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Identification and Assessment

Upon enrollment, each student’s primary language shall be determined through use of a home language survey. Within 30 days of their initial enrollment, students who are identified as having a primary language other than English as determined by the home language survey, and for whom there is no record of results from an English language development test shall be assessed using the California  English Language Development Test (CELDT). (5CCR 11511)

All students shall have sufficient time to complete CELDT as provided in the directions for test administration. (5CCR 11516)

Any student with a disability shall take the CELDT with those accommodations for testing that the student has regularly used during instruction and classroom assessment as delineated in the student’s individualized education program (IEP) or Section 504 plan that are appropriate and necessary to address the student’s individual needs.  (5CCR 11516.5)
 
(cf. 6159 – Individualized Education Program)
(cf. 6164.6 – Identification and Education under Section 504)

The district shall notify parents/guardians of their child’s results on the CELDT within 30 calendar days.  (5CCR 11511.5)

(cf. 5145.6 – Parental Notifications)

Within 90 days of initial enrollment, students identified as having limited English proficiency shall be further assessed for primary language proficiency in comprehension, speaking, reading and writing.  The Superintendent or designee shall develop criteria for determining student needs on the basis of these assessments.  (Education Code 52164.1, 62002; 5 CCR 4304)

Students in grades K-2 may be assessed only in comprehension and speaking.

The Superintendent or designee shall send a notification of the results of English proficiency assessments to all parents/guardians of students who are assessed, whether the student is designated fluent English or limited English proficient.  (Education Code 48985)

Not later than 30 calendar days after the beginning of the school year, each parent/guardian of a student participating in, or identified for participation in, a language instruction program supported by federal Title III funds shall receive notification of the assessment of his/her child’s English proficiency.   The notice shall include all of the following:  (Education Code 440; P.L. 107-110, Section 1112)

1.    The reason for the student’s classification as English language learner

2.    The level of English proficiency

3.    A description of the program for English language development instruction, including a description of all of the following:

a.    The manner in which the program will meet the educational strengths and needs of the student

b.    The manner in which the program will help the student develop his/her English proficiency and meet age-appropriate academic standards

c.    The specific exit requirements for the program, the expected rate of transition from the program into classrooms not tailored for English language learner students, and the expected rate of graduation from secondary school if Title I funds are used for students in secondary schools

d.    Where the student has been identified for special education, the manner in which the program meets the requirements of the student’s IEP
 
4.    Information regarding a parent/guardian’s option to decline to allow the student to become enrolled in the program or to choose to allow the student to become enrolled in an alternative program

5.    Information designed to assist a parent/guardian in selecting among available programs, if more than one program is offered   

Parent/guardians also shall be notified of the results of any reassessments.  (Education Code 52164.3)

(cf. 5145.6 – Parental Notifications)

Before students are enrolled in a program for English language learners, parents/guardians shall receive information about the program and their opportunities for parental involvement.  This information shall include the fact that an individual student’s participation in the program is voluntary on the part of the parent/guardian.  (Education Code 52173)

Home Language Survey

The California Education Code requires schools to determine the language spoken in the home for each student.  This information is essential in order to provide appropriate instruction for all students.  All students, including immigrant and special educations students, must have a Home Language Survey on file and kept in the student’s cumulative folder.

The Home Language Survey is given to parent of new enrollees at the time of registration.  Students for whom there is at least one response other than English on the survey questions must be assessed for English Language Proficiency with in 30 days.  Pending results of the English Language Assessment, the student may also be tested for proficiency in his/her primary language.

CELDT

Students who are identified as having a primary language other than English, are further assessed using the California English Language Development Test (CELDT).

Three purposes for the California English Language Development Test (CELDT) are specified in state law (see Education Code Section 60810 (d)(1-3)), including:

  1. identify pupils as limited English proficient,
  2. determine the level of English language proficiency (ELP) who are limited English proficient, and
  3. assess the progress of limited English proficient students in acquiring the skills of listening, speaking, reading, and writing in English.

Students in Kindergarten and Grade 1 are assessed in the listening and speaking portions only, while students in Grades 2-12 are assessed in listening, speaking, reading, and writing.

Students who are assessed as English Learners are further assessed in their primary language.  Students who are assessed as Fluent English Proficient on the CELDT need no further tesing and participate in the regular instructional program.