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Where practicable, the following subset of our English Language Learners need to be provided support above and beyond the 45-minute language block.
LTELLs
LTELLs
Definition:
Visit HERE for more information from our SOP
Long-Term ELL refers to English learners who have been enrolled in American schools for more than five years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.
Will be identified in IC as Long-term ELLs with
Not achieving adequate progress
Achieving adequate progress
Adequate Progress Means:
CBS Literacy Level: Within 2 years of grade level in literacy
CMAS ELA: making gains of typical or high growth, or 730 or above
ACCESS Overall or Literacy Composite: PL score increase in the past 2 years described as making typical or high growth
Schools plan for additional supports where practicable.
NEPs
NEPs
Definition:
NEP refers to English learners who come from another language background and are not fluent in English (speaking, listening, reading and/or writing).
Schools plan for additional supports where practicable.
Newcomers
Newcomers
Definition:
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.
Schools plan for additional supports throughout the day where practicable.
SLIFEs
SLIFEs
Definition:
(See HERE for more information about SLIFEs)
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.
Schools plan for additional supports where practicable.
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