Best Practices

Supporting English Language Learners

February 2017 1 of 3

Introduction

Support English language learners (ELLs) with meaningful access to grade-level academic content.

Implementation Models

Successful models develop academic skills while students learn English. Effective programs allow

progress at a rate commensurate with native English-speaking peers; and maximize district and

community resources1.

The following implementation models are used where the language minority population is diverse and can

accommodate students from different language backgrounds in the same class. Teachers do not need to

be proficient in the home language(s) of their students.

ELL pull-out is generally used in primary school settings. Students spend part of the school day in a

mainstream classroom and are pulled out for a portion of each day to receive English instruction. Schools

with many ELL students may have a full-time ELL teacher, while some districts employ an ELL teacher

who travels to several schools to work with students.

ELL period is generally used in secondary school settings. Students receive ELL instruction during a

regular class period and usually receive course credit. Students may be grouped for instruction according

to their level of English proficiency.

ELL resource center is a variation of the pull-out design, bringing students together from several

classrooms or schools. The resource center concentrates materials and staff in one location and is

staffed by at least one full-time ELL teacher.

Use Digital Curriculum to Meet the Needs of ELLs

English language learners require five to seven years to develop Cognitive Academic Language

Proficiency (CALP). Effective instruction is modified and tasks are appropriate for the student’s language

proficiency level. ELL students using Apex Learning curriculum gain access to language skills and learn

academic content. These students show measurable success in learning English fundamentals as well as

improved reading comprehension, enhanced writing skills, and higher levels of achievement.

Success for All Students

Apex Learning digital curriculum supports English language learners in a variety of ways.

• Multiple methods of content presentation

• Multiple modes of student expression

• Multiple ways to engage students

Comprehensive Courses

o Foundations courses develop foundational skills and strategies in math, science,

reading, and writing. (70–90 hours per semester)

o General Studies courses support academic success in standards-based high school

courses with varying levels of opt-in supports to assist students in mastering grade-level

content. (70–80 hours per semester)

1 Rennie, J. (1993, September). Center for Applied Linguistics. Retrieved January 15, 2013, from http://www.cal.org/resources/digest/rennie01.html

Best Practices: Supporting English Language Learners

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o AP courses authorized by the College Board, meet higher-education expectations and

prepare students to demonstrate achievement through success on the AP exams.

Tutorials

o Adaptive assessment and personalized learning plans make academic content

accessible to all students as they learn at their own pace. Students complete modules

that support core academic classes.

Scaffolding Makes Content Accessible

Apex Learning curriculum includes supports and scaffolds to make academic content accessible.

• Self-pacing: Students work at their own pace, providing enough time to master each concept.

• Audio assistance: Students may listen as they read. Research indicates below-proficient

readers can read at proficient when texts are accompanied by audio support.

• Formative feedback: Meaningful praise for correct answers and encouraging feedback for

incorrect answers reinforce student achievement within self-checks and assessments.

• Stepping out: Complex tasks such as solving a proof or writing an essay are broken down into

smaller steps with appropriate explanation and guidance.

• Study assistance: Study sheets, including graphic organizers, note-taking guides, and practice

questions aid students as they learn new concepts and review for assessment.

Best Practices

1. Establish Program Goals

Clearly define program goals.

For example:

✓ Increase academic support and intervention within core instruction.

✓ Increase the articulation between ELL and mainstream teachers.

2. Establish Eligibility Requirements

Evaluate student English proficiency using the results of a Home Language Survey, the English

Language Development Assessment (ELDA), or other recognized English proficiency assessment. Place

below proficient students in a resource period or other appropriate intervention.

English Proficiency Levels (ELDA)

Table 1: Proficiency Level Scaled-Score Ranges Grades 6-8

Level 1 Level 2 Level 3 Level 4 Level 5

Listening 112-553 554-625 626-717 718-805 806-942

Speaking 133-457 458-610 611-718 719-824 825-936

Reading 103-459 460-611 612-690 691-828 829-940

Writing 149-552 553-652 653-721 722-896 897-936

Best Practices: Supporting English Language Learners

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Table 2: Proficiency Level Scaled-Score Ranges Grades 9-12

Level 1 Level 2 Level 3 Level 4 Level 5

Listening 118-555 556-631 632-728 729-805 850-950

Speaking 192-569 570-649 650-764 765-849 850-950

Reading 122-544 545-629 630-717 718-849 850-950

Writing 93-508 509-630 631-718 719-849 850-951

3. Increase Awareness of Digital Curriculum Tools

Ensure mainstream and resource teachers are aware of resources.

See the digital curriculum catalog2 for a comprehensive list of Courses and Tutorials.

4. Identify Appropriate Interventions

Determine appropriate intervention(s) to be made available during pullouts, resource periods, or in a

resource center for various English proficiency levels. For example:

Proficiency Level Level 1-2 Level 2-3 Level 4-5

One-on-one intervention Large group intervention Supplemental support

Apex Learning

Courses/Tutorials

• Math Foundations I

• English Foundations I

• Core

• Foundations II

• Reading Skills and Strategies

• English Foundations II

• Math and English Tutorials

• Writing Skills and Strategies

Assignments Lessons and activities are used to support traditional instruction. Activities are aligned with instructional goals and objectives.

Differentiated

Instruction While students complete assigned activities and personalized learning plans, the teacher will pull individual students for face-to-face instruction.

While students complete assigned activities and personalized learning plans, the teacher will pull small groups by areas of weakness for face-to-face instruction.

Scheduling Students are scheduled in support classes one period each day in addition to the core instructional

period. ELL teachers may provide support for more than one course.

5. Monitor Progress and Performance

Have students participate in yearly assessments to provide longitudinal student progress data.

Use the teacher Dashboard, Grade Book, and reports to monitor student progress within each course.

2 https://www.apexlearning.com/digital-curriculum/courses/catalog