Parent FAQs

Why does my child have to take a language test?

Upon enrollment in a California school, parents/guardians complete a Home Language Survey (HLS). The law requires school districts to assess a student's English language proficiency when a language other than English is noted on their HLS. (20 United States Code Section 6312[e][3][A][i],[v],[vi])

What happens after the test?

Once a student is assessed, parent/guardians are notified of their child's proficiency level in English and of the language acquisition program options from which they may choose the one that best suits their child. Parents/guardians of English learners are also informed of the criteria for a student to exit the English learner (EL) status. (20 United States Code Section 6312[e][3][A][i],[v],[vi])

How will Alvord support my child when they don't speak English?

Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and provide instruction to English learners (EL) based on the state-adopted academic content standards, including English language development (ELD) standards. All language acquisition programs have the following goals for English learners (EL):

  • Ensure that EL acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English

  • Ensure that EL, within a reasonable period, achieve the same rigorous grade-level academic standards expected of all students

Alvord Unified School District employs high quality credentialed teachers, who hold EL authorization, and deliver rigorous, high quality Instruction. Teachers use research based strategies to promote language acquisitions such as, read alouds to enhance listening comprehension, visuals and total physical response (TPR) to help students remember vocabulary, sentence frames to foster the use of grammatically correct sentence structure and use of academic vocabulary.

Additionally, students who score a 1 or 2 on the English Language Proficiency Assessment for California (ELPAC) and have had less than three years of English instruction may receive additional support through a Bilingual Instructional Assistant or through various supplemental language resources offered by the District, (Translation apps, Imagine Learning, Rosetta Stone, etc.).


Program Requirements for English Language Learners

Requirements and components of the English language development and core academic program include:

  • Designated English Language Development (D-ELD) – ELD standards-based and differentiated daily English language development designed for English learners.

  • Integrated English Language Development (I-ELD) - ELD standards used with content standards and differentiated grade-level core curriculum instruction provided with primary language support and/or academic content taught through specially designed academic instruction in English (SDAIE).

(20 U.S.C. Section 6312[e][3][A][iii],[v]); EC Section 306[c])

What is ELD?

English Language Development (ELD) is a specific core subject based on the California English Language Development Standards that addresses the teaching of the English language according to the level of English proficiency of each student. The purpose of English Language Development is to:

• teach second language learners to communicate effectively (listen, speak, read and write) in English

• provide the foundation for literacy (comprehension, reading, and writing)

• supply a pathway to the California English Language Arts Standards


Through appropriate curriculum, materials, and approaches, ELD lessons are designed to promote English learners’ acquisition of:

• listening, speaking, reading, and writing skills

• linguistic competencies that native English speakers already possess when they enter school and continue developing throughout life


Ultimately, the goal is to assist students in developing skills, which will assist them to develop cognitive academic proficiency in English.


English Language Development instruction, as part of the core curriculum, is provided daily for every English learner student. ELD is a planned, specific, explicit component of the curriculum. It is required that each EL student receives ELD (designated and integrated) in TK-12 at their appropriate English language proficiency level until they are reclassified fluent English proficient.


What is ELPAC?

The Initial English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency (ELP) that is given to newly enrolled students whose primary language is a language other than English. The Initial ELPAC Fact Sheet (PDF) provides a summary of information.

The Summative English Language Proficiency Assessments for California (ELPAC) is an annual assessment to measure an English learner's progress toward English language proficiency (ELP). The Summative ELPAC Fact Sheet (PDF) provides a summary of this information and more.

State law (California Education Code section 313 and California Education Code section 60810 ) and federal laws (Titles I and III of the Elementary and Secondary Education Act) require that local educational agencies (LEAs) administer a state test of English language proficiency to (1) newly enrolled students whose primary language is not English, as an initial assessment, and (2) students who are English learners (ELs), as an annual summative assessment. For California’s public school students, this test is the ELPAC.

Once a student is identified as English learner, Alvord annually assesses the English language proficiency (ELP) and academic progress of each English learner.