Presented by: English Learner Master Plan Committee Krista Castillou, Samita Sen, Sudeshna

Sanyal, Cassandra Spacek, Harriet Quilcot, Penny Phillips

English Learner Master Plan Presentation

Berryessa Union School District English Learners speak 41 DIFFERENT languages

English Learners in Berryessa

Berryessa Union School District 2015-2016 CELDT Minimum Yearly Growth (Grades TK-8)

Grade TK K 1 2 3 4 5 6 7 8 Below

CELDT 5 0 9 89 106 104 70 64 38 44 25 171/ 6%

CELDT 4 1 82 194 183 154 153 97 63 57 57 427/ 15%

CELDT 3 21 119 87 107 92 93 48 60 27 37 356/ 13%

CELDT 2 25 114 28 31 21 11 10 9 17 10 109/ 4%

CELDT 1 33 77 14 26 13 16 10 12 13 10 91/ 3%

At/+ 1,594/58%

80/ 100%

392/ 100%

398/ 97%

396/ 87%

258/ 67%

70/ 20%

229 182 158 139 1,154/ 41%

Color Code: Blue=Above Green=Met Yellow=Below Recommended ELD Intervention for Students not making yearly growth.

400/ 37% are being reclassified

754/ 27%

Home Language Survey (HLS)

2010 HLS 2016 HLS BERRYESSA UNION SCHOOL DISTRICT 

HOME LANGUAGE SURVEY   Name of Student:  __________________________  ______________________   _____________ _________ 

  Surname / Last Name                  First Given Name                  Second Given Name  Student’s Home Address: _________________________________________________ _____________ ____  School: _________________________      Birthdate: ___________________     Grade: ___________________     Phone Number: Home:  _____________________________   Cell: _______________________ ____________  __________________________________________________________________________________________  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.  As parents or guardians, your cooperation is requested in complying with this legal requirement. Please respond                               to each of the four questions listed below as accurately as possible. For each question, write the name(s) of the                                       language(s) that apply in the space provided.  Please do not leave any question unanswered.  

1. Which language did your child learn when he/she first began to talk?  ________________  2. Which language does your child most frequently speak at home? ________________  3. Which language do you (the parents or guardians) most frequently  use when speaking with your child? ________________

 4. Which language is most often spoken by adults in the home?  (parents, guardians, grandparents, or any other adults)          ________________  

 *IF CHINESE, PLEASE SPECIFY WHICH DIALECT:  ________________ 

 Please sign and date this form in the spaces provided below.  Thank you for your cooperation.  _________________________________ _______________________ Signature of Parent or Guardian Date  __________________________________________________________________________________________ Office use only:   CELDT Appointment: Date: ________________   Time: _______________  

Elementary Program Options Elementary Instructional Program Options

Program Goals Program Components

Designated English Language Development: EL’s with “less than reasonable fluency” in English (CELDT 1-low 4)

Acquisition of English language skills and access to core content so that ELs, including those with disabilities, can succeed in a mainstream classroom. Designated ELD is designed to ensure that ELs develop English proficiency and receive appropriate supports to make grade level content standards accessible. High quality ELD instruction and scaffolded instruction is provided with primary language support for clarification. Designated ELD is the default placement for ELs who are “less than reasonably fluent.”

1.  45 minutes of daily Designated ELD instruction at the student’s assessed level of English proficiency

2.  Teaming for ELD instruction as needed within or across grade levels

3.  Standards-based instruction 4.  Differentiated instruction utilizing

state-adopted, district approved, standards-based materials

5.  Primary language support to motivate, clarify, direct, and explain, is provided according to student need and availability of staff and materials.

English Language Mainstream: ELs who are “reasonably fluent in English” (CELDT 4-5)

Ensure EL students that have transitioned from Designated ELD to progress toward meeting ELD and content standards, via ELD and scaffolded instruction. Ensure RFEP students’ linguistic skills are comparable to those of native English proficient peers. This program is appropriate for ELs “reasonably fluent in English.”

1.  ELs meeting “reasonable fluency” receive 45 minutes of ELD focused on academic language development.

2.  Differentiated instruction utilizing state-adopted, district approved, standards-based materials

Middle School Program Options Secondary Instructional Program Options

Program Goals Program Components

Designated ELD/Newcomer English: ELs with “less than reasonable fluency” in English (CELDT 1-low 3)

Acquisition of English language skills so that ELs, including those with disabilities, can succeed in a Mainstream English classroom. Designated ELD is designed to ensure that ELs receive appropriate supports to meet ELD proficiency and grade-level standards. High quality ELD and scaffolded content instruction are provided with primary language support for clarification

1.  2 periods of specialized ELD instruction and 1 period of sheltered Social Science instruction.

2.  Acculturation to life in the U.S. 3.  Read 180/System 44/ELD

instruction that connects to core content instruction.

Long-Term English Learner: ELs in grades 6-8 who have completed five full years or more in U.S. schools but have not met BUSD reclassification criteria.

Accelerate the academic ELD and academic achievement of Long-Term EL students so they are reclassified and able to meet college- and career- ready standards comparable to native-English speaking peers in Mainstream English classrooms.

1.  Accelerated, content-based ELD emphasizing oral and written academic language with emphasis on expository writing.

2.  Support class that teach academic language through science or social studies content.

3.  Focus on study skills and critical thinking.

4.  English 3D

Mainstream English: ELs in grade 6-8 who are “reasonably fluent in English” (CELDT high 3-5)

Ensure ELs that have transitioned from Designated ELD continue to progress towards meeting ELD proficiency and grade level content standards. Ensure that RFEP students’ linguistic and academic skills are comparable to native-English speaking peers.

1.  One ELD period focused on academic language development instruction that connects to core content instruction.

2.  Mainstream Language Arts course with EO/RFEP/IFEP students.

3.  State-adopted, district-approved, standards-based material are used.

ELD Report Card (Elementary)

ELD Report Card (Middle School)

Family and Community Involvement

Family Advisory Committees •  English Learner Advisory Committee •  District English Learner Advisory Committee

Family Education Opportunities

•  Berryessa Parent University •  Latino Family Literacy Project

Save the Dates

•  English Learner Parent University @ Cherrywood Elementary School •  April 23, 2016 from 9:00AM-11:00AM

•  Reclassification to Fluent English Celebration @

Berryessa Youth Center •  May 25, 2016 from 7:00 PM-8:00 PM