DEPARTMENT OF EDUCATION
Colorado State Board of Education
COLORADO EDUCATOR LICENSING ACT OF 1991
1 CCR 301-37
[Editor’s Notes follow the text of the rules at the end of this CCR Document.]
2260.5-R-1.00	Statement of Basis and Purpose.
1.20 Statement of Basis and Purpose of Amendments
The statutory authority for the amendments to these Rules is found in sections 22-2-107 (1) (c) and 22-60.5-106, C.R.S. The purpose of these amendments to the Rules for the Administration of the Educator Licensing Act of 1991 is to update existing rules to conform with current research-based knowledge and practice with regard to better serving linguistically and culturally diverse students, and to increase availability of effective educators.  

8.22   Culturally and Linguistically Diverse Education. To be endorsed in culturally and linguistically diverse (“CLD”) education, K-12, an applicant shall hold a bachelor's degree or higher from a four-year accepted institution of higher education; shall hold an Initial or Professional Teacher License ; and shall have demonstrated competencies specified below by completion of a Colorado  approved program for the preparation of an educator of culturally and linguistically diverse student populations in accordance with 7.02 (1) or  verification of 24 semester hours of coursework from an accepted institution of higher education as determined by the Department of Education through transcript review  in accordance with 7.02 (2) (a).
	
8.22  (1)  The educator of CLD student populations must be knowledgeable, understands and is able to use the major theories, concepts and research related to language acquisition and language development for CLD students.  In support of student learning, the candidate must demonstrate understanding and ability to implement research-based knowledge about:  

	

8.22(1) (a) linguistics that includes orthography,  phonology, morphology, vocabulary, syntax, semantics, and pragmatics that is applied to English language development for linguistically and culturally diverse students;  
8.22 (1) (b)  instructional practices that support acquisition of English language as an additional language for CLD  students;
8.22(1) (c) written and oral discourse that includes intention and functions of speech, genres, and organizational features and patterns; and,
8.22(1) (d) sociolinguistics that includes cultural references, register, varieties of dialects and accents, and nonverbal communication.
	
8.22  (2)  The educator of CLD student populations  must be knowledgeable, understand, and  be able to apply the major theories, concepts and research related to literacy development for CLD  students.   In support of student learning, the CLD educator must demonstrate understanding and ability to implement research-based knowledge about:  	

8.22(2) (a)  literacy instruction, including the identification and use of linguistic interdependence, to support development of the four components of language development (listening, speaking, reading, writing and critical thinking) in English for CLD  students;
8.22(2) (b) the basic elements of literacy and ability to provide effective instruction that is systematic, comprehensive  and effective in support of the English language developmental needs of CLD students;
8.22(2) (c) language and literacy development for CLD students for social and instructional purposes in the school setting, with emphasis on communication of information, ideas, and concepts necessary for academic success particularly in  Language Arts, Mathematics, Science and Social Studies;
8.22(2)(d) the contribution of native language to acquisition of English as an additional language; and
8.22(2)(e) the distinction between language differences and learning disabilities.
8.22  (3)  The educator of CLD  student populations must be knowledgeable, understand and implement strategies and select materials to aid in English language and content learning.  In support of student learning, the CLD educator must demonstrate understanding and ability to implement research-based knowledge about:	
	
8.22  (3)  (a) the functions of the English language to second language learners to support their development of both social and academic language skills;	
8.22  (3)  (b)  effective instructional techniques, methodologies, and strategies to develop English language literacy and to meet the diverse needs of second language learners, including those students with learning disorders	
8.22  (3)  (c)  effective instruction and instructional planning that is systemic, sequential, well-articulated, and delivered in an engaging environment;	
8.22  (3)  (d)  selection and utilization of instructional materials and resources that are age, grade level, and language proficiency appropriate, that are aligned with the curriculum, English language proficiency standards, and English language arts content standards,  and, that maintain and/or improve student achievement;	
8.22  (3)  (e)  maintenance and support of high academic performance standards and expectations for CLD student populations; and,	
8.22  (3) (f) providing content instructional strategies that integrate the development of English language literacy and content literacy to improve student access to content curricula, particularly in Language Arts, Mathematics, Science and Social Studies.
8.22  (4)  The educator of CLD student populations must be knowledgeable, understand, and be able to apply the major theories, concepts and research related to culture, diversity and equity in order to support academic access and opportunity for CLD  student populations.  In support of student learning, the CLD educator must be able to demonstrate knowledge and understanding of:	

8.22 (4) (a) Colorado and federal law, history and socio-political context  related to CLD  student populations, education, multicultural education, and bilingual education;
8.22.(4) (b) the role of culture in language development and academic success;
8.22 (4) (c) the relation of cultural identity and heritage language to English language learning and academic success;
8.22 (4) (d) the contribution of heritage language maintenance to the development of English language literacy; and
8.22 (4) (e) the relationship of culture to family and community involvement in schools in order to communicate, collaborate, and enhance involvement.

8.22 (5) The educator of CLD  student populations must be knowledgeable, understands, and be able to use progress monitoring in conjunction with formative and summative assessments to support student learning.  In support of student learning, the candidate must demonstrate knowledge and ability to:

	

	

8.22.(5) (a) assist content teachers in the interpretation of summative assessments of content knowledge, including national content assessments and Colorado-approved content assessments, for the purpose of guiding instruction and learning for CLD students;
8.22.(5) (b) administer and interpret the results of summative assessments of English language proficiency, including national and Colorado-approved content assessments for the purpose of assessing English proficiency and guiding instruction;
8.22.(5) (c) develop, administer and interpret the results of formative assessments and progress monitoring of English language proficiency that are appropriate for the language proficiency level of the student for the purpose of guiding instruction; and
8.22 (5) (d) demonstrate knowledge and ability to communicate and collaborate with other educators, service providers, and family members to identify and assist  in the implementation of a comprehensive instructional plan that responds to the socio- economic, academic, and linguistic needs of CLD students.

	
8.23   Culturally and Linguistically Diverse (CLD) Bilingual Education Specialist.  To be endorsed as a CLD Bilingual Education Specialist, k-12, an applicant shall have completed a bachelor's degree or higher, from an accepted institution of higher education;  shall hold an Initial or Professional Teacher License; shall have completed an approved program for the preparation of an educator of bilingual education; and shall have demonstrated the competencies specified below.
	
8.23  (1)  The CLD Bilingual Education Specialist must be knowledgeable about and able to demonstrate:	
8.23  (1)  (a)   a high level of proficiency in   standards noted in 8.22 (1-5);	
8.23  (1)  (b)  understanding and ability to implement research based knowledge to effectively deliver literacy and content instruction in a heritage language of a current Colorado student population;
8.23 (1)(c)  the research based knowledge and ability to utilize students’ heritage language to help them transition skills and strategies learned in the heritage language to literacy and content areas in English;
8.23 (1) (d) demonstrate the research based knowledge and ability to plan and implement lessons to help students make cross-language connections;	
8.23  (1) (e)   a high level of biliteracy and academic language proficiency, in English and in one other heritage language used by Colorado students, as determined by the Department (including, but not limited to reading, writing, listening,oral communication and critical thinking);
8.23(1) (f)  understanding and ability to implement research based knowledge to discriminate between effective and ineffective bilingual programs in order to develop and deliver effective research informed structures and programs that support bilingual development;
8.23 (1) (g) proficiency and ability to teach in a non-English language; and, 
8.23 (1) (h)  understanding of research based knowledge of the culture and history of a heritage language community of Colorado students.