“Improving Student Achievement for All Clovis Kids”
Clovis Unified School District is committed to providing the best educational experience to all students within the district and ensure that all students reach their fullest potential. We understand and appreciate that some of our students arrive needing additional language support in-order to fully access the core curriculum, master Standards, and ultimately graduate from high school with choices about post-secondary education. We strive to provide a program that reflects the needs of the English learners we serve. Our Schools work hard to development programs that will ensure our English learners are successful. Data collection and review, play an integral part in designing programs that best meet the needs of our community.
Parents are an important part of the program. Clovis Unified School District is committed to establishing a true partnership with all facets of the Clovis Learning Community. Clovis values feedback, input, and hard work. Parents continue to make positive differences in the lives of the children they support. The goal is to increase each students learning. Whenever there are 21 or more English Learner students at a school site, there shall be a functioning English Language Advisory Committee (ELAC) that has been elected by parents/guardians of English Learners at the site. The committee receives training and materials appropriate to assist members in carrying out their legal responsibilities. Their purpose is to advise the principal and staff on the development of a plan for English learners, and to work on an annual schools needs assessment. The English Language Advisory Committee (ELAC) must work collaboratively with the School Site Council. (SSC)
Clovis Unified School District currently serves 2,240 English learners. The population comes from over 38 languages. All English learners are placed into an appropriate program that supports their individual needs.
CUSD Master Plan
Clovis Unified School District (CUSD) has developed a Master Plan and Procedural Handbook for the English Language Development Program which was approved by the Governing Board of Education. The Master Plan was revised during the Spring of 2018 with a team of stakeholders who specialize in working with English Learners across the district. The Master Plan was presented and reviewed with the DELAC (District English Language Advisory Committee) for any input or suggestions relative to serving our English Learners. A copy of the Master Plan is provided to all school administrators and staff. It includes procedures for identification, assessment, instruction, reclassification, and monitoring academic progress for all English Learners. Also included are services/resources available, program staffing requirements, staff development plans and the rights of parents and students.
Identification of English Learners
All parents are required by California law to complete and sign a Home Language Survey. This form is part of the registration packet that is filled out when enrolling their students at school sites. If a language other than English is indicated on the Home Language Survey, the child must be assessed with the English Language Proficiency Assessment for California (ELPAC). The assessment assists the site in determining the student’s program placement and program development. The Home Language Survey has been translated into over thirty (30) languages to assist parents/guardians with the process or in needed, oral translations are also available. This allows for the most accurate information that can efficiently assist students in an appropriate program placement and instructional setting.
Initial Assessment
The English Language Proficiency Assessment for California (ELPAC) is administered to students who have languages other than English. ELPAC is to be administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary language is other than English, as determined by the Home Language Survey, and who has not previously been assessed for English language proficiency in a California public school in kindergarten – grade 12. The test evaluates listening, speaking, reading, and writing in English. The unofficial results are immediately made available to parents. Official results from the state are mailed to parents as soon as possible.
Monitoring English Language Development (ELD) of English learners
Student Progress in English Language Development and the mastery of English Language Development Standards is monitored by:
- The ELD Standards Progress Profile
- ELD Assessments (Benchmark, Inside, etc.)
- EL Folder monitoring
- The Annual ELPAC
- Four-Year Monitoring of Reclassified students
ELD Standards Progress Profile
Student Progress in ELD for each English Learner shall further be monitored with the CUSD ELD Standards Progress. The profile checkoff ensures students are continually monitoring on the ELD Standards in the following grade spans: K-12. The Profile checkoff is affixed to the EL folder and which travels from grade to grade, school to school with the student reflecting the progress relating to his/her mastery of the ELD Standards. On a Quarterly basis, K-12, all English Learners will be assessed by the classroom teacher as to the student’s progress in mastering the ELD Standards. The exit criteria for mastery of a language proficiency level shall be at least 85% Mastery of ELD Standards. ELD Standards Progress Profile Stickers are available from the Department of Supplemental Services. For additional information, please call your child’s school and set up a meeting. Progress is always reviewed at teacher conferences and/or as needed throughout the school year.
ELD Assessments May Include But Are Not Limited To:
Kindergarten:
The Benchmark Interim assessment is given as a progress measurement. End-of-Year Progress Test, are also recommended.
Gr. 1 – 6:
Assessments monitoring the progress of ELD Standards shall be administered on at least a semester basis. Pretests only need to be administered to students for whom you do not have a proficiency level. If the post-test was given last Spring, you should have a starting instructional level based on that score. Sites are responsible for ordering their own pretests if they choose to use them.
Gr. 7-12:
Assessments monitoring the progress of ELD Standards shall be administered on at least a semester basis. Schools should select and may choose assessments that best inform their instruction. Assessments may include but are not limited to: Benchmark, Unit Exams, iCal, performance tasks, etc. Assessments are in Illuminate.
Unit tests will be administered quarterly or on a semester depending on grade level and scanned on Illuminate. The Progress Profile Sticker must also be part of the EL student’s portfolio to show progress on mastery of the ELD Standards.
Students with Special Needs
One purpose of the ELPAC is to measure English language proficiency of students to ensure appropriate instructional placement. For some students with special needs, a test variation may be necessary, similar to what we offer students when taking any portion of SBAC. A variation 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 variations 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 assessment can more accurately measure the students’ knowledge and skills. In California, students with disabilities who participate in the state assessment system are permitted to use accommodations/modifications during testing as determined by their Individualized Education Plan (IEP) or 504 Plans. When an Alternative Assessment is deemed necessary, the School Team works together to decide the most accurate and appropriate assessments to use based upon the students’ needs
Curriculum
All English Learners in the district are given intense instruction in English including English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE). Teachers of English Learners must hold the appropriate EL Authorization and are trained in methods and strategies that promote rapid acquisition of English as well as academic knowledge in core subjects. The curriculum used by teachers to develop English at the elementary grades is Benchmark. Teachers at the middle school and high school use Inside and Edge. Teachers use a variety of assessments to monitor the progress of English learners.
Annual Assessment
According to state regulations, every English Learner must be tested each year. The summative English Language Proficiency Assessment for California (ELPAC) is administered during the Spring and parents are notified of the results after they are scored by the state. This annual score is used in program placement, additional needs, program evaluation, and reclassification. The ELPAC shall be administered annually to each English Learner during the time frame established by the state. The results of the summative ELPAC shall be used to evaluate how well English Learners are learning English. State law (Education Code sections 313, 60810 and 60812) required the development of a state test that school districts shall give to students whose home language is not English. The test is called the English Language Proficiency Assessment for California (ELPAC).
The Purpose of the ELPAC is:
- To identify new students who are English Learners in transitional kindergarten through grade 12.
- To determine their level of English proficiency and to monitor their progress in learning English.
- To help determine when they are proficient in English (reclassification).
Reclassification of English Learners
The Clovis Unified School District has developed specific criteria for reclassifying English Learners to Fluent English Proficient (FEP) status. The first criterion is an assessment of English language proficiency, which in California is the ELPAC coupled with mastery of the ELD Standards (Benchmark, and Inside, Assessment) at the student’s grade level. The next criterion is a review and analysis of student performance based on results of the student’s latest SBAC state test. The third criterion is teacher evaluation of a student’s academic performance, which can be based on the student’s current grade in English including a writing sample, and formative assessments reflecting the mastery of State Standards. The fourth and final criterion is parent consultation, which involves parents or guardians in discussing their student’s English-language proficiency and meeting the guidelines for reclassification. After a student is reclassified, his/her academic progress is monitored for four years. The four-year monitoring in CUSD requires schools to list the student’s academic grades in each academic area each semester of the four 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.
English Language Development Standards K-12
The district has developed English Language Development (ELD) Standards for K-12th grade English Learners (EL). The district’s ELD standards are used by the classroom teacher to develop lessons and assess individual students’ proficiency in English. Teachers use the ELD Progress Profile to monitor a student’s progress relative to the ELD Standards on a quarterly basis. The performance indicators are the end of the year expectations that teachers use to report to parents the level of language proficiency and skill mastery of their EL students.
English Learner Advisory Committee (ELAC)
Whenever there are 21 or more English Learners at a school site, there needs to be a functioning English Language Advisory Committee (ELAC). The committee advises the principal on the development of the school plan for English Learners. The committee assists the school with conducting the needs assessment and administration of the language census. The parents of English Learners are elected and one of the members serves as the District English Learner Advisory Committee (DELAC) representative.
English Learner Advisory Committee (DELAC)
The District English Learner Advisory Committee (DELAC) advises the governing board on the master plan for English learner education, district- wide needs assessment, and setting district goals for English learner education. The DELAC assists the district with language census report, written parent notification of initial assessment, district’s reclassification process, review of and comments on any related waiver request, and a time line for the development of the master plan for English Learners education. The majority of the DELAC are parents of ELL students. The DELAC members are trained by the English Learner staff.
Parents Declining Services or Requesting a Withdrawal
At any time, including during the school year, a parent/guardian of an EL may request a transfer from the Structured English Immersion Process/Program (decline services). In these cases, the EL student shall be placed in an English Language Mainstream Classroom and will receive Additional and Appropriate Services.
Parents/guardians may request a waiver to have their child(ren) transferred to an alternative bilingual program. Parents requesting such a waiver should be referred to the principal. All requested waivers shall be applied for and processed/acted upon through the principal. Additional information may be found in the CUSD Master Plan or call your child’s school.