The English Language Learner KnowledgeBase for Administrators

Element 1: Understand the Law

Purpose: Demographics in public schools have been steadily changing due to the increasing enrollment of students whose first language is other than English, better identified as English language learners (ELLs). The Office for Civil Rights (OCR) at the U.S. Department of Education and the Civil Rights Division at the U.S. Department of Justice (DOJ) share authority for enforcing the legal requirements of the Equal Education Opportunities Act (EEOA) of 1964. These departments also assist in the administration of the English Language Acquisition, Language Enhancement, and Academic Achievement Act, also known as Title III, Part A of the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA) of 2015.

Element 1 involves the legal requirements districts and schools have to address for the language development of students whose English language proficiency limits their ability to achieve rigorous academic standards to graduate college and career ready.

Activity 1: Become Familiar with Legal Aspects and Precedents

• Task 1: Review Federal Law and Legal Precedents

• Task 2: Become Familiar with OCR Guidelines

Activity 2: Review the Every Student Succeeds Act (ESSA)

• Task 1: Understand and Review the Every Student Succeeds Act

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

Activity 3: Understand the Role of Stakeholder Engagement in ESSA

• Task 1: Define Expectations and Requirements

• Task 2: Establish Stakeholders' Role

• Task 3: Inform the Community

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Element 2: Develop the English Language Learner Program

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

• Is there a need to provide alternative language services?

• Will the alternative language program effectively meet the educational needs of ELL students?

• 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 that is considered a legitimate experimental strategy.

Activity 1: Investigate Different Approaches for Alternative Language Program

• Task 1: Compare Program Models

• Task 2: English Language Proficiency Standards (ELPS)

• Task 3: Accountability and Assessment

Activity 2: Human, Material and Financial Resources

Additional factors related to the instructional language program relate to staffing the program, providing adequate instructional materials as well as grants available to school districts, and schools.

• Task 1: Obtain Funding Resources

• Task 2: Provide Staff

• Task 3: Provide Appropriate Materials

• Task 4: Identify Non-Financial Resources

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Element 3: Communicate with and Involve Parents

Purpose: The Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA) requires districts receiving Title I subgrant funds should implement an effective means of outreach to parents of ELs. Likewise, local education agencies (LEAs) receiving a Title III formula subgrant must conduct parent, family, and community engagement activities to strengthen participation.

To fulfill these responsibilities, school districts should develop procedures for providing parents of ELL students with the same information provided to the parents of their English language peers in a language appropriate manner. As a result of these obligations, school districts must develop effective ways for involving parents of their ELL students in their child's education.

Title VI of the Civil Rights Act of 1964

Dear Colleagues Letter (January 7, 2015)

U.S. Department of Justice Video - Understanding and Abiding by Title VI of the Civil Rights Act of 1964

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 Parent Involvement Program

• Task 1: Become Familiar with Legal Requirements

• Task 2: Investigate Approaches to Parent Involvement

• Task 3: Implement Parent Involvement Program

• Task 4: Establish the English Language Parent Advisory Committee

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Element 4: Implement the English Language Learner Program

Purpose: Schools need to have in place an English language support program to help ELLs develop English proficiency necessary to meet the expected state academic standards for all students.

Activity 1: Ensure English Language Program Coordination with Other Programs

• Task 1: Write Policies and Procedures for Identification and Assessment of ELL Students

• Task 2: Ensure that all ELL Students Have Access to English Language Learner Program

• Task 3: Provide ELL Students Equal Access to Gifted and Talented Programs

• Task 4: Ensure Appropriate Placement of ELL Students in Special Education Programs

• Task 5: 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 Different Approaches for Evaluating English Language Learner Programs

• Task 3: Write Policies and Procedures for Evaluating the English Language Learner Program

• Task 4: Gather Academic Data for ELL and Former ELL Students

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Element 5: Exit Students and Monitor Academic Progress

Purpose: State education agencies (SEAs) and local education agencies (LEAs) must meet their obligations with ELLs specified in ESSA and the OCR at the U.S. Department of Education.

Activity 1: Develop Appropriate Exit Policies and Procedures to Monitor ELL Student Academic Achievement

• Task 1: Monitoring and Exiting English Language Learners from the ELL Language Support Program

• Task 2: Write Policies and Procedures for Exiting and Monitoring ELL Students

• Task 3: Communicate Policies and Procedures to School Personnel

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.

Element 6: Provide Professional Learning

Purpose: Local education agencies (LEAs) must provide adequate professional development and follow-up training to prepare ELL program teachers and administrators to implement the ELL program effectively.

Activity 1: Develop School Professional Learning Plan

• Task 1: Understand Legal Requirements

• Task 2: Investigate Different Approaches to Professional Learning

• Task 3: Implement School Professional Learning Program

Activity 2: Implement Professional Learning Plan

• Task 1: Identify Professional Learning Needs

• Task 2: Create Time for Staff to Participate in Professional Learning Activities

Activity 3: Monitor and Evaluate Professional Learning Activities

• Task 1: Collect Data on Professional Learning Efforts

• Task 2: Evaluate and Make Adjustments to Professional Learning Program

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.