Master Plan for Services To English Learners 2015-2016 · Master Plan for Services To English Learners 2015-2016 . 3 Revis ed September 2015 ... The South Whittier School District

SOUTH WHITTIER SCHOOL DISTRICT

Master Plan for Services To English Learners

2015-2016

Revised September 2015

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TABLE OF CONTENTS

I. Introduction…………………………………………………………………………………… 4

South Whittier School Board Policies/Administrative Regulations 6051,6321……………… 4

II. Purpose of Procedures………………………………………………………………………… 5

III. Procedures…………………………………………………………………………………….. 5

A. Initial Identification……………………………………………………………………….. 5

B. Initial Assessment…………………………………………………………………………. 6

C. Annual Assessment of English Language Learners………………………………………. 6

D. Assessment Timeline …………………………………………………………………….. 7

E. Designation of Language for Basic Skills Instruction…………………………………… 7

F. Instructional Program Placement ………………………………………………………. 7

G. On-going Evaluation for Achievement and Progress……………………………………… 8

H. Programs of Instruction……………………………………………………………………. 8

1. Structured English Immersion Program K-8……………………………………… 8-9

2. English Language Mainstream Program K-8……………………………………… 9

3. Alternate Language Program K-8…………………………………………………. 10

I. Parental Exception Waivers and Appeal Procedures ……………………..………………. 11

J. Instructional Strategies ……………………………………………………………………. 11-12

K. Reclassification Standards and Criteria…………………………………………………….. 12

1. When To Reclassify………………………………………………………………… 12

2. Objective Assessment of English Language Proficiency…………………………… 12

3. Parental Opinion and Consultation…………………………………………………. 12

4. Achievement in Basic Skills Tests…………………………………………………. 13

5. Placement Recommendation of Program Assessment Team………………………. 13

6. Evaluation of Student’s Progress…………………………………………………… 13

7. Reclassification Criteria…………………………………………………………….. 13

L. Parent Notification and Involvement………………………………………………………. 14

1. Parent Notification…………………………………………………………………. 14

2. District English Learner Advisory Committee…………………………………….. 14-15

3. School English Learner Advisory Committee……………………………………… 15-16

Forms and Parent Letters ………………………………………………………………………… 17-45


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I. INTRODUCTION: Policy of Bilingual Education and Education for English Learners

The South Whittier School District Master Plan for Services to English Learners serves as an operational

guide for all district personnel as we seek to implement outstanding programs for all of our students.

The Board of Trustees of the South Whittier School District adopted the Policy of Bilingual Education (6051)

on July 28, 1987. The Policy for English Language Learners (6321) was adopted November 24, 1998.

Policies were revised on July, 2010.

The Plan describes how we identify, serve and support the students who initially enroll in the South Whittier

School District with limited proficiency in the English language. These are the goals the plan sets forth:

1. English Learner (EL) programs will be fully implemented.

2. Parents of English Learners and Reclassified Fluent English Proficient students (RFEPs) will

participate meaningfully in their children’s education.

3. English Learners will master the English language as efficiently as possible.

4. English Learners will achieve academic successes comparable to English Only (EO) students.

5. English Learners and Reclassified Fluent English Proficient Students will be at no greater risk for

school failure than English Only Students.

6. Student enrolled in alternative program will master language skills in English and another language.

The South Whittier staff should frequently consult this plan to ensure consistency and the delivery of the

highest quality of services to English Learners and their families. The plan is published simultaneously in hard

copy and on the internet. The Master Plan along with the English Learner forms and letters to parents can be

found at: http://www.swhittier.k12.ca.us.

This plan is based on state and federal laws, district board policies, research, and the input from stakeholders

who worked throughout summer of 2010 and the following school year to ensure that the very best pedagogy

practice and procedures will be used in the South Whittier schools. It should be seamless for schools and the

district to demonstrate compliance with laws and policies that have been put into place to safeguard student

needs.

It is our expectation that all staff will implement this plan with fidelity and will monitor its outcomes. In this

way, the South Whittier School District will ensure that the programs and services for English learners will be

of the highest quality.

http://www.swhittier.k12.ca.us/


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II. PURPOSE OF PROCEDURES

It is the purpose of this manual to delineate specific procedures and guidelines that will help teachers

and administrators implement a compliant program for students who are English learners (EL) as required by

the district’s policies, the LAU Plan, Proposition 227, and other state guidelines.

III. PROCEDURES

The procedures presented below are grouped in major categories and in general areas: student

identification and assessments (initial and annual), assessment timeline, instructional programs placement,

evaluation, reclassification of English learners (EL) to fluent English proficient (FEP) status, parent

notification and participation, school site English Learner Advisory Committee (ELAC) participation, District

English Learner Advisory Committee (DELAC), and required documentation of data for each EL student.

A. Initial Identification: The home or primary language of new students shall be determined at the

time of enrollment. (CALIFORNIA EDUCATION CODE: section 62002. LAU Plan: Student

Identification. Goal 1.0)

1. The Home Language Survey (HLS) (Appendix EL 1) is to be used to determine the primary

language of all students who enroll in the South Whittier School District.

2. A Home Language Survey must be filled out by parents/guardians of all students at the time of

registration, as required by state law.

3. The Home Language Survey and Registration form will be analyzed to determine the student’s

primary language and what the assessment needs are.

a. If responses to 1 – 4 are “English”, the HLS is filed in the cum, and maintained in the

district’s student information system, and no other action is needed’

b. If responses 1 – 3 are “English” and only number 4 is another language, the student

does not need to be given the English language or primary language assessment unless

there is some question as to the student’s English fluency.

c. If any response to 1 – 3 is a language other than English, further analyses of the

application is necessary:

1) If it is determined that the student is enrolling for the first time in a

California public school, the California English Language

Development Test (CELDT) must be administered within thirty

(30) days of enrollment.

2) If the student has attended another California public school, the

language status must be requested from the prior district.

4. The Home Language Survey for each student is to be filed in the cumulative record (cum). For

students who are determined to be English learners, the HLS will be placed in the green EL

folder in the cum and maintained in the district’s student information system. .


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B. Initial Assessment (within 30 days of student’s initial enrollment in a California school)

Students in Grades K- 8 Including Special Education

1. The CELDT is administered and hand scored by the classroom teacher or other qualified

personnel. (The official results override the informal scoring if the scores differ.) Official

results are communicated to parents within 30 days of receipt by the district.

2. After the CELDT is administered and scored, the EL Profile Form (Appendix EL 3) is to be

initiated by the classroom teacher or other qualified personnel. Part I and results of the initial

assessment of oral English (CELDT) will be recorded on the Profile.

3. Any Grade K – 8 students who scores an overall score of Beginning (1), Early Intermediate (2),

or Intermediate (3) proficiency level on the CELDT and is determined to be an English learner

(EL) is to be placed in an appropriate instructional program. The hand scored results and the

EL Profile and Reclassification Form (EL 3, EL 4) will be placed in a green EL folder in the

student’s cum folder and the district’s student information system is updated. These results,

including proficiency level results for each subtest, are communicated to the parent on the

Parent Notification of English Language Testing form (EL-5 E /S Parent Notification of

English Language Testing Form).

4. Any student in kindergarten or first grade, assessed for initial identification, who scores Early

Advanced (4) or Advanced (5) proficiency on the listening/speaking sections of the CELDT,

Level I, are to be classified as Fluent English Proficient (I-FEP) according to the guidelines and

criteria established by the California State Board of Education (May 2001) for identifying

English learners.

5. For students in second through eighth grades who score an overall Early Advanced (4) or

Advanced (5) proficiency and score at Intermediate or higher on the listening/speaking,

reading, and writing sections of the appropriate CELDT Level (I, II, or III), shall be classified

as Fluent English Proficient (I-FEP).

6. EL Students with disabilities are assessed for English language development using

accommodations modifications, or alternate assessments for the CELDT, if specified in the

pupil’s IEP or 504 plan.

C. Annual Assessment of English Language Learners using the CELDT (July 1 – October 31)

Returning ELL Students in Grades K – 8 (Including Special Education)

1. The CELDT is to be administered to all returning students who are classified as English

language learners.

2. The testing window for the annual assessment is July 1 through October 31 of each school year.

3. English language learners shall be assessed annually until they reach an English fluency level

when they will be reclassified to fluent English proficiency (R-FEP) status.


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D. Assessment Timeline

1. Home Language Survey – On enrollment in the district

2. Initial CELDT Assessment for English fluency – Within 30 calendar days of enrollment for the

first time in a California public school. Students enrolling for the first time in public school

from another country, US state, or California private school will be assessed within 30 calendar

days of enrollment if the parent/guardian has indicated a language other than English any of the

questions 1 through 3 on the HLS.

3. Form EL 3 (LEP Profile) will be completed for students being initially assessed within 90

calendar days.

4. July 1 through October 31 of each school year the CELDT will be administered to returning EL

students.

5. Parent Letters regarding Student Instructional Placement for both Initial and Returning EL

Students will be sent to parents/guardians in a timely manner annually. (By October 1st of each

school year or within 30 days of enrollment when initial assessments are given between

October 1st and the end of the school year.)

6. CELDT assessments will be sent for scoring to the publisher according to the timeline provided

by the company and distributed by the district’s Assessment Manager.

7. Upon receipt of the official CELDT results, the principal and designated personnel at each

school site will ensure that the data is updated in the Student Management System (SMS), that

assessment information is placed in students’ cums in the green folder and on the Test Card and

that parents receive the parent CELDT report, (mailed home).

E. Designation of Language for Basic Skills Instruction

1. A language must be designated for basic skill instruction. (CALIFORNIA EDUCATION

CODE: Section 62002 (c). LAU PLAN: Student Identification, Goal 1.0, Objective 1.3)

Language of Instruction will be recorded on LEP Profile form EL 3.

2. As a result of Proposition 227, all students are initially placed in either a structured English

Immersion or Mainstream program.

F. Instructional Program Placement

1. Students are placed in an appropriate instructional program based on results of assessments and

consultations previously defined in Board Policy 6321. (CALIFORNIA EDUCATION CODE:

Section 62002. LAU PLAN: Curriculum, Goal 1.0, Objective 1.1.1). For specific information

on instructional programs, please refer to item H. Programs of Instruction.


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G. On-going Evaluation for Achievement and Progress

1. The South Whittier School District requires on-going assessment of students’ achievement.

(CALIFORNIA EDUCATION CODE: Section 62002) Skills Continuum in the following areas

are to be utilized for on-going evaluation of individual student progress:

a. Oral English language development (CELDT Annually and ELD Program

Assessment).

b. Formal English reading and writing when students are in Structured English

Immersion and Mainstream Programs.

c. Local benchmark assessments and reportcard grades will be used for measuring on-

going progress.

2. Parents will be notified at parent conferences regarding students’ Annual Growth Targets

Previous Year CELDT

Overall Proficiency Score

Annual Growth Target

Beginning

Early Intermediate

Intermediate

Early Intermediate Overall

Intermediate Overall

Early Advanced Overall

Early Advanced or Advanced, but not at

the English proficient level (one or more

skill areas below intermediate)

Achieve the English proficient level.

(Overall proficiency level needs to

remain at Early Advanced or Advanced

level and all skill areas need to be at the

intermediate level or above.)

Early Advanced or Advanced and at the

English proficient level

Maintain English proficient level

H. Programs of Instruction

1. STRUCTURED ENGLISH IMMERSION PROGRAM K-8

Description: This program is a requirement of Proposition 227. Students participate in an in-depth

English language immersion program that promotes acceleration of English language

acquisition. Access to the core curriculum is provided through English language

development activities (ELD) and specially designed academic instruction in English

(ELD/SDAIE) support. Placement of English learners (EL) in this program is reviewed

annually by the principal and staff. Native language support for the purpose of

explanation and clarification may be provided under the direction of the classroom

teacher. Core curriculum areas include reading, writing, spelling, mathematics, social

studies/history and science.

Materials: California Common Core State Standards in the basic skill areas provide the basis for

instruction. The instruction is delivered through State approved textbooks. In English,

as adopted by the South Whittier School District Board of Trustees. Local benchmark

assessments, reportcard grades, and the District Writing Assessment are taken in

English. Textbooks used in the instructional Program are:


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Reading: MacMillan McGraw Hill California Treasures, McDougal Littell

Math: Houghton- Go Math

ELD: Option 2 California Treasures

Science: Harcourt, Pearson Prentice Hall

Social Studies/History: Houghton-Mifflin, Holt

Students: This program is appropriate for English language learners (ELL), who are identified as

having less than reasonable fluency in English to function effectively in a mainstream

classroom. The South Whittier School District has identified these students as those

who have a score of 1, 2 or 3 on the CELDT.

Waivers: No waiver is required for placement in this program.

2. ENGLISH LANGUAGE MAINSTREAM PROGRAM K-8

Description: This program is the basic grade level education program for all K-8 students. The core

curriculum is based upon the Common Core State Standards adopted by the State of

California and South Whittier School Board of Trustees. Pupils who are native English

language speakers and English language learners who have acquired reasonable fluency

in English will receive the entire core program in English with English language

development activities. Core subject areas include reading, writing, spelling,

mathematics, social studies/history and science.

Materials: The Common Core State Standards in the basic skill areas provide the basis of

instruction. The instruction is delivered through State approved textbooks and related

material, in English, as adopted by the South Whittier School District Board of

Trustees. Local benchmark assessments, reportcard grades, and the District Writing

Assessment are taken in English. Textbooks used in the instructional Program are:

• Reading: MacMillan McGraw Hill California

Treasures, McDougal Littell

• Math: Houghton- Go Math

• ELD: Option 2 California Treasures

• Science: Harcourt, Pearson Prentice Hall

• Social Studies/History: Houghton-Mifflin, Holt

Students: This program is appropriate for students who are native English speakers, fluent English

proficient students or English language learners who have attained reasonable fluency

in English (Level 3, 4 or 5 on all skills areas CELDT [LAS]). Students who are at level

1 or 2 on the CELDT may be placed in this Program when they already have been in a

Structured Immersion Program for two years.

Waivers: No waiver is required for placement in this program


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3. ALTERNATIVE LANGUAGE PROGRAM K-8

Description: This program provides a leveled approach to English Language fluency and cognitive

academic learning. Students begin at their level of native and English Language

development. The amount of English language instruction is increased as the student

progresses through the levels of language Acquisition. Native language instruction is

provided under the direction of the classroom teacher. All core subjects including

reading, writing, spelling, mathematics, social studies/history and science are included.

English language development is provided daily by the classroom teacher.

Materials: California State Standards in the basic skill areas provide the basis for instruction. The

instruction is delivered through State approved textbooks, in English and Spanish, as

adopted by the South Whittier School District Board of Trustees. The curriculum is

presented in English and/or Native language, based upon the needs of the student.

Annual assessments, including local benchmark assessments and the District Writing

Assessment are administered as required.

Students: Students placed in this program must have a parent exception waiver approved by the

district.

Waivers: A waiver is required for this program The circumstances in which a Parental

Exception Waiver may be granted are as follows:

(a) Children who already know English: the child already possesses good English

language skills, as measured by standardized test of English vocabulary

comprehension, reading, and writing, in which the child scores at or above the state

average for his or her grade level or at or above the 5th

grade average, whichever is

lower; or

(b) Older children: the child is 10 years of age or older, and it is the informed belief of

the school principal and educational staff that an alternate course of educational

study would be better suited to the child’s rapid acquisition of basic English

language skills; or

(c) Children with special needs: the child already has been placed for a period of not

less than thirty days during that school year in an English language classroom and it

is subsequently the informed belief of the school principal and educational staff that

the child has such special physical, emotional, psychological, or educational needs

that an alternate course of educational study would be better suited to the child’s

overall educational development. A written description of these special needs must

be provided and any such decision is to be made subject to the examination and

approval of the local school superintendent, under guidelines established by and

subject to the review of the local Board of Trustees and ultimately the State Board

of Education. The existence of such special needs shall not compel issuance of a

waiver, and the parents shall be fully informed o their right to refuse to agree to a

waiver.

An Alternative Language Program will be provided when 20 or more pupils at a

given grade level have been granted a waiver


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I. Parental Exception Waivers and Appeal Procedures

1. All parents of English language learner students who qualify for the Structured English Immersion

or Mainstream Program are informed of the placement of their child in these programs and are

provided with written descriptions of the program options, materials to be used in these programs

and the potential waivers available. A verbal description of all programs, educational materials and

waivers are also provided at parent request.

2. When an individual school has 20 or more pupils at a given grade level with approved waivers, it

shall offer an Alternative Language Program. If there is not an Alternative Language Program

available, the school must allow the pupils to transfer to a public school in which such a program is

offered.

3. Waivers for students over ten years of age or students who already know English may be

completed at the request of the parent on an annual basis. Waivers must be signed by the parent, in

person, at the school office. The principal must approve or deny the waiver and send approved

waivers to the Superintendent for final approval. The district has 20 instructional days to respond

to a waiver. The 20-day period includes site and district level approval.

4. Waivers for students with special needs may not be applied for until the student has been in a

Structured English Immersion Program for 10 calendar days of the 30 days required by law.

Waivers must be acted upon within 10 calendar days of the expiration of the 30-day English

immersion placement or 20 instructional days, whichever is later. The principal must approve or

deny the waiver and send approved waivers to the Superintendent for final approval.

5. Parents who have had their requested waiver denied will be notified in writing, of the reason for

denial and the steps they may take to appeal the waiver.

6. When parent requests a waiver for an Alternative Language Program and it is denied, the Program

Assessment Team will convene and the school staff will present the rationale for the denial of the

waiver, in writing, to the parent. Parents will be given the opportunity to respond. After a review

of student needs and parent concerns, the Program Assessment Team will determine appropriate

placement. In case of conflict, the principal will make the final decision. Appeals of the Program

Assessment Team decision will be sent to the Superintendent for review and recommendation.

Parents or guardians who apply for a waiver may request a review of the school district’s

guidelines or procedures by the State Board of Education.

J. Instructional Strategies

The following are sample instructional strategies and scaffolding approaches used to ensure annual

growth in English Proficiency (listening, speaking, reading and writing).

Implement Integrate ELD using GLAD strategies in all content areas throughout the school

day.

Use actions and illustrations to reinforce oral statements.

Ask for completion, not generation.

Model correct usage and judiciously correct errors.


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Use visual aids.

Early, explicit and intensive instruction in phonological awareness and phonics in order to

build decoding skills.

Increase opportunities to develop sophisticated vocabulary knowledge.

Strategies and knowledge to comprehend and analyze challenging narrative and expository

texts.

Increased exposure to print.

Engage in structured, academic talk.

Provide a minimum of 150 minutes weekly of Designated ELD instruction.

Differentiated instruction of ELD addressing the linguistic needs of the student.

Use State Adopted English Language arts ancillary materials.

Use ELD program aligned to ELD/ELA Common Core State Standards.

K. Reclassification Standards and Criteria

Reclassification means the process by which the LEP students are evaluated in their ability to perform

successfully in an English Only curriculum. The Guideline for Reclassification of English Learners,

approved by the State Board of Education (September 2002 and updated, September 2006) is based on

Education code Section 313(d)

1. When to Reclassify (Curriculum Goal 1.0 Objective 1.1.8 of LAU PLAN)

Reclassification may be initiated by the administrator, teacher, or parent of the student.

Students who meet the criteria below may be considered for reclassification.

2. Objective Assessment of English Language Proficiency Use the CELDT as the primary

criterion. Consider for reclassification those students whose overall proficiency level is early

advanced or higher and:

Listening is intermediate or higher

Speaking is intermediate or higher,

Reading is intermediate or higher, and

Writing is intermediate or higher.

Those students whose overall proficiency level is in the upper end of the intermediate level also

may be considered for reclassification if additional measures determine the likelihood that a

student is proficient in English. (Refer to Performance Level Scale score ranges chart 11-7

depending on grade level, cut score must be higher than midway for Overall Intermediate

Level) Use most recent available test data.

3. Parental Opinion and Consultation

Communication with the parent or guardian must be made by telephone, conference, or written

communication giving them the opportunity to review the student’s performance data and

provide input into the reclassification decision.

This criterion is met when, after consultation, the parent is notified that the final classification

is appropriate for the student. The parent will sign the Reclassification Report Form.


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4. Achievement in Basic Skills Tests

An empirically established range of performance on the ELA Local Benchmark Assessment

based on the non-minority English proficient student of the same grade and age is required to

demonstrate that the student is sufficiently proficient in English to succeed in an English-Only

classroom.

The criteria are met when the student score on the ELA Local Benchmark Assessment is in the

basic range.

5. Placement Recommendation of Student Study Team (SST)

The school’s Student Study Team (SST), with the student’s parents in agreement, judges the

student to have the English Language skills necessary to succeed in an English-only classroom

if the student does not meet Reclassification for students scoring below the cut point, the SST

should attempt to determine whether factors other than English language proficiency are

responsible for low performance on the ELA CST, and whether it is reasonable to reclassify the

student.

This criteria is met when the Student Study Team (SST), with the student’s parents in

agreement, judges the student to have proper reclassification and placement.

When the referred student has met all the criteria stated above, the testing data has been entered

on “III Reclassification Report Form,” and parental consultation concluded, the Program

Assessment Team may recommend the student for reclassification status.

Note: The Student Study Team is composed of:

a. Administrator c. Parent

b. Classroom Teacher d. Other Classroom Teachers

The “III RECLASSIFICATION REPORT FORM” (printed on the back of the LEP Profile)

(Appendix EL-4) is to be filled out at this time and must be kept updated with current

information.

6. Evaluation of Student’s Progress

Students will be monitored for two years following reclassification. The classroom teacher and

principal will, at quarterly review, evaluate the progress of the student. If reclassified students

are not meeting grade-level standards appropriate interventions are to be used to modify

instruction leading to students’ academic and linguistic success.

7. Reclassification Criteria (See Forms & Parent Letters)


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L. Parent Notification and Involvement

1. PARENT NOTIFICATION

a. Parents must be informed of the results of the initial identification, classification, and

initial program placement of students (Appendix EL-5). Parents will be notified

annually of their child’s program placement (Appendix EL-6).

b. Parents must be informed of the waiver required for an alternate language program.

The circumstances in which a Parental Exception Waiver may be granted are as

follows:

(a) Children who already know English: the child already possesses good

English language skills, as measured by standardized test of English vocabulary

comprehension, reading, and writing, in which the child scores at or above the state

average for his or her grade level or at or above the 5th

grade average, whichever is

lower; or

(b) Older children: the child is age 10 years or older, and it is the informed belief of

the school principal and educational staff that an alternate course of educational study

would be better suited to the child’s rapid acquisition of basic English language skills;

or

(c) Children with special needs: the child already has been placed for a period of not

less than thirty days during that school year in an English language classroom and it is

subsequently the informed belief of the school principal and educational staff that the

child has such special physical, emotional, psychological, or educational needs that an

alternate course of educational study would be better suited to the child’s overall

educational development. A written description of these special needs must be

provided and any such decision is to be made subject to the examination and approval

of the local school superintendent, under guidelines established by and subject to the

review of the local Board of Education and ultimately the State Board of Education.

The existence of such special needs shall not compel issuance of a waiver, and the

parents shall be fully informed of their right to reuse to agree to a waiver.

An Alternative Language Program will be provided when 20 or more pupils of a

given grade level have been granted a waiver.

c. Reclassification: All parents will be notified if their child is reclassified. (Appendix

EL-4)

2. DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)

a. The Assistant Superintendent of Educational Services is responsible for schedules and

conducting meetings of DELAC.

b. Numerical Requirements

Each school district with more than 50 LEP students shall establish a District

English Learner Advisory Committee. (EC 33051 (a) (3)).


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c. Selection and Composition

Parents of LEP students not employed by the district shall constitute a majority

of the committee.

An existing committee may be designated as the district wide advisory

committee if parents of LEP students are represented in at least the same

percentage as their children represent the total district enrollment. In this

instance, a subcommittee on bilingual education must be established which has a

majority of parents of LEP students. The chairperson of the subcommittee

assumes sign-off responsibility (EC 33051 (a) (3)).

d. Responsibilities

Advise on the development of a district master plan for bilingual education.

The district master plan will take into consideration the school site master

plans for bilingual education. (EC (a) (3). CAC 4312 c.1)

Assist in conducting a district wide bilingual needs assessment on a school by

school basis (CAC 4312 c.2)

Advise in the establishment of district bilingual education and English

Language Learner programs, goals, and objectives. (CAC 4312 c.3)

Assist in the administration of the annual language census and advise on

requests to use an alternative instrument and/or procedures. (CAC 4312 c.5)

Review and comment on the written notification of initial enrollment.

Review and comment on any waiver request. (EC 33051 (a) (3))

e. Training

School districts shall provide all members with appropriate training materials

and training to assist them in carrying out their responsibilities. (EC

62002.5.CCR-T5)

3. SCHOOL ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)

a. The principal designee shall schedule and conduct meetings of the (ELAC)

b. Numerical Requirements

Each school with more than 20 students of limited English proficiency shall

establish a school level advisory committee. (EC 62002.5 CCR-T5 4312)

c. Selection and Composition


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Parents of LEP students shall constitute membership in at least the same

percentage of the total school enrollment.

An existing school level advisory committee (e.g. School Site Council-SSC)

may be designated if the above criterion is met. In this instance, a

subcommittee on bilingual education must be established which has a majority

of parents of LEP students.

Parents of LEP students shall elect the parent members of the school advisory

committee. (CAC 4312.b)

Has had an election of members in which all parents of LEP students have had

an opportunity to vote.

Has had the opportunity to elect at least one member of the DELAC or

participated in a proportionate regional representation scheme when there are

31 or more ELAC’s in the district.

d. Responsibilities

Advise the principal and staff in the development of a detailed master plan for

bilingual education or English language development for the individual

school.

Submit the school master plan to the governing board for inclusion in the

district master plan.

Assist the development of the school needs assessment, language census, and

ways to make parents aware of the importance of regular attendance. (EC

62005.5 CCR-T5 4312)

e. Training

School districts shall provide all members with appropriate training materials

and training to assist them in carrying out their responsibilities. (EC 62002.5

CCR-T5)

f. Delegating responsibilities by the English Language Advisory Committee (ELAC /

District English Language Advisory Committee (DELAC)

The ELAC may vote to delegate their responsibilities to the School Site

Council for a 2 year period at a time.

Benefits: Shared decision on funding for all students


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FORMS

And Parent letters


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South Whittier School District

Language Classification

LEP PROFILE

I-FEP Date LEP Date

Reclassification Teacher Teacher Tracking 1st Year Teacher Tracking 2nd Year

I. LANGUAGE FLUENCY DIAGNOSTIC INFORMATION (Initial & Annual CELDT Assessments)

A. Last Name: ___________________________ First Name :_______________________________

B. District Student ID #:____________________ C. Date of SWSD Enrollment: _______________

D. Date of Original Home Lang. Survey:_______________ E. Primary Language: ___________

Initial CELDT Testing and Parent Program Placement

notification must be completed within 30 days from

District Enrollment Date

Annual CELDT Testing and Annual Parent Program

Placement notification must be completed by October 31st

English Language Diagnosis

Date when

Parent

Notification

was sent

home

Test

Completion

Date

Overall

Scale

Score

Overall

Proficiency

Level

Transitional Kinder (Initial CELDT) Kinder (Initial CELDT)

1st Gr. Annual CELDT

2nd

Gr. Annual CELDT

3rd

Gr. Annual CELDT

4th Gr. Annual CELDT





Type of program: (check one)

Structured English Immersion

Date: _____________

English Mainstream

Language of Instruction: English

II. TRANSITION TO ENGLISH READING (For Alternate Program Students)

EL3 Revised December 2014

A. Transition Date: ______________

B. English Oral Language (Scale Score _________________ & Overall Score ____________________

C. Primary Language Reading Level: ______________________________

D. Parent Consultation Verification Signature _______________________ Date ___________

Comments:


23

III. RECLASSIFICATION REPORT FORM

Last Name: ________________ First Name: ________________ District Stud. I.D Number: _________

A. Initial Recommendation

Check boxes if criteria is met

Requested by: Administrator _____ Teacher _____ Parent _____

B. Teacher’s Evaluation of Pupil’s Oral English Language Proficiency: (Must obtain a 4 or 5 in all areas on the Stud. Oral Language Observation Matrix (SOLOM)

C. Language Proficiency

Most Current CELDT Completion Date: ___________

Overall Performance Level: Intermediate* (SST Required) / Early advanced / Advanced

CELDT Scale Score / CELDT Performance Level:

Listening ______ / ______ Speaking ______ / ______ Reading ______ / ______

Writing ______ / ______ Overall Scale Score & Overall Proficiency Levels ______ / ______

D. Written Language Skills (Must obtain a 3 or a 4 in writing in order to meet the criteria)

Most Current Benchmark Writing Sample Score _____________ Date: ____________

E. Parent Opinion and Consultation

Type of contact: Letter: ___ Phone ___ Other (Specify) ___ Date: __________

F. Local Assessments (Must show some increase between Benchmark 1 and Benchmark 2)

ELA Benchmark (Baseline) ________ Math Benchmark (Baseline) ________ Date: ________

Trimester 1 ELA Benchmark _______ Trimester 1 Math Benchmark _______ Date: _______

Trimester 2 ELA Benchmark _______ Trimester 2 Math Benchmark _______ Date: _______

G. Student Success Team (Only For Non Sp. Ed. students unable to meet Reclassification Criteria)

Recommendation to Reclassify to Fluent English Proficient (R-FEP) Yes __ No __

Comments:

SST Administrator / Designee Signature: ____________________ SST Date _______

H. Signatures verify ALL areas of Reclassification Report were met and completed by March 20

th)

Parent/ Guardian ___________________ Teacher _________________ Principal _____________________ Date _______

EL4 Revised December 2014


24

South Whittier School District PARENT NOTIFICATION LETTER State and Federal Title III Requirements

Initial Assessment Results and Program Placement for English Learners

To the parent(s)/guardian(s) of: _______________________________ School: ____________________ Date: _________________

Student ID #: ____________________ DOB: ____________ Grade: ________ Primary language: _____________________

Dear Parent(s) or Guardian(s): Upon enrollment, a language other than English was noted on your child’s Home Language Survey. Pursuant to

California Education Code (EC) 52164.1[b] and [c], and the California Code of Regulations (CCR)11307[a], our school district is required to assess

the English and primary language proficiency of your child. These assessments are used to determine appropriate program placement. As required by

EC 52164.1[c] and federal law (5 CCR 11511.5), this form notifies you of these assessment results, your child’s program placement

recommendation, the program options that are available to your child and the district’s exit criteria.

Language Assessment Results

Your child has been evaluated for English and primary language proficiency. The results are as follows:

Skill Area English Proficiency Level

(CELDT*)

Primary Language Proficiency Level

LAS Test Date Administered:

Listening

Speaking

Reading

Writing

Overall Performance

*These scores are based on district scoring using the testing contractor’s scoring guide. The contractor will send

individual student reports to districts, and districts must provide this information to parents within 30 days.

Language Designation

Based on results of the California English Language Development Test (CELDT), your child has been identified as:

English learner (EL) with less than reasonable fluency in English who will be assigned to the Structured English Immersion Program.

English learner (EL) with reasonable fluency in English who will be assigned to the English Mainstream Program.

Fluent English proficient (FEP) student who will be placed in the district’s regular core curriculum.

Check if applicable:

Individualized Education Program (IEP) on file: Describe how current program will meet objectives of IEP.

_____________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Program Placement Options for English Learners

A more detailed description of all English learner program placement options and goals can be found on the reverse side of this form. To request that your child be

assigned to an Alternative Program in which a significant amount of instruction is provided in your child’s primary or home language, you must apply for a Parental

Exception Waiver.

CELDT Performances Level Program Placement

Advanced

Reasonable fluency**

English Language Mainstream ***

(or an alternative Education Program

with an approved parental waiver) Early Advanced

Intermediate

Early Intermediate Less than reasonable fluency**

Structured English Immersion***

(or an alternative Education Program

with an approved parental waiver) Beginning

Other Instructional Setting as per IEP

Districts determine what levels constitute “reasonable fluency” and “less than reasonable fluency”.

(South Whittier School District Board Policy 6174 and Master Plan for ELs)

EL 5E



25

Description of Program Placement Options and Goals for English Learners

In order to meet the educational needs of English learners, all programs must include English Language Development (ELD) and differentiated

instructional strategies.

Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in a SEI program and are taught overwhelmingly in

English, but may be supported in the students’ primary language, if applicable. English learners receive instruction in ELD and other core subjects through

effective teaching strategies from trained and authorized teachers using district-adopted textbooks and supplementary instructional materials. Instruction is

based on ELD and grade-level content standards.

English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program in a classroom with native

speakers of English. English learners receive instruction in ELD and other core subjects through effective teaching strategies from trained and authorized

teachers using district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level standards. Students

continue to receive additional and appropriate instruction in order to make academic progress and meet the requirements to be reclassified as fluent English

proficient (FEP).

Alternative Program (Alt): Students with an approved parental exception waiver*** receive core instruction through their primary language and

instruction in ELD from trained and authorized teachers using district-adopted textbooks and supplementary instructional materials. Instruction is based on

ELD and grade-level standards. Students continue to receive additional and appropriate instruction in order to make academic progress and meet the

requirements to be reclassified as fluent English proficient (FEP). Program availability will depend upon the number of students receiving waivers. If fewer than

20 students receive a waiver on one grade level, then your child may have to transfer to a neighboring school to receive the requested program (if program exists at

the other schools). Parents must personally visit the school to apply for a waiver

*** California state law gives parents the right to request that their child be placed in an alternative program.

To place your child in an alternative program, you must personally visit the school to apply for a parental exception waiver at your child’s school each year, and

he/she must meet one of the following criteria: a) knows English and academically performs at least at the 5th grade level, b) is 10 years of age or older, c) is a

student under 10 years of age, was placed in an English language classroom for 30 calendar days, and special needs exist.

Note: At any time during the school year, you may have your child moved into the English Mainstream Program.

Parents/Guardians have the right to request

a parental exception waiver for an alternative program.

A school visitation is required to request a waiver.

Reclassification (Exit) Criteria The goals of English learner programs are for students to become fully proficient in English as rapidly and effectively as possible and master

state standards for academic achievement so they can meet the district’s exit/reclassification criteria. The district’s reclassification criteria are indicated below:

Required Criteria

(Education Code Section 313[d])

LEA Criteria

(Board Policy 6174 and Master Plan for ELs)

CELDT Overall proficiency level is early advanced or higher (nothing lower than intermediate in

any of the four skill areas)

California Standards Test (CST) ELA Cut score on CST 350 (proficient)or higher

Teacher Evaluation of Academic Performance Students will be monitored for two (2) years following reclassification. The classroom

teacher and principal will evaluate the progress of the student. If reclassified students are

not meeting grade-level standards, appropriate interventions are to be used to modify instruction leading to students’ academic and linguistic success.

Parental Consultation Communication must be made by telephone, conference, or written communication giving

them the opportunity to review student’s performance data and provide input. The parent will sign the reclassification Report Form.

Pease sign below and return the entire letter to school

I have been informed of and agree with my child’s placement in the program checked above.

I also understand that I have the right to request a conference to discuss my child’s current program and other program options.

_____________________________________________________________________________________________________________________________________

Parent/Guardian Signature Telephone Number Date

EL 5E



26

DISTRITO ESCOLAR DEL SUR DE WHITTIER

“Éxito para Cada Estudiante”

NOTIFICACION INICIAL PARA LOS PADRES

Requisitos Federales y Estatales para el Programa Titulo III

Para los Padres/Guardianes de: Escuela: Fecha:

# de Identificación del Estudiante: Fecha de Nacimiento: Grado: Idioma Primario:

Estimado(a) Padre/Tutor: Durante la matricula, notamos que se marcó un idioma además del inglés en la encuesta de idioma del hogar de su

hijo(a). Por lo tanto la ley federal requiere que nuestro distrito escolar evalúe el nivel del dominio de inglés de su hijo(a). Los resultados de

este examen se usaran para determinar la colocación del programa apropiado. Se requiere que le informemos de los resultados de la

evaluación, la recomendación de programas, y todas las opciones de colocación disponibles para su hijo(a). También hemos puesto la

información que nuestro distrito usa para decidir cuando un estudiante está listo para salir del programa para principiantes del idioma

inglés. (Estados Unidos 20 código 7012; Código de Educación de California secciones 52164.1 [b] y [c]; y Código de California Titulo 5

secciones de Regulación 11307 [a] y 11511.

Resultados de Evaluación del Idioma

Area de Habilidad Nivel de Dominio del Inglés (CELDT)

(Principiante, Pre-intermedio, Intermedio, Pre-avanzado,

Avanzado)

Nivel de Dominio del Idioma Primario

Examen “LAS”

Fecha de Administración:

Escucha

Dicción

Lectura

Escritura

Resultado Total de Desempeño

Estos resultados están basados en la calificación del distrito usando la guía de calificaciones del contratista de pruebas. El contratista enviará reportes de

estudiantes individuales al distrito, y los distritos deben proporcionar esta información a los padres dentro de 30 días.

Basado en los resultados del examen de Desarrollo del Idioma Inglés de California (CELDT), su hijo(a) ha sido identificado(a) como:

Aprendiz de Inglés (EL) con menos del dominio razonable de ingles y quien será asignado al programa de inmersión de inglés estructurado.

Aprendiz de Inglés (EL) con dominio razonable de ingles y quien será asignado al programa de inglés regular.

Estudiante Competente en el Idioma Inglés (FEP) y quien será asignado al programa de estudios básico.

Marcar si es aplicable:

Programa de Educación Individualizado (IEP) en archivo: Describir como el programa actual alcanzará los objetivos del IEP.

Opción de colocación de programa para aprendices de inglés Una descripción más detallada de todas las opciones de colocación de los programas para aprendices de ingles y objetivos se encuentran al dorso de esta forma. Para

solicitar que su hijo(a) sea colocado en un programa alterno en el cual una cantidad significativa de la instrucción es proporcionada en el idioma primario de su hijo(a),

usted deberá someter una “Renuncia de Excepción Paternal”.

Niveles de Desempeño (CELDT) Colocación de Programa

Avanzado Fluidez inicial de inglés

(Criterio SBE aprobado, Mayo

2011)

Programa de Inglés Regular*** Pre-avanzado

Intermedio

Dominio razonable***

Programa de Inglés Común***

(o Programa Alterno con una Renuncia de

Excepción Paternal aprobada)

Pre-intermedio Menos del dominio razonable de

inglés**

Programa de Inglés Estructurado***

(o Programa Alterno con una Renuncia de

Excepción Paternal aprobada) Principiante

Otro ajuste educacional basado en el IEP

Los distritos determinan que niveles constituyen “dominio razonable” y “menos del dominio razonable”.


27

DISTRITO ESCOLAR DEL SUR DE WHITTIER “Éxito para Cada Estudiante”

NOTIFICACION INICIAL PARA LOS PADRES

Requisitos Federales y Estatales para el Programa Titulo III

Descripción de Opciones de Colocación de Programa y Objetivos para Aprendices de inglés Todos los programas incluyen Desarrollo del Idioma Inglés (ELD) y estrategias de enseñanza diferenciada para el nivel de cada

estudiante de dominio del idioma Inglés. Estas estrategias se utilizan para ayudar a cada estudiante alcanzar competencia en

expresión oral, lectura y escritura de inglés, y el éxito académico en todas las materias básicas. Inglés Estructurado (SEI): Los estudiantes que marcan menos del dominio razonable son colocados en el programa SEI y se les enseña de manera

incontenible en inglés, pero podría ser proporcionada en el idioma primario del estudiantes, si es aplicable. Los estudiantes aprendices reciben instrucción

en ELD y otras materias básicas con estrategias de enseñanza efectivas por maestros autorizados que usan libros de textos adoptados por el distrito y

materiales suplementarios. La instrucción está basada en ELD y el contenido de estándares de nivel de grado.

Programa de Inglés Común (ELM): Los estudiantes que marcan un dominio razonable en inglés son colocados en el programa ELM con estudiantes

nativos del idioma inglés. A estos estudiantes se les enseña ELD y otras materias básicas con estrategias de enseñanza efectivas por maestros autorizados

que usan libros de texto adoptados por el distrito y materiales suplementarios. La instrucción está basada en ELD y el contenido de estándares de nivel de

grado. Los estudiantes continúan recibiendo instrucción adicional y necesaria para progresar académicamente y alcanzar los requisitos para ser

reclasificados como inglés fluido muy competente (FEP).

Programa Alternativo (ALT): Los estudiantes con una "Renuncia de Excepción Paternal aprobada” reciben instrucción básica por medio de su idioma

primario e instrucción ELD en inglés de maestros autorizados que usan libros de texto adoptados por el distrito y materiales educacionales suplementarios.

La instrucción está basada en ELD y el contenido de estándares de nivel de grado. Los estudiantes continúan recibiendo instrucción adicional y necesaria

para progresar académicamente y alcanzar los requisitos para ser reclasificado como inglés fluido muy competente (FEP). La Disponibilidad del programa

dependerá del número de estudiantes con una “Renuncia de Excepción Paternal aprobada”. Si menos de 20 estudiantes obtienen una renuncia en el mismo

nivel grado, entonces su hijo(a) deberá trasladarse a una escuela vecina para recibir el programa solicitado (si el programa existe en las otras escuelas). Los

padres deben visitar personalmente la escuela para solicitar una renuncia.

NOTA: En cualquier tiempo durante el año escolar, usted puede poner a su hijo(a) en el programa regular de inglés.

Criterio de Reclasificación (Salida) El objetivo del programa aprendices de ingles es que los estudiantes se hagan competentes del idioma lo más rápido y efectivamente posible y que dominen los

estándares del progreso académico del estado para satisfacer los requisitos de salida/reclasificación.

Criterio Requerido

(Código de Educación, Sección 313[d])

Criterio LEA


Evaluación del Desarrollo del Idioma Inglés (CELDT) El nivel de habilidad total es pre-avanzado o superior (no inferior al intermedio en

cualquiera de las cuatro áreas de conocimiento)

Comparación del rendimiento en las destrezas básicas El corte de calificación para ELA en CST es 350 (dominio) o más alto

Opinión y consulta de los padres

La comunicación debe ser por teléfono, conferencia, o correspondencia que les de la oportunidad

de examinar el progreso del estudiante y de dar su opinión. El padre firmará la Forma de

reclasificación.

Evaluación del Maestro

Los estudiantes serán monitoreados por dos (2) años después de haber sido reclasificados. El

maestro y director evaluarán el progreso del estudiante. Si los alumnos reclasificados no

satisfacen los estándares de nivel de grado, se utilizarán intervenciones apropiadas para modificar

la instrucción que lleve a los estudiantes al éxito lingüístico y académico.

Por favor llame a la escuela de su hijo(a) a los números mencionados abajo si desea hacer una cita para discutir las opciones de colocación de programas

para su hijo Carmela 562-941-2132; Los Altos 562-941-3711; Loma Vista 562-941-4712; Lake Marie 562-944-0208; Monte Vista 562-946-1494; McKibben

562-944-9878; Graves Middle School 562-944-0135.

Por favor firme abajo y regrese la carta entera a la escuela

He sido informado y estoy de acuerdo con la colocación de mi hijo(a) en el programa marcado arriba. También entiendo que tengo el

derecho de solicitar una conferencia para discutir el programa actual y otras opciones de programa de mi hijo(a). _____________________ ______________________________________________________________________

Firma del Padre/Tutor Número de Teléfono Fecha

Los Padres/Tutores tienen el derecho de solicitar una “Renuncia de Excepción Paternal” para el programa alternativo.

La ley de California permite a los padres el derecho de solicitar que su hijo sea colocado en un programa alternativo. Para ello, debe visitar

la escuela de su hijo y solicitar una "excepción paternal" cada año. Su hijo debe cumplir con uno de los siguientes requisitos: a) sabe

inglés y se desempeña académicamente por lo menos a nivel de quinto grado, b) tiene diez años de edad o más, o c) es un estudiante menor

de diez años de edad que ha estado en un salón de clase de idioma Inglés por 30 días, y tiene necesidades especiales.


28

ANNUAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements

To the parent(s)/guardian(s) of: ________________________________ School: __________________ Date: ________________ Student ID #: _________________ Date of Birth: ____________ Grade: ________ Primary language: ___________________ Dear Parent(s) or Guardian(s): Each year, we are required by law to notify you of your child’s proficiency level in English. We must also provide you with the school’s recommendation for program placement and describe all available program options. This letter also explains how we decide when a student is ready to exit the English learner program. (20 USC 7012 and 6312[g][1][A]; California Education Code, Section 48985; and Title 5 of the California Code of Regulations, Section 1309[a][b][1]).) Your child’s current overall English proficiency level is_____________________________________ according to their most recent California English Language Development Test (CELDT) results. Based on these results, your child has been identified as an:

English learner (EL) with less than reasonable fluency in English and assigned to the Structured English Immersion Program.

English learner (EL) with reasonable fluency in English and assigned to the English Language Mainstream Program.

Check if applicable:

Individualized Education Program (IEP) on file

A description of how your child’s recommended program placement will meet the objectives of the IEP (See attached Special Factor’s Page).

Academic Achievement Results

Skill Area Status of Academic Achievement (Based on Most Current Report Card Grade)

District Benchmark

Most Recent score/date

Performance Level

Advanced, Proficient, Basic, Below Basic or Far Below Basic

English Language Arts

Mathematics

History-Social Science

Science

Program Placement Options for English Learners

The chart below shows all program placement options. (A more detailed description follows.) To request that your child be placed in an Alternative Program in which much of the instruction is provided in your child’s primary language, you must apply for a “Parental Exception Waiver.”

English Language Proficiency Levels Program Placement

Advanced

Reasonable fluency 1

English Language Mainstream 1

or an Alternative Program with an approved Parental Exception Waiver

Early Advanced

Intermediate

Early Intermediate Less than reasonable fluency 1

Structured English Immersion 1

or an Alternative Program with an approved Parental Exception Waiver Beginning

Other Instructional Setting based on IEP

1

Districts determine what levels constitute “reasonable fluency” and “less than reasonable fluency”.

(South Whittier School District Board Policy 6174 and Master Plan for ELs)

EL 6E


29

ANNUAL PARENT NOTIFICATION LETTER Federal Title III and State Requirements

Description of Program Placement Options and Goals for English Learners

All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in listening, speaking, reading and writing English, and succeed

academically in all core subjects.

Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.

English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

Alternative Program (ALT): Students with an approved “Parental Exception Waiver” 2

are taught core subjects in their primary language. They receive instruction in ELD in English. Teachers must receive special training to work in such a program. They use district-adopted textbooks and supplementary instructional materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient. Program availability will depend upon the number of students receiving waivers. If fewer than 20 students receive a waiver on one grade level, then your child may have to transfer to a neighboring school to receive the requested program (if program exists at the other schools). Parents must personally visit the school to apply for a waiver

NOTE: at any time during the school year, you may have your child moved into the English Language Mainstream Program.

Reclassification (Exit) Criteria

The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district’s reclassification criteria are listed below:

Required Criteria

(Education Code, Section 313[d])

LEA Criteria


English Language Proficiency Assessment (CELDT) Overall proficiency level is early advanced or higher (nothing lower than intermediate in any of the four skill areas)

Comparison of Performance in Basic Skills The required academic achievement is based on most current report card grades.

Parental Opinion and Consultation Communication must be made by telephone, conference, or written communication giving them the opportunity to review student’s performance data and provide input. The parent will sign the reclassification Report Form.

Teacher Evaluation Students will be monitored for two (2) years following reclassification. The classroom teacher and principal will evaluate the progress of the student. If reclassified students are not meeting grade-level standards, appropriate interventions are to be used to modify instruction leading to students’ academic and linguistic success.

Please sign below and return the entire letter to school

I have been informed of and agree with my child’s placement in the program checked above. I also understand that I have the right to request a conference to discuss my child’s current program and other program options. ______________________________ ________________ Parent/Guardian Signature Telephone Number Date

EL 6E

2 Parents/Guardians have the right to request a “parental exception waiver” for an alternative program.

California law gives parents of English learners the right to request that their child be placed in an Alternative Program. To do so, you must visit your child’s school to apply for a “Parental Exception Waiver” each year. Your child must meet one of the following requirements: a) knows

English and performs academically at least at fifth grade level; b) is ten years of age or older; or c) is a student under ten years of age who has been in an English language classroom for 30 calendar days, and has special needs.


30



NOTIFICACION ANUAL PARA LOS PADRES Requisitos Federales y Estatales para Programa Titulo III

Para los Padres/Tutores de: Escuela: Fecha:

# de Identificación del alumno: Fecha de nacimiento: Grado: Idioma principal:

Estimado(s) Padre(s) o Tutor(es): Cada año, la ley nos requiere notificarle el nivel de habilidad de inglés de su hijo(a). También debemos proveerle la

recomendación de la escuela sobre el programa al cual fue asignado(a) y describir todas las opciones disponibles del programa. Esta notificación también explica

cómo decidimos cuando un estudiante está listo para salir del programa de inglés para principiantes. (Código 7012 de los Estados Unidos20 y 6312[g][1][A];Código

de Educación de California Sección 48985; y Título 5 del Código de Regulaciones de California, Sección 11309[a][b][1].)

El nivel actual de habilidad de inglés de su hijo(a) es , según los resultados más recientes del Examen del

Desarrollo del Idioma Inglés de California (CELDT).

Basado en estos resultados, su hijo(a) ha sido identificado como:

Aprendiz de inglés (EL) con menos del dominio razonable en inglés y asignado al Programa de Inmersión de Inglés Estructurado.

Aprendiz de inglés (EL) con dominio razonable en inglés y asignado(a) al Programa de inglés regular.

Marcar si es aplicable:

Programa de Educación Individualizada (IEP) en archivo

Adjunta está la descripción de cómo el programa de colocación recomendado para su hijo(a) llenará los objetivos del IEP.

Resultados de Logro Académico

Area de habilidad Logros académicos basados en

la boleta más reciente de

calificaciones

Otras medidas del distrito

Fecha de resultados más recientes

Nivel de Desempeño

Avanzado, Competente, Básico, Debajo de lo

Basic o Muy por Debajo de lo Básico

Artes de Lenguaje Inglés

Matemáticas

Historia - Ciencias Sociales

Ciencia

Opción de colocación de programa para aprendices de inglés

La gráfica abajo muestra todas las opciones de colocación de programa del Distrito Escolar del Sur de Whittier. (Seguidas por una descripción más detallada.) Para

solicitar que su hijo(a) sea colocado en un Programa Alterno en el cual la mayor parte de la instrucción es proporcionada en el idioma principal de su niño, usted

deberá solicitar una “Renuncia de Excepción Paternal.”

Niveles de competencia en ingles Colocación de Programa

Avanzado

Dominio razonable de inglés

Programa de inglés regular

o Programa Alterno

con una Renuncia de Excepción Paternal aprobada

Pre-avanzado

Intermedio

Pre-intermedio Menos del dominio razonable de

ingles

Programa de Inglés Estructurado

o Programa Alterno

con una Renuncia de Excepción Paternal aprobada Principiante

Otro ajuste educacional basado en el IEP

Los distritos determinan qué niveles constituyen "dominio razonable" "y menos del dominio razonable".

(Reglamentos de la Mesa Directiva de Educación del Distrito Escolar del Sur de Whittier 6174 y Plan Maestro para aprendices de inglés)


31



NOTIFICACION ANUAL PARA LOS PADRES Requisitos Federales y Estatales para Programa Titulo III

Descripción de Opciones de Colocación de Programa y Objetivos para Aprendices de inglés

Todos los programas incluyen Desarrollo del Idioma Inglés (ELD) y estrategias de enseñanza diferenciada para el nivel de cada estudiante de dominio del idioma Inglés. Estas

estrategias se utilizan para ayudar a cada estudiante alcanzar competencia en expresión oral, lectura y escritura de inglés, y el éxito académico en todas las materias básicas.

Inglés Estructurado (SEI): Los estudiantes que marcan menos del dominio razonable son colocados en el programa SEI y se les enseña de manera incontenible en

inglés, pero podría ser proporcionada en el idioma primario del estudiantes, si es aplicable. Los estudiantes aprendices reciben instrucción en ELD y otras materias básicas con estrategias de enseñanza efectivas por maestros autorizados que usan libros de textos adoptados por el distrito y materiales suplementarios. La

instrucción está basada en ELD y el contenido de estándares de nivel de grado.

Programa de Inglés Regular (ELM): Los estudiantes que marcan un dominio razonable en inglés son colocados en el programa ELM con estudiantes nativos del

idioma inglés. A estos estudiantes se les enseña ELD y otras materias básicas con estrategias de enseñanza efectivas por maestros autorizados que usan libros de texto adoptados por el distrito y materiales suplementarios. La instrucción está basada en ELD y el contenido de estándares de nivel de grado. Los estudiantes

continúan recibiendo instrucción adicional y necesaria para progresar académicamente y alcanzar los requisitos para ser reclasificados como inglés fluido muy

competente (FEP).

Programa Alternativo (ALT): Los estudiantes con una "Renuncia de Excepción Paternal aprobada” reciben instrucción básica por medio de su idioma primario e

instrucción ELD en inglés de maestros autorizados que usan libros de texto adoptados por el distrito y materiales educacionales suplementarios. La instrucción está basada en ELD y el contenido de estándares de nivel de grado. Los estudiantes continúan recibiendo instrucción adicional y necesaria para progresar académicamente

y alcanzar los requisitos para ser reclasificado como inglés fluido muy competente (FEP). La Disponibilidad del programa dependerá del número de estudiantes con

una “Renuncia de Excepción Paternal aprobada”. Si menos de 20 estudiantes obtienen una renuncia en el mismo nivel grado, entonces su hijo(a) deberá trasladarse a una escuela vecina para recibir el programa solicitado (si el programa existe en las otras escuelas). Los padres deben visitar personalmente la escuela para solicitar

una renuncia.

NOTA: En cualquier tiempo durante el año escolar, usted puede poner a su hijo(a) en el programa regular de inglés.

Criterio de Reclasificación (Salida)

El objetivo del programa aprendices de ingles es que los estudiantes se hagan competentes del idioma lo más rápido y efectivamente posible y que dominen los

estándares del progreso académico del estado para satisfacer los requisitos de salida/reclasificación. Los requisitos de reclasificación del distrito son:

Criterio Requerido

(Código de Educación, Sección 313[d])

Criterio LEA


Evaluación del Desarrollo del Idioma Inglés (CELDT) El nivel de habilidad total es pre-avanzado o superior (no inferior al intermedio en

cualquiera de las cuatro áreas de conocimiento)

Comparación del rendimiento en las destrezas básicas Los logros académicos requeridos están basados en la boleta más reciente de calificaciones.

Opinión y Consultación del Padre

La comunicación debe ser por teléfono, conferencia, o correspondencia que les de la oportunidad

de examinar el progreso del estudiante y de dar su opinión. El padre firmará la Forma de

reclasificación.

Evaluación del Maestro

Los estudiantes serán monitoreados por dos (2) años después de haber sido reclasificados. El

maestro y director evaluarán el progreso del estudiante. Si los alumnos reclasificados no

satisfacen los estándares de nivel de grado, se utilizarán intervenciones apropiadas para modificar

la instrucción que lleve a los estudiantes al éxito lingüístico y académico.

Por favor llame a la escuela de su hijo(a) a los números mencionados abajo si desea hacer una cita para discutir las opciones de colocación de programas

para su hijo

Carmela 562-941-2132; Los Altos 562-941-3711; Loma Vista 562-941-4712; Lake Marie 562-944-0208; Monte Vista 562-946-1494; McKibben 562-944-9878;

Graves Middle School 562-944-0135.

Por favor firme abajo y regrese la carta entera a la escuela

He sido informado y estoy de acuerdo con la colocación de mi hijo(a) en el programa marcado arriba.

También entiendo que tengo el derecho de solicitar una conferencia para discutir el programa actual y otras opciones de programa de mi

hijo(a). ______________________________ ______________ __

Firma del Padre/Tutor Número de Teléfono Fecha

Los Padres/Tutores tienen el derecho de solicitar una “Renuncia de Excepción Paternal” para el programa alternativo.

La ley de California da a los padres de los principiantes de inglés el derecho de solicitar que su hijo(a) sea colocado en un Programa Alterno. Para que así sea, usted debe visitar la escuela de su hijo para solicitar una “Renuncia de Excepción Paternal” cada año. Su hijo debe satisfacer uno de los siguientes requisitos: a) sabe el inglés y se desempeña académicamente a nivel de quinto grado; b) tiene diez años de edad o más o c) es un estudiante menor de diez años que ha estado en una clase de inglés por 30 días y tiene necesidades especiales.


32


Two-Year Monitoring Log for Reclassified (R-FEP) Students

Last Name_____________________ First Name ________________________ Grade_____________

Date Reclassified___________________ Date of Birth_____________ Student I.D. # _____________

Test Data

Benchmark

Assessments

Year 1 Scores

Year 1 Date

Year 2 Scores

Year 2 Date

Q1: ELA - Reading

Writing

Math

Q 2: ELA - Reading

Writing

Math

Q 3: ELA - Reading

Writing

Math

Report Card

Grades T1 T2 T3

Year 1

Date

T1 T2 T3 Year 2

Date

ELA – Reading

ELA – Writing

Math

Year 1 Teacher Input

Student is doing well in all CORE curricular areas: Yes______ No *______

Comments: ___________________________________________________________________

* Interventions offered _______________________________________________________

Teacher Tracking Year One : ________________________ Grade: ____ School year: _____

Year 2 Teacher Input Student is doing well in all CORE curricular areas: Yes______ No *______

Comments: ___________________________________________________________________

* Interventions offered _______________________________________________________

Teacher Tracking Year Two: ________________________ Grade: ____ School year: _____

EL 12 – Place in Student’s EL Folder Revised – December 2014


33


School: ________________________________

Teacher: ________________________________

Room: ________________________________

Date: ________________________________

Dear Parent of: _______________________________

When your child first enrolled in a California public school, he/she was classified as an English learner based

on the results of their assessment of English language proficiency on the California English Language Development

Test. As an English learner, your child has received an English Language Development program appropriate to their

language needs.

Congratulations! Your child is now a candidate under consideration for reclassification from English learner

(EL) to Fluent English Proficient (R-FEP). He/she has met most components of our South Whittier School District’s

Reclassification Criteria needed for reclassification. The guidelines for reclassification are established by the

California Department of Education. At this time, your child may still need to meet the basic skills requirement, their

classroom teacher input, and parent consultation before we may proceed with your child’s reclassification.

We feel you are a valued part of your child’s reclassification, as such we extend an invitation for you to join

this decision making process. In order for your child to be reclassified, we need to provide you the opportunity to

provide input in this decision. Please feel free to contact your child’s teacher to let her/him know your opinion about

your child’s reclassification process. If you have any questions, please contact the school office and ask to speak with

the principal.

Sincerely,

Your Child’s Principal

*************Please complete & return this form to your child’s teacher **************

Yes, I was informed and given the opportunity to provide input on my recommendation to Reclassify my

student from Limited English Proficient to Fluent English Proficient.

Student’s Name: ________________________________ Room #: ____________

Teacher: ______________________________________ School: ______________

Parent’s Name (Please Print): ______________________ Date: _______________

Parent’s Signature: _______________________________ Cell Phone #: _________


34


Escuela: ________________________________

Maestro (a): ________________________________

Salón: ________________________________

Fecha: ________________________________

Estimados Padres de: _______________________________

Cuando su hijo fue inscrito por primera vez en una escuela pública en California, él fue clasificado como Estudiante

que está Aprendiendo Inglés; basado en los resultados de su evaluación en la encuesta del dominio del lenguaje, en el

Examen del Desarrollo del Inglés en California. Como estudiante que aprende Inglés, su hijo ha recibido un

programa llamado Desarrollo del Idioma Inglés, que es apropiado y de acuerdo a su necesidad en el idioma.

¡Felicidades! Ahora, su hijo es candidato bajo consideración de la reclasificación de estudiante limitado en inglés

(siglas en Inglés EL) a estudiante que domina el Inglés (siglas en inglés R-FEP). Bajo las normas de reclasificación

del Distrito Escolar de South Whittier, su estudiante ha logrado alcanzar la mayoría de las condiciones para su

reclasificación. Su hijo debe reunir todas las condiciones de habilidades básicas establecidas por el Departamento de

Educación de California. En este momento, su hijo debe cumplir con el requisito sobre sus habilidades básicas, la

evaluación del maestro y la aprobación de los padres, esto procede previo a la reclasificación de su estudiante.

Creemos que ustedes son una parte integral en el proceso de reclasificación de su hijo, por eso le extendemos la

oportunidad de comunicarse con el maestro de su hijo(a) y le dé su opinión sobre el proceso de reclasificación de su

hijo(a). Si tiene preguntas, favor de comuníquese a la oficina de la escuela y pregunte hablar con el director.

Muy atentamente,

El Director de su hijo

************ Favor de llenar y regresar esta forma al maestro de su hijo ***********

Sí, se me ha informado y he tenido la oportunidad de proveer mi opinión sobre la recomendación de

reclasificar a mi estudiante de estudiante Limitado en Inglés a estudiante quien domina Proficientemente el

Inglés.

Nombre del Estudiante : ____________________________ Escuela: _________________

Maestro: ____________________________ Salón: ___________________

Nombre del Padre / Tutor: ____________________________ Fecha: ___________________

Firma del Padre/Tutor: _____________________________ Celular #: ________________


35

Stages of Second Language Acquisition

Beginning

Description: The silent period – a time for receptive language acquisition lasting an average of ten hours to

three month of instruction. Students develop listening skills. It is not necessary for the student to speak.

Characteristics of Student: Non-English speaker; Student may have some understanding but too shy to speak.

Vocabulary Goal: 500 words (receptive)

Early Intermediate

Description: Period of limited production, progress will vary, lasting an average of six months to two years of

instruction.

Characteristic of Student: Student has limited understanding. Student can speak one or two word phrases.

Natural Progression: Yes or No responses; One word answers; Name words in list; Short phrases; Simple

sentences.

Vocabulary Goal: 1,000 words receptive (10% production)

Intermediate

Description: Periods of expanded production, progress will vary. Error correction should be limited to

modeling and expansion of student’s language. This period may last for two to four years.

Characteristics of the Student: Students understanding has become expanded. Student is less hesitant to

speak.

Natural Progression: Speech production becomes longer, more complex; Long phrases and complete

sentences; More extensive vocabulary; Correctness level improves; Open dialogue; Extended discourse; Narrative.

Literacy: Should follow oral activities for students with well developed primary language literacy skills. In

general will not occur at K-2.

Vocabulary Goal: 2,000-5,000 receptive (10% production)

Intermediate Fluency/Early Advanced/Advanced

Description: Period of continued vocabulary expansion to develop higher level of language use in content

areas. Reading and writing activities are incorporated into lessons.

Characteristics of Student: Understanding has expanded beyond communicative competence; Has attained

high levels of cognitive academic language proficiency in primary language; Limited or no hesitancy to speak.

Natural Progression: Are able to produce fluent speech (connected narrative); Can conduct casual

conversation; Can participate in academic and problem-solving discussion; May debate; Can conduct interviews;

Extensive dialogues in communicative situations.

Literacy: Should continue to follow oral activities for students with well developed primary language literacy

skills; however, reading and writing activities should be included in lessons.

A3


36

Definitions

“English Language Learner” means a child who does not speak English or whose native language is not English

and who is not currently able to perform ordinary classroom work in English, also known as a limited English

Proficient or LEP child. A student who scores a beginning (1), early intermediate (2), or intermediate (3) on the

CELDT is usually initially identified as an English language learner. Some students scoring initially at the

intermediate (3) level may be designated as FEP.

“Reasonable Fluency in English” is defined as having a good working knowledge of English. A student who scores

at least intermediate (3) or in all subtests of the CELDT is identified as having reasonable fluency. Students who

have reasonable fluency are placed in the “Mainstream Classroom.”

“Structured English Immersion Program” is a K-8 program in which students participate in an in-depth English

language immersion program that promotes acceleration of English language acquisition. Access to the core

curriculum is provided through English language development (ELD) activities and specially designed academic

instruction in English (SDAIE) support. Placement of English language learners (ELL) in this program is reviewed

annually by the principal and staff. Placement is usually for one year. On an individual basis, a student may be

placed in this program for a second year. Native language support, for the purpose of explanation, clarification,

preview, and review may be provided under the direction of the classroom teacher. Core subject areas include

reading, writing, spelling, mathematics, social studies/history, and science.

“English Language Mainstream Program” is the basic program for English learners K-8 students. The core

curriculum is based upon the Common Core State Standards adopted by the State of California and the South Whittier

Board of Education. Pupils who have acquired reasonable fluency in English will receive the entire core program in

English with English language development and SDAIE activities. Core subject areas include reading, writing,

spelling, mathematics, social studies/history, and science.

“Alternative Language Program” is a program that provides a leveled approach to English language fluency and

cognitive academic learning. Students begin at their level of native and English language development. The amount

of English language instruction is increased as the student progresses through the levels of language acquisition.

Native language instruction is provided under the direction of the classroom teacher. Core subject areas include

English language development, reading, writing, spelling, mathematics, social studies/history, and science. An

alternative language program waiver may be requested by a parent/guardian according to guidelines.

“ELD” means English Language Development.

“SDAIE” means Specially Designed Academic Instruction in English.

11-E


37

Definiciones

“Estudiante del Idioma Inglés” se refiere a un estudiante que no habla inglés o que su idioma natal no es el inglés y

que actualmente no puede producir las actividades escolares de su salón de clases en inglés, también se le conoce

come estudiante LEP o de Habilidad Limitada en Inglés. Un estudiante que obtiene una calificación principiante (1),

principiante intermedia (2) o intermedia (3) en el examen CELDT es por lo general al principio identificado como un

principiante del idioma inglés. Algunos estudiantes que obtienen el nivel intermedio (3) al principio pueden ser

designados como FEP o Inglés Fluido Competente.

“Fluidez Razonable en el Idioma Inglés” es la definición de tener los conocimientos para desenvolverse en inglés.

Un estudiante que por lo menos obtiene una calificación intermedia (3) en todas las pruebas del examen CELDT

demuestra que posee fluidez razonable en inglés. Estudiantes que tienen fluidez razonable son asignados a un salón

de clase con “Inglés en su Totalidad.”

“Programa de Inmersión de Inglés Estructurado” es un programa para K-8 en el cual los estudiantes participan en

un programa de inmersión al idioma inglés que promueve la aceleración de la adquisición del idioma inglés. Acceso

a la parte central del programa educativo en inglés se obtiene con el programa ELD (desarrollo del idioma inglés) y

con el apoyo del programa SDAIE (diseño especifico de instrucción académica en inglés). La colocación de

estudiantes del idioma inglés (ELL) en este programa es revisada anualmente por el director y personal. La

colocación es usualmente por un año. Basado a la necesidad de cada estudiante, este puede ser colocado en el

programa por un segundo año. Apoyo en el idioma natal, con el propósito de explicar, clarificar, y revisar puede ser

proporcionado bajo la dirección del maestro del salón de clases. Las materias principales del programa de estudios

incluyen: lectura, composición, ortografía, matemáticas, historia / estudios sociales y ciencias.

“Programa Principal de Instrucción en Inglés” es el programa básico para todos los principiantes del idioma inglés

K-8. la parte central del programa de estudios está basada en los requisitos del Departamento de Educación del

Estado de California y de la Junta de Educación del Distrito del Sur de Whittier. Estudiantes que hayan adquirido una

fluidez razonable en inglés recibirán la parte central del programa educativo en inglés con actividades para el

desarrollo del idioma inglés y SDAIE. Las materias principales del programa de estudios incluyen: lectura,

composición, ortografía, matemáticas, historia / estudios sociales y ciencias.

“Programa Alternativo de Lenguaje” es un programa que proporciona un acceso nivelado a la fluidez en el idioma

inglés y aprendizaje / conocimiento académico. Los estudiantes comienzan a su nivel de desarrollo del idioma natal y

del idioma inglés. La cantidad de instrucción del idioma inglés se aumenta con el progreso del estudiante por medio

de los niveles de adquisición del idioma. Instrucción el idioma natal se proporciona bajo la dirección del maestro del

salón de clases. Las materias principales del programa de estudios incluyen: desarrollo del idioma inglés, lectura,

composición, ortografía, matemáticas, historia / estudios sociales y ciencias. Una forma para renunciar al programa

de idioma alternativo puede ser solicitada por el padre / guardián de acuerdo a los reglamentos.

“ELD” significa Desarrollo del Idioma Inglés

“SDAIE” significa Diseño Especifico de Instrucción Académica en Inglés. (Es un tipo de metodología que el

Maestro usa para que el estudiante entienda el inglés con más facilidad).

11-S


38


Parent Notification Letter

For Parental Exception Waiver

In order to qualify for a Parental Exception Waiver, your child must meet one of the following criteria:

• Be a child who knows English

• Be a child who is 10 years of age or older

• Be a child with Special Needs

Program availability will depend upon the number of students receiving waivers. If fewer than 20 students

receive a waiver on one grade level, then your child may have to transfer to a neighboring school to receive the

requested program (if program exists at the other schools). Parents must personally visit the school to apply for

a waiver.

Alternative Program – This program provides a leveled approach to English language fluency

and cognitive academic learning. Students begin at their level of native and English language

development. The amount of English language instruction is increased as the student progresses

through the levels of language acquisition. Native language instruction is provided under the

direction of the classroom teacher. (This is a waiver option for: Children who know English,

children 10 years of age or older, Children with Special Needs). The following guidelines will

be observed as described in Title 5. (California Code of Regulation, adopted by the state Board

of Education on July 9, 1998):

• For students who already know English: The child already possesses good English language

skills, as measured by standardized tests of English vocabulary comprehension, reading,

and writing, in which the child scores at or above the state average for his or her grade

level or at or above the 5th

grade average, whichever is lower.

• For children 10 years of age or older and it is the informed belief of the school principal and

educational staff that an alternate course of educational study would be better suited to

the child’s rapid acquisition of basic English language skills. School shall act upon all

this parental exception waiver request within 20 instructional days of submission to the

school principal.

• For students with special needs: The child already has been placed for a period of not less than

30 days during that school year in an English Language Classroom and it is subsequently

the informed belief of the school principal and educational staff that the child has such

special physical, emotional, psychological or educational needs that an alternate course of

educational study would be better suited to the child’s overall educational development.

EL 5.1/6.1 E


39


Carta de Notificación a los Padres

Para Transmitir la “Excepción del Padre”

Para poder transmitir una “Excepción del Padre”, su hijo(a) tiene que satisfacer por lo menos uno de los

siguientes requisitos:

• El estudiante domina el inglés

• El estudiante tiene 10 años de edad

• El estudiante tiene necesidades especiales

La escuela podrá aprobar la “Excepción del Padre” y ofrecer el programa Alternativo de Lenguaje si existen

cuando menos 20 excepciones aprobadas para el mismo grado. Si no hay 20 excepciones aprobadas en la

escuela para el mismo grado, hay posibilidad de que su hijo(a) sea asignado a otra escuela pública del distrito (si

el programa existe en otras escuelas). Los padres deberán visitar la escuela del estudiante para solicitar la

excepción.

Programa Alternativo de Lenguaje – El propósito principal de este programa es enseñar el

inglés a todos los estudiantes. La instrucción es apropiada al nivel de conocimientos tanto del

español como del inglés de cada estudiante. La instrucción en español se dará bajo la

supervisión del maestro(a). Los estudiantes asignados a éste programa tendrán que cumplir por

lo menos uno de los siguientes requisitos (Título 5 del Código de Reglamentos de California,

adoptado por la Mesa Directiva de Educación del Estado el 9 de Julio de 1998):

• El estudiante domina el Inglés: Los resultados de sus pruebas en inglés demuestran habilidades

al nivel del promedio estatal para su grado o al promedio del quinto grado. (vocabulario,

comprensión, lectura y composición).

• El estudiante ha cumplido 10 años de edad o es mayor de 10 años: El director(a) de la escuela y

los maestros son de la opinión profesional que el estudiante podrá tener más éxito para

aprender inglés en este programa. La escuela responderá a la “Excepción del Padre”

dentro de 20 días escolares.

• El estudiante tiene necesidades especiales: El estudiante ha sido asignado primero al programa

de inglés por 30 días. El director(a) de la escuela y los maestros determinarán si el

estudiante tiene necesidades educativas especiales en áreas físicas, emocionales o

psicológicas, que requieran asignación al Programa Alternativo de Lenguaje.

(Presentadas por escrito). La excepción tendrá que ser aprobada por el superintendente.

EL 5.1/6.1 S


40

South Whittier School District PARENTAL EXCEPTION WAIVER

EDUCATION CODE 311 (a) Children who know English

Name: Grade:

School: Date of Birth:

Language Designation:

My child possesses good English language skills and for that reason I request a waiver of the school’s

Structured English Immersion Program. I understand that the objective for my child is to be taught English as

rapidly and effectively as possible.

I have personally visited the school to apply for this waiver.

I have been provided a full written description of:

the intent and content of the structured English Immersion Program;

any alternative courses of study offered by the district and made available to my child; and

the educational materials to be used in the different educational program choices.

I understand that I must request that this waiver be reconsidered annually.

Parent/Guardian Signature: Date:

Address:

City: State: Zip Code:

Phone Number:

For School Use Only: Child’s English standardized test scores: Scores must be at or above the state average for the child’s grade level

or above the 5th

grade average:

Vocabulary Comprehension Reading Writing

The Program Assessment Team (PAT) met on to determine if this child

qualifies for this program.

Waiver Granted/Denied: Date:

Principal Signature: Date:

Superintendent Signature: Date:

EL-7E


41


Solicitud de Excepción del Padre

Código de Educación 311 (a): Estudiantes que saben inglés

Nombre Fecha de Nacimiento

Escuela Grado Lengua Natal

Mi hijo(a) posee buenas habilidades del idioma inglés y por esa razón solicito una excepción del Programa de

Inmersión del inglés Estructurado. Comprendo que el objetivo para mi hijo(a) es que se le enseñe inglés lo mas

rápido y efectivamente posible.

Yo personalmente visité la escuela de mi hijo(a) para solicitar esta excepción.

Se me ha entregado una descripción completa por escrito de:

1. el propósito y el contenido del Programa de Inmersión del inglés Estructurado

2. Otros cursos de estudio ofrecidos por el distrito creados para estar al alcance de mi hijo(a)

3. los materiales educativos para ser usados en las diferentes opciones de programas educativos

Entiendo que debo solicitar esta excepción anualmente.

Firma del Padre / Guardián Fecha

Dirección Ciudad

Estado Código Postal Teléfono

Para uso Exclusivo de la escuela

Los resultados de sus pruebas en inglés demuestran habilidades al nivel del promedio estatal para su grado al

promedio del quinto grado.

Vocabulario: comprensión: lectura: composición:

El Comité Escolar (PAT) se reunió el (fecha) para determinar si el estudiante

califica para este programa.

Excepción otorgada/negada: Fecha

Firma del director(a) Fecha

Firma del superintendente Fecha

EL-7S


42

South Whittier School District PARENTAL EXCEPTION WAIVER

EDUCATION CODE 311 (b) Children age 10 or older

Name: Grade:



My child is 10 years of age or older and I believe that an alternate course of study is better suited to my child’s

rapid acquisition of English. For that reason, I request a waiver of the school’s Structured English Immersion

Program. I understand that the objective for my child is to be taught English as rapidly and effectively as

possible.

I have personally visited the school to apply for this waiver.



any alternative courses of study offered by the district and made available to my child; and




Address:


Phone Number:

For School Use Only: The Program Assessment Team (PAT) met on to determine if this

child qualifies for this program.




EL-8E


43



Código de Educación 311 (b): Estudiantes de 10 años de edad o mayores



Mi hijo(a) tiene, o es mayor de, 10 años de edad y creo que un curso alternativo es el más adecuado para que mi

hijo(a) aprenda el inglés lo más rápido posible. Por esa razón solicito una excepción del Programa de Inmersión

del Inglés Estructurado. Comprendo que el objetivo para mi hijo(a) es que se le enseñe inglés lo más rápido y

efectivamente posible.




2. otros cursos de estudio ofrecidos por el distrito creados para estar al alcance de mi hijo(a)




Dirección Ciudad



El comité Escolar (PAT) se reunió el (fecha) para determinar si el estudiante

califica para éste programa.




EL-8S


44


PARENTAL EXCEPTION WAIVER

EDUCATION CODE 311 (c) Children with Special Needs

Name: Grade:



I believe that my child has special needs and that an alternate course of study is better suited to his/her

educational development. (Check all that apply and provide a brief statement.)

Educational Needs Physical Needs Emotional/Psychological Needs

Therefore, I request a waiver of the school’s Structured English Immersion Program. I understand that the

objective for my child is to be taught English as rapidly and effectively as possible. I have personally visited

the school to apply for this waiver.

I understand that my child must be placed in an Structured English Immersion Program for 30 calendar days

and that this waiver will be considered by the Superintendent pursuant to Board-established guidelines.



any alternative courses of study offered by the district and made available to my child;




Address:


Phone Number:

For School Use Only: The Program Assessment Team (PAT) met on to determine if this

child qualifies for this program.




EL-9E


45



Código de Educación 311 (c): Estudiantes con Necesidades Especiales



Mi hijo(a) tiene necesidades especiales y creo que un curso alternativo es el más adecuado para su desarrollo

educativo. (Marque todo lo que corresponda a su hijo(a) y dé una explicación breve.)

Necesidades educativas

Necesidades físicas

Necesidades emocionales y psicológicas

Solicito una excepción del Programa de Inmersión del inglés Estructurado. Comprendo que el objetivo para mi

hijo(a) es que se le enseñe inglés lo más rápido y efectivamente posible.




2. otros cursos de estudio ofrecidos por el distrito creados para estar al alcance de mi hijo(a)




Dirección Ciudad



El comité Escolar (PAT) se reunió el (fecha) para determinar si el estudiante

califica para éste programa.




EL-9S

Documents

Master Plan for Services To English Learners 2015-2016 · Master Plan for Services To English Learners 2015-2016 . 3 Revis ed September 2015 ... The South Whittier School District