English Learners Department

English Learner (EL) by Definition

California has the largest English learner (EL) population in the nation. An English learner is a student who enrolls in a California school beginning in any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtains a level of English proficiency that indicates programs and services are necessary. Students identified as English learners receive programs and services until they meet the reclassification criteria pursuant to Education Code (EC) Section 313. Reclassified Fluent English Proficient (RFEP) students are former EL students who have met the four criteria specified in California EC Section 313(f). Ever-ELs are current English learner students and Reclassified Fluent English Proficient (RFEP) students.

English Learner Typologies

Newcomer English learner

- New to the country (Grades TK-12+) who is enrolled or preparing to enroll in an elementary school or secondary school; who was not born in the United States or whose native language is a language other than English; who is a Native American or Alaska Native, or a native resident of the outlying areas; and who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or who is migratory, whose native language is not English, and who comes from an environment where a language other than English is dominant; and whose difficulties in speaking, reading, writing, or understanding English may be sufficient to deny the individual the ability to meet the challenging state academic standards; the ability to successfully achieve in classrooms where the language of instruction is English; or the opportunity to fully participate in society.

Continuing English learner

- Identified English learner for 2-5 years

“At-Risk” to be a Long-term English learner (ARTEL)

- Identified English learner in grades 5-11, inclusive, in schools in the United States for four years, scores at the intermediate level or below on the ELPAC or any successor test, and scores in the fourth year at the below basic or far below basic on the English language arts tests of the California Standards Test, or any successor test

Long-term English learner (LTEL)

- Identified English learner in grades 6-12, inclusive, has been enrolled in schools in the United States for more than six years, has remained at the same English language proficiency level for two or more consecutive years as determined by the ELPAC or any successor test, and scores far below basic or below basic on the English language arts standards-based achievement test, or any successor test.

Life-long language learner

- Reclassified English learner (RFEP)

Initially Fluent English Proficient (IFEP)

- Proficient in English along with another language identified in their HLS

English Only (EO)

- Student whose only home language is English
- Answers to Questions 1-3 on the Home Language Survey is English

Initial Identification

Montebello Unified School District (MUSD) has established criteria and procedures to ensure all students enrolling in the district who may need English learner services are identified and assessed for language proficiency. Teachers in Special Education and case carriers of students with disabilities will be equipped with the understanding to recommend students who require an Initial Alternate ELPAC on the student’s IEP preceding the commencement of Transitional Kindergarten (TK) or Kindergarten (K).

As required by the State of California for all school districts, parent(s)/legal guardian(s) of students entering MUSD in Transitional Kindergarten through grade 12 must complete, sign, and date a Home Language Survey (HLS). The results of the initial HLS are maintained in the district’s Student Information System (SIS).

- - If the answers to Items 1, 2, 3, and 4 on the HLS are ‘English,’ the student is classified as English Only (EO) and placed in an English Language Mainstream Program. Parents of EO students may also apply to participate in the district’s Dual Immersion Academy. Participation in this Dual Language Immersion Program may be based on the student’s grade level, proficiency in the target language within the program, previous participation in a similar language program, parental request, and space availability.
  - Suppose the answer to Item 1, 2, or 3 on the HLS is answered with a language other than English. In that case, the student is considered a potential English learner and will be assessed for English proficiency through the Initial English Language Proficiency Assessment of California (ELPAC) within 30 calendar days of enrollment in a California public school system.

Reclassification

For an English learner student to reclassify as fluent English proficient (RFEP), the California Department of Education has set four (4) criteria that must be met.

English learners identified for special education services are known as dually identified English learners or English learners with disabilities. English learners who are dually-identified are considered for reclassification as appropriate based on their IEP or Section 504 goals. Appropriate goals are written into IEPs for guidance when considering a dually-identified English learner for reclassification. The attainment of goals and progress are in accordance with and comparable to peers in student classes.

English Language Proficiency Assessment of California (ELPAC)

The ELPAC is a state-mandated assessment used to measure English language proficiency in grades K-12+ in students whose primary language is not English. This information aims to provide student support in listening, speaking, reading, and writing domains.

An alternate version of the ELPAC is designed for ELs with a significant cognitive disability and have been designated to take this alternate assessment by their IEP team. The Alternate ELPAC consists of:

The Initial Alternate ELPAC provides information to help the IEP team determine a student’s initial classification as an EL or IFEP student.
The Summative Alternate ELPAC provides information on annual student progress toward English language proficiency (ELP) and will support the IEP team’s decisions on student reclassification as fluent English proficient (RFEP).

If the student has been identified as an EL student, the Local Educational Agency (LEA) is required to administer the Summative Alternate ELPAC annually until the student meets the reclassification criteria.

The ELPAC has two parts: Initial ELPAC and Summative ELPAC.

The Initial ELPAC is taken by students identified as a TBD on their Home Language Survey, who have a primary language other than English and have never been previously classified as English learners. The Initial ELPAC is used to identify a student as either an English learner (EL) who would benefit from support to learn English, or as proficient in English (IFEP). The student is given the Initial ELPAC within 30 days of enrolling at a California public school. The test identifies students to support student success while receiving instruction in all school subjects.

EL ROADMAP

On July 12, 2017, the California State Board of Education (SBE) unanimously approved the California English Learner Roadmap Policy: Educational Programs and Services for English Learners. This policy ushers in a new era of English learner education that embraces linguistic diversity as an asset while providing the support necessary to allow English learners meaningful access to an intellectually rich and engaging curriculum (Torlakson).

Principle One

Assets-Oriented

and Student-Responsive Schools

Principle Two

Intellectual Quality of Instruction

and Meaningful Access

Principle Three

System Conditions That

Support Effectiveness

Principle Four

Alignment and Articulation Within

and Across System

Integrated and Designated ELD

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