EDUCATION FOR ENGLISH LANGUAGE LEARNERS

ADMINISTRATIVE REGULATION - 6174

The Irvine Unified School District (IUSD) is committed to providing English Learners with rigorous and meaningful educational programs that develop proficiency in English and academic success as rapidly and effectively as possible. The program is based on sound instructional theory and best practices. English Learners receive the appropriate level of support needed to meet these goals.

Identification and Assessment
Through the enrollment process, IUSD identifies all immigrant children and youth (ages 3 through 21), who were not born in any U.S. state and have not attended school in any U.S. state for more than three full academic years. (20 USC 6801)

Staff have implemented and maintained procedures that provide for the accurate identification, assessment, and placement of English Learners. Once identified as an English Learner, a student will participate in an annual summative assessment for language proficiency until he/she is reclassified to proficient status based on criteria adopted by the Board and specified in the administrative regulations.

Upon enrollment in IUSD, each student’s primary language will be determined through the use of the home language survey. (Education Code 52164.1; 5 CCR 11307)

Any student who is identified as having a primary language other than English as determined by the home language survey, and who has not previously been identified as an English Learner by a California public school or for whom there is no record of results from an administration of an English language proficiency test, shall be assessed for English proficiency using the state's designated English language proficiency test for initial identification. (Education Code 313, 52164.1; 5 CCR 11511)

At the time of initial identification, parents/guardians receive the preliminary results of the language proficiency assessment and an explanation of the language acquisition programs and instructional settings available for English Learners. Language support for interpretations and translations of the initial assessment results and program placement recommendations are provided by Language Development Program staff.

Each year after a student is identified as an English Learner and until he/she is reclassified as English proficient, the student will participate in the state's designated English language proficiency assessment anytime during a four-month period starting February 1. (Education Code 313)

English Learners’ academic achievement in English Language Arts, Mathematics, Science, and any additional subject required by law will be assessed using the California Assessment of Student Performance and Progress (CAASPP) system. English Learners who are in their first 12 months of attending a school in the United States can be exempted from participating in the English Language Arts assessment to the extent allowed by federal law.

The Individuals with Disabilities in Education Act requires that students with disabilities be included in all state assessments, including the annual assessment of English language proficiency as appropriate. English Learners with disabilities must be allowed to take the test with accommodations as specified in their individualized education program or Section 504 plan and regularly used during instruction and other classroom assessments. Students with the most significant cognitive disabilities who cannot participate in the assessment, even with appropriate accommodations, are given an alternate assessment of English proficiency as articulated in the individualized education plan. (5 CCR 11516-11516.7; 20 USC 1412)

Parent Notification
When 15 percent or more of students enrolled in a school speak a single primary language other than English, all notices and reports sent to their parents/guardians must be written in English and in the primary language, and may be answered by the parent/guardian in either language. (Education Code 48985)

Parents/guardians of English Learners are notified of annual assessment results within 30 days following district receipt of the results from the state test contractor. (Education Code 52164.1; 5 CCR 11511.5)

Parents/guardians of English Learners are informed annually of their child’s, 1) language status as an English Learner, 2) English proficiency level and academic progress based on most recent standardized assessment results, 3) language program placement with a description of instructional design, and 4) reclassification criteria. Graduation rates for English Learners are also included on the notification. In annual IEP reviews, parents/guardians of English Learners with IEPs receive further information by case carriers and school psychologists regarding the child’s progress and how current program placement meets the objectives of the child’s IEP. (Education Code 440; 20 USC 6312)

Language Acquisition Programs and Instructional Settings
IUSD is committed to providing language acquisition and integrated instructional programs for English Learners that ensure access to the same rigorous and meaningful learning experiences for all students. Instructional plans are designed to ensure the rapid and effective acquisition of English proficiency with academic literacy and language skill development across the content areas. Students participating in IUSD language acquisition programs are provided instruction on state-adopted academic content standards, including the English Language Development (ELD) standards. (Education Code 306)

Newcomers Program – Structured English Immersion (SEI) (Education Code 305-306)

  • Recommended placement for students with less than reasonable fluency - language assessment results indicate the beginning stages of oral and written English language skill development.
  • Students at the Emerging and lower range of Expanding levels of English proficiency receive substantial to moderate support through structured, integrated and designated academic language skills development based on the CA ELD Standards.
  • Integrated program design includes grade level courses with designated supports in English Language Arts, History/Social Science, Math, and Science.
  • Coursework is aligned with the Common Core State Standards (CCSS) for English Language Arts, History/Social Science, Math, and Next Generation Science Standards.
  • A variety of instructional strategies and specialized materials are used to facilitate conceptual understanding, language acquisition, and literacy skill development.

Once an English Learner has acquired a reasonable level of English fluency as demonstrated on state and local assessments, he/she will transition to an English language mainstream classroom. English Learners continue to receive integrated and designated English language development and comprehensive academic core content instruction from properly certificated teachers.

Mainstream Classroom with Appropriate Support

  • Recommended placement for students with reasonable fluency - language assessment results indicate somewhat to well-developed oral and written English skills.
  • Students at the upper Expanding and Bridging levels of English proficiency receive moderate to light support through structured, integrated and designated academic language skills development based on the CA ELD Standards.
  • Grade level content is delivered in a manner that is accessible to all learners.
  • Instruction and coursework are aligned with the CCSS English Language Arts, Math, and History/Social Science, and Next Generation Science Standards.
  • A variety of instructional strategies and specialized materials are used to facilitate conceptual understanding, language acquisition, and literacy skill development.

District and school staff work collaboratively with parents in identifying the most appropriate placement and systems of support available for students. (Education Code 306)

Parents/guardians of English Learners have a right to decline a child’s participation in a district’s language acquisition program or particular support services within a language acquisition program. IUSD remains obligated to providing students with meaningful instruction until the student is reclassified. Therefore, the student’s status as an English Learner is maintained and will continue to participate in integrated and designated language development, supported and meaningful instruction in the core content areas, and the annual language proficiency assessment until the criteria for reclassification is met. (20 U.S.C. Section 6312{e}{3}[A][viii])

Parent Choice – Alternate Programs
Parents/guardians may choose a language acquisition program that best meets the needs of their child. IUSD schools in which parents/guardians of 30 students or more per school, or 20 students or more in any grade request an alternate language acquisition program designed to provide dual language instruction, are required to determine the feasibility for implementation of a program. IUSD allows students to transfer to a public school where programs are available through the intra-district transfer process. (20 U.S.C. Section 6312{e}{3}[A][viii][III]); (Education Code 310[a])

Reclassification
Multiple criteria and measures are used to determine student eligibility for reclassification from Limited English Proficient (LEP) to Fluent English Proficient (RFEP). Students must demonstrate reasonable proficiency and basic academic skill performance comparable to that of their age-appropriate native English speaking peers. (Education Code 52164.6)

IUSD staff provide additional and appropriate instructional support for English Learners to ensure the rapid acquisition of English language proficiency and to close any gaps in learning that may occur in the core content areas as of result of language barriers. Formative assessments are used to monitor steady progress and growth in both student language development and academic achievement. (5 CCR 11302)

For consideration of eligibility, students must meet the Reclassification Criteria which includes, but is not limited to, 1) English language proficiency in listening, speaking, reading, and writing as demonstrated on an English Language Proficiency Assessment, 2) proficient levels of performance on state and local assessments in English Language Arts, 3) teacher evaluation of language and literacy skill development in the classroom, and 4) concurrence of parent/guardian with the recommendation for reclassification. Incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification. (Education Code 313, 52164.6; 5 CCR 11303)

It is the goal of IUSD to provide English Learners who are receiving special education services opportunities to progress toward reclassification to Fluent English Proficient through the standard process. Multiple criteria and measures are used to determine eligibility based on reasonable fluency and basic skill performance equivalent to an English proficient peer with similar disabilities. Eligibility criteria can include, but is not limited to, 1) reasonable overall oral language fluency demonstrated on an English Language Proficiency Assessment, 2) basic performance level or higher on state, local and appropriate alternate assessments in English Language Arts, 3) teacher evaluation of student language skill development and/or progress toward specific language goals and objectives, and 4) concurrence of parent/guardian with the recommendation for reclassification. Incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification.

Progress Monitoring of RFEP Students
Using the progress monitoring tool, IUSD staff monitor the continued progress of students reclassified to Fluent English Proficient for four (4) years after their reclassification. Data regarding academic proficiency on standardized tests, academic performance in the classroom, and participation in academic interventions is collected and analyzed to ensure RFEP students receive any additional support needed for their continued academic success. (5 CCR 11304)

Shared Leadership
Input and suggestions from parents and family members are an essential component of the district and school improvement plans that are developed each year. All parents are invited to provide feedback, share ideas and offer suggestions in order to assist the district, schools, and students in reaching student academic achievement goals. (Education Code 52176; 5 CCR 11308)

English Learner Advisory Committee (ELAC)
All IUSD Schools with 21 or more English Learners are required to establish a functioning English Learner Advisory Committee (ELAC).

Membership
There is no mandated size for the committee membership. The only requirement for the composition of the committee is parents/guardians of English Learners constitute at least the same percentage of the committee membership as their children represent of the student body. Parent/guardian members of the committee are selected by the parents/guardians of English Learners through a selection process.

Roles and Responsibilities
At each school site, the ELAC has the responsibilities to:

  1. Advise the principal, staff, and School Site Council on the development of the School Plan for Student Achievement (SPSA);
  2. Advise the principal, staff, and School Site Council on the needs of English Learners, including instructional programs and support;
  3. Advise and assist the principal in developing and conducting the school’s needs assessment based on site specific surveys, student achievement data, and overall school performance;
  4. Review the findings of the assessment and advise the principal and staff of any suggested program modifications;
  5. Advise and assist the principal in parent engagement activities that include building awareness of the importance of regular school attendance, developing strategies for supporting learning at home, and encouraging participation in shared leadership opportunities.

District English Learner Advisory Committee (DELAC)
Irvine Unified School District is required to establish a functioning District English Learner Advisory Committee (DELAC) in which at least 51 percent of the members are parents of English Learners.

Roles and Responsibilities
The District English Learner Advisory Committee has the responsibility to advise and assist the Language Development Programs Coordinator, district administration, and Local Board of Education on the following topics and tasks:

  1. Development and/or revision of a district master plan including policies guiding consistent implementation of English Learners educational programs and services that takes into consideration the School Plan for Student Achievement as reported by each site representative;
  2. Content and procedures for conducting a districtwide needs assessment on a school-by-school basis;
  3. Establishment of districtwide goals and objectives in the Local Control Accountability Plan for the district’s instructional programs and services;
  4. Development and/or revision of the district’s plan to assure that all teachers and instructional assistants meet compliance with all state and federal requirements;
  5. Review of and comment on procedures and criteria used by the district to reclassify English Learners to Fluent English Proficient (RFEP);
  6. Contents of the district’s written notifications sent to parents/guardians regarding English Learner assessment data, program placement, and academic progress;
  7. Training opportunities (contents and materials) available to DELAC members to assist them in developing a better understanding of and in assuming their roles and advisory responsibilities.

Program Evaluation
To evaluate the effectiveness, actions, and outcomes of the district’s education program for English Learners, staff will regularly examine performance indicators of English language proficiency and academic achievement through the review process for the Local Control Accountability Plan (LCAP). (Education Code 52061)

Data analysis may include, but is not limited to:

  1. Progress of English Learners towards proficiency in English.
  2. The number and percentage of English Learners reclassified as Fluent English Proficient.
  3. The number and percentage of English Learners who are at risk of being identified as Long-Term English Learners (LTEL).
  4. The achievement of English Learners on standards-based tests in core curricular areas.
  5. Progress toward any other goals for English Learners identified in the district’s LCAP. A comparison of current data with data from at least the previous year.

Policy Adopted: June 2, 2003
Policy Revised: November 13, 2018