English Learners

Serving English Learners

 

The Charter School will meet all applicable legal requirements for English Learners (“EL”) as it pertains to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, re-classification to fluent English proficient status, monitoring and evaluating program effectiveness, and standardized testing requirement.  The Charter School will implement policies to assure proper placement, evaluation, and communication regarding ELs and the rights of students and parents.

 

Home Language Survey

 

The Charter School will administer the home language survey upon a student’s initial enrollment into the Charter School (on enrollment forms).  

 

CELDT Testing

 

All students who indicate that their home language is other than English will be California English Language Development Test (“CELDT”) tested within thirty days of initial enrollment[1] and at least annually thereafter between July 1 and October 31st until re-designated as fluent English proficient.

 

The Charter School will notify all parents of its responsibility for CELDT testing and of CELDT results within thirty days of receiving results from publisher.  The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing.

 

Reclassification Procedures

As part of the Charter School’s monitoring program, the CELDT is also administered annually to students who are identified as English Learners. The Charter School monitors students’ CELDT and CST scores along with teacher recommendations to track student progress towards reclassification. The Charter School hopes to reclassify EL students as soon as feasible and, to this end, will continue to implement a school-wide commitment to emphasize academic vocabulary across content areas.

 

Reclassification can occur when a student successfully reaches the appropriate proficiency level on the CELDT, receives a score of basic on ELA testing, and obtains teacher recommendation in conjunction with parent/guardian communication. Parents’ input into the English Language program will take place through parent meetings, and annual written notification of their child’s CELDT score and course placement. 

 

 

 

 

 

Pursuant to Education Code Section 313, LVCS will ensure that English Learners are retested yearly to determine if they are eligible for reclassification and to ensure that EL students are making appropriate progress.  The following criteria will be used for reclassification:

 

Reclassification Criteria

Area

Data Collection Method

Reclassification Criterion

 

1. English Language proficiency

 

Most recent CELDT test

 

Overall level: Advanced or Early Advanced

Listening/Speaking: Intermediate or higher

 

Reading: Intermediate or higher

 

Writing: Intermediate or higher

 

2. Academic Achievement

   Most recent California

   Standards Tests in

   English Language Arts

  (ELA).

 

  Mid-Basic CST Score (Scale Score of 324 or higher) in ELA

 

3. Teacher Evaluation

 

Teacher’s recommendation and current report card

 

Grades 2-6

 

 Teacher agrees that student is performing successfully in all academic areas.

 

 Report card indicates that student meets approaching standards in all areas.

 

Grades 7-8

 

Minimum of “C” in all academic areas (Language Arts, Math, Social Science, and Science) on most current report card

 

If there are any deficits, the teacher agrees that:

 

·         the student is performing successfully in academic areas

-or-

·         any deficits in motivation or performance are unrelated to English language proficiency

 

4. Parent Opinion &

Consultation

 

Description and results of consultation with parent

 

Parent agrees that reclassification is appropriate

 

Reclassified students will be monitored for at least two years by classroom teachers. Should additional support or services be needed, a Student Success Team (SST) will be held.

 

 

 

 

Strategies for English Learner Instruction and Intervention

 

An inclusive environment, such as the one provided at LVCS, gives English Learners an opportunity to learn from and with his/her English-speaking peers, rather than being segregated with others who are also struggling with the language.  All teachers are given a spreadsheet that identifies students who are English learners and their proficiency level. Teachers then individually plan their curriculum to ensure that these students have full access to the material and teachers modify their instruction as needed.

 

In order to support English Learners, LVCS actively recruits and hires bilingual instructional and support staff.  LVCS’ instructional staff will be trained in instructional strategies for teaching English Learners.  Teachers will make use of Specially Designed Academic Instruction in English (“SDAIE”) strategies in working with their students.  The Charter School is committed to providing EL students with full access to a challenging, standards-based curriculum and the support necessary to be successful. The goal of our program is for EL students to learn English and meet age-appropriate academic achievement standards for grade promotion and graduation.

 

EL students will be placed into Mainstream English classes where they will receive English Language Development (“ELD”) through the implementation of strategies such as the use of SDAIE. Scaffolds as needed are implemented in these classrooms and include examples of strategies such as accessing prior knowledge, pre-teaching vocabulary, use of visuals, use of study guides, graphic organizers, and modifying the language of classroom presentations and reading materials.  These students will have access to a multitude of additional intervention and support programs, with the purpose of accelerating this group of student’s language proficiency in order to gradually reduce support. Examples include reading specialist, Speech Club, math specialist, Team Read, and Reading A – Z.

 

English Learners are provided access to every intervention program available to students at LVCS with a heavy focus on ensuring they have access to supports through the use of 1) academic language, the deliberate teaching of academic vocabulary throughout the curriculum to increase reading comprehension and access to higher level texts; 2) middle school Jump classes; 3) Reading and Math Specialists; and 4) Team Read.

 

An inclusive environment, such as the one provided at LVCS, gives English Learners an opportunity to learn from and with their English-speaking peers, rather than being segregated with others who are also struggling with the language. English Learners are identified through a home language survey upon enrollment followed by the California English Language Development Test (CELDT).  Results are distributed to LVCS teachers, so lessons and utilized curricular tools ensure that English learners have an opportunity to strengthen their language acquisition while at the same time meeting the given state standard. 

 

LVCS teachers and academic support staff are trained in instructional strategies for teaching English Learners including the use of SDAIE strategies in working with their students.  

 

 

 

 

Students Served

Program Components

Staffing Credential Requirements

 

• Fluent English Proficient

(FEP) students.

 

• Reclassified English Learners (RFEP)

 

• EL Students

 

 

 

• Differentiated instruction in Reading, Writing, Math, Science and Social Science, delivered in English, using decreasing SDAIE strategies. Use of state-approved, district- adopted, standards- based materials.

 

• Decreasing primary language support

 

 

 

 

• Multiple or Single Subject Teaching Credential.

 

• CLAD/BCLAD or equivalent required if an English Language Learner (ELL) is placed in the class.

 

Alternatives to CLAD/BCLAD:

• SB 395 or SB1969

• BCC or LDS Certificate

• General teaching credential or supplementary ESL authorization (ELD only)

 

• Internship credential with BCLAD emphasis Primary language support provided by BCLAD or equivalent certified teacher or bilingual instructional assistant.

 

 

 

Assessing EL Students with Disabilities

 

For EL students whose disabilities preclude them from participating in one or more domains of the CELDT, the IEP team may recommend accommodations, modifications, or an alternative assessment.  Since modifications and alternate assessments fundamentally alter what the test measures, students receive the lowest obtainable scale score (LOSS) on each domain affected and overall.

 

Some students with disabilities may require test variations, accommodations, and/or modifications or may take alternate assessments. Test variations are allowed for any student who regularly uses them in the classroom.  Accommodations, modifications, and/or alternate assessments must be specified annually in each student’s IEP or Section 504 Plan.

 

English Learners are provided access to every intervention program available to students at LVCS with a heavy focus on ensuring they have access to supports through the use of 1) academic language, the deliberate teaching of academic vocabulary throughout the curriculum to increase reading comprehension and access to higher level texts; 2) middle school support classes; 3) Reading and Math Specialists; and 4) Team Read.

 

Monitoring and Evaluation of Program Effectiveness

 

The evaluation for the program effectiveness for EL students in the Charter School will include:

 

·         Adhere to Charter School-adopted academic benchmarks by language proficiency level and years in program to determine adequate yearly progress.

·         Monitoring of teacher qualifications and the use of appropriate instructional strategies based on program design.

·         Monitoring of student identification and placement.

·         Monitoring of parental program choice options.

·         Monitoring of availability of adequate resources.




[1] The thirty-day requirement applies to students who are entering a California public school for the first time or for students who have not yet been CELDT tested.  All other students who have indicated a home language other than English will continue with annual CELDT testing based upon the date last tested at the prior school of enrollment.