English Language Development

Integrated ELD takes place throughout the instructional day in English language arts, mathematics, science, history–social science, and other subjects. Teachers provide language support while students participate in grade-level academic learning.

Support may include:

• Visuals and models
• Explicit vocabulary instruction
• Sentence frames and language models
• Structured partner and group discussions
• Opportunities to read, write, listen, and speak
• Scaffolds that make complex content accessible

English learners receive protected daily Designated ELD instruction focused specifically on developing English language proficiency. Instruction is based on students’ language needs and the California English Language Development Standards.

Designated ELD helps students understand how English works and use increasingly precise language to communicate ideas, participate in discussions, read complex texts, and write for different academic purposes.

Students develop English proficiency in four areas:

• Listening: Understanding conversations, directions, presentations, and academic information
• Speaking: Participating in discussions and clearly communicating ideas
• Reading: Understanding increasingly complex literary and informational texts
• Writing: Communicating ideas using appropriate organization, vocabulary, evidence, and language conventions

Students need frequent opportunities to use language in meaningful ways. Teachers use structured partner conversations, collaborative learning, sentence frames, academic vocabulary, and complete-sentence responses to strengthen language development and deepen content understanding.

The English Language Proficiency Assessments for California measure progress in listening, speaking, reading, and writing.

• The Initial ELPAC is used to help determine whether a newly enrolled student is an English learner.
• The Summative ELPAC is administered annually to measure an English learner’s progress toward English language proficiency.

Families receive information about their child’s results and may contact the school for help understanding score reports.

Reclassification is the process used to determine when an English learner has developed the English skills needed to succeed academically without English learner language support.

CVUSD uses state and district criteria, which may include:

• ELPAC performance
• Teacher evaluation
• Academic achievement
• Comparison with English-proficient peers
• Parent or guardian consultation

Schools communicate with families throughout the process and provide information about student progress and next steps.

Newcomer students receive support to help them become familiar with their school, develop beginning English skills, access grade-level content, and build relationships within the school community.

Long-term English learners receive targeted support designed to strengthen academic vocabulary, reading comprehension, writing, oral language, and progress toward reclassification. Teachers use student data to identify needs and provide appropriate instruction, intervention, and progress monitoring.

Families can support language development by:

• Reading, speaking, and telling stories in the home language
• Encouraging children to explain what they are learning
• Maintaining regular attendance
• Participating in parent conferences and English learner meetings
• Reviewing ELPAC and academic progress with the teacher
• Participating in ELAC and DELAC
• Using school- or district-recommended learning resources

A strong foundation in the home language supports the development of English and long-term academic success.

For current information about English Learner Services please contact:

CVUSD Enlgish Learner Education Department

Marco Page, EL Coordinator 

Phone: 760-848-1213
Email: marco.page@cvusd.us