master plan for english learners - manteca

Manteca Unified School District

Master Plan for English Learners

July 2019

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi6pI2b_6jcAhVMhuAKHZdGCtsQjRx6BAgBEAU&url=http://www.stickpng.com/img/world-landmarks/global/globe-flags&psig=AOvVaw2l1ByRpBdNeWPGBy0Sbsex&ust=1532015053726515

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi6pI2b_6jcAhVMhuAKHZdGCtsQjRx6BAgBEAU&url=http://www.stickpng.com/img/world-landmarks/global/globe-flags&psig=AOvVaw2l1ByRpBdNeWPGBy0Sbsex&ust=1532015053726515�

MANTECA UNIFIED SCHOOL DISTRICT GOALS AND PROCEDURES FOR

SERVICES TO ENGLISH LEARNERS TABLE OF CONTENTS

I. Goals and Objectives State Goal ------------------------------------------------------------------------------- I-1 Philosophy ------------------------------------------------------------------------------ I-2 District Goals --------------------------------------------------------------------------- I-3 Objetivos Del Distrito ---------------------------------------------------------------- I-4

II. Identification

Identification Process ----------------------------------------------------------------- II-1 Initial Identification Requirements ----------------------------------------------- II-2 ELPAC Overall Proficiency Levels ------------------------------------------------ II-4 Classification Criteria ----------------------------------------------------------------- II-7 English Assessment Data ------------------------------------------------------------ II-8 Primary Language Assessment Requirements ---------------------------------- II-9 Primary Language Assessment Procedures -------------------------------------- II-10 How to Use the SWORF ------------------------------------------------------------- II-13 Spanish Primary Language Assessment Data ----------------------------------- II-14 Criteria for Primary Language Assistance in Spanish ------------------------- II-16 How to Use the SOLOM -------------------------------------------------------------- II-17

III. Instructional Programs

Services to English Learners -------------------------------------------------------- III-1 IV. Curriculum

English Language Development Curriculum ------------------------------------ IV-1 V. Reclassification: Standards, Assessments and Accountability

Reclassification Requirements ------------------------------------------------------ V-1 Reclassification Procedures ---------------------------------------------------------- V-4 Decision Guide ------------------------------------------------------------------------- V-5

VI. Special Education Students

Special Education ---------------------------------------------------------------------- VI-1 VII. Parent Notification and Parent Involvement

Parent Notification Requirements ------------------------------------------------- VII-1 Parent Engagement ------------------------------------------------------------------- VII-2 School Site English Learner Advisory Committee ------------------------------ VII-4

District English Learner Advisory Committee ---------------------------------- VII-5 Parent Involvement Strategies ----------------------------------------------------- VII-6

VIII. Bilingual Paraprofessional Job Description------------------------------------- VIII-I IX. Governance

Governance ------------------------------------------------------------------------------ IX-1 School English Learner Advisory Committee ----------------------------------- IX-2 District English Learner Advisory Committee ---------------------------------- IX-3

X. Funding: Basic and Supplemental Resources

Basic and Supplemental Resources ------------------------------------------------ X-1 XI. Evaluation and Accountability

Program Implementation and Accountability ---------------------------------- XI-1 Program Evaluation ------------------------------------------------------------------ XI-8 Effectiveness of Program ------------------------------------------------------------- XI-9

XII. Forms

Assessment Student Writing and Reading Observation Form for Primary Language Assessment ------------------------------------- Form B SOLOM Observation Matrix -------------------------------------------------------- Form C English Learner Assessment Profile ----------------------------------------------- Form D Services to Students EL Individual Learning Plan - - Gr. K-8 ------------------------------------- Form E EL Individual Learning Plan - - Gr. 9-12 ------------------------------------ Form F EL Lesson Plan - - Gr. K-8 ------------------------------------------------------ Form G EL Lesson Plan - - Gr. 9-12 ------------------------------------------------------ Form H Student Reclassification Record ----------------------------------------------- Form I Three Year Post Monitoring of Reclassified Student --------------------- Form J Parent Letters Non-Participation - - English --------------------------------------------------- Form L Non-Participation - - Spanish -------------------------------------------------- Form L-1 Parental Notification of Student Reclassification - English ------------------------------------- Form M Parental Notification of Student Reclassification - Spanish ------------------------------------- Form N

XII. Forms (continued) Parent/Guardian Request for Waiver of English Language Requirements - English ------------------------------------- Form O Parent/Guardian Request for Waiver of English Language Requirements - Spanish ------------------------------------- Form O-1 Instructions for Parent/Guardians Seeking a Waiver for Bilingual Educational Programs ----------------------------------- Form P Instructions for Parent/Guardians Seeking a Waiver for Bilingual Educational Programs - Spanish ---------------------- Form P-1 Title I Parent Information and Forms – English --------------------------- Form R Title I Parent Information and Forms – Spanish -------------------------- Form R-1

XIII. Appendix English Learner Acronyms ------------------------------------------------------ XIII-1 DELAC Bylaws -------------------------------------------------------------------- XIII-2 DELAC Bylaws (Spanish) ------------------------------------------------------- XIII-7 7/17

STATE GOAL FOR

ENGLISH LEARNERS • Ensure that English learners acquire full proficiency in English as

rapidly and effectively as possible and attain parity with native speakers of English.

• Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

7/19

I-1

MANTECA UNIFIED SCHOOL DISTRICT

ENGLISH LANGUAGE DEVELOPMENT PHILOSOPHY

Each student deserves access to a rigorous and challenging education that develops his/her talents to the fullest. English Language Development (ELD) should foster the acquisition of the English language and develop concept understanding in English. All students should be encouraged to explore the wealth of ideas, insights, and powerful ways of knowing the world embodied in our core curriculum. It is essential that learning occur in a non-threatening environment that promotes self-esteem and fosters mutual respect and tolerance toward people of diverse cultures.

I-2


DISTRICT GOALS FOR

ENGLISH LEARNERS

1. To enable English learners to achieve English language proficiency as quickly

as possible. 2. To promote the academic success of English learners providing, when necessary

and possible, support through the primary language. 3. To develop cross-cultural awareness, appreciation of one's own culture and

language, encourage bilingualism, and enhance positive self-esteem of English learners.

4. To facilitate the participation of English learners in the regular academic core

curriculum. 5. To maintain a District-wide coordinated ELD curriculum for English learners. 6. To identify and train instructional personnel, both certificated and classified, to

implement effective instructional programs and teaching strategies for English learners.

7. To increase the level of parent and community awareness, involvement, and

support in meeting the educational needs of English learners. 8. To establish a District-wide communication network of certificated and

classified personnel who work directly with English learners. 9. To maintain a District master plan for English learners.

I-3

Identification Process

II-1

Home Language Survey Original from

Kindergarten

Primary Language Other than English

Attendance Clerk Checks CalPads

for Status IFEP/

Enters in

RFEP/ Notifies BA & Enters in “Q”

EO Record/ Checks Status

in “Q” BA may administer ELPAC if necessary

EL/ Enters info in “Q” &

Forwards HLS to BA

No Record/ BA gives

Initial ELPAC

Grades K-12 English Language Proficiency Assessments for California

Based on Scores, Bilingual Aide Identifies Student’s proficiency and Notifies Attendance Clerk w/ Change form to

EL/ CORE Curriculum Classrooms with ELD and SDAIE

IFEP/ CORE Curriculum

INITIAL IDENTIFICATION REQUIREMENTS

The purpose of initial identification is to ensure that pupils eligible for supplemental educational assistance based on English language proficiency are correctly identified. The process consists of the administration of the Home Language Survey (HLS) to determine which pupils have a primary language other than English. Such pupils are then assessed to determine their proficiency in the English language and are classified as either English learner (EL) or Initially-fluent-English proficient (I-FEP) based on the results of that assessment. Home Language Survey

Personnel Responsible Duties Timeline Principal/Vice-Principal Responsible for process. Office Manager or Attendance Clerk

Distributes, collects, files and/or forwards HLS.

Upon enrollment at

Parent/Guardian Completes the form. school site. Bilingual Aide II Assists parent with translation,

if needed; receives copies of HLS indicating languages other than English.

All public schools (except preschools, children's centers, adult classes, juvenile halls, and regional occupation centers) must determine the primary language of all pupils as they enroll, using the Home Language Survey. A Home Language Survey is completed by the parent or guardian upon enrollment of the student. (This document is placed in the student's cum file). There must be a Home Language Survey on file for each student in the District, including migrant, special education, and continuation school enrollees. Pupils for whom there is at least one response other than English on the Home Language Survey are designated as having a primary language other than English. Pupils for whom there is at least one response other than English to any of the first three questions on the Home Language Survey must be assessed for English language proficiency.

II-2

Pupils for whom the response to each of the first three questions is English, but for whom a language other than English is indicated in response to question number four, need not be assessed for English language proficiency unless the District feels there is reasonable doubt as to the student's English proficiency.

All migrant and special education pupils must be included in the identification process.

The Home Language Survey needs be completed only once.

See Home Language Survey masters in the Forms section of this document for specific languages.

(Legal References: EC 62002, former EC 52164(a); 5 CCR 4304, II-EL 4)

Diagnostic Assessment

The purpose of diagnostic assessment is to provide necessary information to be used in planning the instructional program for English learners. The results of assessments conducted in both English and the primary language are to be used for making decisions on the extent and sequence of the use of English and the possible use of primary support in instruction. Periodic updates of these assessments are to be used for appropriate program modifications. The instrument used to determine English proficiency is the English Language Proficiency Assessment for Calironia, Initial Identification.

English Assessment Requirements

Personnel Responsible Duties Principal/ Vice Principal/ Program Coordinator

Responsible for process at school; oversees assessment procedures at school.

Director of Compensatory Education

Oversees training of Bilingual Aide II's and collects data from schools.

Bilingual Aide II Administers ELPAC.

Within 30 calendar days of initial enrollment, each student with a language other than English on the HLS will be assessed in English in the areas of listening, speaking, reading, and writing. The summative ELPAC will be given to all students previously identified as English learners.

The only exception is the pupil who took the ELPAC for initial or summative assessment at his/her previous school. The pupil does not have to be retested if the ELPAC was administered within the current annual assessment test window or for initial identification within the past six months, and the test scores can be obtained.

II-3

Pupils in kindergarten through twelfth grades will be assessed for listening, speaking, reading, and writing. The pupil’s scores will be recorded on the Student Scoring Sheet and the English Learner Assessment Profile (Form D). Overall proficiency levels – based on ELPAC scores

II-4

Note: Testing is optional for students whose HLS includes a language other than English on the fourth question only. • English proficiency tests are administered to each student whose HLS includes a language other than English by trained staff who are proficient in English and the primary language of the student tested, unless the District has an approved waiver to use English-only testers for the current school year.

II-5

• Each I-FEP student has test results on file, collected within 14 calendar days of enrollment, in listening, speaking, reading, and writing (K-12). (See Form D "EL Assessment Profile".) Legal References: EC 62002, former EC 52164.1 (b); 5 CCR 4304, 4305, II-EL 4 7/19 II-6

CLASSIFICATION CRITERIA

Initially Fluent English Proficient (I-FEP)

A kindergarten through twelfth grade pupil with an overall proficiency level of “well-developed”.

English Learner 1. A kindergarten through twelfth grade pupil with an overall proficiency level of

intermediate (somewhat to moderately developed), or novice (minimally developed).

Assessment Data Assessment data is recorded on the English Learner Assessment Profile (Form D) and placed in the pupil’s cum file. If the pupil is identified as an English Learner, an EL folder is created and the classroom teacher receives notification. The notification includes: 1) the pupil’s overall designation according to ELPAC; 2) the pupil’s designation within each skill area according to ELPAC; and 3) proficiency level descriptors. (See Overall Proficiency Descriptions on pages II-4 through II-6.)

II-7

ENGLISH ASSESSMENT DATA

Every student has a Home Language Survey. If there is another language listed on any of the first three lines, the student is tested. TESTING Initial ELPAC assessments will be administered within 30 calendar days. All summative ELPAC assessments will be administered during the annual testing window. Because every English learner in California must be tested once each year, summative ELPAC exams can be administered outside of the testing window in certain circumstances. However, following testing guidelines, each exam is hand-scored, not submitted to the testing company, and the score is retained so that it can be entered on the following year’s test booklet. Grades K-12 Listening, Speaking Reading, and Writing English learners scoring at a proficiency level The comprehensive high schools offer English Language Development (ELD) classes for qualifying English learners. Legal References: EC 62002, former EC 52164.1 (c), II-EL 4

II-8

CORE Curriculum classrooms with

English Language Development (ELD)

and Specially Designed

Academic Instruction in English (SDAIE)

PRIMARY LANGUAGE ASSESSMENT REQUIREMENTS

Personnel Responsible Duties Timeline Principal/Assistant Principal/Vice Principal/

Responsible for process at school; oversees assessment procedures.

Bilingual Aide II or Trained Personnel

Administers assessments. Within 90 calendar days of enrollment.


Oversees training of Bilingual Aide II's and collects data from schools.

The District has further assessed each English learner for primary language proficiency, including comprehension, speaking, reading, and writing within 90 calendar days of initial enrollment. Parallel forms of the tests to determine English-language proficiency are used if available. • The District documents contain criteria used to determine which English

learner would benefit from primary language assistance based on assessments in the primary language and in English.

• Each English learner has formal test results (using parallel forms of the tests

used to determine English proficiency, to the degree instruments are available or, at a minimum, informal diagnostic data) on file regarding the student's primary language proficiency. This data was collected within 90 calendar days of the student's enrollment.

• Each English learner has assessment information in English and the

primary language which resulted in a designation of the extent to which the student would benefit from primary language assistance.

Information from the assessment of language skills for each pupil whose primary language is other than English shall be retained by the school as long as the pupil is enrolled in the District. (Legal References: EC 62002, former EC 52161, 52164 (c); 5CCR 4305, II-EL 4

"For our civilizations to flourish in the future and for every child to have access to the opportunities offered, society must help each succeeding generation attain these high levels of knowledge, judgment, and personal growth in their rules as tomorrow's workers, citizens, and mature adults."

3/19 II-9

PRIMARY LANGUAGE ASSESSMENT PROCEDURES

The initial primary language assessment must be completed within 90 calendar days after the pupil's enrollment in school. The following outline specifies the testing instruments and required proficiency standards for conducting the primary language assessments and determining the level of fluency of the English learner. Conducting Primary Language Assessment in Spanish 1. Speaking/Comprehension The approved instruments for Spanish diagnostic assessment of oral language is the IDEA®

(IPT) Levels I & II. Instruments IPT Minimum Grade Level Standard K IPT-I C 1 IPT-I D 2 IPT-I F 3 IPT-I F 4 IPT-I F 5 IPT-I F 6 IPT-I F 7-8 IPT-II E 9-12 IPT-II E 2. Reading The approved instrument for Spanish assessment of reading is the IDEA® Proficiency Test

(IPT-1, IPT-2, and IPT-3) for testing Spanish reading in grades 3 - 12. Minimum Grade Instrument/Level Proficiency Standard K-2 N/A N/A 3 IPT-I 45 or above 4 IPT-2 34 or above 5 – 6 IPT-2 36 or above 7 – 8 IPT-3 36 or above 9 – 12 IPT-3 42 or above Legal References: EC 62002, former EC 52161, 52164 (c); 5 CCR 4305, II-EL 4

II-10

Conducting Primary Language Assessment in Spanish, as Well as Other Languages Even when instruments for formal assessment in the pupil's primary language are not available, the District is still required to conduct an informal assessment in the areas of comprehension, speaking, reading, and writing. This informal assessment should be conducted by a person who is bilingual in English and the primary language of the pupil and who can evaluate cultural and ethnic factors in assessment. The assessment procedures and scoring scales are as follows: 1. Speaking/Comprehension a) Procedures for a primary language other than Spanish The assessor shall conduct informal conversation with the pupil in his/her primary

language, using the SOLOM (Student Oral Language Observation Instrument) as the assessment instrument. The person doing the assessment needs to elicit enough responses from the pupil to be able to assess for (a) comprehension, (b) fluency, (c) vocabulary, (d) pronunciation, and (e) grammar. See Form C for SOLOM instrument.

b) Scoring Scale See SOLOM instrument for complete descriptions.

1 = No proficiency

2 = Limited proficiency


4 = Proficient

5 = Proficient Note: The pupil must score at Level 4 or above in every category on the matrix in order to be assessed as orally proficient in the primary language. 2. Reading a) Procedures for a primary language other than Spanish The assessor or another qualified person shall select the passage that corresponds with

the grade level of the student and translate it into the primary language of the student. Then the student will be asked to read the material aloud to the assessor. To test for comprehension, the assessor will use the questions provided with the reading material. The student may answer these orally.

b) Scoring Scale 1 = No proficiency 2 = Limited proficiency. Student can read only a few individual words. 3 = Limited proficiency. Student can read many words but has only partial

understanding of the material.

II-11

4 = Proficient. Student can read nearly all the words and has good understanding of the material, as indicated by an ability to answer

two out of four (50%) questions correctly. 5 = Proficient. Student can read all of the words and has excellent

understanding of the material, as indicated by an ability to answer three or four out of four (75%-100%) questions correctly. Note: The pupil must score at Level 4 in order to be assessed as proficient in primary language reading. 3. Writing

Use same procedures that are outlined for the SWORF on page II-14 and Form B for primary language writing assessment.

3/11

II-12

How to Use the Student Writing and Reading Observation Form

to Test Languages Other than English

In the absence of a commercially available instrument of proven quality, the District has developed its own materials for assessing writing in grades 3-12 for languages other than English. Assessment results for writing in the primary language are to be recorded on the Student Writing and Reading Observation Form. (See Form B.) Procedures The purpose of this assessment is to test primarily for literacy in the written

language(s), NOT for mastery of composition skills. To facilitate this purpose, the assessor shall present the student with a picture that has appropriate content for the student's grade level and ask the student to write about the picture in the student's primary language - at least 50-75 words. In order to orient the student to the task, it is permissible for the assessor to discuss the picture with the student before and during the writing as long as the assessor does not provide any kind of assistance with the actual writing.

Scoring Scale See Student Writing and Reading Observations Form, Form B, for complete

description. 1 = No proficiency 2 = Limited proficiency 3 = Limited proficiency 4 = Proficient 5 = Proficient

3/11

II-13

Spanish Primary Language Assessment Data

Each English learner, whose Home Language Survey indicates Spanish as the primary language, must be further assessed for Spanish language proficiency including comprehension, speaking, reading, and writing within 90 calendar days. Grade K Oral IPT Level C or higher Below C Grade 1 Oral IPT Level D or higher Below D Grade 2 Oral IPT Level F or higher Below F Grade 3 1.Oral IPT Level F or higher* Below F 2.Reading IPT Score of 45 or higher* IPT Score Below 45 3.Writing SWORF 4 or higher* Below 4 Grade 4 1.Oral IPT Level F or higher* Below F 2.Reading IPT Score of 34 or higher* IPT Score Below 34 3.Writing SWORF 4 or higher* Below 4 * Must meet minimum standard in all 3 areas to be designated as Fluent Spanish Proficient (FSP)

II-14

Fluent

Spanish Speaking

Limited Spanish

Speaking

Grade 5-6 1.Oral IPT Level F or higher* Below F 2.Reading IPT Score of 36 or higher* IPT Score Below 36 3.Writing SWORF 4 or higher* Below 4 Grade 7-8 1.Oral IPT Level E or higher* Below E 2.Reading IPT Score of 36 or higher* Below 36 3.Writing SWORF 4 or higher* Below 4 Grades 9-12 1.Oral IPT Level E or higher* Below E 2.Reading IPT Score of 42 or higher* IPT Score Below 42 3.Writing SWORF 4 or higher* Below 4 * Must meet minimum standard in all 3 areas to be designated as Fluent Spanish Proficient (FSP)

Legal References: EC 62002, former EC 52161, 52164 (c); 5CCR 4305, II-EL 4 3/11

II-15

Fluent

Spanish Speaking

Limited Spanish

Speaking


Criteria for Primary Language Assistance in Spanish Basic Criteria For English learners whose primary language is Spanish, Manteca Unified conducts parallel diagnostic assessment in English and Spanish in oral language (comprehension, speaking, writing, and reading.) The basic criteria for an EL pupil with a primary language of Spanish to receive academic assistance in Spanish is that the parallel diagnostic assessment in English/Spanish shows that the pupil is more proficient overall in Spanish than in English and, at the same time, has a sufficient level of proficiency in Spanish indicating that the student would most likely benefit from academic assistance or support in Spanish. Attempts should be made to provide the best instructional program for each child by providing a teacher or Bilingual Aide II best qualified to provide that assistance and/or support. At each site in the District, the bilingual staff is responsible for maintaining an "English Learner Assessment Profile," which is a District-wide form for recording all assessment results for both languages. The basic criteria described above is then applied to the assessment results to determine which English learners would be candidates for academic assistance through primary language support.

II-16

HOW TO USE THE SOLOM FOR PRIMARY LANGUAGE

ASSESSMENT FOR LANGUAGES OTHER THAN SPANISH

Each English learner whose Home Language Survey indicates a language other than English as the primary language, must be further assessed for primary language proficiency including comprehension, speaking, reading, and writing within 90 calendar days.

For the English part of combinations other than English/Spanish, the same instruments and scoring criteria outlined in the English Language Assessment Procedures should be used. For the primary language part of the assessment, identified English learners need to be assessed in comprehension, speaking, reading, and writing to the "extent instruments are available."

Even when instruments for formal assessment in the pupil's primary language are not available, we are still required to conduct an informal assessment in the areas of comprehension, speaking, reading, and writing. This informal assessment should be conducted by a person who is bilingual in English and the primary language of the pupil and who can evaluate cultural and ethnic factors in assessment. The assessment procedures and scoring scales are as follows:

1. Speaking/Comprehension a) Procedures for a primary language other than Spanish The assessor shall conduct informal conversation with the pupil in his/her

primary language, using the SOLOM (Student Oral Language Observation Instrument) as the assessment instrument. The person doing the assessment needs to elicit enough responses from the pupil to be able to assess for (a) comprehension, (b) fluency, (c) vocabulary, (d) pronunciation, and (e) grammar. See Form C for SOLOM instrument.

b) Scoring Scale See SOLOM instrument for complete descriptions.

1 = No proficiency



4 = Proficient

5 = Proficient Note: The pupil must score at Level 4 or above in every category on the matrix in order to be assessed as orally proficient in the primary language.

II-17

2. Reading a) Procedures for a primary language other than Spanish The assessor or another qualified person shall select the passage that

corresponds with the grade level of the student and translate it into the primary language of the student. Then the student will be asked to read the material aloud to the assessor. To test for comprehension, the assessor will use the questions provided with the reading material. The student may answer these orally.

b) Scoring Scale 1 = No proficiency 2 = Limited proficiency. Student can read only a few individual

words. 3 = Limited proficiency. Student can read many words but has only

partial understanding of the material. 4 = Proficient. Student can read nearly all the words and has good

understanding of the material, as indicated by an ability to answer two out of four (50%) questions correctly. 5 = Proficient. Student can read all of the words and has excellent

understanding of the material, as indicated by an ability to answer three or four out of four (75%-100%) questions correctly. Note: The pupil must score at Level 4 in order to be assessed as proficient in primary language reading. 3. Writing Use same procedures that are outlined for the SWORF on page II-14 and Form B for Spanish writing assessment. 3/11

II-18

SERVICES TO ENGLISH LEARNERS

Personnel Responsible Duties Timeline Principal, Vice or Assistant Principal

Responsible for process at school, monitors identification of students and placement in appropriate program.

Teacher Provides appropriate instruction to student.

As soon as initial

Bilingual paraprofessional Supports teacher in providing English Language Development and/or primary language support.

assessments are completed.


Coordinates procedure at District level.

Students identified as English learners through District assessment procedures are given the opportunity to receive a specialized program that will include English Language Development and, in some cases, primary language support. Parents are notified that their child qualifies for English learner services and that these services are optional. In grades K-6, the student's classroom teacher and in grades 7-12, a team of the student's core teachers are responsible for developing an Individual Learning Plan (ILP) that specifies what type of program the student will receive. The plan will also indicate whether or not the teacher(s) or the Bilingual paraprofessional will provide any necessary primary language support. Guidelines for determining the type of program relate directly to the student's overall English proficiency level as determined by the ELPAC.

III-1

Elementary Schools

English Language Mainstream Program: All English learners are placed in a classroom taught by an appropriately-trained and credentialed instructor. The instructor would provide support for the English learner in the continued development of English language fluency, as well as a sheltered approach for instruction in the academic areas. Primary language support may be provided as needed and available, either through a teacher or Bilingual paraprofessional; however, the majority of instruction will be delivered in English. Structured English Immersion: A classroom setting for English learners in which nearly all classroom instruction is provided in English but with a curriculum and presentation designed for pupils at ELPAC levels 1 and 2 who are learning English. At minimum, English learners will be provided a program of Structured English Immersion. [EC sections 305(a)(2) and 306(c)(3)].

High Schools English Language Development and Classes: English learners will be assigned to an English Language Development classroom taught by an appropriately-trained and credentialed instructor. The instructors will provide an appropriate English Language Development program. Bilingual aides may be assigned to this classroom and/or provide support in other mainstream classrooms. The instructor will provide support for the English learner in the continued development of English language fluency. Primary language assistance may be provided as needed and as possible through a teacher or primary language support provided by a Bilingual paraprofessional.

III-2

Elementary Schools and High Schools Primary Language Instruction - Waiver Only Primary language instruction must be provided by an appropriately-trained and credentialed teacher. Every effort will be made to provide primary language instruction in the following circumstances:

a) at K-8 schools where there are twenty or more students with the same primary language at one grade level who have District-approved parent waivers for alternative programs.

b) at 9-12 schools when the school has sufficient numbers (20) with

District-approved parent waivers for alternative programs to warrant offering a primary language class for core subjects.

Materials used for instruction in the primary language should correlate directly to the District curriculum. See section VII-7 – 10 regarding parental waivers for bilingual instruction. Primary Language Assistance and Support Primary language assistance and/or support can be provided by an appropriately credentialed teacher in the student's primary language. Bilingual paraprofessionals can provide primary language support under the planning and direction of the classroom teacher. There is documentation that demonstrates that a system of planning for the Bilingual paraprofessional services to English learners is in place. Sheltered Instruction Specially designed academic instruction in English (SDAIE/GLAD) must be provided by a credentialed teacher who meets the state criteria. The purpose of sheltered instruction (SDAIE/GLAD) is to provide English learners with content instruction in English in a manner comprehensible to the student.

III-3

Self-Image and Cross-Cultural Understanding The Manteca Unified School District, in partnership with our diverse communities, is dedicated to all students achieving their academic and personal potentials. The underlying theme of the school program should be developing each student's self-image and cross-cultural understanding. Administration, staff, and parents plan together to provide opportunities for each student to develop their sense of self-worth and their respect and appreciation for other cultures. Instruction should enable students to acquire skills for living and working in a diverse society. Within the classroom this theme should be carried out as an integrated process within the regular program. Schoolwide activities should focus on improving all students’ knowledge of the cultures and languages represented by the students enrolled in the school.

7/19

III-4

English Language Development Curriculum

The English Language Development curriculum is based on the State English Language Development standards. Materials to support the standards will be purchased from the State-adopted list. Supplemental English Language Development curriculum and materials are available for use at all school sites.

IV-1

RECLASSIFICATION REQUIREMENTS (see chart on pg. V-4 & 5)

Personnel Responsible Duties Timeline Principal, Vice Principal, Assistant Principal

Responsible for process at school; monitors reclassification of students.

Teacher Evaluates student classroom performance for reclassification.

When an English learner meets the District’s

Bilingual Paraprofessional Assists with the reclassification process and student follow-up.

Reclassification criteria.


Coordinates and monitors procedure at District level.

All school districts in which English learners are enrolled are required to adopt language reclassification criteria, standards, and procedures which shall be used to determine when English learners have developed the English language skills necessary to succeed in English-only instruction, and may be reclassified to Fluent English Proficient (FEP) status. (Legal Reference: EC 62002)

The District's policy for reclassification aligns with the State Board of Education’s approved criteria and includes the following:

• An assessment of English proficiency as measured by student performance on the English Language Proficiency Assessments for California (ELPAC), which will be utilized as the primary criterion. Consider for reclassification those students whose overall proficiency level is 4.

• Utilize the most recent available test data.

V-1

Comparison of Performance in Basic Skills – Definitions

1. “Performance in basic skills” means the score and/or performance level resulting from a recent administration of the English-Language Arts (ELA) CAASPP.

2. “Range of performance in basic skills” means a range of scores on the ELA - CAASPP corresponding to a performance level or a range within a performance level.

3. “Pupils of the same age” refers to pupils who are enrolled in the same grade as the student who is being considered for reclassification.

– Basic skills criteria:

1. A pupil’s score on the ELA - CAASPP in the range from the beginning of Standard Met level suggests that the pupil may be sufficiently prepared to participate effectively in the curriculum and should be considered for reclassification.

2. Pupils with scores above this range should be considered for reclassification.

3. For pupils scoring below this range, the District should attempt to determine whether factors other than English language proficiency are responsible for low performance on the ELA - CAASPP, and whether it is reasonable to reclassify the student.

4. For pupils in grade 12, the eleventh grade ELA - CAASPP Assessments results should be used.

5. The earliest grade that an English learner student may be eligible for reclassification is the end of 1st grade when the results of each student’s ELPAC summative assessment are available.

6. The District must monitor pupil performance for three years after reclassification in accordance with existing California regulations and the federal No Child Left Behind (NCLB) legislation.

V-2

Teacher Evaluation

1. Use student academic performance; and

2. Note that incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification.

Parent Opinion and Consultation

1. Provide notice to parents and guardians of their right and encourage them to participate in the reclassification process; and

2. Provide an opportunity for a face-to-face meeting with parent or guardian.

Legal Reference: (20 USC 1703(f); EC 62002, former EC 52164.6; 5 CCR 4306; see generally Gomez v. Illinois State Bd. of Education (7th Cir. 1987) 811 F.2d 1030, 1041-1042; Castaneda v. Pickard (5th Cir. 1981) 648 F.2d 989, 1009-1010; Keyes v. School Dist. No. 1 (d. Colo. 1983) 576 F. Supp 1503, 1516-1522) IV-EL 7

7/19

V-3

RECLASSIFICATION PROCEDURES

1. Any of the following persons can initiate the reclassification process: the pupil's classroom teacher, the bilingual resource teacher, the counselor, the Bilingual paraprofessional, the pupil's parent or guardian, or, in the case of 7-12 pupils, the pupil.

2. At each school the Principal shall designate the person or persons

responsible for (a) conducting the reclassification process, (b) notifying the parent, and (c) determining the proper placement of the pupil in the event he/she meets the reclassification criteria.

3. Each school shall use the Student Reclassification Record for the purposes

of (a) recording reclassification process results, (b) verifying parent consultation and written notification, and (c) verifying teacher evaluation of English language proficiency. See Form I for a copy of the Student Reclassification Record.

4. The pupil must satisfy each of the reclassification criteria in order to be

reclassified as R-FEP. Once the pupil is reclassified and the parent has been consulted, the person whom the Principal has designated as the responsible person shall release the pupil from the English learner program. The Student Reclassification Record shall be kept on file for all students who are reclassified as R-FEP, as long as the student remains at the school.

5. For pupils who are reclassified, the school shall monitor the pupil's future

progress (for three years) by reviewing and recording California Standards Test’s scores in English language arts and math, as well as letter grades in the core curriculum. See Form J (Elementary and Secondary).

6. The parent or guardian should, but is not required, to be in agreement that

the pupil is sufficiently proficient in English speaking, understanding, reading, and writing to be reclassified as R-FEP.

7. If a reclassified student is not functioning successfully, they may be referred

for additional assistance if the person, or persons, responsible for reclassification deems it appropriate. This student does not become an English learner.

8. For a complete guide to reclassification, please see the next page.

7/19

V-4

Decision Guide: Reclassifying a Student from English Learner to Fluent English Proficient

School districts are to develop student reclassification policy and procedures based on the four criteria set forth in the reclassification guidelines approved by the State Board of Education (Education Code Section 313(d)). The chart below illustrates how the four criteria can be used by school districts/schools when evaluating a student’s readiness for reclassification from English learner (EL) to fluent English proficient (RFEP).

NO

Yes

NO

Yes

NO

Yes

7/19 V-5

Assessment of English Proficiency *Review ELPAC results from summative assessment in August/September…

Does student score at Level 4 overall?

Student remains an English L

Comparison of Performance in Basic Skills *Review results of latest California English-Language Arts CAASPP or California Alternate Assessmentfor English-Language Arts (CAA in ELA).1-3 Reclassification Criteria: ELA trimester Proficiency Assessment level of 3 or 4/ S+ on Reading & 3 onwriting. 4th Reclassification Criteria: SRI of 700 and above/Smarter Balanced ELA level of 3 or 4/ C in ELA & 3 in writing. 5th Reclassification Criteria: SRI of 800 and above/ Smarter Balanced ELA level of 3 or 4/ C in ELA & 3 in writing. 6th Reclassification Criteria: SRI of 850 and above/ Smarter Balanced ELA level of 3 or 4/ C in ELA & 3 in writing. 7h Reclassification Criteria SRI of 900 and above/ Smarter Balanced ELA level of 3 or 4/ C in ELA

8h Reclassification Criteria SRI of 950 and above/ Smarter Balanced ELA level of 3 or 4/ C in ELA

9-12 Reclassification Criteria: UC-CSU GPA of 2.5/AND/ English Final score of 70% or higher, or, SRI of 1000 and above, or, Smarter Balanced ELA level of 3 or 4, or, C in ELA .

Student remains an English

Teacher Evaluation of Student Academic Performance *Review the student’s academic performance.Does student meet the academic performance indicators set by the District?

Parent of Guardian Opinion and Consultation *Provide notice to parents and guardians of their right to participate in the reclassification process.*Encourage them to participate in the reclassification process and attend face-to-face meeting.

Student remains an English

Reclassification *Reclassify the student to fluent English Proficient (RFEP).*Notify parents and guardians of reclassification.*Update School/school district records.*Monitor the student’s progress for three years.

Special Education Students

Personnel Responsible Duties Timeline Principal Responsible for process

and serves as IEP team member.

Vice Principal, Assistant Principal

Oversees procedure at school and alternates with Principal as IEP team member.

Special Education Teacher Provides appropriate instruction to student and serves as IEP team member.

Any member of the IEP team can request an

Counselor/Psychologist Serves as IEP team member.

IEP meeting at any time.

Bilingual Paraprofessional Assists teacher with primary language support and/or English Language Development.

Parent (for students under the age of 18)

Serves as IEP team member.

All special education students are included in the identification process for English learner services. Special education students who are identified as English learners qualify for the same English learner services as all children in the District. A Bilingual paraprofessional will be scheduled to assist the teacher in providing primary language support as necessary and available.

Special education students must meet the same reclassification criteria as all other students before being reclassified to R-FEP status. However, there are students whose handicapping condition is a language disability, regardless of primary language. In addition, there are special education students with learning disabilities that prohibit the student from achieving the academic standards set for reclassification, regardless of English language proficiency. Those students can be released from the English learner program upon determination by their IEP team that further services would not contribute to their English language fluency development.

VI-1

PARENT NOTIFICATION REQUIREMENTS

Personnel Responsible Duties Timeline Principal Responsible for process at

School.

Vice Principal, Assistant Principal

Monitors parent notification procedures.

Bilingual Paraprofessional Assists with the notification process by notifying parents of assessment results and recording when each parent responds.

As soon as assessments have been completed.


Monitors compliance of parent notification requirements District-wide.

All parents of English learners and I-FEP students are notified in writing of their child's English proficiency level(s) and primary language proficiency assessment results, if a primary language test was available. • The notification to parents of English learners contains their child's

English proficiency level(s) and primary language proficiency assessment results.

• The notification to parents of I-FEP students contains their child's English proficiency level(s).

• Written notification is available in English and in Spanish. • When parents or guardians are unable to understand written

communication, there is an indication that the results were communicated orally to them.

Legal References: EC 62002, former EC 52164.1 (c) 5CCR 4308, II-EL 4

A procedure exists that ensures that the participation of each student enrolled in an English language development program is voluntary on the part of the parent or guardian. See Form L of the District Master Plan. • The notice states that each child's participation in the District's

mainstream program is voluntary. It may also include a brief non-technical description of the program or services their child will be enrolled in, as well as informing them that they can request a waiver for an alternative program.

• Notifications informing parents of voluntary participation in the program are provided in English and in Spanish.

Legal References: EC 62002, former EC 52161, II-EL 4 VII-1

PARENT INVOLVEMENT

Personnel Responsible Duties Timeline Principal and/or Vice Principal

Establishes and facilitates school parent advisory groups. Provides opportunities for parent involvement as part of a parent involvement plan and in compliance with state and federal regulations.

Teacher Encourages and solicits parent involvement within the classroom and in schoolwide activities.

Bilingual Paraprofessional Assists as a liaison/translator to English learner parents in regard to parent involvement activities.

Ongoing each year.

Parent Participates in involvement activities.


Coordinates the District English Learner Advisory Committee and monitors District-wide compliance.

Parents are the first and most influential teachers their children have. They instill values, model patterns of behavior, and demonstrate through example the place of education in their lives. Parents know the most about their children's out-of-school experiences and surroundings. They understand what motivates them. Moreover, parents can articulate what goals they hope the schools will help their children reach. Since parents have a vested interest in the success of the school program, they are encouraged to become partners with the schools in the education of their children. Parent Advisory Committees Parents are invited to participate in all advisory committees at both the school and District levels. In addition to the advisory groups available to all parents of students attending MUSD schools, specific opportunities are provided to parents of English learners. Both the school site English Learner Advisory Committee (ELAC) and the District English Learner Advisory Committee (DELAC) work towards a) keeping parents aware of current activities, policies and procedures affecting English learners; b) including parents in the decision-making and planning process within the realm of the committees and c) soliciting input and ideas on how to improve the programs and services to their children. See pages VII-4 and VII-5 for specific information regarding ELAC and DELAC.

VII-2

Parent Education Each school develops activities as part of its school plan that directly relate to the involvement and education of parents of English learners. Some schools arrange special parent information nights with translators available. Communications regarding the meetings are written in Spanish. Most schools send home newsletters. The newsletters, and automated telephone messages are also utilized to increase parent communication. Some schools have arranged for after school or evening labs that invite both the English learners and their parents to participate in learning activities. Parents are made to feel included in, and necessary to, their child's educational success in school. The District continues to increase efforts to make sure that communications and related documents are available to parents in the most prevalent primary languages. See page VII-6 for specific strategies schools can use in meeting the MUSD goal for parent involvement.

VII-3

SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)

FORMATION – Each school with 21 or more English learners (also known as LEP students) in attendance, regardless of language, must form a functioning English learner advisory committee (ELAC) or subcommittee of an existing advisory committee. COMPOSITION REQUIREMENTS – On the committee, the percentage of parents of English learners is to be at least the same as that of English learners at the school. The ELAC may meet and delegate its responsibilities to an existing school advisory committee or subcommittee. ELECTIONS – Requirements for ELAC elections include: 1. Parents or guardians of English learners elect parent members of the school committee

or subcommittee. 2. All parents shall be provided the opportunity to vote. 3. Each school committee shall have the opportunity to elect at least one parent member

to the District English Learner Advisory Committee (DELAC). However, Districts with 31 or more ELACs may use a system of proportional or regional representation.

MAJOR FUNCTION – The purpose of the ELAC (or subcommittee, if appropriate) is to advise the principal and staff on programs and services to English learners. TASKS – at a minimum, the ELAC: 1. Advises the principal and staff on development of a detailed master plan for English

learner education for the individual school and submits the plan to the District governing board for its possible consideration and inclusion in the District’s English learner education master plan.

2. Assists in the development of the school’s needs assessment. 3. Assists in the administration of the school’s language census. 4. Assists in finding ways to make parents aware of the importance of regular school

attendance. TRAINING – The District shall provide for all ELAC members: 1. Appropriate training and training materials to assist each member to carry out his or

her responsibilities for all required tasks. 2. Training which is planned in full consultation with ELAC members. LCFF or District

funds may be used to cover the costs of training and attendance of ELAC members (e.g. costs associated with childcare, translation services, meals, and other reasonable expenses).

7/19 Legal references: E.C. Section 62002.5; Former E.C. Sections 52176; 52168; and Title 5, CCR, Section 4312

VII-4

DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)

FORMATION – Each District with 51 or more English learners (also known as LEP students) in attendance, regardless of language, must form a functioning District English learner advisory committee (DELAC) or subcommittee of an existing districtwide advisory committee. COMPOSITION REQUIREMENTS – Parents or guardians of English learners not employed by the District must constitute a majority membership of the committee. The District may designate an existing districtwide advisory committee to serve as the DELAC if the parents and guardians of English learners is at least the same percentage of that of the English learners in the District. ELECTIONS – Each school English learner advisory committee (ELAC) must have the opportunity to elect at least one parent member to the DELAC. However, if the District has 31 or more ELACs, it may use a system of proportional or regional representation. MAJOR FUNCTION – The DELAC or subcommittee on English learner education is to advise the District governing board (in person and/or in writing) on bilingual programs and services to English learners. TASKS – The DELAC advises (reviews and comments) the District governing board on at least: 1. A timetable for and development or revision of a District master plan for English

learner education, taking into consideration each of the school site master plans. 2. Conducting a Districtwide needs assessment on a school-by-school basis. 3. Setting District English learner education goals and objectives. 4. Administration of the annual language census, e.g., procedures and forms. 5. The written parent notification of initial school enrollment. 6. The District’s reclassification procedures. 7. Any waiver request affecting services to English learners. 8. Approval of the district’s Local Control and Accountability Plan TRAINING – the District shall provide for all DELAC members: 1. Appropriate training and training materials to assist each member to carry out his or

her responsibilities for all required tasks. 2. Training which is planned in full consultation with DELAC members. EIA-LEP or

District funds may be used to cover the costs of training and attendance of DELAC members (e.g., costs associated with childcare, translation services, meals, and other reasonable expenses).

07/19 Legal references: E.C. Section 62002.5; Former E.C. Sections 52176; 52168; and Title 5, CCR, Section 4312

VII-5

Parent Engagement Strategies

Manteca Unified School District Goal: To increase the level of parent and community awareness, engagement, and support in meeting the educational needs of English learners. Engagement Strategies 1. Maintain the District English Learner Advisory Committee. 2. Establish school site English Learner Advisory Committees. 3. Provide opportunities for the involvement of parents of English learners via Parent

Institute for Quality Education (PIQE), Latino Family Literacy Project, etc. 4. Encourage English learner parents to participate in active parent groups at school sites

such as P.T.A. 5. Translate notices and newsletters to parents in the most common languages. Conferences that Include Parent Training 1. CACE (California Association of Compensatory Education) 2. CABE (California Association of Bilingual Educators) 3. NABE (National Association of Bilingual Educators) 4. Mexican American Educators Association 5. CATESOL (California Association of Teachers of English to Speakers of Other

Languages) 6. TESOL (The National Organization of CATESOL)

VII-6

Musd Manteca unified school district

P.O. Box 32 2271 West Louise Ave, Manteca Manteca, CA 95336 (209) 825-3200

Job Description No. 209.3

BILINGUAL PARAPROFESSIONAL

(SPECIFIED LANGUAGE)

SUMMARY OF POSITION:

Under the direction of the assigned administrator and under the general supervision of teacher and/or other certificated employee, provides instructional support to limited or non-English speaking students in the specified language to accomplish learning objectives. Performs other related duties as assigned.

MINIMUM QUALIFICATIONS/EXPERIENCE– EDUCATION AND/OR TRAINING:

High school diploma or equivalent and 48 college units or Associate of Arts degree or higher, or pass proficiency requirements established by the District.

DESIRABLE QUALIFICATIONS/EXPERIENCE– EDUCATION AND/OR TRAINING

Experience working in schools or experience working with school age children.

SKILLS AND ABILITIES:

1. Utilizes a second language in order to clarify information for limited or non-English speaking students and/or parents.

2. Possesses ability to communicate effectively in English and a foreign language, including correct language usage, punctuation, spelling and grammar.

3. Understands the concepts of child growth and development and characteristics of childhood behavior.

4. Works with students, District personnel, and the general public in a pleasant and cooperative manner.

5. Possesses knowledge of District policies, rules, and regulations. 6. Operates a variety of audiovisual, office, and school equipment. 7. Possesses knowledge and understanding of basic principles and concepts of mathematics,

language arts, reading, science, and social studies. 8. Maintains a positive and safe learning environment.

VIII-1

Bilingual Paraprofessional (Specified Language) Page 2 of 3

9. Understands and follows oral and written instructions and completes assignments in an

independent manner. 10. Maintains professional confidentiality and works collaboratively with peers. 11. Possesses competence in the usage of basic computer skills and standard office software

applications. 12. Analyzes situations and takes appropriate action regarding routine/emergency procedural

matters without immediate supervision. 13. Plans, organizes, and coordinates assigned tasks so as to meet established timelines.

ESSENTIAL FUNCTIONS:

1. Assists a certificated teacher in providing instruction to individuals or small groups of limited- or non-English speaking students in a classroom environment by translating written materials and oral lectures.

2. Interprets and translates for students, parents, counselors, teachers, and others as assigned. 3. Performs a variety of clerical duties in support of classroom activities, such as preparing,

typing, duplicating, and filing instructional materials, grading student tests and assignments, recording student grades, and maintaining student records and files as assigned. Compiles and updates student information for the reclassification process.

4. Assists assigned teacher with the implementation of lesson plans and administers various tests as directed.

5. Monitors and reports student progress regarding behavior and performance. 6. Implements teachers’ plans by assisting students individually, in small groups, or in a lab

setting. 7. Assists in administering, monitoring, and scoring a variety of tests. 8. Assists students in operating computers for instructional purposes. 9. Prepares work area, assembles materials, and helps students with projects.

10. Assists with student discipline and supervision pursuant to teacher/school policies in classroom, playground, buses, and cafeteria.

11. Prepares bulletin boards and other materials aimed at creating a pleasant learning environment. 12. May be designated as the site employee responsible to maintain compliance with state and

federal English Learner requirements in accordance with District organizational expectations. 13. Maintains privacy and confidentiality relating to all students, school related issues, and the

special needs of students. 14. Maintains records as required. 15. Maintains timely, regular, and consistent attendance at work.

PHYSICAL REQUIREMENTS:

1. Stands, walks, bends over, kneels, crouches, reaches overhead, grasps, pushes and pulls, and climbs stairs. Moves, lifts and/or carries up to 50 pounds to waist height.

2. Is able to use hands repetitively (i.e. fine manipulation, simple grasping, and power grasping). 3. Sits, walks, or stands for extended periods of time. 4. Has sufficient dexterity of hands and fingers to operate computer keyboard or typewriter,

standard office equipment, and use a telephone. 5. Sees and reads a computer screen and printed matter with or without vision aids. 6. Distinguishes colors.

VIII-2

Bilingual Paraprofessional (Specified Language) Page 3 of 3

7. Demonstrates normal depth perception. 8. Reads and understands rules and policies, labels, and instructions. 9. Is able to communicate verbally, including the ability to speak and hear at normal room levels and

on the telephone. 10. Has the ability to work at a computer terminal for extended periods of time.

WORK ENVIRONMENT:

1. Work is performed outdoors and indoors in a school environment. 2. May be exposed to childhood and other diseases in a school environment. 3. May be exposed to blood and other bodily fluids, as well as blood borne pathogens. 4. May be exposed to dust, oils, and cleaning chemicals. 5. May be required to work in emergency situations.

SPECIAL REQUIREMENTS:

1. Maintains a valid California driver’s license. 2. Maintains District-insurable driving record.

Adopted: January 17, 2012

VIII-3

Staffing and Professional Growth

Personnel Responsible Duties Timeline Principal Determines staffing and

professional growth needs with staff; evaluates teachers and paraprofessionals. Works with personnel in hiring qualified staff and is the instructional leader.

Vice Principal/Assistant Principal

Assists the Principal with professional growth and evaluation of staff. Provides direct supervision of Bilingual Paraprofessionals.

Personnel Services Works with site administration to determine staffing needs based on formulas. Recruits, hires, and places qualified staff at each site. Facilitates contract issues. Monitors credentialing requirements.

This is an ongoing process as staffing needs change each year.

Directors of Elementary and Secondary Education Services

Supervise the professional growth programs for classroom teachers and instructional aides.


Coordinates with school and District level administration to develop a District English learner staffing plan. Arranges with the county or other expert/providers to offer professional growth classes that meet staffing needs. Assists personnel services with the recruitment and hiring of qualified staff. Arranges District-wide inservices for Bilingual Paraprofessionals.

VIII-4

Personnel Responsible Duties Timeline

San Joaquin County Office of Education, Language and Literacy Services

Collaborates with the District in providing professional growth training.

This is an ongoing process as staffing needs change each year.

Qualified Staff

Principals at each elementary and secondary site will assign staff to classrooms based on the needs of the school and the credentials of the teachers. The state CTC office has provided specific information regarding English learner staffing. Each school maintains a site level staffing plan that identifies the numbers of English learners by grade level and teacher. This staffing plan tracks certification of teachers and those who are currently in training. English language development and SDAIE are delivered by CTC-authorized teachers or teachers on interim assignment. Bilingual Paraprofessionals The school sites have hired a number of Bilingual Paraprofessionals to assist in providing services to English learners at each school site. The Bilingual Paraprofessionals assist the classroom teachers in providing language support, and primary language support when possible. They also assist the Vice Principal/Assistant Principal in the identification, assessment, and reclassification of English learners. Bilingual Paraprofessionals must demonstrate mastery of English, as well as another primary language, by passing specific examinations administered through the Personnel Office. Bilingual Paraprofessional’s must also be highly qualified according to the guidelines of No Child Left Behind. New employees are paired with experienced Bilingual Paraprofessional's for on site training. All Bilingual Paraprofessionals attend inservices provided through the District Compensatory Education Office. Specific inservices are directed toward the duties of the Bilingual Paraprofessional. 7/19

VIII-5

Governance

The elected English Learner Advisory Committee (ELAC) of each school will provide input to the School Site Council (SSC) about program modifications based on the most recent achievement data. Each site’s ELAC shall have the opportunity to elect at least one parent member to the District English Learner Advisory Committee (DELAC). Each District with 51 or more English learners (also known as LEP students) in attendance, regardless of language, must form a functioning District English Learner Advisory Committee (DELAC) or subcommittee of an existing Districtwide advisory committee. The DELAC or subcommittee on English leaner education is to advise the District governing board (in person and/or in writing) on bilingual programs and services to English learners. Please refer to pages IX-2 and IX-3 for specific information regarding these two committees.

IX-1

SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)

FORMATION – Each school with 21 or more English learners (also know as LEP students) in attendance, regardless of language, must form a functioning English Learner Advisory Committee (ELAC) or subcommittee of an existing advisory committee. COMPOSITION REQUIREMENTS – On the committee, the percentage of parents of English learners is to be at least the same as that of English learners at the school. The ELAC may meet and delegate its responsibilities to an existing school advisory committee or subcommittee. ELECTIONS – Requirements for ELAC elections include: 1. Parents or guardians of English learners elect parent members of the school committee or

subcommittee. 2. All parents shall be provided the opportunity to vote. 3. Each school committee shall have the opportunity to elect at least one parent member to the

District English Learner Advisory Committee (DELAC). However, districts with 31 or more ELACs may utilize a system of proportional or regional representation.

MAJOR FUNCTION – The purpose of the ELAC (or subcommittee, if appropriate) is to advise the principal and staff on programs and services to English learners. TASKS – at a minimum, the ELAC: 1. Advises the Principal and staff on the school’s program for English learners. 2. Assists in the development of the school’s needs assessment. 3. Assists in the administration of the school’s language census. 4. Assists in efforts to make parents aware of the importance of regular school attendance. TRAINING – The District shall provide for all ELAC members: 1. Appropriate training and training materials to assist each member to carry out his or her

responsibilities for all required tasks. 2. Training which is planned in full consultation with ELAC members. EIA-LEP or other

District funds may be used to cover the costs of training and attendance of ELAC members (e.g., costs associated with childcare, translation services, meals, and other reasonable expenses).

3/11 IX-2

DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)

FORMATION – Each district with 51 or more English learners (also known as LEP students) in attendance, regardless of language, must form a functioning District English Learner Advisory Committee (DELAC) or subcommittee of an existing districtwide advisory committee.

COMPOSITION REQUIREMENTS – Parents or guardians of English learners not employed by the District must constitute a majority membership of the committee. The District may designate an existing districtwide advisory committee to serve as the DELAC, if the parents and guardians of English learners is at least the same percentage of that of the English learners in the District.

ELECTIONS – Each school English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one parent member to the DELAC. However, if the District has 31 or more ELACs, it may utilize a system of proportional or regional representation.

MAJOR FUNCTION – The DELAC or subcommittee on English learner education should advise the District governing board (in person and/or in writing) on bilingual programs and services to English learners.

TASKS – The DELAC advises (reviews and comments) the District governing board on at least:

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

2. Conducting a districtwide needs assessment on a school-by-school basis. 3. Establishment of District program, goals, and objectives for programs and services for

English learners. 4. Administration of the annual language census. 5. Development of a plan to ensure compliance with any applicable teacher and instructional

aide requirements. 6. Review of and comment on the District’s reclassification procedures. 7. Review of and comment on the written notifications required to be sent to parents and

guardians.

TRAINING – the District shall provide for all DELAC members:

1. Appropriate training and training materials to assist each member to carry out his or her responsibilities for all required tasks.

2. Training which is planned in full consultation with DELAC members. EIA-LEP or other District funds may be used to cover the costs of training and attendance of DELAC members (e.g., costs associated with childcare, translation services, meals, and other reasonable expenses).

3/11 Legal references: E.C. Section 62002.5; Former E.C. Sections 52176; 52168; and Title 5, CCR, Section 4312, I-

EL-3

IX-3

Basic and Supplemental Resources

Personnel Responsible Duties Timeline Principal Acquires basic and

supplemental resources at the site.

Ongoing

Vice Principal/Assistant Principal

Selects and orders basic and supplemental materials as needed; maintains an inventory of primary language and ELD materials.

Teacher Requests materials according to student needs; utilizes available resources to provide an optimum program.

Bilingual Paraprofessional Supports students in the use of materials.


Reviews school requests for materials and resources; facilitates District-wide committees that select resources and materials; coordinates with other District offices in the appropriation of general and categorical funds to support the English learner program; follows state and federal regulations regarding expenditures of categorical funds to support, not supplant, the general fund responsibilities.

X-1

Basic and Supplemental Resources (continued)

Personnel Responsible Duties Timeline Senior Directors of Elementary and Secondary Education

Responsible for the development and implementation of the District's ELD curriculum; allocate general funds to select and purchase materials and resources that ensure the implementation of the ELD curriculum and primary language support for the core curriculum.

Ongoing

Basic Resources A portion of Manteca Unified School District’s general funds are expended in providing services to English learners. The provision of the following general fund resources is not contingent on the receipt of state or federal categorical aid funds: 1. CTC certified classroom teachers.

2. Vice principals to coordinate categorical programs at the site. 3. Salary credits to teachers who take courses leading to bilingual certification.

4. ELPAC materials used for English learner assessment.

Legal references: CON 39a, Castaneda v. Pickard, 648 F. 2d 989, 1010, 1012-1013; and Keyes v. School Dist. No. 1, 576F. Supp. 1503, 1516-1518

X-2

Supplemental Resources Categorical funds that the District receives are used to supplement, not supplant, the general funds in providing services to English learners. The following supplemental resources are allocated at the District and school sites to support English learners:

1. District Director of Compensatory Education oversees theDistrict-wide categorical programs.2. LCAP funds are allocated to all school sites to be expended through the School Site Council as part of each site's school plan for funding. LCAP funds are used to meet the academic needs of unduplicated students.3. Lottery, School and Library Block Grant, if available, Title III, and Title I(identified schools only) funds are allocated to school sites to support the base program as part of each site's single plan for student achievement. Categorical funds are used to hire instructional aides, provide staff development opportunities to school staff, provide parent education and parent involvement opportunities, purchase materials and equipment that support the base program, and provide students with programs, assemblies, and field trips that extend the classroom experience.

Legal references: CON39b, EC 54032, 62002, former 52161, 52168; 5 CCR 4320

7/19 X-3

Program Implementation and

Accountability

In order to assure English learners an equal educational opportunity, the District has established an ongoing monitoring process that includes annual site reviews and holds District and site level personnel accountable for the implementation of the District’s Master Plan for English Learners. In addition to compliance accountability, the Title III annual measurable achievement objectives (AMAO’s) are the minimum benchmarks for growth in all stipulated areas.

Legal references: Castañeda v Pickard (5th Cir. 1981) 648 F. 2d 989, 010, 1012-1013


MUSD Board of Education Approves the District Master Plan for English Learners.

Approves individual school plans.

Allocates funds that provide basic English learner services.

Approves the District's Consolidated Application, Parts I and II, for state and federal categorical funds and other applications for categorical funding.

Upon submission for approval — initial approval June 11, 1996, and regularly updated and revised thereafter.

October

General budget is approved in July.

January and May

XI-1


Superintendent Responsible to the Board for all programs in the District. Meets with the Executive Cabinet

Meets with Leadership Team (District Administrators and Principals) to discuss District-wide programs.

Bi-Weekly.

Monthly.

Director II of Human Resources

Responsible for the recruitment and placement of qualified personnel for English learner services. Initiates, negotiates, and coordinates the evaluation of classified and certificated staff.

Ongoing as needed.

Senior Director of Business Services/CBO

Prepares the General Funds budgets.

Responsible for the control of basic funds and expenditures and accounting.

Annually.

Ongoing.

XI-2

Personnel Responsible Duties Timeline Superintendent/Deputy Superintendent

Oversees and meets with the Director of Compensatory Education to review English learner budgets and program needs.

Monthly.

Senior Directors of Elementary and Secondary Education

Responsible for the educational program provided to English learners. Establish and oversee the District-wide process for curriculum development, program implementation, and staff development. Meet with the site Principals to monitor accountability for the site operation of English learner programs and services.

Ongoing. Ongoing plan. Monthly group meeting and individually as part of their annual evaluation.

XI-3



Coordinates with District and site personnel to provide English learner programs and services that meet state and federal requirements as part of the District Master Plan for English Learners.

Conducts English learner program compliance monitoring reviews at all sites.

Submits the District Master Plan for English Learners to the District English Learner Advisory Committee for input and review.

Provides Principals, Assistant/Vice Principals information regarding the implementation of the District Master Plan for English Learners, compliance updates, and English learner budgets.

Provides training to Bilingual Paraprofessionals Responsible for the control and distribution of English learner funds and expenditures. Secures funds to provide English learner services

Ongoing. Annually.

Annually or as needed.

Ongoing. Yearly Ongoing. January and June.

XI-4


Elementary or Secondary Principal

Responsible for all English learner programs and services at the site.

Oversees the Assistant Principal, Vice Principal, teachers, and Bilingual paraprofessionals at the site to ensure implementation of the District Master Plan for English Learners through quality of services to English learners.

Ongoing.

Annual evaluation process.

Assistant or Vice Principal Coordinates basic and supplementary programs that provide services to English learners as part of the District's Master Plan for English Learners.

Provides oversight and direction to aides, as well as in-services.

Assists the Principal with evaluation of teachers and aides.

Submits required reports related to the implementation of the District Master Plan for English Learners.

Ongoing.

Ongoing.

Annual evaluation process.

Annually, as required.

XI-5


Teacher

Attends trainings and workshops that provide necessary in-service regarding meeting the educational needs of English learners. Supervises the paraprofessionals that may assist in their classroom. Reports to parents of English learners regarding the educational progress of their child. Responsible for planning lessons and activities that meet the specific needs of their English learners as part of each student’s Individual Learning Plan (ILP), which is outlined in the District Master Plan for English Learners.

As scheduled. Ongoing. Each trimester. Ongoing.

XI-6

Personnel Responsible Duties Timeline Bilingual Paraprofessional

Attends training and workshops that provide in-service regarding one’s duties and responsibilities in providing services to English learners. Assists the Assistant Principal, Vice Principal and/or classroom teacher with the assessment, record keeping, translation, and parent notification requirements of the District Master Plan for English Learners.

Annually, as scheduled. Ongoing.

XI-7

Program Evaluation

Personnel Responsible Duties Timeline Principal Responsible for evaluation of

the implementation of the school's English learner program.

Ongoing.

Assistant /Vice Principal Assists the Principal in his/her duties.

Ongoing.

Teacher Assess student's academic progress. Provides information regarding each student's English language development.

Ongoing.

Bilingual Paraprofessional Provides support to student and administers sections of ELPAC and primary language assessments, as necessary.

Ongoing.

The English Learner Advisory Council

Reviews student assessment data to evaluate the school's English learner program and in order to make recommendations for program improvement.

Annually.

Senior Directors of Elementary and Secondary Education

Analyze District-wide data regarding student assessment. Oversee the curriculum development process and the related staff development to increase English learner achievement.

Ongoing.

XI-8



Coordinates the evaluation process at the District level. Prepares and submits to the Board of Education the Annual Evaluation of Consolidated Programs, which reports English learner assessment information.

Ongoing. December of each year.

Collects English learner assessment data as part of the K-8 MUSD tracking program. Prepares data reports regarding English learner achievement.

Annually. At the end of each school year.

District English Learner Advisory Council

Reviews District-wide data regarding English learner achievement. Makes recommendations regarding the District's program for English learners.

Annually.

Program Effectiveness

To monitor and evaluate the effectiveness of the District’s program for English learners, a variety of data is collected from sites and reviewed. This includes reclassification data, and student performance on the CAASPP tests in English language arts and Mathematics. 7/19 XI-9

STUDENT WRITING AND READING OBSERVATION FORM For Primary Language Assessment

Student's Name Assessor's Signature/Date Language Observed School Directions: Check off the numbers of the statements that most accurately describe the student's correct levels of proficiency in writing and reading. Attach the pupil's writing sample to this form. Primary Language WRITING 1. No proficiency. Student is unable to write any words in the language. 2. Limited proficiency. Student can correctly write a few individual words, but has no grasp of the grammar or usage of the language. 3. Limited proficiency. Student can correctly form 50% or more of the words, but makes many mistakes in word order, grammar, usage, etc. 4. Proficient. Student can correctly form 90% or more of the words and the word order. Grammar and usage show only occasional departures from that of the native writer of the same age and grade level. 5. Proficient. Student's writing is as proficient as that expected for the native writer of the same age and grade level. Primary Language READING (Use only for languages other than Spanish Only if materials are available) 1. No proficiency. 2. Limited proficiency. Student can read only a few individual words. 3. Limited proficiency. Student can read many words, but has only partial understanding of the material. 4. Proficient. Student can read nearly all the words and has good understanding of the material, as indicated by an ability to answer 60% or more of the questions correctly. 5. Proficient. Student can read all of the words and has excellent understanding of the material, as indicated by an ability to answer 80% or more of the questions correctly. 3/11 Form B/ Pink

SOLOM TEACHER OBSERVATION

STUDENT ORAL LANGUAGE OBSERVATION MATRIX

Student's Name Grade Signature Language Observed Date 1 2 3 4 5 A. Comprehension Cannot be said to

understand even simple conversation.

Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions.

Understands most of what is said at slower-than-normal speed with repetitions.

Understands nearly everything at normal speech, although occasional repetition may be necessary.

Understands everyday conversation and normal classroom discussions without difficulty.

B. Fluency Speech is so halting and fragmentary as to make conversation virtually impossible.

Usually hesitant; often forced into silence by language limitations.

Speech in everyday conversation and classroom discussion is frequently disrupted by the student's search for the correct manner of expression.

Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.

Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.

C. Vocabulary Vocabulary limitations so extreme as to make conversation virtually impossible

Misuse of words and very limited vocabulary make comprehension quite difficult.

Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

Use of vocabulary and idioms approximates that of a native speaker.

D. Pronunciation Pronunciation problems so severe as to make speech virtually unintelligible.

Very hard to understand because of pronunciation problems. Must frequently repeat in order to make himself understood.

Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.

Always intelligible, though one is conscious of a definite accent and occasional inappropriate intonation patterns.

Pronunciation and intonation approximates that of a native speaker.

E. Grammar Errors in grammar and word-order so severe as to make speech virtually unintelligible.

Grammar and word-order errors make comprehension difficult. Must often rephrase and/or restrict himself to basic patterns.

Makes frequent errors of grammar and word-order which occasionally obscure meaning.

Occasionally makes grammatical and/or word-order errors which do not obscure meaning.

Grammatical usage and word-order approximate that of a native speaker.

•BASED ON YOUR OBSERVATION OF THE PUPIL, INDICATE WITH AN "X" ACROSS THE SQUARE IN EACH CATEGORY WHICH BEST DESCRIBES THE PUPIL'S ABILITIES. •The SOLOM should only be administered by persons who themselves score at level "4" or above in all categories in the language being assessed. •Pupils scoring at level "1" in all categories can be said to have no proficiency in the language. 3/11 Form C Green

ENGLISH LEARNER ASSESSMENT PROFILE Student's Name Teacher Grade M F Date of Birth School Year Primary Language (HLS) US Enrollment Date School Enrollment Date Student ID

CSIS #_______________ English Proficiency Assessment – English Language Proficiency Assessments for CA (ELPAC) Overall ELPAC Score: Overall ELPAC Level: Initial Identification Summative Assessment Proficiency Area Date Level Date Score Level Oral Language Written Language English Proficiency Classification is: EL I-FEP Primary Language Assessment (Only Required Initially) Proficiency Area Date Score Classif. Name of Instrument Oral Language IPT I(K-6)-IPT II(7-12) Reading Solom/IPT Writing SWORF or Writing Proficiency Other ____________________ Primary Language Classification is: LIMITED FLUENT Primary Language Assistance Recommended Parent Notification Letter: Date(s) Sent:_________________________________ July 2019 Form D/ Yellow

English Learner Individual Learning Plan, Grades K – 8

Student's Name Year School Grade ELA Teacher’s Name Overall ELPAC Level Primary Language of Student Enrollment Date Student ID INITIAL ELPAC LEVELS SUMMATIVE ELPAC LEVELS Oral Language Written Language Oral Language Written Language Minimally Developed Minimally Developed Level 1 Level 1 Somewhat to Moderately Developed Somewhat to Moderately Developed Level 2 Level 2 Well Developed Well Developed Level 3 Level 3

Level 4 Level 4

Program Services to Student: (Check all that apply)

Structured Immersion Program Mainstream Program (Overall Level Intermediate, 3, or 4) English Language Development Wonders McGraw Hill Wonders McGraw Hill ELD Materials StudySync McGraw Hill StudySync McGraw Hill ELD Materials Other (e.g. Language Experience) Sheltered English Instruction (SDAIE) in Core Subjects Bilingual Aide II Assistance (Check all that apply and list the specific subject areas) Primary Language Support Subjects Small Group Reinforcement Subjects Individual Tutoring Subjects Multicultural Appreciation (Mandatory) Self Esteem (Mandatory) Special Education (circle all that apply) RSP SDC Speech Other Services (circle all that apply) Title I/SCE Program Migrant Teacher's Signature Bilingual Paraprofessional Signature Form E

English Learner Individual Learning Plan, Grades 9-12

Student's Name Year School Grade ELA Teacher’s Name Overall ELPAC Level Primary Language of Student Enrollment Date Student ID INITIAL ELPAC LEVELS SUMMATIVE ELPAC LEVELS Oral Language Written Language Oral Language Written Language Minimally Developed Minimally Developed Level 1 Level 1 Somewhat to Moderately Developed Somewhat to Moderately Developed Level 2 Level 2 Well Developed Well Developed Level 3 Level 3

Level 4 Program Services to Student: (Check all that apply)

ELD Class (Structured Immersion Program) English Language Development ELD Class Level English 3D StudySync McGraw Hill StudySync McGraw Hill ELD Materials Other (e.g. Language Experience) Sheltered English Instruction (SDAIE) in Core Subjects Bilingual Aide II Assistance (Check all that apply and list the specific subject areas) Primary Language Support Subjects Small Group Reinforcement Subjects Individual Tutoring Subjects Multicultural Appreciation (Mandatory) Self Esteem (Mandatory) Special Education (circle all that apply) RSP SDC Speech Other Services (circle all that apply) Title I/SCE Program Migrant Teacher's Signature Bilingual Paraprofessional Signature Form F

English Learner Lesson Plan Grades K - 8

SCHOOL

Daily Student's Name Weekly Biweekly Dates (From - To) Teacher's Signature Bilingual Aide II Signature Teacher Instruction

Subject: Language Arts Math Soc. Studies/History Science/Health ELD Materials:

Student Needs to work on:

Teacher may wish to attach a copy of their lesson plan.

Bilingual Aide II Response Lesson Completed Lesson Incomplete Needs More Time Progress/Comment: Other Areas Covered:

Form G

English Learner Lesson Plan Grades 9 - 12

SCHOOL

Daily Student's Name Weekly Biweekly Dates (From - To) Teacher's Signature Bilingual Aide II Signature

Teacher Instruction

Subject: Materials:

Student Needs to work on:

Teacher may wish to attach a copy of their lesson plan.

Bilingual Aide II Response Lesson Completed Lesson Incomplete Needs More Time Progress/Comment: Other Areas Covered:

Form H

STUDENT RECLASSIFICATION RECORD I have certified the student meets all requirements for reclassification:

Administrator Name:_______________________ Administrator Signature:________________________ Date:________________

__________________________ Student's Name Grade Year _______________________ School EL Entry Date Student ID Grades 1-3 Trimester ELA Assessment Overall Score: Writing:

Grades 4-8 CAASPP ELA Level: OR SRI Score: Writing: Grades 9-12 ACADEMIC GPA (Cumulative or Term): AND- English Final Score: OR SRI: OR CAASPP: RECLASSIFICATION ASSESSMENT DATA ELPAC Level Score Assessor's Initials and Dates Oral: Written: Overall ELPAC Score: Overall ELPAC Level: Student's performance on the above tests has satisfied District criteria for reclassification. Yes No CLASSROOM PERFORMANCE Subject/Course Most Recent Student is performing Teacher Report Card satisfactorily in English and Signature should be reclassified (yes or no)

Student's reclassification assessment data and classroom performance indicate that the student is fluent English proficient and is therefore reclassified as R-FEP.

Parent Signature Date PARENT CONSULTATION AND NOTIFICATION Date that written notification was sent to parent(s) or guardian(s) stating results of reclassification assessment. Date of consultation with parent. (Any form of contact is acceptable: phone conversation, school conference, home visit, etc.) Signature of person consulting with parent Form I/ Blue

To be Completed by Comp Ed.

Effective Reclassification Date:

August 2019 Form J Three Year Post Monitoring Blue

RFEP - FOUR YEAR POST MONITORING

Student Name Reclassification Date School Reclassification Grade Level CAASPP SCORES Smarter Balanced ELA (Overall Progress) First Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Second Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Third Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Fourth Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Smarter Balanced MATH (Overall Progress) First Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Second Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) Third Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met Fourth Year Date: Grade: Score: Achievement Level: (Standard Exceeded 4/ Standard Met 3/ Standard Nearly Met 2/ Standard Not Met 1) DISTRICT ACADEMIC ACHIEVEMENT RESULTS

ELEMENTARY HIGH SCHOOL

SRI Score: SRI Score: SRI Score: SRI Score: UC/CSU GPA:

Most Recent English Score (%):

REPORT CARD GRADES IN CORE SUBJECTS Date Grade Math LA Social Studies Science


NON-PARTICIPATION IN AN ENGLISH LANGUAGE DEVELOPMENT PROGRAM WITH SUPPLEMENTAL SUPPORT

School Date Student's Name Grade On the basis of legal opinion rendered by the State Board of Education and Education Code 33031, your child’s participation in an English language development program that provides supplemental support is voluntary on the part of the parent or guardian.

As shared with you earlier, your child qualifies for additional English language development assistance. This may include primary language support as needed or as available. You may exercise your right to not have your child partake of these or other services.

If you have any questions, please contact your school principal. ----------------------------------------------------------------------------------------------------------- The goals, objectives, and activities of the District's English language development program, in which my child is currently enrolled, have been thoroughly and clearly explained to me. Based upon assessment results and evaluation, I understand that the District has recommended that my child receive additional English language development assistance as needed and as available, including primary language support.

I wish to withdraw my child from any additional, supplemental English language development services beyond those provided in the mainstream classroom. Parent or Guardian Signature Date Form L

DISTRITO ESCOLAR UNIFICADO DE MANTECA

NO PARTICIPACIÓN EN UN PROGRAMA DE DESARROLLO DEL IDIOMA

INGLÉS CON APOYO SUPLEMENTARIO

Escuela Fecha Nombre del Estudiante Grado Con base en la opinión jurídica emitida por el Código de Educación 33031 de la Junta Directiva de Educación del Estado, la participación de su hijo(a) en un programa de desarrollo del idioma inglés que proporcione apoyo suplementario es voluntaria por parte del padre o tutor.

Como se le compartió anteriormente, su hijo(a) califica para obtener asistencia adicional en el desarrollo del idioma inglés. Esto puede incluir apoyo en el idioma principal, según sea necesario o esté disponible. Usted puede ejercer su derecho a que su hijo(a) no participe de estos u otros servicios.

Si usted tiene alguna pregunta, póngase en contacto con el director(a) de su escuela.

-----------------------------------------------------------------------------------------------------------

Se me han explicado detallada y claramente las metas, objetivos y actividades del Programa de desarrollo del Idioma Inglés del Distrito, en la que mi hijo(a) está inscrito actualmente. Con base en los resultados y evaluaciones, entiendo que el Distrito ha recomendado que mi hijo(a) reciba asistencia adicional para el desarrollo del idioma inglés, según sea necesario y esté disponible, incluyendo el apoyo en el idioma primario.

Deseo retirar a mi hijo(a) de cualquier servicio suplementario adicional de desarrollo del idioma inglés, más allá de los que se proporcionan en el salón de clases regulares. Firma del Padre o Tutor Fecha Form L-1


PARENTAL NOTIFICATION OF STUDENT RECLASSIFICATION School Date Student's Name Grade Dear Parents:

We are pleased to inform you that your child has achieved scores which

enable him/her to be reclassified from English Learner (EL) to Reclassified

Fluent English Proficient (R-FEP).

We wish to congratulate you, your child, and your child's teachers for the

hard work and effort that have enabled your child to successfully master English

language skills in listening, speaking, reading, and writing. We also will be

monitoring your child's progress in all subjects to insure his/her continued

academic progress.

If you have any questions concerning your child's test scores, or the

reclassification process, please feel free to call the school. Sincerely,

Form M


AVISO PARA PADRES DE LA RECLASIFICACIÓN ESTUDIANTIL

Escuela Fecha Nombre del Estudiante ______________________ Grado Estimados Padres: Nos complace informarles que su hijo(a) ha alcanzado calificaciones que le permiten ser reclasificado de Aprendices de Inglés (EL) a reclasificado con Dominio fluido en inglés (R-FEP). Deseamos felicitarlo a usted, a su hijo(a) y los maestros de su hijo(a) por el buen trabajo y esfuerzo que han permitido que su hijo(a) domine con éxito las habilidades del idioma inglés al hablar, leer y escribir. También estaremos monitoreando el progreso de su hijo(a) en todas las materias para asegurar su progreso académico continuo. Si usted tiene alguna pregunta sobre las calificaciones de los exámenes de su hijo(a) o el proceso de reclasificación, por favor no dude en llamar a la escuela. Atentamente, Form N

MANTECA UNIFIED SCHOOL DISTRICT PARENT/GUARDIAN REQUEST FOR WAIVER OF ENGLISH LANGUAGE

INSTRUCTION REQUIREMENTS

Name of Child: Name of Parent/Guardian: Address of Parent/Guardian: Telephone Number: Native Language of Child: This waiver request is for school year: I am the parent/legal guardian of the child named above. I have personally visited my child's school and I have been provided with a full description of the education materials to be used in the different educational program choices and all the educational opportunities available to my child. I request a waiver of the requirement that my child be placed in a classroom in which instruction is overwhelmingly in English. I request that while my child is developing his/her English language skills he/she be placed in a bilingual classroom in which textbooks, materials, and instruction are provided in his/her native/foreign language. My child already knows English (to be confirmed by standardized tests of English vocabulary comprehension, reading and writing, at or above the average state score for his/her grade level, or at or above the 5th grade average, whichever is lower)* Standardized Test Given: Grade Level: Reading Percentile Score: Language Percentile Score: My child is at least 10 years old (district must determine that the child's rapid acquisition of basic English language skills will be better achieved through an alternative program). Provide justification in comment section below. My child has special needs (district must determine that the child's physical, emotional, psychological, or educational needs will be better served through an alternative program).* I understand that I am not required to consent to a waiver because of these special needs. Provide justification in comment section below. Comments: I understand that this waiver applies only to the school year listed above and I must request a waiver on an annual basis for the waiver to continue. _____________ Signature of Parent/Guardian Date Signature of School Principal Date - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - For District Use Only *Attach test results or basis for determination to the parent/guardian and district copies. Eligibility for waiver: Approved o Disapproved o Superintendent/Designee Date

Form O

DISTRITO ESCOLAR UNIFICADO DE MANTECA PETICION DE EXCLUSION DE INSTRUCCION DEL IDIOMA INGLES POR

PADRES O TUTORES

Nombre de hijo/a:

Nombre de padre/tutor:

Domicilio de padre/tutor:

Número del teléfono: Idioma nativo del estudiante

Petición de esención es por el año escolar: Soy el padre o tutor legal del hijo/a mencionado arriba. Personalmente he visitado la escuela de mi hijo/a y he recibido completa información de los materiales educativos que son usados en los diferentes programas educacionales electivos y de todas las oportunidades disponibles para mi hijo/a. Yo solicito una exclusión del requerimiento de que mi hijo/a ha sido puesto en una clase, en la cual, las instrucciones son absolutamente en inglés. Pido, que mientras mi niño desarrolla su destreza en el idioma inglés, el/ella sea puesto en una clase bilingüe, en la cual los libros de texto y materiales usados en la instrucción sean en su lengua nativa. Mi hijo/a ya sabe inglés (para ser confirmado por el examen estandarizado en la comprensión de vocabulario, lectura, y escritura, de grado o supera el promedio establecido por el estado de nivel de grado, no excediendo el nivel del 5 grado)* Nombre del examen estandardizado: Grado: Los Resultados percentajes de lectura: Los resultados percentajes de lenguaje: Mi hijo/a tiene al menos diez años o más (el distrito ha de determinar de que la destreza rápida y básica adquisición del inglés por el estudiante será adquirida mejor a través del un programa alternativo).* Provee la evidencia en la sección de los comentarios que está debajo. Mi hijo/a tiene necesidades especiales (el distrito ha de determinar si el estudiante tiene necesidad debido a necesidades emocionales, psicológicas, físicas o educacionales, por cual será servido mejor a través del programa alternativo).* Comprendo que no es requerido mi consentimiento para una esención, debido a estas necesidades especiales. Provee la evidencia en la sección de los comentarios que está debajo. Comentarios: Yo comprendo que esta exclusión aplica solamente por el año escolar mencionado arriba y deberé de solicitar dicha esención anualmente para que continue dicha esención. __________ Firma de padre/tutor Fecha Firma del director de la escuela Fecha - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Distrito: *Adjunte los resultados del examen o bases para determinar elegibilidad a las copias de los padres/tutores y del distrito Confirmación de elegibilidad de exclusión: Approved o

Disapproved o Firma del empleado del distrito Fecha Form O-1

MANTECA UNIFIED SCHOOL DISTRICT Instructions for Parent/Guardians Seeking a Waiver

For Bilingual Educational Programs

Pursuant to Manteca Unified School District Policy 6141.5, Administrative Regulation regarding Parental Waivers for Bilingual Educational Programs outlines the following roles and responsibilities related to the waiver process: Parents: 1. The parent/guardian must go in person to the student’s school office and request information regarding the alternative programs available to their child. If the parent/guardian decides to proceed with a waiver request, an appointment is made with the school principal or designee to discuss the reasons for the waiver within the realm of the child’s needs. 2. The parent/guardian must complete and submit to the school the form entitled “Parent/Guardian Request for Waiver of English Language Instruction Requirements”. School Sites: 1. Parents of bilingual students and other parents who express interest in alternative bilingual programs shall be provided a full description of the educational materials to be used in the different educational program choices and all the educational opportunities available to the child. 2. The principal or designee must submit the signed waiver with any required supporting documentation to the office of the Superintendent for approval. District: 1. The superintendent or his/her designee approves all waivers. Under the circumstances in which twenty (20) or more waivers are approved for students an any one grade level at any one school site allowing students to be in an alternative program, the district will offer such a program at the school or allow students the opportunity to transfer to another school that offers the requested program. Any transportation required beyond what the district normally provides; however, is the responsibility of the parent/guardian. 2. Parents shall receive notification of the status of their waiver request within twenty (20) calendar days of receipt of the student’s school. However, a parental waiver request under Education code 311 (c) shall not be acted upon by the school during the required thirty day placement of the student in an English language classroom. In cases where a parental exception waiver related to Education Code 311 (b and c) is denied, the parent will be notified in writing the reason(s) for denial. Parents have the right to appeal any non-approval waivers. Appeals must be submitted in writing to the superintendent within twenty (20) calendar days of the non-approval decision. All approved waivers are valid for only one instructional year. The parent/guardian must repeat the waiver process each school year in order for the child to continue in the alternative program. Form P

DISTRITO ESCOLAR UNIFICADO DE MANTECA Instrucciones para Padres/Tutores que Buscan una Exención

Para Programas Educativos Bilingües

Conforme a la Política 6141.5 del Distrito Escolar Unificado de Manteca, en relación con las Exenciones de los padres/tutores para los Programas Educativos Bilingües, el Reglamento Administrativo Educativo describe las siguientes funciones y responsabilidades relacionadas con el proceso de exención: Padres: 1. El padre/tutor debe ir personalmente a la oficina de la escuela y solicitar información sobre los programas alternativos disponibles para su hijo(a). Si el padre/tutor decide el proceder con una solicitud de exención, deberá tener una cita con el director de la escuela o designado para discutir las razones de la exención, dentro de las necesidades del estudiante. 2. El padre/tutor debe llenar y entregar a la escuela el formulario titulado “Solicitud de Padres/Tutores para una Exención de los Requisitos de la Instrucción del Idioma Inglés”. Planteles Escolares: 1. Los padres de estudiantes bilingües y otros padres que expresen interés en programas alternativos bilingües, deberán recibir una descripción completa de los materiales educativos que se utilizarán en las diferentes opciones de programas educativos, y todas las oportunidades educativas disponibles para el niño (a). 2. El director o designado deberá enviar la exención firmada con cualquier otro documento de apoyo a la oficina del Superintendente para su aprobación. Distrito: 1. El superintendente o su designado aprueban todas las exenciones. Bajo las circunstancias en que veinte (20) o más exenciones son aprobadas para estudiantes de un nivel de grado en cualquier plantel escolar permitiendo a los estudiantes estar en un programa alternativo, el distrito ofrecerá dicho programa en la escuela o se les dará la oportunidad a los estudiantes de transferirse a otra escuela que ofrece el programa solicitado. Cualquier transporte requerido más allá de lo que normalmente el distrito proporciona; es la responsabilidad del padre/tutor. 2. Los padres recibirán una notificación del estado de su solicitud dentro de los veinte (20) días calendario de haberla recibido la escuela del estudiante. Sin embargo, bajo el Código de Educación 311 (c) la escuela no aceptará una solicitud de exención de los padres durante los treinta días requeridos para colocación del estudiante en el salón de idioma inglés. En los casos en que es negada una exención de padres relacionada con el Código de Educación 311 (b y c), se notificará al padre por escrito las razones de la negación. Los padres tienen el derecho de apelar cualquier exención que no haya sido aprobada. Las apelaciones deben presentarse al superintendente por escrito dentro de los veinte (20) días calendario posteriores de la decisión de no ser aprobada. Todas las exenciones aprobadas son válidas únicamente por un año de instrucción. Para que el estudiante continúe en el programa alternativo el padre/tutor deberá de repetir el proceso de exención cada año escolar.

Form P-1

MANTECA UNIFIED SCHOOL DISTRICT INITIAL PARENT NOTIFICATION LETTER

Federal Title I and State Requirements

To the parent(s)/guardian(s) of: ________________________School: ______________________ First day of attendance___________ Student ID #: ________ _____ Date of Birth: ____________ Grade: ________ Primary language: _______________ Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child’s Home Language Survey. The law requires us to test your child’s English and primary language proficiency. The results of this test are used to decide the best program placement for your child. We are required to inform you of the test results, our program recommendation, and all the placement options available for your child. We have also listed the information our district uses to decide when a student is ready to exit the English learner program. (20 United States Code, Section 7012; California Education Code sections 52164.1[b]; and Title 5 of California Code of Regulation sections 11307[a] and 11511.)

Language Assessment Results

Domain

English Language Proficiency Assessments for California (ELPAC)*

Initial Performance Level

Primary Language Proficiency Level**

Test Date Administered:

Oral Language Written Language Overall *A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child’s official results within 30 days after the district has received individual student reports from the contractor. **Optional

Based on results of the English Language Proficiency Assessments for California (ELPAC), your child has been identified as an:

English learner (EL) with minimally developed oral and written English skills, and will be placed in the Structured English Immersion Program.

English learner (EL) with somewhat to moderately developed oral and written English skills, and will be placed in the English Language Mainstream Program.

Initial Fluent English proficient (I-FEP) student with well-developed oral and written English skills, and will be placed in the district’s general program.

Check if applicable:

Individualized Education Plan (IEP) on file A description of how your child’s recommended program placement will meet the objectives of the IEP can be provided upon request.

Program Placement Options for English Learners The chart below shows all program placement options.

English Language Proficiency Levels Program Placement

Initial Fluent English Proficient

Well-developed oral and written English skills District’s General Program

Intermediate English Learner

Somewhat to moderately developed oral and written English

skills English Language Mainstream

Novice English Learner Minimally developed oral and written English skills

Structured English Immersion

Other Instructional Setting based on IEP Form R

INITIAL PARENT NOTIFICATION LETTER Federal Title I and State Requirements

Reclassification (Exit) Criteria

The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district’s reclassification criteria are listed below:

Required Criteria (California Education Code Section 313[d])

MUSD Criteria

English Language Proficiency Assessments for California (ELPAC) Overall Level 4

Comparison of Performance in Basic Skills Elementary

Grades 1-3: Average Score of 3 in RL-Reading Literature and in RI- Reading Informational Text Grades 4-8: C in ELA Smarted Balanced Assessment in ELA: Level 3 or 4 SRI Scores for grades 3rd -8th 3rd= 550/ 4th= 700/ 5th=800/ 6th=850/ 7th=900/ 8th=950

Comparison of Performance in Basic Skills High School

UC/CSU Grade Point Average of 2.5, and/or English Final Score of 70% or above, SRI (1000 and above) Smarter Balanced Assessments (Level 3 or 4)

Teacher Evaluation Average of Trimester/Term of C or above in ELA Grades 1-3: S+ on Reading, 3 on Writing

Parental Opinion and Consultation Parent Meetings/ Conferences/Phone Calls

Graduation Rate MUSD-Wide Graduation Rate 94.4%.

District graduation rate displayed on the Graduate Data report, available on the California Department of Education DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

Description of Program Placement Options and Goals for English Learners

All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects.

• Structured English Immersion (SEI): Students with minimally developed oral and written English skills are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

• English Language Mainstream (ELM): Students with somewhat to moderately developed oral and written English

skills are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a]) Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact Lisa Herrin @ (209) 858-0853 to ask about the process. Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6312[e][3][A][viii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time.

***************************************************************************************************************************************************************** Please telephone the school at _____________________ if you would like to schedule a parent conference to discuss your child’s options for program placement. Date letter sent:_________________________________ Form R

http://dq.cde.ca.gov/dataquest/

DISTRITO ESCOLAR UNIFICADO DE MANTECA CARTA DE NOTIFICACIÓN INICIAL PARA PADRES

Requisitos Federales del Título I y Estatales

Para los padres/tutores de: _______________________________Escuela: _____________________ Primer día de asistencia: _________________ # de ID del estudiante: ______________ ____ Fecha de nacimiento: ________ Grado: ______ Idioma Principal: ____________________ Estimados padres o tutores: Cuando usted inscribió a su hijo(a) en nuestra escuela, usted anotó un idioma diferente a inglés en la Encuesta del Idioma del Hogar de su hijo(a). La ley nos exige que evaluemos el dominio del idioma inglés y el idioma primario de su hijo. Los resultados de estas pruebas se utilizan para decidir la mejor ubicación del programa para su hijo(a). Tenemos la obligación de informarle los resultados de las pruebas, nuestra recomendación de los programas y todas las opciones de ubicación disponibles para su hijo(a). También hemos enumerado la información que utiliza nuestro distrito para decidir cuándo un estudiante está listo para salir del programa de Aprendices de Inglés. (Código 20 de Estados Unidos, Sección 7012; Código de Educación de California secciones 52164.1[b] y [c]; y Título 5 del Código de Regulación de California secciones 11307[a] y 11511.)

Resultados de la Evaluación del Idioma

Áreas

Evaluaciones de Dominio del Idioma Inglés para California (ELPAC)*

Nivel de Rendimiento Inicial

Nivel de Dominio del Idioma Principal/Primario**

Fecha que se Dio el Examen:

Lenguaje Oral Lenguaje Escrito

General

*Se ha utilizado una guía de puntuación desarrollada por el contratista de examen, se ha utilizado para determinar estos resultados. Los padres recibirán los resultados oficiales de sus hijos dentro de los 30 días posteriores a que el distrito haya recibido los informes individuales del estudiante por parte del contratista. ** Opcional Basado en los resultados de las Evaluaciones de Dominio del Idioma Inglés en California (ELPAC), se identificó al estudiante como:

Aprendiz de inglés (EL) con habilidades de inglés orales y escritas mínimamente desarrolladas y será colocado(a) en el Programa de Inmersión Estructurada en inglés.

Aprendiz de inglés (EL) con habilidades de inglés oral y escrito moderado y será colocado en el Programa regular del idioma

inglés.

Estudiante Inicial con dominio de inglés fluido (I-FEP) con habilidades de inglés orales y escritas bien desarrollados y será colocado(a) en el programa general del distrito.

Marque uno si aplica:

Plan de Educación Individualizada (IEP) en archivo Usted puede solicitar una descripción de cómo la colocación al programa recomendado para el niño(a) cumplirá con los objetivos del IEP.

Opciones de Colocación en el Programa para Estudiantes Aprendices de inglés

La tabla a continuación muestra todas las opciones de colocación en el programa.

Niveles de Dominio del Idioma Inglés Colocación en el Programa

Nivel inicial inglés fluido Habilidades en inglés orales y escritas bien desarrolladas Programa general del distrito

Aprendiz de inglés intermedio Habilidades en inglés orales y escritas algo o moderadamente desarrolladas.

Programa regular del idioma inglés

Aprendiz de inglés principiante Habilidades en inglés orales y escritas mínimamente desarrolladas Inmersión estructurada en inglés

Otro entorno de enseñanza basado en el IEP

Form R-1

CARTA INICIAL DE NOTIFICACIÓN PARA PADRES Requisitos Federales del Título I y Estatales

Criterios de Reclasificación (salida del programa)

El objetivo del programa para Aprendices de inglés es que los estudiantes adquieran un dominio completo de inglés y dominen los estándares estatales para obtener el rendimiento académico lo más rápido posible. A continuación, se detallan los criterios de reclasificación del distrito:

Criterios Requeridos (Sección 313[d] del Código de Educación de California)

Criterio de MUSD

Evaluaciones de Dominio del Idioma Inglés para California (ELPAC) Nivel Total de 4

Comparación del desempeño en habilidades básicas Primaria

Grados 1-3: un Promedio de 3 en RL- Literatura y en RI- Lectura de texto Informativo Grados 4-8: C en Lenguaje Evaluaciones Smarted Balanced en Lenguaje: Nivel 3 o 4 Puntuación de SRI para los grados 3rd -8th 3rd= 550/ 4th= 700/ 5th=800/ 6th=850/ 7th=900/ 8th=950

Comparación del desempeño en habilidades básicas Secundaria

UC/CSU Promedio de 2.5, y/o Calificación Final de Ingles de 70% o más alto, SRI (1000 o más alto), Evaluaciones Smarter Balanced (Nivel 3 o 4)

Evaluación del maestro Promedio del Trimestre o Semestre de C o más avanzado en Lenguaje Grados 1-3: S+ en Lectura, y 3 en Escritura

Consulta y opinión de los padres Reuniones con Padres/ Conferencias/Llamadas por teléfono

Tasa de Graduación

Tasa de Graduación en todo el Distrito 94.4%.

La tasa de graduación del distrito se muestra en el Reporte de Datos de Graduados, disponible en le página de internet del Departamento de Educación de California DataQuest en: http://dq.cde.ca.gov/dataquest/.

Descripción de Opciones de Colocación en el Programa y Metas para Aprendices de Inglés

Todos los programas incluyen el Desarrollo del Idioma Inglés (ELD) y estrategias de enseñanza diferenciadas para el nivel de dominio del idioma inglés de cada estudiante. Estas estrategias se utilizan para ayudar a cada estudiante a alcanzar el dominio de la capacidad de hablar, leer y escribir en inglés, y tener éxito académico en todas las materias básicas.

• Inmersión Estructurada en inglés (SEI). Los estudiantes con habilidades de inglés orales y escritas mínimamente y algo desarrolladas se colocan en un programa SEI y se les enseña abrumadoramente en inglés. Se puede proporcionar asistencia en el idioma principal. Los estudiantes son enseñados ELD y otras materias básicas por maestros autorizados utilizando libros de texto adoptados por el distrito y materiales suplementarios. La enseñanza se basa en ELD y en los estándares de contenido del grado escolar.

• Programa Principal del Idioma Inglés (ELM). Los estudiantes con habilidades de inglés orales y escritas moderadas y bien

desarrolladas se colocan en un programa ELM. Se les enseña ELD y otras materias básicas por maestros autorizados utilizando libros de texto adoptados por el distrito y materiales complementarios. La enseñanza se basa en ELD y los estándares de contenido de nivel de grado. Los estudiantes reciben cualquier instrucción adicional necesaria para que puedan ser reclasificados como competentes en el dominio de inglés.

Los padres / Tutores pueden elegir un programa de adquisición del idioma que mejor se adapte a sus hijos. Las escuelas en las cuales los padres o tutores legales con 30 alumnos o más por escuela o los padres o tutores legales con 20 alumnos o más en cualquier grado soliciten un programa de adquisición de lenguaje diseñado para proporcionar enseñanza en idiomas deberán ofrecer dicho programa a la medida de lo posible. (Sección 310 [a] del Código de Educación). Los padres pueden proporcionar información sobre programas de adquisición de lenguaje durante el desarrollo del Plan de Responsabilidad de Control Local. Si está interesado(a) en un programa diferente a los arriba mencionados, favor de contactar a Lisa Herrin @ (209) 858-0853 para preguntar sobre el proceso.

Los padres de estudiantes aprendices de inglés tienen el derecho de rechazar o excluir que sus hijos del programa de adquisición de lenguaje del distrito escolar u optar el no participar en un servicio particular de aprendizaje de inglés dentro de un programa de adquisición de lenguaje. (20 USC Sección 6312 [e] [3] [A] [viii]) Sin embargo, las Agencias de Educación LEA están obligadas a proporcionar enseñanza significativa hasta que el estudiante sea reclasificado (5 CCR Sección 11302), informar a los padres cuando no haya un progreso, y ofrecer a los padres los programas y servicios que se consideren en ese momento.

************************************************************************************************************************************************ Favor de llamar a la escuela al ________________________si usted desea programar una reunión de padres para analizar las opciones de ubicación en el programa para su estudiante.

Fecha en que la carta fue enviada____________________

Form R-1


MANTECA UNIFIED SCHOOL DISTRICT ANNUAL PARENT NOTIFICATION LETTER

Federal Title I and State Requirements

To the parent(s)/guardian(s) of: __________________________ School: __________________ First day of Attendance: ______________ Student ID #: _____________________ Date of Birth: ____________ Grade: _______ Primary language: _____________________ Dear Parent(s) or Guardian(s): Each year, we are required by law to notify you of your child’s proficiency level in English. We must also provide you with the school’s recommendation for program placement and describe all available program options. This letter also explains how we decide when a student is ready to exit the English learner program. (20 United States Code sections 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations , Section 11309[a][b][1]) Your child’s current English proficiency level is _________________________________, according to the most recent English Language Proficiency Assessments for California (ELPAC) results. Based on these results, your child has been identified as an:

English learner (EL) with minimally or somewhat developed oral and written English skills, and will be placed in the Structured English Immersion Program. English learner (EL) with moderately or well developed oral and written English skills, and will be placed in the

English Language mainstream program.

Check if applicable:

Individualized Education Plan (IEP) on file A description of how your child’s recommended program placement will meet the objectives of the IEP can be provided upon request.

Academic Achievement Results ELEMENTARY

Skill Area District Assessments Previous Year Smarter Balanced Assessment (SBAC)

ELA Math

HIGH SCHOOL

Skill Area Academic GPA for 10th Grade

UC/CSU GPA for 11th & 12th Grade Previous Year Smarter Balanced

Assessment (SBAC)

ELA Math

Program Placement Options for English Learners

The chart below shows all program placement options.

English Language Proficiency Levels Program Placement

4 Well Developed English Skills English Language Mainstream

3 Moderately Developed English

Skills

2 Somewhat Developed English Skills

Structured English Immersion 1 Beginning Stage of Developing

English Skills Other Instructional Setting based on IEP

Form R

ANNUAL PARENT NOTIFICATION LETTER Federal Title I and State Requirements

Reclassification (Exit) Criteria

The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. MUSD reclassification criteria are listed below:

Required Criteria (California Education Code Section 313[d])

MUSD Criteria

English Language Proficiency Assessments for California (ELPAC) Overall of Level 4

Comparison of Performance in Basic Skills Elementary

Grades 1-3: Average Score of 3 in RL-Reading Literature and in RI- Reading Informational Text Grades 4-8: C in ELA Smarted Balanced Assessment in ELA: Level 3 or 4 SRI Scores for grades 3rd -8th 3rd= 550/ 4th= 700/ 5th=800/ 6th=850/ 7th=900/ 8th=950

Comparison of Performance in Basic Skills High School

UC/CSU Grade Point Average of 2.5 and/or English Final Score of 70% or above, SRI (1000 and above), Smarter Balanced Assessment (Level 3 or 4)

Teacher Evaluation Average of Trimester/Term of C or above in ELA Grades 1-3: S+ on Reading, 3 on Writing

Parental Opinion and Consultation Parent Meetings/ Conferences/Phone Calls

Graduation Rate MUSD-Wide Graduation Rate 94.4%.

District graduation rate displayed on the Graduate Data report is available on the California Department of Education DataQuest Web page at http://dq.cde.ca.gov/dataquest/

Description of Program Placement Options and Goals for English Learners

All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. • Structured English Immersion (SEI): Students with minimally developed oral and written English skills are placed in

an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

• English Language Mainstream (ELM): Students with somewhat to moderately developed oral and written English

skills are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a])

Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact Lisa Herrin @ (209) 858-0853 to ask about the process.

Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6318[c][A][vii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time. ***************************************************************************************************************************************************************** Please telephone the school at_______________________ if you would like to schedule a parent conference to discuss your child’s options for program placement.

Date letter sent_______________________________________ Form R-1


DISTRITO ESCOLAR UNIFICADO DE MANTECA CARTA ANUAL DE NOTIFICACIÓN PARA PADRES

Requisitos Federales del Título I y Estatales

Para los padres/tutores de: __________________________ Escuela: ______________________ Primer día de asistencia: _________ # de ID del Estudiante: ___________________ Fecha de nacimiento: _________ Grado: _____ Idioma Principal: ______________ Estimados padres o tutores: Por ley, todos los años tenemos la obligación de notificarle el nivel de dominio de inglés de su hijo(a). Además, debemos brindarles la recomendación de la escuela sobre la colocación en el programa y describir todas las opciones de programas disponibles. En esta carta también se explica cómo decidimos que un estudiante se encuentra listo para salir del programa de estudiantes de inglés como segundo idioma. (Código 20 de Estados Unidos, Secciones 7012 y 6312[g][1][A]; Código de Educación de California, Sección 48985; y Título 5 del Código de Reglamento de California, Sección 11309[a][b][1]) De acuerdo con los resultados más recientes de la Prueba para Medir la Destreza de Inglés en California (ELPAC), el nivel de dominio de inglés del estudiante es________________________________. Basado en el resultado adjunto del estudiante, se identificó al estudiante como:

Aprendiz de inglés (EL) con habilidades de inglés orales y escritas mínimamente y algo desarrolladas, y será asignado(a) en el Programa de Inmersión Estructurada en inglés.

Aprendiz de inglés (EL) con habilidades de inglés orales y escritas moderadas y bien desarrolladas y será colocado(a) en el Programa Regular de Idioma inglés.

Marque si aplica:

Programa de Educación Individualizada (IEP) en archivo Usted puede solicitar una descripción de cómo la colocación en el programa recomendado de su hijo(a) cumplirá con los objetivos del IEP.

Resultados de Logros Académicos

PRIMARIA

Áreas de Habilidad Evaluaciones del Distrito Evaluaciones Smarter Balanced del Año Anterior

ELA

Matemáticas

SECUNDARIA

Áreas de Habilidad Promedio Académico para 10⁰ Grado UC/CSU GPA para 11⁰ & 12⁰ Grado

Evaluaciones Smarter Balanced del Año Anterior

ELA

Matemáticas

Opciones de Colocación del Programa Para Estudiantes Aprendices de inglés La tabla a continuación muestra las opciones de colocación en todos los programas.

Niveles de Dominio del Idioma Inglés Colocación en el Programa

4 Habilidades en inglés bien desarrolladas Programa Regular de Idioma Inglés

3 Habilidades en inglés moderadamente desarrolladas

2 Habilidades en inglés algo desarrolladas Inmersión Estructurada de Inglés

1 Habilidades de inglés en etapa de desarrollo

Otro entorno educativo basado en el IEP

Form R-1

CARTA DE NOTIFICACIÓN ANUAL PARA PADRES Requisitos Federales del Título I y Estatales

Criterios de Reclasificación (Salida del Programa) El objetivo del programa para estudiantes Aprendices de inglés es que los estudiantes adquieran un dominio completo de inglés y que dominen lo más rápido posible los estándares estatales para el rendimiento académico. A continuación, se detallan los criterios de reclasificación de MUSD:

Criterios Requeridos (Sección 313[d] del Código de Educación de California)

Criterio de MUSD

Evaluaciones para Medir el Dominio del Idioma Inglés de California (ELPAC) Nivel total de 4

Comparación de desarrollo en habilidades básicas Primaria

Grados 1-3: Puntaje Promedio de 3 en Literatura RL de Lectura RI-de texto Informativo. Grados 4-8: C en Artes de Lenguaje Inglés Evaluaciones de Smarted Balanced en Lenguaje: Nivel 3 o 4 Puntuación de SRI para los grados 3ro -8vo 3ro= 550/ 4to= 700/ 5to=800/ 6to=850/ 7mo=900/ 8vo=950

Comparación de desarrollo en habilidades básicas Secundaria

Promedio de Grado UC/CSU de 2.5 y/o Calificación Final de inglés de 70% o más alto, SRI (1000 o más alto), Evaluaciones de Smarter Balanced (Nivel 3 o 4)

Evaluación del maestro Promedio del Trimestre/Término de C o más en Artes del Lenguaje Inglés Grados 1-3: S+ en Lectura, y 3 en Escritura

Consulta y Opinión de los padres Reuniones con Padres/ Conferencias/Llamadas telefónicas

Tasa de Graduación Tasa de Graduación a Nivel Distrito 94.4%.

La tasa de graduación del distrito se muestra en el informe de Datos de Graduados, disponible en le página de internet del Departamento de Educación de California DataQuest en: http://dq.cde.ca.gov/dataquest/

Descripción de Opciones de Colocación del Programa y Metas Para Estudiantes Aprendices de inglés

Todos los programas incluyen el Desarrollo del Idioma Inglés (ELD) y estrategias de enseñanza diferenciadas por el nivel de dominio de inglés de cada estudiante. Estas estrategias se utilizan para ayudar a los estudiantes a alcanzar el dominio de la capacidad de hablar, leer, y escribir en inglés, y tener éxito académico en todas las materias básicas.

• Inmersión Estructurada en inglés (SEI). Los estudiantes con habilidades de inglés orales y escritas mínimamente y algodesarrolladas se colocan en un programa SEI y se les enseña abrumadoramente en inglés. Se puede proporcionar asistencia en elidioma principal. Los estudiantes son enseñados ELD y otras materias básicas por maestros autorizados utilizando libros de textoadoptados por el distrito y materiales suplementarios. La enseñanza se basa en ELD y en los estándares de contenido del gradoescolar.

• Programa Principal del Idioma Inglés (ELM). Los estudiantes con habilidades de inglés orales y escritas moderadas y biendesarrolladas se colocan en un programa ELM. Se les enseña ELD y otras materias básicas por maestros autorizados utilizandolibros de texto adoptados por el distrito y materiales complementarios. La enseñanza se basa en ELD y los estándares decontenido de nivel de grado. Los estudiantes reciben cualquier instrucción adicional necesaria para que puedan ser reclasificadoscomo competentes en el dominio de inglés.

Los padres / Tutores pueden elegir un programa de adquisición del idioma que mejor se adapte a sus hijos. Las escuelas en las cuales los padres o tutores legales con 30 alumnos o más por escuela o los padres o tutores legales con 20 alumnos o más en cualquier grado soliciten un programa de adquisición de lenguaje diseñado para proporcionar enseñanza en idiomas deberán ofrecer dicho programa a la medida de lo posible. (Sección 310 [a] del Código de Educación)

Los padres pueden proporcionar información sobre programas de adquisición de lenguaje durante el desarrollo del Plan de Responsabilidad de Control Local. Si está interesado(a) en un programa diferente a los arriba mencionados, favor de contactar a Lisa Herrin @ (209) 858-0853 para preguntar sobre el proceso.

Los padres de estudiantes aprendices de inglés tienen el derecho de rechazar o excluir que sus hijos del programa de adquisición de lenguaje del distrito escolar u optar el no participar en un servicio particular de aprendizaje de inglés dentro de un programa de adquisición de lenguaje. (20 USC Sección 6312 [e] [3] [A] [viii]) Sin embargo, las Agencias de Educación LEA están obligadas a proporcionar enseñanza significativa hasta que el estudiante sea reclasificado (5 CCR Sección 11302), informar a los padres cuando no haya un progreso, y ofrecer a los padres los programas y servicios que se consideren en ese momento.

**************************************************************************************************************************************************************************Favor de llamar a la escuela al ________________________si usted desea programar una reunión de padres para analizar las opciones de ubicación en el programa para su estudiante.

Fecha en que la carta fue enviada______________

Form R-1


California Department of Education

Home Language Survey (HLS) Translations Available

1. Arabic 23. Japanese2. Armenian (Eastern) 24. Kannada3. Armenian (Western) 25. Korean4. Cambodian (Khmer) 26. Lao5. Cebuano 27. Pashto (Afghani)6. Chinese *(Mandarin) 28. Pilipino (Tagalog)7. Chinese (Simplified) 29. Polish8. Chinese (Traditional) 30. Portuguese (Brazilian)9. Czech 31. Portuguese (Continental)10. English 32. Punjabi11. Farsi (Persian) 33. Romanche (Swiss)12. French 34. Romanian13. German 35. Russian14. Greek 31. Samoan15. Gujarati 32. Somali16. Hebrew 33. Spanish17. Hindi 34. Tagalog18. Hmong 35. Thai19. Hungarian 36. Turkish20. Ilocano 37. Urdu21. Indonesian 43. Ukrainian22. Italian 44. Vietnamese

Legal references: E.C. Section 62002.5; Former E.C. Sections 52176; 52168; and Title 5, CCR, Section 4312, I-EL 2

ENGLISH LEARNER ACRONYMS

ELAC: English Learner Advisory Committee BCC: Bilingual Certificate of Competence BCLAD: Bilingual Crosscultural Language and Academic Development BTTP: Bilingual Teacher Training Program CDE California Department of Education CPM: Categorical Program Monitoring CELDT California English Language Development Test CLAD: Crosscultural Language and Academic Development CTC: Commission on Teacher Credentialing DELAC: District English Learner Advisory Committee GLAD: Guided Language Acquisition Design EIA: Economic Impact Aid EL English Learner ELD: English Language Development ELPAC: English Language Proficiency Assessments for California EO: English Only ESEA: Elementary and Secondary Education Act FEP: Fluent English Proficient FSS: Fluent Spanish Speaking HLS: Home Language Survey I-FEP: Initial - Fluent English Proficient IPT: Idea Proficiency Test L1: Primary Language LDS: Language Development Specialist LSS: Limited Spanish Speaking MOU: Memorandum of Understanding MTTI: Multi-District Trainer of Trainers Institute R-FEP: Reclassified - Fluent English Proficient R-30-LC: Language Census Survey (conducted March annually) SBCP: School Based Coordinated Program SDAIE: Specially Designed Academic Instruction in English TPR: Total Physical Response

XIII-1

MANTECA UNIFIED SCHOOL DISTRICT Committee Bylaws

for District English Learners Advisory Committee

(DELAC)

ARTICLE I NAME

The name of this committee shall be the Manteca Unified English Learners Advisory Committee.

ARTICLE II PURPOSE

The purpose of this committee shall be to advise the District governing board regarding:

1. Development of District master plan for education programs and servicesfor English learners. The district master plan will take into consideration theschool site master plans.

2. Conducting of a District-wide needs assessment on a school-by-schoolbasis.

3. Establishment of District program, goals and objectives for programs andservices for English learners.

4. Development of a plan to ensure compliance with any applicable teacherand/or teacher aide requirements.

5. Review and comment on the school district reclassification procedures.

6. Review and comment on the written notifications required to be sent toparents and guardians.

7. If the DELAC acts as the English learner parent advisory committee underCalifornia Education Code Sections 52063 (b)(1) and 52062(a)(2), the DELACshall also review and comment on the development or annual update of the LocalControl Accountability Plan (LCAP).

ARTICLE III MEMBERSHIP

Section 1. Schools with more than twenty (20) English Learner (EL) students are eligible for representation on the DELAC.

Section 2. Each participating school with twenty-one to forty EL students shall be allowed two positions; those schools with forty-one or more EL students shall be allowed three positions.

XIII-2

In either case, no more than one person representing each school may be a school staff member. The other positions must be filled by persons who are (1) parents or guardians of EL students at the school, (2) members of the school English Learners Advisory Committee, and (3) not employees of the Manteca Unified School District.

Section 3. Parents or guardians, or both, of EL students who are not employed by the school District shall constitute the majority of the committee.

Section 4. All members of the DELAC shall be elected by the membership of the school-level advisory committee.

Section 5. Members shall serve for one year. Resignations will be accepted only upon written notice. Members may be re-elected so long as they meet the election criteria stated in the previous sections.

ARTICLE IV VOTING RIGHTS

Each member shall be entitled to one vote and may cast that vote on each matter submitted to a vote of the Committee. The alternate may vote in the absence of the representative. Absentee ballots shall not be permitted.

ARTICLE V MEETINGS AND QUORUM

Section 1. Meetings shall be held no less frequently than once every quarter. Members shall generally be given at least five days notice of a meeting. The chairperson may call an emergency meeting with less than five days notice.

Section 2. A simple majority of the membership shall constitute a quorum.

Section 3. A recording secretary shall keep the minutes of the meetings.

ARTICLE VI OFFICERS

The officers of the DELAC shall be a chairperson and a vice-chairperson.

ARTICLE VII DUTIES OF OFFICERS

Section 1. The chairperson shall preside at all meetings and sign all letters, applications, and other communications representing the DELAC.

Section 2. In the absence of the chairperson the vice-chairperson shall preside.

ARTICLE VIII DUTIES OF COMMITTEE MEMBERS

It shall be the duty of all committee members to:

1. Attend all meetings and participate in the four advisory functions stated inArticle II.

XIII-3

2. Accept positions as officers or subcommittee members when so appointedor elected unless unable to carry out the duties entailed.

ARTICLE IX ELECTION OF OFFICERS

Section 1. All officers shall be elected annually by majority vote at the first regularly called meeting of the school year, written notices of the election having been given.

Section 2. New officers shall assume their duties at the close of the first regularly called meeting of the school year.

Section 3. No member shall hold the same office more than two years in succession.

Section 4. Should an officer resign before new elections are held, the remaining officer shall appoint a member in good standing to assume the office until the next regular meeting when the vacancy could be filled.

ARTICLE X AMENDENTS

Section 1. These bylaws may be amended at any meeting, a quorum being present.

Section 2. The meeting will be governed by these bylaws; and dispute will be settled by Robert's Rules of Order.

Revised - 09/2018

XIII-4


Reglamento Del Comité Consejero de Aprendices de Inglés del Distrito

(DELAC)

ARTÍCULO I NOMBRE El nombre de este Comité deberá ser Comité Consejero de Aprendices de Inglés del Distrito De Manteca.

ARTÍCULO II PROPÓSITO El propósito de este comité será asesorar a la Junta Directiva del distrito con relación a:

1. El desarrollo del plan maestro para la educación bilingüe. Dicho plan debetener en consideración el plan los planes maestros del plantel escolar para laeducación bilingüe requeridos por el Código de Educación, Sección 52176.

2. La realización de una evaluación de las necesidades en todo el distrito,escuela por escuela.

3. Establecer un programa de Metas y Objetivos para el Distrito.

4. Desarrollar un plan para asegurar el cumplimiento con los requisitos deayuda del maestro y/o asistente de maestro, descritos en el Código deEducación Sección 52178.

5. La administración del censo anual de idiomas.

ARTÍCULO III AFILIACIÓN/MEMBRESÍA

Sección 1 Las escuelas con más de (20) estudiantes aprendices de inglés (EL) son elegibles para representación en DELAC.

Sección 2 Cada escuela participante con veintiuno a cuarenta estudiantes aprendices de inglés tendrán dos posiciones; las escuelas con cuarenta y uno o más estudiantes tendrán tres posiciones. En cualquier caso, no más de una persona que represente a cada escuela deberá ser miembro del personal. Las otras posiciones deberán ser ocupadas por personas que son (1) padres o tutores de estudiantes aprendices de inglés en la escuela, (2) miembros del Comité Consejero de Aprendices de Inglés de la escuela y (3) no empleados del Distrito Escolar Unificado de Manteca.

XIII-5

Sección 3 Padres, tutores o ambos de estudiantes aprendices de inglés que no son empleados del Distrito Escolar deberán constituir la mayoría del comité.

ARTÍCULO III Continuación

Sección 4 Todos los miembros de DELAC deberán ser elegidos por los miembros del comité asesor del nivel escolar o subcomité para la educación bilingüe.

Sección 5 Los miembros deberán servir por un año. Se aceptarán renuncias solamente con previa notificación por escrito. Los miembros pueden ser reelegidos mientras cumplan con los criterios de elección establecidos en las secciones anteriores.

ARTÍCULO IV DERECHOS DE VOTACIÓN

Cada miembro tiene derecho a un voto y puede emitir ese voto en cada asunto sometido a votación por el comité. El suplente podrá votar en ausencia del representante. No se permitirán las boletas en ausencia.

ARTÍCULO V REUNIONES Y MAYORÍA DE PERSONAS PRESENTES

Sección 1 Las reuniones se llevarán a cabo no menos de una vez cada trimestre. Por lo general, los miembros serán notificados al menos cinco días antes de que la reunión se lleve a cabo. El presidente puede llamar a una reunión de emergencia con menos de cinco días de anticipación.

Sección 2 Una mayoría simple de los miembros constituirá mayoría de personas para llevar a cabo una reunión.

Sección 3 Una secretaria tomará notas de las actas/minutas en las reuniones.

ARTÍCULO VI OFICIALES

Los Oficiales de DELAC serán un presidente y un vicepresidente.

ARTÍCULO VII DEBERES/OBLIGACIONES DE LOS OFICIALES

Sección 1 El presidente dirigirá todas las reuniones, firmará cartas, aplicaciones y otras comunicaciones que representan a DELAC.

Sección 2 En ausencia del presidente, el vicepresidente presidirá la reunión.

XIII-6

ARTÍCULO VIII DEBERES/OBLIGACIONES DE LOS MIEMBROS DEL COMITÉ

Será el deber de todos los miembros del Comité:

1. Asistir a todas las reuniones y participar en las cinco funciones deasesoramiento anotadas en el Artículo II.

2. Aceptar cargos como funcionarios o miembros del subcomité cuando losnombrados o elegidos, a menos que no pueda llevar a cabo las tareas queconlleva.

ARTÍCULO IX ELECCIÓN DE OFICIALES

Sección 1 Todos los oficiales serán elegidos anualmente por mayoría de votos en la primera reunión regularmente convocada en el año escolar, habiéndose recibido notificaciones escritas de la elección

Sección 2 Los nuevos oficiales asumirán sus funciones al cierre de la primera reunión, regularmente convocada del año escolar.

Sección 3 Ningún miembro sostendrá la misma posición más de dos años consecutivos.

Sección 4 Si uno de los oficiales renuncia antes de que las nuevas elecciones se lleven a cabo, el oficial que quede deberá nombrar a un miembro que esté en regla para asumir el cargo hasta que se lleve a cabo la próxima reunión ordinaria cuando la vacante pueda ser ocupada.

ARTÍCULO X ENMIENDAS

Sección 1 Estos estatutos podrán enmendarse en cada reunión, con una mayoría de miembros presentes.

Sección 2 Esta reunión se dirigirá bajo estos estatutos, cualquier disputa se establecerá bajo las “Reglas de Orden de Robert”

07/2018 XIII-7

master plan for english learners - manteca

Documents