2010 LC Frequently Asked Questions

General Information | Part 1 | Part 2A | Part 2B | Part 5

For additional information on the English learner program and policy, contact the Language Policy and Leadership Office at 916-319-0845.

General Questions About the Language Census

1. How do I obtain the software that is used to submit the Language Census data?
   
   The Language Census Data Entry Assistant (LCDEA) software is available for downloading from the Language Census Software News [http://www.cde.ca.gov/ds/dc/lc/lcdeanews.asp] Web page. The California Department of Education (CDE) no longer provides the LCDEA software on a CD-ROM.
   
2. 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 CDE. When a district contracts with a NPS to send their public special education students to an NPS for services, the local educational agency (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.
   
3. Charter schools by definition are autonomous institutions. Why then do charter schools have to submit the Language Census?
   
   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 LEAs based on enrollments of English learner students.
   
4. Can charter schools report data independently or do they have to report through their authorizing agency?
   
   If charter schools reported fall CBEDS and CALPADS data independently of their authorizing agency, they will also submit Language Census data independently; otherwise, they must report data through their authorizing agency. You may look up a charter school’s submission method from the CALPADS and CBEDS Data Submission [http://www.cde.ca.gov/ds/sp/cl/ap/selectdistrict.aspx] Web page.
   
5. How are students reported on the Language Census if their California English Language Development Test (CELDT) results have not been received by Language Census Information Day?
   
   Schools should use the official CELDT scores provided by the publisher when reporting Language Census data. If the publisher’s scores are not available by Language Census Information Day, the school should use its hand-scored results for Language Census reporting purposes.
   
6. Are students who have not been assessed or reassessed by Language Census Information Day included in the Language Census counts?
   
   Data reported on the Language Census are to reflect information known about students and staff as of Language Census Information Day. Students who have not been assessed by Language Census Information Day cannot be included in the Language Census counts. If the reclassification process for CELDT annual testers has not been completed on or before Language Census Information Day, the students continue to be counted as ELs.
   
7. 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.
   
8. 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 the Notifications of Inaccuracies in Certified Data [http://www.cde.ca.gov/ds/dc/cb/datachanges.asp] Web page. Please refer to the Data Modification Policy [http://www.cde.ca.gov/ds/dc/cb/certpolicy.asp] Web page for more information on our policy and process for submitting changes.
   
9. 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 outlined in the Annual Parent Notification Translation letter [ Note, the preceding Web addresses are no longer valid.]   
   
   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 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.

Questions on Reporting ELs and FEPs (Part 1)

1. Where do we report the count of English Learner and fluent-English-proficient (FEP) students by grade and language?
   
   The count of ELs and FEPs by grade and language will be obtained from the California Longitudinal Pupil Achievement Data System (CALPADS) fall submission of student-level data. Therefore, these data are not being collected on the Language Census this year. A total count of English learners, however, will be collected in Part 2 this year.

Questions on English Learner Instructional Settings (Part 2A)

1. 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.
   
2. Is it possible for a student to be placed in a structured English immersion setting and not receive Specially Designed Academic Instruction in English (SDAIE)?
   
   Yes. Although structured English immersion settings are settings in which nearly all instruction is in English, the settings are defined locally by the district. Therefore, some districts may have structured English immersion settings that do not include all the components of SDAIE.
   
3. What is the difference between an EL mainstream setting and a structured English immersion setting?
   
   EL mainstream settings are designed for ELs who have achieved a level of reasonable fluency in English, but still require additional EL services as appropriate. Structured English immersion settings, on the other hand, are designed for ELs who have not achieved reasonable fluency in English and who are enrolled in an English-language acquisition process in which nearly all classroom instruction is in English, but the curriculum and presentation are designed for children learning the language.
   
4. What are examples of students who would not be placed in a structured English immersion setting but may still receive EL services?
   
   One example of ELs who should not be placed in a structured English immersion setting are ELs who have a level of reasonable fluency in English. Since these ELs have not been reclassified, they still require EL services, such as ELD, SDAIE, or primary language support, but since they have reached reasonable fluency in English, they would not be placed in a structured English immersion setting. A mainstream setting may be more appropriate for these ELs.
   
   Another example is an EL whose parent or guardian has requested the student be moved from structured English immersion to English language mainstream even though they are less than reasonably fluent. The student is moved but still receives ELD targeted to his/her level of English proficiency.
   
   Another example of ELs who should not be placed in a structured English immersion setting are ELs receiving primary language instruction. Usually ELs receiving primary language instruction are placed in an alternative course of study setting, rather than a structured English immersion setting.
   
5. Can students be placed in a structured English immersion setting and receive ELD and SDAIE from the same teacher?
   
   Yes. In elementary schools, the same teacher in a self contained classroom may provide SDAIE and ELD instruction within the structured English immersion setting.

Questions on English Learner Instructional Services (Part 2B)

1. 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.
   
2. 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.
   
3. 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).
   
4. What instructional services are required for EL students who have achieved a reasonable level of English language proficiency, but have not met our school district’s reclassification criteria?
   
   All EL students must receive ELD instruction until they are reclassified. Students may be identified as having a reasonable level of English language proficiency based on the CELDT and/or school district assessments. Many students who have achieved a reasonable level of English language proficiency may also benefit from SDAIE in the core content areas. Until reclassified, EL students must receive ELD targeted specifically to their English proficiency level.
   
5. 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.

Questions on Staff Providing English Learner Services (Part 5)

1. 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.
   
2. 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.
   
3. 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. 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.
   
4. Are teachers reported on the Language Census who provide ELD or SDAIE to ELs that are not in structured English immersion settings?
   
   Yes, all teachers who provide English learner instructional services to ELs are to be reported on the Language Census, regardless of what setting the ELs are placed in. For example, high school content area teachers may provide SDAIE to EL students who are not in structured English immersion settings. Teachers providing ELD and/or SDAIE are to be reported in Part 5 section B.
   
5. When is it appropriate to report teachers as only providing SDAIE?
   
   In settings where students are pulled out for ELD, the home teacher may be providing only SDAIE instruction. In this case the home teacher would be reported as providing SDAIE only in Part 5, section B, row 24.
   
   At the secondary level, ELs may see six teachers for six different subject areas. In this case, some teachers may only provide SDAIE for particular subject areas and other teachers may only provide ELD for other subject areas. In this example, the ELs would be reported as receiving ELD and SDAIE and the teachers would be reported individually as providing SDAIE only and ELD only as appropriate.
   
6. How do I determine which teachers are providing primary language instruction to ELs?
   
   One way to identify teachers providing primary language instruction is to review the approved parental exception waivers (reported in Part 4) authorizing primary language instruction. If the student’s teacher is authorized to provide primary language instruction and is doing so, the teacher is reported in Part 5 Section A.
   
7. All of our ELs receive ELD. However, ELD is not provided by all teachers. Which teachers should I report on the Language Census?
   
   Only report the authorized teachers who are providing ELD to ELs. If students receive ELD in a pull out program, report ELD instruction by the pull out teacher if they are properly authorized for ELD instruction. Teachers who provide ELD in self contained ELD classes should also be reported on the Language Census. Do not report teachers who are authorized to provide ELD if they are not actually providing ELD services to ELs