Glossary of terms

And source links for this guidebook

A-C

ACCESS for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners)-Colorado’s English language proficiency assessment given to K-12 students who have been identified as ELs.

AGP (Adequate Growth Percentile)- AGPs are the growth percentiles needed to get to English proficiency within the set timeline.

BICS (Basic Interpersonal Communicative Skills)- The language ability required for face-to-face communication where linguistic interactions are embedded in a situational context.

BOE (Body of Evidence)- Multiple data sources used for monitoring and reclassifying a student.

CALP (Cognitive Academic Language Proficiency)- The language ability required for academic achievement in a context-reduced environment such as classroom lectures and textbook reading assignments.

CAS (Colorado Academic Standards)- Expectations of what students need to know and be able to do at the end of each grade.

CELP (Colorado English Language Proficiency Standards)- Comprehensive English Language Proficiency standards that address the need for students to become fully proficient in both social and academic English.

CLD (Culturally and Linguistically Diverse)-A term used to describe students of differing cultural and/or linguistic backgrounds.

E-F

ELA (English Language Acquisition)- Providing services to English language learners through a transitional native language instruction model and/or an English as a second language (ESL) model. The goal of the program is for students to transition to the mainstream English language instructional program.

ELD (English Language Development)- Can be a program or simply a set of guidelines for the language development of ELs. The State of Colorado has English Language Development Standards to guide districts, schools and teachers in developing appropriate programs.

EL (English Learner)- A student who is linguistically diverse and who is identified using the state- approved English language proficiency assessment and a body of evidence as having a level of English language proficiency that requires language support to achieve standards in grade-level content in English.

ESEA (Elementary and Secondary Education Act)- Passed in 1965 as a part of the “War on Poverty.” ESEA emphasizes equal access to education and establishes high standards and accountability. In 2002, Congress amended ESEA and reauthorized it as the NCLB.

ESL (English as a Second Language)- A model for providing services to English learners that includes supported English content instruction and English language development.

Exceptional Students who are gifted/talented, students with disabilities, and English learners who have special learning needs are considered to be exceptional.

E1 and E2 (Exit 1 and 2)- Learners who are FEP (Fluent English Proficient) and who after being monitored for 2 years no longer require ELA services.

FELL (Former English Language Learner) - English learners who are FEP and have gone through the entire language sequence (NEP-LEP-M1-M2-E1-E2) who no longer require direct language services.

FEP (Fluent English Proficient)- English learners who 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 English speakers, but may still need limited linguistic support.

G-M

GT (Gifted and Talented)- Students who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas.

HLS (Home Language Survey)- A form completed at the time of registration used to identify English learners for the purpose of providing access to appropriate educational opportunities.

IDEA (Individuals with Disabilities Education Act)- The federal law pertaining to Special Education. Reauthorized in 1997.

IEP (Individualized Education Program)- A written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with the individuals with Disabilities Act (IDEA)

L1 (First language)- The language a child learns as his or her native language

L2 (Second Language)- A language an individual learns in addition to his or her first language

LEA (Local Education Agency)- The local school district or BOCES

LIEP (Limited Instruction Education Program)- Districts are required to provide evidence that appropriate programming is available for ELs.

LEP (Limited English Proficient)- Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write or understand English can be Limited English Proficient.

LTELLs (Long-Term English Language Learners)- English learners who have been enrolled in U.S. for more than five years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.

MGP (Median Growth Percentile)- MGPs are the median individual student growth percentiles calculated at district EMH levels Where n=20+. The median individual student growth percentile provides a measure of the relative effectiveness of the school/district in teaching English to ELs.

M1 and M2 (Monitor 1, Monitor 2)- ELs reclassified as FEP are monitored for a period of 2 years to determine their successes in the regular school program. Recently, ESSA has added Monitor Year 3 and 4 which we use FEPE1 and FEPE2 respectively.

MTSS (Multi-Tiered System of Supports)- A prevention-based framework of team-driven, data-based problem solving for improving the outcomes of every student through family, school, and community partnering and a layered continuum of evidence-based practices applied at the classroom, school, district, region, and state level.

N-S

NCLB (No Child Left Behind)- The No Child Left Behind Act of 2001 reauthorized the Elementary and Secondary Education Act (ESEA)- the main federal law affecting education from kindergarten through high school. NCLB is built on 4 principles: accountability for results, more choices for parents, greater local control and flexibility, and an emphasis on doing what works based on scientific research.

NEP (Non-English Proficient)- Students who come from another language background and are not fluent in English

Newcomer- Any foreign-born students and their families who arrived in the United States within the last two years. These students may have limited or no formal education in their native countries.

OCR (Office for Civil Rights/U.S. Department of Education)- The department of federal government that watches out for violations of civil rights laws. They can also be contacted by parents and teachers to report violations by school districts with regards to ethnicity or language discrimination.

PHLOTE (Primary or Home Language Other Than English)- A designation given to students based on information from the Home Language Questionnaire that indicates the primary language spoken at home is not English

READ Act Colorado (Reading to Ensure Academic Development)- Act passed by Colorado Legislature in 2012, READ Act focuses on K-3 literacy, assessment, and individual plans for students reading below grade level. The READ Act differs from CBLA by focusing on students identified as having significant reading deficiency, delineating requirements for parent communication, and providing funding to support intervention.

Re-designation- Re-designation is a term that is used when a student’s English language proficiency level changes from Limited English Proficiency (LEP) to Fluent English Proficiency (FEP) Monitor Year 1.

Sheltered Content Courses- A course designed to make grade-level academic content understandable for English learners while at the same time developing their English language proficiency. The instructor uses strategies and techniques to integrate language and content while infusing socio-cultural awareness.

SIOP- The Sheltered Instruction Observation Protocol (SIOP) is a research-based and validated model of sheltered instruction to help teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency.

SLIFE (Student with Limited or Interrupted Formal Education)- Students with limited interrupted formal education (SLIFE) make up an important subset of English learners. The Westminster Public Schools CLDE Team defines SLIFE as an English learner with interrupted formal education who:

Comes from a home where the language usually spoken is other than English, or who usually speaks a language other than English.
Has attended school in the U. S., returned to their native country for a period of time, then returned to the U.S again
Has at least two years less schooling than the English learner’s peers.
Has attended multiple schools in a short span of time resulting in inconsistent instructional experiences.
Functions at least two years below expected grade level in literacy in their native language or English.

W (and resource links)

W-APT (WIDA-ACCESS Placement Test)- Colorado’s English language proficiency “screener” test given to incoming students who may be designated as English learners. It assists with placement decisions such as identification and placement of ELs.

WIDA (World-Class Instructional Design and Assessment)- Colorado is a member state of the non-profit cooperative group whose purpose is to develop standards and assessments that meet and exceed the goals of NCLB and promote educational equity for ELs.

WM (Woodcock-Munoz)- There are several assessments produced by “Woodcock-Munoz”, but the most common is the language proficiency test used by districts in a BOE to determine placement in an ELA program or not.

Resources used in this guidebook and website:

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