ENGLISH LANGUAGE LEARNERS: When to Exit and When NOT to Exit (Grades K-12)

Presented by Nicole Teyechea
Outstanding EL Teacher and National Presenter

Specifically Designed for Educators Working With English Learners (ELs) in Grades K-12: EL Teachers, EL Paraprofessionals, Instructional Coaches and Administrators

Clear, research-informed criteria to help determine if an EL student is ready for reduced scaffolding and differentiated supports as part of high-quality instruction
Warning signs that supports are being reduced too early or that students still need scaffolding
What to do after a student is exited – monitoring and supporting post-reclassification success
Receive an extensive digital resource handbook with dozens of tools and protocols to guide your reclassification decisions

Practical Ideas and Strategies

Are you looking for greater clarity and confidence in knowing when an EL student is ready for reduced instructional supports—or when it's best to maintain or increase scaffolding?

In this NEW strategy-packed seminar, national presenter Nicole Teyechea will share highly practical tools and protocols designed to help you know when it is time to exit your EL student and when not to. Leave with better tools to make consistent, equitable, and EL student-centered instructional decisions across Tier 1, 2, and 3 supports, regardless of which instructional framework your district uses.

You will learn to:

Recognize signs that an EL student is ready to be exited and when a student is not
Differentiate between typical language acquisition needs and other learning challenges
Monitor progress using formative data aligned with core research-based instructional principles—including sheltered instruction, differentiated teaching best practices, and your state's ELPS/WIDA standards

Whether you are an EL specialist, EL paraprofessional, administrator, or coach, this seminar will help you ensure that every EL student receives the right instructional support at the right time throughout the year.

Ten Key Benefits of Attending

Clarify the Reclassification Process
Gain a clear understanding of what should—and should not—guide your decisions to reduce or intensify instructional supports for English Learners across Tier 1, 2, and 3 levels
Use Data With Confidence
Learn how to use multiple data sources, including ELPS-aligned language proficiency scores, academic performance, classroom observations, and student work samples, to inform differentiated instruction and exit decisions
Avoid Premature or Delayed Exits
Identify instructional "red flags" that signal when an EL student is receiving less support too soon—or being kept in highly scaffolded environments longer than necessary
Distinguish Language vs. Learning Issues
Develop strategies for determining whether EL student struggles are related to language development or other academic learning needs—and tailor supports accordingly
Support Long-Term English Learners
Explore practical strategies for EL students who remain in language support for extended periods without expected progress
Understand Legal and Policy Guidelines
Ensure practices complement formal exit criteria, state/federal requirements, and focus on providing research-informed instructional supports throughout the year
Enhance Collaboration Across Roles
Learn how to work more effectively with classroom teachers, specialists, and families to make shared, EL student-centered decisions
Improve Monitoring After Exit
Implement formative monitoring tools to ensure students continue succeeding after scaffolds are removed or reduced
Walk Away With Tools You Can Use
Receive adaptable forms, protocols, and checklists to support your team's instructional planning for multilingual learners
Receive an Extensive EL Digital Resource Handbook
A digital handbook packed with outstanding strategies, templates, and solutions to guide your instructional supports and exit decisions for EL students

Outstanding Strategies You Can Use Immediately

Here's what you'll learn:

A clearer understanding of what it truly means for a student to be ready to exit EL services with reduced scaffolding
Practical tools to help guide exit decisions with greater consistency and confidence
Insight into how to avoid both premature exits and unnecessarily prolonged EL classification and scaffolding
Sample formative rubrics, checklists, and observation protocols you can use or adapt to align instructional decisions with ELPS/WIDA standards
Collaborative planning approaches with classroom teachers and specialists
Tools to help distinguish between language acquisition needs and potential learning difficulties
Guidance on how to support and monitor long-term ELs who are not making expected progress
Tips for involving families in the reclassification process in respectful and supportive ways
Ideas for implementing effective monitoring plans after a student exits EL services
Dozens of strategies, templates, and monitoring tools aligned to best practices for differentiated instruction for multilingual learners

A Message From Your Seminar Leader

Dear Colleague:

I'm so excited to invite you to join me for a day of learning, collaboration, and clarity around a critically important instructional challenge: Knowing when an English Learner (EL) student is ready for exiting – and when they still need instructional supports to thrive.

If you're like me, you've probably experienced some uncertainty when deciding whether your EL student is truly ready for exiting, or wondered how to support long-term ELs who aren't making expected progress. These are important decisions that impact each learner's long-term confidence and success.
That's exactly what this seminar is designed to support.

Throughout the day, we'll explore clear, practical ways to monitor student readiness using formative assessment aligned with research-based instructional practices.

We'll dig into useful tools and examples, discuss how to interpret language proficiency data alongside classroom evidence, and share protocols you can use right away. We'll also address how to monitor students once scaffolds are reduced, ensuring their continued success.

Whether you're an EL specialist, EL paraprofessional, administrator, or coach, you'll leave with concrete strategies, a deeper understanding of language development, and a renewed sense of purpose in supporting EL students.

I've designed this seminar to be practical, fast-paced, and genuinely helpful. I can't wait to spend the day learning with you.

Smiles,
Nicole Teyechea

P.S. You will also receive an extensive digital instructional resource handbook filled with practical tools and strategies to guide your instructional decisions throughout the year, not just for reclassification.

Who Should Attend

Educators Working With English Learners (ELs) in Grades K-12: EL Teachers, EL Paraprofessionals, Instructional Coaches and Administrators

Special Benefits of Attending

Extensive Digital Resource Handbook
Each participant will receive an extensive digital resource handbook specifically designed for this seminar. The handbook includes:

Doable ways to determine if your EL Student is ready for exiting, reduced scaffolding, or needs continued supports
Dozens of powerful strategies with step-by-step directions you can successfully use in any instructional framework
Strategies to decide when to adjust instructional supports—not just for formal reclassification
Management and organizational tips to enhance your effectiveness
And much, much more!

For in-person seminars, registrants will also receive a printed copy of the resource handbook as long as their registration is received in the BER office at least 15 calendar days before the event.

Share Ideas
This seminar provides a wonderful opportunity for participants to meet and share ideas with other educators interested in enhancing their English Language Learners program.

Consultation Available
Nicole Teyechea will be available for consultation regarding your questions and the unique needs of your own program.

On-Site Training Guarantee

BER is not a booking agency that just finds a presenter who presents on the topic you requested. Rather, we only recommend highly experienced BER presenters who have consistently received outstanding evaluations from educators attending their trainings.

Consequently, we provide a strong program guarantee.

We guarantee you'll be fully satisfied or you'll owe us nothing after your on-site training event.