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Federal and State Programs

Overview:
Norwalk-La Mirada Unified School District (NLMUSD) currently and historically has maintained student enrollment in which a significant percentage of the enrolled students are English learners. 

Norwalk-La Mirada Unified School District is committed to providing English learners with high quality instruction that is directly linked to English language acquisition and academic success.
 
The district focuses on two major goals for English learners that serve as a guage of the program's effectiveness:
  1. Goal 1: English learners will acquire full proficiency in English as rapidly and effectively as possible.
    • Benchmark One (AMAO 1): Percent of students making annual progress in learning English
    • Benchmark Two (AMAO 2): Percent of students attaining English proficiency on CELDT
  2. Goal 2: English learners will meet state standards for academic achievement.
    • Benchmark Three (AMAO 3): Adequate Yearly Progress (AYP) for English learner subgroup at the LEA (district) level
Additional monitoring of EL progress is accomplished through the utilization of district-generated instruments and the pacing expectations articulated in the English Learner Program Performance Expectations Matrix.  EL Program Performance Expectations Matrix can be found on pages 73 and 74 of Norwalk-La Mirada USD English Learner Master Plan.
 
Systematic ELD:
Currently, Norwalk-La Mirada USD is implementing Systematic ELD, a scientifically researched based program developed by Susan Dutro of ELAchieve. Systematic ELD includes an Instructional Blueprint for English Learners/A Focused Approach. Teachers will use a Focused Approach to the Systematic ELD handbook to effectively plan instruction that can be aligned with other ELD resources.  A key component of the Systematic ELD instruction includes teaching English learners the English language structures, “mortar,” and vocabulary, “bricks,” (Language Forms and Functions) that are needed to increase their communication skills in English. English learners are also grouped and taught according to their English proficiency levels. Systematic ELD requires that English learners practice speaking in English at least 50% of the instructional time.
 
In the summer of 2010, NLMUSD Systematic ELD Certified Presenters developed Systematic ELD Units of Study that aligned to the District ELA Units of Study.  The units are available for download under the District Teacher Resource page for NLMUSD teachers. 
 
Reclassification:
Policies and Procedures for Reclassification of English Learners
The Norwalk-La Mirada Unified School District has adopted a reclassification process that enables students initially identified as English Learners to exit specialized program services and participate without further language assistance as Fluent English Proficient students. English Learners shall be reclassified as Fluent-English Proficient (RFEP) when they have acquired the English language skills necessary to receive instruction and achieve academic progress in English only, at a level equivalent to students of the same age or grade whose primary language is English.
 
Reclassification criteria validate each student’s readiness to exit from specialized English Learner programs, by demonstrating achievement and mastery of grade-appropriate standards in the following areas:
  1. English language proficiency, including reading, writing, speaking and listening (ELD); and
  2. Academic achievement as measured by California state assessments like California Standards Test (CST), California High School Exit Examination (CAHSEE), California Modified Assessment (CMA), and/or California Alternate Performance Assessment (CAPA).
The state requires that districts utilize the California English Language Development Test (CELDT) as the primary criterion and that the most recent available test data be used.  
NLMUSD reclassification criteria are:
  1. Overall CELDT (California English Language Development Test) score of Early Advanced (4) or Advanced (5) and
    • CELDT Listening score of Intermediate (3), Early Advanced (4), or Advanced (5)
    • CELDT Speaking score of Intermediate (3), Early Advanced (4), or Advanced (5)
    • CELDT Reading score of Intermediate (3), Early Advanced (4), or Advanced (5)
    • CELDT Writing score of Intermediate (3), Early Advanced (4), or Advanced (5)
  2. Performance on Basic Skills - Students will need to meet one of the following:
    • Scored 314 or above on the CST ELA (English Language Arts) 
    • Scored 314 or above on CMA ELA
    • Passed California High School Exit Examination (CAHSEE) ELA - High School Only
  3. Student's Academic Performance
    • Use measures such as grades, ELA benchmark scores, and/or high school credits on target for graduation as a consideration for reclassification
    • Note that incurred deficits in motivation and academic success unrelated to English language proficiency do not preclude a student from reclassification
  4. Parent Opinion and Consultation:
    • Parents and guardians are provided notice of their rights and invited to participate in the reclassification process; and
    • Parents/guardians must be notified in writing that the student has been reclassified.
For more information on NLMUSD reclassification criteria, please refer to Section 7 of the District EL Master Plan.  The following form may be helpful in supporting teachers, parents, and students to be knowledgeable about the reclassification process:
CABE 2013 Handouts:
 
District EL TOSA Newsletters
Elementary:
 
Secondary:
 
SIOP:
 
English Learner Master Plan