Presentation to ELAC 2015-2016 Parent, Community and Student Services Language Census Presentation to ELAC 2015-2016 Parent, Community and Student Services

Grounding Activity B. E. G. Handout 1 Grounding Activity Match each term with the corresponding definition English Learner (EL) B. Initially Fluent English Proficient (IFEP) E. Reclassified Fluent English Proficient (RFEP) G.

Objectives Understand the purpose of the Language Census Review the components of the Language Census Make recommendations to the School Site Council

Understand the purpose of the Language Census Objective 1

Census - an official, usually periodic Definition Census - an official, usually periodic  enumeration of a population, often  including the collection of related demographic information.

Purpose of Language Census 1. To collect data about students from non-English language backgrounds 2. To collect data about staff who provide services to English Learners

How and when is data collected? LAUSD collects data throughout the year. Official data count is based on October 7, 2015. LAUSD submits data to CALPADS* and certifies it by mid-December. Final certification in mid-February. CA Department of Education makes data public after final submission. *CALPADS: California Longitudinal Pupil Achievement Data System

Language Census Report 3. Developing Educational Policy The data is used for: Language Census Report 1. Reporting 2. Funding 3. Developing Educational Policy

Review the components of the Language Census Objective 2

Components of Language Census PART 1: number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language PART 2: number of EL students enrolled in specific instructional settings or services; by type of setting or service PART 3: number of students reclassified from English Learner (EL) to Fluent English Proficient (FEP) from the prior year PART 4: number of parental waivers requested and granted PART 5: number of staff providing instructional services to EL students

Initial Language Identification Home Language Possible English Learner English Speaker California English Language Development Test Initially Fluent English Proficient (IFEP) English Learner

Source: California Department of Education –Language Census Fall 2014 Home Languages, other than English, in California HOME LANGUAGE % OF STUDENTS Spanish 83.7% Vietnamese 2.3% Filipino (Tagalog) 1.4% Mandarin Source: California Department of Education –Language Census Fall 2014

PART 1: Number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language English Learners (ELs): Students who have a home language other than English and are in the process of acquiring English proficiency. Fluent English Proficient (FEP) Students Initial Fluent English Proficient (IFEP) – A student who on the initial CELDT scored overall Early Advanced (4) or Advanced (5) level. Students in grades 2nd -12th must also score 3 or higher on all skill areas. Reclassified Fluent English Proficient (RFEP) – A student who has met the State and District reclassification criteria.

PART 1: Number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language Part 1 Language Type K 1 2 3 4 5 6 7 8 9 10 11 12 Total 1. EL FEP 2. 3. 4. 5.

Processing Activity Discuss the following with your elbow partner: Name the language classifications. What is your child’s language classification? Which assessment is used to determine a student’s language proficiency?

PART 2: Number of EL students enrolled in specific instructional settings or services by type of setting or service Elementary Instructional Programs Structured English Immersion (SEI) Program Mainstream English Program Transitional Bilingual Education (TBE) Program Dual Language Two-Way Immersion Program Maintenance Bilingual Education Program Secondary Instructional Programs Accelerated Learning Program for Long Term English Learners (LTEL) Secondary English Learner Newcomer Program

Processing Activity With your elbow partner, discuss the following questions: Which instructional programs are currently offered at your school? In which instructional program does your child participate?

NUMBER OF ELs RECLASSIFIED PART 3: Number of students reclassified from English Learner (EL) to Fluent English Proficient (FEP) from the prior year This section shows the total number of ELs reclassified since the previous Language Census. YEAR NUMBER OF ELs NUMBER OF ELs RECLASSIFIED PERCENT CHANGE 2014 2013 2012

Processing Activity With your elbow partner, discuss the following questions: What is our school’s current reclassification rate? How does it compare to previous years? What might be the reasons for an increase or decease in the school’s reclassification rate?

PART 4: Number of Parental Exception Waivers requested and granted School districts are required to process waiver request from parents of ELs who petition for enrollment in an alternative program. This section shows: Total number of parental waivers requested Total number of parental waivers that have been granted

PART 4: Number of Parental Exception Waivers requested and granted Total Number of Parental Exception Waivers Requested Total Number of Parental Exception Waivers Granted

Parental Exception Waivers Request and Denial Forms

PART 5: Number of staff providing instructional services to EL students This section only shows teachers and bilingual paraprofessionals providing services to English Learners. Teachers providing: Primary Language (L1) Instruction and English Language Development (ELD) Instruction and/or Specially Designed Academic Instruction in English (SDAIE) to ELs Bilingual paraprofessionals providing services to English Learners

PART 5A: Number of staff providing instructional services to EL students Language Total Teachers with CLAD Authorization Total Bilingual Paraprofessionals

PART 5B: Number of teachers providing instructional services to EL students Total Teachers with CLAD Authorization Primary Language Instruction and ELD Instruction and/or SDAIE Instruction ELD Instruction Only SDAIE Instruction Only ELD Instruction and SDAIE Instruction but NOT Primary Language Instruction

How does this data affect our school? Number of teachers assigned to each school Staff needed to provide primary language support Professional development for teachers and other staff Instructional and supplemental materials needed Courses offered (secondary schools) Monitoring the academic progress of students Interventions needed for students Funding

Make recommendations to the school site council Objective 3

ELAC Recommendation Processing Activity Discuss areas of need and strength based on Language Census data Record recommendations on ELAC Recommendation Form Submit form to the School Site Council BUL-6541.0 Attachment G

ELAC Recommendation/SSC Response

Reflection In round-robin fashion, each person will share a key word that captures some important aspect of his or her learning today.

Questions/Comments

Thank You!