LIVE OAK ELEMENTARY SCHOOL JANUARY 20, 2011 English Language Development & English Learner Advisory Committee (ELAC)   Ove...
2009-2010 English Learner Population State/County/District/Live Oak Total Enrollment Number of English Learners Students R...
Live Oak Top 10 Home Languages Number of English Learners Home Language March 2010 Mandarin  35  (25%) All Other Non-Engli...
California English Language Development Test (CELDT) <ul><li>If parents indicate a language other than English on the Home...
CELDT Levels <ul><li>A passing CELDT score is overall Early Advanced or higher, with  no more than one  subtest score of I...
English Learner Status <ul><li>After a student is given the CELDT test for the first time, he/she is designated as one of ...
Reclassification Requirements <ul><li>In order for a student to be  reclassified  as English proficient,  all  of the foll...
ELAC  Responsibilities (California Department of Education) <ul><li>The ELAC advises the school on the following: </li></u...
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ELAC Overview - SRVUSD and LO

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ELAC Overview - SRVUSD and LO

  1. 1. LIVE OAK ELEMENTARY SCHOOL JANUARY 20, 2011 English Language Development & English Learner Advisory Committee (ELAC) Overview SRVUSD ELD Center Jennifer Beavers – 479-6583 Sheri Herauf – 479-6581
  2. 2. 2009-2010 English Learner Population State/County/District/Live Oak Total Enrollment Number of English Learners Students Reclassified Fluent English Proficient CA 6,190,425 1,468,771 (23.7%) 175,417 (11.6%) Contra Costa County 166,519 29,088 (17.5%) 2,577 (9%) SRVUSD 27,937 1,179 (4.2%) 218 (17.7%) Live Oak 1038 140 (13.5%) 32 (19.9%)
  3. 3. Live Oak Top 10 Home Languages Number of English Learners Home Language March 2010 Mandarin 35 (25%) All Other Non-English 25 (18%) Korean 20 (14%) Cantonese 15 (11%) Hindi 10 (7%) Spanish 10 (7%) Vietnamese 8 (6%) Urdu 5 (4%) Arabic 2 (1.4%) Dutch 2 (1.4%) Farsi 2 (1.4%) Filipino (Pilipino or Tagalog) 2 (1.4%)
  4. 4. California English Language Development Test (CELDT) <ul><li>If parents indicate a language other than English on the Home Language Survey the student must be given the CELDT test. </li></ul><ul><li>The CELDT is a test of English skills in the following areas: </li></ul><ul><ul><ul><ul><ul><li>Listening </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Speaking </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Reading </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Writing </li></ul></ul></ul></ul></ul>
  5. 5. CELDT Levels <ul><li>A passing CELDT score is overall Early Advanced or higher, with no more than one subtest score of Intermediate. Note: K/1 Listening & Speaking only </li></ul><ul><li>  </li></ul>
  6. 6. English Learner Status <ul><li>After a student is given the CELDT test for the first time, he/she is designated as one of the following: </li></ul><ul><ul><li>Initial English Fluent Proficient (IFEP) – if a passing CELDT score is achieved </li></ul></ul><ul><ul><li>English Learner (EL) – until all reclassification requirements have been met </li></ul></ul><ul><ul><li>Note: Kindergarteners, 1 st , and 2 nd graders will continue to be </li></ul></ul><ul><ul><li>designated as English learners until they take the STAR test in </li></ul></ul><ul><ul><li>2 nd grade, even if they are performing well academically. </li></ul></ul>
  7. 7. Reclassification Requirements <ul><li>In order for a student to be reclassified as English proficient, all of the following requirements must be met: </li></ul><ul><ul><ul><li>Passing score on CELDT </li></ul></ul></ul><ul><ul><ul><li>A score of 325 or higher on the English Language Arts section of the STAR test </li></ul></ul></ul><ul><ul><ul><li>Academic performance at or above grade-level standards & teacher recommendation </li></ul></ul></ul><ul><ul><ul><li>Parent consultation & approval </li></ul></ul></ul>
  8. 8. ELAC Responsibilities (California Department of Education) <ul><li>The ELAC advises the school on the following: </li></ul><ul><ul><li>Development of a plan for English learner education for the school site plan </li></ul></ul><ul><ul><li>Development of the school’s needs assessment for the site plan </li></ul></ul><ul><ul><li>Distribution of the annual language census data </li></ul></ul><ul><ul><li>The importance of regular school attendance </li></ul></ul><ul><ul><li>The academic needs of English learner students </li></ul></ul>

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