Title III: English Learner Student Program

 
Title III English Learner Student Program Overview
 
The purpose of the Title III English Learner (EL) Student Program is to ensure that all EL students attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic standards as all other students. (20 United States Code § 6812.)
 
To support this goal, the U.S. Department of Education allocates Title III funds to state educational agencies, such as the California Department of Education, to provide subgrants to eligible local educational agencies based on the number of EL students enrolled.
 
All school districts, county offices of education and direct-funded charter schools that report the enrollment of one or more EL students on the California Longitudinal Pupil Achievement Data System are eligible to participate in the Title III EL Student Program Subgrant.
 
Funds must be used for the following supplementary services as part of the language instruction program for EL students:
  • Increase the English language proficiency of English learners by providing effective language instruction educational programs;
  • Provide effective professional development to classroom teachers, principals and other school leaders, administrators, and other school or community-based organizational personnel;
  • Provide activities and strategies that enhance educational programs for English learners which include parent, family and community engagement.
EMERGENT MULTILINGUAL LEARNER MASTER PLAN 

 

During the 2022-2023 academic year, Campbell Union High School District (CUHSD) partnered with WestEd, a highly reputable nonprofit agency renowned for its expertise in educational support, to develop a comprehensive and strategic Multilingual Learner Master Plan.   With a strong commitment to improving student achievement, enhancing educator effectiveness, and strengthening school leadership, WestEd brought a wealth of expertise to the Multilingual Learner Master Plan Development Committee, which was established and convened during the 2022-2023 academic year to develop a plan that serves as a framework for promoting the academic success, language proficiency, and overall well-being of Emergent Multilingual Learners. 


Our Multilingual Master Plan serves as a roadmap for improving instruction, services, and outcomes for Multilingual Learners.  The development of this Multilingual Learner Master Plan was informed by recommendations in the CUHSD Equity Audit, CA English Learner Roadmap, State and Federal policies, student demographics within CUHSD, and the latest research and published toolkits by the CDE. The Multilingual Learner Master Plan includes identification and assessment procedures, instructional programs, language development pathways, instructional strategies, professional development for educators, family and community engagement, and monitoring and evaluation mechanisms. The plan aims to ensure equitable access, academic success, and English language proficiency for Emergent Multilingual Learners while recognizing and valuing their linguistic and cultural backgrounds. It provides a framework for promoting inclusive and supportive learning environments that meet the diverse needs of Multilingual Learners and ultimately contribute to their educational achievement.


Our Multilingual Master Plan provides

  • Clear and cohesive direction for addressing the unique needs of Multilingual Learners within an educational system. It establishes specific goals, strategies, and initiatives to guide administrators, educators, and stakeholders in supporting Multilingual Learners effectively.
  • Equity and access to quality education for Multilingual Learners. It outlines policies and practices that promote inclusive and supportive learning environments, helping to eliminate educational disparities and providing all Multilingual Learners with equal opportunities to succeed academically.
  • Consistency and continuity in delivering services and programs for Emergent Multilingual Learners. It establishes a framework for consistently implementing research-based instructional practices, assessment protocols, and language development programs across schools and classrooms.
  • Collaboration and coordination among administrators, educators, families, and community members. It provides a platform for stakeholders to collaborate, share best practices, and align efforts in supporting Multilingual Learners, fostering a collaborative and cohesive approach to Multilingual Learner education.
  • Mechanisms for monitoring and evaluating the progress and effectiveness of programs and services for Multilingual Learners. This allows for ongoing assessment, adjustment, and improvement of strategies to ensure that the needs of Multilingual Learners are met and desired outcomes are achieved.
 
DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE (DELAC)
 
The DELAC represents the interests of Emergent Multilingual and English Learner (EL) students and their families, advising CUHSD on programs specifically designed for these students. The committee discusses EL Development classes, available support services, and ways to improve the overall learning experience. Additionally, it ensures that decisions made by the district promote the academic success of English Learners and provides an essential platform for parent and community voices.
 
2024-2025 DELAC Meeting Schedule
  • October 3, 2024 at 6 - 7:30 pm
  • December 4, 2024 at 6 - 7:30 pm
  • February 5, 2025 at 6 - 7:30pm
  • April 2, 2025 at 6 - 7:30 pm
 
Meeting Location: 
CUHSD District Office Board Room
3235 Union Ave, San Jose, CA 95124
 
ENGLISH LEARNER ADVISORY COMMITTEE (ELAC)
 
ELAC, or the English Learner Advisory Committee, is a committee formed at school sites to address the unique needs and interests of Multilingual Learner students and their families. Composed of parents, guardians, and community members, ELAC provides input and guidance on programs and services aimed at supporting Multilingual Learners. Its primary role is to promote communication, collaboration, and engagement between schools and Multilingual Learner families, ensuring their voices are heard and their needs are met within the educational system. ELAC serves as a valuable platform for fostering a supportive and inclusive environment for Multilingual Learners, facilitating their academic success and cultural integration.
 
Requirement
Each California public school with 21 or more Multilingual Learners must form an English Learner Advisory Committee (ELAC).
 
Responsibilities
The ELAC shall be responsible for the following tasks:
  • Advising the principal and staff in the development of a site plan for Multilingual Learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement
  • Assisting in the development of the schoolwide needs assessment.
  • Ways to make parents/guardians aware of the importance of regular school attendance.
  • Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). Districts with 31 or more ELACs may use a system of proportional or regional representation.
 
CALIFORNIA STATE SEAL OF BILITERACY

 

The California State Seal of Biliteracy is an award given by the state of California to high school graduates who have demonstrated proficiency in two or more languages, including English. The program was established in 2011 to encourage and recognize students who have attained high levels of proficiency in multiple languages.


To be eligible for the California State Seal of Biliteracy, a student must demonstrate proficiency in English and at least one other language, either by passing a proficiency exam or meeting other criteria established by the state or school district. The program is implemented at the district level, and each school district in California has its own eligibility criteria and requirements.


The California State Seal of Biliteracy is recognized by many colleges and universities, and can also have significant benefits for students in their future career opportunities. Students who earn the California State Seal of Biliteracy receive a special insignia on their diploma or transcript, and many districts hold special recognition ceremonies or events to honor these students.


Overall, the California State Seal of Biliteracy aims to promote and celebrate multilingualism and linguistic diversity in California, and to support the academic and career success of students who have demonstrated proficiency in multiple languages.

About the State Seal of Biliteracy

The Seal of Biliteracy is awarded by the Campbell Union High School District.  Assembly Bill 815 established the Seal of Biliteracy in California to recognize  students who have studied and attained proficiency in two or more languages by high school graduation.

Goals

In awarding the Seal of Biliteracy to graduating seniors who meet the requirements, Campbell Union High School District seeks to: 

  • Encourage students, including Emergent Multilingual Learners, to develop and maintain biliteracy and multilingual skills;
  • Recognize and honor our rich and diverse language assets; 
  • Promote world language instruction in our schools; 
  • Promote the development of languages and cultural appreciation and cross-cultural understanding;
  • Provide employers with a method of identifying people with language and biliteracy skills.

Benefits of Earning the State Seal of Biliteracy

Earning the State Seal of Biliteracy can have a range of benefits for students, including:


  • College and Career Advantages: The State Seal of Biliteracy is recognized by many colleges and universities as a sign of academic excellence and achievement. It can also be a valuable asset for students seeking employment in fields that require bilingual or multilingual skills, such as business, healthcare, education, and government.
  • Increased Language Proficiency: The process of preparing for and taking the proficiency exam required to earn the State Seal of Biliteracy can help students further develop their language skills and deepen their understanding of different cultures.
  • Personal Fulfillment: Earning the State Seal of Biliteracy can be a source of pride and personal fulfillment for students who have invested time and effort in mastering multiple languages. It can also be a way for students to connect with their cultural heritage or to explore new languages and cultures.
  • Enhanced Resume: Including the State Seal of Biliteracy on a resume or job application can help students stand out from other candidates and demonstrate their unique skills and abilities.
  • Overall, the State Seal of Biliteracy can open doors to a wide range of academic and career opportunities, while also providing personal and cultural enrichment for students.

Eligibility

Students wishing to receive the State Seal of Biliteracy must meet the following State requirements:

  1. Students must have completed all English-language arts (ELA) requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes.
  2. Students must have passed the California Assessment of Student Performance and Progress (CAASPP) in ELA (administered in grade eleven), or any successor test, administered in grade eleven, at or above the “standard met” achievement level or at the achievement level determined by the State Superintendent of Public Instruction (SSPI) for any successor test.
  3. Students must demonstrate proficiency in one or more languages other than English through one of the following methods:
    1. Pass a foreign language Advanced Placement (AP) exam, including American Sign Language, with a score of three or higher.
    2. Pass an International Baccalaureate (IB) examination with a score of four or higher. 
    3. Successfully complete a four-year course of study in a foreign language and attain an overall grade point average of 3.0 or above in that course of study, and demonstrate oral proficiency in the language comparable to that required to pass an AP or IB examination.
    4. If no AP examination or off-the-shelf language test exists and the district uses its own language examination, the school district must certify to the SSPI that the test meets the rigor of a four-year high school course of study in that foreign language and, at a minimum, assesses speaking, reading, and writing. If a student seeks to qualify for the SSB through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, the student must pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
    5. If a district offers a language examination in a language in which an AP examination or off-the-shelf examination exists, the district language examination must be approved by the SSPI.
    6. Pass the Scholastic Assessment Test (SAT) II foreign language exam with a score of 600 or higher.
  4. In addition to the requirements mentioned above, if the primary language of a pupil is other than English, they shall demonstrate an Oral Language Composite Score of 4 on the English Language Proficiency Assessments for California (ELPAC), or any previous or successor state English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive (California Education Code Section 51461).
 
ENGLISH LEARNER RECLASSIFICATION

 

Reclassification is the process whereby an Emergent Multilingual Learner is Redesignated as a Fluent English Proficient (RFEP) student after meeting various linguistic and academic criteria set by the state and district.


California Education Code Section 313[f] identifies four required criteria for reclassification, but also allows for other measures to be included. The criteria are:

  1. Assessment of English language proficiency (ELP), using an objective assessment instrument, including, but not limited to, the state test of English language development; and
  2. Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery; and
  3. Parent/guardian opinion and consultation; and 
  4. Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.

The Campbell Union High School District has developed student reclassification policy and procedures on criteria set forth by California Department of Education (CDE) guidelines.

  1. Assessment of Language Proficiency (ELPAC)- Overall performance level of 4 or Alternate ELPAC overall level of 3; 
  2. Teacher Evaluation- The teacher has determined that the student has demonstrated grade-level proficiency by a grade of C or better in grade-level English, LTEL course, or Credit Recovery Course. Note: Teachers who do not recommend the student for reclassification will follow the Student Intervention Plan form and will reassess the student's progress in six weeks. 
  3. Local ELA Basic Skills Assessment- Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.
  4. Parent/guardian consultation-Once the student meets the reclassification criteria, the parent/guardian is sent the Notification of Reclassification letter and acknowledges the student’s change in language classification to RFEP.

Note: In the event that a student has passed the ELPAC, met the grade level Local Assessment criteria for reclassification, and has not been recommended for reclassification, an Emergent Multilingual Academic Support Team (EMAST) meeting needs to be convened, and additional evidence should be collected and reviewed for a possible reclassification recommendation. If EMAST recommends that the student for reclassification, the supporting data, and appropriate EMAST documentation needs to be submitted to the District Multilingual Learner Program Coordinator for review and approval. EMAST is led by the principal (designee) and includes the ELA/ELD teacher, assigned counselor, ELA/ELD Department Chair, Multilingual Learner Teacher on Special Assignment, and Special Education Teacher and case manager if the student being reviewed has an IEP.

 

Monitoring Progress Of Reclassified Students

In accordance with State and Federal requirements, Campbell Union High School District monitors students who have redesignated from Emergent Multilingual Learner (EM) status to fluent English proficient (RFEP) status for a duration of four years. The purpose of this monitoring is to ensure that these students continue to make satisfactory academic progress and receive appropriate support.

 

Teachers and administrators closely track the English language development and academic performance of EL students in the areas of listening, speaking, reading, and writing. To facilitate consistent monitoring and data tracking, the district utilizes ELLevation, a web-based platform that integrates with the Student Information System (AERIES). This system enables administrators, counselors, specialists, and teachers to quickly access EL student data for various purposes, including:

 

  1. Monitoring student progress throughout the school year and informing instructional planning.
  2. Identifying students who require additional support through tiered interventions.
  3. Tracking student progress towards reclassification as fluent English proficient.
  4. Placing Emergent Multilingual Learners in appropriate programs based on their needs.
  5. Assessing whether schools and the district meet state and federal accountability criteria.

Assessments used for monitoring EL students include state-mandated exams like the English Language Proficiency Assessments for California (ELPAC) and the Smarter Balanced Assessment Consortium summative assessment (CAASPP). Additionally, district and curriculum-embedded assessments are also employed. Site administrators, counselors, specialists, and teachers regularly review student data to continually monitor the progress of Emergent Multilingual Learners in achieving language development and academic content learning goals.

 

Reclassified students who face challenges in the core curriculum are provided access to tiered support services and interventions available to all students who are not meeting academic standards. These services are outlined in the Multi-tiered Integrated Intervention Support System. If a student's grades fall below grade level or they are not making satisfactory progress in any academic class, a meeting will be convened by the site administrator or designated staff members to evaluate the student's progress.

 

The progress of both ELs and reclassified students is annually examined and compared to data from native English speakers. This student achievement data is included in the CA Dashboard data for the school district.