Process for Identifying English

Learners

Rowland Unified School DistrictProgram Specialist/ LD Meeting

September 10, 2012

Parent enrolls child, completes Home

Language Survey (HLS), and indicates a language other than English (first three lines)

Once a HLS is on file it is not necessary for parents to complete again upon enrollment at another school

Process for Identifying

Student is administered the CELDT to

determine English Language proficiency level

Process for Identifying

A state-mandated English language

proficiency assessment that is administered to:

-Newly enrolled students whose primary language is not English and ELs as an annual assessment

• Students may not be exempted from testing

What is the CELDT Test?

Process for Identifying

English LearnerA student whose primary language is other than English, and has limited proficiency in listening, speaking, reading & writing as measured by the CELDT

Primary language test given

Initial Fluent-English Proficient (IFEP)

A student whose primary language is other than English, but demonstrates proficiency in listening, speaking, reading and writing as measured by CELDT No further testing is

required

If the student scores at CELDT level 1-3,

administer the primary language (L1) assessment to determine L1 proficiency

Spanish : use IPT Other languages: Primary language

assessment form

Process for Identifying

Enrollment Process

Intake 1. Meet annually with

office staff to review enrollment procedures

2. Parent completes HLS3. Provide parents MP

information (brochure)4. Parent selects

instructional program5. Student tested6. Parent Notified

Informing Parents1. Schedule parent

meetings2. Meeting

announcements in language parents understand

3. Maintain records of flyers, agendas, minutes & sign-ins

Informational meetings must be scheduled at

the beginning of each year and multiple times throughout the year to share information with parents of ELs

Master Plan Instructional Program Options Parental rights to select an instructional

program for their child Procedures for requesting a Parental

Exception Waiver

Informing Parents

Master Plan-related information is to be shared

with parents during:The enrollment of a childKindergarten Orientation/EnrollmentBack-to-School NightELAC meetingsOffice/school visitsParent brochure must be easily accessible to parents in the Main OfficeIEP meeting

Informing Parents

Reasonable DoubtThe following indicators may be used:Parent needs interpretersParent speaks to their children in the primary languageStudents initiate interaction with their parent in the primary languageParent hesitates unduly in responding to the first three questions of the HLSA caregiver of the student speaks a language other than English

Identifying ELs

Documenting Reasonable DoubtA discussion with the parent should take place when there’s reasonable doubt of a student’s English-only statusIf the HLS is amended, the parent can initial and dateIf the conversation with the parent results in a disagreement about the accuracy of the responses or language exposure of the student, then a note should be made on the HLS that parent was informed of the doubt and that testing was initiatedDocument “reasonable doubt” on the student’s cumulative record

Identifying ELs

Parent is provided:An oral description of the different instructional options in the primary language, if possibleA copy of the Instructional Programs for English Learners Parent BrochureInformation regarding their right to request an Alternative Program using the Parental Exception. WaiverParents must be informed of ALL program options in an accurate, unbiased manner

Identifying ELs

If a parent selects an Alternative Program, the:Parental Exception Waiver must be completedSchool is obligated to grant/not grant the selection and must respond to the parent’s request within 20 daysTimelines must be adhered by schools for students initially enrolled:If the student is under 10 years of age, there is a 30 day waiting period before the student is placedIf the student is over 10 years of age, the student can immediately be placed in an Alternative Program

Parent Exception Waivers

Title III (Federal law) requires that a student be

tested for English language proficiency within 30 calendar days after the initial date of enrollment

If a student enrolls during the school year, the timeline is reduced to 2 weeks

The initial CELDT must be hand-scored in order to obtain “unofficial” assessment results

Identifying ELs

The initial CELDT must be hand-scored to

obtain “unofficial” results (until official results are received by the test vendor)

Parent is notified of language proficiency results using the Initial Parent Notification of Language Test Results document completed using data from:

Hand-scored CELDT resultsPrimary language assessment results (scored by school)

Parent Notification

If a student’s language classification changes

after the CELDT results are uploaded into Aeries, parents are to be notified of this change with the Notification of Assessment Results and Placement (final not preliminary).

This should be done after official CELDT scores come in

Identifying ELs

A student’s LEP status (English learner) does

not change by enrolling in another school within California or the District.

The initial HLS on file is the “official” HLS Students who attends Transitional

Kindergarten (TK) are NOT reassessed in kindergarten for English language proficiency

Important

Goals of programAcquire English as rapidly and effectively as possibleLearn English first for the purpose of later learning grade-level content Essential Components1.English Language Development (ELD): provides language acquisition opportunities for ELs to learn the academic English necessary to meet grade-level standards2.Access to the Core Curriculum: provides special teaching methods and accommodations to assist ELs in meeting grade-level content standards

SEI- Instructional Program

Includes students at ELD levels 1-4 Teacher provides:Standards-based ELD instructionDifferentiated, standards-based grade-level instruction to ensure access to core contentContent-based ELDSpecially Designed Academic Instruction in English (SDAIE)L1 support, including L1 materials

SEI

Goals of programAcademic proficiency in a the primary languageAcademic language proficiency in a second languageAcademic achievement in all subject areasAppreciation for cultural diversity Essential Components1.Students of various languages and language proficiencies are mixed in the same classroom2.Students receive instruction in two languages –English and the target language

Dual Language- Instructional Program

Includes ELs and English-proficient students

(EOs and IFEPs) Teacher must provide differentiated

instruction to ensure access to grade-level core instruction in English and the target language

L1 Instruction SDAIE

Dual Language

Requires the parent to appear in person

annually to request a Parental Exception Waiver

A Parental Exception Waiver request is required for EL students only

Dual Language

Goals of programAchieve and maintain grade-level proficiency in the core content subjects taught in English Essential Components1.Instruction is designed for native English speakers2.Reasonably fluent ELs (ELD level 5) are placed in Mainstream English programs and provided grade-level instruction in English

Mainstream-Instructional Program

Includes EO, IFEP, RFEP and ELD level 5 students Teacher provides:Standards-based ELD to learn/improve academic English skillsDifferentiated, standards-based grade-level instruction for ELs to ensure access to core contentContent-based ELD (ELD levels 1-3)SDAIE (ELD levels 3-5)L1 support (provided by a bilingual Teacher Assistant for ELD levels 1-4)

Mainstream

Withdrawal from SEI or Alternative Programs1.If the parent is requesting a withdrawal from SEI or an Alternative Program, the parent must schedule a conference to discuss

2.Parent must submit a hand-written letter requesting that their child be “withdrawn”

Mainstream

All teachers assigned to teach ELs must be

appropriately authorization All school sites must organize classes to

ensure the instructional needs of ELs are being met

The organization of classes is determined by:Instructional program selected by parentsLanguage proficiency and academic needs

Organization of Classes

All Programs