What is an English Learner (EL)?
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
What tests are EL students required to take?
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.
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?
have equitable access to all programs provided by the local educational
agency, as required by law. The student has the following course of
- 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’
- 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?
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)?
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?
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
- 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?
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
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?
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.