• Multilingual Education English Language Development

    Program Overview
    English Language Development (ELD) is a program for Kindergarten to grade 12 students whose home language is a language other than English. The program focuses on developing their proficiency in processing and producing academic language across the content areas.

    Vision
    English learners in Cecil County Public Schools have equitable access to meaningful and rigorous learning opportunities that build on their cultural and linguistic assets and graduate with the knowledge, skills, and abilities necessary to be successful in college and/or a career and to contribute to civic life in a global community.

    Mission
    English learners attend schools in which all educators share responsibility for their success, engage effectively with their families, and value and nurture their linguistic and cultural assets. They are taught by effective, well-prepared, and culturally responsive educators who hold them to high standards in order to advance students’ academic and linguistic development. 

    Goals

    • The CCPS ELD program will provide effective language programs and services for English learners to ensure they attain the state's English language proficiency (ELP) level within a maximum of six years, which includes a baseline year.
    • English learners will demonstrate content-area proficiency as measured by the Maryland Comprehensive Assessment Program (MCAP).

     

    Objectives
    1. To encourage a system-wide, asset-based approach to language acquisition which supports the development of linguistically diverse students as biliterate participants in a global society.

    2. To build English language proficiency among English Learners and foster the development of academic language, literacy, and mathematical competence in order to demonstrate progress toward attaining English language proficiency and academic achievement as measured by the Maryland Comprehensive Assessment Program.   

    3. To ensure all English learners graduate high school with adequate preparation to become globally competent participants in society, post-secondary institutions, and the workforce.

    4. To equip all educators of English learners with the knowledge and skills needed to support students' linguistic, academic and social growth.

    5. To create equity of access and opportunity for linguistically diverse students and their families and supports learning in partnership with schools.


    English Language Development Programs

    The English Language Development (or ELD) program takes different approaches based on an individual student's proficiency, grade level, academic needs, and other factors. Students who qualify for English language development services receive language support in one or more of the following models:

    Push-in Instruction: General education and EL teachers collaborate to provide targeted language instruction based on students' English language proficiency levels.

      • Teachers may share instructional responsibilities in the general education classroom.
      • The EL teacher may support an individual student or small group in the general education classroom.

    Pull-out Instruction: EL teachers plan and implement targeted language instruction outside the general education classroom for students within the same grade cluster and English language proficiency levels. Instruction is based on the CCPS English Language Development curriculum for each grade level/cluster and is aligned to the 2020 WIDA English Language Development Frameworks. 

    ELD Classes: These are scheduled, stand-alone English language courses taught by an EL-certified teacher. ELD classes happen most frequently in high school.

    Content Instruction and Assessment
    English learners are provided linguistic scaffolds and supports during instruction and assessment to ensure language is not a barrier to learning, grading, or promotion. Scaffolds, supports, and accommodations are documented in the student's English learner plan. All teachers are responsible for ensuring that their English learners consistently receive these scaffolds and supports during instruction and assessment.