Redlands Unified School District. Master Plan for English Learners July 2017

Transcription

1 Redlands Unified School District Master Plan for English Learners July 2017

2 Acknowledgements The office of School Improvement and Professional Development wishes to express its appreciation to the following individuals for their assistance and contributions in updating the Redlands Unified School District s Master Plan for English Learners and contributing to the educational plan to the benefit of the students whom we serve. District English Language Advisory Committee President Rachel Garcia Vice President Alfredo Ramirez Recording Secretary Catherine Obregon Correspondence Secretary Maria Martinez Spokesperson Rosalba Schessler Members of the Steering Committee Sonia Balingit Rosalba Schessler Larry Elwell Ruth Sotomayor Silvia Morales Valerie Seleska Yossimar Pineda Addie Romangnoli Omar Aguirre Rebecca Astorga English Learner Site Representatives Jenny Scanlan Miriam Mejia Brande Smith Pat Kikuchi Cheryl Sukenik Diane Solberg Anna Gorzyca Addie Romagnoli Carolyn Brooks Angelica McGuire Kristina Brigman Rebecca Astorga Carol Burroughs Kellee Baker Lou Ann Perry Gretchen Brown Vanessa Vermillion Rosalba Schessler Debbie Middendorf Julie Rossi Valerie Saleska Allison Banales Support Staff Maria Martinez Cherish Bohlman Yossimar Pineda Omar Aguirre Miriam Matos Miki Inbody Assistant Superintendent of Educational Services Julie Swan Director of School Improvement & Professional Development 1

3 TABLE OF CONTENTS Acknowledgements 1 Master Plan Goals & Objectives 3 Chapter 1: Identification, Assessment, Placement, & Reclassification 5 Chapter 2: Instructional Programs 13 Chapter 3: Monitoring of Student Progress 18 Chapter 4: Staffing and Professional Growth 21 Chapter 5: Parent & Community Involvement 24 Chapter 6: Evaluation & Accountability 29 Chapter 7: Funding and Resources 31 APPENDIX Appendix A Home Language Survey 32 Appendix B Sample Parent Notification Letter 34 Appendix C Re-Designation Form 36 Appendix D English Learner Profile Cards 37 Appendix E Reclassification 2-Year Monitoring Plan 39 Appendix F DELAC Schedule 40 Appendix G English Learner Subgroup Self-Assessment Data 41 Appendix H Estimated Annual Federal Funding Allocations 46 2

4 Goals and Objectives The Redlands Unified School District, as a unifying agent of several unique communities rich in local history, culture, and tradition, is committed to preparing students to become productive participants in a diverse, multi-cultural, democratic society through quality education, high expectations, flexible programs and innovative partnerships. Our students will be empowered with the knowledge and commitment necessary to confront the challenges of our changing world, as they become the leaders of the 21st century. The RUSD English Learner Program will: 1. Enable students to succeed in all academic subjects by mastering the English language and learning to read and write proficiently, while developing a high sense of selfesteem. 2. Empower parents to play an active role in their children s education by providing information through ongoing parent workshops and encouraging active involvement at the school and district level; i.e. websites, newsletters and meetings, link for community resources, DLAC newsletter 4 times a year. 3. Provide multilingual and multicultural opportunities for all students including native English speakers and English Language Learners and encourage English Learners to develop and maintain proficiency in their mother tongue. 4. Systematically educate English Learners (ELs) about the importance of College and Career including college entrance requirements, financial aid, and college readiness. A consistent philosophy and program for English Learners will ensure that all students receive equal access to the core curriculum and assure that ELs receive daily instruction that incorporates the best research based practices to foster their academic growth in all subjects. The Master Plan will assist educators in providing an articulated program across all grade levels and will enhance the awareness and sensitivity of all students and staff. These objectives for the RUSD English Language Program are consistent with the letter and spirit of the United States Supreme Court decision of Lau vs. Nichols, as well as the evolving body of policy and research that define the most effective instructional strategies for educating English Learners. 3

5 Overview The Redlands Unified School District services approximately 21,395 students. Ten percent, 1,861 of those students are identified as Limited in their English Proficiency. English Language Learners must learn the same academic content that fluent English-speaking students are learning in school, except that ELs must do so at the same time as they are acquiring a new language. Learning a language is a difficult task which takes time. In school, a more formal and abstract form of English is employed by teachers and in textbooks; making it that more difficult to comprehend. In 1974, the Supreme Court ruled in Lau v. Nichols that school districts must provide special services to English Language Learners so that they have equal educational opportunity. In its ruling, the Court noted: there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. [414 U.S. 563 (1974)] English Learners require language instruction educational programs which allow them to progress academically while they are acquiring English language skills. There are several different program models; however all include both academic content and English language development components. The specific model a school district implements will depend on the composition of the student population, resources available and the community s preferences. As schools across the state and country continue to implement more rigorous academic standards and assessments for all students, it is essential that we remain particularly diligent in making daily core instruction comprehensible, as well as assuring the implementation of systematic English Language Development for all EL students. English Learners (ELs) comprise about 10 percent of the total enrollment in Redlands Unified School District. Each of our 24 schools provides programs and services to English Learners. A revision to the Master Plan for English Learners was adopted by the Board of Education in 2005, with further revisions presented in April, The plan was reviewed in September, 2010 to meet categorical program requirements and was again revised in November, 2013 to reflect changes in instructional programs and adopted instructional materials. The plan is being presented to reflect the changes required by the ELA/ELD Framework, Every Student Succeeds Act (ESSA), and state accountability measures. Progress toward full implementation of the EL Master Plan is monitored annually. This document provides specific guidance to all district and school staff on how to identify and serve English Learners. It provides district expectations for all program implementation and is the foundation for accountability in the delivery of EL program services. It provides district expectations for program implementation and is the foundation for accountability in the delivery of EL program services. The Master Plan for English Learners in Redlands Unified School District was collaboratively developed and revised by teachers, classified staff and administrators, then reviewed by the District English Learner Advisory Committee (DELAC). This plan provides a blueprint for delivering coherent programs with consistent use of terminology, standard procedures and forms, common course descriptions, and consistent use of instructional materials. This document provides specific actions to ensure that all English Learners make adequate yearly progress in acquiring English as well as meeting proficiency targets in all content standards. 4

6 Chapter 1: Identification, Assessment, Placement, and Reclassification Goal: RUSD will properly identify, assess, place and reclassify all English Learners properly as outlined in this chapter. Identification The Redlands Unified School District maintains a central student Language Assessment Center (LAC), which provides a uniform assessment process for all students entering the district. When a new student enrolls, parents complete a Home Language Survey (HLS) APPENDIX A. Based on the information that each parent provides, staff determines if the student have the Initial California English Language Development Test (CELDT) administered. Beginning in the school year, RUSD staff will utilize the English Language Proficiency Assessment for California (ELPAC) as the instrument to determine English Proficiency. The HLS consists of the following four questions: 1. What language did the student learn when he or she first began to speak? 2. What language does this student most frequently use at home? 3. What language do you use most frequently to speak to this student? 4. Which language is most often spoken by the adults at home? English Only If the answer is, English for all four questions, the child is classified as English Only. English Proficiency If the answer to any of the first three questions, on the HLS, indicates a language other than English, or a combination of English and another language, the California State Law requires that the student be assessed for English Proficiency within 30 days of the first enrollment (Education Code sections 313, 60810, and 60812). Within ninety days, students identified as being limited or non-english proficient are further assessed for primary language proficiency in comprehension, speaking, reading, and writing. 5

7 Note: Beginning in the school year, RUSD staff will use the English Language Proficiency Assessment for California (ELPAC) as the Initial instrument to determine English Proficiency 6

8 Assessment The district uses a variety of instruments to assess language proficiency. Initial and annual English language proficiency is assessed using the state approved, criterion-referenced, California English Language Development Test (CELDT) and the English Language Proficiency Assessment for California (ELPAC). Once identified as English Learners, students complete the ELPAC by the end of May to gauge their progress in listening, speaking, reading, and writing. State and federal guidelines require each EL to be assessed annually to determine their progress in acquiring English Language Proficiency. This assessment is given within the testing window prescribed by the California Education Code. The official CELDT assessment results are provided to parents when the results become available from the test publisher. Parent notifications are sent to explain district placement -- APPENDIX B. Parents may request a meeting with teachers or site administrators to discuss the assessment results. The district uses other metrics to provide additional information on the annual progress of students as well as to determine when students are ready to be redesignated as fluent English Proficient (RFEP). The metrics include: 1. California English Language Development Test (CELDT) for Initial Assessment English Language Proficiency Assessment for California (ELPAC) Summative 3. District Standards Based Common Assessment Results 4. Renaissance Learning STAR Reading Assessment Results 5. Grade Level Reading 6. California High School Exit Exam Scores In concert with other districts across the state of California, we are currently in transition to a new era of instruction and assessment based on the Common Core Standards and the standards for English Language Arts and English Language Development. The state of California is in the process of administering a new exam for English Learners, the English Learner Proficiency Assessment for California (ELPAC) that has replaced the CELDT Annual Assessment. In addition, schools across the state officially administer the Smarter Balanced Assessment Consortium (SBAC) exam based on the Common Core State Standards. The Redlands Unified School District is committed to ensuring that our English Learners are carefully supported through this transitional era and will update the Master Plan in a timely manner as the new initiatives evolve. English Learners with Disabilities are also assessed using the initial or annual state required assessment for English proficiency. As set forth in the California Department of Education Approved, Testing Variations, Accommodations, and Modifications, The Individualized Education Program (IEP) team must document in the student s IEP any accommodations or modifications used, and these must not deviate from those approved by the CDE. In RUSD, all English Learners with disabilities will be assessed with the state required assessment for English proficiency annually after they have been identified as ELs. ELs with moderate-to-severe disabilities are to be assessed in accordance with their IEP utilizing district board approved 7

9 alternative assessments. The district identifies students with IEP s that document accommodations, modifications and alternative assessment and administers assessments as noted in the IEPs. The testing coordinators and testing administrators communicate with Special Services two (2) weeks in advance of the assessment date to identify case carrier who can test students to implement all accommodations or modifications. Placement Primary Language Assessment In compliance with the California Code of Regulations, Title 5, sections (b), In cases where 20 or more parental exception waivers are received, the district will offer an alternative program. In such cases, the primary language of students would be assessed. The Redlands Unified School District places all English Learners in appropriate programs as defined by the California Department of Education. Program placement options include: English Language Mainstream Classroom: English Learners who demonstrate, Reasonable fluency may be placed in an English Language Mainstream Classroom where they receive instruction in the core curriculum in English. Students receive instruction alongside native English-speakers. This program option requires a parental withdrawal of services if the student is less than fluent in English (CELDT levels 1-3) and the parent must make the request in writing. Structured English Immersion (SEI): English learners demonstrating, Less than reasonable fluency, in English, are placed in the SEI Program. Students receive specialized instruction, utilizing Structured English Immersion methods based on the student s level of command of the English Language. This ensures that EL students acquire the English language while simultaneously accessing the district s rigorous core curriculum. Directions and concepts may be given in the student s primary language for clarification by a language support assistant, peer tutor, classroom teacher, or other classroom volunteer. Regularly scheduled English Language Development (ELD) is a key component of this program. Teachers who provide instruction are specifically trained to facilitate the efficient acquisition of English Language for students. Ask if teacher is bilingual. Alternative Program Settings: English Learners who meet the requirements set for in Proposition 227 as noted in the California Code of Regulations, Title 5, sections (b), may be placed in an alternative program setting. A bilingual program for English language acquisition for pupils in which much or all of the instruction, textbooks, and teaching materials are in the child s native language. For example, this could include a Dual Language Immersion Program or a Developmental Maintenance Bilingual Education. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program. Currently, the Redlands Unified School District has not received sufficient Parental Waiver Requests to offer such programs. 8

10 English Language Acquisition for Students with Disabilities The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act (Section 504) require that an LEA provide to ELs with disabilities both the language assistance and disability-related services to which they are entitled under federal law. The LEA must inform parents of EL students with IEPs how the language instruction education program meets the objectives of the child s IEP. An IEP or Section 504 team must determine which services are appropriate based on the EL s particular disability and level of English proficiency. Regardless of services prescribed, ELs must also receive ELD instruction. Reclassification District policy provides for rigorous standards and procedures for reclassification of English Learners to Fluent English Proficient (FEP) Status. The district verifies that each former EL student reclassified as Redesignated Fluent English Proficient (RFEP) has demonstrated English Language Proficiency comparable to that of the average native speakers and can participate equally with the average native speakers in the school s regular instructional program. In accordance with these guidelines, the district uses a uniform process and standards for reclassification. The following criteria must be met in order for students at each designated grade level to be reclassified as RFEP APPENDIX C. RFEP students are monitored for two years beyond the year of redesignation. The RUSD Language Assessment Center in collaboration with site administrators and School English Learner Representatives monitor the progress of the students and recommend intervention and support if students are not making academic progress after leaving the English Learner program. Grades 1 & 2 The student s overall CELDT performance of Early Advanced (4) with domain performance level scores of 4+ on the sub sections; or an overall level score of Advanced (5) with domain performance levels scores of 3+. The student must score Proficient on two consecutive RUSD Common Assessment Exams in Language Arts. In addition, the student must demonstrate that they read on grade level as measured by a Running Record and the student must be receiving grades of S or better in Reading and Writing. Parents of such students must provide written consent via the RUSD Reclassification Form. All reclassified / redesignated students will continue to be monitored by RUSD for 2 years following their reclassification using the RUSD monitoring form. In cases where reclassified students demonstrate language needs, they will receive additional language support. Grades 3, 4, & 5 The student must have an overall CELDT performance level score of Early Advanced (4) or Advanced (5) with a performance level score of 3+ in the reading, listening, or speaking domains. The student MUST demonstrate a score in the CELDT writing domain of Early Advanced (4) or Advanced (5). The student must score Proficient on two consecutive RUSD Common Assessment Exams in Language Arts. The student must demonstrate that they are reading on grade level as measured by the Renaissance Learning STAR Reading Assessment and 9

11 must be receiving grades of C or better in reading and writing. Parents of such students must provide written consent via the RUSD Reclassification Form. All reclassified / redesignated students will continue to be monitored by RUSD for 2 years following their reclassification using the RUSD monitoring form. In cases where reclassified students demonstrate language needs, they will receive additional language support. Grades 6 through 10 The student must have an overall CELDT performance level score of Early Advanced (4) or Advanced (5) with a performance level score of 3+ in the reading, listening, or speaking domains. The student MUST demonstrate a score in the CELDT writing domain of Early Advanced (4) or Advanced (5). The student must score Proficient on two consecutive RUSD Common Assessment Exams in Language Arts or must pass the ELA section of the California High School Exit Exam (CAHSEE). Students must receive grades of C or better in Reading and Writing.. Parents of such students must provide written consent via the RUSD Reclassification Form. All reclassified / redesignated students will continue to be monitored by RUSD for 2 years following their reclassification using the RUSD monitoring form. In cases where reclassified students demonstrate language needs, they will receive additional language support. Grades 11 & 12 The student must have an overall CELDT performance level score of Early Advanced (4) or Advanced (5) with a performance level score of 3+ in the reading, listening, or speaking domains. The student MUST demonstrate a score in the CELDT writing domain of Early Advanced (4) or Advanced (5). The student must pass the ELA section of the California High School Exit Exam (CAHSEE). Students must receive grades of C or better in Reading and Writing.. Parents of such students must provide written consent via the RUSD Reclassification Form. All reclassified /redesignated students will continue to be monitored by RUSD for 2 years following their reclassification using the RUSD monitoring form. In cases where reclassified students demonstrate language needs, they will receive additional language support. 10

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14 Chapter 2: Instructional Programs Goal: RUSD will ensure that appropriate, systematic ELD and quality standards based Core Content Instruction are provided to all English Learners throughout the district. Overview Instructional Achievement Goals for English Learners TK-12 It is the mission of the Redlands Unified School District to educate and support English Learners in reaching their highest potential each school year. English Language Acquisition All English Learners will progress one level per year, and meet the criteria for reclassification to Fluent English Proficiency within six years. Academic Competency All English Learners will demonstrate accelerated academic progress each year, as measured by standardized tests, district benchmarks, and site assessments. Instructional Programs TK-12 In accordance with state and federal requirements, the Redlands Unified School District offers effective program models to serve English Learners. Parental involvement in decisions regarding the education of their children is required and critical to students academic success. Parents must determine the program option they feel is the best for their child. The District s program is an English-oriented approach that provides students the opportunity to learn English for a variety of purposes, including using English to understand content area materials. In the program, EL students learn English in the practical environment of use, with continuous opportunities and incentives to read, write, listen and speak extensively in English in through a variety of content opportunities. Program Options for English Learners ELEMENTARY Structured English Immersion (K-5) English Language Mainstream (K-5) SECONDARY Structured English Immersion (6-12) English Language Mainstream (6-12) 13

15 Each instructional program must contain the following components reflecting the overall goals of the program: Well-articulated standards-based aligned curriculum instruction provided through Specifically Designed Academic Instruction in English (SDAIE); Common Core State Standards aligned curriculum instruction provided through Specifically Designed Academic Instruction in English (SDAIE); Daily English Language Development Instruction congruent to the state guidelines Elementary Instructional Programs Structured English Immersion (SEI) (K-5) The Structured English Immersion (SEI) program is described in CA Ed. Code (Proposition 227 that was passed by voters of California in June, 1998). It is described as an English language acquisition process in which classroom instruction is overwhelmingly in English, but curriculum and presentation are specifically designed for children who are learning the language. SDAIE instruction provides students with instruction in grade level curriculum, but presents the concepts and content in a linguistically accessible manner that allows for comprehension and amplifies the use of the subject matter as a tool for language acquisition. The SEI program is designed for English Learners at the emerging/beginning and early intermediate/expanding levels of English language proficiency. Students are taught overwhelmingly in English using Specifically Designed Academic Instruction in English (SDAIE) strategies. Teachers may use the student s primary language to motivate, clarify, direct, support, and explain. The SEI program focuses on the rapid acquisition of English in order to meet grade level standards in the content areas while learning English. In the Redlands Unified School District the core language arts program is the Houghton Mifflin Harcourt, Journeys Common Core Curriculum which is used to facilitate student learning in the Common Core State Standards. Depending on student enrollment patterns, school sites may establish SEI classrooms at each grade level that contain both English learners and non-english learners, in order to ensure that English Learners can be appropriately grouped for instruction. In order to provide SEI students with appropriate instruction throughout the day, it is recommended that SEI students be clustered in heterogeneous classroom settings at each grade level. English-Language Mainstream Program (ELM) (K-5) The RUSD English Language Mainstream (ELM) program is designed for English Learners at English language proficiency levels of 3 (Expanding), and 4/5 (Bridging) to ensure the development of academic language and literacy for students who have acquired basic fluency in English but who are not yet ready to be reclassified. 14

16 An ELM program includes specialized English language development instruction appropriate ot each student s level as well as differentiated instruction in core content instruction. At the elementary level, ELM teachers are to provide individualized instruction and targeted interventions, as needed to ensure academic success and to prepare students for reclassification. Students are provided with academic instruction using Specially Designed Academic Instruction in English (SDAIE). Depending on student enrollment patterns, each site will designate one or more ELM classrooms at each grade level to ensure that English Learners can be appropriately grouped for instruction. At sites where all teachers hold CLAD authorization, the school may wish to designate all classrooms as either SEI or ELM. A school may designate a classroom as both SEI and ELM where fewer than 10 students who must receive an SEI program are enrolled at a given grade level. English Language Development (ELD) The goal of ELD instruction is to facilitate English literacy for all EL students. This specialized instruction is provided daily for a minimum of 30 minutes to all English Learners who receive instruction from a highly qualified teacher who possesses California Certification in Crosscultural Language, and Academic Development or a Bilingual Cross-cultural Language, and Academic Development certification. The district utilizes the Houghton Mifflin Harcourt, Journeys Common Core Program for English Language Arts. Daily ELD employs Journeys English Language Learners Ancillary materials that are specifically created to develop academic language for ELs by employing specific instructional strategies to build background knowledge, extend student vocabulary, maximize reading comprehension, and scaffold writing and research skills. In addition, the use of this program facilitates maximum connections between language development which occurs in ELD and content connections within each English Language Arts unit of instruction. At the elementary level, schools are required to provide all EL students with 30 minutes of daily explicit ELD instruction at each student s proficiency level. It is recommended that sites group students by proficiency level across grade spans. For example, the master schedules is set so that all 3 rd, 4 th, and 5 th grade students at intermediate CELDT level go to intermediate ELD for 30 minutes each day. The 30 minutes of ELD minutes may not include travel time and must occur during the regularly scheduled school day. Leveled ELD instruction is a high priority for all RUSD elementary programs. Secondary Instructional Programs Structured English Immersion (SEI) (6-12) The Structured English Immersion (SEI) program is described in CA Ed. Code (Proposition 227 that was passed by voters of California in June, 1998). It is described as an English language acquisition process in which classroom instruction is overwhelmingly in English, but curriculum and presentation are specifically designed for children who are learning 15

17 the language. SDAIE instruction provides students with instruction in grade level curriculum, but presents the concepts and content in a linguistically accessible manner that allows for comprehension and amplifies the use of the subject matter as a tool for language acquisition. The SEI program is designed for English Learners at the emerging/beginning and early intermediate/expanding levels of English language proficiency. Students are taught overwhelmingly in English using Specifically Designed Academic Instruction in English (SDAIE) strategies. Teachers may use the student s primary language to motivate, clarify, direct, support, and explain. The SEI program focuses on the rapid acquisition of English in order to meet grade level standards in the content areas while learning English. In the Redlands Unified School District the core language arts program is the Houghton Mifflin Harcourt, Journeys Common Core Curriculum which is used to facilitate student learning in the Common Core State Standards. Depending on student enrollment patterns, school sites may establish SEI classrooms at each grade level that contain both English learners and non-english learners, in order to ensure that English Learners can be appropriately grouped for instruction. In order to provide SEI students with appropriate instruction throughout the day, it is recommended that SEI students be clustered in heterogeneous classroom settings at each grade level. English-Language Mainstream Program (ELM) (6-12) The RUSD English Language Mainstream (ELM) program is designed for English Learners at English language proficiency levels of 3 (Expanding), and 4/5 (Bridging) to ensure the development of academic language and literacy for students who have acquired basic fluency in English but who are not yet ready to be reclassified. An ELM program includes specialized English language development instruction appropriate to each student s level as well as differentiated instruction in core content instruction. At the elementary level, ELM teachers are to provide individualized instruction and targeted interventions, as needed to ensure academic success and to prepare students for reclassification. Students are provided with academic instruction using Specially Designed Academic Instruction in English (SDAIE). Depending on student enrollment patterns, each site will designate one or more ELM classrooms at each grade level to ensure that English Learners can be appropriately grouped for instruction. At sites where all teachers hold CLAD authorization, the school may wish to designate all classrooms as either SEI or ELM. A school may designate a classroom as both SEI and ELM where fewer than 10 students who must receive an SEI program are enrolled at a given grade level. English Language Development (ELD) The goal of ELD instruction is to facilitate English literacy for all EL students. This specialized instruction is provided daily for a minimum of 30 minutes to all English Learners who receive instruction from a highly qualified teacher who possesses California Certification in Crosscultural Language, and Academic Development or a Bilingual Cross-cultural Language, and Academic Development certification. The district utilizes the Houghton Mifflin Harcourt, 16

18 Journeys Common Core Program for English Language Arts. Daily ELD employs Journeys English Language Learners Ancillary materials that are specifically created to develop academic language for ELs by employing specific instructional strategies to build background knowledge, extend student vocabulary, and maximize reading comprehension, and scaffold writing and research skills. In addition, the use of this program facilitates maximum connections between language development which occurs in ELD and content connections within each English Language Arts unit of instruction. At the secondary level, schools are required to provide all EL students with one full period of daily explicit ELD instruction. It is recommended that sites group students by proficiency level even if it requires groupings across grade spans. Leveled ELD instruction is a high priority for all RUSD secondary programs. 17

19 Chapter 3: Monitoring of Student Progress Goal: RUSD will systematically implement formative and summative assessments to monitor the progress of English Learners in their development of English Language Fluency and their progress in developing competency in core content instruction RUSD is promotes data-driven decision-making for all student programs, including those designed for the success of English Learners. Therefore, the systematic collection, analysis and instructional adjustments are embedded into district procedures. Our goal is to use formative data to inform daily instruction practices to ensure student success. We are committed to monitoring EL progress as it pertains to their English Language Development as well as to their academic progress in standards based core instruction. Providing Meaningful Access to All Curricular and Extracurricular Programs To be able to participate equally and meaningfully in instructional programs, EL students have to acquire English proficiency and recoup any deficits that they may incur in other areas of the curriculum as a result of spending extra time on ELD. Thus, SEAs and school districts share a dual obligation to provide EL students language assistance programs as well as assistance in other areas of the curriculum where their equal participation may be impaired by academic deficits incurred while they were learning English. This dual obligation requires school districts and SEAs to design and implement EL programs that are reasonably calculated to enable EL students to attain both English proficiency and parity of participation in the standard instructional program within a reasonable period of time. English Language Development Profile Cards The program provided for English Language Learners (ELL) is guided by the English Language Development (ELD) Standards and Benchmarks. Students are placed in the ELL program based on their scores on the California ELD Assessment instrument (CELDT). Versions of this instrument are used for initial placement, annual assessment, and redesignation: all versions are aligned with the California ELD standards adopted in Designation as an ELL means that students must be provided with an English language development course of study, which includes listening, speaking, reading and writing through appropriate instructional methods for English Language Learners. The ELD Progress Profile is aligned with the state standards. The Progress Profile (Appendix B) provides an ongoing record of student progress, which provides legal documentation of the 18

20 program provided for each student. It is also a source of valuable information that can be used to group students for appropriate levels of ELD instruction based on their needs. In addition, this profile provides consistent district-wide criteria for moving students from one instructional level to another. Through this document, teachers monitor student progress to evaluate competency in listening, speaking, reading, and writing. To provide evidence of meeting benchmarks, ongoing assessments will be administered. Student progress through the stages of acquisition must be monitored and recorded using the ELD Progress Profile benchmarks APPENDIX D. The information recorded on the ELD Progress Profile will be used to monitor the progress of each ELL student, as well as to assist the teacher with placement in the appropriate instructional level. ELD lessons continue until the student is redesignated. The ELD Progress Profile is cumulative within the grade spans K-2, 3-5, and 6-8. When a student moves from one grade span to another, each receiving teacher should review the benchmarks of the previous span to assess the student s instructional needs. For students new to the District, documentation on the ELD Progress Profile should begin at the CELDT level determined by results of the initial assessment. Annual Title III Data Report Each year, RUSD is required to report the progress of English Learners to the U.S. Office of Education regarding the progress of English Learners in acquiring English proficiency. These results are closely monitored by our Educational Services Division and disaggregated by school, grade level, and department to refine targeted support. The tool utilized by Redlands Unified School District to analyze student performance and to evaluate program effectiveness is the English Learner Subgroup Self-Assessment (ELSSA) APPEDIX E. The ELSSA serves as a tool for LEAs to analyze outcomes and program services for English learners (ELs) while preparing LEA plans and addenda to meet requirements under Title I and Title III. This refers specifically to LEAs developing Title III Year 4 Action Plan Needs Assessments, Title III Year 2 Improvement Plan Addenda, and Title I Program Improvement plans related to the EL student group. The ELSSA helps LEAs focus on the attainment of linguistic and academic standards EL students as well as to identify issues regarding EL instructional programs. To assess whether an EL program is succeeding in overcoming language barriers within a reasonable period of time, RUSD considers accurate data within the ELSSA that permits a comprehensive and reliable comparison of how EL students in the EL program, EL students who exited the program, and never-el students are performing on criteria relevant to participation in the district s educational programs over time. 19

21 The district s ultimate goal for English Learners is that they not only develop English Language Proficiency, but that they develop high levels of competency in all core academic subject areas. Redlands Unfied School District is committed to systematically monitoring English Learner formative progress in core content. Monitoring Progress in Core Content This is accomplished through: 1. Generating reports from our data base to analyze student progress and adjust the instructional course via grade level and subject matter team Professional Learning Community meetings 2. Generating district level reports after each grading period to identify trends and refine targeted support 3. All school sites share EL Progress Data with the English Learner Advisory Councils (ELACs) and School Site Councils as documented in the Single Plans for Student Achievement and all schools within the district include specific goals, actions and expenditures that derive from the data trends to enhance EL programs 4. Analysis of district standards based common assessment results disaggregated by EL subgroup by school, grade level, and department to refine instruction 5. Analysis of SBAC results disaggregated by EL subgroup by school, grade level, and department to refine instruction Additionally, once students have been designated as Reclassified Fluent English Proficient (RFEP), administrators, teachers and classified staff monitor their performance to ensure that these students continue to perform well on district and state assessments. The students achievement is monitored and recommendations are made if students need additional supports through site and district services APPENDIX E. LEAs receiving Title I or Title III funds are required to monitor students for two years after re-designation. (20 U.S.C ) California s regulations also require LEAs to continue to monitor pupils who are reclassified, in order to ensure correct classification and placement. (5 CCR ) 20

22 Chapter 4: Staffing and Professional Development Goal: RUSD will ensure that all teaching personnel assigned to provide instruction are qualified to provide such services to English Learners and that teachers, principals, administrators and support staff receive systematic, research-based professional development. Recruitment and Hiring California statute requires that every teacher who provides instructional services to an English Learner be authorized to provide specialized instruction for those learners. This instruction would either 1) help the learners to understand instruction that is taught only in English, 2) help the learners develop their ability to listen, speak, read and write in English, 3) be provided in the learners' primary language as English is acquired, or 4) be taught in a language other than English for those learners in a dual immersion program. These are more commonly referred to as English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE) and bilingual instruction. In compliance with state and federal regulation, Redlands Unified School District, ensures that all teaching personnel hold appropriate certification to provide necessary instructional services to English Learners. All teachers who provide ELD and/or SDAIE must be appropriately authorized with a Cross-cultural Language and Academic Development (CLAD) certificate or the equivalent. All teachers who provide primary language instruction must be appropriately authorized with Bilingual Cross-cultural Language and Academic Development (BCLA) certificate or the equivalent. Teachers assigned to provide ELD, SDAIE and primary language instruction must be properly authorized. Human resources has primary responsibility for Monitoring all hiring to ensure that teachers have the appropriate CLAD/BCLAD authorization Monitoring any teacher who has had an emergency CLAD authorization to ensure that the teacher meets the annual certification requirements 21

23 Professional Development BP 4131: The Governing Board believes that, in order to maximize student learning, teachers must be continuously learning, improving their skills, and updating their instructional methods. To provide certificated staff with opportunities to enhance their skills, the Superintendent or designee shall develop a program of ongoing professional development, which may include but not be limited to: 1. Mastery of discipline-based knowledge, including the state-adopted standards, and effective subject-specific pedagogical skills. 2. Training in the use of technologies that enhance instruction. 3. Sensitivity to the needs of diverse student populations, including minorities, students with disabilities, English language learners, and economically disadvantaged students, ability to meet those needs. 4. Understanding of how academic and career technical instruction can be integrated and implemented to increase student learning; skill in evaluating and combining available instructional resources; opportunities to collaborate with other staff members in the alignment of academic and vocational curricula. 5. Knowledge of strategies that enable parents/guardians to participate fully and effectively in their children's education 6. Effective classroom management skills; ability to relate to students, understand their various stages of growth and development, and motivate them to learn. 7. Training related to student health, safety, and welfare. The district is committed to providing all staff with research-based professional development to: Understand their role in complying with state and federal laws in relation to all aspects of the English Learner Program Enhance knowledge base on pedagogy for the instruction of English Learners Understand how to use formative and summative assessment data to adjust instructional practices to maximize student learning Effectively implement curricula and instructional strategies to provide quality, meaningful instruction to English Learners at all school sites The district is committed to systematically implementing the following standing professional development sessions: State and Federal Regulations All Site Administrators via District Power Point 2017 and Beyond All administrators who are new to RUSD Quality Teaching of English Learners Six principles guide QTEL s work with teachers and students: Sustain academic rigor Hold high expectations 22

24 Infuse metaprocesses in the education of English language learners Engage in quality teacher and student interactions Sustain a language focus Develop a quality curriculum Embedded Supports for Differentiated Instruction in the Core Curriculum Teachers within the Redlands Unified School District have received comprehensive training in the implementation of the Common Core utilizing the district adopted core curriculum. The district adopted materials include ancillary, consumable and technology-based instructional supports for English Learners. ELs face the unique challenge of learning English as an additional language at the same time as they are also learning grade-level content. This challenge creates dual responsibilities for all teachers who teach ELs. The first responsibility is to ensure that all ELs have full access to the grade-level curriculum in all content areas, and the second is to ensure that ELs simultaneously develop the advanced levels of English that are necessary for success with academic tasks and texts in those content areas. California s recommended core materials were vetted and selected to ensure teachers have the resources necessary to support English Learners. The Professional Development provided to teachers during publisher adoption release of materials reviews the use of these instructional supports. Local Control Accountability Plan Initiatives Consistent with the requirements of 5CCR15496, the actions and services provided in the LCAP year demonstrate increased and improved services within professional development for the support of unduplicated pupils: Ensure teacher expertise with Common Core aligned practices and curriculum for Math and Reading with extensive professional development Utilize instructional coaches to increase effective instruction aligned to the Common Core which will increase student achievement Improve teacher expertise with targeted research-based instructional practices that promote student achievement for sub-group success Increase AVID training to support college and career readiness and course access Provide training for teachers to improve targeted instruction for long-term English Learners in grades 6-10 to ensure reclassification and promote academic success Provide counselors with training to support resource attainment, to seek funding resources for higher education opportunities, to improve attendance and graduation rates Provide specialized training to Middle School teachers that teach the English Class for English Learners for grades

25 Chapter 5: Parent and Community Involvement Goal: RUSD will send notice of, and hold regular meetings for the purpose of formulating and responding to the parents recommendations and provide training activities to parents on how they can be involved and actively participate in the education of their children. The Redlands Unified School District recognizes that effective parent engagement and involvement are critical to the success of students. We are home to a Golden Bell Award from eh California School Boards Association for our annual, Parent by Parent Conference in which parents annually attend local workshops on current and relevant topics. We continue to strive to meaningfully engage parents in all aspects of the education of their children. We recognize parents as equal partners in promoting student achievement. Therefore we continue to commit to the endeavors indicated below. Overview 1. When 15% or more of the students enrolled at the school site speak a single primary language other than English, as determined by language census data from the preceding year, all notices, reports, statements, and records sent to parents of such students are written in English and the primary language. 2. Whenever possible, the school will provide translations and interpretations of school information for all language groups represented at the school. 3. Interpretation and translation services may be made available for parent/teacher conferences, school advisory committee meetings, meetings regarding school safety, suspension and expulsion conferences and hearings, and for all due process actions held at the district level. 4. Site administrators will attempt to find translators for meetings to facilitate communication between parents and staff. 5. The district has at least one district translator/interpreter to assist with department and parent communication in relation to district level services. All requests for translations and interpretations need to be submitted accordingly. 6. Each school site has a designated employee to provide parental support at the school site which can be a classified staff member or the certificated EL Site Representative 7. Parent training sessions may be provided on parental rights. Such trainings can include informational sessions on school operations and who to go to for assistance related to 24

26 problems or concerns. Parents should be supported, in a variety of ways, to access and understand these rights. 8. The school can encourage parent volunteerism by providing opportunities for parents to volunteer and by providing training on how parents can effectively participate in school. 9. The district and sites are encouraged to provide ongoing staff development on how to work with parents and students from diverse cultural backgrounds. 10. School sites may review their site English Learner support program with parents at a welcome meeting at the beginning of each school year. The following topics may be English Learner Advisory Committee included: Program Placement, Reclassification, and Monitoring of student language and academic progress. As required by federal law, whenever 21 or more English Learners are enrolled at a school site, the site has an active, functioning English Learner Advisory Committee (ELAC) that meets all of the following requirements: I. Provides input in the development of the goals contained within the Single Plan for Student Achievement especially regarding supports to English Learners II. Annually conducts a needs assessment for EL Programs at the school III. Annually Reviews EL Progress Data Trends for their school and district IV. Advises the principal and staff on the school s program for ELs V. Is informed about the importance of consistent student attendance Principal s Responsibilities for Implementing ELAC The site principal is responsible for establishing the school s ELAC and ensuring that the ELAC members have fulfilled their responsibilities. The principal is responsible to do the following: I. Facilitate the formation of an ELAC by September 15 th of each year II. Facilitate selection of a representative and an alternate to the District English Learner Advisory Committee (DELAC) III. Assist the ELAC membership to develop meeting agendas and select meeting dates. IV. Publicize meeting agendas 72 hours in advance V. Schedule and hold planning meetings VI. Provide child care for general membership meetings VII. Consult with ELAC members to develop and provide training to assist members in carrying out their legal responsibilities VIII. Arrange for additional training from the Ed. Services Department as needed IX. Review meeting minutes to ensure training, discussion and advice is appropriately reflected for each area of responsibility 25

27 X. Share the SPSA with ELAC at the start of each school year and collect input from the ELAC members on the needs of ELs to include in the upcoming SPSA due each October District Responsibilities for Monitoring the ELACs The superintendent s designee ensures that: I. All schools submit an annual ELAC meeting calendar II. Collects the names of Site DELAC representatives III. Reviews and archives all ELAC meeting minutes and agendas IV. Ensures that agendas indicate that the following items have been addressed: Annual Needs Assessment Review of EL Budgets Input for SPSA V. Serves as a resource for principals in establishing and maintaining functioning ELACs ELAC Meetings The district and school sites are permitted to allocate appropriate financial resources for reasonable expenses that participating ELAC parents incur while carrying out their duties (e.g. transportation, child care, translation services, meals, and training as per EC b4. The ELAC is to meet no less than three times per year. ELAC parents are to meet regularly with the principal to identify training topics needed to assist committee members in carrying out their legal responsibilities. Every effort will be made to provide interpretation in order to support and encourage parent participation. School Site Council The School Site Council is a committee that assists with the development of the Single Plan for Student Achievement (SPSA). EC Section specifies that schools and districts that receive state and federal or other applicable funding through the district s Consolidated Application (ConApp) process prepare a SPSA for any recipient school. The SPSA is a blueprint to improve the academic performance of all students. The School Site Council is comprised of parents, teachers, staff and administrators of the site. Secondary sites may also have student representatives. The School Site Council develops the plan based upon the evaluation of the needs of the students at the site and the allocated federal funding for the site. The plan is evaluated, written and updated annually. 26

28 District English Learner Advisory Committee The Redlands Unified School District operates a functioning DELAC as the district s total enrollment of English Learners is more than 51 annually. The committee meets eight times throughout the school year APPENDIX F. The purpose of this committee shall be to advise in matters pertaining to the district and its educational program, specifically: 1. Development of a district master plan for English Language Learners 2. Timetable for the development of the district master plan for English Language Learners 3. Districtwide English Language Learner education needs assessment on a school-byschool basis 4. Establishment of the district ELL education program, its goals, and objectives 5. Development of a plan to ensure compliance with the needs of the English Language Learner teacher and/or teacher aide. 6. Administration of the annual language census 7. Review and comment on the following: a) Written notification to parents of initial enrollment b) District Redesignation procedures c) Lack of appropriate individuals to administer the language assessment (if applicable) 8. Advise on waiver requests related to alternative education programs 9. Documented participation and support for any bilingual experimental (planned variation) programs (if available) DELAC Membership Parents, elected by majority vote of those parents (of ELL children enrolled in the ELL program in all schools) present at the announced open general meeting. In order to qualify for the ballot, candidates will be nominated at an open general meeting at least two weeks prior to election. Teachers, selected by the faculty Classified employees by majority vote of the classified employees At least 51% of the voting members shall be parents of children participating in the English Learner education program. DELAC Officers Chairperson: shall preside at all committee meetings of the committee and shall be an ex-officer member of all subcommittees, shall appoint special committees, and shall perform all other duties pertaining to the office. Vice-Chairperson: shall assist the chairperson and shall perform the duties of the chairperson on the absence of that officer. Recording Secretary: shall keep a correct record of all committee meetings and shall perform such other duties as delegated. This will be a non-voting member from the district. Spokesperson: Represents the committee whenever assigned to do so. 27

29 Local Control Accountability Plan (LCAP) Advisory Committee The Redlands Unified School District has developed a stakeholder committee to assess the District s progress with the LCAP goals and actions and to refine and develop future goals and actions outlined in this update. The RUSD LCAP Committee is comprised of all stakeholder groups that include parents, students, community members, teachers, classified and certificated bargaining units, and site and district administrators. The purpose of the LCAP Advisory committee is to evaluate and give feedback on the actions and services developed within the LCAP. The committee members: 1. Meet to review information on the current year LCAP Program implementation and to offer feedback that will be used in the development of the new LCAP 2. Monitor progress on programs in the current plan 3. Evaluate the required state metrics and local data and offer feedback regarding the progress of each program 4. Participate in meetings with district personnel serving in each of the LCAP programs who report on the increase of services and also share first-hand accounts of how the programs fulfill the LCAP requirements 5. Comment on the impacts of programs, determine whether programs were fulfilling the guiding principles of the LCAP, and evaluate the future implementation of the programs. 6. Present recommendations to the Superintendent. LCAP Advisory Committee Membership The LCAP Advisory Committee membership includes student and parent representatives from the English Learner student group. This representation is integral to the successful implementation of actions and services that support the English Learner student group since this student group is one of the targeted groups within LCFF that generate funding. It is a requirement of the targeted funding to include comprehensive stakeholder input to the plan. It is recommended that all student groups are represented on the committee. Results of the LCAP Advisory Committee recommendations are presented to the District English Learner Advisory Committee (DELAC) and recommendations from DELAC are presented to the Superintendent for review and consideration. 28

30 Chapter 6: Program Evaluation and Accountability Goal: RUSD will review the progress of English Learners annually and to determine necessary improvements to EL programs and activities in compliance with state and federal regulations. Annual Evaluation of Program Effectiveness Title III, Part A is officially known as the Language Instruction for English Learner and Immigrant Students Act. Section 3102 lists the purpose of the law. The overarching purpose is to ensure that English learner (EL) students, including immigrant children and youth, attain English language proficiency and meet the same challenging state academic standards that other students are expected to meet. LEAs must use Title III funds to supplement state language instruction educational programs, designed to assist EL students achievement goals. The state educational agency (SEA), LEAs, and schools are accountable for increasing the English proficiency and core academic content knowledge of EL students. LEAs, and schools are required to assist EL students to meet the same state academic standards that all children are expected to meet, and implement measures of English language proficiency. (Title III, sections 3102(2), 3115(a).) EL student funds must be used to increase the English proficiency of EL students by providing language instruction educational programs and access to challenging State academic standards. These programs must also provide effective professional development to teachers, principals, administrators, and other school or community-based organizational personnel. (Title III, Section 3115) Starting in , LEAs receiving Title III funding will follow Title I accountability measures as stated in the Every Student Succeeds Act (ESSA). Every Student Succeeds Act (ESSA), Title III provisions The Title III accountability provisions should become a component in the local evaluation of the effectiveness of services to ELs. LEAs may also use the English Learner Subgroup Self- Assessment (ELSSA) tool to help identify areas of strength or weakness in their program for ELs. 29

31 English Learner Subgroup Self-Assessment (ELSSA) The Redlands Unified School District uses the English Learner Subgroup Self-Assessment (ELSSA) tool for local educational agencies (LEAs) provided by the CDE to analyze outcomes and program services during preparation of LEA plans and addenda to meet the Elementary and Secondary Education Act (ESEA) Title I and Title III requirements APPENDIX G. Local Control Accountability Plan DASHBOARD and Five-by-Five Charts California has an accountability system that is based on multiple measures. These measures are used to determine local educational agency (LEA) and school progress toward meeting the needs of their students. The measures are based on factors that contribute to a quality education, including high school graduation rates, college/career readiness, student test scores, English learner (EL) progress, suspension rates, and parent engagement. California's Accountability and Continuous Improvement System gives California a chance to address historical inequities and provides the California Department of Education an opportunity to address and update the way they work to better support California's schools and the students they serve. Performance on these multiple measures will be reported through the new California School Dashboard. The new accountability system reflects a clear expectation that all LEAs and schools can and should improve and emphasizes equity by focusing on student group performance. The Dashboard contains reports that display the performance of local educational agencies (LEAs), schools, and student groups on a set of state and local measures to assist in identifying strengths, weaknesses, and areas in need of improvement. Within each indicator, student groups based progress upon program enrollment, ethnicity, and socio-economic status will be reported. California's new accountability and continuous improvement system will report on the following indicators: English Language Art Academic Indicator (Grades 3-8) Mathematics Academic Indicator (Grades 3-8) English Language Learner Progress Indicator Graduation Rate Indicator Suspension Rate Indicator College and Career Indicator 30

32 Chapter 7: Funding and Resources Goal: RUSD will send notice of, and hold regular meetings for the purpose of formulating and responding to the parents recommendations and provide training activities to parents on how they can be involved and actively participate in the education of their children. General Fund RUSD uses district state general funds provided through the California Local Control Funding Formula and Supplemental and Concentration Grant Funding to provide for the program of English Learners. State Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP) For school districts and charter schools, the LCFF establishes base, supplemental, and concentration grants in place of the myriad of previously existing K 12 funding streams, including revenue limits, general purpose block grants, and most of the 50-plus state categorical programs that existed at the time. For county offices of education (COEs), the LCFF establishes separate funding streams for oversight activities and instructional programs. The LCAP is a tool for local educational agencies to set goals, plan actions, and leverage resources to meet those goals to improve student outcomes. Federal Funds Each year RUSD receives an allocation of Federal Title III English Learner and Immigrant funds that are used to provide supplemental professional development, coaching, materials, and other supports that are above and beyond those offered through the base program APPENDIX H. Monitoring of EL Funding Monitoring of site level funds dedicated to English Learners is the expressed responsibility of the school principal in conjunction with the School Site Council and English Learner Advisory Council. Funds should be expended ONLY as indicated in the Board approved Single Plan for Student Achievement (SPSA) unless a formal addendum to the SPSA has been submitted to and approved by the governing board of education for the Redlands Unified School District. The superintendent s designee is responsible for reviewing each SPSA to ensure expenditures are complaint with state and federal laws. The superintendent s designee also monitors site expenditures to ensure they are congruent to the SPSA and are compliance with the law. 31

33 Appendix A Home Language Survey (HLS) 32

34 33

35 Appendix B Sample Parent Notification Letter 34

36 35

37 Appendix C Re-designation Form 36

38 Appendix D English Learner Profile Cards 37

39 38