Berkeley'Unified'School'District'Master'Plan'for'English'Learners'

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1 BerkeleyUnifiedSchoolDistrict MasterPlanforEnglishLearners October9,2013 BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page14

2 BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page1 ACKNOWLEDGEMENTS ManypeoplehavehadinputintothisrevisedMasterPlanforServicestoEnglishLearners.We acknowledgethededicatedeffortandcollaborationofdistrictteachers,teachersonspecial assignment,literacycoaches,siteanddistrictadministratorsfromalllevels,parents, communitymembersandexternalexperts.withouttheguidance,support,andtimetheygave toprovideinput,thisdocumentwouldnothavecometofruition.theirfeedbackandsupport havebeenessentialtothiswork,andforthat,wearegrateful. TherevisionoftheInstructional,ProgramsSectiondevelopedbytheEnglishLearnerWork GroupwasledbyDr.NabilaMassoumi,elementaryELspecialistandHeatherTugwell, secondaryelspecialist,andinvolvedteachers,administrators,andliteracycoaches.theel WorkGroupuseddata,research,MasterPlansfromotherdistricts,andELProgramrubricsto informdecisionsthatwillleadtocontinuousimprovementofinstructionforenglishlearnersin BUSD.ToughdecisionsweremadebasedonresearchprovenbestpracticeforEnglishlearners andwhatisfeasiblewiththe8englishlearnerpopulationofbusd. TheELWorkGroupbrokeintosmaller actionteams todeveloptheguidelinesforeachofthe sevendistinctelinstructionalprogramsinberkeley.theworkgroupasawholethenuseda consultancyprotocoltoprovideinputoneachoftheactionteams revisions.significant feedbackfromparentsthroughdelac,elac,andtheelparentforumwasincorporatedas well.finally,theelementaryandsecondaryeldcoachesmaderevisionstoensurethemost thoroughandusefuldocumentpossible. ThesededicatedELteachersandadministratorswithexperienceandexpertiseinthespecificEL instructionalprogramusedrelevantdata,research,materialsandawarenessofcurrentpractice todevelopthedescriptorsofeachofberkeley ssevenelinstructionalprograms. ActionTeams ElementaryMainstreamandSEI AlexanderHunt,PrincipalMalcolmX ChristinaFaulkner,DirectorofCurriculumand Instruction HazelleFortich,EarlyChildhoodEducation Coordinator ElementaryTWI ElyAmadorSEdelin,TeacherCragmont LuisArgueta,TeacherLeConte NancyKing,TeacherCragmont ElementaryBilingual JulissaLambertSYank,LiteracyCoachThousand Oaks JulianaSikes,PrincipalThousandOaks PattyCasetta,TeacherThousandOaks NabilaMassoumi,DistrictELDCoach SecondaryMainstream VeronicaValerio,ProfessionalDevelopment Coordinator JorgeMelgoza,VicePrincipalBHS MarthaCain,TeacherLongfellow RobertIthurburn,PrincipalWillard SecondarySEI HeidiRamirezSWeber,ELLeadTeacherBHS PattyRathwell,ELLeadTeacherKing HeatherTugwell,DistrictELDCoach SecondaryTWI MaryPatterson,TeacherLongfellow LoriMacDonald,BEADataCoach

3 WewouldalsoliketoextendourgratitudetotheELresearchcommunity:LaurieOlsen,Susana Dutro,EllenLevy,DougFisherandNancyFrey,ClaudeGoldenberg,KateKinsella,Kathryn LindholmSLeary,MargueritteAnnSnow,TimothyShanahan,andDeborahShort.Theirworkto identifybestpracticesintheserviceofelsandselsprovideduswithanextensiveresearchs evidencebasetoinformtheprogramsandservicesdescribedinthisdocument. WearealsogratefultotheCaliforniaDepartmentofEducationforits2010publicationofthe volume,improvingeducation,for,english,learners:,research8based,approaches.leadershipat thestateleveliscriticaltoimprovingtheeducationaloutcomesfortheover1.4millionelswho areeducatedinourstate.whenweworkinpartnershipatstateandlocallevels,allstudents benefit. ThedistrictgratefullyacknowledgesguidanceandmaterialdevelopedforEnglishLearner masterplansinseveralcaliforniaschooldistricts.weareparticularlyappreciativeofthe examplesanddirectionprovidedbythefontanausd,sanfranciscousdandhaywardusd. SpecialthankstoDr.NabilaMassoumi,ElementaryELDCoach,andHeatherTugwell,Secondary ELDCoach,VeronicaValerio,CoordinatorofProfessionalDevelopment,andChristinaFaulkner, DirectorofCurriculumandInstructionforleadingtheMasterPlanrevisionproject;Beatriz LeyvaSCutler,schoolboardmemberforrelentlessadvocacyforEnglishlearners;Cathy Campbell,presidentofBFT,forensuringexcellentteachingconditionstomakeoutstandingEL instructionpossible;andmichaelwalbridgeandhisteam,theoriginalauthorsoftheberkeley USDELMasterPlan. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page2

4 Mission,VisionandGoalsoftheBerkeleyUnifiedSchoolDistrict BerkeleyUnifiedSchoolDistrictMission: TheMissionoftheBerkeleyUnifiedSchoolDistrictistoenableandinspireourdiversestudent bodytoachieveacademicexcellenceandmakepositivecontributionstoourworld. BerkeleyUnifiedSchoolDistrictVision: OurStudents arecuriousandcreativelearnerswhosucceedthroughpersonalinitiativeand sustainedefforttoreachhighacademicgoals.theyarecriticalthinkerswhoseekknowledge andpossesstechnologicalcompetenceandcollaborativeskills.ourstudentsembracediversity, actresponsibly,andcontributetoourcommunity. OurEducators believethatallstudentscanmeetorexceedrigorousacademicstandards. Teachers,staff,andadministratorstogetherformarichprofessionallearningcommunitywhere allaresupportedtohoneourprofessionalcraftandimproveoureffectiveness.throughthe examinationofourinstructionalpracticesanddata,weadjustourteachingandoperational systemsinordertocontinuouslyimprove.weareresponsibleinthestewardshipofourfiscal resourcesandfairandequitableintheirdistribution. OurFamiliesandCommunity areintegraltothesuccessofourstudentsandschools. Familiesareactive,engagedandwelcomedpartnersintheirchild seducation,whogivevalued inputandparticipateinmakingimportantdecisionsaboutouracademicandenrichment programs.ourdiversecommunityispassionateaboutequitableeducationaloutcomesforall students.ourcivicandcommunityorganizationspartnerwithustopromotefamily engagementandthewellsbeingandsuccessofourstudents. OurSchools arevitalcentersofcommunitylifeenrichedbythediversityofourcityand welcomingtoallfamilies.eachclassroomoffersengagingandculturallysrelevantcurriculum thatbuildsonstudents interestsandabilities.studentneeds,asidentifiedbyregular assessment,informourteachingandguideappropriateandeffectiveinterventionservices.we offeranenrichedlearningenvironmentandacomprehensivesystemofsupportstoaddressthe needsofthewholechild. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page3

5 ExecutiveSummary ValuesandBeliefsofBerkeleyUnifiedSchoolDistrict: Studentsareourpriority. Wetakeprideinourdiversity. Weholdhighexpectationsforourselvesandourstudents. Wetreateachotherwithrespectandactwithintegrity. 2020VisionforBerkeley schildren&youth The2020VisionisBerkeley scommunityswideefforttoend,the,disparitiesin,academic, achievementthatexistalongraciallinesamongchildrenandyouthinberkeley.the2020vision representsacommitmentbytheberkeleyunifiedschooldistrict,thecityofberkeley,the UniversityofCaliforniaatBerkeley,andseveralcommunitypartnerstoachievethefollowing: Thatallchildren,regardlessofrace,ethnicity,andincome,whoenterBerkeleySchools beginningin2007(andremaininthedistrict)willachieveequitableoutcomeswithno proficiencydifferencesbythetimetheygraduateinjune,2020;andthatallchildrenbornin Berkeleyin2007andbeyond,receiveahealthystartandareequallyreadytolearnandsucceed inberkeleypublicschools. EducatorsinBerkeleybelievethat,improving,educational,outcomes,for,under8performing, students,improves,outcomes,for,all,students.,equity,and,academic,excellence,work,in,tandem, and,both,are,a,priority,in,our,schools., BUSDTheoryofActionforClosingtheAchievementGapwhileImproving AcademicPerformanceforAllStudents WebelievethatIFtheDistrictprovides: Acoherent,curriculum,that,is,aligned,with,assessments,,addresses,needs,of,our,diverse,student, population,and,guides,intervention,for,students OpportunitiesforprofessionallearningcommunitiestoexamineevidenceSbasedeffective pedagogyatthedistrictandthesites Instructionalleadershipthatsetshighexpectationsandmaintainsaccountability AndIFtheDistrictincollaborationwithitspartnersprovides: Aframeworkforfamilies,theCity,andhighereducationtoengageinourstudents education, and Equitable,resourcesforprogramsthatenablestudentstosucceed, THEN,theperformanceofallstudentswillimprove,andtheachievementgapwillclose. BUSDEnglishLearnerMasterPlan ThisMasterPlaniswrittentoensurethatallEnglishLearnersinBUSDattainoptimallinguistic andacademicsuccessasreflectedinthedistrict smission,vision,valuesandbeliefsandthe 2020VisionforBerkeley schildrenandyouth.themasteryofstandardandacademicenglishis anissueofaccess,equity,andsocialjustice.busdbelievesthatastudent saccesstoquality educationshouldnotbedeterminedbyhisorherrace,ethnicity,linguisticbackground,or BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners

6 ExecutiveSummary socioeconomicstatus.weacknowledgetherolethateachofthosecharacteristicsplaysin makingourstudentswhotheyare,andinbusd,weseethosefeaturesasfoundational strengthsaswebuildstudents masteryofstandard,academicenglishandacademiccontent proficiency. WhiletheEnglishLearnerMasterPlandescribesproceduresandsystemsthatarerequiredby stateandfederallaw,theheartofthisplandescribeswhatistooccurintheclassroom.no plan,nomatterhowwellwritten,canbesuccessfulunlessbestpracticesreachtheclassroom andimproveeducationalopportunitiesforallstudents.theberkeleyunifiedschooldistricthas auniquelyrichanddiversestudentandcommunitypopulation.wepromoteculturally responsiveteachingthatacknowledgesthestrongculturalheritagesofallethnicandlinguistic groupsthatliveinberkeley.ourgoalistobuildonthatrichheritageandexpanduponitto ensurethatourstudentshavethetoolstheyneedtoachievetheirdreams. Aplanisonlyassuccessfulasitsimplementation.Forthisplantosucceed,everyschoolmust committoimplementingitwithfidelitywhilecontinuouslyimprovingourservicesand outcomes.nothinglesscanensureourstudents educationalsuccess. AtBUSD,weacknowledgethetrustthatparentsandfamilieshaveplacedinus,andweare committedtopreparingallstudentswiththeskillsandexperiencestheyneedtoachievetheir dreams. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners

7 ExecutiveSummary Table&of&Contents ExecutiveSummary...1 Chapter1:Identification,Assessment,PlacementandReclassification :Registration :EnglishLanguageProficiencyAssessment :PrimaryLanguageAssessment :IdentificationCriteriaSKS :ProgramPlacement:Elementary :ProgramPlacement:MiddleSchool :ProgramPlacement:HighSchool(9S12) :ParentalExceptionWaiver :StudentReclassification...18 Chapter2:InstructionalPrograms :KindergartenS12 th GradeProgramsOverview :EnglishLanguageDevelopment(ELD)Instruction :ElementaryInstructionalPrograms :SecondaryInstructionalPrograms BerkeleyUnifiedSchoolDistrictSealofBiliteracy SpecialEducationServicesfortheEnglishLearner...47 Chapter3:StaffingandProfessionalDevelopment :RecruitmentandHiring :ProfessionalDevelopment...51 Chapter4:ParentandCommunityParticipation :ParentandCommunityParticipation :ParentAdvisoryCommittees :TipsforELParents...62 Chapter5:EvaluationandAccountability :ElementaryandSecondaryEducationAct(ESEA),TitleIII :SelfSAssessmentTools...67 Chapter6:Funding :FundstoSupporttheNeedsofEnglishLearners :MonitoringofELFunding...71 AppendixA:Glossary...73 BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners

8 ExecutiveSummary AppendixB:FrequentlyAskedQuestions(FAQs)...79 AppendixC:Forms...82 AppendixD:SampleRS30Report...89 AppendixE:LegalReferences...92 BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners

9 Executive&Summary& TheBerkeleyUnifiedSchoolDistrictiscommittedtoenablingandinspiringallstudents to achieveacademicexcellenceandmakepositivecontributionstoourworld (BUSDMission).In 2008BUSDdraftedandadoptedthe2020,Vision,for,Berkeley s,children,and,youthtoclosethe achievementgapthatwasevidentbetweendifferentstudentpopulations.onegroupthatwas targetedforadditionalsupportasafocusofthe2020,visionwasenglishlearners(els)whoare enrolledineveryschoolwithinourdistrict. TheMasterPlanforEnglishLearnersdefinesthedistrictexpectationsandpoliciesforEL education.itoffersapracticalguideforallstafftoensurethatconsistent,coherentservicesare providedtoeveryenglishlearnerinthedistrict.itoutlinesforparents,staffandthecommunity theoptions,opportunities,andoutcomesforbusdenglishlearners.itisbasedonathorough analysisofourexistingprogramsandservices,thepreviousmasterplanforenglishlearners, andcurrenteducationresearchonbestpracticesinenglishlearnereducation.thisexecutive SummaryoutlinesthemostimportantsectionsoftheMasterPlanandsummarizesfivemajor areasoffocus: IdentificationandinitialassessmentofallnonSEnglishspeakingstudents ProgramsavailableforEnglishLearnersateachgradelevel Staffingandprofessionaldevelopmenttosupportprogramimplementationforallstaff Opportunitiesforparentinvolvementandengagementintheirchild seducationalprocess,and Evaluationandaccountabilitytoensurethedistrictisachievingitsgoals. FollowingthissummaryisthecompleteMasterPlanforEnglishLearnersthatwillbeusedasa guideforstafftoensuresuccessfulimplementationofthevariouscomponentsofourenglish Learners educationinberkeleyunifiedschooldistrict. IdentificationandAssessmentofEnglishLearners EveryparentorguardianwhoenrollsachildintheBerkeleyUnifiedSchoolDistrictisrequired tocompleteanenrollmentpacket.thisformgivesthedistrictnecessaryinformationaboutthe childtoensures/heisplacedinanappropriateeducationalsetting.includedinthequestions askedofallparentsandguardiansarequestionsaboutthelanguagesspokeninthehome. Thesefourquestions,outlinedonpage11,identifystudentswhomayspeakalanguageother thanenglishandmayneedadditionalsupport.thedistrictisresponsible,bylaw,toassess thesestudents levelofenglishproficiency.theresultsoftheassessment,calledthecalifornia EnglishLanguageDevelopmentTest(CELDT),willidentifythestudentsasEnglishLearners(ELs) BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page1

10 orinitiallyfluentenglishproficientspeakers(ifeps).parentsofstudentsidentifiedaselsthen havetheopportunitytoselecttheprogramtheybelievewillbestservetheirstudent. ProgramsforEnglishLearners BUSDhaslongbeenasupporterofchoiceinprogramsforEnglishLearners.Therearecurrently threeprogramsattheelementary(ks5)andmiddle(6s8)schoolsandtwoprogramsatthehigh schoolforenglishlearners.thereisalsoonepreskbilingualclassroomatfranklin. TwoWayImmersionProgram:ThegoalofthisprogramistosupportstudentstobecomebiS literateinbothenglishandspanishbytheendof8 th grade.studentsbegintheireducation primarilyinspanishandgraduallyincreasetheamountofenglishduringtheday.eachel studentisprovidedenglishlanguagedevelopment(eld)eachdaytosupportthetransitionto beingfullyenglishproficient(fep).thisprogramoperatesatleconteelementaryschool(ks5) andlongfellowmiddleschool(6s8). SpanishBilingualProgram:ThegoalofthisprogramistoenableSpanishspeakingstudentsto becomeenglishproficientbysupportingthemintheirnativelanguage.studentsbegintheir educationprimarilyinspanishandincreasetheamountofenglishinstructioneachyearsothat theyarefullyenglishproficientbyfifthgrade.eachelstudentisalsoprovidedenglishlanguage Development(ELD)eachdaytosupportthetransitiontobeingFullyEnglishProficient(FEP). ThisprogramoperatesatThousandOaksElementarySchool. Mainstream/SEIProgram:ThisprogramimmersesstudentsinEnglishinatraditional,EnglishS onlyclassroom.studentsarealsoprovidedadditionalsupportthroughenglishlanguage Developmentasapartofeachschoolday.Thisprogramisofferedatallelevenelementary schools,allthreemiddleschools,andberkeleyhighschool. SecondaryNewcomerProgram:Specificsupportclassesforstudentswhoarenewtoeducation intheunitedstatesingradessixthroughtwelveareavailableatkingmiddleschooland BerkeleyHighSchool. DetailedoutlinesandexpectationsfortheseprogramscanbefoundintheInstructional ProgramssectionoftheMasterPlan. StaffingandProfessionalDevelopment InordertofullyimplementtheprogramofferedinBUSD,itisessentialthatqualifiedteachers continuetobehiredandsupportedwithprofessionaldevelopmentdesignedtostrengthen theireffectivenessinworkingwithenglishlearners.allteachersinbusdareexpectedto possessacredentialthatauthorizesthemtoteachenglishlearners.thecrossscultural, LanguageandAcademicDevelopment(CLAD)authorizationisthemostcommonofthese credentials.teacherswhoteachinthespecializedprograms,twowayimmersionandbilingual, mustpossessabilingualscladcredential(bclad). OngoingprofessionaldevelopmentisprovidedtoallteachersandstaffwhoworkwithEnglish Learnersinordertoensureteacherscontinuetoreceiveeducationonthebestpracticesto BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page2

11 servethesestudents.currently,busdisofferingtwoprimaryprofessionaldevelopment opportunitiesforteachersonanongoingbasis:constructingmeaningandsystematicenglish LanguageDevelopment,bothofwhichprovideteacherswiththeskillsandresourcestoensure ahighqualityeducationforallenglishlearners. ParentandCommunityParticipation BerkeleyUnifiedbelievesthatparentsareourpartnersintheeducationofourstudentsand hopestoensuremanywaysinwhichparentscanbeinvolvedandinformedoftheirchild s educationalprogress.legally,eachschoolinbusdmustformanadvisorycouncilofparentsof EnglishLearners.Thiscommittee,theEnglishLearnerAdvisoryCommittee(ELAC),istomeetto reviewinformationaboutprograms,services,andthesuccessofenglishlearnersattheirsite. Eachschool selacelectsarepresentativetothedistrictenglishlearneradvisorycommittee (DELAC).TheDELACreviewsdistrictlevelinformation,includingstudentachievementdata, funding(chapter5ofthemasterplan),andthemasterplanforenglishlearners.detailed informationaboutboththeelacanddelacrolesandresponsibilitiescanbefoundinthe ParentandCommunityParticipationportionoftheMasterPlan. InadditiontothelegallyrequiredcommitteesavailabletoparentsofELs,manyotherBUSD opportunitiesforengagementareavailabletoallparents,includingparticipationontheschool GovernanceCouncilateveryPreSK 8schoolandBSTech,theSchoolSiteCouncilatBHS,each school sparentteacherassociation(pta),andotherparentgroupsandcommittees. Manyschoolsiteshavededicatedparentoutreachstafftohelpparentsandguardianslearn aboutoptionsandopportunitiesforthemtobeengaged.theofficeoffamilyengagementand EquityatthedistrictofficeisalsoavailabletoallparentsinBUSD. TheBUSDTranslationOfficeprovidestranslationofkeydistrictdocumentsandofferssupports, asavailable,toensureinterpretationandtranslationisavailabletoparentstoallowthemto engageintheirchild seducation. EvaluationandAccountability ThedistrictannuallyevaluatesitsprogressinimprovingstudentachievementforEnglish LearnersinaccordancewiththerequirementssetbyboththeStateofCaliforniaandthe FederalGovernment.ThroughtheannualTitleIIIAccountabilityReport,thedistrictis evaluatedonitssuccessinimprovingacademicoutcomesforenglishlearners.therequired levelsofproficiencyforelsinbusdtodemonstrateoursuccesscanbefoundinthe AssessmentandAccountabilitysectionoftheMasterPlan. InadditiontothemandatoryTitleIIIrequirementforthedistrict,eachschoolsiteannually evaluatesitssuccesswithenglishlearners.thisevaluationandthesubsequentchangestothe academicprogramtoimprovesupportforelsarewritteninthesingleplanforstudent Achievement(SPSA).ThisplanisupdatedannuallybytheSchoolGovernanceCouncilwho approvestheplanandtheexpenditurestoimplementtheplan.theenglishlearneradvisory BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page3

12 CommitteegivesfeedbackonthesupportsofferedtoEnglishLearnerswithintheSPSA.These plansarealsosubmittedtotheschoolboardannuallyforreviewandapproval. AdditionalComponentsoftheMasterPlan InordertoensureacomprehensiveMasterPlanforEnglishLearners,additionalsectionsand addendumsaslistedbelowhavebeenincluded: FundingavailabletosupportEnglishLearners GlossaryofTerms FrequentlyAskedQuestions(FAQs) EducationCoderegardingEnglishLearners ParentalExceptionWaiver DistrictOfficeResponsibilitiesandContacts SampleLanguageCensus BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page4

13 BUSDGoalsforServingEnglishLearnerStudents Goal1:Englishlanguageproficiency.Englishlearnerswilldevelopfullreceptiveandproductive proficienciesinenglishinthedomainsoflistening,speaking,reading,andwritingandmeet AnnualMeasurableAchievementObjectives(AMAO1and2) AMAO1:annualincreaseinthepercentageofELstudentsmakingprogressinlearning English. AMAO2:annualincreaseinthepercentageofELstudentsattainingEnglishproficiency Goal2:Academicsuccess.Englishlearnersaretaughtchallengingacademiccontentthat enablesthemtomeetperformancestandardsinallcontentareas,includingreadingand languagearts,mathematics,socialstudies,science,thefinearts,health,andphysical education,consistentwiththoseforallstudents.allenglishlearnerswillmeetamao3targets. AMAO3:AdequateprogressfortheELLsubgroupinmeetinggradeSlevelacademic achievementstandardsinenglishlanguageartsandmathematics Goal3:Parentalinvolvement.Thedistrictprovidestrainingforparentsonhowtonavigatethe educationalsystemandhavetheexpectationthatdistrict/schoolmeetingsand/orcontacts withparentswillbeparentfriendly.inaddition,busdwillprovideaseriesofworkshopsfor parentsofenglishlearnersandmembersofelacsanddelaconhowtosuccessfullyadvocate fortheirchildren. Goal4:Analysisofotherindicatorsofschoolsuccessoratriskoffailure.Schoolsite personnelcompiledataonattendance,suspensions,expulsions,otherdisciplinaryactionsand retentions.thisdataisdisaggregatedbylanguageclassification,placement,gradelevel,and otherrelevantfactors. Goal5:ImplementationofInstructionalProgramsforEnglishLearnerswithfidelity.District andsitestaffmonitortheimplementationofsiteelservicesusingthetoolprovidedinchapter5, EvaluationandAccountability.Theprimarygoalofthemonitoringistoensurethateveryschoolinthe districthaseffectiveandcompliantprogramsforallels. Goal6:LanguageandliteracydevelopmentinSpanishandEnglishinBilingualandTwoWay Immersionprograms.Atthebeginningofeachschoolyear,staffateachschoolsiteanalyzes thereading/languageartsandmathematicsperformanceofenglishlearnersonthestandards TestsinSpanishandtheCaliforniaStandardsTests.DistrictdataontheperformanceofELin AlternativeprogramsarepresentedtotheSchoolBoardannually. *ThegoalsaboveareembeddedthroughoutthisMasterPlan.Chapter5includesatoolthat sitesareexpectedtouseinevaluatingtheiradherencetothebusdgoalsforservingenglish LearnerStudents. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page5

14 Chapter&1:&Identification,&Assessment,&Placement and&reclassification& Inthischapter 1.1:Registration 8 1.2:EnglishLanguageProficiencyAssessment 9 1.3:PrimaryLanguageAssessment :IdentificationCriteriaSKS :ProgramPlacement:Elementary :ProgramPlacement:MiddleSchool :ProgramPlacement:HighSchool(9S12) :ParentalExceptionWaiver :StudentReclassification..18 BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page6

15 Chapter1:Identification,Assessment,Placement,andReclassification BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page7 BerkeleyUnifiedSchoolDistrict InitialLanguageProficiencyAssessment, IdentificationandProgramPlacementProcess STEP1:REGISTRATION Parent/Guardianregistersstudent attheadmissionsofficeand completesthehomelanguage Survey(HLS). STEP2:ASSESSMENTIN ENGLISH K912studentsaretestedwiththe CaliforniaEnglishLanguage DevelopmentTest(CELDT)before programplacementisconfirmed. StudentsaretestedinListening, Speaking,Reading,andWriting within30daysofenrollment. STEP3:CLASSIFICATION ENGLISHLEARNER(EL) Assessforprimarylanguage proficiency Spanish:QIAorPre9LAS Other:Informallanguagesurvey HLSindicateslanguage otherthanenglishon questions 1,2or3 CELDToverallscoreis Beginning(1), EarlyIntermediate(2)or Intermediate(3) CELDToverall scoreis EarlyAdvanced (4)or Advanced(5) HLSindicates Englishon questions 1,2&3 FinalStep: CLASSIFICATION ENGLISHONLY(EO) English Language Mainstream classroom or lottery for TWI STEP3:Classification InitialFluentEnglish Proficient(IQFEP) EnglishLanguage Mainstreamclassroom or Spanishassessmentand lotteryfortwi STEP4:InitialParentNotification Provideparent/guardianwith informationregardingtheprogram options. Ifrequested,Parent/Guardian completesaparentalwaiverformto enrollthestudentinthetwior SpanishBilingualprogram (additionaltestinginspanishmaybe required). STEP5:PROGRAM PLACEMENT Programplacementis determinedby parent/guardian sinformed decision,takinginto considerationthelanguage proficiencyofthestudentas wellastheprogramentry criteria

16 Chapter1:Identification,Assessment,Placement,andReclassification 1.1:Registration CompletionoftheHomeLanguageSurveyandAnnualKindergarten Registration,AssessmentandPlacement Californiapublicschoolsarerequiredtodeterminethelanguage(s)spokeninthehomebyeach studentatthetimeofenrollment.inordertogatherthisinformation,allparents/legal guardiansarerequiredtocomplete,sign,anddateahomelanguagesurvey(hls)foreachof theirschoolsagedchildren.allberkeleyunifiedschoolenteringstudentsaresurveyedfor primaryandhomelanguagewiththehomelanguagesurveygivenatthetimeofregistrationin theadmissionsoffice,theofficeofcurriculumandinstruction,oratberkeleyhigh.priorto completingthehls,parentsaretoreceiveanexplanationregardingitspurposeanduses,as wellasthepossibilitythattheirchildmaybegivenanassessmenttomeasuretheirenglish languageproficiencylevel. TheHLSconsistsofthefollowingfourquestions: 1.Whatlanguagedidthestudentlearnwhenheorshefirstbegantospeak? 2.Whatlanguagedoesthisstudentmostfrequentlyuseathome? 3.Whatlanguagedoyouusemostfrequentlytospeaktothisstudent? 4.Whichlanguageismostoftenspokenbytheadultsathome? Thesequestionsareusedtodetermineastudent shomelanguagestatusasfollows: EnglishOnly(EO) IftheanswerstothefourquestionsontheHLSare English,thechildisclassifiedas EnglishOnly. PossibleEnglishLearner(EL) IftheanswerstoanyofthefirstthreequestionsontheHLSindicatealanguageother thanenglish,oracombinationofenglishandanotherlanguage,thecaliforniastatelaw requiresthatthestudentbeassessedforenglishproficiency(viathecaliforniaenglish LanguageDevelopmentTest)within30daysoffirstenrollment(EducationCodesections313, 60810,and60812). TheHLSremainsonfileforeachstudentinthedistrictincludingspecialeducation,and continuationschoolenrollees.thisinformationwillassistschoolsinprovidingappropriate instructionforallstudents. KindergartenRegistration,AssessmentandPlacement KindergartenregistrationbeginsinJanuaryoftheschoolyearprecedingthechild sentrance intokindergarten.stafffromthebusdadmissionsofficepresenttheprogramoptionsto parentswhenbeginningtheregistrationprocessforkindergarten.presentationsaremadeat BUSDpreSschools,privatepreSschoolsandtheHeadStartYMCAprogramstorecruitstudents. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page8

17 Chapter1:Identification,Assessment,Placement,andReclassification Whentheparentregistersthechild,theHomeLanguageSurveyiscompleted.IftheHLS indicatesalanguageotherthanenglishisspoken,thestudentwillbegiventhecalifornia EnglishLanguageDevelopmentTest(CELDT)attheschoolsiteordistrictofficeupon enrollment.assessmentresultsareprocessedasquicklyaspossiblebytheadmissionsoffice andparentsarenotifiedbythedistrictoftheresultsandtheoptionsforplacementforthe child. Inaddition,uponregistering,theidentifiedSpanishSspeakingELsarealsogivenanopportunity tobeplacedinoneofthealternativeprograms(see,section,1.8:,parental,waiver), 1.2:EnglishLanguageProficiencyAssessment StateregulationsrequirethatallstudentswhoseHomeLanguageSurveyindicatesalanguage otherthanenglishonquestions1,2,or3ofthehomelanguagesurveybeassessedinenglish languageproficiencyskillswithin30calendardaysofinitialenrollment.the4thquestion providesinformationforschoolstoconsiderifachildshowsevidenceofenglishlanguage discrepanciesonceenrolled,butdoesnotmandateassessment. Astateapprovedassessmentinstrument,theCELDT,iscurrentlyadministeredtodetermine Englishlanguageproficiencyskills.TheCELDTisacriterionSreferencedtestbasedontheEnglish LanguageDevelopment(ELD)Standardsthatassessesstudents Englishlanguageproficiencyin listening,speaking,reading,andwriting.atberkeleyusd,theassessmentisadministeredby trainedtestersateithertheofficeofcurriculumandinstructionoratpreschoolsandschool sites.resultsoftheinitialceldttestaresenttotheschoolsitein6s8weeksandarefiledinthe student scumfileandsenthometoparents.theceldtisalsoadministeredtoelsannuallyin OctoberuntiltheyreclassifyFluentEnglishProficient.ResultsoftheannualCELDTarereturned bythestatethefollowingspring,usuallyinmarch. WiththeimplementationoftheCommonCoreStateStandards(CCSS)andthedevelopmentof newcorrespondingenglishlanguagedevelopment(eld)standards,theenglishlanguage proficiencyassessmentwillbechangedtoaddressthesenewstandards.whenthenew assessmentsareadoptedbythecaliforniastateboardofeducation(sbe),thismasterplanfor EnglishLearnerswillbeupdatedtoreflectthechangeinthestate senglishlanguageproficiency requirements. ELswithdisabilitiesmustbeassessedwiththeinitialorannualCELDT.ELswithdisabilities maybetestedusingthecaliforniadepartmentofeducation(cde)sapprovedtesting,variations,, Accommodations,,and,Modifications,whichisupdatedannually.TheIndividualizedEducation, Program(IEP)teammustdocumentinthestudent siepanyaccommodationsormodifications, used,andthesemustnotdeviatefromthoseapprovedbycde.allelswithdisabilitieswillbe, assessedwiththeceldtannuallyaftertheyhavebeenidentifiedasels.,,elswithmoderatestos severedisabilitiesaretobeassessedinaccordancewiththeiriep., BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page9

18 Chapter1:Identification,Assessment,Placement,andReclassification BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page10 StateandfederalguidelinesrequireeachELtobeassessedannuallytodeterminetheir progressinacquiringenglishlanguageproficiency.thisassessmentisgivenwithinatest windowprescribedbycaliforniaeducation,code.theofficialceldtassessmentresultsare providedtoparentswhentheresultsbecomeavailablefromthetestpublisher.parentsmay requestameetingwithteachersorsiteadministratortodiscusstheassessmentresults. 1.3:PrimaryLanguageAssessment Aspartoftheinitialplacementprocess,allSpanishSspeakingEnglish,Learnersaregivenan opportunitytobeplacedinoneofthealternativeprograms(see,section,v:,program,placement, and,section,vi:,parental,exception,waiver,for,more,information,about,this,process).should parentschoosethisoption,thestudentwillbe,assessedintheirprimarylanguage(spanish) within90daysofenrollment.berkeleyunifiedusestheprelanguageassessmentscales(pres LAS)tomeasureyoungchildrens(preSKandK)expressiveandreceptiveabilitiesinSpanishand English. 1.4:IdentificationCriteria]K]12 Studentsareidentifiedaseither,InitialFluent,English,Proficient,(IFEP)orEnglish,Learners,(EL),according toresultsoftheceldt.elprogramplacementforthestudentisdeterminedinthefollowing manner: KS12studentswhoscoreEarlyAdvanced(4)orAdvanced(5)ineachsectionoftheCELDTareidentified asinitialfluent,english,proficient,(ifep),andaregothroughthesameenrollmentprocessasothernons ELstudents. KS12studentswhoscoreattheBeginning(1),EarlyIntermediate(2)orIntermediate(3)levelinany sectionsoftheceldtareidentifiedasenglishlearners(el)andareprovidedservicesthatmeettheir Englishlanguagedevelopmentneeds.,, InitialIdentificationCriteriausingtheCaliforniaEnglishLanguageDevelopmentTest(CELDT) Grade AssessedAreas InitialFluent English Proficient (IFEP) EnglishLearner (EL) Listening Speaking Reading Writing K]12 Score4or5in eachofthe assessedareas Score1,2or3in anyofthe assessedareas NotificationofResultsofInitialAssessment

19 Chapter1:Identification,Assessment,Placement,andReclassification Aspartoftheinitialenrollmentandplacementprocess,StaffattheOfficeofCurriculumand InstructionenterassessmentresultsforeachstudenttestedinPowerSchool,thedistrict s StudentInformationSystemwithin30days.Theresultsareprovidedtothechild sschool (EnglishLearnerTeacherLeaders)tobesharedwithallteachersandsenthometoparents6S8 weeksfromadministration.thestaffattheofficeofcurriculumandinstructionpreparesthe EnglishLearnerFolder(PurpleFolder)whichincludestheHomeLanguageSurvey,andthe PrimaryLanguageAssessment(whenapplicable).TheEnglishLearnerFolderisthensenttothe schoolsitewhereitbecomesapartofthestudents cumulativerecord(cum)file. TransferStudents(withinandfromoutsideofBUSD) When students transfer between schools in the district, all relevant data regarding the student s English Learner assessment, academic progress, and interventions is automatically transferredthroughpowerschool,ourelectronicstudentdatasystem,tothenewschool.the siteelresourceteacher,elleadteacherorprincipal sdesigneeisresponsibleforreviewing theinformationinthestudentdatasystemtomakesurethestudentisproperlyplacedinhisor hernewclass.thisisalsotrueforstudentstransferringtoberkeleytechnologyhighschool. Students newly entering the district will have the relevant assessment and placement informationenteredintopowerschoolwithintendaysofenrollment. IfastudentisnewtoBerkeleyUnifiedbutattendedanotherCaliforniapublicschool,theState data system will be used to find out whether the student was previously identified as ELL or FEP.Ifthisinformationisnotavailable,thestudentwillbeassessedasanyinitialELandtested within 30 days. If they were identified as ELL, recent CELDT scores will be obtained from the previousdistrict. 1.5:ProgramPlacement:Elementary BerkeleyUnifiedSchoolDistrictusesanumberofprogrammodelstoservestudentswhoare EnglishLearners.Aspartoftheenrollmentprocess,allplacementoptionsareexplainedtothe parentsofelsbytheadmissionsstaff,whenpossible,intheirpreferredlanguage.thebenefits ofeachplacementoptionareincludedinthisexplanation. BUSDelementaryschoolsareorganizedintothreezones.Parentsmayrequestattendanceinanyschool in their zone. A lottery is used to place students in accordance with BUSD diversity plan. Parents of SpanishspeakingEnglishlearnerscanchooseanAlternativeProgramoption(BilingualMaintenanceor TwoWayImmersion)regardlessoftheirzone.ChildrenwhospeakalanguageotherthanSpanishare placedinamainstreamclassroomandprovidedwitheld. Atthetimethatparentsenrolltheirchild,theAdmissionsOfficewillmakeareasonableeffortto ensurethateachstudentisassignedtotheschoolandprogramrequestedbytheparent.parents havetherighttovisitallclassesandseetheprograms.thestudentsinanyprogramcanparticipate BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page11

20 Chapter1:Identification,Assessment,Placement,andReclassification BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page12 inallschoolactivitiesandareeligibletoapplytoanyprogramsofferedattheschooltononenglish Learners. EnglishLearnersinKS5willbeplacedinoneofthefollowingprograms: StructuredEnglishImmersion(SEI), EnglishLanguageMainstreamProgram(ELM), SpanishspeakingEnglishLearnerswillalsohavetheoptiontobeplacedinanAlternativeProgram (TwoWayImmersionorMaintenanceBilingual). Regardlessoftheprogramoption: AllschoolsarerequiredtoprovideELstudentswithatleast30minutesofdailyexplicitELD instructionfocusedtostudents proficiencylevel. Academicachievementwillbeaddressedthrougheitherprimarylanguagecontent instructionorspeciallysdesignedacademicinstructioninenglish(sdaie)usingthecommon CoreStateStandardsasaguide., StructuredEnglishImmersion(SEI) AstudentwhoscoresattheoverallBeginning(1)orEarlyIntermediate(2)levelsontheinitial CELDTwillbeenrolledinadesignatedSEIclassroomforatleastoneyearunlesstheparent requeststhatthestudentbeenrolledinanenglishslanguagemainstreamprogramorthe districthasgrantedaparentalexceptionwaiverforenrollmentinanalternativeprogram,such asthetwoswayimmersionoralternativebilingualprogram.thisprogramisnotdesignedfor longstermenglishlearnerswhomayhavescoredatceldt1or2. AnEnglishlearnermaybereSenrolledforasecondyearinastructuredEnglishimmersion classroomifs/hehasnotyetachievedareasonablelevelofenglishproficiency.thestudentmaybe enrolledinanseiprogrambeyondasecondyearifassessmentresultsindicatethatthisisthe instructionalprogramthatbestmeetsthestudent senglishlanguagedevelopmentandacademic success. EnglishLanguageMainstreamProgram(ELM) AstudentwhoscoresattheoverallIntermediate(3)orhigher(4,5)levelsontheCELDTwillbe enrolledinanelmprogramunlessthedistricthasgrantedaparentalexceptionwaiverfor enrollmentinanalternativeprogram.thestudentwillcontinuetoreceiveservicesinanelm classroomuntilhe/shemeetsthecriteriaforreclassification.elsatceldtlevels1 3willalsobe assignedtoanenglishlanguagemainstreamprogramuponparentalrequest. AlternativePrograms Duringtheenrollmentprocess,theparentsofSpanishspeakingEnglishLearnersareinformed ofthebilingualalternativeprogramswhichin2013includeatwoswayimmersionprogramat LeConteandaMaintenanceBilingualProgramatThousandOaks.Thebenefitsofeachoption areincludedinthisexplanation.elswillbeadmittedtotheseprogramsasspacepermits.

21 Chapter1:Identification,Assessment,Placement,andReclassification TheparentsofSpanishspeakingEnglishLearnersmayelecttohavethechildconsideredfor participationinabilingualalternativeprogram(bap)byindicatingsoontheparentpreference Form.Theparent srighttoaparentalexemptionwaiverisalsoexplainedaspartofthe enrollmentprocess(see,section,vi.,parental,exception,waiver,for,more,information,about,this, process).spanishspeakingenglishlearnerstudentswhodonotoptintoanalternativebilingual programareplacedintoastructuredenglishimmersionorenglishlanguagemainstream programintheirzone. TheTwo]WayImmersionAlternativeProgramfollowstheseadditionalplacementguidelines: KindergartenPlacement RegistrationfortheTwoWayImmersionProgramfollowsdistrictproceduresforKindergarten enrollment. TheTwoSWayImmersionclassiscomprisedof50nativeSpanishspeakersand50native Englishspeakers(50/50ratio). AchildsdominantlanguageisdeterminedbythePreSLAS(LanguageAcquisitionScales) exam. Grades1S5Placement Maintaininga50/50ratioclasscompositionisapriorityforlateenrollment.Inaddition,the educationalneedsandlanguageproficiencylevelsofthelateenrolleemustbeevaluated thoughtfullytoensurethathe/shecanactivelyparticipateandbenefitfromtheprogram. NativeSpanishspeakingstudentsenteringBUSDatgrades1S5,mayenrollintheprogram throughthealternativeprogramprocess. Ingrades2S5,nativeEnglishspeakersmusthaveaSpanishproficiencylevelshowingfluency inspeakingandwriting, In2013theBUSDelementaryTWIProgrambeganitstransitiontoasingleschool,LeConte Elementary.Beginningwithkindergartenin2013,allTWIstudentswillattendLeConte.Each yearanadditionalgradeleveloftwiwillbeaddedsothatby2018allgradelevelsatleconte willbetwiclassrooms.rosaparkselementaryandcragmontelementarytwiprogramswillbe reducedoverthissameperiodoftime. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page13

22 Chapter1:Identification,Assessment,Placement,andReclassification BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page14 1.6:ProgramPlacement:MiddleSchool EnglishLearnerswillbeplacedinoneofthreeprogramsaccordingtotheirlinguisticand instructionalneedsandtheinformeddecisionoftheparents.thethreeprogramoptionsfor middleschoolare:structuredenglishimmersion(sei),englishlanguagemainstreamprogram (ELM),orTwoWayImmersion(TWI)(forSpanishSpeakersonly)., MiddleSchoolProgramOptionsfor NewcomerELs MiddleSchoolProgramOptionsforELs whoarenotnewcomers LanguageLevelBeginningtoIntermediate (CELDT1]3) and InU.S.schoolslessthan3yearsupon entryto6 th grade Exceptions,may,be,made,for,students,who, have,been,in,us,for,over,3,years,but,have, not,made,adequate,progress,on,celdt, LanguageLevelIntermediatetoAdvanced (CELDT3]5) and InU.S.schools3yearsormoreupon entryto6 th grade StudentsassignedtoKingSEINewcomer Program or ELMProgramwithParentRequest(not recommended) or TWIProgramatLongfellowwithParental WaiverFormanddistrictapproval(Spanish, speaking,students,only;,not,recommended, for,newcomer,els;,see,instructional, Programs,Section) EnglishLanguageMainstream(ELM) withadditionalandappropriateservices or rogramatlongfellowwithparentalwaiver Formanddistrictapproval(Spanish, speaking,students,only;,see,instructional, Programs,Section),

23 Chapter1:Identification,Assessment,Placement,andReclassification InitialPlacementinInstructionalSettinginMiddleSchools StructuredEnglishImmersion(SEI)atKingMiddle ELsnewtoU.S.schools(intheU.S.lessthan3years)atCELDTlevel1S2willbeplacedinanSEI NewcomerProgramatKingMiddleSchooltofacilitatethedeliveryofinstructionappropriateto thislevel.elnewcomersscoringonthelowendofceldt3mayalsobeplacedinthesei NewcomerProgram.EnglishlearnerswhohavebeeninU.S.schools4yearsormoreuponentry to6 th gradeand/orareatceldtlevel3s5arenoteligibleforthenewcomerprogramatking., EnglishLanguageMainstreamClassroomwithadditionalandappropriate servicesatking,longfellow,andwillard EnglishlearnerswhohavebeeninU.S.schools4yearsormoreuponentryto6 th gradeand/or areatceldtlevel3s5areplacedintheenglishlanguagemainstreamprogram(elm).parents orguardiansofelswhoqualifyforthenewcomerprogrammaychoosetheenglishlanguage MainstreamProgrambycompletinga ParentRequestforEnglishLanguageMainstream form. Thislegaloption,basedonCaliforniaProp227,isnotrecommendedbecausesupportfor NewcomerELstudentsisextremelylimitedinELMPrograms. Two]WayImmersion]SpanishbilingualatLongfellowMiddle SpanishspeakingEnglishlearnersinterestedinenrollingintheTwoSWayImmersionProgramat LongfellowMiddleSchoolmustbeabletodemonstrateproficiencyinSpanishliteracy.Scoreof 3orhigheronCELDTishighlyrecommendedaswell.Parentschoosingthisoptionmustsignthe AlternativeProgramExceptionWaiver.StudentsfromtheTWIandMaintenanceBilingual programshaveprioritytoacceptanceinthemiddleschooltwiprogramandarestrongly encouragedtoenroll., CELDT,data,is,currently,not,available,for,new,students,transferring,from,outside,of,California.,The, Admissions,Office,will,make,every,effort,to,determine,the,best,placement,for,students,based,on,any, available,data., BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page15

24 Chapter1:Identification,Assessment,Placement,andReclassification 1.7:ProgramPlacement:HighSchool(9]12) ELswillbeplacedinoneoftwoprograms:StructuredEnglishImmersionorEnglishLanguage MainstreamClassroom.(Seetable) PlacementinInstructionalSettinginHighSchools LanguageLevelBeginningto Intermediate(CELDT1]3) LanguageLevelIntermediateto Advanced(CELDT3]5) InUSschoolslessthan5years InUSschools5yearsormore Berkeley High StructuredEnglishImmersion (SEI) or EnglishLanguageMainstreamwith ParentRequestForm(notrecommended) EnglishLanguageMainstream withadditionalandappropriate services StructuredEnglishImmersion(SEI)atBHSNewcomerProgram ELsnewtoU.S.schools(lessthan5yearsuponentryto9 th grade)atceldtlevel1s2willbe placed in an SEI Newcomer Program at Berkeley High School to facilitate the delivery of instructionappropriatetothislevel.elnewcomersscoringonthelowendofceldt3mayalso beplacedintheseinewcomerprogram.englishlearnerswhohavebeeninu.s.schools5years ormoreuponentryto9 th gradeand/orareatceldtlevel3s5arenoteligibleforthenewcomer ProgramatBHS.(SeeInstructionalProgramssection) EnglishLanguageMainstreamClassroomwithadditionalandappropriate services EnglishlearnerswhohavebeeninU.S.schools5yearsormoreuponentryto9 th gradeand/orareat CELDTlevel3S5areplacedintheEnglishLanguageMainstreamProgram.ParentsorguardiansofELs who qualify for the Newcomer Program may choose the English Language Mainstream Program by completing a Parent Request for English Language Mainstream form. This legal option is not recommendedassupportfornewcomerelstudents.supportforthesestudentsinthemainstreamis extremelylimitedinhighschool.. EnglishLanguageMainstreamatB]TechAlternativeHighSchool BSTechprovidesELMclassroomsandsupportsforELMstudentswhotransfertotheirschoolfromBHS. 1.8:ParentalExceptionWaiver Oncetheprogramandplacementoptionshavebeenexplainedtotheparentorguardian,an appropriateprogramisassignedtothestudentbasedontheparent sdecision.asperarticle3 ofcaed.code300,englishonlyinstructionmaybewaivedbyparentconsentviathe BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page16

25 Chapter1:Identification,Assessment,Placement,andReclassification completionofaparentalexceptionwaiverbyparentsofks5identifiedspanishdominantenglish Learners.ThoseparentshavetheoptionofchoosingamongthetwoAlternativePrograms (MaintenanceBilingualorTwoWayImmersion).Parentswhosechildrenarenotidentified dominantinspanish,andwhowishtoenrolltheirchildinthetwialternativebilingualprogram willbeconsideredforplacementaccordingtotheentrycriteriaofthetwiprogram(pleasesee theprogramschapter). Theschooldistrictmustensurethatthefollowingproceduresarefollowedwhengranting parentalexceptionwaivers: 1. Thatafullwritten(anduponrequestaspoken)descriptionofthedistrict sstructured EnglishImmersionProgramandanydistrictAlternativeCoursesofStudyispresented.This descriptionaddressestheeducationalgoalsandmaterialsthatwillbeusedinthedifferent options. 2. AnotificationthateveryEnglishLearnermustbeinitiallyplacedinanEnglishlanguage classroomfornotlessthan30calendardays.(thisisaonestimerequirement.) 3. ApprovalofParentalExceptionWaiversunlesstheschoolprincipalandeducationalstaff determinethataschool salternativeprogramisnotbetterforthestudent. 4. ActiononallParentalExceptionWaiverswithin20instructionaldaysofsubmissiontothe schoolprincipal,exceptforwaiverrequestsbasedon studentspecialneeds, whichmay notbeacteduponbeforetheendofthe30sdayplacementinanenglishlanguage classroom. 5. Explanation,inwriting,ofthereason(s)fordenialofawaiverrequestandofappeal procedures. Eachapplicationforawaiverwillbeconsideredonitsindividualmerits.Anyparentwho appliesforawaivercanrequestthatthestateboardofeducationreviewthedistrict s guidelinesorproceduresbycontactingthestateboardofeducationinsacramento. 1. ParentalExceptionWaiversshallbegrantedunlesstheschoolprincipalandeducational staffhasdeterminedthatanalternativeprogramofferedattheschoolwouldnotbebetter suitedfortheoveralleducationaldevelopmentofthepupil. 2. IncaseswhereaParentalExceptionWaiverisdenied,theparentsandguardiansmustbe informedinwritingofthereason(s)fordenial,andadvisedofthewaiverappealprocess. 3. Uponapprovalofthewaiver,theschooldistributescopiesofthewaiverto: Child scumulativefile(thisisveryimportantas,ifachildtransferstoanotherschool duringtheyear,thereceivingschoolcanmakeanimmediate,appropriateinstructional placement.) CurriculumandInstructionOffice Parent 4. IfthewaiverisapprovedbyBUSD,thestudentisassignedtotherequestedinstructional classroomorprogram. AsampleParentalExceptionWaivercanbefoundinAppendixC. BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page17

26 Chapter1:Identification,Assessment,Placement,andReclassification 1.9:StudentReclassification DescriptionofReclassificationProcess In accordance with state and federal requirements, Berkeley 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. Reclassification does not automatically result in program exit. Students in the TwoSWay languageimmersionprogrammayremaininthatprogramasfepstudents.belowisachartshowingthe criteria: CriteriaforReclassification Area of Reclassification Grade Criteria EnglishProficiency 3]12 EarlyAdvancedorgreateroneachsectionofCELDT Comparisonof PerformanceinBasic 3 12 ScoreofBasicorhigherontheCSTLanguageArts assessment Skills 10]12 ScoreofProficient(380)orhigheronCAHSEEELAmay TeacherEvaluationof StudentAcademic Performance (oneofthefollowing) beusedinlieuofcst 3]5 Studentismeetinggradelevelstandardsonthe Fountas&PinnellK]5GradeLevelBenchmarks 6]8 StandardsBasedProficiency(SBP)gradeof 3 or betterinela,historyandscience or English/ELDTeacherorResourceTeacher recommendation 9]12 Gradeof C orbetterinela,historyandscience or English/ELDTeacherorResourceTeacher recommendation ParentConsultation 3]12 Notificationinwritingwithschoolcontactinformation Note: Students are not reclassified before third grade to ensure the student has literacy skills that are competitivewithanenglishonlystudent.assessmentresultsfrom2 nd grademaybeused. Theabovecriteriamayberevisedinthenearfutureinordertoreflecttheassessmentsforthenew ELDStandardsandtheCommonCoreStateStandards ELs shall be reclassified as FluentSEnglish Proficient (FEP) when they have acquired the English languageskillsnecessarytoreceiveinstructionandachieveacademicprogressinenglishonlyata level equivalent to students of the same age or grade whose primary language is English. The reclassificationcriteriaincludesmultiplemeasurestoinsurebothproficiencyintheenglishlanguage and participation equal to that of average native speakers in the school s regular instructional BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page18

27 Chapter1:Identification,Assessment,Placement,andReclassification program. The reclassification criteria validates each student s readiness to exit from specialized English Language Learner programs, by demonstrating achievement and mastery of grades appropriatestandardssbasedassessmentsinthefollowingareas: 1. Englishlanguageproficiency,includingreading,writing,speakingandlistening;and 2. Academicachievementongradelevel WhenanELstudent,atthirdgradeorabove,demonstratesoralEnglishandacademicEnglishlanguage proficiency,arecommendationforreclassificationismade.theparticipationofteachers,supportstaff, school administrators, and parents is encouraged in the reclassification process. The reclassification criteriaincludethestudentmeetingspecificstandardsintheareasofenglishreadingproficiency,oral languageproficiency,writingproficiency,andpassinggradesinallcoreacademicsubjectareas. AccordingtotheCaliforniaDepartmentofEducation sguidelines, incurreddeficitsinmotivationand academic success unrelated to English language proficiency do not preclude a student from reclassification. Therefore,ifastudenthasbeenintheU.S.forsixyearsbutfallsshortinmeetingthe secondarylevelcriteriaforgradesinacademicsubjects,theenglish/eldteacherorelresourceteacher mayrecommendreclassification. Parentconsultationwillalsotakeplacewhenstudentsarebeingconsideredforreclassification.Once studentsarereclassified,theschoolwillmonitortheirprogressfortwogradingperiodsoroneschool year, whichever is longer, to ensure they are being successful in their current program placement. Reclassified students having difficulty in the Common Core State Standards will have access to the supportservicesofferedatthesitetoallstudentswhoarenotmeetingstandards.supportservicesare outlinedinthesingleplanofstudentachievementdevelopedbyeachsiteandwillbereviewedwith parentsatthetimeoftheparentinterview. StepstoReclassification Districtandschoolpersonnelwillfollowthesespecificstepstoensurethatobjectivedataabout languageproficiencyandacademicperformanceareconsideredinmakingreclassification decisionsforallenglishlearners. 1. TheOfficeofCurriculumandInstructionreceivesdataonperformanceofEnglishLearners fromthedepartmentofassessment&evaluationtoidentifystudentswhoshouldbe reclassified. 2. TheprocessofstudentidentificationforreclassificationbeginsassoonasthelatestCELDT informationbeginsinthefallofeachschoolyearandisongoingthroughouttheyear. 3. ThelistofpotentialcandidatesisgeneratedbytheOfficeofCurriculumandInstruction. 4. TheReclassificationFormsforpotentialcandidatesaredistributedbytheOfficeof CurriculumandInstructiontoprincipalsinOctober(Wave1)andJanuary(Wave2). 5. TheprincipalordesigneereviewstheReclassificationFormforcompletion. 6. TheEnglishLearnerSupportStaff(whichmayincludetheSiteAdministrator,ELTeacher Leader,andTestingCoordinator)makesarrangementstoconsultwiththeparentstoreview thestudent sprogressandthereclassificationcriteria.translationservicesareavailable uponrequest,andformsareavailableinspanish.duringthemeeting,thestudent s progressisdiscussedaswellastherecommendationtoreclassifythestudenttofluent EnglishProficient(RSFEP).Iftheparentisunabletocometotheschool,alleffortswillbe BerkeleyUnifiedSchoolDistrictMasterPlanforEnglishLearners Page19