The ELD Program

ELD stands for English Language Development. (These services are formerly known as ELL - English Language Learners or ESL - English as a Second Language.) Our English Language Development (ELD) Program aims to improve the English skills of students, especially those who are learning English as a second language. Students are identified for this program based upon the home language survey information in the registration form, and the results from the California English Language Development Test (CELDT).Our ELD program empowers students, helping them to communicate in English more effectively in both written and oral forms, as well as improving their comprehension and listening abilities. ELD instruction prepares students with an academic foundation that contributes to lasting student achievement.

ELD teachers use various second language acquisition strategies to develop English vocabulary and comprehension skills. All instruction in the ELD classroom is conducted in English. Students in the ELD Program have access to the same grade level core curriculum and textbooks that mainstream students receive. ELD students participate in all of the same school activities as their grade level peers in the regular program. In addition, ELD students have the same opportunities to participate in special education or Gifted and Talented Education (GATE) programs provided by the district.

GOALS

The major goals for English Learners are to develop fluency in English and proficiency in the District's core curriculum as rapidly and as effectively as possible in an established English Language classroom or in an alternate course of study with curriculum designed for such students.

Established criteria ensures that these students have overcome language barriers, have recouped any academic deficits incurred in other areas of the curriculum, and can demonstrate English Language proficiency comparable to that of the school district's average native and primary English language speakers.

English Language Advisory Council (ELAC)

The Redwood ELAC shall be responsible for the following tasks:

• Advising the principal and staff in the development of a site plan for English learners and submitting the plan to the School Site Council for consideration of inclusion in the School Plan for Student Achievement.
• Assisting in the development of the schoolwide needs assessment.
• 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)

Meeting Dates 2024-2025:

ELAC meets from 9:00am - 9:45am in the Redwood library. Agendas are posted outside of the main office windows 72 hours before the meeting. 

Tuesday, September 17, 2024 

2023-24 DELAC Meetings 

Juntas de DELAC

The purpose of the DELAC is to advise the district governing board on programs and services for English Learners. Each school district  with 51 or more English Learners, regardless of home language, must form a functioning district English Learner committee or subcommittee of an existing district-wide advisory committee. Parents or guardians of English Learners not employed by the district must constitute a majority membership. Each school English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one parent member to the DELAC.

CDE English Language Development Standards - 

this web page links to the California English Language Development (CA ELD) Standards adopted in November 2012 and the standards implementation plan and resources. 

CDE English Learners - this web page provides a set of links to programs and information to improve the language proficiency of English learners and help them meet content standards adopted by the State Board of Education.

Colorín Colorado - a free web-based service that provides information, activities and advice for educators and Spanish-speaking families of English language learners (ELLs).

Council of Chief State School Officers (CCSSO) – State Collaboratives on Assessment and Student Standards (SCASS) – ELLs - the English language learner (ELL) SCASS constitutes the only national, sustained forum among state education agencies, researchers, and policy experts on issues of standards and assessment for English language learners. The ELL SCASS explores issues of policy implementation, particularly focusing on the connection of the standards and assessment system to state policies that affect instruction, curriculum, professional supports and leadership for ELLs. The ELL SCASS Web page is updated regularly with information about the organization’s various foci and activities. 

Culturally Responsive Teaching - the Education Alliance, a department at Brown University, promotes educational change to provide all students equitable opportunities to succeed. They advocate for populations whose access to excellent education has been limited or denied. The Education Alliance partners with schools, districts and state departments of education to apply research findings in developing solutions to educational challenges. They focus on district and school improvement, with special attention to underperformance and issues of equity and diversity, and design and deliver expert services around planning, professional learning, and research and evaluation.

Understanding Language - an initiative aimed to heighten educator awareness of the critical role that language plans in the CCSS and the Next Generation Science Standards seeks to improve academic outcomes for English language learners (ELLs) by drawing attention to critical aspects of instructional practice and by advocating for necessary policy supports at the state and local levels. The initiative team, housed at Stanford University, has developed and presented papers and webinars addressing language and literacy issues, and sets of teaching resources that exemplify high-quality instruction for ELLs.

What is the CELDT?

• newly enrolled students whose primary language is not English
• students who are English learners as an annual assessment.

• To identify students who are limited English proficient
• To determine the level of English language proficiency of students who are limited English proficient
• To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking, and writing in English.

Who must take the CELDT?

Who is an English learner? 

ELD COMMON TERMINOLOGY

The following terms are regularly used in the English Language Development Program:

• ELD: English Language Development
• EL: English Learners
• LEP: Limited English Proficient
• FEP: Fluent English Proficient
• IFEP: Initial Fluent English Proficient, when the student is first identified and after taking the Initial CELDT demonstrates English fluency 
• CELDT: California English Language Development Test
• Initial CELDT: The test given to the student when he/she is first identified as an EL.
• Annual CELDT: The test given in the fall once the student is enrolled in the ELD Program and has not achieved reclassification status.
• RFEP: The student has achieved language fluency and changes from the status of English Learner to the Reclassified Fluent English Proficient designation.
• RFS: The Special Education student who has been reclassified
• SDAIE: Specially Designed Academic Instruction in English
• CLAD (Cross-Cultural Language and Academic Development): Certification for a teaching credential that authorizes teachers to work with English Learners

RECLASSIFICATION PROCESS

When ELD students have met all of the requirements of the ELD Program, they can attend the mainstream education program. This process is called reclassification. Students are reclassified based upon multiple measures that include state standardized tests, like the STAR, CELDT results, teacher and parent input, benchmark performance indicators and other measures of student performance as necessary.