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English Learners

6 months ago

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There are many programs and services to help students who do not speak, read, write or understand English well. There are programs for students, parents, and immigrants. The overall goal of these programs is to improve the English language skills of students.  The Empire Union School District is committed to assisting students with a language other than English in their homes in developing proficiency in speaking, reading, writing, and understanding English.  The district strives to achieve the following goals:

  • Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.
  • Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

Meeting these two goals will help close the achievement gap that separates English learners from their native English-speaking peers. In order to accomplish these goals, all English learners are provided with English language development (ELD) instruction targeted to their English proficiency level and appropriate academic instruction in one of three settings:

  • Structured English Immersion (SEI)—A classroom setting where English learners who have not yet acquired reasonable fluency in English, as defined by the school district, receive instruction through an English language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language.
  • English Language Mainstream (ELM)—A classroom setting for English learners who have acquired reasonable fluency in English, as defined by the school district.In addition to ELD instruction, English learners continue to receive additional and appropriate educational services in order to recoup any academic deficits that may have been incurred in other areas of the core curriculum as a result of language barriers.
  • Alternative Program (Alt)—A language acquisition process in which English learners receive ELD instruction targeted to their English proficiency level and academic subjects are taught in the primary language, as defined by the school district. Placement in an alternative program is triggered by the parents through a parental exception waiver.

At the beginning of each school year, state and federal laws require all California schools to administer the California English Language Development Test (CELDT) to students currently identified as English learners.  The CELDT is designed to address the students' level of proficiency in English in the four domains of language development: listening, speaking, reading, and writing.  Students are then placed in the appropriate instructional setting (see above) according to their results on the CELDT.  Their progress is monitored on an annual basis.

 

HOME LANGUAGE SURVEY

Upon registering a student in a California school, the parents will complete a Home Language Survey.  California Education Code 52164.1(a) states that "the primary language of new pupils shall be determined as they enroll in the school district".  The Home Language Survey is a tool used to determine the language(s) spoken in the student's home.  This information is essential in order for schools to provide meaningful instruction for all students.  State regulations require that all students whose home language is a language other than English must complete an assessment of their proficiency in English within 30 calendar days of their initial enrollment in a school in California.

 

CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)

The CELDT must be administered once a year to English learner students until they are reclassified as fluent English proficient.  The CELDT was instituted by Education Code sections 313 and 60810(d) to serve three purposes:

  • Identify students who are limited English proficient
  • Determine the level of English language proficiency of students who are limited English proficient
  • Assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English

The students receive a score for each part of the test taken, as well as an overall score.  Solely on the basis of the CELDT, the students are then classified as either Initially Fluent English Proficient (IFEP) or English learner (EL).

Parents cannot "opt out" of taking the CELDT because the English language proficiency assessment is both a federal (NCLB Title I §1111[b][7] and Title III, 2002) and state requirement (E.C. 313).

A student is considered to be reasonably fluent in English by scoring Intermediate on each skill area and overall score of the CELDT.  By these criteria, the students are then placed in the English Language Mainstream Program with additional support services.  If students score Early Intermediate or Beginner on each skill area and overall score, then those students are considered less than reasonably fluent in English and placed in the Structured English Immersion Program.

For more CELDT resources, click here.

 

DELAC

7 months ago

DISTRICT-LEVEL ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)

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REQUIREMENT

Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee.

RESPONSIBILITIES

  1. The DELAC, or subcommittee on English learner education, shall advise the district's local governing board (e.g., in person, by letters/reports, or through an administrator) on programs and services for English learners.
  2. The DELAC shall be responsible for advising the district's local governing board on the following tasks:
  1. Development or revision of a district master plan of education programs and services for English learners, taking into consideration the Single School Plan for Student Achievement.
  2. Conducting a district-wide needs assessment on a school-by-school basis.
  3. Establishment of district programs, goals, and objectives for programs and services for English learners (e.g., parental exception waivers and funding).
  4. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.
  5. Administration of the annual language census (e.g., procedures and forms).
  6. Review and comment on the district's reclassification procedures.
  7. Review and comment on the written notifications required to be sent to parents and guardians.

COMPOSITION REQUIREMENTS

Parents or guardians of English learners not employed by the district must constitute a majority membership (51 percent or more) of the committee.

ELECTIONS

  1. Each school's English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one of its members to be a site representative in the DELAC.
  2. If the district has 31 or more ELACs, it may use a system of proportional or regional representation.

TRAININGS

The district shall provide to all DELAC members:

  1. Appropriate training and materials to assist each member carry out his or her legally required advisory responsibilities.
  2. Training planned in full consultation with DELAC members. Economic Impact Aid-Limited English Proficient and/or district funds may be used to cover costs of training and attendance of DELAC members. This includes costs for child care, translation services, meals, and other reasonable expenses.

LEGAL REFERENCES

  • California Education Code, sections 35147 (c), 52176 (b) and (c), 62002.5, and 64001 (a)
  • California Code of Regulations, Title 5, sections 11308 (b) and (d).

English Learner Advisory Committee

7 months ago

ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)

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Requirement - Each California public school, grades kindergarten through 12, with 21 or more English learners must form an English Learner Advisory Committee (ELAC).


Responsibilities

  1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of the Single Plan for Student Achievement (SPSA).
  2. The ELAC shall assist the school in the development of:

a.       The school's needs assessment.

b.      The school's annual language census.

c.       Ways to make parents aware of the importance of regular school attendance.

Composition Requirements - Requirements for ELAC elections include:

  1. Parents of English learners comprise at least the same percentage of the ELAC membership as English learners constitute of the school’s total student population. For example, if 25 percent of the students in a school are English learners, then parents/guardians of English learners must comprise 25 percent of the ELAC membership.
  2. Other members of the ELAC can be parents/guardians, school staff, and /or community members as long as the minimum percentage requirement for EL parents is maintained.  

Elections

  1. Parents or guardians of English learners must have an opportunity to elect the parent members to serve on the ELAC or subcommittee.
  2. Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC).
  3.  Districts with 31 or more ELACs may use a system of proportional or regional representation.

Training - The district shall provide for all ELAC members:

  1.  Appropriate training and materials to assist each member carry out his or her legally required advisory responsibilities.
  2. Training planned in full consultation with ELAC members.
  3. Economic Impact Aid-Limited English Proficient and/or district funds may be used to cover costs of training and attendance of ELAC members. This may include costs for child care, translation services, meals, transportation, training cost, and other reasonable expenses.

Legal References

  • California Education Code, sections 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a)
  • California Code of Regulations, Title 5, Section 11308 (b), (c), and (d)

 

R30 Language Census

7 months ago

Language Census (Form R30-LC)

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The Language Census (form R30-LC) is an annual data collection that takes place in March and is used by the California Department of Education (CDE) to collect the following categories of data: number of English learner students (EL) and fluent-English-proficient (FEP) students in California public schools (kindergarten through grade twelve) by grade and primary language; the number of EL students enrolled in instructional settings or receiving services by type; the number of students redesignated from EL to FEP from the prior year; and the number of certified staff members providing instructional services to EL students. (R30-LC)

Note: English learner (EL) students were formerly known as limited-English-proficient (LEP) students. This change was made in the spring of 1999.

 

Why is it important?

  • Census data determines:
    • Supplemental funding (EIA-LEP and EIA-SCE funds)          
    • Demographic Shifts
    • Compliance in teacher certification
    • Compliance in student program placement
    • Compliance in implementation of programs for EL students

Student National Origin Report

6 months ago

Student National Origin Report (SNOR)

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The California Department of Education (CDE) collects the number of immigrant students to determine the amount of funding.

Eligible Immigrant Students.

As of July 1, 2009, sections 3301(1) and (6) of the Elementary and Secondary Education Act (ESEA) defines immigrant children and youth as individuals who:

  • Are aged 3 through 21
  • Were not born in any state, and
  • Have not been attending one or more schools in any one or more states for more than three full (cumulative) academic years.
  • Section 3301(14) of the ESEA defines State as each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.

Note that the immigrant enrollment data include only those immigrant students who have not been attending a U.S. school for more than three full academic years. Immigrant students who have been enrolled longer than three years are not included in the data.


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