Classic View: Student Information > Program Participation > English Learners (EL)
Search Terms: English Learners
The English Learners (EL) tools allow schools and districts to manage student EL programs, assessments, services, and accommodations. The EL tab provides a central location for managing EL information such as the date the student was identified as EL, when the student entered/exited an EL program, when the student is expected to leave an EL program and First Year/Second Year Monitoring data. For students who exited and/or re-entered an EL program, an historical record is kept and displayed on the tab which can be viewed in both State and District Editions of Infinite Campus.
Some fields in the EL tab are specific to your state. All other fields in the EL tab do not require unique, state-specific data. However, many of these fields are required and data entry in these fields is necessary. For more information on these fields, see the English Learners (EL) article.
EL
English Learners tools allow schools and districts to manage student English Learners (EL) programs, assessments, services, and accommodations. EL tools were designed as a way to provide a single area for managing EL information and pulling data for state and federal reports. Some fields in the EL tab are specific to your state. All other fields in the EL tab do not require unique, state-specific data. However, many of these fields are required and data entry in these fields is necessary. For more information on these fields, see the English Learners (EL) article.Active EL Record Editor
Program Status
Program Status codes indicate the student's EL status. While the codes defined by Infinite Campus are not specific to California, the LEP Indicator Codes defined by California have been aligned to correlate with these codes. Use the Click here to expand below for translation of this alignment.
English learner students are those students for whom there is a report of a primary language other than English on the state-approved Home Language Survey ANDwho, on the basis of the state approved oral language (grades kindergarten through grade twelve) assessment procedures and literacy (grades three through twelve only), have been determined to lack the clearly defined English language skills of listening comprehension, speaking, reading, and writing necessary to succeed in the school's regular instructional programs.
IC Code
California Code
Definition
Not EL
IFEP
A student in kindergarten through grade 12 for whom a language other than English is reported on the Home Language Survey and who, upon initial assessment in California using an appropriate state assessment (currently the California English Language Development Test (CELDT)) and from additional information when appropriate, is determined to be proficient in English.
EL
EL
A student in kindergarten through grade 12 for whom there is a report of a language other than English on the Home Language Survey and who, upon initial assessment in California using an appropriate state assessment (currently the California English Language Development Test (CELDT)) and from additional information when appropriate, is determined to lack the clearly defined English language skills of listening, speaking, reading, and/or writing necessary to succeed in the school's regular instructional programs.
Exited EL
RFEP
A student in kindergarten through grade 12 who, upon entering public school in California, is identified as an English learner (EL) and subsequently reclassified/redesignated in California, per Education Code 313, as proficient in English. Education Code 313 criteria include, but are not limited to, an assessment of English proficiency in listening, speaking, reading, and writing as currently measured by the California English Language Development Test (CELDT), teacher evaluation of curriculum mastery, parental opinion/consultation, and student's performance of basic skills, as measured by the California Standards Test English Language Arts, that demonstrates sufficient proficiency in English to participate effectively in a curriculum designed for students of the same age whose native language is English.
Pending
TBD
A student in kindergarten through grade 12 for whom there is a report of a primary language other than English on the Home Language Survey and for whom the district has not completed the assessment process. The assessment process must be completed within 30 days of initial enrollment.
EO
English Only
An indication that the student does not have an active EL program.
ADEL
Adult English Learner
An indication that the student is an adult learner.
The use of this field is at the discretion of each LEA to determine when and why to mark a student as At Risk.
Database Location:
Lep.atRiskEL
Ad Hoc Inquiries:
Student > Learner > EL > EL > atRiskEL
Long Term EL
The use of this field is at the discretion of each LEA to determine when and why to mark a student as Long Term.
Database Location:
Lep.longTermEL
Ad Hoc Inquiries:
Student > Learner > EL > EL > longTermEL
TBD Date
The To Be Determined Date is used to report students who are EO or TBD for Student English Language Acquisition (SELA).
Database Location:
Lep.flaggedEnglishFluencyDate
Ad Hoc Inquiries:
Student > Learner > EL > EL > flaggedEnglishFluencyDate
Data Conversion
In the Campus.2024 Release Pack (June 2020), updates were made to eliminate double-entry of EL data for students. The following is a summary of the data conversion that was done for EL students.
If the student's Primary Language is English, the EL Status is set to EO, and the Identified Date is populated with the date entered in the EO-TBD Date on the student's Enrollment record.
If the student's Primary Language is NOT English, the EL Status field is set to Pending and the Identified Date is populated with the date entered in the EO-TBD Date on the student's Enrollment record.
If the student's Primary Language is not populated, the EL record is not converted. null.
The TBD Date field has been populated with the EO-TBD Date.
Any custom field created by the district with the name Long-Term EL or similar has been converted to the new Long-term EL field. If the district uses a custom attribute for this field, that custom database field is renamed to cs_longTermEL.
Any custom field created by the district with the name At Risk EL or similar has been converted to the new At Risk EL field. If the district uses a custom attribute for this field, that custom database field is renamed to cs_atRiskEL.
EL Services
The EL Services tab allows users to: add, edit, delete, and view existing EL Services. Please see the English Learners (EL) article for more information. Fields that are specific to California are described below. Users are able to enter specific service details in the EL Services Detail editor.
EL Services Editor
Service Type
ESL Service Type codes indicate whether the student is participating in a state-approved English as a Second Language (ESL) program.
Code
Description
Definition
1
Primary Language Instruction and ELD Instruction and/or SDAIE Instruction
This course section is providing primary language instruction, English Language Development (ELD), and Specially Designed Academic Instruction in English. Primary language instruction is an approach used to teach academic courses in and/or through a primary language other than English. The curriculum must be equivalent to that provided to fluent English proficient (FEP) and English only students. Instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). ELD is an academic subject of English language instruction appropriate for the student's identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). SDAIE is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided).
2
ELD Instruction Only
This course section is providing only English Language Development (ELD) instruction, which is an academic subject of English language instruction appropriate for the student's identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided).
3
SDAIE Instruction Only
This course section is providing only Specially Designed Academic Instruction in English (SDAIE) services, which is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided).
4
ELD Instruction and SDAIE Instruction But Not Primary Language Instruction
The course section is providing English Language Development (ELD) instruction and Specially Designed Academic Instruction in English (SDAIE) but NOT Primary Language Instruction. ELD is an academic subject of English language instruction appropriate for the student's identified level of language proficiency. ELD is consistently implemented and designed to promote second language acquisition of listening, speaking, reading, and writing. ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). SDAIE is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided). The course section is NOT providing Primary Language Instruction.
5
No English Learner Services
The course is not providing any instructional services designed specifically for English learners.
6
Other English Learner Service
The course section is providing some type of instructional service, that, while specifically designed for ELs, is an instructional service that is not narrowly defined in the other English learner services (Primary Language Instruction, English language development, or Specially Designed Academic Instruction in English). These instructional services vary either quantitatively or qualitatively from the other EL services. For example, use this code for courses providing ONLY services such as dictionaries or glossaries in the primary language to support learning; or for courses providing alternative EL services to severely disabled students in a special education setting.
300
LIP Developmental Bilingual Program
A language instructional program (LIP) designed for English learners which provides content instruction delivered in the students’ native language and English. The goals of this program are language proficiency and academic achievement in students’ first and second languages. The portion of the instructional day delivered in each language varies by the type of program. English learners receive instruction in designated and integrated English language development (ELD) based on the California (CA) ELD standards, and all students are provided grade-level content instruction based on the state-adopted academic standards.
301
LIP Dual-Language Immersion Program
A language instructional program (LIP) designed for English learners and native English speakers, which provides content instruction delivered in the English learners’ native language and English. Goals include language proficiency and academic achievement in students’ first and second languages, and cross-cultural understanding. English learners receive instruction in designated and integrated ELD based on the state-adopted CA ELD standards. All students are provided grade-level content instruction based on the state-adopted academic standards. Dual-Language Immersion program models may include Two-Way Immersion, 50/50 Dual Immersion, 90/10 Dual Immersion, and other similar program models.
302
LIP Heritage or Indigenous Language
A language instructional program (LIP) in English and another language for non-English speakers or students with limited literacy skills in their first language. Indigenous language programs support endangered minority languages in which students may have limited receptive and no productive skills. Both programs often serve American Indian students. English learners receive instruction in designated and integrated English language development (ELD) based on the state-adopted CA ELD standards, and all students are provided grade-level content instruction based on the state-adopted academic standards.
303
LIP Newcomer Program (Various Models)
A language instructional program (LIP) designed for English learners who are new to the country with less than 12 months of schooling in the United States. This program provides instruction in designated and integrated English language development (ELD) based on the state-adopted CA ELD standards and grade-level content instruction based on the state-adopted academic standards. Instruction and/or support may be provided in the students’ native language. Program models vary. This program has clear entry and exit criteria, with goals and timelines defined.
304
LIP One-Way Immersion Program
A language instructional program in English and another language for non-speakers of the other language, with the goals of language proficiency and academic achievement in English and the other language, and cross-cultural understanding. The portion of the instructional day delivered in each language varies by the type of program.
305
LIP Structured English Immersion Program or predominantly English Language Instructional Models
A language instructional program (LIP) designed for English learners in which nearly all classroom instruction is provided in English with curriculum and a presentation designed for students who are learning English. The goals of this program are language proficiency and academic achievement in English. Students receive instruction in designated and integrated English language development (ELD) based on the state-adopted CA ELD standards and grade-level content instruction based on the state-adopted academic standards. Some instruction and/or support may be provided in the students' native language. Program models in addition to Structured English Immersion may include English Language Mainstream, or other program models in which all or nearly all instruction is delivered in English.
306
LIP Transitional Bilingual Program
A language instructional program (LIP) designed for English learners utilizing English and students’ native language for literacy and academic instruction, with the goals of language proficiency and academic achievement in English. Students typically transition to “English only” instruction by third grade. English learners receive instruction in designated and integrated English language development (ELD) based on the state-adopted CA ELD standards, and all students are provided grade-level content instruction based on the state-adopted academic standards.
307
LIP Parent Opted Out of EL Services
The local educational agency (LEA) is not providing any instructional services designed for English learners because the parent of this English learner has opted this student out of EL services. The LEA maintains a record of the action to demonstrate the parents have chosen to opt out of such services.
Database Location:
LepServiceType.type
Ad Hoc Inquiries:
Student > Learner > EL > EL > lepService.ELService
In the Campus.2032 Release Pack (August 2020), the new 300-306 Service Types were added. For students who were assigned Program Flags with these same values, data has been converted as follows:
If student has Program flag 300, assign EL Services 300 with applicable start and end dates from Program flags.
If student has Program flag 301, assign EL Services 301 with applicable start and end dates from Program flags.
If student has Program flag 302, assign EL Services 302 with applicable start and end dates from Program flags.
If student has Program flag 303, assign EL Services 303 with applicable start and end dates from Program flags.
If student has Program flag 304, assign EL Services 304 with applicable start and end dates from Program flags.
If student has Program flag 305, assign EL Services 305 with applicable start and end dates from Program flags.
If student has Program flag 306, assign EL Services 306 with applicable start and end dates from Program flags.
The Program Flag attributes in the Custom Attribute/Dictionary MUST BE DEACTIVATED. CALPADS Extracts no longer report student data from the Program Flag values.
Navigate to the Custom Attribute Dictionary and locate the Program attribute.
Click the plus sign to expand and select the State Program Code.
Select the flags for Code 300 to 306 and remove the Active checkbox. DO NOT DELETE THE ROW. Deleting the entire row removes all data for the student.
Click Save when finished. These values should now look like the entries in the image below.
Active EL Record Editor
State Localized Elements Editor
EL Services Editor 
Inactive Program Flags