English Learners participate in an instructional program designed to provide equal access to the core curriculum, to acquire and enhance English language skills and to meet the state and district content standards as measured by the district’s and states assessment.

Their instructional program is enhanced by a variety of supplemental support which includes in-class second language aide support, after school and other instructional enhancement programs, computer-assisted instruction, peer and cross-age tutors, as well as additional and appropriate supplemental instructional materials.

All EL in grades K-12 regardless of their EL classification receive daily instruction in English Language Development (ELD).  The state’s ELD standards form the basis of ELD instruction.  Additionally, they are provided simultaneous academic instruction in Language Arts, Math, Social Studies and Science.

 

In accordance with California Law, All English Language Learners are taught through a program of Structured English Immersion and, once reasonable level of fluency is attained, a program of English Language Mainstream study.  Both are provided in a sheltered mode by specially trained teachers.  In addition, students in the Structured English Immersion are provided assistance in their primary language by English Language Learners Instructional Assistant or the teacher if he/she is fluent in the student’s primary language.

In addition to core curriculum content provided in a sheltered mode (Specially Designed Academic Instruction In English - SDAIE), by CLAD, BCLAD, CTEL SB1969, SB 395, CTEL or AB2913 certificated teachers, ELLs receive 30 minutes daily of English Language Development (ELD).

ELD is delivered by a classroom teacher as part of a daily literacy rotation block or a specifically designated ELD period within the individual classroom.  ELD instruction commensurate with the students’ level of English proficiency is essential.  Meeting the California Standards for ELD is the foundation for this instruction.  Although acquisition of English is the focus throughout the instructional day, a specific time dedicated to ELD daily is a required part of an EL instructional program.

Secondary level students also receive instruction via a sheltered English immersion program. One period of ELD appropriate to their level of English proficiency is a requisite component of their daily schedule.  In addition, 6-12 students are assigned to CTEL, CLAD, BCLAD, SB 1969, SB 395, certified teachers who teach core curriculum in the sheltered (SDAIE) mode in classes specifically dedicated to meeting the academic needs of EL.

These classes are designated as “Sheltered” or “Clustered”.  Sheltered classes contain only EL, while “clustered” classes are composed of both of EL and their fluent English peers.

Students remain in their specialized programs until they attain reasonable fluency or are removed by a formal parent request. Following California Law, all students continue to receive ELD Instruction until they have achieved reclassified designation.

Every student whose parent has requested that his or her child be placed in an English Language Mainstream Classroom shall be placed in such a program.  The school is to document all such request on the district form titled “Withdrawal from Structured English Immersion Program”.  A parent withdrawal request does not eliminate the state requirement that a student receive daily ELD instruction.  
 

Education Code Sections 300 to 340 provide the opportunity for Parental Exception Waivers.  These waivers allow parents to place their children in primary language instruction instead of English language immersion.

Regulations for Filing Parental Exception Waivers

1. Parents must visit the school to apply for the waiver.
2. The school must provide a description of its instructional program and instructional materials available to the student.
3. In order to provide bilingual instruction at a specific site, there must be a minimum of 20 parents per grade level requesting the instruction.

Waivers will be granted for the following reasons

1. Children can demonstrate good English language skills measured by standardized English tests of vocabulary, comprehension, and writing.  The child must score at or above the state average for his grade level or at or above 5th grade level, whichever is lower or:
2. The school principal and staff believe that an alternative program would be better suited to a student’s acquisition of English, if the child is 10 years of age or older or:
3. The child has been placed in an English immersion program for 30 days and the school principal and staff believe that the child has such special physical, emotional, psychological or educational needs that alternative program would be better for him/her.  A written description of the special needs must be provided to the District Superintendent who must approve the waiver request.  However, parents of special needs children do have the right to refuse to agree to such a waiver.

Procedures for Filing Parental Exception Waivers

1. Parents must visit school site to request Parental Exception Waiver Forms.
2. Parents must complete form and return to principal for review and approval.
3. School site will forward completed waiver form to District Superintendent for approval.
4. Superintendent will return waiver form to site principal.
5. Principal will notify parent of approval or denial of waiver.

This process must be completed within 20 instructional days from submission to the principal.  However, Parental Exception Waiver Requests may not be filed by the parent during the 30 day period during which the student is placed in the English Immersion Program.  These waivers must be acted upon either no later than 10 calendar days after the expiration of the 30 day placement in the English Immersion Program, or within 20 instructional days of submission of the parental waiver to the school principal, whichever is later.  Should a waiver be denied, parents (guardians) must be informed in writing of the reasons for the denial and advised of any procedures that exist to appeal the decision to the local Board of Education.