CONEWAGO VALLEY SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM GUIDELINES

Transcription

1 CONEWAGO VALLEY SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM GUIDELINES

2 English as a Second Language (ESL) Program Mission Statement The mission of the English as a Second Language Program in the Conewago Valley School District is to ensure that each English language learner develops linguistically, academically, and cognitively within a socially and culturally supportive environment. Through the implementation of research-based instructional practices, proficiency in reading, writing, speaking, and listening will be developed to inspire students to be productive members of society. Program Philosophy The philosophy of the English as a Second Language Program of the Conewago Valley School District is based on the following principles: 1. Academic language acquisition takes approximately eight to ten years. 2. Language proficiency is acquired through active, functional, and meaningful participation in an atmosphere of trust, acceptance, high expectations, and support. 3. Language instruction should be student-centered, developmentally appropriate, and content-based. 4. Instruction must be scaffolded based on the student s previous experiences and knowledge. 5. Teachers, students, and parents working together in an environment of mutual respect will advance the acquisition process. 6. The ELL curriculum will be standards-based, and will correlate with the general education curriculum. 7. All teachers are responsible for differentiating instruction for English language learners. ELL Students When are they going to start talking? How long is it going to take for students receiving ELL services to start talking? The first stage of language acquisition is the silent period which may last from six months to one year. Students at this stage are not ready to actively produce language. They are listening and beginning to respond and show that they understand by using nonverbal signals. Native Language Policy ELL students may engage in non-disruptive conversations in languages other than English. If a student is speaking a language other than English in your classroom or being disruptive and you need to reprimand him/her, you must make sure the student understands the reason (that he/she is not following the classroom rules or he/she is disrupting the class) and not that he/she is speaking another language.

3 WRITING READING SPEAKING LI5TENING Level 6 Reaching Figure 5M: CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12 For the given level of English language proficiency, with support, English language learners can: Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Point to stated pictures, words, phrases Follow one-step oral directions Match oral statements to objects, figures or illustrations Sort pictures, objects according to oral instructions Follow two-step oral directions Match information from oral descriptions to objects, illustrations Locate, select, order information from oral descriptions Follow multi-step oral directions Categorize or sequence oral information using pictures, objects Compare/contrast functions, relationships from oral information Analyze and apply oral information Identify cause and effect from oral discourse Draw conclusions from oral information Construct models based on oral discourse Make connections from oral discourse Name objects, people, pictures Answer WH- (who, what, when, where, which) questions Ask WH- questions Describe pictures, events, objects, people Restate facts Formulate hypotheses, make predictions Describe processes, procedures Retell stories or events Discuss stories, issues, concepts Give speeches, oral reports Offer creative solutions to issues, problems Engage in debates Explain phenomena, give examples and justify responses Express and defend points of view Match icons and symbols to words, phrases or environmental print Identify concepts about print and text features Locate and classify information Identify facts and explicit messages Select language patterns associated with facts Sequence pictures, events, processes Identify main ideas Use context clues to determine meaning of words Interpret information or data Find details that support main ideas Identify word families, figures of speech Conduct research to glean information from multiple sources Draw conclusions from explicit and implicit text Label objects, pictures, diagrams Draw in response to a prompt Produce icons, symbols, words, phrases to convey messages Make lists Produce drawings, phrases, short sentences, notes Give information requested from oral or written directions Produce bare-bones expository or narrative texts Compare/contrast information Describe events, people, processes, procedures Summarize information from graphics or notes Edit and revise writing Create original ideas or detailed responses Apply information to new contexts React to multiple genres and discourses Author multiple forms/ genres of writing Variability of students cognitive development due to age, grade level spans, their diversity of educational experiences and diagnosed learning disabilities (if applicable), are to be considered in using this information.

4 ESL Performance Definitions The Performance Definitions frame the ELP (English Language Proficiency) standards. They provide criteria that shape each of the six levels of English language proficiency. (WIDA Consortium WIDA Performance Definitions produce or use: 6- Reaching 5- Bridging a variety of sentence lengths of varying linguistic complexity in extended oral peers specialized or technical language of the content areas a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports oral or written language approaching comparability to that of English- 4- Expanding 3- Developing 2- Beginning 1- Entering a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs oral or written language with minimal phonological, syntactic or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support general language related to the content areas phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support pictorial or graphic representation of the language of the content areas words, phrases or chunks of language when presented with one-step commands, directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support

5 Student Identification for Placement School personnel responsible for registering students must have parents complete a home language survey (HLS). New students whose answer is other than English to one or more of the following questions will be entered on the Primary Home Language Other Than English (PHLOTE) form and must be referred to the ELL teacher for an English language proficiency assessment using the W-APT. 1. What was the first language your child learned to speak? 2. What language (s) does your child speak most often at home? 3. What language is spoken most often in your home? 4. What language(s) does your child speak with friends and neighbors? The evaluation results will determine appropriate placement. Parent permission to assess is not required Parent notification of student assessment results and placement in an ESL program is required. Guidelines to consider when planning direct instruction of ESL: Level 1 Entering 2 Hours Level 2 Beginning 2 Hours Level 3 Developing 1-2 Hours Level 4 Expanding 1 Hour Level 5 Bridging Up to 1 hour or support dictated by student need Level 6 Reaching Exited & Monitored Parents Limited Right to Opt Out of ESL Programs 22 pa. Code 4.4 (d)(3) of the Pennsylvania State Board of Education regulations requires school entities to adopt policies that permit parents to have their children excused from specific instruction only in the limited circumstance described below: (3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parents or guardians. Grading ELL Students ELLs must be graded using the same grading system as all other students. A grade of F should not be used unless for reasons of excessive absenteeism, unwillingness to participate in class, and/or consistent failure to do homework assignments. Retention ELL students should not be retained because of language deficiencies. A conference with the student s parents, building principal, and the ELL teacher should be held before a student is retained.

6 Language Instructional Program Exit Criteria Required Exit Criteria: 1. Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA). Special Circumstances: For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA/Keystones. For students that are in a grade that is not assessed with the PSSA/Keystones, LEA s must use each of the remaining criteria listed below to exit students. 2. Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility) A. Following the scoring criteria in the table below, the W- APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit. Grade Level ACCESS Score Required W-APT Scores* in each domain in each domain in each domain * A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used. B. A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year. Additional Exit Criteria: 1. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies). 2. Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.

7 ESL FORMS COLOR FORMS PLACEMENT OF FORM YELLOW CLD FORM ORIGINAL with ESL teacher SPECIAL INSTUCTIONS Completed by classroom teacher Kept with ESL teacher WHITE HOME LANGUAGE SURVEY FORM ORIGINAL IN CUMULATIVE FOLDER / COPY with ESL teacher Completed by parents at registration GREEN ANNUAL PHLOTE FORM COPY CUMULATIVE FOLDER / ORIGINAL with ESL teacher Information inserted into PHLOTE form PINK POST-EXIT ESL MONITORING FORM ORIGINAL with ESL teacher Information inserted into PHLOTE form BLUE TRANSITIONED ESL STUDENT FORM ORIGINAL with ESL teacher Completed by classroom teacher Kept with ESL teacher ORANGE STUDENT ADAPTATIONS AND INTERVENTIONS FORM ORIGINAL with ESL teacher Kept with ESL teacher Copy to classroom teacher

8

9 Conewago Valley School District HOME LANGUAGE SURVEY The State of Pennsylvania requires the completion of this home language survey for all students entering a new district. Its purpose is to identify those students who may need additional English language instruction in order to achieve academic success. This form is required by law to be kept on file by the district. Student s Name: Grade: School (circle one): NOE CTE CVIS NOMS NOHS Parent/Guardian Name(s): Telephone Number: 1. What was the first language your child learned to speak? 2. What language(s) does your child speak most often at home? 3. What language is spoken most often in your home? 4. What language(s) does your child speak with friends and neighbors? 5. Has the student received English Language Learner (ELL) program services in the past? Yes No If yes, # of years? Where? 6. How long has the student lived in the USA? Years 7. What language do the parent/guardian(s) speak? 8. What language do the parent/guardian(s) read? ELL /10/03 june

10 Conewago Valley School District CUESTIONARIO DEL LENGUAGE DEL HOGAR El Estado de Pennsylvania requiere que completen este cuestionario para todos los estudiantes que entran a un distrito nuevo. Su propósito es para identificar a aquellos estudiantes que talvez necesiten instrucción adicional en el idioma de Ingles para realizar éxito académico. Esta forma se requiere por la ley y que se mantenga en los archivos para el distrito. Nombre del Estudiante: Grado: Escuela (Circule uno): NOE CTE CVIS NOMS NOHS Nombre de los Padres/Tutores: 9. Que idioma aprendió a hablar su hijo(a) primero? 10. Que idioma(s) habla su hijo(a) mas frecuentemente en casa? 11. Que idioma se habla mas frecuentemente en casa? 12. Que idioma(s) habla su hijo(a) con sus amigos y vecinos? 13. Ha recibido su hijo(a) clases de Ingles como Segundo Idioma (ELL) anteriormente? Si No Por cuantos años? Donde? 14. Cuántos años a vivido el estudiante en los Estados Unidos? Años 15. Cual(es) idioma(s) leen los padres? 16. Cual(es) idioma(s) hablan los padres? ELL /12/02

11

12 Post-Exit ELL Monitoring Form (Elementary) Pages 1 and 3 to be completed by the appropriate ESL/Bilingual Education Staff Student Name Grade in 1 st year of monitoring Name of classroom teacher (1 st year of monitoring) Academic Year The classroom teacher is responsible for completing this form at quarterly intervals and returning it to the ESL/Bilingual Education teacher for review. Name of classroom teacher (2 nd year of monitoring) Name of ESL/Bilingual Ed teacher (1 st The ESL teacher is responsible for reviewing year of monitoring) Name of ESL/Bilingual Ed teacher (2 nd year of monitoring) ESL Coordinator (Responsible for ensuring that this form is completed each quarter and maintained in the student s academic record) Exiting ACCESS for ELLs Results: this form each time that it is completed by the classroom teacher. Composite Listening Speaking Reading Writing Literacy Comprehension Oral Language PSSA Results (Below basic, Basic, Proficient, Advanced): 1 st Year of monitoring 2 nd year of monitoring Reading Mathematics Writing Is the student receiving any special services? (any academic services/programs in addition to the standard academic program) If yes, describe the services (1 st year): 1 st year of monitoring 2 nd year of monitoring NO YES NO YES If yes, describe the services (2 nd year): Report Card Results: LA Math Science Social Studies 1 st year of monitoring 2 nd year of monitoring 1 st 2 nd 3 rd 4 th 1 st 2 nd 3 rd 4 th 1

13 Student Name: 1 st Year of Monitoring Teacher s Initials: 1st 2nd 3rd 4th Rate the student s performance in each of the following areas (1 = never 2 = seldom 3 = sometimes 4 = often 5 = always) 1. The student completes assignments on-time The student communicates effectively with teacher The student participates effectively in class projects The student participates effectively in class discussions The student is able to work independently The student attends class regularly The student displays effort and enthusiasm in class The student requires additional assistance with assignments The student shows evidence of difficulty with language The student has discipline problems that interfere with his/her academic progress st Quarter 2 nd 3 rd 4 th Have ESL strategies been implemented to respond to the language needs of the former ELL? 1 st 2 nd 3 rd 4 th Do you recommend that this student be considered for reclassification as an ELL? If you have additional comments, attach them to this form when you return it into the ESL teacher. Make sure you identify which monitoring year and quarter you are commenting on. 2 nd Year of Monitoring Teacher s Initials: 1st 2nd 3rd 4th Rate the student s performance in each of the following areas (1 = never 2 = seldom 3 = sometimes 4 = often 5 = always) 1. The student completes assignments on-time The student communicates effectively with teacher The student participates effectively in class projects The student participates effectively in class discussions The student is able to work independently The student attends class regularly The student displays effort and enthusiasm in class The student requires additional assistance with assignments The student shows evidence of difficulty with language The student has discipline problems that interfere with his/her academic progress st Quarter 2 nd 3 rd 4 th 1 st 2 nd 3 rd 4 th Have ESL strategies been implemented to respond to the language needs of the former ELL? Do you recommend that this student be considered for reclassification as an ELL? If you have additional comments, attach them to this form when you return it into the ESL teacher. Make sure you identify which monitoring year and quarter you are commenting on. 2

14 Student Name: To be completed by appropriate ESL staff 1 st year of monitoring 1 st 2 nd 3 rd 4 th I received and reviewed this form. (ESL staff member initials) Complete the following items only if the information on this form indicates that the former ELL is struggling: I have collaborated with the classroom teacher to incorporate instructional strategies to respond to the language needs of the former ELL. (if the answer is Yes, describe the collaboration in the comments section) Comments: 1 st Yes No 2 nd Yes No 3 rd Yes No 4 th Yes No Comments: Comments: Comments: requirement NOTE: A student may not be recommended for reclassification if collaboration between the ESL and classroom teacher has not taken place. 1 st 2 nd 3 rd 4 th I recommend that this student be reclassified as an ELL. If a recommendation is made to reclassify, have the parents been notified? YES NO 2 nd year of monitoring 1 st 2 nd 3 rd 4 th I received and reviewed this form. (ESL staff member initials) Complete the following items only if the information on this form indicates that the former ELL is struggling: I have collaborated with the classroom teacher to incorporate instructional strategies to respond to the language needs of the former ELL. (if the answer is Yes, describe the collaboration in the comments section) Comments: 1 st Yes No 2 nd Yes No 3 rd Yes No 4 th Yes No Comments: Comments: Comments: NOTE: A student may not be recommended for reclassification if collaboration between the ESL and classroom teacher has not taken place. 1 st 2 nd 3 rd 4 th I recommend that this student be reclassified as an ELL. If a recommendation is made to reclassify, have the parents been notified? YES NO 3

15

16

17

18

19