English Language Development
Core Beliefs
- Bilingualism is an asset for learning.
- Culturally and linguistically diverse students bring many assets to the learning process that must be affirmed and developed during instruction.
- Effective language instruction in reading, writing, listening, and speaking accelerates the development of the English language.
- A partnership between the family and the school is vital to the academic growth of a student.
- Our staff members are dedicated to culturally responsive teaching.
- Our staff members are dedicated to a culture of inclusion and believe all whom we serve should be honored for who they are.
- Our staff members are dedicated to a culture of excellence.
- Teachers continue to learn, grow, and improve in the delivery of promising practices for teaching language instruction.
ELD Teacher
ELD
- PK-12 Program
- Identification of ELLs
- Roles & Responsibilities
- ACCESS for ELLs®
- Redesignation Process for ELLs
PK-12 Program
Mission
EPSD strives to empower our multilingual students to become leaders of their own learning and exemplify the district’s Global Outcomes. We do this by creating a culture of equity, inclusion, understanding, and collaboration with our family partners. We foster success in the school environment and beyond to prepare our linguistically diverse students for career, college, and life. As a staff, we have high expectations for students and ourselves in order to provide effective and engaging English language instruction in the areas of speaking, listening, reading, and writing.
Vision
Students are empowered leaders of their own learning, facilitated by Global Outcomes and linguistic diversity to prepare them for success in career, college, and life in our global community beyond high school.
Program Curriculum
EPSD utilizes a variety of print and digital curricula to develop proficiency in English. These curricula are literature-based, designed for multilingual learners, and aligned with grade-level Colorado English Language Proficiency Standards and grade-level Common Core State Standards. As a member of the WIDA Consortium, Colorado provides annual English language proficiency assessment utilizing WIDA ACCESS 2.0. Our elementary school partners with Collaborative Classroom, middle school partners with Imagine Learning: EL Education and our high school partners with HMH: Into Literature to deliver a curriculum that gives each English language learner the tools they need for academic success. In addition, the Elementary uses EL Achieve Systematic ELD curriculum, and Secondary uses HMH: English 3D.
ELD Program Services
- Direct instruction services for our newcomer students, non-English proficient students (NEP), and limited-English proficient students (LEP).
- Push-in classroom support provided from the ELD paraprofessional or the ELD teacher.
- Indirect, Tier 1 instructional strategies in every classroom for our fluent, English-proficient students (FEP).
- Progress monitoring of the academic growth and progress of every student.
Identification of ELLs
Identification of English Language Learners
The U.S. Department of Education Office for Civil Rights requires every school district to identify the primary language of their students. Federal and state funding for ELD programs relies on accurate identification and English language proficiency assessment of English language learners.
Parents complete a Home Language Survey for their child upon registration. State and federal regulations require that schools identify and report the languages spoken and heard by each child in the home, and determine eligibility for English language development services.
If parents indicate that a language other than English is spoken by the child and/or in the home, an ELD staff member or cultural liaison will conduct a home language interview with a parent or guardian to determine the needs of the student and if the student needs to take the WIDA ACCESS Placement Test (W-APT) or WIDA Screener, which assesses English development levels and is used to determine eligibility for ELD programs.
EPSD is required to follow procedures to identify students as English learners.
Processes for Identification:
- Enrollment procedures must not require parents or students to disclose any visa or immigration status.
- Procedures must include a home language survey (HLS), W-APT/WIDA Screener, and a body of evidence.
- Identification must happen within the first 30 days of the beginning of the school year or 2 weeks if the student starts after October.
- Registrar collects the Home Language Survey (HLS)
- Registrar communicates with the ELD teacher.
- ELD teacher interviews and consults with the family.
- ELD teacher, or other staff member who has completed the online WIDA screener training, proctors the W-APT/WIDA Screener and consults with the teacher(s) to provide additional evidence.
- ELD teacher consults with building administration, teacher(s), and ELD PLC to determine eligibility.
- If it is determined that the student is eligible for services, the ELD teacher provides a Parent Notification Letter and schedules a meeting with the family, principal, and teacher(s) to discuss ELD placement and services and draft the English Language Development (ELD) Plan.
ELD Programming
EPSD adheres to legal requirements including Title III of the ESSA, ELPA, Title VI of the Civil Rights Act of 1964, Equal Education Opportunities Act of 1974 and associated amendments (1978), Title III is a supplemental grant under the ESEA that is designed to improve and enhance the education of English learners (ELs) in becoming proficient in English, as well as meeting the Colorado Academic Content standards. The Title III Immigrant Set-Aside grant resides within this program and provides opportunities for LEAs to enhance the instructional opportunities for immigrant students and their families.
District requirements under English Language Proficiency Act include:
Title VI is designed to ensure that American Indian, Native Hawaiian and Alaska Native students meet challenging state academic content and student academic achievement standards, as well as meet the unique culturally related needs.
- Follow State guidance to identify English learners
- Report and certify through the Student October Pupil Enrollment collection the numbers and proficiency levels of English learners in the district and the number of ELs who have exited from the program
- Administer and provide evidence-based English language development programs for identified English learner students while also providing access to grade-level content
- Provide professional development to all staff members supporting English learners to enhance their abilities to provide English language development and access to grade-level content
ELD Plans
- Level of English Language Proficiency
- Assessment Scores
- Student goals in reading, writing, listening, and/or speaking
- Services provided
- Accommodations or Modifications for general classroom instruction if needed
- Accommodations for assessments if needed
- Progress monitoring Plan
- Body of Evidence for determining ELD program eligibility
-
Once a student has been identified for ELD services, the ELD teacher meets with the student, parent(s), and teacher(s) to draft an English Language Development (ELD) plan for the student. This plan is reviewed with the student and parents annually. This plan along with the body of evidence (evidence and artifacts used for determining eligibility) will be kept on file by the ELD teacher.
Roles & Responsibilities
- District & School Leadership
- ELD Teachers
- General Education Teachers
- Family & Cultural Liaisons
- PK-12 Staffing
District & School Leadership
Leaders in EPSD with positions of power and authority are dedicated to enhancing staff capacity to identify inequities within school structures, disrupt inequitable practices, and develop staff members. Our leaders are in service to the communities they serve including students, staff, families, and advocacy groups in order to guide decisions and efforts to promote a positive culture of equity, diversity and inclusion. Leaders will engage and involve stakeholders in providing voice that leads to decision making. Leaders will engage stakeholder voice by:
EPSD expects culturally responsive pedagogy, curriculum, assessment, and grading. Leaders are dedicated to focusing professional learning and collaboration on culturally responsive teaching. District leaders will provide professional learning to staff members surrounding culturally responsive teaching by:
Building administrators, such as principals and assistant principals monitor and evaluate the services being provided for English language learners in their building site. In addition, they work with district leadership and their instructional coach to assess the need for continued teacher professional learning and deliver professional learning to staff at their building site.
-
Establishment of a Culturally and Linguistically Diverse District Focus Group (CLD Focus Group) to serve as an advisory committee to the district.
-
Establishment of the EPSD PK-12 ELD Professional Learning Community to monitor, evaluate, and implement the mission, vision, and goals of ELD k-12 programming throughout the district.
-
Intentional District-wide professional learning opportunities focused on theory and practice for culturally responsive teaching and strategies for ELD students.
-
Targeted individualized or small group professional learning opportunities utilizing instructional coaching support.
-
Review current and future curriculum through culturally inclusive and responsive rubrics so staff can reflect on current content, assessments, and practices.
ELD Teachers
Our ELD teachers deliver English language acquisition to ELL students based on the identification of the student and the needs identified in their personalized ELD plan. This instruction can be direct language instruction or indirect language instruction by pushing into classrooms to support the student with reading, writing, listening, and speaking.
The ELD teacher is responsible for:
-
Providing direct instruction for ELD students (NEP & LEP)
-
Providing push in support for ELD students (FEP)
-
Monitors the academic progress of FELL students on monitor status
-
Writes and monitors the personalized learning plans for ELL students (ELD Plan)
-
Communicates the ELD plan for students with all stakeholders
-
Works collaboratively with other teachers to help foster and plan instruction for ELL students
General Education Teachers
All teachers at EPSD respond to the learning needs of our ELL students by participating in ongoing professional learning to develop effective practices for English language learners.
All teachers are responsible for:
-
Collaborates with the ELD teacher on the design of the ELD plan
-
Review, understand, and follow the ELD plan for students and follow the accommodations/modifications in the ELD plan
-
Participate in professional learning regarding Tier 1 ELD practices and strategies
-
Consult with the ELD teacher on a regular basis to provide the best instruction possible for ELD students.
-
Communicate with the family and utilize the cultural liaison when needed.
Family & Cultural Liaisons
Our ELD population is predominantly Hispanic, therefore EPSD is dedicated to supporting our English Language Learners with bilingual, Spanish-speaking family cultural liaisons in our schools. For students and families needing support in languages other than Spanish, EPSD will make every effort to acquire written and oral translation support through outside resources and technology.
Family Liaisons in EPSD schools bridge home to school communication for families of English Language Learners.
Liaisons assist with:
- Translation of written materials
- Interpretation between school staff and families
- Parent/Family education and engagement in their child’s learning
- Assistance with community resources and referrals
PK-12 Staffing
In order to provide these services for ELD students, the district is dedicated to the following staffing plan:
Elementary School
-
1 ELD teacher for grades PK-2
-
1 ELD teacher for grades 3-5
-
1 ELD paraprofessional
-
1 Cultural Liaison/ ELD paraprofessional
Middle School
-
1 ELD teacher for grades 6-8
-
½ time Cultural Liaison/ELD paraprofessional
High School
-
1 ELD teacher for grades 9-12
-
1 Cultural Liaison/ELD paraprofessional
ACCESS for ELLs®
ACCESS for ELLS®
Between January and February, English Language Learners (ELL) students in grades kindergarten through twelfth grade will participate in the administration of the ACCESS for ELLs® language proficiency assessment. ACCESS provides a standardized measurement of academic language proficiency for ELL students throughout the state of Colorado and in other states. With this information, we will be able to monitor individual English Language Development (ELD) student progress on an annual basis.
Please read the following informational flyers about the ACCESS for ELLs® test so you know what to expect. The ACCESS Parent Handout is a flyer with information about the assessment English Spanish. In addition, here is the ACCESS for ELL's: Understanding Your Child's Scores flyer English Spanish.
This assessment is administered by paper for grades K-3. Students in grades 4-12 will take an online version of the assessment. Students will be given the assessment by their regular ELD teacher and they will take the assessment during the regularly scheduled ELD class time whenever possible. Students will be able to take a practice version of the assessment with their teacher in the classroom ahead of testing so they are comfortable and set up for success. A testing schedule will be communicated to each student and all of their teachers prior to the assessment.
The school will receive results from the assessment in May and your child’s results will be sent home with information for you. The Parent/Guardian Report provides information about your child’s English Language Proficiency Level. This information is for you to review and keep.
If you have any questions regarding this test or the information that is being sent to you about the test, please contact your child’s ELD teacher, the Principal, or the District Assessment Coordinator.
Redesignation Process for ELLs
Redesignation Process for English Language Learners (ELLs)
Our district is committed to providing an equitable, comprehensive approach to support English Language Learners (ELLs) in achieving proficiency and transitioning successfully into mainstream academic programs. The redesignation of ELLs follows a structured process that ensures fairness and compliance with state and federal guidelines.
1. Criteria for Redesignation:
- English Language Proficiency Assessment: Students must demonstrate proficiency by achieving a composite score that meets or exceeds the threshold on the state-approved English language proficiency assessment.
- Academic Performance: Evidence of consistent grade-level performance in core subjects, verified by teacher evaluations and standardized academic achievement scores.
- Teacher Recommendations: Input from classroom teachers indicating the student can independently access the curriculum without language support.
- Parental Notification and Consent: Parents/guardians will be informed about their child's eligibility for redesignation and involved in the process as required by district policy.
2. Procedures:
- Annual Review: ELL student data will be reviewed annually to determine if redesignation criteria are met.
- Assessment and Documentation: Comprehensive documentation of assessment scores, academic performance, and teacher feedback will be compiled.
- Redesignation Meeting: The school’s ELD committee, including relevant teachers and administrators, will convene to review the collected evidence and make a final determination.
- Parental Involvement: Parents will be invited to participate in the redesignation meeting and provided with detailed explanations and opportunities to ask questions.
3. Post-Redesignation Monitoring:
- Two-Year Monitoring Period: Following redesignation, students will be monitored for a period of two years to ensure continued academic success and the ability to engage with the curriculum effectively.
- Support Services: Additional support may be provided if needed to assist with the transition and address any emerging academic challenges.
Family Cultural Liaisons
Family Cultural Liaisons
Our ELD population is predominantly Hispanic, therefore EPSD is dedicated to supporting our English Language Learners with bilingual, Spanish-speaking family cultural liaisons in our schools. For students and families needing support in languages other than Spanish, EPSD will make every effort to acquire written and oral translation support through outside resources and technology.
Family Liaisons in EPSD schools bridge home to school communication for families of English Language Learners.
Liaisons assist with:
- Translation of written materials
- Interpretation between school staff and families
- Parent/Family education and engagement in their child’s learning
- Assistance with community resources and referrals
ELD
- PK-12 Program
- Identification of ELLs
- Roles & Responsibilities
- ACCESS for ELLs®
- Redesignation Process for ELLs
PK-12 Program
Mission
EPSD strives to empower our multilingual students to become leaders of their own learning and exemplify the district’s Global Outcomes. We do this by creating a culture of equity, inclusion, understanding, and collaboration with our family partners. We foster success in the school environment and beyond to prepare our linguistically diverse students for career, college, and life. As a staff, we have high expectations for students and ourselves in order to provide effective and engaging English language instruction in the areas of speaking, listening, reading, and writing.
Vision
Students are empowered leaders of their own learning, facilitated by Global Outcomes and linguistic diversity to prepare them for success in career, college, and life in our global community beyond high school.
Program Curriculum
EPSD utilizes a variety of print and digital curricula to develop proficiency in English. These curricula are literature-based, designed for multilingual learners, and aligned with grade-level Colorado English Language Proficiency Standards and grade-level Common Core State Standards. As a member of the WIDA Consortium, Colorado provides annual English language proficiency assessment utilizing WIDA ACCESS 2.0. Our elementary school partners with Collaborative Classroom, middle school partners with Imagine Learning: EL Education and our high school partners with HMH: Into Literature to deliver a curriculum that gives each English language learner the tools they need for academic success. In addition, the Elementary uses EL Achieve Systematic ELD curriculum, and Secondary uses HMH: English 3D.
ELD Program Services
- Direct instruction services for our newcomer students, non-English proficient students (NEP), and limited-English proficient students (LEP).
- Push-in classroom support provided from the ELD paraprofessional or the ELD teacher.
- Indirect, Tier 1 instructional strategies in every classroom for our fluent, English-proficient students (FEP).
- Progress monitoring of the academic growth and progress of every student.
Identification of ELLs
Identification of English Language Learners
The U.S. Department of Education Office for Civil Rights requires every school district to identify the primary language of their students. Federal and state funding for ELD programs relies on accurate identification and English language proficiency assessment of English language learners.
Parents complete a Home Language Survey for their child upon registration. State and federal regulations require that schools identify and report the languages spoken and heard by each child in the home, and determine eligibility for English language development services.
If parents indicate that a language other than English is spoken by the child and/or in the home, an ELD staff member or cultural liaison will conduct a home language interview with a parent or guardian to determine the needs of the student and if the student needs to take the WIDA ACCESS Placement Test (W-APT) or WIDA Screener, which assesses English development levels and is used to determine eligibility for ELD programs.
EPSD is required to follow procedures to identify students as English learners.
Processes for Identification:
- Enrollment procedures must not require parents or students to disclose any visa or immigration status.
- Procedures must include a home language survey (HLS), W-APT/WIDA Screener, and a body of evidence.
- Identification must happen within the first 30 days of the beginning of the school year or 2 weeks if the student starts after October.
- Registrar collects the Home Language Survey (HLS)
- Registrar communicates with the ELD teacher.
- ELD teacher interviews and consults with the family.
- ELD teacher, or other staff member who has completed the online WIDA screener training, proctors the W-APT/WIDA Screener and consults with the teacher(s) to provide additional evidence.
- ELD teacher consults with building administration, teacher(s), and ELD PLC to determine eligibility.
- If it is determined that the student is eligible for services, the ELD teacher provides a Parent Notification Letter and schedules a meeting with the family, principal, and teacher(s) to discuss ELD placement and services and draft the English Language Development (ELD) Plan.
ELD Programming
EPSD adheres to legal requirements including Title III of the ESSA, ELPA, Title VI of the Civil Rights Act of 1964, Equal Education Opportunities Act of 1974 and associated amendments (1978), Title III is a supplemental grant under the ESEA that is designed to improve and enhance the education of English learners (ELs) in becoming proficient in English, as well as meeting the Colorado Academic Content standards. The Title III Immigrant Set-Aside grant resides within this program and provides opportunities for LEAs to enhance the instructional opportunities for immigrant students and their families.
District requirements under English Language Proficiency Act include:
Title VI is designed to ensure that American Indian, Native Hawaiian and Alaska Native students meet challenging state academic content and student academic achievement standards, as well as meet the unique culturally related needs.
- Follow State guidance to identify English learners
- Report and certify through the Student October Pupil Enrollment collection the numbers and proficiency levels of English learners in the district and the number of ELs who have exited from the program
- Administer and provide evidence-based English language development programs for identified English learner students while also providing access to grade-level content
- Provide professional development to all staff members supporting English learners to enhance their abilities to provide English language development and access to grade-level content
ELD Plans
- Level of English Language Proficiency
- Assessment Scores
- Student goals in reading, writing, listening, and/or speaking
- Services provided
- Accommodations or Modifications for general classroom instruction if needed
- Accommodations for assessments if needed
- Progress monitoring Plan
- Body of Evidence for determining ELD program eligibility
-
Once a student has been identified for ELD services, the ELD teacher meets with the student, parent(s), and teacher(s) to draft an English Language Development (ELD) plan for the student. This plan is reviewed with the student and parents annually. This plan along with the body of evidence (evidence and artifacts used for determining eligibility) will be kept on file by the ELD teacher.
Roles & Responsibilities
- District & School Leadership
- ELD Teachers
- General Education Teachers
- Family & Cultural Liaisons
- PK-12 Staffing
District & School Leadership
Leaders in EPSD with positions of power and authority are dedicated to enhancing staff capacity to identify inequities within school structures, disrupt inequitable practices, and develop staff members. Our leaders are in service to the communities they serve including students, staff, families, and advocacy groups in order to guide decisions and efforts to promote a positive culture of equity, diversity and inclusion. Leaders will engage and involve stakeholders in providing voice that leads to decision making. Leaders will engage stakeholder voice by:
EPSD expects culturally responsive pedagogy, curriculum, assessment, and grading. Leaders are dedicated to focusing professional learning and collaboration on culturally responsive teaching. District leaders will provide professional learning to staff members surrounding culturally responsive teaching by:
Building administrators, such as principals and assistant principals monitor and evaluate the services being provided for English language learners in their building site. In addition, they work with district leadership and their instructional coach to assess the need for continued teacher professional learning and deliver professional learning to staff at their building site.
-
Establishment of a Culturally and Linguistically Diverse District Focus Group (CLD Focus Group) to serve as an advisory committee to the district.
-
Establishment of the EPSD PK-12 ELD Professional Learning Community to monitor, evaluate, and implement the mission, vision, and goals of ELD k-12 programming throughout the district.
-
Intentional District-wide professional learning opportunities focused on theory and practice for culturally responsive teaching and strategies for ELD students.
-
Targeted individualized or small group professional learning opportunities utilizing instructional coaching support.
-
Review current and future curriculum through culturally inclusive and responsive rubrics so staff can reflect on current content, assessments, and practices.
ELD Teachers
Our ELD teachers deliver English language acquisition to ELL students based on the identification of the student and the needs identified in their personalized ELD plan. This instruction can be direct language instruction or indirect language instruction by pushing into classrooms to support the student with reading, writing, listening, and speaking.
The ELD teacher is responsible for:
-
Providing direct instruction for ELD students (NEP & LEP)
-
Providing push in support for ELD students (FEP)
-
Monitors the academic progress of FELL students on monitor status
-
Writes and monitors the personalized learning plans for ELL students (ELD Plan)
-
Communicates the ELD plan for students with all stakeholders
-
Works collaboratively with other teachers to help foster and plan instruction for ELL students
General Education Teachers
All teachers at EPSD respond to the learning needs of our ELL students by participating in ongoing professional learning to develop effective practices for English language learners.
All teachers are responsible for:
-
Collaborates with the ELD teacher on the design of the ELD plan
-
Review, understand, and follow the ELD plan for students and follow the accommodations/modifications in the ELD plan
-
Participate in professional learning regarding Tier 1 ELD practices and strategies
-
Consult with the ELD teacher on a regular basis to provide the best instruction possible for ELD students.
-
Communicate with the family and utilize the cultural liaison when needed.
Family & Cultural Liaisons
Our ELD population is predominantly Hispanic, therefore EPSD is dedicated to supporting our English Language Learners with bilingual, Spanish-speaking family cultural liaisons in our schools. For students and families needing support in languages other than Spanish, EPSD will make every effort to acquire written and oral translation support through outside resources and technology.
Family Liaisons in EPSD schools bridge home to school communication for families of English Language Learners.
Liaisons assist with:
- Translation of written materials
- Interpretation between school staff and families
- Parent/Family education and engagement in their child’s learning
- Assistance with community resources and referrals
PK-12 Staffing
In order to provide these services for ELD students, the district is dedicated to the following staffing plan:
Elementary School
-
1 ELD teacher for grades PK-2
-
1 ELD teacher for grades 3-5
-
1 ELD paraprofessional
-
1 Cultural Liaison/ ELD paraprofessional
Middle School
-
1 ELD teacher for grades 6-8
-
½ time Cultural Liaison/ELD paraprofessional
High School
-
1 ELD teacher for grades 9-12
-
1 Cultural Liaison/ELD paraprofessional
ACCESS for ELLs®
ACCESS for ELLS®
Between January and February, English Language Learners (ELL) students in grades kindergarten through twelfth grade will participate in the administration of the ACCESS for ELLs® language proficiency assessment. ACCESS provides a standardized measurement of academic language proficiency for ELL students throughout the state of Colorado and in other states. With this information, we will be able to monitor individual English Language Development (ELD) student progress on an annual basis.
Please read the following informational flyers about the ACCESS for ELLs® test so you know what to expect. The ACCESS Parent Handout is a flyer with information about the assessment English Spanish. In addition, here is the ACCESS for ELL's: Understanding Your Child's Scores flyer English Spanish.
This assessment is administered by paper for grades K-3. Students in grades 4-12 will take an online version of the assessment. Students will be given the assessment by their regular ELD teacher and they will take the assessment during the regularly scheduled ELD class time whenever possible. Students will be able to take a practice version of the assessment with their teacher in the classroom ahead of testing so they are comfortable and set up for success. A testing schedule will be communicated to each student and all of their teachers prior to the assessment.
The school will receive results from the assessment in May and your child’s results will be sent home with information for you. The Parent/Guardian Report provides information about your child’s English Language Proficiency Level. This information is for you to review and keep.
If you have any questions regarding this test or the information that is being sent to you about the test, please contact your child’s ELD teacher, the Principal, or the District Assessment Coordinator.
Redesignation Process for ELLs
Redesignation Process for English Language Learners (ELLs)
Our district is committed to providing an equitable, comprehensive approach to support English Language Learners (ELLs) in achieving proficiency and transitioning successfully into mainstream academic programs. The redesignation of ELLs follows a structured process that ensures fairness and compliance with state and federal guidelines.
1. Criteria for Redesignation:
- English Language Proficiency Assessment: Students must demonstrate proficiency by achieving a composite score that meets or exceeds the threshold on the state-approved English language proficiency assessment.
- Academic Performance: Evidence of consistent grade-level performance in core subjects, verified by teacher evaluations and standardized academic achievement scores.
- Teacher Recommendations: Input from classroom teachers indicating the student can independently access the curriculum without language support.
- Parental Notification and Consent: Parents/guardians will be informed about their child's eligibility for redesignation and involved in the process as required by district policy.
2. Procedures:
- Annual Review: ELL student data will be reviewed annually to determine if redesignation criteria are met.
- Assessment and Documentation: Comprehensive documentation of assessment scores, academic performance, and teacher feedback will be compiled.
- Redesignation Meeting: The school’s ELD committee, including relevant teachers and administrators, will convene to review the collected evidence and make a final determination.
- Parental Involvement: Parents will be invited to participate in the redesignation meeting and provided with detailed explanations and opportunities to ask questions.
3. Post-Redesignation Monitoring:
- Two-Year Monitoring Period: Following redesignation, students will be monitored for a period of two years to ensure continued academic success and the ability to engage with the curriculum effectively.
- Support Services: Additional support may be provided if needed to assist with the transition and address any emerging academic challenges.