Child Eligibility

Alaska’s English learner students are identified by districts and schools by following the statewide entrance procedures, as set in Alaska’s state plan.

Definitions

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.

ESEA, Section 8101(20)

NATIVE LANGUAGE.—The term ‘‘native language’’, when used with reference to an individual of limited English proficiency, means—

(A) the language normally used by such individual; or

(B) in the case of a child or youth, the language normally used by the parents of the child or youth.

ESEA, Section 3201(10)

IMMIGRANT CHILDREN AND YOUTH.—The term ‘‘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.

ESEA, Section 3201(5)

State Guiding Documents

EL Student Identification, Assessment & Data Reporting Guide

The EL Student Identification, Assessment & Data Reporting guide is a useful tool for all districts, not just those that receive Title III funding. The guide describes in detail the statewide entrance and exit procedures for English learners, as well as assessment information, frequently asked questions, and additional forms districts might need.

UPDATED EL Student Identification, Assessment & Data Reporting Guide (docx)

EL Identification Quick Guide (pdf)

English Learner Identification in Alaska Video

English Learner FAQ Download (pdf)

District Responsibilities

Procedures

All districts, not just those that receive Title III funds, have a responsibility to identify English learner students in need of language assistance services. Even districts that currently do not have any English learners enrolled must have procedures in place for identifying, and providing support to ELs. Our statewide procedures for identification require the use of a home language survey or parent language questionnaire as the first step to identifying those students.

English Learner District Procedures Template (docx)

Home Language Survey (docx)

Plan of Service

Any district with at least eight English learners enrolled in any one site must have an approved EL Plan of Service on file with the Alaska Department of Education and Early Development. Plans of Service can be valid for up to five years.

Plan of Service for English Learners (docx)

Parent Notification

Title I-A requires that districts notify parents annually of their child’s participation in English learner programs. This notification must include:

1. the reasons for the identification of their child as an English learner and in need of placement in a language instruction educational program;
2. the child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement;
3. the methods of instruction used in the program in which their child is, or will be, participating and the methods of instruction used in other available programs, including how such programs differ in content, instructional goals, and the use of English and a native language in instruction;
4. how the program in which their child is, or will be, participating will meet the educational strengths and needs of their child;
5. how such program will specifically help their child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation;
6. the specific exit requirements for the program, including the expected rate of transition from such program into classrooms that are not tailored for English learners, and the expected rate of graduation from high school (including four-year adjusted cohort graduation rates and extended-year adjusted cohort graduation rates for such program) if funds under this part are used for children in high schools;
7. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child, as described in section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)); and
8. information pertaining to parental rights that includes written guidance—
   1. detailing the right that parents have to have their child immediately removed from such program upon their request;
   2. detailing the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and
   3. assisting parents in selecting among various programs and methods of instruction, if more than 1 program or method is offered by the district or school.

Parent notification templates for both initial placement and continuing placement are available for you to customize to your district, school, and students.

Initial Parent Notification Template (docx)

Continuing Parent Notification Template (docx)

Fiscal Management

Title III-A Fiscal and Programmatic Handbook

The Title III-A Fiscal and Programmatic Handbook details requirements to receive Title III funds, considerations and requirements for spending such funds, as well as examples of allowable and unallowable costs.

Title III-A Fiscal and Programmatic Handbook (docx)

DEED Federal Grants Management Webpage

Allowable Cost Checklist for Federal Funds (pdf)

ESEA Supplement, Not Supplant Requirements

Templates

English Learner District Procedures Template (docx)

Home Language Survey (docx)

HLS Interpretation Guidance (docx)

Initial Parent Notification Template (docx)

Continuing Parent Notification Template (docx)

Plan of Service for English Learners (docx)

Language Observation Checklist (LOC-A) (docx)

LOC-A Interpretation Guidance (docx)

Language Observation Checklist (LOC-B) (docx)

Assessment Resources

Alaska's English Language Proficiency (ELP) Assessment

WIDA

Can Do Descriptors

Educator Resources

English Language Development (ELD) Standards

Alaska Specific Site

Federal Resources

Every Student Succeeds Act (ESSA)

Title III: Text of the ESEA as amended by ESSA (August 18, 2016) (pdf)

Title III-A: Non-Regulatory Guidance (pdf)

Title III-A: Non-Regulatory Guidance Webinar Presentation Slides (pdf)

Dear Colleague Letter: English Learner Students and Limited English Proficient Parents (pdf)

Factsheet: Ensuring EL Students Can Participate in Educational Programs (pdf)

Limited English Proficient (LEP) Parent Factsheet (pdf)

Newcomer Toolkit

Policy Statement on Supporting the Development of Children who are Dual Language Learners in Early Childhood Programs

Resource Guide: Supporting Undocumented Youth

Guidance for School Districts to Ensure Equal Access for All Children to Public Schools Regardless of Immigration Status

English Learner Family Toolkit

National Clearinghouse for English Language Acquisition (NCELA)

US Department of Education, Office of English Language Acquisition (OELA)

U.S. Department of Education English Learner Toolkit

Introduction to English Learner Toolkit

Identifying All English Learner Students (1.5MB

Providing English Learners with a Language Assistance Program (800KB)

Staffing and Supporting an EL Program (921KB)

Meaningful Access to Core Curricular, Extra Curricular Programs (1.75MB)

Creating an Inclusive Environment and Avoiding Unnecessary Segregation (910KB)

Addressing English Learners with Disabilities (1.27MB)

Serving English Learners who Opt-Out of EL Programs (386KB)

Monitoring and Exiting English Learners from EL Programs and Services (1.23MB)

Evaluating the Effectiveness of a District's EL Program (907KB)

Ensuring Meaningful Communication with Limited English Proficient Parents (1.26MB)

Download the entire English Learner Toolkit (PDF)

English Language Proficiency Standards

Overview

On June 10, 2021, the Alaska State Board of Education adopted the WIDA English Language Development (ELD) Standards Framework, 2020 Edition: Kindergarten – Grade 12 as the English Language Proficiency standards for Alaska. Districts, schools, and educators should be using the WIDA ELD Standards Framework, 2020 Edition as of the 2021-2022 school year.

Resources

DEED English Language Proficiency Standards page

WIDA ELD Standards Framework, 2020 Edition (pdf)

WIDA ELD Standards Framework Resource page

ELD Standards Framework Professional Development (some resources require WIDA Secure Portal access)

WIDA ELD Standards Framework Implementation Guide (pdf)

WIDA ELD Standards Framework Implementation Guide – Administrator Supplement (pdf)

Alaska Seal of Biliteracy

In June 2022, the State Board of Education approved regulations establishing a Seal of Biliteracy. The purpose of this Seal of Biliteracy is to recognize high school students who have attained proficiency in the areas of speaking, listening, writing, and reading in one or more world languages, in addition to proficiency in English language arts. Participating in this program can be a great way to honor and value the language skills of our English and Multilingual leaners. More information about this great program can be found on DEED’s Alaska Seal of Biliteracy webpage.