English Learner Support

Para información en español comuniquese con:

Patty Luna

(805) 742-3221

mailto:luna.patricia@lusd.org

Elvira Martinez

(805) 742-3339

mailto:martinez.elvira@lusd.org

English Learner Support:

Education Services
Department: 805 742 3240
FAX: 805 736 4985

Tina Wall
Education Services Coordinator
wall.tina@lusd.org
805 742 3240

Bao Vang
Administrative Assistant
vang.bao@lusd.org
805 742 3240

CA ELD Standards,

ELPAC Performance Descriptors

ELD Waiver English Learner Program

ELPAC DOMAINS and TASK TYPES

Reclassification Process Related websites

English Learner Support

CA ELD Standards, ELPAC Performance Descriptors

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.

ASSESSMENTS

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
Emerging	Expanding	Bridging
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.

Student Capacities

ELD Proficiency Level Continuum

Lifelong Language Learning

Emerging

Expanding

Bridging

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.

CLASSROOM ENGLISH LANGUAGE SUPPORT PROGRAMS

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.

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.

ELPAC Domains and Task Types

DOMAINS and TASK TYPES

Listening 

Listen to a Classroom Conversation 
Listen to a Story 
Listen to an Oral Presentation 
Listen to Speakers Support Opinions

Speaking 

Talk about a Scene 
Answer and Ask Questions 
Speech Functions 
Speaking—Support an Opinion 
Picture Narrative 
Summarize an Academic Presentation 
Present and Discuss Information

Reading 

Read-Along Word with Scaffolding 
Read-Along Story with Scaffolding 
Read-Along Sentence 
Read-Along Information 
Read and Choose a Word 
Read and Choose a Sentence 
Read a Short Informational Passage 
Read a Literary Passage 
Read an Informational Passage 
Read a Student Essay

Writing 

Label a Picture—Word with Scaffolding 
Write a Story Together with Scaffolding 
Write an Informational Text Together 
Write and Support an Opinion 
Label a Picture—Sentence 
Read and Respond to a Message (Integrated Skills: Writing with Reading)
Write about an Experience 
Write about Academic Information (Integrated Skills: Writing with Reading) 
Justify an Opinion 
Summarize a Presentation (Integrated Skills: Writing with Listening)