1. IUSD English Learner Program October, 2005

2. The English Learner Master Plan is….. A companion piece to the Strategic Plan A description of the procedures, standards and documentation used for English Learner program Organized around the federal & state regulatory items with which we must comply……

3. CCR Organization EL 1: Reclassification EL 2: Evaluation of Program EL 3: Programs & Services EL 4: Identification, Assessment & Reporting EL 5/8: Alternative Dual Language Program EL:6/7 Staffing & Professional Growth EL 9: Parent Advisory Groups EL 10: Funding

4. Goals for English Learners Develop Fluency in Listening, Speaking, Reading & Writing English Achieve Academic Proficiency in Core Subject Matter Acquire Successful Intercultural Skills for an Increasingly Diverse Community and Society

5. Important Distinction: Fluent –Refers to Listening, Speaking, Reading & Writing of English –“reasonable fluency” means can comprehend teacher in mainstream, not “fluent” –Measured by CELDT (California English Language Development Test) Proficient –Fluent Plus – Proficiency in Academic Core Courses, (Math, Science, Social Science, English Language Arts) –Measured by CST score, classroom performance, grades.

6. EL 1: IUSD Standards for Reclassification English Fluency + CELDT Score –Overall Score of 4 or 5 –Two of three sub- tests must be 4 or 5 –One Sub-test may be as low as 3 Academic Proficiency CST-ELA Score –Comparable to English-only peers in district Average or better classroom performance Parent Consultation

7. What is the Non-EL student CST-ELA Comparable Score for IUSD? IUSD English-only students’ mean score at all grades 2004 and 2005 CST-ELA = performance level of 4

8. How do IUSD non-EL students perform on the CST-ELA?

9. How do IUSD non-EL students perform on the CST-ELA a “closer look”?

10. EL 1: Reclassification Process, pg.10

11. EL 4: Identification Process, pg. 21

12. EL 8: Parent Waiver from English- only Parent/guardian can submit a waiver request to bypass the English-only classroom and ask for a dual language (bilingual) classroom (Prop. 227) We have no such classrooms today Even so, we must have the waiver form and process in place

13. EL 8: Parent Waiver from English- only Parents/guardians of EL students are informed of the waiver rights upon enrollment and annually thereafter as long as EL Waiver forms must be submitted only to Principal of school Principal will forward waiver to School Board

14. EL 8: Parent Waiver from English- only School Board receives and approves each waiver request from EL student parent/guardian No basis for denial of waiver Only once we receive 20 waivers from parents/guardians for students in same school, same grade level, same language we would be required to organize and offer the dual language classroom

15. EL 3: Programs for EL, pg. 17 & 18 Structured English Immersion (SEI – prop. 227 terminology) –Our Newcomer “Magnet” classroom for beginners –Until develop “reasonable fluency”, not usually to exceed 1 year English Mainstream Classroom Setting –At K – 6 “Regular” classroom teacher provides ELD instruction and SDAIE presentation of grade level standards-based instruction in Math, Social Science, Science and English Language Arts –At 7 – 12 includes and ELD class and SDAIE versions of academic content courses, as needed Alternative Dual Language Immersion Classroom –None exist at this time in IUSD –Would involve systematic use of 2 languages in methods leading to bilingual proficiency for the EL

16. And How Effective are IUSD’s Programs for EL students? CELDT – measures growth in English fluency CST – measure growth in academic proficiency Use cohorts to attribute gains to instruction

17. Concerned about NCLB Objectives? IUSD exceeds 2014 expectations now AMAO 1: % EL students making Annual Progress on CELDT

18. AMAO 2: % of EL students Attaining English Fluency on CELDT

19. AMAO 3: Adequate Yearly Progress using CST results: English Language Arts Met Participation Rate 99%Yes Met % Proficient or Above for EL Subgroup Yes Math Met Participation Rate 99%Yes Met % Proficient or Above for EL Subgroup Yes Met AMAO Target for AMAO 3? Yes

20. Are IUSD EL students making progress in “Regular” ELA as measured by CST-ELA scores?

21. Are former EL students making progress in ELA as measured by the CST-ELA scores?

22. As compared to English-only peers?

23. Yes! This summary of the 3 previous charts’ cohorts of IUSD student groups’ CST-ELA Scores @ 4 or 5: GroupSpring 2004Spring 2005Number in group English-only74.5 %77.3 %9,413 Fluent at Entry85.1 %86.7 %2,962 Redesignated to Proficient after being EL in IUSD 87.7 %87.1 %1,457

24. Do IUSD EL students Redesignate to Proficient? Yes, here is a “snapshot” look over time: Year# Redes’d # English Learner IUSD Redes’n “Rate” Orange County “Rate” Calif. “Rate” 2004-052573,1828.4% (257/3064) 8.3%9.0% 2003-042883,0649.0% (288/3201) 9.0%8.3% 2002-034943,20115.2% (494/3255) 8.3%7.7%

25. How Long to Reclassify? CA LAO study says… Home LanguageEnglish Proficiency at Entry Average Time to Reclassification MandarinAll Mixed3 years/6 mo. KoreanAll Mixed4 years/0 mo. CantoneseAll Mixed4 years/7 mo. All OtherAll Mixed4 years/9 mo. VietnameseAll Mixed5 years/0 mo. SpanishAll Mixed7 years/7 mo.

26. How Long to Reclassify? IUSD actual data says…… Entry Date Range # of Students English Proficiency at Entry Average Time to Reclassification 9/1991 To 2/2003 1,508Mixed3 years/ 3 months 9/1991 To 2/2003 1,372Intermediate Only 3 years/ 3 months 9/1997 To 6/2002 136Beginners Only 2 years/ 9 months

27. Time to Redesignation in IUSD Time in IUSD Redesignated Prior to 2004-05 Redesignated During 2004-05Difference 1 Year 4.2%1.6%- 2.6% > 1 Year to 2 Years 20.2%14.6%- 5.6% > 2 Years to 3 Years 24.5%24.9%+ 0.4% > 3 Years to 3 Years 25.1%39.2%+ 13.9% Sub Total 74.0%80.3%+6.3% > 4 Years to 5 Years 12.2%8.8%- 3.4% > 5 Years to 6 Years 6.9%5.2%- 1.7% > 6 Years to 7 Years 2.8%2.7%- 0.1% More than 7 Years 4.1%3.1%- 1.0%