Chapters
Overview
We developed this master plan to ensure that English learners acquire academic English, have full access to a challenging academic curriculum, and that they build the multicultural proficiency so necessary in today’s complex and challenging world. This is an operational plan. We are all expected to follow it.
Chapter 1
The Oxnard School District (OSD) process for initial identification and placement of students into an appropriate instructional program has been adopted to ensure that there is consistency in enrollment procedures, including assessment, information given to parents concerning program options, and placement of students in appropriate programs based on assessment results and parental choice.
Chapter 2
The Oxnard School District is committed to providing English Learners with “a challenging core curriculum and instruction that develops proficiency in English as rapidly and effectively as possible in order to assist students in becoming productive members of our society”.
Chapter 3
Student progress is monitored at least annually, based on a set of district-adopted and State-mandated assessments. These assessments are used to determine English language proficiency and evaluate students’ academic performance.
Chapter 4
The district ensures that all administrators and teaching personnel whose assignment includes English Learners hold appropriate certification to provide necessary instructional services to English Learners. Administrators should hold the CLAD or equivalent teaching certification.
Teachers assigned to provide ELD, SDAIE and primary language instruction must be properly authorized.
Chapter 5
This chapter treats three major topics in regard to the engagement of parents of English Learners in their children’s education. The first part of the chapter addresses parent participation in governance at the school through the English Learner Advisory Committee (ELAC) and at the district level through the District English Learner Advisory Committee (DELAC).
Chapter 6
This chapter begins with an overview of evaluation and accountability, then describes the specific district goals for English Learners and the evaluation questions. Specific assessments and methods are then referenced for each goal. The chapter concludes with a detailed description of the responsibilities of involved individuals and groups, in order to make clear their roles in English Learner accountability. Accountability work is everyone’s responsibility.
Chapter 7
The district is committed to allocating sufficient funds to fully implement the English Learner Master Plan. Funds are allocated following the mandates prescribed by the Education Code, state regulations and district policies. EIA-LEP and other categorical funds are used to supplement the base educational program and not to supplant general fund monies. The core program is supported by the general fund. Expenditures are audited annually by the district’s Business Office and by external auditors.
Appendix
The Appendix provides a glossary of key terms, definitions of acronyms used in the plan, legal references and selected references that describe best practices for use with English Learners.