The English Language Learner KnowledgeBase for Teachers

The English Language Learner (ELL) KnowledgeBase for Teachers is an online resource supporting educators responsible for implementing programs for ELL students. It offers resources related to teaching ELL students based on Office for Civil Rights and the No Child Left Behind Act requirements.

This KnowledgeBase is currently being updated to reflect recent changes under federal law. The current version is provided for your reference as much of the information may still be relevant.

Element 1: Understand the Law

Purpose: Districts are required to take affirmative steps to address the language development of English language learners (ELLs) where the inability to speak and understand the English language prevents the students from effective participation in the district's regular education program. Element 1 addresses the legal requirements related to ELL students. Besides school leaders and staff members, these requirements must be understood by the entire school community.

Activity 1: Become Familiar with the Legal Aspects and Precedents

Activity 2: Review the No Child Left Behind Act

Task 1: Understand Scientifically Based Research


Guideline: Scientifically based research is one of the cornerstones of the No Child Left Behind Act. Principals, teachers, and appropriate district staff members must have a handle on its application to their district's and schools' program development. The resources provided offer background information on the subject.

Guide: Educational Practices Supported By Rigorous Evidence

This U.S. Department of Education guide offers "tools to educational practitioners that help distinguish practices supported by rigorous evidence from those that are not."

Alternate format: PDF

Principles of Scientific Inquiry

This document provides a summary of the basic principles of scientific inquiry laying the groundwork for its application in education. These principles offer a framework for educators to use in assessing education research.

Scientifically Based Research Defined

This document offers the definition of scientifically based research as defined in Title IX of the No Child Left Behind Act.

A Practitioner's Guide to SBR

The Center for Comprehensive School Reform and Improvement's website provides a compilation of resources on scientifically based research organized around the eleven components of the Comprehensive School Reform (CSR) Program.


Understanding Scientific-Based Research

The materials offered were developed by the National Clearinghouse for Comprehensive School Reform, staff from regional educational laboratories, and comprehensive school reform coordinators from select state education agencies. They address what researchers do, distinguish the levels of research, define research designs, suggest a review grid for assessing research projects, include a guide on writing effective research strategies, and offer a glossary of research terminology.

Evidence-Based Education

This link is to a presentation on evidence-based education presented at the U.S. Department of Education's October 2002 Student Achievement and School Accountability Conference: Using Title I Programs as a Model for Reform.


 

Element 2: Implement the English Language Learner Program

Purpose: School districts have broad discretion in selecting appropriate language programs, but they should consider three general questions when making a decision.

  • Is there a need to provide English language learner (ELL) services?
  • Will the ELL program meet the educational needs of ELL students effectively ?
  • Is the program approach backed by scientifically based research?

The program chosen should be considered sound by experts in the field. If a district is using a different approach, it must show it is considered a legitimate experimental strategy.

Activity 1: Investigate Approaches to English Language Learner Programs

Activity 2: Use Culturally Responsive Teaching Methodologies

Activity 3: Develop an English Language Learner Program

Element 3: Communicate With and Involve Parents

Purpose: School districts have multiple obligations under Title III of the No Child Left Behind Act and Office of Civil Rights (OCR) requirements. Under Title III, schools receiving such funds are to ensure timely and effective notification to parents of ELL students and extend a means for them to be involved with their child's education. The OCR requirements specify districts do so in a way that ensures meaningful access to ELL students and their parents. Accordingly, schools must develop effective methods of involving parents of ELL students in their child's education. In fulfilling these responsibilities, districts should develop procedures for providing the parents of ELL students with the same information provided to the parents of their non-ELL peers in a language-appropriate manner.

Activity 1: Communicate with Parents Using Language-Appropriate Methods

Activity 2: Develop and Implement a Parent Involvement Program

Element 4: Identify and Assess Students

Purpose: A district should have procedures in place for identifying English language learner (ELL) students and assessing their English proficiency. Such procedures should involve parents in making the final determination of whether their child is placed in the district's ELL program. Parents deciding not to have their child or children participate must sign a participation waiver.

Activity 1: Develop Appropriate Student Identification and Assessment Policies

Activity 2: Identify Students Whose Primary Home Language is Other Than English (PHLOTE)

Activity 3: Ensure Assessment of Students

Element 5: Coordinate the English Language Learner Program with Other Programs

Purpose: As noted at the National Clearinghouse for English Language Aquisition (NCELA), "School districts are to provide alternative language instruction programs to children with limited English proficiency to help them develop their English language skills and meet the same state academic content and student achievement standards all students are expected to meet.

In doing so, school districts have broad discretion in selecting appropriate language programs, but should consider the following when developing their program.

  • Is there a need to provide alternative language services?
  • Will the alternative language program effectively meet the educational needs of ELL students?
  • Language instruction curricula used to teach ELL children are to be tied to scientifically-based research and demonstrated to be effective.
  • Provided by teachers certified as English language proficient.
  • Parents must be notified as to why their child is being placed in the program and have the right to have their child removed from the program."

Activity 1: Coordinate the English Language Learner Program with Other Programs

Activity 2: Conduct Program Evaluation

Element 6: Exit Students and Monitor Academic Progress

Purpose: A district should establish criteria to determine when English language learner (ELL) students qualify for exiting from the program. The exit criteria should be based on objective standards that ensure ELL students will be able to participate meaningfully and successfully in the district's regular education program.

Activity 1: Develop Appropriate Exit Policies and Procedures for the English Language Learner Program

Activity 2: Exit Students

Element 7: Provide Professional Learning

Purpose: In fulfilling the requirements of the No Child Left Behind Act and the Office for Civil Rights, staff development must occur to ensure ELL students progress academically and be afforded equal educational opportunity. This includes professional learning in the following areas:

  • processes/policies for the identification and exit of ELL students for intake staff members and classroom teachers,
  • implementation of the program model for ELL program staff members,
  • strategies for working with ELL students for content teachers, and
  • assessment process for translators and staff members who will assist in Special Education.

Activity 1: Understand Policies and Procedures for Professional Learning

Activity 2: Develop and Implement a Personal Professional Learning Plan