You know those manila folders — the ones with each student’s name scribbled on the tab, filled with paperwork from kindergarten to now? The ones in the front office’s many filing cabinets for every grade level and every teacher? The cumulative (cum) folders, as we call them.
For new students, those folders are thin, may be in an online portfolio platform and may have a few intake sheets, initial assessments, some teacher notes from previous districts, etc. But for the ones who’ve been in the system for years — the majority of students who are non-transient, long-term residents — the information can be overwhelming. Every grade, every intervention, every English language proficiency score, all in there. Layer upon layer of signatures, checklists, subfolders.
I know those dusty folders all too well.
And yet, every time I think of them, I think of the end of the school year — not the beginning. Because that’s when we’re expected to go through them. Check the boxes. File the forms. Complete our paperwork to officially pass the torch and exit out of campus for the summer. The end-of-the-year folder expectation.
Here’s the Problem
That folder isn’t just for the end of the year. In fact, its true value is in what it tells us before we ever teach a single lesson.
Many times, though, all that work done isn’t even put to good use beyond the responsibility of filling everything out in case of an audit. All that information, everything laid out for each and every student — is it even looked at in detail? Is it even read?
The sad reality is that if you ask any teacher, unless a problem arises during the school year, those folders stay neatly packed in the filing cabinets, not even touched until the end-of-the-year checkbox comes around.
Where’s the Beginning-of-Year Checkbox?
There’s no formal procedure that says, “Open every student folder. Learn their language history. Understand where they’ve been and what supports have worked — or failed — in the past.”
All the information in those folders matters — especially for English learners. They hold more than grades — they hold clues.
Clues about how a student learns. Whether they’ve plateaued in language growth. Whether the “support” strategies we think we’re providing are actually helping.
This information shouldn’t just be there to help us track growth — it’s there to help us ignite it.
But without a procedure or expectation in place, it’s too often missed. Initially overlooked in the busy rush of back-to-school bulletin boards, classroom setups, class lists, and seating charts — and gradually forgotten as new year prerogatives and initiatives take over.
What’s at Stake
All of a sudden, spring comes around.
It’s time for the language proficiency exams — a requirement and expectation. The legal duty to account for, test, and record where our ML students stand.
If we’re being honest, this is when most teachers remember and think of those folders.
They finally go to the filing cabinet, flip through their ML student’s folder, and realize that the student they’ve taught all year has been labeled “Beginning” for three years straight — a punch in the gut. A sad realization and reflection on what could’ve been done… only now it’s May. Too late to adjust. Too late to scaffold differently. Too late to challenge or champion.
That’s why the beginning of the year matters.
It matters for the primary teacher — not just the ML specialist or the small-group pullout instructor — because outside of those few hours, the majority of instructional minutes are with you.
You are the language teacher, whether specialized or not.
You are the content master — where language development and academic success intersect — and your classroom is the arena where that development can either be accelerated, stalled, or stagnant.
Actionable Steps for Real Change — Starting at the Beginning of the Year
So lets flip the script.
Let’s use the information in those folders the way it was meant to be used!
Yes, it’s extra work — but isn’t that the point? Going the extra mile for our kids is what makes this a calling with purpose, not a 9–5. A teacher’s heart is willing — so here’s how we can make it count.
Build in a Beginning-of-Year Folder Review
Block out 20–30 minutes in the first two weeks to review each ML folder — even if it’s just the key documents:
- Language Proficiency Data
- Other Assessment Data
- Progress notes
- Language support plans
Take it a step further: check the Home Language Survey. What languages are spoken at home? What is listed?
Use this information to learn something small — and meaningful — about that language or culture. It could be as simple as learning to say “hello” or a few kind words in their language.
This kind of information is easy to find and learn with technology at our fingertips. Taking the time to do this sends a powerful message: You matter here.
It sets the tone to build a relationship based on respect, effort, and care — and lays the foundation for language and academic growth throughout the year.
Translate Data into Strategy
Use proficiency level descriptors to influence your instruction in how you:
- Ask questions
- Group students
- Assign writing
- Scaffold reading and discussion
Don’t just note that a student is “Intermediate”. Seek to understand what that means.
Set Proficiency Goals, Not Just Content Goals
Where do you want this student’s language proficiency to be by December? By May? Create a plan just like you would for academic growth.
Make it visible and personal: create a simple, private chart for language growth tracking. If your student’s data shows they’re at the beginner level, start small — focus on just one domain like speaking or listening. If their speaking and listening proficiency is already intermediate or higher, shift the focus to tracking growth in reading or writing, while still staying aware of how they’re progressing in speaking and listening.
This gives students a way to see and celebrate their own progress. Build in short, meaningful check-in points — at the beginning, middle, and end of the semester, or even monthly. Celebrate growth together, no matter how small — because those moments build momentum.
This kind of tracking helps students see their growth in real time and builds ownership over their language development. For MLs, it’s not just empowering — it’s a reminder that their progress matters, and that you’re paying attention.
Contact and Collaborate with your ML or District Specialists
Don’t wait until a student is failing. Review data with your specialist early on and co-plan ways to support growth from the start.
And if you come across data you don’t fully understand — ask. Be open and curious. Don’t be embarrassed, but instead have a growth mindset rooted in humility and fueled by the desire to help your student above all.
Ask them questions when you feel stuck or don’t know how to help your students engage. Specialist often have great and simple tips that can be applied and make a world of difference.
Whether it’s language proficiency scores, acronyms, or growth measures — seeking clarity isn’t a weakness. It’s a professional strength. The more you understand what the data is telling you, the more strategically and confidently you can respond with instruction that truly meets your students’ needs.
Be the Teacher You’d Want to Receive That Folder
We often treat student folders as a formality — something to fill for the next teacher.
But what if you are that next teacher?
What if the data in that folder could help you meet a student’s needs before they silently slip through the cracks again?
Our MLs deserve more than a checkbox.
They deserve a beginning-of-year strategy.
A teacher who reads the clues and takes action.
A system that values progress over paperwork.
Let’s be that system.
Let’s be those teachers!
Let’s open the folder — not just to file, but to understand, advocate, and evolve.
Let’s take advantage of this new school year, with a fresh outlook and a new approach!
