Documentos de Académico
Documentos de Profesional
Documentos de Cultura
FOR SCHOOLS
AN INTERACTIVE GUIDE TO PROGRAMS, INSTRUCTION AND
SUPPORT FOR ENGLISH LEARNERS IN DPS SCHOOLS
Contents
Click to jump to a section
Introduction............................................................................................ i
Illustration: The ELA Landscape......................................................... ii
Teacher Designation............................................................................. 1
Teacher Qualification............................................................................ 2
School Designations............................................................................. 3
EL Identification and Placement........................................................ 4
Instruction............................................................................................... 5
PACs and DAC........................................................................................ 6
Instructional Services Advisory (ISA) Teams.................................. 7
Appendix................................................................................................. 8
DPS English Learners bring these diverse perspectives and heritage languages to our
classrooms. When they can participate meaningfully and equally, their contributions benefit all
students. DPS English Language Acquisition programs give English Learners the skills they need
to bring these assets to the classroom and succeed in school and beyond. Over the past three
school years, English Learners who successfully exit ELA program services have had higher
INTRODUCTION
graduation rates and lower dropout rates than all other DPS students.
To achieve success for all of our diverse students, school leaders, support staff and teachers
all need to have an understanding of the programs, services and supports available to English
Learners. This handbook provides key information for all schools with ELA programs, rather
than a comprehensive list of requirements for each school. You can find more information by
clicking on the links throughout the handbook.
We hope you find this handbook to be a useful resource in your work with English Learners.
Thank you for all you do for all our students.
Teacher Instructional
Designation Services
School Advisory (ISA)
Designation Teams
EL Identification
& Placement
Teacher
Qualification
Assessments
PACs/DAC
Teachers
Instruction
Principals
Curricular
Resources Redesignation,
Professional Exit &
Development Monitoring
Secretaries
Home
All Schools:
Teacher Designation
a Provide instruction to EL students with qualified or on
track teachers in every classroom
ALL newly hired teachers must have an
ELA designation. a Monitor teachers ELA qualification progress towards on
track or fully qualified
All newly hired teachers are automatically
designated ELA-T, and must complete Basic a Ensure that appropriate teachers are designated ELA-E
or ELA-S as required by program model through the
ELA training. Depending on your schools
ELA program, you may need to designate Principal Portal / ELA Designation Website
teachers ELA-E or ELA-S.
Librarians, physical education, music and art teachers (Sign up via SchoolNet)
are not required to be designated.
Consent Decree History and Overview
Click here for a full list of teacher designations by The Denver ELA Program
classroom and associated qualifications, including special Sheltering
education, gifted & talented, and counselors. English Language Development
Language Acquisition & Cultural Under-
standing
Literacy Development for ELs
Teacher Qualification Extensions and Waivers
ELA-E Teachers
Extensions Transitioning Strategies for ELA-E Class-
Teachers currently enrolled in a Culturally and Linguistically Diverse / rooms
English as a Second Language / Bilingual Education Masters degree
program may apply for a one year extension of teacher qualification
requirements. ELA-S Teachers
Strategic use of two languages
Submit proof of enrollment to: ela_teacherqualification@dpsk12.org. Differentiating Instruction and Assessment
for ELs
Waivers Transitioning Strategies for ELA-S Class-
ELA-T / Basic qualification coursework: No waivers rooms
ELA-E & ELA-S: Teachers may waive part of all of the advanced Language Allocation Guidelines
portion of their qualification if they have a Masters degree in ESL/ Spanish Language Writing Workshop
Bilingual Education or a valid Colorado Linguistically Diverse
Endorsement, or are enrolled in certain graduate-level courses. Resource Teachers
ELA Resource Teacher Professional De-
More information velopment
Questions? ELA_WaiverRequest@dpsk12.org
1 Previous Home
If all students were distributed evenly across DPS,
Teacher Qualification each classroom would contain:
14
Students from
24 homes where
languages other
than English are
Students
from racial spoken
or ethnic
minority
groups
9-11
Students
identified as
English Language
Learners (8
would speak
Spanish)
Contact HR Connect
720-423-3900
2 Previous Home
School All Schools:
Designations
a Oversee registration of ELs and meet with all parents
who have questions about ELA Program options
School designations are determined by the
number of English Learners enrolled. The
services schools provide to English Learners a Ensure that every student has a completed Home
depend on the school designation. Language Questionnaire (HLQ) on file
Additional Resources
Request a personalized ELA program
brochure for your school
ELA PROGRAM TYPES
3 Previous Home
EL Identification and All Schools:
Placement a Designate at least one administrator or designee to
oversee registration of ELs and meet with all parents
Identifying English Learners begins at the with questions about their program options
school office. It is critical that each student
complete a Home Language Questionnaire a Inform parents of zone school options available for ELA
(HLQ) and that information is entered Programs not available at your school
correctly in Infinite Campus.
a Communicate with zone school principals about families
from your school who are interested in attending the
zone school
Additional Resources
Home Language Questionnaire (HLQ)
Student Identification
Parent Permission Form (PPF)
Process Flowchart
Procedure memos for HLQ and PPF
Multilingual Document Repository (Includes
translated HLQ and PPF)
During/After Registration
At time of registration, all parents receive Home Language Questionnaires.
Create a Parent PPF3 Selection Office Log to document date, option selected by parents, name of parents,
name of student and grade, and reason for parents choice. This auditable document must be filled out
completely.
If parents select a language other than English to any question on the Home Language Questionnaire, parents
receive the ELA Parent Brochure and the Parent Permission Form (PPF). Secretary records HLQ information in
Infinite Campus and scans and uploads the completed form.
Parents view the ELA Options video before completing the Parent Permission Form. Have computer or television
set up ready for parent viewing.
ELA registration point person answers parents questions and reviews option selected by parents. Have a list of
educators in the school with instructional expertise who are knowledgeable about the ELA academic options to
answer parents questions.
The ELA registration point person should help connect parents to ELA Zone Schools and provide referrals to
Newcomer Centers where appropriate.
Parents complete the PPF. Secretary records the PPF information in Infinite Campus and scans and uploads the
completed PPF.
At registration, parents may only select Option 1 or 2 on the Parent Permission Form (PPF). Make sure you are
using the revised PPF that has only these two options available.
Waiver of ELA services is only available after a student has been assessed with the W-APT test, assessment
results are mailed to the home, and parents confer with classroom teacher or an administrator. Only then can
parents opt their child out of ELA program services.
4 Previous Home
All Schools:
Instruction
aProvide effective EL Programming which includes:
A separate English Language Development class
All schools are required to provide English for English Learners
Language Development for all English English Language Development strategies in ALL
Learners. ELD strategies are for EL Supported English Content Instruction classes
students in all Supported English Content Native language supports as needed
Instruction classes. ELD is both a separate
class period and an expectation in every a Ensure ELs recommended for targeted and intensive
supported content area. levels of RTI have had sufficient access to ELD and
core content instruction by an on-track or fully
Schools also provide native language qualified designated ELA teacher
supports when appropriate, including
ELA-E and mainstream classrooms (i.e.,
Additional Resources
curricular resources in the native language;
paraprofessional support; preview/review in
native language; appropriate strategies to ELD Standards: Can-do descriptors by grade level:
support transition to English for ELs) K, 1-2, 3-5
ECE-5 Language Allocation Guidelines (TNLI
schools)
Secondary Language Allocation Guidelines
Curricular Resources
DPS funds Spanish materials related to core curriculum which should be available in your Spanish core content areas.
Literacy for English Learners
Spanish Everyday Math resources (use planning guides here)
Spanish TCI Social Studies resources
Spanish Tracks Science resources (use planning guides here)
Understanding Language: A Stanford University team developing teaching resources that exemplify high-quality instruction for ELLs
across three content areas, corresponding to the Common Core State Standards and the Next Level Science Standards.
5 Previous Home
All Schools:
PACs / DAC
aOrganize an ELA PAC comprised of families of
students receiving ELA program services
All schools with ELA program services must aEnsure that your PAC meets at least four times per
organize and maintain Parent Advisory year, and invite parents in their native languages.
Committees (PACs). Through the PAC,
schools build partnerships with parents aDesignate
the PAC
a staff member to serve as the contact for
to support a positive school culture and
climate.
aProvide interpretation services in all languages served
by school
The District-wide Parent Advisory
Committee (ELA DAC) meets monthly to aProvide the opportunity for PAC representatives to
participate in the monthly ELA District Accountability
provide parents with opportunities to learn
Committee (DAC) meetings
about issues pertinent to English Learners.
All parents of English Learners are
invited to participate in DAC meetings.
Additional Resources
PAC Toolkit
DAC Calendar and meeting information
Parent resources and other information in
English and Spanish
Interpretation services information
6 Previous Home
All Schools:
Instructional Services
Advisory (ISA) Teams a Organize an Instructional Services Advisory Team
(ISA Team) with scheduled meetings at least every 6
weeks
The ISA Team focuses on the achievement
of ELs to ensure that ELs are acquiring
English and academic proficiency at a rate a Maintain records--including agendas, minutes, data
equal to their native English speaking peers. and reports--used to inform ISA Team decisions.
The ISA Team at each school provides a
foundation for the schools accountability for
identifying and serving all ELs.
a Ensure that all ISA Team members complete the
annual required training
Additional Resources
2014-15 ISA Team Handbook
Revised redesignation criteria
Assessments
Assessment Measures
Professional Development
WIDA ACCESS Place-
Placement for ISA Teams
ment Test (W-APT)
ISA Team Training (Required)
ACCESS English proficiency ELA 101
Language Allocation Guidelines components
(TNLI schools)
CMAS, PARCC Academic proficiency
7 Previous Home
Additional Information
Secondary Resource teachers at TNLI schools are required to be designated and complete ELA-S qualification.
Elementary ESL Resource teachers are required to be designated and complete ELA-E qualification.
Elementary ESL Resource-Spanish Qualified teachers are required to be designated and complete ELA-S qualification.
Counselors at TNLI program middle and high schools are required to pass all portions of the Spanish Language Proficien-
cy (SLP) exam.
Mild-Moderate special education teachers (not teacher of record) in ELA program schools who teach English Learners are
required to be designated and complete ELA-T qualification.
Center placement teachers (teacher of record) in ELA program schools who teach English Learners are required to be des-
ignated and complete ELA-E qualification.
Gifted and Talented teachers (teacher of record) in ELA program schools are required to be designated and complete ELA-
E qualification.
Librarians, physical education, music and art teachers are not required to be designated.
8 Previous Home
Additional
Additional
Information
Information
ELA Program
Description Principal Responsibilities
Model
Elementary TNLI Spanish core content instruction Ensure HLQs are on file for all students.
Supported English content instruction Ensure parent choice (PPF) matches student placement.
English Language Development Designate classroom teachers per school ELA program
Transition from Spanish to English instruction needs.
Ensure that ELs who speak languages other than Spanish
are not placed in S or E/S classrooms
Ensure that no students with disabilities who are native
English speakers or ELs who speak languages other than
Spanish are placed in S or E/S classrooms
Nominate ISA team members and establish monthly ISA
team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students at
a minimum of 96%.
Establish L1 instruction with Spanish materials.
Ensure a minimum of 45 minutes of daily ELD instruction.
Elementary ESL Supported English content instruction Ensure HLQs are on file for all students.
Resource English Language Development Pull-out Ensure parent choice (PPF) matches student placement.
Pull-out services provided by ESL Resource Designate classroom teachers per school ELA program
teacher needs.
Nominate ISA team members and establish monthly ISA
team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students at
a minimum of 96%.
Ensure a minimum of 45 minutes of daily ELD instruction.
Elementary ESL Supported English content instruction Ensure HLQs are on file for all students.
Resource English Language Development Pull-out Ensure parent choice (PPF) matches student placement.
Spanish Qualified Pull-out services provided by ESL Resource Designate classroom teachers per school ELA program
teacher who has passed the Spanish Language needs.
Proficiency exam Nominate ISA team members and establish monthly ISA
team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students at
a minimum of 96%.
Ensure a minimum of 45 minutes of daily ELD instruction.
9 Previous Home
Additional Information
ELA Program
Description Principal Responsibilities
Model
Elementary TNLI and Spanish speakers may choose to receive TNLI Ensure parent choice (PPF) matches student placement.
ESL Resource program services or ESL Resource program Designate classroom teachers per school ELA program
services needs.
Non-Spanish speakers receive ESL Resource Nominate ISA team members and establish monthly ISA
program services team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students
at a minimum of 96%.
Ensure that no students with disabilities who are native
English speakers or ELs who speak languages other
than Spanish are placed in S or E/S classrooms
Establish L1 instruction with Spanish materials (TNLI).
Ensure a minimum of 45 minutes of daily ELD instruction.
Secondary TNLI Spanish core content instruction Ensure HLQs are on file for all students.
Supported English content instruction Ensure parent choice (PPF) matches student placement.
English Language Development Designate core content teachers per school ELA program
Transition from Spanish to English instruction needs.
Nominate ISA team members and establish monthly ISA
team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students
at a minimum of 96%.
Establish L1 support with Spanish materials.
Ensure a minimum of two 45-minute periods of daily
instruction - one period of ELD and one of English Lan-
guage Arts
Secondary ELA-E Supported English content instruction Ensure HLQs are on file for all students.
English Language Development Ensure parent choice (PPF) matches student placement.
Designate core content teachers per school ELA program
needs.
Nominate ISA team members and establish monthly ISA
team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students
at a minimum of 96%.
Ensure a minimum of two 45-minute periods of daily
instruction - one period of ELD and one of English Lan-
guage Arts
10 Previous Home
Additional Information
ELA Program
Description Principal Responsibilities
Model
Elementary Newcomer Centers are designed for eligible Ensure HLQs are on file for all students.
Newcomer Center school students who are new to Denver Pub- Ensure parent choice (PPF) matches student placement.
lic Schools. Newcomer Centers serve English Designate classroom teachers per school ELA program
language learners identified as having limited or needs.
interrupted education as well as minimal literacy Nominate ISA team members and establish monthly ISA
skills in both their native languages and English. team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students
at a minimum of 96%.
Establish L1 support with Spanish materials.
Ensure a minimum of 45 minutes of daily ELD instruction.
Designate Newcomer Center ELA-E teachers.
Provide native language tutors as appropriate
Secondary Newcomer Centers are designed for eligible Ensure HLQs are on file for all students.
Newcomer Center students who are new to Denver Public Schools. Ensure parent choice (PPF) matches student placement.
Newcomer Centers serve English language Designate core content teachers per school ELA program
learners identified as having limited or interrupted needs.
education as well as minimal literacy skills in both Nominate ISA team members and establish monthly ISA
their native languages and English. team meetings
Establish monthly PAC meetings.
Identify DAC representative.
Review ELL lists to ensure proper placement of students
at a minimum of 96%.
Establish L1 support with Spanish materials.
Ensure a minimum of two 45-minute periods of daily
instruction - one period of ELD and one of English Lan-
guage Arts
Designate Newcomer Center ELA-E teachers.
11 Previous Home
Additional Information
email to ocesforms@
dpsk12.org Coordinate with ISA team to
Yes Must be com-
Send PPF ScanTron form schedule W-APT assessment
pleted within 3
days (7 days to test processing via red for student
at beginning of school mailer
school year)
ELA Placement
W-APT scored Letter sent to family
12 Previous Home
Additional Information
Yes
Student continues
STUDENT
to receive ELA
Student receives program services
mainstream and will be
instruction reviewed again at
a later date
DPS
Redesignated Fluent English Proficient students shall be monitored for two years from
redesignation to ascertain their meaningful and equal participation in the Mainstream
English Language Instructional Program and possible recommended re-entry into the
Program.
-Consent Decree
13 Previous Home