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English Language Development

english language development

 

 

ELAC & DELAC Meeting Schedules

The English Language Learner Program provides services for students who have a language other than English in their home and are not yet fully proficient in English. The goals of the program are to:

  • Help students develop both social and academic English
  • Support students as they work toward meeting the state’s grade level content area standards

El Programa de Desarrollo de Inglés ofrece servicios para los estudiantes que tienen un idioma distinto del inglés en su casa y todavía no tienen dominio total  del inglés. Los objetivos del programa son:

  • Ayudar a los estudiantes a desarrollar tanto el inglés social como académico
  • Apoyar a los estudiantes mientras progresan en su aprendizaje de los estándares estatales en las materias académicas

Title III in Carlsbad Unified School District

Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Section 3102 lists nine purposes of the law. The overarching purpose of Title III and the funding allocated to Carlsbad Unified School District under Title III is to ensure that limited-English-proficient (LEP) students (called English learners under California laws), including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.
 
Below, please find a link to frequently asked questions regarding Title III, the Carlsbad Unified School District plan for the Title III funding, and the updated plan in Carlsbad to support English Learners and Migrant students.
 

English Language Development Contacts/Contactos

Site ELD Resource Teachers/Maestras Especialistas en el Desarrollo de Ingles
 

Elementary Schools/Escuelas Primarias

Calavera Hills Elementary – Marlene Bullard
All other elementary schools – Denise Sugrue & Sally Gledhill-Mash

Middle Schools/Escuelas Secundarias

Marlene Bullard

High Schools/Escuelas Preparatorias

Marlene Bullard – (760) 331-6427  mbullard@carlsbadusd.net

Sally Gledhill – (760) 331-5587  sgledhill@carlsbadusd.net

Denise Sugrue – (760) 331-6560  dsugrue@carlsbadusd.net

Please FAX CELDT score requests to the school of attendance:  Attn: ELD Resource Teacher

Reclassification / Reclasificación

Reclassification Process for English Learners 2016-2017

The goal of the ELD program is to support students as they attain English fluency and master the state standards to have academic success as soon as possible.

The criteria for student reclassification are based on meeting the following requirements in four areas:

 

English Language Proficiency—CELDT:

  • An overall level of Early Advanced (Level 4) or higher and Early Advanced (level 4) or higher on all domain subtests (Listening, Speaking, Reading, Writing).  A student may have a level of Intermediate (Level 3) on one domain subtest with evidence of mastery using another evaluation.

Performance in Basic Skills

  • Grades 2 – 8: Reading:  Achieve 3000 Lexile level within the approaching standards band and Writing: Common Writing Assessment score of  2 or higher.

OR SBAC ELA/Literacy score of Standard Met or Standard Exceeded

  • Grades 9 – 12:   SBAC ELA/Literacy score of Standard Met or Standard Exceeded

OR At/Near Standard on SBAC IAB Read Info and Brief Writing.

 

Teacher Evaluation

  • Grades 3 – 5:  A performance level of Approaching Proficiency (2), or higher, in language arts on his/her progress report.

  • Grades 6 – 12:  A total academic grade point average (GPA) of 2.0 or higher (permanent semester grades).

Parental Consultation

When a student meets these criteria, the ELD Resource Teacher provides an opportunity for parent/guardian opinion and consultation.


Proceso de Reclasificación para Estudiantes en Vías de Aprender Inglés 2016-2017

La meta del programa para estudiantes en vías de aprender inglés es de apoyarlos mientras dominan el idioma inglés y los estándares estatales para obtener logros académicos lo más pronto posible.  

El criterio de reclasificación se basa en alcanzar los siguientes requisitos de cuatro áreas:

 

Dominio total del Idioma Inglés – CELDT:

  • Un nivel de Pre-avanzado (nivel 4) o más alto en cada sección del examen CELDT (Expresión oral, Escucha, Lectura, y Escritura).  Se aceptará un nivel intermedio (nivel 3) en una sección solamente, si existe evidencia de maestría utilizando otra forma de evaluación.

Rendimiento en Destrezas Básicas

  • Grados 2 – 8: Lectura: Nivel  mínimo de comprensión y fluidez  que aproxima los estándares en el programa Achieve 3000 y Escritura: nivel de 2 o más alto en la evaluación común

Ó nivel de Estándar Cumplido o Estándar Excedido en el examen de Inglés de las Evaluaciones Sumativas Smarter Balanced (SBAC)                  

  • Grados 9 – 12:  Nivel de Estándar Cumplido o Estándar Excedido en el examen de Inglés de las Evaluaciones Sumativas Smarter Balanced (SBAC)

Ó nivel de Aproxima el Estándar en las Evaluaciones Provisionales Smarter Balanced: Lectura Informativa y Escritura Breve.

 

Evaluación por Maestro:

  • Grados 2 – 5: Un nivel de rendimiento  mínimo de 2 (aproxima  los estándares) en la materia  artes de lenguaje en la boleta de calificaciones.

  • Grados 6 – 12: Un promedio de calificaciones académicos (GPA) de 2.0 o mejor en todas las materias académicas en su boleta de calificaciones (el reporte de calificaciones permanentes)

Consulta con los Padres de Familia:

Una vez que el estudiante alcanza este criterio, la maestra de recursos de ELD provee a los padres/tutores una oportunidad para consultar y opinar.

Parent Advisory Committees / Comité Asesores de Padres de Estudiantes Aprendiendo el Inglés

ENGLISH LEARNER PARENT COMMITTEES

What is the purpose of our English Learner Parent Advisory Committees?
The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of the Single Plan for Student Achievement (SPSA). These committees give the parents of our English learners the opportunity to learn more about the English learner program and to advise school officials on English learner program services.

Which schools have an English Learner (Parent) Advisory Committee (ELAC)?
There are four ELAC committees for the four geographic areas of CUSD. In addition, each ELAC sends one or more of their ELAC committee members to serve on the District English Learner Advisory Committee (DELAC).

Who can be a member of an ELAC or DELAC?
All parents of English learners and other interested community members are welcome to be part of a school's ELAC committee. DELAC district representatives are elected from each school's ELAC committee.

When are the ELAC/DELAC meetings held?
ELAC meetings are held five times per year. Contact the English Language Development Resource Teacher at your child's school to find out when and at which site the meetings will be held. The DELAC (district) meetings are held four times a year.


COMITÉS ASESORES DE PADRES DE ESTUDIANTES APRENDIENDO EL INGLÉS

¿Cuál es el propósito de los Comités Asesores de Padres (ELAC)?
El ELAC debe de ser responsable de aconsejar al director y al personal docente sobre los servicios y programas para los alumnos en el proceso de aprender el inglés y al Concilio Escolar en el desarrollo del Plan Escolar (SPSA). Estos comités dan a los padres la oportunidad de aprender más sobre el programa para estudiantes aprendiendo el inglés.

¿Cuales escuelas tienen un Comité ELAC?
Hay cuatro comités ELAC para las cuatro áreas geográficas del distrito de Carlsbad. Además, cada ELAC envía a uno o más de sus miembros para formar parte del Comité Asesor de Padres del Distrito (DELAC).

¿Quién puede ser miembro de un ELAC o DELAC?
Todos los padres de estudiantes en el proceso de aprender el inglés y otros miembros de la comunidad son bienvenidos a ser parte del comité ELAC. Representantes del Comité Asesor del Distrito (DELAC) son elegidos de cada comité escolar ELAC.

¿Cuándo se llevan a cabo las reuniones del ELAC / DELAC?
Los comités ELAC se reúnen cinco veces cada año. Contacten a la Maestra del Desarrollo de Inglés de la escuela de su hijo para saber el horario y lugar de las reuniones. Las reuniones del DELAC se llevan a cabo cuatro veces al año.

California State Testing

California English Language Development Test (CELDT): Information for Parents and Guardians
(Spanish Information below)

What is the California English Language Development Test (CELDT)?
Federal and state laws require that school districts must give a state test to students whose primary home language is not English.  In California, this test is called the California English Language Development Test (CEDLT).

What is the purpose of the CELDT?
The purpose of this test is to:

  • Identify English learners in Kindergarten through Grade 12
  • Measure their skill level in English
  • Check their progress in learning English each year.

Who is an English learner?

An English learner is a student with a primary language other than English who needs extra instruction to learn the skills in English required for success in the regular school program.

Who must take the CELDT?
All students in kindergarten through grade twelve, whose primary language is not English, must take the CELDT. These students must take the test within 30 calendar days after they start at a California public school for the first time.  The CELDT also must be given once each year to English learners until they have learned the skills in English needed to complete their schoolwork.

Do English learners with disabilities take the CELDT?
Yes.  All English learners must take the CELDT.  This includes English learners with disabilities.  Students who have disabilities and cannot take the entire CELDT, or a section of the test may be tested with special assistance and/or take alternate tests.  All assistance or alternate testing must be noted in their individualized education programs (IEPs) or Section 504 Plans.

What does the CELDT cover?
The CELDT covers listening, speaking, reading and writing for all grades tested.  The CELDT is based on the California English language development standards, adopted by the State Board of Education.

Who gives the CELDT?
Only trained staff can give the test.  In kindergarten, all parts of the test are given to each student one at a time.  In grade one, the Speaking, Reading, and Writing sections are given to each student one at a time.  However, the Listening section may be given to groups of students.  In grades two through twelve, the Speaking section of the CELDT is given to each student one at a time, and the rest of the test is given to groups of students.

How long does it take for students to complete the CELDT?
The CELDT is not a timed test.  In kindergarten and grade one, each section of the test takes about 15 to 30 minutes for each student to complete.  In grades two through twelve, the Speaking section takes about 10 – 15 minutes to complete.  The Listening, Reading, and Writing sections combined take about two hours.  The Writing section may be divided into two sessions.

How are the CELDT results reported for each student?
There are five performance levels that a student can achieve.  These levels are: Beginning, Early intermediate, Intermediate, Early Advanced and Advanced. The report of results for each student gives: 

  • The overall performance level and score
  • A performance level and score for each section of the test
  • A comprehension score (average score for Listening and Reading)

How are the results of the CELDT used?
Results from initial CELDT testing are used to help identity English learners who need to develop their skills in English.  Results from annual CELDT testing are used to monitor the progress of these students toward learning English.  School districts also use annual CELDT results as one of four measures to help decide when students may be reclassified as fluent English proficient (R-FEP).

What other information is used to decide when students may be reclassified?
Other information used by the school district includes results on a statewide basic skills test in English (such as the California English Language Arts Standards Test), teacher evaluation, and parent input.

How can parent or guardians find out more about CELDT or their child's results?
Parents or guardians who want to find out more about the CELDT or their child’s CELDT results should contact their child’s teacher and/or school office. More information about CELDT can be found on the California Department of Education CELDT Resources Web page at http://www.cde.ca.gov/ta/tg/el/resources.asp.


SBAC

The Smarter Balanced Assessments have taken the place of the STAR tests.  Click here for more information.