- Business Services
- Facilities, Operations & Maintenance
- Child Nutrition Services
- Human Resources
- Elementary Learning
- Middle School Learning
- High School Learning
- CUSD Mathematics
- CA School Dashboard
- CUSD Distance Learning Plan
- State and Local Assessments
- English Learners
- CUSD Distance Learning Plan - Grades
- CUSD Approved K-8 Textbooks & Instructional Materials
- CUSD Approved 9-12 Textbooks & Instructional Materials
- Department of Defense Grants
- Next Generation Science Standards (NGSS)
- Educational Technology
- Digital Proficiency and Citizenship
- Single Plan for Student Achievement (SPSA)
- Learning Continuity & Attendance Plan (LCP)
- Local Control Accountability Plan (LCAP)
- Federal Funding (CONAPP)
- Transitional Kindergarten & Kindergarten Information
- School Accountability Report Cards (SARC)
- Visual and Performing Arts
- SB-359 CA Mathematics Placement Act of 2015
- What is STEAM?
- Teaching to High Potential
- Williams Complaint Form
- CASSPP Scores-Parent Access Instructions
- Elementary Report Cards-Parent Access Instructions
- Expanded Learning Opportunities Grant Plan
- Preschool & Child Care
- Student Services
- Health Services
- Special Education
- Clinical Counseling
- Section 504
- Assurance of Nondiscrimination
- California Healthy Kids Survey
- Bullying Prevention and Intervention
- Sexual Harassment
For all students, bilingualism is a cognitive and linguistic asset. Developing the language used in the home by parents, grandparents, or other relatives also promotes healthy self-image, pride in one’s heritage, and greater connection with one’s community. This cultural awareness and appreciation for diversity is, in fact, critical for all students to develop in order to prepare to be global-minded individuals. -California ELA/ELD Framework, Chapter 2
Our EL Program Coronado Unified School District’s instructional framework for supporting English learners is based on current research related to effective instructional practices for second language learners. The following guiding principles, as defined by the ELA/ELD Framework, provide a compass for our work:
- Schooling should help students achieve their highest potential.
- The responsibility for learners' literacy and language development is shared.
- ELA/literacy and ELD curricula should be well designed, comprehensive, and integrated.
- Effective teaching is essential to student success.
- Motivation and engagement play crucial roles in learning.
The purpose of the EL Program is to develop fluency in speaking, reading, and writing English in each student whose primary language is not English; promote cross-cultural understanding; and provide equal opportunity for academic achievement.
Goals of the plan include:
- The fundamental goal of our program is to have EL, RFEP, and IFEP students function successfully in the English language.
- EL/RFEP/IFEP students will have equal access to the curriculum provided for all students. These students will make progress through the curriculum, experience, success, and will sustain adequate social/emotional adjustment. This is their civil right.
- EL/RFEP/IFEP students will achieve adequate yearly progress at the same rate as students whose primary language is English.
- EL/RFEP/IFEP students will work towards mastering grade level standards.
Though EL and RFEP students have the greatest needs, teachers need to be aware of IFEP students as well, as support in continuing to develop reading, writing, and speaking skills may be a need.
Who supports EL/RFEP/IFEP students?
- All certificated staff with CLAD credentials
- All site administration
- EL Resource Teachers
- Bilingual Director
Across the district:
- 100 English Learners (EL) students
- 118 Reclassification to Fluent English Proficient (RFEP) students
- 167 Initially Fluent English Proficient (IFEP) students
- EL Student Totals - District - Fall 2016.pdf
English Learner Program
California State law requires that all English learners are placed in an English language acquisition program that is appropriate for their grade and English proficiency level. The instructional framework for English Learners includes Designated English Language Development (ELD) with an emphasis on providing access to grade level content while developing academic language.
Designated English Language Development is part of a comprehensive approach to improve the academic achievement of English learners in listening, speaking, reading, and writing. At the elementary level, Designated ELD is a targeted, proficiency level based approach with its own dedicated time of 30 minutes each day taught by a dedicated CUSD EL Resource Teacher. Secondary EL students' needs are met during one period of ELD. Essential components of Designated ELD include:
- Purposeful placement of students by English language proficiency level.
- Explicit teaching of how English works in a meaningful context.
- Emphasis on substantial oral language practice to ensure accuracy and fluency.
- Attention to the use of newly taught language throughout the day in academic and social settings.
- Ongoing progress monitoring of English language development.
Integrated ELD: EL students are supported in every CUSD classroom; all CUSD teachers hold a required English Learner Authorization and Cross-cultural, Language, and Academic Development (CLAD) certificate. Teachers engage in research-based professional development to strengthen their implementation of the instructional framework and integrate the ELD standards with all content areas. Once ELs are reclassified as Fluent English Proficient (RFEP), they continue to be monitored and supported in all classrooms.