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English Learners


English Learner identification begins at enrollment.  As part of the enrollment process every parent fills out the Home Language Survey (HLS) which consists of the following question:

  1. What language did the student learn when he or she first began to talk?
  2. What language does this student most frequently use at home?
  3. What language do you use most frequently to speak to this student?
  4. Which language is most often used by the adults at home?

If the answers to any of the first three questions on the HLS indicate a language other than English, or a combination of English and another language, the child is assessed to measure his or her level of English proficiency.  


If the parent‘s response to the first three questions on the HLS is English, and the response to the fourth question is other than English, then reasonable doubt may exist as to the student‘s home language. The school‘s administrator/designee must research the student‘s home language background using the following indicators, as well as consultation with the student‘s parent:

  • Parent/guardian requires an interpreter to communicate in English
  • Parent/guardian speaks to their child in a language other than English
  • The HLS is completed in a language other than English (including spelling the word ―English‖ in another language; e.g. ingles)
  • Student initiates interaction with their parents/guardians in a language other than English
  • It is revealed that the child, while their parent/guardian is at work, is under the care of a person(s) who speaks a language other than English
  • Student, after having been enrolled in the Mainstream English Program designed for students with fluent-English proficiency for a reasonable length of time, demonstrates a lack of comprehension regarding instruction and classroom/school routines conducted in English

If a student is considered a potential English Learner based on the HLS responses, the student is administered an English Language State Assessment.  The California English Language Development Test (CELDT) was administered through 2018 to determine whether or not a student is an English Learner.  Starting in 2019 the ELPAC will be used.  If a student scores a 4 or 5 overall the student is considered initially fluent in English and not an English Learner.  Students who score less than a 4 or a 5 are considered English Learners



Once a student is considered an English Learner there goal is to reclassify.  “Reclassification” is the process by which an English Learner is deemed to have acquired sufficient proficiency in English to succeed academically without English language development support.  ELs are expected to reach minimum yearly benchmarks in English Language Arts and English Language Development so that they may reclassify within five full years of initial identification as an English Learner.

Students are eligible for reclassification at the end of kindergarten. To reclassify, an English Learner must meet all the following criteria at the same time:

  • Score “Early Advanced” or higher (“4” or “5”) on the CELDT, with score of “Intermediate” or higher (“3”. “4”, or “5”) in each of the domains of listening, speaking, reading, and writing, and
  • Earn a mark of 3 or 4 in English Language Arts on the Elementary Progress Report, and
  • Achieve at least basic grade level performance as measured by the state assessment (grades 3- 5) or required assessments in English Language Arts (grades K – 2).

To complete the reclassification process, a Notification of Reclassification Letter must be signed by the parent.

English Learners at Weemes ES


At Weemes Elementary School there are 193 English Learners in grades ETK - 5th Grade.

The majority of our English Learners are in Structured English Immersion Classes (SEI).

In SEI classes students acquire English language skills with appropriate support while learning standards based content to be able to succeed in a mainstream English classroom.

Some of the features of SEI classes include:

  •  Students learn all academic subjects in English, with help in their primary language, only if needed.
  • Teachers use special strategies to teach academic subjects to English learners.
  • Students receive at least 60 minutes of English Language Development instruction daily