The document outlines the procedures and responsibilities for providing services to English Language Learner (ELL) students in Regional School District #14. It details the legal requirements around identifying, assessing, and serving ELL students. Key personnel such as the Director of Instruction, principals, literacy specialists, and classroom teachers each have defined roles in the process. The goal is to ensure ELL students receive appropriate support through a coordinated team approach, while meeting all state and federal legal mandates.

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Regional School District #14
English Language Learners (ELL) Handbook

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Table of Contents
Introduction p. 3
Legal requirements p. 5
Program models and service delivery for ELLs p. 8
Communication chain necessary to assure all requirements are met p. 9
English Language Acquisition Expectations p. 12
Suggestions and Resources p. 14

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Introduction
Regional School District 14 fits the definition of a “low incidence” district for English Language Learners.
This means that:
 Typically less than 20 students who are identified as ELL in a single grade, school, or the district
for the purposes of disaggregating a sub-group in state reporting
 Insufficient number of students to require a bi-lingual program (less than 20 students who speak
the same native language)
 ELL identified students come from a variety of native language backgrounds and are spread
across age and grade level groups
 The district does not employ dedicated staff with TESOL/ESOL certification to design and deliver
instruction specifically designed for ELL students (staffing)
 The district does not have sufficient enrollment to schedule ELL to a specific ESL class
(programming)
In spite of the low numbers and variable enrollment of students across grades and levels as well as
mobility issues, the district is obligated by state and federal laws to provide services to give students,
regardless of the English language proficiency, access to the district’s educational program. This
handbook will identify a process to assure that the district meets both its legal obligations and addresses
the needs of the students. It will also provide suggestions for resources that can be used by general
education teachers and student support specialists to provide appropriate educational services for these
students.
Variables Worth Considering
Our English Language Learners arrive in our schools at various ages with varying educational
backgrounds, some with limited or no prior formal schooling. Many of our middle school and high school
students have missed 2 or more years of school since age 6. Many of our students have limited skills in
their native language. Other students arrive with well-developed language and academic abilities. These
variations in academic experiences result in different lengths of time needed for
students to reach academic success. Key factors influencing the length of time needed for our students
to learn English include the following:
• Quality of previous education
• Prior English learning experiences
• Literacy of the family
• Socioeconomic status
• Mobility
• Family displacement
• Cultural isolation
• Exposure to social unrest or war
• Cultural differences between educational systems

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The initial goal is to support students as they acquire functional, communicative English language skills.
As students gain in confidence and proficiency, the focus shifts to more complex academic language
skills. Students may continue to need support in their academics even after they possess the ability to
communicate with peers and staff fluently in English. Teachers need to pay special attention to:
 Filling in gaps in background knowledge
 Helping students to navigate the nuances of English grammar, slang, and multiple meanings of
words
 Differentiating between difficulties in comprehension caused by language versus learning
disabilities
 Providing students with strategies to tackle academic vocabulary necessary to master course
content
 Recognizing and valuing the experiences and knowledge that students bring to the school
setting
Even after the time that students can be formally dismissed from EL status, many may continue to
require supports in the areas noted above, especially as the rigor of content increases and students are
expected to work more independently. School personal, though the SCT/Intervention process, should
consider the available instructional support and staff whose skill set closely aligns with student needs in
grammar, comprehension and vocabulary development. This may continue to be the Literacy Specialist
but may include the classroom teacher(s), special education resource teacher, literacy tutor, para or
other staff who can respond to the student’s need.
In some cases, students who are EL may also have learning disabilities that will impact the design of
their instructional program. Planning and Placement Teams are encouraged to include the Literacy
Specialist in the consideration and design of the IEP since the student is likely to continue to need
language proficiency support in grammar, comprehension and vocabulary in addition to interventions
specific to the learning disability. See the CAPELL Guide: CAPELL ELLs and Special Education
Resource Handbook (2011)
Educators and parents should be reminded that a student does not need to have an EL identification in
order to receive appropriate academic supports. Just like other students who may be struggling, the
student may be referred to SCT/Intervention to identify which, if any, Tier 1, 2 or 3 supports will benefit
student learning.

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Legal Requirements
RSD 14 is bound by a number of specific legal requirements in reference to providing educational
services for ELLs.
Overall Legal Responsibility (by ESEA, NCLB, Title III)
Title III of the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001 (No Child Left
Behind), provides for language instruction for Limited English Proficient (LEP) and immigrant students.
Federal monies are provided to states (and, in turn, local education agencies or LEAs) for the
education of these students.
States and districts that accept this federal financial assistance must
 identify, report, and annually assess their LEP students, also called English Language Learners
(ELLs) and English Learners
 demonstrate that ELL students
o 1) make progress in attaining English language proficiency (from year to year,
culminating in meeting exit standards)
o 2) attain English language proficiency (as measured by scoring a Level 4 or 5 on the LAS
Links assessment)
o 3) are proficient in state academic achievement standards in math, reading or language
arts, and science (CMT/CAPT; SBAC?) (as measured by attaining the grade level
benchmark on DRA2 for Grades K-2 or by scoring a 2 or better on CMT or CAPT Math,
Reading and Writing)
These three accountability measures are referred to as the Annual Measurable Achievement Objectives
(AMAOs) (Title III, Section 3122) and are calculated and reported by states and districts to the federal
government and to parents and families at the local level (Section 3302b). Similar to the adequate yearly
progress (AYP) requirements under Title the AMAO requirements under Title III also have accountability
sanctions for states and districts.
Instruction
According to the implications of Section 10-17e-j and the mandate stated in Section 10-4a of the
Connecticut General Statutes, each child shall have “equal opportunity to receive a suitable program of
educational experiences.”
The Connecticut State Board of Education’s “Position Statement on the Education of Students Who
Are English Language Learners” (adopted in July 2010) affirms this fact in its first paragraph: “Our
state, districts and schools are mandated by the United States Civil Rights Act of 1964, the No Child
Left Behind Act of 2001 and the Connecticut Bilingual Statute to ensure that ELLs receive specialized
services to meet their language and academic needs.”
Identification of ELL students
Step I: Preliminary Assessment of Dominant Language
On enrollment, all parents/guardians should be asked the following:
1. What language did your child first learn to speak?

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2. What is the primary language spoken (by the adults) in the home?
3. What is the primary language spoken by your child in the home?
If the answer to ANY of these questions is other than “English,” the student should be assessed to
determine language proficiency level using the LAS Links Placement Test. This short version measures
Speaking, Listening, Reading and Writing at grade appropriate bands. Students who score below Level 5
for their grade band should be referred to SCT/Intervention team to consider necessary supports.
Step II: Final Determination of Dominant Language
Conduct a grade-appropriate oral interview and/or observations of the student and/or
administering a language proficiency test. The student’s dominant language is then entered into
the district and state student information systems.
Step III: Determination of English Language Proficiency
1) an interview to determine proficiency
2) a standardized English language proficiency test
3) consideration of academic history/performance.
Step IV: Placement and Notification
In compliance with Title III requirements, parents of English Language Learners must be notified
of their child’s identification as Limited English Proficient (LEP) or as an English Language Learner
(ELL) and the student’s program options. Therefore, parent notification that provides the
information listed below and the provision of a “language instruction education program” for
the student must occur within 30 days after the beginning of the school year or within the first
two weeks following a student’s enrollment if it occurs during the school year [NCLB Title III,
Section 3302 (a) and (d)].
Connecticut districts are required to send parental notifications regarding programs and
services: 1) following initial identification AND 2) by the start of each school year (in the fall) in
order to notify parents of the continuation of the program/services for which they most recently
gave permission/consent.
In compliance with Title III requirements (Section 3302b), notification also must be sent to parents
of all ELL students following the district’s receipt of its Annual Measurable Achievement Objectives
(AMAOs) results IF the district failed to achieve the AMAOs.
Annual Assessment
All English Language Learners in Connecticut in kindergarten through Grade 12 must be identified,
reported, and annually assessed on the LAS Links (the test designated by the CSDE to measure annual
English language progress and proficiency).
ELL students enrolled for the first time in a U.S. school who have attended for less than 12 calendar
months may be exempt from the Reading and Writing portions of the state assessment during the first
12 calendar months of their enrollment, but they are required to take the Math and Science no matter
the length of time that they have been enrolled in a U.S. school.
Assessment for Exiting ELL Status and ELL Programs/Services
To exit “English Language Learner” status and programs/services, ELL students in Connecticut are

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required to take the LAS Links (to measure their English Language proficiency and ascertain that they
have met the linguistic exit criteria). The state has eliminated the requirement for a separate academic
or literacy assessment since the LAS Links Form C is more rigorous and aligned to grade level
expectations, however the proficiency level needed to exit from EL status is Level 5.
In compliance with Title III requirements, all English Language Learners must be identified within 30
days after the beginning of the school year or within the first two weeks following their enrollment
if it occurs during the school year (NCLB Title III, Section 3302).

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Program models and service delivery for ELLs
Submersion (VIOLATES CIVIL RIGHTS) – also known as sink-or-swim. Students are placed in the all-
English mainstream all day every day. Submersion provides no support/help with English, provides no
specific or additional English Language Development instruction, requires no special teacher
qualifications, and was deemed illegal under Lau v. Nichols. Use of a tutor who works outside the
instructional day with little or no connection to the mainstream program only partially mitigates the
issue
Structured English Immersion – students are placed in the all-English mainstream all day every day.
Mainstream teachers are trained in immersion or sheltered instruction techniques. Ideally, the
subject matter is sheltered. Sheltered Immersion Classes and Content-based ESL/Instruction are
sometimes classified as Structured Immersion, particularly when they are the only components/
programs available to ELLs (i.e., when they are not part of a continuum of programs/services available
to ELLs according to their English proficiency levels and progress in attaining English proficiency).
Students should have regular access to an educator who possess the appropriate experience, training or
supervision to provide support in language acquisition, grammar, vocabulary and comprehension
strategies.
Sheltered Instruction (SI) – a program model in which both content instruction (knowledge and skills)
and English Language Development (ELD) are goals within the mainstream classroom. The core grade
level curriculum is used; there is no separate curriculum. Specific ESL/sheltered strategies are used by
general education teachers in the regular classroom. Certified general education and content area
teachers have training in Sheltered Instruction methodology. Both the content area standards and
the ELD/ELL standards drive instruction. Students may also receive ESL pull-out/tutorial support at a
specific time of day. For instance, new arrivals with little or no English will benefit from a combination
of Sheltered Instruction and ESL support. The Sheltered Instruction Observation Protocol (SIOP)
Model is one model of Sheltered Instruction. Students should have regular access to an educator who
possess the appropriate experience, training or supervision to provide support in language acquisition,
grammar, vocabulary and comprehension strategies.
All other models require specialized ESOL staff.

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Communication chain necessary to assure all requirements are met
The district does not employ dedicated staff to service the needs of our ELL students, consequently the
responsibility for meeting all the legal and educational requirements associated with ELL students must
fall to a number of people in a variety of roles. Ideally, there is consistency across all the schools in the
district regarding procedures and roles. In some cases, it may be necessary or appropriate to deviate
from the flow chart suggested below.
Role Responsibilities Expectations
Director of Instruction
or Central Office designee
District point person Prepare and submit Title III grant
Receive and share out
communications with CSDE
regarding ELL issues
Collect data and submit
necessary state reports
Provide models or templates of
forms
Send parent notification/AMAO
letters
Provide school counselor or
person responsible for
maintaining Academic folder
with a copy of letter that
confirms ELL status (current or
exit)
Identify and provide
instructional resources to
support ELLs as well as
assessment materials
Principal
Or designee (varies by level: may
be school counselor)
Enroll and identify ELL students Make the determination of
dominant language through
interview and/or observation
If English is or may not be the
dominant language (the student
is not proficient in English), make
the appropriate referrals for LAS
Links testing
By September 15, provide
district point person with a list of
ELL identified students enrolled
in the school (for notifications)

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Develop a daily schedule that
allows ELL student to experience
mainstream classes (Arts, PE,
Math, etc.) based on background
and proficiency
Identify the ELL students to the
SCT for possible services and/or
monitoring
Literacy Specialists (or designee) Administer LAS Links to
determine proficiency level
*Note: assessment may be
designated to some other school
personnel with experience in
administering LAS Links or other
standardized test protocol
Initial assessment for student
entering district within two
weeks of enrolling (if new
student)
Annual assessment for all ELL
identified students in Spring
(students who enter after
January 1 do not need to be
retested)
Report scores of new ELL
students to school counselor or
directly to SCT and report results
of annual testing to district point
person
Student Consultation Team Coordinate discussion or and
determine services to provide
appropriate programming for
ELL student
Review available data on student
language proficiency and
academic needs
Identify available resources in
district to best meet needs
Coordinate with staff regarding
need for pull-out or supervised
time for language acquisition
Periodic check in on progress of
ELL students, review level of
supports
Student Support Personnel:
Literacy Specialists, Literacy
tutors, Special Education
resource teachers, Speech and
Language Pathologist, school
counselor
Provide support and transitional
services for ELL student
Identify and activate
instructional tools that will assist
in language acquisition (Rosetta
Stone, online learning in native
language, software, translator
apps, identification of native
speaker who can tutor, help
student to develop English

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*Note: roles may vary be school
and by skill sets
word/picture flash cards)
Push-in to mainstream English
classes
Pull –out for intervention or
remediation in literacy skills
Coordinate with classroom
teachers to identify academic
vocabulary that can be pre-
taught
Work on word attack and
phonological awareness skills
Offer social and emotional
support for student through
encouragement
Classroom teacher Provide ongoing instruction in
content area
Understand the academic, social,
and emotional needs of ELL
students-if possible learn about
sheltered instruction
Differentiate, scaffold, or modify
assignments as needed as much
as possible
Provide service providers with
key academic vocabulary to pre-
teach
Seek out help from SCT and
service providers for suggestions
on making content accessible to
ELL student
Possible flow chart:
Family establishes residency in the district
Family comes to school to enroll student
Principal/counselor makes ELL identification determination using 3 question interview

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Enrollment person reports new student to district point at central office, literacy specialist or designee
notified if student needs testing, student schedule determined, student referred to SCT
SCT determines student needs and assigns to student support personnel
Student support personnel meet with student as indicated and with classroom teacher as needed to
provide services
Periodic monitoring can be done through SCT
Student participates in state assessments in spring with modifications if necessary
Students participates in Spring LAS Links assessment (if entered before January of the current school
year)
LAS Links score reported back to Central Office, eligibility for exit reviewed

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English Language Acquisition Expectations
Length of
Time in the
Program
Language
Acquisition
Stage/Level
Student Characteristics Expected Outcomes: Oral
Language
Expected Outcomes: Literacy
Development
0 to six
months
Stage 1
Pre-production
Physical response
only.
No speech
production. Minimal
comprehension.
Up to 500 receptive word
Vocabulary comprehension
indicated nonverbally
Produces no speech.
Indicates comprehension
physically/non-verbally
Comprehends single
words
only.
Depends heavily on
context.
Responds by
pantomiming,
pointing, gesturing, or
drawing.
Says only yes, no, or
single
words.
At the emergent
literacy level, students will:
Show phonemic awareness,
decoding
and word recognition
Understand concepts about
print
Show oral comprehension of
vocabulary
and basic concepts
Understand the Alphabetic
principle
Apply Print conventions:
directionality,
words/spaces, letters,
beginnings/endings, punctuation
Recognize word families and
rhyme
patterns
Are able to grasp main ideas
about books
Build on prior knowledge to
negotiate
meaning
Three to ten
months
Stage 2
Early
production
Very limited speech--
One or two word
responses only
Disconnected speech.
Very limited listening
comprehension.
Up to 1000
receptive/active word
vocabulary.
Produces one or two words
in isolation.
Verbalizes key words
“heard”.
Depends heavily on
context.
Responds with one/two
word answers or in phrases.
Makes “errors of
omission”.
Mispronounces words.
Ten to thirty
months
Stage 3
Speech
Emergence
Simple sentence
responses.
Connected speech.
Fairly good
comprehension.
Up to 3000
receptive/active
word vocabulary.
Produces whole
sentences.
Often makes some
pronunciation and basic
grammatical errors.
Discriminates smaller
elements of speech.
Shows good
comprehension
(given rich context).
Uses language to function
on a social level.
Uses limited vocabulary.
At the intermediate fluency level,
students
can:
Use semantic, syntactic, and
graphophonic cues
Use high frequency words
Use predictions and cross-
checking
Increase ability to read
independently
Use context to predict
unfamiliar words
Increase knowledge of
conventional
spellings
Read independently from a
variety of
genre for different purposes
Write sentences using
appropriate
syntax
Skim and Scan for needed
information
Summarize information
Make inferences and
generalizations
Understand basic literary

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elements
Write more analytically
Thirty
months +
Stage 4
Intermediate
Fluency
(Transitional)
More complex
sentence responses.
Extended speech
(discourse).
Increased
comprehension.
Beyond 3000
receptive/active word
vocabulary.
Produces whole narration.
Makes complex
grammatical
errors.
Hears some subtle
elements
of speech.
Shows good
comprehension
(given some context).
Functions somewhat on
an
academic level.
Uses expanded
vocabulary.

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Suggestions and Resources
These are some suggestions to assist content area teachers:
• Title I compensatory education program assistance, reading teachers and
specialists, paraprofessionals, speech and language therapists, etc.
• Student “buddies” to help with the new surroundings, understanding new
work, assignments, etc. Caution: be sure buddies want to help and do not
overburden them, especially if the buddy can speak the ELL’s first language.
• Technology which is relevant and effective.
• Volunteers: parents, Literacy Volunteers, individuals from private sector,
senior citizens, etc.
• Qualified persons from technical assistance agencies: State Department of
Education, ConnTESOL, Regional Education Assistance Centers, etc.
• Connecticut School-Family-Community Partnerships through the CSDE.
• Federal funding from the US Department of Education through the No Child
Left Behind Act of 2001; in particular, Title I and Title III: Language
Instruction for Limited English Proficient and Immigrant Students.
The Connecticut Administrators of Programs for English Language Learners (CAPELL) offers many
resources for educators working with ELL students
these are live links:
CAPELL SRBI for ELLs Handbook (2012)
CAPELL ELLs and Special Education Resource Handbook (2011)
CAPELL Resource Guides for Low-Incidence ELL Districts in CT (2010)
I. Instructional Practices
II. Professional Development & Educator Supports
III. Family-School- Community Engagement
CAPELL Translation Resources & Services List (2008)
CAPELL ELL Transfer Form
CAPELL Guidelines for ELL Program Design (2003)

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From the Connecticut State Department of Education
CT ELL Framework
CT ELL Framework (coded)
Explanation of Coding
Administrative Resource Handbook for Coordinators of Programs for ELLs (CSDE &
SERC)
LAS Links Alignment with CT Standards (CTB)