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BP 6141.

4 (a)

Instruction
English Learner Students
The goal of educational programs for all students is to enable them to become successful adults
in an American society whose common language is English. The primary objective of such
programs is the acquisition of communicative and cognitive skills in the English language.
The districts efforts to identify and assist English Learner (EL) students shall be based on sound
educational practice and research that meet the requirements of the law, accomplish the Boards
goals, and meet the diverse needs of students.
The Superintendent shall maintain procedures that provide for the careful identification,
assessment, and placement of English Learner (EL) students in consultation with the
parent/guardian of such students.
In pursuit of these educational goals, all EL students shall receive an annual language and skills
assessment according to state and district guidelines (Education Code 52171.6). Each EL student
shall receive a program of instruction in English language development in order to develop
proficiency in English as effectively and efficiently as possible.
English Learners shall be reclassified as fluent English proficient when they have acquired the
English language skills of comprehension, speaking, reading and writing proficiency necessary
to receive instruction in English only in accordance with program procedures outline in AR
6141.4.
In addition to an objective assessment of English language skills using a State authorized
assessment instrument, the reclassification process shall include, at a minimum, teacher
evaluation using the grading criteria of C or better in English-language arts, an assessment of
basic skills on the State adopted assessment instrument in which the student must score at or
above in English-language arts, and in consultation with the parent/guardian. (Education Code
52164.4 and Administrative Code 4306)
LegalReference Education Code
4425305; 44253.6
5200 et seq.
52060-52065
52130-52136
52150-52151
52160-52179
5400 et seq.

Certification for bilingual-bicultural competence


Improvement of elementary and secondary education
Native American Indian education program
Impacted Languages Act of 1984
Bilingual teacher grant program
Bilingual teacher training assistance program
 Programs for disadvantaged children

Administrative Code, Title 5


4300-4320
Bilingual Education program requirements

BP 6141.4 (b)
Instruction
English Learner Students (continued)
Students are considered fluent English proficiency when they meet the following criteria:
a) In grades K-2, student achieves Early Advanced or Advanced in Listening/Speaking. 
b) In grades 3-8, student achieves an overall proficiency of Early Advanced or Advanced
and scores Intermediate or above on all subsections.Additionally, the student must score Basic or
above in reading on the California Standards Test (CST). Teacher and parent consultation will
also be influential, and considered in determining reclassification to fluent English proficient. 
c) The English-language arts grade will be a compilation of the reading and composition grades
for students in grades 3 through 6. 
Eligible students receive a comprehensive program of English Language Development provided
by district staff, as well as specialized instruction within the regular classroom. The district
provides materials as well as support personnel.
Academic Success
While English language acquisition is the primary objective of the English Language
Development program, students are provided access to the core curriculum through individual
and small group structures, SDAIE instructional techniques, multi-media materials, and
specialized reading and math programs. EL students fully access the core curriculum at their own
level of comprehension, assisted by the classroom teacher, bilingual instructional assistants,
and/or ELD teacher specialists. Longitudinal assessment data for each EL student is kept to
monitor academic progress as students move through the various sequential programs.
Transitional students are carefully monitored and receive assistance from an Instructional
Assistant and ELD or English language certified teacher.
Self-Esteem
Cross-cultural awareness is an integral part of the curriculum. Students are validated for their
unique backgrounds and experiences in their efforts to achieve English language fluency.
Policy Adopted: March 23, 1987Policy Revised: September 26, 2005; February 27, 2006;
October 6, 2008

AR 6141.4 (a)

Instruction
English Learners
The instructional and auxiliary goals for providing services and resources to English Learners
are:
Objectives:
1. Proper identification of students of limited English Proficiency 
2. English language proficiency through immersion and English language development 
3. Academic success through access to the core curriculum utilizing the immersion technique
English Language Development, Specially Designed Academic Instruction in English
(SDAIE) and district support of personnel and materials. 
4. Self-esteem through success in achieving English language acquisition. 
Eligibility
Students identified as English Learners (EL) through a State-approved assessment procedure are
eligible for services. The identification procedures include:
Home Language Survey 
English Language Assessment (California English Language Development Test) 
Primary language Assessment (Pre-LAS, LAS) 
Assessment done in other languages as available: BINL
English Language Proficiency 
Students are designated English Learners when they meet the following criteria (levels
referenced below are determined by the California English language Development Test
CELDT)
a) Student achieves a Beginning, Early Intermediate or Intermediate rating in overall
proficiency. 
b) Student achieves an overall proficiency of Early Advanced or Advanced, but scores a
Beginning or Early Intermediate in Listening/Speaking, Reading and/or Writing. 

AR 6141.4 (b) 

Instruction
English Learners (continued)
Students are considered fluent English proficiency when they meet the following criteria:
a) In grades K-2, student achieves Early Advanced or Advanced in Listening/Speaking. 
b) In grades 3-8, student achieves an overall proficiency of Early Advanced or Advanced
and scores Intermediate or above on all subsections. Additionally, the student must score
Basic or above in reading on the California Standards Test (CST). Teacher and parent
consultation will also be influential in determining reclassification to fluent English
proficient. 
c) The English-language arts grade will be a compilation of the reading and composition
grades for students in grades 3 through 6. 
Eligible students receive a comprehensive program of English Language Development provided
by District staff, as well as specialized within the regular classroom. The District provides
materials as well as support personnel.
Academic Success
While English language acquisition is the primary objective of the English Language
Development program, students are provided access to the core curriculum through individual
and small group structures, SDAIE instructional techniques, multi-media materials and
specialized reading and math programs. EL students fully access the core curriculum at their own
level of comprehension, assisted by the classroom teacher, bilingual instructional assistants,
and/or ELD teacher specialists. Longitudinal assessment data for each EL student is kept to
monitor academic progress as students move through the various sequential programs.
Transitional students are carefully monitored and receive assistance from an instructional
assistant as appropriate.
Self-Esteem
Cross-cultural awareness is an integral part of the curriculum. Students are validated for their
unique backgrounds and experience in their efforts to achieve English language fluency.
Regulation Approved: March 23, 1987Regulation Revised: September 26, 2005; February 27,
2006; October 6, 2008