MASTER PLAN FOR ENGLISH LEARNERS

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B e a u m o n t U n i f i e d S c h o o l D i s t r i c t

E n g l i s h L e a r n e r S u p p o r t S e r v i c e s : T K - 1 2 P r o g r a m s

MASTER PLAN FOR

ENGLISH LEARNERS

Approved by DELAC:

April 27, 2021

Beaumont Unified School District

350 Brookside Ave.

Beaumont CA, 92223

Telephone: (951) 845-1631

Fax: (951) 845-1043

Approved by the Board of Education Date:

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Acknowledgements

Beaumont Unified School District Board of Trustees

Susie Lara, President

Steven Hovey, Vice President

Shawn Mitchell, Clerk

Janelle Poulter, Member

David Sanchez, Member

District Office Cabinet

Mays Kakish, Superintendent, Beaumont Unified School District

Penni Harbauer, Assistant Superintendent, Business Services

Amy Nguyen-Hernandez, Assistant Superintendent, Instructional Support

Services

Jennifer Castillo, Assistant Superintendent, Human Resources

Ebon Brown, Ed.D, Chief Innovation Officer

Instructional Support Services (ISS) Directors

Bobbi Burnett, Ed.D., Director, Student Support Services

Lisa Kistler, Director Special Education

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Introduction

Beaumont is located in the central part of Riverside County in Southern California. The District proudly serves over 10,000 students through our seven elementary schools, two middle

schools, one comprehensive high school, one continuation high school, one alternative high school, and one adult education program. Our District has developed a well-earned

reputation for providing highly regarded educational programs and outstanding

extracurricular programs in order to meet the demands of our talented students. We believe that education is a shared commitment with our community, local businesses,

postsecondary partners, parents, students and staff members.

Beaumont USD is experiencing tremendous growth as the surrounding community continues to expand with the increase of newly built single-family homes. Our current English Learner population accounts for approximately 8% of our student population. The English Learner Master Plan (EL Master Plan) addresses the needs of all children of diverse language backgrounds. All students are expected to achieve academic success through varied

methods of instruction provided by a qualified teaching staff who offers rigorous course work and high expectations. This plan will address the components necessary to ensure that all English Learners are provided the opportunity to be successful: identification of English Learners, program design and evaluation, curriculum, staffing, instructional materials, and parent involvement.

The purpose of this plan is to provide a framework of instruction for English Learners and to acquaint their teachers, administrators, and parents with federal, state, and district policies as well as programs, resources and staff/parent development opportunities. Beaumont USD staff, teachers, counselors, instructional assistants, and administrators, are expected to follow the procedures specified in the English Learner Master Plan. With this in mind, the following goals have been established:

● Develop English proficiency as quickly and efficiently as possible.

● Provide English Learners with a smooth transition into the core, standards-based

curriculum and ensure academic success by continuing to develop academic English. ● Provide equal access to the core, standards-based curriculum.

● Develop a positive self-concept among English Learners.

● Establish standards-based instruction and evaluation procedures by aligning district programs with the California English Language Development standards and

benchmarks.

● Provide staff and parents with a comprehensive overview of instructional practices and program options for English Learners.

● Achieve standardization of instructional programs for English Learners district-wide.

● Provide staff and parents with standards-based professional development opportunities. ● Provide district personnel and parents with an accessible and usable master plan.

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Introduction (continued)

Beaumont Unified School District remains strong in its belief that all appropriate learning opportunities for each English Learner enrolled in grade TK-12 must reflect the highest possible expectation for academic achievement.

The development of the Beaumont USD English Learner Master Plan is based on instructional principles supported by research as well as implementation of current state and federal guidelines. The student's’ primary language will be utilized to support and reinforce the acquisition of oral, reading, and writing skills in English that lead to academic success. Consistent application of a well-designed, sequential, and exemplary English Language Development program will lead English Learners to linguistic competence in their second language.

Specifically, the Beaumont Unified School District holds the following Organizational Core Values:

• We believe student success is the primary focus of all our efforts.

• We believe all people should act with integrity, perform at exemplary levels, and should be held accountable for results.

• We believe commitment from students, home, school, and community is vital to student success.

• We believe all students can and should learn and it is our responsibility to provide appropriate opportunities to facilitate that learning.

• We recognize that students learn in different ways and at different rates, and we will provide for these differences.

• We believe all people should be treated with dignity and respect.

• We believe all people have value and worth; we embrace diversity and cultural differences as an asset and strength.

• We believe that with the right attitude, achievement is unlimited.

● The goals of the English Learner programs are:

o Principle 1: Assets Oriented and Needs Responsive Schools ● English proficiency.

● Positive self-concept.

o Principle 2: Intellectual Quality of Instruction and Meaningful Access ● Academic achievement.

o Principle 3: System Conditions that Support Effectiveness ● Equal access to the core

o Principle 4: Alignment and Articulation Within and Across Systems

● Bilingualism and bi-literacy (per parent choice through the World Languages program.)

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language development in English appropriate to the evolving linguistic competence of the learner.

● Primary language support assists in building literacy, academic vocabulary and cognitive skills for academic success in the core, standards-based curriculum.

● Specially Designed Academic Instruction in English (SDAIE) methodologies are used to provide equal access to the core, standards-based curriculum and these classes are aligned with the California Common Core State Standards in each discipline.

● Awareness, understanding, and appreciation of cultural diversity are the cornerstones of a positive self-concept.

● Parent and community involvement is a critical component in the educational process which helps overcome barriers and support the students’ academic success.

Dimension I – Parent Outreach and Involvement

EL 01 – English Learner Advisory Committee

Parents, staff, students, and community members participate in developing, implementing, and evaluating core and specialized programs. The ELAC is elected by parents or guardians of ELs.

Beaumont USD holds regular meetings for the purpose of formulating and responding to the parents’ recommendations. For parents of English Learners, this is accomplished primarily through our English Learner Advisory Committees (ELACs) and our District English Learner Advisory Committee (DELAC).

Beaumont USD informs the parents how they can be involved in the education of their children and be active participants in assisting their children to:

● Attain English proficiency

● Achieve at high levels in core academic subjects

● Meet challenging state academic Common Core state standards expected of all students

Beaumont Unified School District recognizes the importance of parental involvement and the positive effects it has in relation to a student’s academic performance. Educators must

engage parents as partners in the educational process and help them develop a sense of efficacy, which translates into higher academic performance for their children. The district offers a wide range of opportunities for parental and community involvement, including: ● School Site Council (SSC)

● Parent Teacher Student Association (PTSA) membership ● English Learner Advisory Committee (ELAC) membership

● District English Learner Advisory Committee (DELAC) membership ● Career Technical Education Advisory Committee (CTEAC)

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● Local Control Accountability Plan (LCAP) stakeholder collaborations ● Classroom involvement

● Parent training ● Parent Academy

Educators and other school staff have a crucial responsibility to communicate directly with parents on a regular basis:

● In the parents’ primary language ● To listen and respond to their concerns ● For positive home-school connection ● To communicate student expectations

● To value parents as a source of support, information, and assistance ● To assist parents in understanding school policies and procedures ● To demonstrate value of the student’s home language and culture

Every effort must be made to include parents in the educational process. A successful school program develops strong relationships between the school staff and parents and helps

overcome barriers, such as language and cultural differences. For this reason, Beaumont Unified School District seeks to build more effective parent/school relationships through: ● Providing communication in the home language whenever possible

● Encouraging parents and community members to act as volunteers and aides ● Offering training programs, meetings, and workshops for parents to develop their

leadership and parenting skills

● Principal working closely with the ELAC President to plan trainings and develop Agendas for ELAC meetings

Notices in Primary Language

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What consultation is required under the equitable participation provision?

The Uniform Provisions contain requirements for timely and meaningful consultation between appropriate public and private school officials. The goal of the consultation process is to design and implement a program that will provide equitable services and meet the needs of eligible private school students and/or teachers and other education personnel.

Consultation between the entity receiving federal financial assistance and private school officials must occur before any decision is made that could affect the ability of private

school students, teachers and other education personnel to receive benefits under the Every Student Succeeds Act (ESSA) and must continue throughout the implementation and

assessment of activities. Consultation generally must include discussion on such issues as: how children's needs will be identified; what services will be offered; how and where the services will be provided; who will provide the services; how the services will be assessed and how the results of assessment will be used to improve those services; the amount of funds available for services; the size and scope of the services to be provided; and how and when decisions about the delivery of services will be made.

In addition, a thorough consideration of the views of private school officials on the provision of contract services through potential third-party providers must take place, and, where the entity receiving assistance disagrees with the views of the private school officials on the provision of services through a contract, the entity must provide a written explanation of the reasons why the entity has chosen not to use a contractor.

Title I—Improving the Academic Achievement of the Disadvantaged Title I, Part A—Improving Basic Programs Operated by LEAs

Title I, Part A, provides supplementary instruction by public school teachers or through a third-party contractor to students who are educationally disadvantaged and failing or most at risk of failing to meet high academic standards, and who live in areas of high poverty.

Instruction may take place during the school day, before or after school, or in the summer. Title I services may be provided on site at the private school, including religiously affiliated schools, or at other locations. Funds are generated based on the number of children from low-income families who reside in participating public school attendance areas and attend private schools. Private school students who reside within a Title I attendance area and who are failing or most at risk of failing to meet high academic standards are eligible for services. Services may include a targeted, assisted pullout model, supplementary instruction, direct instruction, computer-assisted instruction, tutoring, counseling, family literacy and early childhood programs. In addition, the law requires equitable participation of private school teachers of Title I students in professional development activities and of parents of Title I students in parent involvement activities. Title I is not governed by the Uniform Provisions; it has its own requirements. Under Title I, LEAs are required to maintain a written affirmation signed by an official for each participating private school that the required consultation has occurred.

Title I, Part C—Migrant Education

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subgrants to local operating agencies (LOAs), which can be either an LEA or a public or nonprofit private agency. The Migrant Education program is governed by the Uniform Provisions and requires the equitable participation of private school migrant students and their teachers, and other education personnel in schools located in targeted areas.

Title II—Preparing, Training and Recruiting High-Quality Teachers and Principals

Title II, Part A—Teacher and Principal Training and Recruiting Fund

The Teacher and Principal Training and Recruiting Fund provides assistance for preparing, training, recruiting and retaining high-quality teachers. This program is governed by the Uniform Provisions, but the amount of funding available for services to private school personnel is governed by Section 9501 (b) (3), which requires equitable participation of private school teachers and other education personnel to the extent that the LEA uses its funds for professional development. For the purposes of determining the amount of program funds to be made available for services to private school teachers, the law “imputes” a minimum amount of program funds devoted to professional development as the total amount spent in fiscal year 2001 for professional development under the predecessor Eisenhower Professional Development Program and the Class Size Reduction Program. Activities may include improving teachers’ knowledge in the core academic subjects and effective instructional teaching strategies; technology integration training; teaching students with different learning styles; using assessments to improve instruction and student outcomes; involving parents more effectively; and education leadership development.

Title III—Language Instruction for Limited English Proficient and Immigrant Students

Title III, Part A—English Language Acquisition, Language Enhancement and Academic Achievement

The English Language Acquisition, Language Enhancement and Academic Achievement program provides funds for helping limited English proficient (LEP) children attain English proficiency and meet the same challenging state academic standards as all children are expected to meet. Funds must be used for increasing the English proficiency of LEP children by providing high-quality language instruction and high-quality professional development. Private school students and teachers whose schools are located within an LEA that receives a sub-grant from the state are eligible to participate in this program, as required by the Uniform Provisions.

Title IV—21st_{Century Schools}

Title IV, Part A—Safe and Drug-Free Schools and Communities

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and Drug-Free Schools program, including the competitive grant programs awarded directly by the Department (National Coordinator program, Community Service Grant, Grants to Reduce Alcohol Abuse, and Mentoring programs).

Title IV, Part B—21st_{Century Community Learning Centers}

The 21st_{Century Community Learning Centers (21}st_{CCLC) program provides before-and}

after-school (including summer) services to children and their families that include academic enrichment activities, particularly for students who attend low-performing schools, to help them meet state and local student performance standards in core academic subjects. Activities may include remedial education, academic enrichment, art, music, tutoring, mentoring, recreation, technology, drug and violence prevention, counseling, character education and family literacy. The Uniform Provisions apply to the 21st_{CCLC program and}

require the equitable participation of private school students, teachers and other education personnel who are part of the target population.

Title V—Promoting Informed Parental Choice and Innovative Programs Title V, Part A—Innovative Programs

Innovative Programs support education reform and innovative school improvement programs to improve school, student and teacher performance. Private school students, teachers and other education personnel may receive professional development, library materials, educational equipment, and repair and minor remodeling or construction of school facilities. Other activities may include community service programs; consumer education; purchase of computer hardware and software; programs to hire and support school nurses; school-based mental health services; programs for cardiopulmonary

resuscitation training in schools; and parent and community involvement. The program has its own provisions for the equitable participation of private school students, teachers and other education personnel (section 5142).

English Learners Advisory Committee (ELAC)

State law requires that each public school, grades TK-12, with 21 or more English Learners form an English Learner Advisory Committee (ELAC) that meets the following requirements:

1. Parent members are elected by parents or guardians of English Learners.

2. Parents of English Learners constitute at least the same percentage of the committee membership as their children represent of the student body.

3. The ELAC has advised the School Site Council (SSC) on the development of the Single

Plan for Student Achievement (SPSA).

4. The ELAC has advised the principal and staff on the school’s program for English Learners.

5. The ELAC assists in the development of the school’s:

EL 01 – English Learner Advisory Committee (ELAC)

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● Needs Assessment

● Language Census Report

● Efforts to make parents aware of the importance of regular school attendance 6. The ELAC has received training materials and training, planned in full consultation with

committee members, to assist members in carrying out their legal responsibilities. 7. The ELAC has the opportunity to elect at least one member to the DELAC or has

participated in a proportionate regional representation scheme when there are 31 or more English Learner Parent Advisory Committees in the district.

8. Recognition of English Learner Program student achievements.

Legal Requirements – Parent Advisory Committees

Schools with 21 or more English Learners are required to establish a functioning English

Learner Advisory Committee (ELAC) on programs and services for English Learners. The ELAC meets the following requirements:

Formation:

The school sends out written invitations (in English and Spanish) to all parents and often makes telephone calls to the parents of English Learners inviting them to the ELAC meeting. Typically, on the first ELAC meeting of the school year, there is an election in which all

parents/guardians of English Learners have an opportunity to vote and elect the parent members of the committee. The school principal is responsible for establishing the ELAC. In addition, the school site principal works collectively with the ELAC president to create the agenda. A school may designate an existing school-level advisory committee, or

subcommittee of such advisory committee, to fulfill the legal responsibilities of ELAC, if the advisory body meets the participation criteria stated above.

Elections:

Legal requirements for ELAC elections include:

a. Parent/guardian members of English Learners elect parent members of the school committee or subcommittee.

b. The parents/guardians are provided the opportunity to vote for committee members. c. Each school’s ELAC shall have the opportunity to elect at least one member to the

District English Learner Advisory Committee (DELAC).

Composition Requirements:

Parents of English Learners constitute at least the same percentage of the committee membership as their children represent of the student body. The principal and staff work diligently to ensure that parents of English Learners attend ELAC meetings.

Major Function:

The purpose of the ELAC is to advise the principal and school staff on programs and services for ELs and the School Site Council on the development of the SPSA. ELAC also assists the school on other tasks listed below.

Tasks:

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● The ELAC advises the school principal and staff on: o The school’s program for English Learners. ● The ELAC advises the School Site Council (SSC) on:

o The development of the SPSA. ● The ELAC assists in the following:

o The school’s needs assessment

o The school’s annual language census (Language Census).

o Efforts to make parents aware of the importance of regular school attendance.

Training:

The District and Site Administrator shall provide training for all ELAC members:

o Appropriate training and materials to assist each member to carry out his or her legally-required advisory responsibilities.

School Site Council:

The ELAC advises the School Site Council (SSC) on the development of the SPSA. This activity is documented in the minutes of the SSC meeting at which this involvement occurred.

DELAC:

ELAC Parents/guardians elect one or two members to the District English Learner Advisory Committee (DELAC) or have participated in a proportionate regional representation scheme when there are 31 or more parent advisory committees in the district.

Monitoring:

The Administrator for English Learner Program and principal continually review the implementation of the ELAC to ensure that all requirements are met.

Documentation:

All site ELAC documentation of ELAC sign-in sheets, agendas, and minutes are kept at the site. A copy of all documentation is sent to a common drive for the Administrator of EL Programs to review and to be electronically filed at the district level.

District English Learners Advisory Committee (DELAC)

A district with 51 or more English Learners has a functioning DELAC or a subcommittee of an existing district committee in which at least 51% of the members are parents (not employed by the district) of English Learners. DELAC members are engage in the following tasks and activities:

(a) Development of an LEA master plan, including policies, per the State Board of Education (SBE) EL Roadmap Policy, guiding consistent implementation of EL educational programs and services, that takes into consideration the SPSAs.

EL 02 – District English Learner Advisory Committee (DELAC)

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(b) Conducting of an LEA-wide needs assessment on a school-by-school basis. (c) Establishment of LEA program, goals, and objectives for programs and services for

ELs per the SBE adopted EL Roadmap Policy.

(d) Development of a plan to ensure compliance with any applicable teacher and instructional aide requirements.

(e) Review and comment on the LEA’s reclassification procedures.

(f) Review and comment on the written notifications required to be sent to parents and guardians. (5 CCR Section 11308)

(g) Under the local control funding formula, LEAs with at least 50 ELs and whose total enrollment includes at least 15 percent ELs must establish a DELAC, and that DELAC must carry out specific responsibilities related to the Local Control and Accountability Plan (LCAP), including providing input regarding the LEA’s existing language acquisition programs and language programs, and, where possible, the establishment of other such programs. If the DELAC acts as the ELAC under EC sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the LCAP. (5 CCR Section 11301)

Training and Materials

DELAC members receive training and materials, developed in consultation with the

committee, that are appropriate to assist parents in carrying out their DELAC responsibilities. The consolidated application must also include certifications by appropriate district advisory

committees, including the DELAC, that the application was developed with review and advice of those committees. (EC Section 64000[d])

DELAC - Legal Requirements

When a school district has 51 or more English Learners, the school district is required to

establish a functioning District English Learner Advisory Committee (DELAC) for programs and services for English Learners.

Composition Requirements:

Parents or guardians of English Learners not employed by the district must constitute a majority membership (51% or more) of the committee.

Elections:

Each school English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one member to the DELAC.

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Dimension II – Governance and Administration

The district has properly identified, assessed, and reported all students who have a primary language other than English.

At the time of enrollment, California public schools are required to determine the

language(s) spoken in the home by each student. In order to gather this information, all parents/legal guardians are required to complete, sign and date a Home Language Survey. When a parent or legal guardian enrolls his/her child in our district for the first time, the

parent/legal guardian completes the HLS as part of the District’s enrollment procedure at Centralized Registration. The HLS remains on file for each of the district’s students (including Migrant, Special Education, and Alternative Education enrollees). This information will assist schools in providing appropriate instruction for all students.

The HLS is a state mandated survey used to determine the primary language of the student. The Elementary and Secondary Education Act (ESEA) of 1965 amended by the Every Student

Succeeding Act (ESSA) of 2015 and California Education Code Section mandates the testing

of all students identified initially on information that parents fill out on the Home Language Survey as other than English. If the responses to the questions on the HLS demonstrate that the student does not require assessment for language proficiency, the student is identified as English Only (EO) and placed in an English Language Mainstream (ELM) classroom.

However, all students whose HLS indicates a language other than English on questions 1, 2, or 3 or if it is believed through observation that the student speaks another language in

addition to English, the student must be assessed in English language skills on the English Learner Proficiency Assessment for California (ELPAC) within 30 calendar days of initial enrollment.

ELPAC – Annual Assessment for English Learners

A state-approved assessment instrument, the English Learner Proficiency Assessment for California (ELPAC), is currently administered for initial enrollments in order to determine

English language proficiency skills. The ELPAC is a criterion-referenced test based on the ELD Standards which assesses students’ English language proficiency in listening, speaking,

reading, and writing. This test yields scores in 4 levels: 1 = minimall develolped stage, 2 = somewhat developed, 3 = moderately developed, and 4 = well developed . The child receives a standards based on their written language, oral language, as well as an overall score. The score types used include raw score, scale score and proficiency level.

The ELPAC is aligned with the 2012 California English Language Development Standards, and will be comprised of two separate ELP assessments:

EL 03 – English Learner Identification and Assessment

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 an initial identification of students as English learners

 an annual summative assessment to measure a student’s progress in learning English

and to identify the student's ELP level

Clarification of Practice

All students whose parents have indicated a language other than English on

lines 1, 2 or 3 of the Home Language Survey (HLS) must be assessed using the

ELPAC to determine ELP levels for appropriate placement.

This includes students who have already been identified as:

1. Special Education students

2. Re-entering Beaumont USD students

3. Students possessing an ELPAC score

4. All entering Kindergarten students; including Kindergarteners from

Beaumont USD preschools or TK classrooms

In order to be compliant with CDE and ESSA regulations and to guarantee that

each student receives the appropriate services and instructional setting.

1. Initial language assessment;

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Home Language Survey – Sample Registration Form

The Beaumont USD Home Language Survey (HLS) is administered as a part of the online registration

process. The questions asked of parents as a part of this process are aligned to the recommendations from the California Department of Education (CDE).

Directions to Parents and Guardians:

The California Education Code contains legal requirements which direct schools to assess the English language

proficiency of students. The process begins with determining the language(s) spoken in the home of each student. The responses to the home language survey will assist in determining if a student’s proficiency in English should be tested. This information is essential in order for the school to provide adequate instructional programs and services.

As parents or guardians, your cooperation is requested in complying with these requirements. Please respond to each of the four questions listed below as accurately as possible. For each question, write the name(s) of the language(s) that apply in the space provided. Please do not leave any question unanswered. If an error is made completing this home language survey, you may request correction before your student’s English proficiency is assessed.

1. Which language did your child learn when he/she first began to talk?

2. Which language does your child most frequently speak at home? 3. Which language do you (the parents or guardians) most frequently

use when speaking with your child?

4. Which language is most often spoken by adults in the home? (parents, guardians, grandparents, or any other adults)

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Identification, Assessment, & Program Placement Flow Chart

HOME LANGUAGE SURVEY

Home Language other than English English Only (EO) Place in the mainstream program Grades TK-12 Assessed in Listening, Speaking, Reading, Writing

Assess English language proficiency using Initial ELPAC Initially Fluent English Proficient (IFEP) English Learner (EL) Place in English Mainstream Place in the appropriate EL program Structured English Immersion / SDAIE Dual Language Immersion (DLI)

*Parent opt out to Alternative

Students Continue to take ELPAC annually until

RFEP

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Notification of Results of Initial Assessment

Parents whose children speak a language other than English must be notified within 30 calendar days of the completion and results of their child’s initial assessments. In Beaumont USD, English proficiency assessment results, program options, student recommended

placement, exit criteria, and the waiver process for an alternative program is sent to the parent via US postal service. Assessment results are entered for each student in the Student Information System (SIS) by Educational Support Facility (ESF) personnel. In addition, the results are provided via SIS to the child’s school and teacher(s). A copy of the Home

Language Survey is placed in the students’ cumulative record.

Student Placement

The principal and/or designated trained staff place the student in the most appropriate instructional setting after analyzing preliminary assessment data in the Student Information System. The principal, teacher, or ELD Coordinator can clarify any questions or review any concerns the parent(s)/legal guardian may have regarding testing results or program placement recommendations.

Initial Notification of Program Placement

Parents/guardians of English Learners are notified no later than 30 days after the beginning of the school year (or, during the school year, within two weeks of the child being placed in the program) of their child’s initial English Language assessment results, their child’s language designation, English proficiency level, program placement, program options, exit criteria, and for English Learners on IEPs, how the current program will meet objectives of IEP. Documents are translated into Spanish for Spanish-speaking parents of English Learners.

Annual Official ELPAC Result Notification

Parents/guardians of English Learners are notified annually of their child’s English Language proficiency assessment results within thirty calendar days following receipt of official results of testing from the test contractor. The district notifies parents of official tests results within thirty calendar days from receipt of test scores from publisher. Additionally, the district notifies parents of placement options by means of the Parent Notification.

Title III Annual Placement Notification

Beaumont USD sends out the Annual Placement Notification to parents/guardians of English Learners, no later than 30 days after the completion of the test, of their student’s language designation, English proficiency level, program placement, program options, exit criteria, English Learner graduation rate, and for English Learners on IEPs, how the current program will meet objectives of IEP.

Transfer of Students

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database within ten (10) days of enrollment by ESF personnel. When the site receives the student cumulative record from the former school district/school, the record will be reviewed by site personnel to check for any relevant data pertaining to English Learner status and/or services provided in the former district.

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English Learner Progress Indicator from ELPAC results.

Local Monitoring via California Assessment of Student Performance and Progress (CAASPP), and local Benchmark assessment data.

District-wide, English Learner Progress Indicator (ELPI) data will be collected annually to determine:

● The percentage of students in each ELPAC proficiency level. ● This information is posted on the California School Dashboard.

1. Monitoring through ELPAC data are used as an annual measurement of student progress in language proficiency. English Learners’ overall performance as well as in listening,

speaking, reading and writing are printed on all data reports to sites and individual teachers.

Assisting Students in Recouping Academic Deficits

Schools monitor the progress of English Learners to prevent any academic deficits from

developing; however, if such deficits are discovered, appropriate actions to overcome them are taken before they become irreparable. Students who need to recoup academic

deficits, students who do not qualify (DNQ) for reclassification, as well as students who have not made expected progress through ELPAC levels are provided with targeted designated ELD services that are usually arranged by the site’s ELD Coordinator. At the elementary level, teachers meet with parents during Parent-Teacher conferences to explain the area(s) of student concern and goal(s). At the secondary level, teachers meet with parents upon parent requests to explain area(s) of student concern and goal(s). Schools provide appropriate and additional educational services which include some of the following: ● Designated and Integrated ELD services

● Bilingual Aide Assistance

● Cooperative learning techniques

● Individual or small group assistance/instruction by a teacher ● Extended day (before or after school) tutoring programs * ● High School Saturday school *

● Remedial summer intervention programs *

Beaumont Unified School district is also committed to supporting students through professional development for teachers, administrators and other staff members.

EL 04 – Implementation, Monitoring, & Revision of Title III Plan

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Page | 23 Annually, Beaumont Unified schools review student performance data from a variety of state and local assessments, then work in collaboration with their Site Councils and ELACs to develop their SPSA. SPSAs are approved by the site’s SSC in April or May, and by the Governing Board in June and July of each school year. For further information on SPSA, please contact your child’s school or the Beaumont USD district office.

Beaumont Unified School District ensures the following inclusion of the EL program in developing the SPSA:

(a) The SPSA administration of a comprehensive needs assessment with an analysis of academic performance and language development data to determine EL student and program needs. (EC Section 64001[g][2][A]) (b) The process for annually evaluating and monitoring implementation and

progress toward accomplishing program goals identified in the SPSA particularly those which address the needs of low-achieving ELs and students at risk of not meeting state academic content standards. (EC Section 64001[g][s][B])

(c) Goals to improve student outcomes, identified through the needs

assessment which address the academic and language proficiency needs of ELs. (EC Section 64001[g][3][A])

(d) Evidence-based strategies, actions, or services to reach goals. (EC Section 64001[g][3][B])

(e) Proposed expenditures based on the projected resource allocation from the governing board or body of the LEA, to address the findings of the needs assessment consistent with the state priorities including identifying resources inequities, which may include a review of the LEAs budgeting, its SPSA-related portion of the LCAP, and school-level budgeting, if applicable. (EC Section 64001[g][3][C])

The Beaumont USD board of Trustees approves the SPSA annually and whenever there are material changes to the plan. The SPSAs are first approved by Instructional

Support Services to ensure that each SPSA is aligned with the district local

improvement plans included in the LEAP and the Local Control Accountability Plan.

EL 05 – Program Inclusion in Development of the SPSA

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Beaumont Unified School District maintains an inventory record of each piece of equipment purchased for all categorical programs. Record of such equipment includes type, model, serial number, funding source, acquisition date, cost, location, and current condition. Additionally, should transfer, replacement, and/or disposition of the item becomes obsolete or unusable, Beaumont USD conducts an annual physical inventory check. Record of purchases and/transfer is kept for a

minimum of six years.

Sample of Inventory

EL 06 – Inventory

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Dimension III – Funding

ELD Materials and Instructional Time

English Learners in Grades TK-12 have access to approved, standards-based ELD materials for their ELD instruction. Supplementary instructional materials are used “to accelerate pupils as rapidly as possible” towards grade level proficiency in reading, writing, listening and

speaking. A full selection of ELD materials is used at each of our schools. In accordance with district guidelines, daily ELD instructional time has been allocated for each English Learner: 30 minutes for Kindergarten through fifth grade, and designated ELD courses for EL students grades 6-12. For English Learners in mainstream settings (generally, ELPAC Level 4), ELD instruction is focused on the EL’s identified need and delivered and monitored by the classroom teacher.

Beaumont Unified School District ELD Instructional Resources

Grades TK – 5 Core and Supplemental/Intervention Materials McGraw-Hill Wonders and ELD Components

o Beaumont USD adopted the McGraw-Hill Wonders program after a thorough review by a Curriculum Review Team (CRT). Their aim was to choose the most effective program for our students. This pilot took place during the 2017-18 school year and included curriculum for our Dual Language Immersion Program along with a designated and integrated ELD component*

Grades 6 – 8 Core and Supplemental/Intervention Materials

ELD McGraw Hill StudySync - ELA with ELD supports SAVVAS iLit ELL – ELD

Beaumont USD adopted curriculum for the 2018-19 school year and beyond after a thorough review by the Curriculum Review Team (CRT) to choose the most effective program for our students. The pilot took place during the 2017-18 school year and included a designated and integrated ELD component*

Grades 9 - 12 Supplemental/Intervention Materials

SAVVAS myPerspectives ELA with ELD supports

SAVVAS iLit ELL - ELD

Beaumont USD adopted curriculum for the 2018-19 school year and beyond after a thorough review by the Curriculum Review Team (CRT) to choose the most effective program for our students. The

EL 07 – Supplement, Not Supplant, with Title III & EIA-LEP

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Page | 26 pilot took place during the 2017-18 school year and included a designated and integrated ELD component*

All Beaumont USD employees paid from Title III and in part from other revenues are required to complete a Personnel Activity Report (PAR), each pay period. Beaumont USD employees funded solely under Title III must complete a semiannual certification of such employment. Additionally, stipends directly affecting English Learners are officially recorded, approved by cabinet and board, and updated on a yearly basis by.

Sample of Employees Funded out of Title III

Sample of Stipends Servicing English Learners

EL 08 – Time Accounting Requirements

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Dimension IV – Standards, Assessments, and Accountability

The district implements a process and criteria to determine the effectiveness of programs for English Learners, including:

A way to demonstrate that the programs for English learners produce within a reasonable period of time:

1. English language proficiency comparable to that of average native speakers of English in the district

2. Academic results indicating that English learners are achieving and sustaining parity of academic achievement with students who entered the district’s school system already proficient in English

An ongoing mechanism to use the procedures described above to improve district-wide and school site EL program implementation, and to modify the program, as needed, to ensure that each English learner achieves full proficiency in English and academic achievement at grade level as rapidly as possible.

Site Level Program Evaluation

Principals are responsible for monitoring, evaluating, and revising the program for English Learners at their school based on the goals set in their SPSA. Principals attend

Instructional/Co-Instructional Leadership meetings where school site data is discussed

through the new California Dashboard. Site teams are provided time to delve into their site data in order to set specific goals for ELs that are reflected in their SPSA and in their practice. Improving the academic progress of ELs is data driven and is facilitated by the district

Instructional Support Services (ISS) team. The site EL Coordinator, District EL Instructional Coaches, administrators and Language Assessment Teams (LAT) provide staff guidance and in-service which includes ELPAC proficiency levels, program placement, documentation for Federal Program Monitoring (FPM), ELD standards, SDAIE strategies, assessment of ELs,

reclassification, intervention strategies and other pertinent program needs. Teachers use on-going assessments, multiple measures, ELD Benchmarks (ELPAC Levels), ELD Standards and parent conferences to evaluate the effectiveness of their classroom program. Teachers have access to data to inform instruction and to monitor how effectively and efficiently English Learners are:

● Acquiring English and “closing the gap” academically

EL 09 – Evaluation of English Learner Program Effectiveness

A program evaluation shall be provided by the LEA and shall be used to determine:

*Necessary Improvements to programs and activities for which Title III have been used for LEP and immigrant students.

*The effectiveness of programs and activities in assisting EL students to attain proficiency and to meet academic achievement and content standards.

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Page | 28 ● Meeting grade level state standards

If, after reviewing and analyzing various data, the Principal, District EL Instructional Coaches, site EL Coordinator, staff and parents conclude that English Learners at their site are not achieving at expected levels as indicated in the SPSA, the Language Assessment Team (LAT) needs to meet to develop goals, objectives and activities which will remedy the situation. Fiscal resources may be required to accomplish these goals. This information must be disseminated to the various stakeholder collaborations on campus (ELAC, SSC, PTA, and LCAP). Specific plans for English Learners should be discussed with ELAC and the SSC. The SSC will then utilize current EL data and feedback from all stakeholders to readdress and, if necessary, revise the SPSA goals. Following SSC approval, the plan will be submitted to the Director of TK-12 Programs for review and then submitted to the School Board for final approval.

Beaumont Unified School District has established high expectations for all students, including English Learners. We hold all students accountable for achieving high standards. We also recognize that English Learners face a challenge that is more difficult than that faced by their native-English speaking peers. Our English Learners must develop full proficiency in English as they work to achieve grade-level California Common Core State Standards.

This multi-faceted process includes: Review of ELPAC, California Assessment of Student Performance and Progress (CAASPP), and local diagnostic assessment data.

On the district level, English Learner (EL) data is collected annually to determine:

● The percentage of students who gain one ELPAC proficiency level annually until they reach the English Proficiency level and then maintain that level

● The percentage of students who attain an ELPAC scaled score of 4 Overall. (Sub scores are not reviewed for reclassification.)

● The performance of students as measured by distance from Met on the California Assessment of Student Performance and Progress (CAASPP) in Language Arts and Mathematics

● The percentage of ELs and reclassified students meeting grade level standards in English/Language Arts

● The number of English Learners graduating from high school ● The number of English Learners retained each year

● The percentage of English Learners (grades 9 – 12) who enroll and complete eligible classes for California State University and University of California.

Instructional Support Services (ISS) staff gather and compile annual assessment data to measure the effectiveness of the English Learner program. This information is then distributed to the Assistant Superintendent of ISS who then provides the mechanism to alter and modify the program if needed.

Methods for Collecting Data

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Page | 29 California School Dashboard, district selected data warehouse program, and CALPADS. The Director of TK-12 Programs and the Beaumont Unified School District Information Technology Team oversee these databases and the dissemination of data.

To determine the percentage of English Learners who are meeting grade level standards, the district takes into account the following factors:

● ELPAC Results

● California Assessment of Student Performance and Progress results ● Report Card Grades

● Universal Screener Assessments ● i-Ready Diagnostic results

● High school graduation rates

The Beaumont Unified School District has adopted a reclassification process to enable students initially identified as English Learners (EL) to exit specialized program services and participate without any further language assistance as Fluent English Proficient students. Local Educational Agencies (LEAs) are to establish local reclassification policies that allow for the “effective and efficient conduct of the language reclassification process”. EL students shall be reclassified as Reclassified Fluent-English Proficient (R-FEP) when they have acquired the English language skills necessary to receive instruction and achieve academic progress in an English only instructional setting at a level equivalent to students of the same age or grade whose primary language is English. The participation of teachers, support staff, school administrators, and parents are required in the reclassification process. The reclassification criteria includes multiple measures to ensure both proficiency in the English language and participation in the school’s regular instructional program equal to that of average native speakers.

An English Learner is reclassified from English Learner to proficient in English by using a process and criteria that include:

1. Assessment of English Language proficiency (ELPAC)

2. Measurement of student performance in basic skills, using the California Assessment of Student Performance and Progress (CAASPP) English Language Arts (ELA)

or

the i-Ready Diagnostic assessment.

3. Classroom teacher evaluation of current academic progress in ELA strands (grades k-5) or ELA and ELD teacher evaluation (grades 6-12 ).

4. Opportunity for parent opinion and consultation during the reclassification process.

EL 10 – Reclassification

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Reclassification Procedures

Reclassifications are initiated throughout the year. English Language Development (ELD) Coordinators and/or site administrators, and/or ELA/ELD teachers may initiate a

reclassification of a student as determined by the following criteria:

 ELPAC Results - An overall ELPAC scaled score of 4. (Oral and written langauge skill area proficiency are not reviewed for reclassification. )

 Measurement of Student Progress in basic skills:

o CAASPP score of 2 or higher (Grades 3, 4, 5, 6, 7, 8 and 11) or

o i-Ready Diagnostic score of one level below grade level and scores of Grade Level, Tested our or Max Score on Phonics, Phonological Awareness and High Frequency words sections.

 Classroom Teacher Evaluation – teacher recommends student for reclassification.

 Parent Input – parent recommends student for reclassification.

At grade 1-12, the site ELD Coordinator initiates the reclassification process should a student meet the criteria. The ELD Coordinator collects reclassification criteria data in the ELLevation system or Aeries Student Information System, reviews it in comparison to the reclassification criteria and arranges a Language Appraisal Team (LAT) meeting. A notice must be sent home in the parent’s primary language informing the parent of the meeting time and date at least two weeks in advance. An effort must be made to include parental input in the reclassification process.

If the LAT determines that the student does not qualify for reclassification, the LAT will mark the box “Remain English Learner”. If the student met the criteria but does not reclassify, the comments section must be used to describe why the student did not reclassify. No other documentation is required. A copy of the form must be sent to the Director of TK-12

Programs and the original LPRF will be filed in the student’s permanent cumulative record file.

If the LAT determines that the student is to be reclassified, the LAT will mark the box

“Reclassify to Fluent English Proficient” on the LPRF. The Parent/Guardian/Ed Rights Holder must sign the “Student Meeting Report”. If the Parent/Guardian/Ed Rights Holder agrees to

the terms of reclassification the ELD Coordinator/Administrator may continue the process of reclassification. The LPRF must be sent to the Director of TK-12 Programs for approval. Once

approved, the student will then be coded R-FEP in the student data base. The Director of TK-12 Programs electronically approve the reclassification request for the LPRF for district

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**LAT members include the ELD Coordinator, ELA/ELD teacher, core teachers (if available), site administrator, special education case carrier (mandatory if student has an IEP), and Parent/Guardian/Ed Rights Holder.

Assessing Students with Disabilities

According to California Code of Regulations (CCR) sections 11511 and 11516 through 11516.7 (Title 5, Division 1, Chapter 11, Subchapter 7.5) as well as EC Section 313, the initial and summative administration of the ELPAC are the responsibilities of the LEA. Most students with disabilities are able to participate effectively on the ELPAC. For those students whose disabilities preclude them from participating in one or more domains of the ELPAC, their IEP teams may recommend accommodations, modifications, or an SANDI alternate assessment. (See EC Section 56385, CCR 11516.5 through 11516.7, and the “Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments” [August 2011] at http://www.cde.ca.gov/ta/tg/el/resources.asp.)

When a student is not able to take the ELPAC (the entire test or any portion thereof), this information is shared at the IEP team meeting. IEP team members may determine that alternate assessments are appropriate and necessary. The results of alternate assessments and/or the ELPAC are part of current levels of performance in the IEP. The scores or

performance levels are a part of the information considered by the team to develop linguistically appropriate goals [EC sections 56341.1(b) and 56345(b)(2)].

Some students with disabilities may require test variations, accommodations, and/or

modifications, or may take alternate assessments. Test variations are allowed for any student who regularly uses them in the classroom. Prior to testing, accommodations, modifications, and/or alternate assessments must be specified in each student’s IEP or Section 504 plan.

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Reclassification Criteria Grades K – 2

CATEGORY CRITERIA

District Local Assessments

Score at “one level below” grade level or higher and scores of grade level, max score or tested out on the phonics, phonological awareness and high frequency words sections of the i-Ready Diagnostic assessment

AND THE FOLLOWING CRITERIA:

ELPAC Overall Score Level 4

District Local Assessment

Score at “one level below” grade level or higher and scores of grade level, max score or tested out on the phonics, phonological awareness and high frequency words sections of the i-Ready

Diagnostic assessment

ELD/Reading/Language Arts Achievement Teacher Recommendation for reclassification. Parent Notification/Consultation Parents are notified in advance and encouraged to _{attend the LAT meeting to discuss reclassification.}

Reclassification Criteria Grades 3 – 12

CRITERIA

CAASSP-ELA Grades 3-12 = Score of NEARLY MET _{(Level 2 or higher)}

OR

District Local Assessment

Score at “one level below” grade level or higher and scores of grade level, max score or tested out on the phonics, phonological awareness and high frequency words sections of the i-Ready

Diagnostic assessment

AND THE FOLLOWING CRITERIA:

ELPAC Overall Level 4

ELD/Reading/Language Arts Class

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Reclassification: Decision Guide

Student Remains an English Learner

Reclassification

 Reclassify the student as FEP (Fluent English Proficient).

 Notify parents/guardians of reclassification.  Update school/district records.

 Monitor the student’s progress for four years. Parent Option and Consultation

 Provide notice to parents/guardians of their right to participate in the reclassification process.

 Encourage them to participate in

reclassification process and face-to-face meeting.

Student Academic Performance

 Review the student’s academic performance.  Does the teacher recommend the student

for reclassification?

Assessment of English Proficiency

 Review ELPAC results from annual assessment.

 Does student achieve a score a 4 overall? (ELPAC sub test scores are not reviewed for reclassification.)

Measurement of Progress on Basic Skills

 Review CAASPP or i-Ready Diagnostic Scores  Does student achieve a score a 2 overall on CAASPP?

or

 Does the student achieve an i-Ready overall score of “one level below” grade level and score at or above grade level, max score or tested out of the phonics, phonological awareness and high frequency words sections of the i-Ready diagnostic. Student Remains an English Learner Student Remains an English Learner NO NO NO NO

YES – review next criteria

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Did Not Qualify for Reclassification

For students who Did Not Qualify (DNQ) for reclassification, the Remain English Learner box is checked at the bottom of the reclassification form. The comments section on the form must be used to explain why the student was not reclassified during the LAT meeting. No attached documentation is required for DNQs. The form must

be signed by the student’s teacher, Administrator, and Parent/Guardian/Ed Rights Holder.

Four Year Monitoring Follow-up Procedures for Reclassified Students

Students who are reclassified to FEP-R/M must be monitored for a period of four years to ensure that they are making satisfactory academic progress without EL services. Monitoring takes place immediately upon a

student being reclassified. The EL Coordinator at each school site is responsible for monitoring reclassified

students. EL Coordinators review student academic achievement data on the Follow-Up Monitoring tool or site monitoring tool developed by the EL Coordinator to make sure the student is maintaining satisfactory progress (Beaumont USD is currently working on a monitoring system to be used with the district’s student information system).

Follow-up procedures include the following:

● Examination of student grades at each grading period for four years following reclassification

● Review progress of CAASPP ELA – score & level

● Review progress of District i-Ready and ELA Assessment Results ● Teacher input on student progress in core academic areas

If a student’s progress is not acceptable, interventions shall be conducted. Interventions may include but are not limited to:

● Student/teacher/parent conference ● Educational Monitoring Team (EMT).

● Specialized reading, writing or math instruction

● Additional English Language Development instruction ● Placement in reading, writing or math support class ● After school academic support programs and tutoring ● Summer School

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Reclassification (Exit) Criteria

The goal of the English learner program is for students to become fully proficient in English and to master the California Common Core State Standards for academic achievement as rapidly as possible. This district’s reclassification exit criteria are listed below:

Category LEA Criteria

Successful LAT and Site Monitoring

Period 4 Year Monitoring Period

Teacher observations Teacher recommends exit from

monitoring

Site Administrator Approval Sign monitoring form

Teacher Approval Sign monitoring form

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Dimension V – Staffing and Professional Development

In order to provide the highest quality program for English Learners, Beaumont Unified School District is committed to having an adequate number of appropriately credentialed teachers assigned to English Learner classrooms. These teachers must hold appropriate authorizations approved by the Commission on Teacher Credentialing (CTC).

Teachers that are assigned to the Structured English Immersion (SEI) classrooms must have a BCLAD certification or be in training for it, or have a CLAD certification and may be assigned a bilingual instructional aide.

Teachers that are assigned to the English Language Mainstream Classroom must have a CLAD certification or be in training to achieve it.

Newcomer Program Structured English _Immersion English Language _Mainstream English Only

BCLAD or In Training

or

CLAD with a Bilingual Instructional Aide (if available) BCLAD or In Training or

CLAD with a Bilingual Instructional Aide (if available) CLAD or In Training CLAD or In Training Paraprofessional Staffing

Due to the passage of “No Child Left Behind of 2001” (NCLB), now titled the Every Student Succeeds Act (ESSA), paraprofessionals working in a program supported with Title I funds who assist in classroom instruction will have until January 8, 2006 to complete one of the following requirements:

● Obtain an associates or higher degree, or

● Complete two years of higher education study, or**

● Pass a formal state or local academic assessment that demonstrates knowledge of, and the ability to assist in teaching reading, writing, and mathematics or reading, writing, and mathematics readiness.

In order to provide English Learners with support in their primary language, Beaumont Unified School District utilizes bilingual instructional aides in the ELD classrooms. The primary role of the instructional aide is to aid the SEI teacher in implementing an effective English Learner program through:

EL 11 – Teacher EL Authorization

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Page | 45 ● Helping students to develop language skills through one-on-one and small group work ● Assisting the teacher by reinforcing lessons in the primary language

● Assisting the teacher in the development and preparation of instructional materials ● Increasing home-school communication

● Acting as a community role model

The school site must provide adequate time for the teacher and aide to plan together. However, the teacher is responsible for the instruction and supervision of his/her students at

all times.

Qualifications and Competencies

A bilingual instructional aide must have the following qualifications:

Pass the District's adopted Bilingual Examination with a satisfactory score; Good physical condition as determined by pre- and post-employment inquiries and health report; Pass District physical examination which includes drug screening; Provide proof of negative TB test at time of hiring. Equivalent to completion of the twelfth grade; some paid or volunteer experience working with children in an educational or child care setting; or any combination of training and experience that could likely provide the desired knowledge and abilities. In addition, he/she must demonstrate the following competencies:

Knowledge of: Written and oral designated language; Subject areas reading, math, written

and/or oral language, and other areas needed for specific jobs; The needs and interests of non-English-speaking students;

Ability to: Read, write and speak the designated language and English fluently; Establish and

maintain cooperative and effective working relationships with student, parents, and staff; Understand oral and written instructions; Learn quickly methods used in controlling and motivating children; Perform routine clerical work and basic arithmetical calculations;

Demonstrate an understanding, patient, warm and receptive attitude toward children.

Training Component

All bilingual instructional aides will participate in on-going trainings throughout the course of the school year in order to improve the support and reinforcement needed for academic success of the English Learner. The training of instructional aides will be based on the following:

● Language and literacy instructional support and development ● SDAIE methodologies

● Assessment procedures

● Classroom management