This Language Policy is developed under the federal, state, and district guidelines.

English Language Proficiency Act (ELPA): Legislative Declaration: The general assembly hereby finds, determines, and declares that there are substantial numbers of students in this state whose educational potential is severely restricted because a language other than English is their primary means of communication. The general assembly recognizes the need to provide for transitional programs to improve the English language skills of students. It is the purpose of this article to provide for the establishment of an English language proficiency program in the public schools and to provide for the distribution of moneys to the several school districts to help defray the costs of such program. (Section 22-24-105. Specifies district-powers and duties as follows) It is the duty of each district to:

Administer and provide programs for students whose dominant language is not English.

A student whose dominant language is not English is defined as a public school student whose academic achievement is impaired due to his/her inability to comprehend or speak English adequately. English language proficiency is determined by his/her local school district through use of instruments and tests approved by the department.

Such a student would have one or more of the following attributes and would be considered:

Identify, through the observations and recommendations of parents, teachers, or other persons the students whose dominant language may not be English;

Assess such students, using instruments and techniques approved by the department, to determine if their dominant language is not English;

Certify to the department those students in the district whose dominant language is not English;

A student who speaks a language other than English and does not comprehend or speak English; or

A student who comprehends or speaks some English, but whose predominant comprehension or speech is in a language other than English; or





A student who comprehends or speaks English and one or more other languages and whose dominant language is difficult to determine, if the student’s English language development and comprehension is:

1. At or below district mean or below the mean or equivalent on a nationally standardized

test; or 2. Below the acceptable proficiency level English language proficiency test approved by

the department.

Pueblo City Schools District 60 Procedures: Currently, a home language survey is a required procedure. The survey must be administered to the parents/guardians of all children enrolling in schools in a language the parent/guardian can understand. For example, it must be administered in the home language for parents/guardians who speak a language other than English or orally (transferred to written form by the administrator) for any non-literate parent of any language. In the event a parent has a dominant language other than English, every effort will be made to provide an interpreter for school conferences and meetings. The home language survey becomes part of the child’s “cum folder” in the district. The home language survey has become part of the intake process during registration. There are three basic questions that are required:

1. Does your child speak a language other than English? 2. Has the child ever spoken a language other than English? 3. Is a language other than English spoken in your household?

Answering YES to any of these questions DOES NOT identify a student as an English language learner. It does require, however, that the student participate in the language proficiency placement assessment(W- APT). W-APT is an English language proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. In most cases, answering NO to all questions on the home language survey indicates that the students should be placed in mainstream instruction. However, answering NO to all of these questions DOES NOT necessarily exempt a student from being asked to take a language proficiency placement assessment. In cases where parents/guardians answer NO to all questions on the home language survey, but educators notice evidence of another language use, this student should still be tested. Currently, in Pueblo City Schools, answers of “yes” are flagged. The English as Secondary Language (ESL) teacher then meets with the student’s family and completes a verbal survey. Based on this meeting, the ESL teacher may then administer the WIDA (World-class Instructional Design and Assessment) ACESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners ) Proficiency Test, or W-APT.

Based on the student’s assessed WIDA proficiency level, the ESL teacher writes an English Language Development Plan (ELD) with goals and accommodations. The student is monitored and the ESL teacher must meet with parents twice a year to discuss progress. Students on an ELD will take the WIDA ACCESS test in January. The results of the ACCESS are recorded in Alpine Achievement and reported to the state department of education as well as to the parents. The state then looks for Annual Measureable Achievement Outcomes (AMAO).

AMAO 1: The district is expected to meet or exceed language proficiency growth. AMAO 2: The district is expected to reach a goal of 8% of students achieving proficiency. AMAO 3: The district is expected to meet or exceed academic growth.

If a student scores show proficiency on the ACCESS WIDA and also scores proficient on the Transitional Student Assessment Program (TCAP) in the areas of reading and writing, the student will have two years of academic monitoring before being completely exited from the program. During this time, the student may be

re-enrolled in the program and services provided until such time as language and academic proficiency are achieved.

Language Support for Students Pueblo City Schools offers an ESL program that is focused on making content accessible to English Language Learners while students develop English Language proficiency. Features of our program include:

A “Newcomers” program for monolingual speakers of other languages (to help students acquire basic social language skills)

Typically, sheltered English classes are taught by regular classroom teachers who receive instruction on ways to make subject-area content comprehensible for LEP students. Sheltered English is an instructional approach used to make academic instruction in English understandable to LEP students. In the sheltered English classroom, teachers use physical activities, visual aids, and the environment to teach important new words for concept development in mathematics, science, history, home economics, and other subjects (National Clearinghouse on Bilingual Education, 1987). All subject teachers are comfortable with their role of literacy instructor, besides their own course teaching area. They have all received some type of literacy training in both reading and writing. As teachers plan units of study and interdisciplinary units, close attention is paid to multiple forms of expression, allowing student higher level thinking practices. Communication is interpreted in many forms including, but not limited to; discussion, speeches, computer presentations, listening, forms of reading and writing, Socratic seminars, letters, displays, email, research, essays, charts, graphs.

The methods that teachers employ in sheltered classes include the following:

Development of reading strategies such as mapping and writing to develop thinking (Langer & Applebee, 1985).

Schools are allocated an ESL teacher or tutor based on the number of identified ELL students and based on current funding. Schools with less than 25 identified ELL students will receive an ELL tutor; schools with more than 25 identified ELL students will receive a half time ELL teacher; and schools with 40 or more identified ELL students will receive a full time ELL teacher. Monolingual students will have assistance provided regardless of the number of ELL students within a school. Additionally, students may be supported by providing access to textbooks and resources within the student’s mother tongue.

A standards-based language development curriculum

Alignment with Colorado Academic Standards and Common Core Standards

ELD and content-area teacher collaboration

Use of the Sheltered Instruction Operational Protocol (SIOP) model in content-area classes

Literature-based lessons provided in small groups

Limited primary language support

Extra-linguistic cues such as visuals, props, and body language (Parker, 1985);

Linguistic modifications such as repetition and pauses during speech (Parker, 1985);

Interactive lectures with frequent comprehension checks; Cooperative learning strategies (Kagan 1985);

Focus on central concepts rather than on details by using a thematic approach;

Maintaining the original Mother Tongue is a crucial piece to maintaining support for the family.

Maintaining of Mother Tongue Maintaining the mother tongue is central to the International Baccalaureate mission statement and that is because of the importance to the individual in maintaining identity and equally important to the society because it promotes intercultural awareness and fosters continued equity and respect. Fountain International, Corwin International and East High School provide social and emotional conditions that value all languages and cultures and affirm identity of each learner and promote self identity. Based on the distinct characteristics of our school communities, we have an opportunity to celebrate students’ multilingualism and culture. Both are crucial to personal identity and vital to the maintenance of cultural heritage. Our schools continue to help promote and develop the use of the mother tongue at home, school, and in the community. Multilingualism is central to the access of skills that support cognitive development. An individual, who does not originally speak the dominant language, maintains basic understandings in their mother tongue. Cognitive understanding is done through the brain’s ability to translate all conversations in both the dominant language and the mother tongue simultaneously. Our goal is to instill confidence and pride in being literate in multiple languages and to have students recognize the future benefits of this skill. Also all students are encouraged to continue speaking, reading and writing in their mother tongues at their homes and in other appropriate social situations.

Incorporation of Language B Fountain International teaches Spanish from kindergarten and continues through 3rd grade. Students receive between 40 to 80 minutes per week in Spanish instruction. Students who enter Corwin International and East High School with language instruction in either Spanish or French may be placed above grade level if they choose to continue study in that language.

Language Support for Families

Set the Climate: Schools set the climate for parent involvement. Parents need to know that they are valued members of the school community, and they are equal supporters of their children’s academic success.

Communicate: Communication between schools and families must be a two-way-street. Schools should be conversational as well as informational. Schools should consider the communication skills of all families: disability, culture and/or language differences.

Develop Relationships: Building relationships is crucial for parent-teacher collaboration. Rapport and trust must be developed.

Provide Information and Strategies: Parent education supports parents as they reinforce parenting skills, understand child development, and learn new strategies to support learning. Parent education happens through informal conversations, workshops, written communication, one-on- one parent conferences, and a variety of appropriate means.

Engage in Learning: Schools provide the means for learning at school through curriculum, instructional strategies and environment in order to promote student success.

Develop Leaders and Mentors: Both teachers and parent can be leaders and mentors in a parent involvement partnership. As involvement skills strengthen, parents become confident leaders and mentors. As parents become leaders and mentors, they build capacity within the school to support ongoing parent involvement efforts.

References Clabo, Bradley (2013). “English Language Development Guide.” District 60 Guide.

Collier, V.(1987). Age and rate of acquisition of second language for academic purposes. "TESOL Quarterly," 21, 617-641.

Cummins, J. (1979). "Linguistic interdependence and the educational development of bilingual children. Bilingual Education Paper Series, Vol. 3, No.2." (ERIC Document Reproduction Service No. ED 257 312).

Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In "Schooling and language minority students: A theoretical frame-work." Los Angeles: Evaluation, Dissemination, and Assessment Center.

Kagan, S. (1985). "Cooperative learning resources for teachers." Riverside, CA: Spencer Kagan.

Krashen, S. (1985). "Insights and inquiries." Hayward, CA: Alemany Press.

Langer, J., & Applebee, A. (1985). Learning to write: Learning to think. "Educational Horizons," 64, 36-38.

National Clearinghouse on Bilingual Education (1987, Oct-Nov). "Sheltered English: An approach to content area instruction for limited-English-proficient students. Forum, 10" (6), 1,3.

Parker, D. (1985). "Sheltered English: Theory to practice." Paper presented at in-service workshop. San Diego, CA.

Schifini, A. (1985). "Sheltered English: Content area instruction for limited English proficiency students." Los Angeles County Office of Education.

Waggoner, D. (1984). The need for bilingual education: Estimate from the 1980 census. "NABE Journal," 7 (2), 1-14.

Weinhouse, M. (1986). "Sheltered English: A study in the San Diego Unified School District." (ERIC Document Reproduction Service No. ED 270 995).

Weiss, H. B., Kreider, H., Lopez, M. E. & Chatman, C. M.(Eds.). 2005 Preparing educators to involve families: From theory to practice. Thousand Oaks: Sage Publications.