OCTOBER 2017

DPS Language Allocation Guidelines

GRADES 6-12

SUPPLEMENTAL GUIDANCE FOR DISTRICT-RUN SECONDARY SCHOOLS WITH BILINGUAL INSTRUCTION PROGRAMS

Table of ContentsINTRODUCTION.......................................................................2

LANGUAGE ALLOCATION GUIDELINES FOR GRADES 6-12....5

IMPLEMENTATION GUIDANCE.................................................7

EXCEPTIONAL STUDENTS.....................................................12

SUPPLEMENTAL INSTRUCTIONAL GUIDANCE.....................15

FAMILIES AND COMMUNITY.................................................18

Introduction

“I USE MY NATIVE LANGUAGE AND CULTURE AS AN ASSET.”

-Our Vision of a DPS Graduate DPS Academic Strategic Plan

Bilingual Instruction

THE GOALS OF BILINGUAL INSTRUCTIONAL PROGRAMMING IN DPS ARE FOR STUDENTS TO:

• ACCESS CONTENT IN SPANISH WHILE LEARNING ENGLISH

• ATTAIN HIGH ACADEMIC ABILITIES IN BOTH LANGUAGES.

INTRODUCTION | 2

DPS INSTRUCTIONAL PROGRAM MODELS FOR ELS

TNLI(Transitional Native

Language Instruction)

Dual Language

ESL(English as a Second

Language)

Bilingual Instruction Programs

In DPS, bilingual programs provide Spanish instruction in one or more content areas, including Spanish literacy. At the Secondary level, the bilingual instruction portion of the day includes Spanish instruction in one to two content areas that promote grade-appropriate cognitive development in a manner comparable to their English-speaking peers.

In Secondary TNLI Programs, schools have the flexibility of selecting two or more content areas that will be taught in Spanish. At ACCESS levels 1-2.9, PPF1 students are required to take at least two courses in Spanish, while at ACCESS levels 3.0 and higher, students are required take at least one course in Spanish. Through this model, students can access grade-level content in math, science, or social studies while they are learning English. They may also be able to deepen and develop their understanding of Spanish through a Spanish Language Arts course. Spanish Language Arts courses allow students to build upon and maintain the Spanish literacy skills that they developed in elementary TNLI programs.

The research is clear that bilingual instruction is the best route to English proficiency; and we know that learning in two languages has proven cognitive and social-emotional benefits. We know too that students with bilingual skills will have significant advantages in college and career. That’s why we offer bilingual instruction in all schools with sufficient numbers of Spanish-speaking English Learners, and why we en-courage all students to pursue the Seal of Biliteracy.

Instructional programs for English learners are rooted in the Civil Rights movement. In landmark cases such as Lau v. Nichols and Castañeda v. Pickard, Federal courts have ruled that English

learner students have a right to equitable access to education. DPS’ ELA programs were developed under the terms of the Consent Decree, which was agreed to by DPS and plaintiffs in order to ensure that we are providing appropriate services to all our students.

In order for DPS to achieve our Denver Plan 2020 goal of eliminating the opportunity gap, ELs must have equitable access to rigorous, effective, and coherent

instructional programs that are uniformly delivered throughout the district. Only by having a consistent language allocation policy that assists ELs with cognitive development and academic skills will schools be able to provide such access.

The Goals of Secondary TNLI Programming are for emerging bilingual students to:

• Attain high academic abilities in English and Spanish• Develop multicultural competence• Prepare students for global careers and citizenship• Create a pathway to the Seal of Biliteracy

TNLI Instruction follows the district’s research-based Language Allocation Guidelines (see Chapter 2).

Bilingual Education and Equity

Student demonstration at West High School, 1969

INTRODUCTION | 3

INTRODUCTION | 4

Research FoundationsThe DPS Language Allocation Guidelines have been refined to give students access to the native-language instruction and support that will ensure they are able to graduate college- and career-ready.

Strategically choosing Spanish con-tent instruction for students sup-ports them to prepare for the shift into instruction primarily in English. Students who have learned and ex-pressed grade-level content in Span-ish will have more success as they deepen their understanding in English courses than if they have to learn and understand new content for the first time in English.

The addition of Spanish Language Arts as a TNLI content course allows students to develop and refine their native language literacy skills. Re-search shows that the development of native language literacy is one of the most effective ways for students to not only become bilingual and biliter-ate, but also to develop a deeper understanding of content learned in English.1

Denver Public Schools recognizes students who have attained high levels of proficiency in English and another language with the Seal of Biliteracy, which validates the special life-long skills that truly bilingual/biliterate high school graduates attain. The Language Allocation Guidelines help students better prepare for the rigorous task of demonstrating proficiency in two languages. These bilingual graduates are better able to find positions with employers and universities who are searching for strong bilingual candidates, benefiting the graduates, their families and our society. Students interested in earning the Seal should make a plan to meet the requirements with their counselor during ICAP planning or visit sealofbiliteracy.dpsk12.org.

Over 30 years of research in the U.S. has consistently demonstrated that English learners ben-efit from dual language programs, including students at the secondary level.2 If your school is interested in considering a dual language model, please fill out our Dual Language Interest form to receive more information and guidance around planning for this model.

1 Miramontes, Ofelia B. (2011) Restructuring schools for linguistic diversity: Linking decision making to effective programs. Ofelia B. Miramontes, Adel Nadeau, Nancy L. Commins

2 Lindholm-Leary, K. (2016). Bilingualism and academic achievement in children in dual language programs. In E. Nicoladis & S. Montanari (Eds.), Lifespan perspectives on bilingualism.

ACCESS Trajectory On-Track Rates for Spanish Speaking ELs

10%

100%

90%

80%

70%

60%

50%

40%

30%

20%

K-12 6-12

According to our data, TNLI services are most benefi-cial for middle schoolers at all ACCESS levels, and for high schoolers until ACCESS Level 4.

TNLI

ESL

TNLI

ESL

1. Language Allocation Guidelines for Secondary Schools

Language Allocation Guidelinesfor Secondary TNLI Programming

STUDENTS’ PLACEMENT IN SPANISH CONTENT COURSES AND ELD IS DEPENDENT UPON THEIR ACCESS OVERALL PROFICIENCY LEVEL. REQUIRED COURSES FOR ALL IN-PROGRAM PPF1 STUDENTS:

ACCESS Levels 1.0 - 2.9 ACCESS Levels 3.0 - 6.0

2 content courses* in Spanish 1-2 content courses* in Spanish, as determined by the school

ELD Double block recommended ELD

* Spanish content courses can be:• Math• Science• Social Studies• Spanish Language Arts (elective)

“IN OUR VISION, DPS CLASSROOMS INDIVIDUALIZE CONTENT AND

INSTRUCTION TO MEET THE NEEDS OFEACH LEARNER.”

-Our Vision of a DPS Classroom DPS Academic Strategic Plan

2. Implementation Guidance

Implementation Timeline

Summer - September

1. Ensure teachers and courses are designated and tagged

1. Ensure teachers and courses are designated and taggedSummer - SeptemberComplete teacher designations, ELA-S Counselor designations, and course tagging in September to ensure courses and teachers are appropriately aligned. Please note: Spanish Language Arts courses will be tagged as ELA-S, and SLA teachers need to be highly qualified in Spanish per CDE Endorsement Requirements, but can have any ELA designation.

Ensure any ELA-S teacher waivers are approved and include plan for students to receive Spanish instruction. Contact your HR Partner for more information on requesting an ELA-S teacher waiver.

2. Begin to plan with enrollment projections

December - January

Provide feedback on preliminary projected enrollment, noting any discrepancies between projections and your observations. This will help ensure that your school is adequately staffed and appropriately budgeted.

As enrollment projections for next school year are finalized, begin the scheduling process by looking at number of projected Spanish-speaking ELs and current PPF1s. Begin to determine which ELA-S courses will be offered and how many sections and ELA-S teachers may be needed. Plan with your ELA partner for potential S/E splits as needed.

For current school year:

December - January

To begin planning for upcoming school year:

2. Begin to plan with enrollment projections

May

3. Budget development, scheduling and hiring

3. Budget development, scheduling and hiring

January - May

Ensure you have hired the appropriate number of highly qualified teachers to staff all of your ELA-S and Spanish Language Arts course offerings.

Ensure your school has the appropriate Spanish-language materials for all planned TNLI course offerings.

Work with your HR Partner to prioritize posting and hiring ELA-S positions.

Contact Su Pal for support with ELA-S hiring and recruitment.

4. Ensure courses are appropriately staffed for upcoming year

Summer

4. Ensurecoursesareappropriatelystaffedfor upcoming year

May - Summer

Projected ELL list is available in Principal Portal, which includes actual student ACCESS levels (contingent upon data release) and PPF selections.

Adjust courses and scheduling based on Projected ELL List and ACCESS levels.

Ensure all ELA-S positions are staffed with teachers who are both ELA-S qualified and highly qualified in the content area they will be teaching.

Work with your HR Partner to prioritize posting and hiring ELA-S positions.

If you are unable to fill an ELA-S position, please contact your HR Partner to discuss applying for an ELA-S teacher waiver. Note: this is a 1-year position.

5. Look for professional development opportunities offered during the summer for teachers and school leaders.

5. Look for upcoming professional development opportunities

Staffing Guidance ACCOUNTABILITY

WE WANT TO ENSURE THAT ALL ENGLISH LEARNERS ARE RECEIVING APPROPRIATE SERVICES AND SUPPORT. THAT’S WHY ELA CHECKS THAT TEACHER DESIGNATIONS MATCH STUDENT PPF CHOICES.

ALL PPF1 STUDENTS MUST RECEIVE SERVICES ALIGNED TO THEIR ACCESS LEVEL UNTIL THEY ARE REDESIGNATED. AFTER REDESIGNATION, STUDENTS CAN CONTINUE TORECEIVE SERVICES AT THE DISCRETION OF THE SCHOOL’S ISA TEAM AND STUDENT AND PARENT PREFERENCE.

IMPLEMENTATION GUIDANCE | 7

Content Benefits ConsiderationsSpanish Language Arts Provides continuity from elementary

TNLI programmingNative language literacy is a lever to become bilingual and biliterateMay be easier to staff than other content areasCurricular resources and assessments available 6-12Leveled courses to match student needIncludes AP Spanish Language Arts and AP Spanish Literacy

SLA is an elective course, and does not replace ELD or English Language ArtsIf ELD and SLA both take the place of electives, students’ ability to choose other elective courses may be limited

Science Access to grade-level content in Spanish while students learn EnglishSpanish language curriculum and curric-ulum-based assessments in grades 6-8 available beginning in 2018-19

Limited curricular and assessment re-sources available in grades 9-12

Social Studies Access to grade-level content in Spanish while students learn EnglishSpanish language curriculum and cur-riculum-based assessments available in grades 6-12 beginning in 2018-19

Math May provide continuity from elementary TNLI programmingAccess to grade-level content in Spanish while students learn EnglishSpanish language curriculum and curric-ulum-based assessments 6-12 available

CHOOSING ELA-S COURSE OFFERINGS FOR YOUR TNLI SCHOOL

IMPLEMENTATION GUIDANCE | 8

Examples of Resources that can support LAG Implementation in Secondary TNLI schools:

Tools for teacher designation• Teacher Designation web app: elaapp.dpsk12.org/elaapp• Instructions for the web app can be found on the ELA Principal Resources page:

1. Click the link above or go to ela.dpsk12.org2. Click on “DPS Employees” to go to The Commons3. Click on “Resources for Schools”, then “Resources for Principals” on the menu at left.

• ELA-S Teacher: based on number of PPF1 students, ACCESS levels, and ELA-S courses selected by the school. ELA-S teachers must pass the DPS Spanish Language Proficiency exam, as well as be highly quali-fied in the content area they will be teaching.

• ELA-S Counselor: Designated ELA-S qualified counselor, teacher, or administrator who is responsible for helping PPF1 students understand district and graduation requirements. ELA-S counselors will have this role in addition to other role(s) in the school, and must pass the DPS Spanish Language Proficiency exam.

• TNLI Zone Teacher: ELA-S teacher(s) provided to all Secondary TNLI Zone schools to support program-ming. See a full list of TNLI Zone schools here.

• ELA-S Paraprofessional: To tutor Spanish-speaking ELs in ELA-S classrooms. Allocated based on number of Spanish-speaking students projected at a school.

• Spanish Language Arts Teacher: based on number of Spanish-speaking students who enroll in this elective course. Spanish Language Arts teachers must be highly qualified in Spanish per CDE Endorsement Require-ments.

Scheduling Guidance

IMPLEMENTATION GUIDANCE | 9

If a school offers math, science or social studies courses in Spanish, these courses take the place of the same course in English. For example, ELA-S geometry would fulfill the same graduation and credit requirements as ELA-E geometry.

Spanish Language Arts, while a core part of the TNLI program, is an elective course for students, and does not take the place of English Language Arts courses. In cases where ELD is offered as an elective as well (reference ELD alignment to graduation credits), the combination of Spanish Language Arts and ELD may limit students’ ability to choose electives. See High School ELD Guidance and Middle School ELD Guidance for more information and options for scheduling ELD.

Content Elective Credit Core Content Credit

Spanish Language Arts PDedicated ELD P*

ELA-S Social Studies PELA-S Math P

ELA-S Social Studies P*See ELD Guidance documents referenced above for additional information

3. Exceptional Students

PPF1 Students With DisabilitiesWhenever possible, PPF1 students with disabilities should receive special education support in Spanish from an ELA-S Special Ed teacher.

If it is not possible to staff an ELA-S Special Ed teacher:• Option A: Students can receive Special Ed services from an ELA-E Special Ed teacher with appropriate

language supports, such as an ELA-S Paraprofessional.• Option B: An ELA-E Special Education teacher can provide the Special Ed minutes in English content

courses aligned to IEP goals.

All PPF1 students with special needs (MM, MIA, MIS, MI, AN) must have access to Spanish language support eitherfromanELA-SqualifiedSpecialEdteacheroranELA-ESpecialEdteacherandELA-Sparaprofessional.

• PPF1 students with Mild/Moderate disabilities should be in an ELA-S classroom and receive Spanish instruction aligned to the Language Allocation Guidelines. IEP goals should be complimentary to Spanish classroom instruction (for example, reading strategies that transfer between languages), and the Special Ed and ELA-S classroom teachers will need to communicate and collaborate regularly to ensure aligned support for the student.

• PPF1 students in Center Programs should receive special education support in Spanish from an ELA-S Special Ed teacher when possible. If this is not possible,

• Students can receive Special Ed services from an ELA-E Special Ed teacher with appropriate language supports, such as an ELA-S Paraprofessional.

During the IEP process, the school’s Instructional Services Advisory (ISA) Team should collaborate with school leaders, a fully qualified ELA-E or ELA-S teacher, a fully qualified Special Education teacher and the student’s parents to identify the best way to meet the language of instruction and Special Education requirements for the individual student.

• Special Education Assessment Services (SEAS) Partners should provide support, including the provision of Spanish-language assessments when appropriate, during the evaluation.

• An ELA–E or ELA–S designated teacher must be present at the IEP meeting if the student is an EL, regardless of the setting in which a student is being served. The Special Education case manager must also request interpretation services for the IEP meeting when a student’s parent(s) speak a language other than English.

• It is ultimately the responsibility of the school leader to ensure that all ELs are placed appropriately and are receiving appropriate language and Special Education services. The school leader can and should collaborate with the Special Education and ISA teams to meet this responsibility.

EXCEPTIONAL STUDENTS | 13

EXCEPTIONAL STUDENTS | 14

Gifted and Talented PPF1 StudentsIdentified Gifted & Talented students in ELA-S classrooms should receive Gifted & Talented services, ideally in the language in which they receive the majority of their instruction. If ELA-S gifted and talented services are not available, identified PPF1 students should still receive gifted and talented services, regardless of the language in which they are delivered.

All Special Ed teachers must complete ELA training requirements:

• A Mild Moderate teacher’s minimum ELA training qualification requirement is ELA-T. 

• A Mild Moderate teacher who is the teacher of record has an ELA training qualification requirement of ELA-E. 

• A Special Education teacher who teaches in a Center Program has an ELA training qualification requirement of ELA-E.

Note: For teachers in TNLI schools, it is recommended that all teachers who work with ELs are at least ELA-E qualified.

Training Requirements

“IN A SUCCESSFUL DPS CLASSROOM, TEACHERS AREEQUIPPED AND FULLY PREPARED TO GUIDE THE LEARNING OF ALL STUDENTS AND CONTENT IS RIGOROUS AND CULTURALLY AND LINGUISTICALLYRELEVANT.”-Our Vision of a DPS Classroom DPS Academic Strategic Plan

4. Supplemental Instructional Guidance

SUPPLEMENTAL GUIDANCE | 16

Strategic Use of Two Languages“Instruction should be organized to maximize students’ ability to take what they know in one language and

express it through the other. This requires creating a variety of distinct and meaning-enriched opportunities to use language and learn concepts that are intentionally linked across the day.” ~Miramontes et al (2011)

Secondary ELA-S classrooms may have one of several different configurations. In all ELA-S classrooms, teachers strategically plan times throughout their instructional units to intentionally bring Spanish and English together to support students in transferring content from one language to another while build-ing academic language and metalinguistic awareness. Click on the links below to learn more.

ELA-S Content ClassroomsS/E Content ClassroomsELA-S Co-Teaching **2019-20 Pilot at select schools**

Assessment InformationWhenever possible, it is recommended that language of instruction and assessment are aligned. There are many curriculum-based and district assessments available in Spanish for students who are receiving instruction in Spanish, as well as some state assessment for ELs who have been enrolled for 5 or fewer years. Refer to the fol-lowing tables for available Spanish assessments and linguistic accommodations for English Learners.

Assessment Notes

CMAS Math Linguistic accommodations: students can respond in Spanish, Spanish Text to Speech, Extended time, Translated directions, Word to Word Dictionary

CMAS Science Linguistic accommodations: Spanish Oral Script, Spanish Text to Speech, Extend-ed time, Translated Directions, Word to Word Dictionary, Respond in Spanish

CMAS Social Studies Linguistic accommodations: Spanish Oral Script, Spanish Text to Speech, Extend-ed time, Translated Directions, Word to Word Dictionary, Respond in Spanish

MAP Math only

SRI Paper/pencil only

State Secondary Assessments Available in Spanish

SUPPLEMENTAL GUIDANCE | 17

Assessment NotesHS Course Assessments: Integrated Math 1 & 2, Algebra 1, Algebra 2, Geometry, Prob Stats, Earth Science, Biol-ogy, Chemistry, Physics, Civics, U.S. History, World History, Geography (District created)

Paper/pencil only

Literacy Interims (ANet) Spanish test available online for all three interims

Math Interims (ANet) Spanish test available online for all three interimsMath Supplemental Assessments (Illuminate Opt-in schools)

Spanish test available online for all three modules. In-cludes TTS Spanish.

District Secondary Assessments Available in Spanish

For more information about assessment accommodations, contact your school’s Site Assessment Leader.

5. Families and Community

FAMILIES AND COMMUNITY | 19

Engaging ParentsSecondary TNLI Programming builds on the foundation built by Elementary TNLI programming (see chart below). By continuing to provide students with Spanish literacy instruction, students will be better able to develop proficiency in content areas that are instructed in Spanish and English.

Talking Points for Conversations with ParentsParent engagement is a key factor in student success. It’s important to ensure that parents understand their school’s bilingual instruction program and how they can support learning at home.

Bilingual instruction helps students succeed in school. Parents may believe that receiving instruction in Spanish will interfere with their ability to learn English. In fact, instruction in Spanish according to the Language Allocation Guidelines builds the ability to learn English, while ensuring that they do not fall behind in core content areas.

Speaking Spanish with your students at home helps them learn English faster. Research shows that bilingual students have a better understanding of how language works as well as greater social interaction skills and creativity than monolingual students.

The longer students stay in bilingual programs, the more proficient they will become. The longer students receive Spanish instruction, the better they will perform academically in the long run.

Being bilingual and biliterate gives students a competitive edge in college and career. Colleges and careers often prefer and sometimes require candidates to be bilingual. Nationwide, nearly 82,000 bilingual jobs remain unfilled1, and bilingual candidates can expect to make 5 - 20% more per hour than the base rate2. By receiving Spanish instruction according to the Language Allocation Guidelines, students will be well poised to graduate with the Seal of Biliteracy and use their native language as an asset. Sources:

1. Monster.com and Indeed.com2. Salary.com

KindergartenLiteracy

1st GradeLiteracy

2nd GradeLiteracy

3rd GradeLiteracy

4th GradeLiteracy

5th GradeLiteracy

Overall Language Allocation Guidelines for Literacy, Grades K-5

90% 10%

EnglishSpanish

85% 15%

80% 20%

65% 35%

35% 65%

35% 65%

When will my student start learning English?Your student will begin to learn English right away. The academic subjects that are taught in Spanish will complement the academic subjects that are taught in English, allowing your student to make connections between English and Spanish. They will also have a dedicated time of the day for English Language Development (ELD).

What are the benefits of Spanish instruction?Students who have received bilingual instruction score higher on standardized assessments, have higher graduation rates and have lower dropout rates than students who receive English-only instruction. When your student graduates, he or she will be fluent in two languages, a significant advantage for colleges and careers in the 21st Century, and will be able to apply for the prestigious Seal of Biliteracy.

How do I enroll my student in a bilingual program?You can choose Spanish language instruction by selecting “Option 1” on the Parent Permission Form, which is filled out at registration. If your school does not offer these services, you may enroll at your nearest “TNLI Zone School”, or use the School Choice process to enroll at any DPS school that meets your needs. More information is available online at ela.dpsk12.org. Any student may enroll in Spanish Language Arts courses if offered by the school.

FAMILIES AND COMMUNITY | 20

Talking with Parents About Bilingual Instruction

As a school leader/teacher, you are best equipped to help parents of English Learners understand the benefits of bilingual education and speak about the strengths of your school’s program. It is critical for parents to understand bilingual education is a way to develop biliteracy through strengthening students’ linguistic abilities in Spanish and English and providing support to linguistically gifted students. Below are some answers to questions frequently asked by parents.

1. Speak to your student in your home language to help them retain their multilingual skills.2. Read with your student--ask your librarian if they have books in your home language.3. Ask your student open-ended questions. 4. Help your student think through and process homework in his/her home language.5. Engage your student in conversations about world events, what’s happening in their lives, etc., daily in your

home language.

Tips to Share with Parents

The Seal of BiliteracyThe DPS Seal of Biliteracy is a prestigious award for high school seniors who graduate with high-level skills in both English and another language. Earn-ing the Seal of Biliteracy increases students opportunities for college and career. Almost 80% of Seal of Biliteracy recipients in 2016-17 were ELs who had benefited from DPS’s bilingual and English language acquisition programs.

Bilingual instruction provides a pathway for students to earn the Seal as seniors by helping them become proficient in English and maintaining and building abilities in their home language. Proper implementation of the Language Allocation Guidelines will provide students with a strong foundation of bilingual skills to be able to earn the Seal.

Students interested in earning the Seal should make a plan to meet the requirements with their counselor during ICAP discussions, or talk to their school’s designated Seal of Biliteracy contact.

The Path to Biliteracy Schools may establish an 8th grade Pathways to the Seal award to encourage students to work toward earning the Seal. For more information, contact Heather LaMont.

Information about the Seal of BiliteracyFor parents and students: sealofbiliteracy.dpsk12.orgDPS educators: visit the ELA department site on The CommonsQuestions? E-mail dps_seal@dpsk12.orgFAMILIES AND COMMUNITY | 21

1. Complete all graduation requirements.

2. Show literacy in EnglishStudents must complete one of the following:

ACT English ≥18

AP English Language & Composition ≥ 3

AP English Literature & Composition ≥ 3English Courses (view DPS course catalog here) 3.0 or above in English coursesIB English A ≥ 4IB English Literature A ≥ 4IB English A1 ≥ 4SAT (English section) ≥ 470English 121 or other community college-linked course (view list of accepted courses here) C- or better

3. Show literacy in a world language.Students must complete one of the following:

AP Spanish (language or literature), French, German, Japanese, Italian, Man-darin

≥ 3

IB Spanish B, IB French B, IB French AB ≥ 4

DPS Level 3-4 World Language Assess-ment Intermediate-mid or higher

AAPPL (Arabic, Mandarin, French, German, Portuguese, Russian, Spanish) I4 or higher

CLEP / AAPPL Speaking and Writing CLEP ≥ 63 AND AAPPL Speak-ing/Writing I4 or higher

Speaking and Writing Portfolio*

*This option may be chosen only if one of the above assessments is not available in the language of choice.

Intermediate-mid or higher