English Learner Program

  • Program Goals:

    All English Learners will:

    • achieve proficiency in understanding, speaking, reading, and writing English equal to that of their native English speaking peers as rapidly as possible through English Language Development instruction.
    • be provided English Language Development instruction at the appropriate developmental level of language proficiency.
    • be properly assessed in all modes of language (reading, writing, speaking and listening) as they advance toward full English competence.
    • have equal access to a challenging core curriculum through Specially Designed Academic Instruction in English (SDAIE) and primary language support as needed.
    • be provided activities and instruction that is meaningful and leads to a positive self-esteem and appreciation of their culture and language.

    Todos los aprendices del inglés:

    • Lograr habilidad en entender, hablar, leer, y escribir el inglés igual al de sus pares de habla inglés nativos lo más rápido posible a través  de la instrucción del desarrollo de ingles.
    • Ser proveído instrucción del desarrollo de inglés al nivel de desarroll apropiado
    • Ser asesorado/a en todas modas de lenguaje (lectura, escritura, hablando y escuchando) mientras que ellos avanzan hacia capacidad de inglés completo.
    • Tiene acceso igual de a un plan de estudios desafiador de la base con la instrucción académica especialmente diseñada en ayuda en inglés (SDAIE) y apoyo en su primer idioma si sea necesario.
    • Ser proveído con actividades y instrucción proporcionadas que sean significativas y conduce a una autoestima y un aprecio positivos de su cultura y lengua.

    English Learner Services
    KUSD is committed to providing the best educational experience to all students within the district and ensure that all students reach their fullest potential.  We understand and appreciate that some of our students arrive needing additional language support in-order to fully access the core curriculum, master the California State Standards and ultimately graduate from high school with choices about post-secondary education.  We strive to provide a program that reflects the needs of the English learners we serve.  Schools work hard to develop programs that will ensure our English learners are successful.  Data collection and review play an integral part in designing programs the best meet the needs of our community.

    Parents are an important part of the program.  KUSD values feedback, input, and hard work.  Parents continue to make positive differences in the lives of the children that they support.  The goal is to increase each student’s learning.  Whenever there are 21 or more English Learners students at a school site, a functioning ELAC that has been elected by parents/guardians of English Learners at the site, receives training and materials appropriate to assist members in carrying out their legal responsibilities.  Their purpose is to advise the principal and staff on the development of a plan for English learnersand to work on the school’s annual needs assessment.  The ELAC must work collaboratively with the SSC. 

    For further information, please call your child’s school.  The California Department of Education also offers information on the CDE Web Site at http://www.cde.gov or CDE DataQuest at  http://data1.cde.ca.gov/dataquest/

    KUSD English Learner Master Plan
    KUSD maintains an EL Master Plan for the English Learner Program which was approved by the Governing Board of Education.  The EL Master plan is revised annually with a team of stakeholders who specialize in working with English Learners across the district.  Additionally, the EL Master Plan is annually presented and reviewed with the DELAC (District English Language Advisory Committee) for any input or suggestions relative to serving our English Learners.  A copy of the EL Master Plan is provided to all school administrators and staff.  It includes procedures for identification, assessment, instruction, reclassification, and monitoring academic progress for all English Learners.  Also included are services/resources available, program staffing requirements, and the rights of parents and students.

    Identification of English Learners
    All parents are required by California law to complete and sign a Home Language Survey. 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 California English Language Development Test (CELDT).  The assessment assists the site in determining the student’s program placement and program development.  The Home Language Survey has been translated into other languages to assist parents/guardians with the process and if needed, oral translations are also available.  This allows for the most accurate information that can efficiently assist students in an appropriate program placement and instructional setting.  All English learners are placed into an appropriate program that supports their individual needs.  Parents should contact the school for additional and specific information regarding their child’s needs and the services offered at the school site.

    Initial Assessment
    The California English Language Development Test (CELDT) is administered for students who have languages other than English. CELDT 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 CELDT scores students at five (5) different English proficiency levels.  They are Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced.  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 overall score is derived by combining the skill area scores as follows:  25 percent listening, 25 percent speaking, 25 percent reading, and 25 percent writing. Proficiency levels (Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced) were developed for each skill area and for the overall score. The district further assesses each English Learner for primary language fluency, including listening comprehension, speaking, reading and writing within 90 calendar days.

    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:

    • ELD Assessments
    • EL Folder monitoring
    • The Annual CELDT
    • District Benchmarks
    • Two-Year Monitoring of Reclassified students

    Students with Special Needs
    One purpose of the CELDT is to measure 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 is offered to students when taking the 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

    All English Learners in the district are given intense instruction in English including designated and integrated 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.  The 2012 ELD standards are used by the classroom teacher as the focus of all lessons and as a resource to assess individual students’ proficiency in English.

    Annual Assessment
    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 California English Language Development Test (CELDT).  The purpose of the CELDT 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).

    The California English Language Development Test (CELDT) is administered during the fall and parents are notified of the results after they are scored by the state.

    Reclassification of English Learners
    KUSD has developed specific criteria for reclassifying English Learners to Fluent English Proficient (FEP) status.  The first criterion is an assessment of English language proficiency, which in California is the CELDT Assessment coupled with mastery of the ELD Standards at the student’s grade level.  The next criterion is a review and analysis of student performance.  The third criterion is teacher evaluation of a student’s academic performance.  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.  After a student is reclassified, his/her academic progress is monitored for two years.  Students are required to be monitored and reviewed for two year.  Specific reclassification requirements are identified in the KUSD English Learner Master Plan.

    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 EL Master Plan for English Learner education, district-wide needs assessment, and setting district goals for English Learner education. The DELAC assists the district with areas such as the language census report, written parent notification of initial and annual assessments, district’s reclassification process, and review of waiver requests. The majority of the DELAC are parents of EL students. The DELAC members are trained by the Director of State and Federal Programs and other 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 Process/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/guardians may request a waiver to have their child(ren) transferred to an alternative bilingual program. 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 and Director of State and Federal Programs.  Additional information may be obtained in the KUSD EL Master Plan and by contacting the school principal or State and Federal Programs Department.

    English Language Development Performance Expectations

    Assessment of Pupil Progress

    CELDT 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 CELDT 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 CELDT and other classroom assessments as determined by the school site.  KUSD has also developed 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 Illuminate which allows teachers to generate individual and class data. Individual data is analyzed to determine and plan for the individual needs of pupils. CELDT data is also used to identify pupils for program placement, reclassification, and pupil interventions.

  • Proficiency Level Growth Targets for English Learners