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College Park Elementary School

Escuela Primaria College Park

October 11, 2023

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ELAC Requirement |Requisitos para ELAC

Each California school with 21 or more English learners must form an English Learner Advisory Committee (ELAC)

Cada escuela pública de California con 21 o más aprendices de inglés deben formar un Comité Asesor de Padres de Estudiantes Aprendices de Inglés (ELAC)

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Multilingual Programs

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Purpose of ELAC | Propósito de ELAC

  1. Advise the principal and staff on programs and services for English learners (Els)
  2. Familiarize parents with the various facets of the EL Master Plan so they may make decisions about the programs and services their children are receiving.
  3. Provide a forum where topics pertaining uniquely to the needs of parents of English learners can be presented/discussed.
  4. ELAC promotes a meaningful connection with parents of English learners at the school site.

Multilingual Programs

  1. Asesora al director y personal respecto a los programas y servicios para los estudiantes aprendiendo inglés (ELs)
  2. Familiariza a los padres con las distintas facetas del Plan Maestro de ELs para que ellos puedan tomar decisiones sobre programas y servicios que reciben sus niños
  3. Provee un foro en donde se presentan/tratan los temas que conciernen a las necesidades únicas de los padres de estudiantes aprendiendo inglés
  4. Promueve una conexión significativa con los padres de estudiantes aprendiendo inglés en el plantel escolar.

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ELAC Responsibilities | Responsabilidades del ELAC

The ELAC advises on the following topics:

  • Advise the principal and staff the development of a site plan for Els as part of the Single Plan for Student Achievement (SPSA)
  • Administration of a Districtwide needs assessment on a school-by-school basis to parents of all English learners.
  • Review school results of the EL needs assessment.

Los representantes de ELAC asesoran en los siguientes temas:

  • Asesorar al director y personal en la elaboración de un plan escolar para los ELs como parte del Plan Único para el logro Estudiantil (SPSA)
  • Administración de una evaluación de necesidades a nivel distrito a los padres de estudiantes aprendiendo inglés, escuela por escuela
  • Revisar resultados escolares de la evaluación de necesidades de los EL

Multilingual Programs

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  • Administration of the school’s Annual Language Census; share relevant EL schoolwide data.
  • Promote ways to make parents aware of the importance of regular school attendance.
  • Provide input on the Local Control Accountability (LCAP) actions, services, and expenditures as they impact English learner students and families.

ELAC Responsibilities | Responsabilidades del ELAC

  • Administración del Censo Anual de Idiomas de la escuela; compartir datos relevantes a los EL a nivel escolar.
  • Promover formas de concientizar a los padres de familia respecto a la importancia de la asistencia escolar regular.
  • Proveer aportes sobre acciones, servicios, y gastos del LCAP que impactan a los estudiantes y padres de estudiantes aprendiendo inglés

Multilingual Programs

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Composition of ELAC | Estructura de ELAC

  • At the first ELAC meeting, and ELAC is formed, and parent members are elected by parents or guardians of ELs
  • Parents of English learners constitute at least the same percentage of the committee membership as their children represent of the student body.

Multilingual Programs

  • En la primera reunión de ELAC, se forma el ELAC, y los miembros son elegidos por los padres o tutores de los ELs
  • Los padres de los estudiantes aprendiendo inglés constituyen al menos el mismo porcentaje de la membresía del comité que el porcentaje que sus niños constituyen en el cuerpo estudiantil.

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Election of ELAC members

Elección de los miembros del ELAC

Multilingual Programs

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District English Learner Advisory Committee (DELAC)

  • ELAC elects at least one member (and not more than two) to the DELAC.

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  • The DELAC representative(s) gives a report at each ELAC meeting and explains the training topics covered at the DELAC meeting

Comité Asesor de Padres de Aprendices de Inglés del Distrito

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  • ELAC elige a un miembro como mínimo (y no más de dos) al DELAC.

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  • Los representantes de DELAC ofrecen un informe en cada reunión de ELAC y explican los temas de capacitación que se trataron en la reunión de DELAC.

Multilingual Programs

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Election of DELAC Representatives

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Elección de los Representantes al DELAC

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Multilingual Programs

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Bylaws and Officers | Reglamentos y Oficiales

  • Bylaws are not required; however, this is an ELAC decision. Once bylaws are established, they must be followed and reviewed annually.

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  • Electing ELAC officers is not required, however, this is an ELAC decision. For specific officer duties, see “Roles and Responsibilities of ELAC Officers.”

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Multilingual Programs

  • Los reglamentos no son requeridos, sin embargo, esta es una decisión de ELAC. Una vez que los reglamentos se establecen deben seguirse y revisarse anualmente.
  • No se requiere elegir a oficiales de ELAC, sin embargo, esta es una decisión de ELAC. Para las obligaciones específicas de los oficiales por favor consulte “Funciones y Responsabilidades de los Oficiales de ELAC.”

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Rules of Order | Reglas de la Junta

  • Meetings must be open to the public.
  • The public must be able to address the committee.
  • Meeting notice must be posted in a public location 72 hours in advance.
  • Notice must specify date, time, and place of meeting.
  • Committee action limited to the posted agenda.
  • Questions or information need not be on the agenda.

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Multilingual Programs

  • Las reuniones deben abrirse al público
  • El público debe tener la oportunidad de dirigirse al comité.
  • El aviso de reunión debe ser publicado con 72 horas de anticipación en un lugar público.
  • El aviso debe especificar la fecha, hora y el lugar de la reunión
  • La acción del comité se limita al orden del día publicado.
  • Las preguntas o información no requieren estar en el orden del día.

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Records | Archivos

The school needs to maintain the following documentation for 5 years:

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  • Committee roster and election ballots if applicable
  • Bylaws
  • Meeting notifications
  • Meeting agendas
  • Meeting minutes
  • Attendance (sign-in sheets)
  • Copies of documents/handouts discussed

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Multilingual Programs

La escuela debe mantener la siguiente

documentación por 5 años:

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  • La lista del Comité y las papeletas de elección si es aplicable
  • Los reglamentos
  • Los avisos a la reunión
  • Las agendas de las reuniones
  • Las actas de las reuniones
  • Asistencia (hojas de registro)
  • Copias de los documentos/folletos sobre los que se produjeron los diálogos en las reuniones.

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Training | Entrenamiento

The ELAC must receive training and materials, planned in full consultation with committee members, to assist members in carrying out their required responsibilities.

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Multilingual Programs

El ELAC debe recibir entrenamiento y materiales, planificado con consulta total de los miembros del comité, para ayudar a los miembros a desempeñar sus responsabilidades requeridas.

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Important Terms

Términos importantes

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ELD Development of the English Language / Desarrollo del idioma inglés

ELPAC English Language Proficiency Assessment for CA / Pruebas Sumativas de Competencia en el Idioma Inglés para California

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 1: Provide a system of universal support for student social positive behaviors and attendance. (Tier 1 - Universal Support)

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1. Staff provide in-person, remote, or asynchronous universal teacher training and communication in the areas of mental health support.

  • Maintain and communicate school-wide behavior expectations (matrix)

to let all students and staff know about school-wide behavior expectations, we acknowledge positive behavior through positive referrals, Lunch Bunch, recognition at flag deck, monthly awards.

  • Monthly PBIS team meetings to analyze data and improve systems.

2. Establish/maintain school wide Social Emotional Learning

  • Facilitate community building circles/morning meeting
  • Support character education “Character Counts” through lessons, flag decks and presentations.
  • Elementary counselors provide co-taught lessons and activities with the teacher based on identified needs.

3. Address attendance with students and families

  • Include attendance messages in Principal’s newsletters, weekly updates, and teacher emails to families.
  • Include attendance data and messaging at events: Back to School Nights, parent-teacher conferences, and other school events (e.g., Family Nights, Literacy Nights, etc.).

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 2: Provide a system of universal support for student positive behavior. (Tier 1 - Universal Support)

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1. Promote positive student behavior through the schoolwide PBIS system

  • Maintain and communicate school-wide behavior expectations (matrix)
  • Acknowledge positive behavior through positive referrals, Classroom and playground PAWS, recognition at flag deck, and monthly awards.

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2. Deploy full-time elementary counselor to support positive behavior

  • Facilitate small group and whole class lessons (e.g., pro-social skills, conflict resolution, etc.)
  • Facilitate restorative circles

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 3: Provide a system of universal support for student physical wellness. (Tier 1 - Universal Support)

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1. Support physical wellness by staffing Health Services team members

  • Our campus has access to a full time district provided nurse (supporting two to three sites) and a seven-hour health assistant.

2. School site health offices

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  • Provide support for any illnesses/injuries, conduct vision/health screenings, review immunization requirements, and communicate with parents and staff regarding student health status.

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 4: When students are challenged in the universal level of support, provide additional and intensified social emotional/mental health support (Tier 2).

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1. Maintain a student study team that meets regularly to assess student needs

  • An updated and consistent districtwide SST process will be implemented this school year.
  • The SST team meets on an as needed basis through referrals via our Cougar Consult Form.

2. Provide short-term Individual/Group Counseling and Behavioral Support

  • The elementary counseling position will be site-based and will be supported by oversight from the district office team
  • Updates to short term individual and group counseling include an updated request for support form to replace the previous Wellness Team process
  • Elementary counselors facilitate small student groups based on identified needs (e.g., self-regulation, best self, etc.)
  • Student support will be provided in accordance with District policy

3. Communicate and partner with parents/families

  • Outreach to families prior to initiating a formal SST process
  • Involve families in SST process by including them in any student meetings when there’s a concern.

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 4: When students are challenged in the universal level of support, provide additional and intensified social emotional/mental health support (Tier 2).

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4. Collaborate with the school nurse

  • The school nurse will provide student health needs input as they participate with SST meetings, Special Education, and General Education to provide support for students.

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 5: When students are challenged in the universal level of support, provide additional and intensified behavioral support (Tier 2).

1. Target positive behavioral support to some students based on identified need

  • Check-in/Check-out will be provided based on a student’s needs and goals. This could be a formalized process (e.g. a sticker chart) or can be more informal (e.g. AM pep talk, PM end of day pep talk). Small groups will be provided to support students in regulating emotions and behaviors. Upper grade students are prioritized at the beginning of the year and will work with the counselor, the School Psychologist, and/or Behavior Specialist.

2. Deploy full-time elementary counselor to focus on identified needs of individuals and small groups of students

  • Counselor consultations and school wide supports will be provided in response to general needs and teacher requests. Student specific supports, such as individual and group counseling will primarily be generated through the “Cougar Consult Form” or SST referrals. In some instances, Counselors will refer students/families to Care Solace for additional service outside the school day (as needed). Melinda Hoag resources are also available through School Community Facilitators as well as Counselor referrals.
  • Provide short-term counseling and check ins based on student needs per district and site protocol (identify need, team collaboration around response, parent notification/permission/involvement, implement support and monitor/evaluate progress)

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Goal 1: Student Social Emotional/Mental Health, Positive Behaviors, and Physical Wellness

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Strategies/Activities

Strategy 5: When students are challenged in the universal level of support, provide additional and intensified behavioral support (Tier 2).

3. Initiate additional and more frequent two-way communication related to attendance for targeted students

  • Staff will contact families to maintain ongoing two-way communication regarding reasons for absences and initiate conversations around how school can support more consistent attendance.
  • Send attendance letters to families using the Attention2Attendance (A2A) platform.
  • The School Attendance Review Team (SART) will meet with families at the site to craft plans to promote improved patterns of attendance.

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2022-23 Annual Evaluation

SPSA Goal 1

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  • Measurable Outcomes
  • Annual Review

Metrics/Indicators

Attendance Rate

Chronic Absenteeism

Suspension rate

California Healthy Kids (CHKS) response rates

School Climate: % Agree/Strongly Agree in 3 Areas CHKS

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California healthy kids survey (5th GRade)

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Goal 2A: Academics: English Language Arts

Strategies/Activities

Strategy 1: Provide a high quality daily comprehensive language arts instructional block in each classroom (Tier 1 - Universal Support)

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1. Students and teachers use high quality, standards-aligned core and supplemental materials

  • All students receive universal, systematic instruction utilizing core curriculum, Wonders.
  • Students in TK-2 receive systematic research based foundational skills instruction.
  • Students 2-6 receive access to Accelerated Reader program to motivate and engage independent reading.
  • Digital platforms to supplement additional support ex. LEXIA
  • Focused writing from reading selections.

2. Provide professional development for teachers

  • Site-based professional development will be provided through the support of TOSAs, full-time Reading teachers, District Coordinators and Directors.
  • Teachers will participate in Mr. Elmer training to create data walls with specific assessments to determine next steps instructionally

3. Review student work and trends in results in teacher teams

  • Grade level meetings and designated staff time is focused on analyzing student work and teacher collaboration that focuses best practices to meet the needs of their learners.

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Goal 2A: Academics: English Language Arts

Strategies/Activities

Strategy 2: Provide additional support to students based on identified needs (Tier 2 - Additional and Intensified Support)

1. Provide targeted instruction to identified students (push in or pull out)

  • Identified students participate in supplemental, targeted,and differentiated small group instruction.
  • Hourly support teacher/IAs/Student Teachers will provide push in/pull out small group instruction at least 4x a week.
  • Classroom learning environment will be created to maximize student engagement and small group instruction.

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2022-23 Annual Evaluation

SPSA Goal 2A

English Language Arts

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  • Measurable Outcomes
  • Annual Review

Metrics/Indicators

Acadience: K, 1, 2

Star Reading: 3, 4, 5, 6

ELA Smarter Balanced Assessment Results: 3, 4, 5, 6

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Smarter Balanced Assessment - ELA

Analysis: Based on the 2023 SBAC data, 39% of students in grades 3-6 meet ro exceeded the grade level standard.

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Outcomes - SBA ELA

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2021-22

Actual

2022-23

Expected

2022-23 Actual

2023-24

Expected

3

32%

40%

42%

45%

4

36%

37%

33%

45%

5

37%

41%

36%

38%

6

45%

42%

45%

41%

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Goal 2B: Academics: English Language Development

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Strategies/Activities

Strategy 1: Provide daily Integrated English Language Development in the core content areas of English language arts, history/social science, mathematics and science to support English learners in acquiring rich content knowledge and developing advanced levels of English. (Tier 1 - Universal Support for English Learners)

1. Students and teachers use high quality, standards-aligned core and supplemental materials

  • District-adopted curriculum, Wonders, is used in every teacher’s classroom to provide daily integrated English Language Development (ELD).
  • Provide students with small group support through 2 bilingual instructional assistants ($30, 018 - LCFF Academics 6312)

2. Provide professional development for teachers

  • Instructional supports for ELD are provided by district TOSAs during staff meetings 3 times during the school year. Some of the areas of support include integrated and designated ELD, instructional implications of ELPAC scores, engagement strategies, and other support.

3. Review student work and trends in results in teacher teams (PLCs)

  • Multiple opportunities are given for teams to analyze student work, data, and teaching practices during grade level and staff meetings.

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Goal 2B: Academics: English Language Development

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Strategies/Activities

Strategy 2: Provide daily Designated English Language Development to English learners according to proficiency level and use the CA ELD Standards as the focal standards in ways that build into and from content instruction. (Tier 1 - Universal Support for English Learners)

1. Students and teachers use high quality, standards-aligned core and supplemental materials

  • Adopted materials for each content area have been provided to support daily Designated English Language Development.

2. Provide professional development for teachers

  • Instructional supports for ELD are provided by district TOSAs during staff meetings 3 times during the school year. Some of the areas of support include integrated and designated ELD, instructional implications of ELPAC scores, engagement strategies, and other support.

3. Review student work and trends in results in teacher teams

  • Multiple opportunities are given for teams to analyze student work, data, and teaching practices during grade level and staff meetings.

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Goal 2B: Academics: English Language Development

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Strategies/Activities

Strategy 3: Monitor and support English learners to ensure they are making progress in acquiring full English proficiency and rigorous grade level ELA, H/SS, math and science. (Tier 1 - Universal Support for English Learners)

1. Teachers, grade level teams, and other site teams monitor and support students using a variety of methods

  • Teachers utilize progress monitoring tools from the adopted curriculum to help inform instruction needed to meet students’ needs.

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2022-23 Annual Evaluation

SPSA Goal 2B

English Language Development

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  • Measurable Outcomes
  • Annual Review

Metrics/Indicators

Reclassification

ELPAC Summative Overall Performance Level Growth

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2022-23 English Learner Data:

EO, IFEP, EL, RFEP & Reclassification Rate

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ELPAC Summative Overall Performance Level Growth

Analysis: Based on the 2022-2023 data, 34% of students demonstrated growth.

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2023-24 Expected Outcome:

Our expected outcome for student growth in the 2023-2024 school year is 40% or higher.

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College Park ELs Supports

Apoyos para los ELs de College Park

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Provide daily English Language Development

(ELD) in the core content area of English Language Arts to support ELs in acquiring rich content knowledge and developing advanced levels of English.

Proveer clases de Desarrollo del Idioma Inglés (ELD) diariamente dentro del contenido base de las Artes del Lenguaje para apoyar a los Els a adquirir conocimientos profundos y para que desarrollen niveles avanzados en el inglés.

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School Attendance / Asistencia Escolar

Attendance Video Eng

Research shows students who attend school regularly have been shown to achieve at higher levels than students who do not have regular attendance.

Attendance Video Spa

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Los estudios indican que los estudiantes que tienen buena asistencia pueden alcanzar mayores logros que los estudiantes que faltan regularmente a la escuela.

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School Attendance / Asistencia Escolar

Poor attendance has serious implications for later outcomes, such as graduation.

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La mala asistencia tiene implicaciones serias en los logros futuros de los estudiantes, tales como si se llegan a graduar de la preparatoria o no.

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Arriving to School on Time

Llegar a la escuela a tiempo

It is critical students arrive on time!

We don’t want them to miss out on anything and this also develops good habits.

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¡Es fundamental que los estudiantes lleguen a tiempo!

No queremos que se atrasen en nada y esto también desarrolla buenos hábitos.

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  • Fri. Oct. 13 – PTA meeting @ 8:30 am
  • Wed. Oct. 18 – DELAC meeting @ 6:30-8:00 pm
  • Oct. 23 - 27 – Parent & Teacher Conferences
  • Wed. Oct. 25 – No school P&T Conference Day
  • Wed. Nov. 1 – No school Staff Development Day
  • Fri. Nov. 10 – No school Veterans’ Day
  • Nov. 22 - 24 – No school Thanksgiving Recess

Announcements

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Anuncios

  • Viernes, 13 de oct – Junta de la PTA 8:30 am
  • Miércoles, 18 de oct – Junta del DELAC 6:30-8:00 pm
  • Oct 23 - 27 – Semana de conferencias de Padres y Maestros
  • Miércoles, 25 de oct – No hay clases – Día de Conferencias de P y M
  • Miércoles, 1 de noviembre – No hay clases - Día de capacitación el personal escolar
  • Miércoles, 10 de noviembre – No hay clases - Día de los Veteranos
  • 22 al 24 de noviembre – No hay clases - Receso de Acción de Gracias

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Additional topics / Temas adicionales

  • Join the PTA

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Resources for families / Recursos para familias

The Melinda Hoag Smith Center for Healthy Living offers a variety of classes and events open to the community, free of charge. It also houses many community organizations that provide services to the public.

Groups & Workshops Fall 2023

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Address: 307 Placentia Avenue,

Newport Beach, CA 92663

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Phone: (949) 764-6551

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El centro para la vida saludable Melinda Hoag Smith ofrece una variedad de clases y eventos abiertos a la comunidad, de forma gratuita. También alberga muchas organizaciones comunitarias que brindan servicios al público.

Grupos de apoyo y talleres otoño 2023

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Dirección: 307 Placentia Avenue,

Newport Beach, CA 92663

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Teléfono: (949) 764-6551

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Resources for families / Recursos para familias

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The list of services and organizations include:

La lista de servicios y organizaciones incluye:

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Questions | Preguntas

Comments | Comentarios

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  • 1 thing you learned today / 1 cosa que aprendió hoy
  • 1 or 2 suggested topics / 1 o 2 temas sugeridos

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Thank you for joining us today!

¡Gracias por acompañarnos hoy!