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English Learners

Tanya White

CUSD Administrator on Special Assignment

CUSD EL/ELPAC Coordinator

 
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 English Learner 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 English Learners (EL), Reclassified Fluent English Proficient (RFEP), and Initially Fluent English Proficient (IFEP) students function successfully in the English language.
  • EL/RFEP/IFEP students will have equal accessto 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
  • English Language Development Teachers
  • Bilingual Director  
 
Language Acquisition Programs
Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible and provides instruction to English learners based on the state-adopted academic content standards, including English language development (ELD) standards. (20 U.S.C. Section 6312[e][3][A][iii],[v]); EC Section 306[c])
 
CUSD provides a Structured English Immersion (SEI) program. Nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. Students also engage in designated English language development.
 
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 during the day. Secondary EL students' needs are met within an ELD specific course or within their English course. 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.