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.
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 Language Learner (DILL) is a student in a bilingual program developing proficiency in both English and another 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.
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Two-Way Language Immersion (DLI)
The Dual Language Immersion program in Inglewood Unified 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, usually in the Emerging or Expanding ELD levels. 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 Woodworth Monroe.
One-Way Language Immersion (FLES)
A one-way immersion program is an educational approach where English Learners, generally in the Emerging or Expanding ELD levels, are taught primarily in English, immersing them in the language all day while still valuing their home language and culture. It’s designed for students who speak Spanish at home—or those who want to learn Spanish—and aims to help them become fluent in English without losing their roots. The goal is to boost academic success across core subjects using English as the tool to master content, all while supporting their unique linguistic journey. This program is also known as Foreign Language in the Elementary School, and is only available at Frank D. Parent.
Parent's Right to Decline, Choose or Request a Program
All new English Learner students at the Emerging and Expanding levels are placed in a Structured English Immersion program as a standard option to provide targeted language support. However, parental preference and involvement are encouraged in ensuring that the selected instructional program aligns with the student’s linguistic and academic needs. Parents have valuable insight into their student’s cultural and language background, allowing them to assess whether the assigned program is the best fit.
Their engagement strengthens learning support at home, enhances student motivation, and upholds their rights in the decision-making process. Under California Education Code, parents have the right to decline the standard placement, choose a different program, or request an alternative program. This legal provision reinforces their role in shaping their student’s language development, ensuring that the chosen program aligns with both educational goals and cultural identity.
Process to Choose, Decline or Request a Program
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
Appropriate English language development services and education programs enable English Learner students to attain both English proficiency and parity of participation in the regular education program within a reasonable amount of time. These services are offered until English Learners are proficient in English and can participate meaningfully in education programs without language support.Many factors help determine which language development services are best suited for English Learners, including proficiency, grade level, educational and language background, disabilities, and whether the services are required or supplemental. Services designed to meet their diverse needs encompass a range of approaches and resources tailored to support their language acquisition and academic success.
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.
Reading Books in Spanish enable students to practice reading in their native language while gradually building their English literacy skills. Access to literature in their language 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 In-class Tutors offer personalized support by providing individual or small group instruction 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 the core 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 hub 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.
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.
- A Parent Guide to Understanding the Initial English Language Proficiency Assessments for California
- Una Guía de Comprensión Para Padres de las Evaluaciones Iniciales de Dominio del Idioma Inglés para California
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.
- A Parent Guide to Understanding the Summative English Language Proficiency Assessments for California
- Una Guía de Comprensión Para Padres de las Evaluaciones Sumativas de Dominio del Idioma Inglés para California
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.
- A Parent Guide to Alternate English Language Proficiency Assessment for California
- Una Guía de Comprensión Para Padres Evaluaciones Alternativas de Dominio del Idioma Inglés para California
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.
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 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.
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 Success Team (SST) ConsiderationsPrior 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 Success 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.
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
WELCOMING NEWCOMER STUDENTS AND FAMILIES
“Newcomer” is an umbrella term that includes various categories of immigrant students who are born outside of the United States and have not been attending U.S. schools for more than three full academic years. For the purpose of this plan, unless specified otherwise, the term newcomer will be used to refer to an immigrant student who has been in U.S. schools for less than twelve months and speaks little to no English.
Newcomers may come from families that have immigrated to the United States through asylee or refugee status. Some newcomers may have experienced disruptions in their education in their native countries, and some may have adequate or advanced schooling in their home language. Most newcomers and their families will need support as they become fully integrated into their new community and adapt to U.S. schools, society, and culture. Newcomer students must not only learn how to navigate a new culture socially, but also how to function effectively in an education system and language that typically differs from their prior experience. The U.S. Department of Education highlights four basic needs:
- A welcoming environment
- High-quality academic programs designed to meet their academic and English language development needs
- Social emotional support and skills development to be successful in school and beyond
- Encouragement and support to engage in the education process
Although newcomers account for only 1.3% of the English Learner population in the Inglewood Unified School District, our schools must have a plan of support in place to support these students. Welcoming newcomers into a school community necessitates empathy and understanding of the unique challenges they face.
Helping Parents Understand Their Students’ Rights
There are legal practices particular to newcomers and English Learners that parents should understand. Sharing knowledge of these practices encourages family and community engagement in the school. Informing parents and students of relevant practices and requirements in a language they understand is fundamental, and a legal obligation, in providing a welcoming environment.
Initial Placement of Newcomers
Newcomers in grades TK through 8 with formal Spanish language schooling and strong language skills may choose to enroll in the dual language program at Woodworth Monroe. They receive content instruction in English and Spanish, along with integrated and designated ELD according to their assessed English language proficiency level.
Newcomers in grades TK through 5 are placed in a structured English immersion program or at the one-way immersion program at Frank D. Parent if they are Spanish-speaking. Students receive integrated and designated ELD in a self-contained classroom, or receive designated ELD in flexible groups that rotate classrooms periodically, based on proficiency levels.
Newcomers in grades 6 through 12 must be placed in a structured English immersion program in a Newcomer ELD course, concurrent with an Emergent ELD course. They must receive integrated ELD in all core content courses and be provided with core curriculum materials in Spanish. Additional primary language support is to be provided as needed.
Supporting Newcomers' Social Emotional Needs
An effective education for all students addresses academic performance and achievement, and nurtures their interpersonal and intrapersonal development. Newcomers face unique challenges and may have distinct social emotional needs. Some newcomers may have trauma from fleeing war-torn countries or being separated from family members; they may be dealing with this trauma while simultaneously negotiating new roles and identities in an unfamiliar cultural context.
Those in this situation sometimes go through a “silent period” as the student and the student’s family adjusts to their new surroundings and takes in information. This silent period may last from a few days to a few months. To ensure that newcomers not only adjust but thrive academically, socially, and emotionally, school staff should offer an array of strategies and supports to develop newcomers’ skills in the classroom, in the school, and in the community at large.
Types of Support for Newcomers’ Social Emotional Development
Formal and informal programs and structures led by teachers, leaders, school staff, and peers can provide newcomer students with a sense of stability and are critical to supporting their social emotional development. A structured school environment provides emotional and social support that alleviate newcomer students’ fears of acculturation and enable them to concentrate on academic and personal success.
While formal school programs are essential to meeting newcomers’ social emotional needs, often it is the informal caring relationships between school staff and newcomers that matter most. Such relationships enable teachers to understand and tap into students’ interests and attitudes to engage students and strengthen their learning experiences. Interactions with peers also support academic learning. While peers provide one another linguistic support when they are from the same cultural background, positive interethnic peer relations are also associated with English proficiency and academic achievement.
STUDENT PROGRESS MONITORING & RECLASSIFICATION
PROGRESS MONITORING OF EL AND RFEP STUDENTS
Regularly monitoring students’ academic and language proficiency progress is essential to ensuring that every English Learner and recently reclassified students receive the support they need to thrive. English Learners are developing both content knowledge and language skills simultaneously, which means their progress must be measured through a variety of lenses. Relying on a single data point does not provide a complete picture of a student’s growth. Instead, using multiple measures—including classroom assessments, benchmark data, language proficiency assessments like the ELPAC, writing samples, reading fluency scores, and observations—allows teachers to make informed decisions that are responsive to each student’s unique strengths and needs.
For English Learners, this kind of progress monitoring helps identify how well they are accessing core academic content while continuing to develop English proficiency. Regular checks of both academic and language growth ensure that instruction remains aligned with students’ language development level and academic goals. When schools use multiple measures consistently, they are better equipped to determine when an EL is ready for reclassification, when additional supports are needed, or when students are making meaningful gains that should be celebrated.
Consistent monitoring of EL and recently reclassified students helps teachers differentiate instruction, align interventions with actual areas of need, and provide timely support if, or before students fall behind. Moreover, it helps teachers ensure that reclassified students were not exited prematurely, that any academic deficits they may have incurred as a result of receiving ELD services were remedied, and that they are able to participate meaningfully in the general instructional program without language support.
Reclassification of English Learners
Once English Learners have demonstrated English proficiency they will be considered for Reclassification as Fluent English Proficient. The Inglewood Unified School District has specific board-approved Reclassification Criteria that students must meet to ensure that:
- they are not exited prematurely,
- any academic deficits incurred as a result of receiving ELD services have been remedied, and
- they are able to meaningfully participate in the general instructional program without ELD services.
IUSD Reclassification Criteria
The Reclassification Process
In Inglewood Unified School District, the reclassification process is a comprehensive, year-round effort that ensures English Learners are given multiple opportunities to demonstrate readiness to exit EL status and be recognized for their academic and linguistic growth. Reclassification is not limited to a single point in the year. Instead, we utilize three to four screening windows annually, aligning them with the release of state and local assessment results to maximize opportunities for students.
Although the summative ELPAC is administered once each spring, Inglewood Unified makes full use of Criterion 4, which allows for local assessment data to be used as a key component of the reclassification criteria. Because local benchmarks are administered three times per year, we are able to screen students multiple times and offer reclassification opportunities throughout the year.
Although the summative ELPAC is administered once each spring, Inglewood Unified makes full use of Criterion 4, which allows for local assessment data to be used as a key component of the reclassification criteria. Because local benchmarks are administered three times per year, we are able to screen students multiple times and offer reclassification opportunities throughout the year.
Before Transitioning to Middle or High School
The reclassification process begins with the spring ELPAC administration. If student score reports are received before the end of the school year or early in the summer, the district uses those results in combination with local End-of-Year (EOY) benchmark scores to conduct a final reclassification round—primarily focused on students transitioning to middle or high school. During summer break, EL Services takes the lead in completing reclassification documentation, holding virtual parent meetings, and collecting teacher input using an alternate teacher evaluation.
Before Census Day
Once the new school year begins and students complete their Beginning-of-Year (BOY) local benchmarks, the next major reclassification window opens. At this time, the district screens students using their spring state ELA scores and BOY local assessment data—making this the most active period for reclassification. Eligible students are identified, and OPTEL forms (Observation Protocol for Teachers of English Learners) are sent to school sites. Teachers have a two-week window to complete observations, consult with families, and make a reclassification recommendation. Once forms are submitted electronically, they are reviewed by the Director of EL Services, and upon approval, the Data Technician updates the students’ records in CALPADS. This process is typically completed before Census Day in early October.
Before the Summative ELPAC
The process is repeated again in mid-January, following the Mid-Year (MOY) benchmark assessments and prior to the administration of the summative ELPAC, providing yet another opportunity for eligible students to be reclassified, and sparing students of unnecessary testing. This multi-window, data-informed approach reflects Inglewood Unified's commitment to ensuring that students are reclassified as soon as they meet all criteria—recognizing their achievement and supporting their continued academic success.
In Inglewood Unified School District, we recognize that English Learners with disabilities often face additional barriers to reclassification when compared to their peers without disabilities. Research shows that ELs with disabilities are less likely to be reclassified, and students at the secondary level are more likely to qualify for special education services than those in the earlier grades. To promote equity and access, it is critical to implement inclusive and consistent reclassification criteria and ensure that all students are provided with appropriate support.
Reclassification Considerations for English Learners with Disabilities
In Inglewood Unified School District, we recognize that English Learners with disabilities often face additional barriers to reclassification when compared to their peers without disabilities. Research shows that ELs with disabilities are less likely to be reclassified, and students at the secondary level are more likely to qualify for special education services than those in the earlier grades. To promote equity and access, it is critical to implement inclusive and consistent reclassification criteria and ensure that all students are provided with appropriate support.The goal is to ensure that English Learners with disabilities have meaningful opportunities to meet the reclassification criteria through the provision of universal supports, designated accommodations, and, when appropriate, domain exemptions—not only during assessment but also consistently during classroom instruction. While all students must meet Criterion 1—a score of 4 on the Summative ELPAC or 3 on the Alternate Summative ELPAC—there is flexibility in the implementation of Criteria 2 and 4 when a student’s IEP team determines that the inability to meet standardized measures is due to the student’s disability and not a lack of English language development.
For Criterion 2, teacher evaluation must include a review of curriculum mastery and may draw from IEP goal progress and qualitative teacher observations. IEP comments, such as positive trends in speaking, writing, and classroom participation, can help demonstrate readiness for reclassification.
Criterion 4 involves comparing student performance in basic skills to that of English-proficient peers of the same age. For students with disabilities, IEP teams may determine appropriate measures that reflect equivalent performance, based on the student’s unique learning profile and in alignment with state guidance. For students taking the Alternate ELPAC, performance on the California Alternate Assessments (CAA) in ELA is used as an equivalent measure of basic skills.
While reclassification criteria must be applied consistently, the law recognizes that standardized measures may not always be appropriate for students with disabilities whose language development is impacted by their disability. In such cases, IEP teams may use alternate but equivalent measures, based on the student’s profile, IEP goals, and progress.
IUSD Alternate Reclassification Criteria for English Learners with Disabilities
Commitment to Equity
Inglewood Unified School District is committed to ensuring that students with disabilities, including those with severe cognitive disabilities, are not denied the opportunity to exit EL status when they are linguistically ready. Inclusive reclassification practices ensure students are recognized for their growth, supported through the transition, and given equitable access to the full range of academic opportunities.
DUAL LANGUAGE PROGRAMS
In our commitment to provide a rigorous, culturally and linguistically relevant educational experience that prepares our students to become responsible and productive members of a global community, Inglewood Unified School District offers two research and standards-based dual language programs, in addition to our English Language Development program for students learning English as a second language.
The term dual language refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and sociocultural competence for all students. Dual language programs can be either one-way or two-way depending on the student population.
Upholding our vision of options and excellence, and to meet the needs of our community, Inglewood Unified offers both programs:
- Spanish Dual Language Immersion Program (two-way) at Woodworth Monroe School
- Spanish Foreign Language Program (one-way) at Frank D. Parent School
Benefits of Dual Language Education
Dual language education is a powerful, research-based approach that supports language development, academic achievement, and cultural understanding for all students. Research has shown that dual language programs are an effective way to educate English Learners, but they also offer benefits for English-only speakers. Short and long term benefits include:
- Bilingualism and Biliteracy - Students develop proficiency in two languages across speaking, listening, reading, and writing.
- Stronger Academic Outcomes - Dual language students often meet or exceed the academic performance of their peers in English-only settings, especially in upper grades.
- Enhanced Cognitive Skills - Bilingual students show increased focus, memory, problem-solving, and mental flexibility.
- Long-Term Career and College Advantages - Bilingual graduates are more competitive in global job markets and eligible for the State Seal of Biliteracy.
- Cultural Competence - Dual language education promotes empathy, cross-cultural understanding, and the ability to engage in diverse environments.
- Greater Engagement and Confidence - Students in dual language settings often feel more valued and connected to school, especially English learners.
Dual language education doesn’t just teach a second language—it builds globally competent, cognitively agile, and academically successful students. For Spanish-speaking English Learners, it preserves the home language while building English proficiency. For English-only, or non-Spanish-speaking English Learner students, it offers access to a second, or third language and culture while enhancing overall learning. Dual language education empowers all students to thrive in a multilingual world.
Comparison of Dual Language Programs
Whether students are learning Spanish as a second language or are English Learners developing skills in both English and their home language, there are meaningful added benefits for students. However, the two programs are designed with different goals, student populations, and instructional approaches.
Woodworth Monroe “Marineros” Dual Language Academy 
Program Model
WM Marineros Dual Language Academy offers a two-way dual language immersion program using a 90/10 model for students in TK through grade eight. At the time of enrollment, approximately one-third of students speak English at home, while about two-thirds speak Spanish. This balanced linguistic mix creates a rich, collaborative environment where students learn with and from one another, as well as from their bilingual teachers. In the early grades, students are immersed in Spanish through a clear separation of languages, supporting strong foundational skills in both languages. By fourth grade, instruction is evenly split between English and Spanish, ensuring students develop high levels of bilingualism, biliteracy, and academic achievement.
Content and Language Allocation
All students begin their initial literacy development in Spanish. Key academic vocabulary and concepts are introduced using cross-linguistic connections to support effective language transfer. Rather than simply repeating or translating content in the second language, instruction is designed to strategically build upon previously learned concepts, reinforcing understanding while expanding language proficiency. This intentional use of both languages by teachers and students supports the development of full bilingualism and biliteracy.
Students are fully integrated for all instruction—there is no grouping by language proficiency or ability. Instead, language use is carefully planned and strategically separated by subject and time, ensuring that Spanish and English are not mixed during instruction. Concepts taught and mastered in Spanish are later reinforced in English through cross-linguistic strategies, without re-teaching the content. During instruction, teachers use only the language of instruction for all directions, explanations, and academic content, avoiding translation or code-switching. While teachers may accept student responses in either language, especially in the early grades, they consistently use strategies to encourage students to respond in the language of instruction.
The program emphasizes the development of Cognitive Academic Language Proficiency (CALP) in both Spanish and English, supporting students’ growth in literacy, content knowledge, and higher-order thinking skills. Table 13.2 shows the approximate language progression in Kindergarten through grade five. Table 13.3 outlines the language of instruction by subject area for grades six through eight, with shaded subjects indicating instruction in Spanish.
Curriculum and Instruction
ELA/ELD: Amplify CKLA/Language Studio
SLA/SLD: Amplify Caminos
Mathematics: Savvas Envision Math
Social Studies: McGraw Hill Impact
Science: McGraw Hill Inspire Science
SLA/SLD: Amplify Caminos
Mathematics: Savvas Envision Math
Social Studies: McGraw Hill Impact
Science: McGraw Hill Inspire Science
Student Admission and Enrollment Commitment
Enrollment in the DLI program is open to all students entering TK through First Grade. After the first grade, admission is based on demonstrated Spanish language proficiency, as measured by a district-administered assessment. This ensures that students have the foundational skills necessary for successful language transfer and academic success in the program.
Once enrolled, students are expected to remain in the program through eighth grade. Enrollment will roll over each year, provided they meet district attendance and behavior expectations. Students who exceed 10 absences in a school year, or exhibit an ongoing pattern of inappropriate behavior will be referred to the DLI Leadership Committee for a review of their continued participation in the program.
All students are expected to follow district and school-wide behavior policies, including the Woodworth Monroe “Marineros” Dual Language Academy Code of Conduct. Parents are expected to address any behavioral concerns promptly and constructively. In addition to behavioral and attendance expectations, students’ academic progress will be regularly monitored. If a student is not demonstrating adequate progress, a committee review will be held to determine appropriate interventions and supports. As part of this process, the committee may also evaluate whether continued placement in the DLI program best meets the student’s academic and language development needs.
The opportunity to become bilingual and biliterate is priceless, offering lifelong academic, cognitive, and cultural benefits. However, achieving full proficiency in a second language requires dedication and sustained effort from both students and their families. Research indicates that it takes five to seven years to develop strong academic language skills in a second language. Therefore, families are expected to make a long-term commitment through eighth grade, ensuring that their student has the time and support needed to grow linguistically, academically, and socially within the program.
Frank D. Parent Foreign Language Program
Definitions
FLES (Foreign Language in the Elementary School) and FLEX (Foreign Language Exploratory) are both early language learning programs that introduce students to foreign languages and cultures.
FLEX programs are exploratory and are not intended to result in fluency in the foreign language. They can be a useful way to motivate students to pursue further language study.
Program Model
The Foreign Language program at Frank D. Parent makes Spanish instruction accessible to all students and there are no admission requirements. The Spanish language is introduced progressively, ensuring a smooth transition from grade to grade with increasing language complexity and fluency:
- K-2 Grades (FLEX Model): Students engage in a flexible, theme-based introduction to Spanish. The focus is on building vocabulary through songs, stories, and hands-on activities that integrate cultural learning. The goal is to foster a love of language learning through engaging, age-appropriate activities.
- 3rd Grade and Above (FLES Model): Starting in 3rd grade, the curriculum follows a more structured FLES model, emphasizing the development of language skills in listening, speaking, reading, and writing. Students begin to use more conversational Spanish and apply language skills to content areas, promoting interdisciplinary learning.
- Upper Grades (6-8): Although only currently available in grades K-5, the program will be expanded to middle school grades, offering more advanced language study in preparation for high school Spanish or dual language immersion programs. This ensures that students maintain and expand their language skills throughout their time at the school.
This progression ensures that students develop language proficiency over time, moving from basic language exposure to more structured language use and eventually, conversational and academic Spanish in the upper grades.
Curriculum and Instruction
Spanish Foreign Language: Higher Vista Learning !Listos!
The Spanish foreign language program aligns with the California World Languages Standards and follows a phased implementation model. Students in grades K-2 use the FLEX (Foreign Language Experience) model, focusing on vocabulary acquisition through songs, stories, and cultural activities. In grades 3 and above, the FLES (Foreign Language in Elementary Schools) model emphasizes conversational Spanish and interdisciplinary learning.
To maintain high-quality instruction and alignment with program goals, all Spanish foreign language educators and instructional staff are expected to attend and engage in ongoing training focused on curriculum, instruction, foreign language education, and multicultural competencies; and participate in program-wide collaboration and reflection to maintain instructional consistency and uphold program integrity.
State Seal of Biliteracy Pathway
The State Seal of Biliteracy (SSB), marked by a gold seal on the diploma or transcript, recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.
The Inglewood Unified School District recognizes the value of this Seal, and the importance it places on bilingualism and biliteracy. In order to encourage students to continue on the Pathway to Biliteracy, the WM Marineros Dual Language Academy and the Frank D. Parent Foreign Language Program celebrate student growth and accomplishments at the end of the following grades, based on specific English and Spanish proficiency criteria:
Kindergarten - Academy Certificate of Initial Steps Toward Biliteracy: Listening and Speaking
Third grade - Academy Certificate of Initial steps toward biliteracy: Reading and writing
Fifth grade - Academy Certificate of Linguistic and Academic Proficiency
Eighth grade - IUSD Certificate of Linguistic and Academic Proficiency
Family Commitment and Engagement
Success in either dual language program depends on a long-term family commitment and a high level of parental involvement. Because dual language education is an additive, long-term model that builds academic and linguistic skills over time, students thrive when their families are engaged and invested throughout the journey—from the early grades through program completion. Whether parents are English- or Spanish-speaking, they play a vital role in supporting their student’s development in both languages. This includes encouraging daily reading, maintaining strong attendance, fostering a positive mindset toward bilingualism, and actively supporting learning at home.
Parents are also expected to become active partners in their student’s education at both the school and district level. This may include participating in parent-teacher conferences, attending school events, serving on advisory committees, or joining family workshops related to multilingual education. Research consistently shows that students whose parents are involved in their education demonstrate higher academic achievement, better attendance, improved behavior, and a stronger interest in learning. In the dual language setting, this partnership is especially powerful, as it reinforces the value of bilingualism and strengthens the connection between home and school.
PRESCHOOL DUAL LANGUAGE LEARNERS
DETERMINATION OF PRESCHOOL DUAL LANGUAGE LEARNER STATUS
Determinations made for Preschool Dual Language Learner (PDLL) status are distinct from the English Learner (EL) classification in the Kindergarten through 12th grade (K-12) system. Dual Language Learner identification in preschool does not establish EL classification or secure EL services in K-12. Students enrolled in K-12 will need to go through the English Learner identification process, including completion of the Inglewood Unified Home Language Survey (HLS) and English Language Proficiency Assessments for California (ELPAC) upon entry to Kindergarten, as required by state and federal law.
California state preschool programs must determine Dual Language Learner status for every student enrolled by one of two approaches:
- Completing the Family Language Instrument and participating in the Family Language Interest Interview, within 30 calendar days of:
- the first day the student is scheduled to receive CSPP services, for part-day enrollment.
- the date that the program certifies the family for CSPP services, for full-day enrollment.
- Through Teacher Designation, only after 30 calendar days, and a parent chooses not to answer questions in the Family Language Instrument, the student has been identified as “not a DLL,” and after meeting with the parent or guardian.
The Family Language Instrument
The purpose of this instrument is to identify and understand each student’s language background in order to support and strengthen their language development, by affirming and fostering the student’s home language and culture to support them in becoming multilingual and multi-literate in both English and their home language(s).
A student’s experience with one or more languages is an asset to build on in the early childhood setting. It is critical to consider the student’s communication in all the languages that he or she is learning in order to have an accurate picture of the student’s knowledge and skills.
Parents seeking enrollment in the Inglewood Unified School District State Preschool Program through the Child Development Center (CDC) are provided the Family Language Instrument (FLI) to identify and understand each student’s language background. The instrument consists of the following four questions:
- Which language(s) does your student hear at home?
- Which language(s) does your student hear in their neighborhood and community?
- Which language(s) does your student understand?
- Which language(s) does your student speak?
Once the Family Language Instrument is submitted, CDC office personnel will determine if the student is designated as non-DLL or DLL and report the data into the Preschool Language Information System (PLIS).
Non-Dual Language Learner (non-DLL) is designated if English is the answer to FLI questions 1, 3 and 4. The language students hear in their neighborhood and community (question 2) does not determine language proficiency.
Dual Language Learner (DLL) is designated if at least one response is a language other than English on FLI questions 1, 3, or 4. If the student is identified as a Dual Language Learner, parents will be asked to complete a Family Language and Interest Interview.
The Family Language and Interest Interview
The Family Language and Interest Interview must be completed within the 30 calendar days for all students who have been identified as DLL. It must be conducted by the student's teacher or other designated staff in collaboration with the student's family.
The interview takes at least 30 minutes and may be conducted by phone or online; although best practice is to conduct it in person. To the extent possible, the interview will be conducted in the language the family speaks.
The purpose of this interview is to support relationship building with families of students who are identified as Dual Language Learners and to learn more about each student’s experiences with language. When adults understand students’ past experiences with language(s), they are able to build upon those experiences and better support students’ development.
The interview is designed to make families feel comfortable in answering questions about their student and for the program to encourage families to continue developing their student’s home language in the home. The interview includes sharing resources about the benefits of multilingualism with families. The interview also supports Inglewood Unified in:
- Building a relationship and trust with the student’s family member(s)
- Learning about students’ past experiences with language(s) in order to best support their optimal progress and development in our program
- Helping families understand the benefits of multilingualism and the important role of the home language in supporting English development
- Encouraging families to continue developing their student’s home language in the home
- Having a better understanding of the different languages and cultures in the classroom to make program-wide decisions on resources (e.g., purchasing books in the different languages represented by students and families)
The information we gather is used to inform and plan program curriculum, develop learning strategies, create professional development opportunities, and to strengthen family partnerships to improve support for PDLL students. It is important to remember that a DLL identification will serve them only in preschool, and is different from any identification process or program a student might later receive if classified as an English Learner in Kindergarten through 12th grade.
Teacher Designation
Effective January 1, 2024, families are allowed to opt-out of completing the Family Language Instrument and participating in the Family Language Interest Interview. In the event a parent chooses not to answer questions in the instrument, the student will be identified as non-DLL.
If within 30 calendar days from the date of enrollment through observations, the student demonstrates he or she speaks, responds to, or understands a language other than English, the student’s teacher must meet and share these documented student observations with the family and review the DLL identification process and the FLI to ensure proper designation. During this meeting, the CDE recommends that the following be shared with the family:
- The benefits of multilingualism and home language development
- How proper designation can support the program in supporting the student with English and home language development
- Clarification that this designation is specific to CSPP and will not apply in elementary school and beyond
- Address any other hesitations or concerns the family might have around the process
If after meeting with the family to ensure proper designation, the parent or guardian still chooses not to update their answers or complete the FLI, the student’s teacher may designate the student as a DLL through a Teacher Designation.
Teacher Designation can only occur after 30 calendar days and after meeting with the parent or guardian. Written observations and documentation from conversations with the family about their responses to the FLI must be included in the family file. Teachers should attempt to obtain and document responses to questions 4, 6, 7, and 8 from the family interview within 30 calendar days of designation as these responses are still required to be reported.
Foundations in English Language Development
The preschool program is based on the California Preschool Learning Foundations and includes activities and experiences around developmental domains that are supported, encouraged, and assessed twice per year. These domains are integrated into daily routines, intentional play, and teacher-guided instruction to ensure a well-rounded early learning experience.
The English Language Development (ELD) domain is specifically designed for students whose home language is not English. It focuses on promoting early English language acquisition while respecting and valuing the student’s home language and cultural background. The knowledge and skill areas in this domain are aligned with the California English Language Development standards Kindergarten through 12th grade, are organized into three stages of language development—Beginning, Middle, and Later—and span the key strands of Listening, Speaking, Reading, and Writing.
All Dual Language Learners (DLLs) participate in the ELD domain. Teachers provide targeted support to help DLLs understand and use English in both social and academic contexts while building foundational skills for future literacy. Instruction is differentiated based on each student's current level of English proficiency and developmental readiness. The goal is to create a rich linguistic environment that supports language growth through meaningful interactions, modeling, and exposure to high-quality English vocabulary and structures in developmentally appropriate ways.
English Language Development Level Progression
Language development in preschool-aged students who are Dual Language Learners typically progresses through three distinct stages: Beginning, Middle, and Later. Each stage reflects a continuum of growth in listening, speaking, reading, and writing, and serves as a guide for teachers to provide appropriate support based on each student’s language proficiency. Understanding these stages helps teachers tailor instruction and create language-rich environments that promote confidence, participation, and steady progress toward English fluency.
English Language Development Strands
The ELD domain in the Preschool Learning Foundations is organized into four interrelated strands: Listening, Speaking, Reading, and Writing. These strands represent the key areas through which young English learners acquire and demonstrate proficiency in a new language. Each strand plays a vital role in language development—Listening and Speaking support oral language acquisition and comprehension, while Reading and Writing lay the foundation for early literacy skills. Together, these strands provide a comprehensive framework for teachers to observe, support, and guide language growth in meaningful, developmentally appropriate ways. By intentionally integrating all four strands into daily instruction, teachers help students build the language skills necessary for successful communication and future academic achievement.
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
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:
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:
- SPSA goals, actions and strategies for English learners
- Achievement data (CAASPP, ELPAC, i-Ready)
- Suspension and chronic absenteeism data
- Federal, state and local funding for English learner programs and services
Please contact your school for their specific ELAC meetings schedule.
Robert Allard
EL Services Instructional Coach
EL Services Instructional Coach
Inglewood Unified School District
401 S Inglewood Avenue, B1
Inglewood, CA 90301
