All emergent bilingual students with parent approval for ESL program participation receive English Language Arts and Reading (ELAR) instruction by teachers who are certified in ESL, along with ELAR for the appropriate grade level(s).

[Meets minimum requirements for ESL Pull-Out]

All emergent bilingual students with parent approval for ESL program participation receive all content area instruction (ELAR, math, science, and social studies) by teachers who are certified in ESL, along with the appropriate subject area and grade level(s).

[Meets minimum requirements for ESL Content-Based]

(Thomas & Collier, 2009)

Campus and district leadership support all teachers of emergent bilingual students, including all content areas and elective courses, to actively pursue ESL certification by providing extensive resources and training on ESL certification competencies, including support from ESCs.

Campus/district leaders incentivize ESL certification, such as reimbursement for testing and/or compensation for ESL certification training, as part of recruitment and retention efforts.

Using integrated second language acquisition methods, emergent bilingual students are provided equal educational opportunities to attain full proficiency in all domains of English (listening, speaking, reading, and writing), comparable to students who are not identified as emergent bilingual students.

With the support of ESL teachers EB students will

• Set and monitor progress of individualized language goals for all language domains as addressed in the ELPS
• Receive additional English language development according to English proficiency and/or language and literacy backgrounds, emergent bilingual students receive additional English language development (ELD) support beyond minimum program requirements

(Markos & Himmel, 2016)

District-wide instructional leaders and curriculum specialists are highly trained in the integration of second language acquisition methods into district curriculum materials that target language development in all content areas.

District-wide language proficiency assessment data demonstrates progress of emergent bilingual students.

(Hansen-Thomas, 2008)

In addition to mastery of English language skills, emergent bilingual students are provided with linguistically accommodated content instruction that is communicated, sequenced, and scaffolded to ensure mastery of the essential knowledge and skills of the required curriculum.

With campus-based leadership support (and ESL specialist support, as available) all content area teachers of emergent bilingual students (in ELAR, math, science, and social studies) continuously and strategically plan, deliver, and receive feedback on curriculum-based lessons that incorporate linguistically accommodated content instruction.
(Collier & Thomas, 2009; Coleman & Goldenberg, 2010; Kaufman & Crandall, 2005)

District-wide instructional leaders and curriculum specialists are highly trained⁶ in the integration of linguistic accommodations into district curriculum materials that provide access to the same grade level curriculum for emergent bilingual students.

District-wide academic performance assessment data demonstrates progress of emergent bilingual students.
(Hansen-Thomas, 2008)

In ELAR, English language acquisition is targeted through academic content-based instruction that is linguistically sustaining.

[Applies to minimum requirements for ESL Pull-Out]

In all content areas (ELAR, math, science, and social studies), English language and literacy development is targeted through academic content-based instruction that is linguistically sustaining.

[Applies to minimum requirements for ESL Content-Based]

(Markos & Himmel, 2016)

District-wide systems are utilized to monitor the implementation and effectiveness of content-based instruction that is linguistically sustaining in all content areas, including elective courses.

(Moughamian, Rivera, & Francis, 2009; Collier & Thomas, 2009)

For emergent bilingual students in grades 3 and higher who are at a beginning to intermediate level, intensive and ongoing second language acquisition instruction is focused, targeted, and systematic.

All teachers of emergent bilingual students

• Are highly trained in second language acquisition stages of development,
• Provide targeted in-class and supplemental support for emergent bilingual students at various English language proficiency levels, and
• Consider the students’ backgrounds [e.g. beginning level newcomers vs. beginning level long-term emergent bilingual students; Students with Interrupted Formal Education (SIFE) English learners].

(Moughamian, Rivera, & Francis, 2009)

District-level systems are in place to provide intensive and ongoing second language acquisition support to emergent bilingual students across all English language proficiency levels, including but not limited to:

• Targeted curriculum development by highly trained specialists,
• Extensive district-wide plans for addressing needs of long-term emergent bilingual students, and/or
• Establishment of newcomer programs and/or centers.

(U.S. Department of Education, 2012)