Families
![resources_for_families Card Icon]()
resources for familiesGo to Top
![a. _The_California_English_Learner_Roadmap Card Icon]()
a. The California English Learner RoadmapGo to Top
The California State Board of Education unanimously approved the California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners (EL Roadmap Policy) on July 12, 2017. This policy is intended to provide guidance to local educational agencies (LEAs) on welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) builds on the EL Roadmap Policy and provides further guidance on educating English learners. The CA EL Roadmap supports LEAs as they implement the EL Roadmap Policy.
- CA EL Roadmap Printable Document in English
- CA EL Roadmap Printable Document in Spanish
- CA EL Roadmap Presentation for Parents
Additional California Department of Education resources at https://www.cde.ca.gov/sp/el/rm/
![b. _Information_about_The_english_Language_test_(ELPaC) Card Icon]()
b. Information about The english Language test (ELPaC)Go to Top
The English Language Proficiency Assessments for California is used to measure how well students understand English when it is not their primary language. Information from the ELPAC helps your child’s teacher provide language and academic support.
The ELPAC is the state’s designated test of ELP. It is administered (1) as an initial assessment to newly enrolled students whose primary language is not English, as indicated on a home language survey (HLS); and (2) annually as a summative assessment to students who have been previously identified as EL students.
The Initial ELPAC has one purpose:
- To identify students who are English learner students or are initial fluent English proficient (IFEP)
The Summative ELPAC has two purposes:
- To determine the level of English language proficiency (ELP) of English learner students
- To assess the progress of English learner students in acquiring the skills of listening, speaking, reading, and writing in English
ELPAC Resources for Parents
Starting Smarter families have a new website for resources to support their child ’s learning. The Starting Smarter website includes information on student score reports, sample test questions, parent-teacher conferences, and other no-cost resources in English and Spanish.
Parent Guide to Understanding – This guide provide parents with answers to key questions about the what, why, who, how, and when.
Informational Videos
Introducción para padres sobre la ELPAC (Spanish)
Getting Familiar with the Test
Take a Practice Test with Your Child Flyer (PDF) – This flyer promotes the ELPAC practice tests and describes how they can be used by families.
ELPAC Practice Tests – This link accesses the practice tests portal. The practice test gives students, parents and families, teachers, administrators, and others an opportunity to become familiar with the types of test questions on the ELPAC. It includes examples of all of the types of test questions that may appear in the actual Summative ELPAC in each grade or grade span. In an actual test setting, an Examiner’s Manual, a Test Book, and/or an Answer Book are used. The test questions on the practice test are reproduced from these test materials.
Information about Student Scores
Workshops
Date & Time: Tuesday, September 29, 2020 at 5:30 PM
Languages: Spanish & Hmong
Description: Come learn how to support your students with tools they will need to get reclassified as English proficient. Parents will have an opportunity to review a sample of the questions that will be asked on the English Language Proficiency Assessments for California (ELPAC). In addition, the English Learner Services Department will provide updates for the 2020-2021 school year to support students and families.
Other workshop dates:
- 10/5 @ 3:00 PM – Dari/Farsi/Russian
- 10/7 @ 4:00 PM – Arabic/Pashto
![c. _Information_about_Language_Classes_for_English_Learners Card Icon]()
c. Information about Language Classes for English LearnersGo to Top
Designated and Integrated English Language Development Classes (ELD)
Two types of English Language Development instruction are necessary and required: Designated & Integrated English Language Development. Together, they provide English learner students with a comprehensive instructional program which gives them equitable access to grade level learning. ELD is a core subject for all English learner students. All English learners, at every grade level, and every proficiency level need to receive Designated and Integrated ELD until they are reclassified.
- Designated English Language Development
- In Designated ELD instruction, classroom teachers set aside a time in the regular school day for focused instruction using the English language development standards to assist English learners to develop critical English language skills necessary for academic content learning in English. Teachers attend to English learners’ particular language development needs.
- Integrated English Language Development
- In Integrated English Language Development instruction is embedded in content classes. Classroom teachers integrate California ELD and Content Standards to support students’ linguistic and academic progress.
![d. _Information_about_Reclassification_of_English_Learners Card Icon]()
d. Information about Reclassification of English LearnersGo to Top
What is reclassification of English learners and how does it happen?
Reclassification is the process whereby a student is reclassified from English learner status to fluent English proficient (RFEP) status after meeting various linguistic and academic criteria set by the state and district. The Twin Rivers Unified School District has developed student reclassification policy and procedures based on criteria set forth by California Department of Education (CDE) guidelines. Students initially identified as English Learners (ELs) are reclassified to fluent English proficient when they meet the following criteria:
- ELPAC Overall Performance Level (PL) 4, and
- Demonstration of “basic skills” in English from an objective assessment that is also given to English proficient students of the same age, and
- Teacher Evaluation, and
- Parent Opinion and Consultation
How are English learners reclassified in our school district?
The reclassification window is open throughout the year after course grades are posted. Eligible English learners are identified to be reviewed for reclassification based on meeting the score criterion on the ELPAC and one other ELA assessment (Smarter Balanced ELA or ELA District Benchmark/Assessments).
After becoming eligible, students are evaluated by their current English teacher on their performance in English Language Arts (ELA).
Then, the parent/guardian(s) of the eligible student is consulted for their input and opinion about their child’s pending reclassification.
Next, the English Learner Services Department reviews whether English learner students have met all four criteria of reclassification. After meeting the score criterion on the ELPAC and one other ELA assessment, students must receive teacher recommendation and parent agreement to reclassify as fluent English proficient (RFEP).
Once students reach RFEP status, they no longer need to participate in designated ELD, annual ELPAC testing, or other English learner services. The school and the English Learner Services Department will closely monitor RFEP students’ academic progress for four years. Interventions and support will be recommended and implemented for students failing to meet academic achievement goals.
Who should I contact if I have additional questions about reclassification of English learners (standard process)?
If you have additional questions or need more information about the process of reclassification, contact Tamara Keane, Coordinator Tamara.Keane@twinriversusd.org or Alberto Becerra, Coordinator Alberto.Becerra@twinriversusd.org, at the English Learner Services Department.
![e. _Information_about_refugee_and_Family_services Card Icon]()
e. Information about refugee and Family servicesGo to Top
MAJOR FUNCTION
Program services focus on new arrivals and those who have been in the U.S. five years or less and continue to face integration and academic challenges. Both youth and their families may receive services from the Refugee School Impact program.
SERVICES PROVIDED
The central goal of the Refugee School Impact program is to strengthen academic performance and to aid the social adjustment of newly arriving refugee youth.
SUPPORT TEAM
Alberto Becerra, Coordinator, English Learner Services
(916) 566-1600 extension 33421 or Alberto.Becerra@twinriversusd.org
Ruqia Esmatulla, Family & Community Liaison – Farsi / English
(916) 566-1600 extension 26104 or Ruqia.Esmatulla@twinriversusd.org
![f. _Information_about_supporting_newcomers Card Icon]()
f. Information about supporting newcomersGo to Top
SUPPORTING NEWCOMERS IN THE CLASSROOM
- Newcomer Kits containing materials for small group and individual use, including a curriculum binder are available by contacting your librarian.
- Newcomer Digital Initiative ThinkPad lap tops are available for students in grades 2-12 who have been here for 12 months or less and have an overall CELDT score of a 1. For more information or to inquire about a lap top for your student, please contact Alberto Becerra (ext. 33421), Tamara Keane (ext.33320) or Alex Pina (ext.33424).