Standards
DoDEA adopted in SY 2013-2014, language learning standards and proficiency levels from the national English language organization Teachers of Speakers of Other Languages (TESOL). This collaboration is essential for educators and learners so that their teaching and learning aligns with the expectations of the DoDEA Content Standards and further ensures English language learners access to the full content area curriculum.
The DoDEA English Language Proficiency Standards highlight the English language development goals for English Language Learners (ELLs) as they move through levels of English proficiency in listening, speaking, reading, and writing. These standards are designed to guide teachers in their instruction of ELLs and to provide a bridge to DoDEA's Language Arts, Math, Social Studies, and Science content area standards.
| DoDEA Language Learning Standards |
Description |
|---|---|
| Standard 1 | English language learners communicate for social and instructional purposes within the school setting. |
| Standard 2 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts. |
| Standard 3 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics. |
| Standard 4 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of science. |
| Standard 5 | English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies. |
|
Current ESL Proficiency Levels |
Levels Description |
|---|---|
| Level 1- Starting | Students initially have little to no understanding of English. |
| Level 2- Emerging | Students can understand phrases and short sentences. |
| Level 3- Developing | Students understand more complex speech but still require repetition. |
| Level 4- Expanding | Students’ language skills are adequate for most day-to-day communication needs. |
| Level 5- Bridging | Students can express themselves fluently and spontaneously but are not necessarily English proficient. |
| Level 6 – Exited Program | Exited the ESL program after participating in it. |
| Level 7 -Waiver | Parent declined ESL services and/or assessment |
| Level 8 – No Service Required | No ESL services required after initial screening |
