Culturally and Linguistically Diverse Education

Draft

English Language Learner Plan
Overview

Culturally and Linguistically Diverse Education
Draft ELL Plan Overview
Revised 10/19/20

1

 Table of Contents
ADAMS 14 ENGLISH LANGUAGE DEVELOPMENT EDUCATION APPROACH................................. 3
EDUCATIONAL THEORY AND APPROACH .............................................................................................. 3
EDUCATIONAL GOALS ..................................................................................................................... 3
OVERVIEW OF ELL PROGRAMING .............................................................................................. 4
ELEMENTARY ELL PROGRAMMING PATHWAYS ...................................................................................... 5
SECONDARY ELL PROGRAMMING PATHWAYS ....................................................................................... 9
SECONDARY STUDENTS NEW TO THE US ............................................................................................ 10
OVERVIEW OF PROFESSIONAL LEARNING OFFERED IN ADAMS 14 .......................................... 11
ALL INSTRUCTIONAL STAFF.............................................................................................................. 12
CLDE CERTIFICATE ........................................................................................................................ 12
CLDE COACHING MODEL ............................................................................................................... 13
ADMINISTRATOR TRAINING ............................................................................................................. 14
OTHER EMPLOYEES ....................................................................................................................... 16
PROGRAM MONITORING ......................................................................................................... 17
ORGANIZATIONAL SYSTEMS AND STRUCTURES....................................................................... 23

 ADAMS 14 ENGLISH LANGUAGE DEVELOPMENT EDUCATION APPROACH
Educational Theory and Approach
Adams 14 believes
● Multilingual Learners learn at different rates.
● Native language is a resource to support proficiency in native language and
English.
● Multilingual Learners will be proficient in English and graduate as college and
career ready.
Educational Goals
The district has set high goals for our multilingual learners:
1. Students will attain English language proficiency within six years following the
language acquisition trajectory provided by the Colorado Department of
Education

a. 1 year from Non-English Proficient (NEP) 1 to NEP 2
b. 2 years from Limited English Proficient (LEP) 2 to LEP 3
c. 3 Years from LEP 3 to LEP 4
2. Students will demonstrate mastery of subject matter that is equivalent to that of
their never-EL peers.
3. Students will maintain their Heritage Language.

Culturally and Linguistically Diverse Education
Draft ELL Plan Overview
Revised 10/19/20

3

 Overview of ELL Programing
Student
gradelevel
K-5

K-1

6-12

Student
language
level
NEP 1NEP 4

NEP 1LEP 4

NEP 1

Language
Program

Time

Personnel

Language Program
Goals

CLDE Endorsed
Teacher

Students will make
adequate yearly
progress and attain
Language proficiency
as measured by WIDA
ACCESS and a body of
evidence

English
Language
Development
(ELD)

45
minutes

English
Language
Development
(ELD)

45
minutes of
ELD

Kindergarten
Bilingual
Maintenance
Model

80% of the Bilingual CLDE
day in
Endorsement on
Spanish
K-5 teaching
license
20% in
English

English
Language
Development
(ELD)

90
minutes

CLDE Endorsed
teacher

Students will make
adequate yearly
progress and attain
Language proficiency
as measured by WIDA
ACCESS and a body of
evidence

45
minutes

CLDE Endorsed
teacher

Students will make
adequate yearly
progress and attain
Language proficiency
as measured by WIDA
ACCESS and a body of

Teacher trained
in Systematic
ELD
CLDE Endorsed
teacher with
Bilingual
Proficiency on K5 Teaching
license

Extended time
with CLDE
instructor to
support social
and academic
language
6-12

NEP 2LEP 4

English
Language
Development
(ELD)

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

Students will make
adequate yearly
progress and attain
Language proficiency
as measured by WIDA
ACCESS and a body of
evidence
Students will attain
grade-level literacy
benchmarks according
to DIBELS and/ or
IDEL.

 evidence

Elementary ELL Programming Pathways
Adams 14 Elementary schools provide a robust offering to support student acquisition of
language. As noted in the table below, language support is offered through the general
education classroom and through the ELD block in all elementary schools. In addition, parents
have the option to choose Bilingual programming in one of the four elementary schools offering
the program.
General Education

ELD Programming

Bilingual Programming

Description:
In Adams 14, all general
education teachers have
been trained in sheltering and
scaffolding strategies (see
below) to support all ELL
students in grade-level
content classes. These
sheltered approaches are
good practice for all learners.
These strategies ensure
content is comprehensible to
all language learners.

Description:
In Adams 14, all NEP and LEP
students are scheduled in an ELL
class to support their language
learning regardless of program
placement. This program works in
tandem with general education
and/or bilingual programming.
These classes specifically
support speaking, reading, writing
and listening to ensure students
meet WIDA language standards.
The goal of this program is that
all students acquire English.

Description:
In Adams 14, Spanish speaking
language learners have access
to bilingual programming.
Beginning in kindergarten,
students spend 80% of the day
learning content in Spanish and
the other 20% in English
instruction. In first-grade
students will spend 70% of their
academic day using the
Spanish language and 30%
using English. By third grade,
students are spending 50% of
their academic day in English
and 50% in Spanish. By fourth
and fifth grade, students are
spending 60% of their
academic day in English and
40% in Spanish. The goal of the
program is to ensure Colorado
Academic Standards are
comprehensible, and that
students increase English
fluency and maintain their
heritage language.
During the 2021-2022 school
year, the biliteracy approach
will be replaced by the K-5
Bilingual program in all grades
in participating schools.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

 Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

 Research:
Wong-Fillmore, L. & Fillmore,
C. (2015).

Research:
Saunders, W. and Goldenberg,
C. (2010).

Wong Fillmore, L. and Snow,
C. E. (2000).

Dutro, S. and Moran, C. (2003).

Research:
Beeman, K. & Urow, C., (2012).
Slavin, R. E., Madden, N.,
Calderon, M., Chamberlain, A.,
Hennessy, M. (2011).

Dutro, S. and Helman, L. (2009).
Krashen, S. D. (1991).
Garcia, O. & Wei, L. (2014)
________
“Sheltered Content courses
can be implemented in any
classroom that has a
heterogeneous mix of native
English speakers and ELs”
(CDE Guidebook p. 37).

Echevarria, J., Vogt, M., & Short,
D. (2008).
________
“Develop students' English
language in reading, writing,
listening and speaking. Schools
group students based on
language proficiency and their
academic needs” (CDE
Guidebook, p. 38).

Barrow, L. & Markman-Pithers,
L. (2016).
________
“The goal is to develop
bilingualism in ELs. The late
exit model utilizes native
language for instruction and
gradually introduces English,
transitioning the language of
instruction to English as English
language skills develop (CDE
Guidebook, p 35).

Curriculum:
General Education
Curriculum, per Adams 14.
Methodology:
E.L. Achieve Constructing
Meaning

Curriculum:
E. L. Achieve Systematic ELD
Methodology:
E.L. Achieve Constructing
Meaning

Curriculum and Resources:
Benchmark Adelante
Estrellita
Eureka Math (Spanish)
Esperanza
E. L. Achieve Systematic ELD

Professional Development:

Professional Development:

Professional Development:

The purpose of this training is
to provide teachers with the
skills necessary to ensure
academic content is
comprehensible to all
language learners.

The purpose of this training is to
provide teachers with the skills
necessary to effectively support
English acquisition of all ELLs.
The district will provide ongoing
PD for direct instruction of
language using scaffolding and
sheltering techniques to support
comprehensible input and
expressive production.

The purpose of this training is
to provide teachers with the
skills necessary to ensure that
Colorado Academic Standards
are comprehensible, and that
students increase English
fluency and maintain their
heritage (Spanish) language.

Examples:
●

District Academic
Language—
professional
development with a
focus on sentence
frames and structured
student talk. The
district is providing
Monthly school-based
PD around academic
language. The PD is

Examples:

Examples:
●

CAL Training—Bilingual
principles,
understanding
standards, defining best
practices in literacy
instruction, culminating
in unit planning.

●

Continued collaborative

Systematic ELD District PD
●

Systematic ELD
Embedded Coaching by
district coaches to support
implementation of
framework (planning,

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

 followed up with coach
and principal
feedback.
●

●

●

●

●

WIDA Purposeful
Planning session in
collaboration with the
CLDE department of
CDE to upper
elementary teachers.
ELD Coaching to
support scaffolding
and sheltering of
content in
collaboration with
school leadership.
Coaches are in
schools at least two
days a week.
Embedded
professional
development by
coaches and
coordinators based on
school & teacher
need.
The district has a
partnership with Regis
University courses in
CLDE. Along with the
TEACH Grant, Adams
14 pays for 4 of the 7
courses offered for the
Regis CLDE
Endorsement.
Adams 14 teachers
have the opportunity
to attend district
provided Constructing
Meaning (EL Achieve)
professional
development (5
session course).

modeling, feedback,
reflection) will occur oneon-one or in small group
professional development
at the school level on a
weekly basis.
●

All teachers teaching in
the ELD block must be
endorsed in CLDE by the
state of Colorado.
Teachers have two years
to attain the endorsement.

●

The district has a
partnership with Regis
University courses in
CLDE. Along with the
TEACH Grant, Adams 14
pays for 4 of the 7
courses offered for the
Regis CLDE
Endorsement.

●

All CLDE coaches must
possess a CLDE
endorsement from the
state of Colorado.

●

All elementary teachers
will complete Systematic
ELD framework training
as interim emergency
measures, e.g., induction
professional development
for new teachers and
recursive professional
development for
experienced teachers.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

teacher planning days to
check in with
instructional success
and needs.
●

Bilingual coaching
provided by district
Bilingual coach focused
on implementation of
language allocation
guidelines, planning,
modeling, feedback, and
reflection.

●

Professional Learning
Communities of
Bilingual educators to
examine student data
and plan for instruction

●

Regis University
courses in CLDE

All teachers teaching in the
Bilingual program must:
● Hold a CLDE, LD or
Bilingual endorsement
from the state of
Colorado. Teachers
have two years to attain
the endorsement. The
district has a partnership
with Regis University
courses in CLDE. Along
with the TEACH Grant
Adams 14 pays for 4 of
the 7 courses offered for
the Regis CLDE
Endorsement.
● Demonstrate proficiency
in academic Spanish.
This can be
demonstrated through a
Bilingual CLDE
endorsement or a CLDE
endorsement and
another assessment
demonstrating Spanish
proficiency.

 Secondary ELL Programming Pathways
General Education
Description:
In Adams 14, all general education
teachers have been trained in sheltering
and scaffolding strategies (see below) to
support all ELL students in grade-level
content classes. These sheltered
approaches are good practice for all
learners. These strategies ensure content
is comprehensible to all language learners.
Research:
Wong-Fillmore, L. & Fillmore, C. (2015).

ELD
Description:
In Adams 14, all NEP and LEP students are
scheduled in an ELL class to support their
language learning regardless of program
placement. This program works in tandem with
general education and/or bilingual
programming. These classes specifically
support speaking, reading, writing and listening
to ensure students meet WIDA language
standards. The goal of this program is that all
students acquire English.
Research:
Saunders, W. and Goldenberg, C. (2010).

Wong Fillmore, L. and Snow, C. E. (2000).

Dutro, S. and Moran, C. (2003).

Krashen, S. D. (1991).

Dutro, S. and Helman, L. (2009).

Garcia, O. & Wei, L. (2014)
________
“Sheltered Content courses can be
implemented in any classroom that has a
heterogeneous mix of native English speakers
and ELs” (CDE Guidebook p. 37).

Echevarria, J., Vogt, M., & Short, D. (2008).
________
“Develop students' English language in reading,
writing, listening and speaking. Schools group
students based on language proficiency and their
academic needs” (CDE Guidebook, p. 38).

Curriculum:
General Education Curriculum, per Adams 14.
Methodology:
E.L. Achieve Constructing Meaning

Curriculum:
Edge for High School
Inside for Middle school

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

Methodology:
E.L. Achieve Constructing Meaning

 Secondary Students New to the US
Adams 14 provides specialized language services to newly arrived ELL students (identified as
“newcomers”) to the United States, who have the need to develop English language skills.
These services are designed for ELL students who are new to the United States (within 12 and
18 months) and are in their first or second academic year of learning English. The Newcomer
services are an extension of the ELD course and have the goal to help ELL students master the
language necessary for interpersonal (social and instructional) interactions in the school and
community settings. The goals for Secondary Newcomer students include:
● Students will move along the CDE English language acquisition trajectory and attain
English language proficiency as measured by WIDA ACCESS and a body of evidence.
● Students will attain grade-level competency in mastery of content standards equivalent
to that of their never-EL peers.
● Students will demonstrate a mastery of social language according to WIDA standards
and assessment.
● Students will maintain heritage language.
To reach these goals, the district will provide to students:
● Access to grade-level core academic content in all areas (English Language Arts, Math,
Science, and Social Studies).
● A minimum of 90 minutes in an ELD block focused on academic and social features of
language.
In addition, schools will work toward providing:
● English Language Arts classes co-taught by a CLDE or Bilingual endorsed teacher.
● Heritage Spanish courses as Electives.
● Sheltered Social Studies, Math or Science courses taught by a teacher with CLDE
certificate or endorsement
● Placement in core content classes with teachers who have a CLDE endorsement or
certificate.
● Placement in core content classes with teachers with a similar language background.
Multilingual learners have access to the same content curriculum, materials, assessments, and
access to the same content interventions as their never-EL peers. Secondary students must
have access to earn a regular high school diploma in four years and have the skills necessary to
enter college or the work-force. (U.S Department of Justice, Civil Rights Division & U.S.
Department of Education, Office for Civil Rights. 2015, p. 13,18-20).

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

 Overview of Professional Learning offered in Adams 14
All Instructional Staff

ELD Teachers

Bilingual Teachers

Administrators

Other Employees

All instructional Staff
receive training at
induction that outlines
our commitment to
multilingual learners
and our expectations for
all teachers.

All ELD teachers
receive ongoing and
embedded coaching by
CLDE endorsed
Coaches.

Bilingual teachers
received training during
the 2018 and 2019
school year by the
Center for Applied
Linguistics. This training
focused on Spanish
Literacy instruction.

School Administrators
are trained on the
district’s language plan
yearly.

All Adams 14
employees are trained
yearly on our
commitment to our
Multilingual Learners
and our expectation of
Equity across the
district.

All Instructional staff are
trained in either
Systematic ELD
(elementary) or
Constructing Meaning
(secondary).
Each year the district
identifies district-wide
professional learning
that supports content
and language learning
for Multilingual
Learners.

ELD Teacher Leaders
from each elementary
school participate in a
monthly PD. Topics
include planning using
WIDA Standards, the
Grammatical Matrix,
and student
performance
descriptors. They also
review the processes
for student assessment,
placement, monitoring
and redesignation.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

Bilingual teachers are
trained in curriculum
and programming
yearly. This includes
Esperanza, Estrellita,
ELA and Math
curriculum.
Bilingual teachers plan
together quarterly with
the Bilingual coach and
a CLDE endorsed
coordinator. Teachers
review student data and
plan for the next
quarter’s instruction.

School Administrators
are trained yearly on
the evaluation of
Bilingual and ELD
classrooms.
District Administrators
are trained on our
commitment to equity,
our legal responsibilities
and our district policies
in providing services to
Multilanguage learners
and their families.

School secretaries and
registrars are trained in
the HLS and
identification process on
a yearly basis.
Train all staff engaged
in translation and
interpretation in the
guidelines and ethics of
translation and
interpretation yearly.
All staff administering
assessments will be
trained yearly

11

 All Instructional Staff
It is the expectation that all Adams 14 teachers support the language development of our students. Academic
language is the language of the classroom that is based upon cognitive functions and the forms of language.
All Adams 14 teachers receive training and are expected to use Content Language Objectives as part of
instructional planning and delivery.
Content Language Objectives contain the following:
● Specific, chunked content goals that include success criteria.
● The specific language that students will need to encounter the cognitive task, bricks, and mortar of
language.
● Ways for students to assess their own learning and approximation.
● Focus on oral language support for language learners

CLDE Certificate
All Adams 14 Educators will complete training to understand our community of learners, our context, the basic
foundations of language learning and our expectations of educators. They will complete the following as part
of our CLDE Certificate Program completed during induction:
● ELD 101
○ 2-hour course required by all new to district teachers designed to provide a basic
understanding of language acquisition theory. By the end of the course participants will
understand the basic components of a Content Language Objective and plan a lesson using one.
● Mandates and Compliance
○ 2-hour course required by all new to district teachers. This course is designed to provide an
understanding of the basic laws governing language development programming in the United
States. Teachers will understand our OCR resolution and the steps we take to ensure equal
access to education for all students.
● EL Achieve: Systematic ELD or Constructing Meaning
○ Systematic ELD is the framework used for ELD in Elementary Schools.
○ Constructing Meaning is a set of strategies for secondary teachers to backwards plan with
student language in mind.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

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 Once teachers have completed ELD 101, Mandates and Compliance, and the EL Achieve PD, Adams 14 will
support teachers in attending these courses through Regis University. The district will pay up to $250 dollars
to Regis University for these courses. There is no cost to the teachers if they also use the TEACH Grant. The
courses will be free-of cost for teachers. All Adams 14 teachers qualify for the TEACH grant. According to the
guidelines of the TEACH grant, teachers, “pay back” the loan for the courses through service to districts with
high levels of need. Adams 14 is a district where they can “pay back” their loan through service. Regis
University is accredited by the state of Colorado to provide CLDE licensure. In addition, Regis’ focus on social
justice aligns with goals and vision of the district. The courses are taught in district. The four courses offered
by Regis University are:
●
●
●
●

Foundations of Education for CLDE
Linguistics I
Assessment
Strategies for linguistically diverse learners

CLDE Coaching Model
CLDE coaches are teachers who are CLDE licensed teachers in the state of Colorado with a background in
teaching ELD in specific blocks and within content. Adams 14 believes that instructional coaches are an
integral part of improving instruction for all learners and closing the achievement gap. Feedback on instruction
and planning is one of the most important aspects of professional learning that the district offers. Adams 14
coaches ensure that all instruction is culturally responsive. At the heart of their work, instructional coaches
support schools and teachers so that teaching is meaningful, engaging and promotes student success. CLDE
coaches are school partners and teacher partners in (1) evaluating data, (2) providing feedback, (3) setting
goals with the aim of continuous improvement, (4) supporting schools in implementing programming, (5)
ensuring that instruction is Culturally and Linguistically responsive. CLDE coaches have three priorities:
1. Ensure that program models are implemented with fidelity by providing feedback and coaching
to teachers and school leadership.
2. Support the planning and implementation of the ELD block through modeling and demonstration
to ensure that Systematic ELD curriculum is implemented after teachers attend PD.
3. Provide feedback and support in planning around Academic Language across content areas to
support the district focus on Academic Language after teachers attend district-wide and/or
school-based PD.

CLDE coaches will, in collaboration with school leadership, identify the needs of the school and prioritize the
support that they provide within the school. Coaches will follow up with teachers through observation,
coaching and planning to ensure that the topics covered during PD are implemented in classrooms. Support
will include:
Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

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 ● Adams 14 CLDE coaches ensure that teachers are implementing our curriculum and following our
instructional model(s) by
○ Modeling Instruction.
○ Providing feedback based on observation of instruction.
○ Co-Planning.
● Adams 14 CLDE coaches ensure that classroom instruction is based on student needs, specifically the
language demands of the classroom and the language levels of the student:
○ Evaluating student data with teachers and planning for instruction.
○ Evaluating school data with school leaders to plan for next steps.
○ Providing support to Professional Learning Communities (PLCs).
● Adams 14 CLDE coaches ensure that Multi-Language Learners are moving along the language
continuum and are able to access a rigorous curriculum by:
○ Ensuring that staff know the language level and program status of children (NEP 1, NEP 2, LEP 3,
LEP 4, M1, M2).
○ Providing resources and strategies for teachers during Professional Learning Communities
(PLCs) or data teams for varying levels of language.
English Language Development Instructional Framework & Planning
Intended Audience: ELD Teachers
Description: Secondary ELD Teachers will develop an understanding of what ELD instruction looks like in
Adams 14. They will develop and utilize a common planning template. They will help to develop classroom
look-fors and use both formal and informal data to plan for instruction.
ELD Teacher Leadership
Intended Audience: ELD Teacher Leaders and ELD coaches from each secondary school
Description: Monthly meetings for ELD teacher leaders and ELD coaches to refine best practices in ELD and
language acquisition classes. Teacher Leaders will be responsible for facilitating communication between
school and the district office.

Administrator Training
Leading for Equity

Intended Audience: All District Level Administrators (Coordinators, Managers, Directors, and Executive
Directors)
Description: Overview of laws and district policies that ensure equitable access to programming for
Multilingual Learners and their families. District Leaders will understand our commitment to OCR and our
commitment to programming that ensures the achievement for multilingual learners.
Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

14

 Bilingual School Leadership

Intended Audience: Elementary building principals, assistant principals, and coaches
Description: Overview of Spanish Literacy expectations, look-fors, and progress monitoring. School leaders will
understand the criteria for students in Spanish Literacy classes and how students are monitored. School
leaders will receive an overview of the expectations around instruction, what the language allocations are and
how time should be allocated.
CLD Overview for school leaders
Intended Audience: All principals and assistant principals
Description: yearly training that describes the programming used in Adams 14 schools. School leaders will
understand the systems for identifying and placing students as well as the different program models that are
used. They will understand the structure of the CLD department. Principals will also understand the vision and
goals for the department.

ACCESS 2.0
Intended Audience: School Assessment Leaders & Instructional Coaches
Description: yearly training provides and overview of administering the ACCESS 2.0 Assessment. Participants
will understand how to administer the assessment.
Enrich Student Data
Intended Audience: ELD Teachers; Assistant Principals; Instructional Coaches
Description: How to create student goals in in Enrich and use the program for monitoring and reporting.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

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 Other Employees
Commitment to Equity.
Intended Audience: Support and Tech Personnel and Classified Employees.
Description: Yearly training on our commitment to Multilingual Learners and our families. This training
includes our policies and procedures for educating Multilingual Learners, providing interpretation and
translation services and what their role is in supporting our students and families.
Home Language Surveys and Placement of Language Learners
Intended Audience: Building secretaries (K-5) or Registrars (6-12); Assistant Principals; Counselors (6-12)
Description: Overview of the HLS process and how to submit the HLS.
Ethics of Translation and Interpretation
Intended Audience: Family Liaisons, Registrars, and Building Secretaries
Description: Employees will receive yearly training on expectations when interpreting for families. They will
understand the practices, procedures, and protocols for interpretation. They will understand their ethical
responsibilities including confidentiality.

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

16

 Program Monitoring
The district has developed a comprehensive set of programs and supports to meet the goals of the district:
● Students will reach English proficiency within six years.
● Students will demonstrate content mastery at the same level as their never-EL peers.
● Students will maintain native language
Adams 14 expects all schools and district personnel to follow the guidelines of this plan. They are supported in
this implementation by CLDE trained coaches and coordinators. Additionally, throughout the school year, CLDE
trained department coordinators will visit schools to support the implementation of programming.
They will conduct a variety of training and progress monitoring:
● Review ELD classes to examine the level of fidelity to WIDA standards and the EL Achieve frameworks.
● Examine regular content classes to evaluate the use of CLOs and the use of Constructing Meaning
protocols.
● Review biliteracy blocks in elementary to determine the level of implementation of the biliteracy
framework.
● Monitor the quality of programming
The purpose of CLDE Program Reviews (Appendix L) is to ensure that the district and schools are implementing
the ELL plan effectively. Ultimately, the tool helps school and district leaders align resources and support. The
CLDE department is committed to ensuring that the programming and guidelines set forth in the ELL plan
creates conditions for English Language Learners to thrive. This progress monitoring will also ensure that The
Department will regularly monitor the number of Els who qualify for such additional services, in comparison
with the number of their peers who qualify, to ensure that GT, intervention, retention, or Special Education
services are being offered to students equally based on need an not language.
Quarterly, the CLDE department will progress monitor the school’s programming as a team consisting of: CLDE
trained Coordinators, the Manager of CLDE, the School Principal, MGT personnel, a team member from
Federal Programs, and the Director of Schools. The team will review ELL student data, ELD block observational
data, and academic language observational data to assist in the review of overall programming for ELLs.
The tool used to review programming is the CLDE School Review Tool. The monitoring tool was created by
Adams 14 CLDE-endorsed personnel and is adopted from the Colorado Department of Education CLDE district
monitoring tool. The monitoring tool is comprised of six areas:
• Systematic Process and Procedures
• Human Resources
• Research Based Program Models
• Collaborative Leadership
• Family Community Partnerships
• Organizational Culture
The data reviewed will include:
• EL student interim data
• Proportion of identified students receiving GT, AP, Honors, IEP at school
Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
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17

 •

The number of students who have opted out of services and the students’ academic progress

The results of the progress monitoring will be shared in the following ways:
• Adams 14 Board of Education
• Parent Groups
• The Office for Civil Rights
• School Leadership Teams
Yearly, the data of CLDE students will be evaluated. The district will review data of Multilingual Learners,
never-EL students, and native English speaking students. The district will conduct a longitudinal cohort
analysis. The performance of students will be evaluated by program model, school, content areas, years in
program, and grade-level.
The district will also review the opportunities and extra programming in which EL students are participating.
This data will include the on-trackness of students to graduate, participation in honors or AP classes, and the
population of students in gifted and talented programming.
The district will use the data to evaluate the programs, adjust the program, and communicate the progress of
the program. Communication of this data analysis will be provided to
● Adams 14 Board of Education
● Multilingual Learner Parent Groups
*Data may also be provided to other government authorities as required by law

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 Program & School Review
The purpose of CLDE Program Reviews is to ensure that the district and schools are implementing the ELL plan
effectively. Ultimately, the tool helps school and district leaders align resources and support. The CLDE
department is committed to ensuring that the programming and guidelines set forth in the ELL plan creates
conditions for English Language Learners to thrive.
Quarterly, the CLDE department will progress monitor the school’s programming as a team consisting of: CLDE
trained Coordinators, the Manager of CLDE, the School Principal, MGT personnel, a team member from
Federal Programs, and the Director of Schools. The team will review ELL student data, ELD block observational
data, and academic language observational data to assist in the review of overall programming for ELLs.
The tool used to review programming is the CLDE School Review Tool. The monitoring tool was created by
Adams 14 CLDE-endorsed personnel and is adopted from the Colorado Department of Education CLDE district
monitoring tool. The monitoring tool is comprised of six areas:
• Systematic Process and Procedures
• Human Resources
• Research Based Program Models
• Collaborative Leadership
• Family Community Partnerships
• Organizational Culture
The data reviewed will include:
• EL student interim data
• Proportion of identified students receiving GT, AP, Honors, IEP at school
• The number of students who have opted out of services and the students’ academic progress
The results of the progress monitoring will be shared in the following ways:
• Adams 14 Board of Education
• Parent Groups
• School Leadership Teams

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 Process:
The CLDE Schools provides a time and space for leaders to come together to have conversations
and make meaningful plans to ensure that English Language Learners are reaching English
proficiency and achieving academically. The process should be undertaken with a sense of
inquiry with the best interest of students at the core of the time together.
1. Review student achievement and growth data.
• Identify any trends in each level of ELL (NEP-LEP)
• Compare ELL achievement and growth with never-ELL students
• Review the progress of students identified as “Monitor”
• Review the progress of students who have waived services
2. Review classroom observational data
• ELD Block
• Sheltering and Academic Language in Content Areas
3. Review the program as a whole by engaging in conversation

around each of the 6 areas:
•
•
•
•
•
•

Systematic Process and Procedures
Human Resources
Research Based Program Model
Collaborative Leadership
Family and Community Partnerships
Organizational culture

4. Identify next steps:
• What are the areas of growth for the school
• What support is needed
• What is the action plan and who is responsible?

Adams 14 Culturally and Linguistically Diverse Education
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 Parent Engagement
Goal:
To build the capacity of parents and families of language learners to become effectively engaged in the
education of the student(s) for the purpose of increasing student achievement.

Strategies:
•

Identify four pilot schools to implement effective family engagement for language
learners.
o Create teacher and parent teams that will support professional learning for
teachers on parent engagement and training for parents on supporting academic
achievement

•

Quarterly parent meetings for parents of all ELL students
o Provide information and data to parents about ELL programming
o Seek to understand what information and tools parents are looking for
o Equip

•

Build the capacity of families to be effectively engaged with their child at home, at
school, and at a district lev

Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
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 Adams 14 Culturally and Linguistically Diverse Education
Draft Overview of Programming
Updated10/18/2019

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 Organizational Systems and Structures

Element
Interpretation

Staffing

Activities/Output
-secretaries trained
-registrars trained
-family liaisons trained
-Fliers in all buildings
-principal training

Department
Timeline
Communications By December Communications and CLDE will jointly train
all employee groups responsible for interpretation

-monitoring of ELD Endorsements
-monitoring Certificate program
-Recruitment for Bilingual Prog
-Process to hire bilingual staff

Human
Resources

Embed in district training July/August 2020
Communications department will ensure that instructions
to access interpretation and translation are in every school
and accessible to parents by December 2019
By end of October, HR will review the licensures of staff
paid under ELPA
By end of November HR will review the licensure of staff
teaching an ELD block
By the end of November HR will present a plan outlining
the steps we can take to hire bilingual teachers and
explore the options of supporting teachers on Visas
By the end of January HR will present a policy on
procedures to hire Bilingual staff for bilingual classrooms
to ensure they are qualified

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 Professional
Learning

Monitoring
Plan

-Embed Certificate into Induction
-Embed Academic Lang into PD plan
yearly
-Expectation of principal training
yearly
-Expectation of district leaders
training yearly

-Train principals on the progress
monitoring protocol
-CLDE team conducts monthly
observations in AL, ELD, Bilingual
-Monitoring protocol used to guide
meetings with school leaders and
CLDE
-Create a tool to review needed data

Communication -Inform parents about our offerings
and
-Celebrate our plan and agreement
Engagement
with our community
-Highlight positive initiatives within
our distirct

Curriculum and
Instruction
Human
Resources
MGT

Schools
CLDE
Assessment
MGT Turn
Around
specialists

Communication

By the end of February, HR will present a process for
identifying positions that should be CLDE endorsed and
how they will be screened before employment is offered
By February, the Manager of induction will work with the
Manager of CLDE to ensure that the CLDE certificate is
embedded into induction.
By March, the Manager of CLDE and the PD Coordinator
will identify the training dates used for CLDE topics – and
how they will be integrated into the district focus
By May the Manager of CLDE will present the CLDE related
PD to the Executive Director of Curriculum and Instruction.
Introduce monitoring to schools by end of November 2019
Conduct building observations monthly by CLDE team
beginning in October
Conduct first Monitoring Meeting at schools by end of
second Quarter
Present the results of the Monitoring to the
Superintendent and BOE in March
By November create a comprehensive, two year plan on
how we will communicate our plan and engage our
community.
By the end of November we will hold one parent meeting.
Once per quarter we will highlight something positive
happening within our schools for ELL students

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