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  • Master Plan for English Learners - Summary

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    PSD - Master Plan for Services to English Learners

    Executive Summary

     

     

    *       IDENTIFICATION, ASSESSMENT AND PLACEMENT (EL4, EL9 and EL10)

    o    The process for initial identification and placement of students into an appropriate instructional program has been adopted to ensure that there is consistency in enrollment procedures, including assessment, information given to parents concerning program options, and placement of students in appropriate programs based on assessment results and parental choice. Student enrollment and assessment take place at the district Welcome and Enrollment Center, where bilingual staff members are available to meet with parents.

    §  STEP 1: Registration, including completion of the Home Language Survey  - Parents take their child(ren) to the district Welcome and Enrollment Center in order to enroll in school.  At the center, parents complete a Home Language Survey (HLS), as required by state law. 

    §  STEP 2: English Language Proficiency Assessment  -  State regulations require that if the student’s Home Language Survey indicates that a language other than English is used at home, the student’s English language proficiency level must be assessed within 30 calendar days of initial enrollment.  The assessment used to determine initial English proficiency is the California English Language Development Test (CELDT). 

    §  STEP 3: Primary Language Assessment - An initial assessment of the EL’s primary language is conducted as soon as possible after the completion of English language assessment, as part of the enrollment process. 

    §  STEP 4: Parent Notification of Results  - Upon completion of the testing, a meeting is held with the parents to notify them of the results.

    §  STEP 5: Program Placement - The student is assigned to an appropriate program with great deference given to the parent’s decision. 

     

    *       INSTRUCTIONAL PROGRAMS (EL11 and EL12)

    o    The Palmdale School District is committed to providing English Learners with a challenging core curriculum and instruction that develops proficiency in English as rapidly and effectively as possible in order to assist students in becoming productive members of our society. The programs are designed to develop the ELs’ fluency in speaking, reading, and writing English, enhance students’ self-esteem, promote cross-cultural understanding, and provide equal opportunity for academic achievement, including academic instruction through the primary language when necessary.

    o    The district offers five program options to English Learners: (1) Mainstream English, (2) Structured English Immersion, (3) Alternative Bilingual Education, (4) Dual Immersion, and (5) a Newcomer Center for grades 5 – 8. (see program options in appendix)  All options contain the following required components:

    §  Well-articulated, standards-based, differentiated English Language Development (ELD) instruction, specifically designed for ELs.

    §  Well-articulated, standards-based, differentiated instruction in the core curriculum, frontloading of content, and Specially Designed Academic Instruction in English (SDAIE).

    §  Structured activities designed to develop cultural proficiency and positive self-esteem.

    o    ELD instruction occurs daily for all EL students until reclassified to fluent English proficient (RFEP).  ELD is a systematic, explicit component of the EL student’s educational program. 

    §  Elementary – 30-45 minutes per day minimum in addition to reading/language arts;

    §  Intermediate School - at least one period per day.

    o    English Learners are provided with access to standards-based core curriculum. In Structured English Immersion and Mainstream settings, the core instruction occurs in English, with use of Specially Designed Academic Instruction in English (SDAIE) strategies. 

     

    *       MONITORING OF STUDENT PROGRESS AND RECLASSIFICATION (EL6)

    o    Monitoring Student Progress - Student progress is monitored at least annually, based on a set of district-adopted and State-mandated assessments.  These assessments are used to determine English language proficiency and evaluate students’ progress in acquiring English.

    §  District-adopted formative assessments (Houghton Mifflin Assessments)

    §  State-mandated STAR tests (California Standards Tests, CAT6, CMA, CAPA)

    §  CELDT and Standards Tests in Spanish (STS) for EL students in Alternative Bilingual Programs

    §  Students who have Individualized Education Programs (IEPs) may be given alternative assessments

    o    Reclassification - The reclassification decision is made by the student’s Language Appraisal Team after considering the evidence regarding the student’s performance and consulting with the parent.

    §  English Language Proficiency (CELDT scores), Academic Achievement (STAR scores), Teacher Evaluation (Average grade of C or higher) and Parent Opinion are all considered and measured to determine possible reclassification status.

    §  Students with disabilities can have an alternative reclassification criteria applied to determine appropriate classification.

    §  Reclassified students are closely monitored for two years to evaluate progress.

     

    *       STAFFING AND PROFESSIONAL GROWTH (EL7 and EL8)

    o    The district ensures that all teaching personnel, whose assignment includes English Learners, hold appropriate certification to provide necessary instructional services to English Learners (CLAD).  All teachers who provide primary language instruction must be appropriately authorized with BCLAD or the equivalent.

    Teacher hiring and placement decisions are based on student and program need, including EL enrollment data, and other relevant factors.

    o    Bilingual Instructional Assistants - Bilingual Instructional Assistants contribute specialized skills in an English Learner program and work and plan closely with the full instructional team.

    o    English Learner Instructional Coaches - The District currently employs three EL Instructional Coaches to work with schools in implementing quality ELD and SEI programs.  Coaches are required to hold a CLAD or BCLAD credential.

    o    English Learner Leaders - Each school has a designated EL Leader who is usually a teacher or Special Projects Teacher on staff with significant experience working with EL students and programs.  EL Leaders work closely with site administrators in ensuring compliance with Master Plan for English Learners and other state and federal requirements.

     

    *       PARENT AND COMMUNITY INVOLVEMENT (EL1, EL2 and EL3)

    o    English Learner Advisory Committee ( ELAC) - The site Principal is responsible for establishing this   parent participation in governance at the school.  Elected officers shall participate in training to be able to conduct effect meetings according to Robert’s Rules of Order.

    o    District English Learner Advisory Committee (DELAC) – 2 representatives from each school ELAC will participate in parent governance at the District Level. The information provided to the DELAC will include data from the annual evaluation of EL programs and services related to program implementation and student outcomes, as well as an annual staffing report on the number of certified and non-certified teachers instructing EL students

    o    Parental Exception Waiver Procedures Each student is assigned to an appropriate program based on the parent’s decision.  If the parent selects an alternative program, then the parent must submit a parental exception waiver request form.  These forms are available at the district Welcome and Enrollment Center and at school sites.

    o    Parents of English Language Learners at all schools in the Palmdale School District will participate meaningfully in the education of their children.  The district will provide ongoing staff development on how to work with parents, including communication skills and sensitivity to their backgrounds, needs and concerns. 

     

    *       EVALUATION AND ACCOUNTABILITY

    o    The EL Coordinating Council is designed to ensure that district stakeholders have a mechanism to plan and coordinate for optimal programs and for the success of our English Learners.  The Council is comprised of key district leaders and various site administrators and EL leaders.

    o     Monitoring Program Implementation

    §Goal 1: Program Implementation as Described in the Master Plan for English Learners - The primary goal of the monitoring is to ensure that every school in the district has effective and compliant programs for ELs. 

    §Goal 2: Parent Engagement - Sites will report to the district on parent activities implemented during the year, as well as parent involvement in a set of activities to be defined in a standardized way across sites.

    §Goal 3: Mastery of English   The CELDT is administered annually according to the state calendar.  Results will be analyzed between January and March. Reclassification data are collected in the fall and spring semesters. 

    §Goal 4: Academic Success - CST and district benchmark assessment performance data in English Language Arts and Mathematics will be analyzed each fall for transmission to the school sites.

    §Goal 5: Indicators of Risk for School Failure - School site personnel will compile the data on suspensions, expulsions, other disciplinary actions and retentions, and report it to the district by the end of the school year, using table formats that are standardized across schools. 

    §Goal 6: Language/Literacy development in two languages for Students in Alternative Programs - Analysis of EL reading and mathematics scores on the STS, and of CST scores in English Language Arts and Mathematics, will be conducted in the fall of each year.

     

    *       FUNDING (EL 5)

    o    The district is committed to remaining compliant with state and federal guidelines in its funding and implementation of EL Programs.

    o    Funds are allocated following the mandates prescribed by the Education Code, state regulations and district policies. EIA-LEP and other categorical funds are used to supplement the base educational program and not to supplant general fund monies. 

    o   The core program is supported by the general fund with expenditures monitored regularly by program administrators and the district’s business office.

     PROGRAM OPTIONS AVAILABLE

     

    STRUCTURED ENGLISH IMMERSION PROGRAM

     The goal of this program is acquisition of English language skills so that the EL student can succeed in an English-only mainstream classroom. Almost all instruction in this program is in English. Teachers have specialized training in meeting the needs of English Learners, possessing the proper state recognized certification.

     

    EL Students Served

    Program Components For ELs

    Staffing

    ELs with “less than reasonable fluency” in English (see Chapter 1 for a definition of reasonable fluency)

     

     

     

     This is the default placement for ELs who are not reasonably fluent and do not have an approved parental exception waiver to enter an alternative program.

    Minimum 30 – 45 minutes daily of English Language Development instruction at the students’ assessed level of English acquisition.[1]

     

    Teaming for ELD as recommended to meet student needs based upon ELD levels.

     

    Differentiated instruction in reading, writing, math, science and social science, delivered through specially designed academic instruction in English (SDAIE) methodology, utilizing state-approved, District-adopted, standards-based materials.

     

    Primary language support to motivate, clarify, direct, and explain (up to 20%), provided according to student need, and as staffing allows.

    Appropriate subject matter authorization.  

    ·         Multiple or Single Subject Teaching Credential

    ·         Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross-cultural, Language and Academic Development (BCLAD) required if an English Learner (EL) is placed in the class.

     

    Alternatives to CLAD or BCLAD

    ·          SB 395 or SB1969 equivalents to CLAD

    ·          Bilingual Certificate of Competence (BCC) or Language Development Specialist (LDS) Certificate

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

     

     

     

     

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    MAINSTREAM ENGLISH PROGRAM

     

    The goal for English Learners in the mainstream program is to ensure that students meet grade level content and performance standards through appropriate differentiated English instruction and support.   Instruction is overwhelmingly in English. However, special support options are provided for ELs as needed. The English language mainstream classroom is designed for students who are either native English speakers or have already acquired reasonable fluency in English.

    EL Students Served

    Program Components for English Learners

    Staffing

    ·    ELs who are “reasonably fluent” in English (see Chapter 1 for a definition)

     

     

    ·    ELs with “less than reasonable fluency” whose parents/guardians have declined participation in Structured English Immersion programs and chosen the Mainstream English program.

    1.     Minimum of 30 – 45 minutes daily of English Language Development (ELD) instruction for ELs at the student’s assessed stage of English acquisition.[2]

     

    2.     Differentiated instruction in reading, writing, math, science and social science, delivered in English.  SDAIE strategies are used less frequently than SEI.  Use of state approved, district-adopted, standards-based materials.

     

    3.     Primary language support provided, according to student need, and as staffing allows

     Appropriate subject matter authorization.  

    ·         Multiple or Single Subject Teaching Credential

    ·         Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross-cultural, Language and Academic Development (BCLAD) required if an English Learner (EL) is placed in the class.

     

    Alternatives to CLAD or BCLAD

    ·          SB 395 or SB1969 equivalents to CLAD

    ·          Bilingual Certificate of Competence (BCC) or Language Development Specialist (LDS) Certificate

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

     

     

     

     


    ALTERNATIVE BILINGUAL EDUCATION

    The goals of this program are to ensure that students (1) meet grade level content and performance standards; (2) become fully proficient in English, including listening, speaking, reading and writing; and (3) successfully move to the English Language Mainstream program.

     

    Students receive appropriate instruction and support in both the primary language and English. In this model, instruction in Kindergarten is approximately 90% in the primary language and 10% in English, with decreasing primary language instruction and increasing English each year. Primary language reading/language arts is provided in the early grades as a foundation for the development of English literacy.  However, English literacy instruction begins in Kindergarten, focusing on those English reading skills that are not transferable from the primary language. Some content instruction is provided in the primary language, and transition to English occurs as rapidly as possible without sacrificing or delaying learning of the academic core. Students are expected to achieve reasonable fluency in English within 3 to 4 years.

     

    Upon exit from the Transitional Program, students enter either the Mainstream Program or the SEI Program, depending on whether or not they have achieved reasonable English fluency.

    Students Served

    Program Components

    Staffing

    ·    ELs with an approved parental exception waiver requesting that their child participate.

    1.     Minimum of 30 – 45 minutes daily of English Language Development (ELD) instruction at the student’s assessed stage of English acquisition.

    2.     Teaming for ELD as needed to address student needs based on ELD levels.

    3.     A Primary language arts component, comparable to English language arts, delivered in the primary language of the ELs.

    4.     An English literacy component for students. Beginning in Kindergarten, during ELD, students are taught English literacy skills that exist in English and do not transfer from their primary language. As students achieve a reasonable level of primary language literacy, the full English literacy component is implemented during ELA time utilizing a formal transitional reading approach.

    5.     Differentiated instruction in reading, writing, math, science, and social science, delivered in Spanish or through specially designed academic instruction in English (SDAIE), utilizing state-approved, District-adopted, standards-based materials.

    Appropriate subject matter authorization.

     

    ·    Multiple of Single Subject Teaching Credential

     

    ·    Bilingual Cross-cultural, Language and Academic Development (BCLAD)

     

    Alternatives to BCLAD

     

    ·     Bilingual Certificate of Competence (BCC)

     

     

    DUAL IMMERSION PROGRAM

    The goal of this enrichment model is acquisition of academic proficiency in two languages: English and Spanish, together with mastery of grade level core content and performance standards.  Instruction is in the primary language and English. Students are expected to meet grade level standards in both languages.  Students typically continue in the program after attaining proficiency in their second language.

    Students Served

    Program Components

    Staffing

    ·          ELs whose parents have completed a waiver requesting that their child participate.

     

     

    ·          EOs, IFEPs and RFEPs, based on parental choice, prior participation, language proficiency and space availability.

    1.   Grade level standards-based program (including language arts and math) provided to all students in both languages.

     

    2.   Separation of languages by time and space, with special attention given to language allocation.

     

    3.   Teaming model preferred—students have both an English teacher and a Spanish teacher who team to provide instruction.  

     

    4.   Daily language development for all students in their second language.  For ELs, ELD is a minimum of 30 – 45 minutes per day.

     

    5.   Differentiated instruction in reading, writing, math, science and social science, delivered through both languages, with use of specially designed academic instructional techniques for non­native speakers of each language, utilizing state-approved, District-adopted, standards-based materials.

    Appropriate subject matter authorization. 

     

    ·          Multiple or Single Subject Teaching Credential

     

    Spanish Teachers:

     

    ·          Bilingual Cross-cultural, Language and Academic Development (BCLAD) 

     

    English Teachers:

     

    ·          Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross-cultural, Language and Academic Development

     

    Alternatives to CLAD or BCLAD

    ·          SB 395 or SB1969 equivalents to CLAD

    ·          Bilingual Certificate of Competence (BCC) or Language Development Specialist (LDS) Certificate

    ·          General teaching credential or supplementary ESL authorization

    ·          Bilingual Certificate of Competence (BCC)

     

     


    NEWCOMER PROGRAM

    (Grades 5-8)

    The goal for English Learners in the newcomer program is to familiarize the students with US culture and US schools, facilitate their adaptation to their new environment, provide a program that will allow students to develop English fluency as rapidly as possible, develop academic language related to the core content areas, and master core academic standards. Students will not participate in the Newcomer Program for more than one year.

    Students Served

    Program Components for English Learners

    Staffing

    5th – 8th grade EL students with less than one year in the U.S.

    1. Minimum 90 minutes daily of rigorous and systematic ELD instruction at the students’ assessed level of English acquisition.

     

    2. Rigorous, standards-based, differentiated instruction in reading, writing, math, science and social science, delivered through specially designed academic instruction in English (SDAIE) methodology, utilizing state-approved, District-adopted, standards-based materials.

     

    3. Primary language support provided.

     

    4. Maximum class size of 20 students.

     

    5.  Focus on facilitating student familiarization with US culture and US schools, and adaptation to the school environment.

    Appropriate subject matter authorization.  

    ·         Multiple or Single Subject Teaching Credential

    ·         Cross-cultural, Language and Academic Development (CLAD) or Bilingual Cross-cultural, Language and Academic Development (BCLAD) required if an English Learner (EL) is placed in the class.

     

    Alternatives to CLAD or BCLAD

    ·          SB 395 or SB1969 equivalents to CLAD

    ·          Bilingual Certificate of Competence (BCC) or Language Development Specialist (LDS) Certificate

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

     

     

     

     



     

     

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