Services and Programs of Instruction for ELs

PROGRAM PLACEMENT

A thorough review of enrollment paperwork, assessment data, previous records, overall strengths, and student needs are completed to determine appropriate placement and services.

Programs of instruction for English Learners include formal instruction in English language development to ensure English acquisition occurs as rapidly and effectively as possible, and instruction in academic subjects which is designed to provide English Learners with access to the regular curriculum. In selecting a program(s), our school selects programs that are research-based and that have been demonstrated to be effective in the education of English Learners.

1. Programs are implemented consistent with the goal of prompt acquisition of full English proficiency. Programs include instruction in academic subjects which is equivalent in scope to the instruction that is provided to students who are not limited in English proficiency.

2. Instruction is delivered by individuals who meet certification requirements and who are trained in the delivery of instruction to ELs.

3. The student’s parent/guardian has a right to refuse placement of their child (ren) in the EL program and also has the right to withdraw an identified student from the program. Parents/ Guardians of eligible students who refuse placement of their student in the ELD program or withdraw students the program shall do so in writing.

Our school’s students identified as English Learners are automatically placed in the Structured English Immersion (SEI) Program.

STRUCTURED ENGLISH IMMERSION (SEI) PROGRAM

A Structured English Immersion (SEI) Program is a  language acquisition program for English learners in which all classroom instruction is provided in English, with a curriculum designed for pupils who are learning English. At minimum, students are offered Designated English Language Development (ELD) and access to grade level academic subject matter content through Integrated ELD in order to reclassify to Fluent English Proficient. All schools are required to provide an SEI program for students. English Language Development (ELD) standards-based Designated and Integrated ELD instruction is a component of Universal Supports for all English learners under the Multi-Tiered System of Supports and incorporates the principles of Universal Design for Learning (UDL).

DESIGNATED AND INTEGRATED ELD INSTRUCTION

According to the English Language Arts/English Language Development (ELA/ELD) Framework, “ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD.”  (Ch. 2, p. 97) “Designated ELD is protected time during the regular school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English…” (CA ELA/ELD Framework, Ch. 2, p. 91)

Designated ELD is provided by an authorized ELD teacher.  Students are grouped at or near the same language proficiency level based on English Language Proficiency (ELP) assessments.  Lessons are designed for ELs to develop language proficiency in English as rapidly and effectively as possible. Students are provided Designated English Language Development (ELD) instruction which targets each student’s language proficiency level. Essential components of Designated ELD include:

●      Purposeful placement of students by English language proficiency level.

●      Explicit teaching of how English works in a meaningful context.

●      Emphasis on substantial oral language practice to ensure accuracy and fluency.

●      Attention to the use of newly taught language throughout the day in academic and social settings.

●      Ongoing progress monitoring of English language development.

At the elementary and middle school level, Designated ELD time occurs during weekly, synchronous instruction sessions and explicitly teaches the California English Language Development Standards by a credentialed teacher with a California English Learner Authorization. At the high school level, Designated ELD is its own elective credit-earning course which explicitly teaches the California English Language Development standards, taught by a credentialed teacher with a California English Learner Authorization.

The ELA/ELD Framework uses the term Integrated ELD to refer to ELD throughout the day and across the disciplines. All content area, Integrated ELD teachers provide language scaffolding & support during content lessons. The goal for Integrated ELD is for students to learn the content and academic language needed to access standards-based lessons. Integrated ELD is embedded within and across content areas throughout the instructional day.

ELs should engage in activities in which they develop language awareness through listening, reading, analyzing, interpreting, discussing, and creating text.  Students must discover that “language is a complex and dynamic resource for making meaning”  (CA ELA/ELD Framework, Ch. 2, p. 81).

It is mandatory that each EL receives both Designated ELD and Integrated ELD instruction in all content courses throughout the day until s/he meets the criteria to be Reclassified to Fluent English Proficient (RFEP).

Integrated ELD is instruction in which the CA ELD standards are used in tandem with the state-adopted academic content standards.

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. The Tier 1  Designated ELD curriculum that is aligned with the California English Language Development Standards used by our school is Launch and Link to Literacy (published by DataWorks Educational Research). Educeri (published by DataWorks Educational Research) and Off2Class are the two curricular resources used for Tier 2/3 ELD language intervention services.

EXPECTED PROGRESS THROUGH PROGRAM MODEL

Programs of instruction for English Learners shall include formal instruction in English language development to ensure English acquisition occurs as rapidly and effectively as possible, and instruction in academic subjects which is designed to provide English Learners with access to the regular curriculum.

To place ELs in specific English Language Development (ELD) courses, the ELD Department administrative team uses current grade level, Initial/Summative ELPAC scores, years of enrollment AND additional information, such as grades from prior ELD classes, samples of student work, standardized assessment results, and teacher academic recommendations based on student academic performance. EL Placement is purposeful in an effort to accelerate language acquisition and support academic achievement.

Students will receive ELD instruction and services based upon their Initial or Summative ELPAC Assessment proficiency level and relevant assessment data. ELs are expected to meet state priorities and progress through the proficiency levels of the ELD standards and Summative ELPAC assessment until each student reaches our board-approved Reclassification to Fluent English Proficient (RFEP) requirements.

The table below estimates the amount of time an English learner should be enrolled in a specific EL program or secondary courses as measured by the ELPAC.  Newcomer programs are typically not to exceed one year.

All English learners shall be placed in a Structured English Immersion (SEI) program and receive services and support until they reach reclassification criteria.

ENGLISH LANGUAGE PLANS

Instruction of EL students should be specifically geared towards individual students and addressing their individual needs. Students with limited English abilities that demonstrate English Language proficiency of 1, 2, 3 or 4 on their annual assessment in one or more of the four domains (listening, speaking, reading, and writing) must receive intensive research/evidence-based instruction in addition to the common academic content.  English Language Plans are utilized to identify additional supports and state approved accommodations they need to achieve academic and language growth and success.

English Language Plans (ELP) Components:

●      The ELP is created annually by the student’s assigned ELD Specialist.

●      All English Learner students enrolled in a Designated ELD class must have an ELP.

●      The ELP is shared with the student to ensure the student understands and agrees upon the goals set forth for the current school year.

●   Teachers and staff with educational contact are given a copy of the ELP upon student enrollment and are required to implement the ELP within their respective classrooms on a daily basis.

●      Parents/Guardians receive a copy of the ELP indicating supports and services the student will be receiving.

●      ELPs are recorded and maintained in each student’s personal cumulative file annually.

 ENGLISH LANGUAGE PROGRESS REPORTS

In addition to the ELP (English Language Plan), teachers and staff with educational contact, as well as the student and parent/guardian, will be provided with an ELP Progress Report at the end of each instructional cycle.  This will document the student’s Designated ELD class attendance rate and assess progress toward annual language proficiency goals.  This will allow ELD Specialists as well as General and Special Education teachers to adjust curriculum and interventions to target student learning and ensure student academic growth.  

A culture of continuous collaboration is fostered throughout the academic year between the English Learning (EL) department and our general education (GE) staff members. This collaborative relationship enables alignment of instruction with English Language Development (ELD) standards and the seamless integration of effective instructional strategies. These collaborative efforts occur within the structure of our Professional Learning Communities and are further reinforced by individual check-ins with staff members throughout the year, ensuring a commitment to instructional excellence.

Student Support Sessions are optional sessions that English learners are selected to attend based on assessment or observational data. 

Students are provided with the following instruction during Student Support Sessions for a total of five hours per week, scheduled by the ELD Specialist.

1. Enduring Connection Calls 

2. Social-Emotional Learning Skills for ELs

3. Necessary Learning Skills for Success

4. Priority/Essential Standards Instruction (based on grade level/department collaborative meetings)

Protocol for Creating Student Support Sessions:

1. Analyze the data source to determine which students are in need of an identified Student Support Session.

• Enduring Connection Calls & Social-Emotional Learning Skills for ELs = 1 week intervals

• Necessary Learning Skills for Success & Priority/Essential Standards Instruction = 4-6 week intervals

2. Check the master schedule for your grade span to ensure that your Student Support Sessions will not conflict with existing content area blocks.

3. Add selected students to the Student Support Sessions in Class Connect. 

4. Email the Student, LC, and GE/SAI teachers to notify them that they have been added to the optional Student Support Session, but that you are encouraging them to attend. 

5. Upon completion of the cycle (or session if only meeting with a student one time), complete the __ form and submit it to the GE/SAI teachers.

6. Add a note in TV_ indicating results of the intervention cycle.