Multilingual Learners (MLLs) / English Learners (ELs)

RIDE uses multilingual learners (MLLs) to refer to the same population in federal policy as English learners (ELs). This term reflects the agency’s asset-based approach in serving students who come to Rhode Island schools with broad linguistic repertoires.

All multilingual learners (MLLs) come to our classrooms with tremendous cultural, linguistic, and intellectual resources, along with the right to high-quality education. Our educational systems are responsible for supporting MLLs in cultivating these strengths through integrated content and language instruction, enrichment opportunities, and a whole-child approach to teaching and learning.

“Education should work to transform the quality of each person’s life, the environment, the community, the whole society.”

 – Paulo Freire

Rhode Island Blueprint for Multilingual Learners Success 

Rhode Island Blueprint for Multilingual Learners (MLL) Success – Data Visualization

In drafting the Blueprint for Multilingual learners Success, the Rhode Island Department of Education in collaboration with a wide stakeholder group analyzed 2018-2019 school year data. This data contextualizes the need for the Blueprint, a foundational document that sets the expectations for a successful education for multilingual learners in the state.

RI BLUEPRINT FOR MLL SUCCESS – DATA VISUALIZATION

High Quality Instructional Framework for Multilingual Learners (MLL) to Thrive

As Rhode Island is beginning to implement the high-leverage strategies of the MLL Strategic Plan, the Rhode Island Department of Education in collaboration with a wide stakeholder group began developing a framework for high-quality instruction for MLLs that includes evidence-based, student-centered tenets of teaching and learning.

Review and Feedback

If you would like to provide feedback on the framework posted above, you are welcome to do so through this online feedback form.

MLL/EL focused CCSSO Resource for State and Local Leaders NEW!

The Council of Chief State School Officers (CCSSO) just released State Leadership Guide for Engaging Stakeholders in Continuous Improvement of English Learner Programs & Services during COVID-19 & Beyond. This guide introduces a set of equity-focused resources for SEA leaders to use to engage state and local stakeholders in continuous-improvement processes focused on English Learner programs and services. The guide and its accompanying resources are organized around the three prongs of the Castañeda (1981) framework: (1) Grounding EL-focused continuous improvement in evidence-based principles; (2) Supporting implementation with adequate resources and personnel; and (3) Monitoring progress to ensure effectiveness.  NAELPA, OELA, and CCSSO are hosting a year-long webinar series to support the use of the resource.

Back-to-School Reopening Resources

Multilingual Learner/English Learner Guidance SY20-21

Best Practices for Creating Take-Home Packets to Support Distance Learning

COVID-19 MLL/EL Resources 

This page highlights three guiding principles for educators and administrators exploring new ways of working with their MLLs/ELs through technology, all of which are adapted from the U.S. Department of Education’s toolkit. For a list of COVID-19 MLL/EL resources, please see Guiding Principle III.

Guiding Principles for Educators

I. Determine What Educational Technology has to Offer

Whether a teacher or an administrator, the challenge is the same: How do you begin to choose the right educational technology for your English learners from among the thousands available? 

The most important initial steps is often analyzing educational technology for functionality, or what the tools will allow learners do. The U.S. Department of Education has identified three broad categories:  

  • Digital Academic Content Tools offer academic content resources or engage students in activities to learn content such as language and literacy skills. Examples include a tutorial on a new math skill, simulation of a physics concept, or resource that describes a geographic formation. 
  • Digital Productivity Tools offer resources to help students plan, document, organize, and analyze content. These tools don't contain academic content; examples include a slide presentation tool, a timeline tool, or a concept mapping tool.  
  • Digital Communication Tools offer resources students can use to communicate, collaborate, network, or share information. These tools don't contain academic content; examples include document-sharing tools to support joint work as well as journaling or blogging tools. 
Digital Learning Resources ELLs

Disclaimer: Examples of specific programs or products on this page are intended to further educators’ and administrators’ understanding; mentions are not endorsements from RIDE.

After reaching some clarity about the functionality of different digital tools, the following questions may be useful to consider, depending on your role in education. 

General Education Teachers

  • Are English learners able to fully participate when the class uses educational technology during academic instruction?
  • Are there digital resources that will help my English learners gain English proficiency while working on academic content with their English learner and English-proficient peers?

English Learner Specialists

  • Are there types of educational technology that my English learners don't use but I should explore? What might these offer for them?
  • When I discuss educational technology with general education teachers, do we discuss ways we can use technology to support English learners in learning content and in using language to communicate about grade-level content?

Administrators

  • Do our English learners use and benefit from the educational technology provided from the district? In what ways? How do we know?
  • Are there other types of educational technology that our district doesn't provide but could consider using to better support our English learners?

II. Maximize the Supports that Educational Technology Offers English Learners

Embedded support features, such as short videos with closed captioning or images used to define new vocabulary, can assist MLLs/ELs in better understanding content. In addition to these supports, there are audio recordings and translation functions that can help MLL/ELs process and communicate content. Another type of support feature includes those that facilitate collaboration with peers, such as document sharing or break-out groupings. 

Embedded Supports in Digital Learning Resources

MLLs embedded supports
Support Features Break-Down of Supports
Visual Visual definition
Interactive visual features
Closed captioning
Auditory Auditory definition
Text-to-speech for text selection
Text-to-speech for highlighted word
Record and replay voice
Translation Spoken word translation
Printed word translation
Spoken text translation
Printed translation
Collaboration Document sharing
Collaboration based on proficiency level

For a more in-depth explanation of the support features above, please refer to pages 14-24 of the U.S. Department of Education’s Office of English Language Acquisition deck. The U.S. Department of Education has provided a series of questions to guide educators and administrators in evaluating educational technology for supports. 

  • Look for embedded support features in resources. Determine if resources include supports to assist your English learners when you review any educational technology for possible use or purchase. 
  • Ask vendors to provide information on the types of digital support features a resource includes that may be particularly helpful for English learners. For example, does the resource include auditory supports such as text-to-speech ("read aloud") functions? Does it offer visual tutorials to help explain concepts? 
  • Assess how easily students can access and use specific support features. Keep in mind, some English learners may be just learning to use computers. For example, observe whether they have difficulty in following the navigational steps needed to access the features. 
  • Plan how you will guide your students in using support features. Plan ways to facilitate students' use of the support features so that they can use them productively--especially if they are working on their own. 

Source: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final Report. National Study of English Learners and Digital Learning Resources. Washington, D.C. 2019.

III. Explore New Educational Technology

To make the search for digital learning tools more expedient, the RIDE MLL/EL Team has compiled a list of COVID-19 MLL/EL resources that categorizes digital tools by type and supports offered. The list highlights which language domain(s) (listening, reading, speaking, or writing) the resources might be used to promote. It is not an exhaustive list. The goal is to consolidate and code resources in a single place. Mentions and descriptions of specific products are not endorsements from RIDE.

As we consider what educational technology has to offer, it is also important to consider the unique needs that MLLs/ELs may have at this time. Colorín Colorado has developed a printable "Needs Assessment" to help educators better support multilingual learners with technology during the COVID-19 pandemic.

Issues with ease of access are often compounded for multilingual families, whether it be due to instructions from the teacher, functionality of the digital tool, or the number of log-in's and new platforms required for remote learning. When using digital tools, keep in mind that your MLLs/ELs may have unique privacy considerations. Other considerations include: Did multilingual families have access to support in the CARE Act designed to alleviate economic hardship? Do MLLs have a quiet place to do schoolwork? Do MLLs share a hotspot with others or have low WI-FI bandwidth? These factors should inform school planning, as they impact students' ability to engage in digital class activities. 

English Learner Programs

English Learner Programs (EL Programs) in Rhode Island can vary depending on the language distribution, the goal of the program, the grades it serves, among other things.

Los programas de Rhode Island para Estudiantes que están aprendiendo inglés 

Programas ELL, (por su sigla en inglés) pueden variar dependiendo, entre otras cosas, de la distribución de los idiomas, de la meta del programa y de los grados a los cuales están dirigidos. 

Program Models

 Any given district may have more than one model in place, so it may be necessary to evaluate programs by school.

1. English as a Second Language

2. Sheltered Content Instruction

3. Collaborative ESL & General Education

4. Bilingual Education

5. Two-Way/Dual Language

6. Newcomer Program

Collaborative ENL and General Education 5-Module Online Course

The Collaborative ENL and General Education 5-module online course is available here:

http://wested.box.com/v/RIDE-ENL-COURSE

Inconsistent/Interrupted Formal Education- Practical Approach

This practical approach provides Rhode Island educators with actionable steps on practice and procedures to meet the social, emotional, linguistic, and academic needs of SIFE students.

Inconsistent/Interrupted Formal Education - Webpage

This website provides Rhode Island educators with more resources to meet the social, emotional, linguistic, and academic needs of SIFE students.

Social Emotional Learning for MLLs - Webpage

How are you feeling about distance learning? Stressed? Overwhelmed? Frustrated? Anxious?

Some of these strategies are great to identify your emotions and build resilience in your classroom and school. 

Identifying MLLs who are Differently Abled - Practitioner Brief

This brief is designed to support educational professionals in understanding multilingual learners, implementing MTSS, conducting special education evaluation, and making eligibility determination for multilingual learners who are differently abled.

Introduction and Scope of the Toolkit

This toolkit illustrates highlights of the Federal Guidance provided by the Department of Education, in addition to the administration of the English Language Acquisition, Language Enhancement, and Academic Achievement Act, also known as Title III, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (Title III).

The scope of the toolkit is to guide school districts, professionals, parents, and all stakeholders in the state of Rhode Island to meet their obligations to ensure that English Learner students can participate meaningfully and equally in educational programs and services.

The information contained in this toolkit is published with the intent to support implementation of English Language services, they are in no way exhaustive and are meant to expand the support network provided by the Rhode Island Department of Education.

Local Educational Agencies (LEAs) may choose to use some of the forms and templates provided if so they desire, or create local forms that better mirror their districts’ needs.

Main sources for this toolkit are:

The forms and templates included in this toolkit are reproduced with the authorization of the U.S. Department of Education.

For clarification purposes, in this toolkit, the term 'parents' refers also to any family member or guardian. 

Dual Language Programs (or Two Way Immersion) are programs in which students are taught literacy and content in two languages

The Rhode Island Department of Education recognizes that speaking, reading, writing, and understanding multiple languages are important 21st century skills for an increasingly global society. The benefits of knowing two languages are many and carry with them educational, economic, cognitive, and socio-cultural advantages. Proficiency in multiple languages permits individuals to expand their world because it permits them to communicate with members of other cultural groups.

Los Programas de los Idiomas, o "De Doble Inmersión", son los que se alfabetiza y enseña contenido en dos idiomas.

El Departamento de Educación de Rhode Island reconoce que hablar, leer, escribir y entender varios idiomas son destrezas importantes en el siglo 21, en una sociedad cada vez más globalizada. Los beneficios de saber dos idiomas son muchos y conllevan ventajas educativas, económicas, cognitivas y socioculturales. Dominar varios idiomas permite a la persona expandir su mundo porque le posibilita comunicarse con miembros de otros grupos culturales.

DUAL LANGUAGE PROGRAM STANDARDS

Seal of Biliteracy 

The Seal of Biliteracy celebrates students who have multilingual competence – a critical skill in today’s global society and an asset that will prepare RI graduates for success in the local and global economy. The Seal of Biliteracy certifies that a student has demonstrated skills in the English language and one or more other world languages.  Students earn a Seal of Biliteracy by demonstrating competence in English Language Arts standards as defined by the Commissioner Seal or English Proficiency standards, and nationally-recognized world language standards. The State Seal of Biliteracy Council Designations will be awarded beginning with the graduating class of 2021.  

Rhode Island Seal of Biliteracy Council Designation: Student Requirements 

To earn a Seal of Biliteracy, students must successfully meet the established benchmark on RIDE-approved assessments in English and another world language. Students may earn either a Silver Seal or a Gold Seal depending on the skill level demonstrated on the assessments. Students must meet the benchmark on both an approved English language assessment and an approved world language assessment in order to earn the Silver Seal of Biliteracy or the Gold Seal of Biliteracy.

Purpose

The Rhode Island MLL/EL Advisory Council is an active group of stakeholders who provide a voice for all Multilingual students and advise the Commissioner of Education at the Rhode Island Department of Education on all things related to the education of this important and unique group of students. Our charge is to ensure that MLL/ELs receive educational services enabling each learner to achieve optimum success throughout their school careers and to be college and career ready following graduation from Rhode Island schools.

Application Form - SY 2024-2025  deadline: June 28, 2024.

If you are interested in the education of MLL students, solutions-oriented, and eager to collaborate for the betterment of the MLL education in the state of Rhode Island, complete the application form by TBD. The MLL Advisory Council Members are nominated for the duration of a two-year term, for more information review the Revised By Laws 2022. 

Meeting Dates and Locations

All meetings begin promptly at 5:30 p.m. and will adjourn at 7:00 p.m. Meetings are open to the public. Locations vary based on the meetings:

2024-2025 Calendar 

  • Monday September 30th, 2024, at 5:30 - 7:00 pm  (Zoom)
  • December 9th, 2024, at 5:30 - 7:00 pm  (location TBD)
  • March 3rd, 2025, at 5:30 - 7:00 pm  (location TBD)
  • May 12th, 2025, at 5:30 - 7:00 pm  (location TBD)

Agendas and Minutes

MLL/EL State Advisory Council Executive Committee 

  • Chair-elect for the Advisory Council (3 yr term) - Karen Stern 
  • Vice-chair elect for Higher Education (3 yr term) - Amy Correia
  • Vice-chair for K-12 (2 yr term) - TBD

Council Members 

Membership is constituted by Commissioner nomination for a 2 year term. 

NEW Membership 2024-2025 and 2025-2026 - COMING SOON

 

Additional Information

Professional Learning

  • WIDA Workshops Calendar - Offerings 2024/2025 These workshops are sponsored by RIDE to support all educators working with Multilingual learners (MLLs). New eLearning offerings are available to an unlimited number of RI educators and administrators. These training sessions also meet the requirements for MLLs PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12. State-offered professional development workshops are free of charge to all public school employees.
  • MLL/EL Directors and Coordinators Meetings 2024/2025 This support is designed to build the capacity of Multilingual Learners / English Learners teachers, and administrators to improve the achievement of MLL/EL. These training sessions also meet the requirements for MLL/EL PD for all teachers contained in R.I.G.L. 16-54-2 sec. L-4-12. 
  • Certification Issuance Requirements and Applications This page contains Rhode Island certification requirements and applications for anyone seeking an Initial certificate through RI approved programs, reciprocity, or credential review. 

       Multilingual Learner (MLL) Education for School Leaders RIDE MLL Endorsement:

  • EDC 597: Foundations in Multilingual Learner Education for Administrators 
    • This course provides foundational knowledge of issues related to education for Multilingual Learners (MLLs). Participants will learn about federal and state level policies, research on language acquisition and cultural responsiveness, and evaluate district and school level practices to improve education for MLLs. All learning will be directly aligned to the Rhode Island Standards for Educational Leaders (RISEL). (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor.
  • EDC 598: Advanced Study in Multilingual Learner Education for Administrators
    • This course includes advanced studies on issues related to education for Multilingual Learners (MLLs). Participants will learn about language assistance programs, how to staff such programs, instructional methods and approaches for MLLs, the importance of multilingualism and equitable assessment practices for MLLs, how to evaluate curriculum choices and become an agent of change to improve education for MLLs in their district and/or school. (Online) Pre: Currently hold a school-based leadership certification (e.g. administrator, superintendent); permission of instructor.

  • Looking at MLL Data and Cycle of Improvement Process - Webinar

    The cycle of improvement process helps identify and close achievement gaps amongst multilingual learners and their peers within their classroom or school community. This webinar will walk educators through the implementation of the cycle of improvement process.

World Class Instruction Design and Assessment (WIDA) Consortium

WIDA is a mission-driven, state university-based organization.  Its mission is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse through high quality standards, assessments, research, and professional learning for educators. 

ACCESS® for ELLs 2.0

Rhode Island requires that the English language proficiency (ELP) of all English language learners (ELs) be measured annually with the ACCESS for ELs.

Rhode Island utilizes the ACCESS for ELs to annually measure the English language proficiency (ELP) of ELLs across the state. Districts utilize the WIDA SCREENER to screen the English language proficiency of newly enrolling students identified as potential ELLs. This screening tool is aligned to the WIDA Summative ELP Standards and the ACCESS for ELs. It produces a proficiency score that helps schools provide ELL students with the most appropriate instruction for their English proficiency level. 

Regulations and Guidance

Identification Procedures

The document outlines the state-recommended procedure for identifying English Learners in accordance with R.I.G.L.16-54-3. 

Este documento define el procedimiento recomendado por el Estado para identificar a estudiantes para el aprendizaje del idioma inglés, de conformidad con R.I.G.L.16-54-3. 

If a parent or guardian reports a language other than English in any of the first three questions of the survey, a language screening assessment should be administered, regardless of the additional information provided.

Home Language Survey 

​​Exit Criteria - Reclassification NEW!

This document outlines the minimum criteria that ELs must meet in order to be eligible for exit from an English Language Instructional Program (ELIP).

Este documento define los criterios mínimos que los estudiantes que están aprendiendo inglés deben cumplir para poder egresar de un programa de enseñanza del idioma inglés (English Language Instructional Program o ELIP).

​This document calculates the minimum exit criteria from an English Language Instructional Program (ELIP) in case of a missing domain due to a documented disability category. 

Este documento calcula los criterios mínimos que los estudiantes que están aprendiendo inglés deben cumplir para poder egresar de un programa de enseñanza del idioma inglés (English Language Instructional Program o ELIP), si tienen una discapacidad documentada. 

RIDE aims to support schools and families working together to achieve greater outcomes for Multilingual Learners (MLL).

Here we have included resources for both families and educators to use to guide their path to improving outcomes for MLLs in Rhode Island. Feel free to ask your child’s school parent or family engagement coordinator for more information about working together to help your child(ren) succeed!

El Departamento de Educatión de Rhode Island busca apoyar escuelas y familias que colaboren entre sí para lograr mejores resultados para los estudiantes que están aprendiendo inglés (Estudiante Multilingüe o MLL).

Aquí hemos incluido recursos tanto para familias como para educadores, que pueden guiarles a mejorar los resultados para los estudiantes que están aprendiendo inglés en Rhode Island. No dude en pedirle al coordinador de participación parental o familiar de la escuela que le dé más información sobre cómo colaborar para ayudar a sus niños a triunfar.

Family and Student Bill of Rights 

MLL Strategic Plan, Goal 5: Increase school capacity to effectively engage families and caregivers as partners in MLL academic success, advocacy, decision-making, and use of resources. 

¡Conozca Sus Derechos! - videos

Instructions - How to Print

Resources for Families

Working with Educators

Educational Bilingual Sites / Sitios educativos bilingües

As administrators, principals, teachers, or second-shift educators, we have the onus to reach out to families of all backgrounds. We have listed a few websites as stepping points to creating partnerships with families in our schools. 

Como administradores, directores, profesores, o educadores de segundo turno, tenemos la responsibilidad a comunicar con nuestras familias de cualquier experiencia. Tenemos una lista de algunas paginas de web para soportarte en crear asociaciones con familias en nuestras escuelas.

Establishing a Welcoming Environment

MLL Curriculum & Instruction Resources

Educational Services for Immigrant Children and Those Recently Arrived to the U.S.

Professional Associations for Educators

Organizations as Resources to MLLs and Diverse Learners

Data and Statistics on MLLs

Information and Research on MLLs

  • IRIS Center Diversity Tools - The IRIS Center has several modules, activities, infobriefs, and case studies on Diversity including topics such as Culture, ELLs, and Disproportionality. In the Resource Locator Tool found here choose Diversity from the menu and click "all materials" for a full listing of available items. Be sure to explore other topics, such as behavior, where some modules are available in Spanish.
  • Search Institute's 40 developmental assets describes positive experiences and personal qualities that young people need to grow up healthy, caring, and responsible.

Translation and Interpretation Services

This section provides information on requesting outside agencies to help fulfill the translation and interpretation needs a school district may not otherwise be able to.

This facilitates communication with non-English speaking or limited English proficiency families in our schools. Here is a brief overview of the services available to your district:

  • Translation: This is primarily for written communications. Common uses might include report cards, information about ELL instruction, announcements of school events, and other communications sent home to families.
  • On-site interpretation: This form of interpretation can be used for meetings concerning parents such as parent teacher conferences, school events, and parent teacher organizations.
  • Phone interpretation: Phone interpretation can be used for calls home concerning the student or meetings that otherwise cannot be completed at the school site.
  • Video remote interpretation: Video remote interpretation is interpretation through web cameras or video phones. This is especially useful if sign language is required.

The cost of translation and interpretation services vary by several factors:

  1. Duration of appointment
  2. Languages in which services are provided
  3. Due date and timeliness of request
  4. Technicality of document content

Outside agencies are used to help meet translation and interpretation needs not met by district resources. They are able to provide language expertise through various formats that may not otherwise be available.

  • On site interpretation 
  • Phone interpretation 
  • Translation (written) 
  • Video Remote Interpretation 

For the Deaf and Hard of Hearing

The Rhode Island Commission for the Deaf and Hard of Hearing provides interpretation services rates vary depending on the years of experience as well as the conditions the interpreter is called under (emergency, deaf-blind) as well as the travel time.

  • On site interpretation services
  • Video Remote Interpretation 

Funding

Please note that Title I or other supplemental funds may be used for interpretation/translation services that extend above and beyond these basic service needs.

Toolkit for Spoken Language Interpreters in Education

Servicios Externos de Traducción e  Interpretación

Esta página web brinda información para solicitar servicios externos de traducción e  interpretación cuando el distrito escolar no puede llenar esas necesidades.

Esto facilita la comunicación con familias en nuestras escuelas que no hablan inglés o lo dominan poco. Aquí proporcionamos una breve perspectiva general de los servicios disponibles en su distrito:

  • Servicio de traducción: Se usa para comunicaciones escritas, comúnmente boletas de calificaciones e información sobre la enseñanza de estudiantes que están aprendiendo inglés.
  • Servicio de interpretación en persona: Esta forma de interpretación puede utilizarse en reuniones de padres y maestros, eventos escolares, y organizaciones de padres y maestros.
  • Servicio de interpretación por teléfono: La interpretación por teléfono puede usarse para llamadas a casa relacionadas con el estudiante o para reuniones que no se pueden efectuar en la escuela.
  • Servicio de interpretación por videoconferencia: La interpretación por videoconferencia se realiza mediante cámaras web o videófonos, y es particularmente útil para lengua de señas, si se requiere. 

El costo de los servicios externos de traducción e interpretación depende de varios factores:

  1. La duración de la cita.
  2. El idioma a traducirse o interpretarse.
  3. La fecha de entrega o provisión, y la puntualidad.
  4. El tecnicismo del contenido a traducirse o interpretarse.

Se utilizan servicios externos de traducción o interpretación cuando el distrito no tiene los recursos para llenar esas necesidades. Los servicios externos ofrecen su pericia en el campo de los idiomas mediante varios formatos que, de no ser por estos servicios, no estarían disponibles.

  • Interpretación en persona 
  • Interpretación por teléfono 
  • Traducción (por escrito)
  • Interpretación por videoconferencia 

Para personas con sordera total o parcial

La comisión de Rhode Island para sordos e hipoacúsicos, RI Commission for the Deaf and Hard of Hearing, ofrece servicios de interpretación a precios que varían según los años de experiencia del intérprete y las condiciones en las que debe interpretar (situaciones de emergencia, interpretación para personas sordas y ciegas, etc.), así como el tiempo de traslado. 

  • Interpretación en persona 
  • Interpretación por videoconferencia 

Financiamiento

Por favor, tenga presente que los fondos bajo el programa Título I o otros fondos suplementarios se pueden utilizar para servicios de traducción o interpretación que excedan estas necesidades básicas de servicios.

Foreign Transcript Review Guide

The Foreign Transcript Review Guide is intended as a reference tool for districts to assist school staff members with evaluating foreign transcripts for students newly enrolling from other countries.

It was adapted from guidance produced by the Office of Youth Development and School-Community Services (OYDSCS) of the New York City Department of Education (DOE).

World Education Services

A credential evaluation is a comparison of your academic accomplishments to standards in the U.S. or Canada. This report helps institutions like schools, employers, licensing boards, or immigration authorities better understand your educational background. 



A report from World Education Services (WES):

  • Identifies and describes your credentials
  • Verifies that your credentials are authentic
  • May include a grade point average (GPA) equivalency
  • Includes an evaluation of the authenticity of your documents

Scholaro – Credential Evaluation

Scholaro is a U.S. based company that provides services in the areas of international verification, credential evaluation, and translation.

Asylees

Individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum. Asylees do not enter the United States as refugees. They may enter as students, tourists, or businessmen, or with “undocumented” status (U.S. Department of Health and Human Services, n.d.a).

Dual Language Learners

The Head Start Act uses the term “limited English proficient” and defines the population broadly to encompass a wide range of children, including those exposed to a language other than English, those whose native language is not English, and those with limited skills in English. Specifically, section 637 of the law defines the child who is limited English proficient as one:

(A) (i) who was not born& in the United States or whose native language is a language other than English

(ii) (I) who is a Native American (as defined in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)), an Alaska Native, or a native resident of an outlying area (as defined in such section 9101); and

(II) who comes from an environment where a language other than English has had a significant impact on the child’s level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

(B) whose difficulties in speaking or understanding the English language may be sufficient to deny such child —

(i) the ability to successfully achieve in a classroom in which the language of instruction is English; or

(ii) the opportunity to participate fully in society.

English Learner The term ‘‘English learner’’

when used with respect to an individual, means an individual—

(A) who is aged 3 through 21;

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C)(i) who was not born in the United States or whose native language is a language other than English;

(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where  a  language other than English has had a significant impact on the individual’s level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a  language  other  than English is dominant; and

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual—

(i) the ability to meet the challenging State academic standards;

(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or

(iii) the opportunity to participate fully in society. 

English Learners with Disabilities

The phrase “English learners with disabilities” refers to English learners who are also “children with disabilities” under the IDEA, as defined in Section 602(3) of that Act and 34 CFR §300.8 .   (ESEA Section 3201(4))

Foreign Born

People who are not U.S. citizens at birth (U.S. Census Bureau, n.d.). Title IX - SEC. 901. GENERAL PROVISIONS. SEC. 9101. “(25)

Immigrant

Immigrant children and youth means individuals who: 

(A)  are aged 3 through 21;

(B)  were not born in any State; and

(C) have not been attending one or more schools in any one or more States for more than 3 full academic years.[1] 

Note!  When determining whether a student meets condition (C), the months in attendance do not need to be consecutive. For the definition above, "state" means the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. [1]  Definition based on Section 3201(5) of ESEA.

Long-term English Learner

The ESEA does not define “long-term English learner.”  However, the reporting requirement under ESEA Section 3121(a)(6) may be instructive in determining which ELs served under Title III are long-term ELs. […] Reporting requirement in ESEA Section 3121(a)(6), States and LEAs may consider ELs who have not attained English language proficiency after five years as long-term ELs .

Multilingual learners (MLLs)

Refers to all children and youth who are, or have been, consistently exposed to multiple languages. It includes students known as English language learners (ELLs) or dual language learners (DLLs); heritage language learners; and students who speak varieties of English or indigenous languages. (WIDA Guiding Principles 2019)

New American

An all-encompassing term that includes foreign-born individuals (and their children and families) who seek to become fully integrated into their new community in the United States (White House Task Force on New Americans, 2015).

Newcomer

This is an umbrella term that includes various categories of immigrants who are born outside of the United States and have recently arrived in the United States.

Refugee

A refugee is a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Citizenship and Immigration Services, 2015).

Student with Interrupted (or Limited) Formal Education (SIFE / SLIFE)

Students in grades four through 12 who have experienced disruptions in their educations in their native countries and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, 2008). Students who have recently immigrated to the United States who may have had little or interrupted formal education.

Unaccompanied Youth Children

Children who come into the United States from other countries without an adult guardian (U.S. Department of Health an Human Services, n.d.b.).

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