When a student first enrolls in a school, parents/guardians are asked to complete a Home Language Survey (HLS) to indicate if their child speaks a language other than English as their first language, primary language, language with adults or language spoken at home. If any of these is a language other than English, then the student must take the initial ELPAC within 30 days of enrollment.
If the student passes the initial ELPAC, then they are designated as IFEP - initially fluent.
If the student scores below passing, then they are designated LEP - limited English proficient. If they are at the secondary level (7th-12th grade), then they will be placed in the appropriate ELD support class. If they are in elementary (TK-6th grade), then they will receive at least 30 minutes of designated English language instruction every school day.
Regardless of ELPAC score and level, a student designated as LEP is entitled to at least 30 minutes of designated ELD (English language development) time a day, in addition to adequate support in the classroom during integrated ELD time.
Designated ELD: This is a protected time where EL students are pulled into smaller groups/settings by the teacher to be given direct, explicit language instruction, such as phonemic awareness, phonics instruction, and foundational vocabulary building. This is to build foundational skills that will help to support their greater academic and linguistic development throughout the school day.
Integrated ELD: This is when ELs are a part of the mainstream classroom with other non-ELs and given instruction with strategies that support their linguistic needs to be able to access the general curriculum. Teachers support language used during daily content area lessons so that ELs can learn grade-level content alongside their peers.
At the secondary level, designated ELD is delivered during ELD support classes. Integrated ELD is delivered throughout the student's mainstreamed classes.
At the elementary level, designated ELD is delivered within the instructional day by their classroom teacher. The method and time vary by teacher.
Opting out: A parent/guardian can choose to opt their child out of ELD support classes, such as at the secondary level. This is not a recommended practice, as students may benefit and need the additional support in order to reclassify and exit the ELD program. If you'd like to opt your child out of the ELD support classes, please reach out to your child's school counselor.
Criteria for exiting the EL program or the designation of "English learner" may vary across districts.
At Temple City Unified School District, in order for a child to reclassify - or exit the EL program - they must fulfill the following requirements:
score a 4 on the summative ELPAC or a score of 3 on Alternate ELPAC
receive a score of 2-4 on a teacher observation form called OPTEL that indicates that the student has good language skills
iReady, Lexile, or SBAC score that meets or exceeds the standards of the student's grade level
parent consultation
Keep in mind: A student can score a 4 on the ELPAC and still not reclassify if they do not meet the criteria with regards to grades/teacher observation and iReady/SBAC scores. In the event that this happens, the student may need to continue to take the ELPAC until they meet all requirements.
After a student reclassifies as RFEP (redesignated fluent English proficient), they are monitored for the subsequent 4 years to ensure that they are making academic progress. If an RFEP student demonstrates consistent decline in academic performance, then their progress is evaluated to determine what supports the student may need, and if the concern is language or something else.
During this monitoring, additional interventions and supports may be available to help the student's academic success.