English Learner Program

California requires all parents to complete a home language survey when they register their children for school. The survey asks:

1. What language did this student learn when first beginning to talk?
2. What language do you use most frequently to speak to this student?
3. What language does this student most frequently use at home?
4. What language is most often spoken by the adults at home?

If your answer to any of the first three questions on the survey is a language other than English, your child's English proficiency will be evaluated. 

Students will be asked to take the California English Language Development Test (CELDT) and will be evaluated as either:

• English Learner (EL) or
• Fluent English Proficient (FEP)

English language proficiency has two dimensions: basic interpersonal conversational skills (BICS) and cognitive academic language proficiency (CALP). Conversational language skills tend to be easier for students to acquire because they benefit from the contextual cues of social encounters. Conversely, academic language skills (used in the classroom) are more difficult for students to master because they are generally more complex and less related to social context. 

English Learner (EL) students participate in the English Language Development program until they are proficient in English.

Home Language Survey:

• HLS Form English.pdf
• HLS Form Chinese.pdf
• HLS Form Hebrew.pdf
• HLS Form Japanese.pdf
• HLS Form Korean.pdf
• HLS Form Russian.pdf
• HLS Form Spanish.pdf
• HLS Form Turkish.pdf

The ELPAC is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law requires that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The California Department of Education (CDE) transitioned from the California English Language Development Test (CELDT) to the ELPAC as the state ELP assessment in 2018.

The ELPAC is aligned with the 2012 California English Language Development Standards. It consists of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student's level of ELP.

More information can be found from the California Department of Education.

Elementary ELD Program (K – 5)

Each school is assigned an EL Specialist. The specialists will use the push in model. EL Specialists set up collaboration time with teachers/grade levels to work on how to scaffold lessons and build strategies into all content areas. The specialist may work with a group of students to support the mainstream classroom instruction. PAUSD teachers are trained to use SDAIE teaching strategies that help students understand content while they are improving their academic English skills.

Secondary ELD Program (6 – 12)

In secondary schools, ELD is taught through language arts and social studies. Programs are hosted at JLS Middle School and Gunn High School. If you do not live in the JLS or Gunn neighborhoods, your student will be granted an intra-resident transfer to participate in the ELD program.

Primary Language Tutors

At the request of ELD teachers, Primary Language Tutors work with beginning English Learners on their mainstream class assignments. Primary Language Tutors work closely with students' mainstream classroom teachers. Primary Language Tutors are provided when available.

English Learner Advisory Committee (ELAC)

Each school site with 21 or more English Learners has an English Learner Advisory Committee (ELAC). Parents of English Learners and English Only students can participate in the site ELAC. This committee advises the school principal, staff and site council. The ELAC meets with the site principal.

District English Learner Advisory Committee (DELAC)

Each site ELAC sends a representative to the District English Learner Advisory Committee (DELAC). The DELAC advises the district EL Program coordinator and the Board of Education. The DELAC meets with the coordinator of the English Learner Program at the district office.

A key aspect of the LCAP process is the engagement of parents/guardians in providing input and feedback. This is facilitated through the formation of a District Advisory Committee (DAC). The LCAP DAC along with the District English Language Advisory Committee will meet to review the LCAP and provide ongoing input into the monitoring and revision of the LCAP.

Purpose

The purpose of the Parent Advisory Committee (PAC) is to provide input on the development of PAUSD's Local Control and Accountability Plan (LCAP). The LCAP is the California Department of Education's (CDE) new process for facilitating school district goal setting and budget alignment.