English Learner Program

Mission Statement

Our mission is to ensure that all English learner students will develop English literacy effectively and efficiently within a reasonable amount of time as they have an equal opportunity for academic achievement (access to the core curriculum) through Specially Designed Academic Instruction in English (SDAIE) or primary language instruction.  They will develop positive self-concepts and cross-cultural understanding among their peers.

Frequently Asked Questions

What is an English Learner (EL)?
At the time of enrollment, parents/guardians are asked to complete a Home Language Survey.  When they indicate that the child is exposed to a language other than English, they become ELs.  State and Federal law require Central Union High School District (CUHSD) to administer to each child a language proficiency assessment in English within 30 days and a primary language assessment within 90 days of registering into the district.

What tests are EL students required to take?
CUHSD uses the state-mandated California English Language Development Test (CELDT) to assess English proficiency and it utilizes the Language Assessment Syntax (LAS) to determine primary language proficiency.  CUHSD staff use the results of these assessments to determine the child’s language classification status and academic program placement.

In spring of each year students take the APRENDA 3 as part of the California Standardized Testing and Reporting (STAR) Program. Its purpose is to determine how well the student is achieving academically when tested in his or her home language (in this case, Spanish).  The following subject areas are tested at each grade level (grades nine through eleven): Reading, Mathematics, Language, and Spelling.

What programs are available to ELs?
Participants have equitable access to all programs provided by the local educational agency, as required by law.  The student has the following course of study options:
  • Structured English Immersion
    The Structured English Immersion Program (SEI) is designed for English learners with less than reasonable fluency who may need Specially Designed Academic Instruction in English (SDAIE) instruction in the core classes and minimal instruction in the primary language.
  • English Language Mainstream
    The English Language Mainstream Program (ELM) is designed for English learners with reasonable fluency who benefit from English language mainstream classes.  English Learners in this program have documented academic growth and continue to make annual academic growth.
  • Alternative Program
    English learners in the Alternative Course Program have demonstrated less than reasonable fluency.  The parent/guardian of an EL has requested a parental exception waiver to enroll the student in this program so the district can provide instruction in the students’ primary language.
  • Individualized Learning Plan
    The Individualized Learning Plan (ILP) is a privilege for an English Learner (EL) who has, and maintains the academics, namely the GPA, stipulated by the District (a GPA of 3.0 or a GPA of 2.3 and enrollment in a District program e.g. AVID).   Should the EL’s GPA drop, or should the EL’s academics not show adequate yearly progress, the ILP shall become voided and the EL shall be enrolled in an English class designated as a provider of ELD.
What is ELD?
All English learners participate in English Language Development instruction that is appropriate for their identified levels of language proficiency as prescribed by law.  (California Education Code Section 300)  English Language Development lessons reflect curriculum, including instructional materials and teaching methodologies that are designed to promote EL’s acquisition of listening, speaking, reading, and writing skills in English.  ELD classes have standards-based assessments to evaluate ELs’ academic growth.  The CELDT scores are used for initial placement into ELD classes.  The ELD teachers are also responsible for making recommendations for an English Learners’ ELD placement.  Curriculum for the ELD courses is continually refined.  

When can students be reclassified as fluent English proficient (FEP)?
Reclassification is the procedure that uses the district-established criteria to determine when an English Learner has English language proficiency comparable to that of a native English speaker.  The reclassified student may then be enrolled in the English language mainstream instructional program.  (EC 52166.6)

What is the criteria for reclassification?
The following criteria is used to determine when EL students have developed the English language skills necessary to succeed in English-only instruction and should be reclassified as Fluent English Proficient (FEP):
  • CELDT score of Early Advanced or Advanced.
  • English Language Arts (ELA) California Standards Test (CST) score of Basic
  • Grade point average (GPA) of 2.0 or better.
  • Grade of “C” or better in the most recent English class.
What happens after students have been reclassified?
Students who have been reclassified as FEP receive follow-up monitoring from site personnel for two years after reclassification, or until they meet “proficient” status on the California Standards Test-English Language Arts.  Monitoring occurs at the end of each semester for the four semesters immediately following the semester of reclassification. If students’ grades fall below "C" in any academic class, the school staff re-evaluates the students’ progress and interventions are recommended. Follow-up support services are provided to students who do not demonstrate satisfactory progress. These may include, but are not limited to, additional tutoring or counseling and training in test-taking skills.

What is ELAC?
CUHSD has functioning site English Learner Advisory Committees (ELACs) on programs and services for English learners that have met all legal requirements.  The parents or guardians of English learners at their respective school sites elect the ELACs on an annual cycle, as stipulated in the bylaws.  The ELACs routinely advise the principal and staff on the development of a school plan, the development of the school’s needs assessment, the administration of the school’s language census, and efforts to make parents aware of the importance of regular school attendance.  The ELACs hold elections so every parent or guardian of an English learner has the opportunity to vote and they participate in trainings on their legal responsibilities.  The English Learner Program Staff coordinate the ELAC meetings with the memberships’ approval, as well as provide all trainings on the legal areas of responsibility.  The ELAC’s officers conduct the meetings.

What is DELAC?
The district has established a functioning District English Learners Advisory Committee (DELAC) on programs and services for ELs.  The DELAC members are voted on an annual cycle by the ELAC members of their respective sites.  The district’s  DELAC has the opportunity to advise the governing board on a timetable for the development of a district master plan of educational programs and services for ELs, taking into consideration the school site plans for ELs.  The committee also conducts a district-wide needs assessment on a school-by-school basis and establishes a district program, goals, and objectives for programs and services for ELs.  The district’s DELAC helps develop a plan to ensure compliance with applicable teacher or support staff state certification requirements and the committee also reviews the administration of the language census report (R-30).  The district’s DELAC reviews and comments on the written parent notification, any related waiver requests, and the district’s reclassification process.  The district ensures that the DELAC members receive training materials and training, including those requested by the membership that is appropriate to assist members in carrying out their responsibilities.  The English Learner Program Coordinator coordinates and conducts the DELAC meetings with the approval of the membership.

Central Union High School District
Ms. Patti Quijada, Supervisora de Instrucción – Aprendices de Inglés


Southwest High School
Mr. Aaron Zevada, Asistente del Programa Aprendices de Inglés


Ms. Karen Bailon, Secretaria Bilingüe


Central Union High School
Ms. Tania Saldivar, Asistente del Programa Aprendices de Inglés

Melissa Ramos, Secretaria Bilingüe