Master Plan for English Learners 2016-18 · Master Plan for English Learners 2016-18 Panama-Buena...

Consolidated Programs: English Learner Services Revised/reviewed 2015-16

Board Review and Approval: ______

Master Plan for English Learners 2016-18 Panama-Buena Vista Union School District The primary purposes of the English Learner Master Plan are:

* To provide the district and the schools with a clear statement of policies related to the development, implementation, and evaluation of English learner programs and services.

* To provide specific procedural guidelines for the identification, assessment, and placement of students; reclassification of students; notification and involvement of parents; the formation and functioning of the District English Learner Advisory Committee and site English Learner Advisory Committees; the annual evaluation of English learner programs; and the use of state and federal funds for EL programs and services.

* To align policies and procedures with current state and federal mandates.

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Table of Contents Acknowledgements ..................................................................................................................... 5

I – Involvement ............................................................................................................................... 6

Parent and Community Engagement .......................................................................................... 7

Parental Engagement Goals .................................................................................................... 7

Procedures for Parent Notification about Parental Exception Waivers .................................. 7

Parent Exception Waivers ....................................................................................................... 7

Parent Exception Waiver Process ........................................................................................... 8

Parent Advisory Committees (ELAC & DELAC)...................................................................... 9

English Learner Advisory Committee (ELAC) Requirements: .............................................. 9

Implementation of the Site ELAC .......................................................................................... 9

ELAC Roles and Responsibilities ........................................................................................... 9

District English Learner Advisory Committee (DELAC) Requirements ............................. 10

DELAC Roles and Responsibilities ...................................................................................... 11

II – Governance and Administration ............................................................................................. 12

Initial Identification, Assessment, and Program Placement ..................................................... 13

Step 1: Identification, Registration, including Completion of the Home Language Survey (HLS) .................................................................................................................................... 13

Step 2: English Language Proficiency Assessment ............................................................ 13

Step 3: Primary Language Assessment ................................................................................ 14

Step 4: Parent Notification of English Proficiency Assessment Results ............................. 15

Step 5: Program Placement .................................................................................................. 15

Annual Kindergarten and Transitional Kindergarten (TK) Registration, Assessment and Placement .................................................................................................................................. 16

Transfer Students ...................................................................................................................... 17

Transfers between District schools ....................................................................................... 17

Transfers from other California schools ............................................................................... 17

Transfers from Out of State or Private Schools .................................................................... 18

Transfers from Other Countries ............................................................................................ 18

III – Funding ................................................................................................................................. 19

Funding ..................................................................................................................................... 20

IV – Standards, Assessment, and Accountability ......................................................................... 21

Monitoring of Student Progress and Reclassification ............................................................... 22

District Assessments ............................................................................................................. 22

Use of Assessment Data for Instructional Planning ............................................................. 22

Reclassification ..................................................................................................................... 22

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District’s Reclassification Policy: ......................................................................................... 23

Reclassification Process ........................................................................................................ 23

Monitoring and Follow-up on Reclassified Students............................................................ 24

Initial Fluent English Proficient Students (IFEP) ................................................................. 24

V – Staffing and Professional Development ................................................................................. 25

Staffing ...................................................................................................................................... 26

Staffing – Teachers ............................................................................................................... 26

Duties of the Classroom Teacher .......................................................................................... 26

Staffing -Paraprofessionals ................................................................................................... 26

Professional Growth.................................................................................................................. 27

Teachers and Administrators ................................................................................................ 27

New Teacher Support ........................................................................................................... 28

Paraprofessionals .................................................................................................................. 28

VI – Opportunity and Equal Educational Access ......................................................................... 29

Instructional Programs .............................................................................................................. 30

ELD Program Description .................................................................................................... 30

Instructional Programs Overview ......................................................................................... 30

English Language Development ........................................................................................... 31

Time for Designated ELD ..................................................................................................... 31

Integrated ELD...................................................................................................................... 31

Specially Designed Academic Instruction in English (SDAIE) ........................................... 31

Elementary ................................................................................................................................ 32

English Language Mainstream (ELM) ................................................................................. 32

Structured English Immersion (SEI) ..................................................................................... 33

Alternative Program for English Learners ............................................................................ 33

Junior High................................................................................................................................ 34

English Language Mainstream (ELM) ................................................................................. 34

Structured English Immersion (SEI) ..................................................................................... 34

Alternative Program for English Learners ............................................................................ 35

VII – Teaching and Learning ........................................................................................................ 36

Evaluation and Accountability .................................................................................................. 37

Program Evaluation .............................................................................................................. 38

Performance Standards ......................................................................................................... 38

Evaluation and Accountability: Roles and Responsibilities ................................................. 39

Catch-Up Plan ........................................................................................................................... 42

Identifying English Learners who are not Meeting Expected Growth ................................. 42

Monitoring English Learner Progress ................................................................................... 42

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Monitoring Effectiveness of Interventions ........................................................................... 43

Chart: District Performance Expectations ................................................................................ 44

Evaluation of the EL Program and Catch-Up Plan ................................................................... 45

VIII – Appendix ............................................................................................................................ 46

Assessment Instruments for English Learners ...................................................................... 47

Components of English Learner Instruction ......................................................................... 48

Suggested EL Professional Development Focus Areas ........................................................ 49

Catch up Plan Matrix for English Learners .......................................................................... 50

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Acknowledgements The Master Plan for English Learners has been made possible by the ongoing efforts of staff and parent advisory groups. District English Learner Committee, 2014-16; Deisy Sandoval, Chairperson District English Learner Committee, 2012-14; Gus Garza, Chairperson All parents of English Learners that took the time to complete surveys and attend their

school site ELAC meetings to provide recommendations Special acknowledgement of the time and expertise of the following individuals in transforming the recommendations, mandates, policies and procedures in the District plan:

District English Learner Program Specialists: 2014-16:

Julie Rinaldi and Marcos Heredia

Individuals that provided additional input and recommendations (past and present) include:

Curriculum and EL Program Specialists Lorena Mancia, Jo Ann Johannesen, Jeannie Hamilton, Mary Brouse

EL Support Teachers Sheryl Hutton, Karen Olney, Jean Ann Oliver, Sara Edgmon, Chollie Williams

Intervention Specialists Kim Alvarado, Amy Reyes, Linda Bainbridge

Structured English Immersion Teachers Amy Osborne, Michelle Johnson, Janerl Lampson, Vicki Curry

District Office Dr. Kevin Silberberg, Superintendent Dr. Pam Bianchi, Assistant Superintendent, Curriculum and Instruction Lisa Ewing, Director

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I – Involvement

Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.

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Parent and Community Engagement Parental Engagement Goals The following goals have been established by PBVUSD in order to engage parents of English Learners to participate fully in the education of their children:

• When 15% or more of the school’s students are speakers of the same language according to the language census, the school will provide written translations of all notices, reports, statements or records.

• Parents will be provided with oral interpretation in their primary language as requested and when possible.

• Interpreters can be provided for parent/teacher conferences, school advisory committee meetings, SST and SAT meetings, suspension and expulsion conferences and hearings, and for all due process actions held at the district level.

• Consolidated Programs has a list of interpreters available for interpretation requests. A staff member in Consolidated Programs is responsible for scheduling all interpretation requests and a calendar is kept of all scheduled requests.

• Parent meetings should be parent-friendly – interpreters requested, if needed; childcare and refreshments provided; meetings held at convenient times.

• The school can encourage parent volunteerism by providing opportunities for parents to volunteer and schools may provide training on how parents can effectively participate in school.

The PBVUSD Board of Trustees has adopted a parent involvement policy.

Procedures for Parent Notification about Parental Exception Waivers After enrolling and completing all required assessments, parents of all students with a language other than English on questions 1, 2 or 3 on the HLS are given the “Parent Notification of Preliminary California English Language Development Test (also, the English Language Proficiency Assessment) Results and Program Placement” Form. This form reports the results of the initial assessment and the options for program placement based on these results. Along with this form, the parent receives a written explanation of the program options available in PBVUSD. The parental exception waiver process is explained to the parents and they are entitled to fill out the parental exception waiver.

Parent Exception Waivers A parent/guardian may request that the district waive the requirements of Education Code 305 if one of the following circumstances exists: The student already possesses good English language skills, as measured by standardized tests of English vocabulary comprehension, reading and writing, in which the child scores at or above the state average for his/her grade level or, at or above the 5th grade average, whichever is lower. (Education Code 311 (a))

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• The student is age 10 years or older, and it is the informed belief of the school principal and educational staff that an alternate course of study would be better suited to the child’s rapid acquisition of basic English language skills. (Education 311 (b))

• The student has special needs. The student already has been placed, for a period of not less than 30 calendar days during that school year, in an English language classroom and it is subsequently the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs that an alternate course of educational study would be better suited to the child’s overall educational development. (Education Code 311 (c))

An alternative class shall be offered in individual schools where 20 or more pupils of a given grade level have been granted a waiver. If the waiver requested by the parent/guardian is granted, and less than 20 students at the given grade level receive a waiver, the student shall be allowed to transfer to another public school within the district, in which such a class is offered. Transferring students shall be subject to the district’s intradistrict and interdistrict attendance policies and administrative procedures. Students wishing to transfer to another district shall also be subject to the receiving district’s interdistrict policies and administrative regulations. Waiver requests shall be renewed annually by the parent/guardian. Waiver requests are also reviewed annually by the DELAC.

Parent Exception Waiver Process At the beginning of each school year the parent/guardian is informed of the placement of the student in the district’s program for English learners. The parent/guardian is notified of the opportunity to apply for a parental exception waiver. The parent/guardian must personally go to the neighborhood school site in order to request an application for a parental exception waiver. Upon request for an application for a parental exception waiver, “Parent/Guardian Request for Waiver of English Language Instruction Requirements”, the principal shall provide to the parents/guardians a full written description of:

1. The intent and content of all programs SEI and ELM. 2. Any alternative courses of study offered by the district and available to the student. 3. All educational opportunities offered by the district and available to the student. 4. The educational materials to be used in the different educational program choices.

Upon request of the parent/guardian, a spoken explanation of the preceding items #1-4 shall be provided. All parental exception waivers shall be acted upon within 20 instructional days of submission to the principal. However, parental waiver requests pursuant to Education Code 3111 (Students with Special Needs) shall not be acted upon during the 30-day placement in an English language classroom. These waivers shall be acted upon no later than 10 calendar days after the expiration of that 30-day English language classroom placement or within 20 instructional days of submission of the waiver to the principal, whichever is later. In cases where a parental exception waiver is denied, the parent/guardian shall be informed in writing of the reason for the denial and, if relevant, any procedures that exist to appeal the decision to the governing board.

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Parent Advisory Committees (ELAC & DELAC) Each school with 21 or more English Learners must establish a functioning English Learner Advisory Committee (ELAC).

English Learner Advisory Committee (ELAC) Requirements:

• Members are chosen by election. All parents/guardians of English Language Learners have an opportunity to vote.

• Members receive materials and training related to carrying out their legal responsibilities.

• The ELAC advises the principal and staff on programs and services related to English Language Learners, including: programs currently offered at the school site; available fiscal and human resources (budget review); academic achievement results of students participating in the ELD program; and the Parent Exception Waiver requests.

• Advises the SSC on the Single Plan for Student Achievement submitted to the Board of Trustees.

• Assists with the district/school’s needs assessment. • Assists with the annual language census. • Efforts to make parents aware of the importance of regular school attendance. • Selection of representatives to the District English Learner Advisory Committee

(DELAC). All site ELAC documentation (calendar of ELAC dates, sign in sheets, agendas, and minutes) must be kept at the site and copies of all documentation sent to Consolidated Programs within two weeks of each site meeting.

Implementation of the Site ELAC

• The site principal is responsible for establishing and attending the ELAC. The principal or a designee may coordinate the meetings and communication/ documentation between the school site and Consolidated Programs. Elected officers conduct the meetings.

• Elections for the ELAC are conducted at the school site not later than the end of the first quarter of every school year.

• The membership of the ELAC must reflect at least the percentage of English Learners enrolled at the school site. Members may include parents and others, but the number of parents of ELs must be higher than the number represented by other members.

• If a member is replaced during the year, the replacement serves on the ELAC for the remainder of the year. At the beginning of the next school year, the person serving on the ELAC must be elected to that position by the parents of English Learners.

• ELAC bylaws shall state specific directions for the formation and functions of the ELAC. Amendments to bylaws must be approved by Consolidated Programs prior to proposing the change.

ELAC Roles and Responsibilities

• The ELAC meets as often as the ELAC deems necessary to conduct their business but no fewer than four times a year.

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• The school site principal works with the ELAC and EL Support Staff to determine the dates of ELAC meetings for the year. Meeting dates are publicized in English and Spanish, as applicable.

• ELAC meeting documents are available from the Consolidated Programs Department. The packet contains documents such as the meeting agendas and notices regarding the required ELAC meetings, and must be maintained in the format provided.

• The principal may designate a staff member to assist with the planning of the ELAC meetings.

• The principal attends the ELAC meetings. • With the assistance of the site principal, the ELAC is trained and conducts advisory

meetings, with agendas and minutes. • Childcare and refreshments may be provided, if stated in the SPSA. • Copies of the ELAC minutes, sign in sheets, and all hand-outs given to parents at the

ELAC meeting are due to Consolidated Programs within two weeks of the meeting. • The ELAC shall adopt bylaws as recommended and approved by the District. • The ELAC will elect officers at the first official meeting in accordance with the bylaws. • ELAC committee members will be elected by the parents of English Learners by ballot

process. Copies of the ballot with the final tally are sent to Consolidated Programs.

• The ELAC will elect one representative who is a parent of an EL to attend the District English Learner Advisory Committee (DELAC).

District English Learner Advisory Committee (DELAC) Requirements The DELAC advises the governing board on at least the following:

• The development of a district Master Plan for English Learner Programs, taking into consideration the school site plans for English Learners.

• The district-wide needs assessment on a school-by school basis. • The district program, goals, and objectives for programs and services for English

Learners. • The plan to ensure compliance with applicable teacher or aide requirements. • The administration of the language census. • The district’s reclassification procedures. • The written parent notification of initial school enrollment. • The review and comments on any waiver requests.

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DELAC Roles and Responsibilities

• The DELAC meets as often as the DELAC deems necessary to conduct their business but no fewer than 4 times per year.

• The DELAC operates according to guidelines contained in its bylaws. • The Director of Consolidated Programs or the district EL Staff members serve as the

district liaison(s) to the DELAC. This person assists with agenda preparation, meeting notices, arrangements for meetings, preparation of minutes, and all communications pertaining to the DELAC.

• The DELAC will communicate their ongoing advice to the Superintendent and governing board via the Director of Consolidated Programs, EL Staff member designee, and DELAC chairperson as available.

• The DELAC chairperson presides at meetings and signs all letters and reports with the approval of the DELAC. In the chairperson’s absence, the Vice-chair assumes these duties.

• The district provides DELAC members with the training, materials and information necessary to carry out their responsibilities and duties.

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II – Governance and Administration

Policies, plans, and administration of categorical programs meet statutory requirements

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Initial Identification, Assessment, and Program Placement Step 1: Identification, Registration, including Completion of the Home Language Survey (HLS) Parents will go to the school site in order to enroll the student. At the school the parent is required to fill out a Home Language Survey (HLS). Schools in California are required, at the time of enrollment, to determine the language(s) spoken in the home by each student in order to provide meaningful instruction for all students. All parents are required to complete an HLS. When a parent or legal guardian enrolls a student in the district for the first time, the parent completes the HLS as part of the district’s enrollment procedure. The questions on the survey given to parents are as follows:

1. Which language did your son/daughter learn when he/she first began to talk? 2. What language does your son/daughter most frequently speak at home? 3. What language do you use most frequently to speak to your son/daughter? 4. Name the language most often spoken by the adults at home. 5. What year did your son/daughter enroll in a school in the USA for the first time?

All students with a language other than English listed on questions 1, 2, or 3 of the HLS must be assessed in English language proficiency within 30 calendar days of initial enrollment. The completed HLS must be kept on file in the student’s cumulative folder. All new students to the District with an HLS are cross-checked with the CDE’s California Longitudinal Pupil Achievement Data System (CALPADS) student information system for prior attendance in a California school and English Language Acquisition Status (ELAS) to confirm that the records match. CALPADS provides a history of the students’ prior attendance in a California School and a history of ELAS.

Step 2: English Language Proficiency Assessment For students identified as needing English language proficiency assessment (see Step 1), the state approved English Language Proficiency Assessment will be used as the primary indicator of English proficiency. The English language proficiency assessment includes listening, speaking, reading, and writing. This assessment is also conducted annually to assess the progress of English Learners in acquiring listening, speaking, reading, and writing skills in English until they are reclassified to fluent English proficient (RFEP). The student receives a score on each part of the test (listening, speaking, reading, and writing) as well as an overall score. As a result of this English language assessment, students are identified as either initially fluent English proficient (IFEP) or limited English proficient (LEP). Students identified as LEP are English Learners (EL). English Learners are tested for English proficiency using the state approved English Proficiency Assessment on an annual basis until reclassification occurs.

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Step 3: Primary Language Assessment Trained bilingual assessors may assess identified EL students for primary language proficiency in listening, speaking, reading, and writing in the primary language upon initial enrollment. A fluent speaker of the student’s primary language, who is trained in test administration, conducts the assessment. As requested, EL students are given an oral assessment that includes listening and speaking. EL students in grades 2-8 are given reading and writing assessments as well.

~ Spanish Language Assessment EL students with Spanish as their primary language may be assessed for Spanish proficiency with LAS, Language Assessment Scales, Español. This assessment instrument is approved by the California Department of Education (CDE). LAS Español results are reported in a similar format as the English Language Proficiency Assessment. Student proficiency in Spanish is reported in 4 subtests and an overall score. The performance levels are: beginning, early intermediate, intermediate, proficient, above proficient. Students in grades K and 1 may be assessed in listening and speaking only. ~ Languages Other Than Spanish (if testers are available) Informal district-developed primary language proficiency assessments may be used with languages for which no approved instrument exists (i.e., languages other than Spanish). Informal language proficiency tests are administered by a tester fluent in both the student’s primary language and English. Grades K-1. EL students enrolled in grades K-1 can be designated as limited or fluent in their primary language solely on the basis of their oral scores on an informal proficiency test. Grades 2-8: EL students enrolled in grades 2-8 are designated as limited or fluent in their primary language based on oral, reading, and writing scores on an informal language proficiency test. ~ Languages Other Than Spanish (if no testers are available) The district will make every effort possible to recruit testers fluent in both English and the primary language.

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When no tester is available, an EL program staff member will conduct an interview with the student’s parent or guardian to determine the student’s level of proficiency in the primary language using the Informal Primary Language Assessment (IPLA). ~ Results of the Language Assessment Results of the primary language assessments, as available, are placed in the student’s English Learner Profile Folder and entered in the district database. The results of this test may be used to evaluate the student’s literacy development in their primary language. Parents will also receive written notification of their child’s primary language assessment results via the “Primary Language Test Results” letter if the student was assessed in the primary language.

Step 4: Parent Notification of English Proficiency Assessment Results Notification of the results of the initial English Language Proficiency Assessment will be sent to all parents/guardians of students who are assessed whether the student is designated fluent English proficient or limited English proficient. Results of annual English Language Proficiency Assessment will be sent to parents/guardians of students as well. Preliminary test results for English proficiency are communicated to the parent via the “Parent Notification of Preliminary English Language Proficiency Assessment Results and Instructional Program Placement” form (initial tests only). All tests are then sent to the test publisher for official scoring. These official scores are sent to the parent via U.S. mail from Consolidated Programs within 30 days of receipt of the official results. A copy of the official test scores is kept in the English Learner Profile Folder in the student’s cumulative folder. The official test results from the publisher supersede the informal scoring in those cases in which the scores differ.

Step 5: Program Placement Students classified as IFEP based on the English Language Proficiency Assessment results are placed in a Mainstream English classroom. For a student classified as an English Learner based on the English Language Proficiency Assessment results, a determination is made for appropriate program placement. It must be determined whether or not the student is reasonably fluent in English.

The criteria for reasonable fluency in English include: The student’s overall proficiency level is Intermediate (3), Early Advanced (4), or Advanced (5.) If the child is reasonably fluent in English as assessed by the state’s English Language Proficiency Assessment a placement in an English Language Mainstream (ELM) program is recommended, including additional support services as appropriate. Services include the following: • Daily Designated English Language Development (ELD) targeted to the student’s

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proficiency level. • Daily Integrated ELD and content instruction using SDAIE techniques. • Extended year, before and/or after school intervention programs as available • Other appropriate services as available.

The criteria for not reasonably fluent in English include: The student’s overall proficiency level is Beginning (1) or Early Intermediate (2). If the student is not reasonably fluent in English as assessed by the state’s English Language Proficiency Assessment, then a placement in a Structured English Immersion (SEI) program is recommended. In SEI, the instruction is overwhelmingly in English. Some assistance may be provided in the primary language. Services include the following: • Daily Designated English Language Development (ELD) targeted to the student’s

proficiency level. • Daily Integrated ELD and content instruction using SDAIE techniques. • Extended year, before and/or after school intervention programs as available. • Additional opportunity for hands on learning using manipulatives. • Additional opportunity for extended listening and speaking opportunities.

If the parent requests an alternative program, then the parent must complete and file a Parental Exception Waiver Request Form at the child’s school site. By completing a waiver, the parent may indicate that they would like to have the student participate in an Alternative Program. This program alternative is explained in section 1 and the waiver procedures are explained in section 1. Although, parents may opt out of a particular program for a student, they cannot opt out of EL services provided to the student (i.e. ELD instruction, English Language Proficiency Assessment testing, intervention, catch up plan, etc.).

Annual Kindergarten and Transitional Kindergarten (TK) Registration, Assessment and Placement Due to the large number of new kindergarteners and transitional kindergarteners that must be assessed and placed at the beginning of each school year, a special process may be used for assessing some of these students.

1. Kindergarten and TK pre-registration begins in March of the school year preceding the student’s entrance into Kindergarten. However, the English Language Proficiency Assessment testing, by state mandate does not begin until July. When the parent pre-registers the student, the Home Language Survey (HLS) is completed. If the HLS indicates a language other than English is spoken (questions 1-3), the student’s family will be contacted to set up a testing appointment at a designated testing site in August. Parents are not mandated to have their child tested in August and can wait until the school session begins.

2. A team of district staff trained in language assessment procedures is assembled at the

testing site in August.

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3. Preliminary assessment results are processed at the testing site. The EL Program

Specialist conferences with the parents regarding the results and placement for the student. The procedures described in this chapter are used regarding determination of the placement and the notification to the parents.

4. Students who are not able to be tested prior to the first day of school will be given the English Language Proficiency Assessment during the course of the regular school day.

Transfer Students Transfers between District schools When students transfer to another school in PBVUSD, all information regarding the student’s ELD assessment history – current scores, current placement, records of academic progress, and interventions – are sent to the receiving school within 20 days.

Transfers from other California schools Students transferring into the district from another district within the state typically have records of prior testing. These students do not need to retake the English Language Proficiency Assessment at PBVUSD if records can be obtained by Consolidated Programs from the previous district. In order to place the student appropriately, if these records are not available, immediate action is required by the district. The English Language Proficiency Assessment is administered, and the identification/notification/placement process is implemented per the information in this chapter. If additional information about a student’s home language history or former program participation becomes available at a later date, the district will review all records and inform parents of any program status change via United States Postal Service. CALPADS is the state’s student information system. Enrolling students with a previous California school history will be matched to CALPADS regarding the English Language Acquisition Status (ELAS). If a discrepancy exists between the new enrollment paperwork and what is recoded at the state level in CALPADS, the Departments will work with the staff and parents to determine the correct ELAS.

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Transfers from Out of State or Private Schools Students entering PBVUSD who are new to the state or from a private school follow the language assessment, classification, and placement process described in this chapter.

Transfers from Other Countries Students entering PBVUSD who are new to the United States are placed in the appropriate grade based on the birth date of the student by the school site. An interview by school staff with the parents will be held as soon as practicable to determine the student’s educational background. Diagnostic grade level assessments will be given to the student by the classroom teacher and the results will be communicated to the parent/guardian. If a change in grade level is determined to be in the best interest of the student, the decision to do so will be done after this information is collected. Parents are consulted in all educational decisions.

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III – Funding

Allocations and use of funds meet statutory requirements for allowable expenditures.

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Funding General Fund Resources The district uses General Funds to provide the base program for all students. This includes core curricular materials, instructional supplies, teachers’ salaries and other district services (for example, transportation, library, Special Education, food, health, and counseling) as well as support systems for monitoring program implementation, student progress, and program evaluation. Core materials in Language Arts and Mathematics provide Universal Access supplements to help ensure that English Learners have access to the core curriculum. The base program also includes the district adopted ELD program materials. Services to English Learners are designed to ensure that these students develop full proficiency in English as rapidly and effectively as possible, and to ensure that they recoup any academic deficits that may have been incurred in other areas of the core curriculum as a result of language barriers. More information about funding for schools and programs is contained in the District’s Local Control Accountability Plan (LCAP). Parents are encouraged to become involved in the many stakeholder opportunities to provide input into the development and annual updates to the LCAP.

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IV – Standards, Assessment, and Accountability

Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program.

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Monitoring of Student Progress and Reclassification Student progress is monitored annually, based on the state English Language Proficiency Assessment, the California Assessment of Student Performance and Progress (CAASPP), and district adopted local assessments. These assessments are used to determine academic performance and English language proficiency.

District Assessments Academic assessments given to English Learners are equivalent to those given to English Only (EO) and Initially Fluent (IFEP) students in the mainstream program. These assessments include: the state-mandated CAASPP test (grades 3-8), and districtwide local assessments (DIBELS, STAR Reading and STAR Math). Assessments are also curriculum-embedded in language arts and are taken by English Learners in SEI and ELD programs. Only identified English Learners take the annual English Language Proficiency Assessment.

Use of Assessment Data for Instructional Planning The English Language Proficiency Assessment data is used to group English Learner students for placement in appropriate instructional settings for the purpose of teaching ELD at the elementary and junior high levels. Formative assessments in ELD may be used by teachers to identify areas of progress and academic need. Other districtwide local assessment data for all students is used to plan academic intervention programs at school sites.

Reclassification The district will follow the recommended Reclassification criteria as set by the California State Board of Education and by Education Code statutes. Every academic year, the EL Department staff will review the latest official English Language Proficiency Assessment scores, collect and review the Statewide assessment of basic skills results, student grades, and teacher recommendations, for English Learners first grade and above. Individual school sites will submit their recommendations for student reclassification and the Language Review Team (LRT) will identify students who meet the eligibility requirements for reclassification to English fluent (RFEP).

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District’s Reclassification Policy: The District aligns its reclassification criteria with the California State Board of Education’s recommended criteria. This section may be subject to updates.

Grades 4 – 8 • Statewide English Language Proficiency Test – overall measure of English proficiency as

determined by the State guidelines. • Statewide assessment of basic skills –in ELA. • Evaluation of student’s grades in English Language Arts & math (C or better) by the

classroom teacher. • Opportunity for Parent consultation – a letter mailed home by the department informing

parents of the reclassification and their right to a meeting.

Grades 1 – 3 Reclassification of ELs currently in grades 1 - 3 should be given careful consideration. Evaluation of a student’s performance cannot occur before the end of the first semester.

• Statewide English Language Proficiency Test – overall measure of English proficiency as determined by the State guidelines.

• Performance on District Benchmark Assessments. • Evaluation of student’s grades in English Language Arts & math (C or better) by the

classroom teacher. • Opportunity for Parent consultation – a letter mailed home by the department informing

parents of the reclassification and their right to a meeting.

Reclassification Process After the collection of all evidence that an English Learner has met the criteria for reclassification, the EL Program Specialist fills out the district Reclassification Form for grades 1st- 8th. Consolidated Programs reviews all reclassification forms, approves eligible candidates, and sends a copy of the form to the parent via U.S. mail. A copy of the form is filed in the student’s English Learner Profile Folder for subsequent two-year monitoring. The student is then coded as “reclassified” in the district’s database If the student does not qualify for reclassification status, the parent is notified through the US Mail that the student was reviewed for reclassification and did not meet all the criteria. The parent/guardian is given the opportunity to attend a conference to discuss the student’s progress. A copy of the review form is filed in the student’s English Learner Profile Folder and is used to monitor the English Learner’s language progress during the next academic year.

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Monitoring and Follow-up on Reclassified Students In conjunction with the classroom teacher and school site support staff, Consolidated Programs helps monitor the progress of reclassified English Learners for two calendar years following a student’s reclassification. The reclassification follow-up is used to summarize student performance on standardized tests and classroom achievement as determined by grades and is recorded in the English Learner Profile Folder on the “Reclassified Monitoring and Intervention” form.

Students who do not achieve satisfactory progress may be provided the following services by the school site:

• Tutoring • Specialized academic assessment • Specialized reading instruction • Participation in intensive interventions provided by the school

Initial Fluent English Proficient Students (IFEP) Students who score at least at the Early Advanced proficiency level overall on their initial English Language Proficiency Assessment without any skill area below the Intermediate proficiency level should be identified as initial fluent English proficient (IFEP) according to the California Department of Education. IFEPs who incur academic deficits may be monitored through the Student Success Team (SST) model at the elementary level and through the Student Assistance Team (SAT) at the junior high level in order to provide a plan for academic intervention.

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V – Staffing and Professional Development

Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program..

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Staffing Staffing – Teachers Teachers assigned to provide instruction to English Learners must be properly authorized. The district and school site administration ensure that teachers assigned to classes with English Learners hold the appropriate authorization to work with English Learners. Designated ELD and Integrated ELD with SDAIE instruction will be provided by the classroom teacher. Intervention support staff certified to teach English Learners may provide supplemental EL services to students. Teachers will have a Cross-cultural Language and Academic Development (CLAD) certificate, Bilingual CLAD, AB 2913, CTEL or other appropriate English Learner authorization. Designated ELD instruction that is self-contained at the junior high school setting must be provided by a certificated teacher with an appropriate English Learner authorization.

Duties of the Classroom Teacher The duties of the classroom teacher are to understand the language needs of the English learner. The classroom teacher will develop daily Designated ELD lessons from the District’s adopted ELD curriculum and deliver ELD to identified student at least 30 minutes daily. The classroom teacher is responsible for scaffolding curriculum using Integrated ELD with SDAIE strategies to help the English learner access the core curriculum. Daily Designated ELD and Integrated ELD wit SDAIE will be provided for English Learners. The district will strive to train certificated staff through available options, the county-sponsored Bilingual Teacher Training program (BTTP), BTSA, or other alternatives.

Staffing -Paraprofessionals The district seeks to provide paraprofessionals to assist the classroom teacher in meeting the needs of English learners. Paraprofessionals in the classroom providing direct services to students will meet ESEA highly qualified status, regardless of the employee’s worksite. Paraprofessionals will be under the direct supervision of the classroom teacher and may provide enrichment or remediation instruction to ELs. Paraprofessionals are not authorized to provide Designated ELD to ELs.

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Professional Growth Teachers and Administrators State and federal laws require that all teaching personnel assigned to provide instruction to English Learners are qualified to provide the appropriate instructional services including ELD and SDAIE. The professional development plan includes training for all staff who work with English Learners, including administrators, paraprofessionals, counselors, teachers, district office personnel, and office personnel. Training may address:

• English Learner curriculum program design and options. • ELD and SDAIE strategies and instruction. • Parent outreach to ensure that parents understand the program options available for their

student. In addition, the district will endeavor to provide inservice training programs that result in qualifying existing and future personnel appropriate instructional services to English Learners. Possible ways to meet this goal may include:

• Administrative Training Program – programs for current and aspiring administrators. • Informal in-service programs structured to provide instructional methodologies to K-8

teachers. • Literacy Project – workshops for teachers, aides, and administrators in a variety of

venues focusing on language development and early literacy (95% Group). • Test-specific training from publishing company consultants and district staff on district-

adopted programs. • Specialized training on the California State Standards and the California English

Language Development Standards. • Direct Interactive Instruction (DII). • Response to Intervention (RtI). • Grade-level networks with suggested strategies for teaching English Learners. • Formal and informal teacher coaching at each school site. • Cooperative learning strategies. • Classroom planning for differentiation of instruction. • CLAD/BCLAD or equivalent EL authorization. • English Language Development (ELD) and Structured English Immersion (SEI). • Specially Designed Academic Instruction in English (SDAIE). • Classroom management strategies. • Staff development days including “PREP” days. • Training provided by Kern County Superintendent of Schools (KCSOS). • Coaches Institute for English Learners provided by KCSOS.

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The district may provide staff development to ensure understanding of all elements of the district’s Master Plan for English Learners program:

• Training on EL issues is provided as part of the Administrative Training Program. • Training sessions for SEI instructional assistants. • English Language Proficiency Assessment training for test administrators and teachers • ELAC and DELAC trainings at the school site or district level.

New Teacher Support The Beginning Teacher Support and Assessment (BTSA) program supports new teachers with components that include ELD and SDAIE instructional methodologies for English Learners. Additionally, support is provided by the English Learner Services staff at Consolidated Programs. The district employs EL Program Specialists that provide a variety of support services including teaching and learning, language proficiency assessment (English and primary language), parent engagement, ELACs, intervention and newcomer assistance.

Paraprofessionals Training of non-certificated personnel may include the following:

• Training on the district’s Designated ELD curriculum. • Development of personal language skills and strategies to assist with instruction across

the core curriculum. • Cultural and historical perspectives of both the English language learner and the fluent

English proficient student. • Methods of language development. • General classroom management techniques. • Other professional development as determined by site request/needed.

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VI – Opportunity and Equal Educational Access

Participants have equitable access to all programs provided by the local education agency (LEA), as required by law.

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Instructional Programs ELD Program Description The governing board intends to provide English Learners with a challenging core curriculum and instruction that develops proficiency in English as rapidly and effectively as possible in order to assist students in accessing the full educational program and achieving the district’s academic standards. The district’s program is based on sound instructional theory and is adequately supported so that English Learners may achieve results at the same academic level as their English-proficient peers in the regular course of study. School sites assess the needs of their ELs and design programs based on the information. While each site may differ slightly in its ELD Program, each program must address the basic components listed in this section.

Instructional Programs Overview PBVUSD offers three programs to English Learners: English Language Mainstream; Structured English Immersion; and an Alternative Program. The programs for English Learners are designed to help students acquire fluency in English, provide equal access to the academic core curriculum, and maintain a positive self-concept. All programs are designed to ensure that students acquire English-language proficiency as well as to recoup any academic deficits that may have developed in other areas of core curriculum. Program options include the following components:

1. Daily Designated English Language Development-a protected time during the regular school day in which teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction. Instruction focuses on the language (discourse practices, grammar and vocabulary) that students need for content learning. Lessons are differentiated based on English learner proficiency levels.

2. Daily Integrated English Language Development-All teachers with English learners use the CA ELD Standards in tandem with CA CCSS for ELA Literacy and other content standards throughout the day to develop academic language proficiency related to the language demands of the content instruction. Scaffolding through Specially Designed Academic Instruction in English (SDAIE) is used to help English learners access academic content.

3. Structured activities that are designed to develop positive self-image and cross-cultural understanding.

4. Access to all core subjects and electives/extracurricular activities and the technology to support learning; programs offer a broad range of high quality standards aligned instructional resources.

Regardless of the program option provided, every English Learner is expected to make progress in English and in grade level academics.

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English Language Development English Language Development (ELD) -both Integrated and Designated-is a daily component of all program options for all English learners. During Integrated ELD, teachers use the CA ELD Standards in tandem with the CCSS ELA/Literacy and other content standards throughout the day to develop academic English language skills based on the language demands of content instruction. Students are learning to use English as they simultaneously learn content in English with scaffolds or supports (SDAIE). Teachers plan instruction with intentional awareness of the language demands of the content so they can develop students’ awareness of language and how language works to make meaning depending on the topic, task, and audience. Students are provided with multiple opportunities to practice language through collaborative discussions, interactions with texts, oral presentations and written expression. Designated ELD is a separate, protected time where teachers provide English language instruction based of students’ proficiency levels. During Designated ELD, instruction is focused primarily on the CA ELD Standards in order to develop critical English language skills students need for content learning in English. It provides an opportunity to support ELs in developing the discourse practices, grammatical structures and vocabulary necessary for successful participation in academic tasks in all content areas. Daily ELD instruction-Integrated ELD throughout the day, and Designated ELD based on proficiency level—must be provided by an authorized teacher until the student is reclassified. District adopted materials are used to enable students at each level of English proficiency level to acquire academic English rapidly, efficiently and effectively.

Time for Designated ELD There must be at least one “period” of Designated ELD every day until the student is reclassified. The District follows the SBE guidelines for a minimum of at least 30 minutes daily for Designated ELD. Individual school sites may offer more based on the ELD program and the needs of the students.

Integrated ELD Throughout the day and across the disciplines, ELs learn to use English as they simultaneously learn content knowledge through English. Teachers with ELs in their classroom use CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.

Specially Designed Academic Instruction in English (SDAIE) SDAIE is an instructional methodology, not a program. It is defined as instruction in a subject area delivered in English specially designed to meet the needs of ELs.

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The use of scaffolding is important in order to make all curricular content areas accessible to English Learners. Scaffolding is a special type of assistance for English Learners that enables them to move toward new skills, concepts, or levels of understanding. Scaffolding is provided to English Learners through the use of SDAIE. SDAIE includes the following components which allow for comprehensible input for English Learners in the curricular content areas:

• Visual support with the use of graphs, pictures, realia. • Graphic organizers. • Modified teacher language. • Adaptation of the text. • Contextual clues. • Frequent checks for understanding. • Teacher modeling. • Informal and formal assessments.

Instruction for English Learners must include both Integrated ELD with SDAIE and Designated ELD in order for students to gain proficiency in the core content subjects.

Elementary The following sections describe the instructional programs available at the elementary level for English Learners in PBVUSD. The district provides instructional programs for ELs. The information is available to parents in a variety of ways.

English Language Mainstream (ELM) English learners who have reasonable fluency in English as determined by the English Language Proficiency Assessment will be placed in an ELM program with no primary language support. This program will be provided at the established school of residence and will include Integrated ELD with SDAIE throughout the day during content instruction and Designated ELD based on EL proficiency level for a minimum of 30 minutes. Integrated and Designated ELD instruction is provided daily until the student is reclassified.

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English Learners will receive core content instruction in a comprehensible and meaningful context through the use of SDAIE during Integrated ELD. Students will be expected to make progress toward and meet grade level standards. Instruction for English Learners will include a focus on discourse, content grammar, and vocabulary. The scaffolding strategies for teaching might include visual support, modeling, graphic organizers, and cooperative learning. Teachers may change their speech register by slowing down, explaining key concepts and by using examples, props, and visual clues. Integrated ELD with SDAIE provides grade level academic instruction that primarily gives students access to the core curriculum and, secondarily, teaches English vocabulary and reinforces English language form, function, and fluency. The instruction is provided by appropriately certified teachers.

Structured English Immersion (SEI) English Learners who have less than reasonable fluency in English (Beginning or Early Intermediate Levels on the English Language Proficiency Assessment) are placed in the SEI instructional program. The SEI instructional program will provide daily Designated ELD at the student’s assessed level of English proficiency as well as Integrated ELD with SDAIE during instruction in reading, writing, math, science, social studies and other courses. Teachers will utilize adopted, standards-based materials during instruction. The goal of the SEI program is to enable students to develop academic proficiency in English together with mastery of the academic core content. The instruction is overwhelmingly in English.

Alternative Program for English Learners Whenever 20 or more English Learners of a given grade level at a school site are granted a parental exception waiver, the district will offer an alternative program for English Learners. The superintendent or designee will review the waivers and make a determination as to which alternative program best meets the needs of the students. Parents must visit the school principal to begin this process.

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Junior High The following sections describe the instructional programs available at the Junior High level for English Learners in PBVUSD.

English Language Mainstream (ELM) Integrated ELD with SDAIE will be provided during content instruction across subject areas. Integrated ELD for English learners will use the CA ELD Standards in tandem with content standards to focus on the language demands of the content (i.e. text structures, grammatical structures, discourse styles, vocabulary). English learners will receive core content instruction in a comprehensible and meaningful context through the use of SDAIE. Students will be expected to make progress toward meeting grade level standards. The scaffolds might include modeling, graphic organizers and cooperative learning. Teachers can change their speech register by slowing down, explaining key concepts and by using examples, props and visual clues. Integrated ELD with SDAIE provides grade level academic instruction that gives students access to core curriculum while teaching English vocabulary, form, function and fluency related to content subjects. Designated ELD instruction will be provided at the home school on a daily basis for a minimum of 30 minutes until the student is reclassified. Designated ELD will focus specifically on the CA ELD Standards to help students develop language skill needed for content learning. The method of delivery of Designated ELD instruction will vary with the individual school site. Designated ELD may occur within the time frame of the English period or Designated ELD instruction could be provided during an extra instructional period during the regular school day.

Structured English Immersion (SEI)

English Learners who have less than reasonable fluency in English (Beginning or Early Intermediate on the English Language Proficiency Assessment) are placed in the SEI instructional program.

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The SEI instructional program will provide daily Dedicated ELD and Integrated ELD with SDAIE in coursework at the student’s assessed level of English proficiency. The method of delivery of Designated ELD instruction will vary with the individual school site; however all sites have the same district goal of gaining at least 1 level overall as measured by the annual English Language Proficiency Assessment. The goal of the SEI program is to enable students to develop academic proficiency in English and progress towards mastery of the academic core content in English Language Arts. The instruction is overwhelmingly in English.

Alternative Program for English Learners

Whenever 20 or more English Learners of a given grade level at a school site are granted a parental exception waiver, the district will offer an alternative program for English Learners. The superintendent or designee will review the waivers and make a determination as to which alternative program best meets the needs of the students. The parents are required to visit the school site principal to discuss the Parental Exception Waiver and begin the process if their child meets the criteria.

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VII – Teaching and Learning

Participants receive core and categorical program services that meet their assessed needs.

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Evaluation and Accountability This section begins with an overview of accountability and evaluation, and then sets out the specific goals and evaluation questions. Then specific assessments and methods are referenced for each goal. Each school site shall evaluate their EL Programs based upon the goals listed in the MPEL; schools may also add other goals that align to their SPSA and evaluate the effectiveness accordingly. The District will look at statewide data, as well as input from the individual site evaluations of their needs and programs to determine the overall effect of programs for ELs. Additionally, the District will also survey parents on a site-by-site basis and compile an overall scoring of parent opinions and concerns. The results will be shared with the Board, District, and school sites to take into consideration when conducting future program planning. Aligns with LCAP Goal #:

Objective Outcome Data or Assessment Measure

1

To make progress toward learning English

EL students will show an average gain of one proficiency level per year in the program

English Language Proficiency Assessment, annual window

1

To increase the reclassification rate of EL students making progress toward and attaining English proficiency

ELs will attain the proficient level and meet reclassification criteria

Annual Assessment window

1 and 2 Increase EL achievement of academic content assessments

The percentage of EL students meeting standards on the CAASPP in Reading/English Language Arts and Math

CAASPP, annually

*Goals subject to revision in 2016-17 pending anticipated publishing of California Department of Education regulations

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Program Evaluation School sites will receive annual summary reports regarding language proficiency data as one measure of the effectiveness of services and instructional programs for English Learners. The annual summary report will include test data information on all students who took the Language Proficiency Test.

• An assessment of the effective implementation of the Master Plan for English Learners pursuant to state and federal guidelines as defined in the state Federal Program Monitoring (FPM).

• The relative success of the school district in meeting program goals outlined above in the Master Plan for English Learners.

• Recommendations to increase the effective implementation of the master plan and achieve program goals.

Performance Standards English Learners are expected to perform according to the content standards, grade level expectancies, and performance standards as adopted by PBVUSD. To measure English Learners’ performance, data sources will be used (but not limited to) the following:

Data Source Assessment Interval Classroom teacher observation/evaluation Ongoing Statewide Assessment of Basic Skills Annually English Language Proficiency Assessment Annually Writing samples/score Ongoing, classroom based Report cards Quarterly District Assessments (STAR Reading and Math; DIBELS; etc.) Quarterly, or as set by the District

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Evaluation and Accountability: Roles and Responsibilities The student has the following roles:

• Attends school daily and works for high achievement. • Participates in school activities. • Communicates regularly with parents, teachers, and support staff. • Completes class work/homework assignments.

The parent has the following roles:

• Monitors/promotes the English Learner’s progress in academics, homework, attendance, and behavior.

• Supports their child in activities to promote student achievement. • Communicates regularly regarding student progress with student, teachers and school. • Attends parent conferences and school functions (e.g. Open House, conferences). • Participates in school committees (e.g. ELAC, Site Council, Parent training

opportunities). The classroom teacher has the following roles:

• Implements specific English Learner programs as described in Master Plan for English Learners and provides instruction that meets state frameworks and district and state standards.

• Ensures delivery of appropriate daily Dedicated English Language Development (ELD instruction); as well as utilizing Integrated ELD and SDAIE strategies across the curriculum.

• Monitors English Learner’s progress. Reviews school/classroom data and uses the data to modify instruction.

• Determines/implements differentiated strategies for English Learners and RFEP students. • Advocates for support services for students not meeting standards and benchmarks for

those English Learners who may require interventions in order to meet academic goals. • Attends SST or SAT meetings and informs parents of additional strategies to support

students in meeting standards. The junior high school counselor has the following roles:

• Assists with initial placements, using the Master Plan for English Learners as a guide. • Monitors the progress of English Learners toward meeting academic and language goals. • Supports the implementation of the Master Plan for English Learners.

The District English Learner Advisory Committee (DELAC) has the following roles:

• Meets at least 5 times per year and provides recommendations for district programs and plans for English Learners as part of the advisory role.

• Other duties as outlined in the FPM instruments and District Training Manual.

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The District English Learner Program Specialist has the following roles: • Supports sites in implementing Master Plan; reviews district and site English Learner

data. • Encourages dialogue with principals to review SPSAs for English Learners. • Monitors compliance and English Learner procedures at the site and district level. • Works with Assistant Superintendent of Curriculum to provide ongoing professional

development to teachers, teachers, para-educators, and support staff. • Works with staff to provide English Language Proficiency Assessment testing throughout

PBVUSD. • Works with the Director of Consolidated Programs, the Coordinator of Curriculum,

Assessment and Instructional Technology and the Information and Technology. Department to prepare data for school sites regarding English Learner reports.

• Facilitates DELAC meetings and other EL parent training opportunities. • Works with stakeholder groups in the development and review of District Plans and

Policies. EL Support Staff (school site designees) have the following roles:

• Provides supplemental support to English learners as stated in the Single Plan for Student Achievement.

• Works closely with Consolidated Programs to support EL accountability. • Serves as a resource for coordination of ELAC. • Serves as a resource for the Student Study Team in matters concerning English learners. • Provides input on staff development opportunities and needs for teachers of English

Learner students. • Assists with data collection and surveys, monitoring ELs/LTELS/RFEPs.

Site Administrators will have the following roles:

• Designs and implements an English Learner program to meet the needs of EL students at the school; establishes Dedicated ELD time, and supports teachers in implementing the EL Program and Dedicated ELD time.

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

• Is responsible for all procedures and legal requirements pertaining to English Learners at the school, such as the parent ELAC, program evaluations, reports, surveys and other requirements.

• Monitors placement of English Learners and oversees the reclassification process. • Reports periodically to district administrators on implementation of English Learner

programs. The Superintendent has the following role:

• Evaluates district goals relative to the implementation of the Master Plan for English Learners, student achievement, professional development, and evaluation and accountability. Advises the Board on matters pertaining to English Learners.

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Assistant Superintendent, Curriculum • Receives stakeholder input/recommendations for the LCAP on programs for ELs. • Directs the implementation of specific English Learner programs as described in the

LCAP and Master Plan for English Learners and provides leadership for the instruction that meets the state frameworks and district and state standards.

• Evaluates principals on accountability for implementation of the LCAP, English Learner Master Plan and EL programs.

• Oversees the District’s compliance with English Learners’ programs and curriculum through meetings with site principals.

• Evaluates district and school site data to make decisions regarding curriculum, professional development, and district/school site needs for various EL programs.

• Provides overall support for English Learner programs. • Provides direction to principals and department staff to review plans, program

modifications, timeline for implementation, and to support services for school sites.

Coordinator of Curriculum, Assessment and Instructional Technology, and the Information and Technology Services Department

• Provides recommendations for appropriate assessments for ELs. • Monitors assessments used for evaluation of English Learner progress. • Oversees data collection, provides analysis, writes reports, and prepares charts. • Prepares reports together with Consolidated Programs.

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Catch-Up Plan Identifying English Learners who are not Meeting Expected Growth When English Learners are not meeting expected proficiency growth in English or are sustaining deficits in content areas, the school site must implement procedures to remedy deficits through a “Catch-Up Plan”. The Catch-Up Plan has the following elements: Standards Common Core State Standards and CA ELD Standards are

implemented in core instruction that includes daily Designated ELD and Integrated ELD with SDAIE.

State Assessment English Learner progress in ELD and grade-level reading and math is assessed annually through standardized tests.

Interim Benchmarks Interim benchmarks measure expected growth in grade level reading and math.

Report Cards Quarterly report cards document student performance in all subject areas.

Interventions Interventions are implemented for English learners who are not meeting the District-established expectations for progress in English proficiency and academic achievement.

Monitoring English Learner Progress Foundational to English learner progress in English fluency and academic achievement is the core instruction provided by the classroom teacher. This instruction should include daily Designated English language Development based on the CA ELD Standards and the students’ level of English proficiency as well as Integrated ELD with SDAIE which enables English learners to access core subject content and build academic English proficiency through the day in all subjects. The following intervention process will be implemented for students who need additional support beyond core instruction. On at least an annual basis, the English Learner Review Team (ELRT) including the classroom teacher, site designated EL support staff members, and /or any other persons who have been assigned responsibility for monitoring the progress of English learners will disaggregate and review EL student assessment data to check students’ progress towards district-established goals (See Chart - District Performance Expectations for English Language Proficiency and Academic Achievement). An intervention plan should be developed for students who are not making satisfactory progress. Depending on the student’s needs (English language fluency or mastery of content), the ELRT will complete an English Learner Review Team Achievement Plan which will state appropriate interventions offered at the school site. These interventions vary from site to site and are stated in the SPSA. The ELRT can recommend that the student be evaluated by the Student Success Team or Student Assistant Team as part of the intervention process.

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Students should be considered for an English Learner Review Team Achievement Plan when:

1. Students are not making District Performance Expectations for English Language Proficiency and Academic Achievement.

2. Students who meet state definition of “Long Term English Learner”: a. English Learner In Grades 6-12 enrolled in a U.S. school for 6 or more years b. Remained at the same proficiency level for 2 or more consecutive years or

regressed to a lower proficiency level as determined by specified English Language Proficiency Test or a score determined by the State Superintendent on any successor test.

c. For pupils in grades 6-9, scored far below basic or below basic on the specified English language arts standards-based achievement test, or a score determined by the State Superintendent on any successor test.

3. Students who meet state definition of “English Learner at risk of becoming a Long Term English Learner”

a. English learner in Grades 3-12 in U.S. schools for 4-5 years. b. Scored at the Intermediate level or below on specified English Language

Proficiency Test or a score determined by the State Superintendent on any successor test.

c. For pupils grades 3-9 scored in the 4th or 5th year at the below basic or far below basic level on the specified English language arts standards-based achievement test, or a score determined by the State Superintendent on any successor test.

Monitoring Effectiveness of Interventions The English Learner Review Team (aka ELRT or LRT) Achievement Plan should include intervention targeted to the student’s need and a specified review date when the ELRT will evaluate the effectiveness of the intervention. If, at the time of the plan review, it is determined that further intervention is needed, the ELRT may consider referring the student to the SST or SAT which can pursue other ways in which to provide support. In some cases, additional support may involve specialized assistance (e.g. possible referral for additional screening, primary language testing, etc.).

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Chart: District Performance Expectations English Language Proficiency and Academic Assessments

Assessment Name:

Structured English Immersion (SEI)

English Language Mainstream (ELM)

ELD CELDT Level

Beginning Early

Intermediate Intermediate Early

Advanced Advanced Reclassified 1 2 3 4 5

Progress toward proficiency

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 Reading Benchmark (STAR)

Intensive Intervention Intervention Intervention On Watch At or Above

Benchmark At or Above Benchmark

District Math Benchmark (STAR)

Intensive Intervention Intervention Intervention On Watch At or Above

Benchmark At or Above Benchmark

CAASPP ELA

Standard Not Met

Standard Not Met

Standard Nearly Met

Standard Nearly Met

Standard Met

Standard Met

CAASPP Math

Standard Not Met

Standard Not Met

Standard Nearly Met

Standard Nearly Met

Standard Met

Standard Met

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Evaluation of the EL Program and Catch-Up Plan Annually, the District will conduct an evaluation of programs and services for English Learners on a site-by-site basis. The site administrator will review data for his/her school site with a focus on the questions listed below: Program Design:

• Does the school site have a clearly defined English Learner Program? Can staff/teachers articulate what the EL Program is at the school site based on the following:

o How their students are placed in the school’s ELD program. o The types of interventions that are available for their EL students (beyond the

base program). o How their EL students are monitored for progress and eligibility for

reclassification. • Are site English Learner programs fully and consistently implemented in ways the meet

or exceed requirements of state and federal law? • Is there a clearly defined Intervention Plan for English learners who are not meeting

established expectations of progress? • Is the Intervention Plan designed, implemented and monitored by an EL Authorized

teacher?

Standards and Instruction:

• Is Designated ELD being provided to all English learners with instruction based on the CA ELD Standards and differentiated based on students’ English proficiency levels?

o Do teacher lesson plans reflect daily ELD for English learners?

• Are English learners given full access to the Common Core State Standards with CA ELD Standards being used in tandem to build academic English proficiency as well as grade level content knowledge (Integrated ELD and SDAIE)?

Assessments:

• Are assessments in place to adequately measure expected growth in ELD? • Are assessments and multiple measures in place to adequately measure expected growth

in content areas?

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VIII – Appendix

Supplemental material and information

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Assessment Instruments for English Learners

Assessments K 1 2 3 4 5 6 7 8

CELDT (annually)

English Proficiency in Listening, Speaking, Reading, and Writing

CAASPP (annually)

English Language Arts, Mathematics

STAR Reading Benchmark Renaissance

Place (quarterly)

Word Knowledge and Skills, Comprehension Strategies,

Analyzing & Evaluating Literary Text,

Understanding Author’s Craft, Analyzing Argument

STAR Math Benchmark Renaissance

Place (quarterly)

Numbers and Operations, Algebra,

Geometry & Measurement, Data Analysis,

Statistics & Probability

DIBELS NEXT (Beginning,

MidYear, End) Literacy Skills

Report Card (quarterly All Subjects

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Components of English Learner Instruction English language development must be a part of core instruction with the purpose of helping English learners develop proficiency in social and academic language. Instruction should be based on the CA ELD Standards which are designed to support the ELA/Literacy Standards as well as other content standards. Instruction for English learners should include Specially Designed Academic Instruction in English to help English learners access core content as they are learning English. In addition to the specific Designated ELD time, Integrated ELD involves addressing academic English throughout the day to help students gain the language they need to fully engage with the content.

Designated ELD Integrated ELD with SDAIE Protected time (at least 30 minutes) daily focusing on explicit English Language Development Based on the CA ELD Standards Students grouped by language proficiency Level Increased opportunity for structured oral interactions Focus on function, form and fluency-students identify and practice language needed for a particular task, audience, discipline that connects to content instruction Modeling and practicing specific language skills related to content instruction ( e.g. modeling think-aloud in comprehension, structured interactions using frames for different language functions, identifying form and language for different text types, joint construction of texts, additional vocabulary practice, elaborating responses and condensing ideas in speaking and writing) Foundational Literacy skills addressed for Beginning English Learners

Highlights language demands of the content Identifies ELD Standards that correlate to lesson standard Opportunities for structured oral interaction Building Background Knowledge Vocabulary Development with researched-based strategies (e.g. Robert Marzano and Isabel Beck) Thinking Maps Comprehensible Input-pictures, illustrations, real objects, modeling, demonstration, audio-visual support Technology Support Sentence Frames and Writing Models Language Reference Charts Gradual Release of Responsibility-I Do, We Do, You Do

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Suggested EL Professional Development Focus Areas Professional Development is based on the needs of the school, district and families. The following is a guideline to implement Professional Development focusing on English Learners, adapted from Fullerton Unified School District. Other topics that individual sites may find relevant to the needs at their campus should be considered. Schools sites should use Parent and Staff surveys and needs assessments to determine the best choices for English Learner Professional Development.

Procedures and Policies

EL Program Design Instruction

Parent Involvement and

Engagement

Cultural Awareness &

Sensitivity

State and Federal Mandates and Compliance

Instructional Setting

Designated English Language Development

School Site and District Advisory Committees such as ELAC and DELAC, SSC and DAC, or other committees, functions, or trainings

US School Culture and System

Monitoring Progress toward English Proficiency

Student Placement

Access to Core Curriculum; Integrated ELD (SDAIE Strategies)

Parent Rights and Responsibilities

Language Transfer and Cultural Differences

Monitoring Student Achievement

EL Program Effectiveness

Assessment and Evaluation

Home/School Partnerships

Multicultural Opportunities

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Catch up Plan Matrix for English Learners

Elements Description

Standards

• All teachers have been provided with content standards and ELD standards including classroom teachers, Special Education teachers, Resource Specialists, Reading Teachers and Speech and Language Teachers.

• Teachers incorporate the Common Core standards as well as the English Language Development Standards within lessons

• IEP goals are written for Special Education English learner students that incorporate ELD Standards

• Ongoing training is provided to ensure that all teachers can understand and apply Common Core and ELD Standards in instruction

District Benchmarks

• Benchmarks have been established by the District to measure expected growth toward mastery of grade level content

Assessments

• A process has been established to disaggregate assessment data for English learners to determine their in grade level content and ELD

• English learners who are not meeting grade level standards and/or not progressing in ELD will be reviewed at the school site for placement in appropriate intervention.

Interventions • English learners have access to intervention that includes small group differentiated instruction based on their area of academic need.

Evaluation

• School sites evaluate their English learner programs by incorporating District and school site data systems. These include English Language Proficiency results, Long Term English Learner data, CAASPP, DIBELS, Benchmarks, and reclassification rates

• School administrator/designee walkthroughs will occur throughout the year to determine that English learner program requirements are being implemented.

Master Plan for English Learners 2016-18 · Master Plan for English Learners 2016-18 Panama-Buena...

Documents

Transcript of Master Plan for English Learners 2016-18 · Master Plan for English Learners 2016-18 Panama-Buena...