The English Language Learner KnowledgeBase for Teachers

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

• Task 1: Review Federal Law and Legal Precedents
• Task 2: Become Familiar with OCR Guidelines
• Task 3: Understand State Requirements

Activity 2: Review the No Child Left Behind Act

• Task 1: Understand Title III Requirements
• Task 2: Understand Title I Requirements as Related to Title III

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

• Task 1: Understand Scientifically Based Research
• Task 2: Compare Program Models
• Task 3: Investigate Instructional Strategies
• Task 4: Investigate Newcomer Program Models

Activity 2: Use Culturally Responsive Teaching Methodologies

• Task 1: Apply to Reading and Children's Literature
• Task 2: Instill Through Writing
• Task 3: Incorporate Other Academic Subjects

Activity 3: Develop an English Language Learner Program

• Task 1: Know About Language Proficiency Levels
• Task 2: Understand Annual Measurable Achievement Levels
• Task 3: Be Aware of Scientifically Based Instructional Strategies
• Task 4: Align the Curriculum

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

• Task 1: Become Familiar with Legal Requirements and OCR Guidelines
• Task 2: Provide Notices to Parents of ELL Students Using Language-Appropriate Methods
• Task 3: Provide Interpreter Services for Parents of ELL Students

Activity 2: Develop and Implement a Parent Involvement Program

• Task 1: Become Familiar with Legal Requirements
• Task 2: Investigate Approaches to Parent Involvement
• Task 3: 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

• Task 1: Become Familiar with Legal Aspects and OCR Guidelines for the Identification and Assessment of Students
• Task 2: Understand District Policies and Procedures for Identification and Assessment of ELL Students

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

• Task 1: Complete District Enrollment Forms
• Task 2: Administer the Home Language Survey
• Task 3: Conduct Personal Interviews

Activity 3: Ensure Assessment of Students

• Task 1: Assess Students
• Task 2: Inform Parents of Assessment Results
• Task 3: Document Student File

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

• Task 1: Ensure Access to the English Language Learner Program for All ELL Students
• Task 2: Provide ELL Students Equal Access to Gifted and Talented Programs
• Task 3: Ensure Appropriate Placement of ELL Students in Special Education Programs
• Task 4: Assure Participation in State Mandated Annual Assessments

Activity 2: Conduct Program Evaluation

• Task 1: Become Familiar with OCR Requirements for Evaluating English Language Learner Programs
• Task 2: Investigate Approaches for Evaluating Alternative Language Programs
• Task 3: Write Policies and Procedures for Evaluating the English Language Learner Program
• Task 4: Gather Academic Data for Present and Former ELL Students

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

• Task 1: Understand Legal Aspects and OCR Guidelines for Exiting ELL Students
• Task 2: Investigate Approaches for Exiting ELL Students
• Task 3: Follow Policies and Procedures for Exiting ELL Students

Activity 2: Exit Students

• Task 1: Assess Exiting ELL Students
• Task 2: Inform Parents of Students' Exit From the ELL Program
• Task 3: Monitor Exited ELL Students' Progress in the Regular Education Program

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

• Task 1: Understand Legal Requirements
• Task 2: Understand Professional Learning Principles and Standards

Activity 2: Develop and Implement a Personal Professional Learning Plan

• Task 1: Identify Personal Professional Learning Needs
• Task 2: Set Goals for Personal Professional Learning
• Task 3: Identify Resources for Professional Learning
• Task 4: Create/Obtain/Identify Time to Participate in Professional Learning Initiatives
• Task 5: Monitor Personal Professional Learning