ESOL
Program
Evaluation and
Handbook
2012-2013
Dr. Jim Rollins
Superintendent
Dr. Mary Bridgforth
iii
Table of Contents
Introduction
District Goals and Objectives ... 1
District ESOL Program Staff ... 2
ESOL Staff by School ... 3
Section 1: Identification of PHLOTES
Introduction ... 6Procedures for Identification of PHLOTES ... 6
Students Missed During Initial Enrollment ... 7
Re-enrollment of PHLOTES in the District ... 7
Section 2: Initial Assessment of PHLOTES
Introduction ... 10Procedures for Initial Assessment ... 10-11 Parent Notification ... 11
Notifying Schools of Assessment Results ... 11
Section 3: Placement of ELLs
Introduction ... 14The Language Proficiency Assessment Committee ... 14-15 Members of the LPAC ... 15
Ensuring Appropriate Placement ... 15
LPAC Guidelines ... 16
Section 4: Curriculum and Instruction
ESOL Programming ... 18Elementary Services and Resources (K-5) ... 18-19 Middle School Services and Resources (6-7) ... 19-20 Secondary Services and Resources (8-12) ... 21-22 ESOL Program Curriculum ... 22
English Language Development Tool... 22-23 Strategy Cards ... 23 Springdale Instructional Model ………..…23-24
Section 5: Assessment of ELLs
Required Assessments for ELLs ... 26-27 Alternative Grading Procedures ... 27-28
Section 6: Staffing and Professional Development
Introduction ... 30
Staff Requirements for Serving ESOL Students ... 31
District ESOL Support Services ... 31
District-Wide Leadership for Learning Initiative ... 32
Obtaining an ESL Endorsement ... 32-33
Section 7: Exiting and Monitoring
Introduction ... 36Criteria for Exiting Students ... 37
Procedures for Exiting Students ... 37
Monitoring Academic Success of Exited Students ... 37
Section 8: Communication with Parents
Procedures for Communicating with Parents ... 40-41 Community Volunteers ... 41Section 9: Access to All District Programs
Introduction ... 44Special Education Programs ... 44-45 Gifted/Talented Education, Pre-AP and AP Courses ... 45
Extracurricular and Other Programs ... 45
Section 10: Maintenance of Records
Maintaining Records... 48Monitoring of Data ... 48
Section 11: Program Evaluation and Modification
District Demographics ... 50-51 Initial Assessment of PHLOTES ... 52-53 State and Federal Accountability ... 54District Accountability ... 55-59 Staffing and Professional Development ... 60
Exiting and Reclassifying ... 61
v
Appendix
ESOL Acronyms ... 64
Home Language Survey (HLS) ... 65
Parent/Student Interview Form (PSI)... 66-68 MAC II English Competency Level Clusters (ECL) ... 69-73 Parent Notification Form (PNF) ... 74-77 Alternative Language Placement Waiver Form ... 78
ELL Placement Form (K) ... 79
ELL Placement Form (1-5) ... 80
ELL Placement Form (6-12) ... 81
Initial Placement Form (IPF) for Kindergarten ... 82
Initial Placement Form (IPF) for Elementary ..………...83
Initial Placement Form (IPF) for Middle Schools ... 84
Initial Placement Form (IPF) for Secondary Schools ... 85
Annual Review Form (ARF) for Grades 1-5 ... 86
Annual Review Form (ARF) for Grades 6-7 ... 87
Annual Review Form (ARF) for Grades 8-12 ... 88
Teacher Scaffolding and Assessment Accommodations (K only) . 89 Teacher Scaffolding and Assessment Accommodations (1-2) ... 90
Teacher Scaffolding and Assessment Accommodations (3-8) ... 91
Teacher Scaffolding and Assessment Accommodations (9-12) .... 92
Placement and Modification Form for Grades K-2 ………93
Placement and Modification Form for Grades 3-5 ………94
Placement and Modification Form for Grades 6-7 ………95
Placement and Modification Form for Grades 8th only ………96
Placement and Modification Form for Grades 9-12 ………..97
FEP Classification Form ……….…………...98
M1 and M2 Monitoring Form ... ...99
ELL Placement Flowchart ... 100
ELL Academic Update Form (Blue Form) ... 101
ELL Report Card ... 102-105 ELDA Descriptors ... 106-118 Interpreter/Translator Request Log ... 119
1
ESOL PROGRAM HANDBOOK
Introduction
In 1995, English Language Learners (ELLs) comprised 4% of the total student population of Springdale Public Schools. As of October 1, 2012, 43.7% percent of our students are ELLs. The purpose of this handbook is to support the work of teachers and administrators of the Springdale School District in their service toward ELLs. Set-forth in this document is information regarding appropriate and effective services for ELLs as well as a clear statement of our responsibilities in educating students for whom English is not the first language. The appendix includes forms used in the identification, assessment, placement, exiting, and monitoring progress of ELLs. A list of common ESOL acronyms can also be found in the appendix.
SPRINGDALE’S ESOL PROGRAM GOALS
The Springdale School District will provide a research-based ESOL program for students who are identified as English Language Learners. This program will enable: 1. Acquisition of English language proficiency.
2. Academic achievement in English.
SPRINGDALE’S ESOL PROGRAM OBJECTIVES
1. Students will attain full English proficiency, gaining one proficiency level each year, as measured by the English Language Development Assessment (ELDA).
2. Students will achieve grade level academic performance as measured by the Arkansas Benchmark and End of Course Assessments.
ESOL Office Contact Information
2012-2013
800 E. Emma Ave. Springdale, AR 72764 Phone: (479) 750-8706 Fax: (479) 750-8791District ESOL Staff Members
Name
Position
Dr. Mary Bridgforth Program Director
Mendi Hayter Elementary/Middle School Program
Specialist
Jaime Miller Elementary/Middle School Program
Specialist
Christen Graham Junior High Program Specialist
Marsha Layer ALE Program Specialist
Joye Ryan-Jones Senior High Program Specialist
Faviola Inzunza Registrar/Interpreter
Carmen Parks Registrar/Interpreter
Luz Grajales Assessor/Interpreter/Translator
Elizabeth Jones Assessor/Registrar/Interpreter/Translator
Rosa Nevarez Translator
Debbie Ashby Records Specialist
Allison Bersi Records Specialist
Lisa Fisk Records Specialist
Denise Franklin Records Specialist
Cathy Glover Records Specialist
Cindy Lovette Records Specialist
Sara Breathitt Records Specialist
Tammie McFerrin Office Manager
Herthy Yamane File Clerk
Jose Torres Community Liaison
Al Lopez Community Liaison
Lumon Benjamin Community Liaison
3
ESOL Staff by School
School ESOL Designee ESOL Program Specialist ESOL Records Specialist
Bayarri Elementary Christina Meister Mary Bridgforth Debbie Ashby
Elmdale Elementary Stephanie Hinsey Mary Bridgforth Cindy Lovette
George Elementary Heather Cooper Mary Bridgforth Allison Bersi
Harp Elementary Jacob Sherwood Mendi Hayter Debbie Ashby
Hunt Elementary Lynda Hicklin Mary Bridgforth Allison Bersi
Jones Elementary Christy Norwood Mary Bridgforth Cindy Lovette
Lee Elementary Molly Smith Mary Bridgforth Cindy Lovette
Monitor Elementary Andi Acuff Mendi Hayter Lisa Fisk
Parson Hills Elementary Darrell Bolin Mary Bridgforth/Jaime Miller Allison Bersi
Shaw Elementary Shelly Bewley Mary Bridgforth Lisa Fisk
Smith Elementary Tonya Woods Mary Bridgforth Lisa Fisk
Turnbow Elementary Alison Washkowiak Mendi Hayter Debbie Ashby
Tyson Elementary Shannon Passmore Mary Bridgforth Debbie Ashby
Walker Elementary Joy Shirley Mendi Hayter Allison Bersi
Westwood Elementary Nandra Campbell Mary Bridgforth Allison Bersi
Young Elementary Stacey Plumlee Mary Bridgforth Lisa Fisk
J.O. Kelly Middle School Eric Hipp Mendi Hayter Sara Breathitt
Hellstern Middle School Annette Scogin Mendi Hayter Sara Breathitt
Helen Tyson Middle School Stephanie McConnell Mary Bridgforth/Jaime Miller Sara Breathitt
Sonora Middle School Lynn Ryan Mendi Hayter Sara Breathitt
Central Junior High Ann Marfeld Christen Graham Denise Franklin
George Junior High Rosie Spaulding Christen Graham Denise Franklin
Southwest Junior High Kimberly Lewis Christen Graham Denise Franklin
Har-Ber High School Shannon Tisher Joye Ryan-Jones Lisa Fisk
Springdale High School LaDena Eads Joye Ryan-Jones Cathy Glover
Identification of Students with a Primary
Home Language Other than English
(PHLOTES)
Section
1
ESOL PROGRAM HANDBOOK
Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to
determine the need for assessment and ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Survey (HLS) is required for all students. Moreover, the HLS assists the district in identifying all national origin minority students who have a primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying PHLOTE students.
Introduction
The district is required to have procedures for identifying students having a primary home language other than English (PHLOTEs), for identifying students who were missed during the initial enrollment process, and for re-enrollment of PHLOTEs to the district. PHLOTEs make up more than 49 percent of the total student population in Springdale. Within the student population identified as PHLOTEs, over 38 home languages are represented. A majority of the PHLOTE students in Springdale have a home language of Spanish.
Procedures for Identifying PHLOTE Students in Springdale
1. The Home Language Survey (HLS): As part of the enrollment process in Springdale
School District ALL students complete a seven question HLS. This survey is a tri-lingual form in English, Spanish, and Marshallese. [A copy of the HLS can be found on page 65 of the appendix.]
When one or more of the questions on the HLS indicates a language other than
English, the student is identified as a PHLOTE. The school registrar then contacts the ESOL Office to schedule an assessment of the enrolling student’s English proficiency. This assessment must be completed in a timely manner.
o At the opening of the school year, parents and guardians of students who have been identified as an ELL and placed in the district’s ESOL program must be notified within 30 days of their child’s identification and placement. o After the school year begins, parents and guardians of students should be
notified within two weeks of their child’s identification and placement. The HLS is filed in the student’s permanent record file. Copies are kept in the
student’s yellow ESOL folder at school sites and at the ESOL office.
The HLS should only be filled out by the parent/guardian upon initial enrollment. A student reenrolling in the district should not complete a second HLS.
Procedures for Identifying Students Not Identified During the Initial
Enrollment Process
1. If staff is concerned with a student’s performance and suspects that the student may have been missed during the initial enrollment process, the school should first review the student’s permanent file to see if the HLS form has been completed.
If the HLS has not been completed, the student’s parent/guardian must be contacted to complete the HLS with the help of the school’s registrar.
If the HLS has been completed and indicates a language other than English, the school’s ESOL Designee informs the ESOL office. The ESOL office will schedule a time to assess the student’s English proficiency.
2. If the HLS form does not indicate a language other than English, a conference is
scheduled with the student’s parents to determine if there has been a misunderstanding regarding the HLS.
If this conference results in the HLS being revised to indicate that the student is a PHLOTE, the building ESOL Designee should make arrangements with the ESOL office to have the student’s English proficiency assessed.
If this conference results in no changes to the HLS, building staff should look at other potential causes for the lack of student success. Language may not be the cause of the student’s problem.
However, if the building staff believes that the parent/guardian is not accurately answering the seven questions based on the conference conducted, the teachers must still provide the same classroom scaffolding recommended for otherwise identified ELL students.
Procedures for Re-enrollment of PHLOTES in the District
1. When a student re-enrolls in the district, the school registrar informs the ESOL office of the student’s re-enrollment.
2. The registrars at the ESOL office are able to provide the schools with information regarding the student’s ELL status and the most current English proficiency assessment data.
The ESOL registrar will inform the school if there is a need for the student to be retested.
Students may not be identified or served as an ELL based on English language proficiency assessment scores that are more than one year old.
Initial Assessment of PHLOTE Students
Section
2
Title VI of the Office of Civil Rights requires a district to objectively assess the English
language proficiency of all PHLOTE students in order to determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district’s program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument should be provided formal training to ensure proper test administration and interpretation of test results.
Introduction
Initial assessment of ELLs is critical to correctly placing and providing appropriate services. The ESOL office assesses the student’s English proficiency. Other tests may also be
administered to determine basic math skills and native language literacy. All assessments are administered by a core group of trained staff to ensure consistency of administration, scoring and interpretation of results.
Procedures for Assessing Potential ELL Students
1. Parent Student Interview: An interview is conducted with the student’s parents or
guardians and recorded on a Parent Student Interview (PSI) form. [A copy of the PSI can be found on pages 66-68 of the appendix.] ESOL Registrars place a copy of the PSI in the student’s yellow ESOL folder. Information gathered about the student by the PSI includes:
Previous schools attended.
Length of enrollment in U.S. schools.
Parents’ assessment of the student’s native language literacy. Parents’ assessment of the dominant language of the student. The student’s special education history, if applicable.
The educational experiences of a student’s parents or guardians.
Student’s extracurricular and career interests (for students enrolling in grades 9-12).
2. Initial English Language Proficiency Assessment: Every student enrolled in the district and identified as a PHLOTE student is assessed with the grade level appropriate MAC IIA English Proficiency Test to determine the student’s level of English language proficiency in listening, speaking, reading, and writing. [The MAC II English
3. Basic Math Assessment: Every student in grades 2 – 12 is administered a basic math test, the Entry Assessment Mathematics Evaluation (EAMEs). The language in which the EAMEs is administered (English or Spanish) is determined by the Parent Student Interview.
4. Native Language Assessment: Students in grades 2 – 12 who have indicated
Spanish on the HLS are administered the Spanish Language Assessment Scales (LAS) to determine their Spanish language literacy.
Parent Notification of Initial Assessment Results and Rights
Parent communication is provided in a language that parents can understand when possible.
1. Once a student has completed all assessments, an ESOL Assessor meets with the parent and student to review the results of the assessments.
2. The ESOL Assessor provides the parent/guardian with information about the individual ESOL programs available to their child.
3. The Parent Notification Form (PNF) includes the parent’s rights as a parent of a PHLOTE/ELL student, including the right to be notified of their child’s progress in acquiring English. [A copy of the PNF can be found on pages 74-77 of the appendix.] 4. Parents are informed by the ESOL Registrar of their right to decline supplemental
English language acquisition assistance for their child. If parents choose to waive
services, an Alternative Language Program Placement Waiver Form (ALP) is completed and signed by the parent/guardian. [A copy of the ALP Waiver Form can be found on page 78 of the appendix.] The student is still required to participate in the annual
English Language Proficiency Assessment.
5. Parents receive copies of all pertinent forms.
Procedures for notifying the school of assessment results
1. The ESOL Assessor faxes the ESOL/ELL Student Placement form to the school. At the school, this form is copied and distributed to the staff indicated on the form. [A copy of the ELL Student Placement form can be found on pages 79-81of the appendix.]
2. The ESOL/ELL Student Placement Form includes the MAC IIA results, the EAMEs results and the Spanish LAS results (if applicable).
Placement of ELL Students into
Appropriate Alternative Language
Programs
Section
3
Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and
implementation of a district-wide policy stating all LEP students will be provided alternative language services through its alternative language program (except where parents have denied placement in the alternative language program). Title VI further requires the district to have a continued obligation to provide language services to students whose parents have denied services by encouraging monitoring of students’ academic progress and other support language services for such students.
Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all
LEP students into the alternative language program. Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee (LPAC)) based on need at each of the school sites. The members of the language
proficiency assessment committee will, at a minimum, be composed of an ESOL teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students’ information and make placement
determinations into the district’s alternative language program (ESOL).
Moreover, each school will adhere to the objective assessment criteria for determining a student’s LEP status. In isolated cases where subjective criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing the reasons(s) for deviating from the objective criteria.
Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits derived from participation in the alternative language program will be provided to each LEP student’s parent. However, a student may be removed from the alternative language program upon receipt of a written request from the parent/guardian.
Introduction
All decisions regarding placement of students into the appropriate alternative language program are made by the Language Placement and Assessment Committee (LPAC). The LPAC consists of school and district representatives who are familiar with the student and can advocate for the best possible services. The LPAC ensures that students receive appropriate services based on objective data. The LPAC’s decisions are essential to the proper placement of students into the alternative language program.
Language Placement and Assessment Committee (LPAC)
The purpose of the Language Placement and Assessment Committee (LPAC) is to: Determine services and course placement for ELL students.
Make recommendations for exiting the ESOL Program.
Monitor students for two years after they have been exited from the ESOL Program.
Members of the LPAC
The LPAC should consist of an administrator (or ESOL designee), a counselor, an ESOL teacher, a classroom teacher, and other support personnel as needed (e.g., G/T teacher, special education teacher). Participation of a parent/guardian or parent advocate is
welcomed but not required. The ESOL Program Specialist reviews all placement decisions made by the LPAC. LPAC members receive training in LPAC duties, pertinent OCR
requirements, interpreting assessment data and confidentiality of student records.
Ensuring Appropriate Placement
1. Initial Placement Decisions: The LPAC decides the least restrictive and optimal
setting for each student based on the initial MAC IIA assessment data, academic records from prior school(s), and other available information. Initial placement
decisions are recorded on an Initial Placement Form (IPF). [A copy of the IPF can be found on pages 82-85 of the appendix.]
2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the
services offered to ELLs. Decisions are made concerning placement, instruction and assessment. Decisions are based on ELDA results, any achievement test data available, classroom performance and teacher observation. The forms used for this include the Annual Review Form and Teacher Scaffolding and Accommodations Form. [Copies of the ARFs and the Teacher Scaffolding and Accommodations Form can be found on pages 86-92 of the appendix.]
3. Placement in Sheltered Classes: Placement of students into sheltered classes
should be determined based on English language proficiency and the number of years the student has been instructed in English. LPACs should refer to the ELL Placement Flowchart for guidance in making these decisions. [A copy of the ELL Placement Flowchart can be found on page 100 of the appendix.]
4. Classroom Teacher Concerns: If a classroom teacher has concerns about the
performance of an ELL, the LPAC meets to discuss possible solutions. The ELL Academic Update Form (Blue Form) can be used to gather information from teachers regarding the student’s performance in the classroom. [A copy of the ELL Academic Update Form (Blue Form) can be found on page 101 of the appendix.]
5. Use of Subjective Criteria: If the committee uses subjective criteria (e.g., classroom
performance, parent request) to override objective criteria in making placement decisions, the LPAC will develop a written explanation detailing the reasons for
deviating from the objective criteria. This documentation will be placed in the student’s permanent file and copies will be sent to the ESOL office.
LPAC Guidelines
1. Scheduled LPAC Meetings: Each school has a standing committee that meets
weekly as needed to make placement decisions for new students and/or review student services. LPAC meetings should take place with all committee members present. If a committee member cannot attend, an alternate should attend in their place.
2. Special Education/ESOL Students: LPAC decisions made concerning special
education/ESOL students should include a representative from the special education department.
3. Deadlines for Notification of Parents: At the beginning of the school year, parents
should be notified of LPAC decisions within thirty days of the first day of school. After the school year begins, parents should be notified of LPAC decisions within two weeks of enrollment.
4. Annual Notification of Parents: Following the annual review of student progress, an
Annual Review Form is sent home to notify the parents of the progress their child has made towards attaining fluency in English and services that will be provided. [Copies of the ARFs can be found on pages 86-88 of the appendix.]
5. Changes to Student Placement and Assessment Accommodations: No change
can be made on an ELL student’s placement without approval of the LPAC. Any changes made are documented on the Placement and Accommodation Modification Form. Schools request modification forms through their designated Records
Specialist.
6. Removal from ESOL Program by Parent Request: A student may be removed from
the ESOL program if the parent/guardian signs an Alternative Language Program (ALP) Placement Waiver Form. [A copy of the ALP Placement Waiver Form can be found on page 78 of the appendix.] The parents/guardians are informed of their right to waive placement of their child in an Alternative Language Program by ESOL Office Staff during the initial enrollment process. If services are waived, the student will still be given the English Language Proficiency Assessment until they demonstrate
proficiency in English. The LPAC continues to monitor the student’s academic progress and determines other language support services.
Curriculum and Instruction for ELLs
Section
4
Title VI of Office of Civil Rights requires the district to implement an alternative language
service model selected (e.g., ESOL) that is considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service model should provide LEP students with equal educational opportunities.
Furthermore, the district is required to align its curriculum at the elementary, middle, junior high, and high school levels. Additionally, all schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP students equal access to the district’s general academic curriculum. Moreover, along with the implementation of the alternative language service model, the district is required to formulate goals and objectives for the program.
Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESOL) for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade level to materials provided for the instruction of non-LEP students.
ESOL Programming
The instructional model adopted by the district is English as a Second Language (ESL) in which the language of instruction in classrooms is English. Textbooks and other
supplementary materials primarily in English will be used.
Elementary Services (K-5)
All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state grade level content area frameworks. The ELP frameworks can be found on the district ESOL website (http://esol.springdale.schoolfusion.us) under “Teacher Resources.” All teachers are
certified and many are ESOL Endorsed or at a minimum, trained in ESOL methodology. A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC).
Students receive one or more of the services below:
Mainstream classroom- primary instruction for all ELL students.
Co-Teach- Instructional facilitators and classroom teachers work closely together to plan and execute an instructional program that is most beneficial for the
language and academic needs of each student.
ESOL Push-in Services- designed to provide students with immediate
ESOL Pullout Services- designed for ELLs who need supplemental instruction in literacy to help them function in the mainstream classroom more effectively. This support is provided by certified, ESOL endorsed teachers and/or ESOL
Instructional Assistants, Migrant Aides or Title I staff.
Elementary Resources (K-5)
ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning.
The following resources are used in elementary schools: Almada, P. (2000). English In My Pocket. Rigby.
Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for
the gradual release of responsibility. Alexandria, VA: Association for Supervision
and Curriculum Development.
Fisher, D. & Rothenberg, C. (2007). Teaching English Language Learners: A
differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan
discussion-based lessons for diverse language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Freeman, D., Freeman, Y., McCloskey, M. L., & Gottieb, M. (2002). On our way to
English. Rigby.
Gould, E. J. & Judith S. (1999). Four square writing method for grades 1-3: A unique
approach to teaching basic writing skills. Dayton, Oh: Teaching & Learning.
Gould, Evan Jay, & Judith S. (1999). Four square writing method for grades 4-6: A
unique approach to teaching basic writing skills. Dayton, Oh: Teaching & Learning.
Springdale Public Schools (2009). English language development tool: Differentiating
instruction for ELLs: Accessing the curriculum while developing language.
Secondary Services – Middle School (6-7)
All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website
(http://esol.springdale.schoolfusion.us) under “Teacher Resources.” All teachers are
certified, and many are ESOL Endorsed or at a minimum, trained in ESOL strategies. A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC).
Students are served in one or more of the classes listed below:
Teachers are trained to modify instruction for ESL students until they can demonstrate that language is no longer a barrier to their learning.
Co-Teaching Classes - offered to students who are non-speakers, limited speakers and/or limited in reading and writing in English. Classes are co-taught by a highly qualified content teacher, who may be ESL certified or endorsed, and a highly qualified ESL teacher. The co-teaching classroom is comprised of students in the process of learning English and students who are native English speakers and/or fully proficient in English. ESL methodologies are employed to scaffold and differentiate instruction for ELLs in the inclusion classroom.
Sheltered Classes - offered to students and designed for ELLs who are
non-speakers, limited speakers and/or limited in reading and writing in English. Students may attend up to two blocks of English daily, as well as at least one block of sheltered social studies, science, and/or math.
New Arrival Center – a specialized sheltered class offered to students who are new to the U.S. and are ELL 1. These students receive English language development in a 2 or 3 block English class and may participate in sheltered or co-taught social studies, science, and/or math.
Secondary Resources – Middle School (6-7)
ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning.
The following resources are used on the secondary level:
Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for
the gradual release of responsibility. Alexandria, VA: Association for Supervision
and Curriculum Development.
Fisher, D. & Rothenberg, C. (2007). Teaching English Language Learners: A
differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan
discussion-based lessons for diverse language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
HELP math: Teaching math to English language learners. (2009) Digital Directions
International Inc.
Moore, D.W., Short, D.J., Tatum, A.W. & Villamil-Tinajero, J. (2009). Inside: Language,
literacy and content. Carmel, CA: Hampton-Brown/National Geographic School
Publishing.
Read 180: Reading intervention program. Scholastic. Soar to success reading program. (1999). Houghton Mifflin.
Secondary Services – Junior High and High School (8-12)
All services are designed to enable ELL students to meet the same academic standards as all other students. Students are scheduled into classes to meet their needs according to their level of English proficiency and other criteria determined to be indicators by the LPAC. All teachers are certified in their respective content areas and many are ESOL endorsed or at a minimum, trained in ESOL strategies. Classroom teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website
(http://esol.springdale.schoolfusion.us) under “Teacher Resources.” Students in grades 9 -
12 receive credit for every class in which they are enrolled if successfully completed.
Students are placed in one or more of the following classes:
1. Mainstream Classes – offered as the primary placement for all ESL students. Teachers are trained to modify instruction for ESL students until they can demonstrate that language is no longer a barrier to their learning.
2. Sheltered Classes – offered to ELL 1s, 2s, and 3s as determined by the LPAC. These core and elective classes are designed to give support to the ELL student so that language is not the barrier to developing academic skills. Teachers in these classes are certified in their content areas and are ESOL endorsed. Bilingual instructional assistants are available in these classes as needed. 3. English 3 Classes – offered to students beginning their fourth year in U.S.
schools. These students are scheduled for one period in English in a sheltered environment using grade level standards and curriculum. This is a transitional class to prepare the students for mainstream English.
4. English 1 and 2 Classes – offered to students beginning their second and/or third years in U.S. schools. These students are scheduled for two periods daily in a block class which emphasizes English language acquisition in all four areas – listening, speaking, reading and writing. Teachers in these classes are certified and ESOL endorsed. Bilingual instructional assistants are available to these classes as needed.
5. Language Academy – offered at Har-Ber High School for one year to all students age 15 or older who are new to the U.S. and are ELL 1. Students receive English language development in three core block classes (English, math, and science). In addition, the students attend two elective classes. Teachers in these areas are certified in their core content and are ESOL endorsed. Bilingual instructional assistants are available for all classes and assist as needed.
Secondary Resources - Junior High and High School (8-12)
ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning.
The following resources are used on the secondary level:
Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for
the gradual release of responsibility. Alexandria, VA: Association for Supervision
Fisher, D. & Rothenberg, C. (2007). Teaching English language learners: A differentiated
approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan
discussion-based lessons for diverse language learners. Alexandria, VA:
Association for Supervision and Curriculum Development.
Gould, J. & Gould, E.J. (1999). Four square writing method for grades 7-9: A unique
approach to teaching basic writing skills. Carthage, IL: Teaching and Learning
Company.
HELP math: Teaching math to English language learners. (2009) Digital Directions
International Inc.
High-Point. National Geographic/ Hampton Brown.
Moore, D.W., Short, D.J., Smith, M.W., & Tatum, A.W. (2009). Edge: reading, writing, &
language. Carmel, CA: Hampton-Brown/National Geographic School Publishing. Read 180: Reading intervention program. Scholastic.
Soar to success reading program. (1999.) Houghton Mifflin.
Springdale Public Schools (2009). English language development tool: Differentiating
instruction for ELLs: Accessing the curriculum while developing language.
ESOL Program Curriculum
The curricula for ELLs at all levels of English language proficiency follows both the Arkansas Department of Education Frameworks for English Language Proficiency (2006) and
Arkansas Department content frameworks. The ELP Frameworks have been aligned to the English Language Arts and Mathematics Frameworks and are currently being aligned to the Science and Social Studies content frameworks. The ELP frameworks can be found on the district ESOL website (http://esol.springdale.schoolfusion.us) under “Teacher Resources.”
English Language Development Tool (ELDT)
Developed by teachers in the Springdale School District, the English Language Development Tool (ELDT) serves to guide teachers in providing effective differentiation for ELLs so that they may have equal access to grade-level curriculum. Student descriptors, derived from the ELDA Score Interpretation Guide, in the four domains of language at each ELL level are provided in the ELDT. In addition, the ELDT contains teacher behaviors and instructional routines to assist teachers in moving students to the next level of English development in each domain.
This tool was designed to be used in conjunction with content area frameworks/TIA to enhance the implementation of the Gradual Release of Responsibility (GRR). After
establishing the goal of learning and how the goal will be assessed, teachers refer to this tool as they develop instructional routines to meet the instructional goal. The ELDT serves as a guide in making all phases of the lessons accessible to English Language Learners in their
The ELDT has three distinct parts to help teachers in planning.
1. The teacher first identifies students’ stages of English development in each the four domains of language (listening, speaking, reading and writing).
2. The teacher then uses the tool to identify the behaviors and instructional routines that can be implemented to appropriately overcome the language barrier allowing all students to equally participate.
3. A glossary of instructional routines and a quick reference guide are also included to support teacher planning.
Strategy Cards
The Strategy Cards are a companion to the ELDT. As teachers refer to the ELDT in order to make curriculum accessible to English Language Learners, the Strategy Cards are available to assist teachers in finding an appropriate instructional routine that works with their
educational goal.
The Strategy Cards have four parts to help teachers plan instruction:
1. Describe commonly used strategies found in our work with the Gradual Release of Responsibility Instructional Model.
2. List steps in implementing the instructional routine.
3. Differentiations are provided with each strategy to impact a variety of learners. 4. Modifications are provided with each strategy to provide variations to reach all
students.
Springdale Instructional Model
The instructional model used in the district is the Gradual Release of Responsibility (GRR). It is comprised of four phases: focus lesson, guided instruction, collaborative learning, and independent learning.
The Gradual Release of Responsibility Model
Stages of the Gradual Release of Responsibility
Focus Lesson
Purpose is established with both content and language goals. The teacher uses “I” statements to model thinking.
Questioning is used to scaffold instruction, not to interrogate students. The lesson includes a decision frame for when to use the skill or strategy.
The lesson builds metacognitive awareness, especially indicators of success. Focus lessons move to guided instruction, not immediately to independent
learning.
Guided Instruction
Small group arrangements are evident. Grouping changes throughout the semester.
The teacher has an active role in guided instruction, not just circulating and assisting individual students.
There is a dialogue between learners and the teacher as they begin to apply the skill or strategy.
The teacher uses cues and prompts to scaffold understanding when a student makes an error, and does not immediately tell the student the correct answer. Collaborative Learning
Small group arrangements are evident. Grouping changes throughout the semester.
The concepts students need to complete collaborative tasks have been modeled by the teacher.
Students have received guided instruction of the concepts needed to complete collaborative tasks.
Independent Learning
Students have received modeled, guided, and collaborative learning experiences related to concepts needed to complete independent tasks.
Independent tasks extend beyond practice to application and extension of new knowledge.
The teacher meets with individual students for conferencing about the independent learning tasks.
From: Fisher, D., & Frey, N. (in press). Gradual release of responsibility: An instructional
framework for building student independence. Alexandria, VA: Association for Supervision
Assessment of ELLs
Section
5
Title I of the No Child Left Behind Act of 2001 states that states shall provide an annual
assessment of English proficiency of all students with limited English proficiency.
Title III of the No Child Left Behind Act of 2001 states that districts must meet annual
measurable achievement objectives (AMAOs) for limited English proficient students through development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards. Such annual measurable
achievement objectives shall reflect the amount of time an individual child has been enrolled in a language instruction educational program and use consistent methods and
measurements to reflect at a minimum, annual increases in the number or percentage of children making progress in learning English, at a minimum, annual increases in the number or percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency, and making adequate yearly progress for limited English proficient children. Districts that do not meet AMAO are required to notify parents of ESL student of the district’s status in achieving AMAOs.
Required Assessments for ELLs
Criterion Referenced Assessment (Arkansas’ CRTs-Benchmark and EOC)
Assessment is required by Federal law (NCLB, 2001).
ELL students who have been in the United States less than one year from the previous year’s test date may be exempt.
Students must be identified as an ELL to receive accommodations.
Literacy and Math are assessed each year in grades 3 – 8. Science is assessed in grades 5and 7. Algebra I, Geometry, Algebra II, Biology, and Literacy EOCs are assessed in grades 9 – 12.
Results are used to measure Adequate Yearly Progress (AYP). Students who have attended U.S. schools for less than one year may have their scores excluded from counting towards AYP.
M1 and M2 students (students in the first and second year of monitoring) may be included in the LEP sub-population in making AYP determinations.
Norm Referenced Assessments (ITBS, ITED, MAT 8)
Assessment is required by state law (Act 35, 2003) for grades K-9.
ELL 1s and 2s in grades K-1 can be exempt from the test. ELL 1s in 2nd grade can be exempt from the test. ELL 1s and 2s in 9th grade and in U.S. schools for less than two full years can be exempt from the test.
ELL students in grades 3-8 participate in a combined CRT and NRT assessment. Students must be identified as an ELL to receive accommodations.
Annual Assessment of English Language Proficiency (ELDA)
Assessment is required to be given annually by Federal law (NCLB, 2001). Required of all ELL students regardless of ESOL services.
Administered with accommodations ONLY to students who have specific accommodations outlined in an Individualized Education Plan (IEP).
Used to measure the progress of ELL students and to evaluate a district’s ESOL program.
Used to measure Annual Measurable Achievement Objectives (AMAOs).
Descriptors for each language domain of the ELDA can be found on pages 107-116 of the appendix.
Alternative Grading Procedures:
When students are in the process of learning English, it is not appropriate to assign grades that indicate failure or needs improvement if language is the only reason. At the same time, it is not appropriate to assign grades that indicate they are doing grade level or satisfactory work if they are not meeting grade level standards. This sends mixed signals to parents and other staff making assessment and placement decisions. Below are the guidelines that should be used when assigning grades to ELLs.
English Language Learner Report Cards (K-7)
The purposes of the ELL Report Cards are to track and report English acquisition quarterly to parents, teachers, and students throughout all four domains. They supplement the regular report card when English acquisition is not sufficient for student success in the regular classroom. They also provide a reference point for discussing a student’s academic
standing, act as a diagnostic tool for teachers to use in planning instruction and serve as an addition to permanent records. [A copy of the ELL Report Card can be found on pages 101-104 of the appendix.]
Guidelines and Procedures for ELL Report Cards
Should only be used for the first year of education in the United States (except on a case-by-case basis).
Use for students who are level 1 or 2, based on MACII or ELDA, when language hinders the classroom teacher from assigning an appropriate grade in a content area other than math.
All ELL students get a grade in math. The ELL Report Card is not to be used in math.
Use when a student has an N, U, D or F and the student’s language is clearly the reason for this unsatisfactory grade.
Use with, not in place of, a standard report card.
It is not appropriate to assign an E, A, or B for modified work. Students should not be assigned letter grades that signify above grade level work unless they are performing likewise without modifications.
Mark ALL areas that are mastered on the report card. For example, with an ELL 1, you would also look for things on the ELL 2 list that a student can do and mark it. Our goal is to move them to the next level in one school year.
Use the Key at the bottom of the Language Acquisition Report: (+) student is proficient, (-) student is not proficient, and ( ) concept has not been introduced to the student. Mark a (+) in the area above their ELL level when applicable. Do not mark a (-) in the area that is above their ELL level.
The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student’s
permanent file at the end of the year.
Staple the ELL report card to the regular report card.
[A copy of the ELL report card can be found on page 101-104 of the appendix.]
Grading Guidelines and Procedures for Grades 8-12
A grade of D or F can only be assigned when the student’s language is not a barrier to meeting grade level standards.
If language is not the barrier, the teacher’s lesson plans must reflect that appropriate scaffolding has occurred before assigning a D or F.
If the student receives a D or F for their quarterly or semester grade,
documentation should be made to show that the appropriate accommodations and scaffolding were provided to the student.
The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student’s
Staffing and Professional Development
Section
6
Title VI of Office of Civil Rights requires the District to have appropriately qualified and
trained staff to implement its selected alternative language program. 1. All Teachers (e.g., Regular, Special Education, etc.):
The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP students in the formal alternative language program, the regular program, the special education program, or any other academic program will receive the training and skills necessary to carry out the selected alternative language program (ESOL). All teachers instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESOL strategies).
2. Alternative Language Program Teachers (ESOL):
The district shall staff its alternative language program with teachers certified and
endorsed by the state to teach in these programs. Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these
programs, the district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers and will concurrently require them to work towards full certification or endorsement.
Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP students at each school and grade level.
Title VI further requires the district to develop a procedure to ensure that teacher
evaluations for teachers involved in the delivery of alternative language services (i.e., ESOL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing services that are consistent with the district’s alternative language (i.e., ESOL) curriculum and academic objectives.
Moreover, Title VI requires the district to ensure that any teacher assistants who assist in
providing alternative language services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESOL instructional methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special education teachers).
Introduction
The district is required to ensure that all staff working with ELLs are trained in how to provide appropriate instruction for ELLs. Staff members who serve as the primary teacher in the alternative language program (sheltered, co-taught and pull-out classes) must be have an ESOL endorsement.
Staff Requirements for Serving ESOL Students
1. ESOL Teachers: Teachers must be highly qualified and ESOL endorsed by the State of Arkansas to teach in the ESOL Program (sheltered, pull-out, and inclusion).
Administrative staff assigned to evaluate the performance of ESOL teachers are trained in ESOL methodologies.
2. ESOL Instructional Assistants (IAs): ESOL IAs who assist in providing ESOL services must work under the direct supervision of an endorsed ESOL teacher and receive professional development in effectively working with ELLs.
District ESOL Support Services
Instructional Facilitators- provide academic support for teachers through professional development, planning, coaching, and reflection on district wide and building level initiatives.
Instructional Assistants- provide academic support designed for ELL students needing extra assistance in reading and writing development. Assistance is provided within small groups of students by a classified staff member who works closely with and under the direct supervision of a classroom teacher.
Bilingual Assistants- provide academic support to students for brief instructional clarification, support schools in providing communication in the native language to parents/guardians, and are available to assist in school emergencies.
Community Liaisons- serve as a link between the community and schools to assist in connecting parents to schools, provide support to students, parents, teachers and administrators, and facilitate community outreach and involvement.
ESOL Record Specialists- provide support to schools and designees with ELL record maintenance and the collection and organization of data.
ESOL Translators/Interpreters- provide translation and interpretation in Spanish and Marshallese for all schools as needed for parent communication.
ESOL Assessors- assess the English proficiency of new and re-enrolling students who have a primary home language other than English so that they may be properly placed in the Springdale School District’s educational system.
ESOL Registrars- schedule appointments for families of students with a primary home language other than English and help families complete and understand enrollment and assessment materials.
ESOL Program Specialists- provide district-level instructional and program support for teachers and administrators in observing, planning, implementing, and reflecting on instructional curricula, district initiatives, and policies pertaining to the ESOL program. ESOL Designees- provide building level support concerning initiatives/policies for ELL
students and ESOL data analysis. Designees work closely with Instructional Facilitators, ESOL Program Specialists, and the ESOL Coordinator.
District-Wide Leadership for Learning Initiative
Since January of 2007, the Springdale School District has been involved in a district-wide initiative that includes all certified staff members and instructional assistants. The initiative is centered on research-based instructional practices and routines that develop English
language skills along with content knowledge. We have learned from consultants, Dr. Doug Fisher and Carol Rothenberg, the Gradual Release of Responsibility (GRR), a framework of instructional strategies that is designed to promote academic talk among students in our classrooms. As students talk about their learning and work collaboratively with others, the learning of all students increases. Teachers also meet periodically in small groups,
Professional Learning Committees (PLCs), to talk about what they are learning, how they are implementing strategies in the classroom, and how they can improve their instructional skills. All new teachers to the district receive training in implementing the instructional model.
Obtaining an ESL Endorsement
ESL Academy
Springdale participates in the Arkansas Department of Education’s (ADE) ESL Academy initiative. The ESL Academy is the last two full weeks of June for 13 consecutive days (103 contact hours) and is conducted from 9:00 a.m. – 8:00 p.m. Teachers earn 12 graduate hours – 3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition and 3 hours of Assessment of English Language Learners. All costs for the Academy are sponsored by the Springdale School District and ADE through federal and state monies. These graduate credits are awarded to the teachers through Arkansas Tech University. In addition to attending the academy, teachers must:
Complete a project that demonstrates their understanding of ESOL based on the rubric provided by the university rewarding credit.
Pass the ESL Praxis assessment. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license.
Once the project is completed and scored, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license.
Project Rise
Project Rise is implemented by the Department of Curriculum and Instruction in the College of Education and Health Professions at the University of Arkansas with the support of the Arkansas Department of Education. The project provides participating teachers with a state-recognized endorsement in English as a Second Language and pays for tuition and materials for the teachers. Teachers must:
Complete four courses spread out over two years.
Participate in an on-site program conducted at the teacher’s home school.
Be observed by program faculty and receive feedback as they provide services to their LEP students.
Pass the Principles of Learning and Teaching test. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license.
Once the requirements of the program are completed, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license.
University Coursework
Teachers may obtain their ESL Endorsement through coursework at universities with an ADE approved program of study. Teachers must:
Complete four courses required for ESL Endorsement.
Pass the ESL Praxis assessment. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license.
Once the necessary courses have been completed, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license.
Exiting and Monitoring of ELLs
Section
7
Title VI of Office of Civil Rights requires the district to identify, implement into its policy,
and describe the criteria that it will use to determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESOL) services. At a minimum, these criteria should provide for the following:
1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and
2. That students exiting alternative language services (e.g., ESOL) can read, write, speak, and comprehend English well enough to participate meaningfully in the district’s program.
Title VI further requires a district to ensure that exited and denied LEP students are
participating meaningfully in a district’s program.
Title VI also requires that language proficiency assessment committees review the
academic progress of exited students at least once a year. In addition, the language
proficiency assessment committee should monitor students who have exited the alternative language program for a two year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing adequately
academically (by objective measurement), the student should be placed back into an appropriate alternative language program.
Title VI further requires the district to take appropriate steps to remediate academic
deficiencies incurred by exited students who have fallen behind in the core academic
subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into
alternative language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited prematurely.
Introduction
The academic progress of ELL students is monitored yearly by an LPAC at each school. The decisions made by an LPAC are recorded on an Annual Review Form (ARF). When
assessment data indicate that a student has reached full English language proficiency, then the ELL may qualify to exit the ESOL program. Once a student meets all exit criteria, their academic progress is monitored for at least two years.
Criteria for Exiting Students
In order for an ELL to be exited from the alternative language program and be reclassified as a Monitored (M1) student, the student must meet the following criteria:
Scores of Level 5 in all domains of the English language proficiency assessment. Grades of C or above in core content areas (reading, math, science, English, and
social studies) without modifications.
A score of proficient in Literacy on the CRT or 40th percentile on the NRT in Total Reading.
Recommendations from two mainstream teachers.
Procedures for Exiting Students
After the ESOL Record Specialists generate an Annual Review Form (ARF) and collect classroom performance and standardized assessment data, then the LPAC convenes to make a decision about the student’s reclassification.
If a student meets the exiting criteria and the LPAC determines that the students is to be exited from the ESOL program, the student will be designated an M1, showing that
the student is in the first year of monitoring. The ESOL Record Specialist will send a letter notifying parents that their child has met exiting criteria and will be monitored for two years.
If a student does not meet the exiting criteria, the student remains classified as an ELL 5.
The decision is recorded on the Annual Review Form. A copy of the ARF is sent to the parents by the ESOL Records Specialist.
Monitoring Academic Success of Exited Students
Procedures for Monitoring M1 and M2 Students
The LPAC will convene each fall to monitor the progress of students using a Monitoring Form. [A copy of the Monitoring Form can be found on page 98 of the appendix.] The LPAC will review the following factors:
o The student has continued to maintain C or better in core content classes. o The student has continued to maintain CRT literacy assessment scores of Proficient/Advanced or NRT score of higher than 40th percentile in literacy. If student meets the above factors, the student is considered M2 and will be
monitored for an additional year.
If a student does not meet the above factors, the LPAC will gather information from the student’s teachers using the ELL Academic Update Form (Blue Form). [A copy of the ELL Academic Update Form (Blue Form) can be found on page 100 of the appendix]. If the LPAC determines that a monitored student should be reclassified as an ELL, an intervention plan will be developed and the parents will be notified in writing.
Communication with Parents
Section
8
Title VI of Office of Civil Rights requires the district to provide timely notice to the parents
or guardian of PHLOTE students of school activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in a language understood by the parents.
Procedures for Communicating with Parents
All information, both oral and written, should be given to parents in a language they understand. Only qualified staff members who have been screened at the district level should be translating communication to parents. Building designees are responsible for knowing the proficiency tier of the staff in their building. If the proficiency tier of the staff member is not known, contact the ESOL Office for assistance.
Written and Oral Communication:
All District forms will be translated into Spanish and Marshallese through the ESOL Office when practical. Forms may be translated in other languages as these
resources become available and there is a need.
Parents have indicated on the HLS their preference for home language
communication. This information can be found on DS1 and on the student enrollment card.
Parents may access translated information about district programs and services on the district website.
Written communications at each building may be translated by a bilingual building staff member who has been screened at the district level.
Requests for district translations may be submitted to the ESOL Office. Allow two weeks for forms to be translated.
The ESOL Office has Spanish and Marshallese bilingual staff available from 7:30 a.m. – 4:30 p.m., Monday – Friday to help with interpretation as necessary.
Using students or non-qualified personnel to translate and/or interpret can raise privacy concerns, as well as result in inadequate translations. Therefore, do not use
students or adults in this manner.
Schools must make available the option of a trained bilingual interpreter for all face to face communication.
Tiers of Translation (Written Communication) Services: Tier One
Translator can do simple notes home to parents. In this case, communicating to the parent does not have to be perfect. The purpose of the note can be understood to the degree that the student’s meaningful participation in school will not be hampered.
Tier Two Translator has adequate skills to translate most documents to parents but must have someone from Tier Three to proof their work before it is distributed to parents. Tier Translator has the skills to translate all documents to parents and to proof the work of
