BOARD POLICY - 6174
The Â鶹ÊÓƵ will provide English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the District's regular course of study.
English learners shall be provided differentiated English language development instruction targeted to their English proficiency level. Such instruction shall be grounded in sound instructional theory, integrated across all grade levels, aligned with state content standards, with an emphasis on inquiry-based learning and critical thinking.
No middle or high school student who is an English learner shall be denied enrollment in any of the following:
- Courses in the core curriculum areas of reading/language arts, mathematics, science, and history/social science, and courses required to meet state and local high school graduation requirements.
A middle or high school student who is a newcomer student or is participating in a program a) designed to meet the academic and transitional needs of newcomer students, and b) whose primary objective is the development of English language proficiency, may be denied enrollment in any of the courses stated above if the course of study is designed to remedy academic deficits incurred during participation and is reasonably calculated to enable the student to participate in the standard instructional program within a reasonable length of time.
- A full course load of courses specified in Item #1 above.
- Other courses that meet the "A-G" course requirements for college admission or are advanced courses such as honors or Advanced Placement courses, on the sole basis of the student's classification as an English learner.
The Â鶹ÊÓƵ will identify in the Local Control Accountability Plan (LCAP) goals, specific actions, and services to enhance student engagement, academic achievement and other outcomes for English learners, in accordance with Board Policy and Administrative Regulation 0460 - Local Control Accountability Plan.
Opportunities will be made available to encourage parent/guardian and community involvement and shared leadership in the development and evaluation of programs and services for English learners.
Staff Qualifications and Training
The Â鶹ÊÓƵ will ensure that teachers employed to teach English learners possess the appropriate authorization from the Commission on Teacher Credentialing. Professional learning will be provided for teachers, administrators, and other school or community-based organization personnel to 1) improve the instruction and assessment of English learners, and enhance staff's ability to understand and use curricula, assessment, and instructional strategies for English learners. Professional learning will also address the sociocultural needs of English learners and provide opportunities for teachers to engage in supportive, collaborative learning communities. Professional learning shall be of sufficient intensity and duration to produce a positive and lasting impact on teachers' performance in the classroom.
Identification and Assessment
Procedures shall be maintained to ensure the identification and assessment of the proficiency of English learners in kindergarten and grades 1-12 using the English Language Proficiency Assessments for California (ELPAC). To oversee test administration, the Superintendent or designee shall annually designate a District ELPAC coordinator and a site coordinator for each test site in accordance with 5 CCR 11518.40-11518.45.
Once identified as an English learner, a student shall be annually assessed for language proficiency until the student is reclassified based on criteria specified in the accompanying Administrative Regulation.
In addition, English learners' academic achievement in English language arts, mathematics, science, and any additional subject required by law shall be assessed using the California Assessment of Student Performance and Progress. English learners who are in their first 12 months of attending a school in the United States may be exempted from taking the English language arts assessment to the extent allowed by federal law.
English learners shall be reclassified as fluent English proficient when they are able to comprehend, speak, read, and write English well enough to receive instruction in an English language mainstream classroom and make academic progress at a level substantially equivalent to that of students of the same grade whose primary language is English.
Language Acquisition Programs
The District shall offer research-based language acquisition programs that are designed to ensure English acquisition as rapidly and as effectively as possible and that provide instruction to students on the state-adopted academic content standards, including the English language development standards.
At a minimum, the District shall offer a structured English Immersion program which includes designated and integrated English language development. In the structured English Immersion program, nearly all of the classroom instruction shall be provided in English, but with the curriculum and presentation designed for students who are learning English.
At the beginning of each school year or upon a student's enrollment, parents/guardians shall be provided information on the types of language acquisition programs available to students enrolled in the District.
Legal Reference:
EDUCATION CODE
- Language acquisition program
Notices to parents in language other than English
- Bilingual Bicultural Act
Definition, recently arrived English learner
California Assessment of Student Performance and Progress
UNITED STATES CODE, TITLE 20
6825 Subgants to eligible entities
Policy Adopted: June 3, 2003
Policy Revised: November 13, 2018
Policy Revised: October 7, 2025
Administrative Regulation 6174: Education for English Language Learners