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Vision and Mission for English Learners

The District’s shared vision and values are the foundational basis for the English Learner Office’s mission. We strive to be the most outstanding and innovative English Learner Program. We are dedicated to teaching English learners so that they reach the highest level of proficiency on the State and District standards in order to be reclassified to Fluent English Proficient. We foster a culture of respect for diversity and inclusion in a safe and caring learning environment.

Our Goals

• Offering program options to parents and students to include Bilingual Transitional Alternative Newcomer, Structured English Immersion, and English Language Mainstream programs.
• Providing daily instruction in English Language Development for all English Learners.
• Using the English Language Development standards and other State standards to guide instruction.
• Assessing students regularly and giving them ample opportunities to reach standard.
• Offering a data collection system to ensure quality education for all English Learners.
• Offering a monitoring system to ensure that required progress in English proficiency and mastery of grade level standards is attained by English Learners.
• Involving parents in the school and in the classroom through use of the home language, whenever possible.
• Providing additional opportunities and funding for students to succeed.
• Providing sufficient resources for quality curriculum, leadership, professional growth needs and appropriately credentialed staff to teach and assist English learners.

English Learner Diversity in CVUSD

According to the District’s Language Census conducted April 2008, there were 4135 English Learners (ELs) and 390 Reclassified Fluent English Proficient Students (RFEPs) within the 16237 student population. In 2008, 25% of the total student population was ELs and 9% were RFEPs. 72% of our total English Learner population is Spanish-speaking, 10% are Chaldean, and 8% are Arabic. There are 41+ “other student language groups” that include Kurdish, and Filipino.

English Learner Programs Currently Provided

Structured English Immersion (SEI)
Structured English Immersion is an English language acquisition program designed for English Learners students with CELDT language performance levels of Beginning to Intermediate (Levels 1, 2 and 3). In an SEI setting, in which nearly all classroom instruction is in English, the curriculum and presentation are modified for children who are learning the language. Language teaching takes place all day, in all content areas. English Learners Students receive daily instruction in English Language Development (ELD). Access to the content areas is provided through English Language Development Standards Based Content Instruction. High expectations in conjunction with appropriate language and instructional support ensure English Learner student success in this program. Primary language support may be provided.

English Language Mainstream (ELM)
This program is designed for English Learners who have reached “reasonable fluency” as defined by the state (CELDT levels 4 and 5) and is taught overwhelmingly in English. Although orally proficient, English Learners in this program have not yet met reclassification criteria and continue to need daily instruction in English Language Development (ELD). In addition, they need support in the content area through the use of SDAIE (Specially Designed Academic Instruction in English) strategies.

Bilingual Transitional Alternative (BTAP)
The Bilingual Transitional Alternative Program is an English language acquisition program for pupils in instruction, textbooks, and teaching materials are in the child's native language (Spanish) and in English. This multi-year program (which incorporates early exit for grades K-3 and late exit for grades K-5) ensures the following:

• Students have access to the core curriculum through their primary language and sheltered instruction;
  
• Students make rapid progress in both oral English Language Development and content areas;
  
• A coherent transition is made from primary language instruction to instruction in English.
  

In order to participate in this program, parents must come to the school to request and complete a Parental Exception Waiver on a yearly basis. This waiver must be approved by district personnel.

Newcomer Program
This is a temporary transitional program designed to meet the unique needs of newcomer students in the context of a nurturing and supportive educational environment. Newcomers are identified as students who have been in the United States fewer than 2 years and have limited English proficiency and/or limited educational experience in their native countries.

This program offers a range of instructional activities that reflect the goal of developing both language and academic skills. Newcomer students transition to a Structured English Immersion or English Language Mainstream Program after 1-2 years, depending on their needs.

English Learner Curriculum

• Pacing Guides
  • AVENUES Pacing Guide
  • High Point ELD Pacing Guide
  • High Point ELA/ELD Pacing Guide
  • BTAP Pacing Guide
    

Resources

• ELD Standards
• SDCOE English Learner Unit

Please see the Teacher Resource Section for the English Learner Curriculum and Instruction resources