Instruction for English Learners Procedures Manual

Transcription

1 Folsom Cordova Unified School District Instruction for English Learners Procedures Manual Updated for Implementation of Board Policy and Administrative Regulations 6174 Questions? Call Elena Cabrera, x ecabrera@fcusd.org 1

2 Special Terminology language minority student Every new student completes a Home Language Survey. If the answers to questions 1, 2, or 3 name a language other than English, the student is a language minority student, and will be assessed to determine if s/he is an English learner or is initially fluent in English. English learner fluent student LEP or EL or ELL. This is a student who has not met the criteria for proficiency in listening, speaking, reading, or writing English. Education Code 306 defines an English learner as a child who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English. I-FEP or R-FEP. This is a student who has another language in his/her background, but whose English skills in listening, speaking, reading, and writing English are similar to their English-only peers. I-FEP (initially identified as fluent) refers to new enrollees who are identified by testing and classroom performance in English Language Arts as fluent the first time they are tested in California. R-FEP (reclassified fluent) refers to students who once were English learners, and have been reclassified as fluent, based on testing and other factors. R-FEP students are able to compete effectively with English-speaking peers in mainstream classes. English proficient The State Board of Education defines a student as EP when s/he scores at overall Early Advanced or Advanced on the California English Language Development Test (CELDT), with all subtests at Intermediate or higher. English Language Development (ELD). Also ESL (English as a Second Language) or EFL (English as a Foreign Language). This is instruction that is designed to develop proficiency in the four areas of English. ELD is required for all English learners. Current adoptions for English Language Arts used by the district for K-8 (Houghton Mifflin, Holt) have met State Board of Education requirements for English Language Development for those reading within 2 years of grade level. Sheltered English Also specially designed academic instruction in English, or SDAIE. A set of strategies that focus on the key vocabulary and concepts for subject areas, with adaptation of instruction and assignments appropriate to the English proficiency levels of students. Standards for SDAIE classes are the key or focus standards that are part of the STAR blueprint; this is a focused course, not a watered-down course. primary language support Strategies to connect new English concepts to existing concepts or the development of vocabulary in the primary language. This may be through use of dictionaries and translation; primary language versions of content area texts; translations by peers, volunteers, parents, or employees. reclassification Also redesignation. This is the process of determining when an English learner has acquired the English skills necessary to succeed in classwork. 2

3 CELDT: EL-qualified SEI ELMC ELAC California English Language Development Test. Statewide mandatory test for all language minority students upon first enrollment in California schools, and annually for all English learners. Teachers of English learners provide ELD and SDAIE. They must hold an appropriate authorization from the Commission on Teacher Credentialing. The credential information on the ctc.ca.gov website indicates if the authorization covers ELD and/or SDAIE. Veteran teachers may be eligible for Certificate of Completion for Staff Development (for ELD, SDAIE, or both). Structured English Immersion. This is a state term that describes an instructional setting for English learners who do not yet have reasonable fluency in English. In this district, SEI is based on the program the student uses for English Avenues or Inside CA and Edge. English Language Mainstream Class. This is a state term that describes an instructional setting for English learners who have reasonable fluency in English. Students whose primary language program is Houghton-Mifflin or Holt are considered to be in an ELMC. Special ed class materials for English are also considered as ELMC. Within this setting, the teacher provides appropriate instructional services (ELD and/or SDAIE). A parent may request ELMC for a student that does not have reasonable fluency in English; the request is documented in writing with a withdrawal form, or in the form of a signed and dated request. English Learner Advisory Committee. This committee is required at schools with more than 20 English learners. The minimum size is 3: two parents of EL students and one staff member. The committee provides input to the school site council and to the district ELAC. Parents must be elected by parents of other English learners. 3

4 ENROLLMENT & ASSESSMENT UPON ENROLLMENT To determine a student s primary language and program eligibility, the parents of newly-enrolling students must complete a Home Language Survey (see Language Identification Form ) at the time of initial enrollment in the district. Students whose parents answer one of the following questions with a non-english language are to be entered into a database of language minority students by the Transitional English Programs office staff: (1) What language did your child use when first learning to talk? (1) What language does your child most often use at home? (1) What language do you most often use to talk to your child? These are language minority students. Site registrars will place one copy of the signed and dated Home Language Survey in the child s cum folder and send the other copy to the Transitional English Programs Office within 72 hours for evaluation, sorting, database entry, scheduling of assessments, and filing. PowerSchool Data Entry School registrars enter TBD (To Be Determined) in the Home Language/CALPADS page for each student who has a language other than English listed on lines 1, 2 or 3. After the initial mark of TBD, Transitional English will make further changes. TEP staff enter EL (English Learner), IFEP (Initial Fluent English Proficient), or RFEP (Reclassified Fluent English Proficient) after the necessary procedures are completed and documented. Primary Language use only the language entered on the Home Language Survey. After initial entry, do not make further changes; Transitional English staff will do that. WITHIN 30 CALENDAR DAYS: INITIAL ASSESSMENT Each student with entries on lines 1, 2, or 3 the Home Language Survey of a language other than English will be assessed within thirty calendar days of enrollment (for students enrolled in June through August, the date of enrollment is the first day of school). Students will be tested for English proficiency using the California English Language Development Test (CELDT), and that test will be the primary determinant for initial identification of English fluency status (see Decision Guide: Initial Identification of English Learners ). New students are tested with the CELDT throughout the year. Tests are scored locally (Initial CELDT) to plan appropriate placement and/or services. 4

5 Official CELDT scores are available on Cruncher. Local scores (Initial CELDT only) are given to the TEP reps once a month and are sent to the school principals for schools without TEP reps. Call Transitional English Programs ( ext.158) at any time to get local scores, past scores, and other information. Students are classified either as EL (English Learner) or IFEP (initially fluent). Classification as I-FEP occurs after checking with teachers to determine if class performance in English language arts is similar to English-only peers. If teachers are not available, or if they don t respond in a timely fashion, staff will use benchmark testing or grades to determine similarity to peers. Teacher input for determination of initial fluent status is not required, but it produces more valid results. Test results and notice of I-FEP status are sent to parents within 30 days of receipt of official scores (usually January). (See sample of IFEP notice to parents in the appendix). JULY 1 OCTOBER 31: ANNUAL ASSESSMENT Students who have been previously identified as English learners (LEP/EL) are tested annually with the California ELD Test (CELDT) between July 1 and October 31. Students who are not annually retested within that period are tested anyway and their tests locally scored; their tests cannot be submitted to the publisher for official scoring. Official results are generally received in late December or January, and students are either continued as English learners or reclassified to fluent status at that time (see Decision Guide: Reclassifying a Student and Fluency Classification Review form). Parents are notified of test results within 30 days. Parents of English learners also receive information about their right to request a waiver for alternative programs (bilingual education) and other information required by state and federal regulations. Parents of students who are under review for reclassification receive notification of test results. Once the review process is completed, parents are notified of change in status, and schools file the signed reclassification review form in the students cum folders. Letters are also sent to parents of continuing English learners within 30 days of the start of school, as required by No Child Left Behind. The letters contain previous year s CELDT results, current performance levels on the California Standards Test (English Language Arts), and the student s program placement for the current year (see Sheltered English Immersion, English Language Mainstream Classroom, Other). CELDT is required annually Once a student has been identified as an English learner, the student must be reclassified in order to no longer take the CELDT. 5

6 Students unable to participate in CELDT testing The CELDT administration information states that alternate assessments provide an alternate means to measure language proficiency of students with disabilities whose IEP teams have determined that they are unable to participate in the CELDT even with variations, accommodations, or modifications. IEP teams determine which students need alternate assessments and how they should be assessed. For now, we use the SOLOM (Student Oral Language Observation Matrix) for disabled students without basic communication skills. If the IEP team has determined that the student should take the California Alternate Performance Assessment (CAPA), then the student is assessed with the SOLOM. For students in special day classes at grades K-2, without previous STAR testing, the decision to use the SOLOM in place of the CELDT is made on a case-by-case basis. ELD Checklist There is an ELD Checklist ( for each overall fluency level, and these color-coded sheets are used by teachers to provide appropriate differentiation for English learners and to communicate English progress to students and parents. The local CELDT results and the appropriate ELD checklists are sent to teachers, usually within 2-4 weeks. We are aware that the overall level does not conform to the subtest levels. Teachers are encouraged to look at the standards at the next level for next step instructional planning. (In the future, we hope to produce custom checklists that provide more detailed information.) Official CELDT results are sent by the publisher in late December or early January. If there are scoring differences, changes are made then, and new ELD checklists sent to teachers. Teachers at elementary may use the ELD checklist in place of the English Language Arts section of the report card. Typically, this option is used for students at Beginning and Early Intermediate levels of fluency. ENGLISH LEARNER SERVICES What is Reasonable Fluency in English? For the purpose of ensuring receipt of appropriate instructional services in any instructional setting, under California compliance guidelines, the district defines reasonable fluency in English as a student who can demonstrate any of the following: 6

7 Students who have reasonable fluency in English are placed in English Language Mainstream Classroom (ELMC) instructional settings. Instructional Settings Students with less than reasonable fluency in English may be provided with instruction in one of four different types of classroom settings, defined by the state for compliance purposes. Instructional services (ELD/SDAIE) take place in any setting. Settings look different in departmentalized and multiple subject classrooms. o SEI is structured English immersion, and in this district is defined by the type of English program used. Students participate in replacement programs for a maximum of two years, unless there are extenuating circumstances documented through a student support team process. o Grades 1-5: Avenues Kindergarten: Houghton Mifflin, with Avenues as additional program for those at Beginning or Early Intermediate, usually in an extended day format. Students are listed as participating in an English Language Mainstream Classroom (below). o Grades 6-12: Inside CA and Edge o ELMC is an English language mainstream classroom ; students meet requirements for reasonable fluency. ELD/SDAIE services are provided as needed for classroom success. Classrooms typically have a mix of English-only, fluent, and English learner students. In departmentalized schools, sections may be sheltered English math, science, or social studies. o ELMC (parent request): parents may request assignment to an ELMC before the student meets criteria for reasonable fluency in English (i.e., a student at the beginning level). Parents should sign either the Language Identification Form ( withdraw from services ) or the Request for English Language Development Program Withdrawal/Denial of Enrollment (available in English and multiple languages from Special Services folder). Parents may also submit a signed and dated request. Copy of the request must be sent to Transitional English for compliance purposes. 7

8 o Alternative program is instruction in the student s primary language, which is offered where there are sufficient approved parental waivers (twenty at a grade level of the same language). There are three circumstances under which the parent may request an alternative program (see Parental Exception Waiver Request ). The district does not currently operate any alternative programs. Instructional Services English learners receive instructional services from EL-qualified teachers appropriate to their English language development needs, in any instructional setting. The State Board of Education has required that Houghton- Mifflin and Holt provide sufficient material and teacher direction to meet the requirements for English Language Development. The California Department of Education reviews programs for additional ELD, or instruction specifically designed for learners of English. Work on a revised framework for English language arts indicates that a stronger program for ELD will be included in the base program in Until then, the district provides ELD in the following formats: o Elementary high-intensity ELD, or newcomers : These students attend a centralized site, and use a board-approved replacement program, Avenues, for a maximum of two years of high intensity ELD. Students receive grade-appropriate content instruction for math, and focused key concept learning for science and social studies. o Elementary ELD integrated with Houghton Mifflin: EL students in English language mainstream classrooms receive appropriate ELD through Houghton Mifflin. Student performance on the CELDT and CST-ELA indicates that vocabulary size and grammar skills (verb tenses, subject-verb agreement, and use of pronouns) are key areas of ELD insufficiently addressed in the mainstream program. Beginning in , all elementary classrooms will supplement Houghton Mifflin with grammarfocused Daily Language Practice and use of Threshold Vocabulary (1000 high frequency words, General Services List). Many students also have ELD instruction/practice in extended day formats and/or via specialized software (Let s Go, Lexia, Rosetta Stone, Oxford Picture Dictionary, or OpenBook). o Secondary high-intensity ELD, or newcomers : These students attend Mills Middle School or Cordova High School, and use an approved replacement program designed for EL students, Inside CA and Edge, for a maximum of two years. They also take grade appropriate math, and learn standardsappropriate key vocabulary and concepts for science and social studies through Inside CA and Edge and or supplemental materials. o Secondary ELMC, or EL-Holt: Students who have completed Inside CA and Edge objectives are grouped for double periods of English Language Arts, using the adopted Holt program. Instruction is 8

9 focused on the key standards addressed by the high school exams, taught by qualified ELD teachers who use a variety of strategies to promote success in the regular material. Standards and benchmarks are the same as for mainstream Holt students. o Specially Designed Academic Instruction in English (SDAIE): An English learner requires differentiation and use of SDAIE strategies in any setting, delivered by EL-qualified teachers, to ensure access to the content of math, science and social studies. In departmentalized schools, the sections are also known as sheltered English. o Primary language support: these are strategies that link new English vocabulary, syntax, and conceptual relationships to the primary language. The teacher identifies the key concepts and bilingual staff explain them in the primary language. For older L1-literate students, dictionary translation of key terms is also used. Where feasible, Spanish English learners participate in preview of Houghton- Mifflin vocabulary, themes, and skills with Lectura, presented by a bilingual aide. Houghton-Mifflin story summaries are also available in Spanish ( Summary for state reporting purposes. In March of each year, the instructional settings and services are reported to the state for each English learner (R30 Language Census). This information is entered into SASI by Testing and Assessment. Below is a summary: Instructional Settings 300 Structured English Immersion (SEI) (Avenues, Inside CA and Edge) 301 Alternative Course of Study (bilingual education classes) 302 English Language Mainstream Classroom (ELMC) Instructional Services 330 ELD only (authorized teacher) 331 ELD and SDAIE (authorized teacher) 332 ELD and SDAIE (authorized teachers) and primary language support 303 Other (special ed classroom) 333 ELD and primary language instruction and SDAIE ((authorized teachers) 334 Other instructional language services (IEP, nonauthorized teacher of ELD/SDAIE, cross-age tutoring, EL extended day, etc) 335 Not receiving any English learner services Summer ELD program Summer school ELD programs are designed to accelerate acquisition of English. Students at beginning and early intermediate levels are invited to participate. EL-qualified teachers, bilingual assistants and high school 9

10 bilingual tutors provide a program that is supplemental to the regular program and focuses on vocabulary (especially in science), grammar, and comprehension. Community Heritage Language Programs Saturday school programs, organized by communities in the region, are offered for primary language literacy and concept development in Russian, Ukrainian, and Spanish. Parent donations (to the Refugee Educators Network) provide about half the support for the program. Students from 6-14 years of age may participate, and after 8 years (about 1,000 hours) of learning, students have been able to take the Language Proficiency exam offered by New York University and establish that their proficiency is equivalent to 4, 8, 12, or 16 college units (1-4 college classes). This has been helpful in meeting high school and college language requirements. Passport to your Future This 5-year grant program focuses on the needs of late-arriving Russian-speaking refugee students. Services include assistance in planning a future, options to passing the California High School Exit Exam, and intensive work on high-frequency vocabulary (General Services List and Academic Word List), taught in Russian and English on Saturdays. Special Education English learners are eligible for special education opportunities. Lack of prior schooling in and of itself is not a special education issue, although in many countries disabled children did not attend school. Once identified and placed, appropriate action to develop English language proficiency and to remove language barriers becomes part of the individualized education plan (IEP). The district s response to intervention protocol includes interventions appropriate for English learners and for those from disadvantaged backgrounds. The student s entire constellation of needs is addressed in the IEP, including ELD and primary language support. Speech and Language Services English language development for non-native speakers is not an appropriate reason for speech/ language services. The speech/language condition must exist in the other language. However, the speech/language pathologist may be a valuable school resource for teaching skills to staff that develop students English language vocabulary, syntax, and pronunciation. For example, use of minimal-pair drills is very important for learning English phonemes that do not exist in the student s home language. Title 1 Services English-learner status is sufficient for Title I eligibility for services at Title I sites. Particular attention is given to students from non-literate homes and those with little prior schooling. Title 1 may provide primary 10

11 language support and literacy development. Plan to Recoup Academic Deficits English learners are expected to make rapid progress in English fluency, but also take grade level math, science, and social studies while developing English fluency. Teachers of the core subjects identify the key standards, concepts, and vocabulary, and students focus their efforts on these essential pieces of the subject areas. For students with prior schooling and primary language literacy, this approach works very well. For students who have never been to school or who have limited schooling and primary language literacy, services are further refined, always focusing on what is essential in each subject area. Students may take longer to progress through the ELD/SDAIE sequence. They may take extended day, week or year programs to provide more time. They are a priority for the assistance of bilingual aides, who can build missing underlying skills. Services may include computer-assisted instruction that assumes no prior literacy and/or math skills. Schools also identify students by name who are not meeting standards as assessed every 6-12 weeks. Part of the analysis of need and design of interventions is a discussion of prior schooling. Targeted skill building has been effective for recouping academic deficits in most cases. Data analysis shows that about 5% of the district s 2,300 English learners are long-term English learners (who are not identified for special ed). They come from a variety of backgrounds with skills and abilities, but it appears that a significant portion are from non-literate families in communities where most adults have had little formal schooling. These students lack English vocabulary sufficient to negotiate most texts, as the acquisition of vocabulary in the home language and in English is limited by exposure and dependence on a fewer memory channels (auditory, primarily). One of the district s efforts to develop a stronger receptive vocabulary in all elementary students is use of Threshold Vocabulary (36 random lists) in every classroom. No Segregation No program shall sanction, perpetuate, or promote the segregation of students on the basis of race, ethnicity, religion, gender or socioeconomic status. Grouping for specific purposes is not segregation if there are clear entry and exit criteria and if the grouping is short-term. Non-discrimination This educational program is available to all qualified persons without regard to sex, sexual orientation, gender, ethnic group identification, race, ancestry, national origin, religion, color, or mental or physical disability. 11

12 CLASSIFICATION AS FLUENT I-FEP Some students are classified as fluent when they are first tested with the CELDT. This may include students who no longer have use of a language first learned. Once the official CELDT scores are received, TEP sends a form to the teacher (see Fluency Classification Review form), requesting teacher opinion as to classroom performance in reading/writing. For elementary grades, teachers may use the regular English language arts assessments that result in report card ratings of proficient or advanced. For secondary, performance of C or better in a mainstream English class is sufficient. Once the teacher opinion is received, the student s fluency status on SASI is changed to F (I-FEP). Students prior scores and fluency classification from other districts may be used. If official results are returned after the teacher has left for the summer, staff may infer teacher evaluation from benchmark results, grades, or other available information. R-FEP Reclassification (formerly, redesignation ) is the process of changing a student s fluency status from EL (English learner) to R-FEP ( reclassified as fluent ). (See Decision Guide: Reclassifying a Student and Fluency Classification Review form). Once the official CELDT scores are received, TEP sends a form to the teacher, requesting teacher opinion as to classroom performance in reading/writing. For elementary grades, teachers may use the regular English language arts assessments that result in report card ratings of proficient or advanced. For secondary, performance of C or better in a mainstream English class is sufficient. Once the teacher opinion is received, the student s parent is notified of the planned change, and invited to have a meeting. The parent must request the meeting within 10 days of the postmarked date of the notice. Once all information is documented, the student s SASI fluency is changed to R, and the school is provided with documentation for the teacher and the cum file. Students who do not meet all criteria remain as L (English learner). Students prior scores and fluency classification from other districts may be used. ANNUAL REVIEW A student s academic progress will be monitored annually after reclassification to see if the student is succeeding in the regular program. Students whose academic achievement falls will be provided with additional assistance through any available and appropriate intervention. There is currently no procedure for 12

13 reclassification from fluent to EL status. Ongoing district structures allow us to monitor the ongoing performance of reclassified fluent students. The Transitional English Program staff review the CST-ELA performance of all language minority students, including those who are classified as fluent. Information is shared with principals, who can include the student in the every student by name process, or otherwise look into factors related to performance at proficient or advanced levels. Sites also use Cruncher to identify students for intervention. Five sites with high language minority populations use Edusoft, which allows for disaggregation every 6-12 weeks, as well as tailored skills practice for individual students. High-incidence and other sites identify a teacher to serve as Transitional English Program rep, and these individuals have a responsibility to monitor the success of each language minority student at the school. PARENT NOTIFICATIONS Language Assessment Results Parents receive a report of the results of Initial Identification, along with the identification as either limited English proficiency or fluent proficient status. Parents receive a report of the results of Annual Assessment, and notification of status as English learner or consideration for reclassification. Test result reports are accompanied by an explanation in English and the major languages. Notice of Placement in Newcomers Center (SEI) Programs When first registering in the district, parents are provided with information on placement in Newcomers and Sheltered English programs (Language Identification form). Parents may request to withdraw the student from such services, and placement in an English Language Mainstream Class is immediate. The form also provides parents with information on the right to request a parent waiver for an instructional programs in a language other than English (alternative program) under certain conditions. Parents who do not choose Newcomers (Avenues/Inside CA and Edge) may also sign a form (Withdrawal from English Language Development/Denial of Enrollment) or sign and date a written request. Federal Required Notices Federal law (Leave No Child Behind Act of 2001) requires the following additional parent information for parents/guardians of English learners: o Within 30 days after the beginning of the school year, notice that their child is enrolled in a language 13

14 o o o o o o instruction program; Reasons for identification as limited English proficient and for need for language instruction educational program; Methods of instruction used in the program, and in other available programs, including content, instructional goals, and the use of English and the native language in instruction; How the program will meet the educational strengths and needs of their child; How the program will help their child learn English and meet age-appropriate achievement standards for grade promotion and graduation; and The criteria for exiting the program. The parent s rights, including the right to have their child immediately removed from the program upon request. These notices will be mailed to parents of English learners by the Testing and Assessment Programs office. (See sample letter, NCLB letter to parents of continuing English learners. ) Meaningful Contact with Parents Bilingual staff at sites and at the Transitional English Programs office provide the most meaningful contact with parents who don t speak English fluently or who don t understand the expectations and procedures of American schooling. Sites can also use Language Line to contact parents 24 hours/day, seven days/week, in 170 languages. Sites also have access to online standard translated documents at TransAct. Locally translated forms that are districtwide are available via the TransAct website as well. Schools also translate site-specific documents. If a school s March English learner census shows 15% or more of one language, the school must provide translated documents in that language. For , those schools and languages are: o Cordova Gardens Spanish o Cordova High Spanish o Cordova Meadows Spanish o Cordova Villa Spanish o Kinney High Spanish o Mills Spanish o Navigator Russian o Peter Shields Russian o Rancho Cordova Spanish o Williamson Spanish o White Rock Spanish 14

15 QUALIFIED STAFF Appropriate English learner authorization is defined in the statute as AB 1059 English Learner Content, Bilingual Crosscultural Language Academic Development (BCLAD), SB 1969 Certificate, Completion of Staff Development (through SB 395/AB 2913 training), or is otherwise statute to serve English learners. In addition, documents with authorizations equivalent to longer initially issued such as the Language Development Specialist (LDS) Certificate Bilingual Certificate of Competence (BCC) are also appropriate. The only exception found in allows teachers in training, is listed below in EC Section (e). This statute allows pursuing training to earn a Certificate of Completion of Staff Development to serve English learners and to be considered appropriately authorized while they are in this training. All other teachers that do not hold appropriate authorization will need to be reported as such. The Sacramento County Office of Education will check the authorizations of all teachers in the district in At that time, any teacher who provides instruction to an English learner will need to be able to produce a verification of EL-qualification, as listed in the paragraph above. (See for information on authorizations). See Options for EL Qualification and EL Qualification Plan in the appendix. o o o Veteran teachers should take the 45-hour training to earn the Certificate of Completion of Staff Development (currently known as AB2913). A veteran teacher was permanent in a California school district on January 1, If the teacher holds a multiple subject credential, s/he must also have nine years permanent experience in California public schools to qualify as a veteran. Teachers who entered the credential program after July 1, 2002, should be EL-qualified. Teachers who are not veterans, and who completed a credential before the 2002 program started will need to earn a CLAD/CTEL certificate. This means enrollment in either a training/test program or four college classes. Teachers in Training Teachers fill out this district form so that they can be counted as a teacher in training for the annual language census. The expectation is that there is significant progress made before August of the year. If not, the training period expires. Reassignment of non-qualified staff Every effort is made to encourage existing teachers to become fully qualified. Teachers who are repeatedly assigned to English learners and who do not agree to obtain qualification for instruction of English learners are subject to reassignment, following established district procedures. 15

16 ADVISORY COMMITTEES School English Learner Advisory Committee A school that enrolls more than 20 LEP students (of any language) shall establish an English learner advisory committee, or subcommittee to an established committee. The advisory committee will advise the principal and staff about the English language and primary language services that are appropriate to their children s needs, assist in ongoing needs assessment at the school, and assist in the development of ways to have parents become aware of the importance of regular school attendance. The parents of English learners should represent at least same percentage of the committee as the proportion of LEP students in the school population. Should a subcommittee be established, the majority of members will be parent of English learners. Members are elected by peers (other parents of English learners). This means that a ballot must be sent to the family of each English learner at the site. Ballots are available at the Transitional English Programs office, The school English learner advisory (sub) committee members will have the opportunity to be part of the district English learner advisory committee. District English Learner Advisory Committee (DELAC) The district English learner advisory committee will advise on the development of district procedures and policies for English learners, and will assist with needs assessment, the administration of the annual language census, parent notifications, reclassification criteria, and requests to waive education code. The DELAC will provide input to the board of trustees with the annual report on effectiveness of categorical programs (at a minimum). EVALUATION Evaluation of services to English learners will be based on the state Academic Performance Index, disaggregated average state scores for English learners and former English learners, and the California English Language Development Test. Evaluation measures include: o Percentage of students proficient or better on the California Standards Test for English Language Arts (EL and R-FEP students who have not scored proficient or advanced 3 or more times). o Federal targets for Title 3, which include: a. Percentage of EL students who gain at least one CELDT level in a year. b. Percentage of certain EL students who reach English proficiency within four years. o State school-level Academic Performance Index targets for all students, which include English learners. o Other district and site level evaluation studies. 16

17 PARENTAL EXCEPTION WAIVERS Parents and guardians are informed of their right to request a waiver from instruction in which English and subject matter is taught overwhelmingly in English during the registration process and again when the letter of assessment results and EL status is mailed to the parent. The waiver, if approved, allows certain students to be assigned to a program of bilingual instruction. The guidelines for parental exception waivers are: o If their child is determined to be an English learner (LEP student), the parent or guardian must be informed of the child s placement in a classroom in which English and subject matter is overwhelmingly taught in English. o Parent or guardian must visit the school personally to request a waiver. o The parent or guardian must be provided with a description of the programs, materials, and options available to his/her child. o The right to request a waiver does not depend on the availability of bilingual programs. o The school principal and educational staff must grant or deny the waiver request within 20 school days of the parent s signature. o If there are 20 or more approved granted waiver requests at a grade level at an individual school, for the same language, during the same school year, the school must offer a bilingual program or allow the student to transfer to a public school in which such a class is offered. o Three types of waiver request are identified in Education Code: a. Children who already know English. These students must present standardized test scores above the state grade level average or at the 5 th grade level in English vocabulary, reading, and writing. b. Children older than ten, if the principal and educational staff agree that a bilingual program is better suited to the child s rapid acquisition of English language skills. c. Children younger than 10 years who have already been placed in a classroom taught in English for 30 days who have special physical, emotional, psychological, or educational needs that make the choice of bilingual instruction better suited to the child s overall educational development. The superintendent must approve waiver requests that have been granted by the principal under this provision. A parental exception waiver request is a parental right, although school personnel who ultimately grant or deny such a request, may recommend that a parent file for a parental exception waiver. o The parent or guardian has the right to appeal the decision of the school principal to the school board, following procedures set out in the Uniform Complaint Procedures. 17

18 APPENDICES o California s Proficiency Level Descriptions (California English Language Development Test) o Language Identification Form (Home Language Survey) o Decision Guide: Initial Identification of English Learners o Primary Language Assessment (lavender) o Sample Proficiency Level Report (CELDT official score sheet) for parents o Initial Identification letter to parents (initial identification as fluent I-FEP) o Initial Identification letter to parents (initial identification as limited LEP/EL) o Annual Assessment letter to parents (continuation as English learner or recommendation for reclassification to fluent) o Notice to Parents of English Learners (with official CELDT results) o NCLB letter to parents of continuing English learners (within 30 days of start of school) o ELD Checklist ( ) o Transitional English Programs Language Minority Student Record (profile) o Decision Guide: Reclassification of English Learners o Fluency Classification Review form (yellow) o Parental Exception Waiver Request o Options for EL-Qualification o EL Qualification Plan, o Board Policy 6174 o Administrative Regulations

19 CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST Proficiency Level Descriptions: Advanced Students performing at this level of English language proficiency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands. In order to attain the English proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are necessary. Early Advanced Students performing at this level of English language proficiency begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas. Intermediate Students performing at this level of English language proficiency begin to tailor the English language skills they have been taught to meet their immediate communication and learning needs. Early Intermediate Students performing at this level of English language proficiency start to respond with increasing ease to more varied communication tasks. Beginning Students performing at this level of English language proficiency may demonstrate little or no receptive or productive English skills. They may be able to respond to communication tasks. February 2006 California Department of Education II 7 Assistance Packet for School Districts/Schools 19

20 CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST Decision Guide for Initial Identification of English Learners (complete within 30 calendar days of enrollment) February 2006 California Department of Education II 9 Assistance Packet for School Districts/Schools 20

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22 Entry testing for English learners: Primary language oral Transitional English Programs, 6/89, 9/94, 11/02 To be completed within 90 days of enrollment. Primary Language Assessment: Listening & Speaking (To be used when there is no bilingual instructional assistant of the same language available) Name: School/grade: Language: Date: Interviewer: English learners (LEP students) must have an assessment of their primary language proficiency. Because there are no parallel assessments available for the California English Language Development Test, this informal assessment procedure is used to estimate skills in the primary language. Please use these questions as a guide. 1. Where were you born? 2. (If born outside the U.S.) When did your family come to the U.S.? (Or) What country did your mom or dad come from? 3. Did you go to school in your home country? How many years? 4. What languages were your lessons taught in? (Or) Did you learn English there? 5. Can you read newspapers and textbooks in your language? (Or) Can you read letters in your language? Storybooks? 6. When do you use (your language) now? Do you speak your language all the time at home? Who do you speak to in your language? 7. What language do you use when you think about things? when you talk to yourself? when you dream? Conclusions: This student appears to have fluent use of his/her native language and uses it frequently. This student appears to use his/her language infrequently, and may have limited fluency. This student is very shy, and it is difficult to estimate primary language fluency. This student does not have enough English proficiency to understand the questions. The tester assumes fluency in the primary language Send completed form to Nguyet Tham, Transitional English office for entry into the database. Keep a copy in the student s cum folder. 22

23 Entry testing for English learners: Primary Language Writing Transitional English Programs, 6/89, 11/92, 9/94, 11/02 To be completed within 90 days of enrollment Primary Language Assessment: Reading & Writing (To be used when there is no bilingual instructional assistant of the same language available, for students in grades 3-12) Name: School/grade: Language: Date: Write a paragraph in your language about the country you come from. Conclusion: This student can write his/her native language, therefore he/she can write notes, definitions, and pronunciation hints to help study outside of class. Since writing is a more advanced skill than reading, we assume the ability to read the native language. This student cannot write his/her native language. This means that all learning will take place while in class, depending on auditory memory. If this student is in grade 3 or above, s/he should be a high priority for bilingual aide assistance. 23

24 Primary Language Assessment Primary language assessment is required within 90 calendar days of enrollment. Ask a bilingual aide or parent estimate the student s skills by marking one box for each language area. If there is no one who speaks the same language, use and submit the Listening & Speaking interview (K-12) and/or the Writing Sample (grades 3-12). Name: School & grade: Interviewer & date: Language other than English: Put a large X in the box that describes this student: LANGUAGE No skills Limited skills Fluent skills LISTENING Does not understand. Understands conversation Understands explanations or new information. SPEAKING Does not speak. Answers questions or gives information. Explains or retells a story. READING Cannot read. Knows how to read words. Can read a dictionary entry. WRITING Cannot write. Knows how to write words. Can write a paragraph that is mostly correct and appropriate for age. Send a this form to Nguyet Tham, Transitional English office for entry into the database. Keep a copy in the student s cum folder. 24

25 CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST February 2006 California Department of Education VI 1 Assistance Packet for School Districts/Schools 25

26 Parent Notification Form for Initial Identification of English Learners (For students identified as Fluent English Proficient) Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development (CELDT). Its purpose is to determine how well each student tested can speak, listen, read, and write English. Your student has been given the CELDT, and the results have identified him/her as English Proficient. Teacher evaluation indicates that classroom performance in English reading and writing is similar to English-only peers. This means that your student will be assigned to a regular academic program and will not need special help to increase his/her English skills. You are encouraged to become involved in your student s education. If you have any questions regarding your child s instructional placement, please feel free to contact the school office. Sincerely, Mark Rickabaugh, Assistant Superintendent Transitional English Office Date 26

27 Parent Notification Form for Initial Identification of English Learners (For students identified as an English Learners) Dear Parents: State and Federal laws require all school districts in California to give a state test to students whose home language is not English. The name of this test is the California English Language Development (CELDT). Its purpose is to determine how well each student tested can speak, listen, read, and write English. Your student has been given the CELDT, and the results have identified him/her as an English Learner. Your student will be assigned to an appropriate instructional program based on the results. The goal of this program is to develop proficiency in English and success in the core curriculum. You are welcome to observe in the classroom and to participate in the school s English Learner Advisory Committee. If you have any questions regarding your student s instructional placement, please feel free to contact the school office. Sincerely, Mark Rickabaugh, Assistant Superintendent Transitional English Office Date 27

28 Parent Notification of Annual Testing of English Learners Folsom Cordova Unified School District State & Federal Programs 2460 Cordova Lane, Room 11, Rancho Cordova CA (916) Notice to Parents of English Learners The Current Program is All-English Your child is enrolled in a program taught in English. Your child s textbooks are in English. If your child needs assistance to understand English, specially-trained teachers modify instruction and, where possible, bilingual aides or classmates provide explanations of main ideas in the primary language. Students who can read and write their primary languages may be asked to write the meanings of new English words in his/her language, and we may ask you to help review these words. We offer high- intensity English Language Development classes for students at the beginning level of English proficiency at White Rock Elementary, Rancho Cordova Elementary, Mills Middle School, and Cordova High School. English learners who have adequate levels of proficiency are placed in English language mainstream classes. Right to Request a Different Program You have the right to request a program that uses another language as the language of instruction if your child meets one of these criteria: a) knows English and academically performs at least at the 5 th grade level; b) is 10 years of age of older; c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days and has special needs. To make the request, you must visit your child s school office and request a Parent Exception Waiver form. If you need help to understand the form, Transitional English Program staff will help you fill out the form. The principal will review your request and either approve or deny your request within 30 days. If there are 20 approved requests at the same grade level, in the same language, at the same school, the district will offer a program an alternative program. If you prefer that your child continue to be taught an all-english instructional program, you do not need to do anything more. Sincerely, Mark Rickabaugh, Assistant Superintendent Compliance Item EL.4, EL