Common use of Provision of EL Services and Access to the Core Curriculum Clause in Contracts

Provision of EL Services and Access to the Core Curriculum. 1. For each individual EL: student ID number; school; grade level; WIDA Overall English Language Proficiency level; language background; opt out (Y or N); number of years identified as EL; long-term EL (Y or N); newcomer (Y or N); Student with Limited or Interrupted Formal Education (current, former, never); special education (Y or N); primary disability; gifted and talented (Y or N); type of EL program (e.g., High Intensity ESL, Full-Time Transitional Bilingual, ESL for Students with Limited or Interrupted Formal Education); the amount of standard ESL per day (e.g., 45-minute period); the amount of integrated ESL/English Language Arts per day (e.g., one full period daily); the amount of ESL reading per day (e.g., one full period daily); the amount of bilingual instruction per day (if applicable) (e.g., bilingual math-60 mins. and bilingual reading-60 mins.); name of the standard ESL teacher; if the standard ESL teacher has the ESL certification (Y or N); if the standard ESL teacher is “on track” to complete the training required by Paragraph 19; name of the integrated ESL teacher and, if applicable, name of the Co- Teacher; if the ESL reading teacher has the ESL certification (Y or N); if the ESL reading teacher is “on track” to complete the training required by Paragraph 19; name of the ESL reading teacher and, if applicable, name of 12 The District will provide all reports, plans, and other items required by this Agreement electronically to counsel for the United States via email, if feasible, and will encrypt or password-protect all files containing personally identifiable information. For voluminous data or files, the District will provide such information electronically via other means as agreed to by the United States (e.g., using the USAfx or Justice Enterprise File Sharing platforms). the co-teacher; if the integrated ESL teacher has the ESL certification; if the integrated ESL teacher and co-teacher (if applicable) are “on track” to complete the training required by Paragraph 19 (Y or N); name of bilingual teacher(s); if bilingual teacher(s) has the bilingual endorsement (Y or N); and if the ESL, bilingual, core content, and special education teachers of Students with Limited or Interrupted Formal Education have completed the training required by Paragraph 21 (Y or N). 2. For each school, the number of ELs in total who are enrolled in High Intensity ESL, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving a daily period of integrated ESL in a grade-level English/Language Arts class taught or co-taught by an ESL-Certified Teacher or ESL reading by an ESL-Certified Teacher; c. are not receiving their two daily ESL periods from an ESL-Certified Teacher; and d. are not receiving appropriately grouped standard ESL, ESL reading, or integrated ESL/English/Language Arts under Paragraph 12; 3. For each school, the number of ELs in total who are enrolled in the Part- Time Transitional Bilingual, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and 4. For each school, the number of ELs in total who are enrolled in the Full-Time Transitional Bilingual Programs, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and e. are not receiving native-language in science or social studies by a Bilingual-Endorsed Teacher.

Provision of EL Services and Access to the Core Curriculum. 1. i. For each individual ELEL student: local student ID number; school; grade level; WIDA Overall English Language Proficiency level; language background; EL status (i.e., active, former, never); opt out (Y or N); type of ESL program (e.g., XXXXX ESL, ESL Pullout); amount of ESL instruction per day; name of ESL Teacher(s); whether ESL Teacher(s) has the ESL endorsement (Y or N); whether the ESL Teacher(s) has completed the training required by Paragraph 22.b (Y or N); the subject of each Sheltered Content Instruction class; name of the teacher of each Sheltered Content Instruction class, and whether the sheltered core content teacher is ESL-Endorsed, has completed the training required by Paragraph 22.a or is “on track” to complete it, and has completed the training required by Paragraph 22.b; number of years identified as EL; long-term EL (Y or N); newcomer (Y or N); Student with Limited or Interrupted Formal Education XXXXX status (currentactive, former, never); special education (Y or N); primary disability; and gifted and talented (Y or N); type . ii. For each school, the number of EL program (e.g., High Intensity ESL, Full-Time Transitional Bilingual, ESL for Students with Limited or Interrupted Formal Education); the amount of standard ESL per day (e.g., 45-minute period); the amount of integrated ESL/ELs in total and by English Language Arts per day Proficiency Level7 who: 1. are not receiving any ESL and have not opted out of ESL; 2. are not receiving a daily period of ESL; 3. are not grouped for ESL in accordance with the requirements of Paragraphs 10 and 11; 4. are not receiving ESL instruction from an ESL- Endorsed Teacher; 7 If the District has sufficient data that a student’s English Language Proficiency is higher or lower than indicated by the valid and reliable grade-appropriate English Language Proficiency assessment, then the District will provide, as part of its submission under Paragraph 59, evidence of why the assessment does not accurately reflect the student’s English Language Proficiency.‌ 5. are not receiving ESL instruction from an ESL- Endorsed Teacher who has completed the training required by Paragraph 22.b. 6. are not receiving Sheltered Content Instruction from a teacher who (e.g.i) has an ESL-endorsement, one full period daily); the amount of ESL reading per day or (e.g., one full period daily); the amount of bilingual instruction per day (if applicableii) (e.g., bilingual math-60 mins. and bilingual reading-60 mins.); name of the standard ESL teacher; if the standard ESL teacher has the ESL certification (Y completed or N); if the standard ESL teacher is “on track” to complete the training required by Paragraph 19; name of the integrated ESL 22.a. 7. are not receiving Sheltered Content Instruction from a teacher and, if applicable, name of the Co- Teacher; if the ESL reading teacher who has the ESL certification (Y or N); if the ESL reading teacher is “on track” to complete the training required by Paragraph 19; name of the ESL reading teacher and, if applicable, name of 12 The District will provide all reports, plans, and other items required by this Agreement electronically to counsel for the United States via email, if feasible, and will encrypt or password-protect all files containing personally identifiable information. For voluminous data or files, the District will provide such information electronically via other means as agreed to by the United States (e.g., using the USAfx or Justice Enterprise File Sharing platforms). the co-teacher; if the integrated ESL teacher has the ESL certification; if the integrated ESL teacher and co-teacher (if applicable) are “on track” to complete the training required by Paragraph 19 (Y or N); name of bilingual teacher(s); if bilingual teacher(s) has the bilingual endorsement (Y or N); and if the ESL, bilingual, core content, and special education teachers of Students with Limited or Interrupted Formal Education have completed the training required by Paragraph 21 (Y or N)22.b. 2. For each school, the number of ELs in total who are enrolled in High Intensity ESL, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving a daily period of integrated ESL in a grade-level English/Language Arts class taught or co-taught by an ESL-Certified Teacher or ESL reading by an ESL-Certified Teacher; c. are not receiving their two daily ESL periods from an ESL-Certified Teacher; and d. are not receiving appropriately grouped standard ESL, ESL reading, or integrated ESL/English/Language Arts under Paragraph 12; 3. For each school, the number of ELs in total who are enrolled in the Part- Time Transitional Bilingual, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and 4. For each school, the number of ELs in total who are enrolled in the Full-Time Transitional Bilingual Programs, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and e. are not receiving native-language in science or social studies by a Bilingual-Endorsed Teacher.

Provision of EL Services and Access to the Core Curriculum. 1. ) For each individual ELEL student: local student ID number; school; grade level; WIDA Overall English Language Proficiency levelLevel; most recent overall and domain scores on the ELPAC; language background; opt out (Y or N); number of years identified as EL; long-term EL (Y or N); newcomer (Y or N); Student with Limited or Interrupted Formal Education (current, former, never); special education (Y or N); primary disability; gifted and talented (Y or N); type of EL program (e.g., High Intensity ESL, Full-Time Transitional Bilingual, ESL for Students with Limited or Interrupted Formal Education); the amount of standard ESL per day (e.g., 45-minute period); the amount of integrated ESL/English Language Arts per day (e.g., one full period daily); the amount of ESL reading per day (e.g., one full period daily); the amount of bilingual Designated ELD instruction per day (if applicable) (e.g., bilingual math-60 mins. and bilingual reading-60 mins.)week; name of Designated ELD teacher(s); whether the standard ESL teacher; if the standard ESL Designated ELD teacher has the ESL certification (Y or N); if the standard ESL teacher is “on track” to complete the training required by Paragraph 19; name of the integrated ESL teacher and, if applicable, name of the Co- Teacher; if the ESL reading teacher has the ESL certification (Y or N); if the ESL reading teacher is “on track” to complete the training required by Paragraph 19; name of the ESL reading teacher and, if applicable, name of 12 4 The District will provide all reports, plans, and other items required by this Agreement electronically to counsel for the United States via emailthe email listed in the signature blocks below, if feasible, and will encrypt or password-protect all files containing personally identifiable information. For voluminous data or files, the District will provide such information electronically via other means as agreed to by the United States (e.g., using the USAfx or Justice Enterprise File Sharing platforms). appropriate certification based on California requirements (Y or N); whether the co-Designated ELD teacher has completed the training required by Paragraph 9.A; the subject of each Integrated ELD class; name of the each Integrated ELD teacher; if the integrated ESL whether each Integrated ELD teacher has the ESL certificationappropriate certification based on California requirements (Y or N); if the integrated ESL whether each Integrated ELD teacher and co-teacher (if applicable) are “is on track” track to complete the training required by Paragraph 19 Xxxxxxxxx 0.X (X, X); number of years identified as an EL student; long-term EL student (Y or N); name of bilingual teacher(s); if bilingual teacher(s) has the bilingual endorsement special education (Y or N); primary disability; and if the ESL, bilingual, core content, gifted and special education teachers of Students with Limited or Interrupted Formal Education have completed the training required by Paragraph 21 talented (Y or N). 2. ) For each school, the number of ELs EL students in total who are enrolled in High Intensity ESL, have not opted out and: a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacherany Designated ELD; b. are not receiving a daily period the requisite amount of integrated ESL in a grade-level English/Language Arts class taught or co-taught by an ESL-Certified Teacher or ESL reading by an ESL-Certified TeacherDesignated ELD under Paragraph 2; c. are not receiving their two daily ESL periods Designated ELD from an ESL-Certified Teacher; anda teacher with the appropriate California certification; d. are not receiving appropriately grouped standard ESL, ESL reading, or integrated ESL/English/Language Arts Designated ELD under Paragraph 12; 3. For each school, the number of ELs in total who are enrolled in the Part- Time Transitional Bilingual, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and 4. For each school, the number of ELs in total who are enrolled in the Full-Time Transitional Bilingual Programs, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and e. are not receiving native-language Integrated ELD in science or social studies English Language Arts, Math, Science, and Social Studies from certified staff. 3) For each student receiving Designated ELD in a core literacy class, a report providing student’s English Proficiency Level, and the basis for the placement. 4) For each Designated ELD class in each secondary school, the number of students enrolled in the class disaggregated by a Bilingual-Endorsed Teachermost recent ELPAC score and grade level.

Provision of EL Services and Access to the Core Curriculum. 1. i. For each individual ELEL student: local student ID number; school; grade level; WIDA Overall English Language Proficiency level; language background; EL status (i.e., active, former, never); opt out (Y or N); type of ESL program (e.g., XXXXX ESL, ESL Pullout); amount of ESL instruction per day; name of ESL Teacher(s); whether ESL Teacher(s) has the ESL endorsement (Y or N); whether the ESL Teacher(s) has completed the training required by Paragraph 22.b (Y or N); the subject of each Sheltered Content Instruction class; name of the teacher of each Sheltered Content Instruction class, and whether the sheltered core content teacher is ESL-Endorsed, has completed the training required by Paragraph 22.a or is “on track” to complete it, and has completed the training required by Paragraph 22.b; number of years identified as EL; long-term EL (Y or N); newcomer (Y or N); Student with Limited or Interrupted Formal Education XXXXX status (currentactive, former, never); special education (Y or N); primary disability; and gifted and talented (Y or N); type . ii. For each school, the number of EL program (e.g., High Intensity ESL, Full-Time Transitional Bilingual, ESL for Students with Limited or Interrupted Formal Education); the amount of standard ESL per day (e.g., 45-minute period); the amount of integrated ESL/ELs in total and by English Language Arts per day Proficiency Level7 who: 1. are not receiving any ESL and have not opted out of ESL; 2. are not receiving a daily period of ESL; 3. are not grouped for ESL in accordance with the requirements of Paragraphs 10 and 11; 4. are not receiving ESL instruction from an ESL- Endorsed Teacher; 5. are not receiving ESL instruction from an ESL- Endorsed Teacher who has completed the training required by Paragraph 22.b. 6. are not receiving Sheltered Content Instruction from a teacher who (e.g.i) has an ESL-endorsement, one full period daily); the amount of ESL reading per day or (e.g., one full period daily); the amount of bilingual instruction per day (if applicableii) (e.g., bilingual math-60 mins. and bilingual reading-60 mins.); name of the standard ESL teacher; if the standard ESL teacher has the ESL certification (Y completed or N); if the standard ESL teacher is “on track” to complete the training required by Paragraph 19; name of the integrated ESL 22.a. 7. are not receiving Sheltered Content Instruction from a teacher and, if applicable, name of the Co- Teacher; if the ESL reading teacher who has the ESL certification (Y or N); if the ESL reading teacher is “on track” to complete the training required by Paragraph 19; name of the ESL reading teacher and, if applicable, name of 12 The District will provide all reports, plans, and other items required by this Agreement electronically to counsel for the United States via email, if feasible, and will encrypt or password-protect all files containing personally identifiable information. For voluminous data or files, the District will provide such information electronically via other means as agreed to by the United States (e.g., using the USAfx or Justice Enterprise File Sharing platforms). the co-teacher; if the integrated ESL teacher has the ESL certification; if the integrated ESL teacher and co-teacher (if applicable) are “on track” to complete the training required by Paragraph 19 (Y or N); name of bilingual teacher(s); if bilingual teacher(s) has the bilingual endorsement (Y or N); and if the ESL, bilingual, core content, and special education teachers of Students with Limited or Interrupted Formal Education have completed the training required by Paragraph 21 (Y or N)22.b. 2. For each school, the number of ELs in total who are enrolled in High Intensity ESL, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving a daily period of integrated ESL in a grade-level English/Language Arts class taught or co-taught by an ESL-Certified Teacher or ESL reading by an ESL-Certified Teacher; c. are not receiving their two daily ESL periods from an ESL-Certified Teacher; and d. are not receiving appropriately grouped standard ESL, ESL reading, or integrated ESL/English/Language Arts under Paragraph 12; 3. For each school, the number of ELs in total who are enrolled in the Part- Time Transitional Bilingual, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and 4. For each school, the number of ELs in total who are enrolled in the Full-Time Transitional Bilingual Programs, and a. are not receiving a daily period of standard ESL taught by an ESL- Certified Teacher; b. are not receiving appropriately grouped standard ESL under Paragraph 12; c. are not receiving at least a daily period of native-language reading instruction by a Bilingual-Endorsed Teacher; d. are not receiving at least a daily period of native-language math instruction by a Bilingual-Endorsed Teacher; and e. are not receiving native-language in science or social studies by a Bilingual-Endorsed Teacher.