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Val Verde Uni f i ed S choo l Di s t r i c t D iv i s i on o f Educat i on S erv i c e s
E n g l i s h L e a r n e r S u p p o r t S e r v i c e s P r o g r a m T K - 1 2
Revised:
2015-2016
Val Verde Unified School District 975 West Morgan Street
Perris, Ca 92571 Telephone: (951) 940-6100
Fax: (951) 960-6120 www.valverde.edu
Approved by the Board of Education Date: June 14, 2011 Revision: June 8th, 2012 Revision: July 23rd, 2013 Revision: September 29th, 2014 Revision: October 28th, 2015
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Table of Contents
Acknowledgements 3
Introduction 5
Dimension I: Parent Outreach and Involvement
EL 01: Parent Outreach and Involvement 7
EL 02: Translation of Information for Parents 8
EL 03: Private School Consultation and Participation 9
EL 04: English Learner Advisory Committee (ELAC) 13
EL 05: District English Learner Advisory Committee (DELAC) 15
Dimension II: Governance and Administration
EL 06: English Learner Identification and Assessment 17
EL 07: Parent Guardian Notifications 22
EL 08: Implementation, Monitoring, & Revision of LEA Plans 27
EL 09: Program Inclusion in Development of the SPSA 31
EL 10: Inventory 32
Dimension III: Funding
EL 11: Supplement, Not Supplant, with Title III & EIA-LEP 33
EL 12: Time Accounting Requirements 34
Dimension IV: Standards, Assessments, and Accountability
EL 13: Evaluation of English Learner Program Effectiveness 35
EL 14: Reclassification 38
Dimension V: Staffing and Professional Development
EL 15: Teacher EL Authorization 50
EL 16: Professional Development Specific to English Learners 53
Supplement A: Role of Bilingual & Reclassification Facilitators 57
Dimension VI: Opportunity and Equal Educational Access
EL 17: Appropriate Student Placement 58
EL 18: Parental Exception Waiver for Alternative Program 63
Dimension VII: Teaching and Learning
EL 19: English Language Development (ELD) 69
EL 20: Access to the Core Subject Matter 80
Supplement B: English Learners & G.A.T.E. 82
Supplement C: English Learners & Special Education 84
Appendix
CELDT English Proficiency Levels 93
Overall CELDT Test Performance Levels 94
CELDT Scale Score Ranges 95
Relevant Online Sources for English Learners 99
CELDT Questions and Answers 100
Glossary of Terms & Acronyms 102
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Val Verde Unified School District Board of Education
Marla Kirkland, President
Shelly Yarbrough, Vice President
Suzanne Stotlar, Clerk
Michael M. Vargas, Member
Julio Gonzalez, Member
District Office Administration
Michael R. McCormick, Superintendent, Val Verde Unified School District
Darrin Watters, Assistant Superintendent, Business Services
Mark LeNoir, Assistant Superintendent, Education Services
Christi Barrett, Assistant Superintendent, Human Resources
Deborah J. Bryant, Director, Assessment and Accountability, Education Services
Garrick Owen, Coordinator, State and Federal Programs, Education Services
Jennifer Doskocil, Coordinator, Elementary Education, Education Services
Rae Dunn, Coordinator, Secondary Education, Education Services
Carla de la Torre, Ed.D., Coordinator, English Learner Support Services TK-12
Lou Randall, Coordinator, STEAM
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Acknowledgements The Division of Education Services English Learner Program Office wishes to express its
appreciation to the following people for their assistance and contributions to the update of
the Val Verde Unified School District’s Master Plan for English Learners.
Principals: Julie Singletary, Pre-School Tammy Roughton, Avalon Elementary School Thelma Almuena, Columbia Elementary School Tom Gronotte, Lasselle Elementary School Fernando Betanzos , Manuel L. Real Elementary
School Katrina Bermudez, Mary McLeod Bethune
Elementary School Aimee Garcia, May Ranch Elementary School Nickey Smith, Mead Valley Elementary School Laura Pulido, Rainbow Ridge Elementary School Korby Warren, Sierra Vista Elementary School Deni Seagrave, Triple Crown Elementary School Timothy Tanner, Val Verde Elementary School Molly Large, Victoriano Elementary School John Parker, Lakeside Middle School Jim Owen, March Middle School Esteban Lizarraga, Tomás Rivera Middle School Esperanza Arce, Vista Verde Middle School Nereyda Gonzalez, Citrus Hill High School Ross Godfrey, Rancho Verde High School Steve Coelho, Val Verde High School David McPhee, Val Verde/Student Success
Academy
Bilingual Facilitators Corrina Alvarez, Avalon Elementary School Leslie Aguayo and Vera Sanchez, Columbia
Elementary School Rosa Rosas, Lasselle Elementary School Catalina Valdez-Taylor, Manuel L. Real Elementary
School Alejandra Avila, Mary McLeod Bethune Elementary
School Catalina González, May Ranch Elementary School Mario Sagastume, Mead Valley Elementary School Liseth Wendy Maravilla, Rainbow Ridge Elementary
School Adriana Hauser, Sierra Vista Elementary School Adriana Vázquez, Triple Crown Elementary School Alejandro Alcazar, Val Verde Elementary School Jose Saldana, Victoriano Elementary School Hannah De Lacy, Lakeside Middle School Elsa Canales, March Middle School Katie Ruiz, Tomás Rivera Middle School Laura Schoenfelder, Vista Verde Middle School Kristal Cullivan, Citrus Hill High School Gary López, Rancho Verde High School Elizabeth Pepe, Val Verde High School Refugio Santa Cruz, Val Verde/Student Success
Academy
DELAC Members Maria Castillo, Avalon Elementary School Perla Rodriguez, Columbia Elementary School Zugey Olea & Carmen Soto, Lasselle Elementary
School Guadalupe Caridad, Manuel L. Real Elementary
School Stella Corbalan, Mary McLeod Bethune Elementary
School Maria Ordones, May Ranch Elementary School Ana Andrade & Susana Morales, Mead Valley
Elementary School Rosalba Navarro, Rainbow Ridge Elementary
School Susana Villanueva, Sierra Vista Elementary School Ana Ruiz, Triple Crown Elementary School Zoila Cruz, Val Verde Elementary School Veronica Negrete & Sharon Ramirez, Victoriano
Elementary School
Brenda Cardona, Lakeside Middle School Ruben Ruiz, March Middle School Maria Buenrostro, Tomás Rivera Middle School Celia Ruelas, Vista Verde Middle School Ana Muñoz, Citrus Hill High School Juana Acosta, Rancho Verde High School N/A, Val Verde High School N/A, Val Verde/Student Success Academy
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Acknowledgements (continued)
Carla de la Torre, Ed.D., Coordinator, English Learner Support Services TK-12
Language Assessment Center:
Ivonne Fuentes-Ortega, Language Assessment Center Supervisor
Aurora Del Real, Bilingual Assessment Technician
Fernandina Palomera, Bilingual Assessment Technician
Laura Rodas, Bilingual Assessment Technician
Yolanda Villa, Bilingual Assessment Technician
Bilingual Clerk Team:
Erika Velasco, Educational Interpreter/Translator Supervisor
Judith Alvarado, Bilingual Clerk
Angélica Flores, Bilingual Clerk
Karena López, Bilingual Clerk
Family Engagement Center:
Iliana Dodge, Family Engagement Specialist
Maria González, Community Liaison
Christina López, Community Liaison
Porscha Morris, Community Liaison
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Introduction Val Verde Unified School District serves a diverse population in Riverside County. District
enrollment of English Learners has increased from 850 in 1993 to over 4544 in 2014. In
accordance with the state and federal guidelines, the district has implemented programs in
order to meet the needs of the English Learner population, including both immigrant and
heritage language students. The English Learner Master Plan (EL Master Plan) addresses the
needs of all children of diverse language backgrounds. All students are expected to achieve
academic success through varied methods of instruction, qualified teaching staff, and high
expectations. This plan will address the components necessary to ensure that all English
Learners are provided the opportunity to be successful: identification of English Learners,
program design and evaluation, curriculum, staffing, instructional materials, and parent
involvement.
The purpose of this plan is to provide a framework of instruction for English Learners and to
acquaint their teachers, administrators, and parents with federal, state, and district policies
as well as programs, resources and staff/parent development opportunities. VVUSD
personnel at the district and school level: teachers, counselors, instructional assistants, and
administrators, are expected to follow the procedures specified in the English Learner Master
Plan. With this in mind, the following goals have been established:
● Develop English proficiency as quickly and efficiently as possible
● Provide English Learners with a smooth transition into the core, standards-based
curriculum and ensure academic success by continuing to develop academic English
● Provide equal access to the core, standards-based curriculum
● Develop a positive self-concept among English Learners
● Establish standards-based instruction and evaluation procedures by aligning district
programs with the California English Language Development standards and
benchmarks
● Provide staff and parents with a comprehensive overview of instructional practices and
program options for English Learners
● Achieve standardization of instructional programs for English Learners district-wide
● Provide staff and parents with standards-based professional development opportunities
● Provide district personnel and parents with an accessible and usable master plan
● Develop awareness of student biculturalism, bilingualism, and bi-literacy through the
Dual Language Immersion Program (parent choice)
To better serve our English Learner program, our district has organized the following
components in order to meet the needs of our English Learners:
❖ Department of English Learners, with an administrator
❖ English Learner Language Assessment Center (LAC) Team
❖ English Learner/Bilingual & Reclassification Facilitators at each school site
❖ Interpreter-Translator
❖ Procedures and documents to organize and control our English Learner Program
❖ English Learner Green Folder which contains: CELDT assessments,
reclassification/monitoring documentation
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Introduction (continued)
Val Verde Unified School District remains strong in its belief that all appropriate learning
opportunities for each English Learner enrolled in grade TK-12 must reflect the highest
possible expectation for academic achievement.
The development of the Val Verde English Learner Master Plan is based on instructional
principles supported by research as well as implementation of current state and federal
guidelines. The student's’ primary language will be utilized to support and reinforce the
acquisition of oral, reading, and writing skills in English that lead to academic success.
Consistent application of a well-designed, sequential, and exemplary English Language
Development program will lead English Learners to linguistic competence in their second
language.
Specifically, the Val Verde Unified School District holds the following beliefs:
● High expectations and aspirations apply to every student in the district
● All students are entitled to equal access to the core, standards-based curriculum
● The goals of the English Learner programs are:
o English proficiency
o Academic achievement
o Positive self-concept
o Equal access to the core
o Bilingualism and bi-literacy (per parent choice through the DLI program)
● Effective English Language Development (ELD) programs are guided by the same
principles that direct all effective language arts programs. An exemplary ELD program is
meaning-centered and communicative-based, which places an emphasis on
language development in English appropriate to the evolving linguistic competence of
the learner
● Primary language support assists in building literacy, academic vocabulary and
cognitive skills for academic success in the core, standards-based curriculum
● Specially Designed Academic Instruction in English (SDAIE) methodologies are used to
provide equal access to the core, standards-based curriculum and these classes are
aligned with the California Common Core State Standards in each discipline
● Awareness, understanding, and appreciation of cultural diversity are the cornerstones of
a positive self-concept
● Building the capacity of professional staff is integral to an English Learner program. This
can be accomplished through various methods including college coursework, in-service
training, and workshops and conferences
● Successful implementation of any program requires careful planning, appropriate
training, and consistent monitoring
● Parent and community involvement is a critical component in the educational process
which helps overcome barriers and support the students’ academic success.
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Parents, staff, students, and community members participate in developing, implementing,
and evaluating core and categorical programs.
VVUSD sends notice off and holds regular meetings for the purpose of formulating and
responding to the parents’ recommendations. For parents of English Learners, this is
accomplished primarily through our English Learner Advisory Committees and our District
English Learner Committee.
VVUSD informs the parents how they can be involved in the education of their children and
be active participants in assisting their children to:
● Attain English proficiency
● Achieve at high levels in core academic subjects
● Meet challenging state academic Common Core standards expected of all
students
VVUSD will inform parents/guardians of English Learners if the district has failed to make
progress on the annual measureable achievement objectives (AMAO) within 30 days after
such failure occurs.
Val Verde Unified School District recognizes the importance of parental involvement and the
positive effects it has in relation to a student’s academic performance. Educators must
engage parents as partners in the educational process and help them develop a sense of
efficacy, which translates into higher academic performance for their children. The district
offers a wide range of opportunities for parental and community involvement, including:
● School Site Council (SSC)
● English Learner Task Force (ELTF)
● Family Math Night
● Family Reading Night
● Parent Teacher Organization (PTO) membership
● English Learner Advisory Committee (ELAC) membership
● Classroom involvement
● Parent training
● CABE and other conference attendance
● English as a Second Language (ESL) classes for parents
● Family Engagement Center
Educators and other school staff have a crucial responsibility to communicate directly with
parents on a regular basis:
● In the parents’ primary language
● To listen and respond to their concerns
● For positive home-school connection
Dimension I – Parent Outreach and Involvement
EL 01 – Parent Outreach and Involvement The LEA sends notices of and holds regular meetings for the purpose of formulating and responding to the parents’ recommendations.
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● To communicate student expectations
● To value parents as a source of support, information, and assistance
● To assist parents in understanding school policies and procedures
● To demonstrate value of the student’s home language and culture
Every effort must be made to include parents in the educational process. A successful school
program develops strong relationships between the school staff and parents and helps
overcome barriers, such as language and cultural differences. For this reason, Val Verde
Unified School District seeks to build more effective parent/school relationships through:
● Providing communications in the home language whenever possible
● Encouraging parents and community members to act as volunteers and aides
● Offering training programs, meetings, and workshops for parents to develop their
leadership and parenting skills
● Providing classes to help the non-English speaking and/or unschooled parents (such as
English as a Second Language)
● Organization of school visitations so parents become familiar and comfortable with the
school environment
● Principal working closely with the ELAC President and Bilingual Facilitator to plan
trainings and develop Agendas for ELAC meetings
Notices in Primary Language
Val Verde is committed to follow state guidelines in regards to parent communication:
When 15 percent or more of students enrolled in a public school speak a single primary
language other than English, as determined by language census data from the preceding
year, all notices, reports, statements and records sent to parents of such students are written
in English and the primary language.
EL 02 – Translation of Information for Parents The LEA must provide parents and guardians with information on school and parent activities in a format and, to the extent practicable, in a language the parents can understand.
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What consultation is required under the equitable participation provision?
The Uniform Provisions contain requirements for timely and meaningful consultation between
appropriate public and private school officials. The goal of the consultation process is to
design and implement a program that will provide equitable services and meet the needs of
eligible private school students and/or teachers and other education personnel.
Consultation between the entity receiving federal financial assistance and private school
officials must occur before any decision is made that could affect the ability of private
school students, teachers and other education personnel to receive benefits under ESEA
and must continue throughout the implementation and assessment of activities. Consultation
generally must include discussion on such issues as: how children's needs will be identified;
what services will be offered; how and where the services will be provided; who will provide
the services; how the services will be assessed and how the results of assessment will be used
to improve those services; the amount of funds available for services; the size and scope of
the services to be provided; and how and when decisions about the delivery of services will
be made.
In addition, a thorough consideration of the views of private school officials on the provision
of contract services through potential third-party providers must take place, and, where the
entity receiving assistance disagrees with the views of the private school officials on the
provision of services through a contract, the entity must provide a written explanation of the
reasons why the entity has chosen not to use a contractor.
Title I—Improving the Academic Achievement of the Disadvantaged
Title I, Part A—Improving Basic Programs Operated by LEAs
Title I, Part A, provides supplementary instruction by public school teachers or through a third-
party contractor to students who are educationally disadvantaged and failing or most at risk
of failing to meet high academic standards, and who live in areas of high poverty.
Instruction may take place during the school day, before or after school, or in the summer.
Title I services may be provided on site at the private school, including religiously affiliated
schools, or at other locations. Funds are generated on the basis of the number of children
from low-income families who reside in participating public school attendance areas and
attend private schools. Private school students who reside within a Title I attendance area
and who are failing or most at risk of failing to meet high academic standards are eligible for
services. Services may include a targeted, assisted pullout model, supplementary instruction,
direct instruction, computer-assisted instruction, tutoring, counseling, family literacy and early
childhood programs. In addition, the law requires equitable participation of private school
teachers of Title I students in professional development activities and of parents of Title I
students in parent involvement activities. Title I is not governed by the Uniform Provisions; it
has its own requirements. Under Title I, LEAs are required to maintain a written affirmation
signed by an official for each participating private school that the required consultation has
occurred.
EL 03 – Private School Consultation and Participation The LEA must contact private school officials in the LEA enrollment areas to provide an opportunity to receive equitable Title III educational services and benefits to address the needs of eligible LEP and immigrant students, their teaches, and their families.
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Title I, Part B—Reading First
Reading First provides funding to implement comprehensive reading instruction for children
in kindergarten through third grade. Funds must be used for reading programs; instructional
materials; professional development; administering screening, diagnostic and classroom-
based reading assessments; collecting and reporting data; and promoting reading and
library programs. Reading First is governed by the Uniform Provisions, and private school
children in the areas served by public schools receiving Reading First funds are eligible for
services.
Title I, Part B, Subpart 3—Even Start Family Literacy
Even Start Family Literacy provides funding to partnerships of LEAs and other public and
private entities to support family literacy programs that integrate early childhood education,
adult education, parenting education, and literacy activities for low-income families and
their children from birth through age seven. The Even Start Family Literacy program is
governed by the Uniform Provisions, and grant applicants are required to consult in a timely
and meaningful manner with private schools in designing and implementing a program for
school-aged students.
Title I, Part C—Migrant Education
Migrant Education provides financial assistance to improve education for migrant children.
State education agencies (SEAs) provide services and activities either directly or through
subgrants to local operating agencies (LOAs), which can be either an LEA or a public or
nonprofit private agency. The Migrant Education program is governed by the Uniform
Provisions and requires the equitable participation of private school migrant students and
their teachers, and other education personnel in schools located in targeted areas.
Title II—Preparing, Training and Recruiting High-Quality Teachers and Principals
Title II, Part A—Teacher and Principal Training and Recruiting Fund
The Teacher and Principal Training and Recruiting Fund provides assistance for preparing,
training, recruiting and retaining high-quality teachers. This program is governed by the
Uniform Provisions, but the amount of funding available for services to private school
personnel is governed by Section 9501 (b) (3), which requires equitable participation of
private school teachers and other education personnel to the extent that the LEA uses its
funds for professional development. For the purposes of determining the amount of program
funds to be made available for services to private school teachers, the law “imputes” a
minimum amount of program funds devoted to professional development as the total
amount spent in fiscal year 2001 for professional development under the predecessor
Eisenhower Professional Development Program and the Class Size Reduction Program.
Activities may include improving teachers’ knowledge in the core academic subjects and
effective instructional teaching strategies; technology integration training; teaching students
with different learning styles; using assessments to improve instruction and student outcomes;
involving parents more effectively; and education leadership development.
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Title II, Part B—Mathematics and Science Partnerships
The Mathematics and Science Partnerships program provides funds to improve mathematics
and science teaching through a variety of activities. At the current appropriations level,
partnerships must include an SEA; engineering, math or science department of an institution
of higher education (IHE); and a high-need LEA. Private schools may be members of these
partnerships. Activities include professional development; stipends and scholarships for
advanced coursework in mathematics, science or engineering; and programs to bring math
and science teachers into contact with working scientists, mathematicians and engineers.
This program is administered jointly with the National Science Foundation. The Mathematics
and Science Partnerships program is governed by the Uniform Provisions and requires the
equitable participation of teachers who teach in private schools located in school districts
where grants are awarded.
Title II, Part D—Enhancing Education Through Technology
The Enhancing Education Through Technology program provides funds for innovative
initiatives to support the integration of education technology into classrooms to improve
teaching and learning. Activities include professional development in technology
integration and the use of the Internet; distance learning initiatives; acquiring education
technology; and using technology to enhance parental involvement. This program is
governed by the Uniform Provisions and requires the equitable participation of students and
teachers in private schools located in school districts where grants are awarded.
Title III—Language Instruction for Limited English Proficient and Immigrant Students
Title III, Part A—English Language Acquisition, Language Enhancement and Academic Achievement
The English Language Acquisition, Language Enhancement and Academic Achievement
program provides funds for helping limited English proficient (LEP) children attain English
proficiency and meet the same challenging state academic standards as all children are
expected to meet. Funds must be used for increasing the English proficiency of LEP children
by providing high-quality language instruction and high-quality professional development.
Private school students and teachers whose schools are located within an LEA that receives
a sub-grant from the state are eligible to participate in this program, as required by the
Uniform Provisions.
Title IV—21st Century Schools
Title IV, Part A—Safe and Drug-Free Schools and Communities
The Safe and Drug-Free Schools and Communities Act supports programs that foster a safe
and drug-free learning environment. Authorized activities include drug, violence and suicide
prevention programs; professional development and training; developing school security
plans; conflict resolution, community service and character education programs; family
involvement activities; counseling; mentoring; and emergency intervention services. The
Uniform Provisions for the equitable participation of private school students apply to the Safe
and Drug-Free Schools program, including the competitive grant programs awarded directly
by the Department (National Coordinator program, Community Service Grant, Grants to
Reduce Alcohol Abuse, and Mentoring programs).
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Title IV, Part B—21st Century Community Learning Centers
The 21st Century Community Learning Centers (21st CCLC) program provides before-and
after-school (including summer) services to children and their families that include academic
enrichment activities, particularly for students who attend low-performing schools, to help
them meet state and local student performance standards in core academic subjects.
Activities may include remedial education, academic enrichment, art, music, tutoring,
mentoring, recreation, technology, drug and violence prevention, counseling, character
education and family literacy. The Uniform Provisions apply to the 21st CCLC program and
require the equitable participation of private school students, teachers and other education
personnel who are part of the target population.
Title V—Promoting Informed Parental Choice and Innovative Programs
Title V, Part A—Innovative Programs
Innovative Programs support education reform and innovative school improvement
programs to improve school, student and teacher performance. Private school students,
teachers and other education personnel may receive professional development, library
materials, educational equipment, and repair and minor remodeling or construction of
school facilities. Other activities may include community service programs; consumer
education; purchase of computer hardware and software; programs to hire and support
school nurses; school-based mental health services; programs for cardiopulmonary
resuscitation training in schools; and parent and community involvement. The program has
its own provisions for the equitable participation of private school students, teachers and
other education personnel (section 5142).
Title V, Part D, Subpart 6—Gifted and Talented Students
The Gifted and Talented Students program provides funding for demonstration projects in
activities designed to enhance the ability of schools to meet the special education needs of
gifted and talented students (including economically disadvantaged individuals, individuals
with limited English proficiency, and individuals with disabilities). Activities include training of
personnel in the education of gifted and talented students and, where appropriate, in the
use of gifted and talented services, materials and methods for all students. The program has
its own provisions for the equitable participation of private school students, teachers and
other education personnel. They require the secretary to ensure, where appropriate, that
provision is made for the equitable participation of students and teachers in private schools,
including the participation of teachers and other personnel in professional development
programs serving such students.
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English Learners Advisory Committee (ELAC)
State law requires that each public school, grades TK-12, with 21 or more English Learners
form an English Learner Advisory Committee (ELAC) that meets the following requirements:
1. Parent members are elected by parents or guardians of English Learners.
2. Parents of English Learners constitute at least the same percentage of the committee
membership as their children represent of the student body.
3. The ELAC has advised the School Site Council (SSC) on the development of the Single
School Plan for Student Achievement.
4. The ELAC has advised the principal and staff on the school’s program for English
Learners.
5. The ELAC assists in the development of the school’s:
● Needs Assessment
● Language Census Report
● Efforts to make parents aware of the importance of regular school attendance
6. The ELAC has received training materials and training, planned in full consultation with
committee members, to assist members in carrying out their legal responsibilities.
7. The ELAC has the opportunity to elect at least one member to the DELAC or has
participated in a proportionate regional representation scheme when there are 31 or
more English Learner Parent Advisory Committees in the district.
8. Recognition of English Learner Program student achievements.
Legal Requirements – Parent Advisory Committees
Schools with 21 or more English Learners are required to establish a functioning English
Learner Advisory Committee (ELAC) on programs and services for English Learners. The ELAC
meets the following requirements:
Formation:
The school sends out written invitations (in English and Spanish) to all parents and often
makes telephone calls to the parents of English Learners inviting them to the ELAC meeting.
Typically, on the first ELAC meeting of the school year, there is an election in which all
parents/guardians of English Learners have an opportunity to vote and elect the parent
members of the committee. The school principal is responsible for establishing the ELAC. In
addition, the school site principal works collectively with the ELAC president to create the
agenda.
Elections:
Legal requirements for ELAC elections include:
a. Parent/guardian members of English Learners elect parent members of the school
committee or subcommittee.
b. The parents/guardians are provided the opportunity to vote for committee members.
c. Each school’s ELAC shall have the opportunity to elect at least one member to the District
English Learner Advisory Committee (DELAC).
EL 04 – English Learner Advisory Committee (ELAC) A school site with 21 or more English Learners must have a functioning English Learner Advisory Committee (ELAC) that meets the following requirements:
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Composition Requirements:
Parents of English Learners constitute at least the same percentage of the committee
membership as their children represent of the student body. The principal and staff work
diligently to ensure that parents of English Learners attend ELAC meetings.
Major Function:
The purpose of the ELAC is to advise the principal and school staff on programs and services
for ELs and the School Site Council on the development of the Single School Plan for Student
Achievement. ELAC also assists the school on other tasks listed below.
Tasks:
The committee advises and assists the school as follows:
● The ELAC advises the school principal and staff on:
o The school’s program for English Learners.
● The ELAC advises the School Site Council (SSC) on:
o The development of the Single School Plan for Student Achievement.
● The ELAC assists in the following:
o The school’s needs assessment
o The school’s annual language census (Language Census).
o Efforts to make parents aware of the importance of regular school attendance.
Training:
The District and Site Administrator shall provide training for all ELAC members:
o Appropriate training and materials to assist each member to carry out his or her
legally-required advisory responsibilities.
School Site Council:
The ELAC advises the School Site Council (SSC) on the development of the Single School Plan
for Student Achievement. This activity is documented in the minutes of the School Site
Council meeting at which this involvement occurred.
DELAC:
ELAC Parents/guardians elect one or two members to the District English Learner Advisory
Committee (DELAC) or have participated in a proportionate regional representation
scheme when there are 31 or more parent advisory committees in the district.
Monitoring:
The Administrator for English Learner Program, Bilingual Facilitator, and principal continually
review the implementation of the ELAC to ensure that all requirements are met.
Documentation:
All site ELAC documentation of ELAC sign-in sheets, agendas, and minutes are kept at the
site. A copy of all documentation is sent to the Administrator for EL Programs for review and
to be filed at district level.
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District English Learners Advisory Committee (DELAC)
A district with 51 or more English Learners has a functioning DELAC or a subcommittee of an
existing district committee in which at least 51% of the members are parents (not employed
by the district) of English Learners. Annually, our DELAC members are trained on these topics
and subsequently advise our Board of Education on at least the following tasks:
1. Development of a district master plan for educational programs and services for
English Learners that takes into consideration the Single Plan for Student Achievement.
2. Conducting of a district-wide needs assessment on a school-by-school basis.
3. Establishment of district program, goals, and objectives for the program and services
for English Learners.
4. Development of a plan to ensure compliance with any applicable teacher and
instructional aide requirements.
5. Administration of the Annual Language Census report.
6. Review of and comment on the school district’s reclassification procedures.
7. Review of and comment on the written notifications required to be sent to parents
and guardians.
DELAC members receive training and materials, developed in consultation with the
committee, that are appropriate to assist parents in carrying out their DELAC responsibilities.
DELAC - Legal Requirements
When a school district has 51 or more English Learners, the school district is required to
establish a functioning District English Learner Advisory Committee (DELAC) for programs and
services for English Learners.
Composition Requirements:
Parents or guardians of English Learners not employed by the district must constitute a
majority membership (51% or more) of the committee.
Elections:
Each school English Learner Advisory Committee (ELAC) must have the opportunity to elect
at least one member to the DELAC.
Major Function:
The purpose of the DELAC, or subcommittee on English Learner education, is to become
trained in and advise the Board of Education (e.g. in person, by letters and/or reports) on
programs and services for English Learners listed below. Annually, our DELAC members are
trained on these topics and subsequently advise our Board of Education on at least the
following tasks:
EL 05 – District English Learner Advisory Committee (DELAC) A LEA with 51 or more English Learners must have a functioning DELAC or a subcommittee of an existing district committee in which at least 51 of the members are parents (not employed by the district of English Learners.
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1. Development or revision of a district master plan for educational programs and services for
English Learners that takes into consideration the Single School Plan for Student
Achievement.
2. Conducting of a district wide needs assessment on a school-by-school basis.
3. Establishment of district program, goals, and objectives for programs and services for
English Learners.
4. Development of a plan to ensure compliance with any applicable teacher and
instructional aide requirements.
5. Administration of the Annual Language Census.
6. Review of and comment on the school district’s reclassification procedures.
7. Review of and comment on the written notifications required to be sent to parents and
guardians.
Training and Materials
The district has provided training and training materials, planned in full consultation with
committee members, appropriate to assist parent members in carrying out their DELAC
responsibilities.
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The district has properly identified, assessed, and reported all students who have a primary
language other than English.
At the time of enrollment, California public schools are required to determine the
language(s) spoken in the home by each student. In order to gather this information, all
parents/legal guardians are required to complete, sign and date a Home Language Survey.
When a parent or legal guardian enrolls his/her child in our district for the first time, the
parent/legal guardian completes the HLS as part of the District’s enrollment procedure at
Centralized Registration. The HLS remains on file for each of the district’s students (including
Migrant, Special Education, and Alternative Education enrollees). This information will assist
schools in providing appropriate instruction for all students.
The HLS is a state mandated survey used to determine the primary language of the student.
The No Child Left Behind Act of 2001 (NCLB) and California Education Code Section
mandates the testing of all students identified initially on information that parents fill out on
the Home Language Survey as other than English. If the responses to the questions on the
HLS are all “English,” the student does not require assessment for language proficiency.
Rather, the student is identified as English Only (EO) and placed in an English Language
Mainstream (ELM) classroom. However, all students whose HLS indicates a language other
than English on questions 1, 2, or 3 or if it is believed through observation that the student
speaks another language in addition to English, the student must be assessed in English
language skills on the California English Language Development Test (CELDT) within 30
calendar days of initial enrollment.
Language Assessment Center (LAC)
CELDT testing will be accomplished at the VVUSD Language Assessment Center (LAC) by
trained testers when the parent comes to the LAC with student(s). The CELDT assessment is
conducted by trained Assessment Technicians at our centralized Language Assessment
Center. The Assessment Center will call the student’s previous district to determine prior
placement, testing dates, and scores. If CELDT scores are less than one year old, the student
may be placed according to the previous program placement and CELDT scores. After
entering the scores in the VVUSD student information database system, the Language
Assessment Center will forward scores to the school as part of the Green EL master folder
CELDT – Annual Assessment for English Learners
A state-approved assessment instrument, the California English Language Development Test
(CELDT), is currently administered to determine English language proficiency skills. The CELDT
is a criterion-referenced test based on the ELD Standards which assesses students’ English
language proficiency in listening, speaking, reading, and writing. This test yields scores in 5
levels: 1 = Beginning, 2 = Early Intermediate, 3 = Intermediate, 4 = Early Advanced and 5 =
Advanced. The child receives a score on each part of the test taken (Listening, Speaking,
Dimension II – Governance and Administration
EL 06 – English Learner Identification and Assessment The LEA must properly identify and assess all students who have a primary language other than English.
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Reading, and Writing) as well as an overall score. The score types used include raw score,
scale score and proficiency level. A preliminary unofficial score is calculated at the
Language Assessment Center for the purposes of placement and program options.
These preliminary results and program options are communicated to the school site and the
parent via the Parent/School Notification. Additionally, parents are provided with the English
Learner Parent which provides an overview of the English Learner program, placement
options, CELDT, and reclassification procedures. The tests are also forwarded for official
scoring by the test publisher. Official test results are recorded in the student information
system. In addition, these official results override the informal scoring in those cases where
the scores differ. CELDT results and Parent/School Notification are stored at the Language
Assessment Center and in the Green EL folder inside the student’s cumulative folder. The
results are used to monitor student progress and program evaluation.
The Administrator of the Language Assessment Center and Assessment Technicians attend a
yearly training to remain current on test administration procedures. The assessment is
conducted by abiding to all of the publisher’s instructions.
Student Online ELD Matrix (TK-5)
This informal assessment is administered to all English Learners by the classroom teacher
based on observation. The score acquired by the ELD Matrix should be used as part of the
student’s ELD grade.
Sample of Online ELD Matrix (TK-5)
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Clarification of Practice Who Goes to the Language Assessment Center?
All students whose parents have indicated a language other than English on
lines 1, 2 or 3 of the Home Language Survey (HLS) must visit our Language
Assessment Center (LAC) to be properly serviced our district.
This includes students who have already been identified as:
1. Special Education students
2. Re-entering VVUSD students
3. Students possessing a CELDT bar graph
4. All entering Kindergarten students; including Ks from VVUSD preschools
or TK classrooms
5. English Learners/IFEP/RFEP
***Send students with transcripts/withdrawal paperwork
We must take each student through this process even if the student has an IEP
or current CELDT scores in his/her possession, the student still needs to go to the
LAC.
Why? In order to be compliant with CDE and NCLB regulations and to
guarantee that each student receives the appropriate services and
instructional setting.
1. Initial language assessment;
2. Parent notification of assessment results
3. Placement options
*****Please provide LAC with a copy of the HLS for EACH student enrolled******
Thank you for your support in helping parents understands that a visit to the LAC is part of the
process of enrollment for students who may not have full English proficiency. If you have any
questions regarding whether or not a student should be sent to the LAC, please contact the
LAC @ (951) 940-6105.
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Home Language Survey – Sample Registration Form
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Identification, Assessment, & Program Placement Flow Chart
*Requires Parental Exception Waive
HOME LANGUAGE
SURVEY
Home Language other than
English
English Only
(EO)
Place in the
mainstream
program
Grades TK-12
Assessed in Listening,
Speaking, Reading, Writing
Assess English
language
proficiency using
CELDT
Initially
Fluent
English
Proficient
(IFEP
English
Learner
(EL)
Place in English
Mainstream
Place in the
appropriate EL
program
SEI English
Mainstream
*Alternative
Instruction
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Notification of Results of Initial Assessment
Parents whose children speak a language other than English must be notified within 30
calendar days of the completion and results of their child’s initial assessments. In VVUSD,
results of initial assessments are shared with the parent(s) in a conference with a bilingual
LAC staff member at the LAC immediately after the testing. The purpose of the conference
is to explain the English proficiency and primary language assessment results, program
options, student recommended placement, exit criteria, and the waiver process for an
alternative program. This information is also provided in written form by means of the English
Learner Parent Guide. Parents are asked to sign and date all documents and then given
copies of the documents. Assessment results are entered for each student in the Student
Information System by the LAC personnel. In addition, the results are provided to the child’s
school and teacher(s). A copy of the Home Language Survey and a copy of the
School/Parent Notification are placed in the students’ Green EL Folder. The LAC staff sends
folders to the respective sites, where the EL Green Folder becomes a part of the student’s
cumulative record file. Bilingual Facilitator, Reclassification Facilitator, and/or other district
and site personnel maintains the student’s Green EL folder.
Student Placement
Using this assessment information and program placement recommendations, the principal
and/or designated trained staff place the student in the most appropriate instructional
setting. The principal, teacher, or Bilingual Facilitator can clarify any questions or review any
concerns the parent(s)/legal guardian may have regarding testing results or program
placement recommendations.
Initial Notification of Program Placement
Parents/guardians of English Learners are notified no later than 30 days after the beginning
of the school year (or, during the school year, within two weeks of the child being placed in
the program) of their child’s initial English Language and primary-language proficiency
assessment results, their child’s language designation, English proficiency level, program
placement, program options, exit criteria, and for English Learners on IEPs, and how the
current program will meet objectives of IEP. All of this information is communicated by our
Language Assessment Center staff in both oral and written form. Documents are translated
into Spanish for Spanish-speaking parents of English Learners.
Annual Official CELDT Result Notification
Parents/guardians of English Learners are notified annually of their child’s English Language
proficiency assessment results within thirty calendar days following receipt of official results of
testing from the test contractor. The district notifies parents of official tests results within thirty
calendar days from receipt of test scores from publisher. Additionally, the district notifies
parents of placement options by means of the Parent Notification.
EL 07 – Parent/Guardian Notifications The LEA must provide notification to parents and guardians of their child’s initial English language proficiency assessment results.
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Title III Annual Placement Notification
VVUSD sends out the Annual Placement Notification to parents/guardians of English
Learners, no later than 30 days after the completion of the test, of their student’s language
designation, English proficiency level, program placement, program options, exit criteria,
English Learner graduation rate, and for English Learners on IEPs, how the current program
will meet objectives of IEP.
Transfer of Students
When students transfer between schools in the district, all relevant data regarding the
student’s English Learner assessment history including current scores, current student
placement, academic progress, and interventions are sent to the receiving school or are
already available in the student information database. The new school site does not redo
the English language identification process. Students newly entering the district will have the
relevant assessment and placement information entered into the student information
database within ten (10) days of enrollment by the LAC personnel. When the site receives
the student cumulative record from the former school district/school, the record will be
reviewed by site personnel to check for any relevant data pertaining to English Learner
status and/or services provided in the former district. Site personnel will forward pertinent
English Learner data to the LAC. Such information may impact initial assessment data and
placement of the student; in that case, adjustments in the database and program will be
made accordingly.
If assessment data is incomplete or missing from the student’s cumulative record, the
Bilingual Facilitator will arrange with the Language Assessment Center to have assessments
done so that the student will be properly placed.
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CELDT Student Results Parent Notification Sample For
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Student Test Results and Classroom Placement Notification Sample Forms
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Student Program Options Parent Notification Sample Form
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Annual Measurable Achievement Objectives (AMAOs) from CELDT, California Assessment of
Student Performance and Progress (CAASPP), and local Benchmark assessment data.
On the district level, English Learner (EL) data will be collected annually to determine:
● The percentage of students who gain one CELDT proficiency level annually until they
reach the English Proficiency level and then maintain that level (AMAO 1)
● The percentage of students who gain a CELDT score of Early Advanced Overall, with all
skill areas at the Intermediate level or above (AMAO 2)
● The percentage of students making adequate yearly progress (AYP - frozen as of 2014)
on the California Assessment of Student Performance and Progress (CAASPP) in
Language Arts and Mathematics (must meet academic targets for AMAO 3)
● The percentage of ELs and reclassified students meeting grade level standards in
English/Language Arts
● The number of English Learners graduating from high school
● The number of English Learners retained each year
● The percentage of English Learners (grades 9 – 12) who enroll and complete eligible
classes for California State University and University of California.
1. Montoring through CELDT data is used as an annual measurement of student progress in
language proficiency. English Learners’ scale scores in listening, speaking, reading and
writing are printed on all data reports to sites and individual teachers. Teachers and staff
may access longitudinal and comparison of CELDT scores through Aeries Student Database
and/or EADMS.
2. Analyzing Results of AMAOs: Annual Measurable Achievement Objectives are distributed
to all principals so that they are aware of their school’s performance on the AMAOs.
Although the AMAOs reflect district outcomes and accountability, progress in AMAO 1, 2
and 3 is also disaggregated by school. The Department of English Learner Programs shares
AMAO outcomes with each principal in late Spring. This information guides each school in
setting goals for ELD programs and/or reclassification expectations.
AMAO 1: Percent of English Learners Making Annual Progress in Learning English
AMAO 1 requires annual increases in the percentage of pupils making progress in learning
English on the California English Language Development Test (CELDT). Pupils are expected
to meet the annual growth target of gaining one proficiency level or attaining and
remaining at the Early Advanced or Advanced levels of English proficiency.
AMAO 2: Percent of English Learners Attaining the English Proficient Level
AMAO 2 requires annual increases in the percentage of children attaining English
proficiency. English proficiency is defined as a score of Early Advanced or Advanced
Overall on the CELDT, with all skill areas at the Intermediate Level or above.
EL 08 – Implementation, Monitoring, & Revision of LEA Plans A LEA operating Title III programs must annually update, implement, and monitor Goal 2 of the approved LEA Plan.
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AMAO 3: Annual Yearly Progress for English Learner Subgroup
AMAO 3 holds Title III districts accountable for meeting targets for the English Learner (EL)
subgroup that are required of all schools and Local Education Agencies (LEA) under NCLB.
The academic achievement targets specify the percent of ELs that must be proficient or
above in English Language Arts (ELA) and Mathematics as measured by the state
assessment (CAASPP).
VVUSD informs parents/guardians of English Learners if the district has failed to make progress
on the annual measureable achievement objectives (AMAO) within 30 days after such
failure occurs.
Sample Notice to Parents of Failure to Meet AMAO 1, 2 and/or 3
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Monitoring Tools
In addition to our local district monitoring tools, VVUSD uses two other data resources to
evaluate AMAOs and student progress through the ELD Standards.
EL Student Catch-Up Plan
Assisting Students in Recouping Academic Deficits
The district and schools monitor progress of English Learners to prevent any academic
deficits from developing; however, if such deficits are discovered, appropriate actions to
overcome them are taken before they become irreparable. Students who need to recoup
academic deficits, students who do not qualify (DNQ) for reclassification, as well as students
who have not made expected progress through CELDT levels are targeted for assistance in
their area(s) of need. Catch-Up Plans (CUPs) are generated electronically based on specific
criteria. CUPs are completed online using the student information database indicating
interventions, goals, and results of interventions. At the elementary level, teachers meet with
parents during Parent-Teacher conferences to explain the area(s) of student concern and
goal(s). At the secondary level, teachers meet with parents to explain area(s) of student
concern and goal(s). Teachers utilize the Catch-Up Plan for these students and document
academic interventions as well as Bilingual Intervention Goals (BIG) for the student. Schools
provide appropriate and additional educational services which include some of the
following:
● Placement in a supplemental program (Small Group Assistance provided by bilingual
instructional aides)
● Cross-age or peer tutoring
● Cooperative learning techniques
● Individual or small group assistance/instruction by a teacher
● Extended day (before or after school ) tutoring programs *
● High School Saturday school *
● Remedial summer intervention programs *
● Summer English Learner Academy *
● Referral to the Language Assessment Team (LAT)
* If funding is available
CUP – Aeries.net Online Sample Form
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Sample of English Learner Monitoring Green Folder Record Sheet
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In 2001, the California legislature amended the planning requirements for schools that
participate in state and federal categorical programs funded through the Consolidated
Application process, creating the Single Plan for Student Achievement (SPSA). Its stated
purpose is to "improve the academic performance of all students to the level of the
performance goals, as established by the Academic Performance Index." The Academic
Performance Index (API) is a rating of schools based on their performance on state
academic assessments. The requirements for monitoring these categorical programs are
part of the same legislation. The SPSA planning process and local compliance monitoring are
directly related.
Annually, Val Verde schools review student performance data from a variety of state and
local assessments, then work in collaboration with their Site Councils and ELACs to develop
their SPSA. SPSAs are approved by the site’s SSC in December or January, and by the
Governing Board in January of each school year. For further information on SPSA, please
contact your child’s school or Val Verde district office.
This legislation established the following eight requirements for school plans:
1. School districts must assure "that school site councils have developed and approved a plan, to
be known as the Single Plan for Student Achievement for schools participating in programs
funded through the consolidated application process, and any other school program they
choose to include…"
2. School plans must be developed "with the review, certification, and advice of any applicable
school advisory committees…"
3. Any plans required by programs funded through the Consolidated Application, the School
and Library Improvement Block Grant, the Pupil Retention Block Grant, and NCLB Program
Improvement must be consolidated into a single plan.
4. The content of the plan must be aligned with school goals for improving student achievement.
5. School goals must be based upon "an analysis of verifiable state data, including the
Academic Performance Index…and the English Language Development test…and may
include any data voluntarily developed by districts to measure student achievement…"
6. The plan must address how Consolidated Application funds will be used to "improve the
academic performance of all students to the level of the performance goals, as established
by the Academic Performance Index…"
7. The plan must be "reviewed annually and updated, including proposed expenditures of funds
allocated to the school through the Consolidated Application, by the school site council…"
8. Plans must be reviewed and approved by the governing board of the local educational
agency "whenever there are material changes that affect the academic programs for
students covered by programs" funded through the Consolidated Application.
EL 09 – EL Program Inclusion in Development of the SPSA The EL program must be included in the development of the SPSA.
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Val Verde Unified School District maintains inventory record of each piece of equipment purchased
for all categorical programs. Record of such equipment includes type, model, serial number, funding
source, acquisition date, cost, location, and current condition. Additionally, should transfer,
replacement, and/or disposition of the item becomes obsolete or unusable, Val Verde conducts a
physical inventory check. Record of purchases and/transfer is kept for a minimum of two years.
Sample of Inventory Record Sheet
EL 10 – Inventory For all categorical programs, the LEA must maintain an inventory record of each piece of equipment with an acquisition cost of $500 or more per unit that is purchased with EIA-LEP and Title III.
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ELD Materials and Instructional Time
English Learners in Grades TK-12 access state-approved, standards-based ELD materials for
their ELD instruction. These supplementary instructional materials are used “to accelerate
pupils as rapidly as possible” towards grade level proficiency in reading, writing, listening and
speaking. Materials have been verified by the California Department of Education as being
substantially correlated to identified state standards. A full selection of ELD materials is used
at each of our schools. In accordance with district guidelines, daily ELD instructional time
has been allocated for each English Learner: 30 minutes for Kindergarten through fifth grade
and double block (2 class periods) for all English Learners in grades 6th through 12th. For
English Learners in mainstream settings (generally, CELDT Levels 3, 4, and 5), ELD instruction is
focused on the EL’s identified need and delivered and monitored by the classroom teacher.
Val Verde Unified School District ELD Instructional Resources
Grades TK – 5
Medallion (Houghton Mifflin) Core Adoption
Intensive Intervention Grades 4-5
Inside (National Geographic/Hampton-Brown)
Supplemental Materials
HM-ELD (Houghton Mifflin)
o Val Verde is currently undergoing through a “piloting phase” composed by an Adoption
Curriculum Committee and teachers from every elementary site to choose the most
effective program for our students.*
Grades 6 – 8 Supplemental/Intervention Materials
Inside (Hampton-Brown)
Inside the USA (Hampton-Brown) for EL Newcomers and Special Education
Grades 9 - 12 Supplemental/Intervention Materials
Edge (Hampton-Brown)
Inside the USA (Hampton-Brown) for EL Newcomers and Special Education
Dimension III – Funding
EL 11 – Supplement, Not Supplant, with Title III & EIA-LEP General fund resources must be used to provide services and program for English Learners, including English language development and access to the core curriculum. The provision of such services and programs must not be contingent on the receipt of state or federal supplementary funds.
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All Val Verde employees paid in part from Title II and in part from other revenue is required to
complete a Personnel Activity Report (PAR), each pay period. Val Verde employees funded solely
under Title III must complete a semiannual certification of such employment. Additionally, stipends
directly affecting English Learners are officially recorded, approved by cabinet and board, and
updated on a yearly basis by.
Sample of Stipends Servicing English Leaners
EL 12 – Time Accounting Requirements The LEA must properly assess charges for direct or indirect costs of Title III LEP and Immigrant funds for salaries and wages in proportion to the allowable and identified quantity and duties of employees.
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The district implements a process and criteria to determine the effectiveness of programs for
English Learners, including:
A way to demonstrate that the programs for English learners produce within a reasonable
period of time:
1. English language proficiency comparable to that of average native speakers of
English in the district
2. Academic results indicating that English learners are achieving and sustaining
parity of academic achievement with students who entered the district’s school
system already proficient in English
An ongoing mechanism to use the procedures described above to improve district-wide
and school site EL program implementation, and to modify the program, as needed, to
ensure that each English learner achieves full proficiency in English and academic
achievement at grade level as rapidly as possible.
Site Level Program Evaluation
Principals are responsible for monitoring, evaluating, and revising the program for English
Learners at their school based on the goals set in their SPSA. The site Bilingual Facilitator and
Reclassification Facilitator provide staff guidance and in-service which includes CELDT
proficiency levels, program placement, documentation for Federal Program Monitoring
(FPM), ELD standards, SDAIE strategies, assessment of ELs, reclassification, intervention
strategies and other pertinent program needs. Teachers use on-going assessment, multiple
measures, ELD Benchmarks (CELDT Levels), ELD Standards and parent conferences to
evaluate the effectiveness of their classroom program. Teachers have access to data to
inform instruction and to monitor how effectively and efficiently English Learners are:
● Acquiring English and “closing the gap” academically
● Meeting grade level state standards
If, after reviewing and analyzing various data, the Principal, Bilingual Facilitator,
Reclassification Facilitator, staff and parents conclude that English Learners at their site are
not achieving at expected levels as indicated in the SPSA, the Language Assessment Team
(LAT) needs to meet to develop goals, objectives and activities which will remedy the
situation. Fiscal resources may be required to accomplish these goals. This information must
be disseminated to the various stakeholders on campus (ELAC, SSC, and Staff). Specific
Dimension IV – Standards, Assessments, and Accountability
EL 13 – Evaluation of English Learner Program Effectiveness A program evaluation shall be provided by the LEA and shall be used to determine: *Necessary Improvements to programs and activities for which Title III have been used for LEP and immigrant students. *The effectiveness of programs and activities in assisting EL students to attain proficiency and to meet academic achievement and content standards.
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plans for English Learners should be discussed with ELAC and the SSC. The SSC will then utilize
current EL data and feedback from all stakeholders to readdress and, if necessary, revise the
SPSA goals. Following SSC approval, the plan will be submitted to the Coordinator of State
and Federal Programs for review and then submitted to the School Board for final approval.
On an annual basis, the district distributes the English Learner Program Parent Survey to all
parents of English Learners and Teacher Program Evaluation to teachers providing EL services
at all sites. The questionnaire/survey provides parents and teachers an opportunity to make
suggestions and recommendations for the EL program. Results are taken into consideration
for modifying and improving the EL Program.
Val Verde Unified School District has established high expectations for all students, including
English Learners. We hold all students accountable for achieving high standards. We also
recognize that English Learners face a challenge that is more difficult than that faced by
their native-English speaking peers. Our English Learners must develop full proficiency in
English as they work to achieve grade-level Common Core State Standards. In order to
ensure this, the district has established a process and criteria to determine the effectiveness
of the English Learner program.
This multi-faceted process includes: Annual Measurable Achievement Objectives (AMAOs)
from CELDT, California Assessment of Student Performance and Progress (CAASPP), and local
Benchmark assessment data.
On the district level, English Learner (EL) data is collected annually to determine:
● The percentage of students who gain one CELDT proficiency level annually until they
reach the English Proficiency level and then maintain that level (AMAO 1)
● The percentage of students who gain a CELDT score of Early Advanced Overall, with all
skill areas at the Intermediate level or above (AMAO 2)
● The percentage of students making adequate yearly progress (AYP - frozen as of 2014)
on the California Assessment of Student Performance and Progress (CAASPP) in
Language Arts and Mathematics (must meet academic targets for AMAO 3)
● The percentage of ELs and reclassified students meeting grade level standards in
English/Language Arts
● The number of English Learners graduating from high school
● The number of English Learners retained each year
● The percentage of English Learners (grades 9 – 12) who enroll and complete eligible
classes for California State University and University of California.
Education Services staff will gather and compile annual assessment data to measure the
effectiveness of the English Learner program. This information will be given to the Assistant
Superintendent, Education Services, which will then provide the mechanism to alter and
modify the program if needed.
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Methods for Collecting Data
All of the information for the district reports can be collected from three existing databases:
EADMS, AERIES and CALPADS. The Director of Assessment and Accountability and the Val
Verde Unified School District Informational Technology Team oversee these databases and
the dissemination of data.
To determine the percentage of English Learners who are meeting grade level standards,
the district takes into account the following factors:
● CELDT
● Teacher Recommendation
● District Writing Assessment Scores
● California Assessment of Student Performance and Progress results
● Report Card Grades
● Benchmark Assessments/JITTERS
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The Val Verde Unified School District has adopted a reclassification process to enable
students initially identified as English Learners to exit specialized program services and
participate without further language assistance as Fluent English Proficient students. English
Learners shall be reclassified as Reclassified Fluent-English Proficient (R-FEP) when they have
acquired the English language skills necessary to receive instruction and achieve academic
progress in English only instructional setting at a level equivalent to students of the same age
or grade whose primary language is English. The participation of teachers, support staff,
school administrators, and parents is required in the reclassification process. The
reclassification criteria includes multiple measures to ensure both proficiency in the English
language and participation equal to that of average native speakers in the school’s regular
instructional program.
An English Learner is reclassified from English Learner to proficient in English by using a
process and criteria that include, but are not limited to:
1. Assessment of English Language proficiency (CELDT)
2. Comparison of student performance in basic skills, such as the California Assessment of
Student Performance and Progress (CAASPP) English Language Arts (ELA) and/or Local
District Assessments.
3. Teacher evaluation that includes, but is not limited to, the pupil’s academic
performance. “Teacher” refers to the classroom teacher and other certificated staff
with direct responsibility for teaching or placement decisions of the pupil.
4. Opportunity for parent opinion and consultation during the reclassification process.
Reclassification Procedures Reclassifications are initiated throughout the year. The Language Assessment Center
provides each site Facilitator with a list of English Learners who are candidates for
reclassification (FEP-C) as determined by an overall CELDT proficiency level of Early
Advanced or Advanced and each skill area proficiency level as Intermediate or higher.
At grade TK-12 levels, the appropriate site Reclassification Facilitator initiates the
reclassification process. The LAC collects reclassifications criteria, then places it on forms,
and forwards the reclassification forms to the site Reclassification Facilitator. The
Reclassification Facilitator forwards the information to the core teachers for their input. If the
student meets the criteria, the Reclassification Facilitator schedules a meeting with the
Language Assessment Team (LAT). A notice must be sent home in the parent’s primary
language informing the parent of the meeting time and date at least two weeks in
advance. An effort must be made to include parental input in the reclassification process.
EL 14 – Reclassification The LEA must reclassify a pupil from EL to proficient in English by using a standard process and criteria.
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The Language Assessment Team (LAT) is comprised of members selected from the following:
▪ Parent (when possible)
▪ Classroom and/or ELD Teacher
▪ Counselor
▪ School Site Bilingual Facilitator as needed
▪ School Site Reclassification Facilitator
▪ Principal or Principal’s Designee
▪ Interpreter (when required)
▪ Student (when appropriate)
▪ Other school staff (e.g., Special Education Teacher)
When the Language Assessment Team meets, the student’s progress is discussed and
concerns are noted on the reclassification form. If the LAT approves reclassification, the
student is then designated as FEP-R/M. The team makes a recommendation for classroom
placement for the next term or school year, as well as time frame for progress monitoring. All
participating members of the LAT must sign the reclassification form, as well as the site
principal, and then the form is sent to the VVUSD Language Assessment Center office for
review and inputted into the student information database. After data input, the form is
placed in the English Learner Green Master Folder in the student’s cumulative file. For
grades 7-12, the counselor takes the EL student out of any ELD program(s) and places the R-
FEP student in the mainstream program. A letter is sent home in the parent’s home language
explaining if the student reclassified or not.
The Reclassification Criteria (see below) are aligned to and/or exceed State legal
requirements and validate each student’s readiness to exit from specialized English Learner
programs by demonstrating achievement and mastery of grade-appropriate standards in
the following areas:
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2015-2016 EL Basic Skills Options for VVUSD Redesignation for RFEP
Option Descriptions Option 1: A score on the most recent Summative Assessment at the Scaled Score midpoint of Level 2 or higher.
Option 2: A score on the current or previous (always the most recent) aggregate (sum of all end-of-Trimester/Quarter ELA Benchmarks
for the year) or comprehensive ELA Benchmark at the midpoint of Level 2 or higher (Proficient or higher for TK-2nd grade). For TK/K these
assessments are titled “Multiple Measures/”
Option 3: A score on the redesignation grade or previous grade level (always the most recent) 2013 ELA Basic Skills Assessments (BSAs)
at the midpoint of the Basic projected performance level or higher (proficient for TK-2nd grade). Modified BSAs are available for
administration to Special Education students where deemed appropriate.
NOTE: Meeting any one of the indicated Options is evidence of ELA Basic Skills attainment. Meeting one or more of these options does
not, however, automatically qualify a student for Redesignation. All other Redesignation criteria must be met.
Redesignation
Grade Level
Option 1
Smarter Balanced ELA
Summative Assessment
Option 2
ELA Benchmark
Assessments
Option 3
Basic Skills Assessments
TK & K Yes Yes
1st Yes Yes
2nd Yes Yes
3rd Yes Yes Yes
4th Yes Yes Yes
5th Yes Yes Yes
6th Yes Yes Yes
7th Yes Yes Yes
8th Yes Yes Yes
9th Yes Yes Yes
10th Yes Yes Yes
11th Yes Yes Yes
12th Yes Yes Yes
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Reclassification Criteria Grades TK – 2
CATEGORY CRITERIA
District Benchmark Assessments Score of PROFICIENT or better
OR
ELA Comprehensive Standards Assessment Score of PROFICIENT or better (Grade 2 Only)
AND THE FOLLOWING CRITERIA:
CELDT Listening, Speaking, Reading,
Writing Intermediate or higher
CELDT Overall Early Advanced or Advanced
District Writing Prompt Rubric score of 3 (out of 4 points) / B grade (or higher)
ELD/Reading/Language Arts Grade B or better
Teacher Recommendation Teacher writes a letter of recommendation
Parent Notification/Consultation Parents are notified 2 weeks in advance/encouraged
to attend the LAT meeting to discuss reclassification.
Reclassification Criteria Grades 3 – 12
CATEGORY CRITERIA
CAASSP-ELA Grades 3-12 = Score of NEARLY MET
(Mid. Level 2 or higher)
OR
District Benchmark Assessments Score of BASIC or better
OR
ELA Comprehensive Standards
Assessment Score of BASIC or better
AND THE FOLLOWING CRITERIA:
CELDT Listening, Speaking, Reading,
Writing Intermediate or higher
CELDT Overall Early Advanced or Advanced
District Writing Prompt Rubric score of 2 (out of 4 points) / C grade (or
higher)
ELD/Reading/Language Arts Grade C or better
Teacher Recommendation Teacher writes a letter of recommendation
Parent Notification/Consultation
Parents are notified 2 weeks in
advance/encouraged to attend the LAT meeting
to discuss reclassification.
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Modified Reclassification Criteria Grades TK – 2
CATEGORY CRITERIA
Modified District Benchmark Assessments Score of PROFICIENT or better
OR
Modified ELA Comprehensive Standards
Assessment Score of PROFICIENT or better (Grade 2 Only)
AND THE FOLLOWING CRITERIA:
CELDT Listening, Speaking, Reading,
Writing Intermediate or higher
CELDT Overall Early Advanced or Advanced
District Writing Prompt Rubric score of 3 (out of 4 points) / B grade (or higher)
ELD/Reading/Language Arts Grade B or better
Teacher Recommendation Teacher writes a letter of recommendation
Parent Notification/Consultation Parents are notified 2 weeks in advance/encouraged
to attend the LAT meeting to discuss reclassification.
Modified Reclassification Criteria Grades TK – 2
CATEGORY CRITERIA
CAASSP-ELA Grades 3-12 = Score of NEARLY MET
(Mid. Level 2 or higher)
OR
Modified District Benchmark
Assessments Score of BASIC or better
OR
Modified ELA Comprehensive Standards
Assessment Score of BASIC or better
AND THE FOLLOWING CRITERIA:
CELDT Listening, Speaking, Reading,
Writing Intermediate or higher
CELDT Overall Early Advanced or Advanced
District Writing Prompt Rubric score of 2 (out of 4 points) / C grade (or
higher)
ELD/Reading/Language Arts Grade C or better
Teacher Recommendation Teacher writes a letter of recommendation
Parent Notification/Consultation
Parents are notified 2 weeks in
advance/encouraged to attend the LAT meeting
to discuss reclassification.
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Reclassification: Decision Guide
Comparison of Performance in Basic Skills
Review results of latest English-Language Arts Content Standards Test.
Does student meet the district’s cut point (a score within the range of Basic on the state standardized assessment)
Student Remains
an English Learner
Student Remains
an English Learner
Student Remains
an English Learner
Reclassification
Reclassify the student as FEP (Fluent English Proficient).
Notify parents/guardians of reclassification. Update school/district records.
Monitor the student’s progress for two years.
Parent Option and Consultation
Provide notice to parents/guardians of their right to participate in the reclassification process.
Encourage them to participate in reclassification process and face-to-face
Teacher Evaluation of Student Academic
Performance
Review the student’s academic performance. Does student meet academic performance
indicators set by the district?
Assessment of English Proficiency
Review CELDT results from annual assessment. Does student score at Early Advanced overall and
score at Intermediate or higher in listening, speaking, reading, and writing?
No
No
Yes
Yes
Yes
No
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Did Not Qualify for Reclassification
For students who Did Not Qualify for reclassification, the DNQ box is checked at the top of
the reclassification form. No attached documentation is required for DNQs. The form must
be signed by the student’s teacher, Bilingual Facilitator, and Reclassification Facilitator. The
Catch-up Plan for DNQ for Reclassification should be completed online, interventions noted
and put into action, printed, and attached to the DNQ-Reclassification form. The original
DNQ Reclassification form and Catch-Up Plan are sent to the Language Assessment Center
to update student’s record. The LAC Team then sends the forms back to the site and will be
placed in the student’s EL Green Master File.
Two Year Monitoring Follow-up Procedures for Reclassified Students
Students who are reclassified to FEP-R/M must be monitored for a period of two years to
ensure that they are making satisfactory academic progress without EL services. Monitoring
takes place immediately upon a student being reclassified. The Bilingual Facilitator or
Reclassification Facilitator at each school site is responsible for monitoring reclassified
students. Reclassification Facilitators review student academic achievement data on the
Follow-Up Monitoring provided by the LAC and determine if the student is maintaining
satisfactory progress. The Reclassification Facilitator will return forms to LAC along with
Catch-Up Plans when applicable. Once LAC has inputted the information into database,
forms will be sent back to sites and are to be placed in the green English Learner Green
Master File in the student’s cumulative file.
Follow-up procedures include the following:
● Examination of student grades at each grading period for two years following
reclassification
● Review progress of CAASPP ELA – score & level
● Review progress of District Benchmark Assessments
● Teacher input on student progress in core academic areas
If a student’s progress is not acceptable, interventions shall be noted in a Catch-Up Plan.
Interventions may include but are not limited to:
● Student/teacher/parent conference
● Specialized academic assessment
● Specialized reading, writing or math instruction
● Additional English Language Development instruction
● Placement in reading, writing or math support class
● After school academic support programs
● Summer School (when funding available)
If a student’s performance is satisfactory for the full two years, the student is recommended
for exit from English Learner Services. Exit from services is marked on the last monitoring form.
Signatures from the site Bilingual Facilitator, Reclassification Facilitator, and site Administrator
are needed on the form. The form is then to be sent to LAC to be inputted into the
database. Once inputted, it shall be returned to the site and shall be placed in the Green
English Learner folder in the student cumulative file. The student is then designated FEP-X
and no longer requires monitoring.
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Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English
and to master the Common Core State Standards for academic achievement as rapidly as
possible. This district’s reclassification Exit criteria are listed below:
Category LEA Criteria
Successful LAC and Site Monitoring
Period
2 Year Monitoring Period
Comparison of Performance in Basic
Skills: Local Benchmark Assessment - ELA
PROFICIENT or better (Grades TK-2)
Comparison of Performance in Basic
Skills: Local Benchmark Assessment - ELA
BASIC or better (Grades 3-12)
Reading/Language Arts Grade B or better (Grades TK – 2)
Reading/Language Arts Grade C or better (Grades 3-12)
Parental Opinion and Consultation Sign form provided by LAC
Teacher Approval Sign form provided by LAC
Bilingual And Reclassification Approval Sign form provided by LAC
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Sample Reclassification Form
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Sample Parent Notice for LAT/Reclassification Meeting
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Sample Reclassification Meeting Notice to Parents
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Sample Reclassified Student Monitoring Form
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In order to provide the highest quality program for English Learners, Val Verde Unified School
District is committed to having an adequate number of appropriately credentialed teachers
assigned to English Learner classrooms. These teachers must hold appropriate authorizations
approved by the Commission on Teacher Credentialing (CTC).
Teachers that are assigned to the Structured English Immersion (SEI) classrooms must have a
BCLAD certification or be in training for it, or have a CLAD certification and may be assigned
a bilingual instructional aide.
Teachers that are assigned to the English Language Mainstream Classroom must have a
CLAD certification or be in training to achieve it.
Newcomer Program Structured English
Immersion
English Language
Mainstream
English
Only
BCLAD
or
In Training
or
CLAD with a Bilingual
Instructional Aide
(if available)
BCLAD
or
In Training
or
CLAD with a Bilingual
Instructional Aide
(if available)
CLAD
or
In Training
No special
authorization
required
Paraprofessional Staffing
Due to the passage of “No Child Left Behind of 2001” (NCLB), now titled the Elementary and
Secondary Education Act (ESEA), paraprofessionals working in a program supported with
Title I funds who assist in classroom instruction will have until January 8, 2006 to complete one
of the following requirements:
● Obtain an associates or higher degree, or
● Complete two years of higher education study, or**
● Pass a formal state or local academic assessment that demonstrates knowledge of, and
the ability to assist in teaching reading, writing, and mathematics or reading, writing,
and mathematics readiness.
Note: We would like to encourage all paraprofessionals working as a classroom instructional
aide, regardless whether the aide’s position is funded through Title I or other funding sources,
to take the four-part exam IF they have not met option one or two above. Human Resources
administration has scheduled testing dates for “paraprofessionals” desiring option three.
** State Board of Education (SBE) has clarified that for the NCLB requirement “Two years of
study” is defined as 48 semester units.
Dimension V – Staffing and Professional Development
EL 15 – Teacher EL Authorization Teachers assigned to provide English language development and instruction in subject courses for English Learners must be appropriately authorized or are actively in training for an appropriate EL authorization.
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In order to provide English Learners with support in their primary language, Val Verde Unified
School District utilizes bilingual instructional aides in the classroom. The role of the instructional
aide is to aid the teacher in implementing an effective English Learner program through:
● Helping students to develop language skills through one-on-one and small group work
● Assisting the teacher by reinforcing lessons in the primary language
● Assisting the teacher in the development and preparation of instructional materials
● Increasing home-school communication
● Acting as a community role model
The school site must provide adequate time for the teacher and aide to plan together.
However, the teacher is responsible for the instruction and supervision of his/her students at
all times.
Qualifications and Competencies
A bilingual instructional aide must have the following qualifications:
● AA degree or passed a proficiency exam
● Possess a high school diploma
● Understand the culture(s) represented in the classroom
● Be fluent in English and the primary language of the students being served
In addition, he/she must demonstrate the following competencies:
● Knowledge of vocabulary necessary for most academic and social topics
● Ability to translate and interpret between English and the student’s primary language
● Use and react appropriately to basic non-verbal communications within the target
culture
● Be able to communicate effectively with parents and community members
Training Component
All bilingual instructional aides will participate in on-going trainings throughout the course of
the school year in order to improve the support and reinforcement needed for academic
success of the English Learner. The training of instructional aides will be based on the
following:
● Language and literacy instructional support and development
● SDAIE methodologies
● Assessment procedures
● Classroom management
● Translation (only for students during instruction)
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The district uses Bilingual Instructional Aides to support classroom instruction in the following manner:
● Help with vocabulary development
● Help with sight words, grammar, language arts, writing, vocabulary, etc.
● Work with small groups, such as guided reading or any other subject
● Help with math vocabulary and math facts
● Monitor students
● Help with homework, especially when parents don’t know how to do it
● Preview/review approach
● Read content area material in Spanish
● Explain/clarify concepts in Spanish
● One-to-one testing
● Help with running records
● Listen to students read on a one to one basis
● Translate lesson objectives
● Translate parent letters
● Translate during parent conferences, open house, etc.
● Explain/teach reading strategies to parents, especially higher order thinking skills
● Explain procedures to parents and students such as homework policies, location of facilities, etc.
● Make phone calls to Spanish speaking parents
● Talk to parents during zero period (secondary sites)
● Talk to parents in the morning while the teacher is taking attendance, etc.
*Community Liaison (Bilingual) *If funding is available
Under general supervision, to provide a broad range of liaison duties between the school and
community; assist parents in understanding school procedures in and out of ELAC, programs, and
goals; and assist the school in maintaining contact and communication with the parents it serves; to
do related work as may be required.
Examples of duties:
● Contact parents at their homes, in person or by phone, obtaining information about students
which will help teachers in providing information to the parents about the school and its policies
and programs
● Inform parents of child’s progress and problems
● Promote a positive relationship between home, school, and community
● Make referrals to community agencies for needs relating to welfare, housing, family counseling,
and employment
● Assist the school nurse in conducting home visits, health screening programs, immunization
follow-ups
● Process and verify information required for various federal, State, and District surveys and reports
● Encourage parental school involvement
● Promote attendance and participation in workshops, meetings, and advisory committees
● Assist in verification of attendance records
● Assist parents with applications for services
● Maintain records
Perform a variety of related clerical and typing duties such as answering phones, filing student
information in cumulative records, maintaining ELAC documentation, and translating for meetings
(Student Success Team [SST], teacher conferences, IEP for Special Education)
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Believing that ongoing staff development at all levels is critical to the academic success of
English Learners, Val Verde Unified School District will provide a full range of meaningful staff
development opportunities at all levels. Refer to the Strategic Plan available through
Education Services.
Staff development for teachers shall include the following:
Guidance in selecting training to achieve the full certification of Bilingual, Cross-cultural,
Language and Academic Development (BCLAD), Cross-Cultural, Language and Academic
Development (CLAD), or equivalent certification recognized by the California Commission
on Teacher Credentialing
● Training in ELD instructional strategies and SDAIE methodologies
● Opportunities to attend workshops where teachers will experience critical thinking,
meaning-centered activities
● Staff development sessions which include theory, modeling, and opportunities for
feedback
● Capacity-building opportunities beyond workshops, which may include classroom
observations, peer-coaching, and site-specified initiatives
Staff development for administrators shall include the following:
● Theory and philosophy of educating English Learners
● Supervision and evaluation of English Learners personnel (training to recognize effective
ELD instruction, SDAIE instruction, and primary language lessons)
● State and federal requirements for English Learner programs
● Implementation of English Learner programs
● Meaningful ways in which parents of English Learners can be involved in the education
of their children
Staff development for Bilingual Instructional Aides shall include:
● Literacy training
● Classroom management
● Effective instructional strategies
● Teamwork
● Parent communication
District opportunities to meet requirements of the Elementary & Secondary Education
Act (ESEA)
Staff development for Counselors shall include:
● Theory and philosophy of educating English Learners
● State and federal requirements for English Learner programs
EL 16 – Professional Development Specific to English Learners The LEA must provide professional development specific to the implementation of programs for English Learners.
54 | P a g e
Training opportunities for parents shall include:
● Ways in which parents of English Learners can be involved in their children’s education
and encourage academic success
● The rights and responsibilities of parents and students
● Effective participation in site and district committees
● The importance of regular school attendance
● Information on the school’s language census
● Information on the English Learner section of the school’s plan including opportunities for
parents to request information and/or training on specific parental needs
District support for implementation:
● Coordinate the identification and allocation of Bilingual Instructional Aides
● Recruit, hire, and assign appropriate certified CLAD and BCLAD certificated personnel
to English Learner classrooms
● Address the needs of Gifted and Talented Education (GATE) and Special Education
English Learners by hiring personnel holding the appropriate authorizations for these
classes and provide additional training to meet the needs of English Learners (ELs)
● Strengthen the articulation and coordination between the English Learner services
department and Human Resources
● Centralize translation services of district publications
● Provide continuous review and monitoring of English Learner assessment practices
o Identify improved measures of primary language ability for the purposes of initial
assessment in languages other than Spanish
o Investigate and identify a variety of formative assessments in reading and writing in
English
o Monitor adherence to existing criteria for reclassification
● Work jointly with the Language Assessment Center to oversee assessment, clarify
recommendations for placement, and act as a direct link between parents and school
counselors, administrators and teachers
● Continuously explore ways to increase identification of GATE students among English
Learners
● Work jointly with Special Education to monitor the referral and placement of English
Learners and assist Special Education personnel in ensuring that all English Learners have
access to appropriate services within the Special Education setting
● Facilitate identification of appropriate primary language materials for alternate
programs to ensure access to the core, standards-based curriculum
● Ask sites to designate an English Learner Facilitator and Reclassifier to meet regularly
under the leadership of the District Education Services English Learner Program.
The Role of School Leadership
● Actively support and encourage staff participation in training opportunities for teachers
of English Learners
● Promote tenets of programs that ensure academic success of all English Learners
● Promote status and recognition of staff members working with English Learners
● Monitor site implementation of English Learner programs
● Provide on-going information on current practices as well as changes in state and
federal laws and/or guidelines regarding English Learner programs
55 | P a g e
● Notify parents of their rights and responsibilities and encourage parent and community
involvement through site committees and parent education
● Training parents in carrying out their legal responsibilities in English Learner Advisory
Committee (ELAC), selection of a District English Learner Advisory Committee (DELAC)
representative, and School Site Council (SSC)
● Include members of ELAC on the SSC
● Notify parents/guardians of CELDT scores and placement
Staff Development
Val Verde Unified School District strives to provide all English Learners with the highest quality
education available. The primary resource for this education is qualified teachers. A
concentrated effort has been made to train current teachers and to recruit appropriately
credentialed teachers. The foci of staff development are: 1) emphasis on high expectations
for all English Learners; and 2) ensure that each student is afforded equal access to a
comprehensive, structured, and systematic curriculum aligned with the California English
Language Development and Content-area Standards.
Teacher Training
To address the need for appropriately credentialed staff, the district may offer staff
development opportunities for current staff through a variety of resources:
● Bilingual Teacher Training Program (BTTP)
o This program, provided through the Riverside County Office of Education, provides
staff development in the areas of primary and secondary language development,
culture and cultural awareness, ELD and SDAIE methodologies, and Spanish
language. The purpose of this program is to prepare teachers to take the state
CLAD test.
● District Staff Development
o In-class modeling of appropriate ELD and SDAIE methodologies by qualified
instructional leaders.
o District personnel will offer school-site staff development in a variety of areas as
deemed appropriate and necessary by school and district staff.
● Conferences and Workshops
o California Association of Bilingual Education (CABE) Annual Conference offers over
400 individual workshops in all areas of English Learner education.
o Guided Language Acquisition Design (GLAD) programs provide training for K-6
teachers in the areas of language acquisition and development.
o Other available trainings recommended by school or district staff.
o Bilingual Facilitators and Reclassification Facilitator can ask to go to professional
development they see as necessary.
● College and University Classes
Areas of Concentration
There are several areas of instruction that Val Verde Unified School District has identified as
essential to a well-planned staff development program for teachers of English Learners:
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● Primary Language Literacy Development
● Second Language Literacy Development
● Second Language Acquisition/Methodology Content Instruction through Specially
Designed Academic Instruction in English (SDAIE)
● Culture and cultural awareness
● Standards-Based Instruction
● Appropriate Assessments for English Learners
● Federal and State requirements for English Learner Programs
Site Support Staff to Support English Learners – Bilingual and Reclassification Facilitators:
The principal at each site selects a Bilingual Facilitator and a Reclassification Facilitator to
support the diverse needs of the English Learner population. The Bilingual Facilitator is the
central person at the school site that supports and promotes effective English Learner
instructional practices through the demonstration of lessons, collaborative on-going peer
coaching, and site workshops on SDAIE methodology, ELD Standards and EL assessment.
The Bilingual Facilitator follows the English Learner Timeline to complete tasks on a timely
manner. The Facilitator and Reclassification Facilitator work together to ensure that services
are given to EL students appropriately. Each position has its own stipend but one person can
hold both positions and receive both stipends.
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Supplement A: Role of the Bilingual & Reclassification Facilitators Bilingual Facilitator Responsibilities Reclassification Facilitator Responsibilities
❖ Attend monthly information/training meetings
❖ Advise principal and teachers about EL
student placement and groupings
❖ Compile documents for Federal Program
Monitoring ( EL daily schedule, lesson plans,
class records, intervention records, LAT
meeting documents, ELAC meeting
documents, student samples)
❖ Assist with determining the efficacy of
programs for EL students at the school site
through the ELP Surveys for teachers and
parents.
❖ Suggest interventions for English Learners with
unsatisfactory State Standard Test CELDT
progress
❖ Provide staff training on EL topics
❖ Review EL instructional resources for new and
returning teachers
❖ Model effective English Learner instructional
practices
❖ Provide training on the VVUSD EL Master Plan
❖ Coordinate CELDT testing at site
❖ Monitor ELAC meeting requirements and
documentation (agenda, sign-in sheet and
minutes)
❖ Assist with providing staff training on
completing Catch Up Plans and interventions
❖ Monitor completion of Green EL student
record filing
❖ Provide input on assessment related issues, EL
Master Plan revisions, and curriculum
adoption committees
❖ Assist with EL data collection
❖ Oversee the reclassification
process/collection of data/completion of
forms
❖ Oversee the intervention of EL students
❖ Oversee monitoring of reclassified students
❖ Oversee ELD grade book implementation
❖ Monitor the implementation and update of
the ELD Matrix
❖ Print monthly EL reports
❖ Attend LAT meetings as needed
❖ Attend meetings for Reclassification
Facilitators
❖ Consult with teachers, parents and students
about EL progress
❖ Compile documents for Federal Program
Monitoring (Reclassification paperwork,
monitoring paperwork, class records of
student progress, LAT meeting paperwork)
❖ Assist with determining the efficacy of
programs for EL students at the school site
through the ELP Surveys for teachers and
parents
❖ Monitor EL student progress for
reclassifications and academic success
❖ Suggest interventions for EL students who
have been reclassified but are not meeting
monitoring
❖ Assist with staff training on EL topics
❖ Assist with the review of EL instructional
resources for new and returning teachers
❖ Provide input of assessment related issues,
EL Master Plan revision, curriculum adoption
committees
❖ Assist with EL data collection
❖ Facilitate the reclassification process/
collection of data/ completion of forms
❖ Provide staff training on completing Catch
Up Plans and interventions
❖ Monitor Catch-up Plans of English Learners
❖ Assist teachers with the coordination of
Catch Up Plan parent meetings
❖ Monitor progress of reclassified students
❖ Meet with students, parents, and teachers
on a regular basis to discuss progress of EL
students
❖ Coordinate and attend LAT meetings
❖ Assist with the monitoring of the
implementation and update of the ELD
Matrix
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All pupils are placed in English language classrooms unless a parental exception waiver has
been granted for an alternative program.
Based on the district criteria of reasonable fluency, English Learners are placed in Structured
English Immersion (SEI) or in English Language Mainstream (ELM) program settings. English
Learners who do not meet the district’s criteria for participation in an ELM are placed in an
ELM program if the parent or guardian so requests.
VVUSD has designed and implemented an SEI English language acquisition process in which
the curriculum and instruction are designed for children who are learning the language.
Placement Recommendations
At the end of the year, each school site compiles teachers’ recommendations for ELD
instructional placement for the upcoming school year. This data assists the site in determining
the potential number of ELD cluster groups for each proficiency level at each grade level or
grade level span.
Program Placement Based on Reasonable Fluency
English Language Proficiency Levels Program Placement Options
Advanced Initial Fluent English
Proficient
Or
Reclassified
(R-FEP/FEP-C)
English Language Mainstream Class Early Advanced
Intermediate Reasonable Fluency
English Language Mainstream Class
If scored in the upper range of “Intermediate” **
OR
Structured English Immersion Class
If scored in the lower range of “Intermediate” **
Early Intermediate
Less than Reasonable
Fluency
Structured English Immersion
OR Alternative Program
with an approved Parental Exception Waiver
Beginning
Other Instructional Setting based on IEP
**Based on Flexible Grouping
Dimension VI – Opportunity and Equal Educational Access
EL 17 – Appropriate Student Placement All pupils must be placed in English language classrooms unless a parental exception waiver has been granted for an alternative program in which some or all of the instruction is delivered in the pupil’s primary language.
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Options for Instructional Programs
Upon initial enrollment, our Language Assessment Center makes recommendations for
English Learner program placement based on CELDT results. The LAC works closely with the
parents/guardians to explain the instructional options. Using this assessment information and
program placement recommendations, the site principal and staff place the EL student in
the most appropriate instructional setting. Written descriptions of actual program options
specific to the site are available for parent review. The site principal or designee will meet
with the parent(s)/legal guardians to clarify any questions as needed and/or to review any
concerns parents may have regarding testing results or program placement
recommendations. The program placement options are:
I. Structured English Immersion: This model provides instruction for all subjects in
English for ELs with less than reasonable fluency in English. For students with an
overall CELDT score at the Beginning Level (Level 1), Early Intermediate Level (Level
2), and flexible grouping of Lower Half of Intermediate (Level 3A) teachers will
combine specially designed academic instruction in English (SDAIE) with primary
language instructional support when needed and a strong, structured, sequential
English Language Development (ELD) program.
II. Mainstream English with Appropriate Support: This model is recommended for EL
students with an overall CELDT score at the Intermediate Level (with flexible
grouping of the higher half of Intermediate students-Level 3B), Early Advanced
(Level 4) & Advanced (Level 5). This model is designed to provide all instruction in
English with additional and appropriate services as needed. All instruction is in
English with Specially Designed Academic Instruction in English (SDAIE) strategies
utilized to make curriculum understandable.
III. Alternative Program (Bilingual Instruction): This option is designed for ELs entering
VVUSD or for continuing students whose parents wish to waive into an alternative
program. In this program, if a waiver is granted and acted upon, all students
receive daily ELD instruction. Language Arts instruction is provided in the primary
language (Spanish). Content areas are taught in the primary language in math,
science and social studies. Spanish instruction is decreased as the student
becomes fluent in English. Please Note: This would be a bilingual program for
English language acquisition for pupils in which much or all of the instruction,
textbooks, and teaching materials are in the child’s native language. If parents of
20 or more students in one grade level at the same school request the alternative
program, the school is required to provide this program.
IV. AVID Excel: This program is designed to interrupt the cycle that leads to long-term English
Language Learner status. It has been implemented in the Val Verde Unified school district
to accelerate students’ language acquisition and guide students on the path to college
preparatory courses. AVID Excel is also effective in preparing 7th and 8th grade English
Learners to enter 9th grade with the language skills that will enable them to succeed in
rigorous coursework. During the summer of the English Learners’ 6th grade year, trained Val
Verde administrators and staff work together to place ideal candidates in the AVID Excel
program based on the years a student has remained in the EL program (usually more than
5 years) in conjunction with the students’ grades and overall academic performance.
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V. Dual Language Immersion Program: The Val Verde Unified School District has adopted the
90:10 Dual Language Immersion program model (see below for program progression
through the elementary years), which develops bilingualism and biliteracy in English and
Spanish. The Dual Language Immersion program is based on parent choice of both English
Learners and English Only students who desire bilingualism and biliteracy in their children’s
education. Additionally, it is an additive program offered to all students who qualify by
commencing their Dual Language career in their kindergarten year.
Program Definitions:
I. Structured English Immersion (SEI)
The Structured English Immersion Program, for students with “less than reasonable fluency,” is
described in CA Ed. Code Sections 300-340 (Proposition 227 that was passed by the voters of
California in June 1998). It is described as an English language acquisition process for young
children in which nearly all classroom instruction is in English, but the curriculum and
presentation are specifically designed for children who are learning the language. Students
are taught subjects “overwhelmingly,” but not exclusively, in English. Teachers and aides
may use the student’s primary language in content instruction to motivate, clarify, direct,
support, and explain. The goal of the SEI Program is for EL students to develop a reasonable
level of proficiency in English. Any academic delays can be remedied through a number of
interventions. Access to core content is accomplished through instructional strategies using
Specially Designed Academic Instruction in English (SDAIE) techniques to enable English
Learners to gain access to grade level subject matter in mathematics, social studies,
science, and other academic subjects as required.
Program Requirements:
● Parents must be informed of the placement of their children in a Structured English
Immersion Program and be notified of the opportunity to apply for a Parental
Exception Waiver for an alternative program or may make a request to move to an
English Language Mainstream classroom.
● All EL students receive at least 30 minutes of daily ELD instruction based on the district-
adopted program and state standards. Instruction must include listening, speaking,
reading, and writing.
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● Core instruction in all subjects is taught overwhelmingly in English with primary
language (L1) support as needed and extensive SDAIE (Specially Designed Academic
Instruction in English) strategies to assist the EL in accessing the core.
● All students participate in activities that promote multicultural competency and
positive self-esteem.
Staffing:
● All teachers must be appropriately certificated (e.g., BCLAD, CLAD, CTEL).
● It is preferred that teachers in CELDT Level I and II settings hold a BCLAD or equivalent.
However, non-BCLAD teachers can be paired with a bilingual instructional aide who,
under the teacher’s direction, provides primary language support as needed in the
content areas.
SEI – Grouping:
ELD Group
● Students will be grouped into their ELD classes based on their English proficiency
level. The optimum placement is one ELD level per class.
● English Learners with CELDT level of 1 (Beginning), 2 (Early Intermediate), and 3A
(Lower Half of Intermediate) students will be grouped by class.
Primary Language (L1) Support
● The assignment of a BCLAD teacher is the best method for providing primary
language instruction or support;
II. English Language Mainstream (ELM)
English Learners whose CELDT overall level is Intermediate, Early Advanced, or Advanced,
and who are not participating in an alternative program or whose parents requested to
move from an SEI program are to be placed in an English Language Mainstream Program.
Parents of English Learners can request that their students be placed in a mainstream
program at any time by completing a Parental Request form. The term “Mainstream” refers
to the fact that these students have an instructional program that is primarily in English with
ELD instruction and an emphasis on reading and writing. The English Learner will receive ELD
from the classroom teacher for grades TK-5 or be assigned to a section of ELD or “SDAIE
English” for grades 6-12 until the student has acquired proficiency in English. Mainstream
Program teachers of ELs are responsible for providing ELD instruction that continues the
students’ English Language Development, prepares them for reclassification, and recoups
any academic deficits that may have been incurred in the core curriculum as a result of
language barriers. In addition, students will access core subjects from teachers using SDAIE
strategies so that the content knowledge is comprehensible to the student. The program is
designed to continue the development of English, while providing content instruction in
English. Specially Designed Academic Instruction in English (SDAIE) is a major feature of this
program. Mainstreamed EL students require careful monitoring and attention to their
progress towards reclassification.
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English Language Mainstream (ELM):
● EL student who are transitioning from SEI to mainstream are typically intermediate,
early advanced, and advanced in CELDT levels
● EL students at any level, whose parents request a mainstream placement
● Elementary teachers will provide ELD to English Learners
● Secondary: English Learners will receive ELD/SDAIE English
● EL students at secondary level will be provided with one or more core subjects taught
using SDAIE
● Special Day Class (SDC) will receive ELD services through their Special Day Class
teacher; Individualized Education Plan will state appropriate goals and objectives in
order to support the English Learner
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English Language Mainstream Class - Parental Request
An English Language Mainstream setting with parental request is one in which ELs who have
not met local district criteria for having achieved a "good working knowledge" (also defined
as "reasonable fluency") of English are enrolled in an English Language Mainstream class and
are provided with additional and appropriate services on the basis of a parental request.
Note: CCR T5, Section 11301(b), permits a parent or guardian of an EL to request, at any time
during the school year, that a child placed in Structured English Immersion be transferred to
an English Language Mainstream class and be provided with additional and appropriate
services (upon availability of classroom space).
Under the English Language Education requirements of Ed. Code 305, parents of English
Learners may request that their child be placed in an English Mainstream class in the regular
educational program at any time by filing the Parental Request Form for Regular Educational
Program.
Parents understand that the student will receive English Language Development (ELD) as
part of their daily academic schedule for 30 minutes at the elementary level, and one class
period at the secondary level. ELD is part of the core, standards-based curriculum and
parents cannot decline this service.
III. Alternative Program (Parental Exception Waiver)
Parents and guardians of English Learners are informed of the placement of their children in
an English language classroom and are notified of an opportunity to apply for a parental
exception waiver for their children to participate in an alternative program.
Parents and guardians are provided, on enrollment and annually, full written and, on
request, spoken descriptions of the Structured English Immersion program, English Language
Mainstream program, alternative programs, all educational opportunities available to the
student, and the educational materials to be used in the different options.
Upon initial enrollment at the district’s Language Assessment Center, all parents receive an
orientation to VVUSD program options for English Learners and the parental exception
waiver process. Language Assessment Center personnel explain the program options and
give each parent the Parent EL Brochure which contains written descriptions of the three
options:
● Structured English Immersion
● Mainstream
● Alternative program with approved exception waiver
EL 18 – Parental Exception Waiver for Alternative Program Parents and guardians of ELs must be notified of the opportunity to apply for a parental exception waiver for their children to participate in an alternative program in which some or all of the instruction is deli9vered in the pupil’s primary language.
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Procedures for Granting Parental Exception Waivers
Parents and guardians of ELs are informed of the placement of their children in an English
language classroom and are notified of an opportunity to apply for a parental waiver for
their children to participate in an alternative program.
VVUSD procedures for granting parental exception waivers include the following:
Parents and guardians are provided, on enrollment and annually, full written, and upon
request, spoken descriptions of the Structured English Immersion program, English Language
Mainstream Classroom program, alternative program, and all educational opportunities
available to the student. The descriptions of the programs shall include the educational
materials to be used in the different options.
Parents and guardians are informed that a pupil under age ten must be placed for no less
than 30 calendar days in an English language classroom the first year of enrollment in a
California school.
Parents and guardians are informed of any recommendations by the school principal and
educational staff for an alternative program and are given notice of their right to refuse the
recommendation.
Parental exception waivers are acted on within 20 instructional days of submission to the
school principal. However, waivers submitted under EC Section 311(c) must be acted on
either no later than ten calendar days after the expiration of the 30 day English language
classroom placement or within 20 instructional days of submission of the waiver, whichever is
later.
Principal and Education Staff Recommendations
Each application for a waiver will be considered on its individual merits. Approval of
Parental exception waivers are granted unless the school principal and educational staff
determines that an alternative program offered at the school would NOT be better suited for
the overall educational development of the student.
Denial of Waiver
The principal in consultation with the educational staff, must consider relevant district and
state assessments when denying a parental exception waiver request. If a waiver is denied,
parents and guardians are informed in writing by the principal and other educational staff of
the reason for denial and advised that they may appeal to the local board of education or
to the court.
Denial of Waiver Appeal Procedures
School Site:
a. The school site administrator holds a conference with the parent/guardian to explain the
reason(s) for denial of waiver.
b. During the conference, the parent/guardian is provided with the information of his/her
child’s test results and other information that was used to make the decision to deny the
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waiver request. The school site administrator must have substantial evidence that the
alternative program requested would not be suited for the student.
C. If the parent/guardian is not satisfied with the results of the conference, he/she may
appeal the principal’s decision. The parent/guardian must receive information regarding the
next step for the appeal process. In order to begin this process, the school site administrator
must provide the parent/guardian with the name and telephone number of the local district
English Language Learner Coordinator and advise him/her to call and schedule a
conference with the local district English Language Learner Coordinator or designee.
Local District:
a. The local district English Language Learner Coordinator is provided with a copy of the
Parental Denial Form and all relevant documentation discussed with the parent/guardian.
b. Upon holding the parent conference, the local district English Language Learner
Coordinator must notify the parent/guardian within 5 school days of his/her decision to grant
or deny the parental exception waiver.
c. The local district English Language Learner Coordinator may facilitate a transfer for the
child to attend a school that offers the program the parent/guardian is requesting.
d. If the parent/guardian is not satisfied with the results of the conference and wishes to
appeal the local district English Language Learner Coordinator’s decision, the
parent/guardian must receive information regarding the next step of the appeal process.
The local district English Language Learner Coordinator must provide contact information of
the district’s School Board of Education and/or the assistance of a legal system’s team.
Granting Alternative Classes
Each school in which 20 or more students of a given grade level have been granted a
waiver provides such a class. If fewer than 20 waivers are granted, the school provides such
a class or allows the students to transfer to a public school in which such a class is offered.
Note: The IEP team determines placement of each special education student regardless of
language proficiency.
Section 311 of CA Ed. Code describes the three circumstances in which a Parental
Exception Waiver may be granted:
1. Children who already know English: The child already possesses good English language
skills as measured by norm-referenced tests of vocabulary, comprehension, reading, and
writing, in which the child scores at or above the state average for his/her grade level or at
or above the 5th grade average, whichever is lower; or
2. Older children: The child is age 10 years or older, and it is the informed belief of the school
principal and educational staff that an alternate course of educational study would be
better suited to the child’s rapid acquisition of basic English language skills; or
3. Children with special needs (children less than 10 years old): The child already has been
placed for a period of no less than thirty calendar days in an English language classroom. It is
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subsequently the informed belief of the school principal and educational staff that the child
has such special physical, emotional, psychological, or educational needs that an alternate
course of educational study would be better suited to the child’s overall educational
development. The parents shall be fully informed of their right to refuse to agree to a waiver.
VVUSD procedures for granting parental exception waivers include the following:
Procedures for Parent Notification regarding Parental Exception Waivers
The district has established a procedure for granting Parental Exception Waivers for children
who are already enrolled in district schools in a Structured English Immersion or Mainstream
program. In order to notify all parents/guardians of the district’s placement options for
English Learners and the opportunity to apply for a Parental Exception Waiver, each
parent/guardian of an English Learner is informed of our program options two times per year
through our district’s Parental Notification process.
First, the parent/guardian receives the NCLB Annual Placement Notification within 30 days of
the first day of school. This notification advises the parent/guardian of the child’s placement
into either an SEI or Mainstream class and the opportunity for the parent/guardian to apply
for a Parental Exception Waiver. Second, each spring, the parent/guardian is informed of
the child’s official CELDT results and reminded of the three placement options when s/he
receives the Parent Notification. Parents/guardians may request an initial or continuing
Parental Exception Waiver at this time.
Parents interested in completing the waiver process will meet with the school principal or
designee to complete the waiver process and paperwork. At time of filing, parents are
reminded of the criteria required to grant Parental Exception Waivers. Any
recommendations made by the school principal and educational staff is shared with the
parents and are given notice of their right to refuse the recommendation. Once the waiver
is filed, the principal has 20 instructional days from the day of submission to take action.
Parents are then informed of the principal’s and educational staff’s decision to grant the
waiver.
Staff Development on the Waiver Process
The district provides focused in-services on the Parental Exception Waiver process so that
district personnel are informed about the program options. With a thorough knowledge of
the waiver process, principals, Bilingual Facilitators, Language Assessment Center team, and
other district employees can answer parent/guardian’s questions, and explain the program
options.
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Sample Parent Waiver Request Form
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Sample Parent Waiver Denial Form
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English Language Development Each English Learner receives a program of instruction in English Language Development
(ELD) in order to develop proficiency in English as rapidly and effectively as possible.
Our Commitment
Val Verde Unified School District provides services to English Learners to ensure that they
acquire English language proficiency and also recoup any academic deficits that may have
been incurred in other areas of the core curriculum. We offer three types of instructional
settings for English Learners. Instructional settings are Structured English Immersion (ELD in
Secondary), English Language Mainstream (SDAIE in Secondary), and a third instructional
setting exists when set criteria for Alternative Program have been met. Please see
placement options for a detailed description of these three options.
Three Instructional Settings
1. Structured English Immersion (TK-12)
2. English Language Mainstream (TK-12)
3. *Alternative Program
*An alternative program may be provided when there are 20 or more students per grade
level at a given site with approved waivers.
All of the instructional programs designed for English Learners students must contain the
following components:
✓ Explicit, systematic, standards-based, differentiated English Language Development
(ELD) instruction, specifically designed for English Learners;
✓ Well-articulated, standards-based, differentiated core curriculum instruction provided
with primary language support as necessary and/or through specially designed
academic instruction in English (SDAIE);
✓ Structured activities designed to develop multicultural competency and positive self-
esteem.
Access to the core, standards-based curriculum shall be provided via Specially Designed
Academic Instruction in English (SDAIE). Alternate programs are available. State and federal
guidelines will be followed in the program’s implementation of the EL Master Plan.
Dimension VII – Teaching and Learning
EL 19 – English Language Development (ELD) As part of the core program provided through general funds, each English Learner must receive a program of English language acquisition in order to develop proficiency in English as rapidly and effectively as possible.
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● In the design and delivery of programs for English Learners, Val Verde Unified School
District is and will be guided by what we know and understand about effective
education and quality programs for English Learners that are research-based and
comply with current state and federal laws.
● Every effort will be made to support the student’s self-concept, including the
recognition and validation of the student’s culture and language, support in the
adjustment to a new environment, and integration of multicultural activities into the
core, standards-based curriculum.
● English Language Development, SDAIE content classes, and primary language support
are part of the English Learner’s base program and shall receive the same support as
other core, standards-based curriculum classes.
● At the secondary level, teachers of English Language Development and SDAIE content
classes will articulate with the matching subject area department.
Program Design – Grades TK-5
● All TK-5 schools shall provide services for English Learners. Students are placed in either
Structured English Immersion (SEI) program, an English Language Mainstream (ELM), or
an Alternative Program based on California English Language Development Test
(CELDT) scores.
● Each site will implement the English Learner Program according to state, federal and
district guidelines. The implementation criteria will include the number of English Learners
per grade level, proficiency levels, diverse language needs, and the program option if
selected by the parents.
● Elementary students will be clustered at their respective sites and in their respective
grade levels to maximize the effective use of resources (instructional materials, teachers
with appropriate authorizations to teach English Learners, and Bilingual Instructional
Aides).
● In order to derive full benefit from staff expertise, elementary teachers who do not yet
possess appropriate authorizations to teach English Learners should be mentored by
teachers who do possess those authorizations.
Model and Program Design – Grades 6-12
● Guidance counselors will place students in classes based on assessment criteria,
teacher recommendations, individual student strengths, high school graduation
requirements, high expectations of English Learners, and/or an Alternative Program.
● Site personnel will have clear procedures implemented for the placement of English
Learners in classes.
● The English Language Development Program for ELD I - IV (for beginning through early
advanced students) will place equal emphasis on developing skills in listening, speaking,
reading, and writing. These classes are aligned with the California English Language
Development standards with benchmarks appropriate to the level of language
proficiency. The ELD standards and benchmarks for advanced students are identical to
those for mainstream language arts classes.
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English Learner Program Settings*
Elementary Grades TK - 5
Type of
Setting
Eligible
Students
Curriculum
Components
Staffing
Requirements
Structured
English
Immersion
English Learners
➢ CELDT Level 1
Beginning
➢ CELDT Level 2
Early Intermediate
➢ CELDT Level 3
Intermediate A (*See L3 Flex Group
Criteria)
♦Explicit ELD Daily: a minimum of 30
minutes (K -5) standards-based
supplementary ELD materials ♦ Access to core: differentiated
instruction in reading, writing, mathematics, social studies, and science with specially designed academic instruction in
English (SDAIE) strategies and materials ♦Art, music, P.E.: mixed groups with ELs, R-FEPs, I-FEPs, EOs ♦Primary Language support to motivate, clarify, direct, support, explain ♦ Students in grades 3/4 who are two or
more grade levels behind will be placed
in INSIDE for the following year.
BCLAD preferred,
CLAD, or equivalent
(Primary language
support provided by
BCLAD or bilingual
instructional assistant if
available)
English
Language Mainstream
English Learners
➢ CELDT Level 3
Intermediate B
(*See L3 Flex Group
Criteria)
➢ CELDT Level 4
Early Advanced
➢ CELDT Level 5
Advanced
♦Explicit ELD Daily: a 30 minutes (TK-5;
standards-based supplementary ELD
materials ♦Access to core: differentiated
instruction in reading, writing, mathematics, social studies, and science with specially designed academic instruction in
English (SDAIE) strategies and materials ♦Art, music, P.E.: mixed groups with ELs, R-FEPs, I-FEPs, EOs ♦Primary Language Support: minimal, as needed
BCLAD preferred,
CLAD, or equivalent
(Primary language
support provided by
BCLAD or bilingual
instructional assistant if
available)
**An alternative program is provided when there are 20 students per grade level with approved waivers. * All of the instructional programs designed for English Learners must contain the following components: 1. Explicit, systematic, standards-based, differentiated ELD instruction that is specifically designed for English
Learners; 2. Well-articulated standards-based core curriculum instruction provided with primary language support and/or
through specially designed academic instruction in English (SDAIE); and 3. Structured activities designed to develop multicultural competency and positive self-esteem that are woven
throughout the core curriculum. Note: When considering Level 3 Intermediate placement, please refer to the CELDT: Level 3 Flex
Group Criteria.
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English Learner Program Settings*
Secondary Grades 6 - 12
Type of
Setting
Eligible
Students
Curriculum
Components
Staffing
Requirements
Structured
English
Immersion
English Learners
➢ CELDT Level 1
Beginning
➢ CELDT Level 2
Early
Intermediate
➢ CELDT Level 3
Intermediate
A (*See L3 Flex
Group Criteria)
♦Explicit ELD: 2 periods daily
minimum (Level I) or 1 period daily
minimum (Level II) with ELD
standards-based text and
supplementary materials in addition
to English literacy instruction. ♦Access to core: differentiated
instruction in math, social studies,
and science with SDAIE strategies
and materials: 1 period of each
class daily. ♦ Physical education and one
elective: mixed groups with ELs, R-
FEPs, I-FEPs, EOs: 1 period each
daily if required. ♦Primary language support in core
content areas to motivate, clarify,
direct, support and explain.
BCLAD preferred
or equivalent (Primary language
support provided
by BCLAD or
bilingual
instructional
assistant if
available)
Bilingual
Instructional
Assistant
English
Language
Mainstream
English Learners
➢ CELDT Level
3
Intermediate
B (*See L3 Flex
Group Criteria)
➢ CELDT Level
4 Early
Advanced
➢ CELDT Level
5 Advanced
♦Explicit ELD: 1 period daily with ELD
standards-based text and
supplementary materials. ♦Reading/Writing: Levels III -V: one
English Language Arts class daily
with interventions designed through
teacher assessment and diagnosis. ♦Access to core: differentiated
instruction in math, social studies
and science w/ SDAIE
strategies/materials: 1 period each
daily. ♦Physical education and one
elective: mixed groups with ELs, R-FEPs, I-FEPs,
EOs: 1 period each daily. ♦Primary Language Support:
minimal, as needed.
BCLAD, CLAD, or
equivalent Primary language
support provided
by BCLAD or
bilingual
instructional
assistant if
available)
**An alternative program is provided when there are 20 students per grade level with approved waivers. * All of the instructional programs designed for English Learners must contain the following components: 1. Explicit, systematic, standards-based, differentiated ELD instruction that is specifically designed for English
Learners; 2. Well-articulated standards-based core curriculum instruction provided with primary language support and/or
through specially designed academic instruction in English (SDAIE); and 3. Structured activities designed to develop multicultural competency and positive self-esteem that are woven
throughout the core curriculum. Note: When considering Level 3 Intermediate placement, please refer to the CELDT: Level 3 Flex
Group Criteria.
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Val Verde Unified School District is committed to provide English Learner services that meet
the needs of the students we serve. In an effort to provide targeted support for our English
Learners who score Intermediate (3) on the CELDT test, we have developed the following
criteria to be used when considering their instructional setting. By focusing on our
Intermediate Level 3 students, analyzing multiple sources of data to determine less than
reasonable fluency and reasonable fluency and meeting the needs of students through
flexible grouping we can better support our English Learners in their transition towards English
proficiency based on a combination of the following criteria:
English Language Development Instruction
Each English Learner receives a program of instruction in English Language Development
(ELD) in order to develop proficiency in English (listening, speaking, reading and writing) as
rapidly and as effectively as possible. ELD lessons are differentiated to be appropriate for
ELs’ varying identified levels of language proficiency. The recommended instructional
delivery model in VVUSD for ELD instruction is to cluster ELs by their English language
proficiency levels. ELD is designed to:
• provide an on-ramp to the English Language Arts curriculum
• teach English Learners to understand, speak, read and write English
• build academic language proficiency that includes functions, forms and fluency
• scaffold content and tap into prior knowledge to make learning accessible for all ELs
• assist ELs in acquiring the linguistic competencies that native English speakers already
possess when they enter school and continue developing throughout life
Five Component Language Star and Designated ELD Time
Val Verde teachers and support staff have been trained on the effectiveness and best practice of
implementing the Five Component Language Star (see below) during their designated ELD
instructional time. The Language Star refers to the five basic reading and language acquisition
components - phonology, morphology, syntax, semantics, and pragmatics. Teachers and support
staff are encouraged to be cognizant of the language star components as they prepare their ELD
lessons in order to ensure a balanced language arts and reading instruction in their classrooms.
CELDT: Level 3 Flexible Grouping Criteria ● CELDT Scaled Score Ranges:
Intermediate A & B
● Student Writing Samples
● State Exam Data:
ELA
● Grades:
ELD, ELA and Reading
● ELD Online Matrix ● Teacher Observation
● ELA Benchmark Tests ● Parent Consultation
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Overview of ELD
The English Language Development component of all instructional program models is
research-based and recognizes that the acquisition of English as a second language is a
developmental process. Research recognizes that no two students will develop proficiency
in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS)
appear long before Cognitive Academic Language Proficiency (CALP), and time and
opportunity must be allowed for this development to occur. Indeed, it may take five or more
years for some English Learners to achieve academic English proficiency comparable to that
of their native English-speaking peers. (Refer to Expected Benchmarks for English Learners
table). Each English Learner will develop at his/her own pace, depending on a multitude of
environmental, personality, learning and educational factors.
ELD is a component of all instructional programs designed to serve the needs of English
Learners. Further, ELD is a specific curriculum (based on the California English Language
Development Standards) that addresses the teaching of the English language according to
the level of English proficiency of each student. The purpose of ELD is to teach second
language learners to communicate (listen, speak and write) with high levels of
understanding in English. Additionally, ELD provides the foundation for literacy (reading and
writing) as well as a pathway to the California English Language Arts Standards. The shared
goal is to assist students in developing skills in order to achieve cognitive academic
proficiency in English. ELD can occur in a variety of instructional settings (e.g. self-contained
classroom or clustering by proficiency level).
English Language Development must be a planned, explicit, systematic part of the daily
program for every English Learner student; indeed, the law requires that each EL receives
English Language Development instruction as part of his/her core curriculum. There is no
maximum amount of time for a student’s ELD. However, our district mandates that each EL
Level I-III receive these minimums of ELD per day: 30 minutes (K – 5th), a minimum of a double
block in (grades 6th – 12th) in middle and high school.
EXPECTED BENCHMARKS FOR ENGLISH LEARNERS
1 2 3 4 5
CELDT Levels Beginning Early
Intermediate Intermediate
Early
Advanced Advanced
Time line toward
reclassification
based on CELDT
levels at time of
initial enrollment
year
1st Year 2nd Year 3rd Year 4th Year 5th Year
1st Year 2nd Year 3rd Year 4th Year
1st Year 2nd Year 3rd Year
1st Year 2nd Year
1st Year
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Timeline for English Learners: when they are expected to reach each level of English proficiency up
to and including reclassification.
(ELD Level) Beginning Early Intermediate Early Advanced
Intermediate Intermediate
(Time in Program) 1 year 2 years 3 years 4 years 5 years
Performance Expectations
(Time in
Program) 0 1 2 3 4 5
(NCE) 0 10 20 30 40 50
Conditions Favorable to Acquiring Language
Various conditions help facilitate second language development. Language is
comprehensible to the English Learner when:
• It is in context;
• It has real-life purpose;
• Prior knowledge is activated;
• Background knowledge is developed;
• The affective filter is low;
• Risk-taking and approximations are encouraged;
• Errors are accepted as a part of the acquisition process;
• Input is comprehensible through contextualization (e.g. the use of real objects or “realia,”
props, visuals, facial expressions, and/or gestures);
• Positive feedback and correction by modeling are used.
ELD Standards
English Language Development Standards have been distributed to all ELD teachers in our
district. The ELD Standards provide expectancy and achievement at the Beginning, Early
Intermediate, Intermediate, Early Advanced, and Advanced proficiency levels for EL
students. ELD Standards address skills ELs must acquire in initial English learning to enable
them to become proficient on the ELA Common Core State Standards. The ELD Standards
are designed to supplement the ELA Common Core State Standards to ensure that English
Learners develop proficiency in both the English language and the concepts and skills
contained in the ELA Standards.
The ELD Standards integrate listening, speaking, reading, and writing. These are written as
pathways and in unification with the California ELA Common Core Standards.
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ELD Fluency Levels
In order to best understand appropriate strategies, materials, and techniques to help English
Learners acquire English Language proficiency, our district uses the CELDT Skill Area
Proficiency Level Descriptors. These descriptors note the characteristics and behaviors
expected of ELs as they progress through the five levels of language proficiency: Beginning,
Early Intermediate, Intermediate, Early Advanced, and Advanced. Teachers use these
descriptors to guide lesson planning for their English Learners.
ELD Materials and Instructional Time
English Learners in grades TK-12 access state-approved, standards-based ELD materials for
their ELD instruction. These supplementary instructional materials are used “to accelerate
pupils as rapidly as possible” towards grade level proficiency in reading, writing, listening and
speaking. Materials have been verified by the California Department of Education as being
substantially correlated to identified state standards. A full selection of ELD materials is used
at each of our schools. In accordance with district guidelines, daily ELD instructional time
has been allocated for each English Learner: A minimum of 30 minutes for Kindergarten
through fifth grade and an ELD block (minimum of 1 period) for all English Learners in grades
6th through 12th. For English Learners in mainstream settings (generally, CELDT Levels 3, 4,
and 5), ELD instruction is focused on the EL’s identified need and delivered and monitored
by the classroom teacher.
Val Verde Unified School District ELD Instructional Resources
Grades TK – 5
Medallion (Houghton Mifflin) Core Adoption
Intensive Intervention Grades 4-5
Inside (National Geographic/Hampton-Brown)
Supplemental Materials
HM-ELD (Houghton Mifflin)
Grades 6 – 8 Supplemental/Intervention Materials
Inside (Hampton-Brown)
Inside the USA (Hampton-Brown) for EL Newcomers and Special Education
Grades 9 - 12 Supplemental/Intervention Materials
Edge (Hampton-Brown)
Inside the USA (Hampton-Brown) for EL Newcomers and Special Education
Monitoring ELD Progress
A number of assessments are used to monitor our ELs’ progress through the English Language
Development standards. In addition to the district-administered Annual California English
Language Development Test (CELDT), each English Learner completes regular benchmark
assessments in ELD at the site level to demonstrate regular progress in language proficiency.
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Assessment of English Learners
English Learners are assessed on a regular basis using a variety of assessment tools. For each
reporting period, teachers use collected data to make informed decisions about each
English Learner’s growth. Teachers and Site Facilitators then use that information to initiate
necessary interventions.
An individual student online profile which includes previous State English Language Arts Exam
and CELDT scores, current results of trimester or quarterly Benchmark and pertinent Multiple
Measure Assessments (writing), ELD Online Matrix, and report card grades will be maintained
in an AERIES database and student profile (online). The assessments will be maintained by
the ELD teacher and monitored by the Bilingual Reclassifier, Bilingual Facilitator and site
Principal.
At the end of the year, staff will file portfolio information in the green EL folder in the student’s
cumulative (CUM) folder. Student data shall be disseminated to counselors, ELD and English
teachers when students change schools/grade levels. This information will assist teachers
and counselors with making placement recommendations for the following year.
TK-5
Student proficiency and growth in English is assessed continuously using a variety of
measures. Students are evaluated in the areas of reading, writing, speaking, and listening.
Assessments include:
● California English Language Development Test (CELDT)
● Publisher-created assessments from Houghton Mifflin’s Medallion
● Publisher-designed assessments from Hampton Brown’s Inside
● Teacher observation
● Student work
● Running records
● District Benchmark Assessments
● Writing assessment using District Rubrics
● Classroom Grades
● ELD Online Matrix
● State Standardized Test
6-12
As with TK-5, student proficiency and growth in English is assessed continually. However, the
measures used are different. Assessments include:
● California English Language Development Test (CELDT)
● Publisher-designed assessments from Hampton Brown’s Inside and Edge
● Teacher observation
● Student work
● Writing assessment using District Rubrics
● Publisher-designed assessments Pierson
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● Grades
● ELD Online Matrix District Benchmark Assessments
● Writing assessment using district rubrics
● State Standardized Test (CAASPP)
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Academic Instruction/Access to the Core Curriculum
Academic instruction for English Learners is designed and implemented to ensure that they
meet the district’s content and performance standards for their respective grade levels in a
reasonable amount of time.
The district has implemented a plan to assist all English Learners to achieve at high levels in
the core academic subjects so that those children can meet the same challenging state
academic content and achievement standards all children are expected to meet.
The district has developed and is implementing a plan for monitoring and overcoming any
academic deficits English learners incur while acquiring English. Actions to overcome
academic deficits are taken before the deficits become irreparable.
Accessing the Core Curriculum in Content Areas
It is essential that English Learners access well-articulated, standards-based core curriculum
instruction. In Structured English Immersion and Mainstream settings, this core instruction in all
subjects is taught “overwhelmingly” in English with Specially Designed Academic Instruction
in English (SDAIE) strategies and primary language support as appropriate to further
motivate, clarify, direct, support and explain. In the event students enroll in the Alternative
Program, they will receive full access to grade level core curriculum by means of direct
instruction in their native language and in English, using SDAIE approaches, as appropriate to
their levels of English language proficiency.
English Learners access the core curriculum through classes that “shelter” the curriculum via
specially designed academic instruction in English (SDAIE).
SDAIE is an approach to teaching grade-level content using English as the medium of
instruction with special strategies and techniques geared to help students access the core
curriculum.
What is SDAIE?
• Contextualized instruction (e.g. non-verbal language, visual support, realia, graphic
organizers, oral/verbal amplification), because students have a variety of resources in the
environment that enable them to construct meaning out of what is said or read;
• Task-based instruction, because it allows students to work with concepts and the language
of those concepts in a variety of ways (e.g. via reframing, where students can act, draw, or
map out the concepts, or use poetry, song, chant, letters, and diaries);
• Grade-level content instruction in English designed for English Learners;
• Facilitating English Learners in accessing the same core curriculum as that of English only
students;
• Language-sensitive and culture-sensitive content instruction;
• Delivered through comprehensible language;
EL 20 – Access to the Core Subject Matter Academic instruction for ELs must be designed and implemented to ensure that English Learners meet the district’s content and performance standards for their respective grade levels within a reasonable amount of time.
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• Making accommodations in the learning environment so more students are able to access
the content;
• An ideal place to use oral language for communication;
• Good content instruction when the input is made comprehensible;
• Instruction encouraging the active use of language and the emphasis on enduring
understanding;
• Instruction that allows the teacher to check for understanding frequently using interactive
strategies;
• Integrating assessment in an on-going and formative manner through observations,
portfolios, journals, and product-development.
• Built on language modifications such as pause time, questioning, pacing, and highlighting.
Key Features of SDAIE
In effective SDAIE classrooms, principals and teachers work together to ensure the use of
sound practices that make content comprehensible for English Learners.
These practices include:
▪ Modeling & scaffolding
▪ Contextualizing & building schema
▪ Reframing & developing metacognition
▪ Checking for comprehension
▪ Monitoring/assessing/questioning
▪ Adjusting speech register
▪ Orchestrating all modalities of learning
▪ Collaborating, interacting, and creating effective student groups
Primary Language Support
For English Learners at Beginning, Early Intermediate, and sometimes Intermediate level,
access to the core can be facilitated by primary language support (PLS). The assignment of
a BCLAD teacher is always the best method for providing PLS. However, when a BCLAD
teacher is not available, then the students will be grouped together with a CLAD-certified
teacher and every effort will be made to provide a bilingual instructional assistant, who will
use the primary language to motivate, clarify, direct, support, and explain.
Policy for Retention of English Language Learner Students
All students classified as English Language Learners (ELL) will be held to the same standards
established by the Board of Education for promotion and retention. The retention or
promotion of the EL students will be based upon their achievement within the curriculum
provided to them in either English or in their primary language. The law states that if any
student does not achieve at the established academic level due to the lack of English
Language skills, he/she will not be retained. Students who do not make adequate progress
throughout the year towards English language proficiency will be placed into one of the
following intervention programs: before/during/after school programs, tutoring, and/or
summer school.* Students enrolled in an Alternative Bilingual Program also will be expected
to meet benchmarks in Spanish.
*When funding is available.
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Supplement B: English Learners and G.A.T.E.
Gifted and Talented Education (GATE) for English Learners
Val Verde Unified School District recognizes the need for a program model that identifies
and services the gifted English Learners. The increasing diversity of the school-age population
and difficulty of identifying gifted children with diverse backgrounds point to a pressing need
for assessment models that take into consideration the complex cultural, linguistic, and
experiential factors that affect expression of gifted potential. The intent of this program is to
increase the identification of GATE students amongst the English Learner population.
State and Federal Guidelines
The Federal government has defined “gifted and talented children” as children and youth
who are identified at the elementary or secondary levels as possessing demonstrated or
potential abilities that give evidence of high performance capability in such areas as
intellectual, creative, academic, leadership, or performing and visual arts, and who thereby
require services or activities not ordinarily provided by the school.
The California legislature has found and declared that it is in the public interest to support
unique opportunities for high-achieving and underachieving pupils in the public elementary
and secondary schools of California who are identified as gifted and talented. The
legislature further declared its intent that special efforts be made to ensure that students
from economically disadvantaged and varying cultural backgrounds be provided with full
participation in these unique opportunities.
The State of California has very clear guidelines for the identification process for gifted and
talented students. It is the school district’s responsibility to develop the methods and
procedures for identifying these students. The method of identification must conform to these
general principles:
● Standards shall ensure the identification of pupils who possess a capacity for excellence
far beyond that of their chronological peers
● Methods shall be designed to seek out and identify those pupils whose extraordinary
capacities require special services and programs
● Provision shall be made for examining a student’s range of capacities
● Methods and techniques of identification shall generate information as to a student’s
capacities and needs
● There shall be equal opportunity to be identified in the categories served
● Methods shall be designed to seek out and identify gifted and talented students from
varying linguistic, economic, and cultural backgrounds
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Current Recommendations
In an effort to identify more language minority students as gifted and talented, the following
current recommendations are made:
● An emphasis must be made on the nomination of underrepresented minorities,
particularly English Learners
● Development of criteria and procedures that allow access by language minority
students
● Provision of staff development for teachers of English Learners in the identification and
recognition of giftedness in minority students
Identification of English Learner GATE Students
In order to address the area of identification of students from historically underrepresented
cultural and linguistic groups, Val Verde Unified School District instituted the use of the Raven
Progressive Matrices (RPM) Test in 1998. The RPM is a non-reading test of cognitive processing
skills that tests general mental ability, which correlates positively with success in school.
However, standardized test scores are still weighted heavily in the identification process. The
district has implemented multiple measures in order to ensure equitable access to the
program, including:
● Parent Survey (available English and Spanish)
● Teacher Survey A: Student Characteristics
● Teacher Survey B; Creative or Productive Thinking
● School Performance: Report Card Grades
● Academic Achievement: California Assessment of Student Performance and Progress
(CAASPP)
● Intellect: Raven Progressive Matrices
● Demonstrated Talents
● Special Consideration Checklist
Service for English Learner GATE Students
Any student identified as gifted or talented has access to all programs and services for GATE
students, which may include class clusters, after-school enrichment, and/or Saturday
academies. Special considerations are made on a case-by-case basis for classroom
placement of English Learners because of their linguistic needs.
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Supplement C: English Learners & Special Education Services
Special Education for English Learners
This document is a supplementary section of the Val Verde Unified School District (VVUSD)
Special Education Handbook and Master Plan for the Education of English Learners. It ties
together the components that need to be implemented into educational program services
for students who are identified as English Learners (EL) who may need and/or are identified
for special education program services It includes guidelines for understanding second
language acquisition, assessing English language proficiency, referral to RtI2 team, special
education evaluation, eligibility considerations, development of individualized education
program goals, instructional setting options, and reclassification procedures.
Understanding Second Language Acquisition
It is important for all school personnel to maintain a patient, but attentive, perspective while
observing the development of second language learning. A student often displays certain
language transfers and over-generalizations from one language to another, which may
appear to mislead the student and impede progress. The reality may be that the student is
merely passing through common second language learning processes.
● Limited English Proficiency: It is normal for second language learners to demonstrate a
lower level of English proficiency than their monolingual-speaking peers.
● Silent Period: Many children learning a second language need a “silent period” in which
they do not speak but focus on the sounds, syntax, and comprehension of the new
language and produce little output. This period may last from several weeks to a year
and should not be confused with an expressive language delay.
● Interference: A communicative behavior from the first language may carry over into the
second language, which creates errors in English. This can occur in all areas of
language: syntax, morphology, phonology, pragmatics, and semantics. Language
patterns from the first language may influence how one phrases a particular message in
the second language. For example, a Spanish speaker learning English may invert the
noun and adjective in English.
● Fossilization: This may occur when “errors” in the first language becomes fixed into the
second language and is no longer receptive to correction (i.e., I have sixteen years; my
brother he like coffee).
● Inter-Language: This is characterized by transitional linguistic patterns that are similar to
children learning English as their first language. For example, when children learn to
form the past tense with –ed, overgeneralization occurs by applying this rule to all verbs.
Inconsistent errors reflect the progress the student is making in learning a new language
and should not be viewed as evidence of an abnormality.
● Code-Switching: This common phenomenon involves alternating between first and
second language within the same sentence or paragraph and is not necessarily an
indicator of a problem.
● Primary Language Loss: When the primary language is not reinforced while learning a
second language, the skills and proficiency in the primary language will diminish from
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lack of use. While children may appear “deficient” in their primary language, this should
not be interpreted as a language disorder or primary language delay.
● Reduced Primary and Secondary Language Learning: Minimal language exposure to
either language may result in delays or deficiencies on most formal, standardized
language measures and cannot be attributed to an inherent language-learning
disability.
There are also affective variables that may influence second language acquisition. In
regard to motivation, one needs to consider if the student is becoming acculturated into the
English language environment, how much there are shared experiences in both languages,
if there is congruence between the student’s culture and the dominant group, if the
student’s family is transient, and if the student feels the second language will threaten his/her
identity. Personality factors of self-esteem, extroversion, and assertiveness may influence
acquisition. High anxiety will impact the acquisition of the second language. Finally,
socioeconomic status may impact social interactions and the development of friendships.
An iceberg has been utilized to symbolize two major components of second language
proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic
Language Proficiency (CALP). The “tip of the iceberg” or surface area above the water
represents BICS, the language skills which others can readily “see” as fluency. BICS is often
referred to as “playground” or “survival” English as it is the basic language ability required for
face-to-face communication where linguistic interactions are embedded in a situational
context. BICS language is often accompanied by gestures, is relatively undemanding
cognitively, and relies on the context to aid understanding (e.g., asking permission to go to
the bathroom, following directions to line up for recess). It takes approximately two years to
be commensurate with English-speaking peers.
In contrast, the area of the iceberg below the surface represents CALP, the language skills
which are “hidden” from view but are required to perform cognitively demanding
academic tasks in a context reduced environment (e.g., classroom lectures, textbook
reading, standardized tests). Development of CALP takes approximately 5-7 years to be
commensurate with English-speaking peers. In part this is because CALP language is not
heard in everyday conversation and is comprised of low frequency words, complex syntax,
and abstract expressions.
The Iceberg Theory
CALP
BICS
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The Stages of Sequential Second Language Acquisition
It is important to understand the sequential stages of language acquisition to be able to
compare how a student is doing with what is expected at each stage, particularly when
considering making a referral to determine if a student has a possible deficit or delay in
development.
Stage (Level) 1 - Preproduction: 0 - 6 Months in US School
Student focuses on comprehending the communicative message. Children try to associate
new words with the vocabulary in their first language. They pay particular attention to
nonverbal communication such as facial expressions and gestures. They may respond with
simple words or nonverbally by pointing, touching, or nodding. This is sometimes called the
Silent Period. Activity/Lesson Focus: Emphasize receptive skills with listening comprehension,
choosing, matching, drawing, and miming activities.
Stage (Level) 2 - Early Production: 6 Months -1 Year in US School
Student communication is characterized by one and two word phrases and many
grammatical errors. Common nouns, verbs, and adjectives emerge first. Vocabulary must
be learned in context of themes, stories, or personal lives of students. The student focuses
on conveying meaning as opposed to using correct forms. Activity/Lesson Focus:
Emphasize expressive skills using listening, naming, and categorizing activities which
encourage students to use the vocabulary that they already understand.
Stage (Level) 3 - Speech Emergence: 1- 3 Years in US School
Students have now acquired limited vocabulary and can respond to literal questions and
use simple sentences and engage in conversations. Students may still make punctuation
and grammatical errors. Many of their utterances are "chunks" which they have learned as
a whole without understanding the exact meaning of each word. Errors of omission are
common. Activity/Lesson Focus: Emphasize more complete language forms such as
comparing and contrasting, definitions, descriptions, and retelling (stories, legends, fables,
etc.)
Stage (Level) 4 - Intermediate Fluency Stage: 3 - 5 Years in US School
Students continue to develop excellent comprehension and are beginning to function in
normal conversation. However, they continue to lack sufficient academic language to
compete with native English speakers. Students actively engage in communication and
fluency. Literacy skills and academic language are continuing to develop.
Activities/Lesson Focus: Use existing skills to produce responses that require creativity, critical
thinking skills, and complex sentence structures.
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Stage (Level) 5 - Proficient Stage: 5 - 7 Years in US School
Students can "be themselves" in a variety of situations and settings and using listening,
speaking, reading, and writing skills with few errors. Activities/Lesson Focus: Continue
reading and writing assignments with increased focus on evaluation and analysis.
Referral to the RtI2 Team
When a student is not making sufficient progress on the ELD standards and has an identified
or suspected disability, it is appropriate for the teacher and/or parent to make a referral to
the Response to Intervention Team (RTI) for consideration of interventions. On the RTI forms,
the teacher must identify the student’s current EL Level and note any concerns that may be
pertinent to the student’s language acquisition.
Special Education Evaluation
Once the RtI2 file has been reviewed, a disability is suspected, and an evaluation for special
education services has been deemed appropriate, the parent/guardian shall be provided
with the following forms in a language understandable to them (available in English and
Spanish): Parent Rights and Procedural Safeguards, Prior Written Notice, and a proposed
Assessment Plan.
Students classified as English only (EO) or Fluent English Proficient (FEP) may be tested in
English. When a student is identified as an English Learner (EL), the decision-making process
requires more thought. When a student is classified as Beginner or Early Intermediate it is
recommended that the assessment be conducted in the student’s primary language unless
to do so is clearly not feasible. The data collected by the RtI2 members on students
identified at Intermediate, Early Advanced, or Advanced levels should be comprehensive
enough to determine if the assessment should be conducted in English and/or in the
student’s primary language using qualified personnel.
Eligibility Considerations
When determining eligibility for special education services for students identified as English
Learners, the following factors must be documented in the multidisciplinary report:
● Limited English language acquisition, cultural and experiential differences, and/or
economic disadvantages are not the primary cause of the student’s learning problems.
● Other school resources have been considered and, when appropriate, utilized yet still
found to be insufficient to meet the student’s needs.
● Academic achievement is significantly below English oral language proficiency –
verified by language assessment data.
● Alternative and/or nonverbal assessment data are considered valid indicators of the
student’s abilities.
● The student meets one or more of the special education eligibility criteria delineated in
Education Code
● Whether the student’s needs can be met with supplementary aids and services within
the general education environment and if the student does or does not require special
education support services.
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Development of Individualized Education Program Goals
Each student’s individualized education program (IEP) must indicate the student’s language
classification and stage of language acquisition, describe his/her present levels of
performance, and eligibility criteria. For students eligible for special education services, the
IEP team must develop desired outcome goals designed to remediate or improve the
specific area(s) of deficit. The goals should address the curriculum standards of the core
instructional programs and should be based on baseline/present level data. For students
with significant disabilities, goals must also include benchmark objectives and may be based
on alternative curriculum standards.
If a student is identified as an English Learner and in need of special education services, the
IEP team must mark “yes” in the “linguistically appropriate goals needed” box on the IEP. The
team must develop goals that reflect the student’s cognitive and linguistic development
and their language of instruction in order to be linguistically appropriate. The following
criteria should be included for any goal and objective to meet the definition of being
linguistically appropriate:
● It states specifically in what language (i.e., English, Spanish) the particular goal(s) will be
accomplished. It may also address methodology and the credential of the service
provider.
● It is appropriate to the student’s level of linguistic development and proficiency in that
language – reflected in the ELD level addressed in present levels and growth desired.
● It is consistent with the known developmental structure of that language – it follows the
stages of language acquisition from Beginning, Early Intermediate, Intermediate, Early
Advanced, to Advanced.
● It provides cultural relevance in the curricular framework.
Some sample ELD goals and objectives are provided within the IEP Guidebook Appendices.
Instructional Setting Options
A continuum of program options is available to meet the needs of all students. The IEP
team’s determination of appropriate program placement, related services needed, and
curriculum options to be offered is based upon the unique needs of the student rather than
the label describing the disabling condition or the availability of the program. Each student
with a disability has the right to an educational program designed to meet his/her individual
needs based on his/her present levels of performance, identified goals, supports and
services needed.
The special education service options include Specialized Academic Instruction, Intensive
Individual Services, and/or Individual and Small Group Instruction. A student with an
identified disability may be provided with Related Services (RS) while participating in the
general education or special education environment. RS are defined as developmental,
corrective and other services as may be required to assist an individual with exceptional
needs to benefit from special education. RS options include: language and speech,
adapted physical education, health and nursing – specialized physical health care services,
health and nursing – other services, assistive technology services, occupational therapy,
physical therapy, individual counseling, counseling and guidance, parent counseling, social
work services, psychological services, behavior intervention services, day treatment services,
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specialized services for low incidence disabilities, specialized deaf and hard of hearing
services, interpreter services, audiological services, specialized vision services, orientation
and mobility, Braille transcription, specialized orthopedic services, reader services, note
taking services, transcription services, recreation services, and transportation. RS options for
transition planning for students 16 and older include college awareness/preparation, career
awareness, vocational assessment, counseling, guidance, and career assessment.
The educational program options available for English Learners include Structured English
Immersion (SEI), English Language Mainstream (ELM), and Alternative Education Program
with primary language instruction when available.
In making instructional program decisions on behalf of a student in need of both special
education and English language support, the following factors should be considered:
● For a student in need of part-time special education support services, the general
education teacher’s classroom setting and qualifications are the primary
considerations.
● For a student in need of special education support the majority of the school day, the
special education teacher’s classroom setting and qualifications are the primary
considerations.
● Teachers working with ELL students need to know SDAIE methodologies.
● Students in need of ELD instruction specially tailored to his or her fluency level must
receive such instruction from a qualified (i.e., CLAD certified) teacher or teacher-in-
training using board-approved instructional materials. Such instruction may occur within
special education or be provided by a mainstream general education teacher, as
determined by the IEP team.
● At TK-5 grade levels, ELD instruction must be provided a minimum of thirty (30) minutes
per day.
● At 6-12 grade levels, ELD instruction must be provided a minimum of fifty (50) minutes
per day.
● Primary language support needs must be considered and may be provided as
available within the school staffing arrangements. It is especially critical to coordinate
program services between general and special education for this population.
All instructional program decisions must be documented on the student’s IEP and
subsequently implemented as stated once parental consent is obtained. There must be a 1-1
correspondence between the IEP program statements and the student’s class schedule to
be legally compliant. The IEP must be reviewed at least annually and may be changed
during that time through an addendum/amendment IEP team meeting. For the English
Learner, the CELDT shall be updated annually, with results guiding decisions about possible
reclassification.
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Sample RTI2 Referral For ms to Support English Learners
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Sample RTI2 Referral Forms to Support English Learners (Continued).
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Appendix
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CELDT English Proficiency Levels
Level CELDT
1 Beginning
2 Early Intermediate
3 Intermediate
4 Early Advanced
5 Advanced
I-FEP Initially scores Fluent English Proficient
FEP-C An English Learner who is a Candidate for reclassification
FEP-R/M Student has been Reclassified and is being Monitored for two years
FEP-DNQ Student Did Not Qualify for reclassification
FEP-X Student has been Exited from the program after being reclassified and monitored for two years
EL-WV Parents requested instruction in student’s primary language
EL-WD Parents requested their child be Withdrawn from the program;
however, ELD instruction is provided daily
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CELDT Scale Score Ranges
Kindergarten Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 361 140 - 352 220 - 231 220 - 254 220 - 296 184 - 345
Early Intm 362 - 408 353 - 404 232 - 299 255 - 326 297 - 353 346 - 396
Intermediate 409 - 454 405 - 456 300 - 379 327 - 382 354 - 416 397 - 447
Early Adv 455 - 501 457 - 508 380 - 467 383 - 429 417 - 484 448 - 498
Advanced 502 - 570 509 - 630 468 - 570 430 - 600 485 - 570 499 - 598
Grade 1 Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 361 140 - 352 220 - 356 220 - 371 220 - 358 184 - 357
Early Intm 362 - 408 353 - 404 357 - 392 372 - 405 359 - 400 358 - 405
Intermediate 409 - 454 405 - 456 393 - 467 406 - 443 401 - 460 406 - 455
Early Adv 455 - 501 457 - 508 468 - 569 444 - 517 461 - 535 456 - 508
Advanced 502 - 570 509 - 630 570 - 570 518 - 600 536 - 570 509 - 598
Grade 2 Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 374 140 - 369 280 - 420 220 - 422 250 - 397 215 - 396
Early Intm 375 - 425 370 - 419 421 - 472 423 - 468 398 - 448 397 - 446
Intermediate 426 - 475 420 - 469 473 - 523 469 - 513 449 - 499 447 - 495
Early Adv 476 - 526 470 - 519 524 - 553 514 - 559 500 - 539 496 - 539
Advanced 527 - 570 520 - 630 554 - 650 560 - 690 540 - 610 540 - 635
Grade 3 Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 388 200 - 387 280 - 447 220 - 436 250 - 417 230 - 414
Early Intm 389 - 442 388 - 435 448 - 481 437 - 478 418 - 461 415 - 459
Intermediate 443 - 497 436 - 481 482 - 541 479 - 536 462 - 519 460 - 513
Early Adv 498 - 551 482 - 531 542 - 576 537 - 569 520 - 563 514 - 556
Advanced 552 - 640 532 - 720 577 - 700 570 - 740 564 - 670 557 - 700
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CELDT Scale Score Ranges (Continued)
Grade 4 Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 401 200 - 404 280 - 473 220 - 450 250 - 437 230 - 432
Early Intm 402 - 460 405 - 450 474 - 490 451 - 488 438 - 475 433 - 472
Intermediate 461 - 518 451 - 496 491 - 559 489 - 549 476 - 538 473 - 530
Early Adv 519 - 577 497 - 542 560 - 599 550 - 579 539 - 588 531 - 574
Advanced 578 - 640 543 - 720 600 - 700 580 - 740 589 - 670 575 - 700
Grade 5 Listening Speaking Reading Writing Comprehension Overall
Beginning 220 - 410 200 - 410 280 - 477 220 - 454 250 - 443 230 - 437
Early Intm 411 - 472 411 - 458 478 - 503 455 - 496 444 - 487 438 - 482
Intermediate 473 - 536 459 - 506 504 - 563 497 - 550 488 - 549 483 - 538
Early Adv 537 - 600 507 - 555 564 - 603 551 - 586 550 - 601 539 - 586
Advanced 601 - 640 556 - 720 604 - 700 587 - 740 602 - 670 587 - 700
Grade 6 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 412 225 - 416 320 - 480 220 - 457 275 - 446 248 - 441
Early Intm 413 - 483 417 - 466 481 - 515 458 - 501 447 - 499 442 - 491
Intermediate 484 - 569 467 - 517 516 - 567 502 - 552 500 - 568 492 - 551
Early Adv 570 - 637 518 - 567 568 - 608 553 - 592 569 - 622 552 - 601
Advanced 638 - 715 568 - 720 609 - 750 593 - 780 623 - 732 602 - 741
Grade 7 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 417 225 - 422 320 - 484 220 - 461 275 - 450 248 - 446
Early Intm 418 - 494 423 - 475 485 - 528 462 - 507 451 - 511 447 - 501
Intermediate 495 - 571 476 - 527 529 - 571 508 - 553 512 - 571 502 - 555
Early Adv 572 - 648 528 - 580 572 - 612 554 - 599 572 - 630 556 - 609
Advanced 649 - 715 581 - 720 613 - 750 600 - 780 631 - 732 610 - 741
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CELDT Scale Score Ranges (Continued)
Grade 8 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 426 225 - 422 320 - 496 220 - 464 275 - 461 248 - 452
Early Intm 427 - 507 423 - 479 497 - 542 465 - 510 462 - 524 453 - 509
Intermediate 508 - 594 480 - 538 543 - 587 511 - 556 525 - 590 510 - 568
Early Adv 595 - 669 539 - 594 588 - 626 557 - 601 591 - 647 569 - 622
Advanced 670 - 715 595 - 720 627 - 750 602 - 780 648 - 732 623 - 741
Grade 9 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 435 235 - 422 320 - 508 220 - 466 275 - 471 251 - 457
Early Intm 436 - 518 423 - 484 509 - 556 467 - 513 472 - 537 458 - 517
Intermediate 519 - 605 485 - 546 557 - 604 514 - 559 538 - 604 518 - 578
Early Adv 606 - 690 547 - 609 605 - 647 560 - 605 605 - 668 579 - 637
Advanced 691 - 725 610 - 740 648 - 770 606 - 810 669 - 747 638 - 761
Grade 10 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 444 235 - 422 320 - 520 220 - 469 275 - 482 251 - 463
Early Intm 445 - 533 423 - 489 521 - 570 470 - 516 483 - 551 464 - 527
Intermediate 534 - 622 490 - 556 571 - 620 517 - 562 552 - 621 528 - 590
Early Adv 623 - 711 557 - 623 621 - 664 563 - 609 622 - 687 591 - 651
Advanced 712 - 725 624 - 740 665 - 770 610 - 810 688 - 747 652 - 761
Grade 11 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 444 235 - 422 320 - 520 220 - 469 275 - 482 251 - 463
Early Intm 445 - 533 423 - 489 521 - 570 470 - 516 483 - 551 464 - 527
Intermediate 534 - 622 490 - 556 571 - 620 517 - 562 552 - 621 528 - 590
Early Adv 623 - 711 557 - 623 621 - 664 563 - 609 622 - 687 591 - 651
Advanced 712 - 725 624 - 740 665 - 770 610 - 810 688 - 747 652 - 761
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CELDT Scale Score Ranges (Continued)
Grade 12 Listening Speaking Reading Writing Comprehension Overall
Beginning 230 - 444 235 - 422 320 - 520 220 - 469 275 - 482 251 - 463
Early Intm 445 - 533 423 - 489 521 - 570 470 - 516 483 - 551 464 - 527
Intermediate 534 - 622 490 - 556 571 - 620 517 - 562 552 - 621 528 - 590
Early Adv 623 - 711 557 - 623 621 - 664 563 - 609 622 - 687 591 - 651
Advanced 712 - 725 624 - 740 665 - 770 610 - 810 688 - 747 652 - 761
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Relevant English Learner Online Sources
CELDT Information: http://www.cde.ca.gov/ta/tg/el/resources.asp
CELDT Released Test Questions: http://www.cde.ca.gov/ta/tg/el/documents/celdtrtqs0111.pd
f#search=CELDT%20RTQS&view=FitH&pagemode=none
CELDT Blueprints: http://www.cde.ca.gov/ta/tg/el/documents/blueprnt2010.doc
Title III Accountability Report Card:
http://www.cde.ca.gov/ta/ac/t3/documents/infoguide13-14.pdf
Next Generation ELD Standards:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
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CELDT Question & Answer Prepared by California Department of Education
December 2010
What is the California English Language Development Test?
Federal and state laws require a state test that school districts must give to students whose
primary home language is not English. In California, this test is called the California English
Language Development Test (CELDT).
What is the purpose of the CELDT?
The purpose of this test is to:
• Identify new students who are English learners in kindergarten through grade twelve
• Determine their level of English proficiency
• Annually assess their progress in learning English
Who is an English learner?
An English learner is a student in kindergarten through grade twelve who needs additional
English language instruction to develop the listening, speaking, reading, and writing skills
required to fully participate in the regular school program.
Who must take the CELDT?
All students in kindergarten through grade twelve, whose primary language listed on a home
language survey is not English, must take the CELDT within 30 calendar days after they are
enrolled in a California public school for the first time. The CELDT also must be given once
each year to English learners until they become proficient in English.
Do English learners with disabilities take the CELDT?
Yes. All English learners must take the CELDT, and this includes English learners with disabilities.
Students with disabilities who take the CELDT may use test variations, accommodations,
modifications, and/or alternate assessments as specified in their individualized education
programs (IEPs) or Section 504 Plans. Students with Section 504 Plans may not use an
alternate assessment for the CELDT.
What does the CELDT cover?
Beginning in 2009–10, the CELDT for all grades tested covers listening, speaking, reading, and
writing. The CELDT is based on California English language development standards, adopted
by the State Board of Education.
Who gives the CELDT?
Only trained examiners give the test. In grades two through twelve, the speaking domain of
the CELDT is administered individually to each student and the listening, reading, and writing
domains are administered to groups of students. In kindergarten, all domains are
administered individually to each student. In grade one, the domains of speaking, reading,
and writing are administered individually; however, the listening domain may be
administered to groups of students.
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CELDT Questions & Answers (Continued)
How long does it take for students to complete the CELDT?
The CELDT is not a timed test. In kindergarten and grade one, each domain takes
approximately 15 to 30 minutes for each student to complete. In grades two through twelve,
the speaking domain of the test takes about 10 to15 minutes for each student to complete.
The listening, reading, and writing domains combined take about two hours to complete.
The writing domain may be divided into two sessions.
How are the CELDT results reported for individual students?
There are five levels of performance a student can achieve. These levels are: Beginning,
Early Intermediate, Intermediate, Early Advanced, and Advanced.
The report of results for each student provides:
• The overall performance level and score
• A performance level and score for each domain of the test (listening, speaking, reading,
and writing)
• A comprehension score (average of the scores for listening and reading)
How are results of the CELDT used?
Test results for newly enrolled students are used to help identify English learners who need to
develop their speaking, listening, reading, and writing skills in English. Results from annual
CELDT testing are used to see how well students are learning English. School districts also use
annual assessment results as one of four criteria to help decide when students may be
reclassified as fluent English proficient (RFEP).
What criteria in addition to the CELDT are used to decide when students may be reclassified?
Additional reclassification criteria used by school districts include performance on an
assessment of basic skills in English (such as the California English–language arts Standards
Test), teacher evaluation, and parent opinion and consultation.
How can parents or guardians find out more about the CELDT or their child’s results?
Parents or guardians, who want more information about the CELDT or their child’s results on
the CELDT, should contact their child’s teacher and/or school office. Parents or guardians
also are invited to request a conference to review the CELDT results or to attend one of the
information meetings scheduled by the school.
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Glossary of Terms and Acronyms
Annual Assessment (AA)
The California English Language Development Test (CELDT) is given once each year to
English learners as an annual assessment (also referred to as AA) of their progress toward
English language proficiency. AA data are included in AMAO calculations.
Adequate Yearly Progress
(AYP)
Adequate Yearly Progress (AYP) is the federal accountability measure with a series of
annual academic performance targets established for local educational agencies (LEAs)
and the state. Under Title III of the Elementary and Secondary Education Act (ESEA), LEAs
are required to meet or exceed requirements within two areas of the English learner
subgroup in order to meet AYP annually: Participation Rate and Percent Proficient for
English-language arts and mathematics.
Annual Assessment
Window
A designated time period each year during which schools must administer the CELDT to all
students who were identified as English learners during the previous academic year. The
AA window runs from July 1 to October 31 each year.
Annual Measurable
Achievement Objectives
(AMAOs)
Title III of the Elementary and Secondary Education Act (ESEA) sets AMAOs or targets that
local educational agencies (LEAs) receiving Title III funds must meet. The first AMAO
(AMAO 1) relates to making annual progress on the CELDT, the second (AMAO 2) relates
to attaining English proficiency on the CELDT, and the third AMAO (AMAO 3) relates to
meeting AYP by the English Learner subgroup at the LEA level.
AMAOs 1 and 2 are based on CELDT results. AMAO 3 is based on data from the California
Standards Test, the California Modified Assessment (CMA), the California Alternate
Performance Assessment (CAPA), and/or the California High School Exit Examination.
California English
Language Development
Test (CELDT)
The CELDT is the state test of English language proficiency that local educational
agencies in California are required to administer to newly enrolled students whose primary
home language is not English and to students who are ELs as an AA (Education Code
Section 313 and Title 5, California Code of Regulations, Section 11510). CELDT results are
included in AMAOs 1 and 2 calculations.
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The CELDT measures limited English proficient students’ achievement of California English
Language Development (ELD) Standards in kindergarten through grade twelve. Three
purposes for the CELDT are specified in state law, including: (1) identifying students as
limited English proficient, (2) determining the level of English language proficiency (ELP) for
students who are limited English proficient, and (3) assessing the progress of limited English
proficient students in acquiring the skills of listening, speaking, reading, and writing in
English.
CELDT Blueprints
The CELDT blueprints outline the specific ELD standards tested and the number of
questions included within each domain on the CELDT for each grade from kindergarten
through grade twelve.
CELDT Common Scale
The CELDT was rescaled in 2006 to allow for the comparison of a student’s scale score on
each domain (listening, speaking, reading, and writing) going forward from 2006-07. A
student’s scale score on the new common scale can be compared to prior year’s
performance level and scale score to measure the annual growth of learning English.
Consortium
To be eligible for a direct-funded LEP student subgrant, LEAs must be scheduled to receive
a subgrant of $10,000 or more. If an LEA is projected to receive a LEP student subgrant of
less than $10,000 the LEA must enter into an agreement to form and/or join a consortium in
which the total amount of the subgrants of members of the consortium collectively total
$10,000 or more. In the case of a consortium of LEAs, only the lead LEA is the grantee. (Title
III, Section 3114).
The accountability data for the consortium lead and the consortium members are
aggregated up to the consortium level to determine if the AMAOs have been met for the
consortium as a whole.
CELDT Criterion for English
Language Proficiency
For grades two through twelve (2–12), the CELDT criterion is an overall score of Early
Advanced or higher and scores for each domain (listening, speaking, reading, and
writing) at Intermediate or higher. For kindergarten and grade one (K–1), the CELDT
criterion is an overall score of Early Advanced or higher and scores for the listening and
speaking domains at Intermediate or higher. The reading and writing domain scores are
not considered for K–1.
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Composite Score A composite score is the average of two or more other scores. For example, the
comprehension score is the average of the listening and reading scale scores.
Data Review Module
(DRM)
The DRM is a Web-based application available to LEAs for a three-week period after the
close of the AA window. Designated CELDT district coordinators are granted secure
access to the Student Score File (SSF) to make corrections to student demographic data
to ensure accuracy for reporting purposes.
Domains
Domains are the areas of listening, speaking, reading, and writing assessed by the CELDT.
The ESEA also requires that comprehension be assessed, which is calculated as the
average of the listening and reading scale scores.
Elementary and
Secondary Education Act
(ESEA)
Title III of the ESEA requires states to administer a test to newly enrolled students whose
primary (home) language is not English to determine their level of English Language
fluency. In California, the CELDT serves this purpose. Students identified through the initial
assessment as English Learners must be given the CELDT annually until they are reclassified
as fluent English proficient. Title III sets AMAO targets that school district receiving Title III
funds must meet.
English Language
Development (ELD)
Standards
The ELD standards, adopted by the State Board of Education (SBE) in 1999, define what
English learners in California’s public schools must know and be able to do as they
progress toward full fluency in English. Links to the ELD standards are available in both
English and Spanish on the CDE Content Standards Web page at
http://www.cde.ca.gov/be/st/ss/.
English Learner (EL) English learners are students with a primary language other than English who are not yet
proficient in English.
English Proficient Level
The criterion for English language proficiency is an overall score of Early Advanced or
higher and a score of Intermediate or higher for each domain (listening, speaking,
reading, and writing).
For Kindergarten and grade one, the criterion for English language proficiency is an
overall score of Early Advanced or higher and a score of Intermediate or higher for the
domains of listening and speaking.
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Home Language Survey
(HLS)
In accordance with California Education Code (EC) Section 52164.1, LEAs are required to
have a HLS form completed by the student’s parent or guardian at the time of first
enrollment in a California public school, indicating the language used in the home. A
sample is available on the CDE English Learner Forms Web page at
http://www.cde.ca.gov/ta/cr/el/elforms.asp.
Initial Assessment (IA)
The CELDT is first given to newly enrolled students, whose primary language is not English,
as an initial assessment of English language fluency. AMAO 2 calculations include initial
CELDT takers tested during the AA window if they are classified as EL.
Initial Fluent English
Proficient (IFEP)
IFEP students are students with a primary language other than English who took the CELDT
within 30 days of enrollment in a U.S. public school and who met the school district
criterion for English language proficiency (i.e. those students who were initially identified as
fluent in English). IFEP students are not included in AMAO calculations.
Local Educational Agency
(LEA)
An LEA is a government agency which supervises local public primary and secondary
schools in the delivery of instructional and educational services. For Title III Accountability,
LEAs include school districts, county offices of education, direct-funded charter schools,
and consortium leads.
Performance Levels
Performance levels are ranges of scores in which students have demonstrated sufficient
knowledge and skills to be regarded as performing at a particular English-proficient level.
In accordance with ELD standards, student CELDT scores are identified as falling into one
of five performance levels: Beginning, Early Intermediate, Intermediate, Early Advanced,
or Advanced.
Performance Level Cut
Scores
The SBE has established performance level cut scores for all four domains (listening,
speaking, reading, and writing) and overall performance on the CELDT.
Performance Level
Summary Report
A score report provided to LEAs that summarizes the total number of assessments scored
and the percentage of students who tested within each performance level by school and
grade level within each LEA.
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Primary Language
The language identified (at the local level) to be the student’s primary language based
on information provided in the HLS upon his or her first enrollment in a California public
school. This identification is done only once during the course of the student’s academic
career and is used to identify whether he or she is to be assessed with the CELDT.
Raw Scores A CELDT raw score is the number of test questions answered correctly. Raw scores should
not be used to compare results from grade to grade or year to year.
Reclassification
Reclassification is the local process used by LEAs to determine if a student has acquired
sufficient English language fluency to perform successfully in academic subjects without
ELD support. EC Section 313(d) specifies the four criteria that must be used when making
reclassification decisions locally.
Reclassified Fluent English
Proficient (RFEP)
Students with a primary language other than English who were initially classified as English
learners, but who have subsequently met the LEA criteria for English language proficiency
are determined to be RFEP.
EC Section 313(d) specifies four criteria that LEAs must use in reclassifying students from
English learner to fluent English proficient (RFEP). The four criteria are:
● Assessment of English language proficiency, which in California is the CELDT.
● Teacher evaluation of a student’s academic performance, which can be based on the
student’s report card grades, grade point average, or other measure that LEAs use to
determine students’ academic performance.
● Parent opinion and consultation, which involves parents or guardians, if possible, in a
discussion about their child’s English language proficiency and meeting the guidelines
for reclassification.
● Comparison of performance in basic skills, against an empirically established range of
performance in basic skills (e.g., the State Standardized Test for ELA or the CMA for ELA).
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Released Test Questions (RTQs) RTQs are a series of retired test items by grade span that site and district coordinators,
teachers, and support staff who work with English learners may use as practice questions
to help prepare their students for the types of questions that may be encountered on the
CELDT. They may also be used as a resource for parents whose children have taken the
CELDT. RTQs cover the four domains assessed by the CELDT: listening, speaking, reading,
and writing.
Research Files Electronic reports available to LEAs at the completion of the DRM each spring. Both AA
and IA reports are accessed through DataQuest on the CDE Web site.
Scale Score Scale scores are derived from the number or percentage of questions that students must
answer to score at each performance level and are used to equate tests from one
administration to the next. Higher scale scores indicate higher levels of performance, while
lower scale scores indicate lower levels of performance.
State Board of Education (SBE) The SBE is a state educational agency that sets education policy for kindergarten through
grade twelve in the areas of standards, instructional materials, assessment, and
accountability. The SBE adopts textbooks for kindergarten through grade eight, adopts
regulations to implement legislation, and has the authority to grant waivers for certain
sections of the EC. The SBE has eleven members appointed by the Governor.
Student Performance Level
Report
The Student Performance Level Report provides results of the CELDT for individual students.
The report includes student identifier information, purpose of the assessment (IA or AA),
performance levels for each domain, overall performance, and the comprehension score
based on the average of the listening and reading scale scores.
Student Score File The Student Score File is an electronic data file containing CELDT scores for students tested
during the previous and current years’ AA window. The LEAs have the opportunity to
review and update student demographic data during the annual DRM prior to public
posting of AA results.
Test Performance Descriptors Test performance descriptors that are based on the ELD standards characterize what
students at each performance level know and can demonstrate in English.
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Title III of the Elementary and
Secondary Education Act (ESEA)
Title III of the ESEA requires states to administer a test to newly enrolled students whose
primary language is not English to determine their level of English language fluency. In
California, the CELDT serves this purpose. Students identified through the IA as ELs must be
given the CELDT annually until they are RFEP. Title III also sets AMAOs or targets that LEAs
receiving Title III funds must meet, which in part are based on CELDT results.