English Language Development Program

 

Irvine Unified School District

Language Minority Programs

155 Visions, Bldg. # 7, Irvine 92620

Lisa Mennes-Coordinator
(949) 936-8500

***July & August 2014 Test Location***

Click Here for Map.

 

The IUSD Language Minority Program takes great pride in the success of our English Immersion Program/Newcomers Program. At the bottom of this page, we have outlined information related to our program for English Learners. For answers to specific English Learner programs at your school, please contact your school site directly.

It is our goal that each child experience success in their education. To that end, we offer free parent classes and informational meetings periodically throughout the school year. We cordially invite parents or guardians to attend and welcome your feedback. For a list of the current classes and meetings being offered, check the list under Parent Classes and Meetings (below).

How To Enroll With IUSD

______________________________________________________________________________________________

Parent Information:

 

2013-2014 Economic Impact Aid Funds

IPSF (Contribution):

Cultural Pressures Affecting Teens

 

Language Testing Requirements:

 

After enrollment is complete and verified by school staff, any student who has a language other than English in their linguistic background will be scheduled for an assessment using the California English Language Development Test (CELDT).

 

***July & August 2014 Test Location***

Click Here for up-to-date information.

 

This is NOT an option and is a state mandated requirement. Information regarding the state requirements can be found on the Calfornia Department of Education website- http://www.cde.ca.gov/ta/tg/el/

English language testing (CELDT) appointments for the 2014-15 school year will be scheduled during the summer. The appointment will be made at the time you complete enrollment at your school site. Appointments cannot be made by parents.

Initial CELDT - Translated explanation:

Annual CELDT - Translated explanation:

 

Translated CELDT Interpretation Guides can be accessed at the following link: http://www.celdt.org/resources/im/

Title III Accountability

Title III-Year 2-Program Improvement Plan

Title III ELSSA

Needs Assessment

 

 

***2013-14 Parent Classes and Meetings:

 

  • CBET (Community Based English Tutoring)

What is CBET?

Community Based English Tutoring is a tutorial training program offered to parents of school-age children throughout the Irvine Unified School District.  The program’s goal is to empower parents with the skills and strategies necessary for them to become active participants in their children’s education.

Fall 2014 - Registration information will be posted soon.

Course “A” This course includes an overview of how to help your child succeed in school, learning effective tutoring strategies, study skills, parenting skills, home-school connection, learning styles, technology tools & how to handle cyber-bullying.

Jeffrey Trail Middle School-155 Visions-Bldg. 801

Meets weekly - Tuesdays

9:30 – 11:00 A.M.

Course “B” This course includes IUSD standard based curriculum for K-6 students. Content studies will include reading, math, science, and social studies.

Jeffrey Trail Middle School-155 Visions-Bldg. 801

Meets weekly - Wednesdays

9:30 – 11:00 A.M.

Course “C” This course provides parents with a hands-on experience with the expectations of the Common Core Standards. It is strongly recommended to complete Course B before attending Course C.

Jeffrey Trail Middle School-155 Visions-Bldg. 801

Meets weekly - Fridays

9:30 – 11:00 A.M.

 

Any questions? Contact : Samira Kassouni (949) 936-8503 or email SamiraKassouni@iusd.org

 

  • Timely Topics for Parents-IUSD Programs and Services

Location: El Camino Real School-4782 Karen Ann Lane, Irvine, CA 92604 (Multipurpose room)

9:30 - 11:00 a.m.

In an effort to increase communication and understanding between parents of Language Minority students and IUSD, parents are invited to attend the following free informational meetings. Each 90 minute, interactive meeting is specifically designed for parents new to the District. Interpreters in Farsi, Japanese, Korean & Mandarin will be available following each meeting to answer questions.

2014-15:

  • September 26, 2014
  • November 21, 2014
  • January 29, 2015
  • March 19, 2015
  • May 29, 2015 (Meeting for Parents of Incoming (2015-16) Kindergartners)

 

2013-14 Schedule

Common Core Parent Handbook:

 

2012-13

 

  • DELAC (District English Learner Advisory Committee)

6:30 - 8:00 p.m.

DELAC is comprised of representatives from each school's English Learner Advisory Committee (ELAC), a school-based committee required if there are more than 21 English Learners at that school. The Committee's role is to advise the district on programs and services for English Learner students. For more information, contact your school principal or ELAC chair.

Parents are welcome to attend the DELAC meetings listed below.

 

2013-14 Proposed DELAC Meetings:

2012-13 DELAC Meetings :

DELAC Meeting Highlight

**Raising Healthy Kids**

Take a look at the information from the USDA about the connection between nutrition, physical activity and student academic success www.choosemyplate.gov

Activities for parents and children

2011-12 Agenda & Presentations

 

The Newcomers and SEI Program

Click below for translated versions outlining the Newcomer and SEI Program.

 

In the Newcomer classrooms, students with very limited or no English proficiency are given an opportunity to develop their ability to listen, comprehend and produce the sounds of their new language. All subject areas of the curriculum are taught using special teaching strategies. Students benefit socially and academically in this supportive environment prior to placement in the mainstream classroom. Statistics indicate that students with little or no English progress faster and are more successful in their academics after having participated in the Newcomers Program.

The Newcomer classrooms are located at various and strategic schools sites throughout the district. Placement is limited and therefore is based upon space availability at the time the student receives the CELDT (California English Language Development Test). We do not guarantee placement due to the limited classroom space.

Should you need further information about the CELDT (California English Language Develpment Test) refer to the California Department of Education website: http://www.cde.ca.gov/ta/tg/el/cefceldt.asp or contact your school site directly.

 

The 2014-15 sites are:

Elementary: College Park, Culverdale, University Park

Middle School: Rancho, Venado

High School: University High, Irvine High (ELD1)

 

 


ENGLISH LANGUAGE IMMERSION

NEWCOMERS PROGRAM

In the fall of 1984, due to increasing numbers of limited English proficient students enrolling in the Irvine Unified School District, English Immersion classrooms were established for grades K-6. In 1987, the program was expanded to include grades 7 and 8 and in 1998 grades 9-12 were added. The goal is to provide these special students with an opportunity to acquire English language proficiency in a supportive environment prior to placement in the regular classroom.

Criteria for eligibility to enroll in the Newcomer Classes are: 1) very limited English proficiency; 2) definite need for oral English language development prior to the introduction of English reading or writing; and, 3) agreement to enrollment by parents / guardian.

Enrollment in the Newcomer class is for a minimum of one semester. Typically, students stay no longer than two semesters. Location of the Newcomer class is determined at the student's English assessment and is based upon classroom space availability at that time.

Criteria for exit from the Newcomer class and to return to the neighborhood school includes attainment of an appropriate level on the CELDT (California English Language Development Test) and otherwise satisfactory progress in language acquisition and other academic areas based on teacher observation and testing.

If parents choose the neighborhood regular classroom, they waive the right to this particular special EL instruction program only. These English learners will still receive daily EL instruction from their resident school.

Reaction from staff and administration, including those at the Newcomer classroom sites, has been positive. The teachers appreciate knowing that these students can receive appropriate comprehensible instruction in this setting.  Students who achieve a threshold of reasonable fluency in English make a smoother transition to the academic program in the regular classroom where they continue to receive support and make progress.

 

 


English Learner Program Descriptions

 

Type of Setting

Eligible Students

K-6 CURRICULUM DESCRIPTION

Structured English Immersion (Newcomer)

Classroom Setting

English Learners

  • CELDT Level 1 (Beginning)
  • CELDT Level 2 (Early Intermediate)

Explicit ELD: Daily for 60 minutes, IDEA and supplementary materials.

Access to Core: Greatly differentiated instruction in ELA, math, social science and science delivered with highly SDAIE strategies and supplemental materials.

Art, Music, P.E.: Mixed groups of EL, FEP, and E/O students

Primary Language Support: Used only to motivate, clarify, direct, support, or explain.

Exit Criteria: An English Learner will exit the Newcomer Program once he/she demonstrates a reasonable fluency in English. (Education Code 305; 5CCR 11301)

English Language Mainstream Classroom Setting

English Learners

  • CELDT Level 3 (Intermediate)
  • CELDT Level 4 (Early Advanced)
  • CELDT Level 5 (Advanced)

Explicit ELD: Daily for 30 minutes, IDEA, and supplementary materials.

Access to Core: Based on GLS, differentiated instruction in ELA, math, social science, and science delivered with SDAIE strategies and materials.

Art, Music, P.E.: Mixed groups of EL, FEP, and E/O students.

Primary Language Support: Minimal, only as needed.

Parent Request: A student shall be placed in a Mainstream English Language program upon parent/guardian request (5CCR 11032).

Alternative Program Dual Language Immersion

English Learners

All CELDT Levels

Explicit ELD: Daily for 30 minutes, IDEA, and supplementary materials. 

First Language Literacy: Daily instruction using published materials as available and teacher-made supplemental materials.

Access to Core: Primary Language instruction in math, social science, science, fine arts, and P.E. delivered in first language.

Over time, as students gain English proficiency, instruction provided in English will be systematically increased until parity is reached and the EL student is reclassified to Fluent English Proficient (FEP).

Type of Setting

Eligible Students

7-12 CURRICULUM DESCRIPTION

Structured English Immersion (Newcomer)

Classroom Setting

English Learners

  • CELDT Level 1 (Beginning)
  • CELDT Level 2 (Early Intermediate)

Explicit ELD: 3 Periods daily with ELD text and supplementary materials.

Access to Core: Greatly differentiated instruction in math, social science and science delivered with highly scaffolded SDAIE strategies and supplemental materials. 1 period each daily.

P.E.: Mixed groups of EL, FEP, and E/O students

Primary Language Support: Used only to motivate, clarify, direct, support, or explain.

Exit Criteria: An English Learner will exit the Newcomer Program once he/she demonstrates a reasonable fluency in English. (Education Code 305; 5CCR 11301)

English Language Mainstream Classroom Setting

English Learners

  • CELDT Level 3 (Intermediate)
  • CELDT Level 4 (Early Advanced)
  • CELDT Level 5 (Advanced)

Explicit ELD: 1 Period daily with text and supplementary materials.

Access to Core: Differentiated instruction in ELA, math, social science, and science delivered with SDAIE strategies and materials. 1 period each daily.

P.E. and Elective: Mixed groups of EL, FEP, and E/O students.

Primary Language Support: Minimal, only as needed.

Parent Request: A student shall be placed in a Mainstream English Language program upon parent/guardian request (5CCR 11032).

Alternative Program Dual Language Immersion

English Learners

All CELDT Levels

Explicit ELD: Daily for 30 minutes with ELD text and supplementary materials. 

First Language Literacy: 1 period daily instruction using published materials as available and teacher-made supplemental materials.

Access to Core: Primary Language instruction in math, social science, and science delivered in first language.

P.E. and Elective: mixed groups of EL, FEP, and E/O students.

Over time, as students gain English proficiency, instruction provided in English will be systematically increased until parity is reached and the EL student is reclassified to Fluent English Proficient (FEP).

 

 


RECLASSIFICATION CRITERIA

To be reclassified to Fluent English Proficient (FEP), students must meet the minimum requirements determined by the State of California and the criteria established by IUSD. IUSD criteria for reclassification is as follows:

  • Annual CELDT results indicate, A). Overall score of Early Advanced (4) or Advanced (5), B). a score of Early Advanced (4) or Advanced (5) in the four skill areas - Listening, Speaking, Reading, and Writing, and C). only one Intermediate (3) score in the 4 skill areas
  • California Standards Test (CST) results indicate a score of Proficient (4) or Advanced (5) for the English Language Arts portion (ELA)
  • Teachers have evaluated student performance and concur  with the recommendation to reclassify
  • Parents/Guardians concur with the recommendation to reclassify

 

 

ALTERNATIVE PROGRAM

Parents/guardians shall be informed of the appropriate program placement of their child in either Structured English Immersion Program (SEI) or a Mainstream English Language program and shall be notified of an opportunity to apply for a parental exception waiver for an alternative education program (Education Code 310; 5CCR 11303).  Parents have the right to request a Parental Exception Waiver for the Alternative Dual Language Instruction model.

 


 

 

 


S.D.A.I.E. METHODS  DEFINITION

WHAT: SDAIE English is a synthesis of:

  • Second language acquisition research
  • Strategies for access to core curriculum
  • Modified materials
  • Appropriate lesson planning
  • Cooperative learning

WHO: SDAIE English is for:

  • LEP students of various language groups
  • Students who have acquired an intermediate level of English fluency
  • SDAIE methods will not provide beginners with access to core curriculum

WHY: SDAIE English is beneficial because it:

  • Provides equal access to the core curriculum for intermediate learners of English
  • Fulfills legal requirements
  • Allows for academic growth during English acquisition

WHERE: SDAIE instruction is appropriate in:

  • Science
  • Social Science
  • Math
  • Language Arts
  • Electives