ENGLISH LANGUAGE LEARNERS MASTER PLAN

Transcription

1 DOS PALOS-ORO LOMA JOINT SCHOOL DISTRICT ENGLISH LANGUAGE LEARNERS MASTER PLAN Revised May 2014

2 CONTENTS 1. Mission Statement Page A. Goals... 3 B. Objectives... 3 C. Senate Bill 344-LCAP D. Figure 1. English Learner Program Process Identification Procedures... 6 A. Informal Assessment of Primary Language Placement of Students... 9 A. Figure 2. Program Placement Process HLS B. Programs and Interventions for ELL Instructional Program Reclassification A. Figure 3. Decision Guide to Reclassifying EL to FEP B. Figure 4. Reclassification Follow-up Report Staff Development Parent Involvement & Communication Program Evaluation Criteria APPENDIXES: FORM A Program Description for English Learner FORM B Initial Parent Notification Letter FORM C Annual Parent Notification Letter FORM D Request for Parental Waiver FORM E Parent Exception Waiver Notification Letter FORM F English Language Development Performance Expectancies for English Learners 2

3 1. Mission Statement The purpose of the Dos Palos-Oro Loma Joint Unified School District English Language Learners Program is to develop fluency in speaking, listening, reading, and writing English for each student whose primary language is not English. The program will enhance students selfesteem, promote cross-cultural understanding, and provide equal opportunity for academic achievement. Beginning with accurate identification and appropriate instructional placement, students will learn in a supportive, safe, and academic environment that allows students to meet appropriate academic achievement standards for grade promotion and graduation. A. Goals All English Language Learners in the Dos Palos-Oro Loma Joint Unified School District will: 1) Become proficient in English as measured by the California English Language Development Test (CELDT). In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT. 2) Achieve at the proficient level on the California Standards Test in English Language Arts. In 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC). 3) Pass the California High School Exit Exam. B. Objectives 1) Schools will use the Home Language Survey and California English Language Development Test (CELDT) results to appropriately place students in courses to promote optimum English language development and academic achievement (see Figure 1, page 5). In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT. 2) English Language Learners will be placed in structured English immersion classrooms where the teachers have SDAIE/BCLAD/CLAD training or other appropriate authorizations and trainings. 3) Parents will be included as active participants in their child s education. 3

4 4) The District will have a SDAIE/BCLAD/CLAD or other appropriate authorizations and trainings for certified teacher at each grade level for each course required for graduation. 5) The District will educate all students in a safe, respectful, and supportive learning environment that is sensitive to linguistic and cultural diversity. 6) The District will provide professional development opportunities for teachers and other school staff who work with English Language Learners. 7) The District will monitor and evaluate student progress to determine the program s effectiveness. ENGLISH LANGUAGE LEARNERS FUNDING LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP A. Adoption of the Local Control and Accountability Plan Senate Bill 344, commencing this school year, requires that the governing board of each school district adopt a Local Control and Accountability Plan (LCAP) using a template adopted by the State Board of Education on or before July 1, According to Senate Bill 344, the LCAP shall be effective for a period of three years and shall be updated on or before July 1 of each year. The LCAP should include annual goals, for all pupils and each subgroup of pupils identified pursuant to Section (ethnic subgroups, socioeconomically disadvantaged pupils, English learners, foster youth, and pupils with disabilities), to be achieved for each of the state s 8 priorities and for any additional local priorities identified by the governing board of the school district. Dos Palos Oro Loma Joint Unified School District s governing board adopted the district s LCAP on June 26, The allocations listed in the LCAP (including Title III funds) are stated in the instructional plan for all ELLs. Advisory committees, such as DAC, SSC, DELAC, and ELAC will receive a more detailed listing of how the funds will be spent throughout the school year. Anyone wishing a copy of the LCAP can visit the district s web page at If anyone has a question or concern, please contact the Director of Curriculum and Instruction at

5 Figure 1. English Learner Program Process I. Home Language Survey 1. Indicates language other than English Spoken at home First Language of Student Registrars Contact CELDT Proctor II. English Language Testing 1. California English Language Development test-celdt Proctor Listening Speaking Reading Writing 2. Preliminary scoring at each site to determine placement according to ELD level. In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT. III. Classify FEP 1. Placement in mainstream courses or IV. Designate EL 1. Administer Native Language Literacy Assessment V. Determine Placement English Language Support Program 1. English Language Development with appropriate authorized credentialed teacher. 2. Support in the Core Academic Program Primary language aides-peer tutors-placement with CLAD, BCLAD, or SDAIE trained teacher or other authorized credentialed teacher. 3. Primary language literacy development -if indicated by parental waiver. VI. Testing for ELD growth & possible Reclassification 1. Annual CELDT (In the CELDT will be replaced by the ELPAC) 2. Consider reclassification criteria 3. Remain in EL with support and ELD instruction VII. Reclassify as Fluent English Proficient - RFEP 1. Placement in mainstream course. 2. Continue to monitor for 2 years. 5

6 2. Identification Process A. Students who indicated a language other than English on the first 3 questions of the Home Language Survey will be tested by the California English Language Development Test (CELDT) Proctor for English language proficiency within the first 30 days of enrollment. In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT. The Registrar will contact the Proctor upon student enrollment to arrange the testing date. Proctor will administer the CELDT. B. Within 30 days of test administration, parents will be notified in the appropriate home language of assessment results and consulted on program placement. Parents will be informed of the option to apply for a Parental Exception Waiver. Teachers will be informed of test results, which will be shared with each student s instructor(s). Records will be maintained in specifically designated files to be maintained within the cumulative file. 6

7 INFORMAL ASSESSMENT OF PRIMARY LANGUAGE The purposes of the informal assessment of English learners primary language are: A. To determine the extent of the development of the student s primary language skills (comprehension, speaking, reading and writing) B. To use this information in combination with the assessment results of the student s English language assessment to determine the student s program services and placement. The Informal Assessment of Primary Language is to be used only with EL students with a home language other than Spanish. When possible the District will seek out a speaker of the student s primary language to assist with this assessment. Part I: GENERAL INFORMATION Directions: Fill in the appropriate background information as indicated: student s name, current school of attendance, age, grade, and home language. STUDENT S NAME SCHOOL DATE HOME LANGUAGE GRADE AGE Part II: ORAL LANGUAGE Directions: Make a check on the appropriate level. To what extent does this student speak and understand the home language? A. How well does the student understand the home language? Does not understand. Understands very little (a few words, phrases, or expressions). Understands with some limitations: often or sometimes asks questions for clarification, needs statements repeated or restated, or is unable to complete tasks or follow specific directions. Understands the home language completely. B. How well does the student speak the home language? Does not speak. Speaks very little. There are errors in tense or context: speaks a few words, phrases or expressions. The meaning is sometimes unclear. Speaks with some limitations: may be able to express him/herself but expressions are awkward and contain errors in word usage, agreement or tense. Speaks fluently: language usage is age appropriate and in proper form. 7

8 Part III: LITERACY Directions: Make a check on the appropriate level. To what extent does this student read and write the home language? Provide an estimate of literacy based on an average expectation for reading and writing of students of this age who attend school regularly. A. How well does the student read the home language? Does not read. Reads very little. He/she may be able to read some, but lacks full comprehension and oral fluency. Reads with some limitations. He/she may be able to read some, but lacks full comprehension and oral fluency. Is a competent reader. B. How well does the student write in the home language? Does not write. Writes very little. Sentences are awkward and/or unintelligible. There are serious mechanical and/or syntactical errors. The meaning is distorted or unclear. Writes with some limitations. Written materials may contain minor syntactical and/or mechanical errors which do not seriously affect meaning. Is a competent writer. Part IV: COMMENTS Directions: Make any comments which will provide further information about the student s home language proficiency, academic background, and ability to function in school. Interviewer s Name (please print) Title 8

9 3. Placement of Students A. Upon initial enrollment, student will receive a temporary placement. This may remain permanent upon the completion of the CELDT Assessment. (See Figure 2, page 10). In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT. B. Within 30 days of enrollment, students will be administered the CELDT to determine English proficiency. C. Description of the program for English Language Learners: The mainstream, regular English classroom focuses on the highly intensive and rigorous study of English vocabulary, grammar, literature and composition designed primarily for students who have achieved an expected level of proficiency equivalent to that of a native speaker at specific grade level. The English Language Development component focuses on the teaching of basic interpersonal communication skills including speaking, listening, reading, and writing in English. The instructor uses specially designed instruction in academic English (SDAIE) to facilitate learning, including a variety of instructional strategies such as differentiated instruction, total physical response, graphic organizers, alternative assessment, reading strategies and lessons designed to teach specific grammatical concepts as indicated by ELD level. English Language Learners will be placed in one of three program options: Structured English Immersion, Transitional English or English Language Mainstream. 1) English Learners at the beginning to early intermediate levels of English language development are placed in a Structured English Immersion program. SDAIE/BCLAD/CLAD credentialed teachers or other appropriate authorized teacher to deliver this program. The students receive differentiated English language development, and may have access to the core curriculum through Specially Designed Academic Instruction. 2) English Learners at the intermediate to early advanced levels of English language development are placed in an English Language Transitional Class. SDAIE/BCLAD/CLAD credentialed teachers or other appropriate authorized teacher to deliver this program. The instruction is entirely in English. The students receive differentiated English language development, and access to the core curriculum through Specially Designed Academic Instruction (SDAIE). 3) English Learners with Fluent English Proficiency are placed in an English Language Mainstream course of study. 9

10 Figure 2. Program Placement Process Home Language Survey The district requires each parent to complete a Home Language Survey (HLS) Language other than English identified English only identified English/listening/oral /written skills assessed within 30 schools days Parents informed of results and program placement HLS filed in CUM file English Language Learners are placed in appropriate classes as determined by their ELD levels All primary language skills must be assessed within 90 calendar days 10

11 Programs and Interventions for English Language Learners Although English Language Learners may access any and all alternative programs in the Dos Palos-Oro Loma Joint Unified School District, the programs listed below are suggested to provide academic support and English language development: English Language Development: This program teaches English to emerging English speakers. The program is aligned with the California content standards for English development and supports the acquisition of speaking, reading and writing skills in English. Supplementary Academic Programs: These may include specifically designed programs to address educational needs at every school site, afterschool programs, Accelerated Reading and Math, individual tutoring support program which are funded from state and federal categorical sources and are designed to promote student reading gains in decoding skills, reading comprehension, note taking skills, English vocabulary and reading, writing, and math strategies. Title I/State Compensatory Education Support Programs: While these programs vary at each school, these state and federal funds are used to provide academic support to students requiring extra help. Contact your student s school principal to get an explanation of the programs available at your school. Adult Education English Development Courses: When available, the Adult Education program of the Dos Palos-Oro Loma Joint Unified School District will offer courses in English Language Development during the evenings. 11

12 4. Instructional Program A. All English Learners (ELs) will receive differentiated English Language Development (ELD) instruction according to their English language proficiency. B. English Learners will receive daily ELD instruction from SDAIE/BCLAD/CLAD trained instructors or other appropriate authorized instructors daily. C. Ongoing evaluation will include multiple measures to assess students progress in English. D. English Learners will have access to core curriculum and appropriate authorized instructors to receive grade level instruction permitting them to achieve at rates comparable to average native English speakers. E. Instruction will be aligned with specific state ELD standards, curricular content standards, and expected outcomes while using SDAIE techniques. F. The ELL Program is an element of the District s base responsibility to educate all students. General Fund and Categorical Funds will be used to achieve the goals of this program. Instructional Program Check Sheet Yes No EL students have been identified, evaluated for English language proficiency, and placed in an ELD program with differentiated instruction. Each EL student is given ELD instruction daily taught by SDAIE/BCLAD/CLAD certified instructors or other appropriate authorized instructors. Students are evaluated periodically to assess their proficiency in English. EL students have access to the core curriculum taught by SDAIE/BCLAD/CLAD certified instructors or other appropriate authorized instructors. EL instruction is aligned with specific state standards and expected outcomes. 12

13 5. Reclassification Each former English Learner (EL) who has been reclassified to Fluent English Proficient (FEP) has demonstrated English-language proficiency comparable to that of the average native English speaker and can participate equally with average native speakers in the school s regular instructional program. The goal of the Dos Palos-Oro Loma Joint Unified School District Language Learners Program is to reclassify English Language Learners to FEP status as soon as they have demonstrated that they can achieve equally with average native English speaking students. Reclassification will occur through a process involving the parent, student, teachers, and site administration (see page 15, figure 3). The purpose of reclassification is to determine if a student has met the District criteria and can participate equally with native English speakers in the school s regular instructional program, and therefore qualifies to be identified as Fluent English Proficient (FEP) (see figure 3, page 14). English learners will be reclassified as Fluent English Proficient (R-FEP) using multiple measures. To be reclassified students must score at or above the early advanced proficiency level on the CELDT (in , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT); score at basic, proficient or advanced levels on the 2013 California Standards Test (CST) English/Language Arts and /or pass the English Language Arts subtest of the California High School Exit Exam (CAHSEE) (in 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC); and meet two or more of the following criteria: Teacher recommendation for R-FEP reclassification. Academic grades in English, Math, Science, and History are at a passing level (2.0 GPA). The student s writing proficiency will be determined by the classroom teacher and the results of the CST writing test (in 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC) and CELDT Writing Test. B. The teacher or administrator will initiate the reclassification process as students meet the assessment criteria. The English Learner Reclassification form will require input from the classroom teacher/s. The parent will receive a confirmation of the decision to reclassify the student. 13

14 C. Reclassified students will be monitored by their classroom teacher and administrator for 2 years after reclassification has been determined. Documentation will be kept in the student s cum (see page 16, figure 4). The teacher and administrator will review report cards and STAR, CAHSEE, and 2013 CST scores (in 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC) of the reclassified FEP students. Intervention will be provided if the student drops below grade level standards. Intervention may include assignment to a teacher with a CLAD/BCLAD/SDAIE credential or by another appropriate authorized instructor, after school tutoring or paraprofessional support. Students who are having difficulty or who are not progressing at an appropriate rate shall be referred to the Student Study Team (SST). D. Grade level standards are identified California State Standards, CAHSEE and California State Test. In addition, teachers document student progress on a continuous basis. In 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC). 14

15 Figure 3. Decision Guide: Reclassifying a Student from EL to FEP Districts are to develop a student reclassification policy and procedures based on the four criteria set forth in the State Board of Education s Reclassification Guidelines (Education Code Section 313d). The chart below illustrates how the four criteria can be used by districts/school when evaluating a student s readiness for reclassification. In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT and the CST will be replaced by the new Common Core Assessments Smarter Balance Assessment Consortium (SBAC) in Did not meet the CST requirements Student remains an English Learner Comparison of Performance in Basic Skills Review results of latest English-Language Arts Content Standards Test (2013 CST) & Common Core Benchmark Assessments Does student meet the district s cut point (a score within the range of Basic to Midpoint of Basic or passed the California High School Exit Exam (CAHSEE)? Did not meet the CELDT requirements Student remains an English Learner Assessment of English Proficiency Review CELDT results from annual assessment. Does student score at Early Advanced overall and score an Intermediate or higher in listening, speaking, reading, and writing? Did not meet the District s requirements Student remains an English Learner Teacher Evaluation of Student Academic Performance Review the student s academic performance. Does student meet academic performance indicators set by the district? Parent Opinion and Consultation Provide notice to parents/guardians of their right to participate in the reclassification process. Encourage them to participate in reclassification process and face-to-face meeting. Reclassification Reclassify the student as R-FEP. Notify parents/guardians of reclassification. Update school district records. Monitor the student s progress for 2 years (see page 16, figure 4). 15

16 Figure 4. Reclassification Follow-up Report STUDENT S NAME: Date Reclassified: TEACHER/ADVISOR: TEACHER/ADVISOR: Year Year 1 st Quarter 1 st Semester 3 rd Quarter 2 nd Semester 1 st Quarter 1 st Semester 3 rd Quarter 2 nd Semester GPA GPA English Grade English Grade Intervention Programs Intervention Programs School Site: School Site: Follow Up Advisor Year 1 / 1 st Semester Year 1 / 2 nd Semester Follow Up Advisor Year 2 / 1 st Semester Year 2 / 2 nd Semester Final Evaluation Signature: Date: 16

17 6. Staff Development A. The structured English immersion, transitional, and mainstream courses will be staffed with SDAIE/BCLAD/CLAD credentialed instructors or other appropriate authorized instructors. B. As needed, staff will participate in workshops, seminars, site training, and/or specific courses related to ELD instruction. C. The district annually develops an ELD/ELA Deployment Handbook indicating the following; instructor s name, language level to be serviced, and schedule. The handbook will include deployment schedules in the TK-5 th grade classrooms and the district will continue servicing the 6 th -12 th ELLs during the school day as they attend ELD Class periods designed to meet their language needs. Below is a sample of the K-5 deployment schedule: Elementary K-5 ELD DAILY Time: Will Vary TEACHER ROOM # # OF STUDENTS CELDT LEVEL COMMENTS Elementary K-5 EOs DAILY TIME: Will Vary TEACHER ROOM # # OF STUDENTS ACADEMIC LEVEL COMMENTS D. Professional Staff Development Will vary annually The district will continue to receive professional development from MCOE and from district in-house trainers-below is a sample of professional development in the district: Name Title of Seminar, Site-Training, Workshop or Course Participation Date 17

18 7. Parent Involvement & Communication A. The District will provide the ELL parent with the following notifications in English and the primary language as determined by law. Parental Exception Waiver and Alternative Education Programs Initial and Annual Student Test Results Notification for Reclassification or Continuation of Program status B. An English Learner Advisory Committee [ELAC] comprised of parents and staff, will be established at sites with 21 or more English language learner students to assist in developing School Site Plans and Site Program Evaluation. C. A District English Learner Advisory Committee [DELAC] (required if 50 or more English language learner students are enrolled in the district) will be established. One representative from each site will be elected to advise the district governing board on the following: LCAP District Plan for ELL Programs and Services District-wide Needs Assessment Setting District goals for ELL education Administration and review of annual language census Required parental notifications and waiver requests D. A School Site Council (SSC) comprised of parents and staff, will be established at sites to assist in developing School Site Plans and Site Program Evaluation. E. A District Advisory Committee (DAC) will be established to include administrators, teachers and school staff, and parents. Representatives from each site will advise DAC in the planning, development and evaluation of funding received by the district and sites. 18

19 8. Program Evaluation Criteria The success of the English Language Learner Program shall be evaluated annually based upon an analysis of progress being made by individual ELL students from one year to the next and by comparing the achievement of English Language Learners with the general school population. The following criteria outlines the benchmarks expected for student achievement: A. English Language Development English Language Learners will demonstrate: 1) Improved English fluency as evidenced by their scores on the annual California English Language Development Test (CELDT). In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT). 2) Yearly progress in their achievement levels earned on the California Standards Test for Language Arts. In 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC). 3) Appropriate yearly progress on their Reading and Language achievement levels as measured by the state assessments. 4) Improved achievement on the Language Arts portion of the California High School Exit Exam. B. Academic Achievement English Language Learners will: 1) Achieve passing grades in core academic courses. 2) Earn a cumulative grade-point average that is equivalent to the GPA earned by native English speakers in the core academic courses. 3) Achieve a graduation rate that is equivalent to native English speakers. 4) Pass the California High School Exit Exam at a rate that is equivalent to that of native English speakers. 5) Seek post-secondary educational options at a rate that is equivalent to that of native English speakers. 19

20 The English Language Program will be evaluated annually based upon progress toward these criteria. Adjustments in the program structure and delivery will be made pending the results of this evaluation. Annually, the English Learner Advisory Committee, the School Site Council, and the Board of Trustees will review the English Language Learner Program effectiveness and will suggest modifications to improve the program. 20

21 Appendixes FORM A Program Description of English Learner FORM B Initial Parent Notification Letter FORM C Annual Parent Notification Letter FORM D Request for Parental Waiver FORM E Parent Exception Waiver Notification Letter FORM F English Language Development Performance Expectancies for English Learners 21

22 FORM A: PROGRAM DESCRIPTION FOR ENGLISH LANGUAGE LEARNERS The mainstream regular English classroom focuses on the highly intensive and rigorous study of English vocabulary, grammar, literature, and composition designed primarily for students who have achieved an expected level of proficiency equivalent to that of a native speaker at specific grade level. The English Language Development classroom focuses on the teaching of basic interpersonal communication skills, including speaking, listening, reading, and writing in English. The instructor uses specially designed instruction in academic English to facilitate learning, including a variety of instructional strategies such as differentiated instruction, total physical response, graphic organizers, alternative assessment, reading strategies and lessons designed to teach specific grammatical concepts. A. English language learners will be placed in one of three program options: Structured English Immersion, English Language Mainstream, or Alternative Program. B. English Learners at the beginning to early intermediate levels of English language development are placed in a Structured English Immersion program. SDAIE/BCLAD/CLAD credentialed teachers or other appropriate authorized teacher to deliver this program. The students receive differentiated English language development, and may have access to the core curriculum through Specially Designed Academic Instruction. C. English Learners at the intermediate to early advanced levels of English language development are placed in an English Language Transitional Program. SDAIE/BCLAD/CLAD credentialed teachers or other appropriate authorized teacher to deliver this program. The instruction is entirely in English. The students receive differentiated English language development, and access to the core curriculum through Specially Designed Academic Instruction (SDAIE). D. An Alternative Program will be provided if 20 or more pupils at a given grade level request an exception waiver. An alternative program may be needed for a student who already knows English, an older student, or a student with special needs. Form A

23 FORM B: INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements To the parent(s)/guardian(s) of: School: Date: Student ID #: Date of Birth: Grade: Primary language: Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child s Home Language Survey. The law requires us to test your child s English and primary language proficiency. The results of this test are used to decide the best program placement for your child. We are required to inform you of the test results, our program recommendation, and all the placement options available for your child. We have also listed the information our district uses to decide when a student is ready to exit the English learner program. (20 United States Code, Section 7012; California Education Code sections [b]; and Title 5 of California Code of Regulation sections 11307[a] and ) Language Assessment Results Domain Listening Speaking Reading Writing Overall ***California English Language Development Test (CELDT)* Performance Level (Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced) Primary Language Proficiency Level** Test: Date Administered: *A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child s official results within 30 days after the district has received individual student reports from the contractor. ** Optional *** In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT); Based on results of the California English Language Development Test (CELDT), your child has been identified as an: English learner (EL) with less than reasonable fluency in English who will be placed in the Structured English Immersion Program. English learner (EL) with reasonable fluency in English who will be placed in the English Language Mainstream Program. Initial Fluent English proficient (I-FEP) student who will be placed in the district s general program.

24 Form B Page 1 of 2 Check if applicable: Individualized Education Program (IEP) on file A description of how your child s recommended program placement will meet the objectives of the IEP is attached. Program Placement Options for English Learners The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child s primary language, you must apply for a Parental Exception Waiver. English Language Proficiency Levels Advanced Initial Fluent English Proficient (SBE approved Early Advanced criterion, May 2001) Program Placement District s General Program Intermediate Early Intermediate Beginning Reasonable fluency*** Less than reasonable fluency*** English Language Mainstream *** or an Alternative Program with an approved Parental Exception Waiver Structured English Immersion*** or an Alternative Program with an approved Parental Exception Waiver Other Instructional Setting based on IEP ***DPOL will determine what levels constitute reasonable fluency and less than reasonable fluency.

25 Form B Page 2 of 2 FORM C: ANNUAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements To the parent(s)/guardian(s) of: School: Date: Student ID #: Date of Birth: Grade: Primary language: Dear Parent(s) or Guardian(s): Each year, we are required by law to notify you of your child s proficiency level in English. We must also provide you with the school s recommendation for program placement and describe all available program options. This letter also explains how we decide when a student is ready to exit the English learner program. (20 United States Code sections 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations, Section 11309[a][b][1]) Your child s current English proficiency level is, according to the most recent California English Language Development Test (CELDT) results. Based on these results, your child has been identified as an: English learner (EL) with less than reasonable fluency in English and assigned to the Structured English Immersion Program. English learner (EL) with reasonable fluency in English and assigned to the English Language Mainstream Program. Check if applicable: Individualized Education Program (IEP) on file A description of how your child s recommended program placement will meet the objectives of the IEP is attached. Academic Achievement Results Skill Area English Language Arts Mathematics History-Social Science Science California Standards Tests (CSTs) In 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC). Program Placement Options for English Learners The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child s primary language, you must apply for a Parental Exception Waiver.

26 Form C Page 1 of 2 English Language Proficiency Levels Advanced Early Advanced Intermediate Early Intermediate Beginning Reasonable fluency*** Less than reasonable fluency*** Program Placement English Language Mainstream *** or an Alternative Program with an approved Parental Exception Waiver Structured English Immersion*** or an Alternative Program with an approved Parental Exception Waiver Other Instructional Setting based on IEP ***DPOL will determine what levels constitute reasonable fluency and less than reasonable fluency. Form C Page 2 of 2

27 FORM D: REQUEST FOR PARENTAL WAIVER I have been informed by the Principal (or designee) that pursuant to Education Code Section 305 (Proposition 227), my child has been placed in an English language mainstream program or a structured English immersion program. I understand that I have the right to request a waiver. I have received a written description of the English language mainstream classroom and structured English immersion program, description of alternative educational programs, and all other educational opportunities offered by the school district that are available to my child. I acknowledge that I am entitled to a spoken description of the available programs. I am requesting a parental waiver for the following reason: Check one box only: Section 311(a) of the California Education Code, because my child already knows English and possess good English language skills, and I want my child to participate in English only mainstream classes. Section 311(b) of the California Education Code, because my child is more than 10 years old, and I want my child to participate in the alternative program indicated below. Section 311(c) of the California Education Code, because my child has a special educational, emotional, psychological or physical need such that an alternate program would be better suited for my child, and I want my child to participate in the alternative program indicated below. In addition, the following are other reasons why my child should receive a waiver from the structured English immersion classroom and placed in the above designated alternative program. FORM D Page 1 of 2

28 I understand that my request shall be granted unless it is determined that the alternative program(s) offered at the school will not be better suited for the overall development of my child. I understand that my request shall be acted upon within 20 instructional days of receipt by the principal, or 10 days following the 30-day placement period required for students requesting waivers under Section 311(d), whichever is later. I also understand that if my request for waiver is denied, I will receive a written explanation of the reason(s) for denying my waiver request. I have also been advised of the appeal process implemented by the school district should my waiver be denied. X Parent s Signature Date As principal or designee, I acknowledge receipt of this waiver, having been personally delivered to me by the parent or guardian of. X Principal s or Designee s Signature Date ACTION This waiver is hereby approved applicable). not approved. A statement of reasons for denial is attached (if X Superintendent s or Designee s Signature Date If you wish to appeal this decision, please contact the DPOL district s Director of Curriculum and Instruction at for an appointment within 30 days of receipt of this letter. Form D Page 2 of 2

29 Dear Parent / Guardian: FORM E: PARENTAL EXCEPTION WAIVER NOTIFICATION LETTER We have reviewed the request for Parental Waiver for the school year for: LAST NAME FIRST NAME MIDDLE NAME D.O.B. SCHOOL GRADE PERMANENT ID # DATE ENROLLED And have determined the following: Your child s Parental Exception Waiver for this school year has been granted. Your child s educational program will be provided at his/her school of attendance. Your child s Parental Exception Waiver for this school year has been granted. Your child s educational program will not be provided at his/her school of attendance. Your child s Parental Exception Waiver for this school year has been denied. It has been determined that your child s rapid acquisition of Basic English language skills will be better achieved through the Structured English Immersion program or the English Mainstream Classroom program. (Note: If you wish to appeal this decision, please contact the Director of Curriculum and Instruction for an appointment within 30 days of receipt of this letter at ) The Parental Exception Wavier is granted for one year. All parents/guardians requesting their child continue in the bilingual transition program must do so on an annual basis. X Parent s Signature Date Form E

30 FORM F: ENGLISH LANGUAGE DEVELOPMENT PERFORMANCE EXPECTANCIES FOR ENGLISH LEARNERS * ELD Level Early Early Advanced 1st Year After (CELDT) Beginning Intermediate Intermediate Advanced Reclassification Timeline based on student s ELD level at entry into district 1 st Year 2 nd Year 3 rd Year 4 th Year 4 th Year 4 th Year 1 st Year 2 nd Year 3 rd Year 3 rd Year 3 rd Year 1 st Year 2 nd Year 2 nd Year 1 st Year 2 nd Year 1 st Year **English Language Arts California Standards Test Far Below Basic Below Basic Basic Basic Proficient California Pass Pass Pass High English English English School Language Language Language Arts Exit Exam Arts Arts * In , the new English Language Proficiency Assessments for California (ELPAC) will replace CELDT); ** In 2015, the CST will be replaced by the Common Core Assessment, Smarter Balance Assessment Consortium (SBAC). FORM F