Chapter 1- Visions for Assets Based Instructional Programs 4
I. Fairfield-Suisun Unified School District LCAP Goals
II. English Learner Program Goals
III. California English Learner Roadmap
IV Snapshot of English Learner Progress Indicators
V Summary
Chapter 2- Identification, Reclassification, and Beyond 8
I. Initial Identification of English Learners
II. Program Placement
III. Monitoring of Student Progress
IV. Reclassification
V. English Learner Roadmap Committee Recommendations
Chapter 3- Family and Community Engagement
I. English Learner Advisory Committees
II. District English Learner Advisory Committee
III. English learner Parents Role in the Local Control Accountability Plan
IV. Community Outreach and Supports
V. English Learner Roadmap Committee Recommendations
Chapter 4- Role of Language Instruction
I. Framework and Standards
II. Instruction (Designated and Integrated)
III. Professional Development
IV Summary
V English Learner Roadmap Committee Recommendations
Chapter 5- EL Program Models
I. English Language Development Delivery Models
II. Dual Immersion Program Plan
III. Early Childhood Learning
IV Special Education and English Learner Program Coordination
V English Learner Roadmap Committee Recommendations
Chapter 6- Accountability and Resource Management
I. The California Way Accountability Model
II. English Language Development Monitoring
III. Resource Management to Support English Learner Programs
IV. English Learner Roadmap Committee Recommendations
Acknowledgements
The Fairfield-Suisun Unified School District English Learner Roadmap was updated through the collaboration of a variety of educational partners, including teachers, counselors, administrators, support staff, parents and students. We truly appreciate the dedicated effort and thank all who took time to review and provide valuable input and feedback for the plan.
Original 2019 English Learner Master Plan Committee Members:
Hector Alfaro, Maria Carmen Casillas, Emily Cichowski-Nute, Nancy Dunn, Stephanie Gonzalez, Laneia Grindle, Christine Harrison, Christopher Hill, Sara Johnson, Laura Jones, Kathryn Kinsella, Howard Kornblum, Martha Lacy, Lorena Ledesma, Melissa Mata, Teressa Moreira, Travis Nelson, Alejandro Oseguera, Anita Perez, Steve Phillips, Dorothy Smart, Ashley Tidwell, James Woods.
2024 English Learner Roadmap Committee Members:
Christina Duldulao, Erica Gutierrez, Christine Harrison, Alanna Kazimer, Ashley Kelley, Ann Marie Neubert, Jessica Reed, Jenn Roush, Jenny Ryan, Henry Siler, Emily Simpson, Mae Valles, Lance Van Court.
In this chapter, thegoals forthe Fairfield-Suisun Unified School District (FSUSD) English Learner Programwill be highlightedwithin the context of the California English Learner Roadmap Policy (2017) and the district's Local Control Accountability Plan (LCAP). Asnapshot of thecurrent English LearnerProgressIndicatorsis included inorder to provide abaseline measurement of the effectivenessof the current English Learner Program. Alsoembedded in Chapter 1 are the valuestatementsof Fairfield-Suisun UnifiedSchoolDistrict with regardsto Englishlearner students.
I. Fairfield-Suisun Unified
School
District Local Control Accountability Plan/District Goals
1. Executeanequitable, high-quality educational programandprovideeducationaloptions toensureevery student graduates high schoolcollegeorcareerready.
2. Implement a tiered integratedsocial-emotionalprogramto support thewell-being of all studentsand staff by promotingprosocial behavior, teaching copingand decision-making skills, and modeling positive relationships.
3. Implement and refinea staffingplan that includes competitive recruitment, as wellas professional learningandsupport,inorder toretainand develop staff.
4. Createsafe, inclusive, andwelcoming environments wherestudents andstaff are connected and engagedin one united culture focusedonstudent success.
5. Engagefamiliesand community partnersthroughcommunication,collaboration. and education to promotetransformative relationships that leadtostudent success.
II. English Learner Program Goals
California'sVision of Success forEnglish Learners
Englishlearners fully and meaningfully access and participate in a twenty-first century education from early childhood throughgrade twelve that results in their attaining high levelsof English proficiency, mastery of grade level standards, and opportunities todevelop proficiency in multiplelanguages.
California's Missionfor English Learners
Californiaschoolsaffirm, welcome, andrespond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, andsocial skillsand competencies they require forcollege, career, and civic participationina global, diverse, and multilingual world, thus ensuringathriving future for California.
Ill. California English Learner Roadmap
TheCalifornia EnglishLearnerRoadmapwasadopted in2017with theintent ofstrengthening comprehensiveeducationalpolicies, programs, and practicesfor English learners. Four principles providethefoundation of the Roadmap to guide all levels of the educational system towardsacoherentandalignedset of practices. services, relationships, and approachesto teaching andlearningthattogethercreate a powerful, effective, twenty-first century education for our English learners. The cornerstonebeliefistheunderstanding that thesimultaneous development of Englishlearners'linguistic andacademiccapacities is a shared responsibility of all educators andthat all levelsof the educational systemhave a roleto play inensuring the access and achievement ofour students.
CA English Learner RoadmapPrinciple 1: Assets-Oriented
and Needs-Responsive Schools
Schools(PS-12)areresponsivetodifferentEL strengths, needs, and identities andsupportthe socio-emotional health anddevelopmentof Englishlearners. Programsvalueandbuildupon thecultural andlinguistic assets students bring lo their education in safeand affirming school climates. Educators value and build strong family, community, andschool partnerships.
FSUSD Vision/Values:
• We believe that the cultural and language backgrounds and experiences students bring to our schools and classrooms are valuable assets for learning. Schools should be warm, safe, and socially-emotionally supportive settings for learning so that all students, including English learners, thrive. We acknowledge that a culturallyresponsive curriculum is essential with opportunities to continue to build proficiency in a student's home language.
• We believe in a strongpartnership between the schooland families in orderto help our students progress academically and socially in our schools. We encourage all parents to be active participants in theSchool Site Council, English LeamerAdvisory Committee, the District English Learner Advisory Committee, and other parent leadership opportunities.
• We acknowledge that English learners are a diverse group ofstudents, with many different levels oflanguage proficiency, skills, experiences, and subsequent needs. Therefore, a varietyof courses and supports must be provided in all classrooms, including general education and special education, to ensure the success ofall English learners. Teachers, including those serving in special education classrooms, need high levels ofexpertise in language development to meet the varying individual needs of students.
CA English Learner Roadmap Principle 2: Intellectual Quality of Instruction and Meaningful Access
Englishlearnersengagein intellectually rich, developmentallyappropriatelearning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning aswell asprovide accessfor comprehension and participationthrough native language instruction andscaffolding. Englishlearnershave meaningful accesstoa full standards-based andrelevant curriculum and the opportunity to developproficiency inEnglish andotherlanguages.
FSUSD VisionNalues:
• We believe that English learners are entitled to access all curriculum, programs, events, courses, and pathways using intellectuallyrich, standards-based curricular materials and highly effective instwctional strategies that provide necessaryscaffolds to overcome barrierstoengagementand achievement.
• We believe that integrated English language development must be intentionally woven into all curriculum and instwction throughout the day. in addition to receiving daily designated English language development instruction directlyaligned to the California ELD Standards and the ELA/ELD Framework.
CA English Learner Roadmap Principle3: System Conditions That Support Effectiveness
Eachlevelorthe school system (state, county, district, school, pre-school) hasleadersand educatorswho areknowledgeableof and responsivetothestrengthsandneeds of English learners andtheir communities and who utilize valid assessment andother datasystemsthat inform instruction andcontinuous improvement. Eachlevel of theschoolsystem provides resourcesand tiered support to ensure strong programs andbuild thecapacityof teachers and staff to leveragethe strengthsandmeettheneedsof Englishlearners.
FSUSD VisionNalues:
• We believe that our instructional leaders must share the vision and values of the CaliforniaEnglish Learner Roadmap. Those values should be clearly articulated in the District LCAP (Local Control Accountability Plan) as well as in each school's SPSA (School Plan for Student Achievement).
• Because English learners have a fundamental right toa high quality educational program, we believe in an equitable allocation ofresources to support English learner programs and services, in order to achieve excellent student academic outcomes.
• Individual student needs should be identified and addressed through a strong Multi-Tiered System of Supports (MTSS) based on assessment data and evidence. English learner students in many cases will need MORE than simply the base program of student services, such as sufficient staffing to provide necessaryELD instruction based on language proficiency levels as well as access to additional learning opportunities in order to "catch up"to native English speaking peers.
• We believe that systematic professional development should be provided 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.
CA English Learner RoadmapPrinciple4:AlignmentandArticulationWithinandAcross Systems
Englishlearners experience a coherent, articulated, andaligned setof practices andpathways acrossgradelevels and educational segments, beginningwitha strong foundation in early childhoodandappropriate identification of strengthsand needs, and continuing throughto reclassification, graduation, andhigher education. These pathwaysfoster theskills,languages, literacy, and knowledgestudents needfor college-and-career-readiness and participation in a global, diverse, multilingual, twenty-first centuryworld.
FSUSD VisionNalues
• We believe in prioritizing early childhood education with systematic instmction i11 literacy to provide a solid foundation for the speaking, listening, readi11g and writing skills 11ecessa,y for success in school and beyond.
• We believe that scheduling English La11guage Developme11t (designated ELD) instruction within the school day should be a priority at all grade levels to ensure that students have the opportunities to access a-g courses, CTE pathways and electives of their choice, as well as to achieve prestigious recognitions such as the State Seal ofBiliteracy.
• 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 exceptio11al opportunities for all English learner students.
• We believe in encouragi11g students to develop proficiency in multiple la11guages oftheir choice in order to become collegeand careerready.
IV. Snapshot of Current English Learner Program Performance:
Current celebrationsof the FSUSDEnglish Learner Programinclude:
• Thepercentageof FSUSD English learner students making progress toward English language proficiencyin 2023grew to51.5%, earning agreen designation for the English Learner Progress Indicator (ELPI) ontheCalifornia School Dashboard.
• FSUSDreclassificationrates have grown from 8.9%in 2020-21to 12.7%in 2022-23, while thepercentageof Long-term English Learners (LTEL)in FSUSD is lower than both the county and state percentages.
• The English 3Dintervention program forgrade 4-8 students atriskof becoming identified as Long-Term English Learners (LTEL) continues tobe effective with 36%of participating studentsin 2022-23meetingFSUSD reclassification criteriacomparedto theoverall reclassification rateof 12.7%.
Current areasof growth include:
• Althoughimproved since 2018-19, thegap between the 2023 FSUSDgraduationrate (84.8%) and the Englishlearner graduation rate (75.6%) continues as a needto be addressed.
• The percentageof English learner studentswhoalso receive SpecialEducation Services increased from 10.4% in 2021-22to 11.5% in 2022-23. Support for students with disabilities continues asa need tobeaddressed.
V. Summary
The 2024 FSUSDEnglishLearner Roadmaphasbeen developed as a blueprintandguide for the typesof programs and services that are imperative in order to provide our English learner students arobust and high-quality educational programwithequitable access toall servicesand programopportunities.
TheFSUSDEnglish Roadmap has beendevelopedinlightof theCalifornia English Learner Roadmap assertion that students' diverse cultures. languages and future aspirations must be embraced, valued and celebrated by all members of thelearning community.An underlying tenet of the English Learner Roadmap isthat all FSUSDEnglishlearner students havethe fundamental right toreceiveand benefit from highqualityinstruction. avariety of researched based programs that meet their individual academic andsocial-emotional needs, and diverse
opportunities toengagein the school community, whilequickly advancing their grasp of formal academic English register.
Subsequent chapters willdescribe thecomponentsof the FSUSD English learner programand provide recommendationsfor theprogram tomakecertainthattheseaspirations becomea reality for students.
Chapter2-Identification, Reclassification, and Beyond
In this chapter, procedures and protocols will be outlined, including theinitial identification of students as English learners and subsequent placement in language development programs, parent notificationof Englishlearner designation, English learner progress monitoring, Reclassificationprotocol, 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 siteand completea HomeLanguageSurvey, as required by state law. Thissurvey iscompleted thefirst time theparent enrolls thechildin the District, and theresults are maintainedthereafter in the student's cumulative file.
If the responses toitems 1, 2, and 3on the HomeLanguageSurvey are"English,"thechild is classified as EnglishOnly (EO). If the responses toitems1, 2, or 3on theHomeLanguage Surveyindicatealanguageother than English, thechild willbe assessedwith thestatewide English languageproficiencyassessment todetermineeligibility for Englishlearner services.
English Language Proficiency Assessment
If anyof theresponses to items1, 2, or 3 onthis surveyareanswered witha languageother than English, the child is testedfor English proficiencywith thestatewide English language proficiency assessmentwithin 30 calendar days ofinitialenrollment. The English Language ProficiencyAssessments for California(ELPAC)is the required statetest for Englishlanguage proficiency that mustbegiven toTK-12 students whose primarylanguage maybea language other than English. Consistingof anInitial assessment and a Summativeassessment, the ELPACis aligned withthe 2012California EnglishLanguageDevelopment Standards. The Initial assessment identifies students as Initial Fluent English Proficient (IFEP), novice or intermediatelevelEnglishlearners (Els).
Upon completion ofthetesting, andwithin 30 days ofinitial enrollment, parents are notifiedof the results. Parents of studentsidentifiedasEnglish learners are given adescrptionof the available program options, as well as the benefits of each option.
A sample copyof a student's Initial ELPAC Score Report isprovidedbelow:
Overall Performance Level- Oral Language Written Language
lnlermedlateEnglish Learner
Overall Score: 400
Your childhas somewhatto moderately developed llslenlngand speaking skills.
IYour childhassomewhat to moderately developed readingand ,wilingSkills.
What Students Can DoAt Each Level
lnltlalFluentEnglishProficient Level (45«>-600)
StudenlsalthislevelhavewelldevelopedoralandwritlenEnglishskills. They can useEngfishlo learn andcommunlcale inmeaningful ways. They mayoccasionally needhelpusingEnglish.
IYourchild scoredatlhis level.
�IntermediateEnglishLearnerLevel (37C>-449)
Studentsal!IllslevelhavesomoWhattomoderatelydeveIope<1oral and wnllen Englishskills.Theymaysometimesbeable10useEnglish10learnand communicalein meaningfulways.Theymayneedsomehelptocommunlcale aboulfamiliartopicsinEngUsh andmorehelponlessfamili arlopics.
Compleleresullslo, schools,dislricls, and theslale areavailableontheTesl ResullslorCalfornia's Assessmenls websileathUps:J(caasoo-elpacroe.cagov/.
Page2of2
Identified students are placed in appropr iate English learner services. Thestudent's progressis assessed annuallywith the Summative ELPAC. TheSummative ELPACis administered to Els each springuntil reclassification criteria aremet and thestudent is redesignated as Reclassified Fluent EnglishProficient {RFEP).
The Summative ELPACreports 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 performancelevel. A sample of the new ELPAC Summativereportis provided below:
"LPAC
EngishlanguageProficiency Assessmenlsfor California
FORTHE FAMILYOF: FORTW.TEXAS 1234MAINSTREET UNIT 1234 YOURCITY, CA 1234!>-1234
Overall Score What Is tho ELPAC?
LEVEL 3 1520 Moderately DevelOped
Fort'soverallscore isLevel 3outof4.Moreinformation onFort'ssweis provided on page2.
Fort W. Texas
ELPACSTUDENTSCORE REPORT 2022-23IGRADE6
Student#:9999999906
Date ofBirth: 08/051201O
Grade:6
Test Date: 03106/2023
School:California Elementary School
LEA: CaliforniaUnified COS: 12345670000000
TheSummative ELPACmeasures howwen studentsare learningtheEnglishlanguageand determineswhatsupport theyneed to succeed inschool.Studentswho areEnglish learnerswill take theSummativeELPAC each year until rectasslfted.You and your child'steacherscan usethe ELPACresultsand other measuresolEnglish language proficiencyto helpfurtheryour child'sknowledge of English.
VistttheStartingSmarterwebsite at btlps•JJelpacsJactingsmactecpeg/to understandyour child'sscorereport. reviewsampletestquestions, and • find free resources to supportyour child'slearning.
What Students Can Do At Each Level (
1 ) ( LEVEL2 ) (
) { LEVEL4 ) (1150-1474) (1475-1516) (1517-1566) (1567-1900) Beginningto Somewhat Moderately Well Develop Developed Developed Developed Mayknowsome Canoftenuse Can usuallyuse Can consistently use EngOshwordsand Englishto Englishlolearnnew Englishlolearnnew phrases communicate conceptsinschool conceplsinschool simpleIdeas
Summaryresultsfor schools,districts, and thestateareavailab!eontheTest Resul1sfor California's Assessmentswebsiteat https://caaspp-elpac.ets.org/.
1520 languagesco<e LEVEL includes Moderately Listeningand J Developed Speaking.
Written Language Th,.,,.,,
1580 languagescore LEVEL includes Moderately Readingand 3 Developed Writing.
Your Child's ELPAC Score History
Grade4
Eligiblebut nottested
Grade5
Eligiblebut nottested
Listening 0
Beginning toDevelop
� Speaking 0
Beginning toDevelop
I)
Reading
Beginning toDevelop
I Writing 0
Somewhat/ Well Moderately Developed
0 0
Somewhat/ Well Moderately Developed
Somewhat/ Well Moderately Developed
0 0
Somewhat/ Wet! Moderately Developed
Beginning toDevelop 2022-231 GRADE 6 0 •
Grade6
LEVEL 1520
3 Moderately Developed Page 2of 2
II. Program Placement
Program placementis determined by the results of the Home Language Survey, the language assessments and, in the case oftransferstudents, the resultsof a reviewof transcripts and previous program placementnotedon the registration form. In conjunction with parent requests, program placement optionsinclude thefollowing:
Structured EnglishImmersion (SEI): Students whoscore at less than reasonable fluency are placed in an SEI programand aretaught overwhelmingly in English. Some assistance may be provided inthe primary language. Students are taught ELD and othercoresubjects by authorized teachers using district-adopted textbooks andsupplementarymaterials. Instruction is based onELD and grade-levelcontent standards.
Dual LanguageImmersion (DLI): Alanguage acquisition programthat provides language learningandacademicinstructionfornativespeakers of English and nativespeakersof Spanish, withthegoals of highacademic achievement, first and second language proficiency, andcross-cultural understanding. This program begins in Kindergarten (K) andcontinues througheighth-grade.
Stu&al!D: StateSn.i6c:ruIO:Gt'Jdc:
Fairfield-Suisun Unified School District INITIAL PARENT NOTIFICATION LETTER
"Basadv en 1◊5 re3ultados d� la �va.h.1ae:.6n. d�l C.�r.!.nio &!- i!'l;gU!. .S-!c ha identif!.,:a:I:,, d. .,u hijo c;oc.o " + $V{SPA_Lov<tls_Ovea:all} + .,,"
0 Progr,1m3 dt Educ�clOn lndlvidU.lliZ3dO (IEP·, tn CU.II $U hljo tstA p,uticip,mdo: Los estudiantesaprendicesdetkliomaingles,qulenesbmbientenganunIEPensus arcnlvos,seresaslgnara de acuer<IOconsuplan de educaci6nindiv1<1ua!izodo. (20U.S.C.secdon6312(e](31(Aj(Vlij).
Sollcllud de un programadeadqulslclon de ldlomas
Losprogramasdeadquisici6ndeidiomassonprogrnmaseducativos diseMadosaosegut1lr quelo adquisiciondeinglesselogre tanropidayeflcazmentecomo seaposble. l:stosproporcionan inslruccionparaaprendicesdeinglesbasadasenlasnormosdelodisciplinoocademico odoptodos por el estado,inclusolasnormosdeldesorrollodeingles(ELD')(20 U.S.C. secci6n63t2[e](3](A)liiil. (v):ECsecci6n 306[c)).
Oescripci6n delasopclones de programas y metasparaaprendlcesdeIngles Todostosprogromasincluyen Oesarrollo del domoingles(ELD.por sussigloseningles)y estrategiasdeensenanzadiferenciadaspara elnivelde dominio del idioma inglesdecoda estudiante. Estas estrategias seulilizaronparaoyudoracodaestudionteologror eldominioenel habla, lalecturayla escritura eningles Aligual quetener exitoacodemico entodas lasrnoterios bflsicas.
□ Programa delnmersl6n Eslructurada en Ingles(SEI): Unprogroma deodquisici6nde idiomas para aprendices deinglesen donctecasi todaloinstrucci6nenel auto se proporcionaeningles. pero con unplan de estudioyunapresentoci6n disei\ado paralos estudiantesqueestt\naprendien<loingles Alminimo. olos estudiontesselesofrece ELD designodoacceso a lodisciplina ocademico opropiada parasunivelde grado conELD integrodo.
o Progr�m:idtlnmtrsiOn OU.'11(OLI·):Tamb!enconoc.ldocomoOoblttnm11siOn.Unprogromade a�1Slcl6ndeldiOmasquepropo,ck>naelaprendizajeylJ.lnstrucci6nacaaem1caparahilbtantesnauvosde lngle'SyhablantesnauvosdeotrokliOlna.conk>sobjetivosdeunaltoogroacadfm1co,domlnk>eelpr1mery segundoidiomayc001prenS16nlntercunural.Selnicklestept'OQr3mallpicamenteenjardindeinfanda tmnsiciooalojafdindeinfancla(TK.1K·)ycontinUahaslael$eXlOgro-do.
"L,:,3 p-adre.s o tutorea puede-n A!X-rt.ar 1nfo:::::.��!�n A.cc;�:1 de :v� p�og:::air�a de: a.i:r,;.is:.cHn :ie 1dic-:r.os durantc la elaboraci6n del Plan Cl! r�tii!e!.:� ci� eu�:'.IU� con c:,;nt:ol :.vc<t.l (t•: se-c:e16n 520tZ). Si estl intcrc3ado en un p:og:::a.�a a�s�:.nt¢ � l�s ��ne!��Ados a.nter!o�D.t-�. e�c.un!qv.ese con cl ditcc.tQC de '" + SF(tnrolkent Site Na?tel +n �<!I!' t�lef�no al " + $V(SITE_PBONE} + w para r:eg.;ntAr Ace:c� ��: p:..x�ao.�
LospadresotutoresdeapreO<ficesdeJng1�stienen dereChOareehazaruoptar por que sus hljosnopartlclpenenun p,ogramaoenalgunse<Vicloespeclffcopara ap1encJicesdelngl�squeolreceelprogrnmadeadqulsici6n deldlomos. (20u.s.csecd6n6312[e)l3JIAHvi�).Sin embargo,las LEAslguen OllllgadasaproporciOnaralestudianteinstrucci6n slgnlflcauvallastaqueelestudiantesalgadelp1ogrnma,inrormara1ospadrescuandonosenaya1ograd0unprogresoy o�ecera10Spadresp1ogramasyservltlosquepu�enconslderorenesemomento.(5CodlgodeRegulaclonesde Colffomlaa,Secd6n113-02)
Crilerlos para la reclaslficacl6n (la sallda del programs)
All placement options are providedto parentsof Englishlearner students. The benefitsof each option are includedinthis explanation.Aparent may, through a separate exemption process, elect tohave a childplacedin a Mainstream English Program. The District willhonorthe parent'sinformedpreferencetoopttheirchildout of theStructured English Immersion Program setting andthe parent must sign theStructured English Immersion ProgramSetting Exemption. Parentsmay choose tooptout of a specific program setting for the student but cannot opt out of ELservices provided tothestudent (e.g. ELD instruction, ELPAC testing, interventions, and catch-upplan).
Fairfield- Suisun Unified School District English Learner Initial Identification Process
Assessstudentwith ELPACInitialwithin30 calendardaysof enrollment , l
StudentSCO<esnoviceor intermediatelevel English leamer(Eli)
EL-ISnotifies parentsand Ii school. Schoolplaces sludentio app,:ol)(ialeELD ... S8fVIJ;eS, I
EL-ISupdates languagestatus inAerte.s
Ill. Monitoring of Student Progress
MonitoringofELStudent Progress
In order tomonitor English learners' progresstowards masteryof eachof the grade level specific EnglishLanguage Development (ELD) standards, teachers completeevaluationsof students' language acquisition progressat theend of each trimester for elementary schoolsand at theendofeach semester forsecondaryschools. TheseReportsof LanguageAcquisition Progress (RLAP) arerequiredfor all studentswhosemost recent Summative ELPAC Written Composite scorewas a level 1 or 2. The RLAPevaluation is communicated tofamiliesin conjunctionwith other report card information, and teachers have theoptionof replacing the core LanguageArts gradeontheregularreport cardeach marking periodwith thegrade and language proficiencyprogress feedbackprovided inthe RLAP. A copyofthe ElementaryRLAP and Secondary RLAPforms canbefoundbelow;
lxdanzlnclnrottnadon1ndtdut11i'thothtrtthr«i-ihor•!<oll�borttivtCliminions on arat1�t ofsod.!! and a.:-!d!l'l'\kto"'iU ln1t.-.<tincwitl'Iott-,c11inwriae,,[nf!thinv1rl:1.1tcommvnlntlve torms
Ktr:P!u.uUs.!"'n.a"'thtfom•W"",.lt\'t1$t�oooulUttht(u;anttrirr.uttrtoindk.i.ltobur•:tdou!mr,1nr1or,u-:hofth,!LOr.-nd.ucis, Em • Emerahuz I £x=Exuandh111 I B=Brld In• CollabMatl.. ._..., I Semnter2:' I
I. b:ch•niinrinform1tionandiduswhhothersthtO:JlhOt!l<C-ll!bonri\tdlmmfoMon! r1nac:o,5o,ci1I,,d'".stmictvpks l lnteracdncwithothersinwtintnEtlflist\InY!f".ausrommunlothtfortns •
l. Offcrininojusti�niopinions,ne1otiatin1withandpusJ!di�IO!lW!itt,ommt111ltari\', ca:thtn&u
4. Adapdrti&aniUlliC<h�<uto-nrtuuscont!:m(bawdCAcu;;,i,u,peH !:J�.-!r:!,!,:1t¼.,l "-"'Cl lot�r.etfve SftNINrl ,....., s lhtcnin,ocdvdttos;.-o:Ccn!ni"ishn•l'lniCofsocitltndacadcmit<CMCAts-
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 specializedprogram services and participate without further languageassistance 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. Student demonstrates a level 4 Overall score on the most recent Summative English Language Proficiency Assessments for California (ELPAC)
2. Comparison ofPerformancein Basic Skills
a. A Lexile equivalent score on a standards based reading assessment, based on a sliding scale by grade level, or
b. Minimum score of Nearly Met Standards on English Language Arts section of most recent CAASPP Smarter Balanced assessment
3. Teacher Evaluatlon of Student Academic Performance
a. Student demonstrates Bridging level on at least six of twelvePart 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
c. Student demonstrates the following on the Observation Protocol for Teachers of English Learners (OPTEL) as recommended by the English Learner Roadmap Committee:
i. Receptive Language (Part A) = 3 or higher and Expressive Language (Part B) = 4 OR
ii. Receptive Language (Part A) = 4 or and Expressive Language (Part B) = 3 or higher
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 EnglishLearners and Instructional Support Services (EL-IS) departmentregularly utilizes Illuminate, the district's assessmentmanagement system, tocreate reports which identify English learner students who meet the minimum language proficiency and basic skills criteria for reclassification followingCAASPPresultsor any assessmentthatgenerates aLexileequivalent, aswell asfollowing the receiptofannual ELPACSummativeresults.
2. The listof studentswhomeet thesefirstand second reclassification criteria areshared with leadEnglish learner teachers fromeachof theschoolsaswell assite administration.
3. Thelead Englishlearner teacherand/or site administrationsharesthe list ofcandidateswith eachteacher of thestudents onthelist. The teacher completes the English Learner Reclassification Candidate Form using the Proficiency Level Descriptor document and/or the English Language Development Standards to assess thestudent's proficiency ofeachofthe ELDStandards. Additionally, the OPTEL evaluation tool may beutilized.
4. Parents areinformedabout the recommendation of their child'sreclassification by phoneor in-person andletter. Interpretation services are available, asneeded. The parent consultationisdocumentedon theReclassificationCandidateForm.
5. TheReclassification Candidate Form is forwarded to site administration for review and poiential approval.
6. Thecompleted Reclassification Candidate Form isthen forwardedtothe EL-IS department for final reviewand approval. Once approved, EL-ISstaffenters lhe student's reclassification informationin thedistrict's Student Information System.
7. While removal from English learner services and consequent potentialschedule change in classes mayoccur at any lime, thenormal procedure for reclassifiedstudents is to makethe placement change atthenextnatural instructional break (i.e., beginningof a semester or a trimester).
8. A copy of thecompletedreclassification formisfiledin the student's cumulative recordand a letteris senthometothe parents.
Proficiency on ElPAC
Partnt Notiftcation
Asussm,nt
Score "Ntarly Mtt"/ ltvtl 2on SBAC ELA
I
Summative ELPAC prori<:iencylevel =4
Lt>tileEquivalent scoreon any Standards-based assessment (NWEA-MAP, Fastbridge,etc.)
Scortor RQC lt�tl
olRQClevel·1·
orRQCleVel'L"
RatingormasteryofCalifornia ELDStanda:rds·Part t-Expan<!lng or8rl<Jglng ratingonan.with8rldging onat least6of12. and 'Part2-Expandlng or 8rl<Jglng ralingon an.withBridgingonat l<!ast3or7.
D.Wnotstrengthshove IOUotmrveddu�ng ngllsh 5.vetopmentLonguogeIELD) nstroctiontoindi<:ote 11 heyoreocoooldotefor I 1 eclossi�colion?
be5ignotedElOT�cherSignoture: "-OossroomTeacherSlonotureOfdifferent): I Howwasthepotentconsulted? Dote, 4. Portnt o PnoneColl o InpetSon <ontomdby: ConsuUotlo<, □Other__
In November of 2023 the California Department of Education Governing Board unanimously approved the Observation Protocol for Teachers of English Learners (OPTEL}.This approval includes its use in reclassification decisions, although it was left to the discretion of each LEA to implement its use. Onenoted benefit of using the OPTEL is that it provides a standardized approach to reclassification for students throughout the state. Additionally, the tool can be used for progress monitoring.
FSUSD believes that the OPTEL is a valuable tool that should be used for all students eventually. However, ii is important that teachers, administrators, and parents acquire the understanding and training to make sure that this tool is implemented appropriately and with fidelity. The FSUSD Roadmap Committee strongly recommends a transitional rollout process so that the OPTEL is used in the manner that it is designed and with consistency for both progress monitoring and reclassification. FSUSD plans to conduct an experimental project utilizing the OPTEL at several school sites for the 2024-25 school year in order to develop a systematic plan for full implementation in the 2025-26 school year or later. The OPTEL can be viewed below.
Observation Protocol for Teachers of English Learners (OPTEL)
ThisdocumentfulfillsrequirementsinEduc8UonCode313(1)(2)forlheteacnerevaluationcomponent oftheslale�reclassificationClileoa.Thisformmayalsobeusedasatoolforformativepurposes andongoingoons"lationwilhparents/guardi ans.
•Thestudent sometimes expresseslhoughtsandideasInspea!<lngand wrilingalalevelofparitywithEngiShproficientgrade-levelpeers.
• With moderateteachersupport,thestudent sometimes usas grade-leveldisciplinespecificWldgeneralacademictermsduring conve<salioosWldinwritingwithsyntaxandvocabularyusage neamg-bulnotyetat-a1eYelolparitywithEnglishproficienlgrade• levelpeers.
Notes ondiscussionwithparentregarding thisstudent'sreclassification fromEnglishLearnerto Fluent English Proficient status, referringtotheOPTEL tool. (See OPTEL User Guide and OPTEL parent consultation presentation materials.)
I, (parentname)....,""!'===a;;a;;=;;=;;=;,,;===<· wasconsulted,andgavemyopinionregardingthe informationprovidedtomeaboutmychild'sEnglishlanguageproficiency.I wasprovidedtheOj)j)Ortunityto participate in adisrossionaboutwhethertoreclassifymychildfromEnglishLearnertoFluentEnglshProficient.
ParenVGuardianSignature:=========Date I I
GlossaryofTerms
CaliforniaEnglish Language Development Standards (CA ELD Standards)-The California English LanguageDevelopmentStandards(CAELDStandards)amplifythe CaliforniaState Standards for English Language Artsand Literacy in History/Social Studies. Science.and TechnicalSubjects (ELNUteracy).
TheCA ELDStandards,when usedintandem v�thstatecontentstandards. assist Englishlearner students to build Engllsh proficiency, refinetheacademicuseof English, andprovide studentsaccesstosubject areacontent
English Language Development(ELD)-Engrishlanguagedevelopment(ELD)instructionIs designedto enableEnglish learner stlldents toattain proficiencyin Englishand todeveloptheskills andconfidenceIn listening. speaklng.reading,andwritingthat arethefoundationof achievement inside andoutside theclassroom.
English LanguageDevelopment(ELD) Standards -see·californla EnglishLanguage Development Standards(CAELDStandards)"
English Language ProficiencyAssessmentsfor California (ELPAC)-The ELPACis the required state testfor Engrish language proficiency (ELP)thatmustbe giv&n tostudentswhose primary languageis a languageotherthanEnglish.
English Learner (EL) -An Englishlearneris a studentwho enrollsin a Californiaschool beginningIn any gradelevel, transiUonal kindergartenthroughgradetwelve. has a languageother than Englishidentified on theHomeLanguageSurvey, and uponassessment. obtaineda levelof Engrishproficiency thatindicates programs andservices arenecessary.StudentsIdentified asEnglishlearnersreceive programs andservices untilthey meetthereclassification criteria pursuant to EducationCode(EC)Section313.
Individualized Education Program (IEPJ-An Individualized Education Program(IEP)is an individualized documentdesignedfor each publicschoolchildwhOreceivesspecialeducationandrelatedservices.The IEPcreatesanopportunity forteache<s,parents, schOoladministrators,related serviees personnel, and sludents(whenappropriate)to worktogetherto Improveeducational results for chldrenwith disabilities.
Reclasslllcatlon-Reclassificationisthe proce ss whereby a student is reclassified fromEnglishlearner (tl)statusto FluentEnglishProficient(RFEP)status.Reclassificationcantake placeat any time duringthe academicyear,immediatelyupoothesludent meeting allthecriteria.
Reclasslfled FluentEnglish Proficient(RFEP) Student-A reclassifiedfluent Englishproficient studentis a former ELstudentwhohasmetthefour criteriaspecifiedInCalifornia ECSection 313(1). Formoreinformationon the four criteriaforredassification, please v1slt CDE'sReclasslficatlon webpage.
Reclassified Student Monitoring
Once students are reclassified, school personnel are requiredtomonitor their progress for four years toensurethey are beingsuccessfulin their current programplacement. Arosterof students isgeneratedbythe EnglishLearners and Instructional Support Servicesdepartment. Formal monitoringoccursmid-year annually andas anormalpartof amulti-tiered system of support to identify student needs. Reclassified students having difficulty inthe corecurriculum will haveaccess to thesupport servicesoffered toall studentsat theschool site who arenot meetinggrade-level standards. Additionally, elementaryreclassifiedstudentsmay beplacedin designatedELD if theteacher has evidencethat the studentwill benefitfrom focusedinstruction on theELD standards. A Student StudyTeam (SST)is convenedto evaluate thestudent's progressandrecommendinterventionmeasures or other support services that areoutlinedin eachsites' School PlanforStudentAchievement (SPSA). Documentationof the Reclassification Monitoring ismaintained inspreadsheet form by theschool site and EL-IS department.
Description ofAlternative Reclassification Process
Alternative reclassificationis a process that exists toallow English[earners whoalsoreceive specialeducation servicestobeconsidered for reclassification even though they may not have met thestandardcriteria. School personnelmayconsideralternativereclassificationat anylime current assessment data is available. The IEP team is convened, which includesthesitelead ELteacher, todiscusstheimpactsofthe student'sdisabilityonperformanceinthe classroom andonstandardized and/orinformal assessments. When theIEPteamdeterminesthat, consideringthedisability, thereis evidencethatthe student hasdeveloped an appropriate level of proficiencyinEnglish, an appropriate level of proficiency in EnglishLanguageArts basic skills, and anappropriatelevel of academic performance basedonteacher evaluation, a recommendation withparentconsultationmay bemadefor alternativereclassification. Essentially, theteam needs tograpple withthe overarchingquestion: Does thestudent still benefit from designated ELDinstruction? The flowchart below outlines athoughtful process that shouldbeusedwhen consideringEL students who receivespecialeducation services for alternative reclassification. TheAlternative ReclassificationWorksheet provides a framework to document theconversation andanalysisof relevant student data. At the conclusionof the IEP meetingwhere a recommendation foralternative reclassification ismade and documentedin the Special EducationInformation System (SEIS), theworksheet is submittedto the English Learnersand Instructional Support departmentfor review andprocessing.
TheEnglishLearner Roadmapcommitteeis adamantabout ensuringthat training isprovided annually(ideally offeredmultiplesessionseach year) tospecial education casemanagers, school psychologistsand EL lead teachersacross thedistrictto ensurethat all appropriatestaff are aware of the process, familiarwith the documentation and procedures used to carry outthe alternative reclassification, and canseeksupportfor individualized situations.
• . . .
Special Education English LearnerAlternative ReclassificationChart
V. English LearnerRoad Map Committee Recommendations
• Provideappropriatetrainingin both the standard and alternativereclassification processes toall teachers and administrators in both general andspecialeducation.
• Provideintervention supports forstudentsin thefour-year post-reclassification. monitoring period whoare performing significantlybelow expectations in core content areasas apart of amulti•tieredsystem of supports, utilizing theannual Reclassified Progress Monitoringprocess asa universal screener.
• Develop acohort of schools toconduct an experimental project utilizingtheObservation ProtocolforTeachersof English Learners (OPTEL)tool, approved by the State Board of Educationin2023, for monitoringstudents' language acquisitionas well as progress towardreclassificationcriterion. Based on thefeedbackofthecohort, utilizethe OPTEL
district-wide as ameans of increasing family participation in monitor ngtheir child's progresstowardsmeetingtheELD standards and making reclassificationdecisions.
Chapter3- Familyand CommunityEngagement
In thischapter, therolesand functionsof schoolsiteEnglish LearnerAdvisory Committees (ELAC)andDistrictEnglishLearner Advisory Committee(DELAC) are outlined. Fairfield-Suisun UnifiedSchool District activelyworks with parents. community members, civic, philanthropic, and religious organizationstodevelopcommunitypartnerships and provide resources for enhancing theeducational opportunityof our students. Chapter 3also outlines the Local Control Accountability Plan (LCAP)advisoryrolesthat parents and familiesplay, and variousfamily supportsoffered to thecommunity.
I. School Site English Learner Advisory Committees (ELAC)
Guidelines for the formation andfunction of school siteELACs include the following:
Whenever thereare l\venty-one (21) or more English Learner students at aschool site, there shall beafunctioningEnglishLearnerAdvisoryCommittee (ELAC)thatmeetsall of the following:
• Parent members are elected by parentsor guardians ofEnglish Learners
• Parentsof English Learners constitute at least thesame percentageof thecommittee membership astheir children represent of thestudent body
• Theschool may designatean existing school leveladvisorycommittee, or subcommitteeof suchadvisorycommittee, to fulfill thelegal responsibilities ofELAC if the advisorybodymeets the criteriain (B)
• TheELACadvises the schoolsitecouncil(SSC)on thedevelopment of theSchool Plan for StudentAchievement (SPSA)
• The ELACadvisesthe principal andstaff on theschool's program for English learners
• TheELACassistsin the development of the school's:
o Needsassessment
o Efforts to make parentsawareof the importance of regular school attendance
• The ELAC receives trainingmaterialsand training, planned infull consultation with committee members, toassist membersin carrying outtheir legalresponsibilities
• The ELAC has theopportunity to elect at least one member to the District English Learner Advisory Committee (DELAC)or has participated in a proportionate regional representation schemewhen thereare 31 ormoreEnglish learner parent advisory committeesinthe district. The principal or principal's designeewill coordinateand conductELAC meetingsfor thesite
Selection ofELAC members
Membersof theELAC mayserve for two years and will primarily be elected inthefall. However, ELAC mayelect additional members as necessary.
Year One
Electionof Parents
Site principals send a letter, in multiplelanguages, to allparents (notjust parents ofEnglish learner students) informing themof the school'sintention toform theELAC. The letter shall statethepurpose of the ELAC and encourage parents whoare interested in becominga member and/or learningmore about theduties of theELAC to attenda meeting at the school site. At this meeting, nominationswill be taken fromthefloor for ELAC parent membership and parents are elected at that time. School personnel will ensure that parents are informed of the
opportunity toparticipateasmembersof the ELAC by various communications, such asphone calls, parent newsletters, marqueenotices, and letterssent toall English learner parents.
Selection ofOtherMembers
Siteprincipalsinform a//staff(certificatedand classified) of theschool'sintention to select membersforthe ELAC. Othermembersmaybetheprincipal, resource teacher, teachers, bilingualinstructionalassistants, clerical, andcustodial staff. This can best bedoneby site principalsviaa written ordigitalletter to allstaffexplaining the purposeof the ELAC and a committee member's responsibilities, and then having staffmembers nominatethemselves. It is suggested that the ELAC staffmembersbe selected prior to the first ELAC meeting.
YearTwo
If theschool ELACmembershipiscomplete(parentsand staff) fromyearone, therewill be no needto amendthe ELACmembership. If themembershipisnotcomplete, the procedures belowshould beimplemented.
Electionof Parents • If the school site doesnot have acomplete ELAC parent membershipat the beginningof yeartwo, theschool siteshallsenda letter in theappropriatelanguagesto a// parents (notjust theparentsof EnglishLearner students) informingthemof theschool's intentiontofill thevacantparent position(s). Conduct theparent electionto fillvacantposition(s) at the first ELAC meeting inyeartwo.
Selectionof Other Members - If ELACstaff(other)membersneed to bereplacedat the beginning ofyeartwo, sendaletterto allstaffmembersinformingthemof theschool'sintention tofill vacantstaff position(s). It issuggested that theELACstaffmembers beselected prior to the first ELAC meeting.
Replacement During the Year
If a committee membermust be replacedduring theschoolyear, the alternate will fillthe vacancyorthechairpersonshall appoint someone tofill the positionfor theremainderof the year. Vacant positionsshall bere-electedor selectedeachfall.
ELAC Members' Roles and Responsibilities
Trainingon theroles andlegal responsibilities of theELAC committeemembers will be provided annually. Theprincipal assistsinplanning theagendawith the ELACChairperson and attends theELAC meetings. Meeting datesaredetermined and publicizedin advance in Englishand other languages as needed The ELAC conductsformal andadvisorymeetings, with agendas and minutes maintainedasdocumentation. Copiesof the ELACminutes anditsmembership information aresent tothe English Learnerand Instructional Support department within one {1) weekafter each meeting.
The ELAC will adopt by-laws to governtheoperation as an advisory committee. At the first meeting of theyear,the ELAC selects/elects a representativetothe District English Learner AdvisoryCommittee (DELAC).
II. District English Learner Advisory Committee (DELAC)
Whenever there are fifty-one(51) or more English Learnerstudents ina district, there shall bea functioning District English LearnerAdvisory Committee (DELAC) orsubcommitteeof an existing district committee inwhich at least 51% of themembers are parents of English learner
students (not employed by thedistrict).
The DELAC advises theschooldistrict Governing Boardon all ofthe following:
• Development of adistrict masterplan for educational programs andservices forEnglish learners that takes intoconsiderationtheSchool Plan for Student Achievement andthe LCAP
• Implementation of adistrict-wideneeds assessment ona school-by-schoolbasis
• Establishmentof district programs, goals, andobjectives for programsand servicesfor English Learners
• Reviewand commenton the school district's reclassification procedures
• Review and commenton thewritten notifications required to besent to parents and guardians
TheLEAprovidestrainingmaterialsandtraining, plannedin fullconsultation withcommittee members, appropriateto assist members in carryingout their legal advisory responsibilities.
Selection of DELAC Representatives
At the first ELACmeeting, themembersmust elect aparent of anEnglish Learner student and an alternateparenttorepresent them attheDistrictEnglish Learner AdvisoryCommittee (DELAC). Representativesmay servefor twoyears.An electionfor a newDELAC representative is heldat thefirst meeting in year twoonly if theschool's representativefrom year one isnolongeravailabletoserveonthe DELAC.
The representativewill be responsible toattend all DELAC meetings and present the information receivedatthe DELAC meetingsat the school levelELAC meeting. The allernate will attend whenthe representative is unableto attend. TheDELAC willmeet atleast six(6) timesduring theschoolyear.
Siteprincipalssubmitdocumentationof the selectionof DELACrepresentr1tivP.s;inclr1IIP.rnr1IP.s tothe Directorof English Learners and Instructional Support Services.
Roles and Responsibilities of DELAC Members
TheEnglishLearner ServicesDirectorserves asthedistrictliaisonto theDELAC, assisting with preparationof meeting minutes, distributionofmeetingnoticesand all communications pertaining to theDELAC.
TheDELACChairperson shallpreside at allthe DELACmeetingsas well assign all letters, reports andother communications of thecommittee(with previous approval from DELAC members). Inthe event of theChairperson'sabsence, resignation, or inabilitytoperform their duties, theVice-Chairpersonshall assume those duties.
The Districtwll provideall the DELAC members appropriate training, materials, and information toassisteach member to carryout his/her responsibilities andany requiredduties. Other topics presentedwill be basedon theneedsofparents.
The Districtwill providefor such necessitiesaschildcare, translation and interpretationservices, and anyother reasonable services toassist DELAC members incarrying out duties and responsibilities.
The DELACwill provideinput, feedback, and advice to the Superintendent and/or designee via the Director ofEnglishLearnersand InstructionalSupport Services.
Bylawsofthe DELAC
Article I
Thename of this organizationshall bethe Fairfield-Suisun UnifiedSchoolDistrict English LearnersAdvisoryCommiUee(DELAC). The Cornmillee's addressshall be2490 Hilborn Road, Fairfield, CA, 94534.
ArticleII
Objectives/Purpose
TheObjectivesof theDistrict English Learners AdvisoryCommiUeeshall be toadvisethe Governing Board on the followingtasks:
• Development of adistrict master plan for educational programsand servicesfor English learnersthattakes intoconsideration theSchool Plan forStudentAchievement andthe LCAP
• Implementationof adistrict-wideneeds assessment on a school-by-school basis
• Establishment of district programs, goals, and objectives for programs and servicesfor English Learners
• Review and comment on theschool district's reclassification procedures
• Review andcomment on thewriUen notificationsrequiredtobesentto parents and guardians
Main Function
TheDELAC committee shall inform theparticipant membersin theEnglish learner program (in person and/or writing)abouttheprograms and services available to thedistrict English learner students andtoreviewall documents pertinent to thedistrictEnglish Learner Program. The DELAC shallobtaininformation. makerevisions, andprovidecomments to ;irlministrntors on the following:
• Establish dates to
o Set goals andobjectives for theEL Program
o CollaboratewiththeDistrict in thedevelopment of theEL master plan, considering theinstruclional plan of each participating school
c DeveloptheDistrict procedures and criteria to enableEnglishlearner students to progress toahigherEnglish level, and tomakethis information availabletothe parents of such students
• Be responsible for
o Ensuring that thedistrict/school planmeetsthelegal responsibilities toserve English learners
o Ensuringthat theDELAC is informed about anychanges affectingtheservices to English learners, for exampleinforming parents regarding the results on language proficiency assessments and thereclassification protocolof the District
o Carryingout anyother responsibilitiesconferred by theDistrict Governing Board and/or administrators.
Training
The District will provide allDELAC members appropriatetraining, materialsand information to assist each memberto carryouthis responsibilities and any required duties. The District will provide for such necessitiesaschildcare, translation andinterpretation services, and anyother reasonableservices to assist DELACmembersincarrying outdutiesand responsibilities.
Section 1- Membership
Themembershipofthiscommitteewill beparentsof Englishlearners, teachersand administrators.At least 51% of the DELAC memberswillbe parentsof students participating in theEnglishLearners Program.
Section 2-Absence
In theevent that amemberisabsentfor two(2)consecutivemeetingswithout any justification, the absencemay bedeemedas aresignationfromthatmember and thevacancy will be announcedimmediately.
Section 3- Members Representation
An alternate will represent amemberwhenthemember is absent.
Section 4- Vacancies
Inthe event that avacancy occurs, itshall be announcedassoon as possible andfilledby the election process.
Article IV
Section 1- Numberof Officers
DELAC officersmay consist of aChairperson, ViceChairperson, one Secretary, andtwo Alternates.
Section 2- Election Process
1. Each school participatingin the El Program shall haveits EL Advisory Committee (ELAC) establishedno later than the secondmonth after schoolstarts.
2. All schoolAdvisory Committees will be informed of the District regulations, aswell as the responsibilitiesof each DELACmember.
3. All themembers in theschool'scommittees will benotifiedin writingaboutthe elections for District officers.Any votingmembermay nominate a DELAC representative toserve as an officer.
4. Only oneschool staff representative or alternate will have theright tovote.
5. All elected parents (threeper site) will have theright tovote. Votingwill be confidential
6. Thenumberof voters present shall be announced.
7. Voting will takeplaceseparately for each position.
8. The newofficerswill beintroduced.
Section 3 - Duties of the Officers
Chairperson
• In conjunction with English learner and Instructional Supportdepartment staff may presideat DELAC meetings, sign letters, reports and other communicationsof the committee (with previousapproval from DELACmembers}.
• Verifies that each school has its ELACcommittee functioningandisintegrated appropriately.
• Maintains an attendance recordof the ELAC officersfor the DELAC meetingswith the assistanceofdepartmentstaff.
• Performs any other duty as required.
Vice-chairperson
• Shallperformtheduties of theChairpersoninhiS/herabsence, resignation or inability to perform hisduties.
• Shall performduties as assignedby the Chairpersonor thecommittee.
• Ensures that themembersfrom eachschoolELACis notifiedabout themonthly meetings.
Secretary
• Shall take notes of theminutes of all regular andspecialmeetings, including planning the agenda, andwill sharetheminutes at subsequent meetings.
• Shall keepan updatedrecord ofthemembers of theschool advisory committees.
Alternates
• Shall represent those officers whoareabsent.
Section 4-Vacancies
In caseof avacancy inthe committee, the vacancyshall be announcedas soon aspossible andbe filledfollowingthe election process. Ifthechairperson position becomes vacant, the vice chairpersonwill assumetherole of thechairperson and elections willbe held for vice chairperson.
Section 5- Resignation
Any officerhasthe right to resign ifthat is his/her wish. The resignation shall be submitted in writing.
Article V
Section 1- Meetings
The DELAC shall meet for aminimum of six (6) meetings per year. Theschedule for the meetingsshall beestablished al thefirst meetingof the year. Special meetings maybe calledby thepresident or bythe majority vote ofthememberspresent.
Section 2- Majority (Quorum)
A meeting will be called lo order when a quorum is present. A quorum shall existwhen 51% or more of the members in attendance areparents. An alternateshall becounted, if substituting for anofficer who isabsent (onewhowould normallybeconsideredpart ofthe majority orquorum).
Section 3- Place of Meetings
The DELAC shall holditsregularmonthlymeetingsin afacilityprovidedby theDistrict, or in a virtual setting.
Section 4-Public Meetings
All regular and special meetings shall beopen at all times to the public and school personnel.
Section
5- Robert's Rules of Order
All regular and specialmeetings shall beconducted inaccordance with Robert's Rulesof Order or withanappropriateadaptation.
Section6-School
Alternates
The school anditscommitteerepresentativesof the DELAC shall be responsiblefor sendingan
Ill. English Learner Parents' Role in the LCAP
Parents of English learners play a central rolein thedevelopment of FSUSD'sLocalControl and AccountabilityPlan (LCAP). According toEducation Codes52060(9)and52066(9), districts are requiredto consult onthedevelopment of theLCAPwith the English learner parent advisory committeetoensurethat services are included to meet the needsofEnglish learner students andtheir families. However, since FSUSDhas a functioning DELAC, theDELACmayserve in theadvisory role inthe development of theLCAP. Therefore, the FSUSD DELAC regularly consultswithstaff whoare responsibleforthedevelopment of thedistrict's LCAP by reviewing English learner student performance data, providing feedback oncurrent actionsfservices and providing recommendations for additional servicesto meettheneeds of the English learner studentcommunity.
IV. Community Outreach and Family Supports
Other examples of opportunities forparentsandfamilies tosupport theeducationalprocessand access communityservices currentlyinclude:
• FSUSDAdultSchool- TheAdult Education programworks with students, schools, and other community agencies to encourage participation insuch programs asLatino Family LiteracyProject, HealthyStart, Community Based English Tutoring, English asaSecond Language Instruction, publiclibrary literacy, and any other projectsthat encourage academic advancement for children andfamilies.
• FamilyResourceCenters (FRC)- The HealthyStart FamilyResource Centers, locatedat Anna Kyte Elementary, CleoGordon Elementary, ond Suisun Elementary schools providea safe, accessible placefor familiesandyouthtoconnect with comprehensive, coordinated community services that helpthem strengthentheir families and become more self-reliant. Servicesat eachcenter are tailored to the resourcesand needs of the communitytheyserveandfocuson buildingon thestrengthsof eachfamily and individual.
• CommunityOutreach Liaisonsand Attendance Liaisons- Liaisons provide a varietyof supports to English learners and familiesby connecting themwithcommunity programs andservicesdesigned toenhance academic and developmental outcomesfor children andtheir families. Someoftheduties thatdirectly supportEnglish learnersand their familiesinclude:
o Facilitating communication between school and homefor parentteacher conferences, English learner progress,reclassification discussions, phone calls, and other meetings
o Assisting with outreachtoparents, including site-based parent organizations and ELAC
o Assisting parents with enrollment, lunch applications, and parent portal access to Aeres
o Providing connections toresources such as basic supplies, transportation, medicalfdentalaccess, and mentalhealthreferrals
o Providing information to families regarding immigration services
o Providing information regarding communityevents and workshops with avariety of community partners
o Mentoring Englishlearners in theCheckand Connect program to monitor attendance, grades, behavior, andcounselingneeds
• Spanishtranslation andinterpretationservices- FSUSD provides two full-time Spanish translators to assistat schoolevents and district functionswilhoral interpretation and written translation of documents. Everyschool, with 15% or moreof studentsenrolled whospeakasingleprimary languageother than English, sendsallnotices, reports, statementsand records loparentsor guardians in bothEnglish andtheprimary language.
• Special education translation andinterpretation services- two full-time Spanish translators assistwith oral interpretation at Individual EducationPlan (IEP) meetings and writtentranslation of IEP documents
• LanguageLine- This web-basedcomputer applicationis available lo all school sites and provideslive audio-visual interpretation in morethan 300 languagesfor useat parent conferences andwitholher school communication needs.
• Parent Cales-Opportunitiesfor structured, small groupconversationsareprovided to help parents and caregiversmake social connections, receivesupport and encouragement, and learn fromeach other'sparentingexperiences, successes, and challenges. Some Parent Cafegroups are facilitated inSpanish.
Individualschool sitesalsooffer events andfamilyengagement opportunitiesthroughout the schoolyear. Someof lheseincludeparent training classes, such as Parent Institute for Quality Education (PIQE), which assistsparentsin understandingthe structure of theeducational systemin the United States, provides information onhigh schoolcourse pathwaysthat prepare students for college, andconnects familiesto resources and financial supports that will provide access to collegeanduniversityfor their children.
V. English learner Road Map Committee Recommendations
• School staff, parents, and communitymembers shallreceive appropriatetrainingon lhe roles and dutiesof ELAC yearly.
• School siteswill ensure full partcipation in both ELAC and DELAC inorder to assist with analyzingstudent needsandadvisingschool anddistrict level staffonthe English learner program.
• School sites will ensurethat families areknowledgeable about theservices provided, understand the achievement levels necessaryfor students toreclassify, and have opportunitiesfor authentic and meaningful participationin theirchild's education.
• Ensure that asmanylanguage and cultural barriers are removedas possibleto foster appropriate, lwo-way communication between schools and families by utilizing lranslalion and interpretation services and resources provided by thedistrict.
• Provide additional authenticand rich opportunities for parent and familyinvolvement in theeducational processat all schools, suchasLatinoFamilyLiteracyProjector training sessionsto demystifycontentstandards, instructional practices, thedemandsof ELPAC and/or other state assessments, and other learningopportunities to empower family participation.
Chapter4-Role ofLanguage Instruction
Thischapter explores the relationshipbetween theCalifornia ELA/ELD frameworkand the2012 ELD Standards. Anoverviewof the standards isprovided, includingtheproficiency levels on the continuumof language development. DesignatedEnglishlanguagedevelopmentandIntegrated English languagedevelopment are defined, and high-leverage instructionalpractices are describedfor bothtypesofessentiallanguagedevelopment. Theadopted curricular materials usedin eachgrade levelin FSUSD are identified, includinginformationon thesecondarylevel coursesequenceandcourse placement process.Additionally, theneedsofLong-term English learner (LTEL) studentsareidentifiedwithregardstointerventionsupports, aswellastheneeds of teachers andadministratorsfor high-qualityprofessionaldevelopment and follow-up coaching.
I. Framework and Standards
The English LanguageArts/EnglishLanguageDevelopmentFrameworkforCalifornia 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 Standardsfor EnglishLanguageArts andLiteracyin History/Social Studies, Science, and Technical Subjects(CACCSSfor ELNLiteracy) andthe California EnglishLanguage Development Standards(CAELD Standards). TheELA/ELD Frameworkpromotes an integratedandinterdisciplinary approach to literacy andlanguageinstructionand emphasizes the shared responsibility for literacy and languageinstruction among educators. TheCircles of Implementationgraphic (Figure4.1) provides an overviewof the key themesand goalsthat are calledfor in theELA/ELDFramework.
At the center arethe twosetsofstandards, which definegrade-level year-end expectations for student knowledge and skill development. TheCA ELD standards area subset of the CA CCSS for ELNliteracy and provide amplification of the areasof English language development that are crucial for academiclearning. MeaningMaking, Language Development, Effective Expression, Content Knowledge, and Foundational Skills are thefive key themesof instruction, showncircling around thestandardsin thegraphicrepresentingtheELNELDframework. These key themes of rich language instruction highlight theinterconnectionsbetween ELA andELD. Thewhitefield surrounding the themesin thegraphic represents the context in which rich instruction shouldoccur, specificallycallingfor learning environmentsthat are motivating, engaging, respectful, integrated, andintellectually challengingfor allstudents. Finally, the outer ring represents the overarchinggoals for our students; specifically, upon leavinghighschool, theywill have areadiness for college, careers, and civic life, they will havedeveloped the capacities of literate individuals, they will have become broadlyliterate. and they will have acquired the skills for living and learning inthe 21st century.
TheCAELDStandards,included belowin Figure4.2, arestated bygrade level(K-8) and grade spans (9-10 and 11-12). The standards help teacherssupport Englishlearner students to interactwithothersinmeaningful ways and withcomplex texts, engage in and learnthrough intellectually challengingtasks across thecontent areas, develop academic English, and develop awareness about howEnglish works so that theycan useit intentionally and purposefully. A critical principle of the standardsisthat English learnersat all language proficiency levels arecapableof high-level thinkingandmeaningful engagement with complex, cognitivelydemandingacademictasksinEnglish aslong as they areprovidedappropriate types and levelsofscaffolding. Whileadvancingalongthe continuum ofEnglishlanguage development, Englishlearnersuselanguage in meaningful and relevantways appropriate to gradelevel, content area, topic, purpose, audience, and text type in Englishlanguage arts, mathematics, science, socialstudies, andthe arts. The standardscall for students to use languageto gain andexchangeinformation and ideas incollaborative, interpretive, and productivemodes. Theyalso applyknowledge oflanguage toacademictasksthroughthe languageprocessesof structuringcohesivetexts, expandingandenrichingideas, and connectingand condensingideas.
Thestandards in an overviewformatare asfollows: Figure 4 2English LanguageDevelopment Standards
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanginglhformation andideas with othersthroughoral collaborativediscussions on a range ofsocialandacademictopics
2. lhteracting with othersinwritten English in various communicative forms (print, communicativetechnology, and multimedia)
3. Offering andsupporting opinions and negotiating with othersincommunicative e-xchanges
4. Adapting languagechoicesto various contexts(based on task, purpose, audience, and texttype)
B. Interpretive
5. listening actively tospoken English in a range ofsocial and academic contexts
6. Reading closely literary and informational textsand viewing multimedia to determine
7. how meaning is conveyed explicitly and implicitlythrough language 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. Analyzinghow writers and speakers usevocabularyand other language resources for specific purpose (toexplain, persuade, entertain, etc.) dependingon modality, text type, purpose,audience, topic, and content area
C. Productive
9. Expressing Information and ideasin formal oral presentations on academic topics
10.Writing literary andinformational texts to present, describe, and explain ideas and information, using appropriate technology
11. Supporting own opinions and evaluatingothers' opinions in speaking and writing (Grades K-5)1 Justifying own arguments and evaluating others' arguments in writing (Grades 6-12)
12. Selecting and applying varied and precise vocabulary and language structures to effectivelyconveyIdeas
PartII: LearningAboutHow 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 Ill: Using Foundational Literacy Skills
• Print Concepts- Demonstrate understanding of theorganization 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 whobegin learning literacy skills after kindergarten will need to be taught foundational literacy skills in an acceleratedtime frame. The curriculum must be flexible to address the different needsof upper-elementarystudents taking into consideration an individual student's oral proficiency, nativelanguageoral and written proficiency, similarity of native language toEnglish (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 expectationsfor howwell students can understandand use the English language at eachlevel asthey continue to build on existing language skills andknowledge.
Figure4.3 English LanguageDevelopment ProficiencyLevelContinuum Emerging Expanding Bridging
Students at thislevel typically Students at thislevel are Students at thislevel progress very quickly, challengedto increasetheir continueto learn andapply a learningto useEnglishfor English skillsinmore rangeof high-level English immediateneedsas well as contexts and learna greater languageskills in awide beginning tounderstandand varietyof vocabulary and variety of contexts, including use academic vocabularyand linguistic structures, applying comprehension and other features of academic their growing languageskills production of highlytechnical language. inmoresophisticatedways texts. They aretransitioning that are appropriateto their tofullengagementin age andgrade level. grade-level academic tasks andactivitiesin a variety of content areas without the needforspecialized ELD instruction.
TheProficiency Level Descriptorsemphasizethat Englishlearners at alllevels of English languageproficiency fully participateingrade-leveltasks in all content areas with varying degreesof scaffoldingin order to simultaneously develop bothcontent knowledgeandEnglish languageproficiency. English learners atalllevels are capableof high-level thinkingandcan engageincomplex. cognitivelydemandingsocial andacademicactivities requiring language, as longastheyareprovided appropriate linguistic support. Thethreegenerallevels of support identified inthe standards are Substantial, Moderate, andLight. Theextent of support needed var i esdependingon thefamiliarity and complexity of thetask andtopic, aswell asonthe student'sEnglishlanguageproficiencylevel.
II. Instruction
Designated ELD/Integrated ELD
The ELNELD Frameworkcallsfor acomprehensive ELD modelwhich includesboth integrated and designated English language development instruction. English learners enter school at different ages andwith a rangeofculturaland linguisticbackgrounds,socioeconomic conditions.• experiences with formal schooling,proficienciesintheir primary language(s) andin English, as wellas other experiences in the home. school, and community. Since English learners are learning English asan additional languagewhile simultaneously engaging in intellectually challenging andcontent-rich instruction, it is crucial that educators at all levels understand this modelof instruction.
Designated ELD instruction, a minimum of 30 minutes daily, isrequired to beprovided to English learners during a regularly scheduled, uninterrupted timein theschoolday. TheCAELD Standards drive theinstruction whilecontent standards providesupport and a context for developinglanguage. Ideally, students are grouped for designated ELD by English language proficiency levels (Emerging, Expanding,Bridging),althoughschoolsneed toconsidertheir particular student population and make appropriate decisionsabout grouping.
IntegratedELD instructionoccursthroughout theschoolday inevery subject areaby every teacher whohasan Englishlearner student intheclassroom. Thecontent standards drivethe lessonandtheELDstandardsprovidethe languagefocus and supportto ensurestudents strengthentheir abililies to useacademicEnglish astheylearncontentthrough English. Through Integrated ELD instruction, all teachers are responsible for teaching language within the context of their disciplines. Figure4.4 represents they ways that ELD standards andcontent standards workintandem together duringboth Integrated ELD instruction and Designated ELD instruction.
Figure 4.4 Integrated ELDandDesignatedELD
Integrated ELD Designated ELD
Comprehensive ELD Program
Comprehensive English language development instruction ensuresthat English learners use English purposefully, interact inmeaningful ways with peers, content, andtexts, and learnabout how Englishworks. Therefore, hallmarksof effective Englishlanguagedevelopmentinstruction include frequent opportunitiesfor studentsto participatein academicconversationand abundant writing.
Inboth elementaryandsecondaryclassrooms, significant shiftsinmindset toward teaching language mustoccur.Acquiring anddevelopingacademiclanguagemust be approachedas a social process rather than an individual one. Text structures, grammar, andother language featuresmust beapproached throughpatterns of effective expression rather than taught in isolation, disconnected from content. Lesson objectives that integrate bothlanguage development and content knowledgeor skill must beclearlyarticulated. Students must have accesstocomplex, amplified textsmadeaccessiblethroughteacherscaffoldsand explicit instruction, ratherthansimplified texts lacking incomplexityor rich language. Finally, all teachersshouldview themselves asresponsible for teaching and developing the academic languageskills andproficiency ofall of their students.
Providing rich and rigorouslearningexperiencesfor English learners at all levels, oneaspect of ensuringequityandimprovingthe academic achievement outcomes for Fairfield-Suisun students, necessitatesthe existenceof the followinghigh-leverageinstructional practices in everyclassroom:
• Systematic literacyinstruction, heavily emphasized in the primarygradesbut alsoas neededbystudents of anyage dependingon nativelanguageliteracy experience, that
includes print concepts, phonologicalawareness, phonics andword recognition, and readingfluency
• Explicit modelingandinstruction in the language of thediscipline, including typical genres, structures, andorganizationalpatterns of spoken and written texts, andboth general and content-specificacademic vocabulary
• Articulated language objective aligned to ELDstandardsfor eachlesson, functioningas the primary objectiveindesignated ELD and thesecondary objective inintegrated lessons
• Well-planned engagementstrategiesthat foster active participation in and motivation for learning
• Frequent opportunitiesforstudents toprocess their thinking, explain their reasoning verbally and in writingfor avariety of audiences, provide andreceive feedbackfrom others, andconsequently developstronger, clearer revisionsoftheiroriginal response.
Additionally, during designated ELDinstruction, where students are grouped by proficiency levels to theextent possible, classroompracticeswillinclude:
• Opportunities for at leastthreestructuredacademicconversations (peer to peer), includingthe useoflanguage frames and supports
• An opportunity toexpressideasanddeepen understanding through writing, including the useoflanguageframesand supports
• Intentional, facilitateduse of academicvocabulary by students.
Studentsin elementary grades K-5, and middlegrades6-8 in elementarysettings, should experience aliteracy-rich learning environment throughout theirday, whether engagedin designatedor integrated ELDinstruction. Classroom teachers provide designated ELD for 30 minutes utilizing thedistrictadopted curriculum. Currently, this is BenchmarkAdvance ELD for grades K-5and English3D forgrades6-8. Frequently, instruction isdeliveredtosmallgroupsof gradelevel students, preferably grouped in reasonableranges ofstudent proficiency, in order to target instruction at theappropriateZoneof Proximal Development (ZPD). English learner students also receivingspecialeducation servicesmay receive ELD instruction ineither the general educationor special educationsetting, as determined by individualneeds throughthe Individual Education Plan(IEP)team decision process.
Secondary ELD Course Placement
Students in secondary grades 6-11 should alsoexperience aliteracy-rich environment throughouttheirinstructionalday, andare also required toreceivea minimumof 30 minutesof daily designated ELD. Secondary level English learnerstudentsalsoreceivingspecialeducation services may receive ELD instruction ineither the general educationor special education setting, as determined by individualneedsthrough the Individual Education Plan (IEP) team decisionprocess.The SecondaryEnglish LanguageDevelopment course sequence is outlined belowin Figure 4.5.
Figure 4.5SecondaryEnglish Language Development CourseSequence
National GeographicELD I Lab Inside the USA (as 2classperiods needed fornewcomers) (ELA+ELD)
National GeographicInside Fundamentals 9-11 No 1 ELA
National Geographic1 Elective Insidethe USA (asneeded for newcomers)
National Geographic- Edge Fundamentals
ELD IIand ELD II 6-8 nla n/a
National GeographicLab Inside LevelA 2 classperiods {ELA+ELD) 9-11 1 ELA(for CSU) 1 ELA National Geographic 1 Elective Edge Leve/A
Academic 6-8 n/a n/a English 30 Language Course B Development (ALO) 1 period in addition tocoreELA
Academic 9-11 No 1 Elective English 30 Language 12* Course C Development (ALO) 1 period Inaddition to coreELA
Note: Some adjustments to the sequence are necessitated bysmall populations of English learners at some school sites.
•Grade 12 as appropriate Updates to adopted materials ,;;an be obtained at httgs:{lwww fsusdorg/o/fsusdt.p_aget_fsusd curriculum•guides
A process isin placein order toaddress correct placement of secondarystudentsin appropriate courses tomeet their language needs.Schoolteams, including administrators, counselors, lead ELteachers., Englishteachers, and special education teachers, meet asa partoftheyearly master scheduling processtoanalyzestudent datain orderto recommend thecourse needed for eachindividual student. Considerations includelengthof time thestudent has experienced instruction in English, historical performanceon language proficiencyassessmentsand other standardizedtests, reading level, and learning disability, ifapplicable. For example, secondary English learnerswho have been in thecountryforless than twoyears are generallyplacedin either the ELD Iand partner ELD I Labcoursesorthe ELD II and ELD II Lab courses, dependingon performance on the ELPAC assessments as well asliteracyin their primary language. ELDI and ELD IIcourses areNOTintendedto servestudentswhoscore at Level1
or Level 2ontheELPAC Summativeunlessthey havebeen in USschoolsless than l\vo years. A deepreview of studentdata by theschoolteam prevents placingstudents in thewrong course sequence.This processensures thatstudents arescheduled in appropriate courses, and that master schedules are built in awayto accommodatetheoverall needs of each grade level group.
In addition toEnglish languagedevelopment instruction.English learners must havemeaningful accessto arigorous academic program, including CTE pathway electives and/or courses that meet UC/CSU"a-g" collegeentrance requirements. In somecases, this mayrequire providing Englishlearners access lomorethansixperiods of instruction inan academicyear. Further effort is needed in utilizingresourcesto intentionally providetheadditional services and opportunitiesforEnglishlearners tothrive inhigh school, improvegraduation rates, and leave our schools prepared for thedemands of post-secondary schoolcareers and college. Specifically, the following recommendations should be explored:
• Dedicated highschoolEnglishlearner counselor to develop andmonitor individual learningplans
• Zeroor seventh period course offerings forEnglish learnerstoextendtheir learningday andprovideopportunities tomeet graduation requirementsor take additional a-g or CTE courses
• Activepromotion of the State Seal of Biliteracy program and its benefits tostudents
Sinceit is critical tothesuccess ofEnglish learnersinhigh school, everyeffort mustbe madeto ensurethat students develop an appropriatelevel of languageproficiency as soon as possible intheir school career. Studentsat risk of becoming Long-TermEnglish Learners (LTELs) inthe upper elemenlarygradesmust beprovidedadditional inlervention opportunities in order to attain reclassificationstatuspriortoentering middleschool or middlegradesin an elementary setting. Likewise, students in middleschool must be providedappropriate instruction and interventionin literacy skills and languagedevelopment in order to allain reclassificationstatus priortoenteringhighschool. Specifically, thefollowing recommendationsshouldbeexplored:
• Ensuringaneffectivesystem of early literacy instruction exists in all primary classrooms
• Providing reading intervention toEl students who arenot demonstrating proficiency on district-wide reading assessmentsbythe endof second grade
• Ensuringthat students ingrades4-8 develop academicEnglish proficiency through high quality, evidencebased instruclion that focuseson academicvocabulary and listening/speaking/reading/writingskills in allsubjectareas, includingmathematics
• Providingadditional supports totargettheneedsof bothLTELand newcomer high school studentsto developacademicEnglish proficiency.
Ill. Professional Development
Systematic, highly-effectiveprofessional development is anessentialcomponent of anEnglish learner programwith successful student outcomes. DesignatedELDinstruction requires careful and intentional planning tocomplement andsupportELA. It alsorequires theteachertobe well-trained in highleverageinstructional strategies for languagedevelopment, aswell ashave a deep understanding of the ELA/ELD Framework. Additionally, IntegratedELDinstruclion requirestheteacher to possessathoroughknowledgeof thelanguageof thediscipline and strategies toeffectively address ELD standards in tandem with content standards.
Ensuring that systematictraining isprovidedeffectively, reachingeveryteacher in the district appropriately, is an ongoing challenge. At theelementary level, nearly everyclassroom teacher is required to provide both DesignatedELD and IntegratedELD. At thesecondary level, nearly all subject areateachers are required toprovide IntegratedELD,while Designated ELD training is required for only thoseteachingcertain language development courses.
In order to impact instruction at all sites and support teachers, thefollowingneedsin professional development should be addressed:
• Ongoing, systematic training onadopted materials and curriculum guides for administratorsand for teachers newlyassignedto grade levels and coursesin ELAand ELD
• Ongoing, systematictraining on the ELA/ELD Framework, ELDstandards, andtheir implications for classroom instructional practicesfor allteachers
• Trainingin IntegratedELD methodology for both elementary and secondary subject-area teachers, includinginstructional routinesfor teaching academicvocabulary, faclitating rigorous peer discussions, andexplicitinstruction incontent-specific writing
• Frequentcoachingandfeedback cyclestopromote applicationof professional learning and trainingin languagedevelopment instructional practices
• Professional learning that provides opportunitiesfor teachers and administrators to collaboratewithcolleagues anddevelop internal capacity.
IV. Summary
In addition tothechanges tostate policy regardingEnglishlearners outlinedpreviously in Chapter 1, the ELA/ELD rramework and CA CLO Standards provide the basisfora major shift in the content and approach of languagedevelopment instruction.
The English LearnerRoadmap has beendeveloped toclearly identify expectations for instruction inbothdesignatedandintegratedlanguage development inordertoprovide rich learning experiences basedon high-leverage instructional practices for allproficiency and grade levels ofstudents.
TheEnglishLearner Roadmapalsooutlinestheexpectedsecondarycourse placements, the intervenlion needs of Long-TermEnglish Learners (LTELs), andthe componentsof effective professionallearningopportunitiesfor staff.
V. English Learner Road Map Committee Recommendations
• Ensurethat allprimary teachersingrades K-2 receiveprofessional development and ongoingcoachingtoprovidesystematicinstruction infoundational literacyskills.
• Provide resources, and training forteachers, toaddress foundational literacyskillsof newcomer students inlater grades, as wellasuseof appropriatescaffoldsbeyonddirect translationof materials.
• Ensurethal the needsofEnglish learners are integrated into large scale dislrict initiatives, including theLiteracy Plan andMath Plan.
• Provideresearch-based readinginterventionfor students who are struggling to become independent readersbytheend of 2ndgrade, aswell as targeted interventionfor
Long-TermEnglish learners, or thoseat risk of becoming LTELat grades 4-5, 6-8, and 9-12.
• Provide extended opportunitiesfor high schoolEnglishlearners, includingsupport froma supplementalEnglish learner counselor aswell as access tozeroor 7th periodcourses.
• Provide studentswithequitableaccess toafter or before schooltutoringprogramswhere they can receivesupport for their classes.
• ProvideinterventionsforEnglish learnerstudents who participate inELO-Pafterschool programin bothEnglishlanguageArtsand Math.
• Utilize targetedfundingwhenever possibleto provideadditional sections in secondary master schedulesto accommodate appropriategroupings of studentsin designatedELD leveled courses.
• Provideadditional staffingwith targeted funding whenever possibleto lead andfacilitate sustained professional development in order toensure high-quality Designatedand IntegratedELD instructionoccursacross all gradelevelsand content areas.
Chapter5- EL Program Models
I. English Language Development Delivery Models
Themanner of delivery of ELD variesbased on thegradelevel configuration andsetting. ELDmay betaught within a self-containedclassroom or through a teamingarrangement in whichstudents are leveled andregrouped acrossclassrooms. In deciding on themost appropriate mannerof delivery, suchconditions as the number ofEnglish learners inthe classroom. thevar ation inEnglish languagelevel. andthe program options are takeninto account. The selection of adeliveryoption mustoptimizetheeffectivenessofELDinstruction withintheconstraintsoftheparticularclassroom andschool setting.
The SpanishDual Immersion programoffers primarylanguage instructionto native Spanish speakingEnglish learners as acentral feature and is open to students who choose to apply. An alternativeprogramwill be providedat a school when there are 20 or more studentsat a grade levelwith a District-approved ParentalExceptionWaiver Request onfile. The programwill beprovided with fewer than 20, whenever possible, toensure program continuity.
A. Structured English Immersion Program
TheStructuredEnglish Immersion Program is aspecializedprocess of teaching theEnglish language to studentswhose first language is notEnglish. Thegoal is for studentsto develop academic proficiency inEnglishtogether andsimultaneously withmastery of academic core content andmulticultural proficiency.Instructionis nearly all inEnglish. Primary language support is usedfor clarification and explanation when feasible.
Figure 5.1 Summary ofStructured English Immersion Program
StudentsServed English learners whohave notyetmet reclassification criteria
Program
• A minimum of 30minutesof dailydesignated English Language Components Development (ELD) at the assessed level of Englishacquisitionfor gradesK-12
• Teaming forELD as required tomeet student needsbasedon ELD levels. Nomore thantwo consecutive levels ofEnglish proficiency should becombinedfor ELDinstruclion if at all possible
• Differentiatedinstructionin reading, writing, math, science, and social science, deliveredthrough inlegraledEnglishlanguage development utilizingdistrict-adoptedcurriculum
• Primary language support to motivate, clarify, direct, and explain, if available
Special Support
• Primarylanguageinstruction/support Options
• Tutoring
• Intervention support, includingextendedday/yearlearning time for long-termEnglishlearners
Staffing
Requirements
• MultipleorSingleSubjectTeaching Credential
• CLAD/BCLAD/BASP or equivalent requiredif anEnglishlearner is placed in theclass, or CLAD/BCLAD/BASP alternative:
0 GELAPWorld Language
0 CCSD
0 Internshipcredential with BCLAD emphasis
0 ECLAD
B. Dual Immersion Program
The goal of theDual Immersion program is acquisition of academic proficiency in two languages, English andSpanish, together with masteryofacademic core content and multicultural proficency. Instruction isin Spanish and English. The FSUSDDual Immersion Program implementsthe 90/10model. In the 90/10model, Englishis thelanguage of instruction 10 percent of the timeinKindergarten. Thepercentage of English language instructionincreases annuallyuntil both English and Spanish are usedequally in 6th grade. Instructionisdeliveredinbothlanguages;however, onlyonelanguageisusedfor instruction at a giventime. The Dual Immersionprogramis currently attwoschool Siles: Sullivan Language ImmersionAcademy (TK through5thgrade) and B. Gale Wilson Middle School (6th through 8th grade).
• Students maycontinue in theprogram after attainingRFEP status with parent choice
Program
• Enrollment in this programbeginsonlyin kindergartenExceptions require individual approval bythe FSUSD Educational Servicesdepartment
• Separation oflanguages by lime andspace; teaming model Components preferred
• A minimumof 30 minutesofdailydesignatedELD for all English learner students
• DailySpanishlanguagedevelopment (SLD) for all native English speaking studentsat elementary grades
• Full Spanish language artsfor all students, comparablelo English language arts
• English literacy for all students, phasedin over time - Spanish componentcontinuesafter student achievesreclassified(RFEP) status
• Differentiatedinstruction in reading,writing, math, science and social science, deliveredthrough bothlanguages, with useof GuidedLanguageAcquisition Design (GLAD)techniquesfor non-nativespeakersof each language using district-adopted materials
Special Support
• Primarylanguage instruction/support Options
• Tutoring
• Before, during, and/or after school intervention programs
• Otherappropriateservices
Staffing
• Multipleor Single Subject Teaching Credential with Bilingual Requirements Cross-cultural Language andAcademic Development (BCLAD) authorization or Emergency Authorization
Dual Immersion instruction, providedin earlychildhood. enhances cognitivelearning abilities, promotes higher self-esteem and expands a child's lifelongopportunities for successin a global society. The vision of the Fairfield-Suisun UnifiedSchool District isto create and sustain a Kindergarten through 8th GradeDual Immersion Program, whichwill produce bilingual, biliterate, andbiculturalstudentswith native-like fluencies inboth Spanish and Englishwith appreciation for cultural diversity andlifelonglearning.
Benefits of Dual Immersion
Dual Immersion (DI) programshave proven effective for awide var ety of students. Research studies indicatethat the achievement of high levelsof functional proficiencyin asecond language associated with DI instruction yields the following benefits for all students:
• Enhancedlevelsof meta-linguistic awareness(i.e.,knowledge ofhowlanguage works) which has proventobe important to reading acquisition
• Improved performance versusmonolingual studentson tasksthat call for divergent thinking, pattern recognitionand problem solving
• Additional knowledgeand understanding of one's native language
• Greater understanding, tolerance, appreciation and respect for other languagesand cultures
• Abilityto communicate with other ethnicandcultural groups
• Abilitytotake advantageof opportunities thatare available only in other languages
There are alsospecificbenefitstostudentsrelatedtotheir nativelanguageas summarized in thefollowingchart:
Native
Spanish Speakers Native English Speakers
AcquirestrongliteracyskillsinSpanish Outperform control students inall-English whichcan thenbe applied to the schools on a varietyof Englishlanguage acquisitionofEnglishliteracy testsincludingreading, writingand listening
Makebetter progressin acquiringfull Achievethesame levelsof competence in proficiencyin Englishversusstandard academic subjects (math, science and English Language Literacy(ELL)and social studies)as English-speaking Native Language Literacy (NLL) programs studentsin all-English programs
Achieve at grade-appropriatelevels in all domains of academicstudyinboth Spanish and English
Fully develop proficiency in native language which allows maintenanceof communication ties with extended family and other socialsupportnetworks
MISSION STATEMENT
Themissionof theFairfield-SuisunUnifiedSchool Distrct's Dual Immersion Program isto supportandpromote academicexcellencewithina nurturing environment inwhichall members of theschool communityworkcooperativelyto achieveitsvision and to promotethe developmentofresponsible,cross-cultural, worldcitizenswith anenrichedunderstandingofself and others.
GOALS
The FSUSDDual Immersion Program encompasses fourmajor goals:
1. Bilingualism -Students will attain highlevelsof proficiency in English and Spanish. All students will demonstrate proficiency in their first and second language.
2. Biliteracy -All students willdemonstrate high levelsof academic proficiency on grade level standards in Englishand Spanish.
3. MulticulturalAwareness-Studentswilldevelopan understanding and appreciationof otherculturesinour global society.
4. Biculturalism -Studentswill celebratetraditions and assetsthat represent multiple culturesoftheschool creatingalanguage rich environment inboth English andSpanish.
PROGRAM DESIGN
In Dual Immersionprograms, both Spanish andEnglishspeaking students receiveinstructionin bothlanguages. Student enrollment ineach class ranges from approximately 30-50% native Spanishspeakers and Englishspeakers. Inthe 90/10model, English isthelanguageof instruction 10percent ofthetime inkindergarten. The percentageof Englishlanguage instructionincreasesannually untilbothSpanishand English areusedequally insixthgrade. Instruction is delivered in both languages. However, only one languageis usedfor instruction at a given time. Teachers implement the Californiastate content standards to guide anddeliver instruction. Bothlanguagesare valuedequally and will beused interchangeably throughout this document. The90/10modelofdualimmersion isillustratedbelow:
FSUSDInstructional Minutes Chart-Sullivan (E) = English (S) = Spanish
ELD n/o 30 30 30 30 30 30 minutes minutes minutes minutes minutes minutes 75 Total•70 Total• 70 Totol-70 Tota1•75 Total-75 Toto1•75 minutes min. min. min. min. min. min. 3min.(EJ 4min.(El 5mfn.(El 5min.IE) 5min.(El 5min.(El MothPOD MothPOD Moth POD MathPOD Moth POD Moth POD 67min.(Sl 66min.(SJ 65mfn.(SJ 70min.{S) 10min.(El 30min.(EJ 60mfn.(SJ 35min.(Sl n/o 25min.(S) 20mln.(SJ 20min.(SJ 30min.(El 30min.(El 30mln.(EJ 10min.(SJ 15min.{SJ 15min.(S) 15min.{SJ 15min.(S) 15min.(S) 15min.(S) plus10min structured ploy 30minutes 30minutes 30minutes 30minutes 30minutes 30minutes 30minutes
Language ofInstructionbySubjectbyGrade Grade I
. Kinder Whole Group Interactive ReadAloud Scienceand Social Instruction in Spanish 25minutes (thisshould be the text Studies in Spanish Problem ofthe dayin thatwas read in Spanish) English (POD)
1st WholeGroup Interactive ReadAloud Science in Spanish Instruction in Spanish 25minutes (thisshouldbe thetext Problemofthedayin that wasread inSpanish) English (POD)
2nd Whole Group Interactive ReadAloud Science in Spanish Instruction in Spanish 25minutes (thisshouldbe the text Problemofthe day in thatwasread in Spanish) English (POD) 1st grade PhonicsLessontaught whole group
3rd Whore Group Interactive ReadAloud Science in English Instructionin Spanish 25minutes (this should be the text Problem ofthedayin thatwasreadin Spanish) English (POD)
4th
6th
2nd gradephonics lessontaught whole group
WholeGroup Interactive ReadAloud Sciencein English Instructionin Spanish
25minutes (this should be thetext
Problem oftheday in that was readinSpanish) English (POD)
Whole Group Interactive Read Aloud Sciencein English 30minutesof instructionin I 25 minutes (this should bethetext English Problem oftheday that wasreadin Spanish) inEnglish (POD)
30 minutes SIPPSintervention block
45 minutes Instruction in I Spanish
Instructional Minutes forMiddle School
Grade
Subject(s)inSpanish
6thGrade 3classes
• Spanish Literature andComposition
• WorldHistory
• Science (when possible withinstaffing constraints)
7th Grade 2classes
• SpanishLiterature andComposition
• World History
8thGrade 1 Class
• SpanishLiterature andComposition
GUIDELINES FOR PROGRAM PARTICIPATION
Acceptance intothe program will bebased upon the following guidelines:
1. Classeswill beformedwith a balanceof thetwolanguages (English and Spanish) to the extent possible.
2. Priorityis given tosiblingsof students alreadyin the program.
3. Informationsessionsand Dual Immersion visitations will be made availableduring the application period. It iscrucial that parents have the best possible understandingof the program before they sign uptheirchildren.
4. Parents/guardians completean application and submit the application dur ng a specified application period.
5. Applicationsareplaced into alotterysystem and parents/guardiansare notified of lottery results.
6. Parents/guardians arenotifiedof resultsandrequiredtosigna program commitment letter bya specifieddatein order toensure their child's enrollmentinthe program.
Students with Special Education Individualized Education Plans (IEP)
A special education IEPdoesnot preclude a childfrom participating inthe Dual Immersion program. However, it is a rigorous academic program that may not beappropriatefor some studentswith special education needs. Each child's situationwill beconsideredindividually. Nonetheless, administrators, teachers, andsupport staff members will recommend themost educationally appropriate placement for eachindividual child. Thestudent's IEPwill dictate the student's instructionalprogram. Additionally, DualImmersionspecial education staff (Resource Specialist Teacher and Speech/LanguagePathologist)will be bilingualin English/Spanish so theycan provide services in both languages.
Dual Immersion Students Qualified for Gifted and Talented Education (GATE)
If a student has beenor will be identified asGATE, theywill beserved according tothe services identified through an Individualized Learning Plan (ILP). GATEidentified students havethe opportunitytotakeseventhgradeWorld HistoryinSpanish. Eighthgrade DI GATEstudents have theopportunity to beplaced in Honors US History whichwill be taughtin English.
Additional Supports for At-risk Students
TheMTSS -Intervention (TiersII and Ill)team will review students whoare exhibiting challengesparticipatingin the DI programsocially, behaviorally and/or academically andmake specificrecommendationsto address thechallengespresented. Followinga sufficient amount of timeto determinetheeffectivenessof therecommendedinterventions, the student may be brought forward to a Student Study Team (SST) for review. TheSST may make specific recommendationswhicharerequired to beimplementedtosupport the DI student such as: extendedday intervention, guestingin LearningCenter, assessmentfor potentialspecific learning disabilityor speech/language serviceeligibility, or otherindividualized supports.
All of theabove concernswill be addressedon a continual basis. However, if concerns escalate, a conferencewill bescheduledto discuss the student's best interest and placement. Everyeffort will be made toprovide supports that will allow thestudent to maintain their statusin 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 andwill bebased onthe following information:
• Typeof instructional program previously provided tothestudent
• Assessment data,includingreadingcomprehension with leveled passages, writing sample, and receptive/expressivelanguage assessments
• Reviewof thestudent'scumulativefile
• Input from at least one Dual Immersion teacher, preferablyfrom thegradethelevel the student will beentering
Monitoring Progress of Dual Immersion Students
Thefollowing charts illustrate assessments administered to students in the Dual Immersion programto monitortheir academic progress:
Literacv (Soanishl
Grade Assessments
TK Star CBM Lectura(CBM Track students proficiency in 3 times a year(fall, I one on one assessment) Spanish Language Acquisition winter, spring)
1Klndel' Star CBM Lectura(CBM to achieve the end of program 3 times a year(fall, goal of biliteracy and one on one assessment) bilingualism. Data check winier, spring) . points are built into data
First Star CBM Lectura(CBM analysis al Kinder(baseline), 3 times a year(fall, .. one on one assessment) Third(proficiency gauge), and winier, spring) I Fifth(bilingualism fse�nd
Star CBM Lectura 3 times a year(fall, (Computer adaptive) achievement). winier, spring)
Siar CBM Lectura one The English Learner . .. on one assessment) Roadmap Committee
Third,:, Star CBM Lectura recommends the use of a final 3 times a year(fall, lthroaJ& . (Computer adaptive) assessment in 8th grade, winier, spring)
Fifth RCQ in Spanish such as California Spanish Assessment(CSA) currently . under development.
Literacv lEncilishl
TK
First . Second Fastbridge(in English ) Track student proficiency in 3 times a year(fall, English Development and winter, spring)
Third progressions toward grade level 3 times a year(fall, NWEAMAP(in standards. District required :thro.1.1gh English) assessment to analyze the winter, spring)
Fifth FQC in English progression of students across grade levels and schools
I, Sixth NWEAMAP(in
District Required assessment to 3 times a year(fall, through English) analyze the progression of winter, spring)
Eighth students across grade levels and schools
Grade Assessments
TK
Kinder
First NWEA (inEnglish)
District Required assessment to 3times a year through analyze the progression of (fall, winter, Fifth students across grade levels and spring) schools
Sixth NWEAMAP (in
District Required assessment to 3 times a year through English) analyze the progressionof (fall, winter, Eighth students acrossgradelevels and spring) schools
Curriculum and Materials
DI provides a high quality instructional programthat delivers an academicallychallenging standards-based, andenriched curriculum while promotingthedevelopment of bilingual, biliterate, and multicultural competenciesfor all students. Language learningtakesplace primarily through contentinstruction. Thetargetlanguage(Spanish)is used asthe vehicleof instruction. However, curriculum planningensures that studentsalsolearnthe academic language associatedwith the content. The program includesthe promotion of positive cross-cultural attitudes anda curriculum that reflects the valuesof various student cultures. Monthlycontent-basedthematicunitsareintegrated into thecurriculum to makethetarget languagemoremeaningfuland accessibleto thestudent. Since Dual Immersiongoalsinclude promoting positive cross-cultural attitudes, the curriculum renecls and value:; l11e :;lulle11l:;' variouscultures. Monthlythematic units integratethecurriculum and make thetarget language moremeaningfulto the student. Thematic units are developed to include Guided Language Acquisition Design (GLAD) instructional components andstrategies.
ProjectGLAD isaneffective instructional modelfor teachinglanguagedevelopment(ELD) and literacy. The award-winning ProjectGLAD model createdby Marcia Brechtel isbased on the extensive research-base of second language acquisition, brainresearch and effective literacy practicesfor secondlanguagelearners. Guided Language Acquisition Design (GLAD) is a standards-basedlanguagedevelopment instructional modelthat promoteshighlevelsof academic language and achievementforstudents at alllevelsofEnglishproficiency.
The Project GLAD trainingisan intensive seven-day training. Thefirst twodaysconsist of an overviewof the instructional model, includingtheresearch base, theoretical framework, and backwardsplanning processof creatingcontent-based language unitsin Science andSocial Studies. Duringthe two day training. teachers also learn about the components oftheGLAD model, aswell asmultipleeffectiveELD and SDAIE strategieswithineachcomponent. Thefour componentsof Project GLAD consistof thefollowing:
• Focus/Motivation (which isverysimilar to buildingbackground)
• Input (waystomake cognitivelycomplex concepts understandable to students)
• Guided Oral Practice (practice of key vocabulary and languageobjectives)
After the twodaytraining, the Project GLAD training consists of an additionalfive daysof classroom demonstration lessons. Participants areabletoobserve oneof theProject GLAD presenters teaching an ELD unit toa groupof students, while anotherProject GLADpresenter coaches participants in the backof theclassroom. Teachers watchthe classroomdemonstration eachmorning, andtheafternoonsessionsarededicatedtodebriefing, reflection, and planning.
Project GLAD is a powerful and academicallychallenging ELD instructional model that promotes high levels of proficiencyin English. Project GLAD training provides intensive professionaldevelopmenttoteachers ofEnglishlearners. Whenteachersareableto seethe strategies beingdemonstratedwith students, itmakes allthemore sensetothemand, with regularcoaching, feedback, andstructuredcollaborativeunitplanning, improves thelikelihood of high-qualityimplementation at theclassroomlevel.
All DualImmersionteacherswill betrainedin GLADinstructionalstrategiesandreceiveongoing facilitation of collaborative unit planning, lesson designfollowed by demonstration lessons and debrief. All teachers who are new tothe DI Program will participatein the seven dayinitial GLAD professionaldevelopment as resourcesareavailable.
Dual Immersion curriculum requires a largevariety of books and types of materials toteachin bothlanguages duetothe natureof itsvisual, model-driven, and hands-on instructional strategiesapproach. It is thegoalto provide an adequate selectionof Spanish booksthrough theschoollibrary for allgradelevelsupthrough8"' grade. Dual Immersionworkstointegrate technology intocurriculum andinstruction inbothlanguages.
Dual Immersionclassesusedistrict-approved, standards-basedtextbooks used byother schoolsin thedistrict in Spanish whereavailable.
INSTRUCTIONAL STRATEGIES
Instructional methods are derived from research-based principles of dual language education andthe development of bilingualism and biliteracy in children. Instructional strategies promote languagedevelopment, interaction, and masteryof academic concepts. Dual Immersion teachersuseavarietyoftechniques including a reciprocal-interactive approach, hands-on activities, thematic units, cooperativelearning, separation of languages, shelteredinstruction, and activity-based small groupinstruction. Teacher direction inthe classroomincludes adherence todailyroutines, schedules, repetition of phrases, songs, daily activities, consistent useof teacher gestures, picturesto reinforce vocabulary, and modelingof verbal responses.
Cooperativelearning activities that involvecooperativeinteractionof non-nativeand native Spanishspeakersare usedinorder topromote positivecross-cultural attitudes and build friendships. Studentsare encouraged to work together and learn language skills from one another.
STAFF QUALIFICATIONS
Dual Immersionteachers must possess a Single Subjector Multiple SubjectCredential anda BCLAD emphasisin Spanish. The BASP or BCLAO or Emergency Bilingual Authorization are sufficient as an alternative to the BCLAD. Intern Credential candidates are also eligibleif they are enrolledin abilingual intern program and havethe bilingualauthorization on theintern credential. Teachers will have knowledgeof academic content curriculum, theoriesand
strategies for developmentof biliteracy. Teachers should possess a native-like proficiency in both languages of instruction andpossessan understanding of theDualImmersion modelof instruction. Theyshouldalsobecommitted toequityandaretrainedinmulticultural understanding.
LEADERSHIP ANDADMINISTRATIVESUPPORT
In additionto aqualityteachingstaff, a successfulDual Immersionprogramrequiresstrong leadershipandadministrativesupport. Theprincipalwill bea strongadvocateof theprogram goals of developing bilingualism, biliteracy andmulticulturalism. If resources and staffing allow, a Teacher of Academic Support willhelp overseeimplementationof theprogramat theschool. Theroleof theTeacherof AcademicSupportisto facilitateprofessionaldevelopment specificallyfor theDual Immersionteacherswhich willsupport theimplementationof GLAD instructional strategies, including designated and integrated ELD across all content areas. Duties also includeassistingteacherswithcurriculum development, coordinating special cultural events that strengthen thebicultural component of aDualImmersion program, facilitating English LanguageProficiency Assessmentsfor California (ELPAC) Initial testingaswell as annual ELPAC Summativeadministration, EL student reclassification, reclassifiedstudent monitoring, promotingthe program inthecommunity, assistancewith kindergartenrecruitment, co-facilitating informationalmeetingsandassistingwith organizing prospectiveparent site visits.
FISCAL SUPPORT
As a schoolof choice, SullivanDual Immersionreceivesall of thesame resources as other elementary schools, aswell as B. GaleWilsonMiddle Schoolwhich houses theDualImmersion program in6th-8th grades. Centralized, district textbookfundsprovide all corecurriculum and related materialsfor theDualImmersionprogram inbothlanguages. TitleIll Language Instruction for English Learners budget resources providesupportfor professional development and staffing, when possible. These resources will varyfrom year to year based upon the district's allocation and numberof studentsidentifiedas English learners.
PROGRAM EFFECTIVENESS
An annual DualImmersionprogrameffectiveness survey assessment will beconductedto evaluatetheefficiencyandprogress of theprogram. Program administratorswill workclosely with staff from theCurriculum,Instruction and Assessment department (CIA) andTechnology Support Services(TSS) lo developthe above mentioned program effectiveness survey assessment as well as togather and report data onstudent achievement. Thedata and effectiveness survey resultswill beshared annually aspartof theBoard Report on the Progress of English Learners. Theprogressof English learner students in theDualImmersion program will be compared to the progress of English learner students in Structured English Immersion settings.
FAMILY AND COMMUNITY
Parents areasked tomakeanine-year commitment totheDualImmersion Program. Continuity in the program is crucial for students lo fullyachievetheprogramgoalsof bilingualism and biliteracy, aswell as to maintain a successful, well-implemented program.
Parental involvement is an integral part of theDual ImmersionProgram and important to its success. Parents, guardiansand/or other family members are encouraged to become active participants in their child'seducation. A minimum of 10 volunteer hours peryearishighly
encouragedfromeach family. Volunteer opportunities include volunteering in theclassroom, assisting with small group instructionor otherclassroom duties, andchaperoningfieldtrips. Parentsarestrongly encouraged towork with their child at home.Dual Immersionparentsare encouragedto takeadvantageofallparent and familyengagement opportunitiesoffered atthe schoolsite.
Familieshavemultipleopportunities to be involvedthrough SchoolSiteCouncil (SSC), English LearnerAdvisory Committee(ELAC), andParent Teacher Organization(PTO). aswell as to providefeedbackonthe programthroughOpen Forummeetings.
Ill. Early Childhood Learning
Preschool Language Development
FSUSDpreschoolprograms integratedstudents receiving special education services with typical peersin 2016-17. FSUSDpreschool studentsnow receive daily languagedevelopment viaGuided Language Acquisition Design (GLAD) instructional strategies. Preschool GLAD® is about creatinga rich environmentof language, ideas and concepts. Students engage in learning at their ownentry points and are givenmultiple ways to respond. Preschool GLAD® engages participants in thinking about how childrenlearnlanguage and introducessuccessful research-basedstrategiesfor creating alanguage rich setting thatis alive withwords, aloud with language, and results inlanguage-rich learning. FSUSD provides Title 1 funds tosupport the implementationof Preschool GLAD throughout all preschool programs in the district.All preschool teachersandnumerouspara-educatorsreceiveongoingtrainingandcoachingto support highquality implementationof GLAD strategiesin order tosimultaneously strengthen structures of languagewhile learningcontent.Although thedistrict doesnot assess J)rt:st:lluuh,us todetermine ifthey are Englishlearners, many ofthestudents areassessed and qualify as Englishlearners when they enter kindergarten or transitional kindergarten.
Spanish Immersion Transitional Kindergarten
Partiallyin response tosecond language acquisition research and supportof theCaliforniaEL 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 inorder to acquireandmaster English more quickly. NativeSpanish speakers are taught solely in Spanishand are exposedtoearly literacy componentsintheir primary language. They use Benchmark's Getting Ready to Read materials inSpanish that preparethemfor success in the Dual Immersion program while honorng and cultivating literacy andnumeracy in their primarylanguage. Participationin theSpanish Immersion TKdoesnot guaranteeadmission tothe Dual Immersion program, although many studentsapply andareaccepted in Kindergarten. Theprogram is currentlyfunded by Title Ill Languageof Instructionfunds.
IV. Special Education and English Learner Program Coordination
English LearnerInitial Identification
Prior to identificationas aspecial educationstudent. the District's Englishlearnerinitial identificationproceduresarefollowed. If astudent's disability preventsnormal
administration of theinitial languageassessments, languageassessment staffconsult with special educationstaffmember for guidance in appropriate test administration and a continuumofsupport to follow. Fordetailed information: California Student Assessment
Accessibility English LearnerProficiency Assessments forCalifornia (ELPAC) - Universal Tools, Designated Supports and Accommodations prepared by theCalifornia Department ot Education.
Eligibility for Special Education
Aspartof theprocess of assessmentfor special education eligibility, thestudent's English Language Developmentlevelsmust beconsidered. If thestudent has already been identified asanEnglish learner, assessment procedurestake this into account.
English Language Development Services for English learners who
are receiving
Special Education Services
English learners whoarealso receivingspecialeducation servicesare still requiredtoreceive daily designatedELD. Thedeliverymodelof Englishlanguagedevelopmentservices, including daily designatedELD instruction, isdetermined by the IEP team.
Alternative Reclassification Protocol
Alternativereclassificationisaprocessthat existstoallow English learners whoalso receive specialeducation servicesto beconsideredfor reclassificationeventhough they may not meet the regularGoverning Board approvedcriteria. School personnel may consider alternative reclassificationat any timecurrentassessmentdatais available. The IEP team is convened, to includethe sitelead ELteacher, to discussthe impacts of thestudent's disability on performance in theclassroom andonstandardizedand/orinformalassessments. Whenthe IEP team determines that, considering the disability, there isevidence that thestudent has developed anappropriate level of proficiency in English, anappropriatelevelof proficiency in English LanguageArtsbasic skills, and anappropriate levelof academic performance based on teacherevaluation, arecommendationwithparentconsultationmay bemade tor alternative reclassification.
V. English Learner Road Map Committee Recommendations
• Providesupplemental staffing to schools for teachersof academic supportfor the purpose of monitoringstudent progress, assessing andreclassifyingstudents. supporting the implementation of designated andintegratedELDinstruction, providing daily designated ELDwherethey canmodel effectivelessons, and facilitate GLAD implementation inthe Dual Immersion program.
• Offer opportunities for studentstobeassessedwith theCalifornia SpanishAssessment in grades5, 8, and 11, or other appropriatetime. in order to qualify students for the State Seal of Biliteracy andto assist with placementin highschool classes.
• Progressmonitoring assessments will begiven in English and, whenavailable, in Spanishfordualimmersionstudents.
• Ensure that a Bilingual special education resourceteacher serves the Dual Immersion program.
• Provideongoingtraining inthe alternative reclassification protocol.
• Expand theSpanish library bookcollection for theDual Immersion program atall levels.
• Continue to provide Guided LanguageAcquisition Instruction (GLAD) professional development for all Dual Immersion teachers and administrators.
• Offer multiple opportunities for Spanish courses at the high schools, including Spanish for Spanish Speakers, placement in higherlevel courses, and/or Spanish Literature.
• Intentional recruitment of highlyqualified bilingual teachers to support theexpansion of the program.
Chapter6-AccountabilityandResourceManagement
I. The California Way Accountability Model
In response to changes in federal statute and to meet the requirements of California's Local Control Funding Formula (LCFF) law, California utilizes a school and district accountability system known as the CaliforniaSchool Dashboard. The annual Dashboard reports on the performance of students in the English Learner Program using multiple measures, including high school graduation rates, college and career readiness, academic performance on statewide assessments, chronic absenteeism rates, suspension rates, and English Learner Progress Indicator (ELPI).
• Chronic Absenteeism Indicator - This measure is based on the number of students who were chronically absent. Students are considered chronically absent ii they are absent at least 1O percent ot 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, ratherthan 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.
• Careerand 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:
o Career Technical Education Pathway Completion
o Grade 11 Smarter Balanced Summative Assessments in ELA and mathematics
c Advanced Placement Exams
o International Baccalaureate Exams
o College Credit Course (formerly called Dual Enrollment)
o a-g Completion
o State Seal of Biliteracy (New)
c Military Science/Leadership (New)
• English learner ProgressIndicator(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
long Term English learner (LTEL)- Beginning with the 2024 Dashboard, long-term English learner students will comprise a student group. LTELs are defined as pupils who have not attained English language proficiency within seven years of initial classification as an English learner. Performance of the LTEL student group will be reported for Suspension Rate, Graduation Rate, College/Career, Chronic Absenteeism, Academic Performance, and English Learner Progress Indicators.
Performance on state indicators is based on data from both the current and prior years. Any LEA, school, or student group with al 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.
Indicators with a performance level of red are of great concern because it indicates that the performance is far below the standard and there was little growth, if any, compared to the prior year.
II. ELD Monitoring
Designated English Language Development Monitoring
DailydesignatedELDwill be monitoredbysite administratorson an ongoing basis. Followingtheconclusionof the Initial ELPAC administration at thebeginningof theyear, theEnglishLearners and InstructionalSupport (EL/IS)department creates a spreadsheetfor eachschool sitethat contains a variety of data for eachstudent, including:
• Previoustwo years of ELPAC dataincludingWritten and OralComposite proficiencylevels
• Previous two years of NWEA-MAP data (RIT to Readingand RIT Percentile Rankings)
• Previous twoyears of CAASPP results in English Language Arts
• Special education designation
• Beginning date of Englishlearner identification
TheDailyDesignatedELDMonitoringspreadsheets are sharedwith each site administrator and Certificated Support for English Learners (CSEL) teacher. It is recorded on thespreadsheet whichteacherwill be responsiblefor providingdaily designatedELDandthetime of thedaytheywillprovide that instruction. Site administration are responsiblefor ensuringthe spreadsheet isupdatedwhen students mayberegrouped/reassignedtoreceivetheirdesignatedELD instruction.District administration corrsulls the spreadsheet when visitingcampuses during designated ELD instruction.
English Learner LanguageAcquisitionMonitoring
English learnerswillbe officially monitoredat report cardtime.Teacherswho are providing designated ELD willbe required to complete a Report ofLanguage Acquisition Progress (RLAP) atleasttwo timesperyearwhich identifies the proficiencylevel on eachof theELDstandardsfor English learner studentsthat have scoredlevel 1 or 2 in the Written Compositeon the mostrecent ELPAC Summativeassessment, or scored Novice level on theELPAC Initial Screener assessments. Teachers mayusethe ELD Progress Report asa substitutefor English Language Artsgrades.
A process for utilizingthe ObservationProtocol for Teachers of English Learners (OPTEL) instrument as aformalprogress monitoring tool will beexploredand developedbeginningin 2024-25. For moreinformation, please refer toChapter 2.
Reclassified Student Monitoring
As requiredbyESSA, students who arereclassified asfluentEnglish proficientare monitoredatleast once ayear bytheir classroomteachersforfour yearsfollowingtheir date of reclassification. Formore information, please refer toChapter 2.
Ill. Resource Management to Support English Learner Programs
FSUSD receives three specific funding resources from the COE 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 Ill Language Instruction for English Learners federal funds
• Title Ill Immigrant funds {dependent on annual eligibility of the district)
Supplemental/Concentration Grantfunds
Under the LCFF funding system, school districts receive funding based on Average DailyAUendance (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, ii is imperative that programs and services to address the needs of these student groups are funded with the Supplemental and Concentration Grant budget.
Title Ill Language Instruction for English Learners Federal Funds
ESEA. Title Ill. Part A. Language Instruction for English Learners (EL) and lmmigrnnt Students funds are designed to supplement the base programs provided for English learners and immigrant children. Districts that receive ESEA, Title 111, 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.
Title Ill Immigrant
Title Ill 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 Ill Immigrant Student Education Program subgrants is to pay for enhanced instructional opportunities to immigrant students and their families (see Figure 6.7). When eligible for funding, the district may choose from activities authorized by Title 111, 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.
IV. English Learner Roadmap Committee Recommendations
• Distribute the district's Supplemental Concentration Grant funds in order to support initiativeswhich will improve outcomes for English learners. Initiatives include addingsections 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 meet "a-g" eligibility.
• Utilize funds to support efforts to monitor language acquisition progress and content area masteryof English learner students, assessment and timely reclassification of students, high quality implementation of designated and integrated ELD instruction, professional development, and other supplemental supports, including academic and social-emotional counseling.
• Develop a plan in conjunction with site leadership and Certificated Support for English Learner (CSEL) staff to implement the Observation Protocol for Teachers of English Learners (OPTEL) tool for both progress monitoring and reclassification purposes.
• Provide after school opportunities for English learners to receive intervention support in English LanguageArts and mathematics as well as tutoring to assist with their successful completion of class work and passing grades, as well as enrichment opportunities for students who may not have access to electives or courses of their choice during the regular school day.
Appendix
A. California Roadmap Policy
B. FSUSD Board Policy 6174: Education for English Learners
C. FSUSD Administrative Regulation 6174: Education for English Learners
D. Home Language Survey
E. Primary Language Assessment
F. English Learner Reclassification Criteria for Grades 1-12
G. English Learner Reclassification Form
H. Alternative Reclassification Form
I. FSUSD Elementary Report of Language Acquisition Progress (RLAP)
J. FSUSD SecondaryReport of Language Acquisition Progress (RLAP)
K. Observation Protocol for Teachers of English Learners (OPTEL)
L. Glossary and Frequently Used Acronyms
Home / Specialized Programs / English Learners / English Learner Roadmap
Roadmap Policy
California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners.
This policy isintendedto assist the California Department of Education in providingguidance to local educational agencies (LEAs)in welcoming, understanding, andeducatingthe diverse population of students who are Englishlearners attendingCalifornia publicschools. Many English learners represent thenewestmembers of our society(including recently arrivedimmigrants and children ofimmigrants)whobringarichdiversity of cultural backgrounds andcome from families with rich social andlinguistic experiences. They alsobringskillsin their primarylanguages that contribute enormouslyto thestate's economic andsocial strengths as a talented mullilingual and mullicullural population.
This policy explicitlyfocuseson English learnersinthe context of the state's efforts toimprovethe educationalsystem, thequalityof teachingand learning, andeducationaloutcomes. IIcenters on standards, curriculum frameworks, assessment, accountability/school improvement, educator quality, early childhood/preschool. socialandfamilysupport services. parenUcommunity involvement, and higher education. Its purpose is to promotelocal capacity-buildingand continuous improvement in eachof theseareasandtheirinterrelationship, basedon evidenceofeffectiveness from local experience aswell asthe most current rigorousresearchevidencethat speaksto the strengths andneedsof the diversepopulationof Englishlearners.
The impetus forthispolicycomesfroma numberofimportantrelateddevelopmentsinCalifornia as well as nationally. If properlycoordinated andarticulatedas part of a coherent California English Learner Roadmap,these developments canbetterservethe state'slarge population of English learners to attain college-and career-ready standards andto further promote the rich linguistic diversity of the state asitthrives ina global economy andculture of learning, innovation, and advancedtechnology.
The adopted academic State Standardsand the Next Generation Science Standards, and corresponding English Language Development (ELD) standards, signal an importantshift toward emphasizing academic usesof language for all students, and student engagement with college-and career-ready curriculum using English andotherlanguages. Taken together,thesestandards highlight the tightly interconnected nature of developing disciplinary content understandings, analytical practices, and academic usesof language for all students. Thisshift enablesthe
educational system to move beyond remediating students' English language skills to simultaneously developing their language and literacy skills while engaging in the full range of academic content learning.
The State Seal of Biliteracy encourages districts to recognize students' biliterate proficiency. Developing assessments in languages other than English that are aligned to state academic standards (e.g., the California Spanish Assessment) are key to recognizing biliteracy and academic achievement in more than one language.The passage of the California Education for a Global Economy Initiative, known as Proposition 58 (amending Proposition 227), moves us beyond improvement efforts focused solely on language of instruction to programs and pathwaysthat effectively develop academic content knowledge, discipline-specific practices and academic language uses, andbllingual-biliterate proficiency.
California's Local Control Funding Formula (LCFF) is premised on local districts providing equitable learning conditions, pupil outcomes, and effective engagement of English learners. Districts are expected to set, with their parent and community partners, meaningful goals and outcomes that require full access to the curriculum, assure English learners' meaningful progress toward attaining academic English proficiency, and closing gaps in academic achievement for students entering as English learners. LCFF provides districts additional resources to build local capacity to implement and support evidence-based practices. State-produceddocuments provide coherent guidance for districtson implementing more andbetter comprehensive, research evidence-based services for diverse groups of English learners via the Local Control and AccountabilityPlan (LCAP) process, and provides support for continuous improvement.
Our accountability system is state-determined, and is consistent with federal guidance provided for states to implementthe Every Student Succeeds Act (ESSA), which supports our aligning federal and state policies to better integrate and leverage resources, services, assessment and accountability.Consonant with LCFF, ESSA elevates English language proficiency to a central indicator forTitle I accountability. It values English language development, which California has identified as both, designated ELD equally with integrated ELD-as presaged in California's English LanguageArts (ELA)/ELD Curriculum Framework.
Given ESSA's Title Ill provisions, California will re-examine standardized, statewide EL entrance and exit procedures and criteria, and report academic performance of key sub-categories of English learners, such as long-term English learners and students with disabilities. The broader federal stance on multiple indicators of performance also complements our system's use of multiple state and locally-collected indicators on academic achievement, EL progress, high school graduation, chronic absenteeism and student suspension, school climate and parent engagement to advance a more complete picture of district program effectiveness.
This policy also reflects the current national research consensus on second language learning, bilingualism, program effectiveness, and policy research1, much of which is consistent with earlier syntheses from the California Department of Educationi.
Findings include the following:
• English language proficiency development is a process that takes five to seven years for those entering with emerging English, benefits from coherent and alignedinstruction across that time period, and can take place as an integrated process simultaneous with academic content learning in addition to designated ELD and the development of bilingualism/biliteracy.
• Bilingualism provides benefits from the capacity to communicate in more than one language and may enhance cognitive skills, as well as improve academic outcomes.
• Establishing proper and consistent procedures and criteria for identifying, monitoring, and exiting English learners using appropriate assessment procedures-while developing professional capacity to use assessment results-constitutes a key lever for effective system improvement.
• The diversity of the EL population (e.g., newcomers, long-term English learners, students with interrupted formal education, students with disabilities, gifted and talented students, and the expected continuous exiting of students from the EL category) necessitates pedagogy and educational supportservices that are differentiated and responsive.
• Brain development research reinforces the crucial period of birth through early childhood in the areas of cognitive, social, and language development. There is great need for coherent, aligned support for dual language learners across the preschool and primary grade systems to begin developing their bilingual and biliterate capacities.
The current research evidence base also supports the need to attend to the following instructional factors:
• Explicit literacy instruction especially in the early grades
• Peer-assisted and small-group learning opportunities
• Providing academic language support during content area instruction, balanced with structured explicit opportunities for oral and written language skills development
• Appropriate assessment in various forms (e.g., formative, benchmark, summative) to understand and support student learning
• Processes related to social emotional development and identity formation
California is a state that welcomes newcomers and their families, and that addresses their linguistic diversity with a positive, additive orientation. Our schools need to reflect this orientation by affirming, welcoming and responding to a diverse range of student strengths, needs, and identities, and prepare graduates with the linguistic, academic and social skills and competencies needed for college, career and civic participation in a global, diverse and multilingual world.
California's Vision of Success for English Learners
English learners fully and meaningfully access and participate in a 21 st 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.
Mission
California schools affirm, welcome and respond to a diverse range of 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, thusensuring a thriving future for California.
Four Principles
Four principles support our vision and provide the foundation of California's English Learner Roadmap. These principles are intended to guide all levels of the system towards a coherent and aligned set of practices, services, relationships, and approaches to teaching and learning that together create a powerful, effective, 21st century education for our English learners. Underlying this systemic application of the Principlesis the foundational understanding that simultaneously developing English learners' linguistic and academic capacities is a shared responsibility of all educators, and that all levels of the schooling system have a role to play in ensuring the access and achievement of the 1.3 million English learners who attend our schools.
Principle#1: Assets-Oriented and Needs-Responsive Schools
Pre-schools and schools 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.
Principle#2: Intellectual Quality of Instructionand 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.
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 utilize valid assessment and other data systems that inform instruction
andcontinuousimprovement; resourcesandtieredsupportisprovidedtoensurestrongprograms andbuildthecapacityofteachersandstaffto buildonthestrengthsand meet theneedsof English learners.
Principle#4: Alignmentand ArticulationWithinandAcross Systems
Englishlearnersexperience acoherent, articulatedandalignedsetof practicesandpathways acrossgradelevelsandeducationalsegmentsbeginningwithastrongfoundationin earlychildhood andcontinuing throughtoreclassification, graduationandhighereducation.Thesepathways foster theskills, language(s),literacy andknowledge students need for college- andcareer-readinessand participation in a global, diversemultilingual21st centuryworld.
TheCaliforniaStateBoardof Educationwilldirectthe CaliforniaDepartmentof Education toprovide guidance todistricts andintermediarysupportorganizations(e.g., countyofficesofeducation, California Collaborative for Educational Excellence) onhowdistrictsandschoolscanimplement and strengthen comprehensive, research-based programsand servicesfor allprofiles of English learnersvia the LCAP, andprovidesupportfor establishingcontinuous improvement strategiesand expectations thatenableaccesstocollege- andcareer-readylearning as well as opportunities to attainthe State Seal of Biliteracy.
The guidancewill invest inandbuildeducators' professional capacity; emphasize collaborative efforts;support effectivepedagogy; anddevelopsystemicsolutionstocreateacoherentand positiveeducationsystem. Theguidance willencourageinnovativedistrictandschool implementation of evidence-basedpractices for curricula. materials adoption anddevelopment. instruction, professionaldevelopmentandleadershipthatare responsive tothedifferentiated strengthsandneedsof Englishlearners,andstrengtheningappropriateassessmenttoolsand practices. The guidance willbe consistent withthe requirementssetforth instateandfederal laws addressing Englishlearners.
Adopted bythe California State Board of Education (SBE) on July 12, 2017. To obtainthe posted SBE agenda and item, please visit the California Department of Education SBEAgendaforJuly, .2Q.1.Iweb page.
1 NationalAcademiesof Sciences, Engineering, andMedicine (2017). Promoting the Educational Success ofChildren and Youth Learning English: Promising Futures. Washington, DC:The National Academies Press. DOI: 10.17226/24677
2COE (1984) Schooling and Language MinorityStudents:ATheoretical Framework;COE(1986) Beyond Language: SocialandCultural Factorsin SchoolingLanguageMinority Students;andCOE (2010) Improving Educationfor English Learners: Research-BasedApproaches.
The Governing Board intends to provide English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency inEnglish,advance multilingual capabilities, and facilitate student achievement in the district's regular course of study.
English learners shall be provided differentiated English language development instruction which is targeted to their Englishproficiency level. Such instruction shall be based on sound instructional theory, be aligned with state content standards,emphasizeinquiry-basedlearning and cr tical thinking sk lls. and beintegrated across all subjectareas.
No middle or high school student who is an English learner shall be denied enrollment in any of thefollowing: (EducationCode 60811.8)
1. Coursesin the core curriculum areas of reading/language arts,mathematics, science, and history/social science, courses required to meet state and local high school graduation requirements, or courses required for middle school grade promotion
However, an English learner who has been enrolled in a school in the United States for less than 12 monthsor isenrolled in a program designed to develop the basic English skills of newly arrived immigrant students may be denied participation in any such course, if the course of study provided to the student is designed to remedy academicdeficits incurred during participation and reasonablycalculatedto enable thestudent to attain parity of participation in the standard instructional program within a reasonable length of time after the student enters the school system.
2.A full course load of courses specified in Item #1 above
3. Other courses that meet the "A G· course requirements for college admission or are advanced courses such as honors or Adv;mc;ed Pl�e-0ment courses, on the sole basis of th�student"s d:>stification 3$ .'.ln English le.:>rner
The district shall identify inits local control and accountability plan (LCAP) goals and specific actions and services to enhance student engagement, academic achievement, and other outcomes for English learners.
The Superintendent or designee shall encourage parent/guardian and community involvement in the development and evaluation of programs for Englishlearners The Superintendent or designee may also provide an English development literacy training program for parents/guardians and community members so that they may better support students' English language development.
Staff Qualilications and Training
The Superintendent or designeeshall ensurethatall staff employed to teach Englishlearners possess the appropriate authorization from the Commission on Teacher Credentialing.
The district shall provide effective professional development to teachers (including teachers in classroom settings that are not the settings of language Instruction educational programs), administrators, and other school or community-based organization personnel to improve the instruction and assessment of English learners and enhance staff's ability to understand and usecurricula. assessment, and instructional strategies for English learners. Such professional development shall be of sufficient intensity and duration to produce a positive and lasting impact on teache,s' performance in the classroom. (20 USC 6825)
Staff development shall also address the sociocultural needs of English learners and provide opportunities for teachers to engage in supportive, collaborativelearning communities.
Identificationand Assessment
The Superintendent or designee shall maintain procedures for the early identification of English learners and an assessment of their proficiency using the English Language Proficiency Assessments for California (ELPAC). To overseetest administration. the Superintendent or designee shall annually designate a district ELPAC coordinator
and a site coordinator for each test site in accordance with 5CCR 11518.40-11518.45.
Once identified as an English learner, astudent shallbe annually assessed tor language proficiencyuntil the student is reclassified based one<iteria specified in the accompanying administrative regulation.
Inaddition, Englishlearners' academic achievement in Englishlanguage arts,mathematics, science.and any additional subject required by law shall be assessed using the California Assessment of Student Performance and Progress. As necessary, the test shall be administered with testing variations in accordance with 5 CCR853. English learners who are in their first 12 months of attending a school in the United States shall be exempted from taking the English language arts assessment to theextent allowed by federal law. (Education Code 60603. 60640: 5 CCR 853)
Formativeassessments may be utilized to analyze student performance and appropriately adapt teaching methodologies and instructions.
LanguageAcquisition Programs
The district shall offer research-based languageacquisition programs that are designed to ensure English acquisition as rapidly and as effectively as possible and that provide instruction to students on the state-adopted academic content standards, including the English language development standards. (Education Code 306; 5 CCR 11300)
At a minimum, the district shall offer a structured English immersion program which includes designated and integrated English languagedevelopment. In the structured Englishimmersion program. nearly all of the classroom instruction shall beprovided in English, but with thecurriculum and presentation designedtor students who are learning English. (Education Code 305-306; 5 CCR 11309)
For the purpose of determining the amount of instruction to be conducted in English in the structured English immersion program, ·nearly all"means that all classroominstruction shall beconductedin English except tor clarification, explanation. and support as needed.
In addition, languageacquisitionprogramsoffered by the district may include, but are not limited to. the following: (Education Code 305·306)
1. A dual-language immersion program that provides integrated language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement. first and second language proficiency, and cross-cultural understanding
Thedistrict's languageacquisition programs for grades K-3shall comply with class size requirements specifiedin Education Code42238.02. (Education Code 310)
In establishingthe district's language acquisition programs, the Superintendent ordesignee shall consultwith parents/guardians and the community during the LCAP development process. The Superintendent or designee shall also consult withadministrators, teachers, and other personnel with appropriateauthorizations and experience in establishing a language acquisition program. (Education Code 305)
At the beginning ofeach school year or upon a student's enrollment, parents/guardians shall be provided information on the types of languageacquisition programs available to students enrolled in thedistrict,including, but not limited to, a description of each program, the process to be followed in making a program selection, identification of any language to be taught in addition to Englishwhen theprogram includes instruction in another language, and the process to request establishment of a language acquisition program. (Education Code 310: 5 CCR 11310)
Whenever a student isidentified as an English learner based on the results of the ELPAC, thestudent's parents/guardians maychoose a language acquisitionprogram that best suits their child. To the extent possible, any language acquisitionprogram requested by the parents/guardians of 30or more students at theschool or by the parerlts/guardians of 20 or morestudents at any grade level shall be offered by the school. (EducationCode 310: 5 CCR 11311)
Until July 1. 2029, the Superintendent or designee may.with Board approval, and asspecified in BP 5117 lnterdistrictAttendance, enter into an instructioncollaboration agreement (ICA) with another school district, county office of education.or charter school to offer the same or similar courses and coursework to students who have been impacted by teacher shortages. disruptions. or cancellations. or teacher shortages to dual language immersion programs. (Education Code48345)
Reclassification
When an English learner is determined based on state and district reclassification criteria to have acquired a reasonable level of English proficiency pursuant to Education Code 313 and 52164.6, or upon request by the student's parent/guardian, the student shall betransferred from a language acquisition program into an English language mainstream classroom.
ProgramEvaluation
To evaluate the effectiveness of the district'seducational program for English learners, theSuperintendent or designee shall report to the Board. at least annually, regarding:
1. Progress ot English learners towards proficiency in English
2. Thenumber and percentage of English learners reclassified as fluent English proficient
3. Thenumber and percentage of English learners who are or are at risk of being classified as long-term English learnersin accordance with Education Code 313.1
4. The achievement of English learners on standards-based tests in core curricular areas
5. For any languageacquisition program that includes instruction in a language other than English, student achievement in the non-English languagein accordance with 5 CCR 11309
6. Progress toward any other goals for English learners identified in the district's LCAP
7. A comparison of current data withdata from at least the previous year in regard to Items#1·6above
8.Acomparison ot data between the different language acquisition programs offeredby the district
The Superintendent or designeeshall also provide the Board with regular reports from any district or schoolwide English learner advisory committees.
Enslishlearnermeans a student whoisage 3·21years, who is enrolled or is preparing toenroll inanelementaryor secondary school, and whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the student the ability to meet state academicstandards, the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society. An English learner may include a student who was not born in the United States or whose native language is a language other than English; a student who is Native American or Alaska Native, or a native resident of the outlying areas, who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or a student who is migratory, whose native language is a language other than English, and who comes from anenvironment where a language other than English is dominant. {Education Code 306; 20 USC 7801)
Desisnated Enslish lansuase development means inst,uction provided during a time set aside in the regular school day for focused inst,uction on the state-adopted English language development standards toassist English learners to develop critical Englishlanguage skills necessaryfor academiccontentlearningin English, {5 CCR 11300)
lntesrated En3lish lansuase development means instruction in which the state•adopted English language development standards are used in tandem with the state•adopted academic content standards. Integrated English language development includes specially designed academic instruction in English. {5 CCR 11300)
Native speaker offnslish means a student who has learned and used English at home from early childhood and English has been the primary means ofconcept formation and communication. {Education Code 306)
Identification and Assessments
Upon enrollment in tho district, each student's pdmary 13ngu.:1ge shall be determined throush the uz;e of o home language survey. {Education Code 52164.1; 5 CCR 11307, 11518.5)
Any student who is identified as having a primary language other than English as determined by the homelanguage survey, and who has not previously been identified as an English learner by a California public school or for whom thete is no record of results from an administration of an English language proficiency test, shall beinitially assessed for English proficiency using the English Language Proficiency Assessments for California {ELPAC). P,ior to administer ng the ELPAC, the Supe(io.t.en.d.eo.t_or_d.e.sigoee sba.11 noti.fy tlte.studeot'.s pacent/guardianiruv<iting that__ the studentwill be administered the initial ELPAC. (Education Code 313, 52164.1; 5 CCR 11518.5)
Administration of the ElPAC, including the use of variations andaccommodations in test administrationwhen authorized. shall be conducted inaccordance with test publisher instructions and 5 CCR 11518.5-11518.37.
Based on the initial assessment, the student shall be classified either as initially fluent in English proficient or as an English learner. TheSupe,intendent or designee shall notify the student's parent/guardian, in wr ting, of theresults of the ELPAC initial assessment within 30calendar days after the student's date of initial enrollment, or, ii administered prior to the student'sinitial date of enrollment. up to 60calendar days prior to suchenrollment, but not before July 1 of the school year of the student'sinitial enrollment.Thenotice shall indicate whether the student met the ELPAC initial assessment criterion for proficiency and include the district's contact information for use if the parent/guardian has questions or concerns regarding the student's classification. (5 CCR 11518.5)
Each year after a student is identified as an English learner and until the student is redesignated as English proficient, thesummative assessmentof the ELPACshall be administered to thestudent during a four-month period after January 1 as determined by the California Department of Education. (Education Code 313)
The Superintendent or desi gnee shall notify parents/guardians of thei,child's results on the summative assessment of the ELPAC within 30 calendar days followingreceipt of the results from the test contractor or, if the results are received from the test cont,actor after thelast day of instruction for the school year, within 15 working days of the start of the next school year. (Education Code 52164.1; 5 CCR 11518.15)
The parent/guardian of a student participating in. or identifiedfor participation in, a language instruction program
supported by federal Title I or Title Ill funds shall receive notification of the assessment of the student's English proficiency. Such notice shall be provided no later than 30 calendar days after the beginning of the school year or, if the student is identified for program participation during the school year. within two weeks of the student's placement inthe program. The notice shall include all of the following: (EducationCode313.2, 440: 20 USC 6312)
1. The reason for the identification of the student as an Eng ish learner and the needfor placement in a language acquisition program
2. The level of English proficiency, how the level was assessed. and the status of the student's academic achievement
3. Adescription of the language acquisition program in which the student is, or will be, participating. including a description of all of the following:
a. The methods of instruction used in the program and in other available programs, including how such programs differ in content, inst,uctional goals, and the use of English and a native language in instruction
b. Themanner in which the program will meet theeducational strengths and needs of the student
c. The manner in which the program will help the student develop English proficiency and meet age· appropriate academic standards for grade promotion and graduation
d. The specific exit requirements for the program, the expected,ate of transitionfrom the program into classes not tailored for English learners. and theexpected rate of graduation from secondary school if applicable
e. When the student has been identified for special education, the manner inwhich the program meets the requirements of the student's IEP
4. As applicable, the identification of a student as a long-term English learner or at risk of becoming a long-term English learner, as defined in Education Code313.1, and the manner in which the program for English language development instruction will meet the educational strengths and needs of such students and help such students develop English proficiency and meet age-appropriate academic standards
5. Information about the parent/guardian'sright to have the student immediately removed from a program upon the parent/guardian's request
6. Information regarding a parent/guardian's option to decline to enroll the student in the program or to choose another program or method of Instruction, if available
7. Information designed to assist a parent/guardianin selecting among available programs, if more than one program ormethod is offered
LanguageAcquisitionPrograms
Whenever parents/guardians of enrolled students, andthose enrolled for attendance in the next school year. request that the district establish a specific language acquisition program in accordance with Education Code 310, such requests shall be addressed through the following process: (5 CCR 11311)
1. The school shall make a writtenrecord of each request, including any request submitted verbally, that includes the date of therequest. the names of the parent/guardian and student making the request, agene,al description of the request. and the student's grade level on the date of the request. As needed, the school shall assist the parent/guardian in clarifying the request. All requests shall be maintained for at least threeyears from the date ofthe request.
2.The school shall monitor requests on a regular basis and notify the Superintendent or designee when the
parents/guardians of at least 30 students enrolled in the school, or at least 20 students in the same grade level, request the same or a substantially similar type of language acquisition program, If the requests are for a multilingual program model, the district shall consider requests from parents/guardians of students enrolled in the school who are native English speakers in determining whether this threshold is reached.
3. If the number of parents/guardians described in Item #2 is attained, the Superintendent or designee shall:
a. Within 10 days of reaching the threshold. notify the parents/guardians of students attending the school, the school s teachers, administrators and the district's English learner parent advisory committee and parent advisory committee, in writing, of the requests for a language acquisition program
b. Identifycosts and resources necessary to implement any new language acquisitionprogram, including. but not limited to. certificated teachers with the appropriate authorizations, necessaryinstructional materials, pertinent professional development for the proposed program, and opportunities for parent/guardian and community engagement to support the proposed prog,am goals
c. Within 60calendar days of ,eaching the threshold number of parents/guardians described in Item #2 above, determinewhether it is possible to implement the ,equested language acquisition program and provide written notice of the determination to parents/guardians of students attending the school, the school's teachers, and administrators
d. If a determination is made to implement the language acquisition program, create and publish a reasonable timeline of actions necessary to implement the program. If a determination is made that it is not possible to implement the program, provide a wt tten explanation of the reason(s) the program cannot be provided.
The district shall notify parents/guardiansat the beginning of each school year or upon the student's enrollment regardingthe process to request a language acquisition program,including a dual-language immersion program, for their child. The notice shall also include the following: (5 CCR 11309. 11310)
1. Adescription of the programs provided, including structured English immersion
2. Identification of any language to be taught in addition to English when the program includes instruction in a language other than English
3. The manner in which the program is designed using evidence-based research and includes both designated and integrated English language development
4. The manner in which the district has allocated sufficient resources to effectively implement the program, including, but not limited to, certificated teachers with the appropriate authorizations, necessaryinstructional materials, pertinent professional development. andopportunities for parent/guardian and community engagement to support the prog,am goals
5. The manner in which the program will, within a reasonable period of time, lead to language proficiency and achievement of the state-adopted content standards in English and, when the program includes instruction in another language, in that other language
6. The process to request establishment of a language acquisition program not offered at the school
7. For any dual-language immersion program offered, the specific languages to be taught. The notice also may include the program goals, methodology used, and evidence of the proposed program's effectiveness.
The district shall provide additional and appropriate educational setvices to Eng ish learners for the purposes of overcoming language barr ers and academic deficits in othe, areas of the core curriculum. (5 CCR 11302)
Reclassification/Redesignation
English learners shall be reclassified as fluent English proficient when they are ab e to comprehend, speak. read, and vuite English well enough to receive instruction in an English language mainstream classroom and make academic progress at a level substantially equivalent to that of students of the same age or grade whose pr i mary language is English andwho are in the regular course of study. (Education Code 52164.6) The criteria for determining whether an English learner shall be reclassified as fluent English proficient shall include, but not be limited to: (Education Code 313, 52164.6; 5 CCR 11303)
1. Assessment of English language proficiency using an objective assessment instrument, including. but not limited to, the ELPAC
2. Evaluation by the student's classroom teacher and any other certificated staff with direct responsibility for teaching or placement decisions related to the student, including, but not limited to, a review of the student's curriculum masteryand academic performance
3. Parent/guardian involvement, including:
a. Notice to parents/guardians of language reclassification and placement, including a description of the reclassification process and the parent/guardian's opportunity to participate
b. Encouragement of parent/guardian participation in the district's reclassification procedure, including seeking parent/guardian opinion and consultation during the reclassification process
c. Provision of an interpreter for the parent/guardian, when necessary
4. Comparisonof student performance on an objectiveassessment of basic skills in English against an empirically established range of performance in basic skills, based on the performance of English proficient students of the sameage, which demonstrates whether the student is sufficiently proficient in English to participate effectivelyin a curriculum designed for students of the same age whose native language is English
The 1tudcnt's language proficiencyassessments, the participants in the ,eclas:sificationprocess,tJnd any decisions regarding reclassification shall be retained in the student's permanent record. (5 CCR 11305)
The Superintendent or designee shall monitor the progress of reclassified students lo ensure their correct classification and placement. (5 CCR 11304)
The Superintendent or designee shall monitor students for at least four years following their reclassification to ensure the studentshave not prematurely exited, any academic deficit incurred through participation in the English learner program has been remedied.arid the students are meaningfully participatingin the standard instructional programcompared to students who had never participated in an Engish learner program, (5 CCR 11304: 20 USC 6841)
Advisory Committees
A school-level English Learner Advisory Committee (ELAC) shall be established when there are more than 20 English learners at the school. Parents/guardians of English learners, elected by parents/guardians of Englishlearners at the school. shall constitute committee membership in at least the same percentage as English learners represent of the total number of students in the school, Theschool may designate for this purpose an existing school-level advisory committeeprovided that it meets thesecriteria for committee membership. (Education Code 52176; 5 CCR 11308)
The ELAC shall be responsible for assisting in the development of a schoolwide needs assessment, recommending ways to make parents/guardians aware of the importance of regular school attendance, and advising the principal and school staff in the development of a detailed master plan for English learners for the individual school and submitting the plan to the Board for consideration for inclusion in the district master plan. (Education Code 52176)
When the district has more than SO English learners, the Superintendent or designee shall establish a District English Learner Advisory Committee (DELAC), the majority of whose membership shall be composed of parents/guardians of English learnerswho are not employed by the district. Alternatively, the district may use a subcommitteeof an existing districtwide advisory committee on which parents/guardians of Englishlearners have membership in at least the same percentage as English learners represer>t of the total number of studentsin the district. (Education Code 52176)
The DELAC shall advisethe Board on at least the following tasks: (5 CCR 11308)
1. Developing a district master plan for education programs and services lorEnglishlearners. takinginto consideration theschoolsiteplans forEnglish learners
2. Conducting a districtwide needs assessment on a school·by·school basis
3. Establishing a district program, goals, and objectives for programs and services for English learners
4. Developing a plan to ensure compliance with applicable teacher or instructional aide requirements
5. Administering the annual language census
6. Reviewing and commenting on the district's reclassification procedures
7. Reviewing and commentingon the required written parental notifications
In order to assist the advisory committeein carrying out its responsibilities. the Superintendent or designee shall ensure that DELAC and ELAC committee members receive appropriate training and materials. This training shall be planned in full consultation with the members. (5 CCR 11308)
LCAP Advisory Committee
When there are at least 15 percentEnglish learners in thedistrict. with at least SO students who areEnglishlearners, a district-level English learner parent advisory committeeshall be establishedtoreview and comment onthe district's local control andaccountability plan (LCAP}. Such advisory committeeshall provideinput regarding the district's existing language acquisition programs and language programs. and. where possible, theestablishment of other such programs, in accordance with BP 0460 • Local Control and Accountability Plan. The committee shall be composedof a majority of parents/guardians of English learners. If theDELAC acts as theELAC pursuant to Education Code52063 and52062,the DELAC shall alsoreview and comment on thedevelopment or annual update oftheLCAP. (Education Code52062, 52063; 5 CCR 11301, 15495)
The DELAC may also serveas the LCAP English learner advisorycommittee.
DatestudentfirstattendedschoolintheUnitedStates: I I Name&CityofPreviousSchool:
RequestCELDT:
Birthdate: ---
NOTE: Ifa language other than ENGLISHis indicated inquestions l-3,yourciiild MUSTBETESTED forEnglishProficiency(EducationCode52164.1 (a)). lfalanguage otherthanENGLJSHis indicated inquestion4,your child maybetested attheDistrict'sdiscretion.
English Learner Reclassification Criteria for Grades 1-12
PendingBoardApproval
DemonstrationofBasicskills TeacherEvaluation
or
Score "Nearly 1 �1 RatingofmasteryofCalifornia Met"/Level 2 on orRQClevel")" ELDStandardsSBAC ELA
1-ExpandingorBridging
on all, withBridging on at
�L" least 6 of 12.
Phone callto Parent and/or Letter oremail
IfanEnglishlearner student withan IEP nolonger benefits from EL �ervices. but the student's disabilityprevents him/herfrommeetingthe above criteria, the student may be considered foralternative reclassification during anyIEP meeting, includinganaddendum. Contact the student's Case Manager foradditional guidance.
Note: Incurred deficits In motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification.
2. Ifthe studentdid not meetstandardreclassificationcriteriaforELPAC, how hasthestudent's disability impacted his or her abilitytoscore Overall Level 4?
3. Which languagedomainsareaffected by the disability? __Listening __Speaking __Reading __Writing
4. Whatotherinformationindicatesthestudent has acquiredfluency inEnglish? Yes No -
Considering thedisability, theIEP team hasdeterminedthat thestudenthas reachedan appropriate level of Englishproficiency.
�)�!2Wl2ilti�2Di;ife�rfotmilD�� iDaa�i,·Slsill&
DateSBAC ELA
Performance Level Score:
Student assessed withCAA _yes _ no
Dateofhighest NWEA MAP Reading RIT Score: Lexile Score:
Other:
1. If the student did not meet standard reclassification criteria forBasicSkills, how has the student's disability impactedhisorher ability to demonstrate English proficiency in standardizedtests of basicskills?
2. How are theobserved error patternssimilarto thosemade bystudentswiththe same disabilityversus a language acquisition difference?
Yes No -Considering the disability, theIEP team hasdeterminedthat the student hasreachedan appropriate level ofperformance in ELA Basic Skills.
Evaluation based on (selectall thatapply): OPTEL Teacher rating of ELD Standards __ Progress toward IEPGoals __Classroom performance
1. Howdid the team determine thatthe deficit in academic performance isdueto thedisability, andunrelated to EnglishLanguage proficiency?
YesNo
Considering thedisability, the IEPteam hasdeterminedthe student hasreached an appropriate level of academic performance.
1. How didthe parent participate inthis discussion anddecision?
2. Summarize the parent'scomments:
_Yes_ NoTheIEPteam determinesthatthe primary reasonthestudent doesnot meet reclassificationcriteria isdue to the disability rather than limited Englishproficiency, and the student no longer benefits from English Learner program services.
Name of EL Representative:
Name ofSpecial Ed Representative:
Name ofAdministrator:
Date IEP is anticipated to be affirmed in SEIS: This worksheet willbeforwardedto theEnglish Leamer andInstructional Support department forfinal processing.
School ID Number LastName, FirstName <<school» <<ID>> <<Student Last>>, <<Student First>>
Kev:Please useoneoflhefoJJowint:1(e,,,.e]sto nonulate the current trimester to indicate observedne , Em = Emerging I Ex = Expanding I
atllle
I. Exchanging informationandideaswithothersthroughoralcollaborative discussions onarangeofsocialandacademictopics
Ke\': Please useone ofthefollowinelevelstononulatcthecurrenttrimester toindicateobserved l)Crformance on each oftheELDstandards. Em = Emerging I Ex= Expanding I 8= Bridging Collab'o:ra.tlv.e�
I. b:changingInformationandideaswith othersthrough oral collaborativediscussionson a rangeofsocial andacademictoolts
2. lnterac-tfngwithothe,sInwrittenEnglishinvariovs(Ommvnicative forms
7. Evaluatinghow well writers and speakersuse languageto supportideasand argumentswith dNailsor e11idcnce dependingonmodality.texttype, purpose,audience,topic, andcontent area
8. Analyzinghowwriters andspeakersusevocabularyandother languageresources for specificpurposes(toexplain, persuade,entertain,etc.)depending onmodality,purpose, audience,etc.
• Thestudentconsistentlyexpressesgrade-level ideas effectivelyin written texts and oralpresentations ordiscussions and almostnever relieson linguisticsupports todoso.
Instructional Setting(s) inwhich the student was observed (Choose allthat apply):
DEnglishLanguageArts/Literacy
DEnglish Language Development
DMathematics
□Science
DHistory/Social Science
Other:
InteractionType(s) (Choose all that apply):
□Whole Group (one-to-many)
□SmallGroup (one-to-few)
□Pairs (one-to-one)
Other: Whal did youconsider lhat led you to markthis level? You may attach supportingdocumentation.
If the student has an IEP, describe any accommodations thatwere used during theobservation(s), and the extent towhich, as applicable, the student's disability may have had animpact on their rating.
OPTEL Parent Consultation Form
Student Name:
YesONo0
Grade Level:
This form, along witha completed OPTEL tool and other relevant documentation, shall be usedto document that parentconsultation occurred regarding this student's reclassification from English Learner to FluentEnglish Proficient status, per Education Code 313(f)(3). Thispagemust be signed by the student's teacher and, to the extent possible, thestudent's parent or guardian. Failure to obtain a parent signature shall not preclude a student from reclassification.
Notes on discussion with parent regarding this student's reclassificationfrom English Learnerto Fluent EnglishProficient status, referringtothe OPTEL tool. (See OPTEL User Guide and 0PTEL parent consultation presentation materials.)
I, (educatorname)============-Qagree or{)jisagreethe student routinelydemonstrates fluent Englishproficiencyinorderto accessgrade-levelcontent instructiondeliveredinEnglishwithminimal linguisticsupport.
I, (parentname)'=============•wasconsulted, andgave my opinion regarding theinformation providedto meabout mychild'sEnglishlanguage proficiency. I wasprovidedthe opportunity toparticipate in adiscussionabout whether to reclassify mychildfromEnglishLearnerto FluentEnglishProficient.
Parent/GuardianSignature:-'==========Date:=' ===-
Glossary of Terms
California English Language DevelopmentStandards (CAELD Standards)- The California English Language DevelopmentStandards (CA ELD Standards) amplify the California StateStandards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem withstatecontentstandards, assist Englishlearner students to build English proficiency, refine the academic use of English, and provide students accessto subject area content.
English Language Development (ELD) -Englishlanguage development (ELD) instruction is designed to enable English learner students toattain proficiency in Englishand todevelop the skills andconfidence in listening, speaking, reading, and writingthat are the foundation of achievementinside and outside the classroom.
English Language Development(ELD) Standards-see"California EnglishLanguage Development Standards (CA ELD Standards)"
English Language Proficiency Assessments for California(ELPAC) -TheELPACis the required state test for English language proficiency (ELP)thatmustbe given tostudents whose primary languageis a language otherthan English.
English Learner(EL) - An English learner is a student who enrolls in a Californiaschool beginningin any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtained a level ofEnglish proficiency that indicates programs and servicesare necessary. Students identified as English learnersreceive programsand services until they meetthereclassificationcriteriapursuantto Education Code (EC)Section 313.
Fluent English Proficient- See "Reclassified Fluent EnglishProficient"
Individualized EducationProgram (IEP) - An Individualized EducationProgram (IEP)is an individualized document designed for each public schoolchild who receivesspecialeducation and related services. The IEP creates an opportunity for teachers, parents, schooladministrators, related servicespersonnel, and students (whenappropriate) to worktogetherto improveeducational results for children with disabilities.
Reclassification-Reclassificationisthe process whereby a student isreclassified from English learner (El) status to Fluent EnglishProficient (RFEP) status. Reclassification can take place at any time during the academic year, immediately upon the student meeting all the criteria.
Reclassified Fluent English Proficient (RFEP) Student - A reclassified fluent English proficient studentis a former EL student who has metthe four criteria specified in California EC Section 313(f). For more information on the four criteria for reclassification, please visit CDE's Reclassification web page.
Glossaryand Frequently Used Acronyms
A-G TheA-G /College Entrance Requirements- A sequenceof highschool courses that studentsmust complete(with agrade ofC or better) to be minimally eligiblefor admissiontothe University of California(UC)and California State University(CSU).
ADA AverageDaily Attendance- Total number of daysofstudent attendance divided by thetotal numberofdays of instruction.
ALO AcademicLanguageDevelopment
BASP Bilingual Authorization Spanish- Authorization embedded into credential as equivalent to BCLAD.
BCC Bilingual, Certificate of Competence- Authorizationthat certifies teacherto workwithstudents in bilingualclassrooms.
BCLAO Bilingual, Cross Cultural, LanguageandAcademicDevelopmentAuthorizationallows theholder to provideEnglish LanguageDevelopment (ELD), Specially Designed Academic Instruction in English (SDAIE), instruction in the primarylanguageandfor primary languagedevelopment.
CIA Curriculum, Instruction andAssessmentdepartment
CLAD CrossCultural, Language, and AcademicDevelopment-Authorizationallows theholder to provideEnglish Language Development {ELD) and Specially Designed Academic Instruction in English {SDAIE).
CSEL Certificated Support forEnglishLearners
CTE CareerTechnical Education
DELAC District English Learner Advisory Committee- Whenever thereare 51 or more English Learner students in a district, a DELAC is formedin which at least 51% of the members are parents ofEnglish learnerstudents{notemployed by thedistrict).
DFS Distancefrom Standard- Term usedintheCaliforniaDashboard accountability reportingsystemto report theaveragenumber of seatedscore
pointsthatagroup ofstudentsachievedin comparison to thetargetaverage scaledscore.
0LI Dual LanguageImmersion
ECLA0 Emergency Cross Cultural, Language, andAcademicDevelopmentTemporary authorization that allows theholder to provide EnglishLanguage Development(ELD)and Specially DesignedAcademic Instructionin English (SDAIE).
EL/IS English Learnersand InstructionalSupport department
ELA English LanguageArts
ELAC EnglishLearnerAdvisoryCommittee-A functioningEnglish LearnerAdvisory Committee(ELAC) is required whenever thereare21 or more English Learner students at aschool site.
ELD English Language Development (ELD)-A specialized program of English language instructionappropriate for theEnglish learner (EL)student's identified level of language proficiency. This programis implemented and designed to promote second languageacquisitionof listening, speaking, reading, andwriting.
EL EnglishLearner(EL)- A student for whom thereis areport of a primary languageother thanEnglishon thestate-approved Home LanguageSurvey andwho, on the basisofthestateapprovedassessment procedures, has beendeterminedtolacktheclearly definedEnglishlanguage skillsof listeningcomprehension, speaking,reading, andwriting necessaryto succeed in regular instructionalprograms.
ELPAC English LanguageProficiency Assessmentsfor California- ELPACisthe required statetestfor English languageproficiency (ELP)that must be given to studentswhoare identified as English learners ona Initial and Annual basis.
ELPI EnglishLearner Progress Indicator
EO EnglishOnly-A student with English indicated asthe only languageonthe Home Language Survey.
ESEA Elementary andSecondary Education Act
ESSA Every Student SucceedsActs
FRC FamilyResourceCenter
FSUSD Fairfield-Suisun UnifiedSchool District
GATE Gifted and Talented Education-Studentswho areenrolledina public elementary or secondary schoolandare identified aspossessing demonstratedor potential abilitiesthat giveevidence of highperformance capability,areenrolledin Gifted andTalentedEducation (GATE). High performancecapabilityisdefined by each school districtgoverning board. Each districtshall use oneor moreof thefollowingcategoriesin definingthe capability: intellectual, creative, specificacademic, leadership, high achievement, performing andvisualartstalent,oranyother criterion proposed bythedistrict and approved bytheState Boardof Education in the district's GATEapplication
GLAD Guided LanguageAcquisition Design
GELAP General EducationLimitedAssignment TeachingPermit
HLS Home LanguageSurvey- This form contains thelegal requirementswhich direct schools todeterminethelanguage(s)spoken inthehomeof each student. This formis designed to assistwiththeprimarylanguage identification process.
IEP IndividualizedEducation Plan
1-FEP Initially Fluent EnglishProficient- Uponfirst enrollment ina California public school, a student is consideredInitial Fluent EnglishProficientwhen heor shehasmet theELPACcriterionwhichwasadministered basedon the HLS.
ILP Individualized LearningPlan- Plan developed throughdistrict-created process to meettheneedsof individual students.
LCAP Local Control Accountability Plan- Three-yearplan that describesa LEA's goals, actions,services,and expenditures to supportpositivestudent outcomesthat address state andlocal priorities.
LCFF Local Control Funding Formula
LEA local Educational Agencyorschooldistrict
LEP Limited-English Proficiency- Limited-English-proficient (lEP) students are those students forwhomthereisa report ofa primary languageother than Englishon the state-approved HomelanguageSurvey andwho, onthe basisof the state-approvedorallanguage (kindergarten through grade
twelve) assessment procedures and literacy (grades three throughtwelve only), havebeendetermined tolack theclearly defined Englishlanguage skillsof listeningcomprehension, speaking, reading, and writing necessary to succeed intheschool'sregularinstructional programs. This term was replacedwiththeterm Englishlearnerbeginningwith the 1998-99 data collection.
LTEL Long-Term English Learner- AnEnglishlearner student who is enrolled in a U.Sschool for morethan six years without yet being reclassified.
MAP MeasurementofAssessment Progress
MTSS Multi-TieredSystemofSupports
NWEA NorthwestEvaluationAssociation
PIQE ParentInstituteforQualityEducation
Quorum Theminimumnumber of members of an assembly or society that must be presentat any ofitsmeetingsto makethe proceedings of thatmeetingvalid.
RFEP Reclassified-Fluent English Proficient- Reclassified or Redesignated studentshavebeen redesignated accordingtothemultiplecriteria, standards, andprocedures adoptedby thedistrict and demonstrate that studentsbeing redesignatedhave anEnglishlanguage proficiency comparabletothatof average nativeEnglish speakers.
RLAP Report of LanguageAcquisition Progress
SBAC Smarter Balanced Assessment Consortium
SDAIE Specially DesignatedAcademic Instruction in English-Anapproach toteach academic coursestoEnglishlearner (EL)students inEnglish. Itis designed for nonnativespeakers of English and focuses on increasing the comprehensibility ofthe academic courses typically provided to FEP and English-only students in thedistrict. Students reported in thiscategory receiveaprogram ofELD and, ata minimum, two academicsubjects required for gradepromotionor graduation taught through(SDAIE).
SEI StructuredEnglishImmersion- Classes whereEL students who have notyet metlocal districtcriteriafor having achieved a "goodworking knowledge" (also definedas "reasonablefluency")of English areenrolled in an English language acquisitionprocess for young childrenin which nearly all classroom instructionis inEnglishbut consistsof acurriculumand presentation designed for childrenwho arelearning the language.
