PORT HURON AREA SCHOOL DISTRICT

Transcription

1 1 PORT HURON AREA SCHOOL DISTRICT English Learner Program and Policy Handbook Resources used in preparing this EL Program and Policy Handbook include the following: MDE Department of Education/OFS Title III Director s Guide MI Map Macomb RESA Genesee RESA PHASD

2 2 P a g e TABLE OF CONTENTS Section 1 Introduction Page 4 A. Vision and Mission Statements B. Program Contacts C. Program & Policy Dissemination D. Assurances Section 2 Definition of English Learner Page 8 Section 3 Legal Responsibilities Page 9 Section 4 Procedures Page 10 A. Identification of ELs B. Parent Notification C. Eligibility for EL Services D. Exit from Title III: EL Program E. Parent Refusal of Services F. Monitoring FLEP Students G. EL Student Records H. Assessment Administration I. High School Graduation J. Compliant Process K. EL Program Review L. Special Education Referral Process Section 5 Program Description Page 18 A. Alternative Language Program B. Alternative Language Services C. Supplemental Services D. Collaboration of Services Section 6 Staff Page 22 A. Teacher Quality B. Role of Bilingual/ ESL Teachers C. Role of Bilingual/ESL Paraprofessional/Tutor D. Professional Development Section 7 Parent Involvement Page 25 A. Notifications B. Meetings C. Translation Services D. Home-School Connections E. Community Outreach

3 Section 8 Program Evaluation Page 27 TABLE OF CONTENTS (Continued) Appendix A: Enrollment Flow Chart Page 28 Appendix B: Parent Notification Letter Page 29 Appendix C: Parent Refusal Form Page 31 Appendix D: FLEP Monitoring Forms Page 32 Appendix E: (1) Student Support Team Referral Process Page 34 (2) Student Support Team Form Appendix F: Parent/Student Compliant Form Page 40 Appendix G: Alternative Language Chart Page 41 3 P a g e

4 SECTION 1: INTRODUCTION A. Vision Statement and Mission Statements Vision: Port Huron Area School District will provide English Learners with programs and supports which promote the development of English language proficiency and mastery of grade level content expectations. We believe that this vision will be achieved through the following: Equitable access to the curriculum Academic and social supports which provide every opportunity for student success High expectations with appropriate accommodations The belief that our ELs success is everyone s responsibility Teachers instructional efforts are supported with resources and professional development Effective communication and involvement of EL families Community collaborations Mission: Port Huron Area School District staff will assist and encourage English Learners to achieve to their full potential through appropriate instruction and continued support while embracing cultural diversity B. English Learner Program Contacts Jennifer Allen - Director for State & Federal Programs 4 P a g e ext jallen@phasd.us

5 Eunice Castillo Bilingual/ESL Teacher Consultant ext Kateyln Nestle- ESL Elementary Teacher ext Amy Sheaffer ESL Secondary Teacher ext C. Program & Policy Dissemination The EL Program Director and program staff will annually review the Program and Policy Handbook. The Port Huron Area School District will annually share the Program and Policy Handbook with building principals and central office administrators. In addition, the English Learner Program and Policy Handbook will be available on line at the Port Huron Area School District s website: click Parents tab. D. EL Program Assurances Port Huron Area School District assures: That we will not discriminate against children who are not legally admitted to the United States by denying them access to educational programs offered to children of U. S. citizens; neither shall the district: a) Require students or parents to disclose or document their immigration status b) Make inquiries of students or parents which may expose their undocumented status c) Require social security numbers of all students, as it may expose the undocumented status of students or parents (Plyer v.doe, 457 U.S. 202,1982). That we will determine the primary and home languages of all students at enrollment through the Home Language Survey and/or the inclusion of the HLS questions on the enrollment form. In the case that a language other than English is suspected but not documented at enrollment we will conduct an interview with the parents/legal guardians to verify such information. 5 P a g e

6 That we will provide equal educational opportunities to all EL students and uphold such rights regardless of citizenships or nationality status, as provided under Title VI of the Civil Rights Act of 1964, the Equal Educational Opportunity Act of 1974, Sec. 204(f) and affirmed in the Supreme Court ruling in Plyer v. Doe, 1982, and any other civil rights guaranteed by federal law. That we have developed a district plan for educating all English Learners (EL) or limited English proficient students (LEP) enrolled in our district. We also assure that a copy of the district EL plan will be provided to all schools in the district and that the plan and its contents will be made available to EL families and the public in compliance with the open records laws. That our proposed plan is based on approaches and methodologies consistent with scientifically based research on teaching EL and immigrant students. That we consulted with non-public schools within our area about their option to participate in Title III services. That our EL program will enable ELs to speak, read, write, and comprehend the English language and meet challenging academic content and student academic achievement standards. That our EL program, strategies and funding are aligned with our District and School Improvement Plans. That all teachers in the EL program charged with English language proficiency instruction are fluent in English and other language used for instruction, including written and oral skills. That we will annually assess the English language proficiency in all domains (reading, writing, speaking, and listening) of all identified EL students in the district using the WIDA ACCESS English language proficiency assessment. That all EL students enrolled in the school district will participate in state-mandated assessments(meap, MME, etc.) with the exclusion of recently arrived EL students who will be exempt from the MEAP ELA portion only one time their first academic year should criteria (a) and (b) below be met a) In the United States public schools less than 10 months b) At Level 1 Entering or Level 2 Emerging proficiency level 6 P a g e

7 That parents/legal guardians of EL students, under section 3302 of the statue a) Will be notified within 30 days after the beginning of the school year of The reason for identifying the child as EL and for placing the child in the EL program The child s level of English proficiency and how the level was assessed The child s program instructional services How the program will help the child learn English and meet academic achievement standards The program exit requirements Parental rights including the option to opt out of services upon their request b) Will be notified within 10 days of program placement should the student not begin attending at the beginning of the school year That we will promote EL parental participation in programs for EL and immigrant students That we will expend all Title III funds to improve the education of EL children in attaining English proficiency and meeting the state content and performance expectations/standards. That we will use Title III funds in ways that will build district and school capacity to continue to offer and develop high quality language educational programs for EL students. That all Title III funds will supplement, but in no case supplant, federal, state and local public funds for programs for EL students. That the District is not in violation with any State or Federal law, including /state constitutional law, regarding the education of EL students. 7 P a g e

8 SECTION 2: DEFINITION OF ENGLISH LEARNER (EL) The Federal government under the NCLB uses the term Limited English Proficient (LEP) and Michigan uses the term English learners (ELs). The federal government classifications are as follows: An EL is a student age 3 21, who is enrolled (or about to enroll) in a U.S. elementary or secondary school and meets these two requirements: 1. Belongs to one of the following categories: Was not born in the United States or whose native language is a language other than English; and who comes from an environment where a language other than English is dominant; Is a native American, Alaska Native, or native resident of outlying areas and comes from an environment where a language other than English has had a significant impact in the individual s level of English language proficiency; or Is migratory, speaks a native language other than English, and comes from an environment where a language other English is dominant. 2. May be unable, because of difficulties in speaking, reading, writing, or understanding the English language to: Score at the proficient level on state assessments of academic achievement; Learn successfully in classrooms that the language of instruction is in English; or Participate fully in society 8 P a g e

9 SECTION 3: LEGAL RESPONSIBILITES-Federal Law 1868 Constitution of the United States, Fourteenth Amendment No State shall deny to any person within its jurisdiction the equal protection of the laws Title VI of the Civil Rights Act of 1964 No person in the United States shall, on the ground of race, color, or national origin be denied the benefits of, or be subject to discrimination under any program or activity receiving Federal financial assistance Lau v. Nichols The U.S. Supreme Court ruled that a school district s failure to provide English language instruction to LEP students denied them meaningful opportunity to participate in the district s educational program in violation of Title VI of the Civil Rights Act of 1964; the Court further noted that equality of opportunity is not provided by giving the LEP student the same facilities, textbooks, teachers, and curriculum which non-lep students receive Plyer v. Doe The U.S. Supreme Court ruled that the Fourteenth Amendment to the U.S. Constitution prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status. The Court emphatically declared that school systems are not agents for enforcing immigration law and determined that the burden undocumented aliens may place on an educational system is not an accepted argument for excluding or denying educational service to any student. Office of Civil Rights Policy Need for Alternative Program To assess whether meaningful participation, certain considerations are taken in regards to LEP; 1. Performing as well as their non-lep peers 2. Participating in all aspects of the school s curriculum 3. Dropout rate & retention rates comparable to those of their non-lep peers 9 P a g e

10 SECTION 4: PROCEDURES Entrance, Exit, and Monitoring Procedures are from MDE Office of Field Services, Special Populations Unit Entrance and Exit Protocol (updated December 2013) A. Identification Any new student whose enrollment forms show yes to either home language or native language other than English is screened with the W-APT screener within the first 30 days of the school year ( within the first 10 days if they did not begin the school year at the beginning). One of the certified bilingual/esl staff will administer the screener. B. Parent Notification Regarding Participation in the English learner program The district must inform parents of English Learners (ELs) identified for participation in the district's ESL program either (a) no later than 30 days after the beginning of the school year for students who enter at the start of the school year; or (b) within the first 2 weeks (10 school days) for children who have not been identified as English Learners (ELs) prior to the beginning of the school year. Parent Notification letters will be translated, to the extent possible, in the parent s native language. Parent Notification letters include the following components: 1. The reasons for identifying their child as being limited English proficient and for placing their child in a language instruction educational program for ELL students; 2. The child s current level of English proficiency, including how the level was assessed and the status of the child s academic achievement 3. The method of instruction that will be used in the program, including a description of all language programs; 4. How the program will meet the educational strengths and needs of the child; 5. How the program will help the child learn English and meet academic achievement standards; 10 P a g e

11 6. How the program will meet the objectives of an individualized education program for a child with a disability; 7. The program exit requirements, including when the transition will take place and when graduation from secondary school is expected; 8. The parents' rights, including written guidance that (A) specifies the right to have their child immediately removed from a language instruction educational program upon request, (B) describes the options that parents have to decline to enroll their child in such a program or to choose another program or method of instruction, if available, and (C) assists parents in selecting among various programs and methods of instruction, if more than one program or method is offered. The English Learner Teacher Consultant will develop and send via US Mail Parent Notification letters according to the required time line. The English Learner Teacher Consultant will place of copy of the Parent Notification letter in the student s EL file housed at Central Office. (See Appendix A for Enrollment Flow Chart and Appendix B for Parent Notification Letter) C. Eligibility for EL Services Pre-Kindergarten: Every PK student in a school-based program who has a native language other than English in the home or a primary language other than English in the home is eligible for services. Kindergarten: All kindergarten students are enrolled in the EL program based on the Home Language Survey. Kindergarten students will be assessed using the W-APT. These results combined with local assessments will determine their level of service in our alternative language program. 1st-2 nd grade: Students scoring below a 5 Overall Composite Proficiency on the W-APT screener, or below grade level in reading or math will qualify for EL services. For students scoring a 5 or above on the screener, the EL staff will evaluate state approved reading and math assessments to see if student is at or above grade level. 11 P a g e

12 3 rd -12 th grade: Students are eligible for services if one of the following protocol requirements is met for entrance into the program: if they receive an Overall Composite Proficiency score of below 5 Bridging, or if they are below grade level in reading or math. Third through twelfth grade students who have met or exceeded the 5 Bridging on the W-APT, the EL staff will review MEAP or MME reading and math scores, NWEA scores, or transcripts for Foreign Exchange students to determine eligibility for EL services. WIDA ACCESS and W-APT Out-Of State Scores: If a student has been assessed with either WIDA ACCESS or W-APT within the last 12 months the district may use these scores to determine eligibility if they are received within the allowable time limit (30 days from the start of school or 10 days if enrolled after school has been in session). If scores are not received within the allotted time frame, student must be screened using the W-APT. Students who do not qualify for the EL Program: A student who has been identified by the Home Language Survey, but has scored at or above 5 Bridging, and is at or above grade level in read and math does not qualify for the EL program. The student will be monitored for a period of two years to ensure academic achievement. D. Exit Protocol Kindergarten through 2 nd grade: A student must meet all of the protocol requirements to be considered for program exit. Students must receive an Overall Composite Proficiency of 5 or above on the spring World-class Instruction Design Assessment (WIDA) ACCESS, and student must also score at or above grade level on a state approved assessment in both reading and math in order to be exited from the EL program. 3 rd -12 th grades: Students must score at or above an Overall Composite Proficiency of 5 on the WIDA ACCESS and demonstrate grade level proficiency in reading and math on 12 P a g e

13 MEAP or MME or a state-approved assessment for grades not tested via MEAP or MME or transcripts for Foreign Exchange students E. Parent Refusal of Services Included in the letter of placement is a statement of the right of refusal of services. If parents choose to refuse services a phone call is made to parents explaining the program further and to make sure they understand the services and what refusing will mean for their child. Refusal form must be signed by a parent or guardian. Bilingual/ESL staff will continue to monitor and assess the student to ensure academic success. The staff may recommend other types of intervention if the family is in agreement. (See Appendix C for Parent Refusal Form) F. Monitoring FLEP Students Students who are Formerly Limited English Proficient (FLEP) are monitored for two years by bilingual/esl teacher consultant and ESL secondary teacher. A record of the monitoring as well as and recommendations will be placed in the student s CA-60. FLEP students are monitored using the state approved assessments for exit protocol Attendance, grade point average and teacher input are also reviewed to determine if any action needs to be taken. If there is a concern about a student s academic progress the ESL Teacher Consultant/and or secondary ESL Teacher will be invited to attend the Student Support Team Meeting. Students may re-qualify for ESL alternative services Students may receive support from Title I, Section 31a, or other support as determined by the needs of the student during the Student Support Team meeting. 13 P a g e

14 (See Appendix D for FLEP Monitoring Forms and Appendix E for Student Support Team Documents) G. EL Student Records EL and Title III student records are maintained in a central location in the Department of Instruction and Grants at the Administration Building and in the Bilingual/ESL Office at Cleveland Elementary. Student Folder Contents and CA-60 Each EL student will have a folder maintained by ESL Teacher Consultant at the ESL office. The folder will contain the follow: A copy of the home language survey or student registration with the two home language survey questions embedded in it Parent notification letter ELPA and ELPA screener reports/ WIDA ACCESS report will replace ELPA report in the future FLEP Monitoring records Record of placement decisions brief description of program including hours of service H. Assessment Administration The administration of the ACCESS will be coordinated by Teacher Consultant W-APT will be administered by EL staff for new students entering the district EL staff will be trained in ACCESS process and procedures and must pass the certification before administering the assessment EL staff will develop a testing schedule that fall within the state testing window ACCESS data will be entered into Data Director maintained by St. Clair County RESA 14 P a g e

15 EL staff will place student reports in individual CA-60 files Teacher Consultant will mail parent report (including appropriate translated version) I. High School Graduation ELs enrolled in the district high school are required to meet the district s high school graduation requirements, which are aligned with the state mandated requirements. In the case that a student arrives in the district with minimal English proficiency, the district EL staff and high school counselor will create a suitable graduation plan (which may include a Personnel Curriculum) for the student that will allow for the optimal English language services while achieving high school graduation requirements. This student is eligible for a five-year graduation plan provided that a suitable plan for graduation is established at the onset. Furthermore, the student may apply for a sixth year if it would allow him/her to achieve graduation while also meeting the necessary state age requirement. The secondary EL teacher will monitor secondary EL student achievement. Marking period, exam and semester grades as well as progress toward graduation requirements are reviewed through the District s data warehouse system. If a student fails a class, online credit recovery is offered through E2020 and ESL Department staff provides support for the online class, as needed. Freshman students participate in the High School Orientation Programs. ELs are provided additional support during the Orientation Programs through ESL Department staff, if needed. J. Complaint Procedure If a student and/or the student s parent/guardian is not satisfied with the district s Title III/EL program of service, the following procedure should be followed: 1. Parent/guardian should complete ESL Parent/Student Complaint Form. 15 P a g e (See Appendix F for Parent/Student Complaint Form)

16 The student s parent/guardian should communicate directly with the student s EL teacher by arranging an appointment convenient for all parties 2. If the parent/guardian is still unsatisfied after speaking with the student s EL teacher he/she should arrange an appointment with the Director for State & Federal Programs 3. If the parent/guardian is still unsatisfied after speaking with the Director for State & Federal Programs, he/she should arrange an appointment with the Executive Director of Achievement and Innovation 4. If the parent/guardian is still unsatisfied after speaking with the Executive Director of Achievement and Innovation, he/she should arrange an appointment with the Superintendent K. Program Review The results of the EL Program Review will be disseminated in the fall every other year beginning with the school year. The Director of State and Federal Programs will share the results of the review with the Executive Director of Achievement and Innovation and with building principals. The EL Teacher Consultant will share results with parents during parent meetings. A link to the program review results will be placed on the district s website. L. Special Education Referral Process Special Education Director reviews new 504 and Special Education Referrals. Special Education Director contacts EL Teacher Consultant to review referrals for students receiving EL services. EL Teacher Consultant will review studentdata related to language proficiency and its potential impact on the student s achievement progress. Special Education Teacher Consultant in charge of Initial Consent and EL Teacher Consultant will conduct meeting to secure parent consent. Translators will be 16 P a g e

17 provided for parent meetings, as needed to ensure parents are receiving information in a language they can understand. EL Teacher Consultant will attend REED meeting. EL Teacher Consultant will arrange for necessary EL support for testing. EL Teacher Consultant attend MET Initial meeting or 504 Evaluation meetings. Translators will be provided for parent meetings, as needed to ensure parents are receiving information in a language they can understand. 17 P a g e

18 SECTION 5: PROGRAM DESCRIPTION A. Alternative Language Program English as a Second Language: Our District primarily uses English as a Second Language pedagogical approach. Our English learners ELs are instructed in the use of the English language. Instruction is during the school day. Our instructional focus is developing English literacy. English is adapted to the students proficiency level. Research based: California Department of Education. (2010). Improving Education for English Learners: Research-Based Approaches (1st ed.). California Department of Education. Early Exit Bilingual Transitional: We also use the bilingual transitional approach for our Entry Level 1 and Emerging level 2 students if possible. Our focus is in transitioning to English. Languages other than English are used to make content comprehensible when possible. We have two bilingual/esl Spanish certified teachers and a few bilingual tutors who also use another language to help students gain access to the curriculum. Again the focus is mainly on English language proficiency. Research based: California Department of Education. (2010). Improving Education for English Learners: Research-Based Approaches (1st ed.). California Department of Education. Access to Content: Michigan has adopted the WIDA Model. PHASD uses the WIDA standards to guide our curriculum and the SIOP Model to guide our instructional practices. EL Teachers and Tutors push in to help make content meaningful and comprehensible. EL Teachers and Tutors use various strategies such as graphic organizers, modified reading selections, visuals, word webs and other strategies to help make the language 18 P a g e

19 more comprehensible. In some situations teachers or tutors may pull out EL students to work on English language skills or additional clarification of content. Middle and high school content area teachers who have ELs in their classrooms are also receiving training in SIOP strategies. Research based: B. Alternative Language Services Hours of services are determined by proficiency levels. We are guided by service minimums per proficiency level with additional time added for differentiation for academic risk factors. (See Appendix G for Alternative Language Chart) Grades K-12: EL students will primarily receive instruction in general education classrooms. EL students who are entering through bridging will receive additional language support by an ESL/Bilingual teacher or tutor. EL students may be pulled out for short periods of time for additional English language support. EL students will receive ESL/Bilingual services according to their language proficiency level as indicated by the WIDA. This support will assist with English language acquisition and academic content. An ESL/Bilingual certified teacher will work directly with students or provide direct supervision to tutors who work with EL students. In the general education classrooms a certified teacher will adapt the curriculum to meet the needs of EL students. The bilingual/esl teacher will also act as a consultant to general education teachers who have ELs in their classrooms. Instructional placement: Must be age and grade appropriate Transcripts will be evaluated at the secondary level Bilingual/ESL service 19 P a g e

20 Materials: Moving Into English Harcourt On Our Way to English Rigby IDEA Ballard & Tighe Newcomers Access Great Source General Education Secondary-Level Textbooks Building Basic Vocabulary (Marzano) Academic Vocabulary Toolkit (Kinsella) Fundamentals of English Grammar Chartbook (Azar) Reading Programs: Read 180 Read Naturally Lexia C. Supplemental Services The Title III Application is maintained at a central locations in the Department of Instruction and Grants at the Administration Building. Title III After School Tutoring and Summer School Tutoring After school tutoring is provided by bilingual/esl staff to assist EL students in meeting State academic and language proficiency. Special Education Bilingual/ESL Teacher Consultant is invited to be part of the team review process. ELs are not placed in special education services because of their limited English proficiency. A translator is provided for IEP meetings. 20 P a g e

21 D. Collaboration of Services EL students will receive all the services that they quality for Title I, special education, speech etc. Bilingual/ESL teachers are invited to participate in the ongoing process for determining these services. ELs students are provided opportunities to participate in other district programs such as: Gifted and Talented Programs Advanced Placement Athletics etc. 21 P a g e

22 SECTION 6: STAFF A. Teacher Quality Bilingual Certified Teacher ESL Certified Teacher Highly Qualified Paraprofessional B. Role of Bilingual/ ESL Teachers Bilingual/ESL Teacher Consultant The TC s primary responsibility is to oversee the EL Program. Identify eligible students and administering WIDA screener Coordinate, plan and determine appropriate services Provide English Language instruction to EL elementary students Locate tutors and coordinate EL Program staff schedules Communicate with EL families regarding program Provide guidance to the EL staff and mainstream teachers to ensure ELs are receiving support in both English language instruction and content instruction. Maintain student reports and oversee WIDA ACCESS testing. Monitor the progress of FLEP students for 2 years Attend Student Support Team meetings for EL students Communicate with classroom teachers regarding EL WIDA standards Determine appropriate accommodations for EL students on State and local assessments Provide translation services as needed ESL Teacher Provide direct language and content instruction to EL students Support mainstream teachers by collaborating about the content Provide mainstream teachers with sheltered instruction techniques and various strategies to ensure EL students have access to the content. 22 P a g e

23 Develop content and language objectives for ELs Meet with classroom teacher to determine the academic needs of ELs Provide resources for mainstream teachers for learning about culture and language of ELs and their families Administer WIDA screener Administer WIDA ACCESS Assist with staff development on English acquisition and cultural awareness Assist with monitoring FLEP Communicate with EL families regarding program Determine appropriate accommodations for EL students on State and local assessments Provide translation services as needed C. Role of Bilingual/ESL Paraprofessional /Tutor Under the supervision of the Bilingual/ESL TC, ESL teacher and mainstream teacher. Support and promote English language acquisition and content instruction for EL students. Meet with TC or ESL teacher to determine the needs of ELs Provide translation and interpretation, if bilingual, when necessary Attend biweekly meetings for PD from TC or ESL teacher D. Professional Development Bilingual/ESL TC, ESL teacher, and paraprofessional attend several EL specific trainings per year such as: BER workshop, MABE Conference, SIOP training, and WIDA training. Bilingual Teacher Consultant has received SIOP training ESL secondary teacher is a Train the Trainer (TOT) SIOP, WIDA TOT, Language and Literacy TOT. 23 P a g e

24 Mainstream teachers who have ELs in their classrooms are receiving SIOP strategies training through job embedded training and the traditional workshop format. Tutors and paraprofessional receive on going biweekly training from Bilingual/ESL TC and ESL teacher. Bilingual TC attends Macomb RESA bimonthly bilingual meetings Bilingual TC & ESL Teacher attend Oakland ISD ESL Meetings Bilingual/ESL TC and ESL Teacher have provided training for district counselors, and St. Clair County teachers on WIDA standards and WIDA ACCESS Research: SIOP References Echevarria, J. (2012) Effective practices for increasing the achievement of English learners. Washington, D. C: Center for Research on Educational Achievement and Teaching of English Language Learners. Retrieved from Echevarria, J., & /short, D. (2011). The SIOP model: A professional development framework for comprehensive school-wide intervention. Washington, D.C: Center for Research on the Educational Achievement and Teaching of English Language - Learners. Retrieved from 24 P a g e

25 SECTION 7: PARENT INVOLVEMENT Having a strong connection with parents and families of our ELs will help to strengthen quality education for all EL students. A. Notifications Letter of enrollment in Bilingual/ESL program Letter to inform parents of annual WIDA ACCESS to measure English language proficiency Notification of level of proficiency on the WIDA ACCESS B. Meetings Annual meeting held to discuss WIDA ACCESS results, concerns or changes to the program. Meetings are held in various locations and times to accommodate parents throughout the district. Interpreters are provided to assist parents in understanding information provided. C. Translations Services Provide interpreters for conferences & parent meetings Translations in multiple languages of notification letters sent home to parents Parent link to MDE s Collaborating For Success Parent Engagement Toolkit on District website. Each school has welcoming signs translated into various language posted near the entrance. D. Home-School Connections Bilingual/ESL staff contact individual families either by phone or by home visits. For the purpose of disseminating school related information, student support, arranging special meetings with the school, or to build positive relationships with the families. We have found that personal contacts work well with our families because we are spread out over 25 P a g e

26 15 buildings and we have several different languages. Sometimes our families do not feel comfortable visiting schools that are not their home schools. Provide interpreters for families to attend various family nights such as Math night, Family night etc. At the secondary level, our ESL teacher has met with students and their families to fill out financial aid forms (FAFSA) or other forms in preparation for college. In addition, the secondary teacher has provided support and personal transportation to students and their families who want to visit university campuses prior to making decisions about attending those universities. The secondary level teacher has also aided families in understanding personal household bills and various Department of Human Services forms. Our teachers attend our EL students graduations at all 3 high schools. In addition, they attend middle school 8 th grade graduations and elementary 5 th grade graduations that include the ELs. A future goal is to hold an annual Cultural Celebration Night for families to come and share their cultures with others. E. Community Outreach The Hispanic Council of St. Clair County helped sponsor the Cleveland Goes to College project. The bilingual/esl staff was instrumental in securing part of the funding for this project. The Hispanic Council has also supported the 21 st Century After School Program. Although these efforts are not directly tied to our bilingual/esl program, our staff works as a liaison for the Hispanic Council to promote education in our school district. We feel these programs are wide spread throughout the district giving EL students more opportunities to participate in extracurricular activities outside of our program. 26 P a g e

27 SECTION 8: PROGRAM EVALUATION Program evaluation goals are measured by our Annual Measurable Achievement Objectives and standardized test improvement. Annual Measurable Achievement Objectives All EL students will be assessed annually using the WIDA ACCESS for English language proficiency until they are FLEP AMAO Progress for AMAO 1 objective met with 89% progressing. AMAO 2 objective met with 28% proficient. AMAO 3 objective not determined. PHASD had too few LEP students to form a subgroup. AMAO - Progress for AMAO 1 objective met with 84% of student gaining 4 or more points AMAO 2 objective met with 47% of students proficient or advanced AMAO 3 objective not determined. PHASD had too few LEP students to form a subgroup. AMAO Target for Undetermined because of new WIDA ACCESS assessment We will continue to monitor data to ensure our EL students are progressing in their English language proficiency and academic goals. *Our district will strive to not only meet these objectives, but to exceed them to the best of our ability. 27 P a g e

28 Appendix A Port Huron Area School District English Second Language Student Enrollment Process Home Language Survey on enrollment form indicates "Yes" for Q1 or Q2 Enrollment secretary scans and sends enrollment form to Evone Rodrigues, Grants Department. ESL certified staff conduct Intake Interview with student and family. ESL certified staff administer the W/APT Screening Assessment. ESL certified staff work with building staff to make appropriate grade, classs, scheduling assignments. 28 P a g e

29 Appendix B Cleveland Elementary School * 2801 Vanness Street Port Huron, MI (810) , ext efax: (810) ecastillo@phasd.us September 20, 2015 Dear Parents, The Port Huron Area School District is committed to providing an educational environment that serves the needs of all of our students. Our district has a Bilingual/ESL (English as a Second Language) program that addresses the academic and language needs of our students who speak another language. The state has adopted the WIDA (World-Class Instructional Design and Assessment) to determine language proficiency. Your child has been identified for enrollment in the Bilingual/ESL program. Please see test results below that have guided our decision. Test Used: WIDA ACCESS W-APT Screener WIDA Alternate ACCESS Level of English Proficiency: Level 1 Level 2 Level 3 Level 4 Level 5 continue ESL support due to low Reading and/or Math Achievement on standardized assessments (MEAP, M-Step, Plan, Explore, ACT) Level 5/6 recommended to exit from the ESL program Program Description: English as a Second Language Instruction Content Tutorial (ESL) Early Exit Bilingual Instruction We will provide an instructional program that will address speaking, listening, reading, writing and comprehension skills in English at your child s school. The intent of the program is to strengthen 29 P a g e

30 Cleveland Elementary School * 2801 Vanness Street Port Huron, MI (810) , ext efax: (810) ecastillo@phasd.us your child s development in English language skills which will assist him/her in gaining academic success. Students with a disability will receive ESL services in conjunction with his/her individualized education plan Your child s English language proficiency will be assessed again in the spring. Your child will exit the program when he/she demonstrates a level of 5/6 proficiency in English, and he/she is able to achieve proficiency on state standardized grade level assessments. Our goal is to work toward all graduation requirements in a timely manner for your child. If a student arrives with minimal English proficiency, we will work with high school counselors to create a graduation plan which could include a personal curriculum or the student may be eligible for a five or six year graduation plan if a suitable plan is established at the onset. The student would have to meet the necessary age requirements set by the state. You have the right to refuse placement of your child in the Bilingual/ESL program at any time. However, the state of Michigan mandates that students continue to take the WIDA assessment until they meet all state exit criteria regardless if they are enrolled in the Bilingual/ESL program or not. If you want to exercise your right to refuse services, or if you have any questions or concerns regarding the program please contact me at Mrs. Eunice Castillo Bilingual/ESL Teacher Consultant We will advocate for our students and families in partnership with our community to assure their success inside and outside of school; continuously innovate our practices and programs to improve student achievement; and educate in ways that are relevant, relationship driven, and rigorous. 30 P a g e

31 Appendix C 2720 Riverside Drive, PO Box 5013 Port Huron, MI (810) , ext efax: (810) jallen@phasd.us Date School Student Name I have been notified that my child will be enrolled in the Bilingual/ESL Program of Port Huron Schools I understand that curriculum and instruction in a regular classroom is designed for fluent English proficient students I understand that I have the right to refuse services provided by the ESL Program I do not want my child to be enrolled in the Bilingual/ESL Program for the 2015/2016 school year. Parent Signature Copies must be maintained in student s CA 60, one in Bilingual/ESL Office and one at the Administration Office. We will advocate for our students and families in partnership with our community to assure their success inside and outside of school; continuously innovate our practices and programs to improve student achievement; and educate in ways that are relevant, relationship driven, and rigorous 31 P a g e

32 Appendix D FLEP Monitoring Data Grades 3-6 Student Name Grade School ELL Teacher/Tutor School Year Status Circle One: ( Year 1) or (Year2) Subject Grade Assessment Acceptable Score ELL 3-6 Spring WIDA P or AP Reading 3-6 MEAP 1 or 2 Student Score Meets Expectation Math 3-6 MEAP 1 or 2 Writing 3 District At or Above Writing 4 MEAP 1 or 2 Writing 5-6 District At or Above Reading K - 5 NWEA Grade Level Math K - 5 NWEA Grade Level Title I/31a Intervention Services- daily/weekly Continue ELL services daily/weekly; student does not meet expectation/exit criteria (LEP) Continue ELL services consultation; student meets most expectations (LEP) Exit ELL services - student meets expectation/exit criteria in areas (FLEP) Monitor for two years 32 P a g e

33 Appendix D Monitoring FLEP Student Form Secondary Grades 6 th -12 th Student Name Grade School EL Teacher Status (Circle One) FLEP Year 1 or FLEP Year 2 Dates Monitored,, Subject Grade Assessment Exit Criteria EL 6-12 Spring 5 or WIDA Above Reading 6-8 MEAP 1 or 2 Math 6-8 MEAP 1 0r 2 Writing 6-8 MEAP 1 0r 2 Reading 8-9 Explore 15/16 Math 17/18 ELA 13/14 Reading 6-12 NWEA 60% Math 6-12 NWEA 60% Reading MME 16 Writing MME 16 Student Score Meets Expectation Date 31a Intervention Services Attendance GPA/ Progress Reports Recommended action to be taken/ comments regarding any changes 33 P a g e

34 Appendix E Port Huron Schools Student Support Team Referral Process How to Start the SST Process 1. Teacher completes Student Support Team Referral Form, assessment data, and updated intervention log, and other relevant information to the principal. 2. Building Principal creates an action plan in Google Docs and shares with all members of the SST team. 3. Teacher records on the action plan positives, topics of concern, and all data collected from the MTSS process as well as other relevant data prior to the meeting. Other team members can add data before the meeting. (ie. Reading Recovery Teacher). 4. Building Principal sets up a date and sends out invitations to invited attendees (building principal, all academic and behavior interventionist, building coach, and classroom teacher. *If student is ESL or FLEP, Eunice Castillo MUST be invited.) At Initial SST Meeting 1. Send Tier 2 & 3 Services Parent Letter 2. Create Red Folder and Intervention Log if not already started 3. Assign any additional assessments if needed 4. Assign interventions to be provided by classroom teacher and/or interventionist to work with child if necessary 5. Team completes Action Plan. 6. Schedule SST review within eight weeks 7. Team Signature Sheet is placed in Red Folder 8. In order to service the students with the highest needs, intervention groups are subject to change. Before Review Meeting 1. Teacher and/ or interventionist completes action plan with updated information based on interventions. 34 P a g e

35 2. Teacher and/ or interventionist will gathers formative assessment data to bring to meeting (ie. running records, DIBELS, sight words, writing samples, Delta Math, MLPP, etc.). At Review Meeting 1. Teachers bring Red Folder and formative assessment data to meeting. 2. Team looks at data to see if student meets appropriate progress (review intervention logs and progress monitoring information). 3. Team decides to continue or change the intervention (ie. frequency, time, intensity, provider, group size, etc.) based on the data. 4. Schedule SST review within eight weeks. 5. Team Signature Sheet in Red Folder. 6. In order to service the students with the highest needs, intervention groups are subject to change. Entrance and exit criteria for students receiving services from 31A or Title I staff will be based on the highest needs of the building. 35 P a g e

36 Appendix E Port Huron Schools Student Support Team Referral Form Student s Name: Date: DOB: Classroom Teacher: Grade: Referring Staff Member: Area(s) of Concern ELA (Check all that apply): Phonemic Awareness Fluency Comprehension Listening Comprehension Phonics and Word Study Vocabulary Writing Other: Click here to enter text. Describe Concern: Math (Check all that apply): Number Sense Problem Solving Computation Fluency Other:Click here to enter text. Describe Concern: 36 P a g e

37 Behavior (Check all that apply): Attention Emotional Social Fluency Other:Click here to enter text. Describe Concern: Other Areas of Concern (Check all that apply): Vision Speech and Language (See Below) Enrolled in Counseling Dr. Note Hearing Attendance Tardiness Medication Other:Click here to enter text. Describe Concern: Speech (Check all that apply): Articulation May omit, substitute, or distort certain speech sounds Fluency May stutter, repeat words, hesitate, or prolong words. Hearing Voice May be hoarse, breathy, nasal. May talk too loud or too softly Language May have difficulty with colors, numbers, grammar, auditory memory, etc. Appears to function below his/her age level. Other:Click here to enter text. May appear inattentive or ask to have information repeated. Describe Concern:Click here to enter text. 37 P a g e

38 Miscellaneous: Has the student been retained? Yes No Grade? Choose an item. Has the student had a history of Special Education? Yes No If yes, please describe: Support Services: 504 Plan Speech & Language/ Bilingual/ESL or FLEP (former ESL student) Social Work Reading Recovery Describe:Click here to enter text. MTSS Parent Involvement (Check and date all that apply): Phone Parent Meeting Parent Letters Describe: Click here to enter text. 38 P a g e

39 Collaboration/Coaching: Title-I Instructional Coach / Title-I Behavior Interventionist / Title-I Interventionist / District Instructional Coach Who: Click here to enter text. Who: Click here to enter text. Who: Click here to enter text. Date:Click here to enter a date. Date: Click here to enter a date. Date: Click here to enter a date. Strategies Determined: Click here to enter text. Strategies Determined: Click here to enter text. Strategies Determined: Click here to enter text. Provide a summary of differentiated instruction/intervention that you provided at Tier-I and/or Tier-II: Tier I Explain (Include type and duration): Click here to enter text. Tier II Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. Explain (Include type and duration): Click here to enter text. 39 P a g e

40 Appendix F Port Huron Schools Bilingual/ESL Program ESL Parent/Student Complaint Form Please complete this form and submit to your student s principal or to Eunice Castillo ESL Teacher Consultant Vanness Street, Port Huron, MI (810) ext Student Name Parent Name Address & Phone Number School The date of the event or action of this complaint A detailed description of all the circumstances that gave rise to this complaint. Attach any documents that will help explain or prove what took place concerning this complaint. The district would like to have all complaints resolved informally if at all possible. Explain your efforts to resolve your complaint including whom you spoke with, when you met, and what response you received. If you did not attempt informal resolution, give an explanation why not. What do you want to happen in response to your complaint? Parent Signature Date Submitted 40 P a g e

41 Appendix G Alternative Program Provided to English Learners based on OCR Requirements: PORT HURON AREA SCHOOL DISTRICT Proficiency Levels Level of Service Per Mode of Delivery Staff Providing Service Week Min/Max Basic K 2.5/6.25 hrs. 1 st Grade 4/10 hrs. 2 nd Grade 5/12.5 hrs. 3 rd Grade 6/15 hrs. ESL teacher training classroom teachers who have ELs to use SIOP strategies Push-in by bilingual/esl staff for language development Certified bilingual/esl endorsed teacher Support from bilingual/monolingual tutors who are supervised by and consult with a bilingual/esl endorsed teacher 4 th Grade 6.5/to hrs. 5 th Grade 7/17.5 hrs. Pull-out for extra support in English development Support from HQ monolingual paraprofessional who is supervised by and consult with a certified bilingual teacher 6 th Grade 7.5/18.75 hrs. 7 th Grade 8/20 hrs. 8 th Grade 9/22.5 hrs. 9/12 Grades 10/25 hrs. Collaborative teaching in classrooms between a bilingual/esl HQ staff and classroom teachers to provide English and content area support 41 P a g e

42 Low Intermediate K 2/5 hrs. Same as above Same as above 1 st Grade 3/8 hrs. 2 nd Grade 4/10 hrs. 3 rd Grade 4.75/12 hrs. 4 th Grade 5/13 hrs. 5 th Grade 5.5/14 hrs. 6 th Grade 6/15 hrs. 7 th Grade 6.5/16 hrs. 8 th Grade 7.25/18 hrs. 9/12 Grades 8/20 hrs. High Intermediate K 1/2.5 hrs. Same as above Same as above 1 st Grade 1.25/4 hrs. 2 nd Grade 1.5/5 hrs. 3 rd Grade 2/6 hrs. 4 th Grade 2/6.5 hrs. 5 th Grade 2.25/7 hrs. 6 th Grade 2.5/7 hrs. 42 P a g e