cLOVIS UNIFIED SCHOOL DISTRICT MASTER PLAN
A GUIDE TO SERVICES FOR ENGLISH LEARNERS

EIMEAR O’FARRELL, Ed. D. District Superintendent

Debbie Parra, Ed. D. Assistant Superintendent
Curriculum, Instruction & Accountability

Gary Comstock

Director of Supplemental Services

August 2020

CLOVIS UNIFIED SCHOOL DISTRICT

MASTER PLAN

A GUIDE TO SERVICES FOR ENGLISH LEARNERS

Revised: August 2020

This Master Plan: A Guide to Services for English Learners was developed by: Clovis Unified School District
Eimear O’Farrell, Ed. D., Superintendent
Debbie Parra, Ed. D., Assistant Superintendent, Curriculum, Instruction & Accountability Department of Curriculum, Instruction & Accountability
Gary Comstock, Director
Mai Yia Moua, Teacher on Special Assignment for English Learners English Learner Task Force 2019
Kathie Aschenbrenner Megan Corrao
Andy Dominguez Dulce Giannoni Marci Haas Shawna Henson Kelli Hinojos Alison Johns Bob Kampf Tammy Kent
Elizabeth Marquez Mai Yia Moua Patti Mushegan Donna Post
The Master Plan: A Guide to Services for English Learners was reviewed andrevised with input from the following committees during the 2017-2018 school year. The EL Master Plan was presented to the Clovis Unified School Governing Board and approved in August 2018. The committees included the Department of Supplemental Services, Curriculum & Instruction, and Accountability. Additional input from the Department of Special Education, the District English Learner Task Force, District Professional Learning Committees and District English Advisory Committee (DELAC). An additional revision took place in the spring 2018.

CUSD Board approved on May 27, 1998.
Revised and CUSD Board approved on January 27, 1999. Revised and CUSD Board approved on June 12, 2002. Revised and CUSD Board approved on February 13, 2008. Revised and CUSD Board approved on January 7. 2009. Revised and CUSD Board approved on September 28, 2011 Revised and CUSD Board approved in January 2014 Revised and CUSD Board approved on September 2016 Revised and CUSD Board approved on July 2017
Revised and CUSD Board approved on August 2018

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Revised and CUSD Board approved on August 2019

Note:	This document,Master Plan A Guide to Service for English Learners, is written inan organizational sequence beginningwith identification of English Learners, followed by program monitoring, and ending with reclassification.

TABLE OF CONTENTS

introduction.................................................................................................................................4 CUSD Vision, Mission, and Aims............................................................................................................................5 CUSD Core Values.................................................................................................................................................6 Goals for English Learners .....................................................................................................................................8 Legal Requirements................................................................................................................................................9 Key Sources of FederalLaw.................................................................................................................................10 Desired Outcomes, ProgramDimensions.............................................................................................................11 State Services for English Learners......................................................................................................................12

Part A: Pupil Identification, Parent Notification, and Placement ...........................................................................23 Home Language Survey.......................................................................................................................................24 English Language ProficiencyTesting..................................................................................................................27 Primary Language Survey.....................................................................................................................................31 Documentationand Parent Notification of Initial Testing.......................................................................................32 Program Placement for English Learners.............................................................................................................34 Required On-going Documentation of Services to English Learners....................................................................35

Part B: Instructional Services......................................36 Instructional Settings.............................................................................................................................................38 CUSD EL Flowchart for Grades TK-12……………………………………………………………………………………43 Required Elements of EL Instructional Program...................................................................................................44 CA ELD Standards………………………………………………………………………………………………………….45 Integrated and Designated ELD…………………………………………………………………………………………...46 Elementary Instructional Models……………………………………………………………………………………….….48 Suggested Program Design for Grades TK-12.....................................................................................................50 Assessment of Pupil Progress..............................................................................................................................55 Overview of the Single Plan for Student Achievement..........................................................................................57

Part C: Program Evaluation...........................................58 Pupil Evaluation and On-going Monitoring............................................................................................................60 Reclassification.....................................................................................................................................................62 CUSD Criteria and Standardsfor Reclassification................................................................................................63

Part D: Staffing and Professional Development ......65 English Learner Authorization for Teaching Personnel.........................................................................................66 Bilingual Instructional Assistants...........................................................................................................................67

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Professional Development....................................................................................................................................67

Part E:
Parent Notification and Advisory Committees ..........68 Parent Notification.................................................................................................................................................70 English Learner Advisory Committees..................................................................................................................71 District English Learner Advisory Committee (DELAC).........................................................................................71 Parental Exception Waiver....................................................................................................................................72

Part F: Funding..................................................................76 Supplemental Funds.............................................................................................................................................78

PART G: English Learners with Special needs .............83 English Learners with SpecialNeeds....................................................................................................................89 ELPAC Alternative Assessment............................................................................................................................90 Accommodationsfor ELPAC.................................................................................................................................90 Modifications for ELPAC.......................................................................................................................................92 Notification of Initial Placement Results................................................................................................................94 Frequently Asked Questions.................................................................................................................................95 Instructional Settings.............................................................................................................................................96 Reclassification of English Learners with Disabilities............................................................................................97 Learning Disability versus Language Difference.................................................................................................100 Reclassification Special Education Addendum...................................................................................................102 Student Oral Language Matrix (SOLOM)............................................................................................................103 Monitoring Reclassified EL Students..................................................................................................................105

PART H: GLOSSARY OF TERMS............................................ 106

Part I: appendix............................................................... 114

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Introduction

Mission, goals,

&

legal requirements

CLOVIS UNIFIED SCHOOL DISTRICT

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STRATEGIC PLAN

OUR VISION

To be America’s benchmark for excellence in education.

OUR MISSION

To be a quality educational system providing the resources for all students to reach their potential in Mind, Body, and Spirit.

OUR AIMS

 AIM I:

Maximize Achievement For ALL Students
	AIM II:

Operate With Increasing Efficiency and Effectiveness
	AIM III:

Hire, Develop, Sustain, and Value a High Quality Diverse Workforce

OUR NON-NEGOTIABLE CORE VALUES

Students
	Employees
	Community
	Schools and Facilities
	
“A fair break for every kid.” -Doc
	“It’s people, not programs, that make the positive difference for
	“Education revolves around teamwork andtrust.”
	“When youdo something, only do itfirst class.”

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•	 Educate the whole child in Mind, Body, and Spirit.
•	Base all decisions on what is best for students’ academic, social, and emotional well-being.
•	Commit to a safe and inclusive learning environment for ALL students.
•	Believe every child can learn and we can teach ALL children.
	students.” -Doc

•	 Foster a climate of trust and respect through relationships and communication.
•	Collaborate and empower all employees in the decision-making process at the site, area, and department level.
•	Be accountable to high standards, both individually and collectively.
•	Surround students with the very best role models and mentors.
•	Support life-long learning by providing ongoing professional development for all employees.
	-Doc

•	Great schools build great communities and great communities build great schools.
•	Engage with parents and the community to support ALL students.
•	Recognize the cultural perspective of our community.
•	Be accessible to parents and the community as we continue to grow.
	-Doc

•	Provide safe, student-centered, world-class schools.
•	Build state-of-the-art facilities that promote student success.
•	Maintain quality campuses that creates community pride.
•	Design learning environments that serve ALL students now and in the future.

CUSD 2016-19 Strategic Plan

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CUSD 2016-19 Strategic Plan

GOALS FOR ENGLISH LEARNERS

All English Learners will:
1.	Achieve proficiency in listening, speaking, reading, and writing English equal to that of their native English speaking peers as rapidly as possible through instruction that is systematic, articulated, and based on a comprehensive diagnosis of pupil needs.
2.	Receive English Language Development (ELD) instruction at the appropriate developmental level of language proficiency.
3.	Be assessed in all modes of language (reading, writing, speaking, and listening) as they advance toward full English competence.
4.	Have equal access to a challenging core curriculum through Specially Designed Academic Instruction in English (SDAIE) and primary language support as needed.
5.	Receive activities and instruction that are meaningful and lead to positive self-esteem and appreciation of their culture and language.

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LEGAL REQUIREMENTS

School districts are required to follow the guidelines of the State Services for ELs contained in the California Department of Education’s Categorical Program Monitoring (CPM) Manual in accordance with the California Education Code, Sections 300-313 and Section 62002; and Title 5 of the CaliforniaCode of Regulations, Sections 11300-11310. California requirements follow both federal and state statutes. This Master Plan addresses these requirements. See Key Sources of Federal Law and State Services for English Learners on page 8. The CDE provides assistance to local schools and districts to achieve the following goals:

•	Ensure that English Learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.
•	Ensure that English Learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

Meeting these two goals will help close the achievement gap that separates English Learners from their native English-speaking peers. English Learners who acquire a good working knowledge of English during a temporary transition periodand meet the district’s reclassification criteria are then transferred into English language mainstream classrooms. English Learners are reclassified to fluent English proficient after meeting district criteria established to ensure these pupils have overcome language barriers, have recouped any academic deficits incurred in other areas of the curriculum, and can demonstrate English language proficiency comparable to that of the school district’s average native English language speakers.

The Program Dimensions, on page 10,expand on each area of required services for English Learners. All areas have been addressed in this CUSD Master Plan for English Learners.

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Parent Notification in Primary Language

When 15 percent or more of the pupils enrolled in a public school that provides instruction in kindergarten or any of grades 1 through 12 speak a single primary language other than English, as determined from the census data submitted to the Department of Education pursuant to Section 52164 in the preceding year, all notices, reports, statements, or records sent to the parent or guardian of any such pupilby the school or school district shall, in addition to being written in English, be written in such primary language, and may be responded to either in English or the primary language. (EC 48985)

In addition, Clovis Unified School District makes every effort to communicate with non-English speaking parents in their native language through the use of documents in their primary language, bilingual staff members, community volunteers, other parents, or pupils.

KEY SOURCES OF FEDERAL LAW

▪ Title VI of the Civil Rights Act – 1964

Prohibits discrimination against pupils on the basis of their language minority status.

▪ OCR May	25th

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Memorandum – 1970

Where the inability to speak and understand English excludes pupils from “effective participation” in the education program, the district must take “affirmative steps to rectify the language deficiency in order to open its instructional program to these pupils.”

▪ Lau v. Nichols – 1974

Classes taught exclusively in English and which provide no assistance in learning English deny LEP pupils a meaningful opportunity to participate in the educational program.

▪ Equal Educational Opportunities Act: 20 U.S.C. § 1703 (f)

Requires educational agencies to take “appropriate action to overcome language barriers that impede equal participation” by pupils in their instructional programs.

▪ Castañedav. Pickard – 1981

Development of a three-prong test to evaluate the effectiveness of a district program:

o Is the program informed by an educational theory recognized as sound by at least some experts in the field?

o Are the district’s programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively?

o Does the district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome?

DESIRED OUTCOMES

1. English learners acquire full proficiency in English as rapidly and effectively as possible. (20 USC 1703{f}, 6892; EC 300{f}, 5 CCR 11302{a})

2. English learners meet state standards for academic achievement. (20 USC 1703{f}, 6892; 5CCR11302{b})

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PROGRAM DIMENSIONS

Each categorical program is reviewed using the following interrelated seven dimensions:

I.	Involvement. Parents, staff, pupils, and community members participate in developing, implementing, and evaluating core and categorical programs.

II.	Governance and Administration. Policies, plans, and administration of categorical programs meet statutory requirements.

III.	Funding. Allocation and use of funds meet statutory requirements for allowable expenditures.

IV.	Standards, Assessment, and Accountability. Categorical programs meet state standards, are based on the assessed needs of program participants, and achieve the intended outcomes of the categorical program.

V.	Staffing and Professional Development. Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program.

VI.	Opportunity and Equal Educational Access. Participants have equitable access to all programs provided by the local educational agency, as required by law.

VII.	Teaching and Learning. Participants receive core and categorical program services that meet their assessed needs.

STATE SERVICES FOR ENGLISH LEARNERS I.	Involvement

EL 01: Parent Outreach and Involvement
1.0 The local educational agency (LEA) must implement outreach to parents or guardians of English learners (ELs) that includes the following:
(a) The LEA sends notice of and holds regular meetings for the purpose of formulating and responding to the parents’ recommendations.
(b) The LEA provides training activities to parents on how they can be involved and become active participants in assisting their children to:
i. Attain English proficiency
ii. Achieve at high levels in core academic subjects
iii. Meet challenging state academic content and achievement standards

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expected of all students.

EL 02: Translation of Information for Parents
2.0 The LEA must provide parents or guardians with information on school and parent activitiesin a format and, to the extent practicable, in a language the parents can understand.
2.1 When 15 percent or more of students enrolled in apublic school speak a single primary language other than English, as determined by language census data from the preceding year, all notices, reports, statements, or records sent to the parent orguardian of such students must be written in English and the home language.

EL 03: Private School Consultation and Participation
3.0 The LEA must contact private school officials in the LEA enrollment
area to provide an opportunity to receive equitable Title III educational services and benefits to address theneeds of eligible ELs and ensure that immigrant students participate on an equitable basis.

3.1 On an annual basis, the LEA must consult with all non-profit private schools within its boundaries as to whether the private schools’ students and teachers will participate in the Title 2020–21 EL Program Instrument Part A, English Language Acquisition, Language Enhancement, and Academic Achievement Program as part of the federal programs available to them.

3.2 For participating private schools, the LEA must consult with appropriate private school officials during the design and development of the program concerning the following:
(a) Identification of students’ needs
(b) Services and/or products to be offered
(c) Service delivery options, including services through a contract with a third party provider
(d) Assessment and improvement of services
(e) The size and scope of services and the proportion of funds allocated (f) Program delivery options
(g) Reasons for not using a contractor preferred by private school officials (h) The right to complain to the state educational agency (SEA) that the LEA
did not engage in consultation that was meaningful and timely or did not give due consideration to the views of the private school official
(i) Parent participation on an equitable basis in parental involvement services and activities
(j) The LEA’s annual assessment of identified students for English language proficiency using a valid and reliable instrument

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EL 04: English Learner Advisory Committee (ELAC)
4.0 A school site with 21 or more ELs must have a functioning English Learner Advisory Committee (ELAC) that meets the following requirements:
(a) Parent members are elected by parents or guardians of ELs (b) Parents of ELs constitute at least the same percentage of the
committee membership as their children represent of the student body.
(c) The ELAC shall be responsible for assisting in the development of the school-wide needs assessment, and ways to make parents aware of the importance of regular school attendance.
(d) The ELAC shall advise the principal and staff in the development of a site plan for ELs and submitting the plan to the school site council for consideration of inclusion in the Single Plan for Student Achievement (SPSA).
(e) The ELAC receives training materials and training, planned in full consultation with committee members, to assist members in carrying out their legal responsibilities

4.1 The school may designate an existing school level advisory committee, or subcommittee of such advisory committee, to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in paragraph “b”, above.

4.2 The ELAC has the opportunity to elect at least onemember to the DELAC or participants in a proportionate regional representation scheme when there are 31 or more ELACs in the district.

EL 05: District English Learner Advisory Committee (DELAC)
5.0 Each LEA with more than 50 ELs must have a functioning DELAC or a subcommittee of an existing district committee in which at least 51 percent of the members are parents of ELs and not employed by the district.

5.1 The DELAC shall advise the school district governing board on all of the following tasks:
(a) Development of a district master plan for
educational programs and services for ELs that takes into consideration the SPSA.
(b) Conducting of a district-wide needs assessment on a school-by-school basis.

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(c) Establishment of district program, goals, and objectives for programs and services for ELs.
(d) Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.
(e) Review and comment on the LEA’s reclassification procedures.
(f) Review and comment on the written notifications required to be sent to parents and guardians.

5.2 The LEA shall provide appropriate training materials and training, planned in full consultation with committee members, to assist members in carrying out
legal advisory responsibilities.

5.3 The consolidated application shall also include certifications by appropriate district advisory committees that the application was developed with review and advice of those committees.

II. Governance and Administration

EL 06: English Learner Identification and Assessment
6.0 The LEA must properly identify and assess all students who have a home language other than English.

6.1 A home language survey (HLS) must be used at the time of initial enrollment to identify language use in the home.

6.2 Within 30 calendar days of initial enrollment, each student whose home language is other than English, as determined by the HLS, must be assessed for English proficiency bymeans of the current English language proficiency assessment. Administration of the assessment must follow all of the publisher’s instructions.

6.3 The LEA must annually assess the English language proficiency and academic progress of each EL.

6.4 All currently enrolled ELs must be assessed for English language proficiency by administering the current California English language proficiency assessment during the annual assessment window.

6.5 Each EL on an active Individual Education Plan (IEP) or Section 504 plan must be annually assessed for English language proficiency using the accommodations, modifications, or alternate assessments for the current California English language proficiency assessment as specified in the
student’s IEPor Section 504 Plan.

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6.6 Each LEA must identify all immigrant children and youth (ages 3 through 21), who were not born in any State and have not attended school in any State for more than 3 full academic years.

EL 07: Parent/Guardian Notifications
7.0 The LEA must provide notifications to parents and guardians.

7.1 Parents/guardians of ELs must be notified of their child’s initial English language proficiency assessment results. Parents/guardians of initial fluent English-proficient students must be notified of their child’s English language proficiency assessment results

7.2 Parents/guardians of ELs must be notified annually of their child’s English language proficiency assessment results within 30 calendar days following receipt of results of testing from the test contractor.

7.3 For LEAs receiving Title III funds, within 30 days after the beginning of the school year (or during the school year, within two weeks of child being placed in a program), parents/guardians of initially identified English learners must be notified of:
(a) Their child’s initial English language proficiency level (b) How such level was assessed
(c) Their child’s language designation
(d) Descriptions of program options, educational strategies, and educational materials to be used in different options, including the option to immediately remove a child from a particular program or choose another program or method of instruction, if available
(e) Program placement (f) Exit criteria
(g) For ELs on an active IEP, how such program will meet the objectives of the IEP
(h) The expected rate of graduation from secondary school is if funds under this part is used for children in secondary school

7.4 For LEAs receiving Title III funds, parents/guardians of ELs must be informed annually, not later than 30 days after the beginning of the school year, of:
(a) Their child’s English proficiency level

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(b) How such level was assessed
(c) The status of the child’s academic achievement (d) Their child’s language designation
(e) Descriptions of program options, educational strategies, and educational materials to be used in different options, including the option to immediately remove a child from a particular program or choose another program or method of instruction, if available
(f) Program placement (g) Exit criteria
(h) For ELs on an active IEP, how such program will meet the objectives of the IEP
(i) The expected rate of graduation from secondary school if funds under this part are used for children in secondary school

EL 08: Implementation, Monitoring & Revision of LEA Plans
8.0	Each LEA operating Title III programs must annually update, implement and monitor performance goal 2 of the approved local educational agency plan (LEAP).

8.1	The plan must contain the following minimum required components: (a) Title III required and allowable programs and activities to be
implemented
(b) Description of how funds will be used
(c) Description of how school sites will be held accountable for: i. Meeting areas of improvement
ii. Making adequate yearly progress for ELs
iii. Annually measuring the English proficiency of ELs
(d) Description of how school sites will promote parental and community participation in programs
(e) Description of how all EL programs will be carried out to ensure that ELs are served
(f) Assurance that the EL program(s) will be based on effective approaches and methodologies enabling ELs to meet challenging state academic
content and student academic achievement standards
(f) Description of high-quality student academic assessments that the LEA and schools use:
i. To determine the success of children in meeting the state student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made

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toward meeting the state student academic achievement standards
ii. To assist in diagnosis and instruction in the classroom and to determine what revisions are needed so that ELs meet the state student academic achievement standards

8.2 LEAs and Consortia Leads (with input from consortia members) that have failed to make progress towards meeting the areas of improvement for two consecutive years shall develop an improvement plan addendum for goal 2 of the LEAP no later than three months after notification of status.

8.3 LEAs and consortia that have failed to make progress towards meeting the areas of improvement for four consecutive years shall modify their curriculum, program, and method of instruction in a revised improvement plan addendum for goal 2 of the LEAP

EL 09: EL Program Inclusion in Development of theSingle Plan for Student Achievement (SPSA)
9.0 The EL program mustbe included in the development of the SPSA

9.1 The approved SPSA must contain:
(a) An analysis of academic performance and language development data to determine EL student and program needs
(c) School goals to meet the identified academic and language proficiency needs of ELs
(d) Activities to reach school goals to improve the academic performance of EL students
(e) The means of annually evaluating the progress of programs toward accomplishing the goals, including determining whether the needs of all children have been met by the strategies used, particularly the needs of low-achieving ELs and those at risk of not meeting state academic content standards
(f) Expenditures of EIA-LEP carryover allocated to the school through the Consolidated Application and Reporting System (CARS)

9.2 The local governing board must review and approve the SPSA annually and whenever there are material changes to the plan. (e.g., the school is designated in Program Improvement [PI]).

9.3 The SPSA must be consistent with the district local improvement plans including the LEAP.

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9.4 LEAs that distribute Title III funds or services directly to schools must ensure that Title III programs operated at the schools are included in SPSAs, administered in accordance with the LEA plan submitted to the CDE, and adhere to all applicable statutes and regulations.

EL 10: Inventory
10.0 For all categorical programs, the LEA must maintain an inventory record for each piece of equipment with an acquisition cost of more than $500 per unit that is purchased with EIA(Economic Impact Aid)-LEP (Limited English Proficient) and Title III funds. The record must describe the acquisition by:
(a) Type (b) Model
(c) Serial number (d) Funding source (e) Acquisition date (f) Cost
(g) Location
(h) Current condition
(i) Transfer, replacement, or disposition of obsolete or unusable equipment

10.1 The school district must have conducted a physical check of the inventory ofequipment within the past two years and reconciled the results with inventory records.

III. Funding

EL 11: Supplement, Not Supplant, with Title III & EIA-LEP
11.0 General fund resources must be used to provide services and programs for ELs, including English language development and access to the core curriculum. The provision of such services and programs must not be contingent on the receipt of state or federal supplementary funds.

11.1 The LEA must use EIA-LEP carryover funds only to supplement, not supplant federal, state and local public funds.

11.2 For LEAs with EIA-LEP carryover, the LEA must utilize no less than 85 percent of those apportionments at school sites for direct services to students.

11.3 The LEA must use Title III funds only to supplement, not supplant, other federal, state, and local public funds. The use of Title III funds must meet the following requirements:

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(a) The LEA utilizes no less than 98 percent of Title III LEPapportionments on direct
services to ELs and may not use more than two percent of such funds for the administration of this program
(b) The LEA assesses for reasonable Title III LEPand immigrant alignment with the federal
supplement, not supplant requirement.

EL 12: Time Accounting Requirements
12.0 The LEA must properly assess charges for direct or indirect costs of Title III LEP and immigrant funds for salaries and wages in proportion to the allowable and identified
quantity and duties of the employee.

12.1 Each employee paid in part from Title III and in part from a second funding source, or an employee paid from multiple cost objectives, must complete a Personnel Activity
Report (PAR) each pay period, or an approved sampling method must be used.

12.2 Employees funded solely under Title III must complete a semiannual certification of such employment

IV. Standards, Assessment, and Accountability EL 13: Evaluation of English Learner Program Effectiveness

13.0 A program evaluation shall be provided by the LEA and shall be used to determine:
(a) Necessary improvements to programs and activities for which Title III funds have been used for LEP and immigrant students
(b) The effectiveness of programs and activities in assisting ELs to attain proficiency and to meet academic achievement and content standards
(c) Whether to eliminate specific EL activities proven to be ineffective

(d) The degree to which, within a reasonable amount of time:
i. ELs are attaining English language proficiency comparable to that of average native speakers of English in the district
ii. EL students’ academic results indicate that ELs are achieving and sustaining parity of academic achievement with students who entered the
district’s school system already proficient in English

EL 14: Reclassification

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14.0 The LEA must reclassify a student from EL to proficient in English by using a process and criteria that includes, but is not limited to:
(a) Assessment of English language proficiency
(b) Comparison of student’s performance in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient students of the same age that demonstrate whether the student is sufficiently proficient in English to participate effectively in a curriculum designed for students of the same age whose native language is English.
(c) Teacher evaluation that includes, but is not limited to, the student's academic performance. The term “teacher” refers to the classroom teacher and other certificated staff with direct responsibility for teaching or placement decisions of the student.
(d) Opportunities for parent opinion and consultation during the reclassification process

14.1 The LEA must maintain the following in the student’s permanent record (regardless of the physical form of such record and to ensure transfer of documentation):
(a) Language and academic performance assessments (b) Participants in the reclassification process
(c) Decision regarding reclassification

14.2 The LEA must monitor the progress of reclassified pupils for a minimum of two years to ensure correct classification, placement, andadditional academic support, as needed

EL 15: Teacher EL Authorization
15.0 Teachers assigned toprovide English language development and instruction in subject matter courses for ELs must be appropriately authorized

V.	Staffing and Professional Development

EL 16: Professional Development Specific to English Learners
16.0 The LEA must provide professional development specific to the implementation ofprograms for ELs.

16.1 The LEA must provide sufficient professional development to effectively implement the LEA’s EL program.

16.2 For LEAs receiving Title III, the LEA must providesupplemental high-quality professional development to classroom teachers, principals, administrators, and other school or community-based personnel that is:

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(a) Designed to improve the instruction and assessment of ELs
(b) Designed to enhance the teacher’s ability to understand and use curricula, assessment measures, and instructional strategies for ELs
c) Based on research demonstrating the effectiveness of the professional development in increasing the student’s English proficiency or the teacher’s subject matter knowledge, teaching knowledge, and teaching skills
(d) Of sufficient intensity and duration (which shallnot include activities such as one-dayor short-term workshops and conferences) to have a positive and lasting impact on the
teacher’s performance in the classroom

VI.	Opportunity and Equal Educational Access

EL 17: Appropriate Student Placement
17.0 All students must be placed in English language classrooms unless a parental exception waiver has been granted for an alternative program in which some or all of the instruction is delivered in the student’s home language. Based on LEA criteria of reasonable fluency, ELs must be placed in one of the following programs:

(a) Structured English Immersion (SEI)-A classroom setting where English learners who have not yet acquired reasonable fluency in English, as defined by the school district, receive instruction through an English language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language.
(b) Alternative Program (Alt)—A language acquisition process in which English learners receive ELD instruction targeted to their English proficiency level and academic subjects are taught in the primary language, as defined by the school district. Placement in an alternative program is triggered by the parents through a parental exception waiver.

EL 18: Parental Exception Waiver for Alternative Program

18.0 Parents and guardians of ELs must be notified of the opportunity to apply for a parental exception waiver for their children to participate in an alternative program in which some or all of the instruction is delivered in the pupil’s primary language.

18.1 LEA procedures for granting parental exception waivers must include the

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following:
(a) Parents and guardians areprovided, on enrollment and annually, full written, and upon request, spoken descriptions of SEI and Alternative Programs, and all educational opportunities offered by the school district and available to the student. The descriptions of the programs shall include the educational materials to be used in the different options
(b) Parents and guardians must be informed that the pupilmust be placed for a period of not less than 30 calendar days in an English language classroom and that the school district superintendentmust approve the waiver pursuant to guidelines established by the local governing board
(c) Parents and guardians are informed of any recommendation by the school principal and educational staff for an alternativeprogram and are given notice of their right to refuse the recommendation
(d) All parental exception waivers shall be acted upon by the school within 30 instructional days of submission to the school principal. However, parental waiver requests under Education Code section 311(c) shall not be acted upon during the 30- day placement in an English language classroom. These waivers must be acted upon either no later than 10 calendar days after the expiration of that 30-day English language classroom placement or within 20 instructional days of submission of the parental waiver to the school principal, whichever is later.

18.2 Parental exception waivers shall be granted unless the school principal and educational staff determine that an alternative program offered at the school would not be better suited for the overall educational development of the student

18.3 If a waiver is denied, parents and guardians must be informed in writing of the reason(s) for denial and advised that they may appeal the decision to the local board of education if such an appeal is authorized by the local board of education, or to the court.

18.4 Schools in which the parents or legal guardians of 30 students or more per school or the parents or legal guardians of 20 students or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible.

VIII. Teaching and Learning

EL 19: English Language Development
19.0 As part of the core program provided through general funds, each EL must receive a program of English language acquisition in order to develop

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proficiency in English as rapidly and effectively as possible, consistent with state priorities.

EL 20: Access to the Core Subject Matter
20.0 Academic instruction for ELs must be designed and implemented to ensure that ELs meet the district’s content and performance standards for their respective grade levels within a reasonable amount of time.

20.1 The LEA must have a means to assist ELs to achieve at high levels in the core Academic subjects to ensure that they meet the same challenging state content standards and achievement goals all children are expected to meet.

20.2 The LEA shall continue to monitor student academic progress and provide additional and appropriate educational services to English learners in kindergarten through grade 12 for the purposes of overcoming language barriers. Actions to overcome academic barriers must be taken before the
deficits become irreparable.

PART A

IDENTIFICATION, PARENT NOTIFICATION, And placement

25

a

PART A

PUPIL IDENTIFICATION, PARENT NOTIFICATION, AND PLACEMENT
PROGRAM DIMENSION II: GOVERNANCE AND ADMINISTRATION

EL 06: IDENTIFICATION AND ASSESSMENT EL 07: PARENT/ GUARDIAN NOTIFICATIONS

26

PROGRAM DIMENSION VI: OPPORTUNITY AND EQUAL EDUCATIONAL ACCESS EL 17: PLACEMENT IN INSTRUCTIONAL PROGRAMS

HOME LANGUAGE SURVEY (HLS)

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	•	Ensures that theHome Language Survey (HLS) ispart of the registration process at the school

SchoolOffice Registrar
	•	Ensures that HLS is completed as part of the registration process.
•	Attend annual registration training offered by the district.

EL Site Coordinator*
	•	Assists with explanations, requests, and arranges for interpreters as needed
•	Overseesin collaboration with Administration all aspects of EL Program
•	Validates HLS and initiatesany initial ELPAC assessmentsand/or gathers previous ELPAC scores
•	Collects all required EL documentation

Director of Supplemental Services
	•	Maintainsand revises the Home Language Survey (HLS) Directions TranslationsBooklet
•	Coordinates district trainings
•	Provides assistance to school sitesand collects data from schools

*EL Site Coordinator may include any of the following: Guidance Instructional Specialist (GIS), Resource Teacher (RT), and Teacher on Special Assignment, (TSA), Learning Director (LD), orClassroom Teacher.

Identification

Guidelines for Home Language Survey Process
As part of the enrollment procedures at each schoolsite, the parent or legal guardian of allnew TK-12 pupilsshall complete a Home Language Survey (HLS) under the guidelines outlined below. (See HLSsample in Appendix). Schools are encouraged to explain and assist parents with understanding the purpose, process, and meaning of the HLS, as well as, accurately understanding of the document. Schools are responsible for obtaining the original HLS. This allows for the most accurate information that can efficiently assist pupils in an appropriate program placement and instructional setting.

A.	Pupils transferring from within Clovis Unified School District (CUSD):

1.	Do not complete a new HLS.
2.	Obtain a copy of the HLS from the previous CUSD School.

B. Pupils transferring from outside CUSD:

27

1. A pupil entering Kindergarten or a California school for the first time, the parent/guardian will complete a HLS. 2. A pupil transferring from another California school, parents/guardians will complete the HLS, and the school
will request acopy of the original HLS from the previous school of attendance. The original HLS will take precedence as the official HLS for the pupil. All other HLS documents will be destroyed.
3. If a HLS is not received from the previousschool, an initial English Language Proficiency Assessment for California (ELPAC) will be administered within 30 days of enrollment.

The registrar shall use the Home Language Survey (HLS) Directions and Translation Booklet asa guide for implementing the HLS. The booklet contains information, procedures, and a set of HLS in34 languages. Note: The CUM file should contain only one HLS. If there more than one HLS exists, retain only the one with the earliest date. Attach the original HLS to the EL Home Language Survey CUM card and place in the CUM file (ELForm# 4.1C in Appendix).

Oral translations shall be provided for parentsor guardians needing assistance with completion of the HLS, when possible. The HLS has four questions. Each question mustbe answered. The HLSshallbe signed and dated by the parent/guardian.

Common Questions
A. What happensif the HLSindicates all English?
1. A copy of the HLS shall be placed in the pupil’s CUM file.
2. ELPAC is NOT administered nor EL program services required.
3. The pupil is placed in the school’s mainstream academic program.
4. English islisted as the primary language in student information system.

B. What happensif the HLSindicates a language other than English only on question #4?
1. The pupil is FEP. A copy of the HLS shall be attached to theHLS CUM Card (EL Form# 4.1C in Appendix).and placed in the pupil’s CUM file. Check the appropriate FEP boxon the card.
2. A copy of the HLS shall be given to the person responsible for the EL program at the school site. 3. ELPAC is NOT administered nor EL program services required.
4. The pupil is placed in the school’s mainstream academic program.
5. The pupil’s nameis placed on the Demographic Sheet (EL Form # 1S) and columns 1-7 are completed with the current information. Column 12 ofthe Demographic Sheet must be checked as the HLS #4.
6. The language other than English from the HLS must be entered into student information system as the primary language.
7. The pupil is placed in the school’s base/core academic curricular program and designated as an Fluent English Proficient (FEP).

C. Sample New Student Checklist

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STUDENT NAME
	Grade
	
Entry Date
	Check CUSD/Site HLS
	Primary Language Survey (lang other than English 1-2-3)
	Check Origional HLS dating back to Kinder/Initial Registration (Original HLS EO-STOP)
	Line 4 only STOP- Place on Demo Sheet
	Request CELDT info from previous site
	CELDT Scores Rec'd
	ELL FOLDER - Request from CUSD schooOl R Set-up (new to CUSD)
	Initial Testing (30 DAYS)
	Initial Identification Results Card
	Annual Testing (due 10-31)
	Ann. Parent Informed Consent (30 days) OR Parent Notice of Initial Testing Results (2wks)
	Parent Exemption Waiver (if requested)
	Cover of EL Folder
	Historical: Right Side of EL Folder
	Active: Left Side of Folder
	Cumulative File - Attach HLS and Green Card to Goldenrod card and put in cum
	Reclassification - Meets criteria - Parent Consult & Reclass. Form - Submit to Spec. Proj./File in EL Folder

Notes
	
John D.
	1
	8/17/2015
	EO
		EO
																
Mao V.
	3
	6/9/2015
	EL
	Hmong
	EL
		Y
	N
	New
	Y
	Y
	NA
	Y
	N
						Private
	
Alejandro M.
	5
	42235
	EO
	Spanish
	EL
		Y
	Y
	New
	NA
	NA
	Y
	Y
	N
						Teague (Central)
	
Jacob B.
	6
	42234
	EO
		EO

C. What happensif the HLSindicates at least one response other than English on questions #1-3?

If a parent/guardian elects to put two languages ona line;

Example 1:

Example 2:

English/Hmong: The language other than English must be listed in student information system, and ELPAC is administered.
Hmong/Thai: You must confirm with parent/ guardian the dominant
language andenter it into student information system, and ELPAC is administered.

1. The pupil shall be designated as having a primary language other than English and the assessment process begins. This includes migrant, special education, and alternative education pupils.

2. A copy of the HLS shall be given to the person at the schoolsite who is responsible for the EL program.

3. A copy of the HLS shall be attached to the HLS CUM Card and placed in the pupil’s CUM file. The pupilis administered the Initial ELPAC. A pupilwho has an overall score of Novice or Intermediate is an English Learner (EL) and receives services. If apupil scores Initial Fluent English Proficient they are listed as (IFEP) and will not need EL services.

4. The initial (ELPAC) shall take place within 30 calendar daysof enrollment. Schools must attempt to obtain the initial ELPAC score, within the 30-day period, from the pupil’s former schooldistrict. If official results are not available, the schoolshall administer an informal initial ELPAC within the 30-day period.

5. The pupil’s name shall be placed on the Demographic Sheet reflecting the pupil’sscores. IfELPAC results are from another district, a copy of the pupil’s report must be attached to the DemographicSheet.

6. The pupil is placed in the appropriate instructionalsetting based on the results of the initial ELPAC.

English isnever entered into student information system as a primary language, when the HLS has another language

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Assessment

ENGLISH LANGUAGE PROFICIENCY ASSESSMENT FOR CALIFORNIA: ELPAC

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	
•	Responsible for process at school

Director or Designee
	•	Responsible for procedures, training, technical assistance, and support
•	Coordinates data collection and input data received from school sites
•	Provides ELPAC materials,and training, and testing reports and coordinatesshipments of ELPAC to ELPAC Customer Support Center

EL Site Coordinator*
	•	Responsible for and overseescoordination of test administration
•	Administer ELPAC within 30 days of enrollment unless a previous score is received for new students,

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

Procedures for Administering ELPAC

Education Code 313 establishes the ELPAC as the initial and annual test for English learners.
ELPAC is to be administered for initial identification purposes within 30 calendar days of initial enrollmentto a pupil whose primarylanguage is other than English, asdetermined by the Home Language Survey, and who hasnot previously been assessed for English language proficiency in a California public school in Trans-Kindergarten – grade 12.

English learners take the Summative ELPAC annually to monitor their progress in attaining English proficiency.

•	Initial ELPAC Assessment: Given within 30 calendar days of initial enrollment between August-June •	Summative ELPAC Assessment Window: February 1, -May 31,during the school year.
All EL students with an ELPAC levelof high expanding/lowbridging must be appropriately placed in an EL Program that reflectshis/her needs and level of proficiency.

There are four (4) proficiency levels withinELPAC:
1) Minimally Developed 2) Somewhat Developed 3) Moderately Developed 4) Well Developed

Foreign Exchange Pupils: When registering Foreign Exchange Pupils,the process follows the same procedure as any other pupil registering at a school. When the guardian of a Foreign Exchange Pupil enrolls astudent, completes a Home Language Survey, and responds to questions1, 2, or 3 with any language other than “English”, they must be initiallytested with the ELPAC within 30 calendar daysof enrollment. If they answered question 4 with a language

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other than English, that language is entered into student information system and added to the monthly Demographic Sheet. The pupilwill be identified as Initial Fluent English Proficient (IFEP).

Pupil placement into EL Program: The ELPAC provides scores for the skill areas of listening, speaking, reading, and writing as well as an overall score. Standards Proficiencylevels (Emerging, Expanding, Bridging) were developed for each skill area and for the overall score as well as Performance Proficiency levels.

A.	The EL Site Coordinator monitors administration of ELPAC. A pupil is administered the initial ELPAC test only once. If the pupil has been in an EL program in another school in CUSD or ina schoolinanother district, an effort must be made toobtain the ELPAC scores within 30 days after enrollment.

B.	ELPAC shall be administered to each pupil bya credentialed teacher or a qualified staff member who has been trained to administer theELPAC.

C.	When administering the ELPAC, follow the directions in the Examiner’s Manual and in theScoringGuide.

D.	Use the correct grade level and form for the childto be assessed. Grade level spans are:
•	Kindergarten •	Grade 1
•	Grade 2
•	Grades 3-5 •	Grades 6-8 •	Grades 9-10
•	Grades 11-12

F.	Pupils receiving Special Education servicesor those with a504 Plan will be administered the ELPAC assessment with accommodations, modifications, or an alternate assessment, as specified in their IEP or 504 Plan. Accommodations as per the Matrix 4 must be documented in (SEIS) Special Education Information System.

G.	After administering the ELPAC, print the StudentScore Report in ELPAC TOMS. Copies are to be available to parents, teachers, and filed in the CUM and EL Folder.

Note: For further information about ELPAC, refer to the Annual ELPAC Section, Alternate Assessment Guidelines for ELPAC andAccommodations. The Alternative Assessment Guidelines and Accommodations may beused when administering the initial ELPAC.

H.	When identifying a pupil receiving Special Education services as an EL, program placement
should not rest on a single test score. Other available information within theIEP shall be used to determine appropriate assessment and services.

The law requiresdistricts to use the Initial ELPAC Assessment as a primary indicator of English proficiency for the initial identification of English Learners. However, the following criteria are recommended to guide the initial identification of a pupil as either fluent English proficient (FEP) or as an English Learner (EL).

1.	A pupil with an overall proficiency level of IFEP be identifiedas FEP.

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2.	A pupil scoring Novice or Intermediate level should be identified as an EL.

3.	Documentation should be retained for accountability purposes.

Notification of Initial Assessment Results and Student Placement

Initial Placement Steps:

A. Use the Local Scoring Tool (LST) scoring guide to establish the pupil’s overall proficiency level. The LST user’s instructions and scoring guide are available at the following URL: http://www.elpac.org

B. Once the pupil’s initial overallproficiency levelis determined, the determination of EL or IFEP can be made ▪ EL: Novice, Intermediate
▪ IFEP: IFEP
C. After determining whether the pupil is EL or IFEP, choose one of the following steps: 1. If the pupil is EL:
a. Place the pupil in Structured English Immersion setting placement
b. Place the pupil’s name on the Demographic Sheet and complete columns 1 through 11. In column #11, please state the language proficiency level
c. Administer primary language survey within 90 days
d. Create and document the progress of each EL pupil in the EL folder
e. Send homethe Parent Notification of Initial Testing Resultsand Placement for English Learners letter f.	Mark EL box on CUM CARD (EL Form #4.1C) and place inpupil’s CUM file, along with primary
language survey results

2. If the pupil receives Special Education services and is also an EL, the Individual Education Plan (IEP) shall guide the pupil’s placement and instructional program relative to English Language Development,special needs,and alternateassessments

3. If the pupil is IFEP, no further testing isnecessary.
a. The pupil is placed in the school’s regular academic programs
b. Place the pupil’s name on the Demographic Sheet and statethe language proficiency level
c. No EL folder is needed;however place Initial ELPAC testing information in the CUM and Cat files
d. Mark appropriate IFEP box onCUM CARD (EL Form #4.1C)* see attached and place in pupil’s CUM

•	Submit the following documentationmonthly to Supplemental Services: •	Demographic Sheet with necessary attachments

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•	Attach all reclassification documents
•	If no assessments were administeredfor the month, notify Supplemental Services that no tests were administered on a completed Demographic Sheet stating “None” and add acopy to your categorical files

33

PRIMARY LANGUAGE PROFICIENCY SURVEY

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES
	
Principal, Registrar, or Designee
	•	Responsible for process at school

Director of Supplemental Services Or Designee
	•	Responsible for procedures, training, technical assistance, and support
•	Maintainsand revises theEL Pupil Identification Procedures and Initial Testing Procedures and Information booklet on annualbasis
•	Coordinates data collection, and input received from school site
•	Provides ELPAC materials, and training

EL Site Coordinator*
	•	Administer primary language survey to pupilsscoring EL on ELPAC using the following instrument within 90 days of enrollment: Primary Language Survey (for all languages other than English)

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

All pupils identified as English Learners are further assessed for primary language proficiency within 90 calendar days of the pupil’s enrollment. Each English Learner shall have their primarylanguage assessed using the Primary Language Survey for all languages. The pupil’s primarylanguage proficiency shall be assessed in listening, speaking, reading, and writing in gradesTK-12.

A. Pupils who speak any language other than English: A Bilingual Cross-cultural Language and Academic Development (BCLAD) teacher or supervised bilingual instructional assistant (one who speaks the student's primary language) administers the Primary Language Survey. Family members or members within the community may also be used to assist with the survey.

B. If a pupil has been in an English Learner program in another school or district, schools should seek the English Learner’s primarylanguage survey or assessment from the previous school/district within the 90 day period. If the information is not available within 90 days, the school shall administer the Primary Language Survey.

C. When primarylanguage survey is completed, documentation is placed in the pupil’s EL folder and entered on the CUM Card (EL Form #4.1C).

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DOCUMENTATION AND PARENT NOTIFICATION OF INITIAL TESTING

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	
•	Responsible for process at school

EL Site Coordinator*
	•	Oversees the completion of the Initial Identification Results card
•	Oversees the distribution of the parent notification letters within 30 days of initial enrollment
	
Director of Supplemental Services Or Designee
	•	Responsible for procedures and providestechnical assistance and support
•	Revises the Initial Identification Results card

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

An Initial Identification Results Card (EL Form #6 C) shall be completed for all pupils whowere administered the ELPAC. (See sample card in Appendix). Cards are available from the Department of Supplemental Services. Make sure all results are accuratelyrecordedand appropriate placement is made with an authorized teacher.

A.	For all TK-12 pupils who score IFEP on the ELPAC, sections 1, 3, and 4, of the InitialIdentification Results Card shall be completed.

1.	Send the parent/guardian Parent Notification of Initial ELPAC Student Score Report and Placement for English Learners letter. (See sample letter inAppendix). All required initialtesting information shall be completed:
a.	Record the results of the ELPAC.
b.	Place an “X’ in the box for Initial Fluent English Proficient (FEP). c.	List the name of a contact person and a telephone number.
d.	The principal or his/her designee must sign the letter.

The parent notification of initial testing letter is also available in other languagesvia www.elpac.org .

35

2.	Staple the Initial ELPAC Pupil Score Reportand acopy of the Parent Notification of Initial Testing Resultsand Placement for English Learners to the card and file in the school’s categoricalFEP testing results file.

3. Mark the boxnextto IFEP on the CUM Card (EL Form #4.1C) and place in the CUM file.

B.	For all TK-12 pupils who score Novice or Intermediate on theELPAC, Sections 1, 2, 3, and 4 of the Initial Identification Results Card(EL Form 6C) shall be completed.

1.	Send the parent/guardian the Parent Notification of Initial Testing Results and Placement for English Learnersletter. All required initialtesting information shall be completed:
a.	Record the results of the ELPAC.
b.          Based on the overall proficiency, place an “X” in the box for: •     English Learner (EL) – Novice or Intermediate
c.	Record the primary language survey results.
d.	List the name of a contact person and a telephone number. e.	The principal or his/her designee must sign the letter.

The Parent Notification of Initial Testing Results and Placement for English Learners letter including translations in other languages and are available on http://elpac.org

2.	An EL folder should be established as soon as initial testing is completed.

3.	Place the Initial Identification Results Card, Initial ELPAC Student Score Report, the primary language survey, and a copyof the parent letter inthe pupil’s EL folder.

4.	The pupil shall be placed in the Structured English Immersion setting program services for EL.

PROGRAM PLACEMENT FOR ENGLISH LEARNERS

A.	Procedures to Determine Proficiency Level

Initial English proficiency levels from the ELPAC reflect the pupil’s developmentin English fluency. This information shall be used to determine the pupil’s English Language Acquisition Status (ELAS).

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OVERALL PROFICIENCY LEVEL
	English Language Acquisition Status
	
Novice
	English Learner (EL)
	
Intermediate
	English Learner (EL)
	
IFEP
	Fluent English Proficient (FEP)

B.	Instructional Setting Program Placement for English Learners

1.	ELs scoring at the Novice/Intermediate level is placed in a Structured English Immersion class placement.
2.	ELs scoring IFEP on the Initial ELPAC shall be considered Initial Fluent English Proficient (IFEP). 3.	An EL shall receive EL services until he/she meets the criteria for reclassification.
4.	Special Education ELs shall receive appropriateacademic and EL services including primary language support, as needed,according to their IEP.

C.	EL Authorizations for Teachers

1.          ELs must be placed with teachers who hold anappropriate EL Authorization (See Board Policy#6210and Staffing Requirementsin Appendix).

Correction of Classification Errors

Correction Process A
Process A is used when a student is classified as “English Only” on the basis of theresults of the home language survey. The correction is made if:
•	The LEA has an indication that the student has a language other than English. •	The student is unable to perform ordinary classwork inEnglish.

The LEA must collect and review evidence to determine whether the student should be administered the Initial ELPAC. Please see California Code of Regulations, Title 5, Section 11518.20(a) for specific ELPAC procedural details to be followed by the LEA. The regulations can be found at https://bit.ly/2BaCcTl.

Correction Process B
Process B is used if an LEA administers the Initial—or Summative—ELPAC to a student who is not eligible to be assessed. Please see California Code of Regulations, Title 5, Section 11518.20(b) for specific ELPAC procedural details to be followed by the LEA. The regulations can be found at https://bit.ly/2BaCcTl.

Correction Process C

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Process C is used if a parent/guardian or certificated employee of the LEA requests a review of the student’s classification on the basis of the results of the Initial ELPAC. This process must occur before the f rst administration of the Summative ELPAC. Please see California Code of Regulations, Title 5, Section 11518.20(c) for specific ELPAC procedural details to be followed by the LEA. The regulations can be found at https://bit.ly/2BaCcTl.

If a pupil is classified as EO pursuant to section 11518.5(b), but the LEA has an indication that the pupil’s primary or native language is not English, and the pupilis unable to perform ordinary classroom work in English, the LEA may collect and review evidence and correct EL classification.
Following the administration of the initial assessment to a pupil, but before the administration of the summative assessment to that pupil, upon request from the pupil’s parent or guardian or certificated employee of the LEA. The LEA shall collect and review evidence and correct EL classification.
The LEA shall notify pupil’s parent or guardian in writing of the results of the review within 14 calendar days of its determination. This review shall occur only once over the course of the pupil’s enrollment in the California public school system.

Evidence about the English language proficiency of a pupil for purposes of subdivision (c) shall include:

1. The results of the survey administered pursuant to section 11518.5(a);
2. The results of the assessment of the pupil’s proficiency in English, using an objective assessment instrument, including, but not limited to, the Initial ELPAC Assessment; Benchmark, Study Sync, and Collections curricula.
3. Parent or guardian opinionand consultation results; and
4. Evidence of the pupil’s performance in the LEA’s adopted course of study, including courses as described in Education Code sections 51210 (for pupils in grades 1 to 6) and 51220 (for pupils in grades 7-12) and English language development, as applicable, obtainedfrom the pupil’s classroom teacher and other certificated staff with direct responsibility for teacher or placement decisions.

REQUIRED ON-GOING DOCUMENTATION OF SERVICES TO ENGLISH LEARNERS

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	•	Responsible for process at school

EL Site Coordinator*
	•	Monitors EL Foldersand required documentation •	Provides support and materials for teachers
•	Sends parent notification letter •	Administrated Initial ELPAC

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Classroom Teacher (with appropriate EL authorization)
	•	Maintains the Mastery of ELDStandards, Student Performance Report
•	Administers the annual ELPAC
	
Director of Supplemental Services or Designee
	•	Provides technical assistance and support

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

Procedures for Documenting EL Services

1. Each English Learner shall have an EL Folder. The folder shall contain all the required items for documenting services to the EL. The required items are listed on the EL Folder Checklist (EL Folder Cover).

2. Initial State EL testing information shall be in each EL Folder. See Part C.

3. ELD progress shall be documented on the “CUSD EL Progress Monitoring” chart using the Student Performance Report from Illuminate. ELsshall be assessed at each semester for progress monitoring.

4. On an annual basis, each parent shall be sent the Parent Notificationletter.

5. ELs placed in a bilingual (alternative) program shall have an approved Parental Exception Waiver in their EL folder. See Parental Exception Waiver procedure in Part E.

6. ELs whoseparents/guardianshave withdrawn/declined the Structured English Immersion placement shall havea Parent Withdrawal/Decline letter in their EL Folder.

	Note: EL Folders are the property of Clovis Unified School District and used to monitor the progress of our English Learners. DO NOT send to other districts when student withdraws from CUSD.

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PART B

Instructional services

40

B

41

	PART B

INSTRUCTIONAL SERVICES

PROGRAM DIMENSIONS VI: OPPORTUNITY AND EQUAL EDUCATIONAL ACCESS EL 17: APPROPRIATE STUDENT PLACEMENT
PROGRAM DIMENSION VII: TEACHING AND LEARNING EL 19: ENGLISH LANGUAGE DEVELOPEMNT
EL 20: ACCESS TO THE CORE SUBJET MATTER

CUSD is committed to a program that assures all children equal educational opportunities. The district intends to provide English Learners with a challenging core curriculum and instruction that develops proficiency in English as rapidly and effectively as possible in order to assist pupils in becoming productive members of our society. CUSD maintains Board Policy and Administrative Regulation 3504 that describes the curriculum and instruction policy for EL programs and services.

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	•	Responsible for implementation of program/services at school
•	Places pupils in appropriate classrooms, validates implementation of program and services
•	Monitors pupil progress

EL Site Coordinator*
	•	Monitors implementation of program/services, and maintains EL Folders/ Progress Monitoring
•	Provides support for teachers
•	Administers the Initial and Summative ELPAC
•	Oversees administration of the Initial and Summative ELPAC

Classroom Teacher (with appropriate EL authorization)
	•	Implementsprogram and services (Structured English Immersion, and additional appropriate services); provides instruction, and maintains the Mastery of ELD Standards and Student Performance Report
•	Administers the Initial and Summative ELPAC

Bilingual Instructional Assistants
	•     Assist with implementation of programs and services; provide primary language assistance and support

Supplemental Services Department
	•	Provides training, technical assistance and support •      oversees data collectionand monitors records

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

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The district will offer the following instructionalsetting program options to English Learners: (1) Structured English Immersion (SEI) and (2) Alternative Programs. Each of these options is designed to ensure that students acquire English language proficiency and to prevent and address any academicdeficits that may have developed in other areas of the core curriculum.

All English Learners shall be placed in the appropriate instructional program/servicesbased on their English language proficiencylevel and receive aninstructional program which includes the following required components:

•	Well-articulated, standards-based and research-based differentiated English Language Development (ELD) specifically designed for ELs.

•	Well-articulated, standards-based differentiated instruction shall gain access to the core curriculum through Designated ELD, Integrated ELD, Specially Designed Academic Instruction in English (SDAIE), or primary language assistance and support.

Instructional settings

TK-12 Structured English Immersion (SEI)

Structured English Immersionis an English language acquisition program in which nearly all classroom instruction is in English, but the curriculum and presentation is designed for those learning the English language. The program is designed to help pupils acquire English through various instructional models that use communicative and content based approaches. Clarification, explanation, assistance, and support may be in the pupil’s primarylanguage. The goal is to teach language proficiency in English rapidly and effectively. Content instruction will be given simultaneously with English Language Development (ELD) so the English Learner will not incur academicdeficits.

The Structured English Immersion instructional program is designed for all English Learners who have scoredlevel 1, 2, 3, or 4of English language proficiency assessment asmeasured by the ELPAC.

STRUCTURED ENGLISH IMMERSION (Instruction nearly all in English)

Developing English Language Skills

ELD Standards

Access to Core Content AND	Curriculum Instruction

Grade Level Standards

Designated ELD	Integrated ELD

The goal of the Structured English Immersion program is for English Learners todevelop a reasonable level of proficiency in English. English Learnerswill receive daily Designated ELD instruction. In addition, access to the core

43

content is accomplished through instructional strategies using Integrated ELD and Specially Designed Academic Instruction in English (SDAIE)techniques which may include an increased emphasis on comprehensible input, vocabulary development, and a greater reliance onhands-on experiences to enable English Learners togain access to grade levelsubject matter inmathematics, language arts, social studies, science, and other required academic subjects. Instruction may include primary language support to motivate, clarify, direct support, and explain concepts.

Table 2.1: K–12 Structured English Immersion (SEI) Program Components Program Elements Staffing

Type of Setting
	
Program Recipients
	
Program Elements
	
Staffing

Structured English Immersion (SEI)
	
English Learners
•	ELPAC Level 1 (Minimally Developed)

•	ELPAC Level 2 (Somewhat Developed)

•	ELPAC Level 3 (Moderately Developed)

•	 ELPAC Level 4 (Well Developed)
	• Designated ELD- a protected time during the regular school day, in which teachers use the CA ELD standards as the focal standard in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English. Daily, leveled ELD instruction-minimum of 30 minutes (grades TK-6) at least one period per day (Grades 7-12)
• Integrated ELD- use the CA ELD standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards
• Core instruction taught overwhelmingly in English with primary language (L1) support
• SDAIE (Specially Designed Academic Instruction in English) strategies to access core curriculum
• All lessons shall include language objectives to help access the core curriculum and further language development
• ELD Instruction must include
	
• All teachers must be appropriately certified with a CLAD or equivalent EL authorization
• Preference is a BCLAD or CLAD teacher who is bilingual/biliterate
•	 Non-BCLAD teachers can be paired with a bilingual instructional assistant (when available) who, under the teacher’s direction, provide primary language support

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		listening, speaking, reading, and writing
• Promotion of multicultural competency and positive self-esteem
• District-adopted, standards-aligned ELD and core curriculum will be used
• Materials include print, audio, visual, graphic, and electronic resources.
• ELD aligned instructional materials and strategies using both core and supplemental.

Special Support Options forEnglish Learners in SEI Programs:
•	Tutoring
•	Additional ELD instruction
•	Specialized instruction by personnel with literacy and EL expertise
•	Participation in Multi-Tiered System of Supports(MTSS) or intensive interventions •	Before and/or after school intervention programs
•      Summer School Programs •      Other appropriate services

Parental Exception Waiver

Under certain conditions, parents may request a Parental Exception Waiver form for placement in an Alternative Course of Study (bilingual program). A bilingual program is a language acquisition process for pupils in which much or all instruction, textbooks, and teaching materials are in the child’s native language. See Parental Exception Waiver in Part E.

The Individualized Education Program (IEP) team determines placement of each SpecialEducation pupil, regardless of language proficiency. No provision of an IEP requires a Parental Exception Waiver.

Note:	The composition of each English Learner’s program andservices shall be based upon individual diagnosed needs. English Learners shall be appropriately assigned to teachers who are authorized under California state regulations and guidelines to provide EL services.

Primary Language Instruction vs. Primary Language Support

Primary Language Instruction

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Primary Language Instruction consistsof directed lessons, as well as student participation, in and through the target language. This instruction makes use of grade level materials in the primary language (textbooks, audio-visuals, electronicmedia, and internet resources) that meet state content standards. Assignmentsand assessments are in the primary language. Primary languageinstruction isused as the primary method to provide access to the core curriculum.

Primary Language Support

Primary language support is not the same as primarylanguage instruction. It doesnot include directed lessons, assignments, or assessmentsin the primary language. It may be provided with the Structured English Immersion or Alternative Programs by a teacher who is bilingual, a trained bilingual instructional assistant, or through the use of support materialsin the primary language. Thissupport is a meansof increasing access to core curriculum taught in English, and of assisting the student to tap prior knowledge, transfer skills, use cognates,etc. Primary language support is used to clarify, direct, support, or explain concepts to students who hasbeen in the United Statesless than 12 months. Even where dailyprimary language support cannot be provided bybilingual staff, teachers are encouraged to make use of various materials and resources to ensure that all primary language support toolsare available to students and their families. These can include cross-age bilingualtutors, parent or community volunteers,and occasional teaming with bilingual staff in the school. In addition, when 15 percent or more of the school’s studentsare speakers of the same language, schools must translate all materials for parentsinto the primary language.

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REQUIRED ELEMENTS OF ENGLISH LEARNER INSTRUCTIONAL PROGRAM

English Language Development (ELD)

Each English Learner receives a program of instruction in English Language Development (ELD) in order to develop proficiency in English as rapidly and as effectively as possible. ELD lessons are appropriate for students’ identified levels of language proficiency. ELD is designed to facilitate the acquisition of listening, speaking, reading, and writing skills. ELDis designed to facilitate the acquisition of the linguistic competencies that native English speakers possess when theyenter school and continue developing throughout life

Overview of EnglishLanguage Development (ELD)

As a comprehensive approach to ELD, the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools states:
“English learners at all English proficiency levels and at all ages require both Integrated ELD and specialized attention to their particular language learning needs, or Designated ELD.” (p. 119)

Designated ELD is defined as instruction provided duringa time during the regular schoolday for focused instruction on the state-adopted ELDstandards to assist English learners to develop critical English languageskillsnecessary for academiccontent learning inEnglish. (California Code of Regulations, Title 5 [5 CCR] Section 11300[a])

Integrated ELDis defined asinstruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English. (5 CCR Section 11300[c])
5 CCR Section 11309(c)(1) states:

“Any language acquisition program provided by a local educational agency (LEA) shall:
(1) Be designed using evidenced-based research and include both Designated and Integrated ELD.”
Designated and Integrated ELD instruction is a component of Tier I instruction for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning.

The ELD componentof all instructional modelis research based and recognizes that the acquisition of English as a second language is a developmentalprocess. Research recognizes that no two studentswill develop proficiency in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS) appear long before Cognitive Academic Language Proficiency (CALP). Time and explicit, direct instruction of academiclanguage are necessary for this development to occur. It may take ELs five to seven years to achieve academic English proficiency

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comparable to that of their native English-speaking peers. Each English Learner will develop at his or her own pace, depending on a multitude of environmental, personal, learning and educational factors.

ELD is a component of all instructional programs designed to serve the needs of English Learners. Further, ELD is taught using a specific curriculum based on the California ELD Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach English Learnersto communicate effectively in English. ELD provides the foundation for literacy (reading, writing, speaking, and listening) as well as a pathway to the California EnglishLanguage Arts Standards. The shared goal is to assist students in developing skills to develop cognitive academic proficiency in English. ELD can occur in a variety of settings (e.g., self-contained classroom; flexible grouping, clustering of students at the same levels for deployment).

ELD must be a part of the daily program for every English Learner. Law requires that each EL receive ELD instruction as part of their core curriculum. ELD must be a planned, specific, intentional, and explicit component of the total education of each English Learner. There is no maximum amount of time for a student’s ELD. However, it is mandatory in our district that each EL receives the minimum of 30 minutes of ELD instruction in grades TK-6and at least one period of ELD instruction per day in grades7-12.

Curriculum and Instruction for English Learners (ELs)

English learners must be provided standards-aligned instructionalmaterials. These are state adopted
instructional materials in mathematics, science, reading/language arts, and history/social science that are consistent with the content and cyclesof the curriculum frameworks and include universalaccessfeatures that address the needs of ELs. The State of California English-language Development (ELD) Standards are designed to amplify the English-language arts content standards and help ensure that ELs develop proficiencyin both the English language and the concepts and skills contained in the English language arts content standards. The ELDstandards are aligned to ELPAC and can be downloaded at http://www.cde.ca.gov/ta/tg/el/admin.asp. Clovis Unified uses core ELDcurriculum in grades TK-12, such as; Benchmark (TK-5th), Collections (6th), Inside (7th-8th), and Edge (9th-12th).

Why do we need ELD?
English Learners need a specific, developmental curriculumdesigned to develop their conversational and academic proficiency in English. Pupilswho are not proficient in English need specialized instruction that meets their particular needs. English Learners have the same cognitive and academic abilities as their native English-speaking classmates, but lack the English language skills needed to understand grade level appropriate instruction in the content areas when the instruction is delivered in English.

Who can teach ELD?
ELD shall be delivered to all English Learners by teachers who have an EL authorization. EL authorizations include: BCLAD, CLAD, AB 2913 (previously SB1969/395), AB 1059, or SB 2042 authorization, or actively in training for an EL authorization by the CaliforniaCommission on Teacher Credentialing.

What are the ELD Standards?
The CA ELD Standards describe the keyknowledge, skills, and abilities that students who are learning English asa new language need in order to access, engage with, and achieve in grade-level academiccontent. The CA ELD Standards, in particular, align with the key knowledge, skills, and abilities for achieving college andcareer readiness

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described in the California Common Core State Standards for English Language Arts andLiteracy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy). However, the CA ELD Standards DO NOT repeat the CA CCSS for ELA/Literacy, nor do they represent ELA content at lower levelsof achievement or rigor. Instead, the CA ELD Standards are designed to provide challenging content in English language development for ELs to gain proficiency in a range of rigorous academic English language skills. The CA ELD Standards are not intended to replace the CA CCSS for ELA/Literacy. Instead, theyamplifythe language knowledge, skills, and abilities of these standards, which are essential for ELs to succeed in school while they are developing their English.
The CA ELD Standards have two mainsectionscommon to all grade levels.
This section provides a foundation for and an orientation to the standards via the following components:

Part I: Interacting in Meaningful Ways
A. Collaborative (engagementin dialogue with others)
1. Exchanging information and ideasviaoral communication and conversations 2. Interacting via written English (print and multimedia)
3. Offering opinions and negotiating with or persuading others 4. Adapting language choicesto variouscontexts
B. Interpretive (comprehension and analysis of written and spoken texts)
5. Listening actively and asking or answering questions about what was heard 6. Reading closely and explaining interpretationsand ideas from reading
7. Evaluating how well writers and speakers use language to present or support ideas 8. Analyzing how writers use vocabulary and other language resources
C. Productive (creation of oral presentations and written texts)
9. Expressing information and ideas in oral presentations 10. Writing literary and informational texts
11. Supporting opinions or justifying argumentsand evaluating others’ opinions or arguments 12. Selecting and applying varied and precise vocabulary and other language resources
Part II: Learning About How English Works A. Structuring Cohesive Texts
1. Understanding text structure and organization based on purpose, text type, and discipline
2. Understanding cohesion and how language resources across a text contribute to the way a text unfolds and flows
B. Expanding and Enriching Ideas
3. Using verbs and verb phrases to create precision and clarity in different text types 4. Using nouns and noun phrases to expand ideas and provide more detail
5. Modifying to add details to provide more information and create precision C. Connecting and Condensing Ideas
6. Connecting ideas within sentences bycombining clauses
7. Condensing ideas within sentences using a variety of language resources
Part III: Using Foundational Literacy Skills Considerations for instruction in foundational literacy at each grade level (TK–5) and the grade span 6–12 are outlined here. Corresponding CA CCSS for ELA/Literacy.

How is English Language Development (ELD) taught?
All teachers should attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levelsof English. ELD instruction is described in two ways:

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•	Integrated ELD:
o All teachers with ELs in their classrooms use the CA ELD standardsin tandem with the focal CA CCSS for ELA/Literacy and other content standards.
o ELD is taught throughout the day and across disciplines. All teachers with ELs in their classrooms should use the CA ELD Standards inaddition to their focal CA CCSS for ELA/Literacy and other content standards to support their ELs’ linguisticand academic progress.
o ELs should read, analyze, interpret, discuss, and create a variety of literary and informational text types.
o ELs develop an understanding of language as a complexand dynamic resource for making meaning, and they develop language awareness, including an appreciation for their primary language as a valuable resource in its own right and for learning English.
o They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia, and they develop proficiencyin shifting language use based on task, purpose, audience, and text type.

Effective featuresof IntegratedELD throughout the day and across ALL disciplines:
•	Interactive and engaging, meaningful and relevant, and intellectually rich and challenging
•	Appropriately scaffolded in order to provide strategic support that moves learners towards independence •	Develop both content knowledge and academic English
•	Value and build on primary language and culture and other forms of prior knowledge

•	Designated ELD:
o Protected time during the regular schoolday, in which teachers use the CA ELD Standards as the focalstandards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English.
o Supports ELs in developing the discourse practices, grammatical structures, and vocabulary necessary for successful participation in academic tasksin all content areas.
o ELs are engaged in collaborative discussions in which they build their awareness of language and develop their skills and abilities to use language.
o Develop awareness of how English worksin both spoken and written language.

Effective features of Designated ELD: •	Intellectual Quality
Students are provided with intellectually motivating, challenging, and purposeful tasks, along with support. •	Academic English
Students’ proficiency with academic English and literacy in the content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy and other content standards, is the main focus of instruction.
•	Extended Language Interaction
Extended language interaction between students, including ample opportunities for student to communicate in meaningful ways using English. Opportunities for listening or viewing and speaking are thoughtfully planned. As students progress along the ELD continuum, these activities also increase in sophistication.
•	Focus on Meaning
Instruction predominantly focuses on meaning, connecting to the language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning.
•	Focus on Forms
Congruent with the focus on meaning, instruction explicitly focuses on learning about how English works based on purpose, audience, topic, and text type which also includes attention to the discourse practices, text organization, grammatical structures, and vocabulary.
•	Planned and Sequenced Events
Lessons and units are carefully planned and sequenced to strategically build language proficiency along with content knowledge.

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Effective features of Designated ELD (continues): •	Scaffolding
Teachers contextualize language instruction, build on background knowledge, and provide appropriate levels of scaffolding based on individual differences and needs.
•	Clear Lesson Objectives
Lessons are designed using the CA ELD Standards as the primary standards and are grounded in appropriate content standards.
•	Corrective Feedback
Teachers provide student with judiciously selected corrective feedback on language usagein waysthat are meaningful to students.
•	Formative Assessment Practices
Teachers frequently monitor student progress through informal observationsand ongoing formative assessment practices. Theyanalyze student work to prioritize student instructional needs.

ELD shall be a part of the daily program for every English Learner. ELD shall be a planned, specific component of the total education of an English Learner. In order to provide appropriate English language instruction, the English Learner’s current ELD levelmust be taken into account. All English Learners shall receive daily ELD instruction targeted to their proficiencylevels. For ELD instruction to be effective, the individual needs of the pupil must be addressed through careful planning and implementation. Researchshowsthat a second languageis acquired in much the same way as the first. To facilitate the acquisition of English, ELDshould be taught in settings where the language is used in authenticcontextsand the atmosphere is one of low anxiety. English instruction that is relevant to the pupil and ispresented in a pupil-friendly environment promotes the acquisition of English. Tapping prior knowledge helps pupils connect the new language to familiar topicsand helpscreate a low-stress environment that encourageslearners to take risks and experiment with language.

Flexibility in grouping can enhance English language acquisition as long as ELD instruction is differentiated according to the pupil’s proficiency level. Teachers can effectivelyprovide small group ELD instruction during the English Language Arts block byorganizing classrooms into centers or stations where literacyand content area activities, which are appropriate to the needsof their English Learners, are provided.

There should be a minimum of 30 minutes of daily ELD instruction in grades TK-6 and one block period ingrades 7-12. Based on the English Learner’sindividual needs, ELDinstruction shall be planned so the pupil will progress through the ELD standards asrapidly and effectively as possible until reclassification.

An individual EL Folder shall be maintained for each EL to document pupil progress. ELDprogress shall be documentedby mastery of ELD Standards and performance on ELD assessments. Assessment results and student progress toward mastery of the ELD standardsshall be documentedon the“Student Progress Monitoring” Chart of the EL Folder.

Grouping for Designated ELD
During designated ELD, English Learners are grouped by EL proficiency levels, so that teachers are able to strategically target students’ languagelearning needs. It isimportantto note that designated ELD is not intended to isolate or segregate ELs nor should it preclude non-ELs from receiving similar instruction. Rather, designated ELD

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instruction time isintended to be used as a protected time when ELs receive the type of instruction that accelerates their English language and literacy development. Further, it is imperative that grouping during the rest of the day be heterogeneousto ensure that ELs interact with proficient English speakers.

The population of ELs in different schools and in different grade levels within schools varies, so each school needs to carefully consider grouping options for ELs. Schools with smaller student population of ELs (e.g., five ELs at a given grade level), individual classroom teachers may work with small groups of ELs at an opportune time during the day. Importantly, however a schooldecides to schedule designated ELD, ELs should not be removed from other core content instruction in order to receive designated ELD instruction. Designated ELD must be provided in addition to all core content instruction. In secondarysettings, ELs need full access to grade level content in all disciplines, as well as specialized instruction in academic English, to prepare for college and career. Designated ELD does not replace rich content coursework across the disciplines.
Ideally, a teacher would groupEnglish Learners so that one to two (adjacent) levels of ELD would be addressed in each instructional group. By such grouping, the teacher can direct the ELD instruction in a focused manner. Pupils assigned to such groups might be from one classroom or be deployed from several classrooms; in addition, pupilsmay be from the same grade levelor from adjacent grade levels. However, under some circumstances, providing ELD to ELs of one to five ELD levelsmay be necessary. This is especially true when a site has a small EL population and there are onlya few ELsin any particular grade or classroom. When more than two levels of ELD are represented in one instructional group, the teacher needs to design lessons that will address the needs at the various ELDlevels through differentiated instructional questioning techniques

Elementary ELD Instructional Models:

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Instruction Nearly All in English
All English Learners shall be taught in Structured English Immersion classrooms (SEI). English Language Classroom meansa classroom in which the language of instruction used by the teaching personnelis overwhelmingly the English language, and in which such teaching personnel possess a good knowledge of the English language. Nearly all in Englishor overwhelmingly in English means at least 80% of the classroom instruction shall be in English. Clarification, explanation, assistance, and support as needed may be in the English Learner’s primary language.

Integrated ELD
Integrated ELD provides pupils the opportunity to increase participation in activities and usematerials that help them approximate grade level core content standards. Integrated ELD instruction uses strategies todevelop the structures and functions of English and frontload key vocabulary and concepts in grade-level core curriculum in language arts, math, social science, and science. The teacher and/or bilingual instructional assistant (BIA)will provide support which is designed to make the core curriculum accessible to ELs. It isinstructiondesigned to teach English for academic purposes in the context of core curriculum.

SDAIE (Specially Designed Academic Instruction in English or Sheltered Instruction)
SDAIE strategies are used to make grade-level content instruction comprehensible to ELs in the core curriculum (language arts, mathematics, science, social science). The content should be supported with rich contextual clues, graphic organizers, activating prior knowledge,modeling, demonstrations, and practical examples. Instruction should be overwhelmingly in English. It is appropriate to provide some vocabulary support in the primary language. This is best done as a preview at the beginning of a lesson or as a review at the end of a lesson. Primary language support in the form of previews and/or reviews can be provided by either the classroom teacher or bilingual instructional assistant. Supplemental materials in the primary language can be used by the pupils and their families to support comprehensionof content taught during class in English.

Primary Language Support
Instruction is in English and the EL receives support or assistance from a BCLAD teacher or bilingual instructional assistant (BIA) who speaks the EL’sprimary language. Core curriculum areas are presented in a comprehensive manner using SDAIE strategies. Support strategies are preview/review, smallgroups, individual tutoring, clarification, etc. Primary language support/assistance in the EL’s primary language shall be sufficient to address core content areas in which the EL needs support. An EL’s primary language may beused for clarifying content, tapping into prior knowledge, monitoring pupil comprehension in order to maximize understanding, and/or determining if a concept has been internalized.

Primary Language Instruction, If Needed

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The EL’s primary languageis used during instruction to provide access to the core curriculum. Instruction, textbooks, and teaching materials may be in the EL’s primary language. BCLAD teachers who speak the EL’s primary language shall provide primary language instruction. Primary language instruction shall not be used for more than 20% of the instructional time.

Primary Language Instruction (Bilingual Program Only)
A bilingual program is a language acquisition process for pupils in which muchor all instruction, textbooks, and teaching materials are inthe child’s native language. The EL’s primary language is used during instruction to provide access to the core curriculum. The EL also receives a sequential English Language Development (ELD) program based on his/her individual diagnosed need.

Plan for Recouping Academic Deficits and Strategies to Overcome Academic Deficits (“Catch-up Plan”)
All English Learners shall haveaccess to the core curriculum (academic instruction across the district’s core curriculum) and shall be monitored for academic deficits using the district’s accountability and assessment system. ELs shall receive instruction in English with the curriculum and presentation designed for children who are learning the English language. Services shall be designed for the EL to learn English and the core curriculum,simultaneously.

The core curriculum shall be designed so that English Learners are either (a) learning grade level academic content or achieving at parity with their native English speaking peers, or (b) are recouping academic deficits at a rate that will allow them to achieve academically at parity with their peers. Lessons shall reflect curriculum, materials, and approaches that are designed for English Learners and are appropriate to their English language proficiency level. If academic deficits occur, the English Learners shall receive the appropriate services to recoup/overcome the deficits; such as additional tutoring, after-school programs, individualized instruction, reading lab, writing lab, Edgenuity summer school,etc.

Individual and group data shallbe analyzed by grade level, level of language proficiency, andtime in program to indicate English Learnersare making progress in English proficiency and attaining academic achievement and mastery in the core curriculum. See ELD and academic achievement timelines on page 55.

English Learnersthat are also in Special Education or on a 504 Plan shall make substantial progress toward achievement of Individualized Education Program (IEP) academic goals. See Section G for more information.

SUGGESTED PROGRAM DESIGN FOR GRADES Transitional Kindergarten/K-12

All the instructional programsdesigned for English learners must contain the following components:

A.	Explicit, well-articulated, standards-based, differentiated daily English language development (ELD) instruction, specifically designed for English learners;

B.	Well-articulated standards-based core curriculum instruction provided with primary language support and specially designed academic instruction in English (SDAIE); and

C.	Structured activities designed to develop multi-cultural competency and positive self-esteem, woven through the corecurriculum.

D.	For grades 7-12, pathwaycourses provide specific support for ELs to ensure theygain full access to rigorous, grade-levelcore curriculum, and that theycontinue in their progressto master English. The classes address the California content standards. Instruction Support

Elementary (Transitional Kindergarten/K-6)

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TK/K-6 English Learners shallbe placed with teachers who have appropriate EL authorization to teach both ELD and SDAIE. ELs, based on their individual assessed needs, should be placed in the Structured English Immersion instructional setting program (less than reasonable fluency) or English Language Mainstream, additional and appropriate services (reasonable fluency).
English Learners are expected to achieve a minimum growth of one proficiency band annually, as measured by the ELPAC.

All ELs must continue to receive daily, targeted ELD instruction until reclassified as FluentEnglish Proficient. Curriculum, materials, and instructional strategies should be designed to promote the ELs second language acquisition of listening, speaking, reading, and writing skills; and to learn the grade level content achieving at parity with their native Englishspeaking peers. English Learners, who have incurred academic deficits, should receive additional services (additional tutoring, after-school programs, individualized instruction, reading lab, writing lab, etc.) until theyhave recouped such deficits.

All English Learners should receive Designated and Integrated ELD and/orprimary language support inall core curricular areas. A BCLAD teacher or a BIA who speaks the EL’s primary language mayprovide primary language support.

Elementary TK-6th

Grades TK-6
	Type of Setting
	Pupil Placement
	Curriculum Components

TK-6

Structured English Immersion

All ELPAC Levels
	▪ Integrated Daily ELD: ELA core materials (Benchmark K-5 and Collections Grade 6)
▪ Designated Daily ELD: Grades TK-6 at least 30 minutes. (Benchmark K-5 and Collections Grade 6)

▪ Access to Core: Differentiated instruction in reading, writing, mathematics, social science, and science using strategies to make content comprehensible and materials to scaffold content subjects, may also use primary language support.

Intermediate (7th-8th)

Designated ELD
Grades 7-8 EnglishLearners shall be placed in one period of Designated ELD (Academic Seminar) with a teacher who is qualified to teach both ELDand SDAIE. A Structured English Immersion instructionalsetting program must be provided for all English Learners who have less than reasonable fluency in English. English Learners who have reached reasonable fluencyshall be placed in an English LanguageMainstream instructional setting programand must continue to receive daily,Designated ELD instructionuntil reclassified. Curriculum, materials, and instructional strategiesshould be designed to promote the EL’s second language acquisition of listening, speaking, reading, and writing skills; with the goal of achieving grade level content at parity with their native English- speaking peers. ELs, who

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have incurred academic deficits, should receive additionalservices (additional tutoring, after-school programs, individualized instruction, reading lab, writing lab, etc.) until they have recouped such deficits.

Integrated ELD with Core Curriculum Courses

English Learners in grades7 and 8 shall be placed with teachers who have the appropriate EL authorization to teach IntegratedELD or SDAIE to access the core curriculum (Academic Block: Language & History, Math, Science) and grade levelcontent standards. Curriculum, materials, and instructional strategiesshould be designed for the English Learner to achieve learning the grade level content at paritywith native English-speaking peers.

Previewing and reviewing of the lesson, paraphrasing, frequent comprehension checks, paired and small group learning are effective strategies to use with ELs to develop academic vocabulary. Other strategies which support English Learners access to the core curriculum should include; activating prior knowledge, building background knowledge, and the use of visuals, realia, graphic organizers, charts, academiclanguage moves, andsemantic webs.

English Learners, who have incurred academic deficits, shall receive additional servicesuntil they have recouped such deficits (additional tutoring, after-school programs, individualized instruction, mathlab, science lab, summer school, etc.).

Applies to Academic Block and Other Core Curriculum Courses

Grades 7-8 English Learners at all ELPAC English Proficiency Levelmust receive both Designated and Integrated ELD instruction and/or primary language support in allcore curricular areas bya teacher who holds an appropriate EL authorization. A BCLAD teacher or a bilingual instructional assistant who speaks the EL’sprimary language may provide primary language support.

Grades 7-8
	Type of Setting
	Pupil Placement
	Curriculum Components

7-8

Structured English Emersion

All ELPAC Levels
	
Designated ELD:
One class period per day Adopted curriculum: Inside

Integrated ELD: pathwayclassesusing SDAIE strategies to access core content

High School 9th -12th

Designated ELD
Grades 9-12 English Learnersshall be placed in one period of Designated ELD (ELD 1, 2, 3 or 4) with a teacher who is qualified to teach both ELD and SDAIE. A Structured English Immersion instructionalsetting program must be provided for all English Learners who have less than reasonable fluency in English. Curriculum, materials, and instructional strategies should be designed to promote the EL’s second language acquisition of listening, speaking, reading, and writing skills; with the goal of achieving grade level content at parity with their native English speaking

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peers. ELs, who have incurred academic deficits, should receive additional services (additional tutoring, after-school programs, individualized instruction, reading lab, writing lab, etc.) until they have recouped such deficits and earned credits towards graduation.

Integrated ELD with Core Curriculum Courses

English Learners in grades 9-12 shall be placed with teachers who have the appropriate EL authorization to teach IntegratedELD or SDAIE to access the core curriculum (English, Math, Science, Biology, Chemistry, World History, Health, Geography, US History, US Government, and Economics) and grade level content standards. Curriculum, materials, and instructional strategies should be designed for the English Learner to achieve learning the grade level content at parity with native English-speaking peers.

Previewing and reviewing of the lesson, paraphrasing, frequent comprehension checks, paired and small group learning are effective strategies to use with English Learners to develop academicvocabulary. Other strategies which support English Learners access to the core curriculum should include: activating prior knowledge, building background knowledge, and the use of visuals, realia, graphic organizers, charts, academiclanguage moves, and semantic webs.

Any EL student that has incurred academic deficits, shall receive additionalservices until they have recouped such deficits (additional tutoring, after-school programs, individualized instruction, mathlab, science lab, Edgenuity summer school, etc.).

Applies to Academic Block and Other Core Curriculum Courses

Grades 9-12 English Learnersat all ELPAC English Proficiency Levelmust receive both Designated and Integrated ELD instruction and/or primary language support in allcore curricular areas bya teacher who holds an appropriate EL authorization. A BCLAD teacher or a bilingual instructional assistant who speaks the EL’sprimary language may provide primary language support.

CUSD Pupil Placement for ELD and Access to the Core Curriculum Grades 9-12

Grades 9-12
	Type of Setting
	Pupil Placement
	Curriculum Components

9-12

Structured English Emersion

All ELPAC Levels
	
Designated ELD:
One class period per day Adopted curriculum: EDGE

Integrated ELD: pathwayclassesusing SDAIE strategies to access core content

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CUSD Grades 9-12 English Learner Pathways

The chart below illustrates one way the needs of ELs may be met at the high school level.

*Class periods are dependent on site’s master schedule

Period 1

Period 2

Period 3

Period 4

Period 5

Period 6

Period 7

Core Content Courses
	
ELD 1,2,3,or 4

ELD class based on student’s ELPAClevel

Designated ELD
	SDAIE ENGLISH 9 ENGLISH 10 ENGLISH 11 ENGLISH 12

Access to grade level core English

Integrated ELD
	SDAIE Math 1 Math 2 Math 3

Access to grade level core Math

Integrated ELD
	SDAIE World Geo
World History Government Economics Health

Access to grade level core Social Science

Integrated ELD

LUNCH
	SDAIE Science 1 Biology Chemistry Economics

Access to grade level core Science

Integrated ELD

Physical Education

Integrated ELD

English Learner Placement at the High School Level

High schools must establish pathway courses to meet the needs of the various levels of ELs at their schools. The following represents how ELDcourses might be organized:

ELD Pathways (9-12)
Designated ELD classes (ELD 1, 2, 3, 4) that use a standard curriculum aligned to the state ELD standards and curriculum with district-adopted textbooks are provided to pupils at the appropriate proficiency level in English fluency. English Learners are placed in an appropriate ELDcourse to receive ELD instruction based on their English proficiency as determined by the English Language Proficiency Assessment for California (ELPAC).

English Language Development 1 Grades: 9-12
Prerequisite: Primarylanguage other than English as determined by Home Language Survey and Emerging English proficiency level as determined by ELPAC andsubsequent tests.

This course isdesigned to provide English Language Development for ELPAC Level 1 English Learners. The course will develop speaking, listening, reading, and writing skills in English that are aligned with the English Language Development Standards. Use of visuals, hands-on activities, gestures, and concrete activities are a part of the everyday classroom. The goal of this course is to advance pupilsat least one proficiency level per year from Emerging to Expanding language skills.

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English Language Development 2 Grades: 9-12
Prerequisite: Primarylanguage other than English as determined by Home Language Survey and ExpandingEnglish proficiency level as determined by ELPAC andsubsequent tests.

This course isdesigned to provide English Language Development for ELPAC Level 2 English Learners. English Language Development Standards will be utilized to broaden the development of speaking, listening, reading and writing skills in English. The goal of this course isto advance pupils at least one proficiency level per year from Expanding to high expanding/ low bridging skills.

English Language Development 3 Grades: 9-12
Prerequisite: Primarylanguage other than English as determined by Home Language Survey and High Expanding/Low Bridging English proficiency level as determined by ELPACand subsequent tests.

This course isdesigned to provide English Language Development for ELPAC Level 3, English Learners. English Language Development Standards will be utilized to extend the development of speaking, listening, reading and writing skills in English. The goal of this courseis to transition pupils from Expanding to high Expanding/ low Bridging.

English Language Development 4 Grades: 9-12
Prerequisite: Primarylanguage other than English as determined by Home Language Survey and Bridging English proficiency level as determined by ELPAC andsubsequent tests.

This course isdesigned to provide English Language Development for ELPAC Level 4 English Learners. English Language Development Standards will be utilized to extend the development of literacyskills in English. The goal of this course is to advance English Learners and meet criteria for reclassification to Fluent English Proficient.

Assessment of Pupil Progress
ELPAC is the state assessment that is used toidentify possible ELs, monitor the progressof English proficiency, and serve as a tool for reclassification. The goal is to increase one ELPAC proficiency band, each year. Thedata coupled with monitoring the progress of ELD is critical in the design of programs, purchases of materials, targeting instruction and professionaldevelopment opportunities. The ELD progress of pupils is monitored using ELPAC and assessments within theadopted curricula Benchmark (TK-5th), Collections (6th) Inside (7th-8th), and EDGE (9th-12th). Teachers will administer the pretest to determine pupilplacement within Inside and Edge. In addition, teachers will administer a minimum of two DesignatedELD curriculum assessments (one per semester during the course of the year. CUSD has also developed benchmark assessments in ELAand mathematics which allows teachers to monitor the mastery of specificgrade level content standards and Designated ELD. Both forms of assessmentsare used to monitor the progress of ELs. Pupil data ishoused within Illuminate which allows teachers togenerate individual and class data. Individualdata is analyzed todetermine and plan for the individual needs of pupils. ELPAC data isalso used to identify pupils for program placement,reclassification, and pupil interventions.

English Language Development Timeline

English Learners shall be expected to progress through the ELPAC levels of English proficiency up to and including reclassification according to the timeline below:

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English Learner Progress Indicator https://www.caschooldashboard.org/

Academic Achievement
Academic progress in the core curriculum areas shall be reviewed and evaluated through variousstate and district standardized, standards-based proficiency tests: Grade3-8 and 11- California Assessment of Student Performance and Progress: Smarter Balance Assessment Consortium (CAASPP/SBAC), Grades TK-12interim Clovis Assessment Language (iCAL), Grades7-8 Study Sync, Grades9-12 Inspect, Grades TK-8- interim Clovis Assessment Math (iCAM), Kindergarten Assessment, TK-1-Developmentof Reading Assessment (DRA), Advanced Placement (AP), American College Test, Scholastic Aptitude Test, Golden State Exams, and Physical Fitness Testing (PFT). Data andinformation for these assessments are available in a consistent form for all schools. Annually, pupil achievement data is presented to the Governing Board, school sites, and district departments detailing pupil achievement and progress for all pupils with a focus on the achievement of significant subgroups (EL, SED, Foster Youth, Homeless, and Special Ed.). In addition, schools assess pupil progress in a variety of ways: tests from adopted textbooks, teacher made tests, performance based assessments, and grades.

All pupil achievement is analyzed on an on-going basis to insure that ELs are successfullyclosing the gap in academic English proficiency and are achieving academicallyat a rate substantiallyequivalent to that of their native English speaking peers. EL program services shall be established and/or modified based on the resultsof the data analysis and evaluation. Assessment data is analyzed and disaggregated to show howboth EL and FEP pupils performed using district and state reports, California School Dashboard (CSD) Principal Grade Level Expectation (PGLE), Teacher Grade Level Expectation (TGLE), and the Annual Program Evaluation. Academicachievement progress for grades 3-11 is also monitored through Clovis Assessment System for Sustained Improvement (CLASSI). Using state and local assessments, ELs are monitored for continued growthin reading; language, including spelling; mathematics; science; and/or social science. Schools are rated based on the percent of ELs who meet the specified criteria. CLASSI results are used to inform program revisions and adjustments, as well as identifying professional development opportunities.

A review of these data is presented tostaff, SSC, and ELAC to inform thecommunity on the school’s academic progress and to assist in creating the site’s Single Plan for Student Achievement (SPSA).

Overview of the Single Plan for Student Achievement (SPSA)

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In 2001, the California legislature amended the planning requirements for schools that participate instate and federal categorical programs funded through the Local Control Funding Formula (LCFF),creating the Single Plan for Student Achievement (SPSA). Its stated purpose is to "improve the academic performance of all students to the level of the performance goals. The SPSA planning process and local compliance monitoringare directly related.

Annually Clovis schools review student performance data from a variety of state and localassessments, then work in collaboration with their Site Councils and ELACs to develop their SPSA. SPSAs are approved by the site’s SSC in December or January followed by the CUSD Governing Board in January of each school year. Additionalinformation is available at web site: http://www.cde.ca.gov/nclb/sr/le/documents/spsaguide.doc
This legislation established the following eight requirementsfor school plans:

1. School districts must assure "that schoolsite councils have developed and approved a plan, to be known as the Single Plan for Student Achievement for schools participating in programs funded through the Local Control and Accountability Plan (LCAP) process, and any other school program they choose to include to fund based on student need."
2. School plans must be developed "with the review, certification, and advice of any applicable school advisory committees."
3. Any plans required by programs funded through the LocalControl and Accountability Plan (LCAP) and the Local Control Funding Formula must be consolidated into a single plan.
4. The content of the plan must be aligned with school goals for improving student achievement.
5. School goals must be based upon "an analysis of verifiable state data, including the Academic Performance Index and the English Language Development test…and may include any data voluntarilydeveloped by districts to measure student achievement."
6. The plan must address LCAP funds will be used to "improve the academic performance of all students to the levelof the performance goals, as established by the LCAP."
7. The plan must be "reviewed annually and updated, including proposed expenditures of funds allocated to the school through the LCFF, and approved by the school site council."
8. Plans must be reviewed and approved by the governing board of thelocal educational agency "whenever there are material changes that affect the academic programs for students covered by programs" funded through LCAP.

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PART C

Program Evaluation

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C PART C

PROGRAM EVALUATION

PROGRAM DIMENSION II: GOVERNANCE AND ADMINISTRATION EL 06: ENLGISH LEARNER IDENTIFICATON AND ASSESSMENT EL 08: EMPLEMENTATION & MONITORING
PROGRAM DIMENSION IV: STANDARDS, ASSESSMENT, AND ACCOUNTABILITY EL 13: EVALUATION OF ENGLISH LEARNER PROGRAM EFFECTIVENESS
EL 14: RECLASSIFICATION

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PERSON(S) RESPONSIBLE
	RESPONSIBILITIES
	
Principalor Designee
	•	Overseesprogram evaluation procedures at school site
	
EL Site Coordinator
	•	Submits all required data to the Departments of Supplemental Services and Assessment
•	Assists with the program evaluation process at school site
•	Overseescollection of data
	
Teacher
	•	Administers the initial and annual ELPAC and other required assessments
•	Analyzes data
•	Uses data to inform instruction
•	Assists in the reclassification process
	
Director of Supplemental Services Or Designee
	•	Coordinates EL program evaluation procedures at district level
•	Oversees R-30 Language Census reporting •	Oversees the reclassification process
•	Oversees ELPAC testing
•	Assists with criteria for reclassification
	
Assessment Department
	•	Overseesprogram evaluation at the district level
•	Collects and providesdata regarding English Learners

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

CUSD is committed to developing effective EL instructionalprograms andservices. The goal of program evaluation is to provide information about the effectiveness of EL services. The information gives comprehensive direction to district and schoolstaffs for continuing, modifying, or discontinuing programs and/or program elements. The Departments of Supplemental Services and Assessment will provide the data to measure the effectiveness of EL services.

An EL Student Folder shall be maintained for each English Learner. The purpose of the folder is to assist teachers, parents,school and district administrators with program placement and development, pupilmonitoring, and reclassification. The folder containsa copy of the HLS, testing information from initial and summative testing, Initial EL identification card, copies of parent notification letters, Illuminate Student Performance Report, reclassification forms, and the Four Year Monitoring Form.

PUPIL EVALUATION ANDON-GOING MONITORING

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English Learner Data

A district data management system maintains demographic information of all pupils including enrollment, primary language, language proficiency, pupil national origin, and parent information. The data maintained for English Learners includes date of entryinto EL services, primary language, grade level, and English language proficiencylevel. The FEP data includes primary language, date of reclassification; and initial designation as IFEP or reclassified as FEP codes. EL demographic updates are recorded monthly. This database isused to produce variousreports for EL services including assessment reports,English proficiencylevels, and R-30 Language Census Reports.

Pupil Progress in ELD and the mastery of ELD Standards is monitored by: •	ELPAC
•	ELD Assessments (K-5th Benchmark,6thCollections, 7th -8thInside, 9th-12th EDGE)
•	Benchmark Weekly and Unit Assessments, Collections Unit Assessments, iCAL, iCAM, Study Sync, Inspect, Performance Tasks
•	Progress Monitoring EL Folder

Mastery of ELD Standards,Student Performance Report:
On a semester basis, all English Learners in grades TK-12, will be assessed by the classroom teacher as to the pupil’s progress inmastering the ELD Standards using ELD curriculum-embedded assessments, i.e.; Benchmark, Inside, or EDGE. The assessment results shall be scanned into illuminate and recorded on “EL Progress Profile” chart in the EL Folder.

Designated ELD Assessments (may include, but are not limited to):

● TK- 6th:
Benchmark ELD Interim Testswill be administered at semester and scanned inIlluminate. ● Gr. 7-8
Inside Unit Tests will be administered on a semester basis and scanned in Illuminate ● Gr. 9-12
EDGE Unit Tests will be administered on a semester basisand scanned in Illuminate Minimum 1 unit per semester

EL Folder Monitoring:
An EL Folder will becreated for each EL student in CUSD. EL Folders will assist in monitoring the pupil progressof mastery of ELD Standardsand document appropriate services and programs. The EL Folder will contain all required documentation for categorical programs. EL Folders will be sent to the new school if theymove within CUSD. EL Folders will be reviewed annually. The purpose of this review shall be to check for proper documentation and; 1) to determine that ELs have been receiving appropriate instruction in ELD and SDAIE by a qualified teacher; 2) that the EL’s progresshasbeen documentedon the Progress Monitoring Profile. Documents such as: parent notification letters, annual ELPAC reports, primary language survey, Illuminate Student Performance Reports, reclassification forms, and the 4 Year Monitoring Form (ifapplicable) are included in the EL Folder.

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Summative English Language Proficiency Assessment for California (ELPAC)
State law (Education Code sections 313, 60810 and 60812) requires a state test that school districts shall give to pupils whose home language isnot English. The test is called the English Language ProficiencyAssessment for California (ELPAC). The ELPAC shall be administered annually to each EL during the time frame established by the state. The results of the annual ELPAC shall be used to evaluate how well ELs are acquiring and learning English.

The purpose of the ELPAC is:
•	The Summative Assessmentis given to students who are identified asan English Learner based on the Initial ELPAC Assessment
•	The Summative Assessmentis used to measure the skillsof English Learners. The results will help inform the school or district if the student is ready to be reclassified asproficient in English.
•	Identifying students who need help learning English is important so that these students can get the extra help they need to do well is schooland access the full curriculum. Every year students who areEnglish Learners will take the Summative ELPAC to measure their progressin learning English.

Four-Year Monitoring of Pupils Who Have Been Reclassified:

California Education Code 313(d) requires that all ELs who have been reclassified be monitored for a four-year period. The pupil’s academic progress and achievementshould be monitored and reviewed on a periodic basis to be certain thepupil is continuing to progress. If the pupil fails to make progress, it is necessary tointervene viasite Multi-Tier Support Systems (MTSS) and not allow him/her to fall behind.

CUSD requires schools to monitor for a minimum of four years the progress of pupils reclassified to ensure correct classification, placement, and additional academic support, if needed. Pupil’s grades should be monitored in each academicarea for 4 years or eight semesters, beginning the semester of reclassification. In addition, all SBAC proficiency levels in ELA and Mathematics must be listed on an annual basis on the four-year monitoring report. Schools are reminded to send EL Folders to the next site for monitoring to continue. For example; a pupil reclassified in 8th grade must be monitored in grades 9 thru 12 at the high school. If a pupil shows signs of failing or falling behind, schoolsmust provide, list, and monitor all intervention and additional support provided to the pupil to ensure success in the school’s regular education program. (See Four Year Monitoring Card EL Form# 10C in Appendix).

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PUPIL RECLASSIFICATION TO FEP

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES
	
Principal
	•	Responsible for process at school

EL Site Coordinator*
	•	Identifies pupils and supervises processat school site
•	Establishes and works with a team of staff members during the reclassification process
•	Oversees the completion of the Reclassification Form
•	Submits completed information to Supplemental Services

Teachers
	•	Administers necessary assessments:
ELPAC, SBAC, ELD Assessments, iCAL, iCAM, and academic achievement tests
•	Provides other curriculum information needed for reclassification.

Director of Supplemental Services Or Designee
	•	Coordinates procedures at district level
•	Provides technical assistance and support
•	Oversees the collection of forms submitted by sites

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

The State Board of Education (SBE) has established four reclassification criteria, based on Education Code Section 313(d), for school districts to use reclassifying pupils from ELto fluent English proficient (FEP). As outlined below, the guidelines for reclassification of ELs describes four basic reclassification criteria:

1. The first criterion is an assessment of English language proficiency, which in California is the ELPAC coupled with mastery of the ELD Standardsat the pupil’s grade level.

2. The next criterion is a review and analysis of pupil performance, which the SBE has indicated should be, based on results of the pupil’s latest California English Language Arts Test, or the Smarter Balanced Assessment Consortium (SBAC) in English Language Arts.

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3. The third criterion is teacher evaluation of a pupil’s academic performance, which can be based on the pupil’s current language arts grade, writing sample, and formative assessments reflecting the mastery of State Standards.

4. The fourth criterion is parent opinion and consultation, which involves parents or guardians in discussing their pupil’s English-language proficiencyand meeting the guidelines for reclassification.

CUSD Criteria and Standards for Reclassification

CheckOff
	Criteria
	Grades K-12
	

	State EL Assessment
	Must score at proficient level – Listening, Speaking, Reading, and Writing.
	

	ELD Curriculum Assessments
	Gr. TK-6 Benchmark ELD Interim Assessments at met or exceeded standards
Gr. 7-8     Inside ELD Curriculum at met or exceeded standards Gr. 9-12 Edge ELD Curriculum at met or exceeded standards
	

	Academic Achievement Record Score:
______________________ Record Assessment:
______________________
	SBAC for tested grades 3rd-8th and 11th at met or exceeded standards Grades K-2, 9-10,12 must score at met or exceeded standards (see chart above)
	

	Teacher Evaluation
	Must include both quantitative and qualitative data
	

	Parent Consultation
	Meet with parent/guardian to discuss reclassification process and obtain signature of approval

Check	Grade Off
	K

	1

	2

	3

	4

Comparison Academic Achievement Criteria

Fall Reclassification Criteria	Spring Reclassification Criteria

Grade Level Data Not Available - IFEP through ELPAC Initial
K DRA Level 4+, iCAL2 and Performance Task at Met or Exceeded Standard
1st DRA Level 16+, iCal 2 and Performance Task at Met or Exceeded Standard
DRA Level 28+ ,iCAL 2 and Performance Task at Met or Exceeded Standard
3rd Grade SBAC atMetorExceeded Standard

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	5 	6 	7 	8 	9              10

	11

	12

4th Grade SBAC atMetorExceeded Standard 5th Grade SBAC atMetorExceeded Standard 6th Grade SBAC atMetorExceeded Standard 7th Grade SBAC atMetorExceeded Standard 8th Grade SBAC atMetorExceeded Standard
9th Grade Inspect and Performance Task at Met or Exceeded Standard
10th Grade Inspect and Performance Task at Met or Exceeded Standard
11th Grade SBACatMetorExceeded Standard

7th grade Study Syncand Performance TaskatMetorExceeded Standard 8th grade Study Syncand Performance TaskatMetorExceeded Standard 9th grade Inspectand Performance TaskatMetorExceededStandard 10th grade Inspectand Performance TaskatMetorExceeded Standard

11th grade Inspectand Performance TaskatMetorExceeded Standard

12th grade ELA AssessmentatMetorExceeded Standard

AchievementLevelScaleScoreRangesforEnglishLanguageArtsontheSBAC
Check off
	Grade
	Standard Not Met
	Standard Nearly Met
	Standard Met
	Standard Exceeded
	

	3
	2114-2366
	2367-2431
	2432-2489
	2490-2623
	

	4
	2131-2415
	2416-2472
	2473-2532
	2533-2663
	

	5
	2201-2441
	2442-2501
	2502-2581
	2582-2701
	

	6
	2210-2456
	2457-2530
	2531-2617
	2618-2724
	

	7
	2258-2478
	2479-2551
	2552-2648
	2649-2745
	

	8
	2288-2486
	2487-2566
	2567-2667
	2668-2769
	

	11
	2299-2492
	2493-2582
	2583-2681
	2682-2795

Steps for Reclassification:
A copy of the CUSD Reclassification Recommendation Form (EL Form # 9Sin Appendix) is available in the Department of SupplementalServices. For pupils receiving Special Education Services, complete and attach a copy of the Special Education Addendum Form (EL Form # 9.1S in Appendix). Refer to the CUSD Alternative Assessment Guidelinesand Considerations for EL Pupils of IEP and 504 Plans Handbook.

Step I:

Step II:

Step III:

Review assessment of English language proficiency, which in California is the ELPAC. This is a review of the pupil’s ELPAC annual assessment results. For this criterion, the pupil must meet the ELPAC definition of proficiency, which is an overall score of Bridging, (4) in all skill areas: listening, speaking, reading, and writing. If a pupil meetsthis criterion, move to the next step in the process. If not, the pupil should remain an English learner.

Review Designated ELD assessments, i.e: Benchmark, Collections, Inside,or Edgeassessment to confirm mastery of ELD Standards. Pupils in grades K-5 need to score “Met Standards” ontwo Benchmark Designated ELD assessments. Pupils in grade 6 need toscore “Met Standards” on two Collections Designated ELD assessments. In grades 7-8, pupils need to score “Met Standards” on two Inside Unit Tests. In grades 9-12, pupils need to score “Met Standards”on two EDGE Unit Tests. If a pupil meets this criterion, move to the next step in the process. If not, the pupil should remain an English learner.

Review the academic achievement of grade level standards. This review focuses on the latest SBAC in EnglishLanguage Arts or CAA results for the pupil. The pupil must have scored at level 3 or 4 for

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reclassification. If a pupil meets this criterion, move to the next step in the process. If not, the pupil should remain an English Learner. If Alternative Assessment(s) were used from the pupil’s IEP or 504 Plan, indicate the test, date and proficiency levels.

Step IV:

Step V:

Step VI:

Step VII:

Review teacher evaluation of pupil’s academicperformance in the classroom or specialized programs. The teacher will summarize the pupil’s level of skills, for example, on or above grade levelin subject areas. List performance level of academic indicators established by the school and district. Formative assessmentsare provided to show mastery of state standards as well as a recent writing sample. Report cards and progress reports are attached to the reclassification form. If a pupil meets this criterion, move to the next step in the process. If not, the pupil should remain an English learner. For pupils receiving Special Education Services, (regular education, special education, speech and language, etc) a site review team should be part of the summary and input.

This step includes parent consultation. If the pupil has satisfied all criteria for reclassification, a parent conference is scheduled to review pupil performance and solicit parentalinput. Parents are encouraged to exercise their legal right to participate in the reclassification process. Be sure to include parent commentsand ideasin the document. Parent/Guardian signs and dates the reclassification form.

All parties sign and date the forms. All documentation must be kept on file at the school and sent to the Department of SupplementalServices. Supplemental Services will review all reclassifications for final approval and change pupil status in student information system.

Schools are encouraged to recognize pupils and their parents who earn reclassification at an upcoming academicassembly, ELAC, SART, IDAC meeting, classroom presentation, or a letter of congratulations sent home tothe family.

Step VIII: Begin the four-year monitoringprocess the semester of reclassification. Schools are reminded to send EL Folders to the next site for monitoring to continue. For example; pupil reclassified in 8th grade must be monitored at the high school for grades 9th thru 12th.

PART d

Staffing And
Professional

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Development

D PART D

STAFFING AND PROFESSIONAL DEVELOPMENT

PROGRAM DIMENSION IV: STANDARDS, ASSESSMENT, AND ACCOUNTABILITY EL 15: TEACHER EL AUTHORIZATION

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PROGRAM DIMENSION V: STAFFING AND PROFESSIONAL DEVELOPMENT EL 16: PROFESSIONAL DEVELOPMENT SPECIFIC TO ENGLISH LEARNERS

Person (s) Responsible
	Responsibilities

Principal
	•	Determinestaffing and training needs in collaboration with staff
•	Recruits, hires, and placesstaff appropriately •	Placesstaff in appropriate training programs •	Monitors and evaluates staff

Assistant Superintendent of Human Resources
	•	Overseesdistrict recruitment, hiring, and placement of appropriate staff

Area Assistant Superintendents
	•	Determines staffing and training needs in collaboration with the principals for their area
•	Oversees recruitment, hiring, and placement of appropriate staff

School Site Administrator, Curriculum, Instruction and Accountability Department
	•	Coordinates and implements district training programs
•	Maintains training records

Department of SupplementalServices
	•	Monitors and collects EL Authorization Plans
•	Provides professionaldevelopment on EL strategies and implementation

ENGLISH LEARNER AUTHORIZATION FOR TEACHING PERSONNEL

Clovis Unified School District (CUSD) ensures that all teaching personnel whose assignment includes English learners shall hold an appropriate EL authorization, or are “actively pursuing” authorization, issued by the Commission on Teacher Credentialing (CTC) to provide English language development (ELD) or access to core curriculum through Specially Designed Academic Instruction in English (SDAIE) and/or primary language instruction.

A teacher shall be considered“activelypursuing” authorization when the teacher hasan obtained an Emergency Credentialon file with the Department of Human Resources and is enrolled in a courseleading toward authorization.

CUSD shall annually assess the need, supply, and shortage of EL authorized teachers. Where shortages exist, CUSD shall establish a plan to remedy and timelines to recruit, hire, and/or train teachers, as needed. CUSD shall participate in recruitment fairssponsored by universities, colleges, and organizations for the purpose of identifying and recruiting EL authorized teachers.

The goal of the district is to ensure all teachers in grades TK-12 are authorized to teach ELD and SDAIE

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Staff Requirements for Teaching English Learners (ELs)
The California Commission on Teacher Credentialing (CCTC) requires that teachers of ELs, to include special education teachers, attain English learner authorization. The type of certificate, permit, or credential required depends on the type of service and/or instruction being provided to ELs.

Bilingual Instructional Assistants
A bilingualinstructional assistant (BIA) is a qualified paraprofessional who hasa minimum of two (2) years of college coursework or has an Associate of Arts degree, and is Highly Qualified. BIAsare provided training through their school sitesand at the district levelto improve their skills. The departmentsof Supplemental Services and Curriculum & Instructionshall collaborate to provide professional development for bilingualinstructional assistants each fall and spring.

Professional Development
Clovis Unified School District is committed to providing high quality professionaldevelopment to all teachers, principals, administrators, paraprofessionals, and parents to empower them with the skills, attitudes, and strategies to effectively meet the specific needs of English learners.

CUSD professional development is:

A.	Designed to improve the instruction and assessment of English learners.

B.	Designed to enhance the teacher’s ability to understand 2012 ELD Standards. ELA/ELD Framework uses curricula, assessment measures, and instructionalstrategies for English learners.

C.	Based on research demonstrating the effectiveness of professional developmentin increasing the pupil’s English proficiency or the teacher’s subject matter knowledge, teaching knowledge, and teaching skills.

D.	Designedto provide sufficient intensity and duration to have a positive and lasting impact on the teacher’s delivery in the classroom.

Some examples ofprofessional development include:
▪ Grade level professionaldevelopment - Best practicesin ELD ▪ Differentiated Instruction with ELA/ELD Framework
▪ Designated ELD vs. Integrated ELD ▪ Benchmark training
▪ Collectionstraining ▪ Inside training
▪ EDGE training
▪ ELD lessons, strategies, materials, resources shared with parents at ELAC and DELAC meetings ▪ Accelerated English Language Academy methodologies
▪ English Language ProficiencyAssessment for California (ELPAC) training ▪ English Learner ProfessionalLearning Communities

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PART e

PARENT NOTIFICATION AND advisory committees

75

E PART E

PARENT NOTIFICATION AND ADVISORY COMMITTEES

PROGRAM DIMENSION I: INVOLVEMENT
EL 01: PARENT OUTREACH AND INVOLVEMENT

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EL 02: TRANSLATION OF INFORMATION FOR PARENTS EL O4: ENLGISH LEARNER ADVISORY COMMITTEE (ELAC)
EL 05: DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC) PROGRAM DIMENSION II: GOVERNANACE AND ADMINISTRATION EL 07: PARENT/GUARDIAN NOTIFICATIONS
PROGRAM DIMENSION VI: OPPORTUNITY AND EQUAL ACCESS
EL 18: PARENTAL EXCEPTION WAIVER FOR ALTERNATIVE PROGRAM

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	▪ Responsible for appropriate parent notification of initial testing and placement
▪ Facilitates formation and implementation of ELAC

EL Site Coordinator
	▪ Assists and monitors parent notification process ▪ Assists with the implementation of ELAC, submits
ELAC records to Supplemental Services
▪ Oversees filing of documentation in EL folders
	
Director of Supplemental Services Or Designee
	▪ Overseesnotification and parent committee procedures ▪ Facilitates the implementationof ELAC, collects and
reviews ELAC records and DELAC.

Parents
	▪ Participate on committees, review notification information, and sign reclassification form.

*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

Parents form anintegral part of the educational process resulting from the partnership between school, community, and family. In order for parents of English Learners to participate, they must be well informed of all school site, and district activities, procedures, and policies that directly affect their children. It shall be a joint responsibility of both the school and the district to help parentsclearly understand the educational processso that they can positivelyinteract with the school and thusbecome advocates for their child’seducation. Parentsshall be encouraged to participate in all committees to advise at the school, district, and governing board level on services for ELs.

When 15 percent or more of studentsenrolled in a public school speak a single primary language other than English, as determined bylanguage census data from thepreceding year, all notices reports, statements, and records sent to parentsof such students are written in English and the primary language.

Information regardingall parent involvementactivities including parent notifications of assessment resultsand program options: parent advisory committee participation, parent education (family literacy and language learning, educational conferences, school level theme nights, etc.), and parent classroom/school volunteer activities should be provided in a format and,to the extent practicable, in a language the parents can understand.

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PARENT NOTIFICATION

A. Initial Assessment Results and Recommended Placement
After the completion of the Initial ELPAC assessment, parents/guardiansshall receive written notificationof the results and placement of their child. The ParentNotification of Initial Testing Results and Placement for English Learners (EL) letter shall be used for this notification. Template may be found at ELPAC.org. The letter shall be distributed as follows:

I.	If the pupil scores Initial Fluent English Proficient (IFEP) on the Initial ELPAC Assessment, the assessment record is sent to the parent, a copy is filed in the schools’categorical filesin the EL section in the FEP file.

II.	If the student scored EL, theassessment record is sent to the parent, a copy is placed in the students EL Folder.

B. Annual Parent Notification of Placement of an English Learner
On an annual basis within 30 days after school begins,or within two weeks of placement during the school year, each parent/guardian of an English Learner shall receive written notificationof the Summative ELPAC results and placement of their child. The Annual English Learner Parent Notificationlettershall be used for this notification. The following information shall be completed:

➢ List the pupil’s most current language proficiency level.

➢ Check the pupil’s instructionalsetting program placement. ➢ List a contact person and telephone number.
➢ The principal or his/her designee must sign the letter. ➢ Reclassification criteria.

Voluntary Participation in Structured English Immersion Process/Program

At any time, including during the schoolyear, a parent/guardian of an English Learner mayrequest a transfer from the Structured English Immersion Process/Program (decline services). In these cases, the English Learner shall be placed in an English Language Mainstream Classroom and will receive additional and appropriate services.

Parents/guardians wishing to request a transfer from Structured English Immersionshall attend a parent/school conference. At the conference, the parent shall be informed of the academic goals, objectives, and instructional activities of the Structured English
Immersion Process/Program, and that the district remains obligated to provide English language development and access to the core curriculum through Specially Designed Academic Instruction in English(SDAIE). To withdraw/decline the Structured English Immersion Process/Program, the parent/guardian shall sign the Parental Withdrawal Decline letter.

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Reclassification Notification

English Learners may be reclassified to FEPstatus when they score at leve 4 - Well Developed on the Summative (ELPAC) and meet the district’s criteria for transition to English only program (same academicstandards that are expected for English only pupils). The criteria for reclassification includes: proficiency on state EL test, proficiency on SBAC, or district ELA assessments,mastery of ELD standards on the ELD assessments, teacher input, and parent input. It is recommended that the EL site coordinator schedules a meeting with parents to discuss the reclassification criteria, student progress, and student data to seek parent input for their child’s reclassification status. Procedures and parent notificationfor this process are stated in Part C.

English Learner Advisory Committee

All schoolsites with 21 or more ELs shall have an elected ELAC that meets at least four times a year. The committee shall be comprised of parentsand staff, with parents of ELsconstituting the majority of members. Parentsof ELsshall be represented in at least the same percentage as the ELs enrollment at the site. Committee members serve for two years. Election procedures, meeting requirements, and sample agendasfor implementing the ELAC can be found in the Categorical Programs Handbook for SSC and ELAC Procedures provided to the schools bythe Departmentof Supplemental Services. ELAC agendas, sign-insheets, and minutesshall be submitted to the Department of Supplemental Services after every meeting for review and filing.

The principal shall be responsible for ensuring that training is provided in required areas, appropriateproceduresare followed, and required activities are carried out. To ensure parent training, principals use the SSC and ELAC Training Guidethat is provided by the Department of SupplementalServices. Training is focused in areasand topics of interest as identified by the individual schoolsite needs assessment. In addition, each schoolsite’s ELAC elects a representative to the district office to serve on the District English Learner Advisory Committee (DELAC).

The ELAC shall meet all of the following requirements:

1. elected by the parents or guardiansof English Learners at the school site 2. advise the principaland staff on:
a. the development of a detailed Single Plan for Student Achievement (SPSA) submitted to and approved by the governing board, including programs for English learners
b. the development of the school’s needs assessment c. Review CUSD reclassification rates and criteria
d. administration of the annual languagecensus
e. efforts to make parents awareof the importance of regular school attendance
3. elect members in which all parents of ELs have had an opportunity to vote and in which the parent or guardians of ELs elect parent members to the committee
4. elect at least one member to the district’s EL advisory committee (DELAC) or has participated in a proportionate regional representation scheme when there are 31 or more parent advisory committeesin the district

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5. receive training materialsand training, planned in full consultation with committee members, appropriate to assist members in carrying out their legal responsibilities

District English Learner Advisory Committee (DELAC)

When there are 51 or more English Learners in a district, a District English Learner Advisory Committee (DELAC) shall be formed. The DELAC shall be comprised of representatives from the school level English Learner Advisory Committees and interested school and district staff. The majorityof the members shall be parentsof ELs who are not district employees. Committee members serve for two years. Committee members shall be trained in regards to their roles and responsibilities andshall be kept apprised of issues, policies, and information that relate to EL programs. District staff and DELAC members shall plan the yearlymeeting schedule in order to meet district and parent needs. Meeting notification shall be mailed to all membersat least one week prior to the meeting. Noticesand handouts shall be translated in Spanish and Hmong. In addition, DELACmembers will act as a liaison between the DELAC and ELAC. The DELAC representative will present information received at the DELAC to the ELAC. All DELAC information can be found on the CUSD website.

The DELAC shall adviseand assist the program administrator and governing board on the following topics:

•	the development or revision of the district’sMaster Plan of education programsand services for English Learners, including the Local Educational Agency Plan and the Single Plan for Student Achievement
•	the content and procedures for conducting an annual district wide needs assessment on a school-by-school basis
•	the district’s program, goals, and objectives for programs and services for English Learners
•	the development or revision of the district’s plan to assure that all teachers and instructional assistantsmeet compliance with all state and federal requirements for highlyqualified staff
•	the administration of the annual language census
•	review of and comment on the written notifications required to be sent to parentsand guardians •	review of and comment on the district reclassification rates and procedures
•	the training opportunities (contents and materials) available to DELAC members to assist them to better understand and assume their roles and responsibilities

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PARENTAL EXCEPTION WAIVER

CUSD maintains Board Policyand Administrative Regulation 3504 that describes the parental exception waiver policy and procedures.

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	▪ Responsible for parental exception waiver procedures, facilitates implementation of parental exception waivers

EL Site Coordinator*
	▪ Assists in the implementation of parental exception waivers
▪ Oversees filing of documentation

Director of Supplemental Services Or Designee
	▪ Overseesparental exception waiver policy procedures
▪ Provides technical assistance and support regarding parentalexception waivers

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*EL Site Coordinator/Guidance Instructional Specialist (GIS), Resource Teacher (RT), Teacher on Special Assignment (TSA), Learning Director (LD), or Classroom Teacher.

The requirement of Education Code section 305 may be waived with prior written informed consent, to be provided annually, of the ELs parents/guardians under the circumstances specified in Education Code section 310 and 311. Such informed consent shall require that the parents/guardians personallyvisit the schoolto apply for the waiver and that theybe provided a full description of the educational materials to be used in the different educational program choicesand all the educationalopportunities available to the child. Under such parental waiver conditions, children may be transferred to classes where they are taught English and othersubjects through bilingual education techniques or other generally recognized education methodologies permitted by law. Individual schools in which 20 pupils or more of a given grade level (same language) receive a waiver shall be required to offer such a class; otherwise, they must allow the pupils to transfer to a publicschoolin which such a classis offered.
The circumstances (options) in which a parental exception waiver may be granted are asfollows:

(a) Children who already knowEnglish: the child already possesses good English language skills, as measured bystandardized tests of English vocabulary comprehension, reading, and writing, in which the child scores at or above the state average for his/her grade level or at or above the fifth grade average, whichever islower.

(b) Older children: the child isage 10 or older, and it is the informed belief of the school principal and educationalstaff that an alternative courseof educational study would be better suited to the child’s acquisition of basic English language skills.

(c) Children with special needs: the child already has been placed for a period of not less than thirty daysduring the school year in an English language classroom and it is subsequentlythe informed belief of the school principal and educationalstaff that the child has such special physical, emotional, psychological, or educational needsthat an alternate courseof educational study would be better suited to the child’s overall educational development. A written description of the special needs must be provided, and anysuch decision is to be made subject to the examination and approval of the superintendent, under guidelines established by and subject to the review of the local board and ultimately the State Board of Education. The existence of such special needsshall not compel issuance of a waiver, and the parentsshall be fully informed of their rights to refuse to agree to a waiver.

WAIVER TYPE
	PREREQUISITES
	CONDITIONS
	TIME FRAME

A. Children who already know English
	Knows English based on standardized tests.

Must score at grade

None

Act upon within 20 instructional days.

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	levelor fifth grade (whichever is lower).

B. Older Children

10 years or older
	
Informed belief bythe principal and educators that the alternative is better suited to rapid acquisition of English.
	
Act upon within 20 instructional days.

C.	Special Needs physical emotional psychological educational

Already placed for a period of not lessthan 30 days in an English language classroom.
	Informedbelief by principal and educators that the alternative is better suited to overall educational development.

Approved by Superintendent under guidelines of theBoard. Written description of special needsprovided.

Act upon no later
than 10 days after the 30 day English language classroom placement or 20 instructionaldays, whichever islater.

PROCEDURES FOR GRANTING PARENTAL EXCEPTION WAIVERS

1. Purpose: for parent/guardiansto request a waiver to have their child/children transferred to a class which teaches English and other core curriculum through bilingualeducation techniquesor other generally recognized educational methodologies.

2. All waiver requestsshall be applied for and processed/acted upon through the principal.

3. The Annual Parent Notification of English Learner Results letter shall be sent annually to the parent/guardians of each EL. The district parent letter explainsthe pupil’s placement and parental rights and options. The parent letters are available in Spanish and Hmong. (See sample parent lettersin the Appendix).

4. Parents/guardians shall be required to visit the school to apply for the waiver. At that time parents/guardians shall be provided with a full written description of:
a. The intent and content of the Structured English Immersion Process.
b. Any alternative courses of study (program) offered by the district and available to the pupil. c. All education opportunities offered by the district and available to the pupil.
d. The educational materials to be used in the alternative courses of study (program) choices.

Upon request of the parents/guardians, a spoken explanation of a-d above shall also be provided

5. At the school site visit, the parent/guardian shall complete and sign the Parental Exception Waiver for Alternative (Bilingual) Program form. The principal shall complete and sign the school’s portion of the form. The form is distributed as follows: the completed original is filed in the school’s categorical files, a copy is sent to the parent/guardian, and acopyis placed in the pupil’s EL Folder. (See sample form in the Appendix).

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6. Parents/guardians may apply for a parental exception waiver at any timeafter the first dayof school for options (a) and (b), and after the EL has been placed in an English language program for a minimum of 30 days for option (c). Waivers shall be applied for on an annual basis only.

7. Parents/guardians who apply for a waiver may request a review of the district’s guidelines. In these cases, the parents/guardiansshall be given Board Policy and Administrative Regulation 3504. Theymay also request a copy of the procedures adopted by the State Board of Education. In these cases, the parents/guardians shall be given Education Code sections 300-340 and Title 5, California Code of Regulations sections 11300-11305. (See sample form in the Appendix).

8. If 20 or more parents/guardians in a school, at a given grade level (same language), request a waiver and receive approval, the school shall be required to offer the class (program) or allow the pupil to transfer to a public schoolin which such aclass is offered.

9. A waiver may be granted when:
(a)	The child already knows English and possesses good English language skills as measured by a standardized test of English vocabulary comprehension, reading, and writing, in which the childscores at or above the state average for his/her grade level, or at or above the fifth-grade average, whichever is lower.
(b)	The child is age 10 years or older and it isthe informed(based on data) belief of the principal and educational staff that an alternative course of educational study would be better suited to the child’s rapid acquisition of basic English language skills. Achievement datashall be attached to the waiver form.
(c)	The child has been in an English language classroom for not lessthan 30 days and it is the informed belief of the principaland educational staff that the child hassuch special physical, emotional, psychological, or educational needs that an alternative course of study would be better suited to the child’s overall educationaldevelopment.

Written description of these needs must be provided and any such decision shall be made subject to the examination and approval of the superintendent, under guidelines established by and subject to the review of the local board and ultimately the State Board of Education. The existence of such special needsshall not compel issuance of a waiver, and the parents/guardians shall be fully informed of their right to refuse to agree to a waiver.

10. If the parental exception waiver is denied, the parents/guardians shall be informed in writing as to the reason(s) for the denial and shall be informed of the procedures that exist to appeal the decision to the Board. If the results were communicated orally to the parents/guardians who request or are unable to understand written communication, such information shall be documented.

11. The principal shall maintain a log (by grade leveland language) of all applied waivers and his/her decision regarding each waiver.

Note:	The Individual Education program (IEP) team determines placement of each Special Education pupil, regardless of language proficiency. No provision of an IEP requires a parental exception waiver.

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Parental Exception Waivers shall be granted unlessthe principaland educational staff has determined that an alternative program offered at the school would notbe better suited for theoverall educational development of the pupil. (5 CCR 11303)

PART F

funding

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F

PART F FUNDING

PROGRAM DIMENSION II: GOVERNANCE AND ADMINISTRATION
EL 09: EL PROGRAM INCLUSION IN DEVELOPMENT OF THE SINGLE PLAN FOR STUDENT ACHIEVEMENT EL 10: INVENTORY

PROGRAM DIMENSION III: FUNDING
EL 11: SUPPLEMENT, NOT SUPPLANT, WITH TITLE III & LEP EL 12: TIME ACCOUNTING REQUIREMENTS

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Clovis Unified follows funding mandates as prescribed bythe California Ed. Code, federal and state regulations and district policies, and/or procedures.

Local Control and Accountability Plan (LCAP) and Title III (LEP, Immigrant) funds are used to supplement the base educational program and not to supplant generalfund monies. The core program is supported by the general fund. Expenditures are audited annually by the District’s Business Office, Director of Supplemental Services, and Area Assistant Superintendents.

The following process is used to develop plans for program operations and improvement, and the consequent allocation of funds:

1. The Governing Board approves the Clovis Unified School District’s goalsand objectives outlined in the CUSD Strategic Plan. Thisis a plan to meet the needs of all students.
2. The Superintendent’s Cabinet identifiesand prioritizesneeds, based on the CUSD Strategic Plan and data analysis, and allocates fundsand other resourcesto support those needs.
3. The Director of SupplementalServices allocates fundsbased on the Consolidated Application, meets with school principals to ensure compliance, presents school and district plans to the Governing Board for approval, and monitors expendituresthroughout the year.
4. The principal coordinates development of the school level Single Plan for Student Achievement (SPSA) and prioritization of needsbased on data, meets with the School Site Council (SSC) and English Learner Advisory Council (ELAC) groupsbefore they approve the SPSA and budget.
5. Site and District Advisory Committees take the following roles:
a. The SSC develops the SPSA and annually reviews and updates it.
b. ELAC members may advise and give input on the district level plan and needsassessment.

Each fall, the district and site budgetsare shared with the DELAC and site ELACs. Information about these budgets is also provided to parents during Quarter I. All categorical budgets are reviewed at each Quarterly SSC and ELAC Meeting. Each fall, preparation for the development of each school’s Single Plan for Student Achievement and information on anticipated allocations is provided to the SSCs, DELAC, ELACs and submitted to the Governing Board for approval. The Master Plan: A Guide to Services for English Learners will be aligned programmaticallyand fiscally to major policy, planning and budgeting documents used at the district and site levels, including but not limited to:
1. Clovis Unified School District Board Policies 2. Clovis Unified School District Strategic Plan 3. Local Educational Agency Plan (LEAP)
4. Single Plans for Student Achievement (SPSA) 5. Local Control Accountability Plan (LCAP)
6. Federal Program Monitoring
7. Other relevant federal, state and local directive

General Fund Resources
The district uses the GeneralFund to provide the base program for all students. This includescore curricular materials, instructional supplies, teachersalariesand other district services (for example, transportation,

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library, Special Education, food, health, and counseling) aswell assupport systems for monitoring program implementation and student progress, and for program evaluation. Core materials in Language Arts and Mathematics provide Universal Access supplements to help ensure the English Learners have access to the core curriculum. The base program also includes district adopted ELD program materials.

Supplemental Funds
Both the state and federal governments provide supplemental funds that are used to support programs and services for English Learners. These categorical funds should not be used to supplant general funds or other state or local resources. The Table on the following pages provides information on several important sourcesof supplemental funds.

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Table 9.1 Title I, Part A & LEP Allowable Expenditures

Funding Source
	
Title I, Part A*
	
LCAP-LEP

Funding Description
	
A federal program that provides supplementary funds to help improve instruction in high poverty schools to ensure all students meet state academic standards.
	
A state program supporting compensatory educational services for English Learners.

Students to be Served
	
Students who have not met standards on the SBAC (levels 1 and 2), including English Learners and Special Education Students
	
English Learners

Examples of Expenditures NOT Appropriate for Funding Source

Inappropriate Expenditure Examples
	
•	Supplanting general funds
•	Strategies not based on scientific research or with no data to support increased achievement
•      Regular teacher salary •      Food for staff meetings
	
•	Supplanting general funds •	Regular teacher salary
•	Food for staff meetings •	Capital outlay

Examples of Expenditures Appropriate for Funding Source

Support for English Language Arts, ELD, Math
	
•      Extended day/year for targeted students •      Supplemental instructional materials that
support standards and core program •	Specialized and targeted interventions •	Extended day/week/year for targeted
students
•	Supplemental instructional materials and equipment
•	Primary language instruction and support •	Primary language materials
•	Academic interventions
	
•	Specialized and targeted interventions
•	Extended day/week/year for targeted students
•	Supplemental instructional materials and equipment
•	Primary language instruction/support
•	Primary language materials
•	Targeted intervention to accelerate reclassification of ELs
•	Support for reclassification process •	Support for language assessments •	Support for monitoring academic
progress of all students

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*All uses of Title I funds must be supported by scientifically-research based programs and data that verify actions resulting in increased achievement.

Table 9.1 (Continued)

Funding Source
	
Title I, Part A*
	
LCAP-LEP

Examples of Expenditures Appropriate for Funding Source

Support Personnel
	
•	Reading/Math/ELD Coaches •	Intervention teachers
•	Instructional Assistant
	
•	Reading/Math//ELD coaches •	Intervention teachers
•	Instructional Assistant
•	Multilingual community liaison •	EL specialists

Support for Other Core Subject Areas: Science, Visual & Performing Arts, Physical Education
		
•	Supplemental materials in English and the primary language
•	Field trips
•	Primary language support

Capacity Building/ Professional Development
	
•	Academic Conferences •	Training
•	Consultants
•	Principal Coaching •	Teacher Stipends
•	Teacher Substitutes
•	Training Materials/Resources •	Graphic Arts
•	Conferences/Workshops that support SPSA goals
	
•	Academic Conferencing •	Training
•	Consultants
•	Principal Coaching •	Teacher Stipends
•	Teacher Substitutes
•	Training Materials/Resources •	Graphic Arts
•	Conferences/Workshops that support SPSA goals
•	Food: Reasonable costs associated with teacher professional development that extends over a meal period

Funding Source
	
Title III, Limited English Proficient and Immigrant Students

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Funding Description
	
A federal program providing funding to improve the education of ELs by assisting them in learning English and meeting state academic standards.

Students to be Served
	
English Learners in grades TK-12

Examples of Expenditures NOT Appropriate for Funding Source

Inappropriate Expenditure Examples
	
•	Supplanting general funds •	Regular teacher salary
•	Food for staff meetings

Examples of Expenditures Appropriate for Funding Source

Support for English Language Arts, ELD, Math
	
•	Provision of high quality professional development for classroom teachers, principals, administrators and other school or community based organizational personnel
•	Upgrading program objectives and effective instructional strategies
•	Improving the instructional program for English Learners by identifying, acquiring and upgrading curricula, instructional materials, educational software and assessment procedures

Support Personnel
	
•	EL Specialists, Teachers on special assignment, peer coaches •	English/Language Arts/Math/ELD coaches Intervention teacher •	Instructional Assistants / Paraprofessionals
•	Multilingual community liaison

Support for Other Core Subject Areas: Science, Visual & Performing Arts, Physical Education
	
•	Supplemental Instructional materials and equipment •	Professional development

Capacity Building/ Professional Development
	
•	Academic Conferencing / Collaboration
•	Training / Training Materials / Resources / Consultants •	Principal Coaching
•	Teacher Stipends / Teacher Substitutes •	Graphic Arts
•	Conferences / Workshops that support SPSA goals

School Climate,
	
•	SSC expenditures

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Parent Engagement, Family Support and Learning Environment
	•	Parent training/workshops
•	Speakers for parent workshops •	Graphic Arts
•	Translation
•	Support Personnel

R-30 Language Census or Annual Language Census Reports

Title III, LEP and Immigrant funds are based on the number of English Learner and Immigrant studentsin the district. Annually in the spring, an R-30 Language Census Report shall be completed by each school. The report indicates the number of EL and FEPpupils in the school bylanguage and grade level. It also reports the type of EL services provided, the number of authorized staff providing the services, and the number of ELs who were reclassified to FEP. The information gathered is used to create district matrices for EL and FEP students. Historicalcharts indicating growth of EL populations are also maintained.

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PART G

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English Learners with special needs

G

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PART G English Learners with
Special Needs

PROGRAM DIMENSION II: GOVERNANCE AND ADMINISTRATION

EL 02: TRANSLATION OF INFORMATION FOR PARENTS
EL 06: ENGLISH LEARNER IDENTIFICATION AND ASSESSMENT EL 07: PARENT/GUARDIAN NOTIFICATIONS
PROGRAM DIMENSION IV: STANDARDS, ASSESSMENT, AND ACCOUNTABILITY EL 14: RECLASSIFICATION
EL 15: TEACHER EL AUTHORIZATION
PROGRAM DIMENSION V: STAFFING AND PROFESSIONAL DEVELOPMENT EL 16: PROFESSIONAL DEVELOPMENT SPECIFIC TO ENGLISH LEARNERS
PROGRAM DIMENSION VI: OPPORTUNITY AND EQUAL EDUCATIONAL ACCESS EL 17: PLACEMENT IN INSTRUCTIONAL PROGRAMS
PROGRAM DIMENSION VII: TEACHING AND LEARNING EL 19: ENGLISH LANGUAGE DEVLEOPMENT
EL 20: ACCESS TO THE CORE SUBJECT MATTER

PERSON(S) RESPONSIBLE
	RESPONSIBILITIES

Principal or Designee
	▪ Responsible for implementation of programs/services for English learners at schoolsite

EL Site Coordinator
	▪ Assists with identification, ELPAC & Alternate Assessments, progress monitoring, evaluation, and reclassification processes
▪ Coordinates and monitors parent notification process ▪ Oversees filing of documentation in EL folders

Director of Supplemental Services & Individual Education Plan (IEP) Or 504 Team
	▪ Oversees and coordinatesin gathering data and obtaining information for sites
▪ Provides assistance and support to sites in the identification, assessment, evaluation, and reclassification of English learners with special needs

Parents
	▪ Participate on committees, review notification information, evaluation & progress monitoring and sign reclassification form.
▪ Attend annual IEP & any potential reclassification meetings

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This section is intended as a resource to assist both regular and special educators to meet the needs of students who are identified as English learners (EL) and may possibly need to be identified or are currently identified for special education. Thisis a brief overview on assessment, identification, and programs for English learners (ELs) which covers the following topics: Home Language Survey, assessmentof ELs in California (ELPAC, SBAC Testing), identification of English learners, instruction and program options for ELsin California, responsibility for monitoring and reclassification of ELs, curriculum and instruction for ELs, and staff requirements for teaching ELs.

Identification

Home Language Survey (HLS)
When parents or guardians first register their child for school, theycomplete a HLS that indicates what language is spoken in the home. The Home Language Survey is a form administered by the school district to be completed by the pupil's parent or guardian at the time of first enrollment in a California public school indicating language usage in the home which, if completed, fulfills the schooldistrict's obligation required by Education Code Section 52164.1 (CA Code of Regulations, Title 5, Chapter 11, Subchapter 7.5).

Guidelines for Home Language Survey Process
As part of the enrollment procedures at each schoolsite, the parent or legal guardian of allnew TK-12 pupilsshall complete a Home Language Survey (HLS) under the guidelines outlined below. (See HLSsample in Appendix). Schools are encouraged to explain and assist parents with understanding the purpose, process, and meaning of the HLS, as well as, accurately understanding of the document. Schools are responsible for obtaining the original HLS. This allows for the most accurate information that can efficiently assist pupils in an appropriate instructional setting program placement.

A. Pupils transferring from within Clovis Unified School District (CUSD):

1. Do not complete a new HLS.
2. Obtain a copy of the HLS from the previous CUSD School.

B. Pupils transferring from outside CUSD:

1.	A pupil entering Kindergarten or a California school for the first time, the parent/guardian will complete a HLS.
2.	A pupil transferring from another California school, parents/guardians will complete the HLS, and the school willrequest a copyof the original HLS from theprevious school of attendance. The original HLS will take precedence as the official HLS for the pupil. All other HLSdocuments will be destroyed.
3.	If a HLS is not received from the previousschool, an initial English Language Proficiency Assessment for California (ELPAC) will be administered within 30 daysof enrollment.

The registrar shall use the Home Language Survey (HLS) Directions and Translation Booklet asa guide for implementing the HLS. The booklet contains information, procedures, and a set of HLS in34 languages. Note: The CUM file should contain onlyone HLS. If more than one HLS exists, retain only the one with the earliest date. Attach the original HLS to the EL Home Language Survey CUM card and place in the CUM file (EL Form# 4.1C in Appendix).

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Oral translations shall be provided for parentsor guardians needing assistance with completion of the HLS, when possible. The HLS has four questions. Each question mustbe answered. The HLSshallbe signed and dated by the parent/guardian.

Common Questions

A. What happensif the HLSindicates all English?
1. A copy of the HLS shall be placed in the pupil’s CUM file.
2. ELPAC is NOT administered nor EL program services required.
3. The pupil is placed in the school’s mainstream academic program.
4. English islisted as the primary language in student information system.

B. What happensif the HLSindicates a language other than English only on question #4?
1. The pupil is FEP. A copy of the HLS shall be attached to the HLS CUM Card (EL Form# 4.1C in Appendix) and placed in the pupil’s CUM file. Check the appropriate FEP box on the card.
2. A copy of the HLS shall be given to the EL Coordinator at the school site. 3. ELPAC is NOT administerednor EL program services required.
4. The pupil is placed in the school’s mainstream academic program.
5. The pupil’s nameis placed on the Demographic Sheet (EL Form # 1S) and columns 1-7 are completed with the current information. Column 12 of the Demographic Sheet must be checked as the HLS #4.
6. The language other than English from the HLS must be entered into student information system as the primary language.
7. The pupil is placed in the school’s core academiccurricular program and designated as an FEP (Fluent English Proficient).

English is never entered into student informationsystem as a primary language, when the HLS has another language.

C. What happensif the HLSindicates at least one response other than English on questions #1-3? If a parent/guardian elects to put two languages on a line;

Example 1:

Example 2:

English/Hmong: The language other than English must be listed in student information system, and ELPAC is administered.
Hmong/Thai: You must confirm with parent/ guardian the dominant
language andenter it into student information system, and ELPAC is administered.

1. The pupil shall be designated as having a primary language other than English and the assessment process begins. This includes migrant, special education, alternativeeducation, foreign exchange,and I-20 students.

2. A copy of the HLS shall be given to the site EL Coordinator.

3. A copy of the HLS shall be attached to the HLS CUM Card and placed in the pupil’s CUM file. The pupilis administered the ELPAC. A pupil who has an overall scoreof Emerging/Low Expanding is designated as an English Learner (EL) and receives services. If a pupil scores High Expanding/Bridging or Bridging,they are considered Initial Fluent English Proficient (IFEP).

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4. The initial assessment process (ELPAC) shall take place within 30 calendar days of enrollment. Schools must attempt to obtain the initial ELPAC score, within the 30-day period, from the pupil’s former school district. If official results are not available, the schoolshall administer the Initial ELPAC within the 30-day period.

5. The pupil’s name shall be placed on the Demographic Sheet. Columns 1 through 11 shall be completed reflecting the pupil’s scores. If ELPAC resultsare from another district, a copy of the pupil’s report must be attached to the DemographicSheet.

6. ELPAC assessment materialsare available from the Department of Assessment.

7. The pupil is placed in the appropriate instructionalsetting based on the results of the initial EPAC.

Assessment of English	Learners (ELs) in California There are two types of	measures used with ELs: individual assessment such as the ELPAC and group assessmentslike those used in the California Assessmentof Student Performance and Progress- Smarter Balance Assessment Consortium (SBAC) programs.

English Language Proficiency Assessment for California (ELPAC)
State law (California Education Code sections 313 and 60810[d) requires that school districts administer a state test of English language proficiency to: (1) newly enrolled studentswhose primarylanguage is not English and, (2) English Learnersas an annual assessment. For California public school students, this test isthe ELPAC. California Education Code Section 52164.1[a] requires all students (in kindergarten through grade twelve) whose primary language isnot English, based on the Home Language Survey (HLS), to take the Initial ELPAC within 30 calendar days after they are enrolled in a California publicschool for the first time to determine if they are English learners.

The Initial ELPAC has three purposes:
1. to identifystudents who are limited English proficient;
2. to determine the level of English language proficiency of students who are limited English proficient; and 3. to assessthe progress of limited English proficient students in acquiring the skills of listening, reading,
speaking, and writing in English. All ELs must be administered the Summative ELPAC annually. There are no parent waivers for taking ELPAC (ELPAC State Board Adopted GuidelinesOctober, 2008).

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There are Three (3) proficiency levels within ELPAC: (1) Novice, (2) Intermediate. If a pupil’s overall score is Novice or Intermediate on the initial EPAC, the pupil must be appropriately placed in an EL Program that reflectshis/her needs and level of proficiency.

The state standard for “proficiency” is a pupil scoringat the IFEP level. These students are considered “Initial Fluent English Proficient” or “IFEP”.

•	Initial Assessments: Within 30 calendar days of initial enrollment

Foreign Exchange or I-20 Pupils: When registeringForeign Exchange or I-20 Pupils the process follows the same procedure as any other pupil registering at a school. When a guardian of a Foreign Exchange or I-20 Pupil enrolls a pupil, completes a Home Language Survey, and responds to questions1, 2, or 3 with any language other than “English”, they must be initially tested with the ELPAC within30 calendar daysof enrollment. If they answered question 4 with a language other than English, thatlanguage is entered into student information system and added to the monthly Demographic Sheet. The pupil will be identified as Fluent English Proficient (FEP).

Pupil placement into EL Program: The ELPAC provides scores for the skill areas of listening, speaking, reading, and writing as well as an overall score. The overall score is derived bycombining the skill area scores. Proficiencylevels (Novice, Intermediate, IFEP) were developed for each skillarea and for the overall score.

A.	The EL Site Coordinator monitors administration of Initial ELPAC. A pupil is administered the Initial ELPAC test only once. If the pupil hasbeen in an EL program in another school in CUSD or ina school in another district, an effort must be made to obtain the ELPAC scores within 30 days after enrollment. Otherwise an informalInitial ELPAC is given.

B.	The Initial ELPAC shall be administered to each pupil by a credentialed teacher or a qualified staff member who has been trained to administer the ELPAC.

C.		The Initial ELPAC materials are available from the Department of Supplemental Services. All ELPAC materials
shall be kept secure with securityagreements on file.

D.	When administering the Initial ELPAC, follow the directions in the Examiner’sManual and in the Scoring Guide.

E.	Use the correct grade level and form for the childto be assessed.

F.	Pupils receiving Special Education services or those with a 504 Planwill be administered the Initial ELPAC assessment with accommodations, modifications, or an alternate assessment, as specified in their IEP or 504 Plan. It is the IEP Case Manager and 504Coordinator’s responsibility to communicate accommodations etc. to site testing administrator and site coordinators.

G.	After administering the Initial ELPAC, record test information on a Student Score Sheet. Use the Educational Data System’s Local Scoring Tool (LST) to score the ELPAC via www.ELPAC.org

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Note: For further information about ELPAC, refer to the Initial ELPAC Section, Alternate Assessment Guidelines for ELPAC andAccommodations for the ELPACon the California Department of Education website: www.http//:elpac.org may be used when administering the initial ELPAC.

H. When identifying a pupil receiving Special Educationservices as an English learner, program placement should not rest on a single test score. Other available information within the IEP shall be used to determine appropriate assessment and services.

I.	The law requires districts to use the Initial ELPAC as a primary indicator of English proficiency for the initial identification of English Learners. However, the following criteria are recommended to guide the initial identification of a pupil as either Initial Fluent English Proficient (FEP) oras an English Learner (EL).

1. A pupil with an overall proficiency level of IFEP skill proficiency in all four skill areas (listening, speaking, reading, and writing) should be identified as IFEP.

2. A pupil scoring below the IFEP skill level should be identified as an EL.

3. Documentation should be retained for accountability purposes.

ELPAC: ALTERNATE ASSESSMENT

GUIDELINES AND CONSIDERATIONS FOR ENGLISH LEARNERS WITH SPECIAL NEEDS

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One purpose of the ELPAC isto measure English language proficiency of students to ensure appropriate instructional placement. For some students with special needs, a test accommodation may be necessary. Similar to what we offer students when taking any portion of SBAC. A accommodation is a change in the manner in which a test is presented or administered or in how a test taker is allowed to respond. This may include accommodations and/or modifications. Test accommodations enable students to participate in assessments in a way that allows abilities rather than disabilities to be assessed. They help level the playing field so that the assessmentcan more accurately measure the students’ knowledge and skills. In California, students with disabilities who participate in the state assessmentsystem are permitted to use accommodations during testing as determined by their Individualized Education Plan (IEP) or 504 Plans. Students who are able to take the ELPAC with accommodationsshould complete the test with accommodations as outlined in the IEP or 504 Plan. Students who require modifications on the ELPAC should be considered for an alternate assessment. If a student can complete only a portion of the test, that portion shall be submitted to be scored for scoring and reporting. Other areas are left blank and nonstandard administration shall be notedin the appropriate field of student’s answer document. If a student has not taken the entire ELPAC, the student report will indicate a beginning proficiency level for any section that was not administered. The results from all or a portion of the ELPAC shall be used as one of the multiple assessments given to the student as part of the assessment data on that student.

Most students with disabilitiesshould be able to complete the ELPAC or portions of the test and a good faith effort shall be made to administer all or part of the test. The test publisher suggests that the students attempt five (5) questions of each section before moving on. However, a small percentage of our Special Education studentsmayneed to use non-standard assessmentprocedures; i.e., a profoundly deaf student will not be able to attempt the listening and speaking portion of the test.

Students who are able to take the ELPAC with accommodations should complete the test with accommodations as outlined in the IEP or 504 Plan. Students who require modifications on the ELPAC should be considered for an alternate assessment. If a student can complete only a portion of the test, that portion shall be submitted to be scored for scoring and reporting. Other areas are left blank and nonstandard administration shall be notedin the appropriate field of student’s answer document. If a student has not taken the entire ELPAC, the student report will indicate a beginning proficiency level for any section that was not administered. The results from all or a portion of the ELPAC shall be used as one of the multiple assessments given to the student as part of the assessment data on that student.

Students who receive a nonstandard administration of the ELPAC will not receive a complete ELPAC score. Therefore, it is the responsibilityof the IEP Team to determine if the student is EL or FEP based on the ELPAC, and other alternate assessment results they may have. Special Education English Learners may be reclassified to FEP if they show English proficiency comparable to that of English-onlystudents with a similar disability.

It is important to note that, when choosing alternate assessments, no single alternate assessment instrument can effectively assess all the required domains—i.e., listening, speaking, reading, and writing. More than one assessment, therefore, is necessary to measure English proficiency of a student. Each assessment must be reviewed by the team with the individual student and the IEP in mind. It is critical that multi-assessments be used to determine a student’s language proficiency. Eligibility for ELPAC Alternate Assessment is based on a student’s IEP or 504 Plan and is intended for students with severe disabilities whose instructional program reflects an emphasis on functional life skills. (i.e., skills for daily living at home, work in the community). With variations, the question becomes not whether a student will participate in assessments but how they will participate. Before anytest variation is used, the following activities should be considered by the IEP Team in collaboration with the EL Coordinator.

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Alternate Assessments

Alternate assessments provide an alternate means to measure the English language proficiency of students with disabilities whose IEP Teams in collaboration with the EL Coordinator have determined that they are unable to participate in the ELPAC even with variations, accommodations, or modifications.

Students' IEP/504Teams are encouraged to consult the Test Variations Matrixon the CDE ELPAC website at https://www.cde.ca.gov/ta/tg/ca/accessiibilityresources.asp to determine if a student requires accommodationsor modifications for the ELPAC.

•	An accommodation does not alter the test construct.

•	A modification does alter the test construct and will result in the lowest possible scale score.

•	 If the IEP/504Team determines that a student's disability precludes participation in all or part of the ELPAC that the affected section/sectionsmay be assessed with an alternate assessment.

•	The IEP/504 Team determines which alternate assessments are to be used.

•	More than one alternate assessmentmaybe necessary to accurately measure the Englishproficiency of a student.

•     If accommodations/modifications are used, or if astudent isadministered alternate assessments for all or any section of the ELPAC, the appropriate fields on the demographics sheet must be filled in a time of testing.

•	The student's score sheet will indicate the lowest possible scale score in each skill area not attempted (i.e., left blank) or tested with a modification. The student score sheet will note that the results should be interpreted with caution.

•	The student's student score sheet will indicate accommodation, modification or alternate assessment.

•	The scale scores provided for skill areas not attempted or assessed with a modification might not accurately reflect the student's actual English proficiency level.

•	The IEP/504 Team should also consider the results of the alternate assessment when determining linguistically appropriate instruction.

1. Review State and Federal Regulations: Title V, ELPAC, Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and ADAA Americans With Disabilities Amendment Act (504c)
2. Review “Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments.” (see CDE website: https://www.cde.ca.gov/ta/tg/ca/accessiibilityresources.asp)
3. Review Individualized Education Plan (IEP) and Section 504 Plans. As with state assessments, ELPAC must be current, specificallyaddressed, and noted in all documents.

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4. Determine as an IEP Team incollaboration with the EL Coordinator how the student will participate in the ELPAC.

If the IEP or 504 Team decides that no portion of the ELPAC can be administered, the school/ district shall:

1.	Note the decision in the IEP and/or 504 Plan and indicate “nonstandard administration” in the appropriate field on the answer document.
2.	The alternate assessmentsare administered as determined by the IEP Team and noted in the student’s IEP/504.
3.	Document the results of the alternate assessment report in the student’s record.
4.	If thisis an Initial assessment, the scores must be included on the Demographic Sheet along with copies of the assessment results.
5.	Note the decision in the IEP and/or 504 Plan and indicate “nonstandard administration” in the appropriate field on the answer document.
6.	The alternate assessmentsare administered as determined by the IEP/504Team and noted in the student’s IEP or 504 Plan.
7.	Document the results of the alternate assessment report in the student’s record.
8.	If thisis an Initial assessment, the scores must be included on the Demographic Sheet along with copies of the assessment results.

Universal Tools, Designated Supports, and Accommodations for ELPAC

The Matrix Fourdocumentshould be used in conjunction with the California Code of Regulations, Title 5 (5 CCR), sections 11517.6 through 11519.5* of the English Language Proficiency Assessments for California (ELPAC) regulations, to determine the use of resources for individualstudents. The appropriate use of universal tools, designated supports, and or accommodations on the ELPAC test is restricted to only those identified in this document. MatrixFour displaysthe universal tools, designated supports, and accommodations (non-embedded) allowed as part of the ELPAC system beginning August 3, 2018. To access the Matrix 4 document please visit the website. https://www.cde.ca.gov/ta/tg/ca/accessiibilityresources.asp

•	Universal tools are availableto all students on the basis of student preference and selection.
•	Designated Supports are available to all student’s when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the students individualized education program (IEP) or Section 504 plan.
•	Accommodations must be permitted on ELPAC tests to all eligible students if specified in the student’s IEP or Section 504 plan.

PART 1. Embedded Resources
Embedded resources are digitally delivered universal tools (U), designated supports (D) or accommodations (A) available as part of the technology platform for the computer administered tests. Embedded resources do not change or alter the construct being measured. The ELPAC is a paper-pencil test and embedded resources do not apply to the ELPAC at this time.

PART 2. Non-embedded resources
Non-embedded resources are universal tools(U) designated supports (D) or accommodations (A)

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available when provided by the localeducational agency (LEA) for the ELPAC tests administered via paper-pencil. These supports are not part of the technology platform for computer-administered tests and do not change or alter the construct being measured. The following table shows the available non-embedded resources for the ELPAC tests:

Non-Embedded Resources
	Listening
	Speaking
	Reading
	Writing
	
Breaks, including testing over more than one day, between the test contractor-identified test sections
	U
	U
	U
	U
	
Oral clarification of test directions by the test examiner in English
	U
	U
	U
	U
	
Scratch Paper
	U
	U
	U
	U
	
Sufficient time to complete the test
	U
	U
	U
	U
	
Pupil use of highlighter(s) in the test book for grades two through twelve
	U
	U
	U
	U
	
Pupil use of marking in the test book for grades three through twelve (non-highlighter)
	
U
	
U
	
U
	
U
	
Scratch paper
	U
	U
	U
	U
	
Sufficient time to complete test
	U
	U
	U
	U
	
Non-Embedded Resources
	Listening
	Speaking
	Reading
	Writing
	
ADJUSTMENT TO SETTING INCLUDING :
					
Audio amplification equipment
	D
	D
	D
	D
	
Most beneficial time of day
	D
	D
	D
	D
	
Special lighting or acoustics
	D
	D
	D
	D
	
Special or adaptive furniture
	D
	D
	D
	D
	
Testing the student in a separate room provided that the student is directly supervised by an employee of the school district or nonpublic school who has signed the ELPAC Test Security Affidavit
	D
	D
	D
	D
	
Audio or oral presentation of test directions in English
	D
	D
	D
	D
	
Color overlay
	D
	D
	D
	D
	
Covered overlay, masks or other means to maintain visual attention to the test consistent with the test contractor’s test directions.
	D
	D
	D
	D
	
Magnification
	D
	D
	D
	D
	
Manually Coded English or American Sign Language (ASL) to present test directions for administration (does not apply to test questions)
	D
	D
	D
	D
	
Noise buffers
	D
	D
	D
	D
	
Audio or oral presentation of test questions for the writing section in English
	Not Applicable
	Not Applicable
	Not Applicable
	D
	
Braille test materials provided by the test contractor.
	A
	A
	A
	A
	
Non-Embedded Resources
	Listening
	Speaking
	Reading
	Writing
	
FOR TEST QUESTIONS THAT ADDRESS THE DOMAIN OF WRITING
					
Dictation by the student of responses including all spelling and language conversions, to a scribe, audio recorder, or speech-to-text converter
	Not Applicable
	Not Applicable
	Not Applicable
	A
	
Use of word processing software with the spell and grammar check tools turned off.
	Not Applicable
	Not Applicable
	Not Applicable
	A
	
Large print versions reformatted from regular print version
	A
	A
	A
	A
	
Pause or replay the audio during the administration of test questions for the listening domain
	
A
	Not Applicable
	Not Applicable
	Not Applicable

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Pause or replay the audio during the administration of test questions for the speaking domain—summarize an academic presentation
	Not Applicable
	
A
	Not Applicable
	Not Applicable
	
Presentation of, and responses to, test questions using Manually Coded English or ASL—pupil responses must be transcribed into the answer book by the ELPAC test examiner or scribe
	
A
	
A
	
Not Applicable
	
A
	
Responses dictated to a scribe for selected response items, including multiple-choice items
	
A
	Not Applicable
	
A
	
A
	
Supervised breaks within a section of the test
	A
	A
	A
	A
	
Test questions enlarged through electronic means
	A
	A
	A
	A
	
Testing at home or in the hospital by a test examiner
	A
	A
	A
	A
	
Transfer of student responses marked In the test booklet to the answer document by a scrive who has signed an ELPAC Test Security Affidavit
	A
	Not Applicable
	A
	A
	
Use of an assistive device that does not interfere with the independent work of the student
	Not Applicable
	Not Applicable
	Not Applicable
	A
	
Use of written scripts by the test examiner for pupils for whom streamed audio is not accessible
	
A
	Not Applicable
	Not Applicable
	Not Applicable
	
To obtain approval to use an unlisted resource, anLEA may submit a request to the California Departmentof Education (CDE), prior to administering, onbehalf of a student with a disability
	Check with ELPAC office prior to use
	Check with ELPAC office prior to use
	Check with ELPAC office prior to use
	Check with ELPAC office prior to use

PART 3. Instructional Supports and Resources on Alternate Assessment(s)

Most students taking the ELPAC will be able to accessthe assessment with the universal tools, designated supports, and accommodations listed in Part 2. If a student is unable to access the ELPAC with the supports listed in Part 2, an alternate assessment will be decided upon by the IEP team for the domain(s) for which an alternate assessmentshould be used.

PART 4. Unlisted Resources

Unlisted resources are not universal tools, designated supports, or accommodations. Unlisted resourcesshall be made available if specified in the eligible student’s IEP or Section 504 plan and only on approval by the California Department of Education.

To request the use of an unlisted resource, the LEA ELPAC coordinator or site ELPAC coordinator maysubmit a request to the CDE a minimum of ten business days before the student’s first day of testing. The CDE will reply to the request within four business days.

Approvalof an unlisted resource that has not been previously identified will be granted by the CDE on the basis of the IEP team’s or Section 504 plan’s designation and if the unlisted resourcedoesnot compromise the test’s security. The CDE shall make a determination of whether the requested unlisted resourcechanges the construct being measured after the testing hasbeen completed.

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The CDE has identified, on the following page, non-embedded unlisted resourcesfor the ELPAC that change the construct being tested. The LEA may contact the ELPAC Office at elpac@cde.ca.gov or at 916-319-0784 to request the use of the identified and other unlisted resources required by a student’s IEP or Section 504 plan. In the request include: LEA name and school name; LEA ELPAC coordinator name, phone number, and e-mail address; and a description of the unlisted resource being requested for an ELPAC domain.
.

Identified Non-Embedded Unlisted Resources That Change the Construct Being Measured
Non-Embedded Resources
	Listening
	Speaking
	Reading
	Writing
	
Bilingual Dictionary
	X
	X
	X
	X
	
English Dictionary
	X
	X
	X
	X
	
Signed Exact English
	X
	X
	X
	X
	
Thesaurus
	X
	X
	X
	X
	
Translations
	X
	X
	X
	X
	
Translated word lists
	X
	X
	X
	X

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https://www.elpac.ord/resources/faq/#admin

Is there an alternate assessment that is recommendedby the state?
IEP teamsmaydetermine that a student is unable to participate in one or more domains of the ELPAC, even with accommodations, due to short- or long-term disabilities. In this instance, the IEP team may determine that the student should be tested with an alternate assessment. Currently, the CDE does not provide a list of approved alternate assessments.
If a student takesan alternate assessment, make sure to return a blank ELPAC Answer Book for the student with the demographicinformation completed and mark theAlternate Assessment bubble (box 11) for each domain in which an alternate assessment was administered.
Also note:
➢ The Alternate Assessmentbubble should not be filled in for students who take the braille version. The braille version of the ELPAC is notan alternate assessment.
➢ Students who take an alternate assessment will receive the Lowest Obtainable Scale Score (LOSS) for each domain marked as an alternate assessment.
➢ If a student takesan alternate assessment for all domains, the Overall Scale Score will also be the LOSS

Alternate Assessment Instruments

The following English language proficiency assessmentscan be used to assess English proficiency of students with severe disabilities who cannot take the ELPAC and receive a valid score even with accommodations. The EL Coordinator, classroom teacher, and the IEP Review Team should determine which students need alternate assessmentsand how theyshould be assessed. Manyof these students would be students who take the CAA as outlined in their IEP or 504 Plan.

One purpose of the ELPAC isto measure the English language proficiency of studentsto ensure appropriate instructional and program placement. Thispurpose should be kept in mind when choosingalternate assessments. No single alternate assessment instrument can effectively assess all of the domains –i.e., listening, speaking, reading, and writing. More than one alternate assessment, therefore, is necessary to measure the English proficiencyof a student. Each instrument must be reviewed with the individual student in mind.

The list of alternate assessments below is not exhaustive nor does it constitute an endorsement by California Department of Education (CDE), it simplyis a list of suggested assessments. The review team is encouraged to and may select an alternate assessment(s) not on this list, that is better suited and tailored to the student’sneeds.

Test Name
	Purpose
	
Alternate Language Proficiency Instrument (ALPI)
	Measures receptive and expressive language; grades TK-12
	
Basic Inventory of Natural Language (BINL)
	Measure of oral language proficiency; grades TK-12
	
Student Oral Language Observation Matrix (SOLOM)
	Un-standardized, teacher rated oral Language proficiency; grades TK-12
	
Language Proficiency Test (LPT)
	Measures aural/oral reading and writing; grades

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	7-12
	
Student Oral Proficiency Rating
	Measure of oral language ability; grades TK-6
	
KTFA
	Academic measure PK -
	
TOLD
	Speaking/Listening

Suggested ELPAC Steps toProcess an Alternative Assessment

Before any testing variation is utilized, the following steps should be taken:

1. Review IEP and/or 504 Plan
Note if the ELPAC is specifically addressed in the IEP or 504 Plan I.	Determine if the information iscurrent
II	Schedule needed IEP or 504 team meetings and notify appropriate team members.
III	In collaboration with the EL Coordinator, classroom teacher, and the IEP Team determine which studentsneed alternate assessments and how they should be assessed.

2. State the purpose of the meeting and inform parents of their due process rights consideringthe following: I	How the student has performed in the classroom and on previous tests
II	Current assessments that the students has taken

3. Determine as a team how the student can participate in all sections of the ELPAC
I	The team should complete the Alternate Assessment Participation Criteria List
II	Determine if the student needs an alternate assessment(s) for any section of the ELPAC III        Document the decision on the IEP or 504 Plan with all participants signing

4. Decide as a team the appropriate accommodations to be used on each of the subsectionsof the ELPAC
I	Document accommodations/modifications on the IEP/504 Plan; specifyexactlyhow they are to be implemented, for what section, and why

5. Complete final meeting activities
I	Update all sections of IEP and review parent’sdue process rights II       Solicit input from parent/guardians
III on the
IV

Obtain consent signature(s) IEP
Provide copies to the parent/guardian

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Notification of Initial Assessment Results and Student Placement

Initial Placement Steps:

A. Use the Local Scoring Tool (LST) scoring guide to establish the pupil’s overall proficiency level. The LST user’s instructions and scoring guide are available at the following URL: http://www.ELPAC.org/resources/scoring_tool/

B. Once the pupil’s initial overallproficiency levelis determined, the determination of EL or IFEP can be made ▪ EL: Novice, Intermediate
▪ IFEP: IFEP

C. After determining whether the pupil is EL or IFEP, choose one of the following steps: 1. If the pupil is EL:
a. Place the pupil inthe appropriate EL services
b. Place the pupil’s name on the Demographic Sheet and complete columns 1 through 11. In column #11, please circle the language proficiency level
c. Administer primary language assessment within 90 days
d. Create and document the progress of each EL pupil in the EL folder
e. Send homethe Parent Notification of Initial Testing Resultsand Placement for English Learners letter f.	Mark EL box on CUM CARD ( EL Form #4.1C) and place inpupil’s CUM file along with primary
language testing results

2. If the pupil receives Special Education services and is also an EL, the Individual Education Plan (IEP) shall guide the pupil’s placement and instructional program relative to English language development, special needs, and alternative assessments

3. If the pupil is IFEP, no further testing isnecessary.
a. The pupil is placed in the school’s regular academic programs
b. Place the pupil’s name on the Demographic Sheet and complete columns 1 through 11. In column #11, please circle the language proficiency level
c. No EL folder is needed; however place ELPAC testing information in the categorical files d. Mark appropriate FEP box on CUM CARD (EL Form #4.1C) and place in pupil’s CUM file

D.	Submit the following documentation monthly to the Departmentof Supplemental Services: •	CompletedDemographic Sheet with necessary attachments
•	Completed Initial ELPAC assessments for shipment
•	Collect previous ELPAC scores from other districts, if available •	Attach all reclassification documentsand dates
•	If no assessments were administered for the month, notify the Department of Supplemental Services that no tests were administered on a completed Demographic Sheetstating “None”, and add a copy to your categorical files
•

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Frequently Asked Questions

Question: Who can administer the ELPAC?

Response: Only test examiners who are employees of the schooldistrict, are proficient in English (e.g., have complete command ofpronunciation, intonation, and fluency, and can correctly pronounce a full range of American English phonemes), and have received training specificallydesigned to prepare them, may administer the ELPAC (CDE English Language ProficiencyAssessment for California: Reporting and Using Individual 2008-09 Results).

Question: What if the LEA does not administer the ELPACwithin 30 calendar daysafter a student enrolls for the first time in a California public school?

Response: LEAs engage in compliance program monitoring (CPM) reviews required bythe CDE to ensure that they are following the California State Board Adopted Guidelines for Administering ELPAC. Districts that do not adhere to federal regulations related to English learners may be at risk of losing their Title III funds.

Question: What are the requirements for administering the Summative ELPAC assessment annually?

Response: The annual testing window for LEAs to administer the Summative ELPAC to English learners begins July 1 of each schoolyear.(CDE California English Language Development Test: Reporting and Using Individual2008-09 Results).

Question:Maya special education teacher provide English Language Development (ELD) servicesto EL students in their classroom or on their caseload?

Response: Yes. Under the current credentialing requirements, all special education teachers should have the appropriate certification (see column one on the CTC chart) to provide ELD services to students. It is not a requirement that the special education case manager or teacher provide the ELD services. This shouldbe discussed at the student’s IEP.

Question: What if parents of a kindergarten student mark the Home Language Survey indicating that the student speaks another language in the home, but in fact the student is in an environment where both parents speak English and the native language fluently and the child may be fully bilingual? Is it still required for the student to take ELPAC?

Response: Yes, the student should still take the ELPAC test and be given the primary language survey.

Question: Are students who use American Sign Language (ASL) as their mode of communication required to take ELPAC?

Response: For purposes of ELPAC testing and identifying students who use ASL as English learners the following applies (per conversation withCDE English Language Learner Division, personal communication, April, 2010):

1) Non-English speaking parent, ASL student – ELPAC testing required; student may be considered an EL student under IEP or 504 plan.
2) English speaking parent, ASL student -No ELPAC testing required; student under IEP or 504 Plan.

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3) ASL parent, hearingstudent -No ELPAC testing required, student may or maynot be under IEP or 504 plan 4) ASL parent, ASL student - No ELPAC testing required; student under IEP or 504 plan

ASL is not listed as a language code for a primary language. For purposes of federal and state categorical funding, ASL is not considered asa primary language to be used in the designation of the student as an EL.

INSTRUCTIONAL SETTINGS

The two mandated program options (unless a parental exception waiver is granted) for EL students in the State of California are:

1) Structured English Immersion (SEI)
SEI is to be provided to ELs with less than reasonable fluency. In CUSD less than reasonable fluency is defined as the student scoring at the Beginning stage, Somewhat developed stage, or moderately developed stage of English language development (ELD) as measured by the ELPAC. SEI is an intensive ELD program. This program can be administered in a variety of settingssuch asin a regular classroom or as a pull out program. A student may be transferred from an SEI program when he or she hasacquired a reasonable level of proficiency in English, not intended to exceed one year. Classroom instruction is “overwhelmingly in English” and should include leveled ELDinstruction and access to the core content through instructionalstrategies using Content-Based ELD (CBELD) and primary language support as needed, to motivate, clarify, and explain.

Instructional Programs & Methodology for English Learners (ELs) in California
An English language classroom is the placement for all ELsin California, unless a parental exception waiver is granted for an alternative program. In addition, it is required that all ELs, regardless of the program theyare being served in, be provided with English Language Development (ELD) and Specially Designed Academic Instruction (SDAIE). A description of each is provided below:

English Language Development (ELD)
English language development is the instruction of English designed to promote the effective and efficient acquisition of listening, speaking, reading, and writing skills of the English learner. All ELs, regardless of placement, must receive ELD appropriate to their proficiencylevel (CTC, 2007). During the regular day, differentiated ELD instruction, appropriate to the English proficiencylevel of each EL, must be provided by an authorized teacher until the student is reclassified. Schoolsites are to provide ELs with instruction using whatever materials are deemed appropriate that are specifically designed to enable students to acquire academic English rapidly, efficiently, and effectively. ELD must be a planned, specific, intentional,and explicit component of the total education of each English learner. There is no maximumamount of time for a student’s ELD. However, it is mandatory in our district thateach EL receive the minimum of 30 minutes per day of ELD (TK-6) and at least one period per day in grades 7-12.

Specially Designed Academic Instruction in English (SDAIE)

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SDAIE is an instructional approach designed to increase the level of comprehensibility of the English language in grade-level content areas. All English learners should receive SDAIE, and, if necessary and reasonably possible, primary language support. The content should be supported with rich contextual clues, graphic organizers, activating
prior knowledge, modeling, demonstrations, and practical examples. Instruction should be overwhelmingly in English to provide additional and appropriate educationalservices to ELs until they have met reclassification criteria. This means that ELs must be provided with ELD and SDAIE as needed, until they are reclassified as fluent English proficient (FEP).

Reclassification of English Learners with Special Needs

It is the responsibility of the district to designate the persons or team responsible for making the decisions about when to reclassify a student from EL to Reclassified Fluent English Proficient (RFEP) and to invite the parents to participate in the reclassification process. Only the district designated personsor team may make this decision based on the California State Board Adopted Guidelines for Reclassification. It is important that schoolpersonnel understand reclassification of English learners as Fluent English Proficient (RFEP), the CDE reclassification criteria guidelines, the issues related to reclassification of English learners, and how the four criteria apply to students with disabilities. This section also includessample reclassification scenariosand frequently asked questions.

Understanding Reclassification of English Learners
Reclassification is the process used by districts/LEAs to make a determination if an EL student has acquired sufficient Englishskills or fluency to perform successfullyin academicsubjects without ELD support.

When EL students demonstrate that they are able to compete effectively or are commensurate with English-speaking peers, they are then reclassified as fluent English speakers(RFEP). The reclassification process in public schools in California isbased on guidelines approved by the State Board of Education (SBE) and is based on California Education Code Section 313(d). The reclassification proceduresdeveloped by the CDE utilize multiple criteria in determining whether to reclassify a student as being proficient in English.

The California Department of Education Reclassification Guidelines

Students with disabilities, including severe cognitive disabilities, are to be provided the same opportunities to be reclassified as studentswithout disabilities. Local IEP teams, therefore, may determine appropriate measures of English Language Proficiency (ELP) and performance in basic skills and minimum levels of proficiency on these measures that would be equivalent to an English proficient peer with similar disabilities, in accordance with local reclassification policies basedon the state definition of ELP (EC Section 313[f]). In accordance with federal and state law, the local IEP team may address the individual needs of each English learner with a disability using multiple criteria in concert with the four reclassification criteria in EC Section 313(f). These four criteria are the minimal required components that LEAs must include in their local reclassification policy. Other criteria may be used to supplement the four required criteria to ensure the most appropriate decision is made for each student

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The following are suggestions for applying the four criteria in EC Section 313(f) to local reclassification policies regarding English learners with disabilities:

Criterion 1: Assessmentof the English Language Proficiency
Assessment of ELPusing an objective assessment instrument including but not limited to the ELPAC, is one of four criteria in state law per EC Section 313(f) to be used by CUSD in determining whether or not an English learner should be reclassified as RFEP. The IEP team can use the scores from an alternate assessment aligned with the state ELD standards for reclassification purposes. An alternate assessment may be used to measure the student’s ELP on any or all of the four domains in which the student cannot be assessed using the ELPAC, however, results from the alternate assessment or ELPAC with accommodations in conjunction with the other required criteria (i.e., teacher evaluation, parental opinion and consultation, and student’s score on an assessment of basic skills) to determine a student’s eligibility for reclassification. Although the alternate assessment tests the student’s ELP in accordance with the student’s IEP, the alternate assessment results are not comparable to ELPAC results, in general, or for the purposes of Title III accountability, in particular. They can be used, however, for reclassification consideration, as outlined in this section.

Criterion 2:Teacher Evaluation
Use the student’s classroom performance information based on his or her IEP goals for academic and ELD. Teachers, general or special education, shall make recommendations about whether or not they believe the student has acquired English language skillsthat will allow him or her to be successful in learning in English commensurate with English speaking peers. Teacher’s may base their recommendations on classroom work samples, criterion referenced tests, classroom assessments, progress towards academicIEP goals and objectives, and overall performance in the classroom. It maybe helpfulto provide teachers with a checklist such as the SOLOM in order for them to provide more objective information regarding the student’sskills in English.

Criterion 3: Parent Opinion and Consultation
The parent or guardian is a participant on the IEP team. Provide notice to parents or guardians of their rights and encourage their participation in the reclassification processby inviting them to a face-to-face meeting.

Criterion 4: Comparison of Performance in Basic Skills
Student’s score on an assessment of basic skills The IEP team should specify in the student’s IEP an assessment of basic skills to meet the guidelines for reclassification. Reclassification teams needto consider whether or not the impact of a student’s disability, “other than English language proficiency”, is a contributing factor to the student’s low achievement on standardized testsof basic skills. If the team determinesthat low performance (lower than the beginning point of “basic”) is due to a disability rather than English language proficiency and the student has acquired language proficiency, they must document this when making the decision of whether or not the student has met criteria number four.

In addition, some students with disabilities, asdesignated in their IEP, take the alternative measures to CAASPP such as the California Alternative Assessments (CAA). If a student takes an alternative assessment, decisions regarding the student’s performance in basic skills for criteria four would most likely be based on the results of the specific assessments taken.

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The IEP team may consider using other assessments that are valid and reliable and designed to compare basic skills of English learners with disabilities to native speakers of English with similar disabilities to determine if the English learner with disabilities has sufficiently mastered the basic skills for reclassification consideration. The CDE cannot make specific recommendations of alternate assessment instruments because it is the responsibility of the local IEP team to gather pertinent information regarding the student and assessment needs specific to that student. The IEPteam may use this comprehensive approach to make decisions regarding program supports and reclassification that will allow the student to make maximum progress given the student’s capacities.

Frequently Asked Questions

Question:

Response:

Question:

Response:

Is reclassification to RFEP the responsibility of the IEP teamfor EL studentsin special education?

No. Each district/LEA must establish policies and procedures to designate which staff or the team members that are responsiblefor reclassification of EL students. The English Learner Division at the CDE advises that reclassification is not the jurisdiction of the IEP team. However, if the LEA has designated the IEP team as the EL reclassification teamfor students with IEPs, it may be an acceptable practice for the IEP team, in collaboration with staff members who have expertise in the reclassification of English learner, to reclassify students to RFEP. It is best practice for English learner and special education staff members to work together collaboratively to make reclassification decisions for students with disabilities.

May a school EL reclassification teamuse “alternative criteria” to reclassifya student who is EL to RFEP?

No. There is no provision that allowsan LEA to use “alternative reclassification criteria.” LEAs must follow the four criteria established by the CDE as per Ed Code Section 313(d). However, as per the

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CDE guidelines provided in the document Understanding and Using Individual Results, there maybe some flexibility regarding howto apply those criteria.

Question: Response:

Question:

Response:

May a schoolclassify a student that has severe disabilitiesand is non-verbal as FEP upon entry? No. There is no provision that allowsan LEA to use “alternative criteria” to classifya student as EL, even upon entry if it is deemed that the student is an English learner based on the language survey.
The IEP teammaydetermine if the student needsan alternative assessment to ELPAC and what that alternative will be (this must be an IEP team decision).

May a school designate a student who uses American Sign Language (ASL) as FEP even though they are EL based on the enrollment survey?

Based on communication with the English Language Learner Division at CDE in April 2010, it was agreed that for the purposesof ELPAC testing and identifying students as English learners who use ASL and have an IEP or 504 Plan the following would apply:
1. Non-English speaking parent, student uses ASL – ELPAC testing required; student may be

considered an English learner.

2. English speaking parent, student uses ASL – No ELPAC testing required.

3. Parent uses ASL, student is hearing – No ELPAC testing required; student may or may not be under IEP/504.
4. Parent uses ASL, student uses ASL – No ELPAC testing required.

Question:

Response:

According to the CDE’s first reclassification criteria, the student is required to pass the English language proficiencysection on ELPAC with an overallproficiency level of Bridging, May the IEP team use the results of the “alternative assessment” to ELPAC that was designated by the IEP team as the “objective assessment instrument?”

The reclassification team mayuse the results of an alternative assessment as long as the student demonstrates English proficiency (appropriate to his or her level of functioning) in all four domains: listening, speaking, reading, and writing.

Learning Disabilityversus Language Difference

Procedures to consdier before referring an English Learner to Special Education:

•	Has the student received intensive interventions using appropriate materials and strategies designed for ELs, and have they been implemented with fidelity over time anddemonstrated little or no progress?
•	Does the team have data regarding the rate of learning over time tosupport that the difficulties (academic, social-emotional, or in speech& language) are most likely due to a disability versusa language difference? If answers to the questionsabove are “YES,” a referral to special education may be appropriate.
•	Has the team consulted with the parent regarding learning patterns and language use in the home?

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•	Are the error patterns seen in Language 1 similar to the patterns seen in Language 2 (if student has sufficient primary language skills)?
•	Over time, have the learning difficulties and/or language acquisition patterns been similar in different settings and in different contexts?

Legal Requirements for Assessment of ELs

Pursuant to The Code of Federal Regulations (34 CFR 300.304 (1) (i) (ii)), assessments and other evaluation materials, used to assess a child under this part, are selected and administered so asnot to be discriminatory on a racial or cultural basis; and are provided and administered in the child’s native language or other mode of
communication and in the form most likely to yieldaccurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearlynot feasible to so provide or administer. California Education Code further stipulates that testing and assessment materials and procedures used for the purposes of assessment and placement of individuals with exceptional needs are selected and administered so as not to be racially, culturally, or sexually discriminatory. Following are legalcitations related to the requirements for teams to consider prior to referring EL students for special education:

1. “A pupil shall be referred for special education services only after the resources of the regular education program have been considered, and when appropriate, utilized” (California Ed Code 56303).

2. The normal process of 2nd language acquisition, as well asmanifestations of dialect and sociolinguistic variance shall not be diagnosed as a handicapping condition (CCR) Title 5 3023(b)).

3.     A child may not be determined to be eligible…ifthe determinant factor for that eligible determination is…1) lack of instruction in reading or math, orlimited English proficiency…. (CFR 300.534 (b)).

Assessment of EL Students for Special Education

Professionals assessing English learners should not only evaluate English interpersonalcommunication skills but shouldalso utilize formal or informal assessmentsthat measure the literacy-related aspects of language. For example, assessors should analyze the EL student’sability to understand teacher-talk (e.g., tests of dictation or story retelling) and whether she/he can handle the language found in texts (e.g., close procedures or comprehension checks which measure inferential skills).

Unless these skills are measured, teachers mayattribute low achievement to learning disabilities when theymay, in fact, be related to lackof academiclanguage proficiency. Frequently, students at greatest risk of being misdiagnosed as disabled are those who have received EL instruction long enough to acquire basic interpersonal communication skills which takes approximately 1 to 2 years, but who need more time to develop academic language proficiency which takesapproximately5-7 years (Garcia & Ortiz, 2004).

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It is also imperative to assess in the student’s native language when feasible. It provides comparative data to the IEP team about how the student performsin the native language versus English. In addition, the assessor (psychologist, speech & language specialist, special educator, etc.) can determine if similar error patternsare seen in both the native language and English (listening, speaking, reading, or writing) in order to discern if the student is having academic difficultydue to a language difference or a disability.

Note that there is no legal requirement to formally identify preschool students as English learners, as there isno assessment process designated for this purpose in the State of California; however, the IEP team must follow bilingual assessment protocol to determine the language of preference of the student if the parent indicates that a language other than English is spoken at home and assess according to second language learner requirements (California Ed Code (EC) 56440 and 56441.11).

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MONITORING RECLASSIFIED EL STUDENTS

Four Year Monitoring

California Education Code 313(d) requires that all English Learners who have been reclassified be monitored for a four-year period. Monitoring does not mean the ELPAC should be administered again, rather, the student’s academicprogress and achievement should be monitored and reviewed on a periodic basis to be certainthe student is continuing to progress. Districts determine what person or team of personsshall be responsible for monitoring students after theyhave been reclassified. If the student fails to make progress, it isnecessary to intervene andnot allow him/her to fall behind. If necessaryreclassified students can and should be placed in the schools tiered intervention system.

The four-year monitoring in CUSD requires schools to list the student’s academic grades in each academic area each semester of the two years. In addition, all SBAC proficiency levels in ELA and Mathematics must be listed on an annual basis. Students are required to be monitored and reviewed for four years or eight semesters. Schools are reminded to send EL Folders to the next site for monitoring to continue. For example; a student reclassified in 8th grade must be monitored in grades 9 through 12 at the high school. If a student shows signs of failing or falling behind, schools must provide, list, and monitor all interventions and additional support provided to the student to ensure success in the school’s regular education program.

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PART H

GLOSSARY OF TERMS

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	PART H

GLOSSAREY OF TERMS

A

Access to Core
Providing English Learners with simultaneous access to both ELD and the core content, using strategies such as primary language instruction, primary language support,
and/or SDAIE methodology.

Alternative Assessment
An assessment given to English Learners in Special Education instead of some or all of the CELDT. Any alternatives are determined by the IEP team, and documented in the IEP.

Alternative Program
A program option for English Learners whose parents choose to waive the requirement
to participate in a program that is taught overwhelmingly in English. The Alternative Program models in the Woodland Joint Unified School District include the Transitional Bilingual Program and the Dual Immersion Program, which both include primary language instruction, daily leveled ELD, and SDAIE instruction in English. These programs are currently provided with primary language instruction in Spanish.

B

(BCLAD) Bilingual, Cross-cultural Language and Academic Development: Credential or certificate which authorizes the holder to provide ELD, SDAIE,
and primary language instruction.

(BICS) Basic Interpersonal Communication Skills:
Language used in everyday social interactions.

C

(CAA)
California Alternative Assessment. The summative California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics are to be administered to students in grades three through eight and grade eleven whose individualized education program teams designate the use of an alternate assessment on statewide assessments and who have a cognitive disability that prevents himor her from taking the online CaliforniaAssessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments.

(CAASPP)
California Assessment of Student Performance and Progress. CAASPP is a system intended to provide information that can be used to monitor student progress and ensure that all students leave high school ready for college and career. The CAASPP includes computer-adaptive tests in English–language arts and mathematics as well as paper-based tests for science.

(CABE)
California Association for Bilingual Education.

(CALP) Cognitive Academic Language Proficiency:
A cognitively demanding level of oral and written language proficiency needed for literacy and academic achievement.

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(CAPA) California Alternate Performance Assessment:
A state-approved examdesigned to assess those students with significant cognitive disabilities who cannot participate
in the CST or the CMA, even with accommodations and/or modifications.

(CDE) California Department of Education Oversees the public school system in California and enforces education law, regulations
and school improvement programs.

(CLAD) Cross-cultural Language and Academic Development
A State credential or certificate which authorizes the holder to teach ELD and SDAIE.

(CTC) California Commission on Teacher Credentialing
A commission which oversees the certification of all teachers in the state of California. See: www.ctc.ca.gov/

(CTEL)
California Teacher of English Learners examination, that leads to CLAD authorization.

Cultural Proficiency
The knowledge, skills, and attitudes and beliefs that enable people to work well with, respond effectively to, andbe supportive
of people in cross-cultural settings.

(CMA) California Modified Assessment A state-approved examdesigned to assess those students whose disabilities preclude
them from achieving grade-level proficiency on an assessment of California content standards with or without accommodations. The CMA
is developed to provide more access so that students can better demonstrate their knowledge of content standards and must be clearly identified in the student's IEPas an alternative to the administration of the standard CST.

Content Standards:
Standards adopted by the California State Board of Education which specify what all California children are expected to know and be able to do in each grade or course.

Cooperative Learning
Strategies for grouping students to work collaboratively. Used to facilitate learning and language acquisition through structured
activities where students are actively engaged.

Core Curriculum
Curriculum designed to facilitate teaching and learning of California content standards in core subject areas including English language arts, mathematics, science, social studies.

D

(DELAC) District English Learner Advisory Committee
A district-level advisory committee with parent representatives from each school that advises the district’s School Board on programs and services for English Learners.

Designated ELD
A protected time during the regular school day, in which teachers use the CA ELD standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English.

Differentiated Instruction Instruction using different methods or
strategies designed to meet the wide range of educational needs of students.

(DI) Dual Immersion Program
An Alternative Program in which the goal is acquisition of academic proficiency in two languages For example: English and
Spanish, together with mastery of academic core content and cultural proficiency for all participating students.

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E

(EL) English Learner
A classification used to identify a student who is not currently proficient in English and whose primary language is not English. An EL is referred to as a Limited English Proficient [LEP] student in federal law.

EL Authorization
A required authorization that a teacher possess in order to teacher ELD and SDAIE.

(ELA) English LanguageArts
A core subject area which includes instruction in English (reading, writing, listening and speaking).

(ELAC) English Learner Advisory Committee
A site-level committee that advises the principal and school staff on programs and services for English Learners.

(ELD) English LanguageDevelopment: Systematic, daily, leveled, standards-based instruction in the English language for students who have been identified as English Learners.

EL Folder
In Clovis USD, a folder that contains all relevant information regarding the language and academic progress of English Learners. Stored at the school the student attends.

(ELM)
English Language Mainstream Program An instructional model, designed for English Learners with reasonable fluency in English. Core content is taught in English using SDAIE methodology along with a minimum of 45 minutes of daily leveled ELD.

The ELPAC is the current required state test for English language proficiency that must be given to students whose primary language is other than English beginning in the spring of 2018 .

(EO) English-Only student
A student with a primary language of English, and no other language.

(ESSA) Every Student Succeeds Act Reauthorized NCLB and updated the Elementary and Secondary Education Act (ESEA). The new law which provides states more authority on standards, assessments, accountability, supports, and interventions while preserving the general structure of funding formulas.

F

(FEP) Fluent English Proficient: Students with a home language other than
English, whose oral and written English skills approximate those of native English speakers. FEP students include both Initially Fluent
in English (I-FEP) students and Reclassified Fluent English Proficient (R-FEP) students

(FPM) Federal Program Monitoring
A state review process focused on determining whether a district’s programs are in compliance with federal and state law and regulations.

G

(GATE) Gifted and Talented Education A program/designation for students who have exhibited excellence or capacity for excellence far beyond thatof their peers according to district-established criteria.

H

(ELPAC) English Language Proficiency Assessment for California

(HLS) Home Language Survey
A questionnaire, required in California public schools, to be completed by parents at the time of registration, which elicits information
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about the language background of the child, to determine the primary language of the student.

I

IDEA Proficiency Test (IPT) in Spanish Test which may be used todetermine oral
proficiency and reading and writing in Spanish.

(IEP) Individualized Education Plan This plan specifies the goals, objectives, and programs for a special education student and identifies the learning disability and/or handicapping condition(s).

(I-FEP) Initially Fluent English Proficient A language classification given to students with a primary language other than English who demonstrated fluency in English when they were initially tested.

Integrated ELD
All teachers with ELs in their classrooms use the CAELD standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards. Throughout the day and across ALL disciplines strategies are implemented to develop content knowledge and academic English.

L

(LCAP)
Local Control and Accountability Plan.
The LCAP is a critical part of the Local Control Funding Formula (LCFF). Each school district must engage parents, educators, employees and the community to establish these plans.

(LCFF)
Local Control Funding Formula finance system to help schools establish base, supplemental, and concentration grants. The LCFF establishes separate funding streams for oversight activities and instructional programs.

(LEA) Local Education Agency

Usually refers to a school district (i.e. Clovis Unified School District), but may also
refer to a County Office of Education.

Less Than Reasonable Fluency A level of fluency in English when a
student’s overall CELDT score is at a beginning to low intermediate level, or below intermediate within any domain (listening, speaking, reading and writing).

(LTEL) Long Term English Learners.
A classification given to students who have been enrolled in American schools for more than six years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.

(L1) Primary language
The language that has been identified as the student’s native or home language.

(L2) Second Language
The second language students acquire; usually refers to English.

M

Migrant Education
Programs designed and implemented to support the needs of migratory children and their families.

Master Plan for English Learners
A comprehensive plan which articulates state and district policies and procedures for the proper identification, reclassification, program placement and services for English Learners; to support parental involvement; and to ensure academic achievement for all English Learners.

N

Native English Speaker
A student whose native language is English.

Newcomer
A student who is a recent immigrant

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to the United States (i.e. has been in the U.S. for less than 12 months).

O

“Overwhelmingly” in English
An expression used in the former Proposition 227. Though not specifically defined, it implies that almost all instruction be in English, while some instruction may be provided in the student’s primary language.

P

Paraprofessional
A person who assists teachers in the classroom. Abilingual paraprofessional has passed the District-approved assessment and is fluent in both English and another language.

Parental Exception Waiver
A form which is requested and signed by parents or legal guardians of English Learners annually to waive the requirement to be placed in an instructional program that is “overwhelmingly” in English (i.e. SEI or ELM).

Parental Involvement
The engagement of parents in the education of their children including: parenting,
communicating, volunteering, learning at home, decision-making and advocacy, relationship building and collaborating with the community.

Primary Language (L1)
The language that has been identified as the student’s native or home language.

Primary Language Instruction
The use of a student’s primary language by a teacher as a primary medium of instruction of core content for students who have an approved parental exception waiver to participate in an alternative program. Primary Language Survey
A series of questions used to assess home language proficiency level for English Learners whose primary language is other than English.

Primary Language Support
The use of a student’s primary language by a teacher or paraprofessional to facilitate teaching and learning when English is the primary medium of instruction. Primary language support may also include the use of bilingual dictionaries, glossaries, texts, or other reference material in the student’s primary language.

Proposition 227
A 1998 California ballot measure requiring children to be taught in classrooms where the instruction was “overwhelmingly” in English, essentially restricting access to bilingual programs, unless students had approved parental exception waivers.

R

R-30 Language Census Report
A state-required annual census of each K–12 public school which reportsthe numbers of EL and FEP students by primary language,
annual reclassifications, instructional programs and services, and staffing information of those providing instruction to English Learners.

Reasonable Fluency
A level of proficiency in English when a student’s overall CELDT score is at a high-intermediate level or higher and
intermediate or higher within each domain (listening, speaking, reading and writing).

Reclassification (formerly called Redesignation)
When a student has met all the district criteria, s/he is reclassified from EL to R-FEP (Reclassified Fluent English Proficient).
This change in language classification also often involves a change in the student’s instructional program placement.

(R-FEP) Reclassified Fluent English Proficient
A classification given to students who were

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once identified as English Learners who have met all of the district criteria to be considered Fluent English Proficient (FEP).

(RSP) Resource Specialist Program Classes for students, who have been identified as Individuals with Exceptional needs who spend the majority of the school day in a regular program, but receive instructional support from an RSPteacher for specific learning disabilities.

S

(SBAC) Smarter Balanced Assessment Consortium
The Smarter Balanced Assessment Consortium is developing a system of valid, reliable, and fair next-generation assessments aligned to the State Standards in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11.

(SDAIE) Specially Designed Academic Instruction in English
SDAIE is a methodology used by teachers who possess the competency to make academic content comprehensible to English Learners. This approach emphasizes the development of grade-level to advanced academic competencies and should be viewed as one component within a comprehensive program for English Learners.

Second Language (L2)
The second language students acquire (usually refers to English).

(SEI) Structured English Immersion Program
An instructional model, designed for English Learners with less than reasonable fluency in English. Core content is taught in English using SDAIE methodology along with a
minimum of 30 minutes daily at the elementary level and one class period at the secondary level for instruction in English Language Development (ELD).

Special Day Class (SDC)
A self-contained, special education class for students who have been identified as Individuals with Exceptional Needs in which a student is enrolled for the majority of the school day.

(SPSA) Single Plan for Student Achievement
A plan approved by the SSC, which outlines the goals, actions, timelines, and resources for continuous school improvement.

(SSC) School Site Council
A site governing body, consisting of the principal and elected representatives from parents/guardians and staff members at the school, which oversees the development, approval and implementation of the SPSA.

(SST) Student Study Team
A team consisting of the classroom teacher, parents/guardians, principal, resource teacher and school psychologist (as needed) to discuss academic and/or social concerns, and interventions for individual students.

Standards for English Language Development (ELD)
Standards established by the State of California for expected learning at each of five established English proficiency levels (Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced) in four domains (Listening, Speaking, Reading
and Writing), in four different grade spans (K– 1,2, 3–5, 6–8, and 9–12).

T

Title I
A federal program that provides supplementary funds to help improve instruction in high poverty schools to ensure all students meet state academic standards. Note: Alluses of

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Title I funds must be based on scientifically-based research and data that verify actions resulting in increased student achievement.

Immigrant students by assisting them in learning English and meeting academic standards.

Title III
A federal program which provides funding to improve the education of English Learners and

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APPENDIX

BOARD POLICY, LETTERS, FORMS AND DOCUMENTATION

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Appendix

CUSD Administrative Regulation 3504, Specialized Programs Education for English Learners

CUSD Administrative Regulation 6210, Recruitment, Selection, Promotion & Evaluation, Staff Teaching Pupils of Limited-English Proficiency
CUSD Administrative Regulation 7503, School Site Councils

CUSD Administrative Regulation 9208, Uniform Complaint Procedures Regarding Programs/Discrimination CUSD Board Policy 3504, Specialized Programs Education for English Learners
CUSD Board Policy 6210, Recruitment, Selection, Promotion & Evaluation, Staff Teaching Pupils of Limited-English Proficiency
CUSD Board Policy 9203, Uniform Complaint Procedures Regarding Programs/Discrimination CUSD Demographic Sheet
CUSD Discrepant CELDT Score Sheet CUSD Initial Identification Results Card EL Folder Checklist
Home Language Survey

Home Language Survey CUM Card Notification of Initial ELPAC Testing letter Notification of Summative ELPAC Testing letter
Parent Notification of Annual Testing Results and Placement for English Learners Parent Notification of Initial Testing Results and Placement for English Learners Parental Exception Waiver for Alternative Program
Parental Withdrawal/Decline Primary Language Survey
Reclassification Recommendation Form and Directions Reclassification Four-Year Monitoring Record
Special Education English Learner Reclassification Addendum Form Student ProgressMonitoringof the ELD Standards
English Language ProficiencyAssessment for California

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Add School Letterhead Notification of Initial ELPAC Testing

Dear Kindergarten/<School> Parent /Guardian;	September <	>

Welcome great school year! We hope your child is having a great year thus far and adjusting to <kindergarten/grade>. When you recently enrolled your child at <	> School, you indicated on the Home language Survey that he/she has a background is a language other than English. By state law, English language proficiency must be determined in order to plan and provide the best possible education program for your child. The name of this test is the English Language Proficiency Assessment for California (ELPAC). Its purpose is to see how well each student is learning to listen, speak, read, and write in English. Your child will receive a proficiency level in Listening and Speaking, Reading, and Writing as well as an overall proficiency level. This information is helpful to your child’s teacher in assisting your child’s needs as it relates to becoming a fluent English speaker. The information helps structure a program and services that best support his/her specific needs. We will administer the ELPAC on <	> during school hours.

Results of this assessment will be mailed home to you in the next few weeks. If you child tests as Initial Fluent English Proficient, your child will not need additional educational support. If your child does not test Initial Fluent English Proficient, we will be providing additional support services to help your child achieve English fluency.

We’d like to welcome you to observe in the classroom and also participate in our school’s English Learner Advisory Committee. We appreciate and value your input. The staff welcomes your questions and comments about your child’s education. If you have any questions about your child’s progress on ELPAC or his/her instructional placement, please contact the school office. In addition, further information on the ELPAC test may be found on the California Department of Education Website at: www.cde.gov.

If you have any questions or should need additional information regarding the ELPAC assessment or our English learner programs, please contact me directly at < >.

Thank you for your continued support,

____________________________ Signature

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Add School Letterhead Notification of Summative ELPAC Testing

Dear Kindergarten/<School> Parent /Guardian;	September <	>

Welcome great school year! We hope your child is having a great year thus far and adjusting to <kindergarten/grade>. When you recently enrolled your child at <	> School, you indicated on the Home language Survey that he/she has a background is a language other than English. By state law, English language proficiency must be determined in order to plan and provide the best possible education program for your child. The name of this test is the English Language Proficiency Assessment for California (ELPAC). Its purpose is to see how well each student is learning to listen, speak, read, and write in English. Your child will receive a proficiency level in Listening and Speaking, Reading, and Writing as well as an overall proficiency level. This information is helpful to your child’s teacher in assisting your child’s needs as it relates to becoming a fluent English speaker. The information helps structure a program and services that best support his/her specific needs. We will administer the ELPAC on <	> during school hours.

Results of this assessment will be mailed home to you in the next few weeks.

We’d like to welcome you to observe in the classroom and also participate in our school’s English Learner Advisory Committee. We appreciate and value your input. The staff welcomes your questions and comments about your child’s education. If you have any questions about your child’s progress on ELPAC or his/her instructional placement, please contact the school office. In addition, further information on the ELPAC test may be found on the California Department of Education Website at: www.cde.gov.

If you have any questions or should need additional information regarding the ELPAC assessment or our English learner programs, please contact me directly at < >.

Thank you for your continued support,

____________________________ Signature

162

INITIAL ASSESSMENT ENGLISH LEARNER PARENT NOTIFICATION LETTER 2018

Date: October 19, 2016
Grade: «Grade» School: «School» Pupil ID# «SID»
To the Parent/Guardian: «Name»
«Address_in_ZANGLE» «CSZ_in_ZANGLE»
Greetings! Earlierin the school year, you received a Parent Notification that shared the type of services that your student could receive this school year. State and Federal laws require all school districts in California to give a state test annually to every student whose home language is not English and who is currently identified as an English Learner. The name of this test is the English Language Proficiency Assessment for California (ELPAC) Its purpose is to see how well each student is learning to listen, speak, read, and write in English.

Your student took the ELPACAssessment in the Spring of this school year. We have received your child’s results from the state. Your child receives a proficiency level in five different content areas including in Listening Speaking, Reading, and Writing as well as an overall proficiency level.

Based upon the State assessment, your child’s overall English proficiencylevel will determine his/her level. . Based upon the most recent State assessment, your child’s overall English proficiencylevel «Prof_Level» Its purpose is to see how well each student is learning to listen, speak, read and write in English. In addition, schools are required to provide English Language Development (ELD), to all English Learners as part of the overall program. Therefore, your child has been placed in the «Inst_Setting»

Your child’s score indicates his/her proficiency level in English. There are3proficiency levels within ELPAC: Emerging, Expanding and Bridging. The state standard for “proficiency”is a student scoring at the Bridging level. If a student’s overall score is “below proficiency” (Emerging, Low Expanding) on the ELPAC, the student must be appropriately placed in an EL Program that reflects his/her needs and level of proficiency. Thisinformation is helpful to your child’s teacher in assisting your child’s needs as it related to becoming a fluent English speaker. The information helps structure a program and service that best supports his/.her specific needs.

Placement in the Structured English Immersion program is voluntary. If you wish to decline this program, please contact your child’s school to learn more about this option.
In addition, your child may be eligible to enroll in a Bilingual (Alternative) Program. Instruction in this program would be in your child’s primary language. You may file a Parental Exception Waiver to request an alternative program if your child already possesses good English language skills. If your child is 10 years or older and it is the informed belief of the principal and educational staff that an alternative program would better suit your child’srapid acquisition of English language skills, orif your child hasspecial needs. To request a waiver you must come to the school and meet with the principal/designee. Your child’s Proficiency Levels in each ELPAC domain are listed belowReading:
«Prof_Level_Reading» Writing: «Prof_Level_Writing»
Listening: «Prof_Level_Listening» Speaking: «Prof_Level_Speaking»
Reclassification: To exit from an EL program and be reclassified as Fluent English Proficient (RFEP), ELs must meet the following criteria: (1) ELPAClevel of High Expanding, Bridging, (2) CUSD English Language Development (ELD) Standard Assessment results demonstrating achievement of grade level standards in English Language Arts, This assessment takes the place of the California Standards Test (CST) as the state transitions into SBAC assessments.
(3) mastery of ELD standards, (4) teacher recommendation, (5) Parental approval and (6) Students are monitored for two years after reclassification.

CUSD Graduation Rate
Clovis Unified School District Graduation Rate: 92.6% (CDE: Adequate Yearly Progress (AYP) 08.29.13.) Graduation and dropout rates for counties, districts, and schools across California were calculated based on four-year cohort information using the state's California Longitudinal Pupil Achievement Data System (CALPADS). Cohort graduation rates are used to determine whether schools met their targets for increasing the graduation rate for the Adequate Yearly Progress reporting under the federal school accountability system (California Department of Education: 2013).

We’d like to welcome you to observe in your child’s classroom and also participate in our school’s English Learner Advisory Committee. We appreciate and value your input. The staff welcomes your questions and comments about your child’s education. If you have any questions on your child’s progress on CELDT or would like more details about any other information in this letter please contact your child’s school. • Si usted necesita un estudio escrito en Espanol, llame a su propia oficina escolar.• Yog koj xav tau daim hmoob, thov hu rau lub hoob kas tom koj lub tsev kawm ntawv.
Octubre 2016

163

Estimados Padres o Guardianes:

¡Saludos! Más temprano en el año escolar, usted recibió una Notificación Anual de Padre que compartió el tipo de servicios que su estudiante fue de recibir este año escolar. La carta también fue diseñada para compartir los resultados de su niño. Las leyes Federales y Estatales requieren todos distritos escolares en California dar un examen del estado anualmente a cada estudiante cuyo en casa el idioma no es inglés y que es identificado actualmente como un estudiante inglés. El nombre del examen es como sigue: Prueba del Desarrollo del Idioma Inglesa de California (CELDT – siglas inglesas). Su propósito es de ver cuán bien cada estudiante aprende a escuchar, hablar, leer, y escribir en inglés.

Su hijo/a tomó el examen de ELPAC en el otoño del corriente año escolar; los resultados del examen se encuentran adjuntos a esta carta. Encontrara que su hijo/a recibe un nivel basado en su habilidad de Escuchar, Hablar, Leer, y Escribir en un nivel basado en su conocimiento y capaz global.

Los resultados indican el nivel de capacidad en inglés de su hijo/a. Hay cinco (5) niveles de capacidad dentro el CELDT: Principiante, Pre-Intermedio, Intermedio, Pre-Avanzado y Avanzado. El estándar estatal de capacidad es un estudiante con calificaciones en Pre-Avanzada o de nivel Avanzado. Si los resultados global de un estudiante están "bajo de aptitud" (Principiante, Pre-Intermedio o Intermedio) en el CELDT, el estudiante debe estar debidamente colocado en un programa EL que refleja sus necesidades y nivel de conocimiento. Esta información es útil para el maestro de su hijo en la asistencia a las necesidades de su hijo lo que se refiere a convertirse en orador Inglés fluido. La información ayuda a estructurar un programa y servicios que mejor apoyan las necesidades especificas del estudiante.

CUSD Tasa de Graduación
Tasa de Graduación de el Distrito Escolar Unido de Clovis: 92.6% (CDE: Progreso Adecuado Anual (AYP) 08.29.13.)
Las tasas de graduación y deserción para los condados, distritos, y escuelas de California se calcularon basado en la información de cohortes de cuatro años utilizando el Sistema de Datos de Rendimiento Estudiantil Longitudinal de California (CALPADS). Las tasas de graduación de cohorte se utilizan para determinar si las escuelas cumplen sus metas para aumentar la tasa de graduación para la presentación de informes de Progreso Anual Adecuado (AYP) bajo el sistema de Rendición de Cuentas Escolar Federal (Departamento de Educación de California: 2013).

Muchas gracias por su continuo apoyo,
Nyob zoo niamtxiv thiab cov neeg tu menyuam:	1 Hlis Ntuj 2016

Tsoomfwv rau tebchaws Asmeslikas thiab lub xeev California tsab cai txhais tias tag nrho cov pawg tsev kawm ntawv nyob rau xeev California yuav tsum muab lub xeev daim ntawv xeem rau txhua tus menyuam uas yam lus siv tom tsev tsis yog lus Askiv thiab rau cov menyuam uas xeem los ua ib tus menyuam xyaum lus Askiv xeem txhua xyoo. Lub npe ntawm daim ntawv xeem yog hu ua California English Language Development test lossis CELDT. Lub ntsiab ntawm daim ntawv yog ntsuam xyuas los qhia saib tus menyuam kawm ntawv xyaum mloog lus, hais lus, nyeem ntawv, thiab sau ntawv Askiv npaum li cas lawm.

Koj tus menyuam kawm ntawv twb xeem daim ntawv CELDT rau lub caij nplooj zeeg rau lub caij kawm ntawv xyoo no. Peb muab nws daim ntawv qhia qhabnee xeem tso nrog tsab ntawv no. Koj xyuas ces koj yuav pom koj tus menyuam cov qhabnee qhia txog saib nws paub li cas rau hauv mloog lus, hais lus, nyeem ntawv, thiab sau ntawv nrog rau tus qhabnee qhia tag nrho ua ib ke.

Koj tus menyuam qhov qhabnee yuav qhia txog seb nws nyob qib twg. Ntawm cov ntawv ntsuam xyuas CELDT no, nws muaj (5) qib: Beginning, Early Intermediate, Intermediate, Early Advance, thiab Advanced. Xeev txoj cai qhia hais tias thaum ib tug menyuam kawm cuag qib Early Advanced losis qib Advanced tus menyuam ntawd kawm paub zoo txaus lawm. Yog ib tug menyuam cov qhabnee los ntawm CELDT qhia hais tias nws yog “below proficiency” (Beginning, Early Intermediate losis Intermediate), lawv yuav tsum muab tus menyuam ntawd tso kawm ib chav uas qhia raws li nws paub thiab nws qhov qib. Cov ntawv qhia no yuav pab cov xibfwb los pab qhia ntawv kom haum koj tus menyuam ua nws paub lus Askiv zoo npaum tus menyuam uas twb txawj lawm. Cov lus qhia yuav pab los nrhiav thiab tawmtsam ib lub qhooskas los mus pab txhawb koj tus menyuam rau txoj kev qhia kom nws paub.
Tsoom tub ntxhais kawm tiav haub
Clovis USD: 92.6% (CDE:kev kawm tiav nce zoo xyoo no 8.29.13.)
Kev kawm tiav thiab kawm tsis tau, raug tso tawm nyob hauv zos, los tej suam zos, los puas tas nrho cov tsev kawm ntawv hauv xeev California yog txoj cai soj ntsuam thiab txiav txim los ntawm tus me nyuam kev kawm nyob rau hauv plaub lub xyoos sib law ua ke ntawd (CALPADS). Txoj cai Cohort graduation rate yog siv coj los txiav txim thiab pab tsev kawm ntawv kom ua tau raws li lub hom phiaj pab me nyuam kom kawm tiav uas yog los ntawm tsoom hwv txoj cai qhia ntawv nyob rau hauv xeev California Department of Education: 2013.

Ua tsaug rau koj txoj kev txhawb,

164

SUMMATIVE ASSESSMENT ENGLISH LEARNER PARENT NOTIFICATION LETTER 2018

Date: January 12, 2017

To the Parent/Guardian: «Name»
«Address_in_ZANGLE» «CSZ_in_ZANGLE»

Grade: «Grade» School: «School» Pupil ID# «SID»

Greetings! Earlierin the school year, you received a Parent Notification that shared the type of services that your student was to receive this school year. State and Federal laws require all school districts in California to give a state test annually to every student whose home language is not English and who is currently identified as an English Learner. The name of this test is the English Language Proficiency Assessment for California. (ELPAC) Its purpose is to see how well each student is learning to listen, speak, read, and write in English.

Your student took the Summative ELPAC Assessment in the fall of this school year. We have received your child’s results from the state. Your child receives a proficiency level in five different content areas including in Listening Speaking, Reading, and Writing as well as an overall proficiency level.

Based upon the State assessment, your child’s overall English proficiencylevel will determine his/her level. Based upon the most recent State assessment, your child’s overall English proficiencylevel «Prof_Level» Its purpose is to see how well each student is learning to listen, speak, read and write in English. In addition, schools are required to provide English Language Development (ELD), to all English Learners as part of the overall program. Therefore, your child has been placed in the «Inst_Setting»

Your child’s score indicates his/her proficiency level in English. There are 3 proficiency levels within ELPAC: Emerging, and Low Expanding. The state standard for “proficiency” is a student scoring at the High Expanding, Bridging Level. If a student’s overall score is “below proficiency” on the ELPAC, the student must be appropriately placed in an EL Program that reflects his/her needs and level of proficiency. Thisinformation is helpful to your child’s teacher in assisting your child’s needs as it related to becoming a fluent English speaker. The information helps structure a program and service that best supports his/.her specific needs.

Placement in the Structured English Immersion program is voluntary. If you wish to decline this program, please contact your child’s school to learn more about this option.
In addition, your child may be eligible to enroll in a Bilingual (Alternative) Program. Instruction in this program would be in your child’s primary language. You may file a Parental Exception Waiver to request an alternative program if your child already possesses good English language skills. If your child is 10 years or older and it is the informed belief of the principal and educational staff that an alternative program would better suit your child’srapid acquisition of English language skills, orif your child hasspecial needs. To request a waiver you must come to the school and meet with the principal/designee. Your child’s Proficiency Levels in each ELPAC domain are listed below
Reading: «Prof_Level_Reading» Writing: «Prof_Level_Writing» Listening: «Prof_Level_Listening» Speaking: «Prof_Level_Speaking»
Reclassification: To exit from an EL program and be reclassified as Fluent English Proficient (RFEP), ELs must meet the following criteria: (1) ELPAClevel of High Expanding, Bridging, (2) CUSD English Language Development (ELD) Standard Assessment results demonstrating achievement of grade level standards in English Language Arts, This assessment takes the place of the California Standards Test (CST) as the state transitions into SBAC assessments.
(3) mastery of ELD standards, (4) teacher recommendation, (5) Parental approval and (6) Students are monitored for two years after reclassification.

CUSD Graduation Rate
Clovis Unified School District Graduation Rate: 92.6% (CDE: Adequate Yearly Progress (AYP) 08.29.13.) Graduation and dropout rates for counties, districts, and schools across California were calculated based on four-year cohort information using the state's California Longitudinal Pupil Achievement Data System (CALPADS). Cohort graduation rates are used to determine whether schools met their targets for increasing the graduation rate for the Adequate Yearly Progress reporting under the federal school accountability system (California Department of Education: 2013).

We’d like to welcome you to observe in your child’s classroom and also participate in our school’s English Learner Advisory Committee. We appreciate and value your input. The staff welcomes your questions and comments about your child’s education. If you have any questions on your child’s progress on CELDT or would like more details about any other information in this letter please contact your child’s school. • Si usted necesita un estudio escrito en Espanol, llame a su propia oficina escolar.• Yog koj xav tau daim hmoob, thov hu rau lub hoob kas tom koj lub tsev kawm ntawv.

165

Enero 2017 Estimados Padres o Guardianes:

¡Saludos! Más temprano en el año escolar, usted recibió una Notificación Anual de Padre que compartió el tipo de servicios que su estudiante fue de recibir este año escolar. La carta también fue diseñada para compartir los resultados de su niño. Las leyes Federales y Estatales requieren todos distritos escolares en California dar un examen del estado anualmente a cada estudiante cuyo en casa el idioma no es inglés y que es identificado actualmente como un estudiante inglés. El nombre del examen es como sigue: Prueba del Desarrollo del Idioma Inglesa de California (CELDT – siglas inglesas). Su propósito es de ver cuán bien cada estudiante aprende a escuchar, hablar, leer, y escribir en inglés.

Su hijo/a tomó el examen de ELPAC en el otoño del corriente año escolar; los resultados del examen se encuentran adjuntos a esta carta. Encontrara que su hijo/a recibe un nivel basado en su habilidad de Escuchar, Hablar, Leer, y Escribir en un nivel basado en su conocimiento y capaz global.

Los resultados indican el nivel de capacidad en inglés de su hijo/a. Hay cinco (5) niveles de capacidad dentro el CELDT: Principiante, Pre-Intermedio, Intermedio, Pre-Avanzado y Avanzado. El estándar estatal de capacidad es un estudiante con calificaciones en Pre-Avanzada o de nivel Avanzado. Si los resultados global de un estudiante están "bajo de aptitud" (Principiante, Pre-Intermedio o Intermedio) en el CELDT, el estudiante debe estar debidamente colocado en un programa EL que refleja sus necesidades y nivel de conocimiento. Esta información es útil para el maestro de su hijo en la asistencia a las necesidades de su hijo lo que se refiere a convertirse en orador Inglés fluido. La información ayuda a estructurar un programa y servicios que mejor apoyan las necesidades especificas del estudiante.

CUSD Tasa de Graduación
Tasa de Graduación de el Distrito Escolar Unido de Clovis: 92.6% (CDE: Progreso Adecuado Anual (AYP) 08.29.13.)
Las tasas de graduación y deserción para los condados, distritos, y escuelas de California se calcularon basado en la información de cohortes de cuatro años utilizando el Sistema de Datos de Rendimiento Estudiantil Longitudinal de California (CALPADS). Las tasas de graduación de cohorte se utilizan para determinar si las escuelas cumplen sus metas para aumentar la tasa de graduación para la presentación de informes de Progreso Anual Adecuado (AYP) bajo el sistema de Rendición de Cuentas Escolar Federal (Departamento de Educación de California: 2013).

Muchas gracias por su continuo apoyo,

Nyob zoo niamtxiv thiab cov neeg tu menyuam:
Tsoomfwv rau tebchaws Asmeslikas thiab lub xeev California tsab cai txhais tias tag nrho cov pawg tsev kawm ntawv nyob rau xeev California yuav tsum muab lub xeev daim ntawv xeem rau txhua tus menyuam uas yam lus siv tom tsev tsis yog lus Askiv thiab rau cov menyuam uas xeem los ua ib tus menyuam xyaum lus Askiv xeem txhua xyoo. Lub npe ntawm daim ntawv xeem yog hu ua California English Language Development test lossis CELDT. Lub ntsiab ntawm daim ntawv yog ntsuam xyuas los qhia saib tus menyuam kawm ntawv xyaum mloog lus, hais lus, nyeem ntawv, thiab sau ntawv Askiv npaum li cas lawm.

Koj tus menyuam kawm ntawv twb xeem daim ntawv CELDT rau lub caij nplooj zeeg rau lub caij kawm ntawv xyoo no. Peb muab nws daim ntawv qhia qhabnee xeem tso nrog tsab ntawv no. Koj xyuas ces koj yuav pom koj tus menyuam cov qhabnee qhia txog saib nws paub li cas rau hauv mloog lus, hais lus, nyeem ntawv, thiab sau ntawv nrog rau tus qhabnee qhia tag nrho ua ib ke.

Koj tus menyuam qhov qhabnee yuav qhia txog seb nws nyob qib twg. Ntawm cov ntawv ntsuam xyuas CELDT no, nws muaj (5) qib: Beginning, Early Intermediate, Intermediate, Early Advance, thiab Advanced. Xeev txoj cai qhia hais tias thaum ib tug menyuam kawm cuag qib Early Advanced losis qib Advanced tus menyuam ntawd kawm paub zoo txaus lawm. Yog ib tug menyuam cov qhabnee los ntawm CELDT qhia hais tias nws yog “below proficiency” (Beginning, Early Intermediate losis Intermediate), lawv yuav tsum muab tus menyuam ntawd tso kawm ib chav uas qhia raws li nws paub thiab nws qhov qib. Cov ntawv qhia no yuav pab cov xibfwb los pab qhia ntawv kom haum koj tus menyuam ua nws paub lus Askiv zoo npaum tus menyuam uas twb txawj lawm. Cov lus qhia yuav pab los nrhiav thiab tawmtsam ib lub qhooskas los mus pab txhawb koj tus menyuam rau txoj kev qhia kom nws paub.
Tsoom tub ntxhais kawm tiav haub
Clovis USD: 92.6% (CDE:kev kawm tiav nce zoo xyoo no 8.29.13.)
Kev kawm tiav thiab kawm tsis tau, raug tso tawm nyob hauv zos, los tej suam zos, los puas tas nrho cov tsev kawm ntawv hauv xeev California yog txoj cai soj ntsuam thiab txiav txim los ntawm tus me nyuam kev kawm nyob rau hauv plaub lub xyoos sib law ua ke ntawd (CALPADS). Txoj cai Cohort graduation rate yog siv coj los txiav txim thiab pab tsev kawm ntawv kom ua tau raws li lub hom phiaj pab me nyuam kom kawm tiav uas yog los ntawm tsoom hwv txoj cai qhia ntawv nyob rau hauv xeev California Department of Education: 2013.

Ua tsaug rau koj txoj kev txhawb,

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