MASTER PLAN for ENGLISH LANGUAGE LEARNERS 2017

Transcription

1 La Cañada Unified School District MASTER PLAN for ENGLISH LANGUAGE LEARNERS 2017 Our Success Is Intentional

2 TABLE OF CONTENTS I. Introduction... 4 II. Identification of New Students... 4 Home Language Survey California English Language Development Test (CELDT) CELDT Released Test Questions CELDT Interpretation Guide Informal Survey of Primary Language Skills III. Initial and Annual Parent Notification... 6 IV. Student Placement... 7 Elementary Schools La Cañada High School, Grades 7-12 V. Instructional Delivery... 8 LCUSD ELD Program Options Structured English Immersion (SEI) Mainstream English Instruction with Assistance (MEIA) Mainstream English Instruction (MEI) Alternative Primary Language Programs VI. Curriculum VII. Parent Participation and Involvement Role in American Education Alternative Parent Exception Primary Language Waivers Parent Exception Waivers English Language Advisory Committee District English Language Advisory Committee VIII. Staff Qualifications and Professional Development IX. Student Progress Monitoring X. Reclassification to Fluent: Exit Criteria...15 XI. Funding Local Control Accountability Plan Title III English Learners and Immigrants XII. Annual Calendar of Activities

3 XIII. Appendix ELD Common Acronyms Parent Role in American Education ELD File Checklist Cum Notice Informal Survey of Primary Language Skills Initial Notifications Cover Letter for Initial FEP, TK Initial Parent Notification of Student Results TK Cover Letter for Initial LEP, Elementary TK ELD Program Description, Initial Grades TK Cover Letter for Initial LEP, High School ELD Program Description, Initial Grades Annual Notifications Cover Letter for Annual LEP, Elementary TK Annual Parent Notification of Student Results TK ELD Program Description, Annual Grades TK Cover Letter for Annual LEP, Grades ELD Program Description, Annual ELD Progress Reports, Grades TK ELD Progress Reports, Grade ELD Progress Reports, Grades ELD Progress Reports, Grades 6-8 Trimesters ELD Progress Reports, Grades 6-8 Quarters ELD Progress Reports, Grades ELD Annual Progress Monitoring, Grade K ELD Annual Progress Monitoring, Grades 1 and ELD Annual Progress Monitoring, Grade ELD Annual Progress Monitoring, Grades ELD Annual Progress Monitoring, Grades ELD Annual Progress Monitoring, Grades 10 and ELD Annual Progress Monitoring, Grade RFEP Status Form, Grade K RFEP Status Form, Grades 1 and RFEP Status Form, Grade RFEP Status Form, Grades RFEP Status Form, Grades RFEP Status Form, Grades 10 and RFEP Status Form, Grade Alternative Reclassification Form Parent Exception Waiver CDE s CELDT Score Request Form LCAP Longitudinal Metrics

4 INTRODUCTION La Cañada Unified School District is dedicated to providing the strongest educational program for all students. The Master Plan for English Language Learners is the guide to identify, serve and monitor the progress of students who enroll in our schools without full fluency in English. These students are faced with different challenges than those students already fluent in English. They must master a new language and often a new culture. They should develop proficiency in English and also meet the grade level standards in other curricular areas. The LCUSD Master Plan for English Language Learners is tied to and based on: Federal Law State Laws and Regulations District Policies District Goals Research-Informed, Proven Instructional Practices There are two major goals of English language development: 1. Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English. 2. Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students. This document outlines the regulations guiding the education of English learners (ELs). The Master Plan for English Language Learners and the Local Control and Accountability Plan (LCAP) describe in detail the programs and services provided for ELs in La Cañada Unified School District. IDENTIFICATION OF NEW STUDENTS Home Language Survey The Home Language Survey is required upon initial enrollment for all students in California public schools. The four required questions are included on the Student Enrollment Application, New Enrollment Form TK-12 (page two) that parents complete upon initial enrollment. Parents are asked: Which language did your son/daughter learn when he/she first began to talk? What language does your son/daughter most frequently use at home? What language do you use most frequently to speak to your son/daughter? Name the language most often spoken by the adults at home. 4

5 If any one answer to the four questions is a language other than English, the student s English proficiency will be assessed. There are no parent opt outs for the initial assessment. It is the obligation of each school district to provide students the education they need. The results of the English language assessment will determine if a student needs additional educational support through the English Language Development Program (ELD). School districts are required to use the initial results for any student who previously attended a California public school even if the information presented upon enrollment in LCUSD is different than the former school district. California English Language Development Test (CELDT) The CELDT is the state-mandated test for English language learners to determine English proficiency. The CELDT is a criterion-referenced test based on the ELD standards. There are four versions of this test: grades K-2, 3-5, 6-8 and Its components include assessment in listening, speaking, reading and writing. Some portions of the test are administered in groups and other sections are individual assessments. Any new student indicating a language other than English on the Home Language Survey takes the CELDT within 30 calendar days of initial enrollment. The ELD Department hand scores all tests according to the testing company's rubric before sending them for official scoring. These preliminary results of the CELDT will determine initial class placement and parents will be notified. The official results are sent home to parents when they arrive a few months later. If there is any difference between the preliminary and the official CELDT scores, the official CELDT scores will take precedence. To be designated Initial Fluent English Proficient (IFEP) and not be considered an English learner, students must achieve: Grade OVERALL LISTENING SPEAKING READING WRITING TK-K Early Advanced Intermediate Intermediate NA NA 1-6 Early Advanced Early Advanced Early Advanced Early Advanced Early Advanced 7-12 Advanced Early Advanced Early Advanced Early Advanced Early Advanced All students not meeting these benchmarks will be designated Limited English Proficient (LEP) and will be enrolled in the English Language Development Program. 5

6 The CELDT is also administered annually to continuing ELs to monitor their progress. LCUSD offers optional summer testing opportunities for students in grades This service is available for the convenience of students and their parents so that students are not removed from class for testing purposes after the school year begins. If students return to their home country during the summer, it is NOT recommended that they take the CELDT in the summer. They should wait until school starts when they are fully integrated back into an English-speaking environment in order for them to perform at their best. The CELDT will soon be replaced by the English Language Proficiency Assessments for California (ELPAC). The ELPAC will become fully operational in the school year. CELDT Released Test Questions CELDT Interpretation Guide Available in English, Chinese, Spanish, and Vietnamese LCUSD Informal Survey of Primary Language Skills Although no longer required by the state, LCUSD continues with the practice of conducting a primary language survey. Learning about a student s primary language experience is essential to address the educational strengths and challenges of ELs. Within 90 days of enrollment, all identified English language learners are given a primary language survey. The LCUSD Informal Survey of Primary Language Skills is used to document the results. The ELD teacher or designee will complete the survey using the information obtained orally or in writing from the parent and/or the student. This survey will be conducted in the student s home language if staff is available. If not, the survey will be conducted in English. A copy will be placed in the students ELD file and also given to their counselor. INITIAL AND ANNUAL PARENT NOTIFICATIONS Initial and Annual Notifications Parents are informed of their child s CELDT results and program placement at the beginning of each school year. Initial letters are sent to parents in the first 30 days of the school year. Returning students and their parents are notified as soon as testing is complete. 6

7 The notification includes: The reason the student is identified LEP or FEP. The student's level of English proficiency as identified by the preliminary CELDT results. The method of instruction and availability of alternative programs. The way the ELD program will help the student learn English and meet academic achievement standards for grade promotion and graduation. The ELD program exit requirements. The parents' rights. Parent Notification Mailings INITIAL ASSESSMENTS ANNUAL ASSESSMENTS IFEP, TK-12 Initial IFEP Letter Initial Results Form Elementary LEP Cover Letter Initial LEP, TK-6 Initial Student Results Form, TK-12 Initial Program Description, Grades TK-6 High School LEP Cover Letter Initial LEP, 7-12 Initial Student Results Form, TK-12 Initial Program Description, Grades 7-12 Elementary LEP Cover Letter Annual LEP, TK-6 Annual Student Results Form, TK-12 Annual Program Description, Grades TK-6 High School LEP Cover Letter Annual LEP, 7-12 Annual Student Results Form, TK-12 Annual Program Description, Grades 7-12 STUDENT PLACEMENT Elementary Schools Students in grades TK 6 are placed in a general education classroom with a teacher who has specialized training and authorization to teach ELs. There are NO SEPARATE ELD classes. Student support is tailored based on each student s individual developmental and English level. The classroom teacher provides differentiated instruction in the general education classroom setting. Each elementary site also has a part-time ELD teacher specialist. The specialist works with students individually or in small groups so that they acquire English as rapidly as possible. This is accomplished by a "push-in" or "pull-out" model. EL students are also assisted in the classroom by a part-time paraprofessional who works at the direction of the teacher. The individualized environment and targeted support are very successful in rapid assimilation and language acquisition for each EL. La Cañada High School, Grades 7-12 All students in grades 7-12 have six classes, one of which is English. Students at the beginning, early intermediate and intermediate levels of English proficiency are enrolled in one period of English Language Development to build vocabulary and syntax for the speediest language acquisition. Early Advanced and Advanced students are enrolled in a 7

8 general education-college prep English class. ELs enroll in other core classes and electives in the general education program with specially trained and authorized teachers. There is an ELD teacher leader designated at grades 7/8 and 9-12 who provides extended ELD lessons twice a week during the STEP/homeroom period and also acts as an ELD student advocate. A part-time paraprofessional assists in the ELD Program at the direction of the ELD teachers and helps students who are experiencing difficulty in core classes. ELD File An ELD file will be created for each English language learner. The ELD File Checklist will be placed in the front of each ELD file to ensure all the proper documentation of that student s ELD progress is included. There will be a notice in the student s cumulative record that an EL has an additional educational file. INSTRUCTIONAL DELIVERY The English Language Development (ELD) Program provides English learners with tools and knowledge for success. Research indicates that it takes approximately six years to become fluent in another language. No two students develop proficiency in English at the same rate. Teachers, counselors, administrators, students and parents work together to ensure proper student support so that students learn as rapidly and effectively as possible. ELD lessons are designed to promote English learners' acquisition of listening, speaking, reading and writing. ELs may receive additional support in both English and in their core academic classes from the ELD Department staff. ELD services vary based on the individual needs of each student. English language learners' proficiency is categorized as follows: 1. Beginning 2. Early Intermediate 3. Intermediate 4. Early Advanced 5. Advanced All of the instructional programs designed for ELs contain the following components: Standards-based differentiated ELD instruction, specifically designed for English language learners. Differentiated core curriculum instruction through Specially Designed Academic Instruction in English (SDAIE). Structured activities designed to develop multicultural competency and positive self-esteem. 8

9 There are distinct programs that address not only the students' English proficiency level, but also their developmental stage. The ELD Program delivery is different at the elementary schools than at the high school. Structured English Immersion (SEI) This model is designed for students who have little or no knowledge of English. All instruction is in English, but the curriculum and presentation are specifically designed for students who are learning the language. Teachers and instructional aides may use the student's primary language in content instruction to motivate, clarify, direct, support, and explain, if that language is available. The goal of SEI is for ELs to develop a reasonable level of proficiency in English. In elementary school (grades TK-6), ELD instruction will be provided daily by the general education teacher with additional support provided by the ELD teacher. This is above and beyond the English/language arts that all students receive. In the high school (grades 7-12), SEI students will be assigned to an ELD class. Access to core content is accomplished through instructional strategies using Specially Designed Academic Instruction in English (SDAIE) techniques used in the general education classroom. Mainstream English Instruction with Assistance (MEIA) This model, designed for students with reasonable fluency, provides all instruction in English with primary emphasis on reading and writing. The program is designed to continue the development of English, while providing content instruction in English as well. Mainstreamed EL students require careful monitoring of their progress towards reclassification. The English learner will receive ELD instruction from the general education classroom teacher and may be assisted by an ELD teacher or ELD paraprofessional until the student has acquired proficiency in English. Mainstream English Instruction (MEI) This model is designed for students who are fluent in English. The majority of students in the classroom are native English speakers or have acquired fluency in English. This program is the basic grade level education program for all students. Alternative Primary Language Programs This option is designed for students entering LCUSD or for continuing students whose parents wish to waive into an alternative primary language program. All students receive daily ELD instruction. Language arts, math, science and social science would initially be taught in the primary language. Parents must visit the school to request a waiver. See Parent Participation and Involvement, page 11, for more details. 9

10 LCUSD ELD PROGRAM OPTIONS INSTRUCTIONAL PROGRAMS Structured English Immersion (SEI) Mainstream English Instruction with Assistance (MEIA) ELEMENTARY STUDENTS GRADES TK - 6 CELDT PERFORMANCE LEVEL 1 - Beginning (ELD 1) 2 - Early Intermediate (ELD 2) 3 - Intermediate (ELD 3) 4 - Early Advanced (ELD 4) 5 - Advanced (ELD 5) SECONDARY STUDENTS GRADES 7-12 CELDT PERFORMANCE LEVEL 1 - Beginning (ELD 1) 2 - Early Intermediate (ELD 2) 3 - Intermediate (ELD 3) 4 - Early Advanced (ELD 4) 5 - Advanced (ELD 5) Mainstream English Instruction (MEI) Initial Fluent English Proficient (IFEP) OR Reclassified English Fluent Proficient (RFEP) Initial Fluent English Proficient (IFEP) OR Reclassified English Fluent Proficient (RFEP) OR Students whose parents request and are granted a waiver to Mainstream English Instruction (MEI) Alternative Program Parents have the right to request an alternative program that includes primary language instruction. A visit to the school site is required. Parents have the right to request an alternative program that includes primary language instruction. A visit to the school site is required. CURRICULUM MATERIALS The ELD curriculum mirrors the general education English/language arts and core curricula. English language learners are provided with the core curriculum materials available to all students. In addition, teachers of ELs use many excellent supplementary materials (including technology) to highlight vocabulary, grammatical structures, reading comprehension, writing strategies and cultural understanding. Appropriate materials are selected for ELs based on the students' ELD level and grade level. 10

11 PARENT PARTICIPATION and INVOLVEMENT Parent Role in American Education Parents have a vital role in American education. In the United States, education is a combined effort between the school, parents and students. Students are most successful when their parents take an active role in their education. Parental input is solicited and encouraged. Communication with parents of ELs will be ongoing through , U.S. Mail, phone or in-person interaction. Teachers and administrators are very knowledgeable about education, but it is the parents who know the students best. When information is shared between the home and school, students perform at their best. There are many opportunities for parents to get involved in school. Translation may be provided. Credit: woodleywonderworks Alternative Parent Exception Primary Language Waivers As per California Education Code, English only instruction may be waived by parent request; thus the parent is requesting an alternative program where the student receives instruction in his/her primary language. All parents are notified of their child s English program placement within 30 days of enrollment. When the parent/guardian of an EL wishes to have his/her student placed in a program that is an alternative to being taught in English, per EC 305, a waiver is required. Individual schools in which 20 pupils or more 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 305, 310, 311.) Parents interested in the waiver process will visit the school annually. They will notify the school principal and meet with the ELD Director. Parents will be informed of the different educational program choices and all the educational opportunities and materials available to the child. 11

12 Section 311 of California Education Code describes three circumstances in which a parental waiver may be granted. (1) Children who already know English: The child already possesses good English language skills, as measured by standardized tests of English vocabulary comprehension, reading, and writing, in which the child scores at or above the state average for his or her grade level or at or above the fifth grade average, whichever is lower. (2) Older children: The child is age 10 years or older, and it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better suited to the child s rapid acquisition of basic English language skills. (3) Children with special needs: The child already has been initially placed for a period of not less than 30 calendar days in an English language classroom in California. It is subsequently the informed belief of the school principal and the educational staff that the child has such special physical, emotional, psychological or educational needs that an alternate course of educational study would be better suited to the child's overall educational development. Parents shall be informed of their right to refuse to agree to a waiver. See Board policies for more information. Parent Exception Opt Out Waivers A parent is not permitted to remove the student from the ELD Program; however, parents have the right to decline or opt their children out of a school district s particular EL services within an EL program. School districts still have the obligation to ensure that students receive ELD and access to other core content areas from teachers who are qualified to provide such instruction. At the parents request, a conference to discuss ELD Program options will take place. It shall include the ELD Program director, ELD teacher and/or general education classroom teacher, counselor, parent and student, if appropriate. The ELD Program and service delivery will be explained. The students' academic profile will also be reviewed. Other program service options will be explored. If the parent insists that the student not take advantage of the ELD services, the Parental Opt Out of ELD Services form will be completed and signed. The student will be assigned an ELD credentialed teacher in the mainstream for all core classes who will address the ELD standards. English Language Advisory Committee (ELAC) ELAC meets several times each school year. This committee is comprised of parents, staff and community members specifically designated to advise school officials on English Learner program services. ELAC has the following responsibilities: 1. Advise the principal, the site s LCAP Committee and staff on programs and services for English learners and the development of the Single Plan for Student Achievement (SPSA) 2. Assist the school in the development of the school s needs assessment and ways to make parents aware of the importance of regular school attendance 12

13 Parents must have an opportunity to elect the parent members to serve on ELAC. Parents must comprise at the same percentage of ELAC membership as English learners constitute of the schools total population. The district will provide training for the ELAC members to carry out their responsibilities. Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). District English Language Advisory Committee (DELAC) Each ELAC elects one or two representatives to DELAC. Parents or guardians not employed by the district must constitute a majority membership. The primary responsibility of DELAC is to advise the Governing Board on the programs and services for English learners. They will also advise the Governing Board on the following tasks: 1. Develop the Master Plan for English Language Learners 2. Conduct a district-wide needs assessment on a school-by-school basis 3. Establish district-wide program goals and objectives for English learners 4. Administer the annual language census 5. Develop a plan to ensure compliance with teacher and instructional aide requirements 6. Review and comment on reclassification procedures 7. Review and comment on written notifications to parents The district will provide training and materials to DELAC members to carry out their responsibilities. STAFF QUALIFICATIONS AND PROFESSIONAL DEVELOPMENT All English language learners are taught by teachers who have received specialized training to address the specific educational needs of English language learners. Special care is taken when placing ELs to ensure that their teachers have received this training and hold the appropriate credential authorization. All teachers who instruct ELs must possess a BCLAD, CLAD, SB1969, SB395 authorization. For some teachers, ELD instructional strategies may also be embedded in their teaching credential. All teachers in LCUSD hold these specialized credentials. New teachers to the school district are also required to have this training and authorization as well. Teachers have the opportunity throughout the school year to attend professional development sessions to expand their knowledge in addressing the needs of English language learners. Teachers attend conferences and trainings offered by private companies, the county, state or national organizations. In addition, the district provides 13

14 individual, small or large group staff trainings in ELD or differentiated instructional strategies. At the beginning of each school year, teachers will receive their students' ELD level with supporting documentation as to how to meet their needs. All teachers are expected to address the ELD standards in their classrooms. Student progress in the ELD Program is monitored very closely. Students are expected to reach grade level standards in listening, speaking, reading and writing. There are various instruments used to analyze a student s progress. These multiple measures are checked for every EL at least annually to ensure that students are receiving the support they need and that they are reclassified as rapidly as possible. STUDENT PROGRESS MONITORING Annual CELDT Results Individual student CELDT results are analyzed annually to establish growth and needs. The results are shared with the general education teachers. ELD Program support is tailored for each student based on these results. Fountas and Pinnell This reading assessment is given to all students in grades 1 and 2, including ELs, in the fall and spring of each school year. Kindergarten students may also take it as well as third grade ELs. District Writing Assessment or ELD Writing Assessment All students in grades TK- 6 in LCUSD participate in a district-wide writing assessment in the fall and spring. The prompts and rubric for these assessments are based on gradelevel standards. At the high school, grades 7-12, the ELD Writing Assessment is administered once a year to English learners. It is graded based on the accompanying rubric. If a student disputes the grade, a second teacher will evaluate the writing. ELD Progress Report ELs performance is evaluated and monitored at the end of each grading period. The English teacher at the high school or classroom teacher at the elementary level will assess each EL student in listening, speaking, reading and writing on a 20-point scale. 14

15 Academic Course Grades English learners in grades 7-12 are expected to maintain average or better course grades. Any seventh or eighth grade EL student who receives grades of D or F in any course or any high school EL student with less than a 2.5 overall GPA will be referred to their counselor for additional intervention. Credit: John Guthrie RECLASSIFICATION TO FLUENT ENGLISH PROFICIENT (RFEP) EXIT CRITERIA Process and Multiple Measures Reclassification is based on multiple measures and parental approval. The reclassification criteria include multiple measures to ensure both proficiency in the English language and participation equal to that of average native speakers in the school's regular instructional program. There are four different kinds of performance measures that are required by the state for reclassification, although districts may require more than four. 1) The California ELD test; 2) Teacher evaluation; 3) Parent opinion; and 4) An objective assessment of English language arts skills compared to students of the same age. The multiple measures and achievement criteria used in the reclassification process in LCUSD vary by grade span. Meeting the CELDT performance level (based on the official CELDT results) is required to begin the reclassification process. Please see the charts on the following pages that identify the components by grade span. 15

16 Reclassification will only be considered once a year generally near the end of the school year. Students will be reclassified as soon as the official CELDT results are made available and the students have also achieved the other criteria. All qualifying students must be reclassified within the school year. Reclassification does not take place over the summer. Qualifying for Reclassification to Fluent Status If a student meets the multiple measure criteria, parents will be contacted and consulted. The Reclassified to Fluent English Proficient Status form for the appropriate grade level will be completed and mailed home. Parent signatures are required in order for a student to be reclassified. Once the parent approves and signs the form the student will be reclassified. The reclassification date will be the date the parents signed and returned the form. Monitoring of Reclassified Students RFEP students' achievement will be monitored for a minimum of four years after reclassification. Reclassified students having difficulty will be brought to the attention of the school counselor to begin a closer monitoring process. In some cases, Student Study Team conferences will be held or the student's progress will be reviewed in Case Management Team to determine interventions that may be appropriate. Those RFEP students having difficulty will have access to ELD support services. In addition, they will be eligible to receive any other support services that are available to all students. Alternate Reclassification Alternate reclassification is available for students with an Individual Education Plan or a 504 Plan. If an educational team determines that factors other than language are preventing the student from achieving the reclassification criteria, alternate reclassification can be considered in very limited circumstances after careful consideration. Upon occasion, an EL may have been in a specialized language assistance program for five or more years, but is unable to meet the reclassification criteria in one or more areas. After documenting multiple interventions, it is acceptable for an educational team consisting of an administrator, the English teacher of the student, the counselor, an ELD Department designee, the parent, and student (if appropriate) to meet and discuss the student's unique learning. An IEP team may consider alternate reclassification in the case of a special education student as long as a representative from the ELD Department is included in the decision. It is recommended, if available, that a primary language interview also take place with the student if he/she is severely cognitively challenged prior to alternative reclassification. This information is helpful to ascertain the student s needs. 16

17 La Cañada Unified School District Reclassification Guidelines, 2017 Reclassification will take place after assessments are conducted near the end of the school year. Required Multiple Measures STATE REQUIREMENTS State ELD Test Grade K CELDT Fluency Criteria Overall Listen/Speak No Read/Write Grade 1-2 CELDT Fluency Criteria Overall Sub Scores Grade 3 CELDT Fluency Criteria Overall Sub Scores Grade 4-6 CELDT Fluency Criteria Overall Sub Scores Teacher Evaluation ELD Progress Report 12+Points 3+ Sub Scores ELD Progress Report 16+Points 4+ Sub Scores ELD Progress Report Total of 16+Points ELD Progress Report Total of 16+ Points Parent Opinion Consult & Form Signature & Consult & Form Signature & Consult & Form Signature & Consult & Form Signature & Objective Assessment Of ELA Skills Compared To Students Of Same Age DWA 3+ Must meet all multiple measures DWA 3+ DWA 3+ Fountas & Pinnell Independent Level 1 st Grade Level J+ 2 nd Grade Level M+ Must meet all multiple measures Fountas & Pinnell Independent Level Level P+ Must meet all multiple measures DWA 3+ SBAC ELA from previous year OR Met or Exceeded Must meet CELDT, ELD PR AND Parent Approval + DWA OR SBAC ELA

18 STATE REQUIREMENTS Grade 7-9 Fluency Criteria Grade Fluency Criteria Grade 12 Fluency Criteria State ELD Test CELDT Overall 5 4+ Sub Scores CELDT Overall 5 4+ Sub Scores CELDT Overall 5 4+ Sub Scores Teacher Evaluation ELD Progress Report 18+ Points 4+ Sub Scores ELD Progress Report 18+ Points 4+ Sub Scores ELD Progress Report 18+ Points 4+ Sub Scores Parent Opinion Consult & Form Signature & Consult & Form Signature & Consult & Form Signature & Objective Assessment Of ELA Skills Compared To Students Of Same Age SBAC ELA from previous year ELD Writing Assessment Academic Grades Met or Exceeded 3+ ELD Writing OR Assessment 7/8 No Ds or Fs 9 th 2.5+ GPA 3+ SBAC ELA from previous year ELD Writing Assessment Met or Exceeded Academic Grades 2.5+ GPA Academic Grades 2.5+ GPA 3+ OR Must meet CELDT, ELD PR, Parent Approval AND SBAC ELA +ELD WA OR GPA Must meet all multiple measures Must meet CELDT, ELD PR, Parent Approval AND SBAC ELA + ELD WA OR GPA These criteria were selected based on state guidelines, consistent multiple measures, additional new assessments, data analysis of previous test scores and student performance. 18

19 FUNDING Local Control Accountability Plan (LCAP) The Local Control and Accountability Plan (LCAP) is an important component of the Local Control Funding Formula in the State of California. The LCAP includes goals and actions addressing all the state priorities for all students. The LCAP also provides detailed information on the way in which supplemental funds are used to meet the needs of English learners. The LCAP is developed annually with input from all stakeholders. Parents are an important part of the planning and implementation process. Parents are encouraged to participate in the English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC) and the LCAP Steering Committee. Title III English Learners and Immigrant Students Federal Title III authorizes funding for supplementary programs and services for ELs. Required activities include the provision of instruction and instructional support services related to English language development and academic progress in the core curriculum so that ELs can meet grade level and graduation requirements. Funding may provide staff development opportunities to school staff assigned to English language learners. Title III funds may also be used for a variety of instructional support, curriculum development, parental involvement and related LEP student program activities. Title III funds must be applied for annually and represent approximately $100 per English learner or immigrant student. ANNUAL PROGRAM EVALUATION REVIEW Student performance is monitored closely in the ELD Program. Students are expected to make one performance level of progress for each year of schooling. Additionally, students are expected to reclassify within five years of enrollment. The metrics monitored quarterly and annually as identified originally in the LCAP were: Teacher EL Authorizations EL Student Placement Reclassification Rate Annual Measurable Achievement Objectives (AMAO) 1 (retired) Annual Measurable Achievement Objectives (AMAO) 2 Less than 5 Years (retired) Annual Measurable Achievement Objectives (AMAO 2) More than 5 Years (retired) Parent Participation Rate ELD Progress Reports Quarterly Monitoring ipad Parent Survey LCUSD continues to meet or exceed the LCAP goals and targets.

20 ANNUAL CALENDAR OF PROGRAM ACTIVITIES When the English Language Proficiency Assessments for California (ELPAC) is operational, ELD annual assessment will take place in the spring. Give initial CELDTs for new enrollees within 30 days Send initial placement letters within two weeks of placement ON-GOING Send official CELDT results to parents when they arrive File official CELDT results in ELD file for LEP students and in cum for IFEPs Provide student s cumulative record with notice of additional ELD file Conduct an LCUSD Informal Survey of Primary Language Skills for each EL JULY Review New Enrollment Form for new students Determine CELDT testing calendar Send schedule to parents Confirm test order Train staff Run LEP/TBD lists Verify students with prior CA public schools in CALPADS Conduct summer testing SEPTEMBER AUGUST Give initial and annual CELDTs during registration Ensure all new student data is inputted in each required field in Aeries Hand score CELDT Tests Send parent notifications home Verify student placement with EL authorized teachers Verify each teacher with ELs has the ELD textbook supplements, supporting documentation and other ELD materials as needed Distribute CELDT preliminary results to teachers and counselors Return all CELDTs to the D.O. for processing OCTOBER Ensure all new student data is inputted in each required field in Aeries Prepare and organize new ELD files Continue to administer annual CELDTs Begin primary language assessments Return all CELDTs to the D.O. for processing Ensure general ed teachers have access to ELD Standards Create ELD services schedule Send ELAC letters to parents Hold ELAC meeting Complete and file primary language assessments Send four-year RFEP lists to sites for monitoring Have TK-12 teachers complete 1 st quarter and 1 st trimester ELD Progress Reports File 1 st quarter ELD Progress Reports in student s ELD file Return all CELDTs to the D.O. for processing Send DELAC letter to parents Hold DELAC meeting 20

21 NOVEMBER Send TK-6 ELD Progress Reports to D.O File 1 st trimester ELD Progress Reports in student s ELD file Send official CELDT results home with other documentation when they arrive JANUARY File nd quarter ELD Progress Reports in ELD file Review CELDT results for students who met reclassification achievement levels Monitor 7-12 RFEP and LEP first semester academic performance/grades Notify counselors of students needing additional support and not meeting grade level standards MARCH Have 7-12 teachers complete 3 rd quarter ELD Progress Reports. File ELD Progress Reports in ELD file Develop placement recommendations for next school year, grades 7-12 MAY Have TK-12 teachers complete final ELD Progress Reports Send TK-6 ELD Progress Reports to D.O. Review multiple measures for meeting achievement levels to reclassify Contact and send reclassification letters to parents of any student who qualifies File End-of-Year ELD Progress Reports in student s ELD file Review all student ELD files to be sure they contain all information required Send 6 th grade ELD files to LCHS DECEMBER Have LCHS teachers complete 2 nd quarter ELD Progress Reports FEBRUARY Have TK-6 teachers complete 2 nd trimester ELD Progress Reports Send TK-6 ELD Progress Reports to D.O File 2 nd trimester ELD Progress Reports in student s ELD file Conduct 7-12 ELD Writing Assessment Send ELAC letters to parents Hold ELAC meeting APRIL Send DELAC letters to parents Hold DELAC meeting JUNE Review LEP and RFEP student performance Place grade 12 ELD files in students' cum for storage Ensure new reclass coding and dates are added to Aeries 21

22 APPENDIX 22

23 ENGLISH LANGUAGE DEVELOPMENT COMMON ACRONYMS BCLAD CAA CAASPP CELDT CLAD DELAC ELAC ELL or EL ELD ELPAC FEP HLS IEP Bilingual Cross-cultural Language and Academic Development credential or certificate authorizes the teacher to teach ELD and SDAIE. California Alternative Assessment for severely cognitively handicapped students. Available in ELA, math and science. California Assessment of Student Performance and Progress the state testing system for students in grades 3-8 and 11 in English language arts/literacy, math and science. California English Language Development Test is required of all students who have a home language other than English on the Home Language Survey questions. Also given annually to all English language learners. Cross-cultural Language and Academic Development credential or certificate authorizes the teacher to teach ELD and SDAIE. District English Language Advisory Committee includes representatives from each school site who are elected to provide guidance on English Language Development policies and procedures. English Language Advisory Committee is a parent group who meet twice every school year at each school site to advise the principal and staff on topics related to English learners. English Language Learner English Language Development generally refers to the program and/or the specialized English class designed for English language learners. English Language Proficiency Assessments in California will replace the CELDT in the school year. Initially English Fluent Proficient student. FEP is the database designation for an IFEP. Home Language Survey are the four questions mandated by the State of California upon initial enrollment in CA public schools. Individualized Education Plan is written by a team (teacher, administrator, parent, student and others) for each special education student to outline the student's disability, goals and program. It is updated annually.

24 IFEP LCAP LCFF Initial Fluent English proficient is a designation used to identify a student who has a language other than English in the home, but has tested fluent upon entry in a public school. Local Control Accountably Plan identifies goals and measures progress for students across multiple performance indicators. It is a three-year plan developed, adopted and updated annually. Local Control Funding Formula establishes base and supplemental funding LCUSD receives from the state. LCHS La Cañada High School, grades 7-12 LCUSD LEP MEI MEIA RFEP SBAC ELA SDAIE SEI TBD La Cañada Unified School District Limited English Proficient is a designation used to identify a student not yet fluent in English, otherwise known as an English language learner. Mainstream English Instruction otherwise known as general education. Mainstream English Instruction with Assistance is part of the ELD program for reasonably fluent students at the Intermediate (elementary schools only), Early Advanced or Advanced English levels. Reclassified Fluent English Proficient Student. A designation of a student who has achieved English fluency comparable to his/her peers based on multiple measures and parent approval. The student is reclassified from LEP to RFEP and is enrolled in general education classes. Smarter Balanced Assessment Consortium English Language Arts/Literacy summative test. This particular assessment is part of the CAASPP Program as well as school and district accountability for all students. Specially Designed Academic Instruction in English. Instructional techniques designed especially to help the English language learner. Structured English Immersion is an instructional setting in the ELD program designed for the student who has little or no knowledge of the English language. To be determined is the code used when students with a primary language experience other than English initially enroll before the results of the CELDT are available. 24

25 PARENT ROLE IN AMERICAN EDUCATION In the United States, education is a combined effort between the school, parents and students. Students are most successful when their parents take an active role in their education. Teachers and administrators are very knowledgeable about education, but it is the parents who know the students best. When information is shared between the home and school, students perform at their best. Required attendance practices: Make sure your student comes to school every day and is absent only for illness Make sure your student comes to school on time Respect the early bird/late bird times (Grades 1-3), drop off and pick up on schedule Make doctor and dentist appointments after school, if possible Drop off and pick up students on time Some good practices are to: Ensure your student comes prepared to school with all the appropriate materials and lunch plans. Ask your student about his/her classwork and homework. Check and/or sign the student's agenda everyday (Grades 3-8). Provide a quiet study area at home. Verify the completion of homework. Give your student positive comments when work is well done. Share any of your child's personal concerns or significant changes at home with the teacher. Try not to interrupt the school office by bringing materials, lunches or messages for students during the school day. Make arrangements in advance. Volunteer on a regular basis at school--classroom, reading, science, art or music docent, computer lab, or library. (Contact your student's teacher or the PTA for more information.) Join the Parent Teacher Association (PTA). There are many opportunities to get involved at your son or daughter's school. Parental input is solicited and encouraged. Translation may be provided. You do not need to be fluent in English to help make a difference. 25

26 ELD FILE CHECKLIST Student Name of Initial Enrollment Initial Documentation notice sent to cum of existence of ELD file Copy of new enrollment form, page 1 and 2 Initial Student Score Sheet Informal Survey of Primary Language Skills of parent notification and student placement sent Annual Documentation Document Year: Year: Year: Year: Year: Annual Notification Parent Letter Official Results of State ELD Test ELD Progress Report ELD Annual Progress Monitoring Other, please list 26

27 LA CAÑADA UNIFIED SCHOOL DISTRICT Student Name Birthdate School Grade Level at Initial Enrollment This student has been identified as an English language learner. Additional individual records related to the English Language Development Program can be found in the student's separate ELD file. 27

28 La Cañada Unified School District INFORMAL SURVEY OF PRIMARY LANGUAGE SKILLS GENERAL INFO Student's Name School Grade Birthdate Interviewer Language in which interview is conducted Person Interviewed: Student Parent Other (specify) Language(s) spoken by the student Primary Language With whom does the student live? When did the student first learn to speak English? Which language is the student most comfortable speaking? Which language is the student most comfortable reading? Which language is the student most comfortable writing? Describe student's proficiency and skill level in reading, writing, listening, & speaking in the primary language SCHOOL and HOME EXPERIENCE At what age did the student first attend school? Where? For how long/in what grades did the student attend school outside the U.S.? What was the language of instruction outside the U.S.? How did the student perform academically in school outside the U.S.? What kinds, if any, academic concerns surfaced in school outside the U.S.? What kinds, if any, social concerns surfaced in the school setting with friends or family outside the U.S.? How much English is spoken at home? By whom? How much primary language is spoken at home? By whom? How much does the student read in primary language at home? How much does the student write in primary language at home? INTERESTS What are the student's favorite subjects? What is the student's favorite food and why? What is the student's favorite activity to do after school? Where does the student like to go with their family? What are the student's favorite books? What are the student's hobbies and interests? 28

29 INITIAL NOTIFICATIONS COMPONENTS Initial Fluent Proficient (IFEP) Initial IFEP Letter, TK-12 Initial Student Results Form, TK-12 Cover Letter for Initial FEP, TK-12 Print on Current Letterhead Initial Limited English Proficient (LEP) Elementary LEP Cover Letter Initial LEP, TK-6 Initial Student Results Form, TK-12 Initial Program Description, TK-6 High School LEP Cover Letter Initial LEP, 7-12 Initial Student Results Form, TK-12 Initial Program Description, 7-12 DATE Dear Parent(s) or Guardian(s): Please find attached the preliminary scores of the California English Language Development Test (CELDT) your son or daughter took recently. This test is required by law. It was administered because you indicated a language other than English on the Home Language Survey when you enrolled in La Cañada Unified School District. The results of the CELDT help to measure each students proficiency in English in the areas of listening, speaking, reading and writing. These test results have identified your child as initially fluent English proficient (IFEP). This means that your child will be assigned to our regular academic program and will NOT need to participate in the English Language Development instructional program. This identification is valid in any California public school and no further CELDT testing will be required. LCUSD staff grades each test by hand and then they are sent to the testing company for official scoring. The official scores will be sent to you as soon as they arrive in about 8 to 10 weeks. You are encouraged to be involved in your child s education. If you have any questions regarding your child s instructional placement or CELDT results, please feel free to contact me at (818) or at ldreibelbis@lcusd.net. I wish your child and family a successful school year. Sincerely, Lindi Dreibelbis Chief Director of Assessment, Research, Consolidated Programs and CALPADS 29

30 La Cañada Unified School District English Language Development Program INITIAL PARENT NOTIFICATION STUDENT RESULTS TK-12 Federal Title III and State Requirements To the parent(s)/guardian(s) of: of Birth: Grade: School: : When your child enrolled in our school district, a language other than English was noted on your child s Home Language Survey. The law requires us to test your child s English. The results of the test are used to decide the best program placement for your child. We are required to inform you of the test results and our program recommendation. For those students qualifying as an English learner, the placement options available for your child and information our district uses to decide when a student is ready to exit the English learner program is also included. (20 United States, Code, Section 7012; California Education Code sections [b}; and Title 5 of California Code of Regulation sections 11307[a] and 11511) Language Assessment Results California English Language Development Test (CELDT)* PERFORMANCE LEVEL DOMAIN 1 = Beginning 4 = Early Advanced 2 = Early Intermediate 5 = Advanced 3 = Intermediate Overall Listening Speaking Reading Writing *A scoring guide, developed by the testing contractor, was used to hand score the test and determine these results. Parents will receive their child s official results within 30 days after the district has received the official individual student reports from the contractor. Based on the preliminary results of the California English Language Development Test (CELDT), your child has been identified as an: English Learner (EL) with less than reasonable fluency in English who will be placed in the Structured English Immersion Program. English Learner (EL) approaching reasonable fluency in English who will be placed in the English Language Mainstream Program. Initial Fluent English Proficient (IFEP) student who will be placed in the district s general program and will NOT participate in the English Language Development Program. If applicable, Individualized Education Program (IEP) on file Program placement to meet educational objectives is defined in the IEP. 30

31 Cover Letter for Initial LEP, Elementary TK-6 Print on Current Letterhead DATE Dear Parent(s) or Guardian(s): Please find attached the preliminary scores of the California English Language Development Test your son or daughter took recently. This test is required by law. It was administered because you indicated a language other than English on the Home Language Survey when you enrolled in La Cañada Unified School District. The results of the CELDT help to measure each students proficiency in English in the areas of listening, speaking, reading and writing. These test results have identified your child as an English learner. You will find enclosed a description of English Language Development Program. The goal of this program is to help your child become fully proficient in English and to succeed in the school s academic curriculum. Please read the details. All English learners are placed in a regular education classroom. The level of additional support your child receives is based on his/her needs and proficiency level. The criteria required on the multiple measure criteria to exit ELD are also included for your information. LCUSD staff grades each test by hand and then they are sent to the testing company for official scoring. The official scores will be sent to you as soon as they arrive in about 8 to 10 weeks. I assure you that the ELD staff is excellent and is eager to work with your child. This is an extra level of support from another credentialed teacher or paraprofessional (in addition to the regular classroom teacher) to help your son or daughter become academically fluent as rapidly as possible. If you have any questions about your child s instructional placement, please feel free to contact the ELD teacher at your site listed below. La Canada Elementary Mrs. Monica Ratliff mratliff@lcusd.net Palm Crest Elementary Mrs. Amani Krischel akrischel@lcusd.net Paradise Canyon Elementary Mrs. Aimee Lee alee@lcusd.net Or you are welcome to contact me at (818) or ldreibelbis@lcusd.net. I wish your child and family a successful school year. Sincerely, Lindi Dreibelbis Chief Director of Assessment, Research, Consolidated Programs and CALPADS 31

32 La Cañada Unified School District ENGLISH LANGUAGE DEVELOPMENT PROGRAM DESCRIPTION Initial Grades TK-6 Federal Title III and State Requirements Description of Program Placement Options and Goals for English Learners All programs include English Language Development (ELD) and teaching strategies differentiated for each student s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. Structured English Immersion (SEI): Students who score at less than reasonable fluency are provided with targeted SEI support. Students are taught ELD and other core subjects by their classroom teacher AND they also receive individual or small group instruction from the ELD teacher specialist or paraprofessional under ELD teacher supervision. Both teachers use district-adopted textbooks and supplementary materials. They are taught overwhelmingly in English. Some assistance may be provided in the primary language, if available. Instruction is based on ELD and grade-level content standards. English Language Mainstream (ELM): Students who score at approaching reasonable fluency in English are provided with ELM support. Students are taught ELD and other core subjects by their classroom teacher AND they also receive individual or small group instruction from the ELD teacher specialist or paraprofessional under ELD teacher supervision. Both teachers use district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. Alternative Program (ALT): Students with an approved Parental Exception Waiver * are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. * Parents/Guardians have the right to request a Parental Exception Waiver for an alternative primary language program. California law gives parents the right to request that their child NOT be taught all subjects in English and to be placed in an Alternative (primary language) Program. To do so, you must visit your child s school to apply for a Parental Exception Waiver each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs. Please see the principal to request the Parental Exception Waiver. 32

33 Program Placement Option for English Learners The chart below shows all program placement options. All English learners are placed in a general education classrooms. The amount of additional support a student receives is based on their needs and proficiency level. English Language Proficiency Levels Program Placement 5 Advanced 4 Early Advanced 3 Intermediate 2 Early Intermediate 1 Beginning Initial Fluent English Proficient Approaching Reasonable Academic Fluency** Less than Reasonable Academic Fluency*** District s General Program English Language Mainstream or an Alternative Program with an approved Parental Exception Waiver** Structured English Immersion or an Alternative Program with an approved Parental Exception Waiver** Other Instructional Setting based on IEP **Districts determine what levels constitute reasonable fluency and less than reasonable fluency. ***Approved Parent Exception Waiver is required for the Alternative Primary Language Program. Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district s reclassification criteria are listed below. Required Criteria (California Education Code Section 313[d]) State ELD Test Teacher Evaluation Parental Opinion and Consultation Objective Assessment of ELA Skills Compared to Students of the Same Age + = or higher LCUSD Criteria Grade K Grades 1-2 Grade 3 Grade 4-6 CELDT Overall 4+ Listening & Speaking 3+ Reading &Writing NA ELD Progress Report 12+ Points Approval and Signature District Writing Assessment 3+ CELDT Overall 4+ All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ Fountas & Pinnell Grade 1 Level J+ Grade 2 Level P+ CELDT Overall 4+ All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ Fountas & Pinnell Level P CELDT Overall 4+All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ AND/OR SBAC ELA Met+ 33

34 Cover Letter for Initial LEP, High School 7-12 Print on Current Letterhead DATE Dear Parents or Guardians, Please find attached the preliminary scores of the California English Language Development Test your son or daughter took recently. This test is required by law. It was administered because you indicated a language other than English on the Home Language Survey when you enrolled in La Cañada Unified School District. The results of the CELDT help to measure each students proficiency in English in the areas of listening, speaking, reading and writing. These test results have identified your child as an English learner. You will find enclosed a description of English Language Development Program. The goal of this program is to help your child become fully proficient in English and to succeed in the school s academic curriculum. Please read the details. The criteria required on the multiple measures to exit ELD are also included for your information. LCUSD staff grades each test by hand and then they are sent to the testing company for official scoring. The official scores will be sent to you as soon as they arrive in about 8 to 10 weeks. Advanced or Early Advanced (levels 5 or 4) English learners are placed in the appropriate grade level English class with specially authorized credentialed teachers to address their needs. Intermediate (level 3) students and below are placed in an English Language Development class. All other classes are in the general education program. The ELD class is traditionally very small which allows for individualized instruction. There is a paraprofessional who assists students in the ELD class and also in other subjects as needed. This is an extra level of support in addition to the regular classroom teacher to help your son or daughter become academically fluent as rapidly as possible. If you have any questions about your child s instructional placement, please feel free to contact me at (818) or at ldreibelbis@lcusd.net. You are encouraged to be involved in your child s education. I hope you will participate on the school s English Learner Advisory Committee (ELAC). s will be announced soon. I wish your child and family a successful school year. Sincerely, Lindi Dreibelbis Chief Director of Assessment, Research, Consolidated Programs and CALPADS 34

35 La Cañada Unified School District ENGLISH LANGUAGE DEVELOPMENT PROGRAM DESCRIPTION Initial Grades 7-12 Federal Title III and State Requirements Description of Program Placement Options and Goals for English Learners All programs include English Language Development (ELD) and teaching strategies differentiated for each student s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. Structured English Immersion (SEI): Students who score at less than reasonable fluency are provided with targeted SEI support in an English language development class. The ELD and core teachers are specially authorized to meet the needs of English learners. These students also receive support from a paraprofessional at the direction of the ELD teacher. All teachers use district-adopted textbooks and supplementary materials. Students are taught overwhelmingly in English. Some assistance may be provided in the primary language, if available. Instruction is based on ELD and grade-level content standards. English Language Mainstream (ELM): Students who score at approaching reasonable fluency in English are provided with ELM support. Early Advanced students enroll in the appropriate grade level English class. Intermediate students enroll in the English language development class. The ELD and core teachers are specially authorized to meet the needs of English learners. These students also receive support from a paraprofessional at the direction of the ELD teacher. All teachers use district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient as rapidly as possible. Alternative Program (ALT): Students with an approved Parental Exception Waiver * are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. * Parents/Guardians have the right to request a Parental Exception Waiver for an alternative primary language program. California law gives parents the right to request that their child NOT be taught all subjects in English and to be placed in an Alternative (primary language) Program. To do so, you must visit your child s school to apply for a Parental Exception Waiver each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs. Please see the principal to request the Parental Exception Waiver. 35

36 Program Placement Option for English Learners The chart below shows all program placement options. Advanced and Early Advanced English learners are placed in general education classes for all subjects. Intermediate and below students take the ELD English class and other general education classes. The amount of additional support a student receives is based on their needs and proficiency level. English Language Proficiency Levels Program Placement 5 Advanced 4 Early Advanced 3 Intermediate 2 Early Intermediate 1 Beginning Approaching Reasonable Academic Fluency** Less Than Reasonable Academic Fluency*** English Language Mainstream or an Alternative Program with an approved Parental Exception Waiver** Structured English Immersion or an Alternative Program with an approved Parental Exception Waiver*** **Districts determine what levels constitute reasonable fluency and less than reasonable fluency. ***Approved Parent Exception Waiver is required for the Alternative Primary Language Program. Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district s reclassification criteria are listed below. Required Criteria (California Education Code Section 313[d]) LCUSD Criteria Grades 7-9 Grades Grade 12 State ELD Test CELDT Overall 5 All subtests 4+ CELDT Overall 5 All subtests 4+ CELDT Overall 5 All subtests 4+ Teacher Evaluation ELD Progress Report 18+ Points All Subtests 4+ ELD Progress Report 18+ Points All Subtests 4+ ELD Progress Report 18+ Points All Subtests 4+ Parental Opinion and Consultation Approval and Signature Approval and Signature Approval and Signature SBAC ELA Met+ ELD Writing Assessment 3+ SBAC ELA Met+ Objective Assessment of ELA Skills Compared to Students of the Same Age + = or higher ELD Writing Assessment 3+ AND/OR Academic Grades Grades 7/8 No Ds or Fs Grade 9 GPA 2.5+ Academic Grades GPA 2.5+ ELD Writing Assessment 3+ AND/OR Academic Grades GPA

37 ANNUALS NOTIFICATION COMPONENTS Annual Limited English Proficient (LEP) Elementary LEP Cover Letter Annual LEP, TK-6 Annual Student Results Form, TK-12 Annual Program Description, TK-6 High School LEP Cover Letter Annual LEP, 7-12 Annual Student Results Form, TK-12 Annual Program Description, 7-12 Cover Letter for Annual LEP, Elementary TK 6 Print on Current Letterhead DATE Dear Parent(s) or Guardian(s): State and federal laws require all school districts in California to give a state test of English proficiency each year to every student who has previously been identified as an English learner. In California, the name of this test is the California English Language Development Test (CELDT). The results of the CELDT help to measure how each student is progressing toward proficiency in English in the areas of listening, speaking, reading, and writing. Your child has been given the CELDT recently and the results are attached. You will also find enclosed a description of English Language Development Program. The goal of this program is to help your child become fully proficient in English and to succeed in the school s academic curriculum. Please read the details. All English learners are placed in a regular education classroom. The level of additional support your child receives is based on his/her needs and proficiency level. The criteria required on the multiple measures to exit ELD are also included for your information. LCUSD staff grades each test by hand and then they are sent to the testing company for official scoring. The official scores will be sent to you as soon as they arrive in about 8 to 10 weeks. When the official results arrive, if your child has scored in the Advanced or Early Advanced range, his/her academic record will be reviewed for reclassification (exiting) ELD. If the performance meets the multiple measure criteria, you will be notified. As you look at your child s CELDT results for this year, it is important to remember that these results are only one measure of your child s progress toward English language fluency. If you have any questions about your child s instructional placement, please feel free to contact the ELD teacher at your site listed below. La Canada Elementary Ms. Monica Ratliff mratliff@lcusd.net Palm Crest Elementary Mrs. Amani Krischel akrischel@lcusd.net Paradise Canyon Elementary Mrs. Aimee Lee alee@lcusd.net Or you are welcome to contact me at (818) or ldreibelbis@lcusd.net. You are encouraged to be involved in your child s education. I hope you will participate on the school s English Learner Advisory Committee (ELAC). s will be announced soon. I wish your child and family a successful school year. Sincerely, Lindi Dreibelbis Chief Director of Assessment, Research, Consolidated Programs and CALPADS 37

38 La Cañada Unified School District English Language Development Program ANNUAL PARENT NOTIFICATION STUDENT RESULTS TK 12 Federal Title III and State Requirements To the parent(s)/guardian(s) of: of Birth: Grade: School: : State and federal laws require all school districts in California to give a state test of English proficiency each year to every student who has previously been identified as an English learner. In California, the name of this test is the California English Language Development Test (CELDT). The results of the CELDT help to measure how each student is progressing toward proficiency in English in the areas of listening, speaking, reading, and writing. Each year we are required by law to notify you of your child s proficiency level in English. Please see the results below. The placement options available for your child, the school s recommendation for program placement and information our district uses to decide when a student is ready to exit the English learner program is also included. (20 United States, Code, Sections 7012 and 6312[g]; California Education Code sections [b}; and Title 5 of California Code of Regulation sections 11309[a][b][1] and 11511) Language Assessment Results California English Language Development Test (CELDT)* PERFORMANCE LEVEL DOMAIN 1 = Beginning 4 = Early Advanced 2 = Early Intermediate 5 = Advanced 3 = Intermediate Overall Listening Speaking Reading Writing *A scoring guide, developed by the testing contractor, was used to hand score the test and determine these results. Parents will receive their child s official results within 30 days after the district has received the official individual student reports from the contractor. Based on the preliminary results of the California English Language Development Test (CELDT), your child has been identified as an: English Learner (EL) with less than reasonable academic fluency in English and assigned to the Structured English Immersion Program. English Learner (EL) approaching reasonable academic fluency in English and assigned to the English Language Mainstream Program. If applicable, Individualized Education Program (IEP) on file Program placement to meet educational objectives is defined in the IEP. 38

39 La Cañada Unified School District ENGLISH LANGUAGE DEVELOPMENT PROGRAM DESCRIPTION Annual Grades TK-6 Federal Title III and State Requirements Description of Program Placement Options and Goals for English Learners All programs include English Language Development (ELD) and teaching strategies differentiated for each student s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. Structured English Immersion (SEI): Students who score at less than reasonable fluency are provided with targeted SEI support. Students are taught ELD and other core subjects by their classroom teacher AND they also receive individual or small group instruction from the ELD teacher specialist or paraprofessional under ELD teacher supervision. Both teachers use district-adopted textbooks and supplementary materials. They are taught overwhelmingly in English. Some assistance may be provided in the primary language, if available. Instruction is based on ELD and grade-level content standards. English Language Mainstream (ELM): Students who score at approaching reasonable fluency in English are provided with ELM support. Students are taught ELD and other core subjects by their classroom teacher AND they also receive individual or small group instruction from the ELD teacher specialist or paraprofessional under ELD teacher supervision. Both teachers use district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. Alternative Program (ALT): Students with an approved Parental Exception Waiver * are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. * Parents/Guardians have the right to request a Parental Exception Waiver for an alternative primary language program. California law gives parents the right to request that their child NOT be taught all subjects in English and to be placed in an Alternative (primary language) Program. To do so, you must visit your child s school to apply for a Parental Exception Waiver each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs. Please see the principal to request the Parental Exception Waiver. 39

40 Program Placement Option for English Learners The chart below shows all program placement options. All English learners are placed in a general education classrooms. The amount of additional support a student receives is based on their needs and proficiency level. English Language Proficiency Levels Program Placement 5 Advanced 4 Early Advanced 3 Intermediate 2 Early Intermediate 1 Beginning Approaching Reasonable Academic Fluency** Less than R+easonable Academic Fluency*** English Language Mainstream or an Alternative Program with an approved Parental Exception Waiver** Structured English Immersion or an Alternative Program with an approved Parental Exception Waiver** Other Instructional Setting based on IEP **Districts determine what levels constitute reasonable fluency and less than reasonable fluency. ***Approved Parent Exception Waiver is required for the Alternative Primary Language Program. Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district s reclassification criteria are listed below. Required Criteria (California Education Code Section 313[d]) State ELD Test Teacher Evaluation Parental Opinion and Consultation Objective Assessment of ELA Skills Compared to Students of the Same Age + = or higher LCUSD Criteria Grade K Grades 1-2 Grade 3 Grade 4-6 CELDT Overall 4+ Listening & Speaking 3+ Reading &Writing NA ELD Progress Report 12+ Points Approval and Signature District Writing Assessment 3+ CELDT Overall 4+ All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ Fountas & Pinnell Grade 1 Level J+ Grade 2 Level P+ CELDT Overall 4+ All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ Fountas & Pinnell Level P CELDT Overall 4+All subtests 4+ ELD Progress Report 16+ Points Approval and Signature District Writing Assessment, 3+ AND/OR SBAC ELA Met+ 40

41 Cover Letter Annual LEP, Grades 7-12 Print on Current Letterhead DATE Dear Parent(s) or Guardian(s): State and federal laws require all school districts in California to give a state test of English proficiency each year to every student who has previously been identified as an English learner. In California, the name of this test is the California English Language Development Test (CELDT). The results of the CELDT help to measure how each student is progressing toward proficiency in English in the areas of listening, speaking, reading, and writing. Your child has been given the CELDT recently and the results are attached. You will also find enclosed a description of English Language Development Program. The goal of this program is to help your child become fully proficient in English and to succeed in the school s academic curriculum. Please read the details. The criteria required on the multiple measures to exit ELD are also included for your information. Advanced or Early Advanced (levels 5 or 4) English learners are placed in the appropriate grade level English class with specially authorized credentialed teachers to address their needs. Intermediate (level 3) students and below are placed in an English Language Development class. All other classes are in the general education program. The level of additional support your child receives is based on his/her needs and proficiency level. LCUSD staff grades each test by hand and then they are sent to the testing company for official scoring. The official scores will be sent to you as soon as they arrive in about 8 to 10 weeks. When the official results arrive, if your child has scored in the Advanced range, his/her academic record will be reviewed for reclassification (exiting) ELD. If the performance meets the multiple measure criteria, you will be notified. As you look at your child s CELDT results for this year, it is important to remember that these results are only one measure of your child s progress toward English language fluency. If you have any questions regarding the CELDT or your child s instructional placement, please feel free to contact me at (818) or ldreibelbis@lcusd.net. You are encouraged to be involved in your child s education. I hope you will participate on the school s English Learner Advisory Committee (ELAC). s will be announced soon. I wish your child and family a successful school year. Sincerely, Lindi Dreibelbis Chief Director of Assessment, Research, Consolidated Programs and CALPADS 41

42 La Cañada Unified School District ENGLISH LANGUAGE DEVELOPMENT PROGRAM DESCRIPTION Annual Grades 7-12 Federal Title III and State Requirements Description of Program Placement Options and Goals for English Learners All programs include English Language Development (ELD) and teaching strategies differentiated for each student s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects. Structured English Immersion (SEI): Students who score at less than reasonable fluency are provided with targeted SEI support in an English language development class. The ELD and core teachers are specially authorized to meet the needs of English learners. These students also receive support from a paraprofessional at the direction of the ELD teacher. All teachers use district-adopted textbooks and supplementary materials. Students are taught overwhelmingly in English. Some assistance may be provided in the primary language, if available. Instruction is based on ELD and grade-level content standards. English Language Mainstream (ELM): Students who score at approaching reasonable fluency in English are provided with ELM support. Early Advanced students enroll in the appropriate grade level English class. Intermediate students enroll in the English language development class. The ELD and core teachers are specially authorized to meet the needs of English learners. These students also receive support from a paraprofessional at the direction of the ELD teacher. All teachers use district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient as rapidly as possible. Alternative Program (ALT): Students with an approved Parental Exception Waiver * are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. * Parents/Guardians have the right to request a Parental Exception Waiver for an alternative primary language program. California law gives parents the right to request that their child NOT be taught all subjects in English and to be placed in an Alternative (primary language) Program. To do so, you must visit your child s school to apply for a Parental Exception Waiver each year. Your child must meet one of the following requirements: a) knows English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs. Please see the principal to request the Parental Exception Waiver. 42

43 Program Placement Option for English Learners The chart below shows all program placement options. Advanced and Early Advanced English learners are placed in general education classes for all subjects. Intermediate and below students take the ELD English class and other general education classes. The amount of additional support a student receives is based on their needs and proficiency level. English Language Proficiency Levels Program Placement 5 Advanced 4 Early Advanced 3 Intermediate 2 Early Intermediate 1 Beginning Approaching Reasonable Academic Fluency** Less Than Reasonable Academic Fluency*** English Language Mainstream or an Alternative Program with an approved Parental Exception Waiver** Structured English Immersion or an Alternative Program with an approved Parental Exception Waiver*** **Districts determine what levels constitute reasonable fluency and less than reasonable fluency. ***Approved Parent Exception Waiver is required for the Alternative Primary Language Program. Reclassification (Exit) Criteria The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district s reclassification criteria are listed below. Required Criteria (California Education Code Section 313[d]) LCUSD Criteria Grades 7-9 Grades Grade 12 State ELD Test CELDT Overall 5 All subtests 4+ CELDT Overall 5 All subtests 4+ CELDT Overall 5 All subtests 4+ Teacher Evaluation ELD Progress Report 18+ Points All Subtests 4+ ELD Progress Report 18+ Points All Subtests 4+ ELD Progress Report 18+ Points All Subtests 4+ Parental Opinion and Consultation Approval and Signature Approval and Signature Approval and Signature SBAC ELA Met+ ELD Writing Assessment 3+ SBAC ELA Met+ Objective Assessment of ELA Skills Compared to Students of the Same Age ELD Writing Assessment 3+ AND/OR Academic Grades Grades 7/8 No Ds or Fs Grade 9 GPA 2.5+ Academic Grades GPA 2.5+ ELD Writing Assessment 3+ AND/OR Academic Grades GPA = or higher 43

44 English Language Development Standards Progress Report, GRADES TK-1 Student (Last) (First) ID# School Teacher Year The highest standard mastered to date in the small box for the current grading period. (1 st = 1 st quarter, 2 nd = 2 nd quarter, etc.) Grade Proficiency Levels Listening Speaking Reading Writing ADVANCED Level 5 Demonstrate comprehension of most academic language with complex syntax and vocabulary. Understand and follow all simple oral directions. Use extensive vocabulary & complex syntax appropriate to setting and purpose. Tell a coherent and detailed story based on a picture, using complete and complex sentences. Name all letters. Recognize all English phonemes and most highfrequency words. Identify letter sound correspondences. Use decoding skills to achieve independent reading. Demonstrate comprehension of most texts on both familiar and unfamiliar topics. Copy words including lowercase and uppercase letters. Capitalize proper nouns & first word of a sentence. Place period and question mark at end of simple sentences. Write two syllable-words and a word based on a story read out loud. EARLY ADVANCED Level 4 Demonstrate comprehension of social language and comprehension of some academic language with complex vocabulary and syntax. Understand and follow most simple oral directions. Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. Name all letters Recognize most English phonemes and many highfrequency words. Identify letter-sound correspondences to read oneand some two syllable words. Apply decoding skills to read most short words. Demonstrate reading comprehension of some text on familiar topics. Copy most words including lowercase and uppercase letters (letter reversals may occur). Capitalize some proper nouns. Use some ending punctuation. Write high-frequency, onesyllable words. Write a letter or sound based on a story read out loud. INTERMEDIATE Level 3 Demonstrate comprehension of simple vocabulary and syntax related to social language, with limited comprehension of academic language. Understand and attempt to follow simple oral directions. Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. Name most letters. Recognize some English phonemes and some high-frequency words. Identify letter-sound correspondence for initial & some final consonants. Apply basic knowledge of English morphemes, phonics and syntax to decode one-syllable words. Demonstrate reading comprehension limited to short words. Copy most letters and some words legibly. Write someone-syllable words correctly. Use phonetic spelling. EARLY INTERMEDIATE Level 2 Understand some basic social language, with limited comprehension of basic vocabulary. Understand and attempt to follow a few simple oral directions. Use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. Name some letters. Recognize a few English phonemes and a few simple, high-frequency words. Identify letter-sound correspondence for some initial consonants. Apply basic knowledge of English morphemes, phonics, and syntax to accomplish decoding tasks such as identifying initial sounds. Copy some letters legibly. Write first or last letter when attempting to write a word. BEGINNING Level 1 Little or no receptive skills. May demonstrate extremely limited comprehension of a few basic words. Attempt to follow simple oral directions with limited success. May demonstrate no productive skills. May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose. Attempt to tell part of a story, using simple words and phrases. Little or no receptive skills. May recognize basic concepts of print (e.g. following words left to right, top to bottom; title). Name a few uppercase and lowercase letters. Recognize English phonemes that correspond to ones in primary language. Rely on graphic support to read high-frequency words. May demonstrate no productive skills. May scribble when attempting to copy letters. Write incomprehensible symbols when producing written language.

45 GRADE 2 Proficiency Levels Listening Speaking Reading Writing ADVANCED Level 5 Demonstrate comprehension of most academic language with complex syntax and vocabulary Understand and follow all simple oral directions. Use extensive vocabulary and complex syntax appropriate to setting and purpose Tell a coherent and detailed story based on a picture sequence that using complete complex sentences. Typically identify more complex synonyms and antonyms Read a more complex story and answer increasingly difficult questions that involve sequencing, summarizing, drawing conclusions or making inferences. Identify a complex verb tense. Write a complete sentence with few or no mechanical errors appropriate to a picture prompt. Write a short story in response to a picture sequence (contains well-organized ideas, accurate transitions, precise vocabulary and minimal errors.) EARLY ADVANCED Level 4 Demonstrate comprehension of social language and some academic language with complex vocabulary and syntax. Understand and follow most simple oral directions. Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. Match more difficult vocabulary words to pictures. Use irregular plurals. Identify antonyms. Use context clues to complete sentences in a short passage. Identify different genres. Recall details and answer more difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences. Recognize common abbreviations and more complex grammar and spelling patterns. Demonstrate use of possessives, superlatives, regular plurals, prepositions, and articles. Use vocabulary that is specific. Write a complete sentence appropriate to a picture prompt (may contain minor grammatical, syntactical, mechanical or spelling errors). Write a short story in response to sequenced pictures (contains clear ideas and accurate transitions with few errors). INTER- MEDIATE Level 3 Demonstrate comprehension of vocabulary and syntax related to social language, with limited comprehension of academic language. Understand and follow simple oral directions. Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. Match similar sound patterns and identify compound words. Recognize multiple-meaning words. Apply abstract concepts to categorize words. Use the context of a sentence to fill in the blanks with the correct words. Recall details and answer questions that involve sequencing, summarizing, drawing conclusions, or making simple inferences after reading a story. Use standard writing conventions such as word order, subject/verb agreement, verb tenses, pronouns, and contractions. Use common vocabulary. Write a simple sentence appropriate to a picture prompt (may contain errors in grammar, vocabulary, and/or syntax). Write a short story by listing events or ideas based on sequenced pictures (may contain repetitive transitions and errors that do not affect meaning). EARLY INTER- MEDIATE Level 2 Understand basic social language, with limited comprehension of academic language Understand and follow some simple oral directions. Use a limited range of vocabulary and syntax appropriate to setting and purpose but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. Match simple vocabulary words to pictures. Hear a word and select its printed form from a choice of similar words. Recognize basic semantic categories, such as regular plurals and simple synonyms. Use phonemic awareness and phonics skills, such as rhyming, at a higher level. Begin to use some standard writing conventions, such as spacing, punctuation and capitalization Use vocabulary that is basic and may be limited. Write a phrase or a simple sentence based on a prompt (may contain numerous errors that obscure meaning). BEGINNING Level 1 Little or no receptive skills. May demonstrate limited comprehension of a few basic words and phrases Understand and follow few simple oral directions. Demonstrate no productive skills. May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose. Attempt to tell part of a story, using simple words and phrases. Demonstrate no receptive skills. May identify the letter that corresponds to the initial sound of a simple spoken word and begin to recognize some basic groups of related words. Demonstrate no productive skills. May use a few standard writing conventions and attempt to write a short story in response to a picture sequence (writing is minimal and contains some isolated English words). 45

46 GRADES 3-5 Proficiency Levels Listening Speaking Reading Writing ADVANCED Level 5 Understand extensive vocabulary and complex syntax, without significant problems in comprehension. Understand and follow all oral directions. Use extensive vocabulary and complex syntax appropriate to setting and purpose. Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. Interpret more complex figures of speech. Decode words with more difficult beginning, medial, or ending sounds. Use context clues to determine/negotiate meaning of complex vocabulary. Put events in sequence and make inferences, predictions and generalizations based on a given text. Write a complete sentence in response to a picture prompt (contains few or no mechanical errors). Write a well-organized composition that contains appropriate details and accurate transitions in response to a prompt (contains minimal errors in grammar and mechanics). EARLY ADVANCED Level 4 Understand extensive vocabulary and complex syntax, with occasional minor problems in comprehension. Understand and follow most complex, multi-step oral directions. Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. Interpret figures of speech. Recognize more complex synonyms and antonyms. Identify root words and the number of syllables in a word. Use context clues and inferences to select the correct word to complete a short passage or story. Identify words with multiple meanings and distinguish between fact and opinion and make more subtle inferences from a text. Use their knowledge of grammar and mechanics to identify the appropriate word to complete a complex sentence. Write a sentence in response to a picture prompt (may contain minor errors in grammar and mechanics). Write a composition that clearly communicates a series of events or ideas based on a prompt (has relevant details connected by accurate transitions and may contain few errors in grammar and mechanics). INTER- MEDIATE Level 3 Understand some complex vocabulary and syntax, with occasional gaps in comprehension. Understand and follow some complex, multi-step oral directions. Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. Begin to identify the number of syllables in some words of simple structure. Recognize synonyms and antonyms. Use context clues to select the correct word to complete a sentence or short passage and to identify simple words with multiple meanings. Match more difficult vocabulary words to pictures. Answer factual comprehension questions, identify events, draw conclusions, or make inferences based on given text. 1 st 2 nd 3rd Use their knowledge of grammar and mechanics to identify the appropriate word or phrase to complete a sentence. Write a complete sentence in response to a picture prompt (may contain errors in grammar, vocabulary, and/or syntax). Write a composition based on a prompt (may have a disorganized sequence of events, containing some details and repetitive transitions). EARLY INTER- MEDIATE Level 2 Understand basic vocabulary and syntax, with frequent errors and limited comprehension. Understand and follow some simple multi-step oral directions. Use a limited range of vocabulary and syntax appropriate to setting and purpose but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. Match vocabulary words to pictures. Recognize sounds/symbol relationship. Use context clues to choose the correct word to complete a sentence. Answer some factual comprehension questions after reading a simple text. Recognize some basic groups of related words. Recall minimal details from a simple text. Choose the appropriate word to complete a sentence. Use some capitalization and punctuation correctly. Write at least one complete sentence in response to a prompt (includes a simple subject and predicate, but errors obscure meaning). BEGINNING Level 1 Demonstrate no receptive skills. May understand some basic vocabulary, with limited comprehension. Understand and follow a few simple oral directions. Demonstrate no productive skills. May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose and attempt to tell a story, using simple words and phrases. Demonstrate no receptive skills. May recognize some sound/symbol relationships and match commonly used nouns to pictures. Demonstrate no productive skills. May attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases. 46

47 Proficiency Levels ADVANCED Level 5 GRADES 6-8 Trimester Listening Speaking Reading Writing Understand extensive vocabulary and complex syntax, without significant problems in comprehension. Understand and follow all oral directions. Use extensive vocabulary and complex syntax appropriate to setting and purpose. Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. Understand complex structures, such as root words, word parts, and grammatical features. Infer meaning by synthesizing information. Identify various categories of informational materials. Use difficult transitions, conjunctions and prepositions correctly. Write a complete sentence that is appropriate to the topic in response to a picture prompt (contains few or no mechanical errors). Write a composition that is well organized and contains a clear sequence of events or ideas, precise vocabulary and accurate transitional words (may contain minimal errors). EARLY ADVANCED Level 4 Understand extensive vocabulary and complex syntax, with occasional minor problems in comprehension. Understand and follow most complex, multi-step oral directions. Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. Recognize character traits and features of a variety of texts. Make inferences and draw conclusions from more challenging reading passages. Recognize more complex synonyms and antonyms. Demonstrate understanding of idiomatic expressions. Demonstrate decoding and word-attack skills, such as sound pairs and prefixes. Demonstrate familiarity with idioms and expressions. Begin to use difficult transitions, conjunctions and prepositions. Write a sentence in response to a picture prompt (may contain minor errors in grammar and mechanics). Write a composition that contains relevant details and a logical sequence of events or ideas (may contain few errors in grammar and mechanics). INTER- MEDIATE Level 3 Understand some complex vocabulary and syntax, with occasional gaps in comprehension. Understand and follow some complex, multi-step oral directions. Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. Demonstrate knowledge of simple synonyms, antonyms, and simple root words. Identify the correct meaning of a word in a given context. Recognize the sequence of events in a reading passage. Determine the main idea of a simple text. Recognize the parts of a book. Begin to demonstrate decoding and wordattack skills, such as sound pairs and prefixes. Make inferences and draw conclusions from reading passages. Use verb tenses correctly. Use idiomatic qualifiers. Use mechanics and basic grammar correctly. Write a complete sentence appropriate to a picture prompt (may contain errors in grammar, vocabulary and/or syntax). Write a composition about a topic, but the composition may consist of a disorganized list of events, containing some details and repetitive transitions. EARLY INTER- MEDIATE Level 2 Understand basic vocabulary and syntax, with frequent errors and limited comprehension. Understand and follow some simple multi-step oral directions. Use a limited range of vocabulary and syntax appropriate to setting and purpose but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. Identify sound/symbol correspondences in words. Begin to use words in context appropriately. Answer literal comprehension questions from a simple story. Demonstrate some knowledge of common English morphemes and simple synonyms, antonyms and root words. Use articles and pronouns correctly. Use capitalization and punctuation correctly. Write at least one complete sentence in response to a prompt (may contain correct word order, but may include errors that obscure meaning). BEGINNING Level 1 Demonstrate no receptive skills. May understand some basic vocabulary, with limited comprehension. Understand and follow a few simple oral directions. Demonstrate no productive skills May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose. Attempt to tell part of a story using simple words and phrases. Demonstrate no receptive skills. May recognize some sound/symbol correspondences. Match commonly used nouns to pictures. Recall minimal details from a simple story. Demonstrates no productive skills. May use correct capitalization and punctuation and attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases. 47

48 Proficiency Levels ADVANCED Level 5 GRADES 6-8 Quarters Listening Speaking Reading Writing 4 th Understand extensive vocabulary and complex syntax, without significant problems in comprehension. Understand and follow all oral directions. 4 th 4 th Use extensive vocabulary and complex syntax appropriate to setting and purpose. Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. 4 th 4 th Understand complex structures, such as root words, word parts, and grammatical features. Infer meaning by synthesizing information. Identify various categories of informational materials. 4 th 4 th Use difficult transitions, conjunctions and prepositions correctly. Write a complete sentence that is appropriate to the topic in response to a picture prompt (contains few or no mechanical errors). Write a composition that is well organized and contains a clear sequence of events or ideas, precise vocabulary and accurate transitional words (may contain minimal errors). 4 th EARLY ADVANCED Level 4 Understand extensive vocabulary and complex syntax, with occasional minor problems in comprehension. Understand and follow most complex, multi-step oral directions. 4 th Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. 4 th Recognize character traits and features of a variety of texts. Make inferences and draw conclusions from more challenging reading passages. Recognize more complex synonyms and antonyms. Demonstrate understanding of idiomatic expressions. Demonstrate decoding and word-attack skills, such as sound pairs and prefixes. 4 th Demonstrate familiarity with idioms and expressions. Begin to use difficult transitions, conjunctions and prepositions. Write a sentence in response to a picture prompt (may contain minor errors in grammar and mechanics). Write a composition that contains relevant details and a logical sequence of events or ideas (may contain few errors in grammar and mechanics). 4 th INTER- MEDIATE Level 3 Understand some complex vocabulary and syntax, with occasional gaps in comprehension. Understand and follow some complex, multi-step oral directions. 4 th Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. 4 th Demonstrate knowledge of simple synonyms, antonyms, and simple root words. Identify the correct meaning of a word in a given context. Recognize the sequence of events in a reading passage. Determine the main idea of a simple text. Recognize the parts of a book. Begin to demonstrate decoding and wordattack skills, such as sound pairs and prefixes. Make inferences and draw conclusions from reading passages. 4 th Use verb tenses correctly. Use idiomatic qualifiers. Use mechanics and basic grammar correctly. Write a complete sentence appropriate to a picture prompt (may contain errors in grammar, vocabulary and/or syntax). Write a composition about a topic, but the composition may consist of a disorganized list of events, containing some details and repetitive transitions. 4 th EARLY INTER- MEDIATE Level 2 Understand basic vocabulary and syntax, with frequent errors and limited comprehension. Understand and follow some simple multi-step oral directions. 4 th Use a limited range of vocabulary and syntax appropriate to setting and purpose but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. 4 th Identify sound/symbol correspondences in words. Begin to use words in context appropriately. Answer literal comprehension questions from a simple story. Demonstrate some knowledge of common English morphemes and simple synonyms, antonyms and root words. 4 th Use articles and pronouns correctly. Use capitalization and punctuation correctly. Write at least one complete sentence in response to a prompt (may contain correct word order, but may include errors that obscure meaning). 4 th BEGINNING Level 1 Demonstrate no receptive skills. May understand some basic vocabulary, with limited comprehension. Understand and follow a few simple oral directions. Demonstrate no productive skills May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose. Attempt to tell part of a story using simple words and phrases. 48 Demonstrate no receptive skills. May recognize some sound/symbol correspondences. Match commonly used nouns to pictures. Recall minimal details from a simple story. Demonstrates no productive skills. May use correct capitalization and punctuation and attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases.

49 Grades 9-12 Proficiency Levels Listening Speaking Reading Writing ADVANCED Level 5 4 th Understand extensive vocabulary and complex syntax, without significant problems in comprehension. Understand and follow all oral directions. 4 th 4 t Use extensive vocabulary and complex syntax appropriate to setting and purpose. Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. 4 th 4 th Identify and use affixes to infer meaning. Infer meaning from more complex vocabulary. Put in sequence stated or implied events of a story. Recognize summary statements Identify cause and effect, compare and contrast. Identify traits of characters, intended purpose, and other features of a variety of texts. Infer meaning by synthesizing information. 4 th 4 th Write a sentence in response to a picture prompt (contains some syntactical complexity, such as multiple subjects/objects, infinitives or gerunds as objects, compound/complex sentence structures, prepositional phrases, correlative clauses). Write a composition that includes an introductory sentence, a well-organized sequence of events or ideas, supporting details and syntactical complexity. 4 th EARLY ADVANCED Level 4 Understand extensive vocabulary and complex syntax, with minor problems in comprehension. Understand and follow most complex, multi-step oral directions. 4 th Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors. Tell a coherent story, based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors. 4 th Recognize words with multiple meanings and root words. Derive the meaning of words in a given context. Identify details, main ideas, and setting in reading passages. Use inferences to draw conclusions from text. Identify the author s purpose in a given text. Use details to make predictions. Distinguish fact from opinion in a reading passage. 4 th Use expanded vocabulary with more complex sentences. Distinguish among various noun endings. Write a sentence with some syntactical complexity, such as multiple subjects/objects, infinitives or gerunds as objects, compound/complex sentence structures, prepositional phrases, or relative clauses Write a composition that contains relevant details and a logical sequencing of events (may contain few errors in grammar and mechanics). 4 th INTER- MEDIATE Level 3 Understand a broader range of vocabulary and syntax, with occasional gaps in comprehension. Understand and follow some complex, multi-step oral directions. 4 th Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication. Tell a coherent story, based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences. 4 th Draw simple conclusions about a character in a narrative. Identify state and implied themes in literary passages. Demonstrate knowledge of antonyms and synonyms. Identify the correct meaning of a word in a given context. Make logical inferences in narrative passages. Infer meaning from commonly used idioms, and use an expanded vocabulary. 4 th Use more complex sentence structure. Use articles, possessives, prepositions, plural endings, pronouns, adjectives, auxiliary verbs, present tense verbs and subject/verb agreement. Write one complete sentence in response to a picture prompt (may contain errors in vocabulary, grammar, and/or syntax). Write on a topic by producing a simple list of events or ideas that may be disorganized or contain repetitive transitions. 4 th EARLY INTER- MEDIATE Level 2 Understand basic vocabulary and syntax, with frequent errors and limited comprehension. Understand and follow some simple multi-step oral directions. 4 th Use a limited range of vocabulary and syntax appropriate to setting and purpose but make frequent errors that impede communication. Tell a story, based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent. 4 th Identify the use of simple vocabulary within the context of a short passage. Use irregular plurals and words with multiple meanings. Identify the number of syllables in a word. Identify the sequence of events in a passage. Demonstrate simple decoding skills and demonstrate knowledge of simple synonyms and antonyms. tth Begin to recognize subject/verb agreement relating to proper tense. Use appropriate verb forms when asking a question. Write at least one complete sentence in response to a prompt (may contain correct word order, but may include errors that obscure meaning). 4 th BEGINNING Level 1 Demonstrate no receptive skills. May understand some basic vocabulary, with limited comprehension. Understand and follow a few simple oral directions. Demonstrate no productive skills. May begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose. Attempt to tell a story using simple words and phrases. Demonstrate no receptive skills. May recognize some sound/symbol relationships and locate information in a simple text. 49 Demonstrate no productive skills. May use correct capitalization and punctuation. Begin to recognize appropriate verb forms when asking a question. Attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases.

50 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grade K School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Kindergarten Students must meet all multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall Listen & Speak Read & Write Not Considered ELD Progress Report 4-6 Points 7-11 Points Points Points Points Points 3+ Sub Scores District Writing Assessment Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form.

51 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grades 1 and 2 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for First and Second Graders Students must meet all multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points Points Points Points 4+ Sub Scores District Writing Assessment Grade 1 Grade 1 Grade 1 Grade 1 Grade 1 Grade 1 Fountas & Pinnell Independent Level Below E Grade 2 Below J E F Grade 2 J K G I Grade 2 L J Grade 2 M K+ Grade 2 N+ Level J+ Grade 2 Level M+ Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 51

52 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grade 3 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Third Graders Students must meet all multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points Points Points Points 4+ Sub Scores District Writing Assessment Fountas & Pinnell Independent Level Below N N O P Q+ Level P+ Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 52

53 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grades 4 6 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Fourth, Fifth and Sixth Graders Students must meet the CELDT and ELD Progress Report eligibility. They must also meet one or both of the DWA OR CAASPP SBAC ELA multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points 6-17 Points Points Points 4+ Sub Scores District Writing Assessment CAASPP Smarter Balanced Summative English Language Arts/Literacy Standard Not Met Standard Not Met Standard Nearly Met Standard Met Standard Met or Exceeded Standard Met or Exceeded Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 53

54 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grades 7 9 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Seventh, Eighth and Ninth Graders Students must meet the CELDT, ELD Progress Report and CAASPP SBAC ELA eligibility. They must also meet one or both of the DWA OR Academic Grades multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall 5 4+ Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points Points Points Points 4+ Sub Scores CAASPP Smarter Balanced Summative English Language Arts/Literacy Standard Not Met Standard Not Met Standard Nearly Met Standard Met Standard Met or Exceeded Standard Met or Exceeded ELD Writing Assessment or 4 Academic Grades NA NA NA NA NA Grades 7/8 No Ds or Fs Grade Weighted GPA Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 54

55 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grades 10 and 11 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Sophomores and Juniors Students must meet all multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall 5 4+ Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points Points Points 18+ Points 4+ Sub Scores District Writing Assessment or 4 Academic Grades NA NA NA NA NA 2.5 Weighted G.P.A. Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 55

56 LA CAÑADA UNIFIED SCHOOL DISTRICT ELD Annual Progress Monitoring Grade 12 School Year Student Name School SSID Grade Level of Birth Reclassification Multiple Measures for Seniors Students must meet the CELDT, ELD Progress Report and CAASPP SBAC ELA eligibility. They must also meet one or both of the DWA OR Academic Grades multiple measures to reclassify to fluent English proficient (RFEP). Assessment Reclassified Criteria ELD 1 ELD 2 ELD 3 ELD 4 ELD 5 Eligible California English Language Development Test (CELDT) Beginning Early Intermediate Intermediate Early Advanced Advanced Overall 5 4+ Sub Scores ELD Progress Report 4-6 Points 7-11 Points Points Points Points Points 4+ Sub Scores CAASPP Smarter Balanced Summative English Language Arts/Literacy Standard Not Met Standard Not Met Standard Nearly Met Standard Met Standard Met or Exceeded Standard Met or Exceeded ELD Writing Assessment or 4 Academic Grades NA NA NA NA NA 2.5 Weighted G.P.A. Parents are notified if their child meets the assessment criteria. Reclassification will be based on parent approval and date of parent signature on RFEP Status Form. 56

57 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grade K Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT and the two other criteria below. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. 1. CELDT California English Language Development Test Performance Level 2. ELD Progress Report Score 3. District Writing Assessment Performance Level Year Please sign below and return this form to: Lindi Dreibelbis, Chief Director La Cañada Unified School District 4490 Cornishon Avenue La Cañada, CA Director of EL Programs Parent Approval Principal Signature (Sign and place in student s cum) 57

58 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grades 1 and 2 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT and the three other criteria below. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. 1. CELDT California English Language Development Test Performance Level 2. ELD Progress Report Score 3. District Writing Assessment Performance Level Year 4. Fountas & Pinnell: Independent Level Performance Level Please sign below and return this form to: Lindi Dreibelbis, Chief Director La Cañada Unified School District 4490 Cornishon Avenue La Cañada, CA Director of ELD Programs Parent Approval Principal Signature (Sign and place in student s cum) 58

59 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grade 3 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT and the four other criteria below. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. 1. CELDT California English Language Development Test Performance Level 2. ELD Progress Report Score 3. District Writing Assessment Performance Level Year 4. Fountas & Pinnell: Independent Level Performance Level Please sign below and return this form to: Lindi Dreibelbis, Chief Director La Cañada Unified School District 4490 Cornishon Avenue La Cañada, CA Director of ELD Programs Parent Approval and Signature Principal Signature (Sign and place in student s cum) 59

60 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grades 4-6 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT and ELD Progress Report. The student must also meet either the District Writing Assessment or the SBAC ELA achievement levels or both. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. CELDT California English Language Development Test Performance Level ELD Progress Report Score Performance Level Year District Writing Assessment OR CAASPP Smarter Balanced Summative English Language Arts/Literacy Performance Level Year Please sign below and return this form to: Director of ELD Programs Parent Approval Principal (Sign and place in student s cum) Lindi Dreibelbis, Chief Director La Cañada Unified School District 4490 Cornishon Avenue La Cañada, CA

61 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grades 7-9 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT, ELD Progress Report and SBAC ELA achievement levels (from the most current test). The student must also meet either the ELA Writing Assessment or the have qualifying academic grades or both. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. Performance Level CELDT California English Language Development Test ELD Progress Report CAASPP Smarter Balanced Summative English Language Arts/Literacy Score Performance Level Year Performance Level Year ELD Writing Assessment Academic Grades OR 7/8 No Ds or Fs 9 th Overall G.P.A. Please sign below and return this form to: Mrs. Kohar Aprahamian La Cañada High School 4463 Oak Grove Drive La Cañada, CA ELD Lead Teacher English Teacher Parent Approval Director of ELD Programs 61

62 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grades 10 and 11 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT and the three other criteria below. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. The student's progress in general education will be monitored for four years after reclassification. Check box in first column if student has met the achievement criteria. 1. CELDT California English Language Development Test Performance Level 2. ELD Progress Report Score 3. ELD Writing Assessment Performance Level Year 4. Academic Grades Overall G.P.A. Please sign below and return this form to: ELD Lead Teacher English Teacher Parent Approval Director of ELD Programs Mrs. Kohar Aprahamian La Cañada High School 4463 Oak Grove Drive La Cañada, CA

63 LA CAÑADA UNIFIED SCHOOL DISTRICT Reclassified to Fluent English Proficient (RFEP) Status Form Grade 12 Student Name of Birth School SSID Grade Level Home Language The student qualifies to be reclassified as fluent English proficient (RFEP) having met the CELDT, ELD Progress Report and SBAC ELA achievement levels (from the most current test). The student must also meet either the ELA Writing Assessment or the have qualifying academic grades or both. The student will be reclassified from limited English proficient (LEP) to RFEP upon receiving parental approval. Check box in first column if student has met the achievement criteria. CELDT California English Language Development Test Performance Level ELD Progress Report CAASPP Smarter Balanced Summative English Language Arts/Literacy Score Performance Level Year ELD Writing Assessment Performance Level Year Academic Grades OR Overall G.P.A. Please sign below and return this form to: ELD Lead Teacher English Teacher Parent Approval Director of ELD Programs Mrs. Kohar Aprahamian La Cañada High School 4463 Oak Grove Drive La Cañada, CA

64 LA CAÑADA UNIFIED SCHOOL DISTRICT ALTERNATE RECLASSIFICATION FORM (Students with 504 Plans or IEPs) Student Name School SSID of Birth Grade Home Language Birth Country Year First Attended U.S. School Reclassification Criteria (Varies by grade span. See ELD Master Plan) Most recent scores CELDT ELD Progress Report SBAC ELA District or ELD Writing Assessment Fountas & Pinnell Course Grades/GPA Check if Met Please indicate yes or no for each statement. Students should only reclassify if all answers are yes. Yes No The student has been served in the English Language Development program for a minimum of four consecutive years. The student meets reclassification criteria in one or more of the criterion above. The student's overall academic performance has been reviewed by the team and it has been determined that failure to meet the reclassification in all areas is due to factors other than language. Therefore, it is indicated that the above student be reclassified to Fluent English Proficient (RFEP). Comments: of Alternative Reclassification ELD Teacher or Lead Teacher Signature Parent Approval and Signature Principal or Administrator Signature English Teacher Signature Director of ELD Programs 64

65 LA CAÑADA UNIFIED SCHOOL DISTRICT ENGLISH LANGUAGE DEVELOPMENT PARENT EXCEPTION WAIVER PARENTAL OPT OUT OF ELD SERVICES California public schools must provide English Language Development (ELD) to all English language learners. The ELD Program provides the bridge students need to transition quickly from their native language to English in the academic setting. I have heard an explanation of the ELD Program at the school site and request my child to be excluded from supplemental ELD services. He/she will receive ELD instruction and access to the content as described below. I understand that this request must be renewed annually. School Student Name SSID Grade Level Parent/Guardian Signature ELD Teacher Signature Director of ELD Programs Site Administrator Signature A copy of this form should be placed in the student s cum, ELD file and given to each of the student s core teachers and the student's parent or guardian. 65

66 Request Form California English Language Development Test (CELDT) Score To: CELDT District Coordinator Directions: Under state and federal law, schools and school districts are required to provide student CELDT results to schools receiving English learner students. Please complete the English Language Proficiency Assessment Information section of this form and return it to the receiving school immediately. Receiving School s Information Today s : Requestor s Name District Phone Fax Mailing Address City Zip Code Student Information Last Name First Middle Other Name Used (Last, First, Middle) Birth (mm/dd/yy) Current Grade Previous Enrolled School District Phone Current Enrolling School Site Phone Fax English Language Proficiency Assessment Information Student s primary language: SSID #: Has student taken the CELDT? No Yes of most recent CELDT of initial CELDT, if known of enrollment into a California public school, if different from the initial CELDT date above: Initial English Learner Acquisition Status (ELAS): IFEP EL Most recent CELDT results for grade: Initial CELDT results for grade, if available: Domain Scale Score Level Domain Scale Score Level Listening Listening Speaking Speaking Reading Reading Writing Writing Overall Overall If reclassified, please provide date: (If documentation is available, please include.) Comments: School District Signature (Previous Enrolled School Site Representative) Printed Name 66