Disclaimer

This website was created during non-work hours using donated software, hardware and web hosting. It is intended for discussion, modification and eventual adoption by the Roseville Joint Union High School District (California). Until such process is completed, the opinions expressed on this website are the opinions of the author alone.

Table of Contents

Short Table of Contents

An abbreviated Table of Contents is presented in the left hand column. The main page offers a more comprehensive Table of Contents.

Introduction & Overview

Introduction
Board Statement

Table of Contents

Chapter 1: Identification of English Learners

State and Federal Law
The Home Language Survey
Initial Assessment
CELDT Testing
Identification
Assessment
Primary Language Proficiency
Notification of Results of Initial Assessment
Student Placement
Transfer of Students
Policy and Procedures for the Assessing and Enrolling Students

Chapter 2: Student Clientele

Distribution of English Learners
English Learner Enrollment Statistics
Interdistrict Transfer Agreements for English Learners
Challenges

Chapter 3: Instructional Program Description

Instructional Program for English Learners
Academic English for Secondary Students.
Magnet Program at Roseville High
Program at Oakmont High
Specialized Courses
Some Frequently Asked Questions about the CELDT
Staff Responsibilities
Superintendent Responsibilities
Site Administrative Staff Responsibilities
Site Principal Responsibilities
English Learner District Coordinator Responsibilities
Challenges
One Hundred Percent Teachers.
One hundred percent instructional aides.
Training and Transformation
Appropriate curricular materials
Research Base for ELD and SDAIE Programs
Key Strategy: Implementation of SIOP Instructional Framework
Instruction Based in Research: Students Teaching Students Model
Curriculum and Instruction Based in Research: Spanish for Native Speakers

Chapter 4: Assessment of English Learners

State Testing Programs
Details about the California English Language Development Test
Frequently Asked Questions about the CELDT

Chapter 5: Personnel and Credentialing

Instructional Staff
Staffing
Highly Qualified Teachers
Training Options for English Learner Authorization
Additional Specialized Training
Parent Education in Conjunction with Roseville Adult School
Program Expectations
Theoretical Frameworks for Program Organization
Professional Development for Implementation
Instructional Aides

Chapter 6: Governance and Funding

Governance and Funding
Governance
Required Committees and Advisory Groups
Relationship to Site Committees
Relationship to District committees
Administration
Overview
Personnel
Funding
Source of Funds for English Learner Programs
Compliance Monitoring
Legal Assurances

Chapter 7: Relations with Community and Families

Community Relations
Partnership with Parents
Parent Institute for Quality Education (PIQE)
Yes We Can!
Partnership with Other Educational Agencies
Partnership with Other Governmental Agencies
City of Roseville
City of Roseville Police Department
City of Roseville Public Library
Partnership with Ethnic Communities
Welcome
Challenges
Relations with Significant Demographic Subgroups
Demographic Subgroups as Defined by the State of California

Chapter 8: Program Evaluation

Program Goals and Evaluation
English Learner Program SMART Goals
SMART Goal Statistics
General Goals
Internal Evaluations
CELDT Research
External Evaluations
Annual Measure of Achievement Objectives
Annual Measures of Achievement Objectives (AMAO)
Evaluation Question: What percent of the English Learners made AMAO 1? 
Evaluation Question: What percent of the English Learners made AMAO 2?
Evaluation Question: What percent of the English Learners made AMAO 3?
Categorical Program Monitoring (CPM)
Evaluations Associated with Program Improvement
English Learner Self Study Assessment (ELSSA)
Dataquest
Who Counts?
WASC
Graduation Rates
California High School Exit Exam (CaHSEE)
CAHSEE Results
API Subgroups
Description
Challenges
District Challenges
Magnet Program Challenges
School Site Challenges

Chapter 9: Strategic Vision

Strategic Vision for English Learners
Vision and Strategies
Daily Instructional Time
Yearly Instructional Time
Quality of Instruction
Depth of Learning
Quality of Instructional Materials
Administrative and Managerial Support
Family

Chapter 10: Performance Improvement Initiatives

Appendices