English Learner Program
English Language Learner Information
Multilingual/English Learner Program
The English Language Development Program is designed to help Multilingual Students/English Learners (ELs) achieve language proficiency and academic achievement comparable to that of the average native speaker within the district as quickly and effectively as possible.
Home Language Survey – Initial ELPAC
As required by the state of California, students whose home language surveys indicate a primary language other than English is used at home are assessed using the English Language Proficiency Assessment for California (ELPAC). Students take the Initial ELPAC within 30 days of enrollment. This is the only time they will take the Initial ELPAC. Those students who demonstrate limited English proficiency are designated “English Learners.”
Their language proficiency level will help determine their instructional supports provided to stuents. In addition, the state’s ELD standards provide a “road map” for differentiating instruction in the classroom. The curriculum offered to students who score a level 1 & 2 includes a strong emphasis on basic communication skills and oral language fluency. Students who score a level 3 & 4 recieve a more content-based curriculum is emphasized to serve as the gateway to academic learning in English. Students at levels 3 & 4 receive daily English Language Development that is comparable to grade-level English Language Arts standards.
Summative ELPAC
As required by the state of California, all English Learners will take the Summative ELPAC each spring. This assessment measures English learner progress in the 4 domains of Listening, Speaking, Reading and Writing on a score range of 1-4. Multilingual students will continue to take the Summative ELPAC until they are reclassified as English Fluent (RFEP). For more information on the Initial or Summative ELPAC, visit the Starting Smarter ELPAC page.
Reclassification as English Fluent (RFEP)
The summative ELPAC provides an opportunity for multilingual students to meet the first criteria of Reclassification. While the goal of our program is for continual student progress and ultimately reclassify, it can take students years to reach a level 4 and we aim to meet the needs of each individuals instructional needs. To reclassify, students must meet all 4 criteria: English Language Proficiency, Teacher evaluation on grade level performance, parent consultation and basic skills relative to english proficient students. We emphasize and support student ownership and goal setting as part of this process. View the Student Goal Setting & Pathway to Reclassification for our 3-8 Students.
Programs Offered to Multilingual Learners
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Structured English Immersion (SEI) is a language acquisition program for MLs in which nearly all classroom instruction is provided in English, with curriculum and presentation designed for students learning English. At minimum, students receive designated ELD and access to grade-level academic subject matter content with Integrated ELD. English language development (ELD), both designated and integrated, is provided to promote second language development, facilitate comprehension of core content, and acquisition of academic language.
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Newcomer Supports WCSD offers program support for Newcomer students new to the country (less than two years in U.S. schools) in grades TK-8 who require additional support while they learn about their new school environment, culture, and country. An important aspect is understanding an immigrant family’s background and motivations for coming to the U.S., which can help schools and educators better support their transition into a new school and community culture. The Newcomer Toolkit provides information from Han and Love (2015), who developed a four-stage model of parent/guardian involvement that they believe immigrant families move through: cultural survivor, cultural learner, cultural connection, and cultural leader. WCSD will support newcomer families through intake and assessment processes that lead to intentional sessions providing resources and supports to address families' and students' needs.
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Parents or guardians who wish to request the establishment of a new language acquisition or language program should submit a written request to the principal of the WCSD school within their child’s attendance boundary where the student is enrolled.
What to Include in Your Request
The written request should include:
- Date of the request
- Parent/guardian name
- Home address
- Student name
- Student grade level
- School year the program request would begin
- Description of the requested language acquisition or language program
- Preferred language or languages of instruction, when applicable
The school will document the request and work with appropriate WCSD District staff to review and process it.
What Happens After a Request Is Submitted?
WCSD will track requests for the same or substantially similar language acquisition programs. California law establishes a threshold for additional District action when:
- Parents or guardians of 30 or more students at a school, or
- Parents or guardians of 20 or more students in the same grade
request the same or substantially similar language acquisition program.
When the applicable threshold is reached, WCSD will:
- Provide written notification to the school community within 10 school days.
- Review the costs and resources necessary to implement the requested program.
- Within 60 calendar days, determine whether it is possible to implement the requested program and provide written notification of the determination.
Submitting a request does not by itself establish a new program. When the applicable threshold is reached, it initiates the required review and determination process.
Questions or More Information: If you have questions about submitting a request, please contact your school principal. For more detailed information about the process, please visit this link.