CORONA-NORCO UNIFIED SCHOOL DISTRICT · SECTION 4 – Page 1 CORONA-NORCO UNIFIED SCHOOL DISTRICT PROGRAM DESIGN K-12 Corona-Norco Unified School District followed the state curriculum

SECTION 4 – Page 1

CORONA-NORCO UNIFIED SCHOOL DISTRICT

PROGRAM DESIGN K-12

Corona-Norco Unified School District followed the state curriculum design for English learners

(EL), previously called Limited English Proficient (LEP) students. This design includes

provisions for achieving high academic success, second language acquisition, and high self-

esteem. The matrices on the next pages of both the elementary (K-6) and secondary levels (7-

12) reflect the instructional program options provided for English learners at each level of

English Language proficiency. Students at beginning fluency levels may receive the core

curriculum through Structured English Immersion, a strong English Language Development

(ELD) program, and primary language coupled with the support of his/her culture embedded in

the instructional program. Specially Designed Academic Instruction in English (SDAIE) and

mainstream instruction are introduced and gradually increased as the English learner progresses

through the instructional program. Special Education English Learners are ensured equal access

to the core as indicated in their Individual Education Plan (IEP). This access includes, but is not

limited to, English Language Development and SDAIE strategies.

INTRODUCTION—PROGRAM OPTIONS

Parents of K-6 English learners may select one of four program options for their children.

Option #1 is Structured English Immersion. In this option, the student is provided with English

instruction with primary language support. If parents select Option 2 (English Language

Mainstream), students receive instruction in English. Parents opting for Option 3 (Transitional

Bilingual Program) choose to place their children in Spanish instruction and transition to

English. Parents selecting Option 4 (Dual Immersion) choose to place their student in a program

wherein English learners and English only students receive all instruction in Spanish beginning

in Kindergarten. Refer to the program options section for further details on each of these options.

At the 7-12 level, parents of English learners may select one of three program options for their

children. Option #1 is Structured English Immersion. CELDT level 1, 2, and 3 students are

placed in English Language Development classes according to their level of proficiency in

English and receive content instruction in all core areas in English using SDAIE methodology.

As their proficiency in English increases, they are transitioned into all mainstream classes in all

subjects by the time they reach CELDT level 5. At this time, their English Language

Development is delivered via their SDAIE English class. In Option 2, English Language

Mainstream (ELM), the student receives instruction in English. There is no primary language

support for students receiving this option. The third option is Transitional Bilingual Program

(TBE). Parents selecting this program for their students choose to place their children in Spanish

instruction and then transition to English.

The charts on the following pages describe the program options available for English learners.


Corona-Norco Unified School District

Curriculum and Instruction

English Language Learner Program (K-6)

Home Language Survey

Language Other Than English English Only

Language Assessment Center Go to School Site

CELDT LAS (Spanish) Primary Language Survey

(If language is other than

English or Spanish)

English Language I-FEP

Learner (K-12) (Grades 3-12)

Option Selection English

by Parent at Site Only

(Explained by Placement

Administrator or

Counselor)

Parents may choose Options 1-4

Option 1

Structured English

Immersion

(SEI)

Option 2

English Language

Mainstream

(ELM)

Option 3

Transitional Bilingual

Education

(TBE)

Option 4

Dual Language Immersion

(designated sites only)

ELD Required

Recommended for CELDT

1-3

Primary Language Support

Core in English

ELD Required

Recommended for CELDT

4 & 5

All Instruction in English

ELD Required

CELDT 1-5

Instruction in English and

Spanish with Transition

Waiver Form Signed

Annually

Available if requested by 20

or more students at a grade

level

ELD Required

CELDT 1-5 and

English only students

Instruction in English

and Spanish

Waiver Form Signed

Annually

Must begin in Kindergarten

Class Assignment of Student



School administrators review class lists and teacher authorizations to ensure

compliance and balanced student ratios. New student is placed in class based

on CELDT level and parent option request.

waiver requests are recorded in a waiver log

when 12-15 requests at the same grade level are received,

the EL Director is notified so arrangements can be made to

let cabinet know a class may be needed.

if fewer students are requesting waiver classes, parents are

notified of availability of transportation to other schools

with waivered classes.

EL student receives instruction using appropriate SDAIE strategies

and state/district approved curriculum.

Student progress is monitored by classroom teachers and site administrators using

data from district and state assessments as outlined on the “Corona-Norco Unified

School District Performance Expectation Plan” (attachment 1a, 1b, 1c).

When student achieves the academic and English proficiency levels as outlined in

the “Guidelines for Reclassification,” school staff completes the reclassification

procedures detailed on attachment 2.

Reclassified student is placed in the Mainstream Program. Their progress

continues to be monitored by site administrators and teachers following the

Corona-Norco Unified School District monitoring procedures as detailed on

attachment 3.




English Language Learner Program (7-8)



Language Assessment Center Go to School Site



English or Spanish)






Administrator or

Counselor)


Option 1

Structured English Immersion

(SEI)

Option 2

English Language Mainstream

(ELM)

Option 3

Transitional Bilingual Education

(TBE)

ELD Required

Recommended for CELDT 1-3


Core in English

ELD Required

Recommended for CELDT 4 & 5


ELD Required

CELDT 1-5

Instruction in English and Spanish

with Transition

Waiver Form Signed Annually

Available if requested by 20 or more

students at a grade level

























attachment 3.




English Language Learner Program (9-12)



Language Assessment Center Go to Regular

Classroom



English or Spanish)






Administrator or

Counselor)


Option 1

Structured English Immersion

(SEI)

Option 2

English Language Mainstream

(ELM)

Option 3

Transitional Bilingual Education

(TBE)

ELD Required

Recommended for CELDT 1-3


Core in English

ELD Required

Recommended for CELDT 4 & 5


ELD Required

CELDT 1-5

Instruction in English and Spanish

with Transition

Waiver Form Signed Annually

Available if requested by 20 or more

students at a grade level

























attachment 3.


Option Placement:

1 2 3

Initial: Date:

CELDT Level _________


English Language Education Program

K-6

PARENT CHOICE INFORMATION (Program options to be explained by principal or designee)

Under the English Language Education requirements of Education Code 305 (English Language Education for Immigrant

Children) Article 2, parents of English learner students may request that their student be placed in one of three program

options as defined below.

Student’s Name: Student #:

School: Grade/Track:

School’s Recommended Program Option for Student’s CELDT Level:

OPTION 1 – Structured English Immersion (SEI)

OPTION 2 – English Language Mainstream (ELM)

OPTION 3 – Transitional Bilingual in Spanish and English

Administrator/Designee Signature: Date:

I choose: (choose only one)

OPTION 1: Structured English Immersion Program

This option is available for CELDT levels 1-3. All instruction, textbooks, and teaching materials are in English.

Primary language support is provided as needed. The goal of this program is to move students into English fluency as

quickly as possible. The expectation is that students advance one CELDT level per year.

OPTION 2: English Language Mainstream Program

This option is available for CELDT levels 4-5. All instruction, textbooks, and teaching materials are in

English. This option does not provide primary language support. The goal of this program is to move students into

English fluency as quickly as possible. The expectation is that students advance one CELDT level per year.

OPTION 3: Alternative Program-Transitional Bilingual Program

This option is available for CELDT levels 1-5. (PARENT EXCEPTION WAIVER REQUIRED) Instruction, textbooks, and teaching materials are in Spanish in core curriculum in grades K-2 and transitioning to

English from third grade. The goal of this program is to develop students’ English Language proficiency while

developing academic skills in core content areas in the child’s primary language. The expectation is that students

advance one CELDT level per year. Students enrolled in this program would participate in this program from

Kindergarten through third grade.

I have received and understand the information about the school

program options for placement of my student.

I agree with the school’s recommended placement at OPTION .

I do not agree with the school’s recommended placement. I would like

to request OPTION for my student.

Parent Signature: Date:

WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent

Revised: 9/15/05

W.H. #506-68

300/332

301/333

302/331/10 (CELDT 4-5)

302/331/20 (CELDT 1-3)


Distrito Escolar Unificado de Corona y Norco

Programa de Enseñanza del Idioma Inglés K-6.º

INFORMACIÓN SOBRE OPCIONES PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el(la) director(ra) o su delegado]

Conforme a los requisitos del Articulado 2 del Artículo 305 del Código de Educación para la Enseñanza del Idioma Inglés (Enseñanza

del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés pueden pedir que su estudiante

sea asignado a una de las tres opciones del programa según se definen más abajo.

Nombre del estudiante: N.º estudiantil:

Escuela: Grado y ciclo:

Opción recomendada por el personal de la escuela basado en el nivel CELDT del estudiante:

OPCIÓN 1 - Programa Estructurado de Inmersión en Inglés (SEI)

OPCIÓN 2 – Programa de Instrucción Totalmente en Inglés (ELM)

OPCIÓN 3 – Programa Bilingüe de Transición en Español e Inglés

Firma del administrador o su delegado: Fecha:

Yo elijo: (Escoja solamente una.)

OPCIÓN 1: Programa Estructurado de Inmersión en Inglés

Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2 ó 3. Toda la instrucción es en inglés y todos los libros de texto y los materiales de enseñanza están en inglés. Se da

apoyo en la lengua materna según sea necesario. La meta en este programa es lograr que el estudiante domine el

inglés tan pronto como sea posible. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada

año.

OPCIÓN 2: Programa de Instrucción Totalmente en Inglés

Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 4 ó el 5. Toda la instrucción

es en inglés y todos los libros de texto y los materiales de enseñanza están en inglés. En esta opción, no se da apoyo

en la lengua materna. La meta en este programa es lograr que el estudiante domine el inglés tan pronto como sea

posible. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.

OPCIÓN 3: Programa Alternativo – Programa Bilingüe de Transición

(SE REQUIERE QUE LOS PADRES LLENEN LA SOLICITUD DE EXCEPCIÓN)

Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2, 3, 4, ó 5. La instrucción es en español, los libros de texto y los materiales de enseñanza están en español para enseñar las

materias del plan de estudios básico a alumnos que cursan del Kindergarten al segundo año de primaria (K a 2.°).

Cuando el estudiante cursa el tercer año de primaria, él(ella) empieza a hacer la transición al inglés. La meta en este

programa es lograr que el estudiante se vuelva competente en el idioma inglés mientras que desarrolla las destrezas

académicas en las materias básicas en su lengua materna. La expectativa es que el estudiante avance un nivel en la

prueba CELDT cada año. Los estudiantes inscritos en este programa participarían en este programa desde el

Kindergarten hasta el tercer año de primaria.

Yo he recibido y entiendo la información acerca de las opciones del

programa escolar para la asignación de mi estudiante.

Estoy de acuerdo con la asignación a la OPCIÓN recomendada

por el personal de la escuela.

Yo no estoy de acuerdo con la asignación recomendada por el personal

de la escuela. Deseo pedir la OPCIÓN para mi estudiante

Firma de padres: Fecha:

WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent

300/332

302/331/10

(CELDT 4-5)

302/331/20

(CELDT 1-3)

301/333

(Rev. 09-15-2005)

Nivel CELDT

Asignado(da) a la Opción:

1 2 3

Iniciales: Fecha:

W. H. #505-92


Actual Option Placement:

Option 4

Initial:______ Date:______

CELDT Level _________ Corona-Norco Unified School District


K-6

DUAL LANGUAGE IMMERSION

PARENT WAIVER FORM (Program options to be explained by Administrator)

Student’s Name: Student #: __________

School: Grade/Track: __________

Under the English Language Education requirements of Education Code 305 (English Language Education for Immigrant

Children) Article 2, parents of English learner students may request that their student be placed in a Waiver Program, such

as the Dual Language Immersion Program.

OPTION 4: Alternative Program--Dual Immersion Program

This option is available for CELDT levels 1-5.

Students must enter this program in Kindergarten to be eligible to participate. The goal of this program

is to develop high levels of fluency in Spanish and English (bilingualism) and a strong academic foundation in

both languages (biliteracy). Instruction and materials are in Spanish at the primary grades with some core

subjects in English. The expectation is that students advance one CELDT level per year.

WAIVER:

I, _____________________________, as the parent/legal guardian of the child named above, have been

provided with a full description of the educational program options available at CNUSD.

I request a waiver of the requirement that my child be placed in a classroom in which instruction is

overwhelmingly in English. I request, instead, that my child be placed in a classroom with primary language

instruction, in which both English and Spanish instruction, textbooks and teaching materials will be used.

Reason for waiver request (to be confirmed by school district):

_____ My child already knows English (to be confirmed by standardized tests of English vocabulary

comprehension, reading and writing, at or above state average grade level, not to exceed 5th

grade level).

_____ My child is at least 10 years old (District must determine that the child’s rapid acquisition of basic

English language skills will be better achieved through an alternative program).

_____ My child has special needs (District must determine that the child’s physical, emotional, psychological,

or educational needs will be better served through an alternative program.) I understand that I am not required

to consent to a waiver because of these special needs.

I understand that this waiver applies only to the school year listed above and I must request a waiver on

an annual basis for the waiver to continue.

Parent Signature: ___ Date: __ ____

Administrator Signature: ______________________ _ Date: ____________

WHITE – English Learner Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent

Revised 3-3-06

301/338




Conforme a los requisitos de Enseñanza del Idioma Inglés del Articulado 2, Articulo 305 del Código de Educación (Enseñanza

del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés como segundo idioma

pueden pedir que su estudiante sea asignado a un programa alternativo como el Programa de Inmersión en Dos Idiomas.

OPCIÓN 4: Programa Alternativo – Programa de Inmersión en Dos Idiomas Esta opción se ofrece a estudiantes que se encuentran a los niveles 1, 2, 3, 4 y 5 de la prueba CELDT.

Los estudiantes deben ingresar en este programa en el kindergarten para poder ser elegibles para participar.

La meta en este programa es desarrollar la habilidad de hablar el español y el inglés a un nivel avanzado

(bilingüismo) y desarrollar una base académica firme en ambos idiomas (leer y escribir en español y en inglés). La

instrucción es en español y los materiales están en español en los primeros grados de primaria y se enseñan algunas

materias básicas en inglés. La expectativa es que los estudiantes avancen un nivel en la prueba CELDT cada año.

LA SOLICITUD DE EXCEPCIÓN:

A mi, _____________________________, padre(tutor legal) del(de la) niño(niña) nombrado más arriba, me han

proporcionado una descripción completa de las opciones del programa educacional que ofrece el Distrito Escolar Unificado de

Corona y Norco.

Yo solicito una excepción al requisito de que mi hijo(hija) sea asignado(da) a un salón de clases en el cual la instrucción se

imparte totalmente en inglés. Yo pido, en vez, que mi hijo(hija) sea asignado(da) a un salón de clases donde reciba instrucción

en su lengua materna y donde los libros de texto, los materiales y la instrucción sean en ambos idiomas, ingles y español.

Motivo por el cual se solicita la excepción (pendiente la confirmación del distrito escolar):

Mi hijo(hija) ya tiene conocimientos del inglés (pendiente la confirmación mediante los resultados de los exámenes

normativos de vocabulario, lectura y escritura en inglés, que muestren que está al nivel o por encima del nivel estatal promedio

del año que cursa, sin exceder el nivel de quinto año de primaria).

Mi hijo(hija) tiene, por lo menos, 10 años de edad (el Distrito debe determinar que la rápida adquisición del(de la)

niño(niña) de los conocimientos del idioma inglés se logrará mejor mediante un programa alternativo).

Mi hijo(hija) tiene necesidades especiales (el distrito debe determinar que las necesidades físicas, emocionales,

psicológicas, o educacionales del(de la) niño(niña) se satisfarán mejor mediante un programa alternativo). Entiendo que yo no

estoy obligado a dar mi consentimiento para que se haga una excepción sólo por causa de estas necesidades especiales.

Entiendo que esta excepción se aplica únicamente al año escolar indicado más arriba y que debo renovar la solicitud

para la excepción anualmente para que siga siendo vigente.

Firma de padres: ________________________________ Fecha: _________

Firma del Administrador: _________________________ Fecha: _________

WHITE – English Learner Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent

Revised 3-3-06

301/338

Nivel CELDT


Opción 4

Iniciales: _______ Fecha: _______


Programa de Enseñanza del Idioma Inglés

K-6.º

Inmersión en Dos Idiomas

SOLICITUD DE EXCEPCIÓN – FORMULARIO PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el Administrador]


CELDT Level _________

Option Placement:

1 2 3

Initial: Date:



7-12

PARENT CHOICE INFORMATION (Program options to be explained by principal or designee)

Under the English Language Education requirements of Education Code 305 (English Language Education for

Immigrant Children) Article 2, parents of English learner students may request that their student be placed in

one of three program options as defined below. Secondary students will be placed in a dedicated period for

ELD.

Student’s Name: Student #:

School: Grade/Track:

School’s Recommended Program Option for Student’s CELDT Level:___________________

OPTION 1 – Structured English Immersion (SEI) OPTION 3 – Transitional Bilingual in Spanish and English

OPTION 2 – English Language Mainstream (ELM)

Administrator/Designee Signature: Date:

I choose: (choose only one)

OPTION 1: Structured English Immersion Program This option is available for CELDT levels 1-3. Students will receive ELD in a dedicated period. All

instruction, textbooks, and teaching materials are in English. Primary language support is provided

as needed. The goal of this program is to move students into English fluency as quickly as possible.

The expectation is that students advance one CELDT level per year.

OPTION 2: English Language Mainstream Program

This option is available for CELDT levels 4-5. ELD will be provided in a Language Arts class. All

instruction, textbooks, and teaching materials are in English. This option does not provide primary

language support. The goal of this program is to move students into English fluency as quickly as

possible. The expectation is that students advance one CELDT level per year.

OPTION 3: Alternative Program-Transitional Bilingual Program

(PARENT EXCEPTION WAIVER REQUIRED)

This option is available for CELDT levels 1-5. ELD will be provided for CELDT levels 1-3 in a

dedicated ELD class and students in CELDT levels 4-5 will receive ELD through their Language

Arts class. Instruction, textbooks, and teaching materials are in Spanish in core curriculum at the

lower CELDT levels (1-3). The goal of this program is to develop students’ English Language

proficiency while developing academic skills in core content areas in the child’s primary language.

As the student’s academic and English proficiency increases, more instruction is provided in

English. The expectation is that students advance one CELDT level per year.

I have received and understand the information about the school

program options for placement of my student.

I agree with the school’s recommended placement at OPTION .

I do not agree with the school’s recommended placement. I would like to

request OPTION for my student.

Parent Signature: Date:

300/332

302/331/10 (CELDT 4-5)

302/331/20 (CELDT 1-3)

301/333

WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK –Parent

W.H. #507-21 Revised: 9/10/04



Programa de Enseñanza del Idioma Inglés 7.º-12.º

INFORMACIÓN SOBRE OPCIONES PARA PADRES DE FAMILIA [Las opciones del programa serán explicadas por el(la) director(ra) o delegado]

Conforme a los requisitos del Articulado 2 del Artículo 305 del Código de Educación para la Enseñanza del Idioma Inglés

(Enseñanza del Idioma Inglés Para Niños Inmigrantes), los padres de estudiantes que están aprendiendo el inglés pueden pedir que

su estudiante sea asignado a una de las tres opciones de programa según se definen más abajo. Los estudiantes de secundaria y

preparatoria serán asignados a un periodo de instrucción dedicado al desarrollo del inglés como segundo idioma (ELD).



Opción recomendada por el personal de la escuela basado en el nivel CELDT del estudiante: OPCIÓN 1 - Programa Estructurado de Inmersión en Inglés (SEI) OPCIÓN 3 – Programa Bilingüe de Transición en Español e Inglés

OPCIÓN 2 – Programa de Instrucción Totalmente en Inglés (ELM)

Firma del administrador o su delegado: Fecha:

Yo elijo: (Escoja solamente una.)

OPCIÓN 1: Programa Estructurado de Inmersión en Inglés

Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2 ó 3. El estudiante recibirá un

periodo de instrucción dedicado al desarrollo del inglés como segundo idioma (ELD). Toda la instrucción es en

inglés y todos los libros de texto y los materiales de enseñanza están en inglés. Se da apoyo en la lengua materna según sea

necesario. La meta en este programa es lograr que el estudiante domine el inglés tan pronto como sea posible. La

expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.

OPCIÓN 2: Programa de Instrucción Totalmente en Inglés Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 4 ó el 5. El desarrollo del inglés como

segundo idioma (ELD) se proveerá en la clase de Artes del Lenguaje Inglés. Toda la instrucción es en inglés y todos los

libros de texto y los materiales de enseñanza están en inglés. En esta opción, no se da apoyo en la lengua materna. La meta

en este programa es lograr que el estudiante domine el inglés tan pronto como sea posible. La expectativa es que el

estudiante avance un nivel en la prueba CELDT cada año.

OPCIÓN 3: Programa Alternativo – Programa Bilingüe de Transición

(SE REQUIERE QUE LOS PADRES LLENEN LA SOLICITUD DE EXCEPCIÓN) Esta opción está disponible al estudiante cuyo nivel en la prueba CELDT es el 1, 2, 3, 4, ó 5. Estudiantes de los niveles

1 al 3 de la prueba CELDT recibirán instrucción en una clase dedicada al desarrollo del inglés como segundo idioma

(ELD) y estudiantes de los niveles 4 y 5 de la prueba CELDT recibirán instrucción en el desarrollo del inglés como

segundo idioma (ELD) en la clase de Artes del Lenguaje Inglés. La instrucción es en español, los libros de texto y los

materiales de enseñanza están en español para enseñar las materias del plan de estudios básico a alumnos que se encuentran

en los niveles más bajos de la prueba CELDT (Nivel 1 al 3). La meta en este programa es lograr que el estudiante se vuelva

competente en el idioma inglés mientras que desarrolla las destrezas académicas en las materias básicas en su lengua

materna. Se provee más instrucción en inglés según va aumentando la competencia del estudiante en las materias académicas

y en el inglés. La expectativa es que el estudiante avance un nivel en la prueba CELDT cada año.

Yo he recibido y entiendo la información acerca de las opciones del programa

escolar para la asignación de mi estudiante.

Estoy de acuerdo con la asignación a la OPCIÓN

recomendada por el personal de la escuela.

Yo no estoy de acuerdo con la asignación recomendada por el personal de la

escuela. Deseo pedir la OPCIÓN para mi estudiante.

Firma de padres: Fecha:

WHITE – EL Folder YELLOW – EL Office, Curriculum and Instruction PINK – Parent

300/332

302/331/10

(CELDT 4-5)

302/33/20

(CELDT 1-3)

301/333

(Rev. 09-10-2004)

Nivel CELDT


1 2 3

Iniciales: Fecha:

W.H. #517-08


CNUSD Catch Up Plan K-6

District-Level Performance Expectations in ELD and Academic Subject Matter for English Learners in Structured English Immersion & English Language Mainstream

ELD Level (CELDT) Beginning (1) Early Interm.(2) Intermediate(3) Early Adv.(4) Advanced(5) Reclassification

Targets set for

English Learners

are intended (1)

to prepare

students so they

can fulfill

reclassification

requirements and

(2) to prepare

students to meet

grade level

expectations.

Please see the

"Reclassification"

criteria for more

information on

how students

fulfill this target.

Timeline based 1st Year 2

nd Year 3

rd Year 4

th Year 5

th Year

on student’s ELD level 1st Year 2

nd Year 3

rd Year 4

th Year

at entry into district1 1

st Year 2

nd Year 3

rd Year

1st Year 2

nd Year

1st Year

California Standards Far Below Basic Below Basic Basic (low) Basic (mid) Basic (high)

Tests (Annual) (SS = 100-260) (SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)

Interim & Annual: Far Below Far Below Below At or Above At or Above

Local ELA Assessment Grade Level Grade Level Grade Level Grade Level Grade Level


Local Math Assessment Grade Level Grade Level Grade Level Grade Level Grade Level

Progress Toward ELD

Standards

Avenues Unit

Assessment

Avenues Unit

Assessment

Avenues Unit

Assessment

Avenues Unit

Assessment

Avenues Unit

Assessment

1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.


CNUSD Catch Up Plan K-6

in ELD and Academic Subject Matter for English Learners in Transitional Bilingual Education and Dual Language Immersion

Transitional Bilingual Ed: ELD Level (CELDT) Beginning Early Interm. Intermediate Early Adv. Advanced Reclassification

Local ELD Level 1 2 3a – 3b 4 5

Targets set for

English Learners

are intended (1)

to prepare

students so they

can fulfill

reclassification

requirements and

(2) to prepare

students to meet

grade level

expectations.

Please see the

"Reclassification"

criteria for more

information on

how students

fulfill this target


nd Year 3

rd Year 4

th Year 5

th Year


nd Year 3

rd Year 4

th Year


st Year 2

nd Year 3

rd Year

1st Year 2

nd Year

1st Year

Transition to

English academics

Transition

to English

academic

instruction

completed

Spanish Standards Test (SLA)

Grades 2, 3 and 4

Proficient or

Advanced

Proficient or

Advanced

Proficient or

Advanced

Aprenda 3 Reading

Grades 5 - 11

Stanines 5-9

NP=41-99

Stanines 5-9

NP=41-99

Stanines 5-9

NP 41-99

Spanish Standards Test (Math)

Grades 2, 3 and 4

Proficient or

Advanced

Proficient or

Advanced

Proficient or

Advanced

Aprenda 3 Math

Grades 5 - 11

Stanines 5-9

NP=41-99

Stanines 5-9

NP=41-99

Stanines 5-9

NP 41-99

Local SLA Assessment Grade Level Grade Level Grade Level

Local SP. Math Assessment Grade Level Grade Level Grade Level

Local ELA Assessment Optional2 Optional

2 Approaching Approaching Proficient

Language Arts Grade Optional3 Optional

3 Optional

3 C or above C or above

Local Math Assessment Optional2 Optional

2 Approaching Proficient Proficient

Math Grades Optional2 Optional

2 Optional

2 C or above C or above

California Standards Tests Far Below

Basic

Below Basic Basic (low) Basic (mid) Basic (high)

(SS = 100-

260)

(SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)

1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.

2Student academic performance evaluated in language of instruction; ELD assessed by local ELD measures and CELDT.

3Student academic performance in ELD used instead of Language Arts grade for SEI (Option 1).


CNUSD Catch Up Plan 7-12

District-Level Performance Expectations in ELD and Academic Subject Matter for English Learners in Structured English Immersion & English Language Mainstream

ELD Level (CELDT) Beginning (1) Early Interm.(2) Intermediate(3) Early Adv.(4) Advanced(5) Reclassification

Targets set for

English Learners

are intended (1)

to prepare

students so they

can fulfill

reclassification

requirements and

(2) to prepare

students to meet

grade level

expectations.

Please see the

"Reclassification"

criteria for more

information on

how students

fulfill this target


nd Year 3

rd Year 4

th Year 5

th Year


nd Year 3

rd Year 4

th Year


st Year 2

nd Year 3

rd Year

1st Year 2

nd Year

1st Year

California Standards Far Below Basic Below Basic Basic (low) Basic (mid) Basic (high)

Tests (Annual) (SS = 100-260) (SS = 261-299) (SS = 300-316) (SS = 317-333) (SS = 334-349)

CAHSEE (Language Arts)2 Below 300 300-324 325-349 350-450 350-450

CAHSEE (Mathematics)2 Below 300 300-324 325-349 350-450 350-450


Local ELA Assessment3 Grade Level Grade Level Grade Level Grade Level Grade Level


Local Math Assessment4 Grade Level Grade Level Grade Level Grade Level Grade Level

Progress Toward ELD

Standards

High Point

Assessment

High Point

Assessment

High Point

Assessment

High Point

Assessment

High Point

Assessment 1Timeline and expectations may vary based on grade level at entry, L1 literacy, prior formal schooling, etc.

2Applies to grades 10 – 12.

3District Writing Assessment currently available for grades 7, 9 and 10.

4District Math Assessment currently available for grades 8 and 9.


CATCH-UP PLAN MONITORING

The Corona-Norco Unified School District has a high expectation for its English Learners.

As demonstrated in the previous pages, we expect all English Learners to grow a minimum

of one CELDT level per year and we expect progress according to their CELDT level. We

believe that English Learners have a great deal of potential and have the ability to succeed in

spite of their need to learn a second language.

In order to assist English Learners in their success towards reclassification and ultimate

educational success, we have monitoring in place. This monitoring includes, but is not

limited to, having an English Learner Contact at each site, providing EL Data Rosters to the

individual teachers for each of their classes, providing ongoing staff development to

teachers, aides and administrators, holding ELAC and DELAC meetings to inform parents

of their student’s progress, etc. In addition, site personnel are knowledgeable in

implementing interventions which are appropriate to the individual student needs.

Programs such as the PASA program allow English Learners who are falling behind to get

the extra support they need in order to be successful.

The largest group of English Learners that need the extra support are those that are at the

intermediate level and seem to be “stuck” at that level. Schools are asked to focus on these

students in order to support their continued growth. Although the sites are given autonomy

in implementing their intervention plan, all sites are required to submit their proposals to the

Director of Curriculum and Instruction in charge of English Learners for approval. Upon

approval, they are allowed to use site EIA and ELAP funds to support the students’

interventions. The sites are to submit a Categorical Request Form indicating how their

English Learners will benefit from such interventions, as well as where that intervention is

indicated in their school plan.


Corona-Norco Unified School District Transitional Bilingual Curriculum Plan

Kindergarten Traditional

First Grade and Kinder Full Day

Second Grade Third Grade

Total Instructional Minutes

208 Total Instructional Minutes



303

Spanish Minutes

Spanish Minutes

Spanish Minutes

Spanish Minutes

80 Language Arts 30 Math 30 Social Studies or Science

150 Language Arts * 30 Intervention Block 60 Math (Social Studies or Science will be integrated into the Language Arts)

150 Language Arts *30 Intervention Block **60 Math T1

(Social Studies or Science will be integrated into the Language Arts for T1 and T2)

English Minutes

English Minutes

English Minutes

English Minutes

30 ELD 20 PE 18 Art, Music or Computers

43 ELD 20 PE (Art, Music or Computers will be integrated in the core areas)

43 ELD **60 Math T2, T3 (Social Studies or Science will be integrated into the Language Arts for T3) 20 PE (Art, Music or Computers will be integrated in the core areas)

150 Language Arts - (Scholastic) * 30 Intervention Block 43 ELD 60 Math Social Studies 20 PE (Art, Music or Computers will be integrated in the core areas)

* The Intervention Block will be conducted in the language of instruction for Language Arts at the grade level. During the

Intervention Block the following may be included: 1. Guided Reading (Spanish for grades K, 1, and 2; English for grade 3) 2. Retelling and summarizing (Spanish for grades K, 1, and 2; English for grade 3) 3. Services by the Reading Specialist (Spanish for grades K, 1, and 2; English for grade 3)

** During the transition process from Spanish Instruction to English Instruction in grade 2, Math is taught for Trimester 1 in Spanish. During Trimester 2, the students will receive the instruction of math concepts in Spanish (the main part of the lesson). Vocabulary will be introduced in Spanish during this trimester and then followed up with the English vocabulary for the same concept. Computation in Math during Trimester 2 will be done in English. Trimester 3 in Math will be done in English with Spanish support.



Dual Immersion Curriculum Plan

* ELD/ALD (M & F = Whole Group, T-W-Th = Two Groups at 20 minutes each)

** Include non-transferable skills

Kindergarten

90%

10%

First Grade

80%

20%

Second Grade

70%

30%

Third Grade

60%

40%

Fourth, Fifth and

Sixth Grade

50%

50%

Spanish

90%

Spanish

80%

Spanish

70%

Spanish

60%

Spanish

50%

Opening

Activities

Language Arts

Math

Social Studies

Science

Opening

Activities

Language Arts

Math

Social Studies

Science

Art/Music

Language Arts

Math

Computation &

Application

Social Studies

Language Arts

Social Studies

Science

Art / Music

Physical Ed.

Computer/

Library

Spanish Language

Arts (Composition &

Core Literature)

(Maintenance of

Language)

Trimester 1 & 2:

Social Science

Trimester 3: Science

Math

Physical Ed.

Art/Music

English

10%

English

20%

English

30%

English

40%

English

50%

ELD/ALD

(Academic

Language

Development)

*ELD/ALD

(Academic

Language

Development)

Physical Ed.

*ELD/ALD

(Academic

Language

Development)

Science

Art/Music

Physical Ed.

**ELD/ALD

(Academic

Language

Development)

Math

Computation

and Application

ELD/ALD

(Academic Language

Development)

English Language

Arts

Math

Trimester 1 & 2:

Science

Trimester 3:

Social Science

Documents

CORONA-NORCO UNIFIED SCHOOL DISTRICT · SECTION 4 – Page 1 CORONA-NORCO UNIFIED SCHOOL DISTRICT PROGRAM DESIGN K-12 Corona-Norco Unified School District followed the state curriculum