Policy – Category 5000 (Students)
BP 5004 – Instructional Planning and the IEP
future development is away from isolated use of ELD instruments toward the use of assessments representative of ELA standards.
5.1
English Language Proficiency Assessments for California (ELPAC)
School districts in California are required under federal and state laws to administer the ELPAC to determine English proficiency to students in kindergarten through grade twelve, whose primary language is not English. Students with exceptional needs who cannot take the entire ELPAC or a section of the test may be tested with special assistance and/or take alternate tests. All assistance or alternate tests must be documented in the student’s IEP or Section 504 plan. The purpose of the ELPAC is to determine how well each student tested can listen, speak, read, and write English. ELPAC scores should be used annually in developing educational needs and appropriate goals in order to determine the level of assistance needed and to ensure the student’s placement in an appropriate program.
5.2 A Map for Teaching and Assessing ELD and ELA Standards for English Learners
A map developed by West Ed, Northern California Comprehensive Assistance Center matches the standards for English Learner Development and for Language Arts Development in seven strands. Additionally, it is divided into the academic areas of reading, writing, listening and speaking. They are available by grade span, (K-2, 3-5, 6-8, 9-10, and 11-12). A model that is generic for all grade level follows:
5.3
ELD Standards Alignment with ELA Standards
Reading
ELD Reading
ELA Reading
Word Analysis, Fluency and Systematic Vocabulary Development
Word Analysis, Fluency and Systematic Vocabulary Development Reading Comprehension, Expository Critique (grade 5 and up)
Reading Comprehension
Literacy Response and Analysis
Literary Response and Analysis
Writing
BP 5004 – Instructional Planning and the IEP
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/18)
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