English Learner Program Information

  • Lincoln Unified School District believes:

    English learners should develop English language proficiency within a reasonable amount of time.

    English learners will have equal access to all parts of the core curriculum.

    English learners will succeed academically and socially.

    English learners will receive the support they need for academic success.

    English learners will be encouraged to develop proficiency in more than one language.

    All students will develop an appreciation for the diversity of all languages and cultures.

    Parents of English learners will be welcomed and encouraged to be involved in their child’s education.

    Master Plan

    The English Learner Master Plan provides guidance in the implementation of programs for English learners to ensure that English learners attain linguistic and academic proficiency. The master plan also serves to ensure that English learner programs are consistent with state and federal law.

     EL Master Plan Updated 2020 (coming soon)

    Identification of English Learners

    The purpose of initial identification is to ensure that pupils eligible for supplemental educational assistance based on English language proficiency are correctly identified. The process consists of the administration of the Home Language Survey (HLS) to determine which pupils have a primary language other than English. Such pupils are then assessed to determine their proficiency in the English language and are classified as either English learner (EL) or Initially Fluent English Proficient (IFEP) based on the results of that assessment.

    Initial Assessment

    The State of California requires that a student be assessed in English language proficiency within 30 calendar days following the student’s initial enrollment in a California public school if a language other than English is found in the home.  If any response to questions 1, 2, and 3, on the HLS is a language other than English, a trained examiner administers the ELPAC Initial assessment.  The preliminary scores are determined locally for student placement. The ELPAC Initial score document is placed in the student cumulative file.

    Placement

    Any student in grade K-12 whose composite score on the ELPAC Initial assessment identifying the student as Initially Fluent English Proficient (IFEP) requires no further assessment. A student identified as an English learner will have access to core curriculum and courses, and will receive language acquisition support through integrated and designated English language development, as well as other support as needed.

    Access to the core curriculum is provided through a variety of programmatic options depending on the students’ English language proficiency level, and parent choice.  Teachers hold EL authorization credentials to deliver instruction to English learners.

    Language Programs

    Language acquisition programs are educational programs designed to ensure English acquisition occurs as rapidly and effectively as possible, and provides instruction to English learners based on the state-adopted academic content standards, including English Language Development (ELD) standards. All students are placed in one of the three programs.

    Structured English Immersion (SEI) Program: A language acquisition program in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. At minimum, students are offered ELD and access to grade level academic subject matter content.

    Newcomer Program (SEI):  Students who speak no English or have a very limited command of English and who were not born in the United States or have lived in the United States less than 12 months are recommended for this placement. This program provides intensive instruction to learn English and focuses on learning to speak, listen, read, and write in English.  The California English Language Development standards are followed and aligned to district-approved materials. Instruction is primarily in English and primary language support may be provided.

    Dual-Language Immersion (DLI) Program: A language acquisition program that provides language learning and academic instruction for native speakers of English and native speakers of another language (Spanish), with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding.

    Annual Assessment

    English learners are tested annually using the ELPAC as provided by state law.

    Annual updated ELPAC scores are uploaded to Aeries, Ellevation, and placed in the individual student cumulative record. Parents are provided the student score report within 30 days of receipt of the scores by the district.

    Parents are also notified annually within the first 30 days of school through the Annual Parent Notification letter.

    Reclassification Requirements Overview

    When an English learner demonstrates English language proficiency comparable to grade-level English-speaking peers and can participate equally with them in the school’s regular instructional program, the EL student is eligible to be reviewed for reclassification.

    1.      The students must have had an overall score of 4 on the summative English Language Proficiency Assessment for California (ELPAC). 
    2.      When the student meets this scoring criterion, the next step is to evaluate the student’s performance in English Language Arts (ELA) using state or local assessments.  Students must meet grade level standards as described in the table below.
    3.      If a student meets proficiency on the ELPAC test andstate/local criteria, then the child’s current teacher evaluates the student’s academic performance in the classroom.  If the student is achieving at levels comparable to grade-level English-speaking peers, then the school moves on to the last step of the process.
    4.      For students who may be considered for reclassification, school staff collects documentation and determines student's eligibility. Then a conference is held with parents, who must also agree to the reclassification.
    5.      Students who have been Reclassified Fluent English Proficient (RFEP) no longer participate in the English Learner Program or ELD classes. They will only participate in regular English classes. Their academic progress in English Language Arts will be monitored for four years. If the student fails to progress, other interventions may be implemented to meet their learning needs.

    English Learner Advisory Committee (ELAC)

    All sites with 21 or more English Learners have a functioning English Learner Advisory Committee (ELAC) and/or a subcommittee of the school site council. 

    Responsibilities

    The ELAC shall be responsible for the following tasks:

    • 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 schoolwide Needs Assessment.
    • Ways to make parents aware of the importance of regular school attendance.
    • Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC). Districts with 31 or more ELACs may use a system of proportional or regional representation.

     

    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) unless the district designates for this purpose a subcommittee of an existing districtwide advisory committee.

    Responsibilities

    The DELAC shall advise the school district governing board on at least the following tasks:

    • 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 of 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.
    • If the DELAC acts as the English learner parent advisory committee under California Education Code Sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the Local Control and Accountability Plan (LCAP).