District English Learner Master Plan

Transcription

Chula Vista Elementary School District
Department of Language Acquisition & Development
English Learner
Master Plan
Board of Education
Cheryl S. Cox, Ed.D.
Larry Cunningham
Patrick A. Judd
Bertha J. López
Pamela B. Smith
Superintendent
Lowell J. Billings, Ed.D.
The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance
with all applicable State and Federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support
Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, ext. 1340. Any individual who believes s/he has been a victim of unlawful
discrimination in employment, contracting, or in an educational program may file a formal complaint with the District's Human Resources Office.
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English Learner Master Plan Task Force
Allan, Marissa
Angeles, Griselda
Basden, Bette
Billings, Lowell
Carranza, Veronica
Clark, Aurora
Cruz, Tom
De Jerez, Antonia
De la Cruz, Cristina
Doyle, Dennis
Fahle, Susan
Ferguson, Bruce
Fiszlewicz, Sara
Flores-Speer, Cristina
Franco, Danielle
Glover, Tom
Gonzalez, Toni
Guasp, Maria
Gugerty, John
Hernandez, Leonard
Howard, Willard
Jimenez, Lucia
Lebron, Fran
Lopez, Andrew
Ludi, Patricia
Malaga, Luz
Martinez, Rosi
Matos, Ollie
McKearney, Gloria
Monsalve, Sandra
Mora, Jorge
Morales, Frances
Nakamura, Emiko
Navarro, Dawn
Nelson, John
Peters, Margo
Ponce, Rosalba
Ramirez, Evette
Ramirez, Jorge
Robbins, Susan
Rosenfeld, Luisa
Ruvalcaba, Martha
Sabala, Helena
Sanchez, Brizeida
Sanchez, Emma
Sapien, Charlene
Saucedo, Mauricia
Solorzano-Ybarra, Sheila
Stover, Ana
Sykes, Dwight
Taylor, Margo
Travers, Gerardo
Vazquez, Gustavo
Velasco, Francisco J.
Villar, Antonio
Villegas-Duvanich, Sandra
Waisman, Susana
West, Olga
Winters, Dan
Woldt, Lee
Literacy First
Children First
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Table of Contents
Page
Accountability Vision for English Learners
4
Initial Identification
6
Placement of Students
9
Program Options and Parental Exception Waivers
10
Instructional Program and Curriculum
21
Reclassification
27
Staffing Authorization
29
Professional Development
30
Accountability and Evaluation
31
Parent Advisory Committee
35
Funding
37
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Department of Language Acquisition and Development
Accountability Vision for English Learners
The Chula Vista Elementary School District has established a Districtwide accountability
system that holds all administrators, principals, and support staff accountable for making
gains in student achievement every year. Under this model, each school and every
department will be expected to develop annual goals that address performance in the
areas of student achievement. Through this process, the Superintendent and Board of
Education reinforce the commitment of the District to provide high quality services to
English Learners. To ensure ongoing assessment of performance in the provision of
services to English Learners, the English Learner Master Plan will include requirements
specific to the implementation of a sound instructional program for English Learners. All
administrators, teachers, and instructional support staff will receive training in the
instruction, evaluation, and monitoring of the program for English Learners. This will
ensure understanding of program requirements and effective implementation of services to
English Learners.
Program Effectiveness
The assessment and accountability process for the District includes the collection and
reporting of data using standards-based and multiple measure models. The system was
developed to identify Districtwide trends and to identify individual student needs that occur
within instructional programs. The effective use of English Learner achievement data is
described in the assessment system. Data collection procedures and analysis to
determine program effectiveness for English Learner support, Title III (No Child Left
Behind) requirements, and federal case law.
Federal case law (Castañeda vs. Pickard, 648F.2d 989, 1981) requires that the main goals
of the English Learner Program are to develop the English language fluency of each
English Learner as effectively and as efficiently as possible, and to develop mastery of the
core curriculum comparable to native English speakers. The court set forth the following
standards for effective programs for English Learners:
1. The program is based on educational theory that is research-based, has proven
methodology, and is recognized by experts in the field.
2. The programs or practices used are calculated to effectively implement the
adopted theory, and
3. The program successfully produces results that indicate that language barriers
are being overcome.
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Goal Statement
The EL Master Plan defines four goals for English Learners:
1. To develop English language proficiency in each English Learner (EL) as effectively
and efficiently as possible. Students, on average, will be expected to gain one level
of proficiency annually. The District’s Catch-Up Plan lays out the annual expected
gains in English proficiency.
2. To increase the number and percent of English Learners at the two highest levels of
English proficiency at the target rates expected on an annual basis. The District’s
Catch-Up Plan establishes the annual expected benchmarks in gains in the two
highest levels of English proficiency.
3. To close the “achievement gap” between English-only students and English
Learners. English Learners will improve in achievement levels to meet annual
expected benchmarks established by the District’s Catch-Up Plan.
4. To increase the number of students who are becoming bilingual and biliterate. The
District recognizes that these goals can only be accomplished through expanding
programs that are standards-based, rigorous, and well designed so that students
can access the entire curriculum while acquiring English and Spanish.
In order to achieve these goals, the District will:
• Value biliteracy as a gift that will assist the student in life
• Provide all students with the opportunity to participate in high quality
instruction that addresses academic standards
• Offer programs based on student need and sound educational pedagogy
• Provide for and honor parent options
• Provide high quality staff development for all administrators and staff
• Embrace parent involvement in the educational process
• Provide a process for monitoring the effectiveness of programs
• Increase the number of dual language programs
The purpose of the District’s Master Plan for English Learners is to provide schools with a
standard for consistent program implementation and evaluation of services for English
Learners. With a common staff understanding of goals and procedures, English Learners
will receive consistently implemented programs of high quality that are designed to meet
their academic needs. The District must also ensure that students recoup any academic
deficits incurred in achieving grade level standards in those areas.
The Chula Vista Elementary School District is committed to the development of the
following for all English Learners:
• Academic proficiency in English
• Academic achievement at parity with native English speakers
• Reclassification to Fluent English Proficient, and
• Development of students who are multiliterate and appreciative of the cultural and
linguistic diversity that is brought to us by our community of learners.
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7
INITIAL
IDENTIFICATION
Home Language Survey
During enrollment, all parents must complete a Home Language Survey (HLS) that is used
to determine the primary language of the student. This will remain on file for each student
in the cumulative folder and in the student’s English Learner folder. The Home Language
Survey is available in English and Spanish. All students, including English-only students,
must have a completed HLS on file. Each completed HLS must include a parent’s
signature, birth country, date of first entry into a United States school, and enrollment date.
If any of the first three responses on the HLS indicate a language other than English, the
student is assessed with the CELDT within two weeks of initial enrollment. The CELDT
assessment components include speaking, listening, reading, and writing. The results of
these assessments enable site personnel to determine the English language proficiency
level of the student. If the person administering the HLS believes that the form is
completed incorrectly or that there may actually be a home language other than English
present, the school principal may arrange for a conference with the parents to explain the
impact of the HLS in relation to the educational services received by the child.
For students who are transferring from another school district, the HLS shall be
administered. However, the only HLS that is valid is the first one ever completed by the
parent at the time of initial enrollment in a California public school. For placement
purposes while cumulative student records are in transit, the student shall be assessed for
English language proficiency with the CELDT as explained below. Upon the receipt of
student transfer records, the student’s language status from the originating district shall be
honored.
English Language Assessment
The state-approved instrument used for language assessment is the California English
Language Development Test (CELDT). Trained, District-certified assessors will administer
the assessment. The test determines the student’s overall English language proficiency
level (1, 2, 3, 4 or 5), as well as proficiency levels in the areas of listening, speaking,
reading, and writing. The CELDT test is given only once for initial identification, and each
year thereafter for annual progress monitoring until the student is reclassified.
The CELDT results are then used to determine the designation of the student as either an
English Learner or Fluent English Proficient (FEP). The Department of Language
Acquisition is responsible for the coordination of CELDT administration. The Information
Services Department enters CELDT test results into the CVESD Student Management
System (SMS). Using the SMS, schools access CELDT results by using the Student
Language Profile Report (SLP). The SLP displays the following information by school,
grade, and teacher:
• Home language and primary language assessment results
• Name, ethnicity, student ID number, and gender
• Language classification, e.g. EL, I-FEP, R-FEP
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• Instructional program (Structured English Immersion, Mainstream/ELD, or Alternative
Bilingual)
• Dates of all assessments and R-FEP date
• English Language Proficiency in Listening/Speaking, Reading, Writing, & Overall
proficiency
• The expected levels of overall proficiency targets on an annual basis
• The annual California Standards Test results in Language Arts and Mathematics
Primary Language Assessment
State law requires that ELs be assessed for primary language proficiency within 90
calendar days of initial enrollment. The Chula Vista Elementary School District will assess
the primary language proficiency of English Learners for initial identification purposes
within 30 days of initial enrollment. Procedures for the evaluation of primary language
differ depending on the primary language of the student. For students whose primary
language is Spanish, the District-designated, state-recognized instrument used is the
Language Assessment Scales-Spanish (LAS-S).
For students whose primary language is other than Spanish, a modified version of the
primary language assessment developed by Los Angeles Unified School District is used in
lieu of a formal assessment. The student’s parent or guardian completes the form. The
purpose of the rating is to gain information that will help to identify the student's oral
language level. In addition to this assessment, parents are surveyed regarding the
student’s reading and writing ability in the home language.
Scores from the primary language assessment determine the identification of the student
as "non", "limited", or "fluent" in the primary language. The results of these assessments
assist in the determination of student placement.
Parent Notification of Assessment Results
Parents are notified in writing in a language they can understand (orally, if they are unable
to understand written communication), of the results of the initial language assessment
within 30 days of initial enrollment. The parent notification includes test results of English
language proficiency and primary language proficiency as testing resources allow, the
programs offered in the District, and the student's initial program placement. This
notification will be provided in English and in Spanish. The law requires that when 15% or
more of the student population at a given school site speaks a common language, all
relevant parent notification is to be available in that language.
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The following are referenced in the previous section.
Home Language Survey
Assessment for Initial Identification and Program Placement FLOW CHART
Superintendent parent letter referring to CELDT
Test results interpretation guide
Parent Notification of Initial Language Proficiency and Program Placement
Annual Parent Notification
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CHULA VISTA ELEMENTARY SCHOOL DISTRICT
HOME LANGUAGE SURVEY
California Education Code (Ed. Code 62002) requires schools to determine the language(s)
spoken at home by each student. A language proficiency assessment is required if student’s
home language is other than English. This information is essential in order for schools to
provide meaningful instruction for all students. Your cooperation in helping us meet the
requirement is requested.
Please answer the following questions:
Student’s Name:
ID#:
Grade:
School:
Teacher:
Your relationship to student:
Mother
Father
Guardian
Other (Specify) ______________________
My child is from an English-only home:
YES
NO
If yes, there is no need to complete this form; please sign and date this form.
Directions:
1.
2.
3.
4.
Please check a response for each of the following questions and indicate other languages if
applicable.
English Spanish
Other Language(s)
What language did your child learn when he/she first
began to talk?
What language does your child most frequently use at
home?
What language do you use most frequently to speak to
your child?
What language do the adults at home most often
speak?
Additional survey questions:
YES
5.
Can an adult family member or extended family member speak English?
6
Can an adult family member or extended family member read English?
7.
Has your child been Reclassified Fully English Proficient (RFEP) in the past?
8
Has your child been assessed as English Proficient in the past?
NO
What is the preferred language for oral or written communications to be sent home from the school?
English
Spanish
Parent / Guardian Signature
Date
DISTRITO ESCOLAR PRIMARIO DE CHULA VISTA
ENCUESTA DEL IDIOMA DEL HOGAR
El Código de Educación de California (Ed. Code 62002) exige que las escuelas determinen el o
los idiomas que cada alumno habla en el hogar. Se necesita una evaluación del dominio del
idioma si el idioma del hogar del alumno no es el inglés. Esta información es indispensable
para que las escuelas proporcionen una buena educación para todos los alumnos.
Solicitamos su ayuda para auxiliarnos a cumplir con este requisito.
Favor de contestar las siguientes preguntas:
Nombre del alumno:
Grado:
ID#:
Escuela:
Maestro:
Su relación con el estudiante:
Madre
Padre
Tutor legal
Otro (anote) ______________________
En el hogar de mi niño sólo se habla inglés:
Sí
NO
Si contestó sí, no necesita llenar este formulario; favor de poner la fecha y su firma al pie de la hoja.
Instrucciones: Favor de marcar su respuesta (√ ) para cada una de las siguientes
preguntas y de indicar cuáles son los otros idiomas si corresponde.
Inglés
Español Otro(s) idioma(s)
1.
¿Qué idioma usó su niño cuando empezó a hablar?
2.
¿Qué idioma habla su niño más frecuentemente en
casa?
¿Qué idioma utiliza más frecuentemente para hablar
con su niño?
3.
4.
¿Qué idioma utilizan más frecuentemente los adultos
en casa?
Preguntas adicionales de la encuesta:
SÍ
5.
¿Hay algún adulto en la familia inmediata o algún pariente
que hable inglés?
6
¿Hay algún adulto en la familia inmediata o algún pariente que lea inglés?
7.
¿Se reclasificó anteriormente a su hijo como competente en inglés (RFEP)?
8
¿Se determinó alguna vez al evaluar a su niño que domina el inglés?
¿En qué idioma prefiere que se mande la información al hogar por parte de la escuela?
Inglés
Español
Firma del padre o tutor legal
Fecha
NO
Assessment for Initial Identification and program Placement
FLOW CHART
HOME LANGUAGE SURVEY
Home Language
English Only
other than English
Assess English with
CELDT
GRADES K-1
Listening and Speaking
GRADES 2-6
Listening, Speaking
Place in
Mainstream
Program
English
Learner
Initially Fluent
English
Proficient
Assess Primary
Language
Place in Appropriate
EL Program
SEI
Mainstream
Place in
Mainstream
Program or
Alternative
Bilingual
*Alternative Bilingual or
Dual Language
Program
* Requires Parent Waiver
84 EAST “J” STREET • CHULA VISTA, CALIFORNIA 91910 • (619) 425-9600
EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH
BOARD OF EDUCATION
CHERYL S. COX, Ed.D.
LARRY CUNNINGHAM
PATRICK A. JUDD
BERTHA J. LÓPEZ
PAMELA B. SMITH
SUPERINTENDENT
LOWELL J. BILLINGS, Ed.D.
March 2004
Dear Parents:
State and Federal laws require all school districts in California to give a
state test to students whose home language is not English. The name of
this test is the California English Language Development Test (CELDT).
The purpose is to determine how well each student tested can listen,
speak, read, and write English.
Your student has been given the CELDT, and the results have identified
him/her as an English Language Learner. Enclosed you will find the
Student Proficiency Level Report which indicates a proficiency level for
each portion of the CELDT your child has taken, as well as an “overall”
proficiency level.
The CELDT helps us to:
• Identify new students who are English Language Learners.
• Monitor the progress of continuing students in developing English
language skills.
• Determine which students are considered eligible for reclassification to
Fluent English Proficient.
Parents are encouraged to communicate with the school and the teachers
concerning their child’s growth in English language proficiency and
educational progress. Your support and high expectations for your child’s
academic achievement will help ensure success for your child.
Sincerely,
Superintendent
BOARD OF EDUCATION
LARRY CUNNINGHAM
PATRICK A. JUDD
BERTHA J. LÓPEZ
PAMELA B. SMITH
SUPERINTENDENT
Marzo de 2004
Estimados padres de familia:
Las leyes federales y estatales requieren a todos los distritos escolares de
California dar una prueba estatal a los alumnos en cuyo hogar se habla
un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de
la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es
determinar cómo se encuentra cada alumno examinado en hablar,
escuchar, leer y escribir inglés.
Su hijo tomó la prueba CELDT, y los resultados lo identifican como
estudiante que está aprendiendo inglés (English Language Learner).
Anexo se encuentra el reporte que indica su nivel de dominio de inglés en
cada una de las partes del CELDT que tomó, lo mismo que un nivel
“general” de aptitud.
La prueba CELDT nos ayuda a:
• Identificar a los alumnos que son Estudiantes de Inglés.
• Vigilar el progreso de los alumnos en su habilidades en el idioma
inglés.
• Determinar cuáles alumnos deben considerarse para reclasificarles
como alumnos con dominio del inglés (Fluent English Proficient).
Se invita a los padres de familia a comunicarse con la escuela y los
maestros respecto al avance del niño en su desarrollo del inglés y su
progreso académico. El apoyo y sus altas expectativas para el
aprovechamiento académico de su hijo ayudarán a asegurar el éxito de
su niño.
Atentamente,
Dr. Lowell J. Billings
Superintendente
BOARD OF EDUCATION
LARRY CUNNINGHAM
PATRICK A. JUDD
BERTHA J. LÓPEZ
PAMELA B. SMITH
SUPERINTENDENT
March 2004
Dear Parents:
State and Federal laws require all school districts in California to give a
state test to students whose home language is not English. The name of
this test is the California English Language Development Test (CELDT).
The purpose is to determine how well each student tested can listen,
speak, read, and write English.
Your student has been given the CELDT, and the results have identified
him/her as Fluent-English Proficient. This means that your student will be
assigned to a regular academic program and will not need special help to
increase his/her English skills. Enclosed you will find the Student
Proficiency Level Report which indicates a proficiency level for each
portion of the CELDT your child has taken, as well as an “overall”
proficiency level.
Parents are encouraged to communicate with the school and the teachers
concerning their child’s educational progress. Your support and high
expectations for your child’s academic achievement will help ensure
success for your child.
Sincerely,
Superintendent
BOARD OF EDUCATION
LARRY CUNNINGHAM
PATRICK A. JUDD
BERTHA J. LÓPEZ
PAMELA B. SMITH
SUPERINTENDENT
Marzo de 2004
Estimados padres de familia:
Las leyes federales y estatales requieren a todos los distritos escolares de
California dar una prueba estatal a los alumnos en cuyo hogar se habla
un idioma que no es el inglés. Dicha prueba es la Prueba de Desarrollo de
la Lengua Inglesa (CELDT, por sus siglas en inglés). El propósito es
determinar cómo se encuentra cada alumno examinado en hablar,
escuchar, leer y escribir inglés.
Su hijo tomó la prueba CELDT, y los resultados lo identifican como
Alumno con Dominio del Inglés. Esto significa que su niño será asignado
a un programa académico regular y no necesitará ayuda especial para
aumentar sus aptitudes en inglés. Anexo se encuentra el reporte que
indica su nivel de dominio de inglés en cada una de las partes del CELDT
que tomó, lo mismo que un nivel “general” de aptitud.
Se invita a los padres de familia a comunicarse con la escuela y los
maestros respecto al avance académico del niño. El apoyo y altas
expectativas de parte de usted para el aprovechamiento académico de su
hijo ayudarán a asegurar el éxito de su niño.
Atentamente,
Superintendente
84 East J Street • Chula Vista, CA 91910 • 619 425-9600
LEARNER
PARENT NOTIFICATION OF LANGUAGE PROFICIENCY
Dear Parents/Guardian:
When you enrolled your child in school, you indicated that your child’s first language and/or the
language most frequently spoken in your home, is other than English. As required by law, your child’s
English and primary language oral, reading and writing skills have been assessed.
has demonstrated the following skills:
Your child
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Listening/Speaking Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as ENGLISH
LEARNER. The overall English Language Proficiency Level of your child is:
Beginning
Level 1
Early Intermediate
Level 2
Intermediate
Level 3
Based on these assessment results, your child requires more assistance in English language
development. Listed below are the instructional placement options available to you.
Structured English Immersion Program
This model provides instruction primarily in English. Students will be taught English language
skills. Students will be taught subjects using special strategies in English with primary language
instructional support, as needed.
Mainstream Program with English Language Development
Students receive all instruction in English with English Language Development.
Alternative/Bilingual Program
Instruction will be provided in English and Spanish with a focus on the development of English
language proficiency. A parent Waiver is required.
Parent Waiver: You have the right to request a Parent Waiver for participation in an
Alternative/Bilingual Program. If your child is under age 10, he/she will be placed initially in a
Structured English Immersion program for 30 calendar days after which the Alternative/Bilingual
Program commences. Children age 10 or older are not subject to the 30-calendar day period and
the Alternative/Bilingual Program placement will take effect immediately. You will receive
information regarding Parent Waivers for children under age 10 from your child’s school.
If you wish to have more information regarding placement or programs, please contact your child’s school
or the Language Acquisition Department.
Teacher’s Signature
Date
Parent’s/Guardian’s Signature
Date
SCHOOL
GRADE
WHITE: Cum Folder
CANARY: Language Acquisition Dept.
PINK: EL Folder
GOLDENROD: Parent/Guardian
84 East “J” Street • Chula Vista, CA 91910 • 619 425-9600
NOTIFICACIÓN DE DOMINIO DEL IDIOMA ESTUDIANTE DE INGLÉS
LEARNER
Estimado Padre de Familia o Tutor:
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma
que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su
hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo.
Su hijo ________________________________ demostró las siguientes habilidades:
INGLÉS
Nivel general en el CELDT
Escuchar y hablar
Lectura
Escritura
_____
_____
_____
_____
PRIMER IDIOMA
Nivel Oral en LAS
Nivel de Lectura en LAS
Nivel de Escritura en LAS
_____
_____
_____
De acuerdo a los resultados en la prueba de dominio del idioma CELDT, se le ha designado como
ENGLISH LEARNER (Estudiante de Inglés). El nivel general de dominio del idioma inglés de su hijo es:
Principiante
Intermedio Inicial
Intermedio
Nivel 1
Nivel 2
Nivel 3
Basado en los resultados de las pruebas, su hijo requiere más ayuda para desarrollar el idioma inglés. En
seguida aparecen las opciones de programas educativos disponibles.
Programa de Inmersión Estructurada al Inglés
Este modelo proporciona enseñanza principalmente en inglés. Se enseña a los alumnos
habilidades del idioma inglés. Se enseñarán las materias con métodos especiales en inglés y
con ayuda educativa en el idioma nativo, según sea necesario.
Programa de Educación Regular en Inglés con Enseñanza para el Desarrollo del Inglés
Los alumnos reciben toda su instrucción en inglés junto con clases para desarrollar el idioma
inglés
Programa Opcional Bilingüe
La enseñanza será en inglés y en español con énfasis en desarrollar el dominio del idioma inglés.
Solicitud de Exención: Usted tiene el derecho de someter una Solicitud de Exención (Parent
Waiver) para que se permita a su hijo participar en un Programa Opcional Bilingüe. Si su hijo es
menor de diez años, se le colocará inicialmente en un programa de Inmersión Estructurada al
Inglés por 30 días de calendario y después se le colocará en el Programa Opcional Bilingüe. Los
niños de 10 años en adelante no tienen que someterse a los 30 días de espera y la colocación en
un Programa Opcional Bilingüe se efectuará inmediatamente. Se le dará información respecto a
las Solicitudes de Exención para niños menores de 10 años en la escuela de su hijo.
,
Si usted desea obtener más información respecto a la colocación o a los programas, favor de llamar a la
escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma.
Firma del maestro
Fecha
Firma del Padre o Tutor
Fecha
ESCUELA
GRADO
WHITE: Cum Folder
CANARY: Language Acquisition and Development
PINK: ELL folder
GOLDENROD: Parents
BLANCA: Expediente del estudiante
AMARILLA: Departamento de Adquisición y Desarrollo del Idioma
ROSA: Carpeta ELL
ORO: Padres
817518 (03/2005)
PROFICIENT
When you enrolled your child in school, you indicated that your child’s first language
and/or the language most frequently spoken in your home, is other than English. As
required by law, your child’s English and primary language oral, reading, and writing skills
have been assessed.
Your child
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as
ENGLISH PROFICIENT. The overall English Language Proficiency Level of your child is:
Early Advanced - Level 4
Advanced - Level 5
Based on these assessment results, your child is proficient in English and will be assigned
to a Mainstream Program.
Mainstream Program
Students receive all instruction in English.
You have the right to request student
participation in an Alternative/Bilingual Program.
Instruction will be provided in English and Spanish.
If you wish to have more information regarding instructional placement or programs,
please contact your child’s school or the Language Acquisition Department.
Date
Date
SCHOOL
GRADE
WHITE: Cum Folder
PINK: EL Folder
NOTIFICACIÓN DE DOMINIO DEL IDIOMA
COMPETENTE
PROFICIENT
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el
idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las
habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su
idioma nativo.
INGLÉS
Escuchar y hablar
Lectura
Escritura
PRIMER IDIOMA
Nivel Oral en LAS
_____
_____
_____
_____
______
______
______
De acuerdo a los resultados en la prueba de dominio del idioma CELDT, su hijo ha sido designado
como ENGLISH PROFICIENT (competente). El nivel general de dominio del idioma inglés de su hijo
es:
Avanzado Inicial - Nivel 4
Avanzado - Nivel 5
De acuerdo a los resultados de estas pruebas, su hijo posee dominio del inglés y será asignado a
un programa de educación regular. (Mainstream Program)
Programa de educación regular
Los alumnos reciben toda su instrucción en inglés.
Usted tiene el derecho de pedir que el alumno participe en un Programa Opcional Bilingüe.
La enseñanza será en inglés y en español.
Si usted desea obtener más información respecto a la colocación o a los programas, favor de
llamar a la escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma.
Firma del maestro
Fecha
Fecha
ESCUEL
A
GRADO
WHITE: Cum Folder
PINK: ELL folder
GOLDENROD: Parents
ROSA: Carpeta ELL
ORO: Padres
817506 (03/2005)
CHARTER
SCHOOLS
When you enrolled your child in school, you indicated that your child’s first
language, and/or the language most frequently spoken in your home, is other than
English. As required by law, your child’s English and primary language oral, reading, and
writing skills have been assessed.
Your child _________________________________has demonstrated the following skills:
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as:
ENGLISH LEARNER
____Beginning - Level 1
____Early Intermediate - Level 2
____Intermediate - Level 3
ENGLISH PROFICIENT
____Early Advanced - Level 4
_____Advanced - Level 5
Your child is enrolled in the following program:
Transitional/Dual Second Language Program
Students receive instruction in English and Spanish in the core academic subjects. Students are
provided with daily English language development.
(CIP) Classroom Instructional Plan
Primary language support may be provided.
Modifications are made to ensure that instruction is meaningful to the student. Assistance may be
provided by a bilingual paraprofessional.
Mainstream English-Only Program/Waiver for English Learners
This program is for students whose parents have opted for an English-only program.
language development is provided on a daily basis.
Participation in these programs is voluntary.
placement or programs, please contact the school.
If you wish to have more information regarding
Date
Date
SCHOOL
GRADE
WHITE: Cum Folder
PINK: EL Folder
English
ESCUELAS
AUTÓNOMAS
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que
más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de
su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo.
INGLÉS
Escuchar y hablar
Lectura
Escritura
PRIMER IDIOMA
Nivel Oral en LAS
_____
_____
_____
_____
______
______
______
De acuerdo a los resultados en la prueba de dominio del idioma inglés (CELDT), se le designó
como:
ESTUDIANTE DE INGLÉS
Principiante, Nivel 1
Intermedio, Nivel 3
Intermedio Inicial, Nivel 2
COMPETENTE EN INGLÉS
Avanzado Inicial, Nivel 4
Avanzado, Nivel 5
Su hijo está matriculado en el siguiente programa:
Programa de Transición al Segundo Idioma o Programa de Dos Idiomas
La enseñanza de las materias académicas básicas es en inglés y español. Los alumnos
reciben diariamente clases para el desarrollo del idioma inglés.
Plan de Enseñanza Especializada (CIP)
Los alumnos reciben toda su enseñanza en inglés. Se les puede ofrecer apoyo en su
idioma nativo. Se hacen modificaciones para asegurarse que la instrucción tenga sentido
para el alumno. Se puede brindar ayuda por medio de un auxiliar de instrucción bilingüe.
Programa Sólo en Inglés. Exensión para Alumnos Estudiantes de Inglés
Este programa es para los alumnos cuyos padres han elegido programa de estudios sólo
en inglés. Se dan clases para el desarrollo del idioma inglés diariamente.
La participación en estos programas es voluntaria. Si usted desea obtener más información
respecto a la colocación o a los programas, por favor llame a su escuela.
Firma del maestro
ESCUELA
WHITE: Cum Folder
PINK: EL Folder
Fecha
GRADO
Fecha
Parent Notification of Language Proficiency
To the parent(s)/ guardian(s) of: ____________________________________________________ Academic Year _______
School
Grade
Home Language
ID#
Dear Parents: Upon enrollment in the Chula Vista Elementary School District, your child’s Home Language Survey indicated a
language other than English. Pursuant to California law, the District is required to assess your child’s English and primary language
proficiency. This letter updates you on your child’s progress in English and other academic areas, outlines placement for this year and
reviews program options available to your child.
The California English Language Development Test (CELDT) is administered to all English Language Learners (ELL) annually. Your
child has been identified as an ELL based on the following CELDT proficiency levels, which are described on the back:
Listening/Speaking _____
Reading _____ Writing _____
Overall Proficiency Level _____
If you are a parent of a 3rd-6th grade student, you should have received in August the results of all State Testing and Reporting (STAR)
annual tests: the California Standards Test (CST); the California Achievement Test, Sixth Edition (CAT6); and for some students, the
Spanish Assessment in Basic Education, Second Edition (SABE/2). These tests are important indicators of your child’s academic
achievement.
Goals of programs serving English Language Learners:
All programs share the following goals: to build academic fluency in English, to support the achievement of grade level standards, and
to meet promotion and graduation requirements. The same District adopted standards-based instructional material is used for all
programs to ensure that the goals are met.
Your child is currently receiving services in the following program for English Language Learners:
_____Mainstream Program: Students with ‘reasonable fluency’ in English will be placed in this program. All academic instruction
is in English, with English Language Development (ELD) taught on a daily basis. While this program is for those students at
higher proficiency levels, parents of ELLs at any proficiency level may request that their child be placed in this program.
_____Structured English Immersion (SEI): Students with ‘less than reasonable fluency’ in English will be placed in SEI. After one
year in the SEI program, the child may continue in the program or the parent may request a Mainstream Program. Instruction is
overwhelmingly in English, and Spanish may be used for clarification as appropriate. Students receive daily ELD lessons and
teachers adapt English instruction using special strategies.
_____Biliteracy Program: Spanish instruction is used as a foundation for learning grade-level language arts, math, and/or other
content subjects. ELD is taught daily. Typically, most programs increase English instructional minutes as the grade level
progresses. Students are placed in the Biliteracy Program with an annual written waiver request by the parents.
If you have any questions regarding programs and services offered in the District, please contact the Department of Language
Acquisition and Development at (619) 425-9600, ext. 1520.
Sincerely,
School Principal
PLEASE, CHECK BELOW TO INDICATE WHETHER OR NOT YOU AGREE WITH YOUR CHILD’S PROGRAM PLACEMENT. SIGN AND DATE
THE FORM, RETAIN THE CANARY COPY FOR YOUR RECORDS AND RETURN THE REST OF THE COPIES TO THE SCHOOL OFFICE.
I have been informed of my rights and have read this Parent Notification Language Proficiency letter.
NO, I do not agree with the program placement indicated above. I will contact the school to make another
program selection for my child.
YES, I agree with the program placement as indicated above.
Parent’s/Guardian’s signature
WHITE: EL Folder
____________________________
Date
CANARY: Parent/Guardian
The California English Language Development Test (CELDT) and Proficiency Levels
CELDT is a test which 1) identifies new English Language Learners, in K-12 grades; 2) monitors their progress in
learning English; and 3) helps decide when they are proficient in English.
The test is administered in the first month of student’s attendance.
The proficiency levels are:
1- Beginning 2- Early Intermediate
3- Intermediate
“Less than reasonable fluency “ is levels 1, 2 and 3.
“Reasonable fluency” is levels 4 and 5.
4- Early Advanced 5- Advanced
Exit from English Learner Program, Reclassification to Fluent English Proficient:
For a student to be considered English proficient and to meet the challenges of an all-English program, he/she must meet
District reclassification criteria. This criteria includes: CELDT overall score of 4 or 5; achievement level of scale score of
325 or higher on CST; teacher recommendation and confirmation of grade level performance; and parent consultation.
The goal of all English Learner programs is for students to achieve full English proficiency within 5 to 7 years after
entering the District; the time may vary due to the student’s English proficiency level upon arrival, prior educational
experience, and aptitude for learning a second language.
Important Legal Information
Mainstream placement may be requested by a parent/guardian at any time, regardless of English language proficiency test
scores. The law requires that students with lower levels of English proficiency be placed in a Structured Immersion
Program; students under the age of 10 years will have a one-time 30 calendar day placement in a Structured English
Immersion program before an Alternative/Bilingual waiver is granted. Parental waivers shall be granted unless the
principal and educational staff has substantial evidence that the program requested would not be in the best interest of the
child.
Parents have the right to choose the program model that they feel best meets the needs of their children and the right to
refuse any program placement. Parent requests for their children’s removal from any program are reviewed and acted
upon immediately. All English Learner instructional programs for students with a disability will meet the objectives of an
individualized education plan.
For additional information on the programs offered at your child’s school, please contact the principal. To arrange for
participation in the Biliteracy program, parents must visit the school in person and meet with the principal to apply for a
waiver. If a Biliteracy program option is desired but not offered at your child’s school, you have the right to apply for a
transfer to another school.
Distrito Escolar Primario de Chula Vista
Aviso a los Padres Sobre el Dominio del Idioma
A los padres o tutores legales de: _______________________________________________________ Ciclo Escolar _________
Escuela ______________________ Grado ___________ Idioma del hogar ___________________ ID#_________________
Estimados padres de familia: Al inscribir a su niño en el Distrito Escolar Primario de Chula Vista, en la sección del idioma del hogar,
se anotó otro idioma que no es el inglés. De acuerdo a la ley de California, el Distrito debe evaluar el dominio del idioma inglés y del
primer idioma del niño. Esta carta le informa sobre el progreso de su niño en inglés y en otras áreas académicas, describe su ubicación
para este año y describe las opciones disponibles.
La Prueba de California del Desarrollo del Idioma Inglés (CELDT) se administra anualmente a todos niños que no dominan el inglés
(Estudiantes de Inglés ó ELL). Se identificó a su niño como ELL de acuerdo a los niveles que obtuvo (vea la explicación al reverso de
esta hoja) en la prueba CELDT:
Escuchar/Hablar
_____
Lectura _____
Escritura _____
Nivel General _____
Si su niño cursa un grado de 3° a 6°, debieron haber recibido en agosto los resultados de las pruebas estandarizadas que
dicta el Estado: El examen de los Estándares de California (CST), el Examen de Aprovechamiento de California, Sexta
Edición (CAT6), y para algunos alumnos, el Examen de Educación Básica en Español, Segunda Edición (SABE/2). Estas
pruebas son indicadores importantes del aprovechamiento académico de su niño.
Metas de los programas para niños Estudiantes de Inglés:
Todos los programas tienen las mismas metas: aumentar el dominio del inglés académico, ayudar a lograr los estándares
correspondientes al grado escolar y satisfacer los requisitos de promoción y de graduación. Para todos los programas se utilizan los
materiales didácticos basados en los estándares adoptados por el Distrito para asegurar que se logren las metas.
Su niño está recibiendo servicios en el siguiente programa para Estudiantes de Inglés:
_____ Programa Regular: Los alumnos con un ‘dominio razonable’ del inglés son colocados en este programa. Toda la instrucción
académica es en inglés, con clases para desarrollo del inglés (ELD) diariamente. Mientras que este programa es para los niños
con niveles más altos del idioma inglés, los padres pueden requerir que un niño ELL sea colocado en este programa sin
importar cuál es su nivel de dominio del inglés.
_____ Inmersión Estructurada al Inglés (SEI): Los alumnos que no poseen un ‘dominio razonable’ del inglés son colocados en
este programa. Después de un año en este programa el niño puede continuar en el programa o el padre puede pedir que se le
ubique en el Programa Regular. La instrucción es mayormente en inglés y el español puede utilizarse para aclaraciones según
sea necesario. Los alumnos reciben clases para el desarrollo del inglés (ELD) diariamente y los maestros adaptan la
instrucción que se da en inglés con estrategias especiales.
_____ Programa de Bilectoescritura: La instrucción se usa como la base para el aprendizaje de artes del lenguaje, de matemáticas y
de otras materias de contenido correspondientes al grado escolar. Se imparte ELD diariamente. Normalmente, la mayoría de
los programas incrementan los minutos de instrucción en inglés al avanzar los grados. Los alumnos son ubicados en un
Programa de Bilectoescritura cuando los padres firman una solicitud de exención anualmente.
Si tiene alguna pregunta sobre los programas y servicios que ofrece el Distrito, favor de comunicarse con el Departamento
de Adquisición y Desarrollo del Idioma al (619) 425-9600, ext. 1520.
Respetuosamente,
La Dirección de la Escuela
POR FAVOR MARQUE (√) EN SEGUIDA PARA INDICAR SI ESTÁ O NO DE ACUERDO CON LA UBICACIÓN DE SU NIÑO. FIRME Y PONGA LA
FECHA, CONSERVE LA COPIA COLOR AMARILLA PARA SUS ARCHIVOS Y DEVUELVA EL RESTO DE LAS COPIAS A LA OFICINA DE LA
ESCUELA.
Se me ha informado de mis derechos y he leído esta carta de Aviso a los Padres Sobre el Dominio del Idioma.
NO, no estoy de acuerdo con el programa que se indica arriba. Me comunicaré con la escuela para
seleccionar otro programa para mi niño.
SÍ, estoy de acuerdo con la ubicación en el programa que se indica arriba.
_____________________________________
Firma del Padre o Tutor Legal
____________________________
Fecha
Los niveles de la Prueba de California del Desarrollo del Idioma Inglés (CELDT)
Esta es una prueba que 1) identifica a los niños de nuevo ingreso en grados del Kinder al 12 que tienen dominio limitado
del inglés; 2) vigila su progreso en el aprendizaje del inglés; y 3) ayuda a decidir cuándo los alumnos han logrado dominar
el inglés.
La prueba se administra en el primer mes de asistencia a clases del alumno.
Los distintos niveles de dominio son:
1- Principiante 2- Intermedio Inicial
3- Intermedio
En los niveles 4 y 5 se tiene “dominio razonable”.
En los niveles 1, 2 y 3 no se tiene un “dominio razonable”.
4- Avanzado Inicial
5- Avanzado
Salida del programa para Estudiantes de Inglés, reclasificación a alumnos con dominio del inglés:
Para que a un niño se le considere competente en inglés y que puede cumplir con los retos de un programa sólo en inglés,
debe llenar los requisitos de reclasificación del Distrito. Estos requisitos incluyen: puntuación general de 4 ó 5 en la
prueba CELDT, una puntuación de 325 o más en el CST, la recomendación y confirmación del maestro de que se
desempeña a nivel del grado correspondiente y consulta con el padre de familia. La meta de todos los programas para los
Estudiantes de Inglés es alcanzar el dominio completo del inglés entre 5 y 7 años después de ingresar al Distrito; el
período puede variar dependiendo del nivel de dominio del inglés que tenga el alumno al llegar, la educación recibida
anteriormente y la aptitud para aprender un segundo idioma.
Información legal importante
Un padre de familia puede pedir ubicación en el Programa Regular en cualquier momento, sin importar los resultados de
la prueba de dominio del inglés. La ley requiere que los alumnos con un bajo nivel de dominio del inglés sean ubicados en
un Programa de Inmersión Estructurada al Inglés; los alumnos menores de 10 años de edad deberán estar por un período
único de 30 días calendario en un Programa de Inmersión Estructurada al Inglés antes de conceder una exención (parent
waiver) para ingresar al Programa de Bilectoescritura. Las exenciones deben ser otorgadas a menos que el director y el
personal pedagógico tengan pruebas importantes de que el programa que se solicita no es lo mejor para el niño.
Los padres tienen derecho a escoger el modelo de programa que ellos piensan es el mejor para sus niños y derecho a
rechazar cualquier ubicación de programa. Las solicitudes de los padres para sacar a su niño de cualquier programa se
analizan y se resuelven inmediatamente. Todos los programas didácticos para Estudiantes de Inglés con discapacidades,
cumplirán con los objetivos de un plan individualizado de instrucción.
Para más información sobre los programas que ofrece la escuela de su niño, favor de comunicarse con el director. Para
hacer arreglos para la participación en el Programa de Bilectoescritura, los padres de familia deben visitar la escuela en
persona y hablar con el director para solicitar la exención. Si se desea un Programa de Bilectoescritura, pero la escuela de
su niño no lo ofrece, los padres tienen derecho a solicitar una transferencia a otra escuela.
PLACEMENT
OF
STUDENTS
Placement of Students
Grade
CELDT
Overall score
English Language Proficiency
K-12
1
2
3
4
5
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Placement in Structured English Immersion - SEI
California law (California Education Code 305, 306) governing programs for English
Learners requires that all English Learners be placed in English language classrooms
unless a Parent Exception Waiver has been granted for an alternative program. (An
exception is Special Education where an IEP team determines placement.)
As required by law, students who are English Learners with a “less than reasonable level
of English proficiency” must be placed in a program of Structured English Immersion. The
Chula Vista Elementary School District has defined a “less than reasonable level of
English proficiency” as an overall CELDT score of 1, 2, or 3.
Grade
Proficiency Level
Recommended Placement
K-6
Beginning
Early Intermediate
Intermediate
SEI
SEI
SEI
Placement in Mainstream English - M/ELD
English Learners with a “reasonable level of English proficiency” must be placed in an
English Mainstream program. The Chula Vista Elementary School District has defined a
“reasonable level of English proficiency” as an overall CELDT score of 4 or 5.
Grade
Proficiency Level
Recommended Placement
K-6
Early Advanced
Advanced
Mainstream English with ELD
Mainstream English with ELD
Parents of students whose proficiency level is 1, 2, or 3, may place their child in the
Mainstream program, however, this is not an ideal placement, as most of the children in
the Mainstream program will be fully English proficient.
Alternative Program
Parents/guardians must be informed of the opportunity for their child to be placed in an
Alternative Bilingual Program, Dual Language Program or any other program that uses
another language as the basis for instruction. If a school does not have these programs,
parents may request a zone transfer. Given space availability, transportation will be
provided by the District for ELs. Parents/guardians must request waivers from California
Education Code 305 for placement in an Alternative Bilingual Program. (See Program
Options)
-9-
PROGRAM OPTIONS
AND PARENTAL
EXCEPTION WAIVERS
Program Options and Parental Exception Waivers
Notification of Programs and Waiver Option
All parents of English Learners, regardless of proficiency, must be notified at initial
enrollment and annually, in writing, of program placement of their children and must also
be provided with a full written description of the three programs, including educational
materials used in these programs and their entitlement to request an alternative program.
The information must be provided in a language the parents can understand. Such
notification shall accompany the parent copy of assessment results within 30 days of the
beginning of the school year.
English Learners younger than ten (10) years of age shall be enrolled for the first 30
calendar days in a Structured English Immersion (SEI) setting. All English Learners must
be placed in English language classrooms unless a signed Parental Exception Waiver is
annually submitted (except Special Education students). The Individual Education
Program (IEP) team determines placement of each Special Education student, regardless
of language proficiency. Students with active IEPs do not need to submit a Parental
Exception Waiver.
Program options include:
Option 1 - Structured English Immersion (SEI):
Under California Education Code 300-340, English Learners are to be instructed with the
"overwhelming majority" of the content in English. Primary language may be used for
clarification, support, and reinforcement. The goal of the Structured English Immersion
Program is for English Learners to gain "reasonable fluency" in English.
This instructional model is designed for English Learners whose English language
proficiency is at the beginning, early intermediate, and intermediate levels and whose
parents did not select the Alternative Program. Developmental access must be provided to
the core curriculum using English and ELD, SDAIE (Specially Designed Academic
Instruction in English) strategies. In addition, instructional modifications to text, teacher
language, and other strategies designed to make instruction comprehensible to a nonEnglish proficient student will be used when appropriate. Students in this program may
not fully master the grade level content standards until they achieve full English
proficiency.
Program Requirements:
• Parents must be notified of the placement of their child in a Structured English
Immersion Program and be informed of the opportunity to sign a Parental Exception
Waiver to participate in an Alternative Bilingual Program.
• Core subject instruction in reading, math, science, and social science is “overwhelmingly" in English using SDAIE strategies.
• Primary language support may be used for access to core content as appropriate.
• All English Learners receive daily ELD instruction by an appropriately certified teacher
at each student’s specific level of proficiency using the District-adopted curriculum.
• ELD will include an integration component with structured activities in art, music, and
physical education.
- 10 -
Staffing:
• All teachers must be appropriately certified, i.e. CLAD, BCLAD, SB395
• Teachers delivering primary language instruction must be BCLAD certified
Materials:
• District-adopted core subject primary language materials can be used to enhance
comprehensibility.
• Standards-based ELD materials, (Hampton-Brown, Harcourt, Rigby).
Option 2 - English Language Mainstream Program
English Learners who have been assessed as having attained “a good working knowledge
of English” (Early Advanced and Advanced) may be placed in Mainstream English
Program classrooms. For most students, the regular English program represents a
continuation of the Structured English Immersion Program, or students may be placed in
this program by parent request. The ELD focus of the program centers on students at
CELDT levels 4 and 5.
Instruction focuses on the linguistic and literacy gaps typically found in students at these
higher proficiency levels. English Learners in this program receive English Language
Development from the classroom teacher until they are reclassified as Fluent English
Proficient. English is the language of instruction for all subjects with no primary language
support.
Students may be placed in this program based on achievement on the CELDT
assessment or by parental request. For English Learners placed in Mainstream Programs
by parental request (who have not met program criteria), ELD will be provided daily at the
student’s specific level of English proficiency.
• Core instruction in language arts, math, science, and social science is taught in English
using District-adopted materials and SDAIE methodology.
•
All English Language Learners receive daily ELD instruction using a standards-based
ELD curriculum from an appropriately certified teacher. Instruction addresses the ELD
standards in listening, speaking, reading and writing.
Staffing:
• All teachers must be appropriately authorized, i.e. CLAD or equivalent.
Materials:
• District-adopted materials are used for all core subjects.
- 11 -
Option 3 - Alternative Bilingual Program
This instructional model is designed for students whose parents have selected the
Alternative Bilingual program. The District's philosophy of bilingual education is based on
the premise that biliteracy is desirable and attainable.
The Alternative Bilingual Program shows that students make a stronger transfer into the
second language when they have developed strong skills in their primary language. In the
Alternative Bilingual Program, students are instructed in their primary language while
receiving daily ELD instruction. Use of the home language decreases over time while the
use of English increases (see tables below for language usage). The goals are: proficiency
in English, high levels of academic achievement, positive self-image, reclassification to
FEP, and high status assigned to home language and culture.
Instruction is provided in two languages in a balanced manner and is designed to ensure
that students learn to listen, speak, read, and write in English and Spanish at a high level
of proficiency. Instructional materials written in English and in Spanish are used in this
program. This instructional program requires a Parental Exception Waiver for student
participation.
Students begin to make the transition into English in kindergarten, during the ELD block,
since all four domains are instructed with the use of the ELD Standards. All academic
areas are gradually introduced in English as reflected in the following charts. NCLB
benchmarks and expectations require ELs to be reclassified by the sixth year of
enrollment, and able to access the complete curriculum in English.
Characteristics of the Alternative Program include the following:
• Focus of instruction is to develop proficiency in English and Spanish
• ELD instruction is a critical and required program element
• Teachers hold appropriate bilingual certification (BCLAD or equivalent)
With approved Parental Exception Waivers for a Bilingual Program, all English Learners
who are under 10 years of age must participate in a Structured English Immersion
Program for a minimum of 30 calendar days. During this period, the instruction is
"overwhelmingly" in English as defined in SEI above.
• Students participating in this program must have a signed Parental Exception
Waiver prior to beginning the Bilingual Program.
• The 30-day requirement for participation in the Structured English Immersion
Program is limited to the first year of enrollment in a Bilingual Program.
• Core instruction in language arts, math, science, and social science may be
conducted in the primary language using the District-adopted materials.
• Core subject instruction can be conducted in English using SDAIE methodology
when appropriate.
• All English learners receive ELD daily using District-adopted materials by an
appropriately certified teacher.
• An integration component that includes structured activities in art, music and
physical education.
- 12 -
•
•
When there are 20 or more English Learners in the same primary language with an
approved Parental Exception Waiver at a given grade level at one school site, the
school site must offer the Alternative Bilingual Program.
If a school site has fewer than 20 English Learners at a given grade level in the
same primary language with an approved Parental Exception Waiver, the school
may choose to offer an Alternative Bilingual Program or must allow parents to
transfer English Learners to another site where such a program is offered.
Staffing:
• All teachers delivering primary language instruction must be appropriately certified,
i.e. BCLAD or equivalent.
• In instructional teaming situations, teachers providing ELD must be CLAD
authorized, i.e. CLAD or equivalent.
Materials:
• District-adopted primary language materials are used for core subject instruction.
• Standards-based ELD curriculum.
This is a sample of a K-6 Alternative Bilingual Program Design
Kindergarten
Instruction in Spanish
Language Arts
Mathematics
Content Areas:
• Science
• Social Studies
Instruction in English
ELD (Minimum of 30 minutes daily)
• Physical Education
• Music
• Art
• Opening/Closing Classroom
• Management/Transitions
1st grade
Language Arts (2.5 hours)
Mathematics (1 hour)
Content Areas:
• Science
• Social Studies
ELD (Minimum of 30 minutes daily)
• Music
• Art
• Opening/Closing Classroom
• Management/Transitions
- 13 -
2nd grade
Social studies/Science (as appropriate)
Content Areas*:
• ELD (minimum of 45 minutes daily)
• Science
• Social Studies
• Art
• Opening/Closing Classroom,
Management/Transitions
3rd grade
Social Studies/Science (as appropriate)
Content Areas*:
Incorporate
Guided
reading,
vocabulary development, and writing
•
•
•
•
•
•
•
•
•
spelling,
Science
Social Studies
Health
Physical Education
Music
Art
Opening/Closing Classroom
Management/Transitions
*Primary language support is provided to ensure equal access to the content, ELD.
4th through 6th grades
Social Studies/Science (as appropriate)
(1-1/2 hr.)
Content Areas*:
• Language Arts
• Mathematics (1 hour)
• Science
• Health
• Music
• Art
- 14 -
Dual Language Bilingual Immersion
The Chula Vista Elementary School provides instructional programs that develop
bilingualism and biliteracy in English and a second language by integrating English
Learners (ELs) with English proficient speakers (EOs). The definition and components of
a dual language program are:
• Target language (other than English) is used for a minimum of 50% of the time
• English is used for a minimum of 10% of the time
• Instruction is delivered in and through both languages
• Languages are never mixed during a specific block period
• Combines maintenance bilingual education models with foreign language
immersion models
• ELD instruction for ELs and SSL for EOs
The program goals are:
• Bilingualism- High levels of oral proficiency in English and a second language
• Biliteracy- High levels of academic proficiency in English and a second language
acquisition
• Multicultural competence- Understanding of different cultures and development of
high self esteem
The Dual Language Bilingual Immersion Programs in California must meet compliance
with Proposition 227 for English Learners. This program falls under the Alternative
Education Programs for ELs. Parents of EL students must complete a Parental Exception
Waiver if they want their child placed in this program. These waivers must be renewed
annually pursuant to Education Code section 58505. English Learners who have never
been enrolled in a California public school must receive 30 calendar days of Structured
English Immersion instruction prior to being placed in Dual Language Bilingual Immersion
Program.
In order to have the optimal composition of class enrollment, and to honor the rights of EL
parents for this educational selection for their child, it is recommended that a waiting list be
established when needed. These waiting lists are to include each language group (i.e.
50% ELs and 50% EOs) and should be kept open until one week before the
commencement of school. It is advised that the principal recruit students to create
linguistic equity to support current research. If the class is not filled up with equal amounts
of each language group, then backfilling with the students on the waiting list is advised.
Program Duration and Models
Extended amounts of time are needed to fully develop the second language and to attain
biliterate academic proficiency. A minimum of 5-7 years is typical for this process. Parents
should agree to a six-year commitment for having their child in the Dual Language
Program to meet the goals.
Different program models have different academic and linguistic outcomes. The selection
of the model is designed by noting the varying student populations, community conditions,
and the community’s biliteracy desires.
- 15 -
The essential characteristics for success of a Dual Language Program are:
• Adequate exposure to second language acquisition
• Positive and reciprocal school instructional climate
• Monolingual delivery
• Promotion of the benefits of bilingualism
• Continuous and collaborative communication between home and school
The Dual Language Program models are defined in terms of the quantity of time in each
language:
• 90:10 (Spanish: English) in Kindergarten leading to 50:50 at fifth and sixth grades
• 80:20 in Kindergarten leading to 50:50 at fifth and sixth grades
• 50:50 for all grades
The recommended program model is the 80:20 due to the high stakes accountability with
No Child Left Behind and the need for student academic preparation in the secondary
school years.
Research to Support Program Options
The rationale for the program design is based on the latest scientifically-based research
such as Lindhom, Leary, Collier, and Thomas. The program uses the student's home
language to teach the core curriculum at grade level while students develop fluency in
English/Spanish. Following are two excerpts of these two programs:
Lindhom-Leary (2000)
•
Bilingualism
-Both models, 90:10 and 50:50, promoted bilingual oral proficiency
-90:10 models developed higher levels of oral bilingual proficiency
English Language Proficiency-both English and Spanish speakers benefited
equally from 90:10 and 50:50 models
Spanish Language Proficiency-more likely to occur in 90:10 models; all students,
regardless of student characteristics, were proficient in English and Spanish
•
Biliteracy
-Both groups of students were successful in tests of reading and writing in both
languages
-By the time English speakers began reading English in third grade, they performed
at grade level and at least as high as English speakers instructed only in English
-Higher levels of bilingual proficiency associated with higher levels or reading
achievement
•
Academic Content
-Both groups of students scored on par with their peers in mathematics
achievement
-Math achievement was highly related across two languages
- 16 -
-Social Studies and Science achievement were average to high for English and
Spanish speakers
•
Multicultural Competencies and Self-Esteem
-High levels of self-esteem
-High academic competence and motivation
-Positive multicultural competencies
-Enjoyment in studying through two languages
Collier and Thomas (2001)
•
In a national study
-Conducted in five school districts throughout the United States
-Including over 210,000 student records
-Reviewing different program types for language minority students
•
Program effectiveness findings show
-Enrichment one-way (bilingual maintenance program) and two-way bilingual
immersion programs are the only programs that assist students to fully reach the
50th percentile in both L1 and L2 in all subjects and to maintain that high level of
achievement
-Two-way programs have the fewest high school dropouts
ELs Long-Term K-12 Achievement on Standardized Tests in
English Reading Compared Across Seven Program Models
Benefits of Bilingualism
• Enhanced academic and linguistic competence in two languages
• Development of skills in collaboration and cooperation
• Appreciation of other cultures and languages
• Cognitive advantages
• Increased job opportunities
• Expanded travel experiences
• Lower high school dropout rates (EL)
• Higher interest in attending colleges and universities (EL)
- 17 -
The following chart is an 80%:20% model in which students will be adequately prepared
for challenges in secondary school and testing in English.
Spanish
English
K
80
20
1
70
30
2
60
40
3
50
50
Spanish
Kinder
First
Second
Third
Fourth
Fifth
Sixth
4
40
60
5
30
70
6
20
80
English
All subjects in Spanish
3-1/2 hrs. Math, Reading, Social Studies
3 hrs. Reading, Social Studies
50/50% Reading in both languages, S.S.
2 hrs. Soc. Studies, Reading
1-1/2 hrs. Social Studies, Reading
1 hr. Social Studies, Reading
ELD for 40 min.
1-1/2 hrs. ELD, Fine Arts
2 hrs. ELD, Math, Fine Arts
2-1/2 hrs. ELD, Math, Fine Arts
3-1/2 hrs. ELD, Math, Fine Arts, Reading
4 hrs.ELD, Math, Fine Arts, Reading
4-1/2 hrs. ELD, Math, Fine Arts, Reading
A sample design for the 90%:10% program and curriculum profile is:
Spanish
English
K
90
10
1
80
20
2
80
20
3
70
30
4
60
40
5
50
50
6
50
50
Kinder and first grades: All subjects are in Spanish. A 30-minute English lesson is daily,
ELD for ELs and primary language development for EOs. Integration of literature, music,
poetry, fine arts, and physical education is advised.
Second and third grades: Most subjects are taught in Spanish. A 60-minute English
reading lesson is daily as described above. Math computation can be introduced in
English in 2nd grade and application in 3rd grade.
Fourth grade: Subjects in Mathematics, Social Studies, and Science can be taught in
either language. Reading continues in both languages daily.
Fifth and sixth grades: Instructional time is divided between both languages. Separation
of languages is done at midday.
Waiver Process
A District letter describing the parental program selection process shall be provided
annually to parents of all English Learners. Parents unable to visit the school site may
submit, along with their waiver, an affidavit of inability to fulfill the requirement to visit the
school site. Otherwise, in order to submit a waiver, parents must personally visit the
school. At that time, the school must provide:
• A written (oral, if requested) description of the educational opportunities available to
their children.
• A description of the educational materials used in the programs.
• An explanation of the program selection process.
• An explanation of the process for parents to appeal if a waiver is denied.
- 18 -
Eligibility
To participate in the Alternative Bilingual Program, the student must meet one of the
following eligibility requirements:
• The student already speaks English.
• The student must be 10 years or older.
• The student has special needs for which the Alternative Bilingual Program would
be beneficial.
Sites must act upon all requests within 20 instructional days of the date filed or within 10
calendar days of the expiration of the 30-day placement in Structured English Immersion,
whichever is later. Sites may not act upon any request before the 30-day placement has
expired. Copies of all Parental Exception Waivers shall be filed at each school site and
the District office.
Parental Exception Waivers are granted unless the principal and educational staff
determine that an Alternative Bilingual Program would not be suited for the student and
evidence is provided to support such a claim. Schools are required to offer the Alternative
Bilingual Program if there are 20 or more approved requests at one grade level. Students
with approved Parental Exception Waivers shall be placed in an Alternative Bilingual
Program. If no space is available in the Alternative Bilingual Program, the child's name is
added to a waiting list and other instructional options are discussed with the parents or
guardians. Significant numbers of English Learners on such a waiting list require addition
of an Alternative Bilingual class. At any time during the school year, parents may request
that their child be placed in a classroom where English is the only language of instruction.
Charter schools are exempt from Prop 227 implementation if their charter includes
bilingual instruction or programs of multiliteracy.
Waiver Appeal Process
If parents wish to contest a waiver that has been denied, they may submit a request for a
review of the denial to the office of the Assistant Superintendent, Instructional Services. If
they are not satisfied with the decision of the office, they may request a review by the
District's Board of Trustees. Such a request to the Board should be submitted at least
three weeks prior to the meeting.
Parental Exception Waiver Guidelines
(EC310 and 311)
•
Parent must visit school to apply for a waiver.
•
Parents will receive a written (and oral if necessary) description of the following:
a. Structured Immersion Program
b. Mainstream English Program
c. Alternative Bilingual Program
d. All educational opportunities
e. Instructional materials to be used in the different program options
- 19 -
•
The District Superintendent or designee must approve the waiver pursuant to
guidelines established by the Board of Education.
•
Exception Waivers shall be granted under the following circumstances:
a. Children already know English and possess good English language skills.
EC311(a)
b. Children 10 years or older. It is the informed belief of the school principal and
the educational staff that an alternate course of educational study would be
suited to the child's rapid acquisition of basic English language skills.
EC311(b)
c. Children with special needs. It is the informed belief of the school principal
and educational staff that the child has such special physical, emotional,
psychological, or educational needs than an alternative course of
educational study would be better suited to the child's overall educational
development. Placement in a structured English Immersion class for 30
calendar days is required. EC311(c).
A written description of these special needs will be provided and any such
decision is to be made subject to the examination and approval of the
Superintendent or designee under guidelines established by the school
board.
•
Parental Exception Waivers shall be granted unless the school principal and
educational staff have substantial evidence that the Alternative Program
requested by the parent would not be better suited for the pupil.
•
Parents shall be fully informed of their right to agree to or refuse a waiver.
•
Parents will be informed in writing of the reasons for denial of a Parental
Exception Waiver and will be advised of any procedure available to appeal.
•
All Parental Exception Waivers shall be acted upon with 20 instructional days of
submission to the school principal.
Initial Parent Notification -learner, proficient and charter
Annual Parent Notification
Instructional Program Placement for ELs
Prop. 227 Instructional Program Placement
Parental Exception Waiver Guidelines
Parent Waiver
Parent Waiver Student Special needs Form
Appeals procedures
- 20 -
LEARNER
When you enrolled your child in school, you indicated that your child’s first language and/or the
language most frequently spoken in your home, is other than English. As required by law, your child’s
English and primary language oral, reading and writing skills have been assessed.
Your child
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as ENGLISH LEARNER.
The overall English Language Proficiency Level of your child is:
Beginning
Level 1
Early Intermediate
Level 2
Intermediate
Level 3
Based on these assessment results, your child requires more assistance in English language development.
Listed below are the instructional placement options available to you.
This model provides instruction primarily in English. Students will be taught English language skills.
Students will be taught subjects using special strategies in English with primary language
instructional support, as needed.
Mainstream Program with English Language Development
Students receive all instruction in English with English Language Development.
Instruction will be provided in English and Spanish with a focus on the development of English
language proficiency. A parent Waiver is required.
Parent Waiver:
You have the right to request a Parent Waiver for participation in an
Alternative/Bilingual Program. If your child is under age 10, he/she will be placed initially in a
Structured English Immersion program for 30 calendar days after which the Alternative/Bilingual
Program commences. Children age 10 or older are not subject to the 30-calendar day period and the
Alternative/Bilingual Program placement will take effect immediately. You will receive information
regarding Parent Waivers for children under age 10 from your child’s school.
If you wish to have more information regarding placement or programs, please contact your child’s school or
the Language Acquisition Department.
Date
Date
SCHOOL
GRADE
WHITE: Cum Folder
PINK: EL Folder
LEARNER
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma
que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de su
hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo.
INGLÉS
Escuchar y hablar
Lectura
Escritura
_____
_____
_____
_____
PRIMER IDIOMA
Nivel Oral en LAS
_____
_____
_____
De acuerdo a los resultados en la prueba de dominio del idioma CELDT, se le ha designado como
ENGLISH LEARNER (Estudiante de Inglés). El nivel general de dominio del idioma inglés de su hijo es:
Principiante
Intermedio Inicial
Intermedio
Nivel 1
Nivel 2
Nivel 3
Basado en los resultados de las pruebas, su hijo requiere más ayuda para desarrollar el idioma inglés. En
seguida aparecen las opciones de programas educativos disponibles.
Programa de Inmersión Estructurada al Inglés
Este modelo proporciona enseñanza principalmente en inglés. Se enseña a los alumnos
habilidades del idioma inglés. Se enseñarán las materias con métodos especiales en inglés y
con ayuda educativa en el idioma nativo, según sea necesario.
Programa de Educación Regular en Inglés con Enseñanza para el Desarrollo del Inglés
Los alumnos reciben toda su instrucción en inglés junto con clases para desarrollar el idioma
inglés
La enseñanza será en inglés y en español con énfasis en desarrollar el dominio del idioma inglés.
Solicitud de Exención: Usted tiene el derecho de someter una Solicitud de Exención (Parent
Waiver) para que se permita a su hijo participar en un Programa Opcional Bilingüe. Si su hijo es
menor de diez años, se le colocará inicialmente en un programa de Inmersión Estructurada al
Inglés por 30 días de calendario y después se le colocará en el Programa Opcional Bilingüe. Los
niños de 10 años en adelante no tienen que someterse a los 30 días de espera y la colocación en
un Programa Opcional Bilingüe se efectuará inmediatamente. Se le dará información respecto a
las Solicitudes de Exención para niños menores de 10 años en la escuela de su hijo.
,
Si usted desea obtener más información respecto a la colocación o a los programas, favor de llamar a la
escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma.
Firma del maestro
Fecha
Fecha
ESCUELA
GRADO
WHITE: Cum Folder
PINK: ELL folder
GOLDENROD: Parents
ROSA: Carpeta ELL
ORO: Padres
817518 (03/2005)
PROFICIENT
When you enrolled your child in school, you indicated that your child’s first language
and/or the language most frequently spoken in your home, is other than English. As required by
law, your child’s English and primary language oral, reading, and writing skills have been
assessed.
Your child
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as
ENGLISH PROFICIENT. The overall English Language Proficiency Level of your child is:
Early Advanced - Level 4
Advanced - Level 5
Based on these assessment results, your child is proficient in English and will be assigned to a
Mainstream Program.
Mainstream Program
You have the right to request student
participation in an Alternative/Bilingual Program.
Instruction will be provided in English and Spanish.
If you wish to have more information regarding instructional placement or programs, please
contact your child’s school or the Language Acquisition Department.
Date
Date
SCHOOL
GRADE
WHITE: Cum Folder
PINK: EL Folder
COMPETENTE
PROFICIENT
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el
idioma que más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las
habilidades de su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su
idioma nativo.
INGLÉS
Escuchar y hablar
Lectura
Escritura
PRIMER IDIOMA
Nivel Oral en LAS
_____
_____
_____
_____
______
______
______
De acuerdo a los resultados en la prueba de dominio del idioma CELDT, su hijo ha sido designado
como ENGLISH PROFICIENT (competente). El nivel general de dominio del idioma inglés de su hijo
es:
Avanzado Inicial - Nivel 4
Avanzado - Nivel 5
De acuerdo a los resultados de estas pruebas, su hijo posee dominio del inglés y será asignado a
un programa de educación regular. (Mainstream Program)
Programa de educación regular
Los alumnos reciben toda su instrucción en inglés.
Usted tiene el derecho de pedir que el alumno participe en un Programa Opcional Bilingüe.
La enseñanza será en inglés y en español.
Si usted desea obtener más información respecto a la colocación o a los programas, favor de
llamar a la escuela de su hijo o al Departamento de Adquisición y Desarrollo del Idioma.
Firma del maestro
Fecha
Fecha
ESCUEL
A
GRADO
WHITE: Cum Folder
PINK: ELL folder
GOLDENROD: Parents
ROSA: Carpeta ELL
ORO: Padres
817506 (03/2005)
CHARTER
SCHOOLS
When you enrolled your child in school, you indicated that your child’s first
language, and/or the language most frequently spoken in your home, is other than
English. As required by law, your child’s English and primary language oral, reading, and
writing skills have been assessed.
Your child _________________________________has demonstrated the following skills:
ENGLISH
PRIMARY LANGUAGE
CELDT Overall Level
Reading Level
Writing Level
LAS Oral Level
LAS Reading Level
LAS Writing Level
Based on CELDT language proficiency test results, your child has been designated as:
ENGLISH LEARNER
____Beginning - Level 1
____Early Intermediate - Level 2
____Intermediate - Level 3
ENGLISH PROFICIENT
____Early Advanced - Level 4
_____Advanced - Level 5
Your child is enrolled in the following program:
Transitional/Dual Second Language Program
Students receive instruction in English and Spanish in the core academic subjects. Students are
provided with daily English language development.
(CIP) Classroom Instructional Plan
Primary language support may be provided.
Modifications are made to ensure that instruction is meaningful to the student. Assistance may be
provided by a bilingual paraprofessional.
Mainstream English-Only Program/Waiver for English Learners
This program is for students whose parents have opted for an English-only program.
language development is provided on a daily basis.
Participation in these programs is voluntary.
placement or programs, please contact the school.
If you wish to have more information regarding
Date
Date
SCHOOL
GRADE
WHITE: Cum Folder
PINK: EL Folder
English
ESCUELAS
AUTÓNOMAS
Al inscribir a su hijo en la escuela, usted indicó que el idioma nativo de su hijo o que el idioma que
más se habla en casa, no es el inglés. En cumplimiento de la ley, se evaluaron las habilidades de
su hijo en el dominio oral, en lectura y en escritura, tanto en inglés como en su idioma nativo.
INGLÉS
Escuchar y hablar
Lectura
Escritura
PRIMER IDIOMA
Nivel Oral en LAS
_____
_____
_____
_____
______
______
______
De acuerdo a los resultados en la prueba de dominio del idioma inglés (CELDT), se le designó
como:
Principiante, Nivel 1
Intermedio, Nivel 3
Intermedio Inicial, Nivel 2
COMPETENTE EN INGLÉS
Avanzado Inicial, Nivel 4
Avanzado, Nivel 5
Su hijo está matriculado en el siguiente programa:
Programa de Transición al Segundo Idioma o Programa de Dos Idiomas
La enseñanza de las materias académicas básicas es en inglés y español. Los alumnos
reciben diariamente clases para el desarrollo del idioma inglés.
Plan de Enseñanza Especializada (CIP)
Los alumnos reciben toda su enseñanza en inglés. Se les puede ofrecer apoyo en su
idioma nativo. Se hacen modificaciones para asegurarse que la instrucción tenga sentido
para el alumno. Se puede brindar ayuda por medio de un auxiliar de instrucción bilingüe.
Programa Sólo en Inglés. Exensión para Alumnos Estudiantes de Inglés
Este programa es para los alumnos cuyos padres han elegido programa de estudios sólo
en inglés. Se dan clases para el desarrollo del idioma inglés diariamente.
La participación en estos programas es voluntaria. Si usted desea obtener más información
respecto a la colocación o a los programas, por favor llame a su escuela.
Firma del maestro
ESCUELA
WHITE: Cum Folder
PINK: EL Folder
Fecha
GRADO
Fecha
Parent Notification of Language Proficiency
To the parent(s)/ guardian(s) of: ____________________________________________________ Academic Year _______
School
Grade
Home Language
ID#
Dear Parents: Upon enrollment in the Chula Vista Elementary School District, your child’s Home Language Survey indicated a
language other than English. Pursuant to California law, the District is required to assess your child’s English and primary language
proficiency. This letter updates you on your child’s progress in English and other academic areas, outlines placement for this year and
reviews program options available to your child.
The California English Language Development Test (CELDT) is administered to all English Language Learners (ELL) annually. Your
child has been identified as an ELL based on the following CELDT proficiency levels, which are described on the back:
Listening/Speaking _____
Reading _____ Writing _____
Overall Proficiency Level _____
If you are a parent of a 3rd-6th grade student, you should have received in August the results of all State Testing and Reporting (STAR)
annual tests: the California Standards Test (CST); the California Achievement Test, Sixth Edition (CAT6); and for some students, the
Spanish Assessment in Basic Education, Second Edition (SABE/2). These tests are important indicators of your child’s academic
achievement.
Goals of programs serving English Language Learners:
All programs share the following goals: to build academic fluency in English, to support the achievement of grade level standards, and
to meet promotion and graduation requirements. The same District adopted standards-based instructional material is used for all
programs to ensure that the goals are met.
Your child is currently receiving services in the following program for English Language Learners:
_____Mainstream Program: Students with ‘reasonable fluency’ in English will be placed in this program. All academic instruction
is in English, with English Language Development (ELD) taught on a daily basis. While this program is for those students at
higher proficiency levels, parents of ELLs at any proficiency level may request that their child be placed in this program.
_____Structured English Immersion (SEI): Students with ‘less than reasonable fluency’ in English will be placed in SEI. After one
year in the SEI program, the child may continue in the program or the parent may request a Mainstream Program. Instruction is
overwhelmingly in English, and Spanish may be used for clarification as appropriate. Students receive daily ELD lessons and
teachers adapt English instruction using special strategies.
_____Biliteracy Program: Spanish instruction is used as a foundation for learning grade-level language arts, math, and/or other
content subjects. ELD is taught daily. Typically, most programs increase English instructional minutes as the grade level
progresses. Students are placed in the Biliteracy Program with an annual written waiver request by the parents.
If you have any questions regarding programs and services offered in the District, please contact the Department of Language
Acquisition and Development at (619) 425-9600, ext. 1520.
Sincerely,
School Principal
PLEASE, CHECK BELOW TO INDICATE WHETHER OR NOT YOU AGREE WITH YOUR CHILD’S PROGRAM PLACEMENT. SIGN AND DATE
THE FORM, RETAIN THE CANARY COPY FOR YOUR RECORDS AND RETURN THE REST OF THE COPIES TO THE SCHOOL OFFICE.
I have been informed of my rights and have read this Parent Notification Language Proficiency letter.
NO, I do not agree with the program placement indicated above. I will contact the school to make another
program selection for my child.
YES, I agree with the program placement as indicated above.
Parent’s/Guardian’s signature
WHITE: EL Folder
____________________________
Date
CANARY: Parent/Guardian
The California English Language Development Test (CELDT) and Proficiency Levels
CELDT is a test which 1) identifies new English Language Learners, in K-12 grades; 2) monitors their progress in
learning English; and 3) helps decide when they are proficient in English.
The test is administered in the first month of student’s attendance.
The proficiency levels are:
1- Beginning 2- Early Intermediate
3- Intermediate
“Less than reasonable fluency “ is levels 1, 2 and 3.
“Reasonable fluency” is levels 4 and 5.
4- Early Advanced 5- Advanced
Exit from English Learner Program, Reclassification to Fluent English Proficient:
For a student to be considered English proficient and to meet the challenges of an all-English program, he/she must meet
District reclassification criteria. This criteria includes: CELDT overall score of 4 or 5; achievement level of scale score of
325 or higher on CST; teacher recommendation and confirmation of grade level performance; and parent consultation.
The goal of all English Learner programs is for students to achieve full English proficiency within 5 to 7 years after
entering the District; the time may vary due to the student’s English proficiency level upon arrival, prior educational
experience, and aptitude for learning a second language.
Important Legal Information
Mainstream placement may be requested by a parent/guardian at any time, regardless of English language proficiency test
scores. The law requires that students with lower levels of English proficiency be placed in a Structured Immersion
Program; students under the age of 10 years will have a one-time 30 calendar day placement in a Structured English
Immersion program before an Alternative/Bilingual waiver is granted. Parental waivers shall be granted unless the
principal and educational staff has substantial evidence that the program requested would not be in the best interest of the
child.
Parents have the right to choose the program model that they feel best meets the needs of their children and the right to
refuse any program placement. Parent requests for their children’s removal from any program are reviewed and acted
upon immediately. All English Learner instructional programs for students with a disability will meet the objectives of an
individualized education plan.
For additional information on the programs offered at your child’s school, please contact the principal. To arrange for
participation in the Biliteracy program, parents must visit the school in person and meet with the principal to apply for a
waiver. If a Biliteracy program option is desired but not offered at your child’s school, you have the right to apply for a
transfer to another school.
Aviso a los Padres Sobre el Dominio del Idioma
A los padres o tutores legales de: _______________________________________________________ Ciclo Escolar _________
Escuela ______________________ Grado ___________ Idioma del hogar ___________________ ID#_________________
Estimados padres de familia: Al inscribir a su niño en el Distrito Escolar Primario de Chula Vista, en la sección del idioma del hogar,
se anotó otro idioma que no es el inglés. De acuerdo a la ley de California, el Distrito debe evaluar el dominio del idioma inglés y del
primer idioma del niño. Esta carta le informa sobre el progreso de su niño en inglés y en otras áreas académicas, describe su ubicación
para este año y describe las opciones disponibles.
La Prueba de California del Desarrollo del Idioma Inglés (CELDT) se administra anualmente a todos niños que no dominan el inglés
(Estudiantes de Inglés ó ELL). Se identificó a su niño como ELL de acuerdo a los niveles que obtuvo (vea la explicación al reverso de
esta hoja) en la prueba CELDT:
Escuchar/Hablar
_____
Lectura _____
Escritura _____
Nivel General _____
Si su niño cursa un grado de 3° a 6°, debieron haber recibido en agosto los resultados de las pruebas estandarizadas que
dicta el Estado: El examen de los Estándares de California (CST), el Examen de Aprovechamiento de California, Sexta
Edición (CAT6), y para algunos alumnos, el Examen de Educación Básica en Español, Segunda Edición (SABE/2). Estas
pruebas son indicadores importantes del aprovechamiento académico de su niño.
Metas de los programas para niños Estudiantes de Inglés:
Todos los programas tienen las mismas metas: aumentar el dominio del inglés académico, ayudar a lograr los estándares
correspondientes al grado escolar y satisfacer los requisitos de promoción y de graduación. Para todos los programas se utilizan los
materiales didácticos basados en los estándares adoptados por el Distrito para asegurar que se logren las metas.
Su niño está recibiendo servicios en el siguiente programa para Estudiantes de Inglés:
_____ Programa Regular: Los alumnos con un ‘dominio razonable’ del inglés son colocados en este programa. Toda la instrucción
académica es en inglés, con clases para desarrollo del inglés (ELD) diariamente. Mientras que este programa es para los niños
con niveles más altos del idioma inglés, los padres pueden requerir que un niño ELL sea colocado en este programa sin
importar cuál es su nivel de dominio del inglés.
_____ Inmersión Estructurada al Inglés (SEI): Los alumnos que no poseen un ‘dominio razonable’ del inglés son colocados en
este programa. Después de un año en este programa el niño puede continuar en el programa o el padre puede pedir que se le
ubique en el Programa Regular. La instrucción es mayormente en inglés y el español puede utilizarse para aclaraciones según
sea necesario. Los alumnos reciben clases para el desarrollo del inglés (ELD) diariamente y los maestros adaptan la
instrucción que se da en inglés con estrategias especiales.
_____ Programa de Bilectoescritura: La instrucción se usa como la base para el aprendizaje de artes del lenguaje, de matemáticas y
de otras materias de contenido correspondientes al grado escolar. Se imparte ELD diariamente. Normalmente, la mayoría de
los programas incrementan los minutos de instrucción en inglés al avanzar los grados. Los alumnos son ubicados en un
Programa de Bilectoescritura cuando los padres firman una solicitud de exención anualmente.
Si tiene alguna pregunta sobre los programas y servicios que ofrece el Distrito, favor de comunicarse con el Departamento
de Adquisición y Desarrollo del Idioma al (619) 425-9600, ext. 1520.
Respetuosamente,
La Dirección de la Escuela
POR FAVOR MARQUE (√) EN SEGUIDA PARA INDICAR SI ESTÁ O NO DE ACUERDO CON LA UBICACIÓN DE SU NIÑO. FIRME Y PONGA LA
FECHA, CONSERVE LA COPIA COLOR ORO PARA SUS ARCHIVOS Y DEVUELVA EL RESTO DE LAS COPIAS A LA OFICINA DE LA
ESCUELA.
Se me ha informado de mis derechos y he leído esta carta de Aviso a los Padres Sobre el Dominio del Idioma.
NO, no estoy de acuerdo con el programa que se indica arriba. Me comunicaré con la escuela para
seleccionar otro programa para mi niño.
SÍ, estoy de acuerdo con la ubicación en el programa que se indica arriba.
_____________________________________
____________________________
Fecha
Los niveles de la Prueba de California del Desarrollo del Idioma Inglés (CELDT)
Esta es una prueba que 1) identifica a los niños de nuevo ingreso en grados del Kinder al 12 que tienen dominio limitado
del inglés; 2) vigila su progreso en el aprendizaje del inglés; y 3) ayuda a decidir cuándo los alumnos han logrado dominar
el inglés.
La prueba se administra en el primer mes de asistencia a clases del alumno.
Los distintos niveles de dominio son:
1- Principiante 2- Intermedio Inicial
3- Intermedio
En los niveles 4 y 5 se tiene “dominio razonable”.
En los niveles 1, 2 y 3 no se tiene un “dominio razonable”.
4- Avanzado Inicial
5- Avanzado
Salida del programa para Estudiantes de Inglés, reclasificación a alumnos con dominio del inglés:
Para que a un niño se le considere competente en inglés y que puede cumplir con los retos de un programa sólo en inglés,
debe llenar los requisitos de reclasificación del Distrito. Estos requisitos incluyen: puntuación general de 4 ó 5 en la
prueba CELDT, una puntuación de 325 o más en el CST, la recomendación y confirmación del maestro de que se
desempeña a nivel del grado correspondiente y consulta con el padre de familia. La meta de todos los programas para los
Estudiantes de Inglés es alcanzar el dominio completo del inglés entre 5 y 7 años después de ingresar al Distrito; el
período puede variar dependiendo del nivel de dominio del inglés que tenga el alumno al llegar, la educación recibida
anteriormente y la aptitud para aprender un segundo idioma.
Información legal importante
Un padre de familia puede pedir ubicación en el Programa Regular en cualquier momento, sin importar los resultados de
la prueba de dominio del inglés. La ley requiere que los alumnos con un bajo nivel de dominio del inglés sean ubicados en
un Programa de Inmersión Estructurada al Inglés; los alumnos menores de 10 años de edad deberán estar por un período
único de 30 días calendario en un Programa de Inmersión Estructurada al Inglés antes de conceder una exención (parent
waiver) para ingresar al Programa de Bilectoescritura. Las exenciones deben ser otorgadas a menos que el director y el
personal pedagógico tengan pruebas importantes de que el programa que se solicita no es lo mejor para el niño.
Los padres tienen derecho a escoger el modelo de programa que ellos piensan es el mejor para sus niños y derecho a
rechazar cualquier ubicación de programa. Las solicitudes de los padres para sacar a su niño de cualquier programa se
analizan y se resuelven inmediatamente. Todos los programas didácticos para Estudiantes de Inglés con discapacidades,
cumplirán con los objetivos de un plan individualizado de instrucción.
Para más información sobre los programas que ofrece la escuela de su niño, favor de comunicarse con el director. Para
hacer arreglos para la participación en el Programa de Bilectoescritura, los padres de familia deben visitar la escuela en
persona y hablar con el director para solicitar la exención. Si se desea un Programa de Bilectoescritura, pero la escuela de
su niño no lo ofrece, los padres tienen derecho a solicitar una transferencia a otra escuela.
INSTRUCTIONAL PROGRAM PLACEMENT
FOR EL STUDENTS
SEI
Structured
English
Instruction
CELDT Levels
Beginning
Early Intermediate
Intermediate
Alternative
Bilingual
M/ELD
Mainstream/
Program
ELD
All Students
With
Waiver
CELDT Levels
Early Advanced
Or Advanced
(or by parent choice)
PROPOSITION 227
INSTRUCTIONAL PROGRAM PLACEMENT FOR ALL EL STUDENTS
EL Students Less Than Reasonable Fluency in English
Overall Proficiency
CELDT Levels, 1, 2, 3
(Beginning/Early Intermediate and Intermediate)
STUDENTS UNDER AGE 10
One Time Only:
30 (Calendar) Day English
Language Placement
Alternative Bilingual Program
Parent
Request for
Mainstream
English
Program
SEI
Structured English
Instruction
All Students Required to Have a
Waiver/Special Needs Form
(under 10)
Exit Criteria
CELDT – Early Advanced or Advanced
MAINSTREAM ENGLISH with ELD
EL Students –
Reasonable Fluency in English or Good
Working Knowledge of English
Overall CELDT Levels 4, 5
(Early Advanced/Advanced)
PARENTAL EXCEPTION WAIVER GUIDELINES
According to Title V, California Code of Regulation, Proposition 227, school
districts shall establish procedures for granting parental exception waivers as
permitted by Education Code Sections 310 and 311.
1.
Parents and guardians will be provided with a full written description, and
upon request from a parent or guardian, a spoken description of the
Structured English Immersion Program. Alternative courses of study and
all educational opportunities offered by the District and available to the
pupil shall be explained. The description of the program choices will
address the educational materials to be used in the different options.
2.
Pursuant to Education Code Section 311 (c), parents and guardians shall
be informed that any English learner under age ten with less than
reasonable fluency in English must be placed for a period of not less than
thirty (30) calendar days in an English language classroom.
3.
The requirements of Education Code Section 305 may be waived with
prior written informed consent, to be provided annually, of the child's
parents or legal guardians. Such informed consent shall require that said
parents or legal guardians personally visit the school to apply for the
waiver.
4.
Under such parental waiver conditions, children may be transferred to
classes where they are taught English and other subjects through bilingual
education techniques or other generally recognized educational
methodologies permitted by law.
5.
Individual schools, in which 20 students or more of a given grade level
receive a waiver, shall be required to offer such a class: otherwise, they
must allow the students to transfer to a public school in which such a class
is offered.
6.
The circumstances in which a parental exception waiver may be granted
are as follows:
(a)
Children who already know English: the child already possesses
good language skills, as measured by standardized tests of English
vocabulary comprehension, reading, and writing, in which the child
scores at or above the state average for his grade level or at or
above the fifth grade average, whichever is lower; or
Page 2 of 5
Agenda Item 6.C.
August 31, 1998
(b)
Older children; the child is age ten years or older, and it is the
informed belief of the school principal and educational staff that an
alternate course of educational study would be better suited to the
child's rapid acquisition of basic English language skills; or
(c)
Children with special needs: the child already has been placed for a
period of not less than thirty [calendar] days during that school year
in an English language classroom, and it is subsequently the
informed belief of the school principal and educational staff that the
child has such special physical, emotional, psychological, or
educational needs that an alternate course of educational study
would be better suited to the child's educational development. A
written description of these special needs must be provided and any
such decision is to be made subject to the examination and approval
of the superintendent, under guidelines established by and subject
to the review of the School District Board and ultimately the State
Board of Education. The existence of such special needs shall not
compel issuance of a waiver, and the parents shall be fully informed
of their right to refuse to agree to a waiver.
7.
All parental exception waivers shall be acted upon by the school within
twenty (20) instructional days of submission to the school principal.
However, parent waiver requests under Education Code Section 311 (c)
shall not be acted upon during the thirty (30) day placement in an English
language classroom. These waivers must be acted upon either no later
than ten (10) calendar days after the expiration of the thirty (30) day
English language classroom placement or within twenty (20) instructional
days of submission of the parental waiver to the school principal,
whichever is later.
8.
Upon written request of the State Board of Education, the School District
Board shall submit the adopted guidelines, pursuant to Education Code
Section 311, to the State Board of Education for its review.
9.
Parental exception waivers shall be granted unless the school principal
and educational staff have substantial evidence that the alternative
program requested by the parent would not be better suited for the pupil.
10.
In cases where a parental exception waiver pursuant to Education Code
Sections 311 (b) and (c) is denied, the parents and guardians will be
informed in writing of the reason(s) for denial, and if relevant, advised of
procedures that exist to appeal the decision to the School District Board.
Page 3 of 5
Agenda Item 6.C.
August 31, 1998
APPEALS PROCEDURE
Step One - If the school site administrator denies a parental exception waiver,
the Parental Exception Waiver Denial Form must be completed and processed
according to Title 5, California Code of Regulation guidelines. The school site
administrator must hold a conference promptly with the parent/guardian but no
later than 10 days after the date of completion of the Denial Form.
The parent/guardian must be provided with a copy of the completed Parental
Exception Waiver Denial Form and must be provided with information about the
child's test results and other information that was used to make the decision to
deny the waiver request. The site administrator must have substantial evidence
that the alternative program request would not be beneficial for the student.
If the parent/guardian is not satisfied with the results of the conference and
wishes to appeal the principal's decision, the parent/guardian must receive
information regarding Step Two of the appeal process.
The site administrator shall report the matter, and whatever action may have
been taken, to the Assistant Superintendent, Instructional Services and Support.
The site administrator shall send a copy of the completed Parental Exception
Waiver Denial Form, along with the documentation which was discussed with the
parent/guardian, to the Assistant Superintendent, Instructional Services and
Support.
Step Two - Within five days of receiving a request from the parent/guardian for
an appeals conference, the Assistant Superintendent, Instructional Services and
Support, shall informally discuss the parental exception waiver denial with the
parent/guardian.
If a satisfactory solution is not achieved at this level, the Assistant
Superintendent, Instructional Services and Support shall send a copy of the
completed Parental Exception Waiver Denial Form, along with the documentation
which was discussed with the parent, to the Superintendent.
If the parent/guardian is not satisfied with the results of the conference and
wishes to appeal the decision, the parent/guardian must receive information
about submitting a written request for a conference to the Superintendent. This
request shall include:
1. A brief statement of the facts giving rise to the appeal.
2. The reasons that the parent believes that the child has been affected
adversely by the denial of the parent waiver.
Page 4 of 5
Agenda Item 6.C.
August 31, 1998
3. The action which the parent/guardian wishes taken and the reasons why it
is believed that such action be taken.
Step Three - Within five days of receiving the written request for a conference,
the Superintendent shall informally discuss the parental exception waiver denial
with the parent/guardian.
The Superintendent must notify the parent/guardian of the decision to grant or
deny the parental exception waiver.
Should the matter still not be resolved to the satisfaction of the parent/guardian,
the parent/guardian shall request, in writing, a hearing by the Board.
Step Four - The Board, after reviewing all material related to the case, shall
provide the parent/guardian with its written decision. The parent/guardian shall
be advised in writing of the Board's decision no more than ten days following the
hearing.
Page 5 of 5
Agenda Item 6.C.
August 31, 1998
84 EAST “J” STREET • CHULA VISTA, CA 91910 • 619 425-9600
PARENT WAIVER - SOLICITUD DE EXENCIÓN
Student’s Full Name - Nombre del Alumno
Teacher - Maestro
School - Escuela
Grade - Grado
Birth date - Nacimiento
Month-Mes Day-Día
/
Year – Año
/
If child is age 10 or older / Si el niño tiene diez años o más:
A full written description of the Structured English Immersion Program which is mandated by Proposition 227 has been provided
to me. I believe that said program will result in substantial academic deficits for my child. For that reason, I request a waiver
which will allow my child to be instructed in his/her primary language through the transitional second language program options
which have been described to me. A description of both Spanish and English instructional materials to be used has been provided
to me. I understand that instruction will occur in both languages and that the goal for my child is attainment of English fluency.
I understand by making this request, I am waiving any right which I might have to bring a suit pursuant to Education Code
Section 320 to enforce the right to be in an English Only Program.
He recibido una descripción de los servicios educativos predominantes en inglés que dicta la Proposición 227. Pienso que dicho
programa ocasionaría pérdidas académicas importantes para mi hijo. Por lo tanto, solicito que se exente a mi hijo de dicho programa
para que pueda recibir enseñanza en su primer idioma por medio de las opciones del programa de transición al segundo idioma que se
me han explicado. Una descripción de los materiales académicos que se usarán tanto en inglés como en español se me ha proporcionado.
Entiendo que la enseñanza se efectuará en ambos idiomas y que la meta es que mi hijo logre el dominio del inglés.
Me doy por enterado que al firmar esta solicitud, cedo cualquier derecho que pudiera tener de entablar demanda según el Reglamento de
Educación sección 320 para ejercer el derecho de estar en un programa de enseñanza sólo en inglés.
*If child has not reached age 10 / Si el niño es menor de 10 años:
My child has been in an English language placement for at least 30 (calendar) days this school year. I am in agreement that an
alternative course of study will be better suited to my child’s overall educational development. For that reason, I request a waiver
which will allow my child to be instructed in his/her primary language through the transitional second language program options
which have been described to me. A description of both Spanish and English instructional materials to be used has been provided
to me. I understand that instruction will occur in both languages and that the goal for my child is attainment of English fluency.
I understand by making this request, I am waiving any right which I might have to bring a suit pursuant to Education Code
Section 320 to enforce the right to be in an English Only Program.
Mi hijo ha estado recibiendo enseñanza en inglés por lo menos 30 días (de calendario) este ciclo escolar. Estoy de acuerdo que un
programa alternativo de estudio sería más apropiado para el desarrollo educativo general de mi hijo. Por lo tanto, solicito que se exente
a mi hijo de dicho programa para que pueda recibir enseñanza en su primer idioma por medio de las opciones del programa de transición
al segundo idioma que se me han explicado. Tengo entendido que los materiales académicos serán tanto en inglés como en español, que
la enseñanza se efectuará en los dos idiomas y que la meta es que mi hijo logre el dominio del inglés.
Me doy por enterado que al firmar esta solicitud, cedo cualquier derecho que pudiera tener de entablar demanda según el Reglamento de
Educación sección 320 para ejercer el derecho de estar en un programa de enseñanza sólo en inglés.
/
Parent/Guardian Signature
/
/
Date
Fecha
Parent/Guardian Signature
/
Date
Fecha
This area for office use only / Esta área sólo para uso de la oficina
Due to this child’s educational needs, I believe that an alternative course of educational study would be better suited to the above-named child’s
overall educational development which has been explained to the parents.
Debido a las necesidades particulares de este alumno, considero que el programa educativo alterno es la mejor alternativa para el éxito educativo
del alumno antes mencionado y ésto ha sido explicado a sus padres o tutor legal.
/
/
Date - Fecha
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Principal’s Signature - Firma del Director
_______________________________________________________
/
Superintendent’s Approval
Date/ - Fecha
Aprobación de la Superintendente
DISTRIBUTION:
DISTRIBUCIÓN:
WHITE - Cum folder
BLANCO - Expediente del alumno
CANARY - Parent/Guardian
AMARILLO - Padre o Tutor Legal
/
/
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
*Other Educational Staff/Miembro del plantel
Date - Fecha
*Signature and Special Needs Form needed if under age 10
*Firma y el Formulario de Necesidades Especiales se necesitan si el
alumno es menor de 10 años
PINK - ELL folder
ROSA - Carpeta ELL
GOLDENROD - Language Acquisition Dept
DORADO - Dept. de Adquisición del Idioma
817505/5-99
PARENT WAIVER STUDENT SPECIAL NEEDS FORM
FORMULARIO DE NECESIDADES ESPECIALES
The parents of _________________________________ are in agreement with the educational staff
that an alternative program will be beneficial for the child’s academic development and acquisition of
language.
Los padres de ________________________________ están de acuerdo con el personal docente
que un programa opcional beneficiará el desarrollo académico del estudiante y su aprendizaje del
idioma.
Listed below are specific reasons for the educational staff’s informed opinion:
En seguida se anotan las razones específicas en la que se basa la opinión del personal docente:
Educational/Educativas
Previous educational experience: English Learners lack proficiency and academic
success in English needed to meet grade-level expectations. Learning in a
bilingual/alternative program will provide for the rapid academic progress while the
student acquires English language skills.
La experiencia escolar anterior: Los alumnos Estudiantes de Inglés no tienen
suficiente dominio y éxito académico en inglés necesarios para poder cumplir las
expectativas académicas de su grado. El recibir su enseñanza en un programa
opcional o bilingüe ayudará a su progreso académico rápido mientas que adquiere
l h bilid d d l idi
i lé
Other/Otras
________________________________________________________________________________
________________________________________________________________________________
School Principal/Director de la
Escuela
School-Escuela
DISTRIBUTION
WHITE: Cum folder
PINK: ELL/LEP folder
Teacher -Maestro
DISTRIBUCIÓN
BLANCA: Cum folder
ROSA: ELL/LEP folder
AMARILLA: Language Acquisition Dept.
ORO: Parent/Guardian
Date/Fecha
Gr.
7-29-99 817502
Special Needs Form
INSTRUCTIONAL
PROGRAM AND
CURRICULUM
- 21 -
Instructional Program and Curriculum
All students must have access to grade-level core curriculum. Instructional programs for
English Learners are designed to promote the acquisition of high levels of English
language proficiency, as well as access to the core curriculum. Depending on the program
in which the student is enrolled, this is accomplished through:
1. Bilingual Alternative, primary language instruction with English language
development
2. Structured English Immersion (primary language support if needed) with English
language development
3. Mainstream with English language development
Academic instruction through English is modified to meet the student's level of language
proficiency. Teachers use specialized strategies that enable students to understand,
participate in and access the core curriculum.
As referenced in the Reading/Language Arts Framework for California Public Schools
2001, page 233, “students (English Learners) must participate in instructional programs
that combine skills and concept development in both English literacy and the English
language. For those students whose parents have chosen a program that teaches literacy
in the primary language, students must work to achieve the same standards contained in
the English –Language Arts Content Standards. Appropriate modifications should be
made for the language of instruction.”
The CVESD believes that “A child is of individual worth”, therefore building upon the
wealth of language diversity that each child brings to school is paramount. As such, a goal
for the Bilingual Alternative Program is to foster multi-literate students.
In a Bilingual Alternative Program, “instruction in the student’s primary language is the
most effective and efficient way to ensure access to high-quality curriculum and
instruction, upon which to build the foundation for high levels of biliteracy”, Estándares de
Lecto-Escritura en Español, 2001. When skills and strategies are taught in a consistent,
and rigorous primary language instructional program, transfer of these abilities to the
second language is proven by research.
“In a Structured English Immersion Program, instruction in reading and writing for English
Learners should not be delayed until the students have mastered oral English. Effective
early instruction in English literacy must be incorporated into a program of ELD from the
very beginning. Students must be provided significant support to be successful in the
language arts. Such support includes the pre-teaching of essential elements of lesson
vocabulary and language structure and additional assistance after the lesson during the
school day and after school. Instruction in oral and written academic language for English
Learners is a critical element that must be specifically designed, planned, scheduled, and
taught. It includes direct instruction and experiences for students in English phonology,
morphology, syntax, and semantics and supports students as they move toward English
proficiency.”
- 21 -
English Language Development (ELD)
The State of California has adopted ELD Standards that provide a description of student
expectations for each grade and proficiency level, ELD is a part of each English Learner’s
instructional program. Each program includes a portion of the day when the focus of
instruction is ELD and is geared towards each student's language proficiency level. In
order to teach at the proficiency level of each student, teachers may combine or divide
their students into groups within their classrooms or assign students to other grade-alike
teachers.
“From the earliest stages of their academic careers and in concert with instruction in
reading and writing. English learners participate in an instructional program that supports
their acquisition of informal English and teaches them the patterns of formal academic
English. The instruction is designed to provide for students experiences with English that
are understandable and meaningful and enable the students to communicate with peers
and adults and thereby participate fully in the academic program. Students begin by
learning basic social conventions, rudimentary classroom vocabulary, and ways to express
personal and safety needs. They participate in language study in a variety of contexts
ranging from informal classroom conversations to teacher-directed instruction in language
forms and structures. Effective teachers use a variety of activities to introduce and
reinforce language concepts (e.g., singing, presenting dramas, reading aloud, using
visuals and props, and practicing simple phrases and vocabulary).
Teachers model and teach the language patterns and vocabulary needed to understand
and participate in the study of the language arts and other content areas. They should not
assume that students would use their newly acquired academic vocabulary in casual
conversation. Instead, they should specifically plan student-to-student discussions in which
the students are expected to practice their new vocabulary and understanding of language
forms in substantive academic discussions. Students learn English phonology, morphology
(including spelling and syllabication patterns), syntax, and semantics through teacher
modeling, teacher directed instruction, and classroom interaction.
They build on
classroom exposure and interaction with English sounds, word elements, sentence
structure, and vocabulary through directed study and practice of the linguistic elements.
Analysis of the elements of instruction and materials increases sophistication as students
progress through the grades and gain linguistic and academic competence. This
purposeful study of features of the English language, which involves instruction in oral and
written language, is connected to the English-language arts content standards through the
language arts and content-area instruction in which students participate daily”, page 235,
Reading/Language Arts Framework for California Public Schools 2001.
This focused ELD time generally occurs as a daily segment in addition to the language
arts block. ELD is taught daily for 30 minutes in grades K-1, for 45 minutes in grades 2-6.
The curriculum is based on the English Language Development Standards and utilizes
supplementary instructional materials.
Standards-based ELD Materials:
• Moving Into English (Harcourt)
• Intensive English (Santillana)
•
•
- 22 -
Avenues (Hampton-Brown)
On Our Way to English (Rigby)
Instructional Block:
• Daily 30-45 minutes
Supplemental Resources:
• Leveled Reading Materials
• Into English! (Hampton-Brown)
• District ELD Handbooks
•
•
Standards-based ELD Materials
Escondido Curriculum
ELD instructional opportunities and materials
The state-adopted ELD Standards establish a framework for teachers to follow, with the
purpose of students developing the skills necessary to meet grade-level standards in
English language arts and the content areas. The standards describe what students
should know and be able to do at each of the five levels of English proficiency. Each ELD
standard is tied to one or more of the grade level English Language Arts Standards and
serves as a measure for determining a student's progress toward meeting the English
Language Arts Standards. By the end of the early advanced proficiency level, students are
expected to be reclassified and meet the same rigorous grade-level standards as native
English speakers are expected to master.
“Most important, teachers plan opportunities, supported by appropriate instructional
materials, for students to produce language they have acquired, use language in
academic interactions with peers and adults, and monitor and correct their oral and written
language. Teachers create an environment in which students feel comfortable in risking
the use of new and unfamiliar language. Instructional materials describe for teachers the
linguistic features of the most commonly spoken languages as they differ from English
(e.g., analysis of similar and dissimilar sounds). Teachers apply the understanding of
similarities and differences among the languages in planning instruction and use
questioning and other strategies to foster substantive student discussion and participation.
Emphasis is placed on the students’ producing language in a variety of contexts and the
teachers’ eliciting student participation and thought.
Students should receive specific, constructive feedback from the teachers regarding the
accuracy of their oral and written work and their progress toward mastery of conventional
English. Teachers should analyze students’ errors to determine development in oral and
written English to plan appropriate instruction to improve competence. Instructional
materials contain assessments tools that assist teachers in the analysis in those areas as
related to grade-level English Language arts standards.
Instruction for English Learners in academic language helps brings the students to a level
of English proficiency comparable with that of their native English-speaking peers. ELD
occurs daily; is specifically identified within the curriculum of the school district and the
school; and is supported by highly quality instructional materials, a sufficient amount of
instructional time, and professional development for teachers. …For students in grades
three through twelve who are just learning English, instructional materials should be
specifically designed to provide intensive and extensive ELD. Included should be the
development in oral and written vocabulary, reading instruction, and systematic instruction
in the forms and features of English. …The purpose of differentiated instruction in English
is to move English Learners as quickly as possible through the stages of language
- 23 -
proficiency and to enable them to achieve mastery of the English language arts content
standards”, page 235-236, Reading/Language Arts Framework for California Public
Schools 2001.
In order to determine the student’s annual progress in English, each English Learner is
assessed annually with the CELDT. Additional assessment obtained from the ELD
curriculum and teacher observation are considered to determine progress aligned to the
Catch-up Plan according to the following benchmarks in the development of English
language proficiency.
Legal Compliance
Legal compliance with ELD requirements is not determined simply by the use of materials
in an ELA/ELD program or by the number of minutes of ELD instruction. A compliant,
successful ELD program may use any set of materials as long as the following
requirements are closely implemented:
• A Catch-up Plan exists and delineates expected growth in English language
proficiency through ELD, ELA, and all content standards over time (including annual
and ongoing benchmarks)
• Ongoing assessments in ELD that are utilized and address the ELD standards in all
four domains (listening, speaking, reading, and writing)
• Instruction which is provided through grade level ELD standards-based curriculum
that is directly targeted to students’ specific linguistic needs as identified by ongoing
assessments (i.e. instruction is differentiated by level of proficiency for each level
within a class)
• Academic interventions in ELD provided through an evaluated and documented
process when students are not making adequate linguistic progress
• Instruction provided by an appropriately certified teacher
• At least 30 minutes daily of explicit ELD instruction is provided at the elementary
level
• ELD instruction monitored through regular classroom observation by site principal.
Access to Core Content Instruction
The District's programs for English Learners are designed to enable English Learners to
acquire English and learn grade-level academic content. Students enrolled in any of the
program models are expected to master the ELD and ELA standards and eventually meet
grade-level standards in the core academic subject areas. Within a reasonable amount of
time, as defined by the Catch-up Plan, students in the Alternative Program are expected to
meet the same rigorous grade-level standards in English as well as Spanish.
English Learners' progress toward meeting ELD and ELA standards and grade-level
standards in core subject areas is measured using the District’s Catch-up Plan.
Results on the multiple measures are reported through the District's Instructional Services
and Support Office. When, according to on-going assessments, students are unable to
meet interim expectations in academic content, students shall be referred by teachers to
receive academic interventions and support during the school day. This support will enable
them to overcome any academic deficits before they become irreparable. The intervention
- 24 -
itself shall directly target the identified academic need. Delivery of the intervention shall be
monitored and documented. The effectiveness of the intervention will then be determined
based on student performance on subsequent administrations of the on-going
assessments. The academic interventions available at each site will vary based on
available resources in personnel, funding, space, materials, and identified needs. Some
sample interventions include:
-
ELAP Supplementary services (grades 4-6)
Immigrant Education Program
Extended Learning
English Learners in Special Education
Individualized Educational Plan (IEP) teams will ensure that each English Learner receives
appropriate services to develop English proficiency and have equitable access to the full
curriculum. Each English Learner’s IEP shall include linguistically appropriate goals and
objectives based on the student’s level of English proficiency and based on the ELD
standards. Such goals and objectives will fully address ELD and core content instruction.
Each IEP shall also clearly delineate the person(s) and/or programs responsible for
providing each instructional service. A parental exception waiver is not required for an
English Learner whose IEP indicates that instructional services will be provided through an
Alternative Program.
Curriculum
Subject
Publisher
Language Arts
• Reading/Lectura *(in Spanish)
Houghton Mifflin* (K-6)
Mathematics
• Mathematics/Matemáticas
McGraw-Hill* (K-6)
Social Studies
• Adventures in Time and Place
• Aventuras a través del tiempo
Science
• California Science/Ciencia de
California
• Holt Science and Technology
2001/Ciencia y Tecnología, Holt
McGraw-Hill* (K-6)
Harcourt* (K-5)
Holt* (6)
• ELD Materials
Hampton Brown, Harcourt, Rigby
Santillana
* Spanish Materials
- 25 -
CVESD Program Options for Els
ELD Observation Checklist
ELD Standards progress Report
English Learner Programs Implementation Checklist
Catch Up Plan
English Language Development
Organizing for ELD Instruction
Elements of a Catch-up Plan
Monitoring ELD Instruction: Implementation and Intervention Flowchart
School –Based Intervention Programs for ELs
- 26 -
Program Options for English Learners
Structured
English
Immersion
Program
Language of
Instruction
Primarily English
English Language
Development
30-45 minutes daily
(ELD Standards)
Academic Content
(Grade Level
Content-based
Standards)
ELD
Language Arts
Math
SDAIE
Social Science
Science
L1Support
Health
Art, Music, P.E.
SDAIE
BCLAD/BCC or
Required
CLAD/
Authorizations
LDS/SB1969/SB395
SMS Classification
Codes
4
Alternative Programs
Basic
Bilingual
Dual
Language
Mainstream English
Program
Primary Language (L1) and
English
English
30-45 minutes daily
30-45 minutes daily
L1 Instruction
L1 Instruction
SDAIE
Instruction
SDAIE
SDAIE
Instruction
SDAIE
L1/SDAIE
SDAIE
BCLAD/BCC
1
Content-based ELD
CLAD/lds/SB1969/SB395
9
5, 6
English Language Development – Observation Checklist
Teacher ____________________________ Grade _________ Date ______________ ELD Levels 1 2 3 4 5
Instructional Program Mainstream Structured English Immersion
Bilingual Dual Language
Standards-Based Planning and Organization
ELD standards are evident and selected on the basis of student’s assessments.
ELD materials are used during posted ELD instructional block (minimum of 30 minutes daily)
An instructional theme is evident and links ELD with grade-level content standards.
New vocabulary, language forms and functions are selected to support learning the standards and developing the theme.
Supplemental ELD materials create a comprehensible context for new language and are appropriate for the ELD level.
Standards-Based Listening and Speaking
Teacher connects new learning to previous learning by adding new materials to familiar materials and by inviting students to
share what they remember orally and non-orally using gestures, manipulation of pictures or objects, or writing/drawing.
Teacher models new language and content by telling or reading a story, role-playing, using puppets or flannel board.
Teacher checks for comprehension frequently using a variety of strategies.
Teacher guides students to practice new language using whole class response, small group response, and pair-response.
Standards-Based Speech to Print
Teacher models correct writing form and builds one-to-one connections between spoken and written words.
Teacher helps students read and match words, phrases and sentences, using word cards, sentence strips, picture cards, charts.
Teacher guides students to create word categories (e.g., character names, verbs, antonyms, idioms) for word walls and graphic
organizers.
Standards-Based Reading and Writing
Reading and writing assignments elaborate and extend the theme.
Pre-writing and pre-reading activities include discussion, oral and written directions, time for questions and clarifications.
Teacher demonstrates the steps for completing a task successfully.
Teacher provides a mini-lesson based on patterns of student need to assist them with their performance.
Teacher explains how performance or product will be evaluated using posted rubric.
Students read and write together or individually, using word walls, graphic organizers, and personal dictionaries.
Students practice with feedback from peers and teacher to raise their level of performance pr revise their product.
Student performance or product is rated using a posted rubric.
Students reflect on their own learning by recording in a journal or learning log.
Scoring Rubric:
1=no evidence,
2=limited evidence,
3=some evidence,
4=clear evidence
Rubric
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
INSTRUCTIONAL SERVICES AND SUPPORT
Guidelines for Marking the CVESD Standards-Based Report Card
Mainstream English
The CVESD Mainstream Program is for English Language Learners who have
already acquired a reasonable fluency in English (Early Advanced and Advanced
proficiency levels). However, the parent may select the Mainstream option for their
child even if the child has a lower English proficiency level.
Instructional methodologies, such as SDAIE, are used to make content-based
instruction more comprehensible to students. The curriculum is the same as that being
provided to native English speakers with the addition of ELD.
Structured English Immersion
Structured English Immersion is a program of predominant instruction in English for
students with less than reasonable fluency in English (Beginning, Early Intermediate,
and Intermediate proficiency levels). The curriculum and presentation are designed for
students who are learning the English language. All instruction utilizes appropriate
SDAIE strategies, and ELD is a strong component of the student’s daily schedule.
When the students attain reasonable fluency in English (Early Advanced or
Advanced), they will be placed in the Mainstream Program.
Access to the core curriculum is provided in the student’s primary language
(Spanish) with a gradual increase in English instruction. Each school defines the
duration of the Alternative Bilingual Program and language of instruction per subject
area. The program goal is biliteracy.
All parents of participating students must sign a waiver annually at non-charter
schools.
English Language Learners through the Intermediate proficiency level will use the
ELD Progress Report.
Instructions for Marking the English Language Development (ELD) Standards Progress Report
English Language Learner students through the Intermediate proficiency level will use the ELD
Progress Report.
Grade 3-5 (Example)
Reading: Word
Analysis
Reading:
Fluency and
Systematic
Vocabulary
Development
Beginning
Recognizes English sounds
common to own language.
Recognizes sound/symbol
relationships in own text.
Early Intermediate
Recognizes and produces English
sounds not common to own language.
Recognizes common English word
parts.
Intermediate
Produces most English sounds. Uses
English word parts in phrases and
simple sentences.
9
1st
2nd
3rd
Reads simple words and phrases.
Demonstrates comprehension of
simple vocabulary non-verbally.
1st
2nd
3rd
Begins self-correcting errors made
when reading phrases and simple
sentences. Uses contextual clues to
derive meaning. Applies vocabulary to
discussions and reading. Reads own
writing appropriately.
9
1st
2nd
3rd
1st
2nd
3rd
Self-corrects when reading. Creates
own dictionary. Recognizes common
roots and affixes. Uses decoding
skills to read with appropriate pacing,
intonation and expression. Uses
content-related vocabulary.
1st
2nd
3rd
Reads text features. Distinguishes
relationships between the text read and
his or her experiences, using simple
sentences. Answers factual questions.
Follows two-step directions. Reads and
identifies main ideas and draws logical
inferences.
1st
2nd
3rd
Using more detailed sentences,
describes the relationships between
the text read and his or her
experiences. Follows multistep
directions. Makes predictions.
Communicates inferences made from
reading.
1st
2nd
3rd
1st
Reading:
Comprehension
2nd
3rd
Answers factual questions using a
few words. Identifies some text
features. Follows one-step
directions.
1st
9
2nd
3rd
Teacher directions: Each trimester, the student’s current instructional level is marked (9) within
each ELD strand taught.
English Language Learner students through the Intermediate proficiency level will use the
ELD Progress Report for literacy/ELD. All other subject areas (English or Spanish instruction
reflecting school’s bilingual model) will be marked on the Standards-Based Report Card.
English Language Learner students at the Early Advanced proficiency level will use only the
Standards-Based Report Card for all subject areas.
ELD Progress Report for literacy/ELD.
All other subject areas will be marked on the Standards-Based Report Card.
Mainstream English Program
ELD Progress Report for literacy/ELD. All other subject areas will be marked on the StandardsBased Report Card.
English Language Learner students at the Early Advanced and Advanced proficiency levels
will use only the Standards-Based Report Card for all subject areas.
English Language Development Standards Progress Report
In order for English Language Learners to meet the standards of literacy in English, they must acquire the ability to
understand, speak, read and write in English which are abilities already possessed by students who are native English
speakers. Specialized English Language Development (ELD) Standards are used to address the developmental nature
of acquiring the English language. The ELD Standards address English language development and provide the
language foundation for the District English Language Arts Standards. The goals are for students to:
•
•
Make progress towards the District English Language Arts Standards and
Be reclassified as Fluent English Proficient.
English Language Development Proficiency Levels
•
Beginning – Students performing at this level of English language proficiency may demonstrate little or no
receptive or productive English skills. They may be able to respond to some communication tasks.
•
Early Intermediate – Students performing at this level of English language proficiency start to respond
with increasing ease to more varied communication tasks.
•
Intermediate – Students performing at this level of English language proficiency begin to tailor the English
language skills they have been taught to meet their immediate communication and learning needs.
•
Early Advanced – Students performing at this level of English language proficiency begin to combine the
elements of the English language in complex, cognitively demanding situations and are able to use English as
a means for learning in other academic areas.
•
Advanced – Students performing at this level of English language proficiency communicate effectively with
various audiences on a wide range of familiar and new topics to meet social and academic demands. In order
to attain the English proficiency level of their native English-speaking peers, further linguistic enhancement
and refinement are necessary.
Teacher directions: Each trimester, the student’s current instructional level is marked (√) within each ELD strand taught.
Boleta de Calificaciones del Desarrollo del Inglés
Para que los alumnos en vías de aprender inglés (English Language Learners, ELL siglas en inglés) logren los
estándares de lectura y escritura en inglés, deben adquirir la capacidad de entender, hablar, leer y escribir en inglés,
capacidades ya poseídas por los alumnos cuyo idioma nativo es el inglés. Los estándares especializados en el
desarrollo del inglés (English Language Development, ELD) permiten abordar el aspecto del desarrollo por etapas del
idioma inglés. Los estándares de ELD abordan el tema del desarrollo del idioma inglés y forman la base para los
Estándares de Lenguaje del Distrito. Las metas son que los alumnos:
•
•
Progresen para lograr los Estándares de Lenguaje del Distrito y
Se les reclasifique como alumnos que dominan el idioma inglés (Fluent English Proficient, FEP).
Niveles de Aptitud en el Desarrollo del Idioma Inglés
•
Principiante. Los alumnos que se desempeñan a este nivel de inglés carecen casi por completo de las
habilidades para entender o hablar inglés. Tal vez pueden responder a algunas tareas comunicativas.
•
Intermedio Inicial. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a
responder con más facilidad a tareas comunicativas más diversas.
•
Intermedio. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a adaptar las
habilidades del idioma inglés que han aprendido para satisfacer sus necesidades inmediatas de
comunicación y aprendizaje.
•
Avanzado Inicial. Los alumnos que se desempeñan a este nivel de aptitud en inglés empiezan a
combinar los elementos del idioma inglés en situaciones complejas, con exigencias intelectuales y pueden
valerse del inglés para aprender en otras áreas académicas.
•
Avanzado. Los alumnos que se desempeñan a este nivel de aptitud en inglés se comunican eficazmente
con públicos diversos sobre una gran variedad de temas que les son familiares y nuevos para hacer frente a
las exigencias sociales y académicas. Para poder lograr el nivel de aptitud en inglés que poseen sus
compañeros cuyo idioma nativo es el inglés, necesitan refinar y perfeccionar más su inglés.
Instrucciones para el maestro: Cada trimestre, se marca (√) el nivel de instrucción actual del alumno para cada una de
las áreas de ELD que se cubrieron.
Key EL Program
Components
and Assessment
Key Implementation Questions – Do we have a system in place to ensure that:
Yes

No

A Home Language Survey is completed for all students?
Initial CELDT and L1 proficiency assessments are completed within guidelines?
Parent Notification of assessments results and program selection are on file?
Note: Placement for Special Education ELs is determined by IEP team. No parent letter is required.
English Language
Development
Yes No

All ELs receive ELD instruction appropriate for their level of English proficiency using
standards-based ELD curriculum for a minimum of 30 to 45 minutes daily?
Teachers record ongoing ELD progress using the CV Progress Report
ELD instruction is organized according to District recommendation?
Progress data indicates 80% of all ELs at CELDT levels 1-3 are advancing 1 level annually?
There is an ELD Catch-Up Plan in place to help ELs accelerate their ELD progress?
Note: ELD goals for EL students receiving Special Education services must be delineated on the IEP.
Access to Core
Curriculum
Yes No

Staffing

Yes No

ALL ELs receive appropriate Master Plan program services (L1 Instruction, SDAIE and/or
L1 support) to ensure access to standards-based grade-level instruction?
Achievement data indicates that ELs are learning grade-level academic content.
All sub skills areas for ELs with CELDT levels 4-5 are at least at Intermediate level?
There is a Catch-Up Plan in place to help ELs recoup any academic deficits that may have
been incurred while learning English in a Structured English Immersion Program?
All teachers delivering ELD/SDAIE instruction to ELs have BCLAD/BCC, CLAD/LDS,
SB1969/SB395 or are enrolled in courses leading to the appropriate authorization?
All teachers delivering core curriculum in a Bilingual Alternative or Dual Language
Program have a BCLAD/BCC or are enrolled in courses leading to the appropriate
authorization?
Department of Language Acquisition and Development
“Catch-Up” Plan
Benchmarks for English Language Learners
CELDT
Levels
Timeline toward
Reclassification
based on language
level at time of
baseline year (e.g.
initial enrollment)
BEGINNING
EARLY
INTERMEDIATE
INTERMEDIATE
EARLY
ADVANCED
ADVANCED
RECLASSIFICATION
1
2
3
4
5
R-FEP
1st year
2nd year
3rd year
4th year
5th year
Reclassify
1st year
2nd year
3rd year
4th year
Reclassify
1st year
2nd year
3rd year
Reclassify
1st year
2nd year
Reclassify
1st year
Reclassify
CST ELA *
1.85
2.25
3.00
3.25
4.00
4.00
CST Math *
2.00
2.65
3.00
3.75
4.00
4.00
SABE Reading
53.35
56.23
59.94
60.72
63.72
75.74
SABE Math
51.66
58.13
64.32
66.76
67.70
81.87
1 = Far Below
*2 = Below
*3 = Basic
*4 = Proficient
*5 = Advanced
The primary goal of standards-based ELD instruction is to ensure English learners,
at all five levels of English proficiency, learn to understand and use academic
English as rapidly as possible thereby ensuring access to grade level content
instruction in English within a reasonable amount of time. Adequate ELD progress
is measured by advancing a minimum of one ELD level per year.
Effective ELD instruction is characterized by four critical elements:
1. Content:
• Use standards based ELD curriculum for a minimum of 30 to 45 minutes
daily
• Plan differentiated ELD lessons based on the state’s ELD standards
• Provide comprehensible input for developmental listening and reading
activities
• Access speaking and writing (output) in light of the student’s level of
English proficiency
2. Connections:
• Connect instructional accommodations to the student’s linguistic (English
and L1) background/experience
• Incorporate grade level themes and content to build the students’
understanding of the vocabulary, language forms and linguistic functions
that s/he is most likely to experience throughout the instructional day
• Integrate developmentally appropriate listening, speaking, reading and
writing activities to accelerate second-language acquisition
3. Comprehensibility:
Make oral and written language as comprehensible as possible by analyzing
the following linguistic demands:
• Target vocabulary
• Essential language forms (e.g., If___, then___)
• Key language functions appropriate to the purpose of the lesson (e.g.
cause and effect)
• Existing visual supports and if additional supplemental materials are
needed, such as pictures, charts, graphic organizers, props, manipulatives,
realia, etc
4. Communication/Interaction:
• Plan for high frequency of communication between students and teacher
and among students (e.g., partner talk, cooperative learning, conferences,
etc)
• Provide ample opportunities for students to learn, practice and apply target
vocabulary, forms and functions successfully in meaningful and authentic
social and academic settings
Model 1
Team Teaching
Teacher B
Teacher A
ELD 3
ELD 1-2
Grade-level
Team
Teacher C
Teacher D
ELD 4-5
EO/IFEP/RFEP
Model 2
Small-group Rotation
Students
working with
the teacher
ELD 1
Students working
in cooperative
small group
ELD 3
Students
working
independently
Model 3
Flexible Grouping
Whole Group
• Preliminary tasks
• Set the Stage
ELD 4-5
Students
working with a
paraprofessional
Small Group
• Homogeneous/
Heterogeneous
• Interactive
ELD 2
Whole Group
• Reconstruct learning
• Debrief concepts/proces
“How do teachers accelerate second language acquisition to enable
English Learners to advance a minimum of one ELD level each year?”
ELD Program
Accommodations
Standards-Based
Standards-Based
Curriculum
Instruction
Standards-based ELD
ELD Instruction:
Materials:
• Differentiated by ELD
level
• Avenues
(Hampton-Brown)
• Integrated Language
• Moving Into English
Domains (L/S/R/W)
(Harcourt)
• Transferable and
Non-transferable
• On Our Way to
English (Rigby)
skills
• BICS and CALP
• CA. State Adopted
ELD Standards
• District ELD
ELD Intervention:
Handbooks
• ELAP
• Leveled Reading
• Extended Learning
Materials
Program
• Standards-based
• Summer School
ELD Materials
• Resource Teacher,
• Into English!
Aide
(Hampton-Brown)
• Tutor- Reading Prog.
• Escondido Curriculum
• High Point (HamptonBrown)
4/4/2005
Ongoing Monitoring
Standards-Based
Assessment
Formal:
• (In process of
development)
Informal:
• Work Samples
• Observations
• Checklists/Surveys
• Publisher’s
Assessments
Accountability
District / State
District:
• Student Monitoring
• ELD Standards
Progress Report
(CVESD)
• Language Profile
Report
• District Progress
Benchmarks for ELs
(Catch-Up Plan)
• Annual District
Evaluation Report of
EL Progress
State:
• California English
Language
Development Test
(CELDT)
Are we
implementing an
ELD Program?
NO
YES
SITE-BASED IMPLEMENTATION
Are students succeeding?
(1 ELD level per year)
ALL
SOME
NONE
STUDENT INTERVENTION
4/5/2005
Strategic
Intervention
Services
Strategic
Professional
Development
ELD Intervention Services
In class accommodations
Extended Learning Program
English Language Acquisition Program (ELAP) Gr. 4-6
Other
School-Based Intervention Programs for English Learners
Immigrant Education Program (EIEP)
EEIP is a federally funded grant program that provides supplemental educational services for
eligible students in grades K-12 and their families. Eligible students are those who were born
outside of the United States, and have been enrolled in US schools for fewer than three academic
years. EIEP offers intensive English language development, health, and counseling services for
eligible students and their families. Classes are offered during summer school or intersession.
Classes are held on Saturdays for family literacy and parent training to increase active parent
participation in the education of their children.
English Language Acquisition Program (ELAP)
ELAP is a state grant program that provides funding ($100 per eligible student) to supplement
existing resources supporting English language development for English Learners (ELs) in
grades 4-8. These funds are being used as part of the District’s intervention program. The
ultimate goal is to better prepare English learners to meet the state’s academic and performance
standards and improve their English language and literacy skills.
Extended Learning Programs
Schools offer extra instructional time provided by certificated teachers, either before, after, or
during vacation. This intervention programs are specifically for students who are not meeting
grade level academic standards in Reading or Math. The program provides smaller classes that
give students more individualized instruction in an effort to help them improve in their
academics.
RECLASSIFICATION
Reclassification
California Education Code (EC) Section 313 and the California Code of Regulations
(5CCR) Section 11308 require that each English Learner who 1) has demonstrated
English language proficiency comparable to that of the average native English speaker
and 2) who can participate effectively in a curriculum designed for pupils of the same age
whose native language is English be reclassified as Fluent English Proficient (R-FEP).
The Chula Vista Elementary School District recognizes the importance of this item and has
established specific criteria and processes, in alignment with state and federal
requirements, to fully address this obligation.
Once a student has demonstrated that he/she is ready to participate fully in all English
instruction without special support services, the student is ready for reclassification.
Readiness is determined through a variety of multiple measures including: 1) teacher
evaluation of the student’s classroom performance, 2) objective assessment of the
student’s English language proficiency using the CELDT test, and 3) core content
achievement as measured by the California Standards Tests (CST).
Reclassification Criteria
The State Board of Education’s Reclassification Guidelines serve as the foundation for the
District’s reclassification criteria. The following table presents the reclassification criteria:
Evaluation
•
•
CELDT
CST
• English Language Arts
Teacher Input and Observation
•
•
•
Minimum Scores
Level 4 overall
No domain score less than 3
Mid-Basic (325 scale score)
Grade Level Achievement
Language Arts Standards
CALP Rating of 19+
of
Reclassification process
Reclassification is the culmination of the student’s participation in the program for English
Learners and is regularly conducted in the fall and spring; however, the classroom teacher,
administrators, or parents may initiate the process at any time.
District personnel collect objective assessment data and disseminate to each school a list
of English Learners who meet the CELDT and CST. The site English Learner Instructional
Assistant distributes to the teacher(s) of each reclassification candidate a form requesting
the teacher 1) conduct an evaluation of the student’s achievement in the core content
areas, 2) assess student’s oral English proficiency by using the CALP card, and 3)
recommend or deny the student’s reclassification to Fluent English proficient.
The site EL Instructional Assistant must complete the Reclassification Form, and the
student’s classroom teacher must review and sign it. Consultation with the student’s
parents will be done by at least one of the following: 1) personal conference, 2) in writing,
or 3) by telephone. A face-to-face conference with the student’s parents or guardians is
- 27 -
the optimum and desired method of consultation, at which time the parent’s signature is
obtained. The signed documentation must be placed in the student’s cumulative file and a
copy kept in the Language Acquisition Department.
Monitoring of reclassified students
The No Child Left Behind Act of 2001, Title III, requires that reclassified students be
monitored for a period of at least 24 months following reclassification. The site principals
and the Language Acquisition Department are responsible for the process of monitoring
reclassified students. School staff will use the CST and observations to semi-annually
monitor the progress of R-FEP students for a period no less than 24 months after
reclassification. Student language profiles will be provided by the EL Instructional Assistant
for teachers’ use in monitoring R-FEP students. The EL Instructional Assistant collects the
student language profiles and provides them to the next year’s teacher. Student
performance shall be reviewed at least at each progress-reporting period. Those students
found to be regressing in their academic performance will be referred to receive an
academic intervention in the specific area of need. This monitoring of R-FEP students is
recorded and filed in each student’s cumulative file.
Student Language Profile
Student Reclassification Worksheet
Reclassifying a student from EL to R-FEP
Language Reclassification Conference Form
2-Year Monitoring Plan (traditional and year round)
Interventions for struggling ELs
Reclassification and Monitoring, Roles and Responsibilities
- 28 -
Assessment Support
STUDENT HISTORY AND TEST INFORMATION
HOME SCHOOL _________________
ATTENDING SCHOOL ____________
Name ____________________________________ Birthdate ____________________
Address __________________________________ Phone ______________________
Parent/Guardian ___________________________________ Age _____Grade ______
Country of Birth ______________ Language(s) spoken at home __________________
EDUCATIONAL HISTORY
Grade
Location
Completed
Yes/No
Repeated any grades?
Home language based on
Extended Home Language Survey
K
1st
2nd
3rd
4th
5th
6th
Language of reading instruction in
previous schools (US):
ASSESSMENTS
ENGLISH
CELDT Oral Level/Score ___/_____
CELDT Reading Level/ Score ___/_____
CELDT Overall level & Score ___/ ____ CELDT Writing Level /Score ____/___
CELDT I-FEP ____ EL ______
PRIMARY
LANGUAGE
Pre-LAS Oral Spanish Level ______
LAS Oral Spanish Level __________
Other Language ________________
LAS Reading Level_______________
LAS Writing Level _______________
Overall Reading/writing
Examiner(s) _____________________________________ Date ________________
INSTRUCTIONAL PROGRAM
Non-Charter Schools Charter Schools
SEI (under age 10)
Primary Language
SEI (age 10 & over)
Dual Language
Mainstream English/ELD
Transition
Mainstream Program
Mainstream English
Alt. Bil. (Waiver)
Comments
Waiver (English
817517 4/2005
White copy: Assessment Support
Canary copy: Parent
Pink copy: EL Folder
STUDENT RECLASSIFICATION WORKSHEET
SCHOOL NAME:
SCHOOL YEAR
STUDENT
NAME
I.D.
NUMBER
GR
TEACHER
CST
325 Min.
ELA
Scale Level
CST
CALP
Math
Scale Level
19/20
95%
CELDT
CELDT
DATE
Overall 4/5
Scale
Level
L&S / R / W
Level 3 Min.
Of
Reclass
1
2
3
4
5
6
7
8
9
10
11
12
CST LEVELS:
CELDT LEVELS:
02/28/05
ac
A=ADVANCED
P=PROFICIENT
5=ADVANCED
B=BASIC
4=EARLY ADVANCED
BE=BELOW
FB=FAR BELOW
3=INTERMEDIATE
Department of Language Acquisition
Reclassifying a Student from ELL to FEP
Assessment of English Proficiency
•
•
Review CELDT results from annual assessment.
Does student score at Early Advanced or Advanced
overall and score at Intermediate or higher in listening,
speaking, reading and writing?
NO
Student
Remains
An
English
Language
Learner
YES
Comparison of Performance of Basic Skills
•
•
Review results of CST, Language Arts
Is the Scale Score 325 (Basic) or above?
NO
Student
Remains
An
English
Language
Learner
YES
Teacher Evaluation of Student Performance
•
•
Review the student’s CALP card.
Has student achieved a score of 19/20 on the CALP card?
YES
Parent Opinion and Consultation
•
•
Provide notice to parents/guardians of their right to
participate in the reclassification process.
Encourage them to participate in reclassification process
and face-to-face meeting
Continue
Reclassification
•
•
•
(10/03)
Reclassify the student as R-FEP
Update school/district records
Monitor the student’s progress for 2 years
NO
Student
Remains
An
English
Language
Learner
LANGUAGE RECLASSIFICATION CONFERENCE FORM
CHILD’S NAME ____________________________________ GRADE _____________
TEACHER _____________________________ SCHOOL _______________________
CONFERENCE DATE ____________________ PHONE ________________________
We are pleased to inform you that your child has successfully completed all the
requirements necessary to be reclassified from English Language Learner to Fluent
English Proficient. Based on multiple sources of academic data, your child has
developed sufficient English language skills to achieve academically in a Mainstream
English program.
The minimum requirements for reclassification, as well as your child’s scores, are
listed below.
Minimum
Requirements
Your Child’s
Score
Overall Level 4
And
Listening & Speaking Level 3
Reading Level 3
Writing Level 3
_________
Multiple Criteria
1. California English Language
Development Test (CELDT)
•
California Standards Test
• Language Arts
_________
_________
_________
Basic Level Level________
Scale Score 325 or higher Scale Score_____
3. CALP Scale
95% or higher
_________%
A review of your child’s progress will take place on a yearly basis for a 2-year period. If
necessary, an intervention plan or program change may be recommended during the
annual review.
I have been consulted regarding my child’s reclassification to Fluent English
Proficient status.
Parent/Guardian
Date
Principal
Date
WHITE: Cum Folder
PINK: ELL Folder
GOLDENROD: Parents
Teacher
Date
817507 (2/04)
FORMULARIO DE RECLASIFICACIÓN DE LENGUAJE
NOMBRE DEL NIÑO______________________________ GRADO _______________
MAESTRO __________________________ ESCUELA _________________________
FECHA DE LA ENTREVISTA_________________ N° DE TEL. ___________________
Nos complace informarle que su hijo ha llenado todos los requisitos necesarios para ser
reclasificado de alumno Estudiante de Inglés (English Learner) a Estudiante con
Dominio del Inglés (Fluent English Proficient). De acuerdo a varias fuentes de
información académica, su hijo posee suficientes destrezas en el idioma inglés para
triunfar académicamente en un programa de inglés regular (Mainstream).
Los requisitos mínimos para la reclasificación, tanto como las puntuaciones de su hijo
se anotan en seguida.
Categoría de los
requisitos
1. Prueba de California
del Desarrollo del
Idioma Inglés
(CELDT).
• Prueba de Estándares
de California
• Lenguaje
Puntuaciones
mínimas para reclasificación
Puntuación de
su hijo
Nivel general 4
y
Expresión y comprensión oral, nivel 3
_________
_________
Lectura, nivel 3
Escritura, nivel 3
_________
_________
Nivel Básico Nivel _________
Puntuación en la escala 325 ó más alta Puntuación____
3. Escala CALP
95% ó más alto
_______%
Se hará una revisión del progreso de su hijo anualmente, por dos años. Si es
necesario, es posible recomendar un plan de intervención o cambio del programa
durante la revisión anual.
Se me ha consultado respecto a la reclasificación de mi hijo para pasar de
alumno Estudiante de Inglés (English Learner) a Estudiante con Dominio del
Inglés (Fluent English Proficient).
Padre o Tutor Legal
Fecha
________________________________
Director
Fecha
WHITE: Cum Folder
PINK: ELL Folder
GOLDENROD: Parents
________________________________
Maestro
Fecha
BLANCA: Expediente
Amarilla: Dep. de Adquisición del Idioma.
ROSA: Carpeta ELL
ORO: Padres de familia
817508 (2/04)
RECLASSIFICATION: 2 YEAR MONITORING PLAN
FOR TRADITIONAL AND EXTENDED YEAR SCHOOLS
In accordance with existing California regulations and the federal legislation No Child Left Behind, the progress of students
who are reclassified from English Language Learner (ELL) to fluent English proficient (FEP) must be monitored for two years
to ensure that the reclassification was an appropriate decision. Teachers of reclassified students must complete the following
progress report for a two-year period. This report is to be filed in the student’s cum folder and ELL folder with a copy sent to
the Department of Language Acquisition and Development.
NAME OF STUDENT
DATE OF RECLASSIFICATION
SCHOOL
TEACHER
INDICATE STUDENT’S PROGRESS FOR YEAR 1:
Dec. Mar. June
Reading
Satisfactory
π
π
π
Writing
Satisfactory
π
π
π
Mathematics
Satisfactory
π
π
π
Class Participation
Satisfactory
π
π
π
CST English Language Arts
Scale Score
CST Mathematics
Scale Score
GRADE YR 1
Needs Improvement
Needs Improvement
Needs Improvement
Needs Improvement
Circle Proficiency Level:
Far Below Below Basic
Dec. Mar. June
π
π
π
π
π
π
π
π
π
π
π
π
Proficient
Advanced
Proficient Advanced
INTERVENTION PLAN (IF NEEDS IMPROVEMENT):
___________________________________________________________________________________________
________________________________________________Teacher Initials:_____________ Date
Teacher’s Signature at end of Year 1
Date
TEACHER
SCHOOL
Dec. Mar. June
Reading
Satisfactory
π
π
π
Writing
Satisfactory
π
π
π
Mathematics
Satisfactory
π
π
π
Class Participation
Satisfactory
π
π
π
Scale Score
CST Mathematics
Scale Score
GRADE YR 2
Needs Improvement
Needs Improvement
Needs Improvement
Needs Improvement
Dec. Mar. June
π
π
π
π
π
π
π
π
π
π
π
π
Proficient
Advanced
Proficient Advanced
___________________________________________________________________________________________
WHITE:
CANARY:
PINK:
CUM Folder
Language Acquisition Dept.
ELL Folder
Date
817511 (1/04)
RECLASSIFICATION: 2 YEAR MONITORING PLAN
FOR YEAR ROUND SCHEDULE SCHOOLS
In accordance with existing California regulations and the federal legislation No Child Left Behind, the progress of students
who are reclassified from English Language Learner (ELL) to fluent English proficient (FEP) must be monitored for two years
to ensure that the reclassification was an appropriate decision. Teachers of reclassified students must complete the following
progress report for a two-year period. This report is to be filed in the student’s cum folder and ELL folder with a copy sent to
the Department of Language Acquisition and Development.
NAME OF STUDENT
DATE OF RECLASSIFICATION
SCHOOL
TEACHER
Sept.. Mar.
Reading
Satisfactory
π
π
Writing
Satisfactory
π
π
Mathematics
Satisfactory
π
π
Class Participation
Satisfactory
π
π
Scale Score
CST Mathematics
Scale Score
June
π
π
π
π
GRADE YR 1
Needs Improvement
Needs Improvement
Needs Improvement
Needs Improvement
Sept..
π
π
π
π
Mar. June
π
π
π
π
π
π
π
π
Proficient
Advanced
Proficient Advanced
___________________________________________________________________________________________
Date
TEACHER
SCHOOL
Sept.. Mar.
Reading
Satisfactory
π
π
Writing
Satisfactory
π
π
Mathematics
Satisfactory
π
π
Class Participation
Satisfactory
π
π
Scale Score
CST Mathematics
Scale Score
June
π
π
π
π
GRADE YR 2
Needs Improvement
Needs Improvement
Needs Improvement
Needs Improvement
Sept..
π
π
π
π
Mar. June
π
π
π
π
π
π
π
π
Proficient
Advanced
Proficient Advanced
___________________________________________________________________________________________
WHITE:
CANARY:
PINK:
CUM Folder
Language Acquisition Dept.
ELL Folder
Date
817512 (1/04)
Interventions for Struggling ELs
ELD Support
Supplemental Texts
Teacher-Made Materials
Multi-media
Peer Tutor
Primary Language Support
Reading Resource Teacher
SST Referral
Academic Contract
Parent/Teacher Conference
Book-on-Tape
Schedule Change
Additional Time on Task
Summer Session
School Psychologist
Counselor
Vision/Hearing
Behavior Contract
Library-After School
After-School Program
Instructional Aide Support
RSP Assistance
Reclassification and Monitoring
ROLES AND RESPONSIBILITIES
Personnel
Responsibility
• Oversees reclassification process throughout
the school year
Site Administrator
• February: reviews and submits a list of
students to begin the reclassification process
to the Department of Language Acquisition
• Oversees site monitoring
• Verses monitoring process foe each R-FEP
for 24 months
• Evaluates student work and makes R-FEP
recommendation
Classroom Teacher
• Completes CALP card for eligible R-FEPs in
January and February
• Monitor student progress for reclassification
and completes R-FEP screening and
monitoring
Directors of
Language
Acquisition and
School Services and
Assessment
District Assessment
Technician
Site EL Instructional
Assistant
• Generate data on CELDT and CST results
• Oversee analysis of data regarding EL and
R-FEP eligible students
• Compiles and distributes lists of R-FEP
eligible students using CST data
• Administers tests, compiles documents,
communicates with parents
• Generates a list of R-FEP students: collects
and coordinates forms for teachers
STAFFING
AUTHORIZATION
Staffing Authorizations
Under the supervision of the Assistant Superintendent of Human Resources, the District
takes an active role in the recruitment and staffing of authorized personnel for all English
Learner programs and makes it a requirement to hire Cross-cultural, Language, and
Academic Development (CLAD) or Bilingual, Cross-cultural, Language and Academic
Development (BCLAD) certified teachers. CLAD certified teachers are authorized to
provide instruction to English Learners (EL) in the areas of English Language
Development (ELD) and Specially Designed Academic Instruction Delivered in English
(SDAIE). Instruction for English Language Development (ELD) means instruction
designed specifically for EL students to develop their listening, speaking, reading, and
writing skills in English. Specially Designed Academic Instruction Delivered in English
(SDAIE) means instruction in a subject area, delivered in English that is specially designed
to provide EL students with access to the curriculum.
The District seeks CLAD and BCLAD teachers by working closely with the San Diego
County Office of Education and local universities, by attending in-state and out-of-state
recruitment fairs and career days, advertising in educational online services and through a
variety of job postings and announcements. The District has a large number of teaching
staff that hold CLAD, BCLAD, and equivalent certification. This includes teachers with
specialist credentials and psychologists.
• Teachers providing instruction in a Mainstream English Program shall be
authorized to provide appropriate core content and ELD instruction. This is
achieved via a CLAD or equivalent certification.
• Teachers providing instruction in Structured English Immersion programs shall be
appropriately authorized to provide instruction in Spanish if providing primary
language instruction via a BCLAD or equivalent certification.
• Teachers providing instruction in Structured English Immersion programs who do
not provide primary language instruction shall be appropriately authorized to
provide core content and ELD instruction via a CLAD or equivalent certification.
• Teachers providing instruction in an Alternative Bilingual Program shall be
appropriately authorized to provide such instruction via a BCLAD or equivalent
certification.
Teachers not currently authorized but who are serving English Learners, are required to
submit a plan in collaboration with their principals outlining the steps they will take to
satisfy the CLAD or BCLAD requirement. They are also required to submit progress made
toward the plan submitted or proof of enrollment in or completion of the necessary
coursework. Teachers are required to secure an appropriate authorization within one
year. The Human Resources Services and Support Division monitors the implementation
and completion of the plan.
The District provides support for teachers by working in collaboration with the San Diego
County Department of Education to provide SB395 classes whenever possible at the
District Office and at the San Diego County Office of Education.
- 29 -
PROFESSIONAL
DEVELOPMENT
Professional Development
The District’s Curriculum and Instruction Department, the Department of Language
Acquisition Department, the BTSA Office and the Human Resources Office work in
collaboration to provide on-going professional development opportunities to all teachers
and staff working with English Learners. The goal of training is to help educators acquire
specific skills needed to work with English Learners in the areas of ELD instruction,
comprehensible standards-based instruction, District program designs, and should reflect
current research best practice. All staff development opportunities to support teachers in
providing differentiated instruction may include the following:
•
•
•
•
•
•
•
•
Teaching to ELD Standards
• Publishers Professional Development
ELD strategies and assessments
• EL Academy (SDCOE)
SDAIE strategies and techniques
• CELDT Testing and Scoring
GLAD instructional strategies
• District Catch-up Plan training
AMAO and Closing the Gap
• Vocabulary Instruction
CABE Conference
• District EL instructional program models
Dual/ Immersion Program Strategies
• Focused Approach
Data and EL monitoring of student achievement (Language Profile Analysis Report)
Staff development opportunities occur throughout the school year and focus on key
aspects of program design and management, curriculum, instructional strategies, English
language and literacy development, standards and assessment, parent education, and
parent outreach. These opportunities are provided through on-site trainings, District
inservice sessions, and education conferences. Participant attendance is maintained, and
all sessions’ feedback on professional development are reviewed to determine future
trainings.
Additional training opportunities for paraprofessionals with English Learner responsibilities
are provided on a monthly basis by the Department of Language Acquisition and include:
•R-30 Annual Language Census
•Reclassification and Student Monitoring
•Alternative Bilingual Program Waiver
Process
•EL/IA Responsibilities and Handbook
Language Profile Analysis
ELD Inservice
- 30 -
Language Profile Analysis
Teacher
Total Class size
Student Names
by English Proficiency
Levels
*1 level below expectation
**2 levels below expectation
Beginning
Early Intermediate
Intermediate
Early Advanced/
Advanced
Reclassified
4/4/2005
Instructional Setting
Number of ELs
Instructional Needs
ELD Standards:
L/S, R, W
Grade
Date
Interventions
Model 1
Team Teaching
Teacher B
Teacher A
ELD 3
ELD 1-2
Grade-level
Team
Teacher C
Teacher D
ELD 4-5
EO/IFEP/RFEP
Model 2
Small-group Rotation
Students
working with
the teacher
ELD 1
Students working
in cooperative
small group
ELD 3
Students
working
independently
Model 3
Flexible Grouping
Whole Group
• Preliminary tasks
• Set the Stage
ELD 4-5
Students
working with a
paraprofessional
Small Group
• Homogeneous/
Heterogeneous
• Interactive
ELD 2
Whole Group
• Reconstruct learning
• Debrief concepts/proces
4/4/2005
ELD Inservice
AGENDA
I.
II.
District Benchmarks and Language Profile Analysis
•
Classroom list of ELs with 3 years CELDT scores and
expected growth in proficiency levels.
(Are students at their expected level? Note those students who are
behind the annual benchmarks.)
•
Record students’ names and needs on ‘Language Profile Analysis’ to
ensure differentiation and intervention.
ELD Block
•
•
•
Effective ELD block
Organizing for ELD- 3 Models
ELD Overview- program, accommodations, ongoing monitoring and
accountability
III. Current ELD Standards-based Materials
•
•
•
Hampton Brown- Avenues
Harcourt- Moving into English
Rigby- On Our Way to English
IV. Evaluations
- 30 -
ACCOUNTABILITY
AND EVALUATION
Accountability and Evaluation
Program Implementation and Monitoring
To ensure that English Learners are receiving a program of instruction in accordance with
parent choice and District design, Chula Vista Elementary School District site
administrators conduct regular monitoring of classroom instruction. Monitoring results in
consistent program implementation at individual school sites and across the District. The
Educational Services and Support Center will provide staff with information and support in
the following areas:
• ELD curriculum and instruction
• SDAIE strategies
• Differentiated instruction
• District program designs for SEI, Mainstream, Dual Language, and
Alternative Bilingual
• Student Program Data
School principals and/or designees perform a minimum of two annual observations of all
classes, which include English Learners. These observations are conducted with the use
of “ELD Observation Checklist” checklists to ensure that teachers: 1) provide ELD
standards-based instruction daily, 2) make use of appropriate SDAIE strategies, and 3)
provide differentiated instruction targeted to specific linguistic needs.
In addition, the Language Acquisition and Development Department staff will assist with
the development of site documentation for each EL program compliance area. A site visit
may include a review of the procedures and expectations of English Learner Programs
with the use of “English Learner Programs Implementation Checklist.”
Instructional Leadership Team members are encouraged to participate in the site visit of
programs and services for English Learners annually. This positive collaboration will
promote joint decision-making; the use of “School visit on Instructional Programs and
Services for ELs" can be used in this process.
-31 -
Program Evaluation and Modification
In response to statewide education accountability reform, the Chula Vista Elementary
School District provides clearly defined standards and expectations for student learning. Its
primary goal is for all students to meet the District’s academic content and performance
standards.
Through the District’s assessment program, District staff carefully considers what students
are asked to do, how student performance is evaluated, and how evaluation results are to
be used. The assessment program is responsive to the developmental and linguistic
differences, and special needs of English Learners. The District seeks information about
the ongoing academic progress of English Learners. Through multiple forms of
assessment, the District is able to determine to what degree English Learners are
achieving English proficiency and meeting District academic achievement goals.
STATE/DISTRICTWIDE ASSESSMENT
Assessment Instrument
Target Population
Purpose
CST, CAT/6
All students, grades 2-6
State Requirement
District Accountability
Spanish Assessment of Basic All Spanish-speaking English State Requirement
Education, Second Edition learners, Grades 2-6 enrolled District Accountability
(SABE/2)
in a CA school less than 12
months.
All Spanish-speaking English
learners enrolled in the
Alternative Program.
Newcomers from Spanishspeaking countries
Language Arts
Local Measures
All students, Grades K-6
Mathematics
Local Measures
District Benchmarks
(Catch-up)
California English Language All English Learners
Development Test (CELDT)
Grades K-6
-32 -
Articulation
District Accountability/
AMAO/Reclassification
Ongoing monitoring includes work samples, observations, checklists, and surveys that are
designed to:
• Determine effects of the instructional program on language development by time
in program
• Determine the effectiveness of each EL Program option by disaggregating
results for each program
• Assess academic achievement in both the first and second language
• Assess the strengths and weaknesses of the instructional program
• Suggest modifications for those elements of the instructional program that are
not effective
• Make recommendations with parent input based on results
The Annual Measurable Achievement Objectives (AMAOs) data is compiled, analyzed,
and reported annually by the State. Language Acquisition’s staff analyzes this report to
produce a set of suggested program modifications. The data is then shared with the local
Board of Trustees, principals, District administrators, and DELAC members. The Assistant
Superintendent annually distributes performance-based assessment results to Principals
and the Directors of Special Education and Categorical Programs for monitoring and
evaluation.
Under NCLB, all school districts receiving Title III funds are required to meet three AMAOs
for ELs.
• The first AMAO specifies annual increases in the percentage of students making
progress in English language proficiency. (CELDT levels 1-3). Students are
expected to gain one overall proficiency level annually.
• The second AMAO specifies annual increases in the percentage of children
attaining English proficiency (CELDT levels 4 and 5). English proficiency level is
defined as CELDT overall Early Advanced/Advanced with no sub skills below the
Intermediate level.
• The third AMAO specifies academic progress in language arts and math for the EL
subgroup, based on the California Standards Test (CST). Adequate Yearly
Progress (AYP) is measured by participation rate and percent at “proficient” level
under NCLB.
The AMAOs are based on baseline data from the CELDT and CST, and will be used to
evaluate the effectiveness of language instruction educational programs of ELs in regards
to language instruction and academic performance.
The Catch-Up Plan
Under Castañeda v. Pickard Federal Law (1981), districts have dual obligations for English
Learners:
• To develop the students’ English proficiency, and
• To provide students with access to academic content instruction
-33 -
A catch-up plan is a minimum set up of expectations designed to prevent irreparable
damage to English Learners. The six critical elements of a catch-up plan are:
• ELD Standards
• Annual benchmarks (tied to English proficiency levels and time-in-program)
• Interim benchmarks
• Ongoing Assessments (multiple measures tied to interim benchmarks)
• Interventions (tied to student achievement assessments)
• Evaluations of the process
The Chula Vista Elementary School District will utilize the Catch-up Plan, composed of
criteria describing EL students’ minimal expected growth. Students who do not meet the
expected growth annually will receive interventions to help them progress more rapidly.
The District annually gathers the number and determines percentage of English Learners
reclassified to Fluent English proficient (R-FEP) when completing the annual language
census, R-30. The R-30 reports the actual count of EL, FEP, and R-FEP students and
their respective program during the calendar year.
ELD Observation Checklist
School Based Intervention Programs for ELs
Monitoring Site-Based ELD Implementation Flowchart
EL Programs Implementation Checklist
CVESD Program Options for ELs
Review of English Learner programs and Services
School visit on Instructional Programs and Services for ELs
-34 -
English Language Development – Observation Checklist
Teacher ____________________________ Grade _________ Date ______________ ELD Levels 1 2 3 4 5
Instructional Program Mainstream Structured English Immersion
Bilingual Dual Language
Standards-Based Planning and Organization
ELD standards are evident and selected on the basis of student’s assessments.
ELD materials are used during posted ELD instructional block (minimum of 30 minutes daily)
An instructional theme is evident and links ELD with grade-level content standards.
New vocabulary, language forms and functions are selected to support learning the standards and developing the theme.
Supplemental ELD materials create a comprehensible context for new language and are appropriate for the ELD level.
Standards-Based Listening and Speaking
Teacher connects new learning to previous learning by adding new materials to familiar materials and by inviting students to
share what they remember orally and non-orally using gestures, manipulation of pictures or objects, or writing/drawing.
Teacher models new language and content by telling or reading a story, role-playing, using puppets or flannel board.
Teacher checks for comprehension frequently using a variety of strategies.
Teacher guides students to practice new language using whole class response, small group response, and pair-response.
Standards-Based Speech to Print
Teacher models correct writing form and builds one-to-one connections between spoken and written words.
Teacher helps students read and match words, phrases and sentences, using word cards, sentence strips, picture cards, charts.
Teacher guides students to create word categories (e.g., character names, verbs, antonyms, idioms) for word walls and graphic
organizers.
Standards-Based Reading and Writing
Reading and writing assignments elaborate and extend the theme.
Pre-writing and pre-reading activities include discussion, oral and written directions, time for questions and clarifications.
Teacher demonstrates the steps for completing a task successfully.
Teacher provides a mini-lesson based on patterns of student need to assist them with their performance.
Teacher explains how performance or product will be evaluated using posted rubric.
Students read and write together or individually, using word walls, graphic organizers, and personal dictionaries.
Students practice with feedback from peers and teacher to raise their level of performance pr revise their product.
Student performance or product is rated using a posted rubric.
Students reflect on their own learning by recording in a journal or learning log.
Scoring Rubric:
2/21/2005
4/5/2005
1=no evidence,
2=limited evidence,
3=some evidence,
4=clear evidence
Rubric
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
“How do teachers accelerate second language acquisition to enable
English Learners to advance a minimum of one ELD level each year?”
ELD Program
Accommodations
Standards-Based
Standards-Based
Curriculum
Instruction
Standards-based ELD
ELD Instruction:
Materials:
• Differentiated by ELD
level
• Avenues
(Hampton-Brown)
• Integrated Language
Domains (L/S/R/W)
• Moving Into English
(Harcourt)
• Transferable and
• On Our Way to
Non-transferable
English (Rigby)
skills
• BICS and CALP
• CA. State Adopted
ELD Standards
• District ELD
ELD Intervention:
Handbooks
• ELAP
• Leveled Reading
• Extended Learning
Materials
Program
• Standards-based
• Summer School
ELD Materials
• Resource Teacher,
• Into English!
Aide
(Hampton-Brown)
• Tutor- Reading Prog.
• Escondido Curriculum
• High Point (HamptonBrown)
2/21/2005
4/5/2005
Ongoing Monitoring
Standards-Based
Assessment
Formal:
• (In process of
development)
Informal:
• Work Samples
• Observations
• Checklists/Surveys
• Publisher’s
Assessments
Accountability
District / State
District:
• Student Monitoring
• ELD Standards
Progress Report
(CVESD)
• Language Profile
Report
• District Progress
Benchmarks for ELs
(Catch-Up Plan)
• Annual District
Evaluation Report of
EL Progress
State:
• California English
Language
Development Test
(CELDT)
Are we
implementing an
ELD Program?
NO
YES
SITE-BASED IMPLEMENTATION
Are students succeeding?
(1 ELD level per year)
ALL
SOME
NONE
STUDENT INTERVENTION
4/5/2005
4/5/2005
Strategic
Intervention
Services
Strategic
Professional
Development
ELD Intervention Services
In class accommodations
Extended Learning Program
English Language Acquisition Program (ELAP) gr. 46
Other
School-Based Intervention Programs for English Learners
EEIP is a federally funded grant program that provides supplemental educational services for
eligible students in grades K-12 and their families. Eligible students are those who were born
outside of the United States, and have been enrolled in US schools for fewer than three academic
years. EIEP offers intensive English language development, health, and counseling services for
eligible students and their families. Classes are offered during summer school or intersession.
Classes are held on Saturdays for family literacy and parent training to increase active parent
participation in the education of their children.
ELAP is a state grant program that provides funding ($100 per eligible student) to supplement
existing resources supporting English language development for English Learners (ELs) in
grades 4-8. These funds are being used as part of the District’s intervention program. The
ultimate goal is to better prepare English learners to meet the state’s academic and performance
standards and improve their English language and literacy skills.
Extended Learning Programs
Schools offer extra instructional time provided by certificated teachers, either before, after, or
during vacation. This intervention programs are specifically for students who are not meeting
grade level academic standards in Reading or Math. The program provides smaller classes that
give students more individualized instruction in an effort to help them improve in their
academics.
4/5/2005
Monitoring Site-Based ELD Implementation Flowchart
Step 1: Use the district’s ELD Observation Checklist to Monitor the ELD Instructional Program
Teacher Self-Assessment
Grade-Level Needs Assessment
Administrative Classroom Observation
ELD Walkthroughs
Step 2: Develop a Strategic Professional Development Plan to Improve ELD Instruction
1. Share data from ELD Observation Checklists.
2. Identify strengths and list areas of ELD implementation that need improvement.
3. Select the type of ELD professional development activity(s) needed:
♦Insevice Training
♦ Mentoring
♦ Cognitive Coaching
♦ Demonstration Lessons
♦Peer Coaching
♦ Workshops
♦ Professional Inquiry
♦ Conference Attendance
Step 3: Establish ELD Implementation Goals and Timelines
1. Set both reasonable and ambitious goals for classroom implementation of the district’s ELD instructional program.
2. Set timeline for implementation mutually agreed upon corrective action steps to meet goals.
Step 4: Evaluate the Achievement of ELD Implementation Goals
1. Assess the level of student ELD progress as a result of implementing the content of the ELD professional
development plan.
2. Repeat Step 1 to determine if the level and quality of ELD implementaion has increased or not.
4/5/2005
Key EL Program
Components
and Assessment
English Language
Development
Access to Core
Curriculum
Staffing
4/5/2005
Key Implementation Questions – Do we have a system in place to ensure that:
Yes No

A Home Language Survey is completed for all students?

Initial CELDT and L1 proficiency assessments are completed within guidelines?

Parent Notification of assessments results and program selection are on file?
Note: Placement for Special Education ELs is determined by IEP team. No parent letter is required.
Yes No

All ELs receive ELD instruction appropriate for their level of English proficiency using
standards-based ELD curriculum for a minimum of 30 to 45 minutes daily?

Teachers record ongoing ELD progress using the CV Progress Report

ELD instruction is organized according to District recommendation?

Progress data indicates 80% of all ELs at CELDT levels 1-3 are advancing 1 level
annually?

There is an ELD Catch-Up Plan in place to help ELs accelerate their ELD progress?
Note: ELD goals for EL students receiving Special Education services must be delineated on the IEP.
Yes No

ALL ELs receive appropriate Master Plan program services (L1 Instruction, SDAIE and/or
L1 support) to ensure access to standards-based grade-level instruction?

Achievement data indicates that ELs are learning grade-level academic content.

All sub skills areas for ELs with CELDT levels 4-5 are at least at Intermediate level?

There is a Catch-Up Plan in place to help ELs recoup any academic deficits that may have
been incurred while learning English in a Structured English Immersion Program?
Yes No

All teachers delivering ELD/SDAIE instruction to ELs have BCLAD/BCC, CLAD/LDS,
SB1969/SB395 or are enrolled in courses leading to the appropriate authorization?

All teachers delivering core curriculum in a Bilingual Alternative or Dual Language
Program have a BCLAD/BCC or are enrolled in courses leading to the appropriate
authorization?
Structured
English
Immersion
Program
Language of
Primarily English
Instruction
English Language
30-45 minutes daily
Development
(ELD Standards)
Academic Content
Content-based ELD
(Grade Level
Standards)
SDAIE
Language Arts
Math
L1Support
Social Science
Science
Health
SDAIE
Art, Music, P.E.
BCLAD/BCC or
Required
CLAD/
Authorizations
Alternative Programs
Basic
Bilingual
Dual
Language
Mainstream English
Program
Primary Language (L1) and English
English
30-45 minutes daily
30-45 minutes daily
L1 Instruction
L1 Instruction
Content-based ELD
SDAIE Instruction SDAIE Instruction
SDAIE
L1/SDAIE
BCLAD/BCC
SDAIE
SDAIE
CLAD/lds/SB1969/SB395
LDS/SB1969/SB395
SMS Classification
Codes
11/02/04
ac
4
1
9
5, 6
Review of English Learner Programs and
Services
• A functioning ELAC meets regularly to monitor the English Learner Program.
• English Learners are placed in the appropriate instructional program
(Structured English Immersion, Mainstream English, Alternative Bilingual, Dual
Spanish Immersion).
• Annual letters of notification have been sent out to all parents of EL students
(within the first 30 days of the start of the school year) providing information
on: the reason for classifying the student as an EL, the student’s level of
English proficiency, a description of the English language program the child is
enrolled in, the parent’s option to decline the program, and information to help
the parent select another program if they decline enrollment in that program.
• English learners receive SDAIE, GLAD, and other strategies in order for content
area instruction to be more comprehensible.
• There is a multi-year plan to acquire standards-based ELD materials.
• A collaborative schoolwide, K-6 ELD model is being implemented. ELs at
language proficiency levels 1-5 receive 30-40 minutes daily of focused,
sequential, standards-based ELD instruction.
• The principal regularly observes teachers instructing English Learners in ELD
and content areas and has implemented a system of monitoring the academic
progress of English Learners.
• Interventions have been identified and utilized for reclassified students who are
not meeting the benchmarks required on the “Reclassification Two-Year
Monitoring Form”.
• Interventions have been identified and implemented for English Learners who
are not meeting the benchmarks set forth in the “Catch-up Plan”.
• The staff and principal review and update the progress of English Learners in
the students’ cumulative folder (Home Language Survey, EL Folder, including
CALP card, CELDT and STAR results, primary language test, program
placement (SEI, Mainstream English, Alternative Bilingual, Dual Immersion),
waivers, and the annual parent notification letter.
• Teachers have received the training needed in order for them to teach and
monitor the progress of English Learners.
• The staff, principal and EL instructional assistant have reviewed the Language
Profile Analysis Report. All classroom teachers have received the appropriate
information (class list of EL students, CELDT levels, and expected progress in
English language proficiency) to monitor the progress of all ELs and to modify
the instructional program based on the information.
School visit of Instructional Programs and Services for English Learners
School
Date
1. Instructional Program Options for English Learners at School Site:
(Check all that apply)

Mainstream English
Structured English Immersion
Dual Immersion Program
2. Are ELs who have been in California for one year or less placed either in a Structured
English Immersion, Alternative Bilingual, or Dual Immersion Program (unless parents
request Mainstream English)?
3. Are EOs and ELs given equal access to Dual Language Programs?
4. Are ELs who are placed in a Structured English Immersion program receiving
instruction through SDAIE, GLAD, and other strategies to understand content area
instruction in English?
5. How many minutes a day do ELs receive ELD instruction?
6. What type of ELD model is used to ensure that ELs levels 1-5 receive differentiated
instruction?
7. What ELD standards-based instructional materials are used at your site?
8. How often do you observe teachers and students engaged in ELD and content area
instruction to English Learners?
9. How are you monitoring if ELs are meeting benchmarks delineated in the Catch-up
Plan?
10. What interventions are used to support ELs and R-FEP who do not meet benchmarks?
Instructional Leadership Team
District Support
Classroom Observations
Room
Comments
PARENT ADVISORY
COMMITTEES
Parent Advisory Committees
The goal of the English Language Advisory Committee is to promote positive collaboration
between parents and the District. Through such committees, the Chula Vista Elementary
School District can:
•
•
•
Include parents and community members in the decision-making, planning, and
evaluation of programs for English Learners;
Develop a working partnership between parents and the schools to provide equal
access to education for all students;
Promote open communication with parents, community members, and the District.
Translation Services
Pursuant to EC section 51101.1(b)(3) and as defined by EC section 48985, the Chula
Vista Elementary School District will provide training and materials in the home language
of the parent members of advisory committees as practicable.
English Learner Advisory Committee (ELAC)
Each school with 21 or more English Learners will establish a school-level advisory
committee (ELAC). Parents or guardians of English Learners elect parent members of the
school committee. All parents of English Learners shall be provided the opportunity to
vote. Parents of English Learners not employed by the District must constitute a majority of
the committee. Each school-level advisory committee shall elect at least one
representative to the District English Learner Advisory Committee.
The Committee advises (reviews and comments) the principal and School Site Council
(SSC) on the development of the components of the school’s Single Plan for Student
Achievement, which impacts the educational services for English Learners. The ELAC
must certify (in written form) that it has provided advice to the SSC regarding the Single
Plan prior to its formal approval. In addition, the ELAC advises the principal on the
following:
•
•
•
•
Development and results of the school’s needs assessment.
The school’s annual language census.
Ways to make parents aware of the importance of regular school attendance.
Information and knowledge of EL Master Plan, including programs and
services.
District English Learner Advisory Committee (DELAC)
The Chula Vista Elementary School District, having more than 51 English Learners, must
establish a District English Learner Advisory Committee (DELAC). Parents and/or
guardians of English Learners who are not employed by the District shall constitute a
majority of the Committee. The percentage of parents of English Learners must be at least
the same as that of English Learners in the District. Each school committee shall have the
opportunity to elect at least one parent member of the District English Learner Advisory
Committee.
- 35 -
Responsibilities of DELAC
Advise the local board on the following:
• The development of the District Master Plan for English Learners.
• The Districtwide needs assessment.
• The District’s plan to meet teacher State certification requirements.
• The annual language census.
• Written parent notification of initial enrollment.
• The reclassification process.
• Any District waiver request to the State Board of Education, which may affect
programs or services for English Learners.
The District/school administration shall:
• Notify parents/guardians of all English Learners of the opportunity to elect ELAC
members and/or participate as a member.
• Establish a functioning ELAC/DELAC.
• Plan and provide training in consultation with ELAC/DELAC members.
• Publicly announce ELAC/DELAC meetings at least 72 hours in advance with
agenda posted.
• Provide all relevant information, documentation, and training regarding school
programs and services for English learners, including but not limited to:
o A draft, prior to its formal approval, of the Single Plan for Student
Achievement
o School budgets and planned expenditures which may impact English
Learners
o Results of the annual language census
o A draft and results of an annual school needs assessment
o Goals and objectives for each program offered at the school for English
Learners
o Information on the ongoing achievement of program goals and objectives
o Evaluation of each program offered at the school for English Learners
Each parent committee must:
• Develop and adopt its own agendas and develop its governance structure
• Choose whether to develop and adopt its bylaws
• Determine the manner of its functioning, including the recording of minutes
• Determine its meeting times, dates, and location
• Determine the manner for its provision of advice to the site administration and
School Site Council (ELAC) or local governing board (DELAC)
• Provide feedback to the site/district administration as to the coordination and
provision of training
The following is referenced in the previous section.
Parent Brochure on English Learner Master Plan
- 36 -
Instructional Support and Services Division
Department of Language Acquisition and
Development
“EACH CHILD IS AN INDIVIDUAL OF GREAT WORTH”
Sandra Villegas-Duvanich, Director, ext. 1521
Rosalba Ponce, Projects Specialist, ext. 1535
Vacant , Bilingual Resource Teacher, ext. 1525
Connections Program at Parkview
421-5483 ext. 4468
Hong Yang Fawver, Instructional Assistant, Korean - ext. 4418
Vacant , Instructional Assistant, Tagalog - ext. 4468
Margaret Khoury, Instructional Assistant, Arabic - ext. 4468
Mihoko Stancliff, Instructional Assistant, Japanese - ext. 4468
Jane Lo, Instructional Assistant, Mandarin – ext. 4418
Margot Abasolo, Instructional Assistant, Spanish - ext. 4418
August 2005
84 East J Street
Chula Vista, CA 91910
Telephone: (619) 425-9600
Fax: (619) 427-0463
BOARD OF EDUCATION
Cheryl S. Cox, Ed.D.
Larry Cunningham
Patrick A. Judd
Bertha J. López
Pamela B. Smith
SUPERINTENDENT
Lowell J. Billings, Ed.D
The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity
to all in strict compliance with all applicable State and Federal laws and regulations. The District office that monitors compliance is
the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone (619) 425-9600, ext. 1340. Any
individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program
may file a formal complaint with the District's Human Resources Office.
English Learner Master Plan
Goals
The English Learner Master Plan defines four goals for English Learners
(ELs):
• to develop English proficiency,
• to increase the number and percent of English Learner at the two
highest levels of English proficiency,
• to close the “achievement gap,” and
• to increase the number of students who are becoming bilingual and
biliterate.
Program Options
Option 1—Structured English Immersion (SEI)
Students with “less than reasonable fluency” in English will be placed in Structured
English Immersion. After one year in the SEI program, the child may continue in the
program or the parent may request a Mainstream Program. Instruction is overwhelmingly
in English, and Spanish may be used for clarification as appropriate. Students receive
daily ELD lessons and teachers adapt English instruction using special strategies.
Option 2—English Language Mainstream Program
Students with “reasonable fluency” in English will be placed in this program. All
academic instruction is in English, with English Language Development (ELD) taught on
a daily basis. While this program is for those students at higher proficiency levels, parents
of ELs at any proficiency level may request that their child be placed in this program.
Option 3—Alternative Bilingual Program
Spanish instruction is used as a foundation for learning grade-level language arts, math,
and/or other content subjects. ELD is taught daily. Typically, most programs increase
English instructional minutes as the grade level progresses. Students are placed in the
Alternate Bilingual Program with an annual written waiver request by parents.
Instructional Support and Services
Specially Designed Academic Instruction in English (SDAIE)
The purpose of Specially Designed Academic Instruction in English (SDAIE) is to
provide English Learners with access to the core curriculum at the same academic level as
provided to their native-English counterparts through the use of instructional strategies
that are comprehensive.
English Language Development (ELD) is a part of the English Learner’s instructional
program, which is focused on meeting the instructional needs of each student’s language
proficiency level. Schools follow the state-adopted ELD standards for the purpose of
meeting the grade-level standards in the English Language Arts Standards.
Access to the Core Curriculum
Students enrolled in any program models are expected to master the ELD and ELA
standards and meet grade-level standards in the core academic subject areas. Core subject
areas are measured using the District’s Catch-up Plan.
Parent Participation Opportunities
Parents and community members have the opportunity to participate in the English
Language Advisory Committee (ELAC) and the District English Learner Advisory
Committee (DELAC). The goal of the committees is to involve parents and community
to be active participants in decision-making, planning, and evaluating the programs for
English Learners.
English Learner Advisory Committee (ELAC)
Each school with 21 or more English Learners will establish a school advisory committee.
All parents of English Learners shall be provided with the opportunity to nominate and
vote for a parent representative.
District English Learner Advisory Committee (DELAC)
The Chula Vista Elementary School District, having more than 51 English Learners, must
establish a District English Learner Advisory Committee. The percentage of parents of
English Learners must be at least the same as that of English Learners in the District.
Each school committee shall have the opportunity to elect one parent member to serve on
the DELAC.
Program Accountability
Assessment
California English Language Development Test (CELDT)
School districts are required to administer the CELDT for initial identification
assessments to all students whose home language is not English. This must occur within
30 calendar days after students first enroll in a California public school. School districts
are required to administer the CELDT annually to identified English Learners until they
are reclassified to FEP.
California Standards Test (CST)
The CST is a multiple-choice test in English for all students in Grades 2-6, writing for
students in grade 4 and science in grade 5. This test is used to assess students’ proficiency
level on the California Academic Standards.
California Achievement Test (CAT/6)
The CAT/6 is a multiple-choice test in reading, math, spelling, and language in English.
Students in Grade 3 take this test. Each student’s score is compared to a national sample
of students tested in the same grade at the same time of the school year.
Spanish Assessment of Basic Education (SABE/2)
SABE/2 is a multiple-choice test for Spanish-speaking English Learners in Grade 2-6 who
have been in the California public school less than 12 months. The SABE/2 is a normreferenced achievement test of the basic skills in Spanish reading, mathematics, spelling
and language.
Annual Measurable Achievement Objectives (AMAOs)
Under No Child Left Behind, all school districts receiving Title III funds are required to
meet three AMAOs:
• Students are expected to gain one overall proficiency level annually
(CELDT levels 1-3).
• Annual increase in the percentage of children attaining English proficiency
(CELDT levels 4 & 5).
• Academic progress in language arts and math for the EL groups based on the
CST.
The Catch-up Plan
Under Castañeda v. Pickard Federal Law (1981), districts have an obligation for English
Learners to develop English proficiency and to provide them with access to academic
content instruction. The six elements are critical to setting a minimum set of expectations.
They are ELD standards, annual benchmarks, interim benchmarks, ongoing assessments
such as the multiple measures, interventions and evaluations of the process.
Teacher Authorization
Under the direction of the Assistant Superintendent of Human Resources, the District
takes an active role in the recruitment and staffing of authorized personnel for all English
Learner programs and makes it a requirement to hire Cross-cultural, Language
and Academic Development (CLAD) or Bilingual, Cross-cultural and Academic
Development (BCLAD) certified teachers.
División de Servicios Educativos y de Apoyo
Departamento de Adquisición y Desarrollo del Idioma
Sandra Villegas-Duvanich, Directora, Ext. 1521
Rosalba Ponce, Especialista en Proyectos, Ext. 1535
Vacante, Maestro Bilingüe de Recursos, Ext. 1525
Departamento de Adquisición y Desarrollo del Idioma
“CADA NIÑO ES UN INDIVIDUO DE GRAN VALOR”
Programa Conexiones en Parkview
421-5483 Ext. 4468
Hong Yang Fawver, Auxiliar de Instrucción, Coreano- Ext. 4418
Vacante, Auxiliar de Instrucción, Tagalo - Ext. 4468
Margaret Khoury, Auxiliar de Instrucción, Árabe - Ext. 4468
Mihoko Stancliff, Auxiliar de Instrucción, Japonés - Ext. 4468
Jane Lo, Auxiliar de Instrucción, Mandarín – Ext. 4418
Margot Abasolo, Auxiliar de Instrucción, Español - Ext. 4418
Agosto de 2005
84 East J Street
Chula Vista, CA 91910
Teléfono: (619) 425-9600
Fax: (619) 427-0463
MESA DIRECTIVA DE EDUCACIÓN
Dra. Cheryl S. Cox
Larry Cunningham
Patrick A. Judd
Bertha J. López
Pamela B. Smith
SUPERINTENDENTE
El Distrito Escolar Primario de Chula Vista está comprometido a ofrecer a todas las personas, oportunidades igualitarias de
educación, empleo y contrato de servicios, en cumplimiento con todas las leyes y regulaciones estatales y federales
aplicables. La oficina distrital encargada de supervisar el acatamiento de esas leyes es la Oficina de Servicios de Recursos
Humanos y de Apoyo, 84 East J Street, Chula Vista, CA 91910, teléfono (619) 425-9600 Ext. 1340. Toda persona que se
considere víctima de discriminación ilegal en lo concerniente a empleo, contratación de servicios o programa educativo,
puede presentar una queja formal a la Oficina de Recursos Humanos del Distrito.
Plan Maestro para Alumnos
en Vías de Aprender Inglés
Metas
El Plan define cuatro metas para Alumnos en Vías de Aprender Inglés (ELs):
• lograr la competencia en inglés,
• aumentar la cantidad y el porcentaje de alumnos EL en los dos niveles
de competencia más altos en inglés,
• reducir la “brecha académica,” y
• aumentar la cantidad de alumnos que leen, hablan y escriben muy
bien en dos idiomas.
Programas
Opción 1, Inmersión Estructurada en Inglés (SEI): Los alumnos que “no tienen un dominio
razonable” del inglés serán colocados en SEI. Después de un año en el programa SEI el niño
puede continuar en el programa o el padre puede solicitar un programa de instrucción regular
en inglés. La instrucción es principalmente en inglés. El español puede utilizarse para aclarar
según sea necesario. Los alumnos reciben Clases para el Desarrollo del Inglés (ELD), y los
profesores adaptan las lecciones en inglés por medio de estrategias especiales.
Opción 2, Programa Regular de Instrucción en Inglés: Los estudiantes con un
“dominio razonable” del inglés serán colocados en este programa. Toda la instrucción es
en inglés con clases diarias para el desarrollo del inglés. Mientras que este programa es
para los niños en los niveles más altos de inglés, los padres de estudiantes EL de cualquier
nivel de inglés pueden pedir ese programa para su niño.
Opción 3, Programa Opcional Bilingüe: La enseñanza en español sirve como la base
para aprender artes del lenguaje, matemáticas y otras materias correspondientes a su grado
escolar. Se da ELD diariamente. Típicamente la mayoría de los programas aumentan la
cantidad de tiempo de instrucción en inglés según se avanza en los grados escolares. Se
coloca a los alumnos en este programa por medio de la solicitud escrita de exención por
parte de los padres.
Apoyo y servicios académicos
Instrucción especialmente diseñada en inglés (SDAIE)
El propósito de la Instrucción especialmente diseñada en inglés (SDAIE) es ofrecer a los
alumnos EL acceso al currículo básico al mismo nivel académico que el que se ofrece a
sus compañeros cuyo idioma nativo es el inglés por medio de estrategias educativas que
son comprensivas.
Clases para el Desarrollo del Inglés (ELD)
ELD es una parte del programa educativo del alumno EL, el cual se concentra en
satisfacer las necesidades educativas del nivel de idioma de cada estudiante. Las escuelas
siguen los estándares adoptados por el estado para ELD con el propósito de lograr los
estándares correspondientes al grado en Artes del Lenguaje en Inglés.
Acceso al Currículo Básico
Se espera que los estudiantes inscritos en cualquiera de los modelos de instrucción logren
dominar los estándares de ELD y de ELA y los estándares para las materias académicas
del grado correspondiente. El progreso en las materias académicas se mide por medio del
Plan para Emparejarse (Catch-up Plan) del Distrito.
Evaluación
La Prueba de California del Desarrollo del Idioma Inglés (CELDT)
Los distritos escolares tienen la obligación de administrar la CELDT para la evaluación
inicial de identificación de todos los niños cuyo idioma en el hogar no es el inglés. Esto
debe ocurrir dentro de 30 días de calendario a partir de cuando los alumnos ingresan a una
escuela pública de California. Los distritos escolares están obligados a administrar la
CELDT anualmente a los alumnos identificados EL hasta que sean reclasificados a FEP.
Prueba de los Estándares de California (CST)
Es una prueba en inglés, en la que se escoge la respuesta de entre varias, se aplica a todos
los alumnos en los grados de 2° a 6°, la prueba de escritura para los de 4° grado y una de
ciencias para los de 5° grado. Se utiliza para evaluar el nivel de aptitud del alumno
respecto a los Estándares Académicos de California.
Prueba de California de Aprovechamiento (CAT/6)
La CAT/6 también es en inglés, la respuesta se escoge de entre varias, cubre lectura,
matemáticas, ortografía y lenguaje en inglés. Los alumnos del 3er grado toman esta
prueba. La puntuación de cada alumno se compara con una muestra nacional de
estudiantes que tomaron la prueba en el mismo grado y a la misma altura del ciclo escolar.
Evaluación de Educación Básica en Español (SABE/2)
La SABE/2 es una prueba para los niños EL en los grados de 2° a 6° que hablan español y
tienen menos de 12 meses en las escuelas públicas de California. La respuesta se escoge
de entre varias. Es una prueba basada en criterios normados de aprovechamiento para las
habilidades de lectura en español, matemáticas, ortografía y lenguaje.
Oportunidades para la Participación de los Padres
Los padres de familia y la comunidad tienen derecho de participar en el Comité Asesor
para Estudiantes de Inglés (ELAC) y el Comité Asesor Distrital para Estudiantes de Inglés
(DELAC). La meta de los comités es involucrar a los padres y la comunidad para que
participen activamente en la planificación, en las decisiones y en la evaluación de los
programas para los alumnos EL.
Comité Asesor para Estudiantes de Inglés (ELAC)
Cada escuela que tenga 21 ó más alumnos EL establecerá un comité consultivo escolar.
Se debe ofrecer a todos los padres de alumnos EL la oportunidad de nombrar candidatos y
elegir a un representante de los padres.
Comité Asesor Distrital para Estudiantes de Inglés (DELAC)
El Distrito Escolar Primario de Chula Vista, contando con más de 51 alumnos EL, debe
establecer un Comité Asesor Distrital para Estudiantes de Inglés. El porcentaje de padres
en dicho comité debe ser por lo menos el mismo que el de alumnos EL en el Distrito. Cada
comité escolar tendrá la oportunidad de elegir a un padre representante para servir en el
DELAC.
Programa de Responsabilización
Objetivos Académicos Anuales Mensurables (AMAOs)
Bajo la ley Que Ningún Niño se Quede Atrás, todos los distritos escolares que reciben
fondos del Título III tienen que lograr los tres AMAOs:
• Se espera que los alumnos avancen cada año un nivel general de competencia
(Niveles 1 al 3 en el CELDT).
• Aumento anual en el porcentaje de niños que logran competencia en inglés
(Niveles 4 y 5 en el CELDT).
• Progreso académico en lenguaje y matemáticas del grupo de alumnos EL en la
prueba CST.
Plan para Emparejarse
Bajo la ley federal Castañeda v. Pickard (1981), los distritos tienen la obligación de que
los alumnos EL logren dominar el inglés y brindarles acceso a instrucción del contenido
académico. Los seis elementos son esenciales para fijar un conjunto de expectativas
mínimas: Los estándares de ELD, expectativas anuales, expectativas interinas,
evaluaciones continuas como las medidas múltiples, intervenciones y evaluaciones del
proceso.
Autorización de Maestros
Bajo la dirección del Vicesuperintendente de Recursos Humanos, el Distrito es muy
agresivo para reclutar y contratar el personal con las credenciales necesarias para todos los
programas para alumnos EL y hace hincapié en contratar maestros de distintas culturas
con credencial para el Desarrollo del Idioma (CLAD) o Bilingüe (BCLAD).
FUNDING
Funding
Sufficient General Funds
Adequate basic general fund resources are available to provide each English Learner with
learning opportunities in an appropriate program, including ELD and the rest of the core
curriculum. To this end, all required texts, including primary language texts in Alternative
Bilingual classes, and instructional materials are purchased with general funds. English
Learners receive educational materials and services paid for with general funds in at least
the same proportion as native English speakers in the District.
Appropriate use of Categorical Funds
The Economic Impact Aid-Limited English Proficient (EIA-LEP) funds are used to meet the
academic needs of the English Learners, but do not supplant the District's general funds
as well as any other categorical funds the District receives. Each school site receives EIA
funds in amounts that correspond to the total amounts described in the District’s
Consolidated Application to the California Department of Education. EIA-LEP funds are
spent for supplemental services and materials including, but not limited to, the following:
•
•
•
•
•
Staff development for instructing English Learners
Supplementary materials for English Learners
ELAC/DELAC meetings
Bilingual paraprofessionals (classroom use only)
Parent education, training, and involvement
Other Categorical Funding:
•
•
•
•
Title I Services
Title III Services
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