for English Learners · 106 109 113 121. The Newport-Mesa Unified School District Master Plan for...

NEWPORT-MESAUnified School District

MMMMMfor

EnglishLearners

Department of English Learner Programs2985 Bear Street (Pathways Bulding)

Costa Mesa, California 92626(714) 424-8988

www.nmusd.k12.ca.us

2003-2004

Approved by Board of EducationJuly 16, 2002

Updated September, 2003

aster Plan

ewport-Mesa Unified School District

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♦ Martha Fluor, President♦ Dana Black, Vice President♦ Serene Stokes, Clerk♦ Dave Brooks, Member♦ Tom Egan, Member♦ Judy Franco, Member♦ Linda Sneen, Member

♦ Robert J. Barbot, Ed.D., Superintendent

Board of Education

Department of English Learner Programs2985 Bear Street (Pathways Building)

Costa Mesa, CA 92626(714) 424-8988

Approved by Board of Education: July 16, 2002Updated September, 2003

Karen Kendall, Director, Department of English Learner Programs(714) 424-8988

foraster Plan

EnglishLearners

2003-2004

MMMMM

able of Contents

N-MUSD Master Plan for English Learners

TAcknowledgements..................................................................................

Introduction.............................................................................................

Superintendent’s Message........................................................................

N-MUSD Mission Statement...................................................................

N-MUSD Strategic Plan..........................................................................

LEARN...................................................................................................

District Profile..........................................................................................

EL1 - Redesignation.................................................................................

EL2 -Evaluation and Accountability...........................................................

EL3 - Instructional Programs....................................................................

EL4 - Identification, Assessment and Reporting.........................................

EL5 - Placement of Students....................................................................

EL6 - Adequate and Qualified Staff..........................................................

EL7 - Professional Development..............................................................

EL8 - Parental Exception Waivers...........................................................

EL9 - Parent Advisory Committees.........................................................

EL10 - Funding......................................................................................

Special Services.....................................................................................

Master Plan Terminology.........................................................................

Appendix................................................................................................

1

3

6

7

8

10

11

16

32

48

61

70

80

87

96

100

106

109

113

121

The Newport-Mesa Unified School District Master Plan for English Learners was developed with thededicated effort and collaboration of the following district teachers, administrators, support staff, andparents. The principal author of this Plan was Karen Kendall, Director of English Learner Programs. We wishto acknowledge the dedication and commitment of the following persons who volunteered countless hoursduring the 2001-2002 school year developing this Master Plan for English Learners.

We also greatly appreciate the guidance and support of personnel in the California Department of Education,the Office for Civil Rights, and the Orange County Department of Education. Further, we are grateful for themodels of excellence provided by other districts constructing Master Plans, with special thanks extended toPittsburg USD, Fresno USD, Centralia School District, and Sacramento City School District.

cknowledgementsA


Allenbaugh, Susan Reading Coordinator, Newport Harbor High SchoolAmes, Amparo Lead School Community FacilitatorAnatol, Peggy Director, Assessment and 7-12 CurriculumAust, Diane EL Coordinator, Victoria SchoolBarbot, Robert J. Superintendent of SchoolsBlakely, Sharon Principal, Whittier SchoolBolton, Sean EL Coordinator, Ensign Intermediate SchoolBooth, Brooke Associate Principal, Corona del Mar Middle/High SchoolBoss, Laura Coordinator of Administrative ServicesBrigman, Bonnie Literacy Leader, Whittier Elementary SchoolCarey, Diana Principal, Adult EducationCastellanos, Jaime Assistant Superintendent, Secondary EducationChamberlain, Karen Assistant Principal, TeWinkle Middle SchoolChambers, Judith Principal, Newport Heights SchoolChan, Julie Director, Literacy DevelopmentCrosby, Norma Administrative Assistant, Secondary EducationCurtis, Carol EL Coordinator, Back BayDamani, Nancy Computer Lab Technician, Sonora SchoolDorame, Tracey School Office Assistant, Costa Mesa High SchoolDespenas, Susan Assistant Superintendent, Elementary EducationDillon, Lisa Program Improvement CoordinatorEngard, Alan Director, Information TechnologyEvans, Bob Principal, Costa Mesa High SchoolFry, Sharon Principal, Corona del Mar Middle/High SchoolGall, Jeff Principal, TeWinkle Intermediate SchoolGarcia, Maria Counselor, Estancia High SchoolGarland, Jane Coordinator of Public Information & Special ProjectsGogel, Becky Assistant Principal, Estancia High SchoolGold, Norm Consultant, Master Plan for English LearnersGomez, Glorymar School Comunity Facilitator, WoodlandGuerra, Ila EL Coordinator, Woodland Elementary SchoolHath, Kathy Counselor, Corona del Mar Middle/High SchoolHecht, Jan EL Coordinator, Rea Elementary SchoolHerrera, Patrick ELD Teacher, TeWinkle Intermediate SchoolHoffman, Kristine EL Coordinator, Davis Elementary SchoolHunt, Gail Program Specialist, Special EducationInsley, Pat Principal, Paularino Elementary SchoolJames, Rena Administrative Assistant, Master Plan for English LearnersJohnson, Sandy Library Media Clerk, Newport Heights SchoolJurenka, Christine Director, Instruction and Leadership DevelopmentKeahey, Rebecca Supervisor, Duplicating ServicesKillian, Ken Principal, Rea Elementary SchoolLand, Jackie Administrative Assistant, Elementary EducationLang, Linda District Assessment Specialist, N-MUSD Assessment OfficeLee, Jeanne Office Assistant, Elementary and Secondary EducationLester, Diana EL Coordinator, Estancia High School

Page 1

Reviewed by District English Learner Advisory CommitteeFebruary 7, 2002March 12, 2002March 14, 2002April 11, 2002April 16, 2002April 18, 2002April 24, 2002

Approved by Board of EducationJuly 16, 2002

Judy Franco, President

Levy, Marisa EL Teacher, Ensign Intermediate SchoolLinsday, Belinda Registrar, Corona del Mar Middle/High SchoolMader, Kathy EL Coordinator, Harbor View, Eastbluff, Newport Coast Elementary SchoolsMalkus, Neil EL Coordinator, Newport Harbor High SchoolMankovecky, Alena EL Teacher, Costa Mesa High SchoolManos, Mary Principal, Andersen SchoolMarkel, Sarah Administrative Intern, Whittier Elementary SchoolMarquardt, Jan Administrative Intern, Whittier Elementary SchoolMcCormick, Julie Principal, Pomona Elementary SchoolMcCune, Lorri Assistant Superintendent, Human ResourcesMcFarland, Patty ELD Coordinator, Whittier Elementary SchoolMcGuire, Mike Principal, Ensign Intermediate SchoolMcWhertor, Jill EL Coordinator, Pomona Elementary SchoolMejia, Blanca DELAC Parent, Killybrooke SchoolMejia, Nedra DELAC Parent, Sonora SchoolMetoyer, Charlene Principal, Eastbluff Elementary SchoolMinardo, Ronald Counselor, Newport Harbor High SchoolNarkin, Pam Teacher, TeWinkle Intermediate SchoolOehrlein, Jennifer Teacher and SDC Chair, TeWinkle Intermediate SchoolOsorio, Marcela DELAC Parent, Sonora SchoolPace, Cookie EL Coordinator, Corona del Mar High SchoolPatton, Elaine Teacher, Monte Vista High SchoolPeterson, Sharon ELD Teacher, Costa Mesa High SchoolPierson, Cathi Project Success Administrator/Interim Principal, Harbor View Elementary SchoolPuleo, Pat Consultant, External EvaluatorRangel, Eloisa DELAC Parent, College Park School and Costa Mesa HighRodig, Marc Teacher, Estancia High SchoolRojas, Iris School Community Facilitator, Ensign Intermediate SchoolSchramm, Lynn School Support Secretary, Ensign Intermediate SchoolShands-Brown, Marcy School Community Facilitator, Sonora Elementary SchoolShaw, Susan Teacher, WoodlandSlawson, Kathy Assistant Principal, Newport Harbor High SchoolSperling, Candy Principal, Wilson Elementary SchoolStatler, Joyce Administrative Assistant, BTSAStephan, Terry Information Technology TechnicianStevens, Dawnmarie EL Coordinator, WilsonSnyder, Sherrie Administrative Assistant, Superintendent’s OfficeSuhr, Kurt Renaissance Learning Coordinator, Rea Elementary SchoolSwann, Bonnie Director, Elementary Education and K-6 CurriculumTipper, Carol Math Teacher, Estancia High SchoolTownsend, Barbi EL Coordinator, Andersen SchoolTozzalina, Frank Teacher, College Park Elementary SchoolTozzalina, Kathy ELD Teacher, Sonora Elementary SchoolValenzuela, Tony Assistant Principal, TeWinkle Intermediate SchoolViehe, Meg Teacher, Harbor View Elementary SchoolWhite, Margie ELD Teacher, Sonora Elementary SchoolWollenstein, Betty School Community Facilitator, CMHSWood, Diane Coordinator, BTSA

cknowledgementsA

.....and the many others who telephoned comments, provided suggestions, and reviewed this document.

N-MUSD Master Plan for English Learners Page 2

ntroduction

Page 3

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N-MUSD Master Plan for English Learners (Rev. 9/2003)

his Master Plan is the result of much collaboration and dedication on the part ofNewport-Mesa Unified School District employees, parents, and community members.Its principal purpose is to serve as a guide to the specific procedures the Newport-Mesa Unified School District uses to identify, serve and monitor the progress of thosestudents who arrive in our schools without a full command of the English language.These English Learners (ELs) face enormous challenges. They and their families mustmaster a new language. They are expected to learn the content and meet demandinggrade-level standards across the curriculum.

Newcomers must also overcome significant hurdles in adapting to schools and communi-ties that are very different from the ones they were familiar with in their countries oforigin. In addition, all ELs must also master the social and cultural knowledge necessaryto be able to participate effectively in classroom, school and community contexts.

All N-MUSD personnel, at the school and district level -- teachers, counselors, instruc-tional assistants and administrators -- are expected to follow the procedures specified inthis Master Plan. Staff who find ways to improve on these practices are encouraged tobring possible modifications to the attention of their immediate supervisor for approval toensure that any such modifications meet the standards set by our local governing boardand that they are consistent with state and federal law.

The major goals of the State Program for English Learners, 2002-2003, are to“develop English Learners’ proficiency in English and in the district’s core curriculum asrapidly and as effectively as possible in an established English-language classroom or inan alternative course of study (i.e. alternative program) with curriculum designed for suchstudents.” After students have acquired a “good working knowledge of English” andmeet our transfer criteria, the students are then transferred into English-language main-stream classrooms. English Learners are ultimately redesignated as Fluent EnglishProficient (FEP) after meeting established criteria to ensure that these students “haveovercome language barriers, have recouped any academic deficits incurred in otherareas of the curriculum, and can demonstrate English-language proficiency comparableto that of the school district’s average native English-language speakers.”

Our Master Plan for English Learners is tied to and based on:

Federal lawState laws and regulationsDistrict policiesDistrict Strategic PlanResearch-informed, proven instructional practices

Master Planfor

EnglishLearners

T

The ImportantRole

of theEL Coordinator

ntroduction (cont’d.)IIn order to provide compliance, consistency, clarity, and continuingimprovement in our programs and settings for English Learners, our district ispurposefully structured and organized in order to meet these needs. The majororganizational components are:

Department of English Learner Programs, with a Director, AdministrativeAssistant, Lead School/Community Coordinator, program specialists/resource teachers, and translation services;English Learner Coordinating Council (see page 123);English Learner Assessment Center (see page 62);English Learner Coordinator at each school site;Procedures and documents to organize and control our programs andservices. Thus, each English Learner’s assessment information is containedin the Red Folder within the cumulative file folder, and we use the YellowCard on which to record all pertinent assessment data, redesignationinformation, and/or R-FEP monitoring information.

The EL Coordinating Council is the principal vehicle for district coordination of ELissues. It meets at least monthly and is chaired by the Superintendent. This Councilensures that the district adheres to the standards and procedures in this MasterPlan, and that all offices and departments in the district coordinate their effortsrelated to programs and services for ELs.

In order to support the diverse needs of our English Learners, each principal selectsan English Learner Coordinator (EL Coordinator) to assist with the wide span ofresponsibilities attendant upon serving our English Learners. Depending upon thenumber of ELs at the site, the EL Coordinator’s position varies from an hourly, part-time position to a full-time position. The EL Coordinator is involved in the identifica-tion, assessment, placement, redesignation, and monitoring of the English Learners atthe site; thus, s/he works very closely with the Director of English LearnerPrograms, the principal, EL Teachers-on-Special Assignment (TOSAs), teachers,support personnel (e.g. School Community Facilitator; office staff) and parents.This position is key to the smooth implementation of the site’s programs for EnglishLearners.

The specific roles and responsibilities of the EL Coordinator are detailed in theRoles and Responsibilities sections throughout this Master Plan, but an overview ofresponsibilities includes:

EL CoordinatingCouncil

N-MUSD Master Plan for English Learners (Rev. 9/2003) Page 4

ntroduction (cont’d.)

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• Annual Parental Notifications of assessments and placement options;• Assistance with CELDT (California English Language Development Test)

testing and notification;• Organization and implementation of redesignation process;• Monitoring of redesignated students;• Preparation of the R-30 Annual Language Census school report;• Attendance at meetings, including but not limited to: principal’s planning

sessions; ELAC/DELAC meetings; district trainings and coordination meetings;Academic Support Team site meetings;

• Assistance with planning, organizing, and/or implementing site-based staffdevelopment on topics pertaining to English Learners;

• Assistance with selection of textbook adoptions and supplementary materials;• Interface with parents; assistance with parent education at the site;• Training, mentoring, and/or assisting teachers of English Learners;• Monitoring of cum files and red folders (i.e. file all paperwork pertaining to

English Learners’ progress and assessments; interface with office staff to ensurethat students’ correct SASi codes are inputted).

MI


ission Statement

Mission StatementThe mission of the Newport-Mesa Unified SchoolDistrict, in partnership with the Costa Mesa -Newport Beach communities, is to graduatestudents who have acquired the knowledge, skills,and attitudes necessary to achieve significantcareer, educational, civic, and personal goals,which will enrich our society.

Strategic Plan


Strategic Plan

In 1999, our Board of Education, district officeadministrators, site and program administrators,teachers, support staff, parents, and studentsworked collaboratively for six months on thedevelopment of our district’s Strategic Plan. Ourcompleted Strategic Plan reflects our vision,commitments, success indicators, and beliefstatements. This plan is a living document that isreferenced constantly as we tie expenditures togoals. It is also updated annually so that new focusareas can be included.

Copies of our Strategic Plan (in both English andSpanish) are available at our district office, in alldepartments, and in all school sites.

n Spring 2002, updated Strategic Plan goals include objectives directly linked toour work with our English Learners.

• Redesignate English Learners who meet established criteria; establish follow-upprocedures to monitor and support redesignated fluent English proficient students(FEPs);

• Develop a monitoring evaluation plan for determining program effectiveness forEnglish Learners;

• Show evidence of academic achievement and the acquisition of English for ELstudents; monitor growth and use data to improve programs;

• All students including mainstream English and Special Education will receiveappropriate instruction;

• Develop a catch-up plan designed to provide student completion of grade-levelexpectations at or near mastery within a five-year period, will be purposeful andindividualized, with post-secondary options and provision for instructionalresources and hours beyond the school curricular day.

• Devise a staff development plan that matches identified student needs withdifferentiated instructional strategies. The staff development plan will incorporatetwo goals: 1) assist staff in attaining CLAD/BCLAD training/certification; and2) support staff in the implementation of EL teaching strategies and methodology.The district will match staff competencies (gained through staff developmentprograms) with identified student needs.

• Review and/or revise district policy verifying that written notification is given toparents regarding English Learners’ placement options, one of which is throughthe waiver process. (The district will design a fully developed alternative programas one of the program options.) Ensure that the notification policy includes anopportunity for parents to transfer their student to another school offering analternative program when less than twenty waivers have been granted and theprogram is not currently provided at that school.

• Establish English Learner Advisory committees (ELACs) at all sites with 21 ormore English Learners with identified members who have been trained and canadvise the principal and staff on all required areas.

• Establish a functional District English Learner Advisory Committee (DELAC)with identified members who have been trained and can advise the localgoverning board on all required areas.

N-MUSDStrategic Plan

IStudent

Learning

ContinuousLearning

Respectand

Dignity

Strategic Plan


LEARN For Our Children

As we worked together on this Master Plan for English Learners, wedeveloped a theme that would both define and envelop our work:LEARN. This acronym clearly communicates our overarching goal ofmaximizing learning potential for all children in Newport-Mesa UnifiedSchool District.

LEARN also serves to remind us of our major focus areas:

• Assist all children in acquiring language;

• Devise programs to support English language development;

• Provide a monitoring and accountability system to ensure studentprogress;

• Establish respect and dignity as the foundation on which all programsare built;

• Collaborate with all members of our extended learning community—district employees, parents, students, community partners—astogether we devise compelling and powerful programs for ourEnglish Learners.

ewport-Mesa Unified School District

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List ofSchools with

Enrollment

Newport-Mesa Unified School District

Adams Elementary 551 295Andersen Elementary 531 4California Elementary 379 48College Park Elementary 417 243Davis Elementary 851 353Eastbluff Elementary 349 15Harbor View Elementary 445 7Kaiser Elementary 756 125Killybrooke Elementary 469 198Lincoln Elementary 656 24Mariners Elementary 679 42Newport Elementary 435 6Newport Heights Elementary 598 35Newport Coast Elementary 552 26Paularino Elementary 343 117Pomona Elementary 497 397Rea Elementary 769 567Sonora Elementary 392 244Victoria Elementary 397 141Whittier Elementary 615 494Wilson Elementary 641 517Woodland Elementary 519 88

Ensign Intermediate 1,227 208TeWinkle Middle 1,167 482

Corona del Mar High School (7-12) 2,131 61Costa Mesa High School (7-12) 1,933 549Estancia High School (9-12) 1,330 583Newport Harbor High School (9-12) 2,455 324Back Bay High School (Alt. Ed.) 91 33Monte Vista High School (Alt. Ed.) 150 18Middle College High School 61

TOTAL 22,386 6,244


2003-04Enrollment

Page 11

# of EnglishLearners

Reclassification


EL-1

Each English Learner who meets the establishedmultiple reclassification criteria is reclassified asfluent English proficient (R-FEP). Each formerEnglish Learner who has been reclassified asR-FEP had demonstrated English Language profi-ciency comparable to that of average nativeEnglish speakers and can participate equally withthem in the school’s regular instructional program.

Note:

Once students are identified as English Learners, in order tobe reclassified as R-FEP, they must demonstrate proficiency inestablished reading, writing, listening, and speaking standardscomparable to the proficiency of average students in thedistrict of the same age or grade whose language is English.

Page 16

he Newport-Mesa Unified School District has adopted a redesignation process toenable students initially identified as English Learners to exit specialized program servicesand participate without further language assistance as Fluent English Proficient students.English Learners shall be reclassified as Reclassified Fluent-English Proficient (R-FEP)when they have acquired the English language skills necessary to receive instruction andachieve academic progress in English only, at a level equivalent to students of the same ageor grade whose primary language is English. The reclassification criteria include multiplemeasures to ensure both proficiency in the English language and participation equal to thatof average native speakers in the school’s regular instructional program. The reclassificationcriteria validate each student’s readiness to exit from specialized English Learner programs,by demonstrating achievement and mastery of grade-appropriate standards in the followingareas:

1. English language proficiency, including listening, speaking, reading and writing; and2. Academic achievement in reading, writing, and mathematics.

Our district’s Reclassification Criteria are:

Overall CELDT score: Early Advanced or AdvancedCELDT Listening/Speaking: Early Advanced or AdvancedCELDT Reading: Early Advanced or AdvancedCELDT Writing: Early Advanced or AdvancedNorm-referenced Test Total Reading: 36th percentile or aboveNorm-referenced Test Total Math: 36th percentile or aboveCurriculum Mastery: Grade of Meets or Approaching Grade Level Standard orC or better in English/Language ArtsCurriculum Mastery: Grade of Meets or Approaching Grade Level Standard orC or better in MathematicsTeacher RecommendationParent Consultation

When an EL, at third grade or above, demonstrates oral English, academic Englishlanguage, and math proficiency, a recommendation for reclassification is made. Theparticipation of teachers, support staff, school administrators, and parents is required in thereclassification process. The reclassification criteria include meeting specific standards todemonstrate proficiency in the areas of English reading, oral language, writing,mathematics, and passing grades in all core subject areas. There will be a few occasions forreclassification of students to R-FEP by the end of grades 1 or 2. A separate approvalprocess is required for such reclassification to ensure that students have mastered Englishacademic language and that they have the momentum to continue their growth in Englishproficiency without additional special language assistance. In addition to the review of testscores, a site Academic Support Team will meet and make a recommendation for reviewand approval by the Department of English Learner Programs. See page 18 for details onprecautions and specific procedures to be used for these students.

Overview ofReclassification

Process

EL 1 - Reclassification


T

Page 17

AlternativeReclassification

5. Parent consultation is essential when students are being considered forreclassification. School site personnel (e.g. teacher; EL Coordinator) will makearrangements to consult with the parents to review the student’s progress and thereclassification criteria. Parents are informed that their child is eligible for reclassi-fication and invited to discuss the reclassification of their child. Translationservices are available, upon request, and the forms are available in Spanish.During the meeting, the student’s progress will be discussed as well as the recom-mendation to reclassify the student to Reclassified Fluent English Proficient (R-FEP). Parent input may result in an appropriate modified program. If theparent is unable to come to the school, a person speaking the parent’s primarylanguage will consult with the parent on the telephone and document this conver-sation on the Reclassification form.

6. After the reclassification process is complete, the site EL Coordinator will send acopy of the Reclassification form to the district Director of English LearnerPrograms and retain a copy for his/her records. A copy will be filed in thestudent’s cumulative record, and a copy will be sent to the parent.

7. Immediately after a student is reclassified, the assigned office staff will change thestudent’s designation to R-FEP in the SASI system and enter the date ofreclassification and the date the parent was notified/consulted.

8. The EL Coordinator places all support paperwork in the student’s EL red folderinside the student’s cum folder.. The outside of the student’s cum folder is marked“R-FEP” with the date in large black letters.

9. The reclassified student will be placed in the mainstream program.10. While changes in placement may occur at any time, the normal procedure is to

make the placement at a natural instructional break (i.e. beginning of a semesteror a trimester) or prior to the March 1st deadline for the R30 LanguageCensus count.

Upon occasion, an English Learner may have been in a specialized language assis-tance program for five or more years but be unable to meet the reclassification criteriain one or more areas. After documenting multiple interventions, it is acceptable forthe site’s Academic Support Team to meet and discuss the student’s unique learning.


EL 1 - Reclassification

District and school personnel will follow these specific steps to ensure that objectivedata about language proficiency and academic performance are considered in makingreclassification decisions for all English Learners.

1. The classroom teacher, a parent, and/or the EL Coordinator may make therecommendation that a student be assessed for possible reclassification

2. Student identification for reclassification may occur at any time during the schoolyear.

3. The person making the identification (generally the EL Coordinator) completesthe Reclassification (EL Form 4).

4. The principal reviews the Reclassification Form.

Steps toReclassification

Students who have been reclassified as R-FEP receive follow-up monitoring for aminimum of twenty-four months after reclassification (see R-FEP Monitoring/ReferralCalendar on pg.25). The school’s EL Coordinator and Academic Support Team main-tain a roster of R-FEP students who need to be monitored while attending their school.Follow-up occurs in November, March, and June. Reclassified students having diffi-culty in the core curriculum will have access to the support services offered at the site toall students who are not meeting standards. Those support services are outlined in theSchool Plan and will be reviewed with parents at the time of the parent conference. Ifthe student’s grades fall below grade level or the student is not making progress in anyacademic class, the site Academic Support Team is convened to evaluate the student’sprogress. Using the district’s K-12 Academic Support Plan for At-Risk Students Form(see pg. 29 ), appropriate intervention measures are recommended, which may includebut are not limited to any of the following:

• Student/teacher/parent conference• Tutoring• Specialized academic assessment• Specialized reading, writing or math instruction• Additional English Language Development instruction• Placement in reading, writing or math support class• After school academic support programs• Summer School

The progress of individual English Learners and Reclassified students will be examinedannually along with data on the progress of all students. A process of evaluating theeffectiveness of program elements will be used to examine the impact of programs onstudent learning.

N-MUSD Master Plan for English Learners(Rev. 9/2003)

EL1 - Reclassification

Page 19

Monitoringof R-FEPStudents

If the team, after careful consideration, determines that factors other than language areintruding on the student’s ability to reach selected reclassification standards, the Teammay complete the Alternate Reclassification to R-FEP (Grades 4-12) (see page 26)and proceed with the reclassification process. The Alternative Reclassification processis to be used only for exceptions and take place only within certain limits. Aftercareful consideration and review of all data, the team could approve scores as low as31% in either Total Reading or Total Math. In the case of a Special Education studentwith an Individualized Education Plan, the IEP team member would be present at theAlternative Reclassification conference.

Rev. 9/2003

NEWPORT-MESA Unified School District

FLOW CHART – RECLASSIFICATION ELEMENTARY (3-12)

Objective data on academic Criteria performance in English

Review current CAT/6 data

Total Reading and Total Math score of 36th percentile or

better.

Trigger Reclassification

Process. Teacher evaluation of student’s curriculum

mastery (reading, language arts, math)

Most recent Report Card or Grades/Progress Reports

Grades 3-6: Student is meeting grade level standards

at “satisfactory” level in reading, language arts, and

mathematics.

Grades 7-12: Student is earning a grade of “C” or

better in reading, language arts, and mathematics.

Assessment of English language proficiency

EL Site Coordinator examines CELDT data: writing

Score of Early Advanced or Advanced *

EL Site Coordinator examines CELDT data: reading

Score of Early Advanced or Advanced*

Parental notification/consultation

Parental notification/consultation

concerning reclassification

Parent reviews reclassification information and signs Reclassification

EL4 Form.

Student is reclassified as R-FEP

Staff changes SASI designations to R-FEP

and enters dates. EL Coordinator places all support paperwork in EL red folder and

marks outside of cum R-FEP with date.

Site Academic Support Team monitors student

progress for twelve months.

EL Site Coordinator examines CELDT data: listening/speaking

Score of Early Advanced or Advanced*

Page 20

*Students may be reclassified with an overall CELDT score of Early

Advanced or Advanced with no subscores below Early Advanced.

Kk3/25/02

ASSESSMENT INSTRUMENTS FOR ENGLISH LEARNERS

AND REDESIGNATED STUDENTS

K 1 2 3 4 5 6 7 8 9 10 11 12 CELDT Listening and

Speaking

CELDT Reading and Writing

SAT/9 Total Reading

SAT/9 Language

SAT/9 Total Math

N-MUSD Writing Sample

N-MUSD Multiple Measures

Report Cards

All Subjects

Grades (Progress Reports)

All Subjects

N-MUSD Kindergarten Skills Inventory: Reading, Writing, Math

N-MUSD District Math Test

CDE High School Exit Exam

CDE CELDT*

Page 21

EL Form 4 Dept. of English Learner Programs White Copy – CUM Yellow Copy – EL Coord. Pink Copy – Parent Rev. 12/02; 09/03 Page 22 a

Newport-Mesa Unified School District Reclassification, Parent Consultation & Teacher Recommendation Grades 3-12

PART I: TEACHER REFERRAL Student Name

Last First Middle Student ID #

Date of Birth Grade School Referring Teacher Date of Referral

PART II: CRITERIA for RECLASSIFICATION A. Listening/Speaking – State Approved Test

Assessment Standard CELDT Early Advanced/Advanced Level: Date:

B. Reading - State Approved Test

Assessment Standard CELDT Early Advanced /Advanced Level: Date:

C. Writing Skill Assessment –State Approved Test

Assessment Standard CELDT Early Advanced/Advanced Level: Date:

D. Norm-referenced, Standardized Assessment of Basic Skills

Assessment Standard SAT/9 36%ile, or above Total Reading: Date: Total Math: Date:

E. Performance in Basic Skills–State Approved Test

Assessment Standard CA Standards Test Basic (300-400) Level: Date: (English Language Arts) Score:

F. Curriculum Mastery - Teacher Evaluation

Assessment Standard Most recent report card Gr 3-6: approaching or meets grade Eng./Lang. Arts: Date: level standards; Math: Date: Gr 7-12: C or better in ELA & Math

PART III: RECOMMENDATION (check one) RECLASSIFY from English Learner to Fluent English Proficient (FEP)

DO NOT RECLASSIFY AT THIS TIME. (Student has not met all reclassification standards.) El Coordinator’s Signature: __________________________________________________ Date: ___________ PART IV: PARENTAL CONTACT The parent/guardian of the above student has been informed of the reclassification process and testing outcomes.

Date of Parent Contact Signature and Position of Staff Member who contacted Parent (Circle consultation method: in person, by telephone, by letter)

PART V: PARENT RESPONSE (check one)

I understand that my child has been reclassified as a Fluent English Proficient student who no longer receives specialized language assistance. Parent Signature ________________________________________________________ Date ________________________

I would like to discuss my child’s reclassification. Please contact me at this telephone number: _______________________. Parent Signature _________________________________________________________ Date ________________________

Check one: In order to be reclassified, the student must achieve an overall CELDT: Overall Early Advanced CELDT score of Early Advanced or Advanced. In addition, no CELDT: Overall Advanced single CELDT category may be lower than Early Advanced.

EL Form 4 Dept. of English Learner Programs White Copy – CUM Yellow Copy – EL Coordinator Pink Copy – Parent Rev. 12/02 Page 22 b

Newport-Mesa Unified School District Reclasificación, Consulta con los Padres y Recomendaciones del Maestro(a) Grados 3-12

PARTE I: RECOMENDACIÓN DEL MAESTRO(A)

Nombre/Estudiante Apellido Nombre Segundo Nombre # ID del Estudiante Fecha de Nacimiento Grado Escuela Maestro/Recomendación Fecha de Recomendación

PARTE II: CRITERIO para RECLASIFICACIÓN

A. Comprensión/Lenguaje Oral – Prueba Aprobada por el Estado Prueba Norma CELDT Avanzado Bajo/Avanzado Nivel: Fecha:

B. Lectura - Prueba Aprobada por el Estado

Prueba Norma CELDT Avanzado Bajo/Avanzado Nivel: Fecha:

C. Habilidades de Escritura/Redacción – Prueba Aprobada por el Estado

Prueba Norma CELDT Avanzado Bajo/Avanzado Nivel: Fecha:

D. Evaluación de Habilidades Básicas basada en las Normas Académicas

Prueba Norma SAT/9 36%il ó más alto Total de Lectura: Fecha: Total/Matemáticas: Fecha:

E. Desempeño en Habilidades Básicas– Prueba Aprobada por el Estado

Prueba Norma Prueba de Normas de CA Básica (300-400) Nivel: Fecha: (Lenguaje/Inglés) Total:

F. Dominio del Plan de Estudio - Evaluación del Maestro(a)

Prueba Norma Calificación más reciente Gr 3-6: progresando hacia o ha Inglés/Lenguaje: Fecha: logrado las normas del grado; Matemáticas: Fecha: Gr 7-12: C ó más en Leng. y Mat.

PARTE III: RECOMENDACIÓN (seleccione uno) RECLASIFICAR de Alumno Aprendiendo Inglés a Domina el Idioma Inglés (FEP)

NO RECLASIFICAR POR AHORA. (El estudiante no llena todos los requisitos para reclasificación.) Firma del Coordinador EL: Fecha: PARTE IV: CONTACTO CON LOS PADRES El padre/tutor del estudiante arriba mencionado ha sido informado del proceso de redesignación y de los resultados de las evaluaciones.

Fecha del Contacto con los Padres Firma y Puesto del Miembro de Personal que contactó a los Padres (Póngale un círculo al método usado: en persona, por teléfono, por escrito)

PARTE V: RESPUESTA DE LOS PADRES (seleccione uno)

Me doy por informado que mi estudiante ha sido reclasificado a Domina el Idioma Inglés y por lo tanto no necesita ayuda especializada en este idioma. Firma del Padre/Tutor ___________________________________________________ Fecha ________________________

Me gustaría tener una junta para hablar acerca de la reclasificación. Por favor llámenme al teléfono: ___________________ Firma del Padre/Tutor ___________________________________________________ Fecha ________________________

Seleccione uno: Para ser reclasificado, el estudiante deberá lograr un resultado total CELDT: Total Avanzado Bajo CELDT Avanzado Bajo o Avanzado. Adicionalmente, ninguna CELDT: Total Avanzado categoría individual CELDT podrá ser más baja que Avanzado Bajo.

Student Name (Please Print)

Gr.

CELDT Overall Early

Adv or Adv

CELDT Listen'g

Speaking Early

Adv/Adv

CELDT Reading

Early Adv or Adv

CELDT Writing

Early Adv or Adv

SAT/9 Total Reading

NP 36% or above

SAT/9 Total Math

NP 36% or above

CST Basic Range or

above

ELA Grade: Min. "C" or Approach Mastery

Math Grade Min."C" or Approach Mastery

Date of Parent

Consult/ Notice

# Yrs in N-MUSD

EL Program (SASi entry

date)

Summary of EL Reclassified to R-FEP (Grades 3-12)School Year:__________________

NEWPORT-MESA Unified School District

Directions: Record the name and grade level. Confirm that the criteria has been met and note the date of parent consultation/notification for each student you count as R-FEP this year (March 1) on the R-30 Language Census Report. The number of students counted as reclassified this year on the R-30 should match the number of students listed below. {Do not include previously reclassified students nor students who were initially designated as I-FEP.) Give copy to person at your site responsible for up-dating SASi with new designation and R-FEP date. Verify SASi is updated. Thank you.

Name of School:_____________________________ Form completed by:___________________

SASi Student Database Updated by:_____________________Date Completed:_______________

To: Director, English Learner Programs ____(Draft due February 10) ____(Final due February 24)

Revised KK 02/03 Page 23

Newport-Mesa Unified School District Department of English Learner Programs

R-FEP MONITORING/REFERRAL CALENDAR

March and November: Monitoring and Referral 1. March 1: R-30 data is collected, indicating numbers of EL and R-FEP students. 2. EL Coordinator prepares R-FEP Screening/Monitoring Form (see page 27) on each R-FEP

student who was reclassified within the last two school years. 3. EL Coordinator gives the R-FEP Screening/Monitoring Form to the classroom teacher (K-6)

or the English teacher (7-12) for completion. 4. Teachers (K-6: classroom teacher; 7-12: English teacher) complete an R-FEP

Screening/Monitoring Form for each designated student and return all forms to the EL Coordinator.

5. If the R-FEPed student is progressing satisfactorily, the EL Coordinator files the R-FEP Screening/Monitoring Form in the student’s red folder and gives a copy to the teacher.

6. If the R-FEPed student is not progressing satisfactorily, the EL Coordinator submits the R-FEP Screening/Monitoring Form to the Academic Support Team for appropriate follow-up.

7. K-6: During Parent/Teacher Conferences, classroom teacher clarifies student progress. 8. 7-12: Via Guidance Notices or parent conferences, parents and teachers confer regarding

student progress. 9. EL Coordinator also tracks progress of students who have been in an EL program for five or

more years but have been unsuccessful in the reclassification process. The Academic Support Team also reviews students’ progress and recommends appropriate interventions.

April and December: Analysis and Interventions 1. Academic Support Team meets, analyzes student data, and prescribes interventions. 2. Academic Support Team analyzes data including but not limited to:

Grades/report card in all subjects Current standardized, norm-referenced testing data Site-level assessments (Accelerated Reader, ELD textbook assessments, etc.) Parent input Teacher input Writing samples Quarterly standards-based district assessment data Student attitude/outside influences

3. Academic Support Team prescribes interventions and returns the K-12 Academic Support Plan for At-Risk Students (see page 28) to the EL Coordinator for distribution.

May or June: Planning for Summer 1. Repeat R-FEP Monitoring/Referral Form process (see March, # 2-9). 2. Academic Support Team convenes to analyze both data and interventions and recommend

additional interventions (e.g. summer school attendance).

KK 07/02; rev. 07/03 Page 24


Alternate Reclassification to R-FEP (Grades 4-12)

Student Name _______________________________________Grade ______School ________________ Date________ Year entered U.S.A.___________Student ID Number _______________Birth date ____________ Primary Language_____________

A B C D E F G H

Criteria

CAT/6 Total Rdg NP 36% or

above

CAT/6

Total Math NP 36% or

above

Overall CELDT

Early Adv. or Adv

CELDT Listening/Speaking

Early Adv. or Adv

CELDT Reading

Early Adv. or Adv

CELDT Writing

Early Adv. or Adv

CST in ELA (300)

Number of

Years in EL

Program

Most recent scores (as of above date)

Current Grade in Language Arts/English (C or better)_______________________Teacher___________________________________ Current Grade in Mathematics (C or better)_______________________________ Teacher__________________________________ Our school’s Academic Support Team met on (date) and determined that the above student qualifies to be reclassified to Fluent English Proficient (R-FEP) for the following reasons:

1. The student has been served in an English Learner program for a minimum of four consecutive years (possibly at several sites or districts) and/or at least three years in a formal EL program at this site; and

2. The student has met our district’s reclassification criteria for ________________________________________ but is unable to meet our district criteria in ____________________________________________________________. (Data attached)

3. N-MUSD Master Plan for English Learners and N-MUSD Board Policy AR 6174 support the concept of a data-informed, collaborative alternate reclassification process for a limited number of candidates after careful and thorough review;

4. It is our conclusion—after an examination of the student’s assessment data, review of the student’s Academic Support Plan(s) (attached), discussions with the student’s teacher(s), and consultation with parent/guardian—that the student’s low performance on ___________________________________________ is due to factors other than language.

5. Therefore, it is indicated that the above student be reclassified to Fluent English Proficient (R-FEP). ----------------------------------------------------------------------------------------------------------------------------------------------------------------- Check one:

Reclassify to Fluent English Proficient (FEP). Monitor student’s academic progress for two academic years. Do not reclassify. Student’s scores do not meet reclassification criteria. Student will benefit from English Learner services.

Principal’s Signature Date of Alternate Reclassification Parent/Guardian Signature (or signature of staff member English/Language Arts Teacher Signature who consulted with parent/guardian) ______________________________________ Academic Support Team Member Signature/Title

EL Form 5 Dept. of English Learner Programs kk7/02; rev. 05/03; rev. 7/03 Page 25

Distribution: White: Final document in EL red folder Canary: SASI designee on site Pink: Parent/Guardian Goldenrod: Dept. of EL Programs

SASi Student Database Updated by_________ Date SASi changed:_____________________

Approved __________________ Dir. EL Programs

Denied (rationale attached)


An Academic Support Team is formed at each school site to review the progress of and prescribe interventions for at-risk students. This team also monitors the progress of R-FEP students. Members include, but are not limited to, the following at each school site: Required team members: 1. EL Coordinator 2. Site administrator or designee (e.g. counselor) 3. Referred student’s classroom teacher (K-6) or English

teacher (7-12) 4. Parent/guardian (invited but not required to attend,

except when possibility of retention is discussed) Optional Team Members 1. Site intervention specialist (e.g. school psychologist;

Student Study Team member) 2. School Community Facilitator 3. School Counselor 4. Bilingual support staff 5. Additional resource personnel as needed

KK 07/02 Page 26

Academic Support Team: Composition and Purpose

White: Cum File; Canary: EL Coordinator. CCs to teacher and parent. KK 07/02 Page 27

R-FEP SCREENING/MONITORING FORM Grades 3-12

Student_____________________________________________Birthdate___________________ Last First

School _____________________________________________Student ID #________________ Grade _________Classroom Teacher (Gr 3-6) or English Teacher (Gr 7-12): ________________________

Student’s R-FEP Date____________ Date form completed by EL Coordinator ______________ Analysis of the above data demonstrates that the student is:

q Highly proficient—consider a referral to GATE or Advanced Placement classes q Progressing satisfactorily q Not progressing satisfactorily. Student will be referred to site Academic Support

Team for appropriate interventions and follow-up. ____________________________________ ____________________________ Date EL Coordinator’s Signature

Circle Timeframe:

-Nov-Dec -Feb-Mar -May-June -Other

Monitoring of Student Progress: Current SAT/9 data: Year ______Total Math NPR: ______Total Reading NPR :________________

CELDT Overall Score ______________________________________(Year: ___________) Current grade in Language Arts or English (C or above)_______ Math: (C or above)______________ Academic Success Index (under construction) _____as compared to Target ASI of ______________ Attendance: Number of days absent this school year ________________________________ Disciplinary Referrals: Number of referrals this school year __________________________

Writing samples:

q Satisfactory q Not satisfactory

Overall progress in grade-level coursework & achievement of grade-level standards: q Satisfactory q Not satisfactory

Comments regarding factors affecting student’s achievement or non-achievement: (State name and relationship of person providing comment:)__________________________

Department of English Learner Programs

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School ________________________________________ Principal: ____________________________________

ELAC: I have met with the chairperson to plan agendas and meeting dates. We had our first meeting on ______________ (or the first meeting has been scheduled for ______________________). We have discussed the training topics and determined possible dates for ELAC meetings during which training topics will be covered.

EL COORDINATOR: I have selected the EL Coordinator (__________________________) and set up a schedule of regular meetings to ensure ongoing communication regarding the progress of our English Learners.

RECLASSIFICATION: The EL Coordinator and I have updated our list of students who may qualify for reclassification this year. (Note: The WIN makes this easy.) We have notified the students’ classroom teacher (K-6) or English/Language Arts teacher (7-12) of this possibility.

R-FEP MONITORING: The EL Coordinator and I have reviewed the list of R-FEP students who will be monitored this year and distributed the R-FEP Screening/Monitoring Form to the classroom teacher (K-6) or English/Language Arts teacher (7-12).

ACADEMIC SUPPORT TEAM: I have formed the Academic Support Team for this school year. In addition to the EL Coordinator and myself, the following staff members will serve: (Names/titles) _____________________________________________________ _______________________________________________________________________________________________________

CUM FILES/RED FOLDERS: The EL Coordinator and I met with the office staff on (date :___________________) to review the processes/procedures relating to Home Language Survey, EL red folders, At-Risk green folders, and SASi data.

ELD Instruction: I have met with all teachers and/or looked at class lists and Master Schedules. Each EL student will receive a minimum of 30 minutes per day (kindergarten) or 45 minutes per day (1st-12 grades) of focused, sequential English Language Development instruction.

ANNUAL PLACEMENT NOTIFICATIONS: Per NCLB, these were prepared and distributed to parents of ELs by October 2, 2003. Principal’s Signature__________________________________Date:______________(Sign. Retain original. Send copy to Dir., EL Programs.)

ELAC: These training topics have been covered: Circle: #1 #2 #3 #4. Agendas, minutes, & handouts have been sent to Amparo Ames. RECLASSIFICATION: The EL Coordinator and teachers have coordinated the reclassification process. Preliminary data will be submitted

Feb. 10; final data will be forwarded to the Dir. of EL Programs on or before February 24 for inclusion in this year’s R-30 Language Census. R-FEP MONITORING: In late Feb. or early March, the EL Coordinator will distribute the R-FEP Screening/Monitoring Form to the

classroom teacher (K-6) or English/Language Arts teacher (7-12). The EL Coordinator will then collect all forms and schedule any at-risk students for the Academic Success Team in March so that appropriate interventions can be discussed and prescribed.

ACADEMIC SUPPORT TEAM: The AST will meet in March to discuss 1) interventions for R-FEP students who are not experiencing success; 2) any recommended alternate reclassifications.

CUM FILES/RED FOLDERS: Office staff will change SASi codes from EL to R-FEP for all reclassified students by March 1. The EL Coordinator will file all R-FEPs’ paperwork in the red folders by March 15 and write the date and ‘R-FEP’ on the outside of the folder.

Principal’s Signature__________________________________Date:______________(Sign. Retain original. Send copy to Dir., EL Programs.)

ELAC: All training topics have been covered; agendas and minutes have been sent to the Lead School Community Facilitator. ELAC: We have calendared the dates for our 2003-2004 ELAC Meetings. The dates are: ________________________________________. ANNUAL NOTIFICATIONS have been sent out, and copies have been placed in each student’s red folder. RECLASSIFICATION: The EL Coordinator and teachers have coordinated and completed all reclassifications for this school year. R-FEP MONITORING: The Academic Support Team has determined appropriate summer interventions for EL and R-FEP students who are

not achieving grade level standards. Parents have been informed and participated in planning. Copies of Academic Support Plans were sent to the Assistant Superintendent, Elementary or Secondary Education, on or before June 1.

CUM FILES/RED FOLDERS: Office staff has changed SASi codes from EL to R-FEP for all students reclassified this year (including any reclassified since 3/1). The EL Coordinator has filed all paperwork in the red folders and determined that all parent notifications are dated.

Principal’s Signature__________________________________Date:______________(Sign. Retain original. Send copy to Dir., EL Programs.)

KK 07/02; rev. 01/23/03; rev. 05/25/03; rev. 09/03 Page 30 EL Form 9—Dept. of English Learner Programs Distribution: White: Director of English Learner Programs

Canary: Principal’s Files

Principal’s Assurances Checklist

By October 31:

By February 15:

By June 15:

Reclassification and Monitoring RROOLLEESS AANNDD RREESSPPOONNSSIIBBIILLIITTIIEESS

PPEERRSSOONNNNEELL

RREESSPPOONNSSIIBBIILLIITTIIEESS

Site Administrator

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EL Coordinator at Site

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Director of English Learner Programs

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Director of Assessment

•• GGeenneerraatteess eeaacchh ssiittee’’ss lliisstt ooff eelliiggiibbllee ssttuuddeennttss bbaasseedd oonn ccuurrrreenntt ddaattaa..

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ssttuuddeennttss wwhhoo wweerree rreeddeessiiggnnaatteedd wwiitthhiinn llaasstt ttwwoo yyeeaarrss.. KK 07/02; rev 09/03 Page 31

Evaluation and Accountability


EL-2

The district has established a process and criteriato determine the effectiveness of the program(s)provided to English Learners.

Page 32

EL2 - Evaluation and Accountability


orking in concert with administrators, teachers, support staff, district staff, communitymembers, parents, and students, Newport-Mesa Unified School District is committed todeveloping effective instructional programs for English Learners which are evaluatedregularly. Upon evaluation, individual student programs will be modified, and any deficitsincurred by students in the overall program will be remedied.

Further, our district is committed to closing the achievement gap for all students, includingEnglish Learners. Our English Learners receive ongoing support through our cycle ofinstruction, assessment, monitoring, and evaluation. We have instituted procedures andmechanisms for recording EL achievement to assist in identifying academic deficits beforethey become irreparable and to provide monitoring for the effectiveness of interventions.

Our district will conduct an annual evaluation of programs and services for English Learn-ers. This evaluation plan provides a framework for program evaluation activities anddescribes a process for ensuring that evaluation data will be used for purposes of planningand program improvement. Although ongoing renewal and improvement are goals through-out the school year, the most focused data analysis will ensue from March – Septemberyearly. During this time, administrators develop and submit goals that are tied to ourdistrict’s Strategic Plan. Further, administrators analyze data in order to develop appropri-ate instructional goals for the upcoming school year, matching student needs with both staffdevelopment options as well as program modifications where required. All personnel in thedistrict are expected to implement this Master Plan, and failure to do so will be reflected inthe employee’s annual evaluation.

The purposes of evaluation will be:1. To determine to what extent ELs are learning English and achieving in the district’s core

curriculum;2. To determine the effectiveness of programs and services for English Learners;3. To determine the extent to which language-minority students enjoy equitable access to

district programs and services, including paths to higher education;4. To provide the basis for strengthening program implementation, modifying program

practices, and sustaining ongoing school improvement for all students, including EnglishLearners;

5. To shape classroom practice.

Administrators, teachers, and support staff will generate evaluation reports and analysesafter gaining input via ELACs, DELAC, and student comments. Yearly, the outcomes willbe shared with the EL Coordinating Council , staff, the Board of Education, extendedcommunity, students, parents, and, upon request, the California Department of Education.The Evaluation Plan will be reviewed annually and revised as needed.

An Evaluation and Accountability Work Group comprised of Assistant Superintendents,Director of English Learner Programs, Director of Assessment, Director of InformationalTechnology, CSRD consultant, principals, assistant principals, and teachers developed amonitoring system to evaluate the academic progress of our EL and R-FEP students. Thisactivity requires the coordination of numerous data sources, consistent practices at eachschool, and the clarification and integration of forms, systems and committees.

Our Commitmentto ProgramEvaluation

Purposes of

ProgramEvaluation

Uses ofProgram

Evaluation

OurCommitment

toMonitoring

StudentProgress

W

Page 33



In order to properly evaluate our programs for English Learners, we developed thefollowing goals for English Learners:

1. Develop and implement effective programs for English Learners;2. Ensure that all English Learners access and master the English Language;3. Ensure that all English Learners access and master the core curriculum;4. Decrease the numbers of drop-outs, suspensions and disciplinary referrals for English

Learners;5. Increase and optimize GATE and Advanced Placement enrollments for English Learners,

college entrance exam success, and university enrollments;6. Reinforce our commitment to having respect and dignity permeate all practices so that our

English Learners can respond with advantage to opportunities at school, home andthroughout wider society.

1. The Evaluation Plan will be an extension and reinforcement of our district’s Strategic Plan.2. The Evaluation Plan will provide a complete and integrated picture of student learning,

describing the development of proficiency in English and academic achievement within thecore curriculum.

3. The Evaluation Plan will be organized around Evaluation Questions identified by local stakeholders. Specific design elements of the plan will be aligned with state requirements andguidelines.

4. Evaluation of student outcomes for English Language Development and academic achieve-ment will rely on use of multiple measures that are developmentally appropriate, sensitive tostudents’ level of proficiency in English and the native language, and able to show whatstudents know and are able to do.

5. Assessment will focus on measuring student progress toward measurable English LanguageDevelopment and academic achievement goals and benchmarks.

6. Data collection and analysis procedures will enable staff to examine the performance ofschools and programs in relation to student outcomes.

7. District and site staff will share responsibility for implementation of the plan.

Instructional programs and services for English Learners are described in the district’s MasterPlan for English Learners.

Our educational services approaches include:

1. Structured English Immersion Programs designed for ELs below reasonable fluency inEnglish, which provide students with specialized English Language Development (ELD)instruction and access to the core curriculum using methodologies such as specially -designed academic instruction in English (SDAIE) and primary language supportas needed;

2. Daily specialized English Language Development instruction;

3. An alternative program of Dual Language Instruction.

Goals forEnglish

Learners

EvaluationStandards

Description ofProgramServices

Page 34



A set of questions guides the evaluation of instructional programs and services for EnglishLearners. Every spring, the Evaluation and Accountability Work Group will come together toanalyze the effectiveness of our programs for English Learners and devise any modificationsrequired to enhance student learning. Areas of inquiry include student demographics, instructionalservices and staffing, student outcomes for English Language Development, student outcomes foracademic achievement; indicators of equitable access, and overall success in school. Specificevaluation questions include:

Implement our Programs for English Learners

1. Who are our language minority students?2. To what extent do English Learners receive EL Master Plan programs?3. To what extent are programs consistent with the students’ diagnosed needs and best practice?4. To what extent are our English Learners taught by well-qualified staff?5. To what extent are the district’s EL programs implemented according to their design?

(monitoring of actual practice).

Ensure that all ELs access and master the English language

1. To what extent are ELs achieving ELD standards?2. To what extent are ELs making expected progress through ELD curriculum?

Ensure that all ELs/R-FEPs access and master the core curriculum

1. To what extent are ELs/R-FEPs developing academic language and literacy skills in English?2. To what extent are ELs/R-FEPs showing expected progress in achieving content standards in

academic areas?3. To what extent are ELs/R-FEPs progressing through the academic curriculum?

Decrease Areas of Concern

1. To what extent are ELs/R-FEPs being retained?2. To what extent are ELs/R-FEPs dropping out of high school?3. To what extent is the rate of suspension for ELs/R-FEPs decreasing?4. To what extent is the rate of disciplinary referrals for ELs/R-FEPs declining?

Increase and Optimize Success

1. To what extent are ELs making expected progress toward reclassification?2. To what extent are ELs/R-FEPs maintaining annual yearly progress?3. To what extent are ELs/R-FEPs enrolled in accelerated academic programs?4. To what extent are ELs/R-FEPs making progress toward high school graduation?5. To what extent are ELs/R-FEPs achieving academic mastery when compared to their native-

English speaking peers?6. To what extent are ELs/R-FEPs following paths to colleges and universities?7. To what extent are ELs/R-FEPs enrolled in a-g requirements for the University of

California?

EvaluationQuestions

Goal 2

Goal 1

Goal 3

Goal 4

Goal 5

Page 35



Respect and Dignity: respond with advantage to school, home, and societalopportunities

1. To what extent do ELs/R-FEPs receive and participate in all district programs andservices?

2. To what extent do ELs/R-FEPs respond with advantage to opportunities at school(e.g. extracurricular activities, committees, etc.)?

3. To what extent do ELs/R-FEPs respond with advantage to opportunities to enhancehome life (e.g. family activities and participation)?

4. To what extent do ELs/R-FEPs respond with advantage to opportunities in wider society(e.g. community events and organizations, community service, etc.)?

5. To what extent are ELs/R-FEPs successful as contributing citizens after they leave formalschooling?

Monitoring of EL Master Plan Implementation (Goal 1)

District and site staff will periodically monitor implementation of programs. The primary goalof the monitoring is to ensure that every school in the district has a compliant and effectiveprogram for ELs. This monitoring will consist of three major aspects:

1. Document Reviews. All schools will conduct annual monitoring by means of review ofkey files and documents. Four district-level Teachers on Special Assignment (TOSAs),from the Department of English Learner Programs, will assist site EL Coordinators withthese reviews. The district has developed a Document Review Calendar and Check-list for the annual cycle of document reviews.

2. In depth reviews (district-facilitated self-reviews) will be conducted on a four-yearrotating cycle. A chart identifying Cohorts A, B and C has been developed. A third of alldistrict schools will be reviewed each year. In the fourth year, selected schools fromcohorts A, B, or C will be reviewed, based on needs identified in prior reviews. Thereviews will include a documentation check, teacher and parent interviews, and visits toselected classrooms. They will be conducted by teams to include district staff (DELPTOSAs, the principal and EL Coordinator from the site being reviewed, and a selectedadministrator and EL Coordinator from another school). These in-depth reviews willresult in status reports that will provide the basis for the district’s required CoordinatedCompliance Review (CCR) Self-Review Report to the California Department of Educa-tion every four years.

3. Ongoing coaching and staff development support. DELP TOSAs will help organizesite staff development and assist with classroom coaching for eight to nine sites each.They will assist with the document reviews and have lead responsibility for organizing in-depth reviews and any needed follow-up. They will each have responsibility for no morethan six sites enrolling more than 100 ELs. They typically will visit each of their assignedschools at least twice monthly and will have weekly contact with schools found to havecompliance or other implementation problems.

Goal 6

Page 36

Standards,Accountability,

andAssessment

Measures for Monitoring Goal 1

1. Principal’s Assurances Checklist (p.30) 2. Document reviews

Measures for Goals 2-5

Newport-Mesa Unified School District has established high expectations for all students,including English Learners. We hold all students accountable for achieving high standards. Wealso recognize that English Learners face a challenge that is disproportionately more difficultthan that faced by their native-English speaking peers. Indeed, our English Learners mustdevelop full proficiency in English as they work to achieve grade-level content standards.District accountability systems for English Learners therefore establish benchmarks that arerigorous yet fair and rely on assessment procedures that are valid and reliable in charting studentprogress toward meeting grade-level standards. Benchmarks provide a key basis for gaugingprogram effectiveness at the school and district levels.

The N-MUSD assessment and accountability system provides for the collection and reportingof data using a model of multiple measures. The system was developed to identify districtwidetrends and detect individual student deficits that may occur within instructional programs. Datacollection and analysis to determine program effectiveness for English Learners will be orga-nized around the six Goals for English Learners stated previously in this section.

Current N-MUSD Multiple Measures include:

Reading/Language ArtsGrades K Kindergarten Skills InventoryGrades 1-6 Norm-referenced Test and District Writing AssessmentGrades 7-11 Norm-referenced Test and District Writing AssessmentGrade 12 District Writing Assessment and class grades

Mathematics:Grades K Kindergarten Skills InventoryGrades 1-6 District Math TestGrades 6-8 MDTP – Algebra Readiness ExamGrades 9-11 Norm-referenced test and Math class placementGrade12 Math Class placement and class grades

District accountability and assessment systems are aligned with current State mandates govern-ing standards, accountability, and assessment. The district governing Board of Education hasadopted grade-level standards in English Language Arts, English Language Development,mathematics, science, and history/social science.

As part of the mandated Standardized Testing and Reporting (STAR) Program, students ingrades 2-11, including English Learners, are tested on the California AchievementTest (CAT/6)

MultipleMeasures

Grade LevelStandards

CAT/6Achievement

Testing





As part of the STAR program, students also take the California Standards Tests in EnglishLanguage Arts, Mathematics, Science, and History/Social Science. These tests are designed toassess students’ achievement of California’s content standards in these areas, which are grade andcourse specific. The State Board of Education has adopted performance standards for English/language arts, and students are placed at one of five performance levels.

California Writing Standards Tests are also administered to students in grades 4 and 7. The typesof writing that are assessed from year to year are aligned with state content standards for writingapplications.

In addition to taking SAT/9 and the California Standards Tests, English Learners whose primarylanguage is Spanish and who are enrolled in grades 2-11 must be given a primary language test ifthey have been enrolled in school for fewer than 12 months. The State Board has designated theSpanish Assessment of Basic Education (SABE/2) for this purpose. The district will also requirestudents who are enrolled in the Alternative Dual Language Instruction Program to be tested onSABE/2 to determine achievement and the development of academic language in Spanish.

Based on the results of the Home Language Survey, potential and continuing English Learnerstake the California English Language Development Test (CELDT), which assesses proficiency inlistening, speaking, reading, and writing annually. Students are identified as being in one of fiveproficiency levels, which are aligned with state and local ELD standards.

Newport-Mesa Unified School District is committed to make every effort to use assessmentinstruments and procedures that are valid, fair, and reliable. Specific assessment and reclassifica-tion procedures for English Learners are described in compliance item EL1 of the Master Planfor English Learners.

Establishing Benchmarks and Charting Student Progress

Instructional programs and services for ELs are directed at assisting students in reaching the sixGoals for English Learners. The district has identified “catch-up” benchmarks for English Lan-guage Development and academic achievement. The purpose of catch-up benchmarks is toensure that English Learners make continuous progress in closing any incurred achievement gapwith English-only students. Specific interventions prescribed by the site’s Academic SupportTeam are to be provided for those students who do not meet benchmarks. (See pp. 26-29.)

The district will annually evaluate the extent to which English Learners meet these benchmarks.

In order to gauge the performance of all students and to examine and compare the performanceof English Learners to other groups of students, the district will adopt an Academic Success Index(ASI). During the 2003-2004 school year, the ASI will be piloted with specific groups of EnglishLearners.

SABE/2

CELDT Test

CaliforniaStandards

Tests

Page 38

AcademicSuccess

Index

a national norm-referenced achievement test. All students in grades 2-11 are tested in reading,language (written expression), and mathematics. Students in grades 2-8 are also tested in spelling,and students in grades 9-11 are tested in science. One of the purposes of the CAT/6 is todetermine how well students are performing academically compared to a national sample ofstudents tested in the same grade at the same time of year.


EL2- Evaluation and Accountability

The ASI integrates these measures of performance for ELs:

1. English Language Development (CELDT);2. California Language Arts Standards.

The ASI provides a tool to establish a baseline from which to monitor student progress. Itestablishes quantitative targets for student performance based on time-in-program and baselineEnglish proficiency. One of the major advantages of the ASI is that it will assist in trackingstudent’s progress through the English Language Development Standards.

In addition to regular and quarterly monitoring of student progress, the Academic Success Indexwill be developed yearly to use as an assessment of of students’ growth. If a student is notshowing appropriate and significant progress, s/he will be referred to the site’s Academic SupportTeam, which will prescribe appropriate interventions designed to bring about increased academicsuccess. Data regarding students’ accomplishment of these benchmarks will provide an importantcriterion for evaluating the performance of each student and school as well as the overall perfor-mance of the district.

Measures for Monitoring Goal 6

Specific measures will be chosen to asses the desired outcomes of Goal 6. Data will be analyzedso that ELs’ and R-FEPs’ involvement can be measured against the involvement of their EOcounterparts. Measures to be used may include:

• number of ELs and R-FEPs participating in school activities;• number of EL families participating in school activities and/or school-based committees

(e.g. ELAC, DELAC, PTA, School Site Council);• number of ELs participating in community organizations;• tracking data (if available) indicating students’ academic and societal involvement after exiting

our high school program.

Further, data will be collected to determine:

• percentage of students who indicate favorable responses toward school experiences,educational goals, and academic guidance services;

• percentage of EL and reclassified students who indicate levels of self-esteem comparable tonon-EL students;

• differences in school drop-out rates, school attendance, mobility, and failing grades amongEL, reclassified, and English-only students;

• percentage of EL, reclassified, and English-only students who indicate cross-culturalunderstanding;

• participation rates of EL, reclassified, and English-only students in various extra-curricularactivities.

N-MUSD is committed to using program evaluation data to shape the design, implementation,and modification of instructional programs and support services. In addition, data is used toinform decision-making with respect to allocation of resources.

Page 39

ImprovementPlanning and

Monitoring



Because all district stakeholders are committed to the success of our English Learners and wishto contribute to the implementation of program evaluation, in April 2002 our Superintendentsupported the design and creation of an English Learners’ Coordinating Council. (See Appendix,page 123.)

The English Learners’ Coordinating Council meets monthly to discuss topics pertaining to theimplementation of our Master Plan for English Learners. The Council also:

• serves as a clearinghouse for strategies, ideas, and suggestions for our EL programs aswell as a focus group for collaborative problem-solving;

• provides a forum to evaluate and determine that practices, resources, and personnel arebeing used effectively to implement the district’s program(s) for English Learners;

• makes recommendations for reporting the performance of English Learners;

• contributes to the review of the Annual Evaluation Report;

• ensures communication and integration as we continue to bring clarity, consistency,compliance, and continuing improvement to our Master Plan for English Learners.

Our monitoring process:

1. Establishes high expectations for all students and provides a framework for ensuring thatstudent and organizational outcomes are achieved;

2. Promotes full involvement of all stakeholders (administrators, teachers, parents, students) inall phases of planning, implementation, and evaluation activities;

3. Provides for high levels of coordination between district-level and site-level improvementefforts;

4. Ensures that program evaluation is an integral part of school improvement initiatives andactivities.

The District English Learner Advisory Committee (DELAC), among other stakeholders, willexamine program evaluation findings on an annual basis in the spring and will frame recommen-dations for program improvement for the following year.

In order to track implementation of the Evaluation Plan and to monitor student progress, thedistrict has created an Analysis and Reporting Calendar. This calendar includes the dates andtitles of all of the district’s assessments and deadlines, including those for English Learners’programs. The Annual Evaluation Report will have two phases:

• process outcomes in May-June;• summaries in October - November.

The district will produce an Annual Evaluation Report for English Learners summarizing eachschool year. This report will be produced in November and will determine school districtprogress in meeting the goals outlined in the Newport-Mesa Unified School District MasterPlan for English Learners (see pp. 42-43). Results and recommendations in the report will beused to identify district-wide trends that include strengths and areas for appropriate modifications

DELAC’s Role

Analysis andReportingCalendar

Page 40

EL CoordinatingCouncil

in instructional programs or student support systems.

The district’s data collection and retrieval systems make it possible to collect student achieve-ment data on English Learners’ progress, analyze the data, and devise appropriate instructionalmethodologies and placements.

Data collection and program improvement follow a cycle that promotes ongoing school renewaland improvement. The cycle includes the following elements:

• Examining data• Conducting inquiries• Developing action plans• Creating new interventions• Assessing interventions

Reports will be gathered in order to develop the Academic Success Index for EnglishLearners. These reports demonstrate ELs’ progress toward meeting district and statestandards.

Results gleaned from these data systems will be used to improve and modify program. Exten-sive staff development will take place in order to train teachers, administrators, and counselorsto analyze the data and the Academic Success Index and modify programs accordingly, usingdifferentiated instruction, rubrics, and assessments.

Examples of the staff development opportunities that have or will prepare staff to analyze dataand inform instruction include:

1. Administrative Assistants and School Office Assistants have been trained in the SASIsystem and how to code ELs’ proficiency levels;

2. Teacher training on how to use the R-FEP Screening and Monitoring Form;

3. Teacher/staff training for Academic Success Index and Academic Support Teams;

4. Administrator/teacher/staff training on DATAWISE, our software program that assistsschools and district in data storage, management, and analysis. The system is web-based,thus allowing schools direct access to current data.



Page 41

Data Analysisand

Retrieval


Department of English Learner Programs

Annual Evaluation Report (A shared responsibility of Analysis, Review, and Action by N-MUSD

English Learner Coordinating Council leading to publication of annual Evaluation Report)

Date_______________________________

The Evaluation Process

Action Items

1. Overview of evaluation and accountability Commitment to program evaluation Purposes of Program Evaluation

Review with English Learner Coordinating Council each Spring in preparation for yearly Evaluation Plan discussion

2. Program evaluation outcomes Commitment to Monitoring Student Progress Evaluation Standards

Describe/discuss evaluation of individual student progress as well as program evaluation goals.

3. Data Analysis and Retrieval

Describe process and outcome data, and how it will be managed.

4. Goals for English Learners* Goal 1 - The EL Master Plan will be fully implemented Goal 2 - All ELs master English Goal 3 - All ELs master core curriculum Goal 4 - Decrease areas of concern Goal 5 - Increase and Optimize Success Goal 6 - ELs will be equipped to respond with advantage to opportunities at school, at home and in the wider society.

* Must evaluate outcomes for ELs and former ELs (RFEPs). This is the relevant cohort to follow.

5. Evaluation Questions Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6

Discussion of data gleaned from asking and answering the Evaluation Questions

EL Form 11—Dept. of English Learner Programs Revised 07/02 Page 43

The Evaluation Process

Action Items

6. Measures and procedures for monitoring of EL Master Plan implementation [Goal 1]

Analyze data from EL TOSAS, Principals’ Assurances Checklists, annual document review, etc.

7. Measures and procedures for Monitoring Goals 2-5 Standards, Accountability and Assessment Grade Level Standards Norm-referenced Achievement Testing California Standards Tests SABE/2 CELDT Test Others

Discussion/evaluation of data, leading to possible modifications in program.

8. Academic Success Index What is the ASI and why do we need it? The Academic Success Index

Analysis of individual and grouped student data; evaluation of trends; suggestions for possible modifications in program that directly affects individual students.

9. Measures for monitoring Goal 6

Analysis of student data; evaluation of trends; suggestions for possible modifications in program.

10. Use of evaluation for making improvements Data-driven decision making: EL Coordinating Council DELAC’s Role Analysis and Reporting Calendar

Analysis of program data; evaluation of trends; suggestions for possible modifications in district program.

11. Roles and Responsibilities

Designated personnel will prepare the Annual Evaluation Report for English Learner Programs by December 1 each year.


q The Academic Success Index provides a tool to establish a baseline from which to monitor student progress.

q The ASI establishes quantitative targets for student

performance based on time-in-district and baseline English proficiency.

q The ASI tracks

o English Language Development proficiency/mastery o Mastery of the California Language Arts standards o SAT/9 Reading outcomes o SAT/9 Math outcomes o Performance on the district’s standards-based

assessment o Progress toward mastery of grade-level expectations

and content standards (K-8) o Progress toward completion of credits toward

graduation (9-12)

q We use the ASI to track student progress and refer at-risk students to the site Academic Support Team for prescription of appropriate interventions.

q No student slips through the cracks, and student progress

is monitored consistently throughout the district!

KK 07/02 Page 44

What is the Academic Success Index, and Why Do We Need It?

EL Form 10—Concept courtesy of model developed by Tom Bye. KK 07/02 Page 45


Master Plan for English Learners (EL 3a,b)

Academic Success Index* *Providing quantitative targets for student performance based on time-in-district and baseline English proficiency.

Indicator Points Points ENGLISH LEARNERS EO, I-FEP, R-FEP Grades 2-6 Grades 7-12

A-CELDT level STAR CA Standards: ELA • Advanced Advanced 25 25 • Early Advanced Proficient 20 20 • Intermediate Basic 15 15 • Early Intermediate Below basic 5 5 • Beginning Far Below Basic 2 2

B-SAT/9 Reading • Very high range (NCE 76-99) 25 25 • High range (NCE 65-75) 22 22 • High/average range (NCE 56-64) 20 20 • Average range (NCE 45-55) 15 15 • Low average range (NCE 36-44) 10 10 • Low range (NCE 25-35) 5 5 • Very low range (NCE 1-24) 2 2

C-SAT/9 Mathematics • Very high range (NCE 76-99) 25 25 • High range (NCE 65-75) 22 22 • High/average range (NCE 56-64) 20 20 • Average range (NCE 45-55) 15 15 • Low average range (NCE 36-44) 10 10 • Low range (NCE 25-35) 5 5 • Very low range (NCE 1-24) 2 2

D-N-MUSD standards-based assmt (StandardsMaster) • Very high range 25 25 • High range 22 22 • High/average range 20 20 • Average range 15 15 • Low average range 10 10 • Low range 5 5 • Very low range 2 2

E-N-MUSD Multiple Measures Indicator • High Proficiency 3 3 • Proficient 2 2 • Basic 1 1

F-Meets criteria for promotion to next grade level (K-8) 10 F-Meets graduation credits for grade level (Gr. 9-12) 10 Total Possible 113 113 G-Enrolled in GATE (elementary/middle) 5 H-Enrolled in AP/Honors English or math (high school) 5 Enriched Total Possibl e 118 118

Academic Success Index Benchmarks CELDT Levels Beginning Early Interm. Intermediate Early Adv. Advanced

Timeline toward redesignation based on CELDT level at time of baseline year (e.g. initial enrollment) and # of years in program

1st year

2nd year 1st year

3rd year 2nd year 1st year

4th year 3rd year 2nd year 1st year

5th year 4th year 3rd year 2nd year 1st year

TARGET ASI * 19 26 35 51 80 *If student does not meet minimum Target ASI, s/he is referred to the site Academic Support Team.

DRAFT: Under Construction/ Revision

07-16-02

Evaluation and Accountability: Roles and Responsibilities

Rev. 09/03 Page 46

PERSONNEL RESPONSIBILITIES Director of English Learner Programs

• Monitors, with Directors of Elementary and Secondary Curriculum, selection of materials used in the classroom for delivery of ELD or core curriculum to English Learners.

• Supports sites in implementing Master Plan; monitors implementation of Master Plan, Evaluation Plan, and Monitoring Plan; reviews district and site EL data.

• Develops work plan for, supervises, and works closely with Teachers on Special Assignment to English Language Programs

• Meets with principals to review site plans for English Learners. • Monitors compliance and EL procedures at the site and district level. • Works with Assistant Superintendent, Human Resources, and Director of Leadership

and Instructional Development to provide ongoing training for EL Coordinators, teachers, paraprofessionals, and support staff (e.g. Admin. Assistants; School Office Assistants; data mentors).

Teacher on Special Assignment to English Learner Programs

• Under the supervision of the Director, develops a work plan to monitor, coach, and support the work of the EL Coordinator and classroom teacher at all district sites

Assists with overseeing the District Language Assessment Center Site Administrator • Monitors procedures and legal requirements pertaining to ELs at the school.

• Monitors student placement of English Learners and oversees reclassification process.

• Monitors implementation of Master Plan for English Learners by classroom teacher. • Monitors student records and site’s SASi system for data collection and retrieval. • Organizes school plan for providing appropriate services to EL students. • Prepares school plan for Board of Education approval. • Works closely with the site English Learners Advisory Committee (ELAC). Informs

parents of program results and resources to address student needs. • Meets with school and district staff to determine program effectiveness.

Classroom Teacher • Implements specific EL programs as described in Master Plan for English Learners and provides instruction that meets state frameworks and district and state standards.

• Ensures delivery of appropriate English Language Development (ELD) instruction. • Monitors EL students’ progress. Reviews school/classroom data. Uses data to modify

instruction. Reviews content and ELD standards and assessment procedures. • Determines/implements differentiated strategies for English Learners and R-FEP

students. • Advocates for support services for students not meeting standards and benchmarks

who may be at risk of retention or who require interventions in order to reach goals. • Attends Academic Support Team meetings and informs parents of progress and

strategies to support students in meeting standards. Site EL Coordinator • Implements and monitors process and procedures for identifying, testing, placing, and

documenting EL students, including primary language assessment and reclassification.

• Monitors the accuracy of ELs’ data in the district computer system (SASI) • Informs staff of progress of identified students toward reclassification. • Serves as a resource for the Student Study Team and Academic Support Team. • Provides input on staff development opportunities and needs for teachers of EL

students. • Assists with data collection and surveys.

English Learner Coordinating Council

• Reviews coordination of English Learner Programs and issues • Ensures that the district adheres to the standards and procedures in the Master Plan

and that all offices and departments coordinate their efforts related to programs and services for English Learners

Superintendent • Evaluates district goals relative to our Strategic Plan, including implementation of the Master Plan for English Learners, student achievement, professional development, and evaluation and accountability.

Assistant Superintendent, Elementary and Secondary

• Evaluates principals on accountability for an implementation of Master Plan. • Oversees compliance procedures relative to English Learners’ programs. • Evaluates district and school site data • Meets with principals and directors to review plans, program modifications, timeline for

implementation, and to support services for school sites Assistant Superintendent, Human Resources

• Arranges/publicizes CLAD/BCLAD training and other needed staff development to ensure implementation of Master Plan for English Learners.

• Monitors credentials of all personnel working with English Learners.

Evaluation and Accountability: Roles and Responsibilities

Rev. 09/03 Page 47

• Recruits and monitors placement of EL staff. Director of Assessment • Monitors assessments used for evaluation of EL students’ progress.

• Oversees data collection, provides analysis, writes reports, prepares charts. • Works with Accountability and Evaluation Work Group on annual program evaluation. • Shares results of evaluation with all stakeholders, including DELAC.

Director of Elementary Education, K-6 Curr., Categorical Programs

• Monitors curriculum and fiscal compliance to ensure alignment with our Master Plan for English Learners

Instructional Assistant or Teacher’s Aide

• Provides support in the core subjects (English and/or primary language). • Assists with student testing. • Supports the implementation of the Master Plan for English Learners.

Parent • Monitors/promotes English Learner’s progress in academics, homework, attendance, behavior.

• Supports English Learner in activities to promote student achievement. • Communicates regularly re: student progress with English Learner, teachers and

school. • Attends parent conferences and school functions (e.g. Open House, conferences) • Participates in school committees—ELAC, Site Council, etc.

Student • Attends school daily and works for high achievement. • Participates in school activities. • Communicates regularly with parents, teachers, and support staff.

Instructional Programs


EL-3

The district is providing services to English Learners toensure that they acquire English-language proficiencyand recoup any academic deficits that may have beenincurred in other areas of the core curriculum. Thedistrict provides additional and appropriate educationalservices to English Learners in kindergarten throughgrade twelve in all classroom situations. These servicesare for the purposes of enabling English Learners toovercome language barriers and must be provided untilthey have demonstrated English-language proficiencycomparable to that of the district’s average nativeEnglish speakers and recouped any academic deficitsthat may have been incurred in other areas of the corecurriculum as a result of language barriers.

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ewport-Mesa Unified School District provides services to English Learners toensure that they acquire English-language proficiency and also recoup any academicdeficits that may have been incurred in other areas of the core curriculum.

We offer three kinds of instructional settings for English Learners. Please see EL 5,pg.70, for a detailed description of these three options.

All of the instructional programs designed for EL students must contain the followingcomponents:

♦ Well-articulated, standards-based, differentiated English LanguageDevelopment (ELD) instruction, specifically designed for EnglishLearners;

♦ Well-articulated, standards-based, differentiated core curriculuminstruction provided with primary language support and/or throughspecially designed academic instruction in English (SDAIE);

♦ Structured activities designed to develop multicultural competencyand positive self-esteem.

OurCommitment

NEL3 - Instructional Programs


English Language Programs Alternative Programs

1. Structured English Immersion (K-12)

2. English Language Mainstream (K-12)

1. Dual Language Instruction (to be offered beginning in September 2002 in Spanish/English).

♦ An alternative program will be providedwhen there are 20 students per grade levelwith approved waivers.

♦ Alternative programs will be offered atdesignated school sites.

♦ Existing bus routes may accommodatetransporation needs. In some instances,however, parents may be responsible forthe transporation of the student to theAlternative Program site.

ThreeInstructional

Settings

KK04/19/02; rev 5/12/02; 5/26/02; 6/13; 07/02 Page 50

English Learner Program Settings *Elementary Grades K - 6

Type of Setting

Eligible Students

Curriculum Components

Staffing Requirements

Structured English Immersion

English Learners Ø CELDT Level I

(Beginning) Ø CELDT Level II

(Early Intermediate)

Ø Explicit ELD Daily: 30 minutes (K) or

45 minutes (1st-6th); Hampton-Brown Into English; supplementary ELD materials

Ø Access to core: differentiated instruction in reading, writing, mathematics, social studies, and science with specially designed academic instruction in English (SDAIE) strategies and materials

Ø Art, music, p.e.: mixed groups with ELs, R-FEPs, I-FEPs, EOs

Ø Primary Language support to motivate, clarify, direct, support, explain

CELDT Level I (Beginning): BCLAD preferred, or CLAD or SB1969/395 (Hughes) or equivalent CELDT Level II (Early Intermediate): BCLAD, CLAD, SB1969 (Hughes) or equivalent (Primary language support provided by BCLAD or bilingual instructional assistant.)

English Language Mainstream Setting

English Learners Ø CELDT Level III (Intermediate) Ø CELDT Level IV

(Early Advanced) Ø CELDT Level V

(Advanced)

Ø Explicit ELD Daily: 30 minutes (K) or 45 minutes (1st-6th); Hampton-Brown Into English; supplementary ELD materials

Ø Access to core: differentiated instruction in English Language Arts, math, social studies, and science with SDAIE strategies and materials.


Ø Primary Language Support: minimal, as needed

BCLAD, CLAD, SB1969/395 (Hughes) or equivalent (Primary language support provided by BCLAD or bilingual instructional assistant.)

Alternative Program: Dual Language: Spanish/English

English Learners All CELDT Levels

Ø Explicit ELD Daily: 30 minutes (K) or 45 minutes (1st-6th); Hampton-Brown Into English; supplementary ELD materials

Ø Spanish Literacy: full Spanish Language Arts component, comparable to ELA

Ø Access to Core: primary language instruction and materials in math, science, social studies


Ø As students gain proficiency in English, an increasing amount of content instruction will be in English until the student is redesignated.

BCLAD or equivalent

* All of the instructional programs designed for English Learners must contain the following components:

1. Explicit, well-articulated, standards-based, differentiated English Language Development (ELD) instruction, specifically designed for English Learners;

2. Well-articulated standards-based core curriculum instruction provided with primary language support and/or through specially designed academic instruction in English (SDAIE);

3. Structured activities designed to develop multicultural competency and positive self-esteem, woven through the core curriculum.


KK04/19/02; revised 05/12/02; rev. 5/26/02;06/02/02;6/13; 07/03 Page 51

English Learner Program Settings * Secondary – Grades 7 - 12

Type of Setting

Eligible Students

Curriculum Components

Staffing Requirements

Structured English Immersion

English Learners

CELDT Level I (Beginning) Very low literacy in the primary language

CELDT Level II (Early Intermediate)

CELDT Level III

Explicit ELD: 2 periods daily (Level I) or

1 period daily (Level II) with ELD text (High Point) and supplementary materials

Access to core: differentiated instruction in math and social studies (Level I) or math, social studies, and science (Level II) with SDAIE strategies and materials: 1 period of each class daily

Physical education and one elective: mixed groups with ELs, R-FEPs, I-FEPs, EOs: 1 period each daily

Primary language support in core content areas to motivate, clarify, direct, support, explain

BCLAD preferred in Level I, or CLAD or SB 1969/395 (Hughes) or equivalent (Primary language support provided by BCLAD or bilingual instructional assistant)

English Language Mainstream Setting

English Learners CELDT Level III*

(Intermediate) CELDT Level IV

(Early Advanced) CELDT Level V

(Advanced) *In some cases

Explicit ELD: 1 period daily with ELD text (High Point) and supplementary materials

Reading/Writing: Levels IV-V: 1 English Language Arts class daily with interventions by teacher assessment and diagnosis

Access to core: differentiated instruction in math, social studies, science w/ SDAIE strategies/materials: 1 period each daily


Primary Language Support: minimal, as needed

BCLAD,CLAD, SB1969/395 (Hughes) or equivalent (Primary language support in decreasing amounts provided by BCLAD or bilingual instructional assistant)

Alternative Program: Dual Language: Spanish/English

English Learners All CELDT Levels

Explicit ELD: 1 period daily with ELD text (High Point) and supplementary materials

Spanish Literacy: Language Arts and Literature: 1 period daily

Access to Core: Spanish instruction and materials in math, science, social studies: 1 period each daily


As students gain proficiency in English, an increasing amount of content instruction will be in English until the student is redesignated.

BCLAD or equivalent

* All of the instructional programs designed for English Learners must contain the following components: 1. Explicit, well-articulated, standards-based, differentiated English Language Development (ELD) instruction, specifically designed for

English Learners, using the district-adopted ELD textbook series; 2. Well-articulated standards-based core curriculum instruction provided with primary language support and/or through specially

designed academic instruction in English (SDAIE); 3. Structured activities designed to develop multicultural competency and positive self-esteem.


Each English Learner receives a program of instruction in English-language develop-ment (ELD) in order to develop proficiency in English as rapidly and as effectively aspossible. ELD lessons are appropriate for students’ identified levels of languageproficiency. ELD lessons further reflect curriculum, materials, and approaches thatare designed to promote English Learners’ acquisition of listening, speaking, readingand writing skills. ELD is designed to teach English Learners to:

• understand, speak, read and write English;• acquire the linguistic competencies that native English speakers already possess when they enter school and continue developing throughout life.

The English Language Development component of all instructional program modelsis research-based and recognizes that the acquisition of English as a second languageis a developmental process. Research recognizes that no two students will developproficiency in English at the same rate. In most cases, Basic Interpersonal Communi-cation Skills (BICS) appear long before Cognitive Academic Language Proficiency(CALP), and time and opportunity must be allowed for this development to occur.Indeed, it may take seven or more years to achieve academic English proficiencycomparable to that of their native English-speaking peers. Each English Learner willdevelop at his/her own pace, depending on a multitude of environmental, personality,learning and educational factors.

ELD is a component of all instructional programs designed to serve the needs ofEnglish Learners. Further, ELD is a specific curriculum based on the CaliforniaEnglish Language Development Standards that addresses the teaching of the Englishlanguage according to the level of English proficiency of each student. The purposeof ELD is to teach second language learners to communicate (listen and speak) withhigh levels of understanding in English. Additionally, ELD provides the foundationfor literacy (reading and writing) as well as a pathway to the California EnglishLanguage Arts Standards. The shared goal is to assist students in developing skills todevelop cognitive academic proficiency in English. ELD can occur in a variety ofinstructional settings (e.g. self-contained classroom; platooning/clustering, etc.).

English Language Development must be a part of the daily program for every EnglishLearner student; indeed, law requires that each EL receive English Language Devel-opment instruction as part of their core curriculum. ELD must be a planned, specific,explicit component of the total education of the EL student. There is no maximumamount of time for a student’s ELD. However, it is mandatory in our district that eachEL student receive these minimums of ELD per day: 30 minutes (kindergarten), 45minutes (Grades 1-6), and at least one period per day in middle and high school.

There is a specialized vocabulary to describe ELD teaching. Please see Glossary ofTerms for Strategies and Terms in the ELD Matrix, pp. 157-164.


EL3 - Instructional Programs

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English Language Development

Overviewof

ELD

Various conditions help facilitate second language development. Language iscomprehensible to the English Learner when:

• It is in context;• It has real-life purpose;• Prior knowledge is activated;• Background knowledge is developed;• The affective filter is low;• Risk-taking and approximations are encouraged;• Errors are accepted as a part of the acquisition process;• Input is comprehensible through contexualization (e.g. the use of real

objects or “realia,” props, visuals, facial expressions, and/or gestures);• Positive feedback and correction by modeling are used.

In order to best understand appropriate strategies, materials, and techniques tohelp English Learners acquire English Language proficiency, our district uses theguidelines from Project GLAD, Fountain Valley School District. These descrip-tors note the characteristics and behaviors expected of ELs as they progressthrough the levels of fluency: Beginning, Early Intermediate, Intermediate, EarlyAdvanced, and Advanced. (See Appendix, pp. 165-169.) Teachers use thesedescriptors to guide lesson planning for their English Learners. Further, ourdistrict has developed CELDT-based Proficiency Level Descriptors for all grades.(See Appendix, pp. 170-174.)

Students in Grades K-6 use Hampton-Brown’s Into English as the primary ELDtext. Students in Grades 7-12 use Hampton Brown’s High Point as the core ELDtext. Please see pp. 177-179 for our Materials Inventory.

The district has conducted an inventory of all supplementary ELD materials usedat the sites in order to identify the most effective materials to support the coretexts in the teaching of the ELD Standards. The provision of additional ELDmaterials will allow teachers to better differentiate their instructional delivery tothe specific needs of students. (See pp. 177-179 for our Materials Inventory.)

Orange County Department of Education ELD Task Force produced the ELDStandards Instructional Matrix. This continuum has been distributed to all ELDteachers in our district. The ELD Standards provide expectancy and achieve-ment at the Beginning, Early Intermediate, Intermediate, Early Advanced, andAdvanced proficiency levels for EL students. ELD Standards address skills ELsmust acquire in initial English learning to enable them to become proficient on theELA Standards. The ELD Standards are designed to supplement the ELA Stan-dards to ensure that English Learners develop proficiency in both the Englishlanguage and the concepts and skills contained in the ELA Standards.



ELDFluencyLevels

ELDMaterials

ELDStandards

Page 53

ConditionsFavorable

toAcquiringLanguage


Page 54N-MUSD Master Plan for English Learners

Whatis

SDAIE?

ELDAssessments

The ELD Standards are written as pathways or benchmarks to the California ELAStandards. At the early proficiency levels, one ELD Standard may be a pathwayto several ELA Standards. At the more advanced proficiency levels, the skills inthe ELD Standards more closely approximate those of the ELA Standards andrepresent the standards at which an EL has attained academic proficiency inEnglish. The ELD Standards integrate listening, speaking, reading, and writingand create a distinct pathway to reading in English rather than delaying theintroduction of English reading.

A number of assessments are used to track our students’ progress through theEnglish Language Development standards. These assessments include, but arenot limited to, the following:

• The Assessment Packet for each grade’s ELD Progress Portfolios;• Assessments embedded in textbooks (e.g. Into English);• Teacher-made assessments aligned with the ELD Standards;• CELDT outcomes;• Web-based, ELD-standards based assessments (presently being piloted

by N-MUSD).

Accessing the Core Curriculum in Content Areas

It is essential that English Learners also access well-articulated, standards-basedcore curriculum instruction. In Structured English Immersion and Mainstreamsettings, this core instruction in all subjects in taught “overwhelmingly” inEnglish with SDAIE (Specially Designed Academic Instruction in English)strategies and primary language support as needed. Primary language support canbe used as appropriate to further motivate, clarify, direct, support, and explain.Students enrolled in the Alternative Program receive full access to grade levelcore curriculum by means of direct instruction in their native language and inEnglish, using SDAIE approaches, as appropriate to their levels of Englishlanguage proficiency.

English Learners access the core curriculum through classes that “shelter” thecurriculum via specially designed academic instruction in English (SDAIE).SDAIE is an approach to teaching grade-level content using English as themedium of instruction with special strategies and techniques geared to helpstudents access the core curriculum. SDAIE is:

• Contextualized instruction (e.g. non-verbal language, visual support, realia,graphic organizers, oral/verbal amplification), because students have avariety of resources in the environment that enable them to constructmeaning out of what is said or read;



Page 55

• Task-based instruction, because it allows students to work with concepts and thelanguage of those concepts in a variety of ways (e.g. via reframing, wherestudents can act, draw, or map out the concepts, or use poetry, song, chant, letters,and diaries);

• Grade-level content instruction in English designed for English Learner;• Facilitating English Learners in accessing the same core curriculum as that of

English-only students;• Language-sensitive and culture-sensitive content teaching;• Developed through comprehensible language;• Making accommodations in the learning environment so more students are able

to access the content;• An ideal place to use language for communication;• A natural vehicle through which to teach English;• Good language teaching when the input is made comprehensible;• Instruction encouraging the active use of language and the emphasis on big ideas;• Instruction that allows the teacher to check for understanding frequently using

interactive strategies;• Integrating assessment in an on-going and formative manner through observa-

tions, portfolios, journals, and product-development.• Built on language modifications such as pause time, questioning, pacing, and

highlighting;

Cross-cultural, Language and Academic Development: Chapter Twoadapted from Centralia School District

In effective SDAIE classrooms, principals, and teachers work together to ensure theuse of sound practices that make content comprehensible for English Learners.These practices include:

• modeling• bridging• contextualizing• building schema• reframing• developing metacognition• checking for comprehension• monitoring/assessing• questioning• adjusting speech register• orchestrating all modalities of learning• interacting

Please see Appendix, page 175, for a copy of the SDAIE Instructor Self-Check K-12.

Key Featuresof

SDAIE

For English Learners at Beginning, Early Intermediate, and sometimes the Interme-diate level, access to the core can be facilitated by primary language support. Theassignment of a BCLAD teacher is always the best method for providing primarylanguage support. However, when there are 10 or more students of the samelanguage who need a particular course and a BCLAD teacher is not available, thenthe students can be grouped together with a CLAD-certified teacher and provided abilingual instructional assistant, who will use the primary language to motivate,clarify, direct, support, and explain.

Catch-Up Plan

When we find that students are not meeting expected proficiency growth in Englishor are sustaining deficits in content areas, we institute our district Catch-Up Plan.

Our Catch-Up Plan has the following elements:

1. Standards: there are clearly articulated and implemented content standards forEnglish Language Development (ELD) and the rest of the district’s corecurriculum (e.g. language arts/English, math, science, social studies/history);

2. Interim Benchmarks: there are clearly defined interim benchmarks to measureexpected growth toward meeting ELD and grade-level content standards. Thesebenchmarks are differentiated by at least English proficiency level, time in anydistrict program, and academic background;

3. Assessments: there is a process to objectively assess English Learners’progress in ELD and the rest of the district’s core curriculum using multiplemeasures. These multiple measures are valid and reliable assessments that makeit possible to determine if the interim benchmarks have been met;

4. Interventions: there are clearly defined interventions, implemented for EnglishLearners who are not meeting the established interim benchmarks. Theseinterventions are provided based on a district plan and on individual studentassessments. The plan is designed and implemented by an EL authorizedteacher or overseen by such a teacher.

5. Evaluation: There is a clearly defined process to determine the effectiveness ofthe Catch Up Plan as part of the district’s overall program evaluation andimprovement plan.

The district employs a number of multiple measures to monitor student progress(See Assessment Instruments, pg. 21). Yearly, our Assessment Departmentcomputes the Academic Success Index (see pg. 45) to determine if the EL student ison-target for meeting expectations based on the level of English proficiency atenrollment and the number of years in the English Learner program. If a student’sAcademic Success Index is lower than the Target ASI, or, if the teacher, parent,principal, or EL Coordinator has expressed concerns regarding the student’sprogress, we implement the district’s Catch-Up Plan to remediate any deficits in thestudent’s academic growth.



When StudentsNeed

AdditionalHelp

Page 56

Identifying ELsWho Are

Not MeetingExpected

Growth


Based on the Academic Success Index outcomes, the EL Coordinator at eachschool makes a list of all students who are not meeting expectations. S/he thennotifies the Academic Support Team (AST) of these students’ assessment data.The Academic Support Team convenes (see page 26) in order to prescribeappropriate interventions for these at-risk English Learners. In order toaccomplish this task, the AST surveys the student’s data and then answers thefollowing questions:

1. Does the school provide appropriate classes for English Learners in theMaster Schedule?

2. Is the student placed in the correct academic setting?3. Is the teacher (s) trained in the use of the most appropriate instructional

strategies?4. Has the staff provided purposeful and individualized planning for each

student?5. How many years has the student been in a program for English Learners?

After gathering this data, the Academic Support Team completes the K-12Academic Support Plan for At-Risk Students (see page 28) and prescribesappropriate interventions (see page 29). In addition to in-school and/or school-sponsored interventions, the student may be placed in instructional resources thatextend beyond the school’s curricular day, or s/he may be informed of post-secondary options if s/he has been in the program for 5+ years and is in the 12th or13th year of schooling.

Monitoring of Student Progress: An Integral Aspect of the Catch-Up Plan

The Academic Support Team will regularly monitor the progress of the referredstudent.

Ø At minimum, the team will meet three times per year (timeframes: November-December; February-March; May-June) to review the most recent assessmentdata for the referred student.

Ø At this time, the AST will possibly modify, extend, or replace interventionswhen required.

Ø In addition, the EL Coordinator, classroom teacher, and/or any other personswho have been assigned responsibility while developing the student’s K-12Academic Support Plan for At-Risk Students will be closely and regularlymonitoring student work to determine the efficacy of the selectedinterventions.

Ø If the interventions are not offering appropriate support, the AST will pursueother avenues of support until a correct match has been found for the referredstudent or other specialized assistance (e.g. Student Study Team for possiblereferral for Special Education testing) has been explored.


Monitoring ofStudent

Progress

Each semester, all staff members will be trained on the aspects of the Catch-UpPlan so that they can provide knowledgeable and timely support as required.

Each Spring, the EL Coordinating Council will evaluate data relative to theCatch-Up Plan. This data will include, but not be limited to, evaluation of thefollowing key questions:

StandardsTo what extent are ELs accessing sequential, explicit instruction in ELD?To what extent are ELs accessing the core curriculum?

Interim BenchmarksAre our benchmarks in ELD adequately measuring expected growth?Are our benchmarks in content areas adequately measuring expectedgrowth?

AssessmentsAre our multiple measures of assessment objectively measuring ELs’progress in ELD?Are our multiple measures of assessment objectively measuring ELs’progress in core curricular areas?Are our assessments valid and reliable?Do our assessments make it possible to determine if the interim benchmarkshave been met?

InterventionsIs our list of clearly defined interventions implemented for English Learnerswho are not meeting the established interim benchmarks?Are the interventions provided based on a district plan and on individualstudent assessments?Is the Intervention Plan designed and implemented by an EL authorizedteacher or overseen by such a teacher?

EvaluationIs our Catch-Up Plan Evaluation process clearly defined?Is our Catch-Up Plan Evaluation process clearly part of the district’s overallprogram evaluation and improvement plan?

In order to assist our English Learners who may not complete all K-12 require-ments in the traditional time frame, we have established a number of specializedsuccess routes. Students often need alternate paths within or beyond the second-ary schooling experience in order to reach full English language proficiency,graduate from high school, and/or prepare for college and university options.Thus, we are developing a matrix of instructional options that provide ELs with



PathwaysBeyond

12th Grade

schooling patterns of probable success. When counselors, administrators, andteachers work with and guide English Learners and their parents, these variousoptions will be fully explained. Pathways are devised for four, five, and six yearhigh school programs. District personnel will assist with making appropriatecontacts for students after they leave our 12th grade program or look for addi-tional programs while still enrolled in our high schools. These pathways in-clude, but are not limited to, the following:

• Independent Study program housed at Monte Vista;• N-MUSD Adult Education and GED programs;• Coastline Regional Occupational Program;• Neighboring institutions of higher learning (Orange Coast College,

Irvine Valley College, Coastline Community Colleges) that can providetransitional services and coursework for English Learners;

• University of California and California State University entrancerequirements and accommodations;

• Middle College High School (providing access to classes at OrangeCoast College);

• Simultaneous employment opportunities through work experience, ROP,high school and community college Career Centers, Coast One StopProgram, and Work Force Investment Act.

A major aspect of the Catch-Up plan is the provision for monitoring studentprogress. If student progress is closely monitored, appropriate interventions canbe put into place before academic deficits might become irreparable. Stepsinvolved in the monitoring system include:

• Use of the Academic Success Index to track student progress. If astudentdoes not meet the minimum Academic Success Index target(based on time-in-program and English level proficiency), s/he isreferred to the site Academic Support Progress Team.

• Development of site Academic Support Team to oversee the monitoringprocess;

• Implementation of the R-FEP Screening/Monitoring Form to trackprogress of reclassified students for at least 2 school years afterreclassification;

• Implementation of the K-12 Academic Support Plan to be used for allstudents, including ELs and R-FEP students, who are at-risk ofachieving grade level or proficiency level goals;

• Use of the Academic Support Plan Interventions Sheet for K-12 studentsas a catalyst for the implementation of appropriate interventions inorder to provide the right strategy for the right student at the right time.



Page 59

Supporting andMonitoring

StudentProgress



Newport-Mesa Unified School District is committed to “closing the achievementgap” for all students, including English Learners. Thus, we have a cycle ofsupport based on instruction, assessment, monitoring, and evaluation.

Five essential elements of this system include:

1. District-adopted grade level standards;2. Curriculum and instruction aligned with district standards;3. Assessment and reporting;4. District and site level monitoring and intervention;5. Ongoing evaluation.

Page 60

The Cycle ofSupport

Identification, Assessment and Reporting


EL-4

The district has properly identified, assessed, andreported all students who have a primary languageother than English.

Page 61

EL4 - Identification, Assessment & Reporting


t the time of enrollment, California public schools are required to determine thelanguage (s) spoken in the home by each student. In order to gather this information, allparents/legal guardians are required to complete, sign and date a Home Language Survey(HLS) for each of their school aged children. When a parent or legal guardian enrolls his/her child in our district for the first time, the parent/legal guardian completes the HLS aspart of the District’s enrollment procedure at our Assessment Center. The HLS remains onfile for each student in the district including migrant, special education, and continuationschool enrollees. This information will assist schools in providing appropriate instruction forall students.

All students whose Home Language Survey indicates a language other than English onquestions 1, 2, or 3 of the Home Language Survey, must be assessed in English languageskills within 30 calendar days of initial enrollment. (The 4th question provides information forschools to consider if a child shows evidence of English language deficits once enrolled, butdoes not mandate assessment.) A state approved assessment instrument, the CaliforniaEnglish Language Development Test (CELDT), is currently administered to determineEnglish language proficiency skills. The CELDT is a criterion-referenced test based on theELD Standards which assesses students’ English language proficiency in listening, speaking,reading, and writing.

All identified English Learners are assessed for primary language proficiency in listening,speaking, reading, and writing within 90 calendar days of initial enrollment. The IPT inSpanish is administered to determine primary language proficiency. A fluent speaker of thestudent’s primary language, who is trained in test administration, conducts the assessment.For languages other than Spanish, when a staff person is not available to administer the testin the student’s native language, an informal assessment will be administered by a bilingualtester.

Parents whose children speak a language other than English must be notified within 30calendar days of the completion and results of their child’s initial assessment. In N-MUSDresults of initial assessments are shared with the parent(s) in a conference with anAssessment Center staff member immediately after the testing. The purpose of the confer-ence is to explain the English proficiency and primary language assessment results, programoptions, student recommended placement, and the waiver process for an alternativeprogram. Parents are asked to sign/initial and date all documents presented at the confer-ence and are presented with copies of all documents along with a Parent Welcome letterfrom the Superintendent. When the parent arrives at the designated school site, school sitepersonnel conduct a follow-up parent information session during which they answer anyquestions and clarify the testing results, program recommendations, and design of thealternative program. Assessment results are entered for each student in the district databaseby the Assessment Center English Learner Coordinator or staff. In addition, the results areprovided to the child’s school and teacher(s) and verified by the site’s English LearnerCoordinator. A copy of the Home Language Survey, original Initial Language AssessmentK-12 and Parent Notification forms, including assessment results for English proficiencyand the student’s primary language, are placed in the students’ (red) English Learner Folder.

HomeLanguage

Survey(HLS)

A

EnglishLanguage

ProficiencyAssessment

PrimaryLanguage

ProficiencyAssessment

Notificationof

Results ofInitial

Assessment

Page 62

EL4 - Identification, Assessment and Reporting


The Assessment Center staff sends this folder to the site, where the red folder becomes apart of the student’s cumulative record file.

Using this assessment information and program placement recommendations, the siteprincipal and staff place the student in the most appropriate instructional setting. Writtendescriptions of program options specific to the site will be available for parent reviewduring the follow-up parent information conference. The site principal or designee willmeet with the parent(s)/legal guardians to clarify any questions as needed and/or toreview any concerns parents may have regarding testing results or program placementrecommendations.

When students transfer between schools in the district, all relevant data regarding thestudent’s English Learner assessment history including current scores, current studentplacement, academic progress, and interventions are sent to the receiving school. Thesite principal or designee (i.e. assistant principal, counselor) is responsible for reviewingthe information in the student data system to make sure the student is properly placed inhis or her new class(es). This is also true for students transferring to the continuation/alternative high school. Students newly entering the district will have the relevant assess-ment, academic progress, and placement information entered into the student data systemwithin ten (10) days of enrollment by the site principal or designee (i.e. counselor,registrar, counseling secretary). When the site receives the student cumulative recordfrom the former school district/school, the record will be reviewed by the site principalor designee (i.e. English Learner Coordinator) to check for any relevant data pertainingto English Learner status and/or services provided in the former district. Such informationmay impact initial assessment data and placement of the student; adjustments in thedatabase and program will be made accordingly. If assessment data is incomplete ormissing from the student’s cumulative record, the EL Coordinator will arrange to haveinitial identification assessments done so that the student will be properly placed.

StudentPlacement

Transfer ofStudents

Page 63

FLOW CHART Assessment for Initial Identification and Program Placement

Home Language Survey

English Only

Place in the mainstream program

GRADES K-1 Listening, Speaking

GRADES 2-12 Listening, Speaking, Reading, and Writing

Place in the Mainstream program

* Requires parental exception waiver

Home Language Other than English

Assess English language using CELDT

Initially - Fluent English Proficient (I-FEP)

English Learner (EL)

Assess Primary Language

Place in the appropriate EL program

*Alternative Dual Language

Instruction

Flowchart concept – courtesy of Pittsburg Unified School District

SEI Mainstre

Mainstream

Page 64

NEWPORT-MESA UNIFIED SCHOOL DISTRICT

HOME LANGUAGE SURVEY

School______________________________ Previous School, City, District (if known) ________________________________ Name of Student:___________________________________________________ _________ ________ _________ Last First Middle Birthdate Age Grade The California Education Code (Ed Code 62002 and former Ed Code 52164) requires schools to determine the language spoken at home by each student. This information is essential in order for school to provide meaningful instruction for all students. 1. Which language did your son or daughter learn when he or she first began to talk? _______________________________________

2. What language does your son or daughter most frequently use at home? _______________________________________

3. What language do you use most frequently to speak to your son or daughter? _______________________________________

4. Name the language most often spoken by the adults at home. _______________________________________ __________________ _______________________________________________ Date Signature of Parent/Guardian

************************************************ ETHNIC IDENTIFICATION

(Optional) To help the Newport-Mesa Unified School District obtain statistical information needed for reports to state, federal and local governments, we are requesting your assistance. Would you please help us by identifying the racial/ethnic group under which you wish us to classify your child. We appreciate your cooperation. Please identify my child as (check one below): _____ American Indian _____ Pacific Islander (Hawaiian) _____ Asian (Chinese) _____ Pacific Islander (Guamanian) _____ Asian (Japanese) _____ Pacific Islander (Samoan) _____ Asian (Korean) _____ Pacific Islander (Tahitian) _____ Asian (Vietnamese) _____ Pacific Islander (Other) _____ Asian (Asian Indian) _____ Filipino _____ Asian (Laotian) _____ Hispanic _____ Asian (Cambodian) _____ Black _____ Asian (Other) _____ White EL Form 1 – Dept. of English Learner Programs Rev. 07/02 Page 65

DISTRITO ESCOLAR UNIFICADO NEWPORT-MESA

ENCUESTA DEL IDIOMA DEL HOGAR

Escuela______________________________ Escuela Anterior, Ciudad, Distrito (si lo sabe)____________________________ Nombre del Estudiante:___________________________________________________ ___________________ ________ _______ Apellido Nombre Segundo Nombre Fecha de Nacimiento Edad Grado El Código de Educación de California (Código de Educación 62002 y previo Código de Educación 52164) requiere que todas las escuelas identifiquen el idioma que se habla en el hogar del estudiante. Esta información es esencial para que las escuelas puedan proporcionar planes de estudio apropiados. 1. ¿Qué idioma aprendió su hijo/a cuando empezó a hablar? _______________________________________________

2. ¿Qué idioma usa su hijo/a con más frecuencia en la casa? _______________________________________________

3. ¿Qué idioma usa Ud. con más frecuencia cuando habla con su hijo/a? _______________________________________________

4. ¿Qué idioma hablan los adultos con más frecuencia en casa? _______________________________________________ __________________ _______________________________________________ Fecha Firma del Padre o Tutor

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IDENTIFICACIÓN ÉTNICA (Opcional)

Por favor ayúdenos contestando la información a continuación para que el Distrito Escolar Unificado Newport-Mesa pueda proporcionar información estadística necesaria para los reportes del estado, federales y de gobierno local. Por favor ayúdenos identificando el grupo racial/étnico en el cual desea que clasifiquemos a su estudiante. Muchas gracias por su cooperación. Por favor identifique a mi estudiante como (refiérase a la lista de designaciones a la vuelta de la página): EL Form 1—Dept. of English Learner Programs Rev. 07/02 KK/AA Page 66

Welcome to Newport-Mesa Unified School District: On behalf of Newport-Mesa Unified School District, I would like to welcome your family. We are a district committed to excellence in education and student success as well as celebrating the cultural diversity of our 21,000 students in schools, pre K-12. Our local school board has adopted a district Strategic Plan setting the tone for student learning, continuous learning, respect and dignity, customer service, and community partnerships which embrace the underlying premise that all students can learn. The California State Board Adopted Educational Standards, in all curricular areas, establishes the learning standards against which all student achievement is measured. We appreciate your time in bringing your child to the Assessment Center for initial placement testing. The standardized California English Language Development Test (CELDT), published by CTB/McGraw-Hill, will measure your child’s English language proficiency skills based on three sub-tests: Listening and Speaking, Reading, and Writing. Should your child qualify for English Learner services, he/she will be assessed in his/her primary language using an alternate assessment. The results of these assessments as well as program options will be reviewed with the parent/guardian of the student and forwarded to the child’s school for processing and student placement. Annual assessments will be given to assess your child’s English language proficiency growth until which time he/she can be reclassified as a Fluent English Proficient student learner. We invite your family to take an active role in the education of your child and take advantage of various ways in which parents can be involved throughout the district. Your child’s school will be happy to provide you with information about parent involvement opportunities. We look forward to servicing the needs of your child throughout his/her years of schooling in Newport-Mesa Unified School District. Sincerely, Robert J. Barbot, Ed.D. Superintendent Page 67

Department of English Learner Programs Revised: 09/03 EL Form 2 – Init. Lang. Assess./Parent Notification Copies for: CUM-White District-Yellow Teacher-Pink Parent-Goldenrod Page 69 a

NEWPORT-MESA UNIFIED SCHOOL DISTRICT Initial Language Assessment K-12 & Parent Notification

______ _____ _______________________ ________________ ________________ Student's Last Name First Middle Initial Telephone Student ID # Date Tested __ Grade Level Sex Birthdate Birth Place Primary Language Language Code School N-MUSD Enrollment Date Yrs. in US schools Yrs .Sch. Other Countries Date of US Entry

Overall CELDT Results for Placement Initial Designation Math Assessment Results for Grades 7-12 Level: ____________________________

English Language Results

EL I-FEP* English Learner Initially Fluent English Primary Language Results (EL only)

CELDT- Listening/Speaking Level:___________

IPT – Oral (Spanish) or Alternative Assessments Level/Score: ____ Classification: Limited Fluent

Reading & Writing for Grades 2-12 Reading & Writing for Grades 2-12 CELDT- Reading Level:___________________

IPT – Reading (Spanish) Competent: Yes No

CELDT- Writing Level:____________________

*I-FEP is determined by a score of Early Advanced or higher in Listening/Speaking for Grades K-1 or a score of Early Advanced or higher in Listening/ Speaking, Reading and Writing for Grades 2-12. (If information is received from a previous school district indicating the need for English Learner support, the I -FEP identification will be reviewed by the school.)

IPT Writing – Writing (Spanish) Competent: Yes No

Comments:______________________________________ Form Completed by:___________________ Parent Conferenced by: ________ Name Title Initials The three (3) programs offered for English Learners by N-MUSD are described below. Based on the results of the California English Language Development Test (CELDT) and available programs at the site of enrollment, N-MUSD Master Plan for English Learners initially places your child in the following English Learner Program. Your child’s participation in one of the selected models is required (EC62002). Please initial in the square next to the model below that you believe best meets the needs of your child.

N-MUSD Placement

Parent Request Description of English Learner Programs

Structured English Immersion: This model provides instruction for all subjects in English for students with less than reasonable fluency in English. For students with a CELDT score at the Beginning Level (Level 1), teachers will combine specially designed academic instruction in English (SDAIE) strategies in content areas with primary language instructional support when needed and a structured, sequential English Language Development (ELD) program. For students with an overall CELDT score at an Early Intermediate Level (Level 2), teachers will use specially designed instructional strategies and structured ELD, with decreasing use of primary language support. Indicated for students with an overall CELDT score at the Beginning (Level 1) or Early Intermediate Level (Level 2). Mainstream English w/Appropriate Support: This model provides all instruction in English with

additional and appropriate services as needed. Designed for students with reasonable fluency, it is indicated for students with an overall CELDT score at the Intermediate level (Level 3) or above.

Yes, I have been informed verbally and in writing of my rights to request a Parental Exception Waiver for an Initial alternative program. Alternative Program/Dual Language Instruction: This program option is designed for students Parent entering N-MUSD or for continuing students whose parents wish to waive into an alternative program. Request All students receive daily ELD instruction. Language Arts, math, science, and social studies content will

initially be provided in the primary language. Art, music, and physical education will be taught in English. As students gain proficiency in English, an increasing amount of content instruction will be in English. Upon enrollment, each school will provide a written description of the available Alternative Program and a description of the educational materials to be used.

OR Initial Initial Parent/Guardian Signature:_________________________________________________ Date:_________________________

The three (3) English Learner program options have been explained to me.

My child’s Initially Fluent English Proficiency (I-FEP) identification has been explained to me. I understand my child will not receive English Learner support services.

Department of English Learner Programs Revised: 09/03 EL Form 2 – Init. Lang. Assess./Parent Notification Copies for: CUM-White District-Yellow Teacher-Pink Parent-Goldenrod Page 69 b

NEWPORT-MESA UNIFIED SCHOOL DISTRICT Evaluación Inicial de Lenguaje K-12 y Notificación a los Padres

______ _____ _______________________ ________________ ________________ Apellido del Estudiante Nombre Inicial Teléfono # ID del Estudiante Fecha de Evaluación __ Grado Sexo Fecha de Nacimiento Lugar de Nacimiento Lengua Materna Código/Lengua Materna Escuela Fecha de Inscripción Años en Escuelas de Años en Escuelas en Fecha de Entrada a en N-MUSD EE.UU. Otro País EE.UU. Total/Resultados CELDT para Colocación Designación Inicial Resultados de la Evaluación de Matemáticas

Grados 7 al 12 Nivel :____________________________

Resultados del Idioma Inglés

EL I-FEP* Aprendiz de Inglés Competencia Inicial Proficiente

Resultados de la Lengua Materna (sólo EL)

CELDT- Uso/Comprensión Oral Nivel:__________

IPT – Oral (Español) o Examen Alternativo Nivel/Total: ____Clasificación: Limitado Proficiente

Lectura y Escritura para Grados 2 al 12 Lectura y Escritura para Grados 2 al 12 CELDT- Lectura Nivel:___________________

IPT – Lectura (Español) Competente: Sí No

CELDT- Escritura Nivel:____________________

*I-FEP se determina con el resultado de nivel Avanzado Bajo o más alto en Uso/Comprensión Oral para Grados K al 1º o resultados nivel Avanzado Bajo o más alto en Uso/Comprensión Oral, Lectura y Escritura para Grados 2 al 12. (Si recibimos información del distrito escolar anterior indicando apoyo para Aprendiz de Inglés, la identificación I-FEP será reexaminada por la escuela.)

IPT – Escritura (Español) Competente: Sí No

Comentarios:______________________________________ Forma llenada por:___________________ Padre informado por: ________ Nombre Puesto Iniciales Los tres (3) programas ofrecidos para alumnos aprendiendo inglés en N-MUSD se describen a continuación. Basados en los resultados de la Prueba de Evaluación del Desarrollo de la Lengua Inglesa del Estado California (CELDT) y los programas disponibles en la escuela de inscripción, el Plan Maestro para Alumnos Aprendiendo Inglés de N-MUSD inicialmente colocará a su niño/a en el Programa para Alumnos Aprendiendo Inglés descrito a continuación. La participación de su niño/a en uno de los modelos seleccionados es requerida (EC62002). Por favor ponga sus iniciales en el cuadro del modelo que usted crea cubrirá las necesidades de su niño/a de la mejor manera.

N-MUSD lo coloca en

Los Padres solicitan Descripción de Programas para Alumnos Aprendiendo Inglés

Inmersión Estructurada en Inglés: Este modelo provee instrucción para todas las materias en inglés para estudiantes

con nivel de dominio razonable bajo del inglés. Para los estudiantes con resultados en el Nivel Principiante (Nivel 1), los maestros combinarán estrategias educacionales diseñadas especialmente para enseñar en inglés (SDAIE) en las áreas académicas con apoyo de enseñanza en la lengua materna, cuando necesario, y un programa de Desarrollo del Idioma Inglés (ELD) estructurado y con secuencia. Para los Estudiantes con resultado total CELDT Nivel Intermedio Bajo (Nivel 2), los maestros usarán estrategias educacionales diseñadas especialmente para enseñar en inglés y ELD estructurado, disminuyendo el apoyo en la lengua materna. Indicado para los estudiantes con resultado total CELDT Niveles Principiante (Nivel 1) o Intermedio Bajo (Nivel 2).

Clases Regulares en Inglés con Apoyo Apropiado: Este modelo da la enseñanza en inglés con servicios adicionales

apropiados según sean necesarios. Diseñado para estudiantes con nivel de dominio razonable; indicado para estudiantes con resultado total CELDT Nivel Intermedio (Nivel 3) o más alto.

Sí, yo he sido informado verbalmente y por escrito de mis derechos como padre para solicitar una Petición de Excepción para Sus Iniciales un programa alternativo. Programa Alternativo/Enseñanza en Dos Idiomas: Este programa opcional ha sido diseñado para los estudiantes de

Los Padres nuevo ingreso al Distrito N-MUSD o para los estudiantes ya inscritos cuyos padres deseen solicitar la petición de solicitan excepción para ingreso a un programa alternativo. Todos los estudiantes recibirán enseñanza en ELD diariamente. Las

clases de lenguaje, matemáticas, ciencias naturales y sociales se proporcionarán inicialmente en la lengua materna. Arte, música y educación física se enseñarán en inglés. Al lograr mayor dominio del inglés se le aumentará al estudiante la enseñanza en inglés en las áreas académicas. Al inscribirse, cada escuela proporcionará la descripción escrita del Programa Alternativo disponible y la descripción de los materiales educacionales que se utilizarán.

Ó

Sus Iniciales Sus iniciales Firma de los Padres/Tutores:_________________________________________________ Fecha:_________________________

Las tres (3) opciones de Programas para Alumnos Aprendiendo Inglés se me han explicado.

Mi niño/a Inicialmente Domina/es Proficiente en Inglés (I-FEP) y su clasificación se me ha explicado. Entiendo que el/ella no recibirá servicios de apoyo para Alumnos Aprendiendo Inglés.

Placement of Students


EL-5

All English Learners shall be placed in English-language classrooms unless a parental exceptionwaiver has been granted for an alternative program.

Page 70

ewport-Mesa Unified School District uses a number of program models to servestudents who are English Learners. Placements of English Learners are based uponprovisions of former Proposition 227, now cited in CA Ed. Code Sections 300-340.Parental involvement in decisions regarding the education of their children is required andcritical to the student’s academic success. All descriptions of programs are disseminated ina language comprehensible to the parent (written or oral translation) to ensure that parentscan be active partners in placement decisions for their children.

Because students enter with varying levels of English language proficiency, it is imperativethat each English Learner be placed in the instructional program that is the best fit for his/herneeds. We are committed to placing the right student in the right program with the rightinstructional strategies and materials at the right time. We work closely with the parents/guardians to explain the instructional options, report student progress, prescribe appropri-ate interventions if and when the student is not succeeding, and devise a plan for maximumsuccess for each student. In short, we wish to create a learning environment where successis probable rather than possible.

As the English Learner student acquires increasing English proficiency, s/he progressesthrough the levels of instructional delivery until all instruction is delivered exclusively inEnglish. In all programs, the principal goal is always the acquisition of English. Thus, everyEnglish Learner program in our district includes the provision for at least thirty (30) min-utes daily of explicit and directed English Language Development (ELD) in additionto frequent “teachable moments” during which teachers will provide ELD for all students.

Upon initial enrollment, our Assessment Center makes recommendations for EnglishLearner program placement based on CELDT and primary language assessment results.Using this assessment information and program placement recommendations, the siteprincipal and staff place the student in the most appropriate instructional setting. Writtendescriptions of actual program options specific to the site are available for parent review.The site principal or designee will meet with the parent(s)/legal guardians to clarify anyquestions as needed and/or to review any concerns parents may have regarding testingresults or program placement recommendations. The program placement settings throughwhich students progress are:

I. Structured English Immersion: This model provides instruction for all subjects inEnglish for students with less than reasonable fluency in English. For students with aCELDT score at the Beginning Level (Level 1), teachers will combine speciallydesigned academic instruction in English (SDAIE) with primary language instructionalsupport when needed and a strong, structured, sequential English Language Develop-ment (ELD) program. For students with an overall CELDT score at an EarlyIntermediate Level (Level 2), teachers use specially designed instructionalstrategies and structured ELD, with decreasing use of primary language support.

II. Mainstream English with Appropriate Support: This model, designed forstudents with reasonable fluency, provides all instruction in English with additionaland appropriate services as needed. This model is recommended for students withan overall CELDT score at the Intermediate level (Level 3) or above.

EL 5 - Placement of Students

Choices ofInstructional

Programs


N

Page 71

III. Alternative Program/Dual Language (English/Spanish) Instruction: Thisoption is designed for students entering N-MUSD or for continuing studentswhose parents wish to waive into an alternative program. All students receivedaily ELD instruction. Language Arts instruction will initially be provided in theprimary language. Content areas will initially be taught in the primary language inmath, science and social studies. As students gain proficiency in English, anincreasing amount of content instruction will be in English. (See English LearnerProgram Settings on pp. 50-51.)

I. STRUCTURED ENGLISH IMMERSION (SEI) SETTING The Structured English Immersion Program is described in CA Ed. Code Sections300-340 (Proposition 227 that was passed by the voters of California in June 1998). Itis described as an English language acquisition process for young children in whichnearly all classroom instruction is in English, but the curriculum and presentation arespecifically designed for children who are learning the language. Students will be taughtsubjects “overwhelmingly,” but not exclusively, in English. Teachers and aides may usethe student’s primary language in content instruction to motivate, clarify, direct, support,and explain. (See English Learner Program Settings, pp. 50-51.) The goal of the SEIProgram is for EL students to develop a reasonable level of proficiency in English. Anyacademic delays can be remedied through a number of interventions. (See AcademicSupport Plan Interventions, pg. 29.) Access to core content is accomplished throughinstructional strategies using Specially Designed Academic Instruction in English(SDAIE) techniques to enable English Learners to gain access to grade level subjectmatter in mathematics, social studies, science, and other academic subjects required.

• Parents must be informed of the placement of their children in a StructuredEnglish Immersion Program and be notified of the opportunity to apply for aParental Exception Waiver for an alternative program or a request to move to anEnglish language mainstream classroom. In order to request a waiver, parentsmust visit the school.

• All EL students receive at least 30 minutes daily ELD instruction based on thedistrict-adopted program state standards. Instruction must include listening,speaking, reading, and writing.

• Core instruction in all subjects is taught overwhelmingly in English with primarylanguage (L1) support as needed and SDAIE (Specially Designed AcademicInstruction in English) strategies.

• All students participate in activities that promote multicultural competency andpositive self-esteem.

• All teachers must be appropriately certificated {i.e., BCLAD, CLAD,Hughes (SB1969/395)}.

• It is preferred that teachers in CELDT Level I and II settings hold a BCLAD orequivalent. However, non-BCLAD teachers can be paired with a bilingualinstructional aide who, under the teacher’s direction, provides primary languagesupport as needed in the content areas.

ProgramRequirements



Staffing

Definitionof

SEI

Page 72

Materials



Groupings

EnglishLanguageMainstreamProgram

Page 73

State-adopted and/or standards-based materials will be used. Materials include print,audio, visual, graphic, and electronic resources. Teachers match the instructionalmaterials with student needs; thus, they use core, as well as supplemental, materials.

The correct grouping of students is a critical feature of a successful SEI program.

Grouping for ELD

• Students will be grouped into their ELD classes based on their Englishproficiency level. The optimum placement is one ELD level per class.

• No more than 2 levels of ELD will be combined into one class.

Grouping for Content Classes

• EL students should be grouped together by language for primary language contentsupport from a bilingual instructional aide.

• SEI classes are not a proper placement for English-only students.

L1 Support

• The assignment of a BCLAD teacher is the best method for providingprimary language instruction or support;

• When there are 10 or more students of the same language who need a particularcourse and a BCLAD teacher is not available, then the students are groupedtogether and provided a bilingual instructional aide to support the classroomteacher.

II. MAINSTREAM SETTING

English Learners who have attained reasonable fluency (typically Intermediate, EarlyAdvanced and Advanced) and who are not participating in an alternative program orwhose parents requested to move from an SEI program are to be placed in an EnglishLanguage Mainstream Program. Parents of English Learners can request that theirstudents be placed in a mainstream program at any time. The term “Mainstream” refers tothe fact that these students have an instructional program that is primarily in English withELD instruction and an emphasis on reading and writing. (Primary language support inacademic areas is provided where necessary.) The English Learner will receive ELDfrom the classroom teacher (K-6) or be assigned to a section of ELD or “SDAIE English”(7-12) until the student has acquired proficiency in English. Mainstream Program teachersof ELs are responsible for providing ELD instruction that continues the students’ EnglishLanguage Development, prepares them for reclassification, and recoups any academicdeficits that may have been incurred in the core curriulum as a result of language barriers.In addition, students will access core subjects from teachers using SDAIE strategies sothat the content knowledge is comprehensible to the student. The program is designed tocontinue the development of English, while providing content instruction in English. Spe-cially Designed Academic Instruction in English (SDAIE) is a major feature of this pro-gram. Mainstreamed EL students require careful monitoring and attention to their progresstowards reclassification.

• EL students who are transitioning from SEI to mainstream at ELD levels 3-5(Intermediate, Early Advanced or Advanced);

• EL students at any level, whose parents request a mainstream placement;• Long-term EL students, who were never in a program, or who exited a program

but do not meet criteria for reclassification.

• English Language Development: Mainstreamed EL students participate in ELD classesor Language Arts classes taught by CLAD (or equivalent) teachers until they arereclassified;

• Specially Designed Academic Instruction in English (SDAIE) in content areas;• Monitoring of progress towards meeting reclassification criteria;• Extended learning and enrichment to “close the achievement gap” and address

deficits;• All students participate in activities that promote multicultural understanding and

positive self-esteem.



State-adopted and/or standards-based materials will be utilized. Materials will includeprint, audio, visual, graphic, and electronic resources. Core, as well as supplemental mate-rials, will be utilized. A complete list of materials used can be found on pages 177-179.

• Students who are at ELD Level 3 Intermediate fluency and below must be in anELD class and not mixed with English only students.

• Students at or above ELD Level 4 Intermediate fluency require SDAIE from aproperly authorized teacher. It is recommended that whenever possible students atthis level be grouped for this instruction and not be mixed with English Only students.

• Students at Advanced Fluency ( ELD level 5) who are in mainstream LanguageArts courses do not require special grouping. However, consideration must be givento structuring the instruction to target the literacy and other academic needs, specificto their English Learner status, that these students may have.

• Students at advanced fluency do not need special grouping but do require SDAIEstrategies as appropriate and continued support in building English proficiency andmeeting reclassification criteria.

In the English Language mainstream program with appropriate support, the EnglishLearners will receive ELD from the classroom teacher or (at the secondary level) beassigned to a section of ELD or SDAIE English until they acquire proficiency inEnglish. Mainstream Program teachers of English Learners will be responsible forproviding ELD instruction that continues the students’ English language developmentand prepares them for reclassification. The students must be assisted to recoup anyacademic deficits which may have been incurred in the core curriculum as a result oflanguage barriers (See Catch-Up Plan). In addition, EL students will be provided withone or more core subjects taught using SDAIE as needed. English Learner studentsbeing served through a Special Day Class setting will receive ELD services through theSpecial Day Class teacher or another setting for students in transition (i.e. ISP Englishby a teacher authorized or in training). The Individualized Education Plan will statelinguistically appropriate goals and objectives in order to support the English Learner.

ProgramRecipients

ProgramElements

Materials

StudentGroupings

Page 74

ALTERNATIVE PROGRAMS: ELEMENTARY SCHOOLS (K-6)

This program is designed for any Spanish-speaking EL student for whom a currentapproved waiver is on file. This Dual Language Instruction Program will provideprimary language instruction (Spanish) in the core subjects: language arts (reading,writing, listening and speaking), social studies, mathematics and science. Students willalso receive a minimum of 45 minutes a day of English Language Development (ELD).Art, music and physical education will be taught in English. To the extent possible,English Learners participating in this alternative program will be mixed with FEP/EnglishOnly students during art, music, and physical education for purposes of providingopportunities for EL students to interact with native speakers of English and to haveaccess to native English speaking models in a structured classroom context.

All teachers must be appropriately certificated, i.e., BCLAD, in training, or havecomparable authorization, (e.g. Sojourn credential).

State-adopted and/or standards-based materials will be utilized to access both core andsupplementary lessons. Materials will include print, audio, visual, graphic, and electronicresources. (See Materials Inventory on pages 177-179.)

During the Initial Assessment conference at the Assessment Center, parents are advisedof their rights to select an alternative program for their English Learner child. When theparent requests and is granted a Parental Exception Waiver (see EL 8. p. 96), districtand site administrators examine the numbers of waivers requested at that grade level atthe site and in the district.

ProgramDesign



III. ALTERNATIVE PROGRAM SETTINGS

The district offers a Dual Language Instruction Program in Spanish. Students will beplaced into the appropriate program at a site selected to accommodate the AlternativeProgram. This program is an alternative to Structured English Immersion or MainstreamEnglish Programs in accordance with CA Ed. Code Sections 300-340. This transitionalprogram is a simultaneous approach in which students have intensive English LanguageDevelopment while at the same time continuing their mastery of content subject matter intheir primary language of Spanish. Should the numbers warrant such a program in otherlanguages in the future, the district will provide this alternative.

District and site personnel will explain all aspects of the Alternative Program to the incom-ing student and family. Existing bus routes may accommodate transporation needs. Insome instances, however, parents may be responsible for their student’s transportation tothe Alternative Program site.

Staffing

Materials

( Note: The underschooled student who enrolls for the first time at the high school levelwill likely need additional time in order to develop English proficiency and complete allrequirements for high school graduation.)

• English language instruction grouped by proficiency level.• Complete sequence of content area courses (Math, Science and Social

Studies) initially taught in primary language.• Appropriate sequence of Language Arts courses taught in Spanish• Grade level appropriate materials (both core and supplemental)• Spanish Literacy classes recommended, depending on student needs• Non-language-dependent electives (e.g. art, physical education) taught in English.

• Teachers of ELD or Language Arts in which EL students are enrolled must haveCLAD or equivalent

• Bilingual content classes must be staffed with a teacher holding a BCLAD orequivalent.

• Extended Day (enrollment in 7th period) will be provided, where funding allows• Targeted counseling, mentoring, tutoring (in primary language)



ProgramRequirements

Staffing

Page 76

ExtendedLearning

andEnrichment

ALTERNATIVE PROGRAMS: MIDDLE AND HIGH SCHOOLS (7-12)

This Dual Language Instruction Program is designed for any Spanish-speaking EL students, for whom a current approved waiver is on file, including students with ad-equate formal schooling as well as under-schooled students. This program will provideprimary language instruction (Spanish) in the core subjects: language arts (reading,writing, listening and speaking), social studies, mathematics and science. Students willalso receive a minimum of 45 minutes a day of English language development (ELD).Art, music and physical education will be taught in English. To the extent possible,English Learners participating in this alternative program will be mixed with FEP/EnglishOnly students during art, music, and physical education for purposes of providing op-portunities for EL students to interact with native speakers of English and to have ac-cess to native English speaking models in a structured classroom context.

This program may be particularly helpful to EL students with limited formal schooling.Characteristics of these students include:

• recent arrivals to U.S. – two years or less.• little or no English fluency• disrupted or no schooling in native country• little or no literacy in native language

ProgramDesign



Guidelines

Small and Scattered Populations

At some district schools, there are very few English Learners enrolled. Thus, it is not pos-sible to create traditional Structured English Immersion nor Alternative settings. The follow-ing guidelines are in place to guide principals in providing services to these small and scat-tered populations:

1. Either the principal or his/her designee is the EL Coordinator for the site. This person iscurrent on all requirements, attends training on the Master Plan for English Learners,and attends district meetings focused on English Learner issues.

2. The principal ensures that each grade has a CLAD teacher, and that any ELs are placedwith that teacher, OR s/he arranges to have a CLAD-authorized teacher serve ELs withELD and other support on an itinerant basis. Example: a CLADkindergarten teacher who teaches in the AM, and does not share a room with anotherteacher, can be assigned to work 30-45 minutes each with two groups of ELs in the PMto provide them ELD. H/she might provide ELD to ELs from 1st, 2nd and 3rdgrade. Program delivery depends on the numbers of students and their CELDTlevels. Properly-credentialed personnel provides SDAIE instruction and someamount of L1 support as well.

3. An itinerant teacher who serves two or three schools could provide the needed services. ELs would be pulled out for ELD [across grades, by CELDT level], and/ or the ELD teacher supports SDAIE instruction in the classroom.

4. A near-term goal for each school is to have at least one CLAD per grade level, regardless of the current enrollments of ELs.

5. The CLAD teacher at each site has the assignment to know the Master Plan for English Learners and be an advocate for English Learners.

Department of English Learner Programs Copies for: CUM – White EL Coordinator – Yellow Parent – Pink KK 7/02 Page 78 EL Form 6

Newport Mesa Unified School District

Annual Notification - English Learner Progress Student Name: ____________________________ ID #________ School: __________ Grade Level: ________ Date: ____________ Last First Dear Parent(s)/Guardian(s): Each school year, parents/guardians shall be informed of the appropriate program placement of their child in either Structured English Immersion Program (SEI) or a Mainstream English Language program and shall be notified of an opportunity to apply for a parental exception waiver for an alternative education program (Education Code 310; 5 CCR 11303). An English Learner shall be transferred from a Structured English Immersion program to a Mainstream English Language program when the student has acquired a “reasonable level of English Proficiency” as measured by an approved California Department of Education assessment (Education Code 305; 5 CCR 11301). A student shall be placed in a Mainstream English Language program upon parent/guardian request (5 CCR 11032). The following indicates your child’s results on the 2001-02 California English Language Development Test (CELDT):

Overall CELDT English Proficiency Level - Based on CELDT Student Report

Beginning Early Intermediate

Intermediate Early Advanced

Advanced

CELDT Sub-test Results

Note: Descriptors of proficiency levels of each subtest are provided on the attached page. Listening/Speaking

Proficiency Level (Grades K-12) Beginning Early

Intermediate Intermediate Early

Advanced Advanced

Reading Proficiency Level

(Grades 2-12) Beginning Early


Advanced Advanced

Writing Proficiency Level

(Grades 2-12) Beginning Early


Advanced Advanced

Based on the results of the CELDT and your child’s current English language proficiency growth, the Newport-Mesa Unified School district Master Plan for English Learners is placing your child in the following English Learner Program for the coming year (unless an approved Parental Exception Waiver for placement in an Alternative Program is requested and granted, as described below):

q Structured English Immersion/English Language Development (ELD): This model provides instruction for all subjects in English for students with less than reasonable fluency in English. For students with a CELDT score at the Beginning Level (Level 1), teachers will combine specially designed academic instruction in English (SDAIE) strategies in content areas with primary language support when needed and a structured, sequential English Language Development (ELD) program. For students with an overall CELDT score at an Early Intermediate Level (Level 2), teachers use specially designed instructional strategies and structured ELD, with decreasing use of primary language support. Indicated for students with an overall CELDT score at the Beginning (Level 1) or Early Intermediate Level (Level 2).

q Mainstream English with Appropriate Support: This model provides all instruction in English with additional and appropriate services as needed. Indicated for students with an overall CELDT score at the Intermediate level (Level 3) or above.

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Parents have the right to request a Parental Exception Waiver for an Alternative Education Program/Primary Language Instruction. Parent involvement is an important component of every student’s education. In the alternative Dual Language Instruction model, students receive daily ELD instruction. Language Arts instruction, math, science, and social studies will initially be provided in the primary language. Art, music, and physical education will be taught in English. As students gain proficiency in English, an increasing amount of content instruction will be in English. For more information, or to request a Parental Exception Waiver, please contact your child’s school for further assistance. We invite you to review and discuss the results of the assessments completed by your child, which provide you information as to his/her level of language proficiency. Please sign and return this letter to the school after you have checked one of the boxes below. If you have questions or would like more information, please feel free to speak with your child’s teacher or the principal of your child’s school.

q I agree that my child should be placed in the program indicated above.

q I would like to meet with a school representative to discuss assessment results, my student’s placement, or placement in an Alternative Program with a Parental Exception Waiver. Please contact me at ________________________________.

Telephone Number Parent/Guardian Signature: ______________________________________________ Date: ______________________

Department of English Learner Programs Copies for: CUM – White EL Coordinator – Yellow Parent – Pink KK 08/03 Page 79 a EL Form 6 a

Newport Mesa Unified School District 2985 Bear Street, Pathways Building, Costa Mesa, CA 92626

Annual Placement Notification - English Learner Progress Dear Parent(s)/Guardian(s): At the beginning of each school year, parents/guardians of English Learners (EL) shall be informed of their child’s appropriate program placement in either a Structured English Immersion Program (SEI) or a Mainstream English Language program and shall be notified of an opportunity to apply for a Parental Exception Waiver for an Alternative/ Dual Language Instruction program (Ed Code 310; 5 CCR 11303). An EL shall be transferred from an SEI program to a Mainstream English Language program when the student has acquired a “reasonable level of English Proficiency” as measured by an approved CA Department of Education assessment (Ed Code 305; 5 CCR 11301). An EL shall be placed in a Mainstream English Language program upon parent/guardian request (5 CCR 11032). Based on the above results of the 2002-03 California English Language Development Test (CELDT) and your child’s current English language proficiency growth, the Newport-Mesa Unified School district Master Plan for English Learners is placing your child in the English Learner Program checked below for the coming year (unless an approved Parental Exception Waiver for placement in an Alternative/ Dual Language Instruction program is requested and granted, as described below). For a copy of the CELDT Proficiency Level Descriptors for your child’s grade level, please see your school principal.

Structured English Immersion/English Language Development (ELD): This model provides instruction for all subjects in English for students with less than reasonable fluency in English. For students with a CELDT score at the Beginning Level (Level 1), teachers will combine specially designed academic instruction in English (SDAIE) strategies in content areas with primary language support when needed and a structured, sequential English Language Development (ELD) program. For students with an overall CELDT score at an Early Intermediate Level (Level 2), teachers use specially designed instructional strategies and structured ELD, with decreasing use of primary language support. Indicated for students with an overall CELDT score at the Beginning (Level 1) or Early Intermediate Level (Level 2). Mainstream English with Appropriate Support: This model provides all instruction in English with additional and appropriate services as needed. Indicated for students with an overall CELDT score at the Intermediate level (Level 3) or above.

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Parents have the right to request a Parental Exception Waiver for an Alternative Education Program. Parent involvement is an important component of every student’s education. In the Alternative/ Dual Language Instruction program, students receive daily ELD instruction. Language Arts instruction, math, science, and social studies will initially be provided in the primary language. Art, music, and physical education will be taught in English. As students gain proficiency in English, an increasing amount of content instruction will be in English. For more information, or to request a Parental Exception Waiver, please contact your child’s school for further assistance. We invite you to review and discuss the results of the assessments completed by your child, which provide you information as to his/her level of language proficiency. Please sign and return this letter to the school after you have checked one of the boxes below. If you have questions or would like more information, please feel free to speak with your child’s teacher or the principal of your child’s school.

I agree that my child should be placed in the program indicated above.

I would like to meet with a school representative to discuss assessment results, my student’s placement, and/or placement in an Alternative/Dual Language Instruction program with a Parental Exception Waiver. Please call me at ___________________________.

Telephone Number Parent/Guardian Signature: ______________________________________________ Date: ______________________

Departamento de Programas/Alumnos Aprendiendo Inglés Copias: CUM – Blanca Coordinador EL – Amarilla Padre – Rosa KK, AA 08/03 Page 79b Forma EL 6 a

Newport-Mesa Unified School District 2985 Bear Street, Pathways Building, Costa Mesa, CA 92626

Notificación Anual de Colocación – Progreso del Alumno Aprendiendo Inglés

Querido(s) Padre(s)/Tutor(es): Al principio de cada año escolar se informará a padres/tutores de Alumnos Aprendiendo Inglés de la colocación apropiada de su niño/a ya sea en el programa ‘Structured English Immersion, (SEI)” (Inmersión Estructurada en Inglés) o en el Programa Regular de Lenguaje en Inglés y se les notificará de la oportunidad de solicitar una Petición de Padres para Excepción para un programa Alternativo/ Enseñanza en Dos Idiomas. (Código de Educación 310; 5 CCR 11303). El Alumno Aprendiendo Inglés se cambiará del programa SEI a un Programa Regular de Lenguaje en Inglés cuando el estudiante haya logrado ‘un nivel razonable de Dominio de Inglés’ determinado por una evaluación aprobada por el Departamento de Educación de California (Código de Educación 305; 5 CCR 11301). El estudiante podrá ser colocado en un Programa Regular de Lenguaje en Inglés si los padres/tutores lo solicitan (5 CCR 11032). Basándonos en los resultados arriba indicados de la Prueba CELDT (Prueba del Estado de California del Desarrollo del Idioma Inglés ) 2002-03 y el progreso actual de su niño/a en el dominio del idioma inglés, el Plan Maestro para Alumnos Aprendiendo Inglés del Distrito Escolar Unificado Newport-Mesa está colocando a su niño/a en el Programa para Alumnos Aprendiendo Inglés marcado a continuación para el próximo año escolar (a menos que se haya aprobado su Petición de Padres para Excepción para colocación en un programa Alternativo/Enseñanza en Dos Idiomas como descrito a continuación). Si desea una copia de las Descripciones de Niveles de Dominio CELDT para el nivel de grado de su niño/a, por favor solicítela a su director(a) escolar:

Inmersión Estructurada en Inglés: Este modelo imparte la enseñanza en todas las materias en inglés para estudiantes que no tengan el nivel razonable de dominio del inglés. Para los estudiantes con resultados en el Nivel Principiante (Nivel 1), los maestros combinarán estrategias educativas diseñadas especialmente para enseñar en inglés (SDAIE) en las áreas académicas con apoyo de enseñanza en la lengua materna, cuando necesario, y un programa de Desarrollo del Idioma Inglés (ELD) estructurado y con secuencia. Para los estudiantes con resultado total CELDT Nivel Intermedio Bajo (Nivel 2), los maestros usarán estrategias educativas diseñadas especialmente para enseñar en inglés y ELD estructurado, disminuyendo el apoyo en la lengua materna. Indicado para los estudiantes con resultado total CELDT Niveles Principiante (Nivel 1) o Intermedio Bajo (Nivel 2).

Clases Regulares en Inglés con Apoyo Apropiado: Este modelo imparte toda la enseñanza en inglés con servicios adicionales apropiados según sean necesarios. Diseñado para estudiantes con nivel razonable de dominio; indicado para estudiantes con resultado total CELDT Nivel Intermedio (Nivel 3) o más alto.

*********************************************************** Los padres tienen el derecho de solicitar una Petición de Padres para Excepción para un Programa Alternativo de Educación/Enseñanza en la Lengua Materna. La participación de los padres es un elemento importante de la educación de todos los estudiantes. En el programa Alternativo/Enseñanza en Dos Idiomas los estudiantes reciben clase de ELD diariamente. Las clases de lenguaje, matemáticas, ciencias naturales y sociales se proporcionarán inicialmente en la lengua materna. Arte, música y educación física se enseñarán en inglés. Al lograr mayor dominio del inglés se le aumentará al estudiante la enseñanza en inglés en las áreas académicas. Por favor comuníquese con la escuela de su niño/a para información adicional o si desea solicitar la Petición de Padres Para Excepción.

Los invitamos a que repasen y platiquen con nosotros respecto a los resultados en la prueba de su niño/a, éstos les proporcionan información sobre su nivel de dominio del idioma. Por favor firmen y regresen esta carta a la escuela después de haber marcado una de las dos opciones a continuación. Si tienen alguna pregunta o quisieran más información, por favor hagan una cita con el maestro o el director de su niño/a.

Estoy de acuerdo que mi niño/a reciba enseñanza en el programa arriba indicado.

Quisiera tener una junta con un representante escolar para platicar sobre los resultados, colocación en programa y/o colocación en un programa Alternativo/Enseñanza en Dos Idiomas con una Petición de Padres para Excepción. Por favor llámenme al________________.

Número de Teléfono

Firma del Padre/Tutor: ______________________________________________ Fecha: ______________________

Adequate and Qualified Staff


EL-6The district shall ensure that all teaching personnelassigned to provide instruction as described in itemII-EL3 are qualified to provide the instructionalservices to English Learners.

Page 80

T he Newport-Mesa Unified School District ensures that all teaching personnel whoseassignment includes English Learner students shall hold appropriate certification to pro-vide necessary instructional services to English Learners. Indeed, in an effort to remedythe shortage of teachers serving English Learners and to comply with requirements, aconcerted recruitment and staffing effort takes place in the district.

1. In the spring of each school year, following the Annual R-30 Language CensusReport, each school will be informed regarding the need for adequate numbers ofqualified teachers to fully implement all elements of the English Learner Programs atthe school: English Language Development, Content Instruction with ShelteredEnglish, SDAIE strategies, and/or primary language support.

2. A proposed staffing plan for each school will be reviewed by District personnel eachspring, and vacancies will be posted, as necessary, listing required Commission onTeacher Credentialing (CTC) authorizations to implement instruction for EnglishLearners. Working together, district Human Resources staff and site administratorswill assign properly-credentialed teachers to specific programs requiring theirspecialized expertise.

3. Job Announcements will be sent to:• Educational placement centers with teacher training programs at private, UC, and

CSU campuses• Major educational organizations including those associated with language minority

students (Directory from California Department of Education)• County Offices of Education• Local school sites and the N-MUSD Assessment Center• Colleges/universities identified as having a pool of potential bilingual teacher

candidates. At such universities, the following departments will be contacted:Teacher Education, Chicano/Latino and Asian Studies, Bilingual EducationStudies, and the offices of Teacher Internship.

• County libraries• Hispanic Hotline

Announcements will indicate that Newport-Mesa Unified School District is seekingSpanish, Vietnamese and Marshallese speaking paraprofessionals.

When need exists, announcements of openings will be placed in newspapers and organi-zational newsletters including, but not limited to:

• Local community newspapers, including Spanish language• California Association of Bilingual Education (CABE), National Association for

Bilingual Education (NABE), and California Association of Teachers of English toSpeakers of Other Languages (CATESOL) Newsletter

• National Education Association and California Teachers Association (NEA/CTA)publications

• Foreign language newspapers in metropolitan areas; and• Bilingual media (radio, television, publications)

Recruitmentand

Retentionof Staff


JobAnnouncements

Advertisements

EL6 - Adequate and Qualified Staff

Page 81

The District will provide information concerning district needs for ELD and bilingualteachers and employment opportunities. The District will establish an employment boothannually at one or more of the following conferences:

• NABE – National Association for Bilingual Education• CABE – California Association for Bilingual Education• CATESOL - California Association of Teachers of English to Speakers of

Other Languages• AMAE – Association of Mexican American Educators• CTA/NEA – California Teachers Association/National Educators Association• State Compensatory Education• Asian American Education Associations

The District will send representatives to local colleges/universities and secondaryschools to participate in Career Day activities. At these events, the District willprovide information concerning district needs for bilingual paraprofessionals, employmentopportunities and procedures for hiring.

Priority of Hiring and Staff Configuration

• In accordance with the N-MUSD Annual Report on the Plan to Remedy theShortage of Qualified Teachers to Provide Instruction to English Learners,highest emphasis will be placed on the hiring of Commission on TeacherCredentialing (CTC) bilingual certified teachers (BCLAD or its equivalent) and ontheir subsequent assignment to designated Structured English Immersion (SEI)and bilingual (Alternative Program) classrooms. The first priority for SEI settingsis a BCLAD teacher assigned to Level I and II students as well as those most inneed of primary language support in core curricular areas.

• The second priority of hiring is: 1) CLAD (or its equivalent) certified teachersand, 2) bilingual teachers who do not yet have BCLAD authorization and whomay be assigned to designated bilingual classrooms as a “Bilingual-Teacher-In-Training.” These potential BCLAD teachers must gain BCLAD certificationwithin a five to seven year period. CLAD-certified teachers may provide ELDand specialized instruction using strategies such as SDAIE. These teachers receivesupport from bilingual paraprofessionals during those parts of the instructional daywhen the primary language is used to clarify, explain, motivate and direct.

• The third priority of hiring is for teachers who are in the process of obtaining aCLAD (or its equivalent). Such teachers will have three years to gain CLADauthorization. (See Misassignments Section below.)

Job applications, eligibility interviews, and processing procedures will be handled at thedistrict office. Interviews for teachers will be held at the local school site.

Principals receive a list of certificated teachers and their particular certification to serveEnglish Learners from the Human Resources Office. Certification includes: BCLAD,CLAD, Hughes (SB1969/395), BCLAD in training, CLAD in training and Hughes


Career Day

Priority ofHiring

Hiring andInterviews

Misassignments


in training. Teachers are placed according to student program needs. Those teacherswho are in areas requiring certification and are not pursuing certification are notified thatif certification is not pursued, they will be reassigned or displaced if properly credentialedteachers are found. Based on assignments with English Learners, teachers are expectedto complete the CLAD (or its equivalent) within three years.

The District regularly researches partner programs with the Orange County Departmentof Education and local universities to prepare paraprofessionals to enter the teachingprofession. Newport-Mesa Unified School District employs many qualified bilingualparaprofessionals. The District strongly encourages these staff members to pursue ateaching credential and offers support through the District’s teacher training program.Paraprofessionals are highly encouraged to participate in teacher training programs.

Bilingual paraprofessionals contribute specialized skills in an English Learner programand work and plan closely with the full instructional team. When the teacher does nothold the BCLAD, the bilingual paraprofessional works in concert with the CLADteacher to provide primary language support to motivate, clarify, direct, support, andexplain facts and concepts to the English Learner. It is essential, therefore, that thebilingual paraprofessional be assigned to classrooms during core content instruction inlanguage arts, math, social studies, and science. Paraprofessionals also assist with thefull spectrum of needs outside the classroom, including but not limited to:

• parent-teacher conferences and notifications;• ELAC and DELAC;• CELDT testing;• oral and written translations.

The English Learner Staffing Plan Annual Report will be completed each October by thedistrict and kept on file. The report will monitor district progress toward full certificationof all teachers working with English Learners until all shortages of qualified teachers areremedied. The Annual Report will document numbers of teachers who are fully certifiedand numbers in training, as well as results of hiring and staff training efforts each year.

Whenever teaching positions are available requiring BCLAD/CLAD certification,N-MUSD will actively recruit and hire teachers who are fully certified to fill such posi-tions and meet English Learner needs at the school site. If fully credentialed candidatesholding the BCLAD/CLAD are not available, teachers in training for BCLAD/CLADcan fill the positions as long as they complete all requirements within the required timespecifications: 3 years for CLAD and 5-7 years for the BCLAD. All newly hired teach-ers will be required to sign a commitment letter to complete BCLAD or CLAD require-ments. (See Certification Chart, pp. 85-86.)

N-MUSD provides opportunities for all teachers to obtain CLAD or Hughes SB1969/395 certification as authorized by CTC through university classes:

Recruitment ofBilingual

Para-professionals

AnnualReport

Staffing




1. District teachers participate in intensive training and preparation for CLAD,BCLAD, or SB395 certification. The district reimburses program fees to allpermanent teachers. The successful participant also receives a stipend. In

addition, participants may apply for four (4) quarter units for salary credit.

2. The District offers CLAD, BCLAD and SB395 courses through the OrangeCounty Department of Education throughout the year.

Based on the governing Board’s actions, the District offers classified employees abilingual differential salary adjustment to all non-bilingual classifications for employees’use of skills at a rate of 2 ½% for bilingual and 5% for bilingual /biliterate. The districtalso provides a $300/year stipend to teachers holding/using CLAD and $500/yearstipend to teachers holding/using BCLAD.

In order to support teachers of English Learners in both their certification and theirprofessional growth in terms of acquiring strategies and methodolgies, N-MUSD offers amatrix of professional development opportunities (see EL 7, page 87).

DifferentialSalary

Adjustment

ProfessionalDevelopment

Plan


Professional Development


EL-7The district provides an adequate inservice trainingprogram which results in qualifying existing andfuture personnel to provide appropriate instructionservices to English Learners.

Page 87

EL7 - Professional Development

ewport-Mesa Unified School District is committed to providing focused staff developmentto all teachers and staff (including special education staff) to empower them with the skills andattitudes needed to work effectively with the specialized needs of our English Learners. Thus,the district provides the following services:

• Notification to staff of opportunities for all teachers to obtain CLAD, BCLAD or HughesSB1969/395 certification through university classes, OCDE classes, test preparation, andlanguage institutes.

• SB395 training offered in the district by district trainers.• $300/year stipend for teachers holding/using CLAD and $500/year stipend to teachers

holding/using BCLAD.

Every year, an extensive program of workshops and inservices is available for administrators,teachers and paraprofessionals as well as community members and parents. Our districtoffers, supports, sponsors, and/or publicizes professional development opportunities forteachers, staff, paraprofessionals, and/or administrators that include, but are not limited to:

• Specialized training on the California State Standards and the California EnglishLanguage Development Standards

• Workshops directly related to services and instructional strategies for EnglishLearners that can be used for the 30 hours of credit required for all administratorsannually (and the 12 credits required for veteran teachers)

• Grade-level networks with suggested strategies for teaching English Learners• CLAD/BCLAD Certification• SB395 Certification• English Language Development (ELD)• G.L.A.D. (Guided Language Acquisition Design)• Structured English Immersion (SEI)• Specially Designed Academic Instruction in English (SDAIE)• Leadership Academy—programs for current and aspiring administrators• BTSA Program—formal and informal inservice programs structured to provide

Best Practice discrete and integrated instructional methodologies to K-12 teachers• Literacy Emphasis—workshops for K-12 teachers and administrators in a variety of

venues focusing on language development• Demonstration Summer School—point-of-need training for teachers while

working with English Learners in a summer school intensive program• Text-specific training from publishing company consultants and district staff on our

district-adopted ELD programs: Hampton Brown’s Into English (K-6) andHampton Brown High Point (7-12)

• Teacher informal mentoring at each school site• School site training with ELAC members• Classroom planning for differentiation of instruction• Cross-cultural understanding• Classroom management strategies• Character development• ELD Standards• California Content Standards


OurCommitment

Sampling ofTrainingOptions:

Instructional

N

Page 88

Our Staff Development Plan is called Learn to Teach. This plan matches identifiedstudent needs with differentiated instructional strategies, and it has been developed inconcert with teachers and administrators serving on our district’s Professional Develop-ment Council. Learn to Teach is an extension of the LEARN acronym that guides ourwork with our English Learners. In summary, Learn to Teach supports all staff(administrators, teachers, support staff) in four focus areas:

1. CLAD/BCLAD training and certification;2. Assimilation, implementation, and mastery of EL teaching strategies and

methodology, including leveled ELD strategies;3. Multiple and diverse experiences and learnings that reinforce cross-cultural

awareness;4. Focused staff development on explicit areas of our Master Plan for English

Learners.

Our Learn to Teach Staff Development Plan was developed in 2002. (See pp. 91-95and 180-191.) The Plan is inclusive and constitutes a menu of staff development optionsbased on the four stages of educators’ professional development:

1. Emergency credentialed (entering our district with a BA and CBEST);



• Primary language instruction/support• Test-taking skills• Study Skills

Further, we provide staff development to ensure understanding of all elements of thedistrict’s Master Plan for English Learners program:

• Training on EL issues is provided as a part of New Administrators’ Trainingand as a part of other trainings conducted throughout the year in conjunctionwith regularly scheduled meetings;

• New teachers receive specific training relating to the EL Master Planthrough our BTSA Program;

• Training sessions for Bilingual Instructional Assistants are designed, organizedand delivered by district staff and/or trainers from the Orange CountyDepartment of Education;

• CELDT training for test administrators and teachers;• Data input for our SASI system for office personnel;• R-30 and Reclassification trainings for English Learner Coordinators at

each site;• ELAC and DELAC trainings via Principals’ Meetings.

Our Director of Instruction and Leadership Development, Assistant Superintendents, andDirector of English Learner Programs regularly review the logs of teacher/staff participa-tion in staff development opportunities to ensure that all persons working with EnglishLearners are investing a good-faith effort in receiving ongoing training and support.

Sampling ofTrainingOptions:

Master Planfor

EnglishLearners

Follow-Upand

Monitoring

Page 89

StaffDevelopment

Plan

3. Experienced (permanent teachers who may or may not be in possession of CLADor BCLAD); and

4. Renewal (veteran teachers who are renewing themselves by serving as trainers androle models of program and instructional delivery).



Learn to TeachProfessional Development Plan

IntroductionLearning is not attained by chance, it must be sought for

with ardor and attended to with diligence. -Abigail Adams

One’s professional development is a never-ending journey. No matter the stage of one’scareer, there are unique challenges and opportunities for growth and development. Aneducator must continue to learn, reflect, and collaborate with colleagues in order toreach ever-higher levels of excellence. Newport-Mesa Unified School District embracesthis notion of continuous professional development and, as such, does not leave it tochance. Instead, Newport-Mesa gives careful consideration to the professional expecta-tions described in the California Standards for the Teaching Profession and state anddistrict priorities to craft professional development that will foster continual improve-ment for both staff and students.

Newport-Mesa’s Professional Development Plan, in concert with the Strategic Plan andMaster Plan for English Learners, will, in large part, target in-service training whichwill support all staff in providing appropriate instructional services for our EnglishLearners. As well as providing teachers access to courses to secure appropriate instruc-tional authorizations, professional development opportunities will also focus on:

• English language development teaching methodology• Structured English immersion - clarifications• Support strategies for English learners in English mainstream classrooms• Special instructional methodology for teaching the content of the core

curriculum in English to English learners (SDAIE)• Cross-cultural understanding and self-image issues

Such training will serve to not only support continuous professional development forNewport-Mesa staff, but also, more importantly, increase the quality of instructionalservices we offer to our students, especially our English learners. Let the learningcontinue!

Page 91N-MUSD Master Plan for English Learners (Rev. 9/2003)

Parental Exception Waivers


EL-8

The district has established procedures for parentalexception waivers, which include prior, written,informed consent; an annual request; and a personalvisit to the school to apply for the waiver. The districtprovides full descriptions of the different educationalprogram choices and of all the educational opportuni-ties available to the student as well as descriptions ofthe educational materials to be used. The differenteducational program choices offered may not consistexclusively of courses taught only in English.

Note:

The individual education program team determines theplacement of each special education student, regardless ofthe student’s language proficiency. No provision of an IEPrequires a parental exception waiver.

Page 96

EL8 - Parental Exception Waivers


1. It is required by the State of California that every district must have a waiverprocedure and an alternative program design/description. The waiver requirementand process is not required for English Only or Fluent English Proficient students,nor is it required of special education English Learner students whose IndividualEducational Plans call for primary language instruction or primary language support.

2. Exception waivers are not required in order for students to receive primary languagesupport within SEI or mainstream programs, as long as these programs are providedoverwhelmingly in English.

3. Parents must be provided with written notification of the student’s placement, alleducational opportunities available, and the opportunity to apply for a waiver.

4. N-MUSD English Learners Advisory Committees (ELAC) and our District EnglishLearner Advisory Committee (DELAC) receive training in the guidelines regardingParental Exception Waivers and are given the opportunity to advise district staff andthe Board of Education on these programs and the materials used.

5. N-MUSD staff (including, but not limited to, Assessment Center staff, site administra-tors, classroom teachers, EL Coordinators, bilingual support staff, School CommunityFacilitators, Special Education teachers and staff) attend inservices regarding thepolicies, procedures, and forms used in explaining the Parental Exception Waiverprocess to parents.

6. Parents are advised of their rights to select an alternative program of education fortheir child. Effective September 2002, the choice for an alternative program inN-MUSD will include elementary, middle, and high school settings.

7. See EL3 (pp. 48-60) and EL 5 (pp.70-79) for a description of Alternative Programswhich are currently under development.

Procedures for Parent Notification Regarding Parental Exception Waivers

Upon initial enrollment at our district’s Assessment Center, all parents receive an orienta-tion to Newport-Mesa Unified School District’s program options for English Learners andthe parental exception waiver process. Assessment Center personnel explain the programoptions and give each parent written descriptions of the three options:

• Structured English Immersion• Mainstream• Alternative program (Dual Language Instruction)

1. Subsequently, during a conference conducted by the English Learner (EL)Coordinator and/ or principal at the newly-enrolled student’s school site, the parents/guardians will again be given a full description of the three instructional programchoices and the educational materials used in each program at the school site.

2. During the conference with the English Learner Coordinator and/or principal at theschool site, Parental Exception Waivers are made available to parents of EnglishLearners. Parents interested in completing the waiver process will meet with the

s per Sections 305, 306, 310, 311 of the California Education Code, English Onlyinstruction may be waived by parent request; thus, parents can waiver into a bilingualprogram.

AGuidelinesRegarding

ParentalException

Waivers

InitialEnrollment

SiteMeeting

Page 97



4. Parents will also be notified that:a. Every English Learner under 10 years of age must be initially placed in a class

room taught overwhelmingly in English for not less than 30 calendar days. (Thisis a one-time requirement.)

b. Any parent who applies for a waiver can request that the State Board ofEducation review the district’s guidelines or procedures.

c. The waiver requires the principal’s approval.d. Each application for a waiver will be considered on its individual merits.

Approval of Parental Exception Waivers occurs unless the school principal andeducational staff determine that evidence exists that the alternative programswould not be better suited for the overall educational development of the student.An explanation, in writing, will be provided to the parent of the reason(s) for thedenial of a waiver request and of the district’s appeal procedures. If the parentwishes to appeal the denial, s/he uses the grievance process detailed in BoardPolicy 7330, which provides a formal channel of communication regardingunresolved complaints in operations, programs, or with individuals. After theparent completes the appeal form, the Superintendent appoints a ReviewCommittee to study the case and prepare a recommendation. The Superinten-dent then upholds or overturns the Review Committee’s recommendation. Theparents could then appeal directly to the Board of Education. A written summaryis provided to all parties.

e. All Parental Exception Waivers are implemented within 20 instructional days ofsubmission to the school principal, except for waiver requests for students under10 years of age which may not be acted upon before the end of the 30-dayplacement in an English language classroom.

5. The student is enrolled at the school where the alternative program is offered andassigned to the requested instructional classroom or program.

6. The school with the alternative program distributes copies of the completed waiver to:• Child’s cumulative file• N-MUSD Assessment Office• N-MUSD Department of English Learner Programs• Parent

Section 311 of CA Ed. Code describes the three circumstances in which a ParentalException Waiver may be granted:

Page 98

school principal or designee to complete the waiver process. Parents will benotified that when 20 students or more at a given grade level of the same languagereceive an approved waiver, the school shall be required to offer such a program;otherwise, students must be allowed to transfer to a school where such a program isavailable. The parent will be guided through the intradistrict transfer process whenrequired.

3. The Assessment Center will issue a monthly report of the number of waiverrequests received at each grade level.

1. Children who already know English: The child already possesses good Englishlanguage skills as measured by SAT/9 tests of vocabulary comprehension, reading,and writing, in which the child scores at or above the state average for his/her gradelevel or at or above the 5th grade average, whichever is lower; or

2. Older children: The child is age 10 years or older, and it is the informed beliefof the school principal and educational staff that an alternate course of educationalstudy would be better suited to the child’s rapid acquisition of basic English languageskills; or

3. Children with special needs (children less than 10 years old): The child alreadyhas been placed for a period of not less than thirty calendar days in an Englishlanguage classroom. It is subsequently the informed belief of the school principal andeducational staff that the child has such special physical, emotional,psychological, or educational needs that an alternate course of educational studywould be better suited to the child’s overall educational development. The parentsshall be fully informed of their right to refuse to agree to a waiver.

Procedures for Parent Notification regarding Parental Exception Waivers

The district has established a procedure for granting Parental Exception Waivers forchildren who are already enrolled in district schools in a Structured English Immersion ormainstream program. In order to notify all parents of the district’s placement options forEnglish Learners and the opportunity to apply for a Parental Exception Waiver, eachparent is informed of our program options yearly through our district’s Parental Notifica-tion Packet. Beginning in September 2002, a full description of the district’s programsfor English Learners will be a part of the packet, and explicit instructions (in English andSpanish) for parents who wish to proceed through the Parental Exception Waiverprocess will be included.

Further, each spring, the parent will be informed of the child’s CELDT results. At thattime, the parent will receive the Annual Notification noting program options and thedistrict’s recommendation for placement. (See pp. 78-79.) Parents may request aninitial or continuing waiver at this time.

The district will provide focused inservices on the Parental Exception Waiver process sothat district personnel is informed about the program options. With a thoroughknowledge of the waiver process, principals, EL Coordinators, Assessment Centertechnicians, and other district employees can answer parent’s questions, explain theprogram options, and facilitate (when necessary) a student’s intradistrict transfer into theschool hosting the alternative program. Further, Special Education teachers and staffmembers will be trained in the district waiver process so that they can determine theappropriate placement of each special education student regardless of the student’slanguage proficiency. For identified English Learners in Special Education, instructionalprovisions of an Individual Education Plan do not require a Parental Exception Waiver.



StaffDevelopment on

the WaiverProcess

Page 99

Granting aParental

ExceptionWaiver

AnnualNotification

Student Name Last First Middle School Student ID Number _________D.O.B. Grade REQUEST FOR WAIVER into Dual Language Instruction Program. To be completed by parent of English Learner:

My child is _________ years of age. I have visited my child’s school. I have been informed of all the educational opportunities available to my child and been provided with a full description of

the educational materials that will be used in the different educational program choices. After reviewing the options available, I request that my child be placed in the N-MUSD Dual Language Instruction

(English/Spanish) Program. I understand that this program is held at ___________________ School. If my child is under ten years, I understand that s/he will be placed (upon first enrolling) in a Structured English Immersion

Program for thirty 30 calendar days before participating in the Dual Language Instruction (English/Spanish) Program.

I request a Parental Exception Waiver for my child to be enrolled in a Dual Language Instruction (English/Spanish) Program for school year ____________. Parent/Guardian Signature ___________________________________ Date

-------------------------------------------------------------------Below: For Office Use Only------------------------------------------------------------ Section 311 of CA Ed. Code describes the three circumstances in which a Parental Exception Waiver may be granted:

1. Children who already know English: The child already possesses good English language skills as measured by standardized tests of English vocabulary, comprehension, reading, and writing, in which the child scores at or above the state average for his/her grade level or at or above the 5th grade average, whichever is lower; or

2. Older children: The child is age 10 years or older, and it is the informed belief of the school principal and educational staff that an alternative course of educational study would be better suited to the child’s rapid acquisition of basic English language skills; or

3. Children with special needs (children less than 10 years old): The child already has been placed for a period of not less than thirty calendar days during that school year in an English language classroom. It is subsequently the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs that an alternate course of educational study would be better suited to the child’s overall educational development. The parents shall be fully informed of their right to refuse to agree to a waiver.

------------------------------------------------------------------------------------------------------------------------------------------------------------ This request for a Parental Exception Waiver has been examined. The request has been (check one): Approved: The approval is based on the reason circled above. Next steps are checked below:

The student will be enrolled in the Dual Language Instruction Program at _______________________ School. The students and parent(s) will meet with school personnel on (date) _____________________ to complete enrollment.

N-MUSD will notify parent(s) of the date this waiver will be implemented, based on sufficient approved waivers received. Until that time, the student will be enrolled in a Structured English Immersion or Mainstream program at _________________ School and meet with school personnel on ______________________to complete enrollment.

Denied: Based on the attached information of student performance, the Principal and site Academic Support Team at ________________ School have determined that it is not in the student’s best interests to participate in the school district’s Dual Language (English/Spanish) Instruction Program. The parent may appeal this waiver denial by completing EL Form 13 (Appeal of Denial of Parental Exception Waiver) and submitting it to the Superintendent’s Office, Newport-Mesa Unified School District.

Comments _____________________________________________________________________________________________ Principal’s Signature _________________________________________________________ Date _______________________ Dept. of English Learners Director’s Signature ______________________________________Date ______________________ EL Form 12: Parental Exception Waiver for Dual Language Instruction (Bilingual) Program Copies to: White – Cum File; Canary – Dept. of EL Programs; Pink – N-MUSD Language Assessment Center; Goldenrod – Parent N-MUSD Department of English Learner Programs kk 03/09/03 Page 99 a

Newport-Mesa Unified School District Department of English Learners

Parental Exception Waiver Request for Dual Language Instruction Program

Nombre del Estudiante Apellido Nombre Segundo Nombre Escuela # de ID del Estudiante _________F.D.N. Grado

SOLICITUD DE EXCEPCIÓN para un Programa de Enseñanza en Dos Idiomas. Deberá ser contestado por uno de los padres del Alumno Aprendiendo Inglés:

Mi niño(a) tiene _________ años de edad. He visitado la escuela de mi niño(a). He sido informado de todas las oportunidades educacionales disponibles para mi niño(a) y se me ha proporcionado una

descripción completa de los materiales educativos que se usarán en las diferentes opciones de programas educacionales. Después de repasar las opciones disponibles, solicito que mi niño(a) se coloque en el Programa de Enseñanza en Dos Idiomas

(inglés/español) de N-MUSD. Entiendo que este programa se llevará a cabo en la Escuela ___________________. Si mi niño(a) es menor de diez años, entiendo que será colocado (inscripción por primera vez) en un Programa de Inmersión

Estructurada en Inglés por 30 días antes de participar en el Programa de Enseñanza en Dos Idiomas (inglés/español).

Solicito la Petición para Excepción para que mi niño(a) sea inscrito en el Programa de Enseñanza en Dos Idiomas (Inglés/Español) para el año escolar ____________.

Firma del Padre/Tutor ___________________________________ Fecha

-------------------------------------------La parte a continuación es para Uso de la Oficina Exclusivamente-----------------------------------La Sección 311 del Código de Ed. de CA describe las tres circunstancias por las cuales la Petición de Padres para Excepción puede ser otorgada: 1. Los niños que ya saben inglés: El niño ya posee buenas habilidades del idioma inglés como determinado por las pruebas de las

normas de vocabulario, comprensión, lectura y escritura en inglés, en las cuales el niño tiene resultados en el promedio estatal o arriba de éste para su nivel de grado, o arriba del promedio del 5º grado, el que sea más bajo; o

2. Niños mayores: El niño tiene 10 ó más años de edad, y la opinión informada del director y personal educacional es que un curso de estudio alternativo educacional beneficiará más la adquisición rápida de habilidades básicas del idioma inglés del niño; o

3. Niños con necesidades especiales (niños menores de 10 años de edad): El niño ya ha sido colocado por un período no menor de treinta días durante el año escolar en una clase de lenguaje de inglés. Es subsecuentemente la opinión informada del director y personal educacional que el niño tiene tales necesidades especiales físicas, emocionales, sicológicas o educacionales que un curso de estudio alternativo educacional beneficiaría el desarrollo educacional del niño en su totalidad. Los padres han sido informados plenamente de sus derechos de rehusarse a estar de acuerdo con la excepción.

------------------------------------------------------------------------------------------------------------------------------------------------------------------ Esta solicitud de Petición de Padres para Excepción ha sido examinada. La solicitud ha sido (seleccione uno):

Aprobada: La aprobación se basa en la razón arriba seleccionada. Los siguientes pasos se indican a continuación: El estudiante será inscrito en un Programa de Enseñanza en Dos Idiomas en la Escuela ________________. Estudiantes

y padres tendrán una junta con el personal escolar el (fecha) _____________________ para completar la inscripción. N-MUSD notificará la fecha de implementación de esta excepción a los padres, basada en la cantidad suficiente de

excepciones recibidas y aprobadas. Hasta entonces, el estudiante se inscribirá en un programa de Inmersión Estructurada en Inglés o en una clase Regular en la Escuela _________________ y habrá una junta con el personal escolar el ______________________ para completar la inscripción.

Negada: Basándose en la información del desempeño del estudiante adjunta, el Director y el Equipo de Apoyo Académico escolar de la Escuela ________________ han determinado que la participación en el Programa de Inmersión en Dos Idiomas (inglés/español) del distrito no será para mayor beneficio del estudiante. Los padres podrán apelar esta decisión negando la excepción llenando la Forma EL 13 (Apelación de Decisión Negando la Petición de Padres Para Excepción) y entregándola en la Oficina del Superintendente del Distrito Escolar Unificado Newport-Mesa.

Comentarios _____________________________________________________________________________________________ Firma del Director _________________________________________________________ Fecha _______________________ Firma del Dir. del Depto./Alumnos Aprendiendo Inglés __________________________________Fecha _______________________ Forma EL 12: Petición de Padres para Excepción para el Programa de Enseñanza en Dos Idiomas (Bilingüe) Copias a: Blanca – Cum File; Canario – Depto. Programas EL; Rosa – Centro de Asesoramiento de Idioma N-MUSD; Amarillo – Padres Departamento de Programas de Alumnos Aprendiendo Inglés N-MUSD kk 03/09/03 Page 99 b

Distrito Escolar Unificado Newport-Mesa Departamento de Alumnos Aprendiendo Inglés

Petición de los Padres para Excepción Solicitud de Programa de Enseñanza en Dos Idiomas

Student Name

School ___________________ SID Number __________ D.O.B. _________ Grade _______

Dear Parent of English Learner: Your request for a Parental Exception Waiver has been denied. The school principal and educational staff have met and determined that evidence exists that the alternative program would not be better suited for the overall educational development of the student. Specific reasons for the denial of the waiver request (based on the attached record(s) of student performance) follow:

______________________________________ ___________________________ Principal’s Signature Date ------------------------------------------------------------------------------------------------------------------------------ To the Parent: If you wish to appeal this denial, please follow these district appeal procedures:

1. Use our district’s grievance process detailed in Board Policy 7330, which provides a formal channel of communication regarding unresolved complaints in operations, programs, or with individuals.

2. Pick up the 7330 Complaint Form from any school office or from the Superintendent’s office, N-MUSD Education Center, 2985 Bear Street, Costa Mesa 92626. Complete the form and submit it to the Superintendent’s Office, N-MUSD.

3. The Superintendent appoints a Review Committee to study the case and prepare a recommendation. The Superintendent upholds or overturns the Review Committee’s recommendation. A written summary is provided to all parties.

4. If you request further review of the denial, you can appeal directly to the Newport-Mesa Unified School District Board of Education.

EL Form 13: Appeal of Denial of Parental Exception Waiver Copies to: White – Cum File; Canary – Dept. of EL Programs; Pink – N-MUSD Language Assessment Center; Goldenrod – Parent N-MUSD Department of English Learner Programs kk 03/03/03 Page 99 c

Newport-Mesa Unified School District Department of English Learners

Appeal Form to appeal denial of the

Parental Exception Waiver (for enrollment in the N-MUSD Dual Language Instruction Program)

Nombre del Estudiante

Escuela___________________ Número SID __________ F.D.N. _________ Grado _______

Queridos Padres del Alumno Aprendiendo Inglés: Su solicitud de Petición de los Padres para Excepción ha sido negada. El director y personal escolar han conferido y determinado que existe evidencia que indica que el programa alternativo no beneficiaría mayormente el desarrollo educacional del estudiante en su totalidad. Las siguientes son las razones específicas por las que se ha negado esta solicitud de petición para excepción (basadas en los resultados adjuntos del desempeño del estudiante):

______________________________________ ___________________________ Firma del Director Fecha ------------------------------------------------------------------------------------------------------------------------------ Aviso a los Padres: Si desean apelar la decisión, por favor sigan el procedimiento de apelación del distrito a continuación:

1. Usen nuestro proceso de quejas detallado en el Reglamento del Concejo 7330, el cual proporciona un conducto formal de comunicación con respecto a quejas no resueltas en funcionamiento, programas o con individuos.

2. Soliciten la Forma de Quejas 7330 en cualquier oficina escolar o en la ofician del Superintendente, N-MUSD Centro Educacional, 2985 Bear Street, Costa Mesa 92626. Llenen la forma y entréguenla en la Oficina del Superintendente de N-MUSD.

3. El Superintendente convocará un Comité de Revisión para estudiar el caso y preparar una recomendación. El Superintendente apoyará o revocará la recomendación del Comité de Revisión. Un resumen por escrito se le proporcionará a todas las partes.

4. Si ustedes solicitan revisión adicional de la decisión, podrán apelar directamente a la Mesa Directiva del Concejo de Educación del Distrito Escolar Unificado Newport-Mesa.

Forma EL 13: Apelación de Decisión Negando la Petición de Padres Para Excepción Copias a: Blanca – Cum File; Canario – Depto. de Programas EL; Rosa – Centro de Asesoramiento de Idioma N-MUSD; Amarillo– Padres Departamento de Programas de Alumnos Aprendiendo Inglés N-MUSD kk 03/03/03 Page 99 d

Distrito Escolar Unificado Newport-Mesa Departamento de Alumnos Aprendiendo Inglés

Forma de Apelación para apelar la decisión de negar la

Petición de los Padres para Excepción (para inscripción en el Programa de Enseñanza en Dos Idiomas de N-MUSD)

Parent Advisory Committees


EL9The district and school sites, as required, havefunctioning English-learner advisory committeesmeeting all legal requirements.requirements.

Page 100

chools with 21 or more English Learners are required to establish a functioningEnglish Learner Advisory Committee (ELAC) on programs and services for EnglishLearners. The Committee meets the following requirements:

1. Formation:The committee has been formed. There has been an election in which allparents/guardians of English Learners have had an opportunity to vote and inwhich they elect the parent members of the committee;

2. Training:Members have received training materials and training planned in fullconsultation with committee members appropriate to assist members incarrying out their legal responsibilities;

3. Advice:The ELAC advises the principal and staff on topics relating to EnglishLearners, including at the minimum:

• The development of a detailed School Plan for English Learnerssubmitted to the governing board;

• The development of the school’s needs assessment;

• Administration of the school’s language census (R-30-LC Report);

• Efforts to make parents aware of the importance of regular schoolattendance.

4. DELAC:

Parents/guardians have had the opportunity to elect one or two members tothe District English Learners Advisory Committee (DELAC) or haveparticipated in a proportionate regional representation scheme when thereare 31 or more parent advisory committees in the district.

1. The principal, designee, or elected officers, as per school bylaws, willcoordinate and conduct ELAC meetings for the site.

2. Members of the ELAC will serve two years and will be elected in the fall.The ELAC membership composition must reflect the percentage ofEnglish Learners at the school.

LegalRequirements

EL9 - English Learners Advisory Committee

SEL9A: English Learners Advisory Committee (ELAC)

ELACFormation


3. Selection of ELAC members:

a. Year One

1) Election of parent members —send a letter to all parents (not just parents ofEL students) informing them of the school’s intention to form the ELAC. Statethe purposes of ELAC and encourage parents who are interested in being amember and/or learning more about the duties of the ELAC to attend a meetingat the school site. At this meeting, nominations are taken from the floor forELAC membership, and parent members are elected by EL parents at that time.Each school parent volunteer aide will work with the school to recruit moreparents. Communication will include phone calls, parent newsletter, marquènotice, and letters to all EL parents.

2) Selection of Other Members— inform all staff (certificated and classified) of theschool’s intention to select members for the ELAC. Other members may be theprincipal, resource teacher, teachers, bilingual instructional assistants, clerical,etc. This can best be done by sending a letter explaining the purpose of theELAC and a member’s responsibilities to all staff members and having staffmembers nominate themselves. It is suggested that the ELAC staff members beselected prior to the first ELAC meeting.

b. Year Two

If the school ELAC membership is complete (parents and staff) from Year One,there will be no need to amend the ELAC membership. If the membership isnot complete, follow the procedures listed below:

1) Election of parent members —If the school site does not have a completeELAC parent membership at the beginning of Year Two, the school site shallsend a letter in the appropriate languages to all parents (not just parents of ELstudents) informing them of the school’s intention to fill the vacant position(s).Conduct the parent election to fill vacant position(s) at the first quarter ELACmeeting in Year Two.

2) Selection of Other Members—If ELAC staff (other) members need to bereplaced at the beginning of Year Two, send a letter to all staff membersinforming them of the school’s intention to fill vacant staff position(s). It issuggested that the ELAC staff members be selected prior to the firstELAC meeting.

c. Replacement During the Year

If a committee member must be replaced during the school year, the alternatewill fill the vacancy or the chairperson shall appoint someone to fill the positionfor the remainder of the year. Vacant positions shall be re-elected or selectedeach fall.



Year One

YearTwo

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4. Roles and Responsibilities

The site principal assists with the planning process for ELAC meetings,attends the ELAC meetings, and steps in for point-of-need leadershipduring the meetings until the Chairperson is comfortable with his/her role.The principal arranges an agenda-planning session with the ELAC Chair-person prior to the scheduled ELAC meeting to ensure clear communica-tion and that the four training areas are covered.Each ELAC conducts formal and advisory meetings, with agendas andminutes. (See district template for ELAC Minutes in Appendix. All schoolsuse this standardized template so that our district minutes are consistentdistrictwide.)Dates of ELAC meetings are determined and publicized in advance.Each ELAC covers four training areas during the course of the school year.Each ELAC secretary sends a copy in English (and Spanish whereapplicable) of all ELAC minutes to the Lead School Community Facilitatorafter each ELAC meeting.The district has sample By-Laws on which each school can base siteELAC By-Laws (see Appendix).

5. Selection of the DELAC representatives

At the first or second ELAC meeting in year one, the elected members electone or two parents to represent them at the District English Learner AdvisoryCommittee (DELAC). The representatives serve for two years. An electionfor a new DELAC representative is held at the first meeting in Year Two only ifthe school’s representative from Year One is no longer available to serve on theDELAC.

Since Newport-Mesa Unified School District has 51 or more English Learnersenrolled, the district is required to establish a functioning District EL AdvisoryCommittee (DELAC) on programs and services for English Learners or a subcom-mittee of an existing district committee to meet all of the following requirements:

1. Advise annually the governing board on at least the following tasks:

a. A timetable for and development of a district Master Plan of EducationPrograms and Services for English Learners, taking into considerationthe school site plan for English Learners;

b. Conducting a districtwide needs assessment on a school-by-schoolbasis;

c. Establishment of a district program, goals, and objectives for programsand services for English Learners;

Election ofDELAC

Representatives

LegalRequirements


EL 9b: District English Learners Advisory Committee


Page 103

d. Development of a plan to ensure compliance with applicable teacher oraide requirements;

e. Administration of the language census report (R30);f. Review of and comment on the written notifications to be sent to parents

and guardians persuant to this subchapter;g. Review of and comment on any related waiver request;h. Review of and comment on the district redesignation procedures.

2. Has received training materials and training, planned in full consultationwith the committee, appropriate to assist parent members in carrying outtheir responsibilities.

At the first ELAC meeting in Year One, the members elect one or two members torepresent them at the District English Learner Advisory Committee (DELAC). Therepresentatives serve for two years. An election for a new DELAC representativeis held at the first meeting in Year Two only if the school’s representative from yearone is no longer available to serve on the DELAC.

The representatives will be responsible to attend all DELAC meetings and presentthe information received at the DELAC meetings at the school level ELAC.

The DELAC will meet at least four times during the school year.

Schools complete the DELAC Representative Form after the first ELAC meeting inYear One and submit it to the Director of English Learner Programs.

1. The District Director of English Learner Programs and/or designee serves asdistrict liaison to the DELAC, assisting with agenda preparation, distribution ofmeeting notices, arranging for guest speakers, preparation of meeting minutes,and all communications pertaining to the DELAC.

2. The President/Chairperson shall preside at all the DELAC meetings, as well assign all letters, reports, and other communications of the committee (withprevious approval from DELAC members). In the event of the President/Chairperson’s absence, resignation, or inability to perform his/her duties, theVice-President/Vice-Chairman shall assume those duties.

3. DELAC members will assist the district liaisons with planning and organizing themeeting (childcare, translation services, refreshments, and any other reasonableexpectations).

1. The District will provide all DELAC members with appropriate training,materials, and information to assist each member in carrying out his/herresponsibilities and any required duties;

Selectionof

Representatives

DELACMeetings

Training onLegal Areas

ofResponsibility

EL 9 - Parent Advisory Committees


DELACBylaws

2. The minutes of the DELAC meeting will clearly reflect the training areas thathad been covered during the meeting. (Please see Minutes Template inAppendix.)

The DELAC adopted Bylaws in November 2001. (Please see Appendixpp. 136-138.)

EL 9 - Parent Advisory Committees


Funding


EL10Adequate basic resources are available forEnglish Learners, and EIA (Economic ImpactAid)-LEP funds are used only to supplement, notsupplant, the district’s general funds as well asany other categorical funds the district receives.

Page 106

El10 - Funding


ewport-Mesa Unified School District follows funding mandates as prescribed by theEducational Code, state regulation, and district policies/practices. EIA-LEP and EIEPFunds are used to supplement the core educational program and may not supplant use ofGeneral Fund monies. The core educational program for EL students in the Newport-Mesa Unified School District is funded by general fund monies. Expenditures are auditedannually by the Business Office and both internal and external auditors.

YearlyProcess

1. The School Board approves the district Strategic Plan that ensures that the needsof all students are being met in a strategic way.

2. The Superintendent’s Cabinet prioritizes, according to the Strategic Plan, funds tosupport needs based on data and allocate adequate resources for program based onstudent population.

3. The Director of Categorical Funding allocates funds based on ConsolidatedApplicationformula, meets individually with schools to ensure compliance, presentsplans for Board approval, and monitors expenditures throughout the year.

4. The Principal coordinates development of school level plan, prioritizes needs basedon data collection, and convenes necessary approval groups.

5. SSC/ELAC/DELAC:• SSC writes and approves school level plan.• ELAC members advise and give input on the school level plan.• DELAC gives input on districtwide level plan.

The General Fund provides equitable base facilities and materials to all.

The district maintains a current list of district-adopted ELD materials and core texts schoolsare to use with English Learners (see pp. 177-179). The list is regularly reviewed andupdated by teachers and administrators across the district. Recommended new materialsare piloted prior to district adoption, and maximum opportunities for collaboration anddiscussion are provided via Grade Level Networks, focus groups, and trainings.

The State Department of Education administers funding for categorical programs through theConsolidated Application. These funds have clear expenditure rules and regulations. Someof these funds are exclusively for the education of English Learners.

Title I, Part A provides supplemental funds to be used to narrow the educational gap be-tween disadvantaged children and other children in those areas where the highestconcentration of children from low-income families attend school.

A schoolwide program permits a school to use funds from Title I, Part A, other Federaleducation program funds and resources, to raise academic achievement for all the studentsand improve the entire educational program of the school. Schoolwide programs do nothave to identify particular children as eligible for services, show that Part students andimprove the entire educational program of the school. Schoolwide programs do not have to

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ConsolidatedApplication

N

identify particular children as eligible for services, show that Part A funds are paying forsupplemental services that would otherwise not be provided, or separately track federaldollars. Schoolwide programs can use their Title I, Part A funds in the manner they choose,as long as they engage in reform strategies that increase the amount and quality of learningand help provide a high-quality curriculum for all children according to a comprehensiveplan to help students meet the State’s challenging standards.

Title I, Part A (Neglected) provides funds that are used for the instruction of children whohave been abandoned, abused, or neglected by parents or guardians and who have beencommitted or voluntarily place in an institution with an average length of stay of at least 30days. Title I, Part D (Delinquent) provides funds for supplemental services to thosestudents who are determined to be delinquent or at risk of dropping out of school. Stu-dents served under this part may be court school placed, inmates of detention centers, orstudents returning to the public school system after serving a sentence at a detention center.

Title III authorizes funding for supplementary programs and services for EnglishLearners. Required activities include the provision of instruction and instructional supportservices related to English language development and academic progress in the corecurriculum in a manner that allows LEP students to meet grade level and graduation re-quirements. Programs also must provide staff development opportunities to school staffassigned to LEP student populations. Title III funds may also be used for a variety ofinstructional support, curriculum development, parental involvement, and related LEPstudent program activities.

This program is intended to “support the efforts of each participating school to improveinstruction, auxiliary services, school environment, and school organization to meet theneeds of pupils at that school.” These efforts are thus directed to the goal of improving theschool’s entire curriculum and instructional program for all students. The standards ofquality contained in the Program Quality Review Criteria are the guides for the school’simprovement efforts and include all curriculum areas and, as well, non-curricular areas suchas learning environment, staff development, school-wide effectiveness, instructional prac-tices, special needs, etc.

EIA/SCE was designed to provide quality educational opportunities for all children in thepublic schools, recognizing that a wide variety of factors such as low family income, pupiltransience rates, and large numbers of homes where a primary language other than Englishis spoken have a direct impact on a child’s success in school and personal developmentand require that different levels of financial assistance be provided districts in order toassure a quality level of education for all pupils. EIA-LEP funds are to supplement thedistrict’s base program for English Learners.

EIA/LEP funds are to supplement the district’s base program. Services to EnglishLearners (EL) [also known as Limited English Proficient (LEP)], are designed to ensurethat these students develop full proficiency in English as rapidly and effectively as possible,and to ensure that they recoup any academic deficits that may have been incurred in otherareas of the core curriculum as a result of language barriers.


El10 - Funding

Special Education


The Director of Special Education is a regular member of the EL CoordinatingCouncil.

This Master Plan guides the teaching of all English Learners in the district, includingthose with Individualized Education Plans.

Staff Development PlanThe Special Education Department has an ongoing Staff Development Plan in orderto keep all educators informed as to programs and services for English learners. Staffhas been informed that CLAD/BCLAD training and certification will be required andthat the district will assist staff with achieving this certification. Staff has also beentrained in the new Individualized Education Plan form and the development oflinguistically appropriate goals and objectives for English Learners. Further, staffreceives ongoing training in appropriate and successful teaching strategies andmethodologies for use with English Learners.

A review of the attendance records of teachers and staff (including paraprofessionalsand Special Education teachers) participating in the in-service programs throughoutthe school year has been conducted and will be conducted as part of each training toensure that teachers are investing a good faith effort in professional development.

StaffingThe Director of Special Education regularly reviews the site lists of teachers and otherstaff assigned to provide primary language support or instruction, and/or EnglishLanguage Development instruction and/or Specially Designed Academic Instructionin English. Teaching authorizations held as well as the present status towardauthorizations are reviewed.

Parental Exception WaiversAll Special Education staff have been trained regarding the placement of each SpecialEducation student regardless of the student’s language proficiency. Staff knows thatno instructional provisions of an IEP require a parental exception waiver. Staff hasbeen trained on writing linguistically appropriate goals and objectives, and a newspecial education IEP form has been developed and training provided.

Special Education staff has been in-serviced on parental waivers and use of the newIEP form for English Language Learners.

NEWPORT-MESA Unified School District INDIVIDUALIZED EDUCATION PLAN (IEP)Page __of__

STUDENT Date of Birth

Linguistically Appropriate Goals/Objectives (LAGO)

Current English Language acquisition stage observed:Beginning Early Intermediate Intermediate Early Advanced Advanced

Comprehensible input in English will be provided through the following strategies:TPR (Total Physical Response)Natural Approach

LEA (Language Experience Approach)English Reading/Writing at appropriate level

Program Placement - English Learners receive English Language Development instruction with support of:EMI (English Mainstream Instruction)

SEI (Structured English Immersion)

EMI (Parent Request)API (Alternative Program/Dual Language Instruction) Other (specify)

Curriculum will include:ELD (English Language Development)ELD and SDAIE (Specially Designed Academic Instruction in English)ELD, SDAIE and L1 Support (Primary Language)

ELD and Primary Language (L1) instructionOther (specify)

L1 (Primary Language) Instructional support determined appropriate and will be provided by:TeacherInstructional AssistantParent

VolunteerPeer or cross-age tutorPrimary language materials

Technologies (RETAC, ETN, MATS, etc.)Other (specify)L1 instruction (waiver approved)

Self-concept (cross cultural understanding) will be provided through:SDC (Special Day Class)School-wide activities

Curriculum contentCommunity activities

Other (specify)

Comprehensible Input addressed by:Parent Instructional StaffTeacher with Second Language Acquisition Certificate

Other (specify)Comprehensible input provided in: E=English P=Primary Language (L1)

Supplemental Information:

Physical Education

VocationalArtMusic

Recreation/LeisureScienceMath

Social StudiesLanguage ArtOther (specify)

Page 110

Gr. School

BCLAD CLAD In Training

IEP Date

Rev. 9/2003

GATE


ach student, including English Learners, will have an equal opportunity to be identifiedas gifted and talented in the Newport-Mesa Unified School District. The evidence ofeligibility shall be based on the multiple criteria and shall include consideration of the pupil’seconomic and cultural background.

The identification process is ongoing, but formally begins by testing all third grade studentsutilizing either the Neglieri or OLSAT. The teacher determines which test to administer basedon pre-evaluated learning strength of the student. If a student scores at or above the 96% oneither test, a portfolio is generated to include GPA, SAT/9 results, and the Renzuli behavioralcharacteristics survey. To qualify, a student meets the cognitive criteria plus two othercomponents. Also under consideration are special factors such as culturally diverse,economically disadvantaged, limited or non-English speaking, underachievement, and ADD.Other special factors such as hearing imparied, health or visual impairment will be consideredon an individual basis.

Teachers of K-2 students will evaluate students each year utilizing a Survey of GiftedCharacteristics to determine those students who have high potential. This information mayalso be used in a student’s portfolio. Parent-teacher conferences also are used to discussstudent needs. Students who are new to the district submit portfolio information and will beevaluated on an individual basis for GATE identification in N-MUSD. AP and Honorsclasses are available to any students meeting the requirements of those classes. The GATEoffice also serves as a resource to K-12 parents and teachers.

E

Technology and the EL Student


ewport-Mesa Unified School District is committed to meeting the needs of our EnglishLearners. As a part of this commitment, we believe that technology will play a critical role. Overthe past 20 years, technology has evolved into a ubiquitous tool, found in almost every profession,every business, and in 80% of our homes. In Newport-Mesa Unified School District, computersare in all of our schools and in 85% of our classrooms.

But, like any good tool, technology is only as good as how it is used. To this end, in our district’sFive-Year Technology Master Plan, we place special emphasis on using technology to addressthe needs of our English Learners. This is done by providing more powerful professional develop-ment for our teachers and administrators and better communication among all of our district’sstakeholders. We also address the needs of our English Learners by assessing and acting onstudent achievement data and by researching how we can continue to improve our schools andinstructional practices.

There are a number of major efforts taking place within the district that illustrate the use oftechnology to improve the academic performance of our English Learner population. Here arehighlights from two of these programs:

Rea Elementary Tech Academy:

• Twenty-two classrooms have a teacher SmartBoard, projection system, and six internetconnected computers.

• Three carts of wireless internet connected laptops are used by all the classes.• The Beaumont grant has funded each student in one 4th grade class with a laptop

computer.• UCI is studying the impact of these laptops on student learning.• Rea has one full time TOSA dedicated to assisting teachers in the use of technology.• A student-run TV studio provides broadcasts to all classrooms two times per month.

Access for All:

• Under funding from the No Child Left Behind legislation, every teacher and TeWinkle 6thgrader and every teacher and Ensign 7th grader has a hand-held computer.

• Twenty-five percent of the grant funds will be spent on high-quality professional development.• Portable wireless laptops are provided for both campuses.

Finally, the READ 180 program provides focused instruction to targeted students using technologyto address literacy.

Programs such as these help us to develop appropriate strategies, identify best practices, anddesign an organizational structure that can be implemented at our other sites with similar issuesand concerns. The district feels that this effort exemplifies the level of commitment we haveimplemented to make sure that “no child will be left behind.”

N

Master Plan Terminology

AB-507: Former State Bilingual Education Act

Access to Core : Providing access to the core curriculum means providing ELs with simultaneousaccess to both ELD and the core curriculum. In this type of approach, the program would usestrategies such as primary language instruction, primary language support, and/or SDAIE.

Analysis and Reporting Calendar: Timeline distributed by N-MUSD Assessment Office of dates ofassessments and evaluations for English Learners.

Academic Support Team: Intervention Team selected to monitor progress of English Learners aswell as other students at risk of failing to meet grade-level standards.

Alternative Program: This program provides primary language instruction in the core subjects:language arts, social studies, math, and science. Students also receive a minimum of 45 minutes perday of English Language Development. (See pg.72.)

Basic Interpersonal Communication Skills (BICS): Language used in everyday social interactions.

BCC Teacher: A person who holds one of the following credentials or certificates:• Bilingual/Cross-Cultural Specialist Credential• Multiple Subjects Credential with Bilingual/Cross-Cultural Emphasis• Single Subject Credential with Bilingual/Cross-Cultural Emphasis• Bilingual Certificate of Competence• Emergency Bilingual/Cross-Cultural

BCLAD: Bilingual, Cross-cultural Language and Academic Development credential or certificatewhich authorizes the holder to teach ELD, SDAIE, and primary language content. Replaced the BCCcertificate August 1994.

Bicultural: Able to function in two distinct cultures.

Bilingual: Able to use two languages with native or near-native ability.

Bilingual Assessment: The administration of tests in two languages in all areas of assessmentneeded.

Bilingual Program: The Bilingual Program is a language acquisition process in which ELs are initiallyinstructed in their primary language in the core subjects of Language Arts, Math, Science, and SocialStudies (using textbooks and teaching materials in the EL’s primary language), while receiving dailyELD instruction. As ELs acquire English, an increasing amount of instruction is delivered in English.(See Dual Language Instruction, pg. 72.)


(BTSA) Beginning Teacher Support & Assessment: The purpose of BTSA as set forth in theCalifornia Education Code, Section 44279.2(b) is to...”provide an effective transition into the teachingcareer for first-year and second-year teachers in California and improve the educational performanceof pupils through improved training and assistance for new teachers.”

CABE: California Association for Bilingual Education.

CALLA: the Cognitive Academic Language Learning Approach is an instructional model that wasdeveloped by Chamot and O’Malley to meet the academic needs of students learning English as asecond language in American schools.

CASBE: California Association for Secondary Bilingual Education.

Catch-Up Plan: A plan to assist English Learners in accessing and mastering English LanguageDevelopment and recouping any academic deficits in the core curriculum.

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

CDE: California Department of Education.

CLAD: Cross-cultural Language and Academic Development credential or certificate which autho-rizes the holder to teach ELD and SDAIE. Replaced the LDS certificate.

Cognitive Academic Language Proficiency (CALP): A demanding level of oral and writtenlanguage related to literacy and academic achievement.

Cognitive Development: Relates to the development of intellectual abilities and skills. It includes alllevels of thinking in all academic areas. The results of cognitive development are measured throughtests and student-made products.

Comite: Comite refers to the Comite de Padres Consent Decree of 1985, with subsequent court-mandates directed toward CDE to monitor districts on state and federal requirements for EnglishLearners.

Communicative Approach: An instructional approach in which students use language in authentic,meaningful activities, with instructional emphasis on the function rather than the structure of the lan-guage.

Content Core: Secondary courses such as math and science taught during a 2-period block by oneteacher.

Cooperative Learning: Strategies for grouping students to work collaboratively. Used to facilitatecognitive and affective learning and language acquisition through structured activities.


Master Plan Terminology(cont’d.)

CTC: California Commission on Teacher Credentialing.

DataWise/Measures Systems: Software system through which to record, store and retrieve dataassessment outcomes for students (both individuals and groups).

DELAC: District English Learner Advisory Committee (for parent representatives from each school indistrict)

Designated Instruction and Services (DIS): Additional support services for handicapped studentsenrolled in either special education classes or regular classes.

Differentiated Instruction: Instruction using different methods or strategies designed to meet thewide range of educational needs of students.

Directed Reading-Thinking Activities (DRTAs): A strategy for developing comprehension pro-cesses during reading. The strategy is a variation of a predict-read-prove routine.

Dual Language Instruction: Alternative Program in N-MUSD. (See p. 77)

Early Education Program: Mandated federal (PL 99-457) and state (AB 2666) special educationprograms for identified handicapped infants (0 to 2 years) and preschoolers (3.0 to 5.0 years).

ECD: Early Childhood Development.

ECIA: Education Consolidation Improvement Act.

EIA: Economic Impact Aid: Supplemental State funding used for ELs and/or SCE programs.

EL: English Learner (also called Limited English Proficient {LEP} student).

ELA: English Language Arts

ELAC: English Learner Advisory Committee (for parent representatives at school site)

ELD: English Language Development. Sometimes referred to as English as a Second Language (ESL)instruction.

ELD Standards Progress Profile: A form on which to document the progress of English learners asthey encounter and master the content standards of English Language Development

English Fluency: English language proficiency on state-designated assessment instruments.



English Language Development: ELD is a specific curriculum that addresses the teaching ofEnglish as a second language according to the level of proficiency of each student. ELD must be partof the daily program for every LEP/EL student.

English Language Mainstream Program: In this program students are placed directly into anEnglish instructional program usually without primary language support. ELs receive ELD instructionfrom the classroom teacher until they are redesignated. Core content is taught in English using SDAIEmethodology. Teachers who instruct ELs, even in the Mainstream Program, must be appropriatelycertified.

English Learner or Limited English Proficient: EL or LEP is used to identify a student who isnot currently proficient in English and whose primary language is not English. This designation isdetermined by a state-approved assessment.

EO: English-Only student.

ESL: English as a Second Language.

FEP: Fluent English Proficient. Students with a home language other than English, whose oral andwritten English skills approximate those of native English speakers.

Four-Year Guidance Forms: Forms used by high school counselors to design and track eachstudent’s academic progress.

GATE: Gifted and Talented Education. Students who exhibit excellence or capacity forexcellence far beyond that of their peers.

Good Working Knowledge of English: “Good working knowledge of English” or “reasonablefluency.”

Home Language Survey (HLS): Required to be completed by all students in K-12 Californiapublic schools at registration to determine language of instruction.

IEP (Individualized Education Plan): This plan specifies the goals, objectives, and programs for aspecial education student and identifies the handicapping condition(s).

Individual With Exceptional Needs (IWEN): A special education student.

Intermediate Fluency: Students function in normal conversation but lack sufficient academiclanguage to compete with native English speakers. (CELDT Level 3.)

IDEA Proficiency Test (IPT): Test which may be used to determine oral proficiency and readingand writing in English or Spanish.



Language Acquisition: Language is acquired through a natural process and progresses throughpredictable stages.

Language Development Specialist (LDS): Certificated person who holds this certificate istrained in second language acquisition techniques, bilingual methodology, and the cultural needsof ELs.

Language Minority Student (LMS): A student whose home language is different from that of thenational language of the United States.

LEA: Local Education Agency.

Lead Community Facilitator: District-level coordinator of site-based School/CommunityCoordinators.

Limited English Proficient (LEP): A student who has not developed the English language skills(speaking, reading and writing) necessary to succeed in English at a level equivalent to English Onlystudents of the same age.

Literacy Leader: Resource teacher, funded through grant monies, in various elementary schools, whoprovides point-of-need support to teachers in teaching English Language Development and/or readingskills.

L1: The language that has been identified as the student’s primary or home language.

L2: The second language students acquire (usually refers to English).

Mainstream English: This model, designed for students with reasonable fluency, provides allinstruction in English with additional and appropriate services as needed.

Master Plan for English Learners: Compilation of district policies, procedures, program options,and forms used to guide the placement and progress of English Learners and to support parentalinvolvement.

NABE: National Association for Bilingual Education.

Natural Approach (NA): A second language instructional approach which focuses on languagefunction and use and allows students to progress naturally through developmental levels of languageacquisition, from pre-production to intermediate fluency.

OCR: Office for Civil Rights



“Overwhelmingly” in English: “Overwhelmingly in English/nearly all in English” is not definedin Proposition 227, but its use strongly implies that some instruction be provided in the student’sprimary language. Teachers or other instructional support personnel use the student’s primarylanguage to motivate, clarify, direct, support, and explain.

POSA: Principal on Special Assignment

Paraprofessional: A person who assists teachers in the classroom. A bilingual paraprofessionalhas passed the District-established assessment and is fluent in both English and another language.

Pre-Literate: Students who speak in their native language or English but do not read or write inany language.

Primary Language (L1): The first language the student learns to speak at home or the most-oftenspoken language.

Primary Language Class (Secondary): A class where instruction in any of the content areas is inthe primary language.

Primary Language For Native Speakers: Foreign language course offered to ELs who havebasic literacy skills in either their primary language or English.

Primary Language Support: The use of the primary language of students by a teacher or para-professional to facilitate teaching/learning when English is the primary medium of instruction.

Principals’ Assurances Checklist: A checklist of deadlines and duties for the principals to facili-tate the needs of English Learners.

Pupil Personnel Services Credential: Authorizes K-12 services (psychological, guidancecounseling) in the school.

R-30 Language Census Report: A state-required annual census of each K-12 public schoolwhich reports the numbers of LEP and FEP students, staffing information, students redesignated,and the services provided to them.

Reclassification (formerly called Redesignation): When a student has met all the district criteria,s/he is reclassified from EL to Fluent English Proficient (FEP) student. (See EL1.)

Resource Specialist Program (RSP): Classes for students who have been identified asIndividuals with Exceptional needs who spend the majority of the school day in a regular program.

R-FEP: Reclassified Fluent English Proficient. (I-FEP means initially reclassified.)



SABE: Spanish Assessment of Basic Education that measures Spanish academic achievement inreading, language, and math.

SCE: State Compensatory Education.

School Psychologist: A person who holds a Master’s Degree and a Pupil Personnel ServicesCredential with specialization in School Psychology. A Bilingual School Psychologist has docu-mented professional proficiency in a second language and/or holds a Bilingual Certificate of Com-petence in Assessment (BCCA). The school psychologist can administer a psycho-educationalassessment.

SDAIE: Specially Designed Academic Instruction in English: SDAIE is a methodology usedby teachers who possess the competency to make academic content comprehensible to LEP/ELstudents with intermediate fluency. This approach emphasizes the development of grade-level toadvanced academic competencies and should be viewed as one component within a comprehen-sive program for English Learners.

Secondary School Counselor: A person who holds a secondary teaching credential and a PupilPersonnel Services Credential with specialization in counseling.

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

SIP: School Improvement Program

Special Day Class (SDC): A self-contained, special education class in which a student is enrolledfor the majority of the school day.

SSC: School Site Council.

SSL: Spanish as a Second Language.

Student Oral Language Observation Matrix (SOLOM): The SOLOM is an informal ratingtool used to assess English oral language proficiency. SOLOM results are available immediately,and can be used to group and regroup students for ELD lessons and to determine the students’language level for instruction.

Structured English Immersion Program: The Structured English Immersion Program is identifiedas an English Language acquisition process for young children in which nearly all classroom instruc-tion is in English, but the curriculum and presentation are specifically designed for children who arelearning the language. Students will be taught subjects “overwhelmingly,” but not exclusively, inEnglish. Students can be re-enrolled in the Structured English Immersion Program if they do notacquire a “good working knowledge of English” in one year.



Transitional Bilingual Program: A program in which the students move from primary languageinstruction to mainstream education after attaining appropriate levels in English.

Two-Way Bilingual (Dual Immersion) Program: The Two-Way Bilingual (Dual Immersion)Program is designed for LEP/EL students and Fluent English Proficient (FEP) or English Only (EO)students. Instruction is provided in two languages in a balanced manner, and is designed to ensurethat both groups learn to listen, speak, read, and write in English and in the primary language of theLEP/EL students. Instructional materials written in English and in the primary language of the LEP/EL students are used.

Zone of Proximal Development (ZPD): The distance between the actual developmental level asdetermined by independent problem solving and the level of potential development under adultguidance or in collaboration with more capable peers. A term coined by the Russian psychologistVygotsky referring to the ripe conditions for learning something new. A person’s ZPD is that zonewhich is neither too hard nor too easy. The term is similar to the concept of instructional level.




The English Learner Coordinating Council (ELCC) will meet monthly to discuss topics pertaining to the implementation of our Master Plan for English Learners. The team will also serve as a clearinghouse for strategies, ideas, and suggestions for our EL programs as well as a focus group for collaborative problem-solving. Per the 2002-2003 State Program for English Learners, this Council will provide a forum to evaluate and determine that practices, resources, and personnel are being used effectively to implement the district’s program(s) for English Learners. The Council will make recommendations for reporting the performance of English Learners and contribute to the review of the Evaluation Plan and subsequent preparation of the annual Evaluation Report. It will make recommendations to the Superintendent for any needed English Learner program modifications. Importantly, the Council will ensure communication and integration as we continue to bring clarity, consistency, compliance, and continuing improvement to our Master Plan for English Learners. EL Coordinating Council Members:

Superintendent Assistant Superintendent, Elementary Education Assistant Superintendent, Secondary Education Assistant Superintendent, Human Resources Director, English Learners’ Programs Director, Elementary Education Director, Assessment and Secondary Curriculum Director, Literacy Instruction Director, Educational Technology Director, Human Resources Director, Classified Personnel Director, Instruction and Leadership Development Director, Information Technology Director, Early Childhood Education Director, Special Education Director, Student Services and Adult Education Lead School Community Facilitator Coordinator of Public Information and Special Projects GATE Coordinator N-MFT President CSEA President Elementary, Middle School Site Administrator Representative Secondary & Adult Education Site Administrator Representative

KK 07/02; rev. 07/03 Page 123

English Learner Coordinating Council Composition and Purpose

SCHOOL REPRESENTATIVEAdams Jennifer PeckAndersen Barbi TownsendCalifornia Cindy RonquilloCollege Park Diane Elizondo

Rusty KeeneDavis Irene JunowichEastbluff Bo MayHarbor View Keri BrewsterKaiser Elementary Gloria HardyKillybrooke Audria Gazzar-CohenLincoln Carol JahanMariners Janet PhillipsNewport Coast Debbie SmithNewport Elementary Sarah WilliamsNewport Heights Kari HoldnerPaularino Shelley KallickPomona Jennifer TaylorRea Sharon Mountjoy

Jan HechtSonora Marjorie WhiteVictoria Diane AustWhittier Sarah CookWilson Rachel AlvesWoodland Eva Wagner

Ila GuerraEnsign Gwen BlankenshipTeWinkle Pam HendersonCorona del Mar Autumn ArnoldCosta Mesa Cheri SheldonEstancia Diana LesterNewport Harbor Neil MalkusBack Bay Carol CurtisMonte Vista Elaine PattonMiddle College H.S. Rajia Blank

Rev. 9/2003 Page 124


EL Coordinators 2003-2004


English Learner Advisory Committee (ELAC) School Name___________________

Minutes of ELAC Meeting of ______/_____/_____

Date Legal Requirement/Training Covered: (Check topic(s) covered at this meeting and reflected in Minutes) 1. Development of a detailed Master Plan for English Learner education for the individual

school and submission of plan to district Board of Education for its possible consideration and inclusion in the district’s Master Plan for English Language Learners.

2. Development of the school’s Needs Assessment. 3. Administration of the school’s Annual Language Census (R30 Report). 4. Ways to make parents aware of the importance of regular school attendance. The meeting called to order at 6:40 p.m. by Chairperson ____________________. S/he welcomed all present to the ______________ School English Learner Advisory Committee and asked everyone to introduce him/herself. Meeting Minutes: Secretary _______________read the minutes from the _____________ meeting. It was moved by __________ and seconded by ___________ that the minutes be approved as written (or as corrected/amended). Legal Requirements: The following is a summary of discussion/action(s) taken on any of the four above-described Legal Requirement(s) – (What and by whom) 1. Training activity: School’s Master Plan: If this legal requirement is discussed, a guest

speaker addresses this topic, and/or any action is taken regarding this topic, summarize briefly here. Otherwise, delete this section from these Minutes.

2. Training Activity: Needs Assessment: If this legal requirement is discussed, a guest speaker addresses this topic, and/or any action is taken regarding this topic, summarize briefly here. Otherwise, delete this section from these Minutes.

3. Training Activity: R-30 Report: If this legal requirement is discussed, a guest speaker addresses this topic, and/or any action is taken regarding this topic, summarize briefly here. Otherwise, delete this section from these Minutes.

4. Training Activity: Importance of Regular School Attendance: If this legal requirement is discussed, a guest speaker addresses this topic, and/or any action is taken regarding this topic, summarize briefly here. Otherwise, delete this section from these Minutes.

Page 153

MEMBERS PRESENT: See attached list, which represents __________ parents, _________ school staff, _________ guests, and ____________________.

Use Minutes Template to cover legal requirements. You may add other business to reflect

the meeting’s activities.

Legal Requirements: Parent Input/Advice/Comments on Legal Requirements: When parents offer input, advice, or comments on any of the four legally-required training topics, summarize briefly here under the correct category. Otherwise, delete the section from these Minutes. 1. Re: School’s Master Plan: Sample: Three parents volunteered to serve on the Master Plan

revision committee. 2. Training Activity: Needs Assessment: Sample: One parent commented that the Needs

Assessment is a very good communication tool. 3. Training Activity: R-30 Report: Sample: Many parents expressed that they were happy

that all demographical information was placed into one comprehensible document. 4. Training Activity: Importance of Regular School Attendance: Sample: One parent stated

that she had read about a new program to encourage parents to purchase alarm clocks for students to combat tardiness. She will bring further information to the next meeting.

Other Presentations or Guest Speakers In this section, summarize any other subjects discussed at the meeting and/or give the name and title of the guest speaker as well as his/her topic. Other Topics or Presentations: Parent Input/Advice/Comments

1. Sample: Mrs. Avila stated that she would like to go to the Board of Education meeting. Principal ___________ explained available district services, including providing simultaneous oral translations during the Board of Education meetings.

2. Sample: Several parents expressed how grateful they were for the presentation on CAT/6 testing this evening.

Follow-up on Topic(s): Action by whom? 1. Sample: Mrs. ____________ will bring copies of the Board of Education Agenda template to

the next ELAC meeting. 2. Sample: Secretary _________ will bring copies of the updated membership roster to the next

meeting. Meeting adjourned at 8:10 p.m. Respectfully submitted, __________________________ Secretary, English Learner Advisory Committee

Kk/aa08/03 Page 153 a

Distrito Escolar Unificado Newport-Mesa

Comité Consejero Escolar para Alumnos Aprendiendo Inglés (ELAC) Nombre de la Escuela ___________________

Minuta de la Junta del ELAC de ______/_____/_____

Fecha Requisitos/Entrenamiento Legales Cubiertos: (Marque tópico(s) cubierto(s) en esta junta reflejado(s) en la Minuta) 1. Desarrollo detallado del Plan Maestro para la educación de los Alumnos Aprendiendo

Inglés para cada escuela y presentarlo a la Mesa Directiva de Educación del distrito para posible consideración e inclusión en el Plan Maestro para Alumnos Aprendiendo Inglés del distrito.

2. Desarrollar una encuesta/evaluación de las necesidades de la escuela. 3. Administración del censo anual de lenguaje (Reporte R30). 4. Maneras de comunicar a los padres la importancia de la asistencia diaria de sus hijos a la

escuela. El/La Presidente(a) _____________________ dio inicio a la junta a las 6:40 p.m. Les dio la bienvenida a todos los presentantes al Comité Consejero Escolar para Alumnos Aprendiendo Inglés de la Escuela ___________________ y les pidió que se presentaran. Minuta(s) de la(s) Junta(s): Secretario(a) _______________leyó la(s) minuta(s) de la(s) junta(s) del _________. __________________ hizo la moción y _____________________ la secundó para aceptar la(s) minuta(s) como presentadas (o como corregidas/modificadas). Requisitos Legales: El siguiente es el resumen de la discusión/acción(es) tomada(s) referente(s) a cualquiera de los cuatro Requisitos Legales arriba descritos – (Qué persona/cómo lo hizo) 1. Actividad de Entrenamiento/Capacitación: Plan Maestro de la Escuela: Si se presenta

este requisito, un invitado presenta el tópico, y/o se toma acción respecto a este tópico, resúmanlo aquí brevemente. De lo contrario, excluyan esta sección de esta Minuta.

2. Actividad de Entrenamiento/Capacitación: Evaluación de Necesidades: Si se presenta este requisito, un invitado presenta el tópico, y/o se toma acción respecto a este tópico, resúmanlo aquí brevemente. De lo contrario, excluyan esta sección de esta Minuta.

3. Actividad de Entrenamiento/Capacitación: Reporte R-30: Si se presenta este requisito, un invitado presenta el tópico, y/o se toma acción respecto a este tópico, resúmanlo aquí brevemente. De lo contrario, excluyan esta sección de esta Minuta.

4. Actividad de Entrenamiento/Capacitación: Importancia de la Asistencia Escolar Diaria: Si se presenta este requisito, un invitado presenta el tópico, y/o se toma acción respecto a este tópico, resúmanlo aquí brevemente. De lo contrario, excluyan esta sección de esta Minuta.

Page 154

MIEMBROS PRESENTES: Se adjunta lista, que representa _____________ padres miembros, ______________ personal escolar, _____________ visitas, y ________________.

Usen Prototipo de la Minuta para cubrir los requisitos legales.

Agreguen otros asuntos que reflejen las actividades de la junta.

1. Asunto: Plan Maestro de la Escuela: Ejemplo: Tres padres se ofrecieron para colaborar como voluntarios en el comité de revisión del Plan Maestro.

2. Actividad de Entrenamiento/Capacitación: Evaluación de Necesidades: Ejemplo: Un padre comentó que la Evaluación de Necesidades es un instrumento de comunicación estupendo.

3. Actividad de Entrenamiento/Capacitación: Reporte R-30: Ejemplo: Muchos padres expresaron que era un placer ver toda la información demográfica contenida en un mismo documento fácil de entender.

4. Actividad de Entrenamiento/Capacitación: Importancia de la Asistencia Escolar Diaria: Ejemplo: Una mamá compartió que había leído acerca de un programa que recomendaba a los padres compraran relojes alarma para combatir que los estudiantes lleguen tarde a clases. Traerá información adicional a nuestra próxima junta.

Otras Presentaciones o Invitados En esta sección, resuman cualquier otro tema tratado durante la junta y/o incluyan nombre y título del conferenciante invitado así como el tópico presentado. Otros Tópicos o Presentaciones: Aportaciones/Recomendaciones/Comentarios de los Padres

1. Ejemplo: La Sra. Avila expresó que le gustaría asistir a la junta del Concejo de Educación. La Directora ___________ explicó que los servicios disponibles en el distrito incluyendo traducción simultánea durante las juntas del Concejo de Educación.

2. Ejemplo: Varios padres expresaron su agradecimiento por la presentación de la prueba CAT/6 de esa noche.

Seguimiento de Tópico(s): ¿Quién tomará acción? 1. Ejemplo: La Sra. ____________ traerá copias del prototipo de la Orden del Día del Concejo

de Educación a la próxima junta del ELAC. 2. Ejemplo: Secretario(a) _________ traerá copias de la lista de representantes con información

actualizada a la próxima junta. La junta se clausuró a las 8:10 p.m. Respetuosamente presentado por, __________________________ Secretario/a, Comité Consejero Escolar para Alumnos Aprendiendo Inglés

rev aa 09/03 Page 154 a

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