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State Record System

Identifying English Learners on the State Record System

Typically, there are five codes that apply to ELL students in the NSSRS Student Templates.  Not all of these codes will apply to all students.  

Field 95:  LEP Eligibility
Code indicating a student had been identified as Limited English Proficient (LEP).

Field 113:  Redesignated as English Fluent
Code indicating a student has been redesignated as English Fluent, and if redesignated for how many school years.

Field 89:  Immigrant Indicator
Code that best reflects the student’s immigrant status.

Field 41:  LEP Participation
Code indicating student’s participation in a Limited English Proficient (LEP) program. 

Field 42:  LEP Duration
Code indicating the length of time, as of the last Friday in September of the current school year, the student is eligible for the Limited English Proficient (LEP) services and has participated in an LEP program and/or in the mainstream/regular classroom.

ELPA21: Score Report Webinar

ELPA21 Webinar: Scoring and Reporting

ELPA21’s Professional Development (PD) Task Force is working with ELL experts and educators from ELPA21 states to develop materials and guidance that can be used in group trainings and accessed by individual teachers.  All PD Modules can be found at  This training from ELPA21 specifically addresses individual score reports and using these results to understand student performance. 

Score Report Webinar

Webinar Documents

Every Student Succeeds Act (ESSA)

Guidance from the U.S. Department of Education is expected by December.  As guidance and regulations come in, this page will be regularly updated.

Non-Regulatory Guidance:  English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)

To learn more about essaNEBRASKA, click on the icon below:




The Nebraska Department of Education has purchased a statewide license to the TransACT Translation Library. TransACT offers a collection of more than 50 proprietary legal and policy documents fully supporting parent communication mandates. The library also contains over 60 documents that have been translated into 22 languages enabling effective communication with families of students who are non-English speaking.

Topics include NCLB, IDEA and Section 504 compliance plus attendance, parent communication, school lunch program, health, medical and immunization.

Outside Resources

English Language Learner KnowledgeBase

KnowledgeBase is housed at the Mid-Continent Comprehensive Center

The English Language Learner KnowledgeBase is an online resource supporting education professionals in the administration of programs for ELL students. It is organized around seven elements that assist administrators and program directors develop and maintain school and district wide programs. Developed and maintained by the Mid-Continent Comprehensive Center.

Subject areas
Element 1: Understand the Law
Element 2: Develop the Alternative Language Program
Element 3: Notify and Involve Parents
Element 4: Identify and Assess Students
Element 5: Implement Alternative Language Program
Element 6: Exit Students and Monitor Academic Progress
Element 7: Provide Professional Development


Center on Instruction. Gateway to a collection of scientifically based research and information of K-12 instruction in reading, math, science, special education and English language learning. The center is one of the give content centers serving as resources for 16 regional U.S. Department of Education Comprehensive Centers.

Colorin Colorado! Leading website for teachers and parents of English Language learners. Numerous articles, resources and ideas to support ELLs at school and home.

Cultural Orientation Resource Center
The Cultural Orientation Resource (COR) Center includes helpful resources to learn about refugee populations.  It includes information about their cultural backgrounds that may be helpful when schools and districts have new refugee groups in their community.  The website also has resources on welcoming refugees and resources to be used by refugees to explore their new communities.

IDRA:  Intercultural Development Research Association 
IDRA is an independent, non-profit organization that advocates the right of every child to a quality education. For almost 30 years, IDRA has worked for excellence and equity in education in Texas and across the United States. IDRA conducts research and development activities; creates, implements and administers innovative education programs; and provides teacher, administrator, and parent training and technical assistance.

McREL:  Mid-continent Research for Education and Learning McREL, located in Aurora, Colorado, is a private, nonprofit organization whose purpose is to improve education through applied research and development. McREL provides products and services, primarily for K-12 educators, to promote the best instructional practices in the classroom. Established in 1966, McREL maintains a staff of some 100 employees.

NABE: National Association for Bilingual Education NABE promotes educational excellence and equity through bilingual education.

NCELA:  National Clearinghouse for English Language Acquisition
The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (formerly NCBE, the National Clearinghouse for Bilingual Education) is funded by the U.S. Department of Education’s Office of English Language Acquisition to collect, analyze, and disseminate information relating to the effective education of linguistically and culturally diverse learners in the U.S. The National Clearinghouse provides information through its website and topical publications , and produces a weekly electronic news bulletin, Newsline and a monthly electronic magazine, Outlook.

OCR:  Office for Civil Rights (U.S. Department of Education) 
The Office for Civil Rights enforces five Federal statutes that prohibit discrimination in education programs and activities that receive Federal financial assistance. Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964; sex discrimination is prohibited by Title IX of the Education Amendments of 1972; discrimination on the basis of disability is prohibited by Section 504 of the Rehabilitation Act of 1973; and age discrimination is prohibited by the Age Discrimination Act of 1975. The Department of Justice also has delegated OCR responsibility for enforcing Title II of the Americans with Disabilities Act of 1990. The civil rights laws enforced by OCR extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries, and museums that receive U.S. Department of Education funds. Such programs or activities may include, but are not limited to: admissions, recruitment, financial aid, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, housing, and employment.

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students OELA provides national leadership in promoting high quality education for the nation’s population of English language learners (ELLs). Traditionally, this population has been known as limited English proficient students (LEPs). OELA’s mission is to include various elements of school reform in programs designed to assist the language minority agenda. These include an emphasis on high academic standards, school accountability, professional development, family literacy, early reading, and partnerships between parents and the communities. 

TESOL:  Teachers of English to Speakers of Other Languages 
The international education association, Teachers of English to Speakers of Other Languages, Inc. (TESOL), headquartered in Alexandria, Virginia, has more than 14,000 members. Its mission is to develop the expertise of its members and others involved in teaching English to speakers of other languages to help them foster effective communication in diverse settings while respecting individuals’ language rights. To this end, TESOL articulates and advances standards for professional preparation, continuing education, and student programs; links groups worldwide to enhance communication among language specialists; produces high-quality programs, services, and products; and promotes advocacy to further the profession

Understanding Language: Language, Literacy, and Learning in the Content Areas
Website through Standard University Graduate School of Education aimed at understanding the role of language with new College and Career Standards.  This site include resources, webinars, papers, and MOOCs focused on instruction for English Language Learners and their linguistic needs.

What Works Clearinghouse WWC Collects, screens, and identifies studies of effectiveness for educational interventions (programs, products, practices and policies).

Welcoming and Identifying English Learners Learning Module

Module 1:  Welcoming and Identifying English Learners

NDE has partnered with Nebraska educators and administrators to develop learning modules for schools and districts related to services for English Learners.  Each module is divided into short 5-10 minute segments.  Included in each module are important resources and a facilitator’s guide for professional development purposes.  This module is designed to help all school staff appropriately identify potential English learners and welcome students and their families into the district.  Segments include:

The Identification and Intake Process (Rule 15):  This segment reviews the identification requirements in Rule 15.  It is meant for all staff, including support staff, who are part of the registration and welcome process.

Preparing Staff for ELL Arrivals:  This segment helps administrators, program staff and teachers know what they need to do to be ready for arriving English Learners (ELs).

Creating a Climate of Welcome: This short segment provides ideas for teachers and administrators when working towards an inclusive environment for ELs.

Helping Families Navigate the School System:  This segment, for all staff, will help generate ideas for supporting English learners and their families when they are new to a district.

Here is a step-by-step guide for access to the modules.


Professional Organizations

Teachers of English to Speakers of Other Languages (TESOL)

National Association for Bilingual Education (NABE)

MidAmerica Teachers of English to Speakers of Other Languages (MIDTESOL)

Center for Applied Linguistics (CAL)

National Clearinghouse for English Language Acquisition

Association for Supervision and Curriculum Development (ASCD)

National Origin Calendar

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Upcoming ELL Professional Development Opportunities

MIDTESOL 2017 Annual Conference:  Crossroads to Cultures
Call for Proposals:  Due June 30, 2017
Date: September 29th – 30th
Place: Kansas City Marriott Downtown
Cost: $169.00 (member) or $200.00 (nonmember) by 9/8/17

OPS ESL Fall Conference
Date: Saturday, October 21, 2016 
Time: 8:30 a.m. – Registration and Continental Breakfast 
          9:00 a.m. – 2:00 p.m.  Conference 
Place: TAC – 3215 Cuming Street, Omaha, NE 

Iowa Culture and Language Conference
Proposals: Due Monday, June 5th 2017
Date: November 7-8, 2017
Place: Coralville Marriott Hotel and Conference Center Coralville, IA

Classroom Instruction that Works

Introductory Video 3-minutes

YouTube - Classroom Instruction that Works with ELLs

Statewide ELL Professional Development Team

Since 2008, NDE has been partnering with the Jane Hill and the North Central Comprehensive Center to maintain a consistent team of EL professional developers who represent Title III districts, Consortia and universities/state colleges from across the state.  The team receives ongoing, comprehensive training on the strategies from Classroom Instruction that Works with English Language Learners, 2nd Edition  as well as other EL-related topics such as developing Academic Language and the new Nebraska English Language Proficiency Standards.  In turn, team members take back the resources and information to provide training in their own areas.  To find the team member in your area who can provide this training, see the list of below.  

Professional Development Team members and bios
Nebraska Professional Developers (updated January 2018)

Book Study Guides
Classroom Instruction that Works with ELLS: A Study Guide: (2009)
Nebraska Study Guide for CITW ELLs

English Language Proficiency Standards

The English Language Proficiency (ELP) Standards were adopted by Nebraska in December 2013. Please plan to become familiar with them and start implementing them in the school year 2014-15—with full implementation in school year 2015-16. For assistance in understanding and planning for the new standards, check the list of trainers for someone in your district or consortia who will be able to assist you.

ELP Standards
ELP Standards September 2014 (pdf)

District ELP Standards_Curriculum Alignment

Districts should determine a process for aligning their curriculum with the ELP standards.  A few considerations when going through this process:

  • The ELP standards were designed for collaborative use by both ELL and content teachers.

  • A group of teachers (both ELL and content teachers) should be at the table when working through the alignment.

  • Districts may use or adapt the process that is already in place for other curriculum alignment.

Once determining an alignment process, documenting the process is important.  Below is a sample ELP Standards Alignment Process Checklist.  This could be used to document the process of aligning a district’s ELL curriculum to the ELP standards.  It is meant to be customized to meet district needs.

ELP Standards Alignment Process Checklist