District English Learner Advisory Committee

Los Gatos Union School DistrictParent MeetingOctober 25, 2016

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  Agenda:

  District Data

  Student Identification and Assessment

  District Advisory Committee

  Program Components

  Training Opportunities

  Local Control and Accountability Plan

  Next Steps

LGUSD English Learners

Students in LGUSD speak 36 different languages, including English Only.

The students represent 23 different countries.

69% of the EL students were born outside the U.S.

35% are Kinder-First students22% are Second -Third students43% are Fourth-Eighth students

Student Identification

  Parents register at the school site/district office and complete a Home Language Survey as required by state law

  If items 1,2,3 on the Home Language Survey are a language other than English, the child is tested for English proficiency with the California English Language Development Test (CELDT) from July-Oct 31 or within 30 days of enrollment

Purpose of California English Language Development Test (CELDT)

  To identify new students who are English learners, in kindergarten through grade 8

  To determine their level of English proficiency

  To annually assess their progress in learning English

  Taken by all students whose primary language in Home Language Survey is not English. The test must be administered within 30 calendar days after they are enrolled in a California public school for first time

CELDT, Cont.

  Given once each year to English learners until they become proficient in English

  Parents and guardians cannot waive the requirements for these students to take CELDT

  Test for students in grades KG-8 covers listening, speaking, reading, and writing skills

  Based on English Language Development Standards adopted by State Board of Education

  More information: http://www.cde.ca.gov/ta/tg/el/

Why a District English Learner Advisory Committee?

  It is important for parents/guardians of English learners to become actively involved in their child’s education.

  Parents of English learners are invited to serve in leadership roles that promote positive relationships between schools and families.

  California law stipulates that each school district with more than 50 pupils (51 or more) of limited English proficiency shall establish a district wide advisory committee on bilingual education.

Purpose of DELAC

  The DELAC will advise the district governing board annually on programs and services for English learners in the following areas:

  Input in district’s master plan of education and services for English Learners, including Local Education Plan and Single School Plans for Student Achievement

  Review district’s plan to assure all teachers and instructional assistants meet compliance with state and federal requirements as Highly Qualified

  Administration of the annual language census (R-30 report)

  Procedures used by the district to reclassify English Learners

Definitions

  ESL- English as a Second Language

  ELL – English Language Learner

  CELDT – California English Language Development Test

  IFEP – Initial Fluent English Proficient

  LEP – Limited English Proficient

  RFEP – Re-designated to Fluent English Proficient

  ELD - English Language Development

Placement

Students who are reasonably fluent are placed in a Mainstream English Program and given appropriate services. Classified as IFEP or RFEP

Students who are less than reasonably fluent are placed in an English Only classroom, classified as LEP or EL, and are given daily support from their teacher and an additional 30 minutes of English language development from the English Language Tutor twice a week

Parents have the option to decline student participation in

additional EL support services by completing a Parental Waiver Form

Monitoring Student Progress

Student progress is monitored throughout the year based on district adopted assessments

Instruction is modified to meet the needs that are revealed through assessments

At the beginning of each school year, EL's and new students to the district with a home language other than English are required to take the CELDT until they score reasonably fluent and are reclassified

Reclassification

EL's must participate in the annual CELDT until they are reclassified (RFEP) based on the following criteria below:

CELDT performance Teacher evaluationStudent curriculum masteryParental opinion and consultation

Students who meet the reclassification criteria continue to receive support in their mainstream classroom, however, they are not pulled out for additional tutoring by the EL Tutor. Their performance is monitored for two years. Intervention support services are provided if needed.

EL Program Overview

Your student’s teacher will develop an appropriate language instruction program

The program will consist of English language development & teaching strategies differentiated for his/her proficiency level

Your child’s teacher and the English Language Tutor will use these strategies to help your student become proficient in English & succeed in the school’s academic curriculum

EL Program Emphasis

  Designed to develop competency in language and strategies key to academic success:

  Phonics/decoding skills

  Phonological awareness

  Vocabulary

  Build background knowledge

  Understand written format

  Use reading strategies to develop communication academic skills

Local Control and Accountability Plan

(LCAP)LCAP EL Goal: Increase proficiency levels for all English learner students as measured on local and state assessments•  Action: Purchase materials and resources specific to the

needs of English learners and aligned with the California ELD Standards

•  Service: Provide supplemental academic support to English Learners (K-5 push in, 6-8 SDAIE in Core English Class, 6-8)

•  Service: Provide professional development in the area of mathematics instruction for EL students aligned to Common Core Standards

FUTURE MEETING DATES

March 14, 2017May 23, 2017

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