Meetings/Monitoring Visits

2023-2024 Alternative Language Services (ALS) Directors’ Meetings

All meetings are Zoom meetings and are archived on the Utah State Board of Education (USBE) Supporting Students Learning English YouTube Channel.

Meeting Schedule

January 26, 2023
Promising Practices

April 20, 2023
Competency-based English as a Second Language (ESL) Endorsement Models

August 1, 2023
New and Returning Directors

October 12, 2023
ALS Directors

January 19, 2024
ALS Directors

April 25, 2024
ALS Directors

July 1, 2024
Title III Federal Grant Available to Title III Specialist

August 1, 2024
Allocations for Title III Federal Formula Grant (Number of ELs in the state) are sent to eligible Local Education Agencies (LEAs) and Consortiums.

LEA Visits

Upcoming

• American Leadership Academy
• Carbon County School District
• Duchesne School District
• Esperanza Elementary
• Freedom Preparatory Academy
• Iron County School District
• Millard School District
• Nebo School District
• North Sanpete School District
• Washington County

The following LEAs have been visited and received official USBE reports with commendations and recommendations as of February 14, 2022:

• Alpine School District
• American Preparatory Academy
• Box Elder School District
• Cache School District
• Canyons (Hillcrest Feeder)
• Davis (Northridge Feeder)
• Dual Immersion Charter
• Endeavor Hall Charter
• Entheos (Kearns and Magna)
• Granite (Cottonwood Feeder)
• Guadalupe Charter School
• Jordan (West Jordan High Feeder)
• Logan School District
• Monticello Academy
• Ogden Preparatory
• Ogden School District
• Pacific Heritage Academy
• Park City School District
• Provo School District
• Salt Lake (West Feeder)
• San Juan School District
• Tooele School District
• Uintah (Uintah High Feeder)
• Utah International Charter
• Wasatch School District
• Weber School District

Frequently Asked Questions (FAQs)

Ensuring English Learner Students can Participate Meaningfully and Equally in Educational Programs

Information on the Rights of all Children to Enroll in School: Questions and Answers for States, School Districts and Parents

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)

Refugees, Asylum Seekers, Immigrants, Migrants

Forms

Resources

Council of Chief State School Officers (CCSSO)

English Language Development (ELD) Standards
World-Class Instructional Design and Assessment (WIDA)

Every Student Succeeds Act (ESSA)
United States Department of Education

Language Codes

Evidence-Based Practices

Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of Every Student Succeeds Act (ESSA)
WestEd

This guide provides an initial set of tools to help school districts understand and plan for implementing evidence-based improvement strategies.

Non-regulatory Guidance: Using Evidence to Strengthen Education Investments
United States Department of Education

This guidance seeks to help State Educational Agencies (SEAs), Local Education Agencies (LEAs), schools, educators, partner organizations, and other stakeholders understand the four levels of evidence and recommends a step-by-step process for choosing and implementing interventions that improve outcomes for students.

The Evidence Provisions of the Every Student Succeeds Act (ESSA)
Results for America

ESSA's definition of "evidence-based" includes 4 levels of evidence:

• Level 1: Strong
• Level 2: Moderate
• Level 3: Promising
• Level 4: Under Evaluation

Remote Learning

Supporting Students Learning English in Times of Crisis

How can schools and districts ensure that (English Learning (ELs) and their families are included in all communications and school closure plans related to COVID-19 and other times of crisis? Here are some considerations that can help individual educators, schools, and districts:

• Community-Based Learning in the Time of COVID-19
  Learning Policy Institute
• Language Accessible Resources
  Utah Division of Multicultural Affairs
• National Clearinghouse for English Language Acquisition (NCELA)
• Unit Planning Template for the Digital Classroom
  Corwin: A SAGE Publishing Company
• Utah Leads Together
  State of Utah
  • Addendum to Utah Leads Together: Phased Guidelines for the General Public and Businesses to Maximize Public Health and Economic Reactivation Version 4.4

United States Department of Education provides national leadership to help ensure that English Learners and immigrant students attain English proficiency and achieve academic success. In addition to preserving heritage languages and cultures, Office of English Language Acquisition (OELA) is committed to prompting opportunities for bi-literacy or multi-literacy skills for all students.

• EdTech for English Learners
  Office of Education Technology
• English Learner Tool Kit | Newcomer Tool Kit
  Office of English Language Acquisition (OELA)

Webinars

Social, Emotional, Learning (SEL) Resources During COVID-19
Collaborative for Academic, Social, and Emotional Learning (CASEL)

WestEd:

• Building Capacity for School Success in Families of Young English Learner Students
• Center to Improve Social and Emotional Learning and School Safety COVID-19 Resources
• How Schools Ensure Social Connections During Physical Isolation
• Structuring Meaningful Home-School Partnerships with Families of Young English Learner Students

YouTube

Collaborative Planning for Remote Learning with ELs

What is Visible Learning for Mathematics

Professional Learning

Communities of Practice Course Catalog
Canvas

Online courses, modules and other learning experiences will be updated through the Utah State Board of Education (USBE) Canvas for educators to learn with and from each other through intentional Communities of Practice to focus on:

1. Using strategies that build relationships with each student as a capable learner;
2. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;
3. Supporting opportunities for Social Emotional Learning to increase the well being and academic success of Utah’s diverse students;
4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to create a future for Utah that we all love.

Legislation

Overview

House Bill (H.B.) 302: Education Language Services Amendments
Utah State Legislature

Educational Language Services Amendments HB 302

Refugee and Immigrant Student Policies H.B. 230

Meetings

September 28, 2022
Education Interpretation and Translation Services (EITS) Advisory Council

Public Notice Website - Division of Archives and Records Services:

• EITS and HB302
• September 28, 2022 (Audio Only)
• Languages of Students and Families by Local Education Agency (LEA) - Native Language Count by LEA

Model Policy

Model Policy Utah State Board of Education (USBE) Model Language Access Plan

Reports

Education Language Services Report
Utah State Board of Education (USBE) Policy, Law and Professional Practices

EITS Report Contract Details

Resources

Educational Interpreters
Utah State Board of Education Special Education Rules and Policies Technical Assistance

Guidelines for an LEA Developed Procedure for Responses to HB 302 and HB230 Complaints

Search Contracts
Utah Division of Purchasing and General Services

Students with Limited/Interrupted Formal Education (SLIFE)

A Guide for the Placement and Transcript Evaluation of Foreign-Born Students