For additional information on the English learner program and policy, contact Michele Anberg-Espinosa at 916-323-4572.
- How do we report the enrollment of students who speak a primary language other than those languages listed on page 1 of the Language Census R30-LC form?
All students who speak a primary language other than the languages listed on the Language Census form should be counted under code 99, “All other non-English languages.” The total number of students should be entered on one line of the form. If a school begins to enroll significant numbers of students from a language group not listed on the Language Census form, please contact Dorothy Aicega, in the Educational Demographics Office at 916-327-0208. New language groups may be added to the form for future years if it is determined that, on a statewide basis, there is a significant enrollment of students from a particular language group.
- Which students are to be counted as fluent-English-proficient (FEP) students in Part 1?
The number of FEP students in part 1 encompasses two groups of students. The first group consists of initially fluent-English-proficient students (sometimes designated as IFEP). IFEP students are those who, upon first being tested on the California English Language Development Test (CELDT), were found to be FEP. All currently enrolled IFEP students identified this school year and in previous school years should be counted as FEP in part 1. The second group consists of former English learners who have been reclassified (sometimes designated as RFEP). All currently enrolled RFEP students who have been reclassified this year and in previous years should also be counted as FEP in part 1. Part 1 should always represent the total number of IFEP and RFEP students currently enrolled in the school.
- Where do we record the number of English learners who are also special education students?
When reporting special education English learners in part 2, choose the row that most closely reflects the type of service they receive. However, if the combined special education and English learner services are unique, record the number of students in row 8, under instructional services other than those defined in rows 4-7.
- What are examples of “Instructional services other than those defined in rows 4-7” (Part 2, section B, row 8)?
These would be instructional services for English learners that do not match the definitions of the services listed in rows 4-7. For example, report here students who are receiving the services listed in rows 4-7 but not in the quantity (only one period of SDAIE or primary language instruction) or quality required (e.g., the instructional services are provided by teachers who do not have the appropriate authorizations or who are not enrolled in the proper training program and consequently are not counted in Part 5).
- What is the difference between “primary language (L1) support” in row 6 and “primary language (L1) instruction” in row 7 (Part 2, section B)?
"Primary language support" refers to the use of the primary language to support lessons that are taught mainly by using English. The use of bilingual paraprofessionals to support lessons taught in English by a classroom teacher would be an example of primary language support. Other examples would be clarifications or preview/review provided in the primary language by a teacher or aide. "Primary language (L1) instruction” refers to lessons taught directly and primarily in the primary language by a qualified teacher and supported by corresponding written materials in the primary language.
- Where should we report students who receive ELD plus two subjects in SDAIE and two subjects through primary language instruction (Part 2, section B)?
Since the instructional offerings meet the definition of row 7, ELD and academic subjects through the primary language (L1), report these students in row 7. This is the only row that contains the designation of "instruction through the primary language." The instructions to the Language Census clearly state that students who have instructional offerings, such as SDAIE, in addition to ELD and primary language instruction are to be reported in row 7. The closest competing definition is found in row 6, but the reference there is to ELD plus SDAIE and primary language support, not primary language instruction.
- Where are the number of ELs who are placed in instructional settings other than structured English immersion reported on the Language Census?
The number of ELs placed in settings other than structured English immersion are no longer reported on the Language Census. Beginning in 2006-07, the Language Census data collection stopped collecting data on the number of ELs placed in various types of settings. The Language Census now only collects data on the number of ELs placed in a structured English immersion setting. This data is reported in Part 2.A of the Language Census.
- How do we count teachers who provide services to English learners (Part 5)?
Teachers are to be counted only once. To determine where to record the number of teacher(s), first determine the teacher's specific assignment with English learners and whether the subject taught is ELD, language arts, mathematics, science, or social studies. Then classify the teacher according to the authorization held. For example, if a teacher is assigned to provide at least one period of primary language instruction (as defined in the instructions for Part 2, section B, row 7), count this teacher in the appropriate row in Part 5, section A, rows 14-21, according to the language of instruction.Any teacher providing primary language instruction should be reported only once in Part 5 even though the teacher, in addition to primary language instruction, may also be providing ELD and/or SDAIE.Teachers reported in Part 5, section A should NOT be reported again in Part 5, section B.
Teachers not providing primary language instruction but providing at least one period of SDAIE, ELD, or a combination of ELD and SDAIE in language arts, social studies, science, and/or mathematics should be reported in rows 23-25 depending on their specific assignment. Again, these teachers are to be counted only once.
Classroom teachers, resource teachers, and administrators who are assigned to provide instruction to English learners (e.g., primary language, ELD, and/or SDAIE) in subjects other than ELD, language arts, mathematics, science, and social studies, are not to be reported on the Language Census R30-LC form regardless of the credentials or certificates held.
- If there is only a very small number of English learners in a school (for example, three), how do we count the qualified teachers who are assigned to these students, especially in a departmentalized setting such as our high school?
As with teachers in other settings, count only those teachers who are actually assigned to provide one or more required instructional service to English learners (ELD, SDAIE, or primary language instruction). For example, in the case of only three English learners in a departmentalized setting, if the students receive one ELD class but also receive one period each of SDAIE math, SDAIE social science, and SDAIE biology, then count all four teachers assigned to these classes. In this uncommon instance, there are actually more qualified teachers assigned than English learners served.
- Are all bilingual paraprofessionals who provide primary language support to English learners reported in Part 2 rows 6-8 reported on the Language Census?
Yes. Paraprofessionals who provide primary language support to ELs in classrooms where the teacher is providing EL services are to be reported on the Language Census in Part 5A, column d.
- Are teachers who only provide primary language support to ELs reported on the Language Census?
No. There is no legal requirement for the California Department of Education to collect information on teachers who provide primary language support. The only staff that are reported as providing primary language support are bilingual paraprofessionals. If teachers who provide primary language support also provide ELD and/or SDAIE, they are only to be counted in Part 5B as providing ELD and/or SDAIE.
- Charter schools by definition are autonomous institutions. Why then do charter schools have to submit the Language Census and why do they have to submit it in conjunction with a particular LEA?
Although charter schools have exemptions from some sections of the Education Code, English learners (also referred to as limited-English-proficient [LEP] students) have federal protections, including the ruling in several federal court cases, such as Castaneda v. Pickard & Gomez v. Illinois State Board of Education. In addition, pursuant to the No Child Left Behind Act, the U.S. Department of Education provides financial assistance to state educational agencies and local educational agencies (LEAs) on the basis of enrollments of English learner students.
Although a charter school may be autonomous, it is still legally linked to its host/sponsoring LEA and its operation is totally dependent upon the continued legal authorization by the LEA. Consequently, the Language Census form for charter schools is administered through the authorizing LEA.
- Are services for English learners in before school programs or after school programs reported on the Language Census?
No, services for English learners in before or after school programs are not reported on the Language Census.
- What are Nonpublic Nonsectarian Schools (NPS) with a school code of 0000001?
A Nonpublic nonsectarian school is a private, nonsectarian school that enrolls individuals with exceptional needs pursuant to an individualized education program and is certified by the California Department of Education (CDE). When a district contracts with a NPS to send their public special education students to an NPS for services, the LEA should report students sent to the NPS on the Language Census if those students are English learners and/or fluent English proficient students.
A generic named NPS school with a school code of ‘0000001’ has been added to the Language Census software for reporting students sent to NPSs.
- Why didn’t I receive a CD-ROM containing the Language Census Data Entry Assistant 2008 software?
The CDE no longer provides the Language Census Data Entry Assistant (LCDEA) software on a CD-ROM. It is only available for downloading from the Language Census Software News [http://www.cde.ca.gov/ds/sd/lc/lcdeanews.asp] Web page.
- How can I print out the Language Census data certification letter from the LCDEA software?
The CDE accepts the electronic submission of data as certification that the district has resolved all errors, researched and/or resolved all warnings, and verified that data are accurate and complete. Since the CDE no longer requires districts to submit a signed certification letter, this letter is no longer available for printing from the software. This letter has been replaced with a submission receipt, which will automatically be generated upon successful submission of data via the Internet and may be printed and filed for district records. If you do not print the receipt when it is first generated, you may print it from the reports menu in the software.
- May corrections be made to certified data?
Once Language Census data are certified and posted on the Internet, changes will not be made to the certified files, unless the inaccuracy is a result of a processing error by the CDE. If the inaccuracy is a result of the district submitting incorrect data, the district can submit a notification of inaccurate data along with corrections, which will be kept on file at the CDE. A list of the effected schools will also be posted on our Web site. Please refer to our data modification policy [http://www.cde.ca.gov/ds/si/ds/certpolicy.asp] on the Internet for more information on our policy and process for submitting changes.
- How does the translation requirement in California Education Code (EC) Section 48985 affect a district and its schools, specifically in the matter of parental notifications?
If 15 percent or more of the pupils enrolled in a public school that provides instruction in grades kindergarten through twelve speak a single primary language other than English, all notices, reports, statements, or records sent to the parent or guardian of any such pupil by the school or school district shall, in addition to being written in English, be written in the primary language, and may be responded to either in English or the primary language.
Reports for schools meeting the “15 percent and above” criteria are available on the DataQuest [http://dq.cde.ca.gov/dataquest/] Web site. Instructions on how to access the “Language Groups that Meet the '15 Percent and Above' Translation Needs” report are referenced in the First Annual Notification of Translation Languages Per Assembly Bill 680 Letter [http://www.cde.ca.gov/ta/cr/el/ab680notifyltr.asp] on the Internet.
To identify other districts and schools with common translation needs, refer to the data reports posted under the sub-heading, "Language Data for Districts and Schools," which is found on the CDE's Document Translation References [http://www.cde.ca.gov/ls/pf/cm/transref.asp] Web page.
For additional information on the translation requirement and EC Section 48985, please contact the English Learner and Accountability Unit at 916-319-0938.
