Understanding English Learner Services

English Learner Definition: 
English learners (ELs) are students whose primary language(s) is not English. 

English Learner Identification Process:
A caregiver completes the Home Language Survey when a student is first enrolled in a California public school. If a language other than English is indicated on the survey, the student is administered the initial ELPAC assessment to determine their level of English proficiency. Based on the results, the student is classified as either Initially Fluent English Proficient (IFEP) or as an English Learner (EL).

ELPAC assesses EL students’ proficiency in English across four domains: listening, speaking, reading and writing. The Initial ELPAC assessment is given within the first 30 days of enrollment in a California public school. Once the student is assessed, they are then placed into one of two categories:

1. English Learner (EL)  -or-
2. Initially Fluent English Proficiency (IFEP). IFEP students no longer need to take the ELPAC assessment.  

The Summative ELPAC is administered annually each spring to all English Learners in grades K–12 until they demonstrate proficiency and are reclassified as Fluent English Proficient (RFEP)

• ELPAC Overview and Information | Descripción general e información del ELPAC 
• Practice Test and Training Guides for Teachers
• Parent Guide to Understanding the ELPAC | Guía para Padres para Comprender el ELPAC

Integrated ELD
Integrated ELD occurs throughout the day during classroom instruction, where teachers incorporate language development strategies while teaching subjects like Math, Science, or Social Studies. It ensures that ELs can understand the content and develop their academic language.

Designated ELD
Designated ELD refers to a specific time set aside during the school day when English learners receive focused instruction aimed at developing their English language skills. It targets their proficiency level (Emerging, Expanding, Bridging) and helps them access the academic content taught in their other subjects.

English Learners in grades K–12 receive both Designated and Integrated ELD instruction aligned to the California ELD Standards.

The California State Seal of Biliteracy is an award given to high school students who have shown a high level of proficiency in a language other than English. Students who earn this recognition receive a special seal on their high school transcript and diploma.

Why this is important:

• Multilingualism helps people connect across languages and build bridges between people and their communities
• Celebrates students who speak more than one language and the cultures they come from
• Opens opportunities for the future
• It is valuable to employers who are looking to hire bilingual employees
• Students who have the Seal of Biliteracy are distinguished among college applicants

How to Earn the California Seal of Biliteracy:

The State Seal of Biliteracy can be attained through the following requirements: 

• Part I: Demonstrate English proficiency through one of the following methods: 
  • Students must have completed all ELA requirements for graduation with an overall 3.0 grade point average (GPA)
  • Students must have passed the California Assessment of Student Performance and Progress in ELA in grade 11 with at a or above” standard met” achievement level
  • Pass an English International Baccalaureate (IB) exam with a score of 3 or higher
  • SAT: Achieve at least a 480 on the Evidence-Based Reading and Writing section of the SAT
• Part II: In addition to  meeting at least one criteria for Part 1, students must also meet at least one of the following to demonstrate proficiency in a language other than English:
  • Complete a four-year course of study in a world language at the high school level or higher (Spanish offered at Anzar High School) with a minimum of 3.0 GPA
  • Pass a world language AP exam with a score of 3 or higher (ASJUSD incurs all fees)
  • Pass an IB exam with a score of 4 or higher
  • Pass and ACTFL Writing Proficiency Test (WPT) and Oral Proficiency Interview (OPI) with scores of intermediate mid or higher

In addition to these requirements, EL students must also have an oral language composite score of level 4 on the ELPAC.

• Criteria
• State Seal of Biliteracy Frequently Asked Questions

The CA EL Roadmap aligns closely with the vision and mission of the Aromas-San Juan Unified School District (ASJUSD) by supporting its commitment to equity, inclusion, and excellence.

• Equity and Excellence: ASJUSD’s mission to empower students as global thinkers and effective communicators directly aligns with the Roadmap’s focus on providing equitable access to high-quality education for ELs. 
• Inclusive Practices: ASJUSD’s emphasis on an inclusive, caring, and collaborative learning community mirrors the Roadmap’s principle of fostering schools that value the cultural and linguistic assets of EL students. 
• Family and Community Partnerships: The Roadmap highlights the importance of engaging families as partners, aligning with ASJUSD’s partnership with families and the culturally rich community to support student success. 
• High-Quality Instruction: The district’s focus on real-world problem solving and habits of mind is supported by the Roadmap’s emphasis on rigorous, integrated instruction that prepares ELs for college, career, and global citizenship.