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    English Language Acquisition

     Welcome to the East Central BOCES  English Language Learner (ELL) homepage!            

    Our purpose is to provide you with some current information as well as to provide access to important forms and documents vital to the identification, assessment, and instructional support for this burgeoning population within our educational communities. As part of ESEA (Elementary and Secondary Education Act , Title III provides some limited funding while requiring specific attention to the English language acquisition progress and content achievement of linguistically diverse learners. As a result of ECBOCES’ member districts signing over Title III funds to our East Central BOCES’ consortium, we have been able to provide Consultant services, access to current data and information, and newly published references and resources. 

    In Colorado, ELPA (English Language Proficiency Act) was passed by the legislature in 1981 and currently continues funding for qualifying districts that have identified, assessed, and provides instructional support for newly registered students. ELPA provides two years of state regulated funding for ELLs who have been identified as NEP (Non English Proficient) or LEP (Limited English Proficient). These funds are distributed directly to districts and are not channeled through our East Central BOCES’ consortium.

  • 1)     Develop and distribute policies, procedures, and formal documents for East Central BOCES’ member districts to follow in order to stay compliant with state and federal mandates.

    2)     Maintain a professional development reference library at the East Central BOCES’ Limon office for distribution and use by all member districts’ staff.

    3)       Provide access to assessment materials and data to comply with state and federal mandates that are state generated accompanied by demonstrations and trainings to member districts.

    4)      Develop and distribute reference documents as well as a Handbook that outlines suggested instructional planning decisions and next steps.

  • 1)      Distribute and support a Home Language Survey to all member sites to identify new ELL      students as well as those currently registered within sites.

    2)       Assist with the collection and aggregation of legal administrative paperwork requirements for both state and federal compliance as well as ongoing written reports and verbal conferencing with designated supervisors.

    3)      Administer assessments and provide assessment training to identify ELL students in order to determine English acquisition levels and necessary instructional supports and interventions.

    4)        Contact and meet with superintendents, building principals, and any staff member upon request in order to establish a collaborative relationship based on the needs of students and staff.

    5)     Assess and evaluate current programs and practices to recommend and/or provide professional development and co-model instructional accommodations..

  • 1)     Schedule training sessions for local district staff and BOCES’ staff in order to build capacity for on-site administration of state and federally mandated assessments.

    2)       Provide ongoing professional development, modeling, and mentoring in the areas of instructional planning and teaching. 

    3)       Provide consultation, as needed, in regard to RtI interventions and continued support for identified ELLs within special education, as well as Gifted/Talented referrals for ELLs.