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EDUCATION FOR ENGLISH LANGUAGE LEARNERS

ADMINISTRATIVE REGULATION - 6174

The 鶹Ƶ (IUSD) is committed to ensuring that English learners have full and meaningful access to educational programs that result in the attainment of high levels of English proficiency, mastery of grade level standards, and opportunities to participate in all academic and extracurricular activities. Students learning English as an additional language are provided with appropriate English language development instruction and differentiated levels of support in all content areas.

Definitions

English learner: A student who is age 3-21 years, who is enrolled or is preparing to enroll in an elementary or secondary school, and whose limited proficiency in English may deny the student the ability to meet state academic standards and the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society. (Education Code 306; 20 USC 7801) 

Designated English language development: Instruction provided during a time set aside in the regular school day for focused instruction on the state-adopted English language development standards to assist English learners to develop critical English language skills necessary for academic content learning in English. (5 CCR 11300)

Integrated English language development: Instruction in which the state-adopted English language development standards are used in tandem with the state-adopted academic content standards. Integrated English language development includes specially designed academic instruction in English. (5 CCR 11300)

Long-term English learner:

  1. For the purpose of setting the Local Control Accountability Plan (LCAP) priorities, a student who has not attained English language proficiency within seven years of initial classification as an English learner. (Education Code 52052)
  2. For the purpose of English language proficiency assessment, an English learner in grades 6-12 who has been enrolled in school in the United States for six years or more and who either: (Education Code 313.1)
    1. Has remained at the same English language proficiency level for two or more consecutive years, or has regressed to a lower proficiency level; or
    2. Is a student in grades 6-9 who has scored far below basic or below basic on the prior year's English language arts standards-based achievement test, or a score determined by the State Superintendent of Public Instruction on any successor test

Newcomer Student: The same definition as “immigrant children and youth,” defined in Section 7011(5) of Title 20 of the United States Code: 

Immigrant children and youth are individuals who (a) are aged 3-21; (b) were not born in any state (each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico); and (c) have not been attending one or more schools in the United States for more than three full academic years.

Native speaker of English: a student who has learned and used English at home from early childhood and English has been the primary means of concept formation and communication. (Education Code 306)

Identification and Assessment

Upon enrollment in IUSD, each student’s primary language is determined through the use of a home language survey. (20 U.S.C. 6823[b][2]; 5 CCR Section 11518.5[a]) Any student in kindergarten or grades 1-12 identified as having a primary language other than English and who has not previously been identified as an English learner by a California public school or for whom there is no record of results from the administration of an English language proficiency test, shall be initially assessed for English proficiency using the English Language Proficiency Assessments for California (ELPAC). Administration of the ELPAC, including the use of variations and accommodations in test administration when authorized, shall be conducted in accordance with test publisher instructions and 5 CCR 11518.5-11518.37.

Based on the initial assessment, the student shall be classified either as Initial Fluent English Proficient or as an English learner. The parent/guardian shall be notified, in writing, of the results of the Initial ELPAC within 30 calendar days after the student's date of initial enrollment, or, if administered prior to the student's initial date of enrollment, up to 60 calendar days prior to such enrollment. The notice shall indicate whether the student met the Initial ELPAC criterion for proficiency and include the District's contact information for use if the parent/guardian has questions or concerns regarding the student's classification. (5 CCR 11518.5)

Each year after a student is identified as an English learner and until the student is reclassified as English proficient, the Summative ELPAC shall be administered during the assessment window determined by the California Department of Education. (Education Code 313)

Students with disabilities are provided designated supports or accommodations in accordance with each student’s Individualized Education Program (IEP) or Section 504 plan. Students with the most significant cognitive disabilities are assessed with the Alternate ELPAC. (5 CCR Sections 11518.25, 11518.30)

Parents/guardians shall be notified of their child's results on the Summative ELPAC within 30 calendar days following receipt of the results from the test contractor or, if the results are received from the test contractor after the last day of instruction for the school year, within 15 working days of the start of the next school year. (Education Code 52164.1; 5 CCR 11518.15)

For English learners in grades 3-8 and grade 11, academic achievement in English language arts and mathematics is assessed through the California Assessment of Student Performance and Progress (CAASPP) system. English learners who are within their first 12 months of enrollment in a United States school as of April 15 of the previous year may be exempted from participating in the English Language Arts portion of the assessment.

Parent Notification

Within 30 days after the beginning of each school year, the District shall notify parents/guardians of their child’s status as an English learner and the language instruction program in which they are enrolled. (20 U.S.C. Section 6312)

The annual notification includes the following information about the student: 

  1. Reason for identification as an English learner
  2. Level of English proficiency
  3. Description of the language acquisition program in which the student is, or will be, participating
    1. For students identified for special education, the manner in which the program meets the requirements of the student’s Individualized Education Program
  4. Reclassification criteria (EC 313.2)
  5. As applicable, the identification of a student as a long-term English learner or at risk of becoming a long-term English learner, as defined in Education Code 313.1, and the manner in which the program for English language development instruction will help such students develop English proficiency and meet age-appropriate academic standards
  6. Information about the parent/guardian's right to have the student immediately removed from a program upon the parent/guardian's request
  7. Information regarding a parent/guardian's option to decline to enroll the student in the program or to choose another program or method of instruction, if available
  8. Information designed to assist a parent/guardian in selecting among available programs, if more than one program or method is offered

When 15 percent or more of students enrolled in a school speak a single primary language other than English, the school is required to send parental notifications in both English and the non-English language. (EC Section 48985)

Language Acquisition Programs 

Language acquisition programs are educational programs designed to ensure English acquisition develops rapidly and thoroughly. They provide instruction to English learners based on the state-adopted academic content standards, including English Language Development (ELD) standards. (20 U.S.C. Section 6312[e][3][A][iii],[v]; EC Section 306[c])

The District is required to offer, at a minimum, a Structured English Immersion program option (EC Section 305[a][2]). Structured English Immersion is a language acquisition program in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for students who are learning English. Students receive Designated ELD instruction and are provided access to grade level academic subject matter content with Integrated ELD. (EC sections 305[a][2], 306[c][3])

The district shall provide additional and appropriate educational services to English learners for the purposes of overcoming language barriers and academic deficits in all areas of the core curriculum. (5 CCR 11302)

Reclassification

Reclassification is the process by which a student is reclassified from English learner (EL) to Reclassified Fluent English Proficient (RFEP). Reclassification can take place at any time during the academic year, immediately upon the student meeting all criteria. The criteria for determining whether an English learner shall be reclassified as fluent English proficient shall include, but not be limited to: (Education Code 313, 52164.6; 5 CCR 11303)

  1. Assessment of English language proficiency using an objective assessment instrument, including, but not limited to, the ELPAC
  2. Teacher evaluation including, but not limited to, a review of the student's curriculum mastery and academic performance
  3. Parent/guardian consultation including a description of the reclassification process and the opportunity for parent/guardian questions and input
  4. Comparison of student performance on an objective assessment of basic skills in English to establish whether the student is sufficiently proficient to participate effectively in a curriculum designed for students whose native language is English

Documentation including the student's language proficiency assessments, the participants in the reclassification process, and any decisions regarding reclassification shall be retained in the student's permanent record. (5 CCR 11305)

The academic progress of Reclassified Fluent English Proficient students is monitored for four years following their reclassification to ensure that students have not prematurely exited, that any academic deficits they incurred through participation in the English learner program have been remedied, and that students are meaningfully participating in the standard instructional program. (5 CCR 11304; 20 USC 6841)

Program Evaluation

To evaluate the effectiveness of the District’s educational program for English learners, an annual program evaluation shall include the following:

  1. Progress of English learners towards proficiency in English
  2. The number and percentage of English learners reclassified as fluent English proficient
  3. The number and percentage of English learners who are or are at risk of being classified as long-term English learners as defined in Education Code 313.1
  4. The achievement of English learners on standards-based tests in core curricular areas
  5. Progress toward any other goals identified in the District's LCAP for English learners and long-term English learners as defined in Education Code 52052
  6. A comparison of current data with data from at least the previous year in regard to Items #1-5 above 

Advisory Committees

A school-level English Learner Advisory Committee (ELAC) shall be established when there are more than 20 English learners at the school. Parents/guardians of English learners, elected by parents/guardians of English learners at the school, shall constitute committee membership in at least the same percentage as English learners represent of the total number of students in the school. The school may designate for this purpose an existing school-level advisory committee provided that it meets these criteria for committee membership. (Education Code 52176; 5 CCR 11308)

Responsibilities of the ELAC include: 

  1. Advising the principal and staff in the development of a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement
  2. Assisting in the development of the schoolwide needs assessment
  3. Advising the principal and staff on ways to make parents/guardians aware of the importance of regular school attendance

Additionally, each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee. (Education Code 52176)

A District with more than 50 English learners is required to establish a District English Learner Advisory Committee (DELAC) in which at least 51 percent of the members are parents or guardians of English learners. (EC sections 52176[a], 62002.5; 5 CCR Section 11308)

The DELAC shall advise the school district governing board on at least the following tasks: (5 CCR 11308)

  1. Developing a District master plan, including policy(ies), for education programs and services for English learners, taking into consideration the school site plans for English learners
  2. Conducting a districtwide needs assessment on a school-by-school basis
  3. Establishing a District program, goals, and objectives for programs and services for English learners
  4. Developing a plan to ensure compliance with applicable teacher or instructional aide requirements
  5. Reviewing and commenting on the District's reclassification procedures and associated required parental notifications
  6. Reviewing and commenting on the development or annual update of the District’s LCAP

In order to assist advisory committees in carrying out their responsibilities, the ELAC and DELAC committee members receive appropriate training and materials. This training shall be planned in full consultation with the members. (5 CCR 11308)
 

Policy Adopted: June 2, 2003
Revised:  July 11, 2023
Revised:  October 7, 2025