English Learners of CMSD

As of October 2020, there were 3,719 students enrolled in the Cheyenne Mountain School District 12 with over 150 identified as English Learners. Graph of English Learners of CMSD12

BME- Broadmoor Elementary GCE- Gold Camp Elementary

Cañon- Canon Preschool PVE- Piñon Valley Elementary

CME- Cheyenne Mountain Elementary SKY- Skyway Elementary

CMHS- Cheyenne Mountain High School ZEB- Zebulon Pike Youth Services Center

CMJH- Cheyenne Mountain Junior High 

The Cheyenne Mountain School District assesses English Learners’ English proficiency annually using the ACCESS for ELLs.  The ACCESS for ELLs uses a scale of 1-6 with level six indicating the highest level of English proficiency. Students with an overall score between 1.0 and 2.4 are considered Non-English proficient (NEP). Students with an overall score between 2.5 and 3.9 are considered Limited English Proficient (LEP), and students with an overall score of 4.0 or above are Fluent English Proficient (FEP). Once students have reached fluent English proficiency and show grade level proficiency in reading and writing, they exit the program. Students who have completed the English language program are considered to be Former English Language Learners (FELL).  


Graph of Proficiency Levels of English Learners

NEP- Non-English proficient

LEP- Limited English proficient

FEP- Fluent English proficient

FELL- Former English Language Learner, students who have exited the English

Language Development program


There are twenty-six languages spoken by our English learners with Spanish representing 42% of the total. Korean (12%), Chinese- Madarin (7%), Russian (5%), German (5%), and French (5%) are the other most occurring languages spoken by our English learners in CMSD.Graph of Languages Spoken by EL Students          Language Abbreviations:

Aka Akan Ind Indonesian Tgl Tagalog

Ara Arabic Jpn Japanese Tha Thai

Bul Bulgarian Kor Korean Ukr Ukrainian

Ceb Cebuano Lit Lithuanian Vie Vietnamese

Cmn Chinese, Mandarin Pes Farsi, Western Wes Pidgin, Cameroon

Deu German Pol Polish Yue Chinese, Yue

Ell Greek Ron Romanian

Fra French Rus Russian

Ghz Dari, Gboloo Spa Spanish

Hak Chinese, Hakka Tir Tigrigna


Language Acquisition for English Learners


These principles apply to acquiring another language:

  • Language is learned by using language
  • The focus in language learning is meaning and function (not form)
  • Successful language learning is non-stressful, meaningful, concretely-based and comprehensible
  • Language is self-directed, not segmented or sequenced
  • Conditions necessary for language acquisition essentially are the same for all children

There are stages that language learners experience when acquiring another language. These stages may overlap and growth may occur at different rates. Language learners usually progress through the first three stages quickly, while spending years in the intermediate and advanced stages.
Silent/Receptive NEP 1—The student does not respond verbally in a second language, although the student is processing information they receive in the second language.

Early Production NEP 2—Students begin to respond verbally using one or two words and develop the ability to extract meaning from things spoken to them.

Speech Emergence LEP 2.4—Students begin to respond in simple sentences when they feel comfortable with the situation and understand what is being said.

Intermediate Fluency LEP 3—Students gradually transition to more elaborate speech.

Advanced Fluency FEP 4-6—Students participate in conversations without needing cues and can contribute their own personal narratives.

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