Westminster Public Schools works within a collaborative, blended and data-driven process to support the needs of a wide variety of students through our Interventionist Framework. On some occasions, students identified as an English learner may be supported by an Interventionist who is not the CLDE Specialist. This is done for the purposes of offering a personalized learning experience for every student by striving to match the student’s unique needs to the types of services offered by an Interventionist or Specialist within the school. Therefore, if the academic goals and needs of the student better match the provision of services in another group within our blended services approach, then those services may be considered. Special cases to be considered are as follows:​

English learners who have cognitive disabilities and require significant support needs.​

English learners who have not made language and/or academic proficiency in traditional CLDE classes may require support from other Interventionists.​

Conversely, students who have not made language and/or academic proficiency from other Interventionists may require support from a CLDE Specialist.​

In the rare event that an English learner is being served by Interventionists who are not CLDE certified, the CLDE Specialist will work in collaboration with them as consultants to ensure the English learner meets his/her goals and continues to progress in their language acquisition and academic performance. The CLDE Specialist is expected to meet twice a month to review data (or in alignment with building data cycles), discuss goals, track progress, and address strategies pertaining to the student. These meetings must be appropriately documented.​

This scenario must be documented in the student’s Westminster Learning Plan within Alpine Achievement.​

English learners who are being served by other Interventionists are still required to take the ACCESS or ACCESS ALT, based on meeting specific eligibility requirements.​