• Maryland English Language Proficiency (ELP)
   State Curriculum
• Content Area (VSC) and English Language
   Proficiency (ELP) Linking Tool Exemplars
• English Language Proficiency Assessment
   and AMAOs
• Exemption of Recently Arrived Limited English Proficient Students
• ELL Accommodations
• Reclassified English Language Learners


Maryland English Language Proficiency (ELP) State Curriculum

The ELP State Curriculum which was accepted by the Maryland State Board of Education on September 21, 2009 is designed to guide curriculum, instruction, and assessment for English Language Learners. The ELP State curriculum provides content standards, indicators, and objectives in the four language domains of listening, speaking, reading, and writing. These domains represent the skills that ELL students must acquire to achieve proficiency in English. The ELP State curriculum uses five proficiency levels; low beginning, high beginning, low intermediate, high intermediate, and advanced levels to outline the progression of language development. English Language Learners enter Maryland’s school systems at all proficiency levels. Grade level skills in all grade bands; K-1, 2-3, 4-5, 6-8 and 9-12 are introduced at the low beginning level with reduced linguistic complexity and appropriate support. ELLs do not have the luxury of waiting until they are proficient in English to be introduced to academic language and content instruction. The content rigor of the ELP State Curriculum is designed to positively impact the achievement of English Language Learners in Maryland.

ELL Accommodations

Both federal and state laws require the inclusion of all students, including English language learners in large scale assessments and equal access to grade-level Content Standards. Teachers ensure that students work toward grade-level Content Standards by using a range of instructional strategies based on the varied strengths and needs of students. Providing accommodations during instruction and assessments may also promote equal access to grade-level content. The state does not prohibit native language instruction. The state does not require a waiver or parental permission for students to receive instruction in their native language. Please see Maryland Accommodations Manual and COMAR regulations.

Reclassified English Language Learners

ELLs who no longer require Title III services and are exited from ELL services are monitored for two year to ensure that these children continue to make progress in meeting challenging State academic content and student academic achievement standards for each of the two years after such children are no longer receiving services (Public Law, NCLB, 3121 (C) (1) (A)