments. Schools also purchase primary language resource materials, primary language literature, and high interest/low reading level supplemental books in English that are available to students in classrooms and school libraries at each campus. Monitoring Once an English Learner's courses have been scheduled based on a thorough diagnosis, the student s guidance counselor monitors his/her progress in immersion and mainstream classes throughout the year. Students schedules are adjusted if they have academic problems due to language. Evaluation of Student Progress The guidance administrator works with the guidance and instructional staff as well as with district leadership staff to coordinate a variety of tasks that evaluate the progress of individual English Learners as well as the overall program for English Learners. When individual students are not meeting expected growth targets, as measured by credit attainment and course grades, CELDT, and CAHSEE and/or STAR results, the guidance administrator will work with guidance and instructional staff to identify possible barriers to the student s achievement. Questions to consider: 1. Is the student placed in the correct academic setting? 2. Does the master schedule provide adequate and appropriate course offerings? 3. How many years has the student been in a program for English Learners? 4. Has the student been evaluated for learning disabilities when appropriate? 5. Are the teachers trained in the use of the most appropriate instructional strategies? 6. Are the teachers trained in the use of the specific materials? Using the information gathered, appropriate interventions are recommended for students. Some examples include: schedule changes extended day support interventions (e.g., after-school tutorial) placement in a district alternative setting (e.g., On Track) five-year high school plan MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 17

18 PARENTAL EXCEPTION WAIVERS English-only instruction may be waived by parental request per Sections 310 and 311 of the California Education Code (see Appendix, Parental Exception Waiver). Upon initial enrollment of the student and annually thereafter, the parent/guardian receives information regarding the MUHSD program for English Learners that includes a description of district programs and a description of the educational materials that will be used in each program option: Structured English Immersion Program English Language Mainstream Program Alternative Bilingual Program The parent/guardian must visit the school personally to request a waiver. Individual schools in which 20 or more students of a given grade level receive a waiver shall be required to offer such a class; otherwise, they must allow the pupils to transfer to a public school in which such a class is offered (EC 310). The final decision regarding the waiver request will be mailed to the parent/guardian within ten days. Waivers may be granted only under the following circumstances: 1. Students who already know English: The student already possesses good English language skills as measured by tests of English vocabulary comprehension, reading, and writing (California Standards Test, CAHSEE) in which the student scores at or above the fifth-grade level. 2. Older Students: The student is ten years or older, and it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better suited to the student s rapid acquisition of basic English language skills. 3. Students with Special Needs: The student has already been placed for a period of not less than thirty days during that school year in an English language classroom and it is subsequently the informed belief of the school principal and educational staff that the student has such special physical, emotional, psychological, or educational needs that an alternate course of study would be better suited to the student s overall educational development. A written description of these special needs must be provided and any such decision is made subject to examination and approval of the local superintendent. The existence of such special needs shall not compel issuance of a waiver, and the parents shall be fully informed of their right to refuse to agree to a waiver. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 18

19 RECLASSIFICATION The Merced Union High School District has adopted a reclassification process to enable students initially identified as English Learners to exit specialized program services and participate without further language assistance as Fluent English Proficient students. English Learners shall be designated as Reclassified Fluent- English Proficient (R-FEP) when they have acquired the English language skills necessary to receive instruction and achieve academic progress in English only, at a level equivalent to students of the same age or grade whose primary language is English. The reclassification criteria include multiple measures to ensure both proficiency in the English language and participation equal to that of average native speakers in the school s regular instructional program. The reclassification criteria validate each student s readiness to exit from specialized English Learner programs by demonstrating achievement and mastery of grade-appropriate standards in the following areas: 1. English language proficiency, including listening, speaking, reading and writing 2. Academic achievement Criteria for Reclassification 1. Overall CELDT score: Early Advanced or Advanced 2. CELDT Listening: Intermediate or higher 3. CELDT Speaking Intermediate or higher 4. CELDT Reading: Intermediate or higher 5. CELDT Writing: Intermediate or higher 6. California Standards Test: score of 300 or higher on English Language Arts CST 7. Grades: C- or better in English and social studies courses in one of the last two semesters. 8. Parent Consultation: Parent opinion and date of consultation Steps to Reclassification Anyone may recommend a student for reclassification at any time. The counselor will gather appropriate documentation according to the following steps and make a recommendation to the designated administrative staff member based on a review of the student data. 1. The counselor, classroom teacher, a parent, and associate principal of guidance make a recommendation that a student be evaluated for possible reclassification at any time during the school year. 2. The counselor gathers documentation. 3. The counselor will make arrangements to consult with the parents to review the student s progress and the reclassification criteria. During the meeting, the student s progress will be discussed as well as the recommendation to designate the student to Reclassified Fluent English Proficient (R-FEP). If the parent is unable to come to the school, a person speaking the parent s primary language will consult with the parent on the telephone and document this conversation on the Reclassification Form (see Appendix, Reclassification Form). An administrator makes the final approval. 4. If a student is reclassified, the student s designation to R-FEP will be noted in AERIES, along with the date of reclassification. 5. A reclassified student may be placed in regular courses at the time of reclassification or at the next natural break in instruction (i.e., beginning of the next semester). 6. The counselor is responsible for follow-up and monitoring the student s progress. Monitoring of R-FEP Students MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 19

20 Students who have been reclassified as R-FEP receive follow-up monitoring for a minimum of 24 months after reclassification. Each counselor accesses data in the student information system (AERIES) of R-FEP students for the purpose of monitoring their subsequent academic progress. Reclassified students having difficulty in the core curriculum will have access to the support services offered at the site to all students who are not meeting standards. Those support services are outlined in the School Site Plan and will be reviewed with parents/guardians at the time of the reclassification consultation. If the student is not making progress in any academic class, the counselor will meet with the student and may recommend any or all of the following interventions: Student/teacher/parent conference Tutoring or other extended day academic support program Placement in a reading, writing or math support class Summer school Site and district administration examine the progress of individual English Learners and Reclassified Fluent English Proficient students annually along with data on the progress of all students as part of the process of evaluating the overall effectiveness of the English Learner program in terms of student learning. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 20

21 RECLASSIFICATION PROCESS Guidelines approved by the State Board of Education Education Code Section 313(d) Assessment of English Proficiency * Review CELDT results from annual assessment. Does student score at early advanced or higher overall and score intermediate or higher on each sub-test? No Student remains an English Learner Comparison of Performance in Basic Skills* Review results of latest California English Language Arts Standards Test (CST in English language arts). Does student meet the school district s cut point of at least 300 on the CST-ELA? No Student remains an English Learner. Teacher Evaluation of Student Academic Performance Review the student s academic performance. Does the student have a grade of C or better in English and social science course for the latest semester grade? No Student remains an English Learner. Parent or Guardian Opinion and Consultation Provide notice to parent(s)/guardian(s) of their right to participate in the reclassification process. Encourage them to participate in the reclassification process and attend a face-to-face meeting. Reclassification Reclassify the student to fluent English proficient (RFEP). Notify parent(s)/guardian(s) of reclassification Update school/district records. Monitor the student s progress for two years. *Use current year test scores. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 21

22 PARENT ADVISORY COMMITTEES English Learner Advisory Committee (ELAC) Schools with 21 or more English Learners shall establish a functioning school-level advisory committee. Parents/guardians of English Learners shall have an opportunity to elect parent members of the committee; the committee shall be constituted of membership in at least the same ratio as English Learners within the whole school enrollment. The committee shall also select one representative and one alternate to attend the District English Learner Advisory Committee (DELAC). ELAC members shall receive training appropriate to assist members in carrying out their responsibilities. The Committee advises the principal and staff on topics relating to English Learners, including: 1. The development of the school s plan for English Learners submitted to the governing board. 2. The development of the school s needs assessment. 3. Administration of the school s language census. 4. Activities designed to make parents aware of the importance of regular school attendance. The Formation of ELAC (1/22/13) The site Associate Principal (AP) of Assessment and Accountability (or other principal designee) is responsible for establishing the ELAC. The AP/principal s designee coordinates the ELAC meetings for the site. Members of the ELAC will serve one year and will be elected before the October DELAC meeting each year. The ELAC membership s composition must reflect the percentage of English Learners at the school. Election of Parent Members Send a letter, and/or dialer message, to all parents informing them of the school s intention to form the ELAC. The message will state the purposes of ELAC and will provide contact information so that parents may nominate candidates for the ELAC elections. ELAC ballots will be sent to only the parents of English Learners. Ballots will be collected and counted. New members will be notified and their names will be added to the ELAC roster. Selection of Other Members Inform all staff (certificated and classified) of the school s intention to select members for ELAC. This notification can be done by sending an or letter to all staff members explaining the purpose of ELAC and a member s responsibilities and having staff members nominate themselves. ELAC staff members will be selected by the ELAC AP/principal s designee and their names will be added to the ELAC roster. District English Learner Advisory Committee (DELAC) Districts with 51 or more English Learners shall establish a functioning district-level advisory committee. This committee should be composed of representative members from each school s ELAC. DELAC members shall receive training appropriate to assist members in carrying out their responsibilities. The committee annually advises the district governing board regarding: 1. The development of a district master plan for English Learners. 2. Administration of a district-wide language development needs assessment on a school-by-school MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 22

23 basis. 3. Establishment of the district education program, goals and objectives for English Learners. 4. The development of a plan to ensure compliance with teacher and language development aide requirements outlined in Ed. Code Sec Administration of the school s language census. 6. Review of and comment on the written notification of initial enrollment. 7. Review of and comment on any related waiver request. 8. Review of and comment on district reclassification procedures. The Categorical Program Specialist and/or designee serves as the district liaison to the DELAC, assisting with preparation of agendas, posting and distribution of meeting notices, preparation and distribution of meeting minutes, and other tasks as appropriate. Minutes of the meetings shall clearly reflect the discussion of items required by law. Note: It is recommended that ELACs meet a minimum of four times per year. Meetings should be designed to involve parents actively and should be frequent enough to maintain connection among committee members. Because the district includes three separate communities, MUHSD's DELAC may choose to meet with an ELAC four times a year. If the DELAC chooses this method, the meetings will be rotated (e.g., one meeting with Livingston High School, one meeting with Merced High School, etc.). DELAC minutes will show that required topics are addressed and that input is gathered for the district governing board. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 23

24 STAFFING and PROFESSIONAL GROWTH Staffing The Merced Union High School District is committed to ensuring that all teaching personnel whose assignment includes English Learner students shall hold appropriate certification to provide necessary instructional services to English Learners. 1. A proposed staffing plan for each school will be reviewed by District personnel each spring and vacancies will be posted, as necessary, listing required Commission on Teacher Credentialing (CTC) authorizations for instruction of English Learners. 2. The Merced Union High School District will actively recruit and hire teachers who are fully certified to fill teaching positions and meet English Learner needs at the site. 3. An English Learner Staffing Plan Annual Report will be completed each school year. The report will document district progress toward full certification of teachers of English Learners by representing the number of teachers who are fully certified, the numbers in training, and the results of training and hiring efforts each year. 4. The District will reimburse teachers whose basic credential does not include an EL authorization for CTEL (or equivalent) preparation and/or examination costs upon successfully obtaining the authorization. Professional Growth The Merced Union High School District is committed to providing focused staff development to all teachers and staff to ensure that they are successful in identifying, understanding, and meeting the special needs of the English Learner population. A partial list of professional development support includes: Reimbursement for costs leading to EL authorization (see 4 above) BTSA induction program English Learner Master Plan training for site administrators and counselors CELDT administration training for assessment/accountability administrators and testing personnel Reclassification process training for counselors and associate principal of guidance Data analysis training for site administrative team members and counselors ELAC/DELAC training for site administrative teams and support personnel Training to reinforce implementation of EL teaching strategies Workshops to promote awareness of cultural differences and the potential impact on learning MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 24

25 FUNDING District Fiscal Responsibility The base educational program for English Learners is funded by the unrestricted fund. The provision of required services to English Learners is not contingent upon receipt of state or federal categorical aid funds. Supplemental Funds for English Learners Categorical funds are generated wholly or in part to meet the unique supplemental needs of English Learners. Funds appropriated for English Learners must supplement and not supplant local general funds or categorical funds allocated from other local or state sources in meeting the needs of EL students. Such funds include California Economic Impact Aid (EIA) funds allocated to enrolled English Learners. Federal Title III funds are also provided to schools. The district may use funds appropriated for English Learners for expenditures including, but not limited to, the following categories: 1. Employment of bilingual instructional aides/paraprofessionals. 2. Supplemental bilingual and language development teaching materials to augment core instructional materials. 3. After-school tutorial programs (or other extended-day opportunities) designed to address identified student academic skill deficiencies (staffing and transportation). 4. Training to develop language development/cross-cultural instructional skills of both certificated and classified staff. 5. Costs of translating written communications to parents. 6. Expenses of parent advisory groups (e.g., ELAC, DELAC). 7. Administrative expenses including, but not limited to, costs incurred for the annual language census, student assessment, and parent consultation. 8. Extra hour of instruction within the school day (worksheet must be provided to demonstrate supplemental nature of intervention). The Categorical Program Specialist determines the amount of categorical funds to be distributed to school sites for English Learners on the basis of the previous school year s March 1 Language Census (R-30). Requests for materials or equipment, site training activities, and professional travel are submitted to the school assessment/accountability administrator for approval. Expenditures are approved according to the guidelines established in the school site plan and this master plan. All requests for EL authorization training are submitted to the district s Categorical Program Specialist. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 25

26 PERSONNEL Superintendent, at direction of Board of Trustees Assistant Superintendent of Business Services Categorical Program Specialist Principal School SITE Council (SSC) English Learner Advisory Committee (ELAC) District English Learner Advisory Committee (DELAC) (Teachers/Parents/Students) RESPONSIBILITY Ensures that unrestricted funds are allocated to sites and departments to safeguard equal access. Allocates adequate resources for core educational program based on student population. Reviews individual school s Single Plan for Student Achievement (SPSA) for appropriation and compliance. Allocates funding to schools based on the Consolidated Application formulas. Monitors expenditures. Submits SPSAs to the Board for approval. Submits Master Plan revision to the Board for approval. Allocates school instructional budget. Develops SPSA and prioritizes expenditures based on needs assessment and student data with attention to underperforming subgroups. Ensures that programs are evaluated annually for their impact on student achievement. SSC members provide input and approve the SPSA. ELAC members advise SSC regarding the EIA/LEP section of the plan. DELAC provides input regarding district-wide level changes. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 26

27 EVALUATION and ACCOUNTABILITY The Merced Union High School District conducts an annual evaluation of programs and services for English Learners for purposes of planning and program improvement. Program evaluation data is communicated to the school site council, the school s ELAC, school staff, district staff, and the Board of Trustees. The evaluation criteria will be reviewed as needed to ensure that the indicators are consistent with current assessment, evaluation, and reporting practices. The purposes of the evaluation will be: 1. To determine the extent to which English Learners are acquiring fluency in English. 2. To determine the extent to which English Learners are learning the core curriculum. 3. To determine the extent to which language-minority students can access district programs and services, including paths to higher education. 4. To provide data to inform changes to program implementation, classroom practices. 5. To sustain overall school improvement for all students (i.e., close the achievement gap). The school s Administrative Team members analyze Annual Measurable Achievement Objectives (AMAO) results each year. The analysis of this and other district data collected about English Learners should be conducted by each school and by the district according to the following criteria: Purpose 1: 1. To what extent are ELs mastering ELD standards? Purpose 2: 1. To what extent are ELs showing expected progress in achieving grade-level standards in core content areas? Purpose 3: 1. Who are our English Learners? 2. To what extent are ELs being reclassified from one grade to another (11 th to 10 th ) in order to become English language proficient and meet graduation requirements? 3. To what extent are ELs dropping out of high school? 4. How does the rate of suspensions/expulsions for ELs compare to that of the school s general population? 5. To what extent are ELs making expected progress toward reclassification to RFEP status? 6. To what extent are ELs enrolled in University of California/California State University a-g courses? Purpose 4: 1. To what extent is the school s EL program being implemented at the school as described in this Master Plan? 2. To what extent are ELs taught by qualified staff? Purpose 5: 1. To what extent are ELs making progress toward high school graduation? 2. To what extent are ELs passing the CAHSEE? 3. To what extent does the school site plan address the need to develop, implement, and evaluate appropriate interventions to create a cycle of monitoring and evaluation of the program for ELs? MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 27

28 Evaluation and Accountability: Roles and Responsibilities Personnel Superintendent Assistant Superintendent, Human Resources Categorical Program Specialist Program Administrator for Testing and Accountability Guidance Associate Principal Assessment & Accountability Associate Principal Responsibility Evaluates the implementation of district-wide goals: implementation of the EL Master Plan, student achievement, and professional development. Monitors credentials of all personnel working with English Learners. Supports site in implementation of Master Plan, including training to site principals and co-administrators. Monitors compliance at the site and district level. Reviews site and district data to inform program revisions, including modifications to the Single Plans for Student Achievement (SPSA). Works with district staff to provide training to teachers and other staff as needs are identified. Monitors assessment of ELs. Supervises data collection and assists with analysis of site and district results. Assists with program evaluation. Monitors procedures and legal requirements at the school. Monitors student placement and supervises reclassification process. Monitors implementation of Master Plan. Supports the implementation of the Master Plan. Monitors student records and data entry into student data management system. Assists with monitoring of material selection. Ensure access for parents/guardians of ELs to school. Organize and implement the reclassification process. Orchestrates communications and parent events. Serves as resource and attends SST and IEP meetings and parent conferences for ELs as needed Consult with teachers, parents, and counselors (including migrant counselors), regarding student progress and needs Assist in interviewing prospective teachers, school community liaisons, and bilingual instructional aides/paraprofessionals Assigns bilingual program support staff to appropriate classrooms, tutorial centers, office duties (including translation of all communications home), and home visits Coordinates initial and annual CELDT testing at the site. Organizes site plan to provide appropriate services to EL students. Prepares SPSA for Board approval. Conducts ELAC meetings. Assists with preparation of EL program evaluation and other data collection needs as identified. Organizes ELAC, plans agendas and meetings, and communicates ELAC recommendations to School Site Council as required. Ensures completion of the R-30 Annual Language Census school report. Compiles EL performance data and prepare documentation for EL program evaluation. Prepares reports to School Site Council and provide input regarding revisions to school site plan. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 28

29 Personnel District EL Literacy Coach (with support from site instructional coach, district literacy coach and BTSA mentors) Classroom Teacher Instructional Assistant Parent Student Responsibility Provides instructional coaching to teachers of ELs in the use of effective strategies and best practices. Provides input on staff development and coaching needs. Advises guidance staff concerning processes and procedures for identification, testing, placement, monitoring, and reclassification of ELs. Assists Site Administrator with monitoring of EL program results. Assist with planning, organizing, and/or implementing site-based and district-based professional development on topics pertaining to English Learners Advises guidance staff concerning processes and procedures for identification, testing, placement, monitoring, and reclassification of ELs and ensure that routine guidance services are accessible to ELs and their parents/guardians (e.g., academic advising, postsecondary options, and career opportunities) Advises guidance and data entry staff regarding appropriate entry of EL student data into information management system to ensure availability of data for analysis of program effectiveness and appropriate documentation of compliance requirements Inform site administration regarding compliance issues Assist with organization and planning and attend DELAC meetings Implements specific EL programs as described in this plan and provides instruction that meets state frameworks and district standards. Ensures delivery of appropriate ELD. Monitors EL students progress and uses data to modify instruction as indicated. Advocates for support services for students not meeting standards and benchmarks who may be at risk of failure or who require interventions to reach goals. Attends Student Study Team meetings to contribute information about student needs, progress, and strategies/interventions necessary to ensure success. Reviews evaluation data to assess program effectiveness and to provide insights regarding potential modifications to curriculum, instruction, or interventions. Provides primary language support in the core subjects. Assists with student testing. Supports the implementation of the Master Plan. Monitors student s progress - academics, attendance, and behavior. Ensures that student completes homework Communicates regularly with teachers and school. Attends parent conferences and school functions. Participates in school committees - ELAC, Site Council, etc. Attends school daily and works for high achievement. Participates fully in school activities. Communicates regularly with parents and teachers, including asking for additional help when needed. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 29

30 APPENDIX MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 30

31 Emglish Spanish Vietnamese Cantonese Korean Filipino (Tagalog) Portuguese Mandarin Japanese Cambodian Lao Hmong Mien Punjabi Other Home Language Survey Please complete the following student s information Student ID# (office use) Student s name Address First Middle Last Street City Zip Code Date of Birth Place of Birth Month / Day / Year City State Country If you were born in the United States and all your education is in the United States, DO NOT answer questions A-E. Begin with F. If you were NOT born in the United States, or you have attended school in a foreign country, please answer ALL the questions. A. Date entered the U.S. B. Years of education in a foreign country Years of education in the U.S. C. If you attended school in another country, what was the language of instruction? D. If you attended school in another country, did you study English in this school? E. If yes, how many years did you study English? Years, days per week ALL ANSWER QUESTIONS BELOW F. Date started school in the United States Date started school in California List the languages you and your parent/guardian speak below. Mark how well you speak read and write each language. Mark with number: 1. Very well 2. A little 3. Can Not H. Language Proficiency of Student I. Language Proficiency of Parent Languages Speak Read Write Languages Speak Read Write CHECK ONE ETHNIC CATEGORY: American Indian or Alaska Native Asian/ Pacific Islander African American not Hispanic White not Hispanic Hispanic or Latino Pilipino Other Check the Correct Boxes (This information pertains to the student) What language did you learn when you first began to talk? What language do you most frequently use at Home? What language do your parents use most frequently to speak to you? Name the language most often spoken by the adults at home. Parent/Guardian Signature Date: MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 31

32 Ingles Español Vietnames Cantonese Korean Filipino (Tagalog) Portugueses Mandarino Japonés Cambodian Lao Hmong Míen Punjabi Otro Home Language Survey Spanish Encuesta del Idioma Natal Por favor complete la información del estudiante Student ID # (uso de la oficina) Nombre completo del estudiante Primer nombre Segundo nombre Apellido Domicilio Calle Ciudad Código Postal Fecha de Nacimiento Lugar de Nacimiento Mes/ Día / Año Ciudad Estado País Si naciste en los Estados Unidos y toda tu educación ha sido en los Estados Unidos, NO contestes las preguntas A-E. Empieza con la F. Si NO naciste en los Estados Unidos, o si has estudiado en otro País, por favor contesta TODAS las preguntas A. Fecha de entrada a los Estados Unidos B. Años de educación en otro país Años de educación en los Estados Unidos C. Si estudiaste en otro País, en que Idioma recibiste la enseñanza? D. Si estudiaste en otro País, estudiaste Ingles en esa escuela? E. Si es así, cuantos años estudiaste Ingles? años, días por semana TODOS DEBEN CONTESTAR LAS SIGUIENTES PREGUNTAS F. Fecha cuando empezaste la escuela en los Estados Unidos G. Fecha cuando empezaste la escuela en California En las cajillas abajo, indica los Idiomas que hablas tú y tus padres o guardián. Indica el nivel que hablan, leen y escriben cada idioma. Indica con número: 1. Muy bien 2. Un poco 3. No puedo H. Idioma natal del estudiante I. Idioma natal del los Padres/Guardianes Idioma Hablo Leo Escribo Idioma Hablo Leo Escribo Indica tu categoría Étnica Indio Americano o Nativo de Alaska Asiático/Islas del Pacifico Afro-Americano no Hispano Anglosajón (no Hispano) Hispano/Latino Filipino Otro Favor de marcar la cajilla correcta (Esta información le pertenece al estudiante) Que Idioma aprendiste cuando empezaste a hablar? Que Idioma usas frecuentemente en el hogar? Que Idioma usan tus padres para hablar contigo frecuentemente? Nombra el Idioma que los adultos hablan mas seguido en el hogar? MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 32

33 PREFIERO CORRESPONDENCIA EN ESPAÑOL CUANDO POSIBLE: SI NO Firma del Padre o Guardián Fecha: Primary Language Assessment Atwater High School Buhach Colony High School Golden Valley High School Livingston High School Merced High School Independence/Yosemite High School Student Name: ID: Gr: Individual Interviewed: Relationship to Student: Interviewed by: Primary Language: Date of Interview: Date of Enrollment: This information assists the school in assessing your student s educational background in his/her primary language. Additional formal testing of your student s skill in both English and the primary language will be completed once he/she begins school. You will receive notification of these test results. 1. Where was the student born? 2. If outside the United States, how old was he/she when he/she entered the country? 3. Did the student attend school in his/her native country? If yes, how many years did he/she complete? 4. Does the student speak more often in English or in the primary language? 5. Can the student read and write in his/her primary language? Explain. 6. Has the student ever attended school in the United States? If yes, where did the student attend and how many years? 7. Has he/she ever received instruction in the primary language in the United States, either at home or in school? If yes, please explain briefly. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 33

34 English Mainstream Instruction Request Atwater High School Buhach Colony High School Golden Valley High School Livingston High School Merced High School Independence/Yosemite High School Student s Name: ID: Gr: The purpose, content, and benefits of the English Learner Sheltered English Immersion program have been thoroughly explained to me in understandable terms. I have also been made aware of my student s English language abilities and grades. However, I want my student to take: English mainstream classes I understand that my student will continue to be tested and that the counselor will monitor my student s grades. Reason for request: THIS FORM SAYS NO TO THE IMMERSION PROGRAM FOR ENGLISH LEARNERS AT THIS SCHOOL A description of this student s academic process and the school s English Learner program has been provided to the parents by: Guidance Administrator Date Parent/Guardian Date MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 34

35 Merced Union High School District INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements To parent(s)/guardian(s): School: Date: Re: Student ID #: Grade: Date of Birth: Primary language: 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 ) Domain Listening Speaking Reading Writing Overall Language Assessment Results California English Language Development Test (CELDT)* Performance Level (Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced) Primary Language Proficiency Level** MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 35 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. 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 Advanced Early Advanced Intermediate Early Intermediate Beginning Initial Fluent English Proficient (SBE approved criterion, May 2001) Reasonable fluency*** Less than reasonable fluency*** Program Placement 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 [ *** Districts determine what levels constitute reasonable fluency and less than reasonable fluency ]

36 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. The alternative program consists of a minimum of three bilingual core content courses initially, with instruction in English Language Development. Teachers in this program must be appropriately certified with a BCLAD or equivalent. Teachers will make appropriate modifications to Board-adopted materials in order to ensure access to core content material. Supplemental resources and materials may be used in addition to Board-adopted materials. 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 [District inserts local board-approved reclassification criteria] Early Advance (4) or Advanced (5) overall with no subtest below Intermediate (3) ELA CST 300 or above Agrees with recommendation Semester grades of C- or above English and Social Science Courses Groups 2012 Cohort Graduation Rate (class of ) Year: Graduation Rate Results 2012 Target Graduation Rate 2012 Graduation Rate Criteria Met 2013 Target Graduation Rate (Class of ) English Learners Yes Please telephone the counseling office at your child s school site if you would like to schedule a parent conference to discuss your child s options for program placement. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 36

37 Merced Union High School District INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements A los padres/tutor(es): Escuela: Fecha: Re: # ID Estudiante Grado: Fecha Nacimiento: Lengua Materna: Estimados padres o tutores: En la encuesta de la lengua materna que se completó cuando el niño/a se inscribió en nuestra escuela figura que en su hogar se habla otro idioma además del inglés. La ley nos exige que evaluemos el dominio que el niño tiene del idioma inglés y de su lengua materna. Utilizamos los resultados de estas pruebas para decidir la mejor ubicación en el programa para el niño. Tenemos la obligación de informarle los resultados de las pruebas, nuestra recomendación del programa y todas las opciones de colocación disponibles para el niño. Además, proporcionamos la información que nuestro distrito utiliza para decidir cuándo un estudiante se encuentra listo para salir del programa de estudiantes de inglés como segunda lengua. (20 United States Code 7012; California Education Code sections [b] and [c]; and Title 5 of California Code of Regulation sections 11307[a] and ) Áreas Compresión auditiva Expresión oral Lectura Expresión escrita Total Resultados de la evaluación de la lengua Nivel de rendimiento de 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 realización: *Para determinar estos resultados se utilizó una guía desarrollada por el examinador contratado. Los padres recibirán los resultados oficiales de los niños 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), se identificó al niño/a como:} English learner (EL) o estudiante de inglés como segunda lengua, con una fluidez en inglés menos que razonable y será ubicado en el Programa de Inmersión Estructurada en Inglés. English learner (EL) o estudiante de inglés como segunda lengua, con una fluidez en inglés razonable y será ubicado en el Programa en Inglés Regular. Initial Fluent English proficient (I-FEP) student o estudiante inicial con dominio del inglés fluido que será ubicado en el Programa General del Distrito. Marque si corresponde: Individualized Education Program (IEP) en archivo Se adjunta una descripción de cómo la ubicación en el programa recomendado para el niño cumplirá con los objetivos del IEP. Opciones de ubicación en el programa para estudiantes de inglés como segunda lengua La tabla a continuación muestra todas las opciones de ubicaciones en el programa disponibles. (A continuación encontrará una descripción más detallada.) Para solicitar que el niño/a sea ubicado en un Programa Alternativo en el cual la mayor parte de la instrucción se brinde en lengua materna, debe presentar una Solicitud de exención presentada por los padres. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 37

38 Avanzado (Advanced) Preavanzado (Early Advanced) Niveles de dominio del idioma inglés Inicial con dominio del inglés fluido (Criterio aprobado por la SBE en mayo de 2001) Ubicación en el programa Programa General del Distrito Intermedio (Intermediate) Preintermedio (Early Intermediate) Inicial (Beginning) Fluidez razonable*** Fluidez menos que la razonable*** Clases en Inglés Regulares *** o Programa Alternativo con una solicitud de exención presentada por los padres aprobada Inmersión Estructurada en Inglés*** o Programa Alternativo con una solicitud de exención presentada por los padres aprobada Otro entorno de enseñanza basado en el IEP [*** Los distritos determinan qué niveles constituyen una fluidez razonable y una fluidez menos que razonable.] INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements Descripción de los objetivos y de las opciones de ubicación en el programa para los estudiantes de inglés como segunda lengua Todos los programas incluyen el Desarrollo del Inglés Como Segunda Lengua (conocido en inglés como 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. Inmersión Estructurada en Inglés (conocida en inglés como SEI). Los estudiantes que obtienen como resultado una fluidez menos que la razonable son ubicados en un programa de SEI y la enseñanza en la mayor parte se brinda en inglés. Se puede proporcionar 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 estándares de contenido del grado escolar y del ELD. Clases en Inglés Regulares (conocido en inglés como ELM). Los estudiantes que obtienen como resultado una fluidez razonable en inglés son ubicados 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 estándares 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 (conocido en inglés como 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 estándares 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.. El programa alternativo consiste en un mínimo de tres cursos bilingües de materias básicas inicialmente, con enseñanza en el Desarrollo del Lenguaje en Inglés. Los maestros en este programa deben estar certificados adecuadamente con una credencial BCLAD o su equivalente. Los maestros harán las modificaciones apropiadas a los materiales educativos aprobados por la Mesa Directiva a fin de asegurar el acceso a material académico básico requerido. Se podrán usar recursos y materiales suplementarios además de los materiales adoptados por la Mesa Directiva. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 38

39 NOTA: En cualquier momento durante el año escolar, el niño/a puede ser ubicado en el Programa en Inglés Regular. **** Los padres/tutores tienen el derecho de presentar una Solicitud de exención presentada por los padres para que el niño participe en un programa alternativo. La legislación de California les otorga a los padres el derecho de solicitar que el niño sea ubicado en un Programa Alternativo. Para tal fin, cada año debe visitar la escuela del niño y presentar una Solicitud de exención presentada por los padres. El niño debe cumplir uno de los siguientes requisitos: a) saber inglés y tener estudios académicos al menos hasta el quinto 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 del idioma inglés durante 30 días civiles y tener necesidades especiales. Criterios de reclasificación (salida) El objetivo del programa para estudiantes de inglés como segunda lengua es que los estudiantes dominen completamente el inglés y que dominen los estándares estatales para obtener el logro académico tan rápido como sea posible. A continuación se detallan los criterios de reclasificación del distrito: Criterios exigidos (Código de Educación de California Sección 313[d]) Prueba para Medir el Desarrollo del Inglés en California (CELDT) Comparación del desempeño en destrezas básicas Consulta y opinión de los padres Evaluación del maestro Criterio de la LEA Pre-avanzado (4) o Avanzado (5) en total sin ninguna sub-prueba menor de Intermedio (3) Promedio de 300 o mejor en el examen estatal CST (inglés) Estar en acuerdo con la recomendación Calificaciones Semestrales de C- o mejor en los cursos de Inglés y Ciencias Sociales Tasa de graduación escolar Grupos Estudiantes que están Aprendiendo Inglés Grupo 2012 Tasa de Graduación (clase ) Objetivo 2012 Tasa de Graduación 2012 Tasa de Graduación Criterios Cumplidos Objetivo 2013 Tasa de Graduación (Clase ) Si Favor de llamar a la oficina de asesoramiento académico si desean tener una conferencia para discutir las opciones de colocación en el programa. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 39

40 Merced Union High School District ANNUAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements To parent(s)/guardian(s): School: Date: Re: Student ID #: Grade: Date of Birth: Primary language: Dear Parent(s) or Guardian(s): Each year, we are required by law to notify you of your child s proficiency level in English. We must also provide you with the school s recommendation for program placement and describe all available program options. This letter also explains how we decide when a student is ready to exit the English learner program. (20 United States Code sections 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations, Section 11309[a][b][1]) Domain Listening Speaking Reading Writing Overall Most Recent California English Language Development Test (CELDT) Results California English Language Development Test (CELDT)* Performance Level # California English Language Development Test (CELDT)* Performance Level Description Based on these results, your child has been identified as an: English learner (EL) with less than reasonable fluency in English and assigned to the Structured English Immersion Program. English learner (EL) with reasonable fluency in English and assigned to the English Language Mainstream 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. Academic Achievement Results English Language Arts Skill Area California Standards Tests Performance Level 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 Reasonable fluency*** Less than reasonable fluency*** 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 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 40

41 ANNUAL 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.the alternative program consists of a minimum of three bilingual core content courses initially, with instruction in English Language Development. Teachers in this program must be appropriately certified with a BCLAD or equivalent. Teachers will make appropriate modifications to Board-adopted materials in order to ensure access to core content material. Supplemental resources and materials may be used in addition to Board-adopted materials. 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]) LEA Criteria [District inserts local board-approved reclassification criteria] English Language Proficiency Assessment (CELDT) Level 4 or 5 (no area lower than Level 3) Comparison of Performance in Basic Skills 300 Parental Opinion and Consultation Teacher Evaluation Parent Consultation Teacher Recommendation Groups 2012 Cohort Graduation Rate (class of ) Year: Graduation Rate Results 2012 Target Graduation Rate 2012 Graduation Rate Criteria Met 2013 Target Graduation Rate (Class of ) English Learners Yes Please telephone the counseling office at your child s school site if you would like to schedule a parent conference to discuss your child s options for program placement. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 41

42 Merced Union High School District NOTIFICACIÓN ANUAL PARA LOS PADRES Requisitos Federales y Estatales del Título III A los padres/tutor(es): Escuela: Fecha: Re: # ID Estudiante Grado: Fecha Nacimiento: Lengua Materna: Estimados Padres/Tutor(es): Cada año, la ley nos exige que les notifiquemos el nivel de competencia en el idioma inglés de su hijo/hija. También debemos proporcionarles nuestra recomendación del programa y todas las opciones de colocación disponibles. Esta carta también explica cómo decidimos cuándo el estudiante se encuentra listo para salir del programa para Estudiantes que están Aprendiendo Inglés como Segundo Idioma. (20 United States Code sections 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations, Section 11309[a][b][1]) Áreas Comprensión auditiva Expresión oral Lectura Escritura Total Resultados Más Recientes del Examen de Desarrollo del Inglés de California (CELDT) Examen de Desarrollo del Inglés de California (CELDT) Nivel de Desempeño # Examen de Desarrollo del Inglés de California (CELDT) Descripción del Nivel de Desempeño En base a estos resultados, su hijo/hija ha sido identificado(a) como: Estudiante Principiante del Idioma Inglés (EL) con menos fluidez razonable en inglés y ha sido asignado(a) al Programa de Inmersión Estructurada en Inglés Estudiante Principiante del Idioma Inglés (EL) con fluidez razonable en inglés y ha sido asignado(a) al Programa Regular de Clases en Inglés. Marcar si aplica: Programa de Educación Individual (IEP) en archivo Se adjunta una descripción de cómo la colocación del programa recomendado para su hijo/hija cumplirá con los objetivos del IEP. Resultados de los Logros Académicos Área de Destreza Lengua y Literatura en Inglés Examen de Estándares Académicos de California Nivel de Desempeño Opciones de Colocación para los Estudiantes que están Aprendiendo Inglés La siguiente tabla muestra todas las opciones de colocación. (Más adelante encontrarán una explicación más detallada de estas opciones). Para solicitar que su hijo/hija sea colocado(a) en un Programa Alternativo en que la mayor parte de la enseñanza será en la lengua materna del él/ella, ustedes deben pedir una Renuncia de Excepción de los Padres. Avanzado Pre-avanzado Intermedio Pre-intermedio Principiante Niveles de Competencia en el Idioma Inglés Fluidez razonable Menos fluidez razonable Colocación en el Programa Programa Regular de Clases en Inglés o un Programa Alternativo con la Renuncia de Excepción de los Padres aprobada Programa de Inmersión Estructurada o un Programa Alternativo con la Renuncia de Excepción de los Padres aprobada Otro Ambiente de Enseñanza basado en el IEP MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 42

43 NOTIFICACIÓN ANUAL PARA LOS PADRES Requisitos Federales y Estatales del Título III Descripción de los Objetivos y Opciones de Colocación en el Programa para Estudiantes que están Aprendiendo Inglés como Segundo Idioma Todos los programas incluyen el Desarrollo del Idioma Inglés (conocido en inglés como ELD) y estrategias de enseñanza que se diferencian 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 escritura en inglés, así como también conseguir el éxito académico en todas las materias básicas requeridas. Inmersión Estructurada en Inglés (conocida en inglés como SEI). Los estudiantes que obtienen un resultado de menos fluidez razonable en inglés son colocados en un programa de SEI con una enseñanza intensiva en inglés. Se puede proporcionar algo de ayuda en la lengua materna. Maestros autorizados les enseñan ELD y otras materias básicas requeridas mediante el uso de libros de texto y materiales suplementarios adoptados por el distrito. La enseñanza se basa en los estándares de contenido del grado escolar y del ELD. Clases Regulares en Inglés (conocido en inglés como 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 básicas requeridas mediante el uso de libros de texto y materiales suplementarios adoptados por el distrito. La enseñanza se basa en los estándares de contenido del grado escolar y del ELD. Los estudiantes reciben enseñanza adicional necesaria para ser reclasificados como estudiantes con dominio fluido del inglés. Programa Alternativo (conocido en inglés como ALT). Los estudiantes que tienen una Renuncia de Excepción de los Padres **** aprobada reciben enseñanza de las materias básicas requeridas en su lengua materna. La enseñanza 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 estándares de contenido del grado escolar y del ELD. Los estudiantes reciben enseñanza adicional necesaria para ser reclasificados como estudiantes con dominio fluido del inglés.. El programa alternativo consiste en un mínimo de tres cursos bilingües de materias básicas inicialmente, con enseñanza en el Desarrollo del Lenguaje en Inglés. Los maestros en este programa deben estar certificados adecuadamente con una credencial BCLAD o su equivalente. Los maestros harán las modificaciones apropiadas a los materiales educativos aprobados por la Mesa Directiva a fin de asegurar el acceso a material académico básico requerido. Se podrán usar recursos y materiales suplementarios además de los materiales adoptados por la Mesa Directiva. NOTA: En cualquier momento durante el año escolar, ustedes pueden colocar a su hijo/hija en el Programa Regular de Clases en Inglés. **** Los padres/tutores tienen el derecho a solicitar una Renuncia de Excepción para que su hijo/hija participe en un programa alternativo. La ley de California les otorga a los padres el derecho de solicitar que su hijo/hija sea colocado(a) en un Programa Alternativo. Para tal fin, ustedes deben visitar la escuela del niño cada año y presentar una Renuncia de Excepción. Su hijo/hija debe cumplir con uno de los siguientes requisitos: a) saber inglés y tener estudios académicos al menos hasta el quinto 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 donde la enseñanza es en el idioma inglés durante 30 días civiles y tener necesidades especiales. Criterios de Reclasificación (Salida) El objetivo del Programa para Estudiantes que están Aprendiendo Inglés como Segundo Idioma es que los estudiantes dominen completamente el inglés y que dominen los estándares estatales para obtener el logro académico tan rápido como sea posible. A continuación se detallan los criterios de reclasificación del distrito: Criterios Exigidos Criterio de la LEA (Código de Educación de California Sección 313[d]) Examen de Desarrollo del Inglés de California (CELDT) Nivel 4 o 5 (ningún área menor de Nivel 3) Comparación del desempeño en destrezas básicas 300 Consulta y opinión de los padres Consulta con los padres Evaluación del maestro Recomendación del maestro Grupos Estudiantes que están Aprendiendo Inglés ********************************************************************************************************************** Grupo 2012 Tasa de Graduación (clase ) Objetivo 2012 Tasa de Graduación 2012 Tasa de Graduación Criterios Cumplidos Objetivo 2013 Tasa de Graduación (Clase ) Si Favor de llamar a la oficina de asesoramiento académico si desean tener una conferencia para discutir las opciones de colocación en el programa. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 43

44 Merced Union High School District TSHAB NTAWV CEEB TOOM QHIA NIAMTXIV TXHUA XYOO Tsoom Fwv Teb Chaws Tsab Cai Title III thiab Lub Xeev Kev Txwv Txor rau niamtxiv/tus tsom kwm ntawm: Hais txog: Tsev kawm ntawv: Menyuam kawm ntawv tus ID #: Hnub yug: Thawj hom lus: Hnub: Qib kawm: Hawm txog rau cov niamtxiv lossi cov tsom kwm: Txhua lub xyoo, peb yuav tsum tau, raws li txoj cai, qhia tuaj rau nej paub txog rau ntawm nej tus menyuam nws qib txawj lus Askiv. Ntxiv ntawd peb yuav tsum muab qhia rau nej txog rau tsev kawm ntawv kev pom zoo uas tau tso kev kawm rau nej tus menyuam thiab piav qhia rau nej paub txog rau lwm yam kev qhia ntawv uas tau muaj tseem seem. Tsab ntawv no los sau tuaj piav qhia txog rau peb txoj kev txiav txim li cas thaum tus menyuam kawm ntawv nws npaj txhij tawm tau hauv lub program qhia ntawv kawm lus Askiv. Cov Qhabnias Xeem Ntawv Hauv Daim Xeem California Kev Sib Tw Txawj Lus Askiv (CELDT) Tsis Ntej Los No California Daim Xeem Txog Kev Sib Tw TXawj California Daim Xeem Txog Kev Sib Tw TXawj Lus Qhov Chaw Lus Askiv(CELDT*Qib Naj Npawb Askiv(CELDT)* Qib Txawj Lus Hmloog lus Hais lus Nyeem ntawv Sau ntawv Tag nrho Raws li cov qhabnias xeem no, koj tus menyuam raug yog : Tus neeg kawm lus Askiv (EL) uas tsis tau txawj lus Askiv npliag tsim nyog uas yuav raug muab mus kawm rau hauv txoj kev Pab Qhia Nruj Rau Cov Pib Kawm Lus Askiv (Structured English Immersion Program). Tus neeg kawm lus Askiv (EL) txawj lus Askiv npliag tsim nyog uas yuav raug muab mus kawm rau hauv txoj kev Pab Qhia Lus Askiv Rau Sawv Daws (English Mainstream Program). Kos rau yog muaj tiag: Muaj ntaub ntawv cia txog rau kev Qhia Ntawv Tib Leeg Individualized Education Program (IEP). Rhais nrog no yog muaj cov lus piav qhia txog txoj kev muab koj tus menyuam mus tso kawm li cas thiaj li kawm cuag cov Hom phiaj ntawm lub tswv yim IEP. Kev Kawm Uas Ua Tau Lawm Yam Txujci uas Txawj California Daim Xeem Txog Kev Xeem Txujci Qib Txawj Lus Askiv (English Language Arts) Cov Kev Kawm Ntawv Muaj Rau Cov Neeg kawm Lus Askiv Daim ntawv nram no qhia tag nrho cov kev pab qhia ntawv uas muaj. (Muaj piav cov ntsiab lus me ntsis lawv qab.) Xav thov kom muab koj tus me nyuam mus kawm rau hauv Lwm Txoj Kev Qhia Ntawv, uas feem ntau cov kev qhia ntawv yuav yog siv koj tus me nyuam thawj hom lus qhia, koj yuav tsum tau ua tsab ntawv thov Parental Exception Waiver Qib Txawj Heev Qib Ntxov Txawj Heev Qib Txawj Hauj Sim Cov qib kawm lus Askiv npliag Txawj Lus Askiv Npliag Siv Tau*** Raug muab tso kawm cov kev kawm Txog Kev Pab Qhia Ntawv Rau Sawv Daws *** Lossi Lwm Txog Kev Qhia Ntawv Uas muaj tsab ntawv pom zoo Parental Exception Waiver Qib Ntxov Txawj Hauj Sim Qib Pib Kawm Txawj Lus Askiv Npliag Tsawg Dua*** Txoj Kev Pab Qhia Nruj Rau Cov Pib Kawm Lus*** Lossi Lwm Txoj Kev Qhia Ntawv Uas muaj tsab ntawv pom zoo Parental Exception Waiver Lwm Hom Kev Qhia Ntawv raws li Teeb Muaj hauv IEP MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 44

45 TSAB NTAWV CEEB TOOM QHIA NIAM TXIV TXHUA XYOO Tsoom Fwv Teb Chaws Tsab Cai Title III thiab Lub Xeev Kev Txwv Cov Lus Piav Qhia Txog Cov Hom Kev Kawm Ntawv Uas Raug Muab Tso Rau thiab Cov Hom Phiaj Rau Cov Neeg Kawm Lus Askiv Tag nrho cov kev kawm nrog rau lub Kev Qhia Lus Askiv (English Language Development) (ELD) thiab cov tswv yim qhia kom haum rau txhua tus neeg kawm ntawv qib npliag Lus Askiv. Cov tswv yim no yog siv los pab kom txhua tus neeg kawm ntawv kawm cuag cov qib hais lus, nyeem ntawv thiab sau ntawv Askiv npliag, thiab kawm tau cov ntaub ntawv tseem ceeb kom vam meej. Txoj Kev Pab Qhia Nruj Rau Cov Pib Kawm Lus Askiv (Structured English Immersion Program) (SEI): Cov neeg kawm ntawv uas sib tw pom tias nws tsis txawj Lus Askiv npliag tsim nyog yog cov uas raug muab mus kawm rau ntawm txoj kev kawm SEI thiab yog kawm Lus Askiv ntau heev heev. Tej zaum yuav muaj cov neeg hais nws hom lus nrog pab nws. Cov neeg ntawv yuav kawm ELD thiab lwm cov kev kawm tseem ceeb los ntawm cov xib fwb muaj cai qhia uas siv lub cheeb tsam tsev kawm ntawv cov phau ntawv thiab cov khoom qhia ntawv. Cov kev qhia yog qhia raws li ELD thiab qhia raws li cov quag kev kawm ntawv rau qib kawm ntawv ntawd. Txoj Kev Pab Qhia Lus Askiv Rau Sawv Daws (English Language Mainstream Program) (ELM): Cov neeg kawm ntawv uas sib tw pom tias nws txawj Lus Askiv npliag tsim nyog yog cov uas raug muab mus kawm rau ntawm txoj kev kawm ELM. Cov neeg ntawv yuav kawm ELD thiab lwm cov kev kawm tseem ceeb los ntawm cov xib fwb muaj cai qhia uas siv lub cheeb tsam tsev kawm ntawv cov phau ntawv thiab cov khoom qhia ntawv. Cov kev qhia yog qhia raws li ELD thiab qhia raws li cov quag kev kawm ntawv rau qib kawm ntawv ntawd. Cov neeg kawm ntawv uas yuav tau kev pab qhia ntawv ntxiv yuav raug rov qab muab teeb txheeb tshem mus ua cov kawm txawj Lus Askiv npliag tsim nyog. Lwm Txoj Kev Qhia Ntawv (Alternative Program) (ALT): Cov menyuam kawm ntawv uas muaj daim ntawv Parental Exception Waiver uas twb raug pomzoo pub rau lawm. Lawv yuav tau txais kev kawm uas yog qhia uas lawv yam lus hais. Lawv tau txais kev qhia hauv ELD uas yog qhia Askiv. Cov xibfwb qhia ntawv yuav tsum tau txais kev kawm tshwj xeeb los qhia ntawv nyob rau hauv lub program no. Lawv siv cov ntaub ntawv thiab lwm yam ntaub ntawv qhia uas district tau pomzoo. Kev qhia ntawv no qhia raws li ntawm qib ELD thiab raws li ntawm qhov grade-level content standards. Menyuam kawm ntawv kuj tau txais kev qhia lwm yam ntxiv uas pab rau lawv raug hloov mus rau qhov paub lus Askiv meej lawm. Lub alternative program nws muaj qhia li 3 yam ua ke nrog rau qhia kawm Askiv nyob rau hauv English Language Development. Cov xibfwb qhia ntawv hauv lub program no yuav tsum muaj daim ntawv qhia ntawv kom yog thiab nrog rau daim ntawv BCLAD lossis lwm daim ntawv kom sib luag ib yam. Cov xibfwb qhia ntawv yuav tau kho kev qhia kom los yog haum raws li cov ntaub ntawv qhia Board-adopted materials thiab li muaj kev qhia raws li qhov core content material. Siv tau kev qhia thiab ntaub ntawv qhia lwm yam ntxiv nrog rau cov ntaub ntawv qhia Board-adopted materials. FAJ SEEB: Txhua lub sij hawm hauv lub xyoo kawm ntawv, koj yeej tshem tau koj tus me nyuam mus kawm tau nyob rau hauv Txoj Kev Pab Qhia Lus Askiv Rau Sawv Daws (English Language Mainstream Program). ****(Cov) Niam Txiv/(Cov) Neeg Saib Xyuas muaj txoj cai thov tau tsab ntawv pom zoo Parental Exception Waiver rau lwm txoj kev qhia ntawv. California txoj cai muab cai rau cov niam txiv thov tshem lawv tus me nyuam mus kawm rau Lwm Txoj Kev Qhia Ntawv. Kom tshem tau, koj yuav tsum mus ntsib koj tus me nyuam lub tsev kawm ntawv mus ua tsab ntawv pom zoo tshem tawm Parental Exception Waiver txhua lub xyoo. Koj tus me nyuam yuav tsum kawm tau ib yam nram no: a) paub Lus Askiv thiab kawm txawj qib qis tshaj plaws yog txawj li tus neeg kawm ntawv qib fifth; b) muaj kaum xyoo los yog loj dua; los yog c) yog ib tug neeg kawm ntawv tsis tau nto hnub nyoog ten xyoo uas twb tau koom txoj kev kawm Lus Askiv tau 30 hnub thiab muaj cov kev tu ncua tshwj xeeb. Kev Rov Teeb Txheeb (Tshem Tawm) Lub hom phiaj ntawm txoj kev qhia Lus Askiv rau tus neeg kawm ntawv yog kom nws txawj Lus Askiv npliag thiab txawj tag nrho lub xeev cov quag kev kawm ntawv sai npaum li sai tau. Lub cheeb tsam tsev kawm ntawv no cov kev rov teeb txheeb yog muaj raws li sau nyob hauv qab no: Cov Yuav Tsum Muaj (California Txoj Cai Kawm Ntawv Ntu 313[d]) Kev Sib Tw Txawj Lus Askiv (English Language Proficiency Assessment) (CELDT) Sib Piv Kev Kawm Txoj Cov Hauv Paus Txuj Ci (Comparison of Performance in Basic Skills) Niam Txiv Kev Xav thiab Kev Pab Tswv Yim Xib Fwb Kev Ntsuam Xyuas LEA qhov teev cia Qhabnias Tag Nrho yuav tsum yog qib Yuav luag txog Qib Siab (4) lossis Qib Siab (5) thiab lwm yam qhabnias xeem tsis pub qis dua Qib Nrab(3) Qhabnias 300 lossis siab tshaj rau yam xeem ELA CST Yeem nrog rau cov lus qhuab qhia Qhabnias kawm nrab xyoo yog tus C lossis siab tshaj rau yam txujci Askiv thiab cov hoob Social Science ********************************************************************************************************************** Pawg Cov 2012 Kawm Tiav raws li hais (cov tiav ntawv ) 2012 xav kom kawm tiav raws li hais 2012 cov kawm tiav muaj raws li teev cia 2013 xav kom kawm tiav raws li hais (Cov tiav ntawv ) Cov tseem kawm lus Askiv Yes MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 45

46 Thov hu xov tooj rau lub hoob kam counseling office hauv Merced High School ( ), yog tias koj xav teem ib lub sijhawm sibtham txog cov kev kawm ntawv uas yuav muab tus menyuam must so kawm rau. MERCED UNION HIGH SCHOOL DISTRICT Parental Exception Waiver Request for Dual Language Instruction Waiver (To be completed by the parent/guardian of the English Learner) Student: School: ID: Grade: I have visited my student s school. I have been informed of the educational opportunities available to my student and have been provided with a description of the materials that are used in the different program options. After reviewing the options available, I request that my student be placed in the Dual Language Instruction program at this school only. (Note: A school must have 20 students in one grade level to offer a program.) If not offered at this school, I am requesting that my student attend another school for the Dual Language Instruction program. I understand an intradistrict transfer form will be sent to me. I also understand that I will be responsible for my student s transportation. (Note: There must be requests from 20 students at one grade level to offer a program at any site in the district.) Parent/Guardian Name Parent/Guardian Signature Date This waiver is valid for one year For office use only I have reviewed our existing program with this parent. Counselor Signature Date Administrator Date MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 46

47 ENGLISH LEARNER RECLASSIFICATION DATA REVIEW Student Name: GR: Perm ID#: Primary Language: #Yrs of Education in the U.S. Grad Year: Date of Reclassification Review: CELDT SCORE Minimum Requirements: Early Advanced (4) or Advanced (5) overall with no subtest below Intermediate (3) Assessment Date: Overall: Reading: Listening: Writing: Speaking: CALIFORNIA STANDARDS TEST (CST) Minimum Requirements: ELA Score must be 300 or above Assessment Date: CST English Language Arts Score CURRICULUM MASTERY AS IDENTIFIED BY TEACHER EVALUATION Minimum Requirements: Semester grades of C- or above in English and Social Science courses. English: Social Science: Check here if other factors have negatively affected grades (Motivation, attendance, homework, activities or issues unrelated to English language proficiency). Provide explanation below: PARENTAL CONTACT Parent/Guardian of above student has been informed of the reclassification process and results of assessments in the following identified manner: conference phone conference letter Position of Staff who made contact Signature Date I understand that my student will be reclassified as Fluent English Proficient and will no longer receive specialized instruction, but will be monitored by the counselor. I have concerns about my student being reclassified at this time based on the follow comments: RECOMMENDATION: Parent Signature DO NOT RECLASSIFY because student has not met all reclassification criteria RECLASSIFY as Fluent Proficient (R-FEP). Record any alternative criteria below. Date Guidance Counselor Administrator Date MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 47

48 IEP TEAM CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELLs) Student: ID#: Date: Directions: The school IEP team should complete this checklist to ensure that all areas pertinent to English language learners (ELLs) are considered. Yes No Yes No Yes No Yes No Yes No 1.) The IEP indicates if the students is classified as an English learner Comments: 2.) The IEP includes information about the student s current level of English language proficiency in listening, speaking, reading, and writing (CELDT or alternative assessment scores/levels) Comments: 3.) The IEP indicates if the student requires alternate assessments to required statewide ELD assessments and, if so, what alternate assessments will be utilized and who will administer them. (Special education teacher, ELL staff, etc.) Comments: 4.) The IEP includes linguistically appropriate goals and objectives (if objectives are required) that reflect assessed English language development needs. Comments: 5.) The IEP includes a description of who will be responsible for implementation of the linguistically appropriate goals and ELD services. In what setting they will be provided, and the duration and frequency of the services. Comments: SOLOM WIAT SANDI VCCALPS Basics 2 Alternative Assessment Options Check selected assessments and language domains. Listening Speaking Reading Writing Notes MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 48

49 Adapted from the Santa Barbara County SELPA Publications 11/2/2012 Indicate below any strategies that the IEP team feels may be appropriate for the student based on his or her ELL needs to provide linguistically appropriate instruction: Check all that apply Focus Areas Strategies Build on Background Knowledge Link concepts to student s background experiences Link past learning with new concepts Front load/pre-teach lesson key vocabulary Focus on learning academic language during instruction Comprehensible Input Align use vocabulary in speaking to student s English proficiency level Use of modeling, visuals, hands-on activities, demonstrations, gestures, body Use advanced organizers Provide hands-on materials learning opportunities/manipulatives ELD Strategies Use scaffolding techniques Use linguistic frames for oral responses or cloze fill in the blank structures Provide activities involving all four language domains (Listening, Speaking, Reading, and Writing) Provide opportunities for repeated practice Interaction Provide frequent opportunities for student interaction Allow appropriate wait time for responses Group student with peers to support language/content objectives Provide opportunities for student to clarify key concepts in L1. (Preview/review in L1) Lesson Delivery Engage student through use of multi-modalities especially visuals and gestures Adjust pacing of lesson to student s needs Review Assessment Review key vocabulary/linguistic structures Check frequently for understanding Provide student honest and consistent feedback Adapted from the Santa Barbara County SELPA Publications 11/2/201 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 49

50 CELDT Participation Criteria for Alternate Assessment Student Name Student ID Grade Alternate assessments provide an alternate means to measure the English language proficiency of students with disabilities whose individualized education program (IEP) teams have determined that they are unable to participate in the CELDT even with variations, accommodations, and/or modifications. In order to aid an IEP team in its determination of whether a student should use alternative assessments, the following may be considered. Circle Agree or Disagree for each item: Agree Agree Disagree Disagree The student requires extensive instruction in multiple settings to acquire, maintain, and generalize skills necessary for application in school, work, home, and community environment. The student demonstrates academic/cognitive ability and adaptive behavior that require substantial adjustments to the general curriculum. The student may participate in many of the same activities as their non-disabled peers; however, their learning objectives and expected outcomes focus on the functional applications of the general curriculum. Agree Disagree The student cannot address the performance level assessed in the CELDT, even with accommodations or modifications. Agree Disagree The decision to participate in the alternate assessment is not based on the amount of time the student is receiving special education services. Agree Disagree The decision to participate in the alternate assessment is not based on excessive or extended absences. Agree Disagree The decision to participate in the alternate assessment is not based on language, cultural, or economic difference. Agree Disagree The decision to participate in the alternate assessment is not based on the deafness/blindness, visual, auditory, and/or motor disabilities. Agree Disagree The decision to participate in the alternate assessment is not primarily based on a specific categorical label. Agree Disagree The decision for alternate assessment is an IEP team decision, rather than an administrative decision If the answer to any of the statements is Disagree, the team should consider including the student in the CELDT with the use of necessary accommodations or modifications. Based on consideration of the above items, the IEP Team decided: Student is eligible for participating in the CELDT. Student is not eligible for participating in the CELDT. IEP Member Signature Parent Signature Date Adapted from CDE CELDT: Understanding and Using Individual Results MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 50

51 English Learner/Special Education RECLASSIFICATION FORM Student Name: GR: Perm ID#: NOTE: Reclassification of EL / SPED students may be an IEP team function; however staff members specialized in English language development should participate in the meeting and the student should meet the four criteria specified below. Check each box below to indicate that the student has met each of the four criteria required to be considered for reclassification Criteria 1: Assessment of Language Proficiency Using an *Objective Assessment Instrument Select the appropriate option. *CELDT is used as the primary criterion for the objective assessment instrument in California (unless student takes an alternative assessment to CELDT as per their IEP). Students should be considered for reclassification whose overall proficiency level is Early Advanced or higher and subtest scores are Intermediate or higher. Overall L S R W Those students whose overall proficiency level is in the upper end of the Intermediate level also may be considered for reclassification if additional measures determine the likelihood that a student is proficient in English (CDE CELDT: Understanding and Using Individual Results) CELDT Proficiency Level Scale Score 9 th Grade or above Overall 10 th -12 th Grade or above Reclassification teams may use the results of alternative assessment to inform criteria one if the student s IEP designates that they take an alternative assessment to CELDT. Assessment L S R W Outcomes Criteria 2: Teacher Evaluation Sample Teacher Criteria: Evidence of student s academic performance (in class), completion of a SOLOM Checklist, and student progress towards IEP linguistically appropriate goals. Note: According to SBE State Board Adopted CELDT Guidelines Section III ( ) incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification. A disability may be a factor that contributes to low academic achievement and is unrelated to English language proficiency. Work examples Class participation Grades Teacher Observation Assessments Other: Notes: Adapted from the Santa Barbara County SELPA Publications 11/2/2012 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 51

52 Criteria 3: Parent Opinion and Consultation Provide notice to parents or guardians of their rights and encourage them to participate in the reclassification process by inviting them to a face-to-face meeting. (Possible question topics: TV shows, Conversations with siblings and friends, phone conversations, texting, computer use) Parent input: Criteria 4: Comparison of Performance in Basic Skills Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development (ELD) test pursuant to EC Section (i.e., the CELDT). CST or CMA score in English/language arts (ELA) must be at least at the Basic level. Pupils with scores at or above the cut point selected by the school district should be considered for reclassification. For pupils scoring below the cut point, school districts should attempt to determine whether factors other than English language proficiency are responsible for low performance on the CST or CMA in English language arts and whether it is reasonable to reclassify the student. (CDE CELDT: Understanding and Using Individual Results). The impact of a student s disability may be a factor other than English language proficiency to consider. Reclassification teams may use CAPA results to inform whether or not students with moderate to severe disabilities have demonstrate basic performance skills in English at their functional level. For students taking CAPA, the LEA may use this data to determine if the student demonstrates basic skills in English commensurate with their functional level. Test Proficiency Level (Basic) Outcome Notes: IEP Date: RECOMMENDATION: Continue as EL Reclassify (RFEP) Required Signatures for Approval IEP Representative Parent Guidance Counselor Student Administrator Teacher Adapted from the Santa Barbara County SELPA Publications 11/2/2012 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 52

53 LISTA DE COMPROBACIÓN DE EQUIPO IEP PARA APRENDICES DEL IDIOMA INGLÉS (ELLs) Estudiante: ID#: Fecha: Instrucciones: El equipo del Programa de Educación Individualizado (IEP) de la escuela debe completar esta lista de comprobación para asegurarse de que todas las áreas pertinentes a los alumnos son aprendices del idioma inglés (ELLs) son consideradas. Si No Si No 1.) El IEP indica si los alumnos son identificados como un aprendiz del inglés. Comentarios: 2.) El IEP incluye información sobre el nivel actual del alumno en el dominio del idioma inglés en comprensión auditiva, expresión orar, lectura y escritura (CELDT o resultado/niveles de evaluación alternativa) Comentarios: SI No SI No 3.) El IEP indica si el estudiante requiere evaluaciones alternativas en lugar de evaluaciones El requeridas atreves del estado y, de ser así, que evaluaciones alternas serán utilizadas y quién los administrará. (Educación especial, maestro, personal ELL, etc.) Comentarios: 4.) El IEP incluye metas y objetivos lingüísticamente adecuados (Si objetivos son requerido) que reflejan la evaluación de necesidades del desarrollo del idioma en inglés. Comentarios: Si No 5.) El IEP incluye una descripción de quién será responsable en implementar las metas y servicios ELD apropiados lingüísticamente. En el lugar que será proporcionado, y la duración y frecuencia de los servicios. Comentarios: SOLOM WIAT SANDI VCCALPS Basics 2 Opciones de evaluaciones alternativas Marque evaluaciones seleccionadas y dominio en el lenguaje Auditivo Expression Oral Lectura Escritura Notas MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 53

54 Indique a continuación las estrategias que el equipo de IEP creen que puedan ser adecuadas para el alumno basado en sus necesidades ELL lingüísticamente apropiada para proporcionar instrucciones Marque todas las que se aplican Áreas de enfoque Estrategias Construir sobre conocimientos previos Relacionar conceptos con las experiencias previas del alumno. Relacionar lo aprendido con nuevos conceptos. Carga frontal/pre-lección enseñar vocabulario clave Input comprensible Estrategias ELD Interacción Entrega de lección Evaluación de revision Enfocarse en el aprendizaje de lenguaje académico durante la instrucción. Alinee el uso de vocabulario oral a nivel de dominio del idioma inglés del estudiante Uso de modelar, efectos visuales, actividades prácticas, demostraciones, gestos, cuerpo Utilizar organizadores avanzados Proporcionar materiales manuables oportunidad de aprendizaje/ manipulables Usar técnicas de andamio Usar la forma lingüística par alas respuesta oral o cloze rellena los espacios en blanco Proporcionar actividades relacionadas con los cuatro dominios (escuchar, hablar, leer y escribir,) Proporcione oportunidades de la práctica repetida Proporcionar oportunidades frecuentes de interacción de los alumnos. Permita un tiempo apropiado para que den una respuesta. Grupo de alumnos con alumnos de apoyo en los objetivos del lenguaje/contenido Proveer oportunidades a los alumnos para que clarifiquen conceptos clave en L1. (Prever/revisar en L1) Conectar con el alumno a través de la utilización de múltiples modalidades -especialmente los visuales y los gestos Ajustar el ritmo de lección a las necesidades del estudiante Revisar la estructurá del vocabulario clave/ lingüística Verificar frecuentemente que estén comprendiendo. Provee al alumno con alentándolo de una forma honesta y constante. Adapted from the Santa Barbara County SELPA Publications 11/2/2012 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 54

55 Criterios de Participación CELDT para Evaluación Alternativa Nombre del estudiante ID del estudiante Grado Evaluaciones alternativas proporcionan un medio alternativo para medir los conocimientos del idioma inglés de los estudiantes con discapacidad cuyo programa de educación individual (IEP) equipo ha determinado que son incapaces de participar en el CELDT incluso con variaciones, adaptaciones o modificaciones. A fin de ayudar al equipo IEP en su determinación de si un estudiante debería usar evaluaciones alternativas, lo siguiente puede considerarse. Circule " De acuerdo" o "Desacuerdo" para cada tema: El estudiante requiere una amplia instrucción en múltiples configuraciones de adquirir, mantener y generalizar las destrezas De acuerdo Desacuerdo necesarias para la aplicación en la escuela, el trabajo, el hogar, y en la comunidad. El estudiante demuestra la capacidad académica/cognitiva y comportamiento adaptable que requieren ajustes sustanciales al De acuerdo Desacuerdo plan de estudios general. El estudiante puede participar en muchas de las mismas actividades que sus compañeros sin discapacidad; Sin embargo, sus objetivos y resultados esperados centrarán en las aplicaciones funcionales del plan de estudio general. De acuerdo Desacuerdo El estudiante no puede lograr el nivel de rendimiento en el CELDT, incluso con adaptaciones o modificaciones. De acuerdo De acuerdo De acuerdo De acuerdo De acuerdo De acuerdo Desacuerdo Desacuerdo Desacuerdo Desacuerdo Desacuerdo Desacuerdo La decisión de participar en la evaluación alternativa no se basa en la cantidad de tiempo que el estudiante recibe servicios de educación especial. La decisión de participar en la evaluación alternativa no se basa en ausencias excesivas o prolongadas La decisión de participar en la evaluación alternativa no se basa en el lenguaje, cultura, o en diferencia económica. La decisión de participar en la evaluación alternativa no se basa en la sordera y ceguera, visual, auditiva y/o discapacidades motrices La decisión de participar en la evaluación alterna no se basada principalmente en una etiqueta categórica específica. La decisión para la evaluación alternativa es una decisión del equipo de IEP, y no de una decisión administrativa. Si la respuesta a cualquiera de las afirmaciones es "en desacuerdo", el equipo debe considerar la posibilidad de incluir al estudiante en el CELDT con el uso de acomodaciones y modificaciones necesarias. Basada en la consideración de los elementos anteriores, que el Equipo de IEP decidió Estudiante es elegible para participar en el examen CELDT. Estudiante no es elegible para participar en el CELDT Firma del miembro IEP Firma del padre Fecha Adapted from CDE CELDT: Understanding and Using Individual Results MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 55

56 Aprendiz de Inglés/ Educación Especial FORMA DE RECLASIFICACIÓN Nombre del estudiante: Grado: Perm ID#: NOTA: Reclasificación de los alumnos aprendices de ingles en educación especial puede ser una función del equipo del Programa de Educación Individualizado (IEP); sin embargo, los miembros del personal especializado en el desarrollo del idioma inglés debe participar en la reunión y el alumno debe cumplir los cuatro criterios que se especifican a continuación. Marca cada casilla para indicar que el estudiante ha cumplido con cada uno de los cuatro criterios necesarios para ser considerado para la reclasificación. Criterio 1: Evaluación de Habilidad del Idioma Usando un *Instrumento de Evaluación Objetiva Seleccione la opción apropiada * CELDT se utiliza como criterio principal como instrumento de evaluación objetiva en California (a menos que el alumno reciba una evaluación alternativa a CELDT según su IEP). Los alumnos deben ser considerados para reclasificación cuyo nivel de habilidad total es Preavanzado o más alto y las subprueba son Intermedias o más altas Promedio L S R W Aquellos alumnos cuyo nivel es competente y está en el extremo superior del nivel intermedio también pueden ser considerados para la reclasificación si medidas adicionales determinan la probabilidad de que el alumno es competente en inglés (CELDT CDE: Entendiendo y usando los resultados individuales ) CELDT Promedio Nivel de conocimiento Puntuación en la escala 9 th Grado o superior 10 th -12 th Grado o superior Equipos de reclasificación pueden utilizar los resultados de "evaluación alternativa" para informar sobre criterio uno si el IEP del alumno designa que tomen una evaluación alternativa a CELDT. Evaluación L S R W Resultados Criterio2: Evaluación del Maestro Ejemplo de Criterio del Maestro: Evidencia de desempeño académico (en clase), la realización de una lista de comprobación de SOLOM y el progreso del alumno hacia un IEP lingüísticamente con metas apropiadas. Nota: Según SBE la mesa directiva estatal adopto las directrices CELDT sección III ( ) déficits incurridos en motivación y éxito académico no relacionado con el dominio del idioma inglés, no impiden a un alumno ser reclasificado. Una discapacidad puede ser un factor que contribuye al bajo rendimiento académico y no está relacionado con "dominio del idioma inglés". Ejemplos de trabajo participación en clase Calificación Observación del maestro Evaluación Otro: Notas: MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 56

57 Criterio 3: Consulta y opinión del padre Proporcionar un aviso a padres o guardianes de sus derechos y animarlos a participar en el proceso de la Reclasificación invitándolos a una reunión cara a cara. (Temas, preguntas posibles: programas de televisión, conversaciones con los hermanos y amigos, conversaciones telefónicas, mensajes de texto, uso de la computadora) Opinión del Padre: Criterio 4: Comparación de rendimiento en Habilidades Básicas. Prueba de evaluación de dominio del idioma utilizando un instrumento de evaluación objetiva, incluyendo, pero no limitado a, el desarrollo del idioma inglés (ELD) de acuerdo con EC Sección (i.e., del CELDT). CST o CMA puntuación en Ingles/Artes del lenguaje (ELA) debe estar al menos en el Nivel básico Los alumnos con resultados en o por encima del punto seleccionado por el distrito escolar deben ser considerados para la reclasificación. Para los estudiantes con puntuación por debajo del punto de corte, los distritos escolares deben intentar determinar si factores aparte del dominio del idioma ingles son los responsables por el bajo rendimiento en el CST o CMA en inglés Arte del lenguaje y si es razonable clasificar al alumno. (CDE CELDT: Entendimiento y Utilización de Resultados Individuales). El impacto de la discapacidad del alumno puede ser un factor " aparte de dominio del idioma Inglés" a considerar. Equipos de reclasificación pueden utilizar resultados CAPA para informar si los estudiantes con moderada a severa discapacidad han o no demostrar habilidades básicas de rendimiento en inglés en su nivel funcional. Para los alumnos tomando CAPA LEA puede utilizar estos datos para determinar si el alumno demuestra habilidades básicas en inglés acorde con su nivel funcional examen Nivel de conocimiento Resultado (Básico) Notas: Fecha IEP: RECOMENDACION: Continuar EL Reclasificar (RFEP) Requiere Firma de Aprobación IEP Representante Consejero de Orientación Administrador Padre Alumno Maestro Adapted from the Santa Barbara County SELPA Publications 11/2/201 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 57

58 TSOOM XIBFWB IEP KEV LOS KOS RAU COV TUB/NTXHAIS TSEEM XYAUM-KAWM ASKIV (ELL) Tub/ntxhais: ID#: Hnub: Kev qhia ua li cas: Tsoom xibfwb IEP yuav los ua daim ntawv no kom tiav es thiaj paub meej tias txhua yam txog ntawm tus tub/ntxhais uas tseem xyaum-kawm Askiv (English Language Learners) yeej muab coj los saib txhij lawm. muaj tsis muaj muaj tsis muaj muaj tsis muaj muaj tsis muaj muaj tsis muaj 1.) Cov ntaub ntawv IEP qhia seb tus tub/ntxhais puas yog ib tug tub/ntxhais tseem xyaum-kawm Askiv Kev xav: 2.) Cov ntaub ntawv IEP muaj lus qhia txog tus tub/ntxhais tseem xyaum-kawm Askiv nyob theem twg hauv kev mloog lus, hais lus, nyeem ntawv, thiab sau ntawv (CELDT los yog lwm yam kev ntsuam-xyuas) Kev xav: 3.) Cov ntaub ntawv IEP qhia seb tus tub/ntxhais puas yuav los muaj kev xeem ntawm lwm yam kev ntsuam-xyuas los hloov kev xeem hauv lub xeev thiab, yog muaj, lwm yam kev ntsuam-xyuas yuav los ntsuas txog yam twg thiab leej twg yuav muab rau (xibfwb Special Ed, tsoom xibfwb ELL, ect.) Kev xav: 4.) Cov ntaub ntawv IEP muaj kev qhia txog cov homphiaj tab rau yam lus kawm (yog yuav tsum tau muaj homphiaj tab) uas muaj kev ntsuas nkag mus rau qib yuav tsum kawm ntawm yam lus. Kev xav: 5.) Cov ntaub ntawv IEP muaj kev qhia txog seb leej twg yuav yog tus los tab cov homphiaj tseg kom siab raws li tub/ntxhais txoj kev kawm thiab kev pab hauv ELD. Cov kev kawm yuav zoo li cas, ntev npuam li cas, thiab ntau npuam li cas los ntawm cov kev pab. Kev xav: SOLOM WIAT SANDI VCCALPS Basics 2 Lwm Yam Kev Ntsuam-xyuas kev qheb Kos Qhov Xaiv los Ntsuas thiab Sab Lus Kev Mloog Lus Kev Hais Lus Kev Nyeem Kev Sau Lus sau tseg MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 58

59 Adapted from the Santa Barbara County SELPA Publications 11/2/2012 Kos tseg hauv qab no rau txhua txoj kev kawm uas tsoom xibfwb IEP pom tau tias yuav pab tau tus tub/ntxhais raws li kev pab hauv ELL kom nws tau txaiv kev kawm los haum li qib nws paub txog: kos rau txhua nqe siv tau Yam Tseemceeb Tswv Yim Pab Pab Ntxiv rau Yam Twb Paub Lawm Txuas cov ntsiab lus rau tub/ntxhais kev twb muaj los lawm Txuas tej yam twb paub los lawm nrog rau cov ntsiab lus tshiab Muab/rov qhia cov lus tseem ceeb Kev Txhawb kom Tau Taub ELD Tswv Yim Pab Kev Sib Txuas Lus Kev Los Qhia Ntaub Ntawv Rov Saib Dua rau Kev Ntsuas Txog Saib zoo txog yam yuav kawm thaum los qhia ntawv Kho kev siv lus kom haum tub/ntxhais kev paub thaum hais lus rau lawv Siv qauv, tej yam qhov muag pom tau, tej yam kov tau, kev nthuav qhia, siv cev thiab tes-taw qhia Siv kev qhia los rub cov ntsiab lus los ua pab-ua pawg Nrhiav tej yam kev kawm uas tub/ntxhais yuav tau muaj kev tsaus tes los ua Siv lub tswv yim los qhia txuam nrog tej yam twb paub ua ntej lawm Siv kev kawm los qhia kev hais lus teb rov qab los yog xaiv lus los dhos kom kab lus thiaj raug Nrhiav kev kawm kom nkag rau plaub sab kev qhia (kev mloog, kev hais lus, nyeem, sau) Nrhiav kev los qhia kom muaj kev rov mus kawm dua Nrhiav ntau txoj kev los txhawb kom tub/ntxhais muaj kev sib txuas lus Siv sijhawm los tos tub/ntxhais kev teb lus rov qab Tso tub/ntxhais ua pab-pawg los txhawb hais lus/kev kawm lub homphiaj Nrhiav kev los rau tub/ntxhais los tau taub txog cov ntsiab lus hauv L1. (saib ua ntej/rov saib hauv L1) Muab tub/ntxhais los kawm txog kev siv khoom los qhia yam qhov muag pom tau thiab kev piav tes Tig los ntsuas kev qhia ntawv kom yoog raws li tub/ntxhais kev txawj Rov mus saib txog cov ntsiab lus/kev xaiv lus kom raug Nquag los saib txog tub/ntxhais kev tau taub Muab lus tseeb thiab teb rau tub/ntxhais txhua zaus Adapted from the Santa Barbara County SELPA Publications 11/2/2012 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 59

60 Nqe Lus hauv Ntawv CELDT mus rau Lwm Txoj Kev Ntsuam-xyuas Tub/ntxhais Npe Tub/ntxhais ID Qeb Kawm Lwm yam kev ntsuam-xyuas muaj qheb los ntsuas kev paub Askiv los ntawm tus tub/ntxhais muaj tej kev cuam tshuam ua rau nws kawm tsis tau ntawv uas cov xibfwb hauv koomhaum individual education program (IEP) pom tau tias nws yuav los xeem tsis tau daim ntawv xeem CELDT, tab txawm yog muaj kev pab los qhia qhov sib txawv, kev pab nyeem rau thiab/los yog txhawb rau. Yuav los txhawb tsoom xibfwb hawv koomhaum IEP txoj kev los txiav txim seb puas tsim nyog tus tub/ntxhais los xeem lwm yam kev ntsuam-xyuas, cov nqe lus nram no yuav tau muab los saib txog. Kos voj-voos (circle) Txaus saib los yog Tsis txaus siab rau txhua nqe lus nram no: Txaus saib Txaus saib Txaus saib Txaus saib Tsis txaus siab Tsis txaus siab Tsis txaus siab Tsis txaus siab Tus tub/ntxhais yuav tsum tau kev cob-qhia kom ntau txaus hauv ob-peb qhov chaw kom thiaj kawm tau, tuav tau, thiab tawm tau tswv yim los siv rau hauv lub tsev kawm ntawv, chaw haujlwm, hauv tsev, thiab tej chaw hauv zej-zos. Tus tub/ntxhais muaj kev los kawm/paub tau thiab muaj rab peem xwm los hloov nws tus xeeb-ceem los haum nrog cov txheej txheem qhia ntawv. Tus tub/ntxhais muaj kev los koom tau nrog nws cov phoojywg zoo tes-zoo taw los ua tau ntau yam; txawm li cas los, lawv txoj kev uas yuav tsum kawm thiab qhov yuav tsum paub txog yog mus rau lub luag haujlwm ntawm tus txheej txheem qhia ntawv. Tus tub/ntxhais tsis muaj kev los tau taub txog cov qeb ntsuam-xyuas hauv daim ntawv xeem CELDT, txawm tias muaj kev pab los nyeem rau thiab txhawb rau. Txoj kev xaiv los tso tus tub/ntxhais rau lwm txoj kev los ntsuam-xyuas tsis yog muab saib raws nws lub sijhawm uas tau txais kev pab hauv lub koomhaum Special Ed ntev npaum cas. Txaus saib Tsis txaus siab Txoj kev xaiv los tso tus tub/ntxhais rau lwm txoj kev los ntsuam-xyuas tsis yog muab saib raws kev qhaj ntev los ntau zaum. Txaus saib Tsis txaus siab Txoj kev xaiv los tso tus tub/ntxhais rau lwm txoj kev los ntsuam-xyuas tsis yog muab saib raws hom lus, kab-ke, los kev muaj/pluag. Txaus saib Tsis txaus siab Txoj kev xaiv los tso tus tub/ntxhais rau lwm txoj kev los ntsuam-xyuas tsis yog muab saib raws kev lag ntseg/dig muag, thiab kev ua tsis tau ub-no vim tes-taw tsis zoo. Txaus saib Tsis txaus siab Txoj kev xaiv los tso tus tub/ntxhais rau lwm txoj kev los ntsuam-xyuas tsis yog muab saib raws tej yam ib txwm muaj ntawm tus neeg. Txaus saib Tsis txaus siab Txoj kev xaiv tso rau lwm txoj kev los ntsuam-xyuas yog tsoom xibfwb IEP kev xaiv, tsis yog cov thawj tswj kev kawm kev los xaiv. Yog koj teb rau ib qhob twg tias Tsis txaus siab, cov xibfwb yuav tso tus tub/ntxhais los xeem daim ntawv xeem CELDT nrog rau cov kev pab los nyeem rau los yog txhawb rau. Raws li cov qeb lus los suam toj saud, tsoom xibfwb IEP tau xaiv: Tub/ntxhais muaj kev los koom tau daim ntawv xeem CELDT Tub/ntxhais tsis muaj kev los koom tau daim ntawv xeem CELDT IEP Xibfwb Kos Npe Niam-txiv Kos Npe Hnub Adapted from CDE CELDT: Understanding and Using Individual Results MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 60

61 English Learner/Special Education DAIM NTAWV NCE THEEM (RECLASSIFICATION FORM) Tub/ntxhais: Qib: ID Siv#: LUS SAU TSEV: Kev nce theem ntawm EL/SPED cov tub/ntxhais yog lub luag haujlwm ntawm tsoom xibfwb IEP; txawm li los tsoom xibfwb uas muaj kev paub zoo rau lub koomhaum English Language Development yuav tsum tau los koom nrog lub rooj sib koom thiab tus tub/ntxhais yuav tsum ua kom tau txog li plaub nqe uas hais los hauv qab no. Kos rau txhua lub npov hauv qab no los qhia tias tus tub/ntxhais twb ua tau txog li plaub nqe uas yuav tsum tiav thiaj coj los siv tau rau txoj kev nce theem Nqe 1: Kev ntsuas txog ntawm kev los paub yam lus yog siv los ntawm *Cov Homphiaj Tab Tseg los Ntsuas Xaiv nqe lus kom raug uas muaj qheb *CELDT yog muab siv los ua ib qho tseem ceeb ntawm cov nqe lus hauv cov homphiaj tab tseg los ntsuas hauv lub xeev California (tshwj tias tus tub/ntxhais tau los xeem lwm yam kev ntsuam-xyuas los hloov daim CELDT raws li ntaub ntawv tseg hauv IEP). Tus tub/ntxhais yuav raug xaiv los nce theem yog nws tus qhabnias xeem hauv plaub qho kev xeem los ua ke tau txog li theem Ntxov Txawj Heev los siab dua thiab ib sab kev xeem twg yuav tsum tau txog li theem Txawj Hauj Sim los siab dua. Tas Nrho L S R W Cov tub/ntxhais uas xeem tau tus qhabnias hauv tas nrho cov kev xeem txog li ntawm yav siab hauv theem Txawj Hauj Sim kuj yuav raug xaiv los nce theem yog lwm yam kev tsuas qhia tau tias tus tub/ntxhais yeej paub Askiv zoo lawm (CDE CELDT: Tau Taub Zoo thiab Siv nws ib leeg cov qhabnias). CELDT Theem Txawj Txog Qhabnias Tau Qib los siab dua Tas Nrho Qib los siab dua Tsoom xibfwb txiav txim rau kev nce theem mam siv cov qhabnias ntawm lwm yam kev ntsuam-xyuas los piv rau nqe ib yog tus tub/ntxhais muaj ntaub ntawv IEP los qhia tias nws muaj cai los xeem lwm yam kev ntsuas los hloov daim CELDT. Kev Ntsuam-xyuas L S R W Qhov Ua Tau Nqe 2: Xibfwb Kev Tshuaj Ntsuam Xibfwb Nqes Lus Qauv: Qhov tub/ntxhais tau ntawm nws txoj kev kawm (hauv hoob), kev tiav ntawm SOLOM chaw kos, thiab tub/ntxhais kawm tau zoo zuj-zus mus rau IEP cov homphiaj tau tab rau nws. Lus sau tseg: Raws li SBE State Board Adopted CELDT Guidelines Section III ( ) kev tshwm sim hais txog kev tsis mob siab thiab kawm tsis tau ntawv tsis txuam nrog kev paub Askiv, tsis txwv tub/ntxhais ntawm kev nce theem. Kev puas hlwb puas tes-taw yuav yog ib qho los ntxiv rau txoj kev kawm tsis tau ntawv thiab tsis muaj kev cuam-tshuam rau Kev Kawm los Paub Askiv. Haujlwm Koom Tes hauv Hoob Qhabnias Xibfwb Soj Ntsuas Kev Ntsuam-xyuas Lwm Yam: Lus sau tseg: MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 61

62 Nqe 3: Niam-txiv Kev Xav thiab Tswv Yim Muab xov rau niam-txiv los yog tus saib-xyuas txog cov cai thiab txhawb kom lawv koom tes nrog cov kev nce theem; caw niam-txiv tuaj kom pom tsej-pom muag. (ntsiab lus ntawm tej kev nug: Yeeb-yab-duab T.V., Txuas lus nrog cov muam/kwv thiab phoojywg, txuas lus hauv xov tooj, xa xov, siv computer) Niam-txiv kev xav: Nqe 4: Kev Sib Piv ntawm Kev Ua Tau hauv Yam Twb Paub Txog Lawm Kev ntsuas txog ntawm kev los paub yam lus yog siv los ntawm cov homphiaj tab tseg los ntsuas, koom nrog, tabsis tsis muaj chaw kawg rau, English language development (ELD) kev xeem mus raws li EC Section (i.e., CELDT). CST los yog CMA qhabnias hauv English Language Arts (ELA) yuav tsum tsis pub tsawg tshaj li theem Pib Kawm. Tub/ntxhais uas tau qhabnias txog li qhov teev tseg los siab dua raws li kev xaiv los ntawm lub tuam tsev kawm yuav muab saib kom zoo los nce theem. Rau cov tub/ntxhais uas tau qhabnias qes dua rau qhov tau teev tseg, lub tuam tsev kawm ntawv mam li los saib zoo seb puas yog muaj lwm yam kev cuam-tshuam nws kev paub Askiv es thiaj tau qhabnias qeb rau daim ntawv xeem CST los CMA rau sab Askiv, thiab nws paus tsim nyog yuav nce theem rau tus tub/ntxhais. (CDE CELDT: Tau Taub Zoo thiab Siv nws ib leeg cov qhabnias). Kev xeeb rau tus tub/ntxhais tsis zoo tes-zoo taw yuav yog ib yam, tsis yog kev los paub Askiv tau muab los xav kom zoo. Tsoom xibfwb txiav txim los nce theem yuav siv cov qhabnias CAPA los qhia seb yog los tsis yog qhov teebmeem me mus rau teebmeem loj ntawm nws lub cev es nws thiaj xeem tau theem Ntxov Pib ntawm sab Askiv hauv cov theem uas nws peevxwm ua tau. Rau cov tub/ntxhais uas xeem daim CAPA, LEA yuav npaj siv cov qhabnias los saib seb puas tsim nyog tus tub/ntxhais ua tau theem Ntxov Pib hauv sab Askiv kom haum raws li qhov lawm peemxwm ua tau. Ntawv Xeem Theem Txawj Txog (Theem Ntxov Pib) Qhov Ua Tau Lus sau tseg: Hnub IEP: KEV TAW QHIA RAU: Toj EL Ntxiv Mus Nce Theem (RFEP) Npe Yuav Tsum Muaj rau Kev Pom Zoo Sawv Cev IEP Niam-txiv Xibfwb Taw Kev Tub/ntxhais Thawj Tswj Xibfwb Adapted from the Santa Barbara County SELPA Publications 11/2/2012 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 62

63 SOLOM (Student Oral Language Observation Matrix) Teacher Observation Student Name: Grade: Date: Language Observed: Teacher Signature: DIRECTIONS: Based on your observation of the pupil, indicate with an X across the square in each category which best describes the pupils abilities. The SOLM should only be administered by persons who themselves score at level 4 or above in all categories in the language being assessed. Pupils scoring at level 1 in all categories can be said to have no proficiency in the language. A. COMPREHENSION Cannot be said to understand even simple conversation. B. FLUENCY Speech is so halting and fragmentary as to make conversation virtually impossible. C. VOCABULARY Vocabulary limitations so extreme as to make conversation virtually impossible. D. PRONUNCIATION Pronunciation problems so severe as to make speech virtually intelligible Has great difficulty Understands most of Understands nearly following what is said. what is said at slowerthan-normal everything at normal Can comprehend only speed with speech, although social conversatio9n repetitions. occasional repetition may spoken slowly and with be necessary. frequent repetitions. Unusually hesitant; often forced into silence by language limitations. Misuse of words and very limited vocabulary make comprehension quite difficult. Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself understood. Speech in everyday conversation and classroom discussion is frequently disrupted by the student s search for the correct manner of expression. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding. Speech in everyday conversation and classroom discursions is generally fluent, with occasional lapses while the student searches for the correct manner of expression. Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies. Always intelligible, though one is conscious of a definite accent and occasional inappropriate intonation patterns. Understands everyday conversation and normal classroom discussions without difficulty. Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker. Use of vocabulary and idioms approximates that of a native speaker. Pronunciation and intonation approximates that of a native speaker. E. GRAMMAR Errors in grammar and word-order so severe as to make speech virtually unintelligible. Grammar and word-order errors make comprehension difficult. Must often rephrase and/or restrict himself to basic patterns. Makes frequent errors of grammar and word-order which occasionally obscure meaning. Occasionally makes grammatical and/or word-order errors which do not obscure meaning. Grammatical usage and word-order approximates that of a native speaker. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 63

64 Process for Identifying LEP, FEP, IFEP Students New to USA or CA Attended CA school Only Three Options Stu is (I) FEP - 2 Stu is RFEP (Document Reclassification Date) - 4 Stu is EL (US School Entry Date) - 3 Completes Home Language Survey student has a home language other than English Interview during enrollment or records show a home language other than English Must CELDT!!! Results show English Learner (Tag EL) Results show Fluent English Proficient (Tag FEP) Investigate: School Records Interview Contact Last School Results show Reclassified (Tag RFEP and document RFEP Date) Access Primary Language (90 Days) Any Appropriate Program Regular Ed. Appropriate EL Program Placement Results show English Learner (Tag EL and complete documentation) MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 64

65 EL Placement Previously Identified California English Learner Identification, Assessment, Placement, and Documentation Procedures 1. During enrollment process conversation/interview with parent/guardian and student, discover student has a home language other than English. 2. Also discover student has attended school in California. (Do not complete a Home Language Survey) 3. Contact previous schools to request information regarding student s Language Fluency designation. Only three options: The student is an English Learner, EL, aka LEP. The student is Fluent English Proficient, (I) FEP. The student was Reclassified Fluent English Proficient, RFEP. 4. If student attended as an EL/LEP, use the CELDT request form to get assessment data faxed immediately. 5. Discover student is an English Learner. Mark the Language Fluency LEP on the Student Data screen in Aeries. Fill in the US School Entry Date and the EL Program Start Date on the Language Assessment Data screen. Notify Community Liaison that student will require an EL Folder. 6. Obtain CELDT Scores and transcript and provide copies to the counselor. 7. Enter official CELDT Scores from previous school in Aeries Test Screen. 8. Place student in appropriate ELD course as outlined in the MUHSD EL Placement Guidelines. 9. Document EL Placement in Aeries in counseling screen. 10. Complete dates and tags on H Language Page Program Services Received 11. Send parent/guardian Placement Notification Letter and schedule and place copy goes to EL folder. 12. Check for Primary Language Assessment documents in student s permanent file. Place in EL folder. If none, Spanish Speaking students will require the Spanish IPT, Spanish writing sample, and the Primary Language Assessment (PLA) survey. All other language groups will use only the PLA survey. Staff Support Registrar May require the help of bilingual support staff Registrar A phone call is the best way to connect. Ask if the student attended as EL, RFEP, or (I)FEP. Request that language designation and test results be faxed as soon as possible. Without those documents placement will be a guess at best. Registrar EL students, who have attended a California school, do NOT take an initial CELDT. They will take the Annual CELDT with other students. Registrar, Data Entry Counselors Community Liaison creates EL file. Counselors Community Liaisons Counselors complete the letter and mail it. Community Liaisons place copy in EL folder in cum. Community Liaison or other Assessment AP designee. All documents go into EL folder. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 65

66 EL Placement English Learner New to California or USA Identification, Assessment, Placement, and Documentation Procedures 1. Discover student has a home language other than English via a conversation/interview with parent/guardian and student during enrollment process. 2. Parent/guardian requested to complete the Home Language Survey (HLS). Must have available in Spanish and English. 3. Assess student s English language fluency. Administer the CELDT. Hand score and provide guidance counselor with results. The notes on the lower right corner of the Score Sheet document will indicate that the student is LEP (EL). Send a copy of Score Sheet and the actual CELDT answer document to district Test Coordinator. Notify Community Liaison that student will require and EL Folder and notify registrar of Language Fluency. 4. Place student in appropriate ELD course as outlined in the MUHSD EL Placement Guidelines. 5. Document Steps: EL Placement in Aeries. Type in hand-scored CELDT results into Counseling Screen. Complete dates & tags on H Language Page Program: Start Date Program: Services Received 6. Send parents/guardian Initial Placement Notification Letter and student schedule. Place copy in EL folder. 7. Primary Language Assessment must happen within 90 days of enrollment. Spanish Speaking students will require the Spanish IPT, Spanish writing sample, and the Primary Language Assessment (PLA) survey. All other language groups will use only the PLA survey. Staff Support Registrar May require the help of bilingual support staff Registrar Make sure all parts of the form are completed in full. May require the help of bilingual support staff. Assessment AP designees: ELD Teachers, CL, GT. This must happen within 30 days. This will provide essential information for placement. Any student who scores less than CELDT Proficient should be considered an English Learner. CELDT Proficient: Overall Score of Level 4 or 5 and a minimum score of a Level 3 in all subtests. Counselors Community Liaison creates EL Folder. Counselors input in the counseling notes. Community Liaisons place copy to EL file in cum. Counselors complete the letter and mail it. Community Liaisons place copy to EL folder in cum. Community Liaison or other Assessment AP designee. All documents go into EL Folder. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 66

67 CELDT RESULTS NOTIFICATION SAMPLE (English) Golden Valley High School PO Box 2188 Merced, CA March 10, 2012 Wa Cha/Yee Vang Re: Xao Cha 167 San Pedro St Merced CA Dear Wa Cha/Yee Vang: State and federal laws require all school districts in California to give a state test each year to every student whose primary language is not English and who is currently identified as an English Learner. The name of this test is the California English Language Development Test (CELDT). Its purpose is to see how well each student is learning to listen, speak, read, and write in English. This letter is intended to notify you of these assessments and the program options that are available to your child according to state law and Title III. Xao Cha has been given the CELDT, and the results are attached. Based on results of the California English Language Development Test (CELDT), your child has been identified as: **English learner (EL) with reasonable fluency in English Based on the proficiency level your student achieved on the test, he/she will continue to receive special assistance to become more proficient in English. California State law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year. Our alternative program includes three periods of bilingual instruction in social studies, math and science. It is only offered when 20 or more parents with students in the same grade level sign a waiver requesting this program. You may also request that your student be placed into the English Mainstream Program. This program provides daily ELD and academic instruction only in English. If you have any questions regarding the CELDT or your student s instructional placement, please contact Associate Principal William Marroquin ( ), Community Liaisons Koco Martinez ( ) or Kong Moua ( ). Sincerely, MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 67

68 CELDT RESULTS NOTIFICATION SAMPLE (Hmong) Golden Valley High School PO Box 2188 Merced, CA March 10, 2012 Txog rau niamtxiv/tus tsoom kwm Wa Cha/Yee Vang: Txoj cai lichoj nyob rau hauv State thiab federal yuav tsum kom txhua lub school district hauv lub xeev California no tau muaj kev xeem ntawv txhua xyoo rau txhua txhua tus menyuam kawm ntawv uas nws thawj yam lus hais tsis yog lus Askiv thiab tus menyuam kawm ntawv twg uas nyob rau tamsim no tseem yog ib tus menyuam uas tseem kawm lus Askiv. Lub npe ntawm yam xeem no yog hu hais tias California English Language Development Test (CELDT). Lub homphiaj ntawm kev xeem no yog xeem saib tus menyuam kawm ntawv nws txawj ntau npaum licas txog ntawm kev mloog, hais lus, nyeem ntawv, thiab sau ntawv Askiv. Daim ntawv no yog sau tuaj hais qhia rau koj paub txog rau ntawm kev tsoj ntsuam xyuas no thiab qhia txog cov txuj ci kawm uas muaj pub rau koj tus menyuam raws li tau hais cia nyob rau hauv tus cai state law thiab Title III. Tau muab yam xeem CELDT los xeem koj tus menyuam, thiab cov qhabnias xeem los tau muab xa nrog daim ntawv no tuaj. Raws li cov qhabnias xeem nyob rau hauv daim xeem California English Language Development Test (CELDT) no, pom tau hais tias koj tus menyuam tau yog: **Tus menyuam tseem kawm lus Askiv (EL) uas hais tau lus Askiv zoo Raws li qib uas koj tus menyuam xeem tau nyob hauv daim xeem no, nws yuav tau txais kev pab ntxiv mus los pab rau nws kawm lus Askiv kom tau zoo dua. California tus cai lichoj tau kam rau niamtxiv tso lawv tus menyuam mus kawm tau rau hauv qhov qhia ntawv alternative program. Yuav tso tau koj tus menyuam mus kawm tau rau hauv qhov qhia ntawv alternative program no, txhua lub xyoo kawm ntawv koj yuav tsum tau xee daim ntawv kam tshem tawm nyob rau hauv koj tus menyuam lub tsev kawm ntawv. Peb lub qhia ntawv alternative program no muaj qhia li 3 xuas moos xwb uas yog qhia cov txuj ci ua ob yam lus qhia xws li txuj ci social studies, leb, thiab science. Tsuas muaj qib qhia yog thaum muaj li 20 tus menyuam los ntau tshaj xav kawm thiab cov menyuam ntawd yuav tsum yog kawm tib qib xwb. Koj muaj cai thov kom koj tus menyuam raug tso mus kawm rau hauv lub program qhia ntawv English Mainstream Program. Hauv lub program no muaj qhia Askiv txhua hnub thiab kev qhia yog qhia Askiv xwb. Yog koj muaj lub nug dabtsi txog rau daim xeem CELDT no los yog txog rau koj tus menyuam cov hoob uas tau tso rau nws kawm, thov hu rau peb tus Associate William Marroquin ( ), Community Liaisons Koco Martinez ( ) or Kong Moua ( ). Sau npe, MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 68

69 CELDT RESULTS NOTIFICATION SAMPLE (Spanish) Golden Valley High School PO Box 2188 Merced, CA March 10, 2012 Estimados Padres/Tutores Bonifacio/Araceli Abrica: Las leyes federales y estatales requieren que todos los distritos escolares de California den un examen estatal cada año a todo estudiante cuya lengua materna no es el inglés y que actualmente está identificado como Estudiante Principiante del Idioma Inglés. El nombre de este examen es Desarrollo del Inglés de California (CELDT). El propósito de este examen es para saber que tan bien el estudiante está aprendiendo a escuchar, hablar, leer y escribir el inglés. Esta carta es para notificarles de estas evaluaciones y las opciones del programa que están disponibles para su hijo/hija de acuerdo con las leyes estatales y Título III. Su hijo/hija ha tomado el examen CELDT y adjunto encontrará los resultados de este examen. De acuerdo a los resultados basados en el Examen de Desarrollo del Idioma Inglés de California (CELDT), su hijo/hija ha sido identificado(a) como: ** Estudiante Principiante del Idioma Inglés (EL) con razonable fluidez en el idioma Inglés Basándonos en el nivel de competencia que su hijo/hija ha alcanzado en el examen, él/ella continuará recibiendo ayuda especial para llegar a ser competente en la lengua inglesa. Las leyes de California dan a los padres la opción de colocar a su hijo/hija en un programa alternativo. Para colocar a su hijo/hija en un programa alternativo, ustedes deberán firmar un waiver o renuncia en la escuela de su hijo/hija cada año. Nuestro programa alternativo incluye tres periodos de enseñanza bilingüe en estudios sociales, matemáticas y ciencias. Este programa solamente se ofrece cuando 20 o más padres con estudiantes en el mismo grado escolar firman una renuncia solicitando este programa. También pueden solicitar que su hijo/hija sea colocado(a) en un Programa de Clases Regulares en Inglés. Este programa ofrece enseñanza en el desarrollo del inglés al igual que enseñanza académica únicamente en inglés. Si ustedes tienen alguna pregunta sobre el examen CELDT o el programa de enseñanza de su hijo/hija, por favor llamen Associate William Marroquin ( ), Community Liaisons Koco Martinez ( ) or Kong Moua ( ). Atentamente, MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 69

70 CELDT Initial/Annual Scale Score Ranges Scale Score Ranges for the California English Language Development Test. Grade 7 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced Grade 8 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced Grade 9 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced Grade 10 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced Grade 11 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced Grade 12 Listening Speaking Reading Writing Comprehension Overall Beginning Early Intm Intermediate Early Adv Advanced California Department of Education ( Page Generated: 11/29/ :10:56 AM MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 70

71 Request Form California English Language Development Test (CELDT) Score To: CELDT District Coordinator Directions: Under state and federal law, schools and school districts are required to provide student CELDT results to schools receiving English learner students. Please complete the CELDT Score section of this form and return it to the receiving school immediately. Receiving School s Information Today s Date: (mm/dd/yy) Requestor s Name District Phone Fax Mailing Address City Zip Code Student Information Last Name First Middle Other Name Used (Last, First, Middle) Birth Date (mm/dd/yy) Current Grade Current Enrolling School District Current Enrolling School Site Sending Enrolled School District Sending Enrolled School Site Phone: Phone: Fax #: CELDT Score Has student taken the CELDT? No _Yes If yes, date SSID #: If reclassified, provide date: (If reclassified, please provide documentation.) Complete the following for the student s most recent CELDT administration: Scale Score Level Date Testing Completed Listening Speaking Test Edition Test grade span Reading Writing Overall Comments: School District Signature (Previous Enrolled School Site Representative) Printed Name Date MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 71

72 DELAC Needs Assessment Survey 1. With which programs are you familiar? Structured English Immersion Mainstream English Program GATE Special Education None 2. What language(s) is/are spoken at home? How much do you know about the following items? nothing a little very informed 3. About the CELDT? About your right to request an alternative program for your student? 5. About the reclassification process for English Learners? 6. About the ELAC committee? About the fact that your school loses funds each time your student is absent from school? 8. About parents right to give their opinion regarding how funds are spent to help support English Learners? 9. About the Elementary and Secondary Education Act (ESEA)? 10. How would you rate the communication between school and home? Needs improvement Good Excellent 11. What suggestions do you have to improve home-school communication? MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 72

73 SAMPLE EL Program Evaluation and Accountability The Merced Union High School District conducts an annual evaluation of programs and services for English Learners for purposes of planning and program improvement. The primary goal of all programs for English Learners is, as effectively and efficiently as possible, to ensure that each student develops fluency in English and maintains grade-level appropriate achievement in core content curriculum. This end-of-year report will objectively assist the school and the district in determining the effectiveness of the school s program. I. Background Information A. Student Population Total number of LEP, RFEP, and IFEP students by language LEP data taken from Spring R-30 Language Census 3/1/2008 RFEP and LEP data taken from Aeries Data as of 9/19/2008. Language Spanish Hmong Lao Mien Vietnamese Punjabi Other Arabic Portuguese Cantonese Hindi Gujarati German Filipino Total % Total Enrollment EL RFEP IFEP N % N % Total number of ELs reclassified to R-FEP From: To: Total: B. English Learner Program Staff Number of Classroom Teachers in EL Program: Position Qualifications # Number of CCTC authorized teachers providing both SDAIE and ELD instruction to English Leaners. Number of CCTC authorized teachers providing only SDAIE to English Learners Number of CCTC authorized teachers providing only ELD to English Learners Instructional Aides (by language) 1. Spanish 2. Hmong MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 73

74 C. Certificated Staff at Large (Exclude teachers counted above.) Number of Teachers/Administrators with EL Authorization: Position Qualifications Classroom Teachers with Bilingual EL Authorization (BCLAD) Certificated Staff in Training for BCLAD Certificated Staff with EL Authorization Certificated Staff in Training for EL Authorization Number D. Teacher Authorization by Core Subject Subject English Math Social Science Science Number Assigned Number Authorized E. Performance of EL and R-FEP students on CAHSEE according to length of time in U.S. Length of Time in U.S. ELs Proficient/Advanced CAHSEE ELA CAHSEE Math RFEPs Proficient/Advanced CAHSEE ELA CAHSEE Math 8 + years 7 years 6 years 5 years 4 years 2 years Total II. Indicators of Progress in Student Achievement A. English Language Proficiency Objectives English Language Objective #1: Percent of Students making Annual Progress in Learning English All English Learners will demonstrate progress in learning English, defined as a gain of one overall proficiency level annually on the CELDT, until they reach English proficiency; and then maintain that level until they are reclassified (AMAO 1). MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 74

75 State Target for : AMAO 1 SITE MUHSD Number of 2008 Annual Test Takers Percent with Prior Year Data Number in Cohort Number Met AMAO 1 Percent Met AMAO 1 English Language Objective #2: Percent of Students Attaining English Proficiency on CELDT All English Learners who could reasonably be expected to reach English proficiency will attain a proficiency level on the CELDT of Early Advanced overall with no skill area below the Intermediate level (AMAO 2). State Target for : AMAO 2 SITE MUHSD Number of 2007 Annual Test Takers Number in Cohort Number Met AMAO 2 Percent Met AMAO 2 English Language Objective #3: Adequate Yearly Progress for English Learner Subgroup at the LEA Level English-Language Arts Met Participation for EL Subgroup Met Percent Proficient or Above for EL Subgroup Math Met Participation for EL Subgroup Met Percent Proficient or Above for EL Subgroup MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 75

76 SEMESTER 2 SEMESTER 1 B. Academic Achievement Objectives Academic Achievement Objective #1 At the end of each semester, the proportion of ELs and of reclassified (R-FEP) students earning a "C" or higher in the core subjects of social studies, math, and science will match the proportion of FEP and English Only students earning a C or higher in the same courses. EL R-FEP IFEP English Only Subject N % N % N % N % English Social Studies Math Science EL R-FEP IFEP English Only Subject N % N % N % N % English Social Studies Math Science Academic Achievement Objective #2 The proportion of ELs and R-FEPs proficient in English language arts, math, science, and social science (measured by the California Standards Tests) will match the proportion of FEP and English Only students who are proficient. English Language EL R-FEP IFEP English Only Arts Grade N % N % N % N % Algebra 1 EL R-FEP IFEP English Only Grade N % N % N % N % 9 MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 76

77 Academic Achievement Objective #2 (continued) Geometry EL R-FEP IFEP English Only Grade N % N % N % N % 10 Biology EL R-FEP IFEP English Only Grade N % N % N % N % 10 Chemistry EL R-FEP IFEP English Only Grade N % N % N % N % World History Grade 10 US History Grade 11 EL R-FEP IFEP English Only EL R-FEP IFEP English Only Academic Achievement Objective #3 The proportion of reclassified ELs (R-FEPs) passing the CAHSEE will match the proportion of FEP and English Only students who pass. EL R-FEP FEP English Only Subject N % N % N % N % ELA Math MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 77

78 Academic Achievement Objective #4 The number of ELs who score in the Far Below Basic, Below Basic, and Basic bands on the CST ELA subtest will decrease each year. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Advanced Proficient Basic Below Basic Far Below Basic C. School Retention Objective The rate of transfers to alternative education and the rate of dropouts within the EL, R-FEP, and FEP subgroups will be no higher than that of the EO subgroup (exclude students enrolled in Enrichment or On Track from the count). Independence High Yosemite High Valley High Dropouts/No Shows EL R-FEP FEP English Only MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 78

79 DEFINITIONS Access to Core Alternative Program Provision of simultaneous access to both ELD and the core curriculum to ELs. In this type of approach, the program would use strategies such as primary language instruction, primary language support, and/or SDAIE. This program provides primary language instruction in the core subjects (Language arts, social studies, math, and science). May include content through SDAIE; as ELs acquire English, an increasing amount of instruction is delivered in English. Students also receive daily English Language Development (ELD). Must be provided at the site when 20 or more pupils at a given grade level request a waiver Alternative Alternative Program Waiver Request Aprenda AMAO (Annual Measurable Achievement Objectives) Basic Interpersonal Communication Skills (BICS) BCLAD Bicultural Bilingual This program provides primary language instruction in the core subjects (language arts, social studies, math, and science). May include content through SDAIE; as ELs acquire English, an increasing amount of instruction is delivered in English. Students also receive daily English Language Development (ELD). Must be provided at the site when 20 or more pupils at a given grade level request a waiver. Parent waives right for child to be in the district s SEI or English Mainstream Program and requests a bilingual program. If waivers are filed for 20 or more students at a grade level during the pre-enrollment period, a block of three bilingual courses is offered at the school. If there are fewer than 20 waiver requests at a school site, but 20 or more requests in one grade level across the district, the three-course block is offered at one school and an intra-district permit is authorized. Assessment that measures Spanish academic achievement in reading, language, and math. AMAO 1: Percent of EL students making annual progress in learning English. AMAO 2: Percent of EL students attaining the English Proficient level on the CELDT. AMAO 3: Meeting AYP Requirements for the EL subgroup at the LEA level. Language used in everyday social interactions. Bilingual, Cross-cultural Language and Academic Development credential or certificate which authorizes the holder to teach ELD, SDAIE, and primary language content. Replaced the BCC certificate. Able to function in two distinct cultures. Able to use two languages with native or near-native ability. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 79

80 Bilingual Assessment The administration of tests in two languages in all areas of assessment needed. Bilingual Program CABE CALLA CATESOL See Alternative Program. California Association for Bilingual Education. Cognitive Academic Language Learning Approach is an instructional model that was developed by Chamot and O Malley to meet the academic needs of students learning English as a second language in American schools. California Association of Teachers of English to Speakers of Other Languages. CTC CDE CLAD Cognitive Academic Language Proficiency (CALP) Cognitive Development Comité Communicative Approach Cooperative Learning DELAC Differentiated Instruction Dual Language Instruction California Commission on Teacher Credentialing. California Department of Education. Cross-cultural Language and Academic Development credential or certificate which authorizes the holder to teach ELD and SDAIE. Replaced the Language Development Specialist certificate. A demanding level of oral and written language related to literacy and academic achievement. Relates to the development of intellectual abilities and skills, including all levels of thinking in all academic areas. The degree of cognitive development is measured through tests and student-made products. Comité refers to the Comité de Padres Consent Decree of 1985, with subsequent court mandates directed toward CDE to monitor districts regarding state and federal requirements for English Learners. An instructional approach in which students use language in authentic, meaningful activities, with instructional emphasis on the function rather than the structure of the language. Strategies for grouping students to work collaboratively. Used to facilitate cognitive and affective learning and language acquisition through structured activities. District English Learner Advisory Committee (for parent representatives from each school in district). Instruction using different methods or strategies designed to meet the wide range of educational needs of students. See Alternative Program. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 80

81 EIA/LEP EL ELA ELAC English Language Development (ELD) English Language Mainstream Program English Fluency English Learner (EL) EO ESL Fluent English Proficient (FEP) Good Working Knowledge of English Home Language Survey (HLS) IDEA Proficiency Test (IPT) Individualized Education Plan (IEP) Economic Impact Aid: Supplemental State funding used for ELs. English Learner; also called limited English proficient (LEP) student. English Language Arts English Learner Advisory Committee (for parent representatives at school site). Specific curriculum that addresses the teaching of English as a second language according to the level of proficiency of each student. The primary goal of ELD instruction is the attainment of full, native-like proficiency in English. ELD must be part of the daily program for every English Learner. Sometimes referred to as English as a Second Language (ESL) instruction. Students are placed directly into an English language instructional program; usually without primary language support ( overwhelmingly in English ). ELs receive ELD instruction from the classroom teacher until they are reclassified. Core content is taught in English using SDAIE methodology and may include L1 support or some L1 instruction. Mainstream classrooms may contain EO, FEP, and English Learners with less than reasonable fluency in English. Teachers who instruct ELs, even in the English Language Mainstream Program, must be appropriately certified. Includes appropriate additional educational services as needed. English language proficiency on state-designated assessment instruments. Designation for a student who is not currently proficient in English and whose primary language is not English. A course with EL in the title is a special course for English Learners. English-Only student. English as a Second Language. Students with a home language other than English whose oral and written English skills approximate those of native English speakers at the same grade level. Reasonable fluency in English (Proposition 227). Required to be completed by all students in K-12 California public schools at registration to determine language of instruction. Test which may be used to determine oral proficiency and reading and writing in English or Spanish. This plan specifies the goals, objectives, and programs for a special education student and identifies the handicapping condition(s). MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 81

82 Initial Fluent English Proficient (IFEP) Intermediate Fluency L1 L2 Language Acquisition Language Development Specialist (LDS Language Minority Student (LMS) LEA Limited English Proficient (LEP) Mainstream English Master Plan for English Learners Natural Approach Overwhelmingly in English Paraprofessional Pre-Literate See Fluent English Proficient. Students function in normal conversation but lack sufficient academic language to compete with native English speakers (CELDT Level 3). The language that has been identified as the student s primary or home language. The second language students acquire. Language is acquired through a natural process and progresses through predictable stages. Certificated person who holds this certificate is trained in second language acquisition techniques, bilingual methodology, and the cultural needs of) ELs. A student whose home language is different from that of the common language of the United States. Local Education Agency Term used to describe a student who has not developed the English language skills (speaking, listening, reading, writing) necessary to succeed at a level equivalent to English only students of the same age. This designation is determined by a state-approved assessment. This model, designed for students with reasonable fluency, provides all instruction in English with additional and appropriate services as needed. Compilation of district policies, procedures, program options, and forms used to guide the placement and progress of English Learners and to support parental involvement. A second language instructional approach which focuses on language function and use and allows students to progress naturally through developmental levels of language acquisition, from pre-production to intermediate fluency. Though not defined in Proposition 227, its use strongly implies that some instructional support be provided in the student s primary language. Teachers or other instructional support personnel use the student s primary language to motivate, clarify, direct, support, and explain. A person who assists teachers in the classroom. A bilingual paraprofessional is fluent in both English and another language and is Highly Qualified according to No Child Left Behind guidelines. Students who speak in their native language or English but do not read or write in any language. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 82

83 Primary Language (L1) Primary Language Class Primary Language for Native Speakers Primary Language Support Pupil Personnel Services Credential OCR R-30 Language Census Report Reclassification Process Resource Specialist Program (RSP) RFEP School Counselor SDAIE Second Language (L2) SDAIE (Specially Designed Academic Instruction in English SDC (Special Day Class) SSC The first language the student learns to speak at home or the most-often spoken language. A class where instruction in any of the content areas is in the primary language. Foreign language course offered to ELs who have basic literacy skills in either their primary language or English The use of the primary language of students by a teacher or paraprofessional to facilitate teaching/learning when English is the primary medium of instruction. Authorizes K-12 services (psychological, guidance counseling) in the School Office for Civil Rights A state-required annual census of each K-12 public school which reports the numbers of LEP and FEP students, staffing information, students reclassified, and the services provided to them. When a student has met all the district criteria, s/he is reclassified from EL to Fluent English Proficient (FEP) student. Classes for students who have been identified as Individuals with Exceptional needs who spend the majority of the school day in a regular program. Reclassified Fluent English Proficient. A person who holds a Pupil Personnel Services Credential with specialization in counseling. See Specially Designed Academic Instruction in English The second language a student learns to speak. Methodology used by teachers who possess the competency to make academic content comprehensible to English Learners with intermediate fluency. SDAIE is distinguished from ELD instruction by its intended outcome: achievement in the core subjects such as mathematics, science, or history-social science. This approach emphasizes the development of gradelevel to advanced academic competencies and should be viewed as one component within a comprehensive program for English Learners. A self-contained, special education class in which a student is enrolled for the majority of the school day. School Site Council MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 83

84 SOLOM (Student Oral Language Observation Matrix SEI (Structured English Immersion) Program Two-Way Bilingual (Dual Immersion) Program An informal rating tool used to assess English oral language proficiency. SOLOM results are available immediately and can be used to group and regroup students for ELD lessons and to determine the students language level for instruction. An English language acquisition process for English Learners with less than reasonable fluency in English in which classroom instruction is nearly all in English, but the curriculum and presentation are specifically designed for students who are learning the language. Students will be taught subjects overwhelmingly, but not exclusively, in English. At a minimum the program includes ELD instruction; it may include core content delivered through SDAIE, L1 support, or some L1 instruction (delivery of instruction, materials and student work in L1). SEI does not have to take place in a separate classroom; several programs may be provided within the same classroom (as long as differentiation of instruction takes place). Parents may request that their student exit SEI at any time. English Learners may be re-enrolled in SEI for more than one year if they do not acquire a good working knowledge of English in one year. Designed for English Learners and Fluent English Proficient (FEP) or English Only (EO) students. Instruction is provided in two languages in a balanced manner designed to ensure that both groups learn to listen, speak, read, and write in English and in the primary language of the EL students. Instructional materials written in English and in the primary language of the EL students are used. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 84

85 California English Language Development Test EDITION TEST RESULTS INTERPRETATION GUIDE FOR GRADES TWO THROUGH TWELVE This guide is designed to help parents understand the information contained in the California English Language Development Test (CELDT) Student Performance Level Report. Test Purpose State law (Education Code sections 313 and 60810) and federal law (Title III of the Elementary and Secondary Education Act) require that school districts administer a state test of English language proficiency to (1) newly enrolled students whose primary language is not English, and (2) students who are English learners. For California public school students, this test is the CELDT. The CELDT has three purposes: To identify students who are limited English proficient (not fully fluent in English) To determine the level of English language proficiency of students who are limited English proficient To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking, and writing in English Test Format The CELDT is based on the California English-language development standards available on the California Department of Education (CDE) Web site in English at and in Spanish at The CELDT measures a student s English language skills in the following domains: Listening, Speaking, Reading, and Writing. The Listening domain measures how well students can comprehend information heard in English. Students are asked to follow oral directions and show understanding of information and stories read by the examiner. In kindergarten through grade two, students are also asked to produce words that rhyme with words given by the examiner. The Speaking domain measures how well students can express thoughts and answer questions verbally in English. Students are asked to name objects and their uses, respond orally to questions, and tell stories based on pictures. The Reading domain measures how well students can read in English. In kindergarten and grade one (K 1), students are asked to identify parts of a book, name letters and their sounds, and read simple words and sentences. In grades two through twelve (2 12), students are asked to choose words to complete sentences, demonstrate knowledge of grade-appropriate vocabulary and word formation rules, and demonstrate reading comprehension. The Writing domain measures how well students can write in English. In K 1, students are asked to copy letters and words, write simple words based on a story read by the examiner, and identify basic punctuation and capitalization needed in a short sentence. In grades 2 12, students are asked to demonstrate knowledge of grammar, write sentences, and write a short composition. MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 85

86 Test Results Interpretation Guide for Grades Two Through Twelve, English Examples of CELDT test questions (in English) can be found in the Released Test Questions document available on the CDE Web site at Interpreting the Student Performance Level Report Below is a sample CELDT Student Performance Level Report. It indicates the student s score and performance level in each domain and Overall. For K 1, the Overall score is calculated as 45% Listening, 45% Speaking, 5% Reading, and 5% Writing. For grades 2 12, the Overall score is the average of all four domain scores. Each domain score and the Overall score is classified into one of five performance levels: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. Descriptions of the Overall performance levels are attached. In addition, a comprehension score (the average of the Listening and Reading domain scores) is provided. Legend: A: Student s name (last name, first name) and parent/guardian mailing address B: Student s name and grade C: Test purpose and test date D: Student s birthdate, primary language, and state and local ID numbers E: School and district where test was taken F: Overall and the assessed domains, each with the range of possible scale scores G: Performance Levels (Advanced, Early Advanced, Intermediate, Early Intermediate, and Beginning) H: Bars and scale scores showing the student s performance level for each domain and Overall I: Comprehension Score J: How to Read This Report MUHSD EL Master Plan (Revised & Board Approved September 2012 Page 86