1. 1 Transitional English Programs 2010-2011 District English Learner Advisory Committee December 8, 2010

2. 2 Part 1. Functions of DELAC Opportunity to: Advise board on programs & services Conduct school-based needs assessment Advise on district program, goals, objectives Advise on plan to ensure teacher and aide requirements Review annual language census Review district’s reclassification procedures Review written notifications

3. 3 Today’s Meeting: Review 2010 language census Review EL subgroup assessment results Review district program for English Learners Review parent written notifications Review reclassification criteria Review funding for English Language Learners Survey members’ need for training Provide opportunity for DELAC members to advise the school board

4. 4 Part 2. Language Census Terminology English learner (EL) or Limited English Proficient (LEP) Fluent (FEP) I-FEP (initially fluent) R-FEP (reclassified fluent); former EL

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9. Language Minority Students, March 2010 By Schools

10. Language Minority Students, March 2010: By Languages

11. 11 Part 3. English Learner Subgroup Assessment Results California English Language Development Test (CELDT) California Standards Test (CST)

12. 12 CELDT California English Language Development Test Level 1Beginning Level 2Early Intermediate Level 3Intermediate Level 4Early Advanced Level 5Advanced

13. 13 CST-ELA California Standards Test— English Language Arts Level 1Far Below Basic Level 2Below Basic Level 3Basic Level 4Proficient Level 5Advanced

14. 14 Achievement Goals Increase one CELDT level per year 54% (target was 53.1%) “English proficient” (CELDT 4 or 5) 18.5% (target was 17.4%) less than 5 years 41.9% (target was 41.3%) more than 5 years Proficient or advanced on the CST-ELA (regular English test given to all California students) 38.8% (target was 56%)

15. 2007-2010 Percent of EL Students who scored Proficient and Advanced on the CST – Language Arts

16. 2007-2010 Percent of EL Students who scored Proficient and Advanced on the CST – Math

17. 17 Part 4. District Programs for English Learners High-intensity English language development for beginners Avenues, K-5 (White Rock Elementary) Inside, 6-8 (Mills Middle School) Edge, 9-12 (Cordova High School) Use of core English materials by year 3 Teachers use SDAIE and ELD strategies English Learner supplemental materials Bilingual instructional aide support Newcomer and Mainstream Classes

18. 18 District Programs (continued) Community Heritage Language Programs Ukrainian, Russian and Spanish Saturday Schools Homework help at CHS Student Union Intervention classes for at-risk students Avenues A, Threshold Vocabulary, Read 180, Lexia, Read Naturally, SIPPS, Open Book Summer ELD program K-12 Frontloading of grade level standards in English Language Arts and Math Language Learning through Music, Arts, Science and Physical Education

19. 19 Part 5. Written Notifications No Child Left Behind Annual Notice (continuing English Learners) Notice of Assessment and Placement (new English Learners) Notice of Assessment and Placement (continuing English Learners) Notice of CELDT results (initial fluent) Notice of CELDT results (initial English Learners Notice of CELDT results (annual) Notice of Reclassification

20. 20 Part 6. Reclassification to Fluent CELDT Level 4 or 5 (no 1’s or 2’s) CST-ELA Level 3, 4, 5 Teacher evaluation of reading/writing “similar to English-only peers” Parent opportunity for meeting

21. 21 Part 7. Funding for EL programs State Economic Impact Aid (state) English Language Acquisition Program (ELAP) Federal Title 3 LEP Title 3 Immigrant Other Refugee Students’ Assistance Program Refugee Educators’ Network

22. 22 2009-10 EIA, Title 3, ELAP Expenditures Bilingual aides, intake center staff, materials and software, teacher training and support, Community Heritage Language Programs, translation/interpretation.

23. 23 Spending priorities, 2010-11 Bilingual support About 30 instructional aides provide instructional support and family translation TEP Coordinators Site representatives with knowledge in ELD materials, SDAIE strategies, compliance, home- school connection, computer programs and student assessments Staff Development ELD curriculum lead teachers provide professional development to teachers of English Learners and bilingual instructional assistants Instructional Materials for English Learners Intervention Classes ELD Summer School

24. 24 Supplemental Materials for English Learners (above core materials) Programs for beginners Avenues, Inside and Edge Program for 3rd-year students at secondary schools Holt Plus classes for EL students Threshold vocabulary and Academic Vocabulary 1,000-2,000 high frequency words that make up 75% to 95% of any reading passage Academic vocabulary program for refugees class HM language support binder and story focus walls Read 180 at Title 1 schools Grammar Students Acquiring English Practice Book at elementary levels “Magic Lens” grammar at secondary in all classes Computer softwares (Lexia, Read Naturally, Let’s Go, others)

25. 25 Teacher Qualification and Parent Involvement 98% of district teachers are EL qualified Parent Contact & Involvement Transitional English Programs office Enrollment, problem-solving, help Bilingual aides at sites Latino Family Literacy Project Phone interpretation (Language Line) Translated documents Conduct code, Parent Rights & Responsibilities, report cards, standards, school bulletin, etc,,,

26. 26 Part 8. Community Heritage Language Programs (Saturday Schools) Golden Bell Award Winner Partnership between community and schools (parent donations help with cost) Spanish (225 students), Rancho Cordova Elem. Russian (130 students), White Rock Elem. Ukrainian (190 students), Mills Middle Learning to read the home language Improve student performance at school

27. 27 Passport to Your Future Refugee grant, in process Target: late-arriving refugee high school students who understand Russian Guidebook Area schools, graduation requirements, what to do if students cannot pass the HS exit exam? Job titles, with Russian translation Saturday vocabulary classes Russian and English, 500 words, 5 credits each 1-Essential Reading Vocabulary 2-Academic Word List

28. 28 Part 9. Training needs What kind of follow-up meeting would you be interested in? Learn about district programs for English Learners Learn about materials used in the classroom Learn how to help children at home Learn about legal requirements Learn how to contribute as an ELAC member Other

29. 29 (School) ELAC meetings Review Language Census Review success of EL and R-FEP subgroups Review services for EL students School site plan Identify if any subgroups have low attendance; if so assist the school in efforts to make parents understand the importance of school attendance. Learn more about EL programs and state requirements. Think of ways that parents can contribute to the school’s programs

30. 30 Part 10. What do you think? What parts of the district’s program do you really like? How can the district’s programs be improved/changed to help you and your children more?

31. 31 Opportunity to Advise Please take a few minutes to complete the following Opportunity to Advise the School Board surveys: District Master Plan District Needs Assessment District Goals and Objectives for English Learners Training for DELAC Responsibilities

32. 32 For assistance Transitional English Office 2460 Cordova Lane, Rancho Cordova (916) 635-4301 Enrollment, questions, translation, data, resources, Saturday School (Room 10) Nguyet Tham, Nadia Kalinyuk, Gudelia Castillo Passport to Your Future: Danna Domashuk Mark Rickabaugh, Director State & Federal Programs ELD Lead Teachers Assist schools with English language development K-5 Sina Chau Pech, 985-7700 X197 schau@fcusd.org 6-8 Linda Dickenson, 363-6544 ldicken@fcusd.org 9-12 Stacy Kopshy, 362-1104 skopshy@fcusd.org Website www.fcusd.k12.ca.us (departments>Transitional English) www.fcusd.k12.ca.us

33. 33 Thank you for participating!