! Master!Plan!for!English! Learners! ! Superintendent. Tom Armelino. Board of Education. Diane Gerard. Rhonda Hull.

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1 ! +" To provide leadership and assistance to the districts and community partners in Shasta County to ensure all students have equal access to a quality education that prepares them to graduate from high school and obtain a high skilled, high wage career. Superintendent Tom Armelino Board of Education Diane Gerard Rhonda Hull Sharon Hunter Steve MacFarland Linda McBride William Stegall Elizabeth Buffy Tanner +"! Master!Plan!for!English! Learners! !

2 Master Plan for English Learners Table of Contents District Goals. 3 Principal Assurances Checklist...4 Parent Involvement....6 Governance..11 Funding..19 Standards, Assessment and Accountability.20 Staffing and Professional Development 23 Opportunity and Equal Educational Access.25 Glossary.30 2

3 MASTER PLAN FOR ENGLISH LEARNER STUDENTS Shasta County Office of Education The Shasta County Office of Education (SCOE) has completed the revision of its Master Plan for English Learner (EL) Programs and Services. This revision aligns district policies and procedures governing English learner programs and services with current state and federal mandates as reflected in Federal Program Monitoring (FPM) requirements issued by the California Department of Education. The primary purpose of the English Learner Master Plan is to provide the district and the schools with a clear statement of policies related to the development, implementation, and evaluation of English learner programs and services. The Master Plan also provides specific procedural guidelines for the identification, assessment, and placement of students; reclassification of students; notification and involvement of parents; the annual evaluation of English learner programs; and the use of state and federal funds for EL programs and services. In order to ensure full and effective implementation of the English Learner Master Plan, SCOE will provide ongoing professional development for district and site leadership and will provide administrators with ongoing technical assistance to help each school develop and implement programs that are congruent with the Master Plan and to monitor implementation. This plan does not replace the Board Policy and Administrative Regulations. This handbook should be used to clarify the student identification procedures, ad as a step-by-step guide to identifying and assessing students who have a primary language other than English Goals: The goals of this program: 1. To help English learners acquire full proficiency in English as rapidly and effectively as possible. 2. To help English learners meet state standards for academic achievement. 3. To work to enhance students self-esteem and promote cross-cultural understanding throughout the district for all constituents. 3

4 Principal's Assurances Checklist School: Principal: By September 15: ENGLISH LEARNER ENROLLMENT AND PLACEMENT: I have insured that all English Learners, as identified by the Home Language Survey, are placed in appropriate ELD programs according to prior year assessment data (CELDT). I have insured that appropriate ELD materials are distributed and ready for use. CUM FILES/EL FOLDERS: I met with the office staff on to review processes and procedures relating to Home Language Survey, EL folders, and student data system entry. ELD MASTER SCHEDULE: I have created a ELD Master Schedule that provides a minimum of 30 minutes daily ELD designated targets student English proficiency levels. INITIAL AND ANNUAL CELDT TESTING: I have developed a schedule for current year CELDT testing and insured that staff members will be trained in its administration and hand scoring. R-FEP MONITORING: I have reviewed the list of R-FEP students who will be monitored this school year and prepared and readied for follow-up the R-FEP Screening/Monitoring Form to the regular classroom teacher. ELAC/DELAC: I have met with the District English Learner Assistant to develop a calendar and suggested agenda topics for ELAC meetings to include selection of a parent to serve on the DELAC for this school year. By October 31: ANALYSIS OF CURRENT YEAR HAND-SCORED CELDT SCORES: I have reviewed the hand-scored CELDT scores for the current school year to verify program placement and eligibility for reclassification. ELD PLACEMENT AND INSTRUCTION: I have modified the ELD Master Schedule based on hand scored CELDT proficiency levels. RECLASSIFICATION: I have updated our list of students who may qualify for reclassification this trimester. We have notified the students' regular classroom teachers and parents of this possibility and initiated the process. For those students meeting criteria, paperwork has been completed and filed, instructional schedule has been changed and student data system has been updated ANNUAL PLACEMENT/ASSESSMENT PARENT NOTIFICATIONS: I have insured that English Learner parents have been notified in their language of EL student hand-scored CELDT results, primary language assessment results (for new enrollees) and appropriate EL program placement during parent conferences. R-FEP MONITORING: I have met with the classroom teachers to review and document R- FEP academic progress and arranged for academic intervention as necessary. I have modified the 4

5 ELD Master Schedule to accommodate EL needs. By February 15: RECLASSIFICATION: I have updated our list of students who may qualify for reclassification this trimester. We have notified the students' regular classroom teachers and parents of this possibility and initiated the process. For those students meeting criteria, paperwork has been completed and filed, instructional schedule has been changed and student data system has been updated. R-FEP MONITORING: I have met with the classroom teachers to review and document R-FEP academic progress and arranged for academic intervention as necessary. I have modified the ELD Master Schedule to accommodate EL learning needs. ELD MASTER SCHEDULE MONITORING: I have reviewed the current ELD Master Schedule to insure that it reflects student transition and academic needs. CUM FILES/FOLDERS: I have insured that office staff has maintained updated EL data in student data system. PROFESSIONAL DEVELOPMENT ASSESSMENT: I have determined additional professional development needs of instructional staff based upon student achievement data, Walkthroughs and staff requests. I have communicated these needs to the District Office. By June 15: RECLASSIFICATION: I have updated our list of students who may qualify for reclassification this trimester. We have notified the students' regular classroom teachers and parents of this possibility and have initiated the process. For those students meeting criteria, paperwork has been completed and filed, instructional schedule has been changed and student data system has been updated. CUM FILES: Office staff has reviewed contents of cum files for completion and accuracy prior to sending folders to middle/high school and in preparation for the next school year. Principal s Signature: Date 5

6 Part I: Involvement Parents form an integral part of the educational process that results from the partnership between school, community and family. In order for parents of English learners to participate, they must be well informed of all school site and district activities, procedures and policies that directly affect their children. It shall be a joint responsibility of both the school and the district to help parents clearly understand the educational process so that they can positively interact with the school and thus become advocates for the education of their children. Parents shall be encouraged to participate in all committees to advise at the school, district and board level on services for English learners. Parent involvement activities include parent notifications of school activities, programs, newsletters, EL assessment results and program options, parent advisory committee participation, school site council participation, parent education options, parent-teacher conferences, site-sponsored parent educational activities, site parent nights to showcase student achievements, and parent classroom/school volunteer activities. I-EL 01: Parent Outreach and Involvement SCOE shall implement outreach to parents of English learners that includes the following: SCOE sends notice of and holds regular meetings for the purpose of formulating and responding to the parents recommendations. (20 U.S.C (e)(2).) SCOE informs the parents how they can be involved in the education of their children and be active participants in assisting their children to: 1. Attain English proficiency 2. Achieve at high levels in core academic subjects 3. Meet challenging state academic content and achievement standards expected of all students (20 U.S.C (e)(1).) I-EL 02: Translation of Information for Parents SCOE 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. (20 U.S.C (e)(5).) 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 6

7 records sent to parents of such students must be written in English and the primary language. (EC 48985; 5 CCR ) I-EL 03: Private School Consultation and Participation Though this section does not apply for SCOE programs, it is included for informational purposes. The LEA must contact private school officials in the LEA enrollment area to provide an opportunity to receive equitable Title III educational services and benefits to address the needs of eligible school students, their teachers, and their families. On an annual basis, the LEA must consult with all non--profit private schools within its boundaries as to whether the private schools students and teachers will participate in the Title III, Part A, English Language Acquisition, Language Enhancement, and Academic Achievement Program as part of the ESEA programs available to them. (20 U.S.C ) For participating private schools, the LEA must consult with appropriate private school officials during the design and development of the program concerning the following: Identification of students needs. (20 U.S.C (b)(1)(a), 7881 (c)(1)(a).) What services and/or products will be offered. (20 U.S.C (b)(1)(b), 7881 (c)(1)(b).) Service delivery options, including services through a contract with a third- -party provider. (20 U.S.C (b)(1)(c)(g), 881(c)(1)(C).) Assessment and improvement of services. (20 U.S.C (b)(1)(d), 7881 (c)(1)(d).) The size and scope of services and the proportion of funds allocated. (20 U.S.C (b)(1)(e), 7881 (c) (1)(E).) Program delivery options. (20 U.S.C (b)(3), 7881 (c)(4).) (g) Reasons for not using a contractor preferred by private school officials. (20 U.S.C (b)(1)(h), 7881(c) (2).) 7

8 The right to complain to the state educational agency that the local educational agency did not engage in consultation that was meaningful and timely, or did not give due consideration to the views of the private school official. (20 U.S.C (b)(5)(a).) Parents participate on an equitable basis in parental involvement services and activities.(20 U.S.C (a) (1).) SCOE assesses identified students annually for English language proficiency using a valid and reliable instrument. (20 U.S.C ) I-EL 04: English Learner Advisory Committee (ELAC) Though SCOE does currently need to form an ELAC, this information is provided for informational purposes. SCOE will use the combined site council for approval and feedback on EL programming. A critical component of any program is parent involvement. English Learner Advisory Committees at both the school and district level will be implemented when the English learner numbers reach 21 at a school site, and 51 at the district level. ELAC A school site with 21 or more English learners has a functioning English Learner Advisory Committee (ELAC) that meets the following requirements: Parent members are elected by parents or guardians of English learners. (5 CCR 11308(b).) Parents of English learners constitute at least the same percentage of the committee membership as their children represent of the student body. (EC 52176(b).) The school may designate an existing school level advisory committee, or subcommittee of such advisory committee to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in (b). (EC (b)(c), 64001(a), 5 CCR 11308(d).) The ELAC advises the school site council (SSC) on the development of the Single Plan for Student Achievement (SPSA). (EC 64001(a).) The ELAC advises the principal and staff on the school s program for English learners. (EC 52176(c).) 8

9 The ELAC assists in the development of the school s (EC 53176(c).): 1. Needs assessment. 2. Language Census Report (R30-LC). 3. Efforts to make parents aware of the importance of regular school attendance. The ELAC receives training materials and training, planned in full consultation with committee members, to assist members in carrying out their legal responsibilities. (5 CCR 11308(d).) Financial resources may be allocated for reasonable expenses (which may include transportation, child care, translation services, meals, and training) of parent advisory groups on bilingual-bicultural education, at the school and school district incurred in the course of their duties as members of the parent advisory groups. (EC (b)(4).) 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. (5 CCR 11308(b).) (EC 35147, 52176(a), ; 20 U.S.C (g)(4), 7012.) I-EL 05: District English Learner Advisory Committee (DELAC) When SCOE reaches 51 or more English learners it will have a functioning DELAC or a subcommittee of an existing district committee in which at least 51 percent of the members are parents (not employed by the district) of English learners. The DELAC advises the school district governing board on all of the following tasks: Development of a district master plan for educational programs and services for English learners that takes into consideration the Single Plan for Student Achievement. (5 CCR 11308(c)(1).) Conducting of a district-wide needs assessment on a school-by-school basis. (5 CCR 11308(c)(2).) Establishment of district program, goals, and objectives for programs and services for English learners. (5 CCR 11308(c)(3).) 9

10 Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements. (5 CCR 11308(c)(4).) Administration of the annual Language Census Report. (5 CCR 11308(c)(5).) Review and comment on the school district s reclassification procedures. (5 CCR 11308(c)(6).) Review and comment on the written notifications required to be sent to parents and guardians. (5 CCR (c)(7).) SCOE provides training materials and training; planned in full consultation with committee members, appropriate to assist members in carrying out their legal advisory responsibilities. (5 CCR 11308(d).). 10

11 Part II: Governance and Administration A parent or legal guardian of all new K-12 students completes a Home Language Survey (HLS) as part of the enrollment procedure at each school site. THE HLS is a legal document and is kept on file in the student s permanent cumulative folder. A student who s HLS indicates a language other than English must be assessed in English language skills. The CELDT shall be administered within 30 school days of the student s enrollment by district staff, for all students new to CA, and within the annual window for all English learners that have not been reclassified. EL students with disabilities are assessed for EL development using accommodations, and modifications or alternative assessment for the CELDT. Fully trained staff that is proficient in English will administer the CELDT. Detailed instructions for CELDT are in the testing manual. Within 30 days of receipt of student results on the initial CELDT parents are notified of those results, and copies of results are placed in the students cumulative folder. Student CELDT results are reviewed by the Principal, and teaching staff and the student shall receive appropriate ELD designated instruction. II-EL 06: Identification, Assessment and Notification SCOE properly identifies, assesses, and reports all students who have a primary language other than English. A home language survey (HLS) is used at the time of initial enrollment to determine the student s primary language. (EC (a).) Within 30 calendar days of initial enrollment, each student whose home language is other than English, as determined by the HLS, is assessed for English proficiency by means of the California English Language Development Test (CELDT). The assessment conducted follows all of the publisher s instructions. (EC (b); 5 CCR 11307(a), ) Each English learner is annually assessed for English language development and academic progress. (5 CCR ) 11

12 All currently enrolled English learners are assessed for English language proficiency by administering the CELDT during the annual assessment window. (5 CCR (b).) Each English learner with disabilities must be assessed for English language development using accommodations, modifications, or alternate assessments for the current California English language proficiency assessment if specified in the pupil s IEP or 504 Plan. (5 CCR ) Parents/guardians of English learners are notified annually of their child s English language proficiency assessment results within 30 calendar days following receipt of results of testing from the test contractor. (EC (c); 5 CCR )(20 U.S.C (g); EC 313 (a)-(c).) 12

13 Identification Flow Chart Home Language Survey English Only Appropria te English Primary language other than English Assess English Proficiency (CELDT) Fluent English Proficient (FEP) Parent Notificati on English Learner (EL) Parent Notificatio n Assess Primary Language Proficiency Monitor Progress 13

14 II-EL 07: Parent/Guardian Notifications SCOE must provide notifications to parents and guardians. Parents/guardians of English learners must be notified of their child s initial English language proficiency assessment results. Parents/guardians of initial fluent English--proficient students must be notified of their child s English language proficiency assessment results. (EC (c); 5 CCR ) Parents/guardians of English learners must be notified annually of their child s English language proficiency assessment results within 30 calendar days following receipt of results of testing from the test contractor. (EC (c); 5 CCR ); (EC 313 (a)--(c).) SCOE does not currently receive Title III funds, but the following is included in the event this changes. For LEAs receiving Title III funds, within 30 days after the beginning of the school year (or during the school year, within two weeks of child being placed in program), parents/guardians of initially identified English learners must be notified of: Their child s initial English language proficiency level How such level was assessed Their child s language designation Descriptions of program options, educational strategies, and educational materials to be used in different options Program placement Exit criteria For English learners with a disability [with an Individualized Education Program (IEP)], how such program will meet the objectives of the IEP The expected rate of graduation from secondary school if funds under this part are used for children in secondary school. (20 U.S.C. 6312, 7012.) For LEAs receiving Title III funds, parents/guardians of English learners must be informed annually, not later than 30 days after the beginning of the school year, of: Their child s English proficiency level How such level was assessed The status of the child s academic achievement 14

15 Their child s language designation Descriptions of program options and educational materials to be used in different options Program placement Exit criteria English learners with a disability (on IEPs), how such program will meet the objectives of the IEP The expected rate of graduation from secondary school if funds under this part are used for children in secondary school (20 U.S.C. 6312, 7012.) A Title III funded LEA or consortium that has failed to make progress on the annual measurable achievement objectives (AMAO must inform parents/guardians of English learners of such failure no later than 30 days after such failure occurs. (20 U.S.C (g) (1) (B)(1), 7012 (b).) II-EL 08: Implementation, Monitoring and Revision of LEA Plan Successful program implementation depends on the presence of three critical elements: the commitment of the entire school community, the availability of qualified staff, and the allocation of sufficient resources. A qualitative program cannot be successfully implemented without all three of these critical elements. The district and the sites have essential and unique roles in program implementation. SCOE administration shall be responsible for the provision of sufficient resources to the sites needed to successfully implement this plan. These resources include qualified and well-trained staff, instructional materials, supplies, equipment, staff development resources and adequate facilities. Site-based planning is the most critical element of this plan. The responsibility of school sites is to determine how best to deliver services to the students attending the school. The distribution of the EL population and the diversity of the school community are important factors to be taken into account by sites in planning their programs. All school sites shall be responsible for planning and program implementation. The EL Master Plan shall be the guiding document for this planning. Program quality and effectiveness are tied to effective use of essential human and material resources and on-going planning and program revision, based on site program evaluation results. The School-Site Council (SSC) members will annually review and approve the Single Plans for Student Achievement; SSC will annually review data to 15

16 determine effectiveness of programs, and achievement of all students, including English Learners. SCOE operates categorical programs, implements and monitors the approved LEA plan. Minimum required components of the plan: Description of programs and activities to be implemented Description of how funds will be used to meet all annual measurable achievement objectives Description of how school sites will be held accountable for: i. Meeting the annual measurable achievement objectives ii. Making adequate yearly progress for English learners iii. Annually measuring the English proficiency of English learners Description of how school sites will promote parental and community participation in programs Description of how all-english learners programs will be carried out to ensure that English learners are served Assurance that the EL program is based on scientifically-based research enabling English learners to meet challenging state academic content and student academic achievement standards (20 U.S.C (b)(1)(a)(i), (ii), (iii), 6826.) Description of high--quality student academic assessments that SCOE uses: i. To determine the success of children in meeting the state student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the state student academic achievement standards. ii. To assist in diagnosis and instruction in the classroom and to determine what revisions are needed so that English learners meet the state student academic achievement standards. (20 U.S.C (b)(1)(a)(i), (ii), (iii), 6826.) LEAs and consortia that have failed to make progress towards meeting the AMAO target(s) for two consecutive years and are thus identified as being in Title III Program Improvement (PI) status shall develop an improvement plan (the Improvement Plan Addendum for Goal 2 of the LEA Plan) no later 16

17 than three months after notification of status. (20 U.S.C (c)(7)(a); 34 CFR (a)(1) and (2).) LEAs and consortia that have failed to meet the AMAO target(s) for four consecutive years shall modify their curriculum, program, and method of instruction (revised Improvement Plan Addendum for Goal 2 of the LEA Plan). (20 U.S.C (c)(7)(a).) II-EL 09: EL Program Inclusion in the Development of the SPSA For all programs funded through the Consolidated Application including programs for English learners, EIA -LEP, and operated at the school, the SSC annually develops, reviews, updates, and approves the SPSA, including proposed expenditures. The SPSA consolidates all plans required by these programs and contains: Analysis of academic performance data to determine student needs School goals to meet the identified academic needs of students Activities to reach school goals that improve the academic performance of students Expenditures of funds allocated to the school through the Consolidated Application The means of annually evaluating the progress of programs toward accomplishing the goals, including determining whether the needs of all children have been met by the strategies used, particularly the needs of English learners, low-achieving students and those at risk of not meeting state academic content standards (20 U.S.C (b)(1)(2), 6315 (c)(2), 6826; EC 64001(f).) The local governing board reviews and approves the SPSA annually and whenever there are material changes to the plan (e.g., the school is designated as Program Improvement). (EC 64000(a)(3), 64001(g).) The SPSA is consistent with the LEA Plan. (EC 64001(h)) and the LCAP. LEAs that distribute Title III funds or services directly to schools must ensure that the Title III programs operated at the schools are included in SPSAs, administered in accordance with the LEA plan submitted to the CDE, and adhere to all applicable statutes and regulations. (20 U.S.C. 9304(a)) 17

18 II-EL 10: Equipment Inventory The Shasta County Office of Education keeps all necessary record of all materials purchased with funds. For all categorical programs, SCOE maintains an inventory record for each piece of equipment, with an acquisition cost of $500 or more per unit that is purchased with state and/or federal funds including EIA-LEP. The record describes the acquisition by: (a) Type (b) Model (c) Serial number (d) Funding source (e) Acquisition date (f) Cost (g) Location (h) Current condition (i) Transfer, replacement, or disposition of obsolete or unusable equipment (EC 35168; 5 CCR 3946; 34 CFR (d)(i).) SCOE conducted a physical check of the inventory of equipment within the past two years and has reconciled the results with inventory records. (EC 35168; 5 CCR 3946; 34 CFR (d) (I); 34 CFR (d) (2.) Last inventory Current scheduled for

19 Part III: Funding Adequate fiscal resources are available for English Learners and EL programs. Funds are allocated to each school site for inclusion in the Single Plan for Student Achievement and are governed by the School Site Council. Funds include, but are not limited to: General Revenue, Title I, LCFF supplemental and concentration dollars. III-EL 11: Supplement, Not Supplant, with Title III and EIA--LEP Adequate general funds will be used to provide English learners with learning opportunities in an appropriate program, including English-language development, and the rest of the core curriculum. The provision of such services is not contingent on the receipt of state or federal categorical funds. All EIA funds have been expended SCOE doesn t receive Title III funds III-EL 12: Time Accounting Requirements SCOE properly assesses administrative charges for direct or indirect costs of federal funds for salaries and wages in proportion to an allowable quantity and duties of the employee. Each employee paid in part from a single cost objective and in part from other revenue, or an employee paid from multiple cost objectives, completes a Personnel Activity Report (PAR) each pay period, or an approved sampling method is used. Employees funded under a single cost objective, and employees funded with state funds under the School- Based Coordinated Program, complete semiannual certification of such employment. (California School Accounting Manual [CSAM]; OMB Circular A-87, Attachment B, 8.h; OMB Circular A-133, ED Cross-Cutting Section, III.B.2); (EC 52853(a)(7).) (CSAM; OMB Circular A-87, Attachment B, 8.h; OMB Circular A- 133, ED Cross-Cutting Section, III.B.2) (20 U.S.C (b).) District does not accept Title III $ 19

20 Part IV. Standards, Assessment and Accountability The Shasta County Office of Education accountability and assessment system is aligned with state adopted standards in English Language Development, Englishlanguage arts, mathematics, history/social science, and science. As part of the CASSP program all EL students, grades 2-11 will take the SBAC in Englishlanguage arts, mathematics, and CST science. These tests are designed to assess student achievement in core subject areas, which are grade/subject specific. The SBAC achievement level descriptors will be levels 1 4. At this time, a proficiency level has not been identified, when reporting achievement level descriptors are released, SCOE will use those as part of our accountability process. The California English Language Development Test (CELDT) is also administered annually to all ELs, grades K-12, and provided information on the student s English language proficiency levels in four skill areas: Listening, Speaking, Reading and Writing. Students are identified to be in one of five overall proficiency levels: Beginning, Early Intermediate, Early Advanced, and Advanced. Shasta County Office of Education has also developed measurement topic assessments for English-language arts and mathematics to determine the progress of student achievement during the school year. The MAP assessment, by Northwest Evaluation Systems, is also administered every 90 days to students that are continuously enrolled for 90 days. IV-EL 13: Evaluation of English Learner Program Effectiveness SCOE develops and implements a process and criteria to determine the effectiveness of programs for English learners. A program evaluation shall be provided by SCOE and shall be used to determine: Necessary improvements to programs and activities for which Title III funds have been used The effectiveness of programs and activities in assisting EL students to attain proficiency and to meet academic achievement and content standards Whether or not to continue the program or activities The degree to which, within a reasonable amount of time: 20

21 i. English learners are achieving English language proficiency comparable to that of average native speakers of English in the district ii. 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 (20 U.S.C. 1703(f), 6841 (b) (c); Pickard [5th Cir. 1981] 648 F.2d 989, ; EC 64001(f).) IV-EL 14: Reclassification Shasta County Office of Education will evaluate the effectiveness of the EL programs throughout the year by analyzing EL academic data from the above listed assessments. The focus of all evaluations components will be on the academic performance of EL students and Reclassified English Proficient (RFEP) students. The data will be analyzed to evaluate the academic performance of EL s and RFEP s. For the school year, three of the four reclassification criteria remain unchanged: 1. Assessment of English language proficiency, using an objective assessment instrument, including but not limited to, the state test of English language development. 2. Teacher Evaluation, including but not limited to, a review of the student s curriculum mastery. 3. Parent opinion and consultation. 4. Local assessments MAP testing, CAHSEE passing of ELA (Gr ). Criteria for Reclassification CELDT as a primary criterion Consider for reclassification those students whose overall proficiency level on the CELDT is Early Advanced or higher AND each skill area score (listening. speaking, reading and writing) is Intermediate or higher. SBAC summative assessment proficiency will be used, when available. Teacher evaluation of student s academic performance in meeting grade level standards at the proficient or above level Parental opinion and consultation Procedure for Reclassification of English Language Learner Principal, and classroom teacher meet to determine if the student should be reclassified and to populate the Reclassification Checklist 21

22 Principal makes arrangements to consult with the parents to review the student s progress and the reclassification criteria. Parents are informed that their child is eligible for classification and invited to discuss the reclassification of their child. The parent signs the reclassification. Student information is updated in Student Data System. Completed Reclassification form is filed in the students cum. Letter of official reclassification and any changes in program placement notifies parents. Student is placed in the mainstream program. Monitoring of Reclassified Students Reclassified students are monitored for 24 months after reclassification The initial monitoring occurs within one-semester/6 months after being reclassified and continues on an annual basis. Teachers are notified of R-FEP students. Teachers determine at the end of each review period whether a student s grades fall below a C in any academic class. Information is recorded on the Reclassification Follow-up Form. SCOE reclassifies a pupil from EL to proficient in English by using a process and criteria that include, but are not limited to: Assessment of English language proficiency (CELDT) (EC 313(d)(1); 5 CCR 11303(a).) Comparison of pupil s performance in basic skills against an empiricallyestablished range of performance in basic skills based upon the performance of English proficient pupils of the same age that demonstrate whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English (EC 313(d)(4); 5 CCR 11303(d).) 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. (EC 313(d)(2); 5 CCR 11303(b).) Opportunities for parent opinion and consultation during the reclassification process (EC 313(d)(3); 5 CCR 11303(c).) SCOE maintains in the pupil s permanent record (regardless of the physical form of such record) and to ensure transfer of documentation of the 22

23 following: (a) Language and academic performance assessments (b) Participants in the reclassification process (c) Decision regarding reclassification (5 CCR 432, 434, 438.) SCOE monitors for a minimum of two years the progress of pupils reclassified to ensure correct classification, placement, and additional academic support, if needed. (20 U.S.C. 6841; 5 CCR ) 23

24 Part V: Staffing and Professional Development SCOE ensures that all teaching personnel are qualified to provide the instructional services to English learners. Qualified teachers have been assigned to implement the required English Language Development (ELD) instruction and provide access to the core curriculum. Professional development services are provided through various opportunities and agencies. Some of the topics that are addressed in professional development include but are not limited to: reading strategies, selection of appropriate materials, understanding English learner CELDT levels, language acquisition and ELD. Professional development opportunities are provided for paraprofessionals. Paraprofessionals participate in the weekly collaboration sessions, and learn alongside their teacher. V-EL 15: Teacher EL Authorization Teachers assigned to provide English language development and instruction in subject matter courses for English learners must be appropriately authorized or are actively in training for an appropriate EL authorization. SCOE has a process to identify the number of authorized teachers and the shortage of teachers to provide such instruction to English learners. The LEA has adopted and implemented policies and procedures to remedy any shortage. (20 U.S.C (a)(1), 6826 (c); EC , , , ; Castañeda v. Pickard [5 th Cir. 1981] 648 F.2d 989, ) V-EL 16: Professional Development Specific to English Learners SCOE provides professional development specific to the implementation of programs for English learners. SCOE provides sufficient professional development to implement the LEA s research--based English learner program. (Pickard [5th Cir. 1981] 648 F.2d 989, ) SCOE does not receive Title III funds. 24

25 For LEAs receiving Title III, the LEA must provide supplemental high--quality professional development to classroom teachers, principals, administrators, and other school or community--based personnel that is: (a) Designed to improve the instruction and assessment of English learners (20 U.S.C (c)(2)(a).) (b) Designed to enhance the teacher s ability to understand and use curricula, assessment measures, and instructional strategies for English learners (20 U.S.C (c)(2)(b).) (c) Based on research demonstrating the effectiveness of the professional development in increasing the pupil s English proficiency or the teacher s subject matter knowledge, teaching knowledge, and teaching skills (20 U.S.C (c)(2)(c).) (d) Of sufficient intensity and duration (which shall not include activities such as one--day or short--term workshops and conferences) to have a positive and lasting impact on the teacher s performance in the classroom (20 U.S.C (c)(2)(d).) 25

26 Part VI: Opportunity and Equal Educational Access VI-EL 17: Appropriate Student Placement Participants have equitable access to all programs provided by SCOE, as required by law. Placement of EL students All English learners are enrolled in classrooms with appropriately certified teachers Program Description (available for parents) 1. All second language students are tested until reclassification every September/October using the state mandated California English Language Development Test (CELDT). The CELDT contains both written and oral English, listening, speaking, reading, and writing. ELs in kindergarten and first grade are assessed in the listening and speaking portions only. Students in second through twelfth are assessed in all four areas. The reading and writing portion of the CELDT are in English in order to assess progress toward meeting the English Language Development standards. Each year you will receive written notification of your child s test results. 2. All teachers have received special training to work with second language students. This training includes English language development and sheltered curriculum content for El s. Based on the English language proficiency levels as indicated on the CELDT, ELs are grouped to receive additional instruction in ELD. 3. Our schools use a variety of curricular materials for ELs and core curriculum support that teach English in a manner similar to what the child learned in her/his primary language. Some students who receive ESL services also qualify for special education services. The Resource Specialist teachers work closely to provide a full complement of services individually designed for these students 4. Currently the county does not offer either bilingual or primary language programs because they have not been required to date. All pupils are placed in English language classrooms unless a parental exception waiver has been granted for an alternative program. All pupils must be placed in English language classrooms unless a parental 26

27 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. Based on SCOE s criteria of reasonable fluency, English learners must be placed in one of the following: English language mainstream (ELM) program (English learners who do not meet the LEA criteria for participation in an ELM are placed in an ELM program at any time during the school year, if the parent or guardian so requests.) (5 CCR ) For students with an approved parental exception waiver, an alternative program in which some or most of the instruction is delivered in the pupil s primary language, unless there is an IEP in which the IEP team determined the need for primary language instruction. VI-EL 18: Parental Exception Waiver for Alternative Program Shasta County Office of Ed, Court and Community Schools have established the process for Parental Exception Waivers. This process meets all current code requirements. At anytime during the school year, a parent/guardian has the right to withdraw their student from an English learner program. In these cases, the EL student shall be placed in an English Language Mainstream program and shall receive additional and appropriate services. Parents have the right to request an alternative program by requesting an exception waiver for their child if they deem it would be better. If parents of twenty (20) or more students in one grade level at the same school request the alternative program, the school is required to provide this program. A letter is mailed home to the parents/guardians of all English learners informing them that their child has been placed in an English language classroom. The letter describes all the educational opportunities available to their child. The letter notified parents/guardians of the opportunity to apply for a parental waiver exception and gives the telephone number of a district employee to call for further information. A copy of the letter sent to the parents is placed in the student s EL file. Waiver Process and Timeline Notification of placement letter mailed home to parents/guardians after CELDT results are received. Parents/guardians must personally visit the school to request a waiver. At the time of request for a waiver, the principal will provide the parent/guardian with a written description, and at their request a spoken 27

28 description of the SEI program, ELM Program, and any alterative courses and/or educational opportunities offered by the district and available to the student, including the educational materials used. The principal will act upon waiver requests within 20 instructional days of receipt of their request. The principal will act upon waivers applied for within 10 days following the required 30 calendar days for SEI. If the school denies a waiver request, the school must provide the reason in writing. In addition, the process for appeal will be provided in writing. The letter will be the parents first language when possible. 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 exception waiver for their children to participate in an alternative program. SCOE s 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 program, alternative programs, and all educational opportunities available to the pupil. The descriptions of the programs shall include the educational materials to be used in the different options. (5 CCR 11309(a)(b)(1), EC 310.) Parents and guardians are informed that a pupil must be placed for not less than 30 calendar days in an English-language classroom the first year of enrollment in a California school. (5 CCR 11309(b)(2), EC 311.) Parents and guardians are informed of any recommendation by the school principal and educational staff for an alternative program and are given notice of their right to refuse the recommendation. (5 CCR 11309(b)(3), EC 311.) (d) Parental exception waivers are acted on within 20 instructional days of submission to the school principal. However, waivers submitted under EC 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. (5 CCR 11309(c).) Parental exception waivers shall be 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 pupil. (5 CCR 11309(b)(4).) 28

29 If a waiver is denied, parents and guardians are informed in writing of the reason(s) for denial and advised that they may appeal the decision to the local board of education if such an appeal is authorized by the local board of education, or to the court. (5 CCR 11309(d).) Each school in which 20 or more pupils of a given grade level receive a waiver shall be required to offer such a class; otherwise they must allow the pupils to transfer to a public school in which such a class is offered. (EC 310.) VII-EL 19: ELD Each EL student will receive ELD instruction that is appropriate to his/her level of proficiency. In order to develop proficiency in English as rapidly and effectively as possible. Progress in acquiring English skills will be monitored on locally developed assessments. Each English Learner must receive ELD through both designated ELD and ELD instruction integrated in to content courses. (20 U.S.C (f), 6825 (c)(1)(a); EC 300, 305, 306, 310; 5 CCR 11302(a); Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, ) VII-EL 20: Access to the Core Subject Matter Each EL will receive access to core curriculum content through specially designed instruction in English (SDAIE). 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 in a reasonable amount of time. 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 The LEA must have a means to assist English learners to achieve at high levels in the core academic subjects to ensure that they meet the same challenging state content and achievement goals all children are expected to meet. 29

30 20.2 The LEA must monitor student academic progress and take action to overcome any academic deficits incurred while acquiring English. Actions to overcome academic deficits must be taken before the deficits become irreparable. (20 U.S.C (f), 6312, 6825 (c)(1)(b); EC 306, 310; 5 CCR 11302(b); Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, ].) 30

31 GLOSSARY BCLAD authorization State certification granted to teachers who have demonstrated proficiency in the target language and who have mastered competencies related to bilingual teaching methodology and cross-cultural competence. California Assessment of Student Performance and Progress (CASPP) CASPP provides the mandated framework for the annual testing of California s students and provides the vehicle for holding districts accountable for achieving results for students. California English Language Development Test (CELDT) This state-mandated test determines the student s level of proficiency in English. The test is administered at the time of enrollment and annually, until the student is fully proficient in English. California Standards Tests (CSTs) ONLY FOR 5 th & 8 th GRADE SCIENCE - Statemandated tests that 5 th and 8 th grade students take annually to evaluate mastery of gradelevel standards in Science. CLAD authorization State certification granted to teachers who have mastered competencies related to providing English language development instruction and/or specially designed academic instruction in English. Common Core Standards In 2010 California adopted the Common Core Standards (CCSS) for English language arts and math. The CCSS were informed by: the best stated standards already in existence, the experience of teachers, content experts, states, and leading thinkers, and feedback from the public. Content standards Statements of what students should know and be able to do in each area of the curriculum. District English Learner Advisory Committee (DELAC) Districts with 51 or more English learners are required by law to form a DELAC to advise the local Board of Education on English learner programs and services and to otherwise promote high levels of parent involvement. Economic Impact Aid (EIA)/LEP funds State categorical funds for districts to support compensatory services for students who are identified as limited-english proficient. English Learner A student who comes from a home in which a language other than English is spoken and who has been assessed as non- or limited-english proficient. English Learner Advisory Committee Whenever 21 or more English learners are enrolled at a school, regardless of language, the site is required to establish a functioning English Learner Advisory Committee (ELAC). The ELAC plays an active role in the 31

32 development of the Single Plan for Student Achievement (SIDP) and otherwise ensures that the parents of English learners are actively involved in the school. English-language mainstream (ELM) program An English-language mainstream (ELM) program is designed for English learners who have acquired basic fluency in English but who are not yet ready to be reclassified. An ELM program includes specialized English language development instruction appropriate to each student s level of English proficiency as well as differentiated instruction in English language arts, math, science, and social studies utilizing supplemental curricula and special scaffolding and support. Schools must also provide targeted interventions, as needed, to prevent ELM students from incurring long-term academic deficits. English-only student A student whose native language is English. Federal Program Monitoring (FPM) FPM is the process by which the California Department of Education monitors district compliance with state laws and regulations. The process ensures that districts are using funds for the authorized purposes. English Learner programs and services is an important area of focus for FPM. Home language The language the child first learned and/or the language used in the home to communicate. I-FEP student An I-FEP student is a language-minority student who, at the time of initial enrollment, was determined by the CELDT to be fluent in English. Reclassification The process that determines whether an English Learner is ready to be reclassified as Fluent English Proficient (R-FEP). The decision to reclassify is based on evidence demonstrating that the student has achieved a level of English proficiency comparable to that of average native speakers of English in the district and has achieved a level of academic performance comparable to students whose native language is English. R-FEP student A student who has met district criteria for reclassification as fluent- English proficient. Single Plan for Student Achievement (SPSA) The federal No Child Left Behind Act requires each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement (SPSA). Smarter Balanced Assessment Consortium - The Smarter Balanced Assessment Consortium (Smarter Balanced) is a state-led consortium working to develop nextgeneration assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010 to develop an assessment system aligned to the Common Core State Standards (CCSS) by the school year. 32