APPENDICES. Glossary. In this section. Glossary. Effective ELD Delivery of Instruction. Dual Language Immersion (DLI) Program Admission Requirements

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1 APPENDICES In this section Glossary Appendix A Effective ELD Delivery of Instruction Appendix B Dual Language Immersion (DLI) Program Admission Requirements Appendix C Response to Instruction and Intervention (RtI 2 ) Appendix D English Learner Forms Glossary Words contained in this glossary can be found throughout the English Learner Master Plan. A A Developmental English Proficient Test (ADEPT) A valid and reliable oral language development assessment aligned with the CELDT. Academic Performance Index (API) A California state accountability measure that combines results from several state assessments (CST, CMA, CAPA). Each school in the state is assigned a numerical value from 200 to 1000 points. The API is also used to assign improvement targets. A Federal accountability measure that uses the results from state assessments to set improvement targets as determined by the No Child Left Behind Act. Alternative Assessment An IEP team can determine that a student would benefit by taking an alternative assessment other than the CELDT. Ventura County Comprehensive Alternate Language Proficiency Survey for moderate severe disabilities An alternative assessment that can be offered to special education students in lieu of the CELDT. Accelerated Language Academy (ALA) A program model with a structured English immersion instructional setting designed for students with less than reasonable fluency in English. Adequate Yearly Progress (AYP) Annual Measurable Achievement Objectives (AMAOs) Title III districts are accountable for meeting three annual measurable achievement objectives (AMAOs) for English learners. The first AMAO relates to making annual progress on the CELDT, the second relates to attaining English proficiency on the CELDT, and the third AMAO relates to meeting Adequate Yearly Progress (AYP) by the English Learner subgroup at the LEA level. 72

2 B Back to School Night (BTSN) BTSN is an event in the fall when parents return to their child s school to learn about the instructional program, standards, and expectations for student learning. (BICS) Basic Interpersonal Communication Skills Language used in everyday social interactions. Bilingual, Cross Cultural Language and Academic Development (BCLAD) A credential or certificate which authorizes a teacher to provide ELD, SDAIE and primary language instruction. Teachers in the Dual Language Immersion program all have this type of certification. Biliteracy Attainment Award An award given to students in the Dual Language Immersion program wh o have met district establish criteria for proficiency in Spanish. Bridging Students at this level continue to learn and apply a range of high level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The bridge alluded to is the transition to full engagement in grade level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. C California Alternative Performance Assessment (CAPA) A state approved assessment designed to measure a student with significant cognitive disabilities who cannot participate in the CST or CMA, even with accommodations and/or modifications. California English Language Development Test (CELDT) A state assessment given to initially identify English Learners in California public schools and to assess growth in English language proficiency on an annual basis in the areas of listening, speaking, reading, and writing. The new standards for English Language Development (ELD) instruction approved by the state of California during the school year. These standards define English language development instruction. California Modified Assessment (CMA) A state approved assessment designed to measure those students whose disabilities prevent them from achieving grade level proficiency on an assessment of the California standards. California Standards Test (CST) A state approved assessment in English language arts, mathematics, and science given to students in California public schools which measures a student s knowledge of the California standards. (CALP) Cognitive Academic Language Proficiency: A cognitively demanding level of oral and written language proficiency needed for literacy and academic achievement. CELDT Annual Assessment Results Annual report listing the overall and sub test CELDT scores for English learner students in the areas of listening, speaking, reading, and writing. Cross Cultural Language and Academic Development (CLAD) A state credential or certificate which authorizes a teacher to instruct students using ELD and SDAIE. Cultural Proficiency (Lindsey, Robins, & Terrell, 2003) The knowledge, skills, and attitudes and beliefs that enable people to work well with, respond effectively to, and be supportive of people in cross cultural settings. D District English Learner Advisory Committee (DELAC) A district level advisory committee with parent representatives from each school that advises the district on programs and services for English Learners. Dual Language Immersion (DLI) Program A program option whose goal is to build bilingualism and biliteracy through 50% English and 50% Spanish instruction California Common Core ELD Standards 73

3 E Emerging Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. Expanding Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways appropriate to their age and grade level. English Language Development (ELD) Systematic, daily, leveled, standards based instruction in the English language for students who have been identified as English Learners. English Language Mainstream (ELM) Program A program option designed for students with reasonable fluency in English. English Learner (EL) A classification used in California to identify a student who is not currently proficient in English and whose primary language is not English. An EL student is referred to as a Limited English Proficient (LEP) in federal law. English Learner Advisory Committee (ELAC) A site level committee that advises the principal and school staff on programs and services for English learners. English Only (EO) A student with a primary language of English and no other language is evident. F Federal Program Monitoring (FPM) A state review process focused on determining whether a district s programs are in compliance with federal and state law and regulations. Formative Assessment Formative assessments are on going exams, observations, and/or reflections that are given in order to improve 74 instruction and provide students with feedback throughout the learning process. G Gifted and Talented Education (GATE) A program/designation for students who have demonstrated excellence or capacity for excellence far beyond that of their peers according to district established criteria. H Home Language Survey (HLS) A questionnaire, required in California public schools, to be completed by parents at the time of registration, which elicits information about the language background of the child, to determine the primary language of the student. Home School Compact A document that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement. I Individualized Education Plan (IEP) A plan that specifies the goals, objectives, and programs offered for a special education student. It also identifies the learning disability. Initially Fluent English Proficient (I FEP) A language classification given to students with a primary language other than English who demonstrated fluency on the CELDT upon initial testing. Inter district transfer For students living outside the ACSD attendance area who are requesting to enroll in an ACSD school. Usually requires approval by both the resident district and the receiving district. Intradistrict transfer A request by the parent to transfer a child from the ACSD resident school (home school) to another non resident school within ACSD attendance area. J K

4 L Local Educational Agency Plan (LEA Plan) Required for all local educational agencies (districts) for receiving federal funding, the LEA Plan describes the actions that district will take to ensure certain programmatic requirements are met, including student academic services designed to increase student achievement and performance, coordination of services, needs assessments, consultations, school choice, supplemental services, services to homeless students, and others as required. In addition, LEA Plans summarize assessment data, school goals and activities from the Single Plans for Student Achievement developed by the LEA s schools. M Mainstream English The general program option for students who are English Only, Initially Fluent English Proficient (I FEP), or Reclassified Fluent English Proficient (R FEP). N Native English Speaker A student whose native language is English according to the responses indicated on the student s Home Language Survey completed by the parent/guardian at the time of enrollment. O P Parental Exception Waivers A form which is requested and signed by parents or legal guardians of English Learners annually to waive the requirement to be placed in an instructional program that is overwhelmingly in English (i.e. Accelerated Language Academy, English Language Mainstream programs, or Dual Language Immersion programs) Primary Language (L1) The language that has been identified as the student s native or home language. Primary Language Instruction Primary language instruction consists of directed lessons in and through the primary language. This instruction makes use of grade level materials in the primary language (textbooks, audio visuals, electronic media, and internet resources) that meet state content standards. Primary Language Support Different than Primary Language Instruction in that it does not include directed lessons, assignments, or assessments in the primary language but may be provided used to support students within an ALA or ELM setting as a means of increasing access to core curriculum taught in English. Principals Assurances Checklist A checklist of the deadlines and duties for the principals to facilitate the needs of English Learners. Professional Learning Community (PLC) A conceptual model that focuses on the following questions to improve student achievement: What do we want students to learn? How will we know they have learned it? How will we respond when learning has not occurred? How will we respond when learning has already occurred? Proposition 227 A 1998 California ballot measure requiring children to be taught in classrooms where the instruction was overwhelmingly in English, unless students had approved Parental Exception Waivers. Q R Reclassification (formerly known as Redesignation) A process that is used to determine whether a student has met all of the established district criteria for determining proficiency in English. A reclassified student moves from an English Learner to Reclassified Fluent English Proficient and often results into a change in program design 75

5 R 30 Language Census Report A state required annual census of each school which reports the numbers of English Learners and Fluent English Proficient students by primary language, annual reclassifications, instructional programs and services, and staffing information of those providing instruction to English Learners. Reasonable Fluency A level of English proficiency as determined by a student s overall CELDT score at a high intermediate stage or higher and intermediate or higher within each area (listening, speaking, reading, and writing). Reclassified Fluent English Proficient (R FEP) A classification given to students who were once identified as English Learners who have met all of the district s criteria to be considered Fluent English Proficient (FEP). Research Based Lesson Design A model of Explicit Direct Instruction accompanied with English Learner scaffolds or strategies that make the content comprehensible for students (see section on SDAIE in Chapter 2). S Scaffold A support or strategy provided at a rigorous academic level making instructional input comprehensive. School Site Council A group of teachers, parents, administrators, and interested community members who work together to develop and monitor a school's improvement plan. It is a legally required decision making body for any school receiving federal funds. Single Plan for Student Achievement (SPSA) A plan approved by the School Site Council which outlines the goals, actions, timelines, and budgetary resources for continuous school improvement. Specially Designed Academic Instruction in English (SDAIE) A methodology used by teachers to make the academic content comprehensible to English Learners. Structured English Immersion (SEI) An instructional model, designed for English Learners with less than reasonable fluency in English. Core content is taught in English using SDAIE methodology to make the academic content comprehensible to English Learners. Student Success Team (SST) A team consisting possibly of the classroom teacher, parents/guardians, administrators, resource teacher, and school psychologist (as needed) to discuss academic and/or behavioral concerns and interventions for individual students using the Response to Instruction and Intervention model. Summative Assessment An assessment that is given at a pre determined time. The goal of summative assessments is to judge student competency after an instructional phase is complete (CST, CMA, CAPA). T Transitional Bilingual Program An alternative program by which the students move from predominantly Spanish instruction incrementally to English instruction after reaching appropriate levels in English. U V W X Y Z 76

6 Appendix A Effective ELD Delivery of Instruction 77

7 Appendix B Dual Language Immersion (DLI) Program Admission Requirements DLI Program Admission Requirements In order to maintain the integrity of the instructional model, the Dual Language Immersion Program admission will be subject to the following criteria. Students are enrolled annually on the basis of the following criteria: 1. Enrolling Kindergarten students in ACSD may apply. 2. Students may enroll in the program at the Kindergarten level. Students wishing to enroll in the program after Kindergarten may be admitted at any grade level based on proficiency levels in both English and Spanish and space availability. 3. Parents must sign a program contract that explains the program s goals, parent responsibilities, and commitment to the program. 4. Parents of English Language Learners must agree to sign the parental exception waiver every year, as mandated by the district and state. 5. Siblings of children already enrolled in the Dual Language Immersion Program will receive first priority for placement. 6. Once enrolled in the program, students automatically progress to the next grade level in the program unless disenrolled by parent. 7. Exiting of a student will be done in consultation with the school principal, Dual Language Immersion teachers, and parents. 8. Program participants and their families are expected to commit to the Dual Language Immersion Program through sixth grade. This duration of enrollment ensures full development of both Spanish and English language skills. Dual Language Immersion Admission Process 1. Students enroll at home school. 2. Apply for district transfer prior to deadlines as district policy. 3. Parents interested in the Dual Language Immersion Program contact Price Principal at (714) or Juarez Principal at (714) Parents attend informal meeting held at the district. 5. Parents complete intent to register and commitment form. 6. Parents attend mandatory meeting. 7. Parents are notified of student s acceptance and school placement.

8 Appendix C Response to Instruction and Intervention (RtI 2 ) 79

9 Appendix D English Learner Forms Form # Description Plan Reference EL 1.1 Home Language Survey p.2 EL 1.2 Initial/Annual Identification, Placement, and Parent Notification Form p.7, p.4, p.24 EL 3.1 Request for Parental Exception Waiver p.5, p.21 EL 5.1 English Language Proficiency Reclassification p.37 EL 5.2 Reclassification Annual Review p.39 EL 6.1 Principal s Assurances Checklist p.44 EL 6.3 School Visit Protocol Form p.46 80

10 EL 1.1 Home Language Survey 81

11 EL 1.2 Initial/Annual Identification, Placement, and Parent Notification Form 82

12 E.L 3.1 Request for Parental Exception Waiver 83

13 EL 5.1 English Language Proficiency Reclassification 84

14 EL 5.2 Reclassification Annual Review 85

15 EL 6.1 Principal s Assurances Checklist 86

16 EL 6.3 School Visit Protocol Form Page 1 87

17 EL 6.3 School Visit Protocol Form Page 2 88

18 References In this section This section contains resources that were either cited in the English Learner Master Plan or used as a reference throughout the development process. Administrative Regulations (AR Instruction), (AR 6174 Instruction), (AR Personnel), and (AR 6020 Instruction). Board Policies (BP 6174 Instruction) and (BP 6020 Instruction).. (2008). School Site Council and Other Advisory Committees Handbook. Anaheim: ACSD Educational Services.. (2011). ACSD Title III Plan Year Four. Anaheim: ACSD Educational Services. California Education Code (EC 300, Chapter 3 English Language Education for Immigrant Children), (EC 305 English Language Learners), (EC 310, Article 3 Parental Exceptions), (EC 311 Parental Exceptions). California Department of Education. (2011). Family Engagement Framework. Sacramento: CDE Printing Office. This framework can be downloaded in pdf format at framework.pdf. Cummins, Jim. (2003). BICS and CALP: Origins and rationale for the distinction. Sociolinguistics: The essential readings, Epstein, Joyce L. (2001). School, Family, and Community Partnerships. Boulder, CO: Westview Press. Gold, Norm. (2010). English Learner Master Plans Development and Revision. Ventura County Office of Education. Hattie, John. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge. Lindholm Leary, Kathryn. (2005). The Rich Promise of Two Way Immersion. Educational Leadership, 62, Virginia: Association for Supervision and Curriculum Development. Lindholm Leary, Kathryn and Genesee, Fred. (2010). Improving Education for English Learners: Research Based Approaches. Sacramento: California Department of Education. Lindsey, Randall B., Robins, Kikanza N., & Raymond D. Terrell. (2003). Cultural Proficiency: A Manual for School Leaders. Thousand Oaks, CA: Corwin Press, Inc. Olsen, Laurie. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California s Long Term English Learners. Long Beach, CA: Californians Together. This report can be downloaded in pdf format at 89

19 Saunders, William and Goldenberg, Claude. (2010). Improving Education for English Learners: Research Based Approaches. Sacramento: California Department of Education. 90