English Language Development (ELD)

Students who are English Learners are those students who are identified as needing extra support to gain fluency in academic English. Many of these students come from households in which families speak a language other than English, or come from another country. 

Everest Value School uses the Structured English Immersion (SEI) program model to achieve the following two state goals: 

1. Ensure that English Learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English. 

2. Ensure that English Learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students. 

The Structured English Immersion program provides a classroom setting for English Learners who have not yet acquired reasonable fluency in English, as defined by Everest Value School. Instruction is through an English Language acquisition process, in which nearly all classroom instruction is in English but with a curriculum and presentation designed for children who are learning the language. 

The ELD team consists of a program coordinator and two paraprofessionals. The team coordinates with the teacher to provide support to English Learners in learning the current material as well as relearning basic skills. They spend time inside and outside of the classroom with the students, plan additional interventions for students who are new to the country, and advocate for additional resources that students need such as books and online programs. 

In order for a student to exit the program, they must complete the following requirements, as specified in the English Learner Master Plan: 

1. Assessment of Language Proficiency. Students obtain an overall score of 4 on the ELPAC

2. Comparison of Basic Skills. Student scores within a grade level of the national norm on the NWEA English Language Arts benchmark (i.e., at or above the 45th percentile), OR, in the case of students in grades 3 - 8, an overall score of 3 on the SBAC ELA assessment is also acceptable.

3. Teacher recommendation. Once students are recommended for reclassification by the ELD Coordinator, the general education teacher signs off on the Notice of Reclassification of English Language Proficiency if they agree. The principal must also agree to the recommendation before the parents are notified. If the teacher does not agree, evidence such as work samples and test scores are reviewed by the ELD Coordinator, the teacher, and principal to come to a decision. If there is enough evidence to indicate the student should not be recommended for reclassification, the student maintains the English Learner language status.

4. Parental consultation. Once the ELD Coordinator, general education teacher, and principal agree on a recommendation to reclassify, the ELD Coordinator invites the parents to a meeting. During that meeting, the ELD Coordinator discusses the implications of their child’s proposed reclassification. If the parents agree, they sign the Notice of Reclassification. The consent is filed in the student’s cumulative record along with the performance data that triggered the reclassification. If the parents do not consent, the principal is consulted and another meeting is arranged with the principal, the parent, and the ELD Coordinator. They review the evidence that indicates the student is ready for reclassification. The principal has the ultimate decision as to whether a recommendation should be implemented.