New - Remote Learning Resources
DPS is committed to Equity, which includes providing high-quality services and programs for English Learners. ELA recognizes that this is a challenging and unprecedented time for the DPS community. In the face of this unique circumstance and its demands, we want to support you and your hard work for our students as much as possible.
ACCESS 2.0 Online
Language Allocation Guidelines
Denver Public Schools research indicates:
- English learners in DPS who complete the ELA program perform similarly or slightly higher than non-English learners on the state tests in English.
- English learners who receive ELA services show greater growth in English language proficiency compared to English learners not receiving services.
- English learners who receive Native Language Instruction in Spanish in elementary school and transition to ELA-E at the appropriate time are more likely to be on-track to reaching English proficiency in accordance with their target trajectory than students who receive instruction in English alone (ELA-E) and students who do not receive ELA program services .
- CDEs guidance regarding redesignation states, “Most students should not be considered for redesignation until after completion of 3rd grade when individual student State academic assessments are available.”
- WIDA’s national research shows that for students who have achieved a 4.8- 5.2 on the Access that language should no longer be a barrier to performance on a state assessment (TCAP).
Language of Assessment Guidance
English Language Development (ELD)
For ELD information and resources, please visit our ELD page.
ELA-S math guidance
Per the Language Allocation Guidelines, Spanish is the recommended primary language of instruction in mathematics in grades K-5 for ELA-S classrooms. Although Spanish is the primary language of instruction, it is recommended that both English and Spanish be used strategically to support students’ content and language development. The following guidance applies to TNLI schools that have opted in to the Bridges in Mathematics Curriculum.
Integrated Content and Language Development (ICLD)
Schools provide native language supports when appropriate, including ELA-E and mainstream classrooms– (i.e. curricular resources in the native language; paraprofessional support; preview/review in native language; appropriate strategies to support transition to English for ELs)
DPS funds Spanish materials related to core curriculum which should be available in your Spanish core content areas.
Conferences and Organizations
Colorado Association for Bilingual Education (CO-CABE)
California Association for Bilingual Education (CABE)
National Association for Bilingual Education (NABE)
Teachers of English to Speakers of Other Languages (TESOL) International Association
Colorado Affiliate of Teachers of English to Speakers of Other Languages (COTESOL)
American Council on the Teaching of Foreign Languages (ACTFL)
Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards - A framework that can be helpful in creating CLOs
Understanding Language: Language, Literacy, and Learning in the Content Areas—Stanford University’s website aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards (CCSS) and Next Generation Science Standards.
WIDA Can-Do Descriptors—Grade-level clusters to support differentiating instruction (planning) for English Learners (ELs)