master plan for english learners · the 2015 el master plan ... the master plan for english...

Compton Unified School District

2015-2018

Master Plan for English

Learners

Board Approved

October 13, 2015

Compton Unified School District Master Plan for English Learners

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COMPTON UNIFIED SCHOOL DISTRICT

BOARD OF TRUSTEES

Micah Ali, President

Satra D. Zurita, Vice President

Margie Garret, Clerk

Charles Davis, Legislative Representative

Skyy D. Fisher, Member

Mae P. Thomas, Member

EXECUTIVE CABINET

Darin Brawley

Superintendent

Alejandro Alvarez William Wu. JD

Chief Administrative Officer, Chief Human Resources Officer

Business and Administrative Services

Abimbola Ajala, Ed.D Colleen Hawkins

Associate Superintendent Associate Superintendent

Human Resources Educational Services

DeWayne Davis, Ed.D JaMaiia Bond Sr. Director - Secondary Sr. Director - Secondary

Curriculum & Instruction

Pamela Aurangzeb

Director of Curriculum & Instruction

Elementary


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ACKNOWLEDGEMENTS In order to provide a uniform and comprehensive standards-based instructional design for English Learners,

the English Learner Master Plan Committee, representing the stakeholders of Compton Unified School

District’s educational community, worked collaboratively with district personnel to revise and update this

English Learner Master Plan.

The goals of this English Learner Master Plan are to:

a) Ensure clarity and uniformity throughout the district in delivering services to

English Learners.

b) Provide differentiated curriculum and instruction, and guarantee quality

programs to meet the educational needs of English Learners.

c) Value all students’ language and cultural diversities.

d) Provide English Learners with educational literacy opportunities that enable them

to succeed in college, career, and life as well as today’s global economy.

The Compton Unified School District’s Master Plan began its development in 2000 and was Board approved

in 2003. It was revised and updated in 2009. This document has been implemented in the district for the past

eleven years. During the summer of 2014, the Department of English Learner Services with the assistance of a

committee composed of teachers, specialists, administrators, parents, and district personnel, revised and

updated the 2009 document to better serve the needs of our English Learners. The 2015 EL Master Plan

reflects these changes. We are indebted to the following EL Master Plan Committee members, parents and

district employees for their contribution to the refinement of this document:

Ms. Jennifer Graziano, Director of EL Services

Claudia Tomas, EL Services

Maria Cardona, ELServices (Elementary)

Michael Kurinsky, EL Services (Middle School)

Maria Sanchez, EL Specialist (Elementary)

Dawn Fitzgerald, EL Specialist (High School)

Victor Tellez, Teacher (High School)

Bilma Bermudez, EL Specialist (Elementary School)

Leah Roberson, Carson/EL specialist Middle school)

Marlyn Preston, Teacher (Middle School)

Rosario Gomez, Teacher (Elementary School)

Ana Gomez, Teacher (Middle School)

Rodrigo Moraga, Teacher (Elementary School)

Lidia Mendoza, Teacher (Middle School)

Brenda Ramos, Teacher (Middle School)

Janet Robinson, Teacher (Middle School)

Diego Uribe, EL Specialist (High School)

Robert Broom, Teacher (Middle School)

Jesus A. Pina, Teacher (Middle School)

Maria I. Nungaray, Teacher (elementary School)

Reyna Lopez, Teacher Elementary School)

Malinda Mongosa, Teacher (Elementary School)

Maria Gimenez-Tostado, Teacher (Elementary School)

Kathy Bilbrew, Teacher (Elementary School)

John Gomez. EL Specialist (Elementary School)

EL Specialists

Parent Representatives from DELAC


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MESSAGE from Superintendent Darin Brawley

July 7, 2015

Compton Unified School District educates a student population of 23, 524 (K-12)

students and serves approximately 7,600 English learners and their families. English

learners must attain English language proficiency while at the same time acquiring

academic subject matter in all content areas. As educators, it is essential to meet the

educational needs of English learners within our district. In addition, we must value

the linguistic and cultural assets each student brings to our school community.

Compton Unified School District has a vision of “Good to Great” which is

exemplified by our continuous commitment to promote 21st Century learning and a

College and Career going culture for all students. Our district promotes

bilingualism/multilingualism and understands its implications and advantages in

today’s global competitive workforce. We strive to fulfill our vision by providing a

high-quality education that will prepare English learners with the necessary

academic and linguistic skills to attend college and pursue a career.

The English Learner Master Plan is a guide for paraprofessionals, teachers,

administrators, and students relevant to the instructional programs and services for

English learners. This plan should serve as a guide to ensure consistent

implementation of English Language Development, access to the core curriculum

through implementation of Specially Designed Academic Instruction in English

(SDAIE), and continuous monitoring of students’ academic progression. This

document encompasses our core beliefs of continuously improving our services and

academic outcomes for all students.

In closing, I would like to thank all the teachers, English Learner specialists,

administrators, and parents for their support, input, and collaboration in completion

of this plan. This plan demonstrates our ongoing commitment to collaborate with

all members of our school community.

Sincerely,

Darin Brawley

Superintendent


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INTRODUCTION

MISSION STATEMENT We will ensure that every student has an equitable, high quality elementary and

secondary education in a safe environment.

Core Beliefs A. We believe that all students will learn a rigorous and challenging curriculum that meets the 21st

Century expectations. B. We believe the school’s culture has a significant impact in students’ future. C. We believe that all students should be educated in a safe and orderly environment. D. We believe that all students will reach their learning potential and that the achievement gap

can be eliminated.

Introduction

Compton Unified School District is located in the south central region of Los Angeles County,

California, and encompasses the city of Compton and portions of the cities of Carson and Los Angeles.

The district currently serves K-12 students at 39 sites: twenty-two elementary schools, eight middle

schools plus one Opportunity middle school, three comprehensive high schools, one Early college, and

three alternative schools. Other programs include Preschool at 15 sites and one Adult Education

School. CUSD also has a single district ROP and CTE program and the district operates as a Single

District SELPA providing services for students with disability within the district. Demographic shifts

occurred in our district over a relatively short period of time. During the 1990 Census, African

Americans made up 62% of the population, and 34% of the residents were Hispanic. By the 2010

Census, 65% of the residents were Hispanic, and 33% were African American. In the 2014-15 school

year, student enrollment in the district was 22,106; (70% Hispanic, 15% African American, and 15%

other ethnicities). We have a small population of Pacific Islanders, white, and other/mixed

race/ethnicity. All schools are Title I schools, and 100% of students qualify for free/reduced price meals

under the guidelines of the National School Breakfast and Lunch Program. Nearly 4% of our total

student population receives Special Education services; 33% of the special education students are

African American, 65% are Hispanic. Thirty-eight percent of the students in the district are classified

as English Learners (ELs) with 95% of the ELs listing Spanish as their primary language.

The Master Plan for English Learners is designed to be a reference guide for the program services offered to English Learners (EL) in Compton Unified School District. The various sections address the process and procedures that are mandated by law to meet the needs of English Learners within Compton Unified School District.

Supporting documents and legislation are available at the California Department of Education website

(www.cde.ca.us ). For updated policy, program requirements, and new state/federal mandates, it is

advised that staff refer regularly to this website.

http://www.cde.ca.us/


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Demographics Figure 1 Ethnicity

Figure 2 Language Proficiency

79%

19%

2%

Hispanic/Latino

African American

Others

0%0%0%0%


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TABLE OF CONTENTS

CHAPTER 1: IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT 1

IDENTIFICATION 2 ASSESSMENT 2 NOTIFICATION 3 PROGRAM PLACEMENT 3 TABLE 1.1 PROGRAMS FOR ENGLISH LEARNERS – PAGE 4

TRANSFER OF STUDENTS 5 TABLE 1.2 INITIAL IDENTIFICATION AND PLACEMENT PROCESS – PAGE 6

CHAPTER 2: INSTRUCTIONAL PROGRAMS 7

ESSENTIAL ELEMENTS FOR ENGLISH LEARNER PROGRAMS 8 PLACEMENT OF STUDENTS 9 INSTRUCTIONAL SETTINGS FOR ENGLISH LEARNERS 10 TABLE 2.1 CUSD PROGRAM OPTIONS FOR K-12 STUDENTS – PAGE 11

INSTRUCTIONAL PROGRAMS 12 TABLE 2.2 ELD/SDAIE INSTRUCTION - STRUCTURED ENGLISH IMMERSION (SEI) – PAGE 12 TABLE 2.3 ENGLISH LANGUAGE INSTRUCTION (ELM) PROGRAM COMPONENTS – PAGE 13 TABLE 2.4 DUAL LANGUAGE IMMERSION (DLI) PROGRAM COMPONENTS – PAGE 15 TABLE 2.5 STUDENT SERVICE DELIVERY MODEL- ELEMENTARY (K-8)– PAGE 16

TABLE 2.6 STUDENT SERVICE DELIVERY MODEL – MIDDLE SCHOOL (6-8) – PAGE 17 TABLE 2.7 STUDENT SERVICE DELIVERY MODEL HIGH SCHOOL (9-12) – PAGE 18

ENGLISH LANGUAGE DEVELOPMENT (ELD) 19 ELD INSTRUCTION-Elementary 19 ELDINSTRUCTION –Middle School 20 ELD INSTRUCTION-High School 20 ACCESS TO GRADE LEVEL STANDARDS 21 GIFTED AND TALENTED EDUCATION (GATE) 21 SEAL OF BILITERACY 21 COMMITMENT TO SPECIAL EDUCATION SERVICES 22 LONG TERM ENGLISH LEARNERS (LTELS) 24 ENGLISH LEARNER MONITORING AND ACADEMIC CATCH-UP PLAN 26

TABLE 2.8 ACADEMIC CATCH-UP PLAN OF ACTION – PAGE 27 NEWCOMER PROGRAMS 27

TABLE 2.9 NEWCOMER SERVICES -SECONDARY (6-8) – NEW ARRIVALS: LESS THA ONE YEAR – PAGE 30 TABLE 2.10 NEWCOMER SERVICES- SECONDARY (9-12) – NEW ARRIVALS: MORE THAN ONE YEAR – PAGE 31

TABLE 2.11 NEWCOMER SERVICES - ELEMENTARY (2-5) – PAGE 32

CHAPTER 3: PARENTAL EXCEPTION WAIVERS 34

PARENTAL EXCEPTION WAIVER 35 INITIAL ENROLLMENT PROCEDURES FOR PARENTAL EXCEPTIONS 35 ANNUAL NOTIFICATION 36

CHAPTER 4: MONITORING STUDET PROGRESS 37

MONITORING STUDENT PROGRESS 38 TABLE 4.1 MONITORING STUDENTS PROGRESS TK-12 – PAGE 39

COMMITMENT TO INSTRUCTION 39 STUDENT SUCCESS TEAM (SST) 40 COLLABORATIVE PROBLEM SOLVING 40 TABLE 4.2 PROBLEM SOLVING PROCESS – PAGE 40

THE RESPONSE TO INSTRUCTION TO INTERVENTION (RtI) MODEL 40 PROGRESS MONITORING 41 STUDENT GOAL SETTING 42

CHAPTER 5: RECLASSIFICATION PROCESS AND MONITORING 43


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RECLASSIFICATION 44 RECLASSIFICATION PROCESS 45 RECLASSIFICATION MONITORING 46 TABLE 5.1 ROLES AND RESPONSIBILITIES FOR STUDENT PROGRAMS – PAGE 48 TABLE 5.2 PROCEDURES FOR RECLASSIFICATION – PAGE 49 TABLE 5.3 PROCEDURES FOR MONITORING AND EVALUATING – PAGE 50 TABLE 5.4 OBJECTIVE DATA ON ACADEMIC PERFORMANCE –PAGE 51

CHAPTER 6: EVALUATION AND ACCOUNTABILITY 52

ACCOUNTABILITY 53 IMPLEMENTATION AND MONITORING RESPONSIBILITIES 54 TABLE 6.1 IMPLEMENTATION, MONITORING, AND PROGRAM RESPONSIBILITIES OF INDIVIDUALS – PAGE 54

OUR COMMITMENTT TO PROGRAM EVALUATION 57 EDUCATOR COMMITMENT TO PROFESSIONAL ACCOUNTABILITY 57 TABLE 6.2 EXPRESSIONS OF CONCERN – PAGE 58 TABLE 6.3 LEVELS OF USE – PAGE 58 PURPOSES OF PROGRAM EVALUATION 58

GOALS FOR ENGLISH LEARNERS 60 EL EXPECTED PROGRESSION AND GROWTH TARGETS 61 TABLE 6.4 EXPECTED PERFORMANCE AND GAINS IN ENGLISH PROFICIENCY AND ACADEMIC SUBJECT AREAS

BASED ON YEARS IN THE PROGRAM – PAGE 62

EVALUATION PLAN FOR NEWCOMERS ENGLISH LEARNERS 62

CHAPTER 7: PARENT AND COMMUNITY ENGAGEMENT 63

ENGLISH LEARNER ADVISORY COMMITTEE (ELAC) 64 DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC) 66 PARENT INVOLVEMENT 68 TABLE 7.1 GOALS – PAGE 68

TYPES OF PARENT INVOLVEMENT 69 TABLE 7.2 TYPES OF PARENT INVOLVEMENT – PAGE 69

PARENT INVOLVEMENT RESEARCH 70 FAMILY ENGAGEMENT FRAMEWORK 72

CHAPTER 8: PROFESSIONAL DEVELOPMENT AND STAFFING 73

PROFESSIONAL DEVLOPMENT 74 TABLE 8.1 STEPS TO SUCCESS – PAGE 75

STAFFING AND TEACHER CREDENTIALS 77 RECRUITMENT AND STAFFING FOR TEACHERS OF ENGLISH LEARNERS 77 TABLE 8.2 STAFFING RESPONSIBILITIES – ENGLISH LEARNER PROGRAM – PAGE 78

ACCOUNTABILITY PLAN FOR STAFFING 78

CHAPTER 9: FUNDING 80

FUNDING OF PROGRAMS FOR ENGLISH LEARNERS: GENERAL AND CATEGORICAL 81 TABLE 9.1 FUNDING RESPONSIBILITIES - PAGE 82 TABLE 9.2 FUNDING PROCESS – PAGE 83 GENERAL FUNDS RESOURCES 83 SUPPLEMENTAL FUNDS 84 TABLE 9.3 TITLE I AND TITLE II (PART A) FUNDING - DESCRIPTION AND ALLOWABLE EXPENDITURES –PAGE 84 TABLE 9.4 TITLE II (PARTS B, C, & D) FUNDING DESCRIPTION AND ALLOWABLE EXPENDITURES – PAGE 85 TABLE 9.5 TITLE III AND LCFF FUNDING DESCRIPTION AND ALLOWABLE EXPENDITURES – PAGE 85

APPENDICES: 86

GLOSSARY OR TERMS 86 APPENDIX A – HOME LANGUAGE SURVEY 91 APPENDIX B – ELAC INTERVIEW PROTOCOL 93 APPENDIX C – K-12 DESIGNATED ELD OBSERVATION TOOL 95 APPENDIX D – K-12 INTEGRATED ELD OBSERVATION TOOL (SDAIE) 97 APPENDIX E - STUDENT RECORDS FORM 99 APPENDIX F – PARENT NOTIFICATION AND PROGRAM PLACEMENT (ANNUAL) 100


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APPENDIX G – PARENTAL WAIVER 120 APPENDIX H – PARENTAL EXCEPTION WAIVER DENIAL 122 APPENDIX I – PARENT WAIVER LOG 124 APPENDIX J – RECLASSIFICATION AND MONITORING CHECK LIST 125 APPENDIX K – PARENT NOTIFICATION OF RECLASSIFICATION 126 APPENDIX L – RFEPS MONITORING FORM (ELEMENTARY) 128 APPENDIX M – RFEP MONITORING FORM (SECONDARY) 129 APPENDIX N – RECLASSIFICATION REFERRAL FORM 130 APPENDIX O– RECLASSIFICATION REPORT FORM 131 APPENDIX P – RFEP MONITORING LIST 132 APPENDIX Q – EL LEAD TEAM MEETING MINUTES (GRADES 1-2) 133 APPENDIX R - EL LEAD TEAM MEETING MINUTES (GRADES 3-12) 135 APPENDIX S – ACADEMIC CATCH-UP PLAN OF ACTION FOR EL STUDENTS GRADES 3-12 137 APPENDIX T – LANGUAGE APPRAISAL TEAM (LAT) INTERVENTION PLAN 138 APPENDIX U – INTERVENTION PLAN FOR RFEP STUDENTS 139 APPENDIX V - DUAL LANGUAGE IMMERSION (DLI) PROGRAM ADMISSION REQUIREMENTS 140 REFERENCES 141


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CHAPTER 1

IDENTIFICATION, ASSESSMENT, PARENT

NOTIFICATION, AND PROGRAM PLACEMENT

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Chapter 1

IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT

Identification

Assessment Notification

Program Placement

Transfer of Students

Table 1.1 Programs for English Learners

Table 1.2 Initial Identification and Placement Process

Identification

Home Language Survey (HLS) Schools in California are required, upon the student’s enrollment, to determine the language(s) spoken in the home by each student in order to provide meaningful and appropriate instruction. When a parent or legal guardian enrolls a student in the district for the first time, the parent completes the Home Language Survey as part of the district's enrollment procedure. (See Appendix A) The HLS must be placed in the student’s cumulative file (Yellow Jacket). The HLS is part of the district registration process (Appendix A). Staff should ensure that the forms have all the appropriate signatures. The enrollment process is critical to data collection. The student only needs to enroll once in the district. This procedure is not necessary for students who are transferring within the district.

Monitoring Data

1. Upon Arrival: Student data is entered in the

system by the Department of Pupil Services. 2. School Responsibility: EL Specialist or

designee will monitor accuracy of student data.

3. EL Services Department: Screens EL data for error identification.

4. ITD Department: Uploads information into CALPADS.

Assessment

English Language Proficiency Assessment

All students whose Home Language Survey indicates a language other than English are given the state approved instrument, the California English Language Development Test (CELDT), within 30 calendar days of enrollment to determine students English language proficiency. The CELDT is a criterion reference test based on the ELD standards.

In this chapter

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The test is an assessment of a student’s proficiency in listening, speaking, reading, and writing in English. The CELDT is also administered annually to all English Learners. Parents are notified of CELDT annual assessment results within 30 days of receipt of test results.

Provisions for Special Education Students Students in Special Education are able to take CELDT with the test variations, accommodations and modifications if documented in the student’s IEP (http://www.cde.ca.gov/ta/tg/ai/caasppmatrix2.asp ). If an Individual Education Plan (IEP) team has followed the regulations of the California Department of Education Section 3:Participation Criteria for Assessments for Students with Disabilities, (http://www.cde.ca.gov/ta/tg/el/documents/celdt10sec3.pdf#search=alternative%20assessments%20for%20CELDT&view=FitH&pagemode=none) and determines that a student is unable to take all parts or part of the CELDT, the student will be given an alternative assessment (e.g. ALPI http://www.ocde.us/SPED/Pages/Alternate-Language-Proficiency-Instrument-(ALPI).aspx). All decisions must be documented in the student’s IEP.

Primary Language Proficiency Assessment

All identified English Learners are assessed for primary language proficiency within 90 days of initial enrollment. The state approved instrument, the Language Assessment Scale (LAS), is currently administered to determine primary language proficiency in Spanish. A fluent speaker of the student's primary language who is trained in test administration conducts the assessment. For languages other than Spanish, an informal assessment will be administered. A writing sample will be collected in the primary language when possible.

Notification

Notification of Results of Initial Assessment Parents whose children speak a language other than English will be notified within 10 days of the completion of their child's initial assessment (Appendix F). Upon completion of the assessment process, a conference will be conducted to explain assessment results, student placement, program options and waiver process. The parent will also receive a Parent Notification Packet. The Orientation Center staff, teacher, counselor, or administrator will hold the conference with each student's parents/ guardians.

Upon completion of the assessment process, the New Student Orientation Center will enter the assessment results into the district's database. Results of initial assessments are entered for each student and communicated to the child's teacher(s). A copy of the District Enrollment Form (including the Home Language Survey, assessment results in English and in Primary Language, and Parent Notification Packet) is placed in the student’s permanent cumulative English Learner folder, which is commonly referred as the Yellow Jacket.

Program Placement

Placement of Students Compton Unified School District uses a number of programs model to serve students who are English Learners. Placement of English Learners is based upon provisions of former Proposition 227, now cited in California Education Code (Sections 300-340). All English Learners should be placed in English language classrooms unless a parental exception waiver has been granted for an alternative program. (See Appendices F & G) Students enter with varying levels of English language proficiency; therefore, it is imperative that each English Learner be placed in the instructional program that is best suited for his or her needs. For an English Learner with an Individualized Education Plan (IEP), placement is determined following the recommendations of the IEP team. Using this information, the EL Specialist/Counselor places the student in the most appropriate

http://www.cde.ca.gov/ta/tg/ai/caasppmatrix2.asp

http://www.cde.ca.gov/ta/tg/ai/caasppmatrix2.asp

http://www.cde.ca.gov/ta/tg/el/documents/celdt10sec3.pdf#search=alternative%20assessments%20for%20CELDT&view=FitH&pagemode=none



http://www.ocde.us/SPED/Pages/Alternate-Language-Proficiency-Instrument-(ALPI).aspx

http://www.ocde.us/SPED/Pages/Alternate-Language-Proficiency-Instrument-(ALPI).aspx


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instructional setting in accordance with parent/guardian consent.

Choices for Instructional Programs Upon initial enrollment, the teacher and principal make recommendations for the English Learner’s program placement based on CELDT and primary language assessment results. Using information from these assessments students are placed in the most appropriate instructional setting. Table 1.1 Programs for English Learners

Structured English Immersion (SEI) Program Placement Criteria If a child has less than a reasonable fluency in English (CELDT Levels 1, 2, & 3) then, the default placement is the Structured English Immersion (SEI) program (see Table 1.1). In SEI, the instruction is nearly all in English. Primary language support and other types of support services are provided as needed and as resources allow (see Chapter Two for support services descriptions). Daily English Language Development (ELD) is required.

English Language Mainstream (ELM) Program Placement Criteria If the child has a reasonable fluency in English (CELDT Levels 4 & 5), then the default placement is

in the English Language Mainstream (ELM) program. Additional support services may be recommended, as appropriate. The child will normally continue in this placement until reclassified. Support services in the mainstream program must include daily systematic English Language Development (ELD) (See Chapter Two). *Note: Students may be moved to an English Language Mainstream Program upon Parent Request

Alternative Program Criteria If the parent selects an alternative program, the parent must complete a Request for Parental Exception Waiver. This form is available at the schools sites and on the district’s website. Parental Exception Waivers must be requested and approved annually. Approved annual waivers for students placed in an alternative program model are kept on file in the student’s EL folder (Yellow Jacket) and this information is entered into the district student information system for electronic storage of the waiver request. Currently, the district is offering a Dual Language Immersion Program in Spanish as an alternative program. The Dual Language Immersion Program is designed to teach all students the core curriculum in Spanish and English. In addition, English Learners receive daily, leveled Systematic ELD instruction and SDAIE. English Learners and English Only/Fluent English Proficient students are mixed in the same classroom and receive instruction in both languages (For explicit information about this program see Chapter 2).

Notification of Annual Assessment Results and Student Placement Parents of students identified as English Learners must be notified of their child’s English proficiency and program placement no later than 30 calendar days after of the beginning of the school year. Parents are given a copy of the initial-annual identification, placement, and parent notification form. This written notification is available in English

Instructional Programs for English Learners

Structured English Immersion Program (SEI)

English Language Mainstream (ELM)

Alternative Programs

Dual Language Immersion Program


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and in Spanish. A copy of the annual parent notification form is placed in the student’s EL folder (Yellow Jacket). The EL folder (Yellow Jacket) is a part of the student’s cumulative record file. (See Appendices F)

Transfer of Students In order to ensure appropriate placement, each student’s assessment and academic progress information will be entered into the student data system within 30 calendar days of enrollment.

Transfers Students within the District When students transfer between schools in the district, the receiving school must request the student’s cumulative file. The EL Specialist is responsible for reviewing the information in the student data system to make sure the student is properly placed in his or her new class. This is also true for students transferring to the alternative school setting. Students new to the district will have the relevant assessment, academic progress, and placement information entered into the student data system within 2 days of enrollment.

Transfers from Other California Schools All students transferring from another district within the state of California need the Home Language Survey, scores on the mandated assessments, including the CELDT, as well as a language status (EO, IFEP, EL, RFEP) upon entering the school district. These students do not need to go through the School District initial identification. The district of origin will be encouraged to expedite the process of sharing information by faxing the records or by providing information by telephone.

Transfers from Out of State or from Other Countries The language assessment, classification, and placement process described above will be followed for students entering the district who are new to

the state or from another country. The student’s district enrollment data is entered into the student’s records and the student database system as well as the date the student first enrolled in a California or other U.S. school.


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Table 1.2 Decision Guide for Placement of English Learners

New Enrollees

Administer Home Language

Survey (HLS)

Assess w/CELDT for initial

identification (K-12) within 30 days

Indication of primary language other than English

Assess primary language within

90 days

English learner

(EL)

Initial placement in appropriate EL

program and services

Primary language English

No Assessment Regular instructional program

Initial Fluent English Proficient

(IFEP)

Regular Instructional

Program

Assess Annually with CELDT until

reclassification criteria met

Reclassified to Fluent English

Proficient (RFEP)

Regular instructional program, monitoring

progress for two years

English Language Mainstream

CELDT levels 4 or 5

Structured English Immersion

CELDT levels 1,2 or 3


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CHAPTER 2

INSTRUCTIONAL PROGRAMS

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Chapter 2

INSTRUCTIONAL PROGRAMS

Essential Elements for English Learners

Instructional Settings for English Learners

Instructional Programs

English Language Development

Access to Grade Level Standards

Gifted and Talented Education (GATE)

Commitment to Special Education

Long Term English Learners

Catch-Up Plan for English Learners

Newcomers English Learners

Placement of Students

Table 2.1 CUSD Options for K-12 students Table 2.2 ELD/SDAIE Instruction K-12 (SEI) Table 2.3 English Language Mainstream (ELM) Program Components Table 2.4 Transitional Bilingual Program Components Table 2.5 Dual Language Immersion (DLI) Program Components Table 2.6 Newcomer Services-Secondary Schools Grades 6-8 Table 2.7 Newcomer Services-Secondary Schools Grade 9-12 Table 2.8 Newcomer Services-Elementary Schools Grades 2-5 Table 2.9 CELDT Cut-Scores for Each Proficiency Level (2013)

Essential Elements for English Learner Programs

Curriculum English Learners will have access to a cognitively complex, coherent, well-articulated curriculum. This curriculum content will be:

Aligned to Common Core and California ELD

grade level standards.

Rigorous, meaningful, purposeful,

interesting, relevant, and rich in context.

Student-centered and student-friendly.

Presented with entrenched differentiation and strategic teaching.

Embedded with on-going multiple-

measures of assessment.

In this chapter

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Pedagogy

English Learners will have access to culturally and linguistically relevant teaching and learning strategies. These strategies include:

Complex, hands-on learning experiences in a nurturing and academically challenging context.

Opportunities for active processing, critical thinking, reflection, and connecting new content to prior knowledge.

Use of culturally relevant instructional materials in the classroom.

The use of on-going formal and informal, summative and formative assessments to drive instruction.

Multiple opportunities for students to participate in collaborative learning and discourse development.

Expectations that students will demonstrate appropriate language strategies, structures, and content knowledge.

Use of ELD, Content-Based ELD, and SDAIE strategies to facilitate access to the core curriculum.

Lessons that address the four domains of language (listening, speaking, reading, and writing), aligned to the California ELD standards, and taught on a daily basis.

Scaffolding strategies will be used during ELD instruction.

Visual and Performing Arts will be integrated into the ELD curriculum.

Placement of Students

Compton Unified School District uses a number of program models to serve students who are English Learners. All placements of English Learners are based upon provisions of Proposition 227 cited in California Education Code Section 300. Parental involvement in decisions regarding the education of their children is required and critical to the student's academic success. All descriptions of programs are disseminated in a language comprehensible to the parent. In making decisions for Students with Disabilities who are also English Learners, the IEP team should meet to discuss the criteria outlined below and establish IEP goals based on the student’s specific needs in English Language Development and determine the best placement to meet these goals.

Reasonable Fluency Definition

Students with less than reasonable fluency in English have a CELDT score of level 1-3. The State of California recommends that, in consultation with parents, these students are placed in a Structured English Immersion Program. Students with reasonable fluency in English may be placed in an English Language Mainstream (ELM) classroom. Students with reasonable fluency are identified as having a CELDT score of level 4 or 5 with all domains at a level 3 or above.


10

Instructional Settings for English Learners The district will offer the following program options to English Learners: (1) Structured English Immersion (SEI), (2) English Language Mainstream (ELM), and (3) Alternative Programs. Each of these options is designed to ensure that students acquire English Language proficiency and to prevent and address any academic issues that may have developed in other areas of the core curriculum and language development.

All instructional settings contain the following required components:

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

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

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

No more than two (2) levels/two (2) grade levels will be grouped for ELD instruction, as student numbers, demographics, and staff permits.

11

Table 2.1 CUSD PROGRAM OPTIONS FOR K-12 STUDENTS

CELDT SCORE PROGRAM OPTIONS STAFFING

Less than Reasonable Fluency

Level 1 Structured English Immersion Alternative Program*

BCLAD, CLAD, SB 1969, SB 395, etc., or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant


BCLAD, CLAD, SB 1969, SB 395, etc. or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant



Reasonable Fluency

Level 4 English Language Mainstream


Level 5 English Language Mainstream


12

INSTRUCTIONAL PROGRAMS K-12 Structured English Immersion (SEI) Structured English Immersion (SEI) is the state-recommended mandated program for English Learners and designed for students with less than “reasonable fluency”. It is defined as an English acquisition process in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language (CA. Ed. Code Section 300). Students who are at the early stages of English proficiency (CELDT levels 1, 2, 3) receive the content curricula

overwhelmingly, but not exclusively, in English. The primary language may be used in content instruction to motivate, clarify, direct, support and explain. This program is designed to ensure that students gain reasonable fluency in English while at the same time mastering grade level academic content. Once students reach reasonable fluency (CELDT 4 or 5) they may then be placed in a mainstream program.

Table 2.2 ELD/SDAIE Instruction - K-12 (SEI)

Type of Setting

Program Recipients Program Elements Staffing

Structured English Immersion (SEI)

English Learners

CELDT Level 1 (Beginning)

CELDT Level 2 ( Early Intermediate) CELDT Level 3 (Low

Intermediate)

Core Instruction taught overwhelmingly in English with primary language support. SDAIE (Specially Designed Academic Instruction

in English) strategies to access core curriculum* 1. Instruction based on ELA/ELD standards

Framework with emphasis given to Language and Speaking/Listening Standards

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

3. Daily and Systematic ELD instruction [Integrated and Designated (6o minutes)]

4. Systematic ELD instruction emphasizes listening and speaking

5. Promotion of multicultural competency and positive self-esteem is taught through the curriculum

6. Lesson in English Language Arts, Mathematics, Social Studies, and Science will be taught using Research-Based Lesson Design

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

8. All teachers must be

appropriately certified with a CLAD or equivalent ELD certification

9. The assignment to a BCLAD teacher is the best method for providing primary language support

10. Preference is for a BCLAD teacher who is bilingual/bi-literate

Special Support Options for English Learners in the Accelerated Language Academic Programs:

Additional ELD Instruction

Specialized instruction by personnel with literacy and EL expertise

Participation in Benchmark, Strategic, and/or Intensive interventions

Participation in RTI intervention programs

Grouping of students (leveling by language proficiency)

Other appropriate services

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

13

English Language Mainstream Program (ELM) English Learners who have attained reasonable fluency or a “good working knowledge” of English are placed in an English Mainstream Program. This program is available to students at all proficiency levels. An EL shall be transferred from an SEI classroom to an English Mainstream Classroom when the child has acquired a reasonable level of English proficiency (Ed. Code 305). However, a parent or guardian may have his or her child moved into an English Language Mainstream

Classroom at any time, including during the school year (California Code of Regulations [CCR], Title 5, section 11301). The program is designed to continue the development of English, through ELD instruction while providing content instruction in English. Specially Designed Academic Instruction in English (SDAIE) is a major feature of this program. Mainstreamed English Learners require careful monitoring and attention to their progress towards reclassification.

Table 2.3 English Language Mainstream (ELM) Program Components

Type of Setting



English Learners

CELDT Levels- High Intermediate, Early Advanced, and Advanced

Core instruction in English

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

core curriculum

All lessons should include language objectives to help access the core curriculum and

further language development

Primary language (L1) support as needed

Daily, leveled systematic ELD instruction, 60 minutes per day, using District-adopted,

standards aligned curriculum

ELA instruction provides a balance among

reading, writing, language, and speaking/listening standards

Promotion of multicultural competency is

taught through the curriculum and positive self-esteem

Lessons in English Language Arts, Mathematics, Social Science, and Science will be taught

using Research-Based Lesson Design

Materials include print, audio, visual, graphic,

and electronic resources. Teachers match the instructional material with student needs; thus, they use core as well as supplemental materials

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

Special Support Options for English Learners in ELM Programs:


Participation in Benchmark, Strategic, and/or Intensive interventions

Before and/or after school intervention programs


14

Alternative Programs

All alternative programs are subject to a minimum enrollment of 20 students at a grade level. Alternative programs will be developed and offered at any school site that meets the minimum enrollment required.

Program Description

Dual Language Immersion Program (K-12) (Spanish): The goal of this program is to develop biliteracy in Spanish and English. This model is an option designed for Spanish‐speaking students at all levels of English proficiency, native English speakers, as well as students of other language backgrounds who meet the DLI Program Admissions Requirements (See Appendix P). The district is offering a Dual Language Immersion Program in Spanish. The Dual Language Immersion Program is designed to teach all students the core curriculum in Spanish and English. In addition, English Learners receive daily, Designated ELD instruction and sheltered ELA instruction. English Learners and English Only (Fluent English Proficient) students are mixed in the same classroom and receive instruction in both languages. Content subjects are taught following these two models:

90/10 50/50

Kindergarten 90% Spanish 10% English

50% Spanish 50% English

Grade 1 80% Spanish 20% English



Grades 4 & Up 50% Spanish 50% English

CUSD has adopted the 90/10 model. English instruction begins in Kindergarten and continues through grade twelve. Research studies have shown

that students in Dual Language Immersion programs since kindergarten or 1st grade become proficient in language proficiency in both languages (Lindholm‐Leary, 2005). The parent/guardian must request a waiver to allow his/her child to participate in an alternative program following local district waiver procedures. The final decision to grant or deny the request lies with the principal and educational staff that must apply the standard found at CCR, Title 5, and section 11309(b) (4).

(See Chapter 3 for more information).

Program Requirements

1. Parents must apply annually for a parental exception waiver for an alternative program. In order to request a waiver, parents must visit the school unless a specific hardship exists.

2. All EL students who are under 10 years of age and new to California schools must participate in a Structured English Immersion Program for a minimum of 30 calendar days. During this period, instruction is to be "overwhelmingly" but not exclusively in English.

3. Core academic instruction in ELA, math, science, and social science is taught in both languages, depending on the program.

All EL students receive 60 minutes daily of designated ELD instruction based on the district-adopted program and CA ELD standards from an appropriately certificated teacher. (See Appendix V)

15

Table 2.4 Dual Language Immersion (DLI) Program Components

Types of Settings


Dual Language Immersion (K-8)

Students meeting DLI Program Admission Requirements (Appendix T)

Native Spanish-speaking students

Native English-speaking students

Fluent English Proficient students (of any primary language)

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

Core instruction taught in Spanish and English

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

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

Primary language (L1) support as needed

Daily, leveled Designated ELD instruction, 60 minutes per day

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

District-adopted, standards-aligned

Designated ELD and core curriculum

Lesson in all content areas (primary Language/English) will be taught using Research-Based Lesson Design

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

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

90/10 50/50

K – 90/10 1 – 80/20 2 – 70/30 3 – 60/40 4 & Up –

50/50

50/50

Special Support Options for English Learners in Dual Language Immersion Program:


Participation in Benchmark, Strategic and/or Intensive in Before and/or after school intervention programs


16

Table 2.5 STUDENT SERVICE DELIVERY MODEL

Elementary (K – 8) Designated ELD

CELDT (Overall Level)

Instructional Program

Placement – ELD Instructional Setting State Approved Reading Instructional Programs English Language

Development Content Areas

Levels 1-2

Structured English

Immersion (SEI)

English Language Development (ELD) 1 Period of Beginning ELD with SDAIE strategies Content-Based ELD

Structured English Immersion (SEI) with

primary language support and SDAIE

Methodology: SDAIE Math

SDAIE Science SDAIE Social Studies

*McGraw-Hill – Open Court-ELD Component (K-5) Supplemental: *Hampton Brown-Avenues Levels A –F (K-5) *Hampton Brown-Highpoint (6-8) Levels Basics/Levels A & B) *National Geographic-Academic Vocabulary Toolkit (AVT) Interventions: * Imagine Learning/Achieve 3000

Levels 1-3

Structured English

Immersion (SEI)

English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3) 1 Period of SDAIE(Sheltered) English Instruction

English Language Mainstream (ELM) with

SDAIE methodology: Math

Science Social Science

PE (primary language

support as needed)

*McGraw-Hill – Open Court-ELD Component (K-5) Supplemental: *Hampton Brown-Avenues Levels K-5 ( A -F) *Hampton Brown-Highpoint (6-8) Levels A/B/C-Beginning ELD *National Geographic-Academic Vocabulary Toolkit (AVT) Interventions: Imagine Learning/Achieve 3000

Levels 4-5 English

Language Mainstream

English Language Development (ELD)

English Language Mainstream (ELM) with

SDAIE methodology: English Math



support as needed)

* McGraw-Hill – Open Court-ELD Component (K-5) Supplemental: Hampton Brown-Avenues (K-5) Levels A-F Hampton Brown-Highpoint (6-8) Level C Achieve 3000 Interventions: Achieve 3000

17


Middle School (6 – 8)

Designated ELD

CELDT

(Overall Level)


Placement – ELD and/or Sheltered Instructional Setting State Approved


English Language


New

com

er

(2 y

ears

or

less

in U

S sc

ho

ols

)

Levels 1-2

Structured English

Immersion

English Language Development (ELD) *Double Block Recommended

or 1 Period of Beginning ELD 1 Period of SDAIE(Sheltered) English Instruction


with primary language support

and SDAIE Methodology:

SDAIE Math SDAIE Science

SDAIE Social Science PE

Hampton Brown-Highpoint Levels Basics/Levels A & B) Access for Newcomers (Newcomer Program) Interventions: Rosetta Stone/Imagine Learning

Lon

g-Te

rm/A

t-R

isk

Engl

ish

Le

arn

er

(5+

year

s in

US

Sch

oo

ls)

At-

Ris

k LT

ELS

( 4

+ ye

ars

in U

S Sc

ho

ols

)

Levels 1-3

Structured English

Immersion

English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3) 1 Period of SDAIE(Sheltered) English Instruction


with SDAIE methodology:

Math Science

Social Science PE

(primary language support as needed)

Hampton Brown-Highpoint Levels A/B/C-Beginning ELD Supplemental: English 3-D-Intermediate ELD (SRI Score +700) Interventions: Write to Learn

ELM

Levels 4-5

English Language Mainstrea

m

English Language Development (ELD)

1 Period of Advanced ELD

or Grade Level

English (Sheltered)



English Math



support as needed)

Hampton Brown-Highpoint Level C Supplemental: English 3-D Interventions: Write to Learn

18


High School (9 – 12)

Designated ELD

CELDT

(Overall Level) 2012


Placement – ELD and/or Sheltered Instructional Setting State Approved


English Language


New

com

er

(2 y

ears

or

less

in U

S sc

ho

ols

)

Levels 1-2

Structured English

Immersion

English Language Development (ELD) *Double Block Recommended

or 1 Period of Beginning ELD 1 Period of SDAIE(Sheltered) English Instruction


with primary language support

and SDAIE Methodology:

SDAIE Math SDAIE Science

SDAIE Social Science PE

Hampton Brown/National Geographic: EDGE Fundamentals and EDGE Levels A, B EDGE Placement Test Interventions: Rosetta Stone/System 44

Lon

g-Te

rm/A

t-R

isk

Engl

ish

Le

arn

er

(5+

year

s in

US

Sch

oo

ls)

At-

Ris

k LT

ELs

(4+

year

s in

US

Sch

oo

ls)

Levels 1-3

Structured English

Immersion

English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3)



English Math



support as needed)

Hampton Brown/National Geographic: EDGE Levels A/B/C Supplemental: English 3-D-Intermediate ELD (SRI Score +700) Interventions: Write to Learn

ELM

Levels 4-5

English Language Mainstrea

m

English Language Development (ELD) 1 Period of Advanced ELD (A-G Approved for 1 year of English)

or Grade Level English (Sheltered)



English Math



support as needed)

Hampton Brown/National Geographic: EDGE Levels A/B/C Supplemental: English 3-D Interventions: Write to Learn

19

English Language Development (ELD) Each English Learner receives systematic program of instruction in English Language Development (ELD) in order to develop proficiency in English as rapidly and as effectively possible. ELD lessons are appropriate for students’ identified levels of language proficiency. ELD lessons reflect curriculum, materials, and approaches that are designed to promote English Learners acquisition of listening, speaking, reading, and writing skills. ELD is designated to facilitate the acquisition of the linguistic competencies that most native English speakers possess when they enter school and continue developing throughout life. Designated ELD must be part of the daily program for every English Learner. Law requires that each EL receive ELD instruction as part of the core curriculum. ELD must be planned, specific, intentional, and explicit component of the total education of each English Learner. It is mandatory in our district that each EL receives 60 minutes of Designated ELD per day in Elementary and a daily period in Secondary.

The ELD program must address all of the following:

Each student's English proficiency level must

be identified, and this must be reflected in the instruction provided.

Each student must receive specialized English Language Development instruction until he/she is reclassified as Fluent English Proficient (RFEP).

During the regular day, differentiated ELD instruction appropriate to the English proficiency level of each English learner must be provided. In order to facilitate such differentiation no more than two (2) ELD levels/two (2) grade levels will be grouped for ELD instruction as student numbers, demographics, and staff permits.

ELD grouping should allow flexibility based on student performance. The EL Lead Team, in collaboration with the classroom teacher, will

meet to determine if students should be moved to the next level for ELD instruction. The following criteria must be followed:

(1) District Benchmarks show that the student is performing above the CELDT level

(2) ELA District Benchmarks data must demonstrate progress that ensures student’s success at the next ELD level

(3) Student writing correlates with the ELD writing standards at the level the student will be assigned

Minutes documenting this meeting should be kept in the school’s Compliance Information Binder provided by the English Learner Services Department, and the student’s Yellow Jacket. The classroom teachers will notify parents about the change of student’s placement.

If a student is not demonstrating that he/she is at the ELD level assigned, the same indicators must be taken into account to move the student to the appropriate level. This scenario must follow the same process.

There must be an organized ELD curriculum based on an explicit and defined methodology.

The California English Language Development Standards are the foundation for English Language Development Instruction. There must be instructional materials in use that match the ELD standards.

The CA ELA/ELD Framework

ELD Instruction in Elementary At the Elementary level, students are grouped with no more than two levels when numbers permit. Students may be grouped with adjacent grade levels (i.e., K-1, 1-2). Students are placed in Designated ELD classes utilizing proficiency on CELDT and years in U.S. schools. ELD Benchmarks, ELD portfolios, and district assessments measure linguistic and academic progress.

20

ELD Instruction in Middle School At the Middle School, students are placed in one period of Designated ELD according to CELDT proficiency and number of years in US Schools. ELD Benchmarks, district assessments, and ELD portfolios measure linguistic and academic progress. Middle School English learners who are reading significantly below grade level may be placed in R180L. ELD courses do not replace core English classes. With the exception of the Newcomer Program, all English learner students are to be enrolled in their corresponding sheltered/SDAIE or mainstream English class. All Middle School LTELs are assigned to an EL Specialist/Designee for progress monitoring. All LTELs and their parents meet at least once a year with administrators, counselors, and EL Specialists to discuss current language status, program placement, and reclassification criteria.

ELD Instruction in High School At the High School, students are placed in one period of Designated ELD according to CELDT proficiency and number of years in US Schools. ELD Benchmarks, district assessments, and ELD portfolios measure linguistic and academic progress. With the exception of the Newcomer Program, ELD courses do not replace grade level English classes. High School English learners are to be concurrently enrolled in sheltered/SDAIE or Mainstream English classes and ELD classes. They receive elective credit for ELD classes. To ensure the appropriate placement of English learners at a continuation school, the following guidelines apply:

It is not recommended that CELDT levels 1 and 2 be referred to a continuation school, however referrals will be reviewed on a case-by-case basis.

Level 3 students can be referred to a continuation school on a case-by-case basis.

Level 4-5 students can be referred to a continuation school.

(See attachments C & D)

Access to the Grade Level Standards

All English Learners must have access to the grade level content standards. Access to the core academic program must address all of the following:

Access must be provided to all areas of the curriculum trough district adopted and supplemental programs (e.g., Imagine Learning, Write to Learn, Achieve 3000, Academic Vocabulary Toolkit, Kuder, etc.).

Qualified teachers must hold the state established credentials, and they must have received and continue to receive the necessary training to be able to successfully deliver the curriculum.

There must be instructional materials in use that match the academic program/curriculum.

Primary language support is recommended to facilitate access to the grade level content standards for students who do not have reasonable fluency. Primary language materials, and a Bilingual Instructional Assistant, when necessary, will be provided.

Computer-based programs (e.g. Imagine Learning, Write to Lean, Rosetta Stone) will supplement the ELD program.

Specially Designed Academic Instruction in English (SDAIE) must be used to meet the needs of Limited English Proficient students. SDAIE is an instruction methodology, not a program (EC 44253.2 [b]).

Districts must identify the approach they will use to provide access: simultaneously, sequentially, or with some combination.

21

There must be a process of ongoing assessment that demonstrates individual progress.

The district must identify the indicators used to establish that English Learners are progressing adequately.

SDAIE

Specially Designed Academic Instruction in English (SDAIE)

English Learners receive core curriculum through classes that “scaffold” the curriculum via Specially Design Academic Instruction in English (SDIAE). The goal of SDAIE is to make content comprehensible to students. Students are provided rigorous curriculum delivered by teachers using appropriate strategies and materials.

SDAIE is an approach to teaching grade-level content using English as a medium of instruction with special strategies and techniques geared to help students access the core curriculum.

Students use the same instructional materials as other mainstream English-speaking students.

The same Common Core (CCSS) standards are applied to all of the coursework.

Assessment is based on curriculum assessments, teacher designed tests, projects, the District’s written assessments, and the California CAASPP Assessment.

Gifted and Talented Education (GATE)

Students who are identified as gifted and talented are also identified as special needs students in the Compton Unified School District. Their needs are

unique in many ways; therefore, services are to be provided via placements in classrooms that provide differentiated curriculum and instructional delivery. All GATE students are identified via a process that utilizes the Student Success Team based on a multitude of criteria. The district’s GATE Handbook delineates alternative identification process. Students receive services via classroom teachers who are certified in providing such services. Students participate in secondary school Honors and Advanced Placement programs do not need to have GATE identification.

Seal of Biliteracy

Compton Unified School District follows guidelines from the State Superintendent of Public Instruction of graduating high school students and recognizes students who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. In order to qualify to receive the embossed seal, students must fulfill the following requirements:

1. Elementary Pathway to Biliteracy Award (Grade 5)

Score “Standard Met/Exceeded” on the grade 4 CAASPP in English Language Arts, or an equivalent local test and

Submit to the teacher a reading log documenting at least ten books at grade level in a language other than English, and

Score “3” or “4” on an essay written in a language other than English on “Why are bilingualism and bi-literacy important to you, your community, and the world?” Essays are graded on site using a standardized scoring rubric.

2. Middle School Pathway to Biliteracy Award

(Grade 8)

Score “Standard Met/Exceeded” on the grade 7 CAASPP in English Language Arts, or on an equivalent local test, and

Submit to the teacher a reading log documenting at least ten books at grade level read in a language other than English, and

Score “3” or “4” on an essay written in a language other than English on “Why are bilingualism and biliteracy important to a work of study or career

22

you may be considering?” Essays are graded on site using a standardized scoring rubric.

3. High School Seal of Biliteracy Award (Grade 12) 1. Have completed all English-language arts (ELA)

requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes

2. Score “Standard Met/Exceeded” on the grade 11 CAASPP in English Language Arts, or “3” or higher in any Advanced Placement (AP) English exam, and any ONE of the following:

3. Demonstrate proficiency in one or more languages other than English through one of the following methods: a. Pass a foreign language Advanced Placement

(AP) exam, including American Sign Language, with a score of three or higher.

b. Pass an international Baccalaureate examination with a score of four or higher.

c. Successfully complete a four-year high school course of study in a foreign language and attain an overall grade point average of 3.0 or above in that course of study.

d. If no AP examination or off-the-shelf language test exists and the district uses its own language examination, the school district must certify to the State Superintendent of Public Instruction (SSPI) that the test meets the rigor of a four-year high school course of study in that foreign language.

e. If the district offers a language examination in a language in which an AP examination or off-the-shelf examination exists, the district language examination must be approved by the SSPI.

f. Pass the Scholastic Assessment Test (SAT) II foreign language exam with a score of 600 or higher.

If the primary language of the pupil in any grades 9-12, inclusive, is other than English, he or she shall do both of the following in order to qualify for the Seal:

a. Attain early advanced proficiency level on the CELDT test.

b. Meet the requirements above as stated in 1, 2, and 3.

For more information on the state Seal of

Biliteracy and how to request the Insignia

refer to http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp

Commitment to Special Education Services

English Learners have access to Special Education services. After identifying English Learners who need additional support, the teacher begins a series of interventions to assist them. Interventions may include conferring with the parents(s); talking to the counselor, site EL Specialist, and/or other second language staff; providing additional strategies designed for students learning English such as hands-on instruction, visuals, props, and demonstrations, or modifying questioning techniques to make them more appropriate to the student’s language acquisition stage.

SSTs If, after implementing appropriate interventions, the student does not show progress, the classroom teacher, with assistance from appropriate site personnel, may refer the student to the student success team (SST) to further evaluate the student’s needs. The SST members verify that each student has received and/or is receiving the English Language Development (ELD) and other support services needed to address second language gaps that could affect learning. After careful review of all student data, the SST recommends program interventions or modifications to accommodate the student’s needs in the general education classroom. These may include additional ELD, primary language development and/or support, bilingual assistance, training in interpersonal communication and cultural survival skills, cross-cultural counseling, peer support groups, change in classroom, and modification of teaching strategies.

IEPs

Eligibility of English Learners as “Individuals with exceptional needs” is based upon the same criteria as for other students. Students would be referred for special education assessment only after it is determined that a lack of

http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp

23

academic progress does not appear to be due to linguistic, cultural, or other sociological factors. However, any person who believes that a child may benefit from special education services may refer the child at any time. Normally there is no requirement that a child remain in his/her current program a minimum amount of time before referral can be made. In order to identify a child with disabilities, the school Psychologist will administer a Psycho-educational assessment. The findings will determine if the student’s impairment requires instruction, services, or both, which cannot be provided with modification of the regular school program. The assessment must be completed and the IEP held within 50 days after the receipt of the signed assessment plan by school personnel. Once the assessments have been conducted, the case carrier is responsible for collecting the written assessment reports or coordinating preparation of a single summary of the assessment report, as agreed upon by the assessment team. Personnel who assess the pupil shall prepare a written report, or reports, as appropriate, concerning the results of each assessment. The team summary of assessment, or individual assessment reports, must be translated into the language of the parent or presented to the parent by a trained interpreter/translator. The purpose of the IEP meeting is to determine if student qualifies for SPED services. The case carrier schedules the IEP team meeting and sends notices (invitations) to the appropriate team members, including but not limited to the following:

Parents

Administrator

Teacher (special education and general

education)

Psychologist

DIS (e.g. Speech, counseling, etc.)

EL representative

Other, General Education Teacher At the initial IEP meeting, the parent meets with other team members to develop the plan if student qualifies. The case carrier arranges with the Office of Special Education Services for a trained interpreter/translator when needed.

Team members present their findings and recommendations. When an English Learner qualifies for special education, the second language services must be continued and documented in the IEP. The plan must also provide for the following:

Maximum interaction with the general school population, e.g., English Language Mainstream language programs, alternative bilingual programs, or general programs of instruction as appropriate to the student’s needs as identified by the assessment team.

Identification of the student’s language of

instruction.

Annual instructional goals and short-term objectives that are related to the assessment findings and are culturally and linguistically appropriate.

Developing Culturally and Linguistically Appropriate Goals and Objectives California Department of Education guidelines define a goal as a “long-term plan for improving academic performance” and an objective as “a short term method of instruction used to teach the goal.” When selecting appropriate goals and objectives for English Learners, the guidelines recommend that teachers need to consider their students’ academic development, primary and second language development, and cognitive/learning styles. To build a student’s academic knowledge base, a teacher must use a level of instruction appropriate to each student’s stage of language acquisition, and methods that accommodate the student’s disability and his/her cultural and linguistic background. The following steps should be considered for each goal and objective to ensure that it meets the definition of being culturally and linguistically appropriate:

It states specifically in what language

(Spanish, Samoan, Tagalog, etc.) the particular goals and objectives will be accomplished.

24

It is appropriate to the student’s level of

linguistic development and proficiency in that language.

It is consistent with the known developmental

structure of that language. It provides cultural relevance in the curricular

framework. (Ortiz, S.O., 1997)

Procedures to Ensure that General Education Teachers Receive and Understand the IEP

Case carriers of EL students who receive a portion of their instruction in the general education setting will ensure that the general education teachers receive and understand the IEP portion pertinent to the class he/she is teaching with the goals and objectives set for each special education student in his/her class by implementing the following:

Contact each general education teacher immediately after the IEP team meeting or after the initial enrollment of the student and set up a meeting date.

Copy the portion of the IEP (accommodations, modifications, goals and objectives, and learning styles, etc.) for each general education teacher that is pertinent to the class he/she is teaching.

During the collaboration meeting, the case manager will:

Explain the needs of the student(s) and the specific activities that will enhance the students’ skills.

Explain how the goals and objectives represent a strategic plan of instruction to increase the students’ skill abilities.

Explain how support will be provided in the regular education classroom setting.

Explain the responsibilities of the professionals providing the support including the general education teacher.

Determine the method of documentation to chart and report the students’ progress.

Section 504

Section 504 of the Rehabilitation Act of 1973 (Section 504) requires that public schools identify and evaluate students with disabilities and determine whether they need special education and or related aids and services in order to provide them with a Free Appropriate Public Education (FAPE). Under Section 504, individuals with physical or mental impairments that substantially limit one or more major life activities, including learning, are entitled to receive regular or special education and/or related aids and services designed to meet their individual needs as adequately as the needs of non-disabled students are met. If the student is found to require regular or special education and/or related aids and services under Section 504 due to disability, the team shall develop a 504 plan for the provision of such services to the student. The student shall be educated with non-disabled students to the maximum extent appropriate to the student's individual needs. The student's parent/guardian shall be provided a copy of the 504 plan and shall receive notice of procedural safeguards guaranteed by law. The district shall periodically review the student’s progress and placement.

Long Term English Learners (LTELs)

“Long-term English learner” means an English learner who

Is enrolled in any of grades 6 to 12, inclusive,

Has been enrolled in schools in the United States for more than six years,

Has remained at the same English language proficiency level for two or more consecutive years as determined by the English Language Development Test identified or developed pursuant to Section 60810, or any successor test, and

Scores at levels “Standard Met/Exceeded” on the English Language Arts standards-based

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achievement test (CAASPP) administered pursuant to Section 60640.

“English learner at risk of becoming a LTEL” means an EL who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scoring at the intermediate level or below on the CELDT identified or developed pursuant to Section 60810, and scores in the fourth year at levels 1 or 2 (Standard Not Met/Approaching Standard) in the CAASPP Assessment administered pursuant to Section 60640.

Characteristics of Long-term English learners:

Have lived most or all of their lives in the United States.

Often have experienced retention practices, making this population at high risk for dropping out

Are often orally bilingual and sound like native English speakers but do not have well-developed academic literacy skills in English.

Often have developed habits of non-engagement, learned passivity, and invisibility in school.

Perform below grade level in reading and writing and, as a result, struggle in all content areas.

The overall school performance with poor grades.

Basic LTEL Principles

LTELs need urgency, acceleration, and focused Instruction.

LTELs are diverse and have distinct needs.

LTELs need English Language Development (Listening, Speaking, Reading, and Writing) and Literacy Development.

LTELs have language development and academic gaps that must be addressed by all teachers.

LTELs need rigor, and access to meaningful education.

LTELs need a relationship that will provide them guidance and support.

LTELs need to be active participants in their own education. (Olsen, 2010)

CUSD Long-Term English Learner Instructional Program

Program Description

The Long Term English Learners (LTEL) instructional program serves English Learners who have been enrolled in US schools for 5+ years or more.

Students in 5th to 7th grade who are at risk of becoming Long Term English learners will receive Academic Language Development (ALD), Reclassification data chats, and intervention support at the school site.

Goals of the Instructional Program

The goals of this instructional program are to accelerate the academic language proficiency of ELs who have been in the program for 5+ years.

The components of the program are the following:

English Language Development emphasizing on oral and written academic language development.

Instruction on organization skills and support for content courses.

Focus on study skills across content areas.

All English learners will participate in data chats on a quarterly basis.

Bilingual paraprofessionals will provide additional academic support.

Explicit language and literacy development across content areas.

LTELs exit the instructional program once they meet the reclassification criteria.

The goal of the program is to coordinate a network of resources to provide LTELs a quality education. Interventions and services assist LTELs with reclassification, graduation, and college/career readiness.

Family engagement is an integral part of the program. Quarterly LTEL Family Nights provide parents and students with information, strategies, and activities to support LTELs to reach reclassification and creating a home-college-going-culture. Parents and students have data chats, discuss improvement plans, and develop a college/career pathway. While students utilize Kuder Navigator career inventory

26

and planning, parents utilize Kuder Journey to become better home support providers with their child’s education and college/career planning.

Program Pre-requisites and Priority List

Program priority requirements:

Be enrolled in U.S. schools since Kindergarten or First Grade.

CELDT score of 3 – Intermediate Level.

Indicators suggesting they are close to re-classification.

5 years or more in EL program.

Priority List for Participation:

8th-12th grade students placed in EL Classes.

Student Portfolio/Skills

Each student along with facilitator will maintain a folder containing short term and long terms goals along with individualized data. Students will learn to track their own progress and how to set goals. Requirements for graduation including the A-G requirements for University entrance and requirements of other high stakes tests will be explained to students in order to develop their knowledge and comprehension skills necessary to participate in their own learning and how to make choices for their future.

The ELD Portfolio will include work samples aligned to ELD Standards.

English Learner Monitoring and Academic Catch Up Plan of Action

IV-EL6 the LEA has implemented a process and criteria to determine the effectiveness of programs for EL (a) and (b). (20 USC 1703[f], 6841; Castaneda v. Pickard [5th Cri. 1981] 648 F. 2d 989, 1009-1011).

The District has developed a plan for monitoring and overcoming any academic deficits English Learners incur while acquiring English. Actions to overcome academic deficits are taken before the deficits become irreparable. English Learners are monitored on a yearly basis using the Monitoring Form (Catch Up Plan) for grades 4-12 for EL Students, or the Monitoring Form for RFEPS (See Appendix L & M) Grades 1-12. Students who are identified as making inadequate progress are provided with appropriate instructional modifications

and/or interventions. Inadequate progress is when a student is performing “Below Grade Level or Approaching Grade Level” in grades 1 to 12 and English Learners at level 3 (Intermediate) or below on CELDT who have not made progress for 2 consecutive years and are struggling in content areas. The instructional interventions/modifications are listed below:

Student/Teacher Conference

Parent/Student/Teacher Conference

Progress Report Card sent to Parent

Address Attendance/Tardies

Counseling Referral

Saturday Tutorial Program Referral

Summer School Referral

Credit Recovery (9-12)

Student Study Team Referral

Intervention Program

Other (Site Specific)

At the end of the academic school year, the student’s classroom teacher, EL Specialist, and/or counselor will assess the student’s growth and the effectiveness of the Academic Catch Up Plan.

If the student continues to make inadequate progress, a Student Success Team (SST) meeting will be scheduled for a more comprehensive examination of the student’s needs and program planning.

All Records of the student’s progress will be attached to the Academic Catch Up Plan (Appendix S) and filed in the student’s Yellow Jacket at the end of the school year.

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Table 2.8 District Catch Up Plan

Newcomer Programs

Compton Unified School District offers two programs for students recently arrived to the U.S., the International Academy for limited English proficient students and the Newcomer Catch-Up Plan.

The following section will define these two programs.

An Immigrant is a person who comes to a country to take up a permanent residence. A Newcomer is a person who has recently arrived. In CUSD a Newcomer is considered a student enrolled in a United States school in grades K-12 who has been identified as non-English proficient and who has not attended school in the country for more than two full school years.

Upon arrival, newcomers will have an IEP (if they are in Special Education) or a SST to help identify the appropriate program for their specific needs.

The International Academy for Limited English Proficient Students

The International academy serves all secondary students who enter CUSD and do not speak English. They will have the option to enroll in the International Academy.

The program serves CELDT levels 1-2 English Language Learners who have been in the U.S. schools 2 years or less who have limited to no English language skills.

The decision to enroll a student in the International Academy is made on a case by case basis considering:

Length of time in U.S. schools

English proficiency level determined by the placement tests given at the Pupil Center

Sociocultural and educational background in native country

Sociocultural and educational background while enrolled in U.S. schools

The International Academy language support program

The International Academy is a self-contained classroom program. This enables the teacher to focus on cohesive language development goals throughout the school day.

The self-contained classroom also offers a nurturing, yet challenging environment that fosters risk-taking to accelerate language learning.

Instructional themes center on the U.S. culture, acclimation to the U.S. school system, academic study skills, and social language skills needed to communicate with English speaking peers and teachers.

Students receive individual attention from expert CLAD/BCLAD teachers in a small group rather than in a large class.

Instructional goals of the program

U.S.

School

•student in a US school for 4 or more years

CELDT•No progress for 2 consecutive years

CAASPP

•Scoring at:•Level 1 (Standard Not Met)•Level 2 (Stardard Nearly Met)

Core Courses

•Failing one or more core classes

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The International Academy program applies a sheltered ELD approach that applies hands on, interactive instructional methods to learning English. This program is not meant to be a permanent placement, but rather a transitional program focused on facilitating the rapid acquisition of basic-English language skills.

The program prepares students for their grade level content classes and mainstream electives by:

Developing students’ essential-basic English language listening, speaking, reading, and writing skills with supplemental support determined by their needs and based on a rigorous curriculum.

Assisting students with acculturation to U.S. schools, community, and culture.

Developing students’ foundational literacy and social skills.

Student grades

Students will receive a progress report every 6 weeks and a Report Card at the end of each trimester. The report includes topics covered in class, including ELD and SDAIE Math, Science, and Social Science. The evaluation plan for English Learners will also be based on annual evaluation from the state mandated instruments.

Student interaction with native English speakers

Newcomer students join their English speaking peers for physical education, lunch, and elective classes such as art, music, and technology. Some students may join other classrooms for math.

Length of a student in the International Academy program

The decision to exit a student from the Newcomer Program is made on a case-by-case basis considering teacher observations, formal and informal student assessments, and the student’s portfolio of class work. We consider the whole learner, as well as the levels of support available at the home schools. The student transitions into his/her grade level classes with continued language support through sheltered instruction.

Criteria to Exit the Program

The decision to exit a student from the Newcomer program follows a standardized procedure:

Teacher recommendations Formal and informal observations English-Language Development Observation

Checklist Standardized test scores –CAASPP, SBAC

Interim Assessments, & District Benchmark tests

Student’s portfolio of class work Parent Conference/Contract

Location of the International Academy

The program is located at Roosevelt Middle School and Dominguez High School. All eligible newcomer students will be bused to this location to participate in the program. When students meet the exit criteria they transition to their home school to join other language support programs.

Parents can help their children learn English

Research shows that children who are literate in their first language perform much better in school than children who are not literate in their first language. Parents should continue to interact with their children in their first language and to encourage them to become bilingual.

Recommendations for parents:

1. Talk with your child about school in your language.

2. Read to your child in your language. 3. Ask your child to read to you in English and

expect your child to read every day. 4. Tell your child stories in your language. 5. Encourage your child to complete homework

assignments.

International Academy Protocol 1. Determine funding source

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2. Visit other newcomer programs 3. Define a Newcomer 4. Determine the number of students that qualify for the program 5. Set up parent informational meetings and communication plans

a. Set up support education meeting for parents which will help them assist their children

6. Outline structure of the program a. Determine language of instruction

b. Identify Self-contained/periods

c. Choose subjects/content that will be taught

d. Select curriculum and materials

e. Decide whether or not subjects offer credit

(credit/no credit)

7. Develop entrance and exit criteria

8. Stipulate program time span 9. Set up transportation 10. Hire highly qualified BCLAD/CLAD teachers 11. Pick the location of the program 12. Define how student progress will be measured by:

a. Student Assessment (every six weeks)

b. Set up monitoring processes

Catch-Up Plan for Newcomers

For students who have been in the country for over a year and for students who are not enrolled in the International Academy, Compton Unified School District provides a Newcomer Catch-Up Plan. In the Catch-Up Plan for Newcomers:

The teachers of newcomers will collaborate through PLCs to adjust content instruction in order for these students to reach proficiency.

All students will have extended day services for intervention, support, and/or acceleration.

Students in high school will be able to extend their high school careers to obtain more time to complete high school graduation requirements. They will also have the opportunity for extended instructional time in English Language Development (ELD) so that they may fully participate in high school programs.

Students in the middle schools will have extended time in the English Language Development program to acquire the necessary academic language skills in order to fully participate in the middle schools program.

Students in the elementary schools will have extended time in the English Language Development program to acquire the necessary academic language skills in order to fully participate in the elementary schools program.

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The following are charts delineating program services to newcomer students in order for them to “catch-up” with their peers in both the English language development and the core academic programs:

Newcomer Services Table 2.9 Secondary Schools Grades 6 – 8

Basic Characteristics

CELDT Level

LAS Spanish

Level

CAASPP Test

District Writing

Assessment

Program Locations

Program Design

Timelines and Interventions

New arrival to the US, less than 1 year

Disrupted/lack of formal schooling

Limited middle or high school experiences

1 or low 2

1, 2, or low 3

ELA: Level 1 Math: Level 1

1 or 2 Home School

*1 or 2 periods of Beginning, Content Based ELD, depending on the needs of the students *1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of content (Science, Math, History) courses sheltered with primary language support *1 period of Spanish for Native Spanish Speakers.

Attendance at regular school,

Summer intensive instruction, for six weeks, in ELD and mathematics.

Other supplemental services after school.

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Table 2.10 Secondary Schools Grades 9– 12

Basic Characteristics CELDT

Level

LAS

Spanish

Level

CAASPP

Test

District

Writing

Assessment

Program

Locations

Program Design Timelines and Interventions

New arrival to

the US; more

than 1 year, but

less than 3

years

Disrupted/lack of

formal schooling

Limited middle or

high school

experiences

2 or low

3

1, 2,

or 3

ELA:

Level 1

Math:

Level 1

1 or 2 Attendance

at

regular

high school

or middle

school

*1 or 2 periods of

Beginning/Intermediate,

Content Based,

ELD (Common Core

Standards/California ELD

Standards) depending on

the needs of the students.

*1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of Spanish for

Native Spanish

Speakers

*1 period: Elective

Attendance at regular

School,

Summer Intensive

Instruction (six weeks):

ELD and mathematics.

Other supplemental

services after school.

Attendance in US

schools for less

than 5 years

Unsuccessful

middle or high

school experiences

1, 2,

low 3

1, 2,

or 3

ELA:

Level 1

Math:

Level 1

1 or 2 Attendance

at regular

high school

or middle

school

*1 or 2 periods of

Intermediate ELD

(Common Core

Standards/California ELD

Standards), depending on

the needs of the students.

*1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of content courses

sheltered with primary

language support

*1 period of Spanish for

Native Spanish Speakers

*1 period: Elective -

mathematics enrichment

for scaffolding, if

necessary.

Attendance at regular

School,

Summer Intensive

Instruction (six weeks):

ELD and mathematics.

Other supplemental services

after school or referral to

SST for further evaluation

of student needs.

Extending high school

career to five-year

duration.

Extending middle school

career with mandatory

summer intensive

Instruction in ELD and

mathematics.

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Table 2.11 Elementary Schools grades 2 – 5

Basic Characteristics

CELDT Level

LAS Spanish Level (if

available

CAASPP Test

District Writing

Assessment

Program Location

Program Design Timelines and Interventions

New arrival to the US, less than 1 year.

Disrupted/lack of formal schooling.

1 or low 2

1, 2, or low 3

N/A – 2nd 3rd-5th-ELA: Levels 1, 2 Math: Levels 1, 2

Levels 1, 2 Attendance at regular school.

*1 hour of Beginning, Content Based, ELD (Common Core standards/California ELD Standards)

*1 hour of supplemental English language intervention ( RTI, Push in, Pull out).

*90 minutes of mathematics (Regular program)

Attendance at regular school

Summer intensive instruction 6 weeks.

Other supplemental services after school.(LCAP, p. 37).

New arrival to the US; more than 1 year, but less than 3 years.

Disrupted/lack of formal schooling.

1, 2 or low 3

1, 2, or 3 ELA: Level 1 Math: Level 1


*1 hour of Beginning/Intermediate ELD (Common Core standards/California ELD Standards)

*1 hour of supplemental English language intervention.

*90 minutes of mathematics (Regular Program).

Attendance at regular school.

Summer intensive instruction (4-6 weeks.

Other supplemental services after school (LCAP, p. 37).

Attendance in US schools for less than 5 years.

Unsuccessful elementary school experiences.

1, 2, low 3

1, 2, or 3 ELA: Level 1 Math: Level 1


*1 hour of Intermediate ELD (Common Core standards/California ELD Standards).

*1 hour of supplemental English language intervention.

*90 minutes of mathematics (Regular Program).

Attendance at regular school.

Summer intensive instruction (4-6 weeks): ELD and mathematics.

Other supplemental services after school.

Referral to SST for further evaluation of student needs.

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Other intervention services.

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* This Plan will provide intensive instruction to just-arrived English Learners. When basic skills in English are acquired, students will be mainstreamed into the regular classroom.

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CHAPTER 3

Parental Exception Waivers

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Chapter 3

PARENTAL EXCEPTION WAIVERS

__________________________________________________________________________________________

Parental Exception Waiver

Initial Enrollment Procedures for Parental Exceptions

Annual Notification

Parental Exception Waiver A Parental Exception Waiver is a request for exemption from the state law that indicates that English Learners are to be provided instruction overwhelmingly in English. When approved, the waiver provides for the students to be transferred to an Alternative Program (i.e., classes where they are taught in English as well as in their primary language through a bilingual instruction model). (See Appendix G, H, & I)

Initial Enrollment Procedures for Parental Exceptions

Initially, all parents will receive an orientation about Compton Unified School District (CUSD) program options for English Learners. In addition, the parental exception waiver process will be described to parents/guardians as they enroll their students at the district’s New Student Orientation Center. During a conference, conducted by the New Student Orientation Center, all parents of newly enrolled CUSD English Learner students will be given an opportunity to ask questions about

instructional program choices and the educational opportunities that are available to their child. Parental Exception Waivers will be made available to EL parents at that time. Parents will be directed to meet with the school principal to complete the waiver process. Schools that receive 20 or more approved waivers of the same grade level and the same language shall be required to offer such a program; otherwise, students must be allowed to transfer to a school where such a program is available. CUSD will honor waivers as per the terms of the law. The district has established a procedure for granting parental exception waivers. The procedures are outlined as follows: 1. A full written (and upon request a verbal)

description of the district's Structure English Immersion (SEI) program, any district alternative program as well as all district educational opportunities.

2. A notification that every English Learner

must be initially placed in a Structured English Immersion classroom for no less than 30 calendar-days. (This is a one-time requirement.)

In this chapter

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36

3. Parental Exception Waivers shall be granted unless the school principal and educational staff has determined that an alternative program offered at the school would not be better suited for the overall educational development of the pupil.

4. Action on all parental exception waivers within

30 instructional days of submission to the school principal, except for waiver requests based on "student special needs," which may not be acted upon before the end of the 30-day placement in an English language classroom.

5. In cases where a Parental Exception Waiver is

denied, the parents and guardians must be informed in writing of the reason(s) for denial, and advised of the waiver appeal process.

6. Each application for a waiver will be considered on its individual merits. Any parent who applies for a waiver can request that the local Board of Education review the parent request.

7. Upon approval of the waiver, the school

distributes copies of the waiver to:

Child's cumulative file. If a child transfers to another school during the year, the receiving school needs this information in order to make an immediate, appropriate instructional placement.

Office of Research, Evaluation and Assessment

Office of English Learner Services

Parent

8. If the waiver is approved, the student is

assigned to the requested instructional classroom or program.

A copy of all waivers (approved or not) must be submitted to the Office of English Learners Services within 10 days of submission, and another copy must be kept in a Waivers Binder at the school site for monitoring and compliance purposes.

Annual Notification Procedures for Parent Notification regarding Parental Exception Waivers

The district has established a procedure for granting Parental Exception Waivers for children who are already enrolled in district schools in the Structured English Immersion (SEI) or English Mainstream (ELM) program. In order to notify all parents of the district’s placement options for English Learners and the opportunity to apply for a Parental Exception Waiver, each parent is informed of our program options yearly throughout our TK-12 Initial/Annual Identification, Placement, and Parent Notification Letter (In English and Spanish). Descriptions of the District’s programs for English Learners are a part of the letter. The letter also notifies parents about their right to request a parental exception waiver at their home school.


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CHAPTER 4

MONITORING STUDENT PROGRESS

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Chapter 4

MONITORING STUDENT PROGRESS

__________________________________________________________________________________________

Monitoring Student Progress

Commitment to Instruction

Student Success Team (SST)

Collaborative Problem Solving

The Response to Intervention (RtI) Model

Progress Monitoring

Student Goal Setting

Table 4.1 Monitoring Student Progress TK-12

Table 4.2 Problem Solving Process

Monitoring Student Progress

English Learners are monitored for language proficiency and academic progress formally quarterly and informally on an ongoing basis. District Benchmarks and State mandated assessments are used to monitor student progress. The results of these assessments are maintained in the district electronic data base. District administrators, site administrators, support staff, and teachers can access student information to monitor student achievement, progress toward reclassification, and identify students in need of intervention. Monitoring forms (Appendix U,) will be filled by the classroom teacher and filed in the students CUM quarterly. A copy will be submitted to the EL

specialist/Principal/Designee. An excel document containing these data will be turned into the EL Services Department. Through the monitoring of student assessment data, early interventions are provided to English Learners to ensure they receive support. At the school sites the review of data occurs through several ways, but not limited to: the Single Plan for Student Achievement (SPSA) process, School Site Council (SSC), English Learners Advisory Committee (ELAC), Professional Learning Community (PLC), professional development, grade level collaboration and planning (PLCs), classroom assessments, and Student Success Team (SST), student goal setting.

In this chapter

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Table 4.1 Monitoring Student Progress TK-12

Assessments Grade Level Description

California English Language Development Test (CELDT)

TK – 12 Annually assesses student’s listening, speaking, reading, and writing in English

Required by state law Measures EL progress per Adequate

Yearly Progress (AYP) per Title III No Child Left Behind

California Assessment of Student Performance and Progress (CAASPP)

2 – 12 Annually assesses students in English Language Arts, Mathematics

Required by state law

Measures student achievement based on grade level Common Core standards

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

District Benchmarks 1 – 12 Quarterly Common Core standard-based assessment to monitor and inform instruction in English Language Arts (Literacy, Writing), and Mathematics

Used to adjust instruction to ensure student mastery of the standards

Teacher Developed Assessments

TK-12 Monthly, weekly, and by-monthly assessment to monitor student progress.

ELD Benchmarks 1-12

Students who have an IEP may be given an alternative assessment

Response to Instruction

English Learners should be monitored on a six-week cycle in order to determine mastery of skills and concepts taught. Teachers will analyze data to identify students who are at risk and plan support strategies. Site administrators monitor assessment data in order to determine if English Learners need intervention support.

Commitment to Instruction The monitoring of student progress also includes a strong commitment to effective first instruction. English Learners have access to the curriculum through Specially Designed Academic Instruction in English (SDAIE). There also exists a strong commitment to instruction through Explicit Direct Instruction (EDI) strategies that engage students in learning, checking for understanding of concepts, and providing them with effective corrective feedback. In cases

Response to Intervention (RtI)

Commitment to Instruction

Intervention Support-Academic and Behavior

SST Process Using the Problem Solving Approach

Quarterly CA ELD Standards-based assessment to monitor EL students progress in English acquisition (Literacy and Writing)

Used to adjust instruction during ELD instruction to ensure mastery of the CA ELD standards


40

where instruction only works for less than 80% of the class, re-teaching of concepts should occur with the whole class. In instances where the majority of the class attains the lesson objective (80% of the class or more), re-teaching should

occur in small groups. If re-teaching the concepts does not yield positive results, Response to Intervention (RtI) process should begin.

Student Success Team (SST) The Student Success Team (SST) is a multidisciplinary school based team with expertise in teaching and learning, problem solving, and interventions. The team meets regularly and acts as a resource to all school staff members regarding students who are not meeting academic or behavioral expectations based on documentation. The purpose of the SST is to ensure that all general education resources are utilized and the targeted and coordinated interventions help students achieve. Team members use their expertise to analyze student performance data and recommend classroom accommodations and interventions to increase academic achievement and participation, as well as to positively impact their social and behavioral growth. English Learners students who are referred to the SST process will have a close review of their language and literacy development.

Collaborative Problem Solving Collaborative Problem Solving promotes the success of all students. This process supports the Common Core Standards and it assists schools in meeting federal mandates such as the No Child Left Behind Act. Collaborative Problem Solving also addresses the expectations of the California Department of Education in regards of monitoring a student’s Response to Interventions (RtI²). Problem solving helps to reduce the disproportionate identification of students for special education services. It also helps reduce the number of English Learners that could be referred to special education as well as the number of student suspensions.

Essential Steps in Problem Solving and Guiding Questions

Each school will use a collaborative problem-solving process within the general education setting that functions effectively within the school organization and structure. To bring consistency among schools, all problem solving processes used will be documented in the SST Intervention Plan, and will include the essential steps described below that are aligned with the California Department of Education RtI² Core component 4: Problem-Solving System Approach. Table 4.2 Problem Solving Process

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

Problem Identification

Step 2. Why is it happening?

Problem Analysis

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

Plan Implementation

Step 4: Did the intervention work?

Plan Evaluation

The Response to Instruction and Intervention (RtI) Model

Compton Unified School District uses the RtI tiered system. The tiered system incorporates increasing intensities of instruction or interventions that are provided to students in direct proportion to their individual needs as depicted in the graphic below.


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Tier 1 Intervention Tier 1 occurs within the general education classroom and incorporates core programs and strategies that all students receive. Classroom teachers solve the problems throughout their entire teaching day. Tier 1 programs that include curriculum embedded assessments should be utilized. When informal problem solving does not resolve the issue and the teacher wants to document classroom interventions, then a collaborative problem solving process is appropriate. Typically, the general instructional program provided at this tier meets the needs of 80-90% of students.

Tier 2 Intervention Tier 2 adds supplemental services to the core instructional program delivered within Tier 1 period. At Tier 2, school staff uses the resources and skills available within the school building to determine which supplemental services are most appropriate. Typically, this Tier of service is required to meet the needs of 5-10% of students.

Tier 3 Intervention Tier 3 adds intensive services in addition to the core instructional program delivered within Tier 1 and the supplemental services delivered in Tier2. Again, school staff uses the resources and skills available within the school building to determine which intensive services are most appropriate. In these instances, the teacher collaborates with the SST. This more individualized an intensive services are required to meet the needs of 1-5% of students.

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


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Student Goal Setting English Learners students can also monitor their progress toward proficiency through goal setting. Research studies have shown that when students set goals, they are more likely to accomplish them (Hattie, 2012). Goal setting promotes self-regulation, which raises self-efficacy. Students must be taught self-regulation strategies that

would help them reach their goals. In addition, having students become aware of what pathways lead to college and careers of the 21st Century begins in elementary school. In secondary, Data Chats have been implemented to ensure student commitment and engagement in their own learning process in order to reach reclassification and graduation criteria.


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CHAPTER 5

RECLASSIFICATION PROCESS AND MONITORING

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Chapter 5

RECLASSSIFICATION PROCESS AND MONITORING __________________________________________________________________________________________

Reclassification: Definition, Purpose, and Criteria

Reclassification Process

Reclassification Monitoring

Table 5.1 Roles and Responsibilities for Student Progress

Table 5.2 Procedures for Reclassification

Table 5.3 Procedures for Monitoring and Evaluating of Reclassified Students

Table 5.4 Objective Data on Academic Performance

RECLASSIFICATION

Reclassification is the term used when a student, who was initially been identified as limited-English proficient, has developed sufficient English language skills to function in English-only instruction. The designation of such a student is changed from limited English-proficient to Reclassified Fluent-English Proficient (RFEP).

Purpose The purpose of the reclassification is to determine whether an English Learner has met specific district established criteria and can participate at the same level as a native English speaker in the school’s regular instructional program.

I. Criteria for Reclassification of English Learners

Compton Unified School District uses the following criteria to determine when English Learners have developed the English language skills necessary to succeed in English-only instruction.

A. GRADES 1-2 1) California English Language Development Test

(CELDT) - Overall score of 4 or 5 on California English Language Development Test (CELDT) with a score of 3 in the four domains (listening, speaking, reading, and writing), though only one domain can have a score of 2.

2) District Benchmarks:

First Grade – Students will score at the 75 percentile or above on the winter screening of the AIMS Web Fluency Assessment.

Second Grade – Students will score at 60% or above (Standard Met/Exceeded) on the first quarter (or thereafter) District ELA Benchmark.

3) Alternative Assessment (SRI)

Lexile Level:

Grade 1 – Lexile 190 or higher

Grade 2 – Lexile 420 or higher

4) Writing Assessment:

In this chapter


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A score of 3 (Standard Met) or above on a rubric scale 1-4 in the District Writing Benchmark (Most recent), OR

A score of 3 (Standard Met) or above on a rubric scale 1-4 in the EL Writing Assessment

5) Teacher’s evaluation, taking into account:

a) ELA/RLA program assessments.

b) Report cards.

c) Student work samples.

B. GRADES 3-12 1) California English Language Development Test

(CELDT) - Overall score of 4 or 5 on California English Language Development Test (CELDT) with a score of 3 in the four domains (listening, speaking, reading, and writing), though only one domain can have a score of 2.

2) CAASPP – Score at least level 3 (Standard Met) or higher on the English Language Arts section

OR

CAASPP - Score at Level 3 (Above Standard) on the Reading Claim

OR

District ELA Benchmark – Score at 60% or higher (Standard Met/Exceeded) on the most recent CUSD Benchmark

OR

SRI - Alternative Assessment Lexile Level:

3) Writing Assessment:

A score of 3 (Standard Met) or above on a rubric scale 1-4 in the District Writing Benchmark (Most recent) OR

A score of 3 (Above Standard) on CAASPP (Writing Claim) OR

A score of 3 or above (Standard Met/Exceeded) in the EL Writing Assessment

4) Teacher’s evaluation taking into account:

a) ELA/RLA Program assessments.

b) Report cards.

c) Student Projects.

Reclassification Process

The classroom teacher, counselor, principal, EL Specialist or designee will evaluate student progress and recommend candidates for reclassification based on the achievement of the criteria. The school counselor or EL Specialist will notify parents, via telephone and letter of the date, time, and location of the Reclassification Meeting scheduled to reclassify the students. The notification letter to parents will specify the criteria for reclassification and program(s) that the student will participate in after the reclassification process is completed. Three attempts will be made to have the parent/guardian present at the Reclassification Meeting. After three attempts have been made and documented, the meeting will be conducted. The classroom teacher will notify the parent. The Reclassification Meeting is convened to review the reclassification criteria and inform parents of the reclassification process, change of placement, and monitoring process. The team consists of the candidate’s parents (if available), administrator/designee, classroom teacher, EL Specialist, EL Lead Team members, other appropriate bilingual school personnel, and student (if secondary school). If parents are not present at the Reclassification meeting, the school is responsible for notifying parents of the outcome and obtaining their approval by having the appropriate documentation signed by the parent/guardian.


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The Reclassification Meeting documentation and minutes are then placed in the student’s Yellow Jacket. In Eagle the student’s language status is changed from “L” to “R”, and the reclassification date is entered on the “Language” (H) screen. The student’s services and program are changed as well. Reclassification is not complete until all the appropriate changes are made in Eagle. The reclassified student is placed in the appropriate regular instruction classroom. Documents

Reclassification Report (Appendix O)

Reclassification Referral (Appendix N).

Parental Notification of Reclassification.

(Spanish/English) (Appendix K).

Minutes of the Student Success Team meeting

for reclassification (Appendix Q & R).

Student data supporting the Reclassification

Documents must be filed in the student’s Yellow

Jacket, which is found in the student’s cumulative

file, on the date of the reclassification.

Reclassification Monitoring

Follow-Up Plan for Reclassification Districts receiving Title III funds are required under No Child Left Behind (NCLB) to monitor students for two years after reclassification (NCLB, Section 3121[a] [4]). Monitoring will take place over the following periods of time after reclassification: 30 days, 6 months, 1 year, 18 months, and 2 years (Appendix P). EL students are monitored for at least two years to ensure that they are achieving academically as compared to average native

speakers in the regular instructional program. The EL Specialist or site administrator will inform classroom teachers, special education teachers, when appropriate, and counselors of students who have been reclassified. The monitoring form is provided to classroom teachers by the EL Specialist to indicate student progress in the core subjects (English/language arts, math, history/social science, and science). This form is completed by the classroom teacher and filed in the student’s cum file. At any time, the classroom teacher may bring to the attention of the EL Specialist and/or counselor any reclassified student who is not progressing in the core curricular areas at a rate comparable to that of an average native speaker. The EL Specialist and/or counselor, classroom teacher, parent, or administration may recommend the reconvening of an SST for appropriate modifications to the student’s instructional program.

Monitoring of Reclassified Students Data from the following multiple measures should be reviewed to determine that reclassified students are maintaining academic achievement:

Level 3 and above levels on the CAASPP Exam (Standard Met/Exceeded) in English/Language Arts and Math.

District Writing Assessment.

Academic achievement based on report card and grade point average of core subjects in the secondary schools.

Teacher referrals for additional intervention.

Intervention for students who regress academically after reclassification.

(See Attachments L M, & U)) Teachers and the EL Specialist monitor the progress of reclassified students at the end of each grading period for two years following a student’s reclassification. Students who are beginning to regress academically will receive:

support services, which may include one or more of the following:

Student/teacher/parent conferences to determine needs.

Before, during or after school, and/or Saturday tutoring.

Specialized reading, writing, or math instruction.

Placement in reading, writing, or math support classes.

Small group intervention during the school day.

RTI Intervention support.


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Table 5.1 Roles and Responsibilities forStudent Progress.

PERSONNEL RERESPONSIBILITY

Site Administrator Oversees reclassification process and procedures at school

EL Lead Team Monitor student data and recommend students for reclassification

EL Specialist at each

school site

Monitors identification and reclassification process at the school site

Recommends students for reclassification

Contacts parents and requests translators

In-services teachers on reclassification criteria and follow-up

Classroom Teacher

Submits the student names who meet reclassification criteria and assesses students to

determine their competencies

Monitors student progress

EL Services Oversees reclassification and monitoring procedures for the district

Provides training for teachers, EL Specialist, and site and district administrators in

regards of the reclassification and monitoring

Director of EL Services Oversees data collection and prepares evaluation reports


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Department of English Learner Services

Procedural Guidelines

Pre/Post Reclassification

Table 5.2 PROCEDURES FOR RECLASSIFICATION

Classroom teacher, counselor, principal, EL Specialist or designee will recommend student candidates for reclassification based on the achieved criteria.

The school counselor or EL Specialist will notify parents, via telephone and letter of the date, time and location of the Reclassification meeting. Three attempts will be made and documented, the meeting will be conducted and the parents will be notified by the classroom teacher.

The reclassification meeting is convened to review the reclassification criteria and inform parents of the reclassification process, change of placement, and monitoring process. The team consists of the candidates’ parents (if available), administrators/designee, classroom teacher, EL Specialist, EL Lead team members, and other appropriate bilingual school personnel. If parents are not present at the Reclassification Meeting, the school is responsible for notifying parents of the outcome of the meeting and obtaining their approval by having the appropriate documentation signed by the parent/guardian.

The Reclassification Meeting documentation and minutes are then placed in the student’s Yellow Jacket and a copy is provided to the Department of English Learner services. In EAGLE the student’s language status is changed from “L” to “R”, and the reclassification date is entered on the “Language” (H) screen. The student’s services and program are changed as well. Reclassification is not complete until all appropriate changes are made on EAGLE.


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Table 5.3 PROCEDURES FOR MONITORING AND EVALUATING OF RECLASSIFIED STUDENTS

Monitoring will take place on a quarterly basis post-reclassification for a period of two years. Student progress is followed for at least two years to ensure that they are achieving academically as compared to average native speakers in the regular instructional program.

The EL Specialist or site administrator will inform classroom teachers, special education teachers, and counselors of students who have been reclassified.

The EL Specialist/Designee monitoring form will be completed to indicate student progress in the core subjects, benchmark assessments, CAASPP exam in Language Arts as well as CAHSEE. This form should be completed and placed in students’ cum file. The teacher should provide a copy of this form to the students.

Data from the multiple measures should be reviewed to determine that reclassified students are maintaining academic achievement. If a student has not maintained the same achievement levels attained at time of reclassification, the site must design and implement an action plan to assist the student, which should be documented on the Intervention Form (Appendix V).

The Department of English Learner services will monitor sites to ensure proper RFEP procedures are being followed. Annually, sites will be required to submit copies of RFEP paperwork for randomly selected students.


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Table 5.4 Objective Data on Student Performance

OBJECTIVE DATA ON

ACADEMIC PERFORMANCE

CELDT Test Score of 4 or 5

with a score of 3 in all domains

Grade 1 Winter AIMS Web Fluency - 75 Percentile

Grade 2 District ELA Benchmark (most recent) - 60% or

higher Grades 3-12

CAASPP ELA-Standard Met or above OR

Reading Claim: standard Met or above District ELA Benchmark (most recent)-60% (On

Grade Level) or higher OR

SRI

Writing Assessment Score of 3 or above on 4-

point rubric on the District’s Writing

Assessment Or

Score of 3 or above on CAASPP Writing Claim

Teacher’s Input ELA/RLA program

assessments Report Cards

Student Projects

Trigger Reclassification Process

Parental Notification and Consultation

Reclassification Meeting Parent signs Reclassification Form

Student is reclassified as FEP

Placement of student in appropriate program services

Monitor student progress for two years

Update Yellow Jacket Update Eagle System Language Screen


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CHAPTER 6

EVALUATION AND ACCOUNTABILITY

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Chapter 6

Evaluation and Accountability

Accountability

Implementation, Monitoring, and Program Responsibilities

Our Commitment to Program Evaluation

Goals for English Learners

Expected Progression and Growth Targets

Catch Up Plan for Newcomer English Learners

Table 6.1 Implementation, Monitoring, and Program Responsibilities

Table 6.2 Expected Performance and Gains in English Proficiency and academic Areas

Table 6.3 Secondary Schools Grades 6-12 (Less than One Year)

Table 6.4 Secondary Schools Grades 6-12 (More than One Year)

Table 6.5 Elementary Schools Grades 2-5 (New Arrival)

Accountability

Compton Unified School District holds all schools accountable for the academic success of all students. The Master Plan for English Learners is the basis of accountability for English Learner Services. District and site accountability components include:

Annual review, update and implementation of the EL Master Plan.

Development of the Single Plan for Student Achievement.

Assignment of program implementation, and monitoring responsibilities.

Internal audit/review team to monitor program implementation.

Table 6.1 Stakeholders Accountability.

District Community

School Board

Students

Teachers Parents

Administrators

In this chapter

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Implementation of the Master Plan

The Master Plan for English Learners is the primary source for procedures and practices addressing the needs of English Learners. All district and site staff will receive annual training on the Master Plan by the Office of English Learner Services. The Department of Research, Evaluation, and

Assessment will provide site administrators with EL performance data. Data will be presented with regard to attainment of district and English Learner goals for the prior year.

Implementation and Monitoring Responsibilities Implementation and Monitoring Responsibilities have been identified for all staff members.

Table 6.1 IMPLEMENTATION, MONITORING, AND PROGRAM RESPONSIBILITIES

RESPONSIBILITY TASK

Superintendent Submits goals to the Board that include goals for English Learners Evaluates the implementation of district goals, implementation of the EL Master Plan,

student achievement, professional development, and school safety Evaluates district/school data

Associate Superintendents

Evaluate principals on program implementation and accountability Monitor attainment of the district goals

Monitor student performance and attendance Monitor school compliance and implementation of the EL Master Plan Monitor counseling services

Monitor Special Education programs for EL students

Meet with site principals to review plans, program modifications, and timeline for

Implementation

Director of English Learner Services

Monitors school compliance and implementation of the EL Master Plan Monitors selection of all materials used in the classroom for delivery of core curriculum to

EL students Monitors base program services for all students and compliance Monitors EL procedures and services at the district level Monitors and ensure state mandated CELDT testing is delivered within compliance of

state-designated guidelines and procedures Ensures monitoring, maintenance, and update of student records on a yearly basis Provides ongoing classroom demonstration and instructional coaching of effective

teaching and learning K-12 (instructors and administrators) Arranges EL related trainings Meets with site principals to review plans, program modifications, and timeline for

implementation Title III accountability plan Attends DELAC meetings EL Specialist Meetings Updates EL Master Plan annually Master Schedule Committee Reviews records and cum files to ensure that EL’s are receiving appropriate services

Senior Director of Special Projects

Reviews district/school data Reviews site plans Meets with site principals to review LEP plans, program modifications, and timeline for

implementation Monitors DELAC and ELAC procedures, minutes, and agendas Reviews appropriate budgets with DELAC


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Directors of Curriculum & Instruction

Include EL student needs in all staff development offerings Coordinate staff development with universities & credential programs

Director of Information and Technology

Monitors all materials used for assessment and evaluation of EL students' progress Monitors the accuracy of student data in the district data base Oversees data collection, provides analysis, and writes reports Oversees the development of all evaluation reports Shares results of evaluation reports with all stakeholders including DELAC Meets with site principals to review plans, program modifications, and timeline for

implementation

Senior Director of Pupil Services

Oversees the New Student Orientation Center (NSOC) Provides recommendations for student placement to parents/guardians and schools Provides monthly record-keeping and activities and reports monthly to the Deputy Provides monthly reports of Pupil Services Center activities to the Executive Cabinet Provide schools with necessary CELDT information before the beginning of the school year

in order to facilitate appropriate student placement

Associate Superintendent for Certificated Personnel

Monitors appropriate credentials of personnel Monitors progress of staff on plans to obtain authorizations Monitors placement of EL staff Monitors both certificated and classified staffing to meet the needs of English Learners

Audit Review Team Monitors program implementation at schools with appropriate protocols for

documentation

School Site Administrator

Implements and ensures student placements according to the EL Master Plan Monitors procedures and legal requirements pertaining to ELs at the school Monitors student records, placement, and reclassification Ensures that only qualified teachers are assigned to EL students Monitors implementation of EL Master Plan by classroom teachers Organizes school plan for providing appropriate services to EL students Prepares school site plan for Board approval Assists in data collection and surveys Reviews school/classroom data and shares this data with staff Identifies program models and modifications needed Informs parents of program results and resources to address student needs Monitors all instructional programs through regular classroom visits and collaboration with

teachers Works closely with the site English Learners Advisory Committee (ELAC)

EL Lead Team

Meets monthly to discuss students’ language proficiency and academic growth based on data and student performance, and implement appropriate interventions

Facilitates program placement for students Provides ongoing classroom demonstrations and instructional coaching of effective

teaching and learning K-12 (instructors and administrators) Monitors student data and recommends students for reclassification Meets with the EL Senior Director to report on site progress of the EL program Collaborates with the EL Specialist on the implementation and monitoring of the EL Master

Plan through ongoing EL Lead Team meetings

EL Specialist

Provides daily, active, and personalized support to all ELD, CBELD, SDAIE instruction in all placement programs at the school site

Shares knowledge about materials, planning, curriculum development, and teaching methods

Monitors the implementation of English Learners instructional programs to ensure standards aligned materials are purchased and are adequately available, as well as implemented in the classroom instruction

Plans, collaborates, and provides professional development for teachers in ELD, CBELD, SDAIE, and benchmark assessment (in alignment with district professional development)


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Evaluates EL Master Plan implementation progress Provides specific EL Master Plan implementation in-services at the site level Works with principals to fully implement the EL Master Plan Provides ongoing classroom demonstration and instructional coaching of effective teaching

and learning K-12 (instructors and administrators) Analyzes data and shares results and their implications with staff Observes, coaches, and mentors in areas related to the District ELD/CBELD/SDAIE Program Fosters a sense of collegiality, which encourages teachers to work together to improve

professional practice at the school site Monitors progress of English Learners in English Language Development (ELD), Content-

based ELD, and Specially Designed Academic Instruction in English (SDAIE) and primary language instruction, and makes adjustments to instructional program when necessary

Participates in all SSTs and IEPs relative to English Learners Initiates and monitors reclassification process Maintains ongoing and current cumulative file information for English Learners Maintains current information in the schools Attends and participates in all necessary meetings with EL Directors

Middle and High School Counselors

Review and implement the EL Master Plan in student program planning Adhere to student placement chart for placing students in ELD and ELA courses Monitor EL and RFEP student progress

Classroom Teacher

Implements specific EL program as described in this plan and provides instruction that meets state and district standards, and state frameworks

Monitors EL students' progress, and ensures delivery of appropriate ELD and core curriculum instruction

Identifies and informs parents of student “at risk” of retention Advocates for support services for students not meeting standards and benchmarks and

who may be at "risk of retention" Reviews and uses school/classroom data to drive and differentiate instruction

Reviews standards and assessment process

Determines successful instructional strategies for use in English Language Development, Specially Design Academic Instruction in English (SDAIE), and Content-based English language Development (CBELD)

Determines alternative strategies for students

Informs parents of students’ progress and strategies to support students in meeting standards

Monitors student progress and initiates reclassification process in a timely manner

Participates in team teaching activities (e.g. effective teaching and learning, as well as classroom demonstration and instructional coaching)

Participates in all PD regarding ELs

Paraprofessionals /Instructional Aids

Provide support in the core subjects (English and/or primary language) Assist with student testing Support the implementation of the EL Master Plan

Parent Monitors student's progress, academics, attendance, and behavior Communicates regularly with teachers and school Attends parent conferences and school functions Participates in school committees-ELAC, Site Council, etc. Supports student in activities to meet standards Ensures student attendance and completion of homework Participates in the reclassification process through meeting with teacher and/or principal

during process

Student Attends school daily and works for high achievement Participates fully in school activities Communicates regularly with parents and teachers


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Our Commitment to Program Evaluation Working in concert with administrators, teachers, support staff, district staff, community members, parents, and students, Compton Unified School District is committed to developing effective instructional programs for English Learners, which are evaluated regularly. Upon evaluation, individual student programs are modified, and all academic gaps are closed by providing early intervention. Evaluation is built into our daily interactions with students and teachers. All stakeholders are accountable for ensuring that EL Programs are implemented effectively. Procedures and mechanisms are in place for recording the achievement of our ELs. Supports are in place for ELs that are not showing academic growth. Monitoring for the effectiveness of interventions is ongoing. Our district conducts an annual evaluation of programs and services for English Learners. This evaluation plan provides a framework for program evaluation activities and describes a process for ensuring that evaluation data will be used for purposes of planning and program improvement. Further, administrators analyze data in order to develop appropriate instructional goals for the upcoming school year, matching student needs with both staff development options as well as program modifications where required. All personnel in the district are expected to implement this English Learner Master Plan.

Educator Commitment to Professional Accountability

The CBAM Model The Concerns-Based Adoption Model applies to anyone experiencing change, including policy makers, administrators, teachers, parents, and students (Hall & Hord, 1987; Hord, Rutherford, Huling-Austin, & Hall, 1987; Loucks-Horsley & Stiegelbauer, 1991). The model maintains that people experiencing change have questions and concerns during the change.

The concerns model provides seven stages of concern during any innovative change (Tables 6.2 & 6.3). Frequently, educators get to the how-to-do-it before addressing their questions or concerns. The emphasis tends to be on student learning before becoming familiar with the materials and strategies. During professional development ongoing monitoring of teacher concerns should take place. Second, this model suggests the importance of paying attention to implementation over time; typically it takes three years for early concerns to be resolved and later ones to emerge. In addition, teachers need to have their concerns addressed before they are ready to attend hands-on workshops. Many times management concerns last at least a year, specifically when teachers are implementing a year's worth of new curricula, and also when new strategies to teaching require practice and each topic brings new challenges. For this reason support over time is essential to reinforce good teaching practices. Finally, with all the demands on teachers, it is often the case that once their practice becomes routine, they rarely have the time and space to reflect and adjust their practice to ensure their students are learning. This often requires some organizational priority setting, as well as stimulating interest and concern about specific student learning outcomes. Learning experiences evolve over time, take place in different settings, rely on varying degrees of external expertise, and change with participant needs. The strength of the concerns model is in its reminder to pay attention to individuals and their various needs for information, assistance, and moral support.


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Table 6.2 Expressions of Concern

Stage of Concern Expression of Concern

Refocusing I have some ideas about something that would work even better.

Collaboration How can I relate what I am doing to what others are doing?

Consequence How is my use affecting learners? How can I refine it to have more

impact?

Management I seem to be spending all my time getting materials ready.

Personal How will using it affect me?

Informational I would like to know more about it.

Awareness I am not concerned about it.

Table 6.3 Levels of Use

Levels of Use Behavioral Indicators of Level

Renewal The user is seeking more effective alternatives to the established use

of the innovation.

Integration The user is making deliberate efforts to coordinate with others in

using the innovation.

Refinement The user is making changes to increase outcomes.

Routine The user is making few or no changes and has an established pattern

of use.

Mechanical The user is making changes to better organize use of the innovation.

Preparation The user has definite plans to begin using the innovation.

Orientation The user is taking the initiative to learn more about the innovation.

Non-Use The user has no interest, is taking no action.

Purposes of Program Evaluation The purposes of evaluation will be:

To determine the effectiveness of program and services for English Learners.

To determine to what extent ELs are learning English and achieving in their grade level content standards.

To provide the basis for strengthening program implementation, modifying program practices, and sustaining ongoing school improvement for all students, including English Learners.

To shape classroom practice.

To determine the extent to which language-minority students have equitable access to district programs and services, including paths to higher education.

Monitoring Student Progress ELD Instructional Audits are to be conducted on a yearly basis. The Senior Director of English Learner Services, principals, assistant principals, and teachers assist in the instructional audits. The result of these audits will be summarized in the ELD Instructional audit Report.


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ELD Annual Instructional Audit Report The ELD Annual Instructional Audit Report is an extension and reinforcement of our district’s EL Master Plan.

The Evaluation Report provides a complete, integrated picture of student learning, chronicling the development of English proficiency and academic achievement within the core curriculum.

Evaluation of student outcomes for English Language Development and academic achievement rely on the use of multiple measures that are developmentally appropriate, sensitive to students’ level of proficiency in English and the native language, and able to show what students know and are able to do.

The assessments reviewed focus on measuring student progress toward English Language Proficiency and academic achievement goals.

Data will be collected and analyzed to examine the performance of the schools and programs in relation to student outcomes.

Gathering Data for the ELD Annual Instructional Audit Report

In order to create the ELD Annual Instructional Audit Report, the following data is examined:

Site Data

District and site staff periodically monitors implementation of programs. The primary goal of the monitoring is to ensure that every school in the district has a compliant and effective program for ELs. This monitoring consists of these major aspects:

1. Document Reviews

2. Classroom Visitations

District Benchmarks Compton Unified School District has established high expectations for all students, including English Learners. All students are held accountable for achieving the standards. English Learners face a challenge that is disproportionately more difficult than that faced by their native-English speaking peers. Indeed, our English Learners must develop full proficiency in English as they work to achieve grade-level content standards. The district provides

Benchmarks for gauging program effectiveness at the school and district levels.

Grade Level Standards District accountability and assessment systems are aligned with common core and California ELD standards, accountability, and assessment.

California Assessment of Student Performance and Progress (CAASPP) Students take the California Assessment for Student Performance Progress (CAASPP) in English Language Arts and Mathematics. This test is designed to assess student achievement of Common Core standards.

In addition, English Learners whose primary language is Spanish and who are enrolled in grades 2-11 must be given a primary language test if they have been enrolled in school fewer than 12 months.

CELDT English Learners annually take the California English Language Development Test (CELDT), which assesses proficiency in listening, speaking, reading, and writing.

Benefits of the Monitoring Process

Our monitoring process:

Establishes high expectations for all students and provides a framework for ensuring that student and organizational outcomes are achieved.

Promotes full involvement of all stakeholders.

Ensures academic success through collaborative efforts between district and school site members.

Ensures that program evaluation is an integral part of school improvement initiatives and activities.

Data Analysis and Retrieval


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The district’s data collection and retrieval system makes it possible to collect student achievement data on English Learners’ progress, analyze the data, and devise appropriate instructional methodologies and placements. Data collection and program improvement follow a cycle that promotes ongoing school renewal and improvement. The cycle includes the following elements:

1. Examining data 2. Conducting inquiries 3. Developing action plans 4. Implementing interventions 5. Progress monitoring interventions

Reports are gathered for the purpose of monitoring ELs’ progress toward meeting district and state standards. Results gleaned from these data systems are used to improve and modify program.

Goals for English Learners Our framework for properly evaluating our programs for English Learners is based on the following goals for English Learners:

1. Develop and implement effective programs for English Learners.

2. Ensure that all English Learners have access to ELD and reach English Language Proficiency.

3. Ensure that all English Learners access and master the core curriculum.

4. Decrease the numbers of drop-outs, suspensions and disciplinary referrals for English Learners.

5. Increase and optimize success through rigorous instruction.

6. Prepare students for a multicultural, competent, and changing society.

Goal I: Implement our Programs for English Learners

1. Identify our language minority students.

2. Guarantee English Learners are receiving ELD instruction.

3. Assure that programs are consistent with the students’ diagnosed needs and best practice.

4. Certify that our English Learners are taught by highly qualified staff.

5. Safeguard that the district’s EL programs are implemented according to their design (monitoring of actual practice).

6. Provide rigorous, standards based professional development.

Goal 2: Ensure that all ELs access and master English Language proficiency

1. Promote by providing opportunities within the classroom for Listening, Speaking, Reading, and Writing California ELD and Common Core standards as a framework.

2. Implement research based EL strategies and inspire all ELs to make expected progress through ELD curriculum.

Goal 3: Ensure that all ELs/RFEPs access and master the core curriculum

1. Ensure ELs/RFEPs to develop academic

language and literacy skills in English. 2. Monitor to verify that ELs/RFEPs show

expected progress in learning content standards in academic areas.

3. Ensure newcomers are provided appropriate support.

Goal 4: Decrease Areas of Concern

1. Reduce the percentage of ELs/RFEPs being retained.

2. Reduce the percentage of ELs/RFEPs dropping out of high school.

3. Reduce the rate of suspensions for ELs/RFEPs.

4. Reduce the rate of disciplinary referrals for ELs/RFEPs.

5. Meet federal annual Measurable Achievement Objectives (AMAOs).

6. Meet or exceed district attendance goals for ELs/RFEPs.


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7. Reduce the percentage of LTELs.

Goal 5: Increase and Optimize Success through Rigorous Instruction

1. Increase the percentage of ELs making expected progress toward reclassification.

2. Expand the number of ELs/RFEPs reaching annual yearly progress on CELDT and CAASPP.

3. Encourage and foster ELs/RFEPs participation in accelerated academic programs (gate, Honors, and Advanced Placement).

4. Preparing ELs/RFEPs with 21st Century skills for college and career.

5. Increase graduation rate.

6. Increase EL/RFEP enrollment in A-G courses.

7. Facilitate access to technology with the ultimate goal of enhancing educational experiences for all ELs/RFEPs.

8. Provide extended learning opportunities through After School, Saturdays, and Summer School programs.

9. Increase the percentage of ELs meeting or exceeding proficiency on state tests (CELDT & CAASPP).

10. Establish a Seal of Biliteracy.

Goal 6: Prepare Students for a Multicultural, Competent, and Changing Society

1. Safeguard that ELs/RFEPs receive and participate in all district programs and services.

2. Inspire ELs/RFEPs to respond actively to opportunities at school (e.g. extracurricular activities, committees, etc.)

3. Encourage parent and community involvement.

4. Develop skills needed for ELs/RFEPs to participate in opportunities offered within a global, changing society (e.g. community events and organizations, community service, etc.).

5. Motivate ELs/RFEPs to be successful as contributing citizens in the 21st Century Society.

6. Provide communication in the home language.

EL Expected Progression and Growth Targets

The following table exhibits the expected performance based on years in program for English Learners and expected gains in English proficiency level and academic subject areas.


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Table 6.4 Expected Performance and Gains in English Proficiency and Academic Subject areas

Evaluation Plan for Newcomer English Learner The District Evaluation Plan for the Catch-Up

program will assess the teaching and learning of

English Learners. Modification to the “Catch-up”

program services will be made based on annual

evaluation findings. Students in the program will be

assessed quarterly with the district’s assessment

benchmarks in ELD and District Benchmarks.

Eligible students will also be assessed with the state

mandated instruments, and the District’s quarterly

writing assessment. For more information on the

Catch-Up Plan see Chapter 2.

Structured English Immersion English Language Mainstream

ELD

CELDT

Level

Beginning

1

Early

Intermediate

2

Intermediate

3

Early Advanced

4

Advanced

5

Re-

classified

CELDT

Scale

Scores (K-

12)

K ≤345 5th ≤ 437

1st ≤ 357 6th ≤ 441

2nd ≤ 396 7th ≤ 446

3rd ≤ 414 8th ≤452

4th ≤ 432 9th ≤ 457

10th, 11th, 12th ≤463

K ≤396 5th ≤ 482

1st ≤ 405 6th ≤ 491

2nd ≤ 446 7th ≤ 501

3rd ≤ 459 8th ≤509

4th ≤ 472 9th ≤ 517

10th, 11th, 12th ≤ 527

K ≤447 5th ≤ 538

1st ≤ 455 6th ≤ 551

2nd ≤ 495 7th ≤ 555

3rd ≤ 513 8th ≤568

4th ≤ 530 9th ≤ 578

10th, 11th, 12th ≤ 590

K ≤498 5th ≤ 586

1st ≤ 508 6th ≤ 601

2nd ≤ 539 7th ≤ 609

3rd ≤ 556 8th ≤622

4th ≤ 574 9th ≤ 637

10th, 11th, 12th ≤ 651

K & 1st ≤598

2nd ≤ 635

3rd, 4th & 5th ≤ 700

6th ,7th, & 8th ≤741

9th ,10th, 11th, 12th

≤ 761

Timeline

based on

ELD level

student

working

toward at

entry into

district.

1st Year 2nd Year 3rd Year 4th Year 5th Year 6th

Year

1st Year 2nd Year 3rd Year 4th Year 5th

Year

1st Year 2nd Year 3rd Year 4th

Year

1st Year 2nd Year 3rd

Year

1st Year 2nd

Year

District

ELA & Math Benchmarks

(K-12)

Standard Not Met

0-30%

Standard Nearly Met

30-66%

Standard Met

67-80%

Standard Exceeded

81-100%

CAASPP

ELA

(3-11)

Level 1-Standard

Not Met

Level 2-Standard

Nearly Met

Level 3-Standard Met

Level 4-Standard Exceeded

CAASPP

Math

(3-11)

District

Writing

Assessment

(K-12)

1

1

2 - 3

3

4


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CHAPTER 7

PARENT AND COMMUNITY ENGAGEMENT

http://www.google.com/imgres?biw=1028&bih=697&tbm=isch&tbnid=I4-MMMjVIaBHyM:&imgrefurl=http://www.mpsaz.org/elad&docid=RzNgndeRtD5FAM&imgurl=http://www.mpsaz.org/elad/images/children_globe.jpg&w=250&h=230&ei=LOfuUfe-G6SkiQKGk4GgBg&zoom=1&ved=1t:3588,r:8,s:0,i:108&iact=rc&page=1&tbnh=181&tbnw=197&start=0&ndsp=13&tx=116&ty=105


64

Chapter 7

Parent and Community Engagement __________________________________________________________________________________________

School English Learner Advisory Committee (ELAC)

District English Learner Advisory Committee (DELAC)

Types of Parent Involvement

Parent Involvement Research

Family Engagement Framework

Table 7.1 Parent Involvement Goals

Table 7.2 Types of Parent Involvement

ENGLISH LANGUAGE LEARNER ADVISORY COMMITTEE (ELAC)

Legal Requirements California Education Code – Section 52176 states, “A school site with 20 or more pupils of limited English proficiency shall establish a school level advisory committee on which parents/guardians, of such pupils constitute membership in at least the same percentage as their children represent of the total number of pupils in the school. The school may designate for this purpose an existing school level advisory committee that meets the criteria stated above.

A School Site with 21 or more English Learners (ELs) must have a functioning EL Advisory Committee (ELAC) that meets the following requirements:

Parent members are elected by parents or guardians of English Learners. The parents shall be provided with the opportunity to vote in the election.

Parents of English Learners constitute at least the same percentage of the committee memberships as their children represent of the student body.

The school may designate an existing school level advisory committee, or subcommittee of such advisory committee to fulfill the legal responsibilities of ELAC, if the Advisory body meets the criteria by the law.

The ELAC advises the School Site Council (SSC) on the development of the Single Plan for Student Achievement (SPSA).

EL- The district and school sites, as required, have functioning English Learner Advisory Committees meeting all legal requirements.

In this chapter


65

The ELAC advises the principal and staff on the school’s program for ELs.

The ELAC assists in the development of the school’s:

1. Needs assessment 2. Language Census Report (R30-LC) 3. Efforts to make parents aware of

the importance of regular school attendance.

The ELAC receives training planned in full consultation with committee, to assist members in carrying out their legal responsibilities.

The ELAC has the opportunity to elect at least one member as a representative in the District English Learners Advisory Committee (DELAC).

Steps for Establishing an English Learners Advisory Committee

1. Determine the number of parents/guardians of English Learners that need to be on the committee.

2. Determine the preliminary advisory committee size. The law is silent on the size of the committee; the only requirement is that the percentage of parents/guardians of English Learners serving on the ELAC must be at least the same as the percentage of English Learners in the school. For example, if 25 percent of the students in a school are English learners, then parents/guardians of English learners must comprise 25 percent of the ELAC membership. Other parents/guardians may serve on the ELAC as long as they are elected by the parents/guardians of English Learners.

3. The purpose of an ELAC is to build the capacity of parents/guardians of English Learners to assist in the education of their children.

4. Other members of the ELAC can be parents/guardians, school staff, and /or a community member as long as the minimum percentage requirement for EL parents is maintained.

5. Notify the parents of ELAC elections. All parents of English Learners in the school may be elected to serve on the ELAC.

6. Conduct a general information meeting (optional) to provide parents with an

opportunity to understand the role and responsibilities of an ELAC and its members.

7. Elect parents of English Learners to serve as members of the ELAC. The law requires that only parents or guardians of English Learners elect the parent/guardian members of the ELAC. An election shall be held in which all parents of EL students will have the opportunity to vote. (www.cde.gov)

ELAC Committee Membership

The principal in collaboration with the ELAC president will coordinate ELAC meetings for the site. The ELAC President will preside over all ELAC meetings. The following procedures will be used for the formation of the ELAC: Members of the ELAC will serve for two years and will be elected in the spring using CUSD election guidelines and procedures. English Learner Advisory Committee (ELAC) bylaws are not required by law. However, conducting meetings using clearly written guidelines is a very good practice. It is strongly recommended that English Learner Committees draft and implement ELAC Bylaws. By-laws provide structure and enable the ELAC to function in an efficient, orderly manner.

Selection of ELAC Members

1) Election of Parents

Parents will be elected in the spring of each year using the CUSD Parent Committees and Councils

Election Policies and Procedures:

Parents will be provided with the opportunity to Declare Candidacy in March.

Elections of Candidates will be held in May.

Each school’s Community Relations Specialist will assist, coordinate, and monitor the election process.

Communication to elicit candidates will include, but not be limited to, phone calls, parent newsletters,

http://www.cde.gov/


66

marquee notices, and letters to all EL parents.

Remember that there is a required number of EL parents depending upon the percentage of EL students at your school.

Election results will be certified by the CUSD Parent Resource Center

(See Appendix B)

2) Selection of Other Members

The school informs all staff (certificated and classified) of the school's intention to elect members for the ELAC. Other members may be the principal, curriculum specialists, teachers, bilingual instructional assistants, and clerical staff. School personnel at the site shall elect other members. This can best be done by sending a letter explaining the purpose of the ELAC and a member's responsibilities to all staff members and having staff members nominate themselves. It is suggested that the ELAC staff members be selected prior to the first ELAC meeting.

Throughout the Year

If the school ELAC membership is complete (parents and staff) from year one, there will be no need to amend the ELAC membership. If the membership is not complete, follow the procedures listed below.

1) Election of Parents

If the school site does not have a complete ELAC parent membership at the beginning of year two, the school site shall send notification to all parents (not just parents of EL students) informing them of the school's intention to fill the vacant parent position(s). The notification shall be in a language and format understood by parents. Elections shall be conducted using the processes stated in the sites ELAC Bylaws and as written in the CUSD Parents Committees and Councils Procedures and Policies.

2) Selection of Other Members

If ELAC staff members need to be replaced at the beginning of year two, all staff members will receive written notification informing

them of the school's intention to fill vacant staff position(s).

3) Replacement During the Year

If a committee member must be replaced during the school year, school site bylaws procedure will be followed.

Vacant positions shall be filled at the spring election.

4) Selection of the DELAC Representatives

At the first ELAC meeting in year one, the school site ELAC members must elect at least one parent of EL students to represent them at the District English Learner Advisory Committee (DELAC). The representatives serve for two years.

Election of a new DELAC representative is held at the first meeting in year two only if the school's representative from year one is no longer available to serve on the DELAC.

DISTRICT ENGLISH LEARNERS ADVISORY COMMITTEE (DELAC)

Legal Requirements

Each California public school district serving grades kindergarten through 12, with 51 or more pupils of limited English proficiency shall establish a District-level English Learner Advisory Committee on or sub-committee of an existing district-wide advisory committee. The Compton Unified School District has established a District-wide District English Language Advisory Committee (DELAC). Parents or guardians of pupils of limited English proficiency who are not employed by the district

EL- The district and school sites, as required, have functioning English Learner Advisory Committees meeting all legal requirements.


67

shall constitute a majority of the committee (51%). The DELAC advises the school district governing board on all of the following tasks:

The development of a district Master Plan for educational programs and services for ELs that taking into consideration the Single Plan for Student Achievement.

Conducting of a district wide needs assessment on a school-by-school basis.

Establishment of district programs, goals, and objectives for programs and services for ELs.

Development of a plan to ensure compliance with any applicable teacher and instructional assistant requirements.

Administration of the annual Language Census Report.

Review and comment on the school district’s reclassification procedures.

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

The Compton Unified School District coordinates with ELAC committee members to provide training on legal responsibilities.

Election of Representatives

At the first school site ELAC meeting in year one, the members must elect at least one parent of EL students to represent them at the District English Learner Advisory Committee (DELAC). The representatives serve for two years. An election for a new DELAC representative is held at the first school site ELAC meeting in year two only if the school's representative from year one is no longer available to serve on the DELAC.

The representatives will be responsible for attending all DELAC meetings and present the information received to the school ELAC. The DELAC will meet at least four times during the school year. Schools must complete the DELAC representative form after the first ELAC meeting in year one and continue to submit the forms each month to the English Learner Services and the Office of Special Projects through the Coordinator of Parent Involvement located at the CUSD Title I Parent Resource Center.

Coordination of DELAC Meetings The district Director of English Learner Services serves as a district liaison to the DELAC, assisting with preparation of meeting, minutes, distribution of meeting notices, and the communications pertaining to the DELAC. The President/Chairperson shall preside at all the DELAC meetings, as well as sign all letters, reports, and other communications of the committee (with previous approval from DELAC members). In the event of the President/Chairperson's absence, resignation, or inability to perform his/her duties, the Vice-President/Vice- Chairman shall assume those duties.

Record Keeping The district Director of English Learner Services will be responsible to keep archival records of the agendas, minutes, hand-outs and calendars of the DELAC. The President/Chair of DELAC will sign all of the documents. Copies of the documents will be maintained in the Compton Unified School Title I Parent Resource Center.

Training on Legal Areas of Responsibility The district will provide all the DELAC members:

1. Appropriate training, materials, and

information to assist each member to carry out his responsibilities and any required duties.

2. DELAC members shall assist the district to plan

the training-such as childcare, translating services, refreshments, and any other reasonable expenses.

By-laws of the DELAC The district Director of English Learner Services will be responsible to annually review the by-laws with the DELAC executive board and committee of a whole. Should the need arise to change the by-laws; a subcommittee will be assigned the task of making recommendations to the whole Committee. The approved process will be followed to amend the current by-laws.


68

DELAC Training: Advisement to the district and the Board

1. The DELAC will advise the CUSD Board of Trustees orally or in writing via scheduled meetings/or written reports with either the Superintendent or her/his designee. The Superintendent or her/his designee will participate in the monthly DELAC meeting to receive oral or written input from the members of DELAC.

2. The DELAC chairperson may present his/her oral or written report during public comment period of the Board meeting as well as request to be placed on the agenda of the regularly scheduled meetings of the CUSD Board of Trustees under Communication item.

Parent Involvement

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

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

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

b) Maximize parent/guardian training opportunities at monthly DELAC meetings

c) Increase the leadership capacity of parents.

School sites will implement a plan that actively encourages, nurtures, and facilitates parent participation in the education of their children. The plan includes but is not limited to the following (LCAP, p.25, 27 & 47):

DAC (District Advisory Committee)

DELAC (District English Language

Advisory Committee)

ELAC (English Language Advisory

Committee)

SSC (School Site Council)

English as a Second Language (ESL)

PTA (Parent/Teacher Association)

Literacy Nights

Volunteer opportunities

Parent Centers

Back to School Night and Open House

Project 2 INSPIRE (Workshops for

parents, Preschool to Grade 12).

PIQE (Parent Institute for Quality Education).

Table 7.1 Parent Involvement Goals

GOALS

CUSD will promote the involvement of parents and community members in the education of English Learners

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

Maximize parent/guardian training opportunities at monthly DELAC meetings

Increase the leadership capacity of parents


69

Types of Parent Involvement

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

Table 7.2 Types of Parent Involvement

Parenting

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

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

2. School site Parent Education Workshops

Communicating

Two-way communication on regular basis happens between families and schools about educational standards/expectations, children’s progress, educational programs and choices. Communication in the home language is a critical factor. When 15% or more of the school’s students are speakers of the same language, the school will provide written translations of all school information in that language. Translators will be made available

for all parents/teacher conferences, (a) SST, (b) IEP, (c) retention meetings, (d) suspension and expulsion hearings, and (e) for all due process actions held at the district level.

Home visitations will occur to facilitate relationships between parents and school.

Volunteering

Develop volunteer opportunities for parents and community members. Activities intended to encourage volunteering include:

PTA

School-wide celebrations

Classroom/office volunteering

Campus/cafeteria supervision

Learning at Home

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

Family Literacy Nights

Back-to-School Nights

Parenting Communication Volunteering

School & District Trainings

DELAC/ELAC Trainings

Communication in home language

(15%)

Principals’ Tea

Home Visitation

PTA, School-wide activities

Classroom, fieldtrips

Learning at home

Homework, family

nights

Parent Trainings

Back to School Night

Decision-making and advocacy

School Site Council

ELAC, DAC/DELAC

District Committees

Relationship Building/Collaborating with the community

Student Achievement

Awards

Family Nights

Open House


70

Open House Nights

CELDT Training

Reclassification SST Meetings

Decision Making and Advocacy

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

ELAC

DELAC

School Site Council (SST)

District Committees

Other community based organizations

Relationship Building/Collaborating with the Community

Establishing a welcoming school environment, celebrating events, and promoting are excellent practices that enforce the relationship with parents and community. These can serve as a “gateway” for strengthening long-term partnerships. Activities intended to encourage relationship building and collaborating with the community include:

Celebrations of Reclassifications

Student Achievement Awards

Family Nights

Literacy Nights

The district and the schools will provide parent outreach and education including, meetings, workshops, and programs for parents and families. The district’s LEA plan and school plans outline measurable goals, objectives, and activities that promote parent involvement.

Parent Involvement Research Research on Parent Involvement

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

Activities that support learning at home

Building on parents’ strengths

Strategies for parents to help reinforce classroom instruction (content specific and support by parent education and training)

School-home communication

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

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

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

Students will attend school every day, complete classwork and homework, and

utilize goal setting to monitor their progress.

Parents/Guardians will monitor student attendance, homework completion,


71

volunteer in the classroom, serve on committees, and attend/support school events.

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

Family Engagement Framework The California Department of Education, Family Engagement Framework also provides some guidance for parent involvement activities for all

students and for English Learners. The framework provides practical activities that the school can do as well as what the family can do to promote positive school environment.

School High quality curriculum and

instruction in a supportive and effective learning environment

Parent/Guardian Student attendance,

homework completion, volunteer in classroom, serve on committees, and attend/support school events

Student Attend School

Complete homework

Act responsibly and respectfully

Goal Setting and Monitoring

Family Engagement Framework provides schools, families, and district with various activities to work together!


72

At the District

At School

At Home

Promote effective two-way communication with

families

Assist families to create home conditions to support

academic achievement

Provide information on expectations, standards, and

how families can be involved, in an accessible language

and format

Keep families informed on student progress and

maintain regular communication

Provide quiet space at home for homework

Limit TV watching and video games

Read out loud to your students

Talk about school and the importance of learning

Respond to school surveys

Communicate with teachers about questions and

concerns

Talk about college and careers

Help organize homework

Link learning to current events

Create a welcoming environment

Celebrate families and the assets they

bring to schools

Work with families as partners to

improve student achievement

Assist families to access community

resources

Attend parent-teacher conferences

Visit the classroom

Volunteer in the classroom

Volunteer at lunch or after school to support

students

Attend and support school wide events

Attend advisory committee meetings

Participate on school-level advisory

committees

Solicits input from families on district

family engagement policies

Provide training on curricular and

budgetary decision-making for parent

coordinators and families

Create and support parent centers at

school sites

Participate on district-level advisory

committees

Participate in planning and delivery of staff

training on parent involvement

Participate in development and review of

district and school-level parent involvement

plans and policies

Family Engagement Activities

School Family


73

CHAPTER 8

PROFESSIONAL DEVELOPMENT AND STAFFING


74

Chapter 8

Professional Development and Staffing __________________________________________________________________________________________

Professional Development

Staffing and Teacher Credentials

Recruitment and Staffing for English Learners

Accountability Plan for Staffing

Table 8.1 Steps to Success

Table 8.2 Staffing Responsibilities-English Learners

Professional Development Compton Unified School District has a coordinated and comprehensive staff development program. District-wide programs are aligned to reform efforts in literacy, mathematics, and improving student achievement. Staff development will include strategies and applications that are specific to the needs of English Learners. Programs include research-based components, classroom connections, teaching support, and classroom demonstrations. The approach is to ensure that all teachers have the materials, knowledge, training, and assessment tools to implement the desired learning strategies. Staff development programs support the delivery of the Common Core and California ELD standards (LCAP, p. 36). Many programs are conducted in conjunction with local

universities. An additional goal for all teachers is to meet certification requirements for compliance with state and federal programs. Compton Unified School District recruits, develops, and retains highly qualified staff who can meet the needs of English Learners. The district requires that all staff meet certification requirements for English Learners that are appropriate to their job title and responsibilities. The professional development program involves both classified and certificated personnel engaged in the education of English Learners.

In this chapter


75

Table 8.1 Steps to Success

Vision The first step in creating a meaningful and sustainable change for optimal student achievement is developing a clear vision. The vision is created collaboratively, and it directly aligns research-based practices with desired student outcomes. Communication of the vision occurs with all stakeholders. The vision focuses and synergizes people, resources, and efforts towards a common goal. A plan based on the vision includes sharing the vision, delivering professional development, providing support, and ensuring accountability. In accordance to our district’s vision, schools will:

Be led by a strong and effective principal

Function as a team

Collaboratively develop a vision to improve

student achievement and a plan to achieve

that vision

Establish a plan of accountability for all

employees

Professional Development

All Stakeholders involved receive training on the research behind the vision and all relevant aspects of its implementation. (LCAP, p. 36) Professional Development includes:

1. Universal Access

Content Based ELD

Explicit Direct Instruction Method

Differentiation (LCAP,p.38&39)

Productive group work

Academic Vocabulary Development (LCAP, p. 38)

Gradual Release Method

Discourse Development (LCAP,p.39)

Collaborative

Scaffolding instruction

Visuals, realia, media, audio

Culturally relevant pedagogy (LCAP,p.39)

Cues, Prompts, Questioning 2. Reclassification (LCAP,p.40)

Criteria

CELDT

CAASPP

Writing (Rubric) 3. EL Data Monitoring

CALPADS 4. RFEPS Monitoring

(Appendix l & M) 5. Newcomers (LCAP, p.41) 6. Master Plan (LCAP, p.35 &42)

Support

Support is provided to all stakeholders involved by the EL Specialists, District EL Specialists, and EL Services Department during the school year, in the summer, and after school. The PD will focus on the following areas (LCAP, p.35 & 39):

Job embedded coaching

Steps to Success

Vision

Professional development

Support

Accountability


76

Co-teaching

Lesson Demonstration

Modeling

Webinars

Informational

Instructional Tools

Accountability A plan for accountability ensures that students have equal access to a guaranteed and viable curriculum aligned with the research based vision. Our accountability plan includes formal and informal classroom observations, school site visits, school walkthroughs, and data analysis.

Goals and Objectives The EL Department will use the following strategies to manage district-wide English Learner professional development programs:

Conduct appropriate trainings Plan, organize, and calendar Professional

Development Monitor Create a collaborative culture. This will be

accomplished by:

1. Organizing professional learning communities (PLCs) whose goals are to increase the achievement of English Learners

2. Requiring and supporting leaders who guide continuous instructional improvement (School Leadership)

3. Providing resources to support adult learning and collaboration around the needs of our English Learners (Resources)

4. Using disaggregated student data and multiple sources of information to determine adult learning priorities, monitor student progress, and help guide and sustain continuous improvement

5. Preparing educators to use effective learning strategies and apply research-based decision making to their profession (Research-based)

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

7. Deepening educators’ content knowledge, providing them with research-based instructional strategies to assist students in meeting Common Core and California ELD standards, and preparing educators to use a variety of classroom assessment appropriately (Rigorous and Quality Education)

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

Professional Development of Master Plan Components

A carefully planned professional development process will be used to introduce the Master Plan for English Learners to district and site staff. This professional development will emphasize key features of the plan and procedures to be adopted by all sites (LCAP, p.35&42). Professional development related to the Master Plan for English Learners will focus on the following components:

Administrators

Review the content in Master Plan for English Learners

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

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

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

Facilitate site trainings


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Site Staff Personnel

Review of content in Master Plan

Identify critical site responsibilities for implementation of the Master Plan

Create action plans for implementation of the Master Plan

Staffing and Teacher Credentials

Staffing Districts have an obligation to provide the staff necessary to implement the EL programs in a timely fashion. All teachers who provide specialized instruction must have the appropriate credentials or be in active training to acquire those credentials. All teachers on interim assignment must receive immediate training. The requirement for bilingual/SDAIE/ELD credentials is triggered by the student English Learner status and the nature of instruction. “Qualified” means teachers hold a Cross-Cultural Language and Academic Development credential or a Bilingual Cross-Cultural Language and Academic Development credential (CLAD or BCLAD) authorizing them to teach students who are limited English Proficient. Districts must ensure the first and second language competency of paraprofessionals used to provide L1 support if the chosen program requires native language support.

Recruitment and Staffing for Teachers of English Learners

In compliance with state and federal regulations, Compton Unified School District shall ensure that all teaching personnel whose assignment includes English Learner students shall hold appropriate certification to provide necessary instructional services to English Learners.

1. The district will establish a process to track the

credential and training status of teachers.

a. Human Resource Employee Development (HRED) currently uses the Los Angeles County Office of Education (LACOE) to obtain reports that identify district teachers who hold provisional internship permits and those who hold preliminary or clear credentials.

b. Four months prior to the document’s

expiration date, HRED mails reminders to non-credentialed teachers, informing them of the requirements to renew their licensing document.

c. HRED provides personal assistance

whenever it is requested or necessary, (e.g., counseling teachers, placing calls to the California Commission on Teacher Credentialing or universities to obtain further information, and holding informational meetings).

d. HRED maintains records that include: the

names of teachers that are not subject matter competent (CSET or subject matter waiver letter), school assignment, type of credentialing document previously held, score obtained in each section, conditions to be met, and the expiration date of the credential document.

e. HRED maintains a database that includes:

the names of teachers with Special Education Short Term Staff Permits (STSP), school assignment, conditions to be met, and the expiration date of the STSP.

f. HRED requires each newly hired teacher to

have an English Learner authorization attached to their teaching credential. If the candidate is from out of the state and does not have this authorization, HRED provides support and gives them up to one year to meet this requirement.

g. HRED will verify information and integrate

it into the district’s Human Resources Credential and Training Tracking System.

2. Annually, each site will conduct an assessment

to determine the number of teachers and sections needed at each school to meet the ELD and content needs of its English Learners.


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3. Annually, the district will verify that all English Learners have been assigned to qualified

teachers for the delivery of ELD and core curriculum.

Table 8.2 STAFFING RESPONSIBILITIES - ENGLISH LEARNER PROGRAM

PERSONNEL RESPONSIBILITY

Superintendent Meets with site principals and cabinet to determine needs

Senior Director of Fiscal Services

Evaluates district/school data Meets with Human Resources Budgets for positions needed Meets with cabinet to validate budgets

Human Resources Office Reviews district/school data Reviews site staffing projections with Fiscal Services Establishes a recruitment schedule Meets with directors to determine an action plan for recruitment,

interviewing and hiring of needed personnel Maintains database of each certificated staff member at school sites

including credentials, certificates, and training status Determines successful recruitment strategies Meets with site principals to review staffing plans Reports on interview, recruitment, and hiring Assists newly hired teachers Prepares reports for the CDE Provides teacher surveys to the Department of Accountability and

Instruction Assistant Superintendents

Validate enrollment projections Review school R-30 report for staffing needs Meet with site principals to review staffing needs and determine

grade level/subject assignments

Senior Director of Personnel Commission

Meets with site principals to review staffing needs, bilingual paraprofessionals, front office clericals, parent/community liaisons

Reports on interviews, recruitment, and hiring Prepares reports to the Associate Superintendent of Human

Resources for CDE Coordinates training of all classified and clerical personnel Monitors the hiring of bilingual personnel at the school sites

Principal

Assists in data collection and surveys Reviews staffing needs both certificated and classified with the

Associate Superintendents Informs ELAC of staffing needs, plans, and timelines Meets the goal to have adequate number of certificated and

classified personnel to serve EL students and parents

Director of Information Technology

Oversees the database input Prepares report compilations for HRED and Cabinet Reports number of students with improperly licensed staff

ACCOUNTABILITY PLAN FOR STAFFING

Under the direction of the Superintendent, the Senior Director of Fiscal Services in cooperation with the Associate Superintendent of Human Resources will develop a projected staffing plan in

March of every year after the completion of CDE R- 30 report. The Senior Director of the Division of Accountability and Instruction will monitor the number of students that are not being served by a teacher with appropriate licensure. The timeline and procedures are as follows: Associate Superintendents


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Review the language census and R-30

Establish EL needs with the Director of EL

Services

Provide a site place needs report

Chief Administrator Officer, Business and Administration Services

Reviews budgets and projected enrollments

Determines number of new positions by school

Provides a plan to the Superintendent by school of new positions

Senior Director of Human Resources

Reviews fiscal and operational plans

Provides raw data to Research, Evaluation and Assessment for processing

Establishes a recruitment and hiring timeline and schedule

Provides a plan to the Superintendent

Director of Information Technology and Pupil Records

Processes data collected by Human Resources on Teacher Survey

Reports staffing needs by school using the Special Projects Database

Provides report to Human Resources DELAC Review

Staffing needs by school are reported to the DELAC with R-30 data

Staffing plans by school are reported and discussed with the DELAC

DELAC reviews plans and reports to the Superintendent


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CHAPTER 9

FUNDING


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Chapter 9

Funding __________________________________________________________________________________________

General and Categorical Funding

Base Program Allocation

General Fund Resources

Supplemental Fund

Table 9.1 Funding Responsibilities

Table 9.2 Funding Process

Table 9.3 Title I and Title II Funding Description and Allowable Expenditures

Table 9.4 Title III and EIA-LEP Funding Description and Allowable Expenditures

FUNDING OF PROGRAMS FOR ENGLISH LEARNERS: General and Categorical

The Compton Unified School District is committed to make sure that all students maximize their potential and experience academic success. Programs are funded through general funds to provide English Learners with equitable learning opportunities. The provision of such resources is not contingent on the receipt of state or federal categorical aid funds. Information about these budgets is also provided to parents during the fall trimester. In the spring, in preparation for the development of the each school’s Single Plan for Student Achievement and the District’s Title III plan, information on anticipated allocations is provided to the DELAC and site ELACs. The Master Plan for English Learners will be aligned to program

and fiscal needs and policies, including but not limited to:

Compton Unified School District Board Policies

District Board and Superintendent Goals

Title III Corrective Action Plans

LCAP/LEA Plan

Single Plans for Student Achievement

Federal Program Monitoring corrective actions

Other relevant federal, state and local directives

Table 9.1 Funding Responsibilities

In this chapter

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PERSONNEL RESPONSIBILITY

Superintendent Ensures that general funds are allocated to sites and departments to

ensure equal access

Chief Administrative Officer

Follows the direction of the Superintendent in budgeting and allocate resources and service

Assistant Superintendent

Prioritizes general funds to support district with needs based on student data

Allocates adequate resources for programs, based on student population

Senior Director, Special Projects

Allocates supplementary funds based on formula Reviews Single Plans for student achievement for appropriation,

program content and compliance Presents plans to the Board for approval

Director of English Learner Services

Monitors allocation and expenditure in meeting guidelines

Principal Allocates school instructional budget. Develops school level plan and prioritizes based on needs assessment

Teachers on Committees SSC/ELAC/DELAC

SSC members approve the school level plan ELAC members advise on the EL section of the plan

Committees SSC/ELAC/DELAC

ELAC members advise on the EL section of the plan DELAC gives input on district wide level changes


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Table 9.2 Funding

General Funds Resources

The District along with the schools determine programs and services and allocates resources to ensure implementation. Programs and services include certified teachers, support personnel, textbooks, instructional materials, and other general funded functions. General and categorical funds are used to provide services for all students including core curricular materials, instructional supplies, teachers’ salaries and other district services (e.g. transportation and libraries) as well as support systems for monitoring program implementation/evaluation and student progress. Core materials in Language Arts and Mathematics are supplemented, when needed, to ensure that

English Learners have access to the core curriculum.

Funding

Board Approval Of Superintendent’s goals and objectives

Cabinet Identifies and prioritizes

needs based upon data and distributes general fund

allocations

Senior Director of Special Projects

Allocates categorical funds based on

Consolidated Application regulations and meets

with principals to ensure compliance Principals

Develop School Plan and meet with School Site Council and English learner Advisory Council before approving

the plan and budget

Board Approves School Plans

Expenditures Monitored Internally and externally (Consolidated Application

and Federal Program Monitoring


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Supplemental Funds Both, the state and the federal governments provide supplemental funds that are used to support programs and services for English Learners. The tables on the following pages

provide information on several important sources of supplemental funds. These categorical funds should not be used to supplant general funds or other state or local resources. The table on the following pages provides information on several important sources of supplemental funds.

Table 9.3 Titles I and II (Part A) Funding Description and Allowable Expenditures

Federal Funding Source

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

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

A federal fund used to increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.

Students to be served

Disadvantaged students All CUSD schools are identified as school-wide Title I

All students

Examples of Expenditures Appropriate for Funding Source (Support for English Language Arts, English Language Development, and Mathematics)

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

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

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

3. Preschool. 4. Homeless Education. 5. Services on Choice Transportation are required

set asides based on Program Involvement Status.

6. Supplemental Educational. 7. Professional Development. 8. Parent Involvement. One percent is reserved

with 95% of the reservation going back to schools for specific parent involvement activities at the school sites.

School Sites

School Site Council (SSC) decides how Title I funds are spent at the school site.

Table 9.4 Title II (Parts B, C, & D) Funding Description and allowable Expenditures


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Federal Funding Source

Title II, Part B- Mathematics and Science Partnerships

Title II, Part C- Innovation for Teacher Quality

Title II, Part D- Enhancing Education Through Technology

Description

The purpose of this part is to improve the academic achievement of students in the areas of mathematics

and science by encouraging local educational agencies, to participate in programs that focus on the education of mathematics and science teachers.

Troops-to- Teachers Program n/a

The purpose of this part is to provide assistance to LEAs for the implementation and support of a comprehensive system that effectively uses technology in elementary schools and

secondary schools to improve student academic achievement.

Student to be Served

All Students All Students

Examples of Expenditures Appropriate for Funding Source (Support for English Language Arts, English Language Development, and Mathematics)

Establishing and operating mathematics and science summer workshops or institutes, including follow up training,

for elementary school and secondary school mathematics and science

teachers that: Train teachers to use curricula that are — (I) based on

scientific research; (II) aligned with challenging academic content

standards; and (III) object-centered, experiment-oriented, and concept- and content-based.

Professional development for teachers, principals,

administrators, and school library media personnel serving the local educational agency, to further

the effective use of technology in the classroom or library media center.

Table 9.5 Title III Funding Description and Allowable Expenditures

Funding Source

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

Local Control Funding Formula (LCFF)

Description

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

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

Student to be Served

English Learners

English Learners and other Subgroups.

Examples of Expenditures Appropriate for Funding Source

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

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

Personnel (Curriculum Specialists, Instructional Assistants), instructional materials, staff development (English language development, English literacy skills), parent education, and community liaisons.

Appendices


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__________________________________________________________________________________________

Glossary

Appendix A -

Home Language Survey Appendix B - ELD Rubric Appendix C –

Interview ELAC Protocol Student Records Form Appendix D –

Parent Notification and Program Placement Forms Appendix F –

Reclassification and Monitoring Forms

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

-A- Academic Performance Index (API) A California State accountability measure that combines results from several state assessments (CST, CMA, CAPA, CASHEE). Each school in the state is assigned a numerical value from 200 to 1000 points. The API is used to assign improvement targets. Adequate Yearly Progress (AYP) A federal accountability measure that uses the results from state assessments to set improvement targets as determined by the No Child Left Behind Act. Annual Measurable Achievement Objectives (AMAOs)

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

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

Basic Interpersonal Communication Skills (BICS) Language used in everyday social interactions. Bilingual, Cross-Cultural Language Academic Development (BCLAD) It is a credential or certificate which authorizes a teacher to provide ELD, SDAIE and primary language instruction. Teachers in the Dual Immersion Language program all have this type of certification.

In this section

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-C- California Alternative Performance Assessment (CAPA) A state-approved assessment designed to measure a student with significant cognitive disabilities who cannot participate in the CST, CMA, and CAASPP with accommodations and/or modifications. California English Development Test (CELDT) A state assessment given to initially identify English Learners in California public schools and thereafter to assess growth in English language proficiency on an annual basis in the areas of listening, speaking, reading, and writing. California ELD Standards The new standards for English Language Development (ELD) instruction approved by the state of California during the 2012-2013 school year. These standards define English language development instruction. California Modified Assessment (CMA) A state approved assessment designed to measure those students whose disabilities prevent them from achieving grade-level proficiency on assessments on the California standards, California Standard Test (CST) A state-approved assessment in Science given to students in California public schools which measures a student’s knowledge of the California Science standards. Cognitive Academic Language (CALP) A cognitive demanding level of oral and written language proficiency needed for literacy and academic achievement. CELDT Annual assessment Results Annual report listing the overall and subtest CELDT scores for English learner students in the areas of listening, speaking, reading, and writing. Cross-Cultural Language Academic Development (CLAD) A state credential or certificate which authorizes a teacher to instruct students using ELD and SDAIE. Cultural Proficiency (Lindsey, Robins, & Terrell, 2003) The knowledge, skills, and attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in cross-cultural settings.

-D-

District English Learner Advisory Committee (DELAC) A district-level advisory committee with parent representatives from each school that advises the district on programs and services for English Learners. Dual Language Immersion Program A program option whose goal is to build bilingualism and bi-literacy through 50% Spanish instruction.

-E- Emerging Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. Expanding Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistics structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. English Language Mainstream (ELM) A classroom setting for ELs who have reasonable fluency. ELs receive ELD and additional supports to help them access core curriculum. English Language Development (ELD) Systematic, daily, leveled, standard-based instruction in the English language for students who have been identified as English learners. English Learner (EL) A classification used in California to identify a student who is not currently proficient in English and whose primary language is not English. An EL student is referred to as a Limited English Proficient (LEP) in federal law. English Learner Advisory Committee ELAC) A site-level committee that advises the principal and school staff on programs and services for English Learners. English Only (EO) A student with a primary language of English and no other language is evident.

-F- Federal Program Monitoring (FPM)


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A state review process focused on determining whether a district’s programs are in compliance with federal and state law and regulations. Formative Assessment Formative assessments are ongoing exams, observations, and/or reflections that are given in order to improve instruction and provide students with feedback throughout the learning process.

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

-H- Home Language Survey (HLS) A questionnaire, required in California public schools, to be completed by parents at the time of registration, which elicits information about the language background of the child, to determine the primary language of the student. Home School Compact A document that outlines how parents/guardians, the entire school staff, and students will share responsibility for improving student academic achievement.

-I- Individualized Education Plan (IEP) A plan that specifies the goals, objectives, and programs offered for a special education student. It also identifies the learning disability. Initially Fluent English Proficient (I-FEP) A language classification given to students with a primary language other than English who demonstrated fluency on the CELDT upon initial testing. Inter-district transfer For students living outside CUSD attendance area who are requesting to enroll in a CUSD school. Usually requires approval by both the resident district and the receiving district. Intra-district Transfer A request by the parents to transfer a child from CUSD resident school (home school) to another non-resident school within CUSD attendance area.

-J- -K- -L- Local Control Accountability Plan Plan created by districts that includes community input and describes the district’s overall vision for students, annual goals, and specific actions the districts will take to achieve the vision and goals.

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

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

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

-O- -P- Parental Exception Waivers


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A form which is requested and signed by parents or legal guardians of English Learners annually to waive the requirement to be placed in an instructional program that is “overwhelmingly” in English (i.e. – Structured Language Immersion, English Language Mainstream programs, or alternative programs) Primary Language (L1) The language that has been identified as the student’s native or home language. Primary Language Instruction Primary language instruction consists of direct lessons in and through the primary language. The instruction makes use of grade-level materials in the primary language (textbooks, audio-visuals, electronic media, and internet resources) that meet state content standards. Primary Language Support Different than Primary Language Instruction in that it does not include direct lessons, assignments, or assessments in the primary language but may be provided and used to support students within a SLI or ELM setting as a means of increasing access to core curriculum taught in English. Professional Learning Community (PLC) A conceptual model that focuses on the following questions to improve student achievement: What do we want students to learn? How will we know they have learned? How will we respond when learning has not occurred? How will we respond when learning has already occurred? Proposition 227 A 1998 California ballot measure requiring children to be taught in classrooms where the instruction was “overwhelmingly” in English, unless students have an approved Parental Exception Waiver.

-Q- -R- Reclassification (formerly known as Re-designation) A process that is used to determine whether a student has met all of the established district criteria for determining proficiency in English. A reclassified student moves from an English Learner to Reclassified Fluent English Proficient and often results into a change in program placement. R-30 Language Census Report A state-required annual census of each school which reports the numbers of English Learners and Fluent English Proficient students by primary language, annual reclassifications, instructional programs and services,

and staffing information of those providing instruction to English Learners. Reasonable Fluency A level of English proficiency as determined by a student’s overall CELDT score at a high-intermediate stage or higher with no domain (listening, speaking, reading, and writing) lower than 3. Reclassified Fluent English Proficient (R-FEP) A classification given to students who are once identified as English Learners who have met all of the district’s criteria to be considered Fluent English Proficient (FEP) Research-Based Lesson Design A model of Explicit Direct Instruction accompanied with English Learner scaffolds or strategies that make the content comprehensible for students (see section on SDAIE in Chapter 2).

-S- Scaffold A support or strategy provided at a rigorous academic level making instructional input comprehensive. School Site Council A group of teachers, parents, administrators, and interested community members who work together to develop and monitor a school’s improvement plan. It is a legally required decision-making body for any school receiving federal funds. Single Plan for Student Achievement (SPSA) A plan approved by the School Site Council which outlines the goals, actions, timelines, and budgetary resources for continuous school improvement. Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English Learners. Structured English Immersion (SEI) An instructional model, designed for English Learners with less than reasonable fluency in English. Core content is taught in English through the English acquisition process. Student Success Team (SST) A team consisting possibly of the classroom teacher, parents/guardians, administrators, curriculum/EL specialist, and school psychologist (as needed) to discuss academic and/or behavioral concerns and


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interventions for individual students using the Response to Instruction and Intervention model. Summative Assessment An assessment that is given at a pre-determined time. The goal of summative assessments is to judge student competency after instructional phase is completed (CAASPP, CST, CMA, CAPA).

-T-

-U- -V- -W- -X-


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Appendix A Home Language Survey


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Appendix B

ELAC Interview Protocol

COMPTON UNIFIED SCHOOL DISTRICT Department of Operations, Maintenance, Grounds and Transportation

Office of Williams Lawsuit Legislation

ELAC Interview Protocol Date: ELAC Questions/Documents

1. Introduce Team – (translator may be needed).

2. How many are ELAC MEMBERS? _____________________________________ 3. (How)? Describe how you become ELAC members.

4. Describe/Explain your duties and responsibilities.

5. Describe the last ELAC meeting you had.

6. Tell us the training/meeting you had had. Re: Your duties/responsibilities

Revised, 8/12/12


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7. How did you select your DELAC Rep?

Documents to review: 1. Annual calendar of meetings/workshops. ________ Yes _______No

2. Their, Sign – In, minutes, agenda for each ELAC meeting.


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Appendix C Designated ELD Observation Tool

K-12 Designated ELD Observation Tool

Lesson Components Evidence/Comments

Content/Materials

Instruction

Student Actions

Next Steps

School: __________________________________ Date: ________________ Grade: ________

Teacher: __________________________ Subject :__________ Visitor’s Role/Name: ________________

Content Objectives Posted

Language Objectives Posted

Use of ancillary text and other materials.

Visuals/Realia

Language and Content Objectives are clearly conveyed to students.

Comprehensible Input Strategies Questioning strategies for various levels.

Activating/Building Background and Making Connections across concepts. Academic Language is modeled and practiced by students.

Academic Sentence Frames

Varied scaffolding strategies

Lesson Delivery: I DO, WE DO, YOU DO

Lessons incorporate use of all language domains: (Listening, speaking, reading, writing)

Use of Academic Vocabulary when speaking and in writing.

Provide frequent opportunities for structured interactions between teacher/student and among students.

Self-reflect and evaluate their learning.

Other: _______________________________________________________________________________

Evidence of Integrated ELD (ELD Standards)

Checking for Understanding


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SDAIE Instruction Description/Examples

Content and Language Objectives

Lessons include both language and content objectives.

Students understand the language and content objectives of the lesson.

Activating/Building Prior Knowledge

Planned questions or tasks presented before or after a topic is introduced that enables students to connect the curriculum with their own culture and experiences.

Engaging students in meaningful activities that incorporate prior learning.

Use of graphic organizers to help students activate/build their prior knowledge.

Using heterogeneous grouping and cooperative learning to facilitate the sharing of prior knowledge.

Comprehensible Input

Modified speech and language

Total Physical Response (TPR)

Realia/Visuals

Instruction +1 level of proficiency

Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities)

Questioning Strategies

Asks questions that are open-ended/referential.

Encourages students to question each other.

Poses a variety of questions at different levels and uses appropriate questioning techniques.

Allows sufficient response time for students to answer questions.

Lesson Delivery

Teacher Modeling (I DO)

Guided Practice (WE DO)

Independent Practice (YOU DO)

Academic Language

Teacher models Academic Vocabulary

Students use academic language when speaking with appropriate language support (sentence frames, teacher modeling).

Structured Interactions

Varied instructional grouping.

Think-Pair-Share

Cooperative Learning

Structured Interaction

Scaffolding

Scaffolding is both planned in advance and provided just in time.

Use of visuals, graphic organizers, realia, and thinking maps,

Clarification

Reflection

Increased wait time.


Thumbs up/down

Whiteboards

Teacher roving room listening to student responses and providing corrective feedback.

Teacher asks question to find out if understanding has been achieved.

Integration of listening, speaking, reading, and writing

Students have multiple opportunities to practice listening, speaking, reading, and writing throughout the lesson.


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Appendix D

Integrated ELD Observation Tool

K-12 Integrated ELD Observation Tool (SDAIE)

Lesson Components Evidence/Comments

Content/Materials

Instruction

Student Actions

Next Steps

School: __________________________________ Date: ________________ Grade: _______ Teacher: __________________________ Subject :__________ Visitor’s Role/Name: _______________

Content Objectives Posted

Language Objectives Posted

Use of ancillary text and other materials.

Visuals/Realia

Language and Content Objectives are clearly conveyed to students.

Comprehensible Input Strategies Questioning strategies for various levels.

Activating/Building Background and Making Connections across concepts. Academic Language is modeled and practiced by students.

Academic Sentence Frames

Varied scaffolding strategies

Lesson Delivery: I DO, WE DO, YOU DO

Lessons incorporate use of all language domains: (Listening, speaking, reading, writing)

Use of Academic Vocabulary when speaking and in writing.

Provide frequent opportunities for structured interactions between teacher/student and among students.

Self-reflect and evaluate their learning.

Other: _______________________________________________________________________________

Evidence of Integrated ELD (ELD Standards)



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SDAIE Instruction Description/Examples

Content and Language Objectives

Lessons include both language and content objectives.

Students understand the language and content objectives of the lesson.

Activating/Building Prior Knowledge

Planned questions or tasks presented before or after a topic is introduced that enables students to connect the curriculum with their own culture and experiences.

Engaging students in meaningful activities that incorporate prior learning.

Use of graphic organizers to help students activate/build their prior knowledge.

Using heterogeneous grouping and cooperative learning to facilitate the sharing of prior knowledge.

Comprehensible Input

Modified speech and language

Total Physical Response (TPR)

Realia/Visuals

Instruction +1 level of proficiency

Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities)

Questioning Strategies

Asks questions that are open-ended/referential.

Encourages students to question each other.

Poses a variety of questions at different levels and uses appropriate questioning techniques.

Allows sufficient response time for students to answer questions.

Lesson Delivery

Teacher Modeling (I DO)

Guided Practice (WE DO)

Independent Practice (YOU DO)

Academic Language

Teacher models Academic Vocabulary

Students use academic language when speaking with appropriate language support (sentence frames, teacher modeling).

Structured Interactions

Varied instructional grouping.

Think-Pair-Share

Cooperative Learning

Structured Interaction

Scaffolding

Scaffolding is both planned in advance and provided just in time.

Use of visuals, graphic organizers, realia, and thinking maps,

Clarification

Reflection

Increased wait time.


Thumbs up/down

Whiteboards

Teacher roving room listening to student responses and providing corrective feedback.

Teacher asks question to find out if understanding has been achieved.

Integration of listening, speaking, reading, and writing

Students have multiple opportunities to practice listening, speaking, reading, and writing throughout the lesson.


99

Appendix E

Student Records Form

COMPTON UNIFIED SCHOOL DISTRICT Department of Operations, Maintenance, Grounds and Transportation

Office of Williams Lawsuit Legislation

Cumulative Folder/Yellow Jacket Check Sheet

School: ____________________________________ Date: __________Grade:________ Principal: _________________________________ Student Name: _________________ Reviewer (s): _____________________________ Re-designated Student: Yes No Follow up Date: _________________ Comments:

Documents/Records Yes No Follow-up/Documentation

Home Language Survey (District K-12 Registration

Form)

Initial Assessment Results and Parent Notification

Initial CELDT Documents

Pre-LAS Assessment Documents

Request For CELDT Results (if and when applicable

Annual Assessment Results and Parent

Notification

Reclassification Referral Form with signatures and

Date (when applicable)

Parental Notification of Reclassification (when

applicable)

Reclassification Check List

Minutes of Reclassification Meeting

Monitoring Information of RFEP Students (when

applicable

CELDT & CST Labels on the Yellow Jacket


100

AppendixF________________________________________________________________ Parent Notification and Program Placement


State and Federal Title III Requirements

ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION

(Grade 1)

Name: School: Date:

Primary Language: Student ID: DOB: Grade:

Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's

Home Language Survey. Pursuant to California law, our school district is required to assess the English and

primary language proficiency of your child. This form is intended to notify you of these assessments, your

child's program placement, our recommendation, and the program options that are available to your child

according to state law and Title III.

English Language Assessment Results Limited English Proficiency Identification

Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency:

Based on results of the California English Language Development Test (CELDT), your child may be

identified as:

English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured

English Immersion Program.

English Learner (EL) with reasonable fluency in English and will be assigned to the English Language

Mainstream Program.

Fluent English Proficient (FEP) student and will be placed in the district’s regular program of instruction.

___English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP)

Program Placement Options and Descriptions for English Learners

___Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as

needed.

___English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state

standards. Students continue to receive additional and appropriate instruction in order to meet the requirements

to be reclassified as fluent English proficient ( FEP).

___Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of

the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more


101

students in one grade level at the same school request the alternative program, the school is required to provide this

program. ***

'** California state law gives parents the option to place their child in an alternative program. To place your child in an

alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must

meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10

years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30

calendar days, and special needs exist.

Note: At any time during the school year, you may have your child moved into the English Mainstream Program.

NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program.

Reclassification 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. The district’s reclassification criteria are listed below:

State-Required Criteria (EC section 313[d])

District-Required Criteria (CUSD Board Approved: October 13, 2015)

English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain)

AIMS Web (Grade 1) AIMS Web score (Winter or thereafter): 75 Percentile or higher

SRI (Alternative Assessment): Lexile at grade level

Writing Assessment

District Writing Benchmark score: 3 or 4 (Standard Met or above) in a 4 point writing rubric, OR

EL Writing Assessment: A score of 3 or above (Standard Met/Exceeded) in a 4 point writing rubric, OR

EL writing Assessment: A score of 3 or above (Standard Met/Exceeded) in a 4 point writing rubric

Please mark all that apply and return the completed form to your child’s school.

I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs

offered in our school district.

I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program

I will be visiting my child's school site to apply for a Parental Exception Waiver.

I understand that I have the right to move my child into the English Language Mainstream Program at any time.

Please call the school if you would like to schedule a parent conference to discuss English language program options for your child.

_______________________________ _________________ Parent's/Guardian's Signature Date

_________________

Principal’s Signature Date

right request program. in Program must ’s to

a “ Waiver one

al ten or c

Parent's/Guardian's

this


102

COMPTON UNIFIED SCHOOL DISTRICT Requisitos estatales y federales del Título III

NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA

(Grado 1)

Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los

estudiantes que todavía se encuentran aprendiendo esta lengua

Nombre del Alumno:

Numero de Identificaci6n del Alumno: Lengua materna:

Fecha de Nacimiento: Fecha:

Centro Escolar: Grado:

Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado

en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee.

Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su

hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III.

Resultados de la Evaluación realizada en Lengua inglesa (CELDT)

Identificación de un dominio limitado en Lengua Inglesa

Destreza Eval uada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT

Comprensi6n verbal

Comprensi6n oral

Lectura

Escritura

Nivel general de dominio lingüístico de inglés:

*Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n

facilitadas por los editores de las pruebas. Los editores de las pruebas Jes remitirán los resultados oficiales en un comunicado

aparte.

Estudiante de Inglés (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de

Inmersión Estructurada del Idioma Ingles (SEI).

Estudiante de Inglés (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles

(ELM)

Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito.

__Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán

asignados según las directrices de su Plan de Educación Individualizada (IEP)

Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles

____Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se

imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca

contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de!

estudiante cuando se hace necesario.


103

_____Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte

enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales

propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin

de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con

nivel de fluidez apropiado en el idioma inglés (FEP)..

_____Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL — PETICIÓN DE EXENCIÓN -La

instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades

necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado

correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma.

. ***Aclaración: Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar.

Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM)

Criterio de Reclasificación

El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación:

Criterio requerido por el estado (EC sección 313[d])

Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015)

Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una

calificación de 2 en solamente un dominio)

AIMS Web (Grado 1) Calificación en el examen AIMS Web (Invierno): 75 Percentil (on Target) o superior, OR

SRI (Examen alternativo): Lexile a nivel de grado

Examen de Escritura

Examen trimestral de escritura del Distrito: Calificación de 3 o 4 (Estándar alcanzado o supererado) basado en una rúbrica de

escritura de 4 puntos Examen de Escritura del Departamento de Estudiantes de Ingles:

Calificacion de 3 o 4 (Estandar alcanzadosuperado) basado en una rubrica de escritura de 4 puntos

Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo.

He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se

Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa

(Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program)

Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo.

Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver).

Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language

Mainstream Program), en cualquier momento, a lo largo del curso escolar.

Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita.

Firma del padre o tutor Fecha

_______________ Firma del Director Fecha

Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo

***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea

inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5° grado; b) haber cumplido los 10 años; c) ser menor de IO anos, haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de aprendizaje.

Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación.________


104


State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION

(Grade 2)

Name: School: Date:


Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language

Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of

your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation,

and the program options that are available to your child according to state law and Title III.

English Language Assessment Results

Limited English Proficiency Identification

Skill Area Raw Score Scale CELDT Proficiency Level

Listening

Speaking

Reading

Writing

Level of Language Competency:

Based on results of the California English Language Development Test (CELDT), your child may be identified as:

English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program.

English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program.




___Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed.


standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to

be reclassified as fluent English proficient ( FEP).


the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students

in one grade level at the same school request the alternative program, the school is required to provide this program.

***


105


alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must meet

one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of

age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days,

and special needs exist.

Note: At any time during the school year, you may have your child moved into the English Mainstream P r o g r a m .



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. The district’s reclassification criteria are listed below:




District ELA Benchmark (Grade 2) ELA Benchmark score: 60% (standard Met/Exceeded) or higher, OR

SRI (Alternative Assessment): Lexile at grade level

Writing Assessment

District Writing Benchmark score: 3 or 4 in a 4 point writing rubric (Standard Met/Exceeded) OR

EL Writing Assessment: A score of 3 or above (Standards

Met/Exceeded) in a 4 point writing rubric








_______________________ ____________

Parent's/Guardian's Signature Date

_______________________________ _________________

Principal Signature Date


a “ Waiver one

al ten or c

Parent's/Guardian's

this


106

DISTRITO ESCOLAR UNIFICADO DE COMPTON Requisitos estatales y federales del Título III


(Grado 2)



Nombre del Alumno:








Resultados de la Evaluación realizada en Lengua lnglesa (CELDT)



Comprensi6n verbal

Comprensi6n oral

Lectura

Escritura




aparte.

Estudiante de Ingles (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de


Estudiante de Ingles (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles

(ELM)









_____Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte

enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales

propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin


107

de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con

nivel de fluidez apropiado en el idioma ingles (FEP)..

_____Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL — PETICIÓN DE EXENCIÓN -La









Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de

2015)



Examen Trimestral de Inglés del Distrito

Calificación del examen de inglés trimestral del Distrito: 60% (Estándar conseguido /Superado) o superior, O SRI (Examen alternativo): Lexile a nivel de grado

Examen de Escritura

Examen trimestral de escritura del Distrito: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de 4

puntos Examen de Escritura del Departamento de Estudiantes de

Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rubrica de escritura de 4 puntos


He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes

que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión

estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program)


Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception

Waiver).

Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English

Language Mainstream Program), en cualquier momento, a lo largo del curso escolar.



_______________ Firma del Director Fecha






108



(Grades 3-5)

Name: School: Date:









Listening

Speaking

Reading

Writing


Based on results of the California English Language Development Test (CELDT), your child may be

identified as:






___Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as

needed.






students in one grade level at the same school request the alternative program, the school is required to provide this

program. ***


109






Note: At any time during the school year, you may have your child moved into the English Mainstream program.

NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream

Program.






CAASPP (3-5) OR

SBAC Interim Comprehensive Assessment OR SRI

CAASPP ELA Overall score: Level 3 or higher (Standard

Met/Exceeded),

OR CAASPP Reading Claim score: Above Standard,

OR

Reading District Benchmark score: 60%

(Standard Met/Exceeded) or higher

OR

SRI Score: Grade-level Reading Lexile or higher

Writing Assessment, OR CAASPP

District Writing Benchmark score: 3 or 4 (Standard Met/Exceeded) in a 4 point writing rubric,

OR CAASPP Writing Claim score: Above Standard OR

EL Writing Assessment: A score of 3 or above (Standards Met/Exceeded) in a 4 point writing rubric








________________________ _____________ _____


___________________________________ ___________________


right request program. in Program must

’s to a “ Waiver one

al ten or

c

Parent's/Guardian's

this


110



(Grades 3-5)



Nombre del Alumno:








Índice de Graduación ___________________



Destreza Evaluada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT

Comprensi6n verbal

Comprensi6n oral

Lectura

Escritura



facilitadas por los editores de las pruebas. Los editores de las pruebas les remitirán los resultados oficiales en un comunicado

aparte.




(ELM)









____Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente

en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel

educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin de adquirir un

dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez

apropiado en el idioma ingles (FEP)..

____Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL — PETICIÓN DE EXENCIÓN -La



111









2015)



CAASPP O

SBAC Interim Comprehensive Assessment O

SRI

CAASPP ELA - Calificación global: Nivel 3 o superior (Standard conseguido/superado), O

CAASPP- Calificación del área de lectura: Por encima del estándar, O

Examen trimestral de lectura del distrito -Calificación: Nivel 3 (Standard alcanzado/superado) o superior

SRI- Calificación: Lexile a nivel de grado o superior

Examen de Escritura,

O CAASPP

Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar conseguido/superado) basado en una rúbrica de

4 puntos, O CAASPP – Sección de escritura: Por encima del estándar

Examen de Escritura del Departamento de Estudiantes de

Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de escritura de 4 puntos


He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran

aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English

Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program)


Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver).

Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream

Program), en cualquier momento, a lo largo del curso escolar.



____________________ Firma del representante de! Distrito Fecha






112



(Grades 6-8)

Name: School: Date:









Listening

Speaking

Reading

Writing














students in one grade level at the same school request the alternative program, the school is required to provide

this program. ***




113








State-Required Criteria

(EC section 313[d])

District-Required Criteria

(CUSD Board Approved: October 13, 2015)

English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5

A score of 3 in all domains (A score of 2 in only one domain)

CAASPP (6-8)

OR

SBAC Interim Comprehensive Assessment

OR

SRI


Met/Exceeded),


OR

District Reading Benchmark Assessment score: 60%


OR

SRI Score: Grade-level Reading Lexile or higher

Writing Assessment,

OR

CAASPP


OR CAASPP Writing Claim score: Above Standard OR









________________________ _____________


____________________________________ ___________________


_________


a “ Waiver one

al ten or c

Parent's/Guardian's

this


114



(Grados 6-8)



Nombre del Alumno:











Comprensi6n verbal

Comprensi6n oral

Lectura

Escritura




aparte.




(ELM)

















115






El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales

para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación:



2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5

Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio)

CAASPP O


SRI

CAASPP ELA - Calificación global: Nivel 3 o superior (Estándar alcanzado/superado), O

CAASPP- Calificación del área de lectura: Por encima del estándar, O Examen Trimestral de Lectura del Distrito-Calificación: Nivel 3

(Estándar Alcanzado/Superado) o superior



O CAASPP

Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar conseguido/superado) basado en una rúbrica de 4 puntos,

O CAASPP – Sección de escritura: Por encima del estándar O Examen de Escritura del Departamento de Estudiantes de Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de escritura

de 4 puntos

Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes




Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception

Waiver).

Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English




_______________

Firma del representante de! Distrito Fecha






116



(Grades 9-12)

Name: School: Date:






Graduation Rate __________________




Listening

Speaking

Reading

Writing









___English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards.

Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as

fluent English proficient ( FEP).

___Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the

instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students in one

grade level at the same school request the alternative program, the school is required to provide this program. ***




117






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. The district’s reclassification criteria are listed below:

State-Required Criteria

(EC section 313[d])

District-Required Criteria

(CUSD Board Approved: October 13, 2015)

English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5

A score of 3 in all domains (A score of 2 in only one domain)

CAASPP

OR

SBAC Interim Comprehensive Assessment OR

SRI


Met/Exceeded),


OR

District Reading Benchmark Assessment score: 60%


OR

SRI Score: Grade-level Reading Lexile or higher Writing Assessment,

OR CAASPP


OR CAASPP Writing Claim score: Above Standard, OR








Please call the school if you would like to schedule a parent conference to discuss English language program options for yo

___________________________________ _________________

Parent/Guardian’s Signature Date

___________________________________ _________________ Principal’s Signature Date


a “ Waiver one

al ten or c

Parent's/Guardian's

this


118


Requisitos estatales y federales del Título III


(Grados 9-12)



Nombre del Alumno:








Índice de Graduación _____________________




Comprensi6n verbal

Comprensi6n oral

Lectura

Escritura




aparte.




(ELM)















119








El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales

para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación:



2015)



CAASPP O


SRI

CAASPP ELA - Calificación global: Nivel 3 o superior (Estándar alcanzado/superado), O

CAASPP- Calificación del área de lectura: Por encima del estándar, O

Examen Trimestral de Lectura del Distrito-Calificación: Nivel 3 (Estándar alcanzado/superado) o superior



O CAASPP

Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar alcanzado/superado) basado en una rúbrica de 4

puntos, O CAASPP – Sección de escritura: Por encima del estándar, O

Examen de Escritura del Departamento de Estudiantes de

Ingles: Calificación de 3 o 4 (Estándar conseguido/superado) basado en una rúbrica de escritura de 4 puntos

Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes



Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception

Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English




_______________

Firma del representante de! Distrito Fecha






120

Appendix G________________________________________________________________

Parental Waiver COMPTON UNIFIED SCHOOL DISTRICT

PARENTAL WAIVER REQUEST _________________________________ ___ ______________ _______ __________ ________

Student Last Name First MI. School Grade Date of Birth Language Level

I believe that the Mainstream English Language Program and the Structured English Immersion Program will not

meet my child’s education needs. I request a waiver, which will allow my child to be instructed in English and in

the target language through the Alternative Program (Dual Language Program) which has been thoroughly

described to me.

I understand that English and the target language instructional materials will be used, that instruction will occur

in both languages, and that the objective for my child is to achieve literacy and fluency in English and in the target

language.

___________________________________________ ____________________________

Parent Signature Date

Please complete the Parental Waiver Request and return it

to the school office in person.

FOR SCHOOL USE ONLY

Date received ___________________

Waiver request granted and the student will be placed in the following Master Plan Program for English Learners ________________________________

This program is only available at all schools when there are 20 or more students in a grade level.

Waiver request denied. The parent has been informed in writing of the reason(s) for the denial of the waiver and has been informed of the procedures for appeal.

_________________________________ ______________

Principal Signature Date

Distribution: White: Cum Folder Yellow: District Office Pink: Parent/Guardian

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://agency.governmentjobs.com/comptonusd/&ei=fgBmVd7KK8vfoASDlYP4Cg&bvm=bv.93990622,d.cGU&psig=AFQjCNFYYSfBDCjivPgA8XSqTARjestM_Q&ust=1432834556025602


121

DISTRITO ESCOLAR UNIFICADO DE COMPTON

PETICIÓN PARA PERMISO DE EXENCIÓN PARENTAL _______________________ __________ ________ _________ ___________________ Apellido paterno del estudiante Nombre Escuela Grado Fecha de Nac. Nivel de dominio (Idioma)

Creo que el Programa de estudio General de inglés y el Programa de Inmersión en Inglés Estructurado no satisfacen las necesidades educativas de mi hijo. Solicito un permiso de excepción, que permitirá que mi hijo sea instruido en inglés y en la lengua solicitada por medio de un Programa Alternativo (Programas de Inmersión Dual) que me fue ampliamente descrito. Entiendo que se utilizarán materiales educativos en inglés y en la lengua solicitada, que la enseñanza se impartirá en ambas lenguas, y que el objetivo es que mi hijo adquiera competencia y fluidez tanto en ingles como en la lengua solicitada. .

___________________________________________ ____________________________

Firma del Padre/Madre o Tutor Fecha

Por favor, completen esta Petición de Permiso de Exención

Parental y devuélvanla a la oficina escolar en persona.

SÓLO PARA EL USO DEL PERSONAL ESCOLAR:

Fecha en la que se recibió la petición de Exención ____________________

La petición es aprobada y el/la alumno/a será colocado/a en el siguiente programa del Plan Maestro para estudiantes de inglés _________________________________

Este programa se ofrece en todas las escuelas cuando se reúnen 20 o más estudiantes en un grado.

La petición es denegada. Los padres han sido informados por escrito de la(s) razón(es) por la(s) que la petición de exención ha sido denegada y también han sido informados de los procedimientos para apelar la decisión.

_________________________________________ _________________

Firma del Director/a Fecha

Distribution: White: Cum Folder Yellow: District Office Pink: Parent/Guardian

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://agency.governmentjobs.com/comptonusd/&ei=fgBmVd7KK8vfoASDlYP4Cg&bvm=bv.93990622,d.cGU&psig=AFQjCNFYYSfBDCjivPgA8XSqTARjestM_Q&ust=1432834556025602


122

Appendix H _________________________________________________________

Parental Exception Waiver Denial Form

PARENTAL EXCEPTION WAIVER DENIAL FORM

_____________________________ _____ ___________ ___________ _______________

Student’s Name Grade Room Date of Birth School

Master Plan Program Requested:

Dual Language

On ____________________________, you requested a Parental Exception Waiver for the school year

20___- 20___.

Your request for the Parental Exception Waiver has been denied for the following reason(s):

____________________________________________________________________________________

_

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___

The following student assessments were reviewed in making the decision (documentation attached):

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

You may contact the English Learner Services Department Director at (310) 639-4321 Ext. 67621 to

schedule an appointment to appeal the denial of your parental waiver request.

I have been informed that my Parental Exception Waiver request has been denied and I understand that I

may appeal this decision.

___________________________ _________________

Parent/Guardian Signature Date


123

NOTIFICACION DE NEGACION A LA EXENCION

SOLICITADA POR LOS PADRES

___________________________________ _____ _____ _______________________

Nombre del Estudiante Grado Aula Fecha de Nacimiento

___________________________________

Escuela

Programa Solicitado:

Inmersión Dual

A día ____________________________, usted solicitó una Exención para el curso escolar 20___-20___.

Su petición para la Exención ha sido denegada por la(s) siguiente(s) razón(es):

____________________________________________________________________________________

_

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

___

Se revisaron las siguientes evaluaciones antes de tomar la decisión (documentos adjuntos):

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Usted puede contactar con el Director del Departamento de Servicios para Estudiantes de Inglés al

número (310) 639-4321 Ext. 67621 con el fin de pedir una cita y apelar la denegación de su solicitud.

He sido informado que mi solicitud de Exención ha sido denegada y entiendo que puedo apelar la

decisión.

___________________________ _________________

Firma del padre/tutor Fecha


124

Appendix I_____________________________________________________________ Parent Waiver Log

COMPTOM UNIFIED SCHOOL DISTRICT

______________________ School ____________ School Year

English Learners Parent Waiver Log

Page ___ of ___

Principal Signature ____________________________________ Date ______________________ EL Specialist/Designee Signature _________________________ Date _____________

Name Grade CELDT Score

CELDT Date

Enrollment in school

Enrollment in USA

Program Placement

Waiver Request

Date

Action Taken Date

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25


125

Appendix J

Reclassification and Monitoring Forms

RECLASSIFICATION Mark with a check (√) when completed.

CELDT Test score of 4 or 5 with no more than one domain lower than 2.

75 Percentile or higher on AIMS Web Fluency (Grade 1)

60% or higher on district ELA Benchmark Assessment (Grade 2)

ELA/Reading Assessments (Grades 3-12) o District ELA Benchmark (MOST RECENT Score of 60% / On Grade Level or higher)

o CAASPP Overall ELA (Score of 3/Standard Met or higher)

o CAASPP Reading Claim (Score of 3/Standard Met or higher)

o CAASPP /SBAC Interim Assessment (MOST RECENT Score of 60% / Standard Met or higher

o SRI (Scholastic Reading Inventory) MOST RECENT Lexile Score /On Grade Level

3rd- 520 Lexile or above 8th – 1010 Lexile or above 4th– 740 Lexile or above 9th – 1080 Lexile or above

5th – 830 Lexile or above 10th - 1185 Lexile or above 6th – 925 Lexile or above 11th – 1185 Lexile or above

7th -970 Lexile or above 12th – 1185 Lexile or above

Writing Assessment: Score of 3 or above on a 4-point rubric (√)

o District Benchmark Writing ( MOST RECENT Score of 3 / On Grade Level or higher)

o CAASPP Writing Claim (Score of 3 /Standard Met or higher) (Grades 3-12)

Teacher Evaluation

Reclassification process has been triggered by ___________________________

Parent notification and consultation by ___________________________

Reclassification meeting Date: ________________________

Parent signs reclassification forms Date: ________________________

Student is reclassified as FEP Date: ________________________

Placement of student in appropriate program services

Date: ________________________ Program: ___________________________________

Eagle system updated

Date: ________________________

Yellow jacket updated Date: ________________________

Student monitored for two years O 30 Days O 180 Days O 1 Year O 2 Years


126

Appendix K____________________________________________________________ Parent Notification of Reclassification


CURRICULUM DESIGN AND INSTRUCTIONAL IMPROVEMENT Office of English Learner Services

Parent Notification of Reclassification

School: ____________________________ Date: ________________ Dear Parents: Your son/ daughter_______________________ has been recommended for reclassification to fluent-English proficient status. Our school district has a reclassification process, which requires that we collect information and meet with the student’s parents and teacher to decide the best classification and placement for the student. There will be a reclassification meeting on ______________, at _________ a.m. and you are invited to attend the meeting. At this time, a very important decision affecting your son’s/ daughter’s education will be made. We encourage you to be part of the team which will decide the appropriate language classification and placement for him/ her. At the conclusion of the meeting, we will decide whether or not your son/ daughter will be reclassified. Then, one of the following options will be selected:

1. Continue current placement in English Learners’ (EL) Program.

2. Place student in an English program with modified services.

3. Or place student in a non- EL program. Regardless of the decision made, your son’s/ daughter’s progress will be carefully monitored to make sure that the correct classification and placement have been chosen. We look forward to your participation at this meeting. If you like additional information please contact ____________________________________ at ______________________. Sincerely, ______________________________ ___________________________ Principal EL Specialist


127

DISTRITO ESCOLAR UNIFICADO DE COMPTON DISEÑO DE CURRICULO Y MEJORAMIENTO INSTRUCCIONAL

Oficina de Servicios para los Aprendices de Inglés

Aviso a los padres sobre la nueva designación del alumno

Escuela: _________________ Fecha: ___________________ Estimados Padres: Se ha recomendado que su hijo(a) ____________________ reciba una nueva designación, es decir, la de categoría de alumno competente en el inglés. Nuestro distrito escolar tiene un procedimiento para nueva designación que requiere que obtengamos los datos necesarios y que nos reunamos con los padres y los maestros del alumno(a) para decidir cual será la mejor clasificación y el mejor programa para él/ella. Habrá una reunión sobre la reclasificación de su hijo/a el _______________, de __________ a las a.m., y los invitamos a asistir a esta reunión. En ese momento se tomará importantes decisiones que afectaran la educación de su hijo(a). Les aconsejamos que sean parte del equipo que decidirá cual será la clasificación del idioma y el programa más adecuado para él/ella. Al final de la reunión decidiremos si su hijo(a) recibirá la nueva designación o no. Entonces, se seleccionará una de las siguientes opciones para él/ella. 1. Continuar en su programa actual para alumnos que no dominan el inglés (EL).

2. Colocarlo(a) en un programa de inglés con servicios modificados.

3. O colocarlo(a) en un programa sin ningún servicio para alumnos sin dominio del inglés. Independientemente de la decisión tomada, el progreso de su hijo(a) se revisará esmeradamente para asegurarnos que la clasificación y el programa que se hayan seleccionado sean los más indicados. Esperamos poder contar con su participación en esta importante reunión. Si desean más información, hagan el favor de comunicarse con el Sr. /Sra. ___________ llamando al ________________________. Sinceramente,

_____________________________ ______________________________ Director/a EL Specialist


128

Appendix L______________________________________________________________ RFEPS Monitoring Form

SCHOOL: ___________________________ SCHOOL YEAR: ________________

Compton Unified School District Office of Language Learner Services

Reclassified (R-FEP) Monitoring Form (Elementary)

PLACE COMPLETED FORM IN YELLOW JACKET OF STUDENT CUM Student: _____________________ Grade: ____ R-FEP Date: ___________ School: _________

1. CAASPP (3rd-8th)

Score Level Score Level

Year: ELA Year: ELA

Math Math

2. Compton Benchmarks/AIMS (1st-8th)

First Quarter Second Quarter Third Quarter

English

Writing

Fall Winter Spring

AIMS (1st Grade)

3. Classroom Grades (1st-8th)

First Quarter Second Quarter Third Quarter

Course Grade Course Grade Course Grade

4. Interventions needed:

Yes No

5. Reasons for Interventions:

☐ ELA ☐ Content Course: _________ ☐ Writing ____________________________________________________________________________

6. Interventions/Support provided

Support must be provided for students who score below standard (75%) on district benchmarks.

Academic Contract/student conference SST/Parent conference

Team teaching Hearing/vision screening

Sat./before/after school or extra period Other:

Tutoring Other:

7. Attendance

Days absent: Days tardy:

EL Specialist Signature: _______________________________ Date: ______________ Teacher Signature: __________________________________ Date: _______________ Parent Notification: _________________________________

Parent Signature: ___________________________________ Date: ______________


129

Appendix M______________________________________________________________ RFEPS Monitoring Form

SCHOOL: ____________________________________ SCHOOL YEAR ________________________

Compton Unified School District Office of Language Learner Services

Reclassified (R-FEP) Monitoring Form (Secondary) PLACE COMPLETED FORM IN YELLOW JACKET OF STUDENT CUM

Student: _____________________ Grade: ____ R-FEP Date: ___________ School: _________

1. CAASPP (6th-12th)

Score Level Score Level

Year: ELA Year: ELA

Math Math

2. Compton Benchmarks (6th- 12th)

Semester 1 Semester 2

English

Writing

3. Grades (Students with a grade of F must be provided interventions/support) Quarter 1 Course/Grade Quarter 2 Course/Grade Quarter 3 Course/Grade

4. Areas to be Addressed:__________________________________________________ 5. Interventions/support provided

Academic Contract/student conference SST/Parent conference

Team teaching Hearing/vision screening

Sat./before/after school or extra period Other:

Tutoring Other:

6. Attendance

Days absent: Days tardy:

EL Specialist Signature: _______________________________ Date: _____________ Teacher Signature: __________________________________ Date: ______________ Parent Notification: ____________________________

Parent Signature: ___________________________________ Date: _______________


130

Appendix N COMPTON UNIFIED SCHOOL DISTRICT

Referral Form Office of English Learners Services Reclassification Referral Form

Student: School: Grade: Teacher: Date:

Students in grades 1-2 will be reviewed for reclassification:

Criteria and supporting Documentation

1. CELDT - Overall score of 4 or 5 (domain scores should be 3 or above, though one

domain can have a score of 2).

2. Aims Web (1stGrade) - At least 75 Percentile (Green Section)on the Winter/Spring Fluency Assessment OR

District ELA Benchmark (2nd Grade) - At least 60% Proficiency (Standard Met) on

the most recent assessment OR

SRI - Alternative Assessment: Grade Level Lexile.

3. Writing Assessment - A score of 3 or above on a rubric scale of 1-4, on the District

Writing Benchmark (most recent).

Students in grades 3-12 will be reviewed for reclassification:

Criteria and supporting Documents 1. CELDT - Overall score of 4 or 5 (domain scores should be 3 or above, though one

domain can have a score of 2).

2. CAASPP - At least Level 3 (Standard Met) or above on the ELA section of the

CAASPP OR

CAASPP Reading Claim- At least Level 3 (standard Met) or above OR

SBAC Interim Comprehensive Assessment – Score of 60% (On Grade Level) or higher OR

SRI- Grade Level Lexile

3. Writing - A score of 3 or above on a rubric scale of 1-4, on the most recent District

Writing Assessment, OR

CAASPP -Writing Claim – At least Level 3 (Standard Met) or above.

Academic GPA/Overall ELA Grade: __________________

For exclusive use by staff of English Learner Services

Final Reclassification Approval ______________________________________________________________________ Director of English Learner Services Date entered and EL employee’s initials _________________________________________________________

DISTRICT RECLASSIFICATION CRITERIA

Process initiated by:

(Name & Title) __________________________________ Date: __________

CELDT Overall Score: ___________________ Date: ___________

(Proficiency Level- Example: Level 4)

AIMS WEB (1st Grade): ______________ Date: ____________

CAASPP ELA Content Standard Test Score: Date: ___________

At Least Level 3 (Standard Met) (ELA)

CAASPP Reading Claim Score: Date: ___________

At Level 3(Above Standard)

District Benchmark Assessment Score: Date: __________

At least Level 3 (Standard Met/Exceeded)

Alternative Assessment (SRI) __________________ Date: ___________

(Lexile)

District Writing Assessment Score: Date: __________ Rubric Scale of 1-4

(CAASPP) Writing Claim score: _____________ Date: ___________

(Above Standard)

EL Writing Assessment score: _______________ Date: ___________

STUDENT RECLASSIFICATION DATA

This form is to be used in the initial referral process. It must be submitted to the designated EL Specialist to ensure that he/she coordinates the reclassification planning effort. Place completed form in the student’s cum

folder/ Yellow Jacket.

Submitted to: Date: ______________________ Submitted By: ___________________ EL Specialist Teacher

RECOMMENDATION Approved Not Approved

**Teacher input must be considered for reclassification (ELA, RLA Program Assessments, Report Cards, student work samples)

**The reclassification of EL Students with special needs require and IEP due to changes in their IEP goals.


131

Appendix O COMPTON UNIFIED SCHOOL DISTRICT Reclassification Report Office of English Learner Services

Reclassification Report

Submit to: Ms. Jennifer Graziano, EL Director School: ________________________ School Code # School Year: ________________

# Student Name Last, First

Grade Student’s Permanent ID #

Student’s Birth date

Date of Reclassification

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Attach a copy of SST minutes for each student listed above. I certify that all reclassified students have met the District criteria for Reclassification. Principal’s Name:____________________________________________

Principal’s Signature:_________________________________________ Date: ___________________


132

Appendix P Monitoring List COMPTON UNFIED SCHOOL DISTRICT

Office of English Learner Services

(School) RFEP Monitoring List

School Year __________ Grade ______________

Student Reclassification Date

30 Days Monitoring Date

6 Months Monitoring Date

1 Year Monitoring Date

18 Months Monitoring Date

2 Years Monitoring Date


133

Appendix Q

Reclassification Minutes (1-2) COMPTON UNIFIED SCHOOL DISTRICT

CURRICULUM DESIGN AND INSTRUCTIONAL IMPROVEMENT Office of English Learners Services

Grades 1-2 __________________________________

Name of School

Minutes of the Reclassification Meeting

Reclassification of _____________________________ Date: _________________________

On ___________, _______ (date) the Reclassification Team met to discuss whether or not this student has met the criteria to be reclassified as Fluent English Proficient (RFEP). This student met all the district requirements, as follows:

1. CELDT (Overall Score): Level________ = _________. The CELDT overall score of 4 or 5, with a score of 3 in all four domains (Listening, speaking, Reading, writing), though one domain can have a score of 2.

2. AIMS Web Fluency Assessment (Winter/Spring)(Grade 1): ___________ %ile (Green Section). The district requires at least 75%ile or above. District ELA Benchmark (Grade 2):______%. The district requires at least 60% (On Grade Level) or above on the most recent ELA Benchmark from the school year the student reaches Reclassification, OR Alternative Assessment (SRI) Score: ____________. The district requires the Grade Level Lexile or higher (Grades 1-2)

3. District Writing Benchmark Score: ____________. The district requires a score of 3 (Standard Met) or higher in a 4 point rubric.

4. EL Writing Assessment Score: ____________. The District requires a score of 3 (Standard Met) of higher in a 4 point rubric.

The writing assessment score of 3 or above on a rubric scale of 1-4 is required to meet reclassification. The Reclassification Team finds that this student has met all of the requirements of the Compton Unified School District to be reclassified as a Fluent English Proficient (RFEP) student. The student will be placed in the English Mainstream Program or on other education program as requested by parents. _______________________________ ______________________________ Principal’s Signature or Designee Parent’s Signature ________________________________ _______________________________ Please print Principal’s Name Please print Parent’s Name _______________________________ _______________________________ Recommending Teacher’s Signature EL Lead Team Member’s Signature _______________________________ _______________________________ Please print Teacher’s Name Please print name and position _______________________________ _______________________________ EL Specialist’s Signature EL Lead Team Member’s Signature _______________________________ _______________________________ Please print name of EL Specialist Please print name and position


134


Oficina de Servicios para los Aprendices de Inglés Grados 1-2

___________________________________________________ Nombre de la escuela

Minutas de la Junta de Reclasificación del Alumno

Reclasificación de ____________________________ Fecha: _____________________

El ___ de _________ de _______ (fecha) el equipo de reclasificación se reunió para hablar sobre el alumno/a arriba mencionado para ver si cumple todos los requisitos para ser reclasificado como alumno que domina el inglés. Este alumno ha cumplido los siguientes requisitos:

1. CELDT (Calificación total): nivel __________= ________. El distrito requiere un resultado mínimo en el CELDT de 4 o 5 para ser reclasificado con una calificación de 3 en todos los dominios (expresión oral, comprensión, lectura, escritural), aunque se permite una calificación de 2 en solamente uno de los dominios.

2. AIMS Web, prueba de fluidez lectora (Invierno/Primavera): ________%ile (Sección verde). El distrito requiere al menos 75%ile. Examen Trimestral de Inglés del Distrito (Grade 2): _____%. El distrito requiere al menos 60% (Estándar Alcanzado) o superior en el examen trimestral más reciente del curso escolar en el que el alumno se reclasifica. Resultado del Examen Alternativo (SRI):_______________. El distrito requiere el lexile correspondiente al grado como mínimo (Grados 1-2)

3. Resultado del Examen Trimestral de Escritura del distrito:_________. El distrito requiere una calificación de 3 o 4 (Standard Alcanzado/Superado) basada en una rúbrica de 4 puntos.

4. Examen de Escritura del Departamento de Estudiantes de Ingles: __________. El Distrito requiere una puntuación de 3 o 4 (Estándar Alcanzado/Superado) basada en una rubrica de 4 puntos.

Se requiere que el resultado de la evaluación de escritura sea de 3 o más en la escala de 1-4 para cumplir los requisitos de reclasificación. El equipo de reclasificación considera que este alumno ha cumplido todos los requisitos del Distrito Escolar Unificado de Compton para ser reclasificado como alumno que domina el inglés (RFEP). El estudiante será colocado en un programa de inglés de mantenimiento o en otro programa de educación solicitado por los padres.

_______________________________ ______________________________ Firma del director o persona designada Firma del Padre ______________________________ ______________________________ Nombre del director en letra de molde Nombre del padre en letra de molde _______________________________ ______________________________ Firma del maestro/a Firma del miembro del comité _______________________________ _____________________________ Nombre del maestro en letra de molde Nombre y posición en letra de molde _______________________________ ______________________________ Firma del especialista de aprendices de Firma del miembro del comité Inglés ______________________________ ______________________________ Nombre y posición en letra de molde Nombre y posición en letra de molde del especialista de aprendices de ing.


135

Appendix R_________________________________________________________ Reclassification Minutes (3-12) COMPTON UNIFIED SCHOOL DISTRICT

CURRICULUM DESIGN AND INSTRUCTIONAL IMPROVEMENT Office of English Learners Services

Grades 3-12 __________________________________

Name of School Minutes of the Reclassification Meeting

Reclassification of _____________________________ Date: _________________________

On ___________, _______ (date) the Reclassification Team met to discuss whether or not this student has met the criteria to be reclassified as Fluent English Proficient (FEP). This student met all the district requirements, as follows:

1. CELDT (Overall Score): Level______= _______. The CELDT overall score of 4 or 5, with a score of 3 in all four domains (Listening, speaking, Reading, writing), though one domain can have a score of 2.

2. CAASPP English Language Arts Score: _________________ Level _____. The district requires at least Level 3 (Standard Met) or above for reclassification, OR CAASPP Reading Claim: ___________________ Level above on the ELA CAASPP, Reading Claim for reclassification, OR District Benchmark Assessment (ELA) score:________________. The district requires a score of 60% (Standard Met) or above, OR SRI: ____________ Lexile. The district requires the Grade Level Lexile of higher.

3. District Writing Benchmark Score: __________ . the district requires a score of 3 (Standard Met) or higher in a 4 point rubric, OR CAASPP Writing Claim Score: __________________ Level ________. The district requires Level 3 (Above Standard) on the ELA CAASPP, Writing Claim for reclassification.

The Reclassification Team finds that this student has met all of the requirements of the Compton Unified School District to be reclassified as a Fluent English Proficient (RFEP) student. The student will be placed in the English Mainstream Program or on other education program as requested by parents. _______________________________ ______________________________ Principal’s Signature or Designee Parent’s Signature ______________________________ _____________________________ Please print Principal’s Name Please print Parent’s Name _______________________________ ______________________________ Recommending Teacher’s Signature EL Lead Team Member’s Signature _______________________________ _____________________________ Please print Teacher’s Name Please print name and position _______________________________ ______________________________ EL Specialist’s Signature EL Lead Team Member’s Signature ______________________________ ______________________________ Please print name of EL Specialist Please print name and position


136


Oficina de Servicios para los Aprendices de Inglés Grados 3-12

____________________________________________

Nombre de la escuela

Minutas de la Junta de Reclasificación del Alumno

Reclasificación de ______________________________ Fecha: _____________________

El ___ de _________ del_______ (fecha) el equipo de estudio de reclasificación alumnos, se reunió para hablar sobre el alumno/a arriba mencionado para ver si cumple todos los requisitos para ser reclasificado como alumno que domina el inglés. Este alumno ha cumplido los siguientes requisitos:

1. CELDT: Nivel ______ = ________. El distrito requiere un resultado mínimo en el CELDT de 4 o 5 para ser reclasificado con

una calificación de 3 en todos los dominios (expresión oral, comprensión, lectura, escritural), aunque se permite una calificación de 2 en solamente uno de los dominios.

2. CAASPP en Inglés /Artes del Lenguaje: Nivel _____ = _______. El distrito requiere al menos Nivel 3 (Estándar Alcanzado), OR CAASPP, Sección de Lectura: Nivel______ = _____________. El distrito requiere por lo menos Nivel 3 (Por encima del Estándar), OR Examen trimestral de Lectura del Distrito: ____________.El distrito requiere un porcentaje de 60% (Estándar Alcanzado) o superior, O SRI, Examen Alternativo: _______ lexile. El distrito requiere el lexile mínimo de grado.

3. Escritura: Examen Trimestral de Escritura del Distrito: Nivel _______. El Distrito requiere una calificación de 3 (Estándar Alcanzado) o superior utilizando una rúbrica de 4 puntos, O CAASPP, Sección de escritura: Nivel _______ = ______________.El distrito requiere Nivel 3 (Estándar Superado).

4. Examen de Escritura del Departamento de Estudiantes de Ingles: ____________. El Distrito requiere una calificación de nivel 3 (Estándar Alcanzado) o superior basándose en una rubrica de 4 puntos.

El equipo de reclasificación considera que este alumno ha cumplido todos los requisitos del Distrito Escolar Unificado de Compton para ser reclasificado como alumno que domina el inglés (RFEP). El estudiante será emplazado en un programa de inglés de mantenimiento o en otro programa de educación solicitado por los padres. _______________________________ ______________________________ Firma del director o persona designada Firma del Padre _______________________________ ______________________________ Nombre del director en letra de molde Nombre del padre en letra de molde _______________________________ ______________________________ Firma del maestro/a Firma del miembro del ELLT ______________________________ ______________________________ Nombre del maestro en letra de molde Nombre y posición en letra de molde _______________________________ _____________________________ Firma del especialista de aprendices de Firma del miembro del comité inglés ______________________________ _____________________________ Nombre y posición en letra de molde Nombre y posición en letra de molde del especialista de aprendices de inglés


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Appendix S_________________________________________________________ Catch-Up Plan COMPTON UNIFIED SCHOOL DISTRICT

English Learner Services

ACADEMIC CATCH-UP PLAN OF ACTION FOR EL STUDENTS GRADES 4-12 IV-EL6 the LEA has implemented a process and criteria to determine the effectiveness of programs for EL (a) and (b). (20 USC

1703 [f], 6841; Castaneda v. Pickard [5th Cri. 1981] 648 F. 2d 989, 1009-1011).

Name ____________________________ ID # ___________________ Grade _________ School Year____________

School ________________________ Teacher /Counselor _________________ Time in EL Program ___________

CAASPP ELA ________________ CAASPP MATH ___________________

FALL SPRING Action Taken

Time in EL Program ___________ if the student has been in the EL program

for 5 years or more, review the student’s

Yellow Jacket and verify if an SST has been

started, or if the student has qualified for

other educational support services. If not,

please initiate an SST Referral and/or place

in the Intervention Program

___________________________________

___________________________________

___________________________________


Parent/Student/Teacher/Conference

Progress Report sent to parent

Attendance/Tardies Addressed

Counseling Referral

Tutorial Program Referral

Saturday

Action Taken

If the EL student requires further action check as many

actions taken and describe any follow up or outcomes in

the lines provided.


Parent/Student/Teacher Conference

___________________________________

Progress Report sent to parents

___________________________________

Attendance/Tardies

____________________________________

Counseling Referral________________

Tutorial Program Referral ___________

Summer School Referral ____________

Credit Recovery (9-12) _____________

Student Study Team Referral

________________________________

Intervention Program ______________

Other

________________________________

Teacher/Counselor ____________________________________ Date _________________

EL Specialist _________________ Date __________ Principal/Designee _______________ Date ___________

At the end of each year, a copy of this completed signed form, and any additional related documentation, is filed in student’s EL

Yellow Jacket, and a copy is provided to the parent.

English Language Services – Revised August 2015


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Appendix T_________________________________________________________

LAT Plan Language Appraisal Team Intervention Plan

Student ________________________________________________ID # _______________________ School _____________________________________ Lang. Proficiency Level ____________________ Reason For Meeting: ________________________________________________________________ Date ___________________________ Grade _________________

INTERVENTIONS

ASSESSMENT INSTRUMENT

BENCHMARKS RESPONSIBLE STAFF

Language Development (ELD/SLD) Language Objective

Week 2:

Week 4:

Week 6:

For Academic Performance

Week 2:

Week 4:

Week 6:

Other (Health, Visión, etc.):

Next LAT meeting to follow up on progress _________________________ (Within 6-8 weeks) (date)

Team Members Present

Site Administrator __________________________________________________ BCLAD/CLAD Teacher _______________________________________________ EL Facilitator __________________________ Classroom Teacher ____________ Parent _______________________________ Counselor ___________________ Translator/Other ___________________________________________________ Dual Immersion Lead Team ___________________________________________


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Appendix U_________________________________________________________ Intervention Plan (RFEPs)

INTERVENTION PLAN For RFEP Students

Student ___________________________ID # ___________________ Date _____________________ School _______________________ Grade _________Reclassification Date ____________________ AREAS TO BE ADDRESSED: Academic GPA ELA CAASPP Language Arts Math

ACADEMIC CONCERNS:

INTERVENTIONS AND ASSESSMENT:

ASSESSMENT RESULTS Week 2: Week 4: Week 6:

RESPONSIBLE STAFF:

OTHE CONCERNS: (Health, visión, attendance, etc.)

Next LAT meeting to follow up on progress _________________________ (Within 6-8 weeks) (date)

Signatures of Team Members Present

Site Administrator __________________________________________________ BCLAD/CLAD Teacher _______________________________________________ EL Facilitator __________________________ Counselor ___________________ Parent _______________________________ Student _____________________ “Mi firma indica que este documento su contenido se me ha traducido en su totalidad y demuestra mi aprobación.”

Translator/Other ___________________________________________________ Dual Immersion Lead Team ___________________________________________

ENGLISH LEARNER PROGRAM APPROVAL _________________________________________ __________________________ Signature of EL director or Designee Date


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Appendix V__________________________________________________________

DLI Program Requirements

Dual Language Immersion (DLI) Program Admission Requirements

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

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

Enrolling Kindergarten students in CUSD may apply.

Students may enroll in the program at the Kindergarten level.

Students wishing to enroll in the program after Kindergarten may be admitted at any grade level based on

proficiency levels in both English and Spanish and space availability.

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

commitment to the program.

Parents of English Language Learners must agree to sign the parental exception waiver every year, as

mandated by the district and state.

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

placement.

Once enrolled in the program, students automatically progress to the next grade level in the program unless

dis-enrolled by parent.

Exiting of a student will be done in consultation with the school principal, Dual Language Immersion

teachers, and parents.

Program participants and their families are expected to commit to the Dual Language Immersion Program

through grade eight. This duration of enrollment ensures full development of both Spanish and English

language skills.

Dual Language Immersion Admission Process

1. Students enroll at home school.

2. Apply for district transfer prior to deadlines as district policy.

3. Parents interested in the Dual Language Immersion Program contact the EL Department.

4. Parents attend informal meeting held at the district.

5. Parents complete intent to register and commitment form.

6. Parents attend mandatory meeting.

7. Parents are notified of student’s acceptance.


141

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