00-TABLE OF CONTENTS€¦ · participated in a proportionate regional representation scheme when there are 31 ... Annually measuring the English proficiency of English learners; E.

MASTER PLAN for

ENGLISH LEARNERS

Revision date: Spring 2018 DELAC approval date: May 8, 2018

7165 Burton Avenue • Rohnert Park, CA 94928 • Phone (707) 792-4708 • Fax (707) 792-4537

TABLE OF CONTENTS

I. INVOLVEMENT .............................................................................................. 1

II. GOVERNANCE & ADMINISTRATION ........................................................... 3 Identification, Assessment and Notification. .................................................... 3 Initial Identification & Placement Flowchart (English) ...................................... 6 Initial Identification & Placement Flowchart (Spanish) ..................................... 7 Home Language Survey & EL Student Data Entry Procedures ....................... 8 Initial Parent Notification Letter (English) ........................................................ 9 Initial Parent Notification Letter (Spanish) ....................................................... 11 Annual Parent Notification Letter (English) ..................................................... 13 Annual Parent Notification Letter (Spanish) .................................................... 15

III. FUNDING ....................................................................................................... 17

IV. STANDARDS, ASSESSMENT & ACCOUNTABILITY ................................... 18 English Learner Reclassification Data Form (English) .................................... 21 English Learner Reclassification Data Form (Spanish) ................................... 22 R-FEP Follow-Up Monitoring Form (English) .................................................. 23 R-FEP Follow-Up Monitoring Form (Spanish) ................................................. 24

V. STAFFING & PROFESSIONAL GROWTH .................................................... 25

VI. OPPORTUNITY & EQUAL EDUCATION ACCESS: Placement ..................................................................................................... 25

Waivers & Alternative Programs ................................................................. 26 Parental Exception Waiver (English) ............................................................... 27 Parental Exception Waiver (Spanish) ............................................................. 28

VII. TEACHING & LEARNING .............................................................................. 29 English Learner Program Settings, Elementary (English) ............................... 31 English Learner Program Settings, Elementary (Spanish) .............................. 32 English Learner Program Settings, Secondary (English) ................................ 33 English Learner Program Settings, Secondary (Spanish) ............................... 34 Expected Rate of English Language Acquisition (English) .............................. 35 Expected Rate of English Language Acquisition (Spanish) ............................. 36 English Learner Support Plan, K-12 ............................................................... 37

APENDICES A. The English Learner & the SST ................................................................ 38 B. Progress Report for EL or R-FEP ............................................................. 39 C. EL Students at Risk of Failing. .................................................................. 40 D. EL Strategies, Modifications, Intervention Checklist .................................. 41 E. ELAC Minutes Form ................................................................................. 43 F. ELAC Sign-In Sheet .................................................................................. 44 G. DELAC Minutes Form ............................................................................... 45 H. DELAC Sign-In Sheet ............................................................................... 47

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I-EL-1 Parent Outreach and Involvment The district implements outreach to parents and guardians of English learners that includes the following:

1. Regular meetings are held (and notices sent out) in order to formulate and respond to parent recommendations.

2. Training activities to parents on how they can be involved and become active participants in assisting their children to:

1. Attain English proficiency 2. Achieve at high levels in the academic in core academic subjects 3. Meet challenging state academic content and achievement standards

expected of all students. I-EL-2 Translation of Information for Parents The district provides parents and guardians with information on school and parent activities in a format and, to the extent practicable, in a language parents can understand.

A. When 15 percent or more of students enrolled in a public school speak a single primary language other than Engilsh, as determined by language census data from the preceding year, all notices, reports, statements, and records sent to parents of such students must be written in English and the primary language.

I-EL-3 Private School Consultation and Participation The district must contact private school officials in the district enrollment area to provide an opportunity to receive equitable Title III educational s ervices and benefits to address the needs of eligible school students, their teachers, and their families.

A. On an annual basis, the district must consult with all non-profit private schools within its boundaries as to whether the private schools’ students and teachers will participate in the Title III, Part A, English Language Acquisition, Language Enhancement, and Academic Achievement Program as part of the ESEA programs available to them.

B. For participating private schools, the district must consult with appropriate private school officials during the design and development of the program concerning the following:

1. Identification of students’ needs; 2. Services or products which will be offered;

I - INVOLVEMENT Parents, staff, students, and community members participate in developing, implementing, and evaluating core and categorical programs.

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3. Service delivery options, including services through a contract with a third-party provider;

4. Assessment and improvement of services; 5. The size and scope of services and the proportion of funds allocated; 6. Program delivery options; 7. Reasons for not using a contractor preferred by private school officials; 8. The right to complain to state educational agency that the district did

not engage in consultation that was meaningful and timely, or did not give due consideration to other views of the private school official;

9. Parents participate on an equitable basis in parental involvement services and activities; and,

10. The district assesses identified students annually for English language proficiency using a valid and reliable instructment.

I-EL-04 English Learner Advisory Committee (ELAC) All schools sites where there are 21 or more English learners have a functioning English Learner Advisory Committee (ELAC), meetings must include the following requirements:

1. Parent members are elected by parents or guardians of English learners. 2. Parents of English learners constitute at least the same percengage of the

committee membership as their children represent the student body. 3. The school may designate an existing school level advisory committee, or

subcommittee of such advisory group, to fulfill the legal responsibilities of ELAC, if the advisory body meets the criteria in B.

4. The ELAC advises the school site council (SSC) on the development of the Single Plan for Student Achievement (SPSA).

5. The ELAC advises the principal and staff on the school’s program for English learners.

6. The ELAC assists the development of the school’s: 1. Needs assessment 2. Language Census report 3. School attendance improvement efforts 4. The ELAC receives training materials and training, planned in full consultation

with committee members, to assist members in carrying out their legal responsibilities.

5. Financial resources may be allocated for reasonable expenses (which may include transportation, child care, translation services, meals, and training) of parent advisory groups on bilingual-bicultural education, at the school and school district incurred in the course of their duties as members of the parent advisory groups.

6. The ELAC has the opportunity to elect at least one member to the DELAC or has participated in a proportionate regional representation scheme when there are 31 or more English learner parent advisory committees in the district.

I-EL-05 District English Learner Advisory Committee (DELAC) As the district has more than 51 English learners, the district must operate functioning

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DELAC. In Cotati-Rohnert Park, the DELAC is operated as a subcommittee of the District Advisory Committee (DAC). At least 51 percent of the DAC members are parents (not employed by the district) of English learners. The DELAC advises the school district governing board on all of the following tasks:

1. Development of a district master plan for educational programs and services for English learners that takes into consideration the school site master plan;

2. Conducting a district-wide needs assessment on a school-by-school basis (note: the district-wide needs assessments is conducted through the annual LCAP survey);

3. Establishment of district program, goals, and objectives for programs and services for English learners (note: the district records these programs, goals, and objectives in the LCAP);

4. Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements;

5. Review and comment on the school district’s reclassification procedures; 6. Review and comment on the written parent notifications required to be sent to

parents and guardians; and 7. If the DELAC acts as the English learner parent advisory committee under

California Education Code Sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the Local Control and Accountability Plan (LCAP).

The district must provide training materials and training, planned in full consultation with committee members, appropriate to assist members in carrying out their legal responsibilities. Funds from appropriate resources may be used to meet the costs of providing the training to include the costs associated with attendance of the members at training sessions. Parents or guardians of English learners shall constitute the majority membership (51 percent or more) of the committee.

II- EL-06 English Learner Identification and Assessment The district has properly identified, assessed, and reported all students who have a primary language other than English. Please see the initial identification flow chart, following Section II.

A. A home language survey (HLS) must be completed at the time of initial enrollment to determine the student’s primary language.

B. Within thirty calendar days of initial enrollment, each student whose home

II – GOVERNANCE & ADMINISTRATION

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language survey is other than English, as determined by the HLS, must be assessed for English proficiency by means of the current California English language proficiency assessment. The assessment conducted must follow all of the publisher’s instructions.

C. Each English learner must be annually assessed for English language development and academic progress.

D. All currently enrolled English learners must be assessed for English language proficiency by administering the current California English language proficiency assessment during the annual assessment window.

E. Each English language learner with disabilities must be assessed for English language development using accommodations, modifications, or alternate assessmetns for the current English language proficiency asssessment if specified in the pupil’s IEP or 504 Plan.

II-EL-07: Parent/Guardian Notification Parents/guardians of English learners are notified of their child’s initial English language proficiency assessment results. Parents/guardians of initial fluent English- proficient students are notified of their child’s English language proficiency assessment results.

A. Parents/guardians of English learners must be notified annually of their child’s English language proficiency assessment results within 30 calendar days following receipt of results of testing from the test contractor.

B. For school districts receiving Title III funds, parents/guardians of English learners are informed annually, not later than 30 days after the beginning of the school year, of:

1. Their child’s English proficiency level; 2. How such level was assessed; 3. The status of the child’s academic achievement; 4. Their child’s language designation; 5. Descriptions of program options and educational materials to be used in

different options; 6. Program placement; 7. Exit criteria; 8. English learners with a disability (on IEPs), how such a program will

meet the objectives of the IEP; and, 9. The expected rate of graduation from secondary school if funds under

this part are used for children in secondary school. II-EL-08 Implementation, Monitoring and Revision of District (LEA) Plans Districts operating Title III programs must annually update, implement, and monitor annually the Title III Plan. The plan must contain the following minimum required

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components:

A. Description of programs and activities to be implemented; B. Description of how funds will be used to meet all annual measurable objectives; C. Description of how funds will be used to meet all annual measurable achievement

objectives; D. Description of how school sites will be held accountable for:

1. Meeting annual measurable objectives; 2. Making adequate yearly progress for English learners; 3. Annually measuring the English proficiency of English learners;

E. Description of how school sites will promote parental and community participation in programs;

F. Description of how all English learner’s programs will be carried out to ensure that English learners are served;

G. Assurance that the EL program is based on scientifically-based research enabling English learners to meet challenging state academic content and student academic achievement standards; and,

H. Description of high-quality student academic assessments that the distict and schools use:

1. To determine the success of children in meeting state student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the state student academic achievement standards; and,

2. To assist in diagnosis and instruction in the classroom and to determine what revisions are needed so that English learners meet state student academic achievement standards.

II-EL-09: EL Program Inclusion in Development of the SPSA

A. The EL Program must be included in the development of the Single Plan for Student Achievement (SPSA).

B. The local governing board must review and approve the SPSA annually and whenever there are material changes to the plan.

C. The SPSA must be consistent with the LEA Plan and the LCAP. D. Districts that distribute Title III funds or services directly to schools must ensure

that the Title III programs operated at the schools are included in SPSAs, administered in accordance with the LEA Plan and LCAP, and adhere to all applicable statutes.

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Placement in appropriate district program a) 30 day Structured English

Immersion b) Structured English Immersion c) English Mainstream OR d) Alternative Program (with waiver)

INITIAL IDENTIFICATION AND PLACEMENT

HLS indicated primary language other than

English on at least 1 of Questions 1-3

Assess: English* Comprehension, speaking, reading and writing in 30 days.

If questions 1-3 show English only and only question 4 shows a language other than English, enter student as IFEP. Testing is optional per teacher request.

FEP

“Fluent English Proficient” if similar

criteria for reclassification are met (standardized

test scores or equivalent &

grades).

EL Students must receive: English Language

Development (ELD Instruction daily)

Core curriculum instruction Additional and appropriate

educational services SDAIE Instruction in core

subjects from an appropriately credentialed teacher

New Enrollees

(with no records of primary language and English)

Parents complete

“Home Language Survey” (HLS)

Any appropriate program

HLS indicates English only

Any appropriate program

English Learner • “less than reasonably

fluent” • “reasonably fluent”

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Colocación en programa distrital adecuado a) 30-días de Inmersión en Inglés

Estructurado b) Inmersión en Inglés Estructurado c) Inglés – Programa Regular o d) Programa Alternativo (con exención)

IDENTIFICACIÓN INICIAL Y COLOCACIÓN

HLS indica idioma primario que no sea el

inglés en al menos 1 de preguntas 1-3

Evaluar: Inglés* Comprensión, habla, lectura y escritura,

dentro de 30 días.

Si preguntas 1-3 indican ingles solamente y solo pregunta 4 indica un idioma distinto al inglés, el estudiante se clasifica como I/FEP. El examen es optativo, según lo solicite el maestro.

FEP “Competente en

Inglés” si se satisfacen criterios

similares para la reclasificación (resultados de

prueba normativa o equivalente y notas.

Aprendiz de Inglés (EL) • “menos de

razonablemente competente”

Estudiantes EL deben recibir: Desarrollo de Idioma Inglés (ELD)

(Instrucción diaria de ELD) Instrucción en materias básicas Servicios educativos adicionales

y adecuados Instrucción SDAIE (de maestros

adecuadamente titulados) en materias básicas

Alumnos Nuevos

(sin expediente de estatus de idioma primario e inglés)

Padres completan “Encuesta de Idioma de Casa”

(HLS)

Cualquier programa adecuado

HLS indica

Inglés solamente

Cualquier programa adecuado

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The parent of each student new to our district shall complete and sign a Home Language Survey (HLS) at the time of enrollment. If needed, the HLS is available in languages other than English. Copies are available in the school office. Please contact the Assistant Superintendent if additional copies are needed.

A completed HLS is a required record in each student’s cum folder.

1. From the enrollment card, enter the following information on the CALPADS screen: (HomeLang), (Birth City), (State), (Country), (US School Entry) & answers to HLS under Languages section: (First), (Primary), (at Home), and (by Adults).

2. If the survey is completed with English as a response to all four questions, the school office will

file the HLS in the student’s cum file. The student’s English fluency is classified as English Only. Select EO for (Language Fluency).

3. If the survey is completed with English as a response to the first three questions and a

language other than English to the fourth question, the student’s English fluency is classified Initially Fluent. Select IFEP for (LangFlu) and enter same date as (DistrictEntry) for (IFEP Date). A copy of the HLS is given to the EL Assistant. The original survey is filed in the student’s cum.

4. If the HLS is completed with a language other than English as a response to any of the first

three questions, the student is referred for California English language fluency assessment by giving a copy of the HLS to the EL Assistant. Mark the student TBD under (LangFlu) pending the hand-scored results of the assessment. If results indicate the student is an English Learner, change the language fluency to EL for (LangFlu) AND complete the Program section fields: (Start Date) and (Program). If an English Learner has been granted a parental exception waiver, they are still coded EL under (LangFlu) and you must then complete the (English Language Development) field under Program information. The number of EL students should match the number of EL program participants at your school. [If the HLS is completed with English AND another language as a response to any of the first three questions, the student is referred for assessment by giving a copy of the HLS to the EL Assistant. The student’s English fluency is entered as English Learner -- Select EL for (LangFlu). If the student’s assessment scores indicate the student is in fact fluent, then change the classification to IFEP. If not, then leave as EL and complete the Program section fields: (Start Date), (Program)]

5. When a student attains sufficient English language skill, s/he will be reclassified. Change the

language fluency (LangFlu) from EL to RFEP and enter the date of reclassification (Redes. Dt), the reclassification code of RFEP (Redes. Code) AND the end date (End Date) of the Services Received.

6. The cum file for each English Learner will indicate that s/he is an English Learner utilizing the

“Service Alert” stickers.

7. It is essential that students be entered into the student management system utilizing the correct language code, the correct language fluency code, and, for EL students, the correct program code and services received code.

Home Language Survey & EL Student Data Entry Procedures

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COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT INITIAL PARENT NOTIFICATION LETTER Federal Title I or Title III and State Requirements

To the parent(s)/guardian(s) of: _______________________ School: ____________________ Date: __________ Student SSID #: ______________Date of Birth: ____________ Grade: ________ Primary Language: _____________ Dear Parent(s) or Guardian(s): When your child enrolled in our school, a language other than English was noted on your child’s Home Language Survey. The law requires us to assess your child and notify you of your child’s proficiency level in English. We are required to inform you of the language acquisition program options from which you may choose the one that best suits your child. This letter also explains the criteria for a student to exit the English learner program. (20 United States Code section 6312[e][3][A])

Language Assessment Results

Domain English Language Proficiency Assessment

Listening Speaking Reading Writing Overall A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child’s official results within 30 days after the district has received individual student reports from the contractor.

Based on results of the English language proficiency assessment, your child has been identified as an English learner.

Check if applicable: Individualized Education Program (IEP) on file Each English learner’s individual education program includes a definition of the setting in which English language development instruction is provided as well as measurable, linguistically appropriate goals to enhance language development and academic proficiency in English. Progress on these goals is reviewed and adapted (as appropriate) at least annually with the Individual Education Plan team.

Reclassification (Exit) Criteria The goal of language acquisition programs is for students to become proficient in English as rapidly as possible and to meet state academic achievement measures. The district’s reclassification criteria are listed below.

Required Criteria (California Education Code Section 313[d])

LEA Criteria

English Language Proficiency Assessment for California (ELPAC) Overall score of 3

Comparison of Performance in Basic Skills SBAC ELA Standard Met, Level 3 Parental Opinion and Consultation Written parent consent

Teacher Evaluation Written recommendation from teacher

Optional Other district multiple measures

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ELPAC General Performance Level Descriptors

English Language Proficiency Levels

Level 4 Well Developed

Bridge -- upper

Level 3 Moderately Developed

Expanding – upper Expanding -- mid

Level 2 Somewhat Developed

Expanding – upper Bridge -- low

Level 1 Minimally Developed

Bridge -- upper

Language Acquisition Program

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and provides instruction to English learners based on the state-adopted academic content standards, including English language development (ELD) standards. (EC Section 306[c])

Description of Program and Goals for English Learners

Structured English Immersion (SEI) Program: A language acquisition program for English learners in which nearly all

classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. At minimum, students are offered ELD and access to grade level academic subject matter content.

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a]) Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact Julie Synyard, Assistance Superintendent, to ask about the process. Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6312[e][3][A][viii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time.

Graduation Rate for English Learners

Expected rate or graduation for students in this program: 85.5% District graduation rate displayed on the Graduate Data report is available on the California Department of Education DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

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DISTRICTO ESCOLAR DE COTATI-ROHNERT PARK NOTIFICACIÓN INICIAL PARA LOS PADRES

Requisitos federales del Título I o Título III y del estado

A los padres/tutores de:________________________ Escuela:_______________________ Fecha:________________

Estudiante ID#: ___________ Fecha de nacimiento: __________ Grado:____ Idioma materno: ___________________ Estimados padres o tutores: Su hijo sigue siendo un aprendice del inglés. Cada año, estamos obligados a evaluar a su hijo y notificarle del nivel de dominio del inglés. También debemos describir las opciones de programas de adquisición de lenguaje disponibles para que usted pueda escoger la mejor para su hijo. Este aviso también contiene los criterios para la salida del programa para aprendices del inglés. (20 Código de los Estados Unidos [U.S.C]* sección 6312[e][3][A])

Resultados de la evaluación del idioma

Ámbito Evaluación del dominio del inglés Comprensión auditiva Expresión oral Lectura Escritura General Se utilizó una guía de puntuación por el contratista de exámenes para determinar estos resultados. Los padres recibirán los resultados oficiales para sus hijos dentro de 30 días después de que el distrito haya recibido del contratista los informes.

Basado en los resultados de la evaluación del dominio del inglés, se ha identificado a su hijo como un aprendiz del inglés.

Marque si es pertinente: Existe un Programa de Educación Individualizado (IEP)* El Plan de Educación Individual (IEP) de cada aprendice del inglés incluye la definición del entorno en el que se brinda la instrucción de desarrollo del idioma inglés, así como metas medibles y liguísticamente apropiadas para mejorar el desarrollo del idioma y la competencia académica en inglés. El progreso en estos objetivos se revisa y adapta (según corresponda) al menos una vez al año con el equipo del Plan de Educación Individual.

Criterios para la reclasificación (la salida del programa)

El objetivo de los programas de adquisición de lenguaje es que los estudiantes logren dominar el inglés lo antes posible y que cumplan con las medidas de logros académicos estatales. Los criterios para la reclasificación en este distrito son los siguientes.

Los criterios generales Código de educación de California [EC]*

Sección 313[f]) Los criterios de la agencia de educación

local (LEA)

Evaluación del dominio del inglés (ELPAC) Puntuación general de 3 Comparison of Performance in Basic Skills Estándar SBAC ELA alcanzado, nivel 3

Consulta y opinión de los padres Consentimiento de los padres por escrito

Evaluación del maestro Recomendación escrita del maestro

Opcional Otras medidas del distrito

Descriptores de nivel de rendimiento general de ELPAC

Niveles de dominio del idioma inglés

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Nivel 4 Bien desarrollado

Puente - superior

Nivel 3 Moderadamente desarrollado

Expansión - superior Expansión - medio

Nivel 2 Algo desarrollado

Expansión - superior Puente - bajo

Nivel 1 Mínimamente desarrollado

Puente - superior

Programa de adquisición de lenguaje

Los programas de adquisición de lenguaje son programas educativos diseñados para asegurar que la adquisición del inglés se logre tan rápida y eficazmente como sea posible y proporcionan instrucción para aprendices del inglés basada en los estándares de la disciplina académica adoptadas por el estado, incluso los estándares para el Desarrollo del Inglés (ELD)*. (EC sección 306[c])

Descripción de las opciones de programas y las metas para aprendices del inglés

Programa de Inmersión Estructurada en Inglés (SEI): Un programa de adquisición de lenguaje para aprendices del

inglés en donde casi toda la instrucción en el aula se proporciona en inglés, pero con un plan de estudio y una presentación diseñada para los estudiantes que están aprendiendo inglés. Como mínimo, a los estudiantes se les ofrece ELD y acceso a la disciplina académica apropiada para su nivel de grado.

Los padres/tutores pueden escoger el mejor programa de adquisición de lenguaje para su hijo. Se les requerirá a las escuelas en que los padres o tutores legales de 30 alumnos o más por escuela o los padres o tutores legales de 20 alumnos o más en cualquier grado soliciten un programa de adquisición de lenguaje diseñado a proporcionar enseñanza del idioma ofrecer tal programa en la medida de lo posible. (EC sección 310[a]) Los padres pueden aportar información acerca de los programas de adquisición de lenguaje durante la elaboración del Plan de Rendición de Cuentas con Control Local. Si está interesado en un programa distinto a los mencionados anteriormente, comuníquese con Julie Synyard, asistente del superintendente, para preguntar acerca del proceso. Los padres de aprendices del inglés tienen derecho a rechazar u optar por que sus hijos no participen en el programa de adquisición de lenguaje del distrito o en algún servicio específico para aprendices del inglés dentro de un programa de adquisición de lenguaje. (20 U.S.C sección 6312[e][3][A][viii]). Sin embargo, las LEA siguen obligadas a proporcionar instrucción significativa (5 Código de Reglamentos de California [CCR]* sección 11302) hasta que el estudiante reclasifique, informar a los padres cuando no haya avances y ofrecerles a los padres los programas y servicios que pueden considerar en ese momento.

Índice de graduación de aprendices del inglés

Proporción esperada de graduación para estudiantes en este programa: 85.5% Se muestra el índice de graduación para el distrito en el reporte (Graduation Rate) disponible en la página red (DataQuest) a http://dq.cde.ca.gov/dataquest/ mantenido por el Departamento de Educación de California.

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COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT ANNUAL PARENT NOTIFICATION LETTER Federal Title I or Title III and State Requirements

To the parent(s)/guardian(s) of: _________________________ School: ________________ Date: ____________ Student SSID #: ___________ Date of Birth: ____________ Grade: _______ Primary Language: ________________ Dear Parent(s) or Guardian(s): Your child continues to be identified as an English learner. Each year, we are required to assess your child and notify you of your child’s proficiency level in English. We must also describe available language acquisition program options for which you may choose the one that best suits your child. This letter also contains the criteria for a student to exit the English learner program. (20 United States Code [U.S.C] Section 6312[e][3][A])

Language Assessment Results

Domain English Language Proficiency Assessment

Listening Speaking Reading Writing Overall A scoring guide, developed by the testing contractor, has been used to determine these results. Parents will receive their child’s official results within 30 days after the district has received individual student reports from the contractor.

Check if applicable: Individualized Education Program (IEP) on file Each English learner’s individual education program includes a definition of the setting in which English language development instruction is provided as well as measurable, linguistically appropriate goals to enhance language development and academic proficiency in English. Progress on these goals is reviewed and adapted (as appropriate) at least annually with the Individual Education Plan team.

Reclassification (Exit) Criteria

The goal of language acquisition programs is for students to become proficient in English as rapidly as possible and to meet state academic achievement measures. The district’s reclassification criteria are listed below.

Required Criteria (California Education Code Section 313[d])

LEA Criteria

English Language Proficiency Assessment for California (ELPAC) Overall score of 3

Comparison of Performance in Basic Skills SBAC ELA Standard Met, Level 3

Parental Opinion and Consultation Written parent consent

Teacher Evaluation Written recommendation from teacher

Optional Other district multiple measures

Skill Area Smarter Balanced Assessment Consortium (SBAC) or Local Measures

English Language Arts Mathematics

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ELPAC General Performance Level Descriptors

English Language Proficiency Levels

Level 4 Well Developed

Bridge -- upper

Level 3 Moderately Developed

Expanding – upper Expanding -- mid

Level 2 Somewhat Developed

Expanding – upper Bridge -- low

Level 1 Minimally Developed

Bridge -- upper

Language Acquisition Program

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and provides instruction to English learners based on the state-adopted academic content standards, including English language development (ELD) standards. (EC Section 306[c])

Description of Program and Goals for English Learners

Structured English Immersion (SEI) Program: A language acquisition program for English learners in which nearly all

classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. At minimum, students are offered ELD and access to grade level academic subject matter content.

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a]) Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact Julie Synyard, Assistance Superintendent, to ask about the process. Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6312[e][3][A][viii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time.

Graduation Rate for English Learners

Expected rate or graduation for students in this program: 85.5% District graduation rate displayed on the Graduate Data report is available on the California Department of Education DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

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DISTRICTO ESCOLAR DE COTATI-ROHNERT PARK NOTIFICACIÓN ANUAL PARA LOS PADRES

Requisitos federales del Título I o Título III y del estado

A los padres/tutores de:________________________ Escuela:_______________________ Fecha:________________

Estudiante ID#: ___________ Fecha de nacimiento: __________ Grado:____ Idioma materno: ___________________ Estimados padres o tutores: Su hijo sigue siendo un aprendice del inglés. Cada año, estamos obligados a evaluar a su hijo y notificarle del nivel de dominio del inglés. También debemos describir las opciones de programas de adquisición de lenguaje disponibles para que usted pueda escoger la mejor para su hijo. Este aviso también contiene los criterios para la salida del programa para aprendices del inglés. (20 Código de los Estados Unidos [U.S.C]* sección 6312[e][3][A])

Resultados de la evaluación del idioma

Ámbito Evaluación del dominio del inglés Comprensión auditiva Expresión oral Lectura Escritura General Se utilizó una guía de puntuación por el contratista de exámenes para determinar estos resultados. Los padres recibirán los resultados oficiales para sus hijos dentro de 30 días después de que el distrito haya recibido del contratista los informes.

Marque si es pertinente: Existe un Programa de Educación Individualizado (IEP) El Plan de Educación Individual (IEP) de cada aprendice del inglés incluye la definición del entorno en el que se brinda la instrucción de desarrollo del idioma inglés, así como metas medibles y liguísticamente apropiadas para mejorar el desarrollo del idioma y la competencia académica en inglés. El progreso en estos objetivos se revisa y adapta (según corresponda) al menos una vez al año con el equipo del Plan de Educación Individual.

Criterios para la reclasificación (la salida del programa)

El objetivo de los programas de adquisición de lenguaje es que los estudiantes logren dominar el inglés lo antes posible y que cumplan con las medidas de logros académicos estatales. Los criterios para la reclasificación en este distrito son los siguientes.

Los criterios generales Código de educación de California [EC]*

Sección 313[f]) Los criterios de la agencia de educación local

(LEA)

Evaluación del dominio del inglés (ELPAC) Puntuación general de 3

Comparison of Performance in Basic Skills Estándar SBAC ELA alcanzado, nivel 3

Consulta y opinión de los padres Consentimiento de los padres por escrito

Evaluación del maestro Recomendación escrita del maestro

Opcional Otras medidas del distrito

Área de habilidad Evaluación Smarter Balanced Assessment Consortium (SBAC)* o medidas locales

Artes del lenguaje inglés Matemáticas

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Descriptores de nivel de rendimiento general de ELPAC

Niveles de dominio del idioma inglés

Nivel 4 Bien desarrollado

Puente - superior

Nivel 3 Moderadamente desarrollado

Expansión - superior Expansión - medio

Nivel 2 Algo desarrollado

Expansión - superior Puente - bajo

Nivel 1 Mínimamente desarrollado

Puente - superior

Programa de adquisición de lenguaje

Los programas de adquisición de lenguaje son programas educativos diseñados para asegurar que la adquisición del inglés se logre tan rápida y eficazmente como sea posible y proporcionan instrucción para aprendices del inglés basada en los estándares de la disciplina académica adoptadas por el estado, incluso los estándares para el Desarrollo del Inglés (ELD)*. (EC sección 306[c])

Descripción de las opciones de programas y las metas para aprendices del inglés

Programa de Inmersión Estructurada en Inglés (SEI): Un programa de adquisición de lenguaje para aprendices del

inglés en donde casi toda la instrucción en el aula se proporciona en inglés, pero con un plan de estudio y una presentación diseñada para los estudiantes que están aprendiendo inglés. Como mínimo, a los estudiantes se les ofrece ELD y acceso a la disciplina académica apropiada para su nivel de grado.

Los padres/tutores pueden escoger el mejor programa de adquisición de lenguaje para su hijo. Se les requerirá a las escuelas en que los padres o tutores legales de 30 alumnos o más por escuela o los padres o tutores legales de 20 alumnos o más en cualquier grado soliciten un programa de adquisición de lenguaje diseñado a proporcionar enseñanza del idioma ofrecer tal programa en la medida de lo posible. (EC sección 310[a]) Los padres pueden aportar información acerca de los programas de adquisición de lenguaje durante la elaboración del Plan de Rendición de Cuentas con Control Local. Si está interesado en un programa distinto a los mencionados anteriormente, comuníquese con Julie Synyard, asistente del superintendente, para preguntar acerca del proceso.

Los padres de aprendices del inglés tienen derecho a rechazar u optar por que sus hijos no participen en el programa de adquisición de lenguaje del distrito o en algún servicio específico para aprendices del inglés dentro de un programa de adquisición de lenguaje. (20 U.S.C sección 6312[e][3][A][viii]). Sin embargo, las LEA siguen obligadas a proporcionar instrucción significativa (5 Código de Reglamentos de California [CCR]* sección 11302) hasta que el estudiante reclasifique, informar a los padres cuando no haya avances y ofrecerles a los padres los programas y servicios que pueden considerar en ese momento.

Índice de graduación de aprendices del inglés

Proporción esperada de graduación para estudiantes en este programa: 85.5% Se muestra el índice de graduación para el distrito en el reporte (Graduation Rate) disponible en la página red (DataQuest) a http://dq.cde.ca.gov/dataquest/ mantenido por el Departamento de Educación de California.

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III-EL-10 Inventory The district maintains an inventory for each piece of equipment with an acquisition cost of $500 or more per unit that is purchased with Title III. The record must describe the acquisition:

A. Type B. Model C. Serial number D. Funding source E. Acquisition date F. Cost G. Location H. Current condition I. Transfer, replacement, or disposition of obsolete or unusable equipment.

The school district must conduct a physical check of the inventory of equipment within the past two years and has reconciled the results with inventory records. III-EL-11: Supplement, Not Supplant, with Title III The district must use Title III funds only to supplement, not supplant, other federal, state, and local public funds. The use of Title III funds must meet the following requirements:

A. The district utilizes no less than 98 percent of the Title III apportionments on direct services to English learners and may not use more than two percent of such funds for the cost of administering the program.

B. Title III funds may not be used to meet state requirements for translations. III-EL-12 Time Accounting Requirements The district properly assesses admninstrative charges for direct or indirect costs of Title III funds for salaries and wages in proportion to an allowable quantity and duties of each employee. Each employee paid in part from Title III and in part from other revenue, or an employee paid from multiple cost objectives, must complete a Personnel Activity Report (PAR) each pay period, or an approved sampling method must be used. Employees funded solely under Title III must complete a semiannual certification of such employment.

III – FUNDING Allocation and use of funds meet statutory requirements for allowable expenditures.

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IV-EL-13: Evaluation of English Learner Program Effectiveness An annual program evaluation shall be conducted by the district and shall determine:

A. Necessary improvements to programs and activities for which Title III funds have been used;

B. The effectiveness of programs and activities in assisting EL students to attain proficiency and to meet achievement and content standards;

C. Whether or not to continue the program or activities; D. The degree to which, within a reasonable amount of time:

1. English learners are achieving English langauge proficiency comparable to that of average native speakers of English in the district; and,

2. Academic results indicating that English learners are achieving and sustaining parity of academic achievement with students who entered the district’s school system already proficient in English.

Evaluations will be documented and incorporated in the LCAP. IV-EL-14: Reclassification The district reclassifies students from English learner to proficient in English by using a process and criteria that include, but are not limited to:

A. Assessment of English language proficiency; B. Comparison of student’s performance in basic skills against an empirically established

range in performance in basic skills based upon the performance of English proficient students of the same age that demonstrate whether the student is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English;

C. Teacher evaluation that includes, but is not limited to, the student’s academic performance;

D. Opportunities for parent opinion and consultation in the reclassification process.

Assessment of English-Language Proficiency At the opening of the testing window each school year, staff at each school administers a state adopted test of English language proficiency to all returning and newly enrolled English learners who have not been reclassified to Fully English Proficient (RFEP). Assessment of Basic Skills The basic skills of English learners are assessed against an empirically established range in performance in basic skills based upon the performance of English proficient students of the same age that demonstrate whether the student is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English.

1. For students in grades K-8, DIBELS Next screening tests are used to determine a comparative level of basic literacy skills. In grades 9-12, intervention program

IV – STANDARDS, ASSESSMENT AND ACCOUNTABILITY Categorical programs meet state standards are based on the assessed needs of program participants, and

achieve the intended outcomes of the categorical program.

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screening tests are used to determine comparative levels of basic literacy skills. 2. Other objective data on the student’s academic performance in English language

arts may be considered. These data should demonstrate that the student’s skill in this area is comparable to those of native English-speaking peers.

Teacher Evaluation Teachers complete a narrative evaluation documenting that student’s English language proficiency is comparable to that of native English speakers. Parent Opinion

Parents/guardians are consulted and their opinions solicited in the reclassification process.

Procedure

1. The Reclassification review process begins when either (a) or (b) occurs: a. During annual assessment using the current California English language

proficiency assessment (ELPAC), a student scores at Level 3 in all four skill areas (listening, speaking, reading, and writing).

b. Eligibility for Reclassification is recommended by the teacher, EL assistant, parent(s), administrator, and designated EL Coordinator/Teacher (and at the secondary level, the counselor).

2. Each site will designate a certificated staff member to review the reclassification data with appropriate staff and the parent to validate the reclassification determination. The designated staff member completes the reclassification form, obtains the teacher signature, and request the parent signature. Parent may approve in writing or give verbal permission.

3. The district EL Reclassification Data form is used to document the process. 4. When the student is reclassified as RFEP, the site’s designated staff makes

appropriate changes to the English Language page in the student information system (including program date added, program start and program end), the Yellow EL Folder and the CUM Service Tag.

Follow-up for Reclassified Students The district monitors the academic progress of each reclassified student for a minimum of four years after reclassification to ensure correct classification, placement, and additional academic support if needed.

A. Individual Student Level: 1. Monitoring will occur twice a year when relevant performance data is available and

will be conducted by the site EL coordinator, EL assistant, or EL Records Clerk. Results will be documented in the student’s English Learner file using the RFEP Follow-up Monitoring Form.

2. At any time after designation to RFEP, the student’s RFEP status may be re-evaluated at the recommendation of teacher, parent, or administrator by calling for a Student Study Team (SST) meeting. Possible outcomes of the SST may include recommendations for academic, social, emotional, health or community support and/or referral to Alternative Programs. The effectiveness of the EL program is monitored by following the rates of reclassification and success of reclassified students during the follow-up period.

B. School/District Level: 1. Data are collected and reviewed annually to ensure that former EL students have

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not been left with any substantive academic deficits. This review will include monitoring of the annual state academic test results, benchmark examinations, and other local progress monitoring assessments.

2. The pupil’s permanent record contains documentation of the following: Language and academic performance assessments Participants in the reclassification process Decision regarding reclassification

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COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT

English Learner Reclassification Data

A student qualifies for designation from English Learner (EL) to Reclassified - Fully English Proficient (RFEP) when the she/he meets the criteria.

1. OBJECTIVE DATA OF STUDENT ACADEMIC PERFORMANCE: Student performance on the English-

Language Arts section of the SBAC.

State Approved English Language Arts Assessment Level 3 or Above

For pupils in grades K-2, other locally available assessment (DIBELS NEXT) results that demonstrate that the student’s basic English-Language Arts skills are comparable to those of native English speakers of the same age and grade level.

2. OBJECTIVE ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY: The evaluation of the English ability of the student on the ELPAC is at the level of a native English speaker. ELPAC overall proficiency level is Moderately Devloped at Level 3 with a categorization of Expanding/Bridging.

_____ Proficiency Listening _____ Proficiency Reading _____ Overall Proficiency _____ Proficiency Writing _____ Proficiency Writing Test scores are due to a learning

disability rather than language

Other objective assessment

3. TEACHER EVALUATION: The classroom teacher evaluation shows that the student’s skills in English are comparable to those of native English speakers of the same age and grade level.

Teacher comments:

4. PARENT OPINION:

5. DETERMINATION: Reclassify Do not Reclassify

Classroom Teacher Signature Date Parent/Guardian Signature Date

ELD Staff Signature Date Principal or Designee Signature Date

Student Name

Grade School Primary Language

PS U

pdate

d: __

_ Lan

g Flue

ncy

___ R

edes

ig. D

ate

___ S

ervic

es E

nd D

ate

___ E

L Yell

ow F

older

__

_ CUM

/Svc

s Tag

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COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT Datos de Reclasificación

Un estudiante es elegible para la reclasificación de aprendiz del inglés (EL) a fluente en inglés (R-FEP) cuando el estudiante cumple los criterios.

1. DATOS OBJECTIVOS Y RENDIMIENTO ACADEMICO DEL ESTUDIANTE: Los resultados del estudiante en la

sección de Inglés/Artes de lenguaje en la prueba estandarizada estatal SBAC.

Evaluación de Inglés/Artes de Lenguaje aprobada por el Estado Nivel 3 o Superior

Para estudiantes de grados K-2, los resultados de otras evaluaciones disponibles (DIEBELS NEXT) demuestran que las habilidades básicas del estudiante en Inglés/Artes Lenguaje son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado.

2. EVALUACIÓN OBJETIVA DEL DOMINIO DEL IDIOMA INGLÉS: La evaluación de la capacidad del estudiante en el

inglés en el ELPAC está en el nivel de un hablante de inglés nativo. Los resultados de la prueba ELPAC El dominio general de ELPAC se desarrolla moderadamente en el nivel 3 con una categorización de expandir / reunir.

_____ Escucha Lectura Dominio Total

_____ Habla Escritura Resultados debido a discapacidad de aprendizaje, no a idioma

Otras evaluaciones objetivas:

3. EVALUACIÓN DEL MAESTRO: La evaluación del maestro del aula muestra que las habilidades del estudiante en inglés son comparables a las de un hablante de inglés nativo de la misma edad y nivel de grado.

Comentarios de maestro/a:

4. OPINIÓN DE PADRES:

5. DETERMINACIÓN: Reclasificar No Reclasificar

Firma del maestro de clase Fecha Firma de padre/madre/tutor Fecha

Firma del personal de ELD Fecha Firma del Director de Escuela o designado Fecha

Nombre del estudiante

Grado Escuela Idioma materno

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RFEP MONITORING FORM Student Birth Date Last First

School ____________________________Grade________ Student’s RFEP Date_______________ Classroom Teacher (Gr 1-5) or English Teacher ________________________________

Monitoring of Student Progress: Level 3 ELA or Higher _________________ ELPAC Overall Total Score: _________________________ (Year:___ ) Current results in: Language Arts or English Satisfactory Not Satisfactory Math Satisfactory Not Satisfactory History/Social Science Satisfactory Not Satisfactory Science Satisfactory Not Satisfactory Other measures of academic success (Gr 1-2): [do not include grades]

__________________________________________________________________________ Attendance: Number of days absent this school year Disciplinary Referrals: Number of referrals this school year Writing Samples (if available): Satisfactory Not Satisfactory Overall progress in grade-level coursework & achievement of grade-level standards: Satisfactory Not Satisfactory Comments regarding factors affecting student’s achievement or non/achievement: _______________________________________________________________________________________ (State name and position of person providing comment:) Analysis of the above data demonstrates that the student is: Progressing satisfactorily Not progressing satisfactorily. Student will be referred for appropriate interventions and follow/up. Date Teacher/Staff Signature

School Year ______ Date____________ Date____________

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FORMULARIO RFEP DE MONITOREO Estudiante Nacio

Apellido Primer Nombre Escuela ____________________________ Grado ________ Fecha de RFEP del Estudiante _______________ Maestra de Salon (Gr 1-5) ________________________________ o Maestra de Inglés

Monitoreo de Progreso del Current Estudiante: Nivel 3 ELA o Superior _________________ Puntaje Total Total: _________________________ (Año:___ ) Rendimiento Actual en: Artes/Lenguaje Inglés Satisfactorio Insatisfactorio Matemáticas Satisfactorio Insatisfactorio Historia/Ciencia Social Satisfactorio Insatisfactorio Ciencia Satisfactorio Insatisfactorio Otras medidas de éxito académico (Gr K-2): [no incluir grados]

__________________________________________________________________________ Asistencia: Numero de días ausente este año escolar Referencias de Disciplina: Numero de referencias este año escolar Ejemplo de Escritura (Si son disponible): Satisfactorio Insatisfactorio Progreso general en cursos de grado & el logro de los estándares de nivel de grado: Satisfactorio Insatisfactorio Comentarios sobre factores que afectan el logro o no/del logro del estudiante: _______________________________________________________________________________________

(Escriba nombre y posición de persona proporcionando comentario:) Análisis de los datos anteriores demuestra que el estudiante es: Progreso Satisfactorio No progresa satisfactorio. Referiremos al estudiante para intervenciones y reviso apropiado. Fecha Firma del maestro

School Year Date_ Date_

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V-EL-15 Teacher EL Authorization

Teachers assigned to provide English language development and instruction in subject matter courses for English learners are appropriately authorized.

When teacher recruitment is necessary, only candidates who hold a CLAD credential or the equivalent are considered. In the event of a local shortage of qualified teachers, the District will adopt and implement measures to remedy the shortage. (V-EL 7.1)

V-EL-16: Professional Development Specific to English Learners

The district provides professional development specific to the implementation of programs for English learners for classroom teachers, principals, administrators, and other school or community-based personnel that is:

A. Designed to improve the instruction and assessment of English learners; B. Designed to enhance the teacher’s ability to understand and use curricula,

assessment measures, and instructional strategies for English learners; C. Based on research demonstrating the effectiveness of professional development in

increasing students’ Englsh proficiency or the teacher’s subject matter knowledge, teaching knowledge, and teaching skills.

D. Of sufficient intensity and duration (which shall not include activities such as one-day or short-term workshops) to have a positive and lasting impact in the classroom.

VI-EL-17: Appropriate Student Placement All students are placed in English language classrooms unless a parental exception waiver has been granted for an alternative program in which some or all of the instruction is delivered in the student’s primary language. Based on district criteria of reasonable fluency, English learners must be placed in one of the following programs:

A. Structured English Immersion (SEI), in which the language acquisition process, curriculum, and instruction are designed for students who are learning the language;

B. English Language Mainstream (ELM), in which English learners who do not meet the district criteria for placement in SEI are placed upon parent/guardian request.

C. Alternative Program: For students with an approved parental exception waiver, an alternative program in which some or most of the instruction is delivered in the

V - STAFFING AND PROFESSIONAL GROWTH Staff members are recruited, trained, assigned, and assisted to ensure the effectiveness of the program.

VI - OPPORTUNITY AND EQUAL EDUCATION ACCESS: Waivers & Alternative Programs

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student’s primary language, unless there is an IEP in which the IEP team determined the need for primary language instruction.

VI-EL-18: Parental Exception Waivers for Alternative Program Parents and guardians of English learners are notified annually of the opportunity to apply for a parental exception waiver for their children to participate in an alternative program in which some or all of the instruction is delivered in the student’s primary language. The district procedures for granting parental exception waivers include the following:

A. Parents and guardians are provided, on enrollment and annually, full written, and upon request, spoken descriptions of the Structured English Immersion (SEI) program, the English Language Mainstream (ELM) program, alternative programs, and all educational opportunities available to the student. The descriptions of these programs include the educational materials used in the different options.

B. Parents and guardians are informed that a student must be placed for not less than thirty calendar days in an English language classroom the first year of enrollment in a California school.

C. Parents and guardians are informed of any recommendation by the school principal and educational staff for an alternative program and given their right to refuse the recommendation.

D. Parental exception waivers are acted on within twenty instructional days of submission to the principal. However, waivers submitted under EC 311(c) must be acted upon either not later than ten calendar days after the expiration of the thirty day English language classroom placement or within twenty instructional days of submission of the waiver, whichever is later.

Parental exception waivers shall be granted unless the school principal and educational staff determine that an alternative program offered at the school would not be better suited for the overall educational development of the student. If a waiver is denied, parents and guardians must be informed in writing of the reason(s) for denial and advised that they may appeal the decision of the local board of education if such an appeal is authorized by the local board of education, or to the court. Each school in which twenty or more students of a given grade level receive a waiver shall be required to offer such a class; otherwise they must allow the students to transfer to a public school in which such a class is offered.

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PARENTAL EXCEPTION WAIVER (Title 5: California Code of Regulations:

311) School Date of waiver request Grade Waiver request for school year Student’s Full Name Birthdate

I am the parent/guardian of the child named above. I have personally visited my child’s school and have been provided with a full description of the programs, the educational materials to be used in each program, and the educational opportunities available to my child. I request a waiver of the requirement that my child be placed in a structured English immersion program. I request, instead, that my child be placed in an alternative primary language program in which some of the instruction, textbooks and materials are provided in my child’s native language. I believe that an alternative primary language program best meets my child’s educational needs. I understand that it is my choice whether to request a waiver, and that I have the right to refuse to agree to a waiver if I so choose.

Reason for waiver request (to be confirmed by school district): Education Code 311 (a): My child already knows English. (To be confirmed by standardized tests of English vocabulary comprehension, reading and writing at or above state average for child’s grade level, or at state average for fifth grade, whichever is lower, or is identified as fluent English proficient.) Education Code 311 (b): My child is at least ten years old. (District must determine that the child’s rapid acquisition of basic English language skills will be better achieved through an alternative program.) Education Code 311 (c): My child has special needs. Child must be placed in an English language classroom for not less than 30 calendar days upon the first year of enrollment. (Please check below and fill in evidence under Additional Information.)

Physical Needs Emotional Needs Psychological Needs Educational Needs

Additional information:

I understand that the district must determine that my child’s physical, emotional, psychological, or educational needs will be better served through an alternative program. If the district makes this determination a written description of the child’s “special needs” will be prepared. I further understand that I must request a waiver each year for my child to continue to participate in an alternative instructional program.

Signature of Parent/Guardian Date Received by Date

I believe that an alternative course of educational study would be better suited to the above-named child’s overall educational development.

Signature of District Employee Date

Waiver request examined and approved. Waiver request examined and rejected. Parent has been informed in writing of the reason(s) for the rejection and has been informed of the procedure for appeal.

Principal’s Signature Date

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SOLICITUD DE EXENCIÓN (Título 5: Código de Reglamentos: 311)

Escuela Fecha de solicitud de exención Grado Exención para el año escolar de Nombre / apellido del estudiante Nacido/a / /

Soy el padre/madre/tutor legal del estudiante nombrado arriba. He visitado personalmente la escuela de mi hijo/a y se me ha proveído una descripción total de los programas, los materiales educativos a ser usados en cada programa, y las oportunidades educativas disponibles para mi hijo/a. Estoy solicitando una exención del requisito de colocar a mi hijo/a en un programa estructurado de inmersión en inglés. Solicito que se le coloque en un programa alternativo de idioma primario en el cual algo de la instrucción, los textos y materiales se proporcionen en el idioma materno de mi hijo/a. Pienso que un programa alternativo en el idioma primario sería el más indicado para satisfacer las necesidades educativas de mi hijo/a. Entiendo que tengo el derecho de solicitar una petición y de rehusar estar de acuerdo con una petición.

Razón por la cual se solicita la exención (a ser confirmada por el distrito escolar):

Código de Educación 311 (a): Mi hijo/a ya sabe inglés. (A ser confirmado por resultados en las pruebas estandarizadas de vocabulario, comprensión, lectura y composición por encima de o al nivel estatal del grado del estudiante o el promedio estatal de quinto grado, cual más bajo fuese, o que se identifique como fluente en inglés (FEP).) Código de Educación 311 (b): Mi hijo/a tiene por lo menos 10 años. (El distrito deberá determinar que la rapidez de adquisición de habilidades básicas de inglés del estudiante se lograría mejor por medio de un programa alternativo.) Código de Educación 311 (c): Mi hijo o hija tiene necesidades especiales. Se debe colocar al niño en una clase donde se habla sólo inglés por no menos de 30 días en el primer año de inscripción. (Por favor marque abajo y provea evidencia en la línea para “Información Adicional”

Necesidades físicas Necesidades emocionales/psicológicas Necesidades educativas Mi hijo/a se está atrasando en sus estudios

Información adicional:

Comprendo que el distrito debe determinar que las necesidades físicas, emocionales, psicológicas, y/o educativas de mi hijo/a se servirían mejor por medio de un programa alternativo. Además, entiendo que no se requiere mi consentimiento. Si el distrito hace esta determinación se preparará una descripción escrita de las “necesidades especiales” del estudiante. También comprendo que debo solicitar cada año una exención para que mi hijo/a pueda continuar participando en un programa educativo alternativo.

Firma de padre/madre/tutor legal Fecha Recibido por Fecha

Pienso que un curso alternativo de estudios sería el más indicado para el desarrollo educativo total del estudiante nombrado arriba.

Firma del empleado distrital Fecha

Exención revisada y otorgada. Exención revisada y negada. Se ha informado por escrito a los padres de las razones por las que se ha negado la exención y del proceso de apelación.

Firma del director/a de escuela Fecha

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VII-EL-19: English Language Development As part of the core program provided through general funds, each English learner must receive a program of instruction in English language development (ELD) in order to develop proficiency in English as rapidly and effectively as possible. Each English learner must receive ELD through both designated ELD and ELD instruction integrated into content courses. Description of English Language Development (ELD) The English Language Development component of all instructional program models is research- based and recognizes that the acquisition of English as a second language is a developmental process. Research recognizes that no two students will develop proficiency in English at the same rate. In most cases, Basic Interpersonal Communication Skills (BICS) appear long before Cognitive Academic Language Proficiency(CALP), and time and opportunity must be allowed for this development to occur. Indeed, it may take five to seven years to achieve academic English proficiency comparable to that of native English-speaking peers. Each English Learner will develop at his/her own pace, depending on a multitude of environmental, personality, learning and educational factors. ELD is a component of all instructional programs designed to serve the needs of English Learners. Further, ELD is a specific curriculum based on the California English Language Development Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of ELD is to teach second language learners to communicate (listen and speak) with high levels of understanding in English. Additionally, ELD provides the foundation for literacy (reading and writing) as well as a pathway to the California English Language Arts Standards. The shared goal is to assist students in developing skills so that they may achieve cognitive academic proficiency in English. ELD can occur in a variety of instructional settings. English Language Development must be a part of the daily program for every English Learner student, as required by law. ELD must be a planned, specific, explicit component of the total education of the EL student. There is no maximum amount of time for a student’s ELD. However, it is mandatory that each EL student receive these minimum periods of ELD per day: 30-40 minutes Kindergarten-Grade 5 and at least one period per day in middle and high school.

VII-EL-20: Access to the Core Subject Matter Academic instruction for English learners is designed and implemented to ensure that English learners meet the district’s content and performance standards for their respective grade levels within a reasonable amount of time.

VII – TEACHING & LEARNING Participants receive core and categorical program services that meet their assessed needs.

30

The district assists English learners to achieve high levels in the core academic subjects to ensure that they meet the same challenging state content and achievement goals all children are expected to meet. The district monitors students’ academic progress and responds to assist students in overcoming any academic deficits incurred while acquiring English. Actions to overcome academic deficits are taken before the deficits become significant. Catch-Up Plan Performance on annual measurable achievement objectives (AMAOs) is monitored for EL and RFEP individual students. Annually, each site principal is provided with a list of students who failed to meet one or more AMAOs. A team convenes to analyze the data to determine the reasons for failure, examining multiple measures of student performance over time. The team recommends additions and/or changes to services student receives. In addition to in-school interventions, the student may be provided instructional resources that extend beyond the school day. If the interventions are not offering adequate support, the team will pursue other avenues of support until a correct match has been found for the students or other specialized assistance (i.e. referral for Special Education assessment) has been explored. As ELs are considered for exiting the EL program, staff regularly looks for patterns or trends that might indicate obstacles to reclassification. Program modifications can then be proposed such as creating a supplemental intervention, providing tutoring for students or arranging staff development to meet EL needs more effectively. Site English Learner Advisory Committees (ELACs) are asked to report their observations, questions and recommendations to the District English Learner Advisory Committee (DELAC) regarding the EL program. The EL coordinating team combines input from the DELAC along with other relevant data and reports annually to the School Board with suggestions for modifications to the EL Program.

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EL Program Settings Elementary

Type of Setting Eligible Students Curriculum Components

Structured English Immersion

English Learners State

Assessment Proficiency Level (Standard not met, Standard nearly met*)

*In some cases

Explicit ELD Daily: 30-40 minutes; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in reading, writing, mathematics, social studies and science with Specially Designed Academic Instruction in English (SDAIE) strategies and materials

Primary Language support (L1): motivate, clarify, direct, support, explain, minimal, as needed

English Language Mainstream

English Learners State

Assessment Proficiency Level (Standard nearly Met*, Standard Met, Standard Exceeded)

*In some cases

Explicit ELD Daily: 30-40 minutes; district-adopted textbooks and supplementary materials

Access to core: differentiated instruction in reading, writing, mathematics, social studies and science with (SDAIE) strategies and materials

Primary Language Support (L1): minimal, as needed

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Colocaciones de Programa para Aprendices del Inglés (EL) Primaria

Tipo de Colocación Estudiantes Elegibles Componentes del Plan

de Estudio Programa Estructurado de Inmersión al Inglés

Aprendices del Inglés (EL) Nivel de

aptitud de evaluación estatal (Principiante, Pre-Intermedio, Intermedio)

` *En algunos casos

Aprendizaje Progresivo del Inglés (ELD) a diario: 30-40 minutos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en lectura, escritura, matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Apoyo en Idioma Primario (L1): para motivar, clarificar, dirigir, ayudar y explicar.

Clase Convencional en Inglés

Aprendices del Inglés (EL) Nivel de aptitud

de evaluación estatal Asse * (Intermedio, Pre-avanzado, Avanzado)

*En algunos casos

Aprendizaje Progresivo del Inglés (ELD) a diario: : 30-40 minutos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en lectura, escritura, matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Apoyo en Idioma Primario (L1): mínimo, según se necesite.

33

English Learner Program Settings Secondary

Type of Setting Eligible Students Curriculum Components

Structured English Immersion

English Learners State

Assessment Proficiency Level (Standard not met, Standard Nearly Met)

*In some cases

Explicit ELD Daily: 1-2 periods; district-adopted textbooks and supplementary materials

Access to core: Differentiated instruction in mathematics, social studies and science with Specially Designed Academic Instruction in English (SDAIE) strategies and materials

Physical Education and electives: mixed group of EL, RFEP, IFEP and EO students

Primary Language support (L1): in core content areas to motivate, clarify, direct support, explain, minimal as needed

English Language Mainstream

English Learners State

Assessment Proficiency Level (Standard nearly met *, Standard Met, Standard Exceeded)

*In some cases

Explicit ELD Daily: 1 period; district-adopted textbooks and supplementary materials

Access to core: Differentiated instruction in English, mathematics, social studies and science with (SDAIE) strategies and materials

Primary Language Support (L1): minimal, as needed

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Colocaciones de Programa para Aprendices del Inglés (EL) Secundaria

Tipo de Colocación Estudiantes Elegibles Componentes del Plan

de Estudio Programa Estructurado de Inmersión al Inglés

Aprendices del Inglés (EL) Nivel de

aptitud de evaluación estatal (Principiante, Pre-Intermedio, Intermedio*)

*En algunos casos

Aprendizaje Progresivo del Inglés (ELD) a diario: 1-2 periodos; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

Educación Física y asignaturas optativas: grupos mezclados de estudiantes EL, RFEP, IFEP y EO

Apoyo en Idioma Primario (L1): en áreas de contenido fundamental, para motivar, clarificar, dirigir, ayudar y explicar.

Clase Convencional en Inglés

Aprendices del Inglés (EL) Nivel de aptitud

de evaluación estatal * (Intermedio*, Pre-avanzado, Avanzado)

*En algunos casos casos

Aprendizaje Progresivo del Inglés (ELD) a diario: 1 periodo; libros de texto y materiales suplementarios adoptados por el distrito

Acceso al currículo fundamental: enseñanza diferenciada en matemáticas, ciencias sociales y ciencias mediante estrategias y materiales del método especialmente diseñado para enseñar en inglés (SDAIE)

35

ELPAC Performance Level Descriptors ELPAC Performance Level Descriptors & ELD Standards Proficiency Levels (Version 1) ELPAC Level 1 Level 2 Level 3 Level 4 ELD Standards Emerging Low

Expanding Mid Expanding

Upper Expanding

Lower Bridging

Upper Bridging

ELPAC Performance Levels – Relation to ELD Standards ELPAC Levels Level 1 Level 2 Level 3 Level 4 ELD Standards Proficiency Levels

Emerging – requires substantial linguistic support

Expanding – requires moderate linguistic support

Bridging – requires light linguistic support

ELPAC Performance Levels – Descriptors

ELPAC Levels What Students Can Typically Do at Each Level

Level 1 Minimally Developed

Students at this level are at a beginning stage of developing English skills. - They usually need substantial help using English to learn new things at school and to interact in social situations. - They may know some English words and phrases.

Level 2 Somewhat Developed

Students at this level have somewhat developed English skills. - They usually need help using English to learn new things at school and to interact in social situations. - They can often use English for simple communication.

Level 3 Moderately Developed

Students at this level have moderately developed English skills. - They can sometimes use English to learn new things in school and to interact in social situations. - They may need help using English to communicate on less-familiar school topics and in less-familiar social situations.

Level 4 Well Developed

Students at this level have well developed English skills. - They can usually use English to learn new things in school and to interact in social situations. - They may occassionally need help using English.

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English Language Acquisition

Expected Rate of English Language Acquisition

Assessed

ELD Level

Minimally Developed

Level 1

Somewhat Developed

Level 2

Moderately Developed

Level 3

Well Developed

Level 4

1st Year After

Redesignation

Timeline based on

Student’s ELD

Level at entry into District

1st Year 2nd Year 3rd Year 4th Year 5th Year

1st Year 2nd Year 3rd Year 4th Year

1st Year 2nd Year 3th Year

1st Year 2rd Year 1nd Year

ELD Standards

Proficiency Level

Emerging

Emerging/ Expanding

Expanding/ Bridging

Bridging

English

Language Arts Standards

State English

Language Arts Standards Test

Standard Not Met

Standard Nearly

Met

Standard Met

Standard Exceeded

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Ritmo Anticipado de Adquisición de la Lengua Inglesa

Nivel

Evaluado de ELD

Mínimamente Desarrollado

Nivel 1

Algo Desarrollado

Nivel 2

Moderadamente Desarrollado

Nivel 3

Bien Desarrollado

Nivel 4

1er año después de redesignificación

Cronograma basado en el nivel de ELD de los

estudiantes al entrar en el Distrito

1er año 2da año 3er año 4to año 5to año

1er año 2da año 3er año 4to año

1er año 2da año 3er año

1er año 2da año 1er año

Nivel de Dominio de Estándares de ELD

Emergente

Emergente / Expandiendo

Expandiendo / Reuniendo

Reuniendo

Estándares de los artes del

lenguaje ingles

Examen de

estándares de los artes del

lenguaje ingles

Estándar no cumplido

Estándar casi cumplido

Estándar cumplido

Estándar excedido

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Student Name: Today’s Date:

Grade: Birthdate: Years in EL Program:

School: Teacher/Counselor:

Consider: 1. What are student’s English proficiency test scores for the past 3 years? Is the student acquiring English consistent with the Expected Rate of English

Language Acquisition? 2. Does the student receive daily ELD instruction at the appropriate level for at least 30 minutes per day? 3. At the secondary level, is the student placed in the correct academic setting (i.e. SDAIE, primary language support)? 4. Is the teacher(s) trained in the use of and actively using the most appropriate instructional strategies for English Learners? 5. How many years has the student been in a program for English Learners? 6. Are there any relevant circumstances with regard to health, family, social/emotional issues that may affect the student’s progress?

Date Area of Concern/Present Level of

Performance Performance Target Intervention(s) Person(s)

Responsible/Timeline

Administrator Teacher/Counselor Intervention Specialist

Parent/Guardian Student (as appropriate) Other

English Learner Support Plan

Current Program Participation (check all that apply): Title I Migrant Ed. GATE Special Education Other (Identify) Interventions already in place

Meeting Dates:

Date

Date

Date

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Appendix A

THE ENGLISH LEARNER AND THE STUDENT STUDY TEAM

The purpose of the SST is to meet with the referring teacher to: • discuss problems which are becoming apparent • brainstorm possible solutions • develop an action plan which is then implemented by the referring teacher

with the support of team members KEY QUESTIONS TO ASK DURING THE SST: If an English Learner has been referred to an SST, the following questions must be addressed and documented during the meeting (reference CRPUSD’s Master Plan for English Learners, as required by the California Department of Education’s Categorical Program Monitoring document):

1. What are the student’s state English proficiency test scores for the past 3 years? Is the student acquiring English consistent with the Expected Rate of English Language Acquisition (Master Plan, pages 33-34)?

2. Does the student receive daily ELD instruction at the appropriate level for at least 30 minutes per day?

3. At the secondary level, is the student placed in the correct academic setting (i.e. SDAIE, primary language support)?

4. Is the teacher(s) trained in the use of and actively using the most appropriate instructional strategies for English Learners? (See Master Plan Appendix D, EL Strategies-Interventions- Modifications Checklist)

5. How many years has the student been in a program for English Learners? 6. What interventions have been implemented? 7. Are there any relevant circumstances with regard to health, family,

social/emotional issues that may affect the student’s progress?

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Appendix B

PROGRESS REPORT FOR ENGLISH LEARNERS (EL) OR

RECLASSIFIED ENGLISH PROFICIENT STUDENTS (RFEP)

To Teacher: School:

The following student(s) assigned to your class is/are being monitored. Please take a moment and fill out this form, and return as soon as possible to: , EL staff/Teacher/Administrator.

Student: Grade EL RFEP

Date Subject Period

Please check appropriate box: YES NO N/A 1. Student gets to class on time

2. Student comes to class prepared

3. Student completes assignments in class

4. Student completes homework

5. Student demonstrates appropriate social skills

6. Student demonstrates good attitude (tries hard)

7. Student asks for help when necessary

8. Student relates well to other students/adults

9. Parent communication and support is good

10. Attendance is not a problem

11.Student demonstrates academic proficiency in his/her Core classes

Further comments or concerns:

Missing assignments:

Grade to date:

With appreciation to Petaluma City Schools

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Appendix C

ENGLISH LEARNER (EL) STUDENTS AT RISK OF FAILING

Do you have EL students in difficulty or at risk of failing your class? What interventions have you implemented to support your EL students? Have you reached out to the student to offer assistance? What supports have you recommended to the student? Have you been able to effectively communicate with the parents? Please submit a list of your at risk students.

PLEASE REFER TO PROBLEMS BY USING THE LETTER CODE BELOW:

A. At risk of failing class B. Does not turn in homework C. Work incomplete D. Work late E. Does not self-advocate or seek help F. Poor attendance G. Unacceptable behavior in class H. Low or failing test scores I. Need to speak with parent J. Limited academic progress K. Other (please elaborate)

Teacher Grade Subject

Name of Student Hour Grade Problem (use codes above) and

brief comment, if appropriate

Please return this form as soon as possible to EL staff/Teacher/Administrator

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Appendix D, Page 1 of 2

ENGLISH LEARNER STRATEGIES, MODIFICATIONS, INTERVENTION CHECKLIST

Student’s Name Date

Teacher School Grade

Check strategies implemented. Indicate approximate dates and amount of improvement.

AMOUNT OF IMPROVEMENT

TEACHING TECHNIQUES FROM / TO

None 1

Some 2

Much 3

Provide Comprehensible Input: - assessment of prior knowledge - clear enunciation, slower speech rate, etc. - controlled sentence length / complexity - controlled vocabulary / idiomatic speech - elaboration: restatement, examples, repetition - explanation/clarification of key vocabulary / concepts - mini-lecture format (10 min. input / 2 min. interact) - modeling - personalization of lesson (connected to home culture / language)

- preview / review in L1, Eng., both - summarizing / paraphrasing - wait time

Use Contextual Clues: - active, hands-on instruction, such as: props, realia, manipulatives, etc.

- advanced organizers, such as: graphs, charts, outlines, thinking maps, etc.

- gestures, facial expressions, pantomime - media: videos, cassettes, computers, films, etc. - multi-sensory instruction - overhead transparencies - samples of finished products - study skills instruction - thematic teaching - visuals: photos, pictures / illustrations, drawings, etc. - word banks / graffiti wall for content areas - written / visual instructions

43

Appendix D, Page 2 of 2 AMOUNT OF

IMPROVEMENT TEACHING TECHNIQUES FROM /

TO None

1 Some

2 Much

3

Provide Opportunities for Communicative / Interaction and Negotiating of Meaning:

- clarification requests - comprehension checks - cooperative learning groups - debriefing / review activities - questioning strategies at appropriate level of lang. fluency

- variety of student involvement interaction: teacher- student, student-student(s), group discussions, etc.

INSTRUCTIONAL INTERVENTIONS - modification of instruction to match reading and language proficiency levels

- modification of assignments to match reading and language proficiency levels

- instruction of learning strategies, e.g., self-talk, skimming, pre-reading, etc.

- pairing of student with same-language peer - academic regrouping, e.g., with group that has same- language peers

- parent involvement through conferencing, class visits, assistance at home, etc.

- after school assistance, tutoring, etc. - summer school, intersession, etc. - consultation with ELD teacher, other colleagues - implementation of ELD / SDAIE strategies suggested by ELD teacher, other colleagues

- other PROGRAM MODIFICATIONS - additional ELD instruction - increase in primary language support (circle by whom provided: teacher, peer / cross-age tutor, bilingual assistant, parent / community volunteer, etc.)

- additional reading instruction: (specify) - other

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Appendix E

English Learner Advisory Committee (ELAC) School Name:

Minutes of ELAC Meeting of DATE

Legal Requirement/Training Covered: (Check topic(s) covered at this meeting and reflected in minutes)

1. Development of the Single School Plan for Student Achievement. 2. Site Program for English Learners 3. Development of the School’s Needs Assessment. 4. Ways to make parents aware of the importance of regular school attendance.

The meeting was called to order at p.m. by Chairperson . S/he welcomed all present to the School English Learner Advisory Committee and asked everyone to introduce him/herself.

Legal Requirements: The following is a summary of discussion/action(s) taken on any of the four above-described Legal Requirement(s) – (What and whom) If any of the following requirements are discussed, a guest speaker addresses the topic, and/or any action is taken regarding that topic, summarize briefly here. Otherwise delete that section from these Minutes.

1. Single School Plan for Student Achievement 2. Site Program for English Learners 3. Needs Assessment 4. Importance of Regular School Attendance 5. Election of Officers 6. Election of DELAC Representative 7. Open Forum

Meeting Adjourned at

Minutes recorded by

MEMBERS PRESENT: parents, students, school staff, guests, and See attached list of attendees.

45

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT

English Learner Advisory Committee (ELAC) School Name:

Appendix F

ELAC Meeting of / / DATE

LIST OF ATTENDEES

Check one/Marque uno

Name Nombre

Student Estudiante

Address Dirección

Phone No. No. Teléfono

Pare

nt/P

adre

Stud

ent/E

stud

iant

e

Gue

st/In

vita

do

Scho

ol S

taff/

pers

onal

Oth

er/O

tra

46

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT

District English Learner Advisory Committee (DELAC) Location of Meeting:

Appendix G

Minutes of DELAC Meeting of / / DATE

Legal Requirements/Training Covered: (Check topic(s) covered at this meeting and reflected in minutes)

a. Development of a district master plan for ELs, taking into consideration site plans for ELs b. Conducting districtwide needs assessment on school by school basis c. Establishment of district program, goals, and objectives for programs and services for ELs d. Development of a plan to ensure compliance with applicable teacher & aide requirements e. Review of and comments on the written notification of written notifications to parents

as required in 5 CCR 11303 [c][6]

f. Review of and comment on the district reclassification procedures

The meeting was called to order at p.m. by Chairperson . S/he welcomed all present to the District English Learner Advisory Committee and asked everyone to introduce him/herself.

Meeting Minutes: Secretary read the minutes from the / / meeting. It was moved by and seconded by that the minutes be approved as written (or as corrected/amended).

Legal Requirements: The following is a summary of discussion/action(s) taken on any of the above-described Legal Requirement(s) – (What and whom) If any of the following requirements are discussed, a guest speaker addresses the topic, and/or any action is taken regarding that topic, summarize briefly here. Otherwise delete that section from these Minutes.

1. Consolidated Application Review & Signature 2. Approval of the services provided to English Language Learners as

outlined in the Local Control Accountability Plan (LCAP)

MEMBERS PRESENT: parents, students, school staff, guests, and . See attached list of attendees.

47

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT Appendix G

Other Agenda Items:

• DELAC Tasks: Master Plan

Needs assessment

Establishment of district EL programs, goals and objectives

Plan for meeting staffing requirements

Review and comment on district EL reclassification and parent notifications

Meeting Adjourned at

Minutes recorded by

48

COTATI-ROHNERT PARK UNIFIED SCHOOL DISTRICT

District English Learner Advisory Committee (DELAC) Location of Meeting:

Appendix H

DELAC Meeting of DATE

LIST OF ATTENDEES

Check one/Marque uno

Name Nombre

Student Estudiante

Address Dirección

Phone No. No. Teléfono

Pare

nt/P

adre

Stud

ent/E

stud

iant

e

Gue

st/In

vita

do

Scho

ol S

taff/

pers

onal

Oth

er/O

tra