Table 1 Annual Expectations for English Learners English Learners are expected to increase by at least one column of growth for each year of instruction. Initial CELDT Overall Level Beginning Early Intermediate Intermediate (Listening & Speaking) Intermediate Early Advanced Advanced FSUSD ELD Benchmarks Beginning Level Proficiency Early Intermediate Level Proficiency N/A N/A N/A N/A FSUSD ELA Benchmarks N/A N/A Below Basic or above Basic or above Basic or above Proficient or above CA English/ Language Arts Standards Tests Far Below Basic or above Far Below Basic or above Below Basic or above Below Basic or above Basic or above Proficient or above FSUSD Math Benchmarks Below Basic or above Basic or above Basic or above Basic or above Proficient or above Proficient or above CA Math Standards Tests Far Below Basic or above Far Below Basic or above Below Basic or above Basic or above Basic or above Proficient or above Tests in Spanish/ STS for recent arrivals Proficient Proficient Proficient Proficient Proficient Proficient
3. Long term English Learners (generally defined as at or more than five years as a language learner) Students will need: • English Language Development, either through a SDAIE English class or intervention class that addresses both language and literacy skills • Sheltered or English mainstream instruction in the core subjects provided by an appropriately CLAD/BCLAD certified teacher • Counseling and monitoring to ensure that they are enrolled in classes that meet high school graduation and post secondary requirements • Intervention support (before, during or after the school day) 4. English Learners who are meeting benchmarks and are making expected progress toward language and academic goals. In order for students to develop proficiency in English as rapidly as possible, students must be able to develop at their own pace. Students should not have to wait until the end of a semester or course in order to move levels. Placement changes in ELD levels should be based on: • CELDT progress • End of semester [ELD] mastery tests • Classroom performance • ELD text-based assessments • Teacher recommendation
Reclassification Criteria and Guidelines Grade 1 and 2 Grades 3 – 5/6 Grade 6 – 12 Assessment of English Language Proficiency Annual CELDT Scores Overall performance of 4 or 5 with skill area scores of 3 or higher in Listening and Speaking Comparison of Performance in Basic Skills California Standards Reading at a level comparable to English Only students as assessed by a Standards based Reading assessment Teacher’s Evaluation of Student Academic Performance Teacher judges the student will be successful in a Mainstream English Program based on a review of the following: ELD Progress Report Indicates that student is Expanding or Bridging on all 19 standards and at least Bridging on half Any deficits are due to factors unrelated to English Language Proficiency. Parent Opinion and Consultation Assessment of English Language Proficiency Annual CELDT Scores Overall performance of 4 or 5 with skill area scores of 3 or higher in all four domains: Listening, Speaking, Reading, and Writing Comparison of Performance in Basic Skills California Standards Reading at a level comparable to English Only students as assessed by a Standards based Reading assessment Teacher’s Evaluation of Student Academic Performance Teacher judges the student will be successful in a Mainstream English Program based on a review of the following: ELD Progress Report Indicates that student is Expanding or Bridging on all 19 standards and at least Bridging on half Any deficits are due to factors unrelated to English Language Proficiency. Parent Opinion and Consultation Assessment of English Language Proficiency Annual CELDT Scores Overall performance of 4 or 5 with skill area scores of 3 or higher in all four domains: Listening, Speaking, Reading, and Writing Comparison of Performance in Basic Skills California Standards Reading at a level comparable to English Only students as assessed by a Standards based Reading assessment Or CAHSEE Passing score on English Language Arts Teacher’s Evaluation of Student Academic Performance Teacher judges the student will be successful in a Mainstream English Program based on a review of classroom performance which can include a Grade of ‘C’ or better in ELD or English Language Arts or the following: ELD Progress Report Indicates that student is Expanding or Bridging on all 19 standards and at least Bridging on half Any deficits are due to factors unrelated to English Language Proficiency.Parent Opinion and Consultation