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					          River Delta Unified School District


               Master Plan
                          for

 English Learner Programs

                         2008




5/05/08
                    RDUSD English Learner Master Plan
                              Table of Contents
                                                                                Page
Introduction                                                                     4
Key Strategies                                                                   5

   I.      Involvement. Parents, staff, students, and community members          7
        A. Parent participation in school activities                             7
        B. Parent participation in school, district organizational committees    7
        C. Parent Volunteers in the classroom                                    9
        D. Other opportunities at various levels                                 9
   II        Governance and Administration. Policies, plans, and                 9
administration
        A. Initial Language Assessment and Classification                         9
        B. After Initial Testing – Placement, Parent Notification,               10
Documentation
        C. Special Education Requirements                                        12
        D. General English Learner Services in RDUSD                             12
   III.     Funding. Allocation and use of funds meet statutory requirements     14
        A. Appropriate use of Categorical Funds                                  14
        B. Suggested EIA Spending Plan                                           17
   IV.      Standards, Assessment, and Accountability. Categorical               18
            programs
        A. Reclassification Criteria                                             18
        B. Reclassification Process Components                                   19
        C. Evaluation of the Redesignation in RDUSD                              23
   V.       Staffing and Professional Development. Staff members                 24
   VI.      Opportunity and Equal Educational Access.                            27
   VII. Teaching and Learning.                                                   31
        A. Instructional Programs                                                31
        B. Monitoring and Catch-Up Plan                                          35
   VIII. Appendix                                                                40
                   ELAC & DELAC Summary of Requirements                          41
                   Parent Involvement Table                                      42
                   Title III Parent Guidelines                                   44
                   Reclassification Teacher Assessment Form                      46
                   Sample Reclassification Follow-up Form                        47
                   Sample Grade Check Form                                       49
                   GLAD Project Article                                          50
                   Staff Development Template                                    53
                   Parent Waivers                                                55
                   Sample Principal Assurances Checklist                         61
                   Re-Entry                                                      62
                   Acronyms                                                      63
                   Sample Title III Letters to Parents @ AMAO                    65


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           California Education Codes   67
           Related Board Policies       70
                                   ◙
.




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                      River Delta Unified School District
                          English Learner Programs
                                    2008

Introduction

     A growing body of evidence shows that it is possible to create schools where
     all students achieve to high standards, even when most students in the school
     are poor or disadvantaged. These schools share common characteristics,
     including:

                      A clear focus;
                      High expectations for students and staff;
                      An environment focused on learning;
                      Strong leadership;
                      Curriculum, instruction, and assessments aligned with
                       standards;
                      High-quality professional development;
                      A collaborative spirit and collaborative structures;
                      Meaningful parental involvement; and
                      A commitment to continuous review and improvement.
                                              (U.S.A. Department of Education, 2006)1



With these characteristics in mind, we have developed a plan for our English Language
Learner Programs. The River Delta Unified School District’s Master Plan for English
Learners is a work in progress. As such, we will annually review the outcomes and the
plan’s implementation to determine whether the academic achievement of all EL
students, and particularly of low-achieving students, improved; whether the goals and
guidelines were achieved; and if the plan is still appropriate as written. We will review
school and district data as well as academic research to improve our offerings and support
processes for our students, their parents, and our staff.

This plan is a collaborative work of River Delta USD staff. We wish to acknowledge the
use of the many resources on the internet and of the many California school districts who
generously shared their own English plans or guidelines.




1
    USA Department of Education. (2006). Designing Schoolwide Programs. Washington DC.


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                 Master Plan for English Learners


Key Strategies

1) Students will develop educational, social and emotional skills necessary to be
productive citizens in our society. We will accomplish this by ensuring that our
ELD programs are with aligned to the ELD standards, articulated across levels,
geared to develop fluency in English, and taught by teachers with training and
expertise on language development.

2) Teachers and support staff and administrators, will have the requisite skills
necessary to meet curricular and social needs of students.

3) Cultural competence - Students’ home languages will be shown respect, and
students will be supported to use and develop their home language in academic
uses at school.

4) Professional development will be ongoing through site, district, and outside
educational offerings. Staff in all content areas will use strategies that address
academic and English language development for English learners.

5) School principals will recognize effective ELD and SDAIE instruction, actively
observe in classrooms, and provide helpful feedback to teachers on quality ELD
and SDAIE instruction.

6) Teachers will have the resources and materials needed to support language
development.




  THE SELF ASSESSMENT FOR THIS YEAR IS THE FINAL SECTION OF
       THIS MASTER PLAN. IT INCLUDES A LIST OF SPECIFIC
          IMPROVEMENTS THAT HAVE ALREADY BEGUN.




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                                                 Revise
                                             Improvement
                                             Strategies and
                                             Expenditures

                      Reaffirm or
                        Revise
                        Goals                                       Inform
                                                                 Governing
                                                               Board or Seek
                                         Desired                Its Approval
                                         Outcome
                      Seek
                      Input
                                                                 Monitor
                                                              Implementation

                                        Measure
                                     Effectiveness
                                    of Improvement
                                        Strategies




           The following Master Plan was built around a California
           Department of Education concept of continuous improvement
           while meeting the various State and Federal requirements. The
           figure above models the premise: always reaching for that
           “desired outcome” – successful, educated young men and
           women.

           “The legal requirements from Federal and State mandates are
           configured into seven dimensions representing major program
           requirements and sequences so that each dimension builds upon
           and informs the one preceding it.” (CDE, Categorical Program
           Monitoring, 2007, http://www.cde.ca.gov/ta/cr/cc/ ).

           The following plan is divided into those seven sections, with a
           variety of sub-sections addressing the issues concerned with
           English learners in the River Delta Unified School District.


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                                      I – Involvement
Parents, staff, students, and community members participate in developing,
implementing, and evaluating core and categorical programs.

         The River Delta Unified School District strongly supports the involvement of all
parents, including parents of English Learners, in the education process of their children.
Research continues to show evidence of the benefits that parent involvement brings to the
academic achievement of students. In order for English language learners to participate
fully, the schools and District strive to inform parents/guardians (in their primary
language and English (EC 48985)) of all school site and district activities, policies and
procedures that directly affect their children (EC 48985).

        The District encourages the parents/guardians of English learners to be active
participants in assisting their children to achieve academically. In addition, they are
encouraged to participate in all committees that exist to advise the local governing board,
school site staff, and district office personnel especially about programs and services for
English language learners. Various opportunities for involvement include:

            ��Parent participation in parent educational activities;
            ��Parent participation in school, district organizational committees;
            ��Parent volunteering in the classroom; and
            ��Other opportunities at various levels (20 USC 7012[e][2]).

A. Parent participation in school activities
        The River Delta Unified School District promotes parental and community
participation in English Learner programs and general school activities. Schools contact
parents early in the year to build two-way communications for positive relationships.
Parents are respected and valued partners in their children’s education. They are
encouraged to participate in the classroom and school. Throughout the year, educational
opportunities and newsletters are offered parents which suggest instructional strategies to
use at home, as well as notices of school and district committees (20 USC 7012[e][2]).
Included are advisory sessions and/or newsletters to parents on such issues as Title 1
school responsibilities, safety of internet use, improving reading, and the importance of
regular school attendance (20 USC 7012[e][1]).
        The district has purchased an assortment of bilingual books containing a variety of
sentences and phrases that staff can use in talking-with or writing-to parents in Spanish, whether
for formal report cards, progress reports, notices, or informal notes.

B. Parent participation in school, district organizational committees
        Parents are encouraged to participate in school meetings and activities through a
variety of advertisements, student and parent prizes, as well as educational forums for
parents. Materials for parents are offered in Spanish as well as English.
     Each school in the District has a working ELAC committee ((5 CCR 11308[b]; EC
      and each elects a representative to the District-ELAC (DELAC) (see Figure 1).
62002.5),
ELAC and DELAC meetings act as a forum for parents to be able to ask about activities


05/05/08                                                                                             7
at the school and district, as well as offering another means for parents to begin to
address concerns. ELAC and DELAC meetings include basic training of how parents can
become involved in schools, the organization of the district, how School Site Councils
work, and how schools receive funding. In addition, parents receive training in how to
help their students succeed. This training includes topics such as explaining California
state education standards, how to apply for college and financial aid, and how to help
your child learn or develop their reading.



           School Site English Learner Advisory Council (ELAC):
All school sites with twenty-one (21) or more English learners must have an elected,
functioning English Learner Advisory Council (ELAC) in accordance with Education
Code 52176 (EC 62002.5, 52176[b]). The purpose of the ELAC is to advise the site
administration and the school leadership team on issues regarding:
   �� Development of the School Site Plan for English language learners;
   �� Development and administration of the school’s needs assessment;
   �� Administration of the school’s language census; and
   �� Development of strategies for making parents aware of the importance of regular
      school attendance and parent involvement in their children’s education. (EC 64001[a])

           District English Learner Advisory Council (DELAC):
The district has a District English Learner Advisory Council (DELAC) comprised of
elected representatives from each site’s ELAC throughout the district. The purpose of the
DELAC is to advise district administration and the local Board of Trustees regarding:
   �� Establishment of a timeline for and development of the Master Plan for English
       Learners;
   ��Establishment of district program, goals, and objectives for programs and services
        for English learners;
   ��Development and administration of a district-wide needs assessment;
   ��Administration of the Language Census; and
   ��Review of the District English language learner desired outcomes.

                            ELAC/DELAC General Guidelines


ELAC and DELAC groups are encouraged and expected to become involved in the
improvement of their schools, and are asked to share their opinions about current school
or district issues. Besides those issues noted above, they are applied for their direct
involvement for general School Site Council and District decisions. [The District’s
English Learner Advisory Committee & District English Learner Advisory Committee
Summary of Requirements is included in the Appendix.]




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C. Parent Volunteers in the classroom
        Parents are encouraged to become involved in the school through volunteering
opportunities. Due to the continued striving by administration at the site and district
levels, parents have become increasingly involved in the working of the schools,
contributing time as volunteers and strengthening cultural enrichment. Parents have
begun to offer ways to help by working at home through phone calls to making costumes.

D. Other opportunities at various levels
        The RDUSD provides support and coordination for school staff and parents to
encourage, implement, and sustain meaningful parent involvement from kindergarten
through grade 12. In addition, the District utilizes schools to connect students and
families with community resources that provide educational enrichment and support. The
District strives to improve parent communication and strengthen the partnership between
school and home, for all families at their school.

         If a school has not made progress on Annual Measurable Achievement Objectives
(AMAO)2, the school informs parents/guardians of English learners of such failure not
later than 30 days after such failure occurs. (20 USC 6312[g][1][B][2], 7012[b]) In this way
parents are made aware of program concerns, and parents are invited to review their
child’s achievement. A sample of a letter to parents, provided by the California
Department of Education, is included in the Appendix. The Parent Involvement Table is
also provided in the Appendix for schools to document their various Parent volunteer
activities.




                        II Governance and Administration
Policies, plans, and administration of categorical programs meet statutory requirements.

                         Assessment for Identification and Placement

A. Initial Language Assessment and Classification

1. Home Language Survey
The Home Language Survey (HLS) is filled out during registration by parents of all new
students. The HLS is offered in English and in Spanish (see Appendix). The Home
language Survey is one of the regular documents in the District packet given to all
students at the beginning of the year. This document is used to determine the student’s
primary language and is then placed in the EL “green folder” of the cumulative record

2
 Title III requires that states hold districts accountable for meeting three AMAOs for ELs. The first
AMAO relates to making annual progress on the CELDT, the second relates to attaining English
proficiency, and the third AMAO relates to meeting Adequate Yearly Progress by the EL subgroup.


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file for each student in the district. If the parent indicates a language other than English
on any of the questions of the HLS, the student is considered as a possible English
learner. Staff will code any student as an initial EL whose Home Language form is not
English in questions 1, 2, or 3. The last question of the Home Language survey is to be
used for clarification purposes. If staff have reason to believe the student is not
proficient in English, the child must be tested for English language ability. To ensure that
a home language survey is present, all first-time students to the district are coded into the
District data base according to their initial home survey: English only or Initial-English
learner. The students listed as Initial English learners are then referred to the District and
Testing Coordinators for the California English Language Development Test (CELDT).
(EC 52164.1[a])

2. Initial English assessment
Within thirty calendar days of initial enrollment in the district, each student whose
home language is other than English is assessed using the CELDT.

The District Testing Coordinator uses a cadre of trained staff to go to the different
schools, thus ensuring each child is appropriately assessed, and the test recorded. The
CELDT is administered and preliminary scores are determined locally for student
placement. Local scores are recorded in the student’s file. These tests are mailed to the
publisher for official scoring of the tests. CELDT Publisher test scores are then recorded
in the student’s green folder. If there is evidence that the student has been previously
assessed for English language proficiency at another California public school, the school
secretary either calls the previous district or waits for the incoming cumulative record (if
expecting a quick response) to get information on previous assessment and classification
by the other district. This information is then recorded in the EL database and green
folder.


3. Primary language proficiency
Each English learner is assessed in the primary language within 90 days of the date of the
pupil’s initial enrollment in the district (EC 52164.1[c]). To assess English learners for
primary language proficiency, the District Testing Coordinator or designee assesses the
student using the Spanish IDEA - Language Proficiency Test (IPT in Spanish) or the
Informal Primary Language Assessment (IPLA - for languages other than Spanish). This
IPT or IPLA offer educators a means of comparing the students' home language
proficiency with their English language proficiency. Primary language test data is noted
and stored in the student’s green folder in the cumulative file.

B. After Initial Testing

1. Program Placement (See Instructional Programs for further details.)
The school principal, counselor, or ELD Coordinator places the student in classes based
on the basis of the initial testing and/or previous language testing. The classification may
be EL or I-FEP. However, the temporary classification given is pending until the official
CELDT score is received from the test publisher. EL students with approved waivers
need only be placed in an English language classroom for 30 days in their initial


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school year in California. Although the waiver request must be submitted annually,
in subsequent years the student need not repeat the 30 day trial period.

2. English Fluent Learner
If a student scores at “overall” level 5 on the CELDT, they may be designated as an I-
FEP (Initial Fluent English Proficient). In order to be designated as I-FEP, a student
must have no sub-section indicating a score less than 4, and an overall score of 5. In most
cases, students are to be offered direct English learner support for at least one
semester/trimester. Kindergarten and first grade students are to be offered this direct
support. Those students with clear fluency in English, or students with a parent waiver,
may be placed in a mainstream English classroom and provided adequate and appropriate
services to ensure success in academic English coursework. All students, including I-
FEP, are to receive regular checks through grades and teacher reports to ascertain their
continued ability to succeed in a mainstream English classroom.

3. English Learners
Students who are orally proficient in English but have an overall score of 4 or less on
their CELDT are designated as English learners and provided ELD instruction. Students
who have no English proficiency (Newcomers) should be placed in a fulltime ELD
program initially, if at all possible. Schools having no staff who can speak the Newcomer
student’s language are to contact the EL Program Office for assistance.

4. Parent Notification and Waivers
 All parents/guardians of English learners and fluent English-proficient students are
notified of their child’s initial English-language and primary-language proficiency
assessment results and program placement. (EC 52164.1[c], 5 CCR 11511.5)

English learners and Fluent English Proficient pupils shall be reassessed when a parent,
guardian, or school staff member believe there is a reasonable doubt as to the accuracy of
the pupil’s designation. In all cases of reassessment, the school is to notify the parent or
guardian of the results. This notice shall be given orally when school personnel have
reason to think a written notice will not be understood, but written documentation of this
meeting must be included in the child’s green folder.

Parents/guardians of English learners are notified annually of their child’s English-
language proficiency assessment results within 30 calendar days following receipt of
results of testing from the test contractor. (EC 52164.1[c] ; 5 CCR 11511.5)


5. Annual Assessment
Each English learner is annually assessed for English language development proficiency
using the State-prescribed CELDT and for English language progress. (5 CCR 11306)

The English language proficiency of all currently enrolled English learners is assessed by
administering the test during the annual assessment window provided by the State. (5 CCR
11511.1[b])




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6. Documentation
The Site ELD Coordinator or designee will place a copy of all testing results from the
preliminary language classification in the student’s green folder in the cumulative
(“cum”) record. A sticker is placed on the folder so that a secondary check of folder and
form completeness is accurately followed.

The Green folder’s sticker, and thus required items, are noted below:


                                        River Delta USD EL Program
                    Home Language Survey - date _____
                    Initial (Hand-scored) CELDT Test ( 30 days) - date_______
                    Parent notice of Initial English level, placement, options, and
                       exit criteria – date______
                    Primary Language Test/Survey (90 days) - date _____
                    Parent notice of primary language results – date____
                    Annual CELDT Results / Official documents (30 days after
                     results received) – date_____, ______, _____, _____, _____,
                      _____, _____, _____, _____, ________________
                    Annual Parent Notice of EL Program Placement (w/ official
                      CELDT scores; 30 days of beginning year) date_____, ______,
                      _____, _____, _____, _____, ________________
                    Reclassification parent notification letter - date ______
                    Reclassification forms including support materials,
                    Follow-up forms 30 day ____ 180 day ____ 1 yr ____ 2 yr _____
                    Other _________________________________________________
                    Other _________________________________________________




7. Administrator Documentation
The principal or designee will complete the TITLE III − PARENTAL NOTIFICATION
REQUIREMENTS form, and send the form and the supporting documentation to the EL
Programs Office. (The sample form is in the Appendix).

C. Special Education Requirements
An IEP is required to state how a student is to be tested for English proficiency, not if a
student is to be tested for English proficiency. A student’s IEP team can determine that
the student is severely disabled and that an alternate assessment is to be used for all or
any portion of the CELDT or that a student is to be assessed with the CELDT using
appropriate accommodations or modifications. IEPs must list accommodations,
modifications, or alternative assessment for any or all sections L, S, R, and W. IEP teams
should consult the Special Education Accommodations/Modifications Matrix for
California Statewide Assessments to determine specific testing variations. The matrix is
located on the CDE Web site at
http://www.cde.ca.gov/ta/tg/sa/documents/matrix1007.doc

D. General English Learner Services in RDUSD
a. All English Learners are placed in regular language classrooms unless a parental
exception waiver has been granted for an alternative program.
b. All English Learners receive English Language Development (ELD) curriculum


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c. Gr. K-8 ELD instruction through State approved materials.
d. Minimum of EL support is 30 minutes each day.
e. Gr. 7-12 (One to two classes dedicated to ELD Instruction. Beginning and Early
Intermediate ELs should receive two periods and Intermediate and Early Advanced ELs
receive one period.)
f. ELD is instruction that helps the student to understand, speak, read and write English.
It is given by a teacher authorized to deliver ELD.
g. English Learners with less than reasonable fluency are instructed using a Structured
English Immersion process. Students with less than reasonable fluency shall be defined
as those students who score at Early Intermediate level (composite) or below on the
CELDT.
h. The RDJUSD has a variety of resources and instructional materials available to support
ELD instruction (see Section VII). For grades kindergarten through grade eight, state-
adopted materials contain ELD support components. In addition, the current list includes
intervention materials for ELs. While there are no state-adopted instructional materials
for high schools, the primary materials are part of the SB 1802 approved list.


ADDITIONAL EL SUPPORT AND MATERIALS REQUIREMENTS

The following notes the 2008 criteria adoption in the Reading/Language Arts
Framework for California Public Schools, Kindergarten Through Grade Twelve for
English Learners:


                              Criteria for 2008 Adoption

Extra Support for English Learners

      Instructional materials for English learners provide support for students to allow
       them to successfully participate in and progress through the daily lessons from the
       basic program with their peers (page 293)
      Specifically designed daily lessons for teachers to preteach concepts and for
       teachers to help students to develop background knowledge, build academic
       vocabulary, and develop critical technical skills (page 294)
      Materials address the Beginning, Early Intermediate, Intermediate, and Early
       Advanced levels of English-language proficiency at appropriate grade levels
       (page 294)
      Thirty minutes of additional instructional materials daily (page 294)
      Designed to reinforce and extend the regular classroom/basic program daily
       lessons (page 294)
      Support materials provide additional explicit linguistic instruction in areas of
       difficulty for students, including survival vocabulary and language, language
       skills that are transferable from the student’s primary language and
       nontransferable, academic vocabulary and structures of English (page 294)



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ELD Instructional Materials

      The English-language development (ELD) instructional materials are consistent
       with and connected to the unit or theme of the basic program and aligned to the
       English-Language Arts Content Standards and the English-Language
       Development Standards (page 297)
      Materials address the Beginning, Early Intermediate, Intermediate, and Early
       Advanced levels of English-language proficiency at appropriate grade levels
       (page 297)
      ELD instructional materials must be able to provide sixty minutes of daily ELD
       instruction (page 297)
      Materials are designed to ensure students’ mastery of the English-language arts
       content standards (page 298)
      Materials provide formal linguistic instruction, practice and opportunities for
       application including survival vocabulary and language, skills that are transferable
       from the student’s primary language to English and nontransferable, acquisition
       of academic vocabulary, structures of English and oral language development
       (page 298)
      Materials include explicit, sequential, linguistically logical, and systematic
       instruction, practice, application and diagnostic support in areas in which students
       are likely to have difficulty (page 298)
      Materials allow opportunities for students to read, write, and discuss expository
       text (page 298)
      Includes progress-monitoring assessments designed to provide teachers with
       information on instructional effectiveness and to monitor student progress at the
       end of each unit or theme or set of lessons every six to eight weeks (page 313)
      Progress-monitoring assessments measure progress in reading, writing, listening,
       and speaking in English as described in Appendix 9-A, Matrix 3, “English-
       Language Development Instruction, Kindergarten Through Grade Eight” (page
       313)

Page references are to the 2007 Reading/Language Arts Framework for California Public
Schools




                                    III - Funding
Allocation and use of funds meet statutory requirements for allowable expenditures.

A. Appropriate use of Categorical Funds
RDUSD will use grant funds to meet all annual measurable achievement objectives.
Staff, students, and parents will receive site support for English reading and language


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development through district and site staff. Parents will be encouraged to participate in
school meetings and activities through a variety of advertisements, student and parent
prizes, as well as educational forums for parents.

The Economic Impact Aid-Limited English Proficient (EIA-LEP) funds are used to meet
the academic needs of the English Learners, but do not supplant the District's general
funds, as well as any other categorical funds the District receives. EIA-LEP funds are
spent for supplemental services and materials including, but not limited to, the following:

          Staff development for instructing English Learners
          Supplementary curriculum materials for English Learners
          Tutorial and evaluation software specifically for English Learners
          ELAC/DELAC meetings
          Bilingual paraprofessionals
          Parent education, training, and involvement

Other Possible Categorical Funding:

          English Language Acquisition Program (ELAP)
          Migrant Education
          Title I Services
          Title III Services
          Title VII Grant
          After School Grants

1. To account for appropriate use of funds for activities for assisting instructional staff in
planning, developing, and evaluating the process of providing learning experiences for
students.
    - Sites will be evaluated and reviewed to measure progress for EL improvement
       academically as well as for English proficiency.
    - Sites will report to the district annually the results of their progress, noting if
       goals have been met.
    - English proficiency progress checks of each EL student will be made at least
       annually and reported by site administration or designee for follow-up
       intervention.
    - Substitute Teacher to release classroom teacher
    - Supplemental Service Contracts for instruction for ELs Certificated Tutor
    - Bilingual Instructional Assistant

2. To promote parental and community participation in LEP programs including
activities designed to include the parents in the students’ education.
    - RDUSD will use the ELAC at each site and DELAC to disseminate program
         plans and objectives.
    - RDUSD will distribute information through site and district handouts and mailers
         to parents.


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   -   Parents will be encouraged to participate in school meetings and activities through
       a variety of advertisements, student and parent prizes, as well as educational
       forums for parents.
   -   Babysitting will be offered at some activities
   -   Oral and written translations will be offered

3. To promote activities designed to include the parents in the students’ education.
    - Overtime and mileage for home visits
    - Overtime for database comparison and phone calls concerning attendance and
       classroom concerns

4. To improve the instruction of EL children by providing for Instruction that includes
activities dealing directly with the interaction between the teacher and student in an
instructional setting
    - The acquisition or development of educational technology or instructional
         materials
    - Access to, and participation in, electronic networks for materials, training, and
         communication; students will have access to technology at each site
    - Software programs will be used by students for improved learning.
    - Intervention curriculum for EL students

5. Activities designed to include the administration of the CELDT.
    - Substitute CELDT tester
    - Extra time for classified personnel to give CELDT

6. Other activities consistent with Title III:
    - Bilingual aides will be used to provide additional support for ELL students and
       parents
    - Migrant Education support will be used
    - After School (21st century) and summer school funds will be used as available
       through the State for tutoring




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                           EIA Monies for River Delta Unified English Learner Support

Funds provided by Economic Impact Aid (EIA) and Title III for limited-English-proficient (LEP) students supplement, but do not
supplant, general funds or other categorical resource, and is it directly tied to the academic success of English Learners.



              Function                                      Sample Activities                                                      Sample Expenditures
     1000                                                                                                            Substitute Teacher to release classroom teacher
                                                                                                                     Supplemental Service Contracts for instruction for ELs
                               Instruction includes activities dealing directly with the interaction between the     Certificated Tutor
             Instruction                        teacher and student in an instructional setting.                     Bilingual Instructional Assistant
                                                                                                                     Substitute time for ELD teacher replacement
                                                                                                                     Supplemental Standards-based materials for ELs
                                                                                                                     New Equipment and software for ELs
     2100                                                                                                            Personnel- direct services to ELs
                                                                                                                     Supplemental Service Contracts for ELD Planning, ELD
            Supervision of    Activities for assisting instructional staff in planning, developing, and evaluating   Profile updating
             Instruction                  the process of providing learning experiences for students.

     2495                                                                                                            Babysitting for EL parent meetings/activities
                                                                                                                     Oral and written translation services for EL parents
               Parent                                                                                                Parent supplies ELAC meetings, EL Parent training
                                    Activities designed to include the parents in the students’ education.
            Participation                                                                                            Parents to attend educational conference/workshops
                                                                                                                     Newsletter/Notices to EL parents.
     3130                                                                                                            Overtime and mileage for home visits
             Social and                                                                                              Overtime for database comparison and phone calls
                                    Activities designed to include the parents in the students’ education.           concerning attendance and classroom concerns
             Attendance
     3160                                                                                                            Substitute CELDT tester
             Other Pupil                                                                                             Extra time for classified personnel to give CELDT
                                       Activities designed to include the administration of the CELDT.               Supplemental Service Contract for Classified
              Testing                                                                                                Supplemental Service Contract for personnel to give
                                                                                                                     CELDT



                                                                                                                                                                            17




5/05/08
                IV Standards, Assessment, and Accountability
Categorical programs meet state standards, are based on the assessed needs of program
participants, and achieve the intended outcomes of the categorical program.


“….We saw real differences in high-redesignating districts compared to low-redesignating districts in
terms of accountability policies and practices. High-redesignating districts really operationalized and
shared responsibility for the process. For example, the board would review statistics on how many
ELs were making progress and how many who were “in range” were actually being reclassified.
These districts also provided helpful data to school sites on kids’ redesignatable status at multiple
points during the year. They would also help school sites to review student files and facilitate the
process of redesignation. There was cultivation of certain practices and behaviors, distributed
leadership and a real caring and commitment at the schools that were doing better by their ELs .” –
Robert Linquanti (2006)3
                                  --------------------------------------



One of the goals of RDUSD is to be able to reclassify students as FEP when they can attain
and maintain a level of English that allows them to succeed in an English-only environment
in all content area classes of their grade level.


A. Reclassification Criteria

The State Board of Education (SBE) has established four reclassification criteria4, for school
districts to use in reclassifying students from English learner to fluent English proficient. The
Guidelines for Reclassification of English Learners describes these four reclassification
criteria. The first criterion is an assessment of English language proficiency, which in
California is the CELDT. The second criterion is a comparison of performance in basic skills,
which the SBE has indicated should be based on results of the student’s latest California
English-Language Arts Standards Test, or CST in English-Language Arts. The next criterion
is the teacher evaluation of a student’s academic performance, which can be based on the
student’s report card grades, grade point average (GPA), or other measure that school
districts use to determine students’ academic performance. The fourth criterion is the parent
opinion and consultation. If possible, parents or guardians are involved in a discussion about
their student’s English language proficiency and the meeting the guidelines for
reclassification.

3
 Garrett, Kristi. (Summer2006). A Researcher Speaks About the Lessons Learned From
Proposition 227: A Conversation With Robert Linquanti. California Schools Magazine,
California School Boards Association.
4
    based on Education Code Section 313(d)
5/05/08
A goal of the River Delta Unified School District English Learner Program is to reclassify
and support English Learners to FEP status as soon as they have demonstrated that they can
be successful in an English-only environment. Each former English Learner (EL) who has
been reclassified to Fluent English Proficient (FEP) has demonstrated English-language
proficiency comparable to that of an average native English speaker and the ability to
participate equally with average native speakers in the school’s regular instructional program.
The RDUSD requires the following four criteria in the reclassification process, as guided by
the California State Board of Education (Education Code 313(d)): Comparison of
Performance in Basic Skills, Assessment of English Proficiency, Teacher Evaluation of
Student Academic Performance, and Parent or Guardian Opinion and Consultation.



B. Reclassification Process Components

The purpose of the reclassification process is to determine if a student has met the District
criteria, can be successful in a regular, English-only environment, and therefore qualifies to
be identified as Fluent English Proficient. Reclassification will occur through a process
involving the parent, teachers, and site administration. In addition, high school student teams
may include the counselor and/ or the student.




                                                     ELD Relative to ELA
                                                                                      Advanced
           JACK O’CONNELL
            State Superintendent
             of Public Instruction
                                                                                                 Proficient
                                     Advanced
                                                                                 on
                                                                           ati
                                                                     fic
                                                                 assi
                            Early Advanced                 ecl                                          Basic
                                                         eR
                                                   ibl
                                            P   oss

                       Intermediate                                                                Below Basic


                       Early Intermediate
                                                                                                     Far
                                                                                                 Below Basic
                                Beginning
                                                                                                                 17




                       Figure from CDE’s CELDT Readiness for Reclassification


05/05/08                                                                                                              19
1. Criteria
         The review team will reclassify English learners as FEP using multiple measures.
RDUSD students who have completed at least one full semester in English Language
instruction will be considered for reclassification to R-FEP after appraisal of the following
criteria:

a) a score of Advanced (5) on the CELDT in the overall, and at least an Early Advanced (4)
on each of the subtests (listening/speaking/reading and writing);
b) a minimum score of Proficient levels on the California Standards Test (CST) for
English/Language Arts and Mathematics; comparable CAHSEE scores may be used instead
of the CST for secondary students.
c) ELD teacher and regular education teacher(s) recommendations. Students in grades 3-12
shall be considered for Reclassification after the successful completion of at least one full
semester in an English Language instruction program grades of “4,” “proficient,” or “C.”
However, the teacher is the required person to recommend the student at this juncture, ie.,
that the student can succeed in an average, English-only classroom.
d) the parent/guardian is included in the reclassification review and understands the FEP
program.


                 Evaluation                               Minimum Scores

                                              Advanced overall AND at least Early
                   CELDT                      Advanced on each of the sub skills

     CA Standards Test (or CAHSEE)
                                              Proficient or above (Must have completed
       English Language Arts
                                              at least one full semester in an English
       Mathematics                           Language instruction.)

                                              1) Grade Level Achievement of satisfactory
                                              or above in core academic classes
                                              2) Teacher judgment that student is able to
      Teacher Input and Observation
                                              succeed in an average, English-only
                                              environment (teacher documentation
                                              required – form in appendix)


           Parent Input and Opinion           Parent has been involved in the review
                                              process.




05/05/08                                                                                        20
We agree with the K-2 guidelines suggested by the California Department of
Education:

“For pupils in grades one and two, school districts should base a decision to reclassify on
CELDT results, teacher evaluation, parent consultation, and other locally available
assessment results. Kindergarten students who have been identified as English learners
probably should not be reclassified.” (California Department of Education.. February, 2006.
California English Language Development Test: Assistance Packet for Districts/Schools., p.
IV-6). Currently, RDUSD uses CST scores for our “locally available assessment results.”
While following RDJUSD district criteria – “must have completed at least one full
semester/trimester in an English Language instruction” – Kindergarteners should not be
considered for reclassification. Rarely is there enough standardized, valid information at this
early grade level to support reclassification of a Kindergartener. (California is currently
reviewing reclassification considerations due to new guidelines from the federal government.
Until these are finally negotiated, RDUSD will require at least two data points of information
based on the CELDT and CST scores. Schools and the District will use these conservative
guidelines to ensure students, especially Kindergarten through second grade, are not
mistakenly reclassified.)


2. Review Committee Members
        Although anyone may ask for the initiation of the FEP process, including the student
themselves, the Site ELD Coordinator will generally initiate the reclassification process as
students meet the initial assessment criteria: proficiency of CELDT tests in all areas. The
English Learner Reclassification form will be sent to all of the potential FEP student’s
teachers. The parent reclassification letter will also be mailed home with a follow-up phone
call and/or meeting. RDUSD’s current form-letters are in English and Spanish. The
reclassification process shall include:

    • Participation of the student’s classroom teachers and any other staff with direct
    responsibilities for teaching or placement decision.
    • A review by a reclassification team including, at a minimum, the following members:
    parent/guardian, English teacher, site ELD coordinator, and site principal or designee.
    • At the very least, the student’s parent or guardian must be notified, either through a
    conference or written communication, giving them the opportunity to review the
    student’s performance and provide input on the Reclassification decision. Parents will
    be consulted in their primary language when necessary.

3. Monitoring of Progress
The Site ELD Coordinator will review each EL student’s progress at least once a year for
possible reclassification recommendation or other necessary options. The school site’s FEP
review team (which will vary according student and school) will review report cards, CELDT
scores, and CST and/or CAHSEE scores of the reclassified “fluent English proficient” (R-
FEP) student at a minimum of the first 6-month, 1-year, and 2-year periods to monitor
progress. (All students who have been classified as R-FEP will be monitored for two years in
accordance with existing California Department of Education regulations and the federal No
Child Left Behind law.) Interventions will be provided if the student drops below grade-level
standards.

05/05/08                                                                                    21
    Standard Reclassification Process               Alternative: Special Education

If a reclassified student is not maintaining   If a reclassified student is not maintaining
academic success, the school will be           academic success, and interventions have not
requested to develop an intervention plan to   been successful, the IEP team will be requested
support student’s academic development         to review the student’s program placement.




Follow-up support services are provided for students who do not demonstrate sustained
academic progress. School sites are responsible for providing intervention strategies, which
may include additional support in content areas, before-school or after-school tutoring,
approved intervention programs, summer school/intersession programs, ELD instruction,
extended day activities, and/or intensified strategies that facilitate student mastery of the
district goal expectations.

A copy of the Reclassification Follow-up form must be completed and included in the
student’s green folder in the cumulative file. The Reclassification Follow-Up Form is to be
used for all R-FEP and I-FEP students (whether making satisfactory or unsatisfactory
progress). (See Appendix for the Reclassification form)


4. Special Education Guidelines
Any reclassification of English Learners with disabilities must be mutually agreed upon at
the IEP meetings and only when a credentialed person trained in Second Language
acquisition and knowledgeable about the District reclassification criteria agrees with the
recommendation. The team MUST include: the child’s parent(s)/guardian(s), the current
teacher(s), the teacher(s)/specialist(s) providing instruction, the school administrator or
designee, a district special education administrator or designee, and a teacher with CLAD or
BCLAD certification.

The purpose of this procedure is to determine whether or not the child has sufficient English
language proficiency to ensure equal access to regular and special instructional programs.
The team must determine and document that any academic deficiency is due to the student’s
identified disability and not due to a lack of second language proficiency. Documentation of
student criteria and IEP team composition and procedures must be included.

The requirements in a student’s IEP or Section 504 Accommodation Plan are federal legal
requirements and take precedence over the provisions of Proposition 227. If either plan calls
for primary language instruction, the student does not need a parental exception waiver to
receive such instruction. State and federal law require that ELs with an IEP or a federal 504
Accommodation Plan continue to receive the programs and services that address the
student’s special needs, including linguistically appropriate goals and objectives. At a
minimum, instructional and linguistic services must include the provision of ELD and full
access to the core curriculum as specified in the student’s written program or plan.



05/05/08                                                                                         22
Any testing changes, including the CELDT, must be included in the IEP for any testing
changes to take place.


5. Initial Fluent English Proficient Students
The River Delta USD requires an overall of 5 and no sub-skill lower than 4 to be considered
I-FEP. I-FEPs who incur any academic deficits may be monitored through the Student Study
Team including the Site ELD Coordinator to plan intervention and oversee academic
progress.

6. Documentation
After the team has made a determination, and made recommendations regarding the student’s
future program and support needs, the site ELD Coordinator will ensure that the district a)
Reclassification Form, b) Reclassification Parent letter, and c) the teacher(s) evaluations
and/or recommendations are complete. Copies are to be given to the district’s Office of EL
Programs and copies placed in the student’s “Green Folder” in the cumulative folder. The
Parent will receive a copy of the Reclassification Form. The site ELD Coordinator will
ensure that if the student is reclassified as I-FEP or R-FEP, the necessary changes will be
made in the RDUSD data base.

During the monitoring period of new R-FEP students, the Reclassification Follow-Up Form
will be placed in the student’s “Green Folder” in the cumulative folder.

If the student is classified as I-FEP, the site ELD Coordinator will ensure that the necessary
changes are made in the RDUSD data base.

The Parent must receive a copy of the Reclassification Form. The RDUSD form is currently
offered in English and Spanish. Other language translations will be addressed as necessary.


C. Evaluation of the Reclassification in RDUSD
It is incumbent upon the school site to review the progress of their FEP students as described
above. In addition, borrowing from other districts, a Principal’s Assurances Checklist may
assist both the schools and the District in documentation and monitoring.

If evidence shows that there have not been improvements in student achievement as
evidenced by the CELDT, the CST, and student grades, the student’s program will be
modified accordingly. Examples of program modifications may include, but are not limited
to the following: teaching time devoted to ELD support, matching the student with another
achieving student, District intervention programs, specialized training of teachers, purchase
of specialized materials, examination of alignment of curriculum with standards, and
specialized after-school programs, such as tutoring.




05/05/08                                                                                     23
                     V - Staffing and Professional Development
Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the
program.



Nationally, and particularly in California, the teacher shortage problem is in part distribution
(especially rural and inner city schools), in part due to the lack of teachers with specialty
credentials (such as special education and English as a Second Language), and in part due to
the lack of qualified teachers in certain subjects (mathematics, foreign languages, and the
sciences) (Rebore, 2001; Bradley, 1999).


According to 1999 NCES data, more than 36% of the new teachers felt unprepared to teach
their curriculum, integrate technology into their lessons, or meet the needs of English
learners or special needs students (U.S. Department of Education, Office of Postsecondary
Education, and Office of Policy Planning and Innovation, 2002). In addition, teachers in
general feel unprepared to teach. They often are not trained to meet the requirements of the
unique student needs such as the variety of cultures or socioeconomic status among students,
English-language learners, or special education students (Cegelka & Alvarado, 2000;
Gándara, & Maxwell-Jolly, 2000; Parasad, Lewis, & Farris 2001).

                  “Educators need a systemic view for improving English learners’
             academic achievement. What is critical is engaging all students…and
             ensure multiple opportunities for language development and content
             learning. This requires high expectations, a strong understanding of
             pedagogy, good data to guide instruction, and a drive to continually
             improve practice through collaborative effort.” (Linquanti, 2004)5



In California, teachers must be authorized to teach English learners ELD, SDAIE,
or primary language instruction until these students are reclassified as English
proficient. A teacher must be certified by the State to teach English learners, even
if they only have one EL student in their class. Few would disagree that special
training is necessary to be truly successful in working with students learning anew
language. Still, the extra time and money it takes for teachers to become certified
has had on an effect on districts and whom they can allow to teach in what
classrooms.

River Delta, with its large population, now requires all of its teachers to be CLAD or
BCLAD certified to teach English learners.

CLAD and BCLAD Certificates authorize instruction to English Learners (EL).

5
    Linquanti, Robert. (2004 ). Q&A With West Ed’s Robert Linquanti” R&D Alert; 6(3). San Francisco:
          WestEd.
05/05/08                                                                                               24
Types of Instruction to English Learners Authorized by the CLAD Certificate
�� Instruction for English Language Development (ELD)6
�� Specially Designed Academic Instruction Delivered in English (SDAIE)

Types of Instruction to English Learners Authorized by the BCLAD Certificate
�� Instruction for English Language Development (ELD)
�� Specially Designed Academic Instruction Delivered in English (SDAIE)
�� Content Instruction Delivered in the Primary Language

The district has offered a variety of means of assistance to earn a CLAD or BCLAD
certification (training, assisting in the costs of the tests, providing after school time with staff
for portfolio work). Currently, all teachers who work with English learners ARE certified.
However, some are working with an emergency certification. These only need to take the
final tests or complete an assignment this year to be qualified to again teach next year.

The District leadership is committed to training staff, offering focused professional
development that the teachers and District recognize as necessary. This year has included
teacher collaboration time focused on selecting benchmark assessments for key/essential
standards. Staff development days have included practice of core, research-based practices
used in the standards-based materials in the strands/subject matter for those areas where there
is the greatest need for improvement. To assist English learners’ needs, training in programs
in current curricular components including Avenues, High Point, and Edge as well as GLAD
strategies.

GLAD strategies have become a mainstay for many teachers in addressing the needs of
English learners. The varieties of strategies are honed through work with well trained
mentors. Teachers of all grade levels seek out more and more of the training as they see the
success in their students and themselves. Three teachers at Bates Elementary have now
completed the trainer-of-trainers program (See Appendix for GLAD details).

The District has also committed to certain curriculum interventions for English language and
English only learners such as Accelerated Reader and Language! and with those curriculums,
the professional development to support and train the teachers. District personnel also have
opportunities for English Learner staff development in county and state venues. The district
considers education in English Learner issues to be ongoing for all staff, in order to
continually improve its delivery of English Learner services.


District paraprofessionals will receive training in appropriate CELDT testing procedures.
English learner coordinators (1/2 supported by district and ½ supported by site funds) have

6
  Definitions of Types of Instruction
English Language Development (ELD) is a content subject area. ELD is instruction appropriate for the level of
language proficiency as identified for each EL student. The instruction is designed to promote the effective and
efficient acquisition of listening, speaking, reading, and writing skills of the EL student. This type of instruction
is also known as English as a Second Language (ESL) or Teaching English to Speakers of Other Languages
(TESOL). Specially Designed Academic Instruction Delivered in English (SDAIE) is an instructional
approach designed to increase the level of comprehensibility of the English language in the content area of the
class. The specially designed content instruction in subject matter, such as math or social science, is presented
in English to English learners in classes which are restricted to instruction in the subject area and grade level of
the prerequisite credential (as applicable). (from the California Commission on Teacher Credentialing, 2008).
05/05/08                                                                                                          25
been hired at the four elementary schools, and one at CMS/Delta HS. Riverview continues to
search for a part-time specialized EL instructor. Rio Vista students are served by one of the
English teachers who has a CLAD authorization. In addition, the District supports a District
Director of EL Programs.


----------

Bradley, A. (1999). States' uneven teacher supply complicates staffing of schools.
       Education Week, 18(26), 1, 10–11.

Cegelka, P.A. & Alvarado, J.L. (2000, Summer/Fall). A best practices model for
       preparation of rural special education teachers. Rural Special Education
       Quarterly, 19(3/4), 15-30.
Gándara, P. & Maxwell-Jolly, J. (2000). Preparing teachers for diversity: A dilemma of
       quality and quantity. Santa Cruz, California: Center for the Future of Teaching
       and Learning.
Parasad, B., Lewis, L., & Farris, E. (2001), Teacher preparation and professional
       development: 2000. Washington, D.C.: U.S. Department of Education. National
       Center for Education Statistics (NCES 2001-088).

Rebore, R. W. (2001). Human resources administration in education. Boston: Allyn and
      Bacon.

United States Department of Education, Office of Postsecondary Education, Office of
       Policy Planning and Innovation (2002, June). Meeting the highly qualified
       teachers challenge: The secretary’s annual report on teacher quality.
       Washington, D.C.: U.S. Department of Education.




             VI - Opportunity and Equal Educational Access
Participants have equitable access to all programs provided by the local educational agency
(LEA), as required by law.


The United States Supreme Court affirmed in the 1974 landmark case of Lau vs. Nichols,
414 U.S. 563, 197 that students with little or no skills in English are entitled to specialized
instruction that will enable them to learn in public schools. In delivering the opinion of the
court, Justice William O. Douglas stated the following:

         There is no equality of treatment merely by providing students with the same
         facilities, textbooks, teachers and curriculum – for students who do not
         understand English are effectively foreclosed from any meaningful education.


05/05/08                                                                                          26
The River Delta District provides equal access to all parts of the core curriculum to all of its
students, including English learners. All English Learners are placed in regular language
classrooms unless a parental exception waiver has been granted for an alternative program.

Parents must be informed of the placement of their children in an SEI program and must be
notified of the opportunity to apply for a parental exception waiver for an alternative program
or a mainstream program. The mainstream English program is designed for EL students who
have attained the level of Intermediate (or above) proficiency in English. Students are
assigned to a mainstream program unless a parental exception waiver for an alternative
program has been approved. Parents may request a waiver from SEI into mainstream English
programs at any time. (See the Appendix for copies of the different waivers.)

In the RDUSD, parents are sent a letter annually noting their child’s placement within the EL
Program. In this letter (in English and Spanish), parents are notified of the waiver option.
The form-letter includes a check-off choice of accepting the program placement or asking for
a meeting for a possible waiver. Per State requirement, in order to request a waiver, parents
must visit the school unless a specific hardship exists. If a child possesses good English
language skills the parent may request a waiver of the school's Structured/Sheltered English
language program. The District is careful to ensure that the parent understands our goal - that
students achieve a fluency of English as rapidly and effectively as possible. Through a
meeting with the parent, policy requires the principal or designee carefully explain any
alternative courses of study offered by the district that may be available to the child.

  (Chapter II details the assessment and identification of students. The
 next include the current RDUSD Board Policies for 1) Waivers, and 2)
  for definitions and Notifications. The Policies are also detailed in the
                               Appendices.)



(RDUSD Board Policies - Definitions)

Definitions
                 English learner means a student who does not speak English or whose
                 native language is not English and who is not currently able to
 English Learner perform ordinary classroom work in English also known as a limited
                 English proficient or LEP child. (Education Code 306)


                      English language classroom means a classroom in which the language
                      of instruction used by the teaching personnel is overwhelmingly the
  EL Classroom        English language and in which such teaching personnel possess a
                      good knowledge of the English language. (Education Code 306)




05/05/08                                                                                       27
                    English language mainstream classroom means a classroom in which
 English            the students either are native English language speakers or already
 Language           have acquired reasonable fluency in English. (Education Code 306)
 Mainstream
                    Sheltered English immersion or structured English immersion means
                    an English language acquisition process in which nearly all classroom
    Sheltered       instruction is in English but with the curriculum and presentation
     English        designed for students who are learning the language. (Education Code
   Immersion        306)




                    Bilingual education/native language instruction means a language
                    acquisition process for students in which much or all instruction,
    Bilingual       textbooks, and teaching materials are in the student’s native language.
                    (Education Code 306)


                    [We do not currently offer a bilingual program.]




 All students
 receive HLS        Upon enrollment, each student's primary language shall be
                    determined through use of a home language survey. (5 CCR 11307)
                    Within 30 calendar days of their initial enrollment, students who are
                    identified as having a primary language other than English, as
   30 days for      determined by the home language survey, and for whom there is no
    CELDT           record of results from an English language development test shall be
                    assessed using the California English Language Development Test
                    (CELDT). (5 CCR 11511)



  Sufficient time   All students shall have sufficient time to complete the CELDT as
   for CELDT        provided in the directions for test administration. (5 CCR 11516)




05/05/08                                                                                      28
                cf. 6159 Any student with a disability shall take the CELDT with
                those accommodations for testing that the student has regularly
 Accommodations used during instruction and classroom assessment as delineated in
   allowed for  the student’s individualized education program (IEP) or Section
     CELDT      504 plan that are appropriate and necessary to address the student’s
                individual needs. (5 CCR 11516.5)



                   cf. 6164.6 The district shall notify parents/guardians of their child’s
Parents notified   results on the CELDT within 30 calendar days. (5 CCR 11511.5)


                   cf. 5145.6 Within 90 days of initial enrollment, students identified
90 days for IPT    as having limited English proficiency shall be further assessed for
                   primary language proficiency in comprehension, speaking, reading
                   and writing. The Superintendent or designee shall develop criteria
                   for determining student needs on the basis of these assessments.
                   (former Education Code 52164.1, 62002)


                   Before students are enrolled in a program for English language
Parents notified   learners, parents/guardians shall receive information about the
pre-placement      program and their opportunities for parental involvement. This
                   information shall include the fact that an individual student's
                   participation in the program is voluntary on the part of the
                   parent/guardian. (Education Code 52173)
30 day limit       Not later than 30 calendar days after the beginning of the school
must receive       year, each parent/guardian of a student participating in, or
assessment         identified for participation in, a language instruction program
information        supported by federal Title III funds shall receive notification of the
                   assessment of his/her child’s English proficiency. The notice shall
                   include all of the following: (Education Code 440; 20 USC 6312)



Information Must include:
Reason for         1. The reason for the student’s classification as English language
classification     learner

Level              2. The level of English proficiency

Description of     3. A description of the program for English language development
Program            instruction, including a description of all of the following:



Description of Program to include:

05/05/08                                                                                     29
a. How meets      a. The manner in which the program will meet the educational
student’s         strengths and needs of the student
strengths
b. How will       b. The manner in which the program will help the student develop
help student      his/her English proficiency and meet age-appropriate academic
learn English     standards
c. Exit           c. The specific exit requirements for the program, the expected rate of
requirements +    transition from the program into classrooms not tailored for English
(for secondary)   language learner students, and the expected rate of graduation from
expected grad     secondary school if Title I funds are used for students in secondary
date              schools
d. If in Spec     d. Where the student has been identified for special education, the
Ed, how meets     manner in which the program meets the requirements of the student’s
IEP               IEP
e. Info about     4. Information regarding a parent/guardian’s option to decline to allow
parent’s          the student to become enrolled in the program or to choose to allow the
options           student to become enrolled in an alternative program
f. Information    5. Information designed to assist a parent/guardian in selecting among
about choice of   available programs, if more than one program is offered
programs




Parent/guardians also shall be notified of the results of any reassessments. (Education
Code 52164.3)




                           VII Teaching and Learning
Each English learner receives instruction in English-language development (ELD) and the
core curriculum.
                            A. Instructional Programs
Commitment to Instructional Program Outcomes
        In River Delta USD, the basic English Language Development (ELD) program seeks
to develop all four language domains in English (listening, speaking, reading, and writing) as
rapidly as possible (20 USC 1703[f], 6892; EC 300[f], 5 CCR 11302[a]). The basic program for
English learners starts with the Structured English Immersion (SEI) phase. This program
focuses sequentially on teaching English and academics. All programs for English Learners
(ELs) require a commitment of students, their families, and the schools to a long-term,
sustained effort over several years to help students master English and state-standards-
05/05/08                                                                                     30
academic achievement (20 USC 1703[f], 6892; 5 CCR 11302[b]). ELs who develop reasonable
fluency in English (CELDT level 4 or 5) continue to receive specialized ELD instruction in
an English Mainstream setting until they are reclassified as R-FEP. The program continues
to monitor and support these students for two years, recognizing that FEP students continue
to have unique needs.

1. English Learner Instruction

General Description of EL School Programs in the RDUSD
A. The District conducts academic assessments of ELs to ensure their appropriate
placement.
B. All EL Program students receive ELD instruction. (ELD (20 USC 1703[f], 6825[c][1][A]; EC
300, 305, 306, 310; 5 CCR 11302[a]; Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, 1009–1011)).
C. English learners in the RDUSD are placed in Structured English Immersion (SEI) or in
English Language Mainstream (ELM) classes according to their level. The District provides
a waiver and different placement if the parent of an English leaner requests an ELM rather
than an SEI program for their child (EC 305, 306; 310, 311; 5 CCR 11301).
D. The District has developed a system to follow EL students to monitor and address
academic deficits to ensure all students progress in their academic achievement. (See Catch-
Up Plan in this Chapter, and the Principal Checklist in the Appendix ) (20 USC 1703[f],
6312[c][1][M], 6825[c][1][B]; EC 306, 310; 5 CCR 11302[b]; Castañeda v. Pickard [5th Cir. 1981] 648 F.2d
989, 1009–1011)).
C. Evaluation of English language proficiency occurs on a regular basis and includes
multiple measures to assess students’ progress in English acquisition. Classroom assessments
provide students the opportunity to demonstrate knowledge and skills in a variety of ways.
D. English Learners have access to the core curriculum to receive grade level instruction and
materials permitting and encouraging them to achieve at rates comparable to average native
English speakers.
E. Instruction and materials are aligned with California ELD standards, curricular content
standards, and expected outcomes.
F. BCLAD/CLAD certified instructors teach core subjects using the district-adopted
textbooks and supplementary EL instructional materials.
G. Understanding that not all students will learn English at the same rate, intervention
curriculum materials are also available at each school. All are on the California adopted
English Language Arts or English Language Development Supplementary Materials.

2. Descriptions of Program Offerings

Structured English Immersion (SEI): SEI is designed for English Learners from language
backgrounds that are at the earlier levels of English proficiency: Beginning, Early
Intermediate, or Intermediate. The program’s goal is to develop English language
"reasonable fluency" and proficiency as rapidly and effectively as possible and provide
developmental access to the core curriculum through English using ELD supportive, SDAIE
strategies when appropriate, and through instructional modifications to text, teacher
language, and other strategies designed to make instruction comprehensible to a non-English
proficient student.




05/05/08                                                                                                   31
Students are taught overwhelmingly in English, but may be supported in the students’
primary language depending on the available staff. All elementary students have access to an
SEI program. For regular, systematic instruction, the elementary schools use Hampton-
Brown’s Avenues curriculum for grades K-5, High Point for grades 4-8, and Edge for grades
9-12.. (Some schools offer High Point as part of their intervention support for students, thus
a cross-over of grades appears for the two major curriculums offered by RDUSD.) In
addition, the schools maintain intervention curriculum materials to address differentiated
needs. All K-8 materials are California State adopted.

English Language Mainstream (ELM): ELM is designed for students at the higher levels of
English proficiency: High Intermediate, Early Advanced, or Advanced. ELM classrooms
contain both native and fluent speakers of English. English learners receive instruction in
ELD and other core subjects through effective teaching strategies from trained and
authorized teachers.

For most students, the regular English program represents a continuation of the Structured
English Immersion Program, or students may be placed in this program by parent request.
Instruction focuses on the linguistic and literacy gaps typically found in students at these
proficiency levels. English learners in this program receive English Language Development
from the classroom teacher until they are reclassified as English proficient. English is the
language of instruction for all subjects with no real primary language support.
Program Planning

               Three groups of English learners must be considered in program planning:
               students in kindergarten through grade two; those in grades three through
               twelve who are literate in their primary language; and those in grades three
               through twelve who have limited prior academic experience or literacy in
               their primary language. Typically, primary students who are learning English
               can participate fully in classroom language arts instruction if provided
               appropriate reading and writing supports and instruction in oral language.
               Students in grades three through twelve who have strong literacy skills in
               their primary language can be expected to transfer many of those skills to
               English and to progress rapidly in learning English. And students in grades
               three through twelve with limited prior schooling will require intensive
               support in beginning literacy instruction as well as in learning English.7
               (CDE, 2006, p. 423)

3. Initial Identification
The RDUSD uses the basic guidelines offered through the California Department of
Education’s CELDT Assistance Packet for School Districts/Schools.8 (See Figure 1.) An
indication of a Home Language other than English triggers the CELDT testing of the student.
If he/she is found to be fluent in English, the student is identified as initial fluent English
proficient (IFEP) in the school’s database and the student is placed in the Regular
instructional program. Otherwise, the student is identified as an English Learner (EL) and is
provided SEI or ELM.

7
  California Department of Education. (2006, February). Draft Reading/Language Arts Framework.
Sacramento. http://www.cde.ca.gov/ci/rl/cf/documents/rlafwk-ch7.pdf.
8
  CDE. (2006, February). CELDT Assistance Packet for School Districts/Schools. Sacramento.
http://www.cde.ca.gov/ta/tg/el/assistancepkt.asp
05/05/08                                                                                         32
                 Figure 1 California Department of Education CELDT Guidelines




                    General Process for Identification and Placement

Important note for Kindergarten and grade 1:
The current CELDT assessment of K-1 English Learners is limited to the areas of listening
and speaking. Therefore, for K-1 English Learners in RDUSD, it is strongly recommended
that the monitoring process on the ELD Standards begin at Pre-Production, especially for
reading and writing.
Important note for grade 3 and above:
The State ELD Standards were designed for students in grades 3-12 who are literate in
their primary language. For ELs who enter RDUSD in these grades not literate
in their primary language, the ELD literacy standards for earlier grades including those
related to phonemic awareness, concepts of print and decoding skills must be taught.
Alternative Program
California state law allows parents of English Learners the right to request a waiver for an
alternative program. (see Chapter V!, and samples pf RDUSD waivers in the Appendix) A
minimum of 20 approved waivers of the same grade level and language group are necessary

05/05/08                                                                                   33
for a school to provide the alternative program. If there is an insufficient number of approved
applications at the resident school, parents have the opportunity to transfer to another school
that offers the alternative program, but must provide their own transportation. RDUSD
currently offers no alternative program; we have had no requests.

                                                                                    Other
     CELDT Proficiency                               Grade                                            Cultural
                                   Placement                     Materials       Supplemental
         Level                                       Level                                            Support
                                                                                   Support
Beginning         Less than        Structured        K-5         Avenues         ▪High Point       Throughout the
                  reasonable       English                       (Hampton-       (Hampton Brown)   year, all classes
                  fluency          Immersion9                    Brown)          ▪Accelerated      will recognize
Early                                                4-12        High Point      Reader            and support the
Intermediate                                                     (Hampton-       (Renaissance)     unique cultural
                                                                 Brown)          ▪Alpha Friends    needs of EL
Intermediate      Reasonable       English           K-5         Avenues         (Renaissance)     students, and
                  fluency          Mainstream                                    ▪English in a     encourage the
Early                              Classroom10       4-8         High Point,     Flash             development of
Advanced                                                                         (Renaissance)     self-esteem.
                                                                                 ▪Leap Pad (K-4)
Advanced                                             4-8         Small group/    ▪Language
                                                                 dedicated       Learning
                                                                 support of      ▪Language!
                                                                 English         ▪SIPPS (K-3)
                                                                 curriculum at   ▪Lexia
                                                                 least 30        ▪Rosetta Stone
                                                                 minutes a
                                                                 day
Intermediate -    Reasonable       Dedicated EL      9-12        Edge, 1 to 2
Advanced          Fluency          or English                    periods per
                                   Intervention                  day
                                   Classroom
                                   Other instructional setting   Per IEP         .
                                   as per IEP

                           Program Placement Options for English Learners

Reclassification Process

English Learners, including those in Special Education, are assessed annually using the
CELDT. Students are considered for reclassification from English Learner to Fluent English
Proficient upon receiving an Advanced or above overall proficiency on the CELDT. This
triggers the review process for consideration of reclassification to Fluent English Proficient.
(See Chapter IV on Reclassification)




9
    Structured English Immersion
10
     English Language Mainstream
05/05/08                                                                                                     34
              B. English Learner Monitoring and Catch-up Plan
        Classroom assessment is ongoing and varied to monitor student learning of district
curriculum and state standards. Assessment tasks require EL students to develop and
demonstrate basic skills as well as more complex thinking. The teacher builds on the
student’s prior knowledge, and adjusts teaching strategies and materials to help the student
develop fluency as quickly as possible. 11 The teacher collects a variety of performance data
including observation of student behavior, engagement, daily work, participation, and
homework. These data ensure that what has been taught has been learned.

       As part of the ongoing process of monitoring and supporting the student, the teacher
maintains communication with the student, parent, EL Coordinator, and other staff to assist
to developing a successful program for the student. If concerns arise in the student’s lack of
progress despite the teacher’s best efforts, the teacher should contact the school’s EL
Coordinator, who should immediately go to section I (one) below.

        The school’s EL Coordinator maintains ongoing records of EL and FEP students at
the school. The EL Coordinator checks on the CELDT, CST, and report card grades of the
EL students. The EL Coordinator should stay in contact with the teachers to suggest
strategies, materials, or offer other support as able. Should a staff member or parent inform
the Coordinator of a concern in a student’s progress, the Coordinator should go to section I
(one) immediately and begin the steps.

Critical Attributes
1. Teachers examine and use district benchmark and state assessment results to direct
instructional decisions. Classroom assessments are supplemental to and aligned with these
assessments.

2. Teachers study prior student performance data to understand the needs of students entering
their classes.

3. Students performing “below grade level” are monitored even more frequently. Students
who demonstrate early mastery of a given academic objective are given more challenging
assignments and opportunities.

4. Specific student progress is shared with the principal and parents in writing, by phone, and
in conferences. Teacher grades and feedback are highly predictive of student’s ability to
demonstrate mastery on district and state assessments.

5. EL Coordinator maintains communication with teachers for informal monitoring and for
teacher support and encouragement.




11
     See Strategies and Instructional Scaffolds at the end of this Chapter.
05/05/08                                                                                        35
                                 General Goals for Language Proficiency

   ELD Level                           Early                       Early                     1st Year After
                    Beginning                     Intermediate                 Advanced
   (CELDT)                         Intermediate                   Advanced                  Reclassification
Timeline based
on Student’s        1st year        2nd year        3rd year      4th year     5th year       6th year
ELD level at
entry into                          1st year        2nd year      3rd year     4th year       5th year
district
                                                    1st year      2nd year     3rd year       4th year

                                                                  1st year     2nd year       3rd year

                                                                               1st year       2nd year




                     Far Below Basic                             Basic
CST Reading
CST Math
                                      Below Basic                                      Proficient
Reclassification
   Levels on                                                 Advanced Overall & at least Early Advanced
   CELDT                                                 on all Subtests

Reclassification
                   Language Arts and Mathematics         Proficient or above
   Levels CST


                                        Level Expectations Table

             * Students who enter the district in upper elementary and above may have a slower
     rate of progress toward English proficiency.

     I – EACH GRADING PERIOD
     a) Each grading period the EL Coordinator or Principal designee will review the EL grades
     for any possible concerns. The Grade Check (see Appendix) form may be used to assist in
     the review.

     b) If the student is not progressing as planned, the school’s EL Coordinator will:
              - Conduct a review of all classes (use the Grade Check form)
              - Set meeting with all appropriate parties (teacher(s), parents, translators, etc.)
              - [If student is in Special Education, the EL Coordinator will ask the Site Special
                  Ed Coordinator to set the meeting and the team will follow Special Education
                  guidelines]
     c) The review team, SST, or IEP team will develop a plan of action for intervention.




     05/05/08                                                                                       36
II – ANNUAL REVIEW

a) Beginning in the Spring (and ongoing) the EL Site Coordinator and Principal review
CELDT scores.

b) If the CELDT indicates:
         - Advanced overall, AND
         - All subtests are Early Advanced or higher,
THEN the Reclassification Process is triggered. (See III below, and Chapter on
Reclassification for full guidelines)
  If the CELDT indicates:
         - Below Advanced overall, OR
         - All subtests are NOT Early Advanced or higher
THEN the reviewer must check for Annual Measurable Achievement Objective (AMAO).

c) AMAO check
      - IF a comparison of last year’s CELDT and this year’s shows the student grew one
         year, THEN the student remains with their current curriculum and program.

       - IF a comparison of last year’s and this year’s CELDT does NOT show one year’s
       growth, THEN a review team must meet and the Catch-up Process is triggered.




III – RECLASSIFICATION and/or CATCH-UP PROCESS
Step 1 – Review and monitor CELDT, CST, and report card grades for any need of
program change (see I and II above)
Step 2 – Review CELDT and CST scores
       - Check CELDT for year’s growth and/or possible Reclassification.
       - Check CST for growth and any concerns
Step 3 – Review Academic Data – The EL and/or English teacher are key
       - K-6th: Review student performance: approaching standards in all major areas
           (Language Arts, Science, Math, and History/Social Science)on report card, i.e., a
           “4” or “proficient in all areas as a final performance level.
       - 7th to12th: Review student performance: Semester Report Card - Grades
           (generally a C or better in Language Arts, Science, Math, and History/Social
           Science).
Step 4 – Final Team Assessment
       - IF the team agrees that any deficits are due to factors unrelated to English
           language proficiency; AND the teacher(s) agree/s the student has acquired
           sufficient language skills to succeed in an English-only environment AND the
           parent is involved in the review, then go to Step 5A for Reclassification.
       - IF the team finds the student is falling behind expected progress, they will
           develop a Catch-Up plan.
                                   (continued on next page)




05/05/08                                                                                   37
Step 5A - Student Reclassified as R-FEP:
       - The student is placed on the R-FEP school list and in the District data base
           (Include the new EL status, the test scores, and the reclassification date.)
       - All paperwork is copied for the EL Green Folder (in the student’s cum file) and
           for the District EL Programs office.
       - The student is placed in a full English-only environment and on automatic
           monitoring for two years. The student will be monitored and provided
           intervention to maintain success.
Step 5B - Student Placed on Catch-Up:
       - The student is placed on the school’s Catch-Up list for ongoing monitoring.
       - All paperwork is copied for the Green Folder (in the student’s cum file) and for
           the District EL Programs office.
       - The student’s Catch-Up Plan will be implemented, with a timeline set for
           monitoring.


Retention RDUSD Board Policy - Special Considerations: English Language Learners

[English Learners] students participating will not be subject to retention until they have
participated in the program for a minimum of three years (the year of entry counts as year
one) or have been reclassified as Fluent English Proficient (FEP). Exceptions may be made
on a case by case basis, if the Student Study Team determines that retention prior to the
timeline stated above is in the student’s best interest. In grades 3 and 5, any students who are
below the established promotion criteria and who will complete their third year in the
program that year, may be retained at the end of that year.



                         STRATEGIES AND INSTRUCTIONAL SCAFFOLDS


    Provide explicit instruction in the structure of the English language using research-
     based ELD instructional materials (e.g., High Point, Avenues).

    Model appropriate English speech and usage.

    Use slower rate of speech for students at lower levels of ELD.

    Use gestures and body language to explain/clarify meaning.

    Use delivery modes that model (I do it), engage all students (We do it) and allow
     students to try out new learning (You do it).

    Avoid asking questions that elicit single-word responses (except with students at the
     Beginning level of ELD).

    Encourage elaborated responses.

    Plan "real life" activities that help students make connections to learning.

05/05/08                                                                                      38
                                     FRONTLOADING:

    Build students' background knowledge for texts to be read:
        Explain critical concepts and key vocabulary in advance.
        Frontload English vocabulary by making meaningful connections to student
        experiences.

           Provide bridges (links/scaffolds) between prior knowledge and new content.

    Show students text organizations (titles, subheadings, use of italics, bold font, etc.).

    Have a purpose for student activities that clearly focuses on the practice of learning.


                                 DURING INSTRUCTION:

    Contextualize lessons (use manipulatives, realia, video clips).

    Model procedures you want students to use (e.g. model writing a paragraph/essay to
     whole group).

    Model appropriate comprehension strategies (chunk text, summarize, predict).

    Model/use graphic organizers.

    Metacognitive Development (Reciprocal Teaching, Think Aloud, Self Assessment).

    Provide opportunities for students to use new language and thinking skills
     (Think/Pair/Share, Oral Presentations, Individual/Group Responses).

    Vary grouping of students in content lessons and discussions.




05/05/08                                                                                        39
05/05/08   40
           Appendix




05/05/08              41
                                          River Delta Unified School District
                English Learner Advisory Committee & District English Learner Advisory Committee
                                           Summary of Requirements

                   ELAC – School Committee                            DELAC – District Committee

Who                Any school with 21 or more English Learners        Any district with 50 or more English Learners
                   (5 CCR 11308)                                      (5 CCR 11308)

Membership         Parents of the schools’ EL students; Principal,    Elected parent members from each school, EL Programs
open to:           teachers, resource teachers, specialists, aides,   Director, teachers, resource teachers, specialists, aides,
                   other parents.                                     other parents.
                   Percent of ELAC Parents of English Learners        Parents of English Learners must equal at least 51% of
                   must at least equal the percent of ELs in the      the DELAC committee. This percentage may not
                   school. This percentage may not include EL         include EL parents employed by the RDUSD.
                   parents employed by the RDUSD

Elections          Members are elected by EL parents.                 Members are elected by each school’s ELAC. Require
                   Recommend a 2-year, overlapping service.           one from each school. (A two-year service is outlined in
                                                                      the RDUSD DELAC bylaws).

Elected            Required: Representative to District DELAC         Current RDUSD DELAC bylaws require: President,
Officials          Recommended: President, VP, Secretary – 2          Vice President, and Secretary, Translator, and the
                   year service is recommended. ELAC may              Director of EL Programs.
                   choose to have an officer also fill the DELAC
                   Representative role. ELAC may choose to
                   vote for two District DELAC members, but
                   only one will be allowed a vote during
                   meetings.

Meetings           Open to the public and posted with agenda at least 72 hours in advance. All meeting materials are to be
                   available to public.

Decisions          A quorum being present, decisions are made by the vote of elected members on posted agenda items only
                   (unless members vote to unanimously take a vote immediately.)

Committee          Follow committee by-laws (if any), Advise          Follow RDUSD DELAC by-laws Advise the School
Responsibilities   school about educational and other needs of        Board about programs & services for English Learners,
                   English Learners; advise school about the          the needs of English Learners at each school, district
                   Single Plan for Student Achievement and            goals & objectives for these students, the development
                   funding pertaining to EL students; review the      of a plan to comply with teacher certification required by
                   R-30 language census each year; receive            the state, the Annual Language Census (R-30), the
                   information; and advise site about supporting      district’s reclassification process, and the written
                   student attendance. Each ELAC must elect a         notifications that parents receive. (5 CCR 11308)
                   representative to DELAC who reports on
                   ELAC meetings and participate in trainings
                   offered. (5 CCR 11308)

School/District    1) facilitate meetings, elections, translating, notification of meetings, providing a meeting room, and
Responsibilities   training and communication between ELAC & DELAC; 2) keep record of agenda, minutes and roll of each
                   meeting; 3) inform ELAC/DELAC committees about programs, placement for EL students according to
                   English level (CELDT) scores, and other EL issues including: re-classification of students; how progress is
                   determined; and plans for students who are not making adequate progress; and 4) establish ongoing parent
                   involvement in the site and district committees. (CCR 11300-11316).


            05/05/08                                                                                               42
                              ENGLISH LEARNER PROGRAMS
PARENT EDUCATION AND INVOLVEMENT ACTIVITIES12
                                             2006 - 2007


                   __________________________________________________
                                         School

      (Attach any training information, summaries, and sign-in lists.)
                                                                                     Number of
 Date(s)                      Activity/Topic/Workshop
                                                                                     Participants




                         12
                              River Delta Unified School District
                               445 Montezuma Street, Rio Vista, CA 94571
             (707) 374-6381          www.riverdelta.k12.ca.us          Fax: (707) 374-2995

  05/05/08                                                                                     43
                                     Number of
Date(s)    Activity/Topic/Workshop
                                     Participants




05/05/08                                       44
                       ENGLISH LEARNER PROGRAMS
            TITLE III − PARENTAL NOTIFICATION REQUIREMENTS

     SCHOOL ________________________               PRINCIPAL _____________________________

   1. Attach any copies documenting compliance with the Title III requirements noted.      2.
   Add any thoughts or concerns about this year’s program.
   3. Sign and date this form, and return everything to the English Learner Programs Office.

                        Required Element                                    Yes       Person Responsible
1. The school has informed the parents of English Learners that          Include
their child has been identified for participation in a language          Date:
instruction educational program within 30 days after the beginning
of the school year (or, for students who arrive after the beginning
of the school year, within two weeks of the child’s placement in a
language instruction program).
2. The notification explains why the child was identified as an
English Learner (EL) and why the child needs to be placed in a
language instructional educational program that will assist the
child to develop and attain English proficiency and meet state
standards.
3. The notification is distributed to parent(s) of participating EL
children, in an understandable and uniform format and, to the
extent practicable, in a language the parents understand.
4. Parents are informed about the child’s level of English
proficiency, how such level was assessed, and the child’s
academic level.
5. The parents have been told the method of instruction that will
be used to serve the EL student, including a description of other
methods of instruction available and how those methods differ in
content, instructional goals, and the use of English.
6. The parents are notified of how the program will meet the
specific needs of the child in attaining English and meeting state
standards.
7. Parents of participating EL children are informed about the
program’s exit requirements, the expected rate of transition into a
classroom not tailored for EL students, and, in the case of high
school students, the expected date of graduation.
8. The school informs parents of participating EL children of how
the instructional program will meet the objectives of an
individualized education program of a child with a disability.
                             River Delta Unified School District
                                445 Montezuma Street, Rio Vista, CA 94571
          (707) 374-6381              www.riverdelta.k12.ca.us            Fax:   (707) 374-2995
   05/05/08                                                                                       45
                        Required Element                                 Yes     Person Responsible
9. The school has written guidance on the rights that parents have     Include
to remove their child from a program upon their request, or to         Date:
choose another program or method of instruction, if available, and
how parents will be provided assistance in selecting the best
program to serve their child is provided.
10. Parents have been notified if their child’s school district has
failed to make progress in meeting the state’s Annual Measurable
Achievement Objectives (AMAOs) within 30 days after the failure
occurs.
11. The school has implemented an effective means of outreach to
parents of EL children which includes information on how parents
of EL children can become involved in the education of their
children and how they can participate in helping their children
learn English, achieve at high levels in the core academic subjects,
and meet state standards.




   OPTIONAL: Thoughts concerning the English Language Program.




   Signature                                      Date




   05/05/08                                                                                  46
                                River Delta Unified School District
               445 Montezuma Street, Rio Vista, CA 94571 - (707) 374-6381; Fax: (707) 374-2995


       Teacher Recommendation for Fluent English Classification


Student ______________________ __________________ ID#________________
        Last                  First

Teacher ______________________________ Grade/Subject______________________


The student named above received an overall score of advanced (5), and
early advanced (4) or above on the other sub-tests of the most recent administration of the
California English Language Development Test (CELDT). The teacher recommendation is
one of the four required areas to be considered in the fluent English reclassification
criterion (CELDT score, academic performance, teacher evaluation, and parent approval).

Please complete the section below and return this form to your school’s EL Coordinator.

*Note that incurred deficits in motivation and academic success unrelated to English
language proficiency do not preclude a student from reclassification.
Please check the box of the appropriate statement below:
�� In my opinion, this student is able to keep up academically with the average native English
speakers in class. I recommend this student for Fluent English Proficient (FEP) classification.

��In my opinion, this student is not currently capable of performing academically at a level that is
comparable to the average native English speakers. I DO NOT recommend this student for Fluent
English Proficient (FEP) classification.


Comments (Optional):




Signed ________________________________ Date:_________________
           Teacher Signature

Site Coordinator Directions: Use this form in the review team’s meeting in considering this
student for FEP status. Be sure to include it with all other meeting materials when sending the
results to the EL Program Office, and place copies in the student’s Green Folder.

05/05/08                                                                                         47
                            Sample Follow-up Form
              Fluent English Proficient Student Achievement Status
School Site: ____________________________Teacher:____________________________

Student’s Name______________________ Grade Level___ Reclassification ___/___/___

Check one: ��First Grading Period           ��End of First Semester         ��End of Year
FOLLOW UP CRITERIA:

1. Speaking Language Proficiency: Does the student demonstrate proficiency in English oral
language?
Yes _______ No _______

2. Listening Language Proficiency: Does the student demonstrate proficiency in English oral
language?
Yes _______ No _______

3. Reading Skills: Does the student demonstrate satisfactory English reading skills, substantially
equivalent to those of native English proficiency?
Yes _______ No _______

4. Writing Skills: Does the student demonstrate satisfactory English writing skills, substantially
equivalent to those of native English proficiency?
Yes _______ No _______

5. Academic: Is the student maintaining a “C” in all academic areas of Math, English, Science, and
History/Social Science? (Separate form, Grade Check, for all subjects.)
Yes _______ No _______

OTHER CONSIDERATIONS:
1. Behavior:

2. Attendance:


ENGLISH OR MAIN CLASSROOM TEACHER’S RECOMMENDATION:
(Check one)
_____ The student’s Fluent Language classification and current placement are appropriate, and meet
this student’s present needs.
_____ The student needs a temporary catch-up/intervention program.
_____ This student is having significant difficulty in the English-only environment. An SST meeting
should be set to consider more English Language Development.

English or Main Teacher’s Signature: ______________________________Date: ____/____/____

Principal’s Signature: __________________________________________ Date: ____/____/____




05/05/08                                                                                             48
STUDENT: ______________________________ Grade Level ________                   RETURN TO _________________________________

                                                       GRADE CHECK

                          No                                                           Lack of
                                   Attendance               Turning
      CLASS/           Concerns                  Missing                   Failing   participation   Disruptive
                                    affecting               in work                                               Comments
      Teacher           at this                   work                      tests        &/or        behavior
                                      grade                   late
                         time                                                        preparation
1

2

3

4

5

6

7



Parent Signature ______________________________Date: _________ Student Signature: ________________________Date: _______

Student Action Plan for areas of concern. (Please continue on back side)




5/05/08
Student Action Plan for areas of concern (continued).




05/05/08                                                50
                                                         but, also, in thinking, learning, and personal
               Project GLAD                              experiences. It provides support for teachers and
                                                         students alike to face change and success
                                                         effectively and confidently.
(The following is from the Project GLAD
website, http://www.projectglad.com )
                                                         FEATURES
                                                         In summary, the following features make the
What is Project GLAD?
                                                         Guided Language Acquisition Design promote
The Guided Language Acquisition Design                   successful, involved teachers and students:
The Guided Language Acquisition Design                   A unique blend of academic language and literacy
("GLAD") is a model of professional development          that marries the research from many fields and
with proven replicability in more than 120 school        organizes      the   strategies     and     classroom
sites. Through Project GLAD training, teachers           implications into a process.
are provided with research, theory, and practical,       The model is not only firmly rooted in research,
effective strategies that promote academic               but it has been field tested both in district and out
language, literacy, academic achievement, and            for the past 15 years. It has been found useful as a
cross-cultural skills. Tied to English language          trainer of teachers and as a trainer of trainers.
development standards, the model trains teachers         A classroom environment that values the student,
to use local district guidelines and curriculum in       provides authentic opportunities for use of
providing instruction in multi-lingual classrooms.       academic language, maintains highest standards
Project GLAD's focus is teachers in multilingual         and expectations for all students, and fosters voice
classrooms serving students in kindergarten              and identity.
through grade 8. The project has been used               Primary language is provided by trained, bilingual
successfully with more than 30,000 English               teachers, trained bilingual aides, trained parents,
learners nationwide.                                     or cross-age/peer tutoring. The unique aspect is
GLAD training results in teachers' renewed               that with this model both languages complement
commitment to high expectations and high                 each other through integrated themes.
standards for all students. The results for students     The amount of oral language for negotiation for
has been continued gains in standardized test            meaning and cross-cultural interaction is very
scores as well as renewed involvement in a               unique.
classroom that is, not only student-centered, but        The training model is successful because it values
also fosters a sense of identity and voice.              the time for teaching, viewpoints and expertise of
GLAD is a highly successful structured immersion         the teachers and promotes collaboration.
model. It is a United States Department of               The insistence on a team of trainers who have
Education, OBEMLA, Project of Academic                   volunteered to work together. This team carries
Excellence; a California Department of Education         out the theory and demonstration lessons with a
Exemplary Program; a model reform program for            team approach that best utilizes the time of the
the California School Reform Design; and training        trainers and trainees while modeling peer
model for five Achieving Schools Award                   coaching.
Winners. It is the recommended K-8 project for
the California State Superintendent's Task Force
on successful implementation of Proposition 227.
                                                         COMPONENTS
                                                         Project GLAD is a model of staff training for
                                                         language acquisition. Teachers are trained to
VISION STATEMENT
                                                         modify the delivery of instruction of students to
Project GLAD stands for and promotes an                  promote academic language and literacy. GLAD
educational setting that produces effective, literate    has two components.
citizens of a global society. It is a model of respect   1. The first component is the "what" of the
for diversity not only in language and ethnicity,        language acquisition model.


5/05/08
The "what" of the Guided Language Acquisition          generally answering questions concerning the
Design (GLAD) provides an organizational               lessons. Afternoons are spent on feedback and
structure for an integrated, balanced literacy         collaboration such as initial planning with the
approach.                                              trainers for the trainees' upcoming units. Seeing
The integration of listening, speaking, reading and    successful strategies with students is the most
writing among all content areas and the                effective method of promoting change.
interrelating of science, social studies, and          Element 3: Follow-up and Coaching
literature with each other, underscores research       This element reduces time out of class as it
that language is acquired most effectively when        promotes meaningful follow-up. The trainers visit
the emphasis is on meaning and the message and         classrooms to provide encouragement and
not on form. Language, any language, should be         assistance, if required. This model uses some of
acquired while studying something of interest or       the cognitive coaching elements from Art Costa in
real life use.                                         that the coach or trainer only observes and
Brain research reinforces that by integrating the      provides feedback on things that are specifically
content areas with each other and direct teaching      requested by the teacher. The follow-up time is
of metacognitive strategies, learning is made more     one to two days.
relevant and meaningful, thus insuring more            Element 4: Key Trainers
efficient and effective learning. The strategies and   If a team of trainers are to become Key Trainers,
classroom implications foster a risk-free, cross-      they must be:
culturally sensitive environment within which          ◙ designated by their districts as staff
students are able to acquire academic language         development trainers (a CLAD or BCLAD is
and concepts. Although, as written, the GLAD           valuable, but not required)
model is intended for English Language                 ◙ committed to working in teams of two or more
Acquisition for second language learners, it is        ◙ committed to further training than teachers
valuable for acquisition of language for all
students. The structure, strategies, and classroom     For certification (in addition to Tier One training
implications, are invaluable in a multi-lingual        requirements for teachers), the following Tier Two
setting.                                               requirements apply:
2. The second component is the "how" of the            ◙ a minimum of six months of classroom use as a
staff training:                                        trained teacher
Element 1: Theory and Research                         ◙ 2-4 practice demonstration lessons with team
Training in theory and research with practical         partner (peer coach)
classroom implications and applications, occurs        ◙ 2-4 practice inservices presenting theory,
over a two-day period. It covers the works of          research and classroom application with team
educators across the disciplines: reading, writing,    partner (peer coach)
brain compatible teaching, Language Acquisition,       certification/evaluation done by a GLAD trainer
cross cultural respect, primary language, and          on presentation of workshop and demonstration
coaching. Research is directly tied to specific        session
classroom       implications,       strategies   and
organization.
                                                       STRATEGIES AND IMPLICATIONS
Element 2: The Demonstration Lesson
                                                       Based on the current areas of research, a brief
Observation of a demonstration session occurs in a
                                                       summary of some strategies and classroom
classroom all morning for one week. The unit has
                                                       implications follows:
been requested by the classroom teacher and
                                                       1. Teach to the Highest
written by the team of trainers. One of the trainers
                                                       A classroom environment that values the student
is working with the children, presenting the
                                                       and provides authentic opportunities for use of
strategies. The other trainer coaching the teachers
                                                       academic language and maintains the highest
who are observing in the back of the room. This
trainer is explaining what is being done, why, and


05/05/08                                                                                               52
standards and expectations for all students            editing and revising done only in appropriate place
(Goodman, Cummins, Smith, Collier).                    in the process. No over-editing in early drafts; not
2. Brain Research--Metacognition                       all writing brought to editing stage; use of
A time to activate and focus prior knowledge:          conferencing methods to guide student through the
inquiry charts, brain-storming and clustering          process; use of logs for personal responses to texts
(Costa, Rico, Kovalik).                                or issues; use of interactive journals (Goodman,
An opportunity to insure a common base of              Graves, Calkins, Rico, UCI Writing Project).
understanding and scaffolding: direct experiences,     Big Books on walls, shared reading/writing
films, visuals, teachers read aloud (Krashen,          experiences are only a few strategies for a
Collier, Vygotsky).                                    language functional environment; use of personal
Students taught how and encouraged to organize         interaction values oral ideas and cross-cultural
thoughts and texts utilizing multiple intelligences:   respect (Traill, Cummins).
graphic organizers, summaries, visuals, or             5. Active participation in all components of the
contextual and semantic clues (Costa, Rico,            unit, negotiating for meaning, comprehensible
Krashen, Long, Gardner, Lazear).                       output (Long, Cambourne, Cummins, Swain,
Metacognitive aspect of teacher and students           Goldenburg).
modeling of how an answer was obtained not             6. A theme and strategies to foster respect, trust,
merely the correct answer (Costa, Farr).               identity, and voice (Cummins, Berman, Baron).
3. Brain Research and Second Language                  7. Ongoing assessment and closures to units
Acquisition                                            using a variety of assessment tools to provide
A student set purpose for learning: motivating,        reflection on what has been learned, how it was
stated result or goal; student choices; inquiry        learned and what will be done with the
charts (High Scope, Hunter).                           information.      Assessment,      on-going     and
Chances to negotiate meaning from language and         summative, based on strengths as well as needs
text: co-op activities for problem solving, social     (Costa, Wiggens, Farr, Treadway, Lazear).
skills; heterogeneous grouping (Long, Kagan,
Vygotsky, Cummins, Shefelbine).                        SUMMARY
4. Reading and Writing To, With and By
                                                       Project GLAD has over 10 years of data and personal
Students                                               testimony to its effectiveness. In 1991, Project GLAD
Reading that stresses the purpose and joy before       was declared Exemplary by the California
the skills; that begins with writing and reading       Department of Education. The growth of
one's own language; continues with immense             standardized test scores far exceeded the norm. In
amounts of being read to; time for silent sustained    1991, Project GLAD was declared a Project of
reading and silent sustained writing with oral book    Academic Excellence by the US Department of
sharing and quickshares (Goodman, Krashen,             Education, OBEMLA. At a national level, the growth
Flores, Traill).                                       in scores also far exceeded the norm. Project GLAD
Direct teaching of concepts, vocabulary or             was chosen as a national dissemination model of
necessary skills; text patterns, academic language,    effective training for teachers in multilingual settings.
                                                       Five GLAD-trained schools have won Title I
writing patterns; decoding skills (UCI Writing
                                                       Achieving Schools Awards. GLAD is a recognized
Program, Bettances, Chall, Reading Task Force,         Model Reform Program for the California School
Shefelbine, Adams).                                    Reform Design. Project GLAD has trained in over 120
Writing that stresses the metacognitive use of         school sites nationally.
reading and writing as a process; use of               Project GLAD has certified 24 sets of Key Trainers to
clustering/brainstorming to initiate writing;          train in their own district.
acceptance of developmental level of writer;




05/05/08                                                                                                     53
                  ENGLISH LANGUAGE LEARNER PROGRAMS
                        STAFF DEVELOPMENT 
                                  Year _______________


                       ______________________________________
                                         School

           (Please list ALL professional development for this school year.)

    Date(s)                 Activities             Total Hours     Participants




5/05/08
                     EDUCATION FOR ENGLISH LANGUAGE LEARNERS

                                PARENTAL EXCEPTION WAIVER

(EDUCATION CODE 311(a): Children who know English)

Student’s Name:_______________________________________ Grade:_________________

School:________________________________             Date of Birth: __________________

Language Designation:________________________

PLEASE INITIAL EACH SQUARE, SIGN, AND FILL IN THE INFORMATION.

�� My child possesses good English language skills and for that reason I request a waiver of the
school's Structured/Sheltered English language program. I understand that the objective for my
child is to be taught English as rapidly and effectively as possible.

�� I have personally visited the school to apply for this waiver.

�� I have been provided a full written description of: the intent and content of the structured
English immersion program; any alternative courses of study offered by the district and made
available to my child; all educational opportunities offered by the district and made available to my
child; and the educational materials to be used in the different educational program choices.

�� I understand that I must request that this waiver be reconsidered annually, each school year.
Parent/Guardian Signature:   ____________________________Date: _____________________

Address:__________________________________________________________

City: ________________________________State:_______________ Zip:_______________

Phone Number:________________________ ; other ___________________________________

For School Use Only:
Child's English standardized test scores: Scores must be at or above the state average for the child's
grade level or above the 5th grade average:

English Test Scores: __________________ Type of Test __________________

CIRCLE ONE: Waiver Granted          Waiver Denied                    Date: ____________________

Signature: ____________________________________
                Principal or Designee




                                                                                                    55
                             River Delta Unified School District
                                445 Montezuma Street, Rio Vista, CA 94571
               (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                     EDUCATION FOR ENGLISH LANGUAGE LEARNERS
                       Solicitud de Excepción Pedido por los Padres

(Código de Educación 311(a): Niños que saben inglés)

Nombre de Estudiante: ______________________________Grado: ______________________

Escuela: ______________________________Fecha de nacimiento: ______________________

Idioma natal: _________________________

POR FAVOR : FIRME CON INICIALES CADA CUADRADO, FIRME, Y COMPLETE LA
INFORMACIÓN.

��Mi hijo(a) posee buenas habilidades del idioma inglés y por esa razón yo solicito una excepción
del Programa de Inmersión al Inglés Estructurado. Comprendo que el objetivo para mi hijo(a) debe
ser el que se le enseñe inglés lo más rápido y efectivamente posible.

��Yo visité personalmente la escuela de mi hijo(a) para solicitar esta excepción.

��Se me ha entregado una completa descripción por escrito de: el propósito y el contenido del
Programa de Inmersión al Inglés Estructurado; cualquier otro curso de estudio ofrecido por el
distrito creado para estar al alcance de mi hijo(a); todas las oportunidades educativas ofrecidas por
el distrito creadas para estar al alcance de mi hijo(a); y de los materiales educativos para ser usados
en las diferentes opciones de programas educativos.

��Entiendo que debo solicitar esta excepción anualmente, cada año escolar.
Firma de Padre/Madre o tutor dativo: ______________________Fecha: ______________________

Dirección: ___________________________________________________

Ciudad: ______________________Estado: ______________________Código postal:__________

Teléfono: ________________________ ; Otro Teléfono _______________________________

Para uso exclusivo de la escuela:
Calificaciones del examen uniforme de inglés: Las calificaciones deben estar al nivel o arriba del
promedio del estado para el grado al que corresponde el niño o arriba del promedio de quinto grado:

English Test Scores: __________________ Type of Test __________________

Excepción otorgada              Excepción negada              Fecha:______________________

Firma: _____________________________________ Fechas: _____________________
           Director


                                                                                                     56
                             River Delta Unified School District
                                  445 Montezuma Street, Rio Vista, CA 94571
               (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                EDUCATION FOR ENGLISH LANGUAGE LEARNERS
                       PARENTAL EXCEPTION WAIVER

(EDUCATION CODE 311(b): Children age 10 or older )

Student’s Name:_______________________________________ Grade:_________________

School:________________________________             Date of Birth: __________________

Language Designation:________________________

PLEASE INITIAL EACH SQUARE, SIGN, AND FILL IN THE INFORMATION.

�� My child is 10 years of age or older and I believe that an alternate course of study is better
suited to my child's rapid acquisition of English. For that reason, I request a waiver of the
school's Structured/Sheltered English language program. I understand that the objective for
my child is to be taught English as rapidly and effectively as possible.

��I have personally visited the school to apply for this waiver.

��I have been provided a full written description of: the intent and content of the structured
English immersion program; any alternative courses of study offered by the district and made
available to my child; all educational opportunities offered by the district and made available
to my child; and the educational materials to be used in the different educational program
choices.

��I understand that I must request that this waiver be reconsidered annually, each school year.
Parent/Guardian Signature: ____________________________Date: _____________________

Address:__________________________________________________________

City: ________________________________State:_______________ Zip:_______________

Phone Number:________________________ ; other ___________________________________

For School Use Only:
Child's English standardized test scores: Scores must be at or above the state average for the
child's grade level or above the 5th grade average:

English Test Scores: __________________ Type of Test __________________

CIRCLE ONE: Waiver Granted          Waiver Denied                     Date: _______________

Signature: ____________________________________
                Principal or Designee



                                                                                                   57
                          River Delta Unified School District
                             445 Montezuma Street, Rio Vista, CA 94571
            (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                     EDUCATION FOR ENGLISH LANGUAGE LEARNERS
                         Solicitud de Excepción Pedido por los Padres

(Código de Educación 311(b): Niños de 10 años de edad o mayor)

Nombre de Estudiante: ______________________________Grado: ______________________

Escuela: ______________________________Fecha de nacimiento: ______________________

Idioma natal: _________________________


POR FAVOR : FIRME CON INICIALES CADA CUADRADO, FIRME, Y COMPLETE LA
INFORMACIÓN.

��Mi hijo(a) tiene, o es mayor de, 10 años de edad y creo que un curso alternativo es el más
adecuado para dar a mi hijo(a) una pronta enseñanza del inglés. Por esa razón solicito una
excepción del Programa de Inmersión al Inglés Estructurado. Comprendo que el objetivo para mi
hijo(a) es que se le enseñe inglés lo más rápido y efectivamente posible.
��Yo personalmente visité la escuela de mi hijo(a) para solicitar esta excepción.
��Se me ha entregado una completa descripción por escrito de: el propósito y el contenido del
Programa de Inmersión al Inglés Estructurado; cualquier otro curso de estudio ofrecido por el
distrito creado para estar al alcance de mi hijo(a); todas las oportunidades educativas ofrecidas por
el distrito creadas para estar al alcance de mi hijo(a); y de los materiales educativos para ser usados
en las diferentes opciones de programas educativos.
��Entiendo que debo solicitar esta excepción anualmente, cada año escolar.
Firma de Padre/Madre o tutor dativo: ______________________Fecha: ______________________

Dirección: ___________________________________________________

Ciudad: ______________________Estado: ______________________Código postal:__________

Teléfono: ________________________ ; Otro Teléfono _______________________________


Para uso exclusivo de la escuela:
Calificaciones del examen uniforme de inglés: Las calificaciones deben estar al nivel o arriba del
promedio del estado para el grado al que corresponde el niño o arriba del promedio de quinto grado:

English Test Scores: __________________ Type of Test __________________

Excepción otorgada              Excepción negada              Fecha:______________________

Firma: _____________________________________ Fechas: _____________________
           Director
                                                                                                     58
                             River Delta Unified School District
                                  445 Montezuma Street, Rio Vista, CA 94571
               (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                     EDUCATION FOR ENGLISH LANGUAGE LEARNERS
                           PARENTAL EXCEPTION WAIVER

(EDUCATION CODE 311(c): Children with Special Needs )

Student’s Name:_______________________________________ Grade:_________________

School:________________________________             Date of Birth: __________________

Language Designation:________________________


I believe that my child has special needs and that an alternate course of study is better suited to
his/her educational development. (Check all that apply and provide a brief statement)

____ Educational Needs ____ Physical Needs ____ Emotional/Psychological Needs

Therefore, I request a waiver of the school's Structured/Sheltered English language program. I
understand that the objective for my child is to be taught English as rapidly and effectively as
possible. I have personally visited the school to apply for this waiver.

I understand that my child must be placed in an English language classroom for 30 calendar days
and that this waiver will be considered by the Superintendent pursuant to Board-established
guidelines.

I have been provided a full written description of: the intent and content of the structured English
immersion program; any alternative courses of study offered by the district and made available to
my child; all educational opportunities offered by the district and made available to my child; and
the educational materials to be used in the different educational program choices.

I understand that I must request that this waiver be reconsidered annually, each school year.

Parent/Guardian Signature: _____________________________ Date: ______________________
Address: _______________________________________________________
City: ______________________State: ______________________ Zip: ______________________
Phone Number: ______________________ Other Phone: _____________________________

For School Use Only:
Child's English standardized test scores: Scores must be at or above the state average for the child's
grade level or above the 5th grade average:

English Test Scores: __________________ Type of Test __________________

CIRCLE ONE: Waiver Granted          Waiver Denied                    Date: ____________________

Signature: ____________________________________
                Principal or
Designee________________________________________________________________________
                                                                                                       59
                             River Delta Unified School District
                                445 Montezuma Street, Rio Vista, CA 94571
               (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                           EDUCATION FOR ENGLISH LANGUAGE LEARNERS
                                   Solicitud de Pedido por los Padres

(Código de Educación 311(c): Nños que requieren de educación especial)

Nombre de Estudiante: ______________________________Grado: ______________________

Escuela: ______________________________Fecha de nacimiento: ______________________
Idioma natal: _________________________

Mi hijo(a) requiere educación especial y creo que un curso alternativo es el más adecuado para su
desarrollo educativo. (Marque todo lo que corresponda a su hijo(a) y dé una explicación breve)

____ Necesidades educativas                       ____ Necesidades f'isicas        ____ Necesidades emocionales y
                                                                                                     psicológicas

    Solicito una excepción del Programa de Inmersióñ al Inglés Estructurado. Comprendo que el
objetivo para mi hijo(a) es que se le enseñe inglés lo más rápido y efectivamente posible. Yo
personalmente visité la escuela de mi hijo(a) para solicitar esta excepción.
    Comprendo que mi hijo(a) será colocado en un salón de instrucción de inglés por 30 días del
calendario escolar y que esta excepción será considerada por el superintendente escolar de acuerdo
a las guías establecidas por la mesa directiva escolar.
    Se me ha entregado una completa descripción por escrito de: el propósito y el contenido del
Programa de Inmersión al Inglés Estructurado; cualquier otro curso de estudio ofrecido por el
distrito creado para estar al alcance de mi hijo(a); todas las oportunidades educativas ofrecidas por
el distrito creadas para estar al alcance de mi hijo(a); y de los materiales educativos para ser usados
en las diferentes opciones de programas educativos.
    Entiendo que debo solicitar esta excepción anualmente, cada año escolar.

Firma de Padre/Madre o tutor dativo: ______________________Fecha: ______________________

Dirección: ___________________________________________________

Ciudad: ______________________Estado: ______________________Código postal:__________

Teléfono: ________________________ ; Otro Teléfono _______________________________

Para uso exclusivo de la escuela:
Calificaciones del examen uniforme de inglés: Las calificaciones deben estar al nivel o arriba del
promedio del estado para el grado al que corresponde el niño o arriba del promedio de quinto grado:

English Test Scores: __________________ Type of Test __________________

Excepción otorgada                       Excepción negada                Fecha:______________________

Firma: _____________________________________ Fechas: _____________________
           Director

version: March 28, 2007, 2007 Rio Vista, California


                                                                                                               60
                                         River Delta Unified School District
                                             445 Montezuma Street, Rio Vista, CA 94571
                      (707) 374-6381               www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                              English Learners Program
                        Sample Principal’s Assurances Checklist
  School _____________________________                Principal __________________________


First 30 Days
EL IDENTIFICATION & ASSESSMENT:
____ The Home Language Surveys for all new students have been reviewed by EL Resource staff.
____ Students with a language other than English for questions 1, 2, or 3 have been assessed.
____ Language status is determined and entered in the RDUSD Aeries data base.
____ Assessment results for new students & kindergarteners have been documented on a new
student list & filed in the “Green folder.”
____ANNUAL PLACEMENT NOTIFICATIONS: Per NCLB, these were prepared and
distributed to parents of ELs within the first 30 days of school.
____CUM FILE/GREEN FOLDER: These have been created for every identified English
Learner. All required EL documentation has been filed & recorded.

By September 30:
____ELAC: We had our first meeting, have elected officers and DELAC representatives (or will in
the next meeting). We have discussed training topics and possible dates for ELAC meetings. A
copy of the agenda, minutes, hand-outs, and sign-in lists have been sent to the EL Program Office.
____SITE EL COORDINATOR: I have identified an EL Coordinator for the school, and have set
a schedule of regular meetings regarding the progress of our English Learners. The name of our EL
Coordinator is ________________________.
____MONITORING: Teachers, EL Coordinator and I have reviewed achievement data for ELs
and R-FEPs. Students need intervention have been identified.
____EVALUATION: EL subgroup data has been reviewed. Program needs and strengths have
been identified.
____STUDENT STUDY TEAM (SST): The Student Study Team has been established, and will be
used to evaluate ELs not making adequate progress.
____ELD INSTRUCTION: I have met with all teachers and/or looked at class lists and the Master
Schedule. Each EL student will receive a minimum of 30 minutes per day (K-6) or 1-3 periods a
day (7-12) of focused, sequential ELD instruction.
____ELD & SDAIE OBSERVATIONS: I and/or my designee have scheduled teacher
observations for this year.



Principal’s signature _____________________________ Date _____________

                             (Send a copy to Educational Services.)

(Turn to other side.)




5/05/08
By February 15:
____ELAC: We have included training at each of the ELAC meetings, and have sent copies of the
agenda, minutes, hand-outs, and sign-in lists to the EL Programs Office.
____RECLASSIFICATION: The EL Coordinator and teachers have begun the Reclassification
process. Documentation will be completed and filed in the Green Folder. The ___________ will
change the Aeries codes from EL to R-FEP for all reclassified students by ___________. The date
and “R-FEP” will be written on the outside of the Green Folder.
____R-FEP MONITORING: The R-FEP Monitoring Form have been given to the appropriate
teachers.
____ELD & SDAIE OBSERVATIONS: Observations & feedback to teachers are nearly
completed. Observations will be sent to the Educational Services Office by ______________.
____EL DATA UPDATED: All EL changes have been entered into the Aeries data base.


Principal’s signature _____________________________ Date _____________

(Send a copy to Educational Services.)


By March 15:
____EL DATA CORRECTIONS: All EL changes have been entered into the Aeries data base in
order for the district to submit the R-30 Language Census.

By April 30:
____ELAC: All training topics have been covered; agendas, minutes, hand-outs, and sign-in lists
have been sent to the EL Program Office.
____ELAC: We have calendared the first ELAC meeting for next year. The date is ____________.
____ELD & SDAIE OBSERVATIONS: Completed observations have been sent to the
Educational Services Office.
____MONITORING: The SST has determined the appropriate interventions for EL and R-FEP
students who are not meeting expected benchmarks. Parents have been informed and
documentation completed.
____CUM FILES/GREEN FOLDERS: Office staff has changed the Aeries codes from EL to R-
FEP for all students reclassified this year. The EL Coordinator has filed all paperwork in the Green
Folders and determined that all parent notifications are dated.


Principal’s signature _____________________________ Date _____________


(Send a copy to Educational Services.)




                                                                                                 62
                            River Delta Unified School District
                                445 Montezuma Street, Rio Vista, CA 94571
               (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                   Re-entry to English Learner Classification

Student ________________________________ Grade _____ ID #______________
         Last                First
   School _______________________________    Date ____________



   Dear Parent,

   Your son/daughter changed standard classification from English Learner to fluent
   English in the past year or two. (This means he/she was considered as limited English
   speaking and/or reading, and then met the criterion to be reclassified as fluent English
   proficient.) School districts must monitor pupil performance for two years after
   reclassification in accordance with existing California regulations and the Federal No
   Child Left Behind Act.

   Your student’s teachers have carefully considered his/her academic progress and
   are recommending your student be re-classified as an English Learner and be enrolled
   in our school’s English Language Development class (ELD). We believe this will help
   your child succeed in school by giving him/her the extra support they need at this time.
   We expect this to be a temporary placement. You are welcome and have the right to
   participate in the English Learner (EL) classification conference for your son/daughter.
   Please check one of the choices below and return it to the school.

   Thank you. Together we will help your child succeed.
   _________________________
   (Principal’s Signature)



Please complete, sign and return to the Main Office as soon as possible.

Please check one:
_____ Please contact me to schedule a conference at (phone #)______________.
                                                  Other phone # ________________
_____ I am unable to attend the conference, however, I do approve of the recommendation to
reclassify my child limited English and thus provide him/her with an English Language
Development class.
_____ I am unable to attend the conference. I do not approve of the recommendation to
reclassify my child limited English.

_____________________________________                         ________________
Parent’s Signature                                            Date

                                                                                              63
                           River Delta Unified School District
                               445 Montezuma Street, Rio Vista, CA 94571
              (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                                          ACRONYMS
( From CDE. (2006, February). CELDT Assistance Packet for School Districts/Schools.
    Sacramento. http://www.cde.ca.gov/ta/tg/el/assistancepkt.asp)


AMAO:         Annual Measurable Achievement Objective

BCLAD:        Bilingual cross-cultural language and academic development

CELDT:        California English Language Development Test

CLAD:         Cross-cultural language and academic development

DELAC:        District English learner advisory committee

EIA-LEP:      Economic impact aid-limited-English proficient

EL:           English Learner

ELD:          English language development

ELAC:         English learner advisory committee

FEP:          Fluent-English proficient

I-FEP:        Initial fluent-English proficient

LEP:          Limited-English proficient

L1 :          Primary language

R-FEP:        Redesignated fluent-English proficient

R-30:         Annual Language Census Report (form R30-LC)

SDAIE:        Specially-designed academic instruction in English

SEI:          Structured English immersion

STS:          Standards-Based Test in Spanish




                                                                                             64
                           River Delta Unified School District
                               445 Montezuma Street, Rio Vista, CA 94571
              (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
                       SAMPLE PARENT NOTIFICATION LETTER

                                  [Use District letterhead]


Dear Parent or Guardian:

[Name of district, county office or charter school] receives Title III funding from the
federal government to help English learners to speak, read, and write in English and to
achieve in reading and mathematics. School districts and other agencies that receive Title
III funds are reviewed each year to see if they meet three objectives for their English
learners:

      Progress in learning English
      Progress in the percentage of students who become proficient in English
      Academic targets in English-language arts and mathematics

For the 2005-06 school year, [Name of district, county office or charter school] did not
meet one or more of these targets. [Explain which of the objectives were not met.]

If you would like more information about how your child is performing on these targets,
please contact your child’s teacher or school. Please contact [name of contact person] at
[phone number] for more information on the educational program to help English
learners become English proficient and meet academic goals.

Sincerely,


[District Administrator’s name]




5/05/08
                  MODELO DE CARTA DE NOTIFICACION A LOS PADRES
                           [USE DISTRICT LETTERHEAD]




Estimado Padre o Tutor:

[Name of district, county office or charter school] recibe fondos del Título III del
gobierno federal para ayudar a los alumnos que están aprendiendo inglés a hablar, leer,y
escribir en inglés y para alcanzar progreso en lectura y matemáticas. Cada año se evalúan
los distritos escolares y otras agencias que reciben los fondos del Titulo III para ver si
alcanzaron los tres objetivos para sus estudiantes de inglés.

      Progreso en el aprendizaje del ingles

      Progreso en el porcentaje de estudiantes que se vuelven proficientes en ingles

      Logro de las metas académicas en lengua inglesa y en matemáticas

En el año escolar de 2005-06, {Name of district, county office or charter school] no
alcanzó una o más de estas tres metas. [Explain which of the objectives were not met.]

Si desea más información sobre cómo se está desempeñando su hijo en estas metas, por
favor contacte al profesor de su hijo o a la escuela. Por favor comuníquese con [name of
contact person] al [phone number] para mayor información sobre programas educativos
que ofrece el distrito con el propósito de ayudar a los alumnos a volverse proficientes en
inglés y lograr las metas académicas.

Atentamente,


[District Administrator’s name]




                       River Delta Unified School District                               66
                           445 Montezuma Street, Rio Vista, CA 94571
          (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
California State
EDUCATION CODE
SECTION 313

313. (a) Each school district that has one or more pupils who are
English learners shall assess each pupil's English language
development in order to determine the level of proficiency for the
purposes of this chapter.
   (b) The State Department of Education, with the approval of the
State Board of Education, shall establish procedures for conducting
the assessment required pursuant to subdivision (a) and for the
reclassification of a pupil from English learner to proficient in
English.
   (c) Commencing with the 2000-01 school year, the assessment shall
be conducted upon initial enrollment, and annually, thereafter,
during a period of time determined by the Superintendent of Public
Instruction and the State Board of Education. The annual assessments
shall continue until the pupil is redesignated as English
proficient. The assessment shall primarily utilize the English
language development test identified or developed by the
Superintendent of Public Instruction pursuant to Chapter 7
(commencing with Section 60810) of Part 33. Prior to completion of
the English language development test, a school district shall use
either an assessment instrument developed by the school district or
an assessment recommended by the State Department of Education.
   (d) The reclassification procedures developed by the State
Department of Education shall utilize multiple criteria in
determining whether to reclassify a pupil as proficient in English,
including, but not limited to, all of the following:
   (1) Assessment of language proficiency using an objective
assessment instrument, including, but not limited to, the English
language development test pursuant to Section 60810.
   (2) Teacher evaluation, including, but not limited to, a review of
the pupil's curriculum mastery.
   (3) Parental opinion and consultation.
   (4) Comparison of the pupil's performance in basic skills against
an empirically established range of performance in basic skills based
upon the performance of English proficient pupils of the same age,
that demonstrates whether the pupil is sufficiently proficient in
English to participate effectively in a curriculum designed for
pupils of the same age whose native language is English.
   (e) It is the intent of the Legislature that nothing in this
section preclude a school district or county office of education from
testing English language learners more than once in a school year if
the school district or county office of education chooses to do so.




                     River Delta Unified School District                               67
                         445 Montezuma Street, Rio Vista, CA 94571
        (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
EDUCATION CODE
SECTION 60810-60812

60810. (a) (1) The Superintendent shall review existing tests that
assess the English language development of pupils whose primary
language is a language other than English. The tests shall include,
but not be limited to, an assessment of achievement of these pupils
in English reading, speaking, and written skills. The Superintendent
shall determine which tests, if any, meet the requirements of
subdivisions (b) and (c). If any existing test or series of tests
meets these criteria, the Superintendent, with approval of the state
board, shall report to the Legislature on its findings and
recommendations.
   (2) If no suitable test exists, the Superintendent shall explore
the option of a collaborative effort with other states to develop a
test or series of tests and share test development costs. If no
suitable test exists, the Superintendent, with approval of the state
board, may contract to develop a test or series of tests that meets
the criteria of subdivisions (b) and (c) or may contract to modify an
existing test or series of tests so that it will meet the
requirements of subdivisions (b) and (c).
   (3) The Superintendent and the state board shall release a request
for proposals for the development of the test or series of tests
required by this subdivision. The state board shall select a
contractor or contractors for the development of the test or series
of tests required by this subdivision, to be available for
administration during the 2000-01 school year.
   (4) The Superintendent shall apportion funds appropriated to
enable school districts to meet the requirements of subdivision (d).
The state board shall establish the amount of funding to be
apportioned per test administered, based on a review of the cost per
test.
   (5) An adjustment to the amount of funding to be apportioned per
test is not valid without the approval of the Director of Finance. A
request for approval of an adjustment to the amount of funding to be
apportioned per test shall be submitted in writing to the Director of
Finance and the chairpersons of the fiscal committees of both houses
of the Legislature with accompanying material justifying the
proposed adjustment. The Director of Finance is authorized to approve
only those adjustments related to activities required by statute.
The Director of Finance shall approve or disapprove the amount within
30 days of receipt of the request and shall notify the chairpersons
of the fiscal committees of both houses of the Legislature of the
decision.
   (b) (1) The test or series of tests developed or acquired pursuant
to subdivision (a) shall have sufficient range to assess pupils in
grades 2 to 12, inclusive, in English listening, speaking, reading,
and writing skills. Pupils in kindergarten and grade 1 shall be
assessed in English listening and speaking, and, once an assessment
is developed, early literacy skills. The early literacy assessment
shall be administered for a period of three years beginning after the
initial administration of the assessment or until July 1, 2012,
whichever occurs first. Six months after the results of the last
administered assessment are collected, but no later than January 1,
                     River Delta Unified School District                               68
                         445 Montezuma Street, Rio Vista, CA 94571
        (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
2013, the department shall report to the Legislature on the
administration of the kindergarten and grade 1 early literacy
assessment results, as well as on the administrative process, in
order to determine whether reauthorization of the early literacy
assessment is appropriate.
   (2) In the development and administration of the assessment for
pupils in kindergarten and grade 1, the department shall minimize any
additional assessment time, to the extent possible. To the extent
that it is technically possible, items that are used to assess
listening and speaking shall be used to measure early literacy
skills. The department shall ensure that the test and procedures for
its administration are age and developmentally appropriate. Age and
developmentally appropriate procedures for administration may
include, but are not limited to, one-on-one administration, a small
group setting, and orally responding or circling a response to a
question.
   (c) The test or series of tests shall meet all of the following
requirements:
   (1) Provide sufficient information about pupils at each grade
level to determine levels of proficiency ranging from no English
proficiency to fluent English proficiency with at least two
intermediate levels.
   (2) Have psychometric properties of reliability and validity
deemed adequate by technical experts.
   (3) Be capable of administration to pupils with any primary
language other than English.
   (4) Be capable of administration by classroom teachers.
   (5) Yield scores that allow comparison of the growth of a pupil
over time, can be tied to readiness for various instructional
options, and can be aggregated for use in the evaluation of program
effectiveness.
   (6) Not discriminate on the basis of race, ethnicity, or gender.
   (7) Be aligned with the standards for English language development
adopted by the state board pursuant to Section 60811.
   (8) Be age and developmentally appropriate for pupils.
   (d) The test shall be used for the following purposes:
   (1) To identify pupils who are limited English proficient.
   (2) To determine the level of English language proficiency of
pupils who are limited English proficient.
   (3) To assess the progress of limited-English-proficient pupils in
acquiring the skills of listening, reading, speaking, and writing in
English.

60811. Not later than July 1, 1999, the State Board of Education
shall approve standards for English language development for pupils
whose primary language is a language other than English. The
standards shall be comparable in rigor and specificity to the
standards for English language arts adopted pursuant to Section
60605.
60812. Commencing the school year following the year in which the
Superintendent of Public Instruction has developed or identified a
test pursuant to this chapter, the State Department of Education
shall place the results of the statewide test, including average
scores for every school district on its Internet site for public
access.



                     River Delta Unified School District                               69
                         445 Montezuma Street, Rio Vista, CA 94571
        (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
           RELATED RDJUSD BOARD POLICIES
                                 I INVOLVEMENT
    River Delta Unified School District Board Policies for Parent Involvement:

AR 6020 Instruction -- Board policy
Parent Involvement

5. Conduct, with involvement of parents/guardians, an annual evaluation of the content and
effectiveness of the parent involvement policy in improving the academic quality of the
schools served by Title I (20 USC 6318)

The Superintendent or designee shall:

a. Ensure that the evaluation include the identification of barriers to greater participation in
parent involvement activities, with particular attention to parents/guardians who are
economically disadvantaged, are disabled, have limited English proficiency, have limited
literacy, or are of any racial or ethnic minority background (20 USC 6318)

……..[continued]…..

8. To the extent practicable, provide full opportunities for the participation of
parents/guardians with limited English proficiency, parents/guardians with disabilities, and
parents/guardians of migrant children, including providing information and school reports
required under 20 USC 6311(h) in a format and language such parents/guardians can
understand

If the school has a parent involvement policy that applies to all parents/guardians, it may
amend that policy to meet the above requirements. (20 USC 6318)

Each school’s parent involvement policy shall be made available to the local community and
distributed to parents/guardians of participating students in an understandable and uniform
format and, to the extent practicable, provided in a language the parents/guardians can
understand. (20 USC 6318)

Each school receiving Title I funds shall annually evaluate the effectiveness of its parent
involvement policy. Such evaluation may be conducted during the process of reviewing the
school's single plan for student achievement in accordance with Education Code 64001.

The principal or designee, jointly with parents/guardians of participating students, shall
periodically update the school's policy to meet the changing needs of parents/guardians and
the school. (20 USC 6318)

…..[continued] ….

3. Build consistent and effective communication between the home and school so that
parents/guardians may know when and how to assist their children in support of classroom
learning activities (Education Code 11502, 11504)




                        River Delta Unified School District                                        70
                            445 Montezuma Street, Rio Vista, CA 94571
         (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
The Superintendent or designee may:

a. Ensure that teachers provide frequent reports to parents/guardians on their children's
progress and hold parent-teacher conferences at least once per year with parents/guardians
of elementary school students

b. Provide opportunities for parents/guardians to observe classroom activities and to volunteer
in their child's classroom

c. Provide information about parent involvement opportunities through district, school, and/or
class newsletters, the district's web site, and other written or electronic communications

d. To the extent practicable, provide notices and information to parents/guardians in a format
and language they can understand

e. Develop mechanisms to encourage parent/guardian input on district and school issues

f. Identify barriers to parent/guardian participation in school activities, including
parents/guardians who are economically disadvantaged, are disabled, have limited English
proficiency, have limited literacy, or are of any racial or ethnic minority background

g. Encourage greater parent/guardian participation by adjusting meeting schedules to
accommodate parent/guardian needs and, to the extent practicable, by providing translation
or interpreter services, transportation, and/or child care.



                       II Governance and Administration
BP 5145.6 Students - Parental Notifications
The Board of Trustees recognizes that notifications are essential to effective communication between the
school and the home. The Superintendent or designee shall send students and parents/guardians all
notifications required by law, including notifications about their legal rights, and any other notifications
he/she believes will promote parental understanding and involvement.

(cf. 5020 - Parent Rights and Responsibilities)

(cf. 5022 - Student and Family Privacy Rights)

(cf. 6020 - Parent Involvement)

The Superintendent or designee shall ensure that notifications which must be sent at the beginning of each
academic year include a request that the parent/guardian sign the notice and return it to the school.
(Education Code 48981, 48982)

Notifications to parents/guardians shall be written both in English and in the family's primary language
when so required by law. Whenever an employee learns that a student's parent/guardian is for any reason
unable to understand the district's printed notifications, the principal or designee shall work with the
parent/guardian to establish other appropriate means of communication.

The district shall notify parents/guardians of their child’s results on the CELDT within 30 calendar days.
(5 CCR 11511.5)




                           River Delta Unified School District                                            71
                              445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
(cf. 5145.6 - Parental Notifications)

Within 90 days of initial enrollment, students identified as having limited English proficiency shall be
further assessed for primary language proficiency in comprehension, speaking, reading and writing. The
Superintendent or designee shall develop criteria for determining student needs on the basis of these
assessments. (former Education Code 52164.1, 62002)

Before students are enrolled in a program for English language learners, parents/guardians shall receive
information about the program and their opportunities for parental involvement. This information shall
include the fact that an individual student's participation in the program is voluntary on the part of the
parent/guardian. (Education Code 52173)

Not later than 30 calendar days after the beginning of the school year, each parent/guardian of a student
participating in, or identified for participation in, a language instruction program supported by federal
Title III funds shall receive notification of the assessment of his/her child’s English proficiency. The
notice shall include all of the following: (Education Code 440; 20 USC 6312)

1. The reason for the student’s classification as English language learner

2. The level of English proficiency

3. A description of the program for English language development instruction, including a description of
all of the following:

a. The manner in which the program will meet the educational strengths and needs of the student

b. The manner in which the program will help the student develop his/her English proficiency and meet
age-appropriate academic standards

c. The specific exit requirements for the program, the expected rate of transition from the program into
classrooms not tailored for English language learner students, and the expected rate of graduation from
secondary school if Title I funds are used for students in secondary schools

d. Where the student has been identified for special education, the manner in which the program meets the
requirements of the student’s IEP

4. Information regarding a parent/guardian’s option to decline to allow the student to become enrolled in
the program or to choose to allow the student to become enrolled in an alternative program

5. Information designed to assist a parent/guardian in selecting among available programs, if more than
one program is offered

Parent/guardians also shall be notified of the results of any reassessments. (Education Code 52164.3)

(cf. 6174 - Education for English Language Learners)

When to Notify: Upon assessment and reassessment of English proficiency and enrollment in program of
education for English language learners

The Board of Trustees intends to provide English language learners with challenging curriculum and
instruction that develop proficiency in English as rapidly and effectively as possible in order to assist
students in accessing the full educational program and achieving the district’s academic standards. The
district's program shall be based on sound instructional theory and shall be adequately supported so that
                           River Delta Unified School District                                               72
                              445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
English language learners can achieve results at the same academic level as their English-proficient peers
in the regular course of study.

The Board encourages staff to exchange information with staff in other districts and the county office of
education about programs, options and strategies for English language learners that succeed under various
demographic conditions.

(cf. 4112.22/4212.22 - Staff Teaching Students of Limited English Proficiency)

The Superintendent or designee shall maintain procedures which provide for the identification, assessment
and placement of English language learners and for their redesignation based on criteria adopted by the
Board and specified in administrative regulations.

To evaluate program effectiveness, the Superintendent or designee shall regularly examine program
results, including reports of the English language learners’ academic achievement, their progress towards
proficiency in English and the progress of students who have been redesignated as fluent English
proficient. The Superintendent or designee shall annually report these findings to the Board and shall also
provide the Board with regular reports from any district or schoolwide English learner advisory
committees.

Education Code 52164.1, 52164.3, 52173, 5 CCR 11303

Board Policy/Administrative Regulation #: See AR 6174

Subject: Program of education for English language learners

When to Notify: Within 20 working days of receiving results of standardized achievement tests

Education Code 60641, 5 CCR 863

Board Policy/Administrative Regulation #: See AR 6162.51

Subject: Results of tests; test purpose, individual score and intended use



                                             III Funding
Core and Supporting Items
III-EL 5. Adequate general fund resources are used to provide each English learner with
learning opportunities in an appropriate program, including English-language
development, and the rest of the core curriculum. The provision of such services is not
contingent on the receipt of state or federal categorical aid funds. (20 USC 1703[f];
Castañeda v. Pickard [5th Cir. 1981] 648 F.2d 989, 1010, 1012–1013)
5.1     Funds provided by Economic Impact Aid (EIA) and Title III for limited-English-
proficient (LEP) students supplement, but do not supplant, general funds or other categorical
resources




                          River Delta Unified School District                                            73
                              445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
               IV Standards, Assessment, and Accountability
AR 6174 Instruction

Reclassification/Redesignation

The district shall continue to provide additional and appropriate educational services to English language
learners for the purposes of overcoming language barriers until the English language learners have: (5 CCR
11302)

1. Demonstrated English language proficiency comparable to that of the district's average native English
language speakers

2. Recouped any academic deficits which may have been incurred in other areas of the core curriculum as a
result of language barriers

English language learners shall be redesignated as fluent English proficient when they are able to
comprehend, speak, read and write English well enough to receive instruction in the regular program and
make academic progress at a level substantially equivalent to that of students of the same age or grade whose
primary language is English and who are in the regular course of study. (Education Code 52164.6)


The following measures shall be used to determine whether an English language learner shall be reclassified
as fluent English proficient: (5 CCR 11303)

1. Assessment of English language proficiency utilizing the CELDT as the primary criterion, and objective
assessment of the student’s English reading and writing skills

2. Participation of the student’s classroom teacher and any other certificated staff with direct responsibility
for teaching or placement decisions

3. Parent/guardian opinion and consultation during a redesignation interview

Parents/guardians shall receive notice and a description of the redesignation process, including notice of their
right to participate in the process. Parent/guardian participation in the process shall be encouraged.

4. Comparison of performance in basic skills, including performance on the English-Language Arts section
of the California Standards Test

5. Objective data on the student's academic performance in English

The Superintendent or designee shall provide subsequent monitoring and support for redesignated students,
including but not limited to monitoring the performance of redesignated students in the core curriculum in
comparison with their native-English speaking peers, monitoring the rate of redesignation, and ensuring
correct classification and placement.

The Superintendent or designee shall develop a process to monitor the effectiveness of the district’s program
for English language learners. The district’s program shall be modified as needed to help ensure language
and academic success for each English language learner.



                            River Delta Unified School District                                              74
                                 445 Montezuma Street, Rio Vista, CA 94571
            (707) 374-6381             www.riverdelta.k12.ca.us          Fax: (707) 374-2995
Legal requirements:
EL1: Each English learner who meets the established multiple reclassification criteria is reclassified as
fluent English proficient (FEP). Each former English learner who has been reclassified as FEP has
demonstrated English-language proficiency comparable to that of the average native English speakers and
can participate equally with them in the school’s regular instructional program.
Note: Once students are identified as English learners, in order to be designated FEP, they must
demonstrate proficiency in established reading, writing, listening, and speaking standards comparable to the
proficiency of average students in the district of the same age or grade whose primary language is English.
(EC 313, 60810-60811, 62002; former EC 52164.6; 5 CCR 4306; Castañeda v. Pickard (5th Cir. 1981) 648
F. 2d 989, 1009-1011; Gómez v. Illinois State Board of Education (7th Cir. 1987) 811 F2d. 1030, 1041-
1042)


                  V Staffing and Professional Development

AR 4331 Personnel - Staff Development

Administrator Training Program

The Superintendent or designee shall approve, for principals and vice principals, a staff
development program which meet the following conditions:

1. The training shall have a duration of at least 80 hours of intensive individualized
support and professional development. To the extent practicable, the institute training
portion of Modules 1, 2, and 3 shall be held outside of the regular school day. An
additional 80 hours of intensive individualized support and professional development
may be completed over a period of up to two years once the initial 80 hours of training
commences. (Education Code 44512)

Training shall include instruction in the following areas: (Education Code 44511)

……[continued] ……
d. The use of student assessment instruments; specific ways of mastering the use of
assessment data from the Standardized Testing and Reporting program, including
analyzing achievement of specific subgroups including English language learners and
individuals with disabilities; and school management technology to improve student
performance
……[continued] ……

f. Extension of the knowledge, skills, and abilities acquired in the preliminary
administrative preparation program that are designed to strengthen the ability of
administrators to effectively and efficiently lead an organization and build the capacity of
staff to enhance the academic performance of all students, including special emphasis on
providing additional support for students identified as English language learners and
individuals with disabilities

(cf. 6159 - Individualized Education Program)


                           River Delta Unified School District                                           75
                               445 Montezuma Street, Rio Vista, CA 94571
            (707) 374-6381           www.riverdelta.k12.ca.us          Fax: (707) 374-2995
(cf. 6174 - Education for English Language Learners)

Administrator Training Program

The Superintendent or designee shall approve, for principals and vice principals, a staff
development program which meet the following conditions:

1. The training shall have a duration of at least 80 hours of intensive individualized
support and professional development. To the extent practicable, the institute training
portion of Modules 1, 2, and 3 shall be held outside of the regular school day. An
additional 80 hours of intensive individualized support and professional development
may be completed over a period of up to two years once the initial 80 hours of training
commences. (Education Code 44512)

Training shall include instruction in the following areas: (Education Code 44511)

……[continued] ……

d. The use of student assessment instruments; specific ways of mastering the use of
assessment data from the Standardized Testing and Reporting program, including
analyzing achievement of specific subgroups including English language learners and
individuals with disabilities; and school management technology to improve student
performance

……[continued] ……

f. Extension of the knowledge, skills, and abilities acquired in the preliminary
administrative preparation program that are designed to strengthen the ability of
administrators to effectively and efficiently lead an organization and build the capacity of
staff to enhance the academic performance of all students, including special emphasis on
providing additional support for students identified as English language learners and
individuals with disabilities

(cf. 6159 - Individualized Education Program)

(cf. 6174 - Education for English Language Learners)

g. Leadership training to improve the academic achievement of all students including, but
not limited to, capacity building in all of the following areas:

(1) Pedagogies of learning

(2) Motivation of student learning

(3) Instructional strategies to teach essential content in ways that address the varied
learning needs of students, with special emphasis on English language learners and
individuals with disabilities
                        River Delta Unified School District                                 76
                           445 Montezuma Street, Rio Vista, CA 94571
          (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995
            VI - Opportunity and Equal Educational Access


Waivers - Related River Delta Unified School District Board Policies

A parent/guardian may request that the district waive the requirements of Education Code 305,
pertaining to the placement of a student in a structured English immersion program if the one of
the following circumstances exists:

1. Students who already know English: The student already possesses good English language
skills, as measured by standardized tests of English vocabulary comprehension, reading and
writing, in which the student scores at or above the state average for his/her grade level or at or
above the fifth-grade average, whichever is lower. (Education Code 311(a))

2. Older students: The student is age 10 years or older, and it is the informed belief of the school
principal and educational staff that an alternate course of study would be better suited to the
student's rapid acquisition of basic English skills. (Education Code 311(b))

3. Students with special needs: The student already has been placed, for a period of not less than
30 calendar days during that school year, in an English language classroom and it is subsequently
the informed belief of the school principal and educational staff that the student has special
physical, emotional, psychological or educational needs and that an alternate course of
educational study would be better suited to the student's overall educational development.
(Education Code 311(c))

The parent/guardian shall personally visit the school to apply for the waiver. (Education
Code 310)

 Upon request for a waiver the Superintendent or designee shall provide to the
 parents/guardians: (Education Code 310, 311; 5 CCR 11309)

1. A full written description, and a spoken description upon request, of the intent and content of
the structured English immersion program, any alternative courses of study and all educational
opportunities offered by the district and available to the student, and the educational materials to
be used in the different educational program choices



2. For a request for waiver pursuant to Education Code 311(c) for students with special needs,
notification that the student must be placed for a period of not less than 30 calendar days in an
English language classroom and that the Superintendent must approve the waiver pursuant to
Board of Trustees guidelines

Pursuant to Education Code 311(b) and 311(c), the principal and educational staff may
recommend a waiver to a parent/guardian for a student 10 years or older and a student with
special needs. Parents/guardians shall be informed in writing of any recommendation for an
alternative program made by the principal and staff and shall be given notice of their right to
refuse to accept the recommendation. The notice shall include a full description of the
                          River Delta Unified School District                                         77
                             445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381          www.riverdelta.k12.ca.us          Fax: (707) 374-2995
recommended alternative program and the educational materials to be used for the alternative
program as well as a description of all other programs available to the student. If the
parent/guardian elects to request the alternative program recommended by the principal and
educational staff, the parent/guardian shall comply with district procedures and requirements
otherwise applicable to a parental exception waiver, including Education Code 310. (5 CCR
11309)

When evaluating waiver requests pursuant to Education Code 311(a) for students who already
know English and other waiver requests for those students for whom standardized assessment
data are not available, other equivalent assessment measures may be used. These equivalent
measures may include local assessments, local standards and teacher evaluations.

Parental exception waivers pursuant to Education Code 311(b) for students 10 years or
older shall be granted if it is the informed belief of the principal and educational staff that
an alternate course of educational study would be better suited to the student's rapid
acquisition of basic English language skills. (Education Code 311)

Parental exception waivers pursuant to Education Code 311(c) for students with special needs
shall be granted if it is the informed belief of the principal and educational staff that, due to the
student's special physical, emotional, psychological or educational needs, an alternate course of
educational study would be better suited to the student's overall educational development.
(Education Code 311)

The principal shall consider all waiver requests made pursuant to Education Code 311(c) for
students with special needs and shall submit a rationale of the decision regarding the waiver to the
Superintendent or designee. When determining whether or not to recommend the approval of the
waiver request, the principal shall assume that the facts justifying the request attested by the
parent/guardian are a true representation of the child's condition.

Each waiver shall be considered on its individual merits with great deference given to parental
preference for student placement.

The principal or designee shall act upon all parental exception waivers within 20 instructional
days of submission to the principal. However, parental waiver requests pursuant to Education
Code 311(c) for students with special needs shall not be acted upon during the 30-day placement
in an English language classroom. These waivers shall be acted upon no later than 10
calendar days after the expiration of that 30-day English language classroom placement or
within 20 instructional days of submission of the waiver to the principal, whichever is later.
(5 CCR 11309)

All parental exception waivers shall be granted unless the principal and educational staff have
determined that an alternative program offered at the school would not be better suited for the
overall educational development of the student. (5 CCR 11309)

Individual schools in which 20 students or more of a given grade level receive a waiver shall be
required to offer such a class; otherwise they must allow the students to transfer to a public school
in which such a class is offered. (Education Code 310)

Students wishing to transfer shall be subject to the district's intradistrict and interdistrict
attendance policies and administrative regulations. Students wishing to transfer to another district

                          River Delta Unified School District                                           78
                             445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381          www.riverdelta.k12.ca.us          Fax: (707) 374-2995
shall also be subject to the receiving district's interdistrict attendance policies and administrative
regulations.

(cf. 5116.1 - Intradistrict Open Enrollment)

(cf. 5117 - Interdistrict Attendance)

(cf. 5117.1 - Interdistrict Attendance Agreements)

(cf. 5117.2 - Alternative Interdistrict Attendance Program)

In cases where a parental exception waiver pursuant to Education Code 311(b) or (c) is denied,
the parent/guardian shall be informed in writing of the reason(s) for the denial and advised that
he/she may appeal the decision to the Board if the Board authorizes such an appeal, or to the
court. (5 CCR 11309)

Waiver requests shall be renewed annually by the parent/guardian. (Education Code 310)




                          River Delta Unified School District                                        79
                             445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381          www.riverdelta.k12.ca.us          Fax: (707) 374-2995
AR 6174 Instruction

Definitions

English learner means a student who does not speak English or whose native language is not
English and who is not currently able to perform ordinary classroom work in English, also known
as a limited English proficient or LEP child. (Education Code 306)

English language classroom means a classroom in which the language of instruction used by the
teaching personnel is overwhelmingly the English language, and in which such teaching
personnel possess a good knowledge of the English language. (Education Code 306)

English language mainstream classroom means a classroom in which the students either are
native English language speakers or already have acquired reasonable fluency in English.
(Education Code 306)

Sheltered English immersion or structured English immersion means an English language
acquisition process in which nearly all classroom instruction is in English but with the curriculum
and presentation designed for students who are learning the language. (Education Code 306)

Bilingual education/native language instruction means a language acquisition process for students
in which much or all instruction, textbooks, and teaching materials are in the student’s native
language. (Education Code 306)

Type of Instruction

Students who are English language learners shall be educated through “sheltered English
immersion” or “structured English immersion” during a temporary transition period not normally
intended to exceed one year. “Nearly all” of the classroom instruction in the district's sheltered
English immersion program shall be in English, but with the curriculum and presentation
designed for students who are learning the language. (Education Code 305, 306)

The district has defined the term “nearly all” as follows:

All core curriculum content areas with the exception of physical education, or, at the high school,
vocational education course work.

When an English language learner has acquired a reasonable level of English proficiency as
measured by any of the state-designated assessments approved by the California Department of
Education or any locally developed assessments and using other criteria developed by the district,
he/she shall be transferred from a structured English immersion classroom to an English language
mainstream classroom in which the instruction is “overwhelmingly” in English. (Education Code
305; 5 CCR 11301)

(cf. 6011 - Academic Standards)

(cf. 6162.5 - Student Assessment)


                         River Delta Unified School District                                    80
                             445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381          www.riverdelta.k12.ca.us          Fax: (707) 374-2995
(cf. 6171 - Title I Programs)

Upon the request of his/her parent/guardian, a student shall be placed in an English language
mainstream classroom. (5 CCR 11301)

Parental Exception Waivers

At any time during the school year, the parent/guardian of an English language learner may have
his/her child moved into an English language mainstream program.

Parent/guardian requests for waivers from Education Code 305 regarding placement in a sheltered
English immersion program shall be granted in accordance with law and administrative
regulation.

If the Superintendent or designee denies the waiver request, he/she shall provide a written
justification to the parent/guardian describing the reasons for the denial. A parent/guardian may
appeal the Superintendent's decision in writing to the Board. The Board may consider the matter
at its next regular Board meeting. The Board may decide not to hear the appeal, in which case the
Superintendent's decision shall be final. If the Board hears the appeal, the Superintendent shall
send the Board's decision to the parent/guardian within seven working days.




                         River Delta Unified School District                                    81
                            445 Montezuma Street, Rio Vista, CA 94571
           (707) 374-6381         www.riverdelta.k12.ca.us          Fax: (707) 374-2995

				
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