Palos Verdes Peninsula Unified School District

Skip to main content
Mobile Menu

ELD Home

Contact Information:
Linsey Gotanda, Ed.D.
(310) 750-2021

District English Language Advisory Committee (DELAC)

Each California public school district grades K-12 with 51 or more English learners must form a District-level English Learner Advisory Committee (DELAC) or subcommittee of an existing district-wide advisory committee. The DELAC shall advise the district's local governing board on the following tasks:

  • Develop or revision of a district master plan of education programs and services for English learners
  • Conducting a district-wide needs assessment on a school-by-school basis
  • Develop a plan to ensure compliance with any applicable teacher and instructional aide requirements
  • Administration of the annual language census
  • Review and comment on the district's reclassification procedures
  • Review and comment on the written notifications required to be sent to parents and guardians.
  • Each school's English Learner Advisory Committee (ELAC) must have the opportunity to elect at least one of its members to be a site representative in the DELAC

If you would like additional information, please contact the District's Curriculum & Instruction department at (310) 750-2021.


2016-2017 Meetings of the District English Learner Advisory Committee [DELAC]

All meetings take place in the COMMUNITY ROOM at the Malaga Cove District Office from 10:00 – 11:30 A.M. 

November 09, 2016—DELAC Training Meeting

December 14, 2016 – DELAC Meeting

January 25, 2017 – DELAC Meeting

March 15, 2017—DELAC Meeting

April 19, 2017 – DELAC Meeting


ELD Department Parent Meetings

September 23, 2016 – New EL Parent Orientation/Welcome Coffee

May 17, 2017 – End-of-Year Parent Education Meeting


Brochures for Parents/Guardians

The brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their children’s learning and a list of additional resources. The standards are written for the expected outcomes for various grade level bands. English Learners are challenged to meet the standards in a “scaffolded”* manner according to the ELD State Standards.


To access the brochures go to:

K-2 ELA California Common Core State Standards for ELA/Literacy

Grades 3-5 ELA California Common Core State Standards for ELA/Literacy

Grades 6-8 ELA California Common Core State Standards for ELA/Literacy

Grades 9-12 ELA California Common Core State Standards for ELA/Literacy


If you wish to view how these standards are “scaffolded” and read the document you may go to: .

This California Department of Education Web page is for those interested in following the alignment of English language development (ELD) standards with current English language Arts [ELA] standards. It is roughly 200 pages long, but reading Chapter 1 will give you an idea of how the standards are “scaffolded” for English Learners in the K-5, 6-8 and 9-12 bands It explains the “How and Why” of the ELD Standards as aligned with the ELA Standards in three Stages: Emerging, Expanding and Bridging. Once you have read it, you can then look for the specific band that fits your child and look into the “scaffolding” that is done to meet the goals of the specific ELA standards.

*Scaffolding -From Wikipedia, the free encyclopedia

Instructional scaffolding is a learning process designed to promote a deeper level of learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (R. Keith Sawyer The Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, 2006).

Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following:

Use of instructional scaffolding in various contexts:

  • modeling a task
  • giving advice
  • providing support

These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions.