- Burbank Unified School District
- Home Page
English Learners
Page Navigation
-
Burbank's rich language diversity
Burbank USD is a diverse community, with 64.76% of students speaking English as their primary language, and 35.24% speaking other languages. In 2023-24, census data showed that 12% of BUSD’s students were English learners (ELs).
Our students speak a variety of languages--over 50 different ones! The languages spoken most include English (64.75%), Armenian (17.31%), Spanish (9.79%), Russian (2.77%), Arabic (0.84%) and Philipino (Tagalog, 0.74%).
Students who are ELs are ones who have been assessed on their English language proficiency and found to be still developing fluency in English as an additional language. What an amazing opportunity for all of our students to experience a wide variety of languages and cultures!
-
How are students identified to take the English language proficiency test?
California requires parents to complete a Home Language Survey (HLS) when enrolling their children in California public schools. If a language other than English is listed to #1, #2, or #3 below, and this is the first time the child is enrolling in a California public school, (s)he will be given the Initial English Language Proficiency Assessment for California (ELPAC). If the child was enrolled in another California public school, we will contact that school to find out the previous language designation results.
- What language did this student learn when first beginning to talk?
- What language do you use most frequently to speak to this student?
- What language does this student most frequently use at home?
- What language do adults speak at home most often?
-
What language test is used, when is it given, and who administers the test?
The English Language Proficiency Assessments for California (ELPAC) is the required state test for English Language Proficiency (ELP) that must be given to students whose primary language is a language other than English, as identified by the above HLS questions. The ELPAC is given by trained BUSD personnel and measures the student's ability to listen, speak, read, and write in academic English and helps us to identify students who need help learning in English.
Click here for more detailed information from the California Department of Education.
State and federal law (California Education Code Section 313 and California Education Code Section 60810) require that we administer the ELPAC to eligible students in kindergarten (or year one of a two-year kindergarten program, sometimes referred to as “transitional kindergarten” or "junior kindergarten") through grade twelve. There are two ELPAC assessments:
- Initial Assessment (IA)—an initial identification of a student's proficiency level. Given within the first 30 days of attendance at a California school. Only taken once. BUSD sends parents the Initial Assessment score report within the first 30 days of enrollment. Video
- Summative Assessment (SA)—an annual assessment to measure an English learner's progress in learning English and to identify the student's proficiency level. It is given annually during the February to May testing window until reclassification. BUSD sends parents the Summative ELPAC score report within 30 days of receiving them from the state scoring service. Video
Parent Guide to Understanding the ELPAC
-
How are the English language proficiency assessment results used?
A student is identified as an English learner if (s)he does not score at the “well developed (IFEP)” level on the Initial Assessment. Students who score at a proficient level on the Initial Assessment are not identified as English Learners.
Identifying students who need additional support learning in English is important to help them do well in school and access the full grade level curriculum. The ELPAC results along with teacher observations, assessments, and student work samples assist us in placing students in a learning group that will best support his/her progress in learning English.
Refer to California's Performance Level Descriptors to see what students can typically do in academic English at each level.
-
What support and instructional services are there to support English Learners?
Most EL’s English language development occurs throughout the day and across content areas as they learn to use English, learn content through English, and learn—to varying degrees, depending on discipline and topic—about how English works to make meaning. However, research and practical experience suggests setting aside a time during the day to focus on strategically on language is beneficial (2014 CA ELA/ELD Framework, p. 115).
Burbank USD provides two ELD programs: Structured English Immersion and Dual Immersion (Spanish-English). Students in both programs receive both Designated ELD and Integrated ELD.
Designated English language development
In elementary, Designated ELD instruction is provided by the classroom teacher and often supported by an ELD instructional assistant. The teachers and ELD assistants work with small groups of students for 20 minutes a day in JK/TK/Kindergarten and 30 minutes per day in grades 1-5. They use Benchmark’s Advance Designated English Language Development curriculum, as well as supplementary resources tied to other curricular areas.
At the secondary level, students take 1 or 2 ELD class periods per day, depending on their level of proficiency. Students are grouped according to their language proficiency levels and instructional needs. In middle school, students will have one period of designated ELD and one period of English Language Arts with integrated ELD. In high school, students at the emerging level will have two periods of designated ELD daily. Also, ELs at the emerging (beginning) proficiency level may receive additional support in the classroom from an instructional assistant. Emergent level instruction may also include primary language support to motivate, clarify, direct, support, and explain. High school students at the expanding and bridging levels will have one period of English Language Arts that provides both designated and integrated ELD.
Integrated English language development
Part of Integrated ELD includes Specially Designed Academic Instruction in English (SDAIE) methodology. SDAIE is a set of strategies and ways of teaching grade-level content (i.e. social studies, science, math, etc.) that helps English learners master content skills as they improve their English proficiency. All classroom teachers in BUSD are required to have specialized training and to provide SDAIE teaching strategies with English learners in their regular education classes.
Refer to pages 28-48 of the following document for more detailed information about California's ELD standards: 2014 CA ELA/ELD Framework
-
When will my child exit ELD (reclassify)?
A student exits ELD through a process called “Reclassification” after meeting various linguistic and academic criteria set by the state and district. Students in BUSD who enter at a Beginning/Emerging proficiency level can expect to exit the program (be reclassified) within 5-7 years, although many exit before that.
The California Department of Education's most recent data available for the 2020-2021 school year indicates BUSD's reclassification rate was 15.06%. This means 232 students reached English proficiency during the 2020-2021 school year.
California Education Code Section 313[f] identifies four required criteria for reclassification, but also allows for other measures to be included. The four required criteria are:
- Assessment of language proficiency, using an objective assessment instrument, including but not limited to, the English Language Proficiency Assessments for California (ELPAC)
- Teacher evaluation, including, but not limited to, a review of the student’s curriculum mastery
- Parent opinion and consultation
- Comparison of student performance in basic skills against an empirically established range of performance in basic skills based on the performance of English proficient students of the same age.
Burbank Unified School District’s reclassification policy is based on the California Department of Education (CDE) guidelines above. The District English Learner Advisory Committee (DELAC) reviews and comments on the process, giving valuable advice and insight into parent opinion on reclassification. Please speak with your school’s ELD Specialist or Coordinator regarding your child’s grade level reclassification criteria.
-
Whom can I contact if I have questions?
Elementary Schools
Walt Disney: Kirsten Jackson kirstenjackson@burbankusd.org
Thomas Edison: Arpine Ovsepyan arpineovsepyan@burbankusd.org
Ralph Emerson: Arpine Ovsepyan arpineovsepyan@burbankusd.org
Bret Harte: Kirsten Jackson kirstenjackson@burbankusd.org
Thomas Jefferson: Jennifer Niwa jenniferniwa@burbankusd.org
William McKinley: Jennifer Niwa jenniferniwa@burbankusd.org
Joaquin Miller: Laury Kelly laurykelly@burbankusd.org
Providencia: Kirsten Jackson kirstenjackson@burbankusd.org
Theodore Roosevelt: Arpine Ovsepyan arpineovsepyan@burbankusd.org
R.L. Stevenson: Laury Kelly laurykelly@burbankusd.org
George Washington: Kirsten Jackson kirstenjackson@burbankusd.org
Middle Schools
Luther Burbank: Traci Fellman tracifellman@burbankusd.org
Dolores Huerta: Sonlay Vorachak sonlayvorachak@burbankusd.org
John Muir: Jim Koontz jameskoontz@burbankusd.org
High Schools
Burbank High: Laura Messian lauramessian@burbankusd.org
John Burroughs High: Harjot Kaur harjotkaur@burbankusd.org
Independent Learning Academy: Jennifer Niwa jenniferniwa@burbankusd.org
Monterey Continuation High School: Arpine Ovsepyan arpineovsepyan@burbankusd.org
Community Day School: Jennifer Niwa jenniferniwa@burbankusd.org
Magnolia Park School: Jenn Goldenberg jennifergoldenberg@burbankusd.org
District Contacts:
- Peter Knapik (818) 729-4482 peterknapik@burbankusd.org Assistant Superintendent, Educational Services
- Jenn Goldenberg (818) 729-4495 jennifergoldenberg@burbankusd.org
Teacher on Special Assignment: Coordinator of EL Services, TK-12
English Language Advisory Committee (ELAC)
-
All parents of English learners are welcome to participate in their school site English Language Advisory Committee. This group meets at least four times a year at each school and provides valuable input for ongoing program improvement. Parents additionally receive information about curriculum, instruction, program evaluation, and budget related to English learners. For more information contact your school site or ELD Specialist/Coordinator listed under, "Whom can I contact if I have questions?"
District English Learner Advisory Committee (DELAC)
-
All parents of English learners are also encouraged to participate at the district level at our DELAC meetings. The district-level English Learner Advisory Committee is comprised of parents, staff, and community members designated to advise district officials on English learner programs and services. This group provides valuable input for ongoing program improvement across the district for services related to English learners.
DELAC dates and agendas can be found on the DELAC meetings tab.
*Under the LCFF, districts with at least 50 English learners and whose total enrollment includes at least 15% English learners must establish a DELAC, and that DELAC must carry out specific responsibilities related to the LCAP.
