Compton Unified School District. Master Plan for English Learners

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1 Master Plan for English Learners Board Approved October 13, 2015

2 Master Plan for English Learners COMPTON UNIFIED SCHOOL DISTRICT BOARD OF TRUSTEES Micah Ali, President Satra D. Zurita, Vice President Margie Garret, Clerk Charles Davis, Legislative Representative Skyy D. Fisher, Member Mae P. Thomas, Member EXECUTIVE CABINET Darin Brawley Superintendent Alejandro Alvarez Chief Administrative Officer, Business and Administrative Services Abimbola Ajala, Ed.D Associate Superintendent Human Resources DeWayne Davis, Ed.D Sr. Director - Secondary Curriculum & Instruction William Wu. JD Chief Human Resources Officer Colleen Hawkins Associate Superintendent Educational Services JaMaiia Bond Sr. Director - Secondary Pamela Aurangzeb Director of Curriculum & Instruction Elementary i

3 Master Plan for English Learners ACKNOWLEDGEMENTS In order to provide a uniform and comprehensive standards-based instructional design for English Learners, the English Learner Master Plan Committee, representing the stakeholders of Compton Unified School District s educational community, worked collaboratively with district personnel to revise and update this English Learner Master Plan. The goals of this English Learner Master Plan are to: a) Ensure clarity and uniformity throughout the district in delivering services to English Learners. b) Provide differentiated curriculum and instruction, and guarantee quality programs to meet the educational needs of English Learners. c) Value all students language and cultural diversities. d) Provide English Learners with educational literacy opportunities that enable them to succeed in college, career, and life as well as today s global economy. The Compton Unified School District s Master Plan began its development in 2000 and was Board approved in It was revised and updated in This document has been implemented in the district for the past eleven years. During the summer of 2014, the Department of English Learner Services with the assistance of a committee composed of teachers, specialists, administrators, parents, and district personnel, revised and updated the 2009 document to better serve the needs of our English Learners. The 2015 EL Master Plan reflects these changes. We are indebted to the following EL Master Plan Committee members, parents and district employees for their contribution to the refinement of this document: Ms. Jennifer Graziano, Director of EL Services Claudia Tomas, EL Services Maria Cardona, ELServices (Elementary) Michael Kurinsky, EL Services (Middle School) Maria Sanchez, EL Specialist (Elementary) Dawn Fitzgerald, EL Specialist (High School) Victor Tellez, Teacher (High School) Bilma Bermudez, EL Specialist (Elementary School) Leah Roberson, Carson/EL specialist Middle school) Marlyn Preston, Teacher (Middle School) Rosario Gomez, Teacher (Elementary School) Ana Gomez, Teacher (Middle School) Rodrigo Moraga, Teacher (Elementary School) Lidia Mendoza, Teacher (Middle School) Brenda Ramos, Teacher (Middle School) Janet Robinson, Teacher (Middle School) Diego Uribe, EL Specialist (High School) Robert Broom, Teacher (Middle School) Jesus A. Pina, Teacher (Middle School) Maria I. Nungaray, Teacher (elementary School) Reyna Lopez, Teacher Elementary School) Malinda Mongosa, Teacher (Elementary School) Maria Gimenez-Tostado, Teacher (Elementary School) Kathy Bilbrew, Teacher (Elementary School) John Gomez. EL Specialist (Elementary School) EL Specialists Parent Representatives from DELAC ii

4 Master Plan for English Learners MESSAGE from Superintendent Darin Brawley July 7, 2015 Compton Unified School District educates a student population of 23, 524 (K-12) students and serves approximately 7,600 English learners and their families. English learners must attain English language proficiency while at the same time acquiring academic subject matter in all content areas. As educators, it is essential to meet the educational needs of English learners within our district. In addition, we must value the linguistic and cultural assets each student brings to our school community. Compton Unified School District has a vision of Good to Great which is exemplified by our continuous commitment to promote 21st Century learning and a College and Career going culture for all students. Our district promotes bilingualism/multilingualism and understands its implications and advantages in today s global competitive workforce. We strive to fulfill our vision by providing a high-quality education that will prepare English learners with the necessary academic and linguistic skills to attend college and pursue a career. The English Learner Master Plan is a guide for paraprofessionals, teachers, administrators, and students relevant to the instructional programs and services for English learners. This plan should serve as a guide to ensure consistent implementation of English Language Development, access to the core curriculum through implementation of Specially Designed Academic Instruction in English (SDAIE), and continuous monitoring of students academic progression. This document encompasses our core beliefs of continuously improving our services and academic outcomes for all students. In closing, I would like to thank all the teachers, English Learner specialists, administrators, and parents for their support, input, and collaboration in completion of this plan. This plan demonstrates our ongoing commitment to collaborate with all members of our school community. Sincerely, Darin Brawley Superintendent iii

5 Master Plan for English Learners INTRODUCTION MISSION STATEMENT We will ensure that every student has an equitable, high quality elementary and secondary education in a safe environment. Core Beliefs A. We believe that all students will learn a rigorous and challenging curriculum that meets the 21 st Century expectations. B. We believe the school s culture has a significant impact in students future. C. We believe that all students should be educated in a safe and orderly environment. D. We believe that all students will reach their learning potential and that the achievement gap can be eliminated. Introduction Compton Unified School District is located in the south central region of Los Angeles County, California, and encompasses the city of Compton and portions of the cities of Carson and Los Angeles. The district currently serves K-12 students at 39 sites: twenty-two elementary schools, eight middle schools plus one Opportunity middle school, three comprehensive high schools, one Early college, and three alternative schools. Other programs include Preschool at 15 sites and one Adult Education School. CUSD also has a single district ROP and CTE program and the district operates as a Single District SELPA providing services for students with disability within the district. Demographic shifts occurred in our district over a relatively short period of time. During the 1990 Census, African Americans made up 62% of the population, and 34% of the residents were Hispanic. By the 2010 Census, 65% of the residents were Hispanic, and 33% were African American. In the school year, student enrollment in the district was 22,106; (70% Hispanic, 15% African American, and 15% other ethnicities). We have a small population of Pacific Islanders, white, and other/mixed race/ethnicity. All schools are Title I schools, and 100% of students qualify for free/reduced price meals under the guidelines of the National School Breakfast and Lunch Program. Nearly 4% of our total student population receives Special Education services; 33% of the special education students are African American, 65% are Hispanic. Thirty-eight percent of the students in the district are classified as English Learners (ELs) with 95% of the ELs listing Spanish as their primary language. The Master Plan for English Learners is designed to be a reference guide for the program services offered to English Learners (EL) in Compton Unified School District. The various sections address the process and procedures that are mandated by law to meet the needs of English Learners within Compton Unified School District. Supporting documents and legislation are available at the California Department of Education website ( ). For updated policy, program requirements, and new state/federal mandates, it is advised that staff refer regularly to this website. iv

6 Master Plan for English Learners Demographics Figure 1 Ethnicity 2% 19% 79% Hispanic/Latino African American Others Figure 2 Language Proficiency 0%0% v

7 Master Plan for English Learners TABLE OF CONTENTS CHAPTER 1: IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT 1 IDENTIFICATION 2 ASSESSMENT 2 NOTIFICATION 3 PROGRAM PLACEMENT 3 TABLE 1.1 PROGRAMS FOR ENGLISH LEARNERS PAGE 4 TRANSFER OF STUDENTS 5 TABLE 1.2 INITIAL IDENTIFICATION AND PLACEMENT PROCESS PAGE 6 CHAPTER 2: INSTRUCTIONAL PROGRAMS 7 ESSENTIAL ELEMENTS FOR ENGLISH LEARNER PROGRAMS 8 PLACEMENT OF STUDENTS 9 INSTRUCTIONAL SETTINGS FOR ENGLISH LEARNERS 10 TABLE 2.1 CUSD PROGRAM OPTIONS FOR K-12 STUDENTS PAGE 11 INSTRUCTIONAL PROGRAMS 12 TABLE 2.2 ELD/SDAIE INSTRUCTION - STRUCTURED ENGLISH IMMERSION (SEI) PAGE 12 TABLE 2.3 ENGLISH LANGUAGE INSTRUCTION (ELM) PROGRAM COMPONENTS PAGE 13 TABLE 2.4 DUAL LANGUAGE IMMERSION (DLI) PROGRAM COMPONENTS PAGE 15 TABLE 2.5 STUDENT SERVICE DELIVERY MODEL- ELEMENTARY (K-8) PAGE 16 TABLE 2.6 STUDENT SERVICE DELIVERY MODEL MIDDLE SCHOOL (6-8) PAGE 17 TABLE 2.7 STUDENT SERVICE DELIVERY MODEL HIGH SCHOOL (9-12) PAGE 18 ENGLISH LANGUAGE DEVELOPMENT (ELD) 19 ELD INSTRUCTION-Elementary 19 ELDINSTRUCTION Middle School 20 ELD INSTRUCTION-High School 20 ACCESS TO GRADE LEVEL STANDARDS 21 GIFTED AND TALENTED EDUCATION (GATE) 21 SEAL OF BILITERACY 21 COMMITMENT TO SPECIAL EDUCATION SERVICES 22 LONG TERM ENGLISH LEARNERS (LTELS) 24 ENGLISH LEARNER MONITORING AND ACADEMIC CATCH-UP PLAN 26 TABLE 2.8 ACADEMIC CATCH-UP PLAN OF ACTION PAGE 27 NEWCOMER PROGRAMS 27 TABLE 2.9 NEWCOMER SERVICES -SECONDARY (6-8) NEW ARRIVALS: LESS THA ONE YEAR PAGE 30 TABLE 2.10 NEWCOMER SERVICES- SECONDARY (9-12) NEW ARRIVALS: MORE THAN ONE YEAR PAGE 31 TABLE 2.11 NEWCOMER SERVICES - ELEMENTARY (2-5) PAGE 32 CHAPTER 3: PARENTAL EXCEPTION WAIVERS 34 PARENTAL EXCEPTION WAIVER 35 INITIAL ENROLLMENT PROCEDURES FOR PARENTAL EXCEPTIONS 35 ANNUAL NOTIFICATION 36 CHAPTER 4: MONITORING STUDET PROGRESS 37 MONITORING STUDENT PROGRESS 38 TABLE 4.1 MONITORING STUDENTS PROGRESS TK-12 PAGE 39 COMMITMENT TO INSTRUCTION 39 STUDENT SUCCESS TEAM (SST) 40 COLLABORATIVE PROBLEM SOLVING 40 TABLE 4.2 PROBLEM SOLVING PROCESS PAGE 40 THE RESPONSE TO INSTRUCTION TO INTERVENTION (RtI) MODEL 40 PROGRESS MONITORING 41 STUDENT GOAL SETTING 42 CHAPTER 5: RECLASSIFICATION PROCESS AND MONITORING 43 vi

8 Master Plan for English Learners RECLASSIFICATION 44 RECLASSIFICATION PROCESS 45 RECLASSIFICATION MONITORING 46 TABLE 5.1 ROLES AND RESPONSIBILITIES FOR STUDENT PROGRAMS PAGE 48 TABLE 5.2 PROCEDURES FOR RECLASSIFICATION PAGE 49 TABLE 5.3 PROCEDURES FOR MONITORING AND EVALUATING PAGE 50 TABLE 5.4 OBJECTIVE DATA ON ACADEMIC PERFORMANCE PAGE 51 CHAPTER 6: EVALUATION AND ACCOUNTABILITY 52 ACCOUNTABILITY 53 IMPLEMENTATION AND MONITORING RESPONSIBILITIES 54 TABLE 6.1 IMPLEMENTATION, MONITORING, AND PROGRAM RESPONSIBILITIES OF INDIVIDUALS PAGE 54 OUR COMMITMENTT TO PROGRAM EVALUATION 57 EDUCATOR COMMITMENT TO PROFESSIONAL ACCOUNTABILITY 57 TABLE 6.2 EXPRESSIONS OF CONCERN PAGE 58 TABLE 6.3 LEVELS OF USE PAGE 58 PURPOSES OF PROGRAM EVALUATION 58 GOALS FOR ENGLISH LEARNERS 60 EL EXPECTED PROGRESSION AND GROWTH TARGETS 61 TABLE 6.4 EXPECTED PERFORMANCE AND GAINS IN ENGLISH PROFICIENCY AND ACADEMIC SUBJECT AREAS BASED ON YEARS IN THE PROGRAM PAGE 62 EVALUATION PLAN FOR NEWCOMERS ENGLISH LEARNERS 62 CHAPTER 7: PARENT AND COMMUNITY ENGAGEMENT 63 ENGLISH LEARNER ADVISORY COMMITTEE (ELAC) 64 DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC) 66 PARENT INVOLVEMENT 68 TABLE 7.1 GOALS PAGE 68 TYPES OF PARENT INVOLVEMENT 69 TABLE 7.2 TYPES OF PARENT INVOLVEMENT PAGE 69 PARENT INVOLVEMENT RESEARCH 70 FAMILY ENGAGEMENT FRAMEWORK 72 CHAPTER 8: PROFESSIONAL DEVELOPMENT AND STAFFING 73 PROFESSIONAL DEVLOPMENT 74 TABLE 8.1 STEPS TO SUCCESS PAGE 75 STAFFING AND TEACHER CREDENTIALS 77 RECRUITMENT AND STAFFING FOR TEACHERS OF ENGLISH LEARNERS 77 TABLE 8.2 STAFFING RESPONSIBILITIES ENGLISH LEARNER PROGRAM PAGE 78 ACCOUNTABILITY PLAN FOR STAFFING 78 CHAPTER 9: FUNDING 80 FUNDING OF PROGRAMS FOR ENGLISH LEARNERS: GENERAL AND CATEGORICAL 81 TABLE 9.1 FUNDING RESPONSIBILITIES - PAGE 82 TABLE 9.2 FUNDING PROCESS PAGE 83 GENERAL FUNDS RESOURCES 83 SUPPLEMENTAL FUNDS 84 TABLE 9.3 TITLE I AND TITLE II (PART A) FUNDING - DESCRIPTION AND ALLOWABLE EXPENDITURES PAGE 84 TABLE 9.4 TITLE II (PARTS B, C, & D) FUNDING DESCRIPTION AND ALLOWABLE EXPENDITURES PAGE 85 TABLE 9.5 TITLE III AND LCFF FUNDING DESCRIPTION AND ALLOWABLE EXPENDITURES PAGE 85 APPENDICES: 86 GLOSSARY OR TERMS 86 APPENDIX A HOME LANGUAGE SURVEY 91 APPENDIX B ELAC INTERVIEW PROTOCOL 93 APPENDIX C K-12 DESIGNATED ELD OBSERVATION TOOL 95 APPENDIX D K-12 INTEGRATED ELD OBSERVATION TOOL (SDAIE) 97 APPENDIX E - STUDENT RECORDS FORM 99 APPENDIX F PARENT NOTIFICATION AND PROGRAM PLACEMENT (ANNUAL) 100 vii

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

10 Master Plan for English Learners CHAPTER 1 IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT 1

11 Compton Unified School District Master Plan for English Learners Chapter 1 IDENTIFICATION, ASSESSMENT, PARENT NOTIFICATION, AND PROGRAM PLACEMENT In this chapter Identification Assessment Notification Program Placement Transfer of Students Table 1.1 Programs for English Learners Table 1.2 Initial Identification and Placement Process Identification Monitoring Data 1. Upon Arrival: Student data is entered in the system by the Department of Pupil Services. 2. School Responsibility: EL Specialist or designee will monitor accuracy of student data. 3. EL Services Department: Screens EL data for error identification. 4. ITD Department: Uploads information into CALPADS. Home Language Survey (HLS) Schools in California are required, upon the student s enrollment, to determine the language(s) spoken in the home by each student in order to provide meaningful and appropriate instruction. When a parent or legal guardian enrolls a student in the district for the first time, the parent completes the Home Language Survey as part of the district's enrollment procedure. (See Appendix A) The HLS must be placed in the student s cumulative file (Yellow Jacket). The HLS is part of the district registration process (Appendix A). Staff should ensure that the forms have all the appropriate signatures. The enrollment process is critical to data collection. The student only needs to enroll once in the district. This procedure is not necessary for students who are transferring within the district. Assessment English Language Proficiency Assessment All students whose Home Language Survey indicates a language other than English are given the state approved instrument, the California English Language Development Test (CELDT), within 30 calendar days of enrollment to determine students English language proficiency. The CELDT is a criterion reference test based on the ELD standards. 2

12 The test is an assessment of a student s proficiency in listening, speaking, reading, and writing in English. The CELDT is also administered annually to all English Learners. Parents are notified of CELDT annual assessment results within 30 days of receipt of test results. Provisions for Special Education Students Students in Special Education are able to take CELDT with the test variations, accommodations and modifications if documented in the student s IEP ( p ). If an Individual Education Plan (IEP) team has followed the regulations of the California Department of Education Section 3:Participation Criteria for Assessments for Students with Disabilities, ( 10sec3.pdf#search=alternative%20assessments%2 0for%20CELDT&view=FitH&pagemode=none) and determines that a student is unable to take all parts or part of the CELDT, the student will be given an alternative assessment (e.g. ALPI Language-Proficiency-Instrument-(ALPI).aspx). All decisions must be documented in the student s IEP. Primary Language Proficiency Assessment All identified English Learners are assessed for primary language proficiency within 90 days of initial enrollment. The state approved instrument, the Language Assessment Scale (LAS), is currently administered to determine primary language proficiency in Spanish. A fluent speaker of the student's primary language who is trained in test administration conducts the assessment. For languages other than Spanish, an informal assessment will be administered. A writing sample will be collected in the primary language when possible. Notification 3 Master Plan for English Learners Notification of Results of Initial Assessment Parents whose children speak a language other than English will be notified within 10 days of the completion of their child's initial assessment (Appendix F). Upon completion of the assessment process, a conference will be conducted to explain assessment results, student placement, program options and waiver process. The parent will also receive a Parent Notification Packet. The Orientation Center staff, teacher, counselor, or administrator will hold the conference with each student's parents/ guardians. Upon completion of the assessment process, the New Student Orientation Center will enter the assessment results into the district's database. Results of initial assessments are entered for each student and communicated to the child's teacher(s). A copy of the District Enrollment Form (including the Home Language Survey, assessment results in English and in Primary Language, and Parent Notification Packet) is placed in the student s permanent cumulative English Learner folder, which is commonly referred as the Yellow Jacket. Program Placement Placement of Students Compton Unified School District uses a number of programs model to serve students who are English Learners. Placement of English Learners is based upon provisions of former Proposition 227, now cited in California Education Code (Sections ). All English Learners should be placed in English language classrooms unless a parental exception waiver has been granted for an alternative program. (See Appendices F & G) Students enter with varying levels of English language proficiency; therefore, it is imperative that each English Learner be placed in the instructional program that is best suited for his or her needs. For an English Learner with an Individualized Education Plan (IEP), placement is determined following the recommendations of the IEP team. Using this information, the EL Specialist/Counselor places the student in the most appropriate

13 instructional setting in accordance with parent/guardian consent. Choices for Instructional Programs Upon initial enrollment, the teacher and principal make recommendations for the English Learner s program placement based on CELDT and primary language assessment results. Using information from these assessments students are placed in the most appropriate instructional setting. Table 1.1 Programs for English Learners Instructional Programs for English Learners Structured English Immersion Program (SEI) English Language Mainstream (ELM) Alternative Programs Dual Language Immersion Program Structured English Immersion (SEI) Program Placement Criteria If a child has less than a reasonable fluency in English (CELDT Levels 1, 2, & 3) then, the default placement is the Structured English Immersion (SEI) program (see Table 1.1). In SEI, the instruction is nearly all in English. Primary language support and other types of support services are provided as needed and as resources allow (see Chapter Two for support services descriptions). Daily English Language Development (ELD) is required. English Language Mainstream (ELM) Program Placement Criteria If the child has a reasonable fluency in English (CELDT Levels 4 & 5), then the default placement is Master Plan for English Learners in the English Language Mainstream (ELM) program. Additional support services may be recommended, as appropriate. The child will normally continue in this placement until reclassified. Support services in the mainstream program must include daily systematic English Language Development (ELD) (See Chapter Two). *Note: Students may be moved to an English Language Mainstream Program upon Parent Request Alternative Program Criteria If the parent selects an alternative program, the parent must complete a Request for Parental Exception Waiver. This form is available at the schools sites and on the district s website. Parental Exception Waivers must be requested and approved annually. Approved annual waivers for students placed in an alternative program model are kept on file in the student s EL folder (Yellow Jacket) and this information is entered into the district student information system for electronic storage of the waiver request. Currently, the district is offering a Dual Language Immersion Program in Spanish as an alternative program. The Dual Language Immersion Program is designed to teach all students the core curriculum in Spanish and English. In addition, English Learners receive daily, leveled Systematic ELD instruction and SDAIE. English Learners and English Only/Fluent English Proficient students are mixed in the same classroom and receive instruction in both languages (For explicit information about this program see Chapter 2). Notification of Annual Assessment Results and Student Placement Parents of students identified as English Learners must be notified of their child s English proficiency and program placement no later than 30 calendar days after of the beginning of the school year. Parents are given a copy of the initial-annual identification, placement, and parent notification form. This written notification is available in English 4

14 and in Spanish. A copy of the annual parent notification form is placed in the student s EL folder (Yellow Jacket). The EL folder (Yellow Jacket) is a part of the student s cumulative record file. (See Appendices F) Master Plan for English Learners the state or from another country. The student s district enrollment data is entered into the student s records and the student database system as well as the date the student first enrolled in a California or other U.S. school. Transfer of Students In order to ensure appropriate placement, each student s assessment and academic progress information will be entered into the student data system within 30 calendar days of enrollment. Transfers Students within the District When students transfer between schools in the district, the receiving school must request the student s cumulative file. The EL Specialist is responsible for reviewing the information in the student data system to make sure the student is properly placed in his or her new class. This is also true for students transferring to the alternative school setting. Students new to the district will have the relevant assessment, academic progress, and placement information entered into the student data system within 2 days of enrollment. Transfers from Other California Schools All students transferring from another district within the state of California need the Home Language Survey, scores on the mandated assessments, including the CELDT, as well as a language status (EO, IFEP, EL, RFEP) upon entering the school district. These students do not need to go through the School District initial identification. The district of origin will be encouraged to expedite the process of sharing information by faxing the records or by providing information by telephone. Transfers from Out of State or from Other Countries The language assessment, classification, and placement process described above will be followed for students entering the district who are new to 5

15 Master Plan for English Learners Table 1.2 Decision Guide for Placement of English Learners New Enrollees Administer Home Language Survey (HLS) Primary language English No Assessment Regular instructional program Indication of primary language other than English Assess w/celdt for initial identification (K-12) within 30 days Initial Fluent English Proficient (IFEP) Regular Instructional Program Assess primary language within 90 days English learner (EL) Initial placement in appropriate EL program and services Structured English Immersion CELDT levels 1,2 or 3 Assess Annually with CELDT until reclassification criteria met English Language Mainstream CELDT levels 4 or 5 Reclassified to Fluent English Proficient (RFEP) Regular instructional program, monitoring progress for two years 6

16 Master Plan for English Learners CHAPTER 2 INSTRUCTIONAL PROGRAMS 7

17 Master Plan for English Learners Chapter 2 INSTRUCTIONAL PROGRAMS In this chapter Essential Elements for English Learners Instructional Settings for English Learners Instructional Programs English Language Development Access to Grade Level Standards Gifted and Talented Education (GATE) Commitment to Special Education Long Term English Learners Catch-Up Plan for English Learners Newcomers English Learners Placement of Students Table 2.1 CUSD Options for K-12 students Table 2.2 ELD/SDAIE Instruction K-12 (SEI) Table 2.3 English Language Mainstream (ELM) Program Components Table 2.4 Transitional Bilingual Program Components Table 2.5 Dual Language Immersion (DLI) Program Components Table 2.6 Newcomer Services-Secondary Schools Grades 6-8 Table 2.7 Newcomer Services-Secondary Schools Grade 9-12 Table 2.8 Newcomer Services-Elementary Schools Grades 2-5 Table 2.9 CELDT Cut-Scores for Each Proficiency Level (2013) Essential Elements for English Learner Programs Curriculum English Learners will have access to a cognitively complex, coherent, well-articulated curriculum. This curriculum content will be: Rigorous, meaningful, purposeful, interesting, relevant, and rich in context. Student-centered and student-friendly. Presented with entrenched differentiation and strategic teaching. Embedded with on-going multiplemeasures of assessment. Aligned to Common Core and California ELD grade level standards. 8

18 Master Plan for English Learners Pedagogy English Learners will have access to culturally and linguistically relevant teaching and learning strategies. These strategies include: Complex, hands-on learning experiences in a nurturing and academically challenging context. Opportunities for active processing, critical thinking, reflection, and connecting new content to prior knowledge. Use of culturally relevant instructional materials in the classroom. The use of on-going formal and informal, summative and formative assessments to drive instruction. Multiple opportunities for students to participate in collaborative learning and discourse development. Expectations that students will demonstrate appropriate language strategies, structures, and content knowledge. Use of ELD, Content-Based ELD, and SDAIE strategies to facilitate access to the core curriculum. Lessons that address the four domains of language (listening, speaking, reading, and writing), aligned to the California ELD standards, and taught on a daily basis. Scaffolding strategies will be used during ELD instruction. Visual and Performing Arts will be integrated into the ELD curriculum. Placement of Students Compton Unified School District uses a number of program models to serve students who are English Learners. All placements of English Learners are based upon provisions of Proposition 227 cited in California Education Code Section 300. Parental involvement in decisions regarding the education of their children is required and critical to the student's academic success. All descriptions of programs are disseminated in a language comprehensible to the parent. In making decisions for Students with Disabilities who are also English Learners, the IEP team should meet to discuss the criteria outlined below and establish IEP goals based on the student s specific needs in English Language Development and determine the best placement to meet these goals. Reasonable Fluency Definition Students with less than reasonable fluency in English have a CELDT score of level 1-3. The State of California recommends that, in consultation with parents, these students are placed in a Structured English Immersion Program. Students with reasonable fluency in English may be placed in an English Language Mainstream (ELM) classroom. Students with reasonable fluency are identified as having a CELDT score of level 4 or 5 with all domains at a level 3 or above. 9

19 Master Plan for English Learners Instructional Settings for English Learners The district will offer the following program options to English Learners: (1) Structured English Immersion (SEI), (2) English Language Mainstream (ELM), and (3) Alternative Programs. Each of these options is designed to ensure that students acquire English Language proficiency and to prevent and address any academic issues that may have developed in other areas of the core curriculum and language development. All instructional settings contain the following required components: Well-articulated, standards-based and researched based differentiated systematic English Language Development (ELD) instruction, specifically designed for EL s. Well-articulated as well as standardsbased differentiated instruction in the core curriculum, frontloading of language and/or background, and Specially Designed Academic Instruction in English (SDAIE) using Research-Based Lesson Design. Structured activities designed to develop cultural proficiency and positive selfesteem. No more than two (2) levels/two (2) grade levels will be grouped for ELD instruction, as student numbers, demographics, and staff permits. 10

20 Table 2.1 CUSD PROGRAM OPTIONS FOR K-12 STUDENTS CELDT SCORE PROGRAM OPTIONS STAFFING Less than Reasonable Fluency Level 1 Level 2 Structured English Immersion Alternative Program* Structured English Immersion BCLAD, CLAD, SB 1969, SB 395, etc., or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant BCLAD, CLAD, SB 1969, SB 395, etc. or teachers in training Level 3 Level 4 Level 5 Alternative Program* Structured English Immersion Alternative Program* BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant BCLAD, CLAD, SB 1969, SB 395, etc. or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant Reasonable Fluency English Language Mainstream BCLAD, CLAD, SB 1969, SB 395, etc. or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant English Language Mainstream BCLAD, CLAD, SB 1969, SB 395, etc. or teachers in training BCLAD, or teachers in training who are proficient in the native language with bilingual instructional assistant 11

21 INSTRUCTIONAL PROGRAMS K-12 Structured English Immersion (SEI) Structured English Immersion (SEI) is the staterecommended mandated program for English Learners and designed for students with less than reasonable fluency. It is defined as an English acquisition process in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language (CA. Ed. Code Section 300). Students who are at the early stages of English proficiency (CELDT levels 1, 2, 3) receive the content curricula overwhelmingly, but not exclusively, in English. The primary language may be used in content instruction to motivate, clarify, direct, support and explain. This program is designed to ensure that students gain reasonable fluency in English while at the same time mastering grade level academic content. Once students reach reasonable fluency (CELDT 4 or 5) they may then be placed in a mainstream program. Table 2.2 ELD/SDAIE Instruction - K-12 (SEI) Type of Setting Program Recipients Program Elements Staffing Structured English Immersion (SEI) English Learners CELDT Level 1 (Beginning) CELDT Level 2 ( Early Intermediate) CELDT Level 3 (Low Intermediate) *(Frontloading language or background needed for a lesson, visual support every seconds (Nonlinguistic representations: Thinking Maps, pictures, manipulatives, realia, TPR, etc.); restating in comprehensive language (simpler English or primary language support); teaching strategies (i.e., Bridges to Understanding, GLAD, SDAIE, Focused Approach, SIOP, etc.); student responses are differentiated based on language proficiency levels (e.g., use of the California Common Core ELD standards); Link to prior knowledge, and students use of academic vocabulary (i.e., sentence stems or frames) for structured language practice) Core Instruction taught overwhelmingly in English with primary language support. SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum* 1. Instruction based on ELA/ELD standards Framework with emphasis given to Language and Speaking/Listening Standards 2. All lessons shall include language objectives to help access the core curriculum and for further language development 3. Daily and Systematic ELD instruction 8. All teachers must be appropriately certified with a CLAD or equivalent ELD certification 9. The assignment to a BCLAD teacher is the best method for providing primary language support 10. Preference is for a BCLAD teacher who is bilingual/biliterate [Integrated and Designated (6o minutes)] 4. Systematic ELD instruction emphasizes listening and speaking 5. Promotion of multicultural competency and positive self-esteem is taught through the curriculum 6. Lesson in English Language Arts, Mathematics, Social Studies, and Science will be taught using Research-Based Lesson Design 7. Materials include print, audio, visual, graphic, and electronic resources. Teachers match the instructional materials with student needs; thus, they use core as well as supplemental materials Special Support Options for English Learners in the Accelerated Language Academic Programs: Additional ELD Instruction Specialized instruction by personnel with literacy and EL expertise Participation in Benchmark, Strategic, and/or Intensive interventions Participation in RTI intervention programs Grouping of students (leveling by language proficiency) Other appropriate services 12

22 English Language Mainstream Program (ELM) English Learners who have attained reasonable fluency or a good working knowledge of English are placed in an English Mainstream Program. This program is available to students at all proficiency levels. An EL shall be transferred from an SEI classroom to an English Mainstream Classroom when the child has acquired a reasonable level of English proficiency (Ed. Code 305). However, a parent or guardian may have his or her child moved into an English Language Mainstream Classroom at any time, including during the school year (California Code of Regulations [CCR], Title 5, section 11301). The program is designed to continue the development of English, through ELD instruction while providing content instruction in English. Specially Designed Academic Instruction in English (SDAIE) is a major feature of this program. Mainstreamed English Learners require careful monitoring and attention to their progress towards reclassification. Table 2.3 English Language Mainstream (ELM) Program Components Type of Setting English Language Mainstream (ELM) Program Recipients Program Elements Staffing English Learners CELDT Levels- High Intermediate, Early Advanced, and Advanced Core instruction in English SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum All lessons should include language objectives to help access the core curriculum and further language development Primary language (L1) support as needed Daily, leveled systematic ELD instruction, 60 minutes per day, using District-adopted, standards aligned curriculum ELA instruction provides a balance among reading, writing, language, and speaking/listening standards Promotion of multicultural competency is taught through the curriculum and positive self-esteem Lessons in English Language Arts, Mathematics, Social Science, and Science will be taught using Research-Based Lesson Design Materials include print, audio, visual, graphic, and electronic resources. Teachers match the instructional material with student needs; thus, they use core as well as supplemental materials Special Support Options for English Learners in ELM Programs: Specialized instruction by personnel with literacy and EL expertise Participation in Benchmark, Strategic, and/or Intensive interventions Before and/or after school intervention programs Other appropriate services All teachers must be appropriately certified with a CLAD or equivalent ELD certification 13

23 Alternative Programs All alternative programs are subject to a minimum enrollment of 20 students at a grade level. Alternative programs will be developed and offered at any school site that meets the minimum enrollment required. Program Description Dual Language Immersion Program (K-12) (Spanish): The goal of this program is to develop biliteracy in Spanish and English. This model is an option designed for Spanish speaking students at all levels of English proficiency, native English speakers, as well as students of other language backgrounds who meet the DLI Program Admissions Requirements (See Appendix P). The district is offering a Dual Language Immersion Program in Spanish. The Dual Language Immersion Program is designed to teach all students the core curriculum in Spanish and English. In addition, English Learners receive daily, Designated ELD instruction and sheltered ELA instruction. English Learners and English Only (Fluent English Proficient) students are mixed in the same classroom and receive instruction in both languages. Content subjects are taught following these two models: Kindergarten Grade 1 Grade 2 Grade 3 90/10 50/50 90% Spanish 10% English 80% Spanish 20% English 70% Spanish 30% English 60% Spanish 40% English Grades 4 & Up 50% Spanish 50% English 50% Spanish 50% English CUSD has adopted the 90/10 model. English instruction begins in Kindergarten and continues through grade twelve. Research studies have shown that students in Dual Language Immersion programs since kindergarten or 1 st grade become proficient in language proficiency in both languages (Lindholm Leary, 2005). The parent/guardian must request a waiver to allow his/her child to participate in an alternative program following local district waiver procedures. The final decision to grant or deny the request lies with the principal and educational staff that must apply the standard found at CCR, Title 5, and section 11309(b) (4). (See Chapter 3 for more information). Program Requirements 1. Parents must apply annually for a parental exception waiver for an alternative program. In order to request a waiver, parents must visit the school unless a specific hardship exists. 2. All EL students who are under 10 years of age and new to California schools must participate in a Structured English Immersion Program for a minimum of 30 calendar days. During this period, instruction is to be "overwhelmingly" but not exclusively in English. 3. Core academic instruction in ELA, math, science, and social science is taught in both languages, depending on the program. All EL students receive 60 minutes daily of designated ELD instruction based on the districtadopted program and CA ELD standards from an appropriately certificated teacher. (See Appendix V) 14

24 Table 2.4 Dual Language Immersion (DLI) Program Components Types of Settings Dual Language Immersion (K-8) Program Recipients Program Elements Staffing Students meeting DLI Program Admission Requirements (Appendix T) Native Spanish-speaking students Native English-speaking students Fluent English Proficient students (of any primary language) Native language speaking students of any primary language with special permission on a case by case basis 90/10 50/50 K 90/10 50/ / / /40 4 & Up 50/50 Core instruction taught in Spanish and English SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum in English and in Spanish All lessons should include language objectives to help access the core curriculum and further language development in English and Spanish Primary language (L1) support as needed Daily, leveled Designated ELD instruction, 60 minutes per day Promotion of multicultural competency and positive self-esteem is taught through the curriculum District-adopted, standards-aligned Designated ELD and core curriculum Lesson in all content areas (primary Language/English) will be taught using Research-Based Lesson Design Materials include print, audio, visual, graphic, and electronic resources. Teachers match instructional materials with student needs; thus, they use core as well as supplemental materials All teachers must be appropriately certified with a BCLAD or equivalent certification Special Support Options for English Learners in Dual Language Immersion Program: Specialized instruction by personnel with literacy and EL expertise Participation in Benchmark, Strategic and/or Intensive in Before and/or after school intervention programs Other appropriate services 15

25 Table 2.5 STUDENT SERVICE DELIVERY MODEL CELDT (Overall Level) Levels 1-2 Instructional Program Structured English Immersion (SEI) Elementary (K 8) Designated ELD Placement ELD Instructional Setting English Language Development English Language Development (ELD) 1 Period of Beginning ELD with SDAIE strategies Content-Based ELD Content Areas Structured English Immersion (SEI) with primary language support and SDAIE Methodology: SDAIE Math SDAIE Science SDAIE Social Studies State Approved Reading Instructional Programs *McGraw-Hill Open Court-ELD Component (K-5) Supplemental: *Hampton Brown- Avenues Levels A F (K-5) *Hampton Brown- Highpoint (6-8) Levels Basics/Levels A & B) *National Geographic- Academic Vocabulary Toolkit (AVT) Levels 1-3 Structured English Immersion (SEI) English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3) 1 Period of SDAIE(Sheltered) English Instruction English Language Mainstream (ELM) with SDAIE methodology: Math Science Social Science PE (primary language support as needed) Interventions: * Imagine Learning/Achieve 3000 *McGraw-Hill Open Court-ELD Component (K-5) Supplemental: *Hampton Brown- Avenues Levels K-5 ( A -F) *Hampton Brown- Highpoint (6-8) Levels A/B/C-Beginning ELD *National Geographic- Academic Vocabulary Toolkit (AVT) Levels 4-5 English Language Mainstream English Language Development (ELD) English Language Mainstream (ELM) with SDAIE methodology: English Math Science Social Science PE (primary language support as needed) Interventions: Imagine Learning/Achieve 3000 * McGraw-Hill Open Court-ELD Component (K-5) Supplemental: Hampton Brown- Avenues (K-5) Levels A-F Hampton Brown- Highpoint (6-8) Level C Achieve 3000 Interventions: Achieve

26 Table 2.6 STUDENT SERVICE DELIVERY MODEL Middle School (6 8) Newcomer (2 years or less in US schools) Long-Term/At-Risk English Learner (5+ years in US Schools) At-Risk LTELS ( 4+ years in US Schools) ELM CELDT (Overall Level) Levels 1-2 Levels 1-3 Levels 4-5 Instructional Program Structured English Immersion Structured English Immersion English Language Mainstrea m Designated ELD Placement ELD and/or Sheltered Instructional Setting English Language Content Areas Development English Language Development (ELD) *Double Block Recommended or 1 Period of Beginning ELD 1 Period of SDAIE(Sheltered ) English Instruction English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3) 1 Period of SDAIE(Sheltered ) English Instruction English Language Development (ELD) 1 Period of Advanced ELD or Grade Level English (Sheltered) Structured English Immersion (SEI) with primary language support and SDAIE Methodology: SDAIE Math SDAIE Science SDAIE Social Science PE English Language Mainstream (ELM) with SDAIE methodology: Math Science Social Science PE (primary language support as needed) English Language Mainstream (ELM) with SDAIE methodology: English Math Science Social Science PE (primary language support as needed) State Approved Instructional Programs Hampton Brown- Highpoint Levels Basics/Levels A & B) Access for Newcomers (Newcomer Program) Interventions: Rosetta Stone/Imagine Learning Hampton Brown- Highpoint Levels A/B/C- Beginning ELD Supplemental: English 3-D- Intermediate ELD (SRI Score +700) Interventions: Write to Learn Hampton Brown- Highpoint Level C Supplemental: English 3-D Interventions: Write to Learn 17

27 Table 2.7 STUDENT SERVICE DELIVERY MODEL High School (9 12) Newcomer (2 years or less in US schools) CELDT (Overall Level) 2012 Levels 1-2 Instructional Program Structured English Immersion Designated ELD Placement ELD and/or Sheltered Instructional Setting English Language Content Areas Development English Structured English Language Immersion (SEI) Development with primary (ELD) language support *Double Block and SDAIE Recommended Methodology: or SDAIE Math 1 Period of SDAIE Science Beginning ELD SDAIE Social Science 1 Period of PE SDAIE(Sheltered) English Instruction State Approved Instructional Programs Hampton Brown/National Geographic: EDGE Fundamentals and EDGE Levels A, B EDGE Placement Test Interventions: Rosetta Stone/System 44 Long-Term/At-Risk English Learner (5+ years in US Schools) At-Risk LTELs (4+ years in US Schools) ELM Levels 1-3 Levels 4-5 Structured English Immersion English Language Mainstrea m English Language Development (ELD) 1 Period of the following: Beginning ELD (Levels 1 & 2) Intermediate ELD (Level 3) English Language Development (ELD) 1 Period of Advanced ELD (A-G Approved for 1 year of English) or Grade Level English (Sheltered) English Language Mainstream (ELM) with SDAIE methodology: English Math Science Social Science PE (primary language support as needed) English Language Mainstream (ELM) with SDAIE methodology: English Math Science Social Science PE (primary language support as needed) Hampton Brown/National Geographic: EDGE Levels A/B/C Supplemental: English 3-D- Intermediate ELD (SRI Score +700) Interventions: Write to Learn Hampton Brown/National Geographic: EDGE Levels A/B/C Supplemental: English 3-D Interventions: Write to Learn 18

28 English Language Development (ELD) Each English Learner receives systematic program of instruction in English Language Development (ELD) in order to develop proficiency in English as rapidly and as effectively possible. ELD lessons are appropriate for students identified levels of language proficiency. ELD lessons reflect curriculum, materials, and approaches that are designed to promote English Learners acquisition of listening, speaking, reading, and writing skills. ELD is designated to facilitate the acquisition of the linguistic competencies that most native English speakers possess when they enter school and continue developing throughout life. Designated ELD must be part of the daily program for every English Learner. Law requires that each EL receive ELD instruction as part of the core curriculum. ELD must be planned, specific, intentional, and explicit component of the total education of each English Learner. It is mandatory in our district that each EL receives 60 minutes of Designated ELD per day in Elementary and a daily period in Secondary. The ELD program must address all of the following: meet to determine if students should be moved to the next level for ELD instruction. The following criteria must be followed: (1) District Benchmarks show that the student is performing above the CELDT level (2) ELA District Benchmarks data must demonstrate progress that ensures student s success at the next ELD level (3) Student writing correlates with the ELD writing standards at the level the student will be assigned Minutes documenting this meeting should be kept in the school s Compliance Information Binder provided by the English Learner Services Department, and the student s Yellow Jacket. The classroom teachers will notify parents about the change of student s placement. If a student is not demonstrating that he/she is at the ELD level assigned, the same indicators must be taken into account to move the student to the appropriate level. This scenario must follow the same process. There must be an organized ELD curriculum based on an explicit and defined methodology. Each student's English proficiency level must be identified, and this must be reflected in the instruction provided. Each student must receive specialized English Language Development instruction until he/she is reclassified as Fluent English Proficient (RFEP). During the regular day, differentiated ELD instruction appropriate to the English proficiency level of each English learner must be provided. In order to facilitate such differentiation no more than two (2) ELD levels/two (2) grade levels will be grouped for ELD instruction as student numbers, demographics, and staff permits. ELD grouping should allow flexibility based on student performance. The EL Lead Team, in collaboration with the classroom teacher, will 19 The California English Language Development Standards are the foundation for English Language Development Instruction. There must be instructional materials in use that match the ELD standards. The CA ELA/ELD Framework ELD Instruction in Elementary At the Elementary level, students are grouped with no more than two levels when numbers permit. Students may be grouped with adjacent grade levels (i.e., K-1, 1-2). Students are placed in Designated ELD classes utilizing proficiency on CELDT and years in U.S. schools. ELD Benchmarks, ELD portfolios, and district assessments measure linguistic and academic progress.

29 ELD Instruction in Middle School At the Middle School, students are placed in one period of Designated ELD according to CELDT proficiency and number of years in US Schools. ELD Benchmarks, district assessments, and ELD portfolios measure linguistic and academic progress. Middle School English learners who are reading significantly below grade level may be placed in R180L. ELD courses do not replace core English classes. With the exception of the Newcomer Program, all English learner students are to be enrolled in their corresponding sheltered/sdaie or mainstream English class. All Middle School LTELs are assigned to an EL Specialist/Designee for progress monitoring. All LTELs and their parents meet at least once a year with administrators, counselors, and EL Specialists to discuss current language status, program placement, and reclassification criteria. ELD Instruction in High School At the High School, students are placed in one period of Designated ELD according to CELDT proficiency and number of years in US Schools. ELD Benchmarks, district assessments, and ELD portfolios measure linguistic and academic progress. With the exception of the Newcomer Program, ELD courses do not replace grade level English classes. High School English learners are to be concurrently enrolled in sheltered/sdaie or Mainstream English classes and ELD classes. They receive elective credit for ELD classes. To ensure the appropriate placement of English learners at a continuation school, the following guidelines apply: It is not recommended that CELDT levels 1 and 2 be referred to a continuation school, however referrals will be reviewed on a case-by-case basis. Level 3 students can be referred to a continuation school on a case-by-case basis. Level 4-5 students can be referred to a continuation school. (See attachments C & D) Access to the Grade Level Standards All English Learners must have access to the grade level content standards. Access to the core academic program must address all of the following: Access must be provided to all areas of the curriculum trough district adopted and supplemental programs (e.g., Imagine Learning, Write to Learn, Achieve 3000, Academic Vocabulary Toolkit, Kuder, etc.). Qualified teachers must hold the state established credentials, and they must have received and continue to receive the necessary training to be able to successfully deliver the curriculum. There must be instructional materials in use that match the academic program/curriculum. Primary language support is recommended to facilitate access to the grade level content standards for students who do not have reasonable fluency. Primary language materials, and a Bilingual Instructional Assistant, when necessary, will be provided. Computer-based programs (e.g. Imagine Learning, Write to Lean, Rosetta Stone) will supplement the ELD program. Specially Designed Academic Instruction in English (SDAIE) must be used to meet the needs of Limited English Proficient students. SDAIE is an instruction methodology, not a program (EC [b]). Districts must identify the approach they will use to provide access: simultaneously, sequentially, or with some combination. 20

30 There must be a process of ongoing assessment that demonstrates individual progress. SDAIE The district must identify the indicators used to establish that English Learners are progressing adequately. Specially Designed Academic Instruction in English (SDAIE) English Learners receive core curriculum through classes that scaffold the curriculum via Specially Design Academic Instruction in English (SDIAE). The goal of SDAIE is to make content comprehensible to students. Students are provided rigorous curriculum delivered by teachers using appropriate strategies and materials. SDAIE is an approach to teaching gradelevel content using English as a medium of instruction with special strategies and techniques geared to help students access the core curriculum. Students use the same instructional materials as other mainstream Englishspeaking students. The same Common Core (CCSS) standards are applied to all of the coursework. Assessment is based on curriculum assessments, teacher designed tests, projects, the District s written assessments, and the California CAASPP Assessment. Gifted and Talented Education (GATE) Students who are identified as gifted and talented are also identified as special needs students in the Compton Unified School District. Their needs are unique in many ways; therefore, services are to be provided via placements in classrooms that provide differentiated curriculum and instructional delivery. All GATE students are identified via a process that utilizes the Student Success Team based on a multitude of criteria. The district s GATE Handbook delineates alternative identification process. Students receive services via classroom teachers who are certified in providing such services. Students participate in secondary school Honors and Advanced Placement programs do not need to have GATE identification. Seal of Biliteracy Compton Unified School District follows guidelines from the State Superintendent of Public Instruction of graduating high school students and recognizes students who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. In order to qualify to receive the embossed seal, students must fulfill the following requirements: 1. Elementary Pathway to Biliteracy Award (Grade 5) Score Standard Met/Exceeded on the grade 4 CAASPP in English Language Arts, or an equivalent local test and Submit to the teacher a reading log documenting at least ten books at grade level in a language other than English, and Score 3 or 4 on an essay written in a language other than English on Why are bilingualism and bi-literacy important to you, your community, and the world? Essays are graded on site using a standardized scoring rubric. 2. Middle School Pathway to Biliteracy Award (Grade 8) Score Standard Met/Exceeded on the grade 7 CAASPP in English Language Arts, or on an equivalent local test, and Submit to the teacher a reading log documenting at least ten books at grade level read in a language other than English, and Score 3 or 4 on an essay written in a language other than English on Why are bilingualism and biliteracy important to a work of study or career 21

31 you may be considering? Essays are graded on site using a standardized scoring rubric. refer to 3. High School Seal of Biliteracy Award (Grade 12) 1. Have completed all English-language arts (ELA) requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes 2. Score Standard Met/Exceeded on the grade 11 CAASPP in English Language Arts, or 3 or higher in any Advanced Placement (AP) English exam, and any ONE of the following: 3. Demonstrate proficiency in one or more languages other than English through one of the following methods: a. Pass a foreign language Advanced Placement (AP) exam, including American Sign Language, with a score of three or higher. b. Pass an international Baccalaureate examination with a score of four or higher. c. Successfully complete a four-year high school course of study in a foreign language and attain an overall grade point average of 3.0 or above in that course of study. d. If no AP examination or off-the-shelf language test exists and the district uses its own language examination, the school district must certify to the State Superintendent of Public Instruction (SSPI) that the test meets the rigor of a four-year high school course of study in that foreign language. e. If the district offers a language examination in a language in which an AP examination or offthe-shelf examination exists, the district language examination must be approved by the SSPI. f. Pass the Scholastic Assessment Test (SAT) II foreign language exam with a score of 600 or higher. If the primary language of the pupil in any grades 9-12, inclusive, is other than English, he or she shall do both of the following in order to qualify for the Seal: a. Attain early advanced proficiency level on the CELDT test. b. Meet the requirements above as stated in 1, 2, and 3. For more information on the state Seal of Biliteracy and how to request the Insignia 22 Commitment to Special Education Services English Learners have access to Special Education services. After identifying English Learners who need additional support, the teacher begins a series of interventions to assist them. Interventions may include conferring with the parents(s); talking to the counselor, site EL Specialist, and/or other second language staff; providing additional strategies designed for students learning English such as handson instruction, visuals, props, and demonstrations, or modifying questioning techniques to make them more appropriate to the student s language acquisition stage. SSTs If, after implementing appropriate interventions, the student does not show progress, the classroom teacher, with assistance from appropriate site personnel, may refer the student to the student success team (SST) to further evaluate the student s needs. The SST members verify that each student has received and/or is receiving the English Language Development (ELD) and other support services needed to address second language gaps that could affect learning. After careful review of all student data, the SST recommends program interventions or modifications to accommodate the student s needs in the general education classroom. These may include additional ELD, primary language development and/or support, bilingual assistance, training in interpersonal communication and cultural survival skills, crosscultural counseling, peer support groups, change in classroom, and modification of teaching strategies. IEPs Eligibility of English Learners as Individuals with exceptional needs is based upon the same criteria as for other students. Students would be referred for special education assessment only after it is determined that a lack of

32 academic progress does not appear to be due to linguistic, cultural, or other sociological factors. However, any person who believes that a child may benefit from special education services may refer the child at any time. Normally there is no requirement that a child remain in his/her current program a minimum amount of time before referral can be made. In order to identify a child with disabilities, the school Psychologist will administer a Psycho-educational assessment. The findings will determine if the student s impairment requires instruction, services, or both, which cannot be provided with modification of the regular school program. The assessment must be completed and the IEP held within 50 days after the receipt of the signed assessment plan by school personnel. Once the assessments have been conducted, the case carrier is responsible for collecting the written assessment reports or coordinating preparation of a single summary of the assessment report, as agreed upon by the assessment team. Personnel who assess the pupil shall prepare a written report, or reports, as appropriate, concerning the results of each assessment. The team summary of assessment, or individual assessment reports, must be translated into the language of the parent or presented to the parent by a trained interpreter/translator. The purpose of the IEP meeting is to determine if student qualifies for SPED services. The case carrier schedules the IEP team meeting and sends notices (invitations) to the appropriate team members, including but not limited to the following: Parents Administrator Teacher (special education and general education) Psychologist DIS (e.g. Speech, counseling, etc.) EL representative Other, General Education Teacher At the initial IEP meeting, the parent meets with other team members to develop the plan if student qualifies. The case carrier arranges with the Office of Special Education Services for a trained interpreter/translator when needed. 23 Team members present their findings and recommendations. When an English Learner qualifies for special education, the second language services must be continued and documented in the IEP. The plan must also provide for the following: Maximum interaction with the general school population, e.g., English Language Mainstream language programs, alternative bilingual programs, or general programs of instruction as appropriate to the student s needs as identified by the assessment team. Identification of the student s language of instruction. Annual instructional goals and short-term objectives that are related to the assessment findings and are culturally and linguistically appropriate. Developing Culturally and Linguistically Appropriate Goals and Objectives California Department of Education guidelines define a goal as a long-term plan for improving academic performance and an objective as a short term method of instruction used to teach the goal. When selecting appropriate goals and objectives for English Learners, the guidelines recommend that teachers need to consider their students academic development, primary and second language development, and cognitive/learning styles. To build a student s academic knowledge base, a teacher must use a level of instruction appropriate to each student s stage of language acquisition, and methods that accommodate the student s disability and his/her cultural and linguistic background. The following steps should be considered for each goal and objective to ensure that it meets the definition of being culturally and linguistically appropriate: It states specifically in what language (Spanish, Samoan, Tagalog, etc.) the particular goals and objectives will be accomplished.

33 It is appropriate to the student s level of linguistic development and proficiency in that language. It is consistent with the known developmental structure of that language. It provides cultural relevance in the curricular framework. (Ortiz, S.O., 1997) Procedures to Ensure that General Education Teachers Receive and Understand the IEP Case carriers of EL students who receive a portion of their instruction in the general education setting will ensure that the general education teachers receive and understand the IEP portion pertinent to the class he/she is teaching with the goals and objectives set for each special education student in his/her class by implementing the following: Contact each general education teacher immediately after the IEP team meeting or after the initial enrollment of the student and set up a meeting date. Copy the portion of the IEP (accommodations, modifications, goals and objectives, and learning styles, etc.) for each general education teacher that is pertinent to the class he/she is teaching. During the collaboration meeting, the case manager will: Explain the needs of the student(s) and the specific activities that will enhance the students skills. Explain how the goals and objectives represent a strategic plan of instruction to increase the students skill abilities. Explain how support will be provided in the regular education classroom setting. Explain the responsibilities of the professionals providing the support including the general education teacher. Determine the method of documentation to chart and report the students progress. Section 504 Section 504 of the Rehabilitation Act of 1973 (Section 504) requires that public schools identify and evaluate students with disabilities and determine whether they need special education and or related aids and services in order to provide them with a Free Appropriate Public Education (FAPE). Under Section 504, individuals with physical or mental impairments that substantially limit one or more major life activities, including learning, are entitled to receive regular or special education and/or related aids and services designed to meet their individual needs as adequately as the needs of non-disabled students are met. If the student is found to require regular or special education and/or related aids and services under Section 504 due to disability, the team shall develop a 504 plan for the provision of such services to the student. The student shall be educated with nondisabled students to the maximum extent appropriate to the student's individual needs. The student's parent/guardian shall be provided a copy of the 504 plan and shall receive notice of procedural safeguards guaranteed by law. The district shall periodically review the student s progress and placement. Long Term English Learners (LTELs) Long-term English learner means an English learner who Is enrolled in any of grades 6 to 12, inclusive, Has been enrolled in schools in the United States for more than six years, Has remained at the same English language proficiency level for two or more consecutive years as determined by the English Language Development Test identified or developed pursuant to Section 60810, or any successor test, and Scores at levels Standard Met/Exceeded on the English Language Arts standards-based 24

34 achievement test (CAASPP) administered pursuant to Section English learner at risk of becoming a LTEL means an EL who is enrolled in any of grades 5 to 11, inclusive, in schools in the United States for four years, scoring at the intermediate level or below on the CELDT identified or developed pursuant to Section 60810, and scores in the fourth year at levels 1 or 2 (Standard Not Met/Approaching Standard) in the CAASPP Assessment administered pursuant to Section Characteristics of Long-term English learners: Have lived most or all of their lives in the United States. Often have experienced retention practices, making this population at high risk for dropping out Are often orally bilingual and sound like native English speakers but do not have welldeveloped academic literacy skills in English. Often have developed habits of nonengagement, learned passivity, and invisibility in school. Perform below grade level in reading and writing and, as a result, struggle in all content areas. The overall school performance with poor grades. Basic LTEL Principles LTELs need urgency, acceleration, and focused Instruction. LTELs are diverse and have distinct needs. LTELs need English Language Development (Listening, Speaking, Reading, and Writing) and Literacy Development. LTELs have language development and academic gaps that must be addressed by all teachers. LTELs need rigor, and access to meaningful education. LTELs need a relationship that will provide them guidance and support. LTELs need to be active participants in their own education. (Olsen, 2010) 25 CUSD Long-Term English Learner Instructional Program Program Description The Long Term English Learners (LTEL) instructional program serves English Learners who have been enrolled in US schools for 5+ years or more. Students in 5 th to 7 th grade who are at risk of becoming Long Term English learners will receive Academic Language Development (ALD), Reclassification data chats, and intervention support at the school site. Goals of the Instructional Program The goals of this instructional program are to accelerate the academic language proficiency of ELs who have been in the program for 5+ years. The components of the program are the following: English Language Development emphasizing on oral and written academic language development. Instruction on organization skills and support for content courses. Focus on study skills across content areas. All English learners will participate in data chats on a quarterly basis. Bilingual paraprofessionals will provide additional academic support. Explicit language and literacy development across content areas. LTELs exit the instructional program once they meet the reclassification criteria. The goal of the program is to coordinate a network of resources to provide LTELs a quality education. Interventions and services assist LTELs with reclassification, graduation, and college/career readiness. Family engagement is an integral part of the program. Quarterly LTEL Family Nights provide parents and students with information, strategies, and activities to support LTELs to reach reclassification and creating a homecollege-going-culture. Parents and students have data chats, discuss improvement plans, and develop a college/career pathway. While students utilize Kuder Navigator career inventory

35 and planning, parents utilize Kuder Journey to become better home support providers with their child s education and college/career planning. Program Pre-requisites and Priority List Program priority requirements: Be enrolled in U.S. schools since Kindergarten or First Grade. CELDT score of 3 Intermediate Level. Indicators suggesting they are close to reclassification. and/or interventions. Inadequate progress is when a student is performing Below Grade Level or Approaching Grade Level in grades 1 to 12 and English Learners at level 3 (Intermediate) or below on CELDT who have not made progress for 2 consecutive years and are struggling in content areas. The instructional interventions/modifications are listed below: Student/Teacher Conference Parent/Student/Teacher Conference Progress Report Card sent to Parent Address Attendance/Tardies 5 years or more in EL program. Counseling Referral Priority List for Participation: 8 th -12 th grade students placed in EL Classes. Saturday Tutorial Program Referral Summer School Referral Student Portfolio/Skills Each student along with facilitator will maintain a folder containing short term and long terms goals along with individualized data. Students will learn to track their own progress and how to set goals. Requirements for graduation including the A-G requirements for University entrance and requirements of other high stakes tests will be explained to students in order to develop their knowledge and comprehension skills necessary to participate in their own learning and how to make choices for their future. The ELD Portfolio will include work samples aligned to ELD Standards. English Learner Monitoring and Academic Catch Up Plan of Action IV-EL6 the LEA has implemented a process and criteria to determine the effectiveness of programs for EL (a) and (b). (20 USC 1703[f], 6841; Castaneda v. Pickard [5 th Cri. 1981] 648 F. 2d 989, ). Credit Recovery (9-12) Student Study Team Referral Intervention Program Other (Site Specific) At the end of the academic school year, the student s classroom teacher, EL Specialist, and/or counselor will assess the student s growth and the effectiveness of the Academic Catch Up Plan. If the student continues to make inadequate progress, a Student Success Team (SST) meeting will be scheduled for a more comprehensive examination of the student s needs and program planning. All Records of the student s progress will be attached to the Academic Catch Up Plan (Appendix S) and filed in the student s Yellow Jacket at the end of the school year. The District has developed a plan for monitoring and overcoming any academic deficits English Learners incur while acquiring English. Actions to overcome academic deficits are taken before the deficits become irreparable. English Learners are monitored on a yearly basis using the Monitoring Form (Catch Up Plan) for grades 4-12 for EL Students, or the Monitoring Form for RFEPS (See Appendix L & M) Grades Students who are identified as making inadequate progress are provided with appropriate instructional modifications 26

36 Upon arrival, newcomers will have an IEP (if they are in Special Education) or a SST to help identify the appropriate program for their specific needs. The International Academy for Limited English Proficient Students The International academy serves all secondary students who enter CUSD and do not speak English. They will have the option to enroll in the International Academy. Table 2.8 District Catch Up Plan U.S. School CELDT CAASPP Core Courses student in a US school for 4 or more years No progress for 2 consecutive years Scoring at: Level 1 (Standard Not Met) Level 2 (Stardard Nearly Met) Failing one or more core classes Newcomer Programs Compton Unified School District offers two programs for students recently arrived to the U.S., the International Academy for limited English proficient students and the Newcomer Catch-Up Plan. The following section will define these two programs. An Immigrant is a person who comes to a country to take up a permanent residence. A Newcomer is a person who has recently arrived. In CUSD a Newcomer is considered a student enrolled in a United States school in grades K-12 who has been identified as non-english proficient and who has not attended school in the country for more than two full school years. The program serves CELDT levels 1-2 English Language Learners who have been in the U.S. schools 2 years or less who have limited to no English language skills. The decision to enroll a student in the International Academy is made on a case by case basis considering: Length of time in U.S. schools English proficiency level determined by the placement tests given at the Pupil Center Sociocultural and educational background in native country Sociocultural and educational background while enrolled in U.S. schools The International Academy language support program The International Academy is a self-contained classroom program. This enables the teacher to focus on cohesive language development goals throughout the school day. The self-contained classroom also offers a nurturing, yet challenging environment that fosters risk-taking to accelerate language learning. Instructional themes center on the U.S. culture, acclimation to the U.S. school system, academic study skills, and social language skills needed to communicate with English speaking peers and teachers. Students receive individual attention from expert CLAD/BCLAD teachers in a small group rather than in a large class. Instructional goals of the program 27

37 The International Academy program applies a sheltered ELD approach that applies hands on, interactive instructional methods to learning English. This program is not meant to be a permanent placement, but rather a transitional program focused on facilitating the rapid acquisition of basic-english language skills. The program prepares students for their grade level content classes and mainstream electives by: Developing students essential-basic English language listening, speaking, reading, and writing skills with supplemental support determined by their needs and based on a rigorous curriculum. Assisting students with acculturation to U.S. schools, community, and culture. Developing students foundational literacy and social skills. Student grades Students will receive a progress report every 6 weeks and a Report Card at the end of each trimester. The report includes topics covered in class, including ELD and SDAIE Math, Science, and Social Science. The evaluation plan for English Learners will also be based on annual evaluation from the state mandated instruments. Student interaction with native English speakers Newcomer students join their English speaking peers for physical education, lunch, and elective classes such as art, music, and technology. Some students may join other classrooms for math. Length of a student in the International Academy program The decision to exit a student from the Newcomer Program is made on a case-by-case basis considering teacher observations, formal and informal student assessments, and the student s portfolio of class work. We consider the whole learner, as well as the levels of support available at the home schools. The student transitions into his/her grade level classes with continued language support through sheltered instruction. Criteria to Exit the Program The decision to exit a student from the Newcomer program follows a standardized procedure: Teacher recommendations Formal and informal observations English-Language Development Observation Checklist Standardized test scores CAASPP, SBAC Interim Assessments, & District Benchmark tests Student s portfolio of class work Parent Conference/Contract Location of the International Academy The program is located at Roosevelt Middle School and Dominguez High School. All eligible newcomer students will be bused to this location to participate in the program. When students meet the exit criteria they transition to their home school to join other language support programs. Parents can help their children learn English Research shows that children who are literate in their first language perform much better in school than children who are not literate in their first language. Parents should continue to interact with their children in their first language and to encourage them to become bilingual. Recommendations for parents: 1. Talk with your child about school in your language. 2. Read to your child in your language. 3. Ask your child to read to you in English and expect your child to read every day. 4. Tell your child stories in your language. 5. Encourage your child to complete homework assignments. International Academy Protocol 1. Determine funding source 28

38 2. Visit other newcomer programs 3. Define a Newcomer 4. Determine the number of students that qualify for the program 5. Set up parent informational meetings and communication plans a. Set up support education meeting for parents which will help them assist their children 6. Outline structure of the program a. Determine language of instruction b. Identify Self-contained/periods c. Choose subjects/content that will be taught d. Select curriculum and materials e. Decide whether or not subjects offer credit (credit/no credit) 7. Develop entrance and exit criteria 8. Stipulate program time span 9. Set up transportation 10. Hire highly qualified BCLAD/CLAD teachers 11. Pick the location of the program 12. Define how student progress will be measured by: a. Student Assessment (every six weeks) b. Set up monitoring processes Catch-Up Plan for Newcomers For students who have been in the country for over a year and for students who are not enrolled in the International Academy, Compton Unified School District provides a Newcomer Catch-Up Plan. In the Catch-Up Plan for Newcomers: The teachers of newcomers will collaborate through PLCs to adjust content instruction in order for these students to reach proficiency. All students will have extended day services for intervention, support, and/or acceleration. Students in high school will be able to extend their high school careers to obtain more time to complete high school graduation requirements. They will also have the opportunity for extended instructional time in English Language Development (ELD) so that they may fully participate in high school programs. Students in the middle schools will have extended time in the English Language Development program to acquire the necessary academic language skills in order to fully participate in the middle schools program. Students in the elementary schools will have extended time in the English Language Development program to acquire the necessary academic language skills in order to fully participate in the elementary schools program. 29

39 The following are charts delineating program services to newcomer students in order for them to catch-up with their peers in both the English language development and the core academic programs: Newcomer Services Table 2.9 Secondary Schools Grades 6 8 Basic Characteristics CELDT Level LAS Spanish Level CAASPP Test District Writing Assessment Program Locations Program Design Timelines and Interventions New arrival to the US, less than 1 year Disrupted/lack of formal schooling Limited middle or high school experiences 1 or low 2 1, 2, or low 3 ELA: Level 1 Math: Level 1 1 or 2 Home School *1 or 2 periods of Beginning, Content Based ELD, depending on the needs of the students *1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of content (Science, Math, History) courses sheltered with primary language support *1 period of Spanish for Native Spanish Speakers. Attendance at regular school, Summer intensive instruction, for six weeks, in ELD and mathematics. Other supplemental services after school. 30

40 Table 2.10 Secondary Schools Grades 9 12 Basic Characteristics CELDT Level LAS CAASPP Spanish Test Level District Writing Assessment Program Locations Program Design Timelines and Interventions New arrival to the US; more than 1 year, but less than 3 years Disrupted/lack of formal schooling Limited middle or high school experiences 2 or low 3 1, 2, or 3 ELA: Level 1 Math: Level 1 1 or 2 Attendance at regular high school or middle school *1 or 2 periods of Beginning/Intermediate, Content Based, ELD (Common Core Standards/California ELD Standards) depending on the needs of the students. *1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of Spanish for Native Spanish Speakers *1 period: Elective Attendance at regular School, Summer Intensive Instruction (six weeks): ELD and mathematics. Other supplemental services after school. Attendance in US schools for less than 5 years Unsuccessful middle or high school experiences 1, 2, low 3 1, 2, or 3 ELA: Level 1 Math: Level 1 1 or 2 Attendance at regular high school or middle school *1 or 2 periods of Intermediate ELD (Common Core Standards/California ELD Standards), depending on the needs of the students. *1 period of Sheltered English (Common Core Standards/CA ELD Standards) *1 period of content courses sheltered with primary language support *1 period of Spanish for Native Spanish Speakers *1 period: Elective - mathematics enrichment for scaffolding, if necessary. Attendance at regular School, Summer Intensive Instruction (six weeks): ELD and mathematics. Other supplemental services after school or referral to SST for further evaluation of student needs. Extending high school career to five-year duration. Extending middle school career with mandatory summer intensive Instruction in ELD and mathematics. 31

41 Table 2.11 Elementary Schools grades 2 5 Basic Characteristics New arrival to the US, less than 1 year. Disrupted/lack of formal schooling. CELDT Level 1 or low 2 LAS Spanish Level (if available 1, 2, or low 3 CAASPP Test N/A 2 nd 3 rd -5 th - ELA: Levels 1, 2 Math: Levels 1, 2 District Writing Assessmen t Levels 1, 2 Program Location Attendan ce at regular school. Program Design *1 hour of Beginning, Content Based, ELD (Common Core standards/californi a ELD Standards) *1 hour of supplemental English language intervention ( RTI, Push in, Pull out). Timelines and Interventions Attendance at regular school Summer intensive instruction 6 weeks. Other supplemental services after school.(lcap, p. 37). New arrival to the US; more than 1 year, but less than 3 years. Disrupted/lack of formal schooling. 1, 2 or low 3 1, 2, or 3 ELA: Level 1 Math: Level 1 Levels 1, 2 Attendan ce at regular school. *90 minutes of mathematics (Regular program) *1 hour of Beginning/Interme diate ELD (Common Core standards/californi a ELD Standards) *1 hour of supplemental English language intervention. *90 minutes of mathematics (Regular Program). Attendance at regular school. Summer intensive instruction (4-6 weeks. Other supplemental services after school (LCAP, p. 37). Attendance in US schools for less than 5 years. Unsuccessful elementary school experiences. 1, 2, low 3 1, 2, or 3 ELA: Level 1 Math: Level 1 Levels 1, 2 Attendan ce at regular school. *1 hour of Intermediate ELD (Common Core standards/californi a ELD Standards). *1 hour of supplemental English language intervention. *90 minutes of mathematics (Regular Program). Attendance at regular school. Summer intensive instruction (4-6 weeks): ELD and mathematics. Other supplemental services after school. Referral to SST for further evaluation of student needs. 32

42 Other intervention services. 34

43 * This Plan will provide intensive instruction to just-arrived English Learners. When basic skills in English are acquired, students will be mainstreamed into the regular classroom. 33

44 CHAPTER 3 Parental Exception Waivers 34

45 Chapter PARENTAL EXCEPTION WAIVERS 3 In this chapter Parental Exception Waiver Initial Enrollment Procedures for Parental Exceptions Annual Notification Parental Exception Waiver A Parental Exception Waiver is a request for exemption from the state law that indicates that English Learners are to be provided instruction overwhelmingly in English. When approved, the waiver provides for the students to be transferred to an Alternative Program (i.e., classes where they are taught in English as well as in their primary language through a bilingual instruction model). (See Appendix G, H, & I) Initial Enrollment Procedures for Parental Exceptions Initially, all parents will receive an orientation about Compton Unified School District (CUSD) program options for English Learners. In addition, the parental exception waiver process will be described to parents/guardians as they enroll their students at the district s New Student Orientation Center. During a conference, conducted by the New Student Orientation Center, all parents of newly enrolled CUSD English Learner students will be given an opportunity to ask questions about instructional program choices and the educational opportunities that are available to their child. Parental Exception Waivers will be made available to EL parents at that time. Parents will be directed to meet with the school principal to complete the waiver process. Schools that receive 20 or more approved waivers of the same grade level and the same language shall be required to offer such a program; otherwise, students must be allowed to transfer to a school where such a program is available. CUSD will honor waivers as per the terms of the law. The district has established a procedure for granting parental exception waivers. The procedures are outlined as follows: 1. A full written (and upon request a verbal) description of the district's Structure English Immersion (SEI) program, any district alternative program as well as all district educational opportunities. 2. A notification that every English Learner must be initially placed in a Structured English Immersion classroom for no less than 30 calendar-days. (This is a one-time requirement.) 35

46 Parent 3. Parental Exception Waivers shall be granted unless the school principal and educational staff has determined that an alternative program offered at the school would not be better suited for the overall educational development of the pupil. 4. Action on all parental exception waivers within 30 instructional days of submission to the school principal, except for waiver requests based on "student special needs," which may not be acted upon before the end of the 30- day placement in an English language classroom. 5. In cases where a Parental Exception Waiver is denied, the parents and guardians must be informed in writing of the reason(s) for denial, and advised of the waiver appeal process. 6. Each application for a waiver will be considered on its individual merits. Any parent who applies for a waiver can request that the local Board of Education review the parent request. 7. Upon approval of the waiver, the school distributes copies of the waiver to: Child's cumulative file. If a child transfers to another school during the year, the receiving school needs this information in order to make an immediate, appropriate instructional placement. Office of Research, Evaluation and Assessment Office of English Learner Services 8. If the waiver is approved, the student is assigned to the requested instructional classroom or program. A copy of all waivers (approved or not) must be submitted to the Office of English Learners Services within 10 days of submission, and another copy must be kept in a Waivers Binder at the school site for monitoring and compliance purposes. Annual Notification Procedures for Parent Notification regarding Parental Exception Waivers The district has established a procedure for granting Parental Exception Waivers for children who are already enrolled in district schools in the Structured English Immersion (SEI) or English Mainstream (ELM) program. In order to notify all parents of the district s placement options for English Learners and the opportunity to apply for a Parental Exception Waiver, each parent is informed of our program options yearly throughout our TK-12 Initial/Annual Identification, Placement, and Parent Notification Letter (In English and Spanish). Descriptions of the District s programs for English Learners are a part of the letter. The letter also notifies parents about their right to request a parental exception waiver at their home school. 36

47 CHAPTER 4 MONITORING STUDENT PROGRESS 37

48 Chapter 4 MONITORING STUDENT PROGRESS In this chapter Monitoring Student Progress Commitment to Instruction Student Success Team (SST) Collaborative Problem Solving The Response to Intervention (RtI) Model Progress Monitoring Student Goal Setting Table 4.1 Monitoring Student Progress TK-12 Table 4.2 Problem Solving Process Monitoring Student Progress English Learners are monitored for language proficiency and academic progress formally quarterly and informally on an ongoing basis. District Benchmarks and State mandated assessments are used to monitor student progress. The results of these assessments are maintained in the district electronic data base. District administrators, site administrators, support staff, and teachers can access student information to monitor student achievement, progress toward reclassification, and identify students in need of intervention. Monitoring forms (Appendix U,) will be filled by the classroom teacher and filed in the students CUM quarterly. A copy will be submitted to the EL specialist/principal/designee. An excel document containing these data will be turned into the EL Services Department. Through the monitoring of student assessment data, early interventions are provided to English Learners to ensure they receive support. At the school sites the review of data occurs through several ways, but not limited to: the Single Plan for Student Achievement (SPSA) process, School Site Council (SSC), English Learners Advisory Committee (ELAC), Professional Learning Community (PLC), professional development, grade level collaboration and planning (PLCs), classroom assessments, and Student Success Team (SST), student goal setting. 38

49 Table 4.1 Monitoring Student Progress TK-12 Assessments Grade Level Description California English Language Development Test (CELDT) TK 12 Annually assesses student s listening, speaking, reading, and writing in English California Assessment of Student Performance and Progress (CAASPP) Required by state law Measures EL progress per Adequate Yearly Progress (AYP) per Title III No Child Left Behind 2 12 Annually assesses students in English Language Arts, Mathematics Required by state law Measures student achievement based on grade level Common Core standards Used to measure state and federal progress (API/AYP) District Benchmarks 1 12 Quarterly Common Core standardbased assessment to monitor and inform instruction in English Language Arts (Literacy, Writing), and Mathematics Used to adjust instruction to ensure Teacher Developed Assessments ELD Benchmarks 1-12 student mastery of the standards TK-12 Monthly, weekly, and by-monthly assessment to monitor student progress. Students who have an IEP may be given an alternative assessment Quarterly CA ELD Standards-based assessment to monitor EL students progress in English acquisition (Literacy and Writing) Used to adjust instruction during ELD instruction to ensure mastery of the CA ELD standards Response to Instruction English Learners should be monitored on a six-week cycle in order to determine mastery of skills and concepts taught. Teachers will analyze data to identify students who are at risk and plan support strategies. Site administrators monitor assessment data in order to determine if English Learners need intervention support. Response to Intervention (RtI) Commitment to Instruction Intervention Support-Academic and Behavior SST Process Using the Problem Solving Approach 39 Commitment to Instruction The monitoring of student progress also includes a strong commitment to effective first instruction. English Learners have access to the curriculum through Specially Designed Academic Instruction in English (SDAIE). There also exists a strong commitment to instruction through Explicit Direct Instruction (EDI) strategies that engage students in learning, checking for understanding of concepts, and providing them with effective corrective feedback. In cases

50 where instruction only works for less than 80% of the class, re-teaching of concepts should occur with the whole class. In instances where the majority of the class attains the lesson objective (80% of the class or more), re-teaching should Compton Unified School District occur in small groups. If re-teaching the concepts does not yield positive results, Response to Intervention (RtI) process should begin. Student Success Team (SST) The Student Success Team (SST) is a multidisciplinary school based team with expertise in teaching and learning, problem solving, and interventions. The team meets regularly and acts as a resource to all school staff members regarding students who are not meeting academic or behavioral expectations based on documentation. The purpose of the SST is to ensure that all general education resources are utilized and the targeted and coordinated interventions help students achieve. Team members use their expertise to analyze student performance data and recommend classroom accommodations and interventions to increase academic achievement and participation, as well as to positively impact their social and behavioral growth. English Learners students who are referred to the SST process will have a close review of their language and literacy development. Collaborative Problem Solving Collaborative Problem Solving promotes the success of all students. This process supports the Common Core Standards and it assists schools in meeting federal mandates such as the No Child Left Behind Act. Collaborative Problem Solving also addresses the expectations of the California Department of Education in regards of monitoring a student s Response to Interventions (RtI²). Problem solving helps to reduce the disproportionate identification of students for special education services. It also helps reduce the number of English Learners that could be referred to special education as well as the number of student suspensions. Essential Steps in Problem Solving and Guiding Questions Each school will use a collaborative problemsolving process within the general education setting that functions effectively within the school organization and structure. To bring consistency among schools, all problem solving processes used will be documented in the SST Intervention Plan, and will include the essential steps described below that are aligned with the California Department of Education RtI² Core component 4: Problem-Solving System Approach. Table 4.2 Problem Solving Process Step 1. Is there a problem and what is it? Step 2. Why is it happening? Step 3. What are we going to do about it? Step 4: Did the intervention work? Problem Identification Problem Analysis Plan Implementation Plan Evaluation The Response to Instruction and Intervention (RtI) Model Compton Unified School District uses the RtI tiered system. The tiered system incorporates increasing intensities of instruction or interventions that are provided to students in direct proportion to their individual needs as depicted in the graphic below. 40

51 Tier 1 Intervention Tier 1 occurs within the general education classroom and incorporates core programs and strategies that all students receive. Classroom teachers solve the problems throughout their entire teaching day. Tier 1 programs that include curriculum embedded assessments should be utilized. When informal problem solving does not resolve the issue and the teacher wants to document classroom interventions, then a collaborative problem solving process is appropriate. Typically, the general instructional program provided at this tier meets the needs of 80-90% of students. Tier 2 Intervention Tier 2 adds supplemental services to the core instructional program delivered within Tier 1 period. At Tier 2, school staff uses the resources and skills available within the school building to determine which supplemental services are most appropriate. Typically, this Tier of service is required to meet the needs of 5-10% of students. Tier 3 Intervention Tier 3 adds intensive services in addition to the core instructional program delivered within Tier 1 and the supplemental services delivered in Tier2. Again, school staff uses the resources and skills available within the school building to determine which intensive services are most appropriate. In these instances, the teacher collaborates with the SST. This more individualized an intensive services are required to meet the needs of 1-5% of students. Progress Monitoring Progress monitoring is the process of collecting and analyzing data at specific times during the school year to determine student progress and evaluate the effectiveness of the intervention plan. It examines student progress toward the identified goal. The process begins by setting goals for the student, based on the student present level of performance and his/her expected rate of skill acquisition, and ends with the decision to continue, modify, or end the intervention, based on the data collected. 41

52 Student Goal Setting English Learners students can also monitor their progress toward proficiency through goal setting. Research studies have shown that when students set goals, they are more likely to accomplish them (Hattie, 2012). Goal setting promotes selfregulation, which raises self-efficacy. Students must be taught self-regulation strategies that Compton Unified School District would help them reach their goals. In addition, having students become aware of what pathways lead to college and careers of the 21 st Century begins in elementary school. In secondary, Data Chats have been implemented to ensure student commitment and engagement in their own learning process in order to reach reclassification and graduation criteria. 42

53 CHAPTER 5 RECLASSIFICATION PROCESS AND MONITORING 43

54 Chapter 5 RECLASSSIFICATION PROCESS AND MONITORING In this chapter Reclassification: Definition, Purpose, and Criteria Reclassification Process Reclassification Monitoring Table 5.1 Roles and Responsibilities for Student Progress Table 5.2 Procedures for Reclassification Table 5.3 Procedures for Monitoring and Evaluating of Reclassified Students Table 5.4 Objective Data on Academic Performance RECLASSIFICATION Reclassification is the term used when a student, who was initially been identified as limited-english proficient, has developed sufficient English language skills to function in English-only instruction. The designation of such a student is changed from limited English-proficient to Reclassified Fluent-English Proficient (RFEP). Purpose The purpose of the reclassification is to determine whether an English Learner has met specific district established criteria and can participate at the same level as a native English speaker in the school s regular instructional program. I. Criteria for Reclassification of English Learners Compton Unified School District uses the following criteria to determine when English Learners have developed the English language skills necessary to succeed in English-only instruction. A. GRADES 1-2 1) California English Language Development Test (CELDT) - Overall score of 4 or 5 on California English Language Development Test (CELDT) with a score of 3 in the four domains (listening, speaking, reading, and writing), though only one domain can have a score of 2. 2) District Benchmarks: First Grade Students will score at the 75 percentile or above on the winter screening of the AIMS Web Fluency Assessment. Second Grade Students will score at 60% or above (Standard Met/Exceeded) on the first quarter (or thereafter) District ELA Benchmark. 3) Alternative Assessment (SRI) Lexile Level: Grade 1 Lexile 190 or higher Grade 2 Lexile 420 or higher 4) Writing Assessment: 44

55 A score of 3 (Standard Met) or above on a rubric scale 1-4 in the District Writing Benchmark (Most recent), OR A score of 3 (Standard Met) or above on a rubric scale 1-4 in the EL Writing Assessment 5) Teacher s evaluation, taking into account: a) ELA/RLA program assessments. b) Report cards. c) Student work samples. B. GRADES ) California English Language Development Test (CELDT) - Overall score of 4 or 5 on California English Language Development Test (CELDT) with a score of 3 in the four domains (listening, speaking, reading, and writing), though only one domain can have a score of 2. 2) CAASPP Score at least level 3 (Standard Met) or higher on the English Language Arts section OR CAASPP - Score at Level 3 (Above Standard) on the Reading Claim OR District ELA Benchmark Score at 60% or higher (Standard Met/Exceeded) on the most recent CUSD Benchmark OR SRI - Alternative Assessment Lexile Level: Compton Unified School District 3) Writing Assessment: 45 A score of 3 (Standard Met) or above on a rubric scale 1-4 in the District Writing Benchmark (Most recent) OR A score of 3 (Above Standard) on CAASPP (Writing Claim) OR A score of 3 or above (Standard Met/Exceeded) in the EL Writing Assessment 4) Teacher s evaluation taking into account: a) ELA/RLA Program assessments. b) Report cards. c) Student Projects. Reclassification Process The classroom teacher, counselor, principal, EL Specialist or designee will evaluate student progress and recommend candidates for reclassification based on the achievement of the criteria. The school counselor or EL Specialist will notify parents, via telephone and letter of the date, time, and location of the Reclassification Meeting scheduled to reclassify the students. The notification letter to parents will specify the criteria for reclassification and program(s) that the student will participate in after the reclassification process is completed. Three attempts will be made to have the parent/guardian present at the Reclassification Meeting. After three attempts have been made and documented, the meeting will be conducted. The classroom teacher will notify the parent. The Reclassification Meeting is convened to review the reclassification criteria and inform parents of the reclassification process, change of placement, and monitoring process. The team consists of the candidate s parents (if available), administrator/designee, classroom teacher, EL Specialist, EL Lead Team members, other appropriate bilingual school personnel, and student (if secondary school). If parents are not present at the Reclassification meeting, the school is responsible for notifying parents of the outcome and obtaining their approval by having the appropriate documentation signed by the parent/guardian.

56 The Reclassification Meeting documentation and minutes are then placed in the student s Yellow Jacket. In Eagle the student s language status is changed from L to R, and the reclassification date is entered on the Language (H) screen. The student s services and program are changed as well. Reclassification is not complete until all the appropriate changes are made in Eagle. The reclassified student is placed in the appropriate regular instruction classroom. Documents Reclassification Report (Appendix O) Reclassification Referral (Appendix N). Parental Notification of Reclassification. (Spanish/English) (Appendix K). Minutes of the Student Success Team meeting for reclassification (Appendix Q & R). Student data supporting the Reclassification Documents must be filed in the student s Yellow Jacket, which is found in the student s cumulative file, on the date of the reclassification. Reclassification Monitoring Follow-Up Plan for Reclassification Districts receiving Title III funds are required under No Child Left Behind (NCLB) to monitor students for two years after reclassification (NCLB, Section 3121[a] [4]). Monitoring will take place over the following periods of time after reclassification: 30 days, 6 months, 1 year, 18 months, and 2 years (Appendix P). EL students are monitored for at least two years to ensure that they are achieving academically as compared to average native support services, which may include one or more of the following: Student/teacher/parent conferences to determine needs. Before, during or after school, and/or Saturday tutoring. 46 speakers in the regular instructional program. The EL Specialist or site administrator will inform classroom teachers, special education teachers, when appropriate, and counselors of students who have been reclassified. The monitoring form is provided to classroom teachers by the EL Specialist to indicate student progress in the core subjects (English/language arts, math, history/social science, and science). This form is completed by the classroom teacher and filed in the student s cum file. At any time, the classroom teacher may bring to the attention of the EL Specialist and/or counselor any reclassified student who is not progressing in the core curricular areas at a rate comparable to that of an average native speaker. The EL Specialist and/or counselor, classroom teacher, parent, or administration may recommend the reconvening of an SST for appropriate modifications to the student s instructional program. Monitoring of Reclassified Students Data from the following multiple measures should be reviewed to determine that reclassified students are maintaining academic achievement: Level 3 and above levels on the CAASPP Exam (Standard Met/Exceeded) in English/Language Arts and Math. District Writing Assessment. Academic achievement based on report card and grade point average of core subjects in the secondary schools. Teacher referrals for additional intervention. Intervention for students who regress academically after reclassification. (See Attachments L M, & U)) Teachers and the EL Specialist monitor the progress of reclassified students at the end of each grading period for two years following a student s reclassification. Students who are beginning to regress academically will receive: Specialized reading, writing, or math instruction. Placement in reading, writing, or math support classes. Small group intervention during the school day. RTI Intervention support.

57 47

58 Table 5.1 Roles and Responsibilities for Student Progress. PERSONNEL RERESPONSIBILITY Site Administrator Oversees reclassification process and procedures at school EL Lead Team Monitor student data and recommend students for reclassification EL Specialist at each school site Monitors identification and reclassification process at the school site Recommends students for reclassification Contacts parents and requests translators In-services teachers on reclassification criteria and follow-up Classroom Teacher Submits the student names who meet reclassification criteria and assesses students to determine their competencies Monitors student progress EL Services Director of EL Services Oversees reclassification and monitoring procedures for the district Provides training for teachers, EL Specialist, and site and district administrators in regards Oversees of data the reclassification collection and prepares and monitoring evaluation reports 48

59 Department of English Learner Services Procedural Guidelines Pre/Post Reclassification Table 5.2 PROCEDURES FOR RECLASSIFICATION Classroom teacher, counselor, principal, EL Specialist or designee will recommend student candidates for reclassification based on the achieved criteria. The school counselor or EL Specialist will notify parents, via telephone and letter of the date, time and location of the Reclassification meeting. Three attempts will be made and documented, the meeting will be conducted and the parents will be notified by the classroom teacher. The reclassification meeting is convened to review the reclassification criteria and inform parents of the reclassification process, change of placement, and monitoring process. The team consists of the candidates parents (if available), administrators/designee, classroom teacher, EL Specialist, EL Lead team members, and other appropriate bilingual school personnel. If parents are not present at the Reclassification Meeting, the school is responsible for notifying parents of the outcome of the meeting and obtaining their approval by having the appropriate documentation signed by the parent/guardian. The Reclassification Meeting documentation and minutes are then placed in the student s Yellow Jacket and a copy is provided to the Department of English Learner services. In EAGLE the student s language status is changed from L to R, and the reclassification date is entered on the Language (H) screen. The student s services and program are changed as well. Reclassification is not complete until all appropriate changes are made on EAGLE. 49

60 Table 5.3 PROCEDURES FOR MONITORING AND EVALUATING OF RECLASSIFIED STUDENTS Monitoring will take place on a quarterly basis post-reclassification for a period of two years. Student progress is followed for at least two years to ensure that they are achieving academically as compared to average native speakers in the regular instructional program. The EL Specialist or site administrator will inform classroom teachers, special education teachers, and counselors of students who have been reclassified. The EL Specialist/Designee monitoring form will be completed to indicate student progress in the core subjects, benchmark assessments, CAASPP exam in Language Arts as well as CAHSEE. This form should be completed and placed in students cum file. The teacher should provide a copy of this form to the students. Data from the multiple measures should be reviewed to determine that reclassified students are maintaining academic achievement. If a student has not maintained the same achievement levels attained at time of reclassification, the site must design and implement an action plan to assist the student, which should be documented on the Intervention Form (Appendix V). The Department of English Learner services will monitor sites to ensure proper RFEP procedures are being followed. Annually, sites will be required to submit copies of RFEP paperwork for randomly selected students. 50

61 Table 5.4 Objective Data on Student Performance OBJECTIVE DATA ON ACADEMIC PERFORMANCE CELDT Test Score of 4 or 5 with a score of 3 in all domains Grade 1 Winter AIMS Web Fluency - 75 Percentile Grade 2 District ELA Benchmark (most recent) - 60% or higher Grades 3-12 CAASPP ELA-Standard Met or above OR Reading Claim: standard Met or above District ELA Benchmark (most recent)-60% (On Grade Level) or higher OR SRI Writing Assessment Score of 3 or above on 4- point rubric on the District s Writing Assessment Or Score of 3 or above on CAASPP Writing Claim Trigger Reclassification Process Parental Notification and Consultation Teacher s Input ELA/RLA program assessments Report Cards Student Projects Reclassification Meeting Parent signs Reclassification Form Student is reclassified as FEP Update Eagle System Language Screen Placement of student in appropriate program services Update Yellow Jacket Monitor student progress for two years 51

62 CHAPTER 6 EVALUATION AND ACCOUNTABILITY 52

63 Chapter 6 Evaluation and Accountability In this chapter Accountability Implementation, Monitoring, and Program Responsibilities Our Commitment to Program Evaluation Goals for English Learners Expected Progression and Growth Targets Catch Up Plan for Newcomer English Learners Table 6.1 Implementation, Monitoring, and Program Responsibilities Table 6.2 Expected Performance and Gains in English Proficiency and academic Areas Table 6.3 Secondary Schools Grades 6-12 (Less than One Year) Table 6.4 Secondary Schools Grades 6-12 (More than One Year) Table 6.5 Elementary Schools Grades 2-5 (New Arrival) Accountability Compton Unified School District holds all schools accountable for the academic success of all students. The Master Plan for English Learners is the basis of accountability for English Learner Services. District and site accountability components include: Annual review, update and implementation of the EL Master Plan. Development of the Single Plan for Student Achievement. Assignment of program implementation, and monitoring responsibilities. Internal audit/review team to monitor program implementation. Table 6.1 Stakeholders Accountability. District Community Teachers Parents Students School Administrators Board 53

64 Implementation of the Master Plan The Master Plan for English Learners is the primary source for procedures and practices addressing the needs of English Learners. All district and site staff will receive annual training on the Master Plan by the Office of English Learner Services. The Department of Research, Evaluation, and Assessment will provide site administrators with EL performance data. Data will be presented with regard to attainment of district and English Learner goals for the prior year. Implementation and Monitoring Responsibilities Implementation and Monitoring Responsibilities have been identified for all staff members. Table 6.1 IMPLEMENTATION, MONITORING, AND PROGRAM RESPONSIBILITIES RESPONSIBILITY Superintendent Submits goals to the Board that include goals for English Learners Evaluates the implementation of district goals, implementation of the EL Master Plan, student achievement, professional development, and school safety Evaluates district/school data Associate Superintendents Director of English Learner Services Senior Director of Special Projects TASK Evaluate principals on program implementation and accountability Monitor attainment of the district goals Monitor student performance and attendance Monitor school compliance and implementation of the EL Master Plan Monitor counseling services Monitor Special Education programs for EL students Meet with site principals to review plans, program modifications, and timeline for Implementation Monitors school compliance and implementation of the EL Master Plan Monitors selection of all materials used in the classroom for delivery of core curriculum to EL students Monitors base program services for all students and compliance Monitors EL procedures and services at the district level Monitors and ensure state mandated CELDT testing is delivered within compliance of state-designated guidelines and procedures Ensures monitoring, maintenance, and update of student records on a yearly basis Provides ongoing classroom demonstration and instructional coaching of effective teaching and learning K-12 (instructors and administrators) Arranges EL related trainings Meets with site principals to review plans, program modifications, and timeline for implementation Title III accountability plan Attends DELAC meetings EL Specialist Meetings Updates EL Master Plan annually Master Schedule Committee Reviews records and cum files to ensure that EL s are receiving appropriate services Reviews district/school data Reviews site plans Meets with site principals to review LEP plans, program modifications, and timeline for implementation Monitors DELAC and ELAC procedures, minutes, and agendas Reviews appropriate budgets with DELAC 54

65 Directors of Curriculum & Instruction Compton Unified School District Include EL student needs in all staff development offerings Coordinate staff development with universities & credential programs Director of Information and Technology Senior Director of Pupil Services Associate Superintendent for Certificated Personnel Audit Review Team School Site Administrator EL Lead Team EL Specialist Monitors all materials used for assessment and evaluation of EL students' progress Monitors the accuracy of student data in the district data base Oversees data collection, provides analysis, and writes reports Oversees the development of all evaluation reports Shares results of evaluation reports with all stakeholders including DELAC Meets with site principals to review plans, program modifications, and timeline for implementation Oversees the New Student Orientation Center (NSOC) Provides recommendations for student placement to parents/guardians and schools Provides monthly record-keeping and activities and reports monthly to the Deputy Provides monthly reports of Pupil Services Center activities to the Executive Cabinet Provide schools with necessary CELDT information before the beginning of the school year in order to facilitate appropriate student placement Monitors appropriate credentials of personnel Monitors progress of staff on plans to obtain authorizations Monitors placement of EL staff Monitors both certificated and classified staffing to meet the needs of English Learners Monitors program implementation at schools with appropriate protocols for documentation Implements and ensures student placements according to the EL Master Plan Monitors procedures and legal requirements pertaining to ELs at the school Monitors student records, placement, and reclassification Ensures that only qualified teachers are assigned to EL students Monitors implementation of EL Master Plan by classroom teachers Organizes school plan for providing appropriate services to EL students Prepares school site plan for Board approval Assists in data collection and surveys Reviews school/classroom data and shares this data with staff Identifies program models and modifications needed Informs parents of program results and resources to address student needs Monitors all instructional programs through regular classroom visits and collaboration with teachers Works closely with the site English Learners Advisory Committee (ELAC) Meets monthly to discuss students language proficiency and academic growth based on data and student performance, and implement appropriate interventions Facilitates program placement for students Provides ongoing classroom demonstrations and instructional coaching of effective teaching and learning K-12 (instructors and administrators) Monitors student data and recommends students for reclassification Meets with the EL Senior Director to report on site progress of the EL program Collaborates with the EL Specialist on the implementation and monitoring of the EL Master Plan through ongoing EL Lead Team meetings Provides daily, active, and personalized support to all ELD, CBELD, SDAIE instruction in all placement programs at the school site Shares knowledge about materials, planning, curriculum development, and teaching methods Monitors the implementation of English Learners instructional programs to ensure standards aligned materials are purchased and are adequately available, as well as implemented in the classroom instruction Plans, collaborates, and provides professional development for teachers in ELD, CBELD, SDAIE, and benchmark assessment (in alignment with district professional development) 55

66 Middle and High School Counselors Classroom Teacher Paraprofessionals /Instructional Aids Compton Unified School District Evaluates EL Master Plan implementation progress Provides specific EL Master Plan implementation in-services at the site level Works with principals to fully implement the EL Master Plan Provides ongoing classroom demonstration and instructional coaching of effective teaching and learning K-12 (instructors and administrators) Analyzes data and shares results and their implications with staff Observes, coaches, and mentors in areas related to the District ELD/CBELD/SDAIE Program Fosters a sense of collegiality, which encourages teachers to work together to improve professional practice at the school site Monitors progress of English Learners in English Language Development (ELD), Contentbased ELD, and Specially Designed Academic Instruction in English (SDAIE) and primary language instruction, and makes adjustments to instructional program when necessary Participates in all SSTs and IEPs relative to English Learners Initiates and monitors reclassification process Maintains ongoing and current cumulative file information for English Learners Maintains current information in the schools Attends and participates in all necessary meetings with EL Directors Review and implement the EL Master Plan in student program planning Adhere to student placement chart for placing students in ELD and ELA courses Monitor EL and RFEP student progress Implements specific EL program as described in this plan and provides instruction that meets state and district standards, and state frameworks Monitors EL students' progress, and ensures delivery of appropriate ELD and core curriculum instruction Identifies and informs parents of student at risk of retention Advocates for support services for students not meeting standards and benchmarks and who may be at "risk of retention" Reviews and uses school/classroom data to drive and differentiate instruction Reviews standards and assessment process Determines successful instructional strategies for use in English Language Development, Specially Design Academic Instruction in English (SDAIE), and Content-based English language Development (CBELD) Determines alternative strategies for students Informs parents of students progress and strategies to support students in meeting standards Monitors student progress and initiates reclassification process in a timely manner Participates in team teaching activities (e.g. effective teaching and learning, as well as classroom demonstration and instructional coaching) Participates in all PD regarding ELs Provide support in the core subjects (English and/or primary language) Assist with student testing Support the implementation of the EL Master Plan Parent Monitors student's progress, academics, attendance, and behavior Communicates regularly with teachers and school Attends parent conferences and school functions Participates in school committees-elac, Site Council, etc. Supports student in activities to meet standards Ensures student attendance and completion of homework Participates in the reclassification process through meeting with teacher and/or principal during process Student Attends school daily and works for high achievement Participates fully in school activities Communicates regularly with parents and teachers 56

67 Our Commitment to Program Evaluation Working in concert with administrators, teachers, support staff, district staff, community members, parents, and students, Compton Unified School District is committed to developing effective instructional programs for English Learners, which are evaluated regularly. Upon evaluation, individual student programs are modified, and all academic gaps are closed by providing early intervention. Evaluation is built into our daily interactions with students and teachers. All stakeholders are accountable for ensuring that EL Programs are implemented effectively. Procedures and mechanisms are in place for recording the achievement of our ELs. Supports are in place for ELs that are not showing academic growth. Monitoring for the effectiveness of interventions is ongoing. Our district conducts an annual evaluation of programs and services for English Learners. This evaluation plan provides a framework for program evaluation activities and describes a process for ensuring that evaluation data will be used for purposes of planning and program improvement. Further, administrators analyze data in order to develop appropriate instructional goals for the upcoming school year, matching student needs with both staff development options as well as program modifications where required. All personnel in the district are expected to implement this English Learner Master Plan. Educator Commitment to Professional Accountability The concerns model provides seven stages of concern during any innovative change (Tables 6.2 & 6.3). Frequently, educators get to the how-to-do-it before addressing their questions or concerns. The emphasis tends to be on student learning before becoming familiar with the materials and strategies. During professional development ongoing monitoring of teacher concerns should take place. Second, this model suggests the importance of paying attention to implementation over time; typically it takes three years for early concerns to be resolved and later ones to emerge. In addition, teachers need to have their concerns addressed before they are ready to attend hands-on workshops. Many times management concerns last at least a year, specifically when teachers are implementing a year's worth of new curricula, and also when new strategies to teaching require practice and each topic brings new challenges. For this reason support over time is essential to reinforce good teaching practices. Finally, with all the demands on teachers, it is often the case that once their practice becomes routine, they rarely have the time and space to reflect and adjust their practice to ensure their students are learning. This often requires some organizational priority setting, as well as stimulating interest and concern about specific student learning outcomes. Learning experiences evolve over time, take place in different settings, rely on varying degrees of external expertise, and change with participant needs. The strength of the concerns model is in its reminder to pay attention to individuals and their various needs for information, assistance, and moral support. The CBAM Model The Concerns-Based Adoption Model applies to anyone experiencing change, including policy makers, administrators, teachers, parents, and students (Hall & Hord, 1987; Hord, Rutherford, Huling-Austin, & Hall, 1987; Loucks-Horsley & Stiegelbauer, 1991). The model maintains that people experiencing change have questions and concerns during the change. 57

68 Table 6.2 Expressions of Concern Stage of Concern Refocusing Collaboration Consequence Management Personal Informational Awareness Expression of Concern I have some ideas about something that would work even better. How can I relate what I am doing to what others are doing? How is my use affecting learners? How can I refine it to have more impact? I seem to be spending all my time getting materials ready. How will using it affect me? I would like to know more about it. I am not concerned about it. Table 6.3 Levels of Use Levels of Use Renewal Integration Refinement Routine Mechanical Preparation Orientation Non-Use Behavioral Indicators of Level The user is seeking more effective alternatives to the established use of the innovation. The user is making deliberate efforts to coordinate with others in using the innovation. The user is making changes to increase outcomes. The user is making few or no changes and has an established pattern of use. The user is making changes to better organize use of the innovation. The user has definite plans to begin using the innovation. The user is taking the initiative to learn more about the innovation. The user has no interest, is taking no action. Purposes of Program Evaluation The purposes of evaluation will be: To determine the effectiveness of program and services for English Learners. To determine to what extent ELs are learning English and achieving in their grade level content standards. To provide the basis for strengthening program implementation, modifying program practices, and sustaining ongoing school improvement for all students, including English Learners. To shape classroom practice. To determine the extent to which languageminority students have equitable access to district programs and services, including paths to higher education. Monitoring Student Progress ELD Instructional Audits are to be conducted on a yearly basis. The Senior Director of English Learner Services, principals, assistant principals, and teachers assist in the instructional audits. The result of these audits will be summarized in the ELD Instructional audit Report. 58

69 ELD Annual Instructional Audit Report Benchmarks for gauging program effectiveness at the school and district levels. The ELD Annual Instructional Audit Report is an extension and reinforcement of our district s EL Master Plan. The Evaluation Report provides a complete, integrated picture of student learning, chronicling the development of English proficiency and academic achievement within the core curriculum. Evaluation of student outcomes for English Language Development and academic achievement rely on the use of multiple measures that are developmentally appropriate, sensitive to students level of proficiency in English and the native language, and able to show what students know and are able to do. The assessments reviewed focus on measuring student progress toward English Language Proficiency and academic achievement goals. Data will be collected and analyzed to examine the performance of the schools and programs in relation to student outcomes. Gathering Data for the ELD Annual Instructional Audit Report In order to create the ELD Annual Instructional Audit Report, the following data is examined: Site Data District and site staff periodically monitors implementation of programs. The primary goal of the monitoring is to ensure that every school in the district has a compliant and effective program for ELs. This monitoring consists of these major aspects: 1. Document Reviews 2. Classroom Visitations Grade Level Standards District accountability and assessment systems are aligned with common core and California ELD standards, accountability, and assessment. California Assessment of Student Performance and Progress (CAASPP) Students take the California Assessment for Student Performance Progress (CAASPP) in English Language Arts and Mathematics. This test is designed to assess student achievement of Common Core standards. In addition, English Learners whose primary language is Spanish and who are enrolled in grades 2-11 must be given a primary language test if they have been enrolled in school fewer than 12 months. CELDT English Learners annually take the California English Language Development Test (CELDT), which assesses proficiency in listening, speaking, reading, and writing. Benefits of the Monitoring Process Our monitoring process: Establishes high expectations for all students and provides a framework for ensuring that student and organizational outcomes are achieved. District Benchmarks Compton Unified School District has established high expectations for all students, including English Learners. All students are held accountable for achieving the standards. English Learners face a challenge that is disproportionately more difficult than that faced by their native-english speaking peers. Indeed, our English Learners must develop full proficiency in English as they work to achieve grade-level content standards. The district provides 59 Promotes full involvement of all stakeholders. Ensures academic success through collaborative efforts between district and school site members. Ensures that program evaluation is an integral part of school improvement initiatives and activities. Data Analysis and Retrieval

70 The district s data collection and retrieval system makes it possible to collect student achievement data on English Learners progress, analyze the data, and devise appropriate instructional methodologies and placements. Data collection and program improvement follow a cycle that promotes ongoing school renewal and improvement. The cycle includes the following elements: 1. Examining data 2. Conducting inquiries 3. Developing action plans 4. Implementing interventions 5. Progress monitoring interventions Reports are gathered for the purpose of monitoring ELs progress toward meeting district and state standards. Results gleaned from these data systems are used to improve and modify program. Goals for English Learners Our framework for properly evaluating our programs for English Learners is based on the following goals for English Learners: Compton Unified School District Goal I: Implement our Programs for English Learners 1. Identify our language minority students. 2. Guarantee English Learners are receiving ELD instruction. 3. Assure that programs are consistent with the students diagnosed needs and best practice. 4. Certify that our English Learners are taught by highly qualified staff. 5. Safeguard that the district s EL programs are implemented according to their design (monitoring of actual practice). 6. Provide rigorous, standards based professional development. Goal 2: Ensure that all ELs access and master English Language proficiency 1. Promote by providing opportunities within the classroom for Listening, Speaking, Reading, and Writing California ELD and Common Core standards as a framework. 2. Implement research based EL strategies and inspire all ELs to make expected progress through ELD curriculum. 1. Develop and implement effective programs for English Learners. 2. Ensure that all English Learners have access to ELD and reach English Language Proficiency. 3. Ensure that all English Learners access and master the core curriculum. 4. Decrease the numbers of drop-outs, suspensions and disciplinary referrals for English Learners. 5. Increase and optimize success through rigorous instruction. 6. Prepare students for a multicultural, competent, and changing society. 5. Meet federal annual Measurable Achievement Objectives (AMAOs). Goal 3: Ensure that all ELs/RFEPs access and master the core curriculum 1. Ensure ELs/RFEPs to develop academic language and literacy skills in English. 2. Monitor to verify that ELs/RFEPs show expected progress in learning content standards in academic areas. 3. Ensure newcomers are provided appropriate support. Goal 4: Decrease Areas of Concern 1. Reduce the percentage of ELs/RFEPs being retained. 2. Reduce the percentage of ELs/RFEPs dropping out of high school. 3. Reduce the rate of suspensions for ELs/RFEPs. 4. Reduce the rate of disciplinary referrals for ELs/RFEPs. 6. Meet or exceed district attendance goals for ELs/RFEPs. 60

71 7. Reduce the percentage of LTELs. Goal 5: Increase and Optimize Success through Rigorous Instruction 9. Increase the percentage of ELs meeting or exceeding proficiency on state tests (CELDT & CAASPP). 10. Establish a Seal of Biliteracy. 1. Increase the percentage of ELs making expected progress toward reclassification. 2. Expand the number of ELs/RFEPs reaching annual yearly progress on CELDT and CAASPP. 3. Encourage and foster ELs/RFEPs participation in accelerated academic programs (gate, Honors, and Advanced Placement). 4. Preparing ELs/RFEPs with 21 st Century skills for college and career. 5. Increase graduation rate. 6. Increase EL/RFEP enrollment in A-G courses. 7. Facilitate access to technology with the ultimate goal of enhancing educational experiences for all ELs/RFEPs. 8. Provide extended learning opportunities through After School, Saturdays, and Summer School programs. Goal 6: Prepare Students for a Multicultural, Competent, and Changing Society 1. Safeguard that ELs/RFEPs receive and participate in all district programs and services. 2. Inspire ELs/RFEPs to respond actively to opportunities at school (e.g. extracurricular activities, committees, etc.) 3. Encourage parent and community involvement. 4. Develop skills needed for ELs/RFEPs to participate in opportunities offered within a global, changing society (e.g. community events and organizations, community service, etc.). 5. Motivate ELs/RFEPs to be successful as contributing citizens in the 21 st Century Society. 6. Provide communication in the home language. EL Expected Progression and Growth Targets The following table exhibits the expected performance based on years in program for English Learners and expected gains in English proficiency level and academic subject areas. 61

72 Table 6.4 Expected Performance and Gains in English Proficiency and Academic Subject areas ELD CELDT Level CELDT Scale Scores (K- 12) Timeline based on ELD level student working toward at entry into district. District ELA & Math Benchmarks (K-12) CAASPP ELA (3-11) CAASPP Math (3-11) District Writing Assessment (K-12) Beginning 1 K th st th 441 Structured English Immersion Early Intermediate 2 K th st th 491 Intermediate 3 K th st th 551 English Language Mainstream Early Advanced 4 K th st th 601 Advanced 5 K & 1st nd 635 Re- classified 2 nd th nd th nd th nd th rd, 4 th & 5 th rd th rd th rd th rd th th,7 th, & 8 th th th th, 11 th, 12 th th th th, 11 th, 12 th th th th, 11 th, 12 th th th th, 11 th, 12 th th,10 th, 11 th, 12 th st Year 2 nd Year 3 rd Year 4 th Year 5 th Year 6 th Year 1 st Year 2 nd Year 3 rd Year 4 th Year 5 th Year 1 st Year 2 nd Year 3 rd Year 4 th Year 1 st Year 2 nd Year 3 rd Standard Not Met 0-30% Level 1-Standard Not Met Standard Nearly Met 30-66% Level 2-Standard Nearly Met Standard Met 67-80% Level 3-Standard Met Year 1 st Year 2 nd Standard Exceeded % Level 4-Standard Exceeded Year Evaluation Plan for Newcomer English Learner The District Evaluation Plan for the Catch-Up program will assess the teaching and learning of English Learners. Modification to the Catch-up program services will be made based on annual evaluation findings. Students in the program will be assessed quarterly with the district s assessment benchmarks in ELD and District Benchmarks. Eligible students will also be assessed with the state mandated instruments, and the District s quarterly writing assessment. For more information on the Catch-Up Plan see Chapter 2. 62

73 CHAPTER 7 PARENT AND COMMUNITY ENGAGEMENT 63

74 7 Chapter Parent and Community Engagement In this chapter School English Learner Advisory Committee (ELAC) District English Learner Advisory Committee (DELAC) Types of Parent Involvement Parent Involvement Research Family Engagement Framework Table 7.1 Parent Involvement Goals Table 7.2 Types of Parent Involvement ENGLISH LANGUAGE LEARNER ADVISORY COMMITTEE (ELAC) EL- The district and school sites, as required, have functioning English Learner Advisory Committees meeting all legal requirements. Legal Requirements California Education Code Section states, A school site with 20 or more pupils of limited English proficiency shall establish a school level advisory committee on which parents/guardians, of such pupils constitute membership in at least the same percentage as their children represent of the total number of pupils in the school. The school may designate for this purpose an existing school level advisory committee that meets the criteria stated above. 64 A School Site with 21 or more English Learners (ELs) must have a functioning EL Advisory Committee (ELAC) that meets the following requirements: Parent members are elected by parents or guardians of English Learners. The parents shall be provided with the opportunity to vote in the election. Parents of English Learners constitute at least the same percentage of the committee memberships as their children represent of the student body. The school may designate an existing school level advisory committee, or subcommittee of such advisory committee to fulfill the legal responsibilities of ELAC, if the Advisory body meets the criteria by the law. The ELAC advises the School Site Council (SSC) on the development of the Single Plan for Student Achievement (SPSA).

75 Compton Unified School District The ELAC advises the principal and staff on the school s program for ELs. The ELAC assists in the development of the school s: 1. Needs assessment 2. Language Census Report (R30-LC) 3. Efforts to make parents aware of the importance of regular school attendance. The ELAC receives training planned in full consultation with committee, to assist members in carrying out their legal responsibilities. The ELAC has the opportunity to elect at least one member as a representative in the District English Learners Advisory Committee (DELAC). Steps for Establishing an English Learners Advisory Committee 1. Determine the number of parents/guardians of English Learners that need to be on the committee. 2. Determine the preliminary advisory committee size. The law is silent on the size of the committee; the only requirement is that the percentage of parents/guardians of English Learners serving on the ELAC must be at least the same as the percentage of English Learners in the school. For example, if 25 percent of the students in a school are English learners, then parents/guardians of English learners must comprise 25 percent of the ELAC membership. Other parents/guardians may serve on the ELAC as long as they are elected by the parents/guardians of English Learners. 3. The purpose of an ELAC is to build the capacity of parents/guardians of English Learners to assist in the education of their children. 4. Other members of the ELAC can be parents/guardians, school staff, and /or a community member as long as the minimum percentage requirement for EL parents is maintained. 5. Notify the parents of ELAC elections. All parents of English Learners in the school may be elected to serve on the ELAC. 6. Conduct a general information meeting (optional) to provide parents with an 65 opportunity to understand the role and responsibilities of an ELAC and its members. 7. Elect parents of English Learners to serve as members of the ELAC. The law requires that only parents or guardians of English Learners elect the parent/guardian members of the ELAC. An election shall be held in which all parents of EL students will have the opportunity to vote. ( ELAC Committee Membership The principal in collaboration with the ELAC president will coordinate ELAC meetings for the site. The ELAC President will preside over all ELAC meetings. The following procedures will be used for the formation of the ELAC: Members of the ELAC will serve for two years and will be elected in the spring using CUSD election guidelines and procedures. English Learner Advisory Committee (ELAC) bylaws are not required by law. However, conducting meetings using clearly written guidelines is a very good practice. It is strongly recommended that English Learner Committees draft and implement ELAC Bylaws. By-laws provide structure and enable the ELAC to function in an efficient, orderly manner. Selection of ELAC Members 1) Election of Parents Parents will be elected in the spring of each year using the CUSD Parent Committees and Councils Election Policies and Procedures: Parents will be provided with the opportunity to Declare Candidacy in March. Elections of Candidates will be held in May. Each school s Community Relations Specialist will assist, coordinate, and monitor the election process. Communication to elicit candidates will include, but not be limited to, phone calls, parent newsletters,

76 Compton Unified School District marquee notices, and letters to all them of the school's intention to fill vacant EL parents. staff position(s). Remember that there is a required number of EL parents depending 3) Replacement During the Year upon the percentage of EL students at your school. Election results will be certified by the CUSD Parent Resource Center (See Appendix B) 2) Selection of Other Members The school informs all staff (certificated and classified) of the school's intention to elect members for the ELAC. Other members may be the principal, curriculum specialists, teachers, bilingual instructional assistants, and clerical staff. School personnel at the site shall elect other members. This can best be done by sending a letter explaining the purpose of the ELAC and a member's responsibilities to all staff members and having staff members nominate themselves. It is suggested that the ELAC staff members be selected prior to the first ELAC meeting. Throughout the Year If the school ELAC membership is complete (parents and staff) from year one, there will be no need to amend the ELAC membership. If the membership is not complete, follow the procedures listed below. 1) Election of Parents If the school site does not have a complete ELAC parent membership at the beginning of year two, the school site shall send notification to all parents (not just parents of EL students) informing them of the school's intention to fill the vacant parent position(s). The notification shall be in a language and format understood by parents. Elections shall be conducted using the processes stated in the sites ELAC Bylaws and as written in the CUSD Parents Committees and Councils Procedures and Policies. 2) Selection of Other Members If ELAC staff members need to be replaced at the beginning of year two, all staff members will receive written notification informing If a committee member must be replaced during the school year, school site bylaws procedure will be followed. Vacant positions shall be filled at the spring election. 4) Selection of the DELAC Representatives At the first ELAC meeting in year one, the school site ELAC members must elect at least one parent of EL students to represent them at the District English Learner Advisory Committee (DELAC). The representatives serve for two years. Election of a new DELAC representative is held at the first meeting in year two only if the school's representative from year one is no longer available to serve on the DELAC. DISTRICT ENGLISH LEARNERS ADVISORY COMMITTEE (DELAC) EL- The district and school sites, as required, have functioning English Learner Advisory Committees meeting all legal requirements. Legal Requirements Each California public school district serving grades kindergarten through 12, with 51 or more pupils of limited English proficiency shall establish a District-level English Learner Advisory Committee on or sub-committee of an existing district-wide advisory committee. The Compton Unified School District has established a Districtwide District English Language Advisory Committee (DELAC). Parents or guardians of pupils of limited English proficiency who are not employed by the district 66

77 shall constitute a majority of the committee (51%). The DELAC advises the school district governing board on all of the following tasks: The development of a district Master Plan Compton Unified School District of meeting notices, and the communications for educational programs and services for ELs that pertaining to the DELAC. taking into consideration the Single Plan for Student Achievement. Conducting of a district wide needs assessment on a school-by-school basis. Establishment of district programs, goals, and objectives for programs and services for ELs. Development of a plan to ensure compliance with any applicable teacher and instructional assistant requirements. Administration of the annual Language Census Report. Review and comment on the school district s reclassification procedures. Review and comment on the written notifications required to be sent to parents and guardians. The Compton Unified School District coordinates with ELAC committee members to provide training on legal responsibilities. Election of Representatives At the first school site ELAC meeting in year one, the members must elect at least one parent of EL students to represent them at the District English Learner Advisory Committee (DELAC). The representatives serve for two years. An election for a new DELAC representative is held at the first school site ELAC meeting in year two only if the school's representative from year one is no longer available to serve on the DELAC. Coordination of DELAC Meetings The district Director of English Learner Services serves as a district liaison to the DELAC, assisting with preparation of meeting, minutes, distribution The President/Chairperson shall preside at all the DELAC meetings, as well as sign all letters, reports, and other communications of the committee (with previous approval from DELAC members). In the event of the President/Chairperson's absence, resignation, or inability to perform his/her duties, the Vice-President/Vice- Chairman shall assume those duties. Record Keeping The district Director of English Learner Services will be responsible to keep archival records of the agendas, minutes, hand-outs and calendars of the DELAC. The President/Chair of DELAC will sign all of the documents. Copies of the documents will be maintained in the Compton Unified School Title I Parent Resource Center. Training on Legal Areas of Responsibility The district will provide all the DELAC members: 1. Appropriate training, materials, and information to assist each member to carry out his responsibilities and any required duties. 2. DELAC members shall assist the district to plan the training-such as childcare, translating services, refreshments, and any other reasonable expenses. The representatives will be responsible for attending all DELAC meetings and present the information received to the school ELAC. The DELAC will meet at least four times during the school year. Schools must complete the DELAC representative form after the first ELAC meeting in year one and continue to submit the forms each month to the English Learner Services and the Office of Special Projects through the Coordinator of Parent Involvement located at the CUSD Title I Parent Resource Center. By-laws of the DELAC The district Director of English Learner Services will be responsible to annually review the by-laws with the DELAC executive board and committee of a whole. Should the need arise to change the bylaws; a subcommittee will be assigned the task of making recommendations to the whole Committee. The approved process will be followed to amend the current by-laws. 67

78 DELAC Training: Compton Unified School District Advisement to the district and the Board 1. The DELAC will advise the CUSD Board of Trustees orally or in writing via scheduled meetings/or written reports with either the Superintendent or her/his designee. The Superintendent or her/his designee will participate in the monthly DELAC meeting to receive oral or written input from the members of DELAC. 2. The DELAC chairperson may present his/her oral or written report during public comment period of the Board meeting as well as request to be placed on the agenda of the regularly scheduled meetings of the CUSD Board of Trustees under Communication item. Parent Involvement Parents/Guardians are their children s first and most influential teachers. Sustained parent involvement in the education of their children contributes greatly to student achievement and positive school environment. The school district s goal for parent involvement recognizes the importance of promoting it with the following activities: a) Offer district trainings for parents at school sites in order to help children attain proficiency in English and in core academic subjects b) Maximize parent/guardian training opportunities at monthly DELAC meetings Table 7.1 Parent Involvement Goals GOALS CUSD will promote the involvement of parents and community members in the education of English Learners c) Increase the leadership capacity of parents. School sites will implement a plan that actively encourages, nurtures, and facilitates parent participation in the education of their children. The plan includes but is not limited to the following (LCAP, p.25, 27 & 47): DAC (District Advisory Committee) DELAC (District English Language Advisory Committee) ELAC (English Language Advisory Committee) SSC (School Site Council) English as a Second Language (ESL) PTA (Parent/Teacher Association) Literacy Nights Volunteer opportunities Parent Centers Back to School Night and Open House Project 2 INSPIRE (Workshops for parents, Preschool to Grade 12). PIQE (Parent Institute for Quality Education). Offer district trainings for parents at school sites in order to help their children attain proficiency in English and in core academic subjects Maximize parent/guardian training opportunities at monthly DELAC meetings Increase the leadership capacity of parents 68

79 Types of Parent Involvement The district is committed to promoting all levels of parental involvement. Epstein (2001) states that there are six types of parental involvement: Table 7.2 Types of Parent Involvement Parenting Communication Volunteering School & District Trainings DELAC/ELAC Trainings Learning at home Homework, family nights Parent Trainings Back to School Night Communication in home language (15%) Principals Tea Home Visitation Decision-making and advocacy School Site Council ELAC, DAC/DELAC District Committees PTA, School-wide activities Classroom, fieldtrips Relationship Building/Collaborating with the community Student Achievement Awards Family Nights Open House Parenting Families provide basic support for children s health, growth, and development. Schools provide assistance and information to help parents support developmental ages and stages from preschool through high school. Events designated to foster this are: 1. District-wide Parent Training Series (U.S. Educational system, character education, gang and drug awareness and prevention, etc.) 2. School site Parent Education Workshops Communicating Two-way communication on regular basis happens between families and schools about educational standards/expectations, children s progress, educational programs and choices. Communication in the home language is a critical factor. When 15% or more of the school s students are speakers of the same language, the school will provide written translations of all school information in that language. Translators will be made available for all parents/teacher conferences, (a) SST, (b) IEP, (c) retention meetings, (d) suspension and expulsion hearings, and (e) for all due process actions held at the district level. Home visitations will occur to facilitate relationships between parents and school. Volunteering Develop volunteer opportunities for parents and community members. Activities intended to encourage volunteering include: PTA School-wide celebrations Classroom/office volunteering Campus/cafeteria supervision Learning at Home Provide information, resources, and materials to assist families to support and monitor their children s learning. Activities intended to encourage learning at home include: Family Literacy Nights Back-to-School Nights 69

80 Compton Unified School District Open House Nights CELDT Training Reclassification SST Meetings Parent Involvement Research Decision Making and Advocacy Educators and parent leaders work together in advisory/decision making groups. Develop parent leaders and parents who advocate for children. Activities intended to encourage decision making and advocacy include: ELAC DELAC School Site Council (SST) District Committees Other community based organizations Relationship Building/Collaborating with the Community Establishing a welcoming school environment, celebrating events, and promoting are excellent practices that enforce the relationship with parents and community. These can serve as a gateway for strengthening long-term partnerships. Activities intended to encourage relationship building and collaborating with the community include: Celebrations of Reclassifications Student Achievement Awards Family Nights Literacy Nights The district and the schools will provide parent outreach and education including, meetings, workshops, and programs for parents and families. The district s LEA plan and school plans outline measurable goals, objectives, and activities that promote parent involvement. Students will attend school every day, complete classwork and homework, and 70 Research on Parent Involvement Similar to the types of parent involvement, there are specific activities within the parent involvement that have a positive impact on student achievement. The California Department of Education Family Engagement Framework (2011) outlines various parent involvement activities to help and promote student achievement, such as: Activities that support learning at home Building on parents strengths Strategies for parents to help reinforce classroom instruction (content specific and support by parent education and training) School-home communication Parent Involvement Policy and School Compact The district and the school sites have a parent involvement policy, which defines how parents are involved in their child s education. Parents are also consulted and participate in the needs assessment, planning, design, implementation, and evaluation of the parent involvement program. In order to support parent involvement, each of the schools in the district has a Home School Compact. This document outlines how parent/guardians, the entire school staff, and students will share responsibility for improved student academic achievement. The compact should note various responsibilities for the school, student, and parent/guardian, which include but are not limited to: School will ensure that a high quality curriculum and instruction is provided in a supportive and effective learning environment. utilize goal setting to monitor their progress. Parents/Guardians will monitor student attendance, homework completion,

81 volunteer in the classroom, serve on committees, and attend/support school events. As part of the compact there are also shared responsibilities such as ensuring ongoing communication, attending parent/teacher conferences, reports on student progress, and accessibility to school. School High quality curriculum and instruction in a supportive and effective learning environment Parent/Guardian Student attendance, homework completion, volunteer in classroom, serve on committees, and attend/support school events Student Attend School Complete homework Act responsibly and respectfully Goal Setting and Monitoring Family Engagement Framework The California Department of Education, Family Engagement Framework also provides some guidance for parent involvement activities for all students and for English Learners. The framework provides practical activities that the school can do as well as what the family can do to promote positive school environment. Family Engagement Framework provides schools, families, and district with various activities to work together! 71

82 Family Engagement Activities School At the District Family Solicits input from families on district family engagement policies Provide training on curricular and budgetary decision-making for parent coordinators and families Create and support parent centers at school sites Participate on district-level advisory committees Participate in planning and delivery of staff training on parent involvement Participate in development and review of district and school-level parent involvement plans and policies At School Create a welcoming environment Celebrate families and the assets they bring to schools Work with families as partners to improve student achievement Assist families to access community resources Attend parent-teacher conferences Visit the classroom Volunteer in the classroom Volunteer at lunch or after school to support students Attend and support school wide events Attend advisory committee meetings Participate on school-level advisory committees At Home Promote effective two-way communication with families Assist families to create home conditions to support academic achievement Provide information on expectations, standards, and how families can be involved, in an accessible language and format Keep families informed on student progress and maintain regular communication Provide quiet space at home for homework Limit TV watching and video games Read out loud to your students Talk about school and the importance of learning Respond to school surveys Communicate with teachers about questions and concerns Talk about college and careers Help organize homework Link learning to current events 72

83 CHAPTER 8 PROFESSIONAL DEVELOPMENT AND STAFFING 73

84 Chapter 8 Professional Development and Staffing In this chapter Professional Development Staffing and Teacher Credentials Recruitment and Staffing for English Learners Accountability Plan for Staffing Table 8.1 Steps to Success Table 8.2 Staffing Responsibilities-English Learners Professional Development Compton Unified School District has a coordinated and comprehensive staff development program. District-wide programs are aligned to reform efforts in literacy, mathematics, and improving student achievement. Staff development will include strategies and applications that are specific to the needs of English Learners. Programs include research-based components, classroom connections, teaching support, and classroom demonstrations. The approach is to ensure that all teachers have the materials, knowledge, training, and assessment tools to implement the desired learning strategies. Staff development programs support the delivery of the Common Core and California ELD standards (LCAP, p. 36). Many programs are conducted in conjunction with local universities. An additional goal for all teachers is to meet certification requirements for compliance with state and federal programs. Compton Unified School District recruits, develops, and retains highly qualified staff who can meet the needs of English Learners. The district requires that all staff meet certification requirements for English Learners that are appropriate to their job title and responsibilities. The professional development program involves both classified and certificated personnel engaged in the education of English Learners. 74

85 Table 8.1 Steps to Success Compton Unified School District Steps to Success Accountability Support Professional development Vision Vision The first step in creating a meaningful and sustainable change for optimal student achievement is developing a clear vision. The vision is created collaboratively, and it directly aligns research-based practices with desired student outcomes. Communication of the vision occurs with all stakeholders. The vision focuses and synergizes people, resources, and efforts towards a common goal. A plan based on the vision includes sharing the vision, delivering professional development, providing support, and ensuring accountability. In accordance to our district s vision, schools will: Be led by a strong and effective principal Function as a team Collaboratively develop a vision to improve student achievement and a plan to achieve that vision Establish a plan of accountability for all employees Professional Development All Stakeholders involved receive training on the research behind the vision and all relevant aspects of its implementation. (LCAP, p. 36) Professional Development includes: Universal Access Content Based ELD Explicit Direct Instruction Method Differentiation (LCAP,p.38&39) Productive group work Academic Vocabulary Development (LCAP, p. 38) Gradual Release Method Discourse Development (LCAP,p.39) Collaborative Scaffolding instruction Visuals, realia, media, audio Culturally relevant pedagogy (LCAP,p.39) Cues, Prompts, Questioning 2. Reclassification (LCAP,p.40) Criteria CELDT CAASPP Writing (Rubric) 3. EL Data Monitoring CALPADS 4. RFEPS Monitoring (Appendix l & M) 5. Newcomers (LCAP, p.41) 6. Master Plan (LCAP, p.35 &42) Support Support is provided to all stakeholders involved by the EL Specialists, District EL Specialists, and EL Services Department during the school year, in the summer, and after school. The PD will focus on the following areas (LCAP, p.35 & 39): Job embedded coaching

86 Co-teaching Lesson Demonstration Modeling Webinars Informational Instructional Tools Accountability Compton Unified School District A plan for accountability ensures that students have equal access to a guaranteed and viable curriculum aligned with the research based vision. Our accountability plan includes formal and informal classroom observations, school site visits, school walkthroughs, and data analysis. Goals and Objectives The EL Department will use the following strategies to manage district-wide English Learner professional development programs: Conduct appropriate trainings Plan, organize, and calendar Professional Development Monitor Create a collaborative culture. This will be accomplished by: 1. Organizing professional learning communities (PLCs) whose goals are to increase the achievement of English Learners 2. Requiring and supporting leaders who guide continuous instructional improvement (School Leadership) 3. Providing resources to support adult learning and collaboration around the needs of our English Learners (Resources) 4. Using disaggregated student data and multiple sources of information to determine adult learning priorities, monitor student progress, and help guide and sustain continuous improvement 5. Preparing educators to use effective learning strategies and apply researchbased decision making to their profession (Research-based) Helping educators understand and value English Learners (and other students with particular needs), create safe, orderly and supportive learning environments, and hold high expectations for academic achievement (Educational Equity) 7. Deepening educators content knowledge, providing them with research-based instructional strategies to assist students in meeting Common Core and California ELD standards, and preparing educators to use a variety of classroom assessment appropriately (Rigorous and Quality Education) 8. Providing educators with the knowledge and skills to involve families and other stakeholders in the academic achievement of English Learners (Family/Community Involvement) Professional Development of Master Plan Components A carefully planned professional development process will be used to introduce the Master Plan for English Learners to district and site staff. This professional development will emphasize key features of the plan and procedures to be adopted by all sites (LCAP, p.35&42). Professional development related to the Master Plan for English Learners will focus on the following components: Administrators Review the content in Master Plan for English Learners Identify critical responsibilities for implementation of the Master Plan for English Learners Develop action plans for implementation of the Master Plan for English Learners Action plans will identify goals, objectives, resources needed, barriers and solutions, alignments to district/site goals, and evidence of implementation Facilitate site trainings

87 Site Staff Personnel Compton Unified School District Review of content in Master Plan Identify critical site responsibilities for implementation of the Master Plan Create action plans for implementation of the Master Plan Staffing and Teacher Credentials Staffing Districts have an obligation to provide the staff necessary to implement the EL programs in a timely fashion. All teachers who provide specialized instruction must have the appropriate credentials or be in active training to acquire those credentials. All teachers on interim assignment must receive immediate training. The requirement for bilingual/sdaie/eld credentials is triggered by the student English Learner status and the nature of instruction. Qualified means teachers hold a Cross-Cultural Language and Academic Development credential or a Bilingual Cross-Cultural Language and Academic Development credential (CLAD or BCLAD) authorizing them to teach students who are limited English Proficient. Districts must ensure the first and second language competency of paraprofessionals used to provide L1 support if the chosen program requires native language support. Recruitment and Staffing for Teachers of English Learners a. Human Resource Employee Development (HRED) currently uses the Los Angeles County Office of Education (LACOE) to obtain reports that identify district teachers who hold provisional internship permits and those who hold preliminary or clear credentials. b. Four months prior to the document s expiration date, HRED mails reminders to non-credentialed teachers, informing them of the requirements to renew their licensing document. c. HRED provides personal assistance whenever it is requested or necessary, (e.g., counseling teachers, placing calls to the California Commission on Teacher Credentialing or universities to obtain further information, and holding informational meetings). d. HRED maintains records that include: the names of teachers that are not subject matter competent (CSET or subject matter waiver letter), school assignment, type of credentialing document previously held, score obtained in each section, conditions to be met, and the expiration date of the credential document. e. HRED maintains a database that includes: the names of teachers with Special Education Short Term Staff Permits (STSP), school assignment, conditions to be met, and the expiration date of the STSP. f. HRED requires each newly hired teacher to have an English Learner authorization attached to their teaching credential. If the candidate is from out of the state and does not have this authorization, HRED provides support and gives them up to one year to meet this requirement. In compliance with state and federal regulations, Compton Unified School District shall ensure that all teaching personnel whose assignment includes English Learner students shall hold appropriate certification to provide necessary instructional services to English Learners. 1. The district will establish a process to track the credential and training status of teachers. g. HRED will verify information and integrate it into the district s Human Resources Credential and Training Tracking System. 2. Annually, each site will conduct an assessment to determine the number of teachers and sections needed at each school to meet the ELD and content needs of its English Learners. 77

88 3. Annually, the district will verify that all English Learners have been assigned to qualified Table 8.2 STAFFING RESPONSIBILITIES - ENGLISH LEARNER PROGRAM teachers for the delivery of ELD and core curriculum. PERSONNEL RESPONSIBILITY Superintendent Meets with site principals and cabinet to determine needs Senior Director of Fiscal Services Evaluates district/school data Meets with Human Resources Budgets for positions needed Meets with cabinet to validate budgets Human Resources Office Reviews district/school data Reviews site staffing projections with Fiscal Services Establishes a recruitment schedule Meets with directors to determine an action plan for recruitment, interviewing and hiring of needed personnel Maintains database of each certificated staff member at school sites including credentials, certificates, and training status Determines successful recruitment strategies Meets with site principals to review staffing plans Reports on interview, recruitment, and hiring Assists newly hired teachers Prepares reports for the CDE Provides teacher surveys to the Department of Accountability and Instruction Assistant Superintendents Validate enrollment projections Review school R-30 report for staffing needs Meet with site principals to review staffing needs and determine grade level/subject assignments Senior Director of Personnel Commission Meets with site principals to review staffing needs, bilingual paraprofessionals, front office clericals, parent/community liaisons Reports on interviews, recruitment, and hiring Prepares reports to the Associate Superintendent of Human Resources for CDE Coordinates training of all classified and clerical personnel Monitors the hiring of bilingual personnel at the school sites Principal Assists in data collection and surveys Reviews staffing needs both certificated and classified with the Associate Superintendents Informs ELAC of staffing needs, plans, and timelines Meets the goal to have adequate number of certificated and classified personnel to serve EL students and parents Director of Information Technology Oversees the database input Prepares report compilations for HRED and Cabinet Reports number of students with improperly licensed staff ACCOUNTABILITY PLAN FOR STAFFING Under the direction of the Superintendent, the Senior Director of Fiscal Services in cooperation with the Associate Superintendent of Human Resources will develop a projected staffing plan in March of every year after the completion of CDE R- 30 report. The Senior Director of the Division of Accountability and Instruction will monitor the number of students that are not being served by a teacher with appropriate licensure. The timeline and procedures are as follows: Associate Superintendents 77

89 Review the language census and R-30 Establish EL needs with the Director of EL Services Provide a site place needs report Chief Administrator Officer, Business and Administration Services Reviews budgets and projected enrollments Determines number of new positions by school Provides a plan to the Superintendent by school of new positions Senior Director of Human Resources Reviews fiscal and operational plans Provides raw data to Research, Evaluation and Assessment for processing Establishes a recruitment and hiring timeline and schedule Provides a plan to the Superintendent Director of Information Technology and Pupil Records Processes data collected by Human Resources on Teacher Survey Reports staffing needs by school using the Special Projects Database Provides report to Human Resources DELAC Review Staffing needs by school are reported to the DELAC with R-30 data Staffing plans by school are reported and discussed with the DELAC DELAC reviews plans and reports to the Superintendent 79

90 CHAPTER 9 FUNDING 80

91 9 Chapter Funding In this chapter General and Categorical Funding Base Program Allocation General Fund Resources Supplemental Fund Table 9.1 Funding Responsibilities Table 9.2 Funding Process Table 9.3 Title I and Title II Funding Description and Allowable Expenditures Table 9.4 Title III and EIA-LEP Funding Description and Allowable Expenditures FUNDING OF PROGRAMS FOR ENGLISH LEARNERS: General and Categorical The Compton Unified School District is committed to make sure that all students maximize their potential and experience academic success. Programs are funded through general funds to provide English Learners with equitable learning opportunities. The provision of such resources is not contingent on the receipt of state or federal categorical aid funds. Information about these budgets is also provided to parents during the fall trimester. In the spring, in preparation for the development of the each school s Single Plan for Student Achievement and the District s Title III plan, information on anticipated allocations is provided to the DELAC and site ELACs. The Master Plan for English Learners will be aligned to program and fiscal needs and policies, including but not limited to: Compton Unified School District Board Policies District Board and Superintendent Goals Title III Corrective Action Plans LCAP/LEA Plan Single Plans for Student Achievement Federal Program Monitoring corrective actions Other relevant federal, state and local directives Table 9.1 Funding Responsibilities 81

92 PERSONNEL Superintendent Chief Administrative Officer Assistant Superintendent Senior Director, Special Projects Director of English Learner Services Principal Teachers on Committees SSC/ELAC/DELAC Committees SSC/ELAC/DELAC RESPONSIBILITY Ensures that general funds are allocated to sites and departments to ensure equal access Follows the direction of the Superintendent in budgeting and allocate resources and service Prioritizes general funds to support district with needs based on student data Allocates adequate resources for programs, based on student population Allocates supplementary funds based on formula Reviews Single Plans for student achievement for appropriation, program content and compliance Presents plans to the Board for approval Monitors allocation and expenditure in meeting guidelines Allocates school instructional budget. Develops school level plan and prioritizes based on needs assessment SSC members approve the school level plan ELAC members advise on the EL section of the plan ELAC members advise on the EL section of the plan DELAC gives input on district wide level changes 82

93 Table 9.2 Funding Compton Unified School District Funding Board Approval Of Superintendent s goals and objectives Cabinet Identifies and prioritizes needs based upon data and distributes general fund allocations Principals Develop School Plan and meet with School Site Council and English learner Advisory Council before approving the plan and budget Senior Director of Special Projects Allocates categorical funds based on Consolidated Application regulations and meets with principals to ensure compliance Board Approves School Plans Expenditures Monitored Internally and externally (Consolidated Application and Federal Program Monitoring General Funds Resources The District along with the schools determine programs and services and allocates resources to ensure implementation. Programs and services include certified teachers, support personnel, textbooks, instructional materials, and other general funded functions. General and categorical funds are used to provide services for all students including core curricular materials, instructional supplies, teachers salaries and other district services (e.g. transportation and libraries) as well as support systems for monitoring program implementation/evaluation and student progress. Core materials in Language Arts and Mathematics are supplemented, when needed, to ensure that English Learners have access to the core curriculum. 83

94 Supplemental Funds Both, the state and the federal governments provide supplemental funds that are used to support programs and services for English Learners. The tables on the following pages provide information on several important sources of supplemental funds. These categorical funds should not be used to supplant general funds or other state or local resources. The table on the following pages provides information on several important sources of supplemental funds. Table 9.3 Titles I and II (Part A) Funding Description and Allowable Expenditures Federal Funding Source Description Students to be served Title I, Part A Disadvantaged Students A federal program that provides supplemental funds to provide services that are designated to meet the needs of students who are failing or are at risk of failing. Supports both public and private school participation Disadvantaged students All CUSD schools are identified as school-wide Title I Title II, Part A Professional Development A federal fund used to increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. All students Examples of Expenditures Appropriate for Funding Source (Support for English Language Arts, English Language Development, and Mathematics) District 1. Centralized costs make up 12% of the District budget from Title I and include School Site Technology Assistants and Title I Support Personnel. 2. Indirect costs include general management, such as accounting, budgeting, payroll preparation, personnel services, purchasing, etc. 3. Preschool. 4. Homeless Education. 5. Services on Choice Transportation are required set asides based on Program Involvement Status. 6. Supplemental Educational. 7. Professional Development. 8. Parent Involvement. One percent is reserved with 95% of the reservation going back to schools for specific parent involvement activities at the school sites. School Sites School Site Council (SSC) decides how Title I funds are spent at the school site. Table 9.4 Title II (Parts B, C, & D) Funding Description and allowable Expenditures 84 Professional development in language arts, math, English language development, science, and use of technology

95 Federal Funding Source Description Student to be Served Examples of Expenditures Appropriate for Funding Source Compton Unified School District Title II, Part B- Mathematics and Science Partnerships The purpose of this part is to improve the academic achievement of students in the areas of mathematics and science by encouraging local educational agencies, to participate in programs that focus on the education of mathematics and science teachers. All Students Establishing and operating mathematics and science summer workshops or institutes, including follow up training, for elementary school and secondary school mathematics and science teachers that: Train teachers to use curricula that are (I) based on (Support for English scientific research; (II) aligned with Language Arts, challenging academic content English Language standards; and (III) object-centered, Development, and experiment-oriented, and concept- and Mathematics) content-based. Title II, Part C- Innovation for Teacher Quality Title II, Part D- Enhancing Education Through Technology Troops-to- Teachers The purpose of this part is to Program n/a provide assistance to LEAs for the implementation and support of a comprehensive system that effectively uses technology in elementary schools and secondary schools to improve student academic achievement. All Students Professional development for teachers, principals, administrators, and school library media personnel serving the local educational agency, to further the effective use of technology in the classroom or library media center. Table 9.5 Title III Funding Description and Allowable Expenditures Title III English Language Acquisition, Language Funding Source Enhancement, and Academic Achievement Act Federal Funding Description Funds are used to ensure that limited-english Proficient students attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet. Local Control Funding Formula (LCFF) These funds are used to meet the supplementary academic needs of English Learners. The intent is to expand and improve the educational opportunities of educationally disadvantaged students. Student to be Served English Learners English Learners and other Subgroups. Examples of Staff development to teachers, principals, Expenditures administrators, and other personnel, parent Appropriate for involvement, supplemental material, etc. Funding Source (Support for English Language Arts, English Language Development, and Mathematics) Appendices Personnel (Curriculum Specialists, Instructional Assistants), instructional materials, staff development (English language development, English literacy skills), parent education, and community liaisons. 85

96 In this section Glossary Appendix A - Home Language Survey Appendix B - ELD Rubric Appendix C Interview ELAC Protocol Student Records Form Appendix D Parent Notification and Program Placement Forms Appendix F Reclassification and Monitoring Forms Glossary Words contained in this glossary can be found throughout the English Master Plan. -A- Academic Performance Index (API) A California State accountability measure that combines results from several state assessments (CST, CMA, CAPA, CASHEE). Each school in the state is assigned a numerical value from 200 to 1000 points. The API is used to assign improvement targets. Adequate Yearly Progress (AYP) A federal accountability measure that uses the results from state assessments to set improvement targets as determined by the No Child Left Behind Act. Annual Measurable Achievement Objectives (AMAOs) 86 Title III districts are accountable for meeting three annual measurable achievement objectives (AMAOs) for English Learners. The first AMAO relates to making annual progress on the CELDT, the second relates to attaining English proficiency on the CELDT, and the third AMAO relates to meeting Adequate Yearly Progress (AYP) by the English Learner subgroup on CAASPP. -B- Back to School Night (BTSN) BTSN is an event in the fall when parents return to their child s school to learn about the instructional program, standards, and expectations about student learning. Basic Interpersonal Communication Skills (BICS) Language used in everyday social interactions. Bilingual, Cross-Cultural Language Academic Development (BCLAD) It is a credential or certificate which authorizes a teacher to provide ELD, SDAIE and primary language instruction. Teachers in the Dual Immersion Language program all have this type of certification.

97 -C- Compton Unified School District District English Learner Advisory Committee (DELAC) A district-level advisory committee with parent representatives from each school that advises the district on programs and services for English Learners. California Alternative Performance Assessment (CAPA) A state-approved assessment designed to measure a student with significant cognitive disabilities who cannot participate in the CST, CMA, and CAASPP with accommodations and/or modifications. California English Development Test (CELDT) A state assessment given to initially identify English Learners in California public schools and thereafter to assess growth in English language proficiency on an annual basis in the areas of listening, speaking, reading, and writing. California ELD Standards The new standards for English Language Development (ELD) instruction approved by the state of California during the school year. These standards define English language development instruction. California Modified Assessment (CMA) A state approved assessment designed to measure those students whose disabilities prevent them from achieving grade-level proficiency on assessments on the California standards, California Standard Test (CST) A state-approved assessment in Science given to students in California public schools which measures a student s knowledge of the California Science standards. Cognitive Academic Language (CALP) A cognitive demanding level of oral and written language proficiency needed for literacy and academic achievement. CELDT Annual assessment Results Annual report listing the overall and subtest CELDT scores for English learner students in the areas of listening, speaking, reading, and writing. Cross-Cultural Language Academic Development (CLAD) A state credential or certificate which authorizes a teacher to instruct students using ELD and SDAIE. Cultural Proficiency (Lindsey, Robins, & Terrell, 2003) The knowledge, skills, and attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in cross-cultural settings. -D- Dual Language Immersion Program A program option whose goal is to build bilingualism and bi-literacy through 50% Spanish instruction. -E- Emerging Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. Expanding Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistics structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. English Language Mainstream (ELM) A classroom setting for ELs who have reasonable fluency. ELs receive ELD and additional supports to help them access core curriculum. English Language Development (ELD) Systematic, daily, leveled, standard-based instruction in the English language for students who have been identified as English learners. English Learner (EL) A classification used in California to identify a student who is not currently proficient in English and whose primary language is not English. An EL student is referred to as a Limited English Proficient (LEP) in federal law. English Learner Advisory Committee ELAC) A site-level committee that advises the principal and school staff on programs and services for English Learners. English Only (EO) A student with a primary language of English and no other language is evident. -F- Federal Program Monitoring (FPM) 87

98 A state review process focused on determining whether a district s programs are in compliance with federal and state law and regulations. Formative Assessment Formative assessments are ongoing exams, observations, and/or reflections that are given in order to improve instruction and provide students with feedback throughout the learning process. -G- Gifted and Talented Education (GATE) A program/designation for students who have demonstrated excellence or capacity for excellence far beyond that of their peers according to district established criteria. -H- Home Language Survey (HLS) A questionnaire, required in California public schools, to be completed by parents at the time of registration, which elicits information about the language background of the child, to determine the primary language of the student. Home School Compact A document that outlines how parents/guardians, the entire school staff, and students will share responsibility for improving student academic achievement. -I- Individualized Education Plan (IEP) A plan that specifies the goals, objectives, and programs offered for a special education student. It also identifies the learning disability. Initially Fluent English Proficient (I-FEP) A language classification given to students with a primary language other than English who demonstrated fluency on the CELDT upon initial testing. -J- -K- -L- Local Control Accountability Plan Plan created by districts that includes community input and describes the district s overall vision for students, annual goals, and specific actions the districts will take to achieve the vision and goals. Local Education Agency Plan (LEA Plan) Required for all local educational agencies (districts) for receiving federal funding. The LEA Plan describes the actions that district will take to ensure certain programmatic requirements are met, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and Achievement developed by the LEA s schools. -M- Mainstream English The general program option for students who are English Only, Initially Fluent English Proficient (I-FEP), or Reclassified Fluent English Proficient (R-FEP). -N- Native English Speaker A student whose native language is English according to the responses indicated on the student s Home Language Survey completed by the parent/guardian at the time of enrollment. Inter-district transfer For students living outside CUSD attendance area who are requesting to enroll in a CUSD school. Usually requires approval by both the resident district and the receiving district. Intra-district Transfer A request by the parents to transfer a child from CUSD resident school (home school) to another non-resident school within CUSD attendance area. 88 -O- -P- Parental Exception Waivers

99 A form which is requested and signed by parents or legal guardians of English Learners annually to waive the requirement to be placed in an instructional program that is overwhelmingly in English (i.e. Structured Language Immersion, English Language Mainstream programs, or alternative programs) Primary Language (L1) The language that has been identified as the student s native or home language. Primary Language Instruction Primary language instruction consists of direct lessons in and through the primary language. The instruction makes use of grade-level materials in the primary language (textbooks, audio-visuals, electronic media, and internet resources) that meet state content standards. Primary Language Support Different than Primary Language Instruction in that it does not include direct lessons, assignments, or assessments in the primary language but may be provided and used to support students within a SLI or ELM setting as a means of increasing access to core curriculum taught in English. Professional Learning Community (PLC) A conceptual model that focuses on the following questions to improve student achievement: What do we want students to learn? How will we know they have learned? How will we respond when learning has not occurred? How will we respond when learning has already occurred? Proposition 227 A 1998 California ballot measure requiring children to be taught in classrooms where the instruction was overwhelmingly in English, unless students have an approved Parental Exception Waiver. -Q- -R- and staffing information of those providing instruction to English Learners. Reasonable Fluency A level of English proficiency as determined by a student s overall CELDT score at a high-intermediate stage or higher with no domain (listening, speaking, reading, and writing) lower than 3. Reclassified Fluent English Proficient (R-FEP) A classification given to students who are once identified as English Learners who have met all of the district s criteria to be considered Fluent English Proficient (FEP) Research-Based Lesson Design A model of Explicit Direct Instruction accompanied with English Learner scaffolds or strategies that make the content comprehensible for students (see section on SDAIE in Chapter 2). -S- Scaffold A support or strategy provided at a rigorous academic level making instructional input comprehensive. School Site Council A group of teachers, parents, administrators, and interested community members who work together to develop and monitor a school s improvement plan. It is a legally required decision-making body for any school receiving federal funds. Single Plan for Student Achievement (SPSA) A plan approved by the School Site Council which outlines the goals, actions, timelines, and budgetary resources for continuous school improvement. Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English Learners. Reclassification (formerly known as Re-designation) A process that is used to determine whether a student has met all of the established district criteria for determining proficiency in English. A reclassified student moves from an English Learner to Reclassified Fluent English Proficient and often results into a change in program placement. R-30 Language Census Report A state-required annual census of each school which reports the numbers of English Learners and Fluent English Proficient students by primary language, annual reclassifications, instructional programs and services, 89 Structured English Immersion (SEI) An instructional model, designed for English Learners with less than reasonable fluency in English. Core content is taught in English through the English acquisition process. Student Success Team (SST) A team consisting possibly of the classroom teacher, parents/guardians, administrators, curriculum/el specialist, and school psychologist (as needed) to discuss academic and/or behavioral concerns and

100 interventions for individual students using the Response to Instruction and Intervention model. Compton Unified School District Summative Assessment An assessment that is given at a pre-determined time. The goal of summative assessments is to judge student competency after instructional phase is completed (CAASPP, CST, CMA, CAPA). -T- -U- -V- -W- -X- 90

101 Appendix A Home Language Survey Compton Unified School District 91

102 92

103 Appendix B ELAC Interview Protocol Compton Unified School District COMPTON UNIFIED SCHOOL DISTRICT Department of Operations, Maintenance, Grounds and Transportation Office of Williams Lawsuit Legislation ELAC Interview Protocol Date: ELAC Questions/Documents 1. Introduce Team (translator may be needed). 2. How many are ELAC MEMBERS? 3. (How)? Describe how you become ELAC members. 4. Describe/Explain your duties and responsibilities. 5. Describe the last ELAC meeting you had. 6. Tell us the training/meeting you had had. Re: Your duties/responsibilities 93

104 7. How did you select your DELAC Rep? Documents to review: 1. Annual calendar of meetings/workshops. Yes No 2. Their, Sign In, minutes, agenda for each ELAC meeting. 94

105 Appendix C Designated ELD Observation Tool K-12 Designated ELD Observation Tool School: Date: Grade: Teacher: Subject : Visitor s Role/Name: Lesson Components Evidence/Comments Content/Materials Content Objectives Posted Language Objectives Posted Use of ancillary text and other materials. Visuals/Realia Academic Sentence Frames Evidence of Integrated ELD (ELD Standards) Instruction Language and Content Objectives are clearly conveyed to students. Comprehensible Input Strategies Questioning strategies for various levels. Activating/Building Background and Making Connections across Academic concepts. Language is modeled and practiced by students. Varied scaffolding strategies Lesson Delivery: I DO, WE DO, YOU DO Lessons incorporate use of all language domains: (Listening, speaking, reading, writing) Provide frequent opportunities for structured interactions between teacher/student and among students. Checking for Understanding Student Actions Use of Academic Vocabulary when speaking and in Self-reflect and evaluate their writing. Other: learning. Next Steps 95

106 SDAIE Instruction Content and Language Objectives Activating/Building Prior Knowledge Comprehensible Input Questioning Strategies Lesson Delivery Description/Examples Lessons include both language and content objectives. Students understand the language and content objectives of the lesson. Planned questions or tasks presented before or after a topic is introduced that enables students to connect the curriculum with their own culture and experiences. Engaging students in meaningful activities that incorporate prior learning. Use of graphic organizers to help students activate/build their prior knowledge. Using heterogeneous grouping and cooperative learning to facilitate the sharing of prior knowledge. Modified speech and language Total Physical Response (TPR) Realia/Visuals Instruction +1 level of proficiency Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities) Asks questions that are open-ended/referential. Encourages students to question each other. Poses a variety of questions at different levels and uses appropriate questioning techniques. Allows sufficient response time for students to answer questions. Teacher Modeling (I DO) Guided Practice (WE DO) Independent Practice (YOU DO) Teacher models Academic Vocabulary Academic Language Students use academic language when speaking with appropriate language support (sentence frames, teacher modeling). Varied instructional grouping. Think-Pair-Share Structured Interactions Cooperative Learning Structured Interaction Scaffolding is both planned in advance and provided just in time. Scaffolding Use of visuals, graphic organizers, realia, and thinking maps, Clarification Reflection Increased wait time. Thumbs up/down Checking for Understanding Whiteboards Teacher roving room listening to student responses and providing corrective feedback. Teacher asks question to find out if understanding has been achieved. Integration of listening, speaking, reading, and writing Students have multiple opportunities to practice listening, speaking, reading, and writing throughout the lesson. 96

107 Appendix D Compton Unified School District Integrated ELD Observation Tool K-12 Integrated ELD Observation Tool (SDAIE) School: Date: Grade: Teacher: Subject : Visitor s Role/Name: Content/Materials Lesson Components Evidence/Comments Content Objectives Posted Language Objectives Posted Use of ancillary text and other materials. Visuals/Realia Academic Sentence Frames Evidence of Integrated ELD (ELD Standards) Instruction Language and Content Objectives are clearly conveyed to students. Comprehensible Input Strategies Questioning strategies for various levels. Activating/Building Background and Making Connections across Academic concepts. Language is modeled and practiced by students. Varied scaffolding strategies Lesson Delivery: I DO, WE DO, YOU DO Lessons incorporate use of all language domains: (Listening, speaking, reading, writing) Provide frequent opportunities for structured interactions between teacher/student and among students. Checking for Understanding Student Actions Use of Academic Vocabulary when speaking and in Self-reflect and evaluate their writing. Other: learning. Next Steps 97

108 SDAIE Instruction Content and Language Objectives Activating/Building Prior Knowledge Comprehensible Input Questioning Strategies Lesson Delivery Description/Examples Lessons include both language and content objectives. Students understand the language and content objectives of the lesson. Planned questions or tasks presented before or after a topic is introduced that enables students to connect the curriculum with their own culture and experiences. Engaging students in meaningful activities that incorporate prior learning. Use of graphic organizers to help students activate/build their prior knowledge. Using heterogeneous grouping and cooperative learning to facilitate the sharing of prior knowledge. Modified speech and language Total Physical Response (TPR) Realia/Visuals Instruction +1 level of proficiency Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities) Asks questions that are open-ended/referential. Encourages students to question each other. Poses a variety of questions at different levels and uses appropriate questioning techniques. Allows sufficient response time for students to answer questions. Teacher Modeling (I DO) Guided Practice (WE DO) Independent Practice (YOU DO) Teacher models Academic Vocabulary Academic Language Students use academic language when speaking with appropriate language support (sentence frames, teacher modeling). Varied instructional grouping. Think-Pair-Share Structured Interactions Cooperative Learning Structured Interaction Scaffolding is both planned in advance and provided just in time. Scaffolding Use of visuals, graphic organizers, realia, and thinking maps, Clarification Reflection Increased wait time. Thumbs up/down Checking for Understanding Whiteboards Teacher roving room listening to student responses and providing corrective feedback. Teacher asks question to find out if understanding has been achieved. Integration of listening, speaking, reading, and writing Students have multiple opportunities to practice listening, speaking, reading, and writing throughout the lesson. 98

109 Appendix E Student Records Form COMPTON UNIFIED SCHOOL DISTRICT Department of Operations, Maintenance, Grounds and Transportation Office of Williams Lawsuit Legislation Cumulative Folder/Yellow Jacket Check Sheet Documents/Records Yes No Follow-up/Documentation Home Language Survey (District K-12 Registration Form) Initial Assessment Results and Parent Notification Initial CELDT Documents Pre-LAS Assessment Documents Request For CELDT Results (if and when applicable Annual Assessment Results and Parent Notification Reclassification Referral Form with signatures and Date (when applicable) Parental Notification of Reclassification (when applicable) Reclassification Check List Minutes of Reclassification Meeting Monitoring Information of RFEP Students (when applicable CELDT & CST Labels on the Yellow Jacket School: Principal: Date: Grade: Student Name: Reviewer (s): Re-designated Student: Yes No Follow up Date: Comments: 99

110 AppendixF Parent Notification and Program Placement COMPTON UNIFIED SCHOOL DISTRICT State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION (Grade 1) Name: School: Date: Primary Language: Student ID: DOB: Grade: Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation, and the program options that are available to your child according to state law and Title III. English Language Assessment Results Limited English Proficiency Identification Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency: Based on results of the California English Language Development Test (CELDT), your child may be identified as: English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program. English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. Fluent English Proficient (FEP) student and will be placed in the district s regular program of instruction. English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP) Program Placement Options and Descriptions for English Learners Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed. English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient ( FEP). Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more 100

111 students in one grade level at the same school request the alternative program, the school is required to provide this program. *** '** California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist. Note: At any time during the school year, you may have your child moved into the English Mainstream Program. NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program. right request program. in Program must s to a Waiver one al ten or c Reclassification Criteria The goal of the English Learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. The district s reclassification criteria are listed below: State-Required Criteria District-Required Criteria (EC section 313[d]) (CUSD Board Approved: October 13, 2015) English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain) AIMS Web (Grade 1) AIMS Web score (Winter or thereafter): 75 Percentile or higher SRI (Alternative Assessment): Lexile at grade level Writing Assessment District Writing Benchmark score: 3 or 4 (Standard Met or above) in a 4 point writing rubric, OR EL Writing Assessment: A score of 3 or above (Standard Met/Exceeded) in a 4 point writing rubric, OR EL writing Assessment: A score of 3 or above (Standard Met/Exceeded) in a 4 point writing rubric Please mark all that apply and return the completed form to your child s school. I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs offered in our school district. I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program I will be visiting my child's school site to apply for a Parental Exception Waiver. I understand that I have the right to move my child into the English Language Mainstream Program at any time. Please call the school if you would like to schedule a parent conference to discuss English language program options for your child. Parent's/Guardian's Signature Principal s Signature Parent's/Guardian's this Date Date 101

112 COMPTON UNIFIED SCHOOL DISTRICT Requisitos estatales y federales del Título III NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA (Grado 1) Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los estudiantes que todavía se encuentran aprendiendo esta lengua Nombre del Alumno: Numero de Identificaci6n del Alumno: Fecha de Nacimiento: Centro Escolar: Lengua materna: Fecha: Grado: Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee. Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III. Resultados de la Evaluación realizada en Lengua inglesa (CELDT) Identificación de un dominio limitado en Lengua Inglesa Destreza Eval uada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT Comprensi6n verbal Comprensi6n oral Lectura Escritura Nivel general de dominio lingüístico de inglés: *Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n facilitadas por los editores de las pruebas. Los editores de las pruebas Jes remitirán los resultados oficiales en un comunicado aparte. Estudiante de Inglés (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de Inmersión Estructurada del Idioma Ingles (SEI). Estudiante de Inglés (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles (ELM) Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito. Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán asignados según las directrices de su Plan de Educación Individualizada (IEP) Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de! estudiante cuando se hace necesario. 102

113 Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez apropiado en el idioma inglés (FEP).. Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL PETICIÓN DE EXENCIÓN -La instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma. Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo ***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5 grado; b) haber cumplido los 10 años; c) ser menor de IO anos,. haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de ***Aclaración: aprendizaje. Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar. Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM) Criterio de Reclasificación El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación: Criterio requerido por el estado Criterio requerido por el estado (EC sección 313[d]) (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio) AIMS Web (Grado 1) Calificación en el examen AIMS Web (Invierno): 75 Percentil (on Target) o superior, OR SRI (Examen alternativo): Lexile a nivel de grado Examen trimestral de escritura del Distrito: Calificación de 3 o 4 Examen de Escritura (Estándar alcanzado o supererado) basado en una rúbrica de escritura de 4 puntos Examen de Escritura del Departamento de Estudiantes de Ingles: Calificacion de 3 o 4 (Estandar alcanzadosuperado) basado en una rubrica de escritura de 4 puntos Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program) Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream Program), en cualquier momento, a lo largo del curso escolar. Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita. Firma del padre o tutor Firma del Director Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación. 103 Fecha Fecha

114 COMPTON UNIFIED SCHOOL DISTRICT State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION (Grade 2) Name: School: Date: Primary Language: Student ID: DOB: Grade: Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation, and the program options that are available to your child according to state law and Title III. English Language Assessment Results Limited English Proficiency Identification Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency: Based on results of the California English Language Development Test (CELDT), your child may be identified as: English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program. English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. Fluent English Proficient (FEP) student and will be placed in the district s regular program of instruction. English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP) Program Placement Options and Descriptions for English Learners Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed. English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient ( FEP). Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program. *** 104

115 '** California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist. Note: At any time during the school year, you may have your child moved into the English Mainstream P r o g r a m. NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program. right request program. in Program must s to a Waiver one al ten or c Reclassification Criteria The goal of the English Learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. The district s reclassification criteria are listed below: State-Required Criteria District-Required Criteria (EC section 313[d]) (CUSD Board Approved: October 13, 2015) English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain) District ELA Benchmark (Grade 2) ELA Benchmark score: 60% (standard Met/Exceeded) or higher, OR SRI (Alternative Assessment): Lexile at grade level Writing Assessment District Writing Benchmark score: 3 or 4 in a 4 point writing rubric (Standard Met/Exceeded) OR EL Writing Assessment: A score of 3 or above (Standards Met/Exceeded) in a 4 point writing rubric Please mark all that apply and return the completed form to your child s school. I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs offered in our school district. I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program I will be visiting my child's school site to apply for a Parental Exception Waiver. I understand that I have the right to move my child into the English Language Mainstream Program at any time. Please call the school if you would like to schedule a parent conference to discuss English language program options for your child. Parent's/Guardian's Signature Parent's/Guardian's this Date Principal Signature Date 105

116 DISTRITO ESCOLAR UNIFICADO DE COMPTON Requisitos estatales y federales del Título III NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA (Grado 2) Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los estudiantes que todavía se encuentran aprendiendo esta lengua Nombre del Alumno: Numero de Identificaci6n del Alumno: Fecha de Nacimiento: Centro Escolar: Lengua materna: Fecha: Grado: Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee. Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III. Resultados de la Evaluación realizada en Lengua lnglesa (CELDT) Identificación de un dominio limitado en Lengua Inglesa Destreza Eval uada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT Comprensi6n verbal Comprensi6n oral Lectura Escritura Nivel general de dominio lingüístico de inglés: *Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n facilitadas por los editores de las pruebas. Los editores de las pruebas Jes remitirán los resultados oficiales en un comunicado aparte. Estudiante de Ingles (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de Inmersión Estructurada del Idioma Ingles (SEI). Estudiante de Ingles (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles (ELM) Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito. Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán asignados según las directrices de su Plan de Educación Individualizada (IEP) Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de! estudiante cuando se hace necesario. Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin 106

117 de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez apropiado en el idioma ingles (FEP).. Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL PETICIÓN DE EXENCIÓN -La instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma. Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo ***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5 grado; b) haber cumplido los 10 años; c) ser menor de IO anos,. haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de ***Aclaración: aprendizaje. Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar. Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM) Criterio de Reclasificación El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación: Criterio requerido por el estado (EC sección 313[d]) Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio) Examen Trimestral de Inglés del Distrito Examen de Escritura Calificación del examen de inglés trimestral del Distrito: 60% (Estándar conseguido /Superado) o superior, O SRI (Examen alternativo): Lexile a nivel de grado Examen trimestral de escritura del Distrito: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de 4 puntos Examen de Escritura del Departamento de Estudiantes de Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rubrica de escritura de 4 puntos Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program) Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream Program), en cualquier momento, a lo largo del curso escolar. Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita. Firma del padre o tutor Firma del Director Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación. 107 Fecha Fecha

118 COMPTON UNIFIED SCHOOL DISTRICT State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION (Grades 3-5) Name: School: Date: Primary Language: Student ID: DOB: Grade: Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation, and the program options that are available to your child according to state law and Title III. English Language Assessment Results Limited English Proficiency Identification Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency: Based on results of the California English Language Development Test (CELDT), your child may be identified as: English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program. English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. Fluent English Proficient (FEP) student and will be placed in the district s regular program of instruction. English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP) Program Placement Options and Descriptions for English Learners Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed. English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient ( FEP). Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program. *** 108

119 Compton Unified School District '** California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist. Note: At any time during the school year, you may have your child moved into the English Mainstream program. NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program. right request program. in Program must s to a Waiver one al ten or c Reclassification Criteria The goal of the English Learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. The district s reclassification criteria are listed below: State-Required Criteria District-Required Criteria (EC section 313[d]) (CUSD Board Approved: October 13, 2015) English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain) CAASPP (3-5) CAASPP ELA Overall score: Level 3 or higher (Standard OR Met/Exceeded), SBAC Interim Comprehensive Assessment OR OR CAASPP Reading Claim score: Above Standard, SRI OR Reading District Benchmark score: 60% (Standard Met/Exceeded) or higher OR SRI Score: Grade-level Reading Lexile or higher Writing Assessment, OR CAASPP District Writing Benchmark score: 3 or 4 (Standard Met/Exceeded) in a 4 point writing rubric, OR CAASPP Writing Claim score: Above Standard OR EL Writing Assessment: A score of 3 or above (Standards Met/Exceeded) in a 4 point writing rubric Please mark all that apply and return the completed form to your child s school. I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs offered in our school district. I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program I will be visiting my child's school site to apply for a Parental Exception Waiver. I understand that I have the right to move my child into the English Language Mainstream Program at any time. Please call the school if you would like to schedule a parent conference to discuss English language program options for your child. Parent's/Guardian's Signature Principal s Signature Parent's/Guardian's this 109 Date Date

120 COMPTON UNIFIED SCHOOL DISTRICT Requisitos estatales y federales del Título III NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA (Grades 3-5) Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los estudiantes que todavía se encuentran aprendiendo esta lengua Nombre del Alumno: Numero de Identificaci6n del Alumno: Fecha de Nacimiento: Centro Escolar: Lengua materna: Fecha: Grado: Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee. Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III. Índice de Graduación Resultados de la Evaluación realizada en Lengua lnglesa (CELDT) Identificación de un dominio limitado en Lengua Inglesa Destreza Evaluada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT Comprensi6n verbal Comprensi6n oral Lectura Escritura Nivel general de dominio lingüístico de inglés: *Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n facilitadas por los editores de las pruebas. Los editores de las pruebas les remitirán los resultados oficiales en un comunicado aparte. Estudiante de Ingles (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de Inmersión Estructurada del Idioma Ingles (SEI). Estudiante de Ingles (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles (ELM) Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito. Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán asignados según las directrices de su Plan de Educación Individualizada (IEP) Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de! estudiante cuando se hace necesario. Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez apropiado en el idioma ingles (FEP).. Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL PETICIÓN DE EXENCIÓN -La instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades 110

121 necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma. Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo ***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5 grado; b) haber cumplido los 10 años; c) ser menor de IO anos,. haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de ***Aclaración: aprendizaje. Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar. Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM) Criterio de Reclasificación El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación: Criterio requerido por el estado (EC sección 313[d]) Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio) CAASPP O SBAC Interim Comprehensive Assessment O SRI CAASPP ELA - Calificación global: Nivel 3 o superior (Standard conseguido/superado), O CAASPP- Calificación del área de lectura: Por encima del estándar, O Examen trimestral de lectura del distrito -Calificación: Nivel 3 (Standard alcanzado/superado) o superior Examen de Escritura, O CAASPP SRI- Calificación: Lexile a nivel de grado o superior Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar conseguido/superado) basado en una rúbrica de 4 puntos, O CAASPP Sección de escritura: Por encima del estándar Examen de Escritura del Departamento de Estudiantes de Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de escritura de 4 puntos Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program) Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream Program), en cualquier momento, a lo largo del curso escolar. Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita. Firma del padre o tutor Firma del representante de! Distrito Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación. Fecha Fecha 111

122 COMPTON UNIFIED SCHOOL DISTRICT State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION (Grades 6-8) Name: School: Date: Primary Language: Student ID: DOB: Grade: Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation, and the program options that are available to your child according to state law and Title III. English Language Assessment Results Limited English Proficiency Identification Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency: Based on results of the California English Language Development Test (CELDT), your child may be identified as: English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program. English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. Fluent English Proficient (FEP) student and will be placed in the district s regular program of instruction. English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP) Program Placement Options and Descriptions for English Learners Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed. English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient ( FEP). Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program. *** '** California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must 112

123 Compton Unified School District meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist. Note: At any time during the school year, you may have your child moved into the English Mainstream program. NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Reclassification Criteria Program. right request program. in Program must s to a Waiver one al ten or c The goal of the English Learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. The district s reclassification criteria are listed below: State-Required Criteria District-Required Criteria (EC section 313[d]) (CUSD Board Approved: October 13, 2015) English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain) CAASPP (6-8) CAASPP ELA Overall score: Level 3 or higher (Standard OR Met/Exceeded), SBAC Interim Comprehensive Assessment OR OR CAASPP Reading Claim score: Above Standard, SRI OR District Reading Benchmark Assessment score: 60% (Standard Met/Exceeded) or higher OR Writing Assessment, OR CAASPP SRI Score: Grade-level Reading Lexile or higher District Writing Benchmark score: 3 or 4 (Standard Met/Exceeded) in a 4 point writing rubric, OR CAASPP Writing Claim score: Above Standard OR EL Writing Assessment: A score of 3 or above (Standards Met/Exceeded) in a 4 point writing rubric Please mark all that apply and return the completed form to your child s school. I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs offered in our school district. I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program I will be visiting my child's school site to apply for a Parental Exception Waiver. I understand that I have the right to move my child into the English Language Mainstream Program at any time. Please call the school if you would like to schedule a parent conference to discuss English language program options for your child. Parent's/Guardian's Signature Principal s Signature Parent's/Guardian's this Date Date 113

124 COMPTON UNIFIED SCHOOL DISTRICT Requisitos estatales y federales del Título III NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA (Grados 6-8) Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los estudiantes que todavía se encuentran aprendiendo esta lengua Nombre del Alumno: Numero de Identificaci6n del Alumno: Fecha de Nacimiento: Centro Escolar: Lengua materna: Fecha: Grado: Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee. Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III. Resultados de la Evaluación realizada en Lengua lnglesa (CELDT) Identificación de un dominio limitado en Lengua Inglesa Destreza Eval uada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT Comprensi6n verbal Comprensi6n oral Lectura Escritura Nivel general de dominio lingüístico de inglés: *Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n facilitadas por los editores de las pruebas. Los editores de las pruebas Jes remitirán los resultados oficiales en un comunicado aparte. Estudiante de Ingles (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de Inmersión Estructurada del Idioma Ingles (SEI). Estudiante de Ingles (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles (ELM) Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito. Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán asignados según las directrices de su Plan de Educación Individualizada (IEP) Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de! estudiante cuando se hace necesario. Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez apropiado en el idioma ingles (FEP).. Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL PETICIÓN DE EXENCIÓN -La instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades 114

125 necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma. Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo ***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5 grado; b) haber cumplido los 10 años; c) ser menor de IO anos,. haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de ***Aclaración: aprendizaje. Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar. Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM) Criterio de Reclasificación El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación: Criterio requerido por el estado (EC sección 313[d]) Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio) CAASPP O SBAC Interim Comprehensive Assessment O SRI CAASPP ELA - Calificación global: Nivel 3 o superior (Estándar alcanzado/superado), O CAASPP- Calificación del área de lectura: Por encima del estándar, O Examen Trimestral de Lectura del Distrito-Calificación: Nivel 3 (Estándar Alcanzado/Superado) o superior Examen de Escritura, O CAASPP SRI- Calificación: Lexile a nivel de grado o superior Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar conseguido/superado) basado en una rúbrica de 4 puntos, O CAASPP Sección de escritura: Por encima del estándar O Examen de Escritura del Departamento de Estudiantes de Ingles: Calificación de 3 o 4 (Estándar alcanzado/superado) basado en una rúbrica de escritura de 4 puntos Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program) Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream Program), en cualquier momento, a lo largo del curso escolar. Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita. Firma del padre o tutor Firma del representante de! Distrito Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación. Fecha Fecha 115

126 COMPTON UNIFIED SCHOOL DISTRICT State and Federal Title III Requirements ANNUAL ASSESSMENT RESULTS AND PARENT NOTIFICATION (Grades 9-12) Name: School: Date: Primary Language: Student ID: DOB: Grade: Dear Parent(s)/Guardia n(s): Upon enrollment, a language other than English was noted on your child's Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments, your child's program placement, our recommendation, and the program options that are available to your child according to state law and Title III. Graduation Rate English Language Assessment Results Limited English Proficiency Identification Skill Area Raw Score Scale CELDT Proficiency Level Listening Speaking Reading Writing Level of Language Competency: Based on results of the California English Language Development Test (CELDT), your child may be identified as: English Learner (EL) with less than reasonable fluency in English and will be assigned to the Structured English Immersion Program. English Learner (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. Fluent English Proficient (FEP) student and will be placed in the district s regular program of instruction. English learners, who are also identified as learning disabled students, will be assigned according to their Individualized Education Plan (IEP) Program Placement Options and Descriptions for English Learners Structured English Immersion (SEI): provides instruction primarily in English and includes the following: a sequential ELD program including language arts sheltered English content with primary language support as needed. English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient ( FEP). Alternative Program (Alt): A bilingual program for English language acquisition for pupils in n which much or all of the instruction, textbooks, and teaching materials are in the child's native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program. *** '** California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child's school each year, and he/she must 116

127 meet one of the following criteria: a) knows English and academically performs at least at the 5' grade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist. Note: At any time during the school year, you may have your child moved into the English Mainstream program. right request program. in Program must s to a Waiver one al ten or c Reclassification Criteria The goal of the English Learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. The district s reclassification criteria are listed below: State-Required Criteria District-Required Criteria (EC section 313[d]) (CUSD Board Approved: October 13, 2015) English Language Proficiency Assessment (CELDT) CELDT Overall Score: Level 4 & 5 A score of 3 in all domains (A score of 2 in only one domain) CAASPP CAASPP ELA Overall score: Level 3 or higher (Standard OR Met/Exceeded), SBAC Interim Comprehensive Assessment OR OR CAASPP Reading Claim score: Above Standard, SRI OR District Reading Benchmark Assessment score: 60% (Standard Met/Exceeded) or higher OR SRI Score: Grade-level Reading Lexile or higher Writing Assessment, OR CAASPP Please mark all that apply and return the completed form to your child s school. District Writing Benchmark score: 3 or 4 (Standard Met/Exceeded) in a 4 point writing rubric, OR CAASPP Writing Claim score: Above Standard, OR EL Writing Assessment: A score of 3 or above (Standards Met/Exceeded) in a 4 point writing rubric I received information about the English Learner programs: Structured English Immersion, English Language Mainstream, and Alternative Programs offered in our school district. I understand that I have the right to apply for a Parental Exception Waiver for the purpose of selecting an Alternative Program I will be visiting my child's school site to apply for a Parental Exception Waiver. I understand that I have the right to move my child into the English Language Mainstream Program at any time. Please call the school if you would like to schedule a parent conference to discuss English language program options for yo Parent/Guardian s Signature Parent's/Guardian's this Date Principal s Signature Date 117

128 COMPTON UNIFIED SCHOOL DISTRICT Requisitos estatales y federales del Título III NOTIFICACION ANUAL DE LOS RESULTADOS E INFORMACION PATERNA (Grados 9-12) Evaluaci6n del nivel de dominio de la lengua inglesa y programas de enseñanza recomendados para los estudiantes que todavía se encuentran aprendiendo esta lengua Nombre del Alumno: Numero de Identificaci6n del Alumno: Fecha de Nacimiento: Centro Escolar: Lengua materna: Fecha: Grado: Estimado(s) Padres(s) o Tutores: Durante la inscripción, se ha advertido que un idioma diferente al inglés ha sido marcado en la Encuesta de Idioma hablado en el hogar. Según la ley de California, se requiere que nuestro distrito escolar evalué el dominio tanto en inglés como en la lengua materna que su hijo posee. Este formulario tiene como finalidad informarle(s) de los resultados obtenidos por su hijo en los mencionados exámenes, el programa de emplazamiento de su hijo, nuestras recomendaciones, así como las opciones referentes a los programas que están disponibles para su hijo de acuerdo con la ley y con el Titulo III. Índice de Graduación Resultados de la Evaluación realizada en Lengua lnglesa (CELDT) Identificación de un dominio limitado en Lengua Inglesa Destreza Eval uada Puntuaci6n cruda Puntuaci6n estándar Nivel de dominio CELDT Comprensi6n verbal Comprensi6n oral Lectura Escritura Nivel general de dominio lingüístico de inglés: *Estas puntuaciones se expresan en funci6n de la puntuaci6n promedio del distrito, calculada a partir de las claves de puntuaci6n facilitadas por los editores de las pruebas. Los editores de las pruebas Jes remitirán los resultados oficiales en un comunicado aparte. Estudiante de Ingles (EL) con menos de razonable fluidez en inglés. Será asignado al Programa de Inmersión Estructurada del Idioma Ingles (SEI). Estudiante de Ingles (EL) con fluidez razonable en inglés. Sera asignado al Programa General de Ingles (ELM) Dominio de la Fluidez en Ingles (FEP)-el estudiante atenderá el programa educativo regular del distrito. Los Estudiantes de Ingles que han sido identificados como estudiantes con problemas de aprendizaje, serán asignados según las directrices de su Plan de Educación Individualizada (IEP) Opciones y Descripción de los Programas de Emplazamiento para los Estudiantes de Ingles Programa de inmersión estructurada a la lengua inglesa ( Structured English Immersion-SEI): La enseñanza se imparte, fundamentalmente, en lengua inglesa e incluye: una metodología ELD de carácter secuencial que abarca contenidos de! área de lenguaje y que se enfoca en la enseñanza en lengua inglesa con apoyo en la lengua maternal de! estudiante cuando se hace necesario. Programa general en lengua inglesa (English Language Mainstream-ELM): La enseñanza se imparte enteramente en lengua inglesa y se basa en el aprendizaje de los contenidos de los estándares académicos estatales propios del nivel educativo que se trate. El estudiante continua recibiendo la formaci6n complementaria que precise a fin de adquirir un dominio pleno de la lengua inglesa para reunir los requisitos necesarios y ser reclasificado como con nivel de fluidez apropiado en el idioma ingles (FEP).. 118

129 Programa alternativo (Alternative Program-ALT): PROGRAMAS DE INMERSION DUAL PETICIÓN DE EXENCIÓN -La instrucción es en el idioma natal con el propósito de mejorarlo. Al mismo tiempo el estudiante adquiere las habilidades necesarias en el idioma inglés y las destrezas académicas para que sus conocimientos estén al nivel o por encima del grado correspondiente. Todos los días hay clases de Desarrollo del inglés como segundo idioma. Los Padres/Tutores tienen el derecho de solicitar una exención de excepción para solicitar un programa alternativo ***La legislación estatal de California proporciona a los padres la opción de inscribir a sus hijos en un programa de enseñanza alternativo. Si desea inscribir a su hijo en un programa alternativo, debe cumplimentar una solicitud paterna de exclusión (parental exceptión waiver), en la secretaria de la escuela de su hijo al inicio de cada curso escolar. Ha de tener en cuenta que su hijo debe cumplir una de las condiciones siguientes: a) saber inglés y tener un rendimiento académico igual o superior al supuesto para los estudiantes de 5 grado; b) haber cumplido los 10 años; c) ser menor de IO anos,. haber permanecido en una clase en la que la enseñanza se impartía enteramente en lengua inglesa durante 30 días y presentar necesidades de ***Aclaración: aprendizaje. Puede solicitar que su hijo pase al Programa en lengua inglesa ( English Mainstream Program) en cualquier momento del curso escolar. Nota: En cualquier momento durante el curso escolar, su hijo puede ser transferido al Programa General del Idioma Ingles (ELM) Criterio de Reclasificación El objetivo del programa para Estudiantes de Ingles es que los estudiantes adquieran competencia total en inglés y asimilen los estándares estatales para obtener un progreso académico tan rápido como sea posible. El criterio de reclasificación del distrito se describe a continuación: Criterio requerido por el estado (EC sección 313[d]) Criterio requerido por el estado (CUSD aprobado por la Junta Directiva: 13 de Octubre de 2015) Examen de Competencia en Lengua Inglesa (CELDT) Calificación Global en CELDT: Niveles 4 & 5 Una calificación de 3 en todos los dominios (Se permite una calificación de 2 en solamente un dominio) CAASPP O SBAC Interim Comprehensive Assessment O SRI CAASPP ELA - Calificación global: Nivel 3 o superior (Estándar alcanzado/superado), O CAASPP- Calificación del área de lectura: Por encima del estándar, O Examen Trimestral de Lectura del Distrito-Calificación: Nivel 3 (Estándar alcanzado/superado) o superior Examen de Escritura, O CAASPP SRI- Calificación: Lexile a nivel de grado o superior Examen trimestral de escritura del Distrito: Calificación de 3 o 4 ( Estándar alcanzado/superado) basado en una rúbrica de 4 puntos, O CAASPP Sección de escritura: Por encima del estándar, O Examen de Escritura del Departamento de Estudiantes de Ingles: Calificación de 3 o 4 (Estándar conseguido/superado) basado en una rúbrica de escritura de 4 puntos Marque las casillas que correspondan, firma, y devuelva este formulario a la escuela de su hijo. He recibido información sobre los programas de enseñanza que se ofrecen en nuestro distrito escolar para los estudiantes que se Encuentran aprendiendo la lengua inglesa ( English Learner Program): el Programa de inmersión estructurada a la lengua inglesa (Structured English Immersion ), el Programa en lengua inglesa (English Language Mainstream) y el Programa alternativo (Alternative Program) Entiendo que tengo derecho a presentar una solicitud patena de exención (Parental Exception Waiver) si deseo elegir un programa de enseñanza alternativa para mi hijo. Voy a acudir a la escuela de mi hijo en persona para presentar la solicitud paterna de exclusión (Parental Exception Waiver). Entiendo que tengo derecho a solicitar que mi hijo pase a incorporarse al Programa en lengua inglesa (English Language Mainstream Program), en cualquier momento, a lo largo del curso escolar. Si desea reunirse con el personal de la escuela para discutir referente a los programas de aprendices de inglés más adecuados para su hijo, llame al teléfono para hacer una cita. Firma del padre o tutor Firma del representante de! Distrito Las iniciales del Padre/Tutor afirman que han recibido la versión en español de esta notificación. 119 Fecha Fecha

130 Appendix G Parental Waiver COMPTON UNIFIED SCHOOL DISTRICT PARENTAL WAIVER REQUEST Student Last Name First MI. School Grade Date of Birth Language Level I believe that the Mainstream English Language Program and the Structured English Immersion Program will not meet my child s education needs. I request a waiver, which will allow my child to be instructed in English and in the target language through the Alternative Program (Dual Language Program) which has been thoroughly described to me. I understand that English and the target language instructional materials will be used, that instruction will occur in both languages, and that the objective for my child is to achieve literacy and fluency in English and in the target language. Parent Signature Date Please complete the Parental Waiver Request and return it to the school office in person. FOR SCHOOL USE ONLY Date received Waiver request granted and the student will be placed in the following Master Plan Program for English Learners This program is only available at all schools when there are 20 or more students in a grade level. Waiver request denied. The parent has been informed in writing of the reason(s) for the denial of the waiver and has been informed of the procedures for appeal. Principal Signature Date Distribution: White: Cum Folder Yellow: District Office Pink: Parent/Guardian 120

131 DISTRITO ESCOLAR UNIFICADO DE COMPTON PETICIÓN PARA PERMISO DE EXENCIÓN PARENTAL Apellido paterno del estudiante Nombre Escuela Grado Fecha de Nac. Nivel de dominio (Idioma) Creo que el Programa de estudio General de inglés y el Programa de Inmersión en Inglés Estructurado no satisfacen las necesidades educativas de mi hijo. Solicito un permiso de excepción, que permitirá que mi hijo sea instruido en inglés y en la lengua solicitada por medio de un Programa Alternativo (Programas de Inmersión Dual) que me fue ampliamente descrito. Entiendo que se utilizarán materiales educativos en inglés y en la lengua solicitada, que la enseñanza se impartirá en ambas lenguas, y que el objetivo es que mi hijo adquiera competencia y fluidez tanto en ingles como en la lengua solicitada.. Firma del Padre/Madre o Tutor Fecha Por favor, completen esta Petición de Permiso de Exención Parental y devuélvanla a la oficina escolar en persona. SÓLO PARA EL USO DEL PERSONAL ESCOLAR: Fecha en la que se recibió la petición de Exención La petición es aprobada y el/la alumno/a será colocado/a en el siguiente programa del Plan Maestro para estudiantes de inglés Este programa se ofrece en todas las escuelas cuando se reúnen 20 o más estudiantes en un grado. La petición es denegada. Los padres han sido informados por escrito de la(s) razón(es) por la(s) que la petición de exención ha sido denegada y también han sido informados de los procedimientos para apelar la decisión. Firma del Director/a Fecha Distribution: White: Cum Folder Yellow: District Office Pink: Parent/Guardian 121

132 Appendix H Parental Exception Waiver Denial Form PARENTAL EXCEPTION WAIVER DENIAL FORM Student s Name Grade Room Date of Birth School Master Plan Program Requested: Dual Language On, you requested a Parental Exception Waiver for the school year Your request for the Parental Exception Waiver has been denied for the following reason(s): The following student assessments were reviewed in making the decision (documentation attached): You may contact the English Learner Services Department Director at (310) Ext to schedule an appointment to appeal the denial of your parental waiver request. I have been informed that my Parental Exception Waiver request has been denied and I understand that I may appeal this decision. Parent/Guardian Signature Date 122

133 NOTIFICACION DE NEGACION A LA EXENCION SOLICITADA POR LOS PADRES Nombre del Estudiante Grado Aula Fecha de Nacimiento Escuela Programa Solicitado: Inmersión Dual A día, usted solicitó una Exención para el curso escolar Su petición para la Exención ha sido denegada por la(s) siguiente(s) razón(es): Se revisaron las siguientes evaluaciones antes de tomar la decisión (documentos adjuntos): Usted puede contactar con el Director del Departamento de Servicios para Estudiantes de Inglés al número (310) Ext con el fin de pedir una cita y apelar la denegación de su solicitud. He sido informado que mi solicitud de Exención ha sido denegada y entiendo que puedo apelar la decisión. Firma del padre/tutor Fecha 123

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