English Language Development a. The Master Plan will describe how the District will ensure that all EL students, including students with disabilities, receive ELD instruction until they meet District reclassification criteria and are reclassified as fluent English proficient (R-FEP).
b. The Master Plan will describe how the District will ensure that EL students at the elementary school level are provided ELD instruction that addresses their level of English proficiency. The Master Plan will describe models for providing ELD instruction in elementary school, middle school and high school and by English proficiency level, including the minimum duration of designated ELD instruction.
c. The Master Plan will describe the designated ELD instruction to be provided to middle school students and high school students at each English proficiency level. The Master Plan will specifically describe the programs and services to be provided to the following groups of students:
i. Students with less than five years of schooling in US schools, including those with interrupted formal education.
ii. Students, who have been enrolled in the District for more than five years but have not yet met District criteria for reclassification as R- FEP.
d. The District will schedule ELD instruction at the middle schools so as to allow EL students to participate in subject area support and tutoring programs, including middle school intervention periods, that are provided to all non-EL students to provide access to the core curriculum.
e. All designated ELD instruction will be provided using standards-based curricula and materials that are specifically designed for EL students at the proficiency level and grade levels of the students being instructed.
f. The Master Plan will describe the methods by which EL students’ progress in acquiring English will be monitored, and the specific positions at each elementary school, middle school, and high school responsible for conducting and coordinating progress monitoring.
g. EL students who are not making expected progress in acquiring English, as defined in the Master Plan with reference to the program goals, will receive effective intervention services as described below in subsections i.-iv. The Master Plan will describe the following with regard to middle school students:
i. How students who need interventions will be identified and assigned appropriate interventions;
ii. The specific interventions that will be available;
iii. The process and frequency for reviewing the eff...
English Language Development. 11.4.1 It is understood that ELD programs at elementary and middle schools may vary in size and configuration according to student needs, and that each site administration and staff will jointly develop a plan to staff those needs.
11.4.2 The parties agree that normal practice at the high school level will provide ELD class sizes of approximately twenty (20) students per class with an aide and that a normal full-time ELD teaching assignment is five instructional periods. The parties recognize the fact that this target will vary according to student needs and scheduling conflicts.
English Language Development. This is a compliance model with limited services. Charter schools are 100% responsible for all legal and settlement costs for any English Language Development (ELD) litigation or claims. For more information please refer to the English Language ● Ensure charter school ELD/ESL teachers participate in all required ELD training (typically named “essentials”). Additionally, charter schools have access to formal and informal training on the ELD services, related services, assessments, and identification/eligibility supporting the identified English Language Learners access to the unique curriculum of the charter school. ● Have access to the English Language Development leadership, and/or ELD Team Lead, and/or ELD Charter Lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Have Access to testing and instructional materials unique to English Language Development programming services through the Innovation and Design Center.
English Language Development. This is a compliance model with limited services. Charter schools are 100% responsible for all legal and settlement costs for any English Language Development litigation or claims. For more information please refer to the English Language Development Compliance plan ● Have access to formal and informal training on the ELD services, related services, assessments, and identification/eligibility supporting the identified English Language Learners access to the unique curriculum of the charter school. ● Have access to the English Language Development coordinator, ELD Team Lead, and/or ESL Charter Lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Access to testing and instructional materials unique to English Language Development programming services through the Innovation and Design Center.
English Language Development. The English language literacy intensive component of the program will support ELs through: A teaching staff qualified in second language pedagogy and with experience teaching second language learners An ongoing program of staff development to prepare teachers to provide life skills and project work using Guided Language Acquisition Design (GLAD) and Specially Designed Academic Instruction in English (SDAIE) strategies to promote English acquisition in a context of high-level meaning An extracurricular program for students with a strong language literacy focus. USC HHS may offer the core content courses in a sheltered English environment for students who are not proficient in English as needed. Sheltered content classes are subject matter content courses designed especially for ESL students. The curriculum content for the sheltered English classes is the same as in the English only courses. Hybrid High expects that most of its students will qualify as socio-economically disadvantaged, which means that they are more likely to be exposed to a range of risk factors associated with low academic achievement. To ensure that all students graduate from Hybrid High prepared for success in college and in life, the school’s mission, vision, and instructional program are designed to provide and ensure equal access for all students, particularly those students who are considered socioeconomically disadvantaged. Hybrid High will support students to meet high academic and social expectations by committing a variety of resources to make it possible for every student to meet their full academic and social potential. The school’s leadership is committed to working diligently to place a full range of social services within reach of families who need them. To that end, the school will provide counseling services to students who need it. When applicable, the school may refer families to outside counseling services as well. Over time, as other needs are identified, Hybrid High will bring in community support services for families or refer families out to them as needed. The school will also use culturally relevant instruction. Research shows that this tends to be important for the success of African American and Latino students. Culturally relevant instruction includes but goes beyond things like using real world role models, cultural connections to what is being studied, acknowledgement, and respect for dialect alongside instruction in Standard English, and awareness to a...
English Language Development. This is a compliance model with limited services. Charter schools are 100% responsible for all legal and settlement costs for any English Language Development (ELD) litigation or claims. For more information please refer to the English Language Development Compliance plan update ● Communicate with parents/families in the parents’/family’s preferred language, and provide interpretation and translation services for families in need of such service regardless of the student’s English proficiency (see the US Department of Education Fact Sheet). ● Ensure charter school ELD teachers participate in all required ELD training (typically named “essentials” or Think Tanks). Additionally, charter schools have access to ELD training regarding the following: ELD programming and services, related services, assessments, identification of potential MLs, eligibility for ML services, and access to language learning in the general education setting. ● Ensure every NEP, LEP, and Year 1/Year 2 Monitor student receives direct and consistent ELD instruction by a certified and endorsed ELD teacher. ● Ensure adequate ELD staffing allocations to directly and consistently serve every NEP, LEP, and Year 1/Year 2 Monitor student. Recommended staffing ratio is 1 certified and CLD endorsed ELD teacher for every 30 students. If recommended staffing ratio is not in place, charter school leadership will provide a justification of the ELD program, including successful student outcomes according to CDE’s English proficiency trajectory, in the school compliance plan. ● Have access to the Language, Culture, & Equity leadership, and/or LCE Coordinator, and/or ELD Team Lead, and/or ELD Charter Lead for consultation regarding compliance with federal and state laws and district procedural guidelines. ● Have Access to Title Funded testing and instructional materials unique to English Language Development programming services through the District Library Media Center. ● Utilize the DCSD Multilingual Learner Plan platform.
English Language Development. This is a compliance model with limited services. Charter schools are 100% responsible for all legal and settlement costs for any English Language Development (ELD) litigation or claims. For more information please refer to the English Language Development Compliance plan ● Ensure charter school ELD/ESL teachers participate in all required ELD training (typically named “essentials”). Additionally, charter schools have access to ELD training regarding the following: ELD programming and services, related services, assessments, identification of potential ELs, eligibility for EL services, and access to language learning in the general education setting. ● Have access to the English Language Development leadership, and/or ELD Team Lead, and/or ELD Charter Lead for consultation regarding compliance with federal and state laws and district procedural guidelines. ● Have Access to testing and instructional materials unique to English Language Development programming services through the Innovation and Design Center.
English Language Development. While the Master Plan is being finalized, the District shall provide OCR with an interim plan outlining the following:
