1. Rowland Unified School District Program Specialist/ LD Meeting September 10, 2012

2.   Parent enrolls child, completes Home Language Survey (HLS), and indicates a language other than English (first three lines)  Once a HLS is on file it is not necessary for parents to complete again upon enrollment at another school Process for Identifying

3.   Student is administered the CELDT to determine English Language proficiency level Process for Identifying

4.   A state-mandated English language proficiency assessment that is administered to: -Newly enrolled students whose primary language is not English and ELs as an annual assessment Students may not be exempted from testing What is the CELDT Test?

5.  Process for Identifying  English Learner A student whose primary language is other than English, and has limited proficiency in listening, speaking, reading & writing as measured by the CELDT  Primary language test given  Initial Fluent-English Proficient (IFEP) A student whose primary language is other than English, but demonstrates proficiency in listening, speaking, reading and writing as measured by CELDT  No further testing is required

6.   If the student scores at CELDT level 1-3, administer the primary language (L1) assessment to determine L1 proficiency  Spanish : use IPT  Other languages: Primary language assessment form Process for Identifying

7.  Enrollment Process  Intake 1.Meet annually with office staff to review enrollment procedures 2.Parent completes HLS 3.Provide parents MP information (brochure) 4.Parent selects instructional program 5.Student tested 6.Parent Notified  Informing Parents 1.Schedule parent meetings 2.Meeting announcements in language parents understand 3.Maintain records of flyers, agendas, minutes & sign-ins

8.   Informational meetings must be scheduled at the beginning of each year and multiple times throughout the year to share information with parents of ELs  Master Plan Instructional Program Options  Parental rights to select an instructional program for their child  Procedures for requesting a Parental Exception Waiver Informing Parents

9.   Master Plan-related information is to be shared with parents during:  The enrollment of a child  Kindergarten Orientation/Enrollment  Back-to-School Night  ELAC meetings  Office/school visits Parent brochure must be easily accessible to parents in the Main Office  IEP meeting Informing Parents

10.   Reasonable Doubt The following indicators may be used:  Parent needs interpreters  Parent speaks to their children in the primary language  Students initiate interaction with their parent in the primary language  Parent hesitates unduly in responding to the first three questions of the HLS  A caregiver of the student speaks a language other than English Identifying ELs

11.   Documenting Reasonable Doubt A discussion with the parent should take place when there’s reasonable doubt of a student’s English-only status  If the HLS is amended, the parent can initial and date  If the conversation with the parent results in a disagreement about the accuracy of the responses or language exposure of the student, then a note should be made on the HLS that parent was informed of the doubt and that testing was initiated  Document “reasonable doubt” on the student’s cumulative record Identifying ELs

12.   Parent is provided:  An oral description of the different instructional options in the primary language, if possible  A copy of the Instructional Programs for English Learners Parent Brochure  Information regarding their right to request an Alternative Program using the Parental Exception. WaiverParents must be informed of ALL program options in an accurate, unbiased manner Identifying ELs

13.   If a parent selects an Alternative Program, the: Parental Exception Waiver must be completed School is obligated to grant/not grant the selection and must respond to the parent’s request within 20 days Timelines must be adhered by schools for students initially enrolled:  If the student is under 10 years of age, there is a 30 day waiting period before the student is placed  If the student is over 10 years of age, the student can immediately be placed in an Alternative Program Parent Exception Waivers

14.   Title III (Federal law) requires that a student be tested for English language proficiency within 30 calendar days after the initial date of enrollment  If a student enrolls during the school year, the timeline is reduced to 2 weeks  The initial CELDT must be hand-scored in order to obtain “unofficial” assessment results Identifying ELs

15.   The initial CELDT must be hand-scored to obtain “unofficial” results (until official results are received by the test vendor)  Parent is notified of language proficiency results using the Initial Parent Notification of Language Test Results document completed using data from:  Hand-scored CELDT results  Primary language assessment results (scored by school) Parent Notification

16.   If a student’s language classification changes after the CELDT results are uploaded into Aeries, parents are to be notified of this change with the Notification of Assessment Results and Placement (final not preliminary).  This should be done after official CELDT scores come in Identifying ELs

17.   A student’s LEP status (English learner) does not change by enrolling in another school within California or the District.  The initial HLS on file is the “official” HLS  Students who attends Transitional Kindergarten (TK) are NOT reassessed in kindergarten for English language proficiency Important

18.   Goals of program Acquire English as rapidly and effectively as possible Learn English first for the purpose of later learning grade- level content  Essential Components 1.English Language Development (ELD): provides language acquisition opportunities for ELs to learn the academic English necessary to meet grade-level standards 2.Access to the Core Curriculum: provides special teaching methods and accommodations to assist ELs in meeting grade-level content standards SEI- Instructional Program

19.   Includes students at ELD levels 1-4  Teacher provides:  Standards-based ELD instruction  Differentiated, standards-based grade-level instruction to ensure access to core content Content-based ELD Specially Designed Academic Instruction in English (SDAIE) L1 support, including L1 materials SEI

20.   Goals of program Academic proficiency in a the primary language Academic language proficiency in a second language Academic achievement in all subject areas Appreciation for cultural diversity  Essential Components 1.Students of various languages and language proficiencies are mixed in the same classroom 2.Students receive instruction in two languages –English and the target language Dual Language- Instructional Program

21.   Includes ELs and English-proficient students (EOs and IFEPs)  Teacher must provide differentiated instruction to ensure access to grade-level core instruction in English and the target language  L1 Instruction  SDAIE Dual Language

22.   Requires the parent to appear in person annually to request a Parental Exception Waiver  A Parental Exception Waiver request is required for EL students only Dual Language

23.   Goals of program Achieve and maintain grade-level proficiency in the core content subjects taught in English  Essential Components 1.Instruction is designed for native English speakers 2.Reasonably fluent ELs (ELD level 5) are placed in Mainstream English programs and provided grade- level instruction in English Mainstream- Instructional Program

24.   Includes EO, IFEP, RFEP and ELD level 5 students  Teacher provides:  Standards-based ELD to learn/improve academic English skills  Differentiated, standards-based grade-level instruction for ELs to ensure access to core content Content-based ELD (ELD levels 1-3) SDAIE (ELD levels 3-5) L1 support (provided by a bilingual Teacher Assistant for ELD levels 1-4) Mainstream

25.   Withdrawal from SEI or Alternative Programs 1.If the parent is requesting a withdrawal from SEI or an Alternative Program, the parent must schedule a conference to discuss 2.Parent must submit a hand-written letter requesting that their child be “withdrawn” Mainstream

26.   All teachers assigned to teach ELs must be appropriately authorization  All school sites must organize classes to ensure the instructional needs of ELs are being met  The organization of classes is determined by:  Instructional program selected by parents  Language proficiency and academic needs Organization of Classes All Programs