• English Learner Program

    Cambrian School District English Learner Program Goal

    The goal of the English Learner Program in the Cambrian School District is to support English Learner (EL) students to rapidly develop grade-level English language proficiency by providing expert methodologies, research-based curriculum, and additional instructional time to practice these new skills.

    We strive to help students:

    • Develop fluency in English.
    • Cultivate a positive sense of self-worth.
    • Understand and respect other cultures.
    • Achieve equal access to core academic curriculum.

    Identification of English Learners

    All parents are required by California law to complete and sign a Home Language Survey (HLS). This form is part of the registration packet that is filled out when enrolling their students at school sites. If a language other than English is indicated on the Home Language Survey, the child must be assessed with the English Language Proficiency Assessment for California (ELPAC).  The assessment assists the site in determining the student’s program placement and program development.  The Home Language Survey has been translated into over thirty (30) languages to assist parents/guardians with the process or in need, oral translations are also available.  This allows for the most accurate information that can effectively assist students in an appropriate program placement and instructional setting.

    CSD English Learner Program Flow Chart

    Initial Assessment

    The English Language Proficiency Assessment for California (ELPAC) is administered for students who have languages other than English. ELPAC  is to be administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary language is other than English, as determined by the Home Language Survey, and who has not previously been assessed for English language proficiency in a California public school in kindergarten – grade 12.

    The test evaluates listening, speaking, reading, and writing in English. The unofficial results are immediately made available to parents. Official results from the state are mailed to parents as soon as possible.  The ELPAC scores students at four (4) different English proficiency levels.  They are  The state’s English proficiency standard is Early Advanced or Advanced.  If a student scores below Early Advanced, they are placed into a bilingual program receiving the appropriate services to assist their language development.  

    The district further assesses each English Learner for primary language fluency, including listening comprehension, speaking, reading and writing within 90 calendar days.

    Summative Assessment

    According to state regulations, every English Learner must be tested each year. The summative ELPAC is administered during the Spring and parents are notified of the results after they are scored by the state.  This annual score is used in program placement, additional needs, program evaluation, and reclassification.

    The ELPAC shall be administered annually to each English Learner during the time frame established by the state.  The results of the summative ELPAC shall be used to evaluate how well English Learners are learning English.  State law (Education Code sections 313, 60810 and 60812) required the development of a state test that school districts shall give to students whose home language is not English.  The test is called the English Language Proficiency Assessment for California.

    The Purpose of the ELPAC is:

    • To identify new students who are English Learners in kindergarten through grade 12.
    • To determine their level of English proficiency and to monitor their progress in learning English.
    • To help determine when they are proficient in English (Reclassification).

    Program Placement Options for English Learners

    The chart below shows all program placement options. (A more detailed description follows.) To request that your child is placed in an Alternative Program in which much of the instruction is provided in your child’s primary language, you must apply for a “Parental Waiver Request of EL Services”.

  • Description of Program Placement Options and Goals for English Learners

    All programs include English Language Development (ELD) and teaching strategies differentiated for each student’s level of English language proficiency. These strategies are used to help each student reach proficiency in speaking, reading and writing English, and succeed academically in all core subjects.

    • Structured English Immersion (SEI): Students who score at less than reasonable fluency are placed in an SEI program and are taught overwhelmingly in English. Some assistance may be provided in the primary language. Students are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards.
    • English Language Mainstream (ELM): Students who score at reasonable fluency in English are placed in an ELM program. They are taught ELD and other core subjects by authorized teachers using district-adopted textbooks and supplementary materials. Instruction is based on ELD and grade-level content standards. Students receive any additional instruction needed for them to be reclassified as fluent English proficient.

    Students with Special Needs

    One purpose of the ELPAC is to measure the English language proficiency of students to ensure appropriate instructional placement.  For some students with special needs, a test variation may be necessary, similar to what we offer students when taking any portion of SBAC.  A variation is a change in the manner in which a test is presented or administered or in how a test taker is allowed to respond.  This may include accommodations and/or modifications.  Test variations enable students to participate in assessments in a way that allows abilities rather than disabilities to be assessed.  They help level the playing field so that the assessment can more accurately measure the students’ knowledge and skills.  In California, students with disabilities who participate in the state assessment system are permitted to use accommodations/modifications during testing as determined by their Individualized Education Plan (IEP) or 504 Plans.  When an Alternative Assessment is deemed necessary, the School Team works together to decide the most accurate and appropriate assessments to use based upon the students’ needs.

    Curriculum

    All English Learners in the district are given intense instruction in English including English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE). Teachers of English Learners must hold the appropriate EL Authorization and are trained in methods and strategies that promote rapid acquisition of English as well as academic knowledge in core subjects. Teachers use a variety of assessments to monitor the progress of English learners.

    English Language Development Standards K-12

    The district has developed English Language Development (ELD) Standards for K-12th grade English Learners (EL). The district’s ELD standards are used by the classroom teacher to develop lessons and assess individual students’ proficiency in English.  Teachers use the ELD Progress Profile to monitor a student’s progress relative to the ELD Standards on a quarterly basis.  The performance indicators are the end of the year expectations that teachers use to report to parents the level of language proficiency and skill mastery of their EL students.

    English Learner Advisory Committee (ELAC)

    Whenever there are 21 or more English Learners at a school site, there needs to be a functioning English Learner Advisory Committee (ELAC). The committee advises the principal on the development of the school plan for English Learners. The committee assists the school with conducting the needs assessment and administration of the language census. The parents of English Learners are elected and one of the members serves as the District English Learner Advisory Committee (DELAC) representative.  Please contact your child’s school for more information on the ELAC and meeting dates.

    District English Learner Advisory Committee (DELAC)

    The District English Learner Advisory Committee (DELAC) advises the governing board on the master plan for English learner education, district-wide needs assessment, and setting district goals for English learner education. The DELAC assists the district with language census report, written parent notification of initial assessment, district’s reclassification process, review of and comments on any related waiver request, and a timeline for the development of the master plan for English Learners education. The majority of the DELAC are parents of ELL students. The DELAC members are trained by the English Learner staff.  

    Parents Declining Services or Requesting a Withdrawal

    At any time, including during the school year, a parent/guardian of an EL may request a transfer from the Structured English Immersion Program (decline services).  In these cases, the EL student shall be placed in an English Language Mainstream Classroom and will receive Additional and Appropriate Services.

    Parents requesting such a waiver should be referred to the principal.  All requested waivers shall be applied for and processed/acted upon through the principal. For additional information, please contact your child’s school.

    English Language Development Expectations

    English Language Development Performance Expectations: Assessment of Pupil Progress

    ELPAC is the state assessment that is used to identify possible ELs, monitor the progress of English proficiency, and serve as a tool for reclassification. The goal is to increase one ELPAC proficiency level, each year. These data coupled with monitoring the progress of ELD is critical in the design of programs, purchases of materials, targeting instruction and professional development opportunities. The ELD progress of pupils is monitored using both ELPAC and CSD benchmark assessments in ELA and mathematics which allows teachers to monitor the mastery of specific grade level content standards. Both forms of assessments are used to monitor the progress of ELs. Pupil data is housed within the district's Illuminate data management system which allows teachers to generate individual and class data. Individual data is analyzed to determine and plan for the individual needs of pupils. ELPAC data is also used to identify pupils for program placement, reclassification, and pupil interventions.

    English Language Development Continuum

    English Learners shall be expected to progress through the ELD levels of English proficiency up to and including reclassification according to the continuum below:

  • Reclassification of English Learners

    The Cambrian School District has developed specific criteria for reclassifying English Learners to Fluent English Proficient (FEP) status.  

    1. The first criterion is an assessment of English language proficiency, which in California is the ELPAC Assessment coupled with mastery of the ELD Standards at the student’s grade level.
    2. The next criterion is a review and analysis of student performance based on results of the student’s SBAC ELA/Literacy score.  
    3. The third criterion is teacher evaluation of a student’s academic performance, which can be based on the student’s current report cards, grade point average (GPA), writing sample, and formative assessments reflecting the mastery of State Standards.  
    4. The fourth and final criterion is parent opinion and consultation, which involves parents or guardians in discussing their student’s English-language proficiency and meeting the guidelines for reclassification.  

    CSD Reclassification (Exit) Criteria Based on CELDT

    The goal of the English learner program is for students to become fully proficient in English and to master state standards for academic achievement as rapidly as possible. This district’s reclassification criteria are listed below:

  • After a student is reclassified, his/her academic progress is monitored for four years.  The four-year monitoring in CSD requires schools to list the student’s academic grades in each academic area each semester of the four years.  In addition, all SBAC proficiency levels in ELA and Mathematics must be listed on an annual basis.

    *SOLOM: Student Oral Language Observation Matrix

    Monitoring English Language Development (ELD) of English learners

    Student Progress in English Language Development and the mastery of English Language Development Standards is monitored by:

    • EL Folder monitoring
    • The Annual ELPAC
    • Four-Year Monitoring of Reclassified students

    Student Progress in ELD for each English Learner shall further be monitored using the EL Progress Monitoring Form.

    On a Trimester basis, all English Learners will be assessed by the classroom teacher as to the student’s progress.  ELD portfolio entries shall be made at least by trimester.  For additional information, please call your child’s school and set up a meeting.  Progress is always reviewed at teacher conferences and/or as needed throughout the school year.

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