master plan for english learners -...

ANAHE IM C I T Y S CHOOL D I S R I C TE D U C A T I O N A L S E R V I C E S

MASTER PLAN FOR

ENGLISH LEARNERS

B O A R D A P P R O V E DMay 13, 2013

ANAHEIM CITY SCHOOL DISTRICT

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MASTER PLAN FOR ENGLISH LEARNERS Board ApprovMay 13, 2013

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Governing Board Jeff Cole, Board President Dr. Jose F. Moreno, Board Clerk Sandy Blumberg, Board Member Bob Gardner, Board Member James Vanderbilt, Board Member Superintendent Dr. Linda Wagner, Superintendent Executive Cabinet Dr. Mary Grace, Assistant Superintendent Educational Services Dr. Chuck Lewis, Acting Assistant Superintendent Human Resources Mr. Darren Dang, Assistant Superintendent Administrative Services Educational Services Dr. Alfonso Jimenez, Director of Curriculum and Instruction Rhonda Robertson, Director of Program Evaluations Andy Apodaca, Coordinator of Categorical State & Federal Programs / English Learners Rose Butts, Director’s Secretary, Curriculum and Instruction Rebeca Hernandez, Program Secretary, Curriculum and Instruction/Categorical State & Federal Programs

Anaheim City School District 1001 S. East St. Anaheim, CA 92805 (714) 517‐7500 www.acsd.k12.ca.us

Project Director Dr. Alfonso Jimenez, Director of Curriculum and Instruction

Document Design Pam Ellis, ACSD Retired Editors Dr. Alfonso Jimenez Pam Ellis Lisbeth Hofius (Spanish)

Translation ‐ Spanish Lisbeth Hofius

http://www.acsd.k12.ca.us/

Anaheim City School District Master Plan for English Learners

ACKNOWLEDGEMENTS The Anaheim City School District English Learner Master Plan was developed through a collaborative process that included various stakeholder groups (District Advisory Committee/District English Learner Advisory Council; Curriculum and Instruction Staff Development Committee; District Departments – Curriculum and Instruction, Program Evaluations, Pupil Services, Special Education, and Technology and Information Services; Community Committee‐Anaheim Union High School District, Los Amigos Education Committee, Migrant Education, CSEA, and Anaheim Teachers Association. These committees included curriculum specialists, parents, directors, community members, teachers, principals, vice‐principals, coordinators, and assistant superintendent.

We would like to thank all of our stakeholder groups for their sincere input and feedback throughout the development and revision process of the English Learner Master Plan.

Curriculum and Instruction Staff Development CommitteeDr. Mary Grace

Dr. Alfonso Jimenez Andrew Apodaca Dr. Roberto Baeza Kelley Barrett Tammie Bernal

Brooke Carreras Jesse Chavarria Jeremy Davis Laura Emerson Eric Hallman

Dr. Dale Hillyer

Yadira Moreno Leisha Morton Leslie Peregrina

Linda Rigg Cory Robertson

Rhonda Robertson

Lynda Ruiz Wendy Sales

Michael Saravia Maria Villegas

District Advisory Council/District English Learner Advisory Committee Members:

Norma Abler Wendy Alcantar Elizabeth Alcaraz Maria Araujo

Angelica Barrera Edgar Barrera

Maria Belen Carpio Marivel Bermudez Alicia Cabezas

Alejandra Carrera Mirian Castro

Marisol Cordova Arturo Cruz

Maria DeLira Azucena Duarte Laurel Ehrichs Silvia Fernandez Sandra Galeana Maritza Garabay Veronica Garcia Margarita Garcia Herlinda Garcia Rosa Gomez

Lourdes Gonzalez Omar Guillen

Josefina Guzman Robbie Hernandez‐Oliu Luz Adriana Herrera Maricruz Herrera Karen Hoxworth Kamrun Islam Blanca Jauregui Jessica Jenkins Alida Labiosa Norma Lagunas Sandra Lara Maria Leal

Vicky Lichui Vicky Lopez

Edelmira Marquez Luis Marquez Odilia Martinez Maria Mejia

Consuelo Mendez Emiliano Mendez

Amelia Mix Marcela Montes Felipa Morales Michelle Moreno

Blanca Moreno Maria Oliva Gloria Penilla Norma Peralta Gabriela Perez Angela Perlata Victor Pichardo Teresa Pineda Maria Pizano

Irma Prudencio Leon Jesus Ramirez

Elizabeth Ramirez

Rosario Ramos Lizeth Rodriguez Sonia Rosas

Maria Sanchez Bertha Sandoval

Maria Alejandra Sobrera Josefina Terrones Sandra Valdez

Natividad Vasquez Noe Vasquez Alma Vazquez Norma Zendejas

Participants: Maria Alonso

AndrewApodaca Maria Arroyo

Olga Aviles Pino Dr. Roberto Baeza Michelle Banngan Nora Bermuda Lourdes Bonilla Daniel Boyzo Ligia Cardenas

Alejandra Carrera Brooke Carreras Mirian Castro Lety Chacon Araceli Chavez

Vianney Chavez Marisol Cordova Yamile Cortes NormaCortes

Fabiola Delgado Shawnna Derache

Alisa DeSart Cristina Diaz

Azucena Duarte Diane Eatherly Silvia Fernandez Liberato Figueroa Veronica Flores Tracey Gaglie Sandra Galeana

Mina Galindo Martha Gallegos Lucy Gamboa Beatriz Garcia Veronica Garcia Tracey Golden Rosa Gomez

Maria Gonzalez Trisha Graper

Maria Rosa Guzman Eric Hallman

Alejandra Hernandez Silvia Herrejon

Maricruz Herrera Karl Hess

Lupe Hubbard Kamrun Islam

Dr. Alfonso Jimenez Andrew Klinkenberg

Alidu Labrosa Tammie Ledesma Linda Lobatos Maria Lopez Mary Madrigal

Edelmina Marquez Odilia Martinez Burney Maturon Herlinda Mejra Maria Molina Felipa Morales

Rafaela Moraza Dr. Jose Moreno Yadira Moreno Gabriela Nino Gaby Nolacu Aleta Peters Mayra Pineda Alex Ramirez Sara Reyes Linda Rigg

Remedios Rivera Rhonda Robertson

Sandra Rojas Angelica Sanchez Celina Salceda

Angelica Sanchez Blanca Sanchez

Dr. Patricia Sandoval Sinthia Santemaria

Dr. Debbie Schroeder Nadine Skutnik Greg Smet

Maria Topoto Laura Vallejo Maria Villegas Beatriz Zavala Zavala Zwano

Community Committee Anaheim Union High School

District: Araceli Chavez

Liberato Figueroa Cynthia Vasquez Petitt

Associations Kristen Fisher, AEEA Cindy Stanaker, CSEA

District Staff

Andy Apodaca Katie Keichline Omar Guillen Leisha Morton Dr. Alfonso Jimenez Wendy Sales

Los Amigos Education Committee: Maria Rosa Guzman

Fred Partida Dr. Richard Ramirez

Migrant Education:

Alex Gonzalez

Parents Jack Janec

Edward Jelev Rafaela Moraza Angelica Sanchez Maria Vazquez

Dual Language Immersion Steering Committee Dr. Alfonso Jimenez Veronica Alvarez Andrew Apodaca

Celi Balbosa Dr. Roberto Baeza

Joe Carmona Ivanoe Celestine Jesse Chavarria Araceli Chavez Manuel Colon

Marisol Cordova Miriam Eufracio Liberato Figueroa Angelita Garcia Areli Garcia

Belen Garcia Omar Guillen

Carlos Hernandez Christine Hernandez Dina Hernandez

Nashyeli Hernandez Jeff Hoeffer Amy Krier John Leos Shelly Leos

Lorena Moreno Cynthia Murguia Rhonda Robertson Jenny Rodriguez Deanna Rutter

Cynthia Vasquez Petitt

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Bilingual Testing Assistants Xochitl Ayon Carmen Beoto

Michelle Cervantes

Isabel Cleugh‐Huizar Alma Garcia Yareli Garcia

Maria Gonzalez‐Ramirez Araceli McAdam Deborah Pedraza

Martha Rivera Maria Saldaña Carmen Vega

Community Advisory Committee (CAC) – Special Education Rosendo Alvarado

Maria Alejandra Ayala Ivett Chavez Tina Duong

Sergio Escobar Jennifer Foxx

Brian Foxx Lorena Gonzalez Yolanda Gradilla Delfina Hernandez

Maria Ibarra Andres Loyua

Araceli Martinez Daniela Martinez Rafael Mejia

Elizabeth Mendez Reyna Moreida Blanca Ortiz

Araceli Palacios Luis Sanchez

Maribel Santiago Alex Santiago

Maria Alejandra Sobrera Vivian Valdivia Silvia Valenzuela

Gifted and Talented Education (GATE) Council Shawnna Derache Gena Ambroise

Terri King Marta Lee

Yesica Marizcal Sonia Nishi

Maxwell Nguyen Francis Ramirez

Karesa Rivera Sandra Rodriguez Teresita Ochoa

Leticia Sanchez Vanesa Vo‐Ramirez Heather Zelenka

We are also thankful to all of our Leadership Team who reviewed the overall plan and provided input. We are also thankful for the districts that have revised and/or developed their English Learner Master Plan, as these plans served as an example for us. We are specifically thankful for the examples from the Woodland Joint Unified School District, Los Angeles Unified School District, Fontana Unified School District, Hayward Unified School District, Desert Sands Unified School District, and Oxnard School District. Finally, we would like to thank Norm Gold who has supported districts throughout California with their English Learner Master Plans and through that process, resources have been made available online that were beneficial in the planning and development of our plan.

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MESSAGE FROM SUPERINTENDENT DR. LINDA WAGNER

June 2013

The Anaheim City School District English Learner Master Plan is a guide for the implementation of programs for a critically important group of students in our District: our English Learners. This document provides guidance to staff, parents, and students regarding what they should expect from our programs District‐wide. In order to provide consistent programs in this key instructional area, all practitioners will be expected to follow this plan with great care and with the highest of expectations for student success.

This document builds a framework and a guide for student learning. It explains the role of parents, staff and community in the process of helping our English learners to grow and flourish in academic settings throughout ACSD.

This document has been built through a partnership with parents, staff and community members. Its contents are research based and have been vetted through a great deal of collaboration and teamwork with constituents, staff and ACSD scholars. We take this document seriously and anticipate that it will be implemented with fidelity.

While English learners begin with challenges to overcome as they learn a language, they bring with them rich cultural and linguistic resources to share with all ACSD students. As they learn and develop their skills as students, they will add to our District in important ways. Their linguistic culture and heritage are to be nurtured and treasured while building upon their language skills for success in English. We have high expectations that all who work with our English Learner Master Plan will honor the success of these students in their implementation of this plan.


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INTRODUCTION

Mission

The mission of the Anaheim City School District is to provide high quality schools for a diverse student population. The educational program focuses on mastery of skills, enabling students to live productively in a changing society and, in so doing, develop in them responsibility, confidence, and enthusiasm for lifelong learning. The mission of the Anaheim City School District English Learner Master Plan is to provide a blueprint for success in the delivery of effective and high quality programs and services to English Learners.

Core Strategy

To increase the achievement of all students and close the achievement gap, all professionals will build meaningful student relationships and collaborate in data‐informed learning communities to ensure the engagement of all students in a rigorous curriculum.

Introduction

Anaheim City School District is a diverse district composed of 24 schools, serving 19,100 TK‐6 students in a dynamic, standards‐based learning community. As one of the largest elementary school districts in California, we offer a broad range of programs and learning opportunities, enhanced by strong support from families and the community. Our student population is composed of 54% English Learners, 21% English only students, 22% R‐FEP, 2% I‐FEP, 87% National School Lunch Program (Free or Reduced), 13% GATE, and 9% of our students receive special education services. Our average reclassification rate for the past 5 years was at 13%.

The Anaheim City School District English Learner Master Plan serves as a blueprint for all district personnel involved in the education of English Learner students. This plan describes how the Anaheim City School District identifies, serves, and supports English Learners to ensure access to the core curriculum and rapid acquisition of the English language. The English Learner Master Plan represents a commitment among various stakeholder groups to provide high quality instruction for English learners.

The English Learner Master Plan was written based upon federal and state laws, district board policies, research‐based practices, and the input received from various stakeholder groups throughout the 2012‐2013 school year. The input received throughout the year has been embedded within the plan and included extensive revisions to ensure a quality comprehensive plan. It is the district’s expectations that the plan be implemented with fidelity to secure appropriate services for English Learners. The English Learner Master Plan represents a “living viable document” that through the revision of the plan, services to English learners are only maximized to increase their acquisition of English.

Language Census

Formerly known as the R30 Report

An annual collection of data on students with non‐English language backgrounds; includes data on English learner (EL) and fluent‐English‐proficient enrollment, and language proficiency distribution.


Languages Represented by

ACSD’s English Learners

Language Proficiency Distribution

Language Proficiency Distribution History

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(Data compiled April of 2013)


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TABLE OF CONTENTS CHAPTER 1: IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT 1 Identification 2

ASSESSMENT 3

NOTIFICATION 3

PROGRAM PLACEMENT 4 TABLE 1.1 PROGRAMS FOR ENGLISH LEARNERS ‐ PAGE 4

TABLE 1.2 INITIAL IDENTIFICATION AND PLACEMENT PROCESS ‐ PAGE 6

TRANSFER OF STUDENTS 7

CHAPTER 2: INSTRUCTIONAL PROGRAMS 8 INSTRUCTIONAL SETTINGS FOR ENGLISH LEARNERS 9 TABLE 2.1 ACCELERATED LANGUAGE ACADEMY (ALA) PROGRAM COMPONENTS – PAGE 10

TABLE 2.2 ENGLISH LANGUAGE MAINSTREAM (ELM) PROGRAM COMPONENTS – PAGE 11

TABLE 2.3 DUAL LANGUAGE IMMERSION (DLI) PROGRAM COMPONENTS – PAGE 12

TABLE 2.4 TRANSITIONAL BILINGUAL PROGRAM COMPONENTS – PAGE 13

PRIMARY LANGUAGE: INSTRUCTION VS. SUPPORT 14

SYSTEMATIC ENGLISH LANGUAGE DEVELOPMENT 14

ACCESSING THE CORE CURRICULUM IN CONTENT AREAS 16

GIFTED AND TALENTED EDUCATION (GATE) 17

COMMITMENT TO SPECIAL EDUCATION SERVICES 17

TK‐6 PROGRAM FLEXIBILITY TO MEET STUDENT NEEDS 18 TABLE 2.5 LONG TERM ENGLISH LEARNERS (AT RISK INDICATORS) – PAGE 18

CHAPTER 3: PARENTAL EXCEPTION WAIVERS 20 PARENTAL EXCEPTION WAIVER 21 TABLE 3.1 PARENTAL EXCEPTION WAIVERS PREREQUISITES, CONDITIONS AND TIME FRAMES – PAGE 22 TABLE 3.2 INTERNAL PROCESS FOR PARENTAL EXCEPTION WAIVERS – PAGE 23

INITIAL ENROLLMENT PROCEDURES FOR PARENTAL EXCEPTION WAVERS 23

ANNUAL NOTIFICATION 24

STAFF DEVELOPMENT ON THE WAIVER PROCESS 24

TABLE 3.3 PARENTAL EXCEPTION WAIVER FLOWCHART – PAGE 25

CHAPTER 4: MONITORING STUDENT PROGRESS 26 MONITORING STUDENT PROGRESS 27 TABLE 4.1 ELD ASSESSMENTS – PAGE 28

COMMITMENT TO INSTRUCTION 28 TABLE 4.2 ACADEMIC ASSESSMENTS – PAGE 28

STUDENT SUCCESS TEAM (SST) 29 TABLE 4.3 PROBLEM SOLVING PROCESS – PAGE 29

PROBLEM SOLVING WITHIN AND RTI2 FRAMEWORK 30

RESPONSE TO INSTRUCTION AND INTERVENTION(RTI2) THROUGH THE SST 31

STUDENT GOAL SETTING 33 TABLE 4.4 RESPONSE TO ELD INSTRUCTION – PAGE 34


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CHAPTER 5: RECLASSIFICATION PROCESS AND MONITORING 35 RECLASSIFICATION – DEFINITION AND CRITERIA 36

RECLASSIFICATION PROCESS 37 TABLE 5.1 ROLES AND RESPONSIBILITIES FOR RECLASSIFICATION – PAGE 38

RECLASSIFICATION MONITORING 39

CHAPTER 6: EVALUATION AND ACCOUNTABILITY 40 ENGLISH LEARNER SERVICES COUNCIL 42

EVALUATION DESIGN AND GOALS 43 TABLE 6.1 EVALUATION DESIGN ‐ GOALS, EVALUATION QUESTIONS, AND MEASURES/SOURCES – PAGE 43

MONITORING PROGRAM GOALS 44

EVALUATING PROGRAM EFFECTIVENESS 47 TABLE 6.2 EVALUATION AND ACCOUNTABILITY: ROLES AND RESPONSIBILITIES – PAGE 48

TABLE 6.3 EL EXPECTED PROGRESSION AND GROWTH TARGETS – PAGE 50

CHAPTER 7: PARENT AND COMMUNITY ENGAGEMENT 51 SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (ELAC) 52

DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC) 54

TYPES OF PARENT INVOLVEMENT 56

PARENT INVOLVEMENT RESEARCH 58

FAMILY ENGAGEMENT FRAMEWORK 59

CHAPTER 8: PROFESSIONAL DEVELOPMENT AND STAFFING 60 PROFESSIONAL DEVELOPMENT 61 TABLE 8.1 STEPS TO SUCCESS – PAGE 61

STAFFING AND TEACHER CREDENTIALS 64

HIRING PRIORITIES AND PROCEDURES 65

RECRUITMENT AND STAFFING FOR TEACHERS OF ENGLISH LEARNERS 65

CHAPTER 9: FUNDING 67 GENERAL AND CATEGORICAL FUNDING 68

GENERAL FUND RESOURCES 69

SUPPLEMENTAL FUNDS 69 TABLE 9.1 TITLE I AND TITLE II FUNDING DESCRIPTIONS AND ALLOWABLE EXPENDITURES – PAGE 70

TABLE 9.2 TITLE III AND EIA‐LEP FUNDING DESCRIPTIONS AND ALLOWABLE EXPENDITURES – PAGE 71

APPENDICES: GLOSSARY OF TERMS 72

APPENDIX A – EFFECTIVE ELD DELIVERY OF INSTRUCTION 77

APPENDIX B – DUAL LANGUAGE IMMERSION (DLI) PROGRAM ADMISSION REQUIREMENTS 78

APPENDIX C – RESPONSE TO INSTRUCTION AND INTERVENTION 79

APPENDIX D – ENGLISH LEARNER PROGRAM FORMS 80

REFERENCES 89


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CHAPTER 1

IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT

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Chapter 1 IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT

In this chapter

• Identification

• Assessment

• Notification

• Program Placement

• Transfer of Students

Table 1.1 Programs for English Learners.

Table 1.2 Initial Identification and Placement Process

Identification

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Home Language Survey (HLS)

At the time of enrollment, California public schools are required to determine the language(s) spoken in the home by each student. In order to gather this information, all parents/legal guardians are required to complete, sign, and date a Home Language Survey (HLS) (Form EL‐1.1 for each of their school aged children.

Home Language Survey Questions

1. What language did the student learn when they first began to talk?

2. What language does the student use most frequently at home?

3. What language do you (parent/guardian) use most frequently with the student?

4. What language is most often spoken by adults living in the home?

The Home Language Survey is part of the Anaheim City School District’s (ACSD) registration packet. The HLS information will assist schools in providing appropriate instruction for all students.

All students whose HLS indicates a language other than English on questions 1, 2, or 3 must be assessed in English language proficiency. (The 4th question provides information for schools to consider if a child shows evidence of limited English proficiency once enrolled, but does not mandate assessment.) If the answers to items 1, 2, 3 or 4 on the HLS are only “English”, the child is classified initially as English Only (EO). The parent is notified of the result and is given an explanation of the placement options open to the student (See Chapter Two). The default option is Mainstream English. Parents of EO elementary students may also apply to participate in the district’s Dual Language Immersion (DLI) program.


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Assessment

English Language Proficiency Assessment

For students who have a primary language other than English, the state approved assessment instrument, the California English Language Development Test (CELDT), is administered (by certified test administrators) within 30 calendar days of enrollment to determine English language proficiency skills and initial identification. A student may be identified as either Initially Fluent English Proficient (IFEP) or as an English Learner (EL). The CELDT is a criterion‐referenced test based on the ELD Standards which assesses students’ English language proficiency in listening, speaking, reading, and writing. The student receives a CELDT score for each section of the test as well as an overall score.

The CELDT is also administered annually to all English Learners who are currently enrolled during the state’s annual assessment testing window. Parents are notified of CELDT annual assessment results within 30 days of receipt of test results from the state test contractor. The annual CELDT assessment results are used to measure students’ annual progress in English language proficiency in listening, speaking, reading, and writing.

Provisions for Special Education Students

If an Individual Education Plan (IEP) team has determined that a student is unable to take all parts or part of the CELDT, the student will be given an alternative assessment (to be determined by the IEP team according to individual need), in accordance with California Department of Education regulations. Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS) for moderate‐severe disabilities is one possible assessment that could be selected by the IEP team. The alternative assessment must be written and documented in the IEP.

Primary Language Proficiency Assessment

In ACSD, on average, 76% of the entering kindergarten students are classified as English Learners. For the majority of the English Learners, Spanish is the language spoken in the home. All Spanish speaking identified English Learners are assessed for primary language proficiency in listening, speaking, reading, and writing for grades TK–6 within 90 calendar days of initial enrollment. The Spanish Language Assessment Scales (SLAS) will be administered to determine primary language proficiency for students who speak Spanish. Test administrators who are fluent in Spanish will conduct the assessment. For languages other than Spanish, the student’s primary language proficiency will be based on the informal survey questions in part two of the Home Language Survey completed by the parent/guardian.

Notification

Notification of Initial Assessment, Results and Student Placement

Parents whose children speak a language other than English must be notified no later than 30 calendar days after the beginning of the school year (or during the school year, within two weeks of the child being placed in a program) of their child’s initial English proficiency and program placement recommendation. This shall occur at parent conferences. Program options are also shared with the parent(s) at Back to School Night. The purpose of sharing the information is to explain the English proficiency results, program options, and recommended student placement. The conference will be conducted in English or Spanish and may include an interpreter for other languages. Using the assessment information and program placement recommendation, the teacher will place the student in the most appropriate instructional setting with parent input. The site principal or the Coordinator for English Learner Instruction will clarify


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any questions as needed and/or discuss any concerns parents may have regarding testing results or program placement recommendations. Parents are asked to sign and date the Initial/Annual Identification, Placement and Parent Notification (Form EL‐1.2) and are provided copies at the conference. The parents of IFEP students are informed of the results and given the same program options as those given to EO students: the default program is Mainstream English or the parent may request enrollment in the Dual Language Immersion Program (see Chapter Two for program descriptions).

Table 1.1 Programs for English Learners

Instructional Programs for English Learners

1. Accelerated Language Academy [Structured English Immersion Program (SEI)]

2. English Language Mainstream

3. Alternative Programs

a. Dual Language Immersion Program (Currently offered in Spanish and English)

b. Transitional Bilingual Program (not a current program option)

Language proficiency, program placement, and services are entered for each student in the district database by the bilingual testing assistants. In addition, the results are provided to the child’s teacher(s). A copy of the Home Language Survey, original CELDT score report, SLAS Scores, TK–6 Initial Identification, and Placement and Notification form are placed in the students’ EL Folder by the bilingual testing assistant. The EL Folder is a part of the student’s cumulative record file. The principal, teachers and bilingual testing assistants are responsible for monitoring the accuracy of language proficiency, program placement and services data.

Program Placement

Placement of Students

Anaheim City School District uses a number of program models to serve students who are English

Learners. Placement of English Learners is based upon provisions of former Proposition 227, now cited in California Education Code (Sections 300–340). All English Learners shall be placed in English language classrooms unless a parental exception waiver has been granted for an alternative program.

Students enter with varying levels of English language proficiency; therefore, it is imperative that each English Learner be placed in the instructional program that is best suited for his or her needs. We work closely with the parents/guardians to explain the instructional options and report student progress regularly. Parental involvement in decisions regarding the education of their children is required and critical to the student’s academic success.

For an English learner student with an Individualized Education Plan (IEP), placement is determined following the recommendations of the IEP team.

Choices of Instructional Programs

Upon initial enrollment, the teacher and principal make recommendations for the English Learner’s program placement based on CELDT and primary language assessment results. Using information from these assessments students are placed in the most appropriate instructional setting. The teacher completes the program placement form.

Criteria for Placement

Factors considered for program placement of English Learners include: English language fluency, years of schooling, prior program placements, primary language proficiency, documented special educational needs and other factors. English language fluency is a critical factor in determining program placement of English Learners. ACSD determines that a child has reasonable fluency in English when his or her overall CELDT language proficiency level is at a high‐intermediate level or higher and intermediate or higher within each domain (Listening, Speaking, Reading, and Writing). It is determined that a child has less than reasonable fluency in English when his or her


overall CELDT proficiency level is at a beginning to low intermediate level, or below intermediate within any domain (Listening, Speaking, Reading and Writing). The student is assigned to an appropriate program with consideration given to parent input.

Alternative Program Criteria

If the parent selects an alternative program, then the parent must complete a Request for Parental Exception Waiver (Form EL‐3.1) request form. This form is available at the school sites and on the district website. All waiver requests from the parents of newly enrolling students are processed by the site principal or school office staff and then forwarded to the Program Evaluations Department for final approval. Parental Exception Waivers must be requested and approved annually.

Accelerated Language Academy (ALA) [Structured English Immersion (SEI)] Program Placement Criteria

If a child has less than reasonable fluency in English by the above criteria, then the default placement is the Structured English Immersion (SEI) program. In ACSD, the SEI program is known as the Accelerated Language Academy (ALA). In SEI, the instruction is nearly all in English. Primary language support and other types of support services are provided as needed and as resources allow (see Chapter Two for support services descriptions). Daily English Language Development (ELD) is required. The student is assigned to an appropriate program with consideration given to parent input.

Parental exception waivers are granted unless it is determined that an alternative program would not be in the best interest of the student for his or her overall educational development. Approved annual waivers for students placed in an alternative program model are kept on file in the student’s EL folder, and this information is entered into the district student information system for electronic storage of the waiver request. Participation in a Dual Language Immersion program may be contingent upon grade level, prior program participation, and the student’s language proficiency levels. Students must meet Dual Language Immersion Entry Criteria (See Appendix B).

If a parent elects to have his/her child who has “less than reasonable fluency” placed in the English Language Mainstream program rather than in the Accelerated Language Academy, the district will honor the parent’s informed preference.

Legal Requirements for Enrollment in Alternative Program: According to California’s Ed. Code and Federal Program Monitoring (FPM) regulations, (EC 48985: 5CCR 11309), the following types of ELs under the age of 10 years must be placed in a mainstream or SEI program for at least 30 calendar days before a parent’s request for an alternative program may be honored:

A. Students in a California School for the first time: 1. New Kindergartners 2. Transfers from out of state 3. Students entering a U.S. school for the first time

B. Students transferring from another California school who have not completed the 30‐day requirement in another school.

This provision applies equally to students entering at the beginning of a school year and to students entering mid‐year.

English Language Mainstream (ELM) Program Placement Criteria

If the child has reasonable fluency in English by the above criteria, then the default placement is in the English Language Mainstream (ELM) program. Additional support services may be recommended, as appropriate. The child will normally continue in this placement until reclassified. Support services in the mainstream program must include daily Systematic English Language Development (ELD) (See Chapter Two).

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Program Placement vs. Classroom Placement

One classroom setting may provide different students in the class with different instructional program options. More than one program may exist within a given classroom. For example, a classroom may provide English Only and Fluent English Proficient students with an English Language Mainstream program of instruction while providing English Learners enrolled in the class with a program of Structured English Immersion. When more than one program exists within a classroom, it is extremely important that students be clearly identified as to the program to which they are assigned, and that they receive the services appropriate to that program. This requires differentiation of instruction and of activities within the classroom, and careful monitoring to ensure that the guidelines for each program are followed (see Chapter Two for program descriptions).

Table 1.2 Initial Language Proficiency Identification and Placement Process

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Notification of Annual Assessment Results and Student Placement Parents of students identified as English Learners must be notified of their child’s English proficiency and program placement no later than 30 calendar days after the beginning of the school year. Parents are given a copy of the Initial/Annual Identification, Placement, and Parent Notification Form (Form EL‐1.2) at conferences. This written notification is available in English and in Spanish. Parents may request a conference with site principal to clarify any questions as needed or discuss any concerns regarding testing results or program placement recommendations.

Language proficiency, program placement, and services are reviewed for each student in the district database and any changes are entered by the school office staff or bilingual testing assistant (BTA). In addition, the results are provided to the child’s teacher(s). A copy of the Annual Parent Notification form is placed in the student’s EL Folder by the BTA. The EL Folder is a part of the student’s cumulative record file. The teacher, principal and BTA are responsible for monitoring the accuracy of language fluency, program placement and services data.

Transfer Students In order to ensure appropriate placement, each student’s relevant assessment, academic progress, and placement information will be entered into the student data system within thirty (30) calendar days of enrollment by the school office staff or BTA.

Transfers between ACSD Schools Parent‐initiated Intradistrict Transfer requests are made through the school site and in consultation with Pupil Services. All data regarding the student’s English Learner assessment history (current scores, current placement, records of academic progress, and interventions) are sent to the receiving school. Before approving the Intradistrict transfer request, the site principal at the receiving school is responsible for reviewing the student’s records (including information in the district’s database system) and ensuring that

the student will be properly placed in the appropriate type of instructional program, as specified in the student’s current records.

Transfers from Other California Schools Students transferring into ACSD from another district within the state often have records of a Home Language Survey, scores on the mandated assessments including the CELDT, and a language status (EO, IFEP, EL, or RFEP). These students do not need to go through the Anaheim City School District initial identification process. If the parent provides the student’s records, staff will use this information to make an appropriate placement. If not, the School Office Staff or BTA will contact the former district in order to obtain information by phone, fax, e‐mail or mail.

Once records are obtained from the previous school or district, the appropriate information is entered into the ACSD’s record keeping system by the School Office Staff or BTA and shared with the classroom teacher(s). Data will also be forwarded to the Program Evaluations Department to be entered into the district data system. The district of origin will be encouraged to expedite the process of sharing information by faxing the records or by providing information by telephone. If these records cannot be acquired at the time of enrollment, the identification/ notification /placement process is implemented per the above description. The site principal is responsible for reviewing all student information to make sure the student is properly placed in his or her new class(es).

Transfers from Out of State or from Other Countries The language assessment, classification, and placement process described above will be followed for students entering the district who are new to the state or from another country. The student’s district enrollment date is entered into the student’s records and the student database system as well as the date the student first enrolled in a California or other U.S. school. The student will be placed in an ACSD grade level that is aligned with the previous district.


CHAPTER 2

INSTRUCTIONAL PROGRAMS

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Chapter 2 INSTRUCTIONAL PROGRAMS

In this chapter

• Instructional Settings for English Learners

• Primary Language: Instruction vs. Support

• Systematic English Language Development

• Accessing the Core Curriculum in Content Areas

• Gifted and Talented Education (GATE)

• Commitment to Special Education

• TK‐6 Program Flexibility to Meet Student Needs

Table 2.1 (ALA), Table 2.2 (ELM), Table 2.3 (DLI) and Table 2.4 (TBI): English Learner Program Components

Table 2.5 Long Term English Learner At=Risk Indicators

Instructional Settings for English Learners

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The district will offer the following program options to English Learners: (1) Accelerated Language Academy (ALA) [Structured English Immersion (SEI)], (2) English Language Mainstream (ELM), and (3) Dual Language Immersion (DLI). Transitional Bilingual Education (TBE) option may be offered when 20 parental exception waivers are approved at the same grade at a given school site. Each of these options is designed to ensure that students acquire English language proficiency and to prevent and address any academic deficits that may have developed in other areas of the core curriculum and language development.

All options contain the following required components:

• Well‐articulated, standards‐based and researched‐based differentiated systematic English Language Development (ELD) instruction, specifically designed for EL’s.

• Well‐articulated, standards‐based differentiated instruction in the core curriculum, featuring primary language support, frontloading of language and/or background, and/or Specially Designed Academic Instruction in English (SDAIE) using Research‐Based Lesson Design.

• Structured activities designed to develop cultural proficiency and positive self‐esteem.


English Language Programs TK–6 Accelerated Language Academy [Structured English Immersion (SEI)] This model provides instruction for all subjects in English for students with less than reasonable fluency in English. The goal of the Accelerated Language Academy [Structured English Immersion program] is for English Learners to develop a reasonable level of proficiency in English. Curriculum and instructional lessons are specifically designed for children who are learning the language. Students will be taught subjects “overwhelmingly,” but not exclusively in English. English Learners will receive daily, leveled Systematic ELD instruction. While students will be instructed in all California Common Core English Language Arts Standards, emphasis will be given to the standards in the language and listening/speaking strands. Access to core content is accomplished through instructional strategies using Specially Designed Academic Instruction in English (SDAIE) techniques to enable English Learners to gain access to grade level subject matter in mathematics, language arts, social studies, science, and other required academic subjects. Instruction may include primary language support to motivate, clarify, direct, support and explain.

Table 2.1 Accelerated Language Academy Program Components

Type of Setting

Program Recipients Program Elements Staffing

Structured English Immersion (SEI)

English Learners • CELDT Level 1 (Beginning)

• CELDT Level 2 (Early Intermediate)

• CELDT Level 3 (Low Intermediate)

• Core instruction taught overwhelmingly in English with primary language support.

• SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum*

• Instruction provided in all ELA standards with emphasis given to Language and Speaking/Listening Standards

• All lessons shall include language objectives to help access the core curriculum and for further language development

• Daily, leveled Systematic ELD instruction, minimum 30 minutes per day

• Systematic ELD instruction emphasizes listening and speaking

• Promotion of multicultural competency and positive self‐esteem is taught through the curriculum

• Lessons in English Language Arts, Mathematics, Social Studies, and Science will be taught using Research‐Based Lesson Design

• Materials include print, audio, visual, graphic, and electronic resources. Teachers match the instructional materials with student needs; thus, they use core as well as supplemental materials

• All teachers must be appropriately certified with a CLAD or equivalent ELD certification

• The assignment of a BCLAD teacher is the best method for providing primary language support

• Preference is for a BCLAD teacher, or for a CLAD teacher who is bilingual/biliterate

Special Support Options for English Learners in the Accelerated Language Academy Programs: • Additional ELD Instruction • Specialized instruction by personnel with literacy and EL expertise • Participation in Benchmark, Strategic, and/or Intensive interventions • Before and/or after school intervention programs • Grouping of students (leveling by language proficiency) • Other appropriate services

*(Frontloading language or background needed for a lesson; visual support every 60‐90 seconds (Nonlinguistic representations: Thinking Maps, pictures, manipulatives, realia, TPR, etc.); restating in comprehensible language (simpler English or primary language support); teaching strategies (i.e. Bridges to Understanding, GLAD, SDAIE, Focused Approach, SIOP, etc.); student responses are differentiated based on language proficiency levels (e.g., use of the California Common Core ELD standards); Link to prior knowledge; and students use academic vocabulary (i.e., sentence stems or frames) for structured language practice.)

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TK–6 English Language Mainstream Program (ELM)

This model is designed for students with reasonable fluency in English; it provides all instruction in English with additional and appropriate services. All English Learners will receive daily, leveled systematic ELD instruction. Specially Designed Academic Instruction in English (SDAIE) is a major feature of this program and may include primary language support.

English Language Mainstream program teachers are responsible for providing SDAIE instruction to access core subjects so that the content knowledge is comprehensible to the student.

Table 2.2 English Language Mainstream (ELM) Program Components

Type of Setting


English Language Mainstream (ELM)

English Learners • CELDT Levels – high intermediate, early advanced, and advanced

• Core instruction in English • SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum


• Primary language (L1) support as needed • Daily, leveled Systematic ELD instruction, minimum 30 minutes per day, using District‐adopted, standards‐aligned Systematic ELD curriculum

• ELA instruction provides a balance among reading, writing, language, and speaking/listening standards

• Promotion of multicultural competency is taught through the curriculum and positive self‐esteem

• Lessons in English Language Arts, Mathematics, Social Studies, and Science will be taught using Research‐Based Lesson Design


• All teachers must be appropriately certified with a CLAD or equivalent ELD certification

Special Support Options for English Learners in ELM Programs: • Specialized instruction by personnel with literacy and EL expertise • Participation in Benchmark, Strategic, and/or Intensive interventions • Before and/or after school intervention programs • Other appropriate services


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Dual Language Immersion Program (K–6)

The goal of this program is to develop biliteracy in Spanish and English. This model is an option designed for Spanish‐speaking students at all levels of English proficiency, native English speakers, as well as students of other language backgrounds who meet the DLI Program Admissions Requirements (See Appendix B). The district currently offers a Dual Language Immersion Program in Spanish. The Dual Language Immersion Program is designed to teach all students the core curriculum in Spanish and English. In addition, English Learners receive daily, leveled Systematic ELD instruction and SDAIE. English Learners and English Only/Fluent English Proficient students are mixed in the same classroom and receive instruction in both languages. Content subjects are taught 50% Spanish instruction and 50% English instruction beginning in Kindergarten and continuing through sixth grade. Research studies have shown that students in Dual Language Immersion programs since kindergarten or 1st grade become proficient in language proficiency in both languages (Lindholm‐Leary, 2005).

Table 2.3 Dual Language Immersion (DLI) Program Components

Type of Setting


Dual Language Immersion (K‐6)

• Students meeting DLI Program Admissions Requirements (Appendix B)

• Native Spanish ‐speaking students

• Native English‐speaking students

• Fluent English Proficient students (of any primary language)

• Native language speaking students of any primary language with special permission on a case by case basis

• Core instruction taught in Spanish and English

• SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum in English and Spanish

• All lessons shall include language objectives to help access the core curriculum and for further language development in English and Spanish

• Primary language (L1) support as needed • Daily, leveled Systematic ELD instruction, minimum 30 minutes per day


• District‐adopted, standards‐aligned Systematic ELD and core curriculum

• Lessons in English and Spanish Language Arts, Mathematics, Social Studies, and Science will be taught using Research‐Based Lesson Design


• All teachers must be appropriately certified with a BCLAD or equivalent certification

Special Support Options for English Learners in Dual Language Immersion Program: • Specialized instruction by personnel with literacy and EL expertise • Participation in Benchmark, Strategic, and/or Intensive interventions • Before and/or after school intervention programs • Other appropriate services


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Transitional Bilingual Program

The goal of the Transitional Bilingual Program is for students to transition into mainstream English instruction as quickly as possible. This model is an option for students entering the program with less than reasonable fluency in English. This program is designed to provide content instruction in the students’ primary language. Additionally, students receive intensive, daily, systematic ELD instruction and SDAIE. As students acquire English, instruction in content areas is transitioned from primary language to English. Each year, the percentage of English instruction gradually increases, until students receive 100% English instruction within three to four years. The Transitional Bilingual Program is an option when there are 20 students with approved waivers at a grade level at a given site (See Chapter Three). Currently, there are no programs within the district that use this option.

Table 2.4 Transitional Bilingual Program Components

Type of Setting


Transitional Bilingual Program (3‐4 years)

English Learners • CELDT Level 1 (Beginning)

• CELDT Level 2 (Early Intermediate)

• CELDT Level 3 (Low Intermediate)

• Core instruction beginning primarily in primary language, with increasing instruction in English

• SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum


• Daily, leveled Systematic ELD instruction, minimum 30 minutes per day

• Systematic ELD instruction must include listening, speaking, reading and writing


• Lessons in primary language and Language Arts, Mathematics, Social Studies, and Science will be taught using Research‐Based Lesson Design

• Instruction provided in all ELA standards with emphasis given to Language and Speaking/Listening Standards


• All teachers must be appropriately certified with a BCLAD or equivalent

Possible Special Support Options for English Learners in Transitional Bilingual Programs: • Specialized instruction by personnel with literacy and EL expertise • Participation in Benchmark, Strategic, and/or Intensive interventions • Before and/or after school intervention programs • Other appropriate services


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Primary Language Instruction vs. Primary Language Support

Primary Language Instruction

Primary language instruction consists of directed lessons, as well as student participation, in and through the primary language. This instruction makes use of grade‐level materials in the primary language (textbooks, audio‐visuals, electronic media, and internet resources) that meet state content standards. Assignments and assessments are in the primary language. Primary language instruction is used in the alternative programs as the primary method to provide access to the core curriculum. For students in these programs, especially those at the Beginning and Early Intermediate levels of English acquisition, primary language instruction is an important resource that assists students to master grade level standards in the content areas while they are acquiring English. For students in the Dual Language Immersion Program, primary language instruction is both an avenue to meeting grade level standards and a means of continuing to build full literacy in that language. During periods of primary language instruction, some relatively minor amount of review may be done in English. For example, during lessons in the primary language, some English may be used to illustrate cognates or to make connections with other content studied, but teachers should take care to avoid code‐switching (mixing of languages).

Primary Language Support

Primary language support is not the same as primary language instruction. It does not include directed lessons, assignments, or assessments in the primary language. It may be provided within the Accelerated Language Academy (ALA) or English Language Mainstream Programs by a teacher who is bilingual, or through the use of support materials in the primary language. This support is a means of increasing access to core curriculum taught in English, and of assisting the student to tap prior knowledge, transfer skills, use cognates, etc. Primary language support is used to

motivate students, and also to clarify, direct, support, or explain concepts. Even where daily primary language support cannot be provided by bilingual staff, teachers are encouraged to make use of various materials and resources to ensure that all primary language support tools are available to students and their families. These can include cross‐age or peer bilingual tutors, parent or community volunteers, and occasional teaming with bilingual staff in the school. Classroom libraries should be stocked with age‐appropriate bilingual dictionaries and electronic translators (computer resources), as well as fiction and non‐fiction books in the primary language. Students should be encouraged to take home materials in the primary language that they can review with parents and other family members. Every classroom enrolling English Learners should have some primary language support materials. In addition, when 15 percent or more of the school’s students are speakers of the same language, schools must translate all materials for parents into the primary language (see Chapter Seven).

English Language Development

Each English Learner receives a systematic program of instruction in English Language Development (ELD) in order to develop proficiency in English as rapidly and as effectively as possible. ELD lessons are appropriate for students’ identified levels of language proficiency. ELD lessons reflect curriculum, materials, and approaches that are designed to promote English Learners’ acquisition of listening, speaking, reading, and writing skills. ELD is designed to facilitate the acquisition of the linguistic competencies that most native English speakers possess when they enter school and continue developing throughout life.

Overview of Systematic English Language Development (ELD)

The English Language Development (ELD) component of all instructional program models is research based and recognizes that the acquisition of English as a second language is a developmental process. Research


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recognizes that no two students will develop proficiency in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS) appear long before Cognitive Academic Language Proficiency (CALP) (Cummins, 2003). Time and explicit direct instruction of academic language are necessary for this development to occur. It may take EL’s seven or more years to achieve academic English proficiency comparable to that of their native English‐speaking peers. Each English Learner will develop at his or her own pace, depending on a multitude of environmental, personality, learning and educational factors.

ELD is a component of all instructional programs designed to serve the needs of English Learners. Further, ELD is taught using a specific curriculum based on the ELD Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach English Learners to communicate effectively in English. ELD provides the language foundation for literacy (reading and writing). The shared goal is to assist students in developing skills to develop cognitive academic proficiency in English.

Teachers’ team‐teach for Systematic ELD instruction during a common instructional period in order to develop students’ language based on their differentiated needs.

Systematic ELD must be a part of the daily program for every English Learner. Law requires that each EL receive ELD instruction as part of their core curriculum. ELD must be a planned, specific, intentional, and explicit component of the total education of each English Learner. There is no maximum amount of time for a student’s ELD. However, it is mandatory in our district that each EL receives a minimum of 30 minutes of Systematic ELD per day.

Conditions Favorable to Acquiring Language

Various conditions help facilitate second language development. Language is comprehensible to the English Learner when:

• It is in context

• It has real‐life purpose

• Prior knowledge is activated

• Background knowledge is accessed and developed

• The affective filter is low

• Risk‐taking and approximations are encouraged

• Students are provided immediate, supportive, corrective feedback in language errors

• Input is comprehensible through contextualization (e.g. the use of real objects or “realia,” props, visuals, facial expressions, and/or gestures)

The delivery of ELD instruction is also a critical factor in ensuring student success (See Effective ELD Delivery of Instruction chart in Appendix A). In ACSD, the delivery of ELD instruction includes frequent checks for understanding, providing immediate corrective feedback, use of visuals every 60‐90 seconds, having students articulate every answer through pair share and choral response.

English Language Development (ELD)

In ACSD, students receive ELD using the most current district‐adopted Language for All program. Using data, students are placed in one of six programs (Language for Learning, Language for Thinking, Language for Writing, and Reasoning & Writing – Level D, E, or F).

The California Common Core ELD Standards provide expectations and descriptions of achievement at the Emerging, Expanding, and Bridging levels for English Learners. The California Common Core ELD Standards address skills English Learners must acquire in initial English learning to enable them to become proficient on the California Common Core Standards.


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The California Common Core ELD Standards are designed to supplement the ELA Standards to ensure that English Learners develop proficiency in both the English language and the concepts and skills contained in the ELA Standards. The CA Common Core ELD Standards integrate collaborative, interpretive, and productive communicative modes with language processes as a guide for teachers to plan instruction that meets the needs of English Learners across the curriculum. A number of assessments are used to track our students’ progress through the CA Common Core ELD Standards. These assessments include, but are not limited to, the following:

• Curriculum embedded assessments

• Teacher created assessments aligned with the California Common Core ELD Standards

• CELDT

• ADEPT

• Writing samples

Grouping for English Language Development Students will be grouped into their Systematic ELD classes based on multiple measures of language groups. Throughout the year progress in ELD will be monitored and regrouping of ELD groups will be considered for the most optimal instructional setting.

School sites will dedicate a common instructional period for grades 1‐6 and Transitional Kindergarten/Kindergarten. Other services provided to EL’s will work around Systematic ELD instruction whenever possible.

Accessing the Core Curriculum in Content Areas

It is essential that English Learners also access well‐articulated, standards‐based core curriculum instruction. In the Accelerated Language Academy and English Language Mainstream settings, the core instruction in all subjects is taught “overwhelmingly” in English with SDAIE (Specially Designed Academic Instruction in English) strategies and primary language support as needed. Primary language support can be

used as appropriate to further motivate, clarify, direct, support, and explain.

Students enrolled in the alternative programs (Dual Language Immersion or Transitional Bilingual Education) receive full access to grade‐level core curriculum by means of direct instruction in their primary language and in English, using SDAIE approaches, as appropriate to their levels of English language proficiency.

What is SDAIE?

English Learners access the core curriculum through classes that “scaffold” the curriculum via Specially Designed Academic Instruction in English (SDAIE). A scaffold is a support or strategy provided at a rigorous academic level making instructional input comprehensible. SDAIE is an approach to teaching grade‐level content using English as the medium of instruction with special strategies and techniques geared to help students access the core curriculum. SDAIE is:

• Research‐Based Lesson Design – which is a model of Explicit Direct Instruction accompanied with EL scaffolds

• Purposeful, intentional, and explicit contextualized instruction (e.g. non‐verbal language, visual support, realia, graphic organizers, oral/verbal amplification)

• Task‐based instruction, because it allows students to work with concepts and the language of those concepts in a variety of ways (e.g. via reframing, where students can act, draw, or map out the concepts, or use poetry, song, chant, letters, and diaries)

• Grade‐level content instruction in English designed for English Learners

• Facilitating English Learners in accessing the same core curriculum as that of English only students

• Language‐sensitive and culturally sensitive content teaching

• Developed through comprehensible language


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• Making accommodations in the learning environment so more students are able to access the content

• An ideal place to use language for communication

• A natural vehicle through which to teach English

• Good language teaching when the input is made comprehensible

• Instruction encouraging the active use of language and the emphasis on big ideas

• Instruction that allows the teacher to check for understanding frequently using interactive strategies

• Integrating assessment in an ongoing and formative manner through observations, portfolios, journals, and product‐development

• Built‐in language modifications such as pause time, questioning, pacing, and highlighting

Gifted and Talented Education (GATE) Anaheim City School District is committed to ensuring equity in the Gifted and Talented Education (GATE) program. The district ensures equal access to all English Learners through the identification, referral process, testing and teaching methodologies in the GATE program. It is the intent of the GATE program to place a special emphasis on identifying students from varying backgrounds. Multiple criteria are used to ensure that giftedness and talent are not overlooked as a result of a lack of English proficiency or among students who may not be experiencing academic success. All second grade students will participate in GATE identification testing with parental permission. Students in additional grades will be tested per teacher or parent written request. Site administrators, school psychologist, and/or the district GATE administrator will work with school staff and parents to inform all stakeholders about the GATE referral process, testing process, and GATE services. The district GATE administrator and the site administrators monitor GATE services. All English learners participating in the GATE program must continue to

receive Systematic English Language Development and instruction that provides access to the core curriculum. All GATE requirements must adhere to the Federal Program Monitoring (FPM) regulations and local board policies.

Commitment to Special Education Services English Learners have access to Special Education services just as all other students in the district. Careful review by the Student Success Team of all referrals takes place first. This review includes SST referral forms, modifications and interventions, review of student records, verification of current hearing and vision testing, and a parent interview as well as an interview with the student, if age appropriate. This review is required to determine if Special Education assessment is needed and to determine if student performance is reflective of expected patterns of the student’s second language acquisition based on schooling, time in this country, and growth being made (please see Table 6.3 EL Expected Progression and Growth Targets). If it is determined that an English Learner needs to be assessed, whether it be speech, academic, or cognition, testing will be initiated upon parent’s written approval. When appropriate, assessments will be conducted in the primary language of the student, or English, or both, making certain that cultural and linguistic differences are taken into consideration when determining eligibility.

Instructional decisions related to the student’s language acquisition status must be considered within the Individualized Education Plan (IEP). When students qualify for Special Education Services, linguistically and developmentally appropriate goals and objectives are written based on the student’s needs.

To the extent that the student’s ELD program relates to the student’s need for Special Education services, the IEP must document the provision of these services. English Learners in grades TK–6 with an IEP, as reflected on CELDT sub‐scores in listening, speaking, reading, and/ or writing, continue to receive


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ELD and SDAIE instruction in conjunction and collaboration with general education staff. Students will receive Systematic English Language Development in their own class or through mainstream instruction. Special Education staff, including Special Day Class (SDC) staff, will receive the same training as general education staff in working with English Learners.

The Special Education department and the site will work together with the parent to ensure parental requests and educational goals are met. In addition, the Special Education department and site will ensure that interpreters are provided during IEP meetings if and when requested by parents and that IEP documents are made available to parents in their primary language as required by state law.

TK6 Program Flexibility to Meet Student Needs There are five distinct groups of English Learners in the Anaheim City School District:

1. Newly arrived English Learners with adequate formal schooling

2. Newly arrived English Learners with limited formal schooling

3. Students at risk of becoming Long‐Term English Learners

4. English Learners who are meeting benchmarks and making expected progress toward language and academic goals

5. English learners who speak languages other than Spanish and who have the characteristics of groups 1‐4

Programs will be adapted to meet the needs of students in each of these groups as discussed below:

Newly Arrived English Learners with Adequate Formal Schooling These students may or may not have had some exposure to the formal study of English. However, they have had a formal educational program in their native country, and many have the knowledge background that supports them in their content instruction in English. These students are likely to have an adequate background in the core academic subject areas, with the exception of English Language Arts. An

appropriate placement might be in the Accelerated Language Academy (especially for students at CELDT levels 1–3), where they will be assisted in transferring their primary language literacy and core academic skills to English.

Newly Arrived English Learners with Inadequate Formal Schooling Immigrant students with little or no prior schooling typically score at the beginning level of reading and writing in their primary language and have low skill levels in other subject areas as well. Many students arrive with interrupted schooling in their native country and lack the background knowledge necessary for success in a grade‐level academic program. These students need an academic program that will address their primary language literacy needs. Appropriate grade‐level placement with appropriately leveled Systematic ELD is critical. The Accelerated Language Academy would be generally preferable to an English Language Mainstream (ELM) setting. Placement in a bilingual program (with an approved parental exception waiver) is optimal for many of the students in this group.

The above assumes that the student has an approved waiver for participation in a bilingual program, and that there are sufficient students (20 or more) in the language group to justify such a program. Every effort will be made to provide needed primary language content classes when the number of students is sufficient to justify the class.

LongTerm English Learners These students have not made sufficient progress in their language acquisition as evident through the California English Language Development Test (CELDT). In ACSD, students at‐risk of becoming Long‐Term English Learners have the following characteristics:

Table 2.5 Long Term English Learners ‐ At Risk Indicators

Years in school in US Overall CELDT Level 3 years Beginning 4 years Beginning or Early Intermediate More than 4 years Intermediate or Below


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In determining program placement, it is important to first identify the student’s academic and linguistic needs and then consider the following in regards to the student’s educational history, in order to determine if the student’s performance is related to his/her level of ELD, or to other issues that affect academic performance:

• The student’s number of years in U.S. schools

• The quality and consistency of ELD instruction the student has received

• The consistency of the student’s instructional program

English Learners who are not making progress may be referred through the Student Success Team process in order to review current programs or intervention support.

English Learners who are Meeting Academic and English Language Development (ELD) Benchmarks

These students are typically showing expected growth on the CELDT, at least at the recommended rate by the state, and are scoring proficient or close to proficient on the California Standards Tests (second grade and up), or meeting benchmarks on district established literacy and numeracy benchmarks in Kindergarten and first grade. In ACSD, students making progress follow the path as outlined on the EL Expected Progression and Growth Targets chart (please see Table 6.3 EL Expected Progression and Growth Targets) as well as curriculum embedded and ELD assessments. In the elementary grades, these students should move along a pathway leading to the English Language Mainstream program setting. Some students will begin in the Accelerated Language Academy, with reclassification and assignment to English Language Mainstream before promotion to junior high. Others will begin in an English Language Mainstream program and achieve reclassification and movement to the mainstream setting. Those who begin in Dual Language Immersion will typically remain in that program after reclassification. Each ELD level is flexible with respect to duration, in order to

allow a student to move up a level during the year when assessment results indicate the student is ready.

Students Who Speak Languages Other Than Spanish

Students who speak languages other than Spanish will be placed in Accelerated Language Academy or English Language Mainstream programs appropriate to their grade level and receive daily Systematic ELD at the appropriate level based on assessment data, with primary language support as feasible. Currently no bilingual program options are available for these students. Should there be sufficient numbers of students whose parents receive approval of waiver requests for alternative programs in the future; the district will make every effort to develop alternative program options for other languages. However, English Learner students who speak other languages than Spanish can also be admitted to the Dual Language Immersion program.


CHAPTER 3

PARENTAL EXCEPTION WAIVERS

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Chapter 3 PARENTAL EXCEPTION WAIVERS

In this chapter

• Parental Exception Waiver

• Initial Enrollment Procedures for Parental Exception Waivers

• Annual Notification

• Staff Development on the Waiver Process

Table 3.1 Parental Exception Waivers Prerequisites, Conditions and Time Frames

Table 3.2 Internal Process for Parental Exception Waivers

Table 3.3 Parental Exception Waiver Flowchart

Parental Exception Waivers A Parental Exception Waiver is a request for exemption from the state law that indicates that English Learners are to be provided instruction overwhelmingly in English. When approved, the waiver provides for the student to be transferred to an alternative program (i.e., classes where they are taught in English as well as in their primary language through a bilingual instruction model).

Process for Parental Exception Waiver

The description of processing parental exception waivers includes:

• Timelines

• Alternative programs

• Reasons for denial

• Appeal process (if applicable) When a school receives a Request for Parental Exception Waiver (Form EL‐3.1), the principal will approve or deny the waiver (please see Table 3.3 for process). The District’s parental exception waiver process begins to determine whether sufficient waivers are received in order to offer an alternative

program at a given grade and school site. Schools will inform Educational Services of denials and approvals through a yearly report from the site, noting the reasons and number of denials and approvals submitted by each school. Results of the yearly report will be discussed at the principals’ meetings. Educational Services will provide support to assist schools needing to make program modifications. The principals will notify the Program Evaluations department on an on‐going basis of any submitted parental exception waiver requests. If a parent chooses to appeal the denial of a waiver, the parent would follow the district’s grievance process as outlined in board policy (please see Table 3.3 for process).

Guidelines Regarding Exception Waivers

As per Sections 305, 306, 310, 311 of the California Education Code, English‐only instruction may be waived by parent request; thus, parents are advised of their rights to select an alternative program of education for their child.

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Table 3.1 Parental Exception Waivers (ALA/ELM) prerequisites, conditions and time frames

Waiver Type: English Learners

Prerequisites Conditions Time Frame

English Learners (ELs) who speak English

• Knows English based on standardized tests: Must score at grade level or at the 5th grade average (whichever is lower). If standardized assessments are not available, local Board may determine equivalent measures.

• N/A • Act upon waiver within 20 instructional days

Older EL Students • 10 years or older • Informed belief by principal & educators that the alternative program is better suited to the rapid acquisition of English

• Act upon waiver within 20 instructional days

ELs with Special Needs

• Under 10 years of age, already placed for a period of 30 calendar days in the Accelerated Language Academy program

• Informed belief by principal & educators that the alternative program is better suited to overall educational development (Approved by the Director of Special Services, under guidelines of local board/ written description of special needs provided)

• Act upon no later than 10 days after the 30 day Accelerated Language Academy program placement or 20 instructional days, whichever is later

• At any time, including during the school year, a parent or guardian may have his or her child moved into an English language mainstream classroom. Should this occur, the school is still responsible for providing ELD instruction, and any needed support to ensure that the student develops English proficiency and makes academic progress in the core curriculum, so that the student is not left with any substantive academic deficits.

1. It is required by the State of California that every

district must have a waiver procedure and an alternative program design/description. The waiver requirement and process is not required for English Only or Fluent English Proficient students, nor is it required of special education English Learners whose Individual Educational Plans call for primary language instruction or primary language support.

2. Exception waivers are not required in order for students to receive primary language support within the Accelerated Language Academy or English Language Mainstream programs, as long as these programs are provided overwhelmingly in English.

3. Parents must be provided with written notification (English/ Spanish) of the student’s placement, all educational opportunities available, and the

opportunity to apply for a waiver. The site English Learners Advisory Committees (ELACs) and the District English Learner Advisory Committee (DELAC) will receive training regarding Parental Exception Waiver guidelines, and will be given the opportunity to advise district staff and the Board of Education on these programs and the materials used.

4. ACSD staff (including, but not limited to, site administrators, classroom teachers, bilingual support staff, office staff, Special Education teachers and staff ) attend in‐services regarding the policies, procedures, and forms used in explaining the parental exception waiver process to parents.


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Table 3.2 Internal Process for Parental Exception Waivers

For Students Under 10 Years of Age For Students 10 Years of Older

Process: 1. Parent must personally visit the school to apply for the

waiver. • Parent is informed by school personnel that the

student will be assigned to the Accelerated Language Academy Program for a minimum of 30 calendar days—during the first year of enrollment.

2. Student is assigned to a Language Academy program for a minimum of 30 calendar days—during the first year of enrollment.

3. The school shall act upon all Parental Exception Waivers within 20 instructional days of submission to the school principal. • Parental Exception Waivers for students "Under

10 Years of Age" shall not be in effect during the 30‐day placement in an Accelerated Language Academy classroom.

• These same waivers must be acted upon no later than 10 calendar days after the expiration of the 30‐day Structured English Immersion classroom or within 20 instructional days of submission of the waiver to the school principal, whichever is later.

Process • Parent must personally visit the school to apply for

the waiver.

• Student is initially assigned to the Accelerated Language Academy program, but bilingual instruction may begin as soon as a waiver is approved.

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

Initial Enrollment Procedures for Parent Notification Regarding Parental Exception Waivers 1. Parents receive an explanation of program options

for English Learners and the parental exception waiver process during BTSN and parent conferences. Teachers explain the program options and give each parent written descriptions of the three options (This is usually done during initial identification): • Accelerated Language Academy (Structured

English Immersion)

• English Language Mainstream Program

• Alternative program (Transitional Bilingual Program or Dual Language Immersion Program)

2. During the conference with the teacher, Parental Exception Waivers are made available to the parents of English Learners. Parents interested in completing the waiver process will meet with the

school principal or designee to complete the waiver process. Parents will be notified by the principal when 20 students or more at a given grade level of the same language at the same school, receive an approved waiver, that the school shall be required to offer such a program; otherwise, students must be allowed to transfer to a school where such a program is available. The parent will be guided through the intradistrict transfer process when required.

3. Parents will also be notified that: a. Every English Learner less than 10 years of age

must be initially placed in a classroom taught overwhelmingly in English for not less than 30 calendar days. This is a one‐time requirement.

b. Any parent who applies for a waiver can request that the State Board of Education review the District’s guidelines or procedures regarding the Parental Exception Waiver process.

c. The waiver requires the principal’s approval.


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d. Each application for a waiver will be considered on its individual merits. Approval of Parental Exception Waivers occurs unless the school principal and educational staff determines that evidence exists that the alternative programs would not be better suited for the overall educational development of the student. The principal will provide to the parent an explanation, in writing, of the reason(s) for the denial of a waiver request and of the District’s appeal procedures. If the parent chooses to appeal the denial, she/he uses the grievance process as described in board policy, which provides a formal channel of communication regarding unresolved complaints in operations, programs, or with individuals. After the parent completes the appeal form, the Superintendent appoints a Review Committee to study the case and prepare a recommendation. The Superintendent then upholds or overturns the Review Committee’s recommendation. The parents could then appeal directly to the Board of Education. A written summary is provided to all parties.

e. All Parental Exception Waivers are implemented within 20 instructional days of submission to the school principal, except for waiver requests for students under 10 years of age, which may not be acted upon before the end of the 30‐day placement in an English language classroom.

4. The student is enrolled at the school where the alternative program exists and assigned to the requested instructional classroom or program.

5. Program Evaluations Department will return approved or denied waivers to the home school, keep a copy, and forward a copy to the parents.

6. The home school distributes copies of the approved waiver to:

a. Child’s cumulative file/ EL Folder

b. New school (as appropriate)

7. Program evaluations will issue a report of the number of waivers received at each grade level three times each year.

Annual Notification

Procedures for Parent Notification regarding Parental Exception Waivers The district has established a procedure for granting Parental Exception Waivers for children who are already enrolled in district schools in the Accelerated Language Academy or English Language Mainstream program. In order to notify all parents of the district’s placement options for English Learners and the opportunity to apply for a Parental Exception Waiver, each parent is informed of our program options yearly through our TK–6 Initial/Annual Identification, Placement, and Parent Notification Form (Form EL‐1.2). Descriptions (in English and Spanish) of the district’s programs for English Learners are a part of the form. The form also notifies parents that they have the right to request a parental exception waiver at their home school. If a parent requests an alternative bilingual program, the same process as in initial enrollment is followed.

Staff Development on the Waiver Process Educational Services will provide in‐services that are focused on the parental exception waiver process so that district personnel are informed about the program options. With a thorough knowledge of the waiver process, principals, teachers, office staff, BTAs and other district employees can answer parent’s questions, explain the program options, and facilitate (when necessary) a student’s intradistrict transfer into a school hosting the alternative program. Further, Special Education teachers and staff members will be trained in the district’s waiver process so that they can determine the appropriate placement of each special education student regardless of the student’s language proficiency. For identified English Learners in Special Education, instructional provisions of an Individual Education Plan (IEP) do not require a Parental Exception Waiver.

Anaheim City School District Master Plan for English Learners Table 3.3 Request for Parental Exception Waiver Flowchart

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CHAPTER 4

MONITORING STUDENT PROGRESS

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Chapter 4 MONITORING STUDENT PROGRESS

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In this chapter

• Monitoring of Student Progress

• Commitment to Instruction

• Student Success Team (SST)

• Problem Solving Within an RtI2 Framework

• Response to Instruction and Intervention (RtI2)

through the SST

• Student Goal Setting

Table 4.1 ELD Assessments

Table 4.2 Academic Assessments

Table 4.3 Problem Solving Process

Table 4.4 Response to ELD Instruction

Monitoring of Student Progress English Learners are monitored for language proficiency and academic progress on an on‐going basis. A set of District‐adopted and State‐mandated assessments are used to monitor student progress (See Tables 4.1 and Table 4.2). The results of these assessments are maintained in the district electronic database (SMART) for ease of use. District administrators, site administrators, and teachers can rapidly access student information to monitor current student achievement, progress toward reclassification, and identify students in need of intervention. Through the monitoring of student assessment data, early interventions are provided to English Learners to ensure they receive support.

Both the district and school sites use data for instructional planning and for a review of the instructional program for English learners. The review of data occurs through a variety of ways, but not limited to: District Support Team (DST) visits; School

Site Visits for English Language Arts, English Language Development, and Mathematics; Curriculum and Instruction Staff Development Committee; Leadership Team, Dual Language Immersion Steering Committee; Professional Development; Program Improvement Site Visits, and the District Advisory Council/District English Learner Advisory Committee.

At the school sites, the review of data occurs through several ways, but not limited to: the Single Plan for Student Achievement (SPSA) process, School Site Council (SSC)/English Learner Advisory Committee (ELAC), Professional Learning Community (PLC), professional development, grade level collaboration and planning, classroom assessments, Student Success Team, and student goal setting


Table 4.1 ELD Assessments

Assessments Grade Level

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Description

California English Language Development Test (CELDT)

TK‐6 • Annually assesses student’s listening, speaking, reading, and writing in English

• Required by state law • Measures EL progress per Adequate Yearly Progress (AYP) per Title III No Child Left Behind

Language for All (SRA)

TK‐6 • Periodic curriculum embedded assessments which measure student progress in area specific to the program (listening, speaking, reading, and writing)

Students who have an IEP may be given an alternative assessment

Response to ELD Instruction

As part of the district’s English Language Development (ELD) program, English Learners are monitored on a six‐week cycle in order to determine mastery of skills and concepts taught. Teachers of ELD play an integral role in identifying students who may not be passing the Language for All (SRA) assessments and planning support strategies. The district has identified strategies for classroom use to ensure that students’ progress at the appropriate rate (See Table 4.4 – Response to ELD Instruction). Site administrators also play a key role in monitoring the Language for All (SRA) assessments in order to determine if English Learners need intervention support.

Commitment to Instruction The monitoring of student progress also includes a strong commitment to effective first instruction. Anaheim City School District believes that all students should have access to the core curriculum through instructional strategies that promote critical thinking and life‐long learning. English learners have access to the curriculum through Specially Designed Academic Instruction in English (SDAIE) (See Chapter 2). There also exists a strong commitment to instruction through Explicit Direct Instruction (EDI) strategies that engage students in learning, checking for student

understanding of concepts, and providing them with effective corrective feedback. In cases where instruction only works for less than 80% of the class, reteaching of concepts should occur with the whole class. In instances where the majority of the class attains the lesson objective (at least 80% of the class), reteaching should occur in small groups.

Table 4.2 Academic Assessments

Assessments Grade Level

Description

California Standards Test (CST)

2‐6 • Annually assesses students in English Language Arts, Mathematics, writing (4th grade), Science (5th grade)

• Required by state law • Measures student achievement based on grade level standards

• Used to measure state and federal progress (API/AYP)

District Common Assessment (DCA)

TK‐6 • Periodic standards‐based assessment used to monitor and inform instruction in English Language Arts (literacy, writing) and Mathematics

• Used to adjust instruction to ensure student mastery of the standards

Students who have an IEP may be given an alternative assessment

If reteaching of the concepts does not yield positive results, Response to Instruction and Intervention (RtI2) process should begin. English Learners that need additional support beyond RtI2 may initiate the Student Success Team meeting process.

Response to Instruction and Intervention (RtI2)

• Commitment to Instruction • Intervention Support ‐ Academic and Behavior • SST Process Using the Problem Solving

Approach


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Student Success Team The Student Success Team (SST) is a multidisciplinary school‐based team with expertise in teaching and learning, problem solving, and interventions. It is a formal and more intensive level of problem solving (Tier 3) used when interventions provided for a student were not successful in grade‐level collaboration / Professional Learning Community (PLC) meetings. The team meets regularly and acts as a resource to all school staff members regarding students who are not meeting academic or behavioral expectations based on documentation. The purpose of the SST is to ensure that all general education resources are utilized and that targeted and coordinated interventions help students achieve. Team members use their expertise to analyze student performance data and recommend classroom accommodations and interventions to increase academic achievement and participation, as well as to positively impact social and behavioral growth. The SST may also recommend consideration of special education services after all general education resources have been exhausted. Moreover, English Learner students who are referred through the SST process will have a close review of their language and literacy development in relation to ACSD Expected English Learner Progression’s chart (See Table 6.3). English Learners in the Dual Language Immersion program can also be referred through the SST process with similar considerations.

Collaborative Problem Solving

Collaborative problem solving promotes the success of all students and, therefore, all schools are expected to implement a problem‐solving process within the general education setting. This process supports the Common Core Standards and it assists schools in meeting federal mandates such as the No Child Left Behind Act. Collaborative problem solving also addresses the California Department of Education expectations related to monitoring a student’s Response to Instruction and Interventions (RtI2). Additionally, when a student is referred to the SST,

previous problem solving and early interventions must be evident. Problem solving in the general education setting helps to reduce the disproportionate identification of students for special education services. It also helps reduce the number of English learners that could be referred to special education. It also addresses the issues that can result in the disproportionate suspension of students. Collaborative problem‐solving processes promote shared ownership for student, school, and system success.

Essential Steps in Problem Solving and Guiding Questions

Each school will use a collaborative problem‐solving process within the general education setting that functions effectively within the school’s organization and structure. To bring consistency among schools, all problem‐solving processes used will be documented on the SST Intervention Plan, and will include the essential steps described below that are aligned with the California Department of Education RtI2 Core Component 4: Problem‐Solving Systems Approach.

Table 4.3 Problem‐Solving Process

Step 1. Is there a problem and what is it?

Problem Identification

Step2. Why is it happening? Problem Analysis

Step 3. What are we going to do about it?

Plan Implementation

Step 4. Did the intervention work?

Plan Evaluation

Tier 1 Intervention

Tier 1 occurs within the general education classroom and incorporates core programs and strategies that all students receive. Classroom teachers problem solve throughout their entire teaching day. Examples include altering a lesson plan that does not seem to be working well; changing the seat of a talkative or

Anaheim City School District ners Master Plan for English Lear

inattentive student; and reteaching a skill based on a review of student work. These types of informal problem solving are routine and may not need to be documented. Tier 1 programs that include curriculum embedded assessments should be utilized. When informal problem solving does not resolve the issue and the teacher wants to document classroom interventions, then a collaborative problem‐solving process is appropriate. Examples might include helping a student to increase the number of known sight words; helping a student to improve reading fluency; helping a student remain on task; and improving attendance. In these instances, the teacher will contact the parent. The teacher then might collaborate with a grade‐level colleague, SST facilitator, school psychologist, other support staff, and the student, if appropriate. Typically, the general instructional program provided at this tier meets the needs of 80–90 percent of students.

Tier 2 Intervention

Tier 2 adds supplemental services to the core instructional program delivered within Tier 1. At Tier 2, school staff uses the resources and skills available within the school building to determine which supplemental services are most appropriate. Examples of supplemental services at this tier might include programs such as Read 180, Read Naturally, Corrective Reading, and Number Worlds. Other supplemental services might involve counseling groups, social skills groups, and behavior intervention forms (BIFs). In these instances, the teacher collaborates with a team that may include grade‐level colleagues or school‐based specialists/ support staff (i.e. intervention TOSA, literacy coach, staff development teacher, mental health provider, school psychologist, speech‐language pathologist, special education teacher), as appropriate. Typically, this tier of service is required to meet the needs of 5–10 percent of students.

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Tier 3 Intervention

Tier 3 adds intensive services in addition to the core instructional program delivered within Tier 1 and the supplemental services delivered in Tier 2. Again,

school staff uses the resources and skills available within the school building to determine which intensive services are most appropriate. Examples of Tier 3 intensive intervention services might include many of the supplemental services provided in Tier 2 but with increased frequency and/or duration and a more individualized implementation strategy. Interventions may also include state approved core replacement programs. Additional Tier 3 intensive services might include short term individualized counseling services, a Functional Behavioral Assessment/ Behavior Support Plan, and coordination with service providers outside of ACSD such as Western Youth Services, Child Guidance Center, Cops 4 Kids, etc. In these instances, the teacher collaborates with the SST. These more individualized and intensive services are required to meet the needs of 1–5 percent of students.

Problem Solving Within an RtI2 Framework Anaheim City School District uses a problem solving model within the SST process. Problem solving works most efficiently within the multiple tiers of an RtI2 service delivery system. The tiered system incorporates increasing intensities of instruction or interventions that are provided to students in direct proportion to their individual needs as depicted in the graphic below (See Appendix C for ACSD RtI2 model).

The problem‐solving process takes place within each tier of the service delivery model and applies to grades TK through 6.


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The purposes of the first level (Tier 1) of problem solving are as follows: • Identify the issue or concern, using specific and

observable terms.

• Ensure parents and teachers have a common understanding of the issue or concern.

• Implement an intervention strategy to address and resolve the issue or concern.

• Document the results of the intervention strategy.

• Monitor fidelity of the intervention.

The purposes of the second level (Tier 2) of problem solving are as follows: • Involve additional staff in the analysis of the

issue or concern.

• Develop and monitor additional intervention strategies to address the issue or concern.

• Monitor and collect data on the impact of the intervention strategy.

• Document the results of the intervention strategy

• Monitor fidelity of the intervention.

• Resolve the issue or concern or seek more formal problem‐solving assistance.

The third level (Tier 3) of problem solving moves to the SST. The purposes of Tier 3 problem solving are as follows: • Provide in‐depth problem analysis.

• Document the intervention plan and assist with ongoing data collection.

• Monitor effectiveness and fidelity of the intervention.

• Assist with decision making for instructional changes.

• Determine the need for additional resources.

Response to Instruction and Intervention (RtI2) through the SST

Data Gathering (Assessment) It is expected that the SST will conduct a thorough review of the referred student’s strengths and weaknesses. The review should consider a spectrum

of formal and informal information that is available from the student’s educational record (cumulative school file), discipline record (AERIES, SWIS), work samples, results of prior interventions implemented through collaborative problem solving, and anecdotal data and information from school staff and the parent.

For English Learners, data gathering would include a review of the California English Language Development Test (CELDT) and SRA assessments (Please see Table 4.1 ELD Assessments). If the team determines that additional information is needed for the purpose of planning an intervention in the general education classroom setting, the team may request that the classroom teacher, intervention TOSA or other general education staff provide that information. In general, additional information gathered does not include individual standardized assessment, as might occur during referral for special education services.

Intervention Planning & Implementation (EvidenceBased Interventions) The SST builds upon intervention planning and implementation that started during previous collaborative problem solving. The purpose of intervention planning is to design an appropriate intervention that is directly linked to the review and analysis of the data gathered. The intervention must be specific to the needs of the referred student. The intervention must also be research‐based and proven effective for the intended population (i.e. Evidence‐Based). The SST may consider a wide range of interventions before deciding on specific interventions to be implemented. In many cases, the SST will recommend that a combination of interventions be implemented. The interventions that are recommended must address the identified problem, be targeted toward the area of need, and build on the student’s strengths. Successful intervention plans link to structures and strategies already in place in the classroom such as Thinking Maps, cooperative learning activities, Explicit Direct Instruction (EDI) strategies, English Learner language scaffolds, small


32

group during independent practice, etc. In addition, motivational strategies may need to be included in the intervention plan to encourage behavior change. These strategies may include on‐task incentives, student point cards, celebrations of student behavior, and positive reports (phone calls or notes) to parents. For English Learners, the SST team should also consider whether the student needs a language or literacy intervention to meet their needs.

The SST can identify an intervention through consultation with the referring teacher. Interventions can be developed in the following areas:

• Academic • Behavioral • Social/emotional skills

The following additional information may be gathered as needed:

• Analysis of work samples • Performance on district and state assessments • Observation by SST member(s) • Review of data by school‐based expert (staff

development teacher, literacy coach, intervention TOSA, school psychologist, mental health provider, or other support staff)

The intervention plan must address the following questions:

• What are the specific interventions to be used?

• What materials are needed to implement the interventions?

• When will the interventions be implemented?

• Who will implement the interventions?

• What is the duration and frequency of intervention?

• What data will be collected to determine the success of the intervention?

• How frequently will data be collected?

• What supports does the teacher require in order to implement the intervention?

• Is the teacher comfortable with and able to implement the intervention?

Implementation of an intervention should ensure the following:

• The intervention is implemented as documented.

• The student receives positive reinforcement and frequent feedback.

• The parent is kept informed as the intervention plan is implemented.

Progress Monitoring

Progress monitoring is the process of collecting and analyzing data at set intervals to determine student progress and evaluate the effectiveness of the intervention plan. It examines student progress toward the identified goal. The process begins by setting goals for the student, based on the student’s present level of performance and his/her expected rate of skill acquisition, and ends with a decision to continue, modify, or end the intervention, based on the data collected.

The SST must ensure that SMARTER (Specific and Strategic, Measurable, Actionable and Attainable, Results‐Oriented, Time‐Bound, Evaluate, and Recognition) goals are written. The team must also establish data collection tools and data collection schedule for 4‐6 weeks. The team must also ensure that the interventions are implemented with fidelity. When sharing the progress of students, data is often represented graphically (i.e., log or chart) or in writing. The team must also evaluate and analyze the data to determine if sufficient progress toward the goal is being made. (1) If yes, continue the intervention. (2) If no, modify the intervention or change the intervention.

DataBased Decision Making

The SST also determines how well the student is responding to an intervention by analyzing student performance data. If data indicate that an intervention was successful, the SST can recommend incorporating the intervention into the general education program or discontinuing the intervention if it is no longer needed. If data show the intervention has resulted in partial progress toward the established goal, SST can recommend continuing the intervention


33

or modifying it to strengthen the intensity of the intervention. If data indicate that the intervention is not resulting in progress toward the identified goal, the SST can recommend either a substantially modified intervention or an alternate intervention.

Parents should be informed about the student’s response to all interventions. Progress may be communicated via written notes, progress reports, phone calls, or during parent conferences. Based on what the data reveal, the following instructional adjustments should be considered:

• Continue intervention

• Increase number or length of intervention sessions

• Provide more intensive interventions

• Discontinue intervention

• Request a review by the special education team

Therefore, English Learners could be referred and monitored through the Student Success Team process as well as through the aforementioned district and state assessments.

Student Goal Setting

Background English Learner students can also monitor their progress toward proficiency through goal setting. Recent research studies have shown that when students set goals, they are more likely to accomplish them (Hattie, 2012). The idea of goal setting lies within the area of self‐efficacy. Self‐efficacy refers to the confidence or strength of belief that we have in ourselves that we can make our learning happen. Students with high self‐efficacy see difficult tasks as challenges rather than try to avoid them. They also have high commitment to the goals they set. It is important for English Learners to know their level of English proficiency and academic levels and what they can do to achieve at high levels using goal setting. Students must know what they must do to reach their goals. In contrast, in Reparable Harm, a large‐scale longitudinal statewide study of the progress of English

learners in California, Dr. Laurie Olsen found that the majority of Long‐Term English Learners (LTELs) were unaware that their academic skills, record and courses were not preparing them to reach their goal of attending college. Having students become aware of what pathways lead to college and careers of the 21st Century begins in elementary school. ACSD believes that building student’s self‐efficacy coupled with goal setting is one major way that students can help accelerate their language and academic proficiency to meet their personal and life goals.

Goal Setting

Students play a key role in setting their goals to develop language proficiency and academic achievement. The following are recommended activities for student goal setting: 1. Set realistic language proficiency and academic

SMART goals at the beginning of the year and after each District Common Assessment (DCA) period.

2. Monitor goals after each DCA period to evaluate how well the students are doing in relation to the language proficiency and academic goals. Encourage written reflection by the students for each goal.

3. Inform parents of student goals and academic progress.

Goal setting is best accomplished when the students receive direct instruction by the teacher on how to set their goals and monitor them. Developing a positive learning environment to foster goals is important.

Parents are also equal partners with goal setting as well. A review of their children’s goals and progress is highly encouraged. Parents are also encouraged to write goals for their children during parent conferences or Back to School Night. Moreover, when instances arise when the students do not make satisfactory progress toward a goal, a parent‐teacher conference is recommended to ensure that students’ progress at an appropriate pace (See Table 6.3 EL Expected Progression and Growth Targets).


Table 4.4: Response to ELD Instruction

RESPONSE TO ELD INSTRUCTION

Language for Learning (L4L only) Consider using Fast Cycle

FOR A L4L GROUP, IF MORE THAN 90% OF A

GROUP ACHIEVES 90% OR BETTER ON THE

RECENT MASTERY TESTS. . .

IF LESS THAN 90% OF A GROUP PASSES THE RECENT

MASTER TESTS, CHOOSE ONE OR MORE OF THE

FOLLOWING RESPONSES.

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• (L4L only) Discontinue Fast Cycle

• Plan out lessons incorporating the strategies from the ELD Delivery of Instruction Circle Map.

• Preplan who to check for understanding with for each skill based on the Item Analysis Report.

• Reteach skills based on the Item Analysis Report.

• Adjust list of target students.

• Participate in a SMART Pages ELD professional development class.

• Administrator to increase frequency of informal classroom visits with feedback during ELD instruction.

• Coaching by curriculum coach.

• Data conference with coach or administrator.

• Preplan scaffolding for lessons with the support of a coach or curriculum specialist (e.g., visual support, sentence frames, Thinking Maps, etc.).

• Increase frequency of assessment.

• Request an on‐site ELD professional development class by curriculum specialist.

• Videotaped observation of students during ELD lesson, then debrief with coach

• Coaching by curriculum specialist

Increase effort and use of resources

• Increase instructional minutes of ELD.

• Reduce group size

• Reevaluate program placement of students.


CHAPTER 5

RECLASSIFICATION PROCESS AND MONITORING

35


Chapter 5 RECLASSIFICATION PROCESS AND MONITORING

36

In this chapter

• Reclassification: Definition, Purpose and Criteria

• Reclassification Process

• Reclassification Monitoring

Table 5.1 Roles and Responsibilities for Reclassification

Reclassification

Definition

Reclassification refers to the process used to identify English Learner students who have demonstrated English language proficiency comparable to that of average native English speakers. Students who meet all reclassification criteria may be reclassified and referred to as Reclassified Fluent English Proficient (R‐FEP).

Purpose

The purpose of reclassification is to determine whether an English Learner has met specific district established criteria and can participate in the school’s mainstream English program.

Criteria

Anaheim City School District uses the following criteria to determine reclassification:

• CELDT (Early Advanced/Advanced)

• CELDT – no sub‐tests less than the intermediate level in listening, speaking, reading, and writing

• “Basic” level or above on the California Standards Test (CST) in English Language Arts (Scaled score of 325 or above)

• Teacher Review of data and classroom performance (Refer to Table 6.3 EL Expected Progression and Growth Targets).

• Administrator Review and Parent Review


37

Reclassification Process

Step 1:

The district will collect and update the most recent English Learner data, and the principal and teachers will access a reclassification candidate report from SMART (annually as new CST and CELDT scores are updated). The report will include the following data for English Learners:

• CELDT Scores

• CST Scores Although not required, teachers may also consider Systematic ELD formative assessments as a multiple measure.

Step 2:

The teacher will review student data to determine which students meet reclassification criteria and have demonstrated English Language proficiency comparable to that of average native English Speakers and can participate equally with them in the school’s regular instructional program.

Step 3:

The teacher will complete the English Language Proficiency Reclassification (Form EL‐ 5.1) by recommending or not recommending the student for reclassification. This form is found in SMART.

If the teacher does not recommend the candidate for reclassification, the teacher will document the reason and include a plan to ensure the child is ready to be reclassified during a subsequent reclassification window. The parents/guardians will conference with the teacher to review the reason/s for not recommending reclassification.

Step4: The teacher will send all completed reclassification forms to the principal for review and approval. The Program Evaluations Department will review and process all reclassification forms for the district. The BTAs will change language fluency, enter reclassification data, and update waiver (if applicable).

Step 5: For all children being recommended for reclassification, the teacher will schedule a consultation meeting with the parents. As part of the consultation, the parent/guardian will be given a copy of the assessment results. If the student’s scores indicate Fluent English Proficiency, the parent/guardian will be advised that the child meets all the qualifications to move from EL to R‐FEP. The parent/guardian signs the Reclassification Form indicating that they agree their child’s reclassified to R‐FEP status. The parent conference will be conducted in a language understandable to the parent or guardian. The student may be reclassified even if the parent/guardian does not attend a consultation meeting or objects to the reclassification. The teacher will send all completed reclassification forms to the principal for review and final approval.

Step 6: The site BTA will file all reclassification forms in student EL Folder (date, fill out R‐FEP box with data) located in student cumulative record (CUM) folders. The EL Folder will be updated with R‐FEP status. A copy of the form will be sent to parents (even if reclassification is denied). The BTA must verify that all data in the student record is current regarding language fluency, language services, and program.


Table 5.1 Roles and Responsibilities for Reclassification

Reclassification Role Reclassification Responsibility

Site Administrator • Oversee the reclassification process throughout the year • Oversee R‐FEP monitoring process including Reclassification Candidate Report and Annual

Review of students previously reclassified • Ensure that at‐risk R‐FEP students receive appropriate interventions • Monitor annual reclassification trends and take additional steps as needed

Classroom Teacher • Attend required district reclassification training sessions for English Learners • Evaluate student work and make recommendation for reclassifications • Complete reclassification paperwork • Notify parents of the recommendation for reclassification • Monitor and document student progress for a two‐year period following reclassification • Implement appropriate interventions for R‐FEP candidates not reclassified and at‐risk R‐FEPs

Bilingual Testing Assistant (BTA)

• Provide support as needed for teacher access to reclassification reports and EL assessment data

• Monitor teacher completion of reclassification forms • Ensure that R‐FEP codes have been updated in AERIES in preparation for Language Census

reporting/ensure that teachers complete reclassification forms • Update EL Folders to reflect R‐FEP status • Monitor teacher completion of annual R‐FEP reviews

Program Evaluations Director

• Ensure training for site administrators, teachers and BTAs regarding reclassifications and monitoring

• Oversee collection and analysis of data regarding reclassified students

• Monitor reclassification process and R‐FEP monitoring throughout the district to ensure compliance

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39

Reclassification Monitoring

RFEP Followup Monitoring

Students who have been reclassified as R‐FEP must be monitored for two years after the official reclassification date. The Program Evaluations Department provides the principal or designee with a roster of students who are in this category. The classroom teacher monitors each student using the Reclassification Annual Review (Form EL‐5.2) as a tool to monitor academic progress for two years after reclassification. The R‐FEP Monitoring Form is filed by the BTA in the student’s EL Folder located in the student's cumulative record. If the student’s grades fall below basic in grades K–6 in any subject area, the school re‐evaluates the student’s progress and intervention measures are recommended. Follow‐up support services will be provided for students who do not demonstrate satisfactory progress. These may include, but are not limited to:

• Referral to a Student Success Team

• Additional diagnostic assessment

• Small Group Instruction

• Specialized Reading Instruction

• Targeted, Systematic English Language Development (ELD) instruction

• Specially Designed Academic Instruction in English (SDAIE)

• Primary Language Support

The BTA will keep documentation of the student’s English Learner history profile in the EL Folder within the cumulative record folder and will input monitoring dates and any interventions provided into AERIES.

Reclassification Provisions for Special Education Students

English Learner students who are on an IEP must also meet reclassification criteria. The reclassification process used for general education English Learner students is also used for ELs with Individualized Education Plan’s (IEPs) when they are being instructed using the general education curriculum with accommodations and/or modifications. If a student does not meet reclassification within the expected time frame using Table 6.3 EL Expected Progression and Growth Targets, then the IEP team will review and reassess for appropriate goals, modifications, and accommodations. The IEP Team will determine whether reclassification is in the best interest of the student.


CHAPTER 6

EVALUATION AND ACCOUNTABILITY

40


Chapter 6 EVALUATION AND ACCOUNTABILITY

41

In this chapter

• English Learner Services Council

• Evaluation Design and Goals

• Monitoring Program Goals

• Evaluating Program Effectiveness

Table 6.1 Evaluation Design – Goals, Evaluation Questions, and Measures/Sources

Table 6.2 Evaluation and Accountability: Roles and Responsibilities

Table 6.3 EL Expected Progression and Growth Targets

Accountability

Accountability work is everyone’s responsibility. This includes students, parents, and all personnel at the school and district levels— teachers, instructional assistants and administrators. Rather than considering evaluation as a specific event (or an annual report), we consider it to be part of our daily work. We are all accountable for ensuring that programs are optimally effective. All district personnel are required to follow the procedures specified in this Master Plan.

The Home‐School Compact outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement.


English Learner Services Council The Superintendent or designee convenes and leads the English Learner Services Council. The council will convene at a minimum of four times per year. This council is designed to ensure that district stakeholders have a mechanism to plan and coordinate the implementation of English Learner instructional services. The council is comprised of Superintendent, Assistant Superintendents, Department Directors, the Coordinators, as well as representatives from the following groups: Principals, Coordinator for EL Instruction, Teachers on Special Assignment (TOSAs), Curriculum and Instruction Development committee members (teachers), and Association representatives. Others participate as needed.

The English Learner Services Council meets to discuss topics pertaining to the implementation of programs for English Learners in the district. The council also:

1. Serves as a clearinghouse for strategies, ideas and suggestions for English Learner programs, staff development, as well as a focus group for collaborative problem‐solving

2. Provides a forum to evaluate and determine that practices, resources, and personnel are being used effectively to implement the district’s programs for English Learners

3. Makes recommendations for reporting on the performance of English Learners

4. Contributes to the review of the Title III Plan 5. Ensures communication and integration as we

continue to bring clarity, consistency, compliance and continuing improvement to the District’s programs for English Learners

6. Meeting agendas and minutes will be distributed to all district administrators.

The district will conduct an annual evaluation of programs and services for English Learners. Programs and services for English Learners are structured around seven goals. The evaluation activities will focus on the evaluation questions listed in Table 6.1: Evaluation Design – Goals, Evaluation Questions, and Measures/Source

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Evaluation Design and Goals

The district will conduct an annual evaluation of programs and services for English Learners. Programs and services for English Learners are structured around seven goals. The evaluation activities will focus on the evaluation questions and the measures/sources listed in the table below.

Table 6.1 Evaluation Design – Goals, Evaluation Questions, and Measures/Sources

Goals Evaluation Questions Measures/Sources

1. English Learner programs are fully implemented as described in the Master Plan for English Learners.

1.1 Are English Learner programs (ALA, ELM, and ELD) fully and consistently implemented in ways that meet or exceed requirements of state and federal law? (See Chapter Two for program descriptions)

1.2 To what extent is the Master Plan for English Learners used by teachers, administrators, and parents as a tool to meet the needs of English Learners and staff?

• Principal assurances (self‐review) • Instructional Schedule Reviews • English Learner Document Review • Site Visits (District and Site initiated) • Program Improvement Site visits • District Support Team visits • State Designed Self‐Study Reviews (ELSSA) and

Title III • ALA to ELM to Mainstream English Monitoring • CLAD/BCLAD Staffing

• Professional Development

2. English Learners will receive a well‐rounded, holistic education with full access to the core academic curriculum.

2.1 How are English Learners given full access to the core curriculum?

2.2 How are English Learners receiving lessons delivered using Research‐Based Lesson Design?

2.3 How are English Learners receiving daily Systematic ELD leveled instruction?

• Instructional schedules • ELD, ELA, Math Site Visits • Site Walk‐throughs • Common Systematic ELD time • Lesson Plans • DST Visits • Assessments [(e.g. District Common Assessment

(DCA), SRA, Common Formative Assessments (CFA)]

• Evidence of English Learner Scaffolds • Student Grouping • Data review in SMART system • Science/Social Studies Integration • Physical Fitness Data (5th grade) • PEP Grant Data

3. All English Learners will master the English language efficiently and effectively.

Are English Learners making adequate progress on ELD assessments?

3.1 Do English Learners meet the state’s Annual Measurable Academic Objective with regard to English Learner gains on the CELDT test?

3.2 How are English Learners making progress on Table 6.3 EL Expected Progression and Growth Targets?

3.3 How are all English Learners reaching reasonable fluency (intermediate level or higher in listening, speaking, reading, and writing) on the CELDT in 5 years or less? If not, are students receiving an appropriate intervention?

3.4 How are all English Learners reclassified within 6 years? If not, are students receiving an appropriate intervention?

• CELDT Data Analysis • ELD Curriculum Embedded Assessment Analysis

(SRA) • Progress toward reclassification based upon the

Expected EL Progressions chart • At‐Risk for Long Term English Learner (LTEL) Data • AMAO I and II • RtI2 (Progress Monitoring)

4. English Learners will achieve academic success comparable to their EO peers.

4.1 How are English Learners making adequate progress on District Common Assessments in content areas (ELA and Math)?

4.2 Do English Learners (and R‐FEPs) meet the state Adequate Yearly Progress criterion in English Language Arts and Mathematics?

4.3 How are English Learners proportionally represented (refers to equitable student participation) in Special Education and GATE referrals?

• STAR Data Analysis ‐CST/CMA/CAPA (ELA 2nd‐6th grade), Math 2nd‐6th grade, Science (5th grade), Writing (4th grade), Physical Education • Disaggregated data by school, grade level,

language proficiency • Formative and Summative Assessments • Special Education / GATE demographics


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Table 6.1 Evaluation Design – Goals, Evaluation Questions, and Measures/Sources (Continued)

Goals Evaluation Questions Measures/Sources

5. Parents / Guardians of English Learners and R‐FEPs participate meaningfully in their children’s education.

5.1 How are parents of English Learners and R‐FEPs participating in school activities (parent‐teacher conferences, volunteer in class, parent trainings, leadership roles, etc.)?

5.2 What measures are used to ensure that parents are knowledgeable about EL program placement, language acquisition and their child’s academic progress?

5.3 Is the rate of parent engagement increasing?

• Attendance and participation at parent‐teacher conferences, School Site Council, ELAC, and DAC/DELAC meetings

• Parent Surveys • Parent Trainings (CELDT, Leadership Development,

EL Master Plan) • School Events • At home parent involvement • Electronic/Technology involvement • Community involvement

6. Rates for English Learners and R‐FEPs in categories indicating risk for school failure are no greater than those for EOs.

6.1 Are English Learners (and R‐FEPs) overrepresented in the following categories:

• Excessive absences and tardies • Suspensions, expulsions, other discipline • Retentions in grades TK–6 • Enrolled in Alternative Programs due to deficiencies • Percent Far Below Basic and Below Basic on California Standards

Tests

6.2 Is there an annual decrease in the percentage of English Learners and R‐FEPs for each of the risk factors defined in the previous bullets?

• Attendance data • Discipline data • CST/CMA levels • LTEL data • Table 6.3 EL Expected Progression and Growth

Targets • School Quality Snapshot (California Department of

Education) • Collaboration with Anaheim Union High School

District

7. Students enrolled in the Dual Language Immersion Program will master language skills in Spanish and English.

7.1 What percentage of all students (ELs, I‐FEPs, R‐FEPs, EOs) participating in DLI score at/above proficient on the LAS Links en Español?

7.2 What percentage of all students (ELs, I‐FEPs, R‐FEPs, EOs) participating in DLI score at/above proficient in English Language Arts and Mathematics on the CST and Spanish Standards Tests?

7.3 What percentage of students in the DLI program obtains the Biliteracy Attainment Award at 6th grade?

• LAS Links en Español (Language Assessment Scales)

• Aprenda • CELDT • CST • District Common Assessments (DCAs) • Biliteracy Attainment Award

Monitoring Program Implementation

Goal 1: English Learner programs are fully implemented as described in the Master Plan for English Learners.

District and site staff will periodically monitor implementation of all English Learner programs. The primary goal of monitoring is to ensure that every school in the district has effective and compliant programs for English Learners. The monitoring process is designed to:

• Establish high expectations for all students and provide a framework for ensuring that student and organizational outcomes are achieved

• Promote full involvement of all stakeholders (administrators, teachers, parents, students) in all phases of planning, implementation and evaluation activities

• Provide for high levels of coordination between district‐level and site‐level improvement efforts

• Ensure that program evaluation is an integral part of school improvement initiatives and activities

• Provide a basis for review and modification of the Master Plan for English Learners every three to four years

This monitoring will consist of the following activities: • Principal Assurances (self‐review) School

principals are responsible for the daily, site‐level implementation of the Master Plan for English Learners. Throughout the academic school year, principals complete sections of the Principal’s Assurances Checklist (Form EL‐6.1) for English Learner Program Services and


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submit them to the Coordinator for English Learner Instruction according to the timeline indicated on the checklist. This facilitates ongoing communication with the English Learner Specialist, and assists in the monitoring of consistent implementation of this master plan throughout the school district. The Director of Program Evaluations will review all Principals’ Assurances Checklists after each submission twice times per year (Fall and Spring).

• Instructional Schedule Reviews All schools will turn in ELD instructional schedules; create ELD Class Rosters in SMART, and send Master Schedules to the Coordinator for English Learner Instruction within the first 3 weeks of the beginning of each school year, or anytime there is a student schedule modification.

• English Learner document reviews key English learner files and documents will be reviewed annually by teachers with assistance from bilingual testing assistants and Program Evaluations staff. These reviews will include evidence of the following: parent notification, placement, assessment. These reviews will be scheduled in all schools on an annual basis. Findings are reported back to the site principal who will determine next steps for school improvement work.

• Site Visits and Instructional Walkthroughs (district and site facilitated self‐reviews) These will be conducted yearly. The reviews will include monitoring of ELD schedules and instructional minutes, ELD groupings by language proficiency levels, and level of implementation of EL scaffolds via visits to selected classrooms. The district facilitated reviews will be conducted by teams consisting of the Director of Curriculum and Instruction, curriculum specialists, TOSA, and the site principal. Site facilitated reviews will consist of school teams which will include the site principal, and classroom teachers. Findings will be compiled and used to determine next steps for school improvement work (School Visit Protocol Form EL‐6.3).

• ELA and Math Site Visits (district‐facilitated self‐reviews) These will be conducted

annually. The reviews will include evidence of standards‐driven learning environment, active student participation and engagement, and implementation and alignment of site and district initiatives. They will be conducted by teams led by the Director of Curriculum & Instruction and will include District’s Directors, Coordinators, Specialists, site principals and teachers. Findings are reported to the site principal who will determine next steps for school improvement work.

• State Designed Self‐Study Instruments State designed self‐study instruments such as the Academic Program Survey (APS), the English Learner Subgroup Self‐Assessment (ELSSA) will be reviewed. The state study review instruments will be completed by Educational Services and site principals. Findings are reported to the site principal who will determine next steps for school improvement work.

• Ongoing coaching and staff development support The Coordinator for EL Instruction will help organize site staff development and assist with classroom coaching (see Chapter Eight). They will assist with the ELD Instructional Walkthroughs. The District English Learner TOSA will have lead responsibility for organizing in‐depth reviews and any needed follow‐up.

Goal 2: English Learners will receive a wellrounded, holistic education with full access to core academic curriculum.

Each site principal is responsible for ensuring that English Learners have access to core curriculum. Principals will work with site staff and Coordinator for EL Instruction to determine appropriate placement and instructional setting for English Learners. The Coordinator for EL Instruction will assist teachers with creating appropriate ELD groupings by language proficiency levels to ensure that every English Learner is appropriately placed. The Director of Curriculum & Instruction will review ELD schedules, ELD groupings by language proficiency levels, and instructional minutes.


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Goal 3: All English Learners will master the English language efficiently and effectively.

The Director of Program Evaluations, principals, Coordinator for EL Instruction, and classroom teachers will analyze annual CELDT results, ELD benchmarks, and progress toward meeting criteria for reclassification (See Chapter Five). Data will be disaggregated by number of years in US schools (US Entry Date), program placement, initial CELDT level, and other relevant variables.

The Program Evaluations Department will complete an analysis of CELDT growth (AMAOs) by district, school, language group and program. The Director of Program Evaluations will review and report findings and trends to principals and Coordinator for EL Instruction, who will work with site staff to continue the development of school improvement work.

Goal 4: English learners will achieve academic success comparable to their EO peers.

Each elementary site principal will review and analyze CST performance data in English Language‐Arts and Mathematics. The analysis will include cross‐sectional profiles of performance by CELDT level as well as disaggregation of data by school, grade level and language group.

• Data on other indicators (to be determined) will be distributed by the Program Evaluations Department using table formats that are standardized across schools.

• Principals will analyze data with site staff to determine trends, and areas of need, and develop action plans.

• In addition to reviewing CST and CELDT data, principals will analyze data from benchmark assessments to determine progress toward action plans and will modify as needed. The teachers will review data through the PLC process.

Goal 5: Parents / Guardians of English Learners and RFEPs participate meaningfully in their children’s education.

The Director of Program Evaluations and the Coordinator for EL Instruction will work with the DELAC and ELACs to develop specific indicators, benchmarks, instruments, and a calendar of procedures for evaluating parent engagement with schools and the district. Sites will report to the district on parent activities implemented during the year, as well as parent involvement in a set of activities to be defined in a standardized way across sites. A parent participation survey will be completed each spring and submitted to the district. Data from these forms will then be aggregated to develop a picture of parent involvement in the district as a whole and will guide parental involvement practices.

Goal 6: Rates for English Learners and RFEPs in categories indicating risk for school failure are no greater than those for EOs.

The Program Evaluations Department will provide the following data regarding English Learners:

• Suspensions, expulsions, and other disciplinary actions

• English Learners identified for Individualized Educational Plans (IEP’s)

• Retention Rates • Attendance

Goal 7: Students enrolled in the Dual Language Immersion Program will master language skills in Spanish and English.

Site principals, Coordinator for EL Instruction and school staff will analyze English Learner’s Language Arts and Mathematics scores on the state and local assessments including STAR, CELDT, Aprenda and LAS Links Español. PLCs.


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Using Program Effectiveness Information to Improve Implementation and Modify the Program

The evaluation data gathered and the analysis performed provide a rich source of information on program implementation and outcomes. The data will be used at the district and site levels for school improvement work.

Site Level Use of Information

The self‐review materials will assist sites to determine strengths and areas of need in their programs, and to make adjustments accordingly. Site level reports identifying missing progress and proficiency goals will be provided in order to assist school staff in identifying students in need of greater support. Individual teachers and grade level teams will use ELD and SDAIE Instructional Walkthrough forms to do self‐assessments on program implementation. School visitations conducted by administrators and district office personnel will provide an additional perspective on classroom implementation of recommended instructional practices. After gathering and discussing the checklist information, each site will develop an action plan for professional development that establishes needs, long‐term goals and types of training experiences that are needed to improve instruction. The site plan for professional development should be clearly articulated with the district plan for professional development, and should include prioritization and support. Annual improvement objectives and timelines will also be established. This information will be included in the school’s Single Plan for Student Achievement.

The site will also be able to compare student outcomes at the site level to district goals for English Learners and use this information to plan for improved implementation of the English Learner programs. The data reviewed and conclusions reached in the process of site level planning will be shared with the site SSC/ELAC members.

District Level Use of Information At the district level, the annual analyses of student outcomes will determine the level of effectiveness of English Learner programs. Putting outcome data together with the site self‐reviews will enable district staff to identify areas of strength and target areas in need of improvement on a district‐wide basis. This will provide a foundation for program improvement planning, including professional development priorities and plans, in future years.

An annual evaluation report on English Learner Programs will be shared at a regular meeting of the School Board in the fall of each school year. Data from the annual evaluation will also be shared with DELAC members. The report will focus on the extent to which programs have been implemented and an analysis of student performance on the indicators specified in Table 6.1.

Evaluating Program Effectiveness The district has identified benchmarks for all program options for English Learners. These benchmarks follow Table 6.3 EL Expected Progression and Growth Targets. These tables list expectations for the level of achievement that students should attain as they progress through district schools. Note that the tables are built around two main parameters in addition to program type:

1. The student’s initial CELDT level and

2. The number of years in US schools (US School entry date). The evaluation questions related to student outcomes are keyed to these tables and to expectations for achievement set out in the state’s Title I Adequate Yearly Progress (AYP) and Title III Annual Measurable Achievement Objectives (AMAO) benchmarks.


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Table 6.2 Evaluation and Accountability: Roles and Responsibilities

Role Responsibilities

Student • Attends school daily, arrives on time, and works for high achievement • Participates in school activities • Communicates regularly with parents, teachers, and support staff

Parent • Monitors and promotes English Learners progress in academics, homework, attendance, behavior

• Supports English Learner in activities to promote student achievement

• Communicates regularly regarding student progress with student, teachers and school

• Attends parent conferences and school functions (e.g., Open House, conferences

• Participates in school committees—ELAC, Site Council, etc.

Classroom Teacher

• Implements specific English Learner's programs as described in the Master Plan for English Learners and provides instruction that aligns with state frameworks and district/state standards

• Ensures delivery of appropriate ELD instruction • Ensures access to core curriculum through specific, intentional, and explicit use of SDAIE strategies

• Monitors English Learners’ progress, reviews school/classroom data, uses data to modify instruction, reviews content and California Common Core ELD standards and assessment procedures

• Determines/implements differentiated strategies for English Learners and R‐FEP students

• Advocates for support services for students not meeting standards and benchmarks who may be at risk of retention or who require interventions in order to reach goals

• Attends team meetings and informs parents of progress and strategies to support students in meeting standards

• Uses data to understand and respond to student needs

Principal • Monitors all aspects of staffing for and instruction in English Learner programs, according to the Master Plan

• Analyzes and uses data to facilitate student progress monitoring

• Is responsible for all procedures and legal requirements pertaining to English Learners at the school

• Monitors placement of English Learners and oversees reclassification process

• Reports periodically to district administrators on implementation of English Learner programs and services

• Provides leadership in all aspects of the educational program

District EL Teacher on Special Assignment (TOSA)

• Supports EL Specialists in the implementation of the Master Plan for English Learners

• Helps organize and deliver staff development • Supports parent involvement, such as parent

conferences, workshops, ELAC, and DELAC • Assists with the document reviews and has lead

responsibility for organizing in‐depth reviews and any follow‐up

• Trains and supports EL Specialists with coaching • Provides resources and support in English Language

Development, primary language instruction, Special Education, and the education of gifted students

• Is supervised by the Coordinator of English Learner Instruction

District English Learner Advisory Committee (DELAC)

• Examines program evaluation findings on an annual basis and frames recommendations for program improvement for the following year as part of its advisory role

• Reviews the Annual Language Census report • Provides annual report to Board of Trustees • Advises on issues relevant to English Learners in the district

English Learner Advisory Committee

• Advises the principal and school staff on topics related to English Learners (including advising in the development of the school plan)

• May review site data on program effectiveness and student achievement

Table 6.2 Evaluation and Accountability: Roles and Responsibilities (Continued)

Role Responsibilities

Director of Curriculum & Instruction

• Supports sites in implementing the Master Plan for English Learners, monitors implementation of Master Plan, Evaluation Plan, and Monitoring Plan; reviews district and site English Learner data

• Develops work plan for, supervises, and works closely with Parent Involvement (TOSA)

• Works with principals and Assistant Superintendent of Human Resources to ensure timely recruitment, hiring and training of teachers for EL assignments


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Coordinator of State and Federal Programs / English Learner Instruction

Under the supervision of the Director of Program Evaluations, the Coordinator of EL Instruction: • Supports sites in implementing the Master Plan for

English Learners, monitors implementation of Master Plan, Evaluation Plan, and Monitoring Plan; reviews district and site English Learner data

• Monitors and supports implementation of the LEA and Title III Plans

• Monitors the selection of materials used in the classroom for delivery of ELD and core curriculum to English Learners

• Monitors fiscal compliance to ensure alignment with the LEA and Title III Plans and the Master Plan for English Learners

• Monitor school plans and budgets for services to English Learners

• Meets with principals to review site plans for services to English Learners

• Monitors compliance and English Learner procedures at the site and district levels

• Works with other administrators to provide ongoing training for curriculum coaches, teachers, instructional assistants, and support staff (e.g., administrative assistants and school office staff)

• Supports the coordination of the English Learners Services Council

• Works with Director of Program Evaluations to prepare the English Learner annual evaluation report

• Monitor grants and evaluations for services to English Learners • Monitors and supports implementation of the LEA and Title III

Plans • Coordinates PI Walkthroughs and District Support Leadership

Team (DSLT)

Parent Involvement (TOSA)

Under the supervision of the Director of Curriculum & Instruction, the Parent Involvement (TOSA): • Supports sites in implementing parent involvement

activities in accordance with the Master Plan for English Learners

• Supports and provides training for parent leadership at site and district advisory meetings (DELAC, ELAC)

• Meets with principals to review site plans for parental involvement for parents of English Learners

• Monitors Title III parental involvement policy compliance and at the site and district levels

Director of Program Evaluations

• Monitors implementation of Master Plan, Evaluation Plan, and Monitoring Plan; reviews and communicates district and site English Learner data

• Monitors compliance and English Learner procedures at the site and district levels

• Develops work plan for, supervises, and works closely with Coordinator of EL Instruction

• Works with other administrators to provide ongoing data support for site EL Specialist, teachers, and support staff (e.g., administrative assistants and school office staff)

Assistant Superintendent of Human Resources

• Recruits and monitors placement of English Learner staff in collaboration with principals and the Director of English Learner Services

• Arranges/publicizes CLAD/BCLAD training and other needed staff development to ensure implementation of Master Plan for English Learners in collaboration with the Director of English Learner Services and Coordinator of Staff Development

• Monitors credentials of all personnel working with English Learners

Assistant Superintendent of Educational Services

• Supervises Director of Curriculum & Instruction and Director of Program Evaluations

• Analyzes district and school site data • Provides overall support for English Learner Programs • Meets with principals and administrators to review

plans, program modifications, timelines for implementation, and support services for school sites

• Collaborates with district staff and parent groups on annual program evaluation

• Shares results of program evaluation with stakeholders (Superintendent, Executive Board, and School Board)

Superintendent • Evaluates District’s goals relative to the LEA and Title III Plans, including implementation of the Master Plan for English Learners, student achievement, professional development, and evaluation and accountability

• Convenes and chairs (or appoints designee) the English Learners Services Council


Table 6.3 EL Expected Progression and Growth Targets

Accelerated Language Academy English Language Mainstream (ELM) California English Language Development Test (CELDT) Overall Level Expected English Learner

Progression and Growth Targets Beginning

Early Intermediate Intermediate

Early Advanced Advanced

Reclassified FEP

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Year 1 Year 2 Year 3 Year 4 Year 5 Year 6/7

Year 1 Year 2/3 Year 4 Year 5 Year 6

Year 1/2 Year 3 Year 4 Year 5

Year 1 Year 2/3 Year 4

CELDT Expected English language fluency growth leading to reclassification based on CELDT level at time of initial enrollment

Year 1/2 Year 3

Example A kindergarten student who

enters school at the Beginning

level in Year 1 is expected to move to the Intermediate

level by Year 3/4. A kindergarten student who enters

school at the Intermediate level in Year 1 is expected to move to the Early

Advanced or Advanced level by Year 3/4.

STAR ELA Expected growth target on the California Standards Tests in English Language Arts based on overall fluency level on CELDT

Far Below Basic Below Basic Below Basic /

Basic Basic Basic High Basic / Proficient

District ELA Common Assessments

At Risk At Risk / Strategic Strategic Strategic Strategic /

Benchmark Benchmark

STAR Math Expected growth target on the California Standards Tests in Mathematics based on overall fluency level on CELDT

Far Below Basic / Below

Basic Below Basic Below Basic /

Basic Basic Basic High Basic / Proficient

District Math Common Assessments

At Risk At Risk / Strategic Strategic Strategic /

Benchmark Strategic /

Benchmark Benchmark

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6/7 SRA Assessments (K‐2 US School Entry) Passing level on mastery tests at appropriate placement level.

Language for

Learning

Language for

Learning / Language for

Thinking

Language for

Thinking

Language for

Writing (assumes mastery of

L4T)

Language for

Writing/ Reasoning &

Writing

Reasoning &

Writing

Year 1 Year 2 Year 3 Year 4 SRA Assessments (Gr.3‐6 US School Entry) Passing level on mastery tests at appropriate placement level.

Language for

Learning (Fast Cycle)

Language for

Learning (Fast Cycle) / Language for

Thinking

Language for Thinking and

(upon mastery of

L4T) Language for

Writing

Language for

Writing / Reasoning &

Writing

Definition of English Learners "At Risk" of Becoming Long-Term EL

Years in school in U.S.: CELDT Levels:

3 years Beginning

4 years Beginning or Early Intermediate

> 4 years Intermediate or Below


CHAPTER 7

PARENT AND COMMUNITY ENGAGEMENT

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Chapter 7 PARENT AND COMMUNITY ENGAGEMENT

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In this chapter

• School English Learner Advisory Committee (ELAC)

• District English Learner Advisory Committee (DELAC)

• Types of Parent Involvement

• Parent Involvement Research

• Family Engagement Framework

Anaheim City School District believes that family and community engagement is a fundamental component to student success and achievement. When families are engaged at home and at school, student achievement increases. The engagement of families and community members in the education of our children creates a positive bond between the home and school.

School English Learner Advisory Committee (ELAC)

Legal Requirements

Each school with 21 or more English Learners must establish a functioning English Learner Advisory Committee (ELAC) to advise the school principal and staff on the following legal requirements:

• To advise the School Site Council(SSC) on the development of the school’s Single Plan for Student Achievement

• To advise the principal and staff on the school’s programs for English Learners

• To assist in the development of the school’s: o Needs assessment o Language Census (R30) o Efforts to enhance parents’ awareness

of the importance of regular school attendance

ELAC members could also vote to delegate their responsibilities to the SSC.


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ELAC Membership Guidelines

1. The proportion of ELAC members who are parents of English Learners must at least equal the percentage of English Learners enrolled in the school.

2. Membership will include parents and school staff. (Staff member representatives will be fewer than the number of parents).

3. All parents/guardians of English Learners vote and elect ELAC officers.

4. ELAC officers will serve for two years. If a member must be replaced during the year, the replacement will serve for the remainder of the year. At the beginning of the next year, an election must be held to fill the position.

5. At its first or second meeting of the year, the ELAC will elect one representative and one alternate representative to the District English Learner Advisory Committee (DELAC).

6. The ELAC will appoint one member to attend school site council meetings and report back to the ELAC (or SSC if the committees are joined) on development and implementation of the school site plan. School sites will provide translation of documents and interpretation during meetings, as needed.

7. Each year members will receive materials in their home language and training related to carrying out their legal responsibilities.

ELAC Implementation Guidelines

1. The site principal (or designee) is responsible for establishing the ELAC.

2. The site principal is responsible for ensuring that regular meetings of the ELAC take place in accordance to ELAC bylaws. (It is suggested that the number of ELAC meetings held mirror the number of DELAC meetings as possible).

3. The principal and/or VP and ELAC chairperson will coordinate meetings, communication, and documentation (i.e. calendar, topics covered, and members).

4. The principal and/or VP will arrange an agenda planning session with the ELAC president prior to each meeting.

5. The principal and/or VP will attend the meetings and assist the ELAC president in running the meetings in a consistent manner throughout the year.

6. Meeting dates and times will be determined, with ELAC input, and publicized in English and other languages in advance (minimum 72 hours prior to meeting).

7. ELAC meetings will be conducted with agendas and minutes.

8. Childcare will be provided by sites.

9. The ELAC will adopt bylaws and conduct business according to the bylaws (posted on ACSD website). The district will provide support and guidance.

10. The principal and/or VP will maintain all ELAC documentation (calendar, fliers/meeting notices, agendas, sign‐in sheets and all handouts) in a designated online folder on Google Drive.

Training for ELAC Members Each year, the school and district will provide materials and training for ELAC members to assist them in carrying out their legal responsibilities by November 30. This training will include a description of both the opportunities and limitations on actions members may take. ELAC members will provide input into the selection of training content.

The site principal and/or VP will provide an overview of roles and responsibilities, and the district will provide further appropriate training, including information about the relation between ELACs and the DELAC, and the responsibility of ELAC representatives to the DELAC, who function as liaisons between both groups


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District English Learner Advisory Committee (DELAC)

Legal Requirements The Anaheim City School District has more than 51 English Learners enrolled and is required to establish a functioning District English Learner Advisory Committee (DELAC) to advise the governing board on the following requirements related to programs and services for English Learners:

• The development of a district Master Plan for English Learner Programs and Services

• The district wide needs assessment on a school‐by‐school basis

• The district program goals and objectives for English Learner services

• The plan to ensure compliance with applicable teacher or instructional assistant requirements

• The administration of the annual language census

• Review of and comment on the District’s student reclassification procedures

• Review and comment on written notifications required to be sent to parents and guardians

DELAC Membership Guidelines 1. At its first or second meeting of the year, each

site ELAC or joint SSC/ELAC will elect 2‐4 representatives to the District English Learner Advisory Committee (DELAC).

2. The DELAC representatives serve for two years. If a member must be replaced during the year, the replacement will serve for the remainder of the year. At the beginning of the year, all school sites will provide the district with the DELAC representatives’ information.

3. The representatives will be responsible to attend all DELAC meetings and present the information received at the meetings at the school level ELAC or joint SSC/ELAC.

4. The DELAC representatives will elect a DELAC Chairperson, Vice‐Chairperson and Secretary and these officers will serve for two years. If a member must be replaced during the year, the replacement will serve for the remainder of the year.

DELAC Implementation Guidelines 1. The DELAC will meet at least 7 times per year

and will operate according to guidelines contained in state and federal regulations and local bylaws.

2. DELAC will adopt and follow bylaws. 3. Agendas and minutes of DELAC meetings will be

posted on the District’s Web site Parent Page. 4. The district Parent Involvement TOSA or

designee will serve as district liaison to the DELAC. This person will assist with agenda preparation, meeting notices, arrangements for meetings, preparation of minutes, and all communications pertaining to the DELAC.

5. The DELAC Chairperson will preside at meetings and sign all letters, reports and other committee communications, with prior approval of the membership. In the Chairperson’s absence, resignation or inability to perform the duties, the Vice‐ Chairperson will assume these duties.

6. The DELAC Chairperson will assist with the preparation of the agenda and will conduct the meeting. The Vice‐ Chairperson will conduct the meeting in the absence of the Chairperson.

7. The Parent Involvement Specialist will plan and organize the meeting details (meeting notices, childcare, translation services, refreshments, and any other reasonable expectations).

8. The DELAC will communicate their ongoing advice to the Superintendent and Governing Board via the Director of Curriculum & Instruction.

9. As requested the DELAC will make a presentation to the Superintendent and the Governing Board.

DELAC Training The district will provide all DELAC members with appropriate training, materials, and information to assist each member in carrying out his/her responsibilities and any required duties; DELAC members will have input into the content of training each year. The minutes of the DELAC meeting will clearly reflect the training areas that had been covered during the meeting. It is the responsibility of site DELAC representatives to share information between ELAC and DELAC.


Parent Involvement

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Parent involvement is the exchange of information (communication), purposeful interaction, and meaningful participation between parents and schools to support student learning and achievement (CDE, 2011). Anaheim City School District’s Board Policy on parent involvement makes references to parents and guardians being their child’s first and most influential teacher. Parent involvement in education that is sustained contributes greatly to student achievement and a positive school environment. The policy also states that schools must develop opportunities for shared responsibility, advisory/decision‐making/ and advocacy roles, and support learning at home.

The school district’s goal for parent involvement recognizes the importance of promoting it with the following activities:

• Offer district trainings for parents at school sites in order to help children attain proficiency in English and in core academic subjects

• Maximize parent/guardian training opportunities at monthly DELAC meetings

• Increase the leadership capacity of parents.

Educational Services has designed training opportunities to help meet this goal.

Parents/Guardians are their children’s first and most influential teachers. Sustained parent involvement in the education of their children contributes greatly to student

achievement and a positive school environment.

* Based on ACSD Title III Plan


Types of Parent Involvement

The district is committed to promoting all levels of parental involvement. Epstein (2001) states that there are six types of parental involvement:

1. Parenting

Families provide basic support for children’s health, growth, and development. Schools provide assistance and information to help parents support developmental ages and stages from preschool through high school. Events designed to foster this are:

• District‐wide Parent Training Series (U.S. Educational system, character education, gang and drug awareness and prevention, etc.)

• School Site Parent Education Workshops o Project Inspire‐CABE o Preparing Parents to Parent/Teacher

Conferences

2. Communicating

Two‐way communication on a regular basis happens between families and schools about educational standards/expectations, children’s progress, educational programs and choices. Communication in the home language is a critical factor. When 15% or more of the school’s students are speakers of the same language, the school will provide written translations of all school information in that language. Translators will be made available for all parent/ teacher conferences; school meetings; SST, IEP, and retention meetings; suspension and expulsion hearings; and for all due process actions held at the district level. Activities intended to encourage communication include:

• Key Communicators meetings with Superintendent

• Informal gatherings of parents at school (e.g. Welcome Breakfasts, Cafecitos)

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3. Volunteering

Develop volunteer opportunities for parents and community and opportunities to attend and participate in school/program activities for children. Activities intended to encourage volunteering include:

• PTA

• School‐wide functions

• Classroom volunteering

• Campus supervision

4. Learning at Home

Provide information, resources, and materials to assist families to support and monitor their children’s learning. Activities intended to encourage learning at home include:

• Family literacy nights/ESL classes

• Back‐to‐School nights

• CELDT

• enVision math

• ST Math

5. Decision Making and Advocacy

Educators and parent leaders work together in advisory/decision making groups. Develop parent leaders and parents who advocate for children. Activities intended to encourage decision making and advocacy include:

• ELAC

• DELAC

• School Site Council

• District Committees

• Other community based organizations

6. Relationship Building/Collaborating with the Community

Establish a welcoming school environment, celebration events, and activities that create positive relationships among families, schools and the community. These can serve as a “gateway” for strengthening long‐term partnerships. Activities intended to encourage relationship building and collaborating with the community include:

• Celebrations of reclassifications

• Student achievement awards

• Multicultural Family Nights

• Literacy Nights

The district provides ongoing staff development to all school staff on how to work with parents, including communication skills and sensitivity to their backgrounds, needs and concerns. The district and schools will continue to provide parent outreach and education, including meetings, workshops, and programs for parents and families. The District’s LEA plan and school plans will outline measureable goals, objectives and activities that promote parent involvement W


Research on Parent Involvement

Similar to the types of parent involvement, there are specific activities within parent involvement that have a positive impact on student achievement. The California Department of Education Family Engagement Framework (2011) outlines various parent involvement activities that help promote student achievement such as:

• Activities that support learning at home

• Building on parents strengths

• Strategies utilizing parents to reinforce classroom instruction (content specific and supported by parent education and training)

• School‐home communication (i.e.‐regular progress reports)

• And parent involvement by itself may have a “ripple effect” on student achievement and benefit other areas not previously identified.

Parent Involvement Policy and School Compact

The district and all school sites have a parent involvement policy which defines how parents are involved in their child’s education. Parents are also consulted and participate in the needs assessment, planning, design, implementation, and evaluation of the parent involvement program.

In order to support parent involvement, each of the schools in the district has a Home School Compact. This document outlines how parent/guardians, the entire school staff, and students will share responsibility for improved student academic achievement. The compact should note various responsibilities for the school, student, and parent/guardian which include but are not limited to:

• School will ensure that a high quality curriculum and instruction is provided in a supportive and effective learning environment.

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• Student will attend school everyday, complete classwork and homework, act responsibly and respectfully, and utilize goal setting to monitor their progress.

• Parents/Guardians will monitor student attendance, homework completion, volunteer in the classroom, serve on committees, and attend/support school events.

As part of the compact there are also shared responsibilities such as ensuring there exits ongoing communication, attending parent‐teacher conferences, frequent reports on student progress, and accessibility to school

Family Engagement Framework

The California Department of Education, Family Engagement Framework also provides some guidance for parent involvement activities for all students and for students of English Learners. The framework provides practical activities that the school can do as well as what the family can do to promote positive school involvement

The Family Engagement Framework was developed by the California Department of Education (CDE) in collaboration with the California Comprehensive Center at WestEd. Complete document available at http://www.wested.org/online_pubs/cpei/family‐engagement‐framework.pdf

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CHAPTER 8

PROFESSIONAL DEVELOPMENT AND STAFFING

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Chapter 8 PROFESSIONAL DEVELOPMENT AND STAFFING

In this chapter


• Staffing and Teacher Credentials

• Hiring Priorities and Procedures

• Recruitment and Staffing for Teachers of English Learners

Table 8.1 Steps to Success

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Anaheim City School District is committed

to providing focused, effective, and research‐based staff development to all administrators, teachers and staff. This coordinated staff development will prepare and empower educators with the instructional skills, leadership skills, and cultural proficiency required to work effectively with our English Learners.

ACSD is committed to its core strategy: To increase the achievement of all

students and close the achievement gap, all professionals will build meaningful relationships and collaborate in data‐informed learning communities to ensure the engagement of all students in a rigorous curriculum.

Professional Development

Steps to Success

Anaheim City School District believes that professional development is effective when you have a clear vision, provide professional development, ensure support, and monitor the professional development through accountability measures. Training that is delivered to teachers of English Learners, follows this pathway.

Table 8.1 Steps to Success


Vision

The first step in creating meaningful and sustainable change for optimal student achievement is developing a clear vision. The vision is created collaboratively, and it directly aligns research based practices with desired student outcomes. Communication of the vision occurs to all stakeholders using multiple means of communication on a regular basis. The vision focuses and synergizes people, resources, and efforts towards a common goal. A plan based on the vision is created that includes sharing and communicating the vision, delivering professional development, providing support, and ensuring accountability.

Professional Development

All stakeholders involved receive training on the research behind the vision and all relevant aspects of its implementation.

Support

A successful plan for implementation recognizes that change is an ongoing process. Support is provided to all stakeholders involved. Some examples of support include coaching, collaboration, dialogue, observing others implementing the vision, or further professional development.

Accountability

A plan for accountability ensures that students have equal access to a guaranteed and viable curriculum aligned with the research based vision. The accountability also ensures that further support is provided where the vision has not been fully implemented. Some examples of accountability include formal and informal classroom observations, school site visits, and data analysis. If the professional development produces expected outcomes that result in increased student achievement, a plan should be developed to ensure sustainability.

Goals and Objectives

The Educational Services Department will use the seven keys to managing effective district‐wide English Learner professional development programs:

1. Convey respect, 2. Develop systems, 3. Use consistent images, 4. Conduct appropriate trainings, 5. Plan, organize, and calendar, 6. Monitor, and, 7. Create a collaborative culture.

This will be accomplished by:

• Organizing adults into learning communities whose goals are to increase the achievement of English Learners (Professional Learning Communities)

• Requiring and supporting skillful school and district leaders who guide continuous instructional improvement (School Leadership)

• Requiring resources to support adult learning and collaboration around the needs of our English Learners (Resources)

• Using disaggregated student data and multiple sources of information to determine adult learning priorities, monitor student progress, and help guide and sustain continuous improvement (Evaluation and Data‐Driven Improvement)

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• Preparing educators to use effective learning strategies and apply research‐based decision making to their profession (Research‐Based)

• Preparing educators to understand and value English Learners (and other students with particular needs), create safe, orderly and supportive learning environments, and hold high expectations for academic achievement (Educational Equity)

• Deepening educators’ content knowledge, providing them with research‐based instructional strategies to assist students in meeting rigorous academic standards, and preparing educators to use various types of classroom assessments appropriately (Rigorous and Quality Education)

• Providing educators with the knowledge and skills to involve families and other stakeholders in the academic achievement of English Learners (Family/Community Involvement)

Professional Development of Master Plan Components

A carefully planned professional development process will be used to introduce the Master Plan for English Learners to district and site staff. This professional development will emphasize key features of the plan and procedures to be adopted by all sites. This training will be given to all district and site administrators. The district will support professional development sessions at each site for faculty and staff. Site instructional leaders will implement these in collaboration with the Department of Educational Services.

Educational Services will provide annual training on the Master Plan for English Learners for all site staff members who have responsibility for implementing the plan. This will ensure that there will be a widespread understanding of the contents of the Master Plan for English Learners and commitment to faithful and high quality implementation.

Professional Development related to the Master Plan for English Learners will focus on the following components:

Administrators • Review of content in Master Plan for English

Learners

• Identify critical responsibilities for implementation of the Master Plan for English Learners

• Develop action plans for implementation of the Master Plan for English Learners

• Action plans will identify goals, objectives, resources needed, barriers, solutions to barriers, alignment to district/site goals, and evidence of implementation

• Facilitate site trainings

Site Staff Personnel • Review of content in Master Plan

• Identify critical site responsibilities for implementation of the Master Plan for English Learners

• Create action plans for implementation of the Master Plan for English Learners

Action Plans will identify goals, objectives, resources needed, barriers, solutions to barriers, alignment to district/site goals, and evidence of implementation of the Master Plan for English Learners.

Professional Development to Support Instruction and Student Learning

Educational Services in partnership with site administrators and staff will develop a three to five year professional development plan that addresses the implementation of the Master Plan for English Learners as well as offers trainings and collaborative opportunities that focus on instruction and student learning related to our English Learners’ need.

Collaborative opportunities and training efforts related to English Learners will focus on the following components:


Instructional Skills: • Primary language instruction

• Primary language support

• Frontloading language and background

• Language objectives

• Response frames

• Student engagement

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• Specially Designed Academic Instruction in English (SDAIE) strategies

• Differentiation of instruction for English Learners

• Systematic English Language Development

• Research‐based Lesson design

• English Language Development (ELD) Standards

• Content standards

• Analysis of language production

Collaboration Leadership Skills: • Cycle of Inquiry: data analysis and evaluation

• Operating as professional learning communities

• Instructional coaching and support

• Academic conferencing

• Response to intervention

• Data chats

Cultural Proficiency • Relationship building

• School climate and culture

• Inclusive environment

• Culturally relevant curriculum

• Culturally responsive instruction

• Parent engagement and outreach

Monitoring of Professional Development and Support The site principal, Director of Curriculum & Instruction and Coordinator for EL Instruction will monitor teacher professional development related to English Learner support to ensure that all staff members working with English Learners receive relevant professional development.

The Assistant Superintendent for Human Resources monitors the progress of teachers in training as they fulfill their agreements to complete English Learner services related requirements.

Staffing and Teacher Credentials The district ensures that teaching personnel whose assignment includes English Learners hold appropriate certification to provide necessary instructional services to English Learners. All teachers shall hold the CLAD, BCLAD, or equivalent teaching certification. All newly hired or currently employed teachers must hold the CLAD or equivalent teaching certification. All teachers who teach in the Dual Language Immersion program must be appropriately authorized with the BCLAD or the equivalent. Whenever open teaching positions require BCLAD certification, the District’s Human Resources staff actively recruits and hires teachers who are fully certified to fill such positions. The district will not hire any teacher that is not English Learner authorized.

Staffing Assurances

All teachers who instruct English Learners have a

CLAD (Cross‐Cultural Language Academic

Development) credential or equivalent

All teachers who instruct English Learners in the DLI program have a BCLAD (Bilingual Cross‐Cultural Language Academic Development)

credential or equivalent

Teacher Credentialing Annually, the district assesses the need, supply and shortage of qualified teachers and incorporates this information into staffing actions. Where shortages exist, the district establishes timelines to recruit, hire, and train a sufficient number of qualified teachers.


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Alternative Bilingual Programs Staffing Primary language programs will be staffed with teachers who hold any of the following bilingual authorizations:

• BCLAD

• Bilingual Certificate of Competence

• Bilingual Cross‐Cultural Specialist Credential

• Multiple or Single Subject Credential with either a Bilingual Cross‐Cultural emphasis or BCLAD emphasis

English Language Development (ELD) Staffing English Language Development (ELD) is taught by certificated teachers who have been trained in the best methodology for the teaching of English Learners. Authorizations for the teaching of ELD include:

• Supplementary Authorization in English as a Second Language (ESL) or introductory ESL

• Language Development Specialist (LDS) Certificate

• Cross‐cultural, Language and Academic Development (CLAD) Certificate

• Multiple Subject Credential with a CLAD Emphasis

• Bilingual Certificate of Competence (BCC)

• Bilingual Cross‐cultural, Language and Academic Development (BCLAD) Certificate

• Multiple Subject Credential with either a Bilingual Cross‐cultural Emphasis or a BCLAD Emphasis

• Bilingual Cross‐cultural Specialist Credential

• Hughes (SB 1969) Certificate of Completion, for ELD or ELD/SDAIE

• Any teacher who is currently documented as being in training for English Learner certification

Hiring Priorities and Procedures All teachers hired by ACSD shall have CLAD or equivalent certification. The Human Resources Department oversees the interview and hiring process.

The District’s collective bargaining agreements are adhered to in making all staffing decisions.

Requirements for Teachers on Interim Assignment Providing English Language Development (ELD), Primary Language, and SDAIE Instruction: Where there is a need for teachers on an interim assignment longer than 30 days (20 days for Special Ed) priority is given to those teachers who meet the same criteria as teachers seeking appropriate credential authorizations.

Recruitment and Staffing for Teachers of English Learners When ACSD determines the number of new teaching positions estimated to be available during the next school year, job announcements may be sent to:

• Ed‐Join Database

• Educational placement centers with teacher training programs at private, UC, and CSU campuses

• Major educational organizations including those associated with language minority students (directory from California Department of Education)

• County offices of education

• Local school sites

• Colleges/universities identified as having a pool of potential bilingual teacher candidates. At such universities, the following departments may be contacted: Teacher Education, Chicano/Latino and Asian Studies, Bilingual Education Studies, and the offices of the California Mini‐Corps and Teacher Internships

• District Web site

Job announcements will indicate when ACSD is particularly seeking bilingual certified teachers, if appropriate.


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Announcements of openings may be placed in the following newspapers and organizational newsletters when the need exists:

• Local community newspapers

• California Association of Bilingual Education (CABE), National Association for Bilingual Education (NABE), and California Association of Teachers of English to Speakers of Other Languages (CATESOL) Newsletter

• National Education Association and California Teachers Association (NEA/CTA) publications

• Foreign language newspapers in metropolitan areas

• Bilingual media (radio, television, publications)

The district may send representatives to local colleges and universities to participate in Career Day activities. The district will provide information concerning district needs for bilingual teachers and employment opportunities.

Paraprofessionals

As the need arises, ACSD will vigorously recruit, train and support bilingual paraprofessionals from different language groups. Recruitment may be encouraged through the following dissemination of job announcements:

• Educational placement centers of private, CSU, UC, and surrounding community college or ROP campuses with teacher training programs

• County Offices of Education

• Local school sites

• Surrounding adult schools

• Ed‐Join Database

• District Web site

• Local community newspapers


CHAPTER 9

FUNDING

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Chapter 9 FUNDING

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In this chapter

• General and Categorical Funding

• General Fund Resources

• Supplemental Funds

Table 9.1 Title I and EIA‐LEP Allowable Expenditures

Table 9.2 Title III Allowable Expenditures

General and Categorical Funding Funds are allocated following the mandates prescribed by the Education Code, state regulations and district policies. Categorical funds are used to supplement the base educational program and not to supplant general fund monies. The core program is supported by the general fund. Expenditures are audited annually by the District’s Business Office, Coordinator of State and Federal Programs and by external auditors.

The following process is used to develop plans for program operations and improvement, and the consequent allocation of funds:

1. The School Board approves the District’s Goals and Objectives. This is a plan to meet the needs of all students.

2. The Superintendent’s Cabinet identifies and prioritizes needs, based on the Superintendent’s Goals and Objectives and data analysis, and allocates funds and other resources to support those needs.

3. The Coordinator of State and Federal Programs and Categorical Program Analysts allocate funds based on the Consolidated Application, meet with school principals to ensure compliance, present school and district plans to the Board for approval, and monitors expenditures throughout the year.

4. The principal engages the SSC/ELAC in a process that includes the development of the school level plan and prioritization of needs based on data and meets with the School Site Council and ELAC groups before they approve the school plan and budget.

5. Site and District Advisory Committees take the following roles: • The School Site Council develops the school site plan and annually reviews and updates it.

• ELAC members may advise and give input on the school level plan.

• DELAC gives input on the district level plan.


Each fall, the district and site budgets are shared with the DELAC and site ELACs (or joint SSC/ELACs)

Information about these budgets is also provided to parents during the fall trimester. In the spring, in preparation for the development of each school’s Single Plan for Student Achievement and the District’s Title III plan, information on anticipated allocations is provided to the DELAC and site ELACs. The Master Plan for English Learners will be aligned programmatically and fiscally to major policy, planning and budgeting documents used at the district and site levels, including but not limited to:

1. Anaheim City School District Board Policies

2. District Board and Superintendent Goals

3. Title III Corrective Action Plans

4. LEA Plan

5. Single Plans for Student Achievement

6. Federal Program Monitoring corrective actions

7. Other relevant federal, state and local directives

General Fund Resources

The district uses the General Fund to provide the base program for all students. This includes core curricular materials, instructional supplies, teachers’ salaries and other district services (for example, transportation, library, Special Education) as well as support systems for monitoring program implementation and student progress, and for program evaluation. Core materials in Language Arts and Mathematics provide Universal Access supplements to help ensure that English Learners have access to the core curriculum. The base program also includes district adopted ELD program materials. The district provides primary language instructional materials for students enrolled in bilingual alternative programs.

Supplemental Funds

Both the state and federal governments provide supplemental funds that are used to support programs and services for English Learners. These categorical funds should not be used to supplant general funds or other state or local resources. The table on the following pages provides information on several important sources of supplemental funds.

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Table 9.1 Title I and II Funding Description and Allowable Expenditures

Federal Funding Source

Title I, Part A – Disadvantaged Students Title II, Part A ‐ Professional Development

Description A federal program that provides supplementary funds to provide services that are designed to meet the needs of students who are failing or are at risk of failing. Supports both public and private school participation.

Focuses on increasing the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensuring that all teachers are highly qualified.

Students to be served

Disadvantaged Students

All ACSD schools are identified as school‐wide Title I

All Students

Examples of Expenditures Appropriate for Funding Source

(Support for English Language Arts, English Language Development, and Mathematics)

District • Centralized Costs make up 12% of the District budget from Title I and include School Site Technology Assistants and Title I Support Personnel.

• Indirect Costs include general management, such as accounting, budgeting, payroll preparation, personnel services, purchasing, etc.

• Preschool

• Homeless Education

• Services and Choice Transportation are required set asides based on Program Improvement status

• Supplemental Educational


Types of support include: Curriculum specialists, site coaches, teachers on special assignment

• Assistance to Schools is reserved for district‐wide support activities, such as Healthy Kids survey and the printing of District Common Assessments.

• Parent Involvement is a required set aside. One percent is reserved with 95% of the reservation going back to schools for specific parent involvement activities at the school sites.

• Private Schools

School Sites

School Site Council decides how Title I funds are spent at the school site

Professional development in language arts, math, English language development, science; integration of language arts and use of technology


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Table 9.2 Title III and EIA‐LEP Funding Description and Allowable Expenditures

Funding Source Title III ‐ English Language Acquisition, Language Enhancement, and Academic Achievement Act – Federal Funding

Economic Impact Aid – Limited English Proficient (EIA‐LEP) – State Funding

Description Funds are used to ensure that limited‐English proficient students attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

These restricted funds are used to meet the supplementary academic needs of English Learners. The intent is to expand and improve the educational opportunities of educationally disadvantaged students.

Students to be served

English Learners English Learners

Examples of Expenditures Appropriate for Funding Source

(Support for English Language Arts, English Language Development, and Mathematics)

Staff development to teachers, principals, administrators, and other personnel, parent involvement, supplemental materials, etc.

Personnel (resource teachers, instructional assistants), instructional materials, staff development (English language development, English literacy skills), parent education, and community liaisons


APPENDICES

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In this section

Glossary

Appendix A –

Effective ELD Delivery of Instruction

Appendix B –

Dual Language Immersion (DLI) Program Admission Requirements

Appendix C –

Response to Instruction and Intervention (RtI2)

Appendix D –

English Learner Forms

Glossary

Words contained in this glossary can be found throughout the English Learner Master Plan.

‐ A ‐ A Developmental English Proficient Test (ADEPT) A valid and reliable oral language development assessment aligned with the CELDT.

Academic Performance Index (API) A California state accountability measure that combines results from several state assessments (CST, CMA, CAPA). Each school in the state is assigned a numerical value from 200 to 1000 points. The API is also used to assign improvement targets.

Accelerated Language Academy (ALA) A program model with a structured English immersion instructional setting designed for students with less than reasonable fluency in English.

Adequate Yearly Progress (AYP)

A Federal accountability measure that uses the results from state assessments to set improvement targets as determined by the No Child Left Behind Act.

Alternative Assessment An IEP team can determine that a student would benefit by taking an “alternative assessment” other than the CELDT.

Ventura County Comprehensive Alternate Language Proficiency Survey for moderate‐severe disabilities An alternative assessment that can be offered to special education students in lieu of the CELDT.

Annual Measurable Achievement Objectives (AMAOs) Title III districts are accountable for meeting three annual measurable achievement objectives (AMAOs) for English learners. The first AMAO relates to making annual progress on the CELDT, the second relates to attaining English proficiency on the CELDT, and the third AMAO relates to meeting Adequate Yearly Progress (AYP) by the English Learner subgroup at the LEA level.


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‐ B ‐ Back to School Night (BTSN) BTSN is an event in the fall when parents return to their child’s school to learn about the instructional program, standards, and expectations for student learning.

(BICS) Basic Interpersonal Communication Skills Language used in everyday social interactions.

Bilingual, Cross‐Cultural Language and Academic Development (BCLAD) A credential or certificate which authorizes a teacher to provide ELD, SDAIE and primary language instruction. Teachers in the Dual Language Immersion program all have this type of certification.

Biliteracy Attainment Award An award given to students in the Dual Language Immersion program wh o have met district establish criteria for proficiency in Spanish.

Bridging Students at this level continue to learn and apply a range of high‐level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction.

‐ C ‐ California Alternative Performance Assessment (CAPA) A state‐approved assessment designed to measure a student with significant cognitive disabilities who cannot participate in the CST or CMA, even with accommodations and/or modifications.

California English Language Development Test (CELDT) A state assessment given to initially identify English Learners in California public schools and to assess growth in English language proficiency on an annual basis in the areas of listening, speaking, reading, and writing.

California Common Core ELD Standards

The new standards for English Language Development (ELD) instruction approved by the state of California during the 2012‐2013 school year. These standards define English language development instruction.

California Modified Assessment (CMA)

A state approved assessment designed to measure those students whose disabilities prevent them from achieving grade‐level proficiency on an assessment of the California standards.

California Standards Test (CST) A state‐approved assessment in English language arts, mathematics, and science given to students in California public schools which measures a student’s knowledge of the California standards.

(CALP) Cognitive Academic Language Proficiency: A cognitively demanding level of oral and written language proficiency needed for literacy and academic achievement.

CELDT Annual Assessment Results Annual report listing the overall and sub‐test CELDT scores for English learner students in the areas of listening, speaking, reading, and writing.

Cross‐Cultural Language and Academic Development (CLAD) A state credential or certificate which authorizes a teacher to instruct students using ELD and SDAIE.

Cultural Proficiency (Lindsey, Robins, & Terrell, 2003) The knowledge, skills, and attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in cross‐cultural settings.

‐ D ‐ District English Learner Advisory Committee (DELAC) A district‐level advisory committee with parent representatives from each school that advises the district on programs and services for English Learners.

Dual Language Immersion (DLI) Program A program option whose goal is to build bilingualism and biliteracy through 50% English and 50% Spanish instruction


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‐ E ‐ Emerging Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.

Expanding Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level.

English Language Development (ELD) Systematic, daily, leveled, standards‐based instruction in the English language for students who have been identified as English Learners.

English Language Mainstream (ELM) Program A program option designed for students with reasonable fluency in English.

English Learner (EL) A classification used in California to identify a student who is not currently proficient in English and whose primary language is not English. An EL student is referred to as a Limited English Proficient (LEP) in federal law.

English Learner Advisory Committee (ELAC) A site‐level committee that advises the principal and school staff on programs and services for English learners.

English Only (EO)

A student with a primary language of English and no other language is evident.

‐ F ‐ Federal Program Monitoring (FPM) A state review process focused on determining whether a district’s programs are in compliance with federal and state law and regulations.

Formative Assessment Formative assessments are on‐going exams, observations, and/or reflections that are given in order to improve

instruction and provide students with feedback throughout the learning process.

‐ G ‐ Gifted and Talented Education (GATE) A program/designation for students who have demonstrated excellence or capacity for excellence far beyond that of their peers according to district established criteria.

‐ H ‐ Home Language Survey (HLS) A questionnaire, required in California public schools, to be completed by parents at the time of registration, which elicits information about the language background of the child, to determine the primary language of the student.

Home School Compact A document that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement.

‐ I ‐ Individualized Education Plan (IEP) A plan that specifies the goals, objectives, and programs offered for a special education student. It also identifies the learning disability.

Initially Fluent English Proficient (I‐FEP) A language classification given to students with a primary language other than English who demonstrated fluency on the CELDT upon initial testing.

Inter‐district transfer For students living outside the ACSD attendance area who are requesting to enroll in an ACSD school. Usually requires approval by both the resident district and the receiving district.

Intradistrict transfer A request by the parent to transfer a child from the ACSD resident school (home school) to another non‐resident school within ACSD attendance area.

‐ J ‐ ‐ K ‐


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‐ L – Local Educational Agency Plan (LEA Plan) Required for all local educational agencies (districts) for receiving federal funding, the LEA Plan describes the actions that district will take to ensure certain programmatic requirements are met, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA’s schools.

‐ M ‐ Mainstream English The general program option for students who are English Only, Initially Fluent English Proficient (I‐FEP), or Reclassified Fluent English Proficient (R‐FEP).

‐ N ‐ Native English Speaker A student whose native language is English according to the responses indicated on the student’s Home Language Survey completed by the parent/guardian at the time of enrollment.

‐ O ‐

‐ P ‐ Parental Exception Waivers A form which is requested and signed by parents or legal guardians of English Learners annually to waive the requirement to be placed in an instructional program that is “overwhelmingly” in English (i.e. – Accelerated Language Academy, English Language Mainstream programs, or Dual Language Immersion programs)

Primary Language (L1) The language that has been identified as the student’s native or home language.

Primary Language Instruction Primary language instruction consists of directed lessons in and through the primary language. This instruction makes use of grade‐level materials in the primary language (textbooks, audio‐visuals, electronic media, and internet resources) that meet state content standards.

Primary Language Support Different than Primary Language Instruction in that it does not include directed lessons, assignments, or assessments in the primary language but may be provided used to support students within an ALA or ELM setting as a means of increasing access to core curriculum taught in English.

Principals’ Assurances Checklist A checklist of the deadlines and duties for the principals to facilitate the needs of English Learners.

Professional Learning Community (PLC) A conceptual model that focuses on the following questions to improve student achievement: What do we want students to learn? How will we know they have learned it? How will we respond when learning has not occurred? How will we respond when learning has already occurred?

Proposition 227 A 1998 California ballot measure requiring children to be taught in classrooms where the instruction was “overwhelmingly” in English, unless students had approved Parental Exception Waivers.

‐ Q –

‐ R ‐ Reclassification (formerly known as Redesignation) A process that is used to determine whether a student has met all of the established district criteria for determining proficiency in English. A reclassified student moves from an English Learner to Reclassified Fluent English Proficient and often results into a change in program design


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R‐30 Language Census Report A state‐required annual census of each school which reports the numbers of English Learners and Fluent English Proficient students by primary language, annual reclassifications, instructional programs and services, and staffing information of those providing instruction to English Learners.

Reasonable Fluency A level of English proficiency as determined by a student’s overall CELDT score at a high‐intermediate stage or higher and intermediate or higher within each area (listening, speaking, reading, and writing).

Reclassified Fluent English Proficient (R‐FEP) A classification given to students who were once identified as English Learners who have met all of the district’s criteria to be considered Fluent English Proficient (FEP).

Research‐Based Lesson Design A model of Explicit Direct Instruction accompanied with English Learner scaffolds or strategies that make the content comprehensible for students (see section on SDAIE in Chapter 2).

‐ S ‐

Scaffold A support or strategy provided at a rigorous academic level making instructional input comprehensive.

School Site Council A group of teachers, parents, administrators, and interested community members who work together to develop and monitor a school's improvement plan. It is a legally required decision‐making body for any school receiving federal funds.

Single Plan for Student Achievement (SPSA) A plan approved by the School Site Council which outlines the goals, actions, timelines, and budgetary resources for continuous school improvement.

Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English Learners.

Structured English Immersion (SEI) An instructional model, designed for English Learners with less than reasonable fluency in English. Core content is taught in English using SDAIE methodology to make the academic content comprehensible to English Learners.

Student Success Team (SST) A team consisting possibly of the classroom teacher, parents/guardians, administrators, resource teacher, and school psychologist (as needed) to discuss academic and/or behavioral concerns and interventions for individual students using the Response to Instruction and Intervention model.

Summative Assessment An assessment that is given at a pre‐determined time. The goal of summative assessments is to judge student competency after an instructional phase is complete (CST, CMA, CAPA).

‐ T ‐ Transitional Bilingual Program An alternative program by which the students move from predominantly Spanish instruction incrementally to English instruction after reaching appropriate levels in English.

‐ U ‐

‐ V ‐

‐ W ‐

‐ X ‐

‐ Y ‐

‐ Z –


Appendix A Effective ELD Delivery of Instruction

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Appendix B Dual Language Immersion (DLI) Program Admission Requirements

DLI Program Admission Requirements

In order to maintain the integrity of the instructional model, the Dual Language Immersion Program admission will be subject to the following criteria.

Students are enrolled annually on the basis of the following criteria:

1. Enrolling Kindergarten students in ACSD may apply. 2. Students may enroll in the program at the Kindergarten level. Students wishing to enroll in the

program after Kindergarten may be admitted at any grade level based on proficiency levels in both English and Spanish and space availability.

3. Parents must sign a program contract that explains the program’s goals, parent responsibilities, and commitment to the program.

4. Parents of English Language Learners must agree to sign the parental exception waiver every year, as mandated by the district and state.

5. Siblings of children already enrolled in the Dual Language Immersion Program will receive first priority for placement.

6. Once enrolled in the program, students automatically progress to the next grade level in the program unless disenrolled by parent.

7. Exiting of a student will be done in consultation with the school principal, Dual Language Immersion teachers, and parents.

8. Program participants and their families are expected to commit to the Dual Language Immersion Program through sixth grade. This duration of enrollment ensures full development of both Spanish and English language skills.

Dual Language Immersion Admission Process

1. Students enroll at home school. 2. Apply for district transfer prior to deadlines as district policy. 3. Parents interested in the Dual Language Immersion Program contact Price Principal at (714) 517‐

8947 or Juarez Principal at (714) 517‐8923. 4. Parents attend informal meeting held at the district. 5. Parents complete intent to register and commitment form. 6. Parents attend mandatory meeting. 7. Parents are notified of student’s acceptance and school placement.


Appendix C Response to Instruction and Intervention (RtI2)

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Appendix D English Learner Forms

Form # Description Plan Reference

EL‐1.1 Home Language Survey p.2

EL‐1.2 Initial/Annual Identification, Placement, and Parent Notification Form p.7, p.4, p.24

EL‐3.1 Request for Parental Exception Waiver p.5, p.21

EL‐5.1 English Language Proficiency Reclassification p.37

EL‐5.2 Reclassification Annual Review p.39

EL‐6.1 Principal’s Assurances Checklist p.44

EL‐6.3 School Visit Protocol Form p.46


EL‐1.1 Home Language Survey

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EL‐1.2 Initial/Annual Identification, Placement, and Parent Notification Form

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E.L‐3.1 Request for Parental Exception Waiver

83


EL‐5.1 English Language Proficiency Reclassification

84


EL‐5.2 Reclassification Annual Review

85


EL‐6.1 Principal’s Assurances Checklist

86

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EL‐6.3 School Visit Protocol Form – Page 1

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EL‐6.3 School Visit Protocol Form – Page 2

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References

In this section

This section contains resources that were either cited in the English Learner Master Plan or used as a reference throughout the development process.

Anaheim City School District Administrative Regulations (AR 6142.2 ‐ Instruction), (AR 6174 – Instruction), (AR 4112.22 – Personnel), and (AR 6020 – Instruction).

Anaheim City School District Board Policies (BP 6174 ‐ Instruction) and (BP 6020 – Instruction).

Anaheim City School District. (2008). School Site Council and Other Advisory Committees Handbook. Anaheim: ACSD Educational Services.

Anaheim City School District. (2011). ACSD Title III Plan Year Four. Anaheim: ACSD Educational Services.

California Education Code (EC 300, Chapter 3 – English Language Education for Immigrant Children), (EC 305 – English Language Learners), (EC 310, Article 3 – Parental Exceptions), (EC 311 – Parental Exceptions).

California Department of Education. (2011). Family Engagement Framework. Sacramento: CDE Printing Office. This framework can be downloaded in pdf format at http://www.wested.org/online_pubs/cpei/family‐engagement‐framework.pdf.

Cummins, Jim. (2003). BICS and CALP: Origins and rationale for the distinction. Sociolinguistics: The essential readings, 322‐328.

Epstein, Joyce L. (2001). School, Family, and Community Partnerships. Boulder, CO: Westview Press. Gold, Norm. (2010). English Learner Master Plans Development and Revision. Ventura County Office of Education.

Hattie, John. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge.

Lindholm‐Leary, Kathryn. (2005). The Rich Promise of Two‐Way Immersion. Educational Leadership, 62, 56‐59. Virginia: Association for Supervision and Curriculum Development.

Lindholm‐Leary, Kathryn and Genesee, Fred. (2010). Improving Education for English Learners: Research‐Based Approaches. Sacramento: California Department of Education.

Lindsey, Randall B., Robins, Kikanza N., & Raymond D. Terrell. (2003). Cultural Proficiency: A Manual for School Leaders. Thousand Oaks, CA: Corwin Press, Inc.

Olsen, Laurie. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s

Long Term English Learners. Long Beach, CA: Californians Together. This report can be downloaded in pdf format at http://www.californianstogether.org.

http://www.wested.org/online_pubs/cpei/family-engagement-framework.pdf

http://www.wested.org/online_pubs/cpei/family-engagement-framework.pdf

http://www.californianstogether.org/

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Saunders, William and Goldenberg, Claude. (2010). Improving Education for English Learners: Research Based Approaches. Sacramento: California Department of Education.

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