district english learner advisory committee - edl · the students represent 23 different...
TRANSCRIPT
District English Learner Advisory Committee
Los Gatos Union School DistrictParent MeetingOctober 25, 2016
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Agenda:
District Data
Student Identification and Assessment
District Advisory Committee
Program Components
Training Opportunities
Local Control and Accountability Plan
Next Steps
LGUSD English Learners
Students in LGUSD speak 36 different languages, including English Only.
The students represent 23 different countries.
69% of the EL students were born outside the U.S.
35% are Kinder-First students22% are Second -Third students43% are Fourth-Eighth students
Student Identification
Parents register at the school site/district office and complete a Home Language Survey as required by state law
If items 1,2,3 on the Home Language Survey are a language other than English, the child is tested for English proficiency with the California English Language Development Test (CELDT) from July-Oct 31 or within 30 days of enrollment
Purpose of California English Language Development Test (CELDT)
To identify new students who are English learners, in kindergarten through grade 8
To determine their level of English proficiency
To annually assess their progress in learning English
Taken by all students whose primary language in Home Language Survey is not English. The test must be administered within 30 calendar days after they are enrolled in a California public school for first time
CELDT, Cont.
Given once each year to English learners until they become proficient in English
Parents and guardians cannot waive the requirements for these students to take CELDT
Test for students in grades KG-8 covers listening, speaking, reading, and writing skills
Based on English Language Development Standards adopted by State Board of Education
More information: http://www.cde.ca.gov/ta/tg/el/
Why a District English Learner Advisory Committee?
It is important for parents/guardians of English learners to become actively involved in their child’s education.
Parents of English learners are invited to serve in leadership roles that promote positive relationships between schools and families.
California law stipulates that each school district with more than 50 pupils (51 or more) of limited English proficiency shall establish a district wide advisory committee on bilingual education.
Purpose of DELAC
The DELAC will advise the district governing board annually on programs and services for English learners in the following areas:
Input in district’s master plan of education and services for English Learners, including Local Education Plan and Single School Plans for Student Achievement
Review district’s plan to assure all teachers and instructional assistants meet compliance with state and federal requirements as Highly Qualified
Administration of the annual language census (R-30 report)
Procedures used by the district to reclassify English Learners
Definitions
ESL- English as a Second Language
ELL – English Language Learner
CELDT – California English Language Development Test
IFEP – Initial Fluent English Proficient
LEP – Limited English Proficient
RFEP – Re-designated to Fluent English Proficient
ELD - English Language Development
Placement
Students who are reasonably fluent are placed in a Mainstream English Program and given appropriate services. Classified as IFEP or RFEP
Students who are less than reasonably fluent are placed in an English Only classroom, classified as LEP or EL, and are given daily support from their teacher and an additional 30 minutes of English language development from the English Language Tutor twice a week
Parents have the option to decline student participation in
additional EL support services by completing a Parental Waiver Form
Monitoring Student Progress
Student progress is monitored throughout the year based on district adopted assessments
Instruction is modified to meet the needs that are revealed through assessments
At the beginning of each school year, EL's and new students to the district with a home language other than English are required to take the CELDT until they score reasonably fluent and are reclassified
Reclassification
EL's must participate in the annual CELDT until they are reclassified (RFEP) based on the following criteria below:
CELDT performance Teacher evaluationStudent curriculum masteryParental opinion and consultation
Students who meet the reclassification criteria continue to receive support in their mainstream classroom, however, they are not pulled out for additional tutoring by the EL Tutor. Their performance is monitored for two years. Intervention support services are provided if needed.
EL Program Overview
Your student’s teacher will develop an appropriate language instruction program
The program will consist of English language development & teaching strategies differentiated for his/her proficiency level
Your child’s teacher and the English Language Tutor will use these strategies to help your student become proficient in English & succeed in the school’s academic curriculum
EL Program Emphasis
Designed to develop competency in language and strategies key to academic success:
Phonics/decoding skills
Phonological awareness
Vocabulary
Build background knowledge
Understand written format
Use reading strategies to develop communication academic skills
Local Control and Accountability Plan
(LCAP)LCAP EL Goal: Increase proficiency levels for all English learner students as measured on local and state assessments• Action: Purchase materials and resources specific to the
needs of English learners and aligned with the California ELD Standards
• Service: Provide supplemental academic support to English Learners (K-5 push in, 6-8 SDAIE in Core English Class, 6-8)
• Service: Provide professional development in the area of mathematics instruction for EL students aligned to Common Core Standards