2021-2022

Coachella Valley Unified School District

English Language Learner Plan & Analysis

Introduction

The Coachella Valley Unified School District’s English Learner (EL) Master Plan is a result of collaboration and commitment to meeting and exceeding the needs of our community’s EL students and families. Our goal is for English Learner students to graduate from Coachella Valley Unified School District with the cognitive skills and experiences necessary to be ready for College, Career, and Citizenship!

Our 2020-21 EL Master Plan is based on state and federal laws, district board policies, research, pedagogy and practice. This plan furthers our work in staff development for our school staff. CVUSD must provide the resources and professional development to aid staff that work directly with our students. The EL Master Plan’s evaluation goals will guide us to optimal results for our students:

Evaluation Goal 1: Implementation

EL programs will be fully implemented as described in the Master Plan for English language learners (ELs) at all TK-12 grade facilities in our district.

Evaluation Goal 2: English Proficiency

ELs will make steady progress in developing academic English fluency and will attain academic English language proficiency as efficiently and effectively as possible.

Evaluation Goal 3: Academic Progress

ELs will make steady progress in core academic subjects. Teaching and learning will be based on grade-level standards in core academic subjects and language proficiency levels.

Evaluation Goal 4: Decrease Risk of Failure

Rates for ELs and reclassified fluent English proficient students (RFEPs) in categories indicating risk for school failure will be no greater than those for English Only students.

Evaluation Goal 5: Biliteracy

Students enrolled in the Dual Language Immersion Program will master language skills equally in Spanish and English. Parents/guardians of ELs and RFEPs will participate meaningfully in their children’s education.

Evaluation Goal 6: Multicultural Proficiency

ELs and RFEPs will develop multicultural proficiency. CVUSD staff will provide classroom environments inclusive of all learners and needs.

Acknowledgements

English Learner (EL) Master Plan 2014-2015 Contributors to the Original Plan: 

Dr. Darryl Adams, Superintendent; Dr. Jason Angle, Assistant Superintendent Ed Services; Greg Fromm, Assistant Superintendent Human Resources; Michelle Murphy, Executive Director Education Technology; Dr. Antonio Raymo, Executive Director Fiscal Services; Dr. Chona Kileen, Director Human Resources; Robert Hennings, Director Secondary Education; Manuela Silvestre, Director Elementary Education; Delilah Salado, Director Children and Family Services; MaryLou Gonzalez, Director Classified Human Resources; Hidali Garcia, Director English Language Learner Services/AmeriCorps; Alex Gonzalez, Director Special Education; David Gibbons, Director Child Welfare and Attendance

English Learner (EL) Master Plan 2018-2019 Contributors to the Updated and Revised Plan- District Administrators, Site Administrators, Counselors, Teachers, EL TOSAs, Parents and ELSAs.

Introduction        2

Chapter 1 Initial Identification, Assessment and Program Placement        7

Step 1: Registration and Home Language Survey (HLS)        7

Step 2: English Language Proficiency Assessment        7

Step 3: Parent/Guardian Notification of Results and Placement        2

Step 4: Program Placement        3

Procedures for Approval/Denial of Parental Exception Waivers        6

Waiver Approved        6

Waiver Denial        6

Annual Kindergarten Registration        8

Transfer Students        8

Between CVUSD Schools:        8

From Other California Schools:        8

From Out of State, Other Countries or Private Schools:        8

Training on Initial Identification, Placement and Parental Rights        9

Chapter 2        8

Elementary and Secondary Instructional Programs        8

English Language Development (ELD)        10

Time Allocated for Designated ELD        11

Long Term English Learners        12

Elementary Program Descriptions        15

Designated ELD at the Elementary Level        15

ELD Level I: “Emerging”        15

ELD Level II: “Expanding”        16

Addressing the Needs of AR-LTEL and LTEL Students        16

ELD Level III: “Intervention”        16

ELD Level IV: “Bridging”        17

Instructional Programs at the Elementary Level        18

Structured English Immersion (SEI)        18

English Language Mainstream        19

Dual Language Immersion Education Program        21

One-Way Model        21

Two-Way Immersion Model (Not offered at this time)        23

Percentage of Spanish to English Instruction at the Elementary Level        24

Special Education Services: Primary and Secondary Programs        24

Gifted and Talented Education (GATE)        25

Elementary Instructional Programs for K-6th Grades        27

21        27

Secondary Program Descriptions        22

Designated ELD at the Secondary Level        22

ELD Level I: “Emerging”        22

ELD Level II: “Expanding”        22

Addressing the Needs of AR-LTEL and LTEL Students        24

ELD Level III: “Intervention”        24

ELD Level IV: “Bridging”        25

Structured English Immersion (SEI)        25

English Language Mainstream Program        29

Dual Language Immersion Education        30

State Seal of Biliteracy Insignia        32

Bilingual Alternative Program (Not offered at this time)        32

Secondary Instructional Programs for Middle and High School        35

30        35

Chapter 3        31

Monitoring of Student Progress and Reclassification        31

District Assessments        31

Use of Assessment Data for Instructional Planning        31

Annual Review of Student Progress for Reclassification        31

Parent/Guardian Notification of Language Reclassification Results        34

Monitoring and Follow-up on Reclassified Students        34

Reclassification of Special Education Students        36

Special Education ELs Considered for Reclassification.        36

Staff Configuration        40

Teacher Vacancies and Plan to Remedy: New Hires and Veteran Teachers        40

Recruitment Procedures: Teachers        40

Hiring Priorities and Procedures        41

Administrative Staff        41

District and Site Training        41

Chapter 5        42

Parent/Guardian and Community Involvement        42

Parent/Guardian Advisory Committees        42

English Language Advisory Committee (ELAC)        42

District English Learner Advisory Committee (DELAC)        47

Parents/Guardians Resource Center        49

Chapter 6        51

Evaluation and Accountability Overview        51

Evaluation and Accountability        51

Overview        51

Evaluation Questions for Analysis        51

Evaluation Design        53

Evaluating Program Effectiveness        53

Monitoring Program Implementation and Effectiveness        53

Goal 2: Steady progress toward and attainment of academic English language proficiency        55

Goal 3: Steady academic progress toward and attainment of grade-level academic proficiency.        57

Goal 4: Indicators of Risk for School Failure        58

Goal 5: Bi-Literacy for Students in Bilingual and Dual Language Immersion Programs        58

Goal 6: Parent/Guardian Engagement        58

Goal 7: Multicultural Proficiency        58

Site Level Use of Information        58

District Level Use of Information        59

Evaluation and Accountability: Roles and Responsibilities        59

Student        59

Parents/guardians        59

EL Mentor        60

Language Appraisal Team (LAT)        60

English Language Development (ELD) Teacher        62

Structured English Immersion (SEI) Teacher        62

Counselor (Middle and High School)        62

The District English Learner Advisory Committee (DELAC)        63

English Learner Support Services Department Director        63

Migrant/EL Services Coordinator        63

Site Administrator        63

Director, Federal & State Projects        65

Assistant Superintendent Administrative Services        65

Testing and Assessment Coordinator        65

Assistant Superintendent, Educational Services        65

Superintendent        66

Chapter 7        67

Funding Resources        67

General Fund Resources        67

EIA/LEP Funds        69

Other Supplemental Funds        69

Title I, Part A.        69

Title III        69

Additional EL Support Programs        69

Appendix A: Placement Notification Forms        72

Appendix B: Opt Out of Language Acquisition Program

Appendix C: Designated ELD- Elementary

Appendix D: Designated ELD- Middle School

Appendix E: Designated ELD- High School

Appendix F: Individual Language Plan (ILP)

Individual Language Plan Forms        72

Appendix C: Reclassification        72

Appendix D: Parent Participation        72

Chapter 1

Initial Identification, Assessment and Program Placement

Step 1: Registration and Home Language Survey (HLS)

The site English Language Services Assistant (ELSA) or Counselor reviews new students’ Home Language Survey (HLS) for initial assessment of English proficiency. If the answers to items 1, 2, and 3 are “English,” the child is classified as English Only (EO). The language acquisition program options for CVUSD students include Structured English Immersion, Dual Language Immersion, and English Language Mainstream. Student placement is dependent on the parent/guardian choice and completion of appropriate forms. Detailed instructional program descriptions follow in Chapter 2.

If any of Items 1, 2 or 3 on the HLS lists a language other than English, the child is identified as potentially being an English language learner (EL) and is tested for English proficiency using the Initial English Language Proficiency Assessment for California (ELPAC) to determine their language fluency designation.

Step 2: English Language Proficiency Assessment

State regulations require that all students whose HLS indicate a home language other than English complete English language proficiency testing within 30 calendar days of initial enrollment. Testing is administered by trained personnel at each school site. CVUSD uses the computer based Initial ELPAC from Transitional Kindergarten (TK) through 12th grade to assess each student’s English proficiency in four domains: Listening, Speaking, Reading and Writing. The Initial ELPAC is used for initial identification of English language proficiency and only given once. Students identified as English learners are given the Summative ELPAC annually to monitor their progress and development of the English language. When EL students take the Summative ELPAC, students receive an overall score known as a performance level, and which identifies their English language proficiency as a Beginning, Somewhat Developed, Moderately Developed, or Well Developed level.

The results of the Initial ELPAC provide measures that enable the ELSA or school personnel to determine a language code, which is then entered into the district’s student information system, Aeries. This language code is used to facilitate appropriate placement in proficiency-appropriate designated English Language Development (ELD) courses.

Each EL receives an overall score, which is a combination of two other scores: an oral language score (listening and speaking) and a written language score (reading and writing). Once student responses and scores have been entered into the digital assessment platform, a Student Score Report (SSR) is generated and sent to the parents/guardians along with the Initial Parent Notification Letter (Appendix A) notifying parents/guardians of student performance as well as program options. The Initial ELPAC SSR and the Initial Parent Notification Letter are filed in the student’s English Learner Portfolio folder in their Cumulative file and is noted in the district’s student information system, Aeries.

Step 3: Parent/Guardian Notification of Results and Placement

Parents/guardians are notified of initial language assessment results in writing through the Initial Parent Notification Letter (Appendix A), or verbally if they are unable to understand written communication. Written notification is provided in both English and the student’s home language. The notification includes the child’s English language proficiency initial results and the instructional programs available at the site:

• Structured English Immersion (SEI)
• Dual Language Immersion (DLI)
• English Language Mainstream (ELM)

A copy of the parent/guardian notification form is placed in each student’s English Learner’s Portfolio folder.

The results of the HLS and the Initial ELPAC are used to define the options open to students for instructional program placement. The process secures appropriate placement of the EL student and is determined in the following manner:

1. Determine whether the student is "Initial Fluent English Proficient (IFEP).”

1. To receive an IFEP status, the student’s Initial ELPAC Overall Performance Level is to be between the Initial Fluent Proficient (IFEP) range of 450-600.

2. Students who are initially fluent in English by the above mentioned criteria can be placed in a Structured English Immersion (SEI) or an English Language Mainstream (ELM) classroom.

3. Support services in the SEI/ELM program include the following:

• Grade appropriate content instruction overwhelmingly in English (ELM program) and nearly all in English (SEI program)
• Integrated academic English developed through content instruction differentiated to support language acquisition
• Participation in benchmark, strategic or intensive interventions
• Nominal primary language support
• Before and/or after school reading intervention programs
• Other appropriate services as determined

OR

1. Determine whether the student is a Novice or Intermediate English Learner.”

1. To receive an EL status, the student’s Initial ELPAC Overall Performance Level is to be between the EL range of 150-449.

2. For students who are not not as fluent or reasonably fluent in English by the above mentioned criteria, placement in a Structured English Immersion (SEI) Program or Dual Language Immersion (DLI) program  is recommended, which include the following:

3. Grade appropriate content instruction nearly all in Engagement intervention programs

• CLAD Certified teachers/Ongoing SDAIE ongoing training
• Other appropriate services as determined (SEI program) or a combination of primary language (Spanish) and English (DLI program).
• Daily designated English language development by proficiency level
• Integrated academic English developed through content instruction differentiated to support language acquisition
• Participation in benchmark, strategic or intensive interventions
• Primary language support for the child’s learning as necessary
• Before and/or after school reading and language develo

At the time of parental notification, all placement options are explained to parents/guardians and the EL student. The benefits of each option are included in the explanation, as well as the parent/guardian’s right to a waiver of EL related services.

Step 4: Program Placement

Once a student has been enrolled in a program, s/he should not be moved to another program without review and action by the site Language Appraisal Team (LAT).

Instructional Program Options: Withdrawn by Parent/Guardian Request

A parent of an English learner has the right to decline or opt their child out of a school district’s language acquisition program or out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6318[c][A][vii]). However, we as a district remain obligated to provide EL students with a meaningful instruction (5 CCR Section 11302) until the student is reclassified. Parents will be kept informed of when progress is not made, and will be offered programs and services to consider at that time.

Parents of ELs who opt to have their child receive EL related services will continue to be assessed yearly with the ELPAC until they reclassify.

A meeting will be held with any parent/guardian who wishes to opt their child out of EL related services. A review of the request will be made, along with a review of student assessment and classwork data for the site/district team to provide a recommendation.

Copies of the Opt Out of Language Acquisition Program (Appendix B) will be kept on file in the student’s cumulative record, and a copy will be sent to the office of English Learner Services, to the attention of the department Director.

Annual Kindergarten Registration

Annual registration for Transitional Kindergarten (TK) and Kindergarten (K) students begins in April at each of the 14 elementary sites. Parents/guardians attend meetings/workshops to prepare their children with the essential readiness skills for school. Parents/guardians are also provided with information about program options at the site.

Upon first enrolling a student in school, including TK/kindergarten students: If the HLS indicates that a language other than English is spoken at home, the student receives a To Be Determined (TBD) language classification, and given the Initial ELPAC test within 30 days of instruction. 

Students who score Initial Fluent English Proficient (IFEP) on the Initial ELPAC are classified as IFEP. If a student scores at the somewhat to moderately developed or beginning levels, the student is classified as an EL. Parents/guardians are notified in writing with the Initial Parent Notification Letter  (Appendix A), or orally, of the preliminary results and the recommended placement for the child based on language support needs. A copy of the Student Score Report (SSR) with Initial ELPAC results from the Test Operation Management Systems (TOMS) is also printed and given to the parents, as well as filed in the student’s cumulative record file.

Figure 1: Initial ELPAC Performance Levels

Transfer Students

Between CVUSD Schools:

Schools make intra-district transfers with personnel in the Child Welfare and Attendance Office. Intra-district transfer forms are sent to the Child Welfare and Attendance Office. All data, both written and electronic, regarding the student’s EL assessment history, current scores, current placement, records of academic progress, and interventions are sent to the receiving school. The site ELSA/Counselor at the receiving school is responsible for reviewing each student’s transcripts and records. They are also responsible for ensuring that each student is properly placed in the appropriate type of instructional program, as specified in the student’s current records.

From Other California Schools:

Students transferring into CVUSD from another district within the state do not need to go through the CVUSD initial identification process. Records are obtained from the previous school/ district and entered into the district’s student data system. The student’s transcripts are reviewed to determine language designation, prior program placements, and academic history.

From Out of State, Other Countries or Private Schools:

Students who are new to the state or are from another country follow the same identification, notification, and placement processes outlined above starting with the Home Language Survey (HLS). Transcripts are reviewed to determine the student’s prior placements and academic history. If the student is at the secondary level and comes from another country, previous course work is evaluated and, when applicable, credit towards graduation is applied. These procedures also apply to students transferring from private schools.

Training on Initial Identification, Placement and Parental Rights

CVUSD provides annual and ongoing training for administrators and staff on procedures relating to initial identification, placement, parental rights and informed consent. Trained district personnel include site administrators, counselors, ELSA personnel, and other staff as necessary. The emphasis is on the identification process,  instructional program options and locations that are available to parents/guardians so that they are well informed of their rights to guide their children’s education.

Chapter 2

Elementary and Secondary Instructional Programs

CVUSD offers three instructional options to English language learners (ELs): Structured English Immersion (SEI), English Language Mainstream (ELM), and Dual Language Immersion (DLI). Each option is designed to ensure that students acquire English language proficiency while learning California Common Core State Standards. All options contain the following required components:

• Well-articulated, standards-based, differentiated and designated English Language Development (ELD) instruction specifically designed for ELs
• Well-articulated, standards-based, differentiated and integrated English language instruction in the core curriculum, with primary language support and research- based learning strategies
• Structured activities designed to develop multicultural proficiency and positive self- esteem

Each EL is expected to make annual progress in English and mastery of grade level Common Core State Standards. Each year students are expected to advance one ELPAC level in overall proficiency with the goal for Reclassification as a Fluent English Proficient (RFEP) within four years. Proficiency is determined through ELPAC scores, annual ELA standards-based assessment results, and a review of progress toward reclassification criteria by site Language Appraisal Teams (LATs). Designated ELD instruction begins in Transitional Kindergarten (TK) and continues up until 12th grade for students classified as an EL. Designated ELD instruction is available at all K-12 sites.

The long-term goal of CVUSD is literacy in both English and Spanish through the mastery of the academic core content and multicultural proficiency. Toward this end, the four interrelated principles of the CA EL Roadmap serve as a crucial underpinning for all of CVUSD’s work in serving ELs. The principles are as follows:

Principle 1: Assets-Oriented and Needs-Responsive Schools. CVUSD realizes the need to provide an educational environment that is responsive to our EL students’ needs, as well as strengths and identities and supports their socio-emotional health and development. The languages and cultures English learners possess are assets for their learning and wherever possible, CVUSD encourages proficiency in multiple languages. The EL Master Plan strives to promote the family’s role in the education of the students and to promote open communication and avenues for involvement.

Principle 2: Intellectual Quality of Instruction and Meaningful Access. CVUSD holds the same standards for all students, and acknowledges that ELs should engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency (per the CA EL Roadmap page 25). CVUSD ensures that students are provided with equal access to the full curriculum, rigorous standards-based instruction, and that language development and content learning occur through integrated and designated ELD.

Principle 3: System Conditions that Support Effectiveness. CVUSD recognizes the need for systems that provide support and clear guidance to maintain effective programs for English learners to acquire English proficiency. CVUSD further recognizes the need to provide adequate resources, valid and reliable assessments and meaningful professional development for administrators, teachers and all school staff to help support the unique needs of our ELs. Additionally, CVUSD understands and recognizes the need to recruit highly skilled educators, including bilingual educators, who can understand and address the needs of English learners.  

Principle 4: Alignment and Articulation Within and Across Systems. CVUSD understands the importance of providing a well –articulated and coherent set of practices across all grade levels. CVUSD is committed to establishing learning environments that promote the development of skills, language, literacy and knowledge students need to become college and career ready and participate in a global and multilingual, twenty-first century world (per the CA EL Roadmap page 27).

English Language Development (ELD)

English Language Development (ELD) is a component of all program options for ELs. The ELD component is based on the 2012 California English Language Development (CA ELD) Standards and provides a pathway to the Common Core State Standards for English Language Arts (ELA). CVUSD has a legal obligation by federal and state law to ensure all ELs receive a minimum of 30 minutes of ELD instruction per day for 180 school days. At CVUSD, we provide our students with a minimum of 45 minutes of designated time at the elementary level, and a minimum of 1 section in middle and high school.

The CA ELD Standards are organized by grade level K-8th, then clustered 9th/10th and 11th/12th. Part I: Interacting in Meaningful Ways outlines how ELs should collaborate with peers and materials, interpret the meaning of peers and materials, and produce oral and written texts appropriate to the audience, context, purpose and task.

Part II: Learning About How English Works outlines how ELs should use language to structure cohesive texts, to expand and enrich their ideas through language, and how to connect and condense ideas to ensure message cohesion. Understanding how English works is “integral to and inseparable from” an EL’s development of meaning-making and purposeful interaction as delineated in Part I: Interacting in Meaningful Ways.

Part III: Using Foundational Literacy Skills are based upon fundamental reading expectations for K-5 students, so these standards must be adapted for students in upper grades. Students can acquire English in an accelerated time frame through appropriate instructional strategies and materials that meet the particular pedagogical and literacy needs of ELs who begin learning literacy after Kindergarten. The skills addressed include phonological awareness, print concepts, phonics, word recognition, and language fluency.

The CA ELD Standards are designed to be used in close conjunction with the Common Core State Standards for language arts, math, social studies, science, and visual and performing arts (VAPA) standards in order to provide a robust and comprehensive instructional program for ELs. Therefore, designated ELD should never be provided in a manner that is disconnected or isolated from core content instruction. The CA ELD Standards are to be used in tandem with other academic content standards to support ELs in all academic content classrooms.

CVUSD realizes that academic development and linguistic proficiency for ELs are most successful in professional communities of practice, where teams of teachers work together to recognize and identify language challenges in core content instruction. Teachers have to be supported to develop strategies to address these challenges by regularly meeting to discuss student work and reflect on the effectiveness of the strategies implemented.

This collaborative approach among teachers requires CVUSD to adopt an appropriate paradigm of support that will ensure teachers have adequate time to collaborate on short and long term learning goals; that will provide relevant, sustained professional development toward these goals; and will hold teachers accountable for implementing the practices they have been adequately supported to implement.

In an effort to best support our English learners across all instructional settings, the instructional strategies listed below have been identified as district focus areas for instructional implementation. These instructional strategies will be embedded into the professional development provided to our CVUSD staff in an ongoing effort to provide staff with opportunities to be inclusive of these strategies in daily classroom instruction during both designated and integrated ELD instructional time.

•  Content & Language Objectives
• Thinking Maps
• Sentence Frames/Starters/Stems
• Think-Pair-Share
• Using complete sentences when responding
• Academic Language

Time Allocated for Designated ELD

Designated ELD must be a part of the daily instructional program for every EL. The teaching of English is based on the CA ELD standards appropriate to grade level and language proficiency. The purpose of Designated ELD is to understand the forms and functions of English, which provides a foundation for literacy development through speaking, listening, reading and writing.

Designated ELD is planned, specific, explicit, and connected to content mastery. Regardless of the student’s program placement, all ELs must have time set aside for designated ELD until they are reclassified. This time equates to 45 minutes at the elementary level. Additional integrated ELD instructional time is built into the instructional day to enrich and expand all students’ communicative experiences with academic English.

Secondary ELs in grades 7-12 must receive one class period daily of designated ELD plus one grade level English Language Arts class (See Secondary Program Descriptions).

A student receives designated ELD support based on their language proficiency level. Each school level (elementary, middle and high school) has identified curriculum in their Designated ELD charts to meet the needs of EL students (See Appendices C-E).

Long Term English Learners

In accordance with Article 3.5 § 313.1 of CA Education Code, CVUSD distinguishes that an “English learner at risk of becoming a long-term English learner (AR- LTEL)” is any EL student who:

• Is enrolled in grades 3-12, inclusive,
• Has been enrolled in a U.S. school for four or five years,
• Has scored Intermediate or below on the prior year’s English language development test, and
• Has scored in the fourth or fifth year at the “Standard Not Met” level on the prior year administration of the CAASPP-ELA.

CVUSD further distinguishes that a “Long-term English learner (LTEL)” refers to any EL student who:

• Is enrolled in any grades 6-12, inclusive,
• Has been enrolled in a U.S. school for six years or more,
• Has remained at the same English language proficiency level for two or more consecutive prior years, or has regressed to a lower English language proficiency level, as determined by the English Language Development test; and
• For students in grades 6 to 9, inclusive, has scored at the “Standard Not Met” level on the prior year administration of the CAASPP-ELA

In Grades 5 through 12, a site English Learner (EL) Mentor will monitor ELs who have not made adequate yearly growth or have not scored Well Developed on ELPAC after four years of ELD services. The EL mentor works with AR-TEL and LTEL students and together, they develop an Individual Language Plan (ILP) to address academic communication and language proficiency goals (Appendix F). In brief, the ILP process is as follows:

1. At the start of the school year, the site Language Appraisal Team (LAT) compiles a list of students who match the description of AR-LTEL and LTE, and after reviewing assessment data and grades, determines which students are not ready to reclassify.
2. The EL Mentor begins the ILP process by:

1. Meeting with the students to introduce self
2. Explain EL Mentor role
3. Share assessment data and report cards grades (individual basis)
4. Create academic goals and identify key listening, speaking, reading, and writing goals from the CA ELD Standards that the student should develop that school year to attain proficiency
5. Shares goals and other pertinent information with site admin and general education/other content teachers

3. EL Mentor meets with parents twice during the year:

1. Meeting with the students to introduce self
2. Explain EL Mentor role
3. Explain reclassification process
4. Explain how to interact with Parent Portal for grade monitoring and goal identification/completion
5. Share Individualized Language Plan (ILP)

4. Student, parent/guardian, EL Mentor, and site administrator all sign and date the Individual Language Plan Agreement page to put ILP into effect (Appendix F).
5. EL Mentor meets with students’ teachers twice during the year:

1. collect evidence in the ILP and monitor progress toward meeting language goals

Elementary Program Descriptions

Designated ELD at the Elementary Level

CVUSD requires that students who score Beginning through Moderately Developed in ELPAC overall proficiency levels receive daily, designated ELD instruction in CA ELD proficiency standards. Because ELs must meet the same Common Core State Standards for English language arts, and the same annual standards-based achievement tests as English Only (EO) students, the ELD teacher must prepare students for full engagement in speaking, listening, reading and writing and their mastery of content standards. Therefore, a Language Appraisal Team (LAT) must be established at each site to identify language skills needed to demonstrate mastery of English language arts, math, science, and social studies standards with increasing fluency and confidence.

Staffing Requirements:

• Multiple or Single Subject Teaching Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Certificate of Competence (BCC)
• Bilingual Authorization or Educator Authorization (Bilingual)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Supplementary Authorization in English as a Second Language

ELD Level I: “Emerging”

Students Served:

• ELs who have scored at Beginning to Somewhat Developed on the ELPAC

Program Components:

• Daily designated ELD TK/K-6: minimum 45 minutes
• ELD teacher should be fluent in English to ensure phonemic and syntactic fluency
• Follow CA ELD Standards in the Emerging domain for the applicable grade level
• Teacher teaming for ELD teacher and LAT colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• Primary language support to motivate, clarify, direct, and explain

ELD Level II: “Expanding”

Students Served:

• ELs who have scored at Somewhat Developed to Moderately Developed on the ELPAC

Program Components:

• Daily designated ELD K-6: minimum 45 minutes
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards in the Expanding domain for the applicable grade level
• Teacher teaming for ELD teacher and LAT colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• Less primary language, more English support to motivate, clarify, direct, and explain

Addressing the Needs of AR-LTEL and LTEL Students

For all EL who complete ELD Level II and enter the fourth year in school, CVUSD recognizes this student is “at risk of becoming a long-term English learner” (AR-LTEL). After five years, the student becomes a “long term English learner” (LTEL). To better serve AR-TEL and LTEL students, each site, where needed must provide the following:

 ELD Level III: “Intervention”

Students Served:

• ELs in grades 5th and 6th who have been enrolled in schools in the US for more than five years and have remained at the same English language proficiency level for two or more consecutive years.
• ELs meeting the above criteria and scored Standard Not Met or Standard Nearly Met on the English language arts standards-based achievement test.

Program Components:

• The site EL Mentor will create and implement an Individual Language Plan (ILP) with the LAT staff to identify key language skills that the teachers must target during the school year to achieve those goals.
• Daily designated and differentiated intervention ELD curriculum: minimum 45 minutes
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards of the “Exit Stages” of the Bridging domain descriptors for the applicable grade level
• Teacher teaming for ELD teacher and SEI content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines

ELD Level IV: “Bridging”

Students Served:

• ELs in grades 5-6 who have been enrolled in schools in the US for four years and scored Moderately Developed or below on ELPAC.

Program Components:

• The student’s Individual Language Plan (ILP) 4-5 key language skills for the teachers to target during the school year to achieve those goals
• Daily designated ELD grade 5-6: minimum 45 minutes
• ELD teacher should be fluent English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards toward the “Exit Stages” of the Bridging domain descriptors for the applicable grade level
• Teacher teaming for ELD teacher and SEI content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines

Elementary Newcomer Students

CVUSD defines a newcomer student as a child who is new to the school system and culture of the United States within the last 12 months. Some ELs who arrived after Kindergarten may have received limited education in their primary language, making full engagement in the instructional program difficult for the student.

To the extent that it is possible, newcomer ELs should be placed in the grade appropriate Structured English Immersion (SEI) or Dual Language Immersion (DLI) program and follow the same procedures for identifying and placing a student in a proficiency-based ELD level. If the student demonstrates a need for more strategic development of foundational literacy skills, the LAT will develop an Instructional Language Plan (ILP) to address the student’s particular needs, which may include the following:

• CA ELD Standards Part III: Foundational Skills for foundational literacy to design instructional goals for transferable literacy skills during designated language development times:

• Daily designated ELD foundational literacy skills development: minimum 45 minutes
• Daily designated primary language foundational literacy skills development: minimum 45 minutes

• Daily, integrated development of English communication skills through SEI language arts, math, science, and social studies content
• Primary language reading/literacy or writing support
• Each trimester, the site LAT evaluates newcomer student’s progress to continue or modify the student’s language objectives and/or goals

In addition, the EL Services Department offers Rosetta Stone licenses to those students who are newcomer students K-12 as needed. This type of support is through additional time during the instructional day or after school depending upon the site needs.

Another form of support for newcomer students is the Newcomer Academy. The Newcomer Academy was established for students who are new to a U.S. school and who have been here for less than 3 years. The objective of the Newcomer Academy is to support students with acquiring the English language through an emphasis on oral and written language development. The thematic units focus on providing a smoother and more successful transition experience for our students who qualify for these services. Students in the Newcomer Academy focus on developing English language skills, preparing for the ELPAC assessment, all while sharing about their culture, values, and newcomer experience with students experiencing the same or similar experiences as they are.

Instructional Programs at the Elementary Level

There are three targeted program options for ELs: Structured English Immersion (SEI), English Language Mainstream (ELM), and the Dual Language Immersion Education Program (DLI).

Structured English Immersion (SEI)

CVUSD’s English Learner Services focuses on student academic proficiency in English through the mastery of the academic core content. With this focus, the site Language Appraisal Team (LAT) identifies the language skills needed to demonstrate mastery of ELA, math, science, and social studies standards. Once these language skills are identified, the ELD teachers can best prepare ELs to meet those expectations. In the SEI instructional program, instruction is nearly all in English, but primary language support may be used for clarification and explanation when practical.

Students Served:

• ELs who score overall Beginner, Somewhat Developed or Moderately Developed on the Summative ELPAC
• All ELs who have not achieved RFEP status

Program Components:

• Daily designated ELD at appropriate level K-6: minimum 45 minutes
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Teacher teaming for ELD teacher and SEI colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• Integrated ELD practice in language arts, reading, writing, math, science and social studies, differentiated through appropriate instructional strategies utilizing standards- based materials
• Primary language support as needed, including after school language and literacy interventions

Staffing Requirements:

• Multiple or Single Subject Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Authorization or Educator Authorization (Bilingual)
• Bilingual Certificate of Competence (BCC)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

English Language Mainstream

The English Language Mainstream program develops academic proficiency in English through the mastery of the academic core content and multicultural proficiency. Instruction is overwhelmingly in English; however, special support options are provided as needed.

Students Served:

• Fluent English Proficient (FEP) students
• Reclassified English Language Learners (RFEP)
• ELs whose parents/guardians have declined participation in the SEI Programs

Program Components:

• Daily integrated academic English language development of listening, speaking, reading and writing skills through language arts, math, science, social studies, and the arts
• Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials
• Limited primary language support to motivate, clarify, direct, and explain

Staffing Requirements:

• Multiple or Single Subject Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Authorization or Educator Authorization (Bilingual)
• Bilingual Certificate of Competence (BCC)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

Dual Language Immersion Education Program

CVUSD takes pride in prompting learning environments that promote the retention of home language and strives for literacy in both English and Spanish through the mastery of the academic core content and multicultural proficiency. Spanish language instruction supports the EL student’s ability to meet grade level standards while developing English fluency. As ELs develop proficiency in Spanish, English immersion increases. Elementary students must remain in the Dual Language Immersion Education program through 6th grade to receive the CVUSD 6th Grade Biliteracy Certificate of Achievement Award. This is a local recognition DL students can earn when they meet the determined criteria established by the Biliteracy Advisory Committee.

The long-term goal is literacy in English and Spanish through the mastery of the academic core content and multicultural proficiency. Through content-based learning, students use their strengths in their primary language to overcome their academic needs in the second language. Kindergarten instruction is predominantly in Spanish, with increasing English each year until in 4th Grade, where 50% of the instructional day is conducted in English and it remains until 6th grade.

Students Served

• ELs whose parents/guardians want their child to receive instruction in both english and Spanish
• EOs, IFEPs, RFEPs based on parent/guardian request for participation
• Newcomers with grade appropriate language skills in Spanish and English
• Enrollment begins in Kindergarten or 1st grade. Requests for participation in 2nd - 6th grades require approval by site administration and program teachers

Program Components:

• Daily ELD at appropriate language proficiency level K-6: minimum 45 minutes
• ELD teacher should be fluent in English and Spanish to ensure phonemic and syntactical integrity of both languages
• Teacher teaming for ELD teacher and grade-level colleagues to coordinate language development through content instruction
• Spanish language arts equivalent to ELA Common Core State Standards
• Integrated Spanish language development of speaking, listening, reading and writing in math, science and social studies through a variety of instructional techniques and strategies, utilizing standards-based materials
• Increasing integrated English language development of speaking, listening, reading and writing in math, science and social studies through a variety of instructional techniques and strategies, utilizing standards-based materials
• Primary language support to motivate, clarify, direct, and explain

Staffing Requirements:

• Bilingual Specialist Credential
• BCLAD Certificate or BCLAD Emphasis
• Sojourn Teaching Credential
• Bilingual Certificate of Competence (BCC)
• Bilingual Authorization or Educator Authorization (Bilingual)

Figure 2: Percentage of Spanish to English Instruction at the Elementary Level

Special Education Services: Primary and Secondary Programs

Each EL has access to Special Education services just as all other students in CVUSD. Careful review by the Student Support Team (SST) of all referrals takes place first, which includes second language surveys, SST referral forms, modifications and interventions, review of student records, verification of current hearing and vision screenings, parent/guardian and student interview, if age appropriate, in order to:

1. Review the response of the student to evidence based interventions in the general education program
2. Determine if interventions should continue or be revised
3. Determine if student performance is reflective of expected patterns of the student’s

second language acquisition based on schooling and time in this country

4. Determine that growth is being made or if all interventions in the general education setting have been exhausted
5. Refer student for an assessment to determine eligibility for Special Education

When an EL student is recommended to be assessed in order to determine eligibility for Special Education, testing may only be initiated upon parent’s written approval. When appropriate, assessments will be conducted in Spanish, in English, or both, making certain that cultural differences are taken into consideration when determining eligibility.

If a student is found eligible for Special Education, an Individualized Education Plan (IEP) shall be developed for the student annually. Instructional decisions related to student’s language acquisition status must be described in the Individualized Education Plan (IEP). When students qualify for Special Education Services, linguistically and developmentally appropriate goals and objectives are written based on the student’s needs. The IEP will include goals that address ELD as well as access to the content areas through primary language support. To the extent that the student’s ELD program relates to the student’s need for Special Education services, the IEP must document the provision of these services.

ELs in grades TK-12 with an IEP, with Intermediate or less ELPAC scores in listening and speaking, reading, and writing continue to receive ELD and differentiated instruction in collaboration with the general education teacher. Special Education staff, including Special Day Class staff, will receive the same training as general education staff in working with ELs. In Special Day Classes, the Special Education staff provides ELD instruction to the ELs. Bilingual Para-educators may be assigned to the program to provide direct support to ELs with an IEP.

Gifted and Talented Education (GATE)

CVUSD is committed to ensure equity in its Gifted and Talented Education (GATE) program. CVUSD ensures equal access to all ELs through its identification, referral process, testing, and teaching methodologies within its GATE program. It is the intent of the GATE program to place special emphasis on identifying students from varying backgrounds. Multiple criteria are employed to ensure that giftedness and talents are not overlooked as a result of a lack of

English language proficiency or among students who may not be experiencing academic success.

Students are tested in 3rd grade and by referral of parent/guardian or teacher prior to or thereafter. GATE testing is conducted using a nonlinguistic assessment NNAT2. Site administrators and/or site designee GATE coordinators will work with school staff and parents/guardians to inform all stakeholders about the GATE referral process, testing process, and GATE services. The district GATE administrator and the site administrators monitor GATE services. All GATE requirements must adhere to the Categorical Program Monitoring (CPM) regulations and

CVUSD board policy 6172

Figure 3 Elementary Instructional Programs for K-6th Grades

21

Secondary Program Descriptions

Designated ELD at the Secondary Level

CVUSD requires that sites group students who score in the Beginning through Moderately Developed ELPAC levels by proficiency, to receive daily designated ELD instruction by proficiency levels. Because ELs must meet the same CVUSD graduation criteria, annual state assessments and UC/CSU a-g requirements, the ELD teacher must prepare students for full engagement in speaking, listening, reading and writing their mastery of content standards. Therefore, a Structured English Immersion (SEI) Department must be established on each site that includes a team of language arts, math, science, social studies, and ELD teacher(s), who should be assigned the same EL students to ensure academic progress and language development.

Staffing Requirements:

• Multiple or Single Subject Teaching Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Certificate of Competence (BCC)
• Bilingual Authorization or Educator Authorization (Bilingual)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Supplementary Authorization in English as a Second Language

ELD Level I: “Emerging”

Students Served:

• ELs who have scored at Beginning to Somewhat Developed on the ELPAC

Program Components:

• Daily designated ELD 7-12: minimum one class period
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards in the Emerging domain for the applicable grade span
• Teacher teaming for ELD teacher and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• Primary language support to motivate, clarify, direct, and explain

ELD Level II: “Expanding”

Students Served:

• ELs who have scored at Somewhat Developed to Moderately Developed on the ELPAC

Program Components:

• Daily designated ELD 7-12: minimum one class period
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards in the Expanding domain for the applicable grade level/span
• Teacher teaming for ELD teacher and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• Limited primary language, more English support to motivate, clarify, direct, and explain

Addressing the Needs of AR-LTEL and LTEL Students

For all EL who complete ELD III and enter the fourth year in school, CVUSD recognizes this student is “at risk of becoming a long-term English learner” (AR-LTEL). After five years, the student becomes a “long term English learners” (LTEL). To better serve AR-TEL and LTEL students, each site, where needed will provide the following:

 ELD Level III: “Intervention”

Students Served:

• ELs in grades 7-12 who have been enrolled in schools in the US for more than five years and have remained at the same English language proficiency level for two or more consecutive years.
• ELs meeting the above criteria and scored Far Below Basic or Below Basic on the English language arts standards-based achievement test

Program Components:

• The site EL Mentor will create and implement an Individual Language Plan (ILP) with the LAT staff to identify 4-5 key language skills that the student must develop during the school year to achieve those goals.
• Daily designated ELD 7-12: minimum one class period
• ELD teacher should be fluent in English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards of the “Exit Stages” of the Bridging domain descriptors for

the applicable grade level

• Teacher teaming for ELD teacher and SEI Department content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• 40 minutes of English enrichment before or after school

 ELD Level IV: “Bridging”

Students Served:

• ELs in grades 7-12 who have scored at Moderately Developed or Well Developed on ELPAC

Program Components:

• The student’s Individual Language Plan (ILP) 4-5 key language skills for the teachers to target during the school year to achieve those goals
• Daily designated ELD grades 7-12: minimum one class period
• ELD teacher should be fluent English to ensure phonemic and syntactical integrity
• Follow CA ELD Standards toward the “Exit Stages” of the Bridging domain descriptors

for the applicable grade level

• Teacher teaming for ELD teacher and SEI Department content teachers to support classroom teachers with language goals the student needs to develop as they use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• 40 minutes of English language enrichment before or after school

Instructional Programs for Middle and High Schools

CVUSD offers three targeted program options to ELs: Structured English Immersion (SEI), English Language Mainstream (ELM), Dual Language Immersion Education Program (DLI) (middle school only). Structured English Immersion and English Language Mainstream are English language programs, where primary language support may be provided but instruction is predominantly in English.

The Dual Language Immersion Program option provides instruction in Spanish and English to strengthen academic communication skills. Only middle school sites provide the Dual Language Immersion Program.

Structured English Immersion (SEI)

Because the goal is for students to develop academic proficiency in English through the mastery of the academic core content, secondary sites will develop SEI Department consisting of language arts, math, science, social studies and arts teachers who provide the content for the language skills developed in ELD. Instruction is nearly all in English, but primary language support may be used for clarification and explanation when practical.

Students Served:

• ELs who score overall Beginner, Somewhat Developed and Moderately Developed on the Summative ELPAC
• All ELs who have not achieved Reclassified status

Program Components:

• Daily designated ELD at appropriate level 7-12: minimum one class period
• ELD teacher should be fluent English to ensure phonemic and syntactical integrity
• Teacher teaming for ELD teachers and SEI Department colleagues to create and support projects and activities to use language appropriate to the grade level, content, topic, purpose, audience, and text types across the disciplines
• If student has an ILP, the ELD teacher and SEI Department work together to address language development according to stated goals for the school year.
• Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials
• All scheduled classes meet district high school graduation requirements
• Math placement in accordance with having met previous grade level requirements
• English language arts placement at middle school based on grade level
• High school placement based on completing Grade 9/English I credits before placing in English II, III, or IV
• Career and technical education academies, Honors, and AP classes, as requested
• Primary language support as needed including extended day language and literacy interventions

Staffing Requirements:

• Multiple or Single Subject Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Authorization or Educator Authorization (Bilingual)
• Bilingual Certificate of Competence (BCC)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

English Language Mainstream Program

The goal is for ELs to develop academic proficiency in English through the mastery of academic core content and multicultural proficiency with the general population of fluent English peers. Instruction is overwhelmingly in English; however, special support options are available for ELs as needed.

Students Served:

• FEP, RFEP and EO students
• ELs who have been reclassified as fluent English proficient (RFEP)
• ELs whose parents/guardians refused participation in SEI programs

Program Components:

• Daily integrated academic English language development of listening, speaking, reading and writing skills through language arts, math, science, social studies, and the arts
• Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials
• Controlled primary language support to motivate, clarify, direct, and explain
• All scheduled classes meet district high school graduation requirements
• Career and technical education academies, Honors, and AP classes, as requested

Staffing Requirement:

• Multiple or Single Subject Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Authorization or Educator Authorization (Bilingual)
• Bilingual Certificate of Competence (BCC)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

Dual Language Immersion Education

This is a specialized program of instruction for middle school students who participated in Dual Language Immersion Education during elementary school, recently arrived ELs, and those students who realize the value of biliteracy for themselves. The goal is the development of academic Spanish and English communication skills through the mastery of academic core content standards and multicultural proficiency.

Students Served:

• Students who participated in an elementary Dual Language Immersion Program and request to continue
• Newcomer ELs in middle school or high school who request to participate
• EO, IFEP, or RFEP students who request Dual Language Immersion Education placement
• Available only with an approved parent/guardian signed waiver (Create Waiver)

Program Components:

• Minimum one class period per day of integrated Spanish language development through grade-level language arts, math, science, or social studies
• Daily designated ELD for qualifying ELs: minimum one class period
• Instruction overwhelmingly in English across all core content areas
• Differentiated instruction through a variety of strategies utilizing standards-based, grade appropriate materials
• Career and technical education academies, Honors and/or AP classes, as requested
• 8th grade exit recognition: CVUSD Seal of Biliteracy Achievement Award earned through Seal of Biliteracy Advisory Committee determined criteria.
• 9-11th grade students earn AP Spanish score of 3 or higher to earn the State Seal of Biliteracy insignia on her/his graduation diploma and the CVUSD Seal of Biliteracy medallion (See State Seal of Biliteracy Insignia below).

Staffing Requirements:

• Bilingual Specialist Credential
• BCLAD Certificate or BCLAD Emphasis
• Sojourn Teaching Credential
• Bilingual Certificate of Competence (BCC)
• Bilingual Authorization or Educator Authorization (Bilingual)
• Multiple or Single Subject Credential with AB 1059 English Learner Authorization
• Multiple or Single Subject SB 2042 Credential
• Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross- cultural Language and Academic Development (BCLAD)
• SB 1969 Certificate of Completion
• Bilingual Specialist Credential
• Bilingual Authorization or Educator Authorization (Bilingual)
• Bilingual Certificate of Competence (BCC)
• Language Development Specialist (LDS) Certificate
• Education Specialist Credential with AB 1059 English Learner Authorization
• Clear Designated Subjects Career Technical Education Credential with SDAIE Authorization

State Seal of Biliteracy Insignia

On January 1, 2012, Assembly Bill 815 provided for the recognition of high school students who have demonstrated proficiency in speaking, reading and writing in one or more languages in addition to English. To be awarded the insignia on a student’s diploma or transcript, a high school graduate must meet the following criteria:

1. Complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in each course.
2. Pass the 11th Grade California standards-based test for English language arts at the Proficient or higher level.
3. Demonstrate proficiency in a language other than English through passing a foreign language Advanced Placement (AP) examination with a score of 3 or higher.

For high school students whose primary language is other than English, they qualify for the insignia if they meet both of the following criteria:

1. Attain Well Developed English proficiency on the ELPAC.
2. Meet the same criteria listed above in 1, 2, and 3.

Each high school site is required to maintain appropriate records in order to identify students who have met the criteria and who have the potential to meet the requirements. All State Seal of Biliteracy Insignia requirements must be completed prior to the senior year in order to receive the award at graduation.

Figure 4 Secondary Instructional Programs for Middle and High School

Chapter 3

Monitoring of Student Progress and Reclassification

EL progress is monitored throughout the school year based on a set of state and district-adopted assessments that determine:

1. English language proficiency
2. English language growth from previous year
3. Overall academic performance

Formative assessments to monitor students’ ELD progress are administered in listening, speaking, reading and writing.

District Assessments

All students are assessed with the same benchmark tests, which will include the state-mandated Smarter Balanced Assessment Consortium (SBAC) state-adopted testing requirement: the California Assessment of Student Performance and Progress (CAASPP). Levels will be set after the 2015 testing cycle.

ELs must take the ELPAC and parents/guardians receive the Annual Assessment and Program Placement Notification Form (Appendix A-3). Additionally, EL in the Bilingual Alternative Programs, or Spanish- speaking ELs who have been in the country less than 12 months, may take a version in Spanish.

District determined Performance assessments/IABs in grade level English language arts (ELA) Units of Study are taken in English by ELs in the SEI, English Mainstream Programs and Dual Language Immersion Education programs. Students in the Dual Language Immersion Education program will participate in annual Spanish proficiency LAS assessments to monitor progress and growth.

Use of Assessment Data for Instructional Planning

Teachers must review student progress every 9 to 12 weeks, planning modifications in instruction and classroom interventions as appropriate. A 70% average on the CVUSD Writing assessment results in grades K-6 will be used in conjunction with scores on grade-level performance tasks for ELA to identify students in need of benchmark, strategic and intensive interventions. ELPAC data is used for inform designated and integrated ELD services at the elementary, middle and high schools.

If a 5th-11th grade EL is at risk of becoming or is a long-term English learner (AR-LTEL or LTEL), an EL Mentor will initiate an Individual Language Plan (ILP) with the site LAT in order to address targeted language proficiency goals for the school year (Appendix B-1 thru B-6).

Annual Review of Student Progress for Reclassification

District policy for reclassification is consistent with the California Code of Regulations. The District’s reclassification process considers the student’s readiness to be redesignated through evaluation of standardized assessments, ELPAC scores, teacher evaluation, and parental consent.

Student’s readiness for reclassification must be evaluated and determined by the site LAT. The reclassification process includes a list of criteria as listed in the English Learner Reclassification Flow Chart.

(Appendix C-1). In all grades, the EL student must score at the Well Developed proficiency level on ELPAC to qualify for reclassification.

Figure 5

Reclassification may take place at any time after 3rd grade. A site Language Appraisal Team (LAT) will meet twice a year to monitor and adjust language proficiency data to verify progress in meeting reclassification criteria by using the Reclassification Readiness Worksheet to identify likely candidates (Appendix C-2). The site LAT will include the site English Learner Support Assistants (ELSA), an EL Mentor at the larger campuses; ELD teacher(s); content teachers in ELA, math, science, social studies, and the arts; a counselor, and a site administrator.

The LAT must review the AR-TEL/LTEL students twice a year to identify students who may be eligible for reclassification or more appropriate strategies or services. CVUSD policy provides for verbal and written communication to parents/guardians encouraging and informing them of their right to participate in the reclassification process. A Parent Consultation and Initial Notification form (Appendix C-3) is sent to parents/guardians of ELs to announce their opportunity to provide input about their child’s reclassification to a representative of the school.

Parent/Guardian Notification of Language Reclassification Results

Once the site LAT completes the Language Reclassification Analysis & Results form on an AR-TEL and LTEL student, the student is identified as meeting the criteria to be reclassified or not (Appendix C- 4). Completed forms are given to the site principal for review and approval.

• Principal completes the Parent Notification of Language Reclassification Results form to report the decision of the LAT to reclassify or not (Appendix C-5). A copy of the form is sent home to parents/guardians for signature.
• Signed documentation must be placed in the student’s English Learner’s Portfolio folder inside his/her Cumulative file.

If the site is unable to obtain a parent/guardian signature on the Parent Notification of Language Reclassification Results form (Appendix C-5), then every attempt to obtain the signature must be documented. Dates of all attempts, along with the date of verbal parent/guardian approval for reclassification, are documented on the copy of the Language Reclassification Analysis & Results form (Appendix C-4).

If a student is not ready to reclassify, continue with ILP and re-evaluate at the next monitoring date.

Monitoring and Follow-up on Reclassified Students

Once an EL has demonstrated that s/he has the potential to participate fully in all English instruction and has been redesignated RFEP, the site ELSA/Counselor will monitor the RFEP on the student’s RFEP Monitoring Form (Appendix C-6), for two years based on the following frequency:

• Grade 3-6 students monitored three times a year, or at each trimester
• Grade 7-12 students monitored twice a year, or at each semester

This data will be used to summarize student performance to identify students making satisfactory progress, or students not making satisfactory progress. Services that may be provided to students who are not making satisfactory progress include but are not limited to:

• Specialized diagnostic academic assessment
• Re-entry into a Structured English Immersion (SEI) program
• Primary language support
• Participation in benchmark, strategic or intensive interventions provided by the school site.

If a student begins to fall behind on appropriate measures of achievement related to grade level standards, a student and parent/guardian conference with the site EL Mentor will be convened to revisit the ILP for the student, which may include targeted skill intervention programs.

Reclassification of Special Education Students

Disabilities of any kind may impact a student’s ability to meet the above criteria for reclassification. In such cases, the IEP team must convene to consider the student’s readiness for reclassification to Fluent English Proficient (FEP), and to determine whether modifications are necessary in testing procedures or in the criteria. The IEP team appraisal must first identify the category of disability:

1. A disability that affects only the manner in which a student receives and/or processes information,

but does not impact the student’s cognitive development.

2. A disability so severe as to prevent the student from meeting one or more of the criteria for reclassification.

Both categories require different responses from the IEP team. For Category 1 students, teams may consider modifying the manner in which the assessment for reclassification is administered. For Category 2, teams may determine that it is appropriate to reclassify the student based on modified criteria or language proficiency based on an alternative assessment. In making this determination, teams must ascertain whether the instruments used in the reclassification process can provide an accurate reflection of the student’s English language proficiency or whether they merely reflect his/her disability.

It should be noted that there are students who may never be able to achieve sufficient English language proficiency to enable them to participate successfully in a regular English program without the support of second language services. For these students, IEP teams should consider the possibility that reclassification will never be appropriate.

Special Education ELs Considered for Reclassification.

1. Special Education personnel convene the IEP team to determine whether it is appropriate to modify testing procedures or whether the criteria for reclassification should be modified. The IEP team must include an ELD teacher who has experience, knowledge, and understanding of language acquisition and its effects on student achievement.

2. The steps for reclassification delineated on the Referral for Reclassification should be followed and the form completed. Testing procedures should be modified if recommended by the IEP team.

3. If the IEP team has determined that the student’s disability is such that criteria for reclassification should be modified, the team must write a statement documenting the expected benefit to the student of receiving content instruction only in English, without second language services. The statement must include a description of how the student has demonstrated a level of proficiency sufficient to participate successfully in a regular English program without the support of second language services. It must also document how the determination to reclassify was made in relation to the student’s particular disability and to the programs and services to be provided through the IEP.

4. The IEP team signs the statement.
5. If the team determines that it is appropriate to continue to provide special education services in the primary language, even though the student has been reclassified, these services must be specified in the IEP.

6. The parent/guardian signs the statement and any modification to the IEP.

7. The following documents are submitted to CVUSD English Learner Services for review:

• Language Reclassification Analysis & Results form (Appendix C-4)
• Copy of the most recent grade report
• Signed statement of justification for reclassification
• Copy of the IEP goals, if second language services are to be continued

8. After receipt of notification from English Learner Services that the student has been approved for reclassification, the Reclassification to Fluent English Proficient Parent/Guardian Notification form is completed and sent home to the family by the referring site.

9. A copy of these documents must be placed in the student’s English Learner’s Portfolio folder.

10. ELSA personnel at the site must monitor the student’s progress for two years following reclassification and document the results twice a year. The documentation is filed in the English Learners Portfolio folder, which is found inside the cumulative folder. If the student is not progressing satisfactorily, the IEP team should be reconvened to determine what changes to the IEP may be necessary. Follow up notification to EL’s teachers regarding reclassification will be made available as soon as possible.

CVUSD monitors pupil performance for two years after reclassification in accordance with existing California regulations and federal mandates.

Chapter 4

Staffing and Professional Growth

Staff Configuration

CVUSD ensures that all teaching personnel whose assignment includes ELs hold appropriate certification to provide necessary instructional services to ELs. Teachers assigned to provide ELD, SEI and primary language instruction are properly authorized or actively pursuing authorization, with a signed agreement on file in the Human Resources Department. Hiring and placement of teachers are based on student and program needs.

Teacher Vacancies and Plan to Remedy: New Hires and Veteran Teachers

Whenever open teaching positions require BCLAD rather than a simple CLAD certification, the district Human Resources (HR) staff actively recruits and hires teachers who are fully certified to fill such positions. If fully credentialed candidates holding the BCLAD/CLAD are not available, teachers in training for BCLAD/CLAD fill the positions as long as they complete all requirements within the required time specifications.

All newly hired teachers are required to sign a commitment letter to complete BCLAD or CLAD requirements. Each spring, during the preparation for submission of the annual CALPADS Report, the HR collects information from newly hired and veteran teachers who are not credentialed to work with EL students. The teachers will submit information on their progress in fulfilling the requirements to the HR.

All submitted information is tracked and monitored by the HR personnel who oversee and monitor the district’s plan to remedy the shortage of credentialed EL teachers. In the spring of each academic year, CVUSD’s HR Department and site administrators meet to plan and oversee teacher staffing based on program need.

Recruitment Procedures: Teachers

The HR Department administrators conduct recruitment, interviews, and recommendations to site administrators. The following steps are taken each year to constitute the district’s approach to recruitment of teachers for ELs:

1. The HR Department develops a proposed staffing plan for the school based on projected EL student numbers and program enrollment.

1. Vacancies are posted through the public education online job search website, www.edjoin.org, as necessary, listing required Commission on Teacher Credentialing (CTC) authorizations for the posted positions.
2. Working together, HR staff and site administrators assign properly credentialed teachers to specific programs requiring specialized expertise. When there is not a sufficient number of authorized teachers available to fill all openings, teachers who are assigned to these classrooms must enroll in approved training programs for the necessary authorizations.

2. Advertising and recruitment efforts are undertaken, internally and externally, until all positions are filled.

Hiring Priorities and Procedures

1. Highest priority is placed on the hiring of BCLAD or equivalent teachers and their subsequent placement in Dual Language Immersion and SEI classrooms. The first priority for SEI settings is a BCLAD teacher assigned to Beginning and Somewhat Developed (Emerging) students as well as those most in need of Spanish language support in core curricular areas.
2. The second priority is hiring CLAD or equivalent certified teachers. These teachers are placed in SEI and mainstream classrooms with ELs.
3. The third priority is hiring bilingual teachers who do not yet have BCLAD authorization and who may be assigned to Dual Language Immersion classrooms as a Bilingual Teacher-in-Training.
4. The fourth priority is for hiring teachers who are in the process of obtaining a CLAD or equivalent credential.

Job applications, eligibility interviews, and processing procedures for both certificated teacher and classified paraeducator positions are handled by the district Human Resources Department. Teachers approved by the CVUSD selection process are made available for the site principal for interviewing and placement in an appropriate position.

Administrative Staff

In order to support the implementation of EL programs and services at school sites, it is a hiring priority to staff school sites with administrators who possess the CLAD or BCLAD credential or who are taking part in a staff development plan as part of their professional development.

District and Site Training

CVUSD’s professional development plan includes ongoing training for all staff who work with ELs, including administrators, paraeducators, counselors, teachers, district office personnel, and office personnel. Training will address:

• EL Master Plan policies, procedures, and guidelines

• EL program curricular designs and options

• ELD, SEI, and Dual Language Immersion program parameters

• Parent/guardian outreach to ensure their informed consent and understanding of the program options for their child

CVUSD supports new teachers through Induction as part of our Beginning Teachers Support Assessment (BTSA) program, which includes an ELD component.

Chapter 5

Parent/Guardian and Community Involvement

Parent/Guardian Advisory Committees

English Language Advisory Committee (ELAC)

Formation

Each California public school, grades K-12, with 21 or more English learners must form an English Learner Advisory Committee (ELAC).

Composition Requirements

The percentage of parents/guardians of English learners on the committee must be at least the same as that of English learners at the school.

Elections

Requirements for ELAC elections include:

1. Parent/guardian members of English learners elect parent/guardian members to serve on school committee or subcommittee.
2. The parents/guardians are provided the opportunity to vote for committee members.
3. Site ELSA/clerical staff completes the English Language Advisory Committee form that establishes the parents and their leadership positions within the group (Appendix D-1)
4. Each school committee shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC) (Appendix D-2).

Roles and Responsibilities

The Director of the State and Federal Projects Department, along with the Parent/Guardian and Community Engagement Coordinator will provide training on establishing an ELAC for site administrators/ site personnel annually about how to fulfill the following ELAC responsibilities:

1. Develop and adopt by-laws and elect officers to organize committee
2. Advise the principal and school staff on the programs and services provided to English Learners
3. Advise the School Site Council on the development of the school plan.
4. Assist with the district’s/school’s needs assessment
5. Assist with the district’s school’s annual language census
6. Assist with the school’s efforts to make parents/guardians aware of the importance of regular school attendance.

The principal or ELAC Facilitator assists with planning the ELAC meetings, attends the meetings, and arranges an agenda planning session with the ELAC chairperson prior to each meeting. Meeting dates are determined and publicized in English and Spanish in advance, and childcare may be provided if needed.

The ELAC conducts formal advisory meetings, with agendas, minutes, and its membership information is sent to the English Learner Services Department within 2 weeks after each meeting.

• Step 1 - Determine the percentage of English learners in the school and determine preliminary size of the committee.

• Step 2 - Determine the preliminary advisory committee size.

• Step 3 - Notify all parents in the school of the election of parents to serve on the ELAC.

• Step 4 - Hold a general information meeting (optional).

• Step 5 - Conduct the parent elections. Only parents of English learners may vote.

• Step 6 - Convene the first meeting of the ELAC. Train members on their roles and responsibilities.

•         ELAC decides to remain a

committee.

• ELAC votes to delegate its duties and responsibilities to the School Site Council.
• Maintain minutes of the meeting.

• ELAC decides to become a subcommittee of an existing advisory committees.
• Maintain minutes of this meeting.

•

• ELAC elects a member to serve on DELAC.

•        ELAC meets 4-5 times throughout the year.

•        ELAC assumes its roles and responsibilities.

• School Site Council elects a DELAC representative.

•        SSC meets throughout the year.

•        SSC assumes ELAC roles and responsibilities.

• Subcommittee elects a members to serve on DELAC
• Subcommittee meets 4-5 times throughout the year
• Subcommittee assumes ELAC roles and responsibilities

• Subcommittee elects a members to serve on DELAC
• Subcommittee meets 4-5 times throughout the year
• Subcommittee assumes ELAC roles and responsibilities

District English Learner Advisory Committee (DELAC)

The DELAC advises the governing board on at least the following:

• Development or revision of district master plan of education programs and services for English learners, taking into consideration the Single School Plan for Student Achievement (SSPSA)

• Conducting a district-wide needs assessment on a school-by-school basis.

• Establishment of district programs, goals and objectives for programs and services for English learners (e.g., parental exception waivers and funding).

• Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.

• Administration of the annual language census (R-30 LC Reports) (e.g., procedures and forms).

• Review and comment on the district’s reclassification procedures.

• Review and comment on the required written notifications for parents/guardians and guardians.

Other DELAC implementation provisions include:

• The DELAC meets at a minimum of 5 times per year.
• The DELAC operates according to guidelines contained in its by-laws.

• The EL/Migrant and parents/guardians and Community Involvement Coordinator serve as district liaisons to the DELAC. This person is available to assist with agenda preparation, meeting notices, arrangements for meetings, preparation of minutes, and all communications pertaining to the DELAC if needed.

• DELAC communicates their ongoing advice to the Superintendent and governing board.

• DELAC minutes will be forwarded to the School Board and Superintendent.

• The DELAC chairperson presides at meetings and signs all letters, reports and other committee communications, with prior approval of the membership. In the chairperson’s absence, resignation or inability to perform the duties, the Vice-chair assumes these duties.

• The district provides all DELAC members with appropriate training, materials and information needed to carry out their responsibilities and duties.

CVUSD has the goal that parents/guardians of ELs at all sites will participate meaningfully in the education of their children. The following types of activities may be carried out at the district or site levels to further this goal. This list is not all-inclusive.

• When possible, the school will provide translations and interpretation of school information for all language groups.
• Communication in the home language: When 15% or more of the school’s students are speakers of the same language, the school will provide written translations of all school information in that language. All parents/guardians who are Limited English Proficient will be provided with oral translations in their primary language.

• Translators are made available for parent/teacher conferences, school advisory committee meetings, meetings regarding school safety, Student Support Team (SST) and Language Appraisal Team (LAT) meetings, suspension and expulsion conferences and hearings, and for all due process actions held at the district level.

• The LAT and SST meetings must provide a translator for the parent.

• Site administrators will plan and provide for primary language through the use of para-educators or other staff.

• School sites assign a parent/guardian liaison for site support and training.

• Parent/guardian meetings are parent/guardian friendly, held at convenient meeting times, with childcare, refreshments and translation services provided.

• Parent/guardian training sessions are provided on parental rights in a variety of ways, and parents/guardians should be encouraged to exercise these rights.

• The school can encourage parent/guardian volunteerism by providing opportunities to volunteer and to provide training on how parents/guardians can effectively participate in school.

• Through the district Parent/guardian Resource Center, the district provides training to liaisons on how to work with parents/guardians, including communication skills and sensitivity to their backgrounds, needs and concerns. These liaisons then train site staff.

Parents/Guardians Resource Center

One of the dimensions of the Federal Program Monitoring (FPM) is parental involvement. Within this dimension there are two areas where the Parent/guardian Resource Center’ purpose falls under.

• Supports effective parental involvement at schools to improve student achievement and school performance.
• Builds school capacity for strong parental involvement.

These two areas sub-divide into the following areas:

1. Assist parents/guardians in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children.
2. Provide materials and training to help parents/guardians work with their children to improve their

children’s achievement.

3. Educate staff, with the assistance of parents/guardians, in the value of parent/guardian contributions and how to work with parents/guardians as equal partners.

4. Distribute information related to school and parent/guardian programs, meetings, and other activities to the parents/guardians of participating students in a format and, to the extent practicable in a language the parents/guardians understand.
5. Provide support for parental involvement activities requested by parents/guardians.

CVUSD Parent/guardian Resource Center, under the direction of the Parent/guardian and Community Involvement Coordinator has a program in place that focuses in two areas:

1. Treating parents/guardians as partners in education, and
2. Building school and parent/guardian capacity for strong parent/guardian involvement.

These two areas get accomplished by having a Parent/Guardian Resource Center that has the following functions:

1. It is a place where parents/guardians feel welcome to visit and find educational resources such as books, videos, and other material in the areas of parenting and student learning.
2. It is the “headquarters” for PLATA (Parents/guardians Leaders Always Taking Action) group. PLATA is a group composed by thirty-four parent/guardian volunteers that educates and motivates the CVUSD parent/guardian community through parent/guardian involvement activities and workshops. Throughout the school year, PLATA offers a series of six workshops to all school sites that request their services. These workshops focus on parenting and student learning. PLATA is also a group of parents/guardians who take an active role as parent/guardian leaders at their school site. Additionally, parents/guardians receive training on how to become an effective parent/guardian leader.
3. Train and guide Parent/guardian Involvement Teacher Liaisons on current parent/guardian involvement research and best practices. Assist and support school family involvement action teams in the planning of their annual parent/guardian involvement action plan.
4. Provides additional workshops requested by parents/guardians presented by district personnel as well as community resources presentations.

Chapter 6

Evaluation and Accountability Overview

Evaluation and Accountability

The chapter begins with an overview of accountability and evaluation, then sets out the specific goals and evaluation questions. Specific assessments and methods are then referenced for each goal, and the chapter ends with assignments of responsibility to individuals and groups to make clear their roles in EL accountability.

Overview

Accountability work is something we all do. This includes students, parents/guardians and all personnel at the school and district level: teachers, counselors, instructional assistants and administrators. Rather than considering evaluation as a specific event (or an annual report), we consider it to be part of our daily work. We are all accountable for ensuring that EL programs are optimally effective. All district personnel are expected to follow the procedures specified in this Master Plan.

Evaluation Questions for Analysis

Figure 6

Evaluation Design

The district will conduct an annual evaluation of programs and services for ELs. The programs described in earlier sections are structured around seven goals. The evaluation activities will focus on the evaluation questions listed in the previous table that matches goals with evaluation questions. Each year the evaluation criteria will be reviewed, and may be revised in response to program changes and changes in the needs of ELs.

CVUSD will use the English Language Subgroup Self -Assessment (ELSSA) and key data systems to determine the effectiveness of all EL programs and/or services to drive instruction in academic year 2019- 2020. The EL Director and EL Services Team will update the EL Master Plan along with parents/guardians, teachers, ESLAs/Counselors, administrators, and community stakeholders.

Evaluating Program Effectiveness

The district has identified benchmarks for the Structured English Immersion, English Language Mainstream, Dual Language Immersion Education, and Bilingual Alternative Program. These figures lay out expectations for the level of achievement that students should attain as they progress through CVUSD schools. Benchmarks are built around two main parameters in addition to program:

1. the student’s ELPAC level, and
2. the number of years in the SEI program

The evaluation questions related to student outcomes are keyed to these tables and to expectations for achievement set out in the state’s Title I Adequate Yearly Progress (AYP).

Monitoring Program Implementation and Effectiveness

Goal 1: Program Implementation as Described in the Master Plan for English Language Learners Monitoring of EL Master Plan Implementation of Goal 1

District and site staff will monitor implementation of all EL programs. The primary goal of the monitoring is to ensure that every school in the district has optimally effective and compliant programs for ELs. This monitoring will consist of three major aspects:

1. All schools will conduct annual monitoring by means of review of key files and documents. Document reviews are scheduled in all schools each year on a calendar to be announced by September of each year.
2. EL Program reviews (district-facilitated self-reviews) will be conducted on a four-year rotating cycle. The reviews will include a documentation check, teacher and parent/guardian interviews, and visits to selected classrooms. Teams consisting of district staff, site principal and selected administrators from other schools, will conduct the reviews. These reviews will result in status reports that will provide the basis for individual site improvement work, and for any required Federal Programs Monitoring

(FPM, formerly CPM) reports to the California Department of Education.

3. Ongoing coaching and staff development support. District office staff will facilitate personnel will organize site staff development and assist with classroom coaching. They will assist with the document reviews and have lead responsibility for organizing in depth reviews and any needed follow-up.

EL Program Monitoring Process:

1. Establish high expectations for all students and provides a framework for ensuring that student and organizational outcomes are achieved;
2. Promote full involvement of all stakeholders (administrators, teachers, parents/guardians, students) in all phases of planning, implementation, and evaluation activities;

3. Provide for high levels of coordination between district-level and site-level improvement efforts;
4. Ensure that program evaluation is an integral part of school improvement initiatives and activities.

Goal 2: Steady progress toward and attainment of academic English language proficiency

Monitoring of EL Master Plan Implementation of Goal 2

Students are expected to gain one language proficiency level annually until they reach English proficient level and then maintain level until reclassified.

AMAO1 defines progress as follows:

• Students at Beginning, Somewhat Developed and Moderately Developed overall levels are expected to gain one proficiency level each year.
• Students at Moderately Developed or Well Developed level are expected to have all sub-skills up to Moderately Developed.
• Students at English Proficient level are expected to maintain that level (overall and all sub- skills) for two years.

Academic ELD progress will be supported and indicated during the year by:

• In 2014-15, CVUSD will be forming assessment committees to plan, develop, and identify district ELD assessments.

The ELPAC is administered annually according to the state calendar. Results will be analyzed between May and June or as provided by the state. ELs expected to reach the English proficient level for AMAO 2 cohort that includes the following (based on prior year ELPAC scores):

• All EL students scoring Somewhat Developed
• Moderately Developed and Well Developed students who were not English proficient in prior year
• Beginning & Somewhat Developed students who are in US schools for more than 4 years
• Additional credit for Beginning & Somewhat Developed students in US schools less than 4 years who reach English proficiency

An analysis of academic ELD progress (AMAO 1) and English language proficiency attainment (AMAO

2. will be conducted by district, school, language group and program. District level analyses will help identify professional development priorities.
3. CVUSD will review and measure growth on ELPAC and CAASP. The analysis will focus on the following cohorts:

• Students in U.S. schools 1-3 years
• Students in U.S. schools 4-5 years
• Students in U.S. schools more than five years

Additionally, reports will be provided to each school indicating which ELs have missed AMAO 1 (progress) and which ELs from the AMAO 2 cohort did not attain English language proficiency. These will be used for site-level planning and instructional changes.

Goal 3: Steady academic progress toward and attainment of grade-level academic proficiency.

Monitoring of EL Master Plan Implementation of Goal 3

Students in our district will make steady progress toward meeting grade-level standards in core academic subjects, as measured by the CAASPP-ELA and CAASPP-Math, as follows:

• Students at “Standard Not Met” will progress in 1 year to “Standard Nearly Met”
• Students at “Standard Nearly Met” will progress in 1 year to “Standard Met”
• Students at “Standard Met” will progress within 2 years to “Standard Exceeded”

• No student will drop in academic performance in progressing toward or maintaining

“Standard Met”

4. Academic progress will be supported and indicated during the year by

• CAASPP performance data in English Language Arts and Mathematics will be analyzed each fall. District summary reports will be prepared. In addition, school-level reports identifying students who have not made progress, along with such relevant additional data as time-in- district, and ELPAC overall as well as sub skill levels, will be prepared for each school site. The analyses will include cross-sectional profiles of performance by ELPAC level as well as disaggregation of data by school, grade level and language group.

• Standard strand analyses of CAASPP data will be performed at the district level in order to identify district wide priority areas for professional development (e.g., strengthening students’ reading comprehension through instructional read-alouds & questioning strategies).

• Reclassification data is collected throughout the spring semester. District staff will review & analyze performance on criteria need for reclassification for all ELs. In addition, staff will review and analyze academic achievement data for former ELs. In both instances, data will be disaggregated by number of years in the district, program placement, initial ELPAC level, and other relevant variables.

• Data on the other indicators related to high school success will be collected by high school staff and reported to the district, using table formats that are standardized across schools. Analyses will be completed in the fall of each year.

Goal 4: Indicators of Risk for School Failure

School site personnel will input data on suspensions, expulsions, other disciplinary actions and retentions, and report it to the district by the end of the school year, using table formats that are standardized across schools.

Goal 5: Bi-Literacy for Students in Bilingual and Dual Language Immersion Programs

Analysis of EL reading and mathematics scores on STS, and CAASPP scores in English Language Arts and Mathematics, will be conducted in the fall of each year.

Goal 6: Parent/Guardian Engagement

This goal area will require a specific effort to develop benchmarks and indicators. The EL Coordinator worked with DELAC and ELACs to develop specific benchmarks, instruments, and a calendar of procedures.

Sites will report to the district on parent/guardian activities implemented during the year, as well as parent/guardian involvement in a set of activities to be defined in a standardized way across sites. A parent/guardian participation form will be completed each spring and submitted to the district. Data from these forms will be aggregated to develop a picture of parent/guardian involvement in the district as a whole.

Goal 7: Multicultural Proficiency

• This goal area will require a specific effort to develop benchmarks and indicators.

• Using Program Effectiveness Information to Improve Implementation and Modify the Program

• The evaluation data gathered and the analyses performed provide a rich source of information on program implementation and outcomes. The data will be used at two levels: the district and the site.

Site Level Use of Information

The self-review materials will assist sites to determine strengths and areas of need in their programs and make adjustments accordingly. Site level reports identifying missing progress and proficiency goals will be provided in order to assist school staff in identifying students in need of greater support. The site plan for professional development should be clearly articulated with the district plan for professional development with prioritization and support. Annual improvement objectives and timelines will also be established. This information will be included in the school’s Single Plan for Student Achievement.

The site will also be able to compare student outcomes at the site level to the district goals for EL students, and use this information to plan for improved implementation of the EL programs.

Figure 8

District Level Use of Information

At the district level, the annual analysis of student outcomes will determine the level of effectiveness of EL programs. Putting outcome data together with the site self-reviews will enable district staff to identify areas of strength and target areas in need of improvement on a district -wide basis. This will provide a foundation for professional development planning and program improvement planning each year.

Evaluation and Accountability: Roles and Responsibilities

Student

• Attends school daily and works for high achievement.

• Participates in school activities.

• Communicates regularly with parents/guardians, teachers, and support staff.

Parents/guardians

• Monitor/promote EL’s progress in academics, homework, attendance, behavior.

• Support EL in activities to promote student achievement.

• Communicate regularly regarding student progress with student, teachers and school.

• Attend parent/guardian conferences and school functions (e.g. Open House, conferences)

• If applicable, attend meeting with site EL Mentor to review Individual Language Plan (ILP) goals if the students has reached long term English learner (LTEL) status.
• Participates in school committees—ELAC, Site Council, etc.

EL Mentor

• Receives most current ELPAC scores of long term English learners (LTEL) students from EL Support Assistant (ELSA)
• Completes Initial page of Individual Language Plan (ILP) based on ELPAC data

• Meets with Language Appraisal Team to create ILP.

• Consults with EL student and parents/guardian to explain ELPAC scores, reclassification requirements and the language objectives the EL student’s teachers will be targeting.

• Communicate with SEI content teachers to monitor student progress each grading period via ILP.

English Learner Support Assistant (ELSA)

• Maintain and update student information regarding English proficiency and reclassification progress or status on AERIES
• Provide small group English language instruction
• Provide interpreting and translating services for school staff in English and Spanish
• Reviews Home Language Survey for EL student registration
• Administer initial ELPAC assessment for incoming students beyond annual testing window
• Update and review EL student CUM files

Language Appraisal Team (LAT)

• All reports and data will be obtained and maintained through the ELSA

• Consists of the site EL Mentor, ELD teacher(s), and content teachers from ELA, math, science, social studies, and visual and performing arts

• Determine 4-5 key English language development standards for each LTEL that teachers must ddress (ILP).

• Provide a copy of the ILP language goals to each LTEL student’s content teachers to develop

during their units of study.

• Review data at the start of the school year and at the end to verify student has met expectations and sufficient evidence exists for reclassification or continued designated ELD services.

English Language Development (ELD) Teacher

• Participate in site LAT to address range of grade level communication needs for student engagement in English language arts, math, science, and social studies content mastery.

• Assist EL Mentor and AR-TEL/LTEL students with completing ILP (Appendix B-3)

• Collaborate with SEI teachers to identify designated ELD instructional activities to design listening, speaking, reading and writing skills to a variety of tasks, purpose, audience, and formats.

Structured English Immersion (SEI) Teacher

• Implements specific instructional programs as described in the EL Master Plan and provides instruction that meets state frameworks and district and state content standards.
• Ensures delivery of appropriate integrated English Language Development (ELD) instruction per ILP (Appendix B-2) objectives as noted by the Performance Indicators listed in the teacher’s lesson plans.

• Reviews school/classroom data to modify instruction to master content through CA ELD standards and new CAASPP assessment procedures.

• Determines/implements differentiated strategies for EL and RFEP students that expand and refine listening, speaking, reading and writing skills.
• Advocates for support services for students not meeting standards and benchmarks who may require interventions in order to reach goals.
• Informs parents/guardians of progress and strategies to support students in meeting standards.

Counselor (Middle and High School)

• Assists with initial placements, using the EL Master Plan for ELs as a guide.

• Monitors progress of ELs toward meeting language, academic and multicultural benchmarks.

• Assists with interpretation of student assessments, and collaborates with EL Mentor and LAT in devising individual program modifications and interventions, as needed.

• Supports the implementation of the EL Master Plan for ELs that helps them meet necessary graduation and A-G course requirements.

District English Learner Advisory Committee (DELAC)

• Review implementation of EL Master Plan to ensure success for ELs at all grade levels and across all contents.

• Examines program evaluation findings on an annual basis and frame recommendations for program improvement for the following year as part of its advisory role.

• Reviews the Annual Language Census report.

English Learner Support Services Department Director

• Supports sites in implementing EL Master Plan; monitors implementation of EL Master Plan, Evaluation Plan, and Monitoring Plan; reviews district and site EL data.

• Monitors with Education Services Assistant Superintendent, the selection of materials used in the classroom for delivery of ELD and core curriculum to ELs.

• Develops work plan for, supervises, and works closely with ELSAs.

• Meets with principals to review site plans for ELs.

• Monitors compliance and EL procedures at the site and district level.

• Works with Assistant Superintendent and Assistant Superintendent of Administrative Services to provide ongoing training for teachers, para-educators, and support staff
• Works with Assistant Superintendent and Assistant Superintendent of Administrative Services to ensure timely recruitment, hiring and training of teachers for ELD assignments.
• Provides logistics and support to the DELAC and Dual Language Immersion Advisory Council.

• Works with Assistant Superintendent of Educational Services, Assessment, to prepare the EL annual evaluation report.

Migrant/EL Services Coordinator

• Supports sites in implementing EL Master Plan.
• Monitors implementation of EL Master Plan, Evaluation Plan, and Monitoring Plan.
• Reviews district and site EL data.

• Monitors with Education Services Assistant Superintendent, the selection of materials used in the classroom for delivery of ELD and core curriculum to ELs.

Site Administrator

• Monitors all aspects of staffing and instruction for ELD programs, according to the EL Master Plan.

• Is responsible for all procedures and legal requirements pertaining to ELs at the site.

• Signs off on the ILP, acknowledging language goals teachers will address in their lesson plans.

• Monitors designated ELD teacher(s) and content placement of ELs and oversees reclassification process.

• Reports periodically to district administrators on implementation of ELD programs and interventions

Director, Federal & State Projects

• In collaboration with and the Director of EL Support Services, monitors curriculum and fiscal compliance to ensure alignment with our EL Master Plan for ELs.

• Monitors school plans and budgets regarding ELs.

• Monitors grants and evaluations for ELs.

• Plans staff development to ensure implementation of EL Master Plan in collaboration with the Director of EL Support Services.

Assistant Superintendent Administrative Services

• Recruits and monitors placement of ELD staff in collaboration with principals and the Director of EL Support Services.

• Monitors credentials of all personnel working with ELs.

Testing and Assessment Coordinator

• Monitors assessments used for evaluation of EL progress.

• Oversees data collection, provides analysis, writes reports, and prepares charts.

• Prepares Annual EL Evaluation Report together with the Director of EL Support Services.

• Works with an EL Accountability & Evaluation Work Group on annual program evaluations.
• Shares results of evaluation with all stakeholders, including DELAC

Assistant Superintendent, Educational Services

• Evaluates principals on accountability for implementation of the EL Master Plan.
• Supervises Director of English Learner Support Services.
• Oversees compliance procedures relative to ELs’ instructional programs.
• Evaluates district and school site data

• Provides overall support for ELD programs issues

• Reviews a summary of Principal’s Assurances Checklists with the Area Administrators and Director

of EL Support Services.

• Meets with principals and directors to review plans, program modifications, timeline for implementation, and to support services for school sites.

Superintendent

• Evaluates district goals relative to our LCAP, including implementation of the EL Master Plan for ELs, student achievement, professional development, evaluation and accountability

Chapter 7

Funding Resources

Funds are allocated following the funding mandates prescribed by the Education Code, state regulations and district policies. EIA-LEP and other categorical funds are used to supplement the core educational program and not to supplant general fund monies. The core program is supported by the general fund. Expenditures are audited annually by the district’s Business Office and by external auditors.

The following process is used to develop plans for program operations and improvement, and the consequent allocation of funds. A description of major funding sources, identifies students to be served by that source, and examples of expenditures that are not appropriate. It also gives examples of allowable expenditures that can supplement work in English Language Arts, math, ELD, and other content areas, capacity building and professional development, school climate, parent/guardian engagement, and family support.

1. The School Board approves the district Superintendent’s Goals and Objectives. This is a plan to

meet the needs of all students.

2. The Superintendent’s Cabinet identifies and prioritizes needs, based on the Superintendent’s Goals

and Objectives and data analysis, and allocates funds and other resources to support those needs.

3. The Director of State and Federal projects allocates funds based on the Consolidated Application, meets with district Administrators and school Principals to ensure compliance, presents school and district plans to the Board for approval, and monitors expenditures throughout the year.

4. The Principal coordinates development of the school level plan and prioritization of needs based on data, meets with the School Site Council and ELAC groups before they approve the school plan and budget. The Principal assures that parents/guardians and staff are informed about funding and the site plan.

5. Site and District Advisory Committees take the following roles:

1. The School Site Council provides input regarding school plan development/ revision and approves the school level plan;
2. ELAC members advise and give input on the school level plan and school budget.

3. DELAC gives input on the district level plan.

General Fund Resources

The district uses the General Fund to provide the base program for all students. This includes core curricular materials, instructional supplies, teachers’ salaries and other district services (for example, transportation, library, Special Education, food, health, and counseling) as well as support systems for monitoring program implementation and student progress, and for program evaluation. Core materials in Language Arts and Mathematics provide Universal Access supplements to help ensure that ELs have access to the core curriculum. The base program also includes District adopted ELD program materials. The district provides primary language instructional materials for students enrolled in bilingual and Dual Language Immersion alternative programs.

EIA/LEP Funds

EIA/LEP funds are used to supplement the base program. These funds are used for supplemental services such as:

• Employment of supplemental teachers;
• Para-educators
• Purchase of supplemental teaching materials;
• In-service training for teachers and para-educators to develop instructional skills
• Support for parent/guardian involvement activities
• Parent/guardian training
• Translating
• Other reasonable expenses related to the program for ELs.

Services provided through EIA/LEP funds are designed to ensure that ELs develop full proficiency in English as rapidly and effectively as possible, and to ensure that they recoup any academic deficits that may have developed in other areas of the core curriculum as a result of language barriers. Each site receives an annual entitlement of EIA/LEP funds, based on their number of identified ELs, to purchase supplemental instructional materials, and other site-determined purposes.

Other Supplemental Funds

Title I, Part A.

School wide programs under Title I, Part A, permit a school to use funds from Title I to raise achievement for all students and improve the entire educational program of the school. School-wide programs are not required to identify particular children as eligible for services. Schools can use their Title I funds in a flexible manner, as long as they engage in reform strategies that increase the amount and quality of learning and help provide a high-quality curriculum for all children according to a comprehensive plan to help students meet the state’s challenging standards.

Title III

The federal Title III program provides funds for supplementary programs and services for English Language Learners. Required activities include providing instruction and instructional support services related to English language development and academic progress in the core curriculum in a manner that allows ELs to meet grade level and graduation requirements. Programs must provide staff development opportunities to school staff assigned to the ELs. Title III funds may also be used for a variety of instructional support, curriculum development, parental involvement, and related EL program activities.

Additional EL Support Programs

Before/after school intervention/enrichment programs focus on students whose test scores are far below or below basic, at risk of retention, or are at risk. The emphasis is on ELA and/or Math. Certificated personnel teach the courses before or after school as supplements to the instructional day.

Beginning Teacher Support and Assessment (BTSA) (Ed Code 44259(c)

Following the passage of SB2024 (Alper/Mazzoni, Ch. 548, Statues for 1998). Probationary I and II teachers take part in the BTSA program for induction, in order to obtain their professional clear credential. It also provides professional development for new teachers in all curricular areas.