2022-2023 Program and Budget Handbook

measures and practices, and instructional strategies for ELs; • Effective in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and/or teaching skills of teachers of ELs; and

• Ongoing, of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom. This does not include one-day or short- term events, unless as part of a teachers’ comprehensive professional development plan that is based on a comprehensive needs assessment. as outlined in REF-070901.1, Monitoring the Academic Progress of English Learners, ETK-12, Attachment A-2. According to Board resolution dated June 12, 2018, “schools are to prepare students initially identified as English Learners in kindergarten or first grade to be Reclassified Fluent English Proficient (RFEP) by the end of fifth grade.” Schools are expected to use Title III funds to meet the following achievement accountabilities: 1. Meet or Exceed English Language Development (ELD) targets, as measured by ELPAC 2. Increase the percentage of ELs who score Standards Met or Exceeded in ELA and Math Assessments 3. Provide intervention services for ELs not making adequate progress on ELPAC each year 4. Provide intervention services for ELs scoring Standard Not Met or Nearly Met on the ELA SBA 5. Decrease the percentage of PLTELs and LTELs Progress Monitoring for RFEP Students After EL students reclassify to Fluent English Proficient (RFEP), schools are required to monitor the academic progress of RFEP students for a minimum of four years. RFEP students are expected to make adequate yearly progress following reclassification by meeting or exceeding grade-level content standards in English Language Arts (ELA), Math, Science and Social Studies. Students who reclassify with the ELA scores/Standard Met or Exceeded, are expected to maintain such performance following reclassification.

Progress Monitoring and Intervention Progress Monitoring for ELs

Schools are required to monitor the linguistic and academic progress of English Learners throughout the academic year. When an EL is at-risk of not making adequate progress as described in the 2018 Master Plan for English Learners and Standard English Learners , the school must provide targeted intervention services based on individual student need. Schools must maintain records of EL monitoring, enrichment and interventions provided, and the results of the supports provided, through the Student Support and Progress Team (SSPT), and must log such information into MiSiS. In addition, ELs are expected to make adequate progress each year by meeting or exceeding state English Language Development standards and established performance targets. Meeting the ELD standards is measured by progress on the Summative English Language Proficiency Assessments for California (ELPAC), and by attaining passing marks or grades in the ELD/LTEL courses. For more information, refer to REF-070901.1, Monitoring the Academic Progress of English Learners, ETK-12, dated December 21, 2020. ELs are expected to make progress on ELPAC each year until they meet the reclassification criteria (see Minimum Progress Expectation in the 2018 Master Plan for English Learners and Standard English Learners, page 141). In addition, Secondary ELs are expected to complete one ELD course each year until the completion of Advanced ELD or the reclassification criteria are met. Potential Long-Term English Learners (PLTELs) and Long-Term English Learners (LTELs) are expected to meet or exceed the minimum progress expectation

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