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Transitional English Programs 2010-2011

Transitional English Programs 2010-2011. District English Learner Advisory Committee December 8, 2010. Part 1. Functions of DELAC. Opportunity to: Advise board on programs & services Conduct school-based needs assessment Advise on district program, goals, objectives

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Transitional English Programs 2010-2011

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  1. Transitional English Programs 2010-2011 District English Learner Advisory Committee December 8, 2010

  2. Part 1. Functions of DELAC Opportunity to: • Advise board on programs & services • Conduct school-based needs assessment • Advise on district program, goals, objectives • Advise on plan to ensure teacher and aide requirements • Review annual language census • Review district’s reclassification procedures • Review written notifications

  3. Today’s Meeting: • Review 2010 language census • Review EL subgroup assessment results • Review district program for English Learners • Review parent written notifications • Review reclassification criteria • Review funding for English Language Learners • Survey members’ need for training • Provide opportunity for DELAC members to advise the school board

  4. Part 2. Language Census • Terminology • English learner (EL) or Limited English Proficient (LEP) • Fluent (FEP) • I-FEP (initially fluent) • R-FEP (reclassified fluent); former EL

  5. Language Minority Students, March 2010 By Schools

  6. Language Minority Students, March 2010: By Languages

  7. Part 3. English Learner Subgroup Assessment Results • California English Language Development Test (CELDT) • California Standards Test (CST)

  8. CELDT California English Language Development Test Level 1 Beginning Level 2 Early Intermediate Level 3 Intermediate Level 4 Early Advanced Level 5 Advanced 12

  9. CST-ELA • California Standards Test—English Language Arts • Level 1 Far Below Basic • Level 2 Below Basic • Level 3 Basic • Level 4 Proficient • Level 5 Advanced

  10. Achievement Goals • Increase one CELDT level per year • 54% (target was 53.1%) • “English proficient” (CELDT 4 or 5) • 18.5% (target was 17.4%) less than 5 years • 41.9% (target was 41.3%) more than 5 years • Proficient or advanced on the CST-ELA (regular English test given to all California students) 38.8% (target was 56%)

  11. 2007-2010 Percent of EL Students who scored Proficient and Advanced on the CST – Language Arts

  12. 2007-2010 Percent of EL Students who scored Proficient and Advanced on the CST – Math

  13. Part 4. District Programs for English Learners • High-intensity English language development for beginners • Avenues, K-5 (White Rock Elementary) • Inside, 6-8 (Mills Middle School) • Edge, 9-12 (Cordova High School) • Use of core English materials by year 3 • Teachers use SDAIE and ELD strategies • English Learner supplemental materials • Bilingual instructional aide support • Newcomer and Mainstream Classes

  14. District Programs (continued) • Community Heritage Language Programs • Ukrainian, Russian and Spanish Saturday Schools • Homework help at CHS Student Union • Intervention classes for at-risk students • Avenues A, Threshold Vocabulary, Read 180, Lexia, Read Naturally, SIPPS, Open Book • Summer ELD program • K-12 • Frontloading of grade level standards in English Language Arts and Math • Language Learning through Music, Arts, Science and Physical Education

  15. Part 5. Written Notifications • No Child Left Behind Annual Notice (continuing English Learners) • Notice of Assessment and Placement (new English Learners) • Notice of Assessment and Placement (continuing English Learners) • Notice of CELDT results (initial fluent) • Notice of CELDT results (initial English Learners • Notice of CELDT results (annual) • Notice of Reclassification

  16. Part 6. Reclassification to Fluent CELDT Level 4 or 5 (no 1’s or 2’s) CST-ELA Level 3, 4, 5 Teacher evaluation of reading/writing “similar to English-only peers” Parent opportunity for meeting 20

  17. Part 7. Funding for EL programs • State • Economic Impact Aid (state) • English Language Acquisition Program (ELAP) • Federal • Title 3 LEP • Title 3 Immigrant • Other • Refugee Students’ Assistance Program • Refugee Educators’ Network

  18. 2009-10 EIA, Title 3, ELAP Expenditures Bilingual aides, intake center staff, materials and software, teacher training and support, Community Heritage Language Programs, translation/interpretation.

  19. Spending priorities, 2010-11 • Bilingual support About 30 instructional aides provide instructional support and family translation • TEP Coordinators Site representatives with knowledge in ELD materials, SDAIE strategies, compliance, home-school connection, computer programs and student assessments • Staff Development ELD curriculum lead teachers provide professional development to teachers of English Learners and bilingual instructional assistants • Instructional Materials for English Learners • Intervention Classes • ELD Summer School

  20. Supplemental Materials for English Learners (above core materials) • Programs for beginners • Avenues, Inside and Edge • Program for 3rd-year students at secondary schools • Holt Plus classes for EL students • Threshold vocabulary and Academic Vocabulary • 1,000-2,000 high frequency words that make up 75% to 95% of any reading passage • Academic vocabulary program for refugees class • HM language support binder and story focus walls • Read 180 at Title 1 schools • Grammar • Students Acquiring English Practice Book at elementary levels • “Magic Lens” grammar at secondary in all classes • Computer softwares (Lexia, Read Naturally, Let’s Go, others)

  21. Teacher Qualification and Parent Involvement • 98% of district teachers are EL qualified • Parent Contact & Involvement • Transitional English Programs office • Enrollment, problem-solving, help • Bilingual aides at sites • Latino Family Literacy Project • Phone interpretation (Language Line) • Translated documents • Conduct code, Parent Rights & Responsibilities, report cards, standards, school bulletin, etc,,,

  22. Part 8. Community Heritage Language Programs (Saturday Schools) • Golden Bell Award Winner • Partnership between community and schools (parent donations help with cost) • Spanish (225 students), Rancho Cordova Elem. • Russian (130 students), White Rock Elem. • Ukrainian (190 students), Mills Middle • Learning to read the home language • Improve student performance at school

  23. Passport to Your Future • Refugee grant, in process • Target: late-arriving refugee high school students who understand Russian • Guidebook • Area schools, graduation requirements, what to do if students cannot pass the HS exit exam? • Job titles, with Russian translation • Saturday vocabulary classes • Russian and English, 500 words, 5 credits each • 1-Essential Reading Vocabulary • 2-Academic Word List

  24. Part 9. Training needs • What kind of follow-up meeting would you be interested in? • Learn about district programs for English Learners • Learn about materials used in the classroom • Learn how to help children at home • Learn about legal requirements • Learn how to contribute as an ELAC member • Other

  25. (School) ELAC meetings • Review Language Census • Review success of EL and R-FEP subgroups • Review services for EL students • School site plan • Identify if any subgroups have low attendance; if so assist the school in efforts to make parents understand the importance of school attendance. • Learn more about EL programs and state requirements. • Think of ways that parents can contribute to the school’s programs

  26. Part 10. What do you think? • What parts of the district’s program do you really like? • How can the district’s programs be improved/changed to help you and your children more?

  27. Opportunity to Advise Please take a few minutes to complete the following Opportunity to Advise the School Board surveys: District Master Plan District Needs Assessment District Goals and Objectives for English Learners Training for DELAC Responsibilities 31

  28. For assistance • Transitional English Office • 2460 Cordova Lane, Rancho Cordova (916) 635-4301 • Enrollment, questions, translation, data, resources, Saturday School (Room 10) • Nguyet Tham, Nadia Kalinyuk, Gudelia Castillo • Passport to Your Future: Danna Domashuk • Mark Rickabaugh, Director State & Federal Programs • ELD Lead Teachers • Assist schools with English language development • K-5 Sina Chau Pech, 985-7700 X197 schau@fcusd.org • 6-8 Linda Dickenson, 363-6544 ldicken@fcusd.org • 9-12 Stacy Kopshy, 362-1104 skopshy@fcusd.org • Website • www.fcusd.k12.ca.us (departments>Transitional English)

  29. Thank you for participating!

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