2023-2024 Program and Budget Handbook

All ELs are to receive Master Plan services (curricular as well as school support), regardless of instructional program. A Comprehensive ELD Program, which incorporates daily Designated English Language Development (dELD) (protected instructional time during the instructional day) and Integrated English Language Development (iELD) must be part of all Master Plan Programs. Two or more of the following services are required to support second-language acquisition and access to grade-level content:

1. Designated English Language Development 2. Integrated English Language Development

3. Primary Language (L1) Support 4. Primary Language (L1) Instruction

Eligibility for Master Plan services is established based on a student’s language classification, as determined by the English Language Proficiency Assessments for California (ELPAC). Any student classified as an EL must be provided Master Plan instructional services until the criteria to Reclassify to Fluent English Proficient (RFEP) have been met. assessment 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

Professional Development for Teachers of English Learners The ESSA makes several important changes pertaining to preparation and professional development for teachers of ELs. Instead of requiring programs and activities to be “high quality,” ESSA has strengthened these provisions

by requiring that programs and activities supported by Title III funds to be “effective.” Districts must use Title III funds to provide effective professional development for teachers and school-site administrators of ELs that is: • Designed to improve the instruction and assessment of ELs; • Designed to enhance the ability of teachers and school-site administrators to understand and implement curricula, 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 acceleration services based on individual student need. Schools must maintain records of EL Progress Monitoring and Intervention

development plan that is based on a comprehensive needs assessment.

monitoring, enrichment and acceleration, 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

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