• Instructional Programs

     

     

    Common Components

     

    Each English learner will receive English Language Development (ELD), using appropriate instructional strategies and state adopted ELD curriculum appropriate to each students level of proficiency.  Teachers will use the state adopted ELD standards to guide them in planning their ELD lessons.  Quality ELD instruction is imperative to the scholastic success necessary for achieving native-like English fluency and for transition into the mainstream English program.

     

    Students are diagnosed in three areas in order to determine the appropriate level of ELD instruction.  These three key areas are: 1) oral English skills as measured by the CELDT, 2) English reading comprehension, and 3) English writing skills as measured by district and classroom assessments.

     

    ELD strategies should be integrated into class lessons in order to differentiate instruction.  Effective use of SDAIE techniques makes the content of each lesson understandable to the students without lowering learning expectations.

     

    Quality instruction in a SDAIE lesson should reflect the following:

     

    • A low anxiety environment
    • Use of audio-visuals, gestures, cognates, realia and other context clues
    • Determination of students prior knowledge
    • Simplification of the input to the student (slower speech, clear enunciation, controlled vocabulary, controlled sentence length, etc.)
    • Emphasis on vocabulary including multiple meanings, context clues and building on personal experiences
    • Initiating cooperative language learning strategies
    • Use of cognitive academic language learning strategies
    • Use of a variety of techniques to check for understanding
    • Use of preview/review strategies with ELL support staff
    • Use of few idiomatic phrases and expressions
    • An environment for developing successful and positive self-image
    • Community based education, field trips, etc.

     

    Programs

     

    Mainstream with Support Program

     

    Description:  The mainstream program is taught in English using effective teaching strategies together with an ELD component.  Teachers conduct all instruction in English.  Teachers in the mainstream program will use Specially Designed Academic Instruction in English (SDAIE) in the content areas when necessary in order to deliver understandable lessons to their English Learners.  EL students are provided with additional and appropriate services based on individual student needs.

     

    Goal: To ensure rapid acquisition and academic success comparable to their native English speaking counterparts with the primary focus on reclassification.

     

    English Learner Levels: three (3) five (5)

     

    Staffing: Requires teachers appropriately certified with Bilingual Cross-Cultural Language and Academic Development (BCLAD), Cross-Cultural Language and Academic Development (CLAD), SB1969 or in training for authorization, not to exceed three years.

     

    Evaluation of Instructional Program: Yearly objectives as outlined in this plan will be analyzed to determine program success.  Site and district administrators will be responsible for collecting and disseminating data.  Site administrators will be responsible for on-going evaluation of programs.  This may include 1) regularly scheduled meetings with staff who serves EL students, 2) regular collection of data, 3) review of report card grades/district testing results, 4) review of promotion/retention results, and 5) parent input.

     

    Structured English Immersion

     

    Description:  The Structured English Immersion Program is taught in English using specific strategies to promote English language development with Specially Designed Academic Instruction in English (SDAIE) in the content areas.  The purposeful use of a students native language may be used for (but not limited to): 1) clarifying content, 2) utilizing preview activities, and 3) monitoring student comprehension.  Using a students home language is beneficial, but all English Learners must learn to manipulate the English language successfully.  Therefore, direct instruction in English is a major component of the program.  Classes should be balanced as much as possible to prevent the segregation of English Learners as well as to encourage positive cross-cultural attitudes and provide native English speaking role models.

     

    Goal: To ensure rapid acquisition of English and academic success using SDAIE and ELD strategies, with the primary focus on redesignation.

     

    English Learner Levels: EL 1-2

     

    Staffing: BCLAD, CLAD, SB1969 authorized or teachers in training for authorization (not to exceed three years) and ELL aides.

     

    Evaluation of Instructional Program:  Yearly objectives as outlined in this plan will be analyzed to determine program success.  Site and district administrators will be responsible for collecting and disseminating data.  Site administrators will be responsible for on-going evaluation of programs.  This may include 1) regularly scheduled meetings with staff serving EL students, 2) regular collection of data, 3) review of report card grades/district testing results, 4) review of promotion/retention results, and 5) parent input.

     

    Parental Exception Waiver

    (CCR EL, Item 8)

     

    • Parents and guardians of English Learners are notified of the opportunity to apply for a waiver:  Annually and/or upon enrollment, parents must be informed of their right to apply for a waiver for their child.  In grade levels with less than 20 approved waivers or schools with no bilingual programs, parents must be provided the opportunity to transfer to another school district with a bilingual class (depending on available space).

     

    • The Parental Exception Waiver must be requested annually: Each spring, prior to the end of school, the school sites will send a letter to parents of bilingual students notifying them of the opportunity to reapply for a waiver.  Waivers for the following school year may be signed in May or June.

     

    • Parents must personally apply for the waiver:  Teacher and other bilingual staff may assist parents with completion of the waiver if requested by parents.

     

    • Description of educational opportunities or materials:  Each school site must provide parents with information explaining the state approved English Learner programs and District adopted materials used in each program.

     

    • Waiver acceptance/denial timeline:  Schools are to collect and process the waivers in the first thirty days of enrollment.  Parents are to be notified of the program placement for their child.

     

    • Explanation of waiver denial:  Parents who have had their childs waiver denied must be informed in writing of the reason for the denial.