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San Jacinto Unified School District

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Curriculum and Instruction » English Language Learners

English Language Learners

SJUSD Program for English Learners

The San Jacinto Unified School District’s program goals for English learners are as follows:

Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.

Ensure that English learners, within a reasonable period of time, achieve the same
rigorous grade-level academic standards that are expected of all students.

In order to accomplish these goals, all English learners are provided with English language development (ELD) instruction targeted to their English proficiency level and appropriate academic instruction in one of three settings:

Structured English Immersion (SEI)—A classroom setting where English learners who have not yet acquired reasonable fluency in English, as defined by the school district, receive instruction through an English language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language.

English Language Mainstream (ELM)—A classroom setting for English learners who have acquired reasonable fluency in English, as defined by the school district. In addition to ELD instruction, English learners continue to receive additional and appropriate educational services in order to recoup any academic deficits that may have been incurred in other areas of the core curriculum as a result of language barriers.

Alternative Program (Alt)—A language acquisition process in which English learners receive ELD instruction targeted to their English proficiency level and academic subjects are taught in the primary language, as defined by the school district. Placement in an alternative program is triggered by the parents through a parental exception waiver.

Reclassification (Exit Criteria)
English learners must demonstrate fluency to insure they are ready to be Reclassified Fluent English Proficient (RFEP).  EL students must meet the following District criteria in order to be reclassified:

  • Early Advanced (level 4) or Advanced (level 5) on the California English Language Development Test (CELDT)
  • Scaled score of 325 or higher on the California English-language arts test
  • Score 19-20 on the Cognitive Academic Language Proficiency (CALP)
  • Parent and Teacher Consultation

ELL (English Language Learners) Program

Classroom Composition

Program Placement Options for English Learners

CELDT Proficiency Level

Program Placement

Beginning -
level 1

 

Less than Reasonable Fluency*

 

Structured English Immersion
(SEI) program

Early Intermediate -
level 2

 

Intermediate -
level 3

 

Emerging Fluency*

SEI or Mainstream, whichever is most supportive of the unique student needs

Early Advanced -
level 4

 

Reasonable Fluency*

 

English Mainstream Classroom**

Advanced -
level 5

 

Other Instructional Setting as per IEP

   
*To be determined by district
  **Or an Alternative Education Program with approved Parental Exception Waiver


Program Descriptions and Goals for English Learners
All programs are designed to meet the educational needs of English Learners by including English Language Development (ELD). Some programs may include the use of Specially Designed Academic Instruction in English (SDAIE).


The goals of all programs are for students to learn English and meet age appropriate academic achievement standards for grade promotion and graduation.


Structured English Immersion (SEI): provides instruction primarily in English, and includes the following: a sequential ELD program, including Language Arts, sheltered English content with primary language support as needed.


English Language Mainstream (ELM): provides instruction in English only, and is based on grade-level state standards. Students continue to receive additional and appropriate instruction in order to meet the requirements to be reclassified as fluent English proficient (FEP).


Alternative Program (Alt): A bilingual program for English language acquisition for pupils in which much or all of the instruction, textbooks, and teaching materials are in the child’s native language. If parents of 20 or more students in one grade level at the same school request the alternative program, the school is required to provide this program.**    

 
Teacher Certification
Teachers who possess a Bilingual Cross-Cultural Certificate (BCC), a Bilingual Cross-Cultural Language Academic Development Certificate (BCLAD), a Cross-Cultural Academic Development Certificate (CLAD), or a Specially Designated Academic Instruction in English Certificate (SDAIE) provide instruction for the Structured English Language Immersion classes. The native language competency of the teacher or the instructional aides is used for clarification and/or interpretation of key concepts. Thus, limited primary language support is provided.

Program Benefits
English language learners are grouped according to English language proficiency level, and curriculum/instruction are targeted for that level. English language learners will acquire conversational and academic English through receiving comprehensible language input in a positive learning environment.

The San Jacinto Unified School District English Language Development (ELD) program incorporates the California ELD standards for each grade level in the areas of listening, speaking, reading and writing. These standards serve as a pathway for ELD instruction and Specially Designed Academic Instruction in English (SDAIE), as English learners increase their English language proficiency levels over time, and, ultimately, are able to meet the California English Languages Arts content standards - an expectation for all students. English learners should advance approximately one proficiency level per year until they qualify to be reclassified as fluent English proficient.


San Jacinto Unified Course of Study for ELD


Elementary Sequence

 

K-5 Core Textbooks

Houghton Mifflin Medallion Edition
Scholastic READ 180 for intensive intervention
ELD time - 30 minutes daily in addition to core and UA time using READ 180 or Rigby On Our Way to English

K-5 Supplemental Resources

Literacy Material, such as core UA, leveled readers, predictable pattern books

Assessment Indicators

California English Language Development Test (CELDT)
English Learner Sub-Group Self-Assessment (ELSSA)
STAR Assessments

Middle School Sequence

 

Grades 6-8 Core Textbooks

6th Grade Core - Houghton Mifflin Medallion Edition with UA time, and core replacement for intensive intervention – Scholastic READ 180

7th - 8th Grade Core - Holt, and core replacement for intensive intervention – Scholastic READ 180

6th - 8th grade ELD – Scholastic READ 180, Holt ELD

Grade 6-8 Supplemental Resources

Literacy Material, Core UA, leveled readers

Assessment Indicators

California English Language Development Test (CELDT)
English Learner Sub-Group Self-Assessment (ELSSA)
STAR Assessments

High School Sequence

 

Basic Texts 9-12

Core- Holt, or core replacement for Intensive students – Scholastic READ 180, Holt ELD

Supplemental Resources 9-12

READ 180 Program

REWARDS Program

Reader's Handbook

Assessment Indicators

California English Language Development Test (CELDT)
English Learner Sub-Group Self-Assessment (ELSSA)
STAR Assessments

   

EL Reclassification Criteria

Criteria

Minimum Requirements

Assessment of Language
Proficiency

CELDT (Overall)
Early Advanced (4) or Advanced (5)

Comparison of Performance in
Basic Skills

CST ELA: Mid-Basic, Proficient, or Advanced (minimum 325 scale
score)

Teacher Evaluation of Student
Performance

CALP (Cognitive Academic Language Proficiency Scale - 19 out of 20)

Parent Opinion

Parent Conference


*To be determined by district
  **Or an Alternative Education Program with approved Parental Exception Waiver