Active recruitment and retention steps are taken to seek ELAR teachers who are ESL certified to provide ELAR instruction to identified emergent bilingual students with parental approval for ESL program participation.
[Meets minimum requirements for ESL Pull-Out.]

District-wide enrollment is monitored to indicate if bilingual program requirements have been met.

Active recruitment and retention steps are taken to seek content-area teachers (ELAR, math, science, and social studies) who are ESL certified to provide instruction in all content areas to identified emergent bilingual students with parental approval for ESL program participation.
[Meets minimum requirements for ESL Content-Based.]

In addition to recruiting ESL certified teachers in all content areas and elective courses for identified emergent bilingual students with parental approval for ESL program participation, retention efforts are made to substantiate the benefits for teachers of emergent bilingual learners that may include incentives such as salary supplements and teacher leadership opportunities.

(McGriff & Protacio, 2015)

Positive steps are taken to assign teachers appropriately certified in ESL to the ESL program as reasonable.

Additionally, for emergent bilingual students with parental approval for program participation who are entering Kindergarten or Grade 1, required summer school programs are staffed by appropriately certified ESL teachers.

ESL teachers are strategically positioned by campus leadership and used as a valuable resource and knowledgeable practitioner in various aspects of instructional leadership and curriculum development, ensuring the intentional and meaningful instruction of language through content.

(Bigelow, Dahlman, & Ranney, 2006)

District-wide plans are implemented treating ESL teachers as influential language specialists and leaders within curriculum development, strategic planning, and resource development.

Additionally, district and campus leadership coordinate and plan together to organize and provide targeted summer school programs for emergent bilingual students in grade levels beyond required grades of Kindergarten or Grade 1.

(McGriff & Protacio, 2015)

Teachers providing the required ESL program receive foundational training on providing the appropriate instructional approach to fulfill the goals of the required program.

Campus-based leadership develops and administers a comprehensive professional development plan for all teachers of emergent bilingual students that provides tools for access to the same grade-level curriculum for emergent bilingual students in all content areas.

This training is ongoing, job embedded, properly modeled, and monitored for implementation of training outcomes as part of the comprehensive professional development plan.

(Hansen-Thomas, 2008)

The district-wide comprehensive professional development plan for all teachers of emergent bilingual students includes the analysis of student academic performance data that demonstrates growth based on teacher training implementation.

The district makes asserted efforts to cooperate with regional education service centers (ESCs) and colleges or universities for training and, when possible, provides compensation to teachers for training designed to increase their skills related to the ESL program.

(Hansen-Thomas, 2008)

The language proficiency assessment committee (LPAC), which is formed with the appropriately trained members,

• Facilitates participation of emergent bilingual students in other special programs for which they are eligible while verifying full access to language program services; and
• Coordinates services with admission, review, and dismissal (ARD) committee members for emergent bilingual students who qualify for special education programs.

Campus-based leadership

• Monitors the coordination of services for emergent bilingual students who qualify for special education programs;
• Ensures clear communication and collaboration between the LPAC and ARD committees; and
• Encourages and monitors the participation of emergent bilingual students in other special programs, as eligible, to ensure equal access.

District-based leadership

• Develops, implements, and monitors systems for coordination of services for emergent bilingual students who qualify for special education programs, including methods for clear communication and collaboration between the LPAC and ARD committee; and
• Encourages and monitors the participation of emergent bilingual students in other special programs to ensure equal access and to provide coordinated communication to parents of dual-identified emergent bilingual students.

All ELAR teachers of identified emergent bilingual students are trained in content-based language instruction that is linguistically sustaining.

This content-based language instruction training (CBLI) assists teachers in recognizing and addressing language differences, including an introduction to Second Language Acquisition (SLA) theory and research.

[Applies to minimum requirements for ESL Pull-Out]

All content-area teachers (ELAR, math, science, and social studies) of emergent bilingual students are trained in content-based language instruction that is linguistically sustaining.

This CBLI instruction training assists all content-area teachers in recognizing and addressing language differences, including extensive connections to SLA theory and research.

[Applies to minimum requirements for ESL Content-Based]

All teachers of emergent bilingual students, including elective course teachers

• Receive ongoing, job embedded training in linguistically sustaining teaching and
• Are provided with frequent feedback on related implementation goals.

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

The district ensures coordination between the ESL program and the general education program, including the full participation of emergent bilingual students:

• In subjects such as art, music, and physical education as their English-speaking peers and
• Meaningful opportunities for participation in all extracurricular activities with other students.

Campus-based leadership provides regular common planning times for ESL and content-area teachers to collaborate on curriculum standards, lesson-delivery methods, resources, linguistic accommodations, and assessment.

Vertical planning is also utilized to provide alignment of services for emergent bilingual students, including movement from bilingual to ESL programming.

Additionally, SLA methods, which involve the use of the students' primary language as available and appropriate, are utilized in the courses or electives required for promotion or graduation.

(Collier & Thomas, 2009)

District-based leadership develops, implements, and monitors the effectiveness of regular common-planning times for ESL and content-area teachers to collaborate on curriculum standards, lesson-delivery methods, resources, linguistic accommodations, and assessment.

Teacher feedback and student outcome data are used to adjust district-wide planning.

Additionally, district-wide strategic recruitment efforts are made to provide SLA methods including primary language support within required courses or electives.

(Goldenberg, 2013; Collier & Thomas, 2009)