English Learner Information
Identification of English Learners
As part of initial school enrollment, all parents enrolling a child in a California public K-12 school for the first time are required by state and federal law to complete a Home Language Survey. If information provided by parents on the Home Language Survey indicates a language other than English in the home or in the child’s background, the school is required by state and federal law to test the student for English language proficiency. Parents cannot waive the English language assessment, as it is both a federal and state requirement.1
If a student is transferring to SRVUSD from another California public school, CELDT results from the previous district are valid and may eliminate the need for initial English proficiency screening a second time. Parents may provide a copy of the most recent official CELDT results at the time of enrollment to SRVUSD.
California English Language Development Test
As of May 2001, all California school districts are required to use the CELDT (California English Language Development Test) to determine initial English language proficiency and to monitor annual progress in acquiring the English language for returning English learners. No other test results can be substituted for the CELDT and there is no provision in the law allowing students to waive this assessment.
New students are tested within 30 days of enrolling in a California public school and returning English learners are tested annually during the fall CELDT testing window (July 1 – October 31). School districts mail completed CELDT tests to the state for official scoring by the end October. Typically, the state requires 6-8 weeks after the administration of the test to return official scores to the district. Parents receive notification of official CELDT results within 30 days of when the district receives the official scores from the state.
English Learner Support
- Grades K-5:Daily English language instruction is provided by your child’s classroom teacher, who is specifically trained to instruct English learners.
- Grades 6-12:Your child receives instruction in all academic classes from teachers specifically trained to instruct English learners. Your child may also receive daily English language instruction in an English Language Development (ELD) or other support class as appropriate.
A student who is an English learner may be reclassified as fluent English proficient after meeting all of the following reclassification requirements:
District Criteria for Reclassification to Fluent English Proficient (FEP)
- Overall CELDT score of Early Advanced or higher, with no more than one Intermediate subtest score.
- Performance level of 325 or higher on the English Language Arts section of the STAR test.
- Academic performance at or above grade level standards per teacher evaluation.
- Parent approval of reclassification to fluent English proficient.
Note: Kindergarteners, 1st, and 2nd graders previously identified as English learners will continue to be designated as English learners until the STAR test is taken in 2nd grade, even if they are performing well academically.
English learner students are required to take the CELDT test annually until they have been reclassified as fluent English proficient.
Official CELDT Scores are sent to the parent or legal guardian within 30 days after the district receives the scores from the state. Parents receive a copy of the official state scoring results attached to an SRVUSD Parent Notification of English Language Assessment Form.
After a student has met the first 3 criteria for reclassification as fluent English proficient, parents receive the Parent Approval for Reclassification as Fluent English Proficient form. This form is the final step in the reclassification process and parents may indicate whether they support or do not support reclassification of their student from English learner to fluent English proficient.
1NCLB Title I, section 1111 [b] ; title III, 2002; CA Ed Code 313
Standards and Assessment
The San Ramon Valley Unified School District has adopted the California Standards for English Development as the curriculum for English Learners in the district. Following identification of their language levels on the California English Language Development Test (CELDT), English Learners are served through a site-based English Language Development program. Students are assigned to appropriately certified teachers who provide daily English language Development (ELD) instruction and use Specially Designed Academic Instruction in English (SDAIE) techniques for instruction in content areas. Instruction is based on ELD standards that are aligned with the state and district 's English Language Arts standards.
Since 1999-2000 schools have begun to use their disaggregated data to identify student needs, program needs, and instructional interventions, As district administrators, site administrators, and teachers become more proficient in the use of data, the district will better be able to pinpoint improvements in the way support systems are developed and implemented to support English Learners in meeting standards.
Teaching and Learning
In determining how best to serve English Learners in the SRVUSD, we have reviewed the history of prior success for students identified as English Learners. Data from the review of standardized and district assessment results show that most English Learners who remain in the district for five years or more are academically successful. The high expectations of teachers, parents, and community support the English Learners in meeting grade level standards.
Current Board Policy requires that instruction for English Learners be within the regular classroom with a teacher who is certified to provide instruction to students who are acquiring English as their second language. English learners are only assigned to certified teachers. It is the expectation of the district that all teachers will obtain certification that qualifies them to teach english learners.
The progress of English Learners in monitored at each site by the principal or his/her designee. Students exhibiting learning or behavior problems that may not be language related are referred to the School Success Team for evaluation and assignment to appropriate interventions