English Learner Services

In the Inglewood Unified School District, we believe that every student has the potential to achieve at high levels when instruction and educational supports meet their needs. English Learner Services ensures that our multilingual students receive an effective educational experience to reach their full potential.

Our mission is to support students’ full and meaningful access and participation in a quality education, attaining high levels of English proficiency and mastery of grade level standards, while developing or retaining proficiency in their primary language.

Several guiding principles for English Learner Instruction guide the work and approach toward meeting the needs of our English Learners while affirming our IUSD Core Beliefs.

And center our goals for identifying, serving, and supporting our students within the four principles of the California English Learner Roadmap.

LINGUISTIC DIVERSITY OF OUR COMMUNITY OF LEARNERS

LINGUISTIC DIVERSITY OF OUR COMMUNITY OF LEARNERS

Multilingual learners come to school with a wide range of cultural and linguistic backgrounds, experiences with formal schooling, proficiency with native language and English literacy, immigrant, migrant and socioeconomic status, as well as interactions in the home, school, and community.

According to the California Department of Education, multilingual learners constitute 39.5 percent of the state's public school enrollment, with 81.90 percent being Spanish speakers. 39 percent of Inglewood Unified are also multilingual learners; 98.1 percent of which are Spanish speakers. The figures below illustrate the linguistic diversity of our learners.

A number of terms are commonly used in research, legislation, and in this document to discuss students with different English language acquisition status (ELAS) and who speak a different language at home. The figure below illustrates the diversity of multilingual learners in our district.

Understanding the differences between the ELAS terms is critical for determining which population of students is being discussed, although the primary focus of this master plan is to provide educators with critical information related to the linguistic and educational needs of English Learners, as well as the legal requirements for serving these students.

Diversity & Characteristics of Multilingual Learners

Multilingual learners are students who are developing proficiency in two or more languages. This includes students learning English as an additional language in school, students that have achieved proficiency in English, students that are proficient in two or more languages, and English proficient students learning a foreign language for enrichment.

The California Department of Education (CDE) defines an English Learner as a student who enrolls in a California school beginning in any grade level, kindergarten through grade twelve, has a language other than English identified on the Home Language Survey (HLS), and upon assessment, obtains a level of English proficiency that indicates programs and services are necessary.

English Learner (EL) is the official, and overall term to identify a student who is unable to communicate fluently or learn effectively in English, who often comes from a non-English-speaking home and background, and who typically requires specialized or modified instruction in both the English language and in his academic courses through the English Learner Program.

In order to provide effective targeted instruction and support, it is important to further identify their needs according to their cultural background and linguistic areas of growth:

Newcomer (NC) is the term used to describe an English learner student who has been in the United States for less than 12 months; speaks little to no English; and may need help integrating into U.S. culture.

Newcomer students who have had adequate schooling in their home language catch up quickly academically by transferring the previously learned literacy skills into the development of the target language.

In contrast, newcomers with limited formal schooling face immense difficulty in the U.S. school system. They have little native language literacy to rely on when learning to read in English, and while the rest of the students have long passed the need for instruction in literacy, these students frequently are just beginning.

Long-Term English Learner (LTEL) is a term used to identify an EL student who has been enrolled in U.S. schools for more than six years, who has remained at the same English language proficiency level for two or more consecutive prior years, or has regressed to a lower English language proficiency level and has scored at the “Standard Not Met” level on the prior year administration of the Smarter Balanced Assessments (SBA) for English Language Arts (ELA). These students usually don't sound like English Learners. In fact, they may actually also be described as native English speakers. They often speak fluent English—sometimes even more fluently than their home language. Although they may have started English schooling in kindergarten, their reading is behind that of their native English-speaking peers, and they often have little idea that language is even a source of academic challenge for them.

Potential LTEL (P-LTEL) is the term used when students have been enrolled in schools in the United States for four years, score at Level 3 or below on the English Language Proficiency Assessment for California (ELPAC) and have scored in the fourth or fifth year at the “Standard Not Met” level on the prior year administration of the SBA for ELA.

Dual Immersion Learner (DIL) is a student in Inglewood Unified that participates in the dual immersion program at Frank D. Parent or Woodworth Monroe. DILs are students learning English as a second language while continuing to develop the Spanish language.

Reclassified Fluent English Proficient (RFEP) is the official classification of a student who no longer requires specialized or modified instruction in neither the English language nor in his academic courses through the English Learner Program. Students are eligible for reclassification when they are able to participate effectively with English-speaking peers in regular classes and have met all district reclassification requirements.

Initially Fluent English Proficient (IFEP) is the official classification for a student in kindergarten through grade 12 for whom a language other than English is reported on the Home Language Survey (HLS) and who, upon initial assessment in California is determined to be proficient in English.

English Only (EO) is the official term used for a student in kindergarten through grade 12 for whom the only language reported on the HLS is English or American Sign Language (ASL).

To Be Determined (TBD) is a temporary term used for a student in kindergarten through grade 12 for whom there is a report of a primary language other than English on the HLS and for whom the district has not completed the assessment process. The assessment process must be completed within 30 days of initial enrollment.

IDENTIFICATION OF ENGLISH LEARNERS

IDENTIFICATION OF ENGLISH LEARNERS

Federal and state laws require school districts to identify students whose primary language is not English and will require assessment of their English language proficiency (ELP) to determine if they are in need of language assistance services.

Determination of Student's Primary Language

To determine the student's primary language according to state and federal regulations, Inglewood Unified School District must follow the same initial registration procedure for all new TK-12 grade students enrolling in a California public school for the first time. This begins with the Home Language Survey.

The Home Language Survey

The Home Language Survey (HLS) is a short questionnaire given to parents or guardians who are enrolling their students in a California public school for the first time in grades TK-12. The HLS helps the district identify which students have a home language other than English and will require assessment of their English language proficiency (ELP) to determine whether they are eligible for language assistance services under the English Learner program.

The HLS is required by law and must be completed and signed by a parent or legal guardian upon initial registration of TK-12 grade students enrolling in a California public school for the first time. New students may include, but are not limited to migrant, immigrant, out of state transfers, special, private or alternative education transfers, transitional kindergarten (TK), and kindergarten students.

The information provided on the HLS is used solely to determine the student's primary language with the purpose to offer appropriate educational services and is not shared with any governmental offices. The survey consists of the following four questions:

Which language did your child learn when he/she first began to talk?
Which language does your child most frequently speak at home?
Which language do you (the parents or guardians) most frequently use when speaking with your child?
Which language is most often spoken by adults in the home? (parents, guardians, grandparents, or any other adults)

The answers provided for each question are used to determine a student’s primary language and the survey becomes a permanent part of the student’s cumulative record.

The first, or initial HLS for a student supersedes any other HLS forms completed at later times. Once the primary language determination is made, it does not need to be re-determined unless the results are disputed by the parent or guardian. If the HLS contains an error, the parent or guardian may request to change it within 90 days.

Identification of English Learners

Once a Home Language Survey is submitted, the student's primary language will be officially designated either as English or as a language other than English. If the student's language is other than English, an English language proficiency assessment will be administered to establish the student's English Language Acquisition Status (ELAS).

English Language Acquisition Status (ELAS)

English language acquisition assumes knowledge in at least one first language and encompasses the process a student goes through as he or she develops the English language.

A Student’s English Language Acquisition (SELA) status is an official code recorded in the California Longitudinal Pupil Achievement Data System (CALPADS). CALPADS is the central system that maintains quality student-level data to enable California to meet state and federal requirements for student achievement.

Initial Assessment of English Language Proficiency

When the student's primary language is designated as other than English, the student's ELAS will remain undetermined, or To Be Determined (TBD), until the English language proficiency assessment results establish the student's initial proficiency level.

A student who scores advanced requires no further testing, is placed in the school's general instructional program, and is designated an ELAS code of Initially Fluent English Proficient (IFEP).

A student who scores intermediate or below is designated an ELAS code of English Learner (EL), provided English Language Development (ELD) services, and must be re-assessed annually until the student is able to meaningfully participate in the general instructional program without those services.

Parents, or guardians, have the right to decline ELD services; however, once the student is classified as an English learner, declining services will not change the student’s official classification and will not exempt the student from annual testing. A student’s official classification of EL will change only when all reclassification criteria are met.

LANGUAGE INSTRUCTIONAL PROGRAMS & ELD SERVICES

LANGUAGE INSTRUCTIONAL PROGRAMS

Continuing English Learners and those newly designated as English Learners are placed in a Language Instructional Program (LIP) designed to meet their educational objectives and provide the appropriate English language development services. Additionally, students with IEPs or those subsequently identified as being eligible for special education are provided dual services according to the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973.

A language instructional program is an educational approach designed to help English Learners develop their skills in English. A program is about the content and the methods used to teach the language. Classroom placement is about the logistical organization of where and how students receive that instruction.

More than one program may exist within a given classroom. It is extremely important that students are clearly identified by program, and that they receive the appropriate English Language Development (ELD) services. Services vary among programs, and look different in each classroom. This requires differentiation of instruction and of activities within the classroom, and careful monitoring to ensure that the guidelines for each program are followed.

When assigning students to a Language Instructional Program (LIP), several factors are carefully considered to ensure optimal placement. The primary driver for placement is the student's language proficiency, determined through initial or annual standardized language proficiency tests. Additionally, student's prior educational background, literacy levels in both their native language and English, and any specific language support or special needs are taken into account. Parental preference and involvement are also crucial, as family support can significantly impact a student's success in the program. Availability of qualified teachers and resources to effectively support the chosen program is also considered. Finally, ongoing assessments and feedback are also used to continually adjust and refine placement to best support the student's language development and academic progress.

The Every Student Succeeds Act (ESSA) requires that all language instructional programs include English language proficiency standards and that all English learners be assessed annually to determine their English proficiency level and provide instructional accommodations and supports that provide English learners access to grade-level content and instruction preparing them for college and career success.

There are three Language Instructional Programs (LIP) available for English Learners in the Inglewood Unified School District. All of these programs are designed to support the linguistic and academic needs of English Learners and their primary purposes are to:

Develop English proficiency
Provide access to core curriculum
Promote academic achievement
Foster cultural competence and inclusion
Provide support for transition and integration
Promote parental and community engagement

All of our Language Instructional Programs share the following key components, which are essential for addressing the diverse needs of EL students, ensuring they develop the necessary language skills, access academic content, and achieve their full potential in an inclusive and supportive environment.

Targeted instruction in English language skills
Strategies to ensure ELs understand and engage with the core curriculum
Regular assessments to track language and academic progress
Training for teachers to effectively support EL students
Inclusion of students’ cultural backgrounds in the current curriculum
Engagement of EL families in the educational process

English Language Mainstream (ELM)

The English Language Mainstream program is an optional placement for students with “reasonable fluency”, usually in the Bridging ELD level. The program may be provided in a classroom that may also contain English Only students, Fluent English Proficient students, and some English Learners with “less than reasonable fluency”, students in the Emerging or Expanding levels, whose parents have requested this placement.

ELM is a program for EL students in which all instruction is entirely in English with some additional language support as needed. The primary focus is on academic content, with language development occurring through immersion and incidental learning.

Structured English Immersion (SEI)

Students at the Emerging and Expanding levels, including newcomers, are placed in the Structured English Immersion (SEI) program, unless they enroll at Frank D. Parent or Woodworth Monroe in the Dual Language Immersion (DLI) Program.

SEI is a program for EL students in which nearly all classroom instruction is provided in English with a dual focus on content knowledge and language development, with significant emphasis on accelerating English language acquisition. This program includes additional primary language support as needed.
h proficiency.

Dual Language Immersion (DLI)

The Dual Language Immersion program in the Inglewood Unified School District is a two-way, 90/10, Spanish/English educational model that is designed to promote high levels of academic achievement in all curricular areas and help students achieve full proficiency in both languages.

In the DLI program, literacy development in both languages is available to all students –EO, IFEP, RFEP, as well as English Learners. The aim is to create a balanced and immersive educational environment where students can achieve fluency and literacy in two languages while developing a deep understanding and appreciation of diverse cultures.

The program is open to students entering a transitional kindergarten, kindergarten or first grade level; or to any newcomer in any other grade level who has had formal schooling in Spanish in another country or via a DLI program outside the district.

This program is only available at Frank D. Parent and Woodworth Monroe.

Opted Out of ELD Services

This is an official option for students whose parents have a current Opt-Out of ELD Services request on file for one or more ELD instructional services designed for English Learners. Students participate in the regular education program, but are not exempt from the summative ELPAC.

Each program offers a distinct approach to supporting English Learners, varying in their language of instruction, student grouping, instructional strategies, and overall goals. The choice of program depends on the specific needs of the students, resources available, and the educational goals of the family.

Parents' Rights to Choose, Decline or Request a Program

Parental preference and involvement in selecting a language instructional program are crucial. Parents have a better understanding of their student's cultural and linguistic needs, enabling alignment with the student's background. This involvement enhances learning support at home, respects parental rights, and boosts student motivation and engagement. According to California Education Code, parents have the right to decline, choose, or request a specific language program for their student, reflecting the legal acknowledgment of parental authority in educational decisions. This legal provision ensures that parents can actively participate in the decision-making process, thereby ensuring that the chosen language program aligns with the family's cultural and linguistic context.

Moreover, fostering effective communication between parents and Inglewood Unified is essential for understanding the student's learning needs and progress. When parents are involved in selecting a language instructional program, it leads to a collaborative approach that benefits the student's overall language development. As stipulated by the California Code of Regulations, schools are mandated to provide various language program options to accommodate parental requests. This regulation ensures that parents' preferences are considered, allowing for tailored instructional strategies that cater to the student's specific needs and enhancing the overall educational experience. In essence, parental involvement not only respects legal rights but also creates a supportive and motivating learning environment for the student.

Parents wishing to decline a program, or any ELD service, must submit a Parent Request to Opt-Out of ELD Services form to their school office upon receipt of the Initial or Annual Parent Notification Letter. All requests are reviewed and approved by the EL Services Director and must be renewed on a yearly basis. Opting out of a program or services, does not change the student’s English Language Acquisition Status of EL and does not exempt the student from taking the summative ELPAC.

To request an alternative program, parents can do so by submitting a Parent Request for Alternative Language Acquisition Program form to their school Principal. Schools are required to maintain a written record of each request.

Within 10 school days of 30 requests, or 20 requests in the same grade level for a similar program, the school Principal must provide a written notification of the request to the parents of the students attending the school, the school's teachers, administrators, and the English Learner and Parent Advisory Committees.

Within 60 school days of 30 requests, or 20 requests in the same grade level for a similar program, Educational Services must provide a written notification of determination to the parents of the students attending the school, the school's teachers and administrators.

If Educational Services determines that the requested program can be implemented, a timeline and actions for implementation will be provided. If it is determined that the program cannot be implemented, a written explanation of the reason(s), and an alternate option will be provided.

ENGLISH LANGUAGE DEVELOPMENT SERVICES

English Language Development Instruction (Required)

All students classified as EL, including students with disabilities, are provided with Comprehensive English Language Development (ELD), as required by the California Code of Regulations. Comprehensive ELD is both Integrated and Designated ELD, and a fundamental and non-negotiable service requirement for all English Learners. Figure 2.1 shows the relationship between designated and integrated ELD.

Designated ELD instruction is provided during a time set aside in the regular school day, focused on the CA ELD Standards to assist English Learner students to develop critical English language skills necessary for academic content learning in English. The focus is solely on language development, addressing skills in listening, speaking, reading, and writing. Lessons are designed around language objectives that are appropriate for the students' English language proficiency levels. Designated ELD in Inglewood Unified must be:

Included in the school’s master schedule
Included in the student’s daily schedule
Provided daily, for at least 45 minutes, or a full class period
CA ELD Standards-based
Leveled by students’ assessed English language proficiency

Integrated ELD is incorporating English language instruction into regular content area teaching, ensuring that English Learners simultaneously develop language skills and subject matter knowledge, using the CA ELD Standards in tandem with the common core standards for ELA/Literacy and other content areas. Integrated ELD includes Specially Designed Academic Instruction in English (SDAIE) and may include primary language support. Integrated ELD in Inglewood Unified must be:

Provided daily, in all core subjects by all teachers of ELs, including special education settings
Designed to provide meaningful access to the core curriculum
CA Standards-based

**Primary Language Support (Supplemental)**

Primary language support is the use of a student’s first language to build on the development of their target language. It is used in English instruction primarily to newcomer students at the Emerging ELD level to make content comprehensible and to lower the linguistic load. Primary language support extends beyond mere translation or communication facilitation; it aims to enhance educational outcomes by leveraging the student's proficiency in their native language.

Primary language support is a supplementary service intended to increase access to challenging state academic standards by removing language barriers and may include the following:

Bilingual Dictionaries provide students with a valuable resource for understanding new vocabulary by offering translations and definitions in their native language. This support helps students comprehend instructions, texts, and assignments more easily, facilitating smoother transitions to English fluency. By enabling quick reference and clarification, bilingual dictionaries enhance students' reading and writing skills and boost their confidence in using English.

Bilingual Classroom Libraries are stocked with books and resources in both English and the students' native languages. These libraries enable students to practice reading in their native language while gradually building their English literacy skills. Access to bilingual literature helps students develop a love for reading, supports their bilingualism, and allows them to connect their learning to their cultural background, enhancing overall comprehension and engagement.

Bilingual Tutors offer personalized support by providing explanations and instructions in both English and the student's native language. This tailored assistance helps students grasp difficult concepts and bridge language gaps, fostering better understanding and retention of material. Bilingual tutors can also offer cultural insights and emotional support, creating a more inclusive and supportive learning environment that encourages academic success.

Core Curriculum Materials in Spanish such as textbooks and workbooks in both English and the native language, provide students with the ability to access the same content as their peers while still receiving primary language support. These materials ensure that students can follow along with lessons, complete assignments, and understand subject matter without being hindered by language barriers. This dual-language approach helps maintain academic progress while simultaneously building English proficiency, leading to better educational outcomes.

Electronic Translators provide essential primary language support to English Learners (ELs) in the classroom by enabling immediate translation of words, phrases, and sentences between the student's native language and English. These devices or applications facilitate understanding of instructions, content, and classroom interactions, thereby bridging language gaps that might otherwise hinder learning. By offering real-time translations, electronic translators help ELs grasp complex concepts, participate actively in discussions, and complete assignments more effectively. This support not only enhances comprehension but also boosts confidence, allowing ELs to engage more fully in the educational experience while they develop their English proficiency.

Together, these primary language resources play a crucial role in supporting English Learners by making educational content accessible, promoting understanding, and fostering an inclusive learning environment. By removing language barriers, we can better support students to achieve academic success while developing their English skills.

**Digital Learning Tools (Supplemental)**

Technology helps teachers differentiate instruction by enabling them to customize the curriculum to the needs of each student. Technology also provides opportunities to differentiate homework and motivate students to learn and grow.

The Inglewood Unified School District is committed to delivering more equitable learning experiences to every student by providing teachers and students with the tools they need for success. Technology-based tools are carefully selected to supplement and support better academic outcomes for all students.

Google Workspace for Education offers various tools like Google Docs and Google Slides, which have built-in translation features that provide primary language support.. These tools allow students to translate documents and presentations into their native language, aiding comprehension of assignments and classroom materials. By facilitating understanding and allowing students to work in both their native language and English, these features help students grasp complex concepts, stay on track with their coursework, and build confidence in their language skills.

Nearpod EL offers interactive lessons that integrate ELD support, making content accessible to English Learners. These lessons include visuals, audio, and interactive activities that are designed to scaffold learning and provide language support. By offering content in an engaging and comprehensible manner, Nearpod helps students to better understand subject matter, participate actively in class, and enhance their English proficiency.

Imagine Learning Suite provides intervention programs for Reading and Math targeted to help ELs catch up and improve their skills in critical areas. The use of translations and bilingual assistance ensures that students can understand the content and instructions, reducing frustration and promoting confidence. This targeted support helps students build foundational skills necessary for academic success. Imagine Learning also provides acceleration programs for students at grade level, featuring scaffolds and translations to support ELs. These programs help students advance their reading and math skills while providing language support to ensure comprehension and success. By offering content in both English and the native language, these programs allow students to excel in their studies, stay engaged, and achieve their academic goals.

Imagine Learning Math, Language & Literacy is an acceleration program for all English learners in grades K-8 and Newcomer ELs in grades 9-12. It provides differentiated, targeted and primary language support, adapting learning to accelerate grade level math, language, and literacy skills development in four language domains.

Imagine Learning My Path Math & Reading is an intervention program for English learners who are 1 or more grade levels below in grades 3-12. It provides age-appropriate, adaptive learning in phonics, fluency, vocabulary development, math foundational skills and conceptual understanding.

i-Ready Personalized Instruction for Math and Reading provides instruction tailored to each student's learning needs, including content available in Spanish. This feature allows ELs to receive instruction in their native language while working on developing their English skills. By offering lessons in Spanish, i-Ready helps students maintain academic progress and understand new concepts more effectively, supporting their overall academic success while they transition to English proficiency.

Digital tools cater to the diverse needs of English Learner students, making learning more accessible, engaging, and effective. These tools not only help students develop English language skills but also support their overall academic achievement and confidence.

Grant-funded Programs (Supplemental)

Engaging California’s English Learners through the Arts (ECELA) is a research and evidence-based professional development and family literacy program that integrates arts in the content areas with strategies that increase literacy for English Learners, and supports Social Emotional Learning (SEL).

ECELA provides a professional development program to support improvement in classroom instruction for EL students at Oak Street and Woodworth Monroe.

ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS FOR CALIFORNIA (ELPAC)

ENGLISH LANGUAGE PROFICIENCY ASSESSMENTS FOR CALIFORNIA (ELPAC)

Federal law requires that schools administer a state test of English language proficiency (ELP) to eligible students in kindergarten through grade twelve. The English Language Proficiency Assessments for California (ELPAC) is the mandated state test for determining English language proficiency (ELP).

The ELPAC is aligned with the 2012 California English Language Development Standards and assesses proficiency in all four domains of language: Listening, Speaking, Reading, and Writing.

It is administered as an initial assessment to newly enrolled students whose primary language is not English, as indicated on a home language survey; and annually as a summative assessment to students who have been previously classified as EL students.

There are no parent or medical exemptions for the ELPAC.

Types of ELPAC Assessments

Initial ELPAC—The general assessment whose results provide the primary identification of students as English learners (ELs). The test administration window runs from July 1 to June 30.

Summative ELPAC—The general assessment, administered annually, whose results measure an EL student's progress and identify the student's ELP level. The test administration window runs from February 1 to May 31.

The general ELPAC has four domains (Listening, Speaking, Reading, and Writing) which are administered on computer except for the Writing domain for kindergarten through grade two, which is a paper-based test.

Initial Alternate ELPAC—The alternate assessment whose results provide the primary identification of students with the most significant cognitive disabilities as ELs. The test administration window runs from July 1 to June 30.

Summative Alternate ELPAC—The alternate assessment, administered annually, whose results measure and identify the student's ELP level, for students with the most significant cognitive disabilities. The test administration window runs from February 1 to May 31.

The Alternate ELPAC has two communication modes: Expressive (Speaking and Writing) and Receptive (Listening and Reading), and is delivered via a computer-based test delivery platform.

Practice & Training Tests

The practice and training tests allow students, parents/guardians, families, teachers, and others an opportunity to become familiar with the computer-based test delivery platform as well as the types of test questions that may appear on the actual test at each grade or grade span.

The practice test includes examples of all the types of test questions that may appear in the actual test at each grade or grade span and mirrors a full-length operational test. The training test is shorter compared to the practice test and includes some sample test questions for each domain.
How to Start a Practice or Training Test
Cómo iniciar una prueba de práctica o capacitación

Student Scores & Results

The Starting Smarter website help parents understand student scores and reports, view sample test questions, and provide additional free resources to support your child’s learning.

You can use the Student Score Report to see the areas your child is excelling and where they can improve. All of this can begin a conversation with your child’s teacher about offering better learning support at home and all year long.

Sample Student Score Report (SSR)

ELPAC Performance Levels & Descriptors

Performance Level Descriptors (PLDs) provide a snapshot of students’ English language skills based on performance on the English Language Proficiency Assessments for California (ELPAC). PLDs are statements that describe the specific knowledge and skills students typically demonstrate at each performance level.

PLDs are linked to the CA ELD Standards. PLDs can be used as a tool in classroom instruction because they assist teachers and schools in better understanding a student’s performance on the ELPAC. PLDs can also enhance parents’ understanding of their child’s English language strengths and weaknesses and can help the community at large better understand state test scores and the level of performance required of our students.

Initial ELPAC Performance Level Descriptors
NOVICE (EL) - Students at this level have minimally developed oral and written English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics.

INTERMEDIATE (EL) - Students at this level have somewhat-to-moderately developed oral and written skills. This level captures a broad range of ELs, from those who can use English only to meet immediate communication needs to those who can, at times, use English to learn and communicate in meaningful ways in a range of topics and content areas. They may need some degree of linguistic support to engage in familiar social and academic contexts; they may need substantial-to-moderate support to communicate on less familiar tasks and topics.

INITIAL FLUENT ENGLISH PROFICIENT (IFEP) - Students at this level have well developed oral and written skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics.

Summative ELPAC Performance Level Descriptors
LEVEL 1 - English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-to-moderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics. This test performance level corresponds to the “Emerging” proficiency level as described in the CA ELD Standards.

LEVEL 2 - English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs but often are not able to use English to learn and communicate on topics and content areas. They need moderate-to-light linguistic support to engage in familiar social and academic contexts; they need substantial-to-moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the low- to mid-range of the “Expanding” proficiency level as described in the CA ELD Standards.

LEVEL 3 - English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light-to-minimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Expanding” proficiency level through the lower range of the “Bridging” proficiency level as described in the CA ELD Standards.

LEVEL 4 - English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics. This test performance level corresponds to the upper range of the “Bridging” proficiency level as described in the 2012 California English Language Development Standards, Kindergarten Through Grade 12.

Alternate ELPAC Performance Level Descriptors
NOVICE EL - Students at this level have minimal English language proficiency. They need substantial linguistic support to enable them to access adapted grade-level content in English.

INTERMEDIATE EL - Students at this level have moderate English language proficiency. They may need frequent linguistic support to enable them to access adapted grade-level content in English.

FLUENT ENGLISH PROFICIENT - Students at this level have sufficient English language proficiency. They may need occasional linguistic support to enable them to access adapted grade-level content in English.

CONSIDERATIONS FOR ENGLISH LEARNERS WITH DISABILITIES

SPECIAL EDUCATION REFERRAL & ASSESSMENT FOR ENGLISH LEARNERS WITH DISABILITIES

Student Study Team (SST) Considerations

Prior to referring an English learner for assessment to determine eligibility for special education, it is important that the student receives core content instruction including designated and integrated ELD instruction. Multidisciplinary teams should have enough time to evaluate the learning environment to determine if effective instructional practices are being used during instruction, and this data should be considered when making decisions regarding recommended next steps during Student Study Team (SST) meetings.

When reviewing classroom instructional practice, the SST will identify if practices for English learners include the following:

Systematic carefully planned, designated and integrated ELD instruction
- Daily designated ELD instructional time
- Emphasis on academic English language skills in all subject areas (integrated ELD)
Explicitly teaching the principle components of literacy including phonics, phonemic awareness, reading fluency, vocabulary comprehension, and writing
Increased opportunities to develop academic English vocabulary and comprehension
Direct instruction that provides explicit teaching of skills or knowledge including modeling, corrective feedback, and guided practice; and
Elements of universal design for learning (UDL) used in the general education classroom to ensure English learners can access the core curriculum (i.e., use of visuals, diagrams, role play, and breaking content into concrete steps to present new learning)

When determining the role of language development in the pre-referral process, SSTs must first identify the child’s language proficiency level. Reflecting on these points helps the team to better determine which learning behaviors may be related to the student’s early language development skills or to a possible disability.

Legal Requirements for Assessment of English Learners

Assessment Plan - Required as part of the process of referring an English learner for assessment to determine eligibility for special education. Following are legal considerations for developing an assessment plan for students classified as EL:

Be written in language easily understood by general public
Native language or other mode of communication of parent, unless clearly not feasible
Explain types of assessment to be conducted
State that no IEP will result from assessment without consent of parent
Describe any recent assessments conducted (including recent Independent Education Assessments)
Include information parents request to be considered
Include information indicating student’s primary language and language proficiency status

Prior Written Notice - Following are legal considerations for providing prior written notice to the parent/guardian of students classified as EL when proposing to assess:

Notice must be in native language or other mode of communication, unless clearly not feasible to do so
If native language or other mode of communication is not written, school district must:
- Translate orally or by other means
- Provide written documentation that translation has occurred

Assessment - English learners must not only be evaluated in English interpersonal communication skills, but must also be formally or informally assessed in the literacy-related aspects of language. Unless these skills are measured, teachers may attribute low achievement to learning disabilities when they may, in fact, be related to lack of academic language proficiency.

It is also a legal requirement to assess in the student’s native language when feasible. Assessing in the student’s native language provides comparative data to the IEP team about how the student performs in the native language versus English. In addition, the assessor (psychologist, speech & language specialist, special educator, etc.) can determine if similar error patterns are seen in both the native language and English (listening, speaking, reading, or writing) in order to discern if the student is having academic difficulty due to a language difference or a disability.

Assessment Report for English Learners - In addition to the basic requirements of a report, assessment reports for students classified as EL are required to have the following documentation included in the report:

Impact of language, cultural, environmental and economic factors in learning;
How standardized tests and techniques were altered;
Use of the interpreters, translations for tests; include a statement of validity and reliability related to the use of such; and
Examiner’s level of language proficiency in the language of the student and the effect on test results and overall assessment.

DEVELOPING THE IEP

When an English learner is identified as being eligible for special education, the IEP team must perform many important tasks such as determining special education supports and related services, ELD services, and developing IEP goals that are aligned with the standards and are linguistically appropriate as required by EC 56345.

Preparing for the IEP Meeting

As per the CDE 2023-24 ELPAC Information Guide, the IEP team for English learners with disabilities has the following responsibilities:

IEP Team Membership and Meetings - Convene IEP team meetings that include school administrators and the student’s parents/guardians as IEP team members.

California Education Code requires that parents or guardians be notified of the IEP meeting early enough to ensure an opportunity to attend and that the meeting be scheduled at a mutually agreed-upon time and place. In addition, the notice of the IEP meeting must indicate the purpose, time, and location of the meeting and who shall be in attendance.

Parents or guardians also must be informed in the notice of the right to bring other people to the meeting who have knowledge or special expertise regarding the student. The parent may also record or request a recording of the meeting by notifying the team members of his intent to audio record a meeting at least 24 hours prior to the meeting.

Parent Participation - Ensure the parents/guardians of students understand and are able to meaningfully participate in the IEP meeting. At the IEP meeting, any necessary action must be taken to ensure that the parent or guardian understands the proceedings, including arranging for an interpreter. Interpreters must be secured, in advance, from the site’s bilingual office staff, or the department of Special Education. In addition, it must be ensured that parents understand the proceedings of the IEP meeting by providing reports ahead of time, providing an agenda for the meeting, and providing a copy of parent’s due process rights, in their primary language when possible.

ELP Assessment - Make decisions about whether the student takes the ELPAC with or without accommodations, or the Alternate ELPAC.

IEP Contents - The IEP team must ensure the content of the IEP for English learners addresses the student’s language needs.

Required Tasks of the IEP Team
It is of the utmost importance that all information pertaining to English learners be as accurate as possible to prevent any delays in state required English language proficiency assessments or ELD services. The following IEP documents are required for English learners.

CONSIDERATIONS FOR NEWCOMER STUDENTS

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STUDENT PROGRESS MONITORING & RECLASSIFICATION

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DUAL IMMERSION PROGRAM

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PRESCHOOL DUAL LANGUAGE LEARNERS

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PARENT & FAMILY ENGAGEMENT

PARENT & FAMILY ENGAGEMENT

Inglewood Unified School District understands that family and school partnerships are a necessary component in improving outcomes for all students. Family engagement in schools contributes to improved student achievement, decreased disciplinary issues, improved parent-teacher and teacher-student relationships, and improved school environment.

English Learner Advisory Committees

The English Learner Program encourages family participation, input, and accountability through the English learner advisory committees.

District English Learner Advisory Committee (DELAC)

DELAC is a district-level committee composed of parents, staff, and community members designated to advise district officials on English learner programs and services. DELAC meets at least every other month and engages on at least the following state-required tasks to provide advice to the school district governing board.

Development of a district master plan for education programs and services for English learners. The district master plan will take into consideration the school site master plans.
Conducting a district wide needs assessment on a school-by-school basis.
Establishment of district program, goals, and objectives for programs and services for English learners.
Development of a plan to ensure compliance with any applicable teacher and/or teacher aide requirements.
Review and comment on the school district reclassification procedures.
Review and comment on the written notifications required to be sent to parents and guardians.

The English Learner Program Director, or a designee, facilitates regular DELAC meetings at a time and place that is the most convenient for parents of English learners. In an effort to build parent capacity and obtain parent input, these topics are also reviewed:

LCAP goals, objectives and actions
Achievement data (CAASPP, ELPAC, i-Ready)
Suspension and chronic absenteeism data
Federal, state and local funding for English learner programs and services

2024-25 Meeting Agendas & Minutes

2024-25 DELAC Schedule

English Learner Advisory Committee (ELAC)
ELAC is a school-level committee composed of parents, staff, and community members designated to advise school administrators on English language programs and services. Every school with 21 or more English learners must have an ELAC and meet at least five times per year to accomplish the following tasks as required by the state of California:

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.
Assisting in the development of the school-wide needs assessment.
Making parents aware of the importance of regular school attendance.
Electing at least one member to the District English Learner Advisory Committee.

The school Principal, or their designee, facilitates regular ELAC meetings at a day and time that is the most convenient for parents of English learners. In an effort to build parent capacity and obtain parent input, these topics are also reviewed: