chula vista elementary school district · larry cunningham patrick a. judd bertha j. lópez pamela...

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Chula Vista Elementary School District Department of Language Acquisition & Development

English Learner

Master Plan

Board of Education

Cheryl S. Cox, Ed.D. Larry Cunningham

Patrick A. Judd Bertha J. López Pamela B. Smith

Superintendent Lowell J. Billings, Ed.D.

The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable State and Federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, ext. 1340. Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.

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Chula Vista Elementary School District

English Learner Master Plan Task Force

Literacy First Children First

Allan, Marissa Mora, Jorge Angeles, Griselda Morales, Frances Basden, Bette Nakamura, Emiko Billings, Lowell Navarro, Dawn Carranza, Veronica Nelson, John Clark, Aurora Peters, Margo Cruz, Tom Ponce, Rosalba De Jerez, Antonia Ramirez, Evette De la Cruz, Cristina Ramirez, Jorge Doyle, Dennis Robbins, Susan Fahle, Susan Rosenfeld, Luisa Ferguson, Bruce Ruvalcaba, Martha Fiszlewicz, Sara Sabala, Helena Flores-Speer, Cristina Sanchez, Brizeida Franco, Danielle Sanchez, Emma Glover, Tom Sapien, Charlene Gonzalez, Toni Saucedo, Mauricia Guasp, Maria Solorzano-Ybarra, Sheila Gugerty, John Stover, Ana Hernandez, Leonard Sykes, Dwight Howard, Willard Taylor, Margo Jimenez, Lucia Travers, Gerardo Lebron, Fran Vazquez, Gustavo Lopez, Andrew Velasco, Francisco J. Ludi, Patricia Villar, Antonio Malaga, Luz Villegas-Duvanich, Sandra Martinez, Rosi Waisman, Susana Matos, Ollie West, Olga McKearney, Gloria Winters, Dan Monsalve, Sandra Woldt, Lee

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Table of Contents

Page

Accountability Vision for English Learners

4

Initial Identification

6

Placement of Students

9

Program Options and Parental Exception Waivers

10

Instructional Program and Curriculum

21

Reclassification Staffing Authorization

27

29 Professional Development

30

Accountability and Evaluation 31 Parent Advisory Committee

35

Funding

37

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Chula Vista Elementary School District Department of Language Acquisition and Development

Accountability Vision for English Learners The Chula Vista Elementary School District has established a Districtwide accountability system that holds all administrators, principals, and support staff accountable for making gains in student achievement every year. Under this model, each school and every department will be expected to develop annual goals that address performance in the areas of student achievement. Through this process, the Superintendent and Board of Education reinforce the commitment of the District to provide high quality services to English Learners. To ensure ongoing assessment of performance in the provision of services to English Learners, the English Learner Master Plan will include requirements specific to the implementation of a sound instructional program for English Learners. All administrators, teachers, and instructional support staff will receive training in the instruction, evaluation, and monitoring of the program for English Learners. This will ensure understanding of program requirements and effective implementation of services to English Learners. Program Effectiveness The assessment and accountability process for the District includes the collection and reporting of data using standards-based and multiple measure models. The system was developed to identify Districtwide trends and to identify individual student needs that occur within instructional programs. The effective use of English Learner achievement data is described in the assessment system. Data collection procedures and analysis to determine program effectiveness for English Learner support, Title III (No Child Left Behind) requirements, and federal case law. Federal case law (Castañeda vs. Pickard, 648F.2d 989, 1981) requires that the main goals of the English Learner Program are to develop the English language fluency of each English Learner as effectively and as efficiently as possible, and to develop mastery of the core curriculum comparable to native English speakers. The court set forth the following standards for effective programs for English Learners:

1. The program is based on educational theory that is research-based, has proven methodology, and is recognized by experts in the field.

2. The programs or practices used are calculated to effectively implement the adopted theory, and

3. The program successfully produces results that indicate that language barriers are being overcome.

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Goal Statement The EL Master Plan defines four goals for English Learners:

1. To develop English language proficiency in each English Learner (EL) as effectively and efficiently as possible. Students, on average, will be expected to gain one level of proficiency annually. The District’s Catch-Up Plan lays out the annual expected gains in English proficiency.

2. To increase the number and percent of English Learners at the two highest levels of English proficiency at the target rates expected on an annual basis. The District’s Catch-Up Plan establishes the annual expected benchmarks in gains in the two highest levels of English proficiency.

3. To close the “achievement gap” between English-only students and English Learners. English Learners will improve in achievement levels to meet annual expected benchmarks established by the District’s Catch-Up Plan.

4. To increase the number of students who are becoming bilingual and biliterate. The District recognizes that these goals can only be accomplished through expanding programs that are standards-based, rigorous, and well designed so that students can access the entire curriculum while acquiring English and Spanish.

In order to achieve these goals, the District will:

• Value biliteracy as a gift that will assist the student in life • Provide all students with the opportunity to participate in high quality

instruction that addresses academic standards • Offer programs based on student need and sound educational pedagogy • Provide for and honor parent options • Provide high quality staff development for all administrators and staff • Embrace parent involvement in the educational process • Provide a process for monitoring the effectiveness of programs • Increase the number of dual language programs

The purpose of the District’s Master Plan for English Learners is to provide schools with a standard for consistent program implementation and evaluation of services for English Learners. With a common staff understanding of goals and procedures, English Learners will receive consistently implemented programs of high quality that are designed to meet their academic needs. The District must also ensure that students recoup any academic deficits incurred in achieving grade level standards in those areas. The Chula Vista Elementary School District is committed to the development of the following for all English Learners:

• Academic proficiency in English • Academic achievement at parity with native English speakers • Reclassification to Fluent English Proficient, and • Development of students who are multiliterate and appreciative of the cultural and

linguistic diversity that is brought to us by our community of learners.

7

INITIAL IDENTIFICATION

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Initial Identification

Home Language Survey

During enrollment, all parents must complete a Home Language Survey (HLS) that is used to determine the primary language of the student. This will remain on file for each student in the cumulative folder and in the student’s English Learner folder. The Home Language Survey is available in English and Spanish. All students, including English-only students, must have a completed HLS on file. Each completed HLS must include a parent’s signature, birth country, date of first entry into a United States school, and enrollment date. If any of the first three responses on the HLS indicate a language other than English, the student is assessed with the CELDT within two weeks of initial enrollment. The CELDT assessment components include speaking, listening, reading, and writing. The results of these assessments enable site personnel to determine the English language proficiency level of the student. If the person administering the HLS believes that the form is completed incorrectly or that there may actually be a home language other than English present, the school principal may arrange for a conference with the parents to explain the impact of the HLS in relation to the educational services received by the child. For students who are transferring from another school district, the HLS shall be administered. However, the only HLS that is valid is the first one ever completed by the parent at the time of initial enrollment in a California public school. For placement purposes while cumulative student records are in transit, the student shall be assessed for English language proficiency with the CELDT as explained below. Upon the receipt of student transfer records, the student’s language status from the originating district shall be honored. English Language Assessment The state-approved instrument used for language assessment is the California English Language Development Test (CELDT). Trained, District-certified assessors will administer the assessment. The test determines the student’s overall English language proficiency level (1, 2, 3, 4 or 5), as well as proficiency levels in the areas of listening, speaking, reading, and writing. The CELDT test is given only once for initial identification, and each year thereafter for annual progress monitoring until the student is reclassified. The CELDT results are then used to determine the designation of the student as either an English Learner or Fluent English Proficient (FEP). The Department of Language Acquisition is responsible for the coordination of CELDT administration. The Information Services Department enters CELDT test results into the CVESD Student Management System (SMS). Using the SMS, schools access CELDT results by using the Student Language Profile Report (SLP). The SLP displays the following information by school, grade, and teacher: • Home language and primary language assessment results • Name, ethnicity, student ID number, and gender • Language classification, e.g. EL, I-FEP, R-FEP

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• Instructional program (Structured English Immersion, Mainstream/ELD, or Alternative Bilingual)

• Dates of all assessments and R-FEP date • English Language Proficiency in Listening/Speaking, Reading, Writing, & Overall

proficiency • The expected levels of overall proficiency targets on an annual basis • The annual California Standards Test results in Language Arts and Mathematics Primary Language Assessment State law requires that ELs be assessed for primary language proficiency within 90 calendar days of initial enrollment. The Chula Vista Elementary School District will assess the primary language proficiency of English Learners for initial identification purposes within 30 days of initial enrollment. Procedures for the evaluation of primary language differ depending on the primary language of the student. For students whose primary language is Spanish, the District-designated, state-recognized instrument used is the Language Assessment Scales-Spanish (LAS-S). For students whose primary language is other than Spanish, a modified version of the primary language assessment developed by Los Angeles Unified School District is used in lieu of a formal assessment. The student’s parent or guardian completes the form. The purpose of the rating is to gain information that will help to identify the student's oral language level. In addition to this assessment, parents are surveyed regarding the student’s reading and writing ability in the home language. Scores from the primary language assessment determine the identification of the student as "non", "limited", or "fluent" in the primary language. The results of these assessments assist in the determination of student placement. Parent Notification of Assessment Results Parents are notified in writing in a language they can understand (orally, if they are unable to understand written communication), of the results of the initial language assessment within 30 days of initial enrollment. The parent notification includes test results of English language proficiency and primary language proficiency as testing resources allow, the programs offered in the District, and the student's initial program placement. This notification will be provided in English and in Spanish. The law requires that when 15% or more of the student population at a given school site speaks a common language, all relevant parent notification is to be available in that language.

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The following are referenced in the previous section. Home Language Survey Assessment for Initial Identification and Program Placement FLOW CHART Superintendent parent letter referring to CELDT Test results interpretation guide Parent Notification of Initial Language Proficiency and Program Placement Annual Parent Notification

CHULA VISTA ELEMENTARY SCHOOL DISTRICT HOME LANGUAGE SURVEY

California Education Code (Ed. Code 62002) requires schools to determine the language(s) spoken at home by each student. A language proficiency assessment is required if student’s home language is other than English. This information is essential in order for schools to provide meaningful instruction for all students. Your cooperation in helping us meet the requirement is requested. Please answer the following questions: Student’s Name: ID#: Grade:

School: Teacher:

Your relationship to student: Mother Father Guardian Other (Specify) ______________________

My child is from an English-only home: YES NO

If yes, there is no need to complete this form; please sign and date this form.

Directions: Please check a response for each of the following questions and indicate other languages if applicable.

English Spanish Other Language(s) 1. What language did your child learn when he/she first

began to talk?

2. What language does your child most frequently use at

home?

3. What language do you use most frequently to speak to

your child?

4. What language do the adults at home most often speak?

Additional survey questions: YES NO 5. Can an adult family member or extended family member speak English?

6 Can an adult family member or extended family member read English?

7. Has your child been Reclassified Fully English Proficient (RFEP) in the past?

8 Has your child been assessed as English Proficient in the past?

Parent / Guardian Signature Date

What is the preferred language for oral or written communications to be sent home from the school? English Spanish

DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA ENCUESTA DEL IDIOMA DEL HOGAR

El Código de Educación de California (Ed. Code 62002) exige que las escuelas determinen el o los idiomas que cada alumno habla en el hogar. Se necesita una evaluación del dominio del idioma si el idioma del hogar del alumno no es el inglés. Esta información es indispensable para que las escuelas proporcionen una buena educación para todos los alumnos. Solicitamos su ayuda para auxiliarnos a cumplir con este requisito. Favor de contestar las siguientes preguntas: Nombre del alumno: ID#: Grado:

Escuela: Maestro:

Su relación con el estudiante: Madre Padre Tutor legal Otro (anote) ______________________

En el hogar de mi niño sólo se habla inglés: Sí NO

Si contestó sí, no necesita llenar este formulario; favor de poner la fecha y su firma al pie de la hoja.

Instrucciones: Favor de marcar su respuesta (√ ) para cada una de las siguientes preguntas y de indicar cuáles son los otros idiomas si corresponde.

Inglés Español Otro(s) idioma(s) 1. ¿Qué idioma usó su niño cuando empezó a hablar?

2. ¿Qué idioma habla su niño más frecuentemente en

casa?

3. ¿Qué idioma utiliza más frecuentemente para hablar

con su niño?

4. ¿Qué idioma utilizan más frecuentemente los adultos en casa?

Preguntas adicionales de la encuesta: SÍ NO 5. ¿Hay algún adulto en la familia inmediata o algún pariente

que hable inglés?

6 ¿Hay algún adulto en la familia inmediata o algún pariente que lea inglés?

7. ¿Se reclasificó anteriormente a su hijo como competente en inglés (RFEP)?

8 ¿Se determinó alguna vez al evaluar a su niño que domina el inglés?

Firma del padre o tutor legal Fecha

¿En qué idioma prefiere que se mande la información al hogar por parte de la escuela? Inglés Español

Assessment for Initial Identification and program Placement

FLOW CHART

HOME LANGUAGE SURVEY

Home Language other than English

English Only

Assess English with CELDT

GRADES K-1 Listening and Speaking

GRADES 2-6 Listening, Speaking

Place in Mainstream

Program

English Learner

Initially Fluent English

Proficient

Place in Mainstream Program or Alternative Bilingual

Assess Primary Language

Place in Appropriate EL Program

SEI Mainstream

*Alternative Bilingual or Dual Language Program

* Requires Parent Waiver

March 2004 Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development Test (CELDT). The purpose is to determine how well each student tested can listen, speak, read, and write English. Your student has been given the CELDT, and the results have identified him/her as an English Language Learner. Enclosed you will find the Student Proficiency Level Report which indicates a proficiency level for each portion of the CELDT your child has taken, as well as an “overall” proficiency level. The CELDT helps us to: • Identify new students who are English Language Learners. • Monitor the progress of continuing students in developing English

language skills. • Determine which students are considered eligible for reclassification to

Fluent English Proficient. Parents are encouraged to communicate with the school and the teachers concerning their child’s growth in English language proficiency and educational progress. Your support and high expectations for your child’s academic achievement will help ensure success for your child. Sincerely,

Lowell J. Billings, Ed.D. Superintendent

BOARD OF EDUCATION CHERYL S. COX, Ed.D. LARRY CUNNINGHAM PATRICK A. JUDD BERTHA J. LÓPEZ PAMELA B. SMITH SUPERINTENDENT

LOWELL J. BILLINGS, Ed.D.

CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST “J” STREET • CHULA VISTA, CALIFORNIA 91910 • (619) 425-9600

EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH

Marzo de 2004

Estimados padres de familia: Las leyes federales y estatales requieren a todos los distritos escolares de California dar una prueba estatal a los alumnos en cuyo hogar se habla un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es determinar cómo se encuentra cada alumno examinado en hablar, escuchar, leer y escribir inglés. Su hijo tomó la prueba CELDT, y los resultados lo identifican como estudiante que está aprendiendo inglés (English Language Learner). Anexo se encuentra el reporte que indica su nivel de dominio de inglés en cada una de las partes del CELDT que tomó, lo mismo que un nivel “general” de aptitud. La prueba CELDT nos ayuda a: • Identificar a los alumnos que son Estudiantes de Inglés. • Vigilar el progreso de los alumnos en su habilidades en el idioma

inglés. • Determinar cuáles alumnos deben considerarse para reclasificarles

como alumnos con dominio del inglés (Fluent English Proficient). Se invita a los padres de familia a comunicarse con la escuela y los maestros respecto al avance del niño en su desarrollo del inglés y su progreso académico. El apoyo y sus altas expectativas para el aprovechamiento académico de su hijo ayudarán a asegurar el éxito de su niño. Atentamente,

Dr. Lowell J. Billings Superintendente





March 2004 Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development Test (CELDT). The purpose is to determine how well each student tested can listen, speak, read, and write English. Your student has been given the CELDT, and the results have identified him/her as Fluent-English Proficient. This means that your student will be assigned to a regular academic program and will not need special help to increase his/her English skills. Enclosed you will find the Student Proficiency Level Report which indicates a proficiency level for each portion of the CELDT your child has taken, as well as an “overall” proficiency level. Parents are encouraged to communicate with the school and the teachers concerning their child’s educational progress. Your support and high expectations for your child’s academic achievement will help ensure success for your child. Sincerely,

Lowell J. Billings, Ed.D. Superintendent





Marzo de 2004 Estimados padres de familia: Las leyes federales y estatales requieren a todos los distritos escolares de California dar una prueba estatal a los alumnos en cuyo hogar se habla un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es determinar cómo se encuentra cada alumno examinado en hablar, escuchar, leer y escribir inglés. Su hijo tomó la prueba CELDT, y los resultados lo identifican como Alumno con Dominio del Inglés. Esto significa que su niño será asignado a un programa académico regular y no necesitará ayuda especial para aumentar sus aptitudes en inglés. Anexo se encuentra el reporte que indica su nivel de dominio de inglés en cada una de las partes del CELDT que tomó, lo mismo que un nivel “general” de aptitud. Se invita a los padres de familia a comunicarse con la escuela y los maestros respecto al avance académico del niño. El apoyo y altas expectativas de parte de usted para el aprovechamiento académico de su hijo ayudarán a asegurar el éxito de su niño. Atentamente,

Dr. Lowell J. Billings Superintendente





CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 East J Street • Chula Vista, CA 91910 • 619 425-9600

PARENT NOTIFICATION OF LANGUAGE PROFICIENCY

Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading and writing skills have been assessed. Your child has demonstrated the following skills:

ENGLISH CELDT Overall Level Listening/Speaking Level Reading Level Writing Level

PRIMARY LANGUAGE LAS Oral Level LAS Reading Level LAS Writing Level

Based on CELDT language proficiency test results, your child has been designated as ENGLISH LEARNER. The overall English Language Proficiency Level of your child is: Based on these assessment results, your child requires more assistance in English language development. Listed below are the instructional placement options available to you. Structured English Immersion Program

This model provides instruction primarily in English. Students will be taught English language skills. Students will be taught subjects using special strategies in English with primary language instructional support, as needed. Mainstream Program with English Language Development Students receive all instruction in English with English Language Development. Alternative/Bilingual Program Instruction will be provided in English and Spanish with a focus on the development of English language proficiency. A parent Waiver is required. Parent Waiver: You have the right to request a Parent Waiver for participation in an Alternative/Bilingual Program. If your child is under age 10, he/she will be placed initially in a Structured English Immersion program for 30 calendar days after which the Alternative/Bilingual Program commences. Children age 10 or older are not subject to the 30-calendar day period and the Alternative/Bilingual Program placement will take effect immediately. You will receive information regarding Parent Waivers for children under age 10 from your child’s school.

If you wish to have more information regarding placement or programs, please contact your child’s school or the Language Acquisition Department. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE

LEARNER

Beginning Level 1

Early Intermediate Level 2 Intermediate

Level 3

WHITE: Cum Folder CANARY: Language Acquisition Dept. PINK: EL Folder GOLDENROD: Parent/Guardian

DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA 84 East “J” Street • Chula Vista, CA 91910 • 619 425-9600

NOTIFICACIÓN DE DOMINIO DEL IDIOMA Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS _____ Escuchar y hablar _____ Nivel de Lectura en LAS _____ Lectura _____ Nivel de Escritura en LAS _____ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma CELDT, se le ha designado como ENGLISH LEARNER (Estudiante de Inglés). El nivel general de dominio del idioma inglés de su hijo es: Principiante Intermedio Inicial Intermedio Nivel 1 Nivel 2 Nivel 3 Basado en los resultados de las pruebas, su hijo requiere más ayuda para desarrollar el idioma inglés. En seguida aparecen las opciones de programas educativos disponibles. Programa de Inmersión Estructurada al Inglés

Este modelo proporciona enseñanza principalmente en inglés. Se enseña a los alumnos habilidades del idioma inglés. Se enseñarán las materias con métodos especiales en inglés y con ayuda educativa en el idioma nativo, según sea necesario.

Programa de Educación Regular en Inglés con Enseñanza para el Desarrollo del Inglés Los alumnos reciben toda su instrucción en inglés junto con clases para desarrollar el idioma inglés

Programa Opcional Bilingüe La enseñanza será en inglés y en español con énfasis en desarrollar el dominio del idioma inglés.

Solicitud de Exención: Usted tiene el derecho de someter una Solicitud de Exención (Parent Waiver) para que se permita a su hijo participar en un Programa Opcional Bilingüe. Si su hijo es menor de diez años, se le colocará inicialmente en un programa de Inmersión Estructurada al Inglés por 30 días de calendario y después se le colocará en el Programa Opcional Bilingüe. Los niños de 10 años en adelante no tienen que someterse a los 30 días de espera y la colocación en un Programa Opcional Bilingüe se efectuará inmediatamente. Se le dará información respecto a las Solicitudes de Exención para niños menores de 10 años en la escuela de su hijo.

,

Si usted desea obtener más información respecto a la colocación o a los programas, favor de llamar a la escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma. Firma del maestro Fecha

Firma del Padre o Tutor Fecha

ESCUELA GRADO

ESTUDIANTE DE INGLÉS LEARNER

WHITE: Cum Folder BLANCA: Expediente del estudiante CANARY: Language Acquisition and Development AMARILLA: Departamento de Adquisición y Desarrollo del Idioma PINK: ELL folder ROSA: Carpeta ELL GOLDENROD: Parents ORO: Padres 817518 (03/2005)



Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading, and writing skills have been assessed. Your child has demonstrated the following skills:



Based on CELDT language proficiency test results, your child has been designated as ENGLISH PROFICIENT. The overall English Language Proficiency Level of your child is: Based on these assessment results, your child is proficient in English and will be assigned to a Mainstream Program.

Mainstream Program Students receive all instruction in English.

You have the right to request student� participation in an Alternative/Bilingual Program. Alternative/Bilingual Program Instruction will be provided in English and Spanish.

If you wish to have more information regarding instructional placement or programs, please contact your child’s school or the Language Acquisition Department. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE

PROFICIENT

Early Advanced - Level 4 Advanced - Level 5



NOTIFICACIÓN DE DOMINIO DEL IDIOMA

Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS ______ Escuchar y hablar _____ Nivel de Lectura en LAS ______ Lectura _____ Nivel de Escritura en LAS ______ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma CELDT, su hijo ha sido designado como ENGLISH PROFICIENT (competente). El nivel general de dominio del idioma inglés de su hijo es: Avanzado Inicial - Nivel 4 Avanzado - Nivel 5 De acuerdo a los resultados de estas pruebas, su hijo posee dominio del inglés y será asignado a un programa de educación regular. (Mainstream Program) Programa de educación regular Los alumnos reciben toda su instrucción en inglés. Usted tiene el derecho de pedir que el alumno participe en un Programa Opcional Bilingüe.

Programa Opcional Bilingüe La enseñanza será en inglés y en español.



ESCUELA

GRADO


COMPETENTE PROFICIENT


Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language, and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading, and writing skills have been assessed. Your child _________________________________has demonstrated the following skills:



Based on CELDT language proficiency test results, your child has been designated as: Your child is enrolled in the following program: Transitional/Dual Second Language Program

Students receive instruction in English and Spanish in the core academic subjects. Students are provided with daily English language development.

(CIP) Classroom Instructional Plan Students receive all instruction in English. Primary language support may be provided.

Modifications are made to ensure that instruction is meaningful to the student. Assistance may be provided by a bilingual paraprofessional.

Mainstream English-Only Program/Waiver for English Learners This program is for students whose parents have opted for an English-only program. English language development is provided on a daily basis.

Participation in these programs is voluntary. If you wish to have more information regarding placement or programs, please contact the school. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE


ENGLISH LEARNER ____Beginning - Level 1 ____Early Intermediate - Level 2 ____Intermediate - Level 3 ENGLISH PROFICIENT ____Early Advanced - Level 4 _____Advanced - Level 5

CHARTERSCHOOLS




Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS ______ Escuchar y hablar _____ Nivel de Lectura en LAS ______ Lectura _____ Nivel de Escritura en LAS ______ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma inglés (CELDT), se le designó como: ESTUDIANTE DE INGLÉS Principiante, Nivel 1 Intermedio Inicial, Nivel 2 Intermedio, Nivel 3 COMPETENTE EN INGLÉS Avanzado Inicial, Nivel 4 Avanzado, Nivel 5 Su hijo está matriculado en el siguiente programa: Programa de Transición al Segundo Idioma o Programa de Dos Idiomas La enseñanza de las materias académicas básicas es en inglés y español. Los alumnos

reciben diariamente clases para el desarrollo del idioma inglés.

Plan de Enseñanza Especializada (CIP) Los alumnos reciben toda su enseñanza en inglés. Se les puede ofrecer apoyo en su idioma nativo. Se hacen modificaciones para asegurarse que la instrucción tenga sentido para el alumno. Se puede brindar ayuda por medio de un auxiliar de instrucción bilingüe. Programa Sólo en Inglés. Exensión para Alumnos Estudiantes de Inglés Este programa es para los alumnos cuyos padres han elegido programa de estudios sólo en inglés. Se dan clases para el desarrollo del idioma inglés diariamente.

La participación en estos programas es voluntaria. Si usted desea obtener más información respecto a la colocación o a los programas, por favor llame a su escuela. Firma del maestro Fecha Firma del Padre o Tutor Fecha

ESCUELA GRADO

ESCUELAS AUTÓNOMAS


Chula Vista Elementary School District 84 East J Street • Chula Vista, CA 91910 • 619 425-9600

Parent Notification of Language Proficiency To the parent(s)/ guardian(s) of: ____________________________________________________ Academic Year _______ School Grade Home Language ID#

Dear Parents: Upon enrollment in the Chula Vista Elementary School District, your child’s Home Language Survey indicated a language other than English. Pursuant to California law, the District is required to assess your child’s English and primary language proficiency. This letter updates you on your child’s progress in English and other academic areas, outlines placement for this year and reviews program options available to your child.

The California English Language Development Test (CELDT) is administered to all English Language Learners (ELL) annually. Your child has been identified as an ELL based on the following CELDT proficiency levels, which are described on the back:

Listening/Speaking _____ Reading _____ Writing _____ Overall Proficiency Level _____

If you are a parent of a 3rd-6th grade student, you should have received in August the results of all State Testing and Reporting (STAR) annual tests: the California Standards Test (CST); the California Achievement Test, Sixth Edition (CAT6); and for some students, the Spanish Assessment in Basic Education, Second Edition (SABE/2). These tests are important indicators of your child’s academic achievement.

Goals of programs serving English Language Learners:

All programs share the following goals: to build academic fluency in English, to support the achievement of grade level standards, and to meet promotion and graduation requirements. The same District adopted standards-based instructional material is used for all programs to ensure that the goals are met.

Your child is currently receiving services in the following program for English Language Learners:

_____Mainstream Program: Students with ‘reasonable fluency’ in English will be placed in this program. All academic instruction is in English, with English Language Development (ELD) taught on a daily basis. While this program is for those students at higher proficiency levels, parents of ELLs at any proficiency level may request that their child be placed in this program.

_____Structured English Immersion (SEI): Students with ‘less than reasonable fluency’ in English will be placed in SEI. After one year in the SEI program, the child may continue in the program or the parent may request a Mainstream Program. Instruction is overwhelmingly in English, and Spanish may be used for clarification as appropriate. Students receive daily ELD lessons and teachers adapt English instruction using special strategies.

_____Biliteracy Program: Spanish instruction is used as a foundation for learning grade-level language arts, math, and/or other content subjects. ELD is taught daily. Typically, most programs increase English instructional minutes as the grade level progresses. Students are placed in the Biliteracy Program with an annual written waiver request by the parents.

If you have any questions regarding programs and services offered in the District, please contact the Department of Language Acquisition and Development at (619) 425-9600, ext. 1520.

Sincerely,

School Principal PLEASE, CHECK BELOW TO INDICATE WHETHER OR NOT YOU AGREE WITH YOUR CHILD’S PROGRAM PLACEMENT. SIGN AND DATE THE FORM, RETAIN THE CANARY COPY FOR YOUR RECORDS AND RETURN THE REST OF THE COPIES TO THE SCHOOL OFFICE. I have been informed of my rights and have read this Parent Notification Language Proficiency letter.

NO, I do not agree with the program placement indicated above. I will contact the school to make another program selection for my child. YES, I agree with the program placement as indicated above.

____________________________ Parent’s/Guardian’s signature Date WHITE: EL Folder CANARY: Parent/Guardian

The California English Language Development Test (CELDT) and Proficiency Levels CELDT is a test which 1) identifies new English Language Learners, in K-12 grades; 2) monitors their progress in learning English; and 3) helps decide when they are proficient in English. The test is administered in the first month of student’s attendance. The proficiency levels are: 1- Beginning 2- Early Intermediate 3- Intermediate 4- Early Advanced 5- Advanced “Less than reasonable fluency “ is levels 1, 2 and 3. “Reasonable fluency” is levels 4 and 5. Exit from English Learner Program, Reclassification to Fluent English Proficient: For a student to be considered English proficient and to meet the challenges of an all-English program, he/she must meet District reclassification criteria. This criteria includes: CELDT overall score of 4 or 5; achievement level of scale score of 325 or higher on CST; teacher recommendation and confirmation of grade level performance; and parent consultation. The goal of all English Learner programs is for students to achieve full English proficiency within 5 to 7 years after entering the District; the time may vary due to the student’s English proficiency level upon arrival, prior educational experience, and aptitude for learning a second language. Important Legal Information Mainstream placement may be requested by a parent/guardian at any time, regardless of English language proficiency test scores. The law requires that students with lower levels of English proficiency be placed in a Structured Immersion Program; students under the age of 10 years will have a one-time 30 calendar day placement in a Structured English Immersion program before an Alternative/Bilingual waiver is granted. Parental waivers shall be granted unless the principal and educational staff has substantial evidence that the program requested would not be in the best interest of the child. Parents have the right to choose the program model that they feel best meets the needs of their children and the right to refuse any program placement. Parent requests for their children’s removal from any program are reviewed and acted upon immediately. All English Learner instructional programs for students with a disability will meet the objectives of an individualized education plan. For additional information on the programs offered at your child’s school, please contact the principal. To arrange for participation in the Biliteracy program, parents must visit the school in person and meet with the principal to apply for a waiver. If a Biliteracy program option is desired but not offered at your child’s school, you have the right to apply for a transfer to another school.

Distrito Escolar Primario de Chula Vista 84 East J Street • Chula Vista, CA 91910 • 619 425-9600 Aviso a los Padres Sobre el Dominio del Idioma

A los padres o tutores legales de: _______________________________________________________ Ciclo Escolar _________

Escuela ______________________ Grado ___________ Idioma del hogar ___________________ ID#_________________

Estimados padres de familia: Al inscribir a su niño en el Distrito Escolar Primario de Chula Vista, en la sección del idioma del hogar, se anotó otro idioma que no es el inglés. De acuerdo a la ley de California, el Distrito debe evaluar el dominio del idioma inglés y del primer idioma del niño. Esta carta le informa sobre el progreso de su niño en inglés y en otras áreas académicas, describe su ubicación para este año y describe las opciones disponibles.

La Prueba de California del Desarrollo del Idioma Inglés (CELDT) se administra anualmente a todos niños que no dominan el inglés (Estudiantes de Inglés ó ELL). Se identificó a su niño como ELL de acuerdo a los niveles que obtuvo (vea la explicación al reverso de esta hoja) en la prueba CELDT:

Escuchar/Hablar _____ Lectura _____ Escritura _____ Nivel General _____

Si su niño cursa un grado de 3° a 6°, debieron haber recibido en agosto los resultados de las pruebas estandarizadas que dicta el Estado: El examen de los Estándares de California (CST), el Examen de Aprovechamiento de California, Sexta Edición (CAT6), y para algunos alumnos, el Examen de Educación Básica en Español, Segunda Edición (SABE/2). Estas pruebas son indicadores importantes del aprovechamiento académico de su niño. Metas de los programas para niños Estudiantes de Inglés:

Todos los programas tienen las mismas metas: aumentar el dominio del inglés académico, ayudar a lograr los estándares correspondientes al grado escolar y satisfacer los requisitos de promoción y de graduación. Para todos los programas se utilizan los materiales didácticos basados en los estándares adoptados por el Distrito para asegurar que se logren las metas.

Su niño está recibiendo servicios en el siguiente programa para Estudiantes de Inglés: _____ Programa Regular: Los alumnos con un ‘dominio razonable’ del inglés son colocados en este programa. Toda la instrucción

académica es en inglés, con clases para desarrollo del inglés (ELD) diariamente. Mientras que este programa es para los niños con niveles más altos del idioma inglés, los padres pueden requerir que un niño ELL sea colocado en este programa sin importar cuál es su nivel de dominio del inglés.

_____ Inmersión Estructurada al Inglés (SEI): Los alumnos que no poseen un ‘dominio razonable’ del inglés son colocados en este programa. Después de un año en este programa el niño puede continuar en el programa o el padre puede pedir que se le ubique en el Programa Regular. La instrucción es mayormente en inglés y el español puede utilizarse para aclaraciones según sea necesario. Los alumnos reciben clases para el desarrollo del inglés (ELD) diariamente y los maestros adaptan la instrucción que se da en inglés con estrategias especiales.

_____ Programa de Bilectoescritura: La instrucción se usa como la base para el aprendizaje de artes del lenguaje, de matemáticas y de otras materias de contenido correspondientes al grado escolar. Se imparte ELD diariamente. Normalmente, la mayoría de los programas incrementan los minutos de instrucción en inglés al avanzar los grados. Los alumnos son ubicados en un Programa de Bilectoescritura cuando los padres firman una solicitud de exención anualmente.

Si tiene alguna pregunta sobre los programas y servicios que ofrece el Distrito, favor de comunicarse con el Departamento de Adquisición y Desarrollo del Idioma al (619) 425-9600, ext. 1520. Respetuosamente,

La Dirección de la Escuela

POR FAVOR MARQUE (√) EN SEGUIDA PARA INDICAR SI ESTÁ O NO DE ACUERDO CON LA UBICACIÓN DE SU NIÑO. FIRME Y PONGA LA FECHA, CONSERVE LA COPIA COLOR AMARILLA PARA SUS ARCHIVOS Y DEVUELVA EL RESTO DE LAS COPIAS A LA OFICINA DE LA ESCUELA.

Se me ha informado de mis derechos y he leído esta carta de Aviso a los Padres Sobre el Dominio del Idioma.

NO, no estoy de acuerdo con el programa que se indica arriba. Me comunicaré con la escuela para seleccionar otro programa para mi niño. SÍ, estoy de acuerdo con la ubicación en el programa que se indica arriba.

_____________________________________ ____________________________ Firma del Padre o Tutor Legal Fecha

Los niveles de la Prueba de California del Desarrollo del Idioma Inglés (CELDT) Esta es una prueba que 1) identifica a los niños de nuevo ingreso en grados del Kinder al 12 que tienen dominio limitado del inglés; 2) vigila su progreso en el aprendizaje del inglés; y 3) ayuda a decidir cuándo los alumnos han logrado dominar el inglés. La prueba se administra en el primer mes de asistencia a clases del alumno. Los distintos niveles de dominio son: 1- Principiante 2- Intermedio Inicial 3- Intermedio 4- Avanzado Inicial 5- Avanzado En los niveles 4 y 5 se tiene “dominio razonable”. En los niveles 1, 2 y 3 no se tiene un “dominio razonable”. Salida del programa para Estudiantes de Inglés, reclasificación a alumnos con dominio del inglés: Para que a un niño se le considere competente en inglés y que puede cumplir con los retos de un programa sólo en inglés, debe llenar los requisitos de reclasificación del Distrito. Estos requisitos incluyen: puntuación general de 4 ó 5 en la prueba CELDT, una puntuación de 325 o más en el CST, la recomendación y confirmación del maestro de que se desempeña a nivel del grado correspondiente y consulta con el padre de familia. La meta de todos los programas para los Estudiantes de Inglés es alcanzar el dominio completo del inglés entre 5 y 7 años después de ingresar al Distrito; el período puede variar dependiendo del nivel de dominio del inglés que tenga el alumno al llegar, la educación recibida anteriormente y la aptitud para aprender un segundo idioma. Información legal importante Un padre de familia puede pedir ubicación en el Programa Regular en cualquier momento, sin importar los resultados de la prueba de dominio del inglés. La ley requiere que los alumnos con un bajo nivel de dominio del inglés sean ubicados en un Programa de Inmersión Estructurada al Inglés; los alumnos menores de 10 años de edad deberán estar por un período único de 30 días calendario en un Programa de Inmersión Estructurada al Inglés antes de conceder una exención (parent waiver) para ingresar al Programa de Bilectoescritura. Las exenciones deben ser otorgadas a menos que el director y el personal pedagógico tengan pruebas importantes de que el programa que se solicita no es lo mejor para el niño. Los padres tienen derecho a escoger el modelo de programa que ellos piensan es el mejor para sus niños y derecho a rechazar cualquier ubicación de programa. Las solicitudes de los padres para sacar a su niño de cualquier programa se analizan y se resuelven inmediatamente. Todos los programas didácticos para Estudiantes de Inglés con discapacidades, cumplirán con los objetivos de un plan individualizado de instrucción. Para más información sobre los programas que ofrece la escuela de su niño, favor de comunicarse con el director. Para hacer arreglos para la participación en el Programa de Bilectoescritura, los padres de familia deben visitar la escuela en persona y hablar con el director para solicitar la exención. Si se desea un Programa de Bilectoescritura, pero la escuela de su niño no lo ofrece, los padres tienen derecho a solicitar una transferencia a otra escuela.

PLACEMENT OF

STUDENTS

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Placement of Students

Grade CELDT Overall score

English Language Proficiency

1 Beginning 2 Early Intermediate 3 Intermediate 4 Early Advanced

K-12

5 Advanced Placement in Structured English Immersion - SEI California law (California Education Code 305, 306) governing programs for English Learners requires that all English Learners be placed in English language classrooms unless a Parent Exception Waiver has been granted for an alternative program. (An exception is Special Education where an IEP team determines placement.) As required by law, students who are English Learners with a “less than reasonable level of English proficiency” must be placed in a program of Structured English Immersion. The Chula Vista Elementary School District has defined a “less than reasonable level of English proficiency” as an overall CELDT score of 1, 2, or 3.

Grade Proficiency Level Recommended Placement Beginning SEI

Early Intermediate SEI K-6

Intermediate SEI Placement in Mainstream English - M/ELD English Learners with a “reasonable level of English proficiency” must be placed in an English Mainstream program. The Chula Vista Elementary School District has defined a “reasonable level of English proficiency” as an overall CELDT score of 4 or 5.

Grade Proficiency Level Recommended Placement Early Advanced Mainstream English with ELD K-6

Advanced Mainstream English with ELD Parents of students whose proficiency level is 1, 2, or 3, may place their child in the Mainstream program, however, this is not an ideal placement, as most of the children in the Mainstream program will be fully English proficient. Alternative Program Parents/guardians must be informed of the opportunity for their child to be placed in an Alternative Bilingual Program, Dual Language Program or any other program that uses another language as the basis for instruction. If a school does not have these programs, parents may request a zone transfer. Given space availability, transportation will be provided by the District for ELs. Parents/guardians must request waivers from California Education Code 305 for placement in an Alternative Bilingual Program. (See Program Options)

PROGRAM OPTIONS AND PARENTAL

EXCEPTION WAIVERS

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Program Options and Parental Exception Waivers Notification of Programs and Waiver Option All parents of English Learners, regardless of proficiency, must be notified at initial enrollment and annually, in writing, of program placement of their children and must also be provided with a full written description of the three programs, including educational materials used in these programs and their entitlement to request an alternative program. The information must be provided in a language the parents can understand. Such notification shall accompany the parent copy of assessment results within 30 days of the beginning of the school year. English Learners younger than ten (10) years of age shall be enrolled for the first 30 calendar days in a Structured English Immersion (SEI) setting. All English Learners must be placed in English language classrooms unless a signed Parental Exception Waiver is annually submitted (except Special Education students). The Individual Education Program (IEP) team determines placement of each Special Education student, regardless of language proficiency. Students with active IEPs do not need to submit a Parental Exception Waiver. Program options include: Option 1 - Structured English Immersion (SEI): Under California Education Code 300-340, English Learners are to be instructed with the "overwhelming majority" of the content in English. Primary language may be used for clarification, support, and reinforcement. The goal of the Structured English Immersion Program is for English Learners to gain "reasonable fluency" in English. This instructional model is designed for English Learners whose English language proficiency is at the beginning, early intermediate, and intermediate levels and whose parents did not select the Alternative Program. Developmental access must be provided to the core curriculum using English and ELD, SDAIE (Specially Designed Academic Instruction in English) strategies. In addition, instructional modifications to text, teacher language, and other strategies designed to make instruction comprehensible to a non-English proficient student will be used when appropriate. Students in this program may not fully master the grade level content standards until they achieve full English proficiency. Program Requirements: • Parents must be notified of the placement of their child in a Structured English

Immersion Program and be informed of the opportunity to sign a Parental Exception Waiver to participate in an Alternative Bilingual Program.

• Core subject instruction in reading, math, science, and social science is “overwhelm-ingly" in English using SDAIE strategies.

• Primary language support may be used for access to core content as appropriate. • All English Learners receive daily ELD instruction by an appropriately certified teacher

at each student’s specific level of proficiency using the District-adopted curriculum. • ELD will include an integration component with structured activities in art, music, and

physical education.

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Staffing: • All teachers must be appropriately certified, i.e. CLAD, BCLAD, SB395 • Teachers delivering primary language instruction must be BCLAD certified Materials: • District-adopted core subject primary language materials can be used to enhance

comprehensibility. • Standards-based ELD materials, (Hampton-Brown, Harcourt, Rigby). Option 2 - English Language Mainstream Program English Learners who have been assessed as having attained “a good working knowledge of English” (Early Advanced and Advanced) may be placed in Mainstream English Program classrooms. For most students, the regular English program represents a continuation of the Structured English Immersion Program, or students may be placed in this program by parent request. The ELD focus of the program centers on students at CELDT levels 4 and 5. Instruction focuses on the linguistic and literacy gaps typically found in students at these higher proficiency levels. English Learners in this program receive English Language Development from the classroom teacher until they are reclassified as Fluent English Proficient. English is the language of instruction for all subjects with no primary language support. Students may be placed in this program based on achievement on the CELDT assessment or by parental request. For English Learners placed in Mainstream Programs by parental request (who have not met program criteria), ELD will be provided daily at the student’s specific level of English proficiency. Program Requirements: • Core instruction in language arts, math, science, and social science is taught in English

using District-adopted materials and SDAIE methodology. • All English Language Learners receive daily ELD instruction using a standards-based

ELD curriculum from an appropriately certified teacher. Instruction addresses the ELD standards in listening, speaking, reading and writing.

Staffing: • All teachers must be appropriately authorized, i.e. CLAD or equivalent. Materials: • District-adopted materials are used for all core subjects.

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Option 3 - Alternative Bilingual Program This instructional model is designed for students whose parents have selected the Alternative Bilingual program. The District's philosophy of bilingual education is based on the premise that biliteracy is desirable and attainable. The Alternative Bilingual Program shows that students make a stronger transfer into the second language when they have developed strong skills in their primary language. In the Alternative Bilingual Program, students are instructed in their primary language while receiving daily ELD instruction. Use of the home language decreases over time while the use of English increases (see tables below for language usage). The goals are: proficiency in English, high levels of academic achievement, positive self-image, reclassification to FEP, and high status assigned to home language and culture. Instruction is provided in two languages in a balanced manner and is designed to ensure that students learn to listen, speak, read, and write in English and Spanish at a high level of proficiency. Instructional materials written in English and in Spanish are used in this program. This instructional program requires a Parental Exception Waiver for student participation. Students begin to make the transition into English in kindergarten, during the ELD block, since all four domains are instructed with the use of the ELD Standards. All academic areas are gradually introduced in English as reflected in the following charts. NCLB benchmarks and expectations require ELs to be reclassified by the sixth year of enrollment, and able to access the complete curriculum in English. Characteristics of the Alternative Program include the following:

• Focus of instruction is to develop proficiency in English and Spanish • ELD instruction is a critical and required program element • Teachers hold appropriate bilingual certification (BCLAD or equivalent)

Program Requirements: With approved Parental Exception Waivers for a Bilingual Program, all English Learners who are under 10 years of age must participate in a Structured English Immersion Program for a minimum of 30 calendar days. During this period, the instruction is "overwhelmingly" in English as defined in SEI above.

• Students participating in this program must have a signed Parental Exception Waiver prior to beginning the Bilingual Program.

• The 30-day requirement for participation in the Structured English Immersion Program is limited to the first year of enrollment in a Bilingual Program.

• Core instruction in language arts, math, science, and social science may be conducted in the primary language using the District-adopted materials.

• Core subject instruction can be conducted in English using SDAIE methodology when appropriate.

• All English learners receive ELD daily using District-adopted materials by an appropriately certified teacher.

• An integration component that includes structured activities in art, music and physical education.

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• When there are 20 or more English Learners in the same primary language with an approved Parental Exception Waiver at a given grade level at one school site, the school site must offer the Alternative Bilingual Program.

• If a school site has fewer than 20 English Learners at a given grade level in the same primary language with an approved Parental Exception Waiver, the school may choose to offer an Alternative Bilingual Program or must allow parents to transfer English Learners to another site where such a program is offered.

Staffing:

• All teachers delivering primary language instruction must be appropriately certified, i.e. BCLAD or equivalent.

• In instructional teaming situations, teachers providing ELD must be CLAD authorized, i.e. CLAD or equivalent.

Materials:

• District-adopted primary language materials are used for core subject instruction. • Standards-based ELD curriculum.

This is a sample of a K-6 Alternative Bilingual Program Design

Kindergarten

Instruction in Spanish Instruction in English Language Arts Mathematics Content Areas:

• Science • Social Studies

ELD (Minimum of 30 minutes daily) • Physical Education • Music • Art • Opening/Closing Classroom • Management/Transitions

1st grade

Instruction in Spanish Instruction in English Language Arts (2.5 hours) Mathematics (1 hour) Content Areas:

• Science • Social Studies

ELD (Minimum of 30 minutes daily) • Physical Education • Music • Art • Opening/Closing Classroom • Management/Transitions

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2nd grade

Instruction in Spanish Instruction in English Language Arts (2.5 hours) Mathematics (1 hour) Social studies/Science (as appropriate)

Content Areas*: • ELD (minimum of 45 minutes daily) • Science • Social Studies • Physical Education • Art • Opening/Closing Classroom, Management/Transitions

3rd grade

Instruction in Spanish Instruction in English Language Arts (2.5 hours) Social Studies/Science (as appropriate)

Content Areas*: • ELD (minimum of 45 minutes daily) Incorporate Guided reading, spelling, vocabulary development, and writing • Mathematics (1 hour) • Science • Social Studies • Health • Physical Education • Music • Art • Opening/Closing Classroom • Management/Transitions

*Primary language support is provided to ensure equal access to the content, ELD.

4th through 6th grades

Instruction in Spanish Instruction in English Social Studies/Science (as appropriate) (1-1/2 hr.)

Content Areas*: • ELD (minimum of 45 minutes daily) • Language Arts • Mathematics (1 hour) • Science • Health • Physical Education • Music • Art

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Dual Language Bilingual Immersion The Chula Vista Elementary School provides instructional programs that develop bilingualism and biliteracy in English and a second language by integrating English Learners (ELs) with English proficient speakers (EOs). The definition and components of a dual language program are:

• Target language (other than English) is used for a minimum of 50% of the time • English is used for a minimum of 10% of the time • Instruction is delivered in and through both languages • Languages are never mixed during a specific block period • Combines maintenance bilingual education models with foreign language

immersion models • ELD instruction for ELs and SSL for EOs

The program goals are:

• Bilingualism- High levels of oral proficiency in English and a second language • Biliteracy- High levels of academic proficiency in English and a second language

acquisition • Multicultural competence- Understanding of different cultures and development of

high self esteem The Dual Language Bilingual Immersion Programs in California must meet compliance with Proposition 227 for English Learners. This program falls under the Alternative Education Programs for ELs. Parents of EL students must complete a Parental Exception Waiver if they want their child placed in this program. These waivers must be renewed annually pursuant to Education Code section 58505. English Learners who have never been enrolled in a California public school must receive 30 calendar days of Structured English Immersion instruction prior to being placed in Dual Language Bilingual Immersion Program. In order to have the optimal composition of class enrollment, and to honor the rights of EL parents for this educational selection for their child, it is recommended that a waiting list be established when needed. These waiting lists are to include each language group (i.e. 50% ELs and 50% EOs) and should be kept open until one week before the commencement of school. It is advised that the principal recruit students to create linguistic equity to support current research. If the class is not filled up with equal amounts of each language group, then backfilling with the students on the waiting list is advised. Program Duration and Models Extended amounts of time are needed to fully develop the second language and to attain biliterate academic proficiency. A minimum of 5-7 years is typical for this process. Parents should agree to a six-year commitment for having their child in the Dual Language Program to meet the goals. Different program models have different academic and linguistic outcomes. The selection of the model is designed by noting the varying student populations, community conditions, and the community’s biliteracy desires.

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The essential characteristics for success of a Dual Language Program are: • Adequate exposure to second language acquisition • Positive and reciprocal school instructional climate • Monolingual delivery • Promotion of the benefits of bilingualism • Continuous and collaborative communication between home and school

The Dual Language Program models are defined in terms of the quantity of time in each language:

• 90:10 (Spanish: English) in Kindergarten leading to 50:50 at fifth and sixth grades • 80:20 in Kindergarten leading to 50:50 at fifth and sixth grades • 50:50 for all grades

The recommended program model is the 80:20 due to the high stakes accountability with No Child Left Behind and the need for student academic preparation in the secondary school years.

Research to Support Program Options

The rationale for the program design is based on the latest scientifically-based research such as Lindhom, Leary, Collier, and Thomas. The program uses the student's home language to teach the core curriculum at grade level while students develop fluency in English/Spanish. Following are two excerpts of these two programs:

Lindhom-Leary (2000)

• Bilingualism

-Both models, 90:10 and 50:50, promoted bilingual oral proficiency -90:10 models developed higher levels of oral bilingual proficiency English Language Proficiency-both English and Spanish speakers benefited equally from 90:10 and 50:50 models Spanish Language Proficiency-more likely to occur in 90:10 models; all students, regardless of student characteristics, were proficient in English and Spanish

• Biliteracy -Both groups of students were successful in tests of reading and writing in both languages -By the time English speakers began reading English in third grade, they performed at grade level and at least as high as English speakers instructed only in English -Higher levels of bilingual proficiency associated with higher levels or reading achievement

• Academic Content

-Both groups of students scored on par with their peers in mathematics achievement -Math achievement was highly related across two languages

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-Social Studies and Science achievement were average to high for English and Spanish speakers

• Multicultural Competencies and Self-Esteem -High levels of self-esteem -High academic competence and motivation -Positive multicultural competencies -Enjoyment in studying through two languages

Collier and Thomas (2001) • In a national study

-Conducted in five school districts throughout the United States -Including over 210,000 student records -Reviewing different program types for language minority students

• Program effectiveness findings show -Enrichment one-way (bilingual maintenance program) and two-way bilingual immersion programs are the only programs that assist students to fully reach the 50th percentile in both L1 and L2 in all subjects and to maintain that high level of achievement -Two-way programs have the fewest high school dropouts

ELs Long-Term K-12 Achievement on Standardized Tests in English Reading Compared Across Seven Program Models

Benefits of Bilingualism

• Enhanced academic and linguistic competence in two languages • Development of skills in collaboration and cooperation • Appreciation of other cultures and languages • Cognitive advantages • Increased job opportunities • Expanded travel experiences • Lower high school dropout rates (EL) • Higher interest in attending colleges and universities (EL)

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The following chart is an 80%:20% model in which students will be adequately prepared for challenges in secondary school and testing in English. K 1 2 3 4 5 6 Spanish 80 70 60 50 40 30 20 English 20 30 40 50 60 70 80

Spanish

English

Kinder All subjects in Spanish ELD for 40 min. First 3-1/2 hrs. Math, Reading, Social Studies 1-1/2 hrs. ELD, Fine Arts Second 3 hrs. Reading, Social Studies 2 hrs. ELD, Math, Fine Arts Third 50/50% Reading in both languages, S.S. 2-1/2 hrs. ELD, Math, Fine Arts Fourth 2 hrs. Soc. Studies, Reading 3-1/2 hrs. ELD, Math, Fine Arts, Reading Fifth 1-1/2 hrs. Social Studies, Reading 4 hrs.ELD, Math, Fine Arts, Reading Sixth 1 hr. Social Studies, Reading 4-1/2 hrs. ELD, Math, Fine Arts, Reading A sample design for the 90%:10% program and curriculum profile is: K 1 2 3 4 5 6 Spanish 90 80 80 70 60 50 50 English 10 20 20 30 40 50 50 Kinder and first grades: All subjects are in Spanish. A 30-minute English lesson is daily, ELD for ELs and primary language development for EOs. Integration of literature, music, poetry, fine arts, and physical education is advised. Second and third grades: Most subjects are taught in Spanish. A 60-minute English reading lesson is daily as described above. Math computation can be introduced in English in 2nd grade and application in 3rd grade. Fourth grade: Subjects in Mathematics, Social Studies, and Science can be taught in either language. Reading continues in both languages daily. Fifth and sixth grades: Instructional time is divided between both languages. Separation of languages is done at midday. Waiver Process A District letter describing the parental program selection process shall be provided annually to parents of all English Learners. Parents unable to visit the school site may submit, along with their waiver, an affidavit of inability to fulfill the requirement to visit the school site. Otherwise, in order to submit a waiver, parents must personally visit the school. At that time, the school must provide:

• A written (oral, if requested) description of the educational opportunities available to their children.

• A description of the educational materials used in the programs. • An explanation of the program selection process. • An explanation of the process for parents to appeal if a waiver is denied.

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Eligibility To participate in the Alternative Bilingual Program, the student must meet one of the following eligibility requirements:

• The student already speaks English. • The student must be 10 years or older. • The student has special needs for which the Alternative Bilingual Program would

be beneficial. Sites must act upon all requests within 20 instructional days of the date filed or within 10 calendar days of the expiration of the 30-day placement in Structured English Immersion, whichever is later. Sites may not act upon any request before the 30-day placement has expired. Copies of all Parental Exception Waivers shall be filed at each school site and the District office. Parental Exception Waivers are granted unless the principal and educational staff determine that an Alternative Bilingual Program would not be suited for the student and evidence is provided to support such a claim. Schools are required to offer the Alternative Bilingual Program if there are 20 or more approved requests at one grade level. Students with approved Parental Exception Waivers shall be placed in an Alternative Bilingual Program. If no space is available in the Alternative Bilingual Program, the child's name is added to a waiting list and other instructional options are discussed with the parents or guardians. Significant numbers of English Learners on such a waiting list require addition of an Alternative Bilingual class. At any time during the school year, parents may request that their child be placed in a classroom where English is the only language of instruction. Charter schools are exempt from Prop 227 implementation if their charter includes bilingual instruction or programs of multiliteracy.

Waiver Appeal Process If parents wish to contest a waiver that has been denied, they may submit a request for a review of the denial to the office of the Assistant Superintendent, Instructional Services. If they are not satisfied with the decision of the office, they may request a review by the District's Board of Trustees. Such a request to the Board should be submitted at least three weeks prior to the meeting.

Parental Exception Waiver Guidelines (EC310 and 311)

• Parent must visit school to apply for a waiver.

• Parents will receive a written (and oral if necessary) description of the following:

a. Structured Immersion Program b. Mainstream English Program c. Alternative Bilingual Program d. All educational opportunities e. Instructional materials to be used in the different program options

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• The District Superintendent or designee must approve the waiver pursuant to guidelines established by the Board of Education.

• Exception Waivers shall be granted under the following circumstances:

a. Children already know English and possess good English language skills. EC311(a)

b. Children 10 years or older. It is the informed belief of the school principal and the educational staff that an alternate course of educational study would be suited to the child's rapid acquisition of basic English language skills. EC311(b)

c. Children with special needs. It is the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs than an alternative course of educational study would be better suited to the child's overall educational development. Placement in a structured English Immersion class for 30 calendar days is required. EC311(c). A written description of these special needs will be provided and any such decision is to be made subject to the examination and approval of the Superintendent or designee under guidelines established by the school board.

• Parental Exception Waivers shall be granted unless the school principal and

educational staff have substantial evidence that the Alternative Program requested by the parent would not be better suited for the pupil.

• Parents shall be fully informed of their right to agree to or refuse a waiver.

• Parents will be informed in writing of the reasons for denial of a Parental

Exception Waiver and will be advised of any procedure available to appeal.

• All Parental Exception Waivers shall be acted upon with 20 instructional days of submission to the school principal.

The following are referenced in the previous section. Initial Parent Notification -learner, proficient and charter Annual Parent Notification Instructional Program Placement for ELs Prop. 227 Instructional Program Placement Parental Exception Waiver Guidelines Parent Waiver Parent Waiver Student Special needs Form Appeals procedures



Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading and writing skills have been assessed. Your child has demonstrated the following skills:



Based on CELDT language proficiency test results, your child has been designated as ENGLISH LEARNER. The overall English Language Proficiency Level of your child is: Based on these assessment results, your child requires more assistance in English language development. Listed below are the instructional placement options available to you. Structured English Immersion Program

This model provides instruction primarily in English. Students will be taught English language skills. Students will be taught subjects using special strategies in English with primary language instructional support, as needed. Mainstream Program with English Language Development Students receive all instruction in English with English Language Development. Alternative/Bilingual Program Instruction will be provided in English and Spanish with a focus on the development of English language proficiency. A parent Waiver is required. Parent Waiver: You have the right to request a Parent Waiver for participation in an Alternative/Bilingual Program. If your child is under age 10, he/she will be placed initially in a Structured English Immersion program for 30 calendar days after which the Alternative/Bilingual Program commences. Children age 10 or older are not subject to the 30-calendar day period and the Alternative/Bilingual Program placement will take effect immediately. You will receive information regarding Parent Waivers for children under age 10 from your child’s school.

If you wish to have more information regarding placement or programs, please contact your child’s school or the Language Acquisition Department. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE

LEARNER

Beginning Level 1

Early Intermediate Level 2 Intermediate

Level 3



NOTIFICACIÓN DE DOMINIO DEL IDIOMA Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS _____ Escuchar y hablar _____ Nivel de Lectura en LAS _____ Lectura _____ Nivel de Escritura en LAS _____ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma CELDT, se le ha designado como ENGLISH LEARNER (Estudiante de Inglés). El nivel general de dominio del idioma inglés de su hijo es: Principiante Intermedio Inicial Intermedio Nivel 1 Nivel 2 Nivel 3 Basado en los resultados de las pruebas, su hijo requiere más ayuda para desarrollar el idioma inglés. En seguida aparecen las opciones de programas educativos disponibles. Programa de Inmersión Estructurada al Inglés

Este modelo proporciona enseñanza principalmente en inglés. Se enseña a los alumnos habilidades del idioma inglés. Se enseñarán las materias con métodos especiales en inglés y con ayuda educativa en el idioma nativo, según sea necesario.

Programa de Educación Regular en Inglés con Enseñanza para el Desarrollo del Inglés Los alumnos reciben toda su instrucción en inglés junto con clases para desarrollar el idioma inglés

Programa Opcional Bilingüe La enseñanza será en inglés y en español con énfasis en desarrollar el dominio del idioma inglés.

Solicitud de Exención: Usted tiene el derecho de someter una Solicitud de Exención (Parent Waiver) para que se permita a su hijo participar en un Programa Opcional Bilingüe. Si su hijo es menor de diez años, se le colocará inicialmente en un programa de Inmersión Estructurada al Inglés por 30 días de calendario y después se le colocará en el Programa Opcional Bilingüe. Los niños de 10 años en adelante no tienen que someterse a los 30 días de espera y la colocación en un Programa Opcional Bilingüe se efectuará inmediatamente. Se le dará información respecto a las Solicitudes de Exención para niños menores de 10 años en la escuela de su hijo.

,



ESCUELA GRADO

ESTUDIANTE DE INGLÉS LEARNER




Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading, and writing skills have been assessed. Your child has demonstrated the following skills:



Based on CELDT language proficiency test results, your child has been designated as ENGLISH PROFICIENT. The overall English Language Proficiency Level of your child is: Based on these assessment results, your child is proficient in English and will be assigned to a Mainstream Program.

Mainstream Program Students receive all instruction in English.

You have the right to request student� participation in an Alternative/Bilingual Program. Alternative/Bilingual Program Instruction will be provided in English and Spanish.

If you wish to have more information regarding instructional placement or programs, please contact your child’s school or the Language Acquisition Department. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE

PROFICIENT

Early Advanced - Level 4 Advanced - Level 5




Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS ______ Escuchar y hablar _____ Nivel de Lectura en LAS ______ Lectura _____ Nivel de Escritura en LAS ______ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma CELDT, su hijo ha sido designado como ENGLISH PROFICIENT (competente). El nivel general de dominio del idioma inglés de su hijo es: Avanzado Inicial - Nivel 4 Avanzado - Nivel 5 De acuerdo a los resultados de estas pruebas, su hijo posee dominio del inglés y será asignado a un programa de educación regular. (Mainstream Program) Programa de educación regular Los alumnos reciben toda su instrucción en inglés. Usted tiene el derecho de pedir que el alumno participe en un Programa Opcional Bilingüe.

Programa Opcional Bilingüe La enseñanza será en inglés y en español.



ESCUELA

GRADO


COMPETENTE PROFICIENT



Dear Parents/Guardian: When you enrolled your child in school, you indicated that your child’s first language, and/or the language most frequently spoken in your home, is other than English. As required by law, your child’s English and primary language oral, reading, and writing skills have been assessed. Your child _________________________________has demonstrated the following skills:



Based on CELDT language proficiency test results, your child has been designated as: Your child is enrolled in the following program: Transitional/Dual Second Language Program

Students receive instruction in English and Spanish in the core academic subjects. Students are provided with daily English language development.

(CIP) Classroom Instructional Plan Students receive all instruction in English. Primary language support may be provided.

Modifications are made to ensure that instruction is meaningful to the student. Assistance may be provided by a bilingual paraprofessional.

Mainstream English-Only Program/Waiver for English Learners This program is for students whose parents have opted for an English-only program. English language development is provided on a daily basis.

Participation in these programs is voluntary. If you wish to have more information regarding placement or programs, please contact the school. Teacher’s Signature Date Parent’s/Guardian’s Signature Date SCHOOL GRADE

ENGLISH LEARNER ____Beginning - Level 1 ____Early Intermediate - Level 2 ____Intermediate - Level 3 ENGLISH PROFICIENT ____Early Advanced - Level 4 _____Advanced - Level 5


CHARTERSCHOOLS



Estimado Padre de Familia o Tutor: Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo. Su hijo ________________________________ demostró las siguientes habilidades: INGLÉS PRIMER IDIOMA Nivel general en el CELDT _____ Nivel Oral en LAS ______ Escuchar y hablar _____ Nivel de Lectura en LAS ______ Lectura _____ Nivel de Escritura en LAS ______ Escritura _____ De acuerdo a los resultados en la prueba de dominio del idioma inglés (CELDT), se le designó como: ESTUDIANTE DE INGLÉS Principiante, Nivel 1 Intermedio Inicial, Nivel 2 Intermedio, Nivel 3 COMPETENTE EN INGLÉS Avanzado Inicial, Nivel 4 Avanzado, Nivel 5 Su hijo está matriculado en el siguiente programa: Programa de Transición al Segundo Idioma o Programa de Dos Idiomas La enseñanza de las materias académicas básicas es en inglés y español. Los alumnos

reciben diariamente clases para el desarrollo del idioma inglés.

Plan de Enseñanza Especializada (CIP) Los alumnos reciben toda su enseñanza en inglés. Se les puede ofrecer apoyo en su idioma nativo. Se hacen modificaciones para asegurarse que la instrucción tenga sentido para el alumno. Se puede brindar ayuda por medio de un auxiliar de instrucción bilingüe. Programa Sólo en Inglés. Exensión para Alumnos Estudiantes de Inglés Este programa es para los alumnos cuyos padres han elegido programa de estudios sólo en inglés. Se dan clases para el desarrollo del idioma inglés diariamente.

La participación en estos programas es voluntaria. Si usted desea obtener más información respecto a la colocación o a los programas, por favor llame a su escuela. Firma del maestro Fecha Firma del Padre o Tutor Fecha

ESCUELA GRADO

ESCUELAS AUTÓNOMAS


Chula Vista Elementary School District 84 East J Street • Chula Vista, CA 91910 • 619 425-9600

Parent Notification of Language Proficiency To the parent(s)/ guardian(s) of: ____________________________________________________ Academic Year _______ School Grade Home Language ID#

Dear Parents: Upon enrollment in the Chula Vista Elementary School District, your child’s Home Language Survey indicated a language other than English. Pursuant to California law, the District is required to assess your child’s English and primary language proficiency. This letter updates you on your child’s progress in English and other academic areas, outlines placement for this year and reviews program options available to your child.

The California English Language Development Test (CELDT) is administered to all English Language Learners (ELL) annually. Your child has been identified as an ELL based on the following CELDT proficiency levels, which are described on the back:

Listening/Speaking _____ Reading _____ Writing _____ Overall Proficiency Level _____

If you are a parent of a 3rd-6th grade student, you should have received in August the results of all State Testing and Reporting (STAR) annual tests: the California Standards Test (CST); the California Achievement Test, Sixth Edition (CAT6); and for some students, the Spanish Assessment in Basic Education, Second Edition (SABE/2). These tests are important indicators of your child’s academic achievement.

Goals of programs serving English Language Learners:

All programs share the following goals: to build academic fluency in English, to support the achievement of grade level standards, and to meet promotion and graduation requirements. The same District adopted standards-based instructional material is used for all programs to ensure that the goals are met.

Your child is currently receiving services in the following program for English Language Learners:

_____Mainstream Program: Students with ‘reasonable fluency’ in English will be placed in this program. All academic instruction is in English, with English Language Development (ELD) taught on a daily basis. While this program is for those students at higher proficiency levels, parents of ELLs at any proficiency level may request that their child be placed in this program.

_____Structured English Immersion (SEI): Students with ‘less than reasonable fluency’ in English will be placed in SEI. After one year in the SEI program, the child may continue in the program or the parent may request a Mainstream Program. Instruction is overwhelmingly in English, and Spanish may be used for clarification as appropriate. Students receive daily ELD lessons and teachers adapt English instruction using special strategies.

_____Biliteracy Program: Spanish instruction is used as a foundation for learning grade-level language arts, math, and/or other content subjects. ELD is taught daily. Typically, most programs increase English instructional minutes as the grade level progresses. Students are placed in the Biliteracy Program with an annual written waiver request by the parents.

If you have any questions regarding programs and services offered in the District, please contact the Department of Language Acquisition and Development at (619) 425-9600, ext. 1520.

Sincerely,

School Principal PLEASE, CHECK BELOW TO INDICATE WHETHER OR NOT YOU AGREE WITH YOUR CHILD’S PROGRAM PLACEMENT. SIGN AND DATE THE FORM, RETAIN THE CANARY COPY FOR YOUR RECORDS AND RETURN THE REST OF THE COPIES TO THE SCHOOL OFFICE. I have been informed of my rights and have read this Parent Notification Language Proficiency letter.

NO, I do not agree with the program placement indicated above. I will contact the school to make another program selection for my child. YES, I agree with the program placement as indicated above.

____________________________ Parent’s/Guardian’s signature Date WHITE: EL Folder CANARY: Parent/Guardian

The California English Language Development Test (CELDT) and Proficiency Levels CELDT is a test which 1) identifies new English Language Learners, in K-12 grades; 2) monitors their progress in learning English; and 3) helps decide when they are proficient in English. The test is administered in the first month of student’s attendance. The proficiency levels are: 1- Beginning 2- Early Intermediate 3- Intermediate 4- Early Advanced 5- Advanced “Less than reasonable fluency “ is levels 1, 2 and 3. “Reasonable fluency” is levels 4 and 5. Exit from English Learner Program, Reclassification to Fluent English Proficient: For a student to be considered English proficient and to meet the challenges of an all-English program, he/she must meet District reclassification criteria. This criteria includes: CELDT overall score of 4 or 5; achievement level of scale score of 325 or higher on CST; teacher recommendation and confirmation of grade level performance; and parent consultation. The goal of all English Learner programs is for students to achieve full English proficiency within 5 to 7 years after entering the District; the time may vary due to the student’s English proficiency level upon arrival, prior educational experience, and aptitude for learning a second language. Important Legal Information Mainstream placement may be requested by a parent/guardian at any time, regardless of English language proficiency test scores. The law requires that students with lower levels of English proficiency be placed in a Structured Immersion Program; students under the age of 10 years will have a one-time 30 calendar day placement in a Structured English Immersion program before an Alternative/Bilingual waiver is granted. Parental waivers shall be granted unless the principal and educational staff has substantial evidence that the program requested would not be in the best interest of the child. Parents have the right to choose the program model that they feel best meets the needs of their children and the right to refuse any program placement. Parent requests for their children’s removal from any program are reviewed and acted upon immediately. All English Learner instructional programs for students with a disability will meet the objectives of an individualized education plan. For additional information on the programs offered at your child’s school, please contact the principal. To arrange for participation in the Biliteracy program, parents must visit the school in person and meet with the principal to apply for a waiver. If a Biliteracy program option is desired but not offered at your child’s school, you have the right to apply for a transfer to another school.

84 East J Street • Chula Vista, CA 91910 • 619 425-9600 Aviso a los Padres Sobre el Dominio del Idioma

A los padres o tutores legales de: _______________________________________________________ Ciclo Escolar _________

Escuela ______________________ Grado ___________ Idioma del hogar ___________________ ID#_________________

Estimados padres de familia: Al inscribir a su niño en el Distrito Escolar Primario de Chula Vista, en la sección del idioma del hogar, se anotó otro idioma que no es el inglés. De acuerdo a la ley de California, el Distrito debe evaluar el dominio del idioma inglés y del primer idioma del niño. Esta carta le informa sobre el progreso de su niño en inglés y en otras áreas académicas, describe su ubicación para este año y describe las opciones disponibles.

La Prueba de California del Desarrollo del Idioma Inglés (CELDT) se administra anualmente a todos niños que no dominan el inglés (Estudiantes de Inglés ó ELL). Se identificó a su niño como ELL de acuerdo a los niveles que obtuvo (vea la explicación al reverso de esta hoja) en la prueba CELDT:

Escuchar/Hablar _____ Lectura _____ Escritura _____ Nivel General _____

Si su niño cursa un grado de 3° a 6°, debieron haber recibido en agosto los resultados de las pruebas estandarizadas que dicta el Estado: El examen de los Estándares de California (CST), el Examen de Aprovechamiento de California, Sexta Edición (CAT6), y para algunos alumnos, el Examen de Educación Básica en Español, Segunda Edición (SABE/2). Estas pruebas son indicadores importantes del aprovechamiento académico de su niño. Metas de los programas para niños Estudiantes de Inglés:

Todos los programas tienen las mismas metas: aumentar el dominio del inglés académico, ayudar a lograr los estándares correspondientes al grado escolar y satisfacer los requisitos de promoción y de graduación. Para todos los programas se utilizan los materiales didácticos basados en los estándares adoptados por el Distrito para asegurar que se logren las metas.

Su niño está recibiendo servicios en el siguiente programa para Estudiantes de Inglés: _____ Programa Regular: Los alumnos con un ‘dominio razonable’ del inglés son colocados en este programa. Toda la instrucción

académica es en inglés, con clases para desarrollo del inglés (ELD) diariamente. Mientras que este programa es para los niños con niveles más altos del idioma inglés, los padres pueden requerir que un niño ELL sea colocado en este programa sin importar cuál es su nivel de dominio del inglés.

_____ Inmersión Estructurada al Inglés (SEI): Los alumnos que no poseen un ‘dominio razonable’ del inglés son colocados en este programa. Después de un año en este programa el niño puede continuar en el programa o el padre puede pedir que se le ubique en el Programa Regular. La instrucción es mayormente en inglés y el español puede utilizarse para aclaraciones según sea necesario. Los alumnos reciben clases para el desarrollo del inglés (ELD) diariamente y los maestros adaptan la instrucción que se da en inglés con estrategias especiales.

_____ Programa de Bilectoescritura: La instrucción se usa como la base para el aprendizaje de artes del lenguaje, de matemáticas y de otras materias de contenido correspondientes al grado escolar. Se imparte ELD diariamente. Normalmente, la mayoría de los programas incrementan los minutos de instrucción en inglés al avanzar los grados. Los alumnos son ubicados en un Programa de Bilectoescritura cuando los padres firman una solicitud de exención anualmente.

Si tiene alguna pregunta sobre los programas y servicios que ofrece el Distrito, favor de comunicarse con el Departamento de Adquisición y Desarrollo del Idioma al (619) 425-9600, ext. 1520. Respetuosamente,

La Dirección de la Escuela

POR FAVOR MARQUE (√) EN SEGUIDA PARA INDICAR SI ESTÁ O NO DE ACUERDO CON LA UBICACIÓN DE SU NIÑO. FIRME Y PONGA LA FECHA, CONSERVE LA COPIA COLOR ORO PARA SUS ARCHIVOS Y DEVUELVA EL RESTO DE LAS COPIAS A LA OFICINA DE LA ESCUELA.

Se me ha informado de mis derechos y he leído esta carta de Aviso a los Padres Sobre el Dominio del Idioma.

NO, no estoy de acuerdo con el programa que se indica arriba. Me comunicaré con la escuela para seleccionar otro programa para mi niño. SÍ, estoy de acuerdo con la ubicación en el programa que se indica arriba.

_____________________________________ ____________________________ Firma del Padre o Tutor Legal Fecha

Los niveles de la Prueba de California del Desarrollo del Idioma Inglés (CELDT) Esta es una prueba que 1) identifica a los niños de nuevo ingreso en grados del Kinder al 12 que tienen dominio limitado del inglés; 2) vigila su progreso en el aprendizaje del inglés; y 3) ayuda a decidir cuándo los alumnos han logrado dominar el inglés. La prueba se administra en el primer mes de asistencia a clases del alumno. Los distintos niveles de dominio son: 1- Principiante 2- Intermedio Inicial 3- Intermedio 4- Avanzado Inicial 5- Avanzado En los niveles 4 y 5 se tiene “dominio razonable”. En los niveles 1, 2 y 3 no se tiene un “dominio razonable”. Salida del programa para Estudiantes de Inglés, reclasificación a alumnos con dominio del inglés: Para que a un niño se le considere competente en inglés y que puede cumplir con los retos de un programa sólo en inglés, debe llenar los requisitos de reclasificación del Distrito. Estos requisitos incluyen: puntuación general de 4 ó 5 en la prueba CELDT, una puntuación de 325 o más en el CST, la recomendación y confirmación del maestro de que se desempeña a nivel del grado correspondiente y consulta con el padre de familia. La meta de todos los programas para los Estudiantes de Inglés es alcanzar el dominio completo del inglés entre 5 y 7 años después de ingresar al Distrito; el período puede variar dependiendo del nivel de dominio del inglés que tenga el alumno al llegar, la educación recibida anteriormente y la aptitud para aprender un segundo idioma. Información legal importante Un padre de familia puede pedir ubicación en el Programa Regular en cualquier momento, sin importar los resultados de la prueba de dominio del inglés. La ley requiere que los alumnos con un bajo nivel de dominio del inglés sean ubicados en un Programa de Inmersión Estructurada al Inglés; los alumnos menores de 10 años de edad deberán estar por un período único de 30 días calendario en un Programa de Inmersión Estructurada al Inglés antes de conceder una exención (parent waiver) para ingresar al Programa de Bilectoescritura. Las exenciones deben ser otorgadas a menos que el director y el personal pedagógico tengan pruebas importantes de que el programa que se solicita no es lo mejor para el niño. Los padres tienen derecho a escoger el modelo de programa que ellos piensan es el mejor para sus niños y derecho a rechazar cualquier ubicación de programa. Las solicitudes de los padres para sacar a su niño de cualquier programa se analizan y se resuelven inmediatamente. Todos los programas didácticos para Estudiantes de Inglés con discapacidades, cumplirán con los objetivos de un plan individualizado de instrucción. Para más información sobre los programas que ofrece la escuela de su niño, favor de comunicarse con el director. Para hacer arreglos para la participación en el Programa de Bilectoescritura, los padres de familia deben visitar la escuela en persona y hablar con el director para solicitar la exención. Si se desea un Programa de Bilectoescritura, pero la escuela de su niño no lo ofrece, los padres tienen derecho a solicitar una transferencia a otra escuela.

Chula Vista Elementary School District Department of Language Acquisition & Development

INSTRUCTIONAL PROGRAM PLACEMENT FOR EL STUDENTS

SEI Structured

English Instruction

CELDT Levels Beginning

Early Intermediate Intermediate

Alternative Bilingual Program

All Students With

Waiver

M/ELD Mainstream/

ELD

CELDT Levels Early Advanced

Or Advanced

(or by parent choice)

CHULA VISTA ELEMENTARY SCHOOL DISTRICT Department of Language Acquisition & Development

PROPOSITION 227

INSTRUCTIONAL PROGRAM PLACEMENT FOR ALL EL STUDENTS

EL Students - Less Than Reasonable Fluency in English

Overall Proficiency CELDT Levels, 1, 2, 3

(Beginning/Early Intermediate and Intermediate)

EL Students – Reasonable Fluency in English or Good

Working Knowledge of English Overall CELDT Levels 4, 5

(Early Advanced/Advanced)

STUDENTS UNDER AGE 10 One Time Only:

30 (Calendar) Day English

Language Placement

SEI

Structured English Instruction

Alternative Bilingual Program

All Students Required to Have a Waiver/Special Needs Form

(under 10)

Exit Criteria

CELDT – Early Advanced or Advanced

MAINSTREAM ENGLISH with ELD

Parent Request for Mainstream English Program

PARENTAL EXCEPTION WAIVER GUIDELINES According to Title V, California Code of Regulation, Proposition 227, school districts shall establish procedures for granting parental exception waivers as permitted by Education Code Sections 310 and 311. 1. Parents and guardians will be provided with a full written description, and

upon request from a parent or guardian, a spoken description of the Structured English Immersion Program. Alternative courses of study and all educational opportunities offered by the District and available to the pupil shall be explained. The description of the program choices will address the educational materials to be used in the different options.

2. Pursuant to Education Code Section 311 (c), parents and guardians shall

be informed that any English learner under age ten with less than reasonable fluency in English must be placed for a period of not less than thirty (30) calendar days in an English language classroom.

3. The requirements of Education Code Section 305 may be waived with

prior written informed consent, to be provided annually, of the child's parents or legal guardians. Such informed consent shall require that said parents or legal guardians personally visit the school to apply for the waiver.

4. Under such parental waiver conditions, children may be transferred to

classes where they are taught English and other subjects through bilingual education techniques or other generally recognized educational methodologies permitted by law.

5. Individual schools, in which 20 students or more 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.

6. The circumstances in which a parental exception waiver may be granted

are as follows:

(a) Children who already know English: the child already possesses good language skills, as measured by standardized tests of English vocabulary comprehension, reading, and writing, in which the child scores at or above the state average for his grade level or at or above the fifth grade average, whichever is lower; or

Page 2 of 5 Agenda Item 6.C. August 31, 1998

(b) Older children; the child is age ten years or older, and it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better suited to the child's rapid acquisition of basic English language skills; or

(c) Children with special needs: the child already has been placed for a

period of not less than thirty [calendar] days during that school year in an English language classroom, and it is subsequently the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs that an alternate course of educational study would be better suited to the child's educational development. A written description of these special needs must be provided and any such decision is to be made subject to the examination and approval of the superintendent, under guidelines established by and subject to the review of the School District Board and ultimately the State Board of Education. The existence of such special needs shall not compel issuance of a waiver, and the parents shall be fully informed of their right to refuse to agree to a waiver.

7. All parental exception waivers shall be acted upon by the school within

twenty (20) instructional days of submission to the school principal. However, parent waiver requests under Education Code Section 311 (c) shall not be acted upon during the thirty (30) day placement in an English language classroom. These waivers must be acted upon either no later than ten (10) calendar days after the expiration of the thirty (30) day English language classroom placement or within twenty (20) instructional days of submission of the parental waiver to the school principal, whichever is later.

8. Upon written request of the State Board of Education, the School District

Board shall submit the adopted guidelines, pursuant to Education Code Section 311, to the State Board of Education for its review.

9. Parental exception waivers shall be granted unless the school principal

and educational staff have substantial evidence that the alternative program requested by the parent would not be better suited for the pupil.

10. In cases where a parental exception waiver pursuant to Education Code

Sections 311 (b) and (c) is denied, the parents and guardians will be informed in writing of the reason(s) for denial, and if relevant, advised of procedures that exist to appeal the decision to the School District Board.


APPEALS PROCEDURE Step One - If the school site administrator denies a parental exception waiver, the Parental Exception Waiver Denial Form must be completed and processed according to Title 5, California Code of Regulation guidelines. The school site administrator must hold a conference promptly with the parent/guardian but no later than 10 days after the date of completion of the Denial Form. The parent/guardian must be provided with a copy of the completed Parental Exception Waiver Denial Form and must be provided with information about the child's test results and other information that was used to make the decision to deny the waiver request. The site administrator must have substantial evidence that the alternative program request would not be beneficial for the student. If the parent/guardian is not satisfied with the results of the conference and wishes to appeal the principal's decision, the parent/guardian must receive information regarding Step Two of the appeal process. The site administrator shall report the matter, and whatever action may have been taken, to the Assistant Superintendent, Instructional Services and Support. The site administrator shall send a copy of the completed Parental Exception Waiver Denial Form, along with the documentation which was discussed with the parent/guardian, to the Assistant Superintendent, Instructional Services and Support. Step Two - Within five days of receiving a request from the parent/guardian for an appeals conference, the Assistant Superintendent, Instructional Services and Support, shall informally discuss the parental exception waiver denial with the parent/guardian. If a satisfactory solution is not achieved at this level, the Assistant Superintendent, Instructional Services and Support shall send a copy of the completed Parental Exception Waiver Denial Form, along with the documentation which was discussed with the parent, to the Superintendent. If the parent/guardian is not satisfied with the results of the conference and wishes to appeal the decision, the parent/guardian must receive information about submitting a written request for a conference to the Superintendent. This request shall include: 1. A brief statement of the facts giving rise to the appeal. 2. The reasons that the parent believes that the child has been affected

adversely by the denial of the parent waiver.


3. The action which the parent/guardian wishes taken and the reasons why it is believed that such action be taken.

Step Three - Within five days of receiving the written request for a conference, the Superintendent shall informally discuss the parental exception waiver denial with the parent/guardian. The Superintendent must notify the parent/guardian of the decision to grant or deny the parental exception waiver. Should the matter still not be resolved to the satisfaction of the parent/guardian, the parent/guardian shall request, in writing, a hearing by the Board. Step Four - The Board, after reviewing all material related to the case, shall provide the parent/guardian with its written decision. The parent/guardian shall be advised in writing of the Board's decision no more than ten days following the hearing. Page 5 of 5

Agenda Item 6.C. August 31, 1998

CHULA VISTA ELEMENTARY SCHOOL DISTRICT 84 EAST “J” STREET • CHULA VISTA, CA 91910 • 619 425-9600

PARENT WAIVER - SOLICITUD DE EXENCIÓN

Student’s Full Name - Nombre del Alumno Teacher - Maestro School - Escuela Grade - Grado Birth date - Nacimiento

Month-Mes Day-Día Year – Año

/ /

If child is age 10 or older / Si el niño tiene diez años o más: A full written description of the Structured English Immersion Program which is mandated by Proposition 227 has been provided to me. I believe that said program will result in substantial academic deficits for my child. For that reason, I request a waiver which will allow my child to be instructed in his/her primary language through the transitional second language program options which have been described to me. A description of both Spanish and English instructional materials to be used has been provided to me. I understand that instruction will occur in both languages and that the goal for my child is attainment of English fluency. I understand by making this request, I am waiving any right which I might have to bring a suit pursuant to Education Code Section 320 to enforce the right to be in an English Only Program. He recibido una descripción de los servicios educativos predominantes en inglés que dicta la Proposición 227. Pienso que dicho programa ocasionaría pérdidas académicas importantes para mi hijo. Por lo tanto, solicito que se exente a mi hijo de dicho programa para que pueda recibir enseñanza en su primer idioma por medio de las opciones del programa de transición al segundo idioma que se me han explicado. Una descripción de los materiales académicos que se usarán tanto en inglés como en español se me ha proporcionado. Entiendo que la enseñanza se efectuará en ambos idiomas y que la meta es que mi hijo logre el dominio del inglés. Me doy por enterado que al firmar esta solicitud, cedo cualquier derecho que pudiera tener de entablar demanda según el Reglamento de Educación sección 320 para ejercer el derecho de estar en un programa de enseñanza sólo en inglés.

*If child has not reached age 10 / Si el niño es menor de 10 años:

My child has been in an English language placement for at least 30 (calendar) days this school year. I am in agreement that an alternative course of study will be better suited to my child’s overall educational development. For that reason, I request a waiver which will allow my child to be instructed in his/her primary language through the transitional second language program options which have been described to me. A description of both Spanish and English instructional materials to be used has been provided to me. I understand that instruction will occur in both languages and that the goal for my child is attainment of English fluency. I understand by making this request, I am waiving any right which I might have to bring a suit pursuant to Education Code Section 320 to enforce the right to be in an English Only Program. Mi hijo ha estado recibiendo enseñanza en inglés por lo menos 30 días (de calendario) este ciclo escolar. Estoy de acuerdo que un programa alternativo de estudio sería más apropiado para el desarrollo educativo general de mi hijo. Por lo tanto, solicito que se exente a mi hijo de dicho programa para que pueda recibir enseñanza en su primer idioma por medio de las opciones del programa de transición al segundo idioma que se me han explicado. Tengo entendido que los materiales académicos serán tanto en inglés como en español, que la enseñanza se efectuará en los dos idiomas y que la meta es que mi hijo logre el dominio del inglés. Me doy por enterado que al firmar esta solicitud, cedo cualquier derecho que pudiera tener de entablar demanda según el Reglamento de Educación sección 320 para ejercer el derecho de estar en un programa de enseñanza sólo en inglés.

/ / / / Parent/Guardian Signature Date

Firma del Padre o Tutor Legal Fecha Parent/Guardian Signature Date Firma del Padre o Tutor Legal Fecha

This area for office use only / Esta área sólo para uso de la oficina

Due to this child’s educational needs, I believe that an alternative course of educational study would be better suited to the above-named child’s overall educational development which has been explained to the parents. Debido a las necesidades particulares de este alumno, considero que el programa educativo alterno es la mejor alternativa para el éxito educativo del alumno antes mencionado y ésto ha sido explicado a sus padres o tutor legal.

/ / ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Principal’s Signature - Firma del Director Date - Fecha _______________________________________________________ Superintendent’s Approval Date - Fecha Aprobación de la Superintendente

/ /

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Other Educational Staff/Miembro del plantel Date - Fecha

*Signature and Special Needs Form needed if under age 10 *Firma y el Formulario de Necesidades Especiales se necesitan si el alumno es menor de 10 años

DISTRIBUTION: WHITE - Cum folder DISTRIBUCIÓN: BLANCO - Expediente del alumno

CANARY - Parent/Guardian AMARILLO - Padre o Tutor Legal

PINK - ELL folder ROSA - Carpeta ELL

GOLDENROD - Language Acquisition Dept DORADO - Dept. de Adquisición del Idioma

817505/5-99

/ /

DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA

84 East J Street • Chula Vista, CA 91910 • 619 425-9600

PARENT WAIVER STUDENT SPECIAL NEEDS FORM FORMULARIO DE NECESIDADES ESPECIALES

The parents of _________________________________ are in agreement with the educational staff that an alternative program will be beneficial for the child’s academic development and acquisition of language. Los padres de ________________________________ están de acuerdo con el personal docente que un programa opcional beneficiará el desarrollo académico del estudiante y su aprendizaje del idioma. Listed below are specific reasons for the educational staff’s informed opinion: En seguida se anotan las razones específicas en la que se basa la opinión del personal docente: Educational/Educativas

Previous educational experience: English Learners lack proficiency and academic success in English needed to meet grade-level expectations. Learning in a bilingual/alternative program will provide for the rapid academic progress while the student acquires English language skills. La experiencia escolar anterior: Los alumnos Estudiantes de Inglés no tienen suficiente dominio y éxito académico en inglés necesarios para poder cumplir las expectativas académicas de su grado. El recibir su enseñanza en un programa opcional o bilingüe ayudará a su progreso académico rápido mientas que adquiere l h bilid d d l idi i lé

________________________________________________________________________________ ________________________________________________________________________________

Other/Otras

School Principal/Director de la Escuela

Date/Fecha

DISTRIBUTION WHITE: Cum folder PINK: ELL/LEP folder CANARY: Language Acquisition Dept. GOLDENROD: Parent/Guardian

DISTRIBUCIÓN BLANCA: Cum folder ROSA: ELL/LEP folder AMARILLA: Language Acquisition Dept. ORO: Parent/Guardian

7-29-99 817502 Special Needs Form

School-Escuela

Teacher -Maestro

Gr.

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INSTRUCTIONAL PROGRAM AND CURRICULUM

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Instructional Program and Curriculum All students must have access to grade-level core curriculum. Instructional programs for English Learners are designed to promote the acquisition of high levels of English language proficiency, as well as access to the core curriculum. Depending on the program in which the student is enrolled, this is accomplished through:

1. Bilingual Alternative, primary language instruction with English language development

2. Structured English Immersion (primary language support if needed) with English language development

3. Mainstream with English language development Academic instruction through English is modified to meet the student's level of language proficiency. Teachers use specialized strategies that enable students to understand, participate in and access the core curriculum. As referenced in the Reading/Language Arts Framework for California Public Schools 2001, page 233, “students (English Learners) must participate in instructional programs that combine skills and concept development in both English literacy and the English language. For those students whose parents have chosen a program that teaches literacy in the primary language, students must work to achieve the same standards contained in the English –Language Arts Content Standards. Appropriate modifications should be made for the language of instruction.” The CVESD believes that “A child is of individual worth”, therefore building upon the wealth of language diversity that each child brings to school is paramount. As such, a goal for the Bilingual Alternative Program is to foster multi-literate students. In a Bilingual Alternative Program, “instruction in the student’s primary language is the most effective and efficient way to ensure access to high-quality curriculum and instruction, upon which to build the foundation for high levels of biliteracy”, Estándares de Lecto-Escritura en Español, 2001. When skills and strategies are taught in a consistent, and rigorous primary language instructional program, transfer of these abilities to the second language is proven by research. “In a Structured English Immersion Program, instruction in reading and writing for English Learners should not be delayed until the students have mastered oral English. Effective early instruction in English literacy must be incorporated into a program of ELD from the very beginning. Students must be provided significant support to be successful in the language arts. Such support includes the pre-teaching of essential elements of lesson vocabulary and language structure and additional assistance after the lesson during the school day and after school. Instruction in oral and written academic language for English Learners is a critical element that must be specifically designed, planned, scheduled, and taught. It includes direct instruction and experiences for students in English phonology, morphology, syntax, and semantics and supports students as they move toward English proficiency.”

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English Language Development (ELD) The State of California has adopted ELD Standards that provide a description of student expectations for each grade and proficiency level, ELD is a part of each English Learner’s instructional program. Each program includes a portion of the day when the focus of instruction is ELD and is geared towards each student's language proficiency level. In order to teach at the proficiency level of each student, teachers may combine or divide their students into groups within their classrooms or assign students to other grade-alike teachers. “From the earliest stages of their academic careers and in concert with instruction in reading and writing. English learners participate in an instructional program that supports their acquisition of informal English and teaches them the patterns of formal academic English. The instruction is designed to provide for students experiences with English that are understandable and meaningful and enable the students to communicate with peers and adults and thereby participate fully in the academic program. Students begin by learning basic social conventions, rudimentary classroom vocabulary, and ways to express personal and safety needs. They participate in language study in a variety of contexts ranging from informal classroom conversations to teacher-directed instruction in language forms and structures. Effective teachers use a variety of activities to introduce and reinforce language concepts (e.g., singing, presenting dramas, reading aloud, using visuals and props, and practicing simple phrases and vocabulary). Teachers model and teach the language patterns and vocabulary needed to understand and participate in the study of the language arts and other content areas. They should not assume that students would use their newly acquired academic vocabulary in casual conversation. Instead, they should specifically plan student-to-student discussions in which the students are expected to practice their new vocabulary and understanding of language forms in substantive academic discussions. Students learn English phonology, morphology (including spelling and syllabication patterns), syntax, and semantics through teacher modeling, teacher directed instruction, and classroom interaction. They build on classroom exposure and interaction with English sounds, word elements, sentence structure, and vocabulary through directed study and practice of the linguistic elements. Analysis of the elements of instruction and materials increases sophistication as students progress through the grades and gain linguistic and academic competence. This purposeful study of features of the English language, which involves instruction in oral and written language, is connected to the English-language arts content standards through the language arts and content-area instruction in which students participate daily”, page 235, Reading/Language Arts Framework for California Public Schools 2001. This focused ELD time generally occurs as a daily segment in addition to the language arts block. ELD is taught daily for 30 minutes in grades K-1, for 45 minutes in grades 2-6. The curriculum is based on the English Language Development Standards and utilizes supplementary instructional materials. Standards-based ELD Materials:

• Moving Into English (Harcourt) • Avenues (Hampton-Brown) • Intensive English (Santillana) • On Our Way to English (Rigby)

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Instructional Block: • Daily 30-45 minutes

Supplemental Resources:

• Leveled Reading Materials • Standards-based ELD Materials • Into English! (Hampton-Brown) • Escondido Curriculum • District ELD Handbooks

ELD instructional opportunities and materials The state-adopted ELD Standards establish a framework for teachers to follow, with the purpose of students developing the skills necessary to meet grade-level standards in English language arts and the content areas. The standards describe what students should know and be able to do at each of the five levels of English proficiency. Each ELD standard is tied to one or more of the grade level English Language Arts Standards and serves as a measure for determining a student's progress toward meeting the English Language Arts Standards. By the end of the early advanced proficiency level, students are expected to be reclassified and meet the same rigorous grade-level standards as native English speakers are expected to master. “Most important, teachers plan opportunities, supported by appropriate instructional materials, for students to produce language they have acquired, use language in academic interactions with peers and adults, and monitor and correct their oral and written language. Teachers create an environment in which students feel comfortable in risking the use of new and unfamiliar language. Instructional materials describe for teachers the linguistic features of the most commonly spoken languages as they differ from English (e.g., analysis of similar and dissimilar sounds). Teachers apply the understanding of similarities and differences among the languages in planning instruction and use questioning and other strategies to foster substantive student discussion and participation. Emphasis is placed on the students’ producing language in a variety of contexts and the teachers’ eliciting student participation and thought. Students should receive specific, constructive feedback from the teachers regarding the accuracy of their oral and written work and their progress toward mastery of conventional English. Teachers should analyze students’ errors to determine development in oral and written English to plan appropriate instruction to improve competence. Instructional materials contain assessments tools that assist teachers in the analysis in those areas as related to grade-level English Language arts standards. Instruction for English Learners in academic language helps brings the students to a level of English proficiency comparable with that of their native English-speaking peers. ELD occurs daily; is specifically identified within the curriculum of the school district and the school; and is supported by highly quality instructional materials, a sufficient amount of instructional time, and professional development for teachers. …For students in grades three through twelve who are just learning English, instructional materials should be specifically designed to provide intensive and extensive ELD. Included should be the development in oral and written vocabulary, reading instruction, and systematic instruction in the forms and features of English. …The purpose of differentiated instruction in English is to move English Learners as quickly as possible through the stages of language

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proficiency and to enable them to achieve mastery of the English language arts content standards”, page 235-236, Reading/Language Arts Framework for California Public Schools 2001. In order to determine the student’s annual progress in English, each English Learner is assessed annually with the CELDT. Additional assessment obtained from the ELD curriculum and teacher observation are considered to determine progress aligned to the Catch-up Plan according to the following benchmarks in the development of English language proficiency. Legal Compliance Legal compliance with ELD requirements is not determined simply by the use of materials in an ELA/ELD program or by the number of minutes of ELD instruction. A compliant, successful ELD program may use any set of materials as long as the following requirements are closely implemented:

• A Catch-up Plan exists and delineates expected growth in English language proficiency through ELD, ELA, and all content standards over time (including annual and ongoing benchmarks)

• Ongoing assessments in ELD that are utilized and address the ELD standards in all four domains (listening, speaking, reading, and writing)

• Instruction which is provided through grade level ELD standards-based curriculum that is directly targeted to students’ specific linguistic needs as identified by ongoing assessments (i.e. instruction is differentiated by level of proficiency for each level within a class)

• Academic interventions in ELD provided through an evaluated and documented process when students are not making adequate linguistic progress

• Instruction provided by an appropriately certified teacher • At least 30 minutes daily of explicit ELD instruction is provided at the elementary

level • ELD instruction monitored through regular classroom observation by site principal.

Access to Core Content Instruction The District's programs for English Learners are designed to enable English Learners to acquire English and learn grade-level academic content. Students enrolled in any of the program models are expected to master the ELD and ELA standards and eventually meet grade-level standards in the core academic subject areas. Within a reasonable amount of time, as defined by the Catch-up Plan, students in the Alternative Program are expected to meet the same rigorous grade-level standards in English as well as Spanish. English Learners' progress toward meeting ELD and ELA standards and grade-level standards in core subject areas is measured using the District’s Catch-up Plan. Results on the multiple measures are reported through the District's Instructional Services and Support Office. When, according to on-going assessments, students are unable to meet interim expectations in academic content, students shall be referred by teachers to receive academic interventions and support during the school day. This support will enable them to overcome any academic deficits before they become irreparable. The intervention

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itself shall directly target the identified academic need. Delivery of the intervention shall be monitored and documented. The effectiveness of the intervention will then be determined based on student performance on subsequent administrations of the on-going assessments. The academic interventions available at each site will vary based on available resources in personnel, funding, space, materials, and identified needs. Some sample interventions include:

- ELAP Supplementary services (grades 4-6) - Immigrant Education Program - Extended Learning

English Learners in Special Education Individualized Educational Plan (IEP) teams will ensure that each English Learner receives appropriate services to develop English proficiency and have equitable access to the full curriculum. Each English Learner’s IEP shall include linguistically appropriate goals and objectives based on the student’s level of English proficiency and based on the ELD standards. Such goals and objectives will fully address ELD and core content instruction. Each IEP shall also clearly delineate the person(s) and/or programs responsible for providing each instructional service. A parental exception waiver is not required for an English Learner whose IEP indicates that instructional services will be provided through an Alternative Program.

Curriculum

Subject Publisher Language Arts

• Reading/Lectura *(in Spanish)

Houghton Mifflin* (K-6)

Mathematics • Mathematics/Matemáticas

McGraw-Hill* (K-6)

Social Studies • Adventures in Time and Place • Aventuras a través del tiempo

McGraw-Hill* (K-6)

Science • California Science/Ciencia de

California • Holt Science and Technology

2001/Ciencia y Tecnología, Holt

Harcourt* (K-5) Holt* (6)

English Language Development (ELD) • ELD Materials

Hampton Brown, Harcourt, Rigby Santillana

* Spanish Materials

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The following are referenced in the previous section. CVESD Program Options for Els ELD Observation Checklist ELD Standards progress Report English Learner Programs Implementation Checklist Catch Up Plan English Language Development Organizing for ELD Instruction Elements of a Catch-up Plan Monitoring ELD Instruction: Implementation and Intervention Flowchart School –Based Intervention Programs for ELs

Chula Vista Elementary School District Program Options for English Learners

Alternative Programs

Structured English

Immersion Program

Basic Bilingual

Dual Language

Mainstream English Program

Language of Instruction

Primarily English

Primary Language (L1) and

English

English

English Language Development

(ELD Standards)

30-45 minutes daily

30-45 minutes daily

30-45 minutes daily

Academic Content (Grade Level

Standards) Language Arts

Math Social Science

Science Health

Content-based

ELD

SDAIE

L1Support

L1 Instruction

SDAIE

Instruction

L1 Instruction

SDAIE

Instruction

Content-based ELD

SDAIE

Art, Music, P.E. SDAIE SDAIE L1/SDAIE SDAIE

Required Authorizations

BCLAD/BCC or CLAD/

LDS/SB1969/SB395

BCLAD/BCC

CLAD/lds/SB1969/SB395

SMS Classification Codes

4

1

9

5, 6

English Language Development – Observation Checklist

Teacher ____________________________ Grade _________ Date ______________ ELD Levels 1 2 3 4 5 Instructional Program Mainstream Structured English Immersion Bilingual Dual Language

Standards-Based Planning and Organization

ELD standards are evident and selected on the basis of student’s assessments. ELD materials are used during posted ELD instructional block (minimum of 30 minutes daily) An instructional theme is evident and links ELD with grade-level content standards. New vocabulary, language forms and functions are selected to support learning the standards and developing the theme. Supplemental ELD materials create a comprehensible context for new language and are appropriate for the ELD level.

Rubric 1 2 3 4

Standards-Based Listening and Speaking Teacher connects new learning to previous learning by adding new materials to familiar materials and by inviting students to

share what they remember orally and non-orally using gestures, manipulation of pictures or objects, or writing/drawing. Teacher models new language and content by telling or reading a story, role-playing, using puppets or flannel board. Teacher checks for comprehension frequently using a variety of strategies. Teacher guides students to practice new language using whole class response, small group response, and pair-response.

1 2 3 4

Standards-Based Speech to Print Teacher models correct writing form and builds one-to-one connections between spoken and written words. Teacher helps students read and match words, phrases and sentences, using word cards, sentence strips, picture cards, charts. Teacher guides students to create word categories (e.g., character names, verbs, antonyms, idioms) for word walls and graphic

organizers.

1 2 3 4

Standards-Based Reading and Writing Reading and writing assignments elaborate and extend the theme. Pre-writing and pre-reading activities include discussion, oral and written directions, time for questions and clarifications. Teacher demonstrates the steps for completing a task successfully. Teacher provides a mini-lesson based on patterns of student need to assist them with their performance. Teacher explains how performance or product will be evaluated using posted rubric. Students read and write together or individually, using word walls, graphic organizers, and personal dictionaries. Students practice with feedback from peers and teacher to raise their level of performance pr revise their product. Student performance or product is rated using a posted rubric. Students reflect on their own learning by recording in a journal or learning log.

1 2 3 4

Scoring Rubric: 1=no evidence, 2=limited evidence, 3=some evidence, 4=clear evidence


INSTRUCTIONAL SERVICES AND SUPPORT

Guidelines for Marking the CVESD Standards-Based Report Card Mainstream English

The CVESD Mainstream Program is for English Language Learners who have already acquired a reasonable fluency in English (Early Advanced and Advanced proficiency levels). However, the parent may select the Mainstream option for their child even if the child has a lower English proficiency level. Instructional methodologies, such as SDAIE, are used to make content-based instruction more comprehensible to students. The curriculum is the same as that being provided to native English speakers with the addition of ELD. Structured English Immersion

Structured English Immersion is a program of predominant instruction in English for students with less than reasonable fluency in English (Beginning, Early Intermediate, and Intermediate proficiency levels). The curriculum and presentation are designed for students who are learning the English language. All instruction utilizes appropriate SDAIE strategies, and ELD is a strong component of the student’s daily schedule. When the students attain reasonable fluency in English (Early Advanced or Advanced), they will be placed in the Mainstream Program. Alternative Bilingual Program

Access to the core curriculum is provided in the student’s primary language (Spanish) with a gradual increase in English instruction. Each school defines the duration of the Alternative Bilingual Program and language of instruction per subject area. The program goal is biliteracy. All parents of participating students must sign a waiver annually at non-charter schools. English Language Learners through the Intermediate proficiency level will use the ELD Progress Report.

Instructions for Marking the English Language Development (ELD) Standards Progress Report

English Language Learner students through the Intermediate proficiency level will use the ELD

Progress Report.

Grade 3-5 (Example)

Beginning Early Intermediate Intermediate Recognizes English sounds common to own language. Recognizes sound/symbol relationships in own text.

Recognizes and produces English sounds not common to own language. Recognizes common English word parts.

Produces most English sounds. Uses English word parts in phrases and simple sentences.

Reading: Word Analysis

1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd Reads simple words and phrases. Demonstrates comprehension of simple vocabulary non-verbally.

Begins self-correcting errors made when reading phrases and simple sentences. Uses contextual clues to derive meaning. Applies vocabulary to discussions and reading. Reads own writing appropriately.

Self-corrects when reading. Creates own dictionary. Recognizes common roots and affixes. Uses decoding skills to read with appropriate pacing, intonation and expression. Uses content-related vocabulary.

Reading: Fluency and Systematic Vocabulary Development

1st 2nd 3rd 1st 2nd 3rd 1st 2nd 3rd Answers factual questions using a few words. Identifies some text features. Follows one-step directions.

Reads text features. Distinguishes relationships between the text read and his or her experiences, using simple sentences. Answers factual questions. Follows two-step directions. Reads and identifies main ideas and draws logical inferences.

Using more detailed sentences, describes the relationships between the text read and his or her experiences. Follows multistep directions. Makes predictions. Communicates inferences made from reading.

Reading: Comprehension

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

Teacher directions: Each trimester, the student’s current instructional level is marked ( ) within each ELD strand taught. Alternative Bilingual Program

English Language Learner students through the Intermediate proficiency level will use the ELD Progress Report for literacy/ELD. All other subject areas (English or Spanish instruction reflecting school’s bilingual model) will be marked on the Standards-Based Report Card.

English Language Learner students at the Early Advanced proficiency level will use only the Standards-Based Report Card for all subject areas. Structured English Immersion Program

English Language Learner students through the Intermediate proficiency level will use the ELD Progress Report for literacy/ELD.

All other subject areas will be marked on the Standards-Based Report Card. Mainstream English Program

English Language Learner students through the Intermediate proficiency level will use the ELD Progress Report for literacy/ELD. All other subject areas will be marked on the Standards-Based Report Card.

English Language Learner students at the Early Advanced and Advanced proficiency levels will use only the Standards-Based Report Card for all subject areas.

Chula Vista Elementary School District English Language Development Standards Progress Report

In order for English Language Learners to meet the standards of literacy in English, they must acquire the ability to understand, speak, read and write in English which are abilities already possessed by students who are native English speakers. Specialized English Language Development (ELD) Standards are used to address the developmental nature of acquiring the English language. The ELD Standards address English language development and provide the language foundation for the District English Language Arts Standards. The goals are for students to:

• Make progress towards the District English Language Arts Standards and • Be reclassified as Fluent English Proficient.

English Language Development Proficiency Levels

• Beginning – Students performing at this level of English language proficiency may demonstrate little or no receptive or productive English skills. They may be able to respond to some communication tasks.

• Early Intermediate – Students performing at this level of English language proficiency start to respond with increasing ease to more varied communication tasks.

• Intermediate – Students performing at this level of English language proficiency begin to tailor the English language skills they have been taught to meet their immediate communication and learning needs.

• Early Advanced – Students performing at this level of English language proficiency begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas.

• Advanced – Students performing at this level of English language proficiency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands. In order to attain the English proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are necessary.

Teacher directions: Each trimester, the student’s current instructional level is marked (√) within each ELD strand taught.

Distrito Escolar Primario de Chula Vista Boleta de Calificaciones del Desarrollo del Inglés

Para que los alumnos en vías de aprender inglés (English Language Learners, ELL siglas en inglés) logren los estándares de lectura y escritura en inglés, deben adquirir la capacidad de entender, hablar, leer y escribir en inglés, capacidades ya poseídas por los alumnos cuyo idioma nativo es el inglés. Los estándares especializados en el desarrollo del inglés (English Language Development, ELD) permiten abordar el aspecto del desarrollo por etapas del idioma inglés. Los estándares de ELD abordan el tema del desarrollo del idioma inglés y forman la base para los Estándares de Lenguaje del Distrito. Las metas son que los alumnos:

• Progresen para lograr los Estándares de Lenguaje del Distrito y • Se les reclasifique como alumnos que dominan el idioma inglés (Fluent English Proficient, FEP).

Niveles de Aptitud en el Desarrollo del Idioma Inglés

• Principiante. Los alumnos que se desempeñan a este nivel de inglés carecen casi por completo de las habilidades para entender o hablar inglés. Tal vez pueden responder a algunas tareas comunicativas.

• Intermedio Inicial. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a responder con más facilidad a tareas comunicativas más diversas.

• Intermedio. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a adaptar las habilidades del idioma inglés que han aprendido para satisfacer sus necesidades inmediatas de comunicación y aprendizaje.

• Avanzado Inicial. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a combinar los elementos del idioma inglés en situaciones complejas, con exigencias intelectuales y pueden valerse del inglés para aprender en otras áreas académicas.

• Avanzado. Los alumnos que se desempeñan a este nivel de aptitud en inglés se comunican eficazmente con públicos diversos sobre una gran variedad de temas que les son familiares y nuevos para hacer frente a las exigencias sociales y académicas. Para poder lograr el nivel de aptitud en inglés que poseen sus compañeros cuyo idioma nativo es el inglés, necesitan refinar y perfeccionar más su inglés.

Instrucciones para el maestro: Cada trimestre, se marca (√) el nivel de instrucción actual del alumno para cada una de las áreas de ELD que se cubrieron.

English Learner Programs Implementation Checklist

Key EL Program Components Key Implementation Questions – Do we have a system in place to ensure that:

Initial Identification and Assessment

Yes No A Home Language Survey is completed for all students? Initial CELDT and L1 proficiency assessments are completed within guidelines? Parent Notification of assessments results and program selection are on file? Note: Placement for Special Education ELs is determined by IEP team. No parent letter is required.


Yes No All ELs receive ELD instruction appropriate for their level of English proficiency using

standards-based ELD curriculum for a minimum of 30 to 45 minutes daily? Teachers record ongoing ELD progress using the CV Progress Report ELD instruction is organized according to District recommendation? Progress data indicates 80% of all ELs at CELDT levels 1-3 are advancing 1 level annually? There is an ELD Catch-Up Plan in place to help ELs accelerate their ELD progress? Note: ELD goals for EL students receiving Special Education services must be delineated on the IEP.

Access to Core Curriculum

Yes No ALL ELs receive appropriate Master Plan program services (L1 Instruction, SDAIE and/or

L1 support) to ensure access to standards-based grade-level instruction? Achievement data indicates that ELs are learning grade-level academic content. All sub skills areas for ELs with CELDT levels 4-5 are at least at Intermediate level? There is a Catch-Up Plan in place to help ELs recoup any academic deficits that may have

been incurred while learning English in a Structured English Immersion Program? Staffing Yes No

All teachers delivering ELD/SDAIE instruction to ELs have BCLAD/BCC, CLAD/LDS, SB1969/SB395 or are enrolled in courses leading to the appropriate authorization?

All teachers delivering core curriculum in a Bilingual Alternative or Dual Language Program have a BCLAD/BCC or are enrolled in courses leading to the appropriate authorization?


Department of Language Acquisition and Development

“Catch-Up” Plan Benchmarks for English Language Learners

CELDT Levels

BEGINNING

EARLY

INTERMEDIATE

INTERMEDIATE

EARLY

ADVANCED

ADVANCED

RECLASSIFICATION

1 2 3 4 5 R-FEP

1st year 2nd year 3rd year 4th year 5th year Reclassify

1st year 2nd year 3rd year 4th year Reclassify

1st year 2nd year 3rd year Reclassify

1st year 2nd year Reclassify

Timeline toward Reclassification based on language level at time of baseline year (e.g. initial enrollment)

1st year Reclassify

CST ELA * 1.85 2.25 3.00 3.25 4.00 4.00

CST Math * 2.00 2.65 3.00 3.75 4.00 4.00

SABE Reading 53.35 56.23 59.94 60.72 63.72 75.74

SABE Math 51.66 58.13 64.32 66.76 67.70 81.87

1 = Far Below *2 = Below *3 = Basic *4 = Proficient *5 = Advanced


The primary goal of standards-based ELD instruction is to ensure English learners, at all five levels of English proficiency, learn to understand and use academic English as rapidly as possible thereby ensuring access to grade level content instruction in English within a reasonable amount of time. Adequate ELD progress is measured by advancing a minimum of one ELD level per year.

Effective ELD instruction is characterized by four critical elements:

1. Content:

• Use standards based ELD curriculum for a minimum of 30 to 45 minutes daily

• Plan differentiated ELD lessons based on the state’s ELD standards • Provide comprehensible input for developmental listening and reading

activities • Access speaking and writing (output) in light of the student’s level of

English proficiency 2. Connections:

• Connect instructional accommodations to the student’s linguistic (English and L1) background/experience

• Incorporate grade level themes and content to build the students’ understanding of the vocabulary, language forms and linguistic functions that s/he is most likely to experience throughout the instructional day

• Integrate developmentally appropriate listening, speaking, reading and writing activities to accelerate second-language acquisition

3. Comprehensibility: Make oral and written language as comprehensible as possible by analyzing

the following linguistic demands: • Target vocabulary • Essential language forms (e.g., If___, then___) • Key language functions appropriate to the purpose of the lesson (e.g.

cause and effect) • Existing visual supports and if additional supplemental materials are

needed, such as pictures, charts, graphic organizers, props, manipulatives, realia, etc

4. Communication/Interaction:

• Plan for high frequency of communication between students and teacher and among students (e.g., partner talk, cooperative learning, conferences, etc)

• Provide ample opportunities for students to learn, practice and apply target vocabulary, forms and functions successfully in meaningful and authentic social and academic settings

Organizing for ELD Instruction

Model 1 Team Teaching

Teacher B Teacher A ELD 3

ELD 1-2

Grade-level Team Teacher C Teacher D ELD 4-5 EO/IFEP/RFEP Model 2 Model 3 Small-group Rotation Flexible Grouping

Students working with the teacher

ELD 1

Students working

independently ELD 4-5

Students working in cooperative small group ELD 3

Students

working with a paraprofessional ELD 2

Whole Group • Reconstruct learning • Debrief concepts/proces

Small Group • Homogeneous/

Heterogeneous • Interactive

Whole Group • Preliminary tasks • Set the Stage

Elements of a Catch-up Plan English Language Development

“How do teachers accelerate second language acquisition to enable English Learners to advance a minimum of one ELD level each year?”

ELD Program Standards-Based

Curriculum

Accommodations Standards-Based

Instruction

Ongoing MonitoringStandards-Based

Assessment

Accountability District / State

Standards-based ELD Materials:

• Avenues (Hampton-Brown) • Moving Into English

(Harcourt) • On Our Way to

English (Rigby) Instructional Block:

• Daily 30-45 minutes Supplemental Resources:

• District ELD Handbooks

• Leveled Reading Materials

• Standards-based ELD Materials

• Into English! (Hampton-Brown)

• Escondido Curriculum

ELD Instruction: • Differentiated by ELD

level • Integrated Language

Domains (L/S/R/W) • Transferable and

Non-transferable skills

• BICS and CALP • CA. State Adopted

ELD Standards ELD Intervention:

• ELAP • Extended Learning

Program • Summer School • Resource Teacher,

Aide • Tutor- Reading Prog. • High Point (Hampton-

Brown)

Formal: • (In process of

development)

Informal: • Work Samples • Observations • Checklists/Surveys • Publisher’s

Assessments

District: • Student Monitoring • ELD Standards

Progress Report (CVESD)

• Language Profile Report

• District Progress Benchmarks for ELs (Catch-Up Plan)

• Annual District Evaluation Report of EL Progress

State:

• California English Language Development Test (CELDT)

4/4/2005

Monitoring ELD Instruction: Implementation and Intervention Flowchart 4/5/2005

Are we implementing an ELD Program?

NO

YES SITE-BASED IMPLEMENTATION

Are students succeeding? (1 ELD level per year)

Strategic Professional Development

ALL SOME NONE

STUDENT INTERVENTION

Strategic Intervention

Services

ELD Intervention Services In class accommodations Extended Learning Program English Language Acquisition Program (ELAP) Gr. 4-6 Immigrant Education Program Other

School-Based Intervention Programs for English Learners Immigrant Education Program (EIEP) EEIP is a federally funded grant program that provides supplemental educational services for eligible students in grades K-12 and their families. Eligible students are those who were born outside of the United States, and have been enrolled in US schools for fewer than three academic years. EIEP offers intensive English language development, health, and counseling services for eligible students and their families. Classes are offered during summer school or intersession. Classes are held on Saturdays for family literacy and parent training to increase active parent participation in the education of their children. English Language Acquisition Program (ELAP) ELAP is a state grant program that provides funding ($100 per eligible student) to supplement existing resources supporting English language development for English Learners (ELs) in grades 4-8. These funds are being used as part of the District’s intervention program. The ultimate goal is to better prepare English learners to meet the state’s academic and performance standards and improve their English language and literacy skills. Extended Learning Programs Schools offer extra instructional time provided by certificated teachers, either before, after, or during vacation. This intervention programs are specifically for students who are not meeting grade level academic standards in Reading or Math. The program provides smaller classes that give students more individualized instruction in an effort to help them improve in their academics.

RECLASSIFICATION

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Reclassification California Education Code (EC) Section 313 and the California Code of Regulations (5CCR) Section 11308 require that each English Learner who 1) has demonstrated English language proficiency comparable to that of the average native English speaker and 2) who can participate effectively in a curriculum designed for pupils of the same age whose native language is English be reclassified as Fluent English Proficient (R-FEP). The Chula Vista Elementary School District recognizes the importance of this item and has established specific criteria and processes, in alignment with state and federal requirements, to fully address this obligation.

Once a student has demonstrated that he/she is ready to participate fully in all English instruction without special support services, the student is ready for reclassification. Readiness is determined through a variety of multiple measures including: 1) teacher evaluation of the student’s classroom performance, 2) objective assessment of the student’s English language proficiency using the CELDT test, and 3) core content achievement as measured by the California Standards Tests (CST). Reclassification Criteria The State Board of Education’s Reclassification Guidelines serve as the foundation for the District’s reclassification criteria. The following table presents the reclassification criteria:

Evaluation Minimum Scores CELDT • Level 4 overall

• No domain score less than 3 CST

• English Language Arts

• Mid-Basic (325 scale score) Teacher Input and Observation • Grade Level Achievement of

Language Arts Standards • CALP Rating of 19+

Reclassification process Reclassification is the culmination of the student’s participation in the program for English Learners and is regularly conducted in the fall and spring; however, the classroom teacher, administrators, or parents may initiate the process at any time. District personnel collect objective assessment data and disseminate to each school a list of English Learners who meet the CELDT and CST. The site English Learner Instructional Assistant distributes to the teacher(s) of each reclassification candidate a form requesting the teacher 1) conduct an evaluation of the student’s achievement in the core content areas, 2) assess student’s oral English proficiency by using the CALP card, and 3) recommend or deny the student’s reclassification to Fluent English proficient. The site EL Instructional Assistant must complete the Reclassification Form, and the student’s classroom teacher must review and sign it. Consultation with the student’s parents will be done by at least one of the following: 1) personal conference, 2) in writing, or 3) by telephone. A face-to-face conference with the student’s parents or guardians is

- 28 -

the optimum and desired method of consultation, at which time the parent’s signature is obtained. The signed documentation must be placed in the student’s cumulative file and a copy kept in the Language Acquisition Department. Monitoring of reclassified students The No Child Left Behind Act of 2001, Title III, requires that reclassified students be monitored for a period of at least 24 months following reclassification. The site principals and the Language Acquisition Department are responsible for the process of monitoring reclassified students. School staff will use the CST and observations to semi-annually monitor the progress of R-FEP students for a period no less than 24 months after reclassification. Student language profiles will be provided by the EL Instructional Assistant for teachers’ use in monitoring R-FEP students. The EL Instructional Assistant collects the student language profiles and provides them to the next year’s teacher. Student performance shall be reviewed at least at each progress-reporting period. Those students found to be regressing in their academic performance will be referred to receive an academic intervention in the specific area of need. This monitoring of R-FEP students is recorded and filed in each student’s cumulative file.

The following are referenced in the previous section.

Student Language Profile Student Reclassification Worksheet Reclassifying a student from EL to R-FEP Language Reclassification Conference Form 2-Year Monitoring Plan (traditional and year round) Interventions for struggling ELs Reclassification and Monitoring, Roles and Responsibilities

Chula Vista Elementary School District Assessment Support

STUDENT HISTORY AND TEST INFORMATION

HOME SCHOOL _________________ ATTENDING SCHOOL ____________

Name ____________________________________ Birthdate ____________________

Address __________________________________ Phone ______________________

Parent/Guardian ___________________________________ Age _____Grade ______

Country of Birth ______________ Language(s) spoken at home __________________ EDUCATIONAL HISTORY Grade Location Completed Repeated any grades? Yes/No Home language based on K Extended Home Language Survey 1st 2nd 3rd 4th Language of reading instruction in 5th previous schools (US): 6th ASSESSMENTS ENGLISH CELDT Oral Level/Score ___/_____ CELDT Reading Level/ Score ___/_____ CELDT Overall level & Score ___/ ____ CELDT Writing Level /Score ____/___ CELDT I-FEP ____ EL ______ PRIMARY Pre-LAS Oral Spanish Level ______ LAS Reading Level_______________ LANGUAGE LAS Oral Spanish Level __________ LAS Writing Level _______________ Other Language ________________ Overall Reading/writing Examiner(s) _____________________________________ Date ________________

INSTRUCTIONAL PROGRAM Non-Charter Schools Charter Schools SEI (under age 10) Primary Language

SEI (age 10 & over) Dual Language

Mainstream English/ELD Transition

Mainstream Program Mainstream English

Alt. Bil. (Waiver) Waiver (English Comments 817517 4/2005 White copy: Assessment Support Canary copy: Parent Pink copy: EL Folder

Chula Vista Elementary School District STUDENT RECLASSIFICATION WORKSHEET

SCHOOL NAME: SCHOOL YEAR

STUDENT NAME

I.D. NUMBER

GR

TEACHER

CST

CST

CALP

CELDT

CELDT

DATE

325 Min. ELA

Scale Level

Math

Scale Level

19/20 95%

Overall 4/5 Scale Level

L&S / R / W Level 3 Min.

Of

Reclass 1

2

3

4

5

6

7

8

9

10

11

12

CST LEVELS: A=ADVANCED P=PROFICIENT B=BASIC BE=BELOW FB=FAR BELOW CELDT LEVELS: 5=ADVANCED 4=EARLY ADVANCED 3=INTERMEDIATE 02/28/05 ac

Chula Vista Elementary School District Department of Language Acquisition

Reclassifying a Student from ELL to FEP

NO YES

NO YES NO YES Continue (10/03)

Student Remains An English Language Learner



Assessment of English Proficiency • Review CELDT results from annual assessment. • Does student score at Early Advanced or Advanced

overall and score at Intermediate or higher in listening, speaking, reading and writing?

Comparison of Performance of Basic Skills • Review results of CST, Language Arts • Is the Scale Score 325 (Basic) or above?

Teacher Evaluation of Student Performance • Review the student’s CALP card. • Has student achieved a score of 19/20 on the CALP card?

Parent Opinion and Consultation • Provide notice to parents/guardians of their right to

participate in the reclassification process. • Encourage them to participate in reclassification process

and face-to-face meeting

Reclassification • Reclassify the student as R-FEP • Update school/district records • Monitor the student’s progress for 2 years


LANGUAGE RECLASSIFICATION CONFERENCE FORM CHILD’S NAME ____________________________________ GRADE _____________ TEACHER _____________________________ SCHOOL _______________________ CONFERENCE DATE ____________________ PHONE ________________________ We are pleased to inform you that your child has successfully completed all the requirements necessary to be reclassified from English Language Learner to Fluent English Proficient. Based on multiple sources of academic data, your child has developed sufficient English language skills to achieve academically in a Mainstream English program. The minimum requirements for reclassification, as well as your child’s scores, are listed below.

Multiple Criteria Minimum Requirements

Your Child’s Score

1. California English Language Development Test (CELDT)

Overall Level 4 And

_________

Listening & Speaking Level 3 _________ Reading Level 3 _________ Writing Level 3 _________

• California Standards Test

• Language Arts

Basic Level

Scale Score 325 or higher

Level________ Scale Score_____

3. CALP Scale

95% or higher

_________%

A review of your child’s progress will take place on a yearly basis for a 2-year period. If necessary, an intervention plan or program change may be recommended during the annual review.

I have been consulted regarding my child’s reclassification to Fluent English Proficient status.

Parent/Guardian Date Principal Date Teacher Date WHITE: Cum Folder 817507 (2/04) CANARY: Language Acquisition Dept. PINK: ELL Folder GOLDENROD: Parents

Distrito Escolar Primario de Chula Vista

FORMULARIO DE RECLASIFICACIÓN DE LENGUAJE NOMBRE DEL NIÑO______________________________ GRADO _______________ MAESTRO __________________________ ESCUELA _________________________ FECHA DE LA ENTREVISTA_________________ N° DE TEL. ___________________ Nos complace informarle que su hijo ha llenado todos los requisitos necesarios para ser reclasificado de alumno Estudiante de Inglés (English Learner) a Estudiante con Dominio del Inglés (Fluent English Proficient). De acuerdo a varias fuentes de información académica, su hijo posee suficientes destrezas en el idioma inglés para triunfar académicamente en un programa de inglés regular (Mainstream). Los requisitos mínimos para la reclasificación, tanto como las puntuaciones de su hijo se anotan en seguida.

Categoría de los requisitos

Puntuaciones mínimas para reclasificación

Puntuación de su hijo

Nivel general 4 y

_________ 1. Prueba de California del Desarrollo del Idioma Inglés (CELDT).

Expresión y comprensión oral, nivel 3 _________

Lectura, nivel 3 _________ Escritura, nivel 3 _________

• Prueba de Estándares de California

• Lenguaje

Nivel Básico

Puntuación en la escala 325 ó más alta

Nivel _________

Puntuación____

3. Escala CALP 95% ó más alto _______% Se hará una revisión del progreso de su hijo anualmente, por dos años. Si es necesario, es posible recomendar un plan de intervención o cambio del programa durante la revisión anual.

Se me ha consultado respecto a la reclasificación de mi hijo para pasar de alumno Estudiante de Inglés (English Learner) a Estudiante con Dominio del Inglés (Fluent English Proficient).

Padre o Tutor Legal Fecha ________________________________ ________________________________ Director Fecha Maestro Fecha WHITE: Cum Folder BLANCA: Expediente CANARY: Language Acquisition Dept. Amarilla: Dep. de Adquisición del Idioma. PINK: ELL Folder ROSA: Carpeta ELL GOLDENROD: Parents ORO: Padres de familia 817508 (2/04)

CHULA VISTA ELEMENTARY SCHOOL DISTRICT RECLASSIFICATION: 2 YEAR MONITORING PLAN

FOR TRADITIONAL AND EXTENDED YEAR SCHOOLS In accordance with existing California regulations and the federal legislation No Child Left Behind, the progress of students who are reclassified from English Language Learner (ELL) to fluent English proficient (FEP) must be monitored for two years to ensure that the reclassification was an appropriate decision. Teachers of reclassified students must complete the following progress report for a two-year period. This report is to be filed in the student’s cum folder and ELL folder with a copy sent to the Department of Language Acquisition and Development. NAME OF STUDENT DATE OF RECLASSIFICATION SCHOOL TEACHER GRADE YR 1

INDICATE STUDENT’S PROGRESS FOR YEAR 1: Dec. Mar. June Dec. Mar. June Reading Satisfactory π π π Needs Improvement π π π Writing Satisfactory π π π Needs Improvement π π π Mathematics Satisfactory π π π Needs Improvement π π π Class Participation Satisfactory π π π Needs Improvement π π π CST English Language Arts Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced CST Mathematics Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced INTERVENTION PLAN (IF NEEDS IMPROVEMENT): ___________________________________________________________________________________________ ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date Teacher’s Signature at end of Year 1 Date

SCHOOL TEACHER GRADE YR 2

INDICATE STUDENT’S PROGRESS FOR YEAR 2: Dec. Mar. June Dec. Mar. June Reading Satisfactory π π π Needs Improvement π π π Writing Satisfactory π π π Needs Improvement π π π Mathematics Satisfactory π π π Needs Improvement π π π Class Participation Satisfactory π π π Needs Improvement π π π CST English Language Arts Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced CST Mathematics Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced INTERVENTION PLAN (IF NEEDS IMPROVEMENT): ___________________________________________________________________________________________ ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date Teacher’s Signature at end of Year 1 Date

WHITE: CUM Folder CANARY: Language Acquisition Dept. PINK: ELL Folder 817511 (1/04)

CHULA VISTA ELEMENTARY SCHOOL DISTRICT RECLASSIFICATION: 2 YEAR MONITORING PLAN

FOR YEAR ROUND SCHEDULE SCHOOLS In accordance with existing California regulations and the federal legislation No Child Left Behind, the progress of students who are reclassified from English Language Learner (ELL) to fluent English proficient (FEP) must be monitored for two years to ensure that the reclassification was an appropriate decision. Teachers of reclassified students must complete the following progress report for a two-year period. This report is to be filed in the student’s cum folder and ELL folder with a copy sent to the Department of Language Acquisition and Development. NAME OF STUDENT DATE OF RECLASSIFICATION SCHOOL TEACHER GRADE YR 1

INDICATE STUDENT’S PROGRESS FOR YEAR 1: Sept.. Mar. June Sept.. Mar. June Reading Satisfactory π π π Needs Improvement π π π Writing Satisfactory π π π Needs Improvement π π π Mathematics Satisfactory π π π Needs Improvement π π π Class Participation Satisfactory π π π Needs Improvement π π π CST English Language Arts Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced CST Mathematics Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced INTERVENTION PLAN (IF NEEDS IMPROVEMENT): ___________________________________________________________________________________________ ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date Teacher’s Signature at end of Year 1 Date

SCHOOL TEACHER GRADE YR 2

INDICATE STUDENT’S PROGRESS FOR YEAR 2: Sept.. Mar. June Sept.. Mar. June Reading Satisfactory π π π Needs Improvement π π π Writing Satisfactory π π π Needs Improvement π π π Mathematics Satisfactory π π π Needs Improvement π π π Class Participation Satisfactory π π π Needs Improvement π π π CST English Language Arts Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced CST Mathematics Scale Score Circle Proficiency Level: Far Below Below Basic Proficient Advanced INTERVENTION PLAN (IF NEEDS IMPROVEMENT): ___________________________________________________________________________________________ ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date ________________________________________________Teacher Initials:_____________ Date Teacher’s Signature at end of Year 1 Date

WHITE: CUM Folder CANARY: Language Acquisition Dept. PINK: ELL Folder 817512 (1/04)

Interventions for Struggling ELs

ELD Support Supplemental Texts

Teacher-Made Materials Multi-media Peer Tutor Primary Language Support Reading Resource Teacher SST Referral Academic Contract Parent/Teacher Conference Book-on-Tape Schedule Change Additional Time on Task Summer Session School Psychologist Counselor Vision/Hearing Behavior Contract Library-After School After-School Program Instructional Aide Support RSP Assistance

Reclassification and Monitoring

ROLES AND RESPONSIBILITIES

Personnel Responsibility

Site Administrator

• Oversees reclassification process throughout the school year

• February: reviews and submits a list of students to begin the reclassification process to the Department of Language Acquisition

• Oversees site monitoring • Verses monitoring process foe each R-FEP

for 24 months

Classroom Teacher

• Evaluates student work and makes R-FEP recommendation

• Completes CALP card for eligible R-FEPs in January and February

• Monitor student progress for reclassification and completes R-FEP screening and monitoring

Directors of Language Acquisition and School Services and Assessment

• Generate data on CELDT and CST results • Oversee analysis of data regarding EL and

R-FEP eligible students

District Assessment Technician

• Compiles and distributes lists of R-FEP eligible students using CST data

Site EL Instructional Assistant

• Administers tests, compiles documents, communicates with parents

• Generates a list of R-FEP students: collects and coordinates forms for teachers

STAFFING AUTHORIZATION

- 29 -

Staffing Authorizations

Under the supervision of the Assistant Superintendent of Human Resources, the District takes an active role in the recruitment and staffing of authorized personnel for all English Learner programs and makes it a requirement to hire Cross-cultural, Language, and Academic Development (CLAD) or Bilingual, Cross-cultural, Language and Academic Development (BCLAD) certified teachers. CLAD certified teachers are authorized to provide instruction to English Learners (EL) in the areas of English Language Development (ELD) and Specially Designed Academic Instruction Delivered in English (SDAIE). Instruction for English Language Development (ELD) means instruction designed specifically for EL students to develop their listening, speaking, reading, and writing skills in English. Specially Designed Academic Instruction Delivered in English (SDAIE) means instruction in a subject area, delivered in English that is specially designed to provide EL students with access to the curriculum. The District seeks CLAD and BCLAD teachers by working closely with the San Diego County Office of Education and local universities, by attending in-state and out-of-state recruitment fairs and career days, advertising in educational online services and through a variety of job postings and announcements. The District has a large number of teaching staff that hold CLAD, BCLAD, and equivalent certification. This includes teachers with specialist credentials and psychologists.

• Teachers providing instruction in a Mainstream English Program shall be authorized to provide appropriate core content and ELD instruction. This is achieved via a CLAD or equivalent certification.

• Teachers providing instruction in Structured English Immersion programs shall be appropriately authorized to provide instruction in Spanish if providing primary language instruction via a BCLAD or equivalent certification.

• Teachers providing instruction in Structured English Immersion programs who do not provide primary language instruction shall be appropriately authorized to provide core content and ELD instruction via a CLAD or equivalent certification.

• Teachers providing instruction in an Alternative Bilingual Program shall be appropriately authorized to provide such instruction via a BCLAD or equivalent certification.

Teachers not currently authorized but who are serving English Learners, are required to submit a plan in collaboration with their principals outlining the steps they will take to satisfy the CLAD or BCLAD requirement. They are also required to submit progress made toward the plan submitted or proof of enrollment in or completion of the necessary coursework. Teachers are required to secure an appropriate authorization within one year. The Human Resources Services and Support Division monitors the implementation and completion of the plan. The District provides support for teachers by working in collaboration with the San Diego County Department of Education to provide SB395 classes whenever possible at the District Office and at the San Diego County Office of Education.

PROFESSIONAL DEVELOPMENT

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Professional Development The District’s Curriculum and Instruction Department, the Department of Language Acquisition Department, the BTSA Office and the Human Resources Office work in collaboration to provide on-going professional development opportunities to all teachers and staff working with English Learners. The goal of training is to help educators acquire specific skills needed to work with English Learners in the areas of ELD instruction, comprehensible standards-based instruction, District program designs, and should reflect current research best practice. All staff development opportunities to support teachers in providing differentiated instruction may include the following: • Teaching to ELD Standards • Publishers Professional Development • ELD strategies and assessments • EL Academy (SDCOE) • SDAIE strategies and techniques • CELDT Testing and Scoring • GLAD instructional strategies • District Catch-up Plan training • AMAO and Closing the Gap • Vocabulary Instruction • CABE Conference • District EL instructional program models • Dual/ Immersion Program Strategies • Focused Approach • Data and EL monitoring of student achievement (Language Profile Analysis Report) Staff development opportunities occur throughout the school year and focus on key aspects of program design and management, curriculum, instructional strategies, English language and literacy development, standards and assessment, parent education, and parent outreach. These opportunities are provided through on-site trainings, District inservice sessions, and education conferences. Participant attendance is maintained, and all sessions’ feedback on professional development are reviewed to determine future trainings. Additional training opportunities for paraprofessionals with English Learner responsibilities are provided on a monthly basis by the Department of Language Acquisition and include: •R-30 Annual Language Census •Reclassification and Student Monitoring •Alternative Bilingual Program Waiver •EL/IA Responsibilities and Handbook Process The following are referenced in the previous section. Language Profile Analysis Organizing for ELD Instruction ELD Inservice

4/4/2005

Chula Vista Elementary School District Language Profile Analysis

Teacher Instructional Setting Grade Total Class size Number of ELs Date

Student Names by English Proficiency

Levels *1 level below expectation **2 levels below expectation

Instructional Needs ELD Standards:

L/S, R, W

Interventions

Beginning

Early Intermediate

Intermediate

Early Advanced/ Advanced

Reclassified

4/4/2005

Organizing for ELD Instruction

Model 1 Team Teaching

Teacher B Teacher A ELD 3

ELD 1-2

Grade-level Team Teacher C Teacher D ELD 4-5 EO/IFEP/RFEP Model 2 Model 3 Small-group Rotation Flexible Grouping

Students working with the teacher

ELD 1

Students working

independently ELD 4-5

Students working in cooperative small group ELD 3

Students

working with a paraprofessional ELD 2

Whole Group • Preliminary tasks • Set the Stage

Small Group • Homogeneous/

Heterogeneous • Interactive

Whole Group • Reconstruct learning • Debrief concepts/proces

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ELD Inservice

AGENDA

I. District Benchmarks and Language Profile Analysis • Classroom list of ELs with 3 years CELDT scores and

expected growth in proficiency levels. (Are students at their expected level? Note those students who are behind the annual benchmarks.)

• Record students’ names and needs on ‘Language Profile Analysis’ to ensure differentiation and intervention.

II. ELD Block • Effective ELD block • Organizing for ELD- 3 Models • ELD Overview- program, accommodations, ongoing monitoring and

accountability

III. Current ELD Standards-based Materials • Hampton Brown- Avenues • Harcourt- Moving into English • Rigby- On Our Way to English

IV. Evaluations

ACCOUNTABILITY AND EVALUATION

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Accountability and Evaluation

Program Implementation and Monitoring To ensure that English Learners are receiving a program of instruction in accordance with parent choice and District design, Chula Vista Elementary School District site administrators conduct regular monitoring of classroom instruction. Monitoring results in consistent program implementation at individual school sites and across the District. The Educational Services and Support Center will provide staff with information and support in the following areas:

• ELD curriculum and instruction • SDAIE strategies • Differentiated instruction • District program designs for SEI, Mainstream, Dual Language, and Alternative Bilingual

• Student Program Data School principals and/or designees perform a minimum of two annual observations of all classes, which include English Learners. These observations are conducted with the use of “ELD Observation Checklist” checklists to ensure that teachers: 1) provide ELD standards-based instruction daily, 2) make use of appropriate SDAIE strategies, and 3) provide differentiated instruction targeted to specific linguistic needs. In addition, the Language Acquisition and Development Department staff will assist with the development of site documentation for each EL program compliance area. A site visit may include a review of the procedures and expectations of English Learner Programs with the use of “English Learner Programs Implementation Checklist.” Instructional Leadership Team members are encouraged to participate in the site visit of programs and services for English Learners annually. This positive collaboration will promote joint decision-making; the use of “School visit on Instructional Programs and Services for ELs" can be used in this process.

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Program Evaluation and Modification In response to statewide education accountability reform, the Chula Vista Elementary School District provides clearly defined standards and expectations for student learning. Its primary goal is for all students to meet the District’s academic content and performance standards. Through the District’s assessment program, District staff carefully considers what students are asked to do, how student performance is evaluated, and how evaluation results are to be used. The assessment program is responsive to the developmental and linguistic differences, and special needs of English Learners. The District seeks information about the ongoing academic progress of English Learners. Through multiple forms of assessment, the District is able to determine to what degree English Learners are achieving English proficiency and meeting District academic achievement goals.

STATE/DISTRICTWIDE ASSESSMENT

Assessment Instrument Target Population Purpose

CST, CAT/6

All students, grades 2-6

State Requirement District Accountability

Spanish Assessment of Basic Education, Second Edition (SABE/2)

All Spanish-speaking English learners, Grades 2-6 enrolled in a CA school less than 12 months. All Spanish-speaking English learners enrolled in the Alternative Program. Newcomers from Spanish-speaking countries

State Requirement District Accountability

Language Arts Local Measures

All students, Grades K-6 District Accountability

Mathematics Local Measures


District Benchmarks (Catch-up)


California English Language Development Test (CELDT)

All English Learners Grades K-6

Articulation District Accountability/ AMAO/Reclassification

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Ongoing monitoring includes work samples, observations, checklists, and surveys that are designed to:

• Determine effects of the instructional program on language development by time in program

• Determine the effectiveness of each EL Program option by disaggregating results for each program

• Assess academic achievement in both the first and second language • Assess the strengths and weaknesses of the instructional program • Suggest modifications for those elements of the instructional program that are

not effective • Make recommendations with parent input based on results

The Annual Measurable Achievement Objectives (AMAOs) data is compiled, analyzed, and reported annually by the State. Language Acquisition’s staff analyzes this report to produce a set of suggested program modifications. The data is then shared with the local Board of Trustees, principals, District administrators, and DELAC members. The Assistant Superintendent annually distributes performance-based assessment results to Principals and the Directors of Special Education and Categorical Programs for monitoring and evaluation. Under NCLB, all school districts receiving Title III funds are required to meet three AMAOs for ELs.

• The first AMAO specifies annual increases in the percentage of students making progress in English language proficiency. (CELDT levels 1-3). Students are expected to gain one overall proficiency level annually.

• The second AMAO specifies annual increases in the percentage of children attaining English proficiency (CELDT levels 4 and 5). English proficiency level is defined as CELDT overall Early Advanced/Advanced with no sub skills below the Intermediate level.

• The third AMAO specifies academic progress in language arts and math for the EL subgroup, based on the California Standards Test (CST). Adequate Yearly Progress (AYP) is measured by participation rate and percent at “proficient” level under NCLB.

The AMAOs are based on baseline data from the CELDT and CST, and will be used to evaluate the effectiveness of language instruction educational programs of ELs in regards to language instruction and academic performance. The Catch-Up Plan Under Castañeda v. Pickard Federal Law (1981), districts have dual obligations for English Learners:

• To develop the students’ English proficiency, and • To provide students with access to academic content instruction

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A catch-up plan is a minimum set up of expectations designed to prevent irreparable damage to English Learners. The six critical elements of a catch-up plan are:

• ELD Standards • Annual benchmarks (tied to English proficiency levels and time-in-program) • Interim benchmarks • Ongoing Assessments (multiple measures tied to interim benchmarks) • Interventions (tied to student achievement assessments) • Evaluations of the process

The Chula Vista Elementary School District will utilize the Catch-up Plan, composed of criteria describing EL students’ minimal expected growth. Students who do not meet the expected growth annually will receive interventions to help them progress more rapidly. The District annually gathers the number and determines percentage of English Learners reclassified to Fluent English proficient (R-FEP) when completing the annual language census, R-30. The R-30 reports the actual count of EL, FEP, and R-FEP students and their respective program during the calendar year. The following are referenced in the previous section.

ELD Observation Checklist Elements of a Catch-up Plan Monitoring ELD Instruction: Implementation and Intervention Flowchart School Based Intervention Programs for ELs Monitoring Site-Based ELD Implementation Flowchart EL Programs Implementation Checklist CVESD Program Options for ELs Review of English Learner programs and Services School visit on Instructional Programs and Services for ELs

4/5/2005

English Language Development – Observation Checklist

Teacher ____________________________ Grade _________ Date ______________ ELD Levels 1 2 3 4 5 Instructional Program Mainstream Structured English Immersion Bilingual Dual Language

Standards-Based Planning and Organization

ELD standards are evident and selected on the basis of student’s assessments. ELD materials are used during posted ELD instructional block (minimum of 30 minutes daily) An instructional theme is evident and links ELD with grade-level content standards. New vocabulary, language forms and functions are selected to support learning the standards and developing the theme. Supplemental ELD materials create a comprehensible context for new language and are appropriate for the ELD level.

Rubric 1 2 3 4

Standards-Based Listening and Speaking Teacher connects new learning to previous learning by adding new materials to familiar materials and by inviting students to

share what they remember orally and non-orally using gestures, manipulation of pictures or objects, or writing/drawing. Teacher models new language and content by telling or reading a story, role-playing, using puppets or flannel board. Teacher checks for comprehension frequently using a variety of strategies. Teacher guides students to practice new language using whole class response, small group response, and pair-response.

1 2 3 4

Standards-Based Speech to Print Teacher models correct writing form and builds one-to-one connections between spoken and written words. Teacher helps students read and match words, phrases and sentences, using word cards, sentence strips, picture cards, charts. Teacher guides students to create word categories (e.g., character names, verbs, antonyms, idioms) for word walls and graphic

organizers.

1 2 3 4

Standards-Based Reading and Writing Reading and writing assignments elaborate and extend the theme. Pre-writing and pre-reading activities include discussion, oral and written directions, time for questions and clarifications. Teacher demonstrates the steps for completing a task successfully. Teacher provides a mini-lesson based on patterns of student need to assist them with their performance. Teacher explains how performance or product will be evaluated using posted rubric. Students read and write together or individually, using word walls, graphic organizers, and personal dictionaries. Students practice with feedback from peers and teacher to raise their level of performance pr revise their product. Student performance or product is rated using a posted rubric. Students reflect on their own learning by recording in a journal or learning log.

1 2 3 4

Scoring Rubric: 1=no evidence, 2=limited evidence, 3=some evidence, 4=clear evidence 2/21/2005

4/5/2005

Elements of a Catch-up Plan English Language Development

“How do teachers accelerate second language acquisition to enable English Learners to advance a minimum of one ELD level each year?”

ELD Program Standards-Based

Curriculum

Accommodations Standards-Based

Instruction

Ongoing MonitoringStandards-Based

Assessment

Accountability District / State

Standards-based ELD Materials:

• Avenues (Hampton-Brown) • Moving Into English

(Harcourt) • On Our Way to

English (Rigby) Instructional Block:

• Daily 30-45 minutes Supplemental Resources:

• District ELD Handbooks

• Leveled Reading Materials

• Standards-based ELD Materials

• Into English! (Hampton-Brown)

• Escondido Curriculum

ELD Instruction: • Differentiated by ELD

level • Integrated Language

Domains (L/S/R/W) • Transferable and

Non-transferable skills

• BICS and CALP • CA. State Adopted

ELD Standards ELD Intervention:

• ELAP • Extended Learning

Program • Summer School • Resource Teacher,

Aide • Tutor- Reading Prog. • High Point (Hampton-

Brown)

Formal: • (In process of

development)

Informal: • Work Samples • Observations • Checklists/Surveys • Publisher’s

Assessments

District: • Student Monitoring • ELD Standards

Progress Report (CVESD)

• Language Profile Report

• District Progress Benchmarks for ELs (Catch-Up Plan)

• Annual District Evaluation Report of EL Progress

State:

• California English Language Development Test (CELDT)

2/21/2005

4/5/2005

Monitoring ELD Instruction: Implementation and Intervention Flowchart

4/5/2005

Are we implementing an ELD Program?

NO

YES SITE-BASED IMPLEMENTATION

Are students succeeding? (1 ELD level per year)

Strategic Professional Development

ALL SOME NONE

STUDENT INTERVENTION

Strategic Intervention

Services

ELD Intervention Services In class accommodations Extended Learning Program English Language Acquisition Program (ELAP) gr. 4-

6 Immigrant Education Program Other

4/5/2005

School-Based Intervention Programs for English Learners Immigrant Education Program (EIEP) EEIP is a federally funded grant program that provides supplemental educational services for eligible students in grades K-12 and their families. Eligible students are those who were born outside of the United States, and have been enrolled in US schools for fewer than three academic years. EIEP offers intensive English language development, health, and counseling services for eligible students and their families. Classes are offered during summer school or intersession. Classes are held on Saturdays for family literacy and parent training to increase active parent participation in the education of their children. English Language Acquisition Program (ELAP) ELAP is a state grant program that provides funding ($100 per eligible student) to supplement existing resources supporting English language development for English Learners (ELs) in grades 4-8. These funds are being used as part of the District’s intervention program. The ultimate goal is to better prepare English learners to meet the state’s academic and performance standards and improve their English language and literacy skills. Extended Learning Programs Schools offer extra instructional time provided by certificated teachers, either before, after, or during vacation. This intervention programs are specifically for students who are not meeting grade level academic standards in Reading or Math. The program provides smaller classes that give students more individualized instruction in an effort to help them improve in their academics.

4/5/2005

Monitoring Site-Based ELD Implementation Flowchart

Step 1: Use the district’s ELD Observation Checklist to Monitor the ELD Instructional Program Teacher Self-Assessment

Grade-Level Needs Assessment

Administrative Classroom Observation ELD Walkthroughs

Step 2: Develop a Strategic Professional Development Plan to Improve ELD Instruction 1. Share data from ELD Observation Checklists. 2. Identify strengths and list areas of ELD implementation that need improvement. 3. Select the type of ELD professional development activity(s) needed:

♦Insevice Training ♦ Mentoring ♦ Cognitive Coaching ♦ Demonstration Lessons ♦Peer Coaching ♦ Workshops ♦ Professional Inquiry ♦ Conference Attendance

Step 3: Establish ELD Implementation Goals and Timelines

1. Set both reasonable and ambitious goals for classroom implementation of the district’s ELD instructional program. 2. Set timeline for implementation mutually agreed upon corrective action steps to meet goals.

Step 4: Evaluate the Achievement of ELD Implementation Goals

1. Assess the level of student ELD progress as a result of implementing the content of the ELD professional development plan.

2. Repeat Step 1 to determine if the level and quality of ELD implementaion has increased or not.

4/5/2005

English Learner Programs Implementation Checklist

Key EL Program Components Key Implementation Questions – Do we have a system in place to ensure that:

Initial Identification and Assessment

Yes No A Home Language Survey is completed for all students? Initial CELDT and L1 proficiency assessments are completed within guidelines? Parent Notification of assessments results and program selection are on file?

Note: Placement for Special Education ELs is determined by IEP team. No parent letter is required. English Language

Development Yes No

All ELs receive ELD instruction appropriate for their level of English proficiency using standards-based ELD curriculum for a minimum of 30 to 45 minutes daily?

Teachers record ongoing ELD progress using the CV Progress Report ELD instruction is organized according to District recommendation? Progress data indicates 80% of all ELs at CELDT levels 1-3 are advancing 1 level

annually? There is an ELD Catch-Up Plan in place to help ELs accelerate their ELD progress?

Note: ELD goals for EL students receiving Special Education services must be delineated on the IEP. Access to Core

Curriculum Yes No

ALL ELs receive appropriate Master Plan program services (L1 Instruction, SDAIE and/or L1 support) to ensure access to standards-based grade-level instruction?

Achievement data indicates that ELs are learning grade-level academic content. All sub skills areas for ELs with CELDT levels 4-5 are at least at Intermediate level? There is a Catch-Up Plan in place to help ELs recoup any academic deficits that may have

been incurred while learning English in a Structured English Immersion Program? Staffing Yes No

All teachers delivering ELD/SDAIE instruction to ELs have BCLAD/BCC, CLAD/LDS, SB1969/SB395 or are enrolled in courses leading to the appropriate authorization?

All teachers delivering core curriculum in a Bilingual Alternative or Dual Language Program have a BCLAD/BCC or are enrolled in courses leading to the appropriate authorization?

Program Options for English Learners 11/02/04 ac

Chula Vista Elementary School District Program Options for English Learners

Alternative Programs

Structured

English Immersion Program

Basic Bilingual

Dual Language

Mainstream English Program

Language of Instruction

Primarily English

Primary Language (L1) and English

English


(ELD Standards)

30-45 minutes daily

30-45 minutes daily

30-45 minutes daily

Academic Content (Grade Level Standards)

Language Arts Math Social Science Science Health

Content-based ELD

SDAIE

L1Support

L1 Instruction

SDAIE Instruction

L1 Instruction

SDAIE Instruction

Content-based ELD

SDAIE

Art, Music, P.E. SDAIE SDAIE L1/SDAIE SDAIE Required

Authorizations BCLAD/BCC or

CLAD/ LDS/SB1969/SB395

BCLAD/BCC

CLAD/lds/SB1969/SB395

SMS Classification Codes

4

1

9

5, 6


Review of English Learner Programs and Services

• A functioning ELAC meets regularly to monitor the English Learner Program. • English Learners are placed in the appropriate instructional program

(Structured English Immersion, Mainstream English, Alternative Bilingual, Dual Spanish Immersion).

• Annual letters of notification have been sent out to all parents of EL students (within the first 30 days of the start of the school year) providing information on: the reason for classifying the student as an EL, the student’s level of English proficiency, a description of the English language program the child is enrolled in, the parent’s option to decline the program, and information to help the parent select another program if they decline enrollment in that program.

• English learners receive SDAIE, GLAD, and other strategies in order for content area instruction to be more comprehensible.

• There is a multi-year plan to acquire standards-based ELD materials. • A collaborative schoolwide, K-6 ELD model is being implemented. ELs at

language proficiency levels 1-5 receive 30-40 minutes daily of focused, sequential, standards-based ELD instruction.

• The principal regularly observes teachers instructing English Learners in ELD and content areas and has implemented a system of monitoring the academic progress of English Learners.

• Interventions have been identified and utilized for reclassified students who are not meeting the benchmarks required on the “Reclassification Two-Year Monitoring Form”.

• Interventions have been identified and implemented for English Learners who are not meeting the benchmarks set forth in the “Catch-up Plan”.

• The staff and principal review and update the progress of English Learners in the students’ cumulative folder (Home Language Survey, EL Folder, including CALP card, CELDT and STAR results, primary language test, program placement (SEI, Mainstream English, Alternative Bilingual, Dual Immersion), waivers, and the annual parent notification letter.

• Teachers have received the training needed in order for them to teach and monitor the progress of English Learners.

• The staff, principal and EL instructional assistant have reviewed the Language Profile Analysis Report. All classroom teachers have received the appropriate information (class list of EL students, CELDT levels, and expected progress in English language proficiency) to monitor the progress of all ELs and to modify the instructional program based on the information.


School visit of Instructional Programs and Services for English Learners

School Date

1. Instructional Program Options for English Learners at School Site: (Check all that apply)

Mainstream English Structured English Immersion Alternative Bilingual Program Dual Immersion Program

2. Are ELs who have been in California for one year or less placed either in a Structured

English Immersion, Alternative Bilingual, or Dual Immersion Program (unless parents request Mainstream English)?

3. Are EOs and ELs given equal access to Dual Language Programs?

4. Are ELs who are placed in a Structured English Immersion program receiving

instruction through SDAIE, GLAD, and other strategies to understand content area instruction in English?

5. How many minutes a day do ELs receive ELD instruction?

6. What type of ELD model is used to ensure that ELs levels 1-5 receive differentiated

instruction?

7. What ELD standards-based instructional materials are used at your site?

8. How often do you observe teachers and students engaged in ELD and content area

instruction to English Learners?

9. How are you monitoring if ELs are meeting benchmarks delineated in the Catch-up Plan?

10. What interventions are used to support ELs and R-FEP who do not meet benchmarks?

Instructional Leadership Team District Support

Classroom Observations

Room Comments

PARENT ADVISORY COMMITTEES

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Parent Advisory Committees

The goal of the English Language Advisory Committee is to promote positive collaboration between parents and the District. Through such committees, the Chula Vista Elementary School District can:

• Include parents and community members in the decision-making, planning, and

evaluation of programs for English Learners; • Develop a working partnership between parents and the schools to provide equal

access to education for all students; • Promote open communication with parents, community members, and the District.

Translation Services Pursuant to EC section 51101.1(b)(3) and as defined by EC section 48985, the Chula Vista Elementary School District will provide training and materials in the home language of the parent members of advisory committees as practicable. English Learner Advisory Committee (ELAC) Each school with 21 or more English Learners will establish a school-level advisory committee (ELAC). Parents or guardians of English Learners elect parent members of the school committee. All parents of English Learners shall be provided the opportunity to vote. Parents of English Learners not employed by the District must constitute a majority of the committee. Each school-level advisory committee shall elect at least one representative to the District English Learner Advisory Committee. The Committee advises (reviews and comments) the principal and School Site Council (SSC) on the development of the components of the school’s Single Plan for Student Achievement, which impacts the educational services for English Learners. The ELAC must certify (in written form) that it has provided advice to the SSC regarding the Single Plan prior to its formal approval. In addition, the ELAC advises the principal on the following:

• Development and results of the school’s needs assessment. • The school’s annual language census. • Ways to make parents aware of the importance of regular school attendance. • Information and knowledge of EL Master Plan, including programs and

services. District English Learner Advisory Committee (DELAC) The Chula Vista Elementary School District, having more than 51 English Learners, must establish a District English Learner Advisory Committee (DELAC). Parents and/or guardians of English Learners who are not employed by the District shall constitute a majority of the Committee. The percentage of parents of English Learners must be at least the same as that of English Learners in the District. Each school committee shall have the opportunity to elect at least one parent member of the District English Learner Advisory Committee.

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Responsibilities of DELAC Advise the local board on the following:

• The development of the District Master Plan for English Learners. • The Districtwide needs assessment. • The District’s plan to meet teacher State certification requirements. • The annual language census. • Written parent notification of initial enrollment. • The reclassification process. • Any District waiver request to the State Board of Education, which may affect

programs or services for English Learners. The District/school administration shall:

• Notify parents/guardians of all English Learners of the opportunity to elect ELAC members and/or participate as a member.

• Establish a functioning ELAC/DELAC. • Plan and provide training in consultation with ELAC/DELAC members. • Publicly announce ELAC/DELAC meetings at least 72 hours in advance with

agenda posted. • Provide all relevant information, documentation, and training regarding school

programs and services for English learners, including but not limited to: o A draft, prior to its formal approval, of the Single Plan for Student

Achievement o School budgets and planned expenditures which may impact English

Learners o Results of the annual language census o A draft and results of an annual school needs assessment o Goals and objectives for each program offered at the school for English

Learners o Information on the ongoing achievement of program goals and objectives o Evaluation of each program offered at the school for English Learners

Each parent committee must:

• Develop and adopt its own agendas and develop its governance structure • Choose whether to develop and adopt its bylaws • Determine the manner of its functioning, including the recording of minutes • Determine its meeting times, dates, and location • Determine the manner for its provision of advice to the site administration and

School Site Council (ELAC) or local governing board (DELAC) • Provide feedback to the site/district administration as to the coordination and

provision of training The following is referenced in the previous section. Parent Brochure on English Learner Master Plan

Instructional Support and Services Division

Department of Language Acquisition and

Development Sandra Villegas-Duvanich, Director, ext. 1521 Rosalba Ponce, Projects Specialist, ext. 1535

Vacant , Bilingual Resource Teacher, ext. 1525

Connections Program at Parkview 421-5483 ext. 4468

Hong Yang Fawver, Instructional Assistant, Korean - ext. 4418 Vacant , Instructional Assistant, Tagalog - ext. 4468

Margaret Khoury, Instructional Assistant, Arabic - ext. 4468 Mihoko Stancliff, Instructional Assistant, Japanese - ext. 4468

Jane Lo, Instructional Assistant, Mandarin – ext. 4418 Margot Abasolo, Instructional Assistant, Spanish - ext. 4418

August 2005

84 East J Street Chula Vista, CA 91910

Telephone: (619) 425-9600 Fax: (619) 427-0463

BOARD OF EDUCATION

Cheryl S. Cox, Ed.D. Larry Cunningham


SUPERINTENDENT

Lowell J. Billings, Ed.D

The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable State and Federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, ext. 1340. Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.

CHULA VISTA ELEMENTARY SCHOOL DISTRICT Department of Language Acquisition & Development

“EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH”

English Learner Master Plan

Goals The English Learner Master Plan defines four goals for English Learners (ELs):

• to develop English proficiency, • to increase the number and percent of English Learner at the two

highest levels of English proficiency, • to close the “achievement gap,” and • to increase the number of students who are becoming bilingual and

biliterate. Program Options

Option 1—Structured English Immersion (SEI) Students with “less than reasonable fluency” in English will be placed in Structured English Immersion. After one year in the SEI program, the child may continue in the program or the parent may request a Mainstream Program. Instruction is overwhelmingly in English, and Spanish may be used for clarification as appropriate. Students receive daily ELD lessons and teachers adapt English instruction using special strategies.

Option 2—English Language Mainstream Program Students with “reasonable fluency” in English will be placed in this program. All academic instruction is in English, with English Language Development (ELD) taught on a daily basis. While this program is for those students at higher proficiency levels, parents of ELs at any proficiency level may request that their child be placed in this program.

Option 3—Alternative Bilingual Program Spanish instruction is used as a foundation for learning grade-level language arts, math, and/or other content subjects. ELD is taught daily. Typically, most programs increase English instructional minutes as the grade level progresses. Students are placed in the Alternate Bilingual Program with an annual written waiver request by parents.

Instructional Support and Services

Specially Designed Academic Instruction in English (SDAIE) The purpose of Specially Designed Academic Instruction in English (SDAIE) is to provide English Learners with access to the core curriculum at the same academic level as provided to their native-English counterparts through the use of instructional strategies that are comprehensive. English Language Development (ELD) English Language Development (ELD) is a part of the English Learner’s instructional program, which is focused on meeting the instructional needs of each student’s language proficiency level. Schools follow the state-adopted ELD standards for the purpose of meeting the grade-level standards in the English Language Arts Standards. Access to the Core Curriculum Students enrolled in any program models are expected to master the ELD and ELA standards and meet grade-level standards in the core academic subject areas. Core subject areas are measured using the District’s Catch-up Plan.

Assessment

California English Language Development Test (CELDT) School districts are required to administer the CELDT for initial identification assessments to all students whose home language is not English. This must occur within 30 calendar days after students first enroll in a California public school. School districts are required to administer the CELDT annually to identified English Learners until they are reclassified to FEP. California Standards Test (CST) The CST is a multiple-choice test in English for all students in Grades 2-6, writing for students in grade 4 and science in grade 5. This test is used to assess students’ proficiency level on the California Academic Standards. California Achievement Test (CAT/6) The CAT/6 is a multiple-choice test in reading, math, spelling, and language in English. Students in Grade 3 take this test. Each student’s score is compared to a national sample of students tested in the same grade at the same time of the school year. Spanish Assessment of Basic Education (SABE/2) SABE/2 is a multiple-choice test for Spanish-speaking English Learners in Grade 2-6 who have been in the California public school less than 12 months. The SABE/2 is a norm-referenced achievement test of the basic skills in Spanish reading, mathematics, spelling and language.

Parent Participation Opportunities

Parents and community members have the opportunity to participate in the English Language Advisory Committee (ELAC) and the District English Learner Advisory Committee (DELAC). The goal of the committees is to involve parents and community to be active participants in decision-making, planning, and evaluating the programs for English Learners. English Learner Advisory Committee (ELAC) Each school with 21 or more English Learners will establish a school advisory committee. All parents of English Learners shall be provided with the opportunity to nominate and vote for a parent representative. District English Learner Advisory Committee (DELAC) The Chula Vista Elementary School District, having more than 51 English Learners, must establish a District English Learner Advisory Committee. The percentage of parents of English Learners must be at least the same as that of English Learners in the District. Each school committee shall have the opportunity to elect one parent member to serve on the DELAC.

Program Accountability

Annual Measurable Achievement Objectives (AMAOs) Under No Child Left Behind, all school districts receiving Title III funds are required to meet three AMAOs:

• Students are expected to gain one overall proficiency level annually (CELDT levels 1-3).

• Annual increase in the percentage of children attaining English proficiency (CELDT levels 4 & 5).

• Academic progress in language arts and math for the EL groups based on the CST.

The Catch-up Plan Under Castañeda v. Pickard Federal Law (1981), districts have an obligation for English Learners to develop English proficiency and to provide them with access to academic content instruction. The six elements are critical to setting a minimum set of expectations. They are ELD standards, annual benchmarks, interim benchmarks, ongoing assessments such as the multiple measures, interventions and evaluations of the process.

Teacher Authorization Under the direction of the Assistant Superintendent of Human Resources, the District takes an active role in the recruitment and staffing of authorized personnel for all English Learner programs and makes it a requirement to hire Cross-cultural, Language and Academic Development (CLAD) or Bilingual, Cross-cultural and Academic Development (BCLAD) certified teachers.

División de Servicios Educativos y de Apoyo

Departamento de Adquisición y Desarrollo del Idioma

Sandra Villegas-Duvanich, Directora, Ext. 1521 Rosalba Ponce, Especialista en Proyectos, Ext. 1535 Vacante, Maestro Bilingüe de Recursos, Ext. 1525

Programa Conexiones en Parkview

421-5483 Ext. 4468 Hong Yang Fawver, Auxiliar de Instrucción, Coreano- Ext. 4418

Vacante, Auxiliar de Instrucción, Tagalo - Ext. 4468 Margaret Khoury, Auxiliar de Instrucción, Árabe - Ext. 4468

Mihoko Stancliff, Auxiliar de Instrucción, Japonés - Ext. 4468 Jane Lo, Auxiliar de Instrucción, Mandarín – Ext. 4418

Margot Abasolo, Auxiliar de Instrucción, Español - Ext. 4418

Agosto de 2005

84 East J Street Chula Vista, CA 91910

Teléfono: (619) 425-9600 Fax: (619) 427-0463

MESA DIRECTIVA DE EDUCACIÓN

Dra. Cheryl S. Cox Larry Cunningham


SUPERINTENDENTE

Dr. Lowell J. Billings

El Distrito Escolar Primario de Chula Vista está comprometido a ofrecer a todas las personas, oportunidades igualitarias de educación, empleo y contrato de servicios, en cumplimiento con todas las leyes y regulaciones estatales y federales aplicables. La oficina distrital encargada de supervisar el acatamiento de esas leyes es la Oficina de Servicios de Recursos Humanos y de Apoyo, 84 East J Street, Chula Vista, CA 91910, teléfono (619) 425-9600 Ext. 1340. Toda persona que se considere víctima de discriminación ilegal en lo concerniente a empleo, contratación de servicios o programa educativo, puede presentar una queja formal a la Oficina de Recursos Humanos del Distrito.

DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA Departamento de Adquisición y Desarrollo del Idioma

“CADA NIÑO ES UN INDIVIDUO DE GRAN VALOR”

Plan Maestro para Alumnos en Vías de Aprender Inglés

Metas

El Plan define cuatro metas para Alumnos en Vías de Aprender Inglés (ELs):

• lograr la competencia en inglés, • aumentar la cantidad y el porcentaje de alumnos EL en los dos niveles

de competencia más altos en inglés, • reducir la “brecha académica,” y • aumentar la cantidad de alumnos que leen, hablan y escriben muy

bien en dos idiomas. Programas

Opción 1, Inmersión Estructurada en Inglés (SEI): Los alumnos que “no tienen un dominio razonable” del inglés serán colocados en SEI. Después de un año en el programa SEI el niño puede continuar en el programa o el padre puede solicitar un programa de instrucción regular en inglés. La instrucción es principalmente en inglés. El español puede utilizarse para aclarar según sea necesario. Los alumnos reciben Clases para el Desarrollo del Inglés (ELD), y los profesores adaptan las lecciones en inglés por medio de estrategias especiales. Opción 2, Programa Regular de Instrucción en Inglés: Los estudiantes con un “dominio razonable” del inglés serán colocados en este programa. Toda la instrucción es en inglés con clases diarias para el desarrollo del inglés. Mientras que este programa es para los niños en los niveles más altos de inglés, los padres de estudiantes EL de cualquier nivel de inglés pueden pedir ese programa para su niño. Opción 3, Programa Opcional Bilingüe: La enseñanza en español sirve como la base para aprender artes del lenguaje, matemáticas y otras materias correspondientes a su grado escolar. Se da ELD diariamente. Típicamente la mayoría de los programas aumentan la cantidad de tiempo de instrucción en inglés según se avanza en los grados escolares. Se coloca a los alumnos en este programa por medio de la solicitud escrita de exención por parte de los padres.

Apoyo y servicios académicos

Instrucción especialmente diseñada en inglés (SDAIE) El propósito de la Instrucción especialmente diseñada en inglés (SDAIE) es ofrecer a los alumnos EL acceso al currículo básico al mismo nivel académico que el que se ofrece a sus compañeros cuyo idioma nativo es el inglés por medio de estrategias educativas que son comprensivas. Clases para el Desarrollo del Inglés (ELD) ELD es una parte del programa educativo del alumno EL, el cual se concentra en satisfacer las necesidades educativas del nivel de idioma de cada estudiante. Las escuelas siguen los estándares adoptados por el estado para ELD con el propósito de lograr los estándares correspondientes al grado en Artes del Lenguaje en Inglés. Acceso al Currículo Básico Se espera que los estudiantes inscritos en cualquiera de los modelos de instrucción logren dominar los estándares de ELD y de ELA y los estándares para las materias académicas del grado correspondiente. El progreso en las materias académicas se mide por medio del Plan para Emparejarse (Catch-up Plan) del Distrito.

Evaluación La Prueba de California del Desarrollo del Idioma Inglés (CELDT) Los distritos escolares tienen la obligación de administrar la CELDT para la evaluación inicial de identificación de todos los niños cuyo idioma en el hogar no es el inglés. Esto debe ocurrir dentro de 30 días de calendario a partir de cuando los alumnos ingresan a una escuela pública de California. Los distritos escolares están obligados a administrar la CELDT anualmente a los alumnos identificados EL hasta que sean reclasificados a FEP. Prueba de los Estándares de California (CST) Es una prueba en inglés, en la que se escoge la respuesta de entre varias, se aplica a todos los alumnos en los grados de 2° a 6°, la prueba de escritura para los de 4° grado y una de ciencias para los de 5° grado. Se utiliza para evaluar el nivel de aptitud del alumno respecto a los Estándares Académicos de California. Prueba de California de Aprovechamiento (CAT/6) La CAT/6 también es en inglés, la respuesta se escoge de entre varias, cubre lectura, matemáticas, ortografía y lenguaje en inglés. Los alumnos del 3er grado toman esta prueba. La puntuación de cada alumno se compara con una muestra nacional de estudiantes que tomaron la prueba en el mismo grado y a la misma altura del ciclo escolar. Evaluación de Educación Básica en Español (SABE/2) La SABE/2 es una prueba para los niños EL en los grados de 2° a 6° que hablan español y tienen menos de 12 meses en las escuelas públicas de California. La respuesta se escoge de entre varias. Es una prueba basada en criterios normados de aprovechamiento para las habilidades de lectura en español, matemáticas, ortografía y lenguaje.

Oportunidades para la Participación de los Padres

Los padres de familia y la comunidad tienen derecho de participar en el Comité Asesor para Estudiantes de Inglés (ELAC) y el Comité Asesor Distrital para Estudiantes de Inglés (DELAC). La meta de los comités es involucrar a los padres y la comunidad para que participen activamente en la planificación, en las decisiones y en la evaluación de los programas para los alumnos EL. Comité Asesor para Estudiantes de Inglés (ELAC) Cada escuela que tenga 21 ó más alumnos EL establecerá un comité consultivo escolar. Se debe ofrecer a todos los padres de alumnos EL la oportunidad de nombrar candidatos y elegir a un representante de los padres. Comité Asesor Distrital para Estudiantes de Inglés (DELAC) El Distrito Escolar Primario de Chula Vista, contando con más de 51 alumnos EL, debe establecer un Comité Asesor Distrital para Estudiantes de Inglés. El porcentaje de padres en dicho comité debe ser por lo menos el mismo que el de alumnos EL en el Distrito. Cada comité escolar tendrá la oportunidad de elegir a un padre representante para servir en el DELAC.

Programa de Responsabilización

Objetivos Académicos Anuales Mensurables (AMAOs) Bajo la ley Que Ningún Niño se Quede Atrás, todos los distritos escolares que reciben fondos del Título III tienen que lograr los tres AMAOs:

• Se espera que los alumnos avancen cada año un nivel general de competencia (Niveles 1 al 3 en el CELDT).

• Aumento anual en el porcentaje de niños que logran competencia en inglés (Niveles 4 y 5 en el CELDT).

• Progreso académico en lenguaje y matemáticas del grupo de alumnos EL en la prueba CST.

Plan para Emparejarse Bajo la ley federal Castañeda v. Pickard (1981), los distritos tienen la obligación de que los alumnos EL logren dominar el inglés y brindarles acceso a instrucción del contenido académico. Los seis elementos son esenciales para fijar un conjunto de expectativas mínimas: Los estándares de ELD, expectativas anuales, expectativas interinas, evaluaciones continuas como las medidas múltiples, intervenciones y evaluaciones del proceso.

Autorización de Maestros

Bajo la dirección del Vicesuperintendente de Recursos Humanos, el Distrito es muy agresivo para reclutar y contratar el personal con las credenciales necesarias para todos los programas para alumnos EL y hace hincapié en contratar maestros de distintas culturas con credencial para el Desarrollo del Idioma (CLAD) o Bilingüe (BCLAD).

FUNDING

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Funding

Sufficient General Funds Adequate basic general fund resources are available to provide each English Learner with learning opportunities in an appropriate program, including ELD and the rest of the core curriculum. To this end, all required texts, including primary language texts in Alternative Bilingual classes, and instructional materials are purchased with general funds. English Learners receive educational materials and services paid for with general funds in at least the same proportion as native English speakers in the District. Appropriate use of Categorical Funds The Economic Impact Aid-Limited English Proficient (EIA-LEP) funds are used to meet the academic needs of the English Learners, but do not supplant the District's general funds as well as any other categorical funds the District receives. Each school site receives EIA funds in amounts that correspond to the total amounts described in the District’s Consolidated Application to the California Department of Education. EIA-LEP funds are spent for supplemental services and materials including, but not limited to, the following:

• Staff development for instructing English Learners • Supplementary materials for English Learners • ELAC/DELAC meetings • Bilingual paraprofessionals (classroom use only) • Parent education, training, and involvement

Other Categorical Funding:

• Immigrant Education Program (EIEP) • English Language Acquisition Program (ELAP) • Title I Services • Title III Services

chula vista elementary school district · larry cunningham patrick a. judd bertha j. lópez pamela...

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