Principals ELAManual

DENVER PUBLIC SCHOOLS
ENGLISH LANGUAGE ACQUISITION PROGRAM

A MANUAL FOR PRINCIPALS
SCHOOL YEAR 2009-2010
CONTENTS
INTRODUCTION .............................................................................................................................................................5
Our English Language Learner Population ................................................................................................................5
Mission/Vision ..........................................................................................................................................................5
The Challenge ...........................................................................................................................................................6
Denver Public Schools Board of Education 5 Year Goals ...............................................................................................7
Goals of the DPS ELA Program ..................................................................................................................................8
RESEARCH BASED APPROACH........................................................................................................................................9
Literacy......................................................................................................................................................................9
Research on First and Second Language Acquisition ..............................................................................................10
Second Language Acquisition Theory .....................................................................................................................11
Content Instruction for English Language Learners ................................................................................................12
A Summary of Best Practices for English Language Learners .................................................................................13
Classroom Environment and School Culture ...................................................................................... 13
Making Content Comprehensible and Instruction.............................................................................. 13
Curriculum Organization and Planning ............................................................................................... 15
Use of Primary Language .................................................................................................................... 15
Literacy Development in the Target Language (L2) ............................................................................ 16
Parental Involvement .......................................................................................................................... 16
RTI for English language learners ........................................................................................................ 18
English Language Development Indicators ......................................................................................... 20
LEGAL FOUNDATIONS OF THE DPS ELA PROGRAM .....................................................................................................20
Instruction ...............................................................................................................................................................20
OCR Requirements ..................................................................................................................................................21

Title VI Requirements .............................................................................................................................................21
OCR Title VI Policy on Language Minority Students................................................................................................22
The DPS ELA Consent Decree ..................................................................................................................................23
ELA Program Overview ....................................................................................................................... 23
Intake process and the registration of English Language Learners into any DPS school .................... 24
The Language Assessment of ELLs ...................................................................................................... 25
CELApro........................................................................................................................................................26
NEP, LEP, and FEP................................................................................................................................ 28
Transition Through the ELA Program: ................................................................................................. 29
ELL Placement Considerations and Suggestions for Spanish Speaking ELL Students ......................... 30
Evidence to consider when transitioning Spanish Speaking ELLs: ...................................................... 30
Exiting the English Language Acquisition Program ............................................................................. 31
Monitoring and Reentering to the ELA Program ................................................................................ 32
Timeline for ELA Forms ....................................................................................................................... 33
Instructional Models ...............................................................................................................................................34
Elementary School .............................................................................................................................. 34
Secondary Schools .............................................................................................................................. 38
HS ELD Courses and Graduation Requirements.................................................................................. 40
Intro to Literature: Shining Star Level C counts as “Intro to literature” for graduation. .................... 40
Instructional Services Advisory (ISA) Team ......................................................................................... 40
Parent Advisory Committee (PAC) ...................................................................................................... 41
TEACHER DESIGNATION PROCESSES AND INFORMATION ..................................................................................41
Designating a Teacher .............................................................................................................................................41
Criteria for Designation ...........................................................................................................................................41
Classroom Instruction Guidelines ...........................................................................................................................42
ELA Designation Eligibility .......................................................................................................................................43
Overview of the ELA Teacher Qualification Training Program................................................................................43
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Alignment to Federal, State and National Professional Organization Standards ............................... 44
Performance-based Outcomes and Assessments............................................................................... 44
Requirements for ELA Teacher Qualification Training ........................................................................ 44
Timeframes for Completing ELA Teacher Qualification Training ........................................................ 46
ELA/UCD Course Registration ............................................................................................................. 47
Converting University Credit for ELA Teacher Qualification Training Courses Offered Through UCD47
Teachers With Master’s Degrees or Endorsements in ESL/Bilingual Education ................................. 48
ELA Teacher Qualification Training Program Requirements for Teachers Enrolled in a Masters or
Endorsement Program ........................................................................................................................ 49
Teachers Who Have Taught at the University Level ........................................................................... 50
ELA Teacher Training Program: Questions.......................................................................................... 50
ELA Teacher Designation Survey .............................................................................................................................50
About ELA Teacher Designation Survey: ............................................................................................. 50
Teacher Designation Survey Session Availability: ............................................................................... 51
How the Survey Works:....................................................................................................................... 51
Job Designation Options: .................................................................................................................... 51
ELA Teacher Notification:.................................................................................................................... 53
ELA Teacher Designation: Final Fall Review ............................................................................................................53
About ELA Teacher Designations ........................................................................................................ 53
Teacher Designation Web Site ............................................................................................................ 54
How Teacher Designation Works ........................................................................................................ 54
Teacher Designation Options .............................................................................................................. 54
ELA Teacher Notification..................................................................................................................... 55
TRANSLATIONS ............................................................................................................................................................56
Services ...................................................................................................................................................................56
Guidelines for Translations .....................................................................................................................................56
ELA SUMMER ACADEMY..............................................................................................................................................57
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ELA Summer Academy Hiring Procedures ..............................................................................................................57
Frequently Asked Questions ........................................................................................................................................58
Teacher Training: ....................................................................................................................................................58
ELA Department Contact Information .........................................................................................................................58
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INTRODUCTION
Dear ELA School Principal,
The purpose of this manual is to provide for support to principals and other appropriate
school personnel on the rationale and processes related to the educational programming
offered to English language learners and their families.
We want to take this opportunity also to thank you for the great efforts you and your staff
make in serving our English language learners in the Denver Public Schools. It is the
commitment of the English Language Acquisition Department to provide any assistance
you and your school personnel might need.
Our English Language Learner Population
Demographics: In the school year 2008-2009 DPS had approximately 73,000 students
enrolled in all schools. 19,968 of them were considered State ELLs and took the CELA in
January 2009. From these students approximately 16,000 are being serviced in the ELA
Program under TNLI, ELA-E, and ESL school settings.
Our school District has 123 languages spoken in the households where our students live.
From these 73,000 students enrolled in DPS in 2008-09 there were 42,058 Spanish
speakers; 824 speak Vietnamese, 451 speak Arabic, 261 speak Russian, 217 speak Somali,
178 speak Amharic, 148 speak Cambodian, 132 speak French, and the rest are spread
among all the other languages.
Mission/Vision
Our Vision is to become first-in-class in the nation in providing services to English language
learners and in providing an academic experience that guarantees their high school
graduation and college readiness.
Our Mission – The ELA department mission is to transition all students into the
mainstream English language instructional programs, in a manner that supports their
academic and linguistic development, and in accordance to the most current research on
instructional best practices for English language learners.
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To achieve this mission the ELA Department provides direct support to schools in the areas
of:
• Principal and school leadership training, including the Instructional Services

Advisory Team
• Teacher Training
• Language support services and curriculum
• School support personnel training
• Student placement
• Student progress monitoring
• Transition through the ELA program K-12
• Student exit and post-exit monitoring
• Parental and community involvement
• State reporting
The Challenge
The challenge that our schools confront in servicing the ELL population has a dual nature:
1) Students are expected to develop English language proficiency as related to the

State and District grade level benchmarks, and in accordance to research-based
linguistic development theories (theories on stages of first and second language
acquisition, psycholinguistic, and sociolinguistics).
2) Students are expected to have access to and master grade level content in literacy,
mathematics, science, social studies and any other subject matter taught in our
schools.
Schools that strive to meet this challenge effectively have to:
• Carefully examine how it allocates instructional resources for teachers and students.
• Carefully allocate times in the schedule through the school day to provide consistent
opportunities to guarantee access to the curriculum in order to develop conceptual
understanding and to facilitate transfer of skills into English
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• Implement an instructional model that focuses on language development across
content in all language domains (Comprehension, Listening, Speaking, Reading, and
Writing).
• Carefully stage and facilitate the interaction between ELL students and mainstream
students in order to provide opportunities for social and cultural exchanges that
enrich the education experiences of all students in the school.
DENVER PUBLIC SCHOOLS BOARD OF EDUCATION 5 YEAR GOALS
Tom Boasberg, Superintendent, and Ana Tilton, Chief Academic Officer presented the DPS
Board of Education Goals to the entire leadership team of our District, to Principals,
Assistant Principals, and Instructional Specialists. These goals are outlined below. In bold
are the BOE goals that have an explicit connection to our ELL population. The remainder of
these goals is indirectly connected to the work that our department and schools do with the
ELL population.
Student Enrollment Goals
 DPS total enrollment will grow 500 students a year to a total exceeding 76,000 in
2012, from ECE-12, including charter school students.
 By 2013, 84% of children in DPS will re-enroll in district schools the following year,
excluding students graduating out of the district.
School Readiness Goal
 By 2013, full-day Kindergarten will be available to 100% of parents who choose to

enroll their student in a full-day program.
 An additional 3.5% of 3rd Grade students will become proficient on CSAP in

reading or Lectura each year for the next five years. The five-year target is an
overall district proficiency rate of 85% in 2013.
School Success Goal
 The number of schools scoring above 50% of possible points on SPF will grow by
3.5% annually.
Student Growth Goal
 The percentage of students scoring above the state median percentile on CSAP,
thereby demonstrating above-average performance, will grow by 2.0% each year.
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 The performance gap between Asian / Caucasian students and African-
American and Hispanic students scoring Proficient & above on CSAP will
decrease by 3.5% annually, closing the achievement gap.
Student Performance Goals
 On average, the proficiency rate for grade level cohorts will increase 3.5% in
reading, writing, and math over each year.
 On average, the percentage of students scoring unsatisfactory will decrease by 3.5%

in reading, writing, and math each year.
 3.5% of grade level English language learners will become proficient or better
on the CELA Overall rating each year.
Postsecondary Readiness Goals
 The number of DPS students taking AP classes each year will grow by 3.5%, the
number taking the AP test will grow each year by 3.5% and the number of students
who take the test and who receive 3, 4 or 5 will increase by 3.5% per year.
 The number of students scoring 20 or better on the ACT will grow by 3.5% students
per year by 2013.
 The graduation rate for DPS students will increase by 5% per year to reach 85% in
2012 (base of 52% for 06-07).
 The dropout rate for DPS students will decrease by 1.0% per year to be 4.4% by
2012.
 College enrollment rates will grow by 3.5% each year to 57% in 2013.
Goals of the DPS ELA Program
1. Our School district will implement the English Language Acquisition Program with a
focus on curriculum access, instructional quality, and equity.
2. The effective acquisition of academic English to promote student achievement will

be a priority regardless of the Language Instruction Educational Programs (LIEPs)
selected. This will be approached through the most recent research on educational
practices that are effective and grounded on student achievement.
3. Assessment will systematically use valid and reliable measures to determine

progress in attaining English proficiency (including the level of comprehension,
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speaking, listening, reading, and writing skills) and student academic achievement
standards. This will be accomplished in collaboration with other District
departments and other agencies.
4. Instruction and accountability will be based on meaningful data related to student

performance.
5. All instructional staff assigned to educate ELLs will be professionally prepared,

qualified, and authorized to teach our student population.
6. Parents will be encouraged and provided opportunities to actively collaborate with

schools to support student achievement.
RESEARCH BASED APPROACH
There have been many efforts in the field of education to explain the approaches that best
support the education of English language learners in the United States, but the following
statements and citations have been strongly correlated to student achievement in schools
and districts across the United States.
This body of research is briefly presented in this manual with the intention to provide a
strong foundation for best programming and instructional practice and we encourage its
use as a point of departure for professional conversations among administrators and their
faculty. It covers the areas of literacy development, first and second language acquisition,
and content instruction for English language learners. This body of research is being used,
or has been used recently, in professional development efforts throughout our school
district.
Literacy
Major findings by the National Literacy Panel on Linguistic Minority Children and
Youth (2006)
• Instruction that provides substantial coverage in the key components of reading—

identified by the National Reading Panel (NICHD, 2000) as phonemic awareness,
phonics, fluency, vocabulary, and text comprehension—has clear benefits for
language-minority students.
• Instruction in the key components of reading is necessary—but not sufficient— for

teaching language-minority students to read and write proficiently in English.
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• Oral proficiency and literacy in the first language can be used to facilitate literacy
development in English.
• Individual differences contribute significantly to English literacy development.
• Most assessments do a poor job of gauging individual strengths and weaknesses.
• There is surprisingly little evidence for the impact of socio-cultural variables on

literacy achievement or development. However, home language experiences can
have a positive impact on literacy achievement.
Click here for a complete text of the executive summary from the Literacy Panel on
Linguistic Minority Children and Youth.
Research on First and Second Language Acquisition
The following statements come from the sources used for the English Language Acquisition
professional training that DPS teachers study at the University Colorado Denver as part of
the required 150 hours of ELA professional training as stated in the ELA Consent Decree.
First Language Development and Theory
• Learning a first language is a complex task requiring a minimum of 12 years.
McLaughlin, 1987
• A tremendous amount of language is acquired from birth to age 5. Ages 6-12

continue to develop more complex forms of semantics, phonology, morphology, and
syntax.
Chomsky, 1959; Brown, 2000
• The level of first language development significantly influences second language

development.
Thomas & Collier, 1989, 2003
• The level of first language development significantly influences second language

development.
• Native language instruction enhances cognitive development- the deeper the

conceptual foundation the higher the ability to build.
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Second Language Acquisition Theory
• There is a difference between language acquisition and learning.

Krashen, 1982
• Language acquisition differs from how foreign language is taught.

• Language acquisition occurs naturally. Young children do not have to be taught. It is

gradual, based on receiving and understanding messages. It occurs and mirrors the
process used to acquire the first language.
Terrell & Krashen, 1982
• The role of the classroom is one factor among many others which influence the rate
of second language acquisition. Other factors are: gender, ethnicity, learning style,
time in country, and social status of the language.
Snow, 1992; Swain, 1993
• Children need many opportunities’ to practice Listening, Speaking, Reading, and

Writing; or they stay in receptive, listening stage a long time.
Snow, 1992; Swain, 1993
• The functions of language provide impetus for how language is used (justifying,
describing, comparing, contrasting, clarifying, etc…).
Halliday, 1985; Gibbons, 1993
• Social language is acquired more quickly than academic language.
Context is crucial to meaning.

Cummins, 1981, 1994; Chamot & O’Malley, 1994
• It takes 1-3 years to develop social language. 4-7 years to develop academic
language.
Cummins, 1981, 1994; Krashen, 1982
• Students who have literacy skills in home language transfer these skills into English.
Cummins,1981, 1994, 2000; Escamilla, 1987, 2009
• Focus should be on those skills that are different between languages.

Cummins, 1981, 1994, 2000; Escamilla, 1987, 2009
• Students with low literacy levels have difficulty catching up in the second language
they do not really comprehend; therefore, continued native language instruction is
ideal.
Saville-Troike, 1984; Collier, 1989
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Partial List of References
Echevarria, J. & Graves, A. (2007). Sheltered content instruction: Teaching English language
learners with diverse abilities. (3rd ed.). New Jersey: Pearson.
Herrell, A & Jordan, M. (2008). 50 strategies for teaching English language learners. (3rd ed.).
New Jersey: Pearson.
Peregoy, S. & Boyle, O. (2008). Reading, writing, and learning in ESL: A resource book for
teaching K-12 English learners. (5th ed.). New Jersey: Pearson.
Content Instruction for English Language Learners
• ELLS need to make up one and one half years each year (fifteen months) in order
to close the educational gap between themselves and English speakers during the
elementary years (Thomas & Collier, 2002). ELLS also need to make academic
growth.
• The most effective models provide grade level academic subject matter through
native language instruction or through sheltered methods so that the content is
comprehensible to students while they continue to develop their language skills in
English (Echevarria & Graves, 2008). These courses should be taught by teachers
who are certified in the content areas and who also have training in second language
acquisition.
• Language is acquired when messages are understood (Krashen, 1987). Academic

content and academic literacy is acquired when the teacher is trained in language
acquisition and uses texts, curriculum, standard based instruction and methods
based on sound methodologies delivered in nurturing, culturally responsive
environments.
• “Sheltered classes offer lessons that use English in a variety of ways, including
listening, speaking, reading, and writing about standard based ideas, processes and
information (Echevarria & Graves, p. 8, 2008).” Remember- Second language
learners are doing double the work in the classroom. We must help them by
providing the best and most efficient ways to demonstrate their knowledge.
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A Summary of Best Practices for English Language Learners
Best Practices are defined as: a shorthand emblem of serious, thoughtful, informed,
responsible, state of the art of teaching” (Zemelman, Daniels, & Hyde, 2005). The following
is a partial list of best practices most commonly cited by researchers.
Classroom Environment and School Culture
Language is a process and the length of time a student is in each level varies. Confusion is
good and shows that students are thinking and trying to find meaning (Commins &
Miramontes, 2005).
Participation in bilingual programs for 4 or more years ensures complete language

development in first and second language for ELLs (Commins & Miramontes, 2005).
Teachers believe all students can learn and have high expectations and structured
approach to curriculum (Hakuta, 1997). Student achievement improves where teachers
have established strong teacher-student relationships and environments that recognize
students’ interests, values, cultures and life experiences (Jenson, 1998; Krashen & Terrell,
1983; Marzano & Marzano (2003).
Learning Centers or learning stations support content and literacy learning through
active engagement. They promote L, S, R & Writing and can be used for address concepts of
readiness, reinforcement, and remediation (Daniels & Hyde, 2005; Fountas & Pinnell, 1996;
Thompkins, 2003; Zemelman et.al., 2005).
Know your students- English language learners must do double the work. They must
learn English and they must learn in English. ELLs comprise a diverse group with different
needs and prior learning experiences. Some ELLs have adequate formal schooling; some
have limited or interrupted formal schooling. Some ELLs are long term English language
learners. Not only must Teachers understand the students as individuals, teachers must
also understand the political and cultural contexts in which students live and learn. By
understanding the struggles of ELLS both inside and outside of school, teachers can better
support and respond to the social and academic needs of ELLs (Freeman & Freeman,
2007).
Making Content Comprehensible and Instruction
Students obtain meaning from context, visuals, body language, real objects and
interactions (Walter, 2004). Students do not need to understand every word they hear but
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they must understand the general idea (Commins & Miramontes, 2005). Focus on the
message.
Teach language through content. If the instruction is focused on academic content, then
students can acquire English, and develop the knowledge and skills of the different content
areas at the same time (Freeman & Freeman, 2007).
Manipulatives and hands on activities to teach math and science (in bilingual settings)
provide academic contextualization (De La Cruz, 1998).
Flexible Grouping within the students’ zone of proximal development that provides peer
role models, and opportunities to interact with those role models through social, linguistic,
or academic grouping structures (Tomlinson, 2001, Vygotsky, 1962, 1978).
Cooperative Learning Groups helps to negotiate the meaning of content and increases
students opportunities to hear and produce language (Diaz-Rico & Weed, 2002; Kagan,
1989; Zemelman, Daniels & Hyde, 2005).
Provide varied and multitude of opportunities for spoken discourse for multiple
purposes and a variety of topics (Chamot & O’Malley, 1996; Diaz-Rico & Weed, 2002,
Peregoy & Boyle, 2008; Tinajero & Ada, 1993).
Higher order thinking and questioning and teaching -Big Ideas that promotes students
exploration of asking why, how, how come, evaluate and create. This is best done through
the native language because the language is not easily represented through visuals and for
students the beginning levels of English who may not have the adequate vocabulary to
express themselves (Brooks, 2004; Caine & Caine, 1991; McTighe, Seif, & Wiggins, 2004;
Wiggins & McTighe, 1998).
Say the same thing in different ways- Repetition in a variety of sentence structures helps
ELLs build meaning and context and helps them hear the language.
Keep oral presentations short and reading assignments short, collaborative activities
are more effective than lectures or assigned readings.
Emphasize meaningful reading and writing helps to develop both English proficiency
and key concepts in the content areas. Books should be written in natural, authentic
language reflecting what people really say. Books with predictable text are more successful
when children have background knowledge about the topic. Books should have good text-
picture match. Older ELL students should read books that have limited text. The content-
and pictures should be developmentally appropriate (Freeman & Freeman, 2007).
Develop academic language. Students need to develop academic vocabulary that is both
general and content specific. Use of content and language objectives, providing direct
experiences, extensive reading in the content and about specific content experiences help
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students become familiar with the different genres of reading and writing in the different
content areas (Freeman,1998; Freeman & Freeman, 2007)
Curriculum Organization and Planning
Organize curriculum around themes through integrated units because it helps

students see the big picture, making English instruction more comprehensible. Content
areas are inter-related (math, science, social studies, language arts). Teachers can more
easily differentiate for language proficiency; and vocabulary is repeated naturally as it
appears in the different content areas. Teacher can connect the curriculum to students’
lives (Freeman & Freeman, 2007).
Organize curriculum by exploring the big ideas or essential questions that are worth
investigating. Use literature and information from the different content areas that are
connected to state standards. It helps students see the big picture, thus English instruction
is more comprehensible (Freeman & Freeman, 2007).
Draw on students’ primary languages and cultures. Understanding the theory behind
bilingual education enables teachers to use practices that draw on the assets of the
language and cultures of the students. This helps teachers connect to students lives.
Reading culturally relevant books, using cognates, and using the primary language to
clarify, for writing and for reading helps make instruction more meaningful to students
(Freeman & Freeman, 2007).
Use of Primary Language
Instruction delivered in the primary language has a profound effect on the development
of academic English and can be used to teach subject matter (Krashen & Biber, 1988).
Students who have developed literacy in their first language will tend to make
stronger progress in acquiring literacy in the second language (Cummins, 2000).
The use of Spanish and English (native language) for direct instruction is evident. The
use of native language does not impede progress in English (Hakuta, Banks, Christian,
Duran, Kaestle, Kenny, Leinhardt, Ortiz, Pease-Alvarez, Show, & Stipek, 1997).
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Literacy Development in the Target Language (L2)
Phonics taught through literature based integrated units. (Roser, Flood, Lapp, 1985;
Tinajero & Ada, 1993).
A balanced literacy program that follows a continuum of modeled, shared, interactive,

guided to independent reading and writing activities through the use of authentic
multicultural literature if effective in promoting the development of phonic skills,
vocabulary, comprehension and the enjoyment of reading (Fountas & Pinnell, 1996;
Peregoy & Boyle, 2008; Sharer, Pinnell, Lyons, & Fountas, 2005; Tinajero & Ada, 1993,
Thompkins, 2003.
Literacy development in L2- ELLs need to learn oral language and literacy in English in
very efficient manners in order to catch up with monolingual classmates. Literacy
opportunities should be maximized by incorporating ample background building,
vocabulary in context, culturally responsive literature and topics and questions that are
meaningful. Literacy development and skill building should focus on meaning and
comprehension in context, rather than isolated, nonsense words, or lists out of context.
Read good picture books to students. Provide comprehensible stories, poems, songs, and
chants. Utilize shared reading and writing approaches. Language experience approaches
are very effective for ELLs. Start with the concrete (oral production) before moving to the
abstract or symbolic (letters/sounds/text) (Commins & Miramontes, 2005; Freeman &
Freeman, 2007; Peregoy & Boyle, 2008).
The teacher should write down key word and ideas, providing frequent comprehension
checks, provide visuals, graphic organizers, modeling of content area vocabulary and
sentence structures to promote meaning, integrate topics and big ideas across content
areas to increase comprehension. The use of the native language can be very beneficial in
promoting L2 literacy.
Parental Involvement
Parent Involvement can take many forms. Steps should be taken to help Parents
understand and support the mission of the school and are involved. Culture of parents and
students are embedded in parent involvement activities (Delpit, 1995).
Note: The representation of your school in the District Parent Advisory Committee or
DPAC is a great way to increase your ELA parent involvement. In those meetings many
issues of importance to parents are developed and discussed in detail and the ELA
department provides support for these parents in order to perform a strong leadership
role for your school PAC. We can help with the development of a calendar, activities,
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materials, personnel, translation services, and more. Please send the name and contact
information of the parent, or parents, who would be the representative for your school
in the DPAC to Flor Amaro (Community Specialist Flor_Amaro@dpsk12.org) and Patsy
Roybal (Parent Engagement Manager Patsy_Roybal@dpsk12.org).
Partial List of References
August, D.; & Shanahan, T. (2008). Developing reading and writing in second language
learners: Lessons from the report of the national literacy panel on language minority
children and youth. Routledge, Center for Applied Linguistics & International
Reading Association.
Brooks, J. G. (2004). To see beyond the lesson: Educational Leadership, 62 (1), 8-12.
Caine, R. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria,
VA:ASCD.
Commins, N. & Miramontes, O. (2005). Linguistic diversity and teaching: Reflective teaching
and the social conditions of schooling. New Jersey: Erlbaum
Delpit, L. (1995). Other people’s children: Culture conflict in the classroom. New York: New
Press.
Diaz-Rico, L. T., & Weed, K. Z. (2002). The Cross-cultural language and academic
development handbook: A complete K-12 reference guide (2nd Ed.). Boston: Allyn &
Bacon.
Echevarria, J. & Graves, A. (2007).Sheltered content instruction: Teaching English language

learners with diverse abilities. (3rd. Ed.). Boston: Allyn & Bacon
Freeman, R. (1998). Bilingual education and social change. Philadelphia, PA: Multilingual
Matters.
Freeman, D.; Freeman, Y.; (2007). English language learners: The essential guide. New York:
Scholastic
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children.
Portsmouth, NH: Heinemann. Addison-Wesley Publishing Company.
Hakuta, K., Banks, J., Christian, D., Duran, R., Kaestle, C., Kenny, D., Leinhardt, G., Ortiz, A.,
Pease-Alvarez, L., Show, C., & Stipek, D. (1997). Improving schooling for language-
minority children: A research agenda. Washington, DC: National Academy Press.
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Marzano, R., & Marzano, J. (2003). The Key to Classroom Management. Educational
Leadership, 61 (1), 6-13.
McTighe, J., Seif, E., & Wiggins, G. (2004). You can teach for meaning. Educational
Leadership, 62(1), 26-31.
Peregoy, S. & Boyle, O. (2008). Reading, Writing, and Learning in ESL: A resource book for
teaching K-12 English learners. (5th Ed.). Boston: Allyn & Bacon
Roser, N., Flood, J., & Lapp, D. (1989). Is it reasonable? A photo essay. In Strickland, D.S. &
Morrow, L.M. (Eds.), Emerging Literacy: Young Children Learn to Read and Write (pp.
80-95). Newark, NJ: International Reading Association.
Scharer, P. L., Pinnell, G. S., Lyons, C., & Fountas, I. (2005). Becoming an engaged reader.
Educational Leadership, 63 (2), 24-29.
Texas Education Agency, (2006). Best practices for English language learners. Corpus
Christi, Texas: A & M University.
Tinajero, J.V. and Ada, A.F. (1993) The power of two languages. New York:
Macmillan/McGraw Hill School Publishing Company
Tomlinson, C. A. (2001). How to differentiate in mixed-ability classrooms (2nd Ed.).

Alexandria, VA: ASCD.
Vygotsky, L. S. Educational Psychology. (R. Silverman, Trans.). Boca Raton, FL: St. Lucie.
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching
and learning in American’s schools (3rd. Ed.). Portsmouth, New Hampshire:
Heinemann.
RTI for English language learners
Response to Instruction/Intervention for ELLS differs in some respects. In general, English

language development is Tier 1 instruction that occurs in the general education setting
regardless of the program model (bilingual, ESL pullout, mainstream). English language
development instruction and strategies are considered core instruction. Additional focused,
practice with language, reading and writing, should be implemented in Tier 1 and can be
supplemented in Tier 2 with research based practices and curricula that have been
developed for ELLs. Short term newcomer programs can be considered Tier 3 with the
assumption that the students will return to Tier 1. RtI is not to be used as a trajectory to
special education. Page 85 in the CDE guidebook offers a visual guide to RtI for ELLs from
18
the state perspective. It is imperative that an individual trained in language acquisition help
inform instruction and interventions at all Tiers and Phases.
According to Echevarria & Graves (pp. 22-27, 2007), instruction at Tiers can provide the
following interventions in the regular class setting:
Tier 1 Instruction (DPS Tracker, Phases 1-5
• Focus on the strengths of the student-adapt assignments to match student

strengths
• Use research based curricula and methods developed for ELLs
• Plan around the linguistic characteristics
• Use data to identify what the student can and cannot do academically and
linguistically- match instruction to the students linguistic level
• Confer with and involve parents
• Use interactive approaches such as partner work, cooperative learning, and cross
age tutoring
• Provide a positive, supporting environment while maintaining high expectations.

Include native language support and show genuine concern for the student.
• Give clear, simple directions, adjust workload and time requirements
• Model processes and strategies
• Provide specific written agreements to clarify expectations
• Provide native language support
Tier 2 Instruction (DPS Tracker, Phase 6)
Students who need further intervention because they appear to lag behind should
constitute less than 20% of the classroom. Teachers are able to provide and support
previously mentioned interventions in small targeted groups complimented by using
research based curriculum developed for ELLS and known to be effective. These
interventions are delivered by teachers and school intervention specialists who are trained
in second language acquisition. Data based decisions making procedures incorporate
grades records and other documentation based on specific, skill based assessments to track
how the students responded to previous and current interventions in and out of the
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classroom setting. This information should be reviewed by the school team, including
language specialist (p. 24).
For further details on planning and implementing Tier2 interventions, please refer to the
document “Quick Check for RtI Implementation of Practices at the Universal Level.”
Tier 3 Instruction (DPS Tracker, Phase 8) consists of long term, intensive, interventions.
The plan and interventions should be linguistically and developmentally appropriate using
practices that are known to be effective with ELLs. School and district personnel
collaborate in determining the nature of the challenges to student learning and develop an
intense plan for intervention structures which can include some or a combination of the
following:
• Alternative short-term placements and/or scheduling:

• Newcomer Programs
• Intensive ELA support (in lieu of other classes)
• Increased time and intensity of Tier II interventions
• Flexible Special Education and ELA service coordination including:
• Combined SpEd/ELA
• SpEd with frequent ELA consultation
• SpEd with periodic ELA consultation
• ELA with frequent SpEd consultation
• ELA with periodic SpEd consultation
For more detail information on RtI implementation at all three levels, refer to the
document “Network Tracker K-5.pdf”
Click here to refer to the Appendix D of the CDE ELL Guidebook regarding RtI for ELLs.
English Language Development Indicators
The ELD continua and ELD standards and indicators can be found in appendices E & F of
the CDE Guidebook. The state is currently in the process of revising the ELD standards;
however teachers should be familiar and use the existing State continua and indictors to
plan instruction for ELLs in order to progress with English language development. The DPS
Progress Report Indicators also provide guidance regarding English Language
Development. Click here to access the ELL Guidebook. Then scroll to pages 78 and 79.
LEGAL FOUNDATIONS OF THE DPS ELA PROGRAM
Instruction
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The Office of Civil Rights and Lau v. Nichols Supreme Court decision provide a foundation
for the instruction for ELLs. The DPS ELA Consent Decree provides specific guidance on the
programming and instructional environments for serving DPS students. These different
documents concur in the general idea that the school district and the school has the
responsibility to provide students with the English language skills they need to
meaningfully participate in the district’s instructional program.
Also, the district and the school have the responsibility to develop conceptual
understanding of content through making the curriculum accessible to students and
according to the means and resources available to the schools. Sometimes, this means that
instruction can happen in the language that students can understand better. This
instruction needs to be delivered by trained teachers using research based methods and
appropriate texts in order for students to meaningfully participate in the instructional
setting.
OCR Requirements
The Office of Civil Rights (OCR) guarantees the civil rights of national-origin minority
school children who have limited English language skills, which affect their ability to
participate effectively in education programs and achieve high academic standards.
The insufficient English language proficiency of these students often results in classroom
failure and school dropout. Many students either are ill equipped for higher education or
lack the required skills to obtain productive employment. To resolve these problems,
students must have an equal opportunity to benefit [emphasis added] from education
programs offered by their school districts.
In Summary: Denver Public Schools must provide instruction, textbooks, and resources
that are comprehensible and allow the student to receive equal access to the curriculum
in order to benefit from the instructional program. English language development must be
provided to all English language learners (ELLS) using textbooks, curriculum and
resources that are research based and specifically designed for ELLS, and delivered by
qualified teachers who understand the linguistic, academic, and cultural needs of ELLS.
Title VI Requirements
The Office for Civil Rights (OCR) within ED has responsibility for enforcing Title VI of the
Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or
national origin in programs and activities that receive federal financial assistance.
School districts receiving federal financial assistance may not, on the basis of race, color,
21
or national origin:
provide services, financial aid, or other benefits that are different or provide
them in a different manner;
restrict an individual's enjoyment of an advantage or privilege enjoyed by

others;
deny an individual the right to participate in federally assisted programs; and
defeat or substantially impair the objectives of federally assisted programs.
These Title VI regulatory requirements have been interpreted to prohibit denial of equal
access to education because of a student's limited proficiency in English. Title VI protects
students who are so limited in their English language skills that they are unable to
participate in or benefit from regular or special education instructional programs.
OCR Title VI Policy on Language Minority Students
During the late 1960s, OCR staff became aware that many school districts made little or no
provision for students who were unable to understand English, even though there were
substantial numbers of these students enrolled in their districts. In an effort to resolve
this problem, in 1970, OCR issued a memorandum to school districts titled the
Identification of Discrimination and Denial of Services on the Basis of National Origin. The
purpose of the memorandum was to clarify Title VI requirements concerning school
districts' responsibility to provide equal education opportunity to language-minority
students.
The 1970 memorandum stated, in part:
…Where the inability to speak and understand the English language excludes
national origin minority group children from effective participation in the
educational program offered by a school district, the district must take affirmative
steps to rectify the language deficiency in order to open its instructional program to
these students.
Although the memorandum requires school districts to take affirmative steps, it does not
prescribe the nature of these steps. However, it explains that Title VI is violated if:
22
students are excluded from effective participation in school because of their
inability to speak and understand the language of instruction;
national-origin minority students are improperly assigned to classes for the

mentally retarded because of their lack of English skills;
programs for students whose English is less than proficient are not designed
to teach them English as soon as possible, or if these programs operate as a
dead-end track; or
parents whose English is limited do not receive school notices and other
information in a language they can understand.
In the 1974 Lau v. Nichols case, the U.S. Supreme Court upheld the 1970 memorandum as
a valid interpretation of the requirements of Title VI. The Supreme Court stated that,
"[T]here is no equality of treatment merely by providing students with the same facilities,
textbooks, teachers, and curriculum; for students who do not understand English are
effectively foreclosed from any meaningful education."
In 1985, OCR issued "The Office for Civil Rights' Title VI Language Minority
Compliance Procedures," which outlines OCR policy with regard to the education of
language-minority students and Title VI compliance standards. In 1991, OCR issued an
update, "Policy Update on Schools' Obligations Toward National Origin Minority Students
with Limited-English Proficiency (LEP students)."
The 1970 memorandum, and the 1985 and 1991 documents, explains the relevant legal
standards for OCR policy concerning discrimination on the basis of national origin in the
provision of education services to Limited English Proficiency (LEP) students at the
elementary and secondary level.
For more information, please visit the Office of Civil Rights website at
http://www.ed.gov/about/offices/list/ocr/ellresources.html
The DPS ELA Consent Decree
ELA Program Overview
In June 1999, the United States District Court approved the English Language
Acquisition Program to serve eligible students who speak a language other than English
and directed that it be implemented. The Consent Decree is the agreement governing all
aspects of the ELA Program in DPS
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Program Goal
To use efficient and effective techniques to provide students with the English
language skills they need to meaningfully participate in the mainstream English
language instructional program. Transition to English begins when students enter
the Program.
Note: This statement implies that there needs to be English language

development in literacy/ELD as well as in content. This applies to ELA-S
classrooms as well. The school is responsible for the appropriate programmatic
planning and implementation to insure a balanced approach to content and
language development.
Intake process and the registration of English Language Learners into any DPS school
The intake process is one of the most delicate parts of the services provided to
English language learners and their families. The initial interview during
registration can lead to a positive educational experience for the ELL student or can
have serious unintended consequences for student progress in the classroom as
well as in standardized assessments if not done properly. We recommend planning
for qualified personnel to participate during the registration process of ELLs in
order to assist families in filing the appropriate forms.
Home Language Questionnaire (HLQ)
• Filled out by parents of all students new to the district.
• Parent or guardian who answer yes to either of the first two questions on
the HLQ may be eligible for ELA Program services.
Question 1: Does the student speak a language other than English?
Question 2: Is a language other than English regularly used by the

student’s parents or guardians?
To see a sample of the Home Language Questionnaire click on the link below:
Sample HLQ
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Parent Permission Form (PPF)
Parents choose whether their child participates in the program by

completing the Parent Permission Form.
• Option One: I want my child to receive support in Spanish, while learning

English, if offered at this school
• Option Two: I want my child to receive support while learning English, but
no instruction in Spanish
• Option Three: I want my child in the mainstream classes taught only in

English
Note: A parent’s refusal of alternative language services does not mean that a
district [or school] should discontinue testing an ELL’s English language
proficiency. Testing must continue to determine the effectiveness of the
informal means implemented to meet the student’s. English language and
academic needs.
Changes in a child’s participation in the program can be made at anytime by using

the Parent Permission Form.
Note: Any changes to the PPF form most be preceded by an in-depth

conversation with parents where the school and the parent take into
consideration all the linguistic assessment information available, as well as
information on academic performance in CSAP reading and writing. We
strongly recommend that schools have qualified personnel available to
parents to explain how the linguistic development information of their
student relates to the choice in the PPF. This conversation should also include
school grades and any other pertinent assessment information. We strongly
recommend logging the conversation and its results in the parent teacher
conference log at the schools.
To see a sample of the Parent Permission Form click on the link below:
Sample PPF
The Language Assessment of ELLs
CELA Placement Test
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The State of Colorado requires that all new students to the district whose native
language is other than English, as indicated on the Home Language Questionnaire,
be tested upon entry using the CELA Placement Test. This placement test is
designed to give teachers and administrators information for initial placement into
instructional programs. The test measures Speaking, Listening, Reading, and Writing
as required by NCLB and takes approximately 30 minutes to administer. The
Speaking section is administered individually for all grades and the Reading,
Writing, and Listening sections are group administered.
CELApro
The Colorado Department of Education requires all districts in the state to

administer the Colorado English Language Assessment (CELA) each spring.
CELA assesses the four language domains as required by NCLB. This
assessment is as important as CSAP. CELApro is a standardized assessment
and Federal and State statutes mandate that ALL English language learners
identified take this assessment during the window specified by the DPS
Assessment and Research Department. For more information please visit
their website at:
http://testing.dpsk12.org/resources/cela.htm
During April of each year -after students have taken the CELA-Pro
examination- scores are reported to the District in the following categories:
1. Speaking
2. Listening
3. Reading
4. Writing
5. Oral=Combination of the Speaking and Listening scores
6. Comprehension=Combination of Listening and Reading scores
7. Overall=Combination of all scores calculated into a single proficiency level
*If a student is missing a score in IC in one of the categories, this means

that he/she did not complete that section of the exam. If a student does
not have a score on any of the sections of the test, that student could get a
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No-Score (NS). A No-Score can also be the result of test invalidation. For a
complete list of reasons for invalidations please visit the CDE web site at:
https://cdeapps.cde.state.co.us/cela_file_layout_2009.htm#testinvalid1read
A student that has taken all sections of the CELApro will receive an “Overall”
scale score and that scale score is then transferred into a proficiency level. These
proficiency levels are divided into five categories:
• Beginning
• Early Intermediate
• Intermediate
• Proficient
• Above Proficient
CELA Proficiency Level Definitions
Beginning:
A beginning student is beginning to develop receptive and productive uses of

English in the school context, although comprehension may be demonstrated non-
verbally or through the native language, rather than in English.
Early Intermediate:
An early intermediate student is developing the ability to communicate in English

within the school context. Errors impede basic communication and comprehension.
Communication in English is emerging.
Intermediate:
An intermediate student is developing the ability to communicate effectively in
English across a range of grade-level appropriate language demands in the
school context. Errors interfere with communication and comprehension.
Repetition and negotiation are often needed.
Proficient: A proficient student communicates effectively in English across a range

of grade level appropriate language demands in the school context, even though
errors in language may occur.
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Above Proficient: An above proficient student communicates effectively in English,
with few if any errors, across a wide range of grade-level appropriate language
demands in the school context.
The relationship of the CELApro linguist levels to the Federal Classifications is used
to determine if a student is eligible for exit from the ELA Program. The Colorado
Department of Education, in its April 16, 2009 memo from the office of Dr. Barbara
Medina, Assistant Commissioner of Education has issue guidance about the
relationship between the Federal classification and the linguistic levels of the
CELApro. In this memo all school districts are instructed as follow:
“Since the cut scores were set based on the narrative in the descriptors for the CELA
levels, not the descriptor titles themselves a policy decision was made to more
accurately reflect FEP at the 5 level of CELApro.”
NEP, LEP, and FEP

The State of Colorado classifies the English language fluency of students into three
large categories:
Non-English Proficient (NEP): This level includes students who are just beginning to
understand and respond to simple routine communication through those who can
respond with more ease to a variety of social communication tasks.
Limited English Proficient (LEP): Students at this level are able to understand and
be understood in many to most social communication situations. They are gaining
increasing competence in the more cognitively demanding requirements of content
areas; however, they are not yet ready to fully participate in academic content areas
without linguistic support.
Fluent English Proficient (FEP): Students at this level are able to understand and
communicate effectively with various audiences on a wide range of familiar and new
topics to meet social and academic demands. They are able to achieve in content
areas comparable to native speakers, but may still need limited linguistic support.
The chart below shows the current relationship between the new CELApro levels
and the State linguistic levels:
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For further information on the assessment of ELLs please visit the DPS at the
following link: Assessment and Research website.
Transition Through the ELA Program:
According to the classification above and to the research previously presented it is

recommendable that students are transitioned within the program carefully. The
guidelines above have direct implications on placement and movement of students
through the ELA program. It is strongly recommended that schools adhere to the
following placement classification to facilitate the linguistic development and
academic progress of ELL students.
Instructional Setting CELA Proficiency Level

ELA-S Beginning and early Intermediate
(Overall Levels 1 and 2)
ELA-E Intermediate and Proficient (Overall levels 3 and 4)
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Main Stream Monitored Above Proficiency (Overall level 5)
Parents have the right to change the placement of a particular student, but we
advise that all placement decisions and changes should be made with the full
participation of the parents and with all pertinent linguistic and academic
assessment information presented to them by qualified, trained school personnel.
ELL Placement Considerations and Suggestions for Spanish Speaking ELL Students
When considering placement for a student, it is imperative to look at the

strengths of the whole child, in both languages. No one factor should ever
determine placement. The following are considerations and suggestions.
DPS is a Transitional Native Language Instructional Program (TNLI.) Students will

transition from Spanish to English over time. Spanish speaking (Option 1) students
will transition from an ELA-S classroom to an ELA-E classroom, and eventually exit
into mainstream instruction. Option 2 students will transition from an ELA-E
classroom, eventually exiting into mainstream instruction.
Parents should be informed of and involved in all aspects of their child’s

transition from Spanish to English.
Evidence to consider when transitioning Spanish Speaking ELLs:
CELA Score and CELA Placement: Spanish speaking students with a CELA
score of Beginning or Early Intermediate or a CELA Placement score of
Beginning or Intermediate would most likely benefit from Spanish
instruction (ELA-S).
Spanish speaking students with a CELA score of Intermediate, Proficient, or

Above Proficient, or a CELA Placement score of Proficient, are more likely
ready for English instruction (ELA-E). Please remember that this is only one
indication that a student is ready for English instruction. Other indications
include:
Spanish Reading Level (EDL 2): Students, who are at or above grade level
on the EDL 2, grades 1 through 5, should be considered for more English
instruction.
30
English Reading Level (DRA 2 or QRI): Students who have begun reading
successfully in English should continue in order to meet grade level
expectations. Use the DRA 2 or QRI score to help place students. Please keep
in mind that when students transition, they typically, but not always, read
about 1-2 years below grade level in their second language.
Spanish Writing Ability: First language writing should have fairly well-
developed vocabulary, concepts, and ideas.
English Writing Ability: When ELLs begin writing in English, they typically
use the sound system from their first language to spell. Their English writing
will rely heavily on this sound system and will include a lot of phonetic,
approximated, and/or invented spelling. Some sight and anchor words
should be spelled appropriately, and the ideas and concepts should be
somewhat developed.
Current Language of Instruction: In what language, particularly for

reading and writing, is the student currently receiving instruction? Parents
and schools should make every effort to not shift students from one language
to another year after year.
Exiting the English Language Acquisition Program
In order to measure progress and determine readiness for Program exiting, students
are assessed on a variety of instruments and criteria. These assessments are as
follow:
• Standardized English proficiency tests; CELA Placement and/or CELA Pro
• Colorado Student Assessment Program (CSAP)
• DPS ELD and Content Area Benchmark Assessments
• Literacy assessments and/or DPS Student Profile
• Standards-based report cards at all grade levels
• ELA Progress Reports that will be a record-over-time for all ELLs in their
movement toward English proficiency (the Progress Report was developed
and predicated on the Colorado ELD Standards.)
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Students may be exited if they have sufficient English language skills to participate
in the Mainstream English Instructional Program, which is demonstrated by
meeting the following criteria:
1. CELA Overall Score: Above Proficient
And
2:
□ CELA Reading Score: Proficient or Above Proficient*
□ CELA Writing Score: Proficient or Above Proficient*
□ CELA Speaking Score: Proficient or Above Proficient*
□ CELA Listening Score: Proficient or Above Proficient*
□ CSAP Reading Score: Partially Proficient or Above*
□ CSAP Writing Score: Partially Proficient or Above*
□ CSAP Math Score: Partially Proficient or Above*
□ CSAP Science Score: Partially Proficient or Above*
* If this score does not meet the above criteria or is not available, alternative
documentation of performance is required. Alternative documentation must
demonstrate that a student is both English proficient and academically
proficient.
The above exiting criteria have been approved by the LCE Department of the
Colorado Department of Education (formerly the state ELA Department.)
Monitoring and Reentering to the ELA Program
For a period of two years after exiting the ELA Program, student progress in
mainstream English instruction is monitored. The monitoring period used by DPS is
compatible with the 1999 Consent Decree.
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A student will be formally monitored during the two years after their exit from the
ELA Program. During this time, the school ISA Team and mainstream classroom
teacher(s) must document student academic performance using the ELA Monitoring
Form and supporting documentation. The monitoring forms thus filled out reveal
whether a student is meaningfully participating and demonstrating academic
proficiency in mainstream English instruction. Accompanying documentation must
include report cards, current reading assessments, scored writing samples, and
attendance histories. If at this time the ISA Team determines that a student would
benefit from further ELA services, they may readmit them to the ELA program.
The ISA Team and classroom teacher(s) also may comment or report on the
successes and/or struggles of a student. If at any time during the monitoring period,
the ISA Team and the mainstream classroom teacher believe that a student is
struggling, they may request an ELA Monitoring Form from the ELA Department and
request that the student be returned to ELA Program services.
Timeline for ELA Forms
Mid-September: Code 99 Review Lists
Mid-September: ESL Service Reports (Elementary ESL Resource Only)
Early October: TTEP Forms
Mid-October: Student Placement Forms (Secondary Only)
Mid-November: Monitoring Forms
Early December: Exit Forms
Early January: ESL Service Reports (Elementary ESL Resource Only)
Early January: Student Placement Forms (Secondary Only)
Early February: Monitoring Forms
Late April: Exit Forms
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Instructional Models
The ELA Consent Decree prescribes different instructional models depending on the
population requesting services at each school. The current population levels
required for each model and the different programmatic structures available are
described below. The parameters set by the ELA consent Decree are considered the
minimal efforts that all schools serving English language learners are expected to be
engaged in.
The consent decree does not limit our District or the school in making other
programmatic and systemic efforts that go beyond these minimal requirements in
order to enhance the educational experience of this population, to advance content
knowledge of subject matter, or in the areas of culture and community involvement.
Elementary School
• TNLI Model - 60 or more English language learners who speak Spanish
• ESL Model - Between 10-59 English language learners
• TNLI and ESL Model - 60 or more English language learners who speak
Spanish and more than 10 English language learners who speak a language
other than Spanish
Elementary TNLI Model
Student Placement
ELA-S – English language learners with CELA Overall scores of Beginning,

Early Intermediate and possibly Intermediate
ELA-E - English language learners with CELA Overall scores of Intermediate,

Proficient, and Above Proficient
ELA-S Classroom
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Native Language Instruction - Literacy instruction in Spanish
Math, Science, and Social Studies lessons/units reflecting grade appropriate

DPS content standards delivered in Spanish.
Note: It is extremely important to remember that ELA-S teachers are also

responsible for developing the English language needed for students to
demonstrate conceptual understanding of content in the second
language (English).
English Language Development: Development of English reading, writing,
speaking, listening and comprehension, as well as English content vocabulary
Supported English Content Instruction - Increasing amounts of science,

math and social studies curricula are taught in English using sheltering
techniques.
Note: It is extremely important to remember that ELA-E teachers have the

responsibility of developing conceptual understanding of content, and
that the use of L1 can facilitate this goal. ELA-E teachers are also
responsible for the further development of the English language skills
needed for students to demonstrate conceptual understanding of content
in the second language.
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ELA-E Classroom
English Language Development - Development of English reading, writing,

Supported English Content Instruction - Literacy, Math, Science, and Social

Studies curricula are taught using sheltering techniques in English.

Elementary ESL Resource Model
Student Placement
ELA-E - English language learners with CELA Overall scores of Beginning,

Early Intermediate and possibly Intermediate are serviced by a qualified ESL
Resource teacher. All other students receive services in their ELA-E
classroom.
ESL Resource Teacher

Resource teacher in a pullout program. All other students receive services in
their ELA-E classroom. At least one teacher per grade level is designated
ELA-E.

ELA-E Classroom


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ELA-E/ESL Model –
Place Bridge is the designated DPS ELA-E School that supports ELLs who
speak a language other than Spanish. Transportation is provided for all
eligible English language learners.
Student Placement

Resource teacher. All other students receive services in their ELA-E
classroom.
ESL Resource Teacher

Resource teacher in a pull-out program. All other students receive services in
their ELA-E classroom. At least one teacher per grade level is designated
ELA-E.

ELA-E Classroom


English Language Development -Development of English reading, writing,
37
Newcomer Center: Place Bridge houses a DPS Newcomer Center which
service English language learners with limited formal education.
Transportation is provided for all eligible English language learners.
Elementary Personnel
 Fully Qualified Teachers
• ELA-S & Spanish Qualified ESL Resource Teacher: (All four courses of ELA
Training through UCD and Spanish Language Proficiency Exam)
• ELA-E & ESL Resource Teacher: (All four courses of ELA Training through
UCD)
 Paraprofessionals
Secondary Schools
Secondary School TNLI Model
Middle schools with 75 or more English language learners who speak

Spanish
High schools with 200 or more English language learners who speak Spanish
Secondary School ELA E Model for Program Schools
Middle schools with less than 75 or more English language learners who
speak Spanish
High schools with less than 200 or more English language learners who
speak Spanish
Secondary ESL Model
Zone schools that support ELLs who speak a language other than Spanish
38
Student Placement
ELA-S - English language learners with CELA Overall scores of Beginning,

Early Intermediate and possibly Intermediate
ELA-E – English language learners with CELA Overall scores of Intermediate,

Proficient, and Above Proficient
Secondary TNLI Content Instruction
ELA-S Classes - Math, Science and Social Studies are taught in Spanish and
reflect grade appropriate DPS content standards.
ELA-E Classes - Math, Science and Social Studies are taught in English using
sheltering techniques and reflect grade appropriate DPS content standards.
Secondary English Language Development (ELD)
All English Language Learners
Development of English reading, writing, speaking, listening and

comprehension, as well as English content vocabulary for 2 PERIODS DAILY
Secondary ELA E Model for Program Schools
Student Placement
ELA-E – All English language learners
Content Instruction
ELA-E Courses - Math, Science and Social Studies are taught in English and
reflect grade appropriate DPS content standards.
Note: Strategic Assistance to students through L1 is recommended in

order to develop conceptual understanding and transfer of skills into the
English language.
ELD Courses - Development of English reading, writing, speaking, listening

and comprehension, as well as English content vocabulary for 2 PERIODS
DAILY.
39
Secondary Newcomer Centers
Merrill Middle School and South High School house DPS Newcomer Centers
which service English language learners with limited formal education.
Transportation is provided for all eligible English language learners.
Secondary Personnel
√ Fully Qualified Teachers
ELA-S (All four courses of ELA Training through UCD and

Spanish Language Proficiency Exam)
ELA-E (All four courses of ELA Training through UCD)
√ Paraprofessionals
√ Counselor ELA-S
• Middle School (All four courses of ELA Training through UCD and
Spanish Language Proficiency Exam)
• High School (Must pass Spanish Language Proficiency Exam)
HS ELD Courses and Graduation Requirements
World Language credit: For ELL students our District counts two years of ELD as fulfilling the
World Language requirement.
Intro to Literature: Shining Star Level C counts as “Intro to literature” for graduation.
Instructional Services Advisory (ISA) Team
• Responsibilities include:
o Ensuring correct placement of English language learners
o Classifying English language learners
o Exiting English language learners
o Monitoring English language learners
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• Members of the ISA Team include:
o One administrator
o Two ELA teachers
Parent Advisory Committee (PAC)
• Schools hold regular Parent Advisory Committee (PAC) meetings to keep

parents informed about the ELA Program.
• The ELA Department holds monthly district level PAC meetings. Schools send
individual representatives.
Note: During the 2009-10 school year the DPAC meetings will take place
the first Wednesday of each month from 6:00 PM to 8:00 PM. You can
obtain a complete schedule with locations by clicking on the following
link:
DPAC MEETING SCHEDULE
TEACHER DESIGNATION PROCESSES AND INFORMATION
Designating a Teacher
Each principal is responsible for designating a teacher by completing the required

information on the ELA Web Page at http://ela.dpsk12.org, select ELA Principal’s
Designations.
Criteria for Designation
Teachers designated by their Principals as ELA- E (English), ELA-S (Spanish), ELA-

S/ELA-E (Spanish and English) are required to complete the ELA Teacher
Qualification Training program.
ELA-S Middle School Counselors are required to be fully qualified AND pass all
portions of the Spanish Language Proficiency (SLP) Exam by 2/12/2010.
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ELA-S High School Counselors are not required to be fully qualified; however, they
must hold a Counselor’s Certificate and pass all portions of the Spanish Language
Proficiency (SLP) Exam by 2/12/2010.
Special education teachers in ELA program schools who teach English language
learners are required to be designated and complete the ELA Teacher Qualification
Training program. ELA Teacher Qualification Training is required for special
education teachers who are in ELA program schools and have been designated by
their principals.
ELA Designations for Center Programs: Teachers in special education center
programs (MI, MI-S, DLC, AN, etc.) should be ELA designated if they are servicing
English language learners. A list of identified ELLs in each school has been sent to
principals by the ELA Department.
Gifted and Talented full-time classroom teachers in magnet Highly Gifted Program
that are in ELA program schools are required to be designated and complete the
ELA Teacher Qualification Training program. This requirement applies only to the
schools in the magnet Highly Gifted Program that are ELA program schools. The
current magnet Highly Gifted Programs in ELA program schools are: Archuleta,
Carson, Edison, Gust, Southmoor and Teller.
Facilitators are not required to be fully qualified. Those who choose to register for
an ELA Teacher Qualification Training course offered through UCD, must complete
it, otherwise they will be responsible for paying the tuition.
Alternative Education teachers: Non-program schools such as alternative
education will be allowed to designate teachers only on approval from the ELA
Department and their Instructional Superintendent.
Physical education, music, art teachers and librarians should not be designated
and are not eligible.
The court order requires principals to designate ELA teachers based on the
particular needs of a school. When designating teachers, a principal considers a
variety of factors such as the number of English language learners at a school and
the kind of ELA program at a school.
Classroom Instruction Guidelines
• ELA-S teachers are responsible for instruction in Spanish literacy and

content areas in schools that have a Transitional Native Language
Instruction (TNLI) program.
Note: It is extremely important to remember that ELA-S teachers are
also responsible for developing the English language needed for
students to demonstrate conceptual understanding of content in the
second language (English).
• ELA-E teachers instruct English language learners in English. These
teachers include English as a Second Language (ESL) Resource Teachers
and ELA-E classroom and content area teachers.
42
Note: It is extremely important to remember that ELA-E teachers have
the responsibility of developing conceptual understanding of content,
and that the use of L1 can facilitate this goal. ELA-E teachers are also
needed for students to demonstrate conceptual understanding of
content in the second language.
• ELA-S/ELA-E teachers are responsible for instruction in Spanish literacy
and content areas for students who have not yet transitioned into English
instruction. These teachers also provide English instruction for students
in their classrooms who have transitioned from Spanish instruction to all
English instruction.
ELA Designation Eligibility
At the elementary level, the following teachers are eligible for ELA-S, ELA-E,
ELA-S/ELA-E designations:
 Classroom teachers who service English language learners (This includes

both Special Educators at ELA program schools and Gifted and Talented
teachers who are homeroom core content area teachers at ELA program
schools.)
 ESL Resource teachers
At the secondary level, the following teachers are eligible for ELA-S, ELA-E,
 Content area (language arts, math, science, social studies) teachers who
service English language learners
Note: Physical education, music, art teachers and librarians should
not be designated and are not eligible.
Overview of the ELA Teacher Qualification Training Program
The goal of the Denver Public Schools (DPS) English Language Acquisition (ELA)
program is to use efficient and effective techniques to provide students with the
English language skills they need to meaningfully participate in the mainstream
English language instructional program.
Denver Public Schools and the University of Colorado Denver have completed a
comprehensive agreement regarding the provision of teacher qualification for
teachers of English language learners. As of fall 2007 the School of Education &
Human Development offers four graduate courses that meet court-ordered teacher
43
qualification requirements for designated professionals working with English
Language Learners in Denver Public Schools.
ELA Teacher Qualification Training courses are offered in partnership with the
University of Colorado Denver. The four courses will consist of face-to-face
seminars and interactive, online sessions utilizing the eCollege web-based platform.
Alignment to Federal, State and National Professional Organization Standards
The ELA Teacher Qualification Training courses offered through UCD are in
compliance with Federal Guidelines for Programs for English Language Learners.
They are aligned with the new Colorado Department of Education (CDE) Standards
for the Preparation of Teachers of English Language Learners (ELL) and the Teachers
of English to Speakers of Other Languages (TESOL) ESL Standards for Pre-K-12
Students.
Performance-based Outcomes and Assessments
Performance-based learning outcomes are clearly stated, observable, measurable

and achievable. Learning outcomes are closely correlated with real world
performance expectations. There is consistency among content, outcomes, practice
and assessment. Policies and procedures ensure the integrity of the participant’s
work. Achievement of learning outcomes is documented. Participants will receive
the textbooks “on loan” and resources needed for each course at their first live
session. Course web resources are in accordance with the Americans with
Disabilities Act.
Requirements for ELA Teacher Qualification Training
ELA Professionals who are designated must attend the face-to-face seminars and
complete their required coursework (based on their designation). The required
ELA courses offered through UCD are:
 TED 5000: ELA Foundations (formerly Unit 1)
 LLC 5030: Language and Literacy: Acquisition, Processes and Cognition I,

Part I (formerly Unit 2)
 LLC 5820: Techniques in Teaching English as a Second Language (formerly

Unit 3)
 LLC 5770: Effective Literacy Instruction for English Language Learners
(formerly Unit 4)
44
NOTE: TED 5000: ELA Foundations (1 semester hour) replaces LLC 5160
(formerly Unit 1). Teachers who have previously completed LLC 5160
are exempt from TED 5000.
ELA-S and ELA-S Resource and ELA-S/ELA-E qualified teachers and ELA-S
Middle School Counselors must pass all portions of the Spanish Language
Proficiency (SLP) Exam by February 12, 2010.
Spanish Language Proficiency exams - SLP information may be found on the ELA
Department Webpage, at:
http://editweb.dpsk12.org/ela/slp_exam.
ELA-S and ELA-S Resource and ELA-S/ELA-E qualified teachers and ELA-S
Middle School Counselors must also complete these four required courses:
TED 5000 (formerly Unit 1), LLC 5030 (formerly Unit 2), LLC 5820
(formerly Unit 3), and LLC 5770 (formerly Unit 4).
ELA-E and ELA-E Resource qualified teachers must complete these four
required courses:
TED 5000 (formerly Unit 1), LLC 5030 (formerly Unit 2), LLC 5820
(formerly Unit 3), and LLC 5770 (formerly Unit 4).
ELA-S High School Counselors must hold a Counselor’s Certificate and pass all
portions of the Spanish Language Proficiency (SLP) Exam by February 12,
2010.
Special Education Resource Teachers (Mild Moderate Teachers) must

complete these two required courses: TED 5000 (formerly Unit 1) and LLC 5820
(formerly Unit 3).
Special Education Center Program Teachers must complete these four

required courses:
TED 5000 (formerly Unit 1), LLC 5030 (formerly Unit 2),
LLC 5820 (formerly Unit 3), and LLC 5770 (formerly Unit 4).
Gifted and Talented full-time classroom teachers in the magnet Highly

Gifted Program that are in ELA program schools are required to be designated
and complete the ELA Teacher Qualification Training program. This
45
requirement applies only to the schools in the magnet Highly Gifted Program
that are ELA program schools. The current magnet Highly Gifted Programs in
ELA program schools are: Archuleta, Carson, Edison, Gust, Southmoor and
Teller. These teachers must complete the four required courses:
TED 5000 (formerly Unit 1), LLC 5030 (formerly Unit 2),
LLC 5820 (formerly Unit 3), and LLC 5770 (formerly Unit 4).
The recommended course sequence order is listed below; one course per
semester. Two courses can be taken in the summer semester.
 LLC 5820: Techniques in Teaching English as a Second Language
(formerly Unit 3)
 LLC 5030: Language and Literacy: Acquisition, Processes & Cognition,
Part I (formerly Unit 2)
 TED 5000: ELA Foundations (formerly LLC 5160/Unit 1)
 LLC 5770: Effective Literacy Instruction for English Language
Learners (formerly Unit 4)
Timeframes for Completing ELA Teacher Qualification Training
ELA designated teachers are expected to complete a total of four courses
(10 graduate credit hours) in two years (dated from their first year designation
start date) to become fully qualified. Special Education Mild Moderate teachers
have three semesters (dated from their first year designation start date) to
complete the two required courses.
There are eight opportunities during the two years to complete the four required
courses. One course can be taken each semester during the school year; teachers
can complete up to two courses in the summer semester.
Special Education Mild Moderate teachers have four opportunities to complete

the two required courses during their three semester completion timeline.
Upon principal designation, each teacher receives a letter and an ELA

Qualification Training Status Report from the ELA Department specifying which
courses need to be completed to be fully qualified for their designation.
46
Teachers need to contact the ELA Department if they have any questions about
their ELA Qualification Training Status Report.
In order to complete a course, a teacher must register for the course, receive
course materials, attend the course face-to-face live sessions and complete the
course work. Participants must receive a B or higher grade to be able to apply
credit towards a certificate, master’s program or endorsement with UCD. A
grade of C is considered passing for DPS purposes.
In order to avoid corrective actions sanctioned by Human Resources,

participants must adhere to the above guidelines. These corrective actions could
include non-renewal of contract or recommendation for dismissal.
For additional information, the ELA Teacher Qualification Training Program

Guidelines are posted on the ELA Web site at:
http://elaonline.dpsk12.org/elawebpage/ELAProfessionalDevelopment/EL
AOnlineProfessionalDevelopmentGuidelines.htm
ELA/UCD Course Registration
As of fall 2007, online registration for ELA Teacher Qualification courses will be
handled through the University of Colorado Denver. Online registration details are
included in the teacher designation letter that will be mailed to the teacher upon
designation.
A teacher must be on record with the ELA Department as a designated ELA teacher
in order to register for any course. The district will pay the UCD course tuition one
time for the required coursework for designated teachers only. Please refer to the
ELA Teacher Qualification Training Program Agreement for additional details.
Additional information about ELA/UCD Course Registration is posted on the ELA

Web site at:
http://ela.dpsk12.org/qualification_training
Converting University Credit for ELA Teacher Qualification Training Courses Offered
Through UCD
47
ELA Program teachers may receive credit toward the Department of English
Language Acquisition teacher qualification requirements for related university
course work. Credit for courses is awarded for university coursework the day the
transcripts are reviewed and approved by the ELA Department. Teachers seeking
credit must contact Roma Pitt at Roma_Pitt@dpsk12.org to have their transcripts
and credentials reviewed prior to registering for any courses. The district will only
pay for courses that are required.
Credit will be given to teachers who submit coursework from universities that
reflects the content of the ELA Teacher Qualification Training courses.
In order for a teacher to get credit for a course, he/she must have taken the actual
graduate level course (in blue) or have taken the mandatory content courses
(in red) and one other course that satisfies the topics listed under each course.
(Please review the course chart displayed in the ELA Teacher Qualification Training
Program Guidelines that are posted on the ELA Web site)
Teachers With Master’s Degrees or Endorsements in ESL/Bilingual Education
Teachers entering DPS with an ESL/Bilingual or equivalent endorsement from

Colorado must send a copy of the endorsement to the ELA Department. The date
the endorsement is received and approved, the teacher will be listed as having
completed the ELA Teacher Qualification Training requirements.
Teachers entering DPS with a master's degree in ESL/Bilingual education or an

equivalent degree must send a copy of their transcript that lists confirmation of
their degree to the ELA Department. The date the transcript is received and
approved, the teacher will be listed as having completed the ELA Teacher
Qualification Training requirements.
Teachers in Residence, Teach for America and MA-in-progress teachers (in contents
applicable to education) will have three years to complete their training. Teachers
who qualify for this deferment must email Roma Pitt or Elena Sodano in the ELA
Compliance Department as soon as possible. Teachers will be required to provide
evidence of their enrollment in one of these programs to be eligible for the three
year timeline. Teachers must contact the ELA Compliance Department before the
UCD registration course drop deadline for the semester. Please have your
transcripts reviewed prior to registration. The district will only pay for courses that
are required.
If you have completed a master’s degree in ESL/Bilingual education or have a state

endorsement in linguistic diversity, or are in the process of earning either, you may
be exempt from the district’s requirements for this program. Please have your
48
transcripts reviewed prior to registration. The district will only pay for courses that
are required.
If you are designated ELA-S, ELA-S Resource or ELA-S/ELA-E and you have not yet
passed all portions of the SLP, you must do so as soon as possible. You are expected
to read the information about this exam found at:
Spanish Language Proficiency (SLP) Exam For Teachers.
Failure to pass all portions of the SLP by 2/12/2010 will require you to vacate your
current position at the end of the school year and you will not be able to secure
another ELA-S position until all parts of the SLP are passed.
ELA Teacher Qualification Training Program Requirements for Teachers Enrolled in a

Masters or Endorsement Program
Teachers enrolled in a university or college program leading to either a master's

degree or state endorsement in ESL/Bilingual education or an equivalent master's
or endorsement program, may receive a temporary deferment from the ELA
Teacher Qualification Training requirements. Teachers are expected to complete
their master’s program within three years of an assignment as an ELA teacher. This
deferment will extend the required ELA timeline by one extra year. Special
Education Mild Moderate teachers who are enrolled in a program will have two
extra opportunities on top of the original four to complete their two required ELA
courses.
In order to receive a temporary deferment from the ELA Teacher Qualification

Training program, teachers must send the ELA Department a transcript verifying
progress in the program each semester. Receipt of this verification will extend the
temporary deferment from the ELA Teacher Qualification Training requirements.
Without semester updates, teachers will lose their temporary deferment from the
requirements. Teachers who complete their university program and who earn
either a master’s degree or state endorsement in ESL/Bilingual/Linguistically
Diverse will not need to take the UCD/ELA coursework.
Upon completion of the program, teachers who receive an ESL/Bilingual

endorsement from the Colorado Department of Education must submit a copy of the
endorsement to the ELA Department. At that time, teachers will be listed as having
completed their ELA Teacher Qualification Training requirements.
Upon completion of the program, teachers who are not going to receive an
ESL/Bilingual/Linguistically diverse endorsement from the Colorado Department of
49
Education must submit their final transcript that lists confirmation of their master’s
degree. At that time, teachers will be listed as having completed their ELA Teacher
Qualification Training requirements.
Teachers enrolled in the endorsement or master's program at the University of

Colorado at Denver (UCD) may register for and complete any of the ELA Teacher
Qualification Training courses and apply them towards their endorsement program.
Teachers are not eligible for pay. Teachers are responsible for all requirements of
UCD in seeking credit towards their endorsement or master's program.
Teachers Who Have Taught at the University Level
Teachers who have taught courses at the university level which align with the DPS'
ELA Teacher Qualification Training program may submit adequate documentation
(a copy of their honorarium, etc.) to the ELA Compliance Department for
consideration of course credit for the ELA Teacher Qualification Training program.
If approved, the teacher will receive credit for the course(s) but is not eligible for
pay or DPS step-grade or university credit.
ELA Teacher Training Program: Questions
For questions about the ELA Teacher Qualification Training Program, please email
us at ela_training@dpsk12.org or call Michelle Drew, Project Coordinator, at
720-423-3747.
ELA Teacher Designation Survey
About ELA Teacher Designation Survey:
The purpose of the ELA Teacher Designation Survey is to allow ELA program school
principals to choose an intended job designation for each staff member who will
work in the school in the upcoming school year. It is very important for the district
to review all identified ELA teachers’ ELA qualifications and notify those who are
not fully qualified about ELA training requirements and available training courses
offered by the University of Colorado at Denver.
Teacher Designation Survey Web Site:
50
The ELA Teacher Designation Survey Web Site is located at
http://elaapp.dpsk12.org/elaapp/.
Teacher Designation Survey Session Availability:
The ELA Teacher Designation survey session will open three times during the
calendar year (April, June and August). The Principal will be notified by the ELA
department of when the sessions will be opened. During the survey session open
period, you will be required to select or modify the job designation for each existing
or newly hired staff member at your school. If the current survey session is closed,
you will only be able to view and print the survey results you completed previously.
How the Survey Works:
When the survey session is open the web application page will list all staff members
identified by Human Resources as working at your school in the upcoming school
year. You can then select a person, view their current detailed information (training,
designation and qualification history). You will then choose an intended job
designation for that person.
Job Designation Options:
Job Designation Information (We recommend you print this document and use it as a
reference as you designate your staff members.)
All staff members listed for your school must be assigned one of the following
“job designations”:
Special Education Mild Moderate
• Mild moderate teacher (not the teacher of record)
Special Education Center Placement
• Center Placement teacher (teacher of record)
ELA- E Classroom (English)*
• Elementary Classroom Teachers with ELA-E students
• Secondary teacher teaching ELA-E courses
ELA-S Classroom (Spanish)*
• Elementary Classroom Teacher with ELA-S students
51
• Secondary Teacher teaching ELA-S courses
ELA-S/ELA-E Classroom (Spanish and English) *
• Elementary Classroom Teacher with ELA-S and ELA-E students
• Secondary Teacher teaching ELA-S and ELA-E courses
ELA-S Resource
• Elementary Resource Teacher required to be Spanish qualified
ELA-E Resource
• Elementary Resource Teacher
ELA-S Counselor
• Counselor at middle and high school required to be Spanish qualified
Facilitator
• Facilitators are not required to be fully qualified. Those who register for a
course must complete the course
Gifted and Talented
• Gifted and Talented teacher (teacher of record)
Specials
• This teacher in not an ELA classroom teacher (can be PE, Art, Drama,
Library, etc.)
Para Professional
• All paraprofessional fit under this job designation
Mainstream Classroom Teacher
• Classroom teacher (teacher of record) who does not teach ELA students
Interventionist
• Interventionist teacher
Non-Classroom Teacher
• Teacher (not teacher of record) with a job designation not listed
52
Other
• Staff member who is not a teacher with a job designation not listed
Not Working at My School
• Person no longer works or has never worked at the school
No Longer Working in District
• Person no longer works or has never worked in the district
Before deciding how each teacher should be designated, it is helpful to review the
needs of your ELL student population (classroom make up) along with their parent
option.
All designated ELA teachers who are not fully qualified are required to complete
ELA Teacher Training.
ELA Teacher Notification:
Once the Principal identifies all teachers’ job designations the ELA department will
notify ELA designated teachers either via electronic mail or postal mail regarding
upcoming teacher training opportunities and expectations.
Tutorial: For further information and instructions on the ELA Teacher Designation
Survey, click on the following link:
Click here to open the ELA TeacherDesignationSurveyTutorial.pdf
ELA Teacher Designation: Final Fall Review
About ELA Teacher Designations
The purpose of the ELA Teacher Designations Website is to allow ELA program
school principals to designate ELA teachers based on the particular needs of the
school. The district expects classrooms to be staffed with teachers who are fully
qualified or progressing towards their qualifications where services are provided
for English language learners.
53
Teacher Designation Web Site
The ELA Teacher Designation Web Site is being redesigned. ELA department will
notify Principals once the site is open. The ELA Web Page is located at
http://ela.dpsk12.org, select ELA Principal’s Designations.
How Teacher Designation Works
The court order requires principals to designate ELA teachers based on the
particular needs of a school. Teachers are designated by their Principals as ELA-E
(English), ELA-S (Spanish), ELA-S/ELA-E (Spanish and English). Designated
teachers are required to complete Teacher Qualification Training.
The ELA Teacher Designation site will open at the beginning of the school year. The
ELA program school principal will be notified by the ELA department when the site
will open. The ELA Principal will be expected to designate each ELA teacher based
on the particular needs of the school. Teacher Designation Options are detailed
below.
Teacher Designation Options
ELA-S Middle School Counselors are required to be fully qualified AND pass all
portions of the Spanish Language Proficiency (SLP) Exam.
ELA-S High School Counselors are not required to be fully qualified; however, they
must hold a Counselor’s Certificate and pass all portions of the Spanish Language
Proficiency (SLP) Exam.
Spanish Language Proficiency exams - SLP information may be found on the ELA
Department Webpage, at: http://editweb.dpsk12.org/ela/slp_exam.
Special education teachers in ELA program schools who teach English language
learners are required to be designated and complete the ELA Teacher Qualification
Training program. ELA Teacher Qualification Training is required for special
education teachers who are in ELA program schools and have been designated by
their principals.
ELA Designations for Center Programs: Teachers in special education center
programs (MI, MI-S, DLC, AN, etc.) should be ELA designated if they are servicing
English language learners. A list of identified ELLs in each school has been sent to
principals by the ELA Department.
54
Gifted and Talented full-time classroom teachers in magnet Highly Gifted Program
that are in ELA program schools are required to be designated and complete the
ELA Teacher Qualification Training program. This requirement applies only to the
schools in the magnet Highly Gifted Program that are ELA program schools. The
current magnet Highly Gifted Programs in ELA program schools are: Archuleta,
Carson, Edison, Gust, Southmoor and Teller.
Facilitators are not required to be fully qualified. Those who choose to register for
an ELA Teacher Qualification Training course offered through UCD, must complete
it, otherwise they will be responsible for paying the tuition.
Alternative Education teachers: Non-program schools such as alternative education
will be allowed to designate teachers only on approval from the ELA Department
and their Instructional Superintendent.
Physical education, music, art teachers and librarians should not be designated and
are not eligible.
The Consent Decree requires principals to designate ELA teachers based on the
particular needs of a school. When designating teachers, a principal considers a
variety of factors such as the number of English language learners at a school and
the kind of ELA program at the school.
At the elementary level, the following teachers are eligible for ELA-S, ELA-E,
 Classroom teachers who service English language learners (This includes

both Special Educators at ELA program schools and Gifted and Talented
teachers who are homeroom core content area teachers at ELA program
schools.)
 ESL Resource teachers
At the secondary level, the following teachers are eligible for ELA-S, ELA-E,
 Content area (language arts, math, science, social studies) teachers who
service English language learners
1. Physical education, music, art teachers and librarians should not be

designated and are not eligible.
ELA Teacher Notification
Once the Principal identifies all ELA teachers’ designations the ELA department will
notify ELA designated teachers either via electronic mail or postal mail regarding
55
their ELA designation and the upcoming teacher training opportunities and
expectations.
TRANSLATIONS
Translation and Interpretation Services
District employees can request services online. You can reach us at (720) 423-8152
or by e-mail at translations@dpsk12.org
Services
We provide the following services:
• Translation of letters, brochures, flyers, applications, forms and more
• Interpreting in group meetings and student/parent conferences
• Return phone calls and three-way phone conferencing with parents
• Assist schools and departments with translation of robot call messages
We provide support in the following languages:

Spanish Amharic
Vietnamese French
Arabic Khmer
Russian Karen
Somali
Guidelines for Translations
Request projects at least seven (7) business days in advance. Projects with more
than 10 pages of content require a 14 business day advance notice.
Priority, special or same day projects require approval. Letters to parents after a
school emergency or time sensitive communication with high priority are
examples of requests that will be approved for same day turnaround. Keep in
mind that we need at least a four (4) hour advance notice for approved same day
projects that are less than 3 pages.
For Interpretations
56
Request an interpreter at least seven (7) business days in advance of the event.
Our team needs time to plan and coordinate all of the requests for interpreters.
Priority, special or same day requests require approval. We will accommodate

short notice requests based on availability and level of urgency.
For Phone Conferencing, Return Messages and Robo Calls
At least a four (4) hour advance notice is required for same day requests. Our
team needs time to plan and coordinate the request.
We will accommodate short notice requests based on availability and level of

urgency.
CONTACT US
Phone: (720) 423-8152

E-Mail: translations@dpsk12.org
ELA SUMMER ACADEMY
The ELA Summer Academy is focused in advancing students’ skills in English

Language Development and Mathematics. The program is run for 4 to 5 weeks
during the months of June and July and it is open to all ELL students currently in
grades 1 through 4. Sites selection will be announced at the end of February,
2010. During the 2009 summer session the ELA Summer Academy served
approximately 1700 students in 12 satellite campuses across the district.
Students from attendance schools are invited to attend the ELA Summer
Academy at the satellite campus closest to their attendance school. Not all grade
levels are served at particular campuses. The grade distribution is dependent on
projections and actual enrollment.
ELA Summer Academy Hiring Procedures
--Site Leader: We will hire one site leader per school. You as the principal will
have first priority for this position. Site leaders will be paid for 21 days, during
the months of June and July, for 5 hours/day at $32.22/hour and will receive
the in-service rate for two additional days. If the site Principal is not interested
the position will be opened up to members of the site staff with a Type D
57
endorsement or select an Assistant Principals who may be interested. If no one
at your school is interested, the position will be opened up to qualified personnel
in the district.
--Teachers: The teachers in your school will also get first priority for the teacher
positions. Teachers will be paid for 20 days, during the months of June and July
for 4 hours/day at $32.22/hour. Teachers will also be paid the in-service rate for
two additional days in June for professional development. The student/teacher
ratio will be 1:20. In addition, a group of outstanding new DPS student teachers
through Denver Teaching Fellows will be assigned to two of the sites. Please:
Teacher hires are tentative until student registration numbers are
confirmed.
--Secretary: One secretary will be hired for each school site at $15 per hour for
21 days, during the months of June and July. The secretary must know how to
use IC Attendance and be bilingual. Secretaries at the ELA Summer Academy
sites have first preference.
--Paraprofessionals: At the moment, due to limited funding, we are not hiring

paraprofessionals to work in the ELA Summer Academy.
FREQUENTLY ASKED QUESTIONS
Teacher Training:
Click on the link for frequently asked questions regarding teacher training.
http://elaonline.dpsk12.org/ELAWebPage/ELAProfessionalDevelopment/FrequentlyAsked
Questions6-17-09.pdf
ELA DEPARTMENT CONTACT INFORMATION
58
Fort Row: Tina Smith (Senior Programmer/Analyst); Marc Long (Research Analyst); EJ Rodriguez (DPS ELA Director);
Robert (Bob) Freiberger (Executive Assistant); Bernadette Navarette (Research Associate). Back Row: Christina
Bernal-Sati (ELA Curriculum Coordinator); Elena Sodano (ELA Program Manager); Roma Pitt (ELA Compliance
Coordinator); Michelle Drew (ELA Training Project Coordinator); Annie Matula (Research Analyst).
Not Pictured: Bing Wang (Software Programmer); Valerie Layman (Compliance Specialist).
Hover the mouse on the names below to contact the individual by email.
Excier J. Rodriguez, ELA Director 720-423-3055

Christina Bernal Sati, ELA Curriculum Coordinator 720-423-3057
Elena Sodano, ELA Manager 720-423-8072
Roma Pitt, Compliance Coordinator 720-423-8144
Tina Smith, Software Programmer 720-423-8071
Bing Wang, Software Programmer 720-423-8127
Bob Freiberger, Office Support 720-423-3056
Annie Matula, Research Analyst 720-423-8080
Michelle Drew, ELA Project Coordinator 720-423-3747
Bernadette Navarette, Research Associate 720-423-8148
Marc Long, Research Analyst 720-423-3058
Luis Diaz, Spanish Linguist 720-423-8158
Carmen Saa, Spanish Linguist 720-423-8141
Van Trinh Tran Vietnamese Linguist 720-423-5064
Valerie Layman Compliance Specialist 720-423-8224
In the name of all our ELL students and families we thank you for the great instructional leadership
that you provide and for working to secure a bright future for all our DPS students.
THANK YOU!
Excier J. Rodriguez
ELA Director
Denver Public Schools
59

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DENVER PUBLIC SCHOOLS

ENGLISH LANGUAGE ACQUISITION PROGRAM

Our English Language Learner Population ................................................................................................................5

The Challenge ...........................................................................................................................................................6

Denver Public Schools Board of Education 5 Year Goals ...............................................................................................7

Goals of the DPS ELA Program ..................................................................................................................................8

RESEARCH BASED APPROACH........................................................................................................................................9

Research on First and Second Language Acquisition ..............................................................................................10

Second Language Acquisition Theory .....................................................................................................................11

Content Instruction for English Language Learners ................................................................................................12

A Summary of Best Practices for English Language Learners .................................................................................13

Classroom Environment and School Culture ...................................................................................... 13

Making Content Comprehensible and Instruction.............................................................................. 13

Curriculum Organization and Planning ............................................................................................... 15

Use of Primary Language .................................................................................................................... 15

Literacy Development in the Target Language (L2) ............................................................................ 16

Parental Involvement .......................................................................................................................... 16

RTI for English language learners ........................................................................................................ 18

English Language Development Indicators ......................................................................................... 20

LEGAL FOUNDATIONS OF THE DPS ELA PROGRAM .....................................................................................................20

OCR Requirements ..................................................................................................................................................21

OCR Title VI Policy on Language Minority Students................................................................................................22

The DPS ELA Consent Decree ..................................................................................................................................23

ELA Program Overview ....................................................................................................................... 23

The Language Assessment of ELLs ...................................................................................................... 25

NEP, LEP, and FEP................................................................................................................................ 28

Transition Through the ELA Program: ................................................................................................. 29

Evidence to consider when transitioning Spanish Speaking ELLs: ...................................................... 30

Exiting the English Language Acquisition Program ............................................................................. 31

Monitoring and Reentering to the ELA Program ................................................................................ 32

Timeline for ELA Forms ....................................................................................................................... 33

Instructional Models ...............................................................................................................................................34

Elementary School .............................................................................................................................. 34

Secondary Schools .............................................................................................................................. 38

HS ELD Courses and Graduation Requirements.................................................................................. 40

Instructional Services Advisory (ISA) Team ......................................................................................... 40

Parent Advisory Committee (PAC) ...................................................................................................... 41

TEACHER DESIGNATION PROCESSES AND INFORMATION ..................................................................................41

Designating a Teacher .............................................................................................................................................41

Criteria for Designation ...........................................................................................................................................41

Classroom Instruction Guidelines ...........................................................................................................................42

ELA Designation Eligibility .......................................................................................................................................43

Overview of the ELA Teacher Qualification Training Program................................................................................43

Performance-based Outcomes and Assessments............................................................................... 44

Requirements for ELA Teacher Qualification Training ........................................................................ 44

Timeframes for Completing ELA Teacher Qualification Training ........................................................ 46

ELA/UCD Course Registration ............................................................................................................. 47

Teachers With Master’s Degrees or Endorsements in ESL/Bilingual Education ................................. 48

Teachers Who Have Taught at the University Level ........................................................................... 50

ELA Teacher Training Program: Questions.......................................................................................... 50

ELA Teacher Designation Survey .............................................................................................................................50

About ELA Teacher Designation Survey: ............................................................................................. 50

Teacher Designation Survey Session Availability: ............................................................................... 51

How the Survey Works:....................................................................................................................... 51

Job Designation Options: .................................................................................................................... 51

ELA Teacher Notification:.................................................................................................................... 53

ELA Teacher Designation: Final Fall Review ............................................................................................................53

About ELA Teacher Designations ........................................................................................................ 53

Teacher Designation Web Site ............................................................................................................ 54

How Teacher Designation Works ........................................................................................................ 54

Teacher Designation Options .............................................................................................................. 54

ELA Teacher Notification..................................................................................................................... 55

Guidelines for Translations .....................................................................................................................................56