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Parental Involvement

The Oroville City Elementary School District strongly supports parental involvement for English Learners’ educational process. The communication from school to home is an essential part of promoting student achievement. Ensuring that documents are translated into languages that parents can understand is crucial to developing a solid relationship between school and home. Having interpreters at meetings sends a welcoming message to parents. With a joint effort of OCESD schools and parents, it is possible to reach the common goal of student success.

English Learner Advisory Committee – ELAC

Each school with 21 or more English Learner students is required by state law to establish an advisory committee on which parents or guardians, or both, of such students constitute membership in at least the same percentage as the number of English Learner students represent to the total number of students.

The ELAC’s primary responsibility is to build the capacity of parents/guardians of English Learners to assist in the education of their children. The ELAC advises the principal and school staff on the programs and services provided for English Learners.

District English Learner Advisory Committee - DELAC

Any district with 51 or more English Learner students is required by state law to establish an advisory committee on which parents or guardians, or both, of such students constitute membership in at least a majority – 51%.

The DELAC’s responsibilities are to assist and advise on topics which include but are not limited to:

• development or revisions to the district’s master plan for English Learners
• content and procedures for conducting a district-wide needs assessment
• district program goals and objectives for English Learner services

Title III Year 4 Action Plan 07-08 and LEA Addendum 08-09

As required by state and federal law, the OCESD has developed two different documents which address the deficits in student achievement and professional development for teachers and staff. The Title III Year 4 Action Plan 2007-2008 and the LEA Addendum 2008-2009 contain a portion specifically focused on improving English Learner student achievement. By reaching and accomplishing the set goals and objectives stated within each document, the academic success of English Learner students will occur. 

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Program Overview

The Oroville City Elementary School District provides services to students who are identified as English Learners which include English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE).

Mission

The mission of the OCESD English Learner Program is to provide EL students with the most current, effective curriculum and research-based instructional strategies for the purpose of acquiring academic English language proficiency and achieving success in all content areas.

Vision

The OCESD English Learner Program will prepare students for success by building the capacity for lifelong learning and by promoting multiculturism.

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Identification and Placement

Home Language Survey

Enrollment into the Oroville City Elementary School District requires the completion of the Home Language Survey as mandated by California state law. If any of the answers to the questions indicate another language other than English, the student will be required to take an English proficiency assessment and a primary language assessment.

CELDT (CELDT Blue Prints)

The California English Language Development Test (CELDT) is used to evaluate a student’s English Language proficiency. The CELDT determines one of five levels of English proficiency overall and also within the sub-skill areas of Listening, Speaking, Reading and Writing. The English proficiency levels with numerical correspondences are: Beginning - 1, Early Intermediate - 2, Intermediate - 3, Early Advanced - 4, and Advanced - 5.

The results of the CELDT are used to identify and place students into a program of services which addresses the English language needs of the student. If identified as an English Learner, depending on the overall proficiency level, a student will either be placed into a Structured English Immersion (SEI) classroom setting or into an English Language Mainstream (ELM) classroom setting (see Program Descriptions).

If a student is identified as Fluent English Proficient (FEP) and not as an English Learner, he or she will placed into a regular classroom setting and no English Learner services will be required. The student will be monitored for two years thereafter.

The CELDT will be administered annually to evaluate the English proficiency progress an identified English Learner student makes. When a student reaches Fluent English Proficient (FEP), steps will be taken to determine whether all criteria have been met for re-designation (see Exit Criteria).

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Parent Notification

Pursuant to California law, the OCESD is required to notify parents about the following:

• Initial administration of the California English Language Development Test (CELDT) and primary language assessments, and the results of those assessments
• Placement recommendation of the appropriate program setting
• Options for parents in regards to the student’s placement

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Program Descriptions

• All programs are designed to meet the educational needs of English learners by including English Language Development (ELD) instruction 30 minutes every day.
• All programs include the use of Specially Designed Academic Instruction in English (SDAIE) strategies.

Structured English Immersion (SEI)

provides instruction primarily in English and includes the following: a sequential ELD program, including language arts, sheltered English content with primary language support as needed.

English Language Mainstream (ELM)

provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP).

Alternative Program (Alt)

A bilingual program for English language acquisition for pupils in which much or all of the instruction, textbooks, and teaching materials are in the child’s native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program.

California state law gives parents the option to place their child in an alternative program. To place your child in an alternative program, you must sign a parental exception waiver at your child’s school each year, and he/she must meet one of the following criteria: a) knows English and academically performs at least at the 5^thgrade level, b) is 10 years of age or older, c) is a student under 10 years of age, was placed in an English language classroom (ELM) for 30 calendar days, and special needs exist.

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

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Alternative Program Options

Grades K-6

The law requires that English learner (EL) students with less than reasonable fluency in English be placed in Structured English Immersion and students with reasonable fluency in English be placed in English Language Mainstream. However, parents have the right to request a parental exception waiver for an alternative program if they believe it would be better for their child. By law EL students under 10 years of age must be placed in English Immersion for a period of not less than 30 calendar days before a waiver may be granted. As a parent you may select from the following alternative programs designed to meet the linguistic and academic needs of English learner students.

Program availability will depend upon the number of students receiving waivers. If fewer than 20 students receive a waiver in one grade level, your child may be allowed to transfer to a neighboring school to receive the requested program. Your school principal will advise you of program availability.

All alternative programs include English language development (ELD) and Specially Designed Academic Instruction in English (SDAIE) based on program and student needs. The different alternative programs include varying amounts of instruction in the primary language. Students will be assessed yearly with the California English Language Development Test (CELDT) and academic assessments. All programs will use district-adopted materials for reading, language arts, and mathematics. In all programs, student progress will be measured in reading, language arts, and mathematics against grade level standards and benchmarks.

Transitional Bilingual Education Program (TBE)

The TBE program provides a foundation for learning in the student’s native language with a transition to English. The program offers the following: a sequential program of ELD taught daily, and grade-level language arts, math, and other contents subjects taught daily first using the student’s native language, then using SDAIE strategies with native language support followed by mainstream English. As students gain proficiency in English, the amount of instruction in English increases while the amount of instruction in the native language decreases. District-adopted instructional materials written in English and in the native language are used. Instructional goals are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation.

Bilingual Maintenance Program

Selected schools offer the Bilingual Maintenance Program in English and (Spanish). It follows the same instructional format as the TBE program described above; however, native language literacy and content instruction are maintained and enhanced, even after English fluency is achieved. Students increase the time they spend in English instruction each year, until they reach a level of 80% in English and 20% in Spanish by 5^th grade. Instructional goals are for students to learn English and meet appropriate academic achievement standards for grade promotion and graduation while maintaining their native language.

Two-Way Immersion Program

The two-way bilingual immersion program integrates language minority and language majority students for academic instruction that is provided separately through English and Spanish. For both groups of students, one of the languages is their native language and one is a second language. English is used at least 50% of the instructional day using appropriate age and grade level curriculum. Instructional goals are for students to learn English and meet grade-appropriate academic achievement standards for grade promotion and graduation, and to become bilingual and biliterate. While parents may request to have their child withdraw from the program at any time, the instructional treatment is provided to participating students for a period of at least six years so that they may reach academic proficiency in both languages.

Parental exception waivers shall be granted unless the school principal and educational staff has substantial evidence that the program requested by the parent would not be better suited for the student.

For waivers for students, age 10 and older, schools shall act upon all parental exception waiver requests within 20 instructional days of submission to the school principal.

For students who already know English, schools shall act upon parental exception requests within 20 days of submission to the school principal.

For students with special needs (under 10 years old), schools shall act upon parent waiver requests not later than 10 days after the expiration of the 30-calendar-day placement in Structured English Immersion, or within 20 instructional days of submission of the parental waiver to the school principal, whichever is later.

Grades 7-8

Primary Language Content Classes

The primary language course of study is designed for newly arrived students who are literate in Spanish or Hmong and who need to continue high level academic subject learning while they acquire English. It offers a sequential program of English language development (ELD) taught daily, grade-level subject matter taught in the native language and bilingual mode, sheltered and specially designed academic instruction in English (SDAIE) as students progress in English.

Secondary Literacy

The secondary literacy course of study is designed for English learners with less than reasonable proficiency who are not literate in their native language and are below grade level in the academic content areas. It provides a foundation of learning in the student’s native language with a sequential program of English language development (ELD) taught daily. Enhanced support in language arts and math, and other academic areas are provided daily in the student’s native language. Students are expected to transition to the ELD primary language content course of study after the first year.

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Instruction

English Language Development - ELD

All English Learners receive at least 30 minutes daily of English Language Development (ELD). ELD instruction is designed to promote the acquisition of the English language as rapidly and as effectively as possible. ELD instruction varies across the OCESD.

The variations are as follows:

• Classroom teachers in grades Kindergarten through sixth provide ELD instruction to a group within individual classroom while non – English Learner students work independently or with instructional aide support.
• Teachers of same or adjacent grade levels regroup students based on proficiency levels for ELD instructional time.
• ELD is provided as a period within the middle school schedules.
• English Learner students with special needs receive ELD instruction from either the Special Education teacher or another qualified teacher within a group setting.

Specially Designed Academic Instruction in English – SDAIE

All English Learners receive instruction in all content areas that is designed to improve academic English Language proficiency. Teachers of Math, Science, Social Studies and all other content areas are trained in using sound instructional strategies for English Learners to achieve academic success while becoming proficient in English.

Curriculum and Materials

The OCESD has adopted scientifically research-based curriculum to be used when instructing English Learners in ELD and in all other content areas. The curriculum programs of Avenues and High Point (National Geographic School Publications) are currently used in ELD instruction in grades K-8 throughout most of the district. Where Avenues and High Point are not used, students receive ELD instruction from the English Learner support components of the core language arts program. The curricula used in all other content areas have components of English Learner support which teachers use to develop Specifically Designed Academic Instruction in English (SDAIE) lessons.

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Exit Criteria from English Learner Program

A student will no longer be identified as an English Learner or be required to receive ELD instruction when the student:

• Performs at Fluent English Proficient (FEP) on the CELDT
• If he or she is in grades 2-8, performs at 340 - Basic or above on the English Language Arts CST
• Has been recommended by his or her Language Arts and ELD teacher for re-designation
• Has the consent from a parent.

After a student has been re-designated to Fluent English Proficient (RFEP), the OCESD monitors the student’s academic achievement progress through benchmark exams, classroom performance, and state standards assessments.