Language Support Program

Language Support Program (LSP)

FAQ (Frequently Asked Questions) & Information

For Parents


Who is part of the Language Support Program (LSP)?

Any student who has a language other than English spoken in the home, or spoken by a regular care-giver. OR a student struggling with English or Language Arts in any discipline.


What is different about LSP students?

LSP students are typically managing two or more languages throughout the school day. Their brain essentially has a higher workload than students who are only exposed to English. There is a large body of solid research that tells us that this is true for students exposed to even a very small amount of a second language. Some students only need to spend a brief time in our program, and some spend several years.


What is CELDT?

CELDT is the California English Language Development Test. Any student with a language other than English spoken in the home is required to take the test. The student is given a score of 1-5 in the domains of: Listening, Speaking, Reading, and Writing, and is given an Overall score as well. Testing happens at the beginning of the school year. Parents are notified prior to the start of testing, and teachers make accommodations needed to allow students the time to test. Parents are given scores around January when they are returned to us by the CDE.


What is SOLOM?

SOLOM is the Student Oral Language Observation Matrix. This test is given to students who speak very little English, students who are newcomers, or students performing below grade-level. The SOLOM is given in the student’s native language.


When does LS take place?

Language Support happens in 2 different ways throughout the school day:

  1. Integrated - This means that our specially certified teachers are using specifically designed strategies to meet the needs of their Language Support students all day across all subjects, in every lesson.
  2. Designated - This is time in class, or out of class (based on an overview of the student's current academic record) where the student is receiving explicit instruction based on the newly adopted California ELD standards, which are aligned to the common core standards. Designated LS time may take place a small group within the classroom, as a rotation during the day, or as a pull-out grouping with a Designated LS teacher.

Parents are always notified of their child's LS Pathway before changes are made.

Kindergarten LS time is in addition to their school day.

AM Kinders in LS stay for lunch, and then LS class, typically 30 min. MTWTh.

PM Kinders in LS come 30-40 min. early on MTWTh for LS class.


What are the rest of the students doing while my child is in SEI?

Students are all working on grade level standards set by the state. The state of California has additional standards for LS students to help support them in grade level material. Often the biggest difference is the way the lesson is being taught, and the pace of the instruction.


What is RFEP?

When a student meets a specific set of academic criteria, they are eligible for Reclassification, or a change in their official status from LS to RFEP (Reclassified Fluent English Proficient.) In order to be reclassified, the following are taken into account: CELDT scores, State or school testing data, LS teacher recommendation, classroom teacher recommendation, administration approval, and parent approval. A letter is sent home, and at this time, a student enters the ‘2 year RFEP monitoring process.’ At the conclusion of the monitoring process, if it is agreed by staff that the student is still achieving high academic standards, the student is officially RFEP: by the school, and by the state, and will no longer take the CELDT test.


How is teaching a LS student different?

When teaching a LS student, SDAIE strategies are implemented. The teacher uses methods like showing pictures, and moving slowly through the lesson to help the student process new or complex language information. The teacher focuses on the academic language being used throughout the school day, and makes it accessible through different teaching strategies to the LS student. In Designated LS, the teacher has the opportunity to make connections to the student’s native languages, and the student has a lower risk level to ask questions and participate.


My child speaks English very well; do they still have to be in LS?

Research strongly supports LS for students who are exposed to second languages. If your child is very advanced, the LS teacher will meet their needs at their level. Advanced students have the opportunity to move out of LS as soon as they meet the criteria set forth for reclassification. LS includes instruction that teaches schema that LS children, even excellent English speakers, are often lacking.


Is it OK to speak to my child in my native language?

The more you speak to your child, in any language, the more their language skills develop. Ideally, a child will listen, speak, read, and write in their native language and English. It is not a good idea to speak a mix of languages, or to speak one language, and then mix in a phrase or word in another language. The child may do this, but it is not a good example for the adult to set. Try speaking one language at a specific time of day, and English at another time, then switch the next day. This helps children learn the vocabulary needed for morning and afternoon activities in both languages. One of the struggles LS students often have is ‘academic’ language. These are words your child is hearing at school, only in English. Spend extra time discussing your child’s school day and asking them if there was anything they didn’t understand. Do not be afraid to ask your child’s teacher for clarification, or to make them aware of what your child does not understand.


Is it important for my child to learn to read and write in their native language?

YES!!!! Research shows that children are better able to transfer important concepts about reading and writing to a second language when they can do so in the native language. Allow your child to learn to read and write in the language they know best. As time goes on, teach them to read and write in the other language. (Ideally before age 8.)

Laura LaHood

LS Program Coordinator

If you are interested in finding out more about our Language Support program, please see our "Master Plan for English Learners" included in our Charter Document.

California Department of Education English Learner webpage -

California English Language Development Standards -