In its commitment to serving all students equitably, SSD has devised a Master Plan for English Learners aligned to California’s groundbreaking ELA/Literacy and ELD Framework which makes it clear that we must provide a comprehensive, consistent and coordinated program of instruction to support students in achieving proficiency in all content areas, being reclassified (scroll down for more information) and thus being prepared with a strong foundation of skills and knowledge to succeed in their educational pursuits. 

When a student is first enrolled, SSD identifies potential English Learners through the Home Language Survey, completed by parents/guardians. Once identified, per state regulations, the child completes the state's English Language Proficiency assessment. In 2017-18, the state transitioned from the use of the CELDT (CA English Language Development Test) to the ELPAC (English Language Proficiency Assessments for California). On the basis of the CELDT or the ELPAC assessment, students are classified as either Initially Fluent English Proficient (IFEP) or English Learner (EL). Parents are notified of the results and students are placed in a program of study.

There are 2 "programs of study" in SSD and here at Cumberland. These are not separate programs but rather teaching practices that are administered in the mainstream classroom by the general education teacher: English Language Mainstream (ELM) and Structured English Immersion (SEI).

We ensure that each student receives instruction in English at his or her level of English proficiency as well as meaningful access to grade-level academic content in the mainstream class through the following:

Designated ELD

Designated ELD occurs daily as “a protected time during the school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English” (Framework Ch 2 P 91).

• Classroom teachers provide targeted language support at their students' language proficiency levels (small group or 1:1 support)
• Newcomers - In addition to classroom support, English learners who have been enrolled fewer than 2 years and score below a 2 overall on CELDT receive 30 minutes of daily pull-out instruction with a focus on building confidence and basic interpersonal communication skills utilizing the Carousel of IDEAS Curriculum and increasing subject-matter support as students progress. These students will also be provided access to a Rosetta Stone English Language license that they may utilize at the classroom teacher's discretion during the school day. They will also be able to access the application at home for continued practice.

Integrated ELD

Integrated ELD occurs throughout the day and across all content areas.  Teachers use the CA ELD standards “in tandem with the CA CCSS for ELA/Literacy and other content standards to support their ELs to learn rich content and develop advanced levels of English” (Framework Ch 2 P 90).  

• Teachers provide ample opportunities for structured student talk, explicit vocabulary instruction; direct teaching and practice with functional language at increasing levels of sophistication (ex: cause/effect; compare/contrast; etc.)
  
  
• Teachers provide effective instructional experiences for ELs that…
•  Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging
•  Are appropriately scaffolded in order to provide strategic support that moves learners toward independence
•  Build both content knowledge and academic English
•  Value and build on primary language and culture and other forms of prior knowledge
  
  (Anstrom, and others 2010; August and Shanahan 2006; Francis, and others 2006; Genesee, and others 2006; Short and Fitzsimmons 2007)

Students eligible for reclassification must first meet the initial assessment criteria listed here:

• CELDT or ELPAC: Overall 4 or 5 + no subtopics < 2
• STAR Reading: 50th Percentile (Scaled Score)

Once they have met the assessment criteria, our Language Review Team (LRT) considers additional criteria:

• Grades in ELA: 3’s or higher in Reading and Writing strands
• Teacher’s Recommendation
  

The LRT meets twice a year to review progress and make a preliminary determination upon which parents are notified and parent opinion is considered before a final decision is made and communicated to the state:

• Winter LRTs (Jan/Feb): Grades 2-5
• Spring LRTs (May): Grades 1-5