English Learner Services » Instruction


English Learners (ELs) in MPUSD receive daily, specialized instruction. Throughout the school day, ELs are taught core academic subjects through the use of Specially Designed Academic Instruction in English (SDAIE) strategies, as well as a special period of time for English Language Development (ELD). Students in grades K-5 receive 30 to 60 minutes of daily ELD instruction, and students in grades 6-12 receive one period of daily ELD.

Dual Language Immersion Program (DLAMP)
The MPUSD K-8 Dual Language Academy Charter School is the home to a Dual Language Immersion Program which provides opportunities for native English-speaking and native Spanish-speaking students to gain full literacy skills in both languages, as well as master all curricular subjects and develop intercultural understanding and respect. Its charter was recently approved by the MPUSD Board of Trustees, and the program is now situated in its new home at the Dual Language Academy campus located at 225 Normandy Road, Seaside, CA, 93955. Parents within the MPUSD attendance area who are interested in enrolling their children in this outstanding Academy can fill out an application and bilingual waiver at the Dual Language Academy office. Parents that live outside the MPUSD attendance area need to fill out an application and bilingual waiver at the DLAMP site, as well as fill out an Inter-district Transfer Application and return it to the Student Transfer Department, located at 540 Canyon Del Rey, Monterey, CA 93940, and follow the intra-distrrict transfer approval process. Applications will be considered as per charter and entered in the enrollment lottery in the spring.

District English Learner Advisory Committee (DELAC)
Each California public school district, grades kindergarten through 12, with 51 or more English learners must form a District English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee. The purpose of the DELAC, or subcommittee on English learner education, is to advise the district's local governing board (e.g., in person, by letters/reports) on programs and services for English learners.


California measures English acquisition using 5 levels: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. Students are expected to gain one level of proficiency each year. For example, a kindergartener that is at the Beginning level should be at the Early Intermediate level the following year. We administer the California English Language Development Language Test (CELDT) to English Learners annually.

The CELDT has three purposes:

  • To identify students who are limited English proficient
  •  To determine the level of English language proficiency of students who are limited English proficient
  • To assess the progress of limited English proficient students in acquiring the skills of listening, reading, speaking, and writing in English

CELDT assesses students in grades kindergarten through twelve and is aligned to the English Language Development (ELD) standards. The CELDT test components are:

  • Listening: Following oral directions, extended listening comprehension, rhyming, listening comprehension
  • Speaking: Oral vocabulary, speech functions, choosing and giving reasons, four picture narrative
  • Reading: Alphabet recognition, world analysis, fluency and systematic vocabulary development, reading comprehension, literary analysis
  • Writing: Writing words, grammar and structure, writing sentences, writing a short composition

Once students are fluent, they are Redesignated Fluent English Proficient (RFEP). We monitor the progress of RFEP students to ensure they are continuing to excel academically. Students not making adequate progress receive additional support.


English Learner Advisory Committee (ELAC)

Schools with 21 or more English Learners have a functioning English Learner Advisory Committee (ELAC) that provides parents of ELs opportunities to: 

1.   Advise the principal and school staff on the school's program for ELs
2.   Advise the School Site Council (SSC) on  development of the Single School Plan for Student Achievement (Site Plan)
3.   Assist with the development of the school-wide Needs Assessment
4.   Review the R-30 Language Census
5.   Receive information and recommend actions to support regular school attendance

Contact your school's principal for more information.