This instructional plan combined Counseling SOLs EA 2,4,10 and WIDA English Language Development Standards. The lesson includes several activity options. Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

The purpose of this document is to provide school counselors, English language learner educators, and administrators with best practices, technical guidance, and resources to support the identification, placement, and scheduling of ELs in grades K-12. School divisions should use this document as a resource for the creation of local policies. Updates to the content included in this document will be ongoing as policies and procedures change in an effort to maintain efficacy and accountability.Once students have registered for school, counselors, English language learner educators, and administrators have the responsibility to accurately identify students as ELs in a timely manner. Identification begins with administering the approved questions, developed in conjunction with the USED Office for Civil Rights and the U.S. Department of Justice and adopted by Virginia, on enrollment forms or a Home Language Survey to determine if a student is in need of English language screening. If determined eligible according to the identifying questions, the student should be screened for English language program eligibility; and scheduled into appropriate classes if classified as an EL.

This instructional plan combined Science SOL K.5a,b and WIDA English Language Development Standards. The lesson includes several activity options. Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

This is a VDOE Webinar; ACCESS for ELs: Preparing and Motivating ELs During Instruction, recorded on December 14, 2020.

This is a VDOE webinar entitled "Introduction to Virginia's New ELD Standards Framework: Part 2- Focus on Language Functions and Features"; recorded on June 14th 2021.

The attached infographic resource document descibes ways to engage English Learners in dance classrooms by making learning visible, supporting the language of visual arts, connecting learning to students' backgrounds and skills, using cooperative learning structures and strategies, and reducing cognitive load and allowing processing time.

The attached infographic resource document describes ways to engage English Learners in music classrooms by making learning visible, supporting the language of music, connecting learning to students' backgrounds and skills, using cooperative learning structures and strategies, and reducing cognitive load and allowing processing time.

The attached infographic resource document descibes ways to engage English Learners in theatre arts classrooms by making learning visible, supporting the language of theatre arts, connecting learning to students' backgrounds and skills, using cooperative learning structures and strategies, and reducing cognitive load and allowing processing time.

The attached infographic resource document describes ways to engage English Learners in visual arts classrooms by making learning visible, supporting the language of visual arts, connecting learning to students' backgrounds and skills, using cooperative learning structures and strategies, and reducing cognitive load and allowing processing time.

Webinar Recording and PPT of Supporting Social-Emotional Learning for English Learners, 5-17-2021, by Kathleen Cahoon-Newchok, Shannon Leonard, Pamela Johnson, Karra Shikimachi, and Angelyn Nichols.