U.S. Department of Education: English Learner Toolkit
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1 U.S. Department of Education: English Learner Toolkit
2 Toolkit Chapters All Chapters Contain Tools and Resources for: Chapter 1: Identifying All English Learner Students Chapter 2: Providing English Learners With a Language Assistance Program Chapter 3: Staffing and Supporting an English Learner Program Chapter 4: Providing English Learners Meaningful Access to Core Curricular and Extracurricular Programs Chapter 5: Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of English Learners Chapter 6: Addressing English Learners With Disabilities Chapter 7: Serving English Learners Who Opt-Out of EL Programs Chapter 8: Monitoring and Exiting English Learners From EL Programs and Services Chapter 9: Evaluating the Effectiveness of a District s EL Program Chapter 10: Ensuring Meaningful Communication With Limited English Proficient Parents
3 Chapter 1: Tools and Resources for Identifying All English Learner Students Identifying Potential EL Students Home Language Survey - Three Samples of HLS (pp. 4-8) Determining Which Students are ELs Informing Parents of EL Levels and Program Options Placement Test Checklists (p. 9) Chapter Resources (pp )
4 Chapter 2: Tools and Resources for Providing English Learners With a Language Assistance Program EL services and programs must be: Educationally sound and enable ELs to attain English proficiency. LEAs must provide appropriate special education services to ELs with disabilities. Four Tools (pp. 4-9): #1: Guiding Questions to Learn About Your EL Population #2: Long-Term English Learners (District checklist.) #3: Research-Based Considerations #4: English Learner Program Chart Chapter Resources (pp )
5 Chapter 3: Tools and Resources for Staffing and Supporting an English Learner Program Staffing an EL program. Supporting an EL program. Four Tools (pp. 4-11): #1: Professional Development for Teaching ELs #2: Professional Development for General Education Teachers of ELs #3: Meeting the Needs of ELs #4: Frameworks for Supporting Classroom Teaching of ELs Chapter Resources (pp )
6 Chapter 4: Tools and Resources for Providing ELs Meaningful Access to Core Curricular and Extracurricular Programs Providing ELs equal access to: Curricular and extracurricular programs. Advanced courses and GATE programs. Four Tools (pp. 6-14): #1: Data Collection #2: Six Key Principles for Teaching English Learners #3: ELs and the College and Career Ready Standards #4: Serving Gifted English Learners Chapter Resources (pp )
7 Chapter 5: Tools and Resources for Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of English Learners Limit unnecessary segregation of ELs. Three Tools (pp. 4-9): #1: Diversity Self-Assessment #2: Resources to Address Bullying and Harrassment #3: Sample Self-Monitoring Aid Chapter Resources (pp )
8 Chapter 6: Tools and Resources for Addressing English Learners With Disabilities LEAs must identify, locate, and evaluate ELs with disabilities in a timely manner. LEAs must provide adequate services to ELs with disabilities. Five Tools (pp. 5-15): #1: Referral, Identification, Assessment, and Service Delivery to ELs With Disabilities #2: Considering the Influence of Language Differences and Disability on Learning Behaviors #3: Developing an IEP for an EL With a Disability #4: How to use Data From the Office for Civil Rights Data Collection (CRDC) #5: Selecting Appropriate Accommodations for Students With Disabilities Chapter Resources (pp )
9 Chapter 7: Tools and Resources for Serving English Learners Who Opt-Out of EL Programs Serving and monitoring ELs who opt out of EL programs. Four Tools (pp. 4-10): #1: Statutorily Required Elements of Parent Notification letter #2: Sample: Parent Notification Letter for a Child s Placement in EL Programs and Services #3: Sample: EL Programs and Services Opt-Out Notification #4: Sample: Notification to Opt A Child Back Into EL Programs and Services Chapter Resources (p. 11)
10 Chapter 8: Tools and Resources for Monitoring and Exiting English Learners From EL Programs and Services Tracking the progress of ELs. Exiting ELs. Four Tools (pp. 4-10): #1: Monitoring English Learner Progress in English Language Proficiency #2: Monitoring EL Progress in Core Content Areas #3: Digital Progress Monitoring #4: Resources for Planning and Self-Assessments Chapter Resources (pp )
11 Chapter 9: Tools and Resources for Evaluating the Effectiveness of a District s EL Program Evaluate and modify EL programs when necessary. Collect various EL data (not just AMAOs). Four Tools (pp. 4-14): #1: Evaluating Programs and Services for ELs #2: Improving SEA Systems to Support All Students #3: Improving LEA Systems to Support ELs #4: Improving School-Based Systems for English Learners Chapter Resources (pp )
12 Chapter 10: Tools and Resources for Ensuring Meaningful Communication With Limited English Proficient Parents Find various ways to communicate with LEP and non-english speaking parents of ELs. Offer translation services. Translate materials. Three Tools (pp. 4-7): #1: Establishing Family-School Partnerships #2: Tapping Into the Strengths of Families and Communities #3: Interpretation and Translation Services Chapter Resources (pp. 8-12)
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