Secondary Program Descriptions

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1 Secondary Program Descriptions Designated ELD at the Secondary Level CVUSD requires that sites group students who score in the Beginning through Intermediate CELDT levels by proficiency to receive daily designated ELD instruction by proficiency levels. Because ELs must meet the same CVUSD graduation criteria, annual state assessments and UC/CSU a-g requirements, the ELD teacher must prepare students for full engagement in speaking, listening, reading and writing their mastery of content standards. Therefore, a Structured English Immersion (SEI) Department must be established on each site that includes a team of language arts, math, science, social studies, and ELD teacher(s), who should be assigned the same EL students to ensure academic progress and language development. Staffing Requirements: Multiple or Single Subject Teaching Credential with AB 1059 English Learner Multiple or Single Subject SB 2042 Credential Bilingual or Educator (Bilingual) Education Specialist Credential with AB 1059 English Learner Supplementary in English as a Second Language ELD Level I: Emerging ELs who have scored at Beginning to Early Intermediate on the CELDT Daily designated ELD 7-12: minimum one class period ELD teacher should be fluent in English to ensure phonemic and syntactical Follow CA ELD Standards in the Emerging domain for the applicable grade span Teacher teaming for ELD teacher and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines Primary language support to motivate, clarify, direct, and explain ELD Level II: Expanding ELs who have scored at Early Intermediate to Intermediate on the CELDT

2 Daily designated ELD 7-12: minimum one class period ELD teacher should be fluent in English to ensure phonemic and syntactical Follow CA ELD Standards in the Expanding domain for the applicable grade level/span Teacher teaming for ELD teacher and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines Limited primary language, more English support to motivate, clarify, direct, and explain ELD Level III: Early Bridging ELs who have scored at Intermediate to Early Advanced on the CELDT Daily designated ELD 7-12: minimum one class period ELD teacher should be fluent in English to ensure phonemic and syntactical Follow CA ELD Standards at the Early Stages of the Bridging domain descriptors for the applicable grade level Teacher teaming for ELD teacher and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines Minimal primary language, English support to motivate, clarify, direct, and explain Addressing the Needs of AR-LTEL and LTEL Students For all EL who complete ELD III and enter the fourth year in school, CVUSD recognizes this student is at risk of becoming a long-term English learner (AR-LTEL). After five years, the student becomes a long term English learners (LTEL). To better serve AR- TEL and LTEL students, each site, where needed will provide the following: ELD Level IV: Exit Bridging ELs in grades 7-11 who have been enrolled in schools in the US for four years and scored Intermediate or below on CELDT

3 The site EL Mentor will create and implement an Individual Language Plan (ILP) with the LAT staff to identify 4-5 key language skills that the student must develop during the school year to achieve those goals. Daily designated ELD 7-12: minimum one class period ELD teacher should be fluent in English to ensure phonemic and syntactical Follow CA ELD Standards of the Exit Stages of the Bridging domain descriptors for the applicable grade level Teacher teaming for ELD teacher and SEI Department content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines 40 minutes of English enrichment before or after school ELD Level V: Beyond Bridging ELs in grades 7-12 who have been enrolled in schools in the US for more than five years and have remained at the same English language proficiency level for two or more consecutive years. ELs meeting the above criteria and scored Far Below Basic or Below Basic on the English language arts standards-based achievement test The student s Individual Language Plan (ILP) 4-5 key language skills for the teachers to target during the school year to achieve those goals Daily designated ELD grades 7-12: minimum one class period ELD teacher should be fluent English to ensure phonemic and syntactical Follow CA ELD Standards toward the Exit Stages of the Bridging domain descriptors for the applicable grade level Teacher teaming for ELD teacher and SEI Department content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines 40 minutes of English language enrichment before or after school Instructional Programs for Middle and High Schools CVUSD offers four targeted program options to ELs: Structured English Immersion (SEI), English Language Mainstream (ELM), Seal of Biliteracy Education (SBE), and Bilingual Alternative Program (BAP). Structured English Immersion and English Language Mainstream are English language programs, where primary language support may be provided but instruction is predominantly in English.

4 The Seal of Biliteracy Education and Bilingual Alternative Program options provide instruction in Spanish and English to strengthen academic communication skills. Only targeted secondary sites provide the Seal of Biliteracy Education or Bilingual Alternative Education program options for students with an approved Parental Exception Waiver Request (Appendix A-2). The Bilingual Alternative Program serves the needs of those newcomer students who need foundational literacy skills below their grade level curriculum. Structured English Immersion (SEI) Because the goal is for students to develop academic proficiency in English through the mastery of the academic core content, secondary sites will develop SEI Department consisting of language arts, math, science, social studies and arts teachers who provide the content for the language skills developed in ELD. Instruction is nearly all in English, but primary language support may be used for clarification and explanation when practical. ELs who score overall Beginner, Early Intermediate, or Intermediate on the annual CELDT All ELs who have not achieved Reclassified status Daily designated ELD at appropriate level 7-12: minimum one class period ELD teacher should be fluent English to ensure phonemic and syntactical Teacher teaming for ELD teachers and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines If student has an ILP, the ELD teacher and SEI Department work together to address language development according to stated goals for the school year. Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials All scheduled classes meet district high school graduation requirements Math placement in accordance with having met previous grade level requirements English language arts placement at middle school based on grade level High school placement based on completing Grade 9/English I credits before placing in English II, III, or IV Career and technical education academies, Honors, and AP classes, as requested

5 Primary language support as needed including extended day language and literacy interventions Staffing Requirements: Multiple or Single Subject Credential with AB 1059 English Learner Multiple or Single Subject SB 2042 Credential Bilingual or Educator (Bilingual) Education Specialist Credential with AB 1059 English Learner Clear Designated Subjects Career Technical Education Credential with SDAIE English Language Mainstream Program The goal is for ELs to develop academic proficiency in English through the mastery of academic core content and multicultural proficiency with the general population of fluent English peers. Instruction is overwhelmingly in English; however, special support options are available for ELs as needed. FEP, RFEP and EO students ELs who have been reclassified as fluent English proficient (RFEP) ELs whose parents/guardians refused participation in SEI programs Daily integrated academic English language development of listening, speaking, reading and writing skills through language arts, math, science, social studies, and the arts Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials Controlled primary language support to motivate, clarify, direct, and explain All scheduled classes meet district high school graduation requirements Career and technical education academies, Honors, and AP classes, as requested Staffing Requirement: Multiple or Single Subject Credential with AB 1059 English Learner

6 Multiple or Single Subject SB 2042 Credential Bilingual or Educator (Bilingual) Education Specialist Credential with AB 1059 English Learner Clear Designated Subjects Career Technical Education Credential with SDAIE Seal of Biliteracy Education This is a specialized program of instruction for middle and high school students who participated in Seal of Biliteracy Education during elementary school, recently arrived ELs, and those students who realize the value of biliteracy for themselves. The goal is the development of academic Spanish and English communication skills through the mastery of academic core content standards and multicultural proficiency. A magnet school site for middle school students and one for high school students will be determined to maximize staff and resources. Students who participated in an elementary Seal of Biliteracy Education and request to continue Newcomer ELs in middle school or high school who request to participate EO, IFEP, or RFEP students who request Seal of Biliteracy Education placement Available only with an approved parent/guardian signed waiver (Create Waiver) Minimum one class period per day of integrated Spanish language development through grade-level language arts, math, science, or social studies Daily designated ELD for qualifying ELs: minimum one class period Instruction overwhelmingly in English across all core content areas Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials Career and technical education academies, Honors and/or AP classes, as requested 8 th grade exit recognition: CVUSD Seal of Biliteracy Achievement Award earned through Seal of Biliteracy Advisory Committee determined criteria th grade students earn AP Spanish score of 3 or higher to earn the State Seal of Biliteracy insignia on her/his graduation diploma and the CVUSD Seal of Biliteracy medallion (See State Seal of Biliteracy Insignia below).

7 Staffing Requirements: BCLAD Certificate or BCLAD Emphasis Sojourn Teaching Credential Bilingual or Educator (Bilingual) Multiple or Single Subject Credential with AB 1059 English Learner Multiple or Single Subject SB 2042 Credential Bilingual or Educator (Bilingual) Education Specialist Credential with AB 1059 English Learner Clear Designated Subjects Career Technical Education Credential with SDAIE State Seal of Biliteracy Insignia On January 1, 2012, Assembly Bill 815 provided for the recognition of high school students who have demonstrated proficiency in speaking, reading and writing in one or more languages in addition to English. To be awarded the insignia on a student s diploma or transcript, a high school graduate must meet the following criteria: 1. Complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in each course. 2. Pass the 11 th Grade California standards-based test for English language arts at the Proficient or higher level. 3. Demonstrate proficiency in a language other than English through passing a foreign language Advanced Placement (AP) examination with a score of 3 or higher. For high school students whose primary language is other than English, they qualify for the insignia if they meet both of the following criteria: 1. Attain Early Advanced English proficiency on the CELDT. 2. Meet the same criteria listed above in 1, 2, and 3. Each high school site is required to maintain appropriate records in order to identify students who have met the criteria and who have the potential to meet the requirements. All State Seal of Biliteracy Insignia requirements must be completed prior to the senior year in order to receive the award at graduation.

8 Bilingual Alternative Program Some of CVUSD s newly arrived ELs are functionally illiterate in their native language or have received limited education in their own countries. These students need specialized attention to develop the foundational literacy skills that secondary sites cannot effectively provide. This will be organized as a program within the Desert Mirage High School and Coachella Valley High School campuses for students in grades This is a specialized program of instruction in English and Spanish. The goal is acquisition of the English language through the mastery of academic core content and multicultural proficiency. Spanish language instruction supports the student s ability to meet secondary grade level language arts and math standards in the process of becoming fluent in English. As the student increases in English fluency, instruction in English increases. Newcomer ELs eligible for 7 th -12 th grades but possess extremely limited prior education (no verifiable school record; gaps of two or more years; illegible or unintelligible writing sample) Students whose initial overall CELDT score is Beginning to Early Intermediate levels because the student generally made no responses, was unintelligible or was unable to write Available only with an approved parent/guardian signed waiver (Appendix #) Minimum one teacher each: English language arts, Spanish language arts, and mathematics, and one paraeducator/volunteer Follow CA ELD Standards Part III: Foundational Skills Grades 6-12 (same as K- 5) Daily Spanish foundational literacy skills appropriate to the student s cognitive level and educational experience Daily English foundational literacy skills appropriate to the student s cognitive level and educational experience Daily development of Spanish and English through language arts and math content Student s progress evaluated at the end of each semester to determine if sufficiently literate to enter a secondary SEI program If student insufficiently literate, continue in Bilingual Alternative Program another semester If student is aged 17 and more than 100 credits behind graduation requirements, information about the Adult School program and High School Equivalency Exam (HSEE) option will be discussed with the student and parents/guardians Staffing Requirements:

9 BCLAD Certificate or BCLAD Emphasis Sojourn Teaching Credential Bilingual or Educator (Bilingual) For ELA and math: Multiple or Single Subject Credential with AB 1059 English Learner Multiple or Single Subject SB 2042 Credential Bilingual or Educator (Bilingual) Education Specialist Credential with AB 1059 English Learner Clear Designated Subjects Career Technical Education Credential with SDAIE

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