Culturally and Linguistically Diverse Education

The 27J Culturally and Linguistically Diverse Education Department provides guidance, resources, training and supports to ensure all 27J schools can provide equitable, rigorous learning environments for all of our students.

CLD Vision Statement

Ensure EVERY student is seen, included, valued and empowered to have equitable access to all aspects of the 27J educational system.

27J Vision Statement

In partnership with our families and community, 27J Schools empowers EVERY student today to take control of their future tomorrow.

Our Goals

Ensure that every culturally and linguistically diverse learner has access to high quality, explicit language development.
Ensure that every student has access to grade level learning.
Ensure that every student has equitable access to all educational opportunities.
Ensure that every student's cultural, linguistic and individual differences are honored.
Ensure every staff member is prepared to support and work with the 27J CLD students and families.
Ensure every learner is prepared to pursue their path within the 3E's (Employment, Enrollment, and Enlistment) for a successful career and life beyond high school graduation.

Who are Culturally and Linguistically Diverse (CLD) Learners?
How are CLD Learners Identified?

Who are Culturally and Linguistically Diverse (CLD) Learners?

A Culturally and Linguistically Diverse (CLD) learner is a student who comes from a home where a language other than English is spoken or whose cultural background may differ from the mainstream. These students may also be referred to by various terms such as Limited English Proficient (LEP), Non-English Proficient (NEP), Fluent English Proficient (FEP), or English Language Learner (ELL), all of which are federally recognized labels.

At 27J Schools, we prioritize using inclusive, strengths-based language that recognizes and celebrates the valuable perspectives and skills that multilingual and multicultural students bring to our community. We believe that the term Culturally and Linguistically Diverse (CLD) most fully embodies our commitment to honoring and supporting the unique experiences and contributions of all our students.

How are CLD Learners Identified?

As part of the registration process, families will complete the Home Language Survey (HLS). If the HLS indicates that a student may speak a language other than English, a WIDA Screener will be administered to assess their language proficiency. In some cases, teachers may also initiate the WIDA Screener if they observe that a student has the ability to listen, speak, read, or write in languages other than English.

Based on the results of the WIDA Screener and a comprehensive review of other factors, students may be eligible for services for Culturally and Linguistically Diverse (CLD) learners. If your child qualifies for CLD services, you will be notified by mail.

For any questions regarding your child’s CLD services, please feel free to contact your school directly.

How Is Student English Language Proficiency Measured?

What is WIDA Screener?

The WIDA Screener is an assessment given to incoming K-12 students whose home or primary language is not English. It measures their English language proficiency in listening, speaking, reading, and writing.

This assessment must be administered within 30 days of the start of the school year, or within two weeks of a student's enrollment if they join later in the year. The results of the WIDA Screener help determine the student's federal language designation—Non-English Proficient (NEP), Limited English Proficient (LEP), or Fluent English Proficient (FEP)—and inform appropriate instructional and program placement.

What is WIDA Access?

The WIDA Access is an annual assessment that measures English language proficiency in listening, speaking, reading, and writing. It is required for all K-12 students who are federally designated as Non-English Proficient (NEP) or Limited English Proficient (LEP).

The results of the WIDA Access help track student progress and determine the appropriate support services needed. This assessment is aligned with the WIDA English Language Development Standards, which educators use to guide and enhance their instruction.

What do the WIDA Access Scores Mean?

ACCESS scores are reported in six levels, reflecting students' language proficiency in listening, speaking, reading, and writing. These scores help determine the appropriate level of scaffolding and support needed for students to fully engage with grade-level content.

Additionally, the scores are used to assign federal and legal language designations. The three possible designations are:

NEP (Non-English Proficient)
LEP (Limited English Proficient)
FEP (Fluent English Proficient)

Redesignation

Redesignation is the process of transitioning Culturally and Linguistically Diverse (CLD) students out of English Language Development (ELD) services. In alignment with recommendations from the Colorado Department of Education, 27J has established specific criteria for redesignation to ensure that CLD students can fully engage with grade-level standards.

These criteria, which include a comprehensive Body of Evidence (BOE), are used to assess whether a student is ready for redesignation. Once redesignated, students will no longer receive language instruction from an ELD teacher. However, the ELD teacher, in collaboration with content and grade-level teachers, will continue to monitor the student's academic progress for two years through the required FEP monitoring procedures.

Fluent Student Monitoring

Once students are redesignated, they are classified as Fluent English Proficient Monitor Year 1 (FEP M1) and Fluent English Proficient Monitor Year 2 (FEP M2). At this point, they no longer take the WIDA ACCESS assessment. However, federal law requires that their linguistic and academic progress be monitored for two years.

It is essential for general education teachers to be aware of students’ language backgrounds. Students will continue to benefit from instructional strategies that support language development and make content accessible. Developing the academic skills necessary for success can take several years, and ongoing support is important.

The goal is to monitor each student’s progress to ensure they are:

Academically successful
Proficient in grade-level reading, writing, and content areas

Translation and Interpretation

The goal of providing translation and interpretation services is to support schools in effectively communicating with all of the members of the 27J community, including families who speak a language other than English. 27J provides interpretations for district families who need interpretation to fully participate in a district or school event. If you have questions about receiving district/school communication in a language other than English or to request an interpreter for a school or district event, please contact your student’s school or visit the 27J Translation and Interpretation Website for more information.

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