Los Angeles Unified School District
Hancock Park Elementary
ELAC Meeting Minutes
2-6-12
I. Call to order:
Chair Steve Kim called to order the regular meeting of the ELAC at 8:30 on 2/6/2012 in the auditorium. Secretary conducted a roll call. The following persons were present: [see sign-in sheets.] ELAC read the minutes from the last meeting. The minutes were approved as read.
II. The Coordinator’s report on the upcoming, school-wide STAR TESTING:
Sudents at our school will participate in the Standardized Testing and Reporting (STAR) Program. The STAR Program was developed by the California Dept. of Education, and is an important part of the California assessment system. It usually takes five or six days to complete the testing, and usually is scheduled first thing in the morning, and lasts until lunchtime.
GRADE 4: CST Writing Assessment March 6 and March 7
GRADE 2-5 CST: May 7-14th.
The purpose of the STAR Program is to measure how well students are learning the knowledge and skills identified in the State’s content standards. The content standards describe what students at each grade level should know and be able to do in English-language arts, mathematics, history-social science, and science.
All students in grades two through eleven participate in the STAR Program each year. Most students take the California Standards Tests (CSTs). Kids with special needs might take the California Modified Assessment, or the California Alternate Performance Assessment.
Together, the tests ensure that information about the academic achievement of all students is collected on a regular basis. This information is critical for evaluating the quality of education provided for California’s students. To ensure that schools have the most complete information possible, all students need to participate. STAR Program test results, along with other available information, help school staff form a more complete picture of their students’ academic achievement.
This year’s CST Administration Instructions haven’t been posted yet, but if the test is like the one last year, this would be a possible schedule, within the testing window of May 7 – May 14th, with Grade 4 testing Mon-Thurs and the other grades, Mon-Monday.
What can you do to help your child to have a smooth and stress-free week?
1) Stay relaxed. When you’re relaxed about testing, so are your children. You can encourage them to do their best, but have them approach testing as something that can be fun. Remember, you are their role models.
2) Get them to school on time. Being late on testing days will cause unnecessary anxiety for everyone involved. We want students to be in their normal testing environment so they can be as comfortable and relaxed as possible. We want to avoid make-up testing at all costs since it disruptive to the child’s regular class work and play periods. Testing begins promptly at 8:20 am. Late students will not be admitted into the classroom once testing begins. They will stay in the library until testing is over.
3) Avoid early morning appointments. If you have to schedule a doctor or dentist appointment for your children, please do so in the afternoon. We want them to test successfully with their classroom teacher, rather than do a makeup test in some other environment.
4) Also the school needs proctors, parent volunteers to patrol during the testing.
It is very important that your children attend every day during the testing period. Hancock Park must have 95% participation to qualify for an Academic Performance Index score (API). We need an API to apply for certain grants, so funding is at risk. We strongly encourage you to have your children tested for other reasons as well. A report of your children’s results will be sent to your home, and these test results provide you and the school with valuable information regarding academic progress. If you have any questions, please contact the Testing Coordinator.
Our staff is planning several activities prior to the end of the school year to help you understand the students’ test scores when they arrive. We will send you more information about these activities when they are finalized.
For information about STAR on the California Dept. of Eduction website, go to:
http://www.cde.ca.gov/ta/tg/sr/
For released CST questions: http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp
III. Coordinator report on Reclassification, and new Reclassification criteria.
Reclassification is the process used by school districts to determine when an English learner (EL) has acquired sufficient fluency in English to perform successfully at school without English language development (ELD) support. When ELs have demonstrated that they are able to compete effectively with their English-speaking peers in Mainstream English classes and have met the criteria for reclassification, students are reclassified to fluent-English proficient (RFEP). The reclassification process and criteria are based on guidelines approved by the State Board of Education (SBE).
After the release of the California English Language Development Test (CELDT) results, the Principal or EL Coordinator must review the SIS Potential Reclassification Eligibility Roster to identify ELs who have met the reclassification criteria. Students who meet the eligibility criteria must be reclassified immediately.
New Reclassification Criteria
Grade 2
Annual CELDT Scores
Overall performance of 4 or 5 with skill area
scores of 3 or higher in Listening, Speaking,
Reading and Writing
Teacher Evaluation
The teacher judges the student will be
successful in a Mainstream English Program
based on a review of:
Elementary Progress Report
Marks of 3 or 4 in English Language Arts
Performance in Basic Grade-Level Skills
Literacy Periodic Assessment (LPA) #2 or #3
at Basic, Proficient or Advanced level
Grades 3 – 5
Annual CELDT Scores
Overall performance of 4 or 5 with skill area
scores of 3 or higher in Listening, Speaking,
Reading and Writing
Teacher Evaluation
The teacher judges the student will be
successful in a Mainstream English Program
based on a review of:
Elementary Progress Report
Marks of 3 or 4 in English Language Arts
California Standards Test (CST) or
California Modified Assessment (CMA) Results
in English Language Arts at Basic, Proficient
or Advanced level
Notes:
1. ELD level is determined by teacher, and does not directly effect eligibility for reclassification. If there is a large mismatch between ELD level and CELDT score, say of two levels, I will inform the teacher because that could mean an ELD portfolio needs review. It can also mean a student is not working hard in class, but testing well.
2. Teachers try to reclassify our students by middle school, because there is an electives course, or enrichment course, for example piano, available to middle school students, and EL students are required to take a ELD class during that time.
3. RFEPs are still monitored for academic progress for two years, and intervention is mandated for those still struggling with the curriculum. In all other respects, they are considered the same as students initially assessed as fluent, or those whose home language is English—they will not be given ELD grades on their report cards.
IV. Choose new DELAC Rep.
Mr. Steve Kim, our Chair, has graciously agreed to represent us at DELAC.
V. Recommendations to School Site Council.
Our previous recommendation regarding hiring Korean-speaking aides and teachers was reaffirmed.
A recent opening for a supervision aide resulted in one Korean-speaking applicant, who did not show up for an interview. ELAC parents encouraged by the Principal and Coordinator to spread the word in the Korean community so that more applicants are made aware of the school’s needs.
VI. Questions and concerns.
None.
VII. Public Comment, suggestions for agenda.
Committee members are encouraged to contact the Coordinator at
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
with any ideas for the agenda. Our next meeting will be on Monday April 2nd.
VIII. Adjournment
Steve Kim adjourned the meeting at 9:30 a.m.
