2018_ELL_Guidebook_Final

ENGLISH LANGUAGE LEARNER
GUIDEBOOK
2018-2019

This Guidebook includes English Language Development (ELD) district policies and
procedures related to English Language Learners (ELLs), as well as relevant letters and
forms. Samples of each document include information as to when and how the document
is used based on federal, state, and best-practice guidelines.
It is important to mention that ELLs are considered an asset to our system. Both their
language and cultural background are valued and respected in the Adams 12 Five
Star Schools. The district provides instructional and school navigation tools to facilitate
communication with our students and their families. We provide translation and
interpretation services for over 100 languages. The curriculum resources include ELL
support pages and ELD units of study to effectively instruct our ELLs.
The ELD professional development that is offered is based on an asset-oriented, scaffolded
instruction approach. All new certified employees to our district are offered top-notch
training options to understand and differentiate instruction regarding the language
acquisition progress and the academic needs of ELL students.
The ELL Department is confident that ELLs are going to be successful in our schools and
will reach their personal and professional goals in our society. We also believe that by
working as partners and in collaboration, ELLs will receive language development support
in all content areas, everyday.
Thank you in advance for the support you provide to all ELL students and their families.

ELL DEPARTMENT STAFF
Dr. Ron Cabrera, Interim ELL Director
I have been active in public education for the past 39 year. Most recently, I served as the interim Superintendent
of the Denver Public Schools. Prior to that, I recently retired from the Assistant Superintendent of Instructional
Services and Equity role in the BVSD. My career has placed me in eight different school districts from Colorado
to the state of Washington. I have sat in a lot of seats as a district leader, ranging from school based leadership
to overseeing English Language Learning and other responsibilities, as well as in senior leadership positions as
an assistant and deputy superintendent and as a superintendent of schooIs. I am excited and enthusiastic to be
with Adams 12 Five Star Schools.
Kimberley Flores, ELL Coordinator
I started working with newcomers to the country in Washington DC in 1997. I’ve since had over 20 years
experience working in the field of language acquisition, serving students from kindergarten through high
school. I spent several years coordinating ELL and Dual Immersion Bilingual programs in California.
In addition to my current position as ELL Coordinator for Adams 12 Five Star Schools, I also work as an
associate professor for Regis University’s MA Program in teaching the linguistically diverse.
Areas of focus: Elementary Schools and Professional Learning
Amanda Clayton, ELL Coordinator
My passion for exceptional learners started during my first year teaching Language Arts at a middle school in
Indianapolis. The district fostered my content and leadership skills and I earned both my Masters in Language
Education and principal’s license. I then served as the ELL Department Chair at the largest high school in
Indiana for 7 years. For the last 2 years I have been working as the founding principal at the Indianapolis Public
Schools Newcomer Program. The Newcomer Program serves 250 recently arrived immigrant and refugee students
from all over the world.
Areas of focus: Secondary Schools and Newcomer Programming
Kristie Rast, ELL Coordinator
I love working and learning with kids! I started teaching English Language Development in college,
tutoring other college students from all over the world. I have taught at the elementary, middle and high
school levels in both California and Colorado. I have been in Adams 12 Five Star Schools for eleven years,
ten of those years at The International School at Thornton Middle. Additionally, I taught special education
for a number of years. I really enjoy helping all students to find and expand their strengths and realize their
potential! I have learned so much from my students!
Areas of focus: Supporting Secondary Schools and the Alternative ELD Services Program
Shannon Hopkins, ELL Coordinator
I started my career as an elementary classroom teacher, teaching grades 2, 3 and 4. I then moved into
an instructional coaching role where I supported K - 5 classroom teachers in their practice. In this role,
I provided and coordinated professional development as well as utilized coaching cycles. In addition to
the work I have done in schools, I also work as an associate professor with Regis University where I instruct
teachers receiving their MA in Culturally and Linguistically Diverse Education. Over the last 6 years, I have
worked as an elementary ELD teacher in Adams 12 Five Star Schools serving the ELLs in our district. I am
very excited about my new role as an ELL Coordinator in the Five Star District!
Areas of focus: Elementary Education, Identification and Placement Procedures
Cynthia Bjork, ELL Coordinator
My experience in education began with supporting new immigrant university students, includes bilingual
and ELD classroom instruction as well as district level instructional leadership and coaching roles spanning
25 years. With McREL for six years, I served in a range of fun and innovative projects leading development
of coaching teams and co-teaching efforts in Native nations and other multilingual communities. I also
served for five years as a Registered Psychotherapist serving families in a trauma-focused culturally
responsive social-emotional support center. I am multilingual and hold an M.Ed. in Education with research
focus in Bilingual Instructional Practice with SIT TESOL certification.
Areas of focus: Elementary ELL Programming Support and Co-Teaching Practices

ELL DEPARTMENT STAFF
Megan Fiore, ELL Coordinator
I started my career in education and with English Language Learners teaching high school English
Language Arts in New York City and then at Thornton High School in Adams 12 Five Star Schools. While
at Thornton, I also served as ELD teacher, ELD building coordinator and Instructional Coach. I worked in
Poudre School District to support teachers and students as an English Language Acquisition coach at a
middle school that housed the district’s newcomer program. This will be my fourth year in my current role
as an ELL Coordinator in the ELL Department. I hold an endorsement in Linguistically Diverse Education as
well as English Language Arts and have a master’s degree in both Educational Equity and Cultural Diversity
as well as Secondary English Education.
Areas of focus: Secondary School Support and Professional Learning
Marti Page, ELL Coordinator
I’ve come full circle! I started in Adams 12 Five Star Schools back in 2005 as a coordinator for the ELL
Department. Since 2013 I have been at STEM Launch K-8 in multiple roles working with ELLs. Throughout
my career, I have worked as an ESL Resource teacher, Bilingual Classroom Teacher, Professional Developer,
ELD co-teacher, and ELD coordinator and coach both in DPS and here in the Five Star District. I’ve explored
multiple methods of instructional practices for English Learners and enjoy the challenge of taking the best
practices and applying them to today’s classrooms. I thoroughly enjoy working with teachers and students.
Areas of focus: Elementary Education, Identification and Procedures
Michelle Flores, Administrative Assistant
I am new to Adams 12 Five Star Schools in the fact that I was recently hired as an Administrative
Assistant with ELL. However, I’m a Colorado native and my children grew up attending Five Star Schools,
so Adams 12 really is HOME. I have 7+ years of executive administrative support experience, in addition
to extensive experience in web design and technology. I also have an established reputation as a team
and relationship builder.
Areas of focus: Administrative and Budget Support for the ELL Team, ELL Teacher Staffing
Allocations, ELL Professional Development (PD) Tracking and Support
Desiree Lopez, Data Technician
Hello! I’ve been in Adams 12 Five Star Schools for about 3 years. Before moving into the Data
Technician position I was a Secretary in Learning Services, and before that I stayed at home
full-time with my youngest daughter. I am thankful to be in a position where I can work with
great people and still have lots of time with my 3 children!
Tina Heirls, Data Technician
I have been working in Adams 12 Five Star Schools since 2010 when my babies started
kindergarten. First I was a Classified Sub for 4 years then I worked in Human Resources
as the Sub System Coordinator for the last 4 years.

TABLE OF CONTENTS
SECTION 1: THE ENGLISH LANGUAGE LEARNER DEPARTMENT
10 MISSION AND VISION
11 ELD SCHOOL STAFF DIRECTORY
12 GLOSSARY OF ELD TERMS
13 LANGUAGE CODES
14 EARLY WARNING SYSTEM (EWS)
15 DESIGNATED ELL SCHOOL-BASED ADMINISTRATOR INFORMATION
16 ELEMENTARY ELD TEACHER INFORMATION
17 ELEMENTARY ELD TEACHER’S CALENDAR (SAMPLE)
18 ELEMENTARY ELD QUALIFIED COACH INFORMATION
19 SECONDARY SCHOOL-BASED ELD COORDINATOR INFORMATION
21 SECONDARY ELD COORDINATOR’S CALENDAR (SAMPLE)
22 PROFESSIONAL LEARNING OPPORTUNITIES
23 ELD TEACHER PROFESSIONAL LEARNING
24 TRANSLATION AND INTERPRETATION SERVICES
SECTION 2: ELL PROGRAMMING
28 IDENTIFICATION PROCESS OF ENGLISH LANGUAGE LEARNERS
29 DATA PIPELINE VERIFICATION
30 PLACEMENT, REDESIGNATION AND MONITORING PROCEDURES
31 HOME LANGUAGE SURVEY
32 DISTRICT PARENT NOTIFICATION LETTER EXAMPLE
32 ENSURING APPROPRIATE ELD SERVICES
32 GRADE PLACEMENT OF STUDENTS FROM OTHER COUNTRIES
33 LANGUAGE PROFICIENCY CATEGORIES
35 ALTERNATE ELD SERVICES PROGRAM
36 ELD PROFILES
37 REDESIGNATION PROCESS
37 MONITORING THE ACADEMIC PROGRESS OF FEP/PHLOTE M1 AND M2 STUDENTS
38 PARENT REFUSAL OF ELD SERVICES
38 ELL TRANSITIONING PROCESS
39 ELL UPDATES

TABLE OF CONTENTS
SECTION 3: FORMS
42 HOME LANGUAGE SURVEY FORM
42 REQUEST TO CORRECT A RECENT INITIAL LANGUAGE PROFICIENCY CODE FORM
42 REQUEST TO CORRECT MISIDENTIFICATION AS AN ELL FORM
42 REQUEST TO CORRECT MISIDENTIFICATION AS A NON-ELL FORM
42 REQUEST TO RECLASSIFY A FEP/PHLOTE STUDENT AS LEP FORM
43 PARENTAL REFUSAL OF LANGUAGE SUPPORT SERVICES FORM
43 ELL ELEMENTARY TRANSITION FORM
43 ELL SECONDARY TRANSITION FORM
43 KINDERGARTEN W-APT READING AND WRITING SCORING SHEET FORM
43 KINDERGARTEN W-APT SCORING SHEET FORM
SECTION 4: SERVING SPECIAL POPULATIONS
47 MTSS CONSIDERATIONS FOR ELL STUDENTS
47 GIFTED AND TALENTED CONSIDERATIONS FOR ELL STUDENTS
47 OVERVIEW OF ALTERNATIVE ELD SERVICES
47 PROTOCOL FOR DISCUSSING ELD SERVICES FOR ELL STUDENTS ON IEPS WITH SEVERE NEEDS
47 INITIAL REQUEST FORM FOR ALTERNATIVE ELD SERVICES
47 DOCUMENTATION FOR ALTERNATIVE ELD SERVICES FORM
47 WIDA ALTERNATE MODEL PERFORMANCE INDICATORS
SECTION 5: INSTRUCTIONAL SUPPORT
50 ENGLISH LANGUAGE DEVELOPMENT (ELD)
50 APPROPRIATE USE OF THE STUDENT’S NATIVE LANGUAGE
52 BOARD-APPROVED INSTRUCTIONAL MATERIALS
53 TIPS FOR TEACHERS
55 WHAT CAN I, AS A TEACHER, DO TO HELP SECOND LANGUAGE LEARNERS IN MY CLASSROOM?
57 IS IT LANGUAGE OR LEARNING?
58 WIDA CAN DO PHILOSOPHY
59 THE CAN DO PHILOSOPHY IN ACTION
60 EFFECTIVE INSTRUCTION FOR ELLS
64 SIOP OBSERVATION CHECKLIST

Language is
the road map of
a culture. It tells
you where its
people come from
and where they
are going.
RITA MAE BROWN

SECTION 1
THE ENGLISH
LANGUAGE
LEARNER
DEPARTMENT
ELL Guidebook 2018-2019 / Adams 12 Five Star Schools

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As a hub in Learning Services, the English Language Learner (ELL) Department works in
collaboration with the instructional teams in all content areas to implement a guaranteed
and viable curriculum that is aligned with Colorado English Language Proficiency (CELP)
standards. The scope of work for the ELL Department encompasses the identification
and placement of linguistically and culturally diverse learners, developing curriculum and
implementing effective instruction, providing professional learning for all teachers,
and offering translation and interpretation services.
MISSION AND VISION
MISSION FOR ELL STUDENTS AND FAMILIES
To support schools in providing high quality, culturally responsive education for all students and families, specialized
services for English Language Learners to develop English language proficiency, and equitable access to content
instruction so that all students achieve academic success.
VISION FOR THE SUCCESS OF ELLS
The ELL Department creates an instructional vision, models the way, and supports schools in the shared responsibility
of educating culturally and linguistically diverse learners. The ELL Department partners with schools to:
• ensure that culturally and linguistically diverse learners have equitable opportunities and
the support necessary to engage in all the educational opportunities.
• value the language, culture, and experiences of all students and their families as assets.
• develop awareness and cultivate practices that build culturally-responsive environments.
NUMBER OF ENGLISH LANGUAGE LEARNERS revised 2018
Number of ELLs
6K
5K
4K
3K
2K
6,710
TOTAL
ENROLLMENT
FOR THE
1K
2017-2018
0
1999-2000
2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
SCHOOL
YEAR
School Year
10 | ELL Guidebook

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Currently, 108 LANGUAGES are represented in Adams 12 Five Star Schools.
Top Six:
1. ENGLISH 2. SPANISH 3. VIETNAMESE 4. HMONG 5. MANDARÍN 6. RUSSIAN
FUNCTIONS OF THE ELL DEPARTMENT
Overall: To assure quality services for emerging bilingual students and to improve student achievement in
English and the core content areas.
• Gather and analyze ELL data for the district and individual schools
• Monitor the identification, instruction, and assessment of ELLs
• Monitor students at FEP Year 1 and Year 2
• Provide consultation to principals, teachers, and parents regarding emerging bilingual students
• Provide training and support to teachers and administrators on effectively meeting the needs of
ELLs in the general education classroom as well as during intervention
• Work closely with other district programs and curricular areas to coordinate planning and services
• Monitor the implementation of district curriculum and assessment for ELL students
• Provide translation and interpretation services for the Five Star Schools community
ELD School Staff Directory
Adams 12 Five Star Schools | 11

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GLOSSARY OF ELD TERMS
TYPES OF INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS
Alternate ELD Services: The Alternate ELD Services Program is uniquely for ELLs who have very significant
language support needs that require the direct services and expertise of a special services provider in order to benefit
from instruction, and therefore may not benefit from daily ELD instruction for 45 minutes. It is a collaborative effort
to provide accessible and meaningful English Language Development instruction to students with very specialized
language support needs. This collaboration involves an ELD teacher and other support specialists (e.g. teacher of
students with significant support needs (SSN), teacher of the deaf/hard of hearing, speech-language pathologists,
occupational therapists, etc.)
ELD: English Language Development/English as a Second Language; explicit English language instruction based on
the Colorado English Language Proficiency (CELP) Standards and students’ language proficiency levels. ELD instruction
is provided by a qualified teacher in ELL-only groups for a minimum of 45 minutes as part of daily instruction.
Sheltered Instruction: An approach to teaching that makes grade-level content comprehensible for English Language
Learners while they are developing English proficiency. Sheltered instruction classrooms, which may include a mix of
native English speakers and English Language Learners, integrate language and content with socio-cultural awareness.
Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech
and instructional tasks and by providing appropriate background information and experiences. Teachers also develop
students’ ability to communicate in English within the content area. Students’ English is also being developed in a daily
ELD class.
SIOP: Sheltered Instruction Observation Protocol; research-based sheltered instruction.
ENGLISH LANGUAGE LEARNERS AND LANGUAGE CODES
ELL: English Language Learner; a general term for a student whose dominant language is not English and who
is learning English.
Emerging Bilinguals: English language learners are in fact emergent bilinguals. That is, through school and through
acquiring English, these children become bilingual, able to continue to function in their home language as well as in
English, their new language and that of school. (Equity Matters: Research Review No 1, 2008)
FELL Y1 &Y2: Former English Language Learner; students who were formerly ELL but who has acquired fluent English
proficiency in listening, speaking, reading, and writing. They were monitored for two (2) years to confirm academic
success in the core content areas.
FEP M1 & M2: Fluent English Proficient; a student who was formerly ELL but who has acquired fluent English proficiency
in listening, speaking, reading, and writing. They are monitored for two (2) years to confirm academic success in the
core content areas.
LEP: Limited English Proficient; an English language Learner whose overall English proficiency in listening, speaking,
reading, and writing is at the Intermediate or Advanced stages; students at this level are able to understand and be
understood in many to most social communication situations, are gaining increased competence in the more
cognitively demanding requirements of content areas, but are not yet ready to fully participate in academic content
areas without linguistic support.
NEP: Non-English Proficient; an English Language Learner whose overall proficiency in listening, speaking, reading,
and writing is at the Beginning or Early Intermediate stages; this level includes students who are just beginning to
understand and respond to simple routine communication through those who can respond with more ease to a
variety of social communication tasks.
PHLOTE M1 & M2: Primary or Home Language Other Than English and are fluent in English; in Adams 12 Five Star
Schools these are students who have not been an ELL in the district, but they do have a language other than
English in the home. They are monitored for two (2) years to confirm academic success in core content areas.
PHLOTE Fluent: Primary or Home Language Other Than English and are fluent in English; in Adams 12 Five Star Schools
these are students who have not been an ELL in the district, but they do have a language other than English in the
home. They are NOT monitored and do not receive English Language Development services.
12 | ELL Guidebook

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LANGUAGE CODES
LANGUAGE PROFICIENCY FIELD CODES IN INFINITE CAMPUS:
1 – NEP 1
2 – NEP 2
3 – LEP 3
4 – LEP 4
5 – FEP M1
6 – FEP M2
7 – FEP Exited Y1
8 – FEP Exited Y2
9 – FELL (Former English Language Learner)
10 – PHLOTE M1
11 – PHLOTE M2
12 – PHLOTE Exited
13 – PHLOTE Fluent
14 – Unknown
LANGUAGE INSTRUCTION PROGRAM CODES
0 – Not in program
1 – Yes in program
4 – Integrated Support
5 – In Question
98 – Parent Waiver
Adams 12 Five Star Schools | 13

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OTHER ELL-RELATED TERMS
ACCESS: Assessing Comprehension and Communication in English State-to-State for English Language Learners is
a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have
been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor
students’ progress in acquiring academic English: used in Colorado starting with the 2012-2013 school year.
Adequate Yearly Growth (AYG) for ELLs: English Language proficiency for accountability purposes is determined by
comparing the median student growth percentile (normative growth) to the median adequate student growth
percentile (the target for “enough growth”).
Colorado English Language Proficiency (CELP) standards (also called WIDA standards): These standards model
the language ELLs need to learn in all academic areas: social and instructional language and the language of language
arts, science, math, and social studies.
ELPA: English Language Proficiency Act; a Colorado state law and funding source.
Exiting: Changing an ELL’s status from FEP/PHLOTE Monitored Year 2 to FEP FELL/PHLOTE Exited.
Home Language Survey (HLS): The state requires the district to collect a Home Language Survey for every new
student. This information is used to count the students whose families speak a language other than English at home.
It also helps to identify the students who need to be assessed for English language proficiency.
Reclassification: Any changes to an ELL’s status other than from LEP to FEP-Monitored Year 1.
Redesignation: Changing an ELL’s status from LEP to FEP-Monitored Year 1.
W-APT: WIDA-ACCESS Placement Test an initial assessment of language proficiency given to ELLs in Kindergarten
upon enrollment in the district.
WIDA:
WIDA SCREENER: The WIDA Screener is an English language proficiency assessment given to incoming students in
grades 1–12 to assist educators with the identification of students as ELLs. The purpose of this assessment is to help
educators make decisions about whether a student is a candidate for English language support services.
EARLY WARNING SYSTEM
The Early Warning System (EWS) is the platform that you can use to retrieve English Language Learner data. Infinite
Campus is no longer the system used to retrieve student data. For detailed instructions on accessing a list of all ELL
students (NEP and LEP) and all In Question students, please watch the linked videos below:
Finding a List of All ELL Students
Finding a List of In Question Students
14 | ELL Guidebook

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DESIGNATED ELL SCHOOL-BASED ADMINISTRATOR:
CONSIDERATIONS FOR ELL ACADEMIC SUCCESS
ELL ADMINISTRATOR DESIGNEES:
• set an expectation for building staff to include ELLs and their families fully in the life of the school,
both culturally and academically
• expect all teachers to know who their ELLs are in classes throughout the year as well as their English
language proficiency levels
• work with staff on registration and scheduling issues (e.g. scheduling ELLs into appropriate classes,
transitioning 5th and 8th grade ELLs in the spring, and reviewing the building’s master schedule to
ensure it allows for appropriate ELD programs and services)
• attend all required ELL trainings and make sure that teachers attend all required ELL trainings
• support teachers and hold them accountable for a high level of implementation of sheltered
instruction for ELLs
• monitor the academic progress of ELLs in the building, including students with waivers
• attend waiver meetings in which parents request to opt their student out of ELD services
• monitor the grades of ELLs, with the goal of working with teachers who exhibit a pattern of giving
ELLs poor grades (mostly pertains to secondary)
• are familiar with district translation and interpretation policies and share with staff
• work with teachers and the assessment coordinator to decide which ELLs need assessment
accommodations and how these will be provided
• ensure the building has a system in place to meet the academic needs of ELLs in the content areas
(e.g. departments have established appropriate classes, curricula, materials and resources to promote
and encourage the success of ELLs)
• oversee the completion of the redesignation (LEP to FEP Monitor Year 1) and monitoring sections
of ELD Profiles as well as the progress monitoring of ELL students
• manage ELD Profiles for FEP/PHLOTE M1 and FEP/PHLOTE M2 students
• attend any required meetings/participate in any required webinars and remain current with
ELL correspondence
Adams 12 Five Star Schools | 15

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ELEMENTARY ELD TEACHER INFORMATION:
CONSIDERATIONS OF ELL ACADEMIC SUCCESS
ELD TEACHERS:
• provide 45 minutes of appropriate and effective daily standards-based ELD instruction to all ELL students
(using the ELD Units of Study as the basis for ongoing planning, instruction, and assessment).
• ensure throughout the year that all ELLs are in ELD (and that no FEPs are in ELD) by running regular reports
in EWS of all building ELLs not on a parent waiver and cross-checking ELLs with ELD rosters. Immediately
schedule any ELLs not in ELD and not on a parent waiver into ELD.
• follows the district procedures and processes to correct any misidentifications as an ELL or a non-ELL,
to respond to parent requests for ELL waivers, and to place monitored or exited students who need to
return to ELD services into ELD (see Section 4 for those forms).
• administer W-APT and/or WIDA screener to any new students who are eligible for testing based on the HLS.
• work collaboratively with others in the building to schedule and administer ACCESS to all ELLs.
• collaborate with classroom teachers on reading/writing grades for ELLs (e.g., attend DDI meetings,
join child study team to discuss student progress).
• collaborate with Special Education providers regarding any ELLs who are receiving Alternative ELD services.
• collaborate with classroom teachers to complete ELD profiles for ELLs, make redesignation decisions at the
end of the school year, and provide middle school ELD teachers the information they request on 5th grade ELLs.
• conference with parents of ELLs to discuss students’ progress toward the CELP standards .
• participate in all school-wide professional development, meetings, and events as would any other
building teacher.
• keep track of ELD instructional materials.
• attend any required ELL Department meetings and remain current with ELL correspondence.
• follow the district procedures and processes to correct any misidentifications as an ELL or a non-ELL,
respond to parent requests for ELL waivers, and to place monitored or exited students who need to
return to ELD services into ELD .
16 | ELL Guidebook

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ELEMENTARY ELD TEACHER’S CALENDAR (SAMPLE)
AUGUST
q Create an ELD schedule and begin ELD instruction
q Revisit ELL Programming Plans with ELL Administrator Designee
q Attend WIDA Training/ Refresher
q Administer W-APT/WIDA Screener (on-going)
q Run EWS reports of all ELLs in building (on-going)
q Notify teachers in building of ELLs and their language proficiency levels (on-going)
q Schedule time to meet with ELL Coordinator
q Review W-APT/ WIDA screener data with teachers
q For students on a waiver last year, check if parents want to continue waiving services for the current school year
(Please Note: students receive ELD services until the ELL Department has a signed current student waiver)
SEPTEMBER
q Host a welcoming event for parents
q Learn students’ PALS, BRI, and other reading/ writing scores
q Attend ELD professional learning
q Run EWS reports of all ELLs in building
q Ensure all ELL students are appropriately identified prior to October 1
OCTOBER
q Share information about ELLs’ language proficiency levels and progress at parent-teacher conferences
q Run EWS reports of all ELLs in building
NOVEMBER
qTake a deep breath
qRun EWS reports of all ELLs in building
DECEMBER
q Meet with School Assessment Coordinator to discuss ACCESS schedule
q Run EWS reports of all ELLs in building
q RELAX!
JANUARY
q Update numbers and lists of ELLs; share with classroom teachers
q Run EWS reports of all ELLs in building Administer ACCESS
FEBRUARY
q Celebrate ACCESS testing!
q Gather data on 5th grade ELLs and then meet with feeder middle school ELD Coordinator to help
them determine appropriate ELD services for middle school
q Analyze ELD program needs for next year; make suggestions to master schedule
q Run EWS reports of all ELLs in building
MARCH
q Continue study of program needs to provide input to master schedule committee
q Prepare ELL student schedules for following year
q Run EWS reports of all ELLs in building
APRIL
q Continue study of program needs for next year
q Accompany ELLs transitioning to middle school on a school tour
q Run EWS reports of all ELLs in building
q Participate in the Redesignation and Monitoring processes for ELLs
q Share and celebrate ACCESS results to school staff
MAY
q Complete ELD Profiles on all ELLs
q Run EWS reports of all ELLs in building and make final decisions based on a body of evidence (BOE)
q Send 5th grade ELD Profiles to ELD coordinator at appropriate middle school student
q BOE conversations and decisions with ELL designee and classroom teachers, to determine redesignation.
q CELEBRATE!
Adams 12 Five Star Schools | 17

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ELEMENTARY ELD QUALIFIED COACH
This position serves as an instructional coach in order to increase the capacity of teachers to better meet the cultural,
linguistic, and academic needs of emerging bilingual students. The position reports directly to and is evaluated by a
building administrator. The position is supported by the ELL Department through the assignment of an ELL Coordinator.
ELD COACHES:
Work directly with all teachers, especially those who provide ELD instruction, providing technical and cognitive
coaching and support to increase the effectiveness of best instruction for ELLs. This includes, but is not limited to:
• conduct coaching cycles of plan, observe, debrief
• model strategies and/or lessons in teachers’ classrooms
• team-teach (teacher and ELD Specialist deliver the same instruction at the same time)
• side-by-side coach (teacher conducts a lesson and the ELD Specialist “jumps” in to support the lesson
• facilitate ELL data conversations
• facilitate workshops or training sessions around ELL-related topics
• participate in problem-solving team conversations about ELLs
• participate in transition-to-kindergarten conversations about ELLs
• participate in district level coaching professional development as required
Complete ELL related procedures for the school:
• administer W-APT/ WIDA Screener to any new students who are eligible for testing
• collaborate regularly with Special Education providers regarding any ELLs who are receiving
Alternative ELD services
• work collaboratively with others in the building to schedule and administer ACCESS for ELLs to all ELLs
• facilitate the completion of ELD profile folders, redesignation process, and monitoring as well as any
other ELL- related paperwork
• serve as the school’s direct contact for the ELL Department (in addition to, but not instead of, the building
ELL Administrator Designee)
18 | ELL Guidebook

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SECONDARY SCHOOL-BASED ELD COORDINATOR:
CONSIDERATIONS FOR ELL ACADEMIC SUCCESS
Note: Collaborate with the designated ELL Administrator in your building to complete and delegate these tasks as appropriate
ELD PROGRAM LEADERSHIP/MANAGEMENT:
• ensures throughout the year that all ELLs are in ELD (and that no FEPs are in ELD) by running regular reports in
EWS of all building ELLs not on a parent waiver and cross-checking ELLs with ELD rosters. Immediately schedule
any ELLs not in ELD and not on a parent waiver into ELD
• follows the district procedures and processes to correct any misidentifications as an ELL or a non-ELL, to respond
to parent requests for ELL waivers, and to place monitored or exited students who need to return to ELD services
into ELD (see Section 4 for those forms)
• knows the Colorado English Language Proficiency (CELP) Standards and Adams 12 Five Star Schools support
documents and promote their use by building ELD teachers
• provides curriculum and instructional leadership and support for ELD teachers
• maintains a budget and collaborate with ELD teachers in coordinating budget expenditures for ELD
program in building
• keeps track of ELD materials and resources. Make sure teachers who need them have access
• reviews the proposed building master schedule in the spring to ensure that it allows for appropriate
ELD programs and services
REGISTRATION:
• works with counselors as needed on issues such as scheduling ELLs
• meets with teachers and/or ELD Coordinators from feeder schools in the spring to determine scheduling/course
selection of incoming ELL students for the following school year
COLLABORATING WITH BUILDING STAFF AND ADMINISTRATION:
• acts as a resource for content area teachers who approach you with questions or concerns about ELLs. (It is highly
recommended that you are familiar with the content of required ELL training for district teachers so that you are
aware of current research in the field and what your colleagues are learning regarding effective instruction for ELLs.)
• collaborates as needed with school deans concerning attendance and discipline issues for ELL students
• collaborates with building teams and individuals (e.g., problem-solving teams, Special Education teacher,
GT Coordinator, relevant committees) to address the needs of ELLs
ASSESSMENT/ PROGRESS MONITORING:
• reviews assessment data and consult with the appropriate teachers for the purpose of monitoring the progress of
ELL students in the ELD program to determine appropriate instruction and placement
• assists in planning for appropriate administration of state/district/building assessments to ELLs (e.g., PARCC, ACCESS,
MAP testing, etc.)
• works with the school assessment coordinator to verify ELL student coding information for PARCC/CMAS testing and
ensure that ELLs have appropriate, documented accommodations
• completes ELD Profile folders for all ELLs
• completes the redesignation (LEP to FEP Monitor Year 1) process in Spring for ELLs whose names are sent to the
school by the ELL Department
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DISTRICT:
• attends district ELD meetings and remain current with ELL correspondence
• strongly encouraged to complete advanced ELL training along with your colleagues
PARENTAL INCLUSION:
• coordinates ELD program activities and events, such as awards ceremonies, field trips, and parent meetings
• builds and maintains regular, on-going contact with the parents/families of ELLs
MORE SPECIFIC VERSION OF SECONDARY ELD COORDINATOR’S RESPONSIBILITIES
• provide at least 45 minutes of appropriate and effective daily standards-based ELD instruction to all NEP
and LEP students in ELL-only groups (using the ELD Units of Study as the basis for ongoing planning,
instruction, and assessment)
• keep up-to-date with ELD procedures in Adams 12 Five Star Schools by attending district ELD meetings/PD,
working with your ELL Coordinator, and reading ELL department communications
• determine which students need to be given the WIDA Screener, using the information on the HLS and the
“Who to Test” flow chart. Administer the W-APT (with help, as needed) to all students who need testing
within 10 days of enrollment (and scan the score sheet to lass.department@adams12.org).
• make sure all ELLs are in the appropriate ELD class(es) for at least 45 minutes/day, by:
• regularly check lists of all ELLs in building against list of ELLs in ELD classes and making any necessary
schedule changes
• follow up when students who may be ELLs but were never identified come to your attention by following the
directions on the “Request to Correct Misidentification as a Non-ELL” form (the form and a sample of a correctly
filled-out form are in the ELL Guidebook)
• follow up when a non-ELL has been misidentified as an ELL by following the directions on the “Request to
Correct Misidentification as an ELL” form (the form and a sample of a correctly filled-out form are in the ELL
Guidebook)
• follow up when you realize that a WIDA Screener test does not at all accurately reflect a new student’s
language abilities by following the directions on the “Request to Correct a Recent Initial Language
Proficiency Code” form within 1 month of the W-APT or WIDA Screener place date .
• follow up if teachers say that a FEP needs to be reclassified as LEP and receive language support through
ELD again
• assist with ACCESS administration and determining PARCC/CMAS accommodations for ELLs
• understand and appropriately coordinate the waiver process:
• advocate for ELD to parents who approach the school with concerns about their child being placed in ELD,
while informing them of their legal right to waive ELD classes
• if a parent does want to waive, fill out the “Parental Refusal of Language Support Services” completely (including
using an interpreter if needed and having them sign, and always getting the building administrator’s signature),
making sure that the parent understands the information on the form (the waiver is good only for that school
year, the student still takes ACCESS), and sending a copy to the ELL Department to lass.department@adams12.org
(make sure you have the most recent version by downloading it from the online Guidebook)
• keep track of ELD materials and make sure all ELD teachers who need them have access
• complete ELD Profiles for ELLs
• work with feeder schools to get all incoming 6th and 9th graders into the right ELD class
• complete the redesignation process (LEP to FEP M1) in the spring
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SECONDARY ELD COORDINATOR’S CALENDAR (SAMPLE)
AUGUST
q Assist counselors/registrars in registering incoming ELLs for the correct classes
q Run lists of all ELLs in building and make sure they are scheduled into ELD and appropriate classes
q Check redesignation list when received from ELL Department
q Administer WIDA Screener to students In Question
q Give ELLs an orientation to cafeteria, transportation, etc. (students may need to be escorted to correct buses)
q For students on a waiver, a notification is sent to parents every summer indicating that their students’
waivers are only valid for the school year during which they are signed (students go to ELD until the ELL
Department has a signed, current waiver for the student)
SEPTEMBER
q Host a welcoming event for parents
q Notify teachers in building of ELLs
OCTOBER
q Begin ELD profiles on all new ELLs (folders will come from ELL Department)
q Share information about ELLs’ language proficiency levels and progress at parent-teacher conferences
NOVEMBER
qMonitor the progress (grades) of ELLs
DECEMBER
q Decide if any ELLs need a different level of ELD class starting second semester
JANUARY
q (High School only) Request data on incoming 9th grade ELLs from feeder middle school ELD
teachers/coordinators. Then meet with these ELD teachers/coordinators to review data
q Administer ACCESS assessment
FEBRUARY
q (Middle School only) Request data on incoming 6th grade ELLs from feeder elementary school
ELD teachers/coordinators. Then meet with these ELD teachers/coordinators to review data.
q Use data on incoming and current ELLs to start planning the ELD program/classes next year
q Use data on incoming and current ELLs to start preregistering them for classes next year
(ongoing through end of year)
q Share program needs for next year with master schedule committee (ongoing through end of year)
MARCH
q If planning to hold a Spring event for ELL families, begin planning (potluck, awards ceremony, etc…)
APRIL
q Arrange for tour of new school for ELLs transitioning to middle/high schools
MAY
q Complete ELD Profiles on all ELLs
q Follow current procedures for placement of ELD profiles (e.g., placement of folders for students staying
in same school, moving to another district school, graduating, dropping out, and moving out of district)
q BOE conversations and decisions
q Complete registration/scheduling ELLs into classes for next year and planning ELD program/classes
for next year
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PROFESSIONAL LEARNING OPPORTUNITIES
The ELL Department provides staff professional learning around cultural, linguistic, and academic aspects for our
emerging bilingual students. ELD teachers receive additional specialized professional learning throughout the year.
NEW DISTRICT STAFF PROFESSIONAL LEARNING:
Required for all new Adams 12 Five Star Schools certified staff including special service providers.
SUPPORTING ELLS: PART I OVERVIEW
Participants will learn about:
• the complexity of language acquisition, ELD and the implications for classroom teachers regarding making content
comprehensible for Culturally and Linguistically Diverse Learners.
• the difference between first and second language acquisition.
• research-based strategies to instruct culturally and Linguistically Diverse Learners.
• classroom and school data in IC and the Early Warning System to differentiate instruction and make data-driven
decisions while considering the needs of Culturally and Linguistically Diverse Learners.
• planning time to differentiate instruction for ELLs.
SUPPORTING ELLS: PART II OVERVIEW
Each session includes two face-to-face workshops as well as independent online work in Schoology before, in between,
and after the two workshops. The session will build upon the professional learning that took place during Supporting
ELLs Part I, with a focus on the following ideas:
• Assets of ELLs
• Instruction
• Assessment
• Diversity
The independent online work will be completed in Schoology. Once you are registered in PDExpress, you will be enrolled
automatically in the Schoology course two weeks prior to the first face-to-face session. You will receive an email through
Schoology of your enrollment.
Supporting English Language Learners: Part I (K-12)
MUST BE COMPLETED ONE YEAR FROM HIRE DATE
• 7.5 hours of face-to face training
• ELL DEPARTMENT PROFESSIONAL LEARNING DATES
• Register for one of the following sessions
through PD Express: https://pdexpress.adams12.org
Supporting English Language Learners: Part II (K-12)
MUST BE COMPLETED TWO YEARS FROM HIRE DATE
• 6.0 hour training, consisting of two 3-hour
face-to-face workshops
• 15-20 hours of implementation in the classroom
including work in Schoology
• ELL DEPARTMENT PROFESSIONAL LEARNING DATES
• Register for one of the following sessions
through PD Express: https://pdexpress.adams12.org
ELL PROFESSIONAL LEARNING FAQ’S
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ELD TEACHER PROFESSIONAL LEARNING:
WIDA SCREENER: 2018-2019 TRAINING
The WIDA Online Screener was successfully used for the 2017-18 academic year. For the 2018-19 academic year,
Adams 12 Five Star Schools will continue to use the WIDA Online Screener for all students who are potential ELLs in
grades 1-12. The WIDA Paper Screener will be available in 2018-19 for certain circumstances (see below for specifics).
The W-APT will continue to be the only CDE-approved option for potential ELLs in kindergarten.
Below are professional development opportunities for educators responsible for proctoring and scoring the ELL
placement tests. Registration is available at https://pdexpress.adams12.org/.
TRAINING SESSIONS FOR PROCTORING AND/OR SCORING:
SCREENER TYPE
WIDA Online
Screener-Scoring
and proctoring
AUDIENCE DATE & TIME LOCATION
Required only for those test administrators and/or proctors who
have not yet completed the Adams 12 training.
August 10, 2018
8:00-11:30 AM
ESC
Cottonwood
WIDA Paper
Screener scoring
and proctoring
Required for all certified staff who will be proctoring and scoring
the paper version of the screener. Paper Option available ONLY
with ELL Department approval for:
August 10, 2018
1:00-3:30 PM
ESC
Cottonwood
• newcomers
• students with Significant Support Needs (SSN)
• students pending SASIDs for over 5 business days
Note: One kit of testing materials per school will be given to those
who participate in the session.
W-APT-Scoring for
Kindergarten
Required only for those who have not yet completed the
Adams 12 training.
August 21, 2018
8:00-11:30 AM
ESC
Grays and Torrey
WIDA SCREENER ONLINE REFRESHER
The WIDA Screener Online Refresher is appropriate for those educators who have previously completed the WIDA
Online Screener (face-to-face) training. The refresher is not needed if you will be attending a face-to-face training
in the fall of 2018. Below is the link for the WIDA Screener Online refresher training that must be completed prior
to administering the Screener to students on the In Question list.
WIDA Screener Online refresher
WIDA QUIZZES
In addition to completing the short refresher, all WIDA Screener Test Administrators must complete the Speaking and
Writing quizzes for the appropriate grade level with a passing score of 80% prior to administering the screener for the
2018-2019 school year. This includes test administrators who passed the quiz last spring. In order to be certified to
proctor and score the WIDA Screener for the 2018-19 academic year, you must take and pass the quizzes on or after
July 1, 2018. Additionally, middle school educators will need to take and pass both the 1-5 and 6-12 speaking and
writing quizzes, as in the first semester we will be administering the screener to students for their previous grade
level (e.g. for 6th grade students during Semester 1 we will administer the 5th grade test). For the second semester,
potential ELLs should take the screener for the grade level they are enrolled .
• Directions for accessing the required quizzes.
NOTE: All staff scheduling testing sessions and scoring the writing and speaking components of the WIDA Online
Screener will have access to AMS on 8/3/2018. If you have questions regarding your access, please contact
Heidi Shaw at sha022566@adams12.org
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TRANSLATION AND INTERPRETATION SERVICES
The goal of providing translation services is to support schools in effectively communicating with all members of the
Five Star Schools community.
Please visit the Translation Services webpage.
Once logged into staff.adams12.org, access Translation Services through > Learning Services > Translation Services
WRITTEN TRANSLATION
ALL schools and the ESC must translate all school-sponsored school-wide communications (i.e., written documents,
auto-dialer scripts, Campus Messenger notifications, school-wide newsletter, information posted on the web-site, and
any other methods of communication used) into the language of correspondence identified in Infinite Campus (IC).
ORAL INTERPRETATION
ALL schools and the ESC must provide interpretation services for any parent who requires such services.
• Requests must be submitted at least 5 school days in advance for on-site interpreters, and 2 school days in advance
for phone interpreters, except in actual emergencies.
• Auto-Dialer recording requests must be submitted at least 2 school days in advance, except in actual Emergencies.
• Schools may not use students or minors as interpreters, except in actual emergencies.
• Schools must have automated translation on school website (e.g., Google Translate), but information linked or
uploaded still has to be manually translated into the other language. Please keep in mind that Google Translate
and other machine translation does not meet quality standards to legally count as translation, so any essential
information that is only shared through a website must be manually translated.
For questions about translation requests call Gladys Fernández at 720-972-7105
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Adams 12 Five Star Schools | 25

Translation is
not a matter of
words only:
it is a matter
of making
intelligible a
whole culture.
ANTHONY BURGESS

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SECTION 2
ELL
PROGRAMMING
ELL Guidebook 2018-2019 / Adams 12 Five Star Schools
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IDENTIFICATION PROCESS OF ENGLISH LANGUAGE LEARNERS
According to Federal and State guidelines, all students whose parents/guardians indicated in the Home Language Survey
(HLS) that there is influence of a language other than English at home must be tested and placed accordingly for ELD
services within 30 days from the first day of school and thereafter within 10 school days. Also, secondary students need
to be enrolled in an ELD course until a final placement determination is made based on the screener results.
ALL new students register in Adams 12 Five Star Schools; parent or guardian completes HLS. School sends copies of all
HLS forms to ELL Department, even English only. These must be scanned and emailed to ELLDepartment at
lass.department@adams12.org. School keeps a copy of the HLS form in the student’s cumulative ‘cum’ file at the school.
*Schools use this form to identify students who need to take the language placement test. One copy of the HLS is
placed in the student cum. folder and one copy of ALL HLS forms is sent to the ELL Department for data entry.
If a language other than English is indicated on the HLS, enroll the student into an ELD class and confirm that
the student is ‘In Question’ in EWS. Then, administer the W-APT (Kindergarten) or the WIDA Screener (1-12).
For those students enrolled after the first day of school, they must be tested and placed into English language
instruction during the first 30 days of school or within ten days of enrollment thereafter (except when student
has a Language Proficiency score in EWS less than 365 days old).
Submit the W-APT/Screener results to: lass.department@adams12.org. ELD Teachers keeps test booklets
and a copy of the W-APT/ WIDA Screener score sheet. Make sure the identified ELLs are enrolled in anELD
class/course and they are assigned to an ELD teacher in their daily schedule/roster.
The ELL Department enters ELL coding into EWS for students based on the information from the HLS and
W-APT/WIDA Screener Placement score sheets; the ELL Department also sends home a letter notifying parents
of their student’s identification as an ELL and the English language support services they will be provided.
Any students who score ‘NEP’ or ‘LEP’ on the W-APT/ WIDA Screener will receive appropriate English language
support services by the school. Students who score PHLOTE-M1 on the W-APT/WIDA Screener will be
monitored for two years, and the school does not need to provide them with ELD services. Also, students who
score PHLOTE-Fluent on the W-APT/ WIDA Screener will NOT receive ELD services at any point.
All ‘NEP’ and ‘LEP’ students will be required to take the ACCESS test every year thereafter until they have been
redesignated as ‘FEP’ (FEP level on ACCESS along with demonstrating academic success based on a body of evidence);
they will then be monitored for two years to ensure that they make adequate academic progress; if successful,
they are officially exited from ELL status after the two-year monitoring period.
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DATA PIPELINE VERIFICATION
The State Data Pipeline is used to verify if a student was, or was not, identified as an ELL student and their language
proficiency in another Colorado school district. The purpose of the verification includes a logical sequence (NEP to LEP,
LEP to FEP) regarding ELD services and language development achievement over the years.
SCHOOL-BASED PROCESS:
• Schools receive the HLS form during the registration process and then send to the ELL Department.
• Schools administer the W-APT/ WIDA Screener to all students who are ‘In Question’ in EWS and/or
AMS and then send the score reports to the ELL Department.
• If applicable, A Request to Correct a Recent Initial Language Proficiency Code is submitted.
DATA TECHNICIAN PROCESS:
• The ELL Department will update the ‘In Question’ status in EWS with the appropriate language
proficiency code (NEP-LEP).
• The ELL Department will complete the Data Pipeline verification. If a student scored PHLOTE on the
WIDA Screener and there is a discrepency with the Data Pipeline information, then the ELL Department
will notify the ELL Administrator Designee and ELD school-based coordinator.
• If a Request to Correct a Recent Initial Language Proficiency Code is received, it must be emailed to the
ELL Coordinator assigned to the building requesting the code change.
• If the request is approved by the ELL Coordinator, enter the code change into IC.
COMMUNICATION DOCUMENTS:
• ELL Department Communication template
• ELD School Contacts
• District-based ELL Coordinator
ELL COORDINATOR PROCESS:
• Review the REQUEST TO CORRECT A RECENT INITIAL LANGUAGE PROFICIENCY CODE
if there is a descrepency between the W-APT/ WIDA Screener results and a body of evidence
that demonstrates the student’s language proficiency otherwise.
• Approve or deny the request and send an email notification:
• To: The requester (ELD Designee and staff)
• CC: The Data Technician and ELL Director
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PLACEMENT, MONITORING AND REDESIGNATION PROCEDURES
English
Language
Only
HOME LANGUAGE SURVEY
To be completed within the first
30 days of school or within 2 weeks
of enrollment (all students).
ANY response to HLS
indicates a language
other than English
NOT AN ENGLISH LEARNER
(Not eligible for services)
IS THE STUDENT LISTED AS
IN QUESTION IN EWS?
NO
YES
PHLOTE
ADMINISTER PLACEMENT TEST:
W-APT or WIDA ONLINE PLACEMENT.
Did the student score
below fluency range?
NO
YES
PARENTAL NOTIFICATION
FROM DISTRICT
(In a language understood by parents)
PARENTS REFUSAL OF SERVICE
- Served in general classroom
- Monitored & assessed w/ ACCESS
PLACEMENT IN AN APPROPRIATE
ELD LANGUAGE PROGRAM
Ongoing evaluation of academic achievement AND English Language proficiency
REDESIGNATED FLUENT ENGLISH
PROFICIENCY (FEP)
NEP OR LEP PROFICIENT LEVELS
Continue language development
MONITORING FOR 2 YEARS
STUDENT CAN BE RECLASSIFIED
FOR ELD PROGRAM SERVICES
CAN THEY CONTINUE WITHOUT
ELD SUPPORT?
EXIT
YEAR 1
YES
NO
DEMONSTRATES
NEED FOR ELD
SERVICES
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HOME LANGUAGE SURVEY (HLS)
All parents/ guardians complete the Home Language Survey (HLS) upon enrollment included in the enrollment packet.
Schools use this form to identify students who need to take the W-APT/ WIDA Screener Placement test. One copy of the
HLS form is placed in the student’s cumulative folder and one copy is sent to the ELL Department for data entry. Please
send to lass.department@adams12.org.
HLS Form
HLS Flow Chart
The survey is based on the guidelines set by the Office of Civil Rights and listed in the CDE Guidebook on Designing,
Delivering, and Evaluating Services for English Learners (ELs) which states that at a minimum the following questions
must be included on the HLS:
• Is a language other than English used in the home?
• Was the student’s first language other than English?
• Does the student speak a language other than English?
In occasions, requests to take students off of the “In Question” list using the REQUEST TO CORRECT MISIDENTIFICATION
AS AN ELL form are received. As stated by CDE, in the Guidebook on Designing, Delivering, and Evaluating Services for
English Learners (ELs): “The use of a language other than English does not signify that the student is not a competent
and proficient English speaker.” This means that we cannot determine that a student has been misidentified unless a
student has taken a placement test and been identified as an ELL.
If parents express concerns about the Home Language Survey, placement test results, or their child being enrolled in an
ELD class, contact the ELL Coordinator assigned to your building.
If you would like more information about CDE’s guidance regarding identifying, assessing, and placing ELLs,
please visit their guidebook.
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DISTRICT PARENT NOTIFICATION
The ELL Department will send a parent notification letter to families when students are initially identified as ‘NEP’ , ‘LEP’.
or ‘FEP.’ This letter is sent directly to parents within a 30-day window for students enrolling before October 30 and
within a two-week window thereafter.
DISTRICT PARENT NOTIFICATION LETTER EXAMPLE: NON-ENGLISH PROFICIENT
DISTRICT PARENT NOTIFICATION LETTER EXAMPLE: LIMITED-ENGLISH PROFICIENT
DISTRICT PARENT NOTIFICATION LETTER EXAMPLE: FLUENT-ENGLISH PROFICIENT
ENSURING APPROPRIATE ELD INSTRUCTION SERVICES
Students who are listed ‘In Questions’ in WIDA AMS should be given the WIDA Screener. Students ‘In Question’ are
automatically loaded into WIDA AMS by the district. If you feel that students ‘In Question’ students are missing, please
check with your school registrar ensure that the HLS form was sent to the ELL Department. If you notice that a student
is on the In Question list in EWS, but not in WIDA AMS, contact Heidi Shaw. Please note that students must have an
active enrollment date and state identification number in order to be added to WIDA AMS.
ALL STUDENTS CODED ‘NEP’ OR ‘LEP’ MUST RECEIVE AT LEAST 45 MINUTES OF DAILY ELD INSTRUCTION.
• ‘NEP’ and ‘LEP’ students on waivers must receive English language instruction (i.e., instruction on the CELP Standards
from the language arts/literacy teacher).
• Monitored students may be re enrolled into ELD instruction at any point during the school year, if it is determined
that this English language support is needed. Send a ‘Request to Reclassify a FEP student as LEP’ form to the ELL
Department, so that these students are re-coded as LEP. Only students coded as NEP or LEP should be in ELD ELLs.
WHEN PLANNING IN THE SPRING FOR ELD THE FOLLOWING YEAR, REMEMBER:
• Students who are redesignated to ‘FEP’ will not receive ELD instruction.
• Some monitored students will be reclassified as ‘LEP’ as part of the monitoring process in May and will need ELD
instruction the following school year.
GRADE PLACEMENT OF STUDENTS FROM OTHER COUNTRIES
Families who arrive from other countries might be confused about the district’s procedures regarding grade placement.
Many equate the names of the grades their children were attending in their home countries with the names of the grade
levels in Adams 12 Five Star Schools. While the program or grade their child was enrolled in before they came to the
Five Star District might have been called “Kindergarten” or “First Grade,” for example, the grade-level names in Adams 12
Five Star Schools refer to grades for children of specific ages. Despite the “grades” children were attending in their home
countries, Adams 12 Five Star Schools attempts to place the children in the grades for which they are age appropriate.
It is not the district’s practice to place ELLs in grades with children younger than they are. Please help parents understand
that grade-placement recommendations are determined solely by age and not by English language proficiency.
GUIDELINES TO ASSIST YOU IN PLACING STUDENTS IN THE AGE-APPROPRIATE
GRADES FOR SCHOOL YEAR 2018-2019
*Except as specified by Superintendent Policy 5230 and 5240
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2018-2019 LANGUAGE PROFICIENCY CATEGORIES
FOR NEW STUDENTS
(Based on W-APT and WIDA Screener Scores)
Total Raw Score of Oral
(Listening/Speaking)
0-7
8-21
22-25
26-28
29+
Total raw score of Oral (Listening/Speaking),
Reading and Writing
0-14
15-28
29-43
44-59
KINDERGARTEN: FIRST SEMESTER (W-APT)
60+
BUT did not meet ALL of the following criteria:
Oral = 29+
Reading = 14+
Writing = 17+
Language Proficiency
Category
NEP 1
NEP 2
KINDERGARTEN: SECOND SEMESTER (W-APT)
Language Proficiency
Category
NEP 1
NEP 2
LEP 3
LEP4
LEP 4
LEP 3
LEP4
PHLOTE M1
60+
AND did meet ALL of the following criteria:
Oral = 29+
Reading = 14+
Writing = 17+
PHLOTE M1
Overall Composite Score
1.0 - 1.6
1.7 - 2.4
2.5 - 3.1
3.2 - 3.9
4.0 - 5.9
And did score 4+ in ALL domains
GRADES 1 - 12 (WIDA ONLINE SCREENER)
Language Proficiency Category
NEP 1
NEP 2
LEP 3
LEP4
PHLOTE M1
6.0
And did score 6+ in ALL domains
PHLOTE Fluent
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2018-2019 LANGUAGE PROFICIENCY CATEGORIES
FOR RETURNING STUDENTS
(Based on 2018 ACCESS SCORE)
Overall Composite Proficiency Level
(CPL)
1.0 - 1.6
1.7 - 2.4
2.5 - 3.1
3.2 - 3.9
4.0 - 6.0
In literacy but not 4.0 overall
4.0 - 6.0
In literacy and overall, but did not
have strong BOE showing reading
and writing achievement
GRADES K-12
Language Proficiency
Category
NEP 1
NEP 2
LEP 3
LEP4
LEP 4
LEP 4
2018-2019 FEP REDESIGNATION CRITERIA
Schools make final redesignation decisions if students meet below criteria
GRADE
K
1-12
CRITERIA (STUDENT MUST MEET ALL CRITERIA FOR THEIR GRADE LEVEL)
No redesignation option
1. ACCESS – Overall CPL 4.0 or above, AND
2. ACCESS – 4.0 or above in Literacy (composite of Reading and
Writing) on Tier B or C , AND
3. Body of Evidence showing reading and writing achievement
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ALTERNATE ELD SERVICES PROGRAM
WHAT IS THE ALTERNATE ELD SERVICES PROGRAM AND WHO WOULD BENEFIT FROM THIS PROGRAM?
All students who are English Language Learners (ELLs) benefit from receiving English Language Development
(ELD) instruction. Most students benefit from receiving English Language Development (ELD) instruction from an
ELD teacher for a minimum of 45 minutes daily. ELD teachers differentiate instruction to accommodate learners who
have a great variety of strengths, needs and skill levels. The Alternate ELD Services Program is uniquely for ELLs who
have very significant language support needs that require the direct services and expertise of a special services
provider in order to benefit from instruction, and therefore may not benefit from daily ELD instruction for 45 minutes
(Continuum of ELD Services).
ELIGIBILITY CRITERIA FOR THE ALTERNATE ELD SERVICES PROGRAM:
• A student can be considered for the Alternate ELD Services Program if:
• The student qualifies to take the Colorado Alternative Assessments (CoAlt)
AND
• The student’s disability impacts two or more of the domains of English (reading, writing, speaking, and/or listening)
thus requiring the highly specialized instruction of a teacher of students who are deaf or hard of hearing (D/HH) or
teachers of students who have Significant Support Needs (SSN). Please two examples see below:
• A child who has profound hearing loss and is learning to communicate with the help of an interpreter using
sign language.
• A student who does not yet have purposeful hand movement for writing and does not yet recognize letters;
this student might attend English Language Development for the oral practice part of the class, but would
return to the SSN classroom for letter instruction and occupational therapy (OT) for fine motor practice.
PLEASE NOTE:
• A student with very significant language support needs who may not qualify for the CoAlt due to high
non-verbal skills might qualify for the Alternate ELD Services Program on a case-by-case basis.
• The student’s enrollment in the Alternate ELD Services Program is temporary, monitored monthly and
re-evaluated annually
OVERVIEW OF ALTERNATE ELD SERVICES
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ELD PROFILES
ELD Profiles are designed to track the English services and the progress of ELL students. Every NEP, LEP, FEP/PHLOTE M1,
and FEP/PHLOTE M2 student will have an ELD profile. The district ELL Department will provide ELD Profiles to schools for
any newly enrolled student prior to October 1, and thereafter will send profiles to schools upon request. It is essential
that schools complete the remaining sections for every ELD Profile.
Please keep a copy of the following ELL related information inside ELD Profile folders. Copies should also be scanned to
lass.department@adams12.org
• Home Language Survey
• Placement/Annual Language Proficiency Scores
• Body of Evidence to Redesignate
• Request to Reclassify
• Parent Waiver, etc.
INSTRUCTIONS FOR HANDLING OF ELD PROFILE FOLDERS
• New Students: The ELL Department provides pre-populated folders one time ONLY every year right after October
Count in the month of November. For new ELLs enrolled in Adams 12 after November, please contact your ELL
Coordinator to request blank folders.
• ELD Profiles will be housed at the school until the student is classified FEP/PHLOTE exited. It is at the school’s
discretion as to the specific secure location in the building that the profiles will be housed. Profiles for NEP and
LEP students will be sent to ELD teachers, who will be responsible for overseeing the completion of information.
Profiles for M1 and M2 students will be sent to ELL Administrator Designees, who will be responsible for
overseeing the completion of the monitoring sections on the profiles.
• Students that transfer from one Adams 12 School to another Adams 12 School: Mail ELD Profile folder directly
to transferring school
• Students transferring out of Adams 12: Mail ELD folder to ELL Department
• Students exiting from program and have completed sequence FEPM1, FEPM2, and FEPY1 Exited (Signature must
be on back of green folder): Mail to ELL Department
• Monitored students that have completed sequence PHLOTE M1, PHLOTE M2, PHLOTE Exited (Signature must be
on back of ELD Profile folder): Mail profile folder to ELL Department
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REDESIGNATION PROCESS
English language learners are redesignated when their ACCESS scores and a Body of Evidence (BoE) demonstrates that
they are “Fluent English Proficient.” Redesignation marks the point at which an English learner is proficient in English and
are able to achieve in content areas comparable to native-English speakers, but may need limited linguistic support (CDE
Redesignation Guidance, 2018). A redesignated student must be monitored for two years to ensure that they have the
academic language skills needed for academic success. Within the two-year monitor period, redesignated students who
demonstrate a need for ELD support may be reclassified to LEP 4 and receive ELD services.It is important that multiple
criteria are used for decision-making to build a BoE and that the decision be made by a school committee consisting of
members such as content-area or general education classroom teachers, ELD staff, administrators, and/or specialists.
STEP-BY-STEP REDESIGNATION PROCESS
MONITORING THE ACADEMIC PROGRESS OF
FEP/PHLOTE M1 AND M2 STUDENTS
School teams must monitor the progress data of FEP Monitor 1 and Monitor 2 and PHLOTE M1 and M2 students three
times a year. The following scenarios should be addressed accordingly:
IN THE FALL:
• If struggling academically due to English language development, these students should be immediately
reclassified as LEP and provided ELD services to ensure academic success. Complete the REQUEST TO
RECLASSIFY STUDENT FROM FEP/PHLOTE TO LEP and send it to lass.department@adams12.org
IN THE WINTER/SPRING:
• If struggling academically due to English language development, these students should be immediately
reclassified as LEP and provided ELD services to ensure academic success. Complete the REQUEST TO
RECLASSIFY STUDENT FROM FEP/PHLOTE TO LEP and send it to lass.department@adams12.org
AT THE END OF THE YEAR:
• If the student has been successful without ELD services. he/she should continue to either Monitor Year 2
or Exited Year 1 status.
• If the student is still struggling to succeed academically in grade-level classes without ELD support, he/she
should be reclassified as a LEP student and placed in appropriate English language development for the
following year. The student will then have to start again at Monitor Year 1 when appropriate.
Please place documentation in the ELD Profile folder to provide evidence for any decision made for each of the three
monitoring checkpoints. Also, please contact the ELL Coordinator assigned to your building if assistance is needed
regarding monitoring practices for ELLs.
2018 MONITORING PROCESS FOR M1-M2 AND M2 TO EXIT
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PARENT REFUSAL OF ELD SERVICES
STEP ONE:
A parent or guardian (or in rare cases a student at least 18 years of age who makes all of his/her own educational
decisions) requests a waiver from ELD services. This is the only way a waiver request can be initiated; ELLs cannot
initiate their own waivers, nor can any teacher or staff member ‘recommend’ an ELD waiver. If it is believed a student
was misidentified as an ELL, please use the Request to Correct Misidentificaiton as an ELL form.
STEP TWO:
Once a request has been initiated, ELD staff must contact the parent or guardian to set up a meeting. If the request
was not made directly to ELD staff, they must immediately be informed and take the lead in the process. Waiver
forms must not be sent home with students or mailed. A face-to-face meeting with the parent/ guardian, school
administrator, and ELD teacher is required.
STEP THREE:
ELD staff must be present at the parent/guardian meeting in order to explain what ELD services provide for ELLs.
A building administrator must also attend. Assessment data and student work that show student abilities in the areas
of reading, writing, listening, and speaking should be presented at the meeting, so that the parent/guardian can make
a fully-informed decision. Waiving ELD services should not be recommended and parents/guardians should be clearly
informed that research shows that removing specialized language instruction before ELLs are fully proficient in English
can negatively impact academic performance. They should also be informed that the student will still need to take
ACCESS annually in order to assess their progress in acquiring English.
STEP FOUR:
If the parent/guardian proceeds with the waiver, the parent/guardian, building administrator, and the ELD teacher must
all sign and date the parent refusal form. The form should be sent to the ELL Department at lass.department@adams12.org
so that the appropriate code can be entered into EWS. ELLs must continue to receive ELD services until the waiver has
actually been signed and submitted to the ELL Department. Waiver forms are required for each school year. The school
still has the legal responsibility to meet the English language development needs of all ELLs, so the ELD teacher and ELL
Administrator Designee need to meet with the students’ Language Arts teacher in order to plan how CELP standards
will be included in the student’s instruction. Also, this progress must be documented in the ELD Profile.
A parent/ guardian has the right to revoke a waiver at any time. They should be informed of this, and if they choose to
do so, the school enrolls the student back into ELD instruction and notifies the ELL Department in order to update the
student’s code Infinite Campus.
ELL TRANSITIONING PROCESS
(ELEMENTARY TO MIDDLE SCHOOL/ MIDDLE TO HIGH SCHOOL)
In the spring, transition forms will be sent to feeder schools by a designated contact person from each of the secondary
schools. A designated person at each secondary school will need to initiate the process.
The information provided on the forms will assist secondary buildings in the appropriate placement of our English
Language Learners in Adams 12.
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MIDDLE TO HIGH SCHOOL TRANSITIONS:
1. The high school ELD/ESL coordinator/designee contacts the middle school ELD/ESL coordinator/designee.
The high school coordinator will request specific information on 8th grade NEPs and LEPs. The high school
coordinator/designee will also specify a deadline date for information. (The high school and middle school
contacts will determine a mutually agreeable format for reporting the information.)
2. The middle school coordinator/designee gathers the data requested and ensures that forms are filled out
(using the mutually agreed upon format).
3. The high school ELD/ESL coordinator/designee meets with the middle school coordinator/designee to go
over the data gathered and discuss the placement of ELLs.
ELEMENTARY TO MIDDLE SCHOOL TRANSITIONS:
1. The middle school coordinator/designee contacts the elementary ELD/ESL teacher(s). The middle school
coordinator/designee will request specific information on 5th grade NEPs and LEPs. The middle school
coordinator/designee will also specify a deadline date for information. (The middle school and elementary
contacts will determine a mutually agreeable format for reporting the information.)
2. The elementary school ELD/ESL teacher, along with 5th grade teachers, gathers the data requested and
ensures that forms are filled out (using the format mutually agreed upon).
3. The middle school ELD/ESL coordinator/designee meets with the elementary school ELD/ESL teacher to
go over the data gathered and discuss the placement of ELLs.
CONSIDERATIONS:
• Middle schools need to have the transitioning process completed before the master schedule and
ELD/ESL classes are formed.
• High schools need to have the transitioning process completed by the time student schedule requests,
for the following year, are due.
• Remember that when you meet with teachers from your feeder schools, you will not know which ELLs will
be redesignated as FEP. Remember that a FEP on W-APT does not mean that student will be coded as FEP;
it is the feeder schools’ decision whether they will redesignate the student or not, and they are not required
to make those decisions until the end of the school year. Therefore, to estimate how many students who
scored FEP on W-APT will be reclassified as LEPs, and therefore need ELD/ESL services, gather as much
information as possible on each student.
• See ELL Guidebook for list of ELD/ESL teachers
ELL UPDATES
2017-2018 School Year
2018-2019 School Year
Adams 12 Five Star Schools | 39

One language
sets you in
a corridor for life.
Two languages
open every door
along the way.
FRANK SMITH

SECTION 3
FORMS
ELL Guidebook 2018-2019 / Adams 12 Five Star Schools

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HOME LANGUAGE SURVEY FORM
All parents/ guardians complete the Home Language Survey (HLS) upon enrollment included in the enrollment
packet. Schools use this form to identify students who need to take the W-APT/ WIDA Screener Placement test.
One copy of the HLS form is placed in the student’s cumulative folder and one copy is sent to the ELL Department
for data entry. Please send to lass.department@adams12.org.
REQUEST TO CORRECT A RECENT INITIAL LANGUAGE PROFICIENCY CODE
Use this form only if a student’s language proficiency placement score does not accurately reflect the student’s
English ability. This form must be sent to the ELL Department within a month of the student taking the language
proficiency placement test. NOTE: If you are recommending a change to PHLOTE M1, you must provide evidence
of English language proficiency standards in all four domains of language.
REQUEST TO CORRECT MISIDENTIFICATION AS AN ELL
Use this form only if a student was misidentified as an ELL and is not an ELL. The purpose of this form is to
correct mistakes in the ELL-identification process so that students are coded correctly. This form also serves
as documentation justifying why a student’s language proficiency code was changed, so it must be complete
before it is sent to the ELL Department.
REQUEST TO CORRECT MISIDENTIFICATION AS A NON-ELL
Use this form only if a student was not identified as an ELL and is an ELL. The purpose of this form is to correct
mistakes in the ELL-identification process so that students are coded correctly and receive the appropriate ELD
services. Once completed, send this form to the ELL Department.
REQUEST TO RECLASSIFY A FEP/PHLOTE STUDENT AS LEP
Use this form to request reclassification of a student identified as FEP/PHLOTE as LEP. This form should be used
when a school team has evidence that a student identified as FEP/PHLOTE is not able to succeed academically
without English Language Development (ELD) services. If the ELL Department approves reclassification, the school
will then schedule the student into ELD.
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PARENT REFUSAL OF LANGUAGE SUPPORT SERVICES-ENGLISH
Use this form during a meeting in which a parent/ guardian chooses to waive student ELD services.
This form should only be used when the parent/ guardian has initiated the request to refuse ELD
services and the benefits of ELD instruction have been explained.
PARENT REFUSAL OF LANGUAGE SUPPORT SERVICES-SPANISH
Use this form during a meeting in which a parent/ guardian chooses to waive student ELD services.
This form should only be used when the parent/ guardian has initiated the request to refuse ELD
services and the benefits of ELD instruction have been explained.
ELL ELEMENTARY TRANSITION: ELEMENTARY TO MIDDLE SCHOOL
Use this form for students transitioning from elementary to middle school ELD services. Elementary
ELD teachers, please return this form (or another mutually agreed upon form) to the middle school ELD
contact person by the deadline set. Middle schools need to have the transitioning process completed
before the master schedule and ELD classes are formed.
ELL SECONDARY TRANSITION: MIDDLE SCHOOL TO HIGH SCHOOL
Use this form for students transitioning from middle school to high school ELD services. Middle school
ELD teachers, please return this form (or another mutually agreed upon form) to the high school ELD
contact person by the deadline set.
KINDERGARTEN W-APT LISTENING & SPEAKING SCORING SHEET
KINDERGARTEN W-APT READING & WRITING SCORING SHEET
KINDERGARTEN W-APT WRITING BOOKLET
Adams 12 Five Star Schools | 43

We tend to
look through
language and
not realize
how much
power
language has.
DEBORAH TANNEN

SECTION 4
SERVING
SPECIAL
POPULATIONS
ELL Guidebook 2018-2019 / Adams 12 Five Star Schools

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46 | ELL Guidebook

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OVERVIEW OF ALTERNATE ELD SERVICES
Adams 12 Five Star Schools | 47

...different words
have different
energies and
you can change
the whole drive
of a sentence.
ALAN RICKMAN

SECTION 5
INSTRUCTIONAL
SUPPORT
ELL Guidebook 2018-2019 / Adams 12 Five Star Schools

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ENGLISH LANGUAGE DEVELOPMENT (ELD)
ELD INSTRUCTION IS:
• Designed to support students in developing listening, speaking, reading and writing English.
• Delivered by certified teachers who are trained in how students acquire an additional language.
• Carefully planned to meet the language needs of each student.
• Made understandable because teachers use special techniques such as hands-on activities, visuals,
demonstrations, repetition, songs, graphic organizers, gestures, drama, and much more.
• Taught in such a way that students can draw on what they have learned at home in their first language.
ELD values students’ families and languages.
• Instruction that allows for cooperative learning, which promotes student-to-student interaction
and communication.
• Instruction that allows students to show that they understand in a variety of ways.
• Given in a safe environment that values each student’s unique background and language.
• Making connections to the content ELLs are learning throughout their day whenever possible
APPROPRIATE USE OF THE STUDENT’S NATIVE LANGUAGE
BASIC PREMISES:
• We value the development of everyone’s first language and support developing proficiency
in the second language.
1. The strong language development of the first language is a basic foundation for the learning
of the second language.
2. Use of the first language can allow access to prior knowledge, clarify, and support a comfortable
affective environment.
3. Native language can be used as a conscious instructional and grouping strategy with thoughtful
and deliberate planning.
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HOW TEACHERS CAN USE STUDENTS’ NATIVE LANGUAGES:
• Affectively – to help student be comfortable
• One-on-one – to check for understanding
• For parent communication
• To encourage and support home development of the native language
• To establish routines and rules for newcomers
WHAT BILINGUAL TUTORS/PARAPROFESSIONALS/VOLUNTEERS CAN DO:
• Bridge English instruction to student’s previous knowledge
• Use preview-review method when possible (with ideas developed by the teacher)
• Develop schema and major concepts one-on-one or in small groups
• Establish routines and rules for newcomers
WHAT STUDENTS CAN DO:
• Self-talk
• Supports meta-cognitive growth in native language while student learns English
• Elicits better thinking AND more English
• Values students as thinkers AND values the language
• Cuts down on resentment of English environment by making a place for the native language
• Pair-share or small group work to clarify or develop a particular topic
• Be sure group has a specific task to accomplish in a specific time frame
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BOARD - APPROVED INSTRUCTIONAL MATERIALS
ELEMENTARY:
ON OUR WAY TO ENGLISH – Rigby*
AVENUES – Hampton-Brown
CAROUSEL OF IDEAS – Ballard & Tighe
PICTURE PERFECT DICTIONARY SERIES – Hampton-Brown
ZIP ZOOM INTO ENGLISH – Scholastic
MIDDLE:
INSIDE – National Geographic*
HIGH POINT – National Geographic
G.U.M. – Zaner-Bloser
REAL READERS (ROSEN) TRUE STORIES SERIES – Longman
ACCESS: ENGLISH – Great Source
ACCESS: NEWCOMERS – Great Source
READER’S THEATER CLASSICS – Benchmark Education
HIGH:
EDGE – National Geographic*
MAKING CONNECTIONS – Heinle & Heinle
VISIONS – Thomson-Heinle
VOICES IN LITERATURE – Heinle & Heinle
*These are the main resources adopted for use at each level
SECONDARY (6-12)
AZAR GRAMMAR SERIES:
• Basic English Grammar
• Fundamentals of English Grammar
• Understanding and Using English Grammar
COLLINS COBUILD SCHOOL DICTIONARY OF AMERICAN ENGLISH – Thomson Heinle
ENGLISH, YES! series (Levels 1-7) – Jamestown Education, McGraw-Hill (Glencoe)
ESL 6, 7 & 8 (Accelerating English Language Learning) – Longman
GRAMMAR FORM & FUNCTION – McGraw-Hill
GRAMMAR LINKS 1/2/3 - Houghton-Mifflin Publishers
HEINLE PICTURE DICTIONARIES Heinle
INTERCHANGE – Cambridge University Press
THE OUTER EDGE – McGraw-Hill GLENCOE
OXFORD PICTURE DICTIONARY FOR THE CONTENT AREAS – Oxford University Press
MERRIAM-WEBSTER CHILDREN’S DICTIONARY – DK Publishing
TOUCHSTONE – Cambridge University Press
TRUE STORIES SERIES – Longman
WORLD PASS – Thomson Heinle
TRANSITIONAL ENGLISH:
EDGE series (Level C) – Hampton-Brown National Geographic
Enrique’s Journey by Sonia Nazari
An Inconvenient Truth by Al Gore
LOBE FEARON LITERATURE series – Globe Fearon Pearson Learning Group
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TIPS FOR TEACHERS
Compiled by Nancy L Commins and Mim Campos - Literacy and Language Support Services, BVSD
BASIC INFORMATION REGARDING SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE LEARNERS
• It takes between 4 and 11 years for students to attain the level of English proficiency necessary for academic
success. (Thomas & Collier, 2001
• Students are able to gain social language and communicate on an interpersonal level sooner than they can learn
academic English.
• If students have access to comprehensible input throughout the school day, they can develop academic English
at a faster rate.
• Many students will sound orally proficient and be able to decode text in English.
• They may experience difficulty comprehending complex concepts or decontextualized information and
subsequently making use of this information.
• While they may appear to be very fluent in some social communication situations, students may still be
hesitant to participate in unfamiliar situations and in large groups.
• Language necessary for cognitively demanding situations is more difficult, and students proficient in
social settings may still “tune out” or prefer to participate non-verbally in academic settings.
• Second language learners must make more than one year’s growth each school year in order to reach the level
of their native English speaking peers.
DEVELOPING RESPECT FOR AND PROFICIENCY IN A STUDENT’S HOME LANGUAGE NURTURES COGNITION,
ACADEMIC ACHIEVEMENT, FAMILY COHESIVENESS AND STUDENT SELF-CONCEPT. (MIRAMONTES, 1992)
• Students who enter school speaking English as a second language come with the full repertoire of linguistic and
cognitive tools necessary for learning
• The more students can rely on their primary language, the more quickly they can acquire new information, concepts,
and skills.
• Regardless of whether students’ home language can be developed in school, it continues to play an essential role in
thinking and learning.
• In addition, second language learners must be able to function in their homes and communities, as well as in school.
• When students are encouraged to abandon their home language in favor of English, they often lose the ability to
communicate with their families.
• It is important, therefore, to develop a classroom climate that encourages children to add English to their linguistic
repertoire, NOT replace their primary language.
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SOCIAL-PSYCHOLOGICAL FACTORS PLAY AN IMPORTANT ROLE IN SECOND LANGUAGE DEVELOPMENT.
• Second language acquisition can be promoted or hindered by factors that go beyond the actual
instruction provided.
• Students’ attitudes about the language they are learning, their feelings about whether their identity
is being supported or supplanted, and their feelings of belonging are all factors related to successful
language acquisition.
• It is common for second language students to experience shyness, loneliness, fear, frustration,
and/or embarrassment because of their inability to communicate in the school setting.
• Students can develop a sense of security through a strong personal relationship with their teachers and
other adults in their environment
• It also stems, in part, from developing the emotional assurance that life is predictable and that
comprehension and success in the second language are, indeed possible.
• Students need support and reminders that we value their first language; they should be encouraged
to be proud of their home language and proud of their acquisition of English.
STUDENTS’ LEVEL OF PRIMARY LANGUAGE LITERACY AND THE SIMILARITY OF THE PRIMARY LANGUAGE
TO ENGLISH WILL INFLUENCE THEIR LANGUAGE DEVELOPMENT.
• Students who come to school literate in their first language will have acquired reading skills and strategies
• Previously learned literacy skills will transfer to the task of reading English.
• Some students come to school familiar with the English alphabet.
• Those whose first language has similar letter-sound associations may easily decode English words they
do not comprehend.
• When decoding skills are mistaken for reading with comprehension, students appear more capable in
English literacy than they are.
• This can be confusing and frustrating for both the students and their teachers.
• Students who enter school as beginning English learners without a literacy base in their first language will
fact an additional challenge – not only will they need to learn how to read a new language, they will need
to learn how to read
• Although students who enter school literate in their first language have an easier time learning to read English
than the students who do not have a foundation in literacy, they, too, will encounter difficulties comprehending
unfamiliar vocabulary and the figurative, idiomatic, and culturally-based language in most books.
• It takes many years to become familiar with the subtleties of English that native speakers take for granted.
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WHAT CAN I, AS A TEACHER, DO TO HELP SECOND LANGUAGE
LEARNERS IN MY CLASSROOM?
Instruction should be organized to provide the time, experiences, and opportunities students need to fully
develop language proficiency across a range of social and academic contexts.
• All students need lots of practice with content, vocabulary, and concepts in order to develop linguistic
and academic competence.
• Second language learners need to be able to encounter new vocabulary, structures, and content in
multiple contexts with many occasions to use and expand their existing knowledge.
• Students need repeated opportunities to listen to, speak, read, and write about content.
• Even as students become very proficient, they may often display gaps in knowledge because their limited
English proficiency in earlier years interfered with their acquisition of key vocabulary or concepts.
• Instruction should be meaningful and related to background knowledge and prior learning.
There are many strategies that can help second language learners be successful.
• Knowledge is best acquired when learners actively participate in meaningful activities that are
developmentally appropriate.
• It is essential that instruction be made understandable in a variety of ways that do not depend solely
on written or oral text.
• Instruction must incorporate hands-on activities, modeling, visuals, demonstrations, and connections
with familiar content, as often as possible.
Students may be unfamiliar with the U.S. school system and your expectations.
• Students may be confused about what behavior is appropriate to and acceptable within the dominant culture.
• While students are beginning to learn English, they may use exaggerated body language to communicate.
• Establishing eye contact is particularly difficult for students whose own cultures attach different meanings
to this behavior.
• School personnel need to explicitly teach U.S. school system expectations in culturally appropriate ways.
Encourage students and families to continue to use their primary language at home and in the community.
• Teachers must work to establish a bridge between the home and school that will help students achieve
academic success. An important role parents can play is to talk to their children about what they are learning
in school using the home language.
• Families can help further students’ cognitive and social development using the language they are most familiar with.
• Parents can talk about family history and culture
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Do whatever is necessary to make the lesson/reading understandable to your second language students.
These sheltering strategies are good for all students, but necessary for second language learners:
PLANNING
• Provide pictures, models, graphs, diagrams, charts, etc. with information that pertains to a lesson
(teacher or student-made)
• Do one concept well rather than rushing to cover too much content
• Allow students to use alternative texts and supplementary materials (tapes, videos, text at a
different reading level, etc.)
• Give students the key vocabulary in advance (7-10 new words at a time)
LESSON DELIVERY
• Share specific content and language objectives with students.
• Preview and review key concepts.
• Use the board or overheads for key words and concepts and summarize information (don’t crowd the board).
• Model what you expect students to do. Give directions that are very specific and sequential. Write them out
in simple language
• Make copies of a good note taker’s notes to supplement a second language learner’s own notes.
• Teach and display ways to ask for more information, e.g. “I didn’t completely understand when you said…”
• Write key concepts and key words on the board as you are giving direct instruction.
• Be very aware of idioms, multiple meanings, and homonyms. Point them out, in context, explaining how they are
used in this particular circumstance.
• Break down all lessons/reading into smaller chunks. Stop and discuss frequently as a class or in small groups.
INTERACTION
• Use cooperative learning activities in mixed groups to provide students opportunities to learn from peers.
• Assign a buddy for new students to help them get to know the school.
• Elicit students’ prior knowledge in small groups and one-on-one interactions. Incorporate Think/Pair/Share
into large group activities
• Correct misunderstood information, not accent or grammar. (Model correct grammar.)
• Give learners plenty of “wait time” for oral and written responses.
• DO NOT request limited English students to read aloud to the class by themselves, unless they volunteer.
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ASSESSMENT
• In grading, place a greater emphasis on students’ understanding of content, not how they express it.
• Do not expect personal narratives to be an accurate measure of overall skills.
• Check for understanding frequently, in a variety of ways.
IS IT LANGUAGE OR LEARNING?
Second language learners may display some of the same characteristics of native English speakers with
learning difficulties.
Often teachers mistakenly assume that when second language learners (who seem orally proficient) are experiencing
academic difficulties, or don’t act in accord with the teacher’s expectations, these difficulties must stem from some learning
or processing difficulty. Student performance may be a reflection of a student’s stage of second language development.
Here are some of the characteristics that a student may display in the course of normal second
language development (Ortiz):
• Speaks infrequently
• Uses gestures
• Refuses to answer questions
• Does not volunteer information
• Comments inappropriately
• Displays limited recall
• Displays limited comprehension
• Displays limited vocabulary
• Has difficulty sequencing ideas and events
• Is unable to tell or retell stories
• Confuses similar sounding words
• Has poor pronunciation
• Uses non-standard syntax/grammar
• Has short attention span
• Is distractible
• Daydreams
• Is nervous/anxious
• Is shy/timid
• Has poor self-confidence
• Is fearful
• Cannot handle criticism
These are early warning signs that a student may be struggling due to language differences,
especially at the upper levels:
• Doesn’t turn in homework
• Doesn’t keep up with class notebooks or journals
• Doesn’t copy homework from the board
• Is reluctant to ask questions
• Has poor attendance
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THE WIDA CAN DO PHILOSOPHY
Linguistically and culturally diverse learners, in particular, bring a unique set of assets that have the potential to enrich
the experiences of all learners and educators. As these young children and students learn additional languages, educators
can draw on these assets for the benefit of both the learners themselves and for everyone in the community. By
focusing on what language learners can do, we send a powerful message that students from diverse linguistic, cultural,
and experiential backgrounds contribute to the vibrancy of our early childhood programs and K–12 schools.
WIDA Believes in Language Learners’ Assets, Contributions and Potential
ASSETS
Linguistic
CONTRIBUTIONS
Knowledge of multiple languages, varying
representation of ideas, metalinguistic and
metacognitive awareness, diverse strategies
for language learning
POTENTIAL
Bi- or multilingual practices, abilities which
learners utilize to communicate effectively
across multiple contexts, multiple ways of
expressing their thinking
Cultural
Different perspectives, practices, beliefs,
social norms, ways of thinking
Bi- or multicultural practices as well as unique
and varied perspectives, ability to develop
relationships in a global society, ability to
navigate a variety of sociocultural contexts
Experiential
Varied life and educational experiences, exposure
to unique topics, diverse approaches to learning
and expressing content knowledge
Enrichment of the school curriculum,
extracurricular, and community opportunities,
success in school and beyond
Social and
Emotional
Personal interests and needs, awareness of/empathy
for diverse experiences, knowledge and enrichment
of community resources
Ability to form and sustain positive relationships,
and broker meaningful interactions among peers
and others within and beyond school
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THE CAN DO PHILOSOPHY IN ACTION
WIDA’s Can Do Philosophy is visible in our products and services, but also extends beyond our organization into
the educational systems and organizations interacting with us and our work.
WIDA SUPPORTS EDUCATION SYSTEMS WHERE THE CAN DO PHILOSOPHY EMPOWERS:
Linguistically diverse students and their peers to share their experiences, knowledge, cultures, skills, and
interests, while supporting one another.
Families to advocate on behalf of their children’s beliefs and aspirations about education and success in life,
to share their social, cultural and linguistic capital with their learning community, and to nurture growth and
learning at home and in the community.
Communities to shape perspectives of educators, practitioners, students, and families through diverse experiences
and offer resources and supports to build upon the learning happening in school.
Educators to unleash learners’ potential and serve as their advocates in culturally responsive ways, to continue
to grow their capacities by learning from their students, to inspire active engagement of students and families,
and to collaborate to promote effective strategies and seek solutions together.
Administrators to build systems uniting schools and communities with a vision, time, and space for meaningful
collaboration in support of language development and academic achievement of language learners.
Researchers and Policymakers to positively influence the focus and direction of programs, schools, and systems
in serving the interests of language learners, highlighting students’ unique characteristics and needs to advocate
for positive change.
WIDA ENACTS THE CAN DO PHILOSOPHY THROUGH ITS:
Standards that allow educators to recognize and support their students’ academic language development and
academic achievement, serving as a foundation for curriculum, instruction, and assessment.
Assessments that build awareness of language learners’ strengths and provide valuable information to educators,
students, and families. WIDA’s assessment design includes built-in supports that allow learners to show what they
can do and serves as a model for classroom, school, and district language proficiency assessment.
Professional Learning that is sustainable and transformative, focusing on teaching and learning that supports
language learners and their families by building on their strengths. Further, it promotes dynamic collaboration
among educators and meaningful student engagement.
Research that provides timely, meaningful, and actionable results to educators, advancing awareness of the role
of language learning in achievement along with the unique traits attributable to language learners. Our research
design concentrates on supporting data-based decision-making and sound policy throughout education system.
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EFFECTIVE INSTRUCTION FOR ELLS
Increasing Comprehensibility
LOOKS LIKE:
Decreasing teacher talk
Using logical pauses in your speech; speech may
be simplified, but is still grammatically correct,
natural-sounding English
Having content and language objectives for every
lesson to develop students’ language and content
knowledge
Giving students materials at their reading level,
if reading independently
Grading ELLs along a typical curve
Starting new concepts with an exploration of
students’ background knowledge
Building background knowledge needed to
understand the lesson
Teaching and using key vocabulary (7-10 words
at a time) repeatedly until students can read,
write, pronounce, and understand the meaning
of the words
Supporting what you say with visuals and key
words in writing
Using a variety of assessment types that allow
students to show what they know
Giving ELLs different assessments than those
given to English-speakers, as needed
DOES NOT LOOK LIKE:
Trying to make things clear using unsupported
teacher talk and lengthy verbal explanations
Slowing your speech or modifying it to the point
where the English that the students are hearing is
distorted
Teaching content only
Giving all students the same reading material
of giving any student something to read
independently that is above his/her reading level
Failing all ELLs
Introducing topics that students know nothing
about and as something separate from their lives
Assuming students already have the necessary
background knowledge
Using new words a few times and expecting
students to learn them; teaching 15 words at
a time; having students read, write, and hear,
but not pronounce words
Trying to teach using only spoken,
unsupported English
Giving assessments with such high levels of
language requirements that ELLs are prevented
from demonstrating what they know
Giving all students the same assessment, even if
inappropriate for ELLs
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LOOKS LIKE:
Cooperative learning
Increasing Interaction
DOES NOT LOOK LIKE:
Unstructured group work
Allowing and encouraging students to process
concepts in their native languages
Planning structured student-to-student interactions
in English
Allowing ELLs to prepare (e.g., by interacting and
rehearsing with peers) before calling on them
Balancing teacher and student talk in conversation,
prompting students to elaborate if their answers are
short or unclear
Prohibiting or discouraging use of native language
Assuming that because there are ELLs and non-ELLs
in the class that peer language development will
take place naturally
Calling on ELLs to speak in front of the class without
giving them time to prepare, or not calling on them
at all
Talking for students, or not soliciting more language
if their answers are short or unclear
LOOKS LIKE:
Increasing Thinking Skills
DOES NOT LOOK LIKE:
Modifying the amount of language involved
in challenging activities to make the activities
accessible to ELLs
Selecting key content for ELLs
Using a variety of question types
Modifying the level of thinking required to
do the activity
Watering down content
Using only lower-level questions
LOOKS LIKE:
Creating a Culturally Inclusive Environment
DOES NOT LOOK LIKE:
Cooperative learning
Allowing and encouraging students to process
concepts in their native languages
Planning structured student-to-student interactions
in English
Allowing ELLs to prepare (e.g., by interacting and
rehearsing with peers) before calling on them
Balancing teacher and student talk in conversation,
prompting students to elaborate if their answers are
short or unclear
Unstructured group work
Prohibiting or discouraging use of
native language
Assuming that because there are ELLs and
non-ELLs in the class that peer language
development will take place naturally
Calling on ELLs to speak in front of the class
without giving them time to prepare, or not
calling on them at all
Talking for students, or not soliciting more
language if their answers are short or unclear
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OBSERVATION
Techniques are appropriate for students’ proficiency levels.
• Supplemental reading materials are provided at a variety
of levels (materials may include texts, computer programs,
graphs, models, visuals).
• Writing assignments are scaffolded for ELLs (e.g., framed
paragraphs and close sentences).
• Students have a choice of assignments/activities.
• Students are provided with note-takers/graphic organizers
and are taught how to use them.
• Concrete examples (objects, pictures, visuals) are used
to teach abstract concepts.
• ELLs are given more time to complete tasks.
• ELLs have opportunities to clarify concepts in their native
languages and/or with English-speaking peers.
• ELLs are able to practice the skill area at their level
of proficiency.
• Vocabulary is explicitly taught before reading.
• Students have opportunities to discuss academic content
to develop their speaking skills.
• The ELL student’s ability to listen and follow directions
in English are measured and monitored.
• An atmosphere of challenge and relevance is apparent
for all students.
DEBRIEFING
Instruction is comprehensible.
• Teacher clearly communicates the lesson purpose in
writing through content and language objectives.
• The teacher clearly communicates criteria for assessing
final products and provides models for ELLs to view.
• Instruction/activities allow students opportunities to
build upon their prior knowledge.
• Links are explicitly made between past learning and
new concepts.
• Key vocabulary is introduced, written, repeated, and
highlighted for students to see.
• Teacher uses a variety of techniques to make content
concepts clear (e.g., modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
• Teacher talks about what is shown.
• Focus is on making the meaning of new vocabulary
comprehensible to ELLs (vocabulary is used in context).
• Speech is simplified for ELLs at lower levels of proficiency
(e.g., enunciation, simple sentence structure for beginners).
• Academic tasks are carefully explained, modeled and
clarified.
• Teacher uses scaffolding techniques throughout the
lesson to assist and support student understanding.
• Teacher uses formal and/or informal means to assess
student comprehension, and adjusts instruction and
activities accordingly.
Opportunities are provided for student interaction.
• Students have ample opportunities to use strategies in
cooperative groups.
• Students have frequent opportunities to discuss content
teacher/student and student/student. Discussions
encourage elaborate responses about lesson concepts.
• Grouping configurations support language and content
objectives of the lesson.
• Teacher provides sufficient wait time for student responses.
• Students have ample opportunities to clarify key concepts
in their native language as needed (with peer, aide, and/or
text in native language).
• Students use activities that integrate all language skills
(i.e., reading, writing, listening, and speaking).
• Students are comfortable asking and answering questions
in a variety of instructional settings.
• Students are comfortable working and checking with
other students and the teacher.
• Active student engagement is visible throughout the lesson.
Students are using Higher-Order Thinking Skills/Study Skills.
• Teacher uses a variety of question types that include
analytical, interpretive and evaluative questions.
• Teacher encourages students to explain their thinking
in both oral and written form.
• Activities are designed to include higher-level thinking.
• Discussions include student views and judgments.
• Students demonstrate competency in using graphic
organizers.
• Students show ability to summarize information.
• Students demonstrate ability to generate and test
hypotheses.
• Students are able to identify similarities and differences.
• Students demonstrate ability to solve problems.
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OBSERVATION
Affective Environment (Comfort level of ELLs).
• ELLs are engaged and included in lesson activities.
• Multiple perspectives are encouraged and honored.
• ELLs speak openly and frequently in class.
• Teacher attends to ELLs’ experiences, interests
and concerns.
• ELLs are challenged and find learning relevant.
• ELLs’ ideas/products are presented/shared in whole
class setting.
• ELLs feel welcome and safe in class.
DEBRIEFING
Questions and Reflections
Assessment
• Assessment techniques are appropriate.
• Informal assessment occurs frequently.
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SIOP OBSERVATION CHECKLIST
Note: The SIOP addresses instructional strategies only. An additional piece critical to the success of ELLs
is consideration of cultural diversity. The following “Look-For” has been added to address this:
q The cultural diversity of the students has been considered, as evidenced by the classroom environment and instruction.
1. PREPARATION
q Content objectives are clearly written for students.
q There is support for students’ language development through clearly written language
objectives that encourage ELLs to listen, speak, read and write in English. List them:
q Language objectives ask students to do such things as compare/contrast, analyze, or form an opinion
through interaction with others.
q Several key terms are introduced, highlighted, written or posted with simple definitions (3-7 words),
and repeated.
q
A specific grammar point is taught; e.g., capitalization, use of commas.
q Morphemes are introduced; e.g., “photo” along with other words that carry the meaning of
“light” such as “photography”, “photogenic”, and “photo-finish.”
q
q
Prefixes and suffixes are explained; e.g., “pre-”, “dis-”, “-able.”
Content concepts are appropriate for age and educational background level of students. List them:
q Supplemental materials are used (hands-on materials, graphs, models, visuals, demonstrations).
List materials:
q Content is adapted to different levels of student proficiency. Evidence of differentiation is apparent
(graphic organizers, outlines, leveled study guides, highlighted text, adapted text).
q Activities are meaningful. Lesson activities promote language development in all skills – listening, speaking,
reading and writing. Content standards that apply to students with English proficiency also apply to ELLs.
List them:
2. BUILDING BACKGROUND
q Concepts are explicitly linked to students’ backgrounds and experiences, both personal and cultural.
Examples:
q
There is a direct link between past learning and new concepts. Examples:
q Key vocabulary is emphasized. Several key terms are introduced, highlighted, written or posted with simple
definitions (3-7 words), and repeated. Vocabulary includes “school language” – or the vocabulary associated
with activities such as “analyze”, “compare/contrast”, “identify”, “summarize”, “predict, etc.
List key vocabulary:
q
q
A Word Wall is evident.
Students have personal dictionaries and/or word study books.
3. COMPREHENSIBLE INPUT - ELLS UNDERSTAND VERBAL COMMUNICATION
q Speech is appropriate for students’ proficiency levels (e.g., slower rate, enunciation, and simple sentence
structure for beginners).
q Jargon and idiomatic speech are avoided. Idioms such as “head over heels” or “give me a hand” cannot
be translated exactly.
q Multiple meaning words are explained (e.g., “draw conclusions” is not art, or a “table” does not always have
4 legs – periodic “table” of the elements, multiplication “table”).
q
Academic tasks are clearly explained.
q Gestures, body language, pictures, and real objects accompany oral speech; e.g., teacher holds textbook out
facing students and points to parts of the page, focusing students’ attention, or transparencies are used to
support verbal instruction.
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q Explanations of tasks are clear; e.g., directions are provided in writing and modeled or demonstrated.
Examples are given, and tasks are broken down into doable chunks.
q Varied techniques are used to make content concepts clear (e.g., modeling, visuals, hands-on activities,
demonstrations, gestures, body language).
4. STRATEGIES
q There are ample opportunities for students to use strategies e.g., problem solving, predicting, organizing,
summarizing, categorizing, evaluating, self-monitoring). List them:
q Scaffolding techniques are used consistently (providing the right amount of support to move students
from one level of understanding to a higher level) throughout the lesson. List them:
q Grouping configurations are flexible, moving from whole group, small group/triads, paired practice, and
finally to independent practice.
q Questioning types include those that promote higher-order Thinking skills throughout the lesson
(e.g., literal, analytical, and interpretive questions). List them:
5. INTERACTION
q There are frequent opportunities for interactions and discussion between teacher/student and among
students that encourage elaborated responses.
q Elaborate responses are encouraged: “Tell me more about that”, “What do you mean by…..”, What else….”,
“How do you know?”, “Why is that important?”, “What does that remind you of?”
q
Grouping configurations support the lesson’s content and language objectives. List the grouping types:
q
q
At least two different grouping structures are used during a lesson.
ELLs have opportunities to interact with native speakers of English.
q There is sufficient wait time for student responses consistently. [ELLs are processing ideas in a new language
and need additional time to phrase their thoughts.]
q Students have ample opportunities to clarify key concepts in their native languages (L1) as needed with aide,
peer, or text in L1.
6. PRACTICE/APPLICATION
q There are hands-on materials and/or manipulatives for students to practice using content knowledge. List materials:
q Students apply content and language knowledge through classroom activities that make learning relevant and
meaningful. [Discussion and “doing” make abstract concepts concrete for ELLs (e.g., graphic organizers, cooperative
learning groups/discussion circles, and journal writing). List them:
q Activities provide students with practice in integrating all language Skills (i.e. reading, writing, listening, and
speaking). [Students need to practice applying new knowledge through multiple language processes.] List them:
7. LESSON DELIVERY
q Content objectives are clearly supported through lesson activities.
q Language objectives are clearly supported through lesson activities.
q Students are engaged approximately 90-100% of the period (most students taking part and on task throughout the lesson).
q Pace of the lesson is appropriate to the students’ ability level.
8. REVIEW/ASSESSMENT
q There is a comprehensive review of key vocabulary.
q There is a comprehensive review of key content concepts.
q Feedback is provided to students on their output (e.g., language, content, work).
q Assessments are used to determine student comprehension and Learning throughout the lesson on all lesson
objectives (e.g., spot Checking, group response, rubrics, menus of options, and self-assessments).
Source: Echevarria, J., Vogt, M.E., Short, D., & Montone, C. (1999). Lesson plan checklist for the sheltered instruction observation protocol (SIOP).
Unpublished manuscript, Center for Research on Education, Diversity & Excellence.
Using the SIOP Model. Copyright 2002. Center for Applied Linguistics. All rights reserved.
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