Success Indicators: Instructional Practices

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All ELs have access to comprehensible, grade-level, standards-based instruction in all content areas:

The instructional program for ELs reflects a core philosophy and understanding that ELs are learning academic content in a language that they are still acquiring and will need appropriate support to be successful in acquiring both. (Read More)

The school leader sets expectations that all teachers (including life skills, music, art, technology, physical education) develop age and grade appropriate, standards-based content objectives for their lessons that are achievable by all ELs regardless of English language proficiency. (Read More)

The school leaders sets expectations that all teachers (including life skills, music, art, technology, physical education) plan and use appropriate, research- based differentiated instructional strategies to ensure that all ELs successfully achieve lesson objectives. (Read More)

The school provides professional development training to all teachers (including life skills, music, art, technology, physical education) on differentiating instruction based on the language proficiency levels of the ELs in their classrooms. (Read More)

The district and school leaders provide all content-area classroom teachers primary and/or supplemental materials that include narratives, references, and perspectives from diverse cultures. (Read More)

The school leaders and faculty review curricula and assessments to make sure materials are historically accurate, culturally relevant, and anti-bias. (Read More)


The instructional program design and implementation for ELs are grounded in research on EL education as well as on the school’s EL student data:

The ELs’ instructional program positions these students’ home languages and cultures as resources rather than barriers to academic success. (Read More)

To the greatest degree possible, the ELs’ instructional program supports the maintenance and development of ELs’ home languages. (Read More)

The ELs’ instructional program reflects the understanding that language acquisition varies individualistically and allows each EL the time he/she needs to develop academic language and literacies across the content areas. (Read More)

The school leaders roster ELs so that they spend the majority of their academic time in classes led by highly qualified, specially trained teachers (e.g. teachers with ESL Program Specialist coursework, QTEL training, bilingual instruction, or other English language training). (Read More)

The school has clear procedures governing the collection, analysis and use of data from multiple assessments on ELs’ academic performance, including formative as well as summative assessments. (Read More)


Professional development on effective teaching of ELs is comprehensively planned, focused, and on-going:

The school district provides principals and instructional leaders guidelines and training on observing and evaluating all teachers with ELLs in their classrooms. (Read More)

Each school’s professional development program is guided by data collected on ELs in that school as well as by research on effective instructional practices for ELs. (Read More)

All educators have professional development opportunities to, discuss, reflect upon and analyze their teaching of ELs in a safe, nonjudgmental environment. (Read More)


School leaders promote a culture of collaboration:

The school leaders schedule common meeting times during the school for instructional teams working with ELs. (Read More)

Instructional team members regularly engage in co-teaching and cross-curricular planning to promote development of language and literacy across the content areas. (Read More)

Success Indicators: Parent Involvement

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School pro-actively supports acclimation of newcomers and families:

School creates and standardizes a system to support newcomer ELs and their families as they adjust to the new school environment. (Read More)

School leaders, staff and faculty facilitate actively engage families with diverse and cultural language backgrounds in efforts to welcome newcomer families. (Read More)


Parents of ELs are well integrated into the school community:

School leaders, staff and faculty meet regularly with families of ELs in their communities (e.g. families’ homes, community center, or library) and not always in school buildings. (Read More)

School hosts events that bring together families of diverse backgrounds to explore and share cultures on a regular basis (e.g., potluck meals, parent groups) not only during a designated annual week or month. (Read More)


School maintains consistent and accessible communication with families about their children’s academic progress as well as about ways to support their children’s academic success outside of school:

School has clear guidelines, procedures, and resources to support regular and on-going communication among staff/faculty, ELs and their families. (Read More)

All school leaders, faculty and staff are knowledgeable about and experienced in the use of the various modes of communication often necessary for communicating with ELs and their families, including use of the District’s interpreters via the telephone, human resources for translation and translation tools. (Read More)

Teachers and school leaders always send accessible communication (translated print and/or audio/video) about learning standards, their children’s progress, and the parents’ role in their children’s school success. (Read More)

Success Indicators: School Climate and Culture

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All school personnel who come into contact with ELs have developed the understanding and skills needed to create a safe and welcoming school environment:

All personnel (including front office staff, bus drivers, custodians, learning/behavioral support classroom aides, and cafeteria workers) participate in training to reflect upon their own cultural and linguistic backgrounds and to support and their students’ cultural and linguistic backgrounds. (Read More)

All personnel (including front office staff, bus drivers, custodians, learning/behavioral support classroom aides, and cafeteria workers) are provided with information on the demographics of the students served by the school (eg., native languages, home countries, age of arrival in the U.S., educational background in home country and in U.S). (Read More) 

The school has a written code of conduct that reflects a sensitivity to and respect for the cultural backgrounds of all students and staff. (Read More)

All security staff assigned to the main entrance and front office staff are trained in communicating effectively and respectively to students and family members who have low English proficiency. (Read More)

The entire school community, including faculty and staff, students and parents, is well-informed about legal mandates and the rights of ELs. (Read More) 

Designated school personnel are knowledgeable about and follow procedures to report /respond to allegations of inequity, mistreatment, and/or bias in a sensitive and timely manner. (Read More) 


The school environment reflects and honors the diversity of the community it serves:

The school building(s) has/have a clearly designated visitor entrance (including directional signs, if necessary, provided in multiple languages). (Read More)

The lobby, hallways, classrooms, and schoolyards display multilingual signs and artifacts representative of the diversity of the school community. (Read More)

The school leaders actively recruit families to volunteer in the school and to serve on committees so that volunteer pools reflect the student body. (Read More)

The school leaders actively recruit applicants from diverse cultural backgrounds and ethnicities for positions in the school. (Read More)

The school leaders actively pursue on-going partnerships with a variety of community organizations to increase community involvement in the school and to maximize the school’s use of community resources throughout the school year, not only during designated weeks or months. (Read More)

Success Indicators: Process(es) for Identifying and Monitoring (of ELs)

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All staff is knowledgeable about EL identification and assessment:

School leaders are knowledgeable about the identification and assessment processes for ELs, including how quickly the initial language assessment needs to be administered after an EL is registered with a new school, when annual proficiency tests are administered each year, what processes and training are involved in administering these tests, what support ESL teachers need to effectively administer the tests, and where the results are kept. (Read More)

School leaders and faculty are knowledgeable about how to interpret standardized English proficiency score reports, what scores indicate a student should be supported by an ESL program and exited from the ESL program, and how ELs are monitored during and after participation in the ESL program. (Read More)


The process for identification of ELs is standardized:

School staff administers a home language survey to parents/guardians of ALL students. (Read More)

School staff complete identification, screening, and parental notification of eligible students within 30 days of enrollment at the beginning of the school year, and within 2 weeks of enrollment once school is underway. (Read More)

The process(es) for monitoring academic success and (English) language development of ELs is transparent and standardized. School staff and faculty complete a language and academic plan for each EL student and update this at the end of each marking period. (Read More)