English Language Learners

Knox County Schools supports K–12 students identified as English language learners (ELLs) through a dedicated initiative designed to promote academic, linguistic, cultural, and social success. Instruction is aligned with Tennessee academic standards and guided by the English Language Proficiency Standards to ensure the integration of both language development and academic success.

Whether born in the U.S., resettled as refugees, adopted, or living in Knoxville under other circumstances, all ELL students are a vital part of our community and deserve equitable, high-quality instruction. The district strives to collaborate with all stakeholders to ensure ELL students acquire the academic, linguistic, and cultural skills necessary for success in school and beyond. As educators, our challenge and responsibility is to leverage our resources and expertise to support and empower these students, ensuring success for every student.

Program and Services

The Tennessee State Board of Education Rule Chapter 0520-01-19 sets the minimum compliance standards for school districts serving students identified as English language learners (ELLs). Approved ESL service delivery models for grades K-12 include ELL pull-out, co-teaching, sheltered content classes, and scheduled ESL class periods.

Definition of an Immigrant Student

Ages 3 through 21
Were not born in any US state
Have not been attending one or more schools in any one or more states for more than 3 full academic years

Step 1

Students are identified as English Language Learners (ELLs) through a two-step process completed within 30 days of enrollment. First, families complete a Home Language Survey (HLS), which asks about the languages the student first learned, speaks most often, and hears most often at home. If any response indicates a language other than English, the student is classified as a Non-English Language Background (NELB) student. Second, NELB students are screened using a state-approved English language proficiency test to determine eligibility for English as a Second Language (ESL) services. If a student qualifies, they will receive direct ESL services unless a parent or guardian chooses to waive them.

Step 2

Once a student is identified as Non-English Language Background (NELB) based on the Home Language Survey (HLS), they must be screened for English language proficiency by a certified teacher who has completed ELPA21 Dynamic Screener training. The appropriate screener—either the ELPA21 Dynamic Screener or the ELPA21 Alternate Screener—must be administered within 30 days of initial enrollment to determine eligibility for ELL services, unless the student has documentation showing they exited ESL services in a previous district or state. This screening is required in addition to the HLS and must be completed within the same 30-day period. Parents must be notified of the results within this timeframe. For students enrolling during the school year, the timeline is 14 days.

The definition of English language proficiency can vary by state. As a result, a student identified as an ELL in one state may meet Tennessee’s criteria for English language proficiency. According to State Board Rule 0520-01-19-.03(3), all students identified as Non-English Language Background (NELB) must be screened with the appropriate ELPA21 screener within 30 days of enrollment to determine eligibility for ELL services. This requirement also applies to transfer students, unless they have documentation from another state or district confirming they have exited ELL services as Fluent English Proficient (FEP). If the student transfers from a state that also uses ELPA21 and has recent assessment data, Tennessee’s criteria should be applied to those results. If the student comes from a non-ELPA21 state and there is no documentation of ELL exit, the school must complete screening within the required timelines. Any transfer documents received after enrollment must still be honored and clearly labeled in the student’s cumulative file.

If the Home Language Survey (HLS) shows a language other than English for a foreign exchange student, that student should be classified as Non-English Language Background (NELB) and screened to determine eligibility for ELL services.

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Glossary

English Language Learner (ELL) – A student who is learning English in addition to their native language.

Home Language Survey (HLS) – A questionnaire that asks about the languages spoken at home to identify students who may need ELL services.

ESL (English as a Second Language) – Specialized classes or support to help students learn English.

Pull-Out Services – When a student leaves the general classroom for a short time to receive extra help with English.

Co-teaching – When an ELL teacher works alongside the regular classroom teacher to support students together.

ELPA Screener – An English language proficiency assessment that measures a student’s English language skills to see if they qualify for ELL services.

Individual Learning Plan (ILP) – A plan that outlines a student’s language and academic goals and the support they will receive.

Parent Waiver – When a parent chooses to decline direct ELL services for their child, often opting for indirect support instead.

Language Proficiency Levels – Categories that describe how well a student can understand and use English, from beginner to advanced.

Transitional Services – Support provided to students who have recently exited ELL programs to help them succeed in regular classes.
Scaffolding – Teaching strategies that provide extra support to help ELL students understand new content and gradually become independent learners.

Accommodations – Changes or supports provided to help ELL students access learning, like extra time on tests or a bilingual glossary.

Title III

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Frequently Asked Questions

What is the purpose of the ELL program?

How does the ELL program start?

Students are identified as English Learners (ELs) through a two-step process completed within 30 days of enrollment. First, families complete a Home Language Survey (HLS), which asks about the languages the student first learned, speaks most often, and hears most often at home. If any response indicates a language other than English, the student is classified as a Non-English Language Background (NELB) student. Second, NELB students are screened using a state-approved English language proficiency test to determine eligibility for ELL services. If a student qualifies, they will receive direct ELL services unless a parent or guardian chooses to waive them.

What are my parental rights?

A student whose parents choose to waive direct ELL services is still entitled to receive English language support. Title VI, the Equal Educational Opportunities Act (EEOA), and Title III, Part A of the Elementary and Secondary Education Act (as amended by ESSA) require school districts to provide English language support to all English language learners, including those whose parents have waived direct ELL services. In such cases, districts must offer alternative language development support outside of structured ELL classes. Students with waived direct services remain subject to annual English proficiency assessments and must be identified as an ELL until they meet exit criteria. These students are also eligible for all standardized test accommodations available to ELLs, and parents may change their child’s service option between direct and indirect at any time.

What is an ILP?

In Tennessee, every English Language Learner (ELL) must have an Individual Learning Plan (ILP) that outlines their academic and language needs and goals. Created collaboratively by an ILP team so that that ELLs receive targeted support to meet linguistic and academic expectations. The plan includes student information, assessment data, short-term language goals across reading, writing, speaking, and listening, growth trajectories, and strategies or accommodations used in instruction. For students in transition years (T1-T2), the ILP focuses on academic growth and scaffolding to access grade-level content.

What does a typical day in the class could look like?

A typical day for an English Learner (ELL) in KCS includes participation in the general education classroom for the majority of the school day.

Kindergarten students receive ELL services through a co-teaching model embedded within the general education setting.
Students in grades 1–5 receive language support through either pull-out instruction or co-teaching, depending on their needs and school-based model.
Middle school students (grades 6–8) access ELL services through co-teaching, pull-out support, or scheduled ELL classes.
High school students (grades 9–12) receive services through scheduled ELL classes focused on language development and academic support.

Instruction is aligned to each student’s English language proficiency level, with goals and supports tailored to promote language growth and academic success.

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