Chapter 1: Identification, Assessment, Parent Notification, And Program Placement

For all students in TK–12th grade, upon first enrollment in a California public school, the district uses a standardized procedure to determine a student’s primary language. This procedure begins with a home language survey (HLS), which is completed once by the parents or guardians at the time the student is first enrolled.

Home Language Survey Questions
1. What language did the student learn when they first began to talk?
2.  What language does the student use most frequently at home?
3. What language do you (parent/guardian) use most frequently with the student?
4. What language is most often spoken by adults living in the home?

Once the primary language is determined for a student, it does not need to be redetermined unless the results are disputed by a parent or guardian. If the HLS is completed in error, the parent or guardian may make a request to change it prior to the summative language proficiency test being administered. Once an emergent bilingual is assessed on the state’s summative language proficiency assessment, changing the HLS will not change the student’s EB identification. The student’s status as an emergent bilingual will change only when an LEA reclassifies the student. For students enrolling after having attended other public schools in California, the original Home Language Survey from that school/ district must be honored.

The Home Language Survey is part of the Anaheim Elementary School District’s (AESD) registration packet.

The State Board of Education approved the following guidelines for interpreting the sample survey:

• If a language other than English is indicated on any of the first three questions, the student should be tested with the state language proficiency assessment.
• If a language other than English is indicated on the fourth question, the student may be tested at the LEA’s discretion. In AESD, these students are assessed with the state language proficiency assessment.

If the answers to items 1, 2, 3 or 4 on the HLS are only “English”, the child is classified initially as English Only (EO).

Students with languages other than English indicated on the HLS will be assessed with the state’s initial language proficiency assessment (Initial ELPAC). Parents are notified of the results and are given an explanation of the EL program placement options. While the district makes program recommendations based on students’ language proficiency levels, parents may choose the one that best suits their child.

Assessment

English Language Proficiency Assessment

State law (California Education Code [EC] sections 313 and 60810) and federal law (Titles I and III of the Elementary and Secondary Education Act [ESEA]) require that districts administer a state test of English language proficiency for: (1) newly enrolled students whose primary language is not English as an Initial Assessment, and (2) students who are emergent bilinguals as an Annual Assessment or Summative Assessment (SA). For California’s public school students, this test has transitioned from the California English Language Development Test (CELDT) to the English Language Proficiency Assessment of California (ELPAC).

The state language proficiency assessment has three purposes:

1. To identify students who are limited English proficient (LEP)
2. To determine the level of English language proficiency (ELP) of LEP students  
3. To assess the progress of LEP students in acquiring the skills of listening, speaking, reading, and writing in English

All students in kindergarten through grade twelve (K–12) whose primary language is other than English must take the state language proficiency assessment as an Initial Assessment (IA) to determine whether they are emergent bilinguals within 30 calendar days after they are first enrolled in a California public school. The state language proficiency assessment also must be given annually as a Summative Assessment (SA) to students identified as emergent bilinguals until they are reclassified to fluent English proficient (RFEP).

Individual Student Performance Level Reports and electronic Performance Level Summary reports for all state language proficiency assessment administrations are received approximately eight weeks after the completed tests are sent to the test contractor for scoring. Results are confidential, and individual results are shared only with each student’s teacher(s) and parents or guardians.

State language proficiency results are not used to measure academic achievement. The IA results are used to identify emergent bilinguals who need to develop their skills in listening, speaking, reading, and writing in English. This information is used to assist LEAs and schools when making placement decisions for new students who are identified as emergent bilinguals. The IA results also are used to identify students who are initial fluent English proficient (IFEP) and are able to participate in the regular academic program.

Students are determined to be Initially Fluent English Proficient (IFEP) based on the IA when they demonstrate they have well developed oral and written English skills. They can use English to learn and communicate in meaningful ways and may, on occasion, need help using English.

The SA results are used to see how well emergent bilinguals are progressing toward proficiency. This information is used to assist districts and schools in the ongoing process of program monitoring and evaluation. The SA results also are one of four criteria used to determine whether emergent bilinguals are ready to be reclassified as RFEP, on the basis of the reclassification process developed by the local school board in accordance with state law.

Provisions for Special Education Students

In accordance with the federal education department (ED) guidance issued in July 2014, the ED requires that all English learners with disabilities participate in the state ELP assessment. Federal law requires that all emergent bilinguals with disabilities participate in the state ELP assessment in the following ways, as determined by the IEP team:

• In the regular state ELP assessment without accommodations  
• In the regular state ELP assessment with accommodations determined by the IEP team  
• In an alternate assessment aligned with the state ELP standards, if the IEP team determines that the student cannot participate in the regular ELP assessment with or without accommodations 

The Ventura County Comprehensive Alternate Language Proficiency Survey (VCCALPS) for moderate-severe disabilities is one possible assessment that could be selected by the IEP team. The alternative assessment must be written and documented in the IEP.

Notification

Notification of Initial Assessment, Results and Student Placement

Parents whose children speak a language other than English must be notified no later than 30 calendar days after the beginning of the school year (or during the school year, within two weeks of the child being placed in a program) of their child’s initial English proficiency and program placement recommendation. In AESD this shall occur at parent conferences.

The purpose of sharing the information is to explain the English proficiency results, program options, and recommended student placement, and parent choice of the language acquisition program that best suits the needs of their child.. The conference will include an interpreter for other languages to the extent practicable. Using the assessment information and program placement recommendation, the student will be placed in the most appropriate instructional setting with parent input. The site principal or the Coordinator of Multilingual Language Instruction Programs will clarify any questions as needed and/or discuss any concerns parents may have regarding testing results or program placement recommendations. Parents are asked to sign and date the Initial Parent Notification and Annual Parent Notification forms and are provided copies within a week of the conference date. The parents of IFEP students are informed of the results and given the same program options as those given to EO students: the default program is English Immersion or the parent may request enrollment in the Dual Language Immersion Program.

Instructional Programs for Emergent Bilinguals
1. Accelerated Language Academy [Structured English Immersion Program (SEI)]
2. English Language Mainstream
3. Dual Language Immersion Program

Language proficiency, program placement, and services are entered for each student in the district database by the bilingual testing assistants. In addition, the results are accessible to the child’s teacher(s). A copy of the Home Language Survey, IA and SA score reports, Initial and Annual Parent Notification forms are placed in the students’ EL Folder by the Bilingual Testing Assistant. The EL Folder is a part of the student’s cumulative record file. The principal, teachers and Bilingual Testing assistants are responsible for monitoring the accuracy of language proficiency, program placement, and services records.

Placement of Students

Students enter with varying levels of English language proficiency; therefore, it is imperative that each English learner be placed in the instructional program that is best suited for his or her needs. 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 (EC Section 306[c]). We work closely with the parents/guardians to explain the instructional options and report student progress regularly. Parental involvement in decisions regarding the education of their children is required and critical to the student’s academic success.  For an English learner student with an Individualized Education Plan (IEP), placement is determined following the recommendations of the IEP team.

Instructional Programs

Upon initial enrollment, an English learner’s program placement is based upon initial state English language proficiency assessment results.

Factors considered for program placement of emergent bilinguals include: English language fluency, years of schooling, prior program placements, documented special educational needs and other factors. English language fluency is a critical factor in determining program placement of English Learners. AESD determines that a child has reasonable fluency in English when his or her ELPAC Oral Language performance level is 3 or higher. The student is assigned to an appropriate program with consideration given to parent/guardian input.

Accelerated Language Academy (ALA) [Structured English Immersion (SEI)] Program Placement Criteria

If a child is at an Emerging or Early Expanding level of English language development by the above criteria, then the default placement is the Structured English Immersion (SEI) program. In AESD, the SEI program is known as the Accelerated Language Academy (ALA). The goal of the Accelerated Language Academy is for emergent bilinguals (ELs) with beginning or somewhat developed oral language proficiency to attain well developed oral language proficiency in English. Curriculum and lessons are specifically designed for students learning the language. Students in this setting will be taught overwhelmingly in English. Instruction may include primary language support to motivate, clarify, direct, support, and explain. Students will also receive daily, Designated and Integrated English Language Development (ELD) instruction. While students will be instructed in all California Common Core English Language Arts standards, emphasis will be given to the standards in the language and listening/speaking strands. Access to the core content is accomplished through instructional strategies using Specially Designed Academic Instruction in English (SDAIE) techniques that enable emergent bilinguals to gain access to grade level subject matter in mathematics, language arts, social studies, science, and other subjects. After one year of instruction in the ALA program, emergent bilinguals with beginning or somewhat developed oral language proficiency may be exited based on local assessment criteria.

If a parent elects to have his/her child who has an Emerging or Early Expanding Oral Language score placed in the English Language Mainstream program rather than in the Accelerated Language Academy, the district will honor the parent’s informed preference.

English Language Mainstream (ELM) Program Placement Criteria

If the child has a moderate to well-developed oral language proficiency in English by the above criteria, then the default placement is in the English Language Mainstream (ELM) program. This model is designed for students with moderate to well-developed oral language proficiency in English and the goal is for them to reclassify as fluent English proficient. The ELM program provides all instruction in English with additional and appropriate services. All emergent bilinguals (English Learners) in this setting will receive daily, Designated and Integrated English Language Development (ELD). Specially Designed Academic Instruction in English (SDAIE) is a major feature of this program and may include primary language support. English Language Mainstream teachers are responsible for providing SDAIE instruction to access core subjects so that content knowledge is comprehensible to the student.

Dual-Language Immersion Criteria

The dual-language immersion program provides language learning and academic instruction for native speakers of English and native speakers of another language, with the goals of high academic achievement, first and second language proficiency, and cross-cultural understanding. AESD’s Dual Language Immersion program begins in transitional kindergarten and continues to sixth grade. The goal of this program is to develop biliteracy in English and the partner language.  The content subjects in the lower grades are taught primarily in the partner language. This transitions each year until content subjects are taught 50% with partner language instruction and 50% English instruction beginning in fourth grade and continuing through sixth grade. English learners receive daily, leveled Designated ELD instruction and Specially Designed Academic Instruction in English (SDAIE).

In order to maintain the integrity of the instructional model, the Dual Language Immersion Program admission will be subject to the following criteria.

Students are enrolled annually on the basis of the following criteria:

1. Enrolling Transitional Kindergarten or Kindergarten students in AESD may apply.
2. Students may enroll in the program at the Transitional Kindergarten or Kindergarten level. Students wishing to enroll in the program after Kindergarten may be admitted at any grade level based on proficiency levels in both English and the partner language and space availability.
3. Parents/Guardians are informed of the program’s goals, parent responsibilities, and commitment to the program.
4. Siblings of children already enrolled in the Dual Language Immersion Program will receive first priority for placement.
5. Once enrolled in the program, students automatically progress to the next grade level in the program unless disenrolled by parent/guardian.
6. Exiting of a student will be done in consultation with the school principal, Dual Language Immersion teachers, and parents/guardians.
7. Program participants and their families are expected to commit to the Dual Language Immersion Program through sixth grade. This duration of enrollment ensures full development of both English and partner language language skills.

Program Placement vs. Classroom Placement

One classroom setting may provide different students in the class with different instructional program options. More than one program may exist within a given classroom. For example, a classroom may provide English Only and Fluent English Proficient students with an English Language Mainstream program of instruction while providing English learners enrolled in the class with a program of Structured English Immersion. When more than one program exists within a classroom, it is extremely important that students be clearly identified as to the program to which they are assigned, and that they receive the services appropriate to that program. This requires differentiation of instruction and of activities within the classroom, and careful monitoring to ensure that the guidelines for each program are followed (see Chapter Two for program descriptions).

Choices of Instructional Programs

Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible. (EC Section 310[a])

Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. If interested in a different program from those listed above, please contact the assistant superintendent of Educational Services (714) 517-7500, to ask about the process.

Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt out of particular English learner service(s) within a language acquisition program. (20 U.S.C Section 6312[e][3][A][viii]) However, LEAs remain obligated to provide the student meaningful instruction (5 CCR Section 11302) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider at that time.

Notification of Annual Assessment Results and Student Placement

Parents/Guardians of students identified as Emergent Bilingual must be notified of their child’s English proficiency and program placement no later than 30 calendar days after the beginning of the school year. Parents are given a copy of the Initial or Annual Parent Notification form at conferences. This written notification is available in English and in Spanish. Parents may request a conference with site principal to clarify any questions as needed or discuss any concerns regarding testing results or program placement recommendations. 

Language proficiency, program placement, and services are reviewed for each student in the district database and any changes are entered by the bilingual testing assistant (BTA). A copy of the Initial or Annual Parent Notification form is placed in the student’s EL Folder by the BTA. The EL Folder is a part of the student’s cumulative record file. The teacher, principal and BTA are responsible for monitoring the accuracy of language fluency, program placement and services records.

Transfer Students

In order to ensure appropriate placement, each student’s relevant assessment, academic progress, and placement information will be entered into the student data system within thirty (30) calendar days of enrollment by the school office staff or BTA.

Transfers between AESD Schools

Parent-initiated Intradistrict Transfer requests are made through the school site and in consultation with Pupil Services.  All data regarding the student’s English learner assessment history (current scores, current placement, records of academic progress, and interventions) are sent to the receiving school. Before approving the Intradistrict transfer request, the site principal at the receiving school is responsible for reviewing the student’s records (including information in the district’s database system) and ensuring that the student will be properly placed in the appropriate type of instructional program, as specified in the student’s current records.

Transfers from Other California Schools

Students transferring into AESD from another public district within the state have records of a Home Language Survey, scores on the state English language proficiency assessment and a language status (EO, IFEP, EL, or RFEP). These students do not need to go through the Anaheim Elementary School District initial identification process. This information from the previous district will be accessible to DATA DATA Department of Assessment, Translation, and Accountability staff through CALPADS, the California Longitudinal Pupil Achievement Data System.  If not, the school office staff or BTA will contact the former district in order to obtain information by phone, fax, e-mail or mail. 

Once records are obtained from the previous school or district, the appropriate information is entered into the AESD’s student information system by the BTA and shared with the classroom teacher(s). The district of origin will be encouraged to expedite the process of sharing information by faxing the records or by providing information by telephone. The site principal is responsible for reviewing all student information to make sure the student is properly placed in his or her new class(es).

Transfers from Out of State or from Other Countries

The initial (IA) language assessment, classification, and placement process described above will be followed for students entering the district who are new to the state or from another country. The student’s district enrollment date is entered into the student’s records and the student database system as well as the date the student first enrolled in a California or other U.S. school. The student will be placed in an AESD grade level that is aligned with the previous district.