SAN CLEMENTE HIGH

 

At San Clemente High School we want to ensure that all English Learners have access to an intellectually rich and comprehensive curriculum via appropriately designed instruction.

 

Upon taking and receiving the results of the English Language Proficiency Assessments for California (ELPAC) students will be enrolled in a variety of school and instructional settings that incorporate the California English Language Development (ELD) standards. Depending on language ability students are enrolled in a newcomer intensive ELD program, or into a mainstream program in which they receive specialized integrated ELD instruction as well as a designated ELD support class. We also offer a dual language immersion program that provides instruction in both Spanish and English.

 

It is our goal that teachers, administrators and support staff at San Clemente High School draw on and value students’ cultural backgrounds, address their language status and awareness, support the development of academic English, and promote pride in students’ cultural and linguistic heritage.

 

WHAT DOES EL SUPPORT LOOK LIKE?

It is very common to have questions about what being an EL student means and what their program looks like in the classroom. English learner students receive instruction in English and participate in the same classes as all other students. The only difference is that teachers are trained to work with students who are learning a second language using special instructional techniques that help the students experience the curriculum. 

Typical specialized teaching techniques include the following:

 

LANGUAGE PROFICIENCY ASSESSMENT 

State and federal law require that local educational agencies administer a state test of English language proficiency to eligible students in kindergarten through grade twelve.

 

The English Language Proficiency Assessments for California (ELPAC) is the required state test for English language proficiency that must be given to students whose primary language is a language other than English.

 

The ELPAC consists of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student's level of English language proficiency.

 

Information regarding the English Language Proficiency Assessments for California can be found on the California Department of Education’s (CDE) website.

 

INITIAL IDENTIFICATION 

The Home Language Survey completed during enrollment determines if a student is eligible for the Initial ELPAC.  Students are eligible for the initial assessment based on the following: 

The results of this assessment will support placement decisions and assist teachers in providing the appropriate English language development instruction and  linguistic support.

 

ANNUAL ASSESSMENT 

Students previously identified as English learners take the Summative ELPAC each year until reclassified to Fluent English Proficient. The Summative ELPAC is aligned with the California English Language Development Standards and assesses four domains: Listening, Speaking, Reading, and Writing. The purpose of the assessment is to measure progress toward English proficiency, inform proper educational placements, and to help determine if a student is ready to be reclassified. Parents receive results of the annual assessment through the Parent Portal and receive an annual notification letter containing their child’s test results.

 

 REDESIGNATION

Reclassification is the process whereby a student is reclassified from English learner (EL) status to Fluent English Proficient (RFEP) status. 

 

The four criteria established by the CDE include:

 

RFEP MONITORING 

State and federal laws require districts to monitor students who have exited EL status for a period of four years after they have reclassified as English proficient. Districts must monitor the academic progress of RFEP students for at least four years to ensure that:

 

COMMUNITY OUTREACH 

ELAC (English Learner Advisory Committee)

Each California public school with 21 or more English learners must form an English Learner Advisory Committee (ELAC). 

The ELAC is responsible for the following:

DELAC (DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE)

Each California public school district with 51 or more English learners must form a District English Learner Advisory Committee (DELAC).

The DELAC advises the school district on the following tasks:

EL TASK FORCE

The EL Task force is a dedicated team of teachers from various subject areas committed to supporting English Learners (ELs) in achieving academic success. By collaborating across disciplines, the task force highlights the importance of addressing the unique needs of ELs. Their work focuses on creating equitable learning opportunities, implementing research-based strategies, and fostering an inclusive environment.The goal is to raise awareness among staff so that teachers have the tools and support needed to help ELs.

 

WAIVER PROCESS

If the parent disagrees with the Instructional Program recommendation, parents must follow the procedure outlined in Board Policy 6174 for a waiver out of the English only program.