Native Language Support Program Guidance and Rubric
This guidance was developed based on current research on bilingual programs and the conditions outlined in the Consent Decree. The purpose
of this document is to provide guidance to any charter school seeking to develop language allocation guidelines to guide native language
supports.
Consent Decree
In secondary schools where <a higher number of ELLs are> enrolled, a fully qualified Secondary ELA-S Resource Teacher shall
provide additional support as practicable for all students at the beginning, early intermediate, and intermediate levels of ELP as
determined by a valid and reliable ELP assessment.
Research based
It is important to note that most studies of academic achievement of ELLs in various program types have focused on students in elementary
school. However, there have been a few that have focused on high school students and the effects of various program types on student
achievement levels, GPA, high school dropout and retention rates and attitudes. The meta-analysis conducted by Lindholm- Leary and Genesee
in 2010 on the academic achievement of ELLs in various program types outlined the following findings:

English language learners benefit from native language instruction - Most large scale studies and relevant research find that there is a
benefit to bilingual instruction for ELLs over English- only instruction. “Overall, where differences between two instructional conditions
were found in the studies reviewed, the differences typically favored the bilingual instruction condition. This is the case for studies
conducted with students in both elementary and secondary schools, and with students possessing a range of abilities.” (Francis et al
2006)
o Other studies that focused on middle and high schools found that students who had been educated in bilingual programs,
especially late-exit and dual language programs, demonstrated academic achievement that was “as good as and usually higher
than that of comparison groups of students.” (Block, 2007; Burnham-Massey & Pina, 1990; Curiel, Rosenthal & Richek, 1986;
Fulton-Scott & Calvin 1983; Lindholm-Leary, 2001Lindholm-Leary & Block, in press; Lopez & Tashakkori, 2006; Ramirez, 1992).
o There is little evidence showing that more time spent in English leads to overall higher performance of ELLs in English. “The
results show more that instructional time spent in Spanish positively impacts achievement in Spanish and has no negative effect
on achievement measured in English.” (Lindholm-Leary & Howard, 2008; August & Hakuta 1997; Genesee et al 2006; LindholmLeary & Borsato, 2006).

There is no “one best model” – Context matters - The authors of the meta-analysis highlight that there is “no one best model that will
serve all English Learners at all times.” It is important to consider the “community context, the needs of the students to be served and
the resources that are available for implementing the program.”
Reference:
Lindholm-Leary, K. & Genesee, F. (2010). “Alternative Educational Programs for English Learners.” Improving Education for English Learners:
Research- Based Approaches. California Department of Education: Sacramento.
Guidelines for Developing Native Language Support Plan and Guidelines
Content taught in English
English Language Development
(ELD)
Minimum of 45 Minute class for ELs
Language Arts
Entering
Level 1-1.9
Emerging/ Developing
Level 2-3.5
Developing/ Expanding/ Bridging
Level 3.6-4.9
English Instruction
specifically targeted for ELs
English Instruction specifically
targeted for ELs
English Instruction specifically
targeted for ELs
Supported English Content
Instruction with ELD.
Native language supports
provided by a fully qualified
ELA-S Resource teacher.
Supported English Content
Instruction with ELD.
Native language supports
provided by a fully qualified
ELA-S Resource teacher.
Supported English Content
Instruction with ELD.
Supported English Content
Instruction with ELD. Native
language supports provided as
needed.
Students may choose at least
one Academic Elective in
Spanish
Students may choose at least one
Academic Elective in Spanish
Core Content: Mathematics, Social
Studies and Science
 Native Language supports
provided for all students at
the beginning, early
intermediate, and
intermediate levels of ELP
Academic Electives:
Students may choose at
Spanish
least one Academic Elective
AP Spanish
in Spanish
Heritage Language
Other
.
Program Design
Comments
REQUIRED: The native language support model is grounded in clearly
articulated language allocation guidelines* that indicate when
students will receive native language supports, Sheltered content
instruction in English and English Language Development (ELD) as a
part of their school day.
*Refer to the guidance on language allocation guidelines above.
REQUIRED: The native language support model is organized to
promote second language acquisition using cognitively demanding
and grade-level appropriate content.
REQUIRED: The program design includes a stand-alone ELD block
daily for all English Learners, regardless of ELP level. The ELD block
should last a minimum of 45 minutes, be taught by an ELA qualified
teacher and utilizes a research based ELD curriculum.
REQUIRED: The program describes the use of annual performance
objectives, activities, timeframes, language(s), grade(s), performance
standards that are tied to the language allocation guidelines.
REQUIRED: The school leadership communicates the language
allocation guidelines with appropriate stakeholders including new and
returning families.
Assessment and Accountability
Comments
REQUIRED: Student assessment data, including language proficiency
data, is used to make educational programming decisions.
REQUIRED: The language of assessment is aligned to the language of
instruction.
REQUIRED: Student assessment is aligned to the content and
language standards and is used for evaluation of the program and
instruction.
RECOMMENDED: The school leadership uses multiple data measures
for program accountability and evaluation.
Curriculum and Resources/ Materials
Comments
REQUIRED: Standards based curriculums are used to support all
content areas and the language allocation guidelines. Spanish
resources and materials are provided for students in need of native
language supports in the core content areas.
REQUIRED: Resources are distributed equitably within the program
and the school to support native s, Sheltered English and ELD
instruction.
RECOMMENDED: Scope and Sequence documents and/ or unit maps
are used to outline how and when native language supports will be
utilized.
RECOMMENDED: Classroom libraries are available in both English
and Spanish for the ELA-S classrooms.
Instruction
Comments
REQUIRED: Native language support is provided in core content
classrooms focused on the concepts requiring heavy lifting.
RECOMMENDED: Teachers use a variety of cues (visual, color-coding,
etc.) to clearly indicate how and when instruction will occur in
Spanish, in English or in a bilingual metalinguistic space.
RECOMMENDED: A variety of supports (sensory, visual and grouping)
are utilized in all content areas and classrooms for English learners.
RECOMMENDED: Differentiation for students of varying language
abilities is evident both at the program level and the classroom level.
Staff Recruiting and Retention
Comments
REQUIRED: A staffing structure and recruitment plan that includes:
 A Spanish-speaking teacher (i.e., ELA-S) who will provide
additional supports for students whose English Language
proficiency is intermediate level or below
 Spanish-speaking paraprofessionals to provide native
language supports
 A trained and bilingual counselor/designee for postsecondary readiness
 Spanish-speaking office staff
REQUIRED: A trained school leader who oversees and evaluates the
effectiveness of ELA services provided by the school teachers
Professional Development
Comments
REQUIRED: The school has a professional development plan to ensure
that all staff members are trained on the language allocation
guidelines and its implementation.
REQUIRED (Charter schools): The school has a designated trainer
who will train staff on the ELA modules as a part of the ELA
Qualification Training channel to ensure that all teachers gain
their ELA qualification within two school years.
RECOMMENDED: The principal attends professional development
focused on English Learners.
RECOMMENDED: The professional development plan is aligned to the
UIP.
Family and Community
Comments
REQUIRED (District run schools): The school has an effective PAC
(Parent Advisory Committee) that is comprised of families of students
receiving ELA program services that meets at least four-times per
year. Provide the opportunity for PAC representatives to participate
in the monthly ELA District Advisory Committee (DAC) meetings.
REQUIRED (Charter schools): The school has an effective SAC or
similar structure that meets statutory requirements, includes families
of students receiving ELA program services, and monitors ELA
programming in the school.
REQUIRED: The school has a responsive infrastructure for positive,
active, and ongoing relations with students’ families and the
community in their home language.
REQUIRED: The school has a process for articulating the Language
Allocation Guidelines with prospective, new and returning
families.
RECOMMENDED: The program views and involves parents and
community members as strategic partners.
Implementation Plan (year 0-3)
Comments
REQUIRED: The principal will create a hiring plan for years 0-3 to
ensure adequate staffing and its oversight and appropriately reflects
staffing and other expenses associated with providing native
language support, Sheltered English and ELD instruction.
REQUIRED: Budget is created for years 0-5
RECOMMENDED: Professional Development Plan is developed for
years 0-3
RECOMMENDED: There is a coordinated plan for supporting English
Learners.
RECOMMENDED: There is a coordinated plan for promoting crosscultural competence.