1. ELD/CELDT Update

2.  12% of total population  393 students  Bagby—11%  Fammatre—15%  Farnham—12%  Sartorette—18%  Price—8%  37 Languages/All student  25 Languages/EL Students

3. * Several languages that individually reflect 0% of the population combined together represent 1% of the population

4. * The following languages combined together equal 1%: Armenian, German, Turkish, Urdu, Sign Language, Bengali, Tongan, Cebuano, and Lao

7.  Given to all EL students in the fall  Results returned in January, entered in Edusoft  Indicates student yearly progress toward English fluency  Four key areas assessed  Listening, Speaking, Reading, and Writing (K-12)  09-10—First year assessing Reading and Writing for K-1

8.  Five Performance Levels  Level 1—Beginning  Level 2—Early Intermediate  Level 3—Intermediate  Level 4—Early Advanced  Level 5—Advanced  CELDT Goal  Advance at least one level each year

13.  EL student can be classified as R-FEP, Reclassified as Fluent English Proficiency  At least 3 rd grade  Level 4 (Early Advanced) or above on the CELDT with no sub-category less than Level 3 (Intermediate)  Basic or above on English Language Arts (ELA) portion of STAR test  Teacher recommendation  Parent supportive of reclassification, signature required

14.  R-FEP students monitored for two years  ELA on STAR remains at Basic or above, with goal of proficient or above  Basic or above on District ELA Benchmark Assessments, with goal of proficient or above  Continued success with school work  After two years, student can be reclassified as FEP, Fluent English Proficiency  Student not meeting criteria receives targeted ELD/ELA instruction and intervention, with goal of FEP

15. * Data is based on RFEP dates for current Cambrian students

16.  EL students represent a significant subgroup of students in Cambrian  NCLB Goals  2008-2009—  ELA—46% proficient or above  Math—47.5% proficient or above  2009-2010  ELA—56.8% proficient or above  Math—58% proficient or above  Academic Goal  EL students score proficient or above on STAR ELA and Math at same levels as other students

21.  Elementary schools  Combination of pull out and push in, especially for CELDT Levels 1-3  30-60 minutes/week  2-3 times/week, 20 minutes a session  1 time/week, 30-45 minutes  Groups of 4-6 students  EL teachers EL certified  Some RtI teachers also support EL students, as needed, during ExCel

22.  Middle School  All CELDT Levels, especially 1-4  6 th grade—embedded in two period core class, social studies and math classes  7 th /8 th grade—embedded in two period combo 7/8 core class and one period of social studies  Students mainstreamed for other subject areas  Teachers EL certified

23.  Increase English Language instruction to be in compliance with state requirement of 150 minutes/week.  Target intervention with struggling EL students in both ELA and Math, based on data from ongoing formative assessments.  Investigate research-based, state adopted ELD program.  Evaluate methods of EL instruction.

24.  Provide further PD and support to review and enhance skills and instructional strategies for working effectively with students at all CELDT Levels.  Revise reclassification and R-FEP monitoring forms.  Review reclassification process and timeline  Monitor and track progress of R-FEP students.