2012-2015 English Learner Master Plan

Board Adopted April 12, 2012

Los Banos Unified School District 1717 South Eleventh Street

Los Banos, California 93635 (209) 826-3801

Revised: 7/10/08; 2/28/12

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TABLE OF CONTENTS

Table of Contents............................................................................................... 1 Introduction ........................................................................................................ 3 INSTRUCTIONAL PROGRAMS

Educational Programs........................................................................................ 3 Waiver ………………………………………………………………………………… 4 Identification and Assessment ........................................................................... 5 Parent Notification …………………………………………………………………… 6 Staff Notification ……………………………………………………………………… 6 Program Placement ........................................................................................... 6 Diagnostic Assessment After Placement ........................................................... 6 Reclassification.. ................................................................................................ 7 Curriculum and Instruction ................................................................................. 8 Curriculum Development.................................................................................... 9 Intervention and Remediation / Catch Up Plan………………………………….…. 10 PROGRAM EVALUATION

Evaluation .......................................................................................................... 19 STAFFING

Staffing for District Programs ……………………………………………………….. 22 District-Sponsored Supported Teacher Training ................................................ 22 Criteria for Designating Teachers to Implement Programs for English Language

Learners .................................................................................................. 22

Criteria for Identifying Instructional Aides to Implement Programs for English Language Learners .................................................................................

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PARENT INVOLVEMENT

Parent Notification.............................................................................................. 25 Parent Participation............................................................................................ 25 General Parent Education …………………………………………………………… 26 APPENDIX

STATE MANDATED IDENTIFICATION Home Language Survey …………………………………………………………….. 28 READING CORRELATION GUIDE ELD-EO Correlation Guide ………………………………………………………… 29 ASSESSMENT Assessment of BICS VS. CALP ......................................................................... 30

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SPECIALLY DESIGNED ACADEMIC INSTRUCTION IN ENGLISH SDAIE Teacher Behavior Checklist ………………………………………………… 31 What SDAIE Requires ………………………………………………………............. 32 Implementing SDAIE Lessons ………………………………………………………. 33 NOTIFICATION FORMS

Annual Parent Notification Letter…………………………………………………………. 34 Initial Parent Notification Letter…………………………………………………………. 36 Reclassification Document Grade 1 ......................................................................... 38 Reclassification Document Grade 2 ......................................................................... 39 Reclassification Document Grade 3-12.................................................................... 40

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INTRODUCTION

Los Banos Unified School District is committed to providing programs which encourage all students to maximize their potential and allow for quality education for all students enrolled in the district. As we continually strive to improve the curriculum offered district-wide, we are also resolved to continue refining and improving the curriculum and instructional delivery offered to English Learners (ELs).

It is our philosophy that all students enrolled in this district will reach high levels of academic achievement. The focus of this plan is to articulate an organized plan that ensures that English Learners (ELs) are taught effectively while retaining in the students the confidence necessary to become proficient in the English language and well adjusted members of our society. It is the position of this district that it is the school/district’s responsibility to provide each student with the essential skills to succeed academically by meeting the content standards as established by the state.

INSTRUCTIONAL PROGRAMS

EDUCATIONAL PROGRAM FOR ENGLISH LEARNERS

The EL program within Los Banos Unified School District is organized using a number of program models which provide instruction for EL students equivalent to that available to students whose primary language is English. The placement of EL students is based upon provisions of Proposition 227 cited in CA Ed. Code Section 300-345. The principal goals are to: • increase the English language proficiency of the EL • ensure continued academic achievement • ensure that all pupils participate in activities which promote a positive self-image and cross-cultural understanding.

The following section describes the district educational programs for English learners. All of the instructional programs designed for EL students include a well-articulated English Language Development (ELD) component. Each program has been developed to meet the language and academic needs of this particular student population.

Structured English Immersion as a Process This service is provided for initial placement of EL students at CELDT level 1, 2 and 3 for one or two years if necessary.

daily English Language Development content-based ELD content area instruction (not necessarily at grade level) using SDAIE methodologies primary language support when needed

Mainstream Program English learners (CELDT levels 4 and 5) placed in mainstream classrooms will receive:

English Language Development instruction with a special focus on study skills and learning strategies to rectify any incurred

academic deficits state and district standards are used as the source to select the essential concepts within the

content area curriculum instruction is delivered using SDAIE strategies.

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primary language is used to clarify and build understanding

Grades 1-6 Minimum ELD Block Students are grouped according to grade span and English proficiency level for ELD instruction. Throughout the district, students are deployed for a 30 minute ELD block. Site admin support staff in improving ELD instruction. ELD standards are taught using the Houghton Mifflin ELD program materials.

Alternative Program Students in the alternative program are supported to meet the goals through dual language instruction:

daily English Language Development content-based ELD at least two core content areas are taught in the primary language state and district standards are used as the source to select the essential concepts within the

content area curriculum instruction in English is delivered using SDAIE strategies.

Instructional Components for Programs

English Language Development (ELD) Cognitive Academic Language Learning Approach (CALLA) Learning Strategies Specially Designed Academic Instruction in English (SDAIE) Content Area Standards

WAIVER

Parents are notified through the Annual Parent Notification Form that California state law gives parents the option to place their child in an alternative program. To place a child in an alternative dual program, a parent must sign a parental exemption waiver at the child’s school, and the child must meet one of the following criteria: a) academically perform at least at the 5th grade level, b) be 10 years of age or older, c) children under 10 years of age, have been placed in an English language classroom for 30 calendar days and have special educational needs existing. This information is also shared through ELAC meetings and at Back to School Night presentations. The three choices for a parent waiver are listed below.

Structured English Immersion (SEI): In this program, teachers are required to teach “overwhelmingly” in English. Education Code 300 permits the use of students’ primary language in the classroom. The program is an English language acquisition process for children in CELDT levels Beginning – Intermediate in which nearly all instruction is in English but with the curriculum and presentation designed for children who are learning the language. The goal is to transition students to the mainstream program after achieving reasonable English fluency.

English Language Mainstream (ELM): In the mainstream program, pupils either are native English language

speakers or already have acquired reasonable fluency in English, CELDT Early Advanced - Advanced.

Alternative Education (Alt): A dual program for rapid English language acquisition for pupils in which much or all 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.

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Sites send a copy of any Waiver Forms collected to the Director of Accountability who keeps a record of those parents requesting a waiver. Alternative Education Classes are created when waivers are submitted for 20 or more students at a grade level district wide within a given year.

IDENTIFICATION AND ASSESSMENT

Los Banos Unified School District recognizes the importance of proper identification and assessment of language proficiency and academic skills in providing an educational program which will effectively meet the needs of English Learners (ELs). The following steps are taken to ensure proper identification and assessment.

Legal Requirement: Registration includes the completion of the state mandated Home Language Survey (HLS). If the answer to any of the first three questions on the HLS is a language other than English, the student is referred for English proficiency assessment using the CELDT within 30 calendar days and primary language assessment within 90 days (E.C. 62002). Students whose home language is Spanish are also tested for Spanish language proficiency and skills using the IPT exam. The Home Language Survey is on file for each student in the district. The information provided on each student’s earliest HLS prevails.

NOTE** All students meeting the EL identification criteria listed below must be given the CELDT (annual or initial) if no CELDT scores are located within the 30 day window.

Identification: If ENGLISH is listed on lines 1, 2 and 3 of the HLS the student is not EL. If any language other than English is listed on the HLS the student must be administered the

CELDT to determine EL status.

Assessment: EL/IFEP Designations

Kindergarten: If K scores Early Advanced or Advanced on initial assessment indicate IFEP for District database, no additional testing is necessary.

First Grade: If Grade 1 students score Early Advanced or Advanced on initial assessment indicate IFEP for District database, no additional testing is necessary. When K-1 students do not score as an IFEP on initial assessment: If K or Grade 1 student scores Beginning, Early Intermediate, Intermediate on CELDT initial assessment, assess in primary language or family survey and indicate EL in Database.

Grades 2-12: In grades 2-12, if a student scores as Early Advanced or Advanced on the initial assessment of the CELDT, in all four domains, listening, speaking, reading, and writing, the designation is IFEP. If the student scores Beginning, Early Intermediate or Intermediate overall, indicate EL in district database.

Primary Language (L1) Assessment-Oral, Reading & Writing For purposes of evaluating the language proficiency level of the home language, the IPT Spanish version is used for assessment of Spanish speakers within 90 days of enrollment. (Currently the IPT,

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2007-2008) An informal language survey is also available for parents with a home language other than English or Spanish. Parents are scheduled a time with the site resource teacher or designee to complete the informal survey with the parent/guardian of the student enrolled.

Parent Notification

Parents are sent annual notifications of CELDT results, through the district developed form/letter. The form includes CELDT results, program placement and WAIVER choices. As per DELAC recommendation, the notification form has a supplemental guide highlighting the results in their home language when available. [See Form # 5—Parent Notification] As Initial CELDT results are received at each site the forms are forwarded to the parents of the student tested. IPT results are also included on the form.

Staff Notification

Teachers, principals and counselors are notified of test results. A master list of student designation and test results are kept by the district and at the school sites to aid in program planning and facilitate follow-up testing. Test scheduling and assessment is done by administration and support staff who attend state and local trainings. Records of students as they transition to junior high school and high school are reviewed by district and site administration to insure that proper identification and assessment has occurred. Every two weeks, the Home Language Survey Report is forwarded to the Educational Services Office to be entered in the district database for monitoring, which is consistent with state guidelines on assessment. [See Appendix—Home Language Survey Report Form]

PROGRAM PLACEMENT

Los Banos has established a district-wide accountability system that holds each school accountable for making gains in student achievement every year through instructional programs provided for English Learners. Each school and every department is expected to develop annual goals, noted in their site plan, that address performance in the areas of student achievement, dropout prevention, attendance, student safety/school climate and parent satisfaction. On an annual basis, the administration refocuses and recommits their responsibilities to provide services for ELs. To ensure ongoing assessment of performance in the provision of services to ELs, the evaluation criteria is specific to the implementation of a sound instructional program that is based on identified district and site goals.

DIAGNOSTIC ASSESSMENT AFTER PLACEMENT

Diagnostic assessments must be given in the areas of reading, language arts, and math. Additional assessment of academic skills in English and/or Spanish are used to design the instructional program appropriate to the needs of the EL.

In grades K- 6, necessary data needed to complete the site Comprehensive Student Review Forms (CSR) must be attained.

In Grade 7- 12 all EL students are assessed in Reading and Math through benchmark assessments, formative assessments, and/or informal classroom assessments.

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RECLASSIFICATION

Students identified as English Learners are labeled EL in the district’s Aeries database. EL students are considered reclassified to RFEP only through meeting district established reclassification criteria. This procedure must be documented and a copy of the reclassification form and notification to parents is placed in students’ CUM and on file with the district. The following criteria must be met.

Kindergarten through Second Grade

A. Students receiving a score of Early Advanced or Advanced overall on the CELDT are eligible for reclassification.

B. Students with a reading level comparable with a ROLA level 5 in Kinder, ROLA level 16 in First Grade and ROLA level 20 in second grade.

C. Students meeting grade-level standards according to report card in the core curriculum with teacher recommendation.

D. Parents are notified of their child's impending reclassification. Provisions are made for their input and comments.

E. The district/site monitors the progress of pupils’ reclassification for a minimum of two years to ensure correct classification, placement, and additional academic support if needed.

F. The district maintains in the pupil’s permanent record documentation of the language and academic performance assessments, participants of the reclassification process, and decisions regarding reclassification.

Third through Twelfth Grade

A. Students receiving a minimum score of Early Advanced or Advanced overall on the CELDT with a minimum of Intermediate in all of the four areas.

B. Student reaching Basic Level on the CST with a scaled score 330 or higher.

C. Students meeting grade-level standards according the report card in the core curriculum. For grades 3-12, a “C” or better will meet the criteria. Teacher recommendation is required.

D. Parent opinion and consultation is sought about their child's impending reclassification. Provisions are made for their input and comments. (High school students will be consulted.)

E. Parents are notified of their child's final reclassification recommendation.

F. The district/site monitors the progress of pupils’ reclassification for a minimum of two years to ensure correct classification, placement, and additional academic support if needed.

G. The district maintains in the pupil’s permanent record documentation of the language and academic performance assessments, participants of the reclassification process, and decisions regarding reclassification.

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Students Meeting Reclassification Criteria The progress of students, who have met the criteria and have been reclassified, is then tracked for two years to insure that students are continuing to achieve academically at a level comparable to that which existed when they were reclassified. This is accomplished through the Comprehensive Student Review (CSR) in grades K-6. At the secondary level, a Reclassification Student Tracking form (See page 38 in the Appendix) is used to monitor student progress of reclassified students. Counselors or principal designees track student progress through yearly CST results, in addition to quarterly/trimester grades assigned to each student. Should staff determine that a student is struggling, conversations with the teacher(s) of record will commence. These conversations will include an expansion of the data reviewed to include local assessments and class work. If it is decided that an intervention is called for, the reclassified student will be enrolled in an intervention best determined to meet the student’s needs.

CURRICULUM AND INSTRUCTION

Structured English Immersion as a Process A. Students placed in SEI are Beginning through Intermediate students who have been

identified as English Learners using CELDT results. This may involve SEI classrooms all day or receiving SEI services as part of a process. Students may receive these services as part of a mainstream classroom or in an ELD block arrangement.

B. Instruction is based on ELD Standards and students’ CELDT proficiency levels. The materials are correlated to the ELD standards that have been designed to capitalize on methodology for ESL and content-based ELD.

C. This instruction is designed to help students reach reasonable fluency to access mainstream instruction by including explicit instruction on learning strategies.

D. The curriculum syllabus includes the appropriate instruction for beginning literacy, oral language development, and writing skills in a second language.

Alternative Program Dual Language Instructional Model This model is based on sound educational research designed to help students to reach English proficiency and academic achievement as a simultaneous approach rather than sequential. In this context, students receive instruction in the core curriculum in the primary language and ELD daily. As students move through the grade levels and their English proficiency increases, more instruction is provided in English.

All EL students who have scored at Beginning Level, are under 10 years of age, and are entering U.S. schools for the first time, must participate in a Structured English Immersion Process for a minimum of 30 calendar days. During this period, instruction is to be "overwhelmingly" but not exclusively in English. Whenever 20 or more EL students with the same primary language, at a given grade level in a school receive approved parental waivers, the school must offer the alternative program. Schools with fewer than 20 students must allow the pupils to transfer to a public school in which such a program is offered at the expense of the district.

This 30-day requirement for participation in SEI is limited to the student's first year in the alternative program. After the 30-day requirement, the instructional program will include:

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• At least two core subjects must be taught in the primary language using the district-adopted materials.

• ELD instruction is provided on a daily basis using district-adopted materials and supplemental materials

• Content-based ELD is provided in the language arts, math, and science content areas. • Core subject matter may be presented using SDAIE strategies for students at

the Intermediate and Early Advanced Levels of proficiency. • All students participate in activities which promote positive self-image and cross-cultural

understanding. • A mixing of students for P.E., Art, Music, and/or Science allows for cross-cultural

understanding between students in the alternative and mainstream program classrooms as well as providing additional opportunities for English language acquisition.

CURRICULUM DEVELOPMENT

English Language Development

A comprehensive English Language Development (ELD) Program enables students to progress from the very beginning levels of English to proficient level according to CELDT results in all domains (listening, speaking, reading, and writing) of the English language.

ELD Goals: Students need to be provided rigorous ELD instruction that:

Provides them a systematic and consistent, standards-based program that moves them through the initial phases of English language acquisition to full literacy in the target language.

Uses appropriate materials designed to facilitate and develop academic English. Enables ELs to function using English in the mainstream instructional courses. Develops higher order thinking skills and strategic learning strategies. Develops “reasonable fluency” which the LBUSD defines as scoring a 4 or 5 on the

Listening/Speaking portion of the CELDT.

Instructional Rigor through Sound ELD Pedagogy: The adopted ELD Standards, the Houghton Mifflin ELD Program, and the district ELD Checklist will guide the instruction that develops proficiency as rapidly and effectively as possible and documents progress. (See appendix E - IMPLEMENTING SDAIE LESSONS)

Students must participate in teacher-directed and student-centered activities, which stimulate the authentic use of the language by English Learners.

Instruction at the higher levels of language development must focus on academic language, vocabulary and grammar, and the attainment through a content-based language learning approach.

Assessment of achievement must be authentic and closely aligned with the district EL Plan, state ELD standards, and curricular goals.

Instructional Delivery Grades K- 12: EL students will receive ELD for a minimum of 30 minutes a day or its equivalent weekly. EL groupings consist of no more than 2 adjacent CELDT leveled groups. Possible program designs may include pull-out, leveled groups by exchanging students, and/or as part of the instructional day in a

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self-contained classroom. Materials used are selected from the state adoption list. Teacher training is offered to teachers providing ELD. Since language is acquired through social interaction, a classroom that provides ample opportunity for face-to-face discussion is most conducive for language development. Language learners also benefit from a variety of demonstrations of oral and written language, both by peers and fully proficient adult models.

It is important that instruction begin with the end goal in mind. Essential standards (ES) are noted in WestEd’s Map of Standards for English Learners at the level described for each grade level in the English Language Arts (ELA) Standards, and the Houghton Mifflin ELD program materials. It is necessary to consult the different proficiency levels of the students to design instruction and measure progress.

Mainstream Students who have reached the Early Advanced - Advanced levels of English language proficiency are placed in mainstream English language arts. At this stage, students are approaching native speaker proficiency. Nonetheless, their written papers frequently evidence errors in grammar and syntax which are particular to English learners. Teachers address the needs of English learners in these classes by differentiating instruction to target any remaining areas of weakness. This differentiation may take many forms--an individual conference and mini-lesson, peer editing in pairs, individual monitoring, and use of interventions identified by the district/site plan.

Materials Core texts and literature have been selected and adopted, as appropriate for ELD from the state adopted list of resources. High Point, Rosetta Stone, Visions and English Now are materials in use throughout the District. Additional support materials have been identified to address linguistic and academic needs.

INTERVENTIONS/ REMEDIATION / CATCH-UP PLAN

First, classroom interventions are put in place to best meet the needs in the least restrictive environment.

If classroom interventions do not provide sufficient support site interventions are accessed. When site interventions fall short in supporting a student’s academic success an SST is

requested.

All districts/sites have an obligation to address the Special Education and English learner requirements of these students. All staff should understand the specific needs of students who are at the same time ELs and qualify for Special Education services. It is extremely important that substantial screening of the needs of ELs and the student’s history be reviewed before referring the student to Special Education services. Consider the questions below as part of the screening:

1. What type of difficulty is the student experiencing? a. academic (reading, writing, mathematics) b. linguistic (listening, speaking, social, academic)

2. What is the student’s current educational environment? a. consistent and systematic ELD b. access to the core with appropriate scaffolding, SDAIE, L1 support

3. What kind of assessment has already taken place?

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a. performance-based b. portfolio c. standardized

4. What type of prior schooling opportunities did the student have? a. regular attendance b. appropriate services and curriculum c. quality program implemented by trained professional

Student growth requires monitoring in English language proficiency and academic progress.

English Language Proficiency Students will be assessed annually on the California English Language Development test (CELDT) or subsequent test, as determined by the California Department of Education.

Students will be expected to make one (1) year’s growth by moving up one Overall Performance level.

Student’s progress will be anticipated to occur as follows on the annual measurement on the CELDT test:

CELDT Levels

Beginning Early Inter.

Intermediate Early Advanced

Advanced Reclassified (R-FEP)

Timeline toward Reclassification of baseline Year (e.g., initial enrollment)

1st Year

2nd Year 1st Year

3rd Year 2nd Year 1st Year

4th Year 3rd Year 2nd Year 1st Year

5th Year 4th Year 3rd Year 2nd Year 1st Year

6th Year 5th Year 4th Year 3rd Year 2nd Year

Factors to also be considered, if a student is to attain year-to-year progress are: Prior education to entrance into English-speaking schools Attendance in excess of 75 percent of days enrolled each school year

If a student fails to make yearly growth, he/she is considered “At-risk.”

Interim Benchmarks: Interim benchmarks are established for each functioning level of English Language Development as measured by the CELDT and noted on grade span ELD checklists. Students achieving at the Early Advanced (4) or Advanced level (5) on the CELDT are not required to have interim assessments on ELD, but only will be monitored in other areas of the school curriculum.

If a student does not achieve 25% of the functional level objectives listed on the grade span ELD checklist by the first trimester/semester assessment, he/she is considered “At-risk.”

By the second academic assessment/trimester, an EL must have mastered at least 50% of the functional level objectives listed on the grade span ELD checklists to not be considered “At-risk.”

At the secondary level the ELD Checklist is completed by the EL student’s English teacher. Academic Progress Using the ELD for Reading Language Arts/Mathematics shown below, EL Students are assessed each trimester/semester to determine if they are making satisfactory academic progress. Students

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who are not making the established goal for the trimester/semester are designated as “at-risk” and scheduled for intervention.

EL students at the elementary grades are assessed each trimester using such assessments as: Student Checklists, District ELA and Math Benchmark Assessments, Running Records, Accelerated Reader and Accelerated Math tests to determine if the student is making normal progress. Students are compared to the expectancies of the ELD-EO Correlation Guide (attachment A)

EL students at the secondary level are assessed each semester using such assessments as: Student Checklists, District created benchmark assessments, Accelerated Reader and Accelerated Math tests to determine if the student is making normal progress. Student’s progress is compared to the expectancies of the ELD-EO Correlation Guide. Student’s progress, based on their oral language functioning level is reviewed by counselors to determine if interim benchmarks have been achieved.

At the secondary level the ELD Checklist is completed by the EL students’ English teacher.

ELD Annual Assessments---California Content Standards Progression

English Language Arts/Mathematics Standards Tests Grade 2 and above (Numeral indicates Grade Enrolled as possible examples of progression) CELDT Levels

Beginning (Gr.2+)

Early Inter. (Gr. 2,3)

Intermediate (Gr. 2,3,4)

Early Advanced (Gr.2,3,4,5)

Advanced (Gr.2,3,4,5,6)

Reclassified (R-FEP) and English Only (Gr.2,3,4,5,6 +)

Timeline Toward CALP Acquisition (e.g., initial enrollment) Numeral indicates grade at entrance and progression

Far BB Far BB-2 Far BB-3

Below B-2 Far BB-3 Far BB-4

Below B-2 Below B-3 Below B-4 Below B-5

Basic-2 Below B-3 Below B-4 Below B-5 Below B-6

Proficient-2 Basic-3 Basic-4 Basic-5 Basic-6

Far BB—Far Below Basic Below B—Below Basic

EL students who do not make the annual growth expectancy on the California Standards Tests are identified as At-Risk and scheduled for interventions in addition to the interim check points.

At Risk Interventions Students who have not met year-to-year growth on English Language Development or Core subjects are scheduled for additional ELD or subject matter intervention at the school site by the school principal and Site English Leaner Intervention Team or Student Study Team.

Interventions may include the following: In class tutoring Additional ELD Sessions during the day or after school Intersession attendance focusing on ELD (YRE Schools) Intersession attendance focusing on academic skills (YRE Schools)

Each school site annually submits its plan of site interventions to area administrator at the district office which identifies assessments for entry and exit of intervention services. Below are the interventions currently in place by site:

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SCHOOL ALL English Learners

Charleston 1. Differentiated Classroom Instruction 1. EL 30-Minute Classroom Groups 2. School Based Program (READ-180) 2. Small Group ELD Instruction (Resource

Specialist) 3. LEAP (after school program) 3. WSUE Instructional Aide 4. Reading Intervention 4. Reading Intervention Teacher ((individual/small

group ELD instruction) 5. Site-based and IEP pull-out and push-

in K-6 5. Small ELD instruction

6. Classroom instructional aides K-2 6. Morning and afternoon in K 7. Vocabulary Development 7. ELD Block 8. Math Facts 8. Speech Therapist 9. Accelerated Reader 10. Accelerated Math 11. RSP Speech

HME 1. Reading Intervention 1. 30-Minute ELD Block 2. Read 180 Grades 4-6 2. Reading Intervention Teachers 3. Site-Based and IEP, Grades K-6 3. Read 180 Grades 4-6 4. Classroom Instructional Assistants,

Grades K-2 4. Site-Based and IEP, Grades K-6

5. Differentiated Classroom Instruction 5 Classroom Instructional Assistants, Grades K-2

6. SLS (Sullivan Learning Systems) After School Interventions

6. Rosetta Stone

7. LEAP-After School Program 7. Differentiated Classroom Instruction 8. SLS (Sullivan Learning Systems) After School

Interventions 9. LEAP-After School Program

LFE 1. 30-Minute ELD Block 1. 30-Minute ELD Block 2. Reading Intervention 2. Reading Intervention Teachers 3. Read 180 Grades 4-6 3. Read 180 Grades 4-6 4. Site-Based and IEP, Grades K-6 4. Site-Based and IEP, Grades K-6 5. Classroom Instructional Assistants,

Grades K-1 5 Classroom Instructional Assistants, Grades K-

1 6. Rosetta Stone 6. Rosetta Stone 7. Differentiated Classroom Instruction 7. Differentiated Classroom Instruction 8. SLS (Sullivan Learning Systems)

After School Interventions 8. SLS (Sullivan Learning Systems) After School

Interventions 9. LEAP-After School Program 9. LEAP-After School Program 10. New Comer Small Group 11. Before and After School Intervention 12. System 44 13. Resource Teacher Pullout

LBE 1. Paraprofessionals for small group

interventions 1. Paraprofessionals for small group

interventions 2. 1000 Words 2. 1000 Words 3. Rosetta Stone 3. Rosetta Stone

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4. Read 180 4. Read 180 5. Systems 44 5. Systems 44 6. Sullivan Learning Systems 6. Sullivan Learning Systems 7. Two part-time Intervention Teachers

(focusing on 2nd and 3rd grades) 7. Two part-time Intervention Teachers (focusing

on 2nc and 3rd grades)

RME 1. Speech/Language 1. Rosetta Stone 2. Read 180 2. ELD Rotation Daily in Classrooms 3. Guided Reading Groups 3. Guided Reading Groups for ELL Students 4. Lit Conn Groups 5. Read 180 6. Speech/Language

Volta 1. Read 180 1. ELD Block Rotation 2. System 44 2. Rosetta Stone 3. Leveled Literacy Intervention (K-3) 4. LeapPad PLTs (k-2) 5. Instructional Aides (K, 1st)

WUES 1. Differentiated Classroom Instruction 1. ELD Block 2. School Base Pull-out 2. Differentiated Classroom Instruction 3. Resource Specialist Support 3. School Base Pull-out 4. Speech 4. Resource Specialist Support 5. Classroom Instructional Aides K-2 5. Speech 6. Bilingual Support Aides 6. Classroom Instructional Aides K-2 7. Reading Lab 7. Bilingual Support Aides 8. Intervention Teachers 8. Reading Lab 9. FasstMath 9. Intervention Teachers 10. Read 180 4-6th Grades 10. FasstMath 11. Systems 44 11. Rosetta Stone 12. After School Sullivan Learning Systems 12. Newcomer Small Group 13. LEAP 13. Read 180 4-6th Grades 14. Systems 44 15. After School Sullivan Learning Systems 16. LEAP

LBJH 1. LEAP Before /After School and summer

program 1. LEAP Before/After School and summer

program 2. Saturday Tutorials 2. Bilingual Instructional Aides 3. READ 180 3. English 3D 4. Study Skills Class 4. Double block Class for Beg/Early Int./Int. 5. Math After School Tutorials 2 days a

week 5. Counselor Meets with EL’s not making

CELDT progress 6. Saturday Tutorials 7. Rosetta Stone

LBHS 1. After school student success themed

workshops 1. After school student success themed

workshops

2. Advantage 2 course (9th grade English/Reading/CAHSEE support with student success skill units and

2. Case by case, ELD/Reading lead staff reviewed placement in English courses.

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homework assistance)

3. Reading course (single period) (10th grade English/Reading/CAHSEE support utilizing the Read 180)

3. English Learner Checklist Cards utilized for monitoring of student progress.

4.

CAHSEE ELA English semester course (11th and 12th grade students)

4. Focused review of English Learner and reclassified student progress at 8 grading periods

5.

CAHSEE Saturday Prep coursework (3) prior to each CAHSEE test administration (with transportation support in some instances)

5. Access to the Academic Resource Center (ARC) (tutorial/testing/homework support) during the school day (including lunches)

6. After school tutorials (with transportation support in some instances).

6.

Four levels (beginning with those who are new to the English language) of double blocked English Language Development courses.

7.

Grade Level Team (Assistant Principal, Learning Director and Counselor) for each grade level with academic reviews (and appropriate responses) 8 times each school year.

7.

Advantage 2 course (9th grade English/Reading/CAHSEE support with student success skill units and homework assistance)

8. Complete summer school program with diploma and A-G approved coursework offerings.

8.

Reading course (single period) (10th grade English/Reading/CAHSEE support utilizing the Read 180 program). English Learner students are scheduled together with a reading specialist.

9.

Monthly opportunity to utilize programs available within LBUSD and through MCOE/Valley programs.

9. CAHSEE ELA English semester course (11th and 12th grade students).

10. Differentiated instruction 10.

CAHSEE Saturday Prep coursework (3) prior to each CAHSEE test administration (with transportation support in some instances).

11.

Full-time, year round, LBHS Community Aide (bilingual) on site to support and assist with school to home communication.

11.After school tutorials (with transportation support in some instances).

12.

Aggressive annual effort to inform/educate parents (Eng/Span) in avenues of student support (existing or which can be created).

12.

Grade Level Team (Assistant Principal, Learning Director and Counselor) for each grade level with academic reviews (and appropriate responses) 8 times each school year.

13.

Fall and Spring class presentations (English/Spanish) informing and encouraging use of LBHS support services

13.Bilingual administrative or clerical support in every office and service on campus.

14.

Full time, daily health support services on site.

14.Complete summer school program with diploma and A-G approved coursework offerings.

15. Bilingual Instructional Aide Support

16.Sections of core courses identified and supported specifically for English Learner

16

students

17.Monthly opportunity to utilize programs available within LBUSD and through MCOE/Valley programs.

18. Differentiated instruction.

19.Migrant Education office and support ongoing and on site.

20.

Full-time, year round, LBHS Community Aide (bilingual) on site to support and assist with school to home communication.

21.

Aggressive annual effort to inform/educate parents (English/Spanish) in avenues of student support at every opportunity (existing or which can be created).

22.

Fall and Spring class presentations (English/Spanish) informing and encouraging use of LBHS support services.

23.

Full time, daily health support services on site.

PHS 1. After School Tutorial Workshops 1. School Club E3L and Student Voice

2.

Access to the Zone Resource Center Tutorial / Testing / Homework Support during the school day (including lunches)

2. Case by Case ELD/Reading lead staff reviewed placement in English Course

3.

Advantage course IEP (grade English / Reading / CAHSEE Support with student access skill Units and homework assistance)

3. English Learner Guidelines Utilities for monitoring of student progress. Data Driven

4. Reading Course (single period) (10th grade English / Reading CAHSEE support utilizing the Read 180)

4. Focused review of English Learner and reclassified student progress 8 grading periods

5. CAHSEE ELA English semester course (11th and 12th grade students)

5. Access to the Zone Center (tutorial / testing/ homework support) during the school day

6.

CAHSEE Saturday Prep coursework (3) prior to February CAHSEE test Administration (with transportation support in some instances) development courses

6. Four levels (beginning with those who are new to the English language) of double blocked English language

7. CVELLI Best Teaching Strategies 7. Teacher Leaders / CVELLI

8.

Counselor for academic reviews / support. Grade level with academic reviews (and appropriate responses) 8 times each school year

8.

Reading course (single period) 10th grade English / Reading/ CAHSEE support utilizing the Read 180 program). English Learner students are scheduled together with a Reading Specialist

9. Academics Recovery Plans / 4 year plans diploma and A-G approved coursework offerings

9. CAHSEE ELA English semester course (11th and 12th grade students)

10. Monthly opportunity to utilize programs available within LBUSD

10.CAHSEE Saturday Prep coursework prior to February CAHSEE test administration

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and through MCOE/Valley programs 11. Differentiated Instruction 11. After School Tutorials

12. Access to Community Aide (bilingual) on site to support and assist with school to home communication

12.Counselor assigned by alpha academic reviews 8 times, diploma status reviews

13. Parent meetings to inform / educate parents (English/Spanish) in avenues of student support

13.Bilingual administrative or clerical support in the office and on campus

14.

Fall and Spring class presentations (English/Spanish) informing and encouraging use of PHS support services

14. Review of educational options as necessary

15. Health support services on site 15. Bilingual Instructional Aide support

16.Sections of core courses identified and supported specifically for English Learner students

17.Monthly opportunity to utilize programs available within LBUSD and through MCOE/Valley programs

18. Differentiated Instruction

19.Migrant Education Office and support ongoing and on site

20.PHS Community Aide (bilingual) on site to support and assist with school to home communication. One time per week

21.

Annual effort to inform / educate parents (English/Spanish) in avenues of student support at every opportunity (existing or which can be created)

22.Fall and Spring class presentations (English /Spanish) informing and encouraging use of PHS support services

23. Health support services on site

SLH 1. Before/After School Tutorials 1. 1 – 2 Hours Aide Time per day 2. During School Tutorials – Daily

3. Computer Program Tutorials (Before, During, and After School)

4. Double and Triple up on English 5. Aide for extra help 6. Intersession Tutorials

Twice during each year the site is monitored by the principal/designee to review EL students’ records of progress. Elementary sites utilize the Comprehensive Student Review (CSR) process. Secondary sites use reports generated through Aeries and Data Driven Classroom to determine which students are At-Risk. Grades for secondary (Grades 6-12) students must also average out to a 2.00 GPA, in core academic subjects (English, Social Science, Science and Math) or the student is considered “at risk.”

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Beginning of School Year: Students who have not met 80% of the previous level academic standards are assigned to interventions at the beginning of the school year.

Semester or Trimester Check Students who do not achieve the benchmarks through the school year are offered intervention programs.

1. Annual Assessments:

English Learners in second through eleventh grade are assessed annually using the grade level appropriate California Standards Tests for English Language Arts and Mathematics.

All EL students are assessed on the following annually: (1) California Standards Test – English Language Arts (grades 2-11) (2) California Standards Test – Mathematics (grades 2-11) (3) CA Summative Assessments (grades 1- 6) 3x per year (4) Math Periodic Assessments (grades 1 - 6) 3x per year (5) Weekly skills tests (grades 1 – 6) 4x per year (6) Student Checklists (7) Academic Progress –Grades (8) District Writing Rubric (9) CELDT

Grades for secondary (Grades 7-12) students must also average out to a 2.00 GPA, in core academic subjects (English, Social Science, Science and Math) or the student is considered “at risk.”

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Program Evaluation

I. English Learners Program Evaluation A. District Level

1. An evaluation of the district program is conducted with the collaboration of the DELAC annually.

a. End of the year evaluation of the Master Plan (DELAC minutes sent to Board and Superintendent)

1) Report submitted to the Superintendent and Board of Trustees 2) Report sent to School Site Councils 3) Report registered with the District English Learners Advisory Committee (DELAC). b. Student progress is evaluated annually using disaggregated data.

(AYP Data Disaggregation) 1) Report submitted to Superintendent and Board of Trustees 2) Report sent to School Sites 3) Report sent to the DELAC. c. District level analysis and comparison of ELs and RFEP students and

English-only student progress. (AYP Data Disaggregation) 1) Report submitted to Superintendent and Board of Trustees 2) Report sent to School Site Councils 3) Report sent to the DELAC.

2. Ongoing evaluation of program components at committee meetings, school meetings, etc. (School Site Council and ELAC meeting) a. Recommendations for modification or change in programs are

made as appropriate b. Recommendations are to be approved by District Curriculum

Committee, DELAC, Superintendent and the Board of Trustees

B. School Site 1. Principal and staff conduct evaluation of school program in collaboration

with the ELAC and submit an annual report to the school board. a. Student Assessment and Placement Procedures

1) Student Assessment (Master Plan) 2) English Learners Program Options and Placement (Master Plan) 3) Student Progress (CELDT Growth Report)

b. Staffing options, development, and meetings (Staff Master List, PLC) c. Parent involvement, notification, and participation (ELAC Calendar,

ELAC Minutes, Parent Nights, District forms) d. Curriculum and Instruction

1) Alternative (Bilingual) Program 2) SEI Process (Through CSR, formal and informal grades/scores) 3) Transition Instruction (Through CSR, formal and informal

grades/scores) 4) Mainstream Instruction (Through CSR, formal and informal

grades/scores)

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2. Site level analysis and comparison of ELs and English-only student progress. (CST Growth Report, Goal Setting Forms and District Assessments)

3. Ongoing monitoring of alternative dual program implementation and data collection. (CST Growth Report, Goal Setting Forms and District Assessments)

4. Recommendations for modification or change to programs are made to the District ELD Team, District Curriculum Committee, Superintendent, and the Board of Trustees.

C. Site English Learners Evaluation Committee 1. Site Evaluation Committees are formed only at schools having alternative

programs. 2. The Site Evaluation Committee helps in reviewing specific cases to advise

the classroom teacher as to the appropriate placement and timeline for transitioning. The Committee will check: a. English Learner (EL) progress in

- listening, speaking, reading, and writing, in English and academic growth

- identify needs of individual student - a plan for placement and instruction

b. Uncertain language dominance c. Special needs (i.e., lower performers, learning/speech disabilities, etc.) d. Other concerns related to language of instruction

3. The Site Evaluation Committee consists of at least three of the following: a. a teacher with either a BCLAD or BCC b. CLAD/CTEL or equivalent authorization for teaching ELs c. Bilingual paraprofessional d. Site principal or designee e. EL/Multilingual/Bilingual Coordinator f. Inclusion Specialist or some other special education

Program Effectiveness:

A. Are ELs acquiring English language proficiency? How long is it taking? English language development data is collected to determine:

1. The extent ELs are progressing in ELD levels according to the CELDT and the Grade Span EL Checklist

2. The percentage of students reclassified from EL to RFEP each year according to district standards for achieving English language proficiency.

B. Are ELs in alternative classrooms acquiring primary language proficiency?

Data is collected to determine: 1. The percentage of ELs receiving primary language instruction. 2. The results of the primary language academic test for the students who participated in Spanish language instruction.

3. Annual gains in primary language academic test scores among students tested the previous year.

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C. Are ELs and reclassified students making academic achievement progress in the core curriculum?

Achievement data is collected to determine: 1. The percentage of ELs and reclassified students making normal progress

toward graduation by accumulating grade-appropriate high school credits. 2. The percentage of ELs and reclassified students meeting grade level

standards in language arts and mathematics. 3. The high school graduation rates of ELs and reclassified students. 4. The percentage of ELs and reclassified students retained each year. 5. Annual gains on the district's norm referenced test among ELs and

reclassified students. 6. Annual gains in the percentage of ELs and reclassified students meeting

grade level standards as determined by the district multiple measures identified for each grade.

D. To what extent do ELs and reclassified students participate in all district curricular programs?

Data is collected to determine: 1. The percentage of ELs and reclassified students enrolled in advanced

Advanced Placement, and honors classes. 2. The percentage of ELs and reclassified students enrolled in courses that satisfy admission requirements for the University of California. 3. The percentage of ELs and reclassified students enrolled in Resource Specialist Programs and Special Day Classes.

4. The percentage of ELs enrolled in continuation schools and independent study programs.

E. Do LBUSD schools and curriculum promote cross-cultural understanding? What evidence is available?

Data is collected to determine: 1. The percentage of ELs and reclassified students and English-only students

that are receiving multicultural education lessons through the adopted language arts materials.

2. The participation rates of ELs, reclassified students, and English-only students in various

extra-curricular activities.

PERFORMANCE STANDARD: Performance standards for levels of English language development are based on the State adopted ELD Standards. District benchmarks follow the State’s guideline that students improve by one fluency level in CELDT each year.

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STAFFING

ELD Courses and Instruction All teachers must be appropriately certificated with one of the following: LDS, CLAD, SB 1969, SB 395, AB 2913, CTEL, BCLAD, or BCC.

Alternative Program All teachers must be appropriately certificated with a BCC, BCLAD, or BCLAD in-training.

Mainstream Classrooms All teachers working with English learners must be appropriately certificated with one of the following: LDS, CLAD, SB 1969, SB 395, AB 2913, CTEL, BCLAD, or BCC.

DISTRICT-SPONSORED SUPPORTED TEACHER TRAINING

The district provides the opportunity for teachers to enroll in classes offered by the district, County Office of Education, Bilingual Teacher Training Project, and other research-based workshops and in-service opportunities in the areas of: methodology and Spanish language. Teachers are encouraged to take training in SDAIE, English learners and Special Education, literacy development, instructional differentiation, classroom management and more.

CRITERIA FOR DESIGNATING TEACHERS TO IMPLEMENT PROGRAMS FOR ENGLISH LEARNERS

The following defines the criteria and process for district assignment of qualified teachers who are implementing instructional programs for ELs:

A. English Language Development instruction (ELD) B. Primary language instruction in academic subjects C. Specialized English Instruction in Academic Areas (SDAIE)

Criteria for assignment consist of: A. Credential or certificate authorizing to work with English learners. B. Participation in the district approved training program, B. Observable application of appropriate methodologies in the classroom C. Passing the State approved test leading to certification by the Commission

on Teacher Credentialing.

Teachers hired with the contingency to obtain an EL authorization must make annual satisfactory progress to meet their stated credential authorization.

A. Satisfactory progress is six units minimum of appropriate academic coursework

BILINGUAL METHODOLOGY Each teacher identified to be a district assigned bilingual teacher must hold the appropriate credential or participate in a district approved bilingual methodology training program. This training focuses on the following areas: language acquisition, a balanced reading approach, TPR, ELD, the writing process, comprehensible input,

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differentiating instruction, SDAIE, cooperative learning and other bilingual methods identified by the district.

A. Training is provided through use of the following: 1. MCOE 2. California Department of Education 3. Research-Based pedagogically sound EL trainings

B. Criteria for assessing successful progress in the above methodology training programs:

1. Observable application of bilingual teaching methodologies in the classroom.

2. Passing grade in the methodology class offered by the district through an Institute of Higher Learning (i.e. local universities and colleges).

Teachers may enroll/participate in any of the programs listed below to acquire the cultural awareness to successfully work with ELs and their parents.

A. Enrollment in Bilingual Teacher Training Project Culture Courses. B. A course on the target cultural group at a college or university. C. District sponsored workshop D Immersion Program in target culture E District approved conferences F. Any other program with district approval. Criteria for assessing successful

progress in cultural awareness programs: 1. Passing grade in a culture course offered by a college or university. 2. Attendance at district sponsored workshops or conferences. 3. Successful completion of the culture portion of the test to acquire a

BCLAD. Successful completion of the culture component of the coursework for the BCLAD.

The Teacher is not required to meet the above criteria for language proficiency. He/she must demonstrate proficiency only in methodology and culture and have the following:

A. Holds appropriate credential issued by a college or university. The official certificate must be filed with the district office.

B. A teacher holds a single subject credential with English-as-a-second Language Emphasis (ESL/TESOL).

C. A teacher has completed a minimum of twelve semester units of college and university coursework in ELD, Methodology and Culture of the

target language (Spanish). D. A teacher may accrue credit toward meeting the District training requisites by attending the equivalent of 90 hours of workshops or in-

services specifically designed for ELs such as those listed below. 1. Transitioning from primary language to English as a second

language in reading and writing 2. The role of the dominant language. 3. Differentiation of Instruction 4. The Acculturation Process

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5. Understanding Poverty 6. Language Status/Relations of Power in Education

CRITERIA FOR IDENTIFYING INSTRUCTIONAL AIDES TO IMPLEMENT PROGRAMS FOR ENGLISH LEARNERS

The role of the Bilingual Aides is to assist teachers who are not fluent in the target language, but are responsible to provide instruction to ELs. Under the supervision of the teacher, Bilingual Aides provide primary language support and translation to facilitate the comprehension of content.

Training Program for Instructional Aides The bilingual aides participate in training at each school site. This training includes staff development opportunities offered by the district for certificated staff, county schools, statewide education in-services, and conferences. Classes offered by the district: -Supporting with the primary language -Cooperative Learning -ELD -Literacy Development -SDAIE

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PARENT INVOLVEMENT

PARENT NOTIFICATION

A. There are several areas in which the District has a responsibility to inform the parent(s). These areas include parent notification of: 1. English and Primary Language Assessment results 2. Description of instructional programs and materials for ELs 3. Reclassification of ELs 4. Waiver process for alternative course of study for ELs 5. Placement for ELs 6. API/AYP/AMAO results 7. At-Risk of Retention Forms

Notification is written in English and in the primary language of the student and communicated orally whenever possible when school personnel have reason to believe that a written notice will not be understood by the parent(s). See pages 32 and 33 in the Appendix.

PARENT PARTICIPATION

A. District English Learners Advisory Committee/DELAC According to the California State Department of Education Coordinated Compliance Monitoring Review Manual, whenever there are 51 or more ELs enrolled in a district, there will be a functioning district EL advisory committee or subcommittee of an existing committee that has met ALL of the following:

1. Has had the opportunity to review and advice on specific items to the District School Board regarding:

a. The District Education Plan for English Language Learners b. A district-wide needs assessment on a school-by-school

basis c. The annual language census (R-30 Report) d. The program evaluation through the analysis of data

2. Has a majority membership of ELs' parents not employed by the district. In the event an existing committee is used for these purposes, the membership of parents of ELs is made up of at least the same percentage as that of the ELs in the district.

3. Has received training and training materials which are appropriate to assist parent members in carrying out their responsibilities.

B. According to the California State Department of Education's Federal Program Monitoring, whenever there are 21 or more ELs at a school site, there is a functioning English Learners' Advisory Committee (ELAC) that has met ALL of the following:

1. Has had the opportunity to advise the principal and school site council/staff on specific items relating to the school's:

a. Plan for ELs b. Needs assessment c. Annual language census (R-30 Report)

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d. Efforts to make parents aware of the importance of regular school attendance

2. Has a membership of EL parents in at least the same percentage as there are EL students at the school.

3. Has had an election of members in which all parents of ELs have had an opportunity to vote.

4. Has had the opportunity to elect at least one member of the District English Learners' Advisory Committee (DELAC).

5. Has received training and training materials which are appropriate to assist parent members in carrying out their responsibilities.

GENERAL PARENT EDUCATION

The school site administrator in conjunction with the staff should plan parent meetings each year which address the following:

A. Philosophy and goals of its program for ELs B. Language acquisition C. School curriculum D. Educational support at home E. Parent rights and responsibilities F. Parenting skills G. Health and auxiliary services H. NCLB

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Appendix

28

Home Language Survey Date of Student Enrollment ________________________________ Name of Student ________________________________________ Grade ____________________ Age ____________ Teacher ______________________________________________

Directions to Parents and Guardians The California Education Code contains legal requirements which direct schools to determine the language(s) spoken in the home of each student. This information is essential in order for the school to provide adequate instructional programs and services.

If a parent indicates a language other than English to any of questions, the child will be tested for English proficiency using the CELDT, which is an assessment that has been mandated by the State of California. Please answer the following questions:

1. What was the first language your child learned to speak? _______________________

2. What language does your child speak most often? _______________________

3. What language is most often spoken in your home? ___________________________

_______________________________________________________Signature of Parent or Guardian Date

Encuesta del Idioma en el Hogar

Fecha de Matricula ________ Nombre del Estudiante Grado Edad Maestro

Instrucciones ha seguir para los Padres y Tutores

El código de Educación de California requiere que las escuelas determinen el idioma que se habla en el hogar de cada alumno. Esta información es muy importante para que las escuelas puedan proporcionar los programas de enseñanza y servicios adecuados a todos los estudiantes. Si el padre indica otro idioma que no es ingles en cualquiera de las preguntas, el estudiante tomara la prueba CELDT para medir su nivel de proficiencia en Ingles, la prueba CELDT es una evaluación obligatoria que el estado de California ha establecido. Por favor conteste todas las preguntas sin dejar ninguna en blanco. 1. ¿Cuál fue el idioma que su hijo(a) aprendió primero cuando

comenzó a hablar? 2. ¿Cuál idioma usa con más frecuencia su hijo(a) cuando

conversa en la casa? 3. ¿Cuál idioma usan Uds. (padres o tutores) con más frecuencia

cuando hablan con su hijo/a?

___________________________________________________ (Firma de padre/madre o tutor) (Fecha)

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Los Banos Unified School District ELD-EO Correlation Guide

English Language Arts and Mathematics

Level Assess Kinder First Second Third Fourth Fifth Sixth Seventh Eighth Ninth

CELDT 1 IRL 1 6 8 12 14 14 14 14 14 14

Beginning RGE - - - - - - - - - -

CELDT 2 IRL 2 8 14 18 20 21 22 22 22 22

Early Intermediate

RGE .9 1.2 1.4 1.8 2.9 2.9 2.1 2.1 2.1 2.1

MGE .9 1.2 1.4 1.8 2.9 2.9 2.1 2.1 2.1 2.1

CELDT 3 IRL 3 14 18 21 22 24 24 24 26 26

Intermediate RGE .7 1.6 1.8 2.9 2.1 3.9 3.9 3.9 4.8 4.8

MGE .7 1.6 1.8 2.9 2.1 3.9 3.9 3.9 4.8 4.8

CELDT 4 IRL 4 16 21 24 24 26 26 26 30 32

Early Adv. RGE .9 1.9 2.9 3.9 3.9 4.8 4.8 4.8 6.8 7.8

MGE .9 1.9 2.9 3.9 3.9 4.8 4.8 4.8 6.8 7.8

CELDT 5 IRL 4 16 21 26 26 28 30 30 34 35

Advanced RGE .9 1.9 2.9 4.8 4.8 5.8 6.8 6.8 8.8 9.5

MGE .9 1.9 2.9 4.8 4.8 5.8 6.8 6.8 8.8 9.5

RFEP IFEP EO

IRL 4 16 21 24 26 28 30 30 34 35

RGE .9 1.9 2.9 3.9 4.8 5.8 6.8 6.8 8.8 9.5

MGE .9 1.9 2.9 3.9 4.8 5.8 6.8 6.8 8.8 9.5 Key: IRL = Independent Reading Level; RGE = Reading Grade Equivalent; MGE = Math Grade Equivalent

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ASSESSMENT OF ENGLISH LEARNERS

ASSESSING BICS VS. CALP BICS (Basic Interpersonal Communication Skills) • Follows general classroom directions • Acts out common school activities • Gives classroom commands to peers • Exchanges common greetings • Describes classroom objects; describes people • Retells a familiar story • Initiates, maintains and responds to conversation • Appropriately answers basic questions • Participates in sharing time • Narrates a story CALP (Cognitive Academic Language Proficiency) • Follows specific directions for academic tasks • Understands and uses academic vocabulary appropriately • Understands teacher's discussion and distinguishes main ideas from

supporting details • Understands and uses temporal (first, last, etc.) and spatial (top, bottom, etc.) concepts. • Distinguishes letter sounds • Asks/answers specific questions regarding topic discussions • Verbally uses all 8 parts of speech correctly • Asks for clarification during academic tasks • Actively participates in class discussions; volunteers to answer questions • Adds an appropriate ending after listening to a story • Uses sound/symbol association and can decode words • Understands rules of punctuation/capitalization for reading • Follows along orally during reading • Uses glossary, index, appendix, etc. • Demonstrates an interest in reading and writing • Completes simple unfinished sentences • Generates complex sentences • Writes from dictation • Writes short paragraphs • Uses correct punctuation, capitalization, paragraphing margins

Reads for comprehension Adapted from "Checklist for Language Skills," B. Bernhard & B. Loer

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SDAIE TEACHER BEHAVIOR CHECKLIST

CRITERIA

YES

NO

N/A

SUPPORTING DATA

SIMPLIFY THE INPUT

• slower speech rate • clear enunciation • controlled vocabulary • use of cognates • limited use of idiomatic speech • define words with double meanings • mini lectures USE CONTEXTUAL CLUES

• gestures • facial expressions • act out meaning • props • graphs • visuals • realia • word banks • overheads • bulletin boards • maps • visual and word association CHECK FREQUENTLY FOR UNDERSTANDING

Formative • confirmation checks • comprehension checks • clarification requests • repetitions • expansions • variety of question types • interaction: teacher/student and/or student/student

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WHAT SDAIE REQUIRES

A teacher who values and integrates the home cultures and languages into the curriculum. Changing the environment of the classroom from one of competition to one of cooperation (a variety of cooperative learning activities). A well planned and orchestrated presentation of content lessons techniques and strategies. Teaching of study and meta-cognitive skills. The use of realia and visual aids to contextualize the language. A variety of tasks that emphasize thinking skills such as: • Mapping/Graphic Organizers • Elaboration/Paraphrasing • Association/Activating Prior Knowledge • Analogies/Critical Thinking • Categorizing/Comparing/Contrast • Sequencing/Deductive Reasoning • Problem Solving Strategies • Procedural Knowledge • Technical Vocabulary • Multi-sensory presentation: Students see, hear, touch, taste, smell • Absence of rote or worksheet drills

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IMPLEMENTING SDAIE LESSONS

A. The planning process 1. Identify the content and language objectives 2. Identify challenging academic vocabulary and language structures 3. Plan activities to build background using vocabulary of topic

4. Select grouping possibilities for peer support/interaction and differentiation of instruction 5. Select support materials and other resources to use with the text

B. Lesson visualization and contextualization 1. Think of how to communicate the message without words 2. Use objects, charts, maps, graphs, photos, and illustrations 3. Include many role playing activities

C. Comprehensible lessons 1. Check frequently for understanding 2. Ask learners to develop questions 3. Follow same learning sequence with students 4. Cross-reference topics across subject areas 5. Sort and categorize information • Identify key ideas • List vocabulary 6. Organize complex processes • Give students content area terms in lists • Outline steps and events • Give students recipes • Highlight key points • Guide questioning formulation 7. Use group activities after instruction • Train students to work in groups • Form cooperative groups • Assign definite tasks and roles • Make groups results-oriented

D. Sample unit elements - Teacher directed 1. Set the stage -- Visual overview 2. Pre-teach important vocabulary • List new words • Post words/synonyms 3. Categorize words • Cluster words 4. Survey the chapter • Skim chapter • Note key topics • Outline text • Students copy the outline 5. Develop prediction questions • As the chapter is reviewed, formulate and write questions 6. Listen/read information

7. Restate information

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Los Banos Unified School District ANNUAL PARENT NOTIFICATION LETTER

Federal Title III and State Requirements

To the parent(s)/guardian(s) of: School: Date: Student ID #: Date of Birth: Grade: Primary language: Dear Parent(s) or Guardian(s): Each year, we are required by law to notify you of your child’s proficiency level in English. We must also provide you with the school’s recommendation for program placement and describe all available program options. This letter also explains how we decide when a student is ready to exit the English learner program. (20 United States Code sections 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations , Section 11309[a][b][1]) Your child’s current English proficiency level is , according to the most recent California English Language Development Test (CELDT) results. Based on these results, your child has been identified as an:

English learner (EL) with less than reasonable fluency in English and assigned to the Structured English Immersion Program.

English learner (EL) with reasonable fluency in English and assigned to the English Language Mainstream Program. Check if applicable:

Individualized Education Program (IEP) on file A description of how your child’s recommended program placement will meet the objectives of the IEP is attached.

Academic Achievement Results

Skill Area California Standards Tests Summative Assessment/ROLA

English Language Arts

Mathematics

History-Social Science

Science

Program Placement Options for English Learners The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child’s primary language, you must apply for a “Parental Exception Waiver.”

English Language Proficiency Levels Program Placement

Advanced

Early Advanced Intermediate

Reasonable fluency English Language Mainstream

or an Alternative Program with an approved Parental Exception Waiver

Early Intermediate

Beginning Less than reasonable fluency

Structured English Immersion or an Alternative Program

with an approved Parental Exception Waiver

Other Instructional Setting based on IEP

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Los Banos Unified School District ANNUAL PARENT NOTIFICATION LETTER

Federal Title III and State Requirements

Description of Program Placement Options and Goals for English Learners

All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects.

Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Alternative Program (ALT): Students with an approved “Parental Exception Waiver” are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. (District inserts full description of their alternative program(s) and process to obtain a Parental Exception Waiver.)

NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program.

Reclassification (Exit) 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. This district’s reclassification criteria are listed below:

Required Criteria

(California Education Code Section 313[d])

LEA Criteria

Grades K-2 Grades 3-12

English Language Proficiency Assessment (CELDT) Early Advanced

Advanced Early Advanced

Comparison of Performance in Basic Skills ROLA Score of

5(1st), 16(2nd), 20(3rd)

CST Scaled score of 330 or higher in ELA

Grade of “C” in core curriculum

Parental Opinion and Consultation Parent opinion and consultation is sought regarding impending reclassification

Teacher Evaluation Classroom teacher input is provided regarding students meeting grade-level standards according to report cards

Graduation Rate The expected graduation rate for Los Banos Unified Students is 94.34%

Please telephone the school at (209) 826-3801 here if you would like to schedule a parent conference to discuss your child’s options for program placement.

Parents/Guardians have the right to request a “Parental Exception Waiver” for an alternative program.

California law gives parents the right to request that their child be placed in an Alternative Program. To do so, you must visit your child’s school to apply for a “Parental Exception Waiver” each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs.

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Los Banos Unified School District INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements

To the parent(s)/guardian(s) of: __________________________School: ________________________ Date: _____________ Student ID #: _____________ Date of Birth: ____________ Grade: ________ Primary language: __________________ Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child’s Home Language Survey. The law requires us to test your child’s English and primary language proficiency. The results of this test are used to decide the best program placement for your child. We are required to inform you of the test results, our program recommendation, and all the placement options available for your child. We have also listed the information our district uses to decide when a student is ready to exit the English learner program. (20 United States Code, Section 7012; California Education Code sections 52164.1[b]; and Title 5 of California Code of Regulation sections 11307[a] and 11511.)

Language Assessment Results

Domain

California English Language Development Test (CELDT)*

Performance Level

(Beginning, Early Intermediate, Intermediate, Early Advanced,

Advanced)

Primary Language Proficiency Level**

Test:

Date Administered:

Listening

Speaking

Reading

Writing

Overall

*A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child’s official results within 30 days after the district has received individual student reports from the contractor.

** Optional Based on results of the California English Language Development Test (CELDT), your child has been identified as an:

English learner (EL) with less than reasonable fluency in English who will be placed in the Structured English Immersion Program.

English learner (EL) with reasonable fluency in English who will be placed in the English Language Mainstream Program.

Initial Fluent English proficient (I-FEP) student who will be placed in the district’s general program.

Check if applicable:

Individualized Education Program (IEP) on file A description of how your child’s recommended program placement will meet the objectives of the IEP is attached.

Program Placement Options for English Learners

The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child’s primary language, you must apply for a “Parental Exception Waiver”.

English Language Proficiency Levels Program Placement

Advanced

Early Advanced

Initial Fluent English Proficient

(SBE approved criterion, May 2001)

District’s General Program

Intermediate Reasonable fluency English Language Mainstream

or an Alternative Program with an approved Parental Exception Waiver

Early Intermediate

Beginning Less than reasonable fluency

Structured English Immersion or an Alternative Program

with an approved Parental Exception Waiver

Other Instructional Setting based on IEP

37

Los Banos Unified School District INITIAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements

Description of Program Placement Options and Goals for English Learners

All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects.

Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program

and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Alternative Program (ALT): Students with an approved “Parental Exception Waiver” are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. (District inserts full description of their alternative program(s) and process to obtain a Parental Exception Waiver.)

NOTE: At any time during the school year, you may have your child moved into the English Language Mainstream Program.

Reclassification (Exit) 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. This district’s reclassification criteria are listed below:

Required Criteria

(California Education Code Section 313[d])

LEA Criteria

Grades K-2 Grades 3-12

English Language Proficiency Assessment (CELDT)

Early Advanced/

Advanced Early Advanced

Comparison of Performance in Basic Skills

ROLA Score of

5(1st), 16(2nd), 20(3rd)

CST Scaled score of 330 or higher in ELA

Grade of “C” in core curriculum

Parental Opinion and Consultation Parent opinion and consultation is sought regarding impending reclassification

Teacher Evaluation Classroom teacher input is provided regarding students meeting grade-level standards according to report cards

Graduation Rate - The expected graduation rate for Los Banos Unified Students is 94.34%

Please telephone (209) 826-3801, ext. 1008 if you would like to schedule a parent conference to discuss your child’s options for program placement.

**** **** Parents/Guardians have the right to request a “Parental Exception Waiver” for an alternative program. California law gives parents the right to request that their child be placed in an Alternative Program. To do so, you must visit your child’s school to apply for a “Parental Exception Waiver” each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs.

Los Banos Unified School District 1717 South Eleventh Street

Los Banos, California 93635 Telephone (209) 826-3801 Fax (209) 826-6810

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Reclassification Form for Grade 1 Board Policy AR #6174 and AR #6190

Education Code 52164.6

Student Name: Date: Grade:

School: Teacher:

A student is eligible for Reclassification from English Learner (EL) to Reclassified Fluent English Proficient (R-FEP) when all the criteria (A) through (D) have been achieved and dated following a consultation meeting with parent or guardian. Members of the Language Appraisal Team are to sign this document indicating that the student is to be reclassified. ________ A. CELDT – English Language Proficiency in Listening/Speaking Date Overall score of Early Advanced (4) or Advanced (5); and _____Listening Intermediate or Higher (3+) _____Speaking Intermediate or Higher (3+) _____Reading Intermediate or Higher (3+) _____Writing Intermediate or Higher (3+) ________ B. Teacher Evaluation of English Proficiency and Academic Achievement Date Current core curriculum grades of satisfactory or better

________ C. Objective Data of Academic Performance in English Date CA Summative One Results of 80% or higher Guided Reading Level 16

________ D. Parental Consultation

Date When a student has met the established reclassification criteria, the student’s parent or legal guardian, shall be invited to a discussion explaining the rationale for the reclassification.

Language Appraisal Team Membership

Site Principal or Designee Sign Date

Student’s Classroom Teacher Date

Other (Resource, Inclusion Specialist) Date

Student Date

Parent Date

Forward a copy of this form to the Elementary Area Administrator at the District Office, the original is to be placed in the student’s cumulative record. cc: EL1 11/06/02, Revised: 11/15/11, Resource Teachers

Los Banos Unified School District 1717 South Eleventh Street

Los Banos, California 93635 Telephone (209) 826-3801 Fax (209) 826-6810

39

Reclassification Form for Grade 2 Board Policy AR #6174 and AR #6190

Education Code 52164.6

Student Name: Date: Grade:

School: Teacher:

A student is eligible for reclassification from English Learner (EL) to Fluent English Proficient (R-FEP) when all the criteria (A-D) have been achieved and dated following a consultation meeting with parent or guardian. Members of the Language Appraisal Team are to sign this document indicating that the student is to be reclassified. ________ A. CELDT – English Language Proficiency in Listening/Speaking Date Overall score of Early Advanced (4) or Advanced (5); and _____Listening Intermediate or Higher (3+) _____Speaking Intermediate or Higher (3+) _____Reading Intermediate or Higher (3+) _____Writing Intermediate or Higher (3+) ________ B. Teacher Evaluation of English Proficiency and Academic Achievement Date Current core curriculum grades of satisfactory or better ________ C. Objective Data of Academic Performance in English Date CA Summative One Results of 80% or higher Guided Reading Level 20

________ D. Parental Consultation

Date When a student has met the established reclassification criteria, the student’s parent or legal guardian, shall be invited to a discussion explaining the rationale for the reclassification.

Language Appraisal Team Membership

Site Principal or Designee Sign Date

Student’s Classroom Teacher Date

Other (Resource, Inclusion Specialist) Date

Student Date

Parent Date

Forward a copy of this form to the Elementary Area Administrator at the District Office, the original is to be placed in the student’s cumulative record. cc: EL1 11/06/02, Revised: 11/15/11, Resource Teachers

Los Banos Unified School District 1717 South Eleventh Street

Los Banos, California 93635 Telephone (209) 826-3801 Fax (209) 826-6810

40

Reclassification Form for Grades 3-12 Board Policy AR #6174 and AR #6190

Education Code 52164.6 Student Name: Date: Grade:

School: Teacher: A student is eligible for reclassification from English Learner (EL) to Fluent English Proficient (R-FEP) when all of the criteria (A-D) have been achieved and dated following a consultation meeting with the parent or guardian. Members of the Language Appraisal Team are to sign this document indicating that the student is to be reclassified. __________ A. CELDT (California English Language Development Test) Date Overall score of Early Advanced (4) or Advanced (5); and _____Listening Intermediate or Higher (3+) _____Speaking Intermediate or Higher (3+) _____Reading Intermediate or Higher (3+) _____Writing Intermediate or Higher (3+) __________ B. Teacher Evaluation of English Proficiency and Academic Achievement Date Current core curriculum grades of C or higher (or satisfactory, when letter grades not given). __________ C. Objective Data of Academic Performance in English ELA CST score of 330 or Date higher __________ D. Parental Consultation Date When a student has met the established reclassification criteria, the student’s parent or legal guardian shall be invited to a discussion explaining the rationale for the reclassification.

Language Appraisal Team Membership Site Principal or Designee Sign Date Student’s Classroom Teacher Date (Two, if at secondary level, English and/or other) Date Other (Resource, Inclusion Specialists) Date Student Date Parent Date Forward a copy of this form to the Elementary Area Administrator, District Office; the original is to be placed in the student’s cumulative record.

2011-2012