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Breaking News: Free website to assist adult learners with learning English and prepare to become a U.S. citizen! Check-out usalearns.org or USA Learns Citizenship for more information!
ELD Coordinator: Tracy Wilson, twilson@hcs.k12.ca.us
Translation Services are available upon request.
Program ELD Overview
Program ELD Overview
All English Learners (ELs) need to be provided a comprehensive ELD program, comprised of Integrated ELD (iELD) and Designated ELD (dELD). During this instructional time, ELs develop listening, speaking, reading, and writing skills in English. All students are assigned an ELD Course and that is reflected on their Master Agreement. Integrated -vs- Designated ELD Resource
Horizon's Integrated ELD and Designated ELD Program
Integrated ELD (iELD): Instruction provided to ELs throughout the school day and across all subjects by all teachers of ELs. The CA ELD Standards are used in tandem with the content standards to ensure pupils strengthen their abilities to use English as they simultaneously learn content through English. Instructional focus is on improving each student's ability to comprehend and access the content.
Designated ELD (dELD): Instruction provided by teachers during a protected time in the school day. Teachers use the CA ELD Standards as the focal standards that build into and from content instruction to develop the critical language ELs need for content learning in English. This instruction is designed to be developmentally specific to support each students English language skills (Reading, Writing, Speaking and Listening) and understanding of how the English language works.
English learners must receive a formal support for Designated ELD to accelerate their developmental needs. A course is placed on their MA. Student participation in their course plan is required.
Recommended Curriculum and Support
All Students receive: Synchronous, Weekly Live Sessions with HCS Teacher to support Oral Language Development as part of the Integrated ELD program.
Long Term ELLs and students at risk of LTEL: Are placed in a formal lab class setting with an ELD PLan (iXL/WIDA) with weekly direct teacher support and monitoring. A Long Term EL is a student who has been identified an EL and has not been reclassified by their 6th year of instruction in a California School. An At Risk of Long Term EL is a student who has been identified an EL and has not been reclassified by their 5th year of instruction in a California School.
Approved ELD Curriculum for Grades 9-12
All EL Plans should be personalized and developed in consultation with families and students to ensure full participation. Students should complete at least 60 minutes each week.
All Students receive: Synchronous, Weekly Live Sessions with HCS Teacher to support
Oral Language Development as part of the Integrated ELD program.
Newcomers and ELPAC Level 1 Grades 9-12 Edmentum Courseware's ELL Foundations, Level 1 and 2
ELPAC Levels 2 or 3 or 4, Grades 9-12: Lab class with iXL/WIDA Reading and Writing (iXL WIDA Directions iXL ELD Video)
ELPAC Level 4 may be assigned a personalized plan with admin approval
Long Term ELLs and students at risk of LTEL: Are placed in a formal lab class setting with an ELD PLan (iXL/WIDA) with weekly direct teacher support and monitoring. A Long Term EL is a student who has been identified an EL and has not been reclassified by their 6th year of instruction in a California School. An At Risk of Long Term EL is a student who has been identified an EL and has not been reclassified by their 5th year of instruction in a California School.
For questions, please contact the ELD Administrator, Tracy Wilson, ELD@hcs.k12.ca.us
ELPAC
ELPAC
The Summative English Language Proficiency Assessments for California (ELPAC) is administered to EL's each Spring. You and your student will receive testing information from a test coordinator.
The Initial ELPAC is administered to all EL students who have never been tested.
The ELPAC test is mandatory for all English learners who have not been reclassified as English language proficient.
Additional information and resources can be found at:
ELPAC Domain Information Sheets:
District English Learner Advisory Committee (DELAC)
District English Learner Advisory Committee (DELAC)
Parents wanted!
What is the DELAC? District English Learner Advisory Committee. It is an elected position with a VOTE as a representative of the community. Parents or guardians of English learners shall constitute the majority membership (51 percent or more) of the committee. The DELAC is a subcommittee of the Instructional Leadership Team (ILT).
ROLE: The DELAC assists in developing and providing input in establishing district programs and goals for our English Learners.
You will serve as a liaison between the DELAC and your Academy
You will provide updates to the Academy regarding DELAC and English Learner matters
You will collect feedback from the Academy to inform the DELAC
You will review and analyze district progress and proficiency data and help develop the Needs Assessment
Annually, you will review and revise the HCS ELL program and inform the LCAP/LCFF
Each California public school district, grades kindergarten through 12, with 21 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee (PAC)
Parents or guardians of English learners not employed by the district must constitute a majority of membership (51 percent or more) of the subcommittee.
Student enrolled in HCS
Student is an English Language Learner
Better understand programs and services
Influence programs and services
Email: twilson@hcs.k12.ca.us
Annual Training: OCT 11, WEDNESDAY, 11:00-12:00, ZOOM
Nomination and Election by peers: OCT 11- OCT 18, Interest FORM
The percentage of parents of ELs who are elected must be at least equal to the percentage of English learners in the District. For example, if 50% of the students are English learners, at least 50% of the membership of the DELAC must be parents of ELs
DELAC Community representatives attend annual training + 5 DELAC/ILT meetings + at least (1) PAC mtg to represent the DELAC
23.24 DELAC TOPICS
Link to the DELAC and Community Advisory Network Meeting Information
NOV: Data; Program and EL Plan Review; WASC and LCAP
DEC: Fiscal and Improvement Ideas and Recommendations
FEB: MOY Data; Testing; Improvement Ideas and Recommendations
MAR: WASC and LCAP
MAY: Annual Review of Programs and Plans; Improvement Ideas and Recommendations
2022-2023: Agenda and Notes for ALL Meetings with Recordings and Surveys, LINK
NOV 10: HCS Progress Data and Current Program Guides
DEC 08: Introduction to the LCAP/WASC, ELD Programs
JAN 12: Fiscal Update and Recommendations, Grants and Title 1
FEB 09: Improvement Ideas; LCAP Updates; SPSA/Fed Addendum
MAR 09: WASC Update; Science Pilot; ELD progress data; Improvement Ideas
MAY 11: LCAP and Budget Update; Program Updates; Year end Survey
2021-2022
2020-2021
2019-2020
2018-2019
2017-2018
Reclassification
Reclassification
What is Reclassification?
Reclassification is the process for a student to be reclassified from English learner status to fluent English proficient (RFEP) status after meeting specific criteria.
In general, students initially identified as English Learners (ELs) are reclassified to fluent English proficient when they meet the following (4) Criteria:
ELPAC Overall Performance Level (PL) 4
Basic Skills Relative to English Proficient Students (demonstrated by meeting cut score on SBAC ELA, iReady Reading, or iXL Language Arts
Teacher Evaluation: Average minimum cumulative GPA of 2.0
What is the HCS Reclassification Process?
Three times a year, Fall, Winter and Spring semester Teachers evaluate their EL student’s progress across a range of metrics (ELPAC/SBAC, Common assessments, and GPA) to identify students who should be further evaluated for possible reclassification.
Students who have qualifying scores in ELPAC and SBAC/iReady/iXL are further evaluated by their current English teacher or another certificated staff member who has instructional responsibilities. The evaluation includes a review of the student’s academic assessment data and performance in ELA and/or ELD classes.
If the student meets the Criteria: The Teachers meets with the families to explain our reclassification criteria and the outcome of the student evolution process and is recommending the student for Reclassification.
HCS EL Reclassification Worksheet: LINK
What happens after my student is Reclassified?
After students have exited an EL program through the HCS reclassification process, HCS Teachers monitor the academic progress of those RFEP students for at least four years to ensure that:
The students have not been prematurely exited;
Any academic deficit they incurred as a result of learning English has been remedied; and
The students are meaningfully participating in the standard instructional program comparable to their English-only peers.
Horizon monitors all students who are reclassified, twice annually: Fall and Winter
Students who are not making adequate progress are further evaluated and may be offered additional supplementary support.
For questions/comments about this page of the hub contact: Tracy Wilson twilson@hcs.k12.ca.us
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