Fairfield Suisun Unified School District2490 Hilborn Road

Fairfield, CA 94534

English Learner Master Plan

Governing BoardDavid C. Isom, Chairperson

Judi Honeychurch, Chairperson ElectPat Shamansky, Clerk

Jared Hickory, Student Board MemberKathy Marianno

Jonathan RichardsonJohn Silva

Chris Wilson

SuperintendentKris Corey

Board Approved: June 24, 2010Annual Revisions Approved: March 12, 2015

TABLE OF CONTENTS

AcknowledgementsFSUSD Mission and beliefs Statements..................................................................................................................................1Vision, Challenges, and Goals.................................................................................................................................................2District Profile..........................................................................................................................................................................3I. Initial Identification, Assesment, and Program Placement..................................................................................................4 A. Initial Identification......................................................................................................................................4 B. Program Placement......................................................................................................................................6English Learner Identification Process Chart……………………………………………….......................................................................8

II. Instructional Programs.......................................................................................................................................................9 A. EL Instructional Program Design................................................................................................................9Annual Expectations for English Learners Table………………………….....................................................................................11

B. ELD at the Elementary Level....................................................................................................................12 C. Structured English Immersion Program Table ..........................................................................................13 D. English Language Mainstream Program Table..........................................................................................14 E. Dual Immersion Program Table................................................................................................................15 F. ELD at the Secondary Level .....................................................................................................................16Secondary ELD Course Sequence Chart…………………………........................................................................................18

G. Overcoming Academic Deficits.................................................................................................................20 H. Special Education.......................................................................................................................................21 III. Monitoring of Student Progress and Reclassification....................................................................................................23 A. Description of Reclassification Process....................................................................................................23

Reclassification Procedures……….. ............................................................................................................24

Criteria for Reclassification Chart…………………….................................................................................25

B. Timeline and Staff Responsibility.............………………………….......................................................26

Reclassification Responsibility Chart ...........................................................................................................27

Reclassification Process Flowchart….............................................................................................................28

IV. Staffing and Professional Development.........................................................................................................................29 A. Staffing and Recrutment...........................................................................................................................29 B. Professional Development.........................................................................................................................30V. Parent and Community Involvement ..............................................................................................................................32 A. Legal Requirements - ELAC.....................................................................................................................32 B. Legal Requirements - DELAC..................................................................................................................34VI. Evaluation and Accountability........................................................................................................................................40 AMAO 1.........................................................................................................................................................41 AMAO 2.........................................................................................................................................................42 AMAO 3.........................................................................................................................................................43Revisions to the English Learner Master Plan…………………………………...................................................................45

VII. Funding..........................................................................................................................................................................45Glossary ................................................................................................................................................................................46

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

Site Administrators Site TeachersSandy Holland, Anna Kyle Stacie Ryan, Cordelia HillsVictor Romualdi, Cleo Gordon Elaine James, CrescentJanice Napier, Suisun Valley Maureen James, Dan O. Root IIDave Mariano, Anna Kyle John Askin, Rolling HillsStephanie Wheeler, Crescent Sandy Maffei, OakbrookKrista Schmidt, David Weir Nelda Taylor, CrystalDenise Murray, Laurel Creek Vanessa Walling-Sisi, Armijo Julie Reece, Nelda Mundy Amanda Aguirre, FairfieldJustine Turner, Oakbrook Erika Weber, Grange Robin Stewart, Suisun Maggie Novack, RodríguezAnita Green, Sullivan Aaron Tigerino, Armijo

Educational Services StaffKathleen Bond, Associate Superintendent Educational ServicesAraceli Cantú-Tong, Director of English Language ServicesSusan Wood, English Language Development SpecialistKris Corey, Director of Elementary EducationDiane Ferrucci, Coordinator of Elementary EducationSheila Barrett-McCabe, Ed. D, Director of Secondary Education Marylou Wilson, Director of Instructional Support ServicesAndrew Green-Ownby, Director of Special EducationGail Castro, Coordinator of Special EducationAnna Mattos-Massey, Coordinator of Special EducationRoxanne Rice, Director of Student ServicesCara Mendoza, Coordinator of Professional Development and PAR BTSALinda Barrow, GATE Coordinator, Assistant PrincipalOlga Erbe, Coordinator Instructional Materials CenterRick Stevens, Coordinator Educational Technology & Independent StudyMarta Ramírez-Rodenas, District TranslatorPatricia Atkinson, Administrative AssistantSarah Hernández, Secretary

Assessment and Accountability StaffVeerappa Ramalingam, Ph. D. Database Administrator Carlos Segura, Statistical Technician II

Annual Revision Acknowledgements

The Fairfield-Suisun Unified School District English Learner Master Plan was revised during the 2014-2015 school year with the dedicated effort and collaboration of the District English Learner Advisory Committee (DELAC) representatives, English Learner Program Managers, and District Educational Services staff. We truly appreciate and thank all who took time to review and provide valued input for the plan.

English Learner Master Plan Input Participants

DELAC Members

Honey Arenas, ChairpersonMoisés Del Real, Vice ChairpersonLeticia Guerrera, Secretary Gran, FreshtaCraig, JodyWilliams, StellaVázquez, LourdesPozos, RubiMartin, MaríaGarcía, MaríaTrombetta, IsabelSilva, SandraFierros, AnaBautista, OliviaZamora, MarcelaAnguiano, ElviaPascacio, Dora

Cisneros, MaríaCorona, BlancaCorona, LydiaNaranjo, GuadalupePadilla, MaríaPantoja, MaríaContreras, EvangelinaAndrade, LauraPascasio, JorgeAlmanza, JoséRobles, YuridiaDel Real, LourdesSánchez, DulceAgala, CoralArenas, HoneyVázquez, EvelynGómez, BrendaCampbell, Sharon

Annual Revision Educational Staff 2014-2015Educational and Technology Services StaffKris Corey, Superintendent Araceli Cantú-Tong, Director of English Learners and Instructional SupportSasha Begell, Assistant Director of English Learners and Instructional SupportRoxane Jablonski-Liu, Director of Elementary EducationMarie Williams, Director of Secondary EducationDino Battaglini, Assistant Director of Secondary EducationAmanda Carter, Coordinator of Instructional Media and LibrariesCara Mendoza, Ed.D, Director of Professional Development and Educational TechnologyMelissa Farrar, Ed.D, Assistant Director of Educational TechnologySusan Wood, Curriculum, Assessment & Instruction Specialist - EL SecondaryLeticia Guerrera, Curriculum, Assessment & Instruction Specialist - EL ElementaryVeerappa Ramalingam, Ph.D. Database AdministratorKim Kopp, Assistant Director of Special EducationSue Warnock-Brooks Assistant Director of Special EducationCarmen Casillas, SecretaryJorge Albarrán, District Translator

Vision and Mission StatementsBoard adopted 11/13/14

Vision StatementFSUSD is a premier learning community that empowers each student to thrive in an ever-changing world.

Mission StatementIn a safe, welcoming, and supportive learning environment, we provide innovative educational opportunities to develop resilient students who are inspired to succeed.

Fairfield-Suisun Unified School District GoalsBoard adopted 1/6/14

Goal IImplementation, support, and monitoring of the Common Core State Standards (CCSS)

Goal IIMaintain a safe environment for students and staff

Goal IIIMaintain fiscal solvency, liquidity, and effective use of District resources

Goal IVMaintain positive District and community relations

Goal VTo function as a continually effective Governance Team

Vision, Challenges and Goals

The education of our children requires vision. This master plan reflects a clear and powerful vision that drives programs for English Learners.

As we strive to create excellent educational programs for English Learners, it is important that our school community:

build the capacity to deliver programs that address the needs of our English Learners.

build knowledge and understanding about the needs of English Learners and about the impacts of language and culture on education.

provide the leadership so educators welcome and embrace English Learners.

create the academic structures that support learning for English Learners.

build accountability and ownership for serving English Learners.

English Learners Face a Triple Challenge

Fairfield-Suisun’s English Learners face a triple challenge. First, they must meet grade-level standards across the curriculum. They must also learn a new language in which they demonstrate high levels of academic proficiency.

In addition, English Learners must also master the subtle codes and signals of a new culture. They must learn the social and cultural skills necessary to be able to be successful in their classroom, school, and community.

In order to ensure that Fairfield-Suisun’s English Learners can meet their challenges, we are required to develop ambitious program goals.

Fairfield Suisun Unified School District Goals for English Learners

Receive meaningful access to grade level academic content via appropriate instruction, including rigorous preparation to pass the California High School Exit Exam (CAHSEE).

Increase one English proficiency level per year as measured by the California English Language Development Test (CELDT).

Achieve equal levels of proficiency in English, including literacy in two languages in the Dual Immersion Program.

Explore the many options and opportunities available within a community of diverse cultures.

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Fairfield-Suisun’s English Learners must also be prepared for the future, which brings with it a world that requires high levels of academic preparation, multilingual and multicultural skills, technological fluency, communication skills, and community and civic awareness.

LEA Plan Goals 1-ELA/Math, 2.-ELL, 3 -Professional Development, & 5-High School Graduation

Fairfield-Suisun Unified School District Profile

Fairfield-Suisun Unified School District (FSUSD) is located off Interstate 80 in Northern California, halfway between San Francisco and Sacramento. The cities of Fairfield and Suisun enjoy a balance of the rural Central Valley and the bustling Bay Area, that is distinctly their own. Unified in 1968, FSUSD has an enrollment of approximately 22,000 K-12 students, and is comprised of 30 schools including 5 high schools, 3 middle schools, 17 elementary schools, several alternative schools, and 1 adult school.

The district’s central location provides easy access to numerous higher educational institutions within easy commuting distances, including:

Solano Community College U.C. Berkeley U.C. Davis California State University, Sacramento University of Phoenix Golden Gate University St. Mary’s College California Maritime Academy Brandman University Touro University

Demographics and teachers The district serves a diverse population with 39.64% Hispanic, 19.27% Caucasian, 16.86% African-American and 14.01% Asian. English Learners represent 15.25% of the population. Students receiving Special Education Services represent 10.80%. Free or Reduced-Price lunch student participants include 54.11% of students.

In 2014-15, 100% of teachers at Title 1 sites are NCLB compliant. District-wide, thirty of our teachers are National Board Certified. All teachers hired in the district must be English Learner authorized.

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I. Initial Identification, Assessment, and Program Placement

A. Initial Identification

Registration, Including Completion of the Home Language Survey

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

If the responses to items 1, 2, and 3 on the Home Language Survey are “English,” the child is classified as English Only (EO). The placement for English Only students is a Mainstream English classroom. A detailed description of this program is provided in Section II.

English Language Proficiency Assessment

State regulations require that all students, whose Home Language Survey indicates that a language other than English is used at home, complete English Language Proficiency Testing within 30 calendar days of initial enrollment using the California English Language Development Test (CELDT). The CELDT is a standardized language proficiency test designed to measure the English fluency of non-native speakers.

If any of the responses to items 1, 2, or 3 on this survey are answered with a language other than English, the child is tested for English proficiency with the CELDT.

Trained personnel from the English Learner Services Department and/or site staff will complete the CELDT assessment, as soon as possible after the student is registered for school. The goal is to make the enrollment and initial assessment process as convenient for the parent and the child as possible.

The child receives a score on each part of the test taken (Listening/Speaking, Reading, and Writing) as well as an overall score. The score types used include: raw score, scale score, and proficiency level. A preliminary score is calculated for the purposes of placement and program options. These preliminary results and program options are communicated to both the school site and the parent by means of a parent and school letter. The test documents are then sent to the test publisher for official scoring. Where the scores differ, the official results override the preliminary scores.

Based on the CELDT results, students are classified as either Initially Fluent English Proficient (IFEP) or English Learner (EL). The parents and students are informed of the results and given the program options: English Language Mainstream, Structured English Immersion, or Dual Immersion for students beginning at the kindergarten level. Placement is made based on CELDT results and parent preference.

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Primary Language Assessment

An initial assessment of the English Learner’s primary language is conducted as soon as possible after the completion of the CELDT, but no later than 90 calendar days after the date of enrollment. For Spanish-speaking students, trained district or site staff who is fluent in Spanish, will administer the primary language assessment in Spanish.

An informal assessment survey is provided to the parent during the enrollment process, consisting of a series of questions regarding the student’s primary language proficiency. The Language Line Service may be utilized to assist the parent in completing the survey in the primary language as needed.

If a student is assessed in the primary language, results of the assessment are communicated to the parents via the Parent Notification of Primary Language testing. The results of the primary language assessment are entered in the District database. The results of formal and informal assessment are used to evaluate students’ literacy development in the primary language and to make program recommendations.

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B. Program PlacementParent Notification of Results and Placement

Upon completion of the testing, parents are notified of the results and given a description of the available program options, as well as the benefits of each option. The results of the Home Language Survey, the language assessments and, in the case of transfer students, the results of a review of transcripts and previous program placement noted on the registration form, are used to determine program placement. Program placement options include the following:

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

English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Alternative Program (ALT): Students with an approved “Parental Exception Waiver” are taught core subjects in their primary language. They receive instruction in ELD in English. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English Proficient.

Reasonable Fluency is defined as follows:

The District definition for Reasonable Fluency is the same as the criteria for “Probably English Proficient” specified in the CELDT Scoring Guide. The criteria include:

o Student’s overall proficiency level is Early Advanced or higher, and o Each skill area proficiency level (Listening/Speaking, Reading, and Writing) is Intermediate or

higher.

If the child is reasonably fluent in English by these criteria, placement in an English Language Mainstream Program is recommended.

If a child is not reasonably fluent in English by the above criteria, then placement in a Structured English Immersion (SEI) Program is recommended.

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Parent Notification

All placement options are provided to parents of English Learner students. The benefits of each option are included in this explanation. The parent’s right to a waiver is also specified. By completing a waiver, the parent may elect to have the child participate in a Dual Immersion (Spanish-English) program beginning at the Kindergarten level. In addition, a parent may, through a separate exemption process, elect to have a child placed in a Mainstream English Program. The District will honor the parent’s informed preference to opt their child out of the Structured English Immersion Program setting and the parent must sign the Structured English Immersion Program Setting Exemption. Parents may choose to opt out of a specific program setting for the student but cannot opt out of EL services provided to the student (e.g. ELD instruction, CELDT testing, interventions, and catch-up plan).

Program Placement

Once the program options and recommended placement have been provided, an appropriate program is assigned to the student. If the parent selects an alternative program, then the parent must complete and file a Parental Exception Waiver request at the child’s school site, where assistance is provided in filling out the form.

After the parent has made an informed choice, the Program Placement Notification form is completed and entered into the District database.

Legislative Restrictions on Enrollment in Alternative Programs

According to California’s Education Code (305, 306, 310, 311, 48985), the following types of English Learner students under 10 years old must be placed in a mainstream or structured English Immersion (SEI) program for at least 30 days before a parent’s request for an alternative program can be honored:

a. Students in a California school for the first time:

New Kindergartners Transfers from out of state Student entering a US school for the first time

b. Students transferring from another California school who have not completed

the 30-day requirement in another school.

All other English Learners, including those who have completed the 30-day requirement in another school, may enter an alternative program immediately.

Once the CELDT results have been received from the test publisher, the results are entered into the District database and the parent is notified in writing via the official CELDT Results Parent Notification letter (Form EL IB-4). This written notification is in English and in the student’s primary language. An electronic copy of the notification is forwarded to the school and a copy is placed in the student’s cumulative folder. The student’s folder must contain primary language test results, a copy of CELDT results, and (for students who have opted for an alternative program) a copy of the Parental Exception Waiver form.

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English Learners will be tested annually with CELDT until they are reclassified. This reclassification process is completed when students meet District criteria and are exited from program services.

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Fairfield-Suisun Unified School DistrictEnglish Learner Identification Process

New Student in District

Parent fills out Home Language Survey (HLS)

Is English primary Languag

e?

Place Student in Regular Mainstream Classes

Send HLS copies to:- Cumulative folder- School Adm/EL Designee-El Services (ELS)Update SIS (Aeries)

CELDT testing within 30 days

Is Student Reasonably Fluent?

Place Student in Regular Mainstream classes

Send HLS copies to:- Cumulative Folder- School Adm/EL Designee- EL Services (ELS)Update SIS (Aeries)

-Notify Parents-Notify School-School places student in appropriate SEI program-Update SIS (Aries)-Primary Language Assessment within 90 days may be administered or Informal Language Survey

-Notify Parents-Notify School-Update SIS (Aries)

School enrolls student same day

Yes

No

Yes

No

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II. Instructional Programs

A. EL Instructional Program Design

Annual Expectations

The instructional programs offered in Fairfield-Suisun Unified School District are designed to promote English Learners’ steady progress towards English proficiency and academic success. All programs are guided by the District’s Annual Expectations for English Learners as indicated on Table 1.

Program Model and Key Components

In order to meet the needs of all students and respond to families’ preferences for their children’s education, the District offers three EL Instructional Programs to promote the District’s goals for English Learners:

Structured English Immersion Program (SEI) English Language Mainstream Program (ELM) Alternative Program Option – Dual Immersion (DI)

The SEI and ELM programs are taught overwhelmingly in English and are available at all schools. These programs are usually offered within regular program classrooms and taught by teachers with English Learner authorizations. SEI and ELM programs represent a continuum of services depending on the students’ levels of proficiency in English.

Languages

The alternative program is designed to match the languages spoken by our English Learners. Because the vast majority of the District’s English Learners currently come from homes where Spanish is the primary language, our alternative program is currently available in English and Spanish.

The Dual Immersion program option is offered at B. Gale Wilson, with student placements available beginning at the Kindergarten level. Parents of English Learner students must submit and receive approval of a parental exception waiver request in order for their child to participate in this alternative program.

English Language Development (ELD) ELD is a component of all programs for English Learners with less than reasonable fluency. ELD instruction is based on the California English Language Development (ELD) standards and

provides a pathway to the English Language Arts (ELA) standards. ELD is taught by EL authorized teachers. ELD schedules and groups may be organized within a classroom, across grade levels, or school-wide

to promote consistency and focused learning groups. Students are grouped by ELD proficiency levels for instruction with the goal that no more than two

consecutive levels are grouped together. Para-educators may be assigned to assist with ELD instruction under the supervision of a qualified

teacher.

LEA Plan Goal 2-ELL,

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ELD is provided on a daily basis for no less than 30 minutes of bell-to-bell instruction for elementary students and for at least one instructional period each day for secondary students.

English Learners at the more advanced CELDT levels (Levels 4 and 5) may receive their ELD instruction as part of English Language Arts as long as instruction addresses both ELD and ELA standards.

Depending on students’ English proficiency levels, both the ELD and ELA curriculum adopted by the District are used to promote English Learners’ mastery of ELD standards.

Students’ ELD progress is monitored through annual California English Language Development Test (CELDT) results, teacher observations, and through District-developed ELD and ELA Benchmark Assessments

It is expected that each English Learner will progress one overall CELDT level each year and reach proficiency in English on the CELDT after no more than five (5) years of instruction.

Progress is reported to parents/guardians each year via CELDT score reports and on the English Language Development Student Progress Report

Specially Designed Academic Instruction in English (SDAIE)

SDAIE is a component of all District programs for English Learners. However, it is most successfully used with students whose English skills are at the upper-Intermediate level or above as measured by the CELDT.

SDAIE is a means of maximizing students’ comprehension of core curriculum taught in English through the use of special strategies and techniques emphasizing both English language and content objectives.

The Teach for Success Observation Protocol (T4S), with its 22 specific research-based strategies, guides all instruction District-wide. In alignment with T4S, elements of the Sheltered Instruction Observation Protocol (SIOP) are used, focusing on both content and language objectives in every lesson along with academic language instruction and structured student interaction.

SDAIE approaches are used by teachers with CLAD, SB395, or equivalent authorizations. English Learners’ progress in academic areas is measured annually through the CST results, teacher

observations, core curriculum assessments, and FSUSD Benchmark Assessments. Progress is reported to parents via report cards, progress reports, conferences, and other home-school

communication.

Primary Language Support

Primary language support includes the use of primary language books, dictionaries, technology, and audio-visual resources to increase students’ access to the core curriculum taught in English.

Primary language support may be provided to English Learners needing clarification or explanation in their home language in order to help them comprehend core curriculum taught in English or those who are adjusting to a new educational setting.

LEA Plan Goals 1-ELA/Math. 2-ELL, 3-Professional Development

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Table 1Annual Expectations for English Learners

English Learners are expected to increase by at leastone column of growth for each year of instruction.

InitialCELDTOverall Level

Beginning EarlyIntermediate

Intermediate(Listening &Speaking)

Intermediate EarlyAdvanced

Advanced

FSUSDELD Benchmarks

BeginningLevelProficiency

EarlyIntermediateLevelProficiency

N/A N/A N/A N/A

FSUSDELABenchmarks

N/A N/A BelowBasicor above

Basicor above

Basicor above

Proficientor above

CA English/Language Arts Standards

Tests

FarBelowBasicor above

FarBelowBasicor above

BelowBasicor above

BelowBasicor above

Basicor above

Proficientor above

FSUSDMathBenchmarks

BelowBasicor above

Basicor above

Basicor above

Basicor above

Proficientor above

Proficientor above

CA MathStandardsTests

FarBelowBasicor above

FarBelowBasicor above

BelowBasicor above

Basicor above

Basicor above

Proficientor above

Standards-based Tests in Spanish/STSfor recent arrivals

Proficient Proficient Proficient Proficient Proficient Proficient

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B. ELD at the Elementary Level

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

Instructional Programs at the Elementary Level

The following charts describe the program options available in elementary schools. The first two options (Structured English Immersion and Mainstream English Programs) are English-language programs, where primary language support may be provided, but instruction is predominantly in English.

The third option (Dual Immersion Program) is an alternative program. It offers primary language instruction as a central feature and is open to students whose parents have completed a waiver request. An alternative program will be provided at a school when there are 20 or more students at a grade level with a District-approved Parental Exception Waiver Request on file. The program will be provided with fewer than 20, whenever possible, to ensure program continuity.

Finally, in all program options, the materials used are standards-based and either the same as or parallel to those used in mainstream English classes. In the primary grades, for instance, students in the Structured English Immersion classes use the same state-approved language arts texts as the students in the mainstream classes. In alternative programs where students are acquiring Spanish literacy, the Spanish materials directly parallel the adopted English Language Arts series.

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C. Structured English Immersion Program

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

Students Served

English Learners who have not yet acquired “reasonable fluency” in English (see page 7)

Program Components

Daily English Language Development (ELD) at the assessed stage of English acquisition. K – 6 No less than 30 minutes of bell-to-bell instruction daily. Teaming for ELD as required to meet student needs based on ELD levels. No more than

two consecutive levels of English proficiency should be combined for ELD instruction if at all possible.

Differentiated instruction in reading, writing, math, science and social science, delivered through specially designed academic instruction in English (SDAIE) methodology, utilizing state-approved, District-adopted, standards-based materials.

Primary language support to motivate, clarify, direct, and explain.

Special Support Options

Primary language instruction/support Tutoring Specialized instruction by reading or literacy specialists Participation in Benchmark, Strategic, and/or Intensive interventions Before and/or after school intervention programs ELD summer academy Other appropriate services

Staffing Requirements

Credentials: Multiple or Single Subject Teaching Credential CLAD/BCLAD or equivalent required if an English Learner is placed in the class

Alternatives to CLAD/BCLAD: SB 395 or SB1969 BCC or LDS Certificate General teaching credential or supplementary ESL authorization (ELD only) Internship credential with BCLAD emphasis Primary language support provided by BCLAD or equivalent certified teacher or bilingual

instructional assistant.

LEA Plan Goals 1-ELA/Math, 2-ELL, & 3-Professional Development

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D. English Language Mainstream Program

English Language Mainstream Program is designed for English Learners who have reached advanced levels of English proficiency. The goal is for students to develop academic proficiency in English together with mastery of academic core content and multicultural proficiency. Instruction is nearly all in English. Primary language support is used for clarification and explanation when feasible.

Students Served

Fluent English Proficient (FEP) students Reclassified English Language Learners (RFEP) English Learners whose parents/guardians have declined participation in Structured

English Immersion programs English Learners who are “reasonably fluent” in English (see page 7)

Program Components

Daily English Language Development (ELD) for English Learners at the assessed stage of English acquisition

K – 6 No less than 30 minutes of bell-to-bell instruction daily. Teaming for ELD as required in order to meet student needs based on ELD levels. No

more than two consecutive levels of English proficiency may be combined for ELD instruction if at all possible.

Differentiated instruction in reading, writing, math, science and social science, delivered in English, with decreasing use of SDAIE strategies.

Use of state-approved, district-adopted, standards-based materials Decreasing primary language support

Special Support Options

Primary language instruction/support Tutoring Specialized instruction by reading or literacy specialists Participation in Benchmark, Strategic, and/or Intensive interventions Before and/or after school intervention programs ELD summer academy Other appropriate services

Staffing Requirements

Credentials: Multiple or Single Subject Teaching Credential CLAD/BCLAD or equivalent required if an English Learner is placed in the class

Alternatives to CLAD/BCLAD: SB 395 or SB1969 BCC or LDS Certificate General teaching credential or supplementary ESL authorization (ELD only) Internship credential with BCLAD emphasis Primary language support provided by BCLAD or equivalent certified teacher or bilingual

instructional assistant.

LEA Plan Goals 1- ELA/Math, 2-ELL, &, 3-Professional Development

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E. Dual Immersion Program

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

Students Served

English Learners whose parents have completed a waiver requesting that their child participate (Form EL IB-2).

EOs, IFEPs and RFEPs, based on parental choice. Transitioning to English mainstream instruction does not mean transitioning from the Dual

Language Immersion program. Students can continue in the program after attaining reasonable English fluency with parent choice.

Enrollment in this program begins only in Kindergarten. Exceptions require individual approval by the FSUSD English Learner Services Department.

Program Components

Separation of languages by time and space; teaming model preferred K – 6 Daily leveled English Language Development (ELD) for all English Learner

students. No less than 30 minutes of bell-to-bell instruction daily. Daily Spanish Language Development for all EO students Full Spanish language arts for all students, comparable to English language arts. English literacy for all students, phased in over time. Spanish component continues after

student achieves reasonable English fluency. Differentiated instruction in reading, writing, math, science and social science, delivered

through both languages, with use of specially designed academic instructional techniques for non-native speakers of each language, using state-approved, District-adopted texts.

Special Support Options

Primary language instruction/support Tutoring Specialized instruction by reading or literacy specialists Participation in Benchmark, Strategic, and/or Intensive interventions Before and/or after school intervention programs ELD summer academy Other appropriate services

Staffing Requirements

Credentials: Multiple or Single Subject Teaching Credential with Bilingual Cross-cultural Language

and Academic Development (BCLAD) authorization BCLAD Credential Bilingual Certificate of Competence (BCC) Internship credential

LEA Plan Goals 1-ELA/Math, 2-ELL, & 3-Professional Development

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F. ELD at the Secondary Level

English Learners at the secondary level do not come to us with similar backgrounds or similar educational needs. Students present unique complexities in terms of their grade levels, schooling histories, and varying literacy skills in both their primary language and English. Appropriate student placement will need to consider language assessment results, teacher recommendations, and students’ educational history. At the secondary level, there are four distinct groups of English Learner students. These include:

1. Newly Arrived English Language Learners with Adequate Formal Schooling

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. Students are usually on grade level with respect to the expectations of the schools in their native country, and most have the content knowledge background that supports them in their content instruction in English. Depending on their English proficiency upon initial enrollment, students may need an additional year of high school in order to master English and meet California High School Exit Exam (CAHSEE) requirements and graduation courses of study. It is extremely important that these students be given credit for course work already completed in their native country so that they can meet both high school course and graduation requirements within a reasonable amount of time.

Beginning (CELDT 1 and CELDT 2) will need:• Year-long leveled English language development – 2 periods or 2 blocks• Academic content classes taught through SDAIE with primary language support• Electives that are non-language dependent

CELDT 3 and above students will need:• Year-long leveled English language development (ELD or Sheltered English)• Academic content classes taught through SDAIE with primary language support• Electives

2. Newly Arrived English Language Learners with Inadequate Formal Schooling

Immigrant students with little or no prior schooling typically score at the beginning level of reading and writing in their primary language and have skills in Math at grade 3 or below. Many students come with interrupted schooling in their native country and face tremendous difficulty in completing an academic secondary program. These students need an instructional program that will address their lack of literacy instruction and a flexible high school program that will allow them to fulfill high school graduation requirements with an additional one or two years of instruction.

Beginning (CELDT 1 and CELDT 2) will need:• Year-long leveled English language development – 2 periods or 2 blocks• Academic content classes taught through SDAIE with primary language support• Electives that are non-language dependent

CELDT 3 and above students will need:• Year-long leveled English language development (ELD or Sheltered English)• Academic content classes taught through SDAIE with primary language support• Electives

LEA Plan Goals 2-ELL, & 5-HighSchool Graduation

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3. Long term English Learners (generally defined as at or more than five years as a language learner)

Students will need:• English Language Development, either through a SDAIE English class or intervention class that addresses both language and literacy skills• Sheltered or English mainstream instruction in the core subjects provided by an appropriately CLAD/BCLAD certified teacher• Counseling and monitoring to ensure that they are enrolled in classes that meet high school graduation and post secondary requirements• Intervention support (before, during or after the school day)

4. English Learners who are meeting benchmarks and are making expected progress toward language and academic goals.

In order for students to develop proficiency in English as rapidly as possible, students must be able to develop at their own pace. Students should not have to wait until the end of a semester or course in order to move levels. Placement changes in ELD levels should be based on:

• CELDT progress• End of semester [ELD] mastery tests• Classroom performance• ELD text-based assessments• Teacher recommendation

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Secondary ELD Course Sequence Chart

2 class periods

ELD I &ELD I Lab

CELDT Entry = Beginning

Students have little or no English proficiency and may or may not be literate in their primary language.

Teachers• explicitly teach the standards-based course curriculum using ELD course outlines and design modified assessments focused on the content.• extensively model expectations of assignments and activities.• provide speaking and writing frames.• use visuals, role-playing, cooperative grouping.• provide extended response time.• frequently check for comprehension with a variety of nonverbal responses.

2 class periods

ELD II &ELD II Lab

CELDT Entry = Early Intermediate

Students are rapidly increasing their conversational English vocabulary. Academic vocabulary and grammatical structures are beginning to emerge with developmental errors.

Teachers• explicitly teach the standards-based course curriculum using ELD course outlines and design modified assessments focused on the content.• extensively model expectations of assignments and activities.• provide speaking and writing frames.• use visuals, role-playing, cooperative grouping.• provide extra response time.• check for comprehension with a variety of verbal and nonverbal responses.

2 class periods

ELD III &ELD III Lab

CELDT Entry = Intermediate

Students are rapidly improving their control and accuracy of academic and conversational English vocabulary, grammar and spelling. They need continued oral practice and reading and writing support.Teachers• explicitly teach the standards-based course curriculum using ELD course outlines.• use graphic organizers and provide ample opportunities for discussions requiring higher-level thinking.• explicitly expand academic vocabulary.• provide scaffolding for note-taking and writing assignments that address specific audiences.

2 class periods

SDAIE Grade Level English &

Academic Language DevelopmentCELDT Entry =Early Advanced

Students have high oral conversational English skills but quite low literacy skills. They need continued reading and writing support.Teachers• explicitly teach the ELA standards-based vocabulary and content identified in SDAIE course outlines.• provide direct instruction to fill in the vocabulary gaps that still exist on academic topics.• extensively model expectations of activities and check for comprehension in a variety of ways.• provide extra scaffolding for writing assignments that require specific audiences and situations.

1 class period

English Language MainstreamCELDT Entry =Early Advanced or Advanced

Students have high oral academic and conversational English skills and developing literacy skills on par with their English only counterparts.Teachers• explicitly teach the standards-based vocabulary and content identified in course outlines.• provide direct instruction to fill in the vocabulary gaps that still exist on academic topics.• model expectations of activities and provide appropriate scaffolds on an as-needed basis.

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2 class periods

ELD III - LT

CELDT Entry =BeginningEarly IntermediateIntermediate

Students have been enrolled in U.S. schools for 5 or more years and are making inadequate progress in English language development and are struggling academically.Teachers• explicitly teach the ELA standards-based vocabulary and content in order to accelerate instruction and return students to grade-level instruction.• use curriculum embedded and standards-based assessments frequently to inform their instruction.• provide language scaffolds to support extensive academic discussions.• establish clear expectations for performance, encouraging students to become active participants in their own education.• provide extra scaffolding for writing assignments that require specific audiences and situations.

LEA Plan Goals 2-ELL, & 5-High School Graduations

G. Overcoming Academic Deficits: Catch-up Plan

All English Learners are expected to progress in English and academic areas and be reclassified as fluent English proficient in five years as summarized in Table 1. However, when annual expectations are not met, District’s “catch-up” plan for English Learners is implemented on a student-by-student basis by staff at each school. To ensure that English Learners stay on track in their acquisition of English and academic progress, District staff follow procedures to monitor progress and offer interventions when needed.

At the elementary level, teachers and English Learner Program Site Coordinators review students’ progress in ELD, English Language Arts and Mathematics according to Annual Expectations for English Learners (Table 1). District Benchmark Assessments and standardized test scores provide the basis for the monitoring of

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student progress each trimester. Students who are not on track are provided intervention support that matches their needs and parents/guardians are informed of the support plan through conferences or other home-school communication. Elementary interventions vary by site and may include:

Gateways Core Replacement Differentiated instruction within the classroom Before and/or after school tutoring Computer-based programs such as Rosetta Stone and Study Island Summer School Homework club

At the secondary level, beginning each school year, counselors and English Learner Program Site Coordinators review students’ progress in ELD, English Language Arts and Mathematics according to Annual Expectations for English Learners (Table1). District Benchmark Assessments, standardized test scores, and grades provide the basis for the monitoring of student progress each semester. Students who are not on track are provided intervention support that matches their needs and parents/guardians are informed of the support plan through conferences or other home-school communication. Secondary interventions vary by site and may include:

Differentiated instruction within the classroom Tutoring Summer School Reading intervention class Math intervention class CAHSEE Prep class AVID (Advancement Via Individual Determination)

LEA Plan Goals 2-ELL, & 5-High School Graduation

H. Special Education

English Learner Initial Identification

Prior to identification as a special education student, the District’s English Learner initial identification procedures are followed. If a student’s disability prevents normal administration of the initial language assessments, language assessment staff consults special education staff for guidance in appropriate test administration and procedures to follow. For detailed information: California English Language Development Test (CELDT) Assistance Packet for School Districts/Schools – Section III Test Variations, Accommodations, Modifications, and Alternate Assessments prepared by the California Department of Education.

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Eligibility for Special Education

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

Annual CELDT Assessment

Special Education English Learner students’ English language proficiency is assessed annually with the CELDT according to the Individualized Education Plan (IEP) specifications. IEP teams annually indicate any needed testing accommodations and modifications on the State Assessments page of the Solano County SELPA (Special Education Local Plan Area) document, which are a part of the each student’s IEP.

Instructional Programs and Placement Options

The IEP team, working together with parents/guardians, determines instructional placement. Both special education and English Learner needs are considered on an individual basis for program placement. English Learner program requirements may be met for a student in a special education class. In either case, the student receives instruction to meet both English Language Development and academic goals.

Linguistically Appropriate Goals and Objectives

The Annual IEP Goals address both English Language Development and access to core curriculum. The Special Education Information System (SEIS) software is used by all IEP teams to ensure that the use of linguistically appropriate goals, objectives, programs, and services are tied to the student’s language proficiency level.

Reclassification Process for English Learners Receiving Special Education Services

August – October Designated CELDT assessors and/or Case Managers conduct annual language assessments with CELDT or other instruments designated in students’ Individualized Education Plans.

November – January Special education teachers recommend English Learners who appear ready for reclassification as Fluent English Proficient (FEP) and complete the form: Worksheet for Reclassification of Special Education English Learners during an IEP meeting with both the parent and an EL representative in attendance. Completed forms are turned in to English Learner Services Department by February 1.

By February 15 English Learner Services Department approves reclassification recommendation, updates student records, and notifies special education teachers of new language classification.

March 1

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Reclassified students are reported to the California Department of Education in the District’s annual R-30 Language Census Survey.

Reclassification Follow-Up ReviewFor two years after reclassification, RFEP students are monitored to ensure that they are meeting expectations. This review is included in the annual IEP process.

LEA Plan Goals 1-ELA/Math, & 2-ELL LEA Plan Goals 1-ELA/Math, & 2-ELL

III. Monitoring of Student Progress and Reclassification

A. Description of Reclassification Process

In accordance with state and federal requirements, Fairfield-Suisun Unified School District has adopted a reclassification process to enable students initially identified as English Learners to exit specialized program services and participate without further language assistance as Fluent English Proficient (FEP) students. Reclassification does not automatically result in program exit. Students in the Dual Immersion Program may

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remain in those programs as FEP students. Students of Limited-English Proficiency (LEP) shall be reclassified as Fluent-English Proficient when they have acquired the English language skills necessary to receive instruction and achieve academic progress in English only, at a level equivalent to students of the same age or grade whose primary language is English. The reclassification criteria includes multiple measures to ensure both proficiency in the English language and participation equal to that of average native speakers in the school’s regular instructional program.

The four criteria listed below are the essential factors that shall be considered in the reclassification decision for every English Learner student:

1. Assessment of English Language Proficiency a. Utilize the California English Language Development Test (CELDT) as the primary criterionb. Students whose overall proficiency is Early Advanced or higher AND whose proficiency on the four

domains (Listening/Speaking, Reading, and Writing) is Intermediate or higherc. Use most recent available test data

2. Comparison of Performance in Basic Skills (Interim Measures 2014-2015)a. A Lexile Equivalent score on a Standards Based reading assessment b. High school students with a passing score on the English portion of the California High School Exit

Exam (CAHSEE) may be considered for reclassification.

3. Teacher Evaluation of Student Academic Performancea. Use student academic performanceb. Review ELD Progress Reportc. Note that incurred deficits in motivation and academic success unrelated to English language

proficiency do not preclude a student from reclassification.

4. Parent Opinion and Consultationa. Initiate contact with parents/guardians during the reclassification process.b. Provide the opportunity to parents/guardians to participate in the reclassification process.

Due to the fact that reclassification is a statewide educational accountability measure, it is a priority for the district to reclassify students and track their progress each year. When an English Learner demonstrates oral English proficiency and academic English language usage, a recommendation for reclassification is made. The participation of teachers, support staff, school administrators, and parents is required in the process.

Once students are reclassified, school personnel are required to monitor their progress for two years to ensure they are being successful in their current program placement. Reclassified students having difficulty in the core curriculum will have access to the support services offered to all students at the site who are not meeting grade-level standards. Those support services are outlined in each sites’ SPSA (Single Plan for Student Achievement).

Reclassification Procedures

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1. When a student is identified as having met the reclassification criteria, the Director of English Learner Services, the classroom teacher, a parent, or the site Principal may make the recommendation for reclassification. The identification is not complete until site personnel review the progress of each of these students.

2. Teacher completes the English Learner Reclassification Candidate Form.

3. The principal reviews and signs the form.

4. Parents are consulted on their child’s reclassification. Translation services are available, as needed. The student’s progress is discussed as well as the recommendation to reclassify the student to Fluent English Proficient (FEP). If the parent does not approve, an appropriate modified program is planned for the remainder of the school year. Reclassification is then considered when appropriate.

5. While placement may occur at any time, the normal procedure for reclassified students is to make the placement at a natural instructional break (i.e., beginning of a semester or a trimester).

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

Student Follow-upStudents who have been reclassified as FEP receive follow-up monitoring for two years after reclassification. The school personnel maintain a roster of students, provided by the Director of English Learner Services, who need to be monitored for two years. This follow-up occurs mid-year for two years after being reclassified. If the student’s performance falls below grade level or “satisfactorily making progress” in any academic content due to a lack of English proficiency, a Student Study Team (SST) is convened to evaluate the student’s progress and intervention measures are recommended. Documentation of the Reclassification Follow Up is placed in the student's cumulative file, with an electronic copy sent to the English Learner Services Department for monitoring.

LEA Plan Goals 2-ELL

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Reclassification Criteria and Guidelines

Grade 1 and 2 Grades 3 – 5/6 Grade 6 – 12

Assessment ofEnglish Language Proficiency

Annual CELDT Scores

Overall performance of 4 or 5 with skill area scores of 3 or

higher in Listening and Speaking

Comparison of Performancein Basic Skills

California StandardsReading at a level comparable to

English Only students as assessed by a Standards based

Reading assessment

Teacher’s Evaluation ofStudent Academic

Performance

Teacher judges the studentwill be successful in a

Mainstream English Program based on a review of the

following:

ELD Progress Report

Indicates that student is Expanding or Bridging on all

19 standards and at least Bridging on half

Any deficits are due to factors unrelated to English Language

Proficiency.

Parent Opinion and Consultation

Assessment ofEnglish Language Proficiency

Annual CELDT ScoresOverall performance of 4 or 5 with skill area scores of 3 or higher in all four domains:

Listening, Speaking, Reading, and Writing

Comparison of Performancein Basic Skills

California StandardsReading at a level comparable to

English Only students as assessed by a Standards based

Reading assessment

Teacher’s Evaluation ofStudent Academic

Performance

Teacher judges the studentwill be successful in a

Mainstream English Program based on a review of the

following:

ELD Progress Report

Indicates that student is Expanding or Bridging on all

19 standards and at least Bridging on half

Any deficits are due to factors unrelated to English Language

Proficiency.

Parent Opinion and Consultation

Assessment ofEnglish Language Proficiency

Annual CELDT ScoresOverall performance of 4 or 5 with skill area scores of 3 or higher in all four domains:

Listening, Speaking, Reading, and Writing

Comparison of Performancein Basic Skills

California StandardsReading at a level comparable to

English Only students as assessed by a Standards based

Reading assessmentOr

CAHSEEPassing score on English

Language Arts

Teacher’s Evaluation ofStudent Academic

Performance

Teacher judges the student will be successful in a Mainstream English Program based on a

review of classroom performance which can include a Grade of ‘C’

or better in ELD or English Language Arts or the following:

ELD Progress Report

Indicates that student is Expanding or Bridging on all 19

standards and at least Bridging on half

Any deficits are due to factors unrelated to English Language

Proficiency.Parent Opinion and Consultation

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B. Timeline and Staff Responsibility

Initiation of Reclassification Process

The Director of English Learner Services reviews assessment data to determine English Learner eligibility for reclassification. A list of English Learner students who meet the District criteria is compiled. The reclassification process is currently initiated by the Director of English Learner Services and a list of reclassification candidates are sent to the site administrator and EL Site Program Manager for follow-up. The EL Site Program Manager and administrator gather data from teachers, parents, and assessment records to address the criteria for reclassification. Parent/guardian consent for reclassification is then requested.

Results of the reclassification process are documented on the District’s Reclassification Form and sent to the English Learner Services office. The Director of English Learner Services verifies each student’s eligibility and the results are entered into the Aries database. With this specific coding, district and school personnel are able to monitor the progress of reclassified students in the English Language Mainstream program.

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Reclassification Responsibility Chart

Personnel ResponsibilitySite Administrator Oversees reclassification process

Ensures reclassification timelines are met Communicates with classroom teachers

regarding reclassification of students

EL Program Manager Assists site administrator in monitoring reclassification process at the school site

Shares English Learner data with site staff

Classroom Teacher Contacts parents to share information on reclassified students

Monitors English Learner students who meet reclassification criteria and assesses students to determine competencies using the CELDT, Standards based reading assessments, and the California ELD Standards

Monitors student progress for one academic year

Director of EnglishLearners and Instructional Support

Monitors reclassification procedures for District EL program

Monitors students reclassified within the last two years

Recommends students for reclassification, contacts site

Oversees data collection and prepares evaluation reports

Shares data with site administrators and Program Managers through reports prepared in conjunction with Technical Support Services staff

Parents/Guardians May initiate reclassification process for their child Provides input

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Fairfield-Suisun Unified School DistrictReclassification Process

CELDT OVERALL PROFICIENCY LEVEL: Advanced (5) or Early Advanced (4)

CELDT PERFORMANCE LEVEL: At least Intermediate (3) for each of:

Listening, Speaking, Reading and Writing

STANDARDS BASED PERFORMANCEReading at a level comparable to English Only students as assessed by a Standards based Reading assessment

TEACHER EVALUATION (ELD Progress Report)

Student is determined to be Expanding or Bridging on all 19 English Language Development Standards and at least Bridging on half

Student Academic PerformanceRecent performance in English / Language Arts must be satisfactory.

Parent Guardian Consultation- Parent supports

reclassification

School Principal SignatureMust be signed by the Principal

Director of English Learners and Instructional SupportMust be signed by the Director.

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IV. Staffing and Professional Development A. Staffing and Recruitment

In compliance with State and Federal regulations, Fairfield-Suisun Unified School District shall ensure that all teaching personnel whose assignment includes English Learner students shall hold appropriate certification to provide necessary instructional services to English Learners.

1. In the spring of each school year, following the annual R-30 Language Census, school personnel will be informed regarding the need for adequate numbers of qualified teachers to fully implement all elements of the English Learner Programs: English Language Development, Content Instruction with Sheltered English or SDAIE strategies, and primary language instruction.

2. A proposed staffing plan for each school will be reviewed by District personnel each spring and vacancies will be posted stating the required California Commission on Teacher Credentialing (CCTC) authorizations to implement instruction for English Language Learner students.

3. Whenever teaching positions exist, requiring EL Authorization, the District will actively recruit and hire teachers who are fully certified to fill such positions and meet English Learner needs at the school site. If fully credentialed staff with EL Authorization is not available, teachers in training for this authorization can fill the positions as long as they complete all requirements within one year. All core subject teachers serving English Learners not holding English Learner authorization will be subject to reassignment by the District. The District's Credentials Analyst will monitor teachers who hold and do not hold English Learner Authorization in the District's personnel database.

4. Fairfield-Suisun Unified School District has provided opportunities for all teachers to obtain EL Authorization for the past fifteen years. Fairfield-Suisun Unified School District now works with the Solano County Office of Education and other county offices of education in the region to provide CTEL/AB 2913 training for all unauthorized teachers.

5. The Director of English Learner Services will review final site staffing decisions. The Credentials Analyst will work in collaboration with the Director of English Learner Services to provide updated reports of authorized teachers to site administrators throughout the year.

6. The District recognizes that the recruitment, development, and retention of qualified teachers is essential to the success of our English Learner students. The Board shall take action to provide personnel who are competent to properly and skillfully instruct students with a primary language other than English.

7. English Learner authorization of certificated staff shall be determined by their credentials, which have been approved by the State Department of Education and the California Commission on Teacher Credentialing.

LEA Plan Goals 2-ELL, Goal 3- Professional Development, & 5- High School Graduation

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B. Professional Development

Process for Teacher Participation

1. Professional development is planned by the sponsoring department/program.

2. District Coordinator of Professional Staff Development meets with sponsoring department/program personnel.

3. Sponsoring department/program schedules dates, times, location, and audience with Coordinator of Professional Staff Development.

4. Sponsoring department/program receives approval from the Human Resources department for substitute coverage, if required.

5. Professional development specifics are provided to the Secretary of Technical Support Services who posts the training on the District website and notifies all possible participants via email.

6. Participants register online with RSVP forwarded to sponsoring department/program.

7. Professional development training is held.

Professional Development Opportunities

To ensure understanding of all elements of the District’s program for English Learners, staff development continues to be provided to all administrators at regularly scheduled meetings as approved by the Associate Superintendent of Curriculum and Instruction and the Director of English Language Services. Additional professional development is offered to administrators in a coordinated series covering topics such as principles of language acquisition, the relationship between English Language Arts and English Language Development, and best practices for English Learners.

On a yearly basis, trainings and workshops are available for administrators, teachers, and paraprofessionals as well as community members and parents. These workshops are directly related to services for English Learners. In addition, site administrator(s) and/or EL Site Coordinators may address EL topics at required staff meetings or site-based Professional Development.

Professional development is provided in the following areas: ELA/Literacy and ELD Standards/ELA/ELD Framework (WestEd) English Language and Literacy Acceleration (ELLA) through WestEd Effective ELD and SDAIE strategies (through Teach 4 Success) through WestEd Coach for Success Strategies through WestEd Sheltered Instruction Observation Protocol (SIOP) Macmillan/McGraw-Hill California Treasures/Tesoros - during adoption process Macmillan/McGraw-Hill ELD Adoption – during adoption process Shining Star (Secondary level) – during adoption process English 3-D Discuss/Describe/Debate SB 472 Universal Access and ELD components of state-adopted materials English Now – Research Based strategies

Guided Language Acquisition Development (GLAD) Differentiated Instruction 30

Data Dialogue Process ELD Standards CELDT

Refer to District LEA Plan for a comprehensive listing of Title III-funded professional development

LEA Plan Goals 2-ELL, Goal-3 Professional Development, & 5-High School Graduation

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V. Parent and Community Involvement

A. Legal Requirements – ELAC

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

a) Parent members are elected by parents or guardians of English Learners.b) Parents of English Learners constitute at least the same percentage of the committee membership

as their children represent of the student body.c) The school may designate an existing school level advisory committee, or subcommittee of such

advisory committee to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in (b).

d) The ELAC advises the school site council (SSC) on the development of the Single Plan for Student Achievement (SPSA).

e) The ELAC advises the principal and staff on the school’s program for English Learners.f) The ELAC assists in the development of the school’s:

o Needs assessmento Language Census Report (R30-LC)o Efforts to make parents aware of the importance of regular school attendance

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

h) The ELAC has the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC) or has participated in a proportionate regional representation scheme when there are 31 or more EL parent advisory committees in the district.

The principal or principal’s designee will coordinate and conduct ELAC meetings for the site.

Members of the ELAC will serve for two years and will be elected in the fall. The ELAC membership composition must be reflected using the illustration below.

LEA Plan Goals 1-ELA/Math, & 2-ELL

Selection of ELAC members

ELAC51% or 49% or more parents fewer of English schoolLearner site students members (not employed by the

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Year One

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

Selection of Other Members

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

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

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

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

Replacement During the Year

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

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ELAC Members' Roles and Responsibilities

The English Learner Services office staff will provide training on establishment of an ELAC to site personnel in early September.

The principal assists in planning the agenda with the ELAC Chairperson and attends the ELAC meetings.

Meeting dates are determined and publicized in advance in English and other languages as needed. The ELAC conducts formal and advisory meetings, with agendas and minutes. During the school year, the ELAC members receive training in the four legal requirements of the EL

components of SPSA. Copies of the ELAC minutes and its membership information are sent to the English Learner Services

Department within one (1) week after each meeting. The ELAC will adopt by-laws to govern the operation as an advisory committee. At the first meeting of the year, the ELAC selects/elects a representative to the District English Learner

Advisory Committee (DELAC).

B. Legal Requirements – DELAC

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

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

1) Development of a district master plan for educational programs and services for English Learners that takes into consideration the Single Plan for Student Achievement

2) Conducting of a district-wide needs assessment on a school-by-school basis.3) Establishment of district program, goals, and objectives for programs and services for English Learners4) Development of a plan to ensure compliance with any applicable teacher and instructional aide

requirements5) Administration of the annual Language Census Report6) Review and comment on the school district’s reclassification procedures7) Review and comment on the written notifications required to be sent to parents and guardians

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

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Selection of DELAC Representatives

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

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

Site principals must complete the DELAC representative documentation after the first ELAC meeting in year one and submit it to the Director of English Learner Services.

District English Learner Advisory Committee (DELAC) implementation

The English Learner Services Director serves as District liaison to the DELAC, assisting with preparation of meeting minutes, distribution of meeting notices, and all communications pertaining to the DELAC. The DELAC Chairperson shall preside at all the DELAC meetings, as well as sign all letters, reports, and other communications of the committee (with previous approval from DELAC members). In the event of the Chairperson’s absence, resignation, or inability to perform their duties, the Vice-Chairperson shall assume those duties.

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

DELAC members shall assist the District to plan the training providing for such necessities as childcare, interpreting/translating services, refreshments, and any other reasonable expenses.

The DELAC will communicate their on-going advice to the Superintendent and Governing Board via the Director of English Learners and Instructional Support.

Bylaws of the DELAC

Article IThe name of this organization shall be the Fairfield-Suisun School District English Learners Advisory Committee. Herein this organization will be referred to as DELAC. The Committee’s address shall be 2490 Hilborn Road, Fairfield, CA 94534.

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Article II

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

1) Development of a district master plan for educational programs and services for English Learners that takes into consideration the Single Plan for Student Achievement

2) Conducting a district-wide needs assessment on a school-by-school basis3) Establishment of district program, goals, and objectives for programs and services for English Learners4) Development of a plan to ensure compliance with any applicable teacher and instructional aide

requirements5) Administration of the annual Language Census Report6) Review and comment on the school district’s reclassification procedures7) Review and comment on the written notifications required to be sent to parents and guardians

Main Function

The DELAC or subcommittee shall inform the participant members in the EL Program (in person and/or writing) about the programs and services available to the district English Learner students and to review ALL documents pertinent to the district English Learner Program.

Duties:The DELAC shall obtain information, make revisions, and comments to the District English Learner Program administrators, on the following:

establish dates to:o set goals and objectives for the EL Program.o administer a census of the needs of each school and the District.

o collaborate with the District in the development of the EL master plan, considering the instructional plan of each participating school.

o develop the procedures and questionnaire of the annual language census report.o develop the District procedures and criteria to enable EL students to progress to a higher

English level, and to make this information available to the parents of such students.

are responsible for:o ensuring that the district/school plan meets the legal responsibilities to serve the English

learners.o ensuring that the DELAC is informed about any changes affecting the services to English

learners, for example: informing parents regarding the new enrollment period. Informing parents regarding the results on the initial language exams. the reclassification procedure for students of EL to FEP in the District. the assignment of any other responsibilities by the District Board of Education and/or

administrators.

Training:The District will provide all the DELAC members:

appropriate training, materials and information to assist each member to carry out his responsibilities and any required duties.

DELAC members shall assist the District in planning the training. DELAC members shall assist the District in planning child-care, translating services, and refreshments.

Article III

Section 1—Membership

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

Section 2—Absence

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

Section 3—Members Representation

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

Section 4—Vacancies

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

Article IV

Section 1—Number of Officers

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

Section 2—Election Process

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

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

3. All the members in the school’s committees will be notified in writing about the elections for District officers.

4. Nominations and election of DELAC officers will be held during the month of October. Any voting member may nominate a DELAC representative to serve as officer.

5. Only one school staff representative or alternate will have the right to vote. All elected parents (three per site) will have the right to vote.

6. Voting will be confidential. 7. The number of voters present shall be announced.8. Voting will take place separately for each position.9. A guest/non-voting person will be asked to count the votes.

10. The new officers will be introduced.

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Section 3—Duties of the Officers

The Chairperson:o shall preside at all the DELAC meetings.o signs all letters, reports and other communications of the committee (with previous approval from

DELAC members).o verifies that each school has its ELAC committee functioning and is integrated appropriately.o will keep an attendance record of the ELAC officers for the DELAC meetings.o will perform any other duty as required.

The Vice-Chairperson:o shall perform the duties of the Chairperson in his/her absence, resignation or inability to perform his

duties.o perform duties as assigned by the Chairperson or the committee.o make sure that each one of the members from each school advisory committee is notified by mail, a

week in advance, about the monthly meetings.

The Secretary:o shall take notes of the minutes of all regular and special meetings, including planning the agenda.o shall keep an updated record of the members of the school advisory committees.o shall read the minutes of the previous meeting at the meetings.

The Alternates:o shall represent those officers who are absent.

Section 4—Vacancies

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

Section 5—Resignation

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

Article V

Meetings

Section 1—Meeting Calendar

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

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Section 2—Majority (Quorum)

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

Section 3—Place of Meetings

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

Section 4—Public Meetings

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

Section 5—Roberts’ Rules

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

Section 6—School Alternates

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

Parent and Community Education

Fairfield-Suisun Unified School District works with parents, community members, civic, philanthropic, and religious organizations to provide resources for enhancing educational opportunity. The DELAC and FSUSD Adult Education will work with these and other agencies to encourage participation in such programs as Latino Family Literacy Project, Healthy Start, Community Based English Tutoring, English as a Second Language Instruction, public library literacy, and any other projects that encourage academic advancement for children and familiesLEA Plan Goals 1-ELA/Math, & 2-ELL

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VI. Evaluation and Accountability

Performance Goal: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining the “proficient” level or better in reading/language arts and mathematics based on the California Standards Test.

Students will participate in research-based programs to meet the Annual Measurable Achievement Objectives (AMAO) set by Title III of the NCLB act. This includes the targets set by AMAO 1, AMAO 2, and AMAO 3.

AMAO 1- Percent of English Learners Making Annual Progress in Learning English

AMAO 1 calculates the percentage of English Learners making annual progress on the CELDT. There are three ways for English Learners to meet the annual growth target on CELDT depending upon what level they were on the previous CELDT. Those at the Beginning, Early Intermediate, and Intermediate levels are expected to gain one proficiency level. Those at the Intermediate level may take two years to master this level. Those at the Early Advanced or Advanced level who are not yet English proficient are expected to achieve the English proficient level on CELDT. Those at the English proficient level are expected to maintain that level (See Table I).

Previous Year CELDTOverall Proficiency Score Annual Growth Target

Beginning Early Intermediate Intermediate

Early Intermediate Overall Intermediate Overall Mid-point Intermediate Early Advanced Overall Year 2

Early Advanced or Advanced, but not at the English proficient level(one or more skill areas below Intermediate)

Achieve the English proficient level. (Overall proficiency level needs to remain at Early Advanced or Advanced level and all skill areas need to be at the intermediate level or above.)

Early Advanced or Advanced and at the English Proficient level

Maintain English Proficient level

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AMAO 1 Targets 2003-04 to 2013-14

45

50

55

60

65

70

75Pe

rcen

t of S

tude

nts

Mee

ting

Annu

al G

row

th O

bjec

tive

51 51.5 52 52.5 54.1 55.8 57.4 59 60.6 62.2 64

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

The AMAO 1 target for 2014-15 requires that 60.5 percent of English Learners in the AMAO cohort meet the annual growth target on the CELDT.

AMAO 2 - Percent of English Learners Attaining English Proficiency on CELDTAMAO 2 calculates the percentage of English Learners attaining English proficiency on the CELDT. For the AMAO 2 it was necessary to define the cohort of students who could reasonably be expected to reach the English proficient level on CELDT at the time of the annual assessment. Four groups of students are combined into the cohort for AMAO 2:

All English Learners who were at the Intermediate level the prior year

English Learners at the Early Advanced or Advanced level who were not English proficient the prior year

English Learners at the Beginning or Early Intermediate levels in the prior year who have been in U.S. schools for 5 years

English Learners at the Beginning or Early Intermediate levels in the prior year, who entered U.S. schools after spring, and who met the English proficient level in year 5

LEA Plan Addendum Goals A-Instruction, & B-Alignment

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AMAO 2 Targets 2003-04 to 2013-14

25

35

45

55Pe

rcen

t of S

tude

nts

Ach

ievi

ng

Engl

ish

Lang

uage

Pro

ficie

ncy

30 30.7 31.4 32.1 34.1 36.1 38.1 40.1 42.1 44.1 46

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

The AMAO 2 target for 2014-15 is that students identified with less than 5 years as EL must meet the target of 24.2%. The target for students with 5 years or more identified as EL must meet the target of 50.9%.

AMAO 3 – Meeting AYP Requirements for the EL Subgroup at the LEA Level

In addition to the two English language proficiency AMAO’s, AMAO 3 holds the Title III sub-grantees accountable for meeting academic achievement targets. The academic achievement targets are the AYP targets for participation rate and percent proficient in English-language arts and mathematics for the English Learner subgroup. Title III accountability is at the LEA level; thus, the LEA targets are used. The AYP calculations for the English Learner subgroup include Reclassified Fluent English Proficient (R-FEP) students who have not scored proficient or above on the California Standards Test-English Language Arts for three years. The participation rate target is 95 percent. The percent proficient target in English-language arts and mathematics varies depending upon the content area. English Learner students will achieve a CELDT level of Early Advanced or Advanced in all sub-tests of the CELDT (with the exception of an Intermediate in Reading) after five years in the instructional program.

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AMAO 3: Percent of Students Scoring“Proficient and Advanced” in CST English Language Arts

For 2014 the California Department of Education did not provide a report for school districts

AMAO 3: Percent of Students Scoring“Proficient and Advanced” in CST Math

For 2014 the California Department of Education did not provide a report for school districts.

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12.0% 23.0%

34.0%

45.0%

56.0%

67.0%

78.0%

89.0%

100.0%

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Students who do not meet multiple measures of language and math proficiencies will receive intensive interventions. Student progress will be monitored using the District’s student achievement information

database, which provides individual multiple measure profiles. The student profile indicates the students’ proficiencies as At Risk of Retention (Far Below Basic and Below Basic), Partial Mastery of Standards (Basic), Meets Standards (Proficient), Exceeds Standards (Advanced), Reports of CELDT achievement and reports which provide specific AMAO information will be monitored by staff to assure that students make progress in ELD. The use of SOLOM observational data will assist in measuring students’ oral language progress. Formative assessments are included in the district-adopted programs.

Accountability and Monitoring of Program Implementation

At the site level:

The site principal and EL Site Coordinator will use the District’s student achievement information database application to determine student placement for interventions. In addition, the database has a complete set of student assessment results compiled by year for longitudinal data examination of English Learner students.

The site administrator together with the Director of English Learner Services will conduct and monitor the following activities:

Program Implementation Protocolo Periodic observations at each school to identify instructional strategies utilizedo Direct observation by one or more persons with appropriate authorizationo Plan for professional development/staff training developed and implemented as needed to

improve instruction Interview Protocol

o Interview teacher(s)o Plan for professional development/staff training developed and implemented as needed to

improve instruction

At the district level:

Student information will be recorded in the District's new Aeries (Student Information System) database. The student achievement database is accessible to instructional and administrative staff to review and analyze student achievement data.

Educational Services staff holds regular meetings with site principals to discuss district and site level plans for language and academic instruction for English Learner students.

Educational Services staff monitors the implementation of the English Learner programs. At any time difficult issues arise at the sites regarding program implementation, the Elementary and Secondary Education Directors and District Director of English Learner Services visit the schools, meet with the administrator, and take necessary actions.

The Director of English Learner Services holds regular meetings with EL Site Coordinators to discuss issues regarding EL program implementation.

The District Director of English Learner Services reviews the English Learner students’ language and academic progress using the District’s student achievement information database. In addition, minutes and agendas from ELAC meetings are transmitted for review to the Director of English Learner Services. These reports are analyzed for successful progress of the AMAO’s. Frequent assessment results are reviewed by site and district staff for the purpose of program evaluation and for individual student progress analysis. At quarterly meetings, district administrators, along with site principals and EL Site Coordinators meet to review the data and determine if English Learner students meet their annual yearly progress goal (based on length of

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time in the District’s EL Program). Annual reviews of student achievement are carried out during the school plan data analysis cycle. A data page related to English Learner student performance is included in the Single Plan for Student Achievement. English Learner students in grades K-8, not making adequate academic progress according to FSUSD Board Policy/Administrative Regulation 5123, will be considered for retention. Procedures for English Learner retention are closely monitored by the Director of English Learner Services.

The Director of English Learner Services makes an annual report to the FSUSD Board on the language and academic progress of the English Learner students in the district.

LEA Plan Goal 2-ELL

VII. FundingDistrict Budget for Limited English Proficient Students in Fiscal Year 2014-2015

PROGRAM Federal StatePrior-Year Carryover

14/15 Apportionment

Direct Services to Students in 14/15

Percentage of Direct Services to Students in 14/15

Title III, Limited English Proficient

(LEP) X $179,017 $305,116 $474,640 95%

Title III, Immigrant Education (LEP) X 0 39,852 37,735 94%

Local Control Funding Formula (LCFF) X 481,581 1,970,010 2,451,591 100%

Glossary and Frequently Used Acronyms

Alternative ProgramA program option for English Learners whose parents choose to waive the requirement to participate in a program that is almost all in English. The Alternative Program model in the Fairfield-Suisun Unified School District is the Dual Immersion Program at B. Gale Wilson, for grades K–8.

AMAOAnnual Measurable Academic Objective. An accountability measure related to the education of English Learners. AMAO targets, having to do with progress in acquiring English fluency and academic achievement as measured by the California Standards Tests (CSTs) and the California English Language Development Test (CELDT), are established for all districts in the state. Districts receiving federal Title III funds and failing to meet these targets for 2 or more successive years are subject to state review.

AMAO 1—percentage of students making annual progress in learning English.It calculates the percentage of English Learners making annual progress on the CELDT.There are three ways for English Learners to meet the annual growth target on the CELDT. Students at the beginning, early intermediate, and intermediate proficiency levels on CELDT are expected to gain one proficiency level per year. Students at the early advanced and advanced levels who have some skill areas below intermediate are expected to bring all skill areas up to the intermediate level. Students already at the English proficient level on CELDT (which means being classified as early advanced or advanced with all skill areas at the intermediate level or above) are expected to maintain that level until they are reclassified as fluent English proficient.

AMAO 2—The second AMAO relates to annual increases in the percentage of students attaining English proficiency. English proficiency is defined as an overall CELDT score of early advanced or advanced and at least intermediate on each part on the test. This measure pertains only to students within reasonable reach of English proficiency, not to all English learners.

AMAO 3—In order to meet AMAO 3, the LEA or consortia must meet the AYP participation rate and percent proficient targets in ELA and mathematics for the EL subgroup. The AYP calculations for the EL subgroup include R-FEP students.

AMOAnnual Measurable Objective. A key part of the federal school accountability system under No Child Left Behind. Annual targets are set for all schools and districts in the state for the percent of students scoring Proficient and Advanced on the California Standards Tests in English Language Arts and Mathematics. All schools and districts in the state are evaluated on the annual targets. Schools and districts receiving Title I funds are subject to sanctions if they fail to meet all targets for two or more successive years. The targets apply to English Learners as well as other significant subgroups in the school/district.

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APIAcademic Performance Index. A California state accountability measure that combines results from several state assessments. Each school in the state is assigned an improvement target on the API. Schools that consistently fail to meet targets may be subject to state sanctions.

APSAcademic Program Survey. A self-study instrument developed by the California State Department of Education to assist schools in evaluating their effectiveness in implementing high quality instructional programs in Reading/Language Arts and Mathematics. Focuses on nine Essential Program Components.

BCCBilingual, Certificate of Competence. A teaching credential that certifies teachers to work with students in bilingual classrooms.

BCLADBilingual, Cross-cultural, Language and Academic Development Authorization. Authorizes the holder to provide: English Language Development (ELD); Specially Designed Academic Instruction in English (SDAIE); instruction in the primary language; and instruction for primary language development.

BICSBasic Interpersonal Communication Skills. Language used in daily social interactions.

Bilingual Alternative ProgramAn alternative to a mainstream or Structured English Immersion program, featuring some form of bilingual education. See reference to Alternative Program above.

CABECalifornia Association for Bilingual Education

CAHSEECalifornia High School Exit Examination. Students must pass this state examination in order to graduate from high school.

CALPCognitive Academic Language Proficiency.

CAPACalifornia Alternate Performance Assessment. The CAPA instead of CST’s can be administered to Special Education students whose Individual Education Plan (IEP) so specified.

Catch-Up PlanA plan to assist English Learners or RFEPs with any language or academic deficiencies they may have.

CATESOL:California Association of Teachers of English to Speakers of Other Languages.

CDE:California Department of Education.

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CELDTCaifornia English Language Development Test. A state test required of all English Learners. Given to students when they first enter a California school (initial administration), and annually thereafter each fall (Annual administration).

CLADCross-Cultural, Language and Academic Development. A teaching credential that authorizes the holder to provide the English Learner with English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).

CMACalifornia Modified Assessment.

CPMCategorical Program Monitoring. A state review process focused on determining whether a district’s programs are in compliance with federal and state law and regualtions.

CSTCalifornia Standards Tests. State tests administered annually to all students, 2nd-11th grades. The results are used in API, AYP and Title III calculations.

CSEACalifornia School Employees Association.

CTELCalifornia Teacher of English Learners Examination. Teachers may obtain a CLAD authorization for their teaching credential through this examination as an alternative to taking the prescribed coursework.

DAITDistrict Assistance Intervention Team. A team of external experts which conducts a capacity study of district operations in a district in Year 3 of Program Improvement status under the No Child Left Behind Act.

DELACDistrict English Learner Advisory Committee. An advisory committee that advises the district’s governing board on programs and services for English Learners.

Dual Immersion Program:The goal is acquisition of academic proficiency in two languages, English and the English Learner’s Primary language, together with mastery of academic core content. Instruction is in English and the primary language. Students continue to participate in the program after attaining English fluency, in order to continue to develop strong primary language skills and cultural proficiency.

EIA/LEPEconomic Impact Aid/Limited English Proficient. Supplemental state funding used for English Learners.

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ELEnglish Learner. Students with a home language other than English who have not yet developed sufficient fluency in English to participate fully in an English mainstream class. Other terms are sometimes to describe English Learners, including LEP (Limited-English Proficient), a term still used in federal legislation, and ELL (English Language Learner).

EL FolderA folder that contains all relevant information regarding the language and academic progress of English Learners. Stored in the student’s Cumulative Record folder at the school the student attends.

ELLEnglish Language Learner (see EL)

ELAEnglish Language Arts.

ELAC English Learner Advisory Committee. A committee that advises the principal and school staff on programs and services for English Learners.

ELDEnglish Language Development. A broad term encompassing all aspects of English Language Development for English Learners. It includes speaking and listening as well as reading and writing at developmentally appropriate language levels.

ELSSAEnglish Learner Subgroup Self Assessment. An instrument developed by the State Department of Education for use by districts in Program Improvement status under Title III of the federal No Child Left Behind program. Title III provides funding for English Learners.

EOEnglish Only student. A student with no home language other than English.

ESLEnglish as a Second Language. Typically refers to English courses for older students and adults who are not fluent in English.

FEPFluent-English-Proficient. Students with a home language other than English, who’s oral and written English skills approximate those of English speakers.

GATEGifted and Talented Education. Supplemental program for identified students.

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HLSHome Language Survey. A uniform census process and tool identified by the CDE. This survey asks parents four (4) questions about a child’s language(s). The HLS is given to parents for every child enrolled in a California public school.

IEPIndividualized Education Plan. Developed for students in Special Education. It identifies and coordinates the programs and services to be given to a child identified in need of a Special Education program.

IFEPInitially Fluent English Proficient. A child classified as IFEP met the criteria for fluent English proficient upon initial language assessment using CELDT.

L1The language that has been identified as the student’s primary or home language.

L2 The second language the student acquires (usually refers to English)

LASLanguage Assessment Scales. A widely used standardized test in English, and Spanish for assessing the student’s development of language and literacy skills.

LEA Local Education Agency. Usually refers to a school district, but may also refer to a County Office of Education.

LEPLimited-English-Proficient. The term used in federal legislation to refer to English Learners.

LDSLanguage Development Specialist Certificate.

Mainstream English ProgramThe goal for English Learners in the mainstream program is to develop academic proficiency in English. Instruction is overwhelmingly in English. However, special support options are provided for English Learners as needed.

NewcomerA student who is a recent immigrant to the United States (i.e., has been in U.S. schools for less than 12 months).

OCROffice for Civil Rights.

Overwhelmingly in EnglishA term used in Proposition 227. This term (used interchangeably with “nearly all in English”) is not defined in Proposition 227, but its use implies that some instruction be provided in the student’s primary language. Teachers or other instructional support personnel use the student’s primary language to motivate, clarify, direct, support and explain.

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Parental Exception WaiverParents or legal guardians must apply in writing and in person, annually. The waiver application is a request that the child be transferred to classes where they are taught in English and other subjects through bilingual education techniques or other generally recognized educational methodologies permitted by law.

Primary Language (L1)The first language the student learns to speak at home. May also be used to describe the language spoken most often.

Primary Language SupportThe use of the primary language of students by a teacher or paraprofessional to facilitate teaching/learning when English is the primary medium of instruction.

R-30Annual language census report to the CDE in which the district identifies the number of English Learners and FEP students at each school by language group and grade level and other pertinent information regarding the instructional programs and services the EL students receive.

ReclassificationA process to change a student’s classification from English Learner (EL) to Fluent English Proficient (RFEP). This occurs when a student meets the district criteria and no longer requires language learning support. The student may however, still be in need of additional academic support if not proficient in an academic subject area(s).

RFEPReclassified Fluent-English-Proficient. A student who entered school as an English Learner, but over time has developed fluent academic English and has also met academic requirements for reclassification.

SABESpanish Assessment of Basic Education. A Standardized test that measures Spanish academic achievement in reading, language and math.

SAITSchool Assistance Intervention Team. A team of external consultants assigned to a school that fails to make sufficient progress on the Academic Performance Index after having received funding under the state-funded Immediate Intervention/Underperforming Schools Program or the High Priority Schools Grant Program. The SAIT conducts an evaluation of the school organized around 9 Essential Program Components adopted by the State Board of Education. On the basis of its findings, the SAIT makes binding recommendations about changes that must be made in order to improve school operations and student achievement, and monitors the school for a period of time in order to ensure that the recommendations are implemented.

SDAIESpecially Designed Academic Instruction in English. A methodology used by teachers who possess the competency to make academic content comprehensible to English Learners.

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Second Language (L2)The second language a student learns.

SEIStructured English Immersion. A specialized process of teaching the English language to students whose first language is not English. The goal is for students to develop academic proficiency in English. Instruction is nearly all in English. Primary language support is used for clarification and explanation where available.

SPSASingle Plan for Student Achievement. This is the annual school plan that is developed with input from school staff, School Site Council, English Learner Advisory Committee, and other interested parties.

SSCSchool Site Council. Advises the principal on development of the school plan, including allocation of funds. SSC has the power to approve the school plan before it is sent to the Governing Board.

SSTStudent Study Team. A committee of teachers, administrators and the parent that is convened to determine whether a child is in need of and eligible for Special Education services. The SST continues to meet periodically to review the student’s progress in the program.

STSStandards Test in Spanish. A Spanish language test that measures student attainment of the state reading/language arts and mathematics standards. Used for the first time statewide in 2007-08. Replaces the APRENDA 3.

Title I (NCLB)A federal program that provides supplementary funds to help improve instruction in high poverty schools to ensure all students meet state academic standards. Note: All uses of the Title I funds must be based on scientifically based research and data that verify actions resulting in increased student achievement.

Title III (NCLB)A program providing funding to improve the education of English Learners and Immigrant students by assisting them in learning English and meeting state academic standards.

Withdrawal from EL ProgramA parental request to remove his or her student from the ELD program. Student will still be monitored by EL staff and must be annually assessed with the CELDT until meeting reclassification criteria.

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