Creating an action plan for a ell student

Developing Programs for English Language Learners: Plan Development

Resource Materials for Planning and Self-Assessments

Part II: Developing ELL Programs

Plan Development To be effective, an ELL plan needs to be comprehensive. It should address each aspect of the district's program for all ELL students, at all grade levels, and at all schools in the district. To ensure its ongoing value, it needs to be viewed by district staff as containing useful information. It should contain enough detail and specificity so that each staff person can understand how the plan is to be implemented and should contain the procedural guidance and forms they need to use to carry out their responsibilities under the plan. Districts have indicated to OCR that they have found their ELL plans most useful when they contain sufficient detail to inform staff fully of each action step in the ELL plan.

• Who is responsible for the step?
• When is the step expected to be completed?
• What standards and criteria are to be applied to the step?
• How will the district document implementation of the step?

• the district's educational theory and goals for its program of services;
• the district's methods for identifying and assessing the students to be included in the district's ELL program;
• the specific components of the district's program of English language development and academic services for ELL students;
• the specific staffing and other resources to be provided to ELL students under the district's ELL program;
• the district's method and procedures for transitioning and/or exiting students from its ELL program, and for monitoring their success afterward; and
• the district's method for evaluating the effectiveness of its program for ELL students (discussed in Part III of these materials).