San Luis Coastal Unified School District

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APPENDIX H

115

San Luis Coastal Unified School District

Master Plan

for the

English Learners Program

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115a



Legal Requirements; Procedures; Reclassification Criteria;

Reclassification and Student Monitoring

Part VII: Parental Exception Waivers ...Page 20



Legal Requirements; Procedures; Waiver Request Processing

Part VIII: Parent Advisory Committees ...Page 21

 Legal Requirements; English Learners Advisory Committee (ELAC); District English Learners Advisory Committee (DELAC)

Part IX: Funding ...Page 22

 Use of Funds

Part X: Evaluation and Accountability...Pages 23-25

 Program Implementation - Roles and Responsibilities

 Program Effectiveness - Using Data to Track Student Progress, Student Improvement Data, Annual Program Review

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Part I

Background Information

SLCUSD Mission Statement

The mission of San Luis Coastal Unified School District (SLCUSD) is to educate students to become self-sufficient individuals who are capable of making significant contributions to society and managing change in the culturally diverse world community. SLCUSD guarantees to provide the highest quality educational programs and services giving all individuals the opportunity to realize their full intellectual, physical, creative, emotional, and social potential.

Historical View

As reflected in the demographic history of the State of California, the English Learner population in SLCUSD has increased in the recent past. Traditionally, SLCUSD's English Learner population has been unevenly distributed among ten elementary and five secondary schools. In creating programs to provide support for SLCUSD's English Learners, SLCUSD's strategy in the past has been to concentrate more comprehensive services at specific cluster schools. However, in response to a growth in the English Learner population, SLCUSD has distributed support to students throughout our district. In addition, beginning in 2007-08, SLCUSD made a concerted effort to ensure that all teachers were EL Authorized. Table A shows the growth of SLCUSD's English Learner population by site over the last ten years.

Pacheco Elementary provides a program in Two-Way Foreign Language Immersion. This program began at the Kindergarten level in 1996, with the immersion program added at each succeeding grade level in subsequent years. The entire school has participated in the Two-Way Foreign Language Immersion since 2002-03. In 2015-2016, Pacheco Elementary will begin to implement a 90-10 model starting with the Kindergarten level, and adding at succeeding grade levels each subsequent year.

Beginning with the 2011-2012 school year, SLCUSD adopted Strategic Plan Initiatives for Student Success. In 2014, the ten Initiatives were revised to represent six focus areas. They are: Focus Area One - SLCUSD students will achieve substantial academic gains in Mathematics Focus Area Two - SLCUSD students will achieve substantial academic gains in English Language Arts (ELA) and Literacy.

Focus Area Three - SLCUSD will provide student access to a world-class STEAM and CTE program.

Focus Area Four - SLCUSD will create an intentional culture of care, intervention, and support for all students.

Focus Area Five - SLCUSD will expand technology and promote innovation in order to provide student access to personalized learning and to prepare for college and career readiness.

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Focus Area Six - SLCUSD will strengthen use of data cycle to improve academic achievement. SLCUSD continues to monitor our students' progress, as well as our methods and materials, which provide support to our increasing English Learners population.

Table A Academic Year 05-₀₆ 06-₀₇ 07-₀₈ 08-₀₉ 09-₁₀ 10-11 11-12 12-13 13-14 14-15 BA 34 35 39 49 60 70 79 91 71 73 BSF 1 2 2 1 BP 15 12 10 20 29 32 34 35 28 43 DM 65 71 80 80 95 90 92 88 74 79 HA 76 80 85 110 123 121 128 117 100 88 LR 8 5 5 15 14 18 22 19 18 24 MG 35 37 43 40 41 42 41 41 33 32 PA 187 176 194 205 216 219 219 230 238 250 SI 31 22 23 31 26 31 32 34 35 42 SM 55 64 68 81 86 88 90 99 106 100 TE 1 1 0 2 0 4 3 0 0 0 LAMS 48 47 55 63 76 85 89 84 94 72 LOMS 28 37 33 37 44 49 44 24 44 56 MBHS 28 37 54 64 65 72 69 75 76 87 PBHS 5 4 7 9 9 9 12 8 20 16 SLOHS 64 79 76 100 107 114 125 137 141 146 PEEP/ DePEEP/Prepare 2 0 2 Totals: 680 707 772 906 991 1045 1080 1086 1079 1,110

English Learners Program

In accordance with Board Policy, Policy the English learner program supports English learners in becoming college and career ready by providing curriculum and instruction that is necessary for developing proficiency in English language and literacy as well as meeting rigorous, twenty-first century content standards.

Purpose

The purpose of the Master Plan for the English Learner Program is to provide clear direction to district staff regarding programs for English Learners. A common understanding of goals and procedures ensures that English Learners receive consistently implemented services designed to meet their linguistic and academic needs. The Master Plan for the English Learner Program informs all stakeholders of their roles and responsibilities in the education of students whose primary language is not English.

District Goals for English Learners

The goal for English learners at each grade level, or grade span, is to ensure that English learners:

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 Develop an understanding of language as a complex, dynamic, and social resource for making meaning

 Develop an understanding of how content is organized in different text types across disciplines using text organization and structure, language features, and vocabulary depending on purpose and audience

 Recognize their home languages and cultures as resources to value in their own right and to leverage in order to build proficiency in English

 Contribute actively to class and group discussions by asking questions, and responding appropriately

 Demonstrate knowledge of grade-level content through oral presentations, writing, collaborative conversations, and utilization of multimedia

 Develop proficiency in shifting registers based on task, purpose, audience, and text type *Goals based on the California ELA-ELD Framework

Belief Statement

Within this context, we believe that high expectations should be matched by high levels of support. Support for students comes in many forms, including, but not limited to, temporary scaffolding and grouping, culturally and linguistically responsive instruction, tiered interventions, and varied instructional approaches. English learners also receive support through implementation of the CA ELD Standards, which are designed to ensure that ELs attain the English language knowledge, skills, and abilities that will allow them to access, engage with, and achieve the CA CCSS for ELA/Literacy and all other academic content standards. Students from diverse cultural, ethnic, and racial backgrounds receive culturally responsive education that values and leverages the rich knowledge and experiences students bring to the classroom*

*From the California ELA-ELD Framework.

English Learners Master Plan Team

Instructional Services Learning and Achievement staff updated the English Learners Master Plan based upon input from parents, staff, site English Learners Advisory Committees (ELACs), and the District English Learners Advisory Committee (DELAC).

District English Learners Program Organizational Support

Site staff, with the support of District administration, coordinates the English Learners Program (Attachment T).

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INITIAL IDENTIFICATION

Legal Requirements

SLCUSD properly identifies, assesses and reports all students who have a primary language other than English. A Home Language Survey (HLS) is used to determine primary language and is on file for each student in the district. All parents/guardians of English Learners and Initial Fluent English Proficient (IFEP) students are notified in writing of their child’s English-language and primary-language proficiency assessment results through their initial assessment at the Welcome Center.

Home Language Survey (HLS)

The Home Language Survey is completed by the parent or legal guardian of all new students as part of the enrollment procedure. If any of the first three questions is answered other than English, the English language proficiency of the student is assessed using the California English Language Development Test (CELDT). The HLS is available in English and Spanish (Attachment A).

Welcome Center Referrals

School secretaries/registrars assist parents/guardians in making an appointment for the Welcome Center (Attachments B and). At the Welcome Center, the student and the parent/guardian are given assistance in registering their student for school. They are provided an explanation about the various instructional programs in our school district (Attachments D and E). Students are initially assessed at the Welcome Center. If the CELDT indicates that the student is an English Learner, then the student’s native language proficiency is assessed.

English Assessment

Student’s English proficiency is assessed using the CELDT within thirty days of initial enrollment, and by an annual CELDT thereafter, until the student is reclassified as fluent English proficient (RFEP). The CELDT includes an assessment of listening, speaking, reading, and writing for students in grades TK-12. If the CELDT indicates that the student is an English Learner, then the student’s native language proficiency is assessed.

Primary Language Assessment

The primary language proficiency level of Spanish-speaking ELs is assessed at the Welcome Center with the Spanish version of the Language Assessment Scales (LAS) within ninety days of enrollment. In the absence of a published native language assessment in other languages, the “Educational Questionnaire to Determine Background and Primary Language Abilities” is completed (Attachment F).

Parent Notification

The Welcome Center staff, English Language Development (ELD) teacher/EL Specialist, or designated personnel report assessment results to site administration, classroom teachers, and parents/guardians. Notification is mailed/given to each parent/guardian in English or Spanish, as appropriate (Attachments G and H). A copy of the written notification is kept in the English Learner’s folder (pink) in the student’s cumulative records file.

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PART III

PLACEMENT OF STUDENTS

All English Learners are placed in English-language classrooms unless a parental exception waiver has been granted for an alternative program. (Attachment I).

Program Placement

For initial placement, CELDT overall proficiency scores are used, as per the CELDT Interpretation Guide (Attachment J) to determine the English proficiency level of each student. The English proficiency level is then used to place students in the appropriate program. Thereafter, the CELDT is administered annually, until the student is reclassified as fluent English proficient, to determine the English proficiency level of each student. Parents/guardians are notified annually of their student’s program placement (Attachment K).

At any time during the school year, a parent/guardian may have their child moved from the Structured English Immersion Program into the English Mainstream Program (Attachment O).

Less Than Reasonable Fluency

SLCUSD defines “Less Than Reasonable Fluency” as English proficiency levels Beginning (1) through Intermediate (3). As a result, those students who perform at an overall Beginning (1), Early Intermediate (2), or Intermediate (3) are placed in a Structured English Immersion Program.

Reasonable Fluency

SLCUSD defines “Reasonable fluency” as: Early Advanced (4) and Advanced (5) English proficiency levels. As a result, those students who perform at an overall Early Advanced (4) or Advanced (5) are placed in an English Language Mainstream Program.

Transfer and Returning English Learners

For English Learners who transfer in from other California public schools, SLCUSD obtains current CELDT and standardized test scores from their previous district.

English Learners returning to California, who need a current assessment, are tested at their school site.

English Learners new to SLCUSD who are in grades 7-12, are temporarily placed in classes, until their official assessment and transcript information is received. Temporary placement for middle and high school students will either be in ELD or ELA.

Parental Exception Waivers

SLCUSD provides written notification to each parent/guardian of their child’s placement in a Structured English Immersion or English Language Mainstream Program (Attachment G and H). In addition, the parent/guardian is notified of the opportunity to apply for a parental exception waiver. A parental exception waiver is used by a parent/guardian to request primary language instruction for their English Learner. Parents/guardians who would like to apply for a parental exception waiver are instructed, in writing, to first go to the school site to receive information

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about the site English Learners program and alternatives, and then complete a Parental Exception Waiver form that is subject to SLCUSD review (Attachment I).

Students are placed in the Parental Choice Alternative Program when twenty or more students of a given grade at an individual school are granted a parental exception waiver. Otherwise, students are placed in or allowed to transfer to another school in which such a program is offered.

Special Education Services

Special Education services are provided to an English learner who is also a student with a disability when they are necessary for the student to receive benefit from the general education program. Students must meet criteria as having a disability in one of thirteen federal categories. The disability must also have a demonstrated impact on the student’s educational achievement. In order to determine eligibility for special education services a team of specialists provides an assessment in the suspected area of disability. This process begins at the SST level, where staff members knowledgeable about the student come together to discuss the student's strengths and challenges, as well as interventions that might help the student to be more successful.

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PART IV

INSTRUCTIONAL PROGRAM Legal Requirements

The SLCUSD provides services to English Learners to ensure that they are acquiring English language proficiency at the same time as they are learning grade-level content. SLCUSD provides integrated and designated English language development (ELD) instruction to English Learners in Transitional Kindergarten (TK) through grade twelve. This instruction is to support English Learners to learn English while simultaneously learning grade-level content through English

Instructional Level

Data is collected and analyzed to measure EL student progress. Multiple measures of student progress are monitored, using SLCUSD’s Illuminate database. These measures include: The CELDT scores for each domain, Smarter Balanced Assessment Consortium (SBAC) assessment results for grades 3-8and 11; District Common Assessments results; Benchmark Assessment System reading levels for grades K-2, and grades 3-6 as necessary; Lexile reading levels for grades 3-6; English Language Arts California High School Exit Exam (CAHSEE) results; and District Report Card Grades.. The CELDT overall proficiency score is used as one of the multiple measures to determine the student’s English proficiency level. Students who have less than reasonable fluency receive the Structured English Immersion Program. Students with reasonable fluency receive the English Language Mainstream instructional program.

Each school site has a system in place for communicating to teachers, who their English Learners are, a list of characteristics for the different levels, and appropriate strategies to use in instruction.

Elementary Delivery Options

SLCUSD provides English Learners programs that include daily core curriculum instruction as well as English language development instruction in English by specially-trained teachers, with the goal of promoting both rapid acquisition of the English language as well as grade-level content. Students at Pacheco elementary receive core curriculum instruction in both English and Spanish, with the goal of promoting both acquisition of the English language as well as grade-level content.

1. Structured English Immersion

This program includes the following instruction: English Language Development (ELD) and content instruction in history/social science, science, and mathematics, employing Specially Designed Academic Instruction in English (SDAIE) techniques in each area of instruction. This program may include instruction with a trained English Learner Specialist/ELD teacher and/or may include primary language support in Spanish and, where available, Ilocano and Tagalog. English Learners are assigned to appropriately authorized teachers.

2. English Language Mainstream

This program is offered to English Learners who have reasonable fluency in English or whose parents/guardians have requested this program. All English Learners receive ELD instruction and content instruction in history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques. Students are assigned to appropriately authorized teachersand are instructed within a setting that includes native English-speaking students.

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3. Pacheco Elementary School Two-Way Foreign Language Immersion

This program, offered to English Learners and native English speakers, includes instruction in both English and Spanish. The goals of this alternative program are to have bilingual/biliterate students in English and Spanish, as well as academic achievement in all content areas. Outcomes of this program include rigorous academic achievement, bilingualism and biliteracy, as well as a positive self-image and a greater understanding of other cultures. English Learners within the program are assigned to appropriately authorized teachers.

4. Parental Choice Alternative

This program is offered to English Learners, who have been granted a waiver into the Parental Choice Alternative Program. Waiver information is sent to parents/guardians within thirty days of the beginning of the school year. A more detailed explanation of this option is identified in Part VII under “Parental Exception Waivers” (Attachment I). The Parental Choice Alternative Program shall consist of instruction in English and the primary language of the child, and shall be directed toward the rapid acquisition of English language skills and academic achievement. The promotion of positive self-image and cross-cultural understanding will also be a part of this program. This program offering is dependent on a minimum of twenty parental exception waiver requests at a grade level, at a school.

Secondary Delivery Options

SLCUSD provides English Learners’ Programs that include daily core curriculum instruction in English by specially trained teachers, with the goal of promoting rapid acquisition of the English language, as well as grade level content.

1. Structured English Immersion

This program is offered to English Learners with less than reasonable fluency in English. This program includes ELD and content instruction in reading, history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques, and may include primary language support in Spanish and, where available, Ilocano and Tagalog. Students are assigned to appropriately authorized teachers.

2. English Language Mainstream

This program is offered to English Learners who have reasonable fluency in English and to English Learners whose parents/guardians have requested this program. This program includes ELD (English Language Development) instruction provided by the classroom teacher and content instruction in history/social science, science, and mathematics, employing SDAIE (Specially Designed Academic Instruction in English) techniques. Students are assigned to appropriately authorized teachers and are instructed within a setting that includes native English-speaking students.

3. Parental Choice Alternative

This program is offered to English Learners, who have been granted a waiver into the Parental Choice Alternative Program. A more detailed explanation of this option is identified in Part VII under “Parental Exception Waivers” (Attachment I). The Parental Choice Alternative Program shall consist of instruction in English and the primary language of the child, and shall be directed toward the rapid acquisition of English language skills and academic achievement. The promotion of positive self-image and cross-cultural understanding will also be a part of this program. This program offering is dependent on a minimum of 20 parental exception waiver

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Scope of Instruction

SLCUSD uses the State English Language Development (CA ELD) Standards and the California English Language Arts-English Language Development (CA ELA-ELD) Framework as the guides for instruction of students learning English as an additional language. Students are instructed in interacting in meaningful ways through collaborative, interpretive, and productive modes of communication; learning about how English works through structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas; and using foundational literacy skills.* SLCUSD-adopted instructional materials used to support these objectives are listed in the Core Instructional Materials Attachment (Attachment S). Additionally, support materials along with research-based ELD programs at the elementary and secondary levels supplement District-adopted instructional materials, and are available for use in ELD and SDAIE lesson design. (Attachment S).

*From the CA ELA-ELD Framework

All SLCUSD teachers have access to the CA ELD Standards, and the CA ELA-ELD Framework. These documents provide the guidelines and blueprints for rigorous learning for all English Learners.

SLCUSD began implementing the new California English Language Development Standards in the 2014-15 school year.

Monitoring and Evaluating English Learners’Progress

EL progress in ELD is monitored using the Illuminate database. English Learners are monitored for their own progress, as well as their progress when compared to English-Only students. California state instruments include the California English Language Development Test (CELDT) for listening, speaking, reading, and writing, and the Smarter Balanced Assessment Consortium (SBAC) for English Language Arts and Mathematics. SLCUSD also monitors EL achievement with the Title III annual growth targets. These include the three Annual Measurable Achievement Objectives (AMAOs). Illuminate registers the following evaluations, as well as student grades. Data from these assessments allows SLCUSD and classroom teachers to use the results to guide instruction, monitor student growth, determine if students are making adequate progress, make decisions about interventions, and to make program modifications.

State Assessments:

 California English Language Development Test (CELDT) The CELDT is the California State assessment that school districts must give to all ELs, as required by Education Code Sections 313, 60810, and 6012. The purpose of the test is to identify new students who are English Learners in grades K-12, to monitor EL progress in learning English, and to determine when the students have achieved English proficiency in listening, speaking, reading, and writing.

 Smarter Balanced Assessment Consortium (SBAC) English Language Arts is an

assessment aligned to the Common Core State Standards for students in grades 3-8 and 11.

 California High School Exit Exam (CAHSEE): Language Arts and Mathematics The CAHSEE is a state/district graduation requirement for the class of 2004 and beyond.

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District Assessments:

 Language Assessment Scales (LAS) – test of Spanish language proficiency

 Scholastic Reading Inventory ( 2-6) – reading assessment

 Fountas & Pinnell Benchmark Assessment System (BAS) (K-6)– a one-on-one reading assessment

 English Language Arts Common Assessment Writing Performance Task (7-12)

 ELD Common Assessments (EL level 1-3) for Secondary – test of ELD standards proficiency

Site Assessments:

 Classroom-Embedded Exams from core adopted instructional materials

 Authentic Assessments are assessments generated from grade-level literature

 Student Portfolios (site option) is a collection of work that demonstrates student proficiency in Language Arts

 Running Records (site option) is an oral fluency assessment to test decoding ability

English Learner Achievement

District and State Assessments are used to evaluate each EL student's language arts and mathematics performance. Data collected from the State and District assessments is available through SLCUSD’s database. Academic growth is reported to students and parents using the following assessments: the CELDT and the SBAC Assessment. These assessments are used to monitor the academic gap and rate of academic growth of the EL student groups as they compare to the English-Only population. Yearly academic scores reported in Illuminate provide site administrators and staff with student data to determine students’ achievement, as well as the opportunity to review and implement possible program modifications.

Informal observations by the classroom teacher may also be utilized to gather data about the student's language level and needs. Any concerns or questionable results will be referred to the ELD teacher and site administration, and, if necessary, the student will be referred to the Student Success Team.

Grade Level AcademicContent and English Language Development

English Learners are expected to meet SLCUSD’s content and performance standards for their respective grade levels in the core curricular areas. English learners are also expected to meet grade-level ELD standards appropriate to their English language proficiency levels. SLCUSD supports each student’s English language acquisition as well as mastery of grade level content through integrated and designated ELD instruction.

SLCUSD provides both integrated and designated ELD that includes SDAIE. The academic instructional approach for EL students will be based on their EL proficiency level (emerging, expanding, bridging) and/or parent request.

SLCUSD uses the California adopted content (ex: CCSS, CCSSM, NGSS) and CA ELD standards. These standards are challenging and aim to promote college and career readiness within a twenty-first century, democratic society, and global economy. In reaching these standards, by exit from grade twelve, all students will have deep content knowledge, developed English language skills, and the ability to apply twenty-first century collaborative and technological skills.

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Content is delivered daily through both integrated and designated ELD, which may include SDAIE strategies. During integrated ELD, ELs are taught grade-level content while simultaneously focusing on language development. SDAIE is used during integrated ELD to allow accessibility of grade level content, however “access” is not the goal. Instead, the learning of grade-level content is the goal. Integrated EL is delivered by trained teachers or teachers-in-training. The materials used are the district-adopted core curricular materials in English, unless the student is in enrolled in Pacheco elementary school where materials in both English and Spanish are used.

During designated ELD, ELs are provided language development instruction that teaches into and from the core content. During designated ELD content becomes the vehicle for a focus on language development. The goal of designated ELD is to engage in language development that promotes student language development proficiency that supports grade-level content learning.

Integrated and Designated ELD and SDAIE Instructional Strategies

All English learners receive daily integrated and designated ELD which includes SDAIE instructional strategies. The purpose of integrated ELD is to provide ELs with grade-level, content area instruction focused on achieving both the grade-level core curricular standards in tandem with achieving ELD standards. The purpose of designated ELD is to provide a protected time, within the school day, when language development is the focus of instruction. When students receive designated ELD instruction, the goal is to progress in meeting the ELD standards. While working to achieve the goal of developing in English language while concurrently learning grade-level content, students should be supported with SDAIE strategies. The following are examples of conditions, strategies, and methods for supporting ELs:

 Leveraging and developing students’ prior knowledge

 Leveraging native-language as well as home-community resources such as:

 Encouraging parents and teachers to share their language and culture in classroom and school projects

 Incorporating perspectives from different groups in order to give students a global perspective in curricular areas

 Utilizing activities that focus on the celebrations, food, clothes, crafts, and performing arts of a culture for the purposes of motivation, active participation, and parent

involvement

 Including the contributions of individuals to their culture and to society in general. For example: literature about different cultures, literature authored by representatives from various backgrounds, historical perspectives, family structures, and monetary systems, and mathematics from a variety of cultures

 Creating student-centered activities that allow all students to share their personal experiences and cultural practices within the classroom and school settings  Facilitating a school community that promotes an environment of pluralism and

maintains high expectations for students

 Providing meaningful teaching units relevant to students’ developmental level as well as background experiences

 Rigorous environment that provides high-challenge as well as high-support so that students experience productive struggle instead of anxiety or overwhelm

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 Wait time for student response

 Comprehensible input/scaffolding

 Twenty-first century environment that integrates strategic use of technology as well as collaborative learning skills

 Verbalization supported with gestures, cognates, realia, visuals, graphic organizer and context clues

 Teaching with Tier 1, 2, and 3 vocabulary

 Amplification of the input for students at the very beginning of language learning (slower speech, clear enunciation, amplified vocabulary, controlled sentence length). This should phase out rapidly.

 Repetition of important concepts and terms

 Scaffolding that may include use of cooperative learning and other grouping techniques, cross-age tutoring, and peer tutoring

 Cognitive academic learning strategies as well as basic communication skills

 Questioning strategies to confirm, clarify, and expand the communicative interaction

 Opportunities for successful classroom experiences designed to meet standards for emerging, expanding, and bridging levels of English language proficiency: i.e. activities that are directed at appropriate levels, realistic and challenging goals and expectations

 Total Physical Response, which uses physical motion to promote retention of vocabulary

 Oral and written language practice in the forms and functions of language

 Teacher modeling of targeted skills

 Gradual release of responsibility for learning to students

 SIOP method

Intervention

District-wide

SLCUSD provides support for a variety of student needs, including for students whose academic skills are not progressing as expected. English Learners receive intervention supports throughout the district that are developed by school sites according to the needs of their students. SLCUSD has drafted a Response to Instruction and Intervention (RtI2) Action Plan that addresses English Learner needs. ELD is a Tier 1 intervention, occurring at the classroom level. Tier 2 interventions include the various push-in, pull-out, before/after school program, and other programs offered at the site level.

SLCUSD recognizes the need to identify the existence of Long-Term English Learners (LTELs), and to include them in the Response to Intervention and Instruction (RtI2) system, which is used to identify groups of students for instructional and program placement. LTELs are identified by many of the following characteristics *:

 In U.S. schools 7+ years upon entering high school;

 In U.S. schools 5+ years upon entering high school and still at CELDT level 3 or below

 In U.S. school 4+ years upon entering middle school, and at CELDT level 2 or below

 Orally fluent in English (Basic Interpersonal Communication Skills – BICS)

 Reading/writing below level of native English peers

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 Lack strong literacy in home language

 Discouraged learners

 Different needs from more newly arrived English Learners

 Reading comprehension is weak

 Background knowledge may have gaps

 Receptive language (listening/reading) is stronger than productive language (writing/speaking)

*from Turning the Tides of Exclusion: A Guide for Educators and Advocates for Immigrant Students, Laurie Olsen

Site-specific

School site intervention measures may include grade-specific reading intervention programs, a change in a secondary student's class assignment, or tutorial support before/after school or Saturdays. Tutorial support is provided either by teachers or trained paraprofessionals who work with identified EL students by providing oral language development, written language arts development, and/or math tutoring as directed by the students' classroom teachers.

Grades 6-12

SLCUSD has adopted the state-recommended reading intervention/English language development program High Point, from Hampton Brown publishers for ELs in grades 6-12 district-wide. This program assists students in recouping academic deficits in reading fluency and comprehension. Students receive reading instruction at their appropriate level of difficulty using this State-adopted program.

Grades 2-5

SLCUSD has adopted the state-recommended reading intervention/English language development program Avenues, from Hampton Brown publishers for ELs in grades 2-5 district-wide. This program assists students in recouping academic deficits in reading fluency and comprehension. Students receive reading instruction at their appropriate level of difficulty using this state-adopted program.

Monitoring Mastery of Grade Level Academic Content

At the site level, report card grades, as well as district common assessment data, are used to monitor student academic progress. The ELD Teacher/EL Specialist, elementary classroom teacher, counselor, and/or site administrator reviews report cards at each grading period. In addition, district common assessment data is reviewed regularly. District common assessment data, as well as report card grades, are collected in Illuminate. Site administrators, ELD Teachers/EL Specialists, and/or classroom teachers access Illuminate to monitor student progress.

At the district level, both the individual students and specific student groups are monitored for progress using Illuminate. This instrument collects state, district, and classroom assessments, thereby giving a more complete and accurate picture of each student’s progress. Additionally, Illuminate provides comparative data to monitor the progress of English Learners throughout the district.

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PART V

STAFFING AND PROFESSIONAL GROWTH

Every SLCUSD English Learner receives ELD instruction from a qualified teacher. Teachers who do not currently possess the appropriate EL authorization and are designated as provisionally assigned teachers are enrolled and are participating in the training component as specified in the district’s EL staffing plan.

Each teacher providing Specially Designed Academic Instruction in English (SDAIE) for English Learners meets one of the following specifications:

 The teacher holds a teaching authorization issued by the Commission on Teacher Credentialing (CTC) authorizing services for English Learners,

 The teacher holds an emergency EL Authorization and is required to clear that credential before the first day of school in Fall, 2012 by either passing the CTEL exam, or

 The teacher is enrolled in university coursework that will ultimately result in earning an EL authorization, completed before the first day of school in Fall, 2012.

Each teacher providing primary language instruction must have a Bilingual, Cross-Cultural, Language, and Academic Development (BCLAD), or comparable authorization. Teachers providing Specially Designed Academic in English (SDAIE) or English Language Development (ELD) instruction must have Cross-Cultural, Language, and Academic Development credential (CLAD), or comparable authorization. Teachers who do not currently possess the BCLAD or CLAD authorization and are designated as provisionally assigned teachers are enrolled and participating in the training component as specified in the district’s EL staffing plan.

Staffing Configurations

EL students are assigned to trained or in-training teachers for daily integrated and designated ELD.

At Pacheco Elementary, elementary teams of bilingual teachers work together to provide instruction in students’ primary language(L1) and second language (L2).

Recruitment

Teachers hired by SLCUSD are required to hold either a CLAD or BCLAD. Every effort is made to hire bilingual staff when possible.

Training

Throughout the year, all instructional staff is provided opportunities to participate in staff development that focuses on integrated and designated ELD instruction, CA ELD Standards, and the CA ELA-ELD Framework, and strategies that support ELs. This training is facilitated and supported by the district Teacher on Special Assignment for the English learner program and occurs through both direct trainings and on-site support. In addition, the : Beginning Teacher Support and Assistance (BTSA) program assists beginning teachers with structured in-services using effective strategies and methodologies for teachers of English learners.

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Staffing Plan

On September 2, 2008, the Board of Education added the following Implementation Objective to the district’s Strategic Plan: Every teacher in SLCUSD will be certified to teach English Learners. In support of this objective, the district offered two sessions of California Teachers of English Learners (CTEL) preparation classes in the 2008-09 school year, and two more sessions in 2009-10, as well as CTEL Refresher Sessions in 2010-2011. By 2011-2012, all teachers were either EL authorized, or in their final stages of clearing their EL authorization for their credential.

Bilingual Instructional Aide Training and Placement

Professional development opportunities are provided for those paraprofessionals who work with ELs. Training may be offered on-site in conjunction with teacher training or as opportunities designed specifically for paraprofessionals focusing on topics such as:

 Integrated and designated ELD

 SDAIE

 supporting ELs within twenty-first century classrooms

 cultural awareness

 working as a partner with the classroom teacher

 management of small groups

SLCUSD places bilingual instructional aides in schools to support ELs. The allocation is made based site administrator recommendations and on EL enrollment. The role of the bilingual instructional aide is to assist the regular classroom teacher in providing integrated and designated ELD.

Administrator Training

Administrator training is provided for topics including the CA ELD standards and CA ELA-ELD Framework, the EL Master Plan, including: program responsibilities, ELAC, DELAC, CELDT Administration, reclassification, and monitoring both student progress and the instructional programs for ELs.

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PART VI

RECLASSIFICATION

SLCUSD procedures for reclassification follow California Department of Education guidelines. The CELDT is used as the first criterion when considering reclassification. In conjunction with a student’s CELDT score, progress in basic skills and teacher evaluation is considered. The site reclassification team, which may include the principal, classroom teacher, EL Specialist/ELD Teacher, counselor, and bilingual instructional aide, may meet upon receipt of assessment results to determine whether the student is to be reclassified. Additionally, parents are consulted during the reclassification process.

Procedures:

 The reclassification process can occur at any time during the year for students in grades 1-12.

 The CELDT, the California Standards Test for English/Language Arts or the California Modified Assessment, district assessments, and student grades may all be used to determine if an English Learner has met Fluent English Proficient criteria (see Attachment L - Reclassification Notification – English and Spanish).

 The ELD Teacher/EL Specialist or site administrator responsible for reclassification reviews student assessment data to identify students for possible reclassification.

 Parents/guardians receive written notification if the student is being considered for reclassification and have an opportunity to provide input. If a student is reclassified, the students' EL status is changed from EL to RFEP.

 Students who are reclassified to English proficient (RFEPed) students are monitored on the RFEP Monitoring form (Attachment N) for at least two years. Teachers are provided a list of in-class interventions for RFEP students (Attachment N), to support their continued progress.

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Reclassifying a Student from EL to RFEP

Student Reclassification policy and procedures are based on the four criteria set forth in the State Board of Education's Reclassification Guidelines (Education Code Section 313d). The chart below illustrates how the four criteria are used when evaluating a student's readiness for reclassification. For more detailed explanations, refer to the following pages titled "Reclassification Criteria.” ← No ← ↓ Yes ↓ ← No ← ↓ Yes ↓ ← No← ↓ Yes ↓ ↓ 1

Assessment of English Proficiency  Review CELDT results from annual assessment.

 Does student score at Early Advanced or Advanced overall and score at Intermediate or higher in listening, speaking, reading, and writing? Student remains an

English Learner

2

Comparison of Performance in Basic Skills  Review results of latest English-Language Arts

California Standards Test or California Modified Assessment (CMA).

 Does student obtain a score of Basic or higher? Student remains an

English Learner

3

Evaluation of Student Academic Performance  Review the student's academic performance.

 Does student meet academic performance indicators set by the district?

Student remains an English Learner

4

Parent Notification and Consultation  Provide notice to parents/guardians of their right to

participate in the reclassification process and give input in a conference.

 Notify parents/guardians of reclassification.

5

Reclassification and Student Monitoring  Reclassify the student as RFEP.

 Update school and district records.

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Reclassification Criteria

1. ASSESSMENT OF ENGLISH LANGUAGE PROFICIENCY

 The California English Language Development Test (CELDT) is the primary criterion of English proficiency in grades K-12. A student is classified as Fluent English

Proficient when his/her overall proficiency level is Early Advanced or Advanced and;

a) Listening is Intermediate or higher, b) Speaking is Intermediate or higher, c) Reading is Intermediate or higher, and d) Writing is Intermediate or higher.

 Reclassifying English Learner students in grades K-2 should be approached cautiously because reading and writing skills may not have developed sufficiently.

2. COMPARISON OF PERFORMANCE IN BASIC SKILLS



 Benchmark Assessment System (BAS) meeting a SLCUSD Fountas and Pinnel trimester benchmark

 Lexile Level (per SRI or Achieve 3000) showing at or above grade level: Grade 3-520, grade 4-740, Grade 5-830, Grade 6-925, Grade 7-970, Grade 8-1010, Grade 9-1050, Grade 10-1080, Grade 11-12-1185

 California High School Exit Exam English Language Arts passing score

 English-Language Arts: California Standards Test (CST), or California Modified Assessment (CMA) grades 2-11, score of Basic or higher

3. TEACHER EVALUATION OF STUDENT ACADEMIC PERFORMANCE

 Teacher comments about student’s academic performance, including but not limited to the student’s mastery of curriculum

 Report card or transcript must by attached to the Reclassification Letter

4. PARENT CONSULTATION

 Give parents the opportunity review their student’s performance results as related to reclassification criteria, and to participate and give input on a decision to reclassify.

 Parents/guardians will indicate, with their signature on the Reclassification Letter, if they agree that their student's designation should be changed to Reclassified Fluent English Proficient (RFEP).

 A parent/guardian signature is required for a student to be designated as RFEP.

5. RECLASSIFICATION AND STUDENT MONITORING

1. Reclassify the student as RFEP. Send copy of RFEP for to ISLA. They will update PowerSchool.

2. Record R-FEP status on front of (pink) EL folder, and file original RFEP letter in pink folder.

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Monitor an RFEP student’s progress for two years following reclassification by continuing to review the student’s performance data and grades and completing the RFEP Monitoring Form, which is then filed in the (pink) EL folder.

b) Notify parents of their student’s progress through report cards, teacher communication, and/or parent conferences.

3. Intervention measures provided for RFEP students include: a) Student Success Team meetings

b) Additional intervention courses / groupings c) After-school tutoring/homework program.

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PART VII

PARENTAL EXCEPTION WAIVERS

A Parental Exception Waiver is used by a parent/guardian to request primary language

instruction for their English Learner. Parents and guardians of all English Learners are notified of the opportunity to apply for parental exception waivers (Attachments I (a) (b) (c)). The three types of waivers are:

1. Children who already know English 2. Older children (10 years and older)

3. Children with Special Needs (physical, emotional, psychological, or educational)

Procedures

SLCUSD provides annual written notification to each parent/guardian of their child’s placement in a Structured English Immersion or English Language Mainstream program (Attachment K). Parents are informed of all available educational opportunities and corresponding instructional materials. In addition, the parent/guardian is notified of the opportunity to apply for a Parental Exception Waiver. Parents/guardians who would like to apply for a Parental Exception Waiver are instructed in writing to:

1. Go to the school site to receive information about the site EL Program and alternatives. 2. Complete the Parental Exception Waiver that is subject to District review.

The parent/guardian is also advised that children with special needs must be placed in an English language program for thirty days prior to initiating the waiver process.

Students are placed in the Parental Choice Alternative Program when twenty or more students of a given grade, at an individual school, are granted a Parental Exception Waiver. Otherwise, students are allowed to transfer to another school in which such a program is offered.

Waiver Request Processing

Waiver requests submitted to the Elementary Director of Learning and Achievement are reviewed within fifteen working days. Parents will be notified of the approval or denial of the waiver request within fifteen days.

If more than twenty parents submit at a waiver at a specific grade level, and at a specific school, an alternative program will be designed and implemented at that school.

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PART VIII

PARENT ADVISORY COMMITTEES Legal \\Requirements

Whenever twenty-one or more English Learners are enrolled at a school site, the site has a functioning English Learners Advisory Committee (ELAC) in accordance with California State regulations. Whenever fifty-one or more English Learners are enrolled in the district, the district has a functioning District English Learners Advisory Committee (DELAC) in accordance with the California State regulations. These groups also follow the California State regulations which outline the Guidelines for Advisory Committees (Attachment P).

SLCUSD values parent/guardian involvement as a crucial element in the success of the educational program. Parents/guardians and community members are welcomed to the school as partners. In order for parents/guardians of ELs to participate in their child's education, they must be well informed of school site and district activities, procedures, and policies which directly affect them. Parents/guardians are encouraged to participate in these committees as well as others to advise at the school and district levels.

English Learners Advisory Committee (ELAC)

Sites with twenty-one or more English Learners have an elected committee that meets at least four times a year. This committee is comprised of parents/guardians, English Learner staff, and site administration. The parents/guardians of ELs form the majority of the committee membership. During the first ELAC meeting of each school year, an election is held by the committee to select a DELAC representative. The elected DELAC representative, along with an administrator and/or EL teacher leader, conducts the ELAC meetings. Each school site has a set of bylaws to govern the functions and responsibilities of the school’s ELAC (Sample bylaws in English and Spanish-Attachment Q). The ELAC advises the site administration and staff on the development of the school’s Single Plan for Student Achievement (SPSA), the school’s needs assessment, efforts to make parents aware of the importance of participating in the educational program, and the importance of regular school attendance. The school-site administration, with support from the Instructional Services Learning and Achievement department, is responsible for providing training to all ELAC members, enabling them to carry out their legal responsibilities. Meetings are held throughout the year and announced at least 72 hours in advance, with notices translated as required and to the extent possible.

District English Learners Advisory Committee (DELAC)

This district committee is comprised of the elected parent/guardian representatives from all sites with twenty-one or more English Learners. The elected President of the DELAC coordinates and conducts the DELAC meetings in collaboration with district representatives. The Elementary Director of Learning and Achievement has the responsibility to provide training materials and training to all DELAC members, enabling them to carry out their legal responsibilities.

The functioning DELAC advises the Board of Education on the following: District Master Plan for English Learners, the district-wide needs assessment, the goals and objectives for EL programs, the plan to ensure compliance with teacher/aide requirements, reclassification procedures, and written notifications sent to parents/guardians. The DELAC has a set of bylaws to govern its responsibilities and functions (Bylaws - Attachment R). Meetings are announced at least 72 hours in advance and notices are translated into Spanish.

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PART IX FUNDING

Use of Funds

District General Funds are used to provide English Learners with learning opportunities equitable to English Only students. Resources provided by these funds include: appropriately credentialed teachers, textbooks, facilities, and professional development. Title III funds are used to supplement existing resources. Supplementary resources provided by these funds include: EL Specialists, bilingual instructional aides, primary language and supplemental ELD materials, translation services, and professional development. A student performance database is used to assist principals and classroom teachers in monitoring their students’ achievement. The chart below represents funding sources over the last eight years.

English Learners Program: Funding History

2006-07 2007-08 2008-09 2009-10 2010-11 2011-2012 2012-13 2013-14 2014-15 Funding Resource EIA-SCE and EIA-LEP 252,274 434,577 487,567 472,880 54,779 575,511 626,515 27,978 0 General 207,532 267,407 153,047 162,325 190,311 162,325 203,230 367,434 165,720 Strategic Plan 255,000 343,245 366,023 505,111 451,710 450,774 377,117 346,867 789,714 Title III 59,423 63,365 _67,165 78,500 95,915 110,150 126,001 87,508 116,637 Title I 23,200 18,182 _18,546 24,077 20,961 16,197 29,616 23,101 29,806 School

Improvement N/A N/A N/A N/A N/A N/A N/A N/A N/A

English Learner

Acquisition Program 25,300 27,400 31,432 34,629 N/A N/A N/A N/A N/A Totals: $822,729 $1,154,176 $1,123,780 $1,277,522 $813,676 $1,314,957 $1,362,479 $852,888 $1,101,877

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PART X

EVALUATION AND ACCOUNTABILITY

PROGRAM IMPLEMENTATION

Roles and Responsibilities

The Superintendent and the Assistant Superintendent of Educational Services supervise the

principals and hold them accountable for their site’s English Learners Program goals and objectives in the Single Plan for Student Achievement (SPSA). The principals modify their SPSA annually to meet the needs of their ELs, and focus on meeting their Academic Performance Index growth target, and their EL student group target. Additionally, site principals review site data and assessment results and determine if AMAOs are met. The site principals are responsible for supporting and monitoring their instructional staff to ensure high quality instruction for all students. All Principals and staff collect and analyze the student data and design their site program to meet the needs of the students.

The Elementary Director of Learning and Achievement chairs the DELAC, plans the DELAC

agenda, holds the regular meetings, and carries out the approved items of the group. The director also works to provide qualified staffing in cooperation with the SLCUSD Personnel Office by hiring CLAD and BCLAD teachers for all schools. In addition, Instructional Services Learning and Achievement staff, with input from the DELAC, designs and implements the District Master Plan for English Learners. Individualized site training and support in implementing the English Learners program is provided. The Instructional Services Learning and Achievement department collects data (i.e., district assessment data, reclassification information, and student counts) from the schools, and integrates this information into Illuminate.

The Site Principals also secure a DELAC representative for sites which have twenty-one or

more English Learners. In addition, site principals monitor the delivery of the ELD standards/curriculum at their sites, and ensure that English Learners are placed with appropriately authorized teachers. Principals, with support from the district K-12 Teacher on Special Assignment for the English Learner Program, provide teachers with support materials for English Learners which demonstrate how to align ELD standards to the ELA-Literacy and other content area standards. Principals, with the support of district and site staff, are responsible for the annual administration of the State required tests for English Learners. Principals also recommend appropriate placement of bilingual paraprofessionals at their site.

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PROGRAM EFFECTIVENESS

Using Data to Track Progress

Biannually, sites receive CELDT results to review individual student’s progress. These data are shared with the classroom teachers and staff. Multiple measures are used to assess student progress, including the CELDT scores for each domain, district report card, and district common assessments. Student content area progress, as well as parity of academic achievement in English with students who are classified as English, is monitored with these measures.

Site principals receive training from Instructional Services Department Learning and Achievement to analyze the data, assign students to appropriately authorized teachers, provide appropriate instruction, and set programs that meet the needs of the English Learners. Principals include in their Single Plan for Student achievement (SPSA) objectives to meet the needs of their English Learners.

Expected gains, in agreement with the Title III AMAO objectives, for English Learners are illustrated by the timeline below:

ELD Level Beginning Early Intermediate Early Advanced RFEP

Intermediate Advanced

Time in Program 1st yr 2nd yr 3rd yr 4th yr 5th yr 5th-7th yr Recognizing that English acquisition rates vary for individual students, the above timeline serves as a general guide only. For example, a given student may reach fluency or RFEP classification after three years, whereas another student may need seven years to become fluent in English. California adopted new ELD standards in 2012. These standards use new English language proficiency level descriptors: Emerging, Expanding, Bridging. At this time, there is not an official measure available to appropriately classify students’ English language development with these proficiency bands. While SLCUSD awaits the new English Language Proficiency Assessments of California (ELPAC) (expected to be available in the 2016-2017 school year) which will support the classification of students using the new proficiency level descriptors, SLCUSD will continue to use proficiency level descriptors as dictated by the CELDT, and listed above.

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Student Improvement Data

EL and RFEP students are monitored by the site EL team or similar team, which may include principal school-site administrator, the classroom teacher, EL Specialist, ELD Teacher, counselor, and bilingual instructional aide. Teachers and administrators have access to Illuminate at any time. Modes of support are determined based on student academic performance and English language development. If a student is referred to the Student Success Team, the team will decide on an intervention plan which may include before, during, or after school assistance. Additionally, summer school attendance may be recommended.

Annual Program Review

Annual review of each student’s progress allows each site and SLCUSD to monitor and adjust the English Learners Program to consistently improve its delivery in meeting the needs of each English Learner.

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List of Attachments

A. Home Language Survey, English and Spanish B. Welcome Center Referral, English and Spanish

C. Enrollment Procedures with addendum for Transitional Kindergarten and Preschool D. Elementary EL Program Description, English and Spanish

E. Secondary EL Program Description, English and Spanish

F. Educational Questionnaire to Determine Background and Primary language Abilities, English and Spanish

G. CELDT Initial Notification Letter to Parents, English and Spanish

H. English Learner Assessment and Program Placement Notification, English and Spanish I. (a)(b)(c) Parental Exception Waivers, English and Spanish

J. CELDT Interpretation Guide

K. Annual Parent Notification Letter, English and Spanish L. Reclassification Notification, English and Spanish

M. English Learners with IEPs Reclassification Consideration Worksheet, English and Spanish N. Monitoring Academic Achievement of RFEPs & In-class Intervention List

O. Request for English Language Mainstream Program, English and Spanish P. Guidelines for Advisory Committees

Q. Sample Bylaws - English Learners Advisory Committee, English and Spanish R. Bylaws – District English Learners Advisory Committee, English and Spanish S. Core Instructional Materials

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Revised 6/15

SAN LUIS COASTAL UNIFIED SCHOOL DISTRICT Division of Educational Services

HOME LANGUAGE SURVEY

Date: School:

The California Education Code requires schools to determine the language(s) spoken at home by each student. This information is essential to providing meaningful instruction for all students. Your cooperation in helping us meet this important requirement is requested. Please answer the following questions and return this signed form to the school secretary.

Name of Student:

Last First Middle Grade Age

1. Which language did your son/daughter learn when he/she began to talk? 2. What language does your son/daughter most frequently use at home? 3. What language do you most frequently use when speaking to your child? 4. Name the language most often spoken by the adults at home?

Has your son/daughter taken the California English Language Development Test (CELDT) in the past 12 months?  No  Yes

(This test is administered to prospective English Learners and annually to all English Learners.) If yes, approximate dates: __________________________

Student’s Place of Birth: City _____________________________State ____________ Country:  USA Other: _____________________

Has your child attended a U.S. Preschool?  No  Yes If yes, what is the name of the Preschool? ___________________________ In what city/state is it located? ________________________ Date Enrolled: ________________________________________________________

Date First Enrolled in a U.S. School (other than Preschool): _______________________________________________________ ETHNICITY

Part I: Mark one.

Hispanic or Latino Not Hispanic or Latino

ETHNICITY/RACE

Part II: In addition to your response in Part I, mark one or more boxes below.

Asian

Asian Indian American Indian or Alaskan Native

Cambodian Black or African American

Chinese White

Filipino

Hmong Native Hawaiian or Other Pacific Islander

Japanese Guamanian

Korean Hawaiian

Laotian Samoan

Vietnamese Tahitian

Other Asian Other Pacific Islander Other Asian Other Pacific Islander

The information contained herein is accurate to the best of my knowledge ________

Signature of Parent/Guardian

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Revised 6/15

DISTRITO ESCOLAR UNIFICADO COSTERO DE SAN LUIS División de Servicios de Educación

CUESTIONARIO SOBRE EL IDIOMA DEL HOGAR

Fecha Escuela

El Código de Educación del Estado de California requiere que todas las escuelas públicas averigüen qué idioma se habla en casa de cada estudiante. Esta determinación es esencial para poder proveer instrucción significativa para cada estudiante. Les pedimos su cooperación en contestar las siguientes preguntas. Por favor regrese esta forma firmada a la secretaria de la escuela.

Nombre del estudiante:

Apellido Nombre Segundo Nombre Grado Edad 1. ¿Qué idioma aprendió su hijo/hija cuando empezó a hablar?

2. ¿Qué idioma usa su hijo/hija con más frecuencia en casa?

3. ¿Qué idioma utiliza usted con más frecuencia cuando habla con su hijo/hija? 4. ¿Qué idioma se habla con más frecuencia entre los adultos en el hogar?

¿Ha tomado su hijo/hija la Prueba del Desarrollo del Inglés de California (CELDT) durante los últimos 12 meses? No  Sí 

(Esta prueba se aplica a los futuros estudiantes que hablan una lengua materna que no sea el inglés y anualmente todos los Aprendices del Inglés.)

Si respondió “Si,” indique la fecha aproximada cuando su hijo/hija tomó el examen: __________________________ Lugar de Nacimiento del estudiante: Ciudad ________________________________ Estado __________________ País:  Estados Unidos (E.U.) Otro: _____________________________________________________

¿Ha asistido su niño o niña a un preescolar en los Estados Unidos? No  Sí 

Si es así, ¿cual es el nombre del preescolar. ________________________________ ¿En que ciudad/estado está ubicado? _________________ Fecha matriculado en los Estados Unidos (además del preescolar) ________________________________________________

ETNICIDAD

Parte I: Marque un recuadro Hispano o Latino

Ni Hispano ni Latino

Parte II: Además de su respuesta en la Parte I, marque uno o más recuadros abajo.

Asiático/a

Indígena de Asia Indígena Americano o Nativo de Alaska

Camboyano Negro o Afro-americano

Chino Blanco

Filipino

Hmong Hawaiiano Nativo o Otro Isleño del Pacífico

Japonés de Guam

Coreano Hawaiiano

Laoisiano de Samoa Vietnamés Tahitiano

Otro asiático Otro Isleño del Pacífico

La información aquí contenida es exacta de acuerdo con mi mejor conocimiento. ___________________________________________________ Firma de los padres/padrastros/tutores

San Luis Coastal Unified School District

APPENDIX H