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English Learner Program
English Learner Services
CJUSD District Office Annex
3243 Center Court Lane
Antelope, CA 95843
District EL Coordinator
CJUSD’s programs and services for English Learners are designed to help students who have a home language other than English meet or exceed grade-level academic standards and develop English proficiency. English Learners receive instruction in academic subjects, including English language development (ELD), as part of their core program.
ENGLISH LANGUAGE DEVELOPMENT (ELD)
All district classroom teachers have attained an English Language Learner (ELL) authorization or a CLAD (Cross-Cultural Language and Academic Development) credential. In addition, at least one ELD teacher and possibly an instructional aide support students in grades K-12.
INITIAL IDENTIFICATION, ASSESSMENT, AND PROGRAM PLACEMENT
All students are assessed for English proficiency according to state-mandated timelines. Parent notification in writing is provided (Ed Code 313a).
Home Language Survey
A Home Language Survey (HLS) is completed for every student at the time of enrollment. It is used to determine the primary language of each student. The survey asks four questions:
- Which language did your child learn when he/she first began to talk?
- Which language does your child most frequently use at home?
- Which language do you (parent/guardian) use most frequently to
speak with your child?
- Name the language most often spoken by adults in the home?
Any response other than English to questions 1, 2, or 3 on the survey requires that the student be assessed for English proficiency in listening, speaking, reading and writing.
Students whose HLS indicates a language other than English only on question 4 are designated English Only (EO) without testing if the student’s English proficiency is not in doubt. When there is doubt about a student’s English proficiency, that student will be assessed.
The completed HLS is retained in the school’s student information system.
Students whose HLS indicates any language other than English to questions 1, 2 or 3 will be assessed with the Initial ELPAC within thirty calendar days of enrollment.
The Initial English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students whose primary language is a language other than English. State and federal law requires that local educational agencies (LEAs) administer a state test for ELP to eligible students in transitional kindergarten through grade twelve.
New students from other states are assessed within 30 days of enrollment into California schools and parents are notified of test results in writing by mail.
Initial ELPAC Levels
Initial Fluent English Proficient (IFEP): Students at this level have well developed oral and written English) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional help using English.
Intermediate English Learner: Students at this level have somewhat developed to moderately developed oral and written English skills.. They may sometimes be able to use English to learn and communicate in meaningful ways. They may need some help to communicate about familiar topics in English and more help on less familiar topics.
Novice English Learner: Students at this level have minimally developed oral and written English skills. They may be able to use known words and phrases to communicate meaning at a basic level. They may need substantial help using English.
Annual Summative Assessment
Students who have been previously identified as English learners are assessed annually with the ELPAC Summative Assessment between February 1 and May 31. The purposes of the Summative ELPAC are to determine the level of ELP of EL students and to assess the progress of EL students in acquiring the skills of listening, speaking, reading, and writing in English. The Summative ELPAC must be given annually to students identified as EL students until they are reclassified. Parents are notified of test results in writing by mail at the beginning of the following school year.
Summative ELPAC Levels
Level 1, Beginning to Develop: English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic sup tasks and topics.
Level 2, Somewhat Developed: English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics.
Level 3, Moderately Developed: English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light to minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics.
Level 4, Well Developed: English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics.
Alternative Language Assessments for Students with Disabilities
Each English learner with disabilities is to be assessed for English language development using accommodations, modifications or alternative assessments for the ELPAC as specified in the student’s Individualized Education Plan (IEP) or 504 Plan.
LANGUAGE ACQUISITION PROGRAMS
Structured English Immersion
Structured English Immersion (SEI) is a language acquisition program for English learners in which nearly all classroom instruction is provided in English, but with curriculum and instruction designed for students who are learning English. At minimum students are offered Designated ELD and Integrated ELD. Some assistance may be provided in the primary language when available (EC Sections 305(a)(2) and 306(c)(3).
Designated ELD is defined as instruction provided during a time during the regular school day for focused instruction on the state-adopted ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English.
Integrated ELD is defined as instruction in which the state-adopted ELD standards are used in tandem with the state-adopted academic content standards. Integrated ELD includes specifically designed academic instruction in English that provides access to grade level academic subject matter. English Language Development (ELD) and Specially Designed Academic Instruction (SDAIE) may take place in any setting.
Requesting a Language Acquisition Program
Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. Parents/guardians may request a language program at their school by informing the school site English Learner Specialist and/or front office staff at the school site.
The goal of language acquisition programs is for students to become proficient in English as rapidly as possible and to meet state academic achievement measures.
In order to be eligible for reclassification and exit from the district language acquisition program, students must meet four criteria:
- Proficiency on ELPAC: An overall proficiency level of 4, Well Developed
- Demonstration of “Basic Skills” of Reading and Writing: Meets or exceeds the required score on district reading and writing assessments at the student’s grade level.
- Teacher Evaluation: Meets or exceeds a passing grade in English Language Arts/Literacy Domains on the district’s grade level report card.
- Parent Notification: Parents are informed of their rights to participate in the reclassification process and agree to the reclassification.
Monitoring Student Progress
The academic progress of students who have been reclassified fluent English proficient is monitored for a period of 4 years to ensure that:
- Students have not been prematurely exited
- Any academic deficit they incurred as a result of participation in the EL program has been remedied
- Students are meaningfully participating in the standard instructional program comparable to their never-EL peers
Progress monitoring is a collaborative effort between the EL teacher, classroom teacher, English Language Arts teacher and academic counselor, as appropriate. If a student begins to fall behind on appropriate measures of achievement an intervention plan must be developed for the student.
Interventions that may be available to reclassified students who are not meeting grade level criteria include::
- Tier I classroom interventions
- Before/After school interventions
- Title I reading or writing support
- Summer School
- Tutorial period
PARENT ADVISORY COMMITTEES
English Learner Advisory Committee (ELAC)
A school site with 21 or more English learners must have a functioning EL Advisory Committee (ELAC).
The primary responsibility of the ELAC is to make recommendations regarding programs for English Learners to the principal, staff and School Site Council (SSC) for consideration.
Members advise the site principal and staff on:
- The development of the educational plan for EL students as outlined in the School Plan for Student Achievement (SPSA)
- The school’s needs assessment
- Efforts to make parents aware of the importance of regular school attendance
- The district’s Local Control Accountability Plan (LCAP)
Parents or guardians of English learners shall comprise at least the same percentage of the ELAC membership as their children represent the student body.
Parents or guardians of English learners have the opportunity to elect the parent members to serve on the ELAC. Each ELAC shall have the opportunity to elect at least one member to the District Advisory Council (DELAC).
ELAC members shall receive appropriate training materials to assist each member in carrying out his/her legally required advisory responsibilities.
The site administrator or designee, with support from the EL teacher, establishes the ELAC and schedules and conducts ELAC meetings. Interpreters may be available to ensure full participation in discussions for all parents.
District English Learner Advisory Committee (DELAC)
An LEA with 51 or more English learners has a functioning DELAC or a subcommittee of an existing district committee in which at least 51 percent of the members are parents (not employed by the district) of English Learners.
The DELAC is a district level committee that includes parents, staff and community members designated to advise district officials on English learner programs and services. The purpose of the DELAC is to inform parents of English learners of the educational programs and reclassification criteria, and gather recommendations for the District’s EL programs.
Members advise the District on the following tasks:
- The development of the Local Control Accountability Plan (LCAP) and the EL Master Plan
- The district’s needs assessment
- Learn about and provide feedback on the Consolidated Application (ConApp)
- Review and comment on the district’s reclassification procedures
Parents or guardians of English learners shall comprise the majority membership of the committee.
Each school’s ELAC shall have the opportunity to elect at least one member to be a site representative on the DELAC. ELAC members shall receive appropriate training materials to assist each member in carrying out his/her legally required advisory responsibilities.
The Superintendent or designee, in collaboration with Coordinator of Federal/State programs or District EL Coordinator, schedules and conducts DELAC meetings. Interpreters may be available to ensure full participation in discussions for all parents.
District EL Coordinator: Laurel Stolfus, 916-339-4685 or email@example.com
For questions about the English Learner Program at your child’s school you may contact the office where your child attends school.