1. Presentation to ELAC 2015-2016 Parent, Community and Student Services
Language Census
Presentation to ELAC Parent, Community and Student Services

2. Grounding Activity B. E. G.
Handout 1
Grounding Activity
Match each term with the corresponding definition
English Learner (EL) B.
Initially Fluent English Proficient (IFEP) E.
Reclassified Fluent English Proficient (RFEP) G.

3. Objectives Understand the purpose of the Language Census
Review the components of the Language Census
Make recommendations to the School Site Council

4. Understand the purpose of the Language Census
Objective 1

5. Census - an official, usually periodic
Definition
Census - an official, usually periodic 
enumeration of a population, often 
including the collection of related demographic information.

6. Purpose of Language Census
1. To collect data about students from non-English language backgrounds
2. To collect data about staff who provide services to English Learners

7. How and when is data collected?
LAUSD collects data throughout the year. Official data count is based on October 7, 2015.
LAUSD submits data to CALPADS* and certifies it by mid-December. Final certification in mid-February.
CA Department of Education makes data public after final submission.
*CALPADS: California Longitudinal Pupil Achievement Data System

8. Language Census Report 3. Developing Educational Policy
The data is used for:
Language Census Report
1. Reporting
2. Funding
3. Developing Educational Policy

9. Review the components of the Language Census
Objective 2

10. Components of Language Census
PART 1: number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language
PART 2: number of EL students enrolled in specific instructional settings or services; by type of setting or service
PART 3: number of students reclassified from English Learner (EL) to Fluent English Proficient (FEP) from the prior year
PART 4: number of parental waivers requested and granted
PART 5: number of staff providing instructional services to EL students

11. Initial Language Identification
Home Language
Possible English Learner
English Speaker
California English
Language Development Test
Initially Fluent English Proficient (IFEP)
English Learner

12. Source: California Department of Education –Language Census Fall 2014
Home Languages, other than English, in California
HOME LANGUAGE
% OF STUDENTS
Spanish
83.7%
Vietnamese
2.3%
Filipino (Tagalog)
1.4%
Mandarin
Source: California Department of Education –Language Census Fall 2014

13. PART 1: Number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language
English Learners (ELs):
Students who have a home language other than English and are in the process of acquiring English proficiency.
Fluent English Proficient (FEP) Students
Initial Fluent English Proficient (IFEP) – A student who on the initial CELDT scored overall Early Advanced (4) or Advanced (5) level. Students in grades 2nd -12th must also score 3 or higher on all skill areas.
Reclassified Fluent English Proficient (RFEP) – A student who has met the State and District reclassification criteria.

14. PART 1: Number of English Learner (EL) students and Fluent English Proficient (FEP) students by home language
Part 1
Language
Type K 1 2 3 4 5 6 7 8 9 10 11 12
Total 1. EL
FEP 2. 3. 4. 5.

15. Processing Activity Discuss the following with your elbow partner:
Name the language classifications.
What is your child’s language classification?
Which assessment is used to determine a student’s language proficiency?

16. PART 2: Number of EL students enrolled in specific instructional settings or services by type of setting or service
Elementary Instructional Programs
Structured English Immersion (SEI) Program
Mainstream English Program
Transitional Bilingual Education (TBE) Program
Dual Language Two-Way Immersion Program
Maintenance Bilingual Education Program
Secondary
Instructional Programs
Accelerated Learning Program for Long Term English Learners (LTEL)
Secondary English Learner Newcomer Program

17. Processing Activity
With your elbow partner, discuss the following questions:
Which instructional programs are currently offered at your school?
In which instructional program does your child participate?

18. NUMBER OF ELs RECLASSIFIED
PART 3: Number of students reclassified from English Learner (EL) to Fluent English Proficient (FEP) from the prior year
This section shows the total number of ELs reclassified since the previous Language Census.
YEAR
NUMBER OF ELs
NUMBER OF ELs RECLASSIFIED
PERCENT
CHANGE
2014
2013
2012

19. Processing Activity
With your elbow partner, discuss the following questions:
What is our school’s current reclassification rate?
How does it compare to previous years?
What might be the reasons for an increase or decease in the school’s reclassification rate?

20. PART 4: Number of Parental Exception Waivers requested and granted
School districts are required to process waiver request from parents of ELs who petition for enrollment in an alternative program.
This section shows:
Total number of parental waivers requested
Total number of parental waivers that have been granted

21. PART 4: Number of Parental Exception Waivers requested and granted
Total Number of Parental Exception Waivers Requested
Total Number of Parental Exception Waivers Granted

22. Parental Exception Waivers Request and Denial Forms

23. PART 5: Number of staff providing instructional services to EL students
This section only shows teachers and bilingual paraprofessionals providing services to English Learners.
Teachers providing: Primary Language (L1) Instruction and English Language Development (ELD) Instruction and/or Specially Designed Academic Instruction in English (SDAIE) to ELs
Bilingual paraprofessionals providing services to English Learners

24. PART 5A: Number of staff providing instructional services to EL students
Language
Total Teachers with CLAD Authorization
Total Bilingual Paraprofessionals

25. PART 5B: Number of teachers providing instructional services to EL students
Total Teachers with CLAD Authorization
Primary Language Instruction and ELD Instruction and/or SDAIE Instruction
ELD Instruction Only
SDAIE Instruction Only
ELD Instruction and SDAIE Instruction but NOT Primary Language Instruction

26. How does this data affect our school?
Number of teachers assigned to each school
Staff needed to provide primary language support
Professional development for teachers and other staff
Instructional and supplemental materials needed
Courses offered (secondary schools)
Monitoring the academic progress of students
Interventions needed for students
Funding

27. Make recommendations to the school site council
Objective 3

28. ELAC Recommendation Processing Activity
Discuss areas of need and strength based on Language Census data
Record recommendations on ELAC Recommendation Form
Submit form to the School Site Council
BUL Attachment G

29. ELAC Recommendation/SSC Response

30. Reflection
In round-robin fashion, each person will share a key word that captures some important aspect of his or her learning today.

31. Questions/Comments

32. Thank You!