1.) High Standards for Limited-English Proficient (LEP)/English Language Learners (ELLs). LEP/ELL students are held to the same high standards and expectations as all students. Curriculum, instruction, and assessment in all classrooms serving LEP/ELL students are aligned with Common Core/NYS TESOL standards.
2.) Strong Literacy Development for Limited-English Proficient (LEP)/English Language Learners (ELLs). Literacy is developed through English as a second language and English language arts curricula aligned with the Common Core/NYS TESOL standards.
3.) Qualified and Well-Trained Educators of Limited-English Proficient (LEP)/English Language Learners (ELLs). There are a number of well-prepared, competent, and appropriately certified teachers, administrators, and staff working with LEP/ELL students. The staff members participate in ongoing, long-term staff development with strong emphasis on the Common Core/NYS TESOL standards. The single most critical element for successful learning by the LEP/ELL students is the quality and preparation of the teachers.
4.) District/School-Based Leadership Committed to Educational Excellence and Equity for LEP/ELLs. The assistant superintendent of curriculum and instrucrion promotes educational excellence for the LEP/ELLs. The school leadership is highly articulate regarding curriculum and instructional classroom strategies for LEP/ELLs and is highly supportive of their ESL instructional staff. Flexibility and expansion of instructional time are supported.
5.) Positive School Climate for Limited-English Proficient (LEP)/English Language Learners (ELLs). The languages and cultures of LEP/ELLs are respected and valued throughout the school. ESL teachers are an integral part of the instructional staff and they are provided with the support, materials, and resources needed to be successful.
6.) Parent/Family and Community Involvement in the Education of Limited-English Proficient (LEP)/English Language Learners (ELLs). Parents of LEP/ELLs are made to feel as important members of the school community and are meaningfully involved in the education of their children.
7.) Assessment and Accountability. LEP/ELL students performance and services are assessed on an ongoing basis at all levels using multiple, fair, and equitable measures. Assessment is conducted in the native language and in English as appropriate. The information obtained is used to determine student academic progress, the level of English language acquisition, and to refine services to LEP/ELLs and report outcomes.