Creating, Enhancing, and Sustaining an English Learner Program: The Basics

Under the Equal Educational Opportunities Act, schools and districts are required to provide an effective English learner program to help English learners learn English and participate fully in school. 20 U.S.C. § 1703(f); see Castañeda v. Pickard, 648 F.2d 989, 100910 (5th Cir. 1981). Reference the following for more information:

• U.S. Department of Justice and Education’s Guidance, Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs factsheet
• Administrator’s Resource Kit’s Federal Requirements

Additional Resources:

• Reference the full list of tasks with key information in one downloadable file (Word) or Reference the full list of tasks with key information in one downloadable file (PDF)
• Access the tool for planning and managing an English Learner program (Word) or Access the tool for planning and managing an English Learner program (PDF)

Developing an English Learner Handbook

Under Title III, districts and schools are required to have an English Learner Handbook to address: 

• English learner program: vision, mission, goals, learning objectives
• Approach to English learner services: description of the theory, methodology, and curriculum
• Human resources: detailed position descriptions of the English learner program staff and their responsibilities, organizational chart, and anticipated needs of the program
• Student demographics: English learners by grade level, home languages, native languages, and characteristics (such as newcomer, long-term, and English learners with disabilities)
• Program policies: identification and exit procedures, accommodations and supports, sample forms, templates, and monitoring protocol
• Title III fund uses: summer camp, training for teachers, parent/family ESL classes, and more
• Evidence of program effectiveness: student performance data, grades, graduation rate, testimonials from students and parents, and participation rates (like for the gifted and/or in athletics, arts, and extracurriculars)

The recommendation is that schools and districts satisfy the Title III handbook requirements for internal reviews and a modified handbook may be extracted for public use.

Handbooks serve as a helpful reference to support staff efforts to understand and follow district and school policies and procedures. The English Learner Handbook is also a place to document a procedure for staff to secure translation and interpretation services, detailing who does it, how much lead time is needed, who needs to approve the cost, and so on. All documents sent home to English-speaking families must also be sent home to parents and caregivers not fluent in English in a way that is understandable to them.

Important documents to translate include: 

• Student code of conduct handbook 
• Special Education-related documents, including the Individualized Education Program (IEP)
• Disciplinary procedures
• English Learner program parent notification letters
• Transportation and free and reduced lunch information

Districts and schools may also elect to have a parent handbook about the English learner program that is distributed to parents and caregivers or posted on the district or school website and offered in several languages. This handbook is different from the one for students discussed above. The parent handbook contains information for families about the English Learner program, Ohio English Language Proficiency Screener (OELPS), Ohio English Language Proficiency Assessment (OELPA), who to contact for information, and how to support their student in acquiring English. An English Learner page that provides a brief description and contact information on the district or school website is another way to raise awareness of the English learner program.

Learn more at Building Effective Family, Community, and School Partnerships and the Family Roadmap resources.

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Creating a Welcoming Environment

It is important to ensure that the school environment reflects how much all students are valued. For English learners, their first impressions upon entering a school can go a long way to help them feel welcome and support their efforts to engage in learning opportunities.

❏ Strategies to create a welcoming environment:

• Know the identities present in the community, school, or district and post visible and welcoming signage in languages, art, and artifacts that represent the countries and languages within the student population.

• Post welcome signs and other key signage throughout the building in families’ languages.

• Establish a welcoming reception area that contains information about the district and school with directions in all families’ languages so family members can find their way around.

• Ensure that front office staff know how to access staff that speak all families’ languages or phone interpretation services and use these resources to create a welcoming environment.

• Train office staff and enrollment team members to know how to engage with newcomer families, including using verbal communication, body language, and gestures that are appropriate, and access translation resources.

• Provide packets of intake documents and general information (such as handbooks with key information for English learner families like key rules and regulations, expectations, attendance requirements, and illness procedures). Make every effort to provide these documents to families in their home languages. This information can also be explained by interpreters, paraprofessionals, and bilingual teachers or presented by a community or staff member who speaks the family’s language. Refer to the Family Roadmap for relevant, translated resources designed for use with and by families.

• Engage home-language student ambassadors and prepare them to lead tours of the school for students and their family members that point out critical spaces such as classrooms, restrooms, and the nurse’s office as well as other important facilities (like those used for physical education, art, music, technology).

• Consider supporting a team of student ambassadors, available on an ongoing basis, to help newcomers as needed. Student ambassadors might constitute a school club that offers service-learning credit for volunteers. Training of student ambassadors is key to the success of such a program. 

Learn more by accessing How to Create a Welcoming Classroom Environment for English Learners, based on the video Creating a Welcoming Culture in Your Building.

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Identifying English Learners

Ohio has standardized procedures for identifying students who are English Learners.

For detailed guidance visit the Ohio Department of Education and Workforce’s Identifying English Learners page. To learn about instructional implications for educators and navigating special circumstances, reference the  Instructional Strategies for English Learners in the General Education Classroom page of the Instructional Roadmap.

Additional resources to support identification of English Learners

• Ohio Laws and Administrative Rules' Administering required state tests at the designated grades
• Ohio Department of Education and Workforce’s Ohio English Language Proficiency Screener (OELPS) FAQ
• Ohio Department of Education and Workforce’s Enrolling and Supporting Displaced and Newcomer Students
• Ohio Department of Education and Workforce’s Language Usage Survey

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Placing Newly Arrived Students

To best support displaced and newcomer students, districts and schools can immediately enroll students and provide language assistance at registration. Learn more on the Enrolling and Supporting Displaced and Newcomer Students and Supporting Newcomers in Secondary Schools pages.

The sample grade placement guide may be helpful. In addition, Chapter 5 of the U.S. Department of Education’s English Learner Tool Kit, provides suggestions and tips on creating a supportive environment for English learners. Access the Enrolling Your Child in Ohio resource on the Family Roadmap for a tool to support parents.

Download: Sample Grade Placement Guide (Word) or Sample Grade Placement Guide (PDF)

Evaluating Transcripts

Evaluating student transcripts from other countries, especially at the high school level, can be complicated and impact when a student is able to graduate. Learn more on the Supporting Newcomers in Secondary Schools page.

The video Enrolling EL Students discusses enrollment and evaluating transcripts.

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Notifying Parents or Guardians

Notification

Access the Ohio Department of Education and Workforce’s templates for parent notification letters that include the required elements in English and many other languages on the Identifying English Learners page and the Parent Notification Procedures for English Learner Identification and Services page. 

• Family Roadmap’s English Language Supports at School resource designed for parents
• Ohio Department of Education and Workforce’s Translated Family Reports for OELPA Results

Continuing Services

Since parents and guardians are partners throughout their student’s education, they have the legal right to refuse English learner services when they are first offered or at any other time. They may also choose to start or resume services at any time. If parents or guardians indicate that they wish to refuse services, talk to them to ensure they understand the implications of their decision. If they still wish to decline services, document their decision, and place the signed document in the student’s school records. Access Notification to Decline English Language Programs or Services Template in Appendix B of the U.S. Department of Education’s English Learner Tool Kit.

If a parent declines the school’s English learner program, the student remains identified as an English learner as defined by the Ohio Education Management Information System (EMIS) and is eligible for allowable English Learner accommodations on state tests and continues to take the Ohio English Language Proficiency Assessment (OELPA)/Alternate Ohio English Language Proficiency Assessment (Alt-OELPA) until proficiency is reached. Provide professional development to teachers to prepare them to support the student.

Learn more about Avoiding Unnecessary Segregation and Serving English Learners who Opt-Out of English Learner Programs in chapter five and chapter seven of the U.S. Department of Education’s English Learner Tool Kit. The English Language Development Instruction page of the Instructional Roadmap and the U.S. Departments of Justice and Education’s Dear Colleague Letter of January 2015 provide additional guidance supporting general education teachers.

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Selecting an English Learner Program Model

Once a student is identified as an English learner, an effective English language program must be provided. An English learner program model is a structured approach to helping students who are acquiring English as another language to develop their language skills and succeed academically. Schools and districts identify English learner program models based on the number of English learners in their school or district and the resources available. Even if there is a small number of English learners, there should be a plan to meet their needs. The program may change as new students arrive and others exit the program. The most popular service models can be found in the next section below.

The U.S. Departments of Justice and Education’s Dear Colleague Letter of January 2015 provides relevant guidance and states that English Learner services and programs must:

• Be educationally sound in theory and effective in practice.
• Be designed to enable English learners to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time.
• Offer English learner services and programs until English learners are proficient in English and can participate meaningfully in educational programs without English learner support.
• Provide appropriate special education services to English learners with disabilities who are found to be eligible for special education and related services.

It is important to report the correct program codes for each English learner in the Education Management Information System (EMIS) in a timely manner. Learn more on the Ohio Department of Education and Workforce’s EMIS Manual page and on the Administrator’s Resource Kit’s Accounting for English Learner Outcomes page.

English as a Second Language (ESL) Program

Also referred to as English Language Development (ELD), English as a Second Language (ESL) is a program of techniques, methodology, and special curriculum designed to teach English learner students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and orientation to the United States. ESL instruction is usually in English with little use of native language. One example is:

• Pull-out or Dedicated English Learner Time: Typically, a pull-out lesson is where the teacher focuses on the English Language Proficiency (ELP) standards and on helping the student acquire language. This allows students a safe space to practice English at their proficiency level and is particularly effective for newcomers. Designated English learner instruction is provided by the Teachers of English to Speakers of Other Languages (TESOL) licensed teacher, usually called pull-out instruction, where Ohio’s English Language Proficiency Standards guide instruction. The instruction focuses on language acquisition and may include content from the general curriculum. Designated English learner classes are especially effective for newcomers or emerging level students who need to build basic language skills and foundational literacy skills. Learn more on Ohio’s English Language Proficiency (ELP) Standards page.

Content Classes with Integrated ESL Support

These approaches make use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, and cognitive and study skills. English is used as the medium of instruction. Two approaches are:

• Sheltered Instruction: A content-area teacher uses evidence-based strategies to teach content and language simultaneously to English learners in the class. A sheltered class can be all English learners or a combination of English learners and proficient English speakers. Sheltered Instruction Observation Protocol (SIOP) is a well-known protocol for sheltered instruction.

• Integrated Assistance/Push-in: Integrated English learner instruction is provided by the Teachers of English to Speakers of Other Languages (TESOL) licensed teacher or a paraprofessional in the general education classroom, often called push-in. In this case, the content teacher is responsible for the content standards, while the English learner teacher focuses on the language needed to understand the content. As an example, the English learner teacher is in a classroom where the teacher is teaching about the American Revolution. The English learner teacher supports English learners with visuals, vocabulary instruction, and language needed to understand and complete the lesson activity. Integrated support is effective for progressing English learners. Co-planning and co-teaching will best benefit English learners in this type of program.

Newcomer Program

A newcomer program can be provided for new arrivals to learn English and content together in a separate setting. English learners typically spend a year or two in a newcomer program. A newcomer program can be one class period a day, a self-contained class at the elementary level, one strand of classes at the secondary level, a small school, housed in a larger school at the secondary level, or large school at the secondary level.

Some examples of newcomer programs in Ohio:

• Natividad Pagan International Newcomers Academy in Cleveland
• Columbus Global Academy
• MS & HS ELite Newcomer Center in Hilliard
• International School at Residence Park in Dayton

A nationwide organization of newcomer programs known as the Internationals Network provides support and advocacy for new arrivals. Learn more on their website and visit the Newcomers page of the Instructional Roadmap.

Bilingual

A properly licensed bilingual teacher provides instruction in language and academics in two languages. Graduating seniors who can demonstrate high levels of proficiency in English and at least one other language may earn a seal of biliteracy. There are various bilingual models practiced across the country, including early and late exit bilingual and dual-language programming. There are two bilingual programs:

• Transitional Bilingual Education (TBE) programs are defined as an approach to teaching English learners with native language support with the end goal of transitioning students to English-only instruction within two to seven years. In early exit, students transition to English-only instruction in two to five years, and late exit transitions students after six to seven years. In this model, students' home languages are utilized as a bridge to developing English proficiency with the end goal of preparing students for English-medium content instruction. English-medium content instruction refers to the use of English to teach academic subjects, other than English itself.

• Dual Language (DL) programs have the end goal of students reaching proficiency in two languages and are also referred to as biliteracy programs. One-way DL programs are designed for classrooms where all students are English Learners. In contrast, two-way DL programs serve both English Learners and learners proficient in English.

Examples of bilingual programming in Ohio:

• Buhrer Dual Language K-8 and Luis Munoz Marin K-8 in Cleveland Metropolitan School District
• Columbus Spanish Immersion Academy and Ecole Kenwood French Immersion in Columbus School District
• Columbus Bilingual Academy in Columbus
• Academy of Multilingual Immersion Studies in Cincinnati Public Schools
• Fairview-Clifton German Language School in Cincinnati Public Schools

English Language Development Curriculum

There is no required or recommended curriculum for English learners in Ohio for either English development or for content instruction. Some schools and districts use a purchased vendor curriculum for English learners while others provide a selection of materials for teachers to use. With English learners at all grade levels and all proficiency levels, it can be challenging to find one curriculum that meets the needs of all students. Some publishers provide curriculum for newcomers to meet their specific needs. Most curriculum will build English language skills while providing access to grade-level content with scaffolds.

It is important to research available curricula and instructional materials to ensure that those selected are aligned with Ohio’s English Language Proficiency Standards and Ohio’s Plan to Raise Literacy Achievement. Consider requesting recommendations from other schools and districts with experience serving English learners.

For information on selecting high-quality instructional materials (HQIM), visit Ohio Materials Matter from the Ohio Department of Education and Workforce or their Using HQIM: Reviewing, Selecting, and Implementing Materials page. Learn more about English learner programming in the English Learner Tool Kit.

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Staffing an English Learner Program

According to the U.S. Departments of Justice and Education, in their Dear Colleague Letter of January 2015 and the English Learner Tool Kit Chapter 3, districts and schools have an obligation to provide the staff and resources necessary to effectively implement their chosen English learner programs. This obligation includes:

• Qualified teachers that provide language assistance services including direct contact with teachers who are certified and classroom and content teachers who have received training/professional development to use effective strategies to support English learners in their classrooms
• Trained administrators who evaluate these teachers
• Adequate and appropriate materials for the English learner program

Districts and schools should consider whether they have the adequate number of qualified teachers to instruct English Learners to meet this obligation.

The U.S. Department of Education English Learner Tool Kit, Chapter 3 provides guidance to states and local education agencies (LEAs): “LEAs must hire teachers qualified and certified to teach English learners or support unqualified staff as they work towards obtaining the qualifications within a reasonable period of time (e.g., within two years).”

English learners typically spend most of their time with general education teachers. All teachers benefit from professional development on the knowledge and tools necessary to teach content to English learners. Learn more in Chapter 4, Meaningful Access to Core Curricular and Extracurricular Programs of the English Learner Tool Kit. If feasible, licensed Teachers of English to Speakers of Other Languages (TESOL) can staff the English learner program and provide supports to general education teachers.

Schools and districts can have at least one administrator tasked with overseeing the English learner program regardless of the English learner population.

The U.S. Departments of Justice and Education’s Dear Colleague Letter of January 2015 states that schools and districts with small numbers of English learners must have a program; however, it can be informal. Here are examples of such programs:

• A general education teacher receives training on strategies for English learners.
• A bilingual aide is hired part time to assist English learners in a general education classroom under the supervision of a qualified teacher.
• A part-time English learner teacher is hired through the Educational Service Center (ESC).
• A district with small numbers of English learners hires an English learner teacher to support English learners in several buildings and multiple grades at various proficiency levels. 

In larger programs, there may be an English learner teacher in each building, bilingual aides, or instructional assistants providing additional services. Bilingual aides or instructional assistants may be working in the same classroom as the English learner teacher, may provide support in general education classrooms, or may be working with students in small groups. Newcomer students will require more support. In all cases, staffing should be sufficient to allow English learners to acquire English in a reasonable amount of time.

Other staffing strategies that can be implemented to meet the needs of larger numbers of English learners include:

• A dedicated English learner coordinator to oversee all aspects of the program, including compliance and instruction.
• English learner coaches that support both English learner and general education teachers. 
• Family Liaisons to provide valuable supports for family engagement by helping families to enroll and navigate the school system. In large programs, there might be family liaison staff for each of the large language groups.

Learn more on the English Learners in the General Education Classroom page of the Instructional Roadmap.

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Providing Professional Development

When planning the professional development calendar, include specific sessions and ongoing coaching for all staff who interact with English learners. It is important for all staff to receive professional development that focuses on best practices to support English learners. Routinely assess professional development needs in an annual evaluation process.

Title III funds can be used for professional development for all staff. Consider utilizing the Educational Service Center, private consultants, webinars, book studies, and discussion groups. The following are professional development topics and titles for book studies to inform professional development planning.

How Instructional Leaders Support English Learners is an Ohio video about how Delaware City Schools supports English learners by training all staff on instructional strategies, such as universal design for learning (UDL) and sheltered instruction observation protocol (SIOP).

Professional development topics:

• Introduction to English learners
• Strategies to support English learners
• Literacy practices for English learners
• Collaboration between English learner and general education staff
• Identifying English learners with suspected learning disabilities
• Engaging English learners’ families
• Welcoming and supporting newcomers
• Supports for Students with Interrupted/Inconsistent Education (SIFE)
• Oral language development
• Providing robust vocabulary instruction
• Sheltered Instruction Observation Protocol (SIOP) training
• Supporting holistic well-being

Ohio’s Teachers of English to Speakers of Other Languages (TESOL) Licensure Guidance

Ohio’s Teachers of English to Speakers of Other Languages (TESOL) encompasses a wide range of activities related to English language education, including teaching, research, curriculum development, teacher training, and licensure. There are four ways to become a licensed TESOL teacher in Ohio:

• A PreK-12 standalone TESOL license is offered by several universities in person and online at the undergraduate and graduate levels. Learn more on the Ohio Department of Higher Education and Workforce’s Education Program Finder page.
• A TESOL endorsement can be added to a valid teaching license in another subject or area. This endorsement is offered by many universities both in person and online.
• A supplemental license can be issued to a teacher holding a valid teaching license in another subject or grade level who is hired by a specific school or district to teach English learners while working to obtain a TESOL endorsement. For more details, see the Ohio State Board of Education's Supplemental Teaching License for Endorsement Areas page.
• Completion of the Alternative Resident Educator Program in Ohio is another option. For more details see the Ohio State Board of Education’s Alternative Resident Educator Licenses page.

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Identifying English Learners with Suspected Disabilities

Access information about identifying English Learners with suspected disabilities on the Ohio Department of Education and Workforce website.

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Supporting High School Graduation

English learners have the same graduation requirements as their English proficient peers. There is no exemption. There are multiple ways that a school and district can support timely graduation for English learners.

Promoting School Completion for English Learners

• Place new arrivals in a grade level that can ensure a pathway to graduation.
• Determine what credits new arrivals already have and create a schedule that allows for academic success within a realistic timeline.
• Develop a graduation plan for each English learner and ensure that the student and family understand the process. Use the Ohio Pathways to Graduation Checklist below to record completion.
• Begin work on alternative demonstrations of competency while engaging in remediation and retaking the required competency tests, if necessary.
• Provide multiple opportunities for language development, such as English as a Second Language (ESL)/English Language Development (ELD) classes, a resource room, Sheltered Instruction, and after school and summer programs.
• Encourage coherent programming across subject areas with Sheltered Instruction Observation Protocol (SIOP) strategies and consistent use of instructional routines.
• Provide wraparound services, such as health, social workers, counseling, mentoring, and tutoring.

Ohio's Graduation Requirements may be confusing for some English learners and their families. The Ohio Pathways to Graduation Checklist below simplifies the graduation requirements and can be used as a tool for working with English Learners and their families to help them understand which graduation pathway may be best for the student, based on individual knowledge, skills, and goals for the future.

Download:  Ohio Pathways to Graduation Checklist (Word) or Ohio Pathways to Graduation Checklist (PDF)

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Learn more about current requirements on the Ohio Department of Education and Workforce’s Ohio's Graduation Requirements, Ohio’s High School Graduation Requirements Classes of 2023 and Beyond, and Transfer Students and Graduation Requirements pages. To promote family engagement, access the Supporting Your Child’s Graduation page of the Family Roadmap, which is designed for use by and with families.

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Acknowledging English Learners in Preschools and Non-Public Schools

Many English learners attend preschools in Ohio. These students are known as dual language learners because they are acquiring two languages before kindergarten. Learn more about Identifying Young Dual Language Learners on the Ohio Department of Education and Workforce website.

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Monitoring Exited English Learners

Districts and schools are required to monitor and regularly assess the progress of all reclassified English learners, a student who has transitioned to being classified as Fluent English Proficient.

Visit the Ohio Department of Education and Workforce’s Identification, Reclassification, and Monitoring of English Learners page for more information. Chapter 8 of the U.S. Department of Education's English Learner Tool Kit provides resources to assist educators in meeting the federal requirement to monitor English learners.

The Ohio video Monitoring Former (or Exited) English Learners describes how Cuyahoga Falls City Schools monitors English learners who have exited.

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Accounting for English Learner Outcomes

English learners are included in the annual Ohio Department of Education and Workforce School Report Cards on multiple measures. English learners must be correctly coded in a timely manner in the Education Management Information System (EMIS) for funding and accountability.

Learn more on the following Ohio Department of Education and Workforce’s EMIS Manual pages:

• Native language 2.2 Student Demographic GI Record
• Home language 2.2 Student Demographic GI Record
• EL identification 2.5 Student Attributes Effective Date FD Record
• Program codes 2.9 Student Program GQ Record

The Ohio Department of Education and Workforce requires that all students in kindergarten through third grade are screened and receive appropriate reading instruction to be proficient readers by the third grade. Approved diagnostic assessments determine if a student is on track or not on track to meet this requirement. English Learners must take all district and school diagnostic assessments, including the third grade English Language Arts (ELA) assessment.

The Ohio Department of Education and Workforce provides guidance on accountability for English learners on these pages:

• Traditional Report Cards
  • Gap Closing
    • English Language Proficiency Improvement Indicator
• Third Grade Reading Guarantee
• Dyslexia Screening

To learn how English learners are counted in the state report card system in areas outside of the ELP indicator, access Report Card Resources.

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Evaluating English Learner Programming

Developing an effective English learner program takes years. Routine attention to program improvements is an important component of English learner programming. The U.S. Departments of Justice and Education’s Dear Colleague Letter of January 2015 notes that the English learner program must be evaluated annually to ensure it is meeting the needs of English learners in the district or school. This is typically done at the end of the school year when Ohio English Language Proficiency Assessment (OELPA) and Ohio's State Tests (OST) results are available. A committee of the English learner administrator and teachers of English learners come together to revisit all aspects of the English learner program and develop goals for improvement.

The Program Evaluation Criterion tool lists program evaluation criterion that can frame the evaluation of an English learner program. The evaluation committee can use this tool to indicate the status of the district or school on each criterion, summarize the information and data that supports the evaluation, and document goals and action steps to support program improvements for the next school year.

Download: Program Evaluation Criterion (Word) or Program Evaluation Criterion (PDF)

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Funding English Learner Services

Learn more about funding English learner services on the following Ohio Department of Education and Workforce webpages:

• English Learner Funding
• Title III Language Instruction for English Learners and Immigrant Children and Youth Subgrants
• Title III and English Learners in Nonpublic Schools

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Developing Individual English Learner Plans

Ohio does not require individual learning plans for English learners. However, it is a best practice used by many districts and schools. An Individual English Learner Plan is a personalized plan based on student data, goals, and strategies for instruction. When possible, the plan is developed in collaboration with an administrator and other teachers but can be shared with all staff who interact with the student to provide a coherent and cohesive approach to supporting them. The plan may include information about prior education, date of arrival in the United States, grade level, home languages, current proficiency levels, a list of scaffolds and accommodations needed, and goals for the student. It is recommended that the plan be revised during the year as the student makes progress.

Resources:

• Follow Rule 3332-1-08 - Ohio Administrative Code for Ohio Laws regarding student records.

The Sample English Learner Plan provides an example for creating an Individual English Learner Plan.

Download: Sample English Learner Plan (Word) or Sample English Learner Plan (PDF)

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Using the Administrator’s Resource Kit to Create, Enhance, and Sustain an English Learner Program: The Planning Tool

This planning tool is designed to support planning and management efforts to create, enhance, and sustain an English learner program. It will assist in identifying resources in the Administrator’s Resource Kit relevant to needs and priorities, tracking progress, and initiating action plans.

Download: Using the Administrator’s Resource Kit to Create, Enhance, and Sustain an English Learner Program: The Planning Tool (Word) or Using the Administrator’s Resource Kit to Create, Enhance, and Sustain an English Learner Program: The Planning Tool (PDF)

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 References

• Ohio Department of Education and Workforce’s English Learners
• U.S. Department of Education’s English Learner Tool Kit
• U.S. Department of Education’s Raise the Bar: Pathways to Multilingualism
• U.S. Departments of Justice and Education’s Dear Colleague Letter of January 2015

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These resources aim to bolster academic, student wellness, and college and career outcomes for Ohio's English learners. Resources were created through a collaborative effort between the Ohio Department of Education and Workforce and The Ohio State University's Center on Education and Training for Employment along with a dedicated group of family advocates, community leaders, school district staff, and teachers.

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Last Modified: 4/24/2025 1:33:34 PM

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