The IUSD Language Minority Program takes great pride in the success of our English Immersion Program/Newcomers Program. On this page you will find information related to our program and an outline of the instruction offered to students with limited or no English. For answers to specific English Learner programs at your school, please contact your school site directly.
It is our goal that each child experience success in their education. To that end, we offer free parent classes and informational meetings periodically throughout the school year. We cordially invite parents or guardians to attend and welcome your feedback. For a list of the current classes and meetings being offered, check the list under Parent Classes and Meetings (below).
After enrollment at the school site is complete and verified by school staff, any student who has a language other than English in their linguistic background will be scheduled for an assessment using the California English Language Development Test (CELDT).
This is NOT an option and is a state mandated requirement. Information regarding the state requirements can be found on the Calfornia Department of Education website- http://www.cde.ca.gov/ta/tg/el/
Further information can be found in the following letter:
Location: Westwood Training Center: 1 Liberty, Irvine, CA
Time: 9:30 - 11:00 a.m.
2012-13 Incoming Kindergarten Parents
This meeting will answer questions and provide information regarding the CELDT
(California English Language Development Test)
CBET (Community Based English Tutoring)
What is CBET?
Community Based English Tutoring is a tutorial training program offered to parents of school-age children or members of the community throughout the Irvine Unified School District. The program’s goal is to empower parents with the English skills and support necessary for them to become active participants in their children’s education. Experienced, certificated teachers instruct the classes.
Every year the IUSD Language Minority Programs hosts a series of meetings for parents or guardians of K-12th grade students within the Irvine Unified School District. We are confident you will find the information and speakers helpful and invite you to attend any one or all of the meetings. Click on the above Timely Topic link to print a description of each meeting.
September 28, 2011
November 3, 2001
January 25, 2012
March 28, 2012
DELAC(District English Learner Advisory Committee)
(6:30 - 8:00 p.m.) Unless otherwise noted all DELAC meetings are held at the: District Office Board Room: 5050 Barranca Pkwy, Irvine, CA
DELAC is comprised of representatives from each school's English Learner Advisory Committee (ELAC), a school-based committee required if there are more than 21 English Learners at that school. The Committee's role is to advise the district on programs and services for English Learner students. For more information, contact your school principal or ELAC chair.
Parent's are welcome to attend the DELAC meetings listed below.
DELAC Meetings for 2011/12:
November 2 , 2011
February 8, 2012 has been changed to February 28, 2012.
February 28, 2012 -- Full day workshop: 8:30 a.m. - 3:00 p.m.
Facilitating Effective English Learner Advisory Committees
Location: Westwood Training Center: 1 Liberty, Irvine, 92604
April 25, 2012
May 23, 2012
Annual CELDT - Parent Notification-Explanation of CELDT
The following information is accurate as of April 2010 and is subject to revision.
General Informaton:
In the Newcomer classrooms, students with very limited or no English proficiency are given an opportunity to develop their ability to listen, comprehend and produce the sounds of their new language. All subject areas of the curriculum are taught using special teaching strategies. Students benefit socially and academically in this supportive environment prior to placement in the regular classroom. Statistics indicate that students with little or no English progress faster and are more successful in their academics after having participated in the Newcomers Program.
The Newcomer classrooms are located at various and strategic schools sites throughout the district. Placement is limited and therefore is based upon space availability at the time the student receives the CELDT (California English Language Development Test). We do not guarantee placement due to the limited classroom space.
The 2011/12 sites are:
Elementary: College Park, Culverdale, Stonegate, University Park
Middle School: Rancho
High School: University High
ENGLISH LANGUAGE IMMERSION
NEWCOMERS PROGRAM
In the fall of 1984, due to increasing numbers of limited English proficient students enrolling in the Irvine Unified School District, English Immersion classrooms were established for grades K-6. In 1987, the program was expanded to include grades 7 and 8 and in 1998 grades 9-12 were added. The goal is to provide these special students with an opportunity to acquire English language proficiency in a supportive environment prior to placement in the regular classroom.
Criteria for eligibility to enroll in the Newcomer Classes are: 1) very limited English proficiency; 2) definite need for oral English language development prior to the introduction of English reading or writing; and, 3) agreement to enrollment by parents / guardian.
Enrollment in the Newcomer class is for a minimum of one semester. Typically, students stay no longer than two semesters. Location of the Newcomer class is based upon classroom space availability at the time of enrollment and after the student's English assessment.
Criteria for exit from the Newcomer class and to return to the neighborhood school includes attainment of an appropriate level on the CELDT (California English Language Development Test) and otherwise satisfactory progress in language acquisition and other academic areas based on teacher observation and testing.
If parents choose the neighborhood regular classroom, they waive the right to this particular special EL instruction program only. These English learners will still receive daily EL instruction from their resident school.
Reaction from staff and administration, including those at the Newcomer classroom sites, has been positive. The teachers appreciate knowing that these students can receive appropriate comprehensible instruction in this setting. Students who achieve a threshold of reasonable fluency in English make a smoother transition to the academic program in the regular classroom where they continue to receive support and make progress.
English Learner Program Descriptions
Typeof Setting
Eligible Students
K-6 CURRICULUM DESCRIPTION
Structured English Immersion (Newcomer)
Classroom Setting
English Learners
CELDT Level 1 (Beginning)
CELDT Level 2 (Early Intermediate)
Explicit ELD: Daily for 60 minutes, IDEA and supplementary materials.
Access to Core: Greatly differentiated instruction in ELA, math, social science and science delivered with highly SDAIE strategies and supplemental materials.
Art, Music, P.E.: Mixed groups of EL, FEP, and E/O students
Primary Language Support: Used only to motivate, clarify, direct, support, or explain.
Exit Criteria: An English Learner will exit the Newcomer Program once he/she demonstrates a reasonable fluency in English. (Education Code 305; 5CCR 11301)
English Language Mainstream Classroom Setting
English Learners
CELDT Level 3 (Intermediate)
CELDT Level 4 (Early Advanced)
CELDT Level 5 (Advanced)
Explicit ELD: Daily for 30 minutes, IDEA, and supplementary materials.
Access to Core: Based on GLS, differentiated instruction in ELA, math, social science, and science delivered with SDAIE strategies and materials.
Art, Music, P.E.: Mixed groups of EL, FEP, and E/O students.
Primary Language Support: Minimal, only as needed.
Parent Request: A student shall be placed in a Mainstream English Language program upon parent/guardian request (5CCR 11032).
Alternative Program Dual Language Immersion
English Learners
All CELDT Levels
Explicit ELD: Daily for 30 minutes, IDEA, and supplementary materials.
First Language Literacy: Daily instruction using published materials as available and teacher-made supplemental materials.
Access to Core: Primary Language instruction in math, social science, science, fine arts, and P.E. delivered in first language.
Over time, as students gain English proficiency, instruction provided in English will be systematically increased until parity is reached and the EL student is reclassified to Fluent English Proficient (FEP).
Type of Setting
Eligible Students
7-12 CURRICULUM DESCRIPTION
Structured English Immersion (Newcomer)
Classroom Setting
English Learners
CELDT Level 1 (Beginning)
CELDT Level 2 (Early Intermediate)
Explicit ELD: 3 Periods daily with ELD text and supplementary materials.
Access to Core: Greatly differentiated instruction in math, social science and science delivered with highly scaffolded SDAIE strategies and supplemental materials. 1 period each daily.
P.E.: Mixed groups of EL, FEP, and E/O students
Primary Language Support: Used only to motivate, clarify, direct, support, or explain.
Exit Criteria: An English Learner will exit the Newcomer Program once he/she demonstrates a reasonable fluency in English. (Education Code 305; 5CCR 11301)
English Language Mainstream Classroom Setting
English Learners
CELDT Level 3 (Intermediate)
CELDT Level 4 (Early Advanced)
CELDT Level 5 (Advanced)
Explicit ELD: 1 Period daily with text and supplementary materials.
Access to Core: Differentiated instruction in ELA, math, social science, and science delivered with SDAIE strategies and materials. 1 period each daily.
P.E. and Elective: Mixed groups of EL, FEP, and E/O students.
Primary Language Support: Minimal, only as needed.
Parent Request: A student shall be placed in a Mainstream English Language program upon parent/guardian request (5CCR 11032).
Alternative Program Dual Language Immersion
English Learners
All CELDT Levels
Explicit ELD: Daily for 30 minutes with ELD text and supplementary materials.
First Language Literacy: 1 period daily instruction using published materials as available and teacher-made supplemental materials.
Access to Core: Primary Language instruction in math, social science, and science delivered in first language.
P.E. and Elective: mixed groups of EL, FEP, and E/O students.
Over time, as students gain English proficiency, instruction provided in English will be systematically increased until parity is reached and the EL student is reclassified to Fluent English Proficient (FEP).
RECLASSIFICATION CRITERIA
To bereclassified to Fluent English Proficient (FEP), students must meet the minimum requirements determined by the State of California and the criteria established by IUSD. IUSD criteria for reclassification is as follows:
Annual CELDT results indicate, A). Overall score of Early Advanced (4) or Advanced (5), B). a score of Early Advanced (4) or Advanced (5) in the four skill areas - Listening, Speaking, Reading, and Writing, and C). only one Intermediate (3) score in the 4 skill areas
California Standards Test (CST) results indicate a score of Proficient (4) or Advanced (5) for the English Language Arts portion (ELA)
Teachers have evaluated student performance and concur with the recommendation to reclassify
Parents/Guardians concur with the recommendation to reclassify
ALTERNATIVE PROGRAM
Parents/guardians shall be informed of the appropriate program placement of their child in either Structured English Immersion Program (SEI) or a Mainstream English Language program and shall be notified of an opportunity to apply for a parental exception waiver for an alternative education program (Education Code 310; 5CCR 11303). Parents have the right to request a Parental Exception Waiver for the Alternative Dual Language Instruction model.
S.D.A.I.E. METHODS DEFINITION
WHAT: SDAIE English is a synthesis of:
Second language acquisition research
Strategies for access to core curriculum
Modified materials
Appropriate lesson planning
Cooperative learning
WHO: SDAIE English is for:
LEP students of various language groups
Students who have acquired an intermediate level of English fluency
SDAIE methods will not provide beginners with access to core curriculum
WHY: SDAIE English is beneficial because it:
Provides equal access to the core curriculum for intermediate learners of English
Fulfills legal requirements
Allows for academic growth during English acquisition
