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SECTION 4 – Page 1
CORONA-NORCO UNIFIED SCHOOL DISTRICT
PROGRAM DESIGN K-12
Corona-Norco Unified School District followed the state curriculum design for English learners
(EL), previously called Limited English Proficient (LEP) students. This design includes
provisions for achieving high academic success, second language acquisition, and high self-
esteem. The matrices on the next pages of both the elementary (K-6) and secondary levels (7-
12) reflect the instructional program options provided for English learners at each level of
English Language proficiency. Students at beginning fluency levels may receive the core
curriculum through Structured English Immersion, a strong English Language Development
(ELD) program, and primary language coupled with the support of his/her culture embedded in
the instructional program. Specially Designed Academic Instruction in English (SDAIE) and
mainstream instruction are introduced and gradually increased as the English learner progresses
through the instructional program. Special Education English Learners are ensured equal access
to the core as indicated in their Individual Education Plan (IEP). This access includes, but is not
limited to, English Language Development and SDAIE strategies.
INTRODUCTION—PROGRAM OPTIONS
Parents of K-6 English learners may select one of four program options for their children.
Option #1 is Structured English Immersion. In this option, the student is provided with English
instruction with primary language support. If parents select Option 2 (English Language
Mainstream), students receive instruction in English. Parents opting for Option 3 (Transitional
Bilingual Program) choose to place their children in Spanish instruction and transition to
English. Parents selecting Option 4 (Dual Immersion) choose to place their student in a program
wherein English learners and English only students receive all instruction in Spanish beginning
in Kindergarten. Refer to the program options section for further details on each of these options.
At the 7-12 level, parents of English learners may select one of three program options for their
children. Option #1 is Structured English Immersion. CELDT level 1, 2, and 3 students are
placed in English Language Development classes according to their level of proficiency in
English and receive content instruction in all core areas in English using SDAIE methodology.
As their proficiency in English increases, they are transitioned into all mainstream classes in all
subjects by the time they reach CELDT level 5. At this time, their English Language
Development is delivered via their SDAIE English class. In Option 2, English Language
Mainstream (ELM), the student receives instruction in English. There is no primary language
support for students receiving this option. The third option is Transitional Bilingual Program
(TBE). Parents selecting this program for their students choose to place their children in Spanish
instruction and then transition to English.
The charts on the following pages describe the program options available for English learners.
SECTION 4 – Page 2
Corona-Norco Unified School District
Curriculum and Instruction
English Language Learner Program (K-6)
Home Language Survey
Language Other Than English English Only
Language Assessment Center Go to School Site
CELDT LAS (Spanish) Primary Language Survey
(If language is other than
English or Spanish)
English Language I-FEP
Learner (K-12) (Grades 3-12)
Option Selection English
by Parent at Site Only
(Explained by Placement
Administrator or
Counselor)
Parents may choose Options 1-4
Option 1
Structured English
Immersion
(SEI)
Option 2
English Language
Mainstream
(ELM)
Option 3
Transitional Bilingual
Education
(TBE)
Option 4
Dual Language Immersion
(designated sites only)
ELD Required
Recommended for CELDT
1-3
Primary Language Support
Core in English
ELD Required
Recommended for CELDT
4 & 5
All Instruction in English
ELD Required
CELDT 1-5
Instruction in English and
Spanish with Transition
Waiver Form Signed
Annually
Available if requested by 20
or more students at a grade
level
ELD Required
CELDT 1-5 and
English only students
Instruction in English
and Spanish
Waiver Form Signed
Annually
Must begin in Kindergarten
Class Assignment of Student
SECTION 4 – Page 3
Class Assignment of Student
School administrators review class lists and teacher authorizations to ensure
compliance and balanced student ratios. New student is placed in class based
on CELDT level and parent option request.
waiver requests are recorded in a waiver log
when 12-15 requests at the same grade level are received,
the EL Director is notified so arrangements can be made to
let cabinet know a class may be needed.
if fewer students are requesting waiver classes, parents are
notified of availability of transportation to other schools
with waivered classes.
EL student receives instruction using appropriate SDAIE strategies
and state/district approved curriculum.
Student progress is monitored by classroom teachers and site administrators using
data from district and state assessments as outlined on the “Corona-Norco Unified
School District Performance Expectation Plan” (attachment 1a, 1b, 1c).
When student achieves the academic and English proficiency levels as outlined in
the “Guidelines for Reclassification,” school staff completes the reclassification
procedures detailed on attachment 2.
Reclassified student is placed in the Mainstream Program. Their progress
continues to be monitored by site administrators and teachers following the
Corona-Norco Unified School District monitoring procedures as detailed on
attachment 3.
SECTION 4 – Page 4
Corona-Norco Unified School District
Curriculum and Instruction
English Language Learner Program (7-8)
Home Language Survey
Language Other Than English English Only
Language Assessment Center Go to School Site
CELDT LAS (Spanish) Primary Language Survey
(If language is other than
English or Spanish)
English Language I-FEP
Learner (K-12) (Grades 3-12)
Option Selection English
by Parent at Site Only
(Explained by Placement
Administrator or
Counselor)
Parents may choose Options 1-3
Option 1
Structured English Immersion
(SEI)
Option 2
English Language Mainstream
(ELM)
Option 3
Transitional Bilingual Education
(TBE)
ELD Required
Recommended for CELDT 1-3
Primary Language Support
Core in English
ELD Required
Recommended for CELDT 4 & 5
Instruction in English
ELD Required
CELDT 1-5
Instruction in English and Spanish
with Transition
Waiver Form Signed Annually
Available if requested by 20 or more
students at a grade level
Class Assignment of Student
SECTION 4 – Page 5
Class Assignment of Student
School administrators review class lists and teacher authorizations to ensure
compliance and balanced student ratios. New student is placed in class based
on CELDT level and parent option request.
waiver requests are recorded in a waiver log
when 12-15 requests at the same grade level are received,
the EL Director is notified so arrangements can be made to
let cabinet know a class may be needed.
if fewer students are requesting waiver classes, parents are
notified of availability of transportation to other schools
with waivered classes.
EL student receives instruction using appropriate SDAIE strategies
and state/district approved curriculum.
Student progress is monitored by classroom teachers and site administrators using
data from district and state assessments as outlined on the “Corona-Norco Unified
School District Performance Expectation Plan” (attachment 1a, 1b, 1c).
When student achieves the academic and English proficiency levels as outlined in
the “Guidelines for Reclassification,” school staff completes the reclassification
procedures detailed on attachment 2.
Reclassified student is placed in the Mainstream Program. Their progress
continues to be monitored by site administrators and teachers following the
Corona-Norco Unified School District monitoring procedures as detailed on
attachment 3.
SECTION 4 – Page 6
Corona-Norco Unified School District
Curriculum and Instruction
English Language Learner Program (9-12)
Home Language Survey
Language Other Than English English Only
Language Assessment Center Go to Regular
Classroom
CELDT LAS (Spanish) Primary Language Survey
(If language is other than
English or Spanish)
English Language I-FEP
Learner (K-12) (Grades 3-12)
Option Selection English
by Parent at Site Only
(Explained by Placement
Administrator or
Counselor)
Parents may choose Options 1-3
Option 1
Structured English Immersion
(SEI)
Option 2
English Language Mainstream
(ELM)
Option 3
Transitional Bilingual Education
(TBE)
ELD Required
Recommended for CELDT 1-3
Primary Language Support
Core in English
ELD Required
Recommended for CELDT 4 & 5
Instruction in English
ELD Required
CELDT 1-5
Instruction in English and Spanish
with Transition
Waiver Form Signed Annually
Available if requested by 20 or more
students at a grade level
Class Assignment of Student
SECTION 4 – Page 7
Class Assignment of Student
School administrators review class lists and teacher authorizations to ensure
compliance and balanced student ratios. New student is placed in class based
on CELDT level and parent option request.
waiver requests are recorded in a waiver log
when 12-15 requests at the same grade level are received,
the EL Director is notified so arrangements can be made to
let cabinet know a class may be needed.
if fewer students are requesting waiver classes, parents are
notified of availability of transportation to other schools
with waivered classes.
EL student receives instruction using appropriate SDAIE strategies
and state/district approved curriculum.
Student progress is monitored by classroom teachers and site administrators using
data from district and state assessments as outlined on the “Corona-Norco Unified
School District Performance Expectation Plan” (attachment 1a, 1b, 1c).
When student achieves the academic and English proficiency levels as outlined in
the “Guidelines for Reclassification,” school staff completes the reclassification
procedures detailed on attachment 2.
Reclassified student is placed in the Mainstream Program. Their progress
continues to be monitored by site administrators and teachers following the
Corona-Norco Unified School District monitoring procedures as detailed on
attachment 3.
SECTION 4 – Page 8
Option Placement:
1 2 3
Initial: Date:
CELDT Level _________
Corona-Norco Unified School District
English Language Education Program
K-6
PARENT CHOICE INFORMATION (Program options to be explained by principal or designee)
Under the English Language Education requirements of Education Code 305 (English Language Education for Immigrant
Children) Article 2, parents of English learner students may request that their student be placed in one of three program
options as defined below.
Student’s Name: Student #:
School: Grade/Track:
School’s Recommended Program Option for Student’s CELDT Level:
OPTION 1 – Structured English Immersion (SEI)
OPTION 2 – English Language Mainstream (ELM)
OPTION 3 – Transitional Bilingual in Spanish and English
Administrator/Designee Signature: Date:
I choose: (choose only one)
OPTION 1: Structured English Immersion Program
This option is available for CELDT levels 1-3. All instruction, textbooks, and teaching materials are in English.
Primary language support is provided as needed. The goal of this program is to move students into English fluency as
quickly as possible. The expectation is that students advance one CELDT level per year.
OPTION 2: English Language Mainstream Program
This option is available for CELDT levels 4-5. All instruction, textbooks, and teaching materials are in
English. This option does not provide primary language support. The goal of this program is to move students into
English fluency as quickly as possible. The expectation is that students advance one CELDT level per year.
OPTION 3: Alternative Program-Transitional Bilingual Program
This option is available for CELDT levels 1-5. (PARENT EXCEPTION WAIVER REQUIRED) Instruction, textbooks, and teaching materials are in Spanish in core curriculum in grades K-2 and transitioning to
English from third grade. The goal of this program is to develop students’ English Language proficiency while
developing academic skills in core content areas in the child’s primary language. The expectation is that students
advance one CELDT level per year. Students enrolled in this program would participate in this program from
Kindergarten through third grade.
I have received and understand the information about the school
program options for placement of my student.
I agree with the school’s recommended placement at OPTION .
I do not agree with the school’s recommended placement. I would like
to request OPTION for my student.
Parent Signature: Date:
WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent
Revised: 9/15/05
W.H. #506-68
300/332
301/333
302/331/10 (CELDT 4-5)
302/331/20 (CELDT 1-3)
SECTION 4 – Page 9
Distrito Escolar Unificado de Corona y Norco
Programa de Enseñanza del Idioma Inglés K-6.º
INFORMACIÓN SOBRE OPCIONES PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el(la) director(ra) o su delegado]
Conforme a los requisitos del Articulado 2 del Artículo 305 del Código de Educación para la Enseñanza del Idioma Inglés (Enseñanza
del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés pueden pedir que su estudiante
sea asignado a una de las tres opciones del programa según se definen más abajo.
Nombre del estudiante: N.º estudiantil:
Escuela: Grado y ciclo:
Opción recomendada por el personal de la escuela basado en el nivel CELDT del estudiante:
OPCIÓN 1 - Programa Estructurado de Inmersión en Inglés (SEI)
OPCIÓN 2 – Programa de Instrucción Totalmente en Inglés (ELM)
OPCIÓN 3 – Programa Bilingüe de Transición en Español e Inglés
Firma del administrador o su delegado: Fecha:
Yo elijo: (Escoja solamente una.)
OPCIÓN 1: Programa Estructurado de Inmersión en Inglés
Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2 ó 3. Toda la instrucción es en inglés y todos los libros de texto y los materiales de enseñanza están en inglés. Se da
apoyo en la lengua materna según sea necesario. La meta en este programa es lograr que el estudiante domine el
inglés tan pronto como sea posible. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada
año.
OPCIÓN 2: Programa de Instrucción Totalmente en Inglés
Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 4 ó el 5. Toda la instrucción
es en inglés y todos los libros de texto y los materiales de enseñanza están en inglés. En esta opción, no se da apoyo
en la lengua materna. La meta en este programa es lograr que el estudiante domine el inglés tan pronto como sea
posible. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.
OPCIÓN 3: Programa Alternativo – Programa Bilingüe de Transición
(SE REQUIERE QUE LOS PADRES LLENEN LA SOLICITUD DE EXCEPCIÓN)
Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2, 3, 4, ó 5. La instrucción es en español, los libros de texto y los materiales de enseñanza están en español para enseñar las
materias del plan de estudios básico a alumnos que cursan del Kindergarten al segundo año de primaria (K a 2.°).
Cuando el estudiante cursa el tercer año de primaria, él(ella) empieza a hacer la transición al inglés. La meta en este
programa es lograr que el estudiante se vuelva competente en el idioma inglés mientras que desarrolla las destrezas
académicas en las materias básicas en su lengua materna. La expectativa es que el estudiante avance un nivel en la
prueba CELDT cada año. Los estudiantes inscritos en este programa participarían en este programa desde el
Kindergarten hasta el tercer año de primaria.
Yo he recibido y entiendo la información acerca de las opciones del
programa escolar para la asignación de mi estudiante.
Estoy de acuerdo con la asignación a la OPCIÓN recomendada
por el personal de la escuela.
Yo no estoy de acuerdo con la asignación recomendada por el personal
de la escuela. Deseo pedir la OPCIÓN para mi estudiante
Firma de padres: Fecha:
WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent
300/332
302/331/10
(CELDT 4-5)
302/331/20
(CELDT 1-3)
301/333
(Rev. 09-15-2005)
Nivel CELDT
Asignado(da) a la Opción:
1 2 3
Iniciales: Fecha:
W. H. #505-92
SECTION 4 – Page 10
Actual Option Placement:
Option 4
Initial:______ Date:______
CELDT Level _________ Corona-Norco Unified School District
English Language Education Program
K-6
DUAL LANGUAGE IMMERSION
PARENT WAIVER FORM (Program options to be explained by Administrator)
Student’s Name: Student #: __________
School: Grade/Track: __________
Under the English Language Education requirements of Education Code 305 (English Language Education for Immigrant
Children) Article 2, parents of English learner students may request that their student be placed in a Waiver Program, such
as the Dual Language Immersion Program.
OPTION 4: Alternative Program--Dual Immersion Program
This option is available for CELDT levels 1-5.
Students must enter this program in Kindergarten to be eligible to participate. The goal of this program
is to develop high levels of fluency in Spanish and English (bilingualism) and a strong academic foundation in
both languages (biliteracy). Instruction and materials are in Spanish at the primary grades with some core
subjects in English. The expectation is that students advance one CELDT level per year.
WAIVER:
I, _____________________________, as the parent/legal guardian of the child named above, have been
provided with a full description of the educational program options available at CNUSD.
I request a waiver of the requirement that my child be placed in a classroom in which instruction is
overwhelmingly in English. I request, instead, that my child be placed in a classroom with primary language
instruction, in which both English and Spanish instruction, textbooks and teaching materials will be used.
Reason for waiver request (to be confirmed by school district):
_____ My child already knows English (to be confirmed by standardized tests of English vocabulary
comprehension, reading and writing, at or above state average grade level, not to exceed 5th
grade level).
_____ My child is at least 10 years old (District must determine that the child’s rapid acquisition of basic
English language skills will be better achieved through an alternative program).
_____ My child has special needs (District must determine that the child’s physical, emotional, psychological,
or educational needs will be better served through an alternative program.) I understand that I am not required
to consent to a waiver because of these special needs.
I understand that this waiver applies only to the school year listed above and I must request a waiver on
an annual basis for the waiver to continue.
Parent Signature: ___ Date: __ ____
Administrator Signature: ______________________ _ Date: ____________
WHITE – English Learner Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent
Revised 3-3-06
301/338
SECTION 4 – Page 11
Nombre del estudiante: N.º estudiantil:
Escuela: Grado y ciclo:
Conforme a los requisitos de Enseñanza del Idioma Inglés del Articulado 2, Articulo 305 del Código de Educación (Enseñanza
del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés como segundo idioma
pueden pedir que su estudiante sea asignado a un programa alternativo como el Programa de Inmersión en Dos Idiomas.
OPCIÓN 4: Programa Alternativo – Programa de Inmersión en Dos Idiomas Esta opción se ofrece a estudiantes que se encuentran a los niveles 1, 2, 3, 4 y 5 de la prueba CELDT.
Los estudiantes deben ingresar en este programa en el kindergarten para poder ser elegibles para participar.
La meta en este programa es desarrollar la habilidad de hablar el español y el inglés a un nivel avanzado
(bilingüismo) y desarrollar una base académica firme en ambos idiomas (leer y escribir en español y en inglés). La
instrucción es en español y los materiales están en español en los primeros grados de primaria y se enseñan algunas
materias básicas en inglés. La expectativa es que los estudiantes avancen un nivel en la prueba CELDT cada año.
LA SOLICITUD DE EXCEPCIÓN:
A mi, _____________________________, padre(tutor legal) del(de la) niño(niña) nombrado más arriba, me han
proporcionado una descripción completa de las opciones del programa educacional que ofrece el Distrito Escolar Unificado de
Corona y Norco.
Yo solicito una excepción al requisito de que mi hijo(hija) sea asignado(da) a un salón de clases en el cual la instrucción se
imparte totalmente en inglés. Yo pido, en vez, que mi hijo(hija) sea asignado(da) a un salón de clases donde reciba instrucción
en su lengua materna y donde los libros de texto, los materiales y la instrucción sean en ambos idiomas, ingles y español.
Motivo por el cual se solicita la excepción (pendiente la confirmación del distrito escolar):
Mi hijo(hija) ya tiene conocimientos del inglés (pendiente la confirmación mediante los resultados de los exámenes
normativos de vocabulario, lectura y escritura en inglés, que muestren que está al nivel o por encima del nivel estatal promedio
del año que cursa, sin exceder el nivel de quinto año de primaria).
Mi hijo(hija) tiene, por lo menos, 10 años de edad (el Distrito debe determinar que la rápida adquisición del(de la)
niño(niña) de los conocimientos del idioma inglés se logrará mejor mediante un programa alternativo).
Mi hijo(hija) tiene necesidades especiales (el distrito debe determinar que las necesidades físicas, emocionales,
psicológicas, o educacionales del(de la) niño(niña) se satisfarán mejor mediante un programa alternativo). Entiendo que yo no
estoy obligado a dar mi consentimiento para que se haga una excepción sólo por causa de estas necesidades especiales.
Entiendo que esta excepción se aplica únicamente al año escolar indicado más arriba y que debo renovar la solicitud
para la excepción anualmente para que siga siendo vigente.
Firma de padres: ________________________________ Fecha: _________
Firma del Administrador: _________________________ Fecha: _________
WHITE – English Learner Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent
Revised 3-3-06
301/338
Nivel CELDT
Asignado(da) a la Opción:
Opción 4
Iniciales: _______ Fecha: _______
Distrito Escolar Unificado de Corona y Norco
Programa de Enseñanza del Idioma Inglés
K-6.º
Inmersión en Dos Idiomas
SOLICITUD DE EXCEPCIÓN – FORMULARIO PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el Administrador]
SECTION 4 – Page 12
CELDT Level _________
Option Placement:
1 2 3
Initial: Date:
Corona-Norco Unified School District
English Language Education Program
7-12
PARENT CHOICE INFORMATION (Program options to be explained by principal or designee)
Under the English Language Education requirements of Education Code 305 (English Language Education for
Immigrant Children) Article 2, parents of English learner students may request that their student be placed in
one of three program options as defined below. Secondary students will be placed in a dedicated period for
ELD.
Student’s Name: Student #:
School: Grade/Track:
School’s Recommended Program Option for Student’s CELDT Level:___________________
OPTION 1 – Structured English Immersion (SEI) OPTION 3 – Transitional Bilingual in Spanish and English
OPTION 2 – English Language Mainstream (ELM)
Administrator/Designee Signature: Date:
I choose: (choose only one)
OPTION 1: Structured English Immersion Program This option is available for CELDT levels 1-3. Students will receive ELD in a dedicated period. All
instruction, textbooks, and teaching materials are in English. Primary language support is provided
as needed. The goal of this program is to move students into English fluency as quickly as possible.
The expectation is that students advance one CELDT level per year.
OPTION 2: English Language Mainstream Program
This option is available for CELDT levels 4-5. ELD will be provided in a Language Arts class. All
instruction, textbooks, and teaching materials are in English. This option does not provide primary
language support. The goal of this program is to move students into English fluency as quickly as
possible. The expectation is that students advance one CELDT level per year.
OPTION 3: Alternative Program-Transitional Bilingual Program
(PARENT EXCEPTION WAIVER REQUIRED)
This option is available for CELDT levels 1-5. ELD will be provided for CELDT levels 1-3 in a
dedicated ELD class and students in CELDT levels 4-5 will receive ELD through their Language
Arts class. Instruction, textbooks, and teaching materials are in Spanish in core curriculum at the
lower CELDT levels (1-3). The goal of this program is to develop students’ English Language
proficiency while developing academic skills in core content areas in the child’s primary language.
As the student’s academic and English proficiency increases, more instruction is provided in
English. The expectation is that students advance one CELDT level per year.
I have received and understand the information about the school
program options for placement of my student.
I agree with the school’s recommended placement at OPTION .
I do not agree with the school’s recommended placement. I would like to
request OPTION for my student.
Parent Signature: Date:
300/332
302/331/10 (CELDT 4-5)
302/331/20 (CELDT 1-3)
301/333
WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent
W.H. #507-21 Revised: 9/10/04
SECTION 4 – Page 13
Distrito Escolar Unificado de Corona y Norco
Programa de Enseñanza del Idioma Inglés 7.º-12.º
INFORMACIÓN SOBRE OPCIONES PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el(la) director(ra) o delegado]
Conforme a los requisitos del Articulado 2 del Artículo 305 del Código de Educación para la Enseñanza del Idioma Inglés
(Enseñanza del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés pueden pedir que
su estudiante sea asignado a una de las tres opciones de programa según se definen más abajo. Los estudiantes de secundaria y
preparatoria serán asignados a un periodo de instrucción dedicado al desarrollo del inglés como segundo idioma (ELD).
Nombre del estudiante: N.º estudiantil:
Escuela: Grado y ciclo:
Opción recomendada por el personal de la escuela basado en el nivel CELDT del estudiante: OPCIÓN 1 - Programa Estructurado de Inmersión en Inglés (SEI) OPCIÓN 3 – Programa Bilingüe de Transición en Español e Inglés
OPCIÓN 2 – Programa de Instrucción Totalmente en Inglés (ELM)
Firma del administrador o su delegado: Fecha:
Yo elijo: (Escoja solamente una.)
OPCIÓN 1: Programa Estructurado de Inmersión en Inglés
Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2 ó 3. El estudiante recibirá un
periodo de instrucción dedicado al desarrollo del inglés como segundo idioma (ELD). Toda la instrucción es en
inglés y todos los libros de texto y los materiales de enseñanza están en inglés. Se da apoyo en la lengua materna según sea
necesario. La meta en este programa es lograr que el estudiante domine el inglés tan pronto como sea posible. La
expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.
OPCIÓN 2: Programa de Instrucción Totalmente en Inglés Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 4 ó el 5. El desarrollo del inglés como
segundo idioma (ELD) se proveerá en la clase de Artes del Lenguaje Inglés. Toda la instrucción es en inglés y todos los
libros de texto y los materiales de enseñanza están en inglés. En esta opción, no se da apoyo en la lengua materna. La meta
en este programa es lograr que el estudiante domine el inglés tan pronto como sea posible. La expectativa es que el
estudiante avance un nivel en la prueba CELDT cada año.
OPCIÓN 3: Programa Alternativo – Programa Bilingüe de Transición
(SE REQUIERE QUE LOS PADRES LLENEN LA SOLICITUD DE EXCEPCIÓN) Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2, 3, 4, ó 5. Estudiantes de los niveles
1 al 3 de la prueba CELDT recibirán instrucción en una clase dedicada al desarrollo del inglés como segundo idioma
(ELD) y estudiantes de los niveles 4 y 5 de la prueba CELDT recibirán instrucción en el desarrollo del inglés como
segundo idioma (ELD) en la clase de Artes del Lenguaje Inglés. La instrucción es en español, los libros de texto y los
materiales de enseñanza están en español para enseñar las materias del plan de estudios básico a alumnos que se encuentran
en los niveles más bajos de la prueba CELDT (Nivel 1 al 3). La meta en este programa es lograr que el estudiante se vuelva
competente en el idioma inglés mientras que desarrolla las destrezas académicas en las materias básicas en su lengua
materna. Se provee más instrucción en inglés según va aumentando la competencia del estudiante en las materias académicas
y en el inglés. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.
Yo he recibido y entiendo la información acerca de las opciones del programa
escolar para la asignación de mi estudiante.
Estoy de acuerdo con la asignación a la OPCIÓN
recomendada por el personal de la escuela.
Yo no estoy de acuerdo con la asignación recomendada por el personal de la
escuela. Deseo pedir la OPCIÓN para mi estudiante.
Firma de padres: Fecha:
WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent
300/332
302/331/10
(CELDT 4-5)
302/33/20
(CELDT 1-3)
301/333
(Rev. 09-10-2004)
Nivel CELDT
Asignado(da) a la Opción:
1 2 3
Iniciales: Fecha:
W.H. #517-08
SECTION 4 – Page 14
CNUSD Catch Up Plan K-6
District-Level Performance Expectations in ELD and Academic Subject Matter for English Learners in Structured English Immersion & English Language Mainstream
ELD Level (CELDT) Beginning (1) Early Interm.(2) Intermediate(3) Early Adv.(4) Advanced(5) Reclassification
Targets set for
English Learners
are intended (1)
to prepare
students so they
can fulfill
reclassification
requirements and
(2) to prepare
students to meet
grade level
expectations.
Please see the
"Reclassification"
criteria for more
information on
how students
fulfill this target.
Timeline based 1st Year 2
nd Year 3
rd Year 4
th Year 5
th Year
on student’s ELD level 1st Year 2
nd Year 3
rd Year 4
th Year
at entry into district1 1
st Year 2
nd Year 3
rd Year
1st Year 2
nd Year
1st Year
California Standards Far Below Basic Below Basic Basic (low) Basic (mid) Basic (high)
Tests (Annual) (SS = 100-260) (SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)
Interim & Annual: Far Below Far Below Below At or Above At or Above
Local ELA Assessment Grade Level Grade Level Grade Level Grade Level Grade Level
Interim & Annual: Far Below Far Below Below At or Above At or Above
Local Math Assessment Grade Level Grade Level Grade Level Grade Level Grade Level
Progress Toward ELD
Standards
Avenues Unit
Assessment
Avenues Unit
Assessment
Avenues Unit
Assessment
Avenues Unit
Assessment
Avenues Unit
Assessment
1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.
SECTION 4 – Page 15
CNUSD Catch Up Plan K-6
in ELD and Academic Subject Matter for English Learners in Transitional Bilingual Education and Dual Language Immersion
Transitional Bilingual Ed: ELD Level (CELDT) Beginning Early Interm. Intermediate Early Adv. Advanced Reclassification
Local ELD Level 1 2 3a – 3b 4 5
Targets set for
English Learners
are intended (1)
to prepare
students so they
can fulfill
reclassification
requirements and
(2) to prepare
students to meet
grade level
expectations.
Please see the
"Reclassification"
criteria for more
information on
how students
fulfill this target
Timeline based 1st Year 2
nd Year 3
rd Year 4
th Year 5
th Year
on student’s ELD level 1st Year 2
nd Year 3
rd Year 4
th Year
at entry into district1 1
st Year 2
nd Year 3
rd Year
1st Year 2
nd Year
1st Year
Transition to
English academics
Transition
to English
academic
instruction
completed
Spanish Standards Test (SLA)
Grades 2, 3 and 4
Proficient or
Advanced
Proficient or
Advanced
Proficient or
Advanced
Aprenda 3 Reading
Grades 5 - 11
Stanines 5-9
NP=41-99
Stanines 5-9
NP=41-99
Stanines 5-9
NP 41-99
Spanish Standards Test (Math)
Grades 2, 3 and 4
Proficient or
Advanced
Proficient or
Advanced
Proficient or
Advanced
Aprenda 3 Math
Grades 5 - 11
Stanines 5-9
NP=41-99
Stanines 5-9
NP=41-99
Stanines 5-9
NP 41-99
Local SLA Assessment Grade Level Grade Level Grade Level
Local SP. Math Assessment Grade Level Grade Level Grade Level
Local ELA Assessment Optional2 Optional
2 Approaching Approaching Proficient
Language Arts Grade Optional3 Optional
3 Optional
3 C or above C or above
Local Math Assessment Optional2 Optional
2 Approaching Proficient Proficient
Math Grades Optional2 Optional
2 Optional
2 C or above C or above
California Standards Tests Far Below
Basic
Below Basic Basic (low) Basic (mid) Basic (high)
(SS = 100-
260)
(SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)
1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.
2Student academic performance evaluated in language of instruction; ELD assessed by local ELD measures and CELDT.
3Student academic performance in ELD used instead of Language Arts grade for SEI (Option 1).
SECTION 4 – Page 16
CNUSD Catch Up Plan 7-12
District-Level Performance Expectations in ELD and Academic Subject Matter for English Learners in Structured English Immersion & English Language Mainstream
ELD Level (CELDT) Beginning (1) Early Interm.(2) Intermediate(3) Early Adv.(4) Advanced(5) Reclassification
Targets set for
English Learners
are intended (1)
to prepare
students so they
can fulfill
reclassification
requirements and
(2) to prepare
students to meet
grade level
expectations.
Please see the
"Reclassification"
criteria for more
information on
how students
fulfill this target
Timeline based 1st Year 2
nd Year 3
rd Year 4
th Year 5
th Year
on student’s ELD level 1st Year 2
nd Year 3
rd Year 4
th Year
at entry into district1 1
st Year 2
nd Year 3
rd Year
1st Year 2
nd Year
1st Year
California Standards Far Below Basic Below Basic Basic (low) Basic (mid) Basic (high)
Tests (Annual) (SS = 100-260) (SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)
CAHSEE (Language Arts)2 Below 300 300-324 325-349 350-450 350-450
CAHSEE (Mathematics)2 Below 300 300-324 325-349 350-450 350-450
Interim & Annual: Far Below Far Below Below At or Above At or Above
Local ELA Assessment3 Grade Level Grade Level Grade Level Grade Level Grade Level
Interim & Annual: Far Below Far Below Below At or Above At or Above
Local Math Assessment4 Grade Level Grade Level Grade Level Grade Level Grade Level
Progress Toward ELD
Standards
High Point
Assessment
High Point
Assessment
High Point
Assessment
High Point
Assessment
High Point
Assessment 1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.
2Applies to grades 10 – 12.
3District Writing Assessment currently available for grades 7, 9 and 10.
4District Math Assessment currently available for grades 8 and 9.
SECTION 4 – Page 17
CATCH-UP PLAN MONITORING
The Corona-Norco Unified School District has a high expectation for its English Learners.
As demonstrated in the previous pages, we expect all English Learners to grow a minimum
of one CELDT level per year and we expect progress according to their CELDT level. We
believe that English Learners have a great deal of potential and have the ability to succeed in
spite of their need to learn a second language.
In order to assist English Learners in their success towards reclassification and ultimate
educational success, we have monitoring in place. This monitoring includes, but is not
limited to, having an English Learner Contact at each site, providing EL Data Rosters to the
individual teachers for each of their classes, providing ongoing staff development to
teachers, aides and administrators, holding ELAC and DELAC meetings to inform parents
of their student’s progress, etc. In addition, site personnel are knowledgeable in
implementing interventions which are appropriate to the individual student needs.
Programs such as the PASA program allow English Learners who are falling behind to get
the extra support they need in order to be successful.
The largest group of English Learners that need the extra support are those that are at the
intermediate level and seem to be “stuck” at that level. Schools are asked to focus on these
students in order to support their continued growth. Although the sites are given autonomy
in implementing their intervention plan, all sites are required to submit their proposals to the
Director of Curriculum and Instruction in charge of English Learners for approval. Upon
approval, they are allowed to use site EIA and ELAP funds to support the students’
interventions. The sites are to submit a Categorical Request Form indicating how their
English Learners will benefit from such interventions, as well as where that intervention is
indicated in their school plan.
SECTION 4 – Page 18
Corona-Norco Unified School District Transitional Bilingual Curriculum Plan
Kindergarten Traditional
First Grade and Kinder Full Day
Second Grade Third Grade
Total Instructional Minutes
208 Total Instructional Minutes
303 Total Instructional Minutes
303 Total Instructional Minutes
303
Spanish Minutes
Spanish Minutes
Spanish Minutes
Spanish Minutes
80 Language Arts 30 Math 30 Social Studies or Science
150 Language Arts * 30 Intervention Block 60 Math (Social Studies or Science will be integrated into the Language Arts)
150 Language Arts *30 Intervention Block **60 Math T1
(Social Studies or Science will be integrated into the Language Arts for T1 and T2)
English Minutes
English Minutes
English Minutes
English Minutes
30 ELD 20 PE 18 Art, Music or Computers
43 ELD 20 PE (Art, Music or Computers will be integrated in the core areas)
43 ELD **60 Math T2, T3 (Social Studies or Science will be integrated into the Language Arts for T3) 20 PE (Art, Music or Computers will be integrated in the core areas)
150 Language Arts - (Scholastic) * 30 Intervention Block 43 ELD 60 Math Social Studies 20 PE (Art, Music or Computers will be integrated in the core areas)
* The Intervention Block will be conducted in the language of instruction for Language Arts at the grade level. During the
Intervention Block the following may be included: 1. Guided Reading (Spanish for grades K, 1, and 2; English for grade 3) 2. Retelling and summarizing (Spanish for grades K, 1, and 2; English for grade 3) 3. Services by the Reading Specialist (Spanish for grades K, 1, and 2; English for grade 3)
** During the transition process from Spanish Instruction to English Instruction in grade 2, Math is taught for Trimester 1 in Spanish. During Trimester 2, the students will receive the instruction of math concepts in Spanish (the main part of the lesson). Vocabulary will be introduced in Spanish during this trimester and then followed up with the English vocabulary for the same concept. Computation in Math during Trimester 2 will be done in English. Trimester 3 in Math will be done in English with Spanish support.
SECTION 4 – Page 19
Corona-Norco Unified School District
Dual Immersion Curriculum Plan
* ELD/ALD (M & F = Whole Group, T-W-Th = Two Groups at 20 minutes each)
** Include non-transferable skills
Kindergarten
90%
10%
First Grade
80%
20%
Second Grade
70%
30%
Third Grade
60%
40%
Fourth, Fifth and
Sixth Grade
50%
50%
Spanish
90%
Spanish
80%
Spanish
70%
Spanish
60%
Spanish
50%
Opening
Activities
Language Arts
Math
Social Studies
Science
Opening
Activities
Language Arts
Math
Social Studies
Science
Art/Music
Language Arts
Math
Computation &
Application
Social Studies
Language Arts
Social Studies
Science
Art / Music
Physical Ed.
Computer/
Library
Spanish Language
Arts (Composition &
Core Literature)
(Maintenance of
Language)
Trimester 1 & 2:
Social Science
Trimester 3: Science
Math
Physical Ed.
Art/Music
English
10%
English
20%
English
30%
English
40%
English
50%
ELD/ALD
(Academic
Language
Development)
*ELD/ALD
(Academic
Language
Development)
Physical Ed.
*ELD/ALD
(Academic
Language
Development)
Science
Art/Music
Physical Ed.
**ELD/ALD
(Academic
Language
Development)
Math
Computation
and Application
ELD/ALD
(Academic Language
Development)
English Language
Arts
Math
Trimester 1 & 2:
Science
Trimester 3:
Social Science
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