SDUSD EL Master Plan

Board Approved September 2022

English Learner Master Plan

Supporting Multilingual Learners to Become Productive Global Citizens

Multilingual Education Department

June 2022

Table of Contents

District Overview	3
Chapter 1: Multilingual Learner Identification	4
Chapter 2: Program Options	17
Chapter 3: Program Monitoring	34
Chapter 4: Professional Development	41
Chapter 5: Accountability	45
Chapter 6: Family Engagement	55

San Diego Unified School District

SDUSD is committed to informing educators, students, and their families of their rights, responsibilities and available resources while preparing English learners to embrace the challenges of the 21st century to become productive global citizens.

The Multilingual Education Department (MED) is a department within the San Diego Unified School District (SDUSD). MED provides training and support to school sites in identifying, assessing, and monitoring English learners (EL). MED also provides school site training to support families of English learners.

Our EL students speak more than sixty different languages and come from many countries around the world. MED strives to support our EL students and families, teachers and school staff in all of the areas related to language acquisition, general education of English learners, and specifically compliance. Compliance refers to all the federal and state mandated laws and regulations relating to the education of English learners. The vision of the Multilingual Education Department (MED) is aligned with the English Learner Roadmap vision ...

San Diego Unified Leadership Team

Dr. Lamont Jackson

Dr. Fabiola Bagula

Superintendent

Deputy Superintendent

Marissa R. Allan

Instructional Support Officer

Mission and Vision

SDUSD vision and the CA EL Roadmap vision are linked by their commitment to prepare all learners, including Multilingual learners, for their college and career choices.

Mission

All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

Vision

English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.

Guiding Principles

To guide our district vision, SDUSD uses the CA EL Roadmap Vision along with our district mission statement to ensure that our English learner and multilingual students are receiving high quality linguistic and academic instruction.

Principle #1

Assets-Oriented and Needs-Responsive Schools

Principle #2

Intellectual Quality of Instruction and Meaningful Access

Principle #3

System Conditions that Support Effectiveness

Principle #4

Alignment and Articulation Within and Across Systems

Translating This Website

Chapter 1

Multilingual Learners: Identification

San Diego Unified School District (SDUSD) welcomes and values all Multilingual learners and their families. The district strives to meet their needs and to guide students in realizing their full potential as learners as well as pivotal members of our society. The overarching English Learner Roadmap principle guiding this chapter is:

Guiding Principle 1: Assets-Oriented and Needs-Responsive Schools

Schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners.

This chapter expl ains how newly enrolled students are identified, tested, and designated as Multilingual learners. It contains a glossary of the different designations related to Multilingual learners. It also introduces the federal and state guidelines related to English learners. This chapter explains the history of the legislation that guides programs, supports, and procedures regarding English learner education.

SDUSD will be using the terms English learners and Multilingual learners strategically going forward: English learner (EL) will be used when referring to obligations of Title III, and Multilingual learner will be used particularly when referring to the asset-based approach the district takes for language learners. SDUSD embraces the position that the Multilingual learner designation recognizes that students' home languages are an asset to their education while acknowledging that learning English is one particular aspect of their education.

Enrollment Process	5
Identification of English Learners	5
Multilingual Learners: Additional Designations	12
English Learners: State and Federal Guidelines	15
Correction of Classification Errors	16
Acronyms and Resources	16

Chapter 1: Table of Contents

Enrollment Process

Identification of English Learners

If the answers to questions 1, 2 and/or 4 of the Home Language Survey (HLS) indicate a language other than English, the language proficiency assessment process will start. The newly enrolled student will be given the Initial English Language Proficiency Assessments for California (ELPAC) or the Initial Alternate ELPAC within 30 calendar days of enrollment. Per the Individualized Education Program (IEP) Team decision, students with significant cognitive disabilities will be assessed with the Initial Alternate ELPAC.

Every family enrolling a child in SDUSD for the first time is required to complete two important forms.

The Enrollment Form is a document that collects essential personal and demographic information.

The Home Language Survey (HLS) is a document required by the state of California. California Education Code Section 52164 directs schools on whether to assess English language proficiency of incoming students. The process begins with determining the language(s) spoken in the home of each student. The HLS notifies parents/guardians that if a language other than English is listed for QUESTIONS 1, 2, and/or 4, the enrolling student will be tested with the Initial English Language Proficiency Assessments for California (ELPAC). This assessment determines their English proficiency level in listening, speaking, reading, and writing. This information is essential in order for the school to provide appropriate instructional programs and services. ALL demographic fields on the HLS must be completed and only ONE HLS is required per enrollee upon initial enrollment. Parents/legal guardians have the right to contact the school site to revise the HLS at any time prior to Initial ELPAC test administration.

Initial English Language Proficiency Assessments for California (ELPAC)

The Initial ELPAC is used to identify a student as being either an English learner or an Initially Fluent English Proficient (IFEP) student. The ELPAC is a test that measures how well students listen, speak, read, and write in English. It also provides information to help teachers support students in the process of language acquisition and to inform parents/guardians about their child’s English proficiency.

The Initial ELPAC is given to students in grades Universal TK–12+, including some students with disabilities. Students with significant cognitive disabilities as documented in their Individualized Education Program (IEP) may instead take the Initial Alternate ELPAC.

Placement

Results on the English proficiency assessments will determine a student’s course of study. If the student’s Initial ELPAC score falls within the Initial Fluent English Proficient (IFEP) level, they will be placed in a standard instructional program without the need for English language development services. If the student’s score falls within the Intermediate English Learner OR Novice English Learner levels, they will be placed in the appropriate English Language Development (ELD) program or course, as depicted below.

English Learner Identification

Identification Process

Following Home Language Survey (HLS) Review of Questions 1, 2, and/or 4

English Only

Language Other Than English

Standard Instructional Program

Initial ELPAC or Initial ALT ELPAC will be administered within 30 calendar days

Initial proficiency determines placement

Initial Fluent English Proficient (IFEP)	English Learner Intermediate or Novice
Student is not designated as an English learner and will be placed in the Standard Instructional Program	Standard Instructional Program with Structured English Immersion (SEI) including English Language Development (ELD) or Dual Language/Bilingual Program with English Language Development (ELD)

Protocol for Administering Initial ELPAC

All SDUSD school sites are responsible for testing all potential English learners. The table below outlines the protocol that schools must follow for test administration, parental notification, and data entry.

Initial ELPAC or Initial Alt ELPAC Testing Protocol

Administered within 30 calendar days to newly enrolled students in a California public school whose families report languages other than English as indicated in Questions 1, 2 and/or 4 of the Home Language Survey (HLS)

Before Initial ELPAC or Initial Alt ELPAC Administration

Person Responsible	Task
Enrollment Clerk/Secretary	Enter the Home Language Survey (HLS) showing a language other than English in PowerSchool Student Information System (SIS). PowerSchool SIS communicates with CALPADS to obtain a Statewide Student Identifier (SSID). All potential EL students receive a To Be Determined (TBD) status in Test Operations Management System (TOMS) .
Site Testing Coordinator	Attend Assessment Services Initial ELPAC Essentials Site Coordinator Training. Verify and secure materials for UTK-2 writing test only. Run Test Operations Management System (TOMS) Initial Eligibility Report weekly.
Site Testing Coordinator Site EL Coordinator Test Examiner Case Manager/Test Examiner	Complete Moodle Initial ELPAC or Initial Alt ELPAC training for test administration. Dually-Identified ELs with significant cognitive disabilities: the IEP team determines if a student qualifies for an alternate assessment and the case manager documents in the special factors section of the IEP and TOMS.

Protocol for Administering Initial ELPAC

During Initial ELPAC or Initial Alt ELPAC Administration

Person Responsible	Task
Site EL Coordinator Test Examiner	Administer the Initial ELPAC within 30 calendar days of initial enrollment. Score and enter scores: Listening and Reading (UTK-12+): scored by testing system; Speaking (UTK-12+): scored locally by test examiner using grade level rubrics and scores are entered into Data Entry Interface (DEI); Writing (UTK-2): scored locally by test examiner using grade level rubrics and scores are entered into Data Entry Interface (DEI); Writing (3-12+): scored locally by test examiner using grade level rubrics and scores are entered into Teacher Hand Scoring System (THSS); Print 3 copies of the Student Score Report (SSR) from TOMS (one copy each to parent/guardian, student cumulative file and classroom teacher).
Site EL Coordinator	Run Completion Reports for details on students who have completed specific domains and to identify students who have yet to complete the test. Identify students not yet tested and with excessive absences. Document and follow-up with families and school personnel to ensure students are tested when they return to school.

Protocol for Administering Initial ELPAC cont.

After Initial ELPAC or Initial Alt ELPAC Administration

Person Responsible

Task

Site EL Coordinator

Notify the parent/guardian using the Parent Notification of Initial ELPAC Scores (UTK-12+) found on the MED website under MED Resources and Forms and SSR from TOMS or the Parent Notification of Initial ELAA Scores (UTK-12+) within 30 calendar days of enrollment.

Enter date of parent notification and method in PowerSchool.

File a copy of both the SSR and the Parent Notification of Initial ELPAC Scores in the student's yellow EL document container/cum.

English Language Status: a score of Novice or Intermediate designates the student as an English learner. Note that an EL is assessed annually with the Summative ELPAC or Summative Alternate ELPAC until they reclassify. Student(s) scoring Initial Fluent English Proficient (IFEP) do not take the Summative ELPAC. If initially assessed with the Intial Alternate ELPAC students will take the Summative Alternate ELPAC until they reclassify.

Verify all TBDs have completed the Initial ELPAC by running Completion Reports regularly throughout the year.

District Monitoring of Initial ELPAC and Initial Alt ELPAC

Person Responsible	Task
Assessment Services Multilingual Education Department	Monitor Initial ELPAC completion reports in TOMS and communicate with sites and the Instructional Coordinator for EL Assessment Compliance. In addition to Assessment Services conducting ongoing monitoring, the testing company ETS generates emails to all registered Site ELPAC Coordinators regularly (weekly).

Initial ELPAC Scoring

The Initial English Language Proficiency Assessments for California (ELPAC) is aligned to the CA 2012 English Language Development (ELD) Standards. Students are assessed in four domains: Listening, Speaking, Reading, and Writing.

Students who take the Initial ELPAC will receive an “Overall” score that falls into one of three levels.

The Overall score consists of the student’s Oral Language score and Written Language score. The Oral Language score consists of the student’s scores from the Speaking and Listening domains. The Written Language score consists of the student’s scores from the Reading and Writing domains.

The weighting of the Oral and Written Language scores is based on the student’s grade level.

In kindergarten, the weighting of the Initial ELPAC Overall score allots 90 percent for Oral Language and 10 percent for Written Language.

In first grade, the weighting of the Initial ELPAC Overall score allots 70 percent for Oral Language and 30 percent for Written Language.

In grades two through twelve, the weighting of the Initial ELPAC Overall score allots 50 percent for Oral Language and 50 percent for Written Language.

Initial ELPAC Overall Levels

Level 1 Novice	Assigned to ELD program
Level 2 Intermediate	Assigned to ELD program
Level 3 Initially Fluent English Proficient (IFEP)	Assigned to Standard Instructional Program (without ELD services)

Parent Notification

School sites provide the Initial ELPAC Student Score Report (SSR) to the parents/guardians of Multilingual learners and IFEP students. The MED website also offers parents/guardians an overview of the Multilingual Identification process.

Sample Initial ELPAC Score Report

Teacher Notification/Responsibilities

After the Initial ELPAC or Initial Alternate ELPAC administration, EL coordinators give a copy of the Summary Score Sheet (SSR) to teachers to inform them of the status of their new students. Classroom teachers are responsible for:

Teaching standards-based grade-level curriculum
Provide scaffolds and support to meet the academic and language needs of their Multilingual learners.
Teaching designated ELD
Teaching integrated ELD across the curriculum

Multilingual Learners: Additional Designations

SDUSD Multil ingual Learners (ML) data is disaggregated according to the date of initial U.S. TK-12 enrollment and years enrolled. This data assists in planning for students’ educational needs. English Language Development (ELD) courses are designed for English learners who are newly enrolled in school in the United States and are at the Emerging and Expanding proficiency levels. English Language Development with Academic Language Development (ELD with/ALD) courses are designed for Long Term English learners and students at risk of becoming Long Term English Learners. Students enrolled in ELD or ELD with ALD are also enrolled in a grade-level English course.

Some SDUSD sites host International Centers. These centers are designed to meet the needs of students who are new to English and new to schooling or have significantly interrupted schooling. Students receive intensive support in foundational literacy and math skills in addition to being enrolled in an ELD course.

English Learner Designations

English Learner designations are defined in the Newcomer Toolkit published by the U.S. Department of Education.

Newcomers/Recently Enrolled- (less than 12 months in US schools)*

1. SIFE - Students with interrupted formal education are students who had limited to no access to formal schooling in their home country or whose education was interrupted.

2. Refugee - A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015).

3. Immigrant Children and Youth (Title III) - Immigrant children and youth are those who (A) are aged 3 through 21; (B) were not born in any state; and (C) have not been attending one or more schools in any one or more states for more than for more than 3 full academic years (Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), Section 3301[6]).

4. Unaccompanied Youth - Children who come into the United States from other countries without an adult guardian (U.S. Department of Health and Human Services, n.d.b).

English Learners - (0-6+ years in US schools)*

1. English Learner: 3-6 years as an EL and progressing toward reclassification within 6 years.

2. Dual Identified: English learners who have been identified as both ELs as well as in need of Special Education support.

3. At-Risk of Becoming a Long-Term English Learner (AR-LTEL): 3-6 years as an EL and indicating early warning signs of becoming an LTEL.

4. Long-term English Learner (LTEL): 6+ years as an EL and has not made progress towards reclassification.

Reclassified Fluent English Proficient (RFEP)

1. Reclassified Fluent English Proficiency (RFEP)- Reclassified English language learners are former English learners who have met the state’s linguistic and academic criteria to be reclassified as Fluent English Proficient and exit from EL programs.

Once reclassified they are monitored over a 4 year period from the date of reclassification. This is to ensure the students are making adequate progress in acquiring academic and content knowledge during the academic year and are meaningfully participating in the standard instructional program comparable to their English-only peers.

* Please note that students may have more than one designation at a time.

For additional details and instructional implications, consult SDUSD website. Also, please use the following links to learn English Learner Typology: Key Characteristic and Considerations and EL Toolkit of Strategies.

English Learner Designations

English Learner designations are defined in the Newcomer Toolkit published by the U.S. Department of Education.

Newcomers/Recently Enrolled- (less than 12 months in US schools)*

1. SIFE - Students with interrupted formal education are students who had limited to no access to formal schooling in their home country or whose education was interrupted.

4. Unaccompanied Youth - Children who come into the United States from other countries without an adult guardian (U.S. Department of Health and Human Services, n.d.b).

English Learners - (0-6+ years in US schools)*

1. English Learner: 3-6 years as an EL and progressing toward reclassification within 6 years.

2. Dual Identified: English learners who have been identified as both ELs as well as in need of Special Education support.

3. At-Risk of Becoming a Long-Term English Learner (AR-LTEL): 3-6 years as an EL and indicating early warning signs of becoming an LTEL.

4. Long-term English Learner (LTEL): 6+ years as an EL and has not made progress towards reclassification.

Reclassified Fluent English Proficient (RFEP)

* Please note that students may have more than one designation at a time.

English Learner: State and Federal Guidelines

San Diego Unified School District follows federal, state, and local laws and policies to properly educate all English Learners. The district’s major goal is to ensure that our EL students have equal access to a high-quality education so that they fulfill our mission: to graduate with the skills, motivation, curiosity, and resilience to succeed in their choice of college and career in order to lead and participate in the society of tomorrow.

In this section of the chapter, Federal and State laws regarding the education of ELs are described, followed by a brief explanation of how these laws are enforced. These descriptions are adapted from the San Francisco Unified School District (SFUSD).

Federal Law

Constitution of the United States, Fourteenth Amendment (1868): guarantees that "...No State shall...deny to any person within its jurisdiction the equal protection of the laws."

Civil Rights Act, Title VI (1964): states that "...No person in the United States shall, on the grounds of race, color, or national origin...be denied the benefits of, or be subjected to, discrimination under any program or activity receiving Federal financial assistance."

Equal Educational Opportunities Act (1974): makes educational institutions responsible for taking the necessary steps to overcome linguistic and/or cultural barriers that keep students from equal participation in instructional programs. Specifically, "...No State shall deny equal educational opportunity to an individual on account of his/her race, color, sex or national religion, by … the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs..."

Supreme Court Decisions

In addition to the Federal laws, the following select court rulings further define the rights of English learners:

Lau v. Nichols (1974)

In Lau v. Nichols (1974), the Supreme Court declared that equality of educational opportunity for students who do not understand English requires that they not only have access to "the same facilities, textbooks, teachers and curriculum..." but also requires that they have access to learn the English language. Regardless of other factors, the Court found that "...students who do not understand English are effectively foreclosed from any meaningful education" when their opportunities to learn are limited to exposure to instruction in a language they do not understand.

Castañeda v. Pickard (Texas, 1981)

The passage of this law means each English learner receives a program of instruction in English-language development in order to develop proficiency in English as rapidly and effectively as possible AND academic instruction for English learners is designed and implemented to ensure that all English learners have meaningful access to grade-level core content.

California Law

Former State Bilingual Education Act: AB 507

This act (1984) established specific bilingual program requirements for identification, instruction, staffing assignments, classroom composition, reclassification, and parent involvement.

CA Education for a Global Economy Initiative (Ed.G.E.) (Proposition 58).

In November 2016, California voters approved Proposition 58, also known as the CA Ed.G.E. Initiative. The purpose of the 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 research-based language programs that prepare them to fully participate in a global economy.

The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

Correction of Classification Errors

Once a student is identified as an English learner (EL) on the basis of the results of the Initial ELPAC, and the student has been administered the Summative ELPAC, revising or correcting the HLS is no longer allowable unless there was an administrative error.

Prior to the administration of the Summative ELPAC and per ELPAC regulations (California Code of Regulations, Title 5, Section 11518.20, available on the California Office of Administrative Law California Code of Regulations Subchapter 7.6 web page at https://bit.ly/2BaCcTl), there are three correction of classification processes that can be used to correct a student’s current English Language Acquisition Status (ELAS). Please contact the Multilingual Education Department at med@sandi.net or (619) 725-7264 for more information.

Chapter 1 - Acronyms

AR-LTEL - At-risk of Becoming a Long Term English Learner

CDE - California Department of Education

ELPAC - English Language Proficiency Assessments for California

EL - English Learner

ELP - English Language Proficiency

HLS- Home Language Survey

IEP - Individualized Education Program

IFEP - Initially Fluent English Proficient

LEA - Local Education Agency (District or school site)

LTEL - Long-Term English Learner

ML - Multilingual Learners

PowerSchool / SIS - Student Information System (SIS)

RFEP - Reclassified Fluent English Proficient

SIFE - Students with Interrupted Formal Education

SSID - Statewide Student Identifier

TOMS - Test Operations Management System

TBD - To Be Determined status

SSR - Student Score Report

Chapter 1 Resources

Office of Civil Rights/ US Department of Education

Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

California Department of Education

English Language Proficiency Assessments for California

Primary Language Assessment

California Department of Education - Primary Language Assessment Resources

English Learner Designation

Newcomers Toolkit

California English Learner Roadmap

EL Roadmap

EL Master Plan Chapter 2

English Language Development Program Options

Chapter 2: Overview

San Diego Unified School District is committed to educating all Multilingual learners to ensure both English language development and academic success. Our primary goal is to provide students with the 21st Century skills to succeed in their choice of college and career. The English Learner Roadmap guiding principle for this chapter is:

June 2022

Table of Contents

Language Acquisition Theory	18
English Learner Program Options	21
Elementary English Learner Programs	22
Secondary English Learner Programs	28
Additional Language Programs	31
Chapter 2: Acronyms and Resources	33

Guiding Principal # 2

Intellectual Quality of Instruction and Meaningful Access

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency.

This chapter describes the different English language development programs that San Diego Unified has to offer to their English learners.

SDUSD will be using the terms English learners and Multilingual learners strategically going forward: English Learner (EL) will be used when referring to obligations of Title III, Multilingual learner will be used when referring to the asset-based approach the district takes for language learners. SDUSD embraces the position that the multilingual learner designation provides recognition of students’ home languages as assets to their education while acknowledging that learning English is one particular aspect of their education.

Language Acquisition Theory

San Diego Unified School District’s instructional framework for supporting Multilingual learners is based on the CA EL Roadmap Principles. Our system provides appropriate Universal, Additional, and Intensified Support extending beyond the classroom.

SDUSD believes in shared responsibility for the success of Multilingual learners across the district.

To realize the full academic and social potential of our Multilingual learners, the following best practices will be implemented:

Practice # 1 - Asset-Based: Recognize, value, and respond to the diverse assets and needs of our Multilingual learners.
Practice # 2 - Daily Designated ELD: Develop academic language proficiency in English while simultaneously mastering grade-level academic content in order to be active contributors.
Practice # 3 - Integrated ELD: Integrate language development in all content areas to provide for equal participation and access to the grade-level curriculum.
Practice # 4 - Individualizing for the Whole Child: Monitor EL language and academic progress frequently to provide feedback and to refine instructional approaches using formative data.

Proficiency and Performance Level Descriptors

We recognize that language learning occurs in a continuum and Multilingual learners require differentiated levels of support.

Performance Level Descriptors (PLDs) for the Initial English Language Proficiency Assessments for California (ELPAC) and Levels of Support

Initial Proficiency Level	Descriptor
Initial Fluent English Proficient (IFEP)	Students at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade Twelve (2012 ELD Standards).
Intermediate English Learner	Students at this level have somewhat developed to moderately developed oral (listening and speaking) and written (reading and writing) skills. This level captures a broad range of English learners, from those who can use English only to meet immediate communication needs to those who can, at times, use English to learn and communicate in meaningful ways in a range of topics and content areas. They may need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the entire “Expanding” proficiency level and to the lower range of the “Bridging” proficiency level as described in the 2012 ELD Standards.
Novice English Learner	Students at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the 2012 ELD Standards.

Proficiency and Performance Level Descriptors

Performance Level Descriptors (PLDs) for the Summative English Language Proficiency Assessments for California (ELPAC) and Levels of Support

ELPAC Performance Level	Level 1	Level 2	Level 3	Level 4
Performance Level Descriptor	English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level.	English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas.	English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas.	English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts.
Levels of Support	They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics.	They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics	They need light-to-minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics.	They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics.

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and to provide instruction to English learners based on the state-adopted academic content standards including English Language Development (ELD) standards. All students identified as English Learners are automatically placed in the Structured English Immersion (SEI) Program.

Although English learners are automatically placed into the SEI program, parents/guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. Additional information is outlined below.

English Learner Program Options

Structured English Immersion (SEI) Program

A language acquisition program for English learners in which all classroom instruction is provided in English, with a curriculum designed for pupils who are learning English. At a minimum, students are offered daily Designated English Language Development (ELD) and access to grade-level academic subject matter content through Integrated ELD to reclassify to Fluent English Proficient. All schools are required to provide an SEI program for students. English Language Development (ELD) standards-based Designated and Integrated ELD instruction is a component of Universal Support for all English learners under the Multi-Tiered System of Supports. It incorporates the principles of Universal Design for Learning (UDL).

Students are provided Designated English Language Development (dELD), which targets each student’s language proficiency level. In elementary, Designated ELD time occurs daily as an extension of the literacy block and is directly linked to the English Language Arts (ELA) lessons. In secondary, Designated ELD is its own course. Essential components of Designated ELD include:

Purposeful placement of students by English language proficiency level.
Explicit teaching of how English works in a meaningful context.
Emphasis on substantial oral language practice to ensure accuracy and fluency.
Attention to using newly taught language throughout the day in academic and social settings.
Ongoing progress monitoring of English language development.

Integrated ELD is embedded within and across content areas throughout the instructional day. Teachers support students at varying proficiency levels by differentiating instruction.

The additional language acquisition programs in San Diego Unified School District are listed below.

Elementary English Learner Programs

All students identified as English Learners are automatically placed in the Structured English Immersion (SEI) Program described above. In addition, if available, parents/guardians may select a specialized language program listed below, all of which include, at a minimum, daily Designated English Language Development (ELD) and access to the grade-level academic subject matter through Integrated ELD. Parents will receive an annual parent notification letter explaining their child's EL status and program options.

Specialized Language Program

Dual Language Immersion Program

Transitional or Developmental Program

A classroom setting that provides language learning and academic instruction for native speakers of English and native speakers of another language, with the goal of high academic achievement, first and second language proficiency, and cross-cultural understanding [Education Code (EC) Section 306(c)(1)].

A classroom setting for English learners that provides instruction to pupils that utilizes a pupil’s native language for literacy and academic instruction and enables an English learner to achieve English proficiency and academic mastery of subject matter content and higher order skills, including critical thinking, in order to meet the state-adopted academic content standards [EC Section 306(c)(2)].

Understanding SDUSD's Language Acquisition Programs and Language Programs

San Diego Unified School District (SDUSD) offers language acquisition programs and language programs. Parents or legal guardians may choose a program that best suits their child (EC Section 310).

Program Type	Characteristics
Language Acquisition Program (English learners)	The California Code of Regulations section 11309 requires that any language acquisition program provided by a school, district, or county shall: Be designed using evidence-based research and include both Designated and Integrated English Language Development; Be allocated sufficient resources by the local educational agency (LEA) to be effectively implemented, including, but not limited to, certificated teachers with the appropriate authorizations, necessary instructional materials, pertinent professional development for the proposed program, and opportunities for parent and community engagement to support the proposed program goals; and Within a reasonable period of time, lead to: Grade-level proficiency in English, and, when the program model includes instruction in another language, proficiency in that other language; and Achievement of the state-adopted academic content standards in English, and, when the program model includes instruction in another language, achievement of the state- adopted academic content standards in that other language.
Language Program (non-English learners)	Language programs offer students who are not English learners opportunities to be instructed in languages other than English. May lead to proficiency in languages other than English.

Language Acquisition Programs Offered

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible. They provide instruction to English learners based on the state-adopted academic content standards, including English language development (ELD) standards (20 U.S.C. Section 6312[e][3][A][iii],[v]); EC Section 306[c]). All sites offer, at a minimum, a Structured English Immersion (SEI) program option (EC Section 305[a][2]):

"Children given the opportunity to develop competence in two or more languages early in life benefit from their capacity to communicate in more than one language and may show enhancement in certain cognitive skills, as well as improved academic outcomes in school"

National Academies of Science, Engineering, and Medicine [NASEM] 2017, 147

Language Acquisition Program	Description
Structured English Immersion (SEI)	A language acquisition program for English learners in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for students who are learning English. At minimum, students are offered Designated ELD and provided access to grade level academic subject matter content with Integrated ELD. Designated ELD time occurs daily, generally as an extension of the literacy block, and is directly linked to the English Language Arts (ELA) lessons. In secondary, Designated ELD is its own course. Essential components of Designated ELD include: Purposeful placement of students by English language proficiency level. Explicit teaching of how English works in a meaningful context. Emphasis on substantial oral language practice to ensure accuracy and fluency. Attention to the use of newly taught language throughout the day in academic and social settings. Ongoing progress monitoring of English language development. Integrated ELD is embedded within and across content areas throughout the instructional day. Teachers support students at varying proficiency levels by differentiating instruction.
Dual-Language Immersion (DLI) Program (English/Spanish/French/Mandarin)	A language acquisition program also referred to as Two-Way Immersion that provides language learning and academic instruction for native speakers of English and native speakers of another language with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. This program begins in Transitional Kindergarten/Kindergarten (TK/K) and continues to sixth grade. We are proud of the fact that our Dual Language Programs create opportunities for students to learn to celebrate and honor diversity in people and use the classroom experience as an opportunity to connect socially and academically. Students enrolled in these programs have the opportunity to earn the California State Seal of Biliteracy. cde.ca.gov/sp/el/er/sealofbiliteracy.asp.
Developmental Bilingual Program (English/Spanish):	A language acquisition program for English learners that provides instruction to students utilizing English and a student’s native language for literacy and academic instruction, thus enabling an English learner to achieve language proficiency and meet state academic achievement goals. This program begins in TK/K and continues with the goal of biliteracy to sixth grade.

Elementary English Learner Programs

Program

Schools

Structured English Immersion (SEI):

Designed for ELs who are new to English or at all levels of English proficiency.

Alcott

Angier

Audubon

Baker

Bay Park

Benchley-Weinberger

Bethune

Bird Rock

Birney

Cabrillo

Cadman

Carver

Chesterton

Chollas/Mead

Clairemont Canyons

Clay

Crown Point

Cubberley

Curie

Dailard

Dewey

Dingeman

Doyle

E. B. Scripps

Emerson/Bandini

Ericson

Euclid

Fletcher

Florence

Foster

Freese

Fulton

Garfield

Grant

Green

Hage

Hancock

Hawthorne

Hearst

Hickman

Holmes

Horton

Ibarra

Jefferson

Jerabek

Johnson

Jonas Salk

Jones

Joyner

Kumeyaay

La Jolla

Lafayette

Logan

Loma Portal

Marshall

Marvin

Mason

Mckinley

Miller

Miramar Ranch

Normal Heights

Nye

Oak Park

Ocean Beach

Pacific Beach

Pacific View Leadership Academy

Paradise Hills

Penn

Perkins

Porter

Rodriguez

Rolando Park

Ross

Rowan

Sandburg

Sequoia

Spreckels

Sunset View

Toler

Torrey Pines

Valencia Park

Vista Grande

Washington

Webster

Wegeforth

Whitman

Zamorano

Elementary English Learner Programs: Dual Language

Two-Way Dual Language Immersion

One Way Language Immersion

One-Way Developmental Bilingual Biliteracy

Blends two language education models: for English-only speakers and a bilingual maintenance model for English learners.	Referred to as One-Way Immersion programs Designed for one linguistic group of students to acquire a second language.	Comprised of Spanish speaking EL’s (IFEP and RFEP students can also participate) Develops high levels of academic proficiency in the student’s primary language, simultaneous with the development of language and academic proficiencies in a second language (English).
Adams 90:10 S (K-5) Balboa 50:50 S (K-5) Boone 90:10 S Burbank 50:50 S (K-5) Chavez 50:50 S (K-5) Cherokee Point 90:10 S (UTK-5) Encanto 50:50 W (K-5) Fay 90:10 S (UTK-5) Field 90:10 S (UTK-5) Golden Hill 50:50 W (22-23 UTK-8) Kimbrough 50:50 S (22-23 UTK-4) Language Academy 90:10 W (K-8) Sherman 50:50 W (UTK-5)	Barnard Mandarin Immersion K, 80:20, 50:50 W Gage Spanish Immersion 90:10 S John Muir K-8 Language Academy Spanish Immersion 90:10 S (22-23 K-5) Juarez Spanish Immersion 50:50 W (22-23, K/1, 90:10) Language Academy K-8 French Immersion W Longfellow K-8 90:10 W Spanish Immersion Tierrasanta Spanish Immersion 50:50 S	Carson 90:10 S (K-5) Central 50:50 S (K-5) Edison 50:50 S (UTK-5) Hamilton 90:10 S (K-5) Linda Vista 80:20 S (K-5) Rosa Parks 80:20 S (UTK-5)

How to Enroll Your Child in a Language Acquisition Program and/or Language Program

All San Diego Unified sites must provide the Structured English Immersion (SEI) program option for enrolled English learners. Please refer to the San Diego Unified School Options Guide for a list of language acquisition programs and language programs offered by 40 school sites in our district. Residents of a school attendance area may enroll directly in a program.

Non-residents who wish to enroll their child in a language acquisition program or language program or families interested in Magnet programs must submit a Choice application and be accepted in the Choice lottery to enroll. Enrollment in a language program after grade 1 may require passing a proficiency test.

Please get in touch with individual school sites to obtain site-specific enrollment information. General enrollment and Choice questions may be directed to the Neighborhood Schools and Enrollment Options office at (619) 260-2410 or eoptions@sandi.net.

How to Request the Establishment of a New Program at a School

Parents or legal guardians have the right to request a language acquisition program for their child (EC Section 310[a].). To request a program not currently offered, parents or legal guardians can submit a verbal or written request to the main office at your child’s school.

Sites must record written and verbal requests using the Language Acquisition Program Request Form. Sites must keep a log of all request forms submitted every year.

Schools in which the parents or legal guardians of 30 pupils or more per school or 20 pupils or more in any one-grade request a language acquisition program or a language program designed to provide language instruction shall be required to offer such a program to the extent possible.

Opt-Out Waivers

Although schools must serve all EL students, parents or legal guardians of English learners have a right to decline or opt their children out of a school’s EL program. The opt-out of EL services form must be completed annually with site administration.

If parents or legal guardians opt their children out of a school’s EL program, they retain their status as English learners. They must continue to take the annual Summative English Language Proficiency Assessments for California (ELPAC) until they reclassify to fluent English proficient.

The school remains obligated to take the affirmative steps required by Title VI of the Civil Rights Act of 1964 and the appropriate actions required by the Equal Education Opportunity Act of 1974 to provide EL students access to its educational programs (20 U.S.C. sections 1703[f], 6312[e][3][A][viii]).

SDUSD remains obligated to provide meaningful student instruction (5 CCR Section 11302) until the student is reclassified, inform the parents/guardians when progress is not made, and re-offer the parent programs and services to consider at that time. Opt-Out waivers must be completed annually in a meeting initiated by the parent or guardian and facilitated by the site administrator. For further information, please get in touch with your child’s school or the Multilingual Education Department at med@sandi.net or 619-725-7264.

Parent Opt-Out of Services letter and guidelines can be found on the MED website.

Parent and Community Engagement

Parents or legal guardians may provide input regarding language acquisition programs and language programs during the development of the Local Control and Accountability Plan (EC Section 52062). If interested in a different program from those listed above, please get in touch with the Multilingual Education Department (MED) at med@sandi.net to ask about the process.

Secondary English Learner Programs

At the secondary level (Grades 6-12), English learners are assessed to determine their levels of English language proficiency and placed in ELD courses designed to develop English proficiency, grade level academic language, and reclassify to Fluent English Proficient. Parents will receive an annual parent notification letter explaining their child's EL status and program options. English learners are placed in one of the following four categories of courses:

Secondary English Language Development Course Sequences

Course	Description
International Center	Designed to provide accelerated support in foundational literacy for newcomer English learners. Some San Diego Unified schools offer specialized programs for students who are new to English, new to the country, new to schooling and/or have had interrupted schooling. Students enrolled in these supplemental courses are also enrolled in the designated ELD sequence described below.
Designated English Language Development (ELD) Sequence	Designed for students at the earlier stages of English proficiency (Initial ELPAC novice or intermediate and Summative ELPAC minimally developed, somewhat developed, or moderately developed). Students are provided with scaffolded instruction focused on increasing language proficiency according to the adopted 2012 CA ELD standards.
Designated English Language Development (ELD) with Academic Language Development (ELD w/ALD)	These courses are designed for students who are At Risk of becoming long term English learners (AR-LTEL) or current Long Term English Learners (LTELs). Students are provided with scaffolded instruction focused on increasing academic language proficiency according to the adopted 2012 CA ELD standards in order to reclassify.
English Language Arts (ELA) Sequence with ELD/SGI (English Language Development/Small Group Instruction)	The ELD/SGI instruction courses are designed for students who are at all levels of English proficiency. These courses provide time during the regular school day for focused instruction on the 2012 CA ELD standards to assist English learners to develop critical English language skills necessary for academic content learning in English. The ELD/SGI embedded and comprehensive dELD takes place within the ELA course.

Secondary English Learner Placement Guidelines

To place ELs in specific English Language Development (ELD) courses, the Integrated ELD Team (e.g., principal, counselor, content and ELD teachers, Resource Teachers) use ELPAC scores, years of enrollment, AND additional information, such as grades from prior ELD classes, samples of student work, standardized assessment results, and teacher academic recommendations based on student academic performance. EL Placement should be purposeful to accelerate language acquisition and support academic achievement.

English Language Development must be a planned, specific, explicit, and a designated component of the comprehensive education of ELs. It is mandatory that each EL receive both Designated ELD and Integrated ELD instruction in all content courses throughout the day until they meet the criteria to be reclassified as Fluent English Proficient. Students should not re-enroll in any ELD courses which they have passed with a C or better (AB1012).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).
Integrated ELD is instruction in which the CA ELD standards are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [CCR] Section 11300[c])
During online learning, SDUSD shall comply with the requirements by offering:

Designated and integrated instruction in English language development under Section 11300 of Title 5 of the California Code of Regulations for English learners, including assessment of English language proficiency, support to access curriculum, the ability to reclassify as fully English proficient, and as applicable, support for dual language learning.

Expectations

All English learners must be enrolled in a designated ELD course (ELD or ELD w/ALD) or receive designated ELD during small group instruction in an identified English course, identified by a 900 section. Students must also be enrolled in all other core content classes.

Additional Support for Long-Term English Learners (LTELs) and At Risk of Becoming English Learners (AR-LTELs)

English Learners who have attended San Diego Unified schools for four years or more, have completed the ELD course sequence, and have yet to reclassify as English language proficient receive an extra language support course. EL students are enrolled in English Language Development With Academic Language Development (ELD/ALD) classes. These classes have curricular resources designed to help English learners accelerate English language proficiency.

Secondary English Language Development Course Sequences

Program	Middle School Sites	High School Sites
English Language Development (ELD): For students at the Emerging, Expanding, or Bridging stages of language development. These are Designated ELD courses taught with the integration of content and English language development and are taught by teachers holding specialized credentials.	Challenger Correia Creative Performing Arts and Media Arts Dana De Portola Farb Innovation Knox Lewis Logan Memorial Educational Complex Mann Marshall Middle Marston Millennial Tech Middle Muirlands Standley Wangenheim	Canyon Hills Clairemont Crawford Henry Hoover Kearny Complex La Jolla Lincoln Madison Mira Mesa Morse Point Loma Scripps Ranch Serra University City
International Centers: Offered at designated schools for students who are new to English and new to schooling, or are new to English but have had extremely interrupted schooling.	Mann	Crawford Hoover Lincoln
Dual Language Pathway: Dual Language pathway programs offer coursework that provide a continuation of the elementary dual language programs. A minimum of one content course is taught in the corresponding target language of the program offered at the feeder Dual Language elementary school.	Bell (6-8) - Spanish Clark (6-8) - Spanish De Portola (6) Spanish Golden Hill (6-8) - Spanish Innovation (6-8) - Spanish John Muir Language Academy (6-8) - Spanish Language Academy(6-8) - French/Spanish Logan Memorial Educational Complex (6-8) - Spanish Longfellow (6-8) - Spanish Millennial Tech (6-8) - Spanish Montgomery (6-8) - Spanish Pacific Beach (6-8) - Mandarin Pershing (6-8) - Spanish Roosevelt (6-8) - Spanish Wilson (6-8) - Spanish	Mission Bay (Mandarin) San Diego (Spanish)

Additional language Programs

San Diego Unified School District is committed to providing language opportunities for all students. The District recognizes that in addition to being academically prepared and fully proficient in English, all students benefit from being proficient in another language. The District fully supports the Global California 2030 Initiative goals: It aims to prepare California students for the 21st-century economy better, broaden their perspective and understanding of the world, and strengthen the diversity of backgrounds and languages that make California’s culture and economy vibrant dynamic. CDE Global Initiative 2030

World Languages

The District has made language learning opportunities available to all students through a variety of K-12 pathways, which include:

Biliteracy programs
Language Immersion and Dual Language Immersion programs
Language Enrichment programs (Introductory World Languages Program)
World Languages programs and courses beginning in 7th grade

The language programs throughout the District are staffed with highly qualified teachers. The 2019 World Languages Standards and 2020 World Languages Framework are used when planning lessons and assessments. District-developed curriculum guides and assessments are available for teachers to inform instruction. The District recognizes that multilingualism enhances cognitive development, divergent and critical thinking, and problem-solving and promotes communication and understanding of other cultures in an increasingly global society. In addition to promoting multilingualism among students, the World Languages Program within SDUSD seeks to have students:

Communicate in languages other than English.
Gain knowledge and an understanding of other cultures.
Connect with other disciplines and acquire information.
Develop insight into the nature of language and culture.
Participate in multilingual communities at home and around the world.

SDUSD World Language Course Offerings

The District currently offers world languages programs and courses in 9 languages:

American Sign Language (ASL)
Mandarin Chinese
Filipino
French

Visit SDUSD Course of Study K-12 for detailed information on World Languages courses and SDUSD World Languages Offerings By Schools for a complete list.

German
Japanese
Latin
Portuguese
Spanish

World Languages Pathway Awards

San Diego Unified School District offers World Languages Pathway Awards at the Elementary and Middle School levels. The Pathway to Biliteracy Award is granted to kindergarten, 5th, and 8th-grade students certifying that they are in the process of achieving mastery of two or more languages in addition to English. The Pathway Award is directly linked to the Language Learning Policy adopted by the San Diego Unified School District Board of Trustees in August of 2009, which recognizes that “in addition to being academically prepared and fully proficient in English, all students benefit from being proficient in another language.” In addition, attainment of the Pathway Award advances tenets of the District’s Vision 2020 and the California Education for a Global Economy (Ed.G.E.) Initiative (Proposition 58). plan for “preparing our students for the competitive global economy they will face in the years ahead” and the Vision 2020 goal to ensure that “students from all backgrounds in our district develop the ability to communicate in two languages.” Qualifying students will receive the Elementary/Middle School Pathway to Biliteracy Award.

California State Seal of Biliteracy Requirements

An eligible graduating high school senior must have achieved a high level of literacy and fluency in one or more language(s) in addition to English to be awarded the California State Seal of Biliteracy.

The student must demonstrate:

Completion of all SDUSDs high school graduation requirements and maintaining a minimum overall grade point average of 2.0
Completion of all English language arts requirements for graduation with an overall grade point average (GPA) of 2.0 or higher in those classes.
Passage of the California Assessment of Student Performance and Progress (CAASPP) for English Language Arts (SBA ELA), administered in grade eleven, at or above the “standard met” achievement level. (CAASPP ELA requirement waived with district determined ELA assessment for 2021-2022 and 2020-2021 due to suspension of CAASPP in the spring of 2021.

Eligibility Criteria

The following document explains the specific criteria that must be met and documented for students to fulfill the requirements for the Elementary or Middle School Pathway to Biliteracy Award. For more information on pathway awards, please visit the Pathway to Biliteracy Awards-K, 5, 8 Informational Page

Criteria for Kindergarten, 5th, 8th Grades Pathway Awards

Students must also demonstrate:

Proficiency in one or more world languages is demonstrated through one of the following methods:

Successful completion of a four-year high school course of study in a world language, attaining an overall GPA of 3.0 or higher in that course of study, and demonstration of oral proficiency in the language comparable to that required to pass an AP or IB examination evidenced by passing the pilot AVANT STAMP assessment at Intermediate-Mid level or higher Or
Passage of a world languages Advanced Placement (AP) examination with a score of 3 or higher or an International Baccalaureate (IB) examination with a score of 4 or higher. Or
English learners can receive the CA Seal of Biliteracy if they attain an Overall Performance Level (OPL) of 4-well developed on the current Summative ELPAC, meeting all SDUSD graduation requirements and requirements 1-4 above. (Reference: EC Section 51461(a) and (b) recently amended AB 1142).

California State Seal of Biliteracy

The California State Seal of Biliteracy CDE (SBB) is an academic recognition by the state for graduating high school seniors who attain a high level of proficiency in two or more languages in the following domains of language acquisition: listening, speaking, reading, and writing in one or more languages in addition to English. Students receive a gold embossed seal from the State of California, which is affixed to their diploma, promoting their fluency in at least two languages. Refer to the State Seal of Biliteracy FAQs and Coronavirus (COVID-19) FAQs for amended criteria during the Coronavirus health pandemic.

High School students taking a World Languages IB, AP, SAT II: Foreign Language Examination during their senior year may not receive their scores before graduation. If students are interested and eligible for the California State Seal of Biliteracy, they may contact:

Multilingual Education Department, med@sandi.net
Provide an official copy of the world languages AP, IB, or SAT: II Foreign Language Examination exam results, a completed application meeting all the criteria above, and an unofficial transcript for review and processing.
If ALL the requirements are met, the graduate will be provided a CA Seal of Biliteracy gold embossed seal to affix to their diploma.

Contact the Multilingual Education Department at med@sandi.net, with questions regarding the California State Seal of Biliteracy.

Independent World Language Schools

Graduation credit may be granted for coursework taken at District-approved independent world languages schools outside the regular school day (e.g., Saturday school) or school year (i.e., summer school), provided that the student notifies the principal in advance. Please refer to the Independent World Language Schools.

Options for Meeting the World Language Graduation Requirement

Beginning with the Class of 2016, SDUSD students must demonstrate proficiency in English and a language other than English to satisfy the district’s high school graduation requirements. Six options are available so that all students can meet the world languages graduation requirement. Please refer to — options for Meeting the World Language Requirement and LOTE FAQs.

The SDUSD world languages graduation requirement is based on the UC/CSU A-G admission requirement “E”. The equivalent of two years of study of the same world languages is required, although three years are highly recommended.

Chapter 2 - Acronyms

AASL - American Sign Language

ALD - Academic Language Development

AR-LTEL - At Risk of Becoming a Long Term English Learner

CDE - California Department of Education

dELD - Designated English Language Development

Ed.G.E. Initiative - California Education for a Global Economy (Ed.G.E.) Initiative (Proposition 58)

ELA - English Language Arts

ELD - English Language Development

FLIM - French Language Immersion

HSS - History and Social Sciences

iELD - Integrated English Language Development

LTEL- Long Term English Learner

LOTE - Language Other Than English exam

MLIM - Mandarin Language Immersion

MED - Multilingual Education Department

SEI - Structured English Immersion

SLD - Spanish Language Development

SBB- California State Seal of Biliteracy

SLIM - Spanish Language Immersion

Chapter 2 Resources

Assembly Bill 1012: Grading and Cour se Assignment - SEC. 2. Section 51228.2

California Department of Education:

California Ed Code Requirements for Online Learning: ED Code 43503

English Language Proficiency Assessments for California (ELPAC)

Opt-Out Information

Decline or Opt-Out (Language Acquisition Programs)

State Seal of Biliteracy

World Languages

EL Master Plan Chapter 3

Program Monitoring

Chapter 3: Overview

San Diego Unified School District is committed to monitoring all English learner students to ensure they are acquiring language promptly and achieving academic success in all content areas. Student monitoring includes all English learners and newcomer and immigrant students, Long-term English learners and those at risk of becoming long-term English learners, and English learners who receive special education services.

Table of Contents

Multilingual Learner Program Monitoring and Interventions	35
SDUSD Monitoring Systems for Examining English Learner Status	37
Monitoring Immigrant Students	38
Monitoring Dual-Identified English learners	39
Monitoring At Risk of Becoming Long-Term English Learners (ARELs) and Long-Term English Learners (LTELs)	39
Monitoring English Learner Documentation	39
Chapter 3 Acronyms and Resources	40

Guiding Principal # 1

Assets-Oriented and Needs-Responsive Schools

Schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners.

Guiding Principal # 2

Intellectual Quality of Instruction and Meaningful Access

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency.

Guiding Principal # 3

Systems Conditions that Support Effectiveness

Each level of the school system has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems that inform instruction and continuous improvement.

Multilingual Learner Program Monitoring and Interventions

Six Essential Questions (adapted from Oakland Unified) will guide the district’s leadership team, principals, teachers, and support staff to gather relevant data to understand and address the needs of English Learners.

Essential Question #1:

Are English learners receiving daily Designated English Language Development (dLED)?

Responsible Party	Metrics	Actions and Interventions When Needed
Multilingual Education Department (MED) Principals Associate Principals Counselors Case Managers Teachers	Site-submitted Elementary Designated ELD Schedules Secondary Master Schedule Check Walk Through - Classroom Observation Data	When deadlines are not met the MED Instructional Support Officer will communicate with executive leaders and site administrators to create a dELD action plan to ensure instruction and placement.

Essential Question #2:

How well are English learners making language progress?

Responsible Party	Metrics	Actions and Interventions When Needed
Multilingual Education Department (MED) Principals Associate Principals Counselors Case Managers Teachers EL Coordinators	Summative ELPAC scores Reading Smarter Balanced Assessments scores Performance/ Illuminate Reports: FAST scores Walk Through - Classroom Observation Data	Sites will use English learner data to inform their SPSA to identify areas of academic need for English learner and multilingual learners. MED will provide consultation regarding research and evidence-based practices for effective integrated ELD, scaffolds, and supports.

Essential Question #3:

How well are English learners and Immigrant students demonstrating academic progress as compared to their English Only (EO) peers?

Responsible Party	Metrics	Actions and Interventions When Needed
Principals Associate Principals Counselors Teachers Case Managers EL Coordinators Multilingual Education Department (MED)	Summative ELPAC scores Reading Smarter Balanced Assessments scores Performance/ Illuminate Reports: FAST scores Walk Through - Classroom Observation Data	Sites will use English learner data to inform their SPSA to identify areas of academic need for English learner and multilingual learners. MED will provide consultation regarding research and evidence-based practices for effective integrated ELD, scaffolds, and supports.

Essential Question #4:

Are English learners and Immigrant students attending school regularly?

Responsible Party	Metrics	Actions and Interventions When Needed
Multilingual Education Department (MED) Principals Associate Principals Counselors Case Managers Teachers EL Coordinators	Attendance Report	Discuss importance of attendance during ELAC meetings to determine if distinct actions are needed Contact families Home visits Provide connectivity and devices Investigate transportation possibilities

Essential Question #5:

How do suspension rates among various kinds of English learners compare with other non-English learner student groups?

Responsible Party	Metrics	Actions and Interventions When Needed
Principals Associate Principals Counselors Teachers Case Managers EL Coordinators Multilingual Education Department (MED)	Suspension Rates Report	Discuss importance of de-escalating techniques Contact families Home visits PBIS program Social and emotional counseling Restorative Justice Practice (RJP) workshops Student social-emotional wrap around services

Essential Question #6:

How do graduation rates of various English learners compare with non-English learner student groups?

Responsible Party	Metrics	Actions and Interventions When Needed
Principals Associate Principals Counselors Case Managers Teachers EL Coordinators Multilingual Education Department (MED)	Graduation Rates Reports	Adopt a more comprehensive use of iELD strategies School-site interventions (additional programs and supports) Socio-emotional support: peer groups Homework support Access to Online resources

Multilingual Learner Program Monitoring and Interventions

Step 1 Site Teams: Through data analysis, identify EL students in need of additional support using grade-level content and standard-based assessments.

Step 2 Site Teams: Complete EL Monitoring in ELLevation. For students requiring intervention(s): determine intensity, frequency and duration, as well as delivery model - small groups or one-on-one. Implement interventions. Include objectives for exiting the intervention.

Step 3 Teachers: Provide students with guided and independent practice, so they demonstrate progress or mastery of new skills as evidenced through formative assessment.

Step 4 Site Teams: Re-examine data to decide on next steps: continue, discontinue, or modify interventions.

All English learner interventions, including objectives for exiting the intervention, must be documented in ELLevation. MED Monitors EL progress longitudinally and communicates progress to DELAC and the district as a whole.

District Self-Reflection

San Diego Unified School District’s leadership will complete the California English Learner Roadmap Self-Reflection Rubric to engage in dialogue, assess the current status in enacting the English Learner (EL) Roadmap Principles, and identify areas needing improvement.

SDUSD Monitoring Systems for Examining English Learner Status

San Diego Unified School District uses the following digital systems to monitor student placement, as well as academic and language progress.

PowerSchool is used to manage and analyze: EL course placement; academic progress through grades; reclassification reports; and attendance.

Illuminate assists SDUSD staff with comparison reports using annual state assessment data and district common assessments.

ELLevation houses and communicates English learner data and provides information regarding instructional next steps and student progress toward standards.

Monitoring Immigrant Students

SDUSD is required to monitor the academic progress of immigrant students. The term "eligible immigrant student" is defined as an individual student who (a) is aged three through twenty-one; (b) was not born in any state (each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico); and (c) has not been attending any one or more schools in the United States for more than three full school years. (20 U.S.C. § 7011[5].). CDE

Immigrant Students

Identification and Placement

Responsible Party	Task
School Clerk Principal Counselor	Family/guardian registers student, completes enrollment form AND answers yes to demographics questions 16 and 17 Students are identified in PowerSchool as an immigrant student and the Site Administrator is notified Students are placed in an appropriate program
Multilingual Education Department Instructional Technology	MED runs a monthly report to make sure Immigrant Status is uploaded into CALPADS
Instructional Technology	After 3 years the student is no longer an Immigrant. Status changed by IT.

Monitoring Academic Progress

Responsible Party	Task
School Clerk Site Administrator Counselor Teacher	Students’ monthly attendance and suspension rate are completed & monitored. Students’ academic performance, including ELPAC, is reviewed every grading period. Interventions are provided with documentation noting the duration of interventions and goals for exiting the intervention.
Multilingual Education Department	Immigrant student progress on Summative ELPAC is monitored district-wide for Immigrant students who are English learners.

Monitoring Immigrant Students: Assessment

Immigrant students who are designated as English learners must take the Summative ELPAC annually until they reclassify. Parents/Legal guardians cannot opt their child out of ELPAC (EC 313 and 60810). There are no waivers allowed for this assessment.

Immigrant Students and Smarter Balanced Summative Assessments:

Students in grades three through eight and grade eleven will take the Smarter Balanced Summative Assessments for English Language Arts/Literacy (ELA) and Mathematics. These assessments are administered online. A student may be exempted from taking the Smarter Balanced assessments in the following three situations:

The student is taking the CAAs a California Alternate Assessment (CAA).
The student has been designated as an English learner and is within his or her first 12 months of enrollment in a U.S. school as of April 15 of the previous year. (This exemption applies only to the ELA portion of the Smarter Balanced Summative Assessment.)
The parent has expressed in writing that his or her student should be excluded from taking the Smarter Balanced summative assessments.

California Testing Overview Website, CAASPP FAQs Website

Please contact Assessment Services for additional information: Erika Simmons -esimmons@sandi.net.

Monitoring Dual-Identified English Learners

SDUSD identifies, monitors, and supports English Learners with disabilities. The California Practitioners’ Guide for Educating English Learners with Disabilities guides the district’s approach and reclassification procedures for English learners with disabilities, as required by Assembly Bill 278.

Dual-Identified English Learners can be reclassified using the standard District reclassification procedure. However, some ELs with disabilities may have a difficult time meeting the academic and language proficiency standards for reclassification set by the State due to their disabilities and may require an alternative reclassification process. Students who have been reclassified using the alternative reclassification process are monitored for four years from the date of reclassification using the RFEP Follow-Up Monitoring Form with input from the case manager.

SDUSD disaggregates data from the Program Monitoring -Essential Questions previously mentioned reports to monitor and support dually identified English learners with disabilities.

Monitoring At Risk of Becoming Long-Term English Learners (AR-LTELs) and Long Term English Learners (LTELs)

English learners who have been enrolled in our district for over 4 years and have yet to reclassify as Reclassified Fluent English Proficient students (RFEPs) are placed in English Language Development (ELD)/Academic Language Development (ALD) classes in middle and high school for additional language support. The goal of these courses is to target the language needs of LTELS with the intent of Reclassification.

Students who are AR-LTEL or LTEL are monitored following the same process for all English learner students.

Monitoring English Learners: Documentation

Second language documents for students designated as English Learners--based on questions 1, 2, and/or 4 of the Home Language Survey and the results of the Initial ELPAC--should be placed inside the yellow Second Language Document Container. Schools that need any additional Second Language Document containers, can email MED at med @sandi.net.

The following documents should be placed in the yellow Second Language Document Container

Home Language Survey;
Copy of the Initial English Language Proficiency Assessments for California (ELPAC) Student Score Report;
Processed Reclassification Profile or Processed Individualized Education Plan (IEP) Recommendation for English Learner Reclassification data form;
Copy of Notification of Reclassification to Fluent English Proficient Letter;
Reclassification Follow-up Monitoring Review forms;
Opt out of English Learner Programs and Services Letter/Form (if applicable)

Chapter 3 Acronyms

AR LTEL - At-risk of Becoming a Long-Term English Learner: 3-6 years as an EL and indicating early warning signs of becoming an LTEL

dELD - Designated English Language Development

DRA - Developmental Reading Assessment

Dual-Identified - an English learner student with an identified disability

ELA - English Language Arts

ELD - English Language Development

EO - English Only

ELPAC - English Language Proficiency Assessments for California (Initial; Summative; Alternate Initial and Summative for students with significant cognitive disabilities)

iELD - Integrated English Language Development

LTEL - Long Term English learner: 6+ years as an EL

MED - Multilingual Education Department

SBA - Smarter Balanced Assessment

SEI - Structured English Immersion

SRI - Scholastic Reading Inventory

Chapter 3 Resources

Resources for Dual-Identified English Learners

California Practitioners’ Guide for Educating English Learners with Disabilities
ELPAC Information Guide (CA Dept of Education) (PDF)
Assembly Bill 278

ELA/ELD Framework

ELD Standards

California English Learner Roadmap

CA EL Roadmap Home

Intervention Resources

Matrix Sample & Document with Suggested Strategies

Oakland Unified School District

EL Home

EL Master Plan Chapter 4

Professional Development:

Meeting the Needs of English Learner and Multilingual Students

Chapter 4: Overview

The SDUSD Office of Leadership and Learning, with the support of the Multilingual Education Department (MED), has created specific professional development (PD) opportunities focused on English learners for all district professionals, including classified staff and paraeducators, counselors, teachers, and administrators. SDUSD trains our leaders and educators with sufficient intensity and duration to positively impact EL achievement and ensure the effective implementation of research-based practices, strategies, and differentiation to support our EL and multilingual students.

Table of Contents

Centralized Professional Development	42
Publisher-Led Professional Development	43
Site-Based Professional Development	43
Adopted English Language Development Programs	44
Supplemental Materials	44
Chapter 4 Acronyms	44

June 2022

Guiding Principal # 1

Assets-Oriented and Needs-Responsive Schools

Schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners.

Guiding Principal # 2

Guiding Principal # 3

Intellectual Quality of Instruction and Meaningful Access

Systems Conditions that Support Effectiveness

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency.

Professional Development Commitment

Administrators and staff in San Diego Unified are committed to providing high-quality instruction to all English learners. To achieve this we commit to providing and participating in professional development to grow as educators.

Share the responsibility for the success of Multilingual learners, including students who are English learners as well as ELs who receive special education services (dual-identified ELs.)

Plan for and provide Universal Supports/Tier I instruction which includes Integrated ELD in all content areas and daily Designated ELD targeted specifically for English learners.

Make instructional decisions that are based on formative and summative data in order to continuously monitor our ELs.

Utilize research and evidence-based practices to support access to high-quality, standards-based, content.

Centralized Professional Development

Centralized Professional Development is offered to administrators and educators from both district-level departments and site-level teams. Professional development will focus on differentiating instruction based on English Learner data and determining scaffolds, strategies, and interventions for groups of and individual English learners including Immigrants, English learners receiving special education services, as well as Long-Term English Learners (LTELs), and At-Risk of becoming Long Term English Learners (ARELs) in core content areas.

SDUSD will implement Best Practices for Universal Support/Tier I, Additional Support/Tier II interventions strategies by:

Incorporating SDUSD Quality Learning Interactions & Quality Teaching Practices
Using Strategies from the English Learner Toolkit and the CA ELA/ELD Framework supports for Multilingual learners at the Word, Sentence, and Text Level

Publisher-Led Professional Development

SDUSD works closely with our various publishing partners to ensure the effective implementation of the core content curriculum. Publisher professional development is created in tandem with the Multilingual Education Department in order to ensure connection and alignment to the SDUSD Best Practices for Multilingual Learners. Publishing Partners include but are not limited to:

Site-Based Professional Development

SDUSD school sites develop their individual professional development plan for the year based on needs that were identified in their needs assessment and goals that were determined for their Single Plan for Student Achievement (SPSA). To support individual sites with PD focused on ELs, the Multilingual Education Department staff can serve as PD consultants and co-planners or PD co-facilitators. These PDs are tailored to the individual needs of English learner students at the site. Site administrators requesting this support use the PD protocol.

For detailed information please see the SDUSD Professional Development Protocol.

Adopted English Language Development Materials

During the 2019-2020 academic year, San Diego Unified adopted the following curricular resources for designated English Language Development:

Adopted Materials

Elementary Grades UTK-5	Middle School Grades 6-8	High School Grades 9-12
Benchmark English Language Development	ELD courses, Grade-level Amplify ELD ELD w/ ALD - English 3D Course B, Volume 1, HMH	ELD 1,2 - National Geographic EDGE, Fundamentals ELD 3,4 - National Geographic EDGE, Level A ELD 5,6 - National Geographic EDGE, Level B ELD w/ ALD - English 3D, Course B, Volume 2, HMH

Chapter 4 Acronyms

AR-LTEL - At-risk of Becoming a Long-Term English Learner: 3-6 years as an EL and indicating early warning signs of becoming an LTEL

dELD - Designated English Language Development

DRA- Developmental Reading Assessment

Dual-Identified - an English learner student who also receives special education services

ELA - English Language Arts

ELD - English Language Development

ELPAC - English Language Proficiency Assessments for California (Initial; Summative; Alternate Initial and Summative for students with significant cognitive disabilities)

iELD - Integrated English Language Development

LTEL- Long-Term English Learners

MED - Multilingual Education Department

PD - Professional Development

SIFE - Student with Interrupted (or limited) Formal Education

Supplemental English Language Development Materials

The following supplemental English language development materials can be used to enhance adopted materials or meet individual students needs.

Supplemental Materials

Grades UTK-6	Grades 6-12
Imagine Language and Literacy Lexia English (for Newcomer Students)	Read 180 Universal (for Newcomer, SIFE students)

EL Master Plan Chapter 5

Accountability:

Assessment, Reclassification, and Progress Monitoring

Guiding Principal # 2

Intellectual Quality of Instruction and Meaningful Access

English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency.

Chapter 5: Overview

June 2022

This chapter explains how English language proficiency and growth is measured, the reclassification process as well as how SDUSD monitors the academic progress of the Reclassified Fluent English Proficient (RFEP) students. The overarching English Learner Roadmap principles guiding this chapter is:

Table of Contents

Summative ELPAC	46
Reclassification	49
Reclassification of Dual-Identified English Learners	52
Reclassified Fluent English Proficient Follow-up	53
Chapter 5 Acronyms and Resources	54

Summative English Language Proficiency Assessments for California (ELPAC) Testing & Alternate English Language Proficiency Assessments for California ( Summative Alternate ELPAC)

California law and federal law require that local educational agencies administer a state test for English language proficiency (ELP) to eligible students in kindergarten—or year one of a two-year kindergarten program, also referred to as transitional kindergarten— through grade twelve ( ages 3 through 21). The Summative English Language Proficiency Assessments for California (ELPAC) is administered annually to English learner students to measure their progress in learning English until they meet the criteria for reclassification.

The Summative Alternate ELPAC is designed for students with the most significant cognitive disabilities who are English learners (Summative), and potential English learners (Initial), who have been identified as having a language other than English. The Alternate ELPAC tests a student's Receptive (Reading and Listening) and Expressive (Speaking and Writing) skills. The IEP team determines and documents in the IEP if the student is eligible. The Summative Alternate ELPAC is administered annually to grades TK- 12 (ages 3 to 21).

Protocol for Administering the Summative ELPAC and Summative Alternate ELPAC

BEFORE TESTING

Computer-based Summative ELPAC or Summative Alternate ELPAC

Site Responsibilities

Identify Test Examiner(s) to complete mandated Summative ELPAC or Summative Alternate ELPAC Trainings through Moodle.

Summative Alternate ELPAC: Identify Case Manager(s) and/or Certificated Staff as Test Examiner(s) to complete the mandated Summative Alternate ELPAC Examiner Training through Moodle.

Testing Coordinator and EL Coordinator select appropriate Universal Tools. Designated Supports are available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student’s individualized education program (IEP) or Section 504 plan. Universal Tools and/or Designated Supports must be assigned in the Test Operations Management System (TOMS). Refer to the California Assessment Accessibility Resources Matrix.

Dual Identified ELs: Case Managers must ensure the appropriate ELPAC assessment is documented in the IEP with any supports.

Case Manager(s) and Testing Coordinator(s) attend the Assessments Services accessibility training and refer to the California Assessment Accessibility Resources Matrix or elpacresourcescbelpacresourcescb Matrix 4 to select Designated Supports, Accommodations, Unlisted Resources, and/or Domain Exemptions as appropriate and assign them in TOMS prior to testing. (Any designated supports must be documented in the IEP or 504 plan. For additional guidance, CDE Alternate ELPAC and Alternate ELPAC Accessibility and Accommodations Guidelines.

Required Training for Summative ELPAC

(to be completed in December and January)

Summative ELPAC Essentials Training (Provided by Assessment Services)
Group Administration and Speaking Calibration:

Speaking Administration-Moodle Course: Text Examiners complete Moodle Speaking calibration. (MED runs a report in Moodle for a list of who has been trained.)
Group Administration:
Listening, Reading, and Writing -School sites to train through Moodle

Group Administration (Gr. 3-12) -Moodle Video
1:1 Administration (Gr. TK-2) -Moodle Video

Required Training For Summative Alternate ELPAC

(to be completed in September and October)

Summative Alternate ELPAC 1:1 Administration (Gr. TK-12) Test Examiners and Certificated Second Scorers (if required) complete training in Moodle.

Identify ALL English Learners to be Assessed

Use TOMS to run the Summative ELPAC Student Eligibility Report on an ongoing basis.
Confirm English learners being tested are correctly assigned in TOMS.
Confirm dual-identified ELs IEPs document the appropriate ELPAC assessments and any supports.
Develop a roster of All eligible ELs to be assessed with Summative ELPAC or Summative Alternate ELPAC to log the date assessed, date of attempts made to assess, and if a dual identified EL student which assessment was administered. Update log on an ongoing basis and add any new ELs to be assessed.
Identify ELs with disabilities at the school site using the TOMS ELPAC Summative Student Eligibility Report
Ensure Summative Alternate ELPAC is documented in the IEP with any supports.

BEFORE TESTING

Computer-based Summative ELPAC or Summative Alternate ELPAC

Site Logistics

Create testing/staffing schedule/ Approximate Summative ELPAC Testing Times:

Elementary

TK/K, 1st, 2nd - Individual administration - 75 mins.
3-5 - group administration (Reading, Writing, Listening) - 2.5 hours
3-5 - Speaking - one-on-one administration - 25 mins.

Secondary Grades 6-12 - Prepare summons:

Group administration (Reading, Writing, Listening) - 2.5 hours
Speaking - one-on-one administration - 25 minutes

Working school network, internet connection, and internet access must be configured for testing. Have student computers and headphones available. Test Examiners will require 1 computer for administering all test domains for TK-2 and Speaking one-one-one for TK-12.
Update students’ devices and ensure the secure browser is installed.
Summative Alternate ELPAC
All students are assessed one-on-one. Depending on disability, the student may require breaks and assessment over multiple sessions. Review site logistics above regarding technology, etc.

Site Logistics

Immediately Before Testing

Run TOMS ELPAC Summative Eligibility Report to use as a checklist.
Confirm the students being tested are correctly assigned in TOMS.
Research newly enrolled student(s) who may/may not have been previously assessed with the Summative ELPAC (contact prior school/district regarding testing and document on checklist).
Print ELPAC Directions for Administration (DFAs) or Summative Alternate ELPAC Directions for Administration (DFAs).
Refer to Summative Alternate ELPAC Assessment Directions for eligible students.
Notify parent/guardian of Summative ELPAC or Summative Alternate ELPAC ELAA testing.

DURING TESTING

Computer-based Summative ELPAC or Summative Alternate ELPAC

Person Responsible	Task
ELPAC Coordinator Special Education Staff ELPAC Examiners	Administer the Summative ELPAC to ALL currently enrolled and identified ELs. Administer the Summative Alternate ELPAC to ALL currently enrolled and identified ELs with significant cognitive disabilities as documented in the IEP. Monitor Summative ELPAC and Summative Alternate ELPAC completion dates by running TOMS Summative Eligibility and Completion Reports on an ongoing basis.
ELPAC Coordinator	Verify ALL identified ELs have completed the Summative ELPAC or Summative Alternate ELPAC for students with significant cognitive disabilities as documented in the IEP. (Run ELPAC Completion Report to verify) and continue to assist the school with test completion*. Compare the list with school site testing log. Run reports listing newly enrolled students. Continue to assess all ELs who have not yet taken the Summative ELPAC or the Summative Alternate ELPAC. Return testing materials to Assessment Services, if applicable.

*Please note that EL students newly enrolled in a California school whose Home Language Survey (HLS) indicates a language other than English from February 1 to May 31 may need to take BOTH the Initial ELPAC and the Summative ELPAC. If newly enrolled students are designated as English learners after taking the Initial ELPAC, they must take the Summative ELPAC within the testing window. After May 31 until June 30, students newly enrolled in a California school whose Home Language Survey (HLS) indicates a language other than English need to be assessed with the Initial ELPAC within 30 calendar days of initial enrollment.

Reclassification

The process of educating English Learners (ELs) is complex. It ensures EL students attain English proficiency and meet the academic/content achievement standards that all students are expected to meet. It is the school’s responsibility to purposefully place ELs in an English language development program and monitor and ensure that EL students develop and improve their English language proficiency and receive the necessary support and instruction for academic and socio-emotional success.

When the EL student demonstrates that they have attained proficiency in English by meeting criterion 1, obtaining an Overall Performance Level (OPL) 4-Well Developed on the current Summative English Language Proficiency Assessments for California (ELPAC), and meets the other three criteria set by the state; the student is ready to be reclassified. The EL student no longer requires substantial or moderate English language support. In other words, the EL student will continue to expand their English language skills and knowledge and demonstrate that they can use English to learn and communicate in meaningful ways appropriate to different tasks, purposes, and audiences in various social and academic contexts.

State Reclassification Criteria

The following 4 criteria, as determined by the California Department of Education (CDE), are all part of the reclassification process:

Assessment of language proficiency using an objective assessment instrument, including, but not limited to, the English language development test that is developed or acquired pursuant to Section 60810.
Teacher evaluation of student’s academic performance, including, but not limited to, a review of the pupil's curriculum mastery.
Parental or legal guardian opinion and consultation.
Comparison of the performance of the pupil in basic skills against an empirically established range of performance in basic skills based upon the performance of English proficient pupils of the same age, that 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.

San Diego Unified School District

Reclassification Criteria

The following criteria, as determined by the SDUSD Board of Education on September 13, 2022 are all part of the reclassification process:

English Language Proficiency Assessments for California (ELPAC) - Overall Performance Level (OPL) 4-Well Developed; AND
Comparison of student performance in ELA basic skills against an empirically established range of performance in basic skills of English proficient students of the same age; AND
Teacher evaluation, including Protocol for Teacher of English Learners Observation (PTEL-O), an observation protocol for language designed to evaluate the student's oral English language proficiency; AND
Preliminary parent opinion and consultation to inform parents/guardians of the Reclassification process.

Grade	Criterion 1: Current Language Performance Level	Criterion 2: Demonstration of ELA Basic Skills		Criterion 3: Teacher Evaluation PTEL-O	Criterion 4: Parent or Legal Guardian Opinion & Consultation
		Assessment	Minimum Required Score
UTK-5	ELPAC Overall Performance Leve 4	SBA - ELA or DRA/ F&P or FAST aReading or Benchmark Advance Interim Assessment or Inspect ELA Interim Assessment	Standard Nearly Met or Above for SBA - ELA See the following table for Expected ELA Grade Level Criteria Cut Points for Reclassification	Teacher evaluation including Protocol for Teachers of English Learners (PTEL-O)	Parent or legal guardian opinion and consultation

Reclassification: ELA Grade Level Cut Points

Criterion 2: Students must meet ONE of the following ELA criteria:

Grade	Criterion 1: Current Language Performance Level	Criterion 2: Demonstration of ELA Basic Skills		Criterion 3: Teacher Evaluation PTEL-O	Criterion 4: Parent or Legal Guardian Opinion & Consultation
		Assessment	Minimum Required Score
6-12	ELPAC Overall Performance Leve 4	SBA - ELA or FAST aReading or Inspect ELA Interim Assessment	Standard Nearly Met or Above for SBA - ELA See the following table for Expected ELA Grade Level Criteria Cut Points for Reclassification	Teacher evaluation including Protocol for Teachers of English Learners (PTEL-O)	Parent or legal guardian opinion and consultation

Smarter Balanced Assessment - ELA
3-8, 11, 12	SBA - ELA	Standard Nearly Met or Higher

FAST aReading
K-12	Fast aReading	Some Risk, Low Risk, Advanced

Developmental Reading Assessment (DRA) or Fountas & Pinnell (F&P)
Grade	Fall		Winter		Spring
Grade	DRA	Fountas & Pinnell	DRA	Fountas & Pinnell	DRA	Fountas & Pinnell
K	1	A	2	B	3	C
1	6-8	D-E	10	F	12 - 16	G-I
2	16-18	I-J	20	K	24	L
3	28-30	M-N	34	O	34-38	O-P
4	38-40	P-Q	40	Q & R	40	Q & R
5	40	S	44	U	44	U

Inspect ELA - Interim
	Standard Nearly Met	Standard Met	Standard Exceeded
K-12	49	62	81

Benchmark Advance - Interim 3
	Standard Nearly Met	Standard Met	Standard Exceeded
K-6	60-69	70-79	80-100

Criterion 3: Teacher Evaluations

Teacher Evaluation and Recommendation Protocol for Teachers of English Learners Observation (PTEL-O)
K-12		Bridging Total Score 10-12

Reclassification Protocol:

Every SDUSD school receives Reclassification profiles from the Multilingual Education Department (MED). Then, the steps below must be followed in order to complete the Reclassification of English Learners to Reclassified Fluent English Proficient (RFEP).

Standard Reclassification Process All of the following steps are completed and documented within the ELLevation Platform
STEP 1: Criteria 1 and 4 Identify Students Who Meet ELPAC and ELA Criteria	The Multilingual Education Department (MED) will create a student list of all students who scored an OPL 4 on the Standard Summative ELPAC and meet one of the district’s approved ELA Criteria.
Step 2: Teacher Evaluation	PTEL-O form will be sent to the student’s teacher. PTEL-O forms that meet reclassification criteria (score 10 or higher) move to step 3. PTEL-O forms that do not meet reclassification criteria will be flagged for further review. MED will contact the teacher if there are any questions related to the completed PTEL-O form.
Step 3: Parten/Guardian Opinion and Consultation	MED will schedule a Parent Opinion and Consultation Meeting in the ELLevation meeting center. Site will contact the parent or guardian and document all attempts in the meeting center. Site will sign and finalize the meeting, noting the parent’s opinion. *If a site has attempted, unsuccessfully, to contact the parent a minimum of 3 times through various methods, the meeting can be signed and finalized.
Step 4: Finalizing Reclassification	MED staff will review all finalized parent opinion and consultation meetings for final review. If all criteria have been met, the date of the finalized parent meeting will be entered into PowerSchool as the student’s reclassification date. If the student does not meet one or more of the reclassification criteria, the reclassification process will remain open until the student is administered the next year’s Summative ELPAC.

Reclassification Guide for Parents

Parents play an important role in the reclassification process. They will be consulted when their child is being considered for reclassification and can provide their opinion as to whether they believe their child should be reclassified. Parents can use this Reclassification Guide to talk to their child's school about reclassification and what it means for their student.

Reclassification of Dual-Identified English Learners

Reclassification is the process used by school districts to determine if students who have received the official designation of English Learner have acquired sufficient English language skills to access grade-level content successfully and curriculum being delivered without English Language Development (ELD) support and instruction. By federal and state laws, the IEP team convenes and addresses the individual needs of each EL with a disability using multiple criteria in concert with the four reclassification criteria in EC 313(f), California Department of Education (CDE), to ensure that the most appropriate decision is made for each student.

SDUSD has developed an alternative reclassification process. The alternative reclassification process will help IEP teams determine if English learners with disabilities should be reclassified as fluent English proficient (RFEP) based on multiple criteria, including demonstrating English language proficiency commensurate with English-speaking peers with the same or similar disabilities.

Additionally, some English learners with disabilities may require test variations, accommodations, and modifications as documented in their IEP to demonstrate their English language proficiency successfully. For a complete list of available Accessibility Resources--Universal Tools, Designated Supports, and Accommodations--please refer to the California Assessment Accessibility Resources Matrix.

Monochrome Hand Drawn Certificate with Ribbon

Reclassified Fluent English Proficient (RFEP) Follow-Up

Following the reclassification process, Reclassified Fluent English Proficient (RFEP) students will be monitored for four years to ensure continued academic success. Under the Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), schools are required to:

Monitor and evaluate EL students in language assistance programs to ensure their progress concerning acquiring English proficiency and grade level content knowledge,
Exit EL students from language assistance programs when they are proficient in English, and
Monitor exited students to ensure they were not prematurely exited and that any academic deficits incurred in the language assistance program have been remedied.

EL Coordinators, classroom teachers, and case managers (for ELs with disabilities reclassified using the alternative reclassification process) collaborate to complete the forms and ensure that supports are in place if needed. The Reclassification Follow-Up Monitoring Review forms must be filed in the student's EL yellow container in the cumulative folder.

During this monitoring time, sites ensure RFEP students have met the same academic achievement goals set for all students. Intervention and support will be provided if these students do not yet meet these goals. These services are not dependent on specialized funds. CDE

Due to different grading periods, elementary and secondary RFEP students have different monitoring periods.

Protocol for Monitoring Elementary RFEP Students

Please use the following link to access RFEP Follow-up Monitoring Procedures: RFEP Follow-up Monitoring Informational Page. ( Must have an SDUSD email account to access.)

Protocol for Monitoring Secondary RFEP Students

Please use the following link to access RFEP Follow-up Monitoring Procedures: RFEP Follow-up Monitoring Informational Page. (Must have an SDUSD email account to access.)

Possible Intervention Options for RFEP Students

Before or After School Tutoring
Close Reading
Extended School Year (ESY)
Integrated Multi-Tiered System of Support (IMTSS) Referral - specify
Small Group Instruction
Summer School / High School for credit recovery
Learning Contract - specify intervention
Other-must specify

The Reclassification Follow-Up Monitoring Review forms may be accessed through PowerSchool (see steps above. ) The Reclassification Informational Page may be accessed in the SDUSD Staff Portal at M ED.

For additional information on the Intervention Process and suggested interventions, please refer to the following document.

Step 1 Site Teams: Through data analysis, identify EL students in need of additional support using grade-level content and standard-based assessments.

Step 2 Site Teams: Select intervention(s) and determine intensity, frequency and duration, as well as delivery model - small groups or one-on-one. Implement interventions. Include objectives for exiting the intervention.

Step 3 Teachers: Provide students with guided and independent practice, so they demonstrate progress or mastery of new skills as evidenced through formative assessment.

Step 4 Site Teams: Re-examine data to decide on next steps: continue, discontinue, or modify interventions.

Chapter 5 Acronyms

CDE - California Department of Education

CAASPP - California Assessment for Student Performance and Progress

DRA - Developmental Reading Assessment

ELA - English Language Arts

ELP - English Language Proficiency

ELPAC - English Language Proficiency Assessments for California (Initial; Summative; Alternate Initial and Summative for students with significant cognitive disabilities)

ESSA - Every Student Succeeds Act

F&P - Fountas and Pinnell reading assessment

IEP -An Individualized Education Program (IEP) is both a process and a written document.

IFEP - Initial Fluent English Proficient

IMTSS- Integrated Multi-Tiered System of Support

MED - Multilingual Education Department

OPL - Overall Performance Level

PTEL-O - Protocol for Teachers of English Learners/Oral

RFEP - Reclassified Fluent English Proficient

SBA - Smarter Balanced Assessment

Section 504 Plan - Section 504 is a civil rights statute that requires public schools to provide educational participation, access and benefits to students with disabilities. A student is eligible for a 504 Plan under Section 504 if the student: Has a physical or mental impairment that substantially limits one or more major life activities.

SDUSD - San Diego Unified School District

Chapter 5 Resources

California Department of Education

Multilingual Education Department

CAASPP and Smarter Balanced Assessment Consortium

English Language Proficiency Assessments for California (ELPAC)

Website: English Language Proficiency Assessments for California

US Department of Education

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (E SEA), as amended by the Every Student Succeeds Act (ESSA)

EL Master Plan Chapter 6

Family Engagement

Guiding Principal # 3

Systems Conditions that Support Effectiveness

Chapter 6: Overview

The Multilingual Education Department (MED) coordinates and assists parent committees, including school site-based English Learner Advisory Committees (ELACs). The District English Learner Advisory Committee (DELAC) is a district-level advisory committee comprised of representatives from each school's ELAC. This chapter explains the roles and responsibilities of the English Learner Advisory Committees (ELACs) and the District English Learner Advisory Committee (DELAC).

Table of Contents

June 2022

English Learner Advisory Committees (ELACs)	56
District English Learner Advisory Committee (DELAC)	59
Chapter 6 Acronyms and Resources	60

Composition Requirements

English Learner Advisory Committee (ELAC)

The C alifornia Department of Education (CDE) requires that California public schools with 21 or more English learners form an English Learner Advisory Committee (ELAC).

ELAC shall be responsible for the following tasks:

Advising the principal and staff in developing a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement.
Assisting in the development of the school wide needs assessment and ways to make parents aware of the importance of regular school attendance.
Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). The first elected representative from each site must be the parent/guardian of a current English learner (not Initially Fluent English Proficient (IFEP) or Reclassified Fluent English Proficient (RFEP)) who is currently enrolled at the site they represent. DELAC representatives advise district officials on English learner (EL) programs and services.

Parents/legal guardians of English learners shall constitute at least the same percentage of the ELAC membership as their children represent the percentage of the student body. For example, if English learners constitute 50% of the total school enrollment, 50% of the ELAC members must be parents of currently enrolled English Learners. To access EL student count data, please use PowerSchool.

Select your school >Reports > System Reports > SDUSD > English Learner Chart

The chart will show you numbers; if you hover over each pie chart section, you will also see percentages.

Parents of non-ELs (including RFEP, IFEP), staff, and community members may also serve on ELAC, as long as the site’s EL parent/legal guardian percentage is maintained.

Elections

Each site shall hold ELAC elections on an annual basis for a twelve-month term of office.

All parents/guardians of English learners must be provided the opportunity to vote in the ELAC election. Please send home ballots or email Google ballot forms to all EL parents.

Training

ELAC members shall receive training and training materials that will assist them in carrying out their required advisory responsibilities. Training shall be planned in full consultation with committee members. Every ELAC meeting shall provide training on the legal task being covered.

ELAC members must meet to cover the following legal tasks:

Advising the principal and staff in developing a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement.
Assisting in the development of the schoolwide needs assessment.
Ways to make parents aware of the importance of regular school attendance.
Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC).

Please get in touch with your school for site-specific ELAC meeting dates.

ELAC Implementation and Improvement Plan

The Multilingual Education Department has created an ELAC Implementation and Improvement plan to ensure robust ELACs across the district.

Each California public school with 21 or more English learners must form an English Learner Advisory Committee (ELAC). CDE SDUSD Leadership requires the annual completion of the English Learner Advisory Committee (ELAC) Response Form due to the Multilingual Education Department (MED) every year in October.

ELAC Implementation Plan for Functioning ELACs
Functioning ELAC Sites with established ELACs ELACs who delegated responsibility to SSC Elections were held within the past 12 months. Sites with less than 21 English Learners
Beginning of the School Year	Hold elections if needed (recommended election cycle: every September) Schedule ELAC meeting dates in School’s calendar - at least 3 to 4 meetings Create and disseminate ELAC meeting flyers and include DELAC general meeting dates Document ELAC elections and meetings using the resources provided by MED in your Site ELAC Google Folder
ELAC Meetings: October - May	Maintain required documentation in MED provided Site ELAC Google Folder for all ELAC meetings: sign-in, agenda, meeting minutes and other supporting documents, and Slide presentations Provide and document ELAC advice to principal and/or SSC Remind DELAC Representatives to attend DELAC meetings

ELAC Improvement Plan
Sites with no ELAC response form submitted Sites with low or minimal parent participation in ELAC Sites requesting additional support
Beginning of the School Year	MED compliance Team member to meet with Principal/Vice Principal/ EL Coordinator/ ELAC Advisor to determine support needed for strengthening ELAC. Hold informational meeting Recruit parents Hold elections Provide initial training
ELAC Meetings: October - May	With support from a MED compliance team member as needed: Schedule ELAC meeting dates in School’s calendar - at least 3 to 4 meetings Create and disseminate ELAC meeting flyers and include DELAC general meeting dates Hold and document ELAC meetings using the resources provided by MED in your Site ELAC Google Folder (follow requirements for a functioning ELAC)

Multilingual Education Department Responsibilities
Share Google folders created for each site with templates for required documentation Provide ELAC training opportunities at the beginning of the year and throughout the year through the ELC Network Maintain ELAC Informational page with current resources

ELAC Monitoring

ELAC Monitoring Beginning in October of Each Year
Person Responsible	Task
Site ELAC Advisor or Administrator	Complete and submit ELAC Response Form to MED Due in October each year
MED Staff	Verify ELAC rosters for compliance: EL status of elected members to meet parent composition requirements EL stats of student whose Parent or legal guardian is elected as DELAC representative Document each sites ELAC status: Update ELAC database to reflect sites in compliance and identify those who will be included in the improvement plan Share at monthly MED compliance meeting Implement the ELAC improvement plan for identified sites
MED Administrator	Communicate Site ELAC status to Executive Leadership
Executive Leadership	Contact sites that have been unresponsive to the ELAC improvement plan

Delegating ELAC to School Site Council (SSC)

Responsibilities & Steps for Delegating ELACs’ Responsibilities to School Site Council

The decision to delegate ELACs’ responsibilities to the School Site Council should be a thoughtful process that meets the needs of ELAC members, SSC members, and the school community; the parent composition requirement must be met.

The parent composition requirement states that the percentage of parents of English Learners on the ELAC or SSC must be at least the same as that of current English Learners (not IFEP or RFEP) at the school. For example, if 50% of your total student population is currently identified as ELs, then 50% of the members of your ELAC must be parents of ELs.

Similarly, if your site chooses to delegate ELAC’s tasks to the SSC, then 50% of the parent members of the SSC must be parents of ELs. This would mean careful planning before SSC elections to meet the parent composition requirement.

The CDE states that if your current SSC membership does not meet the parent composition requirement, your site may NOT delegate ELAC’s responsibilities to the SSC. You must therefore maintain a functioning ELAC.

Steps for ELAC to Delegate to SSC

1. Parents of ALL students are notified of an Informational Meeting regarding the formation of ELAC at the site.

2. ELAC committee members are elected only by parents/guardians of English Learners via ballots sent home or emailed Google forms ballots.

3. ELAC members are trained by the site on ELACs’ legal responsibilities.

4. At the end of the Initial Training, ELAC members vote whether they want to delegate ELAC’s responsibilities to the SSC or remain as a functioning ELAC. They record this vote in the ELAC minutes.

*ELAC members must first assure that the SSC currently meets or will soon hold elections that would allow them to meet the parent composition requirement outlined above. If not, they must remain a functioning ELAC.

5. If ELAC’s vote is to delegate responsibilities to the SSC, the SSC must vote to accept ELAC’s authority and document this acceptance in the SSC minutes. This action is only effective for up to twelve months from the date of the ELAC election, not from the date of delegation.

6. SSC is trained by the site ELAC Advisor on their new additional legal responsibilities.

7. SSC minutes document advice given on the ELAC mandated tasks as they are reviewed and discussed during regular SSC meetings throughout the school year.

8. School site elects or assigns DELAC representative(s) (first representative must be an EL parent, second representative may be EL parent, non-EL parent, site staff, or site support staff).

9. SSC agenda must allow time to discuss ELAC’s mandated tasks and DELAC reports.

District English Learner Advisory Committee (DELAC)

According to the California Department of Education (CDE), each California public school district with 51 or more English learners must form a District English Learner Advisory Committee (DELAC) unless the district designates for this purpose a subcommittee of an existing districtwide advisory committee.

DELAC is made up of elected representatives from each school's English Learner Advisory Committee (ELAC), a school-based committee required if there are more than 21 English Learners at that school.

DELAC responsibilities are:

Development of an LEA/District master plan, including policies, per the State Board of Education (SBE) EL Roadmap Policy, guiding consistent implementation of EL educational programs and services, that takes into consideration the SPSAs.
Conducting a district wide needs assessment on a school-by-school basis.
Establishment of LEA/District program, goals, and objectives for programs and services for ELs per the SBE adopted EL Roadmap Policy.
Development of a plan to ensure compliance with any applicable teacher and/or teacher aide requirements.
Review and comment on the school district reclassification procedures.
Review and comment on the written notifications required to be sent to parents and guardians.
If the DELAC acts as the English learner parent advisory committee under California Education Code Sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the Local Control and Accountability Plan (LCAP) or Learning Continuity Plan.

The LCAP is a three-year plan that describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. The LCAP provides an opportunity for local educational agencies (LEAs) to share their stories of how, what, and why programs and services are selected to meet their local needs.

DELAC Requirements and Protocols
Composition Requirements	Parents or guardians of English learners shall constitute the majority membership (51 percent or more) of the committee.
Elections	Each school's English Learner Advisory Committee (ELAC) shall have the opportunity to elect at least one of its members to be a site representative DELAC member. In order to meet the composition requirement above, the first elected representative from each site must be the parent of a current EL (not IFEP or RFEP) who is currently enrolled at the site s/he represents.
Training	School districts shall provide DELAC members with appropriate training and training materials which will assist them in carrying out their required advisory responsibilities. Training shall be planned in full consultation with committee members.
Meetings	General DELAC meetings are held between 5 - 7 times each academic year. Meeting dates can be found on the district website. Meeting agendas are posted 72 hours prior to each DELAC general meeting. All DELAC meetings are held virtually via Zoom.

DELAC Planning and Logistics

DELAC Planning and Logistics
Person Responsible	Task
MED Staff	Schedule DELAC Executive Board and General DELAC board meetings Provide all required documents to Board Office including meeting agendas one week prior to each meeting Coordinate with presenters for DELAC meetings Compile all DELAC required documentation member rosters with roles meeting agendas minutes attendance records needs assessment training materials written input into the LCAP development. Secure interpretation services for Spanish and any other language if requested at least two weeks prior to DELAC meeting
DELAC Executive Board	Attend DELAC Executive Board Meetings Attend and preside over General DELAC meetings according to Robert’s Rules of Order Present DELAC report to SDUSD Board of Education and DELAC members Amend DELAC bylaws when needed
DELAC Representatives	Attend General DELAC Meetings Vote in DELAC Executive Board elections, to approve the minutes and any motions brought up in general meetings Provide input to district on DELAC legal tasks

Chapter 6 Acronyms

CDE - California Department of Education

ELAC - English Learner Advisory Committee

DELAC - District English Learner Advisory Committee

IFEP - Initial Fluent English Proficient

LCAP - Local Control Accountability Plan

LCP - Learning Continuity Plan

ME - Multilingual Education Department

RFEP - Reclassified Fluent English Proficient

SPSA - School Plan for Student Achievement

SSC - School Site Council

Chapter 6 Resources

California Department of Education

District English Learner Advisory Committee (DELAC)
English Learner Advisory Committee (ELAC)
Local Continuity Plan (LCP)
Local Control Accountability Plan (LCAP)
San Diego Unified School District LCAP