Paso Robles Joint Unified School District

Parents/guardians of English Learners (EL) are provided multiple opportunities throughout the year to learn about the instructional program options offered in the PRJUSD. Notification opportunities include, but are not limited to, initial enrollment, parent meetings, kindergarten orientation meetings, Back-to-School Night, open house, parent advisory committee meetings, etc. These opportunities ensure that parents receive accurate information to make informed decisions regarding their child’s instructional program placement.

The PRJUSD offers the following program options available to English learners at both the elementary and secondary levels: (1) Structured English Immersion (SEI), (2) a Bilingual Alternative Program (Dual Immersion), and (3) Newcomer Program (Grades 7–12).

Elementary Programs

Secondary 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.

Parent/Guardian Rights

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 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][3][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 Gabriela Clark at (805) 769-1000 to ask about the process.

Parents of English learners have the right to decline or opt their children out of the school district’s language acquisition program or particular English learner services (20 U.S.C. Section 6312[e][3][A][viii]). However, LEAs remain obligated to provide meaningful instruction until reclassification, inform parents when progress is not made, and offer programs and services for consideration (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 the program that best suits their child.

How to Request the Establishment of a New Program at a School

Parents or guardians may request a language acquisition program if 30 or more students per school, or 20 or more students in a single grade, submit a request. Schools are required to offer such programs to the extent possible (20 U.S.C. Section 6312[e][3][A][viii][III]; EC Section 310[a]). Requests may be submitted verbally or in writing to the school or district office.

Proposition 58 Implementation Guidelines

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 la Iniciativa de Educación en California para una Economía Global (Ed.G.E.). Su propósito es 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 innovadores y basados en la investigación.

La iniciativa Ed.G.E. autoriza a los distritos escolares y oficinas de educación del condado a establecer programas de adquisición del lenguaje y requiere la participación de padres y la comunidad en su desarrollo.

Derechos de los Padres

Los padres o tutores pueden escoger el programa de adquisición del lenguaje que mejor beneficie a su hijo. Las escuelas deberán ofrecer dichos programas cuando se cumplan los requisitos establecidos por ley (20 U.S.C. sección 6312[e][3][A][viii][III]; EC sección 310[a]).

Los padres pueden participar durante el desarrollo del Plan de Rendición de Cuentas con Control Local (EC sección 52062). Para información sobre otros programas, comuníquese con Gabriela Clark al (805) 769-1000.

Los padres de aprendices del inglés pueden rechazar o retirar a sus hijos del programa de adquisición del lenguaje. No obstante, las LEAs deben continuar proporcionando instrucción significativa y notificar a los padres si no hay progreso (5 Código de Reglamentos de California sección 11302).

Cómo Inscribir a su Hijo en un Programa de Adquisición del Lenguaje

Después de revisar los programas disponibles, los padres o tutores legales pueden seleccionar el programa más adecuado para su hijo.

Cómo Solicitar la Fundación de un Nuevo Programa en una Escuela

Los padres o tutores legales pueden solicitar nuevos programas cumpliendo con los criterios establecidos por ley. Las solicitudes deben presentarse verbalmente o por escrito a la escuela o al distrito.

Propuesta 58 – Guía de Implementación

• Purpose of California English Language Development Standards
  • Designed to be used in tandem with CCSS for ELA & Literacy
  • Highlight and amplify critical knowledge about language and language-use skills in CCSS for ELA/Literacy necessary for English Learners 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

The English Learner Support Division of the California Department of Education developed the California English Language Development Standards for Kindergarten through Grade 12.

CA ELD Standards

Executive Summary: ELA/ELD Framework

Click on the following links:

• ELPAC Home Page
• ELPAC Blueprints K–12
• ELPAC Domain Information Sheets
• ELPAC Practice Tests K–12
• CDE ELPAC Information
• ELPAC Overview Video
• Starting Smarter – Comprender ELPAC
• Understanding the Summative ELPAC Score Report
• Comprender el Reporte de Calificaciones de ELPAC
• Introduction to the Alternate ELPAC for Parents
• Introducción para Padres sobre la ELPAC Inicial

The State Seal of Biliteracy is a recognition for high school graduates who demonstrate high proficiency in speaking, reading, and writing in English and at least one other language. Awarded as a gold seal on a diploma or transcript, it signifies accomplished language skills for college admissions and future employers and encourages language study. The program also supports California’s global competitiveness, according to the California Department of Education .

What It Recognizes:
High school graduates who demonstrate proficiency in speaking, reading, and writing in English and at least one additional language.

Proficiency Areas:

• English
• One or more additional languages

Benefits and Purpose:

• Encourages students to pursue mastery in multiple languages.
• Provides a formal credential certifying advanced language proficiency.
• Identifies qualified bilingual or multilingual individuals for employers and colleges.
• Promotes multilingualism to enrich California’s cultural diversity and enhance global competitiveness.

How It’s Awarded:

• English proficiency is demonstrated through assessments such as CAASPP, AP, or SAT.
• Proficiency in other languages is demonstrated through coursework, AP exams, language assessments, or district-approved methods such as ACTFL, especially when AP exams are not available.
• The award is symbolized by a special gold seal affixed to the student’s high school diploma and transcript.

Recognition:
Recipients are invited to the PRHS Senior Awards Night, where they receive a medallion to wear during the graduation ceremony. They are also publicly acknowledged during the PRHS Graduation ceremony.

• PRJUSD Seal of Biliteracy Criteria
• Class of 2026 PRJUSD Seal of Biliteracy Google Form
• Clase de 2026 – Formulario de Google del Sello de Bilingüismo PRJUSD
• State Seal of Biliteracy – State Information Page
• State Seal of Biliteracy FAQs
• “The Seal of Biliteracy – Celebrating Students of the 21st Century” Video

DELAC Agendas & Minutes 2024–25

Agendas y Minutas de DELAC 2024–25
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• October: Agenda / Minutes (Coming Soon)
• December Agenda / December Minutes
• February Agenda / February Minutes
• April Agenda / April Minutes
• May Agenda / May Minutes

A district-level English Learner Advisory Committee (DELAC) is composed of parents, staff, and community members who advise district officials on English learner programs and services.

Requirement

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 districtwide advisory committee.

Responsibilities

The DELAC advises the school district governing board on the following:

1. Development of a district master plan for English learner programs and services.
2. Conducting a districtwide needs assessment on a school-by-school basis.
3. Establishing district program goals and objectives for English learner services.
4. Developing a plan to ensure compliance with teacher and instructional aide requirements.
5. Reviewing and commenting on reclassification procedures.
6. Reviewing and commenting on required parent and guardian notifications.
7. Reviewing and commenting on the Local Control and Accountability Plan (LCAP), when applicable (DELAC*).

Composition Requirements

Parents or guardians of English learners must constitute at least 51 percent of the committee membership.

Elections

Each school’s English Learner Advisory Committee (ELAC) may elect at least one representative to serve on DELAC. Districts with 31 or more ELACs may use proportional or regional representation.

Training

School districts must provide DELAC members with training to support their advisory responsibilities. Training shall be planned in consultation with committee members, and appropriate funding sources may be used.

Legal References

• California Education Code sections 35147, 52062(a)(2), 52063(b), 52069, 62002.5, 64001(a)
• California Code of Regulations, Title 5, Sections 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.

Requirement

Each California public school with 21 or more English learners must form an English Learner Advisory Committee (ELAC).

Responsibilities

The ELAC shall be responsible for the following tasks:

• Advise the principal and staff in the development of a site plan for English learners and submit the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement.
• Assist in the development of the schoolwide needs assessment.
• Provide ways to make parents aware of the importance of regular school attendance.
• 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 system of proportional or regional representation.

Composition Requirements

Parents or guardians of English learners shall constitute at least the same percentage of the ELAC membership as their children represent in the student body.

Elections

Parents or guardians of English learners shall elect the parent members of ELAC. They shall be provided the opportunity to vote in the election.

Training

ELAC members shall receive training materials and training to assist them in carrying out their advisory responsibilities. Training shall be planned in full consultation with committee members, and funds from appropriate resources may be used to cover costs, including attendance at training sessions.

Legal References

California Education Code, sections 35147, 52176(b) and (c), 62002.5, and 64001(a)
California Code of Regulations, Title 5, Section 11308

California English Learner Roadmap

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 assists the California Department of Education in guiding local educational agencies (LEAs) to welcome, understand, and educate the diverse population of students who are English learners in California public schools. The California English Learner Roadmap: Strengthening Comprehensive Educational Policies, Programs, and Practices for English Learners (CA EL Roadmap) articulates a shared vision and mission and supports LEAs in implementing State Board policy.

California's Vision and Mission of Success for English Learners

Vision

English learners fully and meaningfully access and participate in a twenty-first-century education from early childhood through grade twelve, attaining high levels of English proficiency, mastery of grade-level standards, and opportunities to develop proficiency in multiple languages.

Mission

California schools affirm, welcome, and respond to diverse English learner (EL) strengths, needs, and identities. Schools prepare graduates with the linguistic, academic, and social skills necessary for college, career, and civic participation in a global, diverse, and multilingual world, ensuring a thriving future for California.

The Principles

The principles of the English Learner Roadmap (CA EL Roadmap) guide all levels of the system toward coherent practices, services, relationships, and approaches to teaching and learning that provide a robust, effective, twenty-first-century education for all English learners.

Underlying this systemic application is the understanding that English learners are the shared responsibility of all educators, and all levels of the educational system play a role in ensuring access and achievement for the over 1.3 million English learners in California schools.

Principle One: Assets-Oriented and Needs-Responsive Schools

Pre-schools and schools are responsive to English learner (EL) strengths, needs, and identities, supporting socio-emotional health and development. Programs value and build upon students’ cultural and linguistic assets in safe, affirming environments, and educators build strong family, community, and school partnerships.

Principle Two: Intellectual Quality of Instruction and Meaningful Access

English learners engage in intellectually rich, developmentally appropriate learning that fosters high levels of English proficiency. Experiences integrate language development, literacy, and content learning and provide access through native language instruction and scaffolding. Students have meaningful access to a full standards-based curriculum and opportunities to develop proficiency in English and other languages.

Principle Three: System Conditions that Support Effectiveness

Each level of the education system (state, county, district, school, pre-school) has leaders and educators knowledgeable and responsive to the strengths and needs of English learners and their communities. They use valid assessment and data systems to inform instruction and improvement and provide resources and support to ensure effective programs.

Principle Four: Alignment and Articulation Within and Across Systems

English learners experience coherent, articulated, and aligned practices and pathways across grade levels and educational segments. Pathways begin in early childhood, continue through reclassification, graduation, higher education, and career opportunities, fostering the skills, languages, literacy, and knowledge needed for college, career, and civic participation in a global, multilingual world.

For more information: English Learner Roadmap

For a short video: English Learner Roadmap Video