Support for CalOPS English Learners
Explore the resources and programs California Online Public Schools (CalOPS) offers to support English learners. From initial assessments to instructional strategies and parental rights, discover how we are committed to fostering English proficiency and academic success for every student.
Home Language Survey (HLS)
At CalOPS, we administer the Home Language Survey (HLS) during a student’s initial enrollment in a California public school. The survey includes the following questions:
- What language did the student first learn to speak?
- What language does the student use most frequently at home?
- What language do you (the parents or guardians) use most frequently when speaking with your child?
- What language is most often used by adults in the home?
If any response indicates that a language other than English is used, the student will be assessed for English language proficiency.
Parental Rights
Schools must assess English learners annually and update parents on their child’s English proficiency. Parents have the right to opt their child out of the language program or specific services. If they choose to do so, the child will retain their English learner status and continue to be assessed each year with the Summative ELPAC. To opt out, parents should submit a written request to the ELD Coordinator.
English Language Proficiency Assessment (ELPAC)
To help understand and support English learners’ progress, the ELPAC includes three types of tests:
Initial ELPAC
This state-required test is for students whose primary language is not English. It’s used to assess their English skills when they start school in California for the first time. Both state and federal laws require this test for students from kindergarten through 12th grade.
Summative ELPAC
This test checks how well students are improving in English across Listening, Speaking, Reading, and Writing. It helps measure their progress toward becoming proficient in English. The results are used to decide if a student is ready to be reclassified as fluent in English, to determine the best educational placement, and to track progress for accountability.
Alternate ELPAC
Developed by the California Department of Education for students with significant disabilities, the Alternate ELPAC includes two main assessments:
- Initial Alternate ELPAC: This test determines if a student is initially classified as an English learner (EL) or fluent English proficient (IFEP) when they first enter school.
Initial Alternate ELPAC Fact Sheet
- Summative Alternate ELPAC: This test measures how much progress a student has made in English over the year and helps decide if the student is ready to be reclassified as fluent English proficient (RFEP).
English Language Learning Program
What is the English Language Learning Program?
The Structured English Immersion (SEI) model helps students quickly become proficient in English. This program is used for all grades from TK through 12th and is effective in virtual settings. It focuses on teaching English and making the curriculum accessible. Students get targeted English language support through Designated ELD and Integrated ELD during their virtual classes. Teachers use different methods to help English learners understand subjects and improve their English skills.
English Language Development by Proficiency Level
This instruction occurs at specific times based on the student’s English proficiency level (1, 2, 3, or 4). The ELD teacher provides focused support in group or individual Live Classes to improve literacy and oral skills. The three levels represent stages of English language development, showing how well students understand and use English as they build on their skills:
Emerging:
- Students at this level have basic listening, speaking, reading, and writing skills. They usually progress quickly, learning to use English for immediate needs and starting to understand and use academic vocabulary and other academic language features.
Expanding:
- Students at this level have developed listening, speaking, reading, and writing skills. They receive instruction that challenges them to improve their English in various contexts, learn more vocabulary and language structures, and use their growing skills in more complex and grade-level tasks.
Bridging:
- Students at this level have strong listening, speaking, reading, and writing skills. They continue to develop advanced English skills and handle complex texts. They are ready to fully engage in grade-level academic tasks and activities without needing special ELD support.
All English learners (ELs), regardless of their proficiency level, will engage in grade-level content using various support strategies to build their content knowledge and English skills. Designated ELD instruction follows the California ELA/ELD Standards and focuses on:
- Live classes and support calls covering: Listening, Speaking, Reading, and Writing
- Vocabulary development
- Teaching language through content and themes
- Providing meaningful speaking practice
- Building on students’ background knowledge
- Using different methods for reading comprehension
Support for English Learners (TK-12 Grade)
Integrated ELD happens with the content teacher to help English learners understand and access grade-level material using ELD strategies. It follows both ELD and academic content standards. Live Classes focus on improving language skills and helping students meet grade-level content and language goals. Examples of Integrated ELD Instruction include:
- Scaffolds: Tools like word banks, graphic organizers, and sentence stems used during Live Classes to make content easier to understand and build on students’ prior knowledge.
- Monitoring: Checking understanding during Live Classes or through weekly contact with the homeroom or ELD teacher.
- Alternate Scaffolded Portfolio Assignments: Special assignments that help students show their content knowledge while supporting their language development.
- Collaboration: The EL Homeroom Teacher and Content Area Teachers work together to apply and gradually remove scaffolds as students improve. For example, an ELD and Economics teacher might set a goal for a student to progress from writing one paragraph to writing four paragraphs by the end of the semester.
- 1:1 Support: Content teachers provide individual help and use scaffolds to assist with assessment corrections and revisions, helping students close gaps in understanding content and language. Teachers also encourage participation in ELD Live Classes.
Reclassification
Criteria for English Learners (EL) at CalOPS Schools
Reclassification is when a student transitions from English Learner (EL) status to Fluent English Proficient (RFEP) status, indicating they have achieved sufficient English proficiency to succeed in core subjects without additional ELD services.
CalOPS Reclassification Criteria:
1. Summative ELPAC Test Score:
- Overall Score of 4 on the most recent Summative ELPAC test.
- For students with unique needs (e.g., IEPs), consult the student’s IEP team to determine how these needs might affect their test scores.
2. Teacher Evaluation:
- Grades K-5: C- or better in ELA on the most recent report card.
- Grades 6-12: Nearly Met or higher on CAASPP ELA or equivalent assessments.
3. Parental Input:
- Consultation: Parents/guardians are contacted to provide input on reclassification readiness.
- Documentation: The ELD Coordinator will document responses to questions about the student’s English proficiency and continued need for EL services.
- The ELD Coordinator will document the following questions:
- How do you feel about your child’s English language proficiency?
- Do you agree with reclassifying your student?
- Would you still want your child to continue receiving EL services until the end of the school year?
4. Basic Skills Assessment:
- Students demonstrate English proficiency by scoring:
- Grades K-2: Above or meets standard on iReady (ELA).
- Grades 3-5: Exceeded or Met Standard on CAASPP ELA or equivalent iReady score.
- Grades 6-8: Nearly Met Standard on CAASPP ELA or equivalent iReady score.
- Grades 9-12: Nearly Met Standard on CAASPP ELA or equivalent MAP score.
Additional Considerations:
- If a student meets the ELPAC score but has other learning deficits, review the student’s needs with teachers, parents, and specialists to ensure proper support and determine readiness for reclassification.
Criteria for Students Taking the Summative Alternate ELPAC
Reclassification for students taking the Summative Alternate ELPAC involves transitioning from English Learner (EL) status to Fluent English Proficient (RFEP) status based on specific criteria.
CalOPS Reclassification Criteria:
1. Assessment of English Language Proficiency:
- Overall PL 3 on the Summative Alternate ELPAC.
2. Teacher Evaluation:
- Evaluate the student’s performance based on their IEP goals for academic achievement and ELD, as outlined in EC Section 56345(a)(2) and 34 CFR Section 300.160(a).
- The IEP team will assess if the student’s academic performance aligns with their abilities compared to English-proficient peers with similar disabilities.
3. Parental Input:
- Parents or guardians are contacted to provide their perspective on whether the student is ready for reclassification.
4. Comparison of Performance in Basic Skills:
- CAA ELA Score Level 3 or an equivalent score on the iReady assessment.
- The IEP team should include an assessment of basic skills in the student’s IEP, which may include the CAA for ELA or a locally determined assessment. This assessment must have supporting data for its validity and reliability, as specified in EC Section 56345(a)(6)(B) and 34 CFR Section 300.160(a).
Additional Considerations:
- The IEP team may use standardized assessments already used for eligibility evaluations to make informed decisions about reclassification and program support, ensuring the student’s maximum progress based on their capacities.
Monitoring of Reclassified Students
After a student is reclassified to Fluent English Proficient (RFEP), they are monitored for four years from the RFEP date to ensure continued academic success.
Monitoring Process:
- Frequency: Reviews are conducted a minimum of twice each school year using the RFEP Monitoring form.
- Support: If a student shows signs of struggle, additional academic support will be provided based on an individual assessment of their needs.
English Learner Advisory Committee (ELAC)
Requirement
Schools in California with 21 or more English learners must establish an English Learner Advisory Committee (ELAC).
Purpose
- Improve Services: Discuss and advocate for better services for English learners
- Develop LCAP: Assist with the Local Control and Accountability Plan (LCAP) and budget recommendations
- Communications: Establish effective communication between the school and parents
Responsibilities
1. Site Plan: Advise on developing a site plan for English learners and submit it to the School Advisory Committee for inclusion in the LCAP.
2. Needs Assessment: Help with the development of the school wide needs assessment.
3. Attendance Awareness: Promote the importance of regular school attendance to parents.
4. Officer Elections: Nominate and elect officers. While there is no specific minimum or maximum number of parents required, having at least 3 is highly recommended.
Schedule
Three ELAC meetings will be held during the school year: October, February, and May. All meetings will be held via Zoom. Get involved and join the ELAC Committee. If you have any questions, contact Leticia Barcenas (949) 354-4847 or Taylor Moreno (909) 515-9446.
