• CSD English Learner Program

    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.

    Go to the following link: CSD English Learner Program Flow Chart

     

    Program Placement

    The chart below shows all program placement options. 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”.

  • Program Placement 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 the Smarter Balanced Assessment.  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.

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

    English Language Development Standards K-12

     

    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 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

    Four (4) specific criteria for reclassifying English Learners to Fluent English Proficient (FEP) status:  

    1. The student achieved a Summative ELPAC score of 4.
    2. Review and analysis of student performance based on the results of the student’s SBAC ELA and/or local ELA Performance-based assessment in reading & writing.  
    3. 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. Parent opinion and consultation, which involves parents or guardians in discussing their student’s English-language proficiency and meeting the guidelines for reclassification.  

  • 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

     

    Progress Monitoring

    EL students who have been reclassified are monitored for the next four years.

    On an annual 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.

     

    Resources