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District details ELD identification, ELPAC testing and reclassification process
Summary
Staff gave a long study-session presentation on the English learner journey — from the home-language survey and initial ELPAC screening to summative ELPAC, placement in ELD 1–4 courses, and the multi-year reclassification process — and flagged challenges for dually identified LTEL students.
District staff led an extended study session explaining how English learners are identified, assessed and moved through ELD programming. Presenters described the home-language survey as the initial trigger for testing, the four-domain initial ELPAC, annual summative testing until reclassification, and placement rules for ELD 1–4 classes at elementary, middle and high school.
"The home language survey is essentially what initiates this whole process," Kim LaVella (ELD TOSA) said, summarizing intake procedures. Dr. Mendoza and Kim presented counts: staff reported 426 initial assessments administered so far this year (down from 524 the prior year at one point in the season) and said roughly 1,247 students in the district currently carry English-learner statuses; district staff also said 1,334 students were eligible for testing in one dataset. Presenters emphasized that reclassification often takes several years (commonly three to five) and described state rules that require summative ELPAC thresholds (level 4 on the general ELPAC or level 3 on the alternate) as a key gating criterion for exit.
Trustees asked about supports for teachers, opt-outs at the high school level (students may opt out of services but not the summative test) and state-level advocacy around LTEL reclassification rules for students with IEPs. Staff said they will continue coordination with special-education teams to expand supports.
