10-11+EL+Report

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Department, Team or Program: **English Learner Program** Name of person submitting the report: Maxine Sagapolutele, English Learner Coordinator And Jessica Hunt, English Learner Math Coordinator

This year we focused on implementing SDAIE and student engagement strategies in the ELD and core subject sheltered classes. Our goal was to provide access to a rigorous, academic, and grade level curriculum that is aligned to California English Language Arts Standards and Algebra/Geometry standards.

1. What were your successes in meeting your team goals and supporting the Site Goals?
 * The EL Math Coordinator created a placement test and administered the test at the start of the school year to make sure that the students were properly placed
 * The math courses aligned their curriculum creating a more equitable experience for students, which also includes CAHSEE prep materials.
 * The math EL PLC focused on implementing SDAIE based activities and literacy strategies.
 * Since last year’s implementation of the Edge curriculum in ELD which ensured that curriculum is aligned to grade level standards and high school level thinking, the teachers continue to develop their understanding and use of literacy strategies and maintaining high expectations.
 * Four ELD teachers attended a week-long summer training focused on using the Edge Curriculum and shared the information during the few planning days which prompted the team to divide the Edge curriculum between the ELD and Reading classes.
 * We continue to build a strong ELD PLC team and improve collaboration/communication by using the wikispace: [|www.eldplc.wikispaces.com], the support teachers (Reading and CAHSEE Prep) are working with ELD teachers to develop our writing program. The writing program focused on four types of ELA/ELD Standards: narrative writing, expository writing, persuasive writing, and research writing. This was implemented at all levels of ELD with different levels of support.
 * We offered Extended Day Sheltered courses in English and Biology for English Learners who are behind in credits and for 9th grade English Learners to catch up in English to be at grade level next year (English 3C) in order to participate in the AVID program
 * We created a Peer-Tutor program to train students to work as tutors in ELD and EL math classes. We created a Peer-Tutor curriculum and students attended meetings to complete and discuss the curriculum.

Math EL PLC SMART Goal: The team will increase the number of students passing the course with an A-C by 3%. Results as of quarter 1: The team increased the number by 2.5% overall. Sheltered Algebra IC 10-12 || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  79%  ||   28  ||   64%  ||   87%  ||   87%  ||  || 2009-2010 ||   ||   ||   ||   ||   ||  ||  Sheltered Algebra IC YL  || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  86%  ||   57  ||   70%  ||   88%  ||   56%  ||  || 2009-2010 ||   85%  ||   89  ||   ||   ||   ||  ||  Sheltered Basic Algebra Grade  || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  ||   ||   ||   71%  ||   66%  ||  || 2009-2010 ||   45%  ||   33  ||   ||   ||   ||  ||  Sheltered Basic Geometry  || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  50%  ||   22  ||   33%  ||   53%  ||   53%  ||  || 2009-2010 ||   63%  ||   24  ||   ||   ||   ||  ||  Sheltered Math 1/Foundations  || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  74%  ||   158  ||   68%  ||   61%  ||   55%  ||  || 2009-2010 ||   60%  ||   151  ||   ||   ||   ||  ||  Sheltered Foundations/BA??? || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  ||   ||   ||   ||   ||  || 2009-2010 ||   67%  ||   27  ||   ||   ||   ||  ||  Sheltered HSEE/Foundations  || || A/B/C Data || Q1 (n ) || || Q2 || Q3 || Q4 || || 2008-2009 ||  64%  ||   25  ||   67%  ||   70%  ||   82%  ||  || 2009-2010 ||   ||   ||   ||   ||   ||  || ||  ||  ||  ||  ||  ||  || ELD PLC SMART GOAL: 75% of students will meet standard at each level on   The Narrative Benchmark quarter 1. ELD 2009 Narrative Benchmark Results: Beginning: Below Standard 3 = F (30%) 4 = F (40%) || Approaching Standard 5 = C-(72%) 6 = C (75%) 7 = C+ (78%) || Meets Standard 8 = B- (82%) 9 = B (85%) 10 = B+ (88%) || Exceeds Standard 11 = A- (92%) 12 = A (95%) || 22 || 34 ||  32 ||  15 || 21% ||  33% ||  31% ||  15% || High Beginning: Below Standard 3 = F (30%) 4 = F (40%) || Approaching Standard 5 = C-(72%) 6 = C (75%) 7 = C+ (78%) || Meets Standard 8 = B- (82%) 9 = B (85%) 10 = B+ (88%) || Exceeds Standard 11 = A- (92%) 12 = A (95%) || 13 || 38 ||  41 ||  5 || 13% ||  39% ||  42% ||  6% || Intermediate: Below Standard 3 = F (30%) 4 = F (40%) || Approaching Standard 5 = C-(72%) 6 = C (75%) 7 = C+ (78%) || Meets Standard 8 = B- (82%) 9 = B (85%) 10 = B+ (88%) || Exceeds Standard 11 = A- (92%) 12 = A (95%) || 6 || 40 ||  46 ||  7 || 6% ||  40% ||  47% ||  7% || Advanced: Below Standard 3 = F (30%) 4 = F (40%) || Approaching Standard 5 = C-(72%) 6 = C (75%) 7 = C+ (78%) || Meets Standard 8 = B- (82%) 9 = B (85%) 10 = B+ (88%) || Exceeds Standard 11 = A- (92%) 12 = A (95%) || 3 || 18 ||  33 ||  3 || 5% ||  32% ||  58% ||  5 ||

ELD Benchmark Results

SMART GOAL: 75% of students will meet standard at each level on The Expository Benchmark quarter 2.

Beginning: 29 || 60 ||  28 ||  3 || 24% ||  50% ||  23% ||  2.5% || High Beginning: 18 || 67 ||  42 ||  8 || 14% ||  50% ||  30% ||  6% || Intermediate: 5 || 43 ||  46 ||  8 || 5% ||  42% ||  45% ||  8% || Advanced: 1 || 22 ||  25 ||  6 || 2% ||  41% ||  46% ||  11% ||
 * Below Standard **
 * 3 = F (30%)**
 * 4 = F (40%)** ||
 * Approaching Standard **
 * 5 = C-(72%)**
 * 6 = C (75%)**
 * 7 = C+ (78%)** ||
 * Meets Standard **
 * 8 = B- (82%)**
 * 9 = B (85%)**
 * 10 = B+ (88%)** ||
 * Exceeds Standard **
 * 11 = A- (92%)**
 * 12 = A (95%)** ||
 * 12 = A (95%)** ||
 * Below Standard **
 * 3 = F (30%)**
 * 4 = F (40%)** ||
 * Approaching Standard **
 * 5 = C-(72%)**
 * 6 = C (75%)**
 * 7 = C+ (78%)** ||
 * Meets Standard **
 * 8 = B- (82%)**
 * 9 = B (85%)**
 * 10 = B+ (88%)** ||
 * Exceeds Standard **
 * 11 = A- (92%)**
 * 12 = A (95%)** ||
 * 12 = A (95%)** ||
 * Below Standard **
 * 3 = F (30%)**
 * 4 = F (40%)** ||
 * Approaching Standard **
 * 5 = C-(72%)**
 * 6 = C (75%)**
 * 7 = C+ (78%)** ||
 * Meets Standard **
 * 8 = B- (82%)**
 * 9 = B (85%)**
 * 10 = B+ (88%)** ||
 * Exceeds Standard **
 * 11 = A- (92%)**
 * 12 = A (95%)** ||
 * 12 = A (95%)** ||
 * Below Standard **
 * 3 = F (30%)**
 * 4 = F (40%)** ||
 * Approaching Standard **
 * 5 = C-(72%)**
 * 6 = C (75%)**
 * 7 = C+ (78%)** ||
 * Meets Standard **
 * 8 = B- (82%)**
 * 9 = B (85%)**
 * 10 = B+ (88%)** ||
 * Exceeds Standard **
 * 11 = A- (92%)**
 * 12 = A (95%)** ||
 * 12 = A (95%)** ||

Next year, we will continue with the work of the ELD PLC team and EL math team and focus on the other subjects such as science and social science.

2. What were your challenges in meeting your goals and supporting the Site Goals?


 * Meeting the goal of staffing EL classes 25:1 due to students enrolling throughout the year.
 * The ELD team set its SMART goal too high so it was not met, but decided to continue to aim high again.
 * For the EL math team, there is little data to use for comparison for this years’ SMART goal since there was little to no alignment last year and the course was not offered as a year-long course to all students last year.
 * Since teaching assignments change from year to year, there is little to no continuity of math teaching assignments; teachers need time to develop collaboration and expertise in teaching a certain level. Also, with teachers on multiple teams in math, it is difficult to collaborate.
 * Initial Math placement test was administered during the first week of school causing schedule changes and challenges.
 * Results from the Math placement tests is unclear for beginning level, so the EL Math Coordinator recommends one beginning level and reevaluation second quarter.

Key Categorical Program Monitoring issues we need to address:


 * Students not meeting re-designation criteria due to poor CELDT scores and/or poor grades.
 * Assessing students in their primary languages within 90 days of enrollment.
 * Develop training materials for ELAC
 * Create a stronger connection between ELAC and DELAC
 * Posting the ELAC agenda in a public place 72 hours before to announce the meeting.

3. What are your department/team/program needs for supporting student learning for next year in these areas?

Professional Development
 * Provide training in the area of best practices in planning and instruction for EL students and understanding the process of language acquisition in content area classes
 * Provide EL coaching/support for teachers in lesson plan development and implementation of EL strategies.
 * Professional development that focuses on specific strategies (SDAIE activities) to deliver instruction at grade-level standards with necessary scaffolding to help EL students achieve at that level with follow-up debriefing sessions.
 * Continue to develop the PLCs.
 * ELD teachers and EL Reading/Literacy teachers will spend summer curriculum writing time to divide the __Edge__ curriculum.

Interventions
 * Initial Math and EL placement tests to be administered in the summer.
 * Implement specific SDAIE activities as a team to ensure that certain concepts are taught in a similar way for each chapter. Teachers will meet to debrief the strategies.
 * Math teachers will focus on language acquisition in math, so that students will build their math language skills in order to be successful in higher levels of math.
 * Create a peer mentor program to provide more translators in EL classes.
 * Arabic for Arabic speakers to increase literacy skills in the primary language.
 * __Supplemental__** Materials and Supplies to assist students who need additional support to learn (please do not list basic classroom supplies).


 * More Arabic-English dictionaries. We ordered 190 but need more.
 * Edge supplemental materials: interactive practice books and grammar books
 * CAHSEE Prep materials
 * Arabic software
 * District English Learner Program Goal: ** is to provide students who have been identified as English Learners a comprehensive program that develops English fluency as rapidly as possible while maintaining access to a rigorous academic core curriculum within the regulations set forth both by the State of California and the United States Office of Civil Rights.
 * ECVHS Program Goal ** is for English Learners to meet or exceed ELD and core subject area standards, complete A-G requirements, pass the California High School Exit Exam, and score at a level comparable to that of an average native speaker in the school’s regular program on state mandated tests.
 * This data is collected from the California Department of Education Website. The 2008- 2009 data above has been updated by the site due to an inaccurate submission of data.**


 * Structured English Immersion Program:** Non-English speaking and limited English speaking students receive English language development and access to a challenging and rigorous core curriculum through a combination of standards-based English language development courses and primary language support in math, science, and social science courses. English learners are able to access challenging district content and performance standards for their respective grade levels in core curricular areas while acquiring English language proficiency as rapidly and effectively as possible.


 * Student Placement:** If an English Learners is new to the school the “LAS” is administered as a pre-diagnostic assessment to determine the appropriate level of the English core curriculum assessment to be administered. The High Point Diagnosis and Placement Inventory test is then used to determine the level of ELD. If the student scores 60% or higher on the High Point assessment, the student is placed in the next level.

The combination of the High Point assessment, CAHSEE and CST scores, and student records (transcripts) are used to determine the appropriate level of SDAIE English.

Students who do not yet meet re-designation criteria may be placed in the mainstream program. This is determined by teacher recommendation and student placement criteria.

English language development courses: ESL/ELD Beginning 1-2 ESL/ELD Beginning 3/ Int. 1 ESL/ELD Intermediate 2-3 ESL/ELD Advanced 1-2 SDAIE English 1/2C SDAIE English 3/4C SDAIE English 5/6C SDAIE English 7/8C
 * Structured English Immersion Program Components:** English language development courses, academic subject matter content courses, and electives and/or primary language development courses offered for English Learners are listed below:

Core curriculum material used in the ESL/ELD courses is the Hampton-Brown/National Geographic English series: ESL/ELD Beginning 1-2 uses __Edge – Fundamentals__ ESL/ELD Beg 3/Inter 1 uses __Edge – Level A__ ESL/ELD Intermediate 2-3 uses __Edge – Level B__ ESL/ELD Advanced 1-2 uses __Edge – Level C__

The curriculum used in the SDAIE English courses is the same as mainstream English.

Social Science courses: SDAIE Geography SDAIE World History SDAIE U. S. History SDAIE American Government SDAIE Economics SDAIE Life Management Science courses: SDAIE Earth Science SDAIE Biology Math courses: SDAIE Math 1 SDAIE Bas Algebra A/B SDAIE Algebra 1/2C SDAIE Bas Geometry SDAIE Geometry 1/2C

Electives: SDAIE Reading/Literacy Support SDAIE CAHSEE Spanish for Spanish Speakers 1/2C Spanish for Spanish Speakers 3/4C SDAIE 3 D design SDAIE Art Physical Education Choir Guitar Theatre

Literacy Support: Students placed in the beginning levels of ESL/ELD are concurrently enrolled in SDAIE Reading. Students in ESL/ELD Intermediate 1-2 are concurrently enrolled in SDAIE CAHSEE. Every student enrolled in ESL/ELD whose first language is Spanish is also concurrently enrolled in Spanish for Spanish Speakers as part of their literacy support. == Summer School: The summer program for English Learners is designed to strengthen skills in academic literacy. The teachers from this program use the wikispace: elsummer.wikispaces.com to plan and share ideas. There are four levels of English in order to focus on different language levels and different language needs. Level 1 and 2 are for beginning EL students. Students develop academic content area literacy in both English and math. The purpose of level 3 and 4 is to focus on building academic literacy and academic speaking using the critical reading strategies taught in the CAL Professionals training. In level 3, students learn many different writing types, debate different subjects, and create daily presentations. The level 4 curriculum bridges SDAIE instructional scaffolds with the “AVID Weekly” lessons. Both levels 3 and 4 help EL students to continue to build skills in order to pass the CAHSEE. ==
 * Supplementary services:** EIA funds are used to support English language instruction through the use of primary language aides and counselors, instructional supplies, and parent activities to ensure that EL students receive the same rigorous standards-based curriculum available to all students. A support system for students not meeting standards and/or not passing the California High School Exit Exam includes additional instruction in core classes, tutoring in the night library (open to 6:00 PM Monday – Thursday), summer classes, and assistance in the extended day program. The Extended Day Program is in place for students to have the opportunity to attain standards, prepare for tests, and in some cases, retrieve credits. Title 1 funds also support the Family Resource Center where students and families can seek assistance with issues that interfere with academic achievement.

1. CELDT (California English Language Development Test) - Early Advanced or Advanced overall and at least Early Advanced in all areas. 2. CST (California Standards Test) - Score of Basic (300) or above in English Language Arts and in Mathematics 3. Grades – “C” or better in English, Math, Science, and Social Science for the past two semesters The site Program Coordinator completes a re-designation profile. The Coordinator, counselor, and academic advisor review and discuss the student’s profile and progress. They may recommend the re-designation of the student from Limited English Proficient to Re-designated Fluent English Proficient. If the student is recommended for re-designation, the parents will be notified and asked for their input. The parent has the option of meeting with the site Program Coordinator or approving the re-designation in writing. The student’s language proficiency code will be changed from EL to R-FEP. The R-FEP student will continue to be monitored for academic success for one full school year following re-designation.
 * Re-designation: ** The following criteria are used to re-designate English Learners to Re-designated Fluent English Proficient (R-FEP):

**2007-2008** · **School** || **[|English Learners]** || **[|Fluent-English-Proficient Students]** || **[|Students Redesignated FEP]** || [|EL CAJON VALLEY HIGH] || 666 ( 31.9 %) || 444 ( 21.3 %) ||  15 ( 2.4 %) || [|District Total:] || 2,327 ( 9.6 %) || 2,866 ( 11.8 %) ||  135 ( 6.0 %) || [|County Total:] || 122,666 ( 24.7 %) || 83,522 ( 16.8 %) ||  9,298 ( 7.8 %) || [|State Total:] || 1,553,091 (24.7%) || 1,176,151 (18.7%) ||  150,573 (9.6%) ||

**2006-2007** · **School** || **[|English Learners]** || **[|Fluent-English-Proficient Students]** || **[|Students Redesignated FEP]** || [|EL CAJON VALLEY HIGH] || 628 ( 31.2 %) || 388 ( 19.3 %) ||  24 ( 3.5 %) || [|District Total:] || 2,244 ( 9.4 %) || 2,598 ( 10.9 %) ||  108 ( 4.9 %) || [|County Total:] || 119,894 ( 24.3 %) || 84,477 ( 17.1 %) ||  8,323 ( 7.2 %) || [|State Total:] || 1,568,661 (25.0%) || 1,148,880 (18.3%) ||  144,901 (9.2%) ||

**2005-2006** · **School** || **[|English Learners]** || **[|Fluent-English-Proficient Students]** || **[|Students Redesignated FEP]** || [|EL CAJON VALLEY HIGH] || 690 ( 32.7 %) || 332 ( 15.7 %) ||  14 ( 2.2 %) || [|District Total:] || 2,191 ( 9.0 %) || 2,425 ( 9.9 %) ||  183 ( 9.4 %) || [|County Total:] || 115,731 ( 23.4 %) || 86,769 ( 17.5 %) ||  11,243 ( 9.6 %) || [|State Total:] || 1,570,424 (24.9%) || 1,123,954 (17.8%) ||  152,911 (9.6%) ||

"Three purposes for the California English Language Development Test (CELDT) are specified in state law (see Education Code Section 60810 (d)(1-3)), including: 1) identify pupils as limited English proficient, 2) determine the level of English language proficiency (ELP) who are limited English proficient, and 3) assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English." ||  ||  ||  || ** Grades ** ||  ** 9 ** ||  ** 10 ** ||  ** 11 ** ||  ** 12 ** ||  ** Total ** || ||  ||  ||  ||  ||  || ** Advanced ** ||   5  ||   9  ||   4  ||   13  ||   31  ||  3.00%  ||   6.00%  ||   3.00%  ||   7.00%  ||   5.00%  || ** Early Advanced ** ||   45  ||   46  ||   54  ||   62  ||   207  ||  31.00%  ||   29.00%  ||   35.00%  ||   34.00%  ||   32.00%  || ** Intermediate ** ||   65  ||   72  ||   52  ||   56  ||   245  ||  45.00%  || 46.00% ||   34.00%  ||   31.00%  ||   38.00%  || ** Early Intermediate ** || 24 ||   13  ||   26  ||   36  ||   99  ||  17.00%  ||   8.00%  ||   17.00%  ||   20.00%  ||   16.00%  || ** Beginning ** || 6 ||   17  ||   18  ||   15  ||   56  ||  4.00%  ||   11.00%  ||   12.00%  ||   8.00%  ||   9.00%  || ** Number Tested ** || ** 145 ** || ** 157 ** ||  ** 154 ** ||  ** 182 ** ||  ** 638 ** || ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** || ** Listening ** || 567.4 ||   572.1  ||   569.6  ||   571.7  ||    || ** Speaking ** || 545.1 ||   529.6  ||   539.6  ||   545.4  ||    || ** Reading ** || 557.8 ||   578.6  ||   568.1  ||   573  ||    || ** Writing ** || 554.4 ||   559.4  ||   551.5  ||   556.1     Bottom of Form  || || Top of Form ** Annual Assessment - All Students ** Bottom of Form || || ||  ||  || ** Grades ** || ** 9 ** || ** 10 ** ||  ** 11 ** ||  ** 12 ** ||  ** Total ** || Top of Form ** Advanced ** Bottom of Form || 1 ||   2  ||   3  ||   9  ||   15  ||  1.00%  ||   2.00%  ||   2.00%  ||   5.00%  ||   2.00%  || ** Early Advanced ** || 30 ||   32  ||   50  ||   57  ||   169  ||  21.00%  ||   24.00%  ||   30.00%  ||   34.00%  ||   28.00%  || ** Intermediate ** || 69 ||   54  ||   77  ||   48  ||   248  ||  49.00%  ||   41.00%  ||   46.00%  ||   29.00%  ||   41.00%  || ** Early Intermediate ** || 32 ||   34  ||   22  ||   33  ||   121  ||  23.00%  ||   26.00%  ||   13.00%  ||   20.00%  ||   20.00%  || ** Beginning ** || 10 ||   9  ||   15  ||   19  ||   53  ||  7.00%  ||   7.00%  ||   9.00%  ||   11.00%  ||   9.00%  || ** Number Tested ** || ** 142 ** || ** 131 ** ||  ** 167 ** ||  ** 166 ** ||  ** 606 ** || ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** ||  ** 100.00% ** || ** Listening ** || 557 ||   573.7  ||   575.1  ||   577.8  ||    || ** Speaking ** || 505.7 ||   527.3  ||   532.8  ||   536.5  ||    || ** Reading ** || 544.4 ||   552.2  ||   567.6  ||   569.9  ||    || ** Writing ** || 552 ||   547.7  ||   559.1  ||   559.1  ||   Bottom of Form  ||
 * CELDT English Language Development Test**
 * Annual Assessment - All Students ** ||
 * Annual Assessment - All Students ** ||
 * 2008-09 ** ||
 * Performance Level ** ||||||||||
 * Number and Percent of Students at Each Overall Performance Level ** ||
 * Number and Percent of Students at Each Overall Performance Level ** ||
 * Domain Mean Scale Scores ** ||
 * Domain Mean Scale Scores ** ||
 * 2007-08 ** ||
 * Performance Level ** ||||||||||
 * Number and Percent of Students at Each Overall Performance Level ** ||
 * Number and Percent of Students at Each Overall Performance Level ** ||
 * Domain Mean Scale Scores ** ||
 * Domain Mean Scale Scores ** ||


 * English Learner Advisory Committee (ELAC)** is a committee of parents of students whose first language is not English. The purpose of the committee is to participate in the education of the students, to advise the principal and other decision makers, and to make decisions about the programs and services for English learners. ELAC meetings are held on the third Wednesday of the month, from 6:00 – 7:30 PM, in the school library.


 * Translations:** Most information mailed home from the administration office is translated into the two predominant languages of Spanish and Arabic so parents may receive important information in their primary language. Our automated phone message system is also used to send out messages in Arabic and Spanish.

§ Coordinates appropriate supplemental academic services at the school site § Ensures that EL students are receiving appropriate core academic services § Coordinates EL parent participation § Provides support and coaching for staff on effective English Learner teaching strategies § Ensures compliance with federal, state, and local regulations and policies
 * English Learner Program Coordinator:**
 * Professional development:** The ESL/ELD teachers are now a functioning PLC. They meet during collaboration meetings and are aligning their curriculum to state standards. This year, they expanded their writing program that is based on ELD and ELA grade level standards. They created formative assessments, which allowed students to engage in weekly writing practice that was modeled after the CAHSEE experience. For next year, their literacy goal will be academic discourse, training will be provided by CAL Professionals. They will continue to learn about language acquisition and supporting their students using researched based strategies.


 * Prioritized needs for the English Learner Program to be addressed next year-**


 * 1) Continue to refine a more strategic placement process to include other assessments such as the district ELA diagnostic and the EEMAP (Exit Exam Mathematics Assessment Preparation) for placement in SDAIE level classes. A flow chart will be updated for the guidance department to include all members in the placement process.
 * 2) Offer EL initial placement testing in math and English during the summer for incoming 9th grade students and new students from the other grade levels.
 * 3) SDAIE classes staffed at 25:1
 * 4) English
 * 5) Social Science
 * 6) Science
 * 7) Math
 * 8) Art


 * 1) Profession Development: offer trainings in EL/language acquisition awareness, trainings in SDAIE strategies, and training and coaching to teachers in all content areas, with time to reflect on the strategies and curriculum.
 * 2) Continue to implement literacy strategies in ELD, SDAIE, and EL math classes.
 * 3) Create a consistent system of monitoring the students’ progress in their ELD and EL math classes.
 * 4) Expand the Extended Day Sheltered Program to offer more classes, so students have more opportunities to earn graduation credits.
 * 5) Purchase more __Edge__ materials to continue to support the movement to grade level standards.
 * 6) Offer primary language support in Arabic, possibly an Arabic for Arabic Speakers class. Purchase more Arabic, Spanish and other language dictionaries for math and other content-area classes
 * 7) Purchase website subscriptions for CAHSEE practice/review and math practice/review: [|www.mathscore.com] and [|www.studyisland.com]
 * 8) Purchase manipulatives and calculators to aid in teaching certain concepts.
 * 9) Purchase more Measuring Up Books – CAHSEE.
 * 10) Continue to provide and train tutors for EL classes.