English learners (ELs) comprise about 22 percent of the total enrollment in Desert Sands Unified School District. Each of our 34 schools provides programs and services to English learners. A Master Plan for English Learners was adopted by the Board of Education in June, 2003, with revisions Board-adopted in June, 2007, and again in April, 2009 to meet categorical program requirements.
This document provides specific guidance to all district and school staff on how to identify and serve ELs. It provides district expectations for program implementation and is the foundation for accountability in the delivery of EL program services. The Master Plan for English Learners in Desert Sands was collaboratively developed and revised by teachers and administrators, then reviewed by the District English Learner Advisory Council (DELAC). This plan provides a blueprint for providing coherent programs with consistent use of terminology, standard procedures and forms, common course descriptions, and consistent use of instructional materials.
No Child Left Behind (NCLB) federal accountability measures require all districts and schools receiving Title I funds to meet state "adequate yearly progress" (AYP) goals for their total student populations and for specified demographic subgroups, including limited English proficient (LEP) students. If the district fails to meet AYP goals for the English learner subgroup for two consecutive years, it is classified Title III Program Improvement. Desert Sands Unified School District did not meet the federal targets for English learner sub-group, and is Title III Program Improvement, Year 3. In 2009-2010, an Improvement Plan Addendum (IPA) to the Local Educational Agency (LEA) Plan was written and Board-approved. This document provides more specific actions to ensure that all English learners make adequate yearly progress in acquiring English as well as meeting proficiency targets in the English-language arts and mathematics content standards. Progress towards full implementation of the IPA is monitored annually. The district must make adequate yearly progress for its English learner subgroup for two consecutive years to exit the Title III PI status.