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2009-10 English Learner Program

2009-10 English Learner Program. Presentation Objectives. Monitoring requirements of the English Learner (EL) Program Information on online resource for free translations of parent notifications. 1. Established by federal and state laws: Title VI of the Civil Rights Act of 1964

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2009-10 English Learner Program

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  1. 2009-10 English Learner Program

  2. PresentationObjectives Monitoring requirements of the English Learner (EL) Program Information on online resource for free translations of parent notifications

  3. 1. Established by federal and state laws: Title VI of the Civil Rights Act of 1964 Equal Educational Opportunities Act of 1974 (20 USC 1703[f]) Lau v. Nichols, in 1974 Castañeda v. Pickard, in 1981 No Child Left Behind (NCLB) 2001 California Education Code English Learner Program

  4. English Learner Program (Continued) 2. Federal and state laws require that Local Educational Agencies (LEA) properly identify and provide appropriate services to English learners.

  5. English Learner Program (Continued) • An English learner is defined as “a child whose native language is not English and who is not currently able to perform ordinary classroom work in English.” Source: California Education Code Section 306

  6. Desired Outcomes LEAs have the dual obligation • to teach English and • to provide access to academic content instruction to each English learner within the state and federal legal requirements

  7. Ongoing Program Self-Evaluation Tool (OPSET) Web site http://www.cde.ca.gov/ta/cr/cc/08opsets.asp

  8. Note: The numbering of English learner items in this presentation reflects what is currently posted. The numbering system is likely to change during the revision of the English Learner Instrument in the upcoming Categorical Program Monitoring redesign.

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

  10. I. Key Questions • What are the goals of English learner parent involvement? • What notifications are sent to parents and in which languages? • What are the responsibilities and functions of the English Learner Advisory Committee (ELAC) and District English Learner Advisory Committee (DELAC)? • How does the LEA involve English learner parents in the education of their children at the school and district level?

  11. I-EL 1: Parental Involvement The LEA outreach to parents of English learners includes the following actions: • The LEA sends notice of and holds regular meetings for the purpose of formulating and responding to the parents’ recommendations.

  12. I-EL 1 (Continued): 2. The LEA informs the parents of how they can be involved in the education of their children and be active participants in assisting their children to: • Attain English proficiency • Achieve at high levels in core academic subjects • Meet challenging state academic standards expected of all students

  13. Fifteen Percent Translation Requirement The translation requirements that were previously in this section and related to the English Learner Program are now located in Items II-CP 7 and 7.1 of the Cross Program Instrument.

  14. I-EL 1 (Continued): An LEA that has failed to make progress on the Annual Measurable Achievement Objectives (AMAO) informs parents/guardians of English learners of such failure no later than 30 days after such failure occurs.

  15. I-EL 2: English Learner Advisory Committee (ELAC) A school site with 21 or more English learners has a functioning English Learner Advisory Committee (ELAC) that meets the following requirements:

  16. I-EL 2 (Continued): • Parent members are elected by parents or guardians of English learners. • Parents of English learners constitute at least the same percentage of the committee membership as their children represent of the student body.

  17. I-EL 2 (Continued): 3.The school may designate an existing school level advisory committee, or subcommittee of such advisory committee to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in item 2. 4. The ELAC advises the school site council (SSC) on the development of the Single School Plan for Student Achievement (SPSA).

  18. I-EL 2 (Continued): 5. The ELAC has advised the principal and staff on the school’s program for English learners. 6. The ELAC advises in the development of the school’s: • Needs assessment • Language Census • Efforts to make parents aware of the importance of regular school attendance

  19. I-EL 2 (Continued): 7. The ELAC receives training materials and training, planned in full consultation with committee members, to assist members in carrying out their legal responsibilities. 8. The ELAC has the opportunity to elect at least one member to the DELAC or has participated in a proportionate regional representation scheme when there are 31 or more English learner parent advisory committees in the district.

  20. If ELAC delegates its responsibilities to another committee: • ELAC formed with identified members • ELAC trained as to legal responsibilities • ELAC elects DELAC representative • ELAC votes to delegate to another existing school committee (e.g. SSC) • Recipient committee accepts delegation

  21. If ELAC delegates its responsibilities to another committee (Continued): • Recipient site committee (e.g. SSC) trained as to their new legal responsibilities. • Site committee documents advice given on each legal responsibility during its meetings.

  22. I-EL 3: District English Learner Advisory Committee (DELAC) A LEA with 51 or more English learners has a functioning DELAC or a subcommittee of an existing district committee in which at least 51 percent of the members are parents (not employed by the district) of English learners.

  23. I-EL 3 (Continued): 1. The DELAC advises the school district governing board on all of the following tasks: • Development of a district master plan for educational programs and services for English learners that takes into consideration the Single Plan for Student Achievement

  24. I-EL 3 (Continued): • Conducting of a district-wide needs assessment on a school-by-school basis • Establishment of district program, goals, and objectives for programs and services for English learners • Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements

  25. I-EL 3 (Continued): • Administration of the annual Language Census. • Review of and comment on the school district’s reclassification procedures. • Review of and comment on the written notifications required to be sent to parents and guardians.

  26. I-EL 3 (Continued): 2. The LEA provides training and materials, planned in full consultation with committee members, appropriate to assist members in carrying out their legal advisory responsibilities.

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

  28. II. Key Questions • How are English learners assessed when they first enroll and annually? • What annual assessments are given to English learner students? • How are these assessments used? • What are the required notifications and timelines?

  29. II-EL 4: English Learner Identification The LEA properly identifies, assesses, and reports all students who have a primary language other than English. 4.1 A Home Language Survey (HLS) is used at the time of initial enrollment to determine the student’s primary language.

  30. II-EL 4 (Continued): 4.2Within 30 calendar days of initial enrollment each student whose home language is other than English, as determined by the HLS, is assessed for English language proficiency by means of the California English Language Development Test (CELDT). The assessment conducted follows all of the publisher’s instructions.

  31. II-EL 4 (Continued): 4.3 Within 90 calendar days of initial enrollment, each English learner is assessed for primary language proficiency. 4.4 Parents/guardians of English learners are notified of their child’s initial English language and primary language proficiency assessment results. Parents/guardians of initial fluent English proficient students are notified of their child’s English language proficiency assessment results.

  32. II-EL 4 (Continued): 4.5 (For school districts receiving Title III funds) within 30 calendar days after the beginning of the school year (or during the school year, within two weeks of child being placed in program), parents/guardians of English learners are notified of:

  33. II-EL 4 (Continued): • Their child’s initial English language and primary language proficiency level • How such level was assessed • Their child’s language designation • Descriptions of program options • Program placement

  34. II-EL 4 (Continued): • Exit criteria • For English learners with a disability [with an Individualized Education Program (IEP)], how such program will meet the objectives of the IEP • The expected rate of graduation from secondary school if funds under this part are used for children in secondary school

  35. II-EL 4 (Continued): 4.6 For school districts receiving Title III funds, parents/guardians of English learners are informed annually, not later than 30 days after the beginning of the school year, of:

  36. Their child’s English proficiency level How such level was assessed The status of the child’s academic achievement Their child’s language designation Descriptions of program options II-EL 4 (Continued):

  37. II-EL 4 (Continued): • Exit criteria • Program placement • For English learners with a disability (on IEPs), how such program will meet objectives of the IEP • The expected rate of graduation from secondary school if funds under this part are used for children in secondary school

  38. Title III Initial and Annual Parent Notification Letter Sample Web site http://www.cde.ca.gov/ta/cr/el/elforms.asp

  39. II-EL 4 (Continued): 4.7 Each English learner is annually assessed for English language development and for academic progress. 4.8 All currently enrolled English learners are assessed for English language proficiency by administering the California English Language Development Test (CELDT) during the annual assessment window.

  40. II-EL 4 (Continued): 4.9 Each English learner with disabilities is assessed for English language development using accommodations, modifications, or alternate assessments for the CELDT if specified in the pupil’s IEP or 504 Plan.

  41. II-EL 4 (Continued): 4.9a 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.

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

  43. III. Key Questions • Which funding source provides the resources to implement the LEA’s base program for English learners? • Which expenditures can be funded through Economic Impact Aid - Limited English Proficient (EIA-LEP), Title III, and other categorical funds?

  44. III-EL 5: Funding 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.

  45. III-EL 5 (Continued): 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 at the school.

  46. 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.

  47. IV. Key Questions • How does the LEA document its procedures and practices for determining whether or not English learners have successfully progressed to a classification of English proficient? • What are the monitoring (follow-up) requirements for students who have been reclassified? • What documentation for reclassification must the LEA maintain in the student’s permanent record? • What interventions are available and provided if needed?

  48. IV-EL 6: Program Effectiveness The LEA implements a process and criteria to determine the effectiveness of programs for English learner, including: (a) A way to demonstrate that the programs for English learners produce within a reasonable period of time: • English language proficiency comparable to that of average native speakers of English in the district • Academic results indicating that English learners are achieving and sustaining parity of academic achievement with students who entered the district’s school system already proficient in English

  49. IV-EL 6 (Continued): (b) An ongoing mechanism for using the procedures described above to improve program implementation and to modify the program, as needed, to ensure that each English learner achieves full proficiency in English and academic achievement at grade level.

  50. IV-EL 7: Reclassification The LEA reclassifies a pupil from English learner to proficient in English by using a process and criteria that include, but are not limited to: (a)  Assessment of English language proficiency (CELDT) (b) Comparison of pupil’s performance in basic skills against an empirically established range of performance such as: California Standards Test for English Language Arts (CST-ELA)

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