Programa Estructurado de Inmersión en Inglés para Alumnos que tengan menos de diez años de edad
Todos los ELLs 1 Año
Excepción Condición Especial
311C
Programa Estructurado de Inmersión en Inglés
--Un programa para todos los ELLs que incluye:
♦ Maestro con credenciales apropiadas ♦ Instrucción fácil de entender ♦ Desarrollo del inglés
♦ Apoyo con idioma nativo ♦ Integración con otros alumnos
Inmersión en Inglés por 30 Días “mayormente en inglés” Programa Regular en Inglés ♦ Maestro con credenciales apropiadas ♦ Desarrollo del inglés
(Nivel 4 o 5) ♦ Clases académicas en
inglés sencillo
Otro Año del Programa Estructurado de Inmersión en Inglés
hasta que el alumno tenga capacidad de entender suficiente inglés (Desarrollo del inglés al nivel 4 o Conocimiento al nivel Intermedio)
Clases Bilingües
♦ Incluye los Programas de Inmersión y Programa de Dos Idiomas
♦ Se requiere cuando hay 20 o más en un grado que pidan excepción
♦ Si hay menos de 20 se les debe permitir ser transferidos ♦ El Certificado B-CLAD
♦ Desarrollo del inglés ♦ Apoyo con idioma nativo ♦ Integración con otros alumnos
CABRILLO UNIFIED SCHOOL DISTRICT Guias Provisionales para un
Programa Estructurado de Inmersión en Inglés para Alumnos que tengan más de diez años de edad
No – Excepción Excepción
1 Año
Programa Estructurado en Inglés
Un Programa para todo alumno aprendiendo inglés que incluye: ♦ Maestro con credenciales apropiadas
♦ Instrucción fácil de entender ♦ Desarrollo del inglés
♦ Apoyo con idioma nativo (A.B.I.) ♦ Integración con otros alumnos
Instrucción Bilingüe
♦ Incluye Programas de Inmersión y el de Dos Lenguas
♦ Se requiere cuando haya 20 o más alumnos en un grado que pidan la excepción
♦ Si hay menos de 20, se les debe permitir transferir a otro sitio ♦ Maestro con certificado B-CLAD
♦ Desarrollo del inglés
♦ Instrucción académica en idioma nativo ♦ Integración con otros alumnos
Programa Regular en Inglés
♦ Maestro con credenciales apropiadas
♦ Desarrollo del inglés ♦ Clases Académicas en inglés
sencillo
♦ Desarrollo del inglés al nivel 4 o Conocimiento al nivel Intermedio
Otro Año del Programa Estructurado de Inmersión en Inglés
hasta que el alumno tenga capacidad de entender suficiente inglés (Desarrollo del inglés al nivel 4 o Conocimiento al nivel Intermedio)
Programa Regular en Inglés
♦ Maestro con credenciales apropiadas ♦ Desarrollo del inglés (nivel 4) ♦ Clases Académicas en inglés sencillo
Redesignación
Board Policy No. 6174
The Cabrillo Unified School District will educate English Language Learners (ELLs) with a challenging core curriculum and instruction that develops proficiency in listening, speaking, reading, and writing in English.
To ensure that the District’s methods effectively serve the needs of ELLs, the Superintendent or designee shall monitor students’ academic achievement and their progress toward proficiency in English. If students’ progress is not adequate, modifications will be made to the instructional program. Classes will be organized in the best interests of students and according to law.
The Superintendent or designee shall maintain procedures which provide for the identification, assessment and program placement of ELLs and for their redesignation based on criteria specified in the Master Plan for English Language Learners.
Legal requirements regarding the education of English Language Learners (ELL):
♦ All ELLs shall be enrolled in English language classrooms and provided with a “structured English immersion” program for a period not normally intended to exceed one year. Structured English immersion is defined as a process of English language acquisition for students, nearly all in English, with curriculum and presentation designed for English learners. (Education Code Article 2, §305) ♦ ELLs shall be transferred to English mainstream classrooms when they have a good working knowledge of English. (Article 2, §305) ♦ Parental waivers may be requested to enroll ELLs in alternative courses of study if they meet one of the following conditions:
1. Students already know English. (Section 311a)
2. Students are ten years old or older, and another course of study is more suited for them to learn. (Section 311b)
3. Students have special physical, emotional, psychological, or educational needs, and it is determined that these students are better suited to another course of study after they have attended 30 days in an English language classroom. (Section 311c)
♦ For ten years, $50 million a year will be allocated to support adult English language instruction to teach adults English. To participate in the program, these adults will have pledged to tutor children who are ELLs. The State Superintendent of Public Instruction administers the funding for these programs, with guidelines established and reviewed by the State Board of Education. (Section 315)
♦ Any school board member or other elected official or public school teacher or administrator who willfully and repeatedly refuses to implement the terms of this statute by providing such an English language educational option at an available public school to a California school child may be held personally liable for fees and actual damages by the child’s parents or legal guardian. (Section 320)
Administrative Regulation No. 6174
Definition of Terms
“English Language Learner” (ELL) or “Limited English Proficiency” (LEP) child means a child who does not speak English or whose native language is not English and who is not currently able to perform ordinary classroom work in English, as determined by their performance of specific assessment instruments or alternative measures.
Structured English Instruction
Structured English instruction is a program for English language learners (ELL / LEP) that is mandated by the CA ED Code, Article 2, Sections 300- 340.
It is a program for language acquisition for ELL students in which nearly all classroom instruction is in English, but with the curriculum and presentation designed for children who are learning the language.
Structured English instruction is a temporary transitional program not normally intended to exceed one year. Once ELL students have acquired a good working knowledge of English, at least a 4 on the LAS test, they shall be transferred to English language mainstream classrooms (CA ED Code, Section 305). Those students who do not achieve said level after one school year may be re-enrolled in a Structured English classroom. Components of Structured English instruction includes:
♦ ENGLISH LANGUAGE DEVELOPMENT, or English as a Second Language: Use the district-adopted curriculum and appropriate methodologies.
♦ SHELTERED CORE SUBJECT INSTRUCTION: Overwhelmingly, but not exclusively, in English. Indicates use of Specially Designed Academic Instruction in English (SDAIE) methodology.
♦ INTEGRATION: Mixing of ELL students with English Only students for teacher-structured activities in content areas, when appropriate. ♦ Primary language support and materials may be used when necessary in all areas.
Structured English instruction is taught by an appropriately certificated teacher who has been trained in the best methodologies in second language acquisition and for teaching ELL students.
Definition of Terms (continued) Bilingual Education
Bilingual Education is an instructional methodology which provides access to the core curriculum for English language learners (ELL students). The goals for bilingual education are to promote individual student achievement, to provide full access to the curriculum for all ELL students, and to provide each student the opportunity to acquire and demonstrate mastery of at least two languages, one of which will be English. Bilingual Education includes four major components of instruction, according to the California Department of Education:
1. Primary language instruction / development
2. Specially Designed Academic Instruction In English (SDAIE) 3. English Language Development (ELD)
4. Positive self-esteem and cross-cultural awareness
“Sheltered English Instruction” defines a program in which an overwhelming majority of the instruction is conducted in English and the teacher uses “sheltering” techniques to make the instruction comprehensible to the limited-English proficient student.
“English Language Mainstream” describes the strand in which English is the language of instruction for students who are either native English language speakers or who have already acquired a reasonable fluency in English.
“Overwhelmingly in English” is defined as 51% or more of the daily instruction’s being presented in English.
“Reasonable Fluency in English” is defined, for purposes of initial identification, as attainment of Fluent English Speaking (FES) status, as assessed by the Language Assessment Scales (LAS) test.
Fluency Terminology
The following terminology is used with assessed English proficiency levels: NES/NEP: Non-English Speaker / Non-English Proficient
Achieved at Level 1 on the LAS LEP Intermediate proficiency
Achieved at Levels 2 or 3 on the LAS RFEP Redesignated as Fluent English Proficient
Achieved at Levels 4 or 5 on the LAS-Oral; Level 3 on LAS Reading & Writing
To be continually monitored as to academic progress FES/FEP Fluent English Speaker / Fluent English Proficient
Achieved at Levels 4 or 5 on the LAS-Oral; Level 3 on LAS Reading & Writing