Identifying English Language Learners (ELLs)

A student whose native language is not English and who is learning English while also learning academic content.

Not always obvious, some ELs may seem fluent or not speak their home language, but have difficulties understanding figurative language, sarcasm, or references from culture or pop culture.

ELs might appear to understand but have difficulty understanding complex directions, figurative language, and cultural references.

A survey used in schools to identify students whose native language is not English.

A test given to determine if a student needs English Language Learner services.

If a student fails the screener, they are labeled as an EL.

Support provided to students who are learning English, varies greatly depending on need, grade level, proficiency, etc.

A plan developed for students with learning disabilities, including academic goals and support services.

Language that uses words or expressions with a meaning that is different from the literal interpretation.

Resources available to English Language Learners (ELLs) to promote their academic success, including translation/interpretation, notes home, and parent-teacher conferences.

Evaluates student's skills in reading, writing, listening, and speaking in English.

An annual test used to evaluate English language proficiency in ELL students.

A group of professionals who work together to develop an individualized education program (IEP) for students with significant learning disabilities.

Adaptable based on individual student needs and grade level.

The beliefs, customs, and principles that are important to certain cultures/groups.

Information gathered by someone who did not directly experience an event.

ELL students should have the same opportunities for success as other students, without alterations to assessments when possible.

Introducing new vocabulary before a lesson to help ELLs understand materials.

Support provided to ELL students who struggle with understanding test questions or instructions.

The four areas of English language proficiency: reading, writing, listening, and speaking.

Determine if student prepared for assessment by asking "Why is this happening?"

Consult ELL teacher for support and strategies.

Reassess the student after support and reteaching if possible. If score is still low (1 or 2), create goals based on proficiency level and WIDA descriptors.

Develop academic goals for the student based on WIDA Can-Do Descriptors.

Provide specific standards for English language proficiency levels at different grade levels.

Student's current level of English language ability as per the WIDA proficiency scale (e.g., Entering, Developing, Expanding, Bridging).

Academic goals created for students that concentrate on the specific subject matter. These are not general English skills.

Describes how material was taught (lectures, discussion, readings, etc.) for consideration in assessment modification.

Grades for EL students that have been adjusted to cater to the specific need(s) found.

Match the WIDA level to appropriate academic expectations for the grade level