Add and Edit Language Details

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 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.

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)