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.
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.
Guideline: According to the U.S. Department of Education, "the aim of Title III of the No Child Left Behind Act is to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. Schools use these funds to implement language instruction educational programs designed to help LEP students achieve these standards. State educational agencies (SEAs), local educational agencies (LEAs), and schools are accountable for increasing the English proficiency and core academic content knowledge of LEP students." It is incumbent on teachers instructing English language learners to be knowledgeable about Title III and its requirements.
ELL Parental Involvement
Local education agencies (LEAs) must have a process to identify limited English proficient (LEP) parents and provide them with free and effective language assistance, such as translated materials or an appropriate and competent interpreter.
Subpart 1 — Grants and Subgrants for English Language Acquisition and Language Enhancement
This webpage offers resources explaining the provisions of Section 3, non-regulatory guidance on standards, assessment and accountability, state formula grant programs, guidance on foreign teachers and ESSA, and information on grants and sub-grants for English language acquisition and language enhancement.
This document summarizes the available sub grants supporting the parent notification requirements under Title III of the No Child Left Behind Act.
Office of English Language Acquisition
The U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) provides information about the services, programs, activities, and resources available to educators, parents, and students under Title III and Title V of ESEA.
Purpose: School districts have broad discretion in selecting appropriate language programs, but they should consider three general questions when making a decision.
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.
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.
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.
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.
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.
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: