Other student outcomes in subject areas
LUSD LCAP ADVISORY GROUP
A 35-member group of stakeholder representatives meet to consult in the development of LCAP draft plan. The plan contains LCAP goals, actions and services. The group met on April 24, 2015 and May 19, 2015.
LCAP PARENT ADVISORY COMMITTEES
LCFF legislation call for two LCAP parent advisory committees to review and comment on the district's plan. An existing parent advisory committee on English learners, such as DELAC, can serve as one of the LCAP parent advisory. The other parent advisory committee must include parents or legal guardians of students who are low-income, English Learners and children in the foster care system.
DAC – District Advisory Committee
The DAC is comprised of a representative of each of the School Site Councils or School Advisory Committees in the district. It advises the district/Board of Trustees on the programs of the district. It reviews expenditure and accountability reports on the use of the LCFF funds for the district.
DELAC- District English Learner Advisory Committee
The District English Learner Advisory Committee advises the district on English learners. It reviews expenditure and accountability reports on the use of LCFF funds for English Learners. As one of two LCAP parent advisory committees, DELAC reviews and comments on the draft LCAP and its annual updates
ENGLISH LEARNER INFORMATION
AMAO: Annual Measurable Achievement Objective
CELDT: California English Language Development Test
DELAC: District English learner advisory committee
EL: English Learner
ELD: English language development
ELAC: (School site) English learner advisory committee
FEP: Fluent-English proficient
I-FEP: Initial fluent-English proficient
LEP: Limited-English proficient
R-FEP: Redesignated fluent-English proficient
Who is identified as an EL?
An EL is a K-12 student who, based on objective assessment, has not developed listening, speaking, reading, and writing proficiencies in English sufficient for participation in the regular school program. These students are sometimes referred to as Limited English Proficient (LEP). The process for identification is described in the California English Language Development Test (CELDT) Assistance Packet for School Districts at http://www.cde.ca.gov/ta/tg/el/resources.asp.
What are the ELD standards?
The English-language Development Standards are designed to supplement the English-language arts content standards to ensure that LEP students (now called ELs in California) develop proficiency in both the English language and the concepts and skills contained in the English-language arts content standards. The standards are designed to assist teachers in moving ELs to fluency in English and proficiency in the English-language arts content standards. The ELD standards were also used to develop the CELDT. The ELD standards can be downloaded at http://www.cde.ca.gov/ta/tg/el/admin.asp.
How long must districts provide services to ELs?
School districts are required to continue to provide additional and appropriate educational services to English learners until they have demonstrated English-language skills comparable to that of the district’s average native English-language speakers and have recouped any academic deficits which may have been incurred in other areas of the core curriculum (CCR, Title 5, section 11302). Services must continue until ELs meet objective reclassification
What are Title III Accountability Measures?
Title III requires that states hold Title III subgrantees accountable for meeting three annual measurable achievement objectives (AMAOs) for English learners. The first AMAO relates to making annual progress on the CELDT, the second relates to attaining English proficiency on the CELDT, and the third AMAO relates to meeting Adequate Yearly Progress (AYP) by the English Learner subgroup at the LEA level.
criteria (EC 313). This means that EL students must be provided with ELD and SDAIE, as needed, and/or primary language instruction until they are redesignated as fluent English proficient (FEP).