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Implementation Strategies

 

Step by Step Process 

  1. Start with Chapter 8 of the  Guidebook on Designing, Delivering and Evaluating Services for English Learners (ELs)
  2. Identify student needs
    • BOE criteria – Collect a full Body of Evidence to determine student language level and academic level.
    • Gauge language proficiency – Was the WIDA Screener administered?
  3. Review current programs 
  4. Check assumptions and cultural responsive practice within the district 
    • Challenges/barriers of the ELD program are clearly and concisely described, including why the components were challenging and how they were overcome      
    • Examples:
      • Need to overcome cultural bias and lack of understanding of diversity within schools
      • Need to provide adequate professional learning for general education teachers to meet the needs of ELs
      • Need to effectively engage the community and reach culturally and linguistically diverse families
      • Need to allocate adequate financial and human resources to effectively implement programs in graduating Els            ​​
    • Describe: Cultural Responsive Practices – Trainings through the Office of Culturally and Linguistically Diverse Education available here. 
    • Effective elements for ELD programs are clearly and concisely described, including rationale and evidence to support why the components were effective:  Examples:
      • Value of diversity is reflected in the culture and climate of charter school/district
      • ELD experts included on charter school/district leadership team
      • Data-informed decision-making across multi-disciplinary teams
      • Frequent monitoring of both linguistic and academic progress
      • Family and community engagement and partnerships
      • District/charter school have systems that support collaboration
      • Professional learning opportunities are based on teacher and student needs identified by data  Viable and rigorous instructional programs that embed CELP and CAS within the instructional units
    • Call the Office of Culturally and Linguistically Diverse Education for additional assistance and direction.
  5. Design pathways for student learners ​​
    • Assessment of student linguistic and academic needs is clearly described and is used to improve programming and instruction for ELs
    • Research behind ELD program is clearly presented, describes the selection process and reflects the English learner population they are serving and the students’ linguistic, social-emotional, and academic needs
    • Integration of CELP standards is described in detail, evident in daily classroom practice, and connects to all content areas in order to meet students’ linguistic, social-emotional, and academic needs
    • ELD program implementation is systemic and monitored on an ongoing basis to ensure that adjustments to implementation continue to reflect student’s needs
    • Changes and modifications to the ELD program are clearly connected to the annual evaluations which include formal, annual evaluation, as well as progress monitoring checkpoints for ELD program implementation or student performance and growth. 
  6. See additional resources from Guidebook
    • Specific guidance for Graduation Guidelines could include the Secondary System (p. 106)
    • Programmatic Frameworks (p. 107), Instructional Program Models  (p. 111)
    • Navigating Systems and Structures and Overcoming Obstacles (p.114)

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