English Learners Master Plan - English

English Learner Master Plan

Fairfield-Suisun Unified School District 2490 Hilborn Road, Fairfield, CA 94534

Board Approved: May 9, 2019

Acknowledgements

The Fairfield-Suisun Unified School District English Learner Master Plan was revised with the dedicated effort and collaboration of many teachers, administrators, parents and support staff. We truly appreciate and thank all who took time to review and provide valued input for the plan. This plan was reviewed and received input from EL Master Plan Committee members representing elementary, middle, and high school teacher and administrative representatives, District Educational Services staff, District English Learner Advisory Committee (DELAC) representatives.

English Learner Master Plan Committee Members

Hector Alfaro Translator

Maria Carmen Casillas Translator

Emily Cichowski-Nute Crescent Elementary (CSEL, 2nd grade teacher)

Nancy Dunn F-SUTA President

Stephanie Gonzalez DELAC Parent Representative

Laneia Grindle Director of Fiscal Services

Christine Harrison Assistant Director of English Learners and Instructional Support

Christopher Hill Armijo High School Assistant Principal

Sara Johnson Armijo High School (CSEL, teacher)

Laura Jones Grange Middle School (History teacher)

Kathryn Kinsella Coordinators of Educational Services

Howard Kornblum Director of English Learners and Instructional Support

Martha Lacy Assistant Director of Elementary Education

Lorena Ledesma Community Outreach Liaison for Grange Middle School

Melissa Mata

Teressa Moreira

Bilingual Secretary III, English Learners and Instructional Support

Lead Counselor

Travis Nelson B Gale Wilson Elementary Assistant Principal

Alejandro Oseguera Community Member

Anita Perez

Steve Phillips

DELAC Parent Representative

Anna Kyle Elementary Principal

Dorothy Smart B Gale Wilson Elementary (3rd grade Dual Immersion teacher)

Ashley Tidwell

James Woods

DELAC President

Assistant Director of Secondary Education

Governing Board Superintendent

David C. Isom

Judi Honeychurch

Bethany Smith

Joan Gaut

Jonathan Richardson

John Silva

Craig Wilson

Jasmine Lutz

Board President Kris Corey

Board Vice President

Board Clerk

Board Member

Board Member

Board Member

Board Member

Student Board Member

Chapter 1- Visions for Assets-Based Instructional Programs

In this chapter, the district Local Control Accountability Plan (LCAP) goals will be reviewed. The goals for the Fairfield-Suisun Unified School District (FSUSD) English Learner Program will be highlighted within the context of the California English Learner Roadmap Policy (2017) and its four principles. A snapshot of the current English Learner Progress Indicators is included in order to provide a baseline measurement of the effectiveness of the current English Learner Program. Also embedded in Chapter 1 are the value statements of Fairfield-Suisun Unified School District with regards to English learner students.

I. Fairfield-Suisun Unified School District Local Control Accountability Plan/ District Goals

1. Create safe, inclusive and welcoming learning environments where students attend and are connected to their schools.

2. Engage parents and community partners through education, communication, and collaboration to promote student success.

3. Refine and expand targeted intervention and supports for students' academic, health, and social-emotional development.

4. Execute high quality instructional programs and provide educational options to ensure every student graduates college and career ready.

II.English Learner Program Goals

California’s Vision of Success for English Learners

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

California’s Mission for English Learners

California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.

III.California English Learner Roadmap

The California English Learner Roadmap was adopted in 2017 with the intent of strengthening comprehensive educational policies, programs, and practices for English learners. Four principles provide the foundation of the Roadmap to guide all levels of the educational system towards a coherent and aligned set of practices, services, relationships, and approaches to teaching and learning that together create a powerful, effective, twenty-first century education for our English learners. The cornerstone belief is the understanding that the simultaneous development of English learners’ linguistic and academic capacities is a shared responsibility of

all educators and that all levels of the educational system have a role to play in ensuring the access and achievement of our students.

Principle 1: Assets-Oriented and Needs-Responsive Schools

Schools (PS-12) are responsive to different EL strengths, needs, and identities and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.

FSUSD Vision/ Values:

● We believe that what our students know is as important as what they don’t know and that the cultural and language backgrounds they bring to our schools and classrooms are assets for learning. Schools should be warm, safe, and inviting settings for learning for all students, including English learners.

● We acknowledge that English learners are a diverse group of students, with many different levels, skills, and experiences. Therefore, a “one size fits all” approach is inadequate in supporting the success of all English learners. We acknowledge that a culturally responsive curriculum is essential. Teachers, including those serving in special education classrooms, need high levels of expertise in language development to meet the varying needs of students.

Principle 2: Intellectual Quality of Instruction and Meaningful Access

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.

FSUSD Vision/Values:

● We believe that English learners are entitled to access all curriculum, programs, events, courses, and pathways using rich, standards-based curricular materials and highly effective instructional strategies.

● We believe that English language development must be integrated in all curriculum and instruction throughout the day, in addition to receiving daily designated English language development instruction directly aligned to the California ELD Standards and the ELA/ELD Framework.

Principle 3: System Conditions That Support Effectiveness

Each level of the school system (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems that inform instruction and continuous improvement. Each level of the school system provides resources and tiered support to ensure strong programs and build the capacity of teachers and staff to leverage the strengths and meet the needs of English learners.

FSUSD Vision/Values:

● We believe that English learners’ educational programs and services must have resources allocated, including human capital, to meet the varying needs of all the students. English learner students in many cases will need MORE than simply the base program of student services, such as sufficient staffing to provide necessary ELD instruction based on language proficiency levels as well as access to additional opportunities to “catch up” to English only students.

● We believe that all stakeholders must participate in the systematic allocation of resources to support English learner programs and services. English learners have a fundamental right to a high quality educational program that results in high levels of academic achievement.

● We believe that systematic professional development should exist to build capacity, skill, and expertise in all teachers and administrators, positively impacting every school in how they supervise and support English learner programs and students.

Principle 4: Alignment and Articulation Within and Across Systems

English learners experience a coherent, articulated, and aligned set of practices and pathways across grade levels and educational segments, beginning with a strong foundation in early childhood and appropriate identification of strengths and needs, and continuing through to reclassification, graduation, and higher education. These pathways foster the skills, languages, literacy, and knowledge students need for college-and-career-readiness and participation in a global, diverse, multilingual, twenty-first century world.

FSUSD Vision/Values

● We believe in emphasizing early childhood education with systematic instruction in literacy to provide a solid foundation for the speaking, listening, reading and writing skills necessary for success in school and beyond.

● We believe that scheduling English language development instruction within the school day should be a priority at all grade levels to ensure that electives and other opportunities are not sacrificed.

● We believe that rigorous instruction, programs aligned across levels, and culturally responsive instructional materials should exist throughout the PreK-12 system in order to ensure equity and exceptional opportunities for all English learner students.

IV. Snapshot of Current English Learner Progress Indicators:

Percentage of FSUSD English Learner Reclassification Rates Compared to Statewide Rates from 2014-15 to 2017-18

Long-Term English Learners (LTELs) and English Learners At-Risk of Becoming LTELs in FSUSD as Compared to State and County Name

of EL Students

of EL Students At-Risk of Becoming Long-term English Learners (LTEL) Percentage of EL Students At-Risk of Becoming Long-term English Learners (LTEL) Number of Long-term English Learners (LTEL) Percentage of Longterm English Learners (LTEL)

English Learner Students and Long-Term English Learners (LTELs) who are Receiving Special Education Services in FSUSD as Compared to State and County

Name Total

Number of EL Students

Number of EL Students Receiving Special Education Services Percentage of EL Students Receiving Special Education Services

Number of Long-term English Learners (LTEL) Receiving Special Education Services Percentage of Longterm English Learners (LTEL) Receiving Special Education Services

Mean Scaled Score of English Learners by Grade Level in California Assessment of Student Performance and Progress (CAASPP) English Language Arts 2017-18 Key Green = Increase Yellow = No Change Orange = Decrease

V. Summary

The performance of the English learner program on statewide assessments represented in the data sets highlighted in Chapter 1 does not yet match the aspirations FSUSD holds dear for students.

The 2019 FSUSD English Learner Master Plan has been developed as a guide and clear roadmap for the types of programs and services that are imperative in order to provide our English learner students a robust and high-quality educational program with equitable access to all services and program opportunities.

The English Learner Master Plan has been developed in light of the California English Learner Roadmap assertion that students’ diverse cultures, languages and future aspirations must be embraced, valued and celebrated by all members of the learning community. An underlying tenet of the English Learner Master Plan is that all FSUSD English learner students have the fundamental right to receive and benefit from high quality instruction, a variety of researched based programs that meet their individual academic and socio-emotional needs, and diverse opportunities to engage in the school community, while quickly advancing their grasp of formal academic English register.

Subsequent chapters will describe the components of the FSUSD English learner program and provide recommendations for the program to make certain that these aspirations become a reality for our students.

Chapter 2- Identification, Reclassification, and Beyond

In this chapter, procedures and protocols will be outlined, including the initial identification of students as English learners and subsequent placement in language development programs, parent notification of English learner designation, English learner progress monitoring, Reclassification protocol, Reclassified student monitoring, and Alternative Reclassification guidelines and processes.

I. Initial Identification of English learners

Registration, Including Completion of the Home Language Survey

Parents register students at the school site and complete a Home Language Survey, as required by state law. This survey is completed the first time the parent enrolls the child in the District, and the results are maintained thereafter in the student’s cumulative file.

If the responses to items 1, 2, and 3 on the Home Language Survey are “English,” the child is classified as English Only (EO). If the responses to items 1, 2, or 3 on the Home Language Survey indicate a language other than English, the child will be assessed with the statewide English language proficiency assessment to determine eligibility for English learner services.

English Language Proficiency Assessment

If any of the responses to items 1, 2, or 3 on this survey are answered with a language other than English, the child is tested for English proficiency with the statewide English language proficiency assessment within 30 calendar days of initial enrollment. The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency that must be given to TK-12 students whose primary language may be a language other than English. Consisting of an Initial assessment and a Summative assessment, the ELPAC is aligned with the 2012 California English Language Development Standards. The Initial assessment identifies students as Initial Fluent English Proficient (IFEP), novice or intermediate level English learners (ELs).

Upon completion of the testing, and within 30 days of initial enrollment, parents are notified of the results. Parents of students identified as English learners are given a description of the available program options, as well as the benefits of each option.

A sample copy of a student’s Initial ELPAC Score Report is provided below:

Identified students are placed in appropriate English learner services. The student’s progress is assessed annually with the Summative ELPAC. The Summative ELPAC is administered to ELs each spring until reclassification criteria are met and the student is redesignated as Reclassified Fluent English Proficient (RFEP).

The Summative ELPAC reports student proficiency levels with an overall scaled score and performance level. Additionally, ELPAC reports two composite proficiency levels, with an Oral Language (Speaking and Listening) scaled score and performance level and Written Language (Reading and Writing) scaled score and performance level. A sample of the new ELPAC Summative report is provided below:

II. Program Placement

The results of the Home Language Survey, the language assessments and, in the case of transfer students, the results of a review of transcripts and previous program placement noted on the registration form, are used to determine program placement. Program placement options include the following:

Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

Dual Language Immersion (DLI): A language acquisition program that provides language learning and academic instruction for native speakers of English and native speakers of Spanish, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. This program begins in transitional kindergarten/kindergarten (TK/K) and continues through sixth grade.

All placement options are provided to parents of English learner students. The benefits of each option are included in this explanation. A parent may, through a separate exemption process, elect to have a child placed in a Mainstream English Program. The District will honor the parent’s informed preference to opt their child out of the Structured English Immersion Program setting and the parent must sign the Structured English Immersion Program Setting Exemption. Parents may choose to opt out of a specific program setting for the student but cannot opt out of EL services provided to the student (e.g. ELD instruction, ELPAC testing, interventions, and catch-up plan).

III. Monitoring of Student Progress

Monitoring of EL Student Progress

In order to monitor the progress of English learners progress towards mastery of each of the grade level specific English Language Development (ELD) standards, teachers are required to complete ELD Report Cards at the end of each trimester for elementary schools and at the end of each semester for each secondary school. The Elementary ELD Report Card, formerly known as the ELD Progress Report, has been utilized for a number of years and teachers have had the option of replacing the core Language Arts grade on the regular report card each marking period with the grade and language proficiency progress feedback provided in the ELD report card. The EL Master Plan committee voiced strong support for the past practices around the ELD report card in elementary grades to be implemented at the secondary level for all EL students as a supplement to their regular semester report card as well. This is a new addition in the EL Master Plan as a standardized mechanism to both monitor the language acquisition of secondary EL students and more regularly communicate progress to students and parents. A copy of the Elementary ELD Report Card and Secondary ELD Report Card can be found below:

IV. Reclassification

Description of Reclassification Process

In accordance with state and federal requirements, Fairfield-Suisun Unified School District has adopted a reclassification process to enable students identified as English learners to exit specialized program services and participate without further language assistance as Fluent English Proficient (FEP) students. Reclassification does not automatically result in program exit. Students in the Dual Immersion Program may remain in those programs as FEP students. Students of Limited-English Proficiency (LEP) shall be reclassified as Fluent-English Proficient when they have acquired the English language skills necessary to receive instruction and achieve academic progress in English only, at a level equivalent to students of the same age or grade whose primary language is English. The four criteria listed below are the required components that shall be considered in the reclassification decision for every English learner student:

1. Assessment of English Language Proficiency

a. Utilize the English Language Proficiency Assessments for California (ELPAC) as the primary criterion

b. Students score a level 4 Overall and a minimum of level 3 on the Written Composite and Oral Composite These new criteria, if approved by the FSUSD Governing Board as part of the EL Master Plan, will be effective June 2019. Please see the revised FSUSD criteria by grade level following the description of the reclassification procedures.

c. Use most recent ELPAC Summative data available

2. Comparison of Performance in Basic Skills

a. A Lexile Equivalent score on a standards based reading assessment, or

b. Minimum score of Nearly Met Standards on English Language Arts section of most recent CAASPP Smarter Balanced assessment

3. Teacher Evaluation of Student Academic Performance

a. Student demonstrates Bridging level on at least six of twelve Part 1 ELD Standards and three of seven Part 2 ELD Standards, as assessed by the teacher through classroom performance

b. Deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification

4. Parent Opinion and Consultation

a. Initiate contact with parents/guardians during the reclassification process regarding student performance

b. Provide the opportunity to parents/guardians to participate in the reclassification decision-making process

Due to the fact that reclassification is a statewide educational accountability measure, it is a priority for the district to reclassify students and track their progress each year. The

participation of teachers, support staff, school administrators, and parents is required in the process.

Reclassification Procedures

1. The English Learners and Instructional Support Services department regularly utilizes Illuminate, the district’s assessment management system, to create reports which identify English learner students that meet the minimum language proficiency and basic skills criteria for reclassification following CAASPP results or any assessment that generates a lexile equivalent, as well as following the receipt of annual ELPAC Summative results.

2. The list of students who meet these first and second reclassification criteria are shared with lead English learner teachers from each of the schools as well as site administration.

3. The lead English learner teacher and/or site administration shares the list of candidates with each teacher of the students on the list. The teacher completes the English Learner Reclassification Candidate Form using the Proficiency Level Descriptor document and/or the English Language Development Standards to assess the student’s proficiency of each of the ELD Standards.

4. Parents are informed about the recommendation of their child’s reclassification by phone or in-person and letter. Interpretation services are available, as needed. The parent consultation is documented on the Reclassification Candidate Form.

5. The Reclassification Candidate Form is forwarded to site administration for review and potential approval.

6. The completed Reclassification Candidate Form is then forwarded to the English Learners and Instructional Support Services department for final review and approval. Once approved, EL/IS staff enters the student’s reclassification information in the district’s Student Information System.

7. While removal from English learner services and consequent potential schedule change in classes may occur at any time, the normal procedure for reclassified students is to make the placement change at a natural instructional break (i.e., beginning of a semester or a trimester).

8. A copy of the completed reclassification form is filed in the student’s cumulative record and a letter is sent home to the parents.

Reclassified Student Monitoring

Once students are reclassified, school personnel are required to monitor their progress for four years to ensure they are being successful in their current program placement. A roster of students generated by the English Learners and Instructional Support Services department. Monitoring follow-up occurs mid-year annually. Reclassified students having difficulty in the core curriculum will have access to the support services offered to all students at the school site who are not meeting grade-level standards. Additionally, elementary reclassified students may be placed in designated ELD if the teacher has evidence that the student will benefit from focused instruction on the ELD standards. A Student Study Team (SST) is convened to evaluate the student’s progress and recommend intervention measures or other support services that are outlined in each sites’ School Plan for Student Achievement (SPSA). Documentation of the Reclassification Monitoring is placed in the student's cumulative file, with an electronic copy sent to the EL/IS department for record keeping.

Description of Alternative Reclassification Process

Alternative reclassification is a process that exists to allow English learners who also receive special education services to be considered for reclassification even though they may not meet the regular Governing Board approved criteria. School personnel may consider alternative reclassification at any time current assessment data is available. The IEP team is convened, which includes the site lead EL teacher, to discuss the impacts of the student’s disability on performance in the classroom and on standardized and/or informal assessments. When the IEP team determines that, considering the disability, there is evidence that the student has developed an appropriate level of proficiency in English, an appropriate level of proficiency in English Language Arts basic skills, and an appropriate level of academic performance based on teacher evaluation, a recommendation with parent consultation may be made for alternative reclassification. Essentially, the team needs to grapple with the overarching question: Does the student still benefit from designated ELD instruction? The flowchart below outlines a thoughtful process that should be used when considering EL students who receive special education services for alternative reclassification. The Worksheet for Reclassification of Special Education English Learners provides a framework to document the conversation and examination of relevant student data. At the conclusion of the IEP meeting where a recommendation for alternative reclassification is made and documented in the Special Education Information System (SEIS), the worksheet is submitted to the English Learners and Instructional Support department for review and processing.

The English Learner Master Plan committee is adamant about ensuring that training is provided annually (offered multiple sessions each year) to special education case managers, school psychologists and EL lead teachers across the district to ensure that all appropriate staff are aware of the process, familiar with the documentation and procedures used to carry out the alternative reclassification, and can seek support for individualized situations.

V. English Learner Master Plan Committee Recommendations

● Ensure that general education teachers, special education teachers, and administrators at all levels receive appropriate training in the regular and alternative criteria, as well as processes, used to reclassify English learner students.

● Beginning in 2019-20, revise Summative ELPAC reclassification criteria per California Department of Education direction, to reflect a minimum overall score level of “4” with additional local criteria of a minimum score of levels “3” or “4” in both Oral Composite and Written Composite scores.

● Provide intervention supports for students in the four-year post-reclassification monitoring period who are performing significantly below expectations in core content areas.

Chapter 3- Family and Community Engagement

In this chapter, the roles and functions of school site English Learner Advisory Committees (ELAC) and District English Learner Advisory Committee (DELAC) are outlined. Fairfield-Suisun Unified School District actively works with parents, community members, civic, philanthropic, and religious organizations to develop community partnerships and provide resources for enhancing the educational opportunity of our students. Chapter 3 also outlines the Local Control Accountability Plan (LCAP) advisory roles parents and families play and various family supports offered to the community.

I. School Site English Learner Advisory Committees (ELAC)

Guidelines for the formation and function of school site ELACs include the following:

Whenever there are twenty-one (21) or more English Learner students at a school site, there shall be a functioning English Learner Advisory Committee (ELAC) that meets all of the following:

● Parent members are elected by parents or guardians of English Learners

● Parents of English Learners constitute at least the same percentage of the committee membership as their children represent of the student body

● The school may designate an existing school level advisory committee, or subcommittee of such advisory committee, to fulfill the legal responsibilities of ELAC if the advisory body meets the criteria in (B)

● The ELAC advises the school site council (SSC) on the development of the School Plan for Student Achievement (SPSA)

● The ELAC advises the principal and staff on the school's program for English learners

● The ELAC assists in the development of the school's:

○ Needs assessment

○ Efforts to make parents aware of the importance of regular school attendance

● The ELAC receives training materials and training, planned in full consultation with committee members, to assist members in carrying out their legal responsibilities

● The ELAC has the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC) or has participated in a proportionate regional representation scheme when there are 31 or more English learner parent advisory committees in the district. The principal or principal's designee will coordinate and conduct ELAC meetings for the site

Selection of ELAC members

Members of the ELAC will serve for two years and will be elected in the fall.

Year One

Election of Parents

Site principals send a letter, in multiple languages, to all parents (not just parents of English learner students) informing them of the school's intention to form the ELAC. The letter shall state the purpose of the ELAC and encourage parents who are interested in becoming a member and/or learning more about the duties of the ELAC to attend a meeting at the school site. At this meeting, nominations will be taken from the floor for ELAC parent membership and parents are elected at that time. School personnel will ensure that parents are informed of the opportunity to participate as members of the ELAC by various communications, such as phone calls, parent newsletters, marquee notices, and letters sent to all English Learner parents.

Selection of Other Members

Site principals inform all staff (certificated and classified) of the school's intention to select members for the ELAC. Other members may be the principal, resource teacher, teachers, bilingual instructional assistants, clerical, and custodial staff. This can best be done by site principals via a written or digital letter to all staff explaining the purpose of the ELAC and a committee member's responsibilities, and then having staff members nominate themselves. It is suggested that the ELAC staff members be selected prior to the first ELAC meeting,

Year Two

If the school ELAC membership is complete (parents and staff) from year one, there will be no need to amend the ELAC membership. If the membership is not complete, the procedures below should be implemented.

Election of Parents - If the school site does not have a complete ELAC parent membership at the beginning of year two, the school site shall send a letter in the appropriate languages to all parents (not just the parents of English Learner students) informing them of the school's intention to fill the vacant parent position(s). Conduct the parent election to fill vacant position(s) at the first ELAC meeting in year two

Selection of Other Members - If ELAC staff (other) members need to be replaced at the beginning of year two, send a letter to all staff members informing them of the school's intention to fill vacant staff position(s). It is suggested that the ELAC staff members be selected prior to the first ELAC meeting.

Replacement During the Year

If a committee member must be replaced during the school year, the alternate will fill the vacancy or the chairperson shall appoint someone to fill the position for the remainder of the year. Vacant positions shall be re-elected or selected each fall.

ELAC Members' Roles and Responsibilities

Training on the roles and legal responsibilities of the ELAC committee members will be provided annually. The principal assists in planning the agenda with the ELAC Chairperson and attends the ELAC meetings. Meeting dates are determined and publicized in advance in English and other languages as needed. The ELAC conducts formal and advisory meetings, with agendas and minutes maintained as documentation. Copies of the ELAC minutes and its membership information are sent to the English Learner and Instructional Support department within one (1) week after each meeting.

The ELAC will adopt by-laws to govern the operation as an advisory committee. At the first meeting of the year, the ELAC selects/elects a representative to the District English Learner Advisory Committee (DELAC).

II. District English Learner Advisory Committee (DELAC)

Whenever there are fifty-one (51) or more English Learner students in a district, there shall be a functioning District English Learner Advisory Committee (DELAC) or subcommittee of an existing district committee in which at least 51% of the members are parents of English learner students (not employed by the district).

The DELAC advises the school district Governing Board on all of the following:

● Development of a district master plan for educational programs and services for English learners that takes into consideration the School Plan for Student Achievement and the LCAP

● Implementation of 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

● Review and comment on the school district's reclassification procedures

● Review and comment on the written notifications required to be sent to parents and guardians

The LEA provides training materials and training, planned in full consultation with committee members, appropriate to assist members in carrying out their legal advisory responsibilities.

Selection of DELAC Representatives

At the first ELAC meeting, the members must elect a parent of an English Learner student and an alternate parent to represent them at the District English Learner Advisory Committee (DELAC). Representative may serve for two years. An election for a new DELAC representative is held at the first meeting in year two only if the school's representative from year one is no longer available to serve on the DELAC.

The representative will be responsible to attend all DELAC meetings and present the information received at the DELAC meetings at the school level ELAC meeting. The alternate will attend when the representative is unable to attend. The DELAC will meet at least six (6) times during the school year.

Site principals submit documentation of the selection of DELAC representatives and alternates to the Director of English Learners and Instructional Support Services.

Roles and Responsibilities of DELAC Members

The English Learner Services Director serves as the district liaison to the DELAC, assisting with preparation of meeting minutes, distribution of meeting notices and all communications pertaining to the DELAC.

The DELAC Chairperson shall preside at all the DELAC meetings as well as sign all letters, reports and other communications of the committee (with previous approval from DELAC members). In the event of the Chairperson's absence, resignation, or inability to perform their duties, the Vice-Chairperson shall assume those duties.

The District will provide all the DELAC members appropriate training, materials, and information to assist each member to carry out his/her responsibilities and any required duties. Other topics presented will be based on the needs of parents.

The District will provide for such necessities as childcare, translation and interpretation services, and any other reasonable services to assist DELAC members in carrying out duties and responsibilities.

The DELAC will provide input, feedback, and advice to the Superintendent and/or designee via the Director of English Learners and Instructional Support Services.

Bylaws of the DELAC

Article I

The name of this organization shall be the Fairfield-Suisun Unified School District English Learners Advisory Committee (DELAC). The Committee's address shall be 2490 Hilborn Road, Fairfield, CA, 94534.

Article II

Objectives/Purpose

The Objectives of the District English Learners Advisory Committee shall be to advise the Governing Board on the following tasks:

● Development of a district master plan for educational programs and services for English learners that takes into consideration the School Plan for Student Achievement and the LCAP

● Implementation of 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

● Review and comment on the school district's reclassification procedures

● Review and comment on the written notifications required to be sent to parents and guardians

Main Function

The DELAC committee shall inform the participant members in the English learner program (in person and/or writing) about the programs and services available to the district English learner students and to review ALL documents pertinent to the district English Learner Program. The DELAC shall obtain information, make revisions, and provide comments to administrators on the following:

● Establish dates to

○ Set goals and objectives for the EL Program

○ Collaborate with the District in the development of the EL master plan, considering the instructional plan of each participating school

○ Develop the District procedures and criteria to enable English learner students to progress to a higher English level, and to make this information available to the parents of such students

● Be responsible for

○ Ensuring that the district/school plan meets the legal responsibilities to serve English learners

○ Ensuring that the DELAC is informed about any changes affecting the services to English learners, for example informing parents regarding the results on language proficiency assessments and the reclassification protocol of the District

○ Carrying out any other responsibilities conferred by the District Governing Board and/or administrators.

Training

The District will provide all DELAC members appropriate training, materials and information to assist each member to carry out his responsibilities and any required duties. The District will provide for such necessities as childcare, translation and interpretation services, and any other reasonable services to assist DELAC members in carrying out duties and responsibilities.

Section 1- Membership

The membership of this committee will be parents of English learners, teachers and administrators. At least 51% of the DELAC members will be parents of students participating in the English Learners Program

Section 2- Absence

In the event that a member is absent for two (2) consecutive meetings without any justification, the absence may be deemed as a resignation from that member and the vacancy will be announced immediately.

Section 3- Members Representation

An alternate will represent a member when the member is absent.

Section 4- Vacancies

In the event that a vacancy occurs, it shall be announced as soon as possible and filled by the election process.

Article IV

Section 1- Number of Officers

DELAC officers shall consist of a Chairperson, Vice Chairperson, one Secretary, and two Alternates.

Section 2- Election Process

1. Each school participating in the EL Program shall have its EL Advisory Committee (ELAC) established no later than the second month after school starts.

2. During the month of September, all school Advisory Committees will be informed of the District regulations, as well as the responsibilities of each DELAC member

3. All the members in the school's committees will be notified in writing about the elections for District officers. Nominations and election of DELAC officers will be held during the month of October. Any voting member may nominate a DELAC representative to serve as an officer

4. Only one school staff representative or alternate will have the right to vote.

5. All elected parents (three per site) will have the right to vote. Voting will be confidential

6. The number of voters present shall be announced

7. Voting will take place separately for each position

8. A guest/non-voting person will be asked to count the votes

9. The new officers will be introduced

Section 3 – Duties of the Officers

Chairperson

● Shall preside at all the DELAC meetings, signs all letters, reports and other communications of the committee (with previous approval from DELAC members)

● Verifies that each school has its ELAC committee functioning and is integrated appropriately

● Maintains an attendance record of the ELAC officers for the DELAC meetings

● Performs any other duty as required

Vice-chairperson

● Shall perform the duties of the Chairperson in his/her absence, resignation or inability to perform his duties

● Shall perform duties as assigned by the Chairperson or the committee

● Ensures that the members from each school ELAC is notified about the monthly meetings

Secretary

● Shall take notes of the minutes of all regular and special meetings, including planning the agenda

● Shall keep an updated record of the members of the school advisory committees

● Shall read the minutes of the previous meeting at the meetings

Alternates

● Shall represent those officers who are absent

Section 4- Vacancies

In case of a vacancy in the committee, the vacancy shall be announced as soon as possible and be filled following the election process. If the chairperson position becomes vacant, the vice chairperson will assume the role of the chairperson and elections will be held for vice chairperson.

Section 5- Resignation

Any officer has the right to resign if that is his/her wish. The resignation shall be submitted in writing.

Article V

Section 1- Meetings

The DELAC shall meet for a minimum of six (6) meetings per year. The schedule for the meetings shall be established at the first meeting of the year. Special meetings may be called by the president or by the majority vote of the members present.

Section 2- Majority (Quorum)

A meeting will be called to order when a quorum is present. A quorum shall exist when 51% or more of the members in attendance are parents. An alternate shall be counted, if substituting for an officer who is absent (one who would normally be considered part of the majority or quorum).

Section 3- Place of Meetings

The DELAC shall hold its regular monthly meetings in a facility provided by the District.

Section 4- Public Meetings

All regular and special meetings shall be open at all times to the public and school personnel.

Section

5- Robert’s Rules of Order

All regular and special meetings shall be conducted in accordance with Robert’s Rules of Order or with an appropriate adaptation.

Section 6-School

Alternates

The school and its committee representatives of the DELAC shall be responsible for sending an elected alternate in his/her absence.

III. English Learner Parents’ Role in the LCAP

Parents of English learners play a central role in the development of FSUSD’s Local Control and Accountability Plan (LCAP). According to Education Codes 52060(g) and 52066(g), districts are required to consult on the development of the LCAP with the English learner parent advisory committee to ensure that services are included to meet the needs of English learner students and their families. However, since FSUSD has a functioning DELAC, the DELAC can serve in the advisory role in the development of the LCAP. Thus, the FSUSD DELAC regularly consults with staff who are responsible for the development of the district’s LCAP by reviewing English learner student performance data, providing feedback on current actions/services and providing recommendations for additional services to meet the needs of the English learner student community.

IV. Community Outreach and Family Supports

Other examples of opportunities for parents and families to support the educational process and access community services currently include:

● FSUSD Adult School- The Adult Education program works with students, schools, and other community agencies to encourage participation in such programs as Latino Family Literacy Project, Healthy Start, Community Based English Tutoring, English as a Second Language Instruction, public library literacy, and any other projects that encourage academic advancement for children and families.

● Family Resource Centers (FRC)- The Healthy Start Family Resource Centers, located at Anna Kyle Elementary, Cleo Gordon Elementary, and Suisun Elementary schools provide a safe, accessible place for families and youth to connect with comprehensive, coordinated community services that help them strengthen their families and become more self-reliant. Services at each center are tailored to the resources and needs of the community they serve and focus on building on the strengths of each family and individual.

● Community Outreach Liaisons and Attendance Liaisons- Liaisons provide a variety of supports to English learners and families by connecting them with community programs and services designed to enhance academic and developmental outcomes for children and their families. Some of the duties that directly support English learners and their families include:

○ Facilitating communication between school and home for parent teacher conferences, English learner progress, reclassification discussions, phone calls, and other meetings

○ Assisting with outreach to parents, including site-based parent organizations and ELAC

○ Assisting parents with enrollment, lunch applications, and parent portal access to Aeries

○ Providing connections to resources such as basic supplies, transportation, medical/dental access, and mental health referrals

○ Providing information to families regarding immigration services

○ Providing information regarding community events and workshops with a variety of community partners

○ Mentoring English learners in the Check and Connect program to monitor attendance, grades, behavior, and counseling needs

● Spanish translation and interpretation services- FSUSD provides two full-time Spanish translators to assist at school events and district functions with oral interpretation and written translation of documents. Every school, with 15% or more of students enrolled who speak a single primary language other than English, sends all notices, reports, statements and records to parents or guardians in both English and the primary language.

● Special education translation and interpretation services- two full-time Spanish translators assist with oral interpretation at Individual Education Plan (IEP) meetings and written translation of IEP documents

● Language Line- This web-based computer application is available to all school sites and provides live audio-visual interpretation in more than 300 languages for use at parent conferences and with other school communication needs.

Individual school sites also offer events and family engagement opportunities throughout the school year. Some of these include parent training classes, such as Parent Institute for Quality Education (PIQE), which assists parents in understanding the structure of the educational system in the United States, provides information on high school course pathways that prepare students for college, and connects families to resources and financial supports that will provide access to college and university for their children.

V. English Learner Master Plan Committee Recommendations

● School staff, parents, and community members shall receive appropriate training on the roles and duties of ELAC yearly.

● School sites will ensure full participation in both ELAC and DELAC in order to assist with analyzing student needs and advising school and district level staff on the English learner program.

● Ensure that as many language and cultural barriers are removed as possible to foster appropriate, two-way communication between schools and families by utilizing translation and interpretation services and resources provided by the district.

● Provide additional authentic and rich opportunities for parent and family involvement in the educational process at all schools, such as Latino Family Literacy Project or training sessions to demystify content standards, instructional practices, the demands of ELPAC, and other learning opportunities to empower family participation.

Chapter 4- Role of Language Instruction

This chapter explores the relationship between the California ELA/ELD framework and the 2012 ELD Standards. An overview of the standards is provided, including the proficiency levels on the continuum of language development. Designated English language development and Integrated English language development are defined, and high-leverage instructional practices are described for both types of essential language development. The adopted curricular materials used in each grade level in FSUSD are identified, including information on the secondary level course sequence and course placement process. Additionally, the needs of Long-term English learner (LTEL) students are identified with regards to intervention supports, as well as the needs of teachers and administrators for high-quality professional development and follow-up coaching.

I. Framework and Standards

The English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve (ELA/ELD Framework) provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The ELA/ELD Framework promotes an integrated and interdisciplinary approach to literacy and language instruction and emphasizes the shared responsibility for literacy and language instruction among educators. The Circles of Implementation graphic (Figure 4.1) provides an overview of the key themes and goals that are called for in the ELA/ELD Framework.

Figure 4.1 ELA/ ELD Framework Circles of Implementation graphic

At the center are the two sets of standards, which define grade-level year-end expectations for student knowledge and skill development. The CA ELD standards are a subset of the CA CCSS for ELA/Literacy and provide amplification of the areas of English language development that are crucial for academic learning. Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills are the five key themes of instruction, shown circling around the standards in the graphic representing the ELA/ELD framework. These key themes of rich language instruction highlight the interconnections between ELA and ELD. The white field surrounding the themes in the graphic represents the context in which rich instruction should occur, specifically calling for learning environments that are motivating, engaging, respectful, integrated, and intellectually challenging for all students. Finally, the outer ring represents the overarching goals for our students; specifically, upon leaving high school, they will have a readiness for college, careers, and civic life, they will have developed the capacities of literate individuals, they will have become broadly literate, and they will have acquired the skills for living and learning in the 21st century.

The CA ELD Standards, included below in Figure 4.2, are stated by grade level (K-8) and grade spans (9-10 and 11-12). The standards help teachers support English learner students to interact with others in meaningful ways and with complex texts, engage in and learn through intellectually challenging tasks across the content areas, develop academic English, and develop awareness about how English works so that they can use it intentionally and purposefully. A critical principle of the standards is that English learners at all language proficiency levels are capable of high-level thinking and meaningful engagement with complex, cognitively demanding academic tasks in English as long as they are provided appropriate types and levels of scaffolding. While advancing along the continuum of English language development, English learners use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. The standards call for students to use language to gain and exchange information and ideas in collaborative, interpretive, and productive modes. They also apply knowledge of language to academic tasks through the language processes of structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas.

The standards in an overview format are as follows: Figure 4.2 English Language Development Standards

Part I: Interacting in Meaningful Ways

A. Collaborative

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

3. Offering and supporting opinions and negotiating with others in communicative exchanges

4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

B. Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

7. Evaluating how well writers and speakers use language to support ideas and opinions

with details or reasons depending on modality, text type, purpose, audience, topic, and content area

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purpose (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

C. Productive

9. Expressing information and ideas in formal oral presentations on academic topics

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

11. Supporting own opinions and evaluating others’ opinions in speaking and writing (Grades K-5)/ Justifying own arguments and evaluating others’ arguments in writing (Grades 6-12)

12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Part II: Learning About How English Works

A. Structuring Cohesive Texts

1. Understanding text structure

2. Understanding cohesion

B. Expanding and Enriching Ideas

3. Using verbs and verb phrases

4. Using nouns and noun phrases

5. Modifying to add details

C. Connecting and Condensing Ideas

6. Connecting ideas

7. Condensing ideas

Part III: Using Foundational Literacy Skills

● Print Concepts- Demonstrate understanding of the organization and basic features of print

● Phonological Awareness- Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

● Phonics and Word Recognition- Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text

● Fluency- Read emergent-reader texts with purpose and understanding

English learners who begin learning literacy skills after kindergarten will need to be taught foundational literacy skills in an accelerated time frame. The curriculum must be flexible to address the different needs of upper-elementary students taking into consideration an individual student’s oral proficiency, native language oral and written language, similarity of native language to English (including writing system), and previous experiences with schooling.

The standards are written according to the English Language Development Proficiency Level Continuum (Figure 4.3), distinguishing between Emerging, Expanding and Bridging language development levels. The three levels represent the stages of English language development, describing expectations for how well students can understand and use the English language at each level as they continue to build on existing language skills and knowledge.

Figure

Emerging Expanding Bridging

Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language.

Students at this level are challenged to increase their English skills in more contexts and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways that are appropriate to their age and grade level.

Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. They are transitioning to full engagement in gradelevel academic tasks and activities in a variety of content areas without the need for specialized ELD instruction.

The Proficiency Level Descriptors emphasize that English learners at all levels of English language proficiency fully participate in grade-level tasks in all content areas with varying degrees of scaffolding in order to simultaneously develop both content knowledge and English language proficiency. English learners at all levels are capable of high-level thinking and can engage in complex, cognitively demanding social and academic activities requiring language, as long as they are provided appropriate linguistic support. The three general levels of support identified in the standards are Substantial, Moderate, and Light. The extent of support needed varies depending on the familiarity and complexity of the task and topic, as well as on the student’s English language proficiency level.

II. Instruction

Designated ELD/Integrated ELD

The ELA/ELD Framework calls for a comprehensive ELD model which includes both integrated and designated English language development instruction. English learners enter school at different ages and with a range of cultural and linguistic backgrounds, socioeconomic conditions, experiences with formal schooling, proficiencies in their primary language(s) and in English, as well as other experiences in the home, school, and community. Since English learners are learning English as an additional language while simultaneously engaging in intellectually challenging and content-rich instruction, it is crucial that educators at all levels understand this model of instruction.

Designated ELD instruction, a minimum of 30 minutes daily, is required to be provided to English learners during a regularly scheduled, uninterrupted time in the school day. The CA ELD Standards drive the instruction while content standards provide support and a context for developing language. Ideally, students are grouped for designated ELD by English language proficiency levels (Emerging, Expanding, Bridging), although schools need to consider their particular student population and make appropriate decisions about grouping.

Integrated ELD instruction occurs throughout the school day in every subject area by every teacher who has an English learner student in the classroom. The content standards drive the lesson and the ELD standards provide the language focus and support to ensure students

strengthen their abilities to use academic English as they learn content through English. Through Integrated ELD instruction, all teachers are responsible for teaching language within the context of their disciplines. Figure 4.4 represents they ways that ELD standards and content standards work in tandem together during both Integrated ELD instruction and Designated ELD instruction.

Figure 4.4 Integrated ELD and Designated ELD

Comprehensive ELD Program

Comprehensive English language development instruction ensures that English learners use English purposefully, interact in meaningful ways with peers, content, and texts, and learn about how English works. Therefore, hallmarks of effective English language development instruction include frequent opportunities for students to participate in academic conversation and abundant writing.

In both elementary and secondary classrooms, significant shifts in mindset toward teaching language must occur. Acquiring and developing academic language must be approached as a social process rather than an individual one. Text structures, grammar, and other language features must be approached through patterns of effective expression rather than taught in isolation, disconnected from content. Lesson objectives that integrate both language development and content knowledge or skill must be clearly articulated. Students must have access to complex, amplified texts made accessible through teacher scaffolds and explicit instruction, rather than simplified texts lacking in complexity or rich language. Finally, all teachers should view themselves as responsible for teaching and developing the academic language skills and proficiency of all of their students.

Providing rich and rigorous learning experiences for English learners at all levels, one aspect of ensuring equity and improving the academic achievement outcomes for Fairfield-Suisun students, necessitates the existence of the following high-leverage instructional practices in every classroom:

● Systematic literacy instruction, heavily emphasized in the primary grades but also as needed by students of any age depending on native language literacy experience, that includes print concepts, phonological awareness, phonics and word recognition, and reading fluency

● Explicit modeling and instruction in the language of the discipline, including typical genres, structures, and organizational patterns of spoken and written texts, and both general and content-specific academic vocabulary

● Articulated language objective aligned to ELD standards for each lesson, functioning as the primary objective in designated ELD and the secondary objective in integrated lessons

● Well-planned engagement strategies that foster active participation in and motivation for learning

● Frequent opportunities for students to process their thinking, explain their reasoning verbally and in writing for a variety of audiences, provide and receive feedback from others, and consequently develop stronger, clearer revisions of their original response.

Additionally, during designated ELD instruction, where students are grouped by proficiency levels to the extent possible, classroom practices will include:

● Lesson phases that engage thinking, provide guided practice, imbed formative assessment, and align relevant independent practice with the language objective

● Opportunities for at least three structured academic conversations (peer to peer), including the use of language frames and supports

● An opportunity to express ideas and deepen understanding through writing, including the use of language frames and supports

● Intentional, facilitated use of academic vocabulary by students.

Students in elementary grades K-5, and middle grades 6-8 in elementary settings, should experience a literacy-rich learning environment throughout their day, whether engaged in designated or integrated ELD instruction. Classroom teachers provide designated ELD for 30 minutes utilizing the district adopted curriculum. Currently, this is Benchmark Advance ELD for grades K-5 and Springboard ELD for grades 6-8. Frequently, instruction is delivered to small groups of grade level students, preferably grouped in reasonable ranges of student proficiency, in order to target instruction at the appropriate Zone of Proximal Development (ZPD). English learner students also receiving special education services may receive ELD instruction in either the general education or special education setting, as determined by individual needs through the Individual Education Plan (IEP) team decision process.

Secondary ELD Course Placement

Students in secondary grades 6-11 should also experience a literacy-rich environment throughout their instructional day, and are also required to receive a minimum of 30 minutes of daily designated ELD. Secondary level English learner students also receiving special education services may receive ELD instruction in either the general education or special education setting, as determined by individual needs through the Individual Education Plan (IEP) team decision process. The Secondary English Language Development course sequence is outlined below in Figure 4.5.

Figure

ELD I and ELD I Lab 2 class periods (ELA + ELD) 6-8

ELD II and ELD II Lab 2 class periods (ELA + ELD)

Academic Language Development (ALD) 1 period in addition to core ELA 6-8

Transitions 1 period in addition to core ELA 9-11 No

National Geographic - Inside the USA (as needed for newcomers)

National Geographic- Inside Fundamentals

National Geographic - Inside the USA (as needed for newcomers)

National Geographic- Edge Fundamentals

National Geographic - Inside Level A

National Geographic - Edge Level A

Springboard ELD (grade specific)

Note: Some adjustments to the sequence are necessitated by small populations of English learners at some school sites. Updates to adopted materials can be obtained at https://www.fsusd.org/Domain/837

A process is in place in order to address correct placement of secondary students in appropriate courses to meet their language needs. School teams, including administrators, counselors, lead EL teachers, English teachers, and special education teachers, meet as a part of the yearly master scheduling process to analyze student data in order to recommend the course needed for each individual student. Considerations include length of time the student has experienced instruction in English, historical performance on language proficiency assessments and other standardized tests, reading level, and learning disability, if applicable. For example, secondary EL students who have been in the country for less than two years are generally placed in either the ELD 1 and partner ELD 1 Lab courses or the ELD 2 and ELD 2 Lab courses, depending on performance on the ELPAC assessments as well as literacy in their primary language. ELD 1 and ELD 2 courses are NOT intended to serve students who score at Level 1 or Level 2 on the ELPAC Summative unless they have been in US schools less than two years. A deep review of student data by the school team prevents pacing students in the wrong course sequence. This

process ensures that students are scheduled in appropriate courses, and that master schedules are built in a way to accommodate the overall needs of each grade level group.

In addition to English language development instruction, English learners must have meaningful access to a rigorous academic program, including CTE pathway electives and/or courses that meet UC/CSU “a-g” college entrance requirements. In some cases, this may require providing English learners access to more than six periods of instruction in an academic year. Further effort is needed in utilizing resources to intentionally provide the additional services and opportunities for English learners to thrive in high school, improve graduation rates, and leave our schools prepared for the demands of post-secondary school careers and college. Specifically, the following recommendations should be explored:

● Dedicated high school English learner counselor to develop and monitor individual learning plans

● Zero or seventh period course offerings for English learners to extend their learning day and provide opportunities to meet graduation requirements or take additional a-g or CTE courses

● Active promotion of the State Seal of Biliteracy program and its benefits to students, with a goal to increase the number of students meeting additional language proficiency criteria from 154 in the 2017-18 school year to at least 300 in the 2022-23 school year.

Since it is critical to the success of English learners in high school, every effort must be made to ensure that students develop an appropriate level of language proficiency as soon as possible in their school career. Students at risk of becoming Long-Term English Learners (LTELs) in the upper elementary grades must be provided additional intervention opportunities in order to attain reclassification status prior to entering middle school or middle grades in an elementary setting. Likewise, students in middle school must be provided appropriate instruction and intervention in literacy skills and language development in order to attain reclassification status prior to entering high school. Specifically, the following recommendations should be explored:

● Ensuring an effective system of early literacy instruction exists in all primary classrooms

● Providing reading intervention to EL students who are not demonstrating proficiency on district-wide reading assessments by the end of second grade

● Providing additional supports in grades 4-8 to develop academic English proficiency

● Providing additional supports to target needs of both LTEL and newcomer high school students to develop academic English proficiency.

III. Professional Development

Systematic, highly-effective professional development is an essential component of an English learner program with successful student outcomes. Designated ELD instruction requires careful and intentional planning to complement and support ELA. It also requires the teacher to be welltrained in high leverage instructional strategies for language development, as well as have a deep understanding of the ELA/ELD Framework. Additionally, Integrated ELD instruction requires the teacher to possess a thorough knowledge of the language of the discipline and strategies to effectively address ELD standards in tandem with content standards.

Ensuring that systematic training is provided effectively, reaching every teacher in the district appropriately, is an ongoing challenge. At the elementary level, nearly every classroom teacher is required to provide both Designated ELD and Integrated ELD. At the secondary level, nearly all subject area teachers are required to provide Integrated ELD, while Designated ELD training is required for only those teaching certain language development courses.

With new adoptions of ELA/ELD curriculum in 2017-18, teachers received initial textbook implementation training on Benchmark Advanced ELA and ELD, in grades TK-5, Springboard ELA and ELD in grades 6-8, and Springboard ELD in grades 9-11. In the 2017-18 and 2018-19 school year, additional professional development for English language development instruction has been provided primarily in a 5-day cohort model, combining professional learning, coconstruction and joint observation of demonstration lessons in grade level groups, and individual coaching and feedback. Approximately 40 - 50 elementary and 20 secondary elementary teachers participated each year in these professional development cohort opportunities. Key components of the cohort work include enhancing teachers’ knowledge and understanding of the ELA/ELD framework and ELD standards, effective utilization of board-adopted instructional materials and textbooks, and increased expertise with facilitating academic discourse, both oral conversation and written expression, as a cornerstone pedagogy of ELD. Preliminary results with cohort participants indicate an increased use of targeted instructional practices and curricular materials as well as growth in teacher efficacy with regard to increasing student achievement. Although more study is needed, the impact of these professional development cohorts on student learning and performance data appears to be positive and promising.

In order to impact instruction at all sites and support teachers, the following needs in professional development should be addressed:

● Ongoing, systematic training on adopted materials and curriculum guides for administrators and for teachers newly assigned to grade levels and courses in ELA and ELD

● Ongoing, systematic training on the ELA/ELD Framework, ELD standards, and their implications for classroom instructional practices for all teachers

● Content-specific training on Integrated ELD methodology for both elementary and secondary subject-area teachers

● Sustained focus on developing and implementing Guided Language Acquisition Design (GLAD) units and strategies in preschools and Dual Immersion programs

● Frequent coaching and feedback cycles to promote application of professional learning and training in language development instructional practices

● Professional learning that provides opportunities for teachers and administrators to collaborate with colleagues and develop internal capacity.

IV. Summary

In addition to the changes to state policy regarding English learners outlined previously in Chapter 1, the ELA/ELD Framework and CA ELD Standards provide the basis for a major shift in the content and approach of language development instruction.

The English Learner Master Plan has been developed to clearly identify expectations for instruction in both designated and integrated language development in order to provide rich learning experiences based on high-leverage instructional practices for all proficiency and grade levels of students.

The English Learner Master Plan also outlines the expected secondary course placements, the intervention needs of Long-Term English Learners (LTELs), and the components of effective professional learning opportunities for staff.

V. English Learner Master Plan Committee Recommendations

● Develop and widely distribute a classroom observation and reflection tool that clearly identifies and defines the high-leverage language development instructional practices expected to be present in every classroom

● Develop and implement a plan to ensure that all primary teachers in grades K-2 receive professional development and ongoing coaching to provide systematic instruction in foundational literacy skills

● Develop and implement a systematic, research-based reading intervention program/model for students who are not reading by the end of 2nd grade, as well as targeted intervention for Long-term English learners at grades 4-5, 6-8, and 9-12

● Provide extended opportunities for high school English learners to include support from a dedicated English learner counselor as well as access to zero or 7th period courses

● Utilize targeted funding to provide additional sections in secondary master schedules to accommodate appropriate groupings of students in designated ELD leveled courses

● Provide additional staffing with targeted funding to lead and facilitate sustained professional development to ensure high-quality Designated and Integrated ELD instruction occurs across all grade levels and content areas.

Chapter 5- EL Program Models

I. English Language Development Delivery Models

The manner of delivery of ELD varies based on the grade level configuration and setting. ELD may be taught within a self-contained classroom or through a teaming arrangement in which students are leveled and regrouped across classrooms. In deciding on the most appropriate manner of delivery, such conditions as the number of English learners in the classroom, the variation in English language level, and the program options are taken into account. The selection of a delivery option must optimize the effectiveness of ELD instruction within the constraints of the particular classroom and school setting.

The two program models currently offered by Fairfield-Suisun Unified School District are Structured English Immersion and Spanish Dual Immersion.

The Spanish Dual Immersion program offers primary language instruction to native Spanish speaking English learners as a central feature and is open to students who choose to apply. With the passage of Proposition 58 in 2016, parents/guardians are no longer required to submit a waiver to have students participate in the Dual Immersion program. An alternative program will be provided at a school when there are 20 or more students at a grade level with a District-approved Parental Exception Waiver Request on file. The program will be provided with fewer than 20, whenever possible, to ensure program continuity.

A. Structured English Immersion Program

The Structured English Immersion Program is a specialized process of teaching the English language to students whose first language is not English. The goal is for students to develop academic proficiency in English together and simultaneously with mastery of academic core content and multicultural proficiency. Instruction is nearly all in English. Primary language support is used for clarification and explanation when feasible.

Figure 5.1 Summary of Structured English Immersion Program

Students Served English learners who have not yet met reclassification criteria

Program Components

● A minimum of 30 minutes of daily designated English Language Development (ELD) at the assessed level of English acquisition for grades K-12

● Teaming for ELD as required to meet student needs based on ELD levels. No more than two consecutive levels of English proficiency should be combined for ELD instruction if at all possible

● Differentiated instruction in reading, writing, math, science and social science, delivered through specially designed academic instruction in English (SDAIE) methodology, utilizing districtadopted curriculum

● Primary language support to motivate, clarify, direct, and explain, if available

Special Support Options

Staffing Requirements

● Primary language instruction/support

● Tutoring

● Intervention, including extended day for long-term English learners utilizing English 3D instructional materials and/or ELD Summer Academy

● Multiple or Single Subject Teaching Credential

● CLAD/BCLAD/BASP or equivalent required if an English learner is placed in the class, or CLAD/BCLAD/BASP alternative:

○ GELAP World Language

○ CCSD

○ Internship credential with BCLAD emphasis

○ ECLAD

B. Dual Immersion Program

The goal of the Dual Immersion program is acquisition of academic proficiency in two languages, English and Spanish, together with mastery of academic core content and multicultural proficiency. Instruction is in Spanish and English. The FSUSD Dual Immersion Program implements the 90/10 model. In the 90/10 model, English is the language of instruction 10 percent of the time in Kindergarten. The percentage of English language instruction increases annually until both English and Spanish are used equally in 6th grade. Instruction is delivered in both languages; however, only one language is used for instruction at a given time.

Figure 5.2 Summary of Dual Immersion Program

Students Served

● Native Spanish speakers

● Native English speakers, Initially Fluent English Proficient (IFEP), and Reclassified Fluent English Proficient (RFEP) students

● Students can continue in the program after attaining RFEP status with parent choice

● Enrollment in this program begins only in kindergartenExceptions require individual approval by the FSUSD English Learners and Instructional Support department

Program Components

● Separation of languages by time and space; teaming model preferred

● A minimum of 30 minutes of daily designated ELD for all English learner students

● Daily Spanish language development (SLD) for all native English speaking students

● Full Spanish language arts for all students, comparable to English language arts

● English literacy for all students, phased in over time - Spanish component continues after student achieves reclassified (RFEP) status

Special Support Options

Staffing Requirements

● Differentiated instruction in reading, writing, math, science and social science, delivered through both languages, with use of Guided Language Acquisition Design (GLAD) techniques for nonnative speakers of each language using district-adopted materials

● Primary language instruction/support

● Tutoring

● Before, during, and/or after school intervention programs

● Other appropriate services

● Multiple or Single Subject Teaching Credential with Bilingual Cross-cultural Language and Academic Development (BCLAD) authorization or Emergency Authorization

● Internship Credential - Bilingual Intern Program with Bilingual Authorization on Intern Credential

II. Dual Immersion Program Plan

VISION STATEMENT

Dual Immersion instruction, provided in early childhood, enhances cognitive learning abilities, promotes higher self-esteem and expands a child’s lifelong opportunities for success in a global society. The vision of the Fairfield-Suisun Unified School District is to create and sustain a Kindergarten through 8th Grade Dual Immersion Program, which will produce bilingual, biliterate, and bicultural students with native-like fluencies in both Spanish and English with appreciation for cultural diversity and lifelong learning.

Benefits of Dual Immersion

Dual Immersion (DI) programs have proven effective for a wide variety of students. Research studies indicate that the achievement of high levels of functional proficiency in a second language associated with DI instruction yields the following benefits for all students:

● Enhanced levels of meta-linguistic awareness (i.e., knowledge of how language works) which has proven to be important to reading acquisition

● Improved performance versus monolingual students on tasks that call for divergent thinking, pattern recognition and problem solving

● Additional knowledge and understanding of one’s native language

● Greater understanding, tolerance, appreciation and respect for other languages and cultures

● Ability to communicate with other ethnic and cultural groups

● Ability to take advantage of opportunities that are available only in other languages

● Enhanced employment opportunities once school is completed

There are also specific benefits to students related to their native language as summarized in the following chart:

Native Spanish Speakers

Acquire strong literacy skills in Spanish which can then be applied to the acquisition of English literacy

Native English Speakers

Outperform control students in all-English schools on a variety of English language tests including reading, writing and listening

Make better progress in acquiring full proficiency in English versus standard English Language Literacy (ELL) and Native Language Literacy (NLL) programs

Achieve the same levels of competence in academic subjects (math, science and social studies) as English-speaking students in all-English programs

Achieve at grade-appropriate levels in all domains of academic study in both Spanish and English

Fully develop proficiency in native language which allows maintenance of communication ties with extended family and other social support networks

MISSION STATEMENT

The mission of the Fairfield-Suisun Unified School District’s Dual Immersion Program is to support and promote academic excellence within a nurturing environment in which all members of the school community work cooperatively to achieve its vision and to promote the development of responsible, cross-cultural, world citizens with an enriched understanding of self and others.

GOALS

The FSUSD Dual Immersion Program encompasses four major goals:

1. Bilingualism – Students will attain high levels of proficiency in English and Spanish. All students will demonstrate proficiency in their first and second language.

2. Biliteracy – All students will demonstrate high levels of academic proficiency on grade level standards in English and Spanish.

3. Multicultural Awareness – Students will develop an understanding and appreciation of other cultures in our global society.

4. Biculturalism - Students will celebrate traditions and assets that represent multiple cultures of the school creating a language rich environment in both English and Spanish.

PROGRAM DESIGN

In Dual Immersion programs, both Spanish and English speaking students receive instruction in both languages. Student enrollment in each class ranges from approximately 30-50% native Spanish speakers and English speakers. In the 90/10 model, English is the language of instruction 10 percent of the time in kindergarten. The percentage of English language instruction increases annually until both Spanish and English are used equally in sixth grade. Instruction is delivered in both languages. However, only one language is used for instruction at a given time. Teachers implement the California state content standards to guide and deliver instruction. Both languages are valued equally and will be used interchangeably throughout this document. The 90/10 model of dual immersion is illustrated below:

Dual Immersion students would receive 33% (2 periods) of daily instruction in Spanish in Grade 7 and 17% (1 period) in Grade 8.

Electives: Band, Exploratory Science/Social Studies, are offered at the middle school level

INSTRUCTIONAL DAY

Kindergarten

90/10: 170 minutes Spanish / 30 minutes English

Spanish: Math, Language Arts

English: Social Studies and Science with ELD/SLD in vocabulary

ELD: 30 minutes

Grade 1

90/10: 270 minutes Spanish / 30 minutes English

Spanish: Math, Language Arts

English: Social Studies, Science

ELD: 30 minutes

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

80/20: 240 minutes Spanish / 60 minutes English

Spanish: Math, Language Arts

English: Social Studies, Science

ELD: 30 minutes

70/30: 210 minutes Spanish / 90 minutes English

Spanish: Math, Language Arts, Social Studies

English: Science, Language Arts (phonics)

ELD: 30 minutes

60/40: 180 minutes Spanish / 120 minutes English

Spanish: Math, Language Arts, Social Studies

English: Science, Language Arts

ELD: 30 minutes

50/50: 150 minutes Spanish / 150 minutes English

Spanish Math, Language Arts, Social Studies

English: Science, Language Arts

ELD: 30 minutes

40/60: 150 minutes Spanish / 150 minutes English

Spanish: Language Arts, Social Studies

English: Math, Science, Language Arts

ELD: 30 minutes

33/67: 2 periods per day

Spanish: Spanish Language Arts and Social Studies

English: Math, Language Arts, Science, PE

ELD: Required Instruction based on student need

17/83: 1 period per day

Spanish: Spanish Language Arts

English: Math, Language Arts, Science, PE

ELD: Required Instruction based on student need

Note: In calculating minutes for each language, lunch, recess, and prep time are not included. Grades 7 and 8 are based on a six period day.

GUIDELINES FOR PROGRAM PARTICIPATION

Acceptance into the program will be based upon the following guidelines:

1. Classes will be formed with a balance of the two languages (English and Spanish) to the extent possible.

2. Priority is given to siblings of students already in the program.

3. Information sessions and Dual Immersion visitations will be made available during the application period. It is crucial that parents have the best possible understanding of the program before they sign up their children.

4. Parents/guardians complete an application and submit the application during a specified application period.

5. Applications are placed into a lottery system and parents/guardians are notified of lottery results.

6. Parents/guardians are notified of results and required to sign a program commitment letter by a specified date in order to ensure their child’s enrollment in the program.

Students with Special Education Individualized Education Plans (IEP)

A special education IEP does not preclude a child from participating in the Dual Immersion program. However, it is a rigorous academic program that may not be appropriate for some students with special education needs. Each child’s situation will be considered individually. Nonetheless, administrators, teachers, and support staff members will recommend the most educationally appropriate placement for each individual child. The student’s IEP will dictate the student’s instructional program. Additionally, Dual Immersion special education staff (Resource Specialist Teacher and Speech/Language Pathologist) will be bilingual in English/Spanish so they can provide services in both languages.

Dual Immersion Students Qualified for Gifted and Talented Education (GATE)

If a student has been or will be identified as GATE, they will be served according to the services identified through an Individualized Learning Plan (ILP). GATE identified students will take seventh grade World History in Spanish. Eighth grade DI GATE students will be placed in Honors US History which will be taught in English.

Additional Supports for At-risk Students

● The MTSS - Intervention (Tiers II and III) team will review students who are exhibiting challenges participating in the DI program socially, behaviorally and/or academically and make specific recommendations to address the challenges presented

● Following a sufficient amount of time to determine the effectiveness of the recommended interventions, the student may be brought forward to a Student Study Team (SST) for review

● The SST may make specific recommendations which are required to be implemented to support the DI student such as: extended day intervention, guesting in Learning Center, assessment for potential specific learning disability or speech/language service eligibility, or other individualized supports.

All of the above concerns will be addressed on a continual basis. However, if concerns continue and/or progress, an immediate conference will be scheduled to discuss the student’s best interest and placement. Every effort will be to provide supports that will allow the student to maintain their status in the DI program.

Transfer Students from another Dual Immersion Program

Consideration for enrollment of a transfer student in the program will be made by the administration and will be based on the following information:

● Type of instructional program previously provided to the student

● Assessment data, including reading comprehension with leveled passages, writing sample, and receptive/expressive language assessments

● Review of the student’s cumulative file

● Input from the Program Coordinator and at least one Dual Immersion teacher, preferably from the grade the level the student will be entering

Monitoring Progress of Dual Immersion Students

The following chart illustrates assessments administered to students in the Dual Immersion to monitor their academic progress:

Grade 1 not available at this time

in 2019-20

Curriculum and Materials

DI provides a high quality instructional program that delivers an academically challenging standards-based, and enriched curriculum while promoting the development of bilingual, biliterate, and multicultural competencies for all students. Language learning takes place primarily through content instruction. The target language (Spanish) is used as the vehicle of instruction. However, curriculum planning ensures that students also learn the academic language associated with the content. The program includes the promotion of positive crosscultural attitudes and a curriculum that reflects the values of various student cultures. Monthly content-based thematic units are integrated into the curriculum to make the target language more meaningful and accessible to the student. Since Dual Immersion goals include promoting

positive cross-cultural attitudes, the curriculum reflects and values the students’ various cultures. Monthly thematic units integrate the curriculum and make the target language more meaningful to the student. Thematic units are developed to include Guided Language Acquisition Design (GLAD) instructional components and strategies.

Project GLAD is an effective instructional model for teaching language development (ELD) and literacy. The award-winning Project GLAD model created by Marcia Brechtel is based on the extensive research-base of second language acquisition, brain research and effective literacy practices for second language learners. Guided Language Acquisition Design (GLAD) is a standards-based language development instructional model that promotes high levels of academic language and achievement for students at all levels of English proficiency.

The Project GLAD training is an intensive seven-day training. The first two days consist of an overview of the instructional model, including the research base, theoretical framework, and backwards planning process of creating content-based language units in Science and Social Studies. During the two day training, teachers also learn about the components of the GLAD model, as well as multiple effective ELD and SDAIE strategies within each component. The four components of Project GLAD consist of the following:

● Focus/Motivation (which is very similar to building background)

● Input (ways to make cognitively complex concepts understandable to students)

● Guided Oral Practice (practice of key vocabulary and language objectives)

● Reading/Writing (modeled, shared, collaborative, guided and independent)

After the two day training, the Project GLAD training consists of an additional five days of classroom demonstration lessons. Participants are able to observe one of the Project GLAD presenters teaching an ELD unit to a group of students, while another Project GLAD presenter coaches participants in the back of the classroom. Teachers watch the classroom demonstration each morning, and the afternoon sessions are dedicated to debriefing, reflection, and planning.

Project GLAD is a powerful and academically challenging ELD instructional model that promotes high levels of proficiency in English. Project GLAD training provides intensive professional development to teachers of English learners. When teachers are able to see the strategies being demonstrated with students, it makes all the more sense to them and, with regular coaching, feedback, and structured collaborative unit planning, improves the likelihood of high-quality implementation at the classroom level.

All Dual Immersion teachers will be trained in GLAD instructional strategies and receive ongoing facilitation of collaborative unit planning, lesson design followed by demonstration lessons and debrief. All teachers who are new to the DI Program will participate in the seven day initial GLAD professional development as discussed earlier in the chapter.

Dual Immersion curriculum requires a large variety of books and types of materials to teach in both languages due to the nature of its visual, model-driven, and hands-on instructional strategies approach. It is the goal to provide an adequate selection of Spanish books through the school library for all grade levels up through 8th grade. Dual Immersion works to integrate technology into curriculum and instruction in both languages.

Dual Immersion classes use the same district-approved, standards-based textbooks used by other schools in the district in Spanish where available.

INSTRUCTIONAL STRATEGIES

Instructional methods are derived from research-based principles of dual language education and the development of bilingualism and biliteracy in children. Instructional strategies promote language development, interaction, and mastery of academic concepts. Dual Immersion teachers use a variety of techniques including a reciprocal-interactive approach, hands-on activities, thematic units, cooperative learning, separation of languages, sheltered instruction, and activity-based small group instruction. Teacher direction in the classroom includes adherence to daily routines, schedules, repetition of phrases, songs, daily activities, consistent use of teacher gestures, pictures to reinforce vocabulary, and modeling of verbal responses.

Cooperative learning activities that involve cooperative interaction of non-native and native Spanish speakers are used in order to promote positive cross-cultural attitudes and build friendships. Students are encouraged to work together and learn language skills from one another.

STAFF QUALIFICATIONS

Dual Immersion teachers must possess a Single Subject or Multiple Subject Credential and a BCLAD emphasis in Spanish. The BASP or BCLAD or Emergency Bilingual Authorization are sufficient as an alternative to the BCLAD. Intern Credential candidates are also eligible if they are enrolled in a bilingual intern program and have the bilingual authorization on the intern credential. Teachers will have knowledge of academic content curriculum, theories and strategies for development of biliteracy. Teachers should possess a native-like proficiency in both languages of instruction and possess an understanding of the Dual Immersion model of instruction. They should also be committed to equity and are trained in multicultural understanding.

LEADERSHIP AND ADMINISTRATIVE SUPPORT

In addition to a quality teaching staff, a successful Dual Immersion program requires strong leadership and administrative support. Program support comes from well-informed district and school site administration, and resource personnel. Support and knowledge of the program among all members of the school community will foster a positive school instructional environment.

The principal will be a strong advocate of the program goals of developing bilingualism, biliteracy and multiculturalism. A supportive principal also assures that the Dual Immersion program is integrated within the total school, that all teachers and staff understand the program and are providing proper instruction in the classroom, and that an appropriate and equitable amount of fiscal and instructional resources are allocated to the program to meet the content standards, vision, and goals. Administration will make every effort to hire a bilingual office staff in order to successfully field questions regarding the program.

A Teacher of Academic Support will help oversee implementation of the program at the school. The role of the Teacher of Academic Support is to facilitate professional development specifically for the Dual Immersion teachers which will support the implementation of GLAD instructional strategies, including designated and integrated ELD across all content areas. Duties also include assisting teachers with curriculum development, coordinating special cultural

events that strengthen the bicultural component of a Dual Immersion program, facilitating English Language Proficiency Assessments for California (ELPAC) Initial testing as well as annual ELPAC Summative administration, EL student reclassification, reclassified student monitoring, promoting the program in the community, assistance with kindergarten recruitment, co-facilitating informational meetings and assisting with organizing prospective parent site visits.

FISCAL SUPPORT

District office level textbook funds provide all core curriculum and related materials for the Dual Immersion program in both languages. Title III Language Instruction for English Learners budget resources provide support for professional development and staffing, when possible. These resources will vary from year to year based upon the district’s allocation and number of students identified as English learners.

PROGRAM EFFECTIVENESS

An annual Dual Immersion program effectiveness survey assessment will be conducted to evaluate the efficiency and progress of the program. Program administrators will work closely with staff from the Curriculum, Instruction and Assessment department (CIA) and Technology Support Services (TSS) to develop the above mentioned program effectiveness survey assessment as well as to gather and report data on student achievement. The data and effectiveness survey results will be shared annually as part of the Board Report on the Progress of English Learners as well as being included in the Annual Update on the EL Master Plan. The progress of English learner students in the Dual Immersion program will be compared to the progress of English learner students in Structured English Immersion settings.

FAMILY AND COMMUNITY

Parents are asked to make a nine-year commitment to the Dual Immersion Program. Continuity in the program is crucial for students to fully achieve the program goals of bilingualism and biliteracy, as well as, to maintain a successful, well-implemented program.

Parental involvement is an integral part of the Dual Immersion Program and important to its success. Parents, guardians and/or other family members are encouraged to become active participants in their child’s education. A minimum of 10 volunteer hours per year is highly encouraged from each family. Volunteer opportunities include volunteering in the classroom, assisting with small group instruction or other classroom duties, and chaperoning field trips. Parents are strongly encouraged to work with their child at home. Dual Immersion parents are encouraged to take advantage of all parent and family engagement opportunities offered at the school site.

The Dual Immersion Parent Advisory Board (DIPAB) offers other opportunities to contribute to the Dual Immersion Program. Attendance at DIPAB meetings, planning cultural events, organizing and carrying out fundraising events, applying for grants, and translating materials are just a few of the ways in which parents can help support the program.

III. Early Childhood Learning

Preschool Language Development

FSUSD preschool programs integrated students receiving special education services with typical peers in 2016-17. FSUSD preschool students now receive daily language development via Guided Language Acquisition Design (GLAD) instructional strategies. Preschool GLAD® is about creating a rich environment of language, ideas and concepts. Students engage in learning at their own entry points and are given multiple ways to respond. Preschool GLAD® engages participants in thinking about how children learn language and introduces successful researchbased strategies for creating a language rich setting that is alive with words, aloud with language, and results in language-rich learning. FSUSD provides Title 1 funds to support the implementation of Preschool GLAD throughout all preschool programs in the district. All preschool teachers and numerous para-educators receive ongoing training and coaching to support high quality implementation of GLAD strategies in order to simultaneously strengthen structures of language while learning content. Although the district does not assess preschoolers to determine if they are English learners, many of the students are assessed and qualify as English learners when they enter kindergarten or transitional kindergarten.

Spanish Immersion Transitional Kindergarten

Partially in response to second language acquisition research and support of the California EL RoadMap Policy of 2017, the district initiated a Spanish Immersion Transitional Kindergarten (TK) in 2018-19. The goal of the Spanish Immersion TK is to strengthen second language learners’ literacy in their primary language in order to acquire and master English more quickly. Native Spanish speakers are taught solely in Spanish and are exposed to early literacy components in their primary language. They use Benchmark Getting Ready to Read materials in Spanish that prepares them for success in the Dual Immersion program while honoring and cultivating literacy and numeracy in their primary language. Although participation in the Spanish Immersion TK does not guarantee admission to the Dual Immersion program, 90% of the students who participated in 2018-19 will be entering the Dual Immersion program in 201920. The program is funded by Title III Language of Instruction funds.

IV. Special Education and English Learner Program Coordination

English Learner Initial Identification

Prior to identification as a special education student, the District’s English learner initial identification procedures are followed. If a student’s disability prevents normal administration of the initial language assessments, language assessment staff consults special education staff for guidance in appropriate test administration and a continuum of supports to follow. For detailed information: California Student Assessment Accessibility English Learner Proficiency Assessments for California (ELPAC) – Universal Tools, Designated Supports and Accommodations prepared by the California Department of Education.

Eligibility for Special Education

As part of the process of assessment for special education eligibility, the student’s English Language Development levels must be considered. If the student has already been identified as an English learner, assessment procedures take this into account.

English Language Development Services for English Learners who are Receiving Special Education Services

English learners who are also receiving special education services are still required to receive daily designated ELD. The delivery model of English language development services, including daily designated ELD instruction, is determined by the IEP team.

Alternative Reclassification Protocol

Alternative reclassification is a process that exists to allow English learners who also receive special education services to be considered for reclassification even though they may not meet the regular Governing Board approved criteria. School personnel may consider alternative reclassification at any time current assessment data is available. The IEP team is convened, to include the site lead EL teacher, to discuss the impacts of the student’s disability on performance in the classroom and on standardized and/or informal assessments. When the IEP team determines that, considering the disability, there is evidence that the student has developed an appropriate level of proficiency in English, an appropriate level of proficiency in English Language Arts basic skills, and an appropriate level of academic performance based on teacher evaluation, a recommendation with parent consultation may be made for alternative reclassification.

V. English Learner Master Plan Committee Recommendations

● Provide supplemental staffing to schools for teachers of academic support for the purpose of monitoring student progress, assessing and reclassifying students, supporting the implementation of designated and integrated ELD instruction, providing daily designated ELD where they can model effective lessons, and facilitate GLAD implementation in the Dual Immersion program.

● Ensure that a Bilingual special education resource teacher serves the Dual Immersion program.

● Provide ongoing training in the alternative reclassification protocol.

● Expand the Spanish library book collection for Dual Immersion program.

● Expand GLAD professional development for all Dual Immersion teachers and administration.

● Determine facility needs to expand and enhance the Dual Immersion program.

Chapter 6- Accountability and Resource Management

I. The California Way Accountability Model

Previous federal statute under Title III of the No Child Left Behind Act required statewide accountability on English proficiency achievement objectives for English learners (ELs). In 2015, the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), moves the EL accountability requirements to Title I.

In response to changes in federal statute and to meet the requirements of California’s Local Control Funding Formula (LCFF) law, California has transitioned to a new accountability system known as the California School Dashboard (referred to as the Dashboard). The Dashboard reports on ELs using multiple measures, including high school graduation rates, college and career readiness, academic performance on statewide assessments, chronic absenteeism rates, and suspension rates.

● Chronic Absenteeism Indicator - This measure is based on the number of students who were chronically absent. Students are considered chronically absent if they are absent at least 10 percent of the instructional days that they were enrolled to attend in a school

● Suspension Rate - This measure is based on dividing the number of students suspended at least once either in school or out of school by the total number of students enrolled. Suspension data vary by local education agency (LEA) and school type. For example, rates at the middle school level are generally higher than at the elementary school level. Therefore, different sets of cut scores are used to determine performance for this measure.

● Graduation Rate - For traditional high schools the graduation rate is based on the number of students who graduate with a regular high school diploma within four years.

● Academic Performance Indicator - This measure is based on performance on the Smarter Balanced Summative Assessments for English Language Arts/Literacy (ELA) and mathematics which is administered to students in grades three through eight and grade eleven and how far the average student is from meeting the grade-level standard scaled score, or the "Distance from Standard" (DFS).Using scale scores, rather than reporting on the percent of students who performed at or above the “Standard Met”, provides a more comprehensive picture of how all students at the school are performing on the Smarter Balanced assessments.

● Career and College Indicator - This measure is based on the number of students in a high school graduation cohort who are prepared for college or a career. College or career readiness means completing rigorous coursework, passing challenging exams, or receiving a state seal. The following measures are approved as indicating college or career readiness:

○ Career Technical Education Pathway Completion

○ Grade 11 Smarter Balanced Summative Assessments in ELA and mathematics

○ Advanced Placement Exams

○ International Baccalaureate Exams

○ College Credit Course (formerly called Dual Enrollment)

○ a–g Completion

○ State Seal of Biliteracy (New)

○ Military Science/Leadership (New)

● English Learner Progress Indicator (ELPI)- This measure is based on EL progress toward English language proficiency. California has transitioned to a new English proficiency assessment in 2018 called the English Language Proficiency Assessments for California (ELPAC). Beginning in 2020, the ELPI will be calculated by adding the number of students that progress a level on the 2019-20 ELPAC Summative, as compared to the previous year, plus the number of students that were reclassified in 2019-20 academic year divided by the actual number of EL students enrolled in the district in 2019-20. Since the ELPAC is a new test, a performance level (color) is not available in the current year and consequently the Dashboard reports the percent of English learner students who scored in each of ELPAC’s four performance levels:

● Level 1 – Minimally Developed

● Level 2 – Somewhat Developed

● Level 3 – Moderately Developed

● Level 4 – Well Developed

The following data sets represent FSUSD’s English learner performance on the most current assessments, including 2018 ELPAC Summative assessments (Figure 6.1), Academic Performance, Academic Engagement, and Conditions & Climate Indicators for English learners on the 2018 California Dashboard (Figure 6.2), and FSUSD English learner Reclassification Rates (Figure 6.3). These data sets will be updated in the EL Master Plan annually.

Figure 6.1 2018 ELPAC Summative Overall, Oral Composite, and Written Composite by Level

Figure 6.2: 2018 EL California Dashboard Indicators

Performance on state indicators is based on data from both the current and prior years. Any LEA, school, or student group with at least 30 students in both the current and prior year receives a performance level for each applicable state measure. There are five performance levels represented by the colors red (lowest) orange, yellow, green and blue (highest). The color for each indicator is generated by charting the current performance compared to state cut points in conjunction with measuring the growth/or decline compared to the prior year for that particular indicator.

The areas marked red are of great concern because it indicates the performance is far below the standard and there was little growth, if any, compared to the prior year. The District has received Differentiated Assistance from Solano County Office of Education for in 2018-19 due to

the fact that FSUSD English learners performance on Graduation Rates and Career and College Indicators are red.

An additional measure that will be factored into the ELPI in 2020-21 will be the district reclassification data.

6.3: 2016-17 to 2018-19 FSUSD Reclassification Rates

Figure

II. ELD Monitoring

Designated English Language Development Monitoring

Daily designated ELD will be monitored by site administrators on an ongoing basis. Following the conclusion of the ELPAC Initial administration at the beginning of the year, the English Learners and Instructional Support (EL/IS) department creates a spreadsheet for each school site that contains, at least, the following student information:

● Previous two years of ELPAC data including Written and Oral Composite proficiency levels

● Previous two years of NWEA-MAP data (RIT to Reading and RIT Percentile Rankings)

● Previous two years of CAASPP results in English Language Arts

● Special education designation

● Beginning date of English learner identification

The Daily Designated ELD Monitoring spreadsheets are shared with each site administrator and Certificated Support for English Learners (CSEL) teacher. It is recorded on the spreadsheet which teacher will be responsible for providing daily designated ELD and the time of the day they will provide that instruction. The spreadsheet will be updated by the EL/IS department staff as new students are identified as English learners. Additionally, the EL/IS department is also responsible for removing EL students’ names when they are reclassified. Site administration are responsible for ensuring the spreadsheet is updated when students may be regrouped/reassigned to receive their designated ELD instruction. District administration consult the spreadsheet when visiting campuses during designated ELD instruction.

English Learner Language Acquisition Monitoring

English learners will be officially monitored at report card time. Teachers who are providing designated ELD will be required to complete a Report of Language Acquisition Progress (RLAP) at least two times per year which identifies the proficiency level on each of the ELD standards for English learner students that have scored level 1 or 2 in the Written Composite on the most recent ELPAC Summative assessment, or scored Novice level on the ELPAC Initial Screener assessments (see Figure 6.4). Teachers may use the ELD Progress Report as a substitute for English Language Arts grades.

Reclassified Student Monitoring

As required by ESSA, students who are reclassified as fluent English proficient are monitored at least once a year by their classroom teachers for four years following their date of reclassification. For more information, please refer to Chapter 2.

III. Resource Management to Support English Learner Programs

FSUSD receives three specific funding resources from the CDE to target English learner programs and services. The three funding resources are as follows:

● Supplemental/Concentration Grant funds (Part of the LCFF funding model)

● Title III Language Instruction for English Learners federal funds

● Title III Immigrant funds

Supplemental/Concentration Grant funds

Under the LCFF funding system, school districts receive funding based on Average Daily Attendance (ADA) through grade-span specific base grants. These reflect adjustments for grades K-3 class sizes and grades 9-12. Additionally, school districts receive supplemental and concentration grants beyond the base program funding that are calculated based on the student demographic factors of English learners, students eligible for free or reduced-price meals, and foster youth. Since Supplemental and Concentration Grant funds are generated by English learners, students eligible for free or reduced-price meals, and foster youth, it is imperative that programs and services to address the needs of these student groups are funded with the Supplemental and Concentration Grant budget (see Figure 6.5).

Figure 6.5: Snapshot Summary of 2018-19 Supplemental Concentration Grant Site Allocations and Expenditures

Title III Language Instruction for English Learners Federal Funds

ESEA, Title III, Part A, Language Instruction for English Learners (EL) and Immigrant Students funds are designed to supplement the base programs provided for English learners and immigrant children. Districts that receive ESEA, Title III, Part A funds must document their plan for utilizing the funds appropriately, including a budget, revisions approved by the governing board, and annual reviews of plan performance.

Figure 6.6: Summary of 2018-19 FSUSD Title III Language Instruction-funded Expenditures

Title III (Language Instruction) (Resource 4203)

Title III Immigrant

Title III Immigrant Student Education Program funds are targeted toward services for the underlying purpose of assuring that newcomer students meet the same challenging grade level and graduation standards as mainstream students.

The purpose of the Title III Immigrant Student Education Program subgrants is to pay for enhanced instructional opportunities to immigrant students and their families (see Figure 6.7). The district may choose from activities authorized by Title III, which include: family outreach activities to assist parents and families to become active participants in the education of their children; support and training for staff to provide services to immigrant children and youth; mentoring and counseling services to students; providing appropriate learning materials; and activities that are coordinated with other community organization to offer comprehensive community services.

Title III (Immigrant)(Resource 4201)

Allocation (395 x 88.4) $0 Estimated Carryover $89,357

$89,357

Assigned $54,000

Balance $35,357 (2) 3.5 hour per day bilingual para positions for ELD 1/II classes. AHS and FHS $31,000

Rosetta Stone Licenses $23,000

Figure 6.7: Summary of 2018-19 Title III Immigrant-funded Expenditures

IV. English Learner Master Plan Committee Recommendations;

● The EL Master Plan will be brought forward for Board review/approval each year. The plan will include the Annual Title III Goal 2 Update. The update provides transparency of the plan to use Title III funds for the current academic year.

● An annual update of the EL Master Plan will also include the distribution of Supplemental Concentration Grant funds at each school site and department across the district to directly support English learner students. The intent of the annual update is to ensure that each FSUSD school site utilizes the allocated Supplemental Concentration Grant funds to directly support services/programs to support English learner students.

● The annual update of the EL Master Plan will also include updated FSUSD English learner achievement data as reported on each of the CA Dashboard Indicators.

● Distribute Supplemental Concentration Grant funds in order to support initiatives which will improve outcomes for English learners. Initiatives include adding sections at the secondary level in order to provide ELD classes leveled by language proficiency, or additional classes that will provide English learner students opportunities to complete a Career and Technical Education Pathway and/or earn “a-g” eligibility.

● Utilize funds to increase staffing to schools for teachers of academic support for the purpose of monitoring student progress, assessing and reclassifying students, supporting the implementation of designated and integrated ELD instruction, provide daily designated ELD where they can model effective lessons, and supporting the requirements of English learner services.

● Implement the Report of Language Acquisition Progress at the Secondary level (comprehensive middle schools and all high schools) for English learners who score a level 1 or 2 on the Written Composite of ELPAC.

Fairfield-Suisun Unified School District

October 11, 2018 Governing Board Meeting

Item 4D Communications/Information

2018-19 Annual Written Report on the Progress of English Learners

In accordance with Board Policy 6174, the English Learners and Instructional Support department is providing the annual written evaluation (report) of the effectiveness of the district’s educational program for English learners.

I. Progress of English Learners Toward Proficiency in English

Previously, progress of English learners towards proficiency in English was measured by annual performance on the California English Language Development Test (CELDT). Beginning in 2017-18, the assessment now used to determine English learner proficiency in English is the English Language Proficiency Assessments for California (ELPAC). The ELPAC Summative was first administered district-wide and state-wide in the Spring of 2018. Thus far, the California Department of Education has provided districts only with ELPAC Summative student scores. Districts are not yet able to view other district or state wide results for comparison. Below, is a baseline summary of district-wide overall performance on the first ELPAC Summative assessment:

Summary of FSUSD English Learner Performance on 2017-18 ELPAC Summative

II.Number and Percentage of English Learners Reclassified as English Proficient

The number and percentage of students that are reclassified is a component of the English Learner Progress Indicator on the California School Dashboard. The table below illustrates the number and percentage of English learner students who were reclassified as Fluent English Proficient (RFEP) over the last four years.

Percentage of FSUSD English Learner Reclassification Rates Compared to Statewide Rates from 2014-15 to 2017-18

III.Number

and Percentage of English Learners Who Are or Are At-Risk of Being Classified as Long-Term English

Learners

Despite the change in language proficiency assessments in 2017-18, the CDE has not revised the definition of Long-term English learner (LTEL):

(a) "Long-term English learner" is an English learner (EL) student to which all of the following apply:

● is enrolled on Census Day (the first Wednesday in October) in grades 6 to 12, inclusive;

● has been enrolled in a U.S. school for six or more years;

● 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 CELDT;

● 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.

(b) "English learner at-risk of becoming a long-term English learner" is an EL student to which all of the following apply:

● is enrolled on Census Day (the first Wednesday in October) in grades 3 to 12, inclusive;

● has been enrolled in a U.S. school for four or five years;

● has scored at the intermediate level or below on the prior year administration of the CELDT;

● and for students in grades 4 to 9, inclusive, has scored in the fourth or fifth year at the “Standard Not Met” level on the prior year administration of the CAASPP-ELA.

Long-term English Learners (LTELs) and English Learners At-Risk of Becoming LTELs in FSUSD as Compared to State and County

Name Total Number of EL Students

Number of EL Students At-Risk of Becoming Long-term English Learners (LTEL) Percentage of EL Students At-Risk of Becoming Long-term English Learners (LTEL)

Number of Long-term English Learners (LTEL) Percentage of Long-term English Learners (LTEL)

English Learner Students and Long-Term English learners (LTELs) who are receiving Special Education Services in FSUSD as Compared to State and County

Name Total Number of EL Students

Number of EL Students Receiving Special Education Services

Percentage of EL Students Receiving Special Education Services

Number of Long-term English Learners (LTEL) Receiving Special Education Services

Percentage of Long-term English Learners (LTEL) Receiving Special Education Services

IV.Achievement of English Learners on Standards-Based Tests in Core Curricular Areas

The fourth full administration of the statewide common core aligned California Assessment of Student Performance and Progress (CAASPP) assessment in English language arts and mathematics occurred in 2017-18.

V.Additional Goals for English Learners Identified in the District’s LCAP 1.Suspension Rates:

2014-15 to 2017-18 FSUSD Suspension Rates for English Learners Compared to All FSUSD Students

Note: The suspension rates listed above do not include in-house suspensions.

2.Graduation Rates:

2013-14 to 2016-17 FSUSD Graduation Rates for English Learners Compared to All FSUSD Students

3.Long-Term English Learner Intervention (English 3D):

2017-18 Reclassification Rates for LTELs Participating in Intervention

VI.Summary and Next Steps

Data Observations:

● FSUSD reclassification rate in 2017-18 was 16.4% as compared to the statewide rate of 14.5%.

● The percentage of English learners identified as LTELs, long-term English learners, was 11.9% in 2017-18 which is significantly lower than statewide (17.2%) and county (15.4%) averages. For students identified as “at-risk for becoming long-term English learners, there was a slight decrease from 13.9% in 2016-17 to 13.5% in 2017-18.

● The percentage of English learner students who also received special education services in 2017-18 was 12.3%, which was significantly lower than statewide (16.6%) and county (14.4%) averages. Additionally, the percentage of LTELs receiving special education services was 21.6%, significantly below statewide (36.5%) and county averages (31.1%).

● FSUSD English learner mean scaled scores on 2017-18 CAASPP assessments in English Language Arts increased for grades 3, 5, 6, and 8, remained the same for grade 4, and decreased for grades 7 and 11.

● FSUSD English learner mean scaled scores on 2017-18 CAASPP assessments in Mathematics increased in grades 3, 4, 5, and 7, and decreased in grade 6, 8, and 11.

● There continues to be a gap between English learner student performance and the mean scaled score necessary for Level 3 performance (Standards Met) in all grade levels in both English Language Arts and Mathematics.

Celebrations:

● More than 225 students have already been reclassified in 2018-19 utilizing the ELPAC reclassification criteria approved by the Governing Board in August 2018.

● Since 2013-14 the rate of reclassification in FSUSD has exceeded the statewide rate due to the consistent application of reclassification protocols and procedures.

● 45% of long-term English learners or at-risk of becoming of long term English learners were reclassified that participated in the English 3D extended day intervention in 2017-18, the first year of implementation.

● For the second consecutive year, consistent application of the Alternative Reclassification Protocol to consider EL students who are receiving special education services for potential reclassification has resulted in FSUSD having the second lowest percentage of EL students that are receiving special education services as well as the second lowest percentage that are identified as LTELs in Solano County. This is attributed to the training and support provided for staff in the Alternative Reclassification protocol.

Opportunities for Growth:

● English learner students need continued support through daily designated English Language Development (ELD) instruction to increase their proficiency in English and demonstrate year to year growth.

● It is evident that FSUSD English learner students, like those statewide, are still struggling with the language demands and format of the new common core aligned CAASPP assessments in both English language arts and mathematics. English learner students also need continued support through daily integrated ELD and academic language development to increase their proficiency in core content area standards and skills attainment, as well as to

increase performance on CAASPP summative assessments and prepare students for the rigor of ELPAC.

Next Steps:

Based on a review of multiple measures, the District will provide the following focus on the English learner instructional program for 2018-19:

● Provide intensive professional development to three cohorts of teachers, grades TK-2, 3-5, and Secondary 6-11, to implement the adopted designated ELD instructional materials (Springboard ELD and Benchmark Advanced ELD):

o provide 5 days of intensive professional development for each participant including; lesson modeling, lesson design/implementation and facilitated reflection

o focus on embedding instructional strategies to extend academic discourse across all content areas

o sharpen integrated and designated ELA/ELD lesson planning and lesson delivery

● Provide professional development and ongoing coaching support for newly adopted instructional materials to support newcomer English learners in comprehensive middle and high schools.

● Expand implementation of English 3D from 5 to 7 sites as an extended day intervention for LTELs in grades 4 - 8 to strengthen academic language and skills necessary for reclassification.

● Provide ongoing training on the Alternative Reclassification Protocol to consider reclassification for English learners who are receiving special education services.

● Ensure that teachers and administrators are familiar with and utilizing the 2012 State Board adopted ELD Standards as well as effective English language development instructional practices.

● Provide training on the cognitive demands and skills necessary for students to perform successfully in each of the ELPAC assessment domains.

● Provide training on the California English Learner Roadmap policy and utilize its foundational principles to revise the FSUSD English Learner Master Plan.

Fairfield-Suisun Unified School District

English Learners & Instructional Support

2490 Hilborn Road Fairfield, California 94534 • Telephone (707) 399-5051

FAX: (707) 399-5152 • www.fsusd.org

“Fairfield-Suisun Unified School District is a premier learning community that empowers each student to thrive in an ever changing world.”

TO: Administration

FROM: SUBJECT:

DATE:

Howard Kornblum, Director of English Learners and Instructional Support

Participation in Title I, Title II, Title III and Title IV Programs for 2019-2020

April 1, 2019

The Fairfield-Suisun Unified School District is preparing an application for funding Consolidated Categorical Aid Programs. The district is applying for federal funds under the Every Student Succeeds Act of 2015 for the following programs:

Title I Helping Disadvantaged Children Meet High Standards

Title II, Part A Improve Teacher and Principal Quality

Title III Language Instruction for English Learners

Title IV, Part A Student Support and Academic Enrichment

Private school students may receive Title I services if they meet the public schools' eligibility criteria and live within the attendance area of a Title I school. The Title I schools are Anna Kyle Elementary, Cleo Gordon Elementary, Crystal Middle School, David Weir K-8 Preparatory Academy, Dover Academy for International Studies, Fairview Elementary, Grange Middle School Sheldon Academy of Innovative Learning, Suisun Elementary, and Tolenas Elementary.

For your information, I have attached a brief description for the 2019-2020 Title I, Title II, Title III and Title IV programs. Participants must be willing to adhere to all program requirements in order to receive services.

Please complete and return the attached form by April 30, 2019 indicating whether you wish to participate in any of the programs listed above either via fax or mail.

If you have any questions and would like to discuss your school's participation in the Title I, Title II, Title III and Title IV programs, please call my office at 707-399-5051.

Privt sch ltr 2018-19

Fairfield-Suisun Unified School District

“A premier learning community that empowers each student to thrive in an ever-changing world”

INTENT TO PARTICIPATE

SUBJECT: Private Schools’ Intent to Participate in:





Title I: Funds are sed to support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's challenging academic standards

Title II: The purpose of Title II is to increase the academic achievement of all students by helping schools and district improve teacher and principal quality professional development and other activities.

 Title III: The overarching purpose is to ensure that limited-English-proficient (LEP) students (called English learners under California laws), including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

 Title IV: A federal program to increase capacity to provide all students with access to a well-rounded education, improve conditions for student learning, and improve use of technology to improve the academic achievement and digital literacy of all students.

Please check the appropriate box below and return the form to the English Learners and Instructional Support department.

PRIVATE NON-PROFIT SCHOOL

Yes, I am interested in participating in the following programs:

No, I am not interested in participating in the following Programs:

Please Note:

You have the right to submit a complaint to the California Department of Education concerning Title I, Part A programs. If you do not return this Intent to Participate by April 30, 2019 we will assume that you do not wish to participate in any of the programs listed above for the 2019-2020 school year.

School: Phone: Date:

Contact Person:

Email address:

Title:

English Learner Reclassification Criteria for Grades 1-12 (Effective June 2019)

Proficiency on ELPAC

• Overall ELPAC proficiency level of 4

• Composite Written Language score of 3 or 4

• Composite Oral Language score of 3 or 4

Demonstration of Basic Skills

Parent

Teacher Evaluation

Notification Assessment

Grade Lexile Score (Reading to RIT)

‘Nearly Met’ on SBAC ELA OR Lexile Equivalent score on any Standardsbased assessment* (NWEA-MAP or Reading Inventory) 1 91

Interacting in Meaningful Ways:

• Expanding or Bridging on all 12 standards

• At least Bridging on 6 of 12 standards

Learning About How English Works:

• Expanding or Bridging on all 7 standards

• At least Bridging on 3 of 7 standards

Phone call to Parent and Letter sent

If an EL student with an IEP no longer benefits from EL services, but the student’s disability prevents him/her from meeting the above criteria, the student may be considered for alternative reclassification during any IEP meeting, including an addendum. Contact the student’s Case Manager for additional guidance.

Note: Incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification.

*Pending Board approval*

Special Education English Learner Alternative Reclassification Chart

This chart is a tool to help determine if a student who is both an EL and receiving special education services should be considered for reclassification through alternative measures.

Step 1: Indicators are identified to begin the discussion about possible reclassification.

Psychologist Case Manager Certificated Support for EL (CSEL)

Possible indicators

 Auditory processing deficit

 Intellectual disability/global delays

 Variable skewing the scores that Psych can identify (i.e. anxiety)

 Discrepancy in test scores between English and home language

Possible indicators

 Continued deficits in a given skill area (i.e. reading or writing)

 Rate of progress

 Long Term EL (min. of 5 years EL little to no progress on state language assessment).

Possible indicators

 Discrepancy of more than 1 band between ELPAC areas

 Early intermediate or lower for 2 or more years

 Rate of progression through CELDT/ELPAC levels

 Long Term EL

Step 2: Indicators in any area should prompt further conversation. Psychologist, Case Manager, and CSEL should discuss student’s progress to discuss how the disability impacts reclassification through the normal process (test scores).

Disability is not a preventing factor; student is making typical progress in ELD

Keep student in ELD, continue to monitor

Consider writing ELD goals and accommodations, discuss with EL Program

Disability may be a preventing factor; student is not making typical progress in ELD

Full IEP team discussion including Psychologist, Case Manager and EL Program Manager to identify potential correlations between the disability and the performance data.

 Look at scores, most recent psychologist report and current assessments

 Use alternative reclassification worksheet to guide discussion

No, student benefits from ELD to support language acquisition. Keep student in ELD, continue to monitor.

Should student be reclassified? Yes reclassify. Disability directly impacts student’s ability to show English proficiency and student does not need ELD to support language acquisition. CSEL sends completed alt. reclassification worksheet to EL/IS Department.

Fairfield-Suisun Unified School District

English Learners & Instructional Support

2490 Hilborn Rd., Farifield, CA (707) 399-5051 Fx: (707) 399-5152

English Learner Reclassification Criteria – Alternate Candidate

School ID Number

Student Name

Date of Reclassification:

SEIS Verification Date Verified:

1. Assessment of English Language Proficiency

Yes No

Yes No

Grade

Student met language proficiency level criteria as assessed by ELPAC or Alternate.

Considering the disability, the IEP team has determined the student has reached an appropriate level of English Language Proficiency

2. Comparison of Performance in Basic Skills

Yes No

Yes No

Student met performance criteria.

Considering the disability, the IEP team has determined that the student has reached an appropriate level of performance in ELA Basic Skills.

3. Teacher’s Evaluation of Student Academic Performance

Yes No

Yes No

Student met academic performance indicators set by district.

Considering the disability, the IEP team has determined the student has reached an appropriate level of academic performance.

4. Parent Opinion and Consultation

Yes No

Yes No

The parent/guardian participated in this discussion

The IEP team determines that the primary reason the student does not meet reclassification criteria is due to the disability rather than limited English proficiency and the student no longer requires English Learner services.

Howard Kornblum / Christine Harrison

Date Processed in Aeries English Learners & Instructional Support

Fairfield-Suisun Unified School District

(For use for consideration of reclassification of English Learners with IEP’s who may not meet regular District reclassificat ion criteria)

Name: ID # ____________ D.O.B: ___________

Date of Meeting: ____________ Site: _____ Grade: _____

Description of how either primary or secondary disability affects language (if applicable): _________________________________________

Grade First Entered School: __________ U.S. Entry Date: ______________________

Current English Learner Services:

Years in EL Program: ___________

THE TEAM CONSIDERED THE FOUR CRITERIA OF RECLASSIFICATION (EC 313(D)) IN ORDER TO ASSIST THE RECLASSIFICATION TEAM.

1) Assessment of English Language Proficiency

Assessment Name: ELPAC or Alternate Assessment(s): _ ELPAC Scores

2017-2018

(Note: For general reclassification criteria please see shaded box - District Reclassification Cut Points on ELPAC.)

Yes No Student met language proficiency level criteria as assessed by ELPAC or Alternate. If yes, proceed to section 2. If no, student not did not meet proficiency level:

District Reclassification Cut Points on ELPAC

Proficiency on ELPAC 1-2 Overall ELPAC proficiency level of 4 3-5 Overall scaled score of 1515 or higher 6-8 Overall scaled score of 1533 or higher 9-10 Overall scaled score of 1556 or higher 11-12

Overall scaled score of 1559 or higher AND

Oral/Written Composite of level 3 or 4

Yes No N/A The IEP team reviewed other informal measures of proficiency and determined it is likely the student is proficient in English.

Yes No The IEP team has determined that the student’s disability impacts his or her ability to demonstrate English pr oficiency on standardized assessments. If yes, explanation: __________

If yes, areas affected: Listening Speaking Reading ___Writing (Possible indicators: Student has similar academic deficits and error patterns in English as well as primary language, or err or patterns in speaking, reading, and writing are typical of students with that disability versus students with second language issues.) ___ Yes ___ No

Considering the disability, the IEP team has determined the student has reached an appropriate level of English language proficiency.

2) Comparison of Performance in Basic Skills

Assessment(s) taken: ___ Smarter Balanced ___ CAA ___ MAP Assessment Date: ________________ English/Language Arts Score

(Note: For reclassification, overall score on English Language Arts of Smarter Balanced must be Standard Nearly Met or a mini mum lexile score on MAP.)

Yes No Student met performance criteria. If yes, proceed to section 3. If no, performance in basic skills criteria was not met:

Yes ___ No

Student’s Basic Skills assessment scores appear to be commensurate with his/her intellectual ability.

Yes ___ No Error patterns noted mirror the patterns of errors made by students with the same disability versus a languag e difference.

Yes ___ No Student has received ELD services for more than three years and academic progress in ELA is commensu rate with that of peers who manifest similar disabilities who are not English learners.

___ Yes ___ No

Considering the disability, the IEP team has determined that the student has reached an appropriate level of performance in ELA Basic Skills.

3) Teacher’s Evaluation of Student Academic Performance

Evaluation was based on: ___ Classroom performance District -wide assessments _ Progress toward IEP Goals Other: (Note: For reclassification, elementary students need to meet standards in all areas for two consecutive marking period; secondary stude nts need a grade of C or better in English or ELD.)

___ Yes ___ No

Student met academic performance indicators set by district. If yes, proceed to section 4. If no, student did not meet academic performance indicators set by the district:

___ Yes ___ No The IEP team has determined that the deficit is due to the disability, and unrelated to English Language p roficiency. If yes, explanation:

___ Yes ___ No

Considering the disability, the IEP team has determined the student has reached an appropriate level of academic performance.

4) Parent Opinion and Consultation

___ Yes ___ No The parent/guardian participated in this discussion.

Parent comments:

If no, an opportunity for parent consultation must be given before a final decision will be made by reclassification personne l.

___ Yes ___ No

The IEP team determines that the primary reason the student does not meet reclassification criteria is due to the disa bility rather than limited English proficiency and the student no longer needs English Learner services.

of EL Representative:

2019-20 FSUSD Elementary ELD Report Card

Key: Pleaseuseoneofthefollowinglevelstopopulatethecurrenttrimestertoindicateobserved performanceoneachoftheELDstandards(Example:Em,Ex,orB).

Em = Emerging Ex = Expanding B = Bridging

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

2. Interacting with others in written English in various communicative forms

3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, purpose, audience, etc.

Productive

9. Expressing information and ideas in formal oral presentations on academic topics

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

11. Justifying own arguments and evaluating others’ arguments in writing

12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

Understanding Cohesive Texts

1. Understanding text structure

2. Understanding cohesion

3. Using verbs and verb phrases

4. Using nouns and noun phrases

5. Modifying to add details

Connecting and

6. Connecting ideas

7. Condensing ideas

Ideas

2019-20 FSUSD Secondary ELD Report Card

Key: Pleaseuseoneofthefollowinglevelstopopulatethecurrenttrimestertoindicateobserved performanceoneachoftheELDstandards(Example:Em,Ex,orB).

1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

2. Interacting with others in written English in various communicative forms

3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)

Interpretive

5. Listening actively to spoken English in a range of social and academic contexts

6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area

8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, purpose, audience, etc.

Productive

9. Expressing information and ideas in formal oral presentations on academic topics

10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology

11. Justifying own arguments and evaluating others’ arguments in writing

12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

3. Using verbs and verb phrases 4. Using nouns and noun phrases

5. Modifying to add details

6. Connecting ideas

7. Condensing ideas

Statewide1,141,61514%20%35%31%10%13%30%45%25%28%26%20%

FSUSD286818%24%36%22%11%15%32%41%34%33%22%11%

AnnaKyle39119%25%34%22%14%16%27%43%37%33%18%12%

B.GaleWilson18714%23%41%22%8%13%39%40%26%36%29%9%

CleoGordon24215%16%40%29%7%12%29%52%30%30%25%15%

CordeliaHills638%19%37%37%5%17%32%46%16%24%32%29% Crescent1006%28%41%25%4%19%29%48%20%37%28%15%

DanO.Root10117%22%36%26%11%15%37%38%27%39%21%14%

DavidWeir18518%24%30%28%15%9%30%47%38%31%19%12%

Dover14112%31%40%16%6%15%41%38%36%42%16%6%

E.RuthSheldon26718%27%38%18%9%21%37%34%35%34%22%9%

Fairview22921%33%31%15%8%21%35%36%47%31%16%6%

K.I.Jones329%25%28%38%13%19%16%53%13%38%28%22%

LaurelCreek10019%20%33%28%15%15%26%44%29%25%31%15%

NeldaMundy3711%5%43%41%8%3%22%68%16%35%27%22%

Oakbrook398%10%33%49%8%5%18%69%13%15%41%31%

RollingHills494%18%29%49%2%4%24%69%12%29%33%27%

Suisun10018%23%38%21%8%19%33%40%35%28%27%10%

SuisunValley2910%21%38%31%10%3%31%55%28%34%28%10%

Tolenas9227%17%38%17%15%18%29%37%49%26%18%7%

Crystal6534%35%25%6%25%26%34%15%58%31%8%3%

Grange11924%28%34%15%19%14%33%34%39%40%18%3%

MattGarcia3110%32%52%6%6%10%42%42%32%52%13%3%

Fairfield10225%26%35%13%18%17%29%36%45%29%23%3%

Rodriguez293%34%52%10%7%21%41%31%24%41%31%3%

SemYeto2015%50%30%5%5%15%65%15%40%50%5%5%

StudentsStatusChangeStudentsStatusChangeStudentsStatusChangeStudentsStatusChangeStudentsStatusChangeStudentsStatusChange

District2819-60.75.52815-90.12.810862%-7.10%1084.60%-1.80%33582.9%0.2%295210.50%1.70%

AnnaKyle231-46.417.4231-64.216.44471.6%0.1%43411.80%1.90%

B.GaleWilson180-65.90.6180-81.13.42070.5%0.5%2068.30%1.90%

CleoGordon154-74.6-15.2154-76.22.52801.4%0.7%2708.10%2.20%

CordeliaHills54-16.50.554-30.7-13.1810%n/a782.60%-6.80%

Crescent66-36.416.166-51.9-41210%-0.8%12114%7.20%

DanO.Root67-48.7567-73.9-15.21190%-1.1%11411.40%0.40%

DavidWeir205-60.79.3205-931.92230%-1.3%21712%3.20%

Dover130-81.823.5130-104.821.71611.9%-2%15313.10%-4.30%

E.Ruth Sheldon235-75.810.9235-110.813.92961%0.4%28511.90%5.30% Fairview135-48.68135-56.77.72771.1%n/a26312.20%1.50%

NeldaMundy3512.217.63514.310.9502%2%490.00%-6.00%

Oakbrook44-41.43.744-62.3-4.4490%n/a468.70%4.50%

Valley51-18.1-5.651-47.83.9372.7%2.7%372.70%2.70%

Tolenas63-81.99.863-79.791010%-4.3%9618.80%6.10%

Crystal221-87.7-6.6221-137.3-7.61015.9%-2.5%9022.20%-0.90%

Grange345-83.23.4345-133.25.916911.2%2.8%16512.10%-0.90% GreenValley788.315.578-3810.2190%-10.5%185.60%5.60%

MattGarcia74-75.5-6.974-120.6-25.9397.7%-10%3010.00%n/a PSA7433.7474-7.7-1.3n/an/an/a Armijo61-112-2.760-180.8-0.84667.40%-18%462.20%-0.30%1628%0.8% Fairfield31-102.7-1931-202.3-50.22860.70%-8.30%2814.30%0.50%12322%12.5% Rodriguez20-65.9-6.920-150.427.415100.00%36.40%150%-9.10%432.3%-2.8%

CaliforniaDepartmentofEducation

DataReportingOffice

Dataasof:--

SelectaReportEnglish Learners by Language and Grade

SelectaYear2018-19

SelectaSchool

SelectSubgroupAll Students

SelectGenderAll

EnglishLearnerStudentsbyLanguagebyGrade

Subgroup:AllStudents,Gender:All Language

01Spanish382360313256249209166139836579584502,40484.17%

05 Filipino (Pilipinoor Tagalog) 10148861067544560933.26%

99 OthernonEnglish languages 59210110120220260.91%

16Farsi(Persian)4311000000000090.32% 10Lao1111000040001090.32% 40Pashto3111010000000070.25% 29Russian1300100010001070.25% 03Cantonese2010100001100060.21% 44Mien(Yao)0010000111100050.18% 08Japanese3100000000000040.14% 36Cebuano(Visayan)1100000010010040.14% 17French0002000020000040.14% 25Ilocano0100000000120040.14% 32Thai0000012100000040.14% 45Rumanian1100000000000020.07% 33Turkish0000101000000020.07% 27Italian1000000100000020.07% 18German0010100000000020.07% 09Khmer(Cambodian)1000100000000020.07%

07Mandarin(Putonghua)0020000000000020.07% 64Marathi1000000000000010.04% 04Korean0100000000000010.04% 30Samoan0000000010000010.04%

52 SerboCroatian (Bosnian, Croatian, Serbian) 1000000000000010.04%

FairfieldSuisun Unified Total AllLanguages4564463692982842301891691067590776702,856 Agency

Countywide

TotalAllLanguages8121,00190479479673161651938425830926022907,613 Agency

Statewide

TotalAllLanguages146,160142,849134,177119,218110,399100,04586,77476,94265,89360,48053,87848,93450,23901,195,988

Glossary and Frequently Used Acronyms

A-G The A-G / College Entrance Requirements- A sequence of high school courses that students must complete (with a grade of C or better) to be minimally eligible for admission to the University of California (UC) and California State University (CSU).

ADA Average Daily Attendance- Total number of days of student attendance divided by the total number of days of instruction.

ALD Academic Language Development

BASP Bilingual Authorization Spanish- Authorization embedded into credential as equivalent to BCLAD.

BCC Bilingual, Certificate of Competence- Authorization that certifies teacher to work with students in bilingual classrooms.

BCLAD Bilingual, Cross Cultural, Language and Academic DevelopmentAuthorization allows the holder to provide English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), instruction in the primary language and for primary language development.

CA CCSS California Common Core State Standards

CAASPP California Assessment of Student Performance and Progress

CCSD Certificate of Completion of Staff Development

CIA Curriculum, Instruction and Assessment department

CLAD Cross Cultural, Language, and Academic Development- Authorization allows the holder to provide English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).

CSEL Certificated Support for English Learners

CTE Career Technical Education

DELAC District English Learner Advisory Committee- Whenever there are 51 or more English Learner students in a district, a DELAC is formed in which at least 51% of the members are parents of English learner students (not employed by the district).

DFS Distance from Standard- Term used in the California Dashboard accountability reporting system to report the average number of scaled score points that a group of students achieved in comparison to the target average scaled score.

DIPAB Dual Immersion Parent Advisory Board

DLI Dual Language Immersion

ECLAD Emergency Cross Cultural, Language, and Academic DevelopmentTemporary authorization that allows the holder to provide English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).

EL/IS English Learners and Instructional Support department

ELA English Language Arts

ELAC English Learner Advisory Committee- A functioning English Learner Advisory Committee (ELAC) is required whenever there are 21 or more English Learner students at a school site.

ELD English Language Development (ELD)- A specialized program of English language instruction appropriate for the English learner (EL) student's (formerly LEP students) identified level of language proficiency. This program is implemented and designed to promote second language acquisition of listening, speaking, reading, and writing.

EL English Learner (EL)- A student for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state approved assessment procedures, has been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in regular instructional programs.

ELL English Language Literacy

ELPAC English Language Proficiency Assessments for California- ELPAC is the required state test for English language proficiency (ELP) that must be given to students who are identified as English learners on a Initial and Annual basis.

ELPI English Learner Progress Indicator

EO English Only- A student with English indicated as the only language on the Home Language Survey.

ESEA Elementary and Secondary Education Act

ESL Authorization English as a Second Language credential authorization

ESSA Every Student Succeeds Acts

FEP Fluent-English Proficient- Students who are fluent-English-proficient are the students whose primary language is other than English and who have met the district criteria for determining proficiency in English (i.e., those students who were identified as FEP on initial identification and students redesignated.

FRC Family Resource Center

FSUSD Fairfield-Suisun Unified School District

GATE Gifted and Talented Education- Students who are enrolled in a public elementary or secondary school and are identified as possessing demonstrated or potential abilities that give evidence of high performance capability, are enrolled in Gifted and Talented Education (GATE). High performance capability is defined by each school district governing board. Each district shall use one or more of the following categories in defining the capability: intellectual, creative, specific academic, leadership, high achievement, performing and visual arts talent, or any other criterion proposed by the district and approved by the State Board of Education in the district's GATE application

GLAD Guided Language Acquisition Design

GELAP General Education Limited Assignment Teaching Permit

HLS Home Language Survey- This form contains the legal requirements which direct schools to determine the language(s) spoken in the home of each student. This forms is designed to assist with the primary language identification process.

IEP Individualized Education Plan

I-FEP Initially Fluent English Proficient- Upon first enrollment in a California public school, a student is considered Initial Fluent English Proficient when he or she has met the ELPAC criterion which was administered based on the HLS.

ILP Individualized Learning Plan- Plan developed through district-created process to meet the needs of individual students.

K Kindergarten

LCAP Local Control Accountability Plan- Three-year plan that describes a LEA’s goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities.

LCFF Local Control Funding Formula

LDS Language Development Specialist

LEA Local Educational Agency or school district

LEP Limited-English Proficiency- Limited-English-proficient (LEP) students are those students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state-approved oral language (kindergarten through grade twelve) assessment procedures and literacy (grades three through twelve only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs. This term was replaced with the term English learner beginning with the 1998–99 data collection.

LTEL Long-Term English Learner- An English learner student who is enrolled in a U.S school for more than six years and has maintained their EL status.

MAP Measurement of Assessment Progress

MTSS Multi-Tiered System of Supports

NLL Native Language Literacy

NWEA Northwest Evaluation Association

PIQE Parent Institute for Quality Education

PS-12 Preschool through 12th Grade

Quorum The minimum number of members of an assembly or society that must be present at any of its meetings to make the proceedings of that meeting valid.

RFEP Reclassified-Fluent English Proficient- Reclassified or Redesignated students have been redesignated according to the multiple criteria, standards, and procedures adopted by the district and demonstrate that students being redesignated have an English language proficiency comparable to that of average native English speakers.

RLAP Report of Language Acquisition

SBAC Smarter Balanced Assessment Consortium

SDAIE Specially Designated Academic Instruction in English- An approach to teach academic courses to English learner (EL) students (formerly LEP students) in

English. It is designed for nonnative speakers of English and focuses on increasing the comprehensibility of the academic courses typically provided to FEP and English-only students in the district. Students reported in this category receive a program of ELD and, at a minimum, two academic subjects required for grade promotion or graduation taught through (SDAIE).

SEI Structured English Immersion- Classes where EL students who have not yet met local district criteria for having achieved a "good working knowledge" (also defined as "reasonable fluency") of English are enrolled in an English language acquisition process for young children in which nearly all classroom instruction is in English but consists of a curriculum and presentation designed for children who are learning the language.

SLD Spanish Language Development

SPSA School Plan for Student Achievement

SSC School Site Council

SST Student Study Team

TK Transitional Kindergarten

ZPD Zone of Proximal Development