EL Master Plan - Yucaipa-Calimesa Joint Unified School District

Transcription

MASTER PLAN FOR SERVICES TO ENGLISH LEARNERS
May 2010
Yucaipa-Calimesa Joint Unified School District
Master Plan for Services to English Learners
Board Approved
Task Force Members
May 25, 2010
Patti Buchmiller
Jill Caballero
Dana Carter
James Cherry
Claudia Connolly
Maria Curiel
Rosa Gonzalez
Carole Jones
Ana Lerouge
Grete Lima
Rosa Maria Madrid
Teresa Marin
Patty Metheny
Maria Nieto
Mary Nosal
Donna Orr
Theresa Palmer
Christina Pierce
Judy Remele
Richelle Solis
Cartha Tennille
Julio Torres
Frank Tucci
Lindy Ward
Carolina Zavala
Governing Board
Jim Taylor, Board President
Chuck Christie, Ph.D., Board Clerk
Sue Brown, Board Member
Patricia Ingram, Board Member
Jane Smith, Board Member
12797 Third Street
Yucaipa, California 92399
(909) 797-0174
Sherry Kendrick, Ed.D., Superintendent
Lucia Hudec, Assistant Superintendent, Educational Services
Cartha Tennille, Ed.D., Director, K-12 Curriculum
Judy Remele
Sharon Lumsden
Patty Rios
District Web Site
www.yucaipaschools.com
Acknowledgements
The Yucaipa-Calimesa Joint Unified School District Master Plan for Services to English Learners was developed through the
dedicated effort and collaboration of district teachers, administrators, support staff, parents, and community members. We
greatly appreciate the guidance, support and time they gave to provide input.
We are indebted to the Yucaipa-Calimesa Joint Unified School District’s Board of Trustees. It is due to their vision, support
and commitment to the children of Yucaipa-Calimesa that this document came to be.
We thank all who dedicated their time and insight to the development of the EL Master Plan by participating on the Task
Force.
Task Force
Valuable input was also provided by parents participating on the District English Learner Advisory Committee (DELAC) in
2009-10.
We received guidance from the EL master plans prepared by several California school districts. We are particularly grateful
for the example from Oxnard School District.
Due to the effort and commitment of all these people, the Yucaipa-Calimesa Joint Unified School District Master Plan for
Services to English Learners is now our guiding document for improving the delivery and implementation of programs for
English Learners.
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Introduction
The Yucaipa-Calimesa Joint Unified School District Master Plan for Services to English Learners serves as an operational
guide for all district personnel as we seek to implement outstanding programs for all of our students.
The plan, adopted by the local board on May 25, 2010, describes how we identify, serve and support the students who enroll in
the Yucaipa-Calimesa schools with limited proficiency in the English language. The plan sets forth five goals for this work:
1.
2.
3.
4.
5.
English Learner (EL) programs will be fully implemented.
Parents of English Learners and Reclassified Fluent English Proficient students (RFEPs) will participate
meaningfully in the education of their children.
English Learners will master the English language as efficiently and effectively as possible.
English Learners will achieve academic success comparable to English Only (EO) students.
English Learners and Reclassified Fluent English Proficient students will be at no greater risk for school failure
than English Only students.
Staff should frequently consult this plan to ensure consistency and the delivery of the highest quality of services to English
Learners and their families. The plan is published in hard copy and on the YCJUSD website.
This plan is based on state and federal laws, district board policies, research, and the input from stakeholders who worked to
ensure that the very best pedagogy, practice and procedures will be used in the Yucaipa-Calimesa schools. As such, schools
and the district should demonstrate compliance with laws and policies that have been put into place to safeguard student needs.
It is our expectation that all staff will implement this plan with fidelity, will monitor its outcomes, and will contribute to its
revision and improvement over time. In this way, the Yucaipa-Calimesa Joint Unified School District will ensure that
programs and services for English Learners will be of the highest quality.
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TABLE OF CONTENTS
Chapter One ………………………………………………………………………
Registration, Identification, Assessment, Notification, Placement
1.1
Chapter Two………………………………………………………………………
Instructional Programs
2.1
Chapter Three……………………………………………………………………..
Reviewing of Student Progress, Catch-Up Plan, Reclassification and Monitoring
3.1
Chapter Four………………………………………………………………………
Staffing and Professional Growth
4.1
Chapter Five……………………………………………………………………….
Parent and Community Involvement
5.1
Chapter Six………………………………………………………………………… 6.1
Goals, Monitoring Program Implementation, Evaluation and Accountability
Chapter Seven……………………………………………………………………… 7.1
Funding
Appendix…………………………………………………………………………… 8.1
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CHAPTER ONE
Identification, Assessment, and Placement
State and Federal requirements for Programs serving English Learners
Relevant Categorical Program Monitoring (CPM) Items:
CPM: The district has properly identified, assessed, and reported all students who have a primary language other than
English.
CPM: All pupils are placed in English-language classrooms unless a parental exception waiver has been granted for an
alternative program.
CPM: Parents and guardians of English Learners are informed of the placement of their children in an English-language
classroom and are notified of an opportunity to apply for a parental exception waiver for their children to participate in an
alternative program.
Step 1: Registration, including Completion of the Home Language Survey
Home Language Survey Questions
1.
2.
3.
4.
Which language did your child learn when s/he 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 is most often spoken by the adults at home?
At the enrolling school, parents complete a Home Language Survey or HLS, as required by state law. This survey is completed
the first time the parent enrolls the child in the district, and the results are maintained thereafter in the district’s student
information system (AERIES) and the English Learner folder in the child’s cumulative record (CUM). If the answers to Items
1, 2, 3 and 4 on the HLS are ―English‖, the child is classified as English Only.
If Item 1, 2 or 3 on the Home Language Survey is answered with a language other than English, the child is tested for English
proficiency. (Continue to Step 2).
If only Item 4 on the Home Language Survey is answered with a language other than English, the student is identified as
English Only.
It is recommended that if Item 1 on the HLS is the only item answered with a language other than English, the registrar counsel
the parent/guardian regarding the EL identification process.
Step 2: Initial Identification and Assessment
The Yucaipa-Calimesa Joint Unified School District process for initial identification and placement of students into an
appropriate instructional program has been adopted to ensure that there is consistency in enrollment procedures, including
assessment, information given to parents, and placement of students in appropriate classes based on assessment results and
parental choices. Student enrollment and assessment take place at the enrolling school.
The purpose of initial identification is to ensure that students eligible for English Language Development (ELD) services based
on English language proficiency are correctly identified. The process consists of the completion of the Home Language
Survey (HLS) upon enrollment to determine which students have a primary language other than English. Students are then
assessed to determine their proficiency in the English language, and are classified as English Learners (EL students), formerly
Limited-English Proficient (LEP), or Fluent English Proficient (FEP) based on the results of the assessment.
1.1
Initial English Testing (Within 30 calendar days)
Initial English testing is triggered by the HOME LANGUAGE SURVEY (HLS). When registering students, EVERY parent
must fill out an HLS for each student. The information gathered on the HLS determines whether or not a student is to be tested
for language proficiency. It is recommended that if Item 1 on the HLS is the only item answered with a language other than
English, the registrar counsel the parent/guardian regarding the EL identification process.
If questions 1, 2, or 3 on the HLS are answered with a language other than English:
the student will be tested
the original HLS will be filed in the student’s CUM folder
copies of HLS and registration form will be given to the classroom teacher and EL tutor
students will be placed in appropriate educational program based on assessment
Questions 1-3
If the response to any one of
these questions identifies a
language other than English…
If the response to all three of
these questions is English only
and…
If the responses to all 3
questions are English only and
Question 4
Action Required/Result
a language assessment is required in
English and in primary language.
the response to question 4 indicates
a language other than English…
language assessment is not required.
the response to question 4 is English
only…
the student is assumed to be a native
English speaker. No assessment is
required.
Step 3: English Language Proficiency Assessment
State regulations require that if the student’s Home Language Survey indicates that a language other than English is used at
home, the student’s English language proficiency level must be assessed within 30 calendar days of initial enrollment.
Kindergarten registration may be an exception depending on enrollment date. Only trained personnel at the school site assess
the students’ English language proficiency.
The assessment used to determine initial English proficiency is the California English Language Development Test (CELDT).
The CELDT is a standardized language proficiency test designed to measure the English proficiency of non-native speakers in
four areas: Listening, Speaking, Reading and Writing. The child receives a score for each part of the test that is taken
(Listening, Speaking, Reading, Writing) as well as an overall score. The score types include: raw score, scale score and
proficiency level. On initial CELDT, district office staff calculates a preliminary score for the purpose of determining the
student’s proficiency level and program. These results, including proficiency level results for each subtest, are communicated
to the student’s teacher. The assessment is also forwarded to the school district for official scoring by the test publisher. These
official results override the informal scoring if the scores differ. The official results are sent to the parent within 30 days of
receipt by the district. CELDT results are maintained in the student’s English Learner folder inside the CUM folder, and in the
district’s student information system for future use in monitoring of student progress and in program evaluation.
On the basis of the English language assessment, students are classified as either Initially Fluent English Proficient (IFEP) or
English Learner (EL).
IFEP Students – The parents of FEP students are informed of the results and given the same program options as those given
English Only students. The default program is Mainstream English.
1.2
HOME LANGUAGE SURVEY
ASSESSMENT INTERPRETATION
Questions 1-3
If any Question 1-3 is
Language Other than English,
must assess in English and
Primary Language.
If all Questions 1-3 are
English Only, AND
Question 4 is
Language other than English
Question 4 is
English Only
Student is Native Speaker.
No assessment required.
No assessment required.
1.3
Step 4: Primary Language Assessment
An initial assessment of the English Learner’s primary language is conducted within 90 days of initial enrollment. Whenever
possible, primary language assessment is conducted by a trained person fluent in the student’s primary language. The districtadopted primary language assessment instruments are listed below.
Initial Primary Language Assessment Tools Used in
Grades
K-1st
2nd-12th
K-12th
Initial Primary Language Assessments
IPT – Speaking
IPT – Speaking, Reading, Writing
PLOTS – Speaking
Languages
Spanish
Spanish
Languages other than Spanish
Results of the primary language assessment are placed in the student’s English Learner folder, entered in the district student
information system, used to determine the student’s level of literacy development in the primary language, and support the
identification of a student as an English Learner.
AERIES STEPS: Primary Language Assessment
If student is a Spanish speaker s(he) will have taken a Spanish Language assessment test. In Yucaipa-Calimesa JUSD, students
are administered the IPT (Idea Proficiency Test).
On Language Screen under section labeled ―Tests‖:
Enter date test was administered by section labeled ―Span‖.
Enter ―IPT‖ from pull-down under ―Test name‖.
If student was administered another Spanish proficiency test, type in the name of that test.
Enter numerical score under appropriate heading(s): Listen, Speak, Read, Write.
If student speaks a language other than Spanish, s(he) will have taken a primary language test in his/her own language. In
Yucaipa-Calimesa JUSD, students are administered the PLOTS (Primary Language Other Than Spanish).
On Language Screen under section labeled ―Tests‖:
Enter date test was administered by section labeled ―Other‖.
Enter ―PLOTS‖ from pull-down under ―Test Name‖.
If student was administered a different language proficiency test, type in the name of that test.
Enter numerical score under appropriate heading: Speak
Step 5: Parent Notification of Results
Upon completion of the testing, the results are provided to parents on a Parent Notification Letter of Assessment Results of
Primary Language Proficiency for English Learners.
At this time, the parent is also informed of their right to apply for a Parental Exception Waiver. Parents who wish to place their
English Learner child in an alternative program (bilingual instruction) rather than in a program taught overwhelmingly in
English may request such instruction by means of a waiver. This information is provided in writing. The alternative program
option for English Learners with approved waivers is a Bilingual Education Program.
1.4
Step 6: Program Placement
The following process is used to identify the most appropriate program for the English Learner.
Initial CELDT results indicate whether the student is fluent in English or not.
The criteria for fluency in English include:
1.
2.
3.
Student’s overall proficiency level is Early Advanced or higher, and
Proficiency in each skill area is Early Advanced or higher. The skill areas are: Listening, Speaking, Reading, Writing
(K through grade12).
Teacher recommendation form filled out by teacher and placed in pink EL folder.
If the child is fluent in English by these criteria, the student is considered FEP and the default placement is the mainstream
English program. The student will not receive EL services.
If the student’s overall proficiency is Early Advanced, Intermediate, Early Intermediate or Beginning, the student’s placement
is mainstream English. Additional support services may be recommended, as appropriate. The child will normally continue in
this placement until reclassified. Support services in the mainstream program must include English Language Development
and may include one or more of the following:







Content instruction using SDAIE techniques
Tutoring
Specialized instruction
Participation in Benchmark, Strategic, or Intensive interventions
Before and/or after school intervention programs
Primary language support
Other appropriate services
Parents may sign a waiver to opt out of EL services, but student must continue to take CELDT test until student is reclassified.
Alternative Bilingual Program - where instruction is in both English and Spanish for children who have Spanish as a home
language. EL students develop primary language literacy and are taught the core curriculum (math, science, social studies,
etc.) in his/her primary language or through the use of SDAIE. EL students will also be acquiring English through daily,
formal lessons in core curriculum when he/she reaches the Intermediate Fluency level of English acquisition. Self-image and
cross-cultural instruction is integrated throughout the subject areas.
Parents who are interested in having their child placed in a bilingual program must visit the school site annually to fill out a
waiver form when placement in an Alternative Bilingual Program is requested. Parents have the right to seek waivers that
enable their children to participate in a bilingual education program. Schools will offer bilingual programs at each grade level
when there are twenty or more students whose parents have requested a waiver for an alternative bilingual program.
Kindergarten Registration, Assessment and Placement
A special process is used for assessing new Kindergartners’ language proficiency at the beginning of each school year.
Kindergarten pre-registration begins in March of the school year preceding the child’s entrance into Kindergarten. However,
CELDT testing, by state mandate, may not begin until July. When the parent pre-registers the child, the Home Language
Survey is completed. If the HLS indicates that a language other than English is spoken, the student will be assessed for English
Language proficiency (CELDT) and primary language proficiency after the student actually enters Kindergarten in August.
The same procedures related to parent notification of test results, the parental exception waiver, and program placement that
are used for other students are used for Kindergartners. Parent meetings (ELAC) are arranged to inform parents about the
program options and explain the waiver process. All information is also provided in written form.
1.5
Transfer Students
Transfers Between District Schools
Parent initiated Intradistrict Transfer requests are made through the Educational Services Office. Completed Intradistrict
Transfer forms are sent to that office, and all data regarding the student’s English Learner assessment history, current scores,
and interventions are sent to the receiving school. CELDT scores and primary language scores are entered in AERIES. The
site principal at the receiving school is responsible for reviewing the student’s records (including information in the district’s
database system) and ensuring that the student will be properly placed in the appropriate type of instructional program, as
specified in the student’s current records, before approving the Intradistrict transfer request.
Transfers from Other California Schools
Students transferring into the district from another district within the state often have records of a Home Language Survey,
scores on the mandated assessments including the CELDT, and an initial language status (EO, FEP, EL). These students do
not need to go through the Yucaipa-Calimesa Joint Unified School District initial identification process. If the parent provides
the student’s records, staff will use this information to make an appropriate placement. If not, staff will contact the former
district in order to obtain information by fax or e-mail. Once records are obtained from the previous school/district, the
appropriate information is entered into the district’s recordkeeping system. The district of origin will be encouraged to
expedite the process of sharing information by faxing the records or send them in the mail. Records for students transferring
from other California schools must be entered in AERIES. (i.e. CELDT scores and primary language scores).
Transfers from Out-of-State or from Other Countries
The five-step language assessment, classification and placement process described above will be followed for students entering
the district who are new to the state or from another country. The student’s district enrollment date is entered into the student’s
records and the student database system as the date the student first enrolled in a California school and the date the student first
enrolled in a US school. These students are considered to be ―initials‖.
Professional Development for Staff and Administrators on Initial
Identification, Placement and Parental Rights/Informed Consent
The district will provide ongoing professional development for administrators and staff, including special education teachers
and staff, on legal requirements and district procedures relating to the implementation of this English Learner Master Plan
including:
 Initial identification
 Placement options and procedures
 Parental rights and informed consent, including the parental exception waiver process
Those who should participate in the training include, but are not limited to: district and site administrators, teaching staff, staff
members who work with English Learners student records, office staff members responsible for registration, special education
teachers, paraprofessionals, and other support staff as necessary.
1.6
AERIES STEPS - Registration
Initials: (Students who have never taken the CELDT test: Kindergartners and new students from out-of-state or out-ofcountry)
On Student Data 1 Screen:
 Enter home language (from Home Language Survey)
 Enter ―0‖ language fluency
 Enter ethnicity and race
 Enter birth city
 Enter state
 Enter country
On Language Screen:
 Enter US entry date
 Enter US school entry date
 Enter California school entry date
 Enter District entry date
 Enter ―335‖ for Services Received
Students transferring from within district:
 Pull over records from previous school
 Make sure to pull over test records
Students transferring from other districts in California:
 Enter home language (from Home Language Survey)
 Call or fax previous school for:
Language fluency from CELDT
CELDT scores, date of testing
Primary Language test name, score, date
 Enter language fluency
 Enter ethnicity and race
On Language Screen:
 Enter US entry date
 Enter US school entry date
 Enter California school entry date
 Enter District entry date
 Enter Primary Language test name, date, score
 Enter services received
331 – Fluency level 5, 4, 3, (3 if not working with EL tutors and not enrolled in ELD class)
332 – Fluency level 1, 2, 3 (3 if working with an EL tutors and/or enrolled in an ELD class. ELD classes are held at
PVMS and YHS only)
334 – Students with an IEP
335 – Fluency level 0, FEP, R-FEP
 If student is R-FEP, enter date of Reclassification and Monitor dates
On CELDT Test Screen:
 Add CELDT test scores
Issues/problems:
On Language Screen:
 Go to comments tab
 Click on the comments box and list the date
 Type explanation after the date
 Enter your initials
 In lower left corner, click red flag
1.7
CHAPTER TWO
Instructional Programs
State and Federal Requirements for Programs serving English Learners
Relevant Categorical Program Monitoring Items:
CPM: Each English Learner receives a program of instruction in English Language Development in order to develop
proficiency in English as rapidly and effectively as possible.
CPM: Academic instruction for English Learners is designed and implemented to ensure that they meet the district’s content
and performance standards for their respective grade levels in a reasonable amount of time.
Mainstream English
English Learners (K-12)
The Yucaipa-Calimesa Joint Unified School District offers the following program options to English Learners: (1) Mainstream
English to English Learners (2) Structured English Immersion. Each of these options is designed to ensure that students
acquire English language proficiency and to prevent or recoup any academic deficits that may have developed in other areas of
the core curriculum. All options contain the following required components:
 Well-articulated, standards-based, differentiated English Language Development (ELD) instruction, specifically
designed for ELs
 Well-articulated, standards-based, differentiated instruction in the core curriculum, featuring primary language support,
frontloading of content, and/or Specially Designed Academic Instruction in English (SDAIE)
 Structured activities designed to develop cultural proficiency and positive self-esteem
An alternate bilingual program will be provided at a school when there are 20 or more students at a grade level with approved
Parental Exception Waivers.
Primary Language Instruction vs. Primary Language Support
Instruction
Primary language instruction consists of directed lessons, as well as student participation, in and through the primary language.
This instruction makes use of grade-level materials in the primary language (textbooks, audio-visuals, electronic media, and
internet resources) that meet state content standards. Assignments and assessments are in the primary language.
Primary language instruction is used in the alternative programs as the principal way to provide access to the core curriculum.
For students in these programs, especially those at the Beginning and Early Intermediate levels of English acquisition, primary
language instruction is an important resource that assists students to master grade level standards in the content areas while
they are acquiring English.
During periods of primary language instruction, some relatively minor amount of review may be done in English. For
example, during lessons in the primary language, some English may be used to illustrate cognates, or to make connections with
other content studied, but teachers should take care to avoid code-switching. Some primary language instruction may be
appropriate in Structured English Immersion and Mainstream settings, as long as instruction overall is nearly all or
overwhelmingly in English.
Support
Primary language support is not the same as primary language instruction. It does not include directed lessons, assignments or
assessments in the primary language. It may be provided within the Structured English Immersion or Mainstream English
Program by a teacher who is bilingual, a trained bilingual tutor, or through the use of support materials in the primary
language.
2.1
This support is a means of increasing access to core curriculum taught in English, and of assisting the student to tap prior
knowledge, transfer skills, use cognates, etc. Primary language support is used to motivate students, and also to clarify, direct,
support, or explain concepts.
Even where daily primary language support cannot be provided by bilingual staff, teachers are encouraged to make use of
various materials that accompany current adoptions to ensure fidelity of program. These can include cross-age bilingual tutors,
parent or community volunteers, and occasional teaming with bilingual staff in the school. Classroom libraries should be
stocked with age-appropriate bilingual dictionaries, as well as fiction and non-fiction in the primary language. Students should
be encouraged to take home materials in the primary language that they can review with parents and other family members.
Every classroom enrolling English Learners should have some primary language support materials. In addition, when 15
percent or more of the school’s students are speakers of the same language, schools must translate all materials for parents into
the primary language.
English Language Development (K-12)
English Language Development (ELD) is a Component of All Program Options for English
Learners
The ELD component is aligned with the California English Language Development standards. The teaching of English within
the program is based on the student’s level of English proficiency. The purpose of the ELD component is to explicitly and
intentionally teach English in order to develop a strong English language foundation in both social and academic settings. ELD
also provides a foundation for literacy development (reading and writing) and a pathway leading to the English Language Arts
(ELA) standards.
Both ELD and ELA standards have the goal of assisting students to develop skills related to cognitive academic proficiency in
English.
ELD instruction occurs daily for all English Learners until reclassified to a Fluent English Proficient (RFEP). It is a
systematic, explicit component of the English Learner’s total educational program. There is no maximum amount of time that
might be devoted to ELD. However, the following are the minimum daily ELD times recommended:
Elementary School – 30 minutes per day in addition to reading/language arts.
Middle and High School – 1 to 2 periods per day.
ELD instruction is standards-driven, systematically planned, and follows a scope and sequence of language skills to ensure that
students learn English within a reasonable amount of time. It is designed to teach English Learners at their proficiency level as
determined by English language assessments, thus ensuring that instruction is differentiated to meet student needs. Students
may be grouped by proficiency level for ELD. The specific plan for accomplishing this grouping will be decided at the school
level, based on an analysis of the levels existing within the school’s English Learner population. With the guidance of the
Projects Office, each school will develop a grouping process with the end in view of bringing all students to at least the next
proficiency level by the end of the school year.
Instructional Grouping for Elementary Schools
The goal of instructional grouping is one English Learner level per group. However, the span may be one level plus, for
example, Level Fours with high Level Threes. The ELD groups are decided by the site, using student performance on the
CELDT and ELD placement/progress assessments, including the placement test included in the curriculum, and curriculumembedded assessments. Each elementary school maintains a database with records of student scores on these assessments in
order to facilitate this process. Grouping is reconsidered periodically throughout the year, as new evidence of student progress
becomes available.
2.2
Instructional Grouping for Middle and High Schools
Students in the middle and high schools receive 1 or 2 periods daily of ELD. Students testing at Levels 4 and 5 on the CELDT
may receive their ELD within the English Language Arts class, where the teacher is required to provide ELD and ensures
progress toward reclassification. Where ELD is integrated into the English Language Arts classroom, the classes are
monitored to ensure that ELD instruction is effectively implemented.
Instructional Materials
The school district periodically adopts curriculum which includes ELD support materials. A list of current adoptions will be
maintained in the Educational Services Office and are included in the Appendix of this document.
District adoption committees carefully review instructional materials in all content areas. The adopted materials must be stateapproved and standards-based and include a strong English Learner support component. The district is committed to consistent
use of materials on a district-wide basis. Materials adoption is a continuous process. In all program options the materials are
standards-based and either the same as, or parallel to, those used in mainstream English classes.
Monitoring Student Progress
The following assessments are used, to monitor the progress of English Learners in acquiring English skills. Monitoring of
student progress will be based on multiple measures:






California English Language Development Test (CELDT)
ELD and academic assessments
Course grades
Progress toward reclassification
Teacher created assessments
Curriculum-embedded assessments from the leveled ELD materials (included in new ELA adopted texts to be funded in
the future)
 District benchmark
 Universal screening data (RtI)
Flexibility of Programming to Meet Student Needs (K-12)
There are five distinct groups of English Learners in the Yucaipa-Calimesa Joint Unified School District:
1.
2.
3.
4.
5.
Newly arrived ELs with adequate formal schooling
Newly arrived ELs with limited formal schooling
Long term ELs (more than 6 years as ELs)
ELs who are meeting benchmarks and making expected progress toward language and academic goals
ELs who speak languages other than Spanish and who have the characteristics of groups 1-4
Programs will be adapted to meet the needs of students in each of these groups as discussed below:
Newly Arrived English Learners
These students may or may not have had some exposure to the formal study of English; however, they have had a formal
educational program in their native country, and many have the knowledge background that supports them in their content
instruction in English.
At the elementary school level, these students are likely to have an adequate background in the core academic subject areas,
with the exception of English Language Arts.
2.3
At the middle and high school level, students functioning at CELDT levels 1 and 2 will typically benefit from Structured
English Immersion (SEI). The SEI program would provide the following:
 Year-long leveled ELD for 2 periods
 Primary language support
 Electives that are non-language dependent
CELDT Level 3 and above students in secondary schools may receive:
 Year-long leveled ELD and/or ELA with accommodations for language proficiency level
 Academic content classes taught through SDAIE with primary language support
 Electives (choice not limited by language proficiency level)
Long Term English Learners
These students have more than five years of uninterrupted schooling in the United States. Long term English Learners often
have high oral fluency in English, and in some cases have attained a ―reasonably fluent‖ level of proficiency, but have not yet
achieved the academic criteria to qualify for reclassification. In determining program placement, it is important to first identify
the student’s academic and linguistic needs and then consider the following in regard to the student’s educational history, in
order to determine if the student’s performance is related to his/her level of English language development, or to other issues
that affect academic performance:
 The student’s number of years in U.S. schools
 The quality and consistency of the student’s ELD instruction
 The consistency of the student’s instructional program
At the elementary school level, these students should be on an English Learner Catch-Up Plan. As part of these plans, most
will be assigned to formal interventions that address both language and academic needs. (See Appendix for applicable Student
Intervention Team Forms).
Middle and high school students in this category will need the following:
 Accelerated ELD, either through an English Language Arts class with accommodations for the student’s level of English
Language Development, or an intervention class that addresses both language and literacy skills
 Mainstream English or SEI instruction, provided by an appropriately credentialed CLAD or BCLAD teacher
 Counseling and monitoring to ensure that the student is enrolled in appropriate classes meeting middle and high school
promotion requirements
 Intervention support (before, during or after the school day)
English Learners Who are Meeting Academic and English Language Development Benchmarks
These students are typically showing expected growth on the CELDT, (proficiency level of 4 or 5) and are scoring proficient or
close to proficient on the California Standards Tests (second grade and up).
Students Who Speak Languages Other Than Spanish
Currently no bilingual program options are available for these students. They will be placed in mainstream programs
appropriate to their grade level, and receive ELD at the appropriate level, based on assessment data.
2.4
Access to Grade Level Core Content (K-12)
English Learners are provided with access to well-articulated, standards-based core curriculum. In Structured English
Immersion and Mainstream settings, the core instruction occurs in English, with use of Specially Designed Academic
Instruction in English (SDAIE) strategies and primary language support as needed.
In order to ensure that core content instruction is presented in a manner that is comprehensible to English Learners, a variety of
strategies are incorporated into classroom instruction. Professional development for teachers focuses on the areas presented
below.
Focus Areas
ELD
Language Arts
Language Arts lesson focuses on
reading standard (decoding or
comprehension) and/or writing
standard (application or
conventions) and is separate from
ELD lesson
Content Areas
(Math, Science, Social Studies, etc.)
Lesson Purpose, Content and Organization
Leveled ELD
 Purpose: Develop a solid English language foundation
 Content: Follow scope and sequence of language skills in functional contexts
 Organization: Level of English proficiency
Frontloading Language Arts
 Purpose: Ensure access to content instruction taught in English by pre-teaching
for upcoming language demands
 Content: Determined by language purposes, teaches sentence structure and
vocabulary needed to engage in content skills or concepts
 Organization: Lesson is prior to content lesson and is in addition to SDAIE
strategies provided during actual content lesson
SDAIE (Specially Designed Academic Instruction in English)
 Purpose: Provide access to grade level content instruction
 Content: Grade level content objectives and standards
 Organization: Scaffolding strategies (often strategies used to teach ELD) are
integrated into lesson to ensure that ―language demands‖ do not interfere with
student’s ability to access grade level content material.
All three of the focus areas outlined make use of the following features to help make instruction comprehensible and
meaningful to students.
1.
Contextualized instruction—liberal use of non-verbal language, visual support materials, realia, graphic organizers,
and oral/verbal amplifications, in order to provide students with a variety of resources in the environment that they can
use to construct meaning;
2. Use of language modifications such as pause time, questioning, pacing and highlighting;
3. Task based instruction, allowing students to work with concepts and the language of those concepts in a variety of
ways (such as drama, drawing, mapping out the concepts, or using poetry, song, chant, letter writing, journals, graphic
organizers, etc. to express and exemplify concepts);
4. Language-sensitive and culture-sensitive content teaching;
5. Use of language structures and vocabulary that are comprehensible to students;
6. Use of accommodations in the learning environment (such as slowing the pace or repetition) in order to maximize the
number of students able to access the content;
7. Encouraging students to actively use language;
8. Emphasizing the major ideas or organizing principles that underlie the content;
9. Frequent checking for understanding;
10. Integrating assessment and instruction on an ongoing basis through observations, portfolios, journals and analysis of
student work;
11. Access to collections of appropriate age-level literature.
Primary language support provided by a teacher who is bilingual or a trained bilingual tutor (when available), is a means of
increasing access, as is the use of primary language materials. For a comprehensive list of SDAIE strategies, see the Appendix.
2.5
Commitment to Special Education Services:
Primary and Secondary Programs
English Learners have access to special education services just as all other students in the district. Careful review by the
Student Intervention Team of all referrals takes place first. This review includes second language surveys, referral forms,
modifications and interventions including EL Catch-Up Plan, review of student records, verification of current hearing and
vision testing, and parent input. This review is required to determine if special education assessment is needed and to
determine if student performance is reflective of expected patterns of the student’s second language acquisition based on
schooling, and time in this country, and that growth is being made.
When it is determined that an English Learner needs to be assessed for special education eligibility, testing will be initiated
upon parent’s written approval. When appropriate, assessments will be conducted in the primary language of the student, or
English, or both, making certain that cultural and linguistic differences are taken into consideration when determining
eligibility.
Instructional decisions related to the student’s language acquisition status must be described in the Individualized Education
Plan (IEP). When students qualify for special education services, linguistically and developmentally appropriate goals and
objectives are written based on the student’s assessed needs. The IEP will include goals that address English Language
Development as well as goals that support access to the content areas through primary language instruction and/or support.
To the extent that the student’s English Language Development program relates to the student’s need for special education
services, the IEP must document the provision of these services.
English Learners in grades K–12 with an IEP, as reflected on CELDT sub-scores in listening, speaking, reading, and/or
writing, continue to receive ELD and SDAIE instruction in conjunction and collaboration with the general education teacher.
Where appropriate, special education staff including self-contained class staff, will receive the same training as general
education staff in working with English Learners. In self-contained classes, the special education staff provides ELD
instruction to the English Learner. EL tutors may be assigned to the program to provide direct support to English Learners
with an IEP.
Through the Bilingual Parental Exception Waiver Request Form, parents can select alternatives to the Structured English
Immersion (SEI) program for their student. The Student Services Department and the site will work together with the parent to
ensure parental request and educational goals are met.
Gifted and Talented Education (GATE)
Yucaipa-Calimesa Joint Unified School District is committed to ensure equity in the Gifted and Talented Education (GATE)
program. The district ensures equal access to all English Learners through its identification, referral process, testing and
teaching methodologies in its GATE program. It is the intent of the GATE program to place special emphasis on identifying
students from varying backgrounds. Multiple criteria are employed to ensure that giftedness and talent are not overlooked as a
result of a lack of English language proficiency or among students who may not be experiencing academic success. Students
will be tested starting in Grade 3 through teacher and/or parent referral. In response to the need to ensure open access to GATE
programs, YCJUSD adopted the Naglieri, Nonverbal Ability Test (NNAT) as the assessment tool for GATE identification.
Site administrators and/or site designee GATE coordinators inform school staff and parents about the GATE referral process,
testing process, and GATE services. All GATE requirements must adhere to the Categorical Program Monitoring (CPM)
regulations and YCJUSD Board policies.
Programs Available at the Elementary-Middle and High Schools
The Mainstream English program is the default placement for EL students. The classroom also contains English Only students,
Fluent English Proficient, and English Learners. The Mainstream English program is one in which English Learners continue
to learn English and at the same time have full access to standards-based curriculum and materials at grade level designed for
the native English speaker.
2.6
Mainstream English Program (K-6)
The goal for English Learners in the mainstream program is to ensure that students meet grade level content and performance
standards through appropriate differentiated English instruction and support. Instruction is overwhelmingly in English.
However, special support options are provided for English Learners as needed. The English language mainstream classroom is
designed for students who are either native English speakers or English Language Learners.
Program Components
for ELs
1.
2.
3.
Minimum of 30 minutes daily of
English Language Development
(ELD) instruction for ELs at the
student’s assessed stage of
English acquisition. ELD
groups consist of students at the
same level, or ―one level plus‖.
Differentiated instruction in
reading, writing, math, science
and social science, delivered in
English, using decreasing
SDAIE strategies. Use of stateapproved, district-adopted,
standards-based materials.
Primary language support
provided, according to student
need, and as staffing allows.
Staffing
Appropriate subject matter
authorization.
Multiple or Single Subject
Teaching Credential
Cross-cultural, Language and
Academic Development
(CLAD) or Bilingual Crosscultural, Language and
Academic Development
(BCLAD) required if an
English Learner (EL is placed
in the class.






Special Support Options for
English Learners in
Mainstream English Programs
Tutoring
Specialized instruction by personnel
with literacy and EL expertise
Participation in Benchmark, Strategic,
and/or Intensive Interventions
Before and/or after school intervention
programs
Primary language support—as needed
Alternatives to CLAD or BCLAD
SB 395, SB 1969, or AB 2913
equivalents to CLAD
Bilingual Certificate of
Competence (BCC) or
Language Development
Specialist (LDS) Certificate
General teaching credential or
supplementary ESL
authorization (ELD only)
Mainstream English Program (7-12)
Program Components for ELs
1.
2.
3.
Daily English Language
Development (ELD) for ELs at
the assessed stage of English
acquisition (1-2 periods daily).
Grade-level content course
(math, science, social science,
etc.) delivered in English, with
differentiated instruction that
may include special support for
ELs (e.g., SDAIE).
Primary language support.
Staffing
Credentials: as needed to teach in
the regular program. (CLAD) or
(BCLAD) or equivalent required if
an English Learner (EL) is placed
in the class.




Alternatives to CLAD/BCLAD
SB 395, SB 1969, or AB 2913
(BCC) or (LDS) Certificate
General teaching credential
with supplementary ESL
authorization (ELD only)
Teachers in all content areas
should have professional
development in differentiation of
instruction for ELs.
2.7



English Learners in
Mainstream English Programs
Tutoring
Participation in Benchmark, Strategic,
and/or Intensive Interventions
Before and/or after school intervention
programs
Primary language support—as needed
Supplementary materials in English
and the primary language
Structured English Immersion Program (K-12)
This program is currently available at Parkview Middle School and Yucaipa High School. The goal of this program is
acquisition of English language skills so that the English Learner can succeed in an English-only mainstream classroom.
Almost all instruction in this program is in English. Teachers have specialized training in meeting the needs of English
Learners, and possess the appropriate teaching credentials.
Program Components for ELs
Fluency Levels 1-3
1. Minimum 1 hour daily of
English Language Development instruction at the
students’ assessed level of
English acquisition. ELD
groups consist of students at
the same level, or ―one level
plus‖.
2. Differentiated instruction in
reading, writing, math,
science and social science,
delivered through specially
designed academic
instruction in English
(SDAIE) methodology,
utilizing state-approved,
district-approved, standardsbased materials.
3. Primary language support to
motivate, clarify, direct, and
explain, provided according
to student need, and as
staffing allows.
Staffing
authorization. Multiple or Single
Subject Teaching Credential
Cross-cultural, Language and
Academic Development (CLAD)
or Bilingual Cross-cultural,
Language and Academic
Development (BCLAD) required
if an English Learner (EL) is
placed in the class.
Alternatives to CLAD or BCLAD
SB 395, SB 1969, or AB 2913
equivalents
Competence (BCC) or Language
Development Specialist (LDS)
Certificate
General teaching credential or
supplementary ESL authorization
(ELD only)
Special Support Options for English
Learners in SEI Programs
Tutoring
Participation in Benchmark,
Strategic, and/or Intensive
interventions
Before and/or after school
intervention programs
Primary language support as needed
Bilingual Education (K-12)
There are currently no Alternative Bilingual Education Programs in Yucaipa-Calimesa Joint Unified School District, but
could be offered with sufficient need. The goals of this program are to ensure that students (1) meet grade level content and
performance standards; (2) become fully proficient in English, including listening, speaking, reading and writing; and (3)
successfully move to the Mainstream English program.
Students receive appropriate instruction and support in both the primary language and English. In this model, instruction in
Kindergarten is approximately 75% in the primary language and 25% in English, with decreasing primary language
instruction and increasing English each year. Primary language in reading/language arts is provided in the early grades as a
foundation for the development of English literacy. Some English literacy instruction begins in Kindergarten—as part of
ELD. It will focus first on those English reading skills that are transferable from the primary language. Some content
instruction is provided in the primary language, and transition to English occurs as rapidly as possible without sacrificing or
delaying learning of the academic core. Students are expected to achieve reasonable fluency in English within 3 to 4 years.
Upon exit from the Alternative Bilingual Program, students enter either the Mainstream English program or the SEI
Program, depending on whether or not they have achieved reasonable English fluency.
AERIES STEPS- Structured English Immersion (SEI)
Students enrolled in SEI classes must be so indicated in AERIES.
On Language Screen:
 Enter ―1‖ in ―Program‖ window.
 Once the student has exited the SEI class, remove the ―1‖ in the ―Program‖ window.
2.8
Program Components for ELs with approved
Parental Exception Waiver
1.
2.
3.
4.
5.
Minimum of 30 minutes to 2 hours of daily
English Language Development (ELD)
instruction depending on grade level at the
student’s assessed stage of English acquisition.
ELD groups consist of students at the same
level, or ―one level plus‖.
A Primary language arts component,
comparable to English language arts, delivered
in the primary language of the ELs.
An English literacy component as part of ELD.
Beginning in Kindergarten students are taught
English literacy skills that exist in English and
transfer from their primary language. As
students achieve a reasonable level of primary
language literacy, the full English literacy
component is implemented, utilizing a formal
transitional reading approach.
Differentiated instruction in reading, writing,
math, science, and social science, delivered in
Spanish or through specially designed
academic instruction in English (SDAIE),
utilizing state-approved, district-adopted,
standards-based materials.
Primary language support to motivate, clarify,
direct, explain.
Staffing
authorization.
Multiple or Single
Subject Teaching
Credential
Bilingual Cross-cultural,
Language and Academic
Development (BCLAD)
Alternatives to BCLAD
Competence (BCC)
2.9
English Learners in
Transitional Bilingual
Programs
Tutoring
Specialized instruction by
personnel with literacy
and EL expertise
Participation in
Benchmark, Strategic
and/or Intensive
interventions
Before and/or after school
intervention programs
CHAPTER THREE
Reviewing of Student Progress, Catch-Up Plan, Reclassification and Monitoring
State and Federal Requirements for Programs serving English Learners
CPM: The LEA reclassifies a pupil from English Learner to proficient in English by using a process and criteria that include,
but are not limited to:
a.
b.
c.
d.
Assessment of English-language proficiency (CELDT)
Assessment of performance in basic skills: California Standards Test for English-Language Arts
Teacher evaluation that includes, but is not limited to, the pupil’s academic performance
Parent opinion and consultation during the reclassification process
Reviewing Student Progress
Assessments in use in the District
Student progress is reviewed at least annually, based on a set of district-adopted and State-mandated assessments. These
assessments are used to determine English language proficiency and evaluate students’ academic performance.
Assessment results are maintained in electronic form in the AERIES student information system and the Data Director, student
information monitoring system. This allows for rapid access to results in a variety of formats. This information is used for a
variety of purposes, including (but not limited to) reclassification and identification of students in need of an English Learner
Catch-Up Plan.
District-adopted benchmarks should be given during the year to monitor students’ progress in English language development
(listening, speaking, reading and writing), language arts, and math. State-mandated STAR tests (California Standards Tests,
CSTS, CMA and CAPA), are taken by all students regardless of their language classification.
A third assessment, CELDT, is for English Learners only and is taken as an annual assessment. The testing window for
students who take the CELDT annually is July 1st through October 31st. All previously identified English Learners who have
not been reclassified are given the CELDT annually to assess their progress in acquiring English proficiency.
If an Individual Education Plan (IEP) team has determined that a student is unable to take all or part of the CELDT, the student
will be given an alternative assessment (to be determined by the IEP team according to individual student need), in accordance
with California Department of Education (CDE) regulations.
Special Education English Language Learner (SPED/EL) students may be given alternative assessments to the CST’s if the
student’s IEP Team determines it is appropriate to do so. Those alternatives include the California Alternate Performance
Assessment (CAPA) and the California Modified Assessment (CMA).
3.1
Assessments Given to English Learners
English Language Development Assessment
Assessment
Instrument
California
English
Language
Development
Test
(CELDT)
California
Standards
Tests
Grade
Level
K-12
Description
When Administered
Who Administers
State mandated instrument that assesses
listening, speaking, reading and writing in
English
Initially: At registration
within 30 calendar days from
date of registration)
Annually: July-October
Initial/Annual:
Trained staff person
at school site
2-12
 Criterion referenced tests assessing
student’s mastery of grade level
standards in English Language Arts,
Math, Science and Social Studies
 State mandated instruments
 Used to measure Adequate Yearly
Progress for federal No Child Left
Behind accountability
 Included in the Academic Performance
Index
Annually: April-May
Classroom teacher
Open Court
K-5
Curriculum-embedded ELD assessments
Classroom teacher
Into English
6
Curriculum-embedded ELD assessment
High Point
7-8
Edge
9-12
Periodically throughout the
year
year
year
year
year
 Curriculum embedded reading/language
arts assessments contained in the
Language! Series
* See Appendix for a list of adopted textbooks.
Language!
Series
4-12
Classroom teacher
Classroom teacher
Classroom teacher
Classroom teacher
Use of Assessment Data for Instructional Planning
Teachers use the language arts, mathematics and other curriculum embedded assessments to analyze student progress for
planning differentiated instruction and to provide classroom interventions as appropriate. CELDT data (supplemented by
curriculum embedded assessment results) are used for instructional grouping in ELD at the elementary level, and student
placement in appropriate ELD courses in the middle and high school. Teachers use formative assessments in ELD to identify
areas of progress and of continuing need for individual students and for groups of students, and for modification of instruction
to meet the needs that are revealed by the analysis of these data. CST test results are used in conjunction with diagnostic tests
in the language arts, mathematics and other content area curricula to identify students in need of benchmark, strategic and
intensive interventions, and assign them to appropriate instructional schedules. Students who meet or exceed grade level
benchmarks for growth on these assessments will be encouraged to accelerate or move to more advanced groups/classes.
Ongoing monitoring of student progress takes place at two levels:
 Grade level and/or department teams regularly meet to examine student data, determine short-term needs, and plan
instruction accordingly. These meetings may include assignment of English Learners to appropriate interventions.
 When a Student Intervention Team meeting is held for a student, the performance of each English Learner is reviewed. The
SIT includes the principal or designee, the student’s classroom teacher(s), other personnel as appropriate, and
parent/guardian. This might include counselors, EL tutors, or other personnel. The SIT meetings may include development
of a Catch-Up Plan.
3.2
Overcoming Academic Deficits—the EL Catch-Up Plan
English Learners’ academic performance is monitored K-12 using formative assessments in order to identify academic needs.
District formative assessments provide information that inform instruction and alert teachers to students who may be
struggling. Monitoring of academic proficiency continues for two years following reclassification.
Students are assessed throughout the year, and if they are not performing at grade level, they are identified as in need of
academic intervention. Their English language proficiency is also assessed to ensure that the intervention meets the student’s
need, whether academic, linguistic or both.
No later than October, the classroom teacher and/or the site administrator review results of the Spring CST testing (2nd-12th
grade) and end-of-year results on district-identified assessments (kindergarten and 1st graders) as well as the CELDT scores,
benchmark assessment results, and classroom performance of all English Learners and identify students not meeting growth
expectations. A Student Intervention Team (SIT) meeting, which includes the teacher, administrator, other staff members with
relevant information, and parent/guardian, is scheduled. At this meeting:





The teacher shares any interventions that have been implemented.
The team develops an English Learner Catch-Up Plan to be implemented through the following school year.
If the parent was unable to attend the SIT meeting, a letter is then mailed home notifying parents that their child has been
identified for intervention.
A copy of the Catch-Up Plan is kept in the student’s pink English Learner folder in the cumulative folder.
Additionally, grades 9-12 the site administrator and/or teacher meet with student and parents to explain graduation
requirements (fluency levels 1-3).
The student is provided with the intervention programs/services as specified in the English Learner Catch-Up Plan. Progress is
carefully monitored throughout the school year. Adjustments and modifications to the plan are made when necessary. A copy
of all records of student progress is kept in the pink EL folder.
In the spring of each year, the growth of students with English Learner Catch-Up Plans and the effectiveness of their plans are
assessed by the classroom teacher and/or the site administrator.



If the student continues to make inadequate progress, a SIT meeting is held with the parent.
A new English Learner Catch-Up Plan is developed based on the analysis of the student’s needs and the results of the
evaluation from the previous interventions.
In grade 8, the SEI teacher provides the high school with notification of interventions and all other pertinent information
for incoming EL students.
During the second year of intervention, the student’s progress is monitored regularly, and adjustments and modifications to the
Catch-Up Plan are made when necessary. Copies of the records of this monitoring and adjustment process are kept in the
student’s pink English Learner folder. At the end of the second year of intervention, the student’s most recent data is reviewed
in order to assess growth and program effectiveness. If the student continues to make inadequate progress in the second year,
he/she is referred to the Student Intervention Team for a more comprehensive examination of his/her needs, and planning of an
appropriate program.
The Projects Office in Student Services, working with other offices as appropriate, will provide guidance to schools on how to
manage the process of developing and monitoring the Catch-Up Plans, including forms to be used. (See the Appendix for
appropriate SIT forms).
AERIES STEPS - Catch-Up Plan
On Intervention Screen:
 Enter Red Flag
 Enter code ―EL‖
 Enter date of SIT: Catch-Up Plan
 Enter ―Catch-up Plan - year 1‖ or ―year 2‖
 Enter student’s grade
When student is no longer on a Catch-Up Plan, disable Red Flag.
3.3
Reclassification
Reclassification is defined as the determination that a student with a primary language other than English has acquired English
language skills sufficient to function successfully in an English-only program (EC.52164.6) and is at a level substantially
equivalent to students of the same age or grade whose primary language is English (EC.52163n). An EL student who has
demonstrated competency in English and core academic subjects will be reclassified as Reclassified Fluent English Proficient
(RFEP).
Reclassification Criteria
1.
The district’s reclassification criteria determine when EL students have developed the English language and academic
skills necessary to succeed in an English-only classroom. The tasks of the reclassification process shall, at a
minimum, utilize multiple criteria, including but not limited to all of the following:
a. objective assessment of language proficiency in listening, speaking, reading and writing skills, using the CELDT
and SOLOM tests
b. score of Proficient (350) on California Standards Test in English Language Arts and Mathematics
c. teacher evaluation, including a review of the pupil’s curriculum mastery using state standards and assessments.
d. parent opinion and consultation.
2.
For grades K, 1, 2, it is recommended that EL students who have been identified as English Learners should not be
reclassified before 3rd grade; however, there are always exceptions to the rule. If the initial CELDT test is FEP in
any grade level, the student is permanently FEP.
3.
Reclassification takes place in May and June. Reclassification date will be listed as June 1st in AERIES. However,
the reclassification form will be dated with the actual date of reclassification. Once the student is identified RFEP,
the student is permanently RFEP.
4.
The District has established reclassification procedures specific to EL special education students. A special education
English Learner may be considered for reclassification if academic goals on the student’s IEPs have been met for two
consecutive years. Reclassification is formally completed at an IEP meeting. The decision to reclassify and the
assurance that the student’s English language development will continue to be monitored is noted in the IEP
comments. Linguistically-appropriate goals are not included. All EL students reclassified to Fluent English Proficient
(R-FEP) are monitored for two years following reclassification to ensure that the student continues to demonstrate
proficiency and makes progress toward achieving academic IEP goals/objectives. At the following two annual IEP
meetings, the reclassification is confirmed and commented on in the IEP document. Following the IEP meeting at
which reclassification is determined, the site administrator must provide a copy of the IEP comments page with
reclassification stated to the Special Projects Technician in Educational Services at the District Office and to the
school site.
Annual Review of Student Progress
Each spring, the principal and EL tutor at each school site collect and review the STAR test results, CELDT scores,
student grades, teacher recommendations, and other assessment data for all English Learners. On the basis of this
review, students who are eligible for reclassification are identified.
Reclassification Process
The EL tutor or principal completes the Documentation Form for Reclassification Grades 2-12: (revised November,
2009) student information, Step 1 and Step 2.
The EL tutor or principal notifies parents/guardians of their right to participate in the reclassification process and
encourages them to attend the SIT meeting.
The meeting is scheduled at a time convenient for the parent/guardian.
If parent/guardian is unable to attend, the parent/guardian may communicate his/her opinion in writing or via phone
call.
3.4
The reclassification decision is made by the Student Intervention Team (SIT) after considering the evidence regarding the
student’s performance and consulting with the parent/guardian. The membership of the SIT includes: Principal, classroom
teacher, ELD teacher, EL tutor, parent, student (grade 7-12) and any other relevant specialists. After the team has made a
determination, and made recommendations regarding the student’s future program and support needs, all persons present at the
meeting sign the reclassification document (Step 3). The Principal or EL tutor completes Steps 4, 5, and 6.
Step 4 - if the student is not reclassified: the reclassification document is placed in the student’s pink EL folder.
Ignore Steps 5 and 6 OR
Step 4 - if the student is reclassified: complete Steps 5 and 6
Step 5 - enter the date the reclassification meeting took place
Step 6 - distribute a copy of the reclassification form to the student’s pink EL folder, a copy to the parent/guardian, a
copy to the student’s English teacher and send a copy to District Educational Services Projects Office
AERIES Steps:
Updating Language Fluency
CELDT scores are received at District Office in December and January. An official report of scores is sent to each site in
January. Students’ ―Language Fluency‖ and ―Services Received‖ must be updated as soon as the report is received.
 Change language fluency (new overall score)
 ―Initials‖ who score at level 4 or 5 may be considered FEP.
On Language Screen:
 Change ―Services Received‖
331 – Fluency level 5, 4, 3, (3 if not working with EL tutor and not enrolled in ELD class)
332 – Fluency level 1, 2, 3 (3 if working with an EL tutor and/or enrolled in an ELD class. ELD classes are held at
PVMS and YHS only)
334 – Students with an IEP
335 – Fluency level ―F‖ = FEP
Issues/problems:
On Language Screen:
Reclassification R-FEP
Once an EL student has been reclassified, his/her status must be changed in AERIES, a copy of the Reclassification paperwork
must be sent to District Projects Office, one must be placed in pink EL folder in cum and the third copy must be sent to the
parents.
 Change language Fluency to ―R‖
On Language Screen:
 Change Services Received to ―335‖
 Input Reclassification date (Note: Starting in 2010, date is June 1 for all new Reclassifications)
Issues/problems:
On Language Screen:
3.5
Follow-Up Monitoring of the Progress of Reclassified Students
1.
2.
3.
4.
5.
6.
7.
The EL tutor updates the monitoring form at each monitoring period documenting continued progress toward
proficiency in the content areas.
Students who do not make continued progress will continue to be monitored.
All monitoring dates must be entered in AERIES Language Screen: Year 1, Year 2, and, if needed, Year 3.
Site EL tutor and principals monitor the progress of reclassified English Learners in January/February at the end of
first semester for at least two school years following a student’s reclassification (Monitoring Form revised January
2010). Student performance on critical achievement and performance measures are documented.
Monitoring of EL Special Education students takes place at annual IEP for at least two years.
If a student begins to fall behind on appropriate measures of achievement related to grade level standards, the SIT
meets to develop an EL Catch-Up Plan for the student.
Services that may be provided include but are not limited to:
 Specialized academic assessment
 Tutoring
 Specialized reading instruction
 English Language Development instruction
 Participation in benchmark, strategic or intensive interventions provided by the school
 RtI (Response to Intervention)
AERIES STEPS- Monitoring Reclassified Students
Reclassified students must be monitored for success in Language Arts and Mathematics on the CSTs as well as in core classes
for at least two years. If a student needs additional assistance, s/he may be monitored a third year.
On Language Screen:
Enter date of monitoring on appropriate year – year 1, year 2, year 3.
Monitoring paperwork is placed in student’s pink EL folder in cum.
Issues/problems:
On Language Screen:
3.6
The Reclassification Process
The annual reclassification process begins as soon as official CELDT results are received by the school. Special Education
students will be reclassified through the IEP process.
RECLASSIFICATION
Step 1
Annual Review of Student
Progress.
 February – June
 El tutor, Teacher and Principal
review new CELDT results
CELDT indicates
 Early Advanced (4) or
Advanced (5) overall
 Only 1 subtest can be
Intermediate (3)
CELDT BENCHMARK MET
CELDT BENCHMARK NOT MET
 Beginning (1), Early Intermediate (2)
or Intermediate (3) EL student grew
one level from prior CELDT
Student’s CELDT results are
Language Classification
 Beginning, Early Intermediate, or
Intermediate student did not grow one
level
 Early Advanced or Advanced student’s
subtests were not all brought up to
Intermediate
 AMAO NOT met
 Remains EL for the following year
 Share CELDT results with parent
 Share CELDT results with
Teacher/other site personnel
 Beginning (1), Early Intermediate (2) or
Intermediate (3) OR
 Early Advanced (4) or Advanced (5) with
a subtest (any) lower than Intermediate
Language Classification
Step 2a
Does not meet reclassification criteria
Reclassification Team
1. Review most recent CST scores.
 Remains EL for the following year
 Share CELDT results with parent
 Share CELDT results with
Teacher/other site personnel
 Complete EL Catch-Up Plan
 Provide academic intervention
CST in English Language Arts and
Mathematics is Proficient (scale
score of 350) or higher
Student meets reclassification criteria
2. Review other academic performance
A. 3rd-6th grades
 Successful classroom
performance in academic
areas
 Approaching standards in
all core areas on report
card with an achievement
level of 3 or above
B. 7th-12th grades
 At or above grade level
 Minimum of ―C‖ in core
academic areas on most
recent report card
3. Review other consideration
Agree that any deficits in
motivation or performance are
not due to lack of English
language proficiency.
Step 3
Program Placement
-- Mainstream English
Step 4
 Monitor student progress 2-3 years
CST in English Language Arts
and/or Mathematics not Proficient
(Below 350), low academic
performance
 Complete EL Catch-Up Plan
 Provide academic intervention
4. Convene SIT.
A.
Include parent, teacher, EL
tutor, Principal, others
with information
B.
Team decides if student
meets the reclassification
criteria
3.7
CHAPTER FOUR
Staffing and Professional Growth
CPM: Teachers assigned to provide English Language Development or access to core curriculum instruction for English
Learners are appropriately authorized or are actively in training for an English Learner authorization.
CPM: The LEA provides high-quality professional development to classroom teachers, principals, administrators, and other
school or community-based personnel that is:
a.
b.
c.
d.
Designed to improve the instruction and assessment of English Learners.
Designed to enhance the teacher’s ability to understand and use curricula, assessment measures, and instructional
strategies for English Learners.
Based on research demonstrating the effectiveness of the professional development in increasing the pupil’s
English proficiency or the teacher’s subject matter knowledge, teaching knowledge, and teaching skills.
Of sufficient intensity and duration to have a positive and lasting impact on the teacher’s performance in the
classroom.
Staffing and Certification
The district ensures that all administrators and teaching personnel whose assignment includes English Learners hold
appropriate certification to provide necessary instructional services to English Learners. Administrators must hold the CLAD
or equivalent teaching certification. Teachers assigned to provide ELD, SDAIE and primary language instruction must be
properly authorized. Newly hired teachers who do not hold the CLAD or equivalent authorization must sign an agreement
stating that they will actively pursue the needed credential and identify an expected finish date. All teachers who provide ELD
and/or SDAIE must be appropriately authorized with CLAD or the equivalent. All teachers who provide primary language
instruction must be appropriately authorized with BCLAD or the equivalent. All teachers appropriately have the CLAD or
BCLAD authorization. Teacher hiring and placement decisions are based on student and program need, including English
Learner enrollment data, and other relevant factors. Whenever open teaching positions require BCLAD or CLAD certification,
the district Human Resources staff actively recruits and hires teachers who are fully certified to fill such positions. The
district’s collective bargaining agreements are adhered to in making all staffing decisions.
Type of Instruction
ELD
SDAIE
Primary Language
Proper Authorization
CLAD, BCLAD, SB1969/SB395/AB2913 or equivalent
CLAD, BCLAD, SB1969/SB395/SB2913 or equivalent
BCLAD or equivalent
Recruitment Procedures—Teachers
The district Projects Office works closely with the Assistant Superintendent of Human Resources and the Human Resources
Department staff on issues of recruitment, interviews, and recommendations to site administrators. The following steps taken
each year constitute the district’s approach to recruitment of teachers for English Learners.
Following the annual R-30 Language Census report, Educational Services, Human Resources and principals work
collaboratively to plan regarding the need for adequate numbers of qualified teachers to fully implement the English Learner
programs at the school, as called for in the district’s English Learner Master Plan. The elements that comprise these programs
include: English Language Development, content instruction with SDAIE strategies, primary language support, and primary
language instruction in schools that have a program requiring such instruction.
A decision is made regarding the anticipated number of classes that will be considered necessary to meet the program needs of
the school’s English Learners for the next school year.
4.1
Advertising and recruitment efforts are undertaken, internally and externally, until all positions are filled. These efforts include:
 Job announcements may be sent to the following types of organizations:
-Educational placement centers with teacher training programs at private, UC and CSU campuses
-Major educational organizations including those associated with language minority students
-County Offices of Education
-Local school sites, the district’s Office of Human Resources
-Colleges and universities identified as having a pool of potential bilingual teacher candidates
 Career Day events at local colleges/ universities and secondary schools, where the district provides information concerning
needs for bilingual teachers and paraprofessionals, employment opportunities and procedures for hiring.
 Use of informal contacts in the community and/or local community organizations to identify potential local candidates
In addition to the above, the district is committed to developing and implementing a career ladder program for teachers leading
to leadership positions through attainment of administrative credentials.
Recruitment Procedures—EL Tutors
Need for positions is determined in the same way as described above for teachers.
Hiring Procedures
Job applications, eligibility interviews, and processing procedures for teaching positions are handled at the district Human
Resources Department. Interviews for teachers and EL tutor are held at the district level.
The district’s collective bargaining agreements are adhered to in making all staffing decisions.
Long-Term Substitutes
Teachers on interim assignment longer than 30 days (20 days for Special Ed) are required to meet the same criteria as teachers
holding appropriate credential authorizations.
Appropriate Use of EL Tutors
EL tutors contribute specialized skills in an English Learner program and work and plan closely with the full instructional
team. When the teacher does not hold the BCLAD, the EL tutor works in concert with a CLAD teacher to provide primary
language support to motivate, clarify, direct, support and explain facts and concepts to the English Learner.
The most important priority for the EL tutor’s assignment is the classroom in order to ensure comprehensible core content
instruction in language arts, math, social studies and science. EL tutors are not responsible for English Language
Development (ELD) instruction. EL tutors may also assist with the full spectrum of instructional and related needs outside the
classroom, including but not limited to:
•
•
•
•
•
•
•
•
•
•
Parent-teacher conferences and notifications
ELAC and DELAC meetings
CELDT testing
Primary language testing
Oral interpretation and written translations
Reclassification
Meeting deadlines for record submission to district office
Monitoring
Maintain EL folder in cum
Collaborate with office staff to ensure accuracy of EL records and data
4.2
District and Site Professional Development for All Staff Who Work
With English Learners, Including Administrators, Counselors,
Teachers, EL Tutors and Others
Professional Development Related to the Master Plan for English Learners
The English Learner Master Plan will be introduced to district and site staff through a carefully planned professional
development process. Key features of the plan and procedures to be adopted by all sites will be emphasized. This training will
be given to all district and site administrators. Professional Development sessions at each site for faculty and staff will be
implemented by the site instructional leaders in collaboration with the District Educational Services Projects Office.
Annual training on the English Learner Master Plan will be provided for all site staff members who have responsibility for
implementing the plan. This will ensure that there will be a widespread understanding of the contents of the Master Plan and
commitment to faithful and high quality implementation.
Focus Areas for District Professional Development
Training efforts related to English Learners will focus on the following areas:
•
•
•
•
Frontloading and Specially Designed Academic Instruction in English (SDAIE)
English Language Development
Cultural Proficiency
Parent Engagement
The California Department of Education provides professional development venues in which district teachers and
administrators may participate. Site administrators may participate in SB 472 training on the Reading/Language Arts and/or
Mathematics curriculum adoptions, including differentiation for English Learners. All teachers of Reading/Language Arts and
Mathematics are expected to complete SB 472 training on the most current instructional materials adoptions in the subject
areas they teach. These trainings provide background on differentiation of instruction for English Learners. These trainings
include 40-hour workshops followed by 80 hours of follow-up studies, including coaching. Teachers may, as part of the 80hour follow-up, take a 5-day supplemental English Learner training session funded through SB 472. Middle and high school
teachers in all content areas should also have professional development in differentiation of instruction for English Learners.
4.3
CHAPTER FIVE
Parent and Community Involvement
CPM:
The LEA outreach to parents of English Learners includes all the required items.
CPM: A school site with 21 or more English Learners has a functioning English Learner Advisory Committee (ELAC) that
meets all requirements.
CPM: An LEA with 51 or more English Learners has a functioning DELAC or a subcommittee of an existing district
committee in which at least 51 percent of the members are parents (not employed by the district) of English Learners.
CPM: Parents/guardians of English Learners and fluent English-proficient students have been notified of their child’s initial
English-language and primary-language proficiency assessment results and program placement.
CPM: Parents/guardians of English Learners have been notified annually of their child’s English-language proficiency
assessment results within 30 calendar days following receipt of results of testing from the test contractor.
This chapter treats three major topics in regard to the engagement of parents of English Learners in their children’s education.
The first part of the chapter addresses parent participation in governance at the school through the English Learner Advisory
Committee (ELAC) and at the district level through the District English Learner Advisory Committee (DELAC). This is
followed by descriptions of the Parental Exception Waiver process, including how the schools will ensure that parents are
adequately informed about initial and annual waivers, including appeal rights, and how student placement is accomplished. The
final section of the chapter presents a description of activities designed to help parents support their child’s school success and
advocate for their children in the schools and community.
Parent Advisory Committees
Each school with 21 or more English Learners must establish a functioning English Learner Advisory Committee (ELAC).
The following requirements pertain to the ELAC:
1.
Officers will be chosen by election. All parents/guardians of English Learners have an opportunity to vote to elect the
officers.
2.
Members will receive materials in English and Spanish related to carrying out their legal responsibilities.
3.
The ELAC advises the principal and staff on topics related to English Learners, including:
•
•
•
•
•
•
•
•
•
Representative attends School Site Council meetings
Development of the school’s Single Plan for Student Achievement
Development of the school’s needs assessment
Administration of the annual language census
Efforts to make parents aware of the importance of regular school attendance and meeting the social and
academic needs of ELs
Communication with the parents and the broader community
Strengthening coordination with the district and DELAC to provide programs for all students with
approved waivers
Review of academic performance measures for ELs
Improving parent-teacher conferences (See Appendix for additional topics to discuss).
4.
At its first or second meeting of the year, the ELAC will elect one representative and one alternate
representative to the District English Learner Advisory Committee (DELAC).
5.
Copies of ELAC agendas, minutes, and sign-in sheets will be sent to the Projects Office of Educational Services.
5.1
6.
The Assistant Superintendent of Educational Services will hold schools accountable and ensure compliance
with these procedures and related policies and laws.
7.
The Assistant Superintendent of Educational Services and the site Principal will annually review the implementation of the
ELAC in order to ensure that all requirements are met by each school.
8.
Each school will actively encourage all English Learner parents to stand for election to ELAC and DELAC and to
participate in ELAC and DELAC meetings even if not a formal representative.
Implementation of the Site ELAC
The site principal is responsible for establishing the ELAC. The principal or a designee will coordinate meetings and
communication/documentation between the site and the district’s office of Educational Services. Elected officers may also
conduct the meetings.
Elections for ELAC will be conducted at the school site by October 31st of each year. Officers will serve for one year, with
officers elected each year. Membership composition must reflect the percentage of English Learners in the school. Membership
will include parents and school staff. If a member must be replaced during the year, the replacement will serve for the
remainder of the year.
Training for ELAC Members
Each year, the school will provide training for ELAC members. The site principal and/or designee will provide an overview
of roles and responsibilities, and the district will provide further appropriate training, including information about the relation
between ELACs and the DELAC, and the responsibility of ELAC representatives to the DELAC to act as liaisons between
the two groups.
Roles and Responsibilities
1.
2.
The site principal is responsible for ensuring that regular meetings of the ELAC take place.
The principal and/or a designee will plan the ELAC meetings, attend the meetings, and may run the meetings, though
the ELAC chair or other designee may also run them. An effort should be made to ensure that ELAC meetings are run
in a consistent manner throughout the year.
3. The principal and/or a designee will arrange an agenda planning session with the ELAC chairperson prior to each
meeting.
4. Meeting dates will be determined and publicized in English and Spanish in advance.
5. The ELAC will conduct at least four formal advisory meetings, with agendas, minutes, and sign-in sheets. Copies of
ELAC minutes, agendas, and sign-in sheets will be sent to Projects Office.
6. Childcare may be provided.
7. Review and comment on the written notifications required to be sent to parents and guardians. During the school year,
the ELAC members will receive training materials and training, planned in full consultation with committee members,
to assist them in carrying out their legal responsibilities. This training will include descriptions of both the
opportunities and limitations on actions members may take.
8. The district will provide a set of by-laws and a handbook for ELAC members. However, the ELAC may adopt its own
by-laws.
9. Each school will actively encourage all English Learner parents to stand for election to ELAC and DELAC and to
participate in ELAC and DELAC meetings, even if not a formal representative.
10. The school principal will report to the ELAC regarding placement of English Learners in different program options.
5.2
Implementation of the DELAC
The DELAC will advise the governing board on at least the following:
1.
2.
3.
4.
5.
6.
The development of a district Master Plan for Services English Learners, taking into consideration the school site
plans for English Learners.
A districtwide needs assessment on a school-by-school basis.
The district program, goals, and objectives for programs and services for English Learners.
The plan to ensure compliance with applicable teacher or requirements.
Administration of the annual language census (R-30) and Student National Origin Report (SNOR).
Review of and comment on the district’s student reclassification procedures.
The DELAC will meet four times per year and will operate according to guidelines contained in state and federal regulations
and in its by-laws. Minutes of DELAC meetings will be posted on the district’s Web site. The Director of Curriculum, K-12,
will serve as district liaison to the DELAC. This person will assist with agenda preparation, meeting notices, arrangements for
meetings, preparation of minutes, and all communications pertaining to the DELAC. The DELAC chairperson will preside at
meetings and sign all letters, reports and other committee communications, with prior approval of the membership. In the
chairperson’s absence, resignation or inability to perform the duties, the Vice-chair will assume these duties.
The district will provide all DELAC members with appropriate training, materials and information needed to carry out their
responsibilities and duties, including the responsibility of site ELAC representatives to take back information from the DELAC
meetings to the ELAC members. DELAC members will have input into the content of training each year. The information
provided to the DELAC will include data from the annual evaluation of English Learner programs and services related to
program implementation and student outcomes, as well as an annual staffing report on the number of certified and non-certified
teachers instructing English Learners. ELAC and DELAC representatives will be offered training related to English Learner
program options and the waiver process.
Annual Notification and Parental Exception Waiver Process
Within 30 days of receiving official CELDT scores from the test contractor, the parent will be informed of the child’s CELDT
results. The parent will receive an Annual Notification CELDT Results Parent Notification Form, noting program options and
their child’s options for program placement in the coming year. Parents may request an initial or continuing waiver at this
time. If the parent selects an alternative program, then the parent must submit a Parental Exception Waiver. These forms are
available at school sites. Parental consent is necessary for changes in program.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Parents may submit a waiver request form for a newly enrolled child at the school site if they desire a placement in a
program other than one taught in English Mainstream classes. The waiver request is submitted by the parent after they
have received their child’s assessment results.
Waivers for newly enrolling students require the approval of the Educational Services Administrator and principal.
Annual waivers for continuing students require the approval of the principal and school staff of the school the child is
attending.
If a waiver is denied, the parent will receive a written explanation of the reason(s) for denial and the parent may
appeal the decision.
Parents will be provided a timeline of when waivers are to be turned in, when they will be reviewed, and how and
when notification of approval or denial will be provided.
Parents will be provided a clear explanation of the appeal process.
A parent applying for a waiver may request that the State Board of Education review the district’s guidelines or
procedures.
Parental exception waivers will be granted unless the principal and Educational Services administrator determine that
an alternative program would not be better suited for the overall educational development of the pupil. (EC 310, 311;
5 CCR 11309[b][4]).
The Educational Services administrator will be responsible for developing a clear set of criteria for waiver approval
and denial so that all waiver decisions are based on the same criteria throughout the district.
In considering a waiver application, the principal and Director of K-12 Curriculum will assume that the facts
justifying the request attested by the parent/guardian are a true representation of the child’s situation. Written
notification of the action taken on the waiver, including the reasons, will be given to the parent and to the
superintendent or designee. A copy of the waiver and action taken will be filed in the pink EL folder in the student’s
cumulative folder.
5.3
10. All parental exception waivers must be acted on within 20 instructional days of submission, except for waiver requests
for students under 10 years of age who are not already in alternative programs. These may not be acted upon before
the end of the 30-day placement in an English language program.
Placement-related procedures include the following:
1.
2.
3.
4.
5.
According to the California Education Code, when 20 or more students at a given grade level of the same language
receive an approved waiver, the school is required to offer an Alternative Program. The number of approved waivers
will be reviewed each trimester (elementary) or quarter (secondary), in order to determine the need for bilingual
programs, and the need will be filled as funding allows.
Schools that do not reach the threshold of 20 or more students with approved waivers as listed above, but have some
lesser number of such students, must inform their parents in writing if programs are offered at other district sites.
Waiver requests received after this date may be approved and placement made in existing classes that have openings,
either at the child’s neighborhood school or another school that has an opening. If no openings exist, the child will be
placed on a waiting list. The waiting lists will be maintained for the current school year at the office of Educational
Services.
If the alternative program requested by the student’s parents is not available in the child’s neighborhood school, then
the child will be placed on a waiting list at the neighborhood school, and offered a place in the requested program at
another school. School staff members will guide the parent through the process of completing an intradistrict transfer
request in order to accomplish this transfer. In such cases, the student is subject to the district’s intradistrict and
interdistrict attendance policies and procedures.
If the student is enrolled in an alternative program, the school with the alternative program will distribute copies of the
completed waiver to the appropriate parties.
Once a student has been enrolled in a program, he/she should not be moved to another program without review and action by a
Student Intervention Team (SIT), with informed parental consent.
Waiver Denial Appeal Process
Parents may appeal the denial of a waiver by completing the appeal form available at school offices and the Educational
Services Projects Office. The parent will be notified in writing of appeal procedures, as defined in the district’s Uniform
Complaint Procedures.
Activities to Help Parents Effectively Assist their
Children Toward Educational Success and Advocate for their Children Within the
Schools and Community
The following goal has been established: Parents of English Language Learners at all schools in the Yucaipa-Calimesa Joint
Unified School District will participate meaningfully in the education of their children. The following types of activities may
be carried out at the district or site levels to further this goal. This list is not all-inclusive.
1.
2.
3.
4.
5.
Communication in the home language. When 15% or more of the school’s students are speakers of the same
language, the school will provide written translations of all school information in that language. Translators will be
made available for parent/teacher conferences, school advisory committee meetings, meetings regarding school
safety, SST and SIT meetings, suspension and expulsion conferences and hearings, and for all due process actions
held at the district level.
School sites may assign a staff member or alternate to provide parent support at the site.
Parent meetings should be parent friendly: held at convenient meeting times, with child care if possible, and
translation services provided.
Parent training sessions may be provided on parental rights, and parents should be encouraged, in a variety of ways,
to exercise these rights. Other related topics of district parent/community education programs should be provided
including: training for parents on ELAC and DELAC, and information for parents on objective quality indicators of
services to English Learners, for example, reclassification rates, levels of student achievement, etc.
The school should encourage parent volunteerism by providing parents with opportunities to volunteer and by
providing training sessions for volunteers.
5.4
6.
7.
Parent advocacy training on how to successfully advocate for their children may be provided. Such trainings may
include informational sessions on school operations and who to go to for assistance related to problems or concerns.
Training should also be provided to EL parents on the topic of cultural diversity, including the importance of
working together with people of differing cultural backgrounds. (See Appendix for additional information regarding
parental involvement).
The district will provide ongoing staff development on how to work with parents, including communication skills and
sensitivity to their backgrounds, needs and concerns. The principal will provide information to Educational Services Projects
Office on the school’s parent outreach and education efforts, including meetings, workshops, programs for parents and
families, parent contacts by school outreach personnel, and other activities.
5.5
CHAPTER SIX
Evaluation and Accountability
CPM: The LEA has implemented a process and criteria to determine the effectiveness of programs for English Learners,
including:
a. A way to demonstrate that the programs for English Learners produce, within a reasonable period of time:
 English language proficiency comparable to that of average native speakers of English in the district
 Academic results indicating that English Learners are achieving and sustaining parity of academic achievement with
students who entered the district’s school system already proficient in English
b. An ongoing mechanism for using the procedures described above to improve program implementation and to modify the
program, as needed, to ensure that each English Learner achieves full proficiency in English.
This chapter begins with an overview of evaluation and accountability, then describes the specific district goals for English
Learners and the evaluation questions. Specific assessments and methods are then referenced for each goal. The chapter
concludes with a detailed description of the responsibilities of involved individuals and groups, in order to make clear their
roles in English Learner accountability. Accountability work is everyone’s responsibility. This includes students, parents and
all personnel at the school and district levels—teachers, counselors, s and administrators. Rather than considering evaluation as
a specific event (or an annual report), we consider it to be part of our daily work. We are all accountable for ensuring that
programs are optimally effective. All district personnel are required to follow the procedures specified in this EL Master Plan.
Staff members who find ways to improve on these practices are encouraged to bring possible modifications to the attention of
the Educational Services Projects Office for approval, in order to ensure that any such modifications are consistent with state
and federal law. The EL Master Plan is reviewed and modified annually.
Evaluation Design and Goals
The district will conduct an annual evaluation of programs and services for English Learners. The programs described in
earlier sections are structured around five goals. (See Introduction section). The evaluation activities will focus on the
evaluation questions listed in the following table:
6.1
Evaluation Design—Goals and Evaluation Questions
Process Goals
1. EL programs are
fully implemented as
described in the Master
Plan for English
Learners.
2. Parents of ELs and
RFEPs participate
meaningfully in their
children’s education.
Outcome Goals
3. All ELs will master
the English language as
efficiently and
effectively as possible.
4. ELs will achieve
academic success
comparable to English
Only (Eos) students.
5. Rates for ELs and
RFEPs in categories
indicating risk for
school failure are no
greater than those for
English Only.
Evaluation Questions
1.1 Are EL programs fully and consistently implemented in ways that meet or exceed requirements of state
and federal law?
1.2 To what extent is the Master Plan for English Learners useful to teachers, administrators, and parents as
a tool to meet the needs of ELs and staff?
2.1 Are parents of ELs and RFEPs as likely as parents of English Only students to participate in school
activities (parent-teacher conferences, volunteer in class, etc.)?
Evaluation Questions
3.1 Do ELs meet the state’s Annual Measurable Achievement Objective (AMAO) with regard to EL gains
on the CELDT test?*
3.2 Are 75% or more of ELs reaching reasonable fluency on the CELDT in 5 years or less?
3.3 Are 75% or more of ELs reclassified within 6 years?
4.1 Do ELs and RFEPs meet the state Adequate Yearly Progress (AYP) criteria in English Language Arts?
4.2 Do ELs and RFEPs meet the state Adequate Yearly Progress criteria in mathematics?
4.3 Are ELs and RFEPs in high school making expected progress toward graduation?
4.4 Are ELs proportionally represented in Special Education and GATE referrals?
4.5 Are ELs and RFEPs proportionally represented in the following categories:
 Passing the CAHSEE by the end of Grade 10?
 Meeting UC/CSU requirements at high school graduation?
 Taking and passing college entrance examinations?
 Being admitted to two and 4-year colleges/universities?
4.6 Is there an annual increase in the percentage of ELs and RFEPS for each of the success factors listed in
4.5 above?
5.1 Are ELs (and RFEPs) overrepresented in the following categories:
 Excessive absences and tardies?
 Suspensions, expulsions, other discipline?
 Retentions in grades K-6?
 Dropouts?
 Percent Far Below Basic and Below Basic on California Standards Tests?
5.2 Is there an annual decrease in the percentage of ELs and RFEPs for each of the risk factors defined in the
previous bullet?
* The state criteria for annual progress on the CELDT are: for students at Levels 1-3 overall, gain of one level per year; for students at Level 4
overall, gain on subtest scores until all are at Level 3 or higher (i.e., reasonable fluency); for students at reasonable fluency, maintenance of that
status until reclassified
Monitoring Program Implementation
Goal 1: Program Implementation as described in the Master Plan for English Learners
District and site staff will periodically monitor implementation of all English Learner programs. The primary goal of the
monitoring is to ensure that every school in the district has optimally effective compliant programs for English Learners. The
monitoring process is designed to:
• establish high expectations for all students and provide a framework for ensuring that student and organizational outcomes
are achieved
• promote full involvement of all stakeholders (administrators, teachers, parents, students) in all phases of planning,
implementation and evaluation activities
• provide for high levels of coordination between district-level and site-level improvement efforts
• ensure that program evaluation is an integral part of school improvement initiatives and activities
• provide a basis for annual review and modification of the English Learner Master Plan
6.2
Monitoring will consist of:
 Conducting annual monitoring by means of review of key files and documents
 State-designed self study instruments which are the Academic Program Survey (APS) and the English Learner
Subgroup Self-Assessment (ELSSA)
Goal 2: Parent Engagement
The Educational Services Project’s Office will work with the ELACs and DELAC to develop specific indicators, benchmarks,
instruments, and a calendar of procedures for evaluating parent engagement with schools and the district. This work will be
submitted to the DELAC for approval and implementation. Sites will report to the district on parent activities implemented
during the year.
Goal 3: Mastery of English
 The CELDT is administered annually according to the state calendar, and results are received in January through early
February
 Reclassification data are collected in the fall and spring semesters (fall and spring counts). District staff will analyze
reclassification for all ELs and former ELs, disaggregating the data by number of years in the district, program placement,
initial CELDT level, and other relevant variables. (fall and spring counts)
 An analysis of CELDT growth by district AMAOs, school, language group and program will be completed
Goal 4: Academic Success
 CST performance data in English Language Arts and Mathematics will be analyzed each fall by the school. The analyses will
include CELDT level as well as CST data by grade level
 Assessment and Technology Departments will analyze the CAHSEE scores each spring and fall and make the results
available to the schools
 Data on other indicators related to high school success will be collected by the school. Analyses will be completed annually.
These indicators might include college acceptance, UC/CSU course completion, SAT/ACT scores, etc.
Goal 5: Indicators of Risk for School Failure
 School site personnel will compile and review the data on suspensions, expulsions, other disciplinary actions, retentions,
special education referrals, SIT meetings, and GATE referrals.
 The methodology for analyzing dropouts will mirror the state’s dropout reporting paradigm used for CDE reports.
Assessment and Technology Department disaggregates dropout data by language classification, grade level, and other
relevant factors.
Evaluating Program Effectiveness
The district has identified benchmarks for all program options for English Learners. This table lists expectations for the level
of achievement that students should attain as they progress through district schools. Note that the tables are built around two
main parameters in addition to program type:
1) the student’s initial CELDT level, and
2) the number of years in the program (for CELDT). The evaluation questions related to student outcomes are keyed to these
tables and to expectations for achievement set out in the state’s Title I Adequate Yearly Progress (AYP) and Title III Annual
Measurable Achievement Objective (AMAO) benchmarks.
6.3
Expected Benchmarks for Structured English Immersion (SEI)
and Mainstream Programs
OVERALL CELDT
LEVEL AT TIME OF
ENTRANCE TO
PROGRAM
Timeline toward redesignnation based on CELDT
overall score at time of
initial enrollment year
Expected Performance
Level on California
Standards Test-English
Language Arts (CST-ELA)
Expected Performance
Level on California
Standards Test-Mathematics
(CST-Math)
Level 1
Beginning
Level 4
Early
Advanced
(Not English
Fluent)
4th year
3rd year
2nd year
1st year
Level
5Advanced
English
Fluent
5th year
4th year
3rd year
2nd year
1st year
6th year
5th year
4th year
3rd year
2nd year
Level 2
Early
Intermediate
2nd year
1st year
Level 3
Intermediate
Far
Below
Basic
Below
Basic
Basic
Proficient
Proficient to
Advanced
Proficient to
Advanced
Far
Below
Basic
Below
Basic
Basic
Proficient
Proficient to
Advanced
Proficient to
Advanced
1st year
3rd year
2nd year
1st year
Reclassified
Using Program Effectiveness Information to Improve
Implementation and Modify the Program
The self-review materials will assist sites to determine strengths and areas of need in their programs, and to make adjustments
accordingly. Site level reports identifying lack of progress and attainment of proficiency goals will be provided in order to
assist school staff in identifying students in need of greater support. Individual teachers and grade level teams (departments at
the middle and high school level) will use ELD and SDAIE checklists to do self-assessments on program implementation.
School visitations conducted by administrators and central office personnel will provide an additional perspective on classroom
implementation of recommended instructional practices. After gathering and discussing the checklist information, each site will
develop an action plan for professional development that establishes needs, long-term goals and types of training experiences
that are needed to improve instruction. The site plan for professional development should be clearly articulated with the district
plan for professional development, and should include prioritization and support. Annual improvement objectives and timelines
will also be established. The site will also be able to compare student outcomes at the site level to district goals for English
Learners and use this information to plan for improved implementation of the English Learner programs. The data reviewed
and conclusions reached in the process of site level planning will be shared with the site ELAC and DELAC members and used
to develop district-wide professional development (both certificated and classified) focusing on the needs of the English
Learner.
District Level Use of Information
Twice a year, using semester and trimester data from benchmarks, an annual analysis of student outcomes will determine the
level of effectiveness of English Learner programs. Putting outcome data together with the site self reviews will enable district
staff to identify areas of strength and target areas in need of improvement on a district-wide basis. This will provide a
foundation for program improvement planning, including professional development priorities and plans, in future years.
An annual evaluation report will be shared with DELAC.
6.4
Evaluation and Accountability: Roles and Responsibilities
Role
Student
Parent
Classroom
Teacher
Principal
EL Tutor
Responsibilities
Attends school daily, arrives on time, and works for high achievement
Participates in school activities
Communicates regularly with parents, teachers, and support staff
Monitors grades
Participates in extended day interventions
Takes responsibility for own learning
Monitors and promotes EL’s progress in academics, homework, attendance, behavior
Supports EL in activities to promote student achievement
Communicates regularly regarding student progress with student, teachers and school
Attends parent conferences and school functions (e.g., Open House, conferences)
Participates in school committees—ELAC, Site Council, etc.
Checks student progress on ABI
Ensures student attendance at extended day interventions
Encourages high achievement
Implements specific EL programs as described in the Master Plan for English Learners and provides instruction that aligns
with state frameworks and district/state standards
Ensures delivery of appropriate ELD instruction
Monitors EL’s progress, reviews school/classroom data, uses data to modify instruction, reviews content and ELD standards
and assessment procedures
Determines and implements differentiated strategies for ELs and RFEP students
Advocates for support services for students not meeting standards and benchmarks who may be at risk of retention or who
require interventions in order to reach goals
Attends team meetings and informs parents of progress and strategies to support students in meeting standards
Uses data to understand and respond to student needs
Utilizes ELD and SDAIE rubrics daily
Collaborates regularly with EL support personnel
Provides instruction and direction to El tutor
Reviews students records
Sets up a specific place at the site to allow parents to monitor ABI
Informs parents of extended day interventions available to EL Learners
Monitors all aspects of staffing for and instruction in EL programs, according to the Master Plan
Is responsible for all procedures and legal requirements pertaining to ELs at the school
Monitors placement of ELs and oversees reclassification, monitoring process and SIT decisions
Reports periodically to district administrators on implementation of EL programs and services
Provides leadership in all aspects of the educational program.
Attends training for CELDT examiners
Administers CELDT
Administers IPT/PLOTS – send out parent notification
Informs office staff regarding students EL status
Keeps students EL records up-to-date and organized in pink EL folder in cum
Provides tutoring assistance to students
Attends parent conferences and school functions (e.g., Open House, conferences)
Provides translation assistance for parents between home and school
Supports teachers with lesson plans to assist students, under teacher direction
Communicates regularly with parents, teachers, and support staff
Translation of notices sent home
Monitors and assists State testing, etc.
Reclassification
ELAC and DELAC meetings
Meets District Office deadlines
Monitors Reclassified students
Provides translation assistance for parents between home and school
6.5
Role
Office Staff
Counselor
(Middle and
High
Schools)
District
English
Learner
Advisory
Committee
(DELAC)
English
Learner
Advisory
Committee
(ELAC)
Projects
Office
Responsibility
Registration HLS – counsels parent regarding completion of HLS
Informs teacher/EL tutor of EL status
Inputs/updates EL data into AERIES
Contacts previous schools for EL data
Assists with initial placements, using the Master Plan for ELs as a guide
Monitors progress of ELs toward meeting language and academic benchmarks
Assists with interpretation of student assessments, and collaborates with teachers and others in devising individual program
modifications and interventions, as needed
Supports the implementation of the Master Plan for ELs
Reviews the Annual Language Census Report (R-30)
Provides annual report to Board of Trustees
Advises on issues relevant to English Learners in the district
Works with other District committees
Analyzes EL performance on district benchmarks
Gives input on the EL Master Plan
Reviews district budgets
Advises the principal and school staff on topics related to English Learners
Reviews site programs and data on program effectiveness and student achievement
Reviews site budgets
Advises and gives input on the school site plan
Helps organize and deliver staff development
Provides extra assistance to schools found to have significant difficulties in implementing EL programs
Provides assistance in English Language Development, primary language instruction, Special Education, and the education of
gifted students
Supports site administrator by implementing and monitoring process and procedures for monitoring and documenting ELs’
progress, including annual testing, primary language assessment and reclassification
Monitors the accuracy of ELs’ data in the district computer system, including waivers
Provides staff development opportunities for teachers and staff
Provides technical assistance and coaching support to teachers
Assists with data collection and surveys
Provides support and resources for parents of English Learners
Supervises English Learner services
Oversees compliance procedures relative to EL programs
Meets with principals and administrators to review plans, program modifications, timelines for implementation, and support
services for school sites
Collaborates with district staff and parent groups on annual program evaluation
Shares results of evaluation with all stakeholders, including DELAC
EL Master Plan - supports sites in implementation, monitors and conducts annual evaluation and revision
Reviews district and site EL data
Monitors and supports implementation of the LEA and Title III Plans
Prepares the EL annual evaluation report
Arranges/publicizes training and other needed staff development to ensure implementation of EL Master Plan
Monitors school plans and budgets for services to ELs
6.6
CHAPTER SEVEN
Funding
CPM: Adequate general fund resources are used to provide each English Learner with learning opportunities in an
appropriate program, including English Language Development and the rest of the core curriculum. The provision of such
services is not contingent on the receipt of state or federal categorical aid funds.
Funding
Yucaipa-Calimesa Joint Unified School District is committed to allocating sufficient funds to fully implement the English
Learner Master Plan. Funds are allocated following the mandates prescribed by the Education code, state regulations and
district policies. EIA-LEP and other categorical funds are used to supplement the base educational program and not to supplant
general fund monies. The core program is supported by the general fund. Expenditures are audited annually by the district’s
Business Office and by external auditors.
The following process is used to develop plans for program operations and improvement, and the allocation of funds.
1.
The School Board approves the district Superintendent’s Goals and Objectives. This is a plan to meet the needs of all
students.
2. The Superintendent’s Cabinet prioritizes needs, based on the Superintendent’s Goals and Objective. Funds and other
resources are allocated to support those needs.
3.
The Director of K-12 Curriculum allocates funds based on the Consolidated Application, meets with Administrators and
school Principals to ensure compliance, presents school and district plans to the Board for approval, and monitors
expenditures throughout the year.
4.
Site and District Advisory Committees take the following roles:
• The School Site Council annually reviews, updates and approves the school site plan.
• Site budgets are reviewed in School Site Council and ELAC meetings.
• ELAC members may advise and give input on the school site plan.
• DELAC gives input on the EL Master Plan.
• District budgets are shared with DELAC.
Annually:
Each Fall:
1.
2.
3.
5.
Site Councils review and approve site budgets.
Site budgets are shared at ELAC and DELAC meetings.
District budgets are shared at DELAC meetings.
The Principal coordinates development of The Single Plan for Student Achievement and prioritization of needs based on
data, meets with the School Site Council and ELAC groups before they approve the school plan and budget.
7.1
The English Learner Master Plan will be aligned programmatically and fiscally to major policy, planning and budgeting
documents used at the district and site levels, including but not limited to:
1.
2.
3.
4.
5.
6.
7.
Yucaipa-Calimesa Joint Unified School District Board Policies
District Board and Superintendent Goals
District School Liaison Team Plan
LEA Plan
Single Plans for Student Achievement
Categorical Program Monitoring (CPM)
Other relevant federal, state and local directives
General Fund Resources
The district uses the General Fund to provide the base program for all students. This includes core curricular materials,
instructional supplies, teachers’ salaries and other district services (for example, transportation, library, Special Education,
food, health, and counseling) as well as support systems for monitoring program implementation and student progress, and
for program evaluation. Core materials in Language Arts and Mathematics provide Universal Access supplements to help
ensure that English Learners have access to the core curriculum. The base program also includes district adopted ELD
program materials.
Supplemental Funds
Both the state and federal governments provide supplemental funds that are used to support programs and services for English
Learners. The table on the following pages provides information on several important sources of supplemental funds.
Major Categorical Programs: Funding Sources and Allowable Expenditures
Funding Source
Title I, Part A
EIA-LEP
A federal program that
A state program supporting
provides supplementary funds
educational services for English
to help improve instruction in
Learners
high poverty schools to ensure
all students meet state
academic standards
English Learners
Students to be Served Students who are Far Below
Basic, Below Basic and Basic
on CST
Examples of Expenditures Not Appropriate for Funding Source
 Supplanting general funds
Inappropriate  Supplanting general funds
 Regular teacher
Expenditures  Strategies not based on
scientific research or with
 Food for staff meetings
Examples
no data to support
 Capital outlay
increased achievement
 Regular teacher
 Food for staff meetings
Examples of Expenditures Appropriate for Funding Source
 Specialized and targeted
Support for English  Extended day/year for
targeted students
interventions
Language Arts,
 Extended day/week/year for
ELD, Math  Supplemental instructional
materials that support
targeted students
standards and core program  Supplemental instructional
 Specialized and targeted
materials and equipment
interventions
 Primary language
 Extended day/week/year for
instruction/support
targeted students
 Primary language materials
 Supplemental instructional
 Targeted intervention to accelerate
materials and equipment
reclassification of ELs
 Primary language
 Support for reclassification process
instruction/support
 Support for language assessments
 Support for monitoring academic
 Academic interventions
progress of all students
Funding Description
7.2
English Learner Acquisition
Program (ELAP)
A state program providing funding
for English acquisition, instructional
support and coordination of services
for students enrolled in grades 4-8
English Learners in 4th-8th grades





Supplanting general funds
Regular teacher
Food for staff meetings
Capital outlay
Services to any grade other than
4-8
 Extended day/week/year
(4th-8th graders only)
 Supplemental instruction that
includes ELD activities
 Supplemental materials to support
ELD
 Supplemental materials to help
ELs meet state standards in ELD
and English Language Arts
Major Categorical Programs: Funding Sources and Allowable Expenditures (Continued)
Funding Source
Title I, Part A
Support Personnel  Reading/Math/ELD coaches
 Intervention teachers
 Instructional Assistant
Support for Other
Core Subject Areas:
Science, Visual and
Performing Arts,
Physical Education
Capacity Building/
Professional
Development









Academic Conferences
Training
Consultants
Principal Coaching
Teacher Stipends
Teacher Substitutes
Training Materials/Resources
Duplication
Conferences/Workshops that
support school plan goals
EIA-LEP








Reading/Math/ELD coaches
Intervention teachers
Instructional Assistant
Multilingual parent advisor
Multilingual community liaison
EL Specialists
EL Consultant
Supplemental materials in English
and the primary language
 Field trips
 Tutors
 Mentors
 Co-fund EL Consultant



















School Climate,
Parent Engagement,
Family Support and
Learning
Environment
Set-aside 1% of Title I allocation for
parent involvement activities
 Food for parent meetings and
trainings
 School Site Council expenditures
 Parent training/education
opportunities
 Parent workshops
 Speakers for parent workshops
 Duplication
 Parent support materials
 Translation
 Parent Orientations
Support Personnel:
 Attendance incentives and Home
Visits
 Parent Advisor/Community
Liaison
 Attendance Clerk
 School Nurse/paraprofessional
 Counselor/Therapist
English Learner Acquisition
Program (ELAP)








Academic Conferencing
Training
Consultants
Principal Coaching
Teacher Stipends
Teacher Substitutes
Duplication
Food: Reasonable costs associated
with teacher professional
development that extends over a
meal period
Food for parent meetings and
trainings
School Site Council expenditures
Parent training/educational
opportunities
Parent workshops
Speakers for parent workshops
Duplication
Parent support materials
Translation
Support Personnel:
 Attendance incentives
 Home Visits
 Multilingual Parent
Advisor/Community Liaison
 Parent Orientations
 Multilingual Attendance Clerk
7.3
Training
Consultants
Principal Coaching
Teacher Stipends
Teacher Substitutes
Duplication
Funding Source
School and Library
Improvement Block Grant
Support Personnel  Reading/Math/ELD coaches
 Intervention teachers
 Instructional Assistant
 Multilingual parent advisor
 Multilingual community liaison
 EL Specialists
Support for Other  Instructional materials and equipment
Core Subject Areas:  Professional development
Science, Visual and
Performing Arts,
Physical Education
Capacity Building/  Academic Conferences
Professional  Training
Development  Consultants
 Principal Coaching
 Teacher Stipends
 Teacher Substitutes
 Training Materials/Resources
 Duplication
 Conferences/Workshops that support school plan goals
 Food: Reasonable costs associated with teacher
professional development that extends over a meal
period
School Climate,
Parent Engagement,
Family Support and
Learning
Environment








Title III, LEP








Reading/Math/ELD coaches
Intervention teachers
Instructional Assistant
Multilingual parent advisor
Multilingual community liaison
EL Specialists
Instructional materials and equipment
Professional development









Training
Consultants
Principal Coaching
Teacher Stipends
Teacher Substitutes
Duplication
Conferences/Workshops that support school
plan goals
Food: Reasonable costs associated with teacher
professional development that extends over a
meal period
Food for parent meetings and trainings
Parent training/education opportunities
Parent workshops
Duplication
Translation
Parent Orientations










Food for parent meetings and trainings
Parent training/education opportunities
Parent workshops
Duplication
Translation
Support Personnel
 Bilingual Parent Advisor/Community Liaison
 Bilingual Attendance Clerk
 Attendance Incentives
 Home Visits
7.4
Funding Source
Funding
Description
School and Library
Improvement Block Grant
A state program to improve instruction, services, school
environment and organization at school sites according to
plans developed by School Site Councils
All students
Students to be
Served
Examples of Expenditures Not Appropriate for Funding Source
Inappropriate  Supplanting general funds
Expenditures  Regular teacher (including funding additional sections)
Examples  Food for staff meetings
 Capital outlay
Support for English  Extended day/year for targeted students
Language Arts,  CAHSEE interventions
ELD, Math  Supplemental instructional materials that support
standards and core program
 Specialized and targeted interventions
 Extended day/week/year for targeted students
 Supplemental instructional materials and equipment
 Primary language instruction/support
7.5
Title III, LEP
A federal program providing funding to improve
the education of ELs by assisting them in learning
English and meeting state academic standards
English Learners, K-12
 Supplanting general funds
 Provisions of ―high quality language instruction
educational programs‖
 Provision of high quality professional
development to classroom teachers, principals,
administrators and other school or communitybased organizational personnel
 Upgrading program objectives and effective
instructional strategies
 Improving the instructional program for ELs by
identifying, acquiring and upgrading curricula,
instructional materials, educational software
and assessment procedures
Appendix A
Forms
 Home Language Survey
 CELDT Score Request Form
 Parental Exception Waiver
 Request for Placement of ELL Students to English Mainstream Program
 English Parent Notification Letter re: Assessment Results and Program Placement for English Learners
 Spanish Parent Notification Letter re: Assessment Results and Program Placement for English Learners
 English Parent Notification Letter re: Assessments Results of Primary Language Proficiency for English
Learners
 Spanish Notification Letter re: Assessments Results of Primary Language Proficiency for English Learners
 Documentation for Initial Fluent English Proficient (FEP) Grades K-12
 English Documentation Form for Reclassification Grades 2-12 (Revised 11/09)
 Spanish Documentation Form for Reclassification Grades 2-12 (Revised 11/09)
 Student Oral Language Observation Matrix (SOLOM) (Revised 05/06)
 Monitoring Form for Reclassified Students (Revised 01/10)
 Elementary EL Catch-Up Plan
 Form 1 – Student Intervention Team Request
 Form 2 – Parent Questionnaire
 Form 3 – English Language Learner Profile
 Form 5 (RtI) – Student Data Worksheet: Results of Tier I
 Form 5 (SIT) – Elementary Classroom Interventions and Accommodations
 Form A-1 – Student Intervention Team Elementary Plan to Support Success for a Student
 Form A-2 – Elementary SIT: Problem Analysis
 Form B – Student Intervention Team Elementary Progress Report on Planned Interventions and
Modifications/Additions to Form A-1
 Instruction for Using District SIT Forms (EL Catch-Up Plan Only)
 Middle School EL Catch-Up Plan

 High School EL Catch-Up Plan

8.1
Appendix B
Resources
 Annual El Calendar
 Glossary of Terms
 AERIES Screens
 Grades K-8 Textbooks/Materials with Board Adoption Date
 Grades 9-12 Textbook/Materials with Board Adoption Date
 Suggested SDAIE Strategies for the Classroom
 Aprenda 3 - Frequently Asked Questions
 Board Policy
8.2
Appendix C
Standards
 CELDT – K-12 Performance level Descriptors
 Guides to ELD Student Report Card K-6
 Map of Standards for English Learners K-5
 Map of Standards for English Learners 6-12
8.3
Appendix D
Parental Involvement
 ELAC Topics
 DELAC Bylaws
 Tips and Tools for Parental Involvement
8.4

EL Master Plan - Yucaipa-Calimesa Joint Unified School District

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