• English Learner ProgramWorld Picture


    Dear Parents, 

    California’s commitment to English Language Learners states, “The adoption of the California Common Core State Standards in English Language Arts/Literacy and the California English Language Development Standards ensure that all students receive an education that will enable them to acquire strong literacy and language skills in every content area.”  Lompoc Unified School District is dedicated to that commitment.  The following English Language Support Programs and assessments are applied in all classrooms grades K – 12th to confirm that all English Language Learners acquire the development of content knowledge and advanced levels of English.




    English Language Proficiency Assessment for California (ELPAC)

    The English Language Proficiency Assessment for California (ELPAC) is the successor to the California English Language Development Test (CELDT). State and federal law require that local educational agencies administer a state test of ELP to eligible students in TK through grade twelve. The ELPAC is aligned with the 2012 California English Language Development Standards, and ELA/ELD Framework. The ELPAC is comprised of two separate ELP assessments:

    1. ELPAC initial Assessment of students who are Limited English Proficient (LEP). *2018 - 2019

    • To determine the level of English language proficiency of LEP students. (Levels: Emerging, Expanding, Bridging)
    • To assess the progress of LEP students in acquiring the skills of listening, reading, speaking, and writing in English, and plan to advance students to the next level of proficiency. 
    • Advance Students to Reclassified Fluent English Proficient (RFEP). 


    2. ELPAC Summative Assessment Administration: February - May

    The ELPAC summative assessment results will be used to determine English learners’ progress in reading, writing, listening, and speaking and for federal accountability purposes. In addition, because the summative test is administered in the spring, test results will be available to teachers by the beginning of the academic school year, providing information to guide their instructional planning. This information, along with results of the state’s academic assessment tests, can also help schools determine the effectiveness of targeted ELD instruction.


    ELPAC Proficiency Levels – Emerging, Expanding, Bridging

    Student Capacities

    ELD Proficiency Level Continuum

    Lifelong Language Learning




    Native Language English learners come to school possessing a wide range of competencies in their native language appropriate to their age. They may have varying levels of literacy in their native language, depending on their prior experiences in the home, community, and school. As learners of English as a new language, they gain metacognitive awareness of what language is and how it is used and apply this awareness in their language learning strategies, including drawing upon knowledge of their native language.

    English learners enter the Emerging level having limited receptive and productive English skills. As they progress through the Emerging level, they start to respond to more varied communication tasks using learned words and phrases with in- creasing ease.

    Upon exit from the Emerging level, students have basic English communication skills in social and academic contexts.

    As English learners progress through the Expanding
    level, they move from being able to refashion learned phrases and sentences in English to meet their immediate communication
    and learning needs toward being able to increasingly engage in using the English language
    in more complex, cognitively demanding situations.

    Upon exit from the Expanding level, students can use English to learn and communicate about a range of topics and academic content areas.

    As English learners progress through the Bridging level, they move from being able to communicate

    in ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts toward being able to re ne and enhance their English language competencies in a broader range of contexts.

    Upon exit from
    the Bridging
    level, students
    can communicate effectively with various audiences on a wide range of familiar and new topics to meet academic demands in a variety of disciplines.

    Students who have reached “proficiency”
    in the English language (as determined by state and/or local criteria) continue to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts.




    Elementary Integrated and Designated ELD Curriculum – McGraw Hill Wonders, Study Sync

    McGraw Hill curriculum programs seamlessly integrate ELA, integrated ELD, and designated ELD with connected instruction and resources. This connectedness provides English learners with equitable access to rigorous content in meaningful contexts. The Wonders and Study Sync ELD curriculum programs are connected to the core ELA programs scope and sequence, so that all students share the same weekly content with a focus on language production. The programs include:

    • Targeted instruction for Emerging, Expanding, and Bridging students.
    • Adaptive learning to target support for studying foundational skills.
    • Structured opportunities to practice and apply academic language.
    • Focus on interpretive, collaborative and productive modes of communication aligned to the CA ELD Standards.

    Secondary Designated ELD Curriculum – ELD Companion

    Lompoc Unified School District English Language Support Programs are aligned to Law and Assembly Bill 2735 ELs: Participation in Standard Instructional Program (Expected to pass in June 2018) 

    Secondary students classified as an English learner with scores at any proficiency level on the assessment of English language development shall not be denied participation in a school’s standard instructional program, as defined, by being denied enrollment in specified course, including, among others, courses required for graduation and college admission.  

    Students work with a highly qualified ELD teacher. Schools accelerate the acquisition of academic language by providing a comprehensive support system, where students receive specialized, comprehensive English language instruction. The Designated ELD curriculum program are designed to explicitly teach and emphasize oral and written language skills to ensure that students develop the analytical language and processes necessary for all academic core content courses. The ELD Companion curriculum is aligned to the ELA curriculum, CA ELA/ELD Framework, and CA ELD Standards.

     ELA/Literacy & ELD Framework Chapter 1, Page 24




    What does Integrated ELD look like?

    All Content lessons include:

    • Language objective
    • Academic vocabulary
    • Focus on language structures and functions
    • Opportunities for oral practice
    • Collaborative conversations
    • Visual cues
    • Graphic organizers
    • Scaffold instruction
    • Build language proficiency within lessons
    • Set language goals for lessons
    • Provide extended language interactions
    • Have an academic English focus within lessons



    What does Designated ELD look like? 

    • Explicit language instruction at student’s English proficient level
    • Content learning support with language functions and grammatical forms for speaking, listening, reading and writing
    • Building a solid foundation in English
    • Instruction related to classroom academic content and real life purposes
    • Academic vocabulary
    • Opportunities for oral practice and collaborative conversations


    If you have any questions regarding your child’s classroom English Language Support Program please contact your child’s teacher.  Thank you for your home involvement and dedication to further your child’s development of their English Language proficiency skills and academic achievement. 



    For more information, please contact your school principal or Education Services Coordinator at (805) 742-3240.