Student Services
Guide for Educating English Learners
Updated January 2024
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Table of Contents Introduction..............................................................................................................5 SBCSS Student Services .........................................................................................5 Section I: Background and Purpose Statement............................................................6 Federal Law...........................................................................................................6 Policy: The English Learner Roadmap 2017 .............................................................6 Equity ...................................................................................................................7 Guiding Principles for Educating English Learners.....................................................7 2023 English Learner Master Plan Revisions.............................................................7 Assets-Oriented and Needs-Responsive Plan............................................................8 Access to Standards-Based Instruction: Effective Instruction for English learners .......8 Assessments, Data Analysis, and Accountability .......................................................8 Description of State and District Assessments:.........................................................9 Progress Monitoring .............................................................................................10 Family and Community Engagement .....................................................................11 Professional Development ....................................................................................11 Legal and Compliance Requirements .....................................................................11 Essential Terminology ..........................................................................................12 Section II: Timeline of EL Activities ..........................................................................13 Identification .......................................................................................................13 Identifying and Classifying English Learners...........................................................13 Immigrant English Learners ..................................................................................13 Initial Assessment ................................................................................................ 14 Summative Assessment ........................................................................................ 14 Home Language Survey (HLS) ..............................................................................15 Parent Notification of Assessment and Placement ..................................................15 CA Education for a Global Economy Initiative (Prop 58): Federal Compliance Items .19 Addressing the Language and Learning Needs of ELs in Special Education...............19 Classification/Descriptors of English Learners.........................................................25 Section III: English Language Proficiency Assessment for California (ELPAC) ..............27 What is the purpose of the ELPAC? .......................................................................27 The ELPAC Assessments:......................................................................................27
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Commonly asked question:...................................................................................28 Section IV: ELPAC Proficiency Level Descriptors (PLDs) .............................................31 Section V: Reclassification .......................................................................................34 Criterion For Reclassification .................................................................................34 Reclassification of English Learners .......................................................................35 Guidelines for Reclassification ...............................................................................36 Reclassification for English Learners in Special Education .......................................36 Considerations for IEP Teams for Reclassification...................................................36 Commonly asked question:...................................................................................37 Reclassification Records .......................................................................................38 Reclassification Process ........................................................................................38 Central Office Responsibilities ...............................................................................39 School Responsibilities .........................................................................................39 Section VI: Post-Reclassification Process ..................................................................40 RFEP Monitoring ..................................................................................................40 Services Available to RFEPs ..................................................................................40 Section VII: Parental Involvement............................................................................42 CA Education for a Global Economy Initiative (Prop 58): Federal Compliance Items .42 Parent Involvement Notifications...........................................................................42 English Learner Advisory Committee (ELAC) ..........................................................43 District English Learner Advisory Committee (DELAC).............................................43 Parental Notices ................................................................................................... 43 DELAC Records .................................................................................................... 43 DELAC Role as an Advisory Committee ..................................................................44 Facilitation of Meetings.........................................................................................44 Section VIII: Instructional Programs.........................................................................45 Description of Programs .......................................................................................45 Effective Instruction for English Learners...............................................................45 Standards-Based Instruction: CA CCSS ELA/ELD ....................................................45 Teaching and Learning: Federal Compliance Items.................................................45 English Language Development ............................................................................46 Core Subject Areas: Researched-Based Tools (MTSS, UDL) ....................................46 Integrated and Designated English Language Development....................................48
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Integrating the Curriculum ...................................................................................49 Structured English Immersion Program .................................................................49 SEI Program Requirements...................................................................................50 Placement of EL Students .....................................................................................50 Parent Exception Waiver Process...........................................................................51 Organization of the ELD Standards........................................................................52 English Language Development Standards Parts I-III.............................................52 Core Instructional Materials ..................................................................................55 Section IX: Staffing and Professional Development....................................................56 Teacher Authorization Requirements .....................................................................56 Professional Development ....................................................................................56 Section X: Funding ..................................................................................................58 Funding for English Learners ................................................................................58 General and Categorical Funding...........................................................................58 Federal Compliance Items ....................................................................................58 Monitoring and Evaluation ....................................................................................58 What is the California School Dashboard?..............................................................59 How is the Dashboard intended to be used? ..........................................................59 What information does the Dashboard include? .....................................................59 What are state indicators? ....................................................................................59 How do I get to the CA Dashboard? ......................................................................60 SBCSS Program Monitoring and Evaluation ............................................................60 Determining Program Effectiveness & Ongoing Monitoring .....................................60
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Introduction
SBCSS Student Services
SBCSS Mission The mission of San Bernardino County Superintendent of Schools is to transform lives through education . Student Services Vision Provide responsive and relevant service to our students, districts, San Bernardino County partners, and to each other.
Student Services Goals
1. Proactively address the unique academic needs of students for increased academic achievement . 2. Promote an equitable, positive, safe, culturally responsive, and supportive environment for students, staff, families, and community partners. 3. Ensure the coordination and collaboration of systems, resources, and effective practices focused on student needs, student learning and student success. Ensuring that English learners have full access to the state standards in tandem with the ELD standards and all core subject areas is essential to their academic achievement. Through first best instruction, we must provide abundant learning opportunities to all English learners as they learn academic English as a second language. Using research validated strategies, students will attain academic language that will prepare them for high school graduation and college and career. We closely aligned the Guide for Educating English Learners to the California English Learner Roadmap Policy. Implementing Integrated and Designated ELD instructional practices and tools are vital to the language development of English learners. Integrated ELD will be a basis for supporting teachers and staff in providing access to all core curricular subjects. Newcomer English Language Learners (ELs) and ELs at levels one or two are seldom referred to our Alternative Education programs at Student Services. However, SBCSS is equipped with programs and staff to support these students in the event that they are referred.
It is rare that Student Services has Newcomer ELs or levels one or two ELs in our Alternative Education programs.
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Section I: Background and Purpose Statement
The San Bernardino County Superintendent of School’s English Language Instruction program is focused on students gaining proficiency in all domains of English Language Arts (Reading, Writing, Listening and Speaking). Curriculum and instruction used in classrooms is purposefully designed to enhance learning within each of these domains. The use of English Language Development (ELD) standards during integrated and designated instruction is our primary instructional delivery model. SBCSS has a commitment: ✓ To provide high-quality English Language Development (ELD) Instruction to English learners that is consistent with current research, state frameworks, and county guidelines. ✓ To provide students with a program of ELD instruction that is systematic, articulate, and coherent. ✓ To ensure all English learners receive ELD instruction that is meaningful and responsive to their social and academic needs. ✓ To ensure all English learners have access to the core curriculum through added academic support and/or SDAIE strategies. Federal Law The U.S. Department of Education’s Office for Civil Rights (OCR) and U.S. Department of Justice (DOJ) released joint guidance on January 7, 2015, reminding states, school districts, and schools of their obligations under federal law to ensure that English learners have equal access to a high-quality education and the opportunity to achieve their full academic potential (US Department of Education). Policy: The English Learner Roadmap 2017 On July 12, 2017, the California State Board of Education passed the English Learner Roadmap Policy: Strengthening Comprehensive Educational Policies, Programs, and Practices for English learners. The policy's expectation is for the California Department of Education to guide local educational agencies (LEAs) on welcoming and responding to a diverse range of English learners' strengths, needs, and identities, providing full access to state standards-based education. Four principles support the mission and vision of this policy and give guidance on building coherent and aligning practices.
The four principles are: 1. Assets-Oriented and Needs-Responsive Schools 2. Intellectual Quality of Instruction and Meaningful Access 3. System Conditions that Support Effectiveness 4. Alignment and Articulation Within and Across Systems
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Equity SBCSS Student Services is committed to providing an equitable education to all students. As stated in the Guide for Instructional Direction, "every student is provided with what they individually require to learn and succeed to fulfill their academic and social advancement." Student Services’ commitment to building on the assets of our students is in direct alignment with Principle 1 of the EL Roadmap: Assets-Oriented and Needs-Responsive Schools. Guiding Principles for Educating English Learners Our guiding principles follow the EL Roadmap Principal expectations: Principle One: Assets-Oriented Needs-Responsive Schools a. Socio-Emotional Responsive Environment b. Culturally Responsive Design Principle Two: Intellectual Quality of Instruction and Meaningful Access a. Standards-Based Access b. Instructional Rigor for All c. Quality of Teaching and Learning: Danielson Framework Principle Three: System Conditions that Support Effectiveness a. Reliable Assessments b. Multi-Tiered System of Support (MTSS) c. Capacity Building Principle Four: Alignment and Articulation Within and Across Systems a. Coherence and Alignment 2023 English Learner Master Plan Revisions To meet the shifts and changes in policies and programs, our Guide for Educating English Learners required revision and a rewrite of some items. Our revised plan is aligned to the California EL Roadmap Policy, Prop 58. Access to state standards is key to our English learners’ academic progress and achievement. To support teachers and staff in providing access to the state standards, updates on researched-based tools were also required. Updated researched-based tools include Multi-Tiered Systems of Support, Universal Design for Learning, and Culturally Responsive Design. An update to state assessment for English learners is also reflected in this plan. The English Language Proficiency Assessments for California (ELPAC) with progress monitoring, reclassification, and data analysis will be used in collaboration with site assessments to determine the specific learning needs of ELs.
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Assets-Oriented and Needs-Responsive Plan Student Services is committed to building an environment that is responsive to English learners’ different and diverse strengths and needs beginning in pre-school through grade 12. We understand that our English learners enter our school system with linguistic and cultural diversities; therefore, we will work together to support their language development, learning needs, and socio-emotional health. Through our equity work, and the support of the county Multilingual Department, we are committed to building an affirming, inclusive, and safe school climate.
This commitment includes a focus on: • Socio-Cultural Competence • Identification of English learners • English Learners in Special Education • Ethnic Studies • Reclassification • Graduation • Achievement Recognition
Access to Standards-Based Instruction: Effective Instruction for English learners “English learners have meaningful access to a full standards -based and relevant curriculum” through core subject areas, resources, and materials. English learners’ learning experiences integrate academic language to support a rich vocabulary and literacy exposure and experience. Furthermore, a comprehensive ELD Program consists of two parts: Designated ELD and Integrated ELD. ELs at all English proficiency levels and all ages require Integrated ELD specialized to their particular language learning needs. De signated ELD is required for language development at the students’ language level. (ELA/ELD Framework for California Public Schools, CDE, 2015 Ch 2. P. 119) ELs’ language needs can be addressed by all MTSS tiers.
This includes: •
Standards-Based Instruction
• English Language Development (ELD) • Core Subject Areas • Researched-Based Tools (MTSS, UDL, ELLevation, PBIS) • Integrated and Designated ELD • Resource and Materials • Addressing the Language and Learning Needs of ELs in Special Education Assessments, Data Analysis, and Accountability It is the goal of SBCSS Student Services that every English learner graduate be college and career ready, with bilingual and bi-literate competence. Student Services is, therefore, committed to monitoring the implementation of its EL policies, programs, and
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services. Evaluation of the application and effectiveness of programs is part of a continuous improvement cycle. Using formative and summative assessments, and data analysis, is the basis for increasing academic achievement for English learners. “ Assessments inform teaching and learning to serve as an indicator and to determine the curricular and instructional modifications needed to increase student learning. ” (Guide for Instructional Direction)
Description of State and District Assessments:
Description of Assessments Duration of Assessments
The Summative English Language Proficiency Assessments for California (ELPAC) is an annual assessment to measure an English learner's progress toward English language proficiency (ELP). The Summative ELPAC Fact Sheet (PDF) provides a summary of this information and more. State and federal law require that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The ELPAC is aligned with the 2012 California English Language Development Standards. The Summative Alternate English Language Proficiency Assessments for California (ELPAC) is an annual assessment to measure the progress toward English language proficiency (ELP) of an English learner student with the most significant cognitive disabilities.
It consists of two separate ELP assessments that measure listening, speaking, reading, and writing domains: 1. Initial ELPAC - the initial
ELPAC
identification of students as English learners (ELs), which is administered within 30 days from when a student is registered in a CA school.
1. Summative ELPAC - the annual
summative assessment to measure a student’s progress in learning English and to identify the student's level of ELP which is administered February – May of every year.
Like the ELPAC, it consists of two separate ELP assessments that measure listening, speaking, reading, and writing domains: 1. Initial Alt. ELPAC - the initial identification of students as English learners (ELs), which is administered within the first 30 days from when a student is registered in a CA school. 2. Summative Alt. ELPAC - the annual
ALT ELPAC
summative assessment to measure a student’s progress in learning English and to identify the student's level of ELP which is administered February – May of every year.
The California Assessment of Student Performance and Progress (CAASPP) done through the Smarter Balanced Assessment Consortium (SBAC) is comprehensive, end-of- year assessments for English language arts/literacy (ELA) and mathematics that are aligned with the Common Core State Standards (CCSS) for English language arts/literacy (ELA), mathematics, science (CAST), and measure progress toward college and career readiness.
CAASPP Assessments are administered January – June of every year. These assessments measure state standards that encompass the claims of reading, writing, speaking and listening, and research/inquiry for ELA. In math the assessment measures concepts and procedures, problem solving, communicating reasoning, modeling, and data analysis for math.
CAASPP through SBAC
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District Assessments
Description of Assessments
Duration of Assessments
Star Assessments are short tests that provide teachers with personalized learning data for each student. Star tests are computer adaptive, which means they adjust in difficulty to each answer students provide. The SANDI is a user-friendly, comprehensive summative and formative assessment that provides useful and immediate feedback to both teachers and administrators on each student's strengths and needs.
The STAR assessment is given upon entry into the program and then again to students once a quarter in both ELA and Math.
STAR
The SANDI has two assessment windows: 1. Fall administration running from August – September 2. Spring Administration running from January – June
SANDI
This includes: •
State Tests: o
English Language Proficiency Assessment for California (ELPAC) o Alternative English Language Proficiency Assessment for California (Alt. ELPAC) o California Assessment of Student Performance and Progress (CAASPP) through Smarter Balanced Assessment Consortium (SBAC) o California Alternate Assessment of Student Performance and Progress (CAA) • District Assessments o STAR o SANDI • School-Site Formative Assessment • Progress Monitoring thru ELLevation Progress Monitoring Progress monitoring is an integral part of the assessments, data analysis and accountability process for English learners. It establishes a design to inform instruction where monitoring students frequently identifies learning barriers. In response, designing an effective instructional plan along with re-engaging students by providing feedback on student work, and deeper thinking gives student support where needed. Progress monitoring establishes quick responses to Multi-Tiered Systems of Support to evaluate an education plan for English learners to maintain and modify student learning.
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Family and Community Engagement Family and community are essential to students' academic achievement and well-being; therefore, Student Services has made family engagement a priority by fully engaging students, parents, and the community in support of short and long-term educational outcomes. The value of family and community involvement goes far beyond compliance as stated in the Guide for Instructional Direction : “Relationships are the cornerstone of healthy organizations and our work in education.” (Guide for Instructional Direction)
This includes: •
Outreach to families and community • Translators and interpreters • English Language Advisory Committee (ELAC) • District English Language Advisory Committee (DELAC) • Family and community Involvement • Engagement with educational partners
Professional Development SBCSS Student Services recognizes the need to continuously build the capacity of stakeholders at all levels to develop a clear understanding of the language and learning needs of our English learners. Professional development is crucial to the implementation of this document, state standards, and core curriculum. Professional Development topics and attendees are listed below.
Topics and Attendees: •
ELD Proficiency Levels
• ELD Standards: Part I, Part II, & Part III • Designated and Integrated ELD • Core Subjects • Para-Professional • ELLevation • MTSS • PBIS • Teachers • District and Site Administrators • Counselors
Legal and Compliance Requirements SBCSS Student Services recognizes the importance of meeting Federal and State legal and compliance mandates and requirements that are relevant to the education of English learners. Included are the Federal and State policies to guide the financial investments so that decisions are equitable for addressing the language and learning needs of all English learners. Student Services is committed to ensuring that leaders at all levels are knowledgeable about the Federal and State mandates, policies, and requirements.
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This includes: •
General and Categorical Titles 1 and III Funding • Inventory • Governance and Administration • Funding
Essential Terminology
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Section II: Timeline of EL Activities
Identification Who are our English learners?
According to the state ELA/ELD Framework, Chapter 9, English learners are those students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state-approved oral language (grades Kindergarten through grade twelve) assessment procedures and literacy (grades three through twelve only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading and writing skills necessary to succeed in the school’s regular instructional progr ams. (R30- LC) (CDE Glossary of Terms). The Home Language Survey is completed only once in a child’s educational career. In California, a student is classified as an English Learner (EL) if their overall performance level on the initial English Language Proficiency Assessment for California (ELPAC) is Novice EL or Intermediate EL. Identifying and Classifying English Learners Student Services implements federal and state laws and regulations to identify students whose language is other than English. The following steps are implemented at all sites when identifying a student as a potential English learner: 1. Completion of the Home Language Survey once per student upon initial registration in a CA school. 2. Assessing the language ability of the students using the Initial English Language Proficiency Assessments for California (Initial ELPAC). 3. Classifying the student as an English learner of Initial Fluent Proficient (IFEP) based on the Initial ELPAC results. 4. Notifying parents or guardians of the Initial ELPAC results, in writing, within 30 calendar days, and of the language acquisition programs and resources available to support the language development of the student, if classified as an English learner. Identify the student as an English learner in Aeries. 5. Notifying the teacher when an English learner has been assigned to their classroom. Immigrant English Learners Each LEA must identify all immigrant children and youth who are: aged 3 through 21; were not born in any State; and have not been attending one or more schools in any one or more States for more than 3 full academic years.
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Initial Assessment
July 1 - June 30 (YEAR-ROUND)
✓ Administer the initial ELPAC assessment within 30 days of the students first day of school for all kindergartners and verified newly enrolled students to the state of CA whose home language survey indicates a language other than English for any question. Parents MAY NOT complete a new Home Language Survey . EL determination is based on the initial Home Language Survey only. ✓ Upload a copy of the original Home Language Survey into Aeries in the Documents portal. ✓ For students with the most significant cognitive disabilities, complete the primary language evaluation (informal assessment) for each student who returned a Home Language Survey that indicated a language other than English on any question (EC 52164.1[c]). ✓ Notify Parents of Initial Placement based on hand scoring of test documents. ( EC 52164.1[c], 5 CCR 11511.5). A Parent Notification template can be obtained through this handbook or at the ELPAC.org website. ✓ Place a copy of the parent notification of initial placement in the student s’ documents page in Aeries. ✓ Update Aeries language assessment page with initial placement / identification determination, home language survey, and important date information. ✓ Inform the Individualized Education Program (IEP) team of the students’ assessment results and ensure the student receives a program of instruction in English-Language Development (ELD) to develop proficiency in English. ( EC 300, 305, 306, 310). ✓ Notify parents of EL students regarding advisory committee meetings (20USC 7012[e][2]). Monitor student English language acquisition progress (document, include in annual IEP report).
Summative Assessment
Feb 1 st – May 31 st Annually
✓ Administer ELPAC/Alternate ELPAC summative assessment to all
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English learner (EL) students. Notify Parents of summative assessment results when received, and program placement. ( EC 52164.1[c], 5 CCR 11511.5)
✓ Review and determine if student meets reclassification criteria. If so, complete the reclassification form in the ELLevation platform. This form must include documentation of parent involvement.
✓ Notify parents of EL students regarding advisory committee meetings (20USC 7012[e][2])
✓ Provide a program of instruction in English language development to develop proficiency in English as rapidly and effectively as possible. ( EC 300,305, 306) ✓ Monitor student English language acquisition progress (document, include in annual IEP report).
Home Language Survey (HLS)
Upon initial enrollment in a California public school (K-12), parents/guardians will complete a Home Language Survey (HLS). SBCSS will utilize the California Longitudinal Pupil Achievement Data System (CALPADs) to identify the language proficiency of students previously enrolled in a CA school. The Home Language Survey will be made available in Spanish and other languages as needed. Upon completion, the Home Language Survey will be attached to the student’s profile in our Student Information System (SIS), Aeries. A physical copy of the HLS will also be placed in the student’s cumulative file. English and Spanish versions of the HLS can be found on the next page(s) . Parents are only to complete one (1) Home Language Survey. Additional Home Language Surveys cannot be used to change EL designation once established. IMPORTANT: The students initial Home Language Survey completed when first enrolled in a CA school is the valid HLS. Surveys completed after the initial survey will be considered not valid . Students whose original HLS reports their primary method of communication is American Sign Language/ASL) will be considered EO for this purpose. It is extremely important to verify a potential English Learner’s prior designation in the SIS and CALPADs to confirm their English Language Proficiency status. Parent Notification of Assessment and Placement Parent and/or guardians of English learners and fluent English-proficient students will be notified of their child’s initial English -language and primary-
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language proficiency assessment results and program placement.
1. Within two (2) weeks of completing the appropriate English Language proficiency assessment, the site administrator or designee will notify the English Learner student’s parent/guardian, in writing, of the initial assessment results and program options. 2. Upon receipt of the official assessment results from the testing service, the administrator or designee will notify the English Learner student’s parent/guardian, in writing, of the official Annual testing results and program placement. a. The Initial Parent Notification letters (English and Spanish) are provided on the following pages and in the shared folder. b. The Official Parent Notification letters (English and Spanish) are available here. [PDF RESOURCE-CLICK HERE]
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CA Education for a Global Economy Initiative (Prop 58): Federal Compliance Items “The purpose of the California Education for a Global Economy (CA Ed.G.E.) Initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to participate in a global economy.” (California Education Code (EC) Section 300(n) The CA Ed.G.E. initiative amended EC sections 300, 305, 306, 310, 320 and 335, and repealed EC Section 311 (parent waiver). Student Services will ensure that stakeholders voice their interest about language programs and language acquisition programs through the following groups:
Site Level
District Level
English Learner Advisory Committee (ELAC)
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•
District English Learner Advisory Committee (DELAC) Parent Advisory Committee Parent and Community Forums
Parent and Community Forums
• • • •
• • •
School Site Council Stakeholder Surveys
Stakeholder Surveys
LCAP Development Sessions
Addressing the Language and Learning Needs of ELs in Special Education There may be many factors that get in the way of English learners’ academic progress, such as poverty, transiency, health, and lack of effective and meaningful instruction. General education is responsible for making sure that all English learners have access to standards-based instruction that incorporates integrated and designated ELD daily. To support all SBCSS Student Services staff on the identification of skill deficits, low performance or other concerns, California Practitioner's Guide for Educating English learners with Disabilities has created indicators to determine whether it is a language difference or a disability (Chapter 3, pages 114-119). These indicators clearly demonstrate the comparison and differences between a disability and language need. Each English learner with disabilities must be annually assessed for English language development using the accommodations, modifications, or alternate assessments for the current English Language Proficiency Assessment for California (ELPAC) if specified in the pupil’s IEP or Section 504 Plan.
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Source: Adapted from: J Butterfield, G. Lopez, and L. Gonzalez, Meeting the Needs of English Learners with Disabilities Resource Book (Sacramento, CA: SELPA Administrators of California Association, 2017).
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Classification/Descriptors of English Learners
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Section III: English Language Proficiency Assessment for California (ELPAC)
What is the purpose of the ELPAC? State law (California Education Code sections 313 and 60810) and federal laws (Titles I and III of the Elementary and Secondary Education Act [ESEA]) require that local educational agencies (LEAs) administer a state test of English language proficiency to (1) newly enrolled students whose primary language is not English, as an initial assessment, and (2) students who are English learners (ELs), as an annual summative assessment (SA). For California’s public-school students, this test is the ELPAC. The ELPAC is used to assess and monitor EL stu dents’ progress toward English language proficiency. EL students continue to take the ELPAC SA annually until they meet their LEA’s reclassification criteria.
The ELPAC Assessments:
Initial Assessment (IA) The ELPAC IA is used to identify students as either an English learner (EL), or as fluent in English. The IA is administered only once during a student’s time in the California public school system based upon the results of the home language survey. The locally scored IA will be the official score. Alternate Initial Assessment (Alt. IA) The Initial Alternate English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students with the most significant cognitive disabilities 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 kindergarten
through grade twelve. The locally scored IA will be the official score. ELAPC Initial Assessment Window is Annually from July 1 st – June 30 th.
Summative Assessment (SA) The ELPAC SA is only given to students who have previously been identified as an EL based upon the IA results, to measure how well they are progressing with English development in each of the four domains. The results are used as one of four criteria to determine if the student is ready to be reclassified as fluent English proficient, to help inform proper educational placement, and to report progress for accountability. Alternative Summative Assessment (SA) Students with disabilities who cannot take one or more domains of the ELPAC with allowed universal tools, designated supports, or accommodations, will take an alternate assessment(s), as noted in their individualized education program or Section 504 plan. The computer – based Summative Alternate ELPAC will be used for all students that
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cannot take the Summative ELPAC exam. The computer – based Summative Alternate ELPAC is an untimed test. Students are allowed as much time as they need to complete their responses in each domain of the two communication modes: expressive (Speaking and Writing) and receptive (Listening and Reading). The Summative Alternate ELPAC is administered in person only.
ELPAC Summative Assessment window is Annually from February 1 st to May 31 st
Commonly asked question:
Can parents/guardians opt their child out of the English Language Proficiency Assessments for California (ELPAC)? No. Parents/Guardians cannot opt their child out of the ELPAC. State and federal law (California Education Code sections 313 and 60810 and federal law Titles I and Ill of the Every Student Succeeds Act) require that all students whose primary language is other than English be assessed for English language proficiency. The legal basis for requiring English language proficiency testing is that all students have the right to an equal and appropriate education, and any English language limitations (left unidentified and/or unaddressed) could preclude a student from accessing that right. Which students are required to take the ELPAC. The English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency (ELP). It is administered as an initial assessment to newly enrolled students whose primary language is not English, as indicated on a home language survey; and, annually, as a summative assessment to students who have been previously identified as EL students. Students with a primary language other than English, as determined by a home language survey, who have not taken the ELPAC before and who have not been previously classified as an EL, must take the ELPAC Initial Assessment (IA). Students designated as ELs via the ELPAC IA are required to take the ELPAC SA annually until they are reclassified as fluent English proficient. Students being referred to SBCSS Student Services from previous districts should have already completed the HLS and Initial ELPAC before enrolling with our schools. See Section II: Timeline of EL Activities for further clarification What is the purpose of the Summative ELPAC? 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 following are the English proficiency statuses for students associated with taking the Summative ELPAC • EL — English learners
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• RFEP — reclassified fluent English proficient
All EL students must be administered the ELPAC until they are reclassified. There is no parent opt out or medical exemption for this assessment. See reclassification criteria on page 34 of this document. Do we test students in year one of a two-year kindergarten program (frequently referred to as "transitional kindergarten")? Yes. Students in year one of a two-year kindergarten program will take the kindergarten test. All students enrolled in the LEA in year one of a two-year kindergarten program, whose primary language is other than English, as determined by a home language survey, must be administered the ELPAC within 30 calendar days of enrollment or 60 calendar days prior to instruction, but not before July 1. If a student takes the ELPAC IA and is classified as an EL during the ELPAC Summative Assessment (SA) administration window, will the student be required to take the ELPAC SA as well? Yes , if a student takes the ELPAC IA and is classified as an EL prior to May 31, 2018, the student will be required to take the ELPAC SA as well. How is the ELPAC given? The Summative ELPAC is delivered via a computer-based test delivery platform. The four domains (Listening, Speaking, Reading, and Writing) are administered on computer except for the Writing domain for kindergarten through grade two, which is a paper- based test. Please visit the Manuals and Instructions web page for more materials related to the administration of the Summative ELPAC. The Summative ELPAC is available to be administered in person or remotely. LEA ELPAC coordinators should refer to the Summative ELPAC Online Test Administration Manual for information and instructions about test preparation and administration of the computer-based Summative ELPAC, as well as the paper-based test for the Writing domain for students in kindergarten through grade two. The manual also includes information about Remote Testing . The Summative ELPAC is an untimed test. Students are allowed as much time as needed to complete the test. For planning purposes, estimated testing times for each form, by domain and grade level or grade span, are available on the Summative ELPAC Estimated Testing Time web page. The Initial English Language Proficiency Assessments for California (ELPAC) testing window is administered throughout the year. The Initial ELPAC is available to be administered in person or remotely. LEA ELPAC coordinators should refer to the Initial ELPAC Online Test Administration Manual for information and instructions about test preparation and administration of the computer-based Initial ELPAC, as well as the paper-based test for the Writing domain for students in kindergarten through grade
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two. The manual also includes information about Remote Testing The Initial ELPAC is an untimed test. Students are allowed as much time as needed to complete the test. For planning purposes, estimated testing times — by domain and grade level or grade span — are available on the Initial ELPAC: Estimated Testing Times web page. Please note: Students with disabilities who cannot take one or more domains of the ELPAC with allowed universal tools, designated supports, or accommodations, will take an alternate assessment(s), as noted in their individualized education program or Section 504 plan. The computer – based Summative Alternate ELPAC will be used for all students that cannot take the Summative ELPAC exam. The computer – based Summative Alternate ELPAC is an untimed test. Students are allowed as much time as they need to complete their responses in each domain of the two communication modes: expressive (Speaking and Writing) and receptive (Listening and Reading). The Summative Alternate ELPAC is administered in person only.
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Section IV: ELPAC Proficiency Level Descriptors (PLDs)
The Proficiency Level Descriptors (PLDs) provide an overview of the stages of English language development through which English learners (ELs) are expected to progress as they gain increasing proficiency in English as a new language. The PLDs depict student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and upon exit from each of three proficiency levels: Emerging, Expanding, and Bridging. These descriptors are intended to be used as a guide for teachers and curriculum developers to provide ELs with targeted instruction in English language development as well as differentiated instruction in academic content areas. Emerging: Students at this level typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic vocabulary and other features of academic language. Expanding: Students at this level are challenged to increase their English skills in more contexts and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways that are appropriate to their age and grade level. Bridging: Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. The “bridge” alluded to is the transition to full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction. However, ELs at all levels of English language proficiency fully participate in grade-level tasks in all content areas with varying degrees of scaffolding in order to develop both content knowledge and English. The charts below show ELD proficiency levels continuum and the scaffolds that will support English learners progress from one level to the next in an academic setting. The continuum that progressively moves from substantial support when ELs enter schools with limited English language skills to occasional support when ELs exit the Bridging level through Reclassification.
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Please see charts below for further information regarding performance levels.
Level
General Performance Level Descriptors
3
Students at this level demonstrate understanding of core subject matter in the content area. They are actively working with adapted grade-level content that focuses on the essential knowledge and skills and may need occasional prompts and assistance to complete tasks and activities. Students at this level demonstrate foundational understanding of core subject matter in the content area when provided with frequent prompts and supports. They are actively working with adapted grade-level content that focuses on the essential knowledge and skills and may frequently need supports to complete tasks and activities. Students at this level demonstrate limited understanding of adapted grade level content that focuses on much of the basic knowledge and skills, even with extensive supports.
2
1
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Section V: Reclassification
Reclassification is the process whereby a student is reclassified from English learner (EL) status to Fluent English Proficient (RFEP) status. Reclassification can take place at any time during the academic year, immediately upon the student meeting all the criteria. Each LEA establishes a locally-approved reclassification process, including any documents used to communicate information regarding that process, in order to determine when students are eligible for RFEP status changes due to meeting each of the state’s four criteria listed in Education Code ( EC ) Section 313 (f) . Each criterion must be met by every student eligible for RFEP status. (See Criteria tab below.)
The Reclassification Rainbow graphic reminds us to always consider the criteria holistically when making reclassification decisions.
Criterion For Reclassification
Criterion 1: Assessment of English Language Proficiency with Summative ELPAC Local educational agencies (LEAs) use ELPAC Overall Performance Level (PL) 4 as the statewide standardized ELP criterion for students assessed with the Summative ELPAC. All students (assessed with the Summative ELPAC) with a score of Overall PL 4 are eligible for reclassification in conjunction with other required locally determined reclassification criteria. Some dually identified English learners may need specific considerations on this criterion once all necessary and specific supports, based on a student's unique needs and the special education services, have been exhausted. LEAs shall use Alternate ELPAC Overall PL 3 (Fluent English Proficient) as the alternate ELP criterion for students assessed with the Summative Alternate ELPAC. Identified by local IEP teams, qualifying students with the most significant cognitive disabilities with a Summative Alternate ELPAC Overall PL 3 (Fluent English Proficient)
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are eligible to be considered for reclassification, in conjunction with the other three locally determined required reclassification criteria.
Criterion 2: Teacher Evaluation Teacher evaluation, including a review of the pupil's curriculum mastery, remains locally determined. Teacher evaluation is not to be interpreted as teacher opinion and should be based on data as well as the LEA’s locally established process for soliciting teacher evaluation. The CDE is in the process of developing a standardized resource for this criterion. The Observation Protocol for Teachers of English Learners (OPTEL) is an observation protocol currently under development to meet the requirements of EC Section 313.3 Criterion 3: Parent Consultation This criterion remains locally determined. LEAs can consult with families of all students who are being considered for reclassification in-person, by phone, school platforms, or other available technology to discuss eligibility for reclassification. These criteria will be replaced with the Observation Protocol Teacher of English Learners Matrix effective Fall 2024. Criterion 4: Basic Skills Relative to English Proficient Students Comparison of EL performance to performance of native English speakers of the same age in basic skills remains locally determined. Demonstrates whether the pupil is sufficiently proficient in English to participate effectively in a curriculum designed for pupils of the same age whose native language is English, EC Section 313(f)(4). The LEA establishes the empirical range of performance in basic skills when setting the criteria for reclassification and considers the overall achievement goals set for all students. Reclassification of English Learners Reclassification will take place in the Ellevation learning platform. Ellevation is a partner to school district administrators, teachers, and students across the United States, used to manage complex program requirements, build the capacity of teachers to serve multilingual learners, and empower students with the academic language necessary for success in school. Ellevation is an EL program management program that meets compliance requirements and impacts instruction in every classroom. Through Ellevation, teachers will monitor their current English Learners in the four domains of the ELPAC exam providing data to be used for potential reclassification. Teachers will receive a form, generated by Ellevation when a student meets the reclassification criteria during the Fall or Winter reclassification window.
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