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The proposed revisions  \nwere made in collaboration with feedback from our EL Coordinators and Special Education department, and were based on updated guidance from the California Department of Education.  \nBackground:  \nProposed revisions to the English Learner Master Plan include:  \n• Guidance on determining domain exemptions for students with disabilities which preclude assessment in that domain (i.e. Reading, Writing, Listening, or Speaking)  \n• Guidance on assigning the Alternate ELPAC for students with the most significant cognitive disabilities.  \n• Reclassification Criteria  \no Added Summative Alternate ELPAC required overall score of 3  \no Added CAA: ELA Literacy required overall score of 2  \no Added Teacher Evaluation criteria specific to Elementary Reading/Writing/Literacy grades  \nImpact:  \nThese revisions will ensure improved quality of services being provided to our Dually  \nIdentified students, as well as clarity around the reclassification process for Elementary  \nstudents.  \nBudget Implications:  \nN/A  \nExhibits:  \n• 2023-24 EL Master Plan  \nMagnolia Public Schools  \nEnglish Learner Master Plan  \nMagnolia Public Schools (MPS) endeavors to meet and exceed the needs of all learners, and is committed to closing the achievement gap that may affect those students who are not fully proficient in English. We hope to accomplish this by facilitating the acquisition and mastery of the English language as quickly as possible, while providing English Learners (ELs) with access to the core content through specialized and targeted instruction, a research-based and stateapproved curriculum, and carefully differentiated instructional strategies. MPS also promotes an equitable educational experience for our ELs and their families by providing supplemental counseling services, additional tutoring and literacy services, bilingual support, access to technology, and focused workshops where available and as needed.  \nMPS provides students with a vigorous English Language Development (ELD) program that is based on recent language acquisition research, as well as the six key principles for teaching ELs established by the Understanding Language District Engagement Subcommittee at Stanford University. These principles and research are the foundation of our program and guide our professional development. They are outlined as follows:  \n\n| Source | Year | Summary |\n| --- | --- | --- |\n| The Understanding Language District Engagement Subcommittee at Stanford University | 2012 | 1. Instruction focuses on providing ELs with opportunities to engage in discipline-specific practices, which are designed to build conceptual understanding and language competence in tandem.\u003Cbr>2. Instruction leverages ELs’ home language(s), cultural assets, and prior knowledge.\u003Cbr>3. Standards-aligned instruction for ELs is rigorous, grade-level appropriate, and provides deliberate and appropriate scaffolds.\u003Cbr>4. Instruction moves ELs forward by taking into account their English proficiency levels and prior schooling experiences.\u003Cbr>5. Instruction fosters ELs’ autonomy by equipping them with the strategies necessary to comprehend and use language in a variety of academic settings.\u003Cbr>6. Diagnostic tools and formative assessment practices are employed to measure students’content knowledge, academic language competence, and ","cbCaincdQvX0WzRn","https://ap.wps.com/l/cbCaincdQvX0WzRn","pdf",529699,22,"English","# Action Proposed\n# Purpose\n# Background\n## Proposed Revisions\n# Impact\n# Exhibits","[{\"question\":\"What is being requested for approval?\",\"answer\":\"The Board is asked to approve the updated MPS English Learner Master Plan.\"},{\"question\":\"Why are revisions being proposed to the English Learner Master Plan?\",\"answer\":\"The plan is reviewed annually, and significant changes are submitted for Board approval. The revisions reflect collaboration with EL Coordinators and the Special Education department and are based on updated guidance from the California Department of Education.\"},{\"question\":\"What changes are included in the proposed revisions?\",\"answer\":\"The revisions add guidance for domain exemptions for students with disabilities, specify alternate ELPAC assignment for students with the most significant cognitive disabilities, and update reclassification criteria, including summative alternate ELPAC overall score requirements, CAA: ELA Literacy score requirements, and teacher evaluation criteria for elementary reading/writing/literacy grades.\"}]","IV A: Action Item - Approval of Updated English Learner Master Plan | PDF",1791000519,55]