Our program provides high-quality, research-based instruction to help Multilingual Learners transition from their current English Proficiency toward fluency. We provide scaffolded support to give students the specific tools they need to be successful in their core subjects while they build their English skills. We use assessment data to monitor growth and refine our teaching. Our intent is for students to meet or exceed state proficiency standards. Our program is designed to meet the spirit and intent of Title VI of the Civil Rights Act of 1964, Every Student Succeeds Act (ESSA), Title III guidance, Oklahoma’s ESSA Consolidated State Plan, and Oklahoma State Department of Education requirements.

District Mission Statement:

In close partnership with our community, Sand Springs Public Schools shall create a safe, positive environment to empower, enable and inspire life-long learners through quality education to reach their full potential as respectful and responsible citizens fulfilling their dreams in an ever-changing world. 

Challenge · Inspire · Empower 

Who we are: As a district, we serve approximately 5,000 students from Pre-K through 12th grade. This student body reflects a variety of backgrounds, with 12 different languages spoken in our schools. Within that total enrollment, our ELD program provides support for over 100 multilingual learners. 

What we do: The ELD Department uses the WIDA English Language Development Standards to guide our instruction for multilingual students. Our focus is on helping students build skills in listening, speaking, reading, and writing. These foundational skills are designed to help students meet state benchmarks and thrive in their core academic classes. 

How we do it: We use a dual-service model to support multilingual learners. Targeted pull-out instruction focuses on language acquisition curriculum to develop skills across the four language domains. For core subjects, ELD staff provide general education teachers with strategies to modify content accessibility. This approach is designed for students to engage with grade-level curriculum while meeting WIDA standards. 

Why we do it: We support students in reaching the English proficiency required to succeed in their academic courses. Our instruction focuses on developing the social and academic language needed to narrate, inform, explain, and argue effectively across all subjects. By following the WIDA Can Do Philosophy, we build on each student’s existing language strengths to help them meet state standards and prepare for an ever-changing world. 

Coming soon. We are working on the finishing touches and once it recieves final approval, we will upload it here. 

Coming soon. We are currently working on a teacher resource guide for educators working with EL students. 

Until the guidebook is finished, here are several reputable articles to provides parents and staff with information on English Language Development, the language acquisition process and language myths. 

Note: We will update these links periodically to highlight different topics throughout the school year. Have a request for a specific topic or want for information about multilingual learners? Then click on this form Request for Information. 

• Language Acquisition: An Overview (from Colorín Colorado)
  This is often considered the "gold standard" for accessible ELL resources. It provides a simple, bulleted breakdown of the five stages (Pre-production through Advanced Fluency) and what to expect from students at each level.

• Five Stages of Second Language Acquisition (from Resilient Educator)
  A very clean, public-facing article that explains the approximate timeframes for each stage and the vocabulary milestones (e.g., reaching 1,000 words vs. 6,000 words).

Support Learners Throughout the 5 Stages (from Creative Educator)
This article focuses on the "what comes next" aspect, offering quick tips on how to support a child's growth as they move from the silent phase into speech emergence.

• References for the above: Colorín Colorado. (n.d.). Language acquisition: An overview. colorincolorado.org

• Resilient Educator. (n.d.). Five stages of second language acquisition. resilienteducator.com

• Tech4Learning. (2023). Support learners throughout the 5 stages of language acquisition. Creative Educator. tech4learning.com

 What are BICS and CALP? – Colorín Colorado

Colorín Colorado distinguishes between social language (BICS), acquired in 6 months to 2 years, and academic language (CALP), which takes 5 to 7 years to master [1, 2, 3, 4]. A student's conversational fluency does not equate to the academic proficiency needed for complex classroom learning [1, 2, 3, 4]. For the full, detailed guide, visit Colorín Colorado.

 Social vs. School Language: What's the Difference? – Handy Handouts

This guide provides a "cheat sheet" comparing "playground talk" (BICS) and "classroom talk" (CALP), designed for non-specialists through simple, actionable comparisons. It highlights that social fluency develops in 6 months to 2 years, while academic language requires 5 to 7 years to master.

A Short Guide to BICS, CALP, & CUP – Multilingual Families

The iceberg analogy distinguishes between visible social language (BICS) and deeper academic language (CALP), emphasizing that conceptual knowledge transfers via Common Underlying Proficiency (CUP). Strong home language literacy accelerates English academic mastery, requiring patient, long-term support for a child to move from conversational fluency to academic proficiency.

References: 

[1] https://www.colorincolorado.org

[2] https://www.colorincolorado.org

[3] https://www.colorincolorado.org

[4] https://www.youtube.com

[5] https://multilingual-families.com

[6] https://multilingual-families.com

[7] https://www.youtube.com

[8] https://education.nsw.gov.au

[9] https://www.facebook.com

[10] https://education.nsw.gov.au

[11] https://kern.org

Some Myths Regarding ELLs and Special Education Colorin Colorado

• No "English-Only" Required: Explains that speaking a home language does not cause confusion or delays; instead, it provides a foundation for learning English.

• Immersion Isn't Enough: Debunks the idea that students will naturally "pick up" academic English just by being in a classroom; they require intentional language support.

• Development vs. Disability: Clarifies that the normal process of learning a second language can sometimes look like a learning disability to the untrained eye.

9 Myths of Language aquisition Tan huynh

• The Age Myth: Challenges the idea that younger children always learn languages more easily, noting that older students often have better "learning tools" to master grammar.

• The Silent Period: Defines the stage where students are processing language internally before they are ready to speak aloud.

• The Translation Trap: Explains why relying solely on translation can actually slow down the transition into thinking in the new language.

Six Myths about Emergent Bilinguals

Carol M. Johnson and Doris Chávez-Linville debunk common myths about emergent bilinguals, such as the "sponge" fallacy and L1 interference, emphasizing that native language proficiency supports English learning. They also differentiate between conversational fluency and academic language proficiency, highlighting that code-switching indicates high-level cognitive work rather than confusion. For more details, visit Language Magazine.

References:

Colorín Colorado. (n.d.). Some myths regarding ELLs and special education. colorincolorado.org

Huynh, T. (2021, July 8). 9 myths of language acquisition. TanKHuynh. tankhuynh.com

Johnson, C. M., & Chávez-Linville, D. (2021, February 4). Six myths about emergent bilinguals. Language Magazine. languagemagazine.com

Records Requests Email: Coming Soon! We are currently in the process of getting a dedicated email for records request.

General Program Questions: jennifer.bowen@sandites.org

Office Phone: 918-246-1596

Interpretation Requests (in district use only):  Staff needing interpretation services for IEPs, 504, and Parent Teacher Conferences, contact Graciela de Murray through her email. Advance notice requests are appreciated. 

Office Hours: 8:00 A.M.-4:00 P.M. Monday-Friday 

Email is the preferred method of contact. Please allow 24 hours for a response. 

PLEASE NOTE: The ELD Department follows the district teacher's calendar. The office is only open during scheduled school days; for all inquiries during breaks (inlcuding summer and winter holidays), please refer to the Office of Teaching and Learning for further guidance.

Welcome! We are the ELD team, and we’re so glad your family is part of our school. Our group is a mix of certified teachers and bilingual staff, and we are WIDA Certified trained to make sure we’re giving your kids the best language support we can. We truly love working with our students every day—it’s our favorite part of the job. We're here to help them feel at home and successful in the classroom, and we can’t wait to partner with you throughout the year! 

The Oklahoma State Department of Education (OSDE) requires a Home Language Survey (HLS)* for all new student enrollments to identify potential English Learners (ELs). If a language other than English is indicated on the first three questions (home, dominant, or first language), the student must be screened for English proficiency. Per state requirements, the Local Education Agency (LEA) must complete the screening within the first 30 days at the start of the school year, or within 14 days of enrollment for mid year enrollments.

Following the guidance from the Oklahoma State Department of Education (OSDE), the WIDA Screener is used to identify English Learners (ELs). Students are generally identified to receive services if they score 4.5 or below (Composite/Overall). Please refer to the ELD Guidebook for more information on WIDA Screeners and placement procedures. 

Newly enrolled transfer students who have previously been identified either in or out-of-state and have not yet met the exit criteria will continue to receive ELD services until they meet all exit requirements.

*The Home Language Survey (HLS) is the initial step to identify students who may require services, but it is not the sole identifier of EL status. Only a WIDA assessment can determine placement in or exit from the program. Additionally, a teacher referral can initiate an assessment request if a linguistic need is suspected in the classroom.

HLS Updates: A new survey is only required if a student is new to the district or returning after an absence of more than one school year. 

OSDE Compliance & WIDA Testing

The Oklahoma State Department of Education requires an annual English language proficiency assessment for all identified English Learners. We use the WIDA ACCESS suite of assessments to fulfill this requirement, measuring year-over-year growth to ensure students remain on track toward English proficiency and academic success.

The annual reassessment window is from January-March.  Parent/guardians will receive information about which assessment their child(ren) will take and a testing time frame during the reassessment window. 

The transition from English Learner (EL) status to English Proficient is based on a student’s performance on the annual WIDA ACCESS assessment. Oklahoma has established specific requirements for program exit and reclassification. The standard exit score for WIDA ACCESS is 4.8 and for Alternate ACCESS is 4.0. Students in grades 3-8 can be automatically exited with a slightly lower score (4.3-4.7) if they are proficient on their state ELA tests. Other grades with these lower scores may require a manual "Band Exit" request submitted by the school. 

Please review the OSDE exit criteria listed below regarding detailed information for exit requirements.

Automatic Exit (Standard) 

• WIDA ACCESS for ELLs: Students must achieve a Composite/Overall score of 4.8 or higher.

• Alternate ACCESS: Students must achieve a Composite/Overall score of 4.0  or higher.

Auto Band Exit

Introduced in the school year 2024-2025. 

• Grades 3-8 & 11 (WIDA ACCESS):

  • WIDA Composite Score: 4.3 – 4.7 PLUS an OSTP ELA/CCRA Score: Proficient or higher

  • Action: Automatically exited by the state; nothing is required from the school.

• Grades 3-8 & 11 (Alternate ACCESS):

  • Alternate ACCESS Composite Score: 3.0 PLUS an OAAP ELA Score: Basic or higher

  • Action: Automatically exited by the state.

Committee Band Exit (ELP Band Exit Request) 

For some grade levels (like high school), students can still exit the program even if they fall just below the standard score. In these cases, we look at other proof of their success—like scores on other state-approved tests or a recommendation from the school team—to make sure they are ready to thrive in the classroom without extra language support. State exit approval is required after data verification is submitted. 

• Grades 9, 10, & 12 (WIDA ACCESS):

  • WIDA Composite Score: 4.3 – 4.7

  • Requirement: Score at or above the 35th percentile on state-approved assessments (like the ACT or SAT).

  • Action: Schools must upload qualifying score sheets into the state system for approval.

• Grades 9, 10, & 12 (Alternate ACCESS):

  • Alternate ACCESS Composite Score: 3.0

  • Action: Schools must complete and submit the Alternate ACCESS ELP Band Exit Recommendation Form along with supporting evidence of progress.

Please note that the state does not currently offer a 'Band Exit' option for students in Kindergarten through 2nd grade. At these grade levels, students must reach the full 4.8 composite score on the WIDA ACCESS test to exit the program. 

Once a student meets the state criteria to exit the ELD program, they are reclassified as a Former English Learner (FEL). Per OSDE and federal guidelines, these students enter a mandatory four-year monitoring period. During this window, the district tracks academic progress in general education classrooms to verify that students are succeeding without specialized ELD support. If a student struggles due to language-related barriers during these four years, the district must provide appropriate interventions. 

We use the WIDA standards to guide our whole program. They provide the 'Big Ideas' and the tools we need to teach, support, and measure your child's progress in English. We've included a detailed look at these standards below so you can see how we plan our lessons to meet your student’s needs as they grow their language skills. 

The WIDA English Language Development (ELD) Standards Framework provides a foundation for enriching curriculum, instruction, and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework fosters the assets, contributions and potential of multilingual learners. 

• Represents an evolution of our understanding – in both the theory and practice – about how multilingual learners engage with the curriculum, and how educators can work together to build on the assets of all learners

• Closely aligns with academic content standards and disciplinary practices

• Continues to break new ground to advance the field of language development in support of content learning for students who are culturally and linguistically diverse.

WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. wida.wisc.edu  

These four "Big Ideas" anchor the standards and guide instruction for our multilingual learners:

• Equity of Opportunity: Ensuring all students have access to high-quality, grade-level curriculum and instruction.

• Integration of Content and Language: Promoting language development through intentional alignment with academic content and disciplinary practices.

• Collaboration among Stakeholders: Recognizing that student success is a shared responsibility among all educators, families, and the community.

• Functional Approach to Language Development: Focusing on how students use language to communicate, learn, and express their ideas in real-world academic contexts.

WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. wida.wisc.edu 

ELD Standards Statements

The ELD Standards Statements provide educators with a connection between language development and academic content area learning. Like a string of flags hanging in the classroom, the statements represent the broad and ever-present language of the disciplines.

• Standard 1

Language for Social and Instructional Purposes
English language learners communicate for social and instructional purposes within the school setting.

• Standard 2

Language for Language Arts
English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

• Standard 3

Language for Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

• Standard 4

Language for Science
English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

• Standard 5

Language for Social Studies

English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies.

Key Language Uses

KLUs provide a clear "organizer" for teachers to help multilingual students master both language and school subjects simultaneously. Instead of teaching vocabulary in isolation, educators focus on how students use language to perform specific academic tasks. 

The Four KLUs 

• Narrate: Sharing stories or describing personal and fictional experiences.

• Inform: Providing factual information, instructions, or descriptions.

• Explain: Clarifying how things work, why they happen, or cause-and-effect relationships.

• Argue: Using evidence to support claims, justify opinions, or persuade others. 

Language Expectations

Language Expectations – written for all grade-level clusters – point to common, visible ways students need to use language to meet grade-level academic content standards. They are like language destination points on a map that we want all students to reach. Educators can use them to set curricular priorities in order to support students in expanding what they can do with language.

Proficiency Level Descriptors

PLDs describe typical ways multilingual learners might develop across six levels of English proficiency. They help us see how students are growing in their language development as they move toward meeting Language Expectations. Language learning doesn't happen at the same speed for everyone. Students often make quick progress in some areas while taking more time in others, and that’s perfectly normal. We look at each student’s specific growth to make sure they are getting the right support for where they are right now. 

The WIDA 2020 framework organizes language into two communication modes: Interpretive (listening, reading, and viewing) and Expressive (speaking, writing, and representing). To understand how students progress through these modes, we utilize two specific sets of descriptors:

 2020 Proficiency Level Descriptors (PLDs) (the links below provides grade level PLDs) 

These descriptors represent an evolution in how we track language growth. Unlike previous versions, these PLDs are specifically designed to align with the higher academic demands of current grade-level content standards. They provide a precise look at the linguistic tools a student needs to "bridge" to the next level of proficiency.

In the 2020 Edition, WIDA updated the traditional performance definitions into these more specific descriptors. These levels are the framework for proficiency because they show how a student’s language skills grow across the six stages.

WIDA now groups language into two modes to better reflect how students actually learn in the classroom: 

1. Interpretive Mode (Listening, Reading, and Viewing): How students make sense of information.

2. Expressive Mode (Speaking, Writing, and Representing): How students communicate their ideas. 

Level  2020 Proficiency Snapshot

1–Entering

Uses single words, set phrases, and visuals to show understanding or share ideas.

2–Emerging

Uses short sentences and emerging academic language with frequent support.

3–Developing

Processes and produces expanded sentences and paragraphs; meaning is clear despite some errors.

4–Expanding

Handles a variety of complex sentences and technical vocabulary with growing independence.

5–Bridging

Works with specialized language and complex oral/written texts similar to grade-level peers.

6–Reaching

Demonstrates language skills comparable to fully English-proficient students in all subjects.

Proficiency level descriptors by grade level clusters  can be found here: Kindergarten, First Grade, Second-Third Grade, Fourth-Fifth Grade, Sixth-Eighth Grades, and Ninth-Twelfth Grades.

2. Former Can Do Descriptors

Former Can Do Descriptors. While these also provide grade-level snapshots of what students can do, they offer a broader overview of language development. We maintain these as a foundational reference to ensure we are always building on the existing assets and strengths of our multilingual learners.

In the WIDA framework, language development is described across six proficiency levels. These Can Do Descriptors help educators understand what students "can do" at each stage.  

WIDA CAN DO Proficiency Level Definitions:

Level Name Performance Snapshot

1-Entering

Uses pictorial representations, words, or phrases to respond to simple commands or questions.

2-Emerging

Produces phrases or short sentences with some errors that may still impede meaning.

3-Developing

Uses expanded sentences and paragraphs; errors may occur but the overall meaning is typically clear.

4-Expanding

Uses a variety of complex sentences and specific technical language with minimal errors.

5-Bridging

Processes and produces specialized language approaching the level of English-proficient peers.

6-Reaching

Demonstrates proficiency comparable to English-proficient peers across all academic content areas. 

We use state performance benchmarks to monitor language development and academic growth from enrollment through graduation. Our goals focus on providing students with the linguistic skills necessary for their current grade-level content and for post-secondary success.

DISTRICT STUDENT GOALS: we are committed to:

• Champion Communication: We support students as they develop fluency in listening, speaking, reading, and writing to help them communicate effectively in all settings.

• Build Academic Excellence: We focus on the complex language, vocabulary, and conventions needed for students to succeed across the curriculum.

• Support Student Potential: We focus on increasing each student's academic and social language skills, helping them prepare for post-secondary opportunities.

• Access Content Knowledge: We provide the linguistic tools necessary to remove language barriers to core subject understanding. 

• Value the Home Language: We honor the primary language of every family, recognizing that bilingualism is a professional and personal asset.

• Celebrate Heritage: We encourage students to maintain their cultural roots and the unique perspectives they contribute to the school community.

PERFORMANCE GOALS:

OSDE Path to Proficiency (4.8 Exit)

The state's ELP Progress growth targets are based on a student's initial WIDA score. All students are expected to achieve fluent English proficiency (a 4.8 Composite score) within a maximum of five years.

Initial Placement Level

Expected Timeline to Proficiency

Level 1 (Entering)

5 Years

Level 2 (Emerging)

4 Years

Level 3 (Developing)

3 Years

Level 4 (Expanding)

2 Years

Understanding Proficiency Timelines:

While the WIDA Screener is used for initial program placement, the official 5-year "Path to Proficiency" timeline is established by the student's first annual WIDA ACCESS composite score. This baseline ensures that long-term growth targets are based on a comprehensive assessment of all four language domains. 

The ESSA Edge: Graduation Benchmarks

We align district outcomes with Oklahoma’s long-term benchmarks for college and career readiness.

• 90% Graduation Target: We aim for our English Learner subgroup to meet the Oklahoma state goal of a 90% four-year graduation rate.

• Academic Accountability: To ensure our students continue to thrive after exiting the program, we monitor Former English Learners (FEL) for four years. Per state requirements, their performance continues to be counted toward the school's success rating during this monitoring period 

Core Content Progress

Our goal is for English Learners to demonstrate year-over-year measurable growth on the WIDA ACCESS assessment and achieve academic parity with the general student population in core content areas.

This section summarizes the proficiency framework used to support our multilingual learners. While the Proficiency Level Descriptors (PLDs) guide daily instructional scaffolds, the District Student and Performance Goals establish the long-term benchmarks for language acquisition and graduation. Together, these tools align our program’s immediate instructional support with the ultimate goal of academic independence for every student.

To meet federal and state requirements, the district uses research-based instructional models established by the Oklahoma State Department of Education (OSDE). We select the delivery methods that best support the specific linguistic and academic needs of our student population.

Primary Service Model: Targeted ELD Pull-Out (IS3)

The district primarily utilizes the Targeted ELD Pull-Out model (State Code: IS3) for direct language support.

• Specialist-Led Instruction: Language Acquisition Specialists (LAS) provide instruction in small-group settings outside of the general education classroom.

• Language Domain Focus: Instruction is focused on the development of the four language domains: listening, speaking, reading, and writing.

• Early Childhood Support: For younger learners, a push-in approach may be utilized within the classroom to support foundational language development and social-instructional needs.

• Instructional Coordination: Specialists and classroom teachers consult regularly to confirm that ELAP supports meet the student's academic needs. This partnership allows for real-time adjustments to classroom support and small-group instruction. 

Supplemental Teacher Support

We are committed to providing classroom teachers with the resources necessary to make core content accessible for all learners.

• Instructional Framework: The ELD department is currently developing a variety of resources of practical strategies to be added to Sandite Exchange to help make core content more accessible for all learners. These upcoming resources will focus on helping students participate in daily lessons while building academic language.

• Professional Development: The ELD department is developing a series of targeted professional learning sessions focused on practical strategies for the general education classroom. As we finalize these "strategy-shares," we want to ensure they meet the specific needs of our staff.

Collaborative Support & Partnership

The ELD department uses a consultation model to support site-level instructional needs as they arise.

• Sandite Intervention Team (SIT): Specialists provide linguistic data to the SIT during special education referral reviews. This input assists the team in distinguishing between language acquisition and potential learning disabilities. 

• Math & Literacy Consultation: While math and reading interventions are managed at the site level, our specialists are available to consult with those teams to help make their academic interventions more accessible for English Learners.

• Targeted Data Input: Each school site maintains its own Response to Intervention (RTI) data. Our specialists provide input for building-level reviews as needed to help teams understand how a student's current English proficiency may be impacting their classroom performance.

Our instructional time is focused strictly on the development of academic English. To ensure our program remains effective and compliant with state standards, this time is reserved for targeted language instruction, not general classroom assignments.

The Role of the Language Acquisition Specialist (LAS)

• Direct Language Lessons: The LAS leads small groups focused on building skills in listening, speaking, reading, and writing. Using the WIDA 2020 Framework, they provide the specific language instruction students need for academic growth.

• Focused Learning: This time is not a study hall or a period for catching up on general education homework. To meet state requirements, the LAS uses this time to address the specific language needs found in the student's ELAP.

• Supporting Growth: Our specialists do not act as reading interventionists or content teachers. Instead, they use the Proficiency Level Descriptors (PLDs) to provide the specialized instruction required for a student to transition to the next level of English proficiency.

We stay connected through weekly staff meetings to coordinate our services across the district. Additionally, we meet twice a month for dedicated planning sessions, where we review student data and collaborate on the most effective ways to help our learners succeed. 

Departmental PLCs

The ELD team meets bi-weekly to review student performance across all sites. This dedicated time allows our specialists to:

• Monitor Progress: Review student growth data and adjust instructional plans based on the WIDA 2020 Standards.

• Collaborative Instruction: Align the delivery of language lessons for district-wide consistency. 

• Refine Practice: Share successful instructional methods and review student progress toward meeting ELAP goals.

• Continuous Program Development: Beginning in 2026-2027, EL staff will participate in scheduled departmental professional development focused on the application of the WIDA 2020 Standards. 

Communication & Your Rights

Federal and state guidelines require that the district keep families informed regarding their child’s language development. All notifications are provided in your preferred language. 

Key Notifications

In accordance with federal law, we provide families with specific notifications throughout the school year in their preferred language.

• Initial Identification: When a student is identified for services, families are notified within the first 30 days of the school year (or within two weeks of enrollment during the school year). 

• Annual Progress: Each year, the district provides an updated English Language Academic Plan (ELAP). This document outlines the student’s current proficiency level and the services they will receive. 

• Parents’ Right-to-Know: Families may request information regarding the ELD program and the professional qualifications of the teachers providing instruction. 

• Program Participation: Parents have the right to decline supplemental ELD services at any time. Per federal law, students who have waived services must still participate in the annual WIDA ACCESS assessment until they meet the state's exit criteria. Participation waivers are available upon request through the ELD office. 

Meaningful Access

Under federal laws Title VI and ESSA, you have the right to receive school information and district communication in your preferred language.

• Language Support: To the extent practicable, the district provides written notifications and school-related information in your preferred language.

• Interpretation Services: Oral interpretation is available for meetings, conferences, and other essential school-to-home communications.

• Family Engagement: We provide regular opportunities for parents to share feedback and ask questions regarding their child’s language development and academic progress.

 Language Support

The district provides the following resources to support communication between schools and families: 

• SchoolStatus Connect: This platform facilitates two-way communication between teachers and families. It provides instant translation of messages, allowing families to receive and send updates in their preferred language. 

• LanguageLine: For phone calls, meetings, or more detailed conversations, we utilize LanguageLine Solutions. This service provides us with on-demand access to professional interpreters in over 240 languages.

• Hispanic Family Liaison: To further support our Spanish-speaking families, we have a dedicated Hispanic Family Liaison. Our liaison serves as a direct link between the home and the school, helping families navigate the enrollment process, school events, and academic questions.

Clear information helps families and schools work together for student success. The following answers cover common questions regarding the ELD program, student progress, and the instructional plans used in our district. Additional resources are linked into this section for student home support.

1. What does it mean for my child to be an English Learner (EL)?

Being an English Learner means your child is building the English skills necessary to succeed in their academic subjects. This status allows the district to provide additional support so they can participate in grade-level classes—like math, science, and social studies—while they grow their English proficiency. We provide specific tools, such as specialized vocabulary or small-group instruction, to support their academic progress.

Adapted from ¡Colorín Colorado!

Recommended Parent Resources

• "My Child is an EL" - WIDA Parent Guide 

This WIDA resource provides an overview of the identification process and suggestions for home support. 

• English Guide: My Child is an ELL (PDF) /  Spanish Guide: Mi hijo es un estudiante del idioma inglés (WIDA Resource Site)
  (Note: WIDA updates these links often; pointing to their Spanish resource hub ensures they always get the latest version.)

•  Colorín Colorado: For Families: This national resource provides articles, videos, and strategies for school engagement and home literacy. 

• English/Spanish Site: Colorín Colorado for Families

2. What is an ELAP? Why does my child have one?

UNDERSTANDING THE ELAP, A GUIDE FOR PARENTS AND CAREGIVERS OF ENGLISH LEARNERS 

The English Language Academic Plan (ELAP) is an individualized instructional plan updated annually for your child. It provides a framework for teachers and families by outlining:

• Identification and Placement: How your child was identified for ELD services.

• Current Proficiency: Your child’s current English level based on the most recent WIDA assessment.

• Classroom Supports: The specific accommodations (such as visual aids or extended time) your child utilizes to access grade-level curriculum.

Click on the links below to open the OSDE PDF explaining the ELAP. 

Spanish 

English

3. What is the ISR/Individual Student Report? 

Understanding the ISR (Individual Student Report)

Following the annual WIDA assessment, families receive an Individual Student Report (ISR). This report provides a measure of how students are progressing in listening, speaking, reading, and writing.

• The Scores: The ISR provides scores ranging from 1 to 6. Higher scores indicate that a student is becoming more independent in their use of English for academic tasks.

• The Goal: The district uses these scores to adjust instructional supports. Once a student achieves a 4.8 Composite Score, they have met the Oklahoma state requirement for English proficiency and will transition out of the ELD program.

4. How can I help my child(ren) at home? 

Strength in one language builds strength in the next. When you support your child's literacy at home in your first language, you are giving them the cognitive tools they need to succeed in our English Language Development program. Let’s work together to help your child become a confident, bilingual learner.

The most important thing you can do is keep talking, reading, and sharing stories in your preferred language!

• Your home language is an asset: Research shows that a strong foundation in a first language actually makes it easier to learn a second one.

• Read together: Reading for even a few minutes a day—in any language—builds important thinking skills.

• Stay involved: Use SchoolStatus Connect to ask your child's teacher about their classroom progress and how you can support their learning at home.

Oklahoma Family Guides available in both English and Spanish: The guide provides a snapshot of learning in the individual grade levels. For a complete set of academic standards for ELA, Mathematics, Science, and Social Studies, visit the Oklahoma-academic-standards.

• Supporting Learning at Home: A great article on How to Help Your Child without needing to speak English yourself, focusing on the value of the home language.

• Reading Tips in 11 Languages: These Parent Tip Sheets from Reading Rockets provide strategies for families to support literacy in their primary language. 

Family and School Partnership:

We believe student success is a shared effort. While our specialists provide targeted support at school, here are a few ways you can help your child grow academically:

• Keep the Home Language Strong: Talk, read, and tell stories in your preferred language. Being bilingual is a huge advantage, and a strong foundation in a first language actually makes it easier to learn English. Keeping your home language strong gives your child the best foundation for learning English. You can find easy ways to do this at Colorín Colorado. 

• Prioritize Attendance: Being in class every day is the best way for your child to stay on track with their lessons and their language goals. Daily school attendance provides English learners with necessary exposure to language, directly impacting their comprehension and academic progress. To build supportive partnerships, resources from Colorín Colorado emphasize that every day counts in achieving language goals. 

• Stay in the Loop: Use SchoolStatus Connect to check in with your child’s teacher. Asking about their progress helps us stay aligned. Colorín Colorado provides advice on establishing a positive relationship with teachers, emphasizing that parents' input is valued regardless of language barriers. Additionally, resources are available to help parents identify specific situations, such as academic struggles or attitude changes, that warrant reaching out to the teacher. For more details, visit: article 1 Colorín Colorado and article 2 Colorín Colorado.

Need Assistance?

If you face any barriers to attendance, communication, or school participation, please reach out to our Hispanic Family Liaison for referral assistance and support. We are here to help your family navigate these challenges.

Helping your child succeed starts with having the right tools. This resource hub is a "one-stop-shop" curated specifically for our LEP families. Explore local community supports, educational websites, and general information links to help your family thrive. We are constantly looking for new ways to support you, so consider this a growing collection of our favorite resources. This list was updated April 2026. 

Community Resources: 

Sand Springs Community Resources 

Neighbors Along the Line

CAP Tulsa

YWCA Tulsa (Immigrant & Refugee Services) 

Emergency Infant Services 

Tulsa City County Library Hispanic Resource Center

Learning English for Adults & Kids: Low stakes

Duolingo.com (Basic)

• free

• both web and app versions available

• offers multiple languages

• fun, entertaining game-style learning activities

• does not teach conversational fluency or advanced language skills

• limited user control

• lacks natural pronunciation

• lots of advertisements

USA Learns (Language Skills Development and U.S. Citizenship preparation)

• free

• high-quality curriculum

• web-based and app-based versions available 

• adult learners

• video-based learning

• U.S. citizenship courses to prepare for the naturalization interview

• immediate feedback

• best for high-speed internet connection

• limited conversational practice

• loading issues

• no personalized instruction

Starfall  (K-2)

• strong phonics focus

• engaging and interactive

• user-friendly

• multi-sensory approach

• limited free content

• repetitive

• not aimed for older students

Literacy & Reading:

Uniteforliteracy

• 100 + free nonfiction digital books

• audio narration in preferred languages

• free

• ideal for early readers

• culturally diverse content

• user friendly 

• web-based but easily accessible on mobile devices

• screen time dependence

• few options for older or advanced readers

• internet dependent

• large but limited selection

General Academic Support: 

Khan Academy: 

• visual and auditory supports

• self-paced/flexible

• free

• instant feedback

• translation in multiple languages

• no interactive live instruction for language practice

• no specialized ELD instruction

• instruction is not differentiated

• tedious

Fun & Learning Games: 

ESLGamesWorld.com

• high engagement and motivation

• vocabulary/grammar reinforcements

• interactive learning

• immediate feedback

• differentiated learning modes

• internet dependent

• web-based/no mobile app download

• low pedagogical value (just for fun games)

• highly competitive modality

• short-lived effect for language acquisition

Funenglishgames.com

Free English Resource Guide for online activities

Dually Identified Student Advocacy Information Flyer: 

WIDA Advocating for my Child's Language & Disability Needs

This is just a starter. We will update and expand on this document periodically.