ENGLISH LEARNER MASTER PLAN

New Haven Unified School District

2017

Introduction

Acknowledgements ................................................................................................................................ ii

NHUSD Mission Statement /EL Vision Statement ...................................................................... iii

District Profile .......................................................................................................................................... iii

English Learner Master Plan

I. Initial Identification, Assessment, and Program Placement…………………………….………..4

II Instructional Programs…………………………………………………………………………………………11

III Monitoring of Student Progress and Reclassification………………………………………………16

IV Staffing and Professional Development………………………………………………………………….19

V. Parent and Community Involvement……………………………………………………………………..26

VI Evaluation and Accountability……………………………………………………………………………….30

VII Funding & Resources…………………………………………………………………………………………….31

VII Glossary……………………………………………………………………………………………………………….33

T A B L E O F C O N T E N T S

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Acknowledgements The New Haven Unified School District English Learner Master Plan (ELMP) was developed with the efforts and collaboration of the following district teachers, administrators, support staff, and parents. The District acknowledges the dedication and commitment of those who served on the English Learner Steering Committee in the 2015-2016 school year. Parents & Community Counselors Staff

Maria Meza Carina Villanueva

Hilda Silva Mara Loth

Carol Lozano Ashley Acosta Lourdes Villegas Gina Pacaldo

School Board Linda Canlas

Administrators

Coaches Teachers

Judith Alcala-Reveles Eric Barron Rhonda Flemming Ron Polk Ramon Camacho Sarah Kappler

David Loyd Stella Castillo Amity Defaii Vera-Lisa Roberts Marc Guastavino Bee Medders

Carol Hartunian Teri Gruenwald Sandy DeMuri Vicki Baker Michelle McDowell Kavita Kochar Shawn English

Facilitators: Hui Stevens, Director, English Language Services; José A. López & José Chávez, Ragar Consulting

The following also participated during the process: Marione Padojino (parent) Maria del Carmen Talavera (parent) Daisy Chand (parent) Raymond Chiu (parent)

Jennifer Esquivel (student) Jessica Vasquez (student) Susana Vasquez (student) John López (student) Steffen Cutillas (student)

The English Learner Steering Committee met five times during the spring semester of 2016. The committee provided guidance for the comprehensive revision of the District’s EL Master Plan in a four-step process, which included:

1. Soliciting feedback from their respective constituencies, 2. Bringing together small groups to work on specific components of the plan, 3. Examining and discussing input from the various groups, and 4. Finalizing the plan with stakeholder input.

In the development of the ELMP, data was gathered via focus groups and surveys from the following constituents: Principals & Assistant Principals

Assessment team staff Middle & high school counselors

Elementary, middle, & high school teachers

Parents Elementary, middle, & high school instructional coaches

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NHUSD Mission Statement The mission of the New Haven Unified School District, a partnership of students, families, staff, and our richly diverse community, is to develop and empower EVERY student to be a productive, responsible, and successful global citizen by creating an exemplary, inclusive educational system characterized by a safe, caring learning environment and a challenging comprehensive curriculum that ensures academic proficiency.

NHUSD Goals High Quality education for all students through:

1. College & career readiness 2. Equity & access 3. Engagement & personalization

English Learner Vision

The New Haven Unified School District is committed to developing an equitable educational system that values the cultural and linguistic backgrounds of their English Language Learners. Through the use of strategic instructional and educational support services, all stakeholders will be responsive to the needs of English Language Learners to ensure that they are college and career ready. District Profile

The New Haven Unified School District serves approximately 13,000 transitional kindergarten through twelfth-grade students at 11 schools in Union City and south Hayward in the San Francisco Bay Area. The District also serves approximately 2,500 students at the New Haven Adult School.

New Haven Unified was created in 1965 with the merger of the Alvarado and Decoto school districts and a portion of the Washington Union High School District. The District is made up of seven TK-5 elementary schools: Alvarado, Eastin, Emanuele, Hillview Crest, Kitayama, Pioneer, and Searles; two 6-8 middle schools: Itliong-Vera Cruz and Cesar Chavez; and two 9-12 high schools: James Logan, is one of the largest high schools in California, and Conley-Caraballo, which serves alternative education and continuation students. The New Haven community prides itself on its diversity, as measured by the racial/ethnic backgrounds of the student population (Hispanic 37.7%, Asian 24%, Filipino 20.3%, White 7.3%, African-American 7.2%, Pacific Islander 2.7%, American Indian/Alaskan Native .8%) and the fact that students speak more than 50 languages. The District is committed to serving both English Language Learners, who make up 26% of the enrollment, and the underprivileged (students qualify for free or reduced-price lunches). In addition, New Haven has a rich history of co-curricular and extra-curricular success; for example, Logan High’s band and color guard are considered among the best in the country, its forensics program is also recognized nationally, and its athletic program is one of the strongest in the Bay Area.

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Since 1987, the New Haven community has shown remarkable support for the District, passing four bond measures that raised a total of $222 million for facilities and technology. The District’s enrollment has declined in the past decade, as the average family grows older and more families leave the Bay Area in search of affordable housing. With enrollment having dropped by more than 1,200 students since 1997-1998, meaning a commensurate loss in state revenue, the Board of Education made the decision in 2007 to close two schools: Cabello Elementary, at the end of the 2006-2007 school year, and Barnard-White Middle, at the end of 2007-2008. In December 2012, New Haven Unified School District was awarded one of only 16 Race to the Top-District (RTT-D) grants nationwide. The District used the RTT-D funds to build on and expand its comprehensive TK-12 reform strategies, known as the Seven Essentials for Continuous Growth and Improvement that focus on making sure students acquire critical literacy and mathematics skills across the TK-12 grade spans.

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Introduction

English Learners (ELs) comprise over 3,000 of the student population in New Haven Unified School District. These students face enormous challenges. NHUSD recognizes that ELs have a double curricular load. They must become proficient in academic English and they must master all the academic content required of all students in California. To accomplish the District mission of preparing students to have the skills and experiences necessary to succeed in higher education, career, and life, intentional focus must be given to English Learner students. The NHUSD Master Plan for English Learners (ELMP) is based on research of effective approaches to address these challenges (Garcia, 2012; Short & Fitzsimmons, 2007).

The components of the ELMP are designed to provide a clear flow in the processes that are mandated by law to meet the needs of English Learners within the New Haven Unified School District. This plan provides a sound framework for ensuring the success of all English Learners in the District. The ELMP is aligned to the District’s Strategic Plan and Local Control Accountability Plan. The Board of Education expects that all aspects of the plan be followed as outlined in this document.

The NHUSD English Learner Master Plan provides the road map to all schools in the District by providing every identified English Learner student with an instructional program that includes dedicated English Language Development instruction and embedded language development ensuring access to core curriculum. The California adopted English Language Development Standards and the Common Core State Standards provide a strong foundation for effective teaching practices that respond to the needs of English Learners.

The ELMP demonstrates a collaborative effort among all District departments to effectively serve English Learners. This plan also demonstrates the District’s commitment to implement optimal educational programs for English Learners to address disparities and inequities that are recognized as contributing to the achievement gap. The careful development and successful implementation of the ELMP in NHUSD will result in English Learners acquiring the skills necessary to compete successfully in the global marketplace, succeed in college, and become contributing members of society. The NHUSD ELMP is aligned with the District mission and values and has been developed to provide schools with directions for dedicated consistent program implementation, articulation, and evaluation of services for English Learners. With common staff and parent understanding of goals and procedures, English Learners will receive consistently implemented programs of high quality designed to meet their academic needs. The District ensures that students are successful in achieving grade level common core standards in all content areas and are college and career ready upon graduation. The District Local Accountability Action Plan (LCAP) is intended to be a comprehensive planning tool. In developing its goals, specific actions, and expenditures, the District ensures that the LCAP reflects the services and related expenses for the needs of English Learners in its instructional programs in relationship to the state priorities.

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This plan provides an overview of the NHUSD efforts to ensure the accomplishment of these goals. This document is a set of directions to District staff. NHUSD will develop an appropriate Implementation Plan for schools to use in the implementation of this plan. This will be updated annually to comply with legal requirements, Board of Education policies, and evaluation results. The development of the TK-12 EL Services Implementation Plan will be collaborative efforts between the English Language Services department, Division of Teaching and Learning, and other divisions as appropriate. Definitions California Education Code, EC Section 306 provides the following definitions:

“English learner” means a child 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 Proficiency or LEP child.

• “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.

• “English language mainstream classroom” means a classroom in which the pupils either are native English language speakers or already have acquired reasonable fluency in English.

• “Sheltered English immersion” or “structured English immersion” means an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language.

• “Bilingual education/native language instruction” means a language acquisition process for pupils in which much or all instruction, textbooks, and teaching materials are in the child’s native language.

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English Learners Plan Components

English Language Learners present a unique set of challenges to the District that the ELMP addresses. EL students must acquire academic language proficiency while simultaneously mastering Common Core Standards. While their counterparts are focusing on learning content knowledge and skills, EL students struggle with the dual challenge of learning the same content and a new language at the same time. The NHUSD English Learner Master Plan is based on research of effective approaches to address these challenges (Garcia, 2012; Short & Fitzsimmons, 2007). The framework for the ELMP addresses the following components:

1. Identification, Assessment, and Program Placement–Outlines the step-by-step process for the identification, assessment, and program placement of English Learners in schools.

2. Instructional Programs–Profiles the instructional programs and district

resources available to English Learners.

3. Monitoring of Student Progress and Reclassification–Delineates the instruments and processes for assessing English Learner attainment of English proficiency as well as academic performance.

4. Staffing and Professional Development–Focuses on staffing procedures and staffing

categories that support English Learner programs and provides guidance on the content and procedures to be used for professional development related to English Learner services.

5. Parent and Community Involvement–Highlights the procedures for involving

parents of English Learners and other community stakeholders in the instructional decision-making process.

6. Evaluation and Accountability–Provides an overview of accountability expectations

and evaluation mechanisms for the ELMP.

7. Funding and Resources-Outlines resources provided by the NHUSD in the Local Control Accountability Plan and other sources to support the implementation of the ELMP.

8. Glossary–List the terms and acronyms used in the ELMP.

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Component 1: Identification, Assessment, and Program Placement

Outlines the step-by-step process for the identification, assessment, and program placement of English Learners in schools.

In November 2012, the State Board of Education (SBE) approved English Language Development (ELD) Standards for kindergarten through grade twelve. Per federal and state laws, the English language proficiency assessment must be aligned to the state-adopted ELD Standards.

Assessment of English language proficiency in the NHUSD will be based on the English Language Proficiency Assessment for California (ELPAC) test that will replace the California English Language Development Test (CELDT) in academic year 2017-18. The following steps set forth by the California Department of Education guide the development of the NHUSD process for the initial identification of EL students.

Training for Staff and Administrators on Initial Identification, Placement, and Parental Rights/ Informed Consent

To facilitate informed decision-making and improve school-to-home communication regarding program options and placement, the District will provide ongoing training for staff and administrators on procedures relating to initial identification, placement, and the use of the Parental Exception Waiver (PEW). Special education teachers and staff members will be further trained in the process of appropriate placement of special education students who have language proficiency needs.

Registration and Determination of Students’ Primary Language

The TK-12 English Language Services Department produces an Implementation Plan with the procedures to follow in the initial identification, assessment, and program placement process. The Director of English Language Services Department updates the Operation Manual annually.

At the time of enrollment, California public schools are required to determine the language(s) spoken in the home by each student. To gather this information, all parents/legal guardians are required to complete, sign, and date a Home Language Survey (HLS) for each of their school-aged children. State regulations require that all students whose HLS indicates a language other than English on questions 1, 2, or 3 of the form be assessed in English language proficiency skills within 30 calendar days. The HLS remains on file for each student in their cumulative folder.

The HLS is included in the registration packet at all levels. The principal of the school ensures that parents/guardians receive an explanation of the EL identification process and how the completion of the HLS informs student placement in EL programs. The parent must sign a form indicating that the identification process and instructional programs were explained to them. This becomes part of the student’s permanent record.

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If Reasonable Doubt Exists Regarding Students’ Primary Language

In some cases if the parent’s response to the first three questions on the HLS is English and the response to question four is a language other than English, then “reasonable doubt” may exist as to the student’s primary language. The district administrator/designee or designated English Learner support personnel at the site must research the student’s language background using the following indicators and consult with the student’s parent:

Parent requires interpreter to communicate in English Parent/guardian speaks to child in a language other than English Student initiates communication with parent/guardian in a language other than

English It is revealed that the child’s caretaker who cares for them while their

parent/guardian is at work, speaks a language other than English

If there is enough evidence of significant Non-English exposure then CELDT/ELPAC will need to be administered. When reasonable doubt has been established the district administrator/designee must annotate the HLS to reflect the reasons for administering the CELDT/ELPAC.

English Language Proficiency Assessment

State regulations require that all students whose Home Language Survey indicates a language other than English complete English language proficiency testing within 30 calendar days of enrollment. This language proficiency testing is completed by trained personnel from the English Language Services Department.

The CELDT/ELPAC is a standardized language proficiency test designed to measure the English proficiency of non-native speakers. The test is an assessment of students’ competence in comprehending English in the domains of listening, speaking, reading, and writing. Additional assessment measures may be used to ensure accuracy of English language proficiency. These will be described in the Implementation Plan developed by the TK-12 English Language Services Department.

Schools will provide parents with a written description of the CELDT/ELPAC and the testing process in English and in other languages when 15% or more of the pupils enrolled in the school speak a single primary language other than English. The principal will ensure that the parent/guardian is informed of the proficiency assessment process.

A preliminary score is calculated at the time of testing by the test administrator for the purposes of placement and program options. These preliminary results and program options are communicated to the school site administrators, guidance counselors at the secondary level, and teachers, as well as the parent/guardian.

Parents are also provided with the Initial Notification Information letter outlining program options available at the local school. CELDT/ELPAC results, the Initial Language Assessment, and the Parent Notification Form are filed in the student’s cumulative folder.

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Based on the English language assessment, students are classified as either Initially Fluent English Proficient (IFEP) or English Learner (EL). Each school is required to hold a meeting for the parents of ELs (i.e., ELAC, open house, parent information nights, etc.) or individual conferences to explain EL assessment, program, and placement options. Placement is made based on the parent’s preference.

Procedures for Parental Notification of Parental Exception Waivers

Consistent with state law governing the operation of English Learner programs, a parent may request and be granted a Parental Exception Waiver (PEW) requesting that their child be taught in an alternative program (Section 311 of CA Ed. Code). Parental Exception Waivers are required when a parent selects an alternative program in which the language of instruction is English, paired with another language. Parental Exception Waiver forms shall be available at every school site upon parent request, and at the time of enrollment for newly enrolled students. The program options for EL students shall be explained and PEW offered to the parent.

To request a waiver, parents must personally visit the school each year to apply for and complete the waiver. If parents of 20 or more students at a given school and grade level have been granted waivers, the school must offer an alternative program. If parents of fewer than 20 students at a given school and grade level have been granted waivers, the school of residence must provide the parent with a list of schools in the surrounding area that provide the selected program. Approved annual waivers for students placed in an alternative program are kept on file in the student’s cumulative folder by the site principal for the school year in which they are received. If the parental exception waiver request is denied, the parent may appeal to the TK-12 English Learner Services Program Office.

After PEW is entered into the Student Information System, a copy of the waiver request is kept at each site in the Waiver Request binder and the original is kept in the cumulative folder.

Process for Denying a Parental Exception Waiver

Parental exception waivers are granted unless the principal and educational staff determine that a Bilingual Alternative program would not be suited for the overall educational development of the pupil. An explanation in writing will be provided to the parent indicating the reason(s) for the denial of a waiver request, including data reviewed to support this determination. The Principal shall meet with the parent to explain the reason(s) for the denial and the District’s appeal process.

This record of waiver request is kept at each site in the Waiver Request Log. The purpose of this log is to maintain a list of parents who have requested an alternative program, to record the number of waivers requested, and to provide these parents with information regarding the status of their request.

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Process for Appealing a Denied Waiver Request

If the school principal denies the request, the parent may appeal using the NHUSD Uniform Complaint process which must be submitted to the TK-12 English Learner Services Program Office. The principal must explain the complaint process to the parent, and provide assistance in filing the complaint with the TK-12 English Learner Services Office. The Coordinator of TK-12 English Language Services Department Director reviews the documents provided by the principal, meets with the parent, and provides a decision. If the Director of TK-12 English Language Services Department approves the request, the matter is then returned to the school for appropriate placement in a Bilingual Alternative program. If the appeal is denied, the parents may appeal to the Superintendent’s Office following the procedures outlined on the NHUSD Uniform Complaint Procedures.

Granting a Parental Exception Waiver The school maintains a file of all waivers submitted. The Principal reviews the waivers submitted and either grants or denies the waiver based on the criteria delineated in California Education Code 310 & 311. Whenever 20 or more approvable waivers of the same language group are collected at the same grade, an alternative EL program will be provided. The school must keep records on an annual basis of the number of waivers submitted and the number of waivers granted. Each year the District will be responsible for completing the CALPADS report that reflects the number of waivers submitted and the number of waivers approved.

There are three circumstances in which a Parental Exception Waiver may be granted. These are defined in California Education Code 311:

1. Children who already know English: The child already possesses good English language skills as measured by a state-approved standards test of vocabulary comprehension, reading, and writing; or

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

3. Children with special needs (children less than 10 years old): The child already has been placed for a period of not less than 30 calendar days in an English language classroom. It is subsequently the informed belief of the school principal and educational staff that the child has such special physical, emotional, psychological, or educational needs that an alternate course of educational study would be better suited to the child’s overall educational development. The parents are fully informed of their right to refuse to agree to a waiver.

Annual Notification Procedure

The District has established a procedure for granting Parental Exception Waivers for children who are already enrolled in schools in a Designated ELD or English language mainstream (Integrated ELD) program. In order to notify all parents of the District’s

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placement options for English Learners and the opportunity to apply for a Parental Exception Waiver, each parent is informed of the program options yearly via the school site.

Multiple Assessment Measures

Elementary and secondary level students designated ELs per the CELDT/ELPAC assessment are automatically assessed by multiple assessment measures (primary language assessment is one of the multiple used in order to inform instruction).

Program Placement Recommendation

Based on the CELDT/ELPAC, appropriate program placement is recommended for English Learners K-6. For designated EL students in grades 7-12, the ELD placement test is used in conjunction with the CELDT/ELPAC to determine appropriate placement, along with multiple assessment measures. The principal ensures that parents/guardians receive a thorough explanation of the EL program options at the school, as well as those available throughout the District.

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Identification, Assessment, and Program Placement: Figure 1 Program Placement

Initially Fluent English

Proficient

No CELDT/ ELPAC skill

area below 4 General Ed.

Placement

Home

Survey at

School

EO

English

Only

Home Language

other than English

(Q 1-3)

English Only

(response Q1-3)

&

Language other than English

(response Q4)

General Ed

Program

Placement Assess English

Proficiency

with CELDT/ELPAC

HLS-FEP

General Ed

Program

Placement

English

Learner

Assess

Primary

K-3

ELD

Test 7-12

Program

Placement

dation

Principal ensures explanation of

process

Principal ensures explanation of programs

available at school.

Transfer options provided

to parents.

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The District provides ongoing training for administrators and staff on procedures relating to initial identification, placement, and parental rights. The persons to be trained include:

District Assessment Team Centralized Enrollment staff members Site EL Program Administrators Classroom Teachers District Coaches Paraprofessionals Site office staff Centralized Enrollment Staff Other staff as needed

In order to ensure consistency, the training gives special emphasis on sensitivity to parents, including how to make parents feel welcome, and how to ensure that they are truly informed and enabled to take an active role in the process of deciding on an appropriate program for their child. The English Language Services department provides an Implementation Plan that details procedures for identification, assessment, and program placement of English Learners.

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Component 2: Instructional Programs

Profiles the instructional programs and district resources available to English Learners.

Federal case law (Castañeda vs. Pickard, 648F.2d 989, 1981) requires that the main goals of the English Learner Program are to develop the English language fluency of each English Learner as effectively and as efficiently as possible and to develop mastery of the core curriculum comparable to native English-speakers. The court set forth the following standards for effective programs for English Learners.

1. The program is based on educational theory that is research-based, has proven methodology, and is recognized by experts in the field.

2. The programs or practices used are calculated to effectively implement the adopted theory.

3. The program successfully produces results that indicate that language barriers are being overcome.

Instructional programs for English Learners in the NHUSD comply with these tenets. In addition, the district superintendent ensures adherence and compliance. The superintendent ensures that the necessary resources (human, fiscal, support) are provided. In addition, instructional programs are systematically measured to meet instructional goals for each English Learner. The NHUSD recognizes the value of a bilingual/biliterate population. The academic and economic benefits to the District communities, to the greater Bay Area and to the global society, are greatly enhanced by a bilingual/biliterate citizenry. The instructional programs for EL students promote the acquisition of English and the preservation and development of the students’ native languages. The California Department of Education set two goals for California school districts:

1. Ensure that English Learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.

2. Ensure that English Learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students. Meeting these two goals will help close the achievement gap that separates English Learners from their native English-speaking peers. In order to accomplish these goals, all English Learners are provided with English language development (ELD) instruction targeted to their English proficiency level and appropriate academic instruction in one of three settings:

• Structured English Immersion (SEI)—A classroom setting where English Learners who have not yet acquired reasonable fluency in English, as defined by the school district, receive instruction through an English language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language.

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• English Language Mainstream (ELM)—A classroom setting for English Learners who have acquired reasonable fluency in English, as defined by the school district. In addition to ELD instruction, English Learners continue to receive additional and appropriate educational services in order to recoup any academic deficits that may have been incurred in other areas of the core curriculum as a result of language barriers.

• Alternative Program (Alt)—A language acquisition process in which English Learners receive ELD instruction targeted to their English proficiency level and academic subjects are taught in the primary language, as defined by the school district. Placement in an alternative program is triggered by the parents through a parental exception waiver.

English Language Development (ELD) California ELA/ELD Framework establishes four overarching and overlapping goals for ELA /literacy and ED instruction. These goals call for California’ s students by high school graduation to have developed

1. the readiness for college, careers, and civic life; 2. attained the capacities of literate individuals; 3. become broadly literate; and 4. acquired the skills for living and learning in the 21st century.

Instructional Program Principles

All ELs receive ELD instruction daily until designated as R-FEP Instruction provided at each student’s assessed language proficiency level Appropriate ELD standards-based materials approved and provided by

Division of Teaching and Learning Students will be placed in programs that will accelerate their English

language acquisition The superintendent ensures instructional programs will have the necessary curriculum, assessment, professional development, and resources to effectively implement and meet the District goals for English Learners. District will consider research-based, effective instructional program models for English Learners. The following are examples of programs that the District is considering. English Language Mainstream (ELM) This instructional model is the program setting for English Learners with with English proficiency at the Intermediate (Level 3), Early Advanced (Level 4), or Advanced (Level 5) language proficiency levels. In NHUSD this setting occurs in mainstream general education classrooms with appropriately certificated teachers. Monitoring of students in these settings is the responsibility of the principal with the support of the English Language Services department staff.

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Structured English Immersion (SEI) This instructional model is designed for English Learners whose English language proficiency is at the beginning, early intermediate, and intermediate levels1 and whose parents did not select the Transitional Bilingual Education program. Developmental access must be provided to the core curriculum using English, ELD, and SDAIE (Specially Designed Academic Instruction in English) strategies. In addition, instructional modifications to text, teacher language, and other strategies designed to make instruction comprehensible to a non-English proficient student will be used when appropriate. English Learners are clustered to form Structured English Immersion (SEI) classes at each grade level at the elementary level. Structured English Immersion (SEI) Secondary 6-12 The SEI (Sheltered Instruction) program at secondary schools is designed for English Learners whose English language proficiency is at the beginning, early intermediate, and intermediate levels. English Learners are clustered at all secondary schools to form sheltered Math, Social Studies, and Science sections. Teachers provide access to the core curriculum through SDAIE strategies. Monitoring of students in these settings is the responsibility of the principal with the support of the English Language Services department staff. Alternative Instructional Programs Transitional Bilingual Education (TBE) Instruction is provided in two languages in a balanced manner and is designed to ensure that students learn to listen, speak, read, and write in English at a high level of proficiency. Subject matter is taught in the children’s home language until their English is strong enough for them to participate in an all-English classroom, with the use of the native language gradually phasing out and the use of English gradually introduced. Instructional materials written in English and in Spanish are used in this program. Characteristics of the TBE Program include the following:

Content instruction is provided in two languages Focus of instruction is twofold:

o to develop proficiency in English, and o maintain native language to develop biliteracy

ELD instruction is a required program element Teachers hold appropriate bilingual certification (BCLAD or equivalent)

1 The new Proficiency Level Descriptors in the ELD standards will replace the 4 levels currently in the CEDLT.

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Dual Language Immersion Programs Dual immersion programs include native English-speaking students and native speakers of a foreign language. The goals of dual immersion programs are to develop bilingualism/biliteracy, academic achievement, and cross-cultural competencies for all students. The NHUSD Dual Language Immersion Program develops full literacy in two languages, Spanish and English. All students learn to read and write in Spanish first and later in English. Initially, 90% of instruction is in Spanish, 10% is in English. This should transition to 50% of instruction in English and 50% in Spanish through the remainder of the program. Characteristics of Dual Language Immersion programs include

The student population is comprised of 50% native English-speakers and 50% native speakers of Spanish

At least 50% of the school day is spent in the target language Newcomer Services (Secondary) Newcomer students are recent immigrants who have little or no English proficiency and who may have had limited formal education in their native countries. These students have needs that traditional English as a Second Language (ESL) and bilingual programs are usually not designed to address. Newcomer programs are established to bridge the gap between newcomers’ needs and regular language support programs. The objective of Newcomer services is to develop students’ English language skills, help them acculturate to U.S. schools, and make them aware of educational expectations and opportunities. Common Features of Newcomer Services:

• A cohort of newcomer students • A program or set of courses distinct from the regular language support program • A plan for English as a second language development • Instructional strategies for literacy development • Instructional strategies for the integration of language and content • Courses to orient students to U.S. schools and the community • Experienced teachers • Appropriate curricular materials • Paraprofessional support • Family connections

Long Term English Learners Programs and Services According to Olsen (2014)2 long term English Learners (LTEL) are able to communicate socially in both English and their home language. Their English, however, is inadequate and imprecise to function successfully in academic settings. They lack many of the language skills of native speakers in English and their home language. English may the language of preference for the LTELs but most are trapped at intermediate levels of English proficiency or lower. 2 Olsen, Laurie, Meeting the Unique Needs of Long Term English Learners: A Guide for Educators, NEA, 2014

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Instructional Program Principles for Long Term English Learners As the District develops programs and services for LTELs, the following principles will guide planning:

1. Urgency. Focus urgently on accelerating LTEL progress towards attaining English proficiency and closing academic gaps.

2. Distinct needs. Recognize that the needs of LTELs are distinct and cannot adequately be addressed within a “struggling reader” paradigm or a generic “English Language Learner” approach, but require an explicit LTEL approach.

3. Language, literacy, and academics. Provide LTELs with language development, literacy development, and a program that addresses the academic gaps they have accrued.

4. Home language. Affirm the crucial role of home language in a student’s life and learning, and provide home language development whenever possible.

5. Three R’s: rigor, relevance, and relationships. Provide LTELs with rigorous and relevant curriculum and relationships with supportive adults (along with the supports to succeed).

6. Integration. Provide maximum integration without sacrificing access to LTEL supports.

7. Active engagement. Invite, support, and insist that LTELs become active participants in their own education.

The English Language Services department provides an Implementation Plan that details the implementation of all instructional programs for English Learners. Development of Additional Instructional Models for English Learners The district supports the development of additional instructional models that develop bilingualism/biliteracy, improve academic achievement, and cross-cultural competencies for all students. The superintendent ensures that new programs have the necessary planning and that development efforts occur prior to implementation. This includes

Division of Teaching and Learning rationale for additional programs; Collaboration and communications with appropriate constituencies, i.e., teachers,

parents, etc.; Instructional capacity of teachers and administrators; Appropriation of necessary resources (human, fiscal, facilities, professional

development, planning time, etc.); and Development of evaluation and accountability measures.

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Component 3: Monitoring of Student Progress and Reclassification

Delineates the instruments and processes for assessing English Learner attainment of English proficiency as well as academic performance.

The school site principal ensures that student progress is monitored annually based on a set of district-adopted assessments (see Figure 1). These assessments are used to determine English language proficiency and to evaluate students’ language growth and academic performance. Ongoing formative assessments to monitor students’ English Language Development progress are administered throughout the school year in listening, speaking, reading, and writing. An important purpose of assessment is to inform instruction. Assessment results for reteaching a lesson or for more long term uses such as EL Reclassification, are an important and dynamic part of teaching and learning. The information teachers obtain informs their instruction to refine, reinforce, extend or accelerate teaching of skills, content and language acquisition. The California Proficiency Level Descriptors (PLDs)3 provide an overview of stages of English language development that English Learners are expected to progress through as they gain increasing proficiency in English. The PLDs describe student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and at exit from each of three proficiency levels: Emerging, Expanding, and Bridging . These descriptors are intended to be used as a guide for teachers to provide ELs targeted instruction in English language development as well as differentiated instruction in academic content areas. These serve as guides for the process of reclassification. * Teachers analyze the most current assessment data on a regular basis to identify areas of progress and of continuing needs of individual students. Teachers use this analysis to modify instruction. Following is the current criteria used to make reclassification decisions. These will be revised when the new English Language Proficiency Assessment for California (ELPAC) and state-approved achievement assessments are aligned and adopted with the Common Core standards. The English Learner Program Administrator (ELPA) at each school site collaborates with the principal, teachers, and parents to implement and oversee the progress monitoring and reclassification processes. The English Language Services department supports the ELPA in the implementation of these processes at each school site. Division of Teaching and Learning, English Language Services department provides an Implementation Plan that details the specific assessment, procedures and criteria for EL monitoring intervals. The District carefully monitors the progress of each English Learner annually through a set of state-mandated and District-adopted assessments. These assessments are used to

3 During the transition period to the PLDs the district will use current CELDT and proficiency levels.

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assess the student’s growth in English language proficiency and academic performance. Students are reclassified from English learner to proficient in English by using a process and criteria that include, but are not limited to:

• Assessment of English language proficiency, using an objective assessment instrument, including, but not limited to, the state test of English language development; and

• Teacher evaluation, including, but not limited to, a review of the student's curriculum mastery; and

• Parent opinion and consultation during the reclassification process; and • Comparison of student performance in basic skills against an empirically

established range of performance in basic skills based on the performance of English proficient students of the same age. [California Education Code Section 313]

Criteria for Reclassification

First to twelfth graders should be considered for Reclassification around January/February - after both CELDT and Northwest Evaluation Association™ (NWEA) scores are received.

The most recent available test data will be used. Incurred deficits in motivation and academic success unrelated to English language

proficiency do not preclude a student from reclassification. Students in this situation may be reviewed at the end of the school year for possible reclassification. Conducting a School Success Team (SST) meeting is recommended.

The English Language Services Department provides an Implementation Plan that details the student progress and reclassification processes. Ongoing Monitoring of Reclassified English Learners Students who have been reclassified as RFEP will receive follow-up monitoring for a minimum of two years after reclassification to ensure that they are maintaining English proficiency. The school will receive appropriate follow-up forms to document the progress of each reclassified EL at six months, one year, and two years after reclassification. If the site indicates that the reclassification of a student may not have been appropriate, the English Language Services department will work in conjunction with school staff to conduct any essential assessments and determine the appropriate student classification, program placement, and needed interventions. The SST should be considered in these cases. Long-Term English Learners Long-Term English Learner (LTEL) is defined as an English Learner who meets the following (a) is enrolled in grades six to twelve, inclusive; (b) has been enrolled in schools in the United States for more than six years; (c) has remained at the same English language proficiency level for two or more consecutive years as determined by the

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CELDT, or any successor test (i.e., the ELPAC); and (d) scores far below basic or below basic on the English Language arts standards-based achievement test, or any successor test.

The English Language Services department staff will identify ELs who meet the legal definition of an LTEL and ELs who are “at-risk” of becoming LTELs and provide this data to the site principal. The principal will assemble a team to determine why the student is not meeting the reclassification criteria. At the beginning of the year the English Language Services department will work with the site principal to develop a plan that may include additional instructional programs/strategies to address the needs of for Long-Term English Learners at the site. The English Language Services department provides an Implementation Plan that outlines preventative steps and services to address at-risk LTELs.

Retention and Promotion of English Learners Current NHUSD Board Policy, AR #S-5123 addresses Consideration for English Learners in the retention process.

It is reasonable to consider many English Learners to be "at risk of retention," based solely on the challenges they face in acquiring English language proficiency and subject area content. However, retention for a student whose native language is other than English should, in most cases, not be considered until:

1. A year or more has elapsed after the student has gained basic, fluent English listening and speaking skills, or; 2. The student has not made expected progress in acquiring basic, fluent English listening and speaking skills after two or more years in the district's programs for English Learners.

The SRT will review any English Learners who are recommended for retention under these procedures.

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Component 4: Staffing and Professional Development

Focuses on staffing procedures and staffing categories that support English Learner programs and provides guidance on the content and procedures to be used for professional development related to English Learners services.

Staff Configuration

All teaching personnel whose assignment includes English Learners hold appropriate certification to provide necessary instructional services to ELs. Teachers assigned to provide ELD, SDAIE, and primary language instruction will be properly authorized or working to complete requirements for authorization with a signed agreement on file in the Human Resources (HR) Department. Hiring and placement of teachers is based on student and program need. EL students with the greatest needs will be assigned to the most highly qualified teachers with appropriate EL credentials.

The following outlines the authorizations required of teachers instructing English Learners. Table 1 Teacher authorizations.

Type of Instruction Proper Authorization

English Language Development (ELD)

Multiple or Single Subject (English) Teaching Credential with CLAD/BCLAD emphasis

CLAD/BCLAD Bilingual Certificate of Competence (BCC) Language Development Specialist (LDS) General teaching credential (ELD only) Supplementary Authorization in ESL, LDS,

CTEL University or District Internship

Credential with CLAD emphasis SB 395 or SB 1969 or equivalent

Specially Designed Academic Instruction in English (SDAIE)

Multiple or Single Subject Teaching Credential with CLAD/BCLAD emphasis

CLAD/BCLAD Bilingual Certificate of Competence

(BCC), Language Development Specialist (LDS)

University or District Internship Credential with CLAD emphasis

SB 395 or SB 1969 or equivalent

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Teacher Vacancies and Plan to Remedy: New Hires and Veteran Teachers

Whenever vacant teaching positions require BCLAD or CLAD certification, the District Human Resources (HR) staff actively recruits and hires teachers who are fully credentialed to fill such positions. If fully credentialed candidates holding the BCLAD/CLAD are not available, teachers in training for BCLAD/CLAD can fill the positions as long as they complete all requirements within the required time specifications.

Each spring, as part of the annual California Longitudinal Pupil Achievement Data System (CALPADS), the HR Department collects information from newly hired and veteran teachers who are not credentialed to work with EL students. These teachers submit documentation demonstrating their progress in fulfilling the requirements. All documents are submitted to HR for tracking and monitoring purposes.

Recruitment Procedures: Teachers

The following steps reflect the District’s approach to recruitment of teachers for English Learners.

Following the annual California Longitudinal Pupil Achievement Data System (CALPADS) report, each principal is consulted regarding the need for adequate numbers of qualified teachers to fully implement the EL programs at the school. These programs may include: ELD, content instruction with SDAIE strategies, primary language support, and primary language or dual language instruction. The principal ensures the appropriate number of classes needed for each program type in the school. Consultation between the site principal, HR and the English Learner Services department should occur regularly to ensure effective implementation of EL programs.

Using the projected EL student numbers and program enrollment, the principal develops a proposed staffing plan for the school. The Human Resources Office reviews the plan and works in conjunction with the TK-12 English Language Services Department to ensure effective implementation of EL programs. Vacancies are posted as necessary, listing required California Commission on Teacher Credentialing (CCTC) authorizations for the positions. To ensure the integrity of EL programs, all vacant BCLAD positions shall be replaced with BCLAD credentialed teachers, whenever possible. In a coordinated approach, District HR staff and site administrators assign properly credentialed teachers to specific programs requiring their specialized

Primary Language Multiple or Single Subject Teaching Credential

with BCLAD emphasis

BCLAD

Bilingual Certificate of Competence (BCC)

University or District Internship Credential

with BCLAD emphasis

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expertise. When there are an insufficient number of authorized teachers available to fill all openings, the teachers who are assigned to classrooms with ELs must enroll in approved training programs to secure the necessary authorizations.

Hiring Priorities and Procedures

Aggressive recruitment efforts are undertaken, internally and externally, until all positions are filled with qualified candidates.

Priority #1: Highest priority is placed on the hiring of BCLAD or equivalent teachers and their subsequent placement in primary language, dual language and Integrated ELD classrooms. The first priority for Integrated and Designated ELD settings is a BCLAD teacher assigned to Emerging, Expanding and Bridging, as well as those most in need of primary language support in core curricular areas.

Priority #2: The second priority is bilingual teachers who lack BCLAD authorization and who may be assigned to designated bilingual classrooms as an “actively pursuing” BCLAD credentialed teacher.

Priority #3: The third priority is CLAD or equivalent certified teachers. These teachers are placed in integrated mainstream classrooms with ELs. They may receive support from bilingual paraprofessionals who use the primary language to clarify, explain, motivate, and direct students.

Priority #4: The fourth priority is for teachers who are in the process of obtaining a CLAD or equivalent credential.

Administrative Staff

In order to support the implementation of the EL programs and services at the sites, staffing of schools with administrators is completed in the following prioritized manner:

Priority #1: Administrators with BCLAD credential and experience in working with EL students and programs.

Priority #2: Administrators with CLAD credential and experience in working with EL students and programs or who are receiving training on how to support EL students and programs.

Priority #3: Administrators in an approved California Commission on Teaching Credentialing (CCTC) internship program who possess a BCLAD or CLAD credential and with experience in working with EL students and programs.

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Appropriate Use of Certificated Professionals

The Director of English Language Services Department is responsible to work with District Administration to properly plan, structure, and organize certificated professional staff to meet the needs of English Learners’ instructional needs.

To effectively coordinate the (1) Identification, assessment and program placement; (2) Instructional Programs; (3) Monitoring of student progress and reclassification; (4) Staffing and professional development; (5) Parent and community involvement; and (6) Evaluation and accountability of English Language Services a Coordinator position will be established to working closely with the Director and school site administration, teachers, coaches, parents, and program staff in the implementation of the EL Master Plan.

Appropriate Use of Bilingual Paraprofessionals

Bilingual paraprofessionals contribute specialized skills in an EL program and work and plan closely with the full instructional team. When the teacher does not hold the BCLAD, the bilingual paraprofessional may work in concert with a CLAD teacher to provide primary language support to motivate, clarify, direct, support, and explain facts and concepts to the EL student. The bilingual paraprofessional’s assignment to an Integrated or Designated ELP classroom is an important priority in order to ensure comprehensible core content support in language arts, math, social studies, and science. This assignment is most effective when the paraprofessional is supporting English Learners in the mainstream classroom. Paraprofessionals are not responsible for ELD instruction. Paraprofessionals also assist with the full spectrum of language needs outside the classroom. These include:

Parent-teacher conferences and notifications

ELAC/DELAC meetings

Oral interpretation

District and Site Professional Development

New Haven Unified School District’s (NHUSD) EL Professional Development Plan that follows includes training for all staff members who work with English Learners including teachers, administrators, bilingual paraprofessionals, counselors, District office personnel, and site office personnel. The professional development training will address the following.

District ELMP policies, procedures and guidelines Second language acquisition theory Instructional EL Pedagogy & Strategies CCSS for Integrated and Designated ELD EL Instructional Program Design Curriculum and Instruction: ELD, SDAIE, and primary language

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Parent Involvement and Engagement Cultural Awareness and Sensitivity Use of Technology to serve ELs

New Haven Unified School District is committed to providing professional development for new teachers, through induction, as part of the Beginning Teacher Support and Assessment (BTSA) Program. This program includes an EL Strand that provides training on ELD and ELA standards and articulation. A plan for professional development to support staff working with English Learners is developed by the English Language Services Department. The plan will include timelines for implementation, areas of responsibilities, and a process for monitoring site and staff adherence to District policies and procedures.

Professional Development Plan for Instructors of English Learners

As a means of providing access to the curriculum for all students and developing the language proficiency of English Learners, the NHUSD supports ongoing professional development and learning to meet the needs of all District personnel responsible for the instruction of English Learners. All District personnel will participate in professional development to increase their awareness and sensitivity to the cultural and linguistic diversities of our student population, as well as services necessary to ensure equal access of all students to the curriculum. Ongoing professional development will be based on the needs of staff members serving English Learners.

Professional development will be correlated with specific ELMP instructional programs and models. The Division of Teaching and Learning will provide staff development to ensure understanding and implementation of elements of the ELMP.

Principles of adult learning theory are the basis of the design of professional learning opportunities for staff. The following considerations are included in the design and planning processes: opportunities for experiential learning, staff involvement in the planning and evaluation of PD, and time to process, reflect, and learn new knowledge and skills.

All effective research-based forms of professional development are employed in the Professional Development Plan for English Learners. This includes development of awareness and knowledge including relevant theories, practices and curricula, skill development including strategies and assessment methodologies, and transfer of training to the classroom involving all forms of coaching and support at the school level.

Each year, the English Language Services Department will coordinate the implementation of an extensive program of staff development opportunities for administrators, teachers, paraprofessionals, as well as parents/guardians of English Learners. The District will offer and support professional development opportunities that include, but are not limited to, the following:

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EL Professional Development Plan

Procedures & Policies

State and Federal Mandates and Compliance Fluent English Proficiency Monitoring Student Achievement CELDT/ELPAC training for

test administrators, teachers, and site administrators

EL data analysis and implications for instruction Reclassification and CALPADS Requirements for and multiple ways to earn and apply for an

EL Authorization

ELMP Plan Design

Mission and Vision Instructional Settings Student Placement EL Program Effectiveness

Instruction Second Language Acquisition Process English Language Development Access to Core Curriculum and State Frameworks

Assessment and Evaluation English language development (ELD) teaching methodology Understanding/implementing Structured English Immersion

(SEI) classrooms Additional/appropriate English Language Mainstream

(ELM) services Bilingual Programs, including Bilingual and Dual

Language Immersion program models and teaching methodologies, where appropriate

Specially Designed Academic Instruction in English (SDAIE) Training on standards-based instruction Classroom planning using differentiated instruction Grade level networks with suggested strategies for teaching

English Learners

Lesson Plan Design for ELD and Content areas Guided Language Acquisition Design (GLAD) Sheltered Instruction Observation Protocol (SIOP) Parent

Involvement & Engagement

School Site and District Advisory Committee Parent’s Rights and Responsibilities School Site Responsibilities Home/School Partnerships

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Cultural Awareness & Sensitivity

Second Language Acquisition Process School Culture and Climate Navigate and Engage in Educational Opportunities Multicultural Proficiency Strategies to assist EL students in the development of a positive

self-image

Monitoring of Professional Development

The Director of English Language Services Department will regularly report on professional development opportunities offered. This report will include staff participation and effectiveness of PD opportunities. The report will be reviewed by the Master Plan for English Learners Steering Committee for the purpose of ensuring accountability in the implementation of the plan.

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Component 5: Parent and Community Involvement

Highlights the procedures for involving parents of English Learners and other community stakeholders in the instructional decision-making process.

The NHUSD recognizes that effective parent engagement is a critical factor in EL student academic success. The active engagement of parents and community members in the educational process is a high priority for the District and is essential to high achievement for all students, especially ELs. It is the goal of New Haven Unified School District to have parents, staff, students, and community members work as partners in the development, implementation and evaluation of the English Learner Program. School administrators will ensure that parents are engaged as partners in the educational process and support them in developing a sense of efficacy, which translates into higher academic performance for their children. The English Language Program Administrator (ELPA) at each school site collaborates with the principal, teachers, program support staff, and parents to implement the parent engagement efforts to accomplish the District priority. The District offers a wide range of opportunities for parental and community engagement. The following types of activities may be carried out at the District or site levels to further this goal. This list is not exhaustive:

Whenever possible, the school will provide translation and interpretation of school information for all language groups to facilitate parent/teacher conferences, school advisory committee meetings, meetings regarding school safety, Student Success Team (SST) meetings, suspension and expulsion conferences and hearings, and for all due process actions held at the District level.

When 15% or more of the students enrolled at the school site speak a single primary language other than English, as determined by CALPADS data from the preceding year, all notices, reports, statements, and records sent to parents of such students will be written in English and in the primary language.

Site administrators will plan and provide for primary language interpretation and translation through the use of District-approved interpreters and translators or other staff.

The District will have bilingual staff that support system-wide interpretation and translation services that are available to interpret or translate documents.

The District has at least one translator/interpreter to assist with parent communications in relation to system-level services.

Parent meetings should be parent friendly, held at convenient meeting times, and parents should be provided translation services, childcare, and refreshments.

Parent training sessions focused on parental rights, school advocacy, school operations and who to go to for assistance related to problems or concerns.

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The school will encourage parent volunteerism by providing opportunities for parents to volunteer. Training on how parents can effectively participate in school and support learning at home will be provided.

The District and schools should provide training to parents on how to support the reclassification process, understand student progress, and how to support learning at home.

The District and schools provide ongoing staff development to all school staff on how to work with parents, including communication skills, respect, and cultural sensitivity.

PARENT ADVISORY COMMITTEES

English Learner Advisory Committee (ELAC) Schools with 21 or more English Learners are required to establish a functioning English Learner Advisory Committee (ELAC). The site principal is responsible to ensure the establishment of an ELAC. The administrator or designee will coordinate meetings and communication/documentation between the site and Community Engagement Office. Elected parent/guardian members conduct ELAC meetings. Elections for ELAC are conducted at the school site by October 15th of each year. Voting membership composition must reflect the percentage of ELs in the school. The committee includes parents and school staff (fewer than the number of parents). If a member must be replaced during the year, the replacement serves for the remainder of the year. The ELAC may also include other school parents and community members, but the district must ensure that the number of parents of English Learners on the ELAC is at least the same percentage as that of EL students in the school. At the beginning of the following year, an election must be held to fill the positions. The committee meets the following legal requirements. 1. Formation: All parents/guardians of English Learners must have the opportunity to participate and vote in an election during which they elect the parent members of the committee. 2. Training: Members have received training on how to carry out their legal responsibilities and information regarding how to make informed recommendations to the principal and SSC. This training can include the following topics:

Initial identification and placement of ELs. Parental notifications, including Initial Enrollment, Initial Assessment Results, Annual Notifications, and Title III Annual Measurable Achievement Objectives (AMAOs). Assessments for ELs, including the CELDT/ELPAC, use of primary language

assessments (Spanish), and state-mandated achievement assessments. Goals, rationale, structure, and outcomes of the instructional programs for ELs in

the District.

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Monitoring the academic and linguistic progress of ELs, including intervention services for students not making adequate progress.

Criteria and procedures for reclassification of ELs. Monitoring the academic progress of RFEP students.

The English Language Services Department provides an Implementation Plan with details regarding the creation and functioning of the ELAC. 3. Responsibilities: The ELAC advises the principal and School Site Council (SSC) on topics relating to English Learners, including but not limited to:

To advise the School Site Council on the development of the Single School Plan for Student Achievement.

To advise the site principal and staff on the school’s program for English Learners. To advise in the development of the school’s needs assessment. To assist in the development of the school’s annual CALPADS language census

report; Based on the results of the language census, ELAC members may make recommendations for program modifications.

To communicate to all parents, the importance of school attendance. ELAC members may provide recommendations to the school on how to raise the attendance rate of EL students, which can contribute to increased student achievement.

Review the submission of agendas and minutes of ELAC meetings. 4. District level parent advisory committee participation: Parents/guardians have the opportunity to elect one member and one alternate to the District English Learner Advisory Committee (DELAC) In the NHUSD parent involvement is supported through regular DELAC meetings held at the Division of Teaching and Learning. A majority of the committee members should be parents of English learners but cannot be employees of the district. Many of the tasks of the DELAC are similar to those of the ELAC, but are carried out at the District level.

The New Haven Unified School District DELAC has the opportunity to advise the governing board on the following tasks:

Implementation of a district English Learner Master Plan that takes into consideration the Single Plan for Student Achievement

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 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

The District provides all DELAC members with appropriate training, materials, and information to assist each member in carrying out his/her responsibilities and any required duties. The minutes of the DELAC meeting clearly reflect the areas of training that

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have been covered during the meeting. The director of the English Language Services Department ensures the effective operations, planning and documentation of the DELAC functions and activities.

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Component 6: Evaluation and Accountability

Provides an overview of accountability expectations and evaluation mechanisms for the ELMP.

The NHUSD Board of Education (BOE) fully supports the implementation of the English Learner Master Plan. The superintendent is responsible for its implementation and will report progress to the Board of Education on a bi-annual basis. The Superintendent (or designee) will create and work with the EL Master Plan (ELMP) Advisory Committee to monitor the implementation and the effectiveness of the plan in accomplishing the goals of improved EL programs and services and increased achievement and proficiency of English Learners. Members of the ELMP Advisory Committee represent the the relevant EL constituent groups including but not limited to: parents, teachers, counselors, site and district administrators, and students. The ELMP Advisory Committee will meet on a bi-annual basis.. The Superintendent (or designee), in conjunction with the ELMP Advisory Committee, will set the accountability measures and evaluation criteria. These measures are aligned with Local Control Accountability Plan. The main goal is to examine the progress towards implementation goals. The superintendent will ensure that needed evaluation data is provided. The Superintendent (or designee) and the EL Master Plan Advisory Committee will report to the Board of Education on a bi-annual basis.

The Master Plan for English Learners demonstrates a collaborative effort among all District departments to effectively serve English Learners. This plan also demonstrates the District’s commitment to implement optimal educational programs for English Learners in order to address disparities and inequities that are recognized as contributing to the achievement gap. The careful development and successful implementation of the ELMP in NHUSD will result in English Learners acquiring the skills necessary to compete successfully in the global marketplace, succeed in college, and become contributing members of society.

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Component 7: Funding & Resources

Outlines fiscal resources provided by the NHUSD in the Local Control Accountability Plan.

The NHUSD Board of Education (BOE) fully supports the implementation of the English Learner Master Plan. As such the BOE seeks to provide the resources to effectively implement the English Learner Master Plan. Given dynamic budgetary considerations the BOE and superintendent will annually evaluate and adjust as needed the resource allocations to address the needs of English Learners as described in the EL Master Plan.

The two main sources of funding to implement the EL Master Plan are: 1. Federal Funding: Part A of Title III, the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Section 3102. The NHUSD uses Title III funds to implement language instruction educational programs designed to help EL students achieve standards. The state educational agency, districts, and schools are accountable for increasing the English proficiency and core academic content knowledge of LEP students. (CDE, 2016, http://www.cde.ca.gov/sp/el/t3/title3faq.asp) The NHUSD allocates Title III funds to meet the needs of English Learners. Examples of expenditures include administrative salaries of the Director and Coordinator of EL Services, EL part time support teachers at middle schools, professional development and student supplemental resources and supplies. The BOE and superintendent annually adjust the allocations as needed to better address the needs of EL students. 2. State Funding: Local Control Funding Formula (LCFF): Title 5. This legislation provides funding for meeting the needs of English Learners. In addition, the LCFF:

Provides a supplemental grant equal to 20 percent of the adjusted base grant multiplied by ADA and the unduplicated percentage of targeted disadvantaged pupils. Targeted pupils are those classified as English learners (EL), meet income requirements to receive a free or reduced-price meal (FRPM), foster youth, or any combination of these factors (unduplicated count).

Provides a concentration grant equal to 50 percent of the adjusted based grant multiplied by ADA and the percentage of targeted pupils exceeding 55 percent of the local educational agency’s enrollment. (CDE, Chapter 14.5. Local Control Funding Formula Regulations, http://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp)

Under the LCFF the NHUSD is required to prepare annually the Local Accountability Plan (LCAP), which describes how the district intends to meet annual goals for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d). The NHUSD LCAP outlines planned expenditures to meet the needs of English Learners. The NHUSD Local Control Accountability Plan is reviewed annually by the NHUSD Board of Education. Examples of allocations include salaries of instructional support EL personnel,

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other administrative staff involved in EL work (counselor support or migrant, etc.), two-

part time high school EL coaches, K-8 Literacy coaches, paraprofessionals and

administrative assistants. The BOE and superintendent adjust the allocations annually as needed to better address the needs of EL students.

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Glossary

List the terms and acronyms used in the Master Plan.

AMAOs: Annual Measurable Achievement Objective

API: Academic Progress Index

AYP: Academic Yearly Progress

BCC: Bilingual Certificate of Competency

BCLAD: Bilingual, Cross-cultural, Language and Academic Development

ELD: English Language Development

SDAIE: Specially Designed Academic Instruction Delivered in English

Bilingual Alternative Program: A program option for ELL students who choose biliteracy as an academic program option. The program provides a language acquisition process that develops academic language and literacy in both English and Spanish.

BINL: Bilingual Inventory of Natural Language. Oral primary language test for non-Spanish speakers

BTSA: Beginning Teacher Support and Assessment. The purpose of BTSA as set forth in the California Ed Code, Section

CAHSEE: California High School Exit Examination

CAPA: California Alternate Performance Assessment

CDE: California Department of Education.

CELDT: California English Language Development Test

CPM: Categorical Program Monitoring.

CCR: Coordinated Compliance Review

CLAD: Cross Cultural, Language and Academic Development ; Authorizes the holder to provide the ELL student with English Language Development and Specially Designed Academic Instruction Delivered in English (SDAIE).

CST: California Standards Tests

CTEL: California Teacher of English Learners Examination.

DELAC: District English Learner Advisory Committee. An advisory committee that advises the districts governing board on programs and services for English Learners.

Dual Language Immersion Program: The goal is acquisition of academic proficiency in two languages: English and Spanish, together with mastery of academic core content.

EL: English Learner. Also known as LEP (Limited English Proficient). Used in many state documents. Equivalent to ELL.

ELL: English Language Learner

ELA: English Language Arts

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

ELAP: English Learner Acquisition Program

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

ELD Content: Secondary courses such as math and science taught using SDAIE (Specially Designed Academic Instruction in English) techniques.

EO: English Only student

ESL: English as a Second Language

FEP: Fluent English Proficient. Students with a home language other than English, whose oral and written English skills approximate those of English Speakers.

GATE: Gifted and Talented Education

HLS: Home Language Survey

HLS in Registration form: Home Language Survey in registration

IEP: Individualized Educational Plan

IFEP: Initially Fluent English Proficient

LCAP: Local Accountability Plan: Describes how the district intends to meet annual goals for all pupils.

LAS: Language Assessment Scales

LCFF: Local Control Funding Formula: This California legislation provides funding for meeting the needs of English Learners.

LRT: Language Review Team.

LEA: Local Education Agency LEP: Limited English Proficient

L1: The language that has been identified as the student’s primary or home language.

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

LDS: Language Development Specialist Certificate.

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

Newcomer: A student who is a recent immigrant to the United States.

OCR: Office for Civil Rights

Overwhelmingly in English: Overwhelmingly in English / nearly all in English is not defined in Prop 227, but its use strongly implies that some instruction be provided in the students primary language. Teachers or other instructional support personnel use the student’s primary language to motivate, clarify, direct, support, and explain.

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Parental Exception Waiver: Parents or legal guardians must apply in writing and in person , annually. Request that the child be transferred to classes where they are taught English and other subjects through bilingual education techniques or other generally recognized educational methodologies permitted by law.

Primary Language: (L1) The first language the student learns to speak at home or the most often spoken language

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

Reclassification: When a student has met all district criteria, he/ she are reclassified from ELL to Fluent English Proficient (FEP) student.

RFEP: Reclassified Fluent English Proficient.

Second Language: (L2) The second language a student learns t0 speak.

SDAIE: Specially Designed Academic Instruction in English. A methodology used by teachers who possess the competency to make academic content comprehensible to ELL students.

SIP: School Improvement Program

SLL: Second Language Learner

SOLOM: Student Oral Language Observation Matrix. Informal assessment of oral language, reading and writing

SST: Student Success Team

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

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

Title III: A program providing funding to improve the education of ELLs by assisting them in learning English and meeting state academic standards.

Transferability of Skills: Instruction within a program where transferable skills are directly taught so that students make the connection between their primary language and English

Appendix

A36

.

Appendix

Appendix

A37

New Haven Unified School District

English Learner Advisory Committee

(ELAC)

Meeting Minutes

School: Date:

MEMBERS PRESENT

Legal Requirement/Training Covered: (Check topic(s) covered at this meeting

and reflected in Minutes)

1 Development of the School’s Plan on Services to English Learners

2 Help conduct the School’s Needs Assessment

3 Review School’s Language Census

4 Importance of parents’ awareness of school attendance

Training activity:

Other Presentations or Guest Speakers

Parent Input/Advice/Comments:

Appendix

A38

New Haven Unified School District

District English Learner Advisory Committee (DELAC) Meeting

Date & Time:

Location:

Meeting Minutes

MEMBERS PRESENT

Parent DELAC Reps District Staff Community Guests

Legal Requirement/Training Covered: (Check topic(s) covered at this meeting and reflected in Minutes)

1 Development/revision of the district master plan for educational programs and services for English Learners

that takes into consideration the Single Plan for Student Achievement

2 Development of a district-wide needs assessment on a school-by-school basis.

3 Establish district program, goals, and objectives for programs and services for English Learners

4 Development of plan to ensure compliance with any applicable teacher and instructional aide requirements

5 Administration of the Annual Language Census (R30 Report).

6 Review/comment on district reclassification procedures

7 Review/comment on written notifications required to be sent to parents and guardians

Training activity:

Parent Input/Advice/Comments on Legal Requirements:

Other Presentations or Guest Speakers

Parent Input/Advice/Comments:

Appendix

A39

CEC/School Use Only

Student ID ___________

Teacher _____________

Grade ______________

Teacher _____________

New Haven Unified School District

Home Language Survey

English

The California Education Code requires schools to determine the language(s) spoken at home by each student. This information is essential in order for schools to provide meaningful instruction for all students. Your cooperation in helping us meet this important requirement is requested. If you need assistance in completing this information to ensure its accuracy, please ask any questions to the enrollment clerk at the time of enrollment.

Student Name ____________________________________________ Grade ______ □ Male □ Female Birthdate _____/_____/_____ Age _____ Birthplace of student ________________________________ Month Day Year Country

Date student first entered any U.S. school (K-12): _____/_____/_____ Month Day Year Name of previous school ___________________________ City _________________ Zip ___________ Previous years of schooling ___ Preschool ___ K-12 ___ Last country of residence _________________

1. Which language did your child learn when he or she first began to talk?

3. What language do you use most frequently to speak to your child?

2. What language does your child use most frequently at home?

4. Name the language most often spoken by the adults at home. Please indicate the specific dialect spoken.

If you answered numbers 1-3 as a language other than English please answer the following questions to the best of your knowledge by circling one of the choices to the right.

How well does you student speak the primary/home language? Not at all Some Very Well

How well does your student read the written primary/home language?

Not at all Some Very Well

How well does your student write the primary/home language? Not at all Some Very Well

□ Family income is related to agriculture or fishing.

□ I would like to receive translations of notices and announcements, if available.

□ I will need an interpreter to meet with my child’s teacher, if available.

□ I can assist as a □ translator (written) or □ interpreter (spoken)

_________________________________________ __________________ Parent/Guardian Signature Date

Appendix

A40

New Haven Unified School District

Primary Language Assessment

K-2 Conversational Interview

Student Name Student I.D. Sex M / F

School Grade Date

Primary/Home Language

Interviewer

Primary Language

Fluent Limited Non-Speaking

Language Dominance

Student seems to be most comfortable using: Primary Lang English

Interviewer Comments/Concerns (Optional)

Appendix

A41

New Haven Unified School District

Primary Language Assessment

K-2 Conversational Interview

Introduction

This a survey of primary/home language ability. Therefore, I will use your primary/home

language to interview you. I would like you to respond to me in your primary/home language.

Student understands

and answers:

Yes

No

What is your name?

What grade are you in?

What do you like to eat?

What language do you use when you speak at home?

What language do you like to use best?

If student misses all of the above questions, stop test and mark “Non speaking” on the front

page.

Note: Numbers 6-8 are “yes” if the student answers in complete sentences or understandable

conversational response.

Student understands

and answers:

Yes

No

1. Tell me what you and your friends like to do together.

2. Tell me about the kinds of games or sports you like.

3. Tell me about your favorite television show.

Have student talk with you about one of the pictures

provided.

Fluent

Student understands and answers are “yes” to more than 7 questions. Can

carry on a conversation in the primary language appropriate to their age. Limited

Student understands, has more than 5 “yes” answers but has limited responses.

Non Speaking

Student does not have at least 5 “yes” answers.

Appendix

A42

New Haven Unified School District

Primary Language Assessment

3-12 Conversational Interview

Student Name Student I.D. Sex M / F

School Grade Date

Primary/Home Language

Interviewer

Conversational Interview

Fluent Limited Non-Speaking

Reading

Fluent Limited Non-Speaking

Writing

Fluent Limited Non-Speaking

Language Dominance

Student seems to be most comfortable using: Primary Lang English

Please note any concerns or comments that you have about this student. Please bring this

information to the attention of the English Learner Program Administrator.

Appendix

A43

New Haven Unified School District

Primary Language Assessment

3-12 Conversational Interview

Part I: Primary Language - Oral This a survey of primary/home language ability. Therefore, I will use your primary/home language to interview you. I would like you to respond to me in your primary/home language. Student understands and answers:

Yes

No

What is your name?

What grade are you in?

3. Where have you gone to school?

4. What do you like to eat?

5. What language do you use when you speak at home?

6. What language are you most comfortable using?

If student misses all of the above questions, stop test and mark “Non-Speaking” on the front page. Note: Numbers 6-8 are “yes” if the student answers in complete sentences or understandable

conversational response. Student understands and answers: *Encourage student to answer in complete sentences.

Yes

No

7. Tell me what you and your friends like to do together.

8. Tell me about the kinds of games or sports you like.

9. Tell me about a movie you have seen or a story you have heard.

10. Have student talk with you about one of the pictures provided.

Fluent

Student understands and answers are “yes” to more than 7 questions. Can carry on a conversation in the primary language appropriate to their age.

Limited

Student understands, has more than 5 “yes” answers but has limited responses.

Non Speaking

Student does not have at least 5 “yes” answers.

Appendix

A44

Grades

3-12

0 Correct = Non-Reader

1-3 Correct = Limited Reader

4 Correct = Fluent Reader (Record results on the cover page under Reading.)

2

Part II: Primary Language - Reading

Tester: Show student the short story in their language. “Can you read this?” If student

answers yes, proceed. If no, mark “Non-Reading” on cover page and go to Part

III. Have the student read the story aloud in his/her primary language. (Stories are

provided by the English Learner Program Administrator.) Explain to the student

that you will ask him/her questions after he/she has read the story.

If the student cannot read in his/her primary language, score the student as “N”

(non-reading) on the cover page. If the student can read the story, proceed with

the following questions:

Student answers correctly:

Yes No

1. Where do you think the little girl found the book? ______ ______

(under the bed)

2. Who gave the book to the girl? ______ ______

(her teacher)

3. Where did she look for the book? ______ ______

(inside & outside of the house)

4. What kinds of books did the girl like to read? ______ ______

(all kinds)

Appendix

A45

3

Part III: Primary Language - Writing

Primary Language Writing Sample

Tester Asks: Can you write in your home language? (For example, Can you write in Spanish?,

Can you write in Farsi?, etc.) If student answers no mark “Non-Writing “ on cover sheet and

testing is complete. If students answers yes, proceed with directions.

Write a short story about something you like to do. Use details and examples to make your

writing interesting. Your writing should have a beginning, a middle, and an end. Do the best

you can with spelling and make your handwriting clear.

Appendix

A46

4

New Haven Unified School District

Primary Language Assessment

3-12 Guidelines for Scoring Writing

“Non-Writing”

· No response; blank [NR].

· Response is unintelligible and/or contains no correctly spelled words.

· Response is illegible.

· Response is identical to a previous response.

· Response merely copies the prompt.

“Limited”

· Errors may destroy or seriously impede communication.

· Consists of isolated words and phrases.

· May consist of sentence fragments and/or complete sentences.

· Communication, simple or detailed, is generally clear.

· Serious difficulties with grammar, mechanics, word choice, and/or syntax.

“Fluent”

In general:

· Contains clear ideas.

· Mostly logical sequencing.

· May contain run-on sentences and/or sentences connected by “and” or “and then”.

· Contains well-organized events or ideas.

· Contains more complex sentence structure.

· Uses rich and varied vocabulary.

· May contain a few minor errors in grammar and/or mechanics.

Appendix

A47

SOLOM (STUDENT ORAL LANGUAGE OBSERVATION MATRIX) Student’s Name:

Grade:

Date:

Language Observed:

Teacher:

A. Comprehension

B. Fluency

C. Vocabulary

D. Pronunciation

E. Grammar

1

Cannot be said to

understand even simple

conversation.

Speech is so halting and

fragmentary as to make

conversation virtually impossible.

Vocabulary limitations so

extreme as to make

conversation virtually

impossible.

Pronunciation problems so

severe as to make speech

virtually impossible.

Errors in grammar and word

order so severe as to make

speech virtually

unintelligible.

2

Has great difficulty

following what is said.

Can comprehend only

“social conversation”

spoken slowly and with

frequent repetitions.

Usually hesitant; often forced into

silence by language limitations.

Misuse of words and very

limited vocabulary make

comprehension quite difficult.

Very hard to understand

because of pronunciation

problems. Must frequently

repeat in order to make

himself/herself understood.

Grammar and word order

errors make comprehension

difficult. Must often rephrase

and/or restrict himself/herself

to basic patterns.

3

Understands most of what

is said at slower-than

normal speed with

repetitions.

Speech in everyday conversation

and classroom discussion is

frequently disrupted by the

student’s search for the correct

manner of expression.

Frequently uses the wrong

words; conversation

somewhat limited because of

inadequate vocabulary.

Pronunciation problems

necessitate concentration

on the part of the listener

and occasionally lead to

misunderstanding.

Makes frequent errors of

grammar and word order,

which occasionally obscure

meaning.

4

Understands nearly

everything at normal

speech, although

occasional repetition may

be necessary.

Speech in everyday conversation

and classroom discussions is

generally fluent, with occasional

lapses while the student searches for

the correct manner of expression.

Occasionally uses

inappropriate terms and/or

must rephrase ideas because

of lexical inadequacies.

Always intelligible, though

one is conscious of a

definite accent and

occasional inappropriate

patterns.

Occasionally makes

grammatical and/or word-

order errors which do not

obscure meaning.

5

Understands everyday

conversation and normal

classroom discussions

without difficulty.

Speech in everyday conversation

and classroom discussions is fluent

and effortless approximating that of

a native speaker.

Use of vocabulary and idioms

approximates that of a native

speaker.

Pronunciation and

intonation approximates

that of a native speaker.

Grammatical usage and word

order approximates that of a

native speaker.

Based on your observation of the student, indicate with an “X” across the square in each category which best describes the student’s abilities.

The SOLOM should only be administered by persons who themselves score at level “4” or above in all categories in the language being assessed.

Students scoring at level “1” in all categories can be said to have no proficiency in the language.

Students scoring at level “4” or “5” in all categories can be said to have fluent proficiency in the language.

Teacher Signature: ___________________________________________________

Appendix

A48

New Haven Unified School District

English Learner Program

Parent Notification Letters

“Annual” English Learner: A students who has already been tested on CELDT anywhere within

the state of California, has received State CELDT results, and has been designated as an English

learner.

“Initial” English Learner: A student who is being tested on CELDT for the FIRST time

anywhere within the state of California. The “initial” test is scored locally for preliminary results

and placement, then the test is sent to the test contractor for official scores. Upon receipt of

official scores, student program placement is confirmed.

Letter Purpose Timeline

1 Ongoing Program Placement for Annual

English Learners August/September

Not later than 30 days after the beginning of

the school year. *

2 Preliminary Assessment Results and

Program Placement for Initial English

Learners

Beginning of school year: not later than

30 days after the beginning of the

school year (September) *

During school year: within two weeks

of students being placed in the program.

*

3 Primary Language Assessment Beginning of school year: not later than

30 days after the beginning of the

school year (September) *

During school year: within two weeks

of students being placed in the program

*

4 Annual Assessment Results and

Placement for both Initial and Annual

Students

Within 30 calendar days following receipt

of results of testing from the test contractor.

The major mailing of this letter is for annual

students in January. Letter C for initial

students is sent throughout the year.

5 Reclassification Upon Reclassification of student, usually in

February.

* As Per Title III Regulations

Appendix

A49

New Haven Unified School District

Parent Notification of Ongoing Program Placement for English Learners Grades K–5

September 2016

Student Name: _____________________________ School: ___________________________

Student I.D.: _______________________________ Teacher: ___________________________

Grade: ______________

Dear Parent(s)/Guardian(s): State and federal law require that parents of English Learners be notified annually of their child’s program placement. Based on last year’s California English Language Development Test (CELDT) scores your child is continuing in the program checked below. Students are re-tested annually to measure progress. You will be notified of the newest test results, and any change of program placement, when the testing is complete and the results become available. English learner (EL) with less than reasonable fluency in English and will be assigned to the

Structured English Immersion.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the English Language Mainstream Program. At the K-5 level this would not require a change of teacher.

English learner (EL) with reasonable fluency in English and will be assigned to the English

Language Mainstream.

English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation.

It is also possible if your child meets multiple criteria, including CELDT scores, standardized test scores, and teacher evaluation, that they could be reclassified in the future as a Fluent English Proficient Student and be placed in the district’s regular program of instruction. Your child’s test results from the California Standardized Testing & Reporting (STAR) program are mailed to you in a separate letter. English Learners who are also identified as requiring Special Education services will be assigned to

Structured English Immersion or English Language Mainstream program as described above.

Linguistically appropriate goals and objectives will be written and included in their Individualized

Education Program (IEP).

Appendix

A50

New Haven Unified School District

Parent Notification of Ongoing Program Placement for English Learners Grades 6-12

September 2016

To the Parents/Guardians of__________________________ School: ___________________

Student I.D.: _______________

Grade: _____________________

Dear Parent(s)/Guardian(s): State and federal law require that parents of English Learners be notified annually of their child’s program placement. Based on last year’s California English Language Development Test (CELDT) scores your child is continuing in the program checked below. Students are re-tested annually to measure progress. You will be notified of the newest test results, and any change of program placement, when the testing is complete and the results become available. English learner (EL) with less than reasonable fluency in English and will be assigned to the

Structured English Immersion.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the English Language Mainstream Program At the K-5 level this would not require a change of teacher.

English learner (EL) with reasonable fluency in English and will be assigned to the English

Language Mainstream.

English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation.

It is also possible if your child meets multiple criteria, including CELDT scores, standardized test scores, and teacher evaluation, that they could be reclassified in the future as a Fluent English Proficient Student and be placed in the district’s regular program of instruction. Your child’s test results from the California Standardized Testing & Reporting (STAR) program are mailed to you in a separate letter. English Learners who are also identified as requiring Special Education services will be assigned to

Structured English Immersion or English Language Mainstream program as described above.

Linguistically appropriate goals and objectives will be written and included in their Individualized

Education Program (IEP).

Appendix

A51

New Haven Unified School District Preliminary Assessment Results and

Program Placement for Initial English Learners Grades K–5

September 2016

Student Name: ____________________________ School: ________________________

Student I.D.: ______________________________ Teacher: ________________________

Grade: ____________

Dear Parent(s)/Guardian(s): Upon enrollment, a language other than English was noted on your child’s Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments for program placement and the program options that are available to your child according to state and federal law.

English Language Assessment Results English Proficiency Identification

Your child has been administered the California English Language Development Test (CELDT).

The purpose of this test is to determine how well each student tested can listen, speak, read and write

in English.

Skill Area

CELDT Proficiency Level

Level Descriptors

Listening Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Speaking

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Reading (Grades 2-5)

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced Writing (Grades 2-5)

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Overall Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Final test results will be mailed to you when they are received from the testing company.

Based on district scoring, using the testing company’s scoring guide, your child has been

identified as an: English learner (EL) with less than reasonable fluency in English and will be assigned to

the Structured English Immersion Program.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the

English Language Mainstream Program.

Appendix

A52

English learners (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program. English Language Mainstream Program (ELM) provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (R-FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Initial Fluent English Proficient (IFEP) student and will be placed in the district’s regular program of instruction and will not be required to take the CELDT test again.

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation. It is also possible if your child meets multiple criteria, including CELDT scores, standardized test scores, and teacher evaluation, that they could be reclassified in the future as a Fluent English Proficient Student and be placed in the district’s regular program of instruction. Your child’s test results from the California Standardized Testing and Reporting (STAR) program are mailed to you in a separate letter. Your child will also be given the Language Dominance Survey/Structured Interview or the Student Oral Language Observation Matrix Test (SOLOM) in order to measure proficiency in his/her primary language. The results will be sent to you when this testing is complete. English Learners who are also identified as requiring special education services will be assigned Structured English Immersion or English Language Mainstream program as described above. Linguistically appropriate goals and objectives will be written and included in their Individualized Education Program (IEP).

You are encouraged to become involved in your child’s education and to participate in your

school’s English Learner Advisory Committee (ELAC). Please contact ___________________, the English Learner Program Administrator at ________________________ at (510) _________ if you would like to more information or if you would like to schedule a parent conference to

discuss your child’s English language program.

Parental Exception Waiver Request/Alternative Program

Parental Exception Waiver Request

California state law gives parents the right to apply for an Alternative Program to the Structured

English Immersion Program. The process also requires that the student meet one of the following

criteria: a) knows English and academically performs at least at the 5th

grade level, b) is 10 years

of age or older, c) is a student under 10 years of age, was placed in an English language

classroom for 30 calendar days and special needs exist. If parents of 20 or more students in one

grade level at the same school request the alternative program, the school is required to provide a

program. If fewer than twenty students receive a waiver in one grade level at a school your child

Appendix

A53

may be allowed to transfer to an alternative program in a neighboring school district. Your

school principal will advise you of program availability. The process requires that parents come

to the school and complete a Parental Exception Waiver request.

Alternative Program

Transitional Program – Spanish: As required by State law, students must first be placed in a Structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, whose primary language is Spanish and who exhibit age-appropriate proficiency in Spanish. The Spanish language will be used to strengthen the academic achievement of the students in the core curriculum while they learn English. Students are provided access to state-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a minimum of 45 minutes a day of English Language Development (ELD) and will receive specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Copy: To Student ELD File

Appendix

A54

New Haven Unified School District

Preliminary Assessment Results and

Program Placement for Initial English Learners

Please sign this page and return it to your child’s teacher at

_______________________________.

Student Name: (please print)

I received information regarding my child’s preliminary CELDT test results.

I received information about the English Learner Programs: Structured English Immersion

Program, English Language Mainstream Program, and an Alternative Program offered in our

school District.

I understand that I have the right to move my child into the English Language Mainstream

Program at

any time.

I understand that I have the right to apply for a Parental Exception Waiver.

____________________________________ ____________________________

Signature of Parent or Guardian Date

Copy: To Student ELD File

Note to Staff: Please return to English Learner Program Administrator

Appendix

A55

New Haven Unified School District

Preliminary Assessment Results and

Program Placement for Initial English Learners Grades 6-12

September 2016

To the Parent/Guardian of _____________________________ School: _____________

Student I.D.: _________

Dear Parent(s)/Guardian(s): Upon enrollment, a language other than English was noted on your child’s Home Language Survey. Pursuant to California law, our school district is required to assess the English and primary language proficiency of your child. This form is intended to notify you of these assessments for program placement and the program options that are available to your child according to state and federal law.

English Language Assessment Results English Proficiency Identification Your child has been administered the California English Language Development Test (CELDT). The purpose of this test is to determine how well each student tested can listen, speak, read and write in English.

Skill Area

CELDT Proficiency Level

Level Descriptors

Listening Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Speaking

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Reading

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced Writing

Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced

Overall Beginning, Early Intermediate, Intermediate, Early Advanced, Advanced Final test results will be mailed to you when they are received from the testing company.

Based on district scoring, using the testing company’s scoring guide, your child has been identified as an: English learner (EL) with less than reasonable fluency in English and will be assigned to

the Structured English Immersion Program.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the

English Language Mainstream Program.

Appendix

A56

English learners (EL) with reasonable fluency in English and will be assigned to the English Language Mainstream Program.

English Language Mainstream Program (ELM) provides instruction in English only, and

is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (R-FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Initial Fluent English Proficient (I-FEP) student and will be placed in the district’s

regular program of instruction and will not be required to take the CELDT test again.

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation. It is also possible if your child meets multiple criteria, including CELDT scores, standardized test scores, and teacher evaluation, that they could be reclassified in the future as a Fluent English Proficient Student and be placed in the district’s regular program of instruction. Your child’s test results from the California Standardized Testing and Reporting (STAR) program are mailed to you in a separate letter. Your child will also be given the Language Dominance Survey/Structured Interview or the Student Oral Language Observation Matrix Test (SOLOM) in order to measure proficiency in his/her primary language. The results will be sent to you when this testing is complete. English Learners who are also identified as requiring special education services will be assigned Structured English Immersion or English Language Mainstream program as described above. Linguistically appropriate goals and objectives will be written and included in their Individualized Education Program (IEP).

You are encouraged to become involved in your child’s education and to participate in your

school’s English Learner Advisory Committee (ELAC). Please contact ___________________, the English Learner Program Administrator at ________________________ at (510) _________ if you would like to more information or if you would like to schedule a parent conference to

discuss your child’s English language program.

Parental Exception Waiver Request/Alternative Program

Parental Exception Waiver Request California state law gives parents the right to apply for an Alternative Program to the Structured English Immersion Program. The process also requires that the student meet one of the following criteria: a) knows English and academically performs at least at the 5

th grade level, b) is 10 years

of age or older, c) is a student under 10 years of age, was placed in an English language classroom for 30 calendar days and special needs exist. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide a program. If fewer than twenty students receive a waiver in one grade level at a school your child

Appendix

A57

may be allowed to transfer to an alternative program in a neighboring school district. Your school principal will advise you of program availability. The process requires that parents come to the school and complete a Parental Exception Waiver request.

Alternative Program

Primary Language Content Classes – Spanish: As required by State law, students must first be placed in a structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, who are literate in Spanish and who need to continue high level academic subject learning in Spanish while they learn English. Students are provided access to state- and/or local board-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a sequential program of English language development (ELD) taught daily in a structured English immersion setting, supported with sheltered and specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Copy: To Student ELD File

Appendix

A58

New Haven Unified School District

Preliminary Assessment Results and

Program Placement for Initial English Learners

Please sign this page and return it to your child’s teacher at

_______________________________.

Student Name: (please print)

I received information regarding my child’s preliminary CELDT test results.

I received information about the English Learner Programs: Structured English Immersion

Program, English Language Mainstream Program, and an Alternative Program offered in our

school District.

I understand that I have the right to move my child into the English Language Mainstream

Program at any time.

I understand that I have the right to apply for a Parental Exception Waiver.

____________________________________ ____________________________

Signature of Parent or Guardian Date

Copy: To Student ELD File

Note to Staff: Please return to English Learner Program Administrator

Appendix

A59

New Haven Unified School District

(Insert School Name)

Primary Language Assessment Notification

200__

Student Name

Student ID #

Dear Parent(s)/Guardian(s):

When you enrolled your child in school you indicated on the Home Language Survey that your

child uses a language other than English. State law requires that we assess new students in their

home (primary) language whenever possible in speaking, listening, reading and writing.

Kindergarten and first grade students are only assessed in speaking and listening.

Based on our informal assessment we have determined that your child’s proficiency in his

home (primary) language is:

Grades K-12 Grades 3-12

Conversational Interview Reading Writing

Fluent Fluent Fluent

Limited Limited Limited

Non Speaking Non Reader Non Writer

It was not possible to test your student in his/her home (primary) language. The Student

Oral Language Observation Matrix (SOLOM) was completed by the teacher. The teacher

has assessed the student’s command of oral language in English on the basis of what they

observe on a continual basis in a variety of classroom situations.

The above assessments will assist us in determining the type of support services your child may

require.

If you have any questions please contact

(Insert Administrator’s name and title here)

English Learner Program Administrator

Appendix

A60

New Haven Unified School District

Annual Assessment Results and

Program Placement for English Learners Grades K–5

February 2016

Student Name: «First» «Last» School: «School»

Student I.D.: «Stu_ID» Teacher: «Tchr_First» «Tchr_Last»

Grade: «Grade» Dear Parent(s)/Guardian(s): Each year students in the English Learner program, or who are being initially evaluated for the English Learner program, are required to be assessed in their English proficiency. The purpose of this test is to determine how well each student tested can listen, speak, read and write in English. Your child was administered the California English Language Development Test (CELDT). The results of this assessment as determined by the testing company are enclosed. Based on the results of this testing your child has been identified as an: English learner (EL) with less than reasonable fluency in English and will be assigned to the

Structured English Immersion Program.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the English Language Mainstream Program

English learner (EL) with reasonable fluency in English and will be assigned to the English Language

Mainstream Program.

English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Initial Fluent English Proficient (I-FEP) student: Your child will be placed in the district’s regular program of instruction and will not be required to take the CELDT test again.

Possibly eligible as a Reclassified Fluent English Proficient (R-FEP) student: Your child will be considered for reclassification our of the English Learner program. You are encouraged to participate in this process. If you would like to meet with school staff regarding this, please contact the English Learner Program Administrator at our site. Your child will receive notification if your child is being reclassified. If your child does not qualify for reclassification he/she will continue as an English learner assigned to the English Language Mainstream Program.

(over)

Appendix

A61

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation.

To be reclassified at a future date as Fluent English Proficient, students must meet multiple criteria including CELDT scores, standardized test scores and teacher evaluation. The goal of the district is for all students to become proficient in listening, speaking, reading and writing. It is expected that students will improve their overall score on the CELDT at least one level each. Detailed information is available from the school’s English Learner Program Administrator.

English Learners who are also identified as requiring special education services will be assigned to Structured English Immersion or English Language Mainstream program as described above. Linguistically appropriate goals and objectives will be written and included in their Individualized Education Program (IEP).

You are encouraged to become involved in your child’s education and to participate in your school’s English Learner Advisory Committee (ELAC). Please contact _________________, the English Learner Program Administrator at _______________ at (510) ___________, ext. _____ if you would like more information or if you would like to schedule a parent conference to discuss your child’s English language program.

Parental Exception Waiver Request/Alternative Program

California state law gives parents the right to apply for an Alternative Program to the Structured English Immersion Program. The process requires that parents come to the school and complete a Parental Exception Waiver request. The process also requires that the student meet one of the following criteria: a) knows English and academically performs at least at the 5

th grade level, b) is 10 years of age or older, c) is a student under 10

years of age, was placed in an English language classroom for 30 calendar days and special needs exist. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide a program. If fewer than 20 students receive a waiver in one grade level at a school your child may be allowed to transfer to a neighboring school district to receive the requested program. Your school principal will advise you of program availability.

Alternative Program

Grades K-5

Transitional Program – Spanish: As required by State law, students must first be placed in a Structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, whose primary language is Spanish and who exhibit age-appropriate proficiency in Spanish. The Spanish language will be used to strengthen the academic achievement of the students in the core curriculum while they learn English. Students are provided access to state-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a minimum of 45 minutes a day of English Language Development (ELD) and will receive specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Grades 6-12

Primary Language Content Classes – Spanish: As required by State law, students must first be placed in a structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, who are literate in Spanish and who need to continue high level academic subject learning in Spanish while they learn English. Students are provided access to state- and/or local board-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a sequential program of English language development (ELD) taught daily in a structured English immersion setting, supported with sheltered and specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Copy: To Student ELD File

Appendix

A62

New Haven Unified School District

Annual Assessment Results and

Program Placement for English Learners Grades K-5

Please sign this page and return it to your child’s teacher at _______________ Elementary School.

Student Name: (please print)

I received information regarding my child’s annual CELDT test results.

I received information about the English Learner Programs: Structured English Immersion Program and

English Language Mainstream Program offered in our school District.

I understand that I have the right to move my child into the English Language Mainstream Program at

any time. I also have the right to participate in the reclassification process if appropriate.

I understand that I have the right to apply for a Parental Exception Waiver.

____________________________________ ____________________________

Signature of Parent or Guardian Date

Copy: To Student ELD File

Note to Staff: Please return to English Learner Program Administrator

Appendix

A63

New Haven Unified School District

Annual Assessment Results and

Program Placement for English Learners Grades 6-12

February 2016

To the Parents/Guardians of «First» «Last» «School»

«Address» Student I.D.: «Stu_ID»

«CityStateZip» Grade: «Grade»

Dear Parent(s)/Guardian(s): Each year students in the English Learner program, or who are being initially evaluated for the English Learner program, are required to be assessed in their English proficiency. The purpose of this test is to determine how well each student tested can listen, speak, read and write in English. Your child was administered the California English Language Development Test (CELDT). The results of this assessment as determined by the testing company are enclosed. Based on the results of this testing your child has been identified as an: English learner (EL) with less than reasonable fluency in English and will be assigned to the

Structured English Immersion Program.

Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: an English Language Development (ELD) program, including language arts and sheltered English content with primary language support when possible. Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Note: At any time during the school year, you may have your child moved into the English Language Mainstream Program

English learner (EL) with reasonable fluency in English and will be assigned to the English

Language Mainstream Program.

English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP). Students are provided access to state-adopted classroom instructional materials as well as supplemental materials designed to support English language acquisition.

Initial Fluent English Proficient (I-FEP) student: Your child will be placed in the district’s regular program of instruction and will not be required to take the CELDT test again.

Possibly eligible as a Reclassified Fluent English Proficient (R-FEP) student: Your child will be considered for reclassification our of the English Learner program. You are encouraged to participate in this process. If you would like to meet with school staff regarding this, please contact the English Learner Program Administrator at our site. Your child will receive notification if your child is being reclassified. If your child does not qualify for reclassification he/she will continue as an English learner assigned to the English Language Mainstream Program.

(over)

Appendix

A64

All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE) strategies. The goals of all programs are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation.

To be reclassified at a future date as Fluent English Proficient, students must meet multiple criteria including CELDT scores, standardized test scores and teacher evaluation. The goal of the district is for all students to become proficient in listening, speaking, reading and writing. It is expected that students will improve their overall score on the CELDT at least one level each. Detailed information is available from the school’s English Learner Program Administrator.

English Learners who are also identified as requiring special education services will be assigned to Structured English Immersion or English Language Mainstream program as described above. Linguistically appropriate goals and objectives will be written and included in their Individualized Education Program (IEP).

You are encouraged to become involved in your child’s education and to participate in your school’s English Learner Advisory Committee (ELAC). Please contact _________________, the English Learner Program Administrator at _______________ at (510) ___________, ext. _____ if you would like more information or if you would like to schedule a parent conference to discuss your child’s English language program.

Parental Exception Waiver Request/Alternative Program

California state law gives parents the right to apply for an Alternative Program to the Structured English Immersion Program. The process requires that parents come to the school and complete a Parental Exception Waiver request. The process also requires that the student meet one of the following criteria: a) knows English and academically performs at least at the 5

th grade level, b) is 10 years of age or older, c) is a student

under 10 years of age, was placed in an English language classroom for 30 calendar days and special needs exist. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide a program. If fewer than 20 students receive a waiver in one grade level at a school your child may be allowed to transfer to a neighboring school district to receive the requested program. Your school principal will advise you of program availability.

Alternative Program

Grades K-5

Transitional Program – Spanish: As required by State law, students must first be placed in a Structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, whose primary language is Spanish and who exhibit age-appropriate proficiency in Spanish. The Spanish language will be used to strengthen the academic achievement of the students in the core curriculum while they learn English. Students are provided access to state-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a minimum of 45 minutes a day of English Language Development (ELD) and will receive specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Grades 6-12

Primary Language Content Classes – Spanish: As required by State law, students must first be placed in a structured English Immersion Program for at least 30 calendar days. This program will be designed for students, as defined above, who are literate in Spanish and who need to continue high level academic subject learning in Spanish while they learn English. Students are provided access to state- and/or local board-adopted, standards-based classroom instructional materials in English and in Spanish as available, as well as supplemental materials designed to support English language acquisition. Students will receive a sequential program of English language development (ELD) taught daily in a structured English immersion setting, supported with sheltered and specially designed academic instruction in English (SDAIE) for content subject areas. The goal of this program is for students to be taught English as rapidly and effectively as possible.

Appendix

A65

New Haven Unified School District

Annual Assessment Results and

Program Placement for English Learners Grades 6-12

Please sign this page and return it to __________________, English Learner Program

Administrator at ____________________________ School.

Student Name: (please print)

I received information regarding my child’s annual CELDT test results.

I received information about the English Learner Programs: Structured English Immersion

Program and

English Language Mainstream Program offered in our school District.

I understand that I have the right to move my child into the English Language Mainstream

Program at any time. I also have the right to participate in the reclassification process if

appropriate.

I understand that I have the right to apply for a Parental Exception Waiver.

____________________________________ ____________________________

Signature of Parent or Guardian Date

Copy: To Student ELD File

Note to Staff: Please return to English Learner Program Administrator

Appendix

A66

New Haven Unified School District

English Learner Program Responsibilities / Tasks

2016-2017

Responsibility/Task ELPA

(Site Adm)

Site

Clerical

District

Assmt

Team

ESC

Staff

Administration

Serve as Site EL Program Administration “Point Person.” X

Attend AP/ELPA meetings. X

X

Parent Involvement

Facilitate site ELAC meetings. X

Attend District DELAC meetings. X

X

Request interpreters for parent conferences/meetings. X

Initial Identification & Program Placement

Ensure each Home Language Survey is reviewed for testing requirements. X

X X

Sign for No CELDT testing when line 4 only on Home Language Survey (optional) X

Ensure that previous CELDT scores are requested from previous districts for new

student transfers. X

X

Inventory site delivery of CELDT materials.

X

Administer CELDT Tests during annual window

X

Administer CELDT Tests after annual window for new students

X

Box-up expired CELDT materials for pick-up.

X

Ensure that all students needing CELDT are tested. X

X

Ensure that student groups are gathered for CELDT testing sessions. X

X X

Placement: Ensure that all EL students are assigned to appropriate setting X

X

Arrange for required Primary Language Assessment administration.

X

With ESC

support

X

Logan X

Prepare annual Placement Forms for Grade 6 & Grade 9.

X

Ensure annual Placement Forms for Grade 6 & Grade 9 are completed and

forwarded to receiving schools. X

Send prior district scores to Alyssa Corpuz X

X

Appendix

A67

Responsibility/Task

ELPA

(Site

Adm)

Site

Clerical

District

Assmt

Team

ESC

Staff

Program Maintenance

ENSURE that EL Computer program entry is up-to-date and accurate:

First Date In US schools, Primary Language, Program Placement. Centralized Enrollment

Ctr. & ELPA) X

X

Zangle Maintenance:

CELDT Initial Score entry X

Zangle Maintenance:

Program Changes (Initial line 4s and reclassifications) X

Maintain student EL folder: update information, file reports and parent notification letters.

Note: Assessment Team members will take on this task for as much time as they are at each site,

and as permitted by categorical program guidelines.

X

X

Ongoing Tracking, Maintenance and CELDT testing after Sept./ Nov. window Clarification

(Communicate w/ ELPA regarding weekly ELPA Summary, provide assistance to ELPA) X

X

Parent Notification Letters

Prepare Parent Notification Letters: Initial, Annual, and Reclassification.

Site staff will distribute letters to parents. (Letter 1 ESC staff and ELPA. Letters 2, 3, 4 & 5 ELPA

and A Team)

X

X X

Standards Assessment & Accountability

Ensure that the Reclassification process and follow-up are conducted. X

X

Oversee Reclassification process, including Follow-Up and updating Reclassification Forms. X

X

Ensure Reclassification follow-up continues for students moving up to 6th

or 9th

grade. X

Plan for support services for EL students not making appropriate progress. X

X

Participate in ongoing EL Program Evaluation. X

X

Form update and Q update as it pertains to Reclassification X

X

Professional Development

Deliver professional development for Roll-out of EL Master Plan. X

Deliver professional development on providing daily ELD and academic instruction. X

**Revised April 2016

Appendix

A68

New Haven Unified School District Reclassification Criteria

Revised September 2016

First to twelfth graders should be considered for Reclassification around January / February -

after both CELDT and NWEA scores are received.

The most recent available test data will be used.

Incurred deficits in motivation and academic success unrelated to English language proficiency

do not preclude a student from reclassification. Students in this situation may be reviewed again

in June for possible reclassification. Conducting a School Success Team (SST) meeting is

recommended.

Criteria

Score

CELDT

Grades K-12:

CELDT OVERALL Score of Early Advanced (4) or

Advanced (5)

AND

Score of Intermediate (3), Early Advanced(4), or Advanced

(5) in ALL of the following subtest domains:

Listening, Speaking, Reading and Writing

NWEA

*All EL’s would be administered

NWEA Reading

*For elementary and middle

schools, use the higher results from

the Fall OR Winter NWEA to

determine whether or not they

should be reclassified

*High Schools use the FALL

NWEA results

NWEA Reading RIT Score (Fall or Winter)

Kindergarten – Fall - 138 / Winter – 148

Grade 1 – Fall - 158 / Winter – 168

Grade 2 – Fall - 172 / Winter – 181

Grade 3 – Fall - 185 / Winter – 193

Grade 4 – Fall - 195 / Winter – 201

Grade 5 – Fall - 203 / Winter – 207

Grade 6 – Fall - 208 / Winter – 211

Grade 7 – Fall - 211 / Winter – 214

Grade 8 – Fall - 214 / Winter -- 216

Grade 9 – Fall - 217

Grade 10 – Fall - 217

Grade 11 – Fall - 220

Grade 12 – Fall - 220

TEACHER EVALUATION

Elementary Classroom Teacher

Grades 1-5:

Fall report card level “3” or higher in BOTH reading and

writing

OR

Score of Intermediate, Early Advanced or Advanced in ALL

areas of the CELDT Skill Area Proficiency Level Descriptors

Appendix

A69

Middle School Core Teacher

High School English Teacher

Grades 6-8:

Most recent quarter grade of “C” or higher in Language Arts

OR

Score of Intermediate, Early Advanced or Advanced in ALL

areas of the CELDT Skill Area Proficiency Level Descriptors

Grade 9 :

Most recent quarter grade of “C” or higher in Language Arts

OR

Score of Intermediate, Early Advanced or Advanced in ALL

areas of the CELDT Skill Area Proficiency Level Descriptors

Grades 10-12:

Most recent quarter grade of “C” or higher in

Language Arts

OR

Score of Intermediate, Early Advanced or Advanced in

ALL areas of the CELDT Skill Area Proficiency Level

Descriptors

Parent Opinion and Consultation

Provide notice to parents and guardians of their right and

encourage them to participate in the reclassification process;

and

Provide an opportunity for a face-to-face meeting with parent or

guardian.

H:\EngLearnerProg\Reclass\Reclass_Criteria.doc 8/08

Appendix

A70

New Haven Unified School District Language Reclassification Form

Student Student ID # Reclassification Date School Teacher Grade Date first identified as ELL / / Primary Language

All of the Following Required: CELDT (Check those that apply)

☐ Gr. K-12 CELDT Overall score of Early Advanced or higher

☐ Gr. K-12 CELDT Listening score of Intermediate or higher

☐ Gr. K-12 CELDT Speaking score of Intermediate or higher

☐ Gr. K-12 CELDT Reading score of Intermediate or higher

☐ Gr. K-12 CELDT Writing score of Intermediate or higher

NWEA Assessment

☐ Met Grade Level RIT Score for proficient on Reading

NWEA.

Report Card/Teacher Observation (Check one below)

☐ Gr. K-5 Report Card level 3 in BOTH Reading and Writing

OR CELDT Skill Area Proficiency Level Descriptors - score of Intermediate (3) Early Advanced (4) or Advanced (5) in all areas.

☐ Gr. 6-12 Report Card grade of C in Language Arts OR

CELDT Skill Area Proficiency Level Descriptors - score of Intermediate (3) Early Advanced (4) or Advanced (5) in all areas.

A. EL Program Staff Signatures English Learner Program Administrator

Teacher

Date

C. Follow Up: Student Progress After Reclassification (Classroom teacher reports child is progressing as checked

below.)

Follow Up Satisfactory Unsatisfactory

English Learner

Program

Administrator

Signature

45 Days from original date Due / /

☐ ☐

6 Months from original date Due / /

☐ ☐

1 Year from original date Due / /

☐ ☐

2 Years from original date Due / /

☐ ☐

If progress is not satisfactory, refer to School Resource Team. Comment/Program Modifications recommended:

__________________

H:\PIZANI\EL Master Plan\ELMasterPlan_0908.doc H:\PIZANI\EL Reclassification 2015\REVISED Language Classification Form.docx

Copies to 1) ELD Folder 2) ELPA

Appendix

A71

New Haven Unified School District

Date

Parent name and address

Dear Parents of _________________:

Congratulations on your son’s/daughter’s achievement. When he/she originally enrolled in our

school district, he/she was designated as an English learner based on the results of testing for

proficiency in English. Current assessment of _________________’s achievement in reading,

writing, and oral English indicates that he/she has made excellent progress in English. I

recommend that _______________ now be reclassified from an English learner (EL) to a fluent

English proficient (FEP) student.

If you would like to speak with me about this recommendation, please call me at

_______________. If you agree with this recommendation, but prefer not to discuss it, please

sign below and ask ____________________ to return the form to __________________.

Thank you for your cooperation.

Sincerely,

English Learner Program Administrator _______________________________

Student's Name Date

I agree with the recommendation to consider ________________ a fluent English proficient

student.

Comments: ______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________

Parent/Guardian Signature

Copy: To Student ELD File

Appendix

A72

Skill Area Proficiency Level Descriptors Grades K and 1GG

Listening

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Demonstrate extremely

limited comprehension of a few basic words.

Attempt to follow simple oral directions with limited success.

Students who perform at this

level on the CELDT typically

Understand some basic social language, with limited comprehension of basic vocabulary.

Understand and attempt to follow a few simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of simple vocabulary and syntax related to social language, with limited comprehension of academic language.

Understand and attempt to follow simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of social language and comprehension of some academic language with complex vocabulary and syntax.

Understand and follow most simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of most academic language with complex syntax and vocabulary.

Understand and follow all simple oral directions.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006.

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A73

Skill Area Proficiency Level Descriptors Grades K and 1GG

Speaking

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Begin to use vocabulary and respond with simple words or phrases appropriate to setting and purpose.

Attempt to tell part of a story, using simple words and phrases.

Students who perform at this

level on the CELDT typically

Use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication.

Tell a story based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent.

Students who perform at this

level on the CELDT typically

Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication.

Tell a coherent story based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences.

Students who perform at this

level on the CELDT typically

Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors.

Tell a coherent story based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors.

Students who perform at this

level on the CELDT typically

Use extensive vocabulary and complex syntax appropriate to setting and purpose.

Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006.

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A74

Skill Area Proficiency Level Descriptors Grade 2GG

Listening

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Demonstrate limited comprehension of a few basic words and phrases.

Understand and follow few simple oral directions.

Students who perform at this

level on the CELDT typically

Understand basic social language, with limited comprehension of academic language.

Understand and follow some simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of vocabulary and syntax related to social language, with limited comprehension of academic language.

Understand and follow simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of social language and comprehension of some academic language with complex vocabulary and syntax.

Understand and follow most simple oral directions.

Students who perform at this

level on the CELDT typically

Demonstrate comprehension of most academic language with complex syntax and vocabulary.

Understand and follow all simple oral directions.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006.

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A75

Skill Area Proficiency Level Descriptors Grade 2GG

Speaking

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose.

Attempt to tell part of a story, using simple words and phrases.

Students who perform at this

level on the CELDT typically

Use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication.

Tell a story based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent.

Students who perform at this

level on the CELDT typically

Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication.

Tell a coherent story based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences.

Students who perform at this

level on the CELDT typically

Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors.

Tell a coherent story based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors.

Students who perform at this

level on the CELDT typically

Use extensive vocabulary and complex syntax appropriate to setting and purpose.

Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006.

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A76

Skill Area Proficiency Level Descriptors Grade 2GG

Reading

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this level on the CELDT may demonstrate no receptive/ productive skills, or may Identify the letter that

corresponds to the initial sound of a simple spoken word.

Begin to recognize some

basic groups of related words.

Students who perform at this level on the CELDT typically Match simple

vocabulary words to pictures.

Hear a word and

select its printed form from a choice of similar words.

Recognize basic

semantic categories, such as regular plurals and simple synonyms.

Use phonemic

awareness and phonics skills at a higher level, such as rhyming.

Students who perform at this level on the CELDT typically Match similar sound

patterns and identify compound words.

Recognize multiple-

meaning words. Apply abstract concepts

to categorize words. Use the context of a

sentence to fill in the blanks with the correct words.

Recall details and

answer questions that involve sequencing, summarizing, drawing conclusions, or making simple inferences after reading a story.

Students who perform at this level on the CELDT typically Match more difficult vocabulary

words to pictures. Use irregular plurals and identify

antonyms. Use context clues to complete

sentences in a short passage with words appropriate to the topic.

Identify different genres. Recall details and answer more

difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences after reading a story.

Recognize common

abbreviations. Recognize more complex

grammar and spelling patterns.

Students who perform at this level on the CELDT typically Identify more complex

synonyms and antonyms.

Read a more complex

story and answer increasingly difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006.

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A77

Skill Area Proficiency Level Descriptors Grade 2GG

Writ ing

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Use a few standard writing conventions.

Attempt to write a short story in response to a picture sequence. The writing is minimal and contains some isolated English words.

Students who perform at

this level on the CELDT

typically

Begin to use some standard writing conventions, such as spacing, punctuation, and capitalization.

Use vocabulary that is basic and may be limited.

Write phrases or a simple sentence based on a prompt. The response may contain numerous errors that obscure meaning.

Students who perform at this level

on the CELDT typically

Begin to use standard writing conventions, such as word order, subject/verb agreement, verb tenses, pronouns, and contractions.

Use vocabulary that is common but may lack complexity.

Write a simple sentence appropriate to a picture prompt. The sentence may contain errors in grammar, vocabulary, and/or syntax.

Write a short story by listing events or ideas in response to sequenced pictures. The story may contain repetitive transitional words and errors that do not affect meaning.

Students who perform at this

level on the CELDT typically

Demonstrate use of possessives, superlatives, regular plurals, prepositions, and articles.

Use vocabulary that is specific.

Write a complete sentence appropriate to a picture prompt. The sentence may contain minor grammatical, syntactical, mechanical, or spelling errors.

Write a short story in response to sequenced pictures. The story contains clear ideas and accurate transitions with few errors.

Students who perform at this

level on the CELDT typically

Identify a complex verb tense.

Write a complete sentence appropriate to a picture prompt. The sentence contains few or no mechanical errors.

Write a short story in response to a picture sequence. The story contains well-organized ideas, accurate transitions, precise vocabulary, and minimal errors.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A78

Skill Area Proficiency Level Descriptors Grade 3-5GG

Listening

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Understand some basic vocabulary, with limited comprehension.

Understand and follow a few simple oral directions.

Students who perform at this

level on the CELDT typically

Understand basic vocabulary and syntax, with frequent errors and limited comprehension.

Understand and follow some simple multistep oral directions

Students who perform at this

level on the CELDT typically

Understand some complex vocabulary and syntax, with occasional gaps in comprehension.

Understand and follow some complex, multistep oral directions.

Students who perform at this

level on the CELDT typically

Understand extensive vocabulary and complex syntax, with occasional minor problems in comprehension.

Understand and follow most complex, multistep oral directions.

Students who perform at this

level on the CELDT typically

Understand extensive vocabulary and complex syntax, without significant problems in comprehension.

Understand and follow all oral directions.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A79

Skill Area Proficiency Level Descriptors Grade 3-5GG

Speaking

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose.

Attempt to tell part of a story, using simple words and phrases.

Students who perform at this

level on the CELDT typically

Use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication.

Tell a story based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent.

Students who perform at this

level on the CELDT typically

Use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication.

Tell a coherent story based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences.

Students who perform at this

level on the CELDT typically

Use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors.

Tell a coherent story based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors.

Students who perform at this

level on the CELDT typically

Use extensive vocabulary and complex syntax appropriate to setting and purpose.

Tell a coherent and detailed story based on a picture sequence, using complete and complex sentences.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A80

Skill Area Proficiency Level Descriptors Grade 3-5GG

Reading

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Recognize some sound/ symbol relationships.

Match commonly used nouns to pictures.

Students who perform at this

level on the CELDT typically

Match vocabulary words to pictures.

Recognize sound/ symbol relationships.

Use context clues to choose the correct word to complete a sentence.

Answer some factual comprehension questions after reading a simple text.

Recognize some basic groups of related words.

Recall minimal details from a simple text.

Students who perform at this

level on the CELDT typically

Begin to identify the number of syllables in some words of simple structure.

Recognize synonyms and antonyms.

Use context clues to select the correct word to complete a sentence or short passage and to identify simple words with multiple meanings.

Match more difficult vocabulary words to pictures.

Answer factual comprehension questions, identify events, draw conclusions, or make inferences based on a given text.

Students who perform at this

level on the CELDT typically

Interpret figures of speech.

Recognize more complex synonyms and antonyms.

Identify root words.

Identify the number of syllables in a word.

Use context clues and inferences to select the correct word to complete a short passage or story and to identify words with multiple meanings.

Distinguish between fact and opinion and make more subtle inferences from a text.

Students who perform at this

level on the CELDT typically

Interpret more complex figures of speech.

Decode words with more difficult beginning, medial, or ending sounds.

Use context clues to determine/negotiate meaning of complex vocabulary.

Sequence events, make inferences, and make predictions and generalizations based on a given text.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School District, 2006

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A81

Skill Area Proficiency Level Descriptors Grade 3-5GG

Writ ing

Beginning Early Intermediate Intermediate Early Advanced Advanced

Students who perform at this

level on the CELDT may

demonstrate no receptive/

productive skills, or may

Attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases.

Students who perform at this

level on the CELDT typically

Choose the appropriate word to complete a sentence.

Use some capitalization and punctuation correctly.

Write at least one complete sentence in response to a prompt. The sentence includes a simple subject and predicate, but errors obscure meaning.

Students who perform at this

level on the CELDT typically

Use their knowledge of grammar and mechanics to identify the appropriate word or phrase to complete a sentence.

Write a complete sentence in response to a picture prompt. The sentence may contain errors in grammar, vocabulary, and/or syntax.

Write a composition based on a prompt. The composition may have a disorganized sequence of events, containing some details and repetitive transitional words.

Students who perform at this level

on the CELDT typically

Use their knowledge of grammar and mechanics to identify the appropriate word to complete a complex sentence.

Write a sentence in response to a picture prompt. The sentence may contain minor errors in grammar and mechanics.

Write a composition that clearly communicates a series of events or ideas based on a prompt. The composition has relevant details connected by accurate transitional words and may contain few errors in grammar and mechanics.

Students who perform at this

level on the CELDT typically

Write a complete sentence in response to a picture prompt. The sentence has few or no mechanical errors.

Write a well-organized composition that contains appropriate details and accurate transitions in response to a prompt. The composition contains minimal errors in grammar and mechanics.

Text © 2006 by California Department of Education. Permission was granted for reproduction for California educators. Text reformatted by New Haven Unified School

District, 2006

End of Year Assessment

Based on Classroom Performance and

Teacher Evaluation

Appendix

A82

California English Language Development Test

Domain Performance Level Descriptors, Grades 6–8

Listening Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

understand basic vocabulary, with limited comprehension.

understand and follow a few simple oral directions. Early Intermediate: Students who perform at this level on the CELDT typically

understand basic vocabulary and syntax, with frequent errors and limited comprehension.

understand and follow simple, multi-step oral directions. Intermediate: Students who perform at this level on the CELDT typically

understand some complex vocabulary and syntax, with occasional gaps in comprehension.

understand and follow some complex, multi-step oral directions. Early Advanced: Students who perform at this level on the CELDT typically

understand extensive vocabulary and complex syntax, with occasional minor problems in comprehension.

understand and follow most complex, multi-step oral directions. Advanced: Students who perform at this level on the CELDT typically

understand extensive vocabulary and complex syntax, without significant problems in comprehension.

understand and follow all oral directions.

Copyright © 2008 by the California Department of Education.

Appendix

A83

California English Language Development Test

Domain Performance Level Descriptors, Grades 6–8

Speaking Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose.

attempt to tell part of a story, using simple words and phrases. Early Intermediate: Students who perform at this level on the CELDT typically

use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication.

tell a story based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent.

Intermediate: Students who perform at this level on the CELDT typically

use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication.

tell a coherent story based on a picture sequence that may not clearly express the major events, using phrases and incomplete sentences.

Early Advanced: Students who perform at this level on the CELDT typically

use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors.

tell a coherent story based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors.

Advanced: Students who perform at this level on the CELDT typically

use extensive vocabulary and complex syntax appropriate to setting and purpose.

tell a coherent and detailed story based on a picture sequence, using complete and complex sentences.

Copyright © 2008 by the California Department of Education.

Appendix

A84

California English Language Development Test

Domain Performance Level Descriptors, Grades 6–8

Reading Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

recognize some sound/symbol correspondences.

match commonly used nouns to pictures.

recall minimal details from a simple story. Early Intermediate: Students who perform at this level on the CELDT typically

identify sound/symbol correspondences in words.

begin to use words in context appropriately.

answer literal comprehension questions from a simple story.

demonstrate some knowledge of common English morphemes and simple synonyms, antonyms, and root words.

Intermediate: Students who perform at this level on the CELDT typically

demonstrate knowledge of simple synonyms, antonyms, and simple root words.

identify the correct meaning of a word in a given context.

recognize the sequence of events in a reading passage.

determine the main idea of a simple text.

recognize the parts of a book.

begin to demonstrate decoding and word-attack domains, such as sound pairs and prefixes.

make inferences and draw conclusions from reading passages. Early Advanced: Students who perform at this level on the CELDT typically

recognize character traits and features of a variety of texts.

make inferences and draw conclusions from more challenging reading passages.

recognize more complex synonyms and antonyms.

demonstrate understanding of idiomatic expressions.

demonstrate decoding and word-attack domains, such as sound pairs and prefixes. Advanced: Students who perform at this level on the CELDT typically

understand complex structures, such as root words, word parts, and grammatical features.

infer meaning by synthesizing information.

identify various categories of informational materials.

Copyright © 2008 by the California Department of Education.

Appendix

A85

California English Language Development Test

Domain Performance Level Descriptors, Grades 6–8

Writing Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

use correct capitalization and punctuation.

attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases.

Early Intermediate: Students who perform at this level on the CELDT typically

use articles and pronouns correctly.

use capitalization and punctuation correctly.

write at least one complete sentence in response to a prompt. The sentence may contain correct word order, but may include errors that obscure meaning.

Intermediate: Students who perform at this level on the CELDT typically

use verb tenses correctly.

use idiomatic qualifiers.

use mechanics and basic grammar correctly.

write a complete sentence appropriate to a picture prompt. The sentence may contain errors in grammar, vocabulary, and/or syntax.

write a composition about a topic, but the composition may consist of a disorganized list of events, containing some details and repetitive transitional words.

Early Advanced: Students who perform at this level on the CELDT typically

demonstrate familiarity with idioms and expressions.

begin to use difficult transitions, conjunctions, and prepositions.

write a sentence in response to a picture prompt. The sentence may contain minor errors in grammar and mechanics.

write a composition that contains relevant details and a logical sequence of events or ideas. The sentences may contain few errors in grammar and mechanics.

Advanced: Students who perform at this level on the CELDT typically

use difficult transitions, conjunctions, and prepositions correctly.

write a complete sentence that is appropriate to the topic in response to a picture prompt. The sentence has few or no mechanical errors.

write a composition that is well organized and contains a clear sequence of events or ideas, precise vocabulary, and accurate transitional words. The composition may contain minimal errors.

Copyright © 2008 by the California Department of Education.

Appendix

A86

California English Language Development Test

Domain Performance Level Descriptors, Grades 9-12

Listening Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

understand basic vocabulary, with limited comprehension.

understand and follow a few simple oral directions. Early Intermediate: Students who perform at this level on the CELDT typically

understand basic vocabulary and syntax, with frequent errors and limited comprehension.

understand and follow simple, multi-step oral directions. Intermediate: Students who perform at this level on the CELDT typically

understand a broader range of vocabulary and syntax, with occasional gaps in comprehension.

understand and follow complex, multi-step oral directions. Early Advanced: Students who perform at this level on the CELDT typically

understand extensive vocabulary and complex syntax, with minor problems in comprehension.

understand and follow most complex, multi-step oral directions. Advanced: Students who perform at this level on the CELDT typically

understand extensive vocabulary and complex syntax, without significant problems in comprehension.

understand and follow all oral directions.

Copyright © 2008 by the California Department of Education.

Appendix

A87

California English Language Development Test

Domain Performance Level Descriptors, Grades 9-12

Speaking Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

begin to use basic vocabulary and respond with simple words or phrases appropriate to setting and purpose.

attempt to tell part of a story, using simple words and phrases. Early Intermediate: Students who perform at this level on the CELDT typically

use a limited range of vocabulary and syntax appropriate to setting and purpose, but make frequent errors that impede communication.

tell a story based on a picture sequence, using phrases and simple vocabulary that contain numerous errors and may not be coherent.

Intermediate: Students who perform at this level on the CELDT typically

use a broader range of vocabulary and syntax appropriate to setting and purpose, with gaps in communication.

tell a coherent story based on a picture sequence that may Early Advanced: Students who perform at this level on the CELDT typically

use fairly extensive vocabulary and fairly complex syntax appropriate to setting and purpose, with occasional minor errors.

tell a coherent story based on a picture sequence that clearly expresses the major events, using complete sentences with minor errors.

Advanced: Students who perform at this level on the CELDT typically

use extensive vocabulary and complex syntax appropriate to setting and purpose.

tell a coherent and detailed story based on a picture sequence, using complete and complex sentences.

Copyright © 2008 by the California Department of Education.

Appendix

A88

California English Language Development Test

Domain Performance Level Descriptors, Grades 9-12

Reading Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

recognize some sound/symbol relationships.

locate information in a simple text. Early Intermediate: Students who perform at this level on the CELDT typically

identify the use of simple vocabulary within the context of a short passage.

use irregular plurals and words with multiple meanings.

identify the number of syllables in a word.

identify the sequence of events in a passage.

demonstrate simple decoding domains.

demonstrate knowledge of simple synonyms and simple antonyms. Intermediate: Students who perform at this level on the CELDT typically

draw simple conclusions about a character in a narrative.

identify stated and implied themes in literary passages.

demonstrate knowledge of antonyms and synonyms.

identify the correct meaning of a word in a given context.

make logical inferences in narrative passages.

infer meaning from commonly used idioms.

use an expanded vocabulary. Early Advanced: Students who perform at this level on the CELDT typically

recognize words with multiple meanings and root words.

derive the meaning of words in a given context.

identify details, main ideas, and setting in reading passages.

use inferences to draw conclusions from text.

identify the author’s purpose in a given text.

use details to make predictions.

distinguish fact from opinion in a reading passage. Advanced: Students who perform at this level on the CELDT typically

identify and use affixes to infer meaning.

infer meaning from more complex vocabulary.

sequence stated or implied events of a story.

recognize summary statements.

identify cause and effect, compare and contrast.

identify traits of characters, intended purpose, and other features of a variety of texts.

infer meaning by synthesizing information. Copyright © 2008 by the California Department of Education.

Appendix

A89

California English Language Development Test

Domain Performance Level Descriptors, Grades 9-12

Writing Beginning: Students who perform at this level on the CELDT may demonstrate no receptive skills, or may

use correct capitalization and punctuation.

begin to recognize appropriate verb forms when asking a question.

attempt to write about a topic, but the response is minimal and contains some isolated English words or phrases.

Early Intermediate: Students who perform at this level on the CELDT typically

begin to recognize subject/verb agreement relating to proper tense.

use appropriate verb forms when asking a question.

write at least one complete sentence in response to a prompt. The response may contain correct word order, but may include errors that obscure meaning.

Intermediate: Students who perform at this level on the CELDT typically

demonstrate basic knowledge of more complex sentence structure, including simple gerunds and infinitives.

use appropriate articles, possessives, prepositions, and plural endings.

demonstrate basic knowledge of pronouns, adjectives, and auxiliary verb usage.

use correct grammar, such as present tense verbs and subject/verb agreement.

write at least one complete sentence in response to a picture prompt. The response may contain a few errors in vocabulary, grammar, and/or syntax.

write a composition about a topic by producing a simple sequence of events or ideas that may be disorganized; use details and repetitive transitional words.

Early Advanced: Students who perform at this level on the CELDT typically

use expanded vocabulary with more complex sentences.

distinguish among various noun endings.

write a sentence with some syntactical complexity, such as multiple subjects/objects, infinitives or gerunds as objects, compound/complex sentence structures, prepositional phrases, or relative clauses.

write a composition that contains relevant details and a logical sequencing of events. The sentences may contain few errors in grammar and mechanics.

Advanced: Students who perform at this level on the CELDT typically

write a sentence in response to a picture prompt. The sentence has some syntactical complexity, such as multiple subjects/objects, infinitives or gerunds as objects, compound/complex sentence structures, prepositional phrases, or relative clauses.

write a composition that includes an introductory sentence, a well-organized sequence of events or ideas, supporting details, and syntactical complexity.

Copyright © 2008 by the California Department of Education.

Appendix

A90

Guidelines for Completing Forms 2016

New Haven Unified School District

English Learner Program

Placement Information

English Learners Entering Grade 6

Timeline:

Elementary English Learner Program Administrators (ELPAs) forward completed forms to Middle

School ELPAs on or before Monday, May 23, 2016. Site middle school teams will evaluate

information and make placement recommendations.

Comment/Concerns

This section is for input from the current ELD or Reading teacher. The following are examples of helpful

information:

Arrival date for those arriving recently

Scores are high but….

Scores are low but…

Speaks very little English

Grades 3-5 Skill Area Proficiency Level Descriptors

These descriptors sheets are attached to each form and classroom teachers are to highlight or

circle levels of proficiency in Listening, Speaking, Reading and Writing for each student.

These descriptors sheets are the same sheets used to support the reporting of progress of English

learners on the District standards-based report card.

TEACHER: Completed forms due to your site ELPA Administrator by Tuesday, May 17, 2016.

ADMINISTRATOR: Completed forms due to Middle School ELPA on or before Monday, May 23, 2016.

Please attach to each placement form:

Completed Grades 3-5 Skill Area Proficiency Level Descriptors Sheet

Appendix

A91

Guidelines for Completing Forms • 2016

New Haven Unified School District

English Learner Program

Placement Information

English Learners Entering Grade 9

Timeline:

Middle school English Learner Program Administrators (ELPAs) forward completed forms to David

Loyd at Logan Monday, May 23, 2016.

Comment/Concerns

This section is for input from the current ELD or LA/HSS Core teacher. The following are examples of

helpful information:

Arrival date for those arriving recently

Scores are high but….

Scores are low but…

Speaks very little English

Anything that would help identify imbalances between the skill areas of listening/speaking and

reading/writing.

Grades 6-8 CELDT Skill Area Proficiency Level Descriptors

These descriptors sheets are attached to each form and the ELD or LA/HSS Core teachers are to

highlight or circle levels of proficiency in Listening, Speaking, Reading and Writing for each

student.

May mark + to indicate strengths and – to indicate weakness.

TEACHER: Completed forms due to your site ELPA Administrator by Tuesday, May 17, 2016.

ADMINISTRATOR: Completed forms due to David Loyd at Logan by Monday, May 23, 2016.

H:\PIZANI\EL Coordinator Resources\Grade 6 and Grade 9 EL Transition\GuideCompELPlaceForm_Gr9.doc

Please attach to each placement form:

Completed Grades 6-8 Skill Area Proficiency Level Descriptors Sheet

Appendix

A92

Adapted from Levels of English Language Development Susana Dutro (CRLP)

The descriptors indicate what the student can do independently and automatically in a variety of contexts.

Instruction should be targeted to the skills a level above current abilities. Use this as a beginning guide to plan instruction. Beginning Early Intermediate Intermediate Early Advanced Advanced Support Strategies

Rely on picture clues, realia and pantomime

Supported by visuals, realia and pantomime

Supported by contextualized instruction, scaffolds

Supported by SDAIE (graphic organizers, etc.)

Supported by SDAIE

Ways That Students Respond

Physically/Nonverbally: Listen, point to, nod Gesture, act out, show Manipulate objects/ pictures (match, choose, categorize) Summarize using objects, gestures, visuals

Verbally: Repeat, tell, say, list Answer yes/no Identify people, object, place Answer who, what, where

Verbally: Recite familiar songs, poems, chants Ask/answer questions Role play Retell, summarize

Verbally: Compare/contrast Identify main points of story Explain, describe, define using content-related vocabulary

Verbally: Solicit information Identify details and concepts Debate and support Analyze, predict, evaluate, hypothesize Identify antonyms, synonyms in context Use affixes with known vocabulary

Verbally: Present, report Identify main idea, supporting details, point of view Persuade, justify; Explain common antonyms, synonyms Recognize multiple meanings in text of familiar topic Understand most idioms Understand/create jokes

Reading (later stage): Use sound/symbol relationships in known words and read high frequency words

Reading: Read high frequency words, contextualized vocabulary and language structures in text which is: familiar patterned predictable language experience Read decodable text with letter/sound patterns that have been explicitly taught

Reading: Read most high frequency words, contextualized vocabulary and language structures in text which is familiar and may be predictable. Read more complex text from language experience

Reading: Read below-grade level text

Reading: Read almost-grade-level text

In Writing: Draw, circle, label, match

In Writing: Write using frames or simple vignettes from own experience and word banks

In Writing: Write using frames or simple vignettes from own experience and using content-vocabulary (with word banks and other supports)

In Writing: Compose with scaffolds (formats, vocabulary webs) the things that can be done verbally (above)

In Writing: Compose more complex writing using conventions (things that can be done verbally)

Reprinted by permission.