2025-2026 Program and Budget Handbook

teaching knowledge, and/or teaching skills of teachers of ELs; and • Ongoing, of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom. This Progress Monitoring and Intervention Progress Monitoring for ELs As part of the Student Support and Progress Team (SSPT), schools are required to monitor the linguistic and academic progress of English Learners throughout the academic year. When an EL is at-risk of not making adequate progress as described in the 2018 Master Plan for English Learners and Standard English Learners , the school must provide targeted acceleration services based on individual student need. Schools must maintain records of EL monitoring, enrichment and acceleration, and the results of the supports provided. In addition, ELs are expected to make adequate progress each year by meeting or exceeding state English Language Development standards and established performance targets. The meeting the ELD standards is measured by progress on the Summative English Language Proficiency Assessments for California (sELPAC), and by attaining passing marks or grades in the grade level ELD courses or ELA. For more information, refer to REF-070901.2, ETK-12 English Learners Academic Progress Monitoring and Supports, dated October 24, 2022. ELs are expected to make progress on sELPAC each year until they meet the reclassification criteria (see Minimum Progress Expectation in the 2018 Master Plan for English Learners and Standard English Learners , page 141). In addition, Secondary ELs are expected to complete and pass one grade

does not include one-day or short-term events, unless they are as part of a teachers’ comprehensive professional development plan that is based on a comprehensive needs assessment.

level ELD course each year until the reclassification criteria are met. Potential Long-Term English Learners (PLTELs) and Long-Term English Learners (LTELs) are expected to meet or exceed the minimum progress expectation as outlined in REF-070901.2, Monitoring the Academic Progress of English Learners, ETK-12, Attachment A-2. According to Board resolution dated June 12, 2018, “schools are to prepare students initially identified as English Learners in kindergarten or first grade to be Reclassified Fluent English Proficient (RFEP) by the end of fifth grade.” Schools are expected to use Title III funds to meet the following achievement accountabilities: 1. Meet or Exceed English Language Development (ELD) targets, as measured by sELPAC 2. Increase the percentage of ELs who score Standards Met or Exceeded in ELA and Math Assessments 3. Provide acceleration services for ELs not making adequate progress on ELPAC each year 4. Provide acceleration services for ELs scoring Standard Not Met or Nearly Met on the ELA SBA 5. Decrease the percentage of PLTELs and LTELs Progress Monitoring for RFEP Students After EL students Reclassify to Fluent English Proficient (RFEP), schools are required to monitor the academic progress of RFEP students for a minimum of four years. RFEP students are expected to make adequate yearly progress following reclassification by

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