Multilingual Learners (English Learners)

Multilingual learners are a valued and essential part of our UPCS community, bringing rich linguistic, cultural, and experiential assets that strengthen our school. We recognize that students who are developing English proficiency come with diverse backgrounds and knowledge that enhance learning for all. Our approach is grounded in an asset-based mindset, where students’ home languages and experiences are honored as powerful resources for learning. Through intentional support in both language development and academic content, we ensure multilingual learners have full access to rigorous instruction while continuing to build confidence, voice, and identity as capable, multilingual individuals.

Identification as an English Learner

The identification process for English Learners begins at enrollment when families complete a Home Language Survey to indicate the languages spoken at home. If a language other than English is identified, the student is assessed using the Initial ELPAC, which measures listening, speaking, reading, and writing skills in English. Based on the results, students are classified as either Initially Fluent English Proficient (IFEP) or English Learner (EL). Students identified as English Learners receive appropriate language support, and families are notified of results, placement, and next steps.

English Learner Programs and Services

Integrated ELD

Integrated English Language Development (ELD) is provided throughout the school day and across all content areas, in alignment with the California ELA/ELD Framework. In this model, language development is embedded within grade-level instruction, where students engage with complex texts, ideas, and tasks while simultaneously developing English proficiency. Teachers intentionally support students in using language for meaningful purposes through scaffolds that make content accessible without reducing rigor. Integrated ELD emphasizes the use of language in context, ensuring that multilingual learners build both content knowledge and the ability to communicate effectively across disciplines.

Designated ELD

Designated English Language Development (ELD) is a protected daily time specifically focused on advancing students’ English language proficiency, aligned to students’ language levels and the California ELD Standards. During this time, instruction is targeted and intentional, providing differentiated support based on students’ proficiency levels to develop the language forms and structures needed for academic success. Designated ELD focuses on how English works, including vocabulary, grammar, sentence structure, and the organization of ideas, while connecting to content learning. This dedicated time ensures that multilingual learners receive explicit, systematic instruction to strengthen their language skills and support full access to grade-level curriculum.

The English Language Proficiency Assessments for California (ELPAC) is the state-required assessment used to measure how well students who are identified as English Learners are developing their English language skills. It assesses listening, speaking, reading, and writing, providing a comprehensive picture of a student’s language proficiency.

The ELPAC is used in two ways: the Initial ELPAC is given when a student first enrolls in a California school to determine whether they are an English Learner, and the Summative ELPAC is administered annually to monitor progress in English language development. Results help schools determine appropriate instructional supports, including placement in designated and integrated ELD, and inform decisions about when a student is ready to be reclassified as fluent in English.

The ELPAC is important because it ensures that multilingual learners are accurately identified and receive the support they need to access rigorous academic content. It also provides a consistent, statewide measure of language development, helping educators, schools, and families understand student progress and ensure equitable access to learning opportunities.

Reclassification

Reclassification is the process by which students who have been identified as English Learners are recognized as proficient in English and able to fully access academic content without additional language support. This process reflects a student’s growth over time in listening, speaking, reading, and writing, and signals that they are ready to participate independently in grade-level instruction. Reclassification is not based on a single measure, but on multiple sources of evidence that demonstrate a student’s ability to use English effectively for academic purposes.

At UPCS, reclassification is viewed as both an important milestone and a reflection of strong instruction and support. Students continue to be monitored after reclassification to ensure ongoing success, and educators remain attentive to their academic progress. Our goal is not only for students to meet the criteria for reclassification, but to develop confidence, independence, and the ability to thrive in rigorous learning environments as proficient, multilingual learners.

Reclassification Criteria

California English Learner Roadmap

Resources

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