2024-2025 Program and Budget Handbook

The six Guiding Principles are: • Assets-based Education • Bilingualism and Biliteracy • Sociocultural Competence • Rigorous Academics for All • Alignment and Articulation • Systemic Support

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 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 that have a positive and lasting impact until the criteria to Reclassify to Fluent English Proficient (RFEP) have been met. 3. Primary Language (L1) Support 4. Primary Language (L1) Instruction 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.

These guiding principles align with the four principles of the California EL Roadmap. 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)

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, assessment

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 acceleration services based on individual student

9