This document will help you navigate through the Language Details for entry on such details as English Proficiency, Waivers, US Entry Information, Reclassification, Language Information/HLS, and Follow-Ups.
The CELDT will continue to be administered until the new English Language Proficiency Assessments for California (ELPAC) becomes operational. In 2016–17, the CELDT will continue to be administered as usual. In 2017–18, the CELDT will be administered for the purpose of initial identification only. For more information on the transition from the CELDT to the ELPAC, access the Comparison Chart on the ELPAC Web page located at http://www.cde.ca.gov/ta/tg/ep/celdtelpaccompare.asp
Where to Start
Select Language, then click Language Details.
Language Details Overview
You will be taken to a previously viewed student, if you have searched or viewed a student previously in your session.
- To search for a new student select New Student Search (1)
- To view previous Student search results, select Back to Previous Search Results (2)
Select Edit Language Details (3) to begin.
Add or Edit Language Details
English Proficiency is where you would enter the student's EL Program Participation, EL Instruction Type, and EL Setting, along with other language information pertaining to a student.
What is the Home Language Survey? Per EdCode, the Home Language Survey directs schools to determine the language(s) spoken in the home of each student for all students TK-12. By asking 4 essential questions, if questions 1-3 are answered with a language other than English, they are required to be administered CELDT. The HLS Date and information need to be required and never changed. Click here to see a HLS as provided by CDE.
Required Fields in Support of State Reporting
The following fields are recommended best practice or required to be completed:
- English Proficiency (1) such as EO or English Only, EL, RFEP, IFEP or TBD is an indicator of an English Learner student’s English language overall proficiency level; This indicator is derived from the student's California English Language Development Test (CELDT) results
- EL Program Participation (2) that may include EL, ELD, or SDAIE which is used for the CELDT Pre-ID English Learner Services
- EL Instruction Type (3) which is used for the CA State Testing Pre-ID English Learner Services
- EL Setting (4) such as Structured English Immersion, Dual Language, English Mainstream, or Alternative English Immersion, which if selected will require a parent waiver
- LEP Date (5) or when a student is considered Limited English Proficient status; These are students for whom there is a report of a primary language other than English on the state-approved Home Language Survey and who, on the basis of the state-approved oral language (kindergarten through grade twelve) assessment procedures and literacy (grades three through twelve only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs (R30-LC).
- IFEP or FEP Date (6) is required for CALPADS, students who are fluent-English-proficient and whose primary language is other than English, who have met the district criteria for determining proficiency in English (i.e., those students who were identified as FEP on initial identification and students redesignated from limited-English-proficient [LEP] or English learner [EL] to FEP). (R30-LC).
Always select Save (7) whenever changes have been made.
The IFEP or FEP Date are typically the same dates as:
- US Entry > State School Entry Date, and
- Language Information > Home Language Survey Date
The day the student is designated as an LEP student, is the day the submit their HLS within their enrollment packet. Traditionally, these dates tend to be the same, or within a few days of eachother.
The following fields are optional and based if and when applicable:
- Most students with disabilities are able to participate effectively in the CELDT will need Alternative Assessment (8) and Alternative Assessment Date (9) to be completed. For those students whose disabilities preclude them from participating in one or more domains of the CELDT, their IEP teams may recommend accommodations, modifications, or an alternate assessment (See EC Section 56345). Since modifications and alternate assessments fundamentally alter what the CELDT measures, students receive the lowest obtainable scale score (LOSS) on each domain affected and Overall
- If the assigned state assessments were made available as a Standards-Based Spanish Test, select Assessed with the STS (10) with Yes
- ALPI or Alternate Language Proficiency Instrument (11) should be selected as Yes or No when applicable; Only when a student with disabilities is unable to respond to (or score on) a State approved English Language Proficiency Test (such as CELDT), should the ALPI be utilized
- If a student was reclassified, they are to be monitored for 3 years and earned proficiency levels in ELA and when applicable, select YES in 3 Years CST ELA Proficient (12); This most likely will not have to be tested for CELDT again
- FEP Out-of-District Notes (13) allows the ability to log information to assist with auditing and documentation on out-of-district transfer and FEP information
Always select Save (7) whenever changes have been made.
The parent/guardian may request a waiver to allow his/her child to participate in an alternative program following local district waiver procedures. The waiver request must be submitted annually.
This section of the Language Details is a view-only when applicable, and can only be edited in the EL Setting Waivers page.
For more information, visit this article from the California Department of Education about the Informal Primary Language Assessment and Parent Notification Letter, which describes the EL Setting Waiver process.
US Entry information is required to be recorded for students who enter are enrolling into a United States school from another country. If this is a student's first time in the US from a different country and not English Profient, they have to have an EL Program, EL Instructional Type, and have to take the STS for CELDT, in support of CALPADS.
Required Fields in Support of State Reporting
In support of CALPADS and State-Reporting the following information needs to be entered for the students selected:
- US Entry Date (1) is the first day of entry in the United States
- US School Entry Date (2) is the first day the student attended a school within any state in the United States
- State School Entry Date (3) is the first day the student attended school within your state; This date could be different than the US School Entry Date due to a student who has moved from multiple states (For example, Johnny lived and attended school in Mississippi, then Colorado, and now California)
Months Prior US Schooling (4) and Months Prior Non US Schooling (5) cannot be inferred or assumed from the information above.
- The dates could be different because a student may have non-continuous enrollment in the United States; For example, a student can come to your state for 6 months, go to another state for 3 months, and return again,but only have been in school for 6 months as opposed to 9 months
- Prior US Schooling refers to the number of months they attended a US school
- Prior Non US Schooling refers to the number of months they attended a non US school such as out of the country
- The number of months should be a positive integer
An RFEP student is one whose primary language is not English and who was reclassified from English learner to fluent-English-proficient. Reclassification is based on assessment of English proficiency in listening, speaking, reading, and writing as currently measured by the CELDT, teacher evaluation, parent input, and the student's performance of basic skills. Basic skills are measured by the CST in ELA.
Based on the student's Reclassification Information, enter the following values where applicable:
- Reclassification Date (1) the student was officially reviewed for reclassification
- Reclassification Denied (2) includes three radio buttons for Not Applicable -, Yes, or No
- Reclassification Denied By (3) documents the user or individual that denied the request for reclassification
- Reclassification School (4) will be defaulted to affiliated site, unless visibility is to more than multiple
Always Save (5) entries when finished.
Under EC Section 313 states that the LEAs are to establish local reclassification polcicies and procedures based on the following four criteria below:
- Assessment of English language proficiency, using an objective assessment instrument, including but not limited to, the state test of English language development EC Section 60810 (such as CELDT)
- Teacher evaluation, including but not limited to, a review of the student's curriculum mastery
- Parent opinion and consultation; and
- A comparison of student performance on an objective assessment of basic skills in English–language arts. The assessment results must have an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.
Districts are required to administer a Home Language Survey (HLS) when students first enroll in the California school system. The purpose of the survey is to help identify students in need of English Language Development services.
Based on the responses on the HLS, students may be tested with the CELDT to determine their level of English Language Proficiency. The survey form is to be completed by the student’s parent or guardian at the time of first enrollment and/or first time entering a US LEA.
Home Language Survey Question
First Language (1)
Which language did your child learn when he/she first began to talk?
Primary Language (2)
Which language do you (the parents or guardians) most frequently use when speaking with your child?
Home Language (3)
Which language does your child most frequently speak at home?
Adult Language (4)
Which language is most often spoken by adults in the home (parents, guardians, grandparents, or any other adults)?
Based on the Home Language Survey, if any language other than English is chosen from any of the first, primary or home language options, they are labeled as EL or English Learners per the California Department of Education and will need to be administered CELDT.
If a language other than English is indicated on any of the first 3 questions, in Illuminate this would indicated their primary language field.
CALPADS now have data collection for up to 2 years of Home Language Survey information, which can help to retrieve previous data for students who move from one LEA to another and have already completed the survey.
Districts receiving Title III funds are required under No Child Left Behind (NCLB) to monitor students for two years after reclassification has been met. 2016-2018 CELDT Guide references Follow-Ups or Monitoring Progress within their regular instructional program.
Reclassification Follow-Ups or Monitoring Progress is dependent on the fourth criteria or administration of a comparable objective assessment of basic skills in English–language Arts with proficient student performance. Meaning they must meet at a proficiency level for the elected English-Language Arts assessment elected as a measure.
- Enter the One Year Follow Up Date (1) and One Year Follow Up Satisfactory (2) status of the assessment
- Always Save (6) your entries
- When applicable, enter the Two Year Follow Up Date (1) and Two Year Follow Up Satisfactory (2) status of the assessment
- Again, always Save (6) your entries
Where Do Language Details Display?
When Language Details information has been entered or edited for a student, the changes will reflect in the Student Demographic page under the Language section.
Did you receive a EL Setting Waiver for the selected student? Visit the EL Setting Waivers lesson to update the waiver information.