Gabriela Márquez Clark
PRJUSD Instructional Programs
California Education for a Global Economy (CA Ed.G.E) Initiative
In November 2016, California voters approved Proposition 58, also known as the California Education for a Global Economy (CA Ed.G.E.) Initiative. The purpose of the CA Ed.G.E. Initiative is to ensure that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and research-based language programs that prepare them to participate fully in a global economy.
The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.
Parents/Guardians may choose a language acquisition program that best suits their child. Schools in which the parents or legal guardians of 30 pupils or more per school or the parents or legal guardians of 20 pupils or more in any grade request a language acquisition program designed to provide language instruction shall be required to offer such a program to the extent possible. (20 U.S.C. Section 6312[e][A][viii][III]); EC Section 310[a])
Parents may provide input regarding language acquisition programs during the development of the Local Control Accountability Plan. (EC Section 52062) If interested in a different program from those listed above, please contact Stacy Summers at (805) 769-1000 to ask about the process.
Parents of English learners have a right to decline or opt their children out of the school district’s language acquisition program or opt-out of particular English learner service(s) within a language acquisition program. (20 U.S.C. Section 6312[e][A][viii]) However, LEAs remain obligated to provide the student with meaningful instruction) until the student is reclassified, inform the parent when progress is not made, and offer the parent programs and services to consider. (5 California Code of Regulations Section 11302)
How to Enroll Your Child in a Language Acquisition Program:
Once parents have reviewed the available programs, parents or legal guardians may choose a program that best suits their child.
How to Request the Establishment of a New Program at a School:
Parents or guardians may choose a language acquisition program that best suits their child. Schools in which the parents or guardians of 30 students or more per school or the parents or guardians of 20 students or more in any grade request a language acquisition program that is designed to provide language instruction shall be required to offer such a program to the extent possible (20 U.S.C. Section 6312[e][A][viii][III]); EC Section 310[a]). Parents or legal guardians must submit a verbal or written request to the school or district office.
Iniciativa de Educación en California para una Economía Global (Ed.G.E)
En noviembre de 2016, los votantes de California aprobaron la Proposición 58, también conocida como Iniciativa de Educación en California para una Economía Global (Ed.G.E.). El propósito de la Ed.G.E. La iniciativa consiste en garantizar que todos los niños en las escuelas públicas de California reciban una educación de la más alta calidad, dominen el idioma inglés y tengan acceso a programas de idiomas de alta calidad, innovadores y basados en la investigación que los preparen para participar plenamente en una economía global.
La iniciativa Ed.G.E. autoriza a los distritos escolares y las oficinas de educación del condado a establecer programas de adquisición de idiomas para hablantes nativos y no nativos de inglés, y requiere que los distritos escolares y las oficinas de educación del condado soliciten información de los padres y la comunidad para desarrollar programas de adquisición de idiomas.
Derechos de los Padres
Los padres/tutores pueden escoger el mejor programa de adquisición de lenguaje para su hijo. Se le requerirá a las escuelas en que los padres o tutores legales de 30 alumnos o más por escuela o los padres o tutores legales de 20 alumnos o más en cualquier grado soliciten un programa de adquisición de lenguaje diseñado a proporcionar enseñanza del idioma ofrecer tal programa en la medida de lo posible. (20 U.S.C. sección 6312[e][A][viii][III]; EC sección 310[a])
Los padres pueden aportar información acerca de los programas de adquisición de lenguaje durante la elaboración del Plan de Rendición de Cuentas con Control Local. (EC sección 52062) Si está interesado en un programa distinto a los mencionados anteriormente, comuníquese con Gabriela Volle (805) 769-1000 para preguntar acerca del proceso.
Los padres de aprendices del inglés tienen derecho a rechazar u optar por que sus hijos no participen en el programa de adquisición de lenguaje del distrito o en algún servicio específico para aprendices del inglés dentro de un programa de adquisición de lenguaje. (20 U.S.C. sección 6312[e][A][viii]). Sin embargo, las LEAs siguen obligadas a proporcionar instrucción significativa hasta que el estudiante reclasifique, informar a los padres cuando no haya avances y ofrecerles a los padres los programas y servicios que pueden considerar en ese momento. (5 Código de Reglamentos de California sección 11302)
Como Inscribir a su hijo en un Programa de Adquisición del Lenguaje:
Una vez que los padres hayan repasado los programas disponibles, los padres, tutores legales pueden escoger un programa que mejor le beneficie a su hijo.
Cómo Solicitar la Fundación de un Nuevo Programa en una Escuela:
Los padres o tutores legales pueden escoger un programa de adquisición del lenguaje que mejor le beneficie a su hijo. Las escuelas en donde los padres o tutores legales de 30 estudiantes o más por escuela o los padres o tutores legales de 20 estudiantes o más en cualquier nivel de grado pueden solicitar un programa de adquisición del lenguaje que está diseñado para proveer instrucción del lenguaje deben ser requeridas a ofrecer tal programa en la mejor manera posible (20 U.S.C. Section 6312[e][A][viii][III]); EC Section 310[a]). Los padres o tutores legales deben entregar una solicitud verbal o por escrito a la oficina de la escuela o distrito.
California EL Standards
- Purpose of California English Language Development Standards
- Designed to be used in tandem with CCSS for ELA & Literacy
- Highlight and amplify the critical knowledge about language and skills using language in CCSS for ELA/Literacy necessary for ELs to be successful in school and life
- Provide fewer, more precise, higher standards so teachers can focus on what is most important
- Strengthen ELD opportunities in core content instruction and in targeted ELD in light of new content standards
CA ELD Standards
Executive Summary ELA/ELD Framework
English Learners FAQ
ELPAC Assistance and Information
Click on the following links:
Starting Smarter-Comprender ELPAC
Alternate ELPAC- Parent Guide to Understanding*new 2020-2021Introduction to the Alternate ELPAC for Parents: English* new 2020-2021
State Seal of Biliteracy Information
What is the State Seal of Biliteracy? Californians Together Film
A district-level English Learner Advisory Committee comprises parents, staff, and community members to advise district officials on English learner programs and services.
Each California public school district with 51 or more English learners must form a District English Learner Advisory Committee (DELAC) unless the district designates a subcommittee of an existing district-wide advisory committee for this purpose.
The DELAC shall advise the school district governing board on at least the following tasks:
- Development of a district master plan for education programs and services for English learners. The district master plan will take into consideration the school site master plans.
- Conducting a district-wide needs assessment on a school-by-school basis.
- Establishment of district program, goals, and objectives for programs and services for English learners.
- Develop a plan to ensure compliance with applicable teacher and/or teacher aide requirements.
- Review and comment on the school district reclassification procedures.
- Review and comment on the written notifications required to be sent to parents and guardians.
- If the DELAC acts as the English learner parent advisory committee under California Education Code Sections 52063(b)(1) and 52062(a)(2), the DELAC shall also review and comment on the development or annual update of the Local Control and Accountability Plan (LCAP).*
Parents or guardians of English learners shall constitute the committee's majority membership (51 percent or more).
Each school's English Learner Advisory Committee (ELAC) shall have the opportunity to elect at least one of its members to be a site representative DELAC member. The district has 31 or more ELACs, it may use a proportional or regional representation system.
School districts shall provide DELAC members with appropriate training materials to assist them in carrying out their required advisory responsibilities. Training shall be planned in full consultation with committee members, and funds from appropriate resources may be used to meet the costs of providing the training, including the costs associated with the attendance of the members at training sessions.
- California Education Code, sections 35147, 52062(a)(2), 52063(b), 52069, 62002.5, and 64001(a)
- California Code of Regulations, Title 5, Section 11308 and 15495(b)
English Learner Advisory Committee
- A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services.
Each California public school, grades kindergarten through 12, with 21 or more English learners, must form an English Learner Advisory Committee (ELAC).
- The ELAC shall advise the principal and staff on programs and services for English learners and the School Site Council on developing the Single Plan for Student Achievement (SPSA).
- The ELAC shall assist the school in the development of
a.) The school's needs assessment, and b.) Ways to make parents aware of the importance of regular school attendance.
- Composition Requirements
Requirements for ELAC elections include:
- Parents of English learners comprise at least the same percentage of the ELAC membership as English learners constitute the school’s total student population. For example, if 25 percent of the students in a school are English learners, then parents/guardians of English learners must comprise 25 percent of the ELAC membership.
- Other members of the ELAC can be parents/guardians, school staff, and /or community members as long as the minimum percentage requirement for EL parents is maintained.
- Parents or guardians of English learners must have an opportunity to elect the parent members to serve on the ELAC or subcommittee.
- Each ELAC shall have the opportunity to elect at least one member to the District English Learner Advisory Committee (DELAC).
- Districts with 31 or more ELACs may use a proportional or regional representation system.
The district shall provide for all ELAC members:
- Appropriate training and materials to assist each member in carrying out his or her legally required advisory responsibilities.
- Training planned in full consultation with ELAC members.
- Economic Impact Aid-Limited English Proficient and/or district funds may be used to cover costs of training and attendance of ELAC members. This may include child care, translation services, meals, transportation, training, and other reasonable expenses.
- Legal References
- California Education Code, sections 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a)California Code of Regulations, Title 5, Section 11308 (b), (c)
The California English Learner Roadmap
California English Learner Roadmap
California's Vision and Mission of Success for English Learners
The California English Learner Roadmap State Board of Education Policy: Educational Programs and Services for English Learners was passed by the State Board of Education on July 12, 2017. This policy is intended to assist the California Department of Education in providing guidance to local educational agencies (LEAs) to welcome, understand, and educate 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) articulated a shared vision and mission for educating English learners and supports LEAs as they implement the State Board policy.
English learners fully and meaningfully access and participate in a twenty-first-century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.
California schools affirm, welcome, and respond to diverse English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California.
The principles of the English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) are intended to guide all levels of the system toward a coherent and aligned set of practices, services, relationships, and approaches to teaching and learning that add up to a robust, effective, twenty-first-century education for all English learners.
Underlying this systemic application of the CA EL Roadmap principles is the foundational understanding that English learners are the shared responsibility of all educators and that all levels of the educational system have a role to play in ensuring the access and achievement of the over 1.3 million English learners who attend California schools.
Pre-schools and schools are responsive to different English learner (EL) strengths, needs, and identities and support English learners' socio-emotional health and development. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.
English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning and provide access for comprehension and participation through native language instruction and scaffolding. English learners have meaningful access to a full standards-based and relevant curriculum and the opportunity to develop proficiency in English and other languages.
Each school system level (state, county, district, school, pre-school) has leaders and educators who are knowledgeable of and responsive to the strengths and needs of English learners and their communities and who utilize valid assessment and other data systems to inform instruction and continuous improvement. Each level of the system provides resources and tiered support to ensure vital programs and build the capacity of teachers and staff to leverage the strengths and meet the needs of English learners.
English learners experience a coherent, articulated, and aligned set of practices and pathways across grade levels and educational segments, beginning with a strong foundation in early childhood and appropriate identification of strengths and needs, continuing through to reclassification, graduation, higher education, and career opportunities. These pathways foster the skills, language(s), literacy, and knowledge students need for college- and career-readiness and participation in a global, diverse, multilingual, twenty-first-century world.
For more information: click on the link. English Learner RoadmapFor a short video: click on the link. English Learner Roadmap Video