English+Language+Proficiency+Act

//The mission of the English Language Acquisition Unit is to support all English language learners, linguistically, socially and academically, by providing educational leadership for teachers, parents/guardians, students and Colorado communities.// //(Senate Bill 462-1981; Article 24 of Title 22, Colorado Revised Statutes as amended) // The general assembly hereby finds, determines, and declares that there are substantial numbers of students in this state whose educational potential is severely restricted because a language other than English is their primary means of communication. The general assembly recognizes the need to provide for transitional programs to improve the English language skills of students. It is the purpose of this article to provide for the establishment of an English language proficiency program in the public schools and to provide for the distribution of moneys to the several school districts to help defray the costs of such program. //(Section 22-24-105. Specifies district-powers and duties as follows) // It is the duty of each district to: A student whose dominant language is not English is defined as a public school student whose academic achievement is impaired due to his/her inability to comprehend or speak English adequately. English language proficiency is determined by his/her local school district through use of instruments and tests approved by the department. Such a student would have one or more of the following attributes and would be considered: ** : ** Please note: CELA Assessment Program includes the Colorado English Language Acquisition Proficiency Assessment (CELApro) and the Colorado English Language Acquisition Placement Assessment. (CELAplace) ELEMENTARY & SECONDARY EDUCATION (NCLB) Title III: Language Instruction for Limited English Proficient and Immigrant Students Public Law 107-110 Subpart 2 — Accountability and Administration (d) EVALUATION MEASURES- A State shall approve evaluation measures for use under subsection (c) that are designed to assess — (1) the progress of children in attaining English proficiency, including a child's level of comprehension, speaking, listening, reading, and writing skills in English; (2) student attainment of challenging State student academic achievement standards on assessments described in section 1111(b)(3); and (3) progress in meeting the annual measurable achievement objectives described in section 3122. Source: Colorado Statutes : Colorado Revised Statutes : TITLE 22 EDUCATION : COMPENSATORY EDUCATION : ARTICLE 24 ENGLISH LANGUAGE PROFICIENCY ACT : 22-24-105. District - powers and duties. 22-24-105. District - powers and duties. Statute text (1) It is the duty of each district and the state charter school institute to: (a) Identify, through the observations and recommendations of parents, teachers, or other persons, students whose dominant language may not be English; (b) (I) Assess such students, using the entire instrument or technique approved by the department, to determine if their dominant language is not English. (c) Certify each year to the department those students in the district or in institute charter schools whose dominant language is not English, including specification of the number of non-English languages identified as dominant languages and of the number of students who speak each non-English language as their dominant language; (d) Administer and provide programs for students whose dominant language is not English. (2) The assessment described in paragraph (b) of subsection (1) of this section and the certification described in paragraph (c) of subsection (1) of this section shall be conducted on at least an annual basis and each district and the state charter school institute shall present the results therefrom to the department for inclusion in the relevant annual report of achievement of accreditation indicators required by section 22-11-105. Source: Colorado Statutes : Colorado Revised Statutes : TITLE 22 EDUCATION : COMPENSATORY EDUCATION : ARTICLE 24 ENGLISH LANGUAGE PROFICIENCY ACT : 22-24-106. Department - powers and duties - advisory commission. Statute text (1) It is the duty of the department to: (a) Develop and approve a single instrument or technique to be used by districts and the state charter school institute in identifying eligible students; (a.3) Establish statewide levels of proficiency on the entire instrument or technique approved pursuant to paragraph (a) of this subsection (1); (a.7) Establish, by rule, any accommodations that shall be allowed and in what situations accommodations shall be allowed for an eligible student when such student is taking an assessment pursuant to section 22-7-409; (b) Provide assistance, on request, to districts and the state charter school institute in the identification and assessment of students; (c) Audit the identification and testing procedures used by the districts and the state charter school institute and evaluate the effectiveness of the programs conducted by districts and the state charter school institute; (d) Determine which students are to be counted as eligible for purposes of calculating the district's or the state charter school institute's entitlement; (e) Allocate such moneys, out of annual appropriations to the department, on a per-student basis; (f) Disaggregate testing data to track the academic progress of students who have been identified as having a dominant language other than English but who have been enrolled in a public school of the state for three years or longer or have subsequently been assessed as proficient in English. 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 * English Language Proficiency Act (ELPA) **
 * Program Description **
 * Legislative Declaration **
 * Identify, through the observations and recommendations of parents, teachers, or other persons the students whose dominant language may not be English;
 * Assess such students, using instruments and techniques approved by the department, to determine if their dominant language is not English;
 * Certify to the department those students in the district whose dominant language is not English;
 * Administer and provide programs for students whose dominant language is not English.
 * A student who speaks a language other than English and does not comprehend or speak English; or
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">A student who comprehends or speaks some English, but whose predominant comprehension or speech is in a language other than English; or
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">A student who comprehends or speaks English and one or more other languages and whose dominant language is difficult to determine, if the student’s English language development and comprehension is:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">At or below district mean or below the mean or equivalent on a nationally standardized test; or
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Below the acceptable proficiency level English language proficiency test approved by the department.