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MASTER PLAN for

ENGLISH LEARNERS Revision date: Spring 2016

DELAC approval date: May 26, 2016 Board approval date: June 28, 2016

7165 Burton Avenue • Rohnert Park, CA 94928 • Phone (707) 792-4711 • Fax (707) 792-4585

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TABLE OF CONTENTS

I. INVOLVEMENT ..................................................................................... 1

II. GOVERNANCE & ADMINISTRATION ................................................. 3 Identification, Assessment and Notification. .......................................... 3 Initial Identification & Placement Flowchart (English) ............................ 6 Initial Identification & Placement Flowchart (Spanish) ........................... 7 Home Language Survey & EL Student Data Entry Procedures ............. 8 Initial Parent Notification Letter (English)............................................... 9 Initial Parent Notification Letter (Spanish) ............................................. 11

III. FUNDING .............................................................................................. 14

IV. STANDARDS, ASSESSMENT & ACCOUNTABILITY ......................... 15 English Learner Reclassification Data Form (English) .......................... 18 English Learner Reclassification Data Form (Spanish) ......................... 19 R-FEP Follow-Up Monitoring Form ....................................................... 20

V. STAFFING & PROFESSIONAL GROWTH ........................................... 21

VI. OPPORTUNITY & EQUAL EDUCATION ACCESS: Placement ............................................................................................ 21

Waivers & Alternative Programs ........................................................ 22 Parental Exception Waiver (English) ..................................................... 23 Parental Exception Waiver (Spanish) .................................................... 24

VII. TEACHING & LEARNING ..................................................................... 25 English Learner Program Settings, Elementary (English) ...................... 27 English Learner Program Settings, Elementary (Spanish) .................... 28 English Learner Program Settings, Secondary (English)....................... 29 English Learner Program Settings, Secondary (Spanish) ..................... 30 Expected Rate of English Language Acquisition (English) .................... 31 Expected Rate of English Language Acquisition (Spanish) ................... 32 English Learner Support Plan, K-12 ...................................................... 33

APENDICES A. The English Learner & the SST ....................................................... 34 B. Progress Report for EL or R-FEP .................................................... 35 C. EL Students at Risk of Failing. ......................................................... 36 D. EL Strategies, Modifications, Intervention Checklist ........................ 37 E. ELAC Minutes Form ......................................................................... 39 F. ELAC Sign-In Sheet ......................................................................... 41 G. DELAC Minutes Form ...................................................................... 42 H. DELAC Sign-In Sheet ...................................................................... 44

I-EL-1 Parent Outreach and Involvment The district implements outreach to parents and guardians of English learners that includes the following:

1. Regular meetings are held (and notices sent out) in order to formulate and respond to parent recommendations.

2. Training activities to parents on how they can be involved and become active participants in assisting their children to:

1. Attain English proficiency 2. Achieve at high levels in the academic in core academic subjects 3. Meet challenging state academic content and achievement standards

expected of all students. I-EL-2 Translation of Information for Parents The district provides parents and guardians with information on school and parent activities in a format and, to the extent practicable, in a language parents can understand.

A. When 15 percent or more of students enrolled in a public school speak a single primary language other than Engilsh, as determined by language census data from the preceding year, all notices, reports, statements, and records sent to parents of such students must be written in English and the primary language.

I-EL-3 Private School Consultation and Participation The district must contact private school officials in the district enrollment area to provide an opportunity to receive equitable Title III educational s ervices and benefits to address the needs of eligible school students, their teachers, and their families.

A. On an annual basis, the district must consult with all non-profit private schools within its boundaries as to whether the private schools’ students and teachers will participate in the Title III, Part A, English Language Acquisition, Language Enhancement, and Academic Achievement Program as part of the ESEA programs available to them.

B. For participating private schools, the district must consult with appropriate private school officials during the design and development of the program concerning the following:

1. Identification of students’ needs; 2. Services or products which will be offered;

I - INVOLVEMENT Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.

3. Service delivery options, including services through a contract with a

third-party provider; 4. Assessment and improvement of services; 5. The size and scope of services and the proportion of funds allocated; 6. Program delivery options; 7. Reasons for not using a contractor preferred by private school officials; 8. The right to complain to state educational agency that the district did

not engage in consultation that was meaningful and timely, or did not give due consideration to other views of the private school official;

9. Parents participate on an equitable basis in parental involvement services and activities; and,

10. The district assesses identified students annually for English language proficiency using a valid and reliable instructment.

I-EL-04 English Learner Advisory Committee (ELAC) All schools sites where there are 21 or more English learners have a functioning English Learner Advisory Committee (ELAC), meetings must include the following requirements:

1. Parent members are elected by parents or guardians of English learners. 2. Parents of English learners constitute at least the same percengage of the

committee membership as their children represent the student body. 3. The school may designate an existing school level advisory committee, or

subcommittee of such advisory group, to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in B.

4. The ELAC advises the school site council (SSC) on the development of the Single Plan for Student Achievement (SPSA).

5. The ELAC advises the principal and staff on the school’s program for English learners.

6. The ELAC assists the development of the school’s: 1. Needs assessment 2. Language Census report 3. School attendance improvement efforts 4. The ELAC receives training materials and training, planned in full consultation

with committee members, to assist members in carrying out their legal responsibilities.

5. Financial resources may be allocated for reasonable expenses (which may include transportation, child care, translation services, meals, and training) of parent advisory groups on bilingual-bicultural education, at the school and school district incurred in the course of their duties as members of the parent advisory groups.

6. The ELAC has the opportunity to elect at least one member to the DELAC or has participated in a proportionate regional representation scheme when there are 31 or more English learner parent advisory committees in the district.

I-EL-05 District English Learner Advisory Committee (DELAC) As the district has more than 51 English learners, the district must operate functioning

DELAC. In Cotati-Rohnert Park, the DELAC is operated as a subcommittee of the District Advisory Committee (DAC). At least 51 percent of the DAC members are parents (not employed by the district) of English learners. The DELAC advises the school district governing board on all of the following tasks:

1. Development of a district master plan for educational programs and services for English learners that takes into consideration the Single Plan for Student Achievement;

2. Conducting a district-wide needs assessment on a school-by-school basis (note: the district-wide needs assessments is conducted through the annual LCAP survey);

3. Establishment of district program, goals, and objectives for programs and services for English learners (note: the district records these programs, goals, and objectives in the LCAP);

4. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements;

5. Administration of the annual Language Census Report; 6. Annual review and comment on the district’s reclassification procedures; and, 7. Annual review and comment on the written parent notifications required.

The district must provide training materials and training, planned in full consultation with committee members, appropriate to assist members in carrying out their legal responsibilities.

II- EL-06 English Learner Identification and Assessment The district has properly identified, assessed, and reported all students who have a primary language other than English. Please see the initial identification flow chart, following Section II.

A. A home language survey (HLS) must be completed at the time of initial enrollment to determine the student’s primary language.

B. Within thirty calendar days of initial enrollment, each student whose home language survey is other than English, as determined by the HLS, must be assessed for English proficiency by means of the current California English language proficiency assessment. The assessment conducted must follow all of the publisher’s instructions.

C. Each English learner must be annually assessed for English language development and academic progress.

D. All currently enrolled English learners must be assessed for English language proficiency by administering the current California English language proficiency assessment during the annual assessment window.

II – GOVERNANCE & ADMINISTRATION

E. Each English language learner with disabilities must be assessed for English

language development using accommodations, modifications, or alternate assessmetns for the current English language proficiency asssessment if specified in the pupil’s IEP or 504 Plan.

II-EL-07: Parent/Guardian Notification Parents/guardians of English learners are notified of their child’s initial English language proficiency assessment results. Parents/guardians of initial fluent English- proficient students are notified of their child’s English language proficiency assessment results.

A. Parents/guardians of English learners must be notified annually of their child’s English language proficiency assessment results within 30 calendar days following receipt of results of testing from the test contractor.

B. For school districts receiving Title III funds, parents/guardians of English learners are informed annually, not later than 30 days after the beginning of the school year, of:

1. Their child’s English proficiency level; 2. How such level was assessed; 3. The status of the child’s academic achievement; 4. Their child’s language designation; 5. Descriptions of program options and educational materials to be used in

different options; 6. Program placement; 7. Exit criteria; 8. English learners with a disability (on IEPs), how such a program will

meet the objectives of the IEP; and, 9. The expected rate of graduation from secondary school if funds under

this part are used for children in secondary school. II-EL-08 Implementation, Monitoring and Revision of District (LEA) Plans Districts operating Title III programs must annually update, implement, and monitor Goal 2 of the approved LEA Plan. The plan must contain the following minimum required components:

A. Description of programs and activities to be implemented; B. Description of how funds will be used to meet all annual measurable objectives; C. Description of how funds will be used to meet all annual measurable achievement

objectives; D. Description of how school sites will be held accountable for:

1. Meeting annual measurable objectives; 2. Making adequate yearly progress for English learners; 3. Annually measuring the English proficiency of English learners;

E. Description of how school sites will promote parental and community participation in programs;

F. Description of how all English learner’s programs will be carried out to ensure that English learners are served;

G. Assurance that the EL program is based on scientifically-based research enabling English learners to meet challenging state academic content and student academic achievement standards; and,

H. Description of high-quality student academic assessments that the distict and schools use:

1. To determine the success of children in meeting state student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the state student academic achievement standards; and,

2. To assist in diagnosis and instruction in the classroom and to determine what revisions are needed so that English learners meet state student academic achievement standards.

II-EL-09: EL Program Inclusion in Development of the SPSA

A. The EL Program must be included in the development of the Single Plan for Student Achievement (SPSA).

B. The local governing board must review and approve the SPSA annually and whenever there are material changes to the plan.

C. The SPSA must be consistent with the LEA Plan and the LCAP. D. Districts that distribute Title III funds or services directly to schools must ensure

that the Title III programs operated at the schools are included in SPSAs, administered in accordance with the LEA Plan and LCAP, and adhere to all applicable statutes.

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Placement in appropriate district program a) 30 day Structured English

Immersion b) Structured English Immersion c) English Mainstream OR d) Alternative Program (with waiver)

INITIAL IDENTIFICATION AND PLACEMENT

HLS indicated primary language other than

English on at least 1 of Questions 1-3

Assess: English* Comprehension, speaking, reading and writing in 30 days.

If questions 1-3 show English only and only question 4 shows a language other than English, enter student as IFEP. Testing is optional per teacher request.

FEP

“Fluent English Proficient” if similar

criteria for reclassification are met (standardized

test scores or equivalent &

grades).

EL Students must receive: English Language

Development (ELD Instruction daily)

Core curriculum instruction Additional and appropriate

educational services SDAIE Instruction in core

subjects from an appropriately credentialed teacher

New Enrollees

(with no records of primary language and English)

*K-2 students are not given standardized assessments in reading and writing at the present time.

Parents complete

“Home Language Survey” (HLS)

Any appropriate program

HLS indicates English only

Any appropriate program

English Learner • “less than reasonably

fluent” • “reasonably fluent”

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Colocación en programa distrital adecuado a) 30-días de Inmersión en Inglés

Estructurado b) Inmersión en Inglés Estructurado c) Inglés – Programa Regular o d) Programa Alternativo (con exención)

IDENTIFICACIÓN INICIAL Y COLOCACIÓN

HLS indica idioma primario que no sea el

inglés en al menos 1 de preguntas 1-3

Evaluar: Inglés* Comprensión, habla, lectura y escritura,

dentro de 30 días.

Si preguntas 1-3 indican ingles solamente y solo pregunta 4 indica un idioma distinto al inglés, el estudiante se clasifica como I/FEP. El examen es optativo, según lo solicite el maestro.

FEP “Competente en

Inglés” si se satisfacen criterios

similares para la reclasificación (resultados de

prueba normativa o equivalente y notas.

Aprendiz de Inglés (EL) • “menos de

razonablemente competente”

Estudiantes EL deben recibir: Desarrollo de Idioma Inglés (ELD)

(Instrucción diaria de ELD) Instrucción en materias básicas Servicios educativos adicionales

y adecuados Instrucción SDAIE (de maestros

adecuadamente titulados) en materias básicas

Alumnos Nuevos

(sin expediente de estatus de idioma primario e inglés)

Padres completan “Encuesta de Idioma de Casa”

(HLS)

Cualquier programa adecuado

HLS indica

Inglés solamente

*En este momento, no se hacen pruebas normativas de lectura y escritura a los estudiantes de K-2º

Cualquier programa adecuado

The parent of each student new to our district shall complete and sign a Home Language Survey (HLS) at the time of enrollment. If needed, HLS are available in languages other than English. Copies are available in the school office. Please contact the Director of Student Services if additional copies are needed.

A completed HLS is a required record in each student’s cum folder.

1. From the enrollment card, enter the following information on the CALPADS screen: (HomeLang), (Birth City), (State), (Country), (US School Entry) & answers to HLS under Languages section: (First), (Primary), (at Home), and (by Adults).

2. If the survey is completed with English as a response to all four questions, the school office will

file the HLS in the student’s cum file. The student’s English fluency is classified as English Only. Select EO for (Language Fluency).

3. If the survey is completed with English as a response to the first three questions and a

language other than English to the fourth question, the student’s English fluency is classified Initially Fluent. Select IFEP for (LangFlu) and enter same date as (DistrictEntry) for (IFEP Date). A copy of the HLS is given to the EL Assistant. The original survey is filed in the student’s cum.

4. If the HLS is completed with a language other than English as a response to any of the first

three questions, the student is referred for California English language fluency assessment by giving a copy of the HLS to the EL Assistant. Mark the student TBD under (LangFlu) pending the hand-scored results of the assessment. If results indicate the student is an English Learner, change the language fluency to EL for (LangFlu) AND complete the Program section fields: (Start Date) and (Program). If an English Learner has been granted a parental exception waiver, they are still coded EL under (LangFlu) and you must then complete the (English Language Development) field under Program information. The number of EL students should match the number of EL program participants at your school. [If the HLS is completed with English AND another language as a response to any of the first three questions, the student is referred for assessment by giving a copy of the HLS to the EL Assistant. The student’s English fluency is entered as English Learner -- Select EL for (LangFlu). If the student’s assessment scores indicate the student is in fact fluent, then change the classification to IFEP. If not, then leave as EL and complete the Program section fields: (Start Date), (Program)]

5. When a student attains sufficient English language skill, s/he will be reclassified. Change the

language fluency (LangFlu) from EL to RFEP and enter the date of reclassification (Redes. Dt), the reclassification code of RFEP (Redes. Code) AND the end date (End Date) of the Services Received.

6. The cum file for each English Learner will indicate that s/he is an English Learner utilizing the

“Service Alert” stickers.

7. It is essential that students be entered into the student management system utilizing the correct language code, the correct language fluency code, and, for EL students, the correct program code and services received code.

Home Language Survey & EL Student Data Entry Procedures

Cotati Rohnert Park Unified School District ANNUAL PARENT NOTIFICATION LETTER

Federal Title III and State Requirements

To the parent(s)/guardian(s) of: __________________________ School: __________________ Date: _______________ Student ID #: _________________ Date of Birth: ____________ Grade: ________ 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]) Your child’s current English proficiency level is _________________________________, according to the most recent California English Language Development Test (CELDT) results. 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

Skill Area State measures District measures Other measures

English Language Arts SBAC: District Benchmark scores:

Mathematics SBAC: District Benchmark scores:

History-Social Science Classroom grade:

Science CST: Classroom grade:

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 Reasonable fluency***

English Language Mainstream *** or an Alternative Program

with an approved Parental Exception Waiver Early Advanced Intermediate Early Intermediate

Less than reasonable fluency***

Structured English Immersion*** or an Alternative Program

with an approved Parental Exception Waiver Beginning

Other Instructional Setting based on IEP [***Districts determine what levels constitute “reasonable fluency” and “less than reasonable fluency”.]

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. This program provides the opportunity for the acquisition of English as well as primary language instruction in an educational setting in which the majority of instruction is provided in the primary language at the beginning, transitioning to more instruction in English.

NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program.

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

California English Language Assessment Overall score of proficient

Comparison of Performance in Basic Skills Met standard in standardized assessment such as SBAC

Parental Opinion and Consultation Written or verbal parent consent

Teacher Evaluation Written recommendation from teacher

Optional: Other district multiple measures

Graduation Rate Expected rate of graduation for students in this program : 68.8% ****************************************************************************************** Please call your school office if you would like to schedule a parent conference to discuss your child’s options for program placement.

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 under ten years of age, and has been in an English language classroom for 30 calendar days, and has special needs.

CARTA DE NOTIFICACIÓN ANUAL PARA PADRES Federal Título III y Requisitos del Estado

A los padres/guardianes de: __________________________ Escuela: __________________ Fecha: _______________ N.º de id. del estudiante: ___________________ Fecha de nacimiento: ________________ Grado: _______________ Lengua materna: _________________ Estimados padres o guardianes: Cada año, estamos obligados por la ley a notificarle del nivel de dominio de Inglés de su niño/a. Además debemos proveer con la recomendación de la escuela para la colocación del programa y describir todas las opciones disponibles del programa. Esta carta también se explica cómo decidimos cuando un estudiante se encuentra listo para salir del programa de estudiantes de Inglés como segunda lengua. ((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]) De acuerdo con los resultados de la Prueba para Medir el Desarrollo del Inglés en California (California English Language Development Test, CELDT), el nivel de dominio de inglés del niño es_________________________________. Sobre la base de estos resultados, su hijo ha sido identificado como:

English learner (EL) o estudiante de inglés como segunda lengua con una fluidez en inglés menos razonable y fue asignado al Programa de Inmersión Inglés Estructurada.

English learner (EL) o estudiante de inglés como segunda lengua con una fluidez en inglés razonable y fue asignado al Programa de Inglés Regular.

Marque si corresponde:

Programa de Educación Individualizada (Individualized Education Program (IEP)) en archivo Se adjunta una descripción de cómo la colocación del programa recomendado por su hijo cumplirá con los objetivos del IEP.

Resultados de los Logros Académicos

Áreas de destrezas Pruebas de los

Estándares Académicos de California

Mediciones de los distrito Otras mediciones

Lengua y Literatura en Inglés

SBAC: District Benchmark scores:

Matemáticas SBAC: District Benchmark scores:

Historia-Ciencias Sociales Classroom grade:

Ciencias CST: Classroom grade:

Opciones de colocación del 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/la niño/a sea colocado en un Programa Alternativo en el cual la mayor parte de la instrucción se proporciona en lengua materna, debe presentar una “Solicitud de excepción presentada por los padres”.

Niveles de dominio del idioma inglés Ubicación en el programa

Avanzado (Advanced)

Fluidez razonable*** Clases en Inglés Regulares ***

o un Programa Alternativo con una solicitud de excepción aprobada presentada por los

padres

Preavanzado (Early Advanced) Intermedio (Intermediate) Preintermedio (Early Intermediate) Fluidez menos que la

razonable***

Inmersión Estructurada en Inglés*** o Programa Alternativo

con una solicitud de excepción aprobada presentada por los padres Inicial (Beginning)

Otro entorno de enseñanza basado en el IEP ***Los distritos determinan qué niveles constituyen una “fluidez razonable” y una “fluidez menos que razonable”.

Descripción del Programa de Opciones de Colocación y

Metas para los estudiantes de Inglés como Segunda Lengua Todos los programas incluyen Desarrollo del Idioma Inglés (English Language Development (ELD) y las estrategias de enseñanza diferenciadas para el nivel de dominio del idioma Inglés de cada estudiante. Estas estrategias se utilizan para ayudar a cada estudiante de aptitud alcance para hablar, leer y escribir Inglés y tener éxito académico en todas las materias básicas. • Inmersión Estructurada de Inglés (Structured English Immersion (SEI)): Los estudiantes que obtengan una

fluidez menos razonable en Inglés son colocados en una programa de SEI y se imparten mayoritariamente en Inglés. Parte de la asistencia puede ser proporcionada en el idioma materna. Los estudiantes se les enseña ELD y otras materias básicas por maestros autorizados que utilizan los libros de texto adoptados por el distrito y materiales suplementarios. La instrucción se basa en los estándares de contenido de ELD y de nivel de grado.

• Programa de Inglés Regular (English Language Mainstream (ELM)): Los estudiantes que obtengan una fluidez razonable en Inglés son colocados en una programa ELM. Los estudiantes se les enseña ELD y otras materias básicas por maestros autorizados que utilizan los libros de texto adoptados por el distrito y materiales suplementarios. La instrucción se basa en los estándares de contenido de ELD y de nivel del grado. Los estudiantes reciben instrucción adicional necesaria para que puedan ser reclasificados como con fluidez proficiente en el idioma Inglés.

• Programa Alternativo (Alternative Program (ALT)): Los estudiantes “con una Solicitud de Excepción aprobada presentada por los padres”**** se les enseña las materias básicas en su idioma materna. Ellos reciben instrucción en ELD en Inglés. Los maestros deben recibir capacitación especial para trabajar en un programa de este tipo. Los maestros utilizan los libros de texto adoptados por el distrito y materiales suplementarios. La instrucción se basa en los estándares de contenido de ELD y de nivel de grado. Los estudiantes reciben instrucción adicional necesaria para que puedan ser reclasificados como con fluidez proficiente en el idioma Inglés. Este programa ofrece la oportunidad para la adquisición de Inglés, así como la enseñanza del idioma materna en un entorno educativo en el que la mayoría de la enseñanza se imparte en el idioma materna en el inicio , la transición a más instrucción en Inglés.

NOTE: En cualquier momento durante el año escolar, es posible que su hijo se trasladó en el Programa de de Inglés

Regular (ELM).

Reclasificación (salida) Criterios El objetivo del programa para estudiantes de Inglés es que los estudiantes sean plenamente competentes en Inglés y para dominar las normas estatales para el logro académico lo más rápidamente posible . A continuación se enumeran los criterios de reclasificación de este distrito:

Criterios Requeridos (California Education Code Section 313[d])

Criterios LEA

Evaluación de Dominio del Idioma Inglés en California Puntuación total de 4 o 5

Comparativa de rendimiento en Habilidades Básicas

Alcanzar el Nivel Básico en la evaluación estandarizada como SBAC

Opinión de los padres y Consulta El consentimiento escrito de los padres

Evaluación de Maestros Recomendación escrita del maestro

Opcional: Otro distrito múltiples medidas Tasa de Graduación Tasa esperada de graduación para los estudiantes de este programa: 68.8 % ****************************************************************************************** Por favor, llame a su oficina de la escuela si usted desea programar una reunión con los padres para discutir las opciones de su hijo para la colocación del programa.

Los padres / guardianes tienen el derecho de “Solicitar un excepción presentada por los padres” para un programa alternativo. La ley de California da a los padres el derecho de pedir que su hijo sea colocado en un Programa Alternativo. Para hacer lo, hay que visitar la escuela de su hijo para “solicitar un excepción presentada por los padres” cada año. Su hijo debe cumplir con uno de los siguientes requisitos :a) saber Inglés y realiza académicamente al menos a nivel de quinto grado; b) es de diez años de edad o más ; o c) es un estudiante menor de diez años de edad que ha estado en un aula de idiomas Inglés durante 30 días calendarios , y tiene necesidades especiales.

III-EL-10 Inventory The district maintains an inventory for each piece of equipment with an acquisition cost of $500 or more per unit that is purchased with Title III. The record must describe the acquisition:

A. Type B. Model C. Serial number D. Funding source E. Acquisition date F. Cost G. Location H. Current condition I. Transfer, replacement, or disposition of obsolete or unusable equipment.

The school district must have conducted an annual physical check of the inventory of equipment within the past two years and has reconciled the results with inventory records. III-EL-11: Supplement, Not Supplant, with Title III The district must use Title III funds only to supplement, not supplant, other federal, state, and local public funds. The use of Title III funds must meet the following requirements:

A. The district utilizes no less than 98 percent of the Title III apportionments on direct services to English learners and may not use more than two percent of such funds for the cost of administering the program.

B. Title III funds may not be used to meet state requirements for translations. III-EL-12 Time Accounting Requirements The district properly assesses admninstrative charges for direct or indirect costs of Title III funds for salaries and wages in proportion to an allowable quantity and duties of each employee. Each employee paid in part from Title III and in part from other revenue, or an employee paid from multiple cost objectives, must complete a Personnel Activity Report (PAR) each pay period, or an approved sampling method must be used. Employees funded solely under Title III must complete a semiannual certification of such employment.

III – FUNDING Allocation and use of funds meet statutory requirements for allowable expenditures.

IV-EL-13: Evaluation of English Learner Program Effectiveness An annual program evaluation shall be conducted by the district and shall determine:

A. Necessary improvements to programs and activities for which Title III funds have been used;

B. The effectiveness of programs and activities in assisting EL students to attain proficiency and to meet achievement and content standards;

C. Whether or not to continue the program or activities; D. The degree to which, within a reasonable amount of time:

1. English learners are achieving English langauge proficiency comparable to that of average native speakers of English in the district; and,

2. Academic results indicating that English learners are achieving and sustaining parity of academic achievement with students who entered the district’s school system already proficient in English.

Evaluations will be documented and incorporated in the LCAP. IV-EL-14: Reclassification The district reclassifies students from English learner to proficient in English by using a process and criteria that include, but are not limited to:

A. Assessment of English language proficiency; B. Comparison of student’s performance in basic skills against an empirically established

range in performance in basic skills based upon the performance of English proficient students of the same age that demonstrate whether the student is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English;

C. Teacher evaluation that includes, but is not limited to, the student’s academic performance;

D. Opportunities for parent opinion and consultation in the reclassification process.

Assessment of English-Language Proficiency At the opening of the testing window each school year, staff at each school administers a state adopted test of English language proficiency to all returning and newly enrolled English learners who have not been reclassified to Fully English Proficient (RFEP). Assessment of Basic Skills The basic skills of English learners are assessed against an empirically established range in performance in basic skills based upon the performance of English proficient students of the same age that demonstrate whether the student is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

1. For students in grades K-8, DIBELS Next screening tests are used to determine a comparative level of basic literacy skills. In grades 9-12, intervention program

IV – STANDARDS, ASSESSMENT AND ACCOUNTABILITY Categorical programs meet state standards are based on the assessed needs of program participants, and

achieve the intended outcomes of the categorical program.

screening tests are used to determine comparative levels of basic literacy skills. 2. Other objective data on the student’s academic performance in English language

arts may be considered. These data should demonstrate that the student’s skill in this area is comparable to those of native English-speaking peers.

Teacher Evaluation Teachers complete a narrative evaluation documenting that student’s English language proficiency is comparable to that of native English speakers. Parent Opinion

Parents/guardians are consulted and their opinions solicited in the reclassification process.

Procedure

1. The Reclassification review process begins when either (a) or (b) occurs: a. During annual assessment using the current California English language

proficiency assessment, a student scores at the early advanced level overall and at least at the Intermediate level in all four skill areas (listening, speaking, reading, and writing).

b. Eligibility for Reclassification is recommended by the teacher, EL assistant, parent(s), administrator, and designated EL Coordinator/Teacher (and at the secondary level, the counselor).

2. Each site will designate a certificated staff member to review the reclassification data with appropriate staff and the parent to validate the reclassification determination. The designated staff member completes the reclassification form, obtains the teacher signature, and request the parent signature. Parent may approve in writing or give verbal permission.

3. The district EL Reclassification Data form is used to document the process. 4. When the student is reclassified as RFEP, the site’s designated staff makes

appropriate changes to the English Language page in the student information system (including program date added, program start and program end), the Yellow EL Folder and the CUM Service Tag.

Follow-up for Reclassified Students The district monitors the academic progress of each reclassified student for a minimum of two years after reclassification to ensure correct classification, placement, and additional academic support if needed.

A. Individual Student Level: 1. Monitoring will occur twice a year when relevant performance data is available and

will be conducted by the site EL coordinator, EL assistant, or EL Records Clerk. Results will be documented in the student’s English Learner file using the RFEP Follow-up Monitoring Form.

2. At any time after designation to RFEP, the student’s RFEP status may be re-evaluated at the recommendation of teacher, parent, or administrator by calling for a Student Study Team (SST) meeting. Possible outcomes of the SST may include recommendations for academic, social, emotional, health or community support and/or referral to Alternative Programs. The effectiveness of the EL program is monitored by following the rates of reclassification and success of reclassified students during the follow-up period. See page 28 for discussion of program evaluation under “Catch-Up Plan”.

B. School/District Level: 1. Data are collected and reviewed annually to ensure that former EL students have

not been left with any substantive academic deficits. This review will include monitoring of the annual state academic test results, benchmark examinations, and other local progress monitoring assessments.

2. The pupil’s permanent record contains documentation of the following: Language and academic performance assessments Participants in the reclassification process Decision regarding reclassification

Original-Office Manager/CUM cc:Counselor & Parent

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT

English Learner Reclassification Data

A student qualifies for designation from English Learner (EL) to Reclassified - Fully English Proficient (RFEP) when the she/he meets all the criteria.

1. OBJECTIVE DATA OF STUDENT ACADEMIC PERFORMANCE: Student performance on the English-

Language Arts section of the SBAC.

State Approved English Language Arts Assessment Level 3 or Above

For pupils in grades K-2, other locally available assessment (DIBELS NEXT) results that demonstrate that the student’s basic English-Language Arts skills are comparable to those of native English speakers of the same age and grade level.

2. OBJECTIVE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY: The evaluation of the English ability of the student on the CELDT is at the level of a native English speaker. CELDT overall proficiency level is Early Advanced or higher and all skill areas are Intermediate or higher.

Profciency Listening Proficiency Reading Overall Proficiency

Proficiency Speaking Proficiency Writing Test scores are due to a learning disability rather than language

Other objective assessment

3. TEACHER EVALUATION: The classroom teacher evaluation shows that the student’s skills in English are comparable to those of native English speakers of the same age and grade level.

Teacher comments:

4. PARENT OPINION:

5. DETERMINATION: Reclassify Do NOT Reclassify

Classroom Teacher Signature Date Parent/Guardian Signature Date

ELD Staff Signature Date Principal or Designee Signature Date

Student Name

Grade School Primary Language

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COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT Datos de Reclasificación

Un estudiante es elegible para la reclasificación de aprendiz del inglés (EL) a fluente en inglés (R-FEP) cuando el estudiante cumple todos los criterios.

1. DATOS OBJECTIVOS Y RENDIMIENTO ACADEMICO DEL ESTUDIANTE: Los resultados del estudiante en la

sección de Inglés/Artes de lenguaje en la prueba estandarizada estatal SBAC.

Evaluación de Inglés/Artes de Lenguaje aprobada por el Estado Nivel 3 o Superior

Para estudiantes de grados K-2, los resultados de otras evaluaciones disponibles (DIEBELS NEXT) demuestran que las habilidades básicas del estudiante en Inglés/Artes Lenguaje son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado.

2. EVALUACIÓN OBJETIVA DEL DOMINIO DEL IDIOMA INGLÉS: La evaluación de la capacidad del estudiante en el inglés en el CELDT está en el nivel de un hablante de inglés nativo. Los resultados de la prueba CELDT indican un promedio al nivel de Pre-avanzado o mejor y todas las áreas de conocimientos están a un nivel de Intermedio o mejor.

Escucha (CELDT) Lectura (CELDT) Dominio Total (CELDT)

Habla (CELDT) Escritura (CELDT) Resultados debido a discapacidad de aprendizaje, no a idioma

Otras evaluaciones objetivas:

3. EVALUACIÓN DEL MAESTRO: La evaluación del maestro del aula muestra que las habilidades del estudiante en inglés son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado.

Comentarios de maestro/a:

4. OPINIÓN DE PADRES:

5. DETERMINACIÓN: Reclasificar NO Reclasificar

Firma del maestro de clase Fecha Firma de padre/madre/tutor Fecha

Firma del personal de ELD Fecha Firma del Director de Escuela o designado Fecha

Nombre del estudiante

Grado Escuela Idioma materno

RFEP MONITORING FORM Student Birth Date Last First

School ____________________________Grade________ Student’s RFEP Date_______________ Classroom Teacher (Gr 1-5) or English Teacher ________________________________

Monitoring of Student Progress: Level 3 ELA or Higher _________________ Overall Total Score: _________________________ (Year:___ ) Current results in: Language Arts or English Satisfactory Not Satisfactory Math Satisfactory Not Satisfactory History/Social Science Satisfactory Not Satisfactory Science Satisfactory Not Satisfactory Other measures of academic success (Gr 1-2): [do not include grades]

__________________________________________________________________________ Attendance: Number of days absent this school year Disciplinary Referrals: Number of referrals this school year Writing Samples (if available): Satisfactory Not Satisfactory Overall progress in grade-level coursework & achievement of grade-level standards: Satisfactory Not Satisfactory Comments regarding factors affecting student’s achievement or non/achievement: _______________________________________________________________________________________ (State name and position of person providing comment:) Analysis of the above data demonstrates that the student is: Progressing satisfactorily Not progressing satisfactorily. Student will be referred for appropriate interventions and follow/up. Date EL Staff Signature

School Year ______ Date____________ Date____________

FORMULARIO RFEP DE MONITOREO Estudiante Nacio

Apellido Primer Nombre Escuela ____________________________ Grado ________ Fecha de RFEP del Estudiante _______________ Maestra de Salon (Gr 1-5) ________________________________ o Maestra de Inglés

Monitoreo de Progreso del Current Estudiante: Nivel 3 ELA o Superior _________________ Promedio de Puntuación Total: _________________________ (Año:___ ) Rendimiento Actual en: Artes/Lenguaje Inglés Satisfactorio Insatisfactorio Matemáticas Satisfactorio Insatisfactorio Historia/Ciencia Social Satisfactorio Insatisfactorio Ciencia Satisfactorio Insatisfactorio Otras medidas de éxito académico (Gr K-2): [no incluir grados]

__________________________________________________________________________ Asistencia: Numero de días ausente este año escolar Referencias de Disciplina: Numero de referencias este año escolar Ejemplo de Escritura (Si son disponible): Satisfactorio Insatisfactorio Progreso general en cursos de grado & el logro de los estándares de nivel de grado: Satisfactorio Insatisfactorio Comentarios sobre factores que afectan el logro o no/del logro del estudiante: _______________________________________________________________________________________ (Escriba nombre y posición de persona proporcionando comentario:) Análisis de los datos anteriores demuestra que el estudiante es: Progreso Satisfactorio No progresa satisfactorio. Referiremos al estudiante para intervenciones y reviso apropiado. Fecha Firma del Personal EL

School Year Date_ Date_

V-EL-15 Teacher EL Authorization

Teachers assigned to provide English language development and instruction in subject matter courses for English learners are appropriately authorized.

When teacher recruitment is necessary, only candidates who hold a CLAD credential or the equivalent are considered. In the event of a local shortage of qualified teachers, the District will adopt and implement measures to remedy the shortage. (V-EL 7.1)

V-EL-16: Professional Development Specific to English Learners

The district provides professional development specific to the implementation of programs for English learners for classroom teachers, principals, administrators, and other school or community-based personnel that is:

A. Designed to improve the instruction and assessment of English learners; B. Designed to enhance the teacher’s ability to understand and use curricula,

assessment measures, and instructional strategies for English learners; C. Based on research demonstrating the effectiveness of professional development in

increasing students’ Englsh proficiency or the teacher’s subject matter knowledge, teaching knowledge, and teaching skills.

D. Of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops) to have a positive and lasting impact in the classroom.

VI-EL-17: Appropriate Student Placement All students are placed in English language classrooms unless a parental exception waiver has been granted for an alternative program in which some or all of the instruction is delivered in the student’s primary language. Based on district criteria of reasonable fluency, English learners must be placed in one of the following programs:

A. Structured English Immersion (SEI), in which the language acquisition process, curriculum, and instruction are designed for students who are learning the language;

B. English Language Mainstream (ELM), in which English learners who do not meet the district criteria for placement in SEI are placed upon parent/guardian request.

C. Alternative Program: For students with an approved parental exception waiver, an alternative program in which some or most of the instruction is delivered in the

V - STAFFING AND PROFESSIONAL GROWTH Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program.

VI - OPPORTUNITY AND EQUAL EDUCATION ACCESS: Waivers & Alternative Programs

student’s primary language, unless there is an IEP in which the IEP team determined the need for primary language instruction.

VI-EL-18: Parental Exception Waivers for Alternative Program Parents and guardians of English learners are notified annually of the opportunity to apply for a parental exception waiver for their children to participate in an alternative program in which some or all of the instruction is delivered in the student’s primary language. The district procedures for granting parental exception waivers include the following:

A. Parents and guardians are provided, on enrollment and annually, full written, and upon request, spoken descriptions of the Structured English Immersion (SEI) program, the English Language Mainstream (ELM) program, alternative programs, and all educational opportunities available to the student. The descriptions of these programs include the educational materials used in the different options.

B. Parents and guardians are informed that a student must be placed for not less than thirty calendar days in an English language classroom the first year of enrollment in a California school.

C. Parents and guardians are informed of any recommendation by the school principal and educational staff for an alternative program and given their right to refuse the recommendation.

D. Parental exception waivers are acted on within twenty instructional days of submission to the principal. However, waivers submitted under EC 311(c) must be acted upon either not later than ten calendar days after the expiration of the thirty day English language classroom placement or within twenty instructional days of submission of the waiver, whichever is later.

Parental exception waivers shall be granted unless the school principal and educational staff determine that an alternative program offered at the school would not be better suited for the overall educational development of the student. If a waiver is denied, parents and guardians must be informed in writing of the reason(s) for denial and advised that they may appeal the decision of the local board of education if such an appeal is authorized by the local board of education, or to the court. Each school in which twenty or more students of a given grade level receive a waiver shall be required to offer such a class; otherwise they must allow the students to transfer to a public school in which such a class is offered.

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PARENTAL EXCEPTION WAIVER

(Title 5: California Code of Regulations: 311)

School Date of waiver request Grade Waiver request for school year Student’s Full Name Birthdate

I am the parent/guardian of the child named above. I have personally visited my child’s school and have been provided with a full description of the programs, the educational materials to be used in each program, and the educational opportunities available to my child.

I request a waiver of the requirement that my child be placed in a structured English immersion program. I request, instead, that my child be placed in an alternative primary language program in which some of the instruction, textbooks and materials are provided in my child’s native language. I believe that an alternative primary language program best meets my child’s educational needs. I understand that it is my choice whether to request a waiver, and that I have the right to refuse to agree to a waiver if I so choose.

Reason for waiver request (to be confirmed by school district): Education Code 311 (a): My child already knows English. (To be confirmed by standardized tests of English vocabulary comprehension, reading and writing at or above state average for child’s grade level, or at state average for fifth grade, whichever is lower, or is identified as fluent English proficient.) Education Code 311 (b): My child is at least ten years old. (District must determine that the child’s rapid acquisition of basic English language skills will be better achieved through an alternative program.) Education Code 311 (c): My child has special needs. Child must be placed in an English language classroom for not less than 30 calendar days upon the first year of enrollment. (Please check below and fill in evidence under Additional Information.)

Physical Needs Emotional Needs Psychological Needs Educational Needs

Additional information:

I understand that the district must determine that my child’s physical, emotional, psychological, or educational needs will be better served through an alternative program. If the district makes this determination a written description of the child’s “special needs” will be prepared. I further understand that I must request a waiver each year for my child to continue to participate in an alternative instructional program.

Signature of parent/guardian Date Received by Date

I believe that an alternative course of educational study would be better suited to the above-named

child’s overall educational development.

Signature of district employee Date

Waiver request examined and approved. Waiver request examined and rejected. Parent has been informed in writing of the reason(s) for the rejection and has been informed of the procedure for appeal.

Principal’s Signature Date

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SOLICITUD DE EXENCIÓN

(Título 5: Código de Reglamentos: 311) Escuela Fecha de solicitud de exención Grado Exención para el año escolar de Nombre / apellido del estudiante Nacido/a / /

Soy el padre/madre/tutor legal del estudiante nombrado arriba. He visitado personalmente la escuela de mi hijo/a y se me ha proveído una descripción total de los programas, los materiales educativos a ser usados en cada programa, y las oportunidades educativas disponibles para mi hijo/a.

Estoy solicitando una exención del requisito de colocar a mi hijo/a en un programa estructurado de inmersión en inglés. Solicito que se le coloque en un programa alternativo de idioma primario en el cual algo de la instrucción, los textos y materiales se proporcionen en el idioma materno de mi hijo/a. Pienso que un programa alternativo en el idioma primario sería el más indicado para satisfacer las necesidades educativas de mi hijo/a. Entiendo que tengo el derecho de solicitar una petición y de rehusar estar de acuerdo con una petición.

Razón por la cual se solicita la exención (a ser confirmada por el distrito escolar):

Código de Educación 311 (a): Mi hijo/a ya sabe inglés. (A ser confirmado por resultados en las pruebas estandarizadas de vocabulario, comprensión, lectura y composición por encima de o al nivel estatal del grado del estudiante o el promedio estatal de quinto grado, cual más bajo fuese, o que se identifique como fluente en inglés (FEP).) Código de Educación 311 (b): Mi hijo/a tiene por lo menos 10 años. (El distrito deberá determinar que la rapidez de adquisición de habilidades básicas de inglés del estudiante se lograría mejor por medio de un programa alternativo.) Código de Educación 311 (c): Mi hijo o hija tiene necesidades especiales. Se debe colocar al niño en una clase donde se habla sólo inglés por no menos de 30 días en el primer año de inscripción. (Por favor marque abajo y provea evidencia en la línea para “Información Adicional”

Necesidades físicas Necesidades emocionales/psicológicas Necesidades educativas Mi hijo/a se está atrasando en sus estudios

Información adicional:

Comprendo que el distrito debe determinar que las necesidades físicas, emocionales, psicológicas, y/o educativas de mi hijo/a se servirían mejor por medio de un programa alternativo. Además, entiendo que no se requiere mi consentimiento. Si el distrito hace esta determinación se preparará una descripción escrita de las “necesidades especiales” del estudiante. También comprendo que debo solicitar cada año una exención para que mi hijo/a pueda continuar participando en un programa educativo alternativo.

Firma de padre/madre/tutor legal Fecha Recibido por Fecha

Pienso que un curso alternativo de estudios sería el más indicado para el desarrollo educativo total

del estudiante nombrado arriba.

Firma del empleado distrital Fecha

Exención revisada y otorgada. Exención revisada y negada. Se ha informado por escrito a los padres de las razones por las que se ha negado la exención y del proceso de apelación.

Firma del director/a de escuela Fecha

VII-EL-19: English Language Development As part of the core program provided through general funds, each English learner must receive a program of instruction in English language development (ELD) in order to develop proficiency in English as rapidly and effectively as possible. Each English learner must receive ELD through both designated ELD and ELD instruction integrated into content courses. Description of English Language Development (ELD) The English Language Development component of all instructional program models is research- based and recognizes that the acquisition of English as a second language is a developmental process. Research recognizes that no two students will develop proficiency in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS) appear long before Cognitive Academic Language Proficiency(CALP), and time and opportunity must be allowed for this development to occur. Indeed, it may take five to seven years to achieve academic English proficiency comparable to that of native English-speaking peers. Each English Learner will develop at his/her own pace, depending on a multitude of environmental, personality, learning and educational factors. ELD is a component of all instructional programs designed to serve the needs of English Learners. Further, ELD is a specific curriculum based on the California English Language Development Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach second language learners to communicate (listen and speak) with high levels of understanding in English. Additionally, ELD provides the foundation for literacy (reading and writing) as well as a pathway to the California English Language Arts Standards. The shared goal is to assist students in developing skills so that they may achieve cognitive academic proficiency in English. ELD can occur in a variety of instructional settings. English Language Development must be a part of the daily program for every English Learner student, as required by law. ELD must be a planned, specific, explicit component of the total education of the EL student. There is no maximum amount of time for a student’s ELD. However, it is mandatory that each EL student receive these minimum periods of ELD per day: 30-40 minutes Kindergarten-Grade 5 and at least one period per day in middle and high school.

VII-EL-20: Access to the Core Subject Matter Academic instruction for English learners is designed and implemented to ensure that English learners meet the district’s content and performance standards for their respective grade levels within a reasonable amount of time.

VII – TEACHING & LEARNING Participants receive core and categorical program services that meet their assessed needs.

The district assists English learners to achieve high levels in the core academic subjects to ensure that they meet the same challenging state content and achievement goals all children are expected to meet. The district monitors students’ academic progress and responds to assist students in overcoming any academic deficits incurred while acquiring English. Actions to overcome academic deficits are taken before the deficits become significant. Catch-Up Plan Performance on annual measurable achievement objectives (AMAOs) is monitored for EL and RFEP individual students. Annually, each site principal is provided with a list of students who failed to meet one or more AMAOs. A team convenes to analyze the data to determine the reasons for failure, examining multiple measures of student performance over time. The team recommends additions and/or changes to services student receives. In addition to in-school interventions, the student may be provided instructional resources that extend beyond the school day. If the interventions are not offering adequate support, the team will pursue other avenues of support until a correct match has been found for the students or other specialized assistance (i.e. referral for Special Education assessment) has been explored. As ELs are considered for exiting the EL program, staff regularly looks for patterns or trends that might indicate obstacles to reclassification. Program modifications can then be proposed such as creating a supplemental intervention, providing tutoring for students or arranging staff development to meet EL needs more effectively. Site English Learner Advisory Committees (ELACs) are asked to report their observations, questions and recommendations to the District English Learner Advisory Committee (DELAC) regarding the EL program. The EL coordinating team combines input from the DELAC along with other relevant data and reports annually to the School Board with suggestions for modifications to the EL Program.

English Learner Program Settings Elementary

Type of Setting Eligible Students Curriculum Components

Structured English Immersion

English Learners State

Assessment Proficiency Level (Standard not met)

State Assessment Proficiency Level (Standard nearly met*)

*In some cases

Explicit ELD Daily: 30-40 minutes; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in reading, writing, mathematics, social studies and science with Specially Designed Academic Instruction in English (SDAIE) strategies and materials

Primary Language support (L1): motivate, clarify, direct, support, explain

English Language Mainstream


Assessment Proficiency Level (Standard nearly met*)

State Assessment Proficiency Level (Standard met)

State Assessment Proficiency Level

Explicit ELD Daily: 30-40 minutes; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in reading, writing, mathematics, social studies and science with (SDAIE) strategies and materials

Primary Language Support (L1): minimal, as needed

Colocaciones de Programa para Aprendices del Inglés (EL) Primaria

Tipo de Colocación Estudiantes Elegibles Componentes del Plan

de Estudio Programa Estructurado de Inmersión al Inglés

Aprendices del Inglés (EL) Nivel de

aptitud de evaluación estatal (Principiante)

Nivel de aptitud de evaluación estatal (Pre-Intermedio)

Nivel de aptitud de evaluación estatal * (Intermedio)

Aprendizaje Progresivo del Inglés (ELD) a diario: 30-40 minutos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en lectura, escritura, matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Clase Convencional en Inglés

Aprendices del Inglés (EL) Nivel de aptitud

de evaluación estatal Asse * (Intermedio)

Nivel de aptitud de evaluación estatal (Pre-avanzado)

Nivel de aptitud de evaluación estatal (Avanzado)

Aprendizaje Progresivo del Inglés (ELD) a diario: : 30-40 minutos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en lectura, escritura, matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

English Learner Program Settings Secondary

Type of Setting Eligible Students Curriculum Components

Structured English Immersion


Assessment Proficiency Level (Standard not met)

State Assessment Proficiency Level (Standard nearly met*)

*In some cases

Explicit ELD Daily: 1-2 periods; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in mathematics, social studies and science with Specially Designed Academic Instruction in English (SDAIE) strategies and materials

Physical Education and electives: mixed group of EL, RFEP, IFEP and EO students

Primary Language support (L1): in core content areas to motivate, clarify, direct,

English Language Mainstream


Assessment Proficiency Level (Standard nearly met *)

State Assessment Proficiency Level (Standard met)

State Assessment Proficiency Level (Standard exceeded)

Explicit ELD Daily: 1 period; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in English, mathematics, social studies and science with (SDAIE) strategies and materials

Primary Language Support (L1): minimal, as needed

Colocaciones de Programa para Aprendices del Inglés (EL) Secundaria

Tipo de Colocación Estudiantes Elegibles Componentes del Plan

de Estudio Programa Estructurado de Inmersión al Inglés

Aprendices del Inglés (EL) Nivel de

aptitud de evaluación estatal (Principiante)

Nivel de aptitud de evaluación estatal (Pre-Intermedio)

Nivel de aptitud de evaluación estatal * (Intermedio)

*En algunos casos

Aprendizaje Progresivo del Inglés (ELD) a diario: 1-2 periodos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Educación Física y asignaturas optativas: grupos mezclados de estudiantes EL, RFEP, IFEP y EO

Apoyo en Idioma

Clase Convencional en Inglés

Aprendices del Inglés (EL) Nivel de aptitud

de evaluación estatal * (Intermedio)

Nivel de aptitud de evaluación estatal (Pre-avanzado)

Nivel de aptitud de evaluación estatal (Avanzado)

Aprendizaje Progresivo del Inglés (ELD) a diario: 1 periodo; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Expected Rate of English Language Acquisition

Assessed ELD

Level

Beginning

Early

Intermediate

Intermediate

Early

Advanced

Advanced

1st Year After

Redesignation

Timeline based on

Student’s ELD

Level at entry into District

1st Year 2nd Year 3rd Year 4th Year 5th Year 6th Year

1st Year 2nd Year 3rd Year 4th Year 5th Year

1st Year 2nd Year 3rd Year 4th Year

1st Year 2nd Year 3rd Year 1st Year 2nd Year

ELD Standards

Checklist/ Instructional Level

Standard not met

Standard not met

Standard nearly met

Standard

met

Standard exceeded

English

Language Arts Standards

State English

Language Arts

Standards Test

Standard not met

Standard not met

Standard nearly met

Standard nearly met

Standard met

Ritmo Anticipado de Adquisición de la Lengua Inglesa

Nivel de ELD Principiante

Pre-

Intermedio

Intermedio

Pre-

Avanzado

Avanzado

1er Año Después de

Redesignación

Secuencia basada en el nivel de ELD del Estudiante al entrar al Distrito

1er Año 2o Año 3er Año 4o Año 5o Año 6o Año

1er Año 2o Año 3er Año 4o Año 5o Año

1er Año 2o Año 3er Año 4o Año

1st Año 2o Año 3er Año 1er Año 2o Año

Lista de Criterios

de ELD / Nivel de

Instrucción

Principiante

Pre- Intermedio

Intermedio

Pre- Avanzado

Avanzado

Criterios de

Artes de Lengua Inglesa

Examen Estatal

Normas de Artes de Lenguaje

Muy Inferior a Básico

Inferior a Básico

Básico

Básico

Competente

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Student Name: Today’s Date:

Grade: Birthdate: Years in EL Program:

School: Teacher/Counselor:

Consider: 1. What are student’s English proficiency test scores for the past 3 years? Is the student acquiring English consistent with the Expected Rate of English

Language Acquisition? 2. Does the student receive daily ELD instruction at the appropriate level for at least 30 minutes per day? 3. At the secondary level, is the student placed in the correct academic setting (i.e. SDAIE, primary language support)? 4. Is the teacher(s) trained in the use of and actively using the most appropriate instructional strategies for English Learners? 5. How many years has the student been in a program for English Learners? 6. Are there any relevant circumstances with regard to health, family, social/emotional issues that may affect the student’s progress?

Date Area of Concern/Present Level of

Performance Performance Target Intervention(s) Person(s)

Responsible/Timeline

Administrator Teacher/Counselor Intervention Specialist

Parent/Guardian Student (as appropriate) Other

English Learner Support Plan

Current Program Participation (check all that apply): Title I Migrant Ed. GATE Special Education Other (Identify) Interventions already in place

Meeting Dates:

Date

Date

Date

Appendix

A THE ENGLISH LEARNER AND THE STUDENT STUDY TEAM

The purpose of the SST is to meet with the referring teacher to: • discuss problems which are becoming apparent • brainstorm possible solutions • develop an action plan which is then implemented by the

referring teacher with the support of team members

KEY QUESTIONS TO ASK DURING THE SST:

If an English Learner has been referred to an SST, the following questions must be addressed and documented during the meeting (reference CRPUSD’s Master Plan for English Learners, as required by the California Department of Education’s Categorical Program Monitoring document):

1. What are the student’s state English proficiency test scores

for the past 3 years? Is the student acquiring English consistent with the Expected Rate of English Language Acquisition (Master Plan, pages 33-34)?

2. Does the student receive daily ELD instruction at the appropriate level for at least 30 minutes per day?

3. At the secondary level, is the student placed in the correct academic setting (i.e. SDAIE, primary language support)?

4. Is the teacher(s) trained in the use of and actively using the most appropriate instructional strategies for English Learners? (See Master Plan Appendix D, EL Strategies-Interventions- Modifications Checklist)

5. How many years has the student been in a program for English Learners?

6. What interventions have been implemented? 7. Are there any relevant circumstances with regard to health,

family, social/emotional issues that may affect the student’s progress?

Appendix B

PROGRESS REPORT FOR ENGLISH LEARNERS (EL) OR

RECLASSIFIED ENGLISH PROFICIENT STUDENTS (RFEP)

To Teacher: School:

The following student(s) assigned to your class is/are being monitored. Please take a moment and fill out this form, and return as soon as possible to: , EL staff or administrator.

Student: Grade EL RFEP

Date Subject Period

Please check appropriate box: YES NO N/A 1. Student gets to class on time

2. Student comes to class prepared

3. Student completes assignments in class

4. Student completes homework

5. Student demonstrates appropriate social skills

6. Student demonstrates good attitude (tries hard)

7. Student asks for help when necessary

8. Student relates well to other students/adults

9. Parent communication and support is good

10. Attendance is not a problem

11.Student demonstrates academic proficiency in his/her Core classes

Further comments or concerns:

Missing assignments:

Grade to date:

With appreciation to Petaluma City Schools

Appendix C

ENGLISH LEARNER (EL) STUDENTS AT RISK OF FAILING

Do you have EL students at risk of failing your class? Do these students come to you for help? Have you recommended after school tutorial or homework help? Have you been able to effectively communicate with the parents? Please submit a list of these students in your class at risk of failing.

PLEASE REFER TO PROBLEMS BY USING THE LETTER CODE BELOW:

A. At risk of failing class B. Does not turn in homework C. Work incomplete D. Work late E. Does not ask for help F. Poor attendance G. Unacceptable behavior in class H. Low or failing test scores I. Need to speak with parent J. Limited academic progress K. Other (please elaborate)

Teacher Grade Subject

Name of Student Hour Grade Problem (use codes above) and

brief comment, if appropriate

Please return this form as soon as possible to EL staff or administrator

With appreciation to Petaluma City Schools

Appendix D, Page 1 of 2

ENGLISH LEARNER STRATEGIES, MODIFICATIONS, INTERVENTION CHECKLIST

Student’s Name Date

Teacher School Grade

Check strategies implemented. Indicate approximate dates and amount of improvement.

AMOUNT OF IMPROVEMENT

TEACHING TECHNIQUES FROM / TO

None 1

Some 2

Much 3

Provide Comprehensible Input: - assessment of prior knowledge - clear enunciation, slower speech rate, etc. - controlled sentence length / complexity - controlled vocabulary / idiomatic speech - elaboration: restatement, examples, repetition - explanation/clarification of key vocabulary / concepts - mini-lecture format (10 min. input / 2 min. interact) - modeling - personalization of lesson (connected to home culture / language)

- preview / review in L1, Eng., both - summarizing / paraphrasing - wait time

Use Contextual Clues: - active, hands-on instruction, such as: props, realia, manipulatives, etc.

- advanced organizers, such as: graphs, charts, outlines, thinking maps, etc.

- gestures, facial expressions, pantomime - media: videos, cassettes, computers, films, etc. - multi-sensory instruction - overhead transparencies - samples of finished products - study skills instruction - thematic teaching - visuals: photos, pictures / illustrations, drawings, etc. - word banks / graffiti wall for content areas - written / visual instructions

Appendix D, Page 2 of 2 AMOUNT OF

IMPROVEMENT TEACHING TECHNIQUES FROM /

TO None

1 Some

2 Much

3

Provide Opportunities for Communicative / Interaction and Negotiating of Meaning:

- clarification requests - comprehension checks - cooperative learning groups - debriefing / review activities - questioning strategies at appropriate level of lang. fluency

- variety of student involvement interaction: teacher- student, student-student(s), group discussions, etc.

INSTRUCTIONAL INTERVENTIONS - modification of instruction to match reading and language proficiency levels

- modification of assignments to match reading and language proficiency levels

- instruction of learning strategies, e.g., self-talk, skimming, pre-reading, etc.

- pairing of student with same-language peer - academic regrouping, e.g., with group that has same- language peers

- parent involvement through conferencing, class visits, assistance at home, etc.

- after school assistance, tutoring, etc. - summer school, intersession, etc. - consultation with ELD teacher, other colleagues - implementation of ELD / SDAIE strategies suggested by ELD teacher, other colleagues

- other PROGRAM MODIFICATIONS - additional ELD instruction - increase in primary language support (circle by whom provided: teacher, peer / cross-age tutor, bilingual assistant, parent / community volunteer, etc.)

- additional reading instruction: (specify) - other

With thanks to Turlock Unified

Appendix E

English Learner Advisory Committee (ELAC) School Name:

Minutes of ELAC Meeting of DATE

Legal Requirement/Training Covered: (Check topic(s) covered at this meeting and reflected in minutes)

1. Development of the Single School Plan for Student Achievement.

2. Site Program for English Learners 3. Development of the school’s Needs Assessment. 4. Administration of the school’s Annual Language Census (R30 Report) 5. Ways to make parents aware of the importance of regular school attendance.

The meeting was called to order at p.m. by Chairperson . S/he welcomed all present to the School English Learner Advisory Committee and asked everyone to introduce him/herself.

Legal Requirements: The following is a summary of discussion/action(s) taken on any of the four above-described Legal Requirement(s) – (What and whom) If any of the following requirements are discussed, a guest speaker addresses the topic, and/or any action is taken regarding that topic, summarize briefly here. Otherwise delete that section from these Minutes.

1. Single School Plan for Student Achievement

2. Site Program for English Learners

3. Needs Assessment

4. R-30 Report

MEMBERS PRESENT: parents, students, school staff, guests, and See attached list of attendees.

5. Importance of Regular School Attendance

6. Election of Officers

7. Election of DELAC Representative

8. Open Forum

Meeting Adjourned at

Minutes recorded by

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English Learner Advisory Committee (ELAC) School Name:

Appendix F

ELAC Meeting of / / DATE

LIST OF ATTENDEES

Check one/Marque uno

Name Nombre

Student Estudiante

Address Dirección

Phone No. No. Teléfono

Pare

nt/P

adre

Stud

ent/E

stud

iant

e

Gue

st/In

vita

do

Scho

ol S

taff/

pers

onal

Oth

er/O

tra


District English Learner Advisory Committee (DELAC) Location of Meeting:

Appendix G

Minutes of DELAC Meeting of / / DATE

Legal Requirements/Training Covered: (Check topic(s) covered at this meeting and reflected in minutes)

a. development of a district master plan for ELs, taking into consideration site plans for ELs b. conducting districtwide needs assessment on school by school basis c. establishment of district program, goals, and objectives for programs and services for ELs d. development of a plan to ensure compliance with applicable teacher & aide requirements e. administration of the language census f. review of and comments on the written notification of written notifications to parents as

required in 5 CCR 11303 [c][6] g. review of and comment on the district reclassification procedures

The meeting was called to order at p.m. by Chairperson . S/he welcomed all present to the District English Learner Advisory Committee and asked everyone to introduce him/herself.

Meeting Minutes: Secretary read the minutes from the / / meeting. It was moved by and seconded by that the minutes be approved as written (or as corrected/amended).

Legal Requirements: The following is a summary of discussion/action(s) taken on any of the above-described Legal Requirement(s) – (What and whom) If any of the following requirements are discussed, a guest speaker addresses the topic, and/or any action is taken regarding that topic, summarize briefly here. Otherwise delete that section from these Minutes.

1. Consolidated Application Review & Signature

2. R30/Language Census Review

MEMBERS PRESENT: parents, students, school staff, guests, and . See attached list of attendees.

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT Appendix G

Other Agenda Items:

• DELAC Tasks: Master Plan

Needs assessment

Establishment of district EL programs, goals and objectives

Plan for meeting staffing requirements

Review and comment on district EL reclassification and parent notifications

Meeting Adjourned at

Minutes recorded by

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District English Learner Advisory Committee (DELAC)

Location of Meeting:

Appendix H

DELAC Meeting of DATE

LIST OF ATTENDEES

Check one/Marque uno

Name Nombre

Student Estudiante

Address Dirección

Phone No. No. Teléfono

Pare

nt/P

adre

Stud

ent/E

stud

iant

e

Gue

st/In

vita

do

Scho

ol S

taff/

pers

onal

Oth

er/O

tra

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