Master Plan for
English Learners
Making Waves Academy
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Master Plan for English Learners
TABLE OF CONTENTS
1. Identification, Assessment and placement procedures…………………………………………………………page 5
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Registration and Home Language Survey
English Language Proficiency Assessment
Annual Fifth Grade Registration, Assessment, and Placement
Primary Language Assessment
Notification of Results of initial Assessment and Placement
o Student Placement
o Support Services
o Program Placement
o Annual Notification of Placement and Assessment Results
Training for Staff and Administrators on Initial Identification, Placement and Parental
Rights/Informed Consent
Procedures for Parent Notification of Parental Exception Waivers
Procedures for Approval/Denial of Parental Exception Waivers
Section 311 of CA Ed. Code describes the three circumstances in which a Parental Exception
Waiver may be granted
2. Instructional Programs 5-12……………………………………………………………………………………………….page 11
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Achievement Goals for English Learners
EL Instructional Programs Overview
Structured English Immersion Program
English Language Mainstream
Core Curriculum (School Wide)
Differentiation for Interventions
English Language Development
Progression through ELD Levels
ELD Standards
Intervention Plan Long-Term English Learners
Mainstream Core content classes using Sheltered Instruction (SDAIE)
Special Education Services for the English Learner
Gifted and Talented Education (GATE)
Monitoring Progress of English Learners with Benchmarks
o Grading and Assessment
o Directions for using EL Benchmark Reports
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Interventions for At-Risk English Learners
Identifying ELs Who Are Not Meeting Expected Growth
Monitoring of Student Progress: An Integral Aspect of the Intervention
o Training on the Interventions
o Evaluation of the Interventions
Supporting and Monitoring Students
3. Monitoring of Student Progress and Reclassification………………………………………………………….page 22
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Monitoring Student Progress
School Assessment
Initial Fluent English Proficient Students
Overview of Reclassification Process
Our School’s Reclassification Criteria:
Steps to Reclassification
Monitoring Procedures
4. Staffing and Professional Development…………………………………………………………………..………….page 28
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Teacher Recruitment and Staffing
Annual Staffing Report
Recruitment Procedures for Teachers
Hiring Priorities and Procedures
Teacher Mis-assignment
Administrative Staff
Appropriate Use of Bilingual Para-educators
Professional Development for Teachers needing EL Authorization
EL Professional Development Plan
Monitoring of Professional Development
5. Parent and Community Involvement……………………………………………………………………………….…page 32
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Encouraging Parent and Community Participation
Parent Advisory Committees
English Learner Advisory Committee (ELAC)
6. Evaluation and Accountability………………………………………………………………………………..…………..page 35
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Monitoring, Evaluation, and Accountability
Program Evaluation
Evaluation Design
EL Program Goals
EL Program Evaluation Questions
Evaluating EL Program Effectiveness through Group Data
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Evaluation of Individual Student Progress
7. Funding and Resources………………………………………………………………………………………………….……page 40
 Funding and Resources
 General Fund Resources
 Supplemental Funds
8. Curriculum of ELD Classes………………………………………………………………………………………………….page 43
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ELD 1
ELD 2
ELD 3
ELD 4
9. State and Federal Laws pertaining to this Document
Requirements for Categorical Program Monitoring…………………………………………………………….page 45
10. Glossary of Terms……………………………………………………………………………………………………………….page 53
11. Forms and/or Reference Material……………………………………………………………………………………….page 58
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IDENTIFICATION, ASSESSMENT, AND
PLACEMENT PROCEDURES
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Identification, Assessment and Placement Procedures
Step 1
Parent Completes Home Language Survey
Home Language other than English-
Home Language is English Only- Place in Regular
Mainstream Classroom
Go to Step 2
Step 2
Assess English Language Fluency using CELDT
Step 3
Language Classification
Language Classification English Learner (EL)
Language Classification Initial Fluent English
Proficient(IFEP)
if CELDT score is Beginning, Early Intermediate or
Intermediate
if CELDT score is Early Advanced or Advanced with all
sub skill tests at Intermediate level or above
Place in Regular Mainstream Classes
Step 4
Assess Primary Language
Step 5
Inform Parents of all instructional Options
Parent signs Initial Placement Form at time of assessment.
Step 6
Place Student in the Appropriate EL Placement
Structured English Immersion
English Language Mainstream
CELDT overall score Begininning or Early Intermediate
CELDT overall score Intermediate or Early Advanced
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Registration and Home language survey
At the time of enrollment, California public schools are required to determine the language(s)
spoken in the home by the student. In order to gather this information, all parents are required to
complete, sign, and date the Home Language Survey for each student attending Making Waves
Academy. The Home Language Survey is included in the registration packet and will remain on file
for each student in the school. The registration packet is available in both English and Spanish.
English Language Proficiency Assessment
California regulations require that all students whose Home Language Survey indicates a language
other than English on Questions 1, 2, or 3 of the Home Language Survey be assessed in 30 calendar
days of their initial enrollment. A state approved assessment instrument, the California English
Language Development Test (CELDT), is currently administered to determine English Proficiency
Skills. The CELDT is a criterion-referenced test based on the English Language Development
Standards that assess a student’s listening, speaking, reading, and writing abilities.
The CELDT Assessment is administered in several parts: The speaking and listening portions are oral
and are administered individually. The proctor scores as the student responds to each item. The
reading and writing portions of the test are multiple-choice and are administered in a group
setting. At Making Waves Academy, the CELDT is conducted by the EL Coordinator or a trained
designee. A preliminary score is calculated at the school site for the purpose of placement and
program options. Formal CELDT results and the Initial Parent Notification letter are placed in the
EL Program folders of the student’s “Cumulative” (CUM) folder and in the Student Information
System (PowerSchool).
On the basis of CELDT scores, students are classified as: Initial Fluent English Proficient (IFEP) or
English Learner (EL). The parents of IFEP students are informed of the results (See Parent
Notification of Results Appendix 1) and student are placed in mainstream English classes. English
Learner students proceed to the Primary Language Assessment.
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Annual Fifth Grade Registration, Assessment, and Placement
Fifth grade registration begins in January when parents complete and submit a lottery packet. The
lottery packet includes a questionnaire that asks about previous student programs and support
services the students has received. After the student is selected from the lottery, the parent is
given a registration packet that includes the Home Language Survey (HLS). If the HLS indicates a
language other than English is spoken, the student will be given the CELDT test prior to the start of
school. In addition, upon receipt of student transfer records from the originating school, the
student’s previous language status will be honored.
Primary Language Assessment
All identified English Learners are assessed for primary language proficiency in listening, speaking,
reading, and writing within 90 calendar days of the date of registration at the school site by a person
trained in the test administration and who is a fluent speaker in the student’s primary language. At
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-8MWA, these individuals would include but are not limited to EL teachers, para-educators or the EL
Coordinator. In addition, MWA has the option of using a Primary Language Assessment, Las Links
Espanol, which is available online. Results of the Primary Language Assessment are communicated
to parents in the Initial Parent Notification Letter (See Parent Notification of Results), placed in the
EL Folder of the student’s CUM folder and noted into the student information system
(PowerSchool). The results of this testing are used to evaluate student’s literacy development in the
primary language and to make program recommendations.
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Notification of Results of initial Assessment and Placement
Parents are notified in writing using the Initial Parent Notification Letter of the results of the initial
language assessment within 30 days of the receipt of the assessment scores. Additionally the letter
includes, English Language proficiency, primary language proficiency, the various programs offered
at MWA, and their child’s placement in the MWA programs. A copy of this letter is placed in the EL
folder of the student’s CUM folder.
The parents are provided a copy of all documents by the Data and Assessment Manager along with a
Welcome letter from the EL Coordinator. At the start of school the EL Coordinator conducts an EL
Parent Information Meeting. The purpose of this meeting is to explain English Proficiency and
primary language assessment results, program options, placement at MWA, and the waiver process
for an alternative program. The Data and Assessment Manager will enter the results for each
student in the student information system, prepare the EL folder and places it in the Student’s CUM
folder. A copy of the following form/letters are sent to the EL Coordinator: Home Language Survey,
Preliminary CELDT scores, Primary Language Assessment results, Initial Parent Notification Letter,
and any previous EL forms including transcripts, placement letters and reclassification forms.
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Student Placement
In order to ensure that all students including English Learners have access to a quality education
program, Making Waves Academy provides high quality English and Spanish Language Development
classes as well as a comprehensive grade-level academic program in language arts, math, science,
history/social studies, visual and performing arts and world languages.
Once a student has been assessed EL Program Placement is determined by a student’s level of
“reasonable fluency”.
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CELDT Score- Overall
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English Language Proficiency
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Beginner and Early Intermediate
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Less than reasonably fluent
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Intermediate (scale score ≤ 508)
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Less than reasonably fluent
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Intermediate (scale score ≥ 509)
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Reasonably fluent
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Early Advanced or Advanced
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Reasonably fluent
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-9If a child is considered reasonably fluent by the above criteria a placement in the mainstream
English program is recommended. Mainstream English instruction is only in English and the student
is placed in classes with both EL and English only students. The EL student must also receive
additional support services (See Support Services). The child continues with this placement until
reclassified, the parent signs a waiver, or the program placement is deemed inappropriate. A
program placement may be deemed inappropriate if the student is found to need support that is
not available in the mainstream program.
If a student is considered not reasonably fluent by the above criteria a placement in the Structured
Immersion Program is recommended. In Structured Immersion classes, the instruction is
overwhelmingly in English, with the primary language used to support the child’s learning as
necessary. In addition, Structured Immersion classes consist of only EL students. The EL Student
must also receive additional support services (See Support Services)
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Support Services
These services include a class in English Language Development with the purpose of the EL students
reaching full English proficiency within a reasonable period of time. In addition, one or more of the
following to be determined by the MWA Response to Intervention (RTI) process:
 Content Instruction using SDAIE techniques
 Specialized instruction by a GATE certified teacher or a Resource Specialist
 Strategic or Intensive Intervention classes
 Primary Language Support
 Before, during and /or after school intervention programs
 Small group or one on one support
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Program Placement
Once the parent is consulted about program options and the recommended placement is explained,
an appropriate placement is assigned to the student based on the parent’s decision. A Program
Placement Notification Form is completed and signed by the parent and the principal or designee.
The program notification form is placed in the student’s EL folder in the student’s CUM folder. If
the parent chooses to have their child participate in a bilingual program which is not offered at
MWA then the parent completes and files a Parental Exception Waiver Form. In these
circumstances the Head of School or designee will work with the home district to determine how a
transfer will take place.
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Annual Notification of Placement and Assessment Results
Once the official CELDT results have been received the parent is notified in writing using the Initial
CELDT Results Parent Notification Form. A copy of this notification is placed in the Student’s EL
folder in the student’s CUM folder. In addition, English Learners are tested annually with the CELDT
until reclassification. Parents will receive an Annual Parent Notification Letter informing them of
their child’s test results. This letter will also serve as a reminder of the program options for
placement and the Parental Exception Waiver.
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- 10 Twice a year (September and February), teachers will receive an updated list of all English Learners
with CELDT, CST and any other pertinent data available. Teachers should verify which of their
students are EL’s and note the proficiency levels in their classroom list.
NOTE: Although MWA has an updated database of annual EL’s CELDT scores, CELDT scores for new
students may take up to 30 days from enrollment, either by obtaining scores from a former district
or by administering the CELDT at MWA.
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Training for Staff and Administrators on Initial Identification, Placement and Parental
Rights/Informed Consent
To facilitate informed decision making and to improve home to school communication regarding
program options and placement, MWA will provide ongoing training for staff and administrators on
procedures relating to initial identification, and the use of the Parental Exception Waiver. Special
Education staff will be trained in the process of appropriate placement of special education students
who have language proficiency needs.
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Procedures for Parent Notification of Parental Exception Waivers
PLEASE NOTE THAT MWA DOES NOT HAVE A PRIMARY LANGUAGE PROGRAM. IT IS STILL AN ED
CODE REQUIREMENT TO INFORM THE PARENT OF THE PARENTAL EXCEPTION WAIVER. IF THE
SCHOOL RECIEVES 20 AT THE SAME GRADE LEVEL IT WILL BE RESPONSIBLE FOR PROVIDING A
PRIMARY LANGUAGE PROGRAM. On an annual basis, parents and guardians of English learners must
be offered, through the Parental Exception Waiver process, the opportunity to request that their
child(ren) participate in a program which includes instruction in the primary language. Information
about these classes is provided through various District venues, including the school principal and/or
designee, at Open House. It is the responsibility of the parents or guardians to apply for the waiver.
Only where 20 or more approvable waivers for the same language are submitted at a grade level will
a Transitional Bilingual Education or Subject Matter Bilingual Education Program (a.k.a. Alternative
Primary Language) class be provided. Schools must keep a file of the waivers, and those with
bilingual classes must monitor enrollees to ensure that all have waivers on file. The number of
Parental Exception Waivers is reported annually on the Language Census.
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INSTRUCTIONAL PROGRAMS
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Instructional Programs
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Achievement Goals for English Learners
It is the mission of Making Waves Academy to educate and support English Learners in reaching
their highest potential each school year. School resources will focus on enabling all students to
achieve the following goals:
 Second Language Acquisition
All English Learners will achieve English Proficiency as early as 8th grade and no later
than 10th grade. All English Learners will meet the criteria for reclassification to Fluent
English Proficiency within six years of enrolling in a California Public School. For those
students that are identified as EL when entering MWA it is the goal to have all English
Learners reach English Proficiency by 8th grade and no later than 10th grade.
 Academic Growth
All students will make one or more years growth as measured using standardized tests
(CST, CELDT. CAHSEE)
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EL Program Overview
There are three types of program settings for ELs: Structured English Immersion (SEI), English
Language Mainstream (ELM) and Bilingual Alternative Program (BAP). English Learner should be
placed in the appropriate setting based on parent decision, CELDT score and other indicators of their
ELD progress (see Student Placement). Each of these options is designed to ensure that students
acquire English-language proficiency and make progress towards closing any academic deficits in all
core content areas. Each option contains the following required components:
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Well-articulated, standards-based, differentiated English Language Development (ELD)
instruction, specifically designed for English Learners and Long – term EL students
Well-articulated, standards-based differentiated instruction in the core curriculum, with
primary language support and/or Specially Designed Academic Instruction in English
(SDAIE).
Structured activities designed to develop multicultural proficiency and positive selfesteem.
Administrative support is essential for a quality program that facilitates the successful academic and
linguistic development of English Learners. Quality programs require support and collaboration
among teachers. Articulation between grade levels is necessary for assuring a strong academic
program as well as the successful acquisition of English for all English Learners. Parents are a critical
component for successful programs. Their support is essential. Ongoing opportunities must be
provided for both oral proficiency and literacy in English.
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Structured English Immersion Program
A specialized process of teaching the English language to students whose first language is not
English. The goal is for students to develop academic proficiency in English together with mastery of
academic core content and multicultural proficiency. Instruction is nearly all in English. Primary
language support is used for clarification and explanation when feasible.
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Students Served: ELs who have NOT yet acquired “reasonable fluency” (reasonable fluency = CELDT
overall score of early advanced (4) and intermediate (3) in all sub areas)
Program Components:
 English Language Development (ELD) based on proficiency level for 45 minutes on
Monday, Tuesday, Thursday, and Friday.
 No more than two consecutive levels of English proficiency may be combined for ELD
instruction.
 Differentiated instruction in reading, writing, math, science and history/ social science,
 Specially designed academic instruction in English (SDAIE), GATE, or based on IEP Goals.
 Use state-approved, district-adopted, standards-based materials.
 Primary language support provided in order to motivate, clarify, direct and, explain
concepts
 In compliance with CA Ed. Code Sections 300-400, students are placed in SEI for one
year. However, if a student’s academic needs warrant it, the student may continue in an
SEI classroom for up to three years.
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Possible Additional Support Options:
 Primary Language support
 Small groups or one on one instruction with Bilingual Instructional Assistants (BIAs)
 Specialized instruction from GATE or Resource Teacher
 Before, during and/or after school intervention/support programs (where available)
 Participation in strategic or intensive intervention classes
 Summer School
 Other appropriate services
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English Language Mainstream
The goal for ELs in the English Language Mainstream Program is to develop academic proficiency
in English together with mastery of academic core content and multicultural proficiency.
Instruction is overwhelmingly in English. However, special support options are provided for ELs
as needed.
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Students Served:
 Reclassified Fluent English Proficient students (RFEP- reclassified ELs)
 ELs whose parents/guardians have declined participation in the Sheltered English
Immersion program
 ELs who have acquired “reasonable fluency” (reasonable fluency = CELDT overall score
of early advanced (4) and intermediate (3) in all sub areas)
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Program Components:
 Daily English language development based on the assessed stage of acquisition,
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Grouping for ELD as required to meet students needs based on ELD levels. No more than
two consecutive levels of English proficiency may be combined for ELD instruction.
Differentiated instruction in reading, writing, math, science and social science, delivered
through specially designed academic instruction in English (SDAIE) methodology,
utilizing state-approved, district-adopted, standards-based materials.
Decreasing primary language support.
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Possible Support Options:
 Primary Language instruction/support
 Small group or one on one instruction with Bilingual Instructional Assistant (BIA)
 Specialized instruction by reading or literacy specialists
 Participation in strategic or intensive intervention classes
 Before and/or after school intervention/support programs (where available)
 Summer School
 Other appropriate services
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Core Curriculum (School Wide)
At MWA, all teachers focus on a rigorous, standards based curriculum for each of the content areas.
The ELD standards address skills English learners acquire during language acquisition to become
proficient in the ELA Standards. All students receive the same instruction including ELs. However,
additional teaching tools are utilized to provide universal access to the core content (visuals, graphic
organizers, charts). Effective teaching strategies such as previewing/reviewing the lesson,
paraphrasing, making frequent comprehension checks, and paired and small group instruction are
essential to develop vocabulary, activate prior knowledge, build background knowledge, and
promote higher level thinking and active participation of all students. Teachers differentiate
instruction based on student need.
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Differentiation for Interventions
In order to provide effective differentiation for English Learners, best practices indicate that
grouping students by English language proficiency levels for ELD instruction allows ELs to develop
English proficiency as quickly as possible.
At MWA, students are grouped in the following ways to best support student learning:
 English Learners needing language support
 Students needing academic support
 Students needing Academic enrichment Opportunities
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English Language Development
English Language Development (ELD) is a component of English Language Mainstream, and
Sheltered English Immersion at MWA. It is based on the California English Language Development
standards and provides a pathway to the English Language Arts (ELA) standards. ELD and ELA
standards focus on developing skills related to cognitive academic proficiency in English. Instruction
must develop an EL student’s full receptive and expressive proficiencies in the domains of listening,
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- 15 speaking, reading and writing. ELD instruction provides a foundation to access English Language Arts
curriculum. MWA supports the use of rigorous ELD instruction that includes both informal and
formal language learning opportunities. A great deal of emphasis should be placed on natural
language acquisition, with appropriate use of direct instruction of academic language.
Teachers in the core content and ELD classes provide appropriate scaffolding to in order to make
rigorous content accessible for all students. Scaffolding is a strategy that breaks concepts down into
more understandable parts and assists learners to move toward new skills, concepts, or levels of
understanding. Classroom instruction addresses the various levels of English proficiency. They build
academic knowledge by using scaffolding, building on prior knowledge, and using academic
language in a variety of ways.
Making Waves Academy uses state adopted ELD materials or state recommended ELD materials that
provide full access to the California ELD standards, and that can ensure effective and efficient
mastery of English as a foundation for further success in mainstream English instruction. Various
conditions help facilitate second language development. Language is comprehensible when:
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It is in context
It has real life purpose
Prior knowledge is activated
Background knowledge is developed
The affective filter is low
Risk-taking and approximations are encouraged
Errors are accepted as part of the acquisition process
Input is comprehensible through the use of real objects (realia), props, visuals, facial
expressions, and/or gestures
Positive feedback and correction by modeling are used
ELD Time Requirements
English Language Development is part of the daily program for every EL student. Students are
assigned to classes based on individual levels of proficiency. The purpose of ELD is to teach second
language learners to communicate with high levels of understanding in English. ELD also provides a
foundation for literacy development (reading and writing). It is a planned, specific, explicit
component of the student’s educational program. Students with EL scores 1-3 receive an average of
30 minutes of ELD instruction per day. Students with CELDT scores of 4-5 receive intervention
services in Language Arts depending upon the student’s needs. ELs with CELDT levels 1 and 2 are
clustered with the same teacher in order to receive Sheltered English Language Arts.
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Middle School ELD Classes
CELDT Levels (Approximate)
ELD 1
Beginning- Early Intermediate
ELD 2
Early Intermediate- Intermediate
Literacy Boost- ELD
Intermediate- Advanced
Upper School ELD Classes
CELDT Levels (Approximate)
ELD 1
Beginning- Early Intermediate
ELD 2
Early Intermediate- Intermediate
ELD Pullout Intervention
Intermediate- Advanced
ELD Classes offered at MWA
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Progression through ELD Levels
Change in ELD levels should be based on:
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CELDT scores
ELD curriculum-based tests
Classroom performance
Teacher recommendation
The expectation is that the majority of English learners will be reclassified by 8th grade. EL students
who move to the upper school have progressed through all levels of ELD at the Middle school.
These students would be considered long term English Learners (See Long Term English Learners).
Students who master course content standards are promoted to the next level or exited from the
program. Students may need to repeat an ELD level until they meet requirements to transition
successfully to the next level. At the high schools, students receive credit toward graduation for all
ELD courses, including any that are repeated.
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ELD Standards
The ELD Standards provide guidelines for language acquisition at the Beginning, Early Intermediate,
Intermediate, Early Advanced, and Advanced proficiency levels for English Learners. These address
skills ELs must acquire to become proficient on the ELA Standards. The ELD standards are written
as a pathway to the ELA standards. The ELD standards integrate listening, speaking, reading and
writing and create a distinct pathway to reading and writing in English.
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Course Requirements for English Learners at MWA
English Fluency
(CELDT Level)
Humanities Courses
Math/ Science Courses
Electives/ Health and
Wellness
Beginning
CELDT 1-2`
Early Intermediate
CELDT 2-3
Intermediate- Advanced
CELDT 3-5
Sheltered
Sheltered
Mainstream
Sheltered
Sheltered
Mainstream
Mainstream
Mainstream
Mainstream
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Long-Term English Learners
Students classified as long term English Learners have more than six years with uninterrupted
schooling in the United States. Students often have high oral fluency in English and in some cases
are reasonably fluent proficiency (CELDT 4 and 5), but for a variety of reasons they have not yet
achieved the academic requirements to qualify for reclassification. In determining the program
placement of long term ELs, it is important to identify the student’s academic and linguistic needs
and consider the following:
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Student’s number of years enrolled in U.S. schools
Quality and consistency of English Language Development (ELD) instruction
Consistency of student’s instructional program
Student’s overall educational history
Consideration of these factors will help determine if the student’s performance is related to
his/her English Language Development, or other issues that affect the student’s academic
performance.
Student will need:
 English language learners at the upper school will need targeted intervention to
address the lack of fluency achieved in grades 5-8th.
 Development through a SDAIE English class or an intervention class that address
both language and literacy skills
 Sheltered or English Mainstream instruction in the core subjects provided by an
appropriately CLAD certified teacher
 Counseling and monitoring to ensure that the students are enrolled in classes
that meet high school graduation and post-secondary requirements
 Intervention support (before, during and/or after school)
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Mainstream Core content classes using Sheltered Instruction (SDAIE)
All English learners receive core content instruction with English only students through the use of
Sheltered Instruction called Specifically Designed Academic Instruction in English (SDAIE). SDAIE is a
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- 18 methodology for maximizing students’ comprehension of English and core content by using special
strategies and techniques. The basic features of SDAIE include:
 Liberal use of non-verbal language, visual support materials, graphic organizers
(Cornell notes, T charts, Venn diagrams, etc.),
 Previewing text (ex: SQ3R method: Survey (titles, pictures, and bold-face
vocabulary), Question, Read, Recite, and Review).
 Use of language modification such as pause time, questioning, pacing, and
highlighting important words or concepts.
 Task-based instruction, allowing students to work with concepts and the
language of those concepts in a variety of ways (such as acting, drawing or
mapping out the concepts; using song, poetry, multimedia, chant, letters and
journals to express and exemplify concepts).
 Language sensitive (slower pace, shorter sentences, etc.) and culture sensitive
content teaching.
 Use of accommodations and modifications to help students access academic
content. (Repeat/restate, preview key vocabulary; use a mix of large
group/small group/pair activities; give a choice of assignments, peer tutors, etc.)
 Encouraging students to actively use language through a variety of classroom
activities.
 Frequent checking for understanding; pausing longer for responses.
 Integrating assessment and instruction on an ongoing basis.
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Special Education Services for the English Learner
English Learners have access to Special Education services just as all other students at MWA.
Careful review by the Student Success Team (SST) of all referrals takes place first, to determine
whether Special Education assessments (speech, language, social, emotional, or academic) are
warranted or if student performance/behaviors are related to expected patterns of second
language acquisition. When it is determined that an English Learner needs
to be assessed, whether it be speech, academic or cognition, testing will be initiated upon
parent’s written approval. When appropriate, assessment will be conducted in the primary
language of the student, or English or both, making certain that cultural differences are taken
into consideration when determining eligibility. Instructional decisions related to student’s
language acquisition status must be described in the Individualized Education Plan (IEP) to the
extent that the student’s English Language Development program relates to his/her
need for Special Education services. The IEP must include a goal that addresses English Language
Development.
English Learners in grades K–12 with an IEP continue to receive ELD and SDAIE instruction from
authorized teachers. Special Education staff, including Special Day Class staff, will receive the
same training as general education staff in working with ELs. English Learners may also be
served through team teaching/mainstreaming with authorized teachers. Bilingual para-
Red print indicates there is documentation in the appendix
- 19 educators may be assigned to the program to provide direct support to English Learners with an
IEP.

Monitoring Progress of English Learners with Benchmarks
MWA is in the process of developing benchmarks to monitor progress of ELs in language acquisition
and academic content.

Interventions for At-Risk English Learners
The academic performance of ELs is monitored using Discovery Ed Benchmark Assessments in order
to identify developing academic deficits. This monitoring of academic and language proficiency also
continues throughout the year for two years following reclassification to ensure that students are
continuing to make expected academic growth. State (CELDT, CST), MWA benchmarks (Discovery
Ed), and text-embedded assessments provide information that informs instruction and alerts
teachers to students that may be struggling. Students are assessed throughout the year and, if they
are not performing on grade level, they are identified as in need of intervention. The state
breakdown of academic proficiency is:
 Benchmark (approaching or at grade level)
 Strategic (less than 2 years below grade level)
 Intensive (more than 2 years below grade level)
Students at the strategic or intensive level are provided extra support/classes. Their English
language proficiency is also assessed to ensure that the intervention meets the student’s need,
whether it is academic, linguistic or both.

Identifying ELs Who Are Not Meeting Expected Growth
No later than October, the EL Coordinator with the Language Review Team reviews the results of
the previous spring CST results and revises or develops an English Learner Support Plan for EL
students not meeting growth expectations. Parents are notified of changes and are asked for their
input. Documentation is put in the ELL folder. Students are regularly monitored and adjustments
and modifications to the intervention plan are made when necessary. If a student continues to make
inadequate progress, they may be referred to the Student Study Team (SST) for monitoring of
student progress.
At the beginning of each quarter, the EL Coordinator reviews Discovery Ed, intervention
assessments, and classroom performance of EL students and identifies students not meeting growth
expectations. If necessary, the EL Coordinator will meet with the Language Review team to discuss
possible changes to students English Learner Support Plan.

Monitoring of Student Progress: An Integral Aspect of Intervention
The Language Review Team will regularly monitor the progress of EL students by doing the
following:
• At minimum, the team will meet twice a year to review the most recent assessment data.
• At this time, the LRT will possibly modify, extend, or replace interventions, when required.
Red print indicates there is documentation in the appendix
- 20 • In addition, the classroom teacher, EL Coordinator, and/or any other persons who have been
assigned responsibility while developing the student’s English Learner Support Plan will closely
and regularly monitor the student’s work to determine the efficacy of the selected
interventions.
• If the interventions are not offering appropriate support, the LRT will pursue other avenues of
support until a correct match has been found for the referred student or other specialized
assistance (i.e. Student Success Team for possible referral for Special Education testing) has
been explored.
Red print indicates there is documentation in the appendix
- 21 -
Benchmarks for English Learners in Structured English Immersion and
Mainstream Programs
CELDT Levels
Beginning
Early
Intermediate
CELDT Overall
Score
1
2
3
4
5
4-5
CELDT Score
1st
2nd
3rd
4th
5th
5th
1st
2nd
3rd
4th
4th
1st
2nd
3rd
3rd
1st
2nd
2nd
1st
I-FEP
the first year
Intermediate
Administered
And
Early
Advanced
Timeline toward
Advanced
Reclassification
Criteria
reclassification
CST- ELA
Far Below
Basic
Below Basic
Basic
Mid Basic/
Proficient
Proficient/
Advanced
Mid BasicProficient
CST Score –
Math
Far Below
Basic
Below Basic
Basic
Mid Basic/
Proficient
Proficient/
Advanced
Mid BasicProficient
MWA
Benchmark
Assessments
Intensive
Intensive/
Strategic
Strategic
Strategic/
Benchmark
Benchmark
Benchmark
275-300
300-329
330 and
above
350 and
above
350 and
above
350 and above
ELA/ Math
CAHSEE
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- 22 -
MONITORING OF STUDENT PROGRESS
AND RECLASSIFICATION
Red print indicates there is documentation in the appendix
- 23 -
Reclassifying a Student from English Learner to Fluent English Proficient
Assessment of English Proficiency
Review CELDT results
NO
Student remains an
English Learner
Student has an overall score of 4 or higher
Comparison of Performance in Basic Skills
Review CST-ELA results
NO
Student received a CST Scale Score greater
than 325
Student has passed the ELA CAHSEE
Teacher Evaluation of Student Academic
Performance
Review Student Grades
Student has C’s or higher in all core classes
Parent Opinion and Consultation
Provide notice to parents of their right to
participate in the reclassification process
Encourage parents to participate in the
reclassification process in a face to face
meeting
Reclassification of student to R-FEP
Reclassify student to R-FEP
Notify parents of reclassification in writing
(parent signature required)
Update student information system
Monitor Progress for two years
Red print indicates there is documentation in the appendix
NO
Student remains an
English Learner
Student remains an
English Learner
- 24 -
Monitoring of Student Progress and Reclassification
Making Waves Academy reclassifies a pupil from English Learner (EL) to proficient in English by using
a process and multiple criteria specified in law. MWA monitors reclassified student progress for a
minimum of two years. MWA maintains key data on the process and assessments in the students’
permanent record documentation. Each English Learner (EL) who meets established reclassification
criteria is reclassified as RFEP (Reclassified Fluent English Proficient). Each former EL student who
has been reclassified as RFEP has demonstrated English-language proficiency comparable to that of
the average native English speakers and can participate equally with them in the regular
instructional program.

Monitoring Student Progress
Student progress is monitored annually based on a set of state and district-adopted assessments.
These assessments are used to determine English language proficiency, and evaluate students’
language growth and academic performance. Formative assessments are used to monitor students
ELD progress and are given throughout the school year in listening, speaking, reading and writing.

School Assessment
The assessments are equivalent to those used with English Only (EO) and IFEP students in the
mainstream program. These include the state mandated STAR tests (California Standards Test (CST),
California Alternative Performance Assessment (CAPA), California Modified Assessment (CMA), and
California High School Exit Exam (CAHSEE) which are taken by all students regardless of their
language classification. CELDT is taken each year by ELs to measure language proficiency until they
are reclassified. In addition to state mandated tests all students take the Discovery Education Think
Link assessments which are used for program placement, determination of progress in acquiring
English and academic skills. Curriculum-embedded assessments in language arts are taken in English
by ELs. These benchmark assessments are administered tri-annually. Students also take curriculum
embedded (CE) assessments and school developed quarterly benchmarks.
Teachers use the language arts and mathematics curriculum-embedded assessments to review
student progress, and plan modifications in instruction and classroom interventions as appropriate.
CELDT data is used for placement in appropriate ELD/SDAIE courses at the middle and high school
level. Formative assessments are used by teachers to identify areas of progress and continuing
needs for all groups of students. Instruction is modified to meet the needs that are revealed by the
examination of this data. CST test results are used in conjunction with placement tests in language
arts and mathematics to appropriately place students in benchmark, strategic or intensive
intervention classes and assign them to appropriate instructional schedules.

Initial Fluent English Proficient Students
According to the California Department of Education definition, students who score at the early
advanced or advanced proficiency level overall without any skill area below the intermediate
proficiency level should be identified as Initial Fluent English Proficient (I-FEP). I-FEP students who
Red print indicates there is documentation in the appendix
- 25 incur academic deficits may be monitored by the Academic Intervention Services Team to plan and
oversee academic progress.

Overview of Reclassification Process
Making Waves Academy has adopted a reclassification process to enable students initially identified
as English Learners to exit the specialized EL program services and participate without further
language assistance as Fluent English Proficient students. ELs shall be reclassified as Fluent English
Proficient (R-FEP) when they have acquired the skills necessary to receive instruction and achieve
academic progress in English only. The reclassification criteria include multiple measures to ensure
both proficiency in the English language and participation equal to that of a native speakers in the
school’s regular instructional program. The reclassification criteria validate each student’s readiness
to exit from specialized English learner programs, by demonstrating mastery of grade-appropriate
standards in English language proficiency and academic achievement in reading and writing.

Making Waves Academy’s Reclassification Criteria:






Overall CELDT score of 4 or 5 (Early advanced or Advanced) with no more than one 3
(intermediate) in one sub area,
CST Score of 325 or higher in English Language Arts,
English Language Arts grade of “C” or better,
Teacher recommendation, and
Parent consultation
Steps to Reclassification
Each fall, the EL Coordinator with the assistance of the Data Coordinatorcollects STAR test results,
the most current official CELDT scores, other assessment data, student grades, and teachers’
recommendations, for all EL students at 5th grade and above. The EL Coordinator shares the data
with the Data Coordinator, Literacy Coordinator, Director of Curriculum and Instruction, and the
Head of School to review and identify those students who are eligible for reclassification.
Reclassification Criteria are based on multiple measures, including (See Reclassification Criteria):
 English language proficiency, including listening, speaking, reading and writing,
 Academic achievement in reading and writing in English,
 Teacher’s evaluation,
 Teacher recommendations regarding any academic performance deficits, and
 Parent’s recommendation
In October and January of each year, the EL coordinator notifies parents/ guardians and invites them
to participate in the reclassification process by providing an opportunity for the parent/ guardian to
attend the Reclassification meeting.If the parent/guardian wishes to attend, the meeting is
scheduled at a time convenient for the parent/guardian. The school site must make every attempt
to involve the parent/guardian in the Reclassification Process through letters, phone calls, and, if
possible, home visits.
Red print indicates there is documentation in the appendix
- 26 The reclassification decision is made at the Reclassification meeting after considering the evidence
regarding the student’s performance and consulting with the parent. At the end of the
Reclassification meeting decisions and recommendations are documented on the MWA
Reclassification Form.
1. The EL coordinator fills out the MWA Reclassification form in the appropriate home
language.
2. The classroom teacher adds their comments and signs with their initials.
3. Two copies are sent home to the parents with a request that parents sign one form and
return it to school.
4. If a form is not returned then the EL Coordinator calls home to inform the parent of the
reclassification process and to receive parent input or set up a date for a group conference.
5. After the conference and/or phone call, the EL coordinator signs on the form that parent
comments and consent were obtained.
6. A copy of the completed form is added to the student’s CUM folder.
7. A copy of the completed form is added to a reclassification binder at the school site
8. A copy of the reclassification form is sent to the Data and Assessment office, where student
information will be updated in the database.”

Monitoring Procedures
Students who have been reclassified as R-FEP receive follow-up monitoring for a minimum of two
years after reclassification by the EL Coordinator. CST Scores in ELA and Math and academic grades
must be kept for R-FEP students for two years (do not have to be consecutive) to show that each RFEP has maintained academic success. The school’s EL Coordinator maintains a roster of R-FEP
students who need to be monitored while attending MWA. Follow-up occurs in November, March,
and June and is done by the EL Coordinator and administration with the Language Reclassification
Follow-up Form. Reclassified students having difficulty in the core curriculum will have access to the
support services offered at the site to all students who are not meeting standards. Those support
services will be reviewed and determined by the Academic Intervention Services Team and
communicated with parents at the time of the parent conference. The AIS will use MWA’s academic
support plan for at-risk students, to determine appropriate intervention measures, which may
include but are not limited to any of the following:
 Student/teacher/parent conference
 Specialized academic assessment
 Specialized reading, writing or math instruction
 Placement in reading, writing or math support class
 Before, during or after school academic support programs
 Summer school

Assessments of English Learners
Red print indicates there is documentation in the appendix
- 27 MWA will use standards-based assessments and procedures to gather information on language
acquisition and academic progress for ELs. The following are examples of assessments used:

State Mandated Assessments
 CELDT (California English Language Development Test)
 STAR (CST, California Writing Assessment)
 CMA (California Modified Assessments)
 CAHSEE (California High School Exit Exam)

MWA Generated Assessments:
o English Language Arts:
 Discovery Ed Benchmark Assessments
 Text-embedded assessments
 Formative assessments
 Intervention curriculum embedded assessments
 Writing assessments
 Portfolio assessments
o
Math:





Discovery Ed Benchmark Assessments
Teacher-developed math assessments
Intervention Math assessments
Text-embedded assessments
Course specific exams
Red print indicates there is documentation in the appendix
- 28 -
STAFFING AND PROFESSIONAL
DEVELOPMENT
Red print indicates there is documentation in the appendix
- 29 -
Staffing and Professional Development

Teacher Recruitment and Staffing
Teachers assigned to provide English language development or access to core curriculum instruction
for English Learners are appropriately authorized or are actively in training for an English Learner
authorization. All newly hired teachers who do not have the required authorization are required to
sign Intent Letter as a part of their contract indicating their intentions to complete the CLAD or
BCLAD requirement in a specified time.
MWA provides high quality professional development to classroom teachers, principals,
administrators, and other school or community-based personnel that qualify existing and future
personnel to provide appropriate instructional services to EL students.

Annual Staffing Report
Each spring, during the preparation of the Language Census Reports, the Data and Assessment
Office collects information from teachers who are not certified to teach English Learners. The
teachers who have made a commitment will submit information on their progress in fulfilling the
requirements to the Data and Assessment Office no later than April.
The English Learner Staffing Report will be completed each April by the Data and Assessment Office.
This report will be shared at an ELAC meeting and kept on file. The annual staffing report will
document the number of teachers who are fully credentialed and the number in training as well as
results of hiring and staff training efforts each year.

Recruitment Procedures for Teachers
MWA ensures that all teaching personnel whose assignment includes English Learner students will
hold appropriate certification to provide necessary instructional services to ELs. Teachers assigned
to provide ELD, SDAIE and primary language instruction must be properly authorized or “actively
pursuing” authorization as allowed by law. Hiring and placement of teachers is based on student and
program needs.
Proper Authorization - Multiple or Single Subject Teaching Credential with CLAD/BCLAD
Emphasis
 CLAD/BCLAD
 BCC/LDS
 General teaching credential (ELD only)
 Supplementary Authorization in ESL (ELD only)
 University or District Internship Credential with CLAD Emphasis
 SB 395 or SB 1969
Proper Authorization - Primary Language (Bilingual)
 Multiple or Single Subject Teaching Credential with CLAD/BCLAD emphasis
 BCLAD
 BCC
 University or District Internship Credential with BCLAD emphasis
Red print indicates there is documentation in the appendix
- 30 -

Hiring Priorities and Procedures
1. Highest priority is placed on hiring teachers who have completed their EL authorization
training and their placement in an appropriate classroom.
2. The second priority is to teacher candidates who are in the process of obtaining an EL
authorization (candidates have one year to acquire their authorization).

Teacher Mis-assignment
Data and Assessment will provide the Head of School a list of certified teachers and their particular
authorizations to serve English Learners. Teachers are placed according to student need. Teachers
who are assigned to classrooms requiring EL Authorization but are not actively pursuing appropriate
authorization are notified that if completion of needed authorization is not pursued, they will be
reassigned or displaced.

Administrative Staff
In order to support the implementation of EL Programs and services at the school, MWA makes it a
hiring priority to staff the school with administrators who possess the CLAD or BCLAD, or who are
working toward this as part of their professional development. Currently employed administrators
are encouraged to complete the EL Authorization.

Appropriate Use of Bilingual Para-educators
Bilingual Instructional Assistants contribute specialized skills in an English Learner program and work
and plan closely with the full instructional team. The Bilingual Instructional Assistant (BIA) works
with an EL authorized teacher to provide primary language support to motivate, clarify, direct,
support and explain facts and concepts to the English Learner. The most important priority for BIAs
is to be in the classroom, helping ELs understand core content instruction in language arts, math,
social studies and science. BIAs are not responsible for English Language Development (ELD)
instruction. This is the responsibility of the classroom credentialed teacher. BIAs, also, assist with a
full spectrum of language needs outside the classroom:
 Parent-teacher/parent-administrator conferences and notifications
 ELAC and DELAC meetings
 CELDT testing
 Clerical duties (as needed)
 Primary language testing
 Oral and written translations

Professional Development for Teachers needing EL Authorization
The school provides training through the neighboring county offices for teachers enrolled in the
program leading to California Teachers for the English Language (CTEL) Exam preparation or AB 2913
authorization. Training for BCLAD and CLAD may also be completed as part of a teaching credential
program, institutions of higher learning, or other California Commission for Teacher Credentialing
CTC approved programs.
Red print indicates there is documentation in the appendix
- 31 -


EL Professional Development Plan
As a means of providing access to the curriculum for all students and developing language abilities
of our English Learners, MWA supports ongoing staff development to meet the needs of all school
personnel that support English Learners. All school staff will receive professional development to
increase awareness and sensitivity to the cultural and linguistic diversities of our student population
as well as services necessary to ensure equal access of all students to the total curriculum. Our
school offers and supports professional development opportunities that include but are not limited
to:
 Procedures and Policies
1. State and Federal Mandates and Compliances
2. Fluent English Proficiency
3. Monitoring Student Achievement

EL Program Design
1. EL Program Effectiveness
2. Instructional Settings

Curriculum and Instruction
1. English Language Development
2. Access to the Core Curriculum
3. Assessment and Evaluation

Cultural Awareness and Sensitivity
Monitoring of Professional Development
The EL Coordinator will report to the Head of School the professional development opportunities
offered and review staff participation.
Red print indicates there is documentation in the appendix
- 32 -
PARENT AND COMMUNITY INVOLVEMENT
Red print indicates there is documentation in the appendix
- 33 -
Parent and Community Involvement

Encouraging Parent and Community Participation
It is the goal of MWA that parents of English Learners will participate meaningfully in the education
of their children. To accomplish this, the following types of activities may be carried out:
• The school will provide translations and interpretation of school information.
• All parents who have limited English proficiency will be provided with oral translations in
the primary language. Translators are made available for parent/teacher conferences,
report card night, back-to-school night, Individualized Education Plan meetings (IEP),
Student Success Team Meetings (SST) and other parent meetings, school safety
meetings, suspension and expulsion conferences and hearings, and for all due process
actions held at the district level.
• MWA has a bilingual translator (Spanish-English) who coordinates other BIAs tofunction
as interpreters/translators for school/district parent meetings and events.
• Parent meetings should be parent friendly: held at convenient meeting times, with
childcare and food (when possible) and translation services.
• The school can encourage parent volunteerism by providing opportunities for parents to
volunteer and to provide training on how parents can effectively participate in school.
• Training on school advocacy may be provided. Such trainings can include informational
sessions on school operations and for assistance related to problems or concerns.
 MWA will review the EL Program with parents at the beginning of the year. The
following topics will be reviewed: Placement, Reclassification, Monitoring of student
language and academic progress.

Parent Advisory Committees
English Learner Advisory Committees at the school level provide an integrated
school/parent/community group to help ensure that MWA’s program for EL students is wellplanned, effectively implemented, and ultimately successful in achieving its goals for EL students.

English Learner Advisory Committee (ELAC)
• Each school with 21 or more English Learners must establish a functioning ELAC.
• Members are chosen by election. All parents/guardians of English Learners have an
opportunity to vote.
• Members receive materials and training related to carrying out their legal
responsibilities.
• ELAC advises the Head of School and staff on topics related to English Learners,
including:
1. Development of a Single School Plan for Academic Achievement by advising
site council of the goals and action plans for English Learners
2. Administration of the annual language census and the ELAC’s needs
assessment
Red print indicates there is documentation in the appendix
- 34 3. Efforts to make parents aware of the importance of regular school
attendance.
4. The school’s program for English Learners
All site ELAC documentation (calendar of ELAC dates, agendas and minutes) must be kept at the site.
See Appendix for samples

Implementation of ELAC
The Head of School, with support from the ELD Coordinator, is responsible for establishing the ELAC.
The ELD Coordinator coordinates meetings and communication/documentation between the site
and district office of EL programs. Meeting dates are determined and publicized in English and
Spanish in advance. Elected officers conduct the meetings.
Elections for ELAC are conducted at the school site by November 1st each year. Membership
composition must reflect the percentage of English Learners in the school. Membership includes
parents and school staff (fewer than the number of parents.)

ELAC Roles and Responsibilities:
 The EL Coordinator plans the ELAC meetings, attends the meetings, arranges the agenda
and publicizes the agenda at least 3 days prior to the meeting.
 Conducts meetings (a minimum of four per year) with agendas and minutes.
 Meeting dates are determined collaboratively between the school and ELAC Committee
and publicized in advance.
 The ELAC will develop and revise bylaws and elect officers every two years.
 Childcare and refreshments will be provided at all meetings.
 ELAC members receive training in EL programs, Single School plan and Annual language
Census.
 Copies of ELAC minutes and agendas are kept on file in the EL office.
Red print indicates there is documentation in the appendix
- 35 -
EVALUATION AND ACCOUNTABILITY
Red print indicates there is documentation in the appendix
- 36 -
Evaluation and Accountability

Monitoring, Evaluation, and Accountability
MWA is committed to working collaboratively to provide effective instructional programs for English
Learners. The programs will be evaluated regularly. English Learners receive ongoing support
throughout the cycle of instruction, assessment, monitoring and evaluation. By monitoring student
achievement through on-going analysis of achievement data of English Learners, academic needs
will be addressed, instructional needs will be identified and implemented, and program
effectiveness will be continually evaluated.

Program Evaluation
The purpose of evaluation of the program:
1. To determine to what extent English Learners are learning English and achieving the state’s
academic standards
2. To determine the effectiveness of programs and services for English Learners.
3. To determine the extent to which English learners have equitable access, including
pathways to higher education
4. To inform and guide instruction.

The process of monitoring, evaluating, and providing accountability will commence with the
following actions:
1. School will establish academic goals for English Learners
2. The evaluation team will utilize the sample questions to guide program effectiveness based
on the Master Plan for English Learners
3. Data is analyzed in order to develop appropriate instructional goals for the upcoming school
year and match student needs with staff development options.

Evaluation Design
The Language Review Team is composed of an administrator, the ELD Coordinator, a classroom
teacher, and other staff when appropriate. Parents are invited and encouraged to participate in the
process. Students are invited to participate when appropriate. One purpose of the Language Review
Team is to monitor the progress of EL and R-FEP students. The team recommends programs,
interventions, and strategies for EL students. The Language Review Team oversees the process of
reclassification of students from EL to R-FEP based on the district-established process and criteria.
Evaluation of the English Learner program is the other purpose of the Language Review Team. The
team will review school-wide assessment data of EL and R-FEP students, answer evaluation
questions, and finally, make program recommendations to the school leadership team. The
Language Review Team is expected to meet at least twice a year.

EL Program Goals
o Goal 1: Monitor Implementation of Master Plan for English Learners
Red print indicates there is documentation in the appendix
- 37 o
o
o
o
o

Goal 2: Steady progress toward and attainment of academic English language proficiency
Goal 3: Steady academic progress toward and attainment of grade level academic
proficiency
Goal 4: Strengthen parent participation and engagement in their child’s academic plans
Goal 5: EL participation in advanced academic program and enrichment opportunities
Goal 6: Engage English Learners in meaningful cultural, social, and academic activities.
EL Program Evaluation Questions
On an annual basis the LRT will come together to analyze the effectiveness of MWA programs
for English Learners and devise any modifications required to enhance student learning. Below
is a set of questions that will guide the evaluation of instructional programs and services:

Goal 1: Monitor Implementation of Master Plan for English Learners
o Are EL Programs fully and consistently implemented in ways that meet or exceed
requirements of State and Federal Law?
o To what extent is the Master Plan for English Learners useful to teachers, administrators
and parents as a tool to meet the needs of ELs and staff?
o Are ELs at the Upper School gaining access to academically rigorous core classes?

Goal 2: Steady progress toward and attainment of academic English language proficiency
o Do ELs meet the State’s Title III Annual Measureable Achievement Objective 1 with
regard to progress in learning English?
o Do ELs meet the State’s Title III Annual Measureable Achievement Objective 2 with
regard to attaining English Language Proficiency?
o Are there overall proficiency gains on all sub skill tests on the CELDT for:
 Students residing 1-3 years in the US?
 Students residing 4-5 years in the US?
 Students residing 5 or more years in the US?

Goal 3: Steady academic progress toward and attainment of grade level academic proficiency
o Are increasing percentages of ELs making steady academic progress on the CST-ELA?
o Are increasing percentages of ELs making steady academic progress on the CST-Math?
o Are ELs who are not making steady progress being identified and provided with other
support services?
o Are increasing percentages of ELs meeting all criteria required for reclassification?
o Does the EL sub-group meet the state’s Title I Adequate Yearly Progress target for
English Language Arts?
o Does the EL sub-group meet the state’s Title I Adequate Yearly Progress target for
Mathematics?
o Are ELs in high school making expected progress towards graduation?
o Are ELs proportionately represented in :
 Passing the CAHSEE by 10th grade?
Red print indicates there is documentation in the appendix
- 38 

Meeting UC/CSU course requirements at high school graduation?

Goal 4: Strengthen parent participation and engagement in their child’s academic plans
o Are parents of ELs and FEP students as likely as parents of EOs to participate in school
activities?
o Is the rate of parent engagement increasing?

Goal 5: Increase EL participation in advanced academic program and enrichment opportunities
o Are ELs/R-FEPs in high school making expected progress towards graduation?
o Are ELs/R-FEPs proportionately represented in :
 Passing the CAHSEE by 10th grade?
 Meeting UC/CSU course requirements at high school graduation?

Goal 6: Engage English Learners in meaningful cultural, social, and academic activities.
o Are ELs/ R-FEPs proportionately represented in :
 Extracurricular activities
 Athletics
 Clubs
 Community events
Evaluation of Program Based on Group Data
MWA’s evaluation plan for determining program effectiveness is based on the adopted state
standards and includes multiple measures for each content area. The following data are reviewed by
site staff:
• Longitudinal CELDT results for cohort groups by school and by grade
• CST (STAR) assessment data for EL Learners relative to native English-speaking peers
 by site and by grade level
• Formative and summative curriculum assessments
• Standards-aligned grades for Math and Reading/Language Arts based on multiple, local
assessments
 The rates at which EL students are meeting the “No Child Left Behind (NCLB) Title III
Annual Measurable Achievement Objectives (AMAOs)”:
o AMAO 1: ELs will make progress in learning English (move up one CELDT level in
overall score per academic year)
o AMAO 2: ELs will attain English Proficiency based on AMAO 1. ELs move one
CELDT level (overall score) per year until Reclassified Fluent English Proficient
(RFEP).
o AMAO 3: ELs will make steady academic progress/achieve grade level
proficiency on the CST (move from far-below basic/below basic/basic/proficient
in a timely fashion)
• Parent feedback regarding the program implementation
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- 39 •
Data for R-FEP students for two years (do not have to be consecutive) to show that each
R-FEP student has maintained proficient level on CST for at least two years.

Evaluating EL Program Effectiveness
The district has established a process and criteria to determine the effectiveness of the program(s)
provided to English Learners. Site results of the assessment/evaluation are reported to parents, site
staff, and the Board of Education. Program evaluation results, analyses, and planned improvement
are included in the school plan. District-wide results give comprehensive direction to members of
the Board of Education and district staff.

Evaluation of Individual Student Progress
Teachers regularly assess student progress. With this information it is determine if the student is
mastering their skill level at the grade capacity. This information is also utilized to plan future
instruction. This process ensures that the teachers are properly monitoring the progress of EL
students by providing each student the core curriculum and making sure that they’re meeting grade
level standards.
The progress of EL students is formally assessed each year. Formal assessment includes the statemandated CELDT (California English Language Development Test), CST, CAT/6 and APRENDA tests,
formative assessments, site developed assessments, teacher-made tests, and/or publishers’
curriculum-embedded assessments. These assessments are used to determine if individual students
are making expected progress based on English Language Development standards, and content area
standards. These results will also be considered when making student assignments for the next
school year. Students failing to meet program goals are referred to the Language Review Team.
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FUNDING AND RESOURCES
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Funding and Resources

Funding and Resources
The following process is used to develop plans for program operations and improvement and the
allocation of funds.
1. The Heads of School and Leadership team identifies and prioritizes needs based on school
goals, data analysis and allocates funds and other resources to support those needs.
2. The Head of School coordinates development of the school plan and prioritization of needs
based on data, meets with school site council and ELAC committees before they approve
school plan and budget.
3. Site advisory committees perform the following duties:
a. The School Representative Council (SRC) participates in the school plan’s
development and revisions and approves the school plan.
b. English Language Acquisition Committee (ELAC) members advise and give input on
the school level plan and school budget.

General Fund Resources
MWA uses general funds to provide the base program for all students. This includes curricular
materials, teachers’ salaries, and other school services such as special education, transportation,
library, food, health and counseling.

Supplemental Funds
Economic Impact Aid/ Limited English Proficient (EIA/LEP) Funds
EIA/LEP funds are used to supplement the base program. These are integrated with other
supplemental funding sources and are used for supplemental services such as:
• Employment of supplemental teachers
• Para-educators (BIAs)
• Purchase of supplemental teaching materials
• In-service training for teacher and Para-educators for developing instructional skills
• Support for parent involvement activities
• Parent training
• Translation services
• Other reasonable expenses related to the EL program
Services provided through EIA/LEP funds are designed to ensure that ELs develop full
proficiency in English as rapidly and effectively as possible, and to ensure that they recoup any
academic deficits that may have developed in other areas of the core curriculum as a result of
language barriers. Each site receives an annual entitlement of EIA/LEP funds, based on their number
of identified ELs to purchase supplemental instructional materials and other supports.

Title III
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- 42 The federal Title III program provides funds for supplementary programs and services for English
Learners. Required activities include providing instruction and instructional support services related
to English language development and academic progress in the core curriculum in a manner that
allows ELs to meet grade level and graduation requirements. Programs must provide professional
development opportunities to school staff assigned to teach ELs. Title III funds may also be used for
a variety of instructional support, curriculum development, parental involvement and related EL
program activities.

•
•
ELAP
The state ELAP program provides funds for supplementary programs and services for English
Learners in grades 4-8. Required activities include:
• Before/After school, summer school supplemental instruction for English Learners
• Tutors/Mentors
• Supplemental materials
Any other supplemental activity that supports English acquisition
Programs must provide professional development opportunities to school staff assigned to teach
ELs.
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CURRICULUM OF ELD CLASSES
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Curriculum of ELD Classes

MWA is in the Process of developing curriculum for all ELD classes with a completion goal of
May 2013. This section will be added May 2013.
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LEGAL REFERENCES
STATE AND FEDERAL REQUIREMENTS (CPM)
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Legal References
The complete list of State and Federal regulations or other legal mandates governing the program may
not be included within this document. Applicable legal citations for this program include, but are not
limited to, the following:

Federal Law
20 USC 1703(f); 42 USC 2000(d); 34 CFR 100.1-100.13, 300.300, 300.343(d), 300-346(a),
300.532(a)(c), 300.552; Castañeda v. Pickard (5th Cir. 1981) 648 F.2d 989, 1009-1013; Gómez v.
Illinois State Board of Education (7th Cir. 1987) 811 F.2d 1030, 1041-1042.

State Law
EC 305-306, 310-311, 313, 33051(a)(3), 44253, 44253.1, 44253.2, 44253.3, 44253.10, 48985, 54032,
60810-60811, 62002, 62002.5; former EC 52161, 52164.1, 52164.6, 52168, 52176; 5 CCR 3942(3),
4304-4306, 4312, 4320, 11300-11305; 83 Ops. Cal. Atty. Gen. (2000) 40.
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State and Federal Requirements for Categorical Program Monitoring
(CPM)
Master Plan for English Learners
5.1 To help English learners meet challenging achievement academic standards, each Local Educational
Agency (LEA) plan shall include a description of high-quality student academic assessments that the LEA
and schools use:
a. To determine the success of children in meeting the state student academic
achievement standards, and to provide information to teachers, parents, and students
on the progress being made toward meeting the state student academic achievement
standards
b. To assist in diagnosis and instruction in the classroom and to determine what revisions
are needed so that English learners meet the state student academic achievement
standards
5.2 Minimum required components of the plan:
a. Description of programs and activities to be implemented
b. Description of how funds will be used to meet all annual measurable achievement
objectives
c. Description of how school sites will be held accountable for:
i. Meeting the annual measurable achievement objectives
ii. Making adequate yearly progress for English learners
iii. Annually measuring the English proficiency of English learners
d. Description of how school sites will promote parental and community participation in
programs
e. Description of how all English learners’ programs will be carried out to ensure that
English learners are served
f. Assurance that the EL program is based on scientificallybased research enabling English
learners to meet challenging state academic content and student academic
achievement standards.
Documentation: Master Plan
I.
Identification, Assessment and placement procedures
CPM EL 4: The district has properly identified, assessed, and reported all students who have a
primary language other than English.
CPM EL 17: All pupils are placed in English language classrooms unless a Parent Exception
Waiver has been granted for a Bilingual Alternative Program.
CPM EL 18: Parents and guardians of English Learners are informed of the placement of their
children in an English language classroom and are notified of an opportunity to apply for a
Parental Exception Waiver for their children to participate in a Bilingual Alternative Program.
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Documentation: Master Plan of Policies and Procedures, Sample Notifications (initial and annual),
Sample of waivers
II.
Instructional Programs 5-12
CPM EL 20 & 21: The district is providing services to ELs to ensure they are acquiring English
language proficiency and recoup any academic deficits that may have been incurred in other
areas of the core curriculum. Each English learner receives a program of instruction in English
language development in order to develop in English as rapidly and effectively as possible. The
district provides additional and appropriate educational services to English Learners in
Kindergarten through grade twelve in all classroom situations. These services are designed to
enable ELs to overcome language barriers and must be provided until they have demonstrated
English language proficiency comparable to that of the average native English speaking students
and recouped any academic deficits that may have been incurred in other areas of the core
curriculum as a result of language barriers.
Academic instruction for ELs is designed and implemented to ensure that they meet the
District’s and State’s content and performance standards for their respective grade levels in a
reasonable amount of time. The district has developed and is implementing a plan for
monitoring and overcoming any academic deficits ELs incur while acquiring English. Actions to
overcome academic deficits are taken before the deficits become irreparable.
Documentation: ELD Course and curriculum descriptions, list of ELD material used, grade level course
descriptions
III.
Monitoring of Student Progress and Reclassification
CPM EL 14: The district reclassifies a student from English Learner to proficient in English by
using a process and multiple criteria as specified by law. The district monitors for a minimum of
two years the progress of students reclassified to ensure correct classification, placement, and
additional academic support, if needed.
The district maintains key data on the process and assessments in the student’s permanent
record documentation (CUM). Each English Learner who meets the established reclassification
criteria is Fluent English Proficient (R-FEP). Each former EL who has been reclassified as FEP has
demonstrated English language proficiency comparable to that of the average native English
speakers and can participate equally with them in the regular instructional program.
Documentation: Master Plan; Policies and procedures, documentation that students have met criteria,
criteria for reclassification, list of EL by CELDT level, time spent in program, academic achievement, List
of students reclassified as IFEP, record of two year follow-up of R-FEP
IV.
Staffing and Professional Development
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- 49 CPM EL 15: Teachers assigned to provide English language development or access to core
curriculum instruction for English Learners are appropriately authorized or are actively in
training for an English Learner authorization.
CPM EL 16: The district provides high-quality professional development to classroom teachers,
principals, administrators, and other school or community-based personnel that qualify existing
and future personnel to provide appropriate instructional services to English Learners.
Documentation: Policies and procedures, list of teachers instructing ELs and their authorization, MOU’s
for teachers in training, professional development records
V.
Parent and Community Involvement
CPM EL 1: The LEA outreach to parents of English Learners includes all the required items.
The LEA sends notice of and holds regular meetings for the purpose of formulating and
responding to the parents’ recommendations.
The LEA informs the parents how they can be involved in the education of their children and be
active participants in assisting their children to:
1. Attain English proficiency
2. Achieve at high levels in core academic subjects
3. Meet challenging state academic content and achievement standards expected
of all students
A LEA or consortium that has failed to make progress on the annual measurable achievement
objectives (AMAO) shall inform parents/guardians of English learners of such failure no later
than 30 days after such failure occurs.
CPM EL 2: A school site with 21 or more English learners has a functioning English Learner
Advisory Committee (ELAC) that meets all requirements.
CPM EL 3: An LEA with 51 or more English learners has a functioning ELAC or a subcommittee of
an existing district committee in which at least 51 percent of the members are parents (not
employed by the district) of English learners.
CPM EL 4.3: Parents/guardians of English learners and fluent English proficient students have
been notified of their child’s initial English language and primary-language proficiency
assessment results and program placement.
CPM EL 4.9: Parents/guardians of English learners have been notified annually of their child’s
English language proficiency assessment results within 30 calendar days following receipt of
results of testing from the test contractor.
CPM CP 7: The LEA provides parents with information on school and parent activities in a format
and, to the extent practicable, in a language the parents can understand.
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- 50 CPM CP 7.1: When 15 percent of students enrolled in a public school speak a single primary
language other than English, as determined by language census data from the preceding year,
all notices, reports, statements, and records sent to parents of such students are written in
English and the primary language.
Documentation: Policies and procedures, sample letter AMAO notification if school fails to meet
objectives, calendar of regular scheduled parent meetings, sample of school-home communications in
home languages, ELAC; bylaws, meeting calendar, notices, agenda, minutes and sign in sheets, Member
roster, training materials
VI.
Evaluation and Accountability
CPM EL 13: The LEA has implemented a process and criteria to determine the effectiveness of
programs for English learners, including:
a. A way to demonstrate that the programs for English learners produce, within a
reasonable period of time:
 English language proficiency comparable to that of average native speakers of
English in the district
 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
b. An ongoing mechanism for using the procedures described above to improve 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.
Documentation: Master Plan, Evaluation reports, LEA Plan addendum (year2)
VII.
Funding and Resources
CPM EL 9 (See also CPM CP items 8, 10, 11 and 12): Adequate general fund resources are used
to provide each English Learner with learning opportunities in an appropriate program, including
English language development, and the rest of the core curriculum. The provision of such
services is not contingent on the receipt of state or federal categorical aid funds. Economic
Impact Aid-Limited English Proficiency (EIA-LEP) funds are used only to supplement, not
supplant, the district’s general funds as well as any other categorical funds the district receives.
Documentation: Consolidated Application, SPSA, Fiscal records of EIA, Job Descriptions, list of personnel
funded by EIA
VIII.
Curriculum of ELD Classes
5.2 Minimum required components of the plan:
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- 51 f.
Assurance that the EL program is based on scientifically based research enabling English
learners to meet challenging state academic content and student academic
achievement standards.
Documentation: Course descriptions and sample lesson plans
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GLOSSARY
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Glossary of Terms
AMAOs: Annual Measurable Achievement Objective
API: Academic Progress Index
AMAO: Adequate Measurable Achievement Objective (as required by federal Title III of“No Child Left
Behind” Act.
APRENDA 3: Norm referenced test: Part of STAR testing program. Administered to Spanish speaking
students who have: (1) been in public school 12 months or less; (2) received academic instruction in
Spanish during the same school year
AYP: Academic Yearly Progress
BICS: Basic Interpersonal Communication Skills: language used in daily social interactions.
BCC: Bilingual Certificate of Competency
Bilingual, Cross-cultural, Language and Academic Development (BCLAD) Authorization: Authorizes the
holder to provide English Language Development (ELD); Specially Designed Academic Instruction
delivered in English (SDAIE); Instruction in the primary language and instruction for primary language
development.
BTSA: Beginning Teacher Support and Assessment. Purpose of BTSA as set forth in the California Ed
Code, Section 44279.2 (b) is to “provide an effective transition into the teaching career for first- year and
second-year teachers in California and improve the educational performance of pupils through
improved training and assistance for new teachers”.
CABE: California Association for Bilingual Education.
CAHSEE: California High School Exit Examination
CAPA: California Alternate Performance Assessment
Catch Up Plan: A plan to assist ELs or RFEPs with any language or academic deficiencies.
CATSOL: California Association of Teachers of Speakers of Other Languages.
CDE: California Department of Education
CELDT: California English Language Development Test
CPM: Categorical Program Monitoring. A modification of the process previously known as the CCR
(Coordinated Compliance Review). State process to monitor academic program implementation.
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- 54 Cross Cultural, Language and Academic Development (CLAD): Authorizes the holder to provide the
student with English Language Development and Specially Designed Academic Instructiondelivered in
English (SDAIE).
CST: California Standards Tests
CTEL: California Teacher of English Learners Examination. DELAC: District English Learner Advisory
Committee. An advisory committee that advises the district’s governing board on programs and services
for English Learners.
EIA: (Economic Impact Aid). Supplemental state funding used for ELs.
EIA/LEP: Economic Impact Aid / Limited English Proficient
EL Learner: English Language Learner; also known as LEP (Limited English Proficient). Used in many state
documents.
ELA: English Language Arts
ELAC: (English Learner Advisory Committee). A committee that advises the principal and school staff on
programs and services for English Learners.
ELAP: (English Language Acquisition Program) State program to supplement EL services for ELs in grades
4-8.
ELD: English Language Development. A broad term encompassing all aspects of language development
for English Language Learners. It includes speaking and listeningas well as reading and writing at
developmentally appropriate language levels.
EO: English only student
ESL: English as a Second Language
FEP: Fluent English Proficient. Students with a home language other than English, whose oral and
written skills approximate those of English Speakers.
Green (curriculum) Folder: A folder which contains all relevant information regarding the language and
academic progress of ELs.
GATE: Gifted and Talented Education
HLS: Home Language Survey (in registration form)
IEP: Individualized Educational Plan
IFEP: Initially Fluent English Proficient
LRT: Language Review Team.
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- 55 LEA: Local Education Agency
LEP: Limited English Proficient
L1: The language that has been identified as the student’s primary or home language.
L2: Second language student acquires (usually refers to English)
LDS: Language Development Coordinator Certificate.
Mainstream English Program: The goal for English Learners in the mainstream program is to develop
academic proficiency in English. Instruction is overwhelmingly in English. However, special support
options are provided for as needed.
Newcomer: A student who is a recent immigrant to the United States.
OCR: Office for Civil Rights
Overwhelmingly in English: Overwhelmingly in/nearly all in English is not defined in Prop 227, but its
use strongly implies that some instruction be provided in the students primary language. Teachers or
other instructional support personnel use the student’s primary language to motivate, clarify, direct,
support, and explain.
Parental Exception Waiver: Parents or legal guardians must apply in writing and in person annually. This
waiver requests that the child be transferred to classes where they are taught English and other subjects
through bilingual education techniques or other generally recognized educational methodologies
permitted by law.
Primary Language: (L1) The first language the student learns to speak at home or the most often spoken
language
Primary Language Support: The use of the primary language of students by a teacher or
paraprofessional to facilitate teaching/learning when English is the primary medium of instruction.
R-30: Annual language census report
Reclassification: When a student has met all district criteria, he/ she are reclassified from EL to
Reclassified Fluent Proficient (RFEP) student.
RFEP: Reclassified Fluent Proficient.
SRC: Site Representative Council
Second Language: (L2) The second language a student learns to speak.
SDAIE: Specially Designed Academic Instruction in English. A methodology used by teachers who possess
the competency to make academic content comprehensible to students in English.
SIP: School Improvement Program
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- 56 SST: Student Study Team
Structured Immersion Program: A specialized process of teaching the language to students whose first
language is not English. The goal is for students to develop academic proficiency in English. Instruction is
nearly all in English. Primary language support is used for clarification and explanation when available.
Title III: A program providing funding to improve the education of ELs by assisting them in learning and
meeting state academic standards.
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FORMS AND/OR REFERENCE MATERIALS
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FORMS/ REFERENCE MATERIAL FOR
IDENTIFICATION, ASSESSMENT, AND
PLACEMENT PROCEDURES
Page
Home Language Survey
CELDT Proficiency Level Descriptors
Sample CELDT Schedule
MWA CELDT Responsibilities
CELDT Skill Area Proficiency Level Descriptors by grade levels
Initial Parent Notification Letter/ Initial Placement Letter
Program Placement Notification
EL Program Information Parent Brochure
Annual Parent Notification Form
Parental Exception Waivers
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2
3
4
5
10
14
15
17
18
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FORMS/ REFERENCE MATERIAL FOR
INSTRUCTIONAL PROGRAMS
ELD Standards
CELDT Blue Prints
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FORMS/ REFERENCE MATERIAL FOR
MONITORING OF STUDENT PROGRESS AND
RECLASSIFICATION
Invitation for parent to attend reclassification
Reclassification Criteria
Reclassification Form
Language Reclassification Follow- up
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2
3
5
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FORMS/ REFERENCE MATERIAL FOR
STAFFING AND PROFESSIONAL
DEVELOPMENT
Commitment Letter
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FORMS/ REFERENCE MATERIAL FOR
PARENT AND COMMUNITY INVOLVEMENT
State Description of ELAC and its requirements
Recommended 6 Meeting topics for agendas
Sample ELAC Ballot
Sign In Sheet
Sample ELAC Bylaws
Language Census Report (R-30)
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2
4
5
6
10
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FORMS/ REFERENCE MATERIAL FOR
EVALUATION AND ACCOUNTIBLITY
EL Program Evaluation Questions
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