OPTIMIST CHARTER SCHOOL ENGLISH LANGUAGE LEARNER PLAN

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1 Vision Statement: OPTIMIST CHARTER SCHOOL ENGLISH LANGUAGE LEARNER PLAN Effective 9/9/13 Optimist Charter School (OCS) is a place of inclusion for all types of learners. OCS will meet all applicable legal requirements for English Learners (EL). EL students will have full access to OCS s educational program. OCS is committed to assisting EL students in successfully achieving English language proficiency at the fastest possible rate. OCS will employ a systematic and strategic approach for strengthening and accelerating the academic achievement of English Learners so they can successfully acquire the English language and be Reclassified Fluent English Proficient (RFEP). OCS will use the California English Language Development Standards and Proficiency Level Descriptors as a guide to ensure that all students move toward full fluency in English. OCS will meet the needs of ELs through diagnostic assessment and placement, through targeted instructional strategies by credentialed teachers and through other educational and social supports. Overview The Charter School will meet all applicable legal requirements for English Learners as it pertains to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, re-classification to fluent English proficient status, monitoring and evaluating program effectiveness, and standardized testing requirement. The Charter School will implement policies to assure proper placement, evaluation, and communication regarding ELs and the rights of students and parents. Definitions An English Learner is a k-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation without specially designed academic instruction in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). Structured English Immersion (SEI) are classrooms designed for students with less than reasonable fluency, scores from 1-3 on the CELDT test. EL Identification, Assessment and Placement: Home Language Survey Optimist Charter School will administer a Home Language Survey upon a student s initial enrollment into the school (on enrollment forms). As part of the school enrollment packet, parent/guardian/group home representatives will be given the OCS s EL program description. 1

2 CELDT Testing Upon enrollment, if student do not have prior school records, OCS will request records from previous schools. We will also retrieve testing information from CALPADS. Within 30 calendar days of their initial enrollment, 1 students who are identified as having a primary language other than English, as determined by the Home Language Survey, and for whom there is no record of results from an English language development test shall be assessed using the California English Language Development Test (CELDT). (5 CCR 11511) All students shall have sufficient time to complete the CELDT as provided in the directions for test administration. (5 CCR 11516) For students who enter with previous CELDT testing, the California English Language Development Test (CELDT) will be administered annually based on the CELDT testing cycle until students are reclassified as fluent English proficient. Students with disabilities who are identified as English Learners will also be tested based on modifications specified in their IEPs or 504 Plans or by an alternate assessment if the need is determined by their IEP team. OCS will notify all parent/guardian/group home representatives annually, in writing, and in the student s home language to the degree possible, of its responsibility for CELDT testing, of the reasons their child s identification as an English Learner, and of CELDT results within thirty days of receiving results. OCS will report student progress through a variety of methods which will include daily point sheets, report cards, ISP and MDT meetings. OCS will provide parents with information on school and parent activities in a format and, to the extent practicable, in a language the parents can understand. When 15 percent or more of students enrolled in a public school speak a single primary language other than English, all notices, reports, statements, and records are sent to parents in English and the primary language. Additional Assessment Upon enrollment into OCS, all students will be assessed initially and then quarterly using a standards-based benchmark assessment, Northwest Evaluation Association ( NWEA ) Measures of Academic Progress ( MAP ) test for reading and math. MAP assessments provide detailed, actionable data about where each child is on their unique learning path, and the tests are aligned to both state and national standards. NWEA tests produce scores that make it possible to monitor student growth from year to year along developmental curriculum scales or continua. MAP dynamically adapts to a student s responses as they are taking the test. MAP RIT scores show growth over time in five different reading areas including: 1. Word Recognition, Structure and Vocabulary; 2. Reading Literature to make inferences and predictions and drawing conclusions; 1 The thirty-day requirement applies to students who are entering a California public school for the first time or for students who have not yet been CELDT tested. All other students who have indicated a home language other than English will continue with annual CELDT testing based upon the date last tested at the prior school of enrollment. 2

3 3. Reading literature to understand underlying structure such as plot character, theme and to analyze literary devices; 4. Reading informational texts for comprehension to make inferences and predictions, and draw conclusions; and 5. Reading informational texts for to analyze the structure and evaluate for bias and the writer s craft. MAP RIT measures understanding regardless of grade level, so the information helps to track a student s progress from year to year. The MAP tests are fully adaptive tests that produce a true measure of student growth and achievement. In general, students at OCS will take the MAP assessment every four months to chart progress; however, MAP tests can be used more frequently if necessary. The MAP scores will be used in conjunction with CELDT test scores to create instructional groupings, determine place, predict proficiency on high stakes tests and more. In addition, teachers can use MAP data to assist in determining the need for and developing differentiated instruction. Data Collection Cycle The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing. The results of all testing will be reported and submitted to the District on the R-30 survey annually. Accommodations for EL students on CST assessments will be made according to State Board of Education guidelines each year. Reclassification OCS will reclassify EL students to Fluent English Proficient (FEP) at the point when specialized language and academic support services are deemed no longer needed for ELs to be successful in the mainstream educational program at a level commensurate to non ELs. The California State Board of Education has established guidelines, based on Education Code Section 313(d), for school districts to use in reclassifying students from EL to Fluent English Proficient, which OCS s reclassification criteria reflect: Score of Basic or above on the most recent CST or CMA in English Language Arts Overall proficiency level of 4 (Early Advanced) or 5 (Advanced) on the CELDT, with sub-scores (each domain of Listening, Speaking, Reading, and Writing) of 3 (Intermediate) or higher Teacher evaluation based on student grades/progress report marks Parent consultation OCS will monitor each student s progress at a minimum of 2 years, as required by law, after their re-designation date. The above criteria may be revised in the near future to reflect the assessments for the new ELD Standards and the Common Core State Standards. OCS will administer all state and/or federally mandated standardized exams as prescribed by law. OCS will abide by the new or revised state and federal accountability criteria when establish. 3

4 Instructional Programs: Many of the probation foster youth students who will be enrolling at OCS fall into the category of Long Term English Learners. Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California s Long Term English Learners, the report by Californians together on the state of English language instruction for English Learners in California published in 2010, describes Long Term English Learners as students who struggle academically and have distinct language issues. Although they function quite well in social situations both at home and in school, they have not progressed beyond the intermediate level on the CELDT test, have weak academic language and inconsistent reading and writing skills. The report states, many have developed habits of non-engagement, learned passivity and invisibility in school, and have not developed the behaviors associated with academic success (24). As a result, (S)ome Long Term English Learners have become discouraged learners, tuned out, ready to drop out of high school (26). This last statement certainly describes many of the English Learner probation foster youth who will be enrolling in OCS. Reparable Harm concludes that Long Term English Learners need development in speaking, listening, reading, and writing, all four domains of language, that instruction needs to be rigorous, and that these skills must be developed across the curriculum. Finally, the report contends that ELs need to actively participate in their own education, that the adult relationships matter, and that full integration is necessary. Optimist Charter School is uniquely qualified to provide this integrated type of instruction. OCS will run a full-inclusion program for all EL students, and EL students will be included in the regular OCS classrooms which incorporate multiple supports for these students. EL students will not be in sheltered or bilingual instruction classes. At OCS students will be grouped according to their chronological age and functional ability level. Class size will be no more than ten students per teaching staff. In such a small learning environment, teachers will be able to meet the needs of all students, providing differentiated instruction. EL students will be fully integrated into this learning environment. OCS understands that EL students are capable of engaging in high-level thinking and provides appropriate levels of support (substantial, moderate, or light) through linguistic scaffolding. All EL students will be placed in grade level English courses taught by an EL authorized teacher where they will receive targeted ELD instruction within the grade level course until they are reclassified FEP. In addition, those students who test in CELDT levels 1-3 will be in grade level English courses and an additional ELD class. The small size of the school and low student to teacher ratio allows for more focused instruction for EL students and more opportunities for intensive interventions where appropriate. In our core curriculum classes, teachers will use Specially Designed Academic Instruction in English (SDAIE) strategies to allow students to access core curriculum while concurrently increasing their English language skills. Teachers will be trained in SDAIE and will use strategies in the classroom for full engagement in grade level academic tasks and activities throughout the core curriculum. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English. With SDAIE, the primary language used 4

5 is English and focuses on academic content, provides scaffolding for key concepts, and front loads vocabulary. The critical elements of SDAIE are not separate but overlap and influence each other. Content: Content instruction provides grade-level, cognitively demanding core curriculum learning while promoting language and literacy learning. Special language modifications and techniques help students understand and process academic material. Techniques used include explaining the purpose of a lesson before teaching it, building background for lesson content, careful use of instructional language including definitions and repetitions of key words in context, and sufficient use of nonverbal cues. Comprehension: English is geared to students language proficiency at each stage so material is comprehensible. Teachers make instruction understandable by speaking clearly, repeating key points, defining essential vocabulary in context and using nonverbal communication cues such as pictures, graphs, objects and gestures. Some lessons involve specific vocabulary and grammatical structures such as the past or future tense. These language objectives are part of the lesson. Thus, students learn English and subject matter simultaneously. Interaction: Combining comprehensible content with opportunities for social interaction encourages English language learners to process information verbally and nonverbally having to formulate thoughts in English promotes deeper understanding and retention of material. Real proficiency in English develops when the students are forced to use it. All EL students will be placed in grade level English courses taught by an EL authorized teacher where they will receive targeted ELD instruction within the grade level course until they are reclassified FEP. In addition to integrating SDAIE and EL strategies throughout the 7-12 curriculum for all EL students, EL students who test at CELDT Levels 1-3 will also be programmed into an additional English Language Development (ELD) literacy intervention class for targeted instruction in English language acquisition. In his article The Case for Structured English Immersion, Kevin Clark writes, (T)he English language is the main content of SEI instruction. Academic content plays a supporting, but subordinate role (44). According to Clark, the goal of SEI is acquisition of English language skills and access to core content so that ELs can succeed in the Mainstream English classroom. Elements of SEI include grouping of students according to their English language ability and the explicit teaching of the English language wherein students are expected to speak, read, and write in English. OCS emphasizes that it is citing to Mr. Clark s research for definitional purposes only, and will not be implementing his practices. At OCS students will be grouped and taught at their assessed ELD proficiency level during this specific instructional time. Components of this type of targeted instruction in the English language include overt instruction in: Discrete grammar skills English pronunciation and listening skills Word building Word order rules A wide range of vocabulary 5

6 Verb tenses Production of increasingly more complex English language sentences OCS will utilize the state approved English Language Development series High Point (HP) for this additional language development class. All students who are identified by CELDT testing to require placement in the additional ELD class will be administered the Diagnostic Placement Inventory (DPI) and placed accordingly in the HP series. The DPI will be used only for those students who require an additional ELD class and will be used for determining placement in High Point. High Point is an intervention program designed for ESL students and struggling readers. It is a research based program that endeavors to apply the most recent studies to create a program that is both feasible to implement and highly effective in enabling language acquisition in students while conforming to TESOL standards. The program consists of four levels that overlap and makes use of, "direct, spiraling instruction," to move students up from basic reading skills into grade-level and age-appropriate reading materials. All four levels (The Basics, A, B, and C) make use of high-interest reading materials, writing exercises, and clear, explicit instruction on strategies for reading, research, learning, and critical thinking. Teachers are supplied overhead transparencies, manipulative letter and word tiles, and scripts for delivering phonetics instructions. In addition, Cengage provides assessment materials and professional development courses to empower teachers to meet the diverse needs of their students. High Point - The Basics is intended for students who are at a beginning level (1st -3rd grade reading level) including new English Language Learners. It is designed to lower the affective filter by reducing the student's anxiety and providing high-interest materials to prevent boredom. The Basics provides instructional scaffolding by teaching and reinforcing high-frequency words, phonemic awareness, and phonic skills. Further, given the inconsistencies and complexity of English, explicit instructions are given when students are introduced to high-frequency, irregular words. After acquiring the basic skills taught by The Basics, students move into Levels A-C. In this series, a set number of key vocabulary words, critical to understanding the reading are presented prior to the selection. These words are highlighted in the reading, while less critical words are printed in bold and defined on page in clear, simple language that could be substituted for the bolded word to enhance comprehension. Grammar and writing mini lessons are included as well. Levels A C engage readers with thematic units that are relevant with age-appropriate themes. Each level has five units with multidisciplinary reading selections and a writing project and provides step-by-step instruction in presenting skills and strategies. The reading selection scaffolds the instruction along a systematic path: Prepare to Read, Read, and Respond. 6

7 Each unit s Prepare to Read sections present key vocabulary words in order to increase students academic engagement. The units also include a practice activity to teach students vocabulary strategies and are geared to teach a particular grammar skill. It also teaches a particular reading strategy and has the teacher make use of cognitive modeling so students can observe the use of the strategy. The Read section that follows presents an age-appropriate multidisciplinary selection that is broken into manageable chunks. These sections are supplemented with short questions to check for understanding before moving on to the next section. The text is designed to include clear visual cues to highlight main ideas and important connections between ideas. The selection is also supported by graphic organizers to help students apply the reading strategy learned in the preceding Prepare to Read section. They support comprehension by having students retell the story and share key information and details with their peers. This helps students learn to put information into a manageable format to enhance understanding and develop thinking skills that they apply to other subjects and their own life. After reading, students are asked to Respond. In this section, students demonstrate comprehension skills in a Sum it Up activity. This section uses both individual and group work to check for understanding. Additional vocabulary is introduced and students have additional opportunities to demonstrate their understanding and to organize, integrate, and synthesize the information from the selection. Each level teaches the five writing modes: Narrative, Expressive, Descriptive, Expository, and Persuasive. Students are given the opportunity to study these modes using professional and student models. Students are encouraged to correct the student models provided to enable recognition of deficiencies that may occur in their own writings. Context is provided by the teacher to assist the students during the Prewriting to organize their ideas and lay out the basics of an essay. In the Draft step, students work on improving word choice, elaboration, and use language models to improve their writing. Students are also instructed in revision strategies, proofreading, and being able to review their peer s work in critical, yet appropriate ways. For projects that require research, students are given explicit instructions on the proper ways to do so. We expect students to make adequate progress. For those students attending OCS for 9 months or longer, we anticipated that ELs will make a minimum gain of one level of proficiency on the CELDT test. The School will look closely at assessments, the student s performance in class, the student s socialization and affective domain regarding language learning to create and monitor progress. Teachers of EL students and administration will confer at least monthly to discuss progress and challenges. When students first enroll at OCS, we will immediately begin requesting records and compiling comprehensive transcripts. Based on the findings, a determination will be made about student placement and the Individual Success Plan (ISP) will be developed. An EL student s CELDT scores will be included in this ISP. The ISP will be updated at each reporting period or 7

8 as needed. Parent/guardian/group home representatives, will have access to their child s plan and will receive personal notification if changes are to be made. Based on regular classroom assessments, the specifications of the Individual Success Plan (ISP) and teacher conferences, students who are not making expected progress will be identified and additional modifications and interventions will be put in place to promote success and growth. Parent/guardian/group home representatives will be personally notified when expected progress is not being achieved and will be invited to participate in any decisions to modify the ISP. The ISP will be used throughout the year to document and monitor student progress. Parent/guardian/group home representatives may at any time, including during the school year, choose to have their child taken out of the additional English Language Development (ELD) class. Depending on student s initial performance and their continued yearly growth on the CELDT, some may be assigned an ELD class that provides additional support and instruction. The curriculum used for this more intensive alternative ELD class will be LANGUAGE! For students who require supporting instruction in addition to High Point or those for whom High Point is not appropriate, there is Language! published by Sopris West. Language! is a literacy intervention program designed for middle and high-school students who score below the 35th percentile on national reading tests, are English Language Learners, and/or receive educational services under an Individualized Education Program. It has been implemented widely throughout LAUSD and has enjoyed success in raising the literacy rates of the district's highly diverse population. Following the program as designed over the course of a school year can result in the student gaining two to six years of literacy. The program is constructed around its six-step lessons: Phonemic Awareness and Phonics, Word Recognition and Spelling, Vocabulary and Morphology, Grammar and Usage, Listening and Reading Comprehension, Speaking and Writing. Language! uses a variety of modalities to engage student learning supported by audio, visual, and manipulative materials. Vocabulary learning is enhanced by exposing student to word families and their roots and grammar and reading comprehension is enabled by teaching students word morphology and grammatical function, empowering students to be able to intuit meaning when encountering unfamiliar words and irregularly constructed sentences. The program supplies instruction in reading comprehension strategies and the development of writing skills in order to reinforce understanding of the reading material. Special Education Students: EL students with special education services will be placed according to their IEP. They will receive EL instruction as stipulated in the IEP. Their progress will be monitored based on their ELA goals and objectives. Parental Waiver The requirement that children must be taught English by being taught in English may be waived with the prior written consent, provided annually, of the child s parent or legal guardian. Such 8

9 informed consent shall require that the parents or legal guardian personally visit the Charter School to apply for the waiver and that they there be provided a full description of the educational materials to be used in the different educational program choices and all the educational opportunities available to the child. Under such parental waiver conditions, children may be transferred to classes where they are taught English and other subjects through bilingual education techniques or other generally recognized educational methodologies permitted by law. If 20 pupils or more of a given grade level submit a waiver, the Charter School 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. Professional Development: OCS will hire teachers who are qualified to teach EL instruction as defined by the Commission on Teacher Credentialing. This will include, but not be limited to, CLAD and BCLAD credentialed teachers who have the skills and expertise to accelerate English Learners' academic and linguistic development. The teachers will utilize specific instructional strategies to develop initial communicative competence in English. The OCS philosophy honors individual learning needs and the classroom is designed to create an environment of acceptance of diverse learners. Teachers will be trained in and use Specially Designed Academic Instruction in English (SDAIE) strategies in the classroom. Teachers can obtain additional English Learner authorizations without having a CLAD or BCLAD. The link that follows will provide additional information. Monitoring and Evaluation of Program Effectiveness: OCS will evaluate the effectiveness of our EL program in the following ways: Ensure that all staff has appropriate credentials and are appropriately trained in SDAIE. Those staff responsible for teaching our ELD classroom will be trained in the use of High Point. Evaluate CELDT and MAP ELA test scores to ensure EL students are making adequate yearly progress. Monitor completion of ISP s and evaluate student progress every 4 months. Monitoring of parental program choice options. Monitoring of availability of adequate resources. Parent and Community Involvement If OCS has 21 or more English learners, we will have an English Learner Advisory Committee which will advise the principal and staff on programs and services for English Learners and contribute to the development of the Single Plan for Student Achievement (SPSA). The ELAC shall assist the school in the development of: The school's needs assessment. 9

10 The school's annual language census. Ways to make parents aware of the importance of regular school attendance. 10

11 Works Cited Clark, Kevin. The Case for Structure English Immersion. Educational Leadership, April, Olsen, Laurie. Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California s Long Term English Learners. Californians Together: 525 East Seventh Street, 2nd Floor Long Beach, CA Overview of the California English Language Development Standards and Proficiency Level Descriptors. CDE 11