makes it possible for educators to know who their EL students are, determine how well students are
progressing linguistically and academically, and make instructional adjustments in time to improve
educational outcomes. Specific guidance on responding to the academic and linguistic needs of ELs
is provided throughout this framework. For more information on the stages of English language
development see the discussion of Proficiency Level Descriptors in chapters 1 and 2 of this ELA/ELD
Framework and the California English Language Development Standards: Kindergarten Through Grade
12 (CDE 2014). For more information on monitoring the progress of ELs, see Chapters 8 and 11 of this
framework.
Reclassified English Proficient Students
Students who have reached proficiency in the English language benefit from occasional
linguistic support as they continue to build breadth, depth, and complexity in comprehending and
communicating in English in a wide variety of contexts. Districts are required to monitor students for
two years after reclassification from EL status to Reclassified Fluent English Proficient (RFEP) status
to ensure students are maintaining a steady academic trajectory. When RFEP students experience
difficulty with academic tasks and texts, schools rapidly provide appropriate support, which may
include, but is not limited to, the following:
- Student/teacher/parent conference
- Specialized instruction during the school day, based on multiple assessments
- Extended learning opportunities (e.g., after school tutoring, zero-period classes)
Instructional Programs and Services for English Learners
As indicated in figure 9.3, California’s ELs are enrolled in a variety of school and instructional
settings that influence the application of the CA ELD Standards. Some EL students are enrolled in a
newcomer or intensive ELD program for most or all of the day. Others are enrolled in a mainstream
program in which they receive specialized ELD instruction for part of the day (e.g., designated ELD
time in elementary or an ELD class in secondary). Still others are in a bilingual/dual-language program
that provides instruction in both the primary language and English. The CA ELD Standards apply to all
of these settings and are designed to be used by all teachers of academic content and of designated
ELD in ways that are appropriate to the setting
and identified student needs. For example, the CA
ELD Standards are the focal standards in settings
specifically designated for English language
development, such as a designated ELD class
in which ELs are grouped by English language
proficiency level. Additionally, the CA ELD Standards
are designed and intended to be used in tandem
with other academic content standards to support
ELs in mainstream academic content classrooms.
These include, for example, a third-grade self-
contained classroom during ELA, history/social
studies, mathematics, and science instruction; a
middle school math class; or a high school science
class. When the CA ELD Standards are used
during content instruction in tandem with content
standards, this is termed integrated ELD. When the CA ELD Standards are used as the focal standards
during a protected time in the instructional day, this is termed designated ELD (see chapters 1 and 2
and the grade-span chapters in this ELA/ELD Framework for additional information on integrated and
designated ELD instruction).
... the CA ELD Standards are the
focal standards in settings specifically
designated for English language
development, such as a designated
ELD class in which ELs are grouped
by English language proficiency level.
Additionally, the CA ELD Standards are
designed and intended to be used in
tandem with other academic content
standards to support ELs in mainstream
academic content classrooms.
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