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NCLB Required Components
of the
English Language Proficiency (ELP) Standards
- Standards must address the development and attainment of English language proficiency by language minority students;
- Standards must address each grade level K-12;
- Standards must address the domains of listening, speaking, reading, writing, and comprehension; and
- Standards must be and are linked to the academic content achievement standards in English/LA and Mathematics.
Features of the
English Language Proficiency (ELP) Standards
- At each grade level, standards related to the acquisition of the English language are identified.
- Within each standard, indicators are provided for each English proficiency, Level 1 (Beginner) to Level 5 (FEP), to describe what students at each level should know and be able to do.
- The ELP Standards serve as a classroom tool for
informing instruction and assisting teachers in evaluating LEP
students’ progress in their acquisition of English proficiency.
They also facilitate the alignment of curriculum between ESL services
and the general education program. They serve as a tool for classroom
teachers of all LEP students to allow them to access the mainstream
curriculum in order to increase the potential for LEP students
to participate in the general education program.
WestEd Feedback:
- The Indiana ELP “standards are clear, describe appropriate progression from Beginner to Fluent English Proficient, are linked to Eng/LA standards, and reflect English language acquisition theory.”
- “We acknowledge the significant improvement in this final draft compared to the first draft.”
Please direct questions
and comments about the web site to Alyson Luther.